Social Care Induction Framework for Wales Manager s Guidance This guidance is for those responsible for workers during an induction period

Transcription

1 Manager s Guidance This guidance is for those responsible for workers during an induction period There are two sections in the Manager s Guidance: 1 - How to use the Framework 2 - How to assess against the Framework Version 4, Updated August 2016

2 Contents Section One: Manager s Guidance - How to use the Framework 4 What is the Social Care Induction Framework for Wales (SCIF)? 4 Why was the Social Care Induction Framework for Wales developed? 5 Why use the Social Care Induction Framework for Wales? 5 Induction Registration Continuing Professional Development (CPD) Supervision Qualifications Regulatory and contracting purposes How to put the Social Care Induction Framework for Wales into practice 7 Timeframe Learning and learning outcomes Planned learning Supporting the worker through the SCIF Assessing workers learning Completion of the SCIF Future Learning and Development Personal Development Plans Who is the Social Care Induction Framework for Wales for? 6 Workers new to the care sector Workers new to an organisation New workers with previous experience in a different sector Workers undertaking a new role 2

3 Manager s Guidance Section Two: Manager s Guidance - How to assess against the Social Care Induction Framework for Wales 10 Supervision Mentoring Training Practical experience Legislation, policies and procedures Gathering information Values and principles Assessing whether the new worker has achieved the learning outcomes 11 Sample questions Follow up questions Reflection Observation Feedback Self evaluation Recording assessment Supplementary information: Sample questions and sources of evidence 13 Learning Objective 1 - Understand the principles and values of care Learning Objective 2 - Understand the organisation and your role within it Learning Objective 3 - Maintain safety at work Learning Objective 4 - Listen and communicate effectively Learning Objective 5 - Safeguarding Learning Objective 6 - Continuing Professional Development Learning Objective 7 - Working with children and young people Learning Objective 8 - Working with adults at risk Appendix 1: Social Care Induction Framework for Wales mapping 59 Appendix 2: List of Mandatory units within the QCF diplomas 73 Appendix 3: List of National Occupational Standards 74 Appendix 4: List of links to Level 2 Award in Social Care 75 3

4 Section One: Manager s Guidance - How to use the Framework What is the Social Care Induction Framework for Wales (SCIF)? Induction is the introduction to social care practice and as such applies to all of those working in social care. The Social Care Induction Framework for Wales (SCIF) supports a common understanding to induction in social care in Wales. Use of the SCIF can help to develop and promote a learning culture within organisations and work settings. It sets out learning outcomes that new workers joining the social care sector or workers moving to a new organisation need to meet in their first 12 weeks of employment. The SCIF: identifies the knowledge, skills and understanding that new workers need to gain during their induction period identifies the principles and values of social care that workers need to demonstrate identifies the knowledge, skills and understanding relevant to an individual workplace such as policies and procedures or how to use communication techniques within a particular setting has six common Learning Objectives for new workers in the social care sector. Learning Objective 7 is specifically for workers working with children and young people and Learning Objective 8 for those working with adults. Learning Objective 7 or 8 should be completed in addition to the six common Learning Objectives is a generic framework with each learning objective mapped to mandatory units within QCF Diplomas, NOS and Codes of Professional Practice for Social Care (Appendix 1) The SCIF helps managers by: providing a framework to be used for induction purposes or to inform the organisations own induction programme helping to meet an employer s responsibility to promote the Code of Professional Practice for Social Care providing a clear process and tools to audit the values, skills, knowledge and experience of new workers and identify their strengths and development needs allowing managers to identify and provide learning and development opportunities to enable workers to do their job effectively and safely The SCIF helps workers by: helping them to understand what is expected of them providing an opportunity to acquire, develop and strengthen knowledge, skills and understanding essential to social care practice providing support for new and changing roles and responsibilities gathering evidence that can be used towards future appropriate qualifications providing evidence of transferable skills and knowledge across the sector by providing a benchmark for induction 4

