Supervision in Adult Health Care

Introduction

Adult health and social care are referred to the support offered to the adults or elderly with physical or learning disability or physical or mental illness to ensure their well-being and enhanced health. This nature of care includes personal support such as cooking, washing, cleaning and others along with support their medical intervention and management at home or the hospital. In this assignment, the principles of professional development in adult care settings are to be explored. The purpose of healthcare supervision for adults in health and social is also to be discussed. The way professional supervision is to be successfully implemented in adult health and social care is to be discussed. Moreover, the way to manage individual performance in care settings is to be discussed.

LO 1

1.1 Explaining professional development in adult care

In adult care, the professional development can be effectively attained by involving into mandatory training provided to upgrade knowledge regarding care services and improve skills to deliver quality care to adults (Felstead and Springett, 2016). This is because in training for professional development in healthcare new skills and information regarding the way innovative care services are to be provided is explained to resolve the weakness of the existing skills and promote enhanced learning to deliver high-quality care. The professional development in adult care is important because it helps to improve existing care delivery to the patients ensuring enhanced patient outcome. This is because in this development the managers and healthcare staff involve in learning innovative best practices based on current evidence making them empowered to take effective decision in delivering enhanced care to patients (Dorociak et al. 2017). The professional development in adult health and social care is important as it boost morale of the professional in delivering enhanced services to the elderly to support their needs and meeting care demands (Donaworth, 2017). This is because in professional development the staffs are provided information regarding the way care is to be safely delivered along with the way to manage barriers or problems faced in providing care. Thus, it leads to resolve confusion among staffs and managers regarding the way to arrange and deliver care, in turn, increasing their morale to provide support. The professional development in adult care is important because it leads the managers and healthcare staffs to develop motivation to provide increased effort in delivering care. This is because through the development and training the healthcare staffs have fundamental understanding of the principles and values to be abided in delivering care to the adults. It leads them to have clarified knowledge of care delivery and way to avoid ethical issues to ensure high-quality care to the patients in the end. Thus, out of enhanced satisfaction of their ability to deliver care due to professional development the managers and healthcare staffs feel motivated to provide effective effort is delivering care support to adults (McLoughlin et al. 2018).

1.2 Evaluating reflective theory used in practice for improving performance

The reflective practice in healthcare is important as it helps to analyse own responsibilities and competencies to determine personal strength and weakness guiding the aspects and skills to be further learned or enhanced for improved professional working at the workplace (Fragkos, 2016). Thus the reflection in important in improving personal performance and accountability as it identifies the professional skills and codes which are appropriately abided and the weakness to be resolved in professional conduct to deliver high professional care to the patients or service users (Koshy et al. 2017). The importance of implementing Gibb's reflective cycle for enhancing professional performance is that it allows the individual to learn the weakness and strength present in their professional conduct over time rather than at a fixed situation (Okamoto et al. 2017). Thus, using the evidence from the reflective practice, it assists healthcare professionals learn different performances to be improved that they had been executing in hindered manner over long rather than identifying their weakness at a single instance or experience of care. The benefit of using Kolb’s reflective theory for improving professional performance is that it provided effective connective evidence between theory and practice. This indicates that using the reflective theory theoretical judgement of existing performance can be made and actions to improve them in practice can be easily identified to ensure enhanced performance at work (O’Regan et al. 2016). Thus, it is to be used for professional development as it not only provides theoretical basis of the cause of the hindered professional performance as well as it informs way to improve it for enhanced professional activity of care at work.

1.3 Evaluating range of support and sources for professional development

In healthcare, there are wide ranges of support sources available regarding professional development for the staffs and manager out of which internal and external training are the key support source. The internal training at healthcare acts as key resource of professional development because it identifies and provides the exact knowledge and skills required by the employees and manager in executing their specific work in successful and professional manner on job (Sun and Hussey, 2018). Thus, it indicates that internal training provides opportunity to the professionals to have customised learning at work as per their professional need that ensures them to deliver enhanced care and avail development of existing skills. The external training acts as effective source and support of professional development in healthcare as it allows improving the core competencies and skills of the manager and staffs (Sin et al. 2018). This leads the manager and healthcare staffs learn new and innovative professional skill helping them contribute towards enhancing the efficiency of the overall organisation. In professional development, availability of financial support is essential (Kiss et al. 2020). This is because without finances the managers and healthcare workers would be unable to avail resources required for improving their professional abilities. The mentoring and coaching acts as support sources for professional development in healthcare as the peers personally guide the existing staffs regarding the way they are to enhance their skills through sharing of their experience (Jetha et al. 2016).

