1. Session 1 - Recap
Unit 201 – Principles of Communication in Adult Social Care settings
In pairs, use the contents of your envelope to recap some of the learning points that we looked at in the first session.

2. Principles of Personal Development – Session 2 Unit 202
Preparing to work in Adult Social Care L2

3. Learning Objectives
By the end of the session learners will be able to:
Describe ways to ensure that personal attitudes or beliefs do not affect their work.
Explain why reflecting on work activities is an important way to develop your own knowledge and skills.
Describe how feedback from others can improve your own knowledge, skills and understanding.
Define what a ‘Personal Development Plan’ is.
Identify standards that influence the way adult social care job roles are carried out.

4. Initial Assessment
Initial assessment is a crucial part of the learning journey. It provides the information needed to decide your starting point for this unit. It is the benchmark from which your progress and achievement can be measured.
Complete the initial assessment for unit 202 deciding how confident you are at the start of the session.
We shall complete it at the end of the session to measure progress.

5. What makes us unique?
In pairs, make a list of all the different things that make each one of us ‘unique’.

7. Think…Respond…
We could never agree with everyone else on every subject but we should celebrate and learn from our differences…
Write a short paragraph about what makes YOU unique. Consider your beliefs, life experiences, values, interests, religion…
Write some of the main points on a post it and hand it to you tutor who will read them out.

8. Exploring our values…
Have a look at some headlines that have been in the news.
Make a note on your views on each of them: say what your feelings are – does it shock or upset you, make you sad or even angry?
Now try to think why you reacted in the way you did.

9. However, in social care work, we cannot allow our previous experiences, personal attitudes and beliefs to influence the way we support individuals. Why not? In pairs, open envelope B and begin to answer this question by placing the words/phrases into 2 separate columns, negative and positive ways to respond to individuals in our care. Make a note of your finished work.

10. Challenge…
After completing the 2 columns, can you add some of your own words/phrases? Please add these to your notes also.
(Remember, we are thinking about making sure our own personal attitudes/beliefs do not influence the way we support individuals in our care)

11. Learning Objectives
By the end of the session learners will be able to:
Describe ways to ensure that personal attitudes or beliefs do not affect your work.

12. Reflective Practice…
Think of something that you do on a regular basis that you enjoy or are good at.
Why do you enjoy it?/ Why are good at what you do?
Now ‘step back’ and consider things that you could do to improve your skills, knowledge, understanding and enjoyment in that area.

13. Reflective Practice…improving your effectiveness
In a social care setting, this means taking a look at yourself and evaluating the effectiveness of your work by taking into consideration the views of the individuals you support.
Why do this? (Discuss in pairs, make notes)
So that you can make changes to how you work. This should lead to continuous improvement.

14. Case Study
Joe, a care assistant, has recently started to work nights on a rota system. Since beginning the night shifts, Joe has started to get light-headed at around 3am each morning and is feeling unwell. When he returns home, Joe is unable to sleep during the day. This has gone on for 3 weeks and Joe felt that the quality of his work might be unsafe if he did not learn to cope.
Joe mentions his concerns to Maria, a friend who is a nurse. She recommended that he looks at some helpful websites she has found and suggests that he read some research on night working.
Joe looked at the websites and the research. He found them very helpful and followed some of the advice given. He is now able to cope better and more safely with his night shifts.

15. Think about it…
In pairs, discuss these questions and write down your responses.
Was Joe right to be concerned and to follow up his concerns? Why?
Why do you think Joe went to a friend rather than his manager for advice?
Should Joe have talked to his manager?
How could Joe share what he has learned with his colleagues?

16. On a ‘post it’ note, write down reasons why we need to reflect on what we do in the workplace.

17. Your Future…Functional Skills
It is important to reflect on your own learning needs, especially as you look to gain employment or further your career.
Literacy – Why might you need good literacy (English) skills in social care work?
Numeracy – Why might you need good numeracy (maths) skills in social care work?

18. Learning Objectives
By the end of the session learners will be able to:
Describe ways to ensure that personal attitudes or beliefs do not affect your work.
Explain why reflecting on work activities is an important way to develop your own knowledge and skills.

19. Look at your marked assignments from the last session and read the feedback sheet. Why is this feedback important?

20. It helps learners to maximise their potential at different stages of training, raise their awareness of strengths and areas for improvement, and identify actions to be taken to improve performance.

21. Improving your performance…
Split into pairs and decide who is number 1, who is number 2.
Chopstick Challenge!
Number 1 is going to attempt to pick up various sweets (eat them is optional), using chopsticks.
Number 2 shall observe you doing the task. They will monitor your progress and give you feedback at various stages.
Number 1 will use this feedback to try and improve their performance.

