1. Unit Content Legislation and common laws Duty of care Breach of duty of care Fulfilling your legal requirements Organisational policies and practices Working ethically

2. Professional Practice Session 2 – Professional development

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. – 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

15. 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

16. 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

17. references SARRAH Education and Training – http://www.sarrahtraining.com.au http://www.sarrahtraining.com.au Supervisors Workshop, 2009– Granville TAFE, Social and Community Services 17