1.4 Analysing the effectiveness of digital technology to provide support to learning

The digital technology use in supporting learning in healthcare is essential as it allows easy delivery of information in enhanced manner to the staffs and managers to learn way to improve their existing skill in showing better performance (Krick et al. 2019). In webinar, results of research regarding new healthcare intervention, treatment and medications to manage illness are easily shared to healthcare staffs and managers according to their field of expertise (Goldberg and Burhenn, 2018). This leads to support enhanced learning of new skills and knowledge among the healthcare staffs to be used in delivering high-quality and innovative care to the service users by using updated treatment and care methods. The effectiveness of e-learning packages in supporting learning among healthcare staffs is that they are cost-effective and are easily accessible to be used by the staffs as per their convenient time to learn and upgrade their knowledge and skills. Moreover, e-learning packages lead to educate healthcare staffs based on their preferred learning style making it easier for them to understand and accept the information (McDonald et al. 2018). The barriers faced regarding digital technology in the healthcare organisation such as mine are privacy issues, malpractice, power outages and others. In digital technology use in the healthcare environment, it is seen that in some cases malwares are included which are software variants including spyware, viruses and others. They leads disrupt normal operations by hanging the computer system and leads to unauthorised access of stored data in the computer (Smith and Magnani, 2019). Similar incidents are probable to happen in my working surroundings that would disrupt the normal functioning of digital technology in providing healthcare. The breach in security due to loss of passwords or transfer of passwords to inappropriate individuals is barriers on effective digital technology use in the healthcare organisation. This is because it leads to create breach in the confidentiality and privacy of the patients in turn making the individual exposed in the public (Sharma et al., 2018). Similar condition is probable to be faced in my healthcare organisation where I am working, as there is no strict policy in managing passwords among professionals for patient’s records.

1.5 Critically evaluating the barriers and constraints in working environment

In accessing professional development, the barriers faced in my work environment are lack of time and enough financial budgets. This is because healthcare staffs and managers after working have least energy and time to avail separate training program making them lack opportunity to make advancement in their skill and knowledge in my settings. The lack of financial support from the organisation for employee training leads the healthcare staffs unable to avail required education for enhancing their professional skills in turn leading them to deliver hindered and low-quality care (Wellings et al. 2017). In my settings, there is lack of adequate presence of financial help and experts to provide enhanced training to the existing employees in enhancing their skills which consider the factors to be barrier in my working environment. my settings, nationally recognised apprentices are absent due to which it acts as barrier for the presence of an enhanced working environment. This is because the required skills need to resolve error at work for its smooth performance is absent in the workplace among the existing staffs.

1.6 Explaining factors that influence selection and commission of activities for professional and personal development at work

The factor to be considered in selection and commission of activities for personal and professional development at work is individual need of the healthcare staffs based on their existing performance, service role and job background (Brekelmans et al. 2016). This is because strength and weakness of skills and knowledge that are to be improved are unique to each healthcare staffs and is related with the job role performed by them. The consideration of time is an essential factor for effective commission and selection of activities for their professional development. This is because without adequate time management for the healthcare staffs in controlling their working activities and training they would be face hindrance in accomplishing professional development out of their ability to balance work and learning (Keyko et al. 2016). The financial investment of the organisation is one of the key factors that influence commission and selection of activities for professional development. This is because without adequate financial support the healthcare staffs would be unable to avail required guidance that improves their professional and personal skills (Opperman et al. 2016). The presence of technological support influences selection and commission of activities for professional development at work. This is because without effective IT support and resources learning and development through exchange and sharing of professional information at work for healthcare staffs are unable to be established (Jansen et al. 2018).

