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JohnEaton2011AllRIGHTSRESERVED

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Jet Training, Minehead Road, Norton Fitzwarren, Taunton, Somerset, TA2 6NS

Telephone 01823 270845 Mobile 07775643169 Email: info@jet-traning.org.uk

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QUALIFICATIONSANDCREDITFRAMEWORKQCFHealthandSocial

Level2DiplomainHSC(adults)MandatoryGroupASHC22INTRODUCTIONTOPERSONALDEVELOPMENTINHEALTH,SOCIALCARE

Level2 Creditvalue3

Learning outcomes are the black on whiteoverviewstatementsthatThelearnerwill:

TheAssessmentcriteria(1.1etal)iswhat aftertheassessmentThelearnercan:

1 UNDERSTANDWHATISREQUIREDFORCOMPETENCEINOWNWORKROLE1.1 Describethedutiesandresponsibilitiesofownrole

CAREWORKERJOBDESCRIPTIONCareworkerreportsto:caremanagersummaryofposttheroleofcareworkerhasmanyaspectsandthisdocumentsetsouttheprincipalfunctionsofthejob.Itisnotanexhaustivelistofthetasksinvolved,theywill vary from one customer to another, but instead it is intended to be a guide to the type ofworkinvolved.Jobdescription

Itisimportantthatallemployeesofthecompanyfollowtherulesandpoliciesandproceduresaslaidoutinthestaffhandbookandinthepoliciesandproceduresbookwhichkeptintheofficeandavailableforanycareworkertouse.

Theroleofthecareworker istoperformdutiesandtaskstofacilitateourcustomersto liveathome inasafesecureandcomfortableway.

Duties

Itissometimesdifficulttogeneraliseaboutwhattheroleofacareworkeris.Thebestwayofsummingitupisthatwemightperformthetaskscarriedoutbyaclosefriendorrelativebutinatrained,professionalandknowledgeableway.

In order to do this successfully the careworkermust be aware of the needs and requirements of thecustomerandmustcommunicatesuccessfullynotonlywiththecustomerbutalsowithotherstakeholderssuchasfamily,friendsandotherhealthcareprofessionals.Thecareworkeralsohasaresponsibilitytoalertthesupervisor(ortheirrepresentative)ofanychangesorcausesforconcerninthecustomerscondition.

There will be specific tasks identified for a particular customer. These may include cooking and/orpreparingmealsandpossiblyassistancewithfeeding.Housekeepingandlaundryaswellaspersonalcaremayalsobepartoftherole.

Thecareworkerwillbebriefedbeforeundertakinganyassignmentwiththespecifictasksinvolvedbutineverycaseitisincumbentuponthecareworkertocarryouttheworkinasafeandprofessionalwayandtoadheretothespecificinstructionsaswellasthepoliciesandproceduresofthecompany.

Careworkersarefrequentlytheonlypeoplethatacustomermayseeonadailybasisandclearlythereisaresponsibilitytoreportanyrelevantinformationbacktothesupervisor.Itisnottheroleofthecareworkerto become involved innotifying family, friends or relatives of changes.Thiswill be carried out by thebluebirdcareadmin team,basedon theadvicereceivedfrom thecareworker.Thecareworkerdoesnothaveresponsibilityforstaff.Itshouldbeclearlyunderstoodthattherolerequiresagreatdeal,sometimesbothinphysicalandemotionalways,andalsocarriesaweightofresponsibility.

Anyonewhodoesnotgenuinelycareaboutthewelfareofotherpeoplewillnotbesuitableforthisjob.

The permanent equipment provided by bluebird care such as uniform, identity badge and any otherequipmentrequiredtocarryouttherole,aretheresponsibilityofthecareworkeras ismakingsurethatconsumablessuchasdisposableglovesandapronsareavailableandnotinshortsupply.

Whilstthesupplyandupkeepofanyequipmentsuchaswheelchairsandhoistsarenottheresponsibilityofbluebirdcareor itsemployees, it isexpected thatcausesforconcernwithanyofsuch itemswouldbepassedbythecareworkertothesupervisor.

By its nature domiciliary care requires careworkers to travel from place to place.Careworkersmustthereforehavetheabilitytodothis,eitherbypublictransportorbytheirownmeans.

Athoroughtrainingprogrammeisapplicabletoeverymemberofthebluebirdcareteam.Thisconstitutesbothinitialandongoingtrainingandisarequirementofallstaff.Everymemberofstaffwillberequiredtoapplyfor,andachieve,asatisfactorycriminalrecordsbureaucheck.

Jobspecificationessential

1. Genuinecareforothers2. Goodcommunicationskills3. Abilitytounderstandwhattheroleentails4. Abilitytofollowinstructions

Desirable

1. Experienceincareprovision2. Owntransport3. Flexibleavailability

Keycompetencies

1. Tobeabletoattendallcustomercalls2. Tounderstandtheimportanceofsuchcalls3. Tobeabletocopewithemergencyanddifficultsituations4. Tobeabletocommunicatewithotherpeople5. Tobeabletomaintainhighstandardsofcareprovision

Tasks

(therolemayinvolvesomeorallofthefollowing.Thisisnotintendedasacompletelistandissuppliedforinformationonly)

Assistcustomerstogetup,dressingandpreparingthemfortheirday Washing,bathing,showering,oralcare,grooming.

Toileting,assistingwithuseofcommode,emptyingcommode. Continencemanagement Usingmanualhandlingequipmentasspecified. Workingwithothercareprofessionalssuchasdistrictnurses,gps,etc. Assistingwithprescribedmedication Assistcustomerstogotobed,includingundressingandwashing Preparationofmealsandassistancewithfeeding Generalhouseholdduties Bedmakingandlaundry Shoppingandsuppliesmanagement Tokeepaccuraterecordsofcarevisits.

1.2 Identifystandardsthatinfluencethewaytheroleiscarriedout

GENERALSOCIALCARECOUNCILCodeofPractice

Code of Practice for Social Care Workers and Code of Practice for Employers of Social CareWorkersSeptember2004EmployersofsocialcareworkersIntroductionThisdocumentcontainsagreedcodesofpracticeforsocialcareworkersandemployersofsocialcareworkersdescribing the standardsof conductandpracticewithinwhich they shouldwork.This introduction,which isalso reproduced in theCodeofPractice forSocialCareWorkers, isintended tohelpyouunderstandwhat the codes are for andwhat theywillmean toyou as asocialcareworker,employer,serviceuserormemberofthepublic.The General Social Care Council began its work on 1 October 2001, at the same time as theNorthernIrelandSocialCareCouncil,theScottishSocialServicesCouncil,andtheCareCouncilforWales.TheCouncilshaveaduty todevelopcodesofpracticeandhaveworked together indevelopingthesecodesaspartoftheircontributiontoraisingstandardsinsocialcareservices.Thetwocodesforworkersandemployersarepresentedtogetherinthisdocumentbecausetheyare complementary andmirror the joint responsibilities of employers andworkers in ensuringhighstandards.Whatarethecodes?The Code of Practice for Employers of Social Care Workers sets down the responsibilities ofemployersintheregulationofsocialcareworkers.Thisisthefirsttimethatsuchstandardshavebeensetoutatnationallevel.Thecoderequiresthatemployersadheretothestandardssetoutintheircode,supportsocialcareworkers inmeeting theircodeand takeappropriateactionwhenworkersdonotmeetexpectedstandardsofconduct.

TheCodeofPracticeforSocialCareWorkersisalistofstatementsthatdescribethestandardsofprofessional conduct andpractice required of social careworkers as they go about theirdailywork. Again, this is the first time that standards have been set in this way at national level,although many employers have similar standards in place at local level. The intention is toconfirm the standards required in socialcareandensure thatworkersknowwhat standardsofconductemployers,colleagues,serviceusers,carersandthepublicexpectofthem.The codes are intended to reflect existing goodpractice and it is anticipated thatworkers andemployerswill recognise in the codes the shared standards towhich they already aspire.TheCouncilswillpromotethesestandardsthroughmakingthecodeswidelyavailable.Howwillthecodesbeused?Thecodesareakeystep in the introductionofasystemofregulation forsocialcare in the fourcountriesof theUK.TheCouncilsareresponsible for theregistrationof thoseworking insocialcare.Theregisterwillbeapublicrecordthatthoseregisteredhavemettherequirementsforentryonto the registerandhaveagreed toabideby the standards setout in theCodeofPractice forSocialCareWorkers.TheCouncilswilltakeaccountofthestandardssetintheCodeofPracticeforSocialCareWorkersin considering issues of misconduct and decisions as to whether a registered worker shouldremainontheregister.Whatwillthecodesmeantoyou?As a social careworker youwillhave criteria to guide yourpractice and be clear aboutwhatstandardsofconductyouareexpectedtomeet.Youareencouragedtousethecodestoexamineyourownpracticeandtolookforareasinwhichyoucanimprove.Asasocialcareemployeryouwillknowwhatpartyouareexpectedtoplayintheregulationoftheworkforceandthesupportofhighqualitysocialcare.Youareencouragedtoreviewyourownstandardsofpracticeandpoliciesinthelightofthestandardssetinthecode.Asauserofservicesormemberofthepublicthecodeswillhelpyouunderstandhowasocialcareworkershouldbehavetowardsyouandhowemployersshouldsupportsocialcareworkerstodotheirjobswell.

NATIONALMINIMUMSTANDARDSFORCAREHOMESFOROLDERPEOPLEThis regulationcontainsastatementofnationalminimumstandardspublishedby theSecretaryofStateundersection23(1)oftheCareStandardsAct2000(asamended).Thestatementisapplicabletocarehomes(asdefinedbysection3ofthatAct)whichprovideaccommodation,togetherwithnursingorpersonalcare,forolderpeople.ThisdocumentsetsoutNationalMinimumStandards forCareHomes forOlderPeople,which form thebasisonwhichthenewCareQualityCommissionwilldeterminewhethersuchcarehomesmeettheneeds,andsecurethewelfareandsocialinclusion,ofthepeoplewholivethere.