5 Manager s Guidance Social Care Induction Framework Versions Version Version Version Version (revised 2016) Why use the Social Care Induction Framework for Wales? Induction The SCIF can be used as a basis for developing induction. It can either be used to structure the induction process or to inform an organisation s current induction programme. The National Minimum Standards (NMS) state that induction programmes should take account of the SCIF. Registration All residential child care workers working in Wales are required to register with the Care Council for Wales. Once a new worker has completed the SCIF they should apply for registration submitting a copy of their SCIF certificate, signed by their manager, with their application. Principles and values of care The Social Services and Well-being (Wales) Act 2014 is based upon five key principles: Voice and control - putting an individual and their needs at the centre of their care and support, with voice and control over the outcomes that will help them achieve well-being. Prevention and early intervention - being able to access advice and support at an early stage, to maintain a good quality of life, and reduce or delay the need for longer term care and support. Well-being - supporting individuals to achieve well-being in every part of their lives. Co-production - involving people in the design and delivery of support and services, and recognising the knowledge and expertise they can bring. Multi-agency - strong partnership working between all agencies and organisations is essential to improve the well-being of individuals in need of care and support, and carers in need of support. Continuing Professional Development (CPD) CPD means any type of learning that increases relevant knowledge, understanding and experience. Induction is the foundation of CPD and plays a significant part in the retention of staff. In the social care sector the SCIF can be used as a framework to structure CPD, focusing on what the workers learn, providing the opportunity to add their own additional outcomes and record learning and development. The SCIF is generic in nature and each element signposts to more specific information e.g. qualifications etc. 5

6 Supervision The SCIF provides a framework and documents to support managers/supervisors to track a worker s progress (see the Progress Log and Section 2- How to assess against the Social Care Induction Framework). It also helps identify any concerns or issues and developmental needs to enable the workers to successfully meet the SCIF learning outcomes. This helps ensure the safety and well being of new workers and confirms that they are safe to work on their own with responsibility for the individuals they support. Qualifications The SCIF has been designed and mapped to the Award for Social Care Induction in Wales and the mandatory units of the health and social care Diplomas that are on the Qualification Framework for the Social Care Sector in Wales, enabling a new worker to gather and record evidence that can be used to enable progress towards attainment of qualifications. It can also be used as a basis for further staff development. Award for Social Care Induction in Wales The award is a qualification that covers the generis and transferable knowledge elements of the SCIF and can be used towards the achievement of the framework. The award can be completed either alongside the induction or prior to starting work as a pre-employment tool. The award is made up of seven units that reflect the knowledge outcomes of the SCIF and are accompanied by a series of work books that are free to download from the Care Council website Evidence from the award can be used towards the health and social care diplomas that are required for practice. Regulatory and contracting purposes The Progress Log also enables managers to provide written evidence for regulatory and contract monitoring purposes to individuals such as inspectors. The log demonstrates that workers have completed, or are undertaking, a structured induction. Who is the Social Care Induction Framework for Wales for? Regardless of whether they are employed full time, part time, sessionally or as a volunteer, the SCIF should be completed by any worker who is: new to the care sector or new to an organisation or undertaking a new role Workers new to the care sector Workers new to the care sector should undertake and complete planned learning and be assessed on all six Learning Objectives of the Induction Framework, and those Learning Objective relevant to their role (Learning Objective 7 for those working with children and Learning Objective 8 for those working with adults). Workers new to an organisation Workers who are new to the organisation may not need to complete the full SCIF. Evidence of successful achievement of a relevant qualification and/or induction programme can act as a passport and give managers confidence that some areas of induction common to all workplaces have already been covered. Consideration should also be given to qualifications gained abroad and comparability of qualifications should be taken into account by, for example, contacting appropriate 6

