- 2.4 Reviewing available information and making valid decisions
- 2.3 Using factual data, recommendations, suggestions, and ideas in a logical and purposeful manner to inform decision making
- 1.4 Strategies for keeping aware of own stress levels and for maintaining wellbeing
- 1.1 Elements of management decision-making
- Unit 10- Decision Making in Adult Care NVQ Level 5
- 1.2 Values, belief systems, and experiences affecting working practice
- 2.4 Adapt communication in response to the emotional context and communication style of others
- 1.1 Emotions affecting own behavior and the behavior of others
- 2.2 Providing support to engage others in the decision-making process
- 2.1 Evaluating range, purpose, and situation for effective decision making
- 4.3 Prioritize own development goals and targets
- 4.4 Use personal and professional development planning
- 4.2 Establish own learning style
- 4.1 Evaluate own knowledge and performance
- 4.2 Ways in which team members are supported to understand their role in safeguarding children and young people from danger, harm, abuse, or exploitation.
- 4.1 Reasons adult care practitioners need to be aware of national and local requirements that seek to ensure the safety and wellbeing of children and young people.
- 3.7 Demonstrate ways of assessing the effectiveness of risk management practice
- 3.6 Demonstrate positive approaches to risk assessments
- 3.5 Revise plans to take account of changing circumstances
- 3.4 Delegating responsibilities to others
2.2 Show how individuals and/or families are included in reviewing policies and procedures
Course: NVQ Level 5 Diploma In Leadership & Management for Adult Care
Unit 8: Safeguarding, Protection, and Risk
LO2: Lead on the effective application and review of safeguarding and whistleblowing policies, procedures, and protocols
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2.2 Show how individuals and/or families are included in reviewing policies and procedures
The family is often included in the review of policies and procedures, as they are the ones who will be directly affected by them. By including the family, we can ensure that everyone is on board with the new policies and that they understand how they will be implemented. This also helps to create a sense of ownership among all members of the family, which can lead to better compliance with the new policies.
Individuals may also be included in reviews of policies and procedures. For example, employees may be asked to provide input on a new attendance policy. This allows employees to have a say in how the policy will affect them and gives them a sense of ownership over the policy. It also ensures that employees are aware of the policy and of their responsibilities under it.
This can also be done for new procedures and policies that affect everyone within the business. For example, all workers may be asked to provide input on a new safety procedure before it is implemented. This allows each worker to have his or her say and helps create a sense of ownership over the changes. It also ensures that workers are aware of the procedure and understand what it means for them.
As you can see, including individuals and families in the review process makes sense from both a practical perspective as well as a strategic perspective. If everyone is on board with new policies, they are more likely to follow them. This will help achieve the overall goals of your business.
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Families, in particular, can provide valuable feedback because they have a unique perspective on how the policy or procedure affects them as a unit. They may also have suggestions on how to make it better or more effective. By including individuals and families in the review process, we create an environment of transparency and accountability, which is essential for building trust between stakeholders and service providers.
The following are three examples of where the family is included in reviewing policies and procedures:
- Family members may be asked to provide input on a new policy before it is rolled out across the entire service system. This allows everyone within the family to provide input on the policy and for family members to have a say in how it will affect them directly. It also ensures that everyone is aware of the changes, so there are no surprises down the line.
- Families may be consulted during the process of creating or renegotiating contracts between service providers and funders. The family knows first-hand how the service system works, so they can provide valuable input.
- The family may be represented on a task force that is working to update or revise policies and procedures related to funding sources, eligibility requirements, etc. This helps ensure that families’ voices are being heard in the process of making changes.
As you can see, families play a key role in reviewing policies and procedures. The more that families are included in this process, the better it is for everyone involved.
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