Analyse how requirements of legislation, codes of practice and agreed ways of working influence and structure professional supervision requirements in adult care

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Learning Resources

Website and resource

Supervision, Skills for Care

https://www.skillsforcare.org.uk/Support-for-leaders-and-managers/Managing-people/Supervision.aspx

What is supervision in care? Ineffective and effective supervision and impact. Analyse how requirements of legislation, codes of practice and agreed ways of working influence and structure professional supervision requirements in adult care

https://cpdonline.co.uk/knowledge-base/care/supervision-in-care/

Coaching and Mentoring

https://www.cipd.co.uk/knowledge/fundamentals/people/development/coaching-mentoring-factsheet

Coaching and Mentoring-GOV.UK

https://www.gov.uk/guidance/coaching-and-mentoring

Helpful hints and tips

Section one

Legislation should include regulations where appropriate: Care Quality Commission – fundamental standards, Care Act 2014, Common core principles to support self-care – Skills for Care, Supervision policy, Safeguarding and risk management, Equality Act 2010, General Data Protection Regulations (GDPR).

Professional supervision: A practice-focused professional relationship with an individual from the same professional group, involving the opportunity to reflect upon, develop and monitor those aspects of the role that are profession-specific.

Professional supervision as a part of the performance management process: Power imbalance – putting supervisee at ease; remaining informal and supportive, conflict resolution – sensitive and constructive approaches, conduct and performance – providing feedback and putting in place measurable targets, grievance, and discipline processes – addressing issues of poor performance in line with agreed policies.

Professional development processes: May include personal development plans, learning logs, development requests.

Identifying development needs: Personal Development Plans, SMART targets, agreeing schedules for completion, identifying training needs, reviewing own performance, career planning.

Section two

Coaching: Enables the practitioner to achieve specific goals. Focus on short- and long-term goals; target setting; SMART targets. Developing a person’s skills and knowledge so that their job performance improves, leading to the achievement of organisational objectives. More structured – focus on specific issues. Meetings scheduled. Coach does not need to have knowledge of the role.

Mentoring: Transfer of knowledge/skills from a highly experienced person to a person of lesser experience. Long-term passing on of support, guidance, and advice. A supportive form of development. Focus on providing support to manage career, progress and improve skills. Productive discussion of personal issues, unlike in coaching where the emphasis is on performance at work. Mentoring activities have both organisational and individual goals.

Benefits of coaching/mentoring relationships: Development of trust. Learning from senior staff. Staff feeling accepted and part of the team. Opportunities to shadow and plan progression. Supporting appraisal processes. Identification of staff potential.

Models of practice: GROW – Goal, Reality, Options, Will. Kolb’s Experiential Learning Cycle

Benefits to users of services: Improved practice. Upskilled staff. Stronger team cohesiveness. Continuity and consistency of care. Carers feel empowered to provide innovative approaches. Learning ethos of organisations promotes evidence-based practice.

Business objectives: Develops staff skill mix. Offers opportunities for progression. Promotes learning culture. Develops staff in-house.

Information, advice and guidance: Accessing current research. Updating training. Sharing new learning. Reviewing change in policy development. Support from training providers and local colleges; internet sources.

Impact of coaching and mentoring: Personal development. Professional development. Career progression. Developing leaders. Improved practice. User of services satisfaction. Person-centred approaches. Team development. Learning culture. Organisational development. Coping with change. 

KNOWLEDGE TASKS

Section One

1. Analyse how requirements of legislation, codes of practice and agreed ways of working influence and structure professional supervision requirements in adult care
2. Evaluate the function of professional supervision in adult care
3. Compare different supervision activities and processes which can be used in adult care
4. Analyse how effective supervision should be used to support and protect: • the supervisee • individuals, carers and families
5. Analyse how effective supervision can protect the supervisor and the organisation
6. Explain why the wellbeing of the supervisee should be included within effective supervision and supportive practices, and ways to enable and promote this
7. Describe how external and internal factors influence practice and can be used within professional supervision objectives
8. Evaluate how supervision can be used alongside appraisal and professional development processes to enhance performance and aspirations of the supervisee
9. Analyse factors which can result in a power imbalance in professional supervision and how to address them
10. Evaluate ways to address challenges arising during professional supervision

Section Two

1. Analyse the differences between coaching and mentoring, giving examples of how each process is used within own organisation

2. Review the benefits of coaching and mentoring relationships to both parties when supporting practitioners within the setting

3. Discuss how coaching and mentoring support the professional development of practitioners

4. Assess how organisational policies in own setting relating to coaching and mentoring promote a learning ethos

5. Explain how appropriate support and training are provided for the coach/mentor within own organisation

6. Discuss the benefits to users of services of maintaining effective coaching and mentoring support for practitioners within a setting

8. Assess the role and responsibilities of practitioners when engaging with coaching and mentoring activities to develop professional practice

9. Analyse how the organisation will benefit from effective coaching and mentoring support for all practitioners

10. Analyse how the use of coaching and mentoring in own work setting supports business objectives        

11. Discuss different types and sources of information, advice and guidance that can support learning in the work setting

12. Evaluate the impact of coaching and mentoring on practice in own setting

Example Answer - Plagiarised, Don`t Copy

Analyse how requirements of legislation, codes of practice and agreed ways of working influence and structure professional supervision requirements in adult care

Legislation, codes of practice, and agreed ways of working play a critical role in shaping professional supervision requirements in adult care. These elements ensure that supervision is conducted in a structured, consistent, and legally compliant manner, safeguarding both staff and service users.

Legislation

Key pieces of legislation such as the Health and Social Care Act 2008, the Care Act 2014, and the Mental Capacity Act 2005 establish legal frameworks for the provision of safe, effective care and for the protection of vulnerable adults. These laws mandate that care providers must ensure their staff are appropriately supervised and supported to deliver high-quality care. Supervision must promote adherence to legal standards, prevent neglect or abuse, and maintain the dignity and rights of individuals receiving care.

Codes of Practice

Professional bodies such as the Health and Care Professions Council (HCPC) and the Social Care Institute for Excellence (SCIE) provide codes of practice that outline expectations for professional conduct. These codes require that staff receive regular supervision to ensure they meet professional standards, maintain competency, and follow best practices in adult care. Supervision is a vehicle for continuous professional development, ensuring that practitioners stay updated on ethical practices, new legislation, and service user rights.

Agreed Ways of Working

Agreed ways of working refer to policies, procedures, and care plans established within individual care settings. These frameworks ensure consistency in care delivery and reflect organisational commitments to regulatory compliance and quality standards. Supervision within this context is structured to reflect the organisation`s vision, values, and operational procedures. For example, agreed ways of working will often detail how frequently supervision should occur, the topics to be covered, and how outcomes should be documented and reviewed.

Continued....