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ASYE Supervisor/Assessor Programme: Day 2

ASYE Supervisor/Assessor Programme: Day 2. Programme for Day 2. Progress check: identify questions, issues and priorities for today Direct Observations Developmental feedback and difficult conversations Critical case review and critical career review Your professional development.

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ASYE Supervisor/Assessor Programme: Day 2

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  1. ASYE Supervisor/Assessor Programme: Day 2

  2. Programme for Day 2 • Progress check: identify questions, issues and priorities for today • Direct Observations • Developmental feedback and difficult conversations • Critical case review and critical career review • Your professional development

  3. Progress Check • In pairs or small groups work through the progress check sheet.Identify questions, issues and priorities for today.

  4. Feedback from QA process • Spell out detail – workload management; number of cases; supervision dates; protected development time; specific to the individual NQSW, don’t leave blank spaces • Make links to the PCF – supervision notes & reviews • Identify strengths & areas for ongoing dev. • SMART objectives • Observations : focus on the performance of the NQSW rather than ‘detail’ of observation – make judgements about performance

  5. Assessment: A reminder • Accurate - consistent with the expectations of the PCF and a genuine reflection of the NQSW's performance • Valid - based on evidence reflecting the breadth of the NQSW's work throughout the year and on appropriate processes for the NQSW's development and assessment over the year • Robust - judgements and processes are checked, confirmed and consistent within and across organisations; judgements and processes are reliable and defensible if scrutinised or challenged either inside or outside the organisation.

  6. Direct Observations: Planning • Purpose of observation: NQSW intervention • Purpose of observation: goals for observation (yours & NQSW) – related to performance not the case. Link these to PCF • Service user/carer consent? • Seating arrangements • Potential difficulties, ‘what if’ strategies, when would you intervene/interupt? • Arrangements for seeking SU/carer feedback • Arrangements for feedback to NQSW

  7. Direct Observations: The observation • Keep in mind you are there to observe the NQSW • Keep PCF in mind • Will you take notes? • Seek feedback from service user/carer • Give very brief feedback but allow time for reflection before full feedback

  8. Direct Observations: Feedback Session • Deal with distractions i.e. any issues related to the case (but only those which need immediate attention) • Seek feedback from the NQSW first • Manager/assessor gives feedback – link to PCF • Action planning – developmental & next observation

  9. Developmental feedback and difficult conversations • How often are you giving feedback? • How confident are you that it is developmental? • Could you evidence your feedback? How? • How confident are you in giving feedback & having conversations about poor performance?

  10. Critical reflection & Critical career review • Written towards the end of the ASYE year by the NQSW (9/10 months) • Managers/Assessors review these pieces of work. This informs the final report. • Critical reflection based on a piece of direct practice (1500 words) • Critical career review draws on the PDP, the 1st year or practice and developmental activities undertaken throughout the year (750 words)

  11. Critical reflection criteria • It is an accurate account of the case used • The style, punctuation, grammar, and spelling of the report are of a good standard • There is clear evidence of theoretical concepts and their application to practice. Theory is referenced appropriately • It is not purely descriptive. There is evidence of critical analysis and reflection throughout

  12. Differences between descriptive writing & critical analytical writing Descriptive Critical Analytical Identifies its significance Evaluates strengths and weaknesses Evaluates relative significance of details Makes reasoned judgments Argues a case according to the evidence • States what happened • States what something is like • Lists details • States the order in which things happened • Says how to do something

  13. Differences between descriptive writing & critical analytical writing cont. • Explains what a theory says • Notes the method used • Says when something occurred • States the different components • States options Source: Cottrell, S. (2003).The Study Skills Handbook. 2nd ed. Basingstoke: Palgrave Macmillan. p232. • Shows why something is relevant or suitable • Identifies whether it is appropriate or useful • Identifies why the timing is important • Weighs up the importance of different component parts • Gives reasons for selecting options

  14. Next Steps Key Dates Your professional development Immediate action plan – share with neighbour Options for further study with Royal Holloway, UEL & London MetTo be circulated. • April/May – 6 month review • 30th August – evidence folder submission to Borough ASYE Co-ordinator

  15. More info: • www.collegeofsocialwork.org • http://www.skillsforcare.org.uk/socialwork/introductionsw.aspx • http://dera.ioe.ac.uk/11248/2/2009_-_10_NQSW_guide_for_supervisors_-_Electronic_Workbook.pdf(ignore reference to NQSW outcomes but otherwise a good supervision resource written by Toni Morrison)

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