LO 2

2.1 Explaining the principle and scope of supervising

The principle of supervision in healthcare is to develop an effective plan to monitor the activities of other and identify the issues in their work to be resolved (Zhang et al. 2018). This principle is followed by me as a manager at the workplace because without planned monitoring I would be unable to determine in which aspect assistance to the healthcare staffs are to be provided so that they deliver enhanced care to the adults. The other principle of supervision in healthcare is that the supervisor required having effective listening and calm attitude (Snowdon et al. 2017). A as manager, I do follow the principle of listening and maintaining calm attitude during supervision at my workplace. This is because listening to appropriate care delivery initiatives in adult care would lead me to understand the changes to be made for the staffs and patients to create quality care environment. During supervision, the confidentiality of information is maintained by me as the manager along with boundaries of responsibilities to be considered. This is because confidentiality would ensure safety and privacy to the patients as well as healthcare staffs during supervision. Moreover, abiding the boundaries of responsibilities lead me as the supervisor in the monitoring phase avoid unnecessary intrusion in work activities of the staffs that could lead them to deliver hindered care (Allan et al. 2016). My supervision manager in adult care provision is important as it allows me include experienced healthcare professional for educating and coaching the healthcare staffs to resolve any issue to be created in delivering complex adult care that could otherwise deteriorate the health of the adult. Moreover, supervision in adult care is required as it leads the healthcare staffs and managers learn extended skills and knowledge which are helpful for them to deliver improved support (Zhang et al. 2018). Thus, supervising the work activities as a manager in my settings is important as leads me to monitor employees and report higher officials to understand the guidance to be provided to employees with their help to ensure deliver satisfactory and enhanced complex care to adults without confusion

2.2 Evaluating the theories and models of professional supervision

The Cognitive-Behavioural Supervision leads the supervisors to raise questions in the phase to conceptualise the issues with health care staffs and create a nurturing along with constructive therapeutic care relationship with them (Moeller et al. 2020). The information is then used to develop strategies in helping the healthcare staffs resolve their issues and achieve along with maintain therapeutic gains for the patients (Weck et al. 2017). Thus, this theory is effective to influence supervision at work because it would lead the supervisors to learn and hear the confusion healthcare staffs are facing at work leading them to develop nurturing and communicative relationship with them to inform strategies to be used for resolving the raised issues. In comparison, the Integrated Development Model for supervision informs that based on the level of knowledge and skills of supervisees, the supervisors are to accordingly utilise their skills and support them. This ensures effectiveness of the model as it leads the supervisor to provide adequate assistance as per the need of the supervisees at healthcare for adult (Petersen et al. 2016). However, the weakness of using the model to manage supervision is that it provides information regarding the way graduate healthcare staffs are to be supervised and managed during training and not the way post-graduate or registered healthcare staffs are to be supervised at work to deliver care (Terry et al. 2020).

2.3 Explaining the way supervision is informed by current legislation

The Care Act 2014 informs that it is the duty of the local authorities and communities to supervise the health condition of the people and arrange or provide services to them which are being delayed for helping them to meet their care needs and ensuring well-being (legislation.gov.uk, 2014). Thus, the Act informs that healthcare monitoring of adults within the locality is to be performed to ensure they are able to avail care services in timely manner. The purpose to be fulfilled in regard to supervision as a manager on following the Act is that I would be capable to determine which adults in the society are provided delayed care and arrange effective services for them with immediate effect to resolve the delay as well as promote their steady health. The Code of Conduct for Healthcare Support Workers and Adults Social Care Workers in England (2015) informs six specifications to be followed by managers during supervision of care. The specifications are show accountability in tacking care actions for the delivering appropriate care to the patient, maintain collaboration with colleagues to provide care, promote as well as uphold the rights and dignity of the patient, communicate openly, respect and ensure confidentiality and ensure continuous professional development (skillsforhealth.org.uk, 2015). Thus, as a manager, during supervision in the adult care I need to ensure that confidentiality of the patients are maintained, rights and dignity of the adults are entertained and approved, communication in regard to supervision is done openly to the staffs to follow proper actions at work, collaboration with professionals and agencies are supported, equality in care and continuous professional development of the staffs to deliver care is ensured. The CQC Regulation informs that healthcare staffs are to be supervised till they are capable to demonstrate required standard of competence care and manage their role in unsupervised condition. Moreover, periodic supervision is to be provided to them to ensure their appropriate skill development in delivering quality care (cqc.org.uk, 2020). Thus, according to the CQC regulation, as a manager I have the responsibility to timely and continuously supervise my staffs and subordinates with the help of professional training and development so that they are able to develop confidence to deliver enhanced care. In Safeguarding regulation, it is mentioned that supervision is to be performed so that the healthcare staffs are capable to reduce negative impact of care on the adults. Moreover, supervision is to be performed so that gaps in knowledge and skills are identified which are to be resolved to ensure effective safeguarding to individuals (skillsforhealth.org.uk, 2015). This indicates that being a manager I need to supervise effectively for safe care to be delivered with error by healthcare staffs.