7 Manager s Guidance bodies (e.g. UK NARIC) which recognise these qualifications in the UK, and help to identify learning outcomes achieved by those qualifications. Managers can use the SCIF to satisfy themselves which learning outcomes have already been met. There is a section in the Progress Log (Recording Assessment) where this evidence can be recorded and signed off by a manager. If the new worker does not hold a relevant qualification that would directly cover the areas identified for induction, managers should consider carefully the applicability of the workers past experience. Workers new to an organisation will however still need to meet those learning outcomes that are specific to that workplace. For example, those relating to policies, procedures and working practices, or specific service settings. Please note that induction outcomes that are workplace specific have been highlighted in bold. New workers with previous experience in a different sector It is important that these individuals should complete the relevant Learning Objectives specific to the new sector in which they are now working. For example, a new worker who previously worked with children and is now employed to work with adults should complete Learning Objective 8. Conversely, someone who is moving from an adult setting to work with children should complete Learning Objective 7. Managers should also ensure that the new worker has appropriately covered Learning Objective 6 (Safeguarding) for the sector in which they are now working. Workers undertaking a new role It is of course good practice to consider the learning needs of all new staff. Even those workers who have completed an induction and/or already hold relevant qualifications, will benefit from the opportunity to refresh their learning and keep their knowledge and skills up to date. If the worker is being inducted to a new role within the same organisation the manager should consider whether the worker needs to repeat those induction outcomes that are workplace specific (i.e. those highlighted in bold) taking into account any changes which may have occurred since the evidence was gathered, for example, updated policies and procedures. How to put the Social Care Induction Framework for Wales into practice Timeframe It is important that the process is rigorous. However, it also needs to acknowledge that new workers are required to absorb a substantial amount of information in a short time period, to demonstrate that they have understood and can apply quite complex concepts and skills. Testing workers understanding of their new working environment needs to take account of what is often a steep learning curve which can take some individuals longer to achieve than others. The SCIF learning outcomes are designed to be met through planned learning within the first 12 weeks of employment both for full time and part time workers. However, a manager needs to take into account that whilst many full time workers might complete induction in less time, some may need the full period, for example, a part time or night worker, or workers whose first language is not English or Welsh. Learning and learning outcomes A learning outcome is simply a statement of what a learner knows, understands and is able to do on completion of a learning process. The SCIF is a set of learning outcomes. New workers need to meet these learning outcomes to have successfully completed the SCIF. The SCIF learning outcomes can be achieved in any order but require planned learning. 7

8 Planned learning People learn in many different ways. Managers are free to use a mix of learning activities and processes that will best meet the needs of their new workers, as long as they meet the learning outcomes. These methods may include: mentoring by a more experienced colleague distance learning e-learning guided reading structured use of supervision shadowing taught programmes/training practical experience Supporting the worker through the SCIF The manager has a responsibility to ensure that the worker is given enough time, encouragement and support to successfully complete the learning outcomes and truly learn from the process, regardless of the methods used. Regular and frequent supervision will play a significant part in providing this support. Section 2 provides information about preparing the worker before they undertake a particular Learning Objective. Assessing workers learning New workers need to be assessed to demonstrate that they have successfully met the SCIF learning outcomes. This provides evidence that the induction has achieved its purpose, which is to ensure that new workers gain the knowledge, skills and values they need to do their job and work safely, at this stage of their learning. The assessment should be done by the manager, supervisor or an appropriate member of staff (e.g. training staff or workplace mentor). Managers have a responsibility to ensure that they and everyone who assesses new workers against the SCIF, have the skills and knowledge needed to carry out this role. This is not a qualification assessment it is a workplace induction assessment. It is always the manager s responsibility to sign off the evidence that the learning outcomes have been achieved and the worker has completed the SCIF. There are a variety of assessment methods which can help judge a worker s understanding of their role and responsibilities at work: Questioning- written and/or verbal Direct observation e.g. observation of a new worker carrying out the first aid technique correctly Self-assessment Portfolios Presentations Job specific tests Simulations/role play Evidence of accredited training 8

9 Manager s Guidance Completion of the SCIF The Progress Log includes a final declaration to be signed by the manager and new worker when all learning objectives relevant to the role are fully met. It is the manager s responsibility to sign off the completed SCIF. Managers should complete and sign the Certificate of Successful Completion and keep a copy for their records. The manager should give the completed original Certificate to the worker for their future use and to enable them to register with the Care Council for Wales where required. Personal Development Plans A Personal Development Plan is a tool to support managers and workers to plan future learning and development. All staff should have Personal Development Plans but this is particularly important for new staff. The SCIF provides the first step for developing these plans. NB Managers should not sign off induction certificates lightly Managers should be aware of their legal responsibility when certifying a worker s SCIF. There may be implications for themselves, the worker and the individuals using the service. Managers have a duty to ensure that newly inducted staff are safe to practice at this stage of their development. Future Learning and Development The Progress Log provides a structure to support the manager and new worker to: A: Explore and record further learning needs and opportunities for each learning objective B: Agree and record any future learning development activities. This could be a summary of those needs and opportunities identified for each individual Learning Objective. Further learning and development should support Continuing Professional Development C: Record other further essential learning still required at induction for specific tasks not covered by the SCIF 9

