Ask your line manager if you can put together an action plan against one of the fundamental standards where you both agree that improvement is needed. Considering standard 1, how will you lead change/inspire your colleagues – what leadership style(s) will you consider using and what procedures and audit tools will you use to monitor/manage compliance.

Take a look at CQC’s Fundamental Standards here.

In brief, they are:

  • Person-centred care
  • Dignity & respect
  • Consent
  • Safety
  • Safeguarding from abuse
  • Food & drink
  • Premises & equipment
  • Complaints
  • Good governance
  • Staffing
  • Fit & proper staff
  • Duty of candour
  • Display of ratings
Fundamental standard Dignity & Respect     
Issues When a client gets upset he likes to go to his bedroom for some quiet time to calm down. He has complained that support staff constantly disturb him to ask him how he is and if he wants anything, which aggravates him further, despite him telling them that he wants to be left alone.

There is no valid reason to disturb him if he wants to be left alone and staff should respect his privacy whenever he wants it. There is also no associated risk with him being left alone.

Speaking to staff, the reasons for their actions are to try to help the individual and because they are worried about him when he is upset.

How will you inspire colleagues? During the next team meeting, the manager will raise the concerns of the client. Staff will discuss privacy, respect and choice. They will be asked to think about what it would be like to have constant support whether they want it or not and how it would feel to not be able to experience alone time without someone disturbing them regularly.     
Leadership style(s) to use Democratic and coaching     
How will you monitor compliance? Weekly dialogue between client and manager to discuss the issue.

Client to keep a record of any disturbances to his alone time, including date, time, staff member, reason for disturbance etc. to be given to manager weekly.    

Audit tools required

Record sheet for client     


Aspiring Manager’s Pilot: What It Is & What I Have Learnt From It

Last year, I was nominated by my company to enroll on a course called the Aspiring Managers Pilot.

I was told that it was funded by the government and run by Skills for Care in an effort to ensure that the next generation of managers in the health and social care sector were prepared and well-trained for the challenges of the role. I would also receive high-quality training which would give me a sound foundation should decide to pursue my Level 5 Diploma in the future.

I’m a keen learner and always interested in working on my personal and professional development. As I’d almost completed my Level 3 Diploma, I was looking for something to work towards during 2017/2018 and this seemed to fit the bill.

I applied and was accepted. I started in October 2017 and am now about halfway through the year-long course. Below is a list of the components of the course and my thoughts about them (in bold).

  • Preliminary Face-to-Face Event in Oct 17: Meet and Greet for tutors and students, introduction to the course. Great way to kick off the course and meet everyone.
  • Learning Record: Reflection account to be filled in every month as well as separate reflections on specific parts of the course. Great way to think about what you’ve done and stay focused.
  • Lead to Succeed Course: 5-day Leadership Course (not 5 consecutive days, 1 day per month over 5 months). Fantastic course delivered by Coleman Training & ConsultancyTopics are:
    • Leaders & Managers
    • Developing a Positive Culture
    • Effective Supervision
    • Leading & Managing the Process of Change
    • Leading & Managing the Inspection Process
  • Manager Induction Standards: A giant folder packed with information and a lot of questions to answer. The industry-standard for managers. Fantastic information and very thought-provoking questions that inspire to do some research.  It is a lot of work to plough through and you have to do it in your own time with very little support but well worth it.
  • Experience Tour: You are assigned a “buddy” who is another student on the course and you visit each other’s workplace to learn from one another (just an hour or two and you arrange the visits between yourselves). It was interesting to see how other providers in health and social care work, however mine and my buddy’s workplaces are completely different so they were difficult to compare – I work in supported living and she works in a nursing home.
  • Mid-Point Meeting: Meet up with cohorts and Skills for Care to chat about progress and do a little reflection and learning. Quite useful to catch up with everyone and discuss our learning.
  • Online Forum: Participate in a Linked-In group with other students (nationwide). No-one really contributed to this and some had technical issues so it wasn’t useful at all.
  • Attend Registered Manager’s Meeting: Regular meetings for registered managers in your local area. I never knew these existed and think they are a great idea. The one I went to had an interesting talk from a couple of CQC inspectors. Also good for networking and keeping up to date with the industry.
  • Monthly Supervisions with Line Manager: I tried to keep up with this (we usually have quarterly supervisions) but once a month is a bit too frequent, I feel.

And that’s it. There will be an end-point meeting in September to finish.

I can highly recommend this course for anyone wishing to climb the ladder of management in the health and social care sector should they decide to re-run it in the future (after all, the one I am doing is just the pilot).

Choose one key piece of legislation or driver that’s relevant to your organisation and do a brief overview that could be shared with others in your organisation to enhance their learning.


Name of legislation Mental Capacity Act 2005   
Summary of key areas Capacity should be assumed until proven otherwise.

An individual cannot be said to lack capacity until all reasonable steps to support them to make a decision have been tried.

Making unwise decisions does not mean lack of capacity.

Decisions made on behalf of an individual must be done in their best interests.

Before a decision is made about an individual, the situation must be reviewed to check that the results cannot be achieved in a less restrictive way.

Relevance to your organisation/setting Some clients may lack capacity to make decisions in certain areas.  
What it means for your team/organisation Read Care Plans!

Assume clients have the capacity to make a decision unless it is documented that they cannot.

Actions needed to be taken by members of your team/organisation If in doubt about a client’s capacity to makes a decision, this should be raised with senior staff or management.

Staff should support clients to make informed decisions where they have been deemed to have capacity.    