2.4 Investigating relevant research in which informed management and supervision in adult care are reflected

In the study of Lambley (2018), it is mentioned that managers are to execute supervision by analysing the tasks so that they can determine the supports to be provided through supervision to the employees to help them show enhanced productivity at work. Moreover, the managers are to supervise to respond to emotional feelings and interpersonal interaction of the employees. The study led me to learn that in order to effectively supervise in the adult care settings, I as a manager is required to focus on managing the working system and relationship of the staffs who are involved in delivering care to the service users. This is because the effective supervision of the working system as a manager would help me to support the staffs in resolving any problem encountered by them while providing adult care. Moreover, I as the manager requires supervising in maintaining positive relationship and emotional status of the care staffs. This is required so that the staffs have steady mental state to effectively think and analyse to deliver quality care to the adult service users.

2.5 Critically evaluating principle of performance management

The role of supervision in my setting is to provide effective support to my subordinates and staffs in allowing them to accomplish tasks by meeting the performance indicators set as standards in the organisation. In my settings, performance indicators are set in the organisation to be followed for effective performance management. This is because the indicators inform the staffs regarding the standards in work to be maintained to ensure they are performing in good manner. I personally support subordinates in setting goals by mentioning them the vision and mission to be accomplished through the tasks. This is because it leads them to understand what is to be accomplished and accordingly set gaols for the work. The internal performance indicators in my settings are promotion and appraisals, incentives and productivity bonus. The external performance indicators considered in my settings are profit overtime, business and revenue growth. The positive conduct and performance in the organisation are internally addressed by providing financial benefit and appraisals to the employees as it show value towards their work. The negative conduct and performance are addressed in the settings by warning the employees whose performance are low and providing them adequate support and training to overcome the negative performance.

2.6 Exploring management of supervision practice

The factor that may lead me to face power imbalance in supervision in my healthcare settings is organisation culture where more power is provided to me due to my enhanced experience and skill. This is because in this situation I as the supervisors would be proud of my dignity and may make the subordinates accept mistakes which are not all their personal faults though I personally think they are their faults. Moreover, in this condition, as the supervisors I may avoid listening to the claims of the subordinates and personally take decision by avoiding considering to collaboratively working with the subordinates. This is because being the subordinate that rests all the responsibility on the supervisor, the manager has to personally take decision as asking assistance from others may lead to create mistake (Kemp et al. 2019). The imbalance in power in supervision can be resolved by me by developing a democratic organisational culture where each individual irrespective of their position have ability to put forward their thinking to the supervisors without dominance.

LO 3

3.1 Planning and undertaking professional supervision

In order to plan and undertake professional supervision, I as the supervisor need to frame the supervision by considering the culture of the workplace along with the legal procedures and policies followed at work. This is because it would lead to frame supervision that is ethically and legally effective to support health professional achieve expert assistance during delivery of care (Karvinen-Niinikoski et al. 2017). The action required to be performed by me as the supervisor in planning supervision is having clarified information regarding the need of the supervision. This is because the staffs are required to be explained regarding the need for supervision in care for them to ensure their holistic participation (Terry et al. 2020). Moreover, as a supervisor in planning supervision I would develop time frame for the supervision session so that focussed work can be done by employees in meeting the activities at work within deadlines under me. The role and accountability of the supervisor and supervisee are required to be delineated while planning and implementing the supervision (Bearman et al. 2017). Thus, I as the supervisor would separately explain the role I have and the roles to be followed by the employees who are under my supervision in the settings. This is because would lead the individuals along with me understands the activities to be performed to ensure success of the supervision. In planning and undertaking professional supervision in healthcare, the methods to be used in executing the supervision would be determined by me as the manager. Moreover, the frequency of supervision and the way supervision session are to be implemented along with the locality and environment in which it is to be provided are to be determined in planning (Valmas et al. 2020). In this respect, I think that I would perform supervision on my employees and subordinates every 15 day to determine the support they require and arrange the resources along with assistance accordingly. In the supervision, I would maintain confidentiality of the employees so that the individual by knowing one another’s weakness does not use it against one another to make them feel low at work. This is because it would crate negative working environment which would create chaos at work. In undertaking supervision at my workplace, I followed the democratic culture according to which I invited my subordinates to take collaborative decision in determining the support they require under my supervision. On the basis of the information, I accordingly planned the supervision strategies so that each of the needs of the subordinates is fulfilled. After supervision, at the end of 15 days I thoroughly assessed the performance of each of the employees to determine the extent of effect of my supervision and determine the further changes require to ensure the employees show more enhanced performance.

