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ASYE Supervisor/Assessor Programme: Day 2. Programme for Day 2  Progress check: identify questions, issues and priorities for today  Direct Observations.

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Presentation on theme: "ASYE Supervisor/Assessor Programme: Day 2. Programme for Day 2  Progress check: identify questions, issues and priorities for today  Direct Observations."— Presentation transcript:

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 1 st 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  States what happened  States what something is like  Lists details  States the order in which things happened  Says how to do something Critical Analytical  Identifies its significance  Evaluates strengths and weaknesses  Evaluates relative significance of details  Makes reasoned judgments  Argues a case according to the evidence

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

15 More info:   /introductionsw.aspx /introductionsw.aspx  _10_NQSW_guide_for_supervisors_- _Electronic_Workbook.pdf (ignore reference to NQSW outcomes but otherwise a good supervision resource written by Toni Morrison) _10_NQSW_guide_for_supervisors_- _Electronic_Workbook.pdf


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