Learner to provide narrative under each statement of how they meet the criteria.
You must provide answers to each question that allow your assessor to properly assess your knowledge and what work duties you are doing or what role you have within your work. It expected that you will need approximately 300 words per question. The more detail you provide the less likely your account will be sent back for more clarification.
You must answer each question in your own words and written in the first person meaning “I do this”. A tip is always to keep in mind the “who, why, how, where, and when” in each answer.
Learning Outcome 1: Understand the application of theories of leadership and management.
Tell me about
- Theories and models of leadership and management
Guidance for 1.1
Learners critically analyze theories and models of management and leadership including:
L. Urwick – ten principles of management
Trait Theory
K. Lewin’s leadership styles
D. Goleman’s leadership styles and emotional intelligence
A. Maslow’s hierarchy of needs
P. Hersey & K. Blanchard – situational leadership
J. Kouzes & B. Posner – the leadership challenge
M. Belbin – team roles
Management by Wandering Around (MBWA)
Power and Empowerment: dimensions of power, reflecting on power, sources of power, defining empowerment, care, and control.
- How theoretical models are applied to practice
Guidance for 1.2
Learners critically evaluate how 3 theories and/or models of management and leadership apply to adult care practice, including:
- Defining what makes a great leader and manager
- Your role as a leader and manager
- How you identify and understand your own management style(s)
- Adapting management styles to meet requirements of the role and with individuals and teams
- Senior colleagues/team managers roles as managers e.g. deputy, team leaders/supervisors
- Others e.g. homeowners, company directors, trustees
1.3 Barriers between leadership and management theory and their application, including strategies to address barriers
Guidance for 1.3
Learners analyze barriers to applying leadership and management theory in respect of:
- Strategic management
- Managing individuals/performance management
- Managing teams
- Managing change
- Managing quality
- Strategies to overcome barriers e.g. individual professional development, individual
SWOT analysis of service delivery and teams, individual self-reflection, individual and team action planning, individual management coaching and mentoring
1.4 How different leadership styles can impact on working culture and delivery of service
Guidance for 1.4
Learners evaluate different leadership styles and their impact on working culture and service delivery including:
- Inclusive vs exclusive
- Open vs closed
- Positive vs negative
- Democratic, paternalistic, affiliative , laissez faire, commanding, visionary
- Learning outcome 2: Understanding the importance of leadership and management in adult care setting
Tell me about………
2.1 Impacts of policy drivers on leadership and management in adult care services
Guidance for Topic 2.1
Learners evaluate current national and local policy drivers and evaluate how these impact on their leadership and management role – Include the dates of the legislation
- Health and Social Care Act Regulations
- The Equality Act
- The Care Act
- CQC KLOE’s
- Fit and proper person
- The Care Certificate
2.2 Reasons managers in adult care settings need both leadership and management skills
Guidance for 2.2
Learners explain why it is important for managers in adult care to have both
leadership and management skills
2.3 Interactions between leadership and the values/culture of an organization
Guidance for 2.3
Learners analyze both internal and external factors that impact their leadership
and management role and related interactions with consideration of:
Organizational culture and values
Personal values of themselves and others
Openness and transparency with others
Inclusion of staff and others
Managing conflicting values and addressing difficulties
Positive engagement of colleagues and those receiving care and support
Giving and receiving positive and negative feedback
Level of experience in management role and related responsibilities
2.4 Systems that establish a culture of continual learning and development in the care setting
Guidance for 2.4
Learners evaluate the importance of learning and development in their care setting to include:
Manager induction standards
Reflection and reflective practice
Continuing training and development for themselves and other
2.5 Methods of creating an atmosphere that inspires a culture that is open, positive, and inclusive
Guidance for 2.5
Learners evaluate communication strategies for creating an open atmosphere including:
Duty of Candour – openness, and honesty
Whistleblowing
Concerns and complaints procedures
Constructive criticism
Commitment to equal opportunities
2.6 Methods of promoting a service that encourages innovation and creativity in a positive and realistic manner
Guidance for 2.6
Learners explain methods of promoting a service including:
Feedback and suggestions procedures
‘Community involvement – both internal and external
Community impact and related communications to others
Learning Outcome 3: Lead commitment to a vision for the service
Tell me about how you….