3.2 Reflecting on support supervision practices

In the study of McGarry et al. (2019), it is mentioned by the supervisees that effective safeguarding supervision has led them to become confident, knowable and satisfied with delivery care to the service users. The supervisees also informed that increased amount of supervision leads them to develop greater confidence and enhanced skill to delivery care in clinical practice. Thus, in my settings, I providing supervision to the employees regarding the way they can safely perform actions in the adult care by avoiding any inappropriate injury and accidents. The strategies used for the purpose are supervising employees regarding the way to detect any harmful or hazardous material and way to detect as well as report any faulty equipment in the adult care section that may cause accident. In another study by Törnquist et al. (2018), it is mentioned by the supervisees that they experienced easiness towards implementing therapeutic interventions for mentally-ill people if they have support of the supervisors. This is because supervision leads the supervisees access supports to gain confidence in delivering care to the service users without the fear of executing error as they feel the experts would share their experience to avoid them executing wrong actions. Thus, I as the supervisor in my setting arranged training for the adult care staffs regarding the way they are to compassionately care for the mentally-ill patients who are elderly as the strategy to supervise them regarding the way elderly with mental illness are to be provided quality care in the settings.

3.3 Providing feedback to improve practice

In healthcare, during supervision, the supervisors are required to develop constructive feedback for the supervisees in which the strength and weakness of their skills in particular care activities are to be highlighted (Pitkänen et al. 2018). This is because it would make the supervisees aware of the skills regarding which they require support from the supervisor along with the way their strong skills could be used in overcoming weakness. In providing feedback during my supervision, I as the supervisors in healthcare setting would mention the supervisees regarding the standards of their support services and the reason behind they are unable to meet the mentioned standards. This is because it would make the supervisees realise the aspects in which they have failed to abide by the supervisor in the practice (Gray et al. 2016). It would make them aware to control and manage their skills accordingly with the help of supervisor in further context of care to meet high-quality care standards as set by me as the manager. During feedback in supervision, the information considered to be provided by me to the supervisees would be constructive and unambiguous. This is because it would lead the staffs understand the key issues with their activities avoiding varied interpretation of the comments provided to them that may confuse their ability to judge their developmental needs (Renggli et al. 2019).

3.4 Supporting supervisees for identifying personal development needs

In the settings, as a manager to support the supervisees to identify their personal developmental needs I ask them to observe and reflect on their personal experience. This is because it would make them aware of their personal strength and weakness in healthcare delivery making them realise the specific skills they need to be developed for delivering better care (Dunn et al. 2017).. As a supervisor, direct communication with the supervisees is developed to support them in determining their personal needs of development. This is because during interaction the supervisors would be able to develop consultations with the staffs regarding the issues faced in delivering care and highlight the skills they required to develop for their own enhanced ability to deliver care support to patients (Kountoura et al. 2019). In the settings, the supervisees are supported to identify personal developmental needs by leading them to review and solve personal development questionnaires offered to them. This is because the questionnaires would lead the supervisees to assess their current skills to understand where they lag as well as identify gaps in care delivery knowledge to be improved (Alfonsson et al. 2018). In the settings, focus group analysis is made and supported for helping supervisees to identify their personal developmental needs. This is because during focus group analysis the supervisors would lead the supervisees to compare their existing skills with their peers to understand in which aspect they lag, in turn, making them aware of the personal needs to be developed to deliver enhanced care (Yerushalmi, 2018).