Thenationalminimumstandardssetoutinthisdocumentarecorestandardswhichapplytoallcarehomesprovidingaccommodationandnursingorpersonalcareforolderpeople.Thestandardsapplytohomesforwhichregistrationascarehomesisrequired.Whilebroadinscope,thesestandardsacknowledgetheuniqueandcomplexneedsofindividuals,andtheadditional specific knowledge, skills and facilities needed in order for a care home to deliver anindividually tailored and comprehensive service.Certain of the standards do not apply to preexistinghomesincludinglocalauthorityhomes,RoyalCharterhomesandotherhomesnotpreviouslyrequiredto register. The standards do not apply to independent hospitals, hospices, clinics or establishmentsregisteredtotakepatientsdetainedundertheMentalHealthAct1983.1.3 Describewaystoensurethatpersonalattitudesorbeliefsdonotobstructthequalityofwork

Articleonagingtohelpformulateacarersviewonattitudestotheelderly

Attitudes tooldpeople inGreatBritain, that theyare regardedas stupid,decrepit, feeble,orunusuallyeccentric,wiseorsweetnatured,andinanyeventtobepatronised.Suchattitudes(asabove)pervadethehealth serviceandmean that servicesarebasedondeepseatedstereotypesofwhatoldpeopleare like,ratherthanwhattheyneedorwant.Thearticlewentontonotethatoftentheelderlyarefobbedoffbyhealthprofessionalsbecauseagealone isresponsible for their ills,and thatcaring for theelderly is lowstatuswork.

Careof theelderly isanunpopularfield inmostclinicalcareers, includingclinicalpsychology,medicineandsocialwork.Thisunpopularityisnolesssoamongstnurses,andalthoughtheelderlywererecognisedasthemostneedy,disadvantagedgroupofpatients,therewasnotawillingnesstoworkinthearea.

Generally held negative stereotypes and prejudices reinforce discriminatory practices. PreviousGovernmentsandemployersuseofdiscriminatoryage limits(now illegal)confirm thestereotypesandineffect,agediscriminationisthedenialofequalopportunityonthebasisofincorrectassumptionsaboutabilities and needs. Incorrect assumptions for generalisations about chronological age groups.Any agegroupcanbeaffectedinthisway.

Unfortunately our society still tends to hold negative attitudes about ageing and the aged Many careworkersthinkthatpatientsaretoooldtolearnortounderstand.Toooldtomakedecisionsaboutcareandtoooldtoberesponsivetotheenvironment:justtoooldforcare

0thersseeallelderlypeopleasanincreasingburdenonsocietybecausetheyareunproductive,increasinglyfrail,andvulnerablewiththeirdecreasingabilitytoperformactivitiesofdailyliving,andfrequentlypoormobility.Thehealthcaresystemhasagreatemphasisoncureofdiseaseratherthancareoftheindividual.

Curereferstodiagnosisandtreatmentofdiseasewhereascarereferstotheassessmentsandinterventionsusedtomakejudgementsaboutthewellbeingoftheperson.Cureisoftenimplementedbydoingthingstoapatient.Careisfundamentallyofferedbydoingthingswiththepatient.Healthworkers,andnursesinparticular,mustaskwhatarethebasicneedsforcarethatindividualshavewhenthegoalofcurecannolongerbemet?

Ageism refers to a systematic discrimination toward a group of people based on chronological age(Matteson&McConnell,1988:1).Ageism is aprocessof systematic stereotypingofanddiscriminationagainst people because they are old... Ageism allows the younger generations to see older people asdifferent from themselves, thus theysubtlycease to identifywith theireldersashumanbeings. (Butler,1975,citedinMatteson&McConnell,1988:482).MattesonandMcConnell(1988:482)pointoutthatageismdecreases social status, and diminishes contactwith younger people. It affects the health care of older

people by influencing the attitudes of health care professionals and policymakers towards theaggressiveness ofdiagnosis and treatment of the elderly.These attitudes are often based on erroneousassumptionsregarding theutilityofchronologicalageasamarkerof functionorability tocontribute tosociety.Thetragedyofageismisthatitrobssocietyofthefullestcontributionsofitsoldermembers,anditdeniespeoplesfulfilmentoftheirpotentialashumanbeingsthroughoutthelifecourse.

Elderly people are considered unsuitable for treatment due to their age, or that they suffer from thenormal problems of ageing. Apparently some of these attitudes and beliefs are reinforced by pooreducation andpoorunderstandingof the elderly.Allhealth careworkers caring for the elderlyhave aresponsibilitytoconfirmtheirownbiases,perceptions,valuesandbeliefsrelatingtotheworkthattheydo.

Cook(1992:292)askswhetherageismisthedevaluationofolderpersonsandtheholdingofdiscriminatoryattitudes, or whether it is lack of knowledge about older people and the ways in which the elderlypopulation is changingdemographically. Stereotyping is an easy trap to fall into, and anyonewhohasanything todowith theelderlyknows that theyareaheterogeneousgroupencompassingevery facetoflifeinaspanofabout40years.

Negativemythsandstereotypesareattheheartofagediscrimination.Olderpeopleareoftenportrayedasfrail,tired,selfpitying,dull,unhappy,intolerantandunproductive,andyetmanyhavebeenmostusefulinsocietyandcapableofmuchmorebutnotallowedtodeveloporcontributetheirskillsandpotential.

The media have a great influence on beliefs and attitudes. The media present positive and negativeattitudes.Theymayeducatetheelderlyandcommunityingeneral,buttheymaysensationaliseastoryorpresent information out of context that may create confusion. Some information about ageingrelatedeventsmaybeaccuratebutdiscouraging: stories thatdwellon theburdensassociatedwithageingandreinforce themyth thatallelderlypeoplearedependent.Thewayelderlypeopleare represented in themediacangreatlyaffectthepublicsperceptionofageing,forexample,thespecificchoiceofwordsusedtorefertoanolderpersoncanconveyastrongnegativeconnotation.(WHO,1989:77).

Williams(1989:8)inanaddresssaidthatoldageisnotanidealstate,onlythebestofpossiblechoices.Theroleoftheolderpersonasseenbythemedia,maybeverydemeaning.Williams(1989:8)assertsthatAustralians,asawhole,believethattheelderlyshouldliveinalimitedway,oftenstrippedofpossessions,bereftofstatussymbols,andhavenosayinthecommunity.

Theelderlyarethegreatestusersofthehealthsystem,soitisanadvantagetoprovidecare,supportandassistanceinthebestpossibleway,withproperpositiveattitudes.Itisquitenormalformanypeopletolivefor20to40yearsafterretirement,soitisessentialthattheyareassistedtohavearichqualityoflifeinthebesthealthpossible.Thismeans independence,ornear independencewillbemaintained,and iftheyarehospitalised, theirgoodhealthpossiblyensuresaspeedier,strongerrecovery.Manyelderlypeopleholddistinguished, high profile positions all over theworld;many retire and commence a new career, andotherscertainlydevelopnew interests.Theymustbeencouragedandallowed todevelopandcontributetheirskillsandpotential,notbesqueezedoutofsight,outofmind.

Aspeopleagetheyadjusttotheirdisabilitieswhennecessary,theyomitorcompromiseonsomeactivities,goslowerbutstillparticipatementallyandphysicallywhen theywant toorarerequired to.Theelderlyhave developed, over a lifetime, characteristics that are particular to them. There are some welldocumented medical and nursing texts describing normal changes with ageing affecting physicalappearance,stature,senses(vision,hearing,teethandsmell),appetiteanddigestion,tactilesensationandskin,sexualactivity,andsleep.Mostpeoplecould tellyousomeorall thechanges,but theymaynotberight therearenormalchanges,butthebroadcommunityalsoassumessomechangesarenormalwhenthatisnotso,therearemythsaswell.

Theelderlyarequitecapableofabsorbingnew informationand increasinglyareparticipating in furtherstudy. Jones (1989:12)wrote that learningdifferencesarenotappreciableuntil70yearsandover.Somepeopledonothavementalagility,becausetheydonotneed itfollowingretirement.Theirreactiontimesaredecreasedwhichleadstotheassumptionofmentalslowness.HendersonandJorm(1986,citedinJones,1989:12)foundthatAlzheimersDiseaseandotherdementiasaffectedlessthan1.9%ofpeople6569yearsold and 29%of 85years andover.Therefore themajorityofolderpeople arenot affected.Mostof theelderlyare fit,andmentallyandphysicallyhealthy.Formany it isa timeofadvantages: toenjoydoingnewthings,spendingtimewithfamilyandfriends,developingnewinterests,manydoingvolunteerwork.Theyarenotahomogeneousgroup,assomewould like to think, theyspan4050years,andare fromagreatvarietyofbackgrounds,culturesandreligions.

Itisessentialforeveryonetounderstandthattheelderlyareworthwhile;thattheyareworthtreating;thattheyarepeople.Treatmentmaynotbeasaggressiveasforayoungerperson,and itmustberecognisedthat the elderly are slower, so they need more time and consideration. This is practised in specialistgerontologyareas,buttheelderlyarethemajorityofpatientsinmanyhospitals,sotheyareinotherwardsorunitsaswell.Staffintheseareasareknowntosuggestthattheybehandedtothegeriatricteamorwardassoonaspossible,sometimesforgoodreasons,butsometimesbecausetheyareseentobedifficult,ornotworthanymoreconsideration.

Thepersistenceofnegativeattitudesperpetuatethemyths,whichisatragedywhenthemajorityofelderlypeopleliveathome,leadpurposefullives,andoftenseetheircontemporariesasold,butnotthemselves.Withtheagedpopulationincreasing,andthegovernmentsfinancialcakedecreasing,itmeansthattherewillbelessmoneyforpensionsandotherassistance.Thenegativeviewoftheelderlywhichhasdevelopedprobablydue to the imageofyouthandvitalitypromotedparticularlyby themedia,must change.Oldpeopleshouldfeelvalued,berespectedfortheirknowledgeandexperience,andbegivenopportunitiestomakechoices.Possessionofgoodhealthisprobablythemostimportantelementforameaningfuloldage,becauseitinducesactivity.Theelderlymustnotbeseenasadecrepit,debilitatedlot,drainingthecountrysresources,butasuseful,contributingmembersofoursociety.

2 BEABLETOREFLECTONOWNWORKACTIVITIES2.1 Explainwhyreflectingonpracticeisanimportantwaytodevelopknowledge,skillsandpractice

ArticleonReflectivePracticetoenablecarerstoformulatetheiranswer

Carers are constantly being encouraged to be reflective practitioners. There are areas which identifiesparticularareasofreflectivepractice:

Describinganexperiencesignificanttothelearner; Identifyingpersonalissuesarisingfromtheexperience; Pinpointingpersonalintentions; Empathisingwithothersintheexperience; Recognisingonesownvaluesandbeliefs; Linkingthisexperiencewithpreviousexperiences; Creatingnewoptionsforfuturebehaviour; Lookingatways to improveworkingwithpatients, families,and staff inorder tomeetpatients

needs.

