Happy Employees

1.1c Demonstrate that you are working in accordance with the agreed ways of working with your employer

Your employer should inform you of your agreed ways of working and monitor your work to ensure you work in the way that they want.

To get an idea of how your employer wants you to work, you should speak to your manager, or preferably the owner of the company to understand the core values that your company stands for. Many companies also have a Vision Statement and Mission Statement that you can use to guide you in your work. You may be able to find these on the company website.

The word 'standard' made out of brightly coloured building blocks

1.1b List the Standards, Codes of Conduct and Practices that Relate to your Role

Everyone that delivers care in the health and social care sector must complete The Care Certificate to ensure that they have a the set of skills needed to provide the minimum standards. It ensures consistency of skills across the industry.

Legislation such as The Care Act 2014 describes (amongst other things) the obligations of the Local Authority for assessing people’s needs and eligibility for public funded care and support.

Skills for Care have produced a Code of Conduct that sets out the standards that all healthcare workers should adhere to and the minimum level of care all clients should expect.

The Six C’s, originally produced for nursing staff but then expanded to include the whole health and social care sector, are recognised values that all workers should keep to the forefront of their minds. They are:

  1. Care: Care is our core business and that of our organisations, and the care we deliver helps the individual person and improves the health of the whole community. Caring defines us and our work. People receiving care expect it to be right for them, consistently, throughout every stage of their life.
  2. Compassion: Compassion is how care is given through relationships based on empathy, respect and dignity – it can also be described as intelligent kindness, and is central to how people perceive their care.
  3. Competence: Competence means all those in caring roles must have the ability to understand an individual’s health and social needs and the expertise, clinical and technical knowledge to deliver effective care and treatments based on research and evidence.
  4. Communication: Communication is central to successful caring relationships and to effective team working. Listening is as important as what we say and do and essential for “no decision about me without me”. Communication is the key to a good workplace with benefits for those in our care and staff alike.
  5. Courage: Courage enables us to do the right thing for the people we care for, to speak up when we have concerns and to have the personal strength and vision to innovate and to embrace new ways of working.
  6. Commitment: A commitment to our patients and populations is a cornerstone of what we do. We need to build on our commitment to improve the care and experience of our patients, to take action to make this vision and strategy a reality for all and meet the health, care and support challenges ahead.

SOURCE: Royal College of Nursing (


Carer pushing a client in a wheelchair. Both look really happy.

1.1a Describe Your Main Duties & Responsibilities

The answer to this question will vary depending on your own particular role. You may work at a nursing home, in a supported living setting or day centre and each person’s responsibilities towards the people they support will be different. You may be working with individuals that have learning disabilities, physical disabilities or mental health conditions. They may be adults or children. Seniority of your position will also affect your job role.

Details of your role and responsibilities will be given to you when you start your job in the form of a job description and should be explored more deeply with your manager during your induction period. You should ask your manager about anything you are not sure about or, if you have one, refer to your employee handbook. If you work for a larger company, they may have a Human Resources department that can offer further advice and guidance.

If you have also enrolled to do your NVQ/Diploma some of the information in your ERR (Employment Responsibilities and Rights in Health & Social Care) booklet will help you to understand your job role.

An example job description may look like this:

Job Description – Carer

Main function of the job:
(Note: In addition to these functions employees are required to carry out such duties as may reasonably be required).

  • To maintain care skills at a current level, and undertake such training and development as may from time-to-time be required to maintain that currency of practice.
  • To provide care in accordance with current best practice, according to policy and procedures, agreed standards, legislative requirements, relevant regulations under the direction of the Manager, and within the financial plans agreed from time-to-time.

