How and where can you access information, resources and support for your learning and development? 501.1 ac 3 What are the organisational policies and procedures for different sources and systems of support for professional development • Formal support • Informal support • Supervision • Appraisal • Mentoring • Within the organisation • Beyond the organisation Compare the benefit of using a range of sources. 502.1 ac 4 Explain factors to consider when selecting opportunities and activities for keeping knowledge and practice up to date 502.4 ac 1 Compare models of reflective practice Kolbs learning cycle and reflective template Concrete experience * What happened * How did you feel * How did you react Reflective observation * What went well * What did not go well * Did anything unexpected occur * How do you feel now Abstract (understanding) * How does theory inform you * How does research inform you * Conclusions Active experimentation * What other options did you have * What night
Assessment methodology Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information. STANDARDS 1 Understand the context of supporting skills for everyday life 1.1 Compare methods for developing and maintaining skills for everyday life 1.2 Analyse reasons why individuals may need support to maintain, regain or develop skills for everyday life 1.3 Explain how maintaining, regaining or developing skills
Unit 218 Research information Level: 2 Credit value: 4 NDAQ number: Y/601/2488 Unit aim This unit is about organising suitable data that has been researched using different sources of information. Learning outcomes There are two learning outcomes to this unit. The learner will: 1 Understand procedures for researching information 2 Be able to research information for others Guided learning hours It is recommended that 17 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to the Business and Administration NOS BAD323. Support of the unit by a sector or other appropriate body This unit has been developed by the Council for Administration.
Lead and manage a team within health and social care setting Learning outcome one – Understand the features of effective team performance. Activity 1 Examine Syer and Connolly and Bruce Tuckmans theory of team development and compare the two Syer and Connolly believe that effective team development requires certain aspects to be in place in order for the development to happen, they write that there are two elements to team development, maintenance and task roles. In order for the team to develop they need to have task roles such as analysis, decision making, planning and design, maintenance roles are areas such as being concerned about people’s feelings and relationship between team members, continually working towards cohesion within the team and preventing negative conflict within the team, they also believe that task and maintenance roles are interconnected and both are required for the success of teams. ( Syer and Connolly 1996) Bruce Tuckmans theory related to how teams build from the start of their journey together and some of the transitions they go through when building the team dynamic, Tuckman describes these thus: Forming – when a team are trying to develop their roles and responsibilities are unclear, the team members do not want conflict and therefore tend to not make any decisions for fear of upsetting one another, they simply want to gather information about each other before making any commitment to taking on responsibility, this often happened when someone new joins and established team, they as individuals will be reluctant to take on any responsibility. Storming – when team members become more established and knowledgeable and want to show what they have learned, this can lead to conflict and power struggles as their skills and understanding develop and they challenge each other’s ideas.
The learner can then see what they need to develop further before summative takes place. • Summative assessment in assessing learner achievement This takes place at the end of an assessment to indicate whether the learner has gained enough knowledge and performance skill throughout their assessment. This usually leads to a pass or fail situation but helps to confirm the learner has met the required criteria and competent in their work of assessment. 1.2 QUESTION 2 Define / describe the key concepts and principles of assessment • assessment as a process of making judgements of learners' knowledge, skills and competence against criteria _ To assess learner’s knowledge oral questions should be asked alongside discussions between the learner and the assessor. Projects could be given to learners to assess whether learning has taken
Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development. Assessment This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcome 2 must be assessed in a real work environment. Level 2 Diploma in Health and Social Care (Adults) for Wales and Northern Ireland (4222-22) 31 Unit 4222-203 Introduction to equality and inclusion in health, social care or children's and young people’s settings (SHC 23) Assessment Criteria The learner can: 1. explain what is meant by: diversity equality inclusion discrimination 2. describe ways in which discrimination may deliberately or inadvertently occur in the work setting 3. explain how practices that support equality and inclusion reduce the likelihood of discrimination.
Assessment This unit must be assessed in accordance with Skills for Care and Development’s QCF Assessment Principles. Learning outcomes 2, 3, 4 and 6 must be assessed in a real work environment. Unit 4222-324 Support individuals with specific communication needs (HSC 3029) Assessment Criteria Outcome 1 Understand specific communication needs and factors affecting them The learner can: 1. explain the importance of meeting an individual’s communication needs 2. explain how own role and practice can
SHC 32 Personal Development v1.10 Title Engage in personal development in health, social care or children’s and young people’s settings Level THREE Credit value 3 Learning outcomes Assessment criteria The learner will The learner can: 1 1.1 Describe the duties and responsibilities of own work role 1.2 Explain expectations about own work role as Understand what is required for competence in own work role expressed in relevant standards 2 Be able to reflect on practice 2.1 Explain the importance of reflective practice in continuously improving the quality of service provided 2.2 Demonstrate the ability to reflect on practice 2.3 Describe how own values, belief systems and experiences may affect working practice 3 Be able to evaluate own performance 3.1 Evaluate own knowledge, performance and understanding against relevant standards 3.2 Demonstrate use of feedback to evaluate own performance and inform development 4 Be able to agree a personal 4.1 Identify sources of support for planning and development plan reviewing own development 4.2 Demonstrate how to work with others to review and prioritise own learning needs, professional interests and development opportunities 4.3 Demonstrate how to work with others to agree own personal development plan 5 Be able to use learning opportunities and reflective practice to contribute to personal development 5.1 Evaluate how learning activities have affected practice 5.2 Demonstrate how reflective practice has led to improved ways of working 5.3 Show how to record progress in relation to personal development Additional information about the unit NOS ref CCLD 304 GCU 6 GEN 12 HSC 33 GEN 13 Themes recur as knowledge requirements, performance criteria and core values throughout HSC NOS Unit purpose and This unit is aimed at those who work in health or aims social care settings or with children or young
3. Be able to evaluate own performance Use of feedback to evaluate own performance and inform development: feedback from others can develop own knowledge, skills and understanding and may include: identifying areas for improvement, increasing my capacity for problem solving, helping me to understand others` perspectives. 4. Be able to agree a personal development plan Sources of support: formal, informal, supervision, appraisal, within the organisation, beyond organisation Work with others to review and prioritise own learning: individual,
Communication Skills: Planning and Giving a Group or Team Presentation Description Group or team presentations are logical assignments to accompany either a collaborative project or a large project that is more practically divided among a number of individuals. The group or team presentation is presented by several individuals, with each individual presentation contributing to one common goal. However, each member’s presentation should also be able to stand alone as an independent presentation. Learners The assignment is expedited if learners are familiar with methods of working in groups or teams. The Reflective Thinking Sequence is a process for group members to follow when planning a presentation.