Introduction to personal development in health, social care or children’s and young people’s settings
1.2 Identify standards that influence the way your role is carried out
Children’s NI order 1995
Health and safety at work order 1978
1.3 Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work.
Everyone has attitudes and beliefs that they value. Some of these have been instilled in us from a very young age. The way we are raised and the behaviours we are shown whilst growing up and developing will have a strong influence on the attitudes and opinions we are likely to form. What a child thinks is acceptable is most likely to be adopted from their parents and other family members. For example if a child grows up around a lot of violence they may consider that violence is acceptable form of behaviour when dealing with difficult situations. Children who grow up in unhappy households were relationships do not last are likely to grow up finding it difficult to maintain relationships themselves. Whilst children who grow up around loving secure relationships are likely to go on to also form these types of relationships. Although some attitudes and beliefs will also come from their own experiences. Attitudes and opinions can be very personal to a person’s beliefs. Many people take their religious beliefs very seriously especially about what their religious beliefs say about the way people should dress, eat, behave and what is right and wrong. Although everyone is entitled to have their own opinions and beliefs it is important that they do not have a negative impact on a person’s work. In the workplace you are unlikely to agree with all of the attitudes and beliefs of all the people you work with both adults and children. However, when working with children it is your job to try and change the options’ or beliefs of the people you work with but instead to be a positive role model by putting your own personal attitudes and beliefs to one side and respecting, promoting and responding positively to the people you work with.
2.1 explain why reflecting on work activities is an important way to develop skills knowledge and practice
Think about my practice.
Analyse my actions.
Record reflections in a diary.
Discuss reflections with others.
Ask for feedback from others to help me improve.
Identify my strengths.
Identify development needs by what new information and skills should I learn and how to address my weaknesses.
Solve problems if you have any and how to tackle them.
Improve practice by asking what I can do to improve practical work with the children parents/carers/colleagues.
Reflection also helps you to see which of your practical work strategies and techniques are successful, and where a fresh approach is needed. This increases your professional knowledge, understanding and skills. To do this I use the kolb cycle
Do this during non-contact time, when you’re not responsible for children. Quiet time to think things through properly can give you a deeper understanding of how you’re working and how you can develop.
Model of the kolb cycle was found at https://skillsforlearning.leedsbeckett.ac.uk/preview/content/models/02.shtml
Stage 1: Experience
(Kolb’s “Concrete experiences”)
Life is full of experiences we can learn from. Whether at home or at work or out and about, there are countless opportunities for us to ‘kick-start’ the learning cycle.
Stage 2: Reflect
(Kolb’s “Reflective observation”)
Reflection involves thinking about what we have done and experienced. Some people are naturally good at this. Others train themselves to be more deliberate about reviewing their experiences and recording them.
Stage 3: Conceptualise
(Kolb’s “Abstract conceptualization”)
When we pass from thinking about our experiences to interpreting them we enter into the realm of what Kolb termed ‘conceptualization’. To conceptualize is to generate a hypothesis about the meaning of our experiences.
Stage 4: Plan
(Kolb’s “Active experimentation”)
In the active experimentation stage of the learning cycle we effectively ‘test’ the hypotheses we have adopted. Our new experiences will either support or challenge these hypotheses.
To learn from our experiences it is not sufficient just to have them. This will only take us into stage 1 of the cycle. Rather, any experience has the potential to yield learning, but only if we pass through all Kolb’s stages by reflecting on our experiences, interpreting them and testing our interpretations.
Summing up, learning from our experiences involves the key element of reflection. Obviously, most people don’t theorize about their learning in this way, but in their learning follow Kolb’s cycle without knowing it.
2.2 Assess how well own knowledge,skills and understanding meet standards
Being able to reflection on my own work will help me to access my own development skills and understanding meet the standards. My colleagues, manager and assessor does an observation of my work and gives me some feedback. Regular supervision and annual appraisals provide opportunities to assess my development. During the supervision my supervisor assesses how well my knowledge, skills and understanding met professional standards by reflecting on the work i have carried out and receiving criticism from my colleagues in a positive manner and using the criticism to improve my performance and skills.
3.1 Identify how well own knowledge, skills and understanding meet standards
Sources I can use to develop my skills are to communicate and work alongside the teachers by asking questions. I can also develop my skills by attending training courses and discussions with the teachers
3.2 Describe the process for agreeing a personal development plan and who should be involved
Personal Development Plan
is a term which describes an agreed way of recording information such as agreed objectives in regards to an individual proposals on how to meet those objectives and the activities to follow. Including timescales for reviews amongst other things
4.1 How had a learning activity improved your knowledge, skills and understanding ?
I have had to give the children extra time between requests so that they fully understand what is being asked of them and when they have been asked to do something I can’t attend in my head so that they fully get it and if they have any questions they have a chance to fully form their questions before asking
4.2 How had reflecting on a situation improved your knowledge, skills and understanding ?
When doing some class activities I have noticed that sometimes it would be easier or better to work in small groups are in a Wonderland setting so that they would have a better understanding of what they are meant to do
4.3 How has feedback from others developed your knowledge, skills and understanding?
The feedback I have been given is to give the children time to understand what they have been asked to do a tidying up and etc
4.4 How do you record progress in relation to personal development?
I keep a running record all myself to learn from on a weekly basis