Working within the organisation:
1. Develop effective working relationships with the other employees within the Agency.
2. Support an open, positive and inclusive working culture.
3. Participate in the development of the Agency’s policies.
4. Participate in evaluation of the Agency against agreed organisational goals, business, and quality
5. Work to establish effective employer-employee relationships.
6. Minimise legal risks.
7. Participate in the maintenance of the Agency’s management information systems.
8. Assist in the formulation and implementation of care policies and procedures.
9. Assist in the implementation and maintenance of the standards required by legislation related to the
registration of the Agency.
10. Act within the Agency’s budget based on the Agency’s objectives and within the projected revenue.
11. Work in a cost-effective manner.
12. Be involved in the implementation and maintenance of the Agency’s quality assurance programme.
13. Assist in the design and administration of an evaluation of the care standards and care service
14. Systematically solve day-to-day problematical issues which arise.

Care Services:
1. Assist in the development of the philosophy, goals and objectives for the care practice.
2. Assist in the assessment of the effectiveness of care implementation and delivery
3. Implement action to meet and maintain care standards.
4. Work in cooperation with members of multi-disciplinary health teams in order to maximise opportunities for
Client therapeutic care.
5. Ensure Client rights are protected.
6. Encourage a model of self-care and Client rehabilitation.
7. Record relevant activities in Care Plans.
8. Evaluate standards of care competence.

Professional Long Term Care Leadership:
1. Encourage innovative methods for the delivery of care.
2. Encourage health promotion within care strategies.
3. Seek opportunities for personal and professional growth.
4. Promote a positive image for residency and employment within the Agency.

Human Resources:
1. Cooperate with the implementation, evaluation, orientation and induction of all new employees.
2. Support the implementation of the Agency’s policies and procedures.
3. Support the effective resolution of team conflicts.
4. Support a work atmosphere which promotes a high quality of work life.
5. Support and maintain a culture of performance and excellence.

The hands of two individuals joined together in a handshake representing partnership working

4.1c Effective Partnership Working

List the key features of effective partnership working – these may be different for different types of partnerships.

Effective partnership working involves two or more groups coming together to achieve a common aim or purpose. The benefits include pooled resources, sharing of expertise and responsibility/power. For it to work there must be mutual respect and understanding between the partners and a level of trust.

Consider how you might strengthen those networks.

Partnerships can be strengthened by sharing information, knowledge and expertise as well as each party being trustworthy and reliable. Over time, these bonds should improve. Regular meetings and communication between all parties is also essential for partnership working to be successful.

Consider how you might measure the effectiveness of these relationships – what you need to do, who needs to be involved and how often.

As stated above regular communication is paramount for effective partnership working. Representatives from each party should meet regularly to discuss ideas and progress. Ideally, these would be the same representatives each time. Efficacy should be measured by the outcomes that that are produced, which should be in line with the initial goals agreed by all parties.

Skills for Care Logo (Aspiring Managers)

Aspiring Manager’s Workshop Case Study: Daniel Dutton (Me)

Just a quick post to let you know I recently finished my Aspiring Manager’s Program in Leadership and Management and Skills for Care have published a case study of me.

You can check it out here:

For the record, I can thoroughly recommend the training.


4.1b Identify one person you work with and find out how you might support them to have better links with their community. Make sure you discuss it with them and maybe even a carer or relative.

What can help them to maintain their involvement or achieve their goals? Together with the
individual identify one or two links which might be developed to add value to their life. Identify in
particular how this partnership might ensure better outcomes for the individual. Reflect on how
you might encourage those links further and what you might need to put into practice to support
and maintain them.

I work with a client that was quite lonely and expressed that he wanted to have friends and a girlfriend, however he seldom left the house and therefore never had the opportunities to meet people.

I spoke to the client several times to explain that the only way to meet people that could become friends would be to go out and join local groups or take part in activities. Then we researched various activities in the local area that he could try out to see if he liked them.

Over a period of several weeks, we went to several activities, most of which he didn’t like but there were some he enjoyed and so he continued to participate. These were two local discos for people with learning disabilities and a games night (darts, pool etc.) This resulted in a partnership between the client, his staff and the activity organisers.

Over time, he made friends and eventually got himself a girlfriend. This resulted in further partnership links between his staff team and his friends/girlfriend’s staff teams.

