Unit 7: Supervising Others
Unit 37: Facilitate Coaching and Mentoring of Practitioners in Care Settings
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
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.
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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
Please take note of the following command verbs that you will come across in the knowledge activities below and what they mean in terms of the level of detail your answer requires:
Describe – In order to describe something, you must give a detailed account of it. This must be written in full sentences and paragraphs.
Explain: You need to ensure that your answer is clear, revealing relevant facts. This must be written in full sentences and paragraphs.
Identify – Your answer should establish who or what something is. This can be in a list format.
Summarise – Write down briefly the main points or essential features.
Evaluate- You are required to look back on the effectiveness of something. When answering evaluate questions, you need to: make a judgement. Support this judgement with evidence that shows why you said it was effective or ineffective.
Analyse- You are required to break down each topic into fundamental parts and critically examine each, providing in depth discussions.
Referencing
The Harvard referencing system offers a standardised method for acknowledging sources and enhancing the credibility of your work. https://www.grammarly.com/blog/harvard-style/
When you are citing information, you need to do the following:
Book- include the author’s surname and initials, year of publication, title of the book (in italics), edition (if applicable), place of publication, and the name of the publisher.
Journal articles– provide the author’s surname and initials, year of publication, article title (in single quotation marks), journal title (in italics), volume number, and page range.
Online source- include the web address and the date you accessed the information.
In-text citations – should include the author’s surname, publication year, and page number if quoting directly.
Consistency is key, so be diligent in following the Harvard referencing style throughout your academic journey, ensuring that your references are accurate and complete. Remember, proper referencing not only strengthens the validity of your work but also demonstrates academic integrity and respect for the intellectual contributions of others.
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Plagiarism and use of Artificial Intelligence (AI)
It is imperative to understand and adhere to the principles of academic integrity, particularly in avoiding plagiarism. Plagiarism involves presenting someone else’s work, ideas, or words as your own without proper acknowledgment.
This also include the use of information generated from Artificial Intelligence, whilst you may use this for further research, you still need to ensure this is cited correctly and that the information provided is accurate and valid.
When you copy and paste content from AI tools, websites, or other sources without proper citation, it’s considered unethical. Therefore, it’s imperative to always cite your sources accurately. When you copy text without comprehending its context, you miss out on the opportunity to gain a deeper understanding of the subject matter.
As you are completing a work based qualification, we strongly recommend that you recognise all opportunities to support your answers with examples of workplace practice.
We will also use tools to check for plagiarism and AI use and your submission will be returned, should this be detected.
Section One
Task 1: Legislation and Professional Supervision
Activity:
Research the key legislation and codes of practice that influence professional supervision in adult care.
Summarise how these requirements, as well as internal and external factors, structure the professional supervision process.
Task 2: Supervision Techniques
Activity:
Create a comparative chart outlining different supervision activities and processes that can be used in adult care.
Include advantages and disadvantages of each technique.
Task 3: Wellbeing and Support
Activity:
Identify and list ways in which effective supervision can protect and support the supervisee and individuals, carers and families involved in adult care, as well as the supervisor and the organisation.
Explain why the wellbeing of the supervisee should be included within effective supervision and supportive practices, and ways to enable and promote this
Task 4: Addressing Power Imbalance
Activity:
Discuss factors that can result in a power imbalance during professional supervision. Propose strategies on how to address and mitigate these imbalances.
Task 5: Reflective Practice
Activity:
Reflect on a challenging situation that arose during professional supervision.
Identify the key challenges faced and propose ways to address and learn from them.
Task 6: Professional Supervision Function
Activity:
Analyse and evaluate the function of professional supervision in adult care.
Discuss the importance of supervision in ensuring quality care and support for individuals.
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Section Two
Task 1:
Activity:
Research and write a short report highlighting the key differences between coaching and mentoring.
Include examples of how coaching and mentoring are used within your own organisation.
Task 2:
Activity:
Create a mind map or diagram illustrating the benefits of coaching and mentoring relationships for both the practitioner and the coach/mentor within the setting.
Task 3:
Activity:
Choose a specific practitioner within your organisation and create a personalised professional development plan incorporating coaching and mentoring support.
Highlight how this plan will benefit the practitioner’s growth.
Task 4:
Activity:
Review the organisational policies related to coaching and mentoring in your setting.
Analyse how these policies promote a learning ethos and suggest any improvements if needed.
Task 5:
Activity:
Create a training manual or guide for new coach/mentors within your organisation.
Include information on how support and training are provided, and the resources available for their development.
Task 6:
Activity:
Interview a service user or their family member to gather their perspective on the benefits of effective coaching and mentoring support for practitioners. Summarise their feedback in a report.
Task 7:
Activity:
Conduct a SWOT analysis on how the organisation will benefit from implementing effective coaching and mentoring support for all practitioners. Highlight the strengths, weaknesses, opportunities, and threats.
Task 8:
Activity:
Create a business case or proposal outlining how the use of coaching and mentoring in your work setting aligns with and supports the business objectives. Include specific examples.
Task 9:
Activity:
Create a resource guide for practitioners within your setting that lists different types and sources of information, advice, and guidance to support their learning and development.
Task 10:
Activity:
Develop a set of key performance indicators (KPIs) to measure the impact of coaching and mentoring on practice within your setting. Present your findings in a report.
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