22. Feedback - Constructive Criticism
After the task has been completed, number 2 shall offer number 1 some constructive feedback. Things like;
Want went well…
What you could do to improve your performance…

23. How can feedback help?
It helps learners to maximise their p_ _ _ _ _ _ _ _ at different stages of training, raise their awareness of s_ _ _ _ _ _ _ _ and areas for i_ _ _ _ _ _ _ _ _ _, and identify actions to be taken to improve p_ _ _ _ _ _ _ _ _ _.

24. Learning Objectives
By the end of the session learners will be able to:
Describe ways to ensure that personal attitudes or beliefs do not affect your work.
Explain why reflecting on work activities is an important way to develop your own knowledge and skills.
Describe how feedback from others can improve your own knowledge, skills and understanding.

25. Personal and Professional Development
Personal Development – Developing the personal qualities and skills needed to live and work with others.
In pairs, come up with as
many examples as you
can.

26. Personal and Professional Development
Developing the qualities and
skills necessary for the
workforce.
Again, in pairs, come up with as
many examples as you
can.

27. Planning…

28. Personal Development Plan (PDP)
A plan that records information about a person’s learning and development.
It includes agreed objectives, activities to meet these, timescales for achievement and review.
Objectives should relate to the standards of work required.
Agreed between line manager and care worker.

29. Personal Development - Planning
Look back on your initial assessments from week one of the course;
What do you hope to achieve from the course? - Specific
How are you going to achieve it? - Realistic
Who is going to help you achieve it? - Achievable
Why do you need to achieve it? - Realistic
When do you hope to achieve it and how will it be measured? - Timescale/measurable

30. Personal Development Plan (PDP)
In the second row, complete a different example of something that you want to achieve. Eg. Career aim, new hobby, new skill…
Now fill in the rest of the spaces, looking at how, who, why and when.

31. How can a PDP benefit your learning and development?
It should motivate the care worker.
Provides a written record for staff and management.
Gives measurable timescales.
Develops self-awareness and insight into your own practice.
Provides guidance and focus for the worker.

32. Learning Objectives
By the end of the session learners will be able to:
Describe ways to ensure that personal attitudes or beliefs do not affect your work.
Explain why reflecting on work activities is an important way to develop your own knowledge and skills.
Describe how feedback from others can improve your own knowledge, skills and understanding.
Define what a ‘Personal Development Plan’ is.

33. Good Practice - Standards
If you booked an all inclusive holiday abroad with a budget travel company, what are the minimum standards that you would expect? (Think about travel, accommodation, staff, customer service, value for money, safety…). Discuss in pairs.

34. Standards that influence the way your role is carried out.
Each UK country has National Minimum Standards that are used by inspectors to ensure that services are being delivered to an acceptable level.
These standards apply to all organisations that deliver social care.
How you carry out your work are the National Occupational Standards. These explain what you need to be able to do and what you need to know in order to work effectively in social care.

35. Examples of standards in social care
In pairs, match up the area of care with what you think should be the required outcome.
Area is marked ‘A’
Required outcome is marked ‘RO’

36. Examples of different standards
Data Protection Act 1998 (Confidentiality and sharing information)
Equality Act 2010 (Equality and Diversity)
COSHH, Control of Substances Hazardous to Health 2002 (Health and Safety)
CQC, Essential Standards of Quality and Safety (Personal Development)
The Care Act 2014 (Safeguarding and Protection)

37. The Equality Act 2010 Age Disability Gender reassignment
The Equality Act became law in
October It replaces previous
Legislation (such as the Race
Relations Act 1976 and the
Disability Discrimination Act 1995)
and ensures consistency in what
you need to do to make your
workplace a fair environment and to
comply with the law. It now covers
the following areas:
Age
Disability
Gender reassignment
Marriage and civil partnership
Pregnancy and maternity
6. Race
7. Religion and belief
8. Sex (Gender)
9. Sexual orientation

38. Equality Laws - Timeline
Arrange these equality laws into a timeline, oldest to most recent.

39. Reflection…Equality Act
The individuals that you will support need to have these rights protected.
In pairs, write a ‘staff charter’ that describes ways in which these rights could be best supported in a working environment. (Think about using words like ‘Never…’ or ‘Always ensure…’)

40. Learning Objectives
By the end of the session learners will be able to:
Describe ways to ensure that personal attitudes or beliefs do not affect your work.
Explain why reflecting on work activities is an important way to develop your own knowledge and skills.
Describe how feedback from others can improve your own knowledge, skills and understanding.
Define what a ‘Personal Development Plan’ is.
Identify standards that influence the way adult social care job roles are carried out.

41. Plenary – Initial Assessment
Use the initial assessment that we began the session with today, and review your progress.
What have you learned today?
How do you know this? Where is your evidence?