Group of professionals holding hands representing partnership working

4.1a Identify new networks that might support the service you provide and the business. These could be social or professional. They may be to support staff, the people who access care and support, or to support yourself.

You could carry out this exercise with your staff, or a group of residents, or relatives group. You
might be surprised at some of the suggestions!

Potential Partner
1. Registered Managers Network6. Care Quality Commission
2. Social Services7. Local Colleges
3. Local Charities8. Local Activity Groups
4. Chamber of Commerce9. Community Nurses
5. Skills for Care10. Pharmacies

Carry out a strengths, weaknesses, opportunities and threats (SWOT) analysis of partnership
working with current partners as well as possible new ones.

  • Combined knowledge
  • Teamwork
  • Poaching Staff/Clients
  • May be disagreements
  • Can work on future projects together
  • Different agendas could mean being forced into something that is not beneficial to us

Old lady in Hospital Bed (Mrs. Horton)

3.3b Information Sharing Case Study (Mrs. Horton)

Mrs Horton is 81 years old and has lived alone in her two bedroomed house for many years. She is frail and has difficulty moving around due to chronic obstructive pulmonary disease which leaves her breathless after only a little exertion. She has home care visits, three times a day to support her with getting up, getting lunch, and preparing her evening meal whilst also helping her to undress for bed. She has a stair lift to help her upstairs where the only available toilet is.

She has a son who lives locally but works away most of the time and she has a daughter who lives 200 miles away and is unable to drive. A friend collects her to take her to church every week and another friend takes her to the hairdressers every week. Currently she also has a visit from the diabetic nurse every week.

Two weeks ago, she had a fall and was admitted to hospital. Following observation and some treatment, she is now ready to return home, with new medication.

Use this template to consider information that should be shared to support Mrs Horton.

Consider what information needed to be shared at the point of admission.
InformationBy whomWith whomWhen
Name, address, details of accidentParamedicsHospital admissionsAdmission
Medical history and current medicationPrimary Care (GP, Diabetes Nurse)Hospital admissionsAdmission
Mrs. Horton’s condition (if consent given)Hospital NursesMrs Horton’s Family and Friends and Support StaffAdmission
Consider what information needed to be shared before Mrs. Horton returns home.
InformationBy whomWith whomWhen
New Medication and ConditionHospitalMrs Horton’s Family/Friends/Support StaffDischarge
Medication, treatment and ConditionHospitalPrimary Care (GP, Diabetes Nurse)Discharge
What steps do you need to take in order to share this information?
Where possible, consent should be obtained from Mrs. Horton before any information sharing goes ahead. Where this is not possible, a judgment call will need to be made and information should only be shared on a need to know basis
Consider the possible consequences of not sharing information in this situation
Family, friends and support staff would worry about Mrs. Horton when they visited her home and found her not there. Medical professionals would not have full access to her medical history and current medication so may give her inaccurate advice (e.g. putting her on medication which is incompatible with medication she is already taking). Medical staff would not know her name or how to address her.
3d person lying on a question mark

How To Answer All NVQ/Diploma Questions in 3 Simple Steps

Tackling an NVQ question may seem daunting to some, so in this post I will explain a very simple formula (the same one that I use) when formulating an answer. It’s a very simple and effective process that uses three easy steps to make answering any question a piece of cake.

So, here’s a question from elsewhere on my website that I will use as an example and explain how I developed my answer:

Explain how an individual’s background can influence the way they communicate

STEP 1: Turn the question around

The first step (and also the first line of the answer) is to flip the question itself around into a statement, using pretty much the same wording. In this example, I used:

The background of an individual will have a big influence on how they communicate.

but I could just as easily have used:

The way an individual communicates can be influenced to a large extent by their personal background.


An individual’s background can have a great bearing on the way that they communicate.

See what I did there? I’ve got my first sentence and I didn’t really have to think about it!