Whatisreflection?

Reflection is theexaminationofpersonal thoughtsandactions.Forpractitioners thismeans focusingonhowtheyinteractwiththeircolleaguesandwiththeenvironmenttoobtainaclearerpictureoftheirownbehaviour.

Therearetwofundamentalformsofreflection:reflectiononactionandreflectioninaction.Understandingthedifferencesbetween these formsofreflection is important. Itwillassistpractitioners indiscoveringarangeoftechniquestheycanusetodeveloptheirpersonalandprofessionalcompetences.

Reflectiononaction

Reflectiononaction isperhaps themost common form of reflection. It involves carefully rerunning inyour mind events that have occurred in the past. The aim is to value your strengths and to developdifferent,moreeffectivewaysofactinginthefuture.

Insomeoftheliteratureonreflection(GrantandGreene2001;Revans1998),thereisafocusonidentifyingnegative aspects ofpersonalbehaviourwith aview to improvingprofessional competence.Thiswouldinvolvemaking such observations as: I couldhave beenmore effective if Ihad acteddifferently or IrealisethatIactedinsuchawaythattherewasaconflictbetweenmyactionsandmyvalues.

Whilethisisanextremelyvaluablewayofapproachingprofessionaldevelopment,itdoes,however,ignorethemanypositive facetsofouractions.Weargue thatpeople should spendmore timecelebrating theirvaluablecontributionstotheworkplaceandthattheyshouldworktowardsdevelopingthesestrengthstobecomeevenbetterprofessionals.Wearenotadvocating,ofcourse, that theyshouldneglect toworkonareasofbehaviourthatrequireattention.

Reflectioninaction

Reflectioninaction is the hallmark of the experienced professional. It means examining your ownbehaviour and that of others while in a situation (Schon, 1995; Schon, 1987). The following skills areinvolved:

Beingaparticipantobserverinsituationsthatofferlearningopportunities; Attending to what you see and feel in your current situation, focusing on your responses and

makingconnectionswithpreviousexperiences; Beingintheexperienceand,atthesametime,adoptingawitnessstanceasifyouwereoutsideit.

Forexample,youmaybeattendingawardmeetingandcontributingfullytowhatisgoingon.Atthesametime,a flyonthewallpartofyourconsciousness isable toobserveaccuratelywhat isgoingon in themeeting. Reflectioninaction is something that can be developed with practice. Some techniques aredescribedlater.

Criticalreflection

Critical reflection is another concept commonly mentioned. It refers to the capacity to uncover ourassumptionsaboutourselves,otherpeople,andtheworkplace.

Weallhavepersonalmapsofourworld.Thesedevelopacrossourlifetimeandourearlyexperienceplaysavitalrole in theirdevelopment.Likegeographicalmaps,ourpersonalmapshelpusmakesenseofourenvironmentbutarerepresentationsonly.Personalexperiencedetermineshowmuchofourenvironmentweactuallysee.

Itcanbesurprisingtoheartwopeoplesdescriptionsofthesameevent.Eachmaybeastonishedtohearhowtheotherexperiencedthesituation.Criticalreflection involvesuncoveringsomeoftheassumptions,beliefsandvaluesthatunderlietheconstructionofourmaps.

Whyisreflectivepracticesoimportant?

Reflectivepractice is important for everyone andCarers inparticular foranumberof reasons.First,Carersareresponsible forprovidingcare to thebestof theirability topatientsand their families (NMC,2002;UKCC,1992).Theyneed to focuson theirknowledge,skillsandbehaviour toensure that theyareabletomeetthedemandsmadeonthembythiscommitment.

Second, reflectivepractice ispartof the requirement forCarers constantly toupdateprofessional skills.Keeping a portfolio offers considerable opportunity for reflection on ongoing development. AnnualreviewsenableCarerstoidentifystrengthsandareasofopportunityforfuturedevelopment.

Third,Carersshouldconsiderthewaysinwhichtheyinteractandcommunicatewiththeircolleagues.Theprofessiondependsonacultureofmutualsupport.Carersshouldaimtobecomeselfaware,selfdirectingandintouchwiththeirenvironment.

Theycanonlyachievethisgoaliftheymakefulluseofopportunitiestogainfeedbackontheirimpactonpatients,patientsfamilies,theircolleaguesandtheorganisationasawhole.

Gainingthisfeedbackinvolvesusingcomplexskillsindetectingpatterns,makingconnections,andmakingappropriatechoices.

Howtobereflective

Youmayattimesthinkthatyoudonothaveenoughtimetoliveyourlife,letalonereflectonit.Amongthemanytoolsthatcanassistyouinthevitalskillofreflection,hereareafewideas,tipsandactivitiesthatwillenrichyourexperienceofreflectionandwilltakeonlyafewminutesofyourtime.

Feedback

Feedback comes from other people in many different forms, both verbal and nonverbal. We receivefeedback fromothersaboutourbehaviour,ourskills,ourvalues, thewaywerelate toothers,andaboutourveryidentity.Itcanbearguedthatwearewhowearebecauseofthefeedbackwereceivefromothers.Forthisreason,feedbackiscentraltotheprocessofreflection.

Oneofthekeyquestionsinreflectionis:HowdoIknowthatIhaveaccuratelyperceivedwhatIhaveseenandwhatIhaveheard?Thisisaveryimportantissue.

Asweallcarryourownuniquemapoftheworld,wecandeveloprichermapsbydirectlyaskingotherpeoplehow theyperceive aparticular incident. Inotherwords,we shoulddevelop thehabitof askingrelevantpeoplehowtheyseeus.Askingthesimplequestion:CanyougivemesomefeedbackonwhatIdid?willprovideextremelyvaluable information.Ofcourse, thepersonyouaskmustbesomeonewhocanbetrustedtogiveanhonestanswerandwhoseopinionyouvalue.

Atwork,thatpersonmaybesomeonewhoismoreexperiencedthanyou,suchasaclinicalfacilitator,andwhoisabletoassistyouinreflectingonaparticularexperience.Theclinicalsupervisormaychallengeyourthoughts ina supportiveandnonthreateningmanner inorder tomaximise the learning thatcanoccur.Remember, though, that you do not have to accept the feedback as the truth. But do give it yourconsideration.

Weencouragepeopletotakeresponsibilityforgatheringfeedbackaboutthemselves.Keepaskingpeoplewhenandwhereappropriatehowtheysawyourbehaviour.Beasspecificaspossible.Forexample,youcouldsay:CanyougivemesomefeedbackastohowIspoketothatpatient?

Whenyoubegin toaskothers for feedbackdonotbesurprised if theyareslightlyhesitantatfirst.Theymay give rather bland comments along the lines of: I thought youdidwell, given the circumstances.Whentheyrealisethatyouarelikelytoaskthemforfeedbackatappropriatetimestheywillbemoreableand prepared to give richer information.Requests for feedback can have interesting ramifications. Forexample,otherpeoplemaybegintoaskyouforfeedback.

Youmaywishtoaskforfeedbackfrommorethanonepersonwhohasparticipatedinthesameexperience.Inthisway,youobtainavarietyofperspectivesonyourbehaviour.Theseperspectivesmaydifferandmayoccasionally contradict each other.This isnot reallyproblematicbecause, aswe said above, each ofuscarriesourownmapoftheworldandwemaybeawareofdifferentissuesarisingfromthesamesituation.

WhathaveIlearnt?

Anotherinvaluableapproachtoreflectionistoaskyourselfregularly:WhathaveIlearnttoday?Thisisapositiveapproachtoprocessinginformation,andcanbeaconstructivewayofdealingwithaneventthatmayhavebeenupsetting.Incidentally,youcanalsosaytootherpeoplewhomyouknowwell:Whathaveyoulearnttoday?Thisshouldbedonesensitivelyandattherighttimeandintherightcircumstances.Itisparticularlyuseful iftheotherperson is intheprocessofdevelopingnewskillsandknowledge.Aswithaskingapersonforthefirsttimetogiveyousomefeedback,theotherpersonmaybetakenabackbybeingaskedthisquestion.Werelyoneachothertotelluswhatwehavelearntandhowwellitispartofourcultureandeducationsystem.Itisanotherwayinwhichwecanworktogetherwithotherstodevelopourreflectiveskills.

Valuingpersonalstrengths

The literature on reflection often focuses on an individual or group identifyingweaknesses and usingreflection to address areasofopportunity, asmanagers sometimes call them (Grant andGreene, 2001;Revans,1998).Whilewedonotdenythatitisimportanttolookatwaysofimprovingoureffectiveness,weshould never overlook ourmanypositive accomplishments (Buckingham andClifton, 2001).Take timeregularlythereforetoreviewthemanysatisfyingthingsthatyouhaveachievedintherecentpast.Thisisnotaquestionofwallowinginselfcongratulationbutawayofcelebratingthepositivecontributionsyoumaketotheworkplace.Whenyouidentifysomethingthatyouwishtochangeforthebetter,atthesametimethinkoffivepositivethingsyouhaveachievedinthepast24hours.

Viewingexperiencesobjectively

Toobtainasobjectiveapictureaspossibleofyourself,youractionsandyourcolleagues,trythefollowingexercise.Recall an incident from the recentpast, onewhich involved you and anotherperson or otherpeople.Nowimagineyourselfatthetheatre.Onthestagearetheplayersinthesceneinwhichyouwereinvolved.Lookascarefullyasyoucanatwhatyouaredoingandsayingandatwhattheotherpersonisdoingand saying.Watch the interactionbetweenyouand theotherperson,andwatch the roleyouareplaying.Doyounoticeanythingdifferentfromthisperspectiveand,ifso,what?Howdoesthisaffectyounow?

Practisingthiswayoflookingbackonanexperiencecanhelpyoudevelopreflectioninactionskills.Beingaparticipantobserverofyourownexperience isasophisticatedskillandcanenableyou toprocess theunderlyingelementsofapersonalexperience.