10 Section Two: Manager s Guidance- How to assess against the Social Care Induction Framework for Wales This section explains in more detail what each Learning Objective means. It will also suggest some ways in which the person assessing can judge whether the new worker has met the learning outcomes. Each of the eight Learning Objectives also contains a short section on preparing the new worker for the learning outcomes. Each organisation will have its own arrangements for inducting new staff and there is no set formula for how this should be achieved. However the following methods can be considered: Supervision All new staff should receive regular and frequent supervision from the outset. This will ensure that they build a good working relationship with their manager/supervisor who should work with them during the induction stage to ensure that they successfully meet the learning outcomes in the SCIF. A Supervising and Appraising Well booklet is available on the Care Council website: Mentoring Mentoring by a more experienced colleague can provide the new worker with additional support outside of the line management structure which can be used to help them to develop skills and acquire knowledge. As someone who works alongside the new worker the mentor can provide practical advice, support and guidance. Training Not all learning for new workers can be acquired through training, though training is crucial for some of the key Learning Objectives such as health and safety, and also safeguarding. Where training takes place it is important for the supervisor and/or mentor to discuss it with the new worker to ensure that what they have learnt is correct, relevant and understood. Practical experience Much learning and skills development comes through actually doing the job and finding out what works well and what doesn t. New staff need these opportunities but require support to ensure that they do not make mistakes that go uncorrected. Clear instruction and honest and constructive feedback from colleagues and managers is therefore important. Legislation, policies and procedures New staff have to understand as much as possible of the legal and procedural framework within which they work. It is important the new worker can see the link between their role and how they carry it out, and what the law and procedures say about the task of providing care. Simply reading about legislation or procedures is unlikely to achieve this understanding. As new workers build up expertise in their work they should always be encouraged to recognise why it is important that they work in certain ways and to gain a clear understanding about their responsibilities and the specific duties that they perform. Gathering information This is often an effective way of getting new staff to understand their role and the organisation they work in. Staff can be set tasks such as researching and finding out about things such as organisational structures, key processes and the roles of other staff. This will help them to develop their communication skills and learn how to access information whilst they are learning about their new workplace. 10

11 Manager s Guidance Values and principles At the same time as learning new practical skills, new staff need to be provided with the opportunity to think about how the values and principles outlined in Learning Objective 1 should underpin and inform every aspect of their work. This will often be covered in training but supervisors and mentors also need to ensure that the worker s practice is based on a good understanding of these values and principles. Assessing whether the new worker has achieved the learning outcomes There are a variety of methods that can be used to assess new worker s learning, as explained previously in Section 1 - Assessing Workers Learning. In this section supplementary information on sample questions and sources of evidence have been developed for every Learning Objective. This provides the person who is assessing, with ideas about how they might judge the new worker s understanding of their role and responsibilities. The sample questions can also support the manager to verify and sign off evidence which has been assessed by others. When assessing an individual it is important to consider the following: Sample questions These are intended as examples only and will need to be adapted depending on the specific role of the worker, their previous experience, how long they have been in the job and how far they have progressed during that time. Follow up questions Quite often it will be necessary to follow up the initial question to test the new worker s understanding of a subject in more depth. Ideally, this should be done in a way that draws out their thinking and helps them to discuss their thoughts with the person assessing. This allows the person assessing to see whether the new worker not only understands how to perform certain tasks but also knows what key elements are involved and why a task is done in a particular way. 11 Reflection The new worker can be asked to give a work-related example of something they did and to consider whether it went well, what the outcomes were and what they learnt from this. It is a good way of judging a worker s ability to think through tasks and to learn by a process of reflection and analysis. Observation This aspect of assessment will provide direct evidence of how a worker is performing in their role. Observation will help identify how workers adapt to new tasks and provide them with honest and constructive feedback so that they know how they are doing. Organisations that promote an open and supportive learning style will be able to help new workers considerably. Feedback Feedback from colleagues and individuals who use services can be extremely valuable in understanding how a new worker is doing. Again, it is important that this is done in an open and supportive way and that there is an emphasis on learning. Self evaluation New workers will usually know themselves how they think they are progressing and what they feel they do best and least well. It is important that the assessment process tests their self perception. It can be a useful way of focusing help and support for the new worker on areas that they feel less secure about.

