Unit Content

Legislation and common lawsDuty of careBreach of duty of careFulfilling your legal requirementsOrganisational policies and practicesWorking ethically

Professional PracticeSession 2 – Professional development

Today session

• Time Management issues• Managing your workload• Supervision

Social and Community Services/Granville TAFE/ Professional Practice/version 1 2011/ Disclaimer; printed copies of this document are regarded as uncontrolled.

3

Time management

Well developed time management skills will help you to make the most of your day and retain a positive work/life balance. This will make your workload more manageable and increase the quality of time you spend undertaking each task. Poor time management on the other hand can result in a work load that seems ‘out of control’, heighten stress and anxiety levels and reduce the effectiveness of your work.

Personal and Community Services/MF TAFE/ Professional Practice/version 1 2015/ Disclaimer; printed copies of this document are regarded as uncontrolled.

4

Strategies

There are many strategies to manage your time effectively. Some will be more relevant to your work role and personal style than others. Some simple time management tips include:– Prioritise tasks and set goals – Plan your time and stick to the plan – Allocate time to complete essential non-clinical

tasks – Avoid procrastination and interruptions – Seek help and delegate when you need to

5

Time Management & You

• Do you think you manage your time well? • How could you manage your time more

effectively? • How would good time management influence

your practice?

6

Manage your workload

Your ability to manage your workload across these four clusters is influenced by:• Activity: the work required to be undertaken by the

role • Capacity: all of the resources required to do the

work (including time and equipment) • Demand: all requests or referrals from all services

and sources. • Capabilities: the skills and competencies required to

carry out the activities.

7

Supervision

Working as an community worker you will likely provide and receive many different kinds of supervision. Some of these include:• Supervision by managers or supervisors

during performance development/ management

• Supervision of support workers • Supervision of students on placement.

8

Supervision

• Well-structured and supported supervision can improve work practice and client outcomes and reduce burnout.

• It is an important part of ensuring the quality and safety of health services.

• Skills in both giving and receiving supervision will increase the likelihood of successful supervisory relationships

9

• At a basic level supervision can be a used to ensure that your work is at a suitable standard to ‘pass probation’ or to renew a contract.

• However, it can also be much more. Supervision can provide an opportunity to formally reflect on your strengths, pinpoint areas for development, and discuss strategies (and budget) to address your needs.

• A committed manager will provide feedback to promote your growth and development as a professional

10

• During supervision times, the worker should:– provide objective feedback – highlight strengths, – identify areas of practice that require work– and re-set tasks that will assist the student acquire the

module learning outcomes.

11

The supervisory process has three principal functions:

• The educative function, development of knowledge and relevant skills needed for effective practice

• The supportive function, help for students to deal with vocational stress and to develop appropriate attitudes and feelings conducive to vocational performance

• The administrative or management function, assists students manage their day to day work tasks while on vocational experience. Eg. planning work, review of learning outcomes, responsibility and accountability as a worker

12

Successful supervision depends on developing a relationship based on trust. There are a number of principles to remember when providing or receiving supervision:

– Use adult learning principles. Adults prefer supervision to be goal-oriented, relevant, practical, and respectful treating the supervisor/supervisee as equal partners.

– Appreciate different learning styles – what works for you may not work for someone else!

13

– Always provide high quality feedback (specific, factual, descriptive, constructive, understood, timely, sensitive and directed at the behaviour).

– Make a plan – plan how often and what methods will be used, make some supervisory goals and plan how you might deal with conflict.

– Determine how you will assess or evaluate performance – this could be by observation, written materials of self-assessment

14

• Most workplaces will have a formal performance management process, which will include clinical and professional supervision.

• If your workplace doesn’t have a formal process, discuss this with your manager. Ask for regular appointments, particularly during your formal orientation and in the first year of your position.

15

• If your manager is unable to provide supervision, think about other ways you can access supervisory support. Possible sources include:

• Your work team • Other local peers / colleagues • Videoconference / teleconference

contact with professionals outside of your town

16

references

SARRAH Education and Training– http://www.sarrahtraining.com.au

Supervisors Workshop, 2009– Granville TAFE, Social and Community Services

17