STEP 2: Make a list

Next, it is a good idea to make a short bullet-point list of all the information you wish to convey in your answer. In the example, we are looking at things in a person’s background that may influence how they communicate today. So, my bullet list may look like this:

  • Cultural
  • Upbringing
  • Abuse
  • Education/literacy
  • First language

STEP 3: Flesh out your answer

Using the list you made in step two, pad out your answer loosely sticking to the rule of one bullet point per paragraph (in my example, I have put Upbringing and Abuse in the same paragraph to make four paragraphs using the five bullet points).

In some cultures, eye contact is viewed as impolite or disrespectful in certain situations, such as between a father and daughter or a professor and student. Similarly, some cultures display emotion and feeling in their communication whilst others are more subdued.

An individual who has been brought up in a close, loving family with lots of affectionate touching may naturally hug everyone they meet, even when it would be considered socially inappropriate, whilst an individual that has been abused in the past may be timid or cower away from people in close proximity to them.

Education (or a lack thereof) can limit an individual’s ability to communicate. They may not be able to read or write and may have a limited vocabulary with which to express themselves.

If an individual is from a different country, their knowledge of the English language could be limited, making it difficult for them to communicate their needs.

Be sure to include specific examples in your answers. For example rather than just saying education can influence communication, flesh out you answer with examples such as illiteracy or limited vocabulary.

And that’s it. Job done!

Using this simple formula you should find it much easier to answer any question thrown at you.

Good luck 🙂

3.3a Find out what consent model your organisation employs for personal data of people who access care and support

describe a situation where this has been put into practice

When contracting us to provide their care and support, clients are informed that staff may share their information with other professionals and/or their families as long as it is in their best interests and on a need-to-know basis. Clients can choose to sign to agree to this or not.

A client I work with had agreed to this, which meant that I was able to share details of his support plan with his social worker so that she could complete his assessment.

Describe how the situation would have been handled differently if an alternative consent model had been adopted

By having a cover-all consent model as long as it is best interests, the social worker was able to complete her assessment quickly without having to ask the client for consent multiple times.

What impact would this have had on the individual?

If the client were to be repeatedly asked for consent, this may have resulted in them becoming bored and lack motivation to complete the assessment. It could also result in them becoming upset or angry.

Conversely, if the client had not been asked for consent at all, as well as breaking the law this may have resulted in them feeling less valued, lower self-esteem and lower confidence.

compare the ethical and moral dilemmas involved in both models

Both opt-in and opt-out consent models allow the individual to make an informed choice.

3.2b Use this template to consider the effectiveness of the systems you have identified above.

What is/are the main reasons for having systems?

To ensure adherence to legislation and good practice, that confidential information is secure and correct records are kept.

Who is the information and data for?

The information is for staff, clients and the business.

Who owns the data and information?

The company owns the data

how do the systems in place meet legal and ethical requirements?

Confidential and personal information is secured and only accessible on a need-to-know basis.

reflect on the links to respect and privacy issues for the data and information in your systems

The online system only allows access on a need-to-know basis. Similarly, paper records are locked away and secured to ensure that only the relevant individuals can obtain access to them. This is covered by GDRP.

3.2a Reflect on your own information management system. For each piece of information stored complete the following grid.


InformationWho completes/stores?Who monitors?How is it stored/secured?Who has access?
Support/care plansManagers and seniorsManagers/seniorsOnline systemClient, support staff
Personal information of people who access care and supportManagers and seniorsManagers and seniorsOnline systemClient and support staff
Personal staff filesHRHRLocked filing cabinet in locked officeHR

Staff can ask to access their own files

Supervision/appraisal documentsManagers, seniors and HRManagers and seniorsLocked filing cabinet in locked officeHR, managers and seniors
Statutory information, advice, guidanceRegistered manager, managersRegistered managers, managersOnline systemAll staff

3.1b Reporting and Recording Systems

Explain the difference between subjective and objective recording

Objective recording only contains the facts, whereas subjective recording also contains the individual’s own personal thoughts, feelings and views.