12 Recording assessment The Progress Log (link) is a document that supports managers and workers to record assessment information and achievement of learning outcomes. The table below provides information about what should be recorded in the appropriate columns in the Progress Log: Evidence used Assessed by whom and when Manager s and worker s signature and date Record here any evidence used to demonstrate that the worker met the learning outcome. If the new worker already has appropriate evidence of prior learning or skills covering the learning outcomes, these should be recorded in this column. This may include certificates/qualifications. Assessment can be carried out by the manager, supervisor or other appropriate member of staff. If the new worker already has appropriate evidence of prior learning please state here the title of the certificate/ qualification, the name of the awarding organisation and the date the award was achieved. The manager and worker should sign and date here to confirm learning outcomes have been successfully achieved or to confirm they have seen and accepted any certification/qualification of prior learning as evidence. Remember, it is always the manager s responsibility to sign off evidence in achieving the learning outcomes. 12

13 Manager s Guidance Supplementary information: Sample questions and sources of evidence Learning Objective 1 - Understand the principles and values of social care Preparing the new worker for this section Depending on their experience some new workers will be familiar with the content of this section but for others it may be the first time they will have thought about the values and key skills that underpin the work. It is important that they understand the importance of this aspect of their role and that it is key to forming good relationships in the workplace and carrying out tasks effectively. Values This section explores the new worker s understanding of the main principle and values that underpin work in a care setting. Staff who are new to the work may not necessarily use terms that more experienced professionals would use but they should be able to clearly demonstrate some knowledge and skills around this topic. It is important that training for new staff considers these issues and this should be quality assured and monitored to ensure that new staff are learning why these issues are vital to their work. 1 You ensure that individuals are treated with dignity and respect The principles of dignity and respect are central whatever the client group the new worker is working with. It is important that they clearly understand the terms and can explain how they ensure that this is built into their practice. What do you understand by the words dignity and respect? Why are these important in your work? Give an example of how you ensure that you treat people with dignity and respect. How does the new worker interact with individuals? (Observation) How do individuals relate to the new worker? (Observation) 13

14 2 You understand the importance of listening to the views of individuals, carers and families New workers need to demonstrate an understanding of why listening to the views of individuals and those involved with them is central to working effectively in a social care setting. They also need to understand that effective listening is a skill that underpins the main principles and values of the work and to show that they have learnt how to listen to people and to use the information they gather from this to ensure that they are providing appropriate services and support and enabling voice and control. Why is it important to listen to the views of individuals and those involved with them? What might happen if you fail to listen to them and take note of what they say? Give an example of a situation in which you have used listening skills in your work. What did you do? What was the outcome for the individual? How does the new worker interact with individuals with whom they are involved and their families and carers? (Observation) 3 You promote independence and empowerment of individuals and ensure that they are at the centre of your work New workers need to have understood that promoting independence is a central principle of working in a care setting. Although their role involves providing social care and support they need to have thought about how to do this in a way that reduces dependence and empowers people to make choices for themselves wherever possible. They need to show that they understand the importance of keeping the individual at the centre of their work. What do you understand by the terms promoting independence and empowerment? Why are these important in your work? What are some of the obstacles to promoting independence and user empowerment? How can you overcome these? Give an example of a situation in which you have helped an individual to make choices and become more independent. What do you think the term person or child centred approach means? How do you make sure that the individual is central to your work? How does the new worker interact with the individuals with whom they are working? (Observation) 14

15 Manager s Guidance 4 You understand diversity and value and respect those with different backgrounds and lifestyles New workers need to demonstrate that they understand that all people are unique. They should be able to explain that in our society people are sometimes stereotyped which is a way of devaluing a person s right to be treated as an individual. They need to clearly show a basic understanding of the concept of diversity; why it is important; the effect it can have on individuals; and how they make sure that they value the backgrounds and lifestyles of all the individuals that they work with. What does the term diversity mean to you? Why is it important in the context of your job? How do you think people feel if their backgrounds and lifestyles are not acknowledged and treated with respect? Thinking about some of the people you work with, how do you show them that you respect and value them as individuals? How does the new worker interact with the individuals with whom they are working? (Observation) 5 You value the cultural, religious and linguistic backgrounds of all people living in Wales Linked to an understanding of diversity is the need for new workers to recognise that Wales is a society in which people come from a variety of cultural backgrounds; practice different religions; and speak different languages. They should be able to demonstrate why cultural, religious and linguistic differences of any sort are important and how these may impact on their work. Why do you think someone s culture, religion or language matter to them? What might be the effect of failing to take these things into account? In what ways might you help an individual to maintain their culture, religion or language? Can you give examples of actions you have taken to help someone to do this? Do you understand the specific legal requirements in relation to Welsh language and culture? Do you know how you might get support and advice from your employing organisation about different cultures, religions and languages? How does the new worker interact with the individuals with whom they are working? (Observation) 15