Empathy

Ausefulwayofreflectingonaninteraction,possiblyonethathasinvolvedyouinconflictofsomekind,istoadoptanempathicpositiontotrytosee,hearandfeelwhattheotherpersonmayhaveexperienced.Tryanotherexercise.YouareAnnaandyouhavehadadisagreementwithacolleague,Rachael.Mentallystepinto the shoesof theotherpersonandsayout loudor inyourheadsomethingalong the linesof: IamRachael.IdontlikethewayAnnatreatsme.MyfeelingsareMythoughtsareIthinkAnnasfeelingsareIthinkAnnasthoughtsare.Thiscanbearatherstrangebutpotentiallyenlighteningexercise.Itcanaddnewperspectivestotheanalysisofyourexperience.

Keepingajournal

Keepaprivatejournaltologyourreflections.Youmaywishtochooseabookwithunlinedpagessothatyou can record your thoughts in a variety of forms drawings, notes,pictures that connectwith yourthoughts and feelings. Use a variety of writing instruments coloured pens, pencils, crayons, andhighlighterpens.

There aremanyways to record your thoughts, feelings and futureplans. For example, afterwork youcould write in your journal one adjective describing your day (remember to record the date). Then,underneathit,writeoneadjectivedescribinghowyouwantthenextdaytobe.Thefollowingday,comparewhathappened in the lightofwhatyouwanted tohappen.If thingshappened intheway inwhichyouwanted,howdidyouachieveyourwish?Ifnot,whynot?

Anotherwayof recordingyour thoughts is togive abriefdescriptionof thebest things and theworstthingsthathappenedduringtheday.Writeawinlistofeverythingthatwentright.Thiswillgiveyouafascinating recordofyourhigh and lowpoints across time.You could also trywriting a fewwords inresponsetostimulusquestions,someexamplesofwhichareshowninBox1.

Lookatwhatyouwrite immediatelyafterputtingpen topaper,anda fewdays later reviewwhatyouwrote.Askyourselfthefollowingquestions:WhatcomesovermewhenIdothisreview?WhatcanIlearnfrom this? Do I see any patterns in my daytoday experience? Do I see patterns across time? Writespontaneously,andwritequicklysothatyouarenotplanningwhatcomesnext.Writehonestly.Thiswillallowyoutobeopenaboutwhatyoureallythinkandwhatyoureallybelieve.Donotworryaboutbeinglogical and orderly in your reflections. It can be very enlightening towritedown your thoughts in anuncensoredmannerafterall,nooneelseisgoingtoreadyourjournalunlessyouwantthemto.

Theveryactofwriting thingsdown is important.Writingcanbecatharticandcanhelpyou toputyourthoughtsinsomeorderofpriority.Itcan,however,befrighteningattimes.Donotcensoryourself.Youarereflecting for yourself, not for a teacher whomight criticise your writing (our past experiences of theeducationsystemcanhaveanegativeeffectonwritinginthisway.Wemayfeelthatwehavetowriteinsentences,thatwemustspellcorrectly,andthatourthoughtsmustbeorganisedinalogicalway).

Youcanalsousedrawingsandcutoutpicturesthatrepresentyourexperience.Youmightfinditeasiertospeakyourthoughtsaloudandrecordthem.Itcanbeveryenlighteningtolistentothesespokenthoughtssometimeinthefuture.

Exploringtheimages

Ifyouwrite freelyyouarevery likely tocontradictyourself.This isnatural.Valuecontradictions.Whatyoumayuncover is thatyousometimesact inaway thatdiffers from thewayyou thinkyou ought tobehave.Diaryentriesreflectthecomplexityofourpersonalities.

Butwhereexactlydoyoubegin?Thereisarangeofpossibilitiestochoosefrom.Youmaywanttobeginwithanexpressionofthepresentmoment.Thismaybeintheformofanimage,adescriptionofevents,orafeeling.Your imagemaytaketheformofasimile,forexample: IfeelasthoughIminthemiddleofabattle.Exploringthisimagecanhelpyoutounderstandhowyoucametobewhereyouareatthepresentmoment.

Diaryentriescanbeveryenlighteningwhenrereadatalaterdate.Youcanseehowyouhavedevelopedsince you wrote the words. By looking back at how you viewed your world you may see that yourinterpretationofeventslimitedtheoptionsyouhadatthetime.Youmaybeabletoidentifyhowlimitingbeliefs servedyoupoorly.Thiselementofcritical reflection is regardedasavitalcomponentofbeingareflectivepractitioner.

Whatdoyoudowithallthismaterial?

Yournexttaskistomakeconnections.Havingwritten,drawnortaperecordedyourthoughtsandfeelingsoveraperiodoftime,whichcouldbeafewdays,afewweeksorevenmonths,tryandseeifthereareanyemergingpatterns.Giveanametothepatternsandseeifthereisaconnectionbetweenanyofthem.Whatdothepatternsandconnectionsmeantoyou?Whichonesareyouproudof?Doanyofthemworryyou?Iftheydo,how can youmanage these concerns?What can youdo tobuild on thepositivepatterns andconnections?

Planningforthefuture

Planningfutureactionsispartofthelearningandreflectiveprocess.Havingmadeconnections,identifiedpatternsandmadesenseof reflections,youare likely tobeable toplanand implementchanges for thefuture.However,donotbeoverambitious.

Planningandcarryingoutasmallchange inyourbehaviourcanbeextremelyeffective inseveralways.First,makingsmallchangesmaytakelesseffortandcouragethanmakingbigchanges.

Second,ifyourchangeinbehaviourdoesnothavethedesiredeffect,youhaveafurtherchoiceyoucanabandontheplanorincreasetheamountoftimeandeffortyouarepreparedtoinvest.

Ifyoufinallydecidetoabandonyourplan,youwillnothavewastedtimeorenergy.Ontheotherhand,itis often the case that a small change canhave ahuge impact.Perseverewithyourplansuntilyou seewhetherornottheyarehavinganeffect.

Creatingyourownfuture

Avitalpartofthereflectiveprocessistoplanforchangesinyourbehaviour.OnewaytotacklethisistoadoptthecreativethinkingstrategydevisedbyWaltDisney.Hehadthreestagestohisstrategy,basedondifferentcharacters,eachofwhichsurfacedatappropriatepoints intheprocessofcreatingnewprojects.Thesethreecharacterswere:

TheDreamer.Thischaracterlookstowardsideasforthefuture.Themainfocusisonhowtheimaginedfuturefeelsandlooks.Inthisphase,peoplesay:IwishWhatif?Justimagineif

TheRealist.Thischaracter isactionoriented, lookingathow thedreamcanbe turned intoapractical,workable plan or project given the existing constraints and realities. The realist weighs up all thepossibilities,asking:HowcanI?HaveIenoughtimeto?

TheCritic.Thischaracter isvery logicaland looksfor thewhysandwhynots toagivensituation.Thecriticevaluates theplan, lookingforpotentialproblemsandmissing links,andsays: Thatsnotgoing toworkbecauseWhathappenswhen?

Effectiveplanningofpersonal learning requiresa synthesisof thesedifferentprocesses.Thedreamer isneeded inorder to formnew ideasandgoals.The realist isnecessaryasameansof transforming theseideas intoconcreteexpressions.Thecritic isnecessaryasa filter forrefining ideasandavoidingpossibleproblems

Conclusion

Thefewpracticalapproachesandtechniquesforreflectivepracticethathavebeendiscussedarefarfrombeinga completeguide to theprocessof reflection.Muchdependson factors suchasmotivation, time,careercommitmentandcommitmenttopatientsandtheirfamilies.

Whenyouhaveidentifiedthegoalsofyourdevelopment,youwillhaveafocusforreflectionandsubsequentactions.Workingonpersonalandprofessionaldevelopmentneednotbeachoreifyouhaveaccesstovariedandinformativetechniques2.2 Assesshowwellownknowledge,skillsandunderstandingmeetstandardsMyknowledge,skillsandunderstandingaredevelopedforthestandardsinmyworkbyunderstandingthefollowing:PersonalSkills

PersonalOrganisation&TimeManagementinvolvesmanagingseveraltasksatonce,beingabletoset priorities and to allocate time efficiently in order tomeet deadlines. This skill area involvesformulating personal choices and goals based on selfassessment and career research. Selfassessmentalsoentailsaccuratelypresenting skills,knowledge,experienceandother factors thataffectemployability.

Responsibilityistheabilitytorecognizeandanticipatetheimpactofselfconfidence,selfdirection,andselfmanagementoneffectivenessintheworkplace.Itincludesbehavingappropriatelywithinprescribed standardsand conditions;acceptingpersonal responsibility foractions,decisions,andprogress;andevaluatingandactinguponconstructivefeedback.

Adaptability&Learning is theability to respond tochangeanduncertainty (e.g., labourmarkettrends,economiccycles,globalcompetition,emergingtechnologies,environmental issues,shiftingdemographics, personal transitions) in a positive and productive manner. This skill involvesadaptingtonewsituationsanddemandsbyapplyingandupdatingknowledgeandskillsplustheability to gain knowledge from everyday experiences and to keep upto date on newdevelopments.Adaptabilityalsopertainstotheabilitytodevelopaplanforworksearchesthatmayincluderesearchingorganizations,establishingemploymentnetworks,andidentifyingcommunitycontacts.

ProblemSolving consists of identifying and defining problems, gathering data related to theproblem,generatingandprioritizingasetofalternativesolutions,andselectingandimplementingthe best alternative.ProblemSolving involves the ability to ask the right questions, sort out themanyfacetsofaproblem,andcontributeideasaswellasanswersregardingtheproblem.

ResourceManagement is theability to identifyanduseresourceseffectively inorder toplan for,and toattain,personalandworkrelatedgoals.This involvesworkingwithin time constraints tomeetdeadlines,employingappropriate learning strategies,utilizing theexpertiseofotherswhenappropriate,utilizingbudgetingskillsthatmeetdaytodayrequirements,andidentifyingsignsofstressandapplyingstrategiestomanagestressors.