From your experience, identify three consequences of inaccurate or incomplete records
  1. An appointment is missed
  2. Time is spent doing something that has already been completed by someone else
  3. Medication overdose (given twice as first administration was not recorded)
Consider why and how you might share records with people who access care and support, carers and relatives

Personal information about a client should only be shared with their consent unless not doing so would result in harm or injury to themselves or others or result in the law being broken.

Information should then only be shared in a private setting and on a need-to-know basis and should also be in the client’s best interests.

What difference might this make to the format and storage of any records?

Records should be kept and archived until no longer needed.

Provide specific examples of how you might use accurate records to support positive outcomes for people who access care and support

Showing records of a clients meals and snacks to their dietitian so that they can offer the best health advice for the individual.

Informing a pharmacist of the conditions and current medications of a client  before supporting them to buy over-the-counter medication.


3.1a Think of a case study of someone that you have communicated with – a staff member or someone who accesses your service. Write a brief summary of the situation/circumstances and then answer the following questions.

Brief Description of situation

A member of staff called to say that she couldn’t do her shift because she had had some major personal issues that had put her in a precarious mental state.

how did you demonstrate empathy?

I told her that I was sorry to hear about her situation and expressed that I would not know what to do myself if it had happened to me. I told her not to worry about work as family is more important and I would arrange to get her shift covered.

What difference did it make to the person?

It gave her an opportunity to offload her personal issues, made her feel like she had a sympathetic ear and made her feel less guilty about taking time off work.

how did you demonstrate active listening?

She was very upset but just having someone to listen to her seemed to help a lot. I demonstrated I was listening by repeating back to her what she had said in my own words for confirmation that I had I understood.

How did that enhance effective communication?

She became less frantic and more relaxed.

2.4a Ask your line manager(s) what regulation and inspection processes your organisation might be subject to and complete the following exercise.


Regulation ProcessWho is involvedImpact on organisationFrequencyInformation/evidence required
e.g. RIDDOR – Reporting of injuries, diseases and dangerous occurrences regulations 2013
  • Employers
  • Registered Managers
  • Line Managers
  • Employers
  • Registered Managers
  • Line Managers
As and when incidents happen according to the RIDDOR regulationsOrganisations policy

RIDDOR reports needed

Accident book

CQC Inspection
  • Registered Manager
  • Line Managers
  • Employers
  • Employees
Benchmark how we are doing and how we can improveInfrequent but to be expected at any timeSpeaking with clients and staff

Viewing policies and procedures

Viewing other records

Internal Quality Assurance
  • Compliance Manager
  • Line Managers
Ensure we are providing support correctly and to a high standard

Highlight any areas that require improvement

Every 3-6 monthsCompliance checklist

Policies and procedures

Other records

2.2b KLOEs: Outline what each question might mean for your setting. Think about areas where this might apply and what evidence you may be able to provide for that. You may want to work with other members of your team or your line manager to review this plan and consider what evidence might be helpful.


Key lines of enquiry
AreaApplication in own settingEvidence
SafeClients are protected from avoidable harm and injury? Clients are safeguarded from abuse.   Accident book, property maintenance log, recorded smoke alarm, carbon monoxide and electrical safety tests, safeguarding policy, staff safeguarding training
EffectiveClients have a good quality of life and achieve good outcomes.      Speaking with clients, daily records, activity planner, meal planner, MAR sheets, support plans, well-trained staff
CaringClients are treated with compassion, kindness, dignity and respect.     Speaking to clients, observations, well-trained staff, policies and procedures, risk assessments, support plans  
ResponsiveClients needs are met and support is well-organised and flexible.Shifts based on client needs and wishes, client is able to go on regular holidays and other activities they wish to do, dialogue between staff and clients on their requirements, shifts can be changed when required, procedures and policies that provide support to staff for emergencies or unforeseen circumstances
Well ledGood leadership and management. A learning culture.   Staff training and personal development, organisational charts (hierarchy), regular supervision, appraisal, observations and professional discussions, honesty and transparency, company policies and procedures.