16 6 You understand the importance of Welsh language and culture in supporting individuals Workers specifically need to be aware that the promotion of Welsh culture and language is built into the legal framework of the nation. New workers should be able to explain in basic terms why Wales has taken measures to preserve its culture and language and how this may impact on their work. Do you understand the specific legal requirements in relation to Welsh language and culture? Why do you think it is important to recognise Welsh language and culture? What might be the effect of failing to take these things into account? In what ways might you help an individual to maintain their Welsh culture or language? Can you give examples of actions you have taken to help someone to do this? Do you know what the Active Offer is? Do you know how you might get support and advice from your employing organisation about how to meet people s Welsh language and/or cultural needs? How does the new worker interact with the individuals with whom they are working? (Observation) 7 You recognise and deal with discrimination and you promote equality The new worker should acknowledge the presence of discrimination and have some grasp of how it manifests itself. They should know that this involves treating people in a different and usually negative way because they are perceived as being different. The new worker should be able to give examples of groups of people who are frequently discriminated against. They should also understand that discrimination can be in the form of taking negative action or failing to take action (omission) and that it can be carried out by individuals, groups or organisations. The new worker should have an awareness of how discrimination and disadvantage affect the people concerned. They should understand and accept the importance of challenging discrimination in the workplace even if this can be difficult for them. They need to be aware that there is a legal framework covering discrimination and be able to give some examples to show that they are aware of the issue and take steps to promote equality in their work. What do you understand by the term discrimination? What do you understand by the term disadvantage? What sort of people frequently suffer from discrimination? Can you give examples of the different ways in which people may be discriminated against? How do you think discrimination affects the people who suffer from it? What would you do if you became aware of discrimination in your workplace? 16

17 Manager s Guidance Do you understand the main legal requirements relating to discrimination in its different forms? Can you give an example of how you have helped to promote equality in your workplace? What are the potential barriers to inclusion? How does the new worker interact with the individuals with whom they are working? (Observation) 8 You are aware of your own values and behaviour and the impact of these on your work with individuals The new worker needs to understand and acknowledge that we all have different values, beliefs and life experiences that affect our behaviour in relation to other people. They need to demonstrate that they possess self awareness and that they understand how these things can impact on their work. How do you think that people s different values, beliefs and life experiences affect their behaviour towards others? Thinking about yourself what are the things in your life that impact on your behaviour towards others? Can you give an example of a situation in which you have been aware that your values and beliefs are affecting your behaviour? What did you do about it? Do you think that the new worker is aware of how their beliefs, values and background affects their behaviour towards others? Have you been aware of them adapting their behaviour to deal with the impact of these things? (Question to colleagues) How does the new worker interact with the individuals with whom they are working? (Observation) 9 You recognise that the individuals you support have the right to take risks The new worker needs to understand that the individuals they support have a right to make choices which may include deciding to act in a way that places them at risk. They need to show awareness of when such risk taking is appropriate and acceptable and when it may require intervention to safeguard the individual. Explain why the principle of allowing individuals to take risks is part of working in a social care setting? In what circumstances might it be necessary to intervene if someone is taking risks? What would you do if you became aware of an individual placing themselves at risk in some way? Give an example of someone with who you are involved acting in a way which may pose a risk. What did you do? What was the outcome? 17

18 Confidentiality This section examines the new worker s understanding of issues of privacy and professional confidentiality. They need to demonstrate that they understand that there is a legal and professional framework governing confidentiality which includes information about when it is and is not appropriate to share information with other professionals. 1 You recognise the individual s right to privacy The new worker understands that individuals have a right to privacy and can choose not to reveal personal information. They also understand that private information about individuals with whom they work should never be shared outside of the workplace and that within the workplace it is subject to confidentiality. The new worker also understands that they should make it clear to individuals that any private information they impart that is relevant to their care and support needs may be shared with the manager of the service. Explain what you are required to do (and not do) if you receive private information from or about an individual with whom you are involved? How would you deal with a situation in which an individual told you something that caused you concern but asked for this to be kept private? How does the new worker interact with the individuals with whom they are working? (Observation) 2 You understand the meaning of confidentiality and know when it is and is not right to share information The new worker understands that they are working in an organisation in which issues of confidentiality apply to information they acquire in the course of their duties. They know that this requires that they do not share or use personal information outside of their work setting. They are aware of their organisation s policies and procedures in relation to confidentiality and are able to recognise when and how information should be shared with colleagues, managers and other professionals. What do you understand by the term professional confidentiality? What do your employer s procedures and policies say about your responsibilities in respect of confidentiality in the workplace? Give an example of when you would share information with others and when you would not do so. Does the new worker record information appropriately and show awareness of when and how to share information with others? (Observation) 18