Who else might need to know about this legislation – people who access care and support/carers? Clients

Client’s family and friends

Other professionals     

Who else does the legislation apply to? Everybody    

Choose three pieces of legislation that might be particularly relevant to your organisation and the setting in which you work and explore the impact in more detail

Consider the following list of legislation taken from the CQC website page referenced above. Choose three pieces of legislation that might be particularly relevant to your organisation and the setting in which you work and explore the impact in more detail using the table to record your findings.


Legislation Relevant sections Must have Nice to know
 Safeguarding Vulnerable Groups Act 2006  All All staff (both paid and unpaid) must have a DBS check. This is a legal responsibility of the employer.  There are two types of DBS check – one for working with vulnerable adults and another for working with children.
 Equality Act 2010  All All staff must be treated equitably and given the same opportunities. The Equality Act supercedes several other pieces of legislation including the Disability Discrimination Act, Equal Pay Act, Sex Discrimination Act etc.
 MCA Code of Practice  All Individuals should be assumed to have capacity to make decisions unless it has been proved otherwise. Making unwise decisions does not mean lack of capacity, Individuals must be assessed on a decision-by-decision basis. Individuals should be given all the support they need to make informed decisions before being assessed as lacking capacity.

Knowledge Sharing Within the Team


How is knowledge shared with the team?
Informal discussions on shift

Regular team meetings

Notice board

Communications book

Other paperwork

What are the ways used for sharing practice issues?
Team meetings, training 
How often is knowledge shared by team members rather than just leaders and managers?
Regularly – everybody is encouraged to contribute during team meetings and share their ideas with the rest of the team.
How do groups of front line staff meet to share practice experiences and develop their learning?
Team meetings, informal discussions whilst on shift
How could you develop a shared approach to problem solving?
 We already do

How does your organisation encourage and respond to feedback from a range of partners?


Questions Reflection
What systems are in place for receiving, analysing and acting on feedback from different partners? 3C’s form – Compliments, Comments and Complaints

Regular formal and informal discussions with all stakeholders

How do you value the contribution of people who access care and support, their carers and relatives? Contributions are always taken into account and acted on.

All 3C’s forms are thoroughly investigated by Senior Management

In what ways can they be encouraged to contribute even more? By asking them for feedback 
How is everyone in the organisation equally committed to the idea of participation? By knowing that all ideas and contributions will be taken seriously.

By being encouraged to take calculated risks

What can you do to ensure that other members of the team understand the key importance of involving people who access care and support, their carers and relatives? Regular coaching, supervision and training

Describe one area where you’ve demonstrated leadership skills and one where you’ve demonstrated management skills.

Consider the role of a manager in your social care organisation. Describe one area where you’ve demonstrated leadership skills and one where you’ve demonstrated management skills. Give reasons for your choice of style.

Area of responsibility Reasons for choice
Leadership Exploring ways to help a client lose weight in collaboration with the client and team. Ideas were discussed in a team meeting. Democratic – everyone involved discussed ideas and decided the way forward. This meant that staff and the client had ownership of the ideas and would be more likely to follow through with the plan.
Management Telling a member of staff they are not allowed to use Facebook on their phone whilst at work as part of their Supervision. Autocratic – this is company policy and non-negotiable. I had already spoken to the member of staff about this in an informal setting but they continued to do so, so was forced to bring this up formally and in writing.

Use this table to think about your own approach to delegation and see if you can plot the qualities you adopt naturally.

Consider ‘delegation’ – a task we all need to do at regular times in our role. Use this table to think about your own approach to delegation and see if you can plot the qualities you adopt naturally. Some will have more of a leadership approach and some more managerial. Reflect on how this affected the success of the delegation activity.

Delegation task Delegation of weekly drug stock check to a member of the team.

I told the staff member it was an important responsibility that I believed they would be good at because they are meticulously good with paperwork. Rather than telling them they had to do it, I asked if they would like to do it. They said they didn’t feel very confident about doing it, so I said that I would do it with them until they felt confident enough to do it on their own. After I had helped remove some of their doubts, they agreed to do it.

Natural qualities demonstrated Offering choice



Building confidence in others

Positive reinforcement

Outcome of delegation task I showed them how to do it the first time, then observed them do it themselves the second time. They then felt confident enough to do it by themselves but I made sure they were aware that I was available to contact if they had any difficulties.
How would a different approach have improved the outcome further? I could have delegated the task of training the staff member in doing the drug stock check to another staff member that already knew how to do it, therefore freeing up more time for myself.

I could have trained all staff members to do the drug stock check at the same time and made the task a team responsibility.

Can you recognise a particular management style that you tend to adopt?

Can you recognise a particular management style that you tend to adopt? You may find it’s a combination of some of the styles mentioned above. Think of particular decisions or management tasks you’ve been involved in and how you managed the decision making or task process.


Using different management styles
Describe a situation where you have managed a decision making or task process

A team member called me because a client had angrily walked out of his house and into the community and didn’t want staff to accompany him. I advised that staff should stay at the house and await his return when he had calmed down, but to call me back if he hadn’t returned within 30 minutes.

What style(s) can you identify in this situation?

Autocratic – I decided the best course of action.

Consider how using an alternative style may have affected the situation and outline the effects this may have had on the situation – both positive and negative
Alternative style:       Consultative – I could have asked the staff member what they thought the best of action would be.
Positives: Staff would be forced to think about the situation and themselves, contributing towards their development, self-confidence and motivation.
Negatives: Would have taken longer to discuss options. Inexperienced staff may have made the wrong call (e.g. following the client outside when he wanted to be alone may have increased his levels of anxiety).

Can you name three great leaders and identify why they inspire you?


Name What makes them inspirational?
Ghandi Achieved major political change using peaceful means.
Dalai Lama Created Tibetan parliament and educational system after being exiled from Tibet.

Promotes peace, loving kindness and tolerance.

Albert Einstein Made many scientific discoveries that changed the way we think about the world.