3.1 Communicate forward-thinking vision and strategy with confidence to inspire and engage others
Guidance for 3.1
Learners communicate forward-thinking vision and strategy with consideration of:
Own strengths in motivational thinking/speaking
In management and staff meetings
Meetings with those in receipt of care, their carers and relevant others
Internal and external activities /events
3.2 Engage with internal and external stakeholders to create awareness of the vision for service.
Guidance for 3.2
Learners evidence that all stakeholders are aware of service expectations, using appropriate communication strategies:
Individual meetings
Group meetings
Marketing/digital
3.3 Create service development plans to support the vision ensuring it is both shared and owned by those implementing and communicating the vision
Guidance for 3.3
Learners create service development plans including:
Management meetings
Staff supervision
Strategic planning
Research and development activities
3.4 Implement strategies for involving stakeholders and others in decisions about service delivery
Guidance for 3.4
Learners implement strategies for involving stakeholders and others in decisions about service delivery
Communication strategy – internal /external
Community meetings – internal /external
Team/individual meetings
Feedback processes and procedures in respect of service provision
Decisions for example include positive change management and future vision for the service.
Learning Outcome 4: Provide leadership for a team in an adult care setting
Tell me about how you….
4.1 Adapt leadership and management styles to reflect different situations and stages in a care team’s development
Guidance for 4.1
Learners adopt relevant leadership and management styles
4.2 Develop trust and accountability within the team
Guidance for 4.2
Learners build positive relationships within their team(s) with consideration of:
Active listening skills
Team cultures
Team values and values-based culture, e.g. challenging discrimination and exclusion
Team diversity, e.g. respecting difference in experience, knowledge and skills
Team roles and responsibilities
Team activities – internal and external
Individual and team accountability
Provide regular feedback on team performance and achievement
4.3 Build team commitment to the service and its values
Guidance for 4.3
Learners build team commitment by consistently demonstrating own commitment and expressing own vision.
4.4 Develop, implement and review strategies that support positive value-based cultures in teams
Guidance for 4.4
Learners develop, implement and review strategies that include:
Action planning and reviewing of team(s) against service vision and related achievements
Commitment by all to a values based team culture in support of the service vision
4.5 Manage workloads effectively
Guidance for 4.5
Learners manage workloads using standard working procedures including:
Time management
Delegation
Setting priorities
Demonstrating and promoting a work/life balance for self and others
Learning Outcome 5: Manage Team working
Tell me about how you…
5.1 Facilitate inclusion of team members when agreeing team objectives
Guidance for 5.1
Learners facilitate inclusion when agreeing team objectives to support strategy and vision.
5.2 Develop and support innovation and creativity whilst planning team objectives and ensuring collective agreement
Guidance for 5.2
Learners develop and support innovation and creativity whilst planning team objectives and ensuring collective agreement.
5.3 Assign roles, detailing responsibilities and personal work objectives with team members
Guidance for 5.3
Learners acknowledge individual skill sets, interest, knowledge, expertise, and development needs whilst motivating all individuals, for example:
Those who are not assigned their first choice of role
Those who might disengage with the process
Those who might show less motivation and/or enthusiasm than others
Those who might demonstrate complacency and/or disengagement
5.4 Implement systems to support team members to work towards personal and team objectives and monitor progress
Guidance for 5.4
Learners implement systems that enable team members to match their personal goals to the overall objectives of the service
5.5 Provide feedback on performance for individuals and the whole team
Guidance for 5.5
Learners provide feedback, methods could include:
Team based feedback
360-degree feedback
Constructive criticism
Supervision(s)
Appraisal
Mentoring
Coaching
Compliments and complaints – both internal and external
5.6 Identify performance issues within the team addressing issues positively for ongoing development
Guidance for 5.6
Learners use constructive evaluation and feedback to inform individual action plans for continued professional development and ongoing learning for their team(s)
5.7 Recognise progress achieved towards the team and personal work objectives
Guidance for 5.7
Learners recognize progress achieved towards the team and personal work objectives through:
- Individual and team feedback
- Individuals supervision – self and others
- Individual appraisal – self and others
- Individual/team observations – formal and informal
- Auditing processes and procedures
- Informal and formal inspection processes
- Feedback from those in receipt of care and support