19 Manager s Guidance 3 You are aware of the legal framework governing issues of confidentiality The new worker is unlikely to have detailed knowledge of legislation in this area but should at least understand that there are laws governing data protection, freedom of information and access to personal files. They should be aware from their employing organisation s procedures and policies how these Acts are implemented in their workplace and should know the main responsibilities that this legislation place on staff. What is the main legislation relating to confidential information held by your employing organisation? Broadly what do these pieces of legislation require organisations and individuals to do? What do your employer s policies and procedures say about these pieces of legislation? Explain what you personally have to be aware of in relation to these pieces of legislation. Does the new worker record information appropriately and show awareness of when and how to share information with others? (Observation) NB: Remember that learning outcomes highlighted in bold are workplace specific and need to be repeated for all workers who are new to an organisation. 19

20 Learning Objective 2 - Understand the organisation and your role within it Preparing the new worker for this section The new worker will require information about the organisation they have joined. Things such as mission and value statements, key policies, structure charts, job descriptions and procedures need to be made available in order to help them to understand their workplace and how they fit into it. Opportunities should also be provided in supervision for the new worker to ask questions and discuss the information. The new worker needs to have looked carefully at their own job description so that they understand what it requires of them and the limits of their role. New workers also need to understand that they are employed in a service that is covered by a Code of Professional Practice. They will therefore need the opportunity to read this and to discuss it in supervision to ensure that it is fully understood. Opportunities will also need to be provided for the new worker to think about the relationships they will have with individuals and their families and carers; other staff in the organisation; and professionals from other fields. This may involve a considerable amount of learning in a short period and may require mentoring and/or supervision to ensure that they have understood their role and responsibilities correctly. The new worker needs to be aware of the existence of policy and procedure documents and how to access and implement them. Exercises that give them the opportunity to find out how to use procedures may help to achieve this. They also need to acquire knowledge about relevant legislation and what it means to their work. Your role in the organisation This section looks at how well the new worker understands the organisation in which they are working. This covers practical matters such as how to obtain information and organisational structure; understanding of roles- both the new worker s and those of the people around them; and awareness of the ethos and values that govern how the organisation carries out its responsibilities. 1 You understand the ethos and structure of the organisation you work for and your role within it The new worker will require information about the organisation in which they are working so that they understand their working environment and what is expected of them. To achieve this they need to broadly understand the roles and responsibilities of their colleagues, supervisors and managers and to be aware of the ethos and values of the organisation. What information have you found about the organisation? Where did you find this information? How would you describe the ethos of the organisation? What does the organisation exist to do? Who are the key people around you at work? What is their role and what do they do? Does the new worker show awareness of their environment? Do they practically demonstrate an understanding of the ethos and values of the organisation as they carry out their day to day work? (Observation) Does the new worker relate appropriately to those around them? (Question to colleagues) Does the new worker know where to find information within the organisation? (Observation) 20

21 Manager s Guidance 2 You understand your own job description, what it requires you to do and the limits of your role The new worker should have a thorough understanding of each element of their job description so that they are clear what is expected of them and the limits of their duties and responsibilities. Explain what is meant by the different elements of your job description. Are you clear what each means and what you are expected to do? Give some examples of tasks that are not in your job description. What would you do if you were not sure whether you should be doing something or not? Does the new worker follow the spirit of their job description. Do they show that they understand when they need to seek advice or specialist input from colleagues or supervisors? (Observation) Your role as a worker This part of the induction framework looks at how well the new worker understands their own duties in relation to individuals with whom they are working; families, carers and advocates; and staff from other agencies. New workers will need to demonstrate that they understand their main duties including their role in assessing risk, reporting welfare concerns and raising concerns about any unsafe practice they encounter. 1 You understand your professional responsibilities as outlined in the Code of Professional Practice for Social Care The new worker needs to understand that they are working in a role that is covered by a Code of Professional Practice which they are expected to know, understand and follow at all times. The Code of Professional Practice is a list of statements that describe the standards of professional conduct and practice required by those employed in the social care sector in Wales. Have you read the Code of Professional Practice for Social Care? What are the main things it says? Is there anything that you don t understand? Does the new worker show an understanding of the Code of Professional Practice for Social Care in their day to day work with individuals? (Observation) 21