2.2a 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 standardDignity & Respect     
IssuesWhen 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 useDemocratic 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).

2.1b 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 legislationMental Capacity Act 2005   
Summary of key areasCapacity 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/settingSome clients may lack capacity to make decisions in certain areas.  
What it means for your team/organisationRead 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/organisationIf 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    

2.1a 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.


LegislationRelevant sectionsMust haveNice to know
 Safeguarding Vulnerable Groups Act 2006 AllAll 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 AllAll 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 AllIndividuals 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.

1.3a 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
Silhouettes of many individuals with speech bubbles above their heads representing the giving of feedback

1.2a How does your organisation encourage and respond to feedback from a range of partners?

Organisations in the health and social care sector should always strive for excellence and one of the best ways of achieving this is to ask for feedback from others. Historically, if organisations do ask for feedback, it tends to be from their customers. Whilst this can give a useful insight from the perspective of the clients, some companies are now requesting feedback from everyone that interacts with them; this includes clients, employees, managers, shareholders, other professionals, partners and client families. Known as 360-degree feedback, this can provide a lot of valuable information from all viewpoints.

The table below shows the Manager Induction Standards questions for question 1.2a along with example answers. Obviously answers will vary from organisation to organisation.

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

1.1d 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 responsibilityReasons for choice
LeadershipExploring 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.

1.1c 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 taskDelegation 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 demonstratedOffering choice



Building confidence in others

Positive reinforcement

Outcome of delegation taskI 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.

1.1b 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).
Modernised mugshots of great leaders: Albert Einstein, Nelson Mandela, Mahatma Gandhi, Dalai lama, Martin Luther King and Barack Obama

1.1a Can you name three great leaders and identify why they inspire you?

The first question in the Manager Induction Standards workbook asks you to name three great leaders and explain why they are inspirational to you.

Who you choose does not really matter. The important part is being able to recognise their leadership qualities and how they contributed to their achievements.

I chose the following people:

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

Promotes peace, loving kindness and tolerance.

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

But you could choose anybody that you think was able to lead others or was a pioneer of their time. Some people you may consider are:

  • Pope Francis
  • Donald Trump
  • Muhammad
  • Rupaul
  • Adolf Hitler (despite his abhorrence, he was an effective leader)
  • Winston Churchill
  • Nelson Mandela
  • George Washington
  • Alexander the Great
  • Ghengis Kahn
  • Florence Nightingale


Explain how to ensure that actions from a review happen

Support staff should do everything they can to ensure that the actions agreed upon in a review happen, however in some cases a third-party may be responsible for certain actions. Support staff should chase up any third-parties and if there is still no luck, it should be reported to a senior member of staff or the service manager.

Ensure that the individual is central to the person-centred review process

An individual has to be central to the person-centred review process because otherwise it isn’t a person-centred review. All individuals should be present at their review and,they should have had some time to prepare for it beforehand. The individual should be the primary person that is addressed during the review and others should not talk about the individual as if they are not there. Everything the individual says should be taken seriously and recorded. Assistance in communication should be provided to the individual if needed.

Support the individual in their relationships and in being part of their community using person-centred thinking

I use person-centred thinking to support individuals in their relationships and in being part of their community. I do this by ensuring that individuals are free to make their own choices, although I will offer advice when I deem it necessary. I encourage individuals to play an active role in their local communities by providing assistance with things like finding a job or participating in local events. I help individuals with their relationships by offering guidance if they ask me and helping them to pursue and stay connected to the relationships that are most important to them.

Be responsive to how an individual makes decisions to support them to have maximum choice and control in their life

When an individual makes a choice, I have full respect for their decision so that they can have full control over their lives although sometimes it is necessary for me to give them some guidance as they may not have considered all the ramifications of their choice. I will offer practical advice about how an individual can proceed with their choice, no matter how difficult it may appear to achieve and am careful to ensure that my own personal bias does not interfere with the individual’s free will.