Communicating

Readingisafundamentalskill;akeyaspectofliteracy,alongwithWritingandSpeaking.Readingeffectively involves comprehending and summarizing text by distinguishing betweenmain andsubordinatepoints; analyzing subtleties andnuances ofwritten and graphic texts; and restatingaccuratelywhathasbeenread,whilemaintaining theoriginalmeaningandemphasis.Writing istheabilitytoproduceclear,concise,correct,andcoherentwrittentexttosuittheintendedaudienceandpurpose.Writinginvolvesorganizingthemessageaccordingtothepurpose;selectingonlythatcontentnecessarytoconveythemessage;employingstyle,tone,andvocabularyappropriatetothemessage;andcontrollingconventionsofgrammar,spelling,andpunctuation.Professionalwritingrequires the effective transfer of written information, either formally (e.g. reports, businesscorrespondence) or informally (e.g. memos, notes). Speaking proficiently means presentinginformation verbally to others, either onetoone or in groups. It is the ability to deliver clear,concise, correct, and coherent spoken messages to suit the audience and purpose. Speakingeffectively involves using vocabulary, style, and delivery strategies, including nonverbal cues;controlling conventions of standard spoken English, and recognizing appropriate prompts todetermine how themessage is being received. listening complements speaking.Listening is theability to interpret and restate accurately, or summarize spoken messages by; followinginstructions, asking appropriate questions to clarify meaning, controlling internal and externalelementsthatmaycauseinterference,andrecognizingandrespondingtononverbalcues.Thisskillinvolvesbeingattentivewhenothersarespeaking,andrespondingeffectivelytootherscommentsduringaconversation.

CommunicatingthroughEvolvingMedia istheability toresearchand/orcommunicate ideasby

selectingfromavailablemedia(e.g.,formalletter,memo,email,fax,andvoicemessage)themostsuitable for the message, audience, and purpose. It also involves manipulating nonlinear (i.e.,multilayered)aspectsofthemediatocreatemessages.Thekeytocommunicatingisdeliveringthemessageclearlyandaccurately.

Mathematics&Computing

Mathematicalgenericskillsarethosewiththeimmediateandimportantapplicationsthatenableustodealwitheverydaysituations,understandpublic issues,andsolvequantitativeproblems.Ataminimum this will include using arithmetic to perform financial calculations, comprehendarithmeticoperationsused innews itemsanddocuments,andunderstand theuseofratios,rates,proportions, and percentages. Mathematical skills also include applying geometry through theunderstanding of two and three dimensional space and calculating the areas and volumes ofcommon geometric shapes. Basic algebra to quantify simple problems is also an asset. Basicstatisticalprinciplesto interpretdata,createtablesandgraphs,andcalculatedescriptivestatistics,suchasthemeanandstandarddeviation,arealsoimportant..

Computer Applications skills enable us to use computers comfortably and productively.Computersareevolving tools thatcanbeused foravarietyofpurposes.Computing ischangingrapidlyand studentsneed toknowhow touse the latestapplications.Studentsmustbe familiarwiththeroleofcomputersintechnology,business,andeverydaylifeplustheuseofcomputerizedinstructionalprogramsthatareusedineducationandtraining.Animportantaspectofthisskillisthe ability to discriminate among various types of electronic resources for research, analysis,graphics,andprocesscontrol.

Teamwork&Leadership

Teamwork&Interpersonal incorporatestheabilitytoworkeffectively ingroupsorteamsto achieve desired goals and outcomes by recognizing peoples diversity and individualdifferences. This skill area incorporates accepting responsibility for individual behaviourduring group work, planning and making decisions with others and supporting theoutcomes, and leadingwhen appropriate. Interpersonal skills involveworkingwellwithothers (superiors, subordinates and peers), understanding their needs, and beingsympatheticwiththem.

Leadership&Assertiveness involves theability togivedirectionandguidance toothersand to delegate work tasks to peers and subordinates in a manner which proves to beeffective, andmotivates others todo their best.Assertiveness focuses on individual selfexpressionconductedinaconfident,nonthreateningmannerinordertoadvancepersonalorgroupgoals.Includedinthisareaistheabilitytoevaluatethebehaviourofothersandtoprovideconstructivefeedback.

ConflictManagementistheabilitytoresolvedifferingand/oropposingideasandpointsofviewamongpeoplebyidentifyingthedifferenttypesofconflict,thesourcesoftheconflict,andhow the conflict affects interpersonal relationships. It also involves initiating conflictappropriately as well as managing conflict using effective listening, negotiating,collaborating,andproblemsolvingskillstoovercomedisharmony.

DecisionMaking involvesmakingtimelydecisionson thebasisofa thoroughassessmentof the short and longterm effects of decisions, recognizing the political and ethicalimplications,andbeingabletoidentifythosewhowillbeaffectedbythedecisionsmade.

ThinkingSkills

Researchistheabilitytounderstandandperformresearchbyidentifyingthenatureoftheinformation required; investigating sources of information, including people, texts,databases,andtheInternet;organizingtheinformationbyemployingavarietyoftechniquessuchas,spreadsheets,graphs,tables,andcharts;andexaminingtheinformationtoselectthemostrelevant,important,anduseful.

Critical Thinking involves identifying the premises, conclusions, and reasoning used tojustifyclaimsandevaluatingthevalidityandsoundnessofarguments,basedonqualitativeandquantitativeinformation,inordertoaccept,challenge,ordefendclaimsorfindings.

Responsible RiskTaking involves taking reasonable jobrelated risks by recognizingalternativeordifferentwaysofmeetingobjectives,whileat thesame timerecognizing thepotentialnegativeoutcomesandmonitoringtheprogresstowardthesetobjectives.

CreativeThinking&Visioningencompassesusingideageneratingstrategiestocreatenewideas, concepts,products,and systemsand theability toadapt to situationsof change,attimes it involves theability to initiate change,andprovide novel solutions toproblems.Creativityalsoinvolvestheabilitytoreconceptualizerolesinresponsetochangingdemandsrelatedtoanorganizationssuccess.Visioningistheabilitytoconceptualizethefutureofanorganizationandtoprovideinnovativepathsfortheorganizationtofollow.

Attainmentofthisobjectiveisprobablybestrealizedbyappropriateconsiderationofmoralissuesincontext,astheyariseinthecourseofstudy.Inthisway,amoralperspectivemaybe shown to be inherently important to study of a body of material, and not merelysomething supplementary to it (guidelines for conducting ethical discussion in theclassroomhavebeenwrittenbytheEthicsResearchGroupintheDepartmentofPhilosophy,attheUniversityofGuelph).

Scope for demonstration of moral maturity can be provided in seminars and otherassignments, if problems in the moral issues associated with a subject are set forconsiderationalongsideproblemsincontentandprocess.

AestheticMaturitymaybedescribed as aqualityof the critical response to someobject,naturalorartificial,externaltotheself.Oritmaybeaprocessofcreationanddevelopmentof theself.In theformercase,aestheticmaturitymaybeattainedbyasufficientexposure,notnecessarily incoursesalone,toworksofart(inclusiveofmusic, literature,anddrama)and to the critical traditions concerning them. Such maturity may also be directed ataestheticvaluingoffeaturesofthenaturalenvironment.

Inthelattercase,attainmentofthequalitywillrequireanactiveinvolvementintheworkofcreation itself.Adifferentorderof aestheticmaturitymaybe attainedbypracticeof thatformofmanipulationand recreationof theoriginalobjectknownas criticism (asdistinctfromappreciation).

Viewed this way, aesthetic maturity has a certain resemblance to both independence ofthoughtanddepthofunderstanding,inrequiringanactivecreativity.

Aestheticmaturityneednotbedivorcedfromthespecificcharacterofindividualdisciplines.Bypossessionandexerciseofaestheticmaturity,studentsmaybebroughttoappreciatetheorder,elegance,andharmonynotonlyofthesubjectmatter,butalsooftheprocedures,ofthediscipline

2.3 DemonstratetheabilitytoreflectonworkactivitiesInaprofessionaschallengingascaring,honestselfreflection iskey.Thatmeans thatwemustregularlyexaminewhathasworkedandwhathasntinthehome,despitehowpainfulitcansometimesbetolookinthemirror.Then takeyouranswersand turn them intopositive,resolutestatements thatgiveyouconcretegoalsonwhichtofocusimmediately.Behonest,workhard,andwatchyourcaringtransformforthebetter!AskYourselfTheseToughQuestionsAndBeHonest!

WheredidIfailasacarerinthepast?WheredidIsucceed? Whatismytopcaringgoalforthecomingyear? WhatcanIdotomakemycaringmorefunwhileaddingtomylearningandenjoyment? WhatcanIdotobemoreproactiveinmyprofessionaldevelopment? What resentmentsdo Ineed to resolve inorder tomove forwardmoreoptimisticallyandwitha

freshmind? WhattypesofissuesdoItendtoignoreordoIneedtospendmoretimeserving? WhichworkroutinesamIonlycontinuingtoperformoutofhabitorlaziness? AmIbeingacooperativememberofmyteam? Are there any aspects of the profession that I am ignoring out of fear of change or lack of

knowledge?(i.e.technology) HowcanIincreasevaluablecolleagueinvolvement? HaveIdoneenoughtofosteraproductiverelationshipwithmymanager? DoIstillenjoycaring?Ifnot,whatcanIdotoincreasemyenjoymentinmychosenprofession? DoIbringadditionalstressuponmyself?Ifso,howcanIdecreaseoreliminateit. Howhavemybeliefsaboutthecaringprofessionchangedovertheyears? Whatminor and/ormajor changes can Imake tomypersonaldevelopment in order todirectly

increasemyskillsandlearning?

WhatHappensIfYouRefuseToSelfReflectPutearnesteffortandpureintentionintoselfreflection.Youdontwanttobeoneofthosestagnantcarersthatdrablypresentsthesameineffectiveandoutdatedlessonsyearafteryear.Theunexaminedcaringcareercanleadtobecomingjustaglorifiedbabysitter,stuckinarutandnolongerenjoyingyourjob!Timeschange,perspectiveschange,andyoumustchangeinordertoadaptandremainrelevantintheeverchangingworldofeducation.Oftenitsdifficulttogetmotivatedtochangewhenyouhavetenureandcantbefiredbutthatspreciselywhyyoumustundertakethiseffortonyourown.Thinkaboutitwhileyouredrivingordoingthedishes.Itdoesntmatterwhereyouselfreflect,onlythatyoudoitearnestlyandenergetically.3 BEABLETOAGREEAPERSONALDEVELOPMENTPLAN3.1 IdentifysourcesofsupportforownlearninganddevelopmentThesupportformylearninganddevelopmentincludes:

Legalrequirements CQCInspectors Assessor Trainers Manager Team Mentor Colleagues Seniorstaff OtherProfessionals Books DVDs Magazines Internet# Courses TrainingSessions SupervisionandAppraisal

3.2 Describetheprocessforagreeingapersonaldevelopmentplanandwhoshouldbeinvolved

Themanagerwithdirectresponsibilityforthememberofstaffmustrefertothisadviceinrelationtodiscussionswiththeemployeeinquestion,anddrawonadvicefromtheappropriateadviser

Thisadviceisintendedtoprovideaframeworkforthosediscussions,andatemplatehasbeenprovidedforthePDP.Thiscanbeadaptedtosuitparticularcircumstances,aslongasthepurposeofdrawingupthePDPisadheredto.