3.5 Reviewing and revising target with the supervisees

In meeting objectives of work settings, the targets are required to be revised and reviewed by the supervisor with engagement of the supervisees (Kountoura et al. 2019). This is because it would lead the supervisees develop clear focus regarding the way they are work and ensure no unachievable work activities are set that are not within their competence. Moreover, it is required so that the supervisees can make clarified decision regarding the way to meet mentioned objectives at work (Callifronas and Brock, 2017). In the settings, the target with the supervisees are reviewed and revised by analysing the progress in business efficiency, financial position of the organisation in the market, quality of service delivered through the organisation and nature of reputation of the organisation in the healthcare industry. This is because the extent of improvement and loss in all these aspects helps to identify the changes in the target or goals at work to be made so that better financial position, business activity, reputation and quality of service is achieved by the organisation that would boost its reputation in the market.

3.6 Exploring different methods for addressing challenges at work

One of the methods through which challenges at work is addressed by me is executing reflective analysis. In reflective analysis, the existing experiences at work which are creating challenges are analysed and monitored to determine the key reason that are raising the issues. It assists the supervisees to understand which aspects at work are to be controlled to address the challenges in ensuring enhanced working environment (Terry et al. 2020). In order address challenges at work, I develop effective communication between me and the supervisees. This is because during interaction the supervisees, I can discuss the key issues faced by each of them as well as me that has led to raise the challenge along with the way we can collaboratively take action in supporting one another to resolve the issues or challenges. The method of conflict resolution is used for addressing challenges at work by me. This is because it leads me to develop collaboration and compromise with the colleagues by resolving conflict that was responsible for creating issues or problems to achieve goals at work (Dunn et al. 2017). I perform effective leadership in the settings to address challenges at work. This is because an enhanced leadership provides the ability to direct the supervisees regarding the way they are to manage their roles and responsibilities along with work to resolve challenges being faced at work which is hindering their progress (Smi kle, 2017).

3.7 Recording supervision decision at workplace settings

In my workplace which is a healthcare setting, the supervision meetings and decisions made by me are recorded in paper and over online in the computer under personal folder by detailed entry of the case on the basis of which the supervision is executed. This is because without having information regarding the case based on which the supervising actions are taken no other health professionals can determine the importance of the supervised actions. This, in turn, would also lead to create hindrance in using the information as evidence to be applied in future practice for supervision (Park et al. 2019). The agreed actions in the supervision meetings that can be used for next supervision at work are recorded in paper and the information is to be circulated by me through intranet facility so that it delineates when and how to be used by the subordinates at work. The organisational policies and procedures are followed by me in recording information from supervision meetings. This is to avoid inclusion of unnecessary information from the meetings or avoid valuable information to be lost that can be of potential use in future work practices (Tobias et al. 2016).

3.8 Evaluating workplace practice and using feedback from people

As a supervisor in my settings, direct feedback from the supervisees regarding my performance is received so that I am aware of the gaps in my skills and knowledge which is hindering me from successfully supervising the staffs. As a supervisor, I perform weekly meeting with the supervisees to gather feedback regarding my performance and efficiency as per the thoughts of the supervisees. This is because it would lead me developing discussion with the supervisees to understand progress of my activities and areas of improvement they need from me for effective supervision (Manzi et al. 2017). Moreover, feedback from supervisees for the supervisor is required in healthcare to inform them about the aspects of their actions which are developing conflict between them and the supervisees. It leads the supervisors to make changes in their actions and develop collaborative relationship with the supervisees that make them to easily monitor and guide them without conflict of interest (Snowdon et al. 2017). As a supervisor, to improve my performance at work I personally keep track of my progress by maintaining a performance scorecard that is linked with the key performance indicators of the organisation. The scorecard is required to include a checklist of tasks to be performed by the supervisor which they at the end of the day are to be marked to indicate to what extent they have fulfilled the tasks (Jones et al. 2020). This is because it would make me as the supervisor understand the efficiency of my work making them aware of the further actions to be made to create improvement in fulfilling my work activities. As a supervisor, to create improvement at work I access feedback regarding my improvement based on previous suggestions by the supervisees from them. This is because it would make the supervisor understand to what extent they have achieved improvement and further actions to be executed for enhanced supervision (Nestel et al. 2019).