22 2 You understand your role in recognising and responding to the individual s needs The new worker needs to understand that their primary function is about recognising and responding to the needs of individuals with whom they are working even though their job may also require them to carry out a range of other indirect tasks. Does the new worker demonstrate a clear focus on work with individuals? (Observation) Do they show awareness of the needs of individuals with whom they work? Do they respond to those needs appropriately? (Observation) 3 You understand the role of other workers in your organisation and those in other agencies and the importance of working in partnership with them The new worker needs to understand that work in social care settings is largely team based which can include working with colleagues from within the organisation and other professionals from different services. They need to show that they have a reasonable understanding of what other professionals do and consequently when they may need to refer to them. Who are the main people that you work with to deliver services to individuals? Explain what roles these other people perform. Give an example of work that you have done with others from your own organisation and professionals from another organisation. Was the outcome positive for the individual? What did you learn from the experience? Does the new worker show an awareness of the importance of team work in their setting? (Observation) Does the new worker show an understanding of what other people do and when and how to refer to them? (Observation) 22

23 Manager s Guidance 4 You understand the importance of working in partnership with individuals, families, carers and advocates The new worker needs to be aware of the importance of engaging with those close to the individual with whom they are working. Regardless of client group, those who know and are important to the individual play a vital role in ensuring that their needs are properly assessed and services meet those needs. Why do you think that it is important to involve those who know and are close to the individual in devising plans to help them? Give an example of a situation in which you have worked in partnership with families or carers or advocates? What was the outcome? What did you learn from the experience? Does the new worker relate well to others who are important to the individual? Do they involve them in developing plans to provide support and keep them informed appropriately? (Observation) 5 You understand the responsibilities and boundaries of your relationship with those you support The new worker needs to show a good understanding of their professional role in relation to the individuals with whom they are working. This will include the duty of care that they have as well as an appreciation of the importance of maintaining professional boundaries that allow them to make judgements based on a clear understanding of needs and what is in the best interests of the individual. Professional Boundaries: A resource for Managers sets out the principles of maintaining professional boundaries with individuals whilst developing positive and caring relationships professional-boundaries/ What are your main responsibilities towards the individuals with whom you are working? What do you understand by the term professional boundaries? What might happen if these are not maintained in your work? Does the new worker demonstrate an awareness of professional boundaries in carrying out their work? (Observation) 23

24 6 You understand and apply your responsibilities for risk assessment in line with the organisation s policies and procedures The new worker should show an awareness of the importance of managing risk and should know what the organisation s policy and procedures are for this aspect of their work. They need to demonstrate that they can apply these properly. What do you understand by the term risk assessment in relation to your work? What does your organisation s policy and procedure handbook say about risk management? What do they say about your role in this process? Give an example of when you have used the risk assessment process in your work. What was the outcome? What did you learn? 7 You understand how to report any matters that affect the welfare and safety of individuals with whom you are involved The new worker understands how to report concerns about any matters that affect the welfare and safety of individuals. This should include reporting concerns to more senior staff and what to do if matters are not resolved and the welfare concern persists. In this event the worker should be aware of the line management structure of their organisation and the role of regulators and should be clear that it is appropriate to continue to raise concerns in this situation. What does your organisation s policy and procedure document say about reporting concerns about the welfare and safety of individuals to others? What would you do if you had such concerns? Do you understand the role of regulators in investigating concerns if they persist? 24

25 Manager s Guidance 8 You understand your duty to report practices of others that are unsafe or conflict with the organisation s policies, procedures and values The new worker needs to understand that they have a professional duty to report any unsafe practices that they witness or otherwise become aware of in their workplace. They need to know when and how they should do this. What would you do if you became aware of someone in your workplace who was acting in a way that put the welfare of individuals at risk? What would be the main issues for you in reporting unsafe practice? How might it affect your relationship with others and how would you seek support to deal with this? 25