1.PurposeofthePDP

ThePersonalDevelopmentPlanshouldhelptheemployee,wherenecessary,toenhanceexistingskillsorknowledge,and/ordevelopnewskillsorareasofexpertise,sothattheemployeecaneffectivelyfulfil

a)anexistingrolebutwheretheresponsibilitiesincreasedtoalevelthatmeritsregradingtoahighergradeorb)analternativeroleatagradeequivalenttotheemployeespreviousgrade.

ThePDPprovidesaframeworkfor:

prioritisingdevelopmentsupportinrelationtoa)and/orb)

planningtherelatedactivitiesinanappropriatesequenceandwithinappropriatetimescales

monitoringprogresswithinthosetimescales

evaluatingoutcomesintermsofskills,knowledgeorexpertise.

2.ProcessofdevelopingandagreeingthePDP

Oncethenewgradeforthejobisknown,then,thejobshouldbereviewedandwhereappropriatetotheneedsoftheSchool/SupportDepartmentandtheabilitiesofthememberofstaff,allreasonableeffortsshouldbemadetoincreasetheresponsibilitiesofthejobtoalevelthatmeritsregradingtoahighergrade.

Thisreviewshouldbecompletedwithinsixmonthsofnotificationofthenewgrade(or,bymutualagreement,aftertheoutcomeoftheappealprocess)including,whereappropriate,theidentificationofthetimescaleforanychangestothejob.MoredetailedguidanceonthetimetableisincludedinAnnex1.

Ifthereviewconcludesthatthejobcannotbegrowntomatchahighergrade,allreasonableeffortsshouldbemadetoseekanalternativejobfortheemployeeatagradeequivalenttothepreviousgrade

IneachcaseextendingthejoboridentifyinganalternativejobthemanagerandemployeewilltakepartdiscussionsasnecessarytoagreeaPDPthatmeetsanytraininganddevelopmentneeds.

IndiscussingthePDPthemanagerandemployeeshouldseekadvicefromtheirHRadviserasappropriate,forexampletolookattherangeofdevelopmentoptionsavailabletoaddressaspecificneed.

Wheretheemployeeisamemberofarecognisedtradeunion,thetradeunionwillbeavailabletoofferhim/heradditionaladviceanddevelopmentsupport.

TheoutcomeofthevariousdiscussionswillbeanagreedPDP,usuallyforaninitial12monthperiod,signedoffbythelinemanagerandemployee,andlodgedintheemployeesHRfilewithintheSchoolorSupportDepartment.

TheemployeewillalsoretainacopyofthesignedoffPDP. ThePDPwillincludeagreedtimescalesforthevariousdevelopmentactivities,andforregular

reviewsofprogresse.g.atsixmonthlyintervals,andanoteofprogressshouldbelodgedintheHRfileandacopyretainedbytheemployeeandthelinemanager.

3.Responsibilitiesinthisprocess

Themanagerisresponsibleforidentifyingtheoptionsavailable,discussingthesewiththeemployee,progressingthediscussionswiththeemployeeonthecontentofthePDP,andforensuringthatthePDPandlaterprogressnotesaremaintainedintheHRfile.

Theemployeeisresponsibleforcontributingtothosediscussions,andprogressingtheagreedactions.

TheHRadviserisresponsibleforensuringthatbothpartiesareawareoftheprocessinvolved,andtheirvariousresponsibilities,andforprovidingprofessionalguidance.

Boththemanagerandtheemployeeareresponsibleforidentifyinganyneedforadditionaladvicethatmaybeusefultothediscussions,fromtheappropriateHRadviseror,inthecaseofemployeeswhoaretradeunionmembers,alsofromtheirtradeunionrepresentative.

4.SigningoffthePDP

ThePDPmustbesignedoffbythemanagerandtheemployee,onthebasisthatbothpartiesarepreparedtosupporttheagreedactions,andtoreviewprogressregularly.

ArelevantHRadvisermustalsobeinvolvedinthesigningoffofthePDP.

5.Reviewofprogress

ThePDPmustberegularlyreviewed,andthisshouldbedoneatroughly6monthlyintervalsinthefirstinstance,althoughmoreregularreviewsmaybehelpfulinsomesituations.

Abriefnoteofprogressshouldbemadewhenareviewdiscussiontakesplace.

6.Seekingadditionaladvice

Theremaybeoccasionswhenadditionaladviceneedstobesought,forexampleifaparticulardevelopmentactivitydoesnottakeplaceasplanned,oritdoesnotmatchtheskilllevelspecifiedinthePDP,orwherespecialistinputisneeded.TheregularreviewsmayalsohighlighttheneedforarevisionofthePDPinthelightofongoingexperience.InthesecasesthemanagershouldseekadvicefromtheappropriateHRadviser.

SupportandDevelopment

a)WhereappropriatetotheneedsoftheSchool/SupportDepartmentandtheabilitiesoftheemployee,all reasonable efforts will be made to increase the responsibilities of the job to a level that meritsregrading toahighergrade.This solutionmayend theneed forpayprotection.Adecisionwillbetakenonwhether the job is likely tobeable tobegrownornotwithin sixmonthsof theemployeeknowingthenewgrade.(Thismaybedeferreduntiluptosixmonthsaftertheoutcomeofanyappealisknown,bymutualagreement.)

b)Ifa)isnotlikelytobepossible,theUniversitywillmakeallreasonableeffortstoseekanappropriatealternativejobfortheemployeeatagradeequivalenttothepreviousgrade.Likewise,theemployeeisexpected tomakeallreasonableefforts tofindsucha jobfrom thoseadvertisedby theUniversity, toapplyforandtoacceptthe job,ifoffered.Thismayendtheneedforpayprotection.If,however,anemployeeisofferedasuitable,highergraded,jobanddeclinesit,payprotectionwillnormallyend.

Inordertohelpfindanalternativejob,suchemployeeswillbeguaranteedconsiderationiftheyapplyforandmeettheessentialcriteriaforaninternal

c) Inaddition,both theemployeeandhis/hermanagerwillmakeeveryeffort tomeet thecriteria foracontribution point(s) and will apply, where eligible. Where successful, the award of one or morecontributionpointsmayreduceorendtheneedforpayprotection.

d) In support of a), b) and c) above, the manager and the employee will seek to agree a personaldevelopmentplantomeetanytraininganddevelopmentneeds,withadvicefromtheirHRadviserasappropriate.Thiswillbeorganisedasfollows:

Themanagerand the employeewillmeet todiscusspersonaldevelopmentnormallywithinonemonthandnolaterthanthreemonthsafterthenewgradeisknown.Thismaybedeferreduntilthe

outcomeofanyappealisknownbymutualagreement.Theemployeemaybeaccompaniedatthismeetingbyaworkcolleagueortradeunionrepresentativeforadviceandsupportiftheywish.Onrequestofeithermanageroremployee,anHRadvisermayalsobeinvolvedinthediscussion.

Aninitialpersonaldevelopmentplanshouldbeinplacenormallywithinthreemonthsandnolaterthansixmonthsfromknowingthenewgrade.Thisplanshouldbewrittenbytherelevantmanager,with HR support where required, and signedoff by the manager, employee and relevant HRAdviser.Inthefirstinstance,theplanshouldbesetforaperiodof12months,duringwhichtimeitshouldbepossibletoachievesignificantprogresstowardsa),b)and/orc)above.Wherenecessary,the plan should be revised annually.The plan should include a statement of learning, trainingand/ordevelopmentneedsasappropriate,aprogrammeofactivitydesignedtomeettheseneeds,measurabletargets,astatementofresourcesrequiredtoenabletheplantobeachievedanddetailsregardingtheprovisionofsuchresourcese.g.timetoattendtraining)

Thepersonaldevelopmentplanandprogressshouldbereviewed.approximatelyeverysixmonths,until the end of the protection period. Where it is agreed that the plans objectives have beenachieved,anew jobdescription shouldbe createdand submitted forgrading, reflecting thenewrole.

QWhatisaPersonalDevelopmentPlan(aPDP)?

AItisaflexibleplan(asocalledlivingdocument)whichlinkstheemployeesprofessionalandpersonaldevelopmentwiththedevelopmentoftheorganisation.

QDoIneedone?

AIdeally,everyemployeeshouldhaveone.FornewstartsaPDPenablesthemtobecomeaneffectivememberofstaff:forjuniorstaffaPDPhelpsthemtodeveloptheirrolesandplanforthefuture:formoreseniorstaffaPDPhelpstokeepthemuptodateandencouragesfurtherdevelopment.PDPsareusedforsomespecificpurposes.IntheUniversityofEdinburgh,PDPsareformallyusedprimarilytohelpprovidesupporttostaffundertheProtectionPolicy.

QWhatshouldaPDPcontain?

AItshouldcontainagreed,writtendevelopmentobjectivesfor(atleast)thenext12months.Itshouldhaveshorttermachievablegoals.Thereshouldbeasectionwheretherecognisedofachievementsarerecorded.Thereshouldbedetailedrecordingofformalandselfdirected/managedlearning.Thereshouldbeamutuallyagreeddatesetforthenextmeeting,usuallyatanintervalofnomorethan6months.

QWhataPDPisnot?

AItisnotsimplyalistofpredeterminedtrainingcoursesandnotsomethingwhichshouldbepresentedtoamemberofstaffasafaitaccompliarangeofformsofdevelopmentandsupportshouldbeconsidered.

QHowlongshouldthelifeofaPDPbe?

AIdeallyaPDPshouldremaininplacefora12monthperiod,usuallylinkedwithanannualappraisal/review,butitisalivingdocumentwhichmeansitisflexibleandopentochangewithinitslifetime,especiallygiventhatthereisaninterimreviewat6months.

QWhohasaninput?

AUsuallythememberofstaffandhis/herlinemanagerhavethemaininput.AdvicewillnormallybeprovidedonPDPsinrelationtotheProtectionPolicybytherelevantHRadviserandthememberofstaffmayalsoseekadvicefromtheirtradeunionrepresentative,asappropriate.

