Unit Content
Legislation and common lawsDuty of careBreach of duty of careFulfilling your legal requirementsOrganisational policies and practicesWorking ethically
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.
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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.
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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
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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?
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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.
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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.
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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
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• 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
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• 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.
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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
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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!
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– 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
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• 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.
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• 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
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references
SARRAH Education and Training– http://www.sarrahtraining.com.au
Supervisors Workshop, 2009– Granville TAFE, Social and Community Services
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