LO4

4.1 Evaluating the role in relation to organisational performance management

The goal of organisational performance management is to develop a process that motivates the managers and employees to work to the best of their ability and assist accomplishing the organisational role in efficient and effective manner (Mutiganda, 2016). In order to address conduct and performance issues of employees, active actions are taken by me as the manager in the workplace settings prior to their occurrence through monitoring of the working nature and performance of my subordinates or staffs. This is because such action leads supervisors to determine the risks or problems that may raise performance issues among the employees prior to their impact and strategies could be implemented to control them to ensure enhanced performance by employees (Afolabi et al. 2018). For addressing the performance issues of the employees at work, I provide regular feedback regarding their work along with information regarding the way their skills are to be improved. This is because guidance for skill improvement by managers leads employees to understand the mistakes executed by them and the way gaps in skills are to be resolved at work so that enhanced performance can be supported (Colbran et al. 2019). A performance improvement plan is developed by based on the current working efficiency of the employees to address performance and conduct issues of the employees. This is because performance improvement plan delineates the skills to be improved and way they can be enhanced so that problems with performance at work can be coped (Roberts et al. 2019). The presence of a performance management system helps to address performance issues in the employees as it leads the manager to set expectations to be achieved by the employees along with the way to be followed on regular basis to develop success at work (Roberts et al. 2019). Thus, to enhance performance and conduct of staffs at work presence of a performance management system is maintained by me as it helps me to direct employees regarding the way to work to avoid raising issues with productivity at work.

4.2 Critically evaluating the organisation’s disciplinary and grievance procedure

The Care Act 2014 mentions that to safeguard adults the local authorities and communities are required to protect them from any risk of abuse or harm. The healthcare bodies according to the Act are required to promote independence and well-being of the adults (legislation.gov.uk, 2014). In my organisation’s disciplinary procedure, the Care Act 2014 is followed so that healthcare activities can be accordingly set to provide safe care to the adults in the settings. The Health and Social Care Act 2012 informs that each of the Clinical Commissioning Group (CCGs) is required to execute functions to ensure all the healthcare organisation provide equal care to the patients irrespective of their social condition and ability to access healthcare (legislation.gov.uk, 2012). In my organisation’s disciplinary procedure, this Act is also followed so that effective actions can be taken to provide equal care without discrimination to the adults in the care settings. The organisation’s disciplinary and grievance procedure in adult healthcare settings is required to be framed in such a way so that any issues or risks to be faced by the adults under care are effectively identified before its occurrence (Singhal et al. 2017). In order to ensure this, in my organisation risk assessment for each of the adult patients are made with their admission. Tis is to allow the probable complications and risk to be faced by adult service users to be identified prior to its occurrence and safeguarding actions can be accordingly implemented to provide the adults safe and quality care. The Health and Safety at Work 1974 informs that it is the duty of the employer to implement protection and safety at work for the employees during work activities (hse.gov.uk, 1974). This Act is followed in my organisation’s disciplinary procedure so that safe working environment can be provided to healthcare staffs to feel valued and concentrated in delivering enhanced care to the adult patients in the settings.

4.3 Analysing possible outcomes in disciplinary cases

In my settings, one of the disciplinary cases faced is where the service user reported of negligence of care of a nurse who avoided supporting him in maintaining effective personal hygiene. The disciplinary body on reviewing the case presented informed that it is true and actions are to be taken. As a manager, I immediately reviewed the facts and suspended the nurse responsible for the action along with provided personal apology letter to the patient and his family member who reported the wrong action. This led outcome of the disciplinary case to be slightly changed where the patient out of feeling valued and getting required apology avoided to provide negative feedback regarding the organisation, in turn, helping to avoid tarnishing the reputation of the organisation.

Conclusion

The above discussion informs that principles of professional development in adult care settings include ensuring effective management by the healthcare manager, participating in mandatory training, effective planning of workforce development, following CQC requirements and others. The purpose of supervision in adult care is to educate and support supervisees who have low skill and knowledge to deliver care enhanced care with less error to the service users. Moreover, the supervision in adult care is required to ensure greater satisfactory care to the patients and assist supervises regarding the way they can determine specific needs of the adult service users along with the way to fulfil them. In order to provide effective professional supervision, setting of boundaries, management of time, development of enhanced environment, delineation of role and responsibilities of supervisees and supervisor and others are to be made. The individual performance in adult healthcare setting is to be managed by recruiting and maintain enhanced amount of staff, creating positive service provision, managing well-structured appeal procedure and others.

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