QWhatshouldhavingaPDPachieve?

AAPDPshouldstateagreeddevelopmentneeds,providingabalancebetweentheneedsofthememberofstaffandtheneedsoftheorganisation.Itshouldalsobeawrittenagreementbetweenthememberofstaffandthelinemanagerandaclarificationofmutuallysetandagreedexpectations.APDPreviewdiscussionalsoallowsamemberofstafftoreflectonanylearningprocessestheyhavetakenpartinandhowthesewillbenefitthememberofstaffandtheorganisation.

QWhatarethebenefitsofhavingaPDP?

AItempowersthememberofstaff,providesmotivationandencouragement,engagesthememberofstaffandincreasestheleveloftrustbetweenthememberofstaffandtheorganisation.APDPalsoprovidesrecognitionofthememberofstaffasavaluedemployeewhoseopinionsanddevelopmentcounttotheorganisation.APDPhelpstopromoteacontinuousdevelopmentculturewithintheorganisationandallowsamemberofstafftounderstandwhattheirneedsareandtoplanforthebestmethodofachievingthem.

SamplePDP

PERSONALDEVELOPMENTPLAN(PROTECTIONPOLICY)

Employee Manager School/SupportDepartment PeriodthatthisPDPappliesto

Section1:LEARNINGANDDEVELOPMENTNEEDS

1.2.3.

Section2:TARGETSTOBEUSEDINMONITORINGPROGRESS

Target Bywhen1. 2. 3.

Section3:ACTIVITIESTHATWILLADDRESSTHOSENEEDS

What Where When

Section4:RESOURCESTOBEMADEAVAILABLETOSUPPORTTHEPDP

Section5:REVIEWDATES

Signedoffby

(Manager,employeeandHRAdviser)

Date

3.3 ContributetodrawingupownpersonaldevelopmentplanSee3.2above4 BEABLETODEVELOPKNOWLEDGE,SKILLSANDUNDERSTANDING

4.1 Showhowalearningactivityhasimprovedownknowledge,skillsandunderstandingIhavelearnedalotaboutcommunication,verbal,nonverbalandlisteningtechniques,soIhavelearntthefollowingknowledgeandunderstandingfrommylearning.

Listeningcanbehardespeciallyifyouandyourelderhavealwaystriedtotalkovereachotherovertheyears.Whenpeopleareabletotakeastepbackandactuallylistentoanotherpersonwhentheyaretalking,thepathwaytoclosenessandunderstandingisveryclear.Butforthistohappen,youvegottopracticeit,especiallywhenitsnotbeenoneofmystrongpoints.ThesearesevenpointsthatIhaveleant:

1.Refrainfromthinkingofaresponsebeforetheindividualhasfinishedtalking

2.Dontinterrupttheindividual

Ifyoudoapologise

3.Nodwhentheindividualisspeaking

Thiswillshowyouarelisteningandareengagedintheconversation.

4.Askforadditionaldetailsaboutwhattheindividualisspeakingabout

5.Summarisetheconversationonoccasion

Thisdemonstratesyouvebeenpayingattention

6.Repeatthelastfewwordsonoccasion

Again,thisshowsyouareengagedintheconversation

7.Askplentyofquestions

Ifyourun intoasituationwhere thediscussion isacomplaint,findsomething inthecomplaint toagreewith.Youllfindthatevenwhentheindividualhasawildandexaggeratedcomplaint,therewillalwaysbesomethingyoufindtoagreewith.Hearingforthe5thtimethatalabelthatyoucutoutofyourdadsshirt3weeksagoisstillchafinghisneckcanbechallenging.Simplylethimknowthatyouagree,fabricchafingyourneckisaggravatingtoo.Byagreeingwithhim,theissuewilllikelybeputtorest,atleastfortheshortterm.Elderswanttobeunderstoodmorethantheywanttobeagreedwith,justasmostpeopledo.

Put a limit on listening perhaps 20 or 30minutes tops.Listening can be toughwork to be sure. Butoverdoingitcaneasilybackfireontherelationshipbecauseyoureonlygoingtobeabletotakesomuch.

4.2 Showhowreflectingonasituationhasimprovedownknowledge,skillsandunderstandingAnarticleonreflectionWhyreflectionisimportantWewanttoencourageteachers,asreflectivepractitioners,tothinkaboutwhattheydowell,toreflectonwhattheycouldsharewithcolleagues,aswellasidentifyingtheirownlearningneeds.

ContinuingProfessionalDevelopment

Reflectionisthewayinwhichweexamineourexperiencesanddrawlessonsfromthem.

Thereareseveralreasonswhyreflectioniscrucialtolearning:

Reflectioncanhelptobridgethegapbetweentheoryandpractice,andbetweenoffjoblearningandonjobapplication.Reflectingontherealworkproblemscanhelptoidentifyhowbesttoapplywhatweknowinpractice.

Reflectioncanhelpdealwithambiguity,stressandchange.Inourwork,weoftenhavetocopewithnew,uniqueproblemswehavenotmetbefore.Theabilitytoreflectisessentialtorecognisingandconfrontingtheuncertaintywefeelaswetrytodealwiththeseproblems.

Reflectionleadstocriticalawareness.Reflectionenablesustolookcriticallyatourownbehaviour,thebehaviourofotherpeople,andattheorganisationalandsocialcontextwithinwhichweoperate.

All thismeans thatreflection isnotablandor innocuousprocess it iscentral tobecomingapowerful,criticalprofessionalwhoispreparedtochallengethewaythingsaredone.

Reflectionisnowrecognisedasanessentialaspectofcontinuingprofessionaldevelopmentandisseenasafundamentalprocessinimprovingthequalityoflearning.

Keepingadiary

There isagreatvalue inkeepinga reflective journalordiaryaspartofprofessionaldevelopment.Asapractitioneryouareencouragedtouseadiaryto:

recognisethatanexperienceisinsomewaysignificant; take time after the experience to reflect on what happened and what you have learnt from it.

During the module, we ask you to keep a reflective diary in which you reflect on your mostimportantexperiences.Thetwocrucialpartsofanydiaryentryareadescriptionofwhathappenedandareflectiononhowyoufeltabouttheeventandwhatyouhavelearntfromit.

Reflectivediaries are very personal things, and it is important to adopt a format and approachwhichsuitsyourpersonalstyleandwhichhelpsyoutolearn.

Chooseaformatthatsuitsyouabook,afilewithindividualsheetsorawordprocessororsimilar. Decidehowoftentomakeentries.Duringtheprogramme itwillprobablymakesensetomakeat

leastoneentryaweek Planhowyouwilldescribetheexperiences Decidehowyouwilldistinguishdescription from reflection.You coulduse two columns, facing

pagesortwohalvesofapage. Decidewhenandwherewillbethebesttimetocompletethediary.

Theimportanceoffeelings

Somearguethat,whenreflectingonanyexperience,itiscrucialtoattendtofeelings.Thisinvolves:

Makingthemostofanypositivefeelingsabouttheexperience. Discharging negative feelings, either bywriting them down or discussing themwith a trusted

person.

Recognisingandexploringfeelingslikethismakesitpossibletoevaluatetheexperienceasanopportunityforlearning.

Reflectingtogether

Whilereflectionisavaluableindividualactivity,itcanalsobeusefultoreflectwithotherpeople.

Duringtheprogrammewehavecreatedopportunitiesfor:

Reflectioninpairs,wheretwopeopletaketurnstosharetheirexperienceswithapartner. Reflectioninsmallgroups,wherepeopledescribetheirexperiencesandaskforfeedbackfromthe

othermembersofthegroup.

Theprinciplebenefitofreflectingwithapartneroragroupisthescopeitprovidesforpersonalsupportandfeedback.

Reflectionandprofessionalpractice

A number of researchers have shown that for many experienced and effective professionals reflectionbecomesvirtuallyawayoflife,helpingthemtoimproveandrefinetheirpracticeastheygoalong.

Reflectioninaction

Someprofessionalsusereflectiontohelpthemtackletheoftenverycomplexproblemstheyencounter intheirwork. Itcanbecalledareflectiveapproach toproblemsolving reflection inaction.Hewenton todescribesomeofthemainthingsthatprofessionalsseemtodowhentheytackleproblemsinthisway:

They allow themselves to experience surprise,puzzlement or confusion.Thismay simply be afeelingoranxietythatsomethingiswrong,oranawarenessthattheyhavenotencounteredorreadaboutthisbefore.

Theyreflectcriticallyontheproblembeforethem.Theyreflectonthefactsastheyknowthem,therelationships involved, their own feelings. They are prepared to look critically at their ownassumptionsandatacceptedwaysoftacklingthiskindofproblem.

Theymaycomeupwithanewtheoryorhypothesisabouttheproblem,andtestthisoutthroughanexperimentItissometimescalledreframingthesituation.

TheimportanceofintuitionPeoplelearnastheybecomemoreexperiencedinanyrole.Anewcomerwhohasjuststartedworkinanewrolewilltendtorelyontherulestheyhave learnt,andseektoapplythesetotheirnewexperiences inarelatively inflexibleway.As theygaingreaterexperienceof thework, theyareable toprogress towardsbecomingexpert in their field. In theprocess theybecome lessdependenton therulesandmoreable toreflectontheirownexperience.CriticalreflectionTherearesaidtobeourdifferentsourcesofinformationandfeedbackthatareavailableandcanhelpcarerstobuildongoodpractice.Thereisatermcriticallyreflectivelensesthroughwhichprofessionalscanviewtheirlearning: Autobiographies as carers and learners. Personal reflections typically carried out through a

reflectivediary. Throughotherlearnerseyes.seeingourselvesasourpeersseeus. Ourcolleaguesexperiences.Wecandrawonthissourceofinformationwhenweexchangeideaswith

the people we work with or, more formally, when we ask them to observe and comment on ourperformance.

Theoreticalliterature.Theoriesofcareandlearningcanhelpustolookatthingsinnewwaysandtoseehowourindividualinsightsrelatetomoregeneraltrends.

Reflection is an active process. It involves the examination of past experiences and gaining someconclusionsthatcaninformfutureactivities.Someprofessions,notablynursingandteaching,oftenbuildreflectivepracticesintoinitialtraininginordertohelpestablishthemasakeycomponentofprofessionalactivities.Most of us, however, are rarely introduced to the concept as part of our personal or professionaldevelopment.However,where there are business drivers to support newways ofworking, itmay bepossibletointroducereflectivepracticesthathavelongtermbenefitstotheorganisation.ActiveActionReviews.AnAARisaslightmisnomerastheycanbeappliedduringongoinglearningaswellasafterkeyactivities.

Theyinvolveaskingashortseriesofquestionsthatenableparticipantstoreflectontheirexperiences.Thequestionsare: Whatshouldhavehappened? Whatactuallyhappened? Whatwerethedifferences? Whatdidwelearn?AARsaresimpleanddonottaketoomuchtimealthoughintheirinitialuptakeitmakesensetofacilitatethe process ensuring participants do not jump naturally to the final stage before establishing thefoundationsforthelessonslearned.Undertakenbyateaminvolvedinanactivity,theycreateacollectivesetoflessonslearnedthatwillenablethe team toenhance the futureperformanceofsimilaror relatedactivities.However, if theyare tohelpotherteams,inotherlocations,orpartsofthebusinessthenknowledge4.3 Showhowfeedbackfromothershasdevelopedownknowledge,skillsandunderstandingFeedbackisatypeofcommunicationthatwegiveorget.Sometimes,feedbackiscalledcriticism,butthisseriouslylimitsitsmeaning.Feedbackisawaytoletpeopleknowhoweffectivetheyareinwhattheyaretryingtoaccomplish,orhowtheyaffectyou.Itprovidesawayforpeopletolearnhowtheyaffecttheworldaroundthem,andithelpsustobecomemoreeffective.Ifweknowhowotherpeopleseeus,wecanovercomeproblemsinhowwecommunicateandinteractwiththem.Ofcourse,therearetwosidestoit:givingfeedback,andreceivingit.GettingFeedbackSomepeopleexperience feedbackaspurecriticismanddontwant tohear it.Otherssee itasspirituallycrushing;aconfirmationoftheirworthlessness.Stillothersonlywanttohearpraise,butnothingthatmightsuggestimperfection.Thatsnotthecaseforeveryone,ofcourse.Somepeoplearewillingtoacceptfeedbackandseekitout,evenif it issometimesdisturbing,because theybelieve theycangrow from it. Itcomesdown towhetheryoubelievefeedbackwillharmyouorbenefityou.This isnottosaythatweshouldalwayshavetoacceptfeedbackorthemanner inwhich it issometimesgiven.Weallhavetherighttorefusefeedback,andwecanexpectfeedbacktobegiveninarespectfulandsupportivemanner. But for every positive and openway of accepting feedback, theres an opposite; anegativeandclosedmannerwhichpushesfeedbackawayandkeepsitatbay.Negative/ClosedStyle

Defensive:defendspersonalactions,frequentlyobjectstofeedbackgiven. Attacking:verballyattacksthefeedbackgiver,andturnsthetable. Denies:refutestheaccuracyorfairnessofthefeedback. Disrespectful: devalues the speaker, what the speaker is saying, or the speakers right to give

feedback. Closed:ignoresthefeedback,listeningblanklywithoutinterest. Inactivelistening:makesnoattempttohearorunderstandthemeaningofthefeedback. Rationalizing:findsexplanationsforthefeedbackthatdissolveanypersonalresponsibility.

Patronising:listens,butshowslittleinterest. Superficial: listens and agrees,butgives the impression that the feedbackwillhave little actual

effect. Positive/OpenStyle Open:listenswithoutfrequentinterruptionorobjections. Responsive:willingtohearwhatsbeingsaidwithoutturningthetable. Accepting:acceptsthefeedback,withoutdenial. Respectful:recognizesthevalueofwhatisbeingsaidandthespeakersrighttosayit. Engaged:interactsappropriatelywiththespeaker,askingforclarificationwhenneeded. Activelistening:listenscarefullyandtriestounderstandthemeaningofthefeedback. Thoughtful:triestounderstandthepersonalbehaviourthathasledtothefeedback. Interested:isgenuinelyinterestedingettingfeedback. Sincere:genuinelywantstomakepersonalchangesifappropriate.

GivingFeedbackTheotherendoffeedbackisgivingit.Somepeopledeliverfeedbackwithrelish;afterall,itseasiertogiveadvicethantakeit.Someusefeedbackasaweapon,orofferitastitfortat.Forothers,feedbackisagreatwaytobecritical.Howyoudeliver feedback isas importantashowyouaccept it,because itcanbeexperienced inaverynegativeway.Tobeeffectiveyoumustbe tuned in,sensitive,andhonestwhengiving feedback. Justastherearepositiveandnegativeapproachestoacceptingfeedback,sotooarethereineffectiveandeffectivewaystogiveit.Ineffective/NegativeDelivery

Attacking:hardhittingandaggressive,focusingontheweaknessesoftheotherperson. Indirect:feedbackisvagueandissueshintedatratherthanaddresseddirectly. Insensitive:littleconcernfortheneedsoftheotherperson. Disrespectful:feedbackisdemeaning,borderingoninsulting. Judgmental:feedbackisevaluative,judgingpersonalityratherthanbehaviour. General:aimedatbroadissueswhichcannotbeeasilydefined. Poortiming:givenlongafterthepromptingevent,orattheworstpossibletime. Impulsive:giventhoughtlessly,withlittleregardfortheconsequences. Selfish:feedbackmeetsthegiversneeds,ratherthantheneedsoftheotherperson.

Effective/PositiveDelivery

Supportive:deliveredinanonthreateningandencouragingmanner. Direct:thefocusofthefeedbackisclearlystated. Sensitive:deliveredwithsensitivitytotheneedsoftheotherperson. Considerate:feedbackisintendedtonotinsultordemean. Descriptive:focusesonbehaviourthatcanbechanged,ratherthanpersonality. Specific:feedbackisfocusedonspecificbehavioursorevents. Healthytiming:givenasclosetothepromptingeventaspossibleandatanopportunetime. Thoughtful:wellconsideredratherthanimpulsive. Helpful:feedbackisintendedtobeofvaluetotheotherperson. TheImportanceofFeedback Feedback isamustforpeoplewhowant tohavehonestrelationships.Apowerfuland important

meansforcommunication,givingfeedbackconnectsus,andourbehaviour,totheworldaroundus

4.4 Showhowtorecordprogressinrelationtopersonaldevelopment

Recordingyourpersonaldevelopment

Youmaywanttorecordyourprogressaspartofyourstaffdevelopmentrecord.

Developastrategyforincludingaspectsofinclusivelearningintoyourdevelopmentplanning.Youcouldincludebriefnoteson

backgroundandcontextwhatyoudocurrently thechangesyouwanttomake whythosechangesareneeded aplanofactionformakingthechanges,includingatimescaleordeadlines.

Monitortheprogressyoumake,including

thetargetsyouhavemet howyoumanagedyourtimeinordertomeetthosetargets commentsontheprocess,theotherpeopleyouworkedwithandanytrainingyouused examplesofhowthechangeshaveaffectedparticularstudents otherchangesyouwishtomake,prioritised.

RecordingMethods

Varioustoolsareavailableforyourtouse.Somepeopleprefertokeepaworddocumentontheircomputerthattheycanupdatefromtimetotimewhereasothersprefertokeepapaperrecord.Youcouldalsouseyourdiarytonotedownanydevelopmentalactivitiesasyoucompletethem

Youmaywanttoconsiderthefollowingfactors.

Thetimeyouhaveavailabletokeeprecords Yourgoalswhatyouwantorneedtoachieve Theneedtosatisfyrequirementsperhapsthosefromaprofessionalbody. Accessibilitybeingabletoupdaterecordsregularly,butalsobeingabletotakethemwithyouif

youmoveemployer. Whowillreadyourrecordsdoyouneedand/orwanttoshareyourrecordwithyourmanager?

Whatever method you choose to record your CPD, here are a few things you might like to consider before youstart:

Rememberitisusefultokeeprecordsofwhatyouhavedone,butitisevenmoreusefultorecordwhatyouhavelearnt.Remembernottolimityourselftorecordingformallearningsuchascoursesandqualificationstrytocaptureallyourexperiencesthathavecontributedtothedevelopmentofyourskills.Whenreflectingonyourlearningitmayhelptotalkitthroughwithamentor,colleagueoryourboss.Thequestionstheyaskwillpromptyoutoseeyourlearningobjectively.

Dontforgettokeepalistofthepeoplewhohavehelpedyouwithyourdevelopment.Manypeoplebenefitfromsomeoneshelp,suchasamentororcolleague,butsubsequentlylosecontact,onlytofindthattheyneedtocallonthemforareferenceorfurtheradviceinthefuture.Thisisparticularlyrelevantifyouwishtoapplyforprofessionalregistration.

Regularmaintenanceisimportanttokeepyourrecordsorportfoliofitforpurpose.Replaceoldevidenceandactivitieswithuptodateitemsregularly,andtrytokeepafilingorder.

Ifyouneedevidenceofcompetence,butdonthavesomethingappropriateforinclusioninyourportfolio,considerusingreferencestatements.Writeuptheprojectorlearning,andaskanappropriatepersontosignit

Beingareflectivepractitioner

Reflectingonwhatyouaredoingisavitalpartofthelearningprocess.

Thekeytoreflectionislearninghowtotakeperspectiveononesownactionsandexperienceinotherwords,toexaminethatexperienceratherthanjustlivingit.Bydevelopingtheabilitytoexploreandbecuriousaboutourownactivitiesandexperience,wecanopenupthepossibilitiesofpurposefullearningderivednotfrombooksorexperts,butfromoureverydayworkandourlives.Thisisthepurposeofreflection:toallowthepossibilityoflearningthroughexperience,whetherthatistheexperienceofameeting,aproject,adisaster,asuccess,arelationship,oranyotherinternalorexternalevent.

BothexampleCPDrecordsincludeacolumnwherebyyoucanthinkaboutthevalueofwhatyouarelearningtoyourworkplaceand/ortoyourcareergoals.Inaclimatewheretimeandmoneyarelimited,itisincreasinglyimportanttoensurethatthevalueofyourdevelopmentalactivitiesisrecognisedandharnessedinyourcurrentrole.

Yourcontinuingprofessionaldevelopmentiscontinuing.Toreassessyourdevelopmentneedsinlightofyournewskillsorachangingenvironmentinyourworkplace,regularlygobacktothebeginningoftheCPDcycletoassessyourskilllevelagainsttherequirementsofyourroleorjobfield.