1.1 Analyse the principles and purpose of professional supervision
Unit J/617/9509: Lead and Develop Professional Supervision Practice
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Unit J/617/9509: Lead and develop professional supervision practice |
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Discuss your preferred methods of assessment with your Development Coach WRITTEN CRITERIA You will need to research and present written answers for the following questions. 1.1 Analyse the principles and purpose of professional supervision 1.2 Analyse theoretical approaches to professional supervision 1.3 Explain how legislations impact professional supervision practice 1.4 Evaluate how findings from research, and inquiries can be used within professional supervision 1.5 Explain how professional supervision can benefit and protect the individual, supervisor and Supervisee 3.2 Analyse the concept of anti-oppressive practice in professional supervision |
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Discuss your preferred methods of assessment with your Development Coach DISCUSSION CRITERIA The following questions can all be covered in one discussion which will be recorded and uploaded as evidence. Read through these questions and look at your appraisals and how you use KPI’s. 2.1 Explain the performance management cycle 2.2 Analyse how professional supervision supports performance in the work setting 2.3 Analyse how Key Performance Indicators (KPI’s) can be used to measure performance and practice 2.4 Describe how recent advances in technology can support performance management 3.1 Explain factors which can result in a power imbalance in professional supervision and how to address this 3.3 Describe how conflict can be managed within professional supervision 4.6 Evaluate professional supervision practice and identify areas for improvement |
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PRODUCT EVIDENCE The following criteria can be covered with a supervision agreement, completed, signed, dated and uploaded. 3.4 Agree with the supervisee the location and time of professional supervision 3.5 Agree with supervisee sources of evidence that can be used to inform professional supervision and confidentiality boundaries 3.6 Agree with supervisee actions to be taken in preparation for professional supervision |
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Discuss your preferred methods of assessment with your Development Coach OBSERVATION CRITERIA The following criteria can be covered with an observation of you supervising your staff. Please refer to the supervision observation plan provided as you will see there are many criteria this observation will cover, across many units.
4.1 Support supervisees to reflect on their practice and express any concerns and opinions 4.2 Demonstrate active listening and support when providing professional supervision 4.3 Provide positive and constructive feedback about the achievements of the supervisee which can be used to build on or improves performance 4.4 Support supervisees to identify their own development needs and review previous targets 4.5 Record agreed supervision decisions and demonstrate adherence to data protection 3.6 Agree with supervisee actions to be taken in preparation for professional supervision. |
Knowledge, Skills, and Behaviours (KSB):
The following KSBs will be covered throughout the teaching and learning for this unit.
K1.1 - Current research and development in the health and social care sector. K1.6 - The principles and practice of supervision with their staff.
K1.20 - Principles of: reflective practice; how people learn; effective continuing professional development. K1.21 - Academic research, evidence-based data, policy developments, practice developments.
S1.6 - Develops and delivers good quality supervision practice and decision making.
S1.7 - Demonstrates evidence-based practice and models the effective use of up-to-date research and theories.
S1.20 - Evaluates practice of team members.
S1.21 - Assesses learning styles of self and team members and identifies development opportunities. S1.22 - Listens to, challenges and supports practitioners.
S1.23 - Engages in reflective practice and develops a learning culture across the team.
B1- Respecting and valuing practitioners, encouraging and enabling them to deliver excellent practice.
B3 - Having honest conversations and encouraging practitioners to offer their own solutions to improving practice.
B6 - Demonstrating a strong moral purpose, modelling the ethos and building the skills of others and retaining and maintaining and own practice skills through effective CPD.
Stretch and challenge yourself:
- Conduct further in depth reading and research to explore the theoretical background and studies undertaken into the importance of the CPD process.
Employer Led Activity:
- Review your organisations procedures for staff supervision and the creation of PDP’s and CPD logs to develop own knowledge.
- Conduct research into skills needed to complete staff supervisions to develop own practice.
Further Reading:
- Research theoretical background to CPD and Supervision - https://www.researchgate.net/publication/232902672_Models_of_Continuing_Professional_De velopment_A_framework_for_analysis
- https://www.scie.org.uk/publications/guides/guide50/contextforeffectivesupervision/supervisio npolicy.asp
- Theoretical perspectives of reflective practice - https://lifelonglearningwithot.wordpress.com/2016/05/02/different-models-of- reflection-using-them-to-help-me-reflect/
- The performance management cycle https://www.scie.org.uk/workforce/peoplemanagement/staffmanagement/performance/
- Conflict resolution - https://www.mindtools.com/ahcpfn4/conflict-resolution
Functional Skills:
Links with curriculum:
English:
- Communicate information, ideas, and opinions clearly and effectively throughout discussion.
- Use punctuation and grammar correctly – when completing documentation which supports the performance management cycle.
- Organise writing for different purposes, using appropriate format and structure.
Maths:
- Effective organisation of timeline for CPD activity.
- Effective time management for the process of monitoring and implementing the performance management cycle.
Off the job training:
2 hours Teaching Masterclass. 1 hour 121 Coaching Session.
10 hours of DC Guided and Self-Directed Research and Study. 10 hours of Employer Led Activities.
2 hours of Extended Learning.
What You Need to Know About Unit J/617/9509: Lead and Develop Professional Supervision Practice Assignment
Unit J/617/9509: Lead and Develop Professional Supervision Practice is designed to help learners build the skills needed to lead, manage, and improve professional supervision. It focuses on the importance of guiding and supporting colleagues, setting clear expectations, and encouraging reflective practice. The unit also develops knowledge of how effective supervision contributes to higher standards, staff development, and overall workplace success. By exploring leadership approaches and communication methods, students learn how to create supervision processes that are ethical, fair, and supportive.
For students, this unit is highly valuable as it prepares them for supervisory and leadership roles. It not only strengthens their ability to manage people but also improves their confidence in handling workplace challenges. By reflecting on their own leadership style and learning how to provide constructive feedback, students gain practical skills that employers look for. Completing this unit supports personal growth, career progression, and the ability to lead with professionalism and integrity.
Sample Answer
1.1 Analyse the principles and purpose of professional supervision
Professional supervision is based on clear principles such as openness, trust, respect, accountability, and confidentiality. The main purpose is to create a safe space where staff can reflect on their practice, identify strengths, and discuss challenges. Supervision ensures that professional standards are maintained, staff are supported in their roles, and service users receive high-quality care. It also provides a structured way to review progress, set goals, and improve performance.
1.2 Analyse theoretical approaches to professional supervision
There are several theoretical approaches to supervision.
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Developmental models focus on the learning stages of the supervisee, offering more support in the early stages and encouraging independence later.
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Reflective models encourage staff to think about their actions and feelings to improve practice.
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Proctor’s model highlights three main functions: formative (developing skills), normative (ensuring standards and policies are followed), and restorative (providing emotional support).
Each approach helps supervisors adapt their methods to meet the needs of different staff and situations.
1.3 Explain how legislations impact professional supervision practice
Laws and regulations, such as safeguarding policies, health and safety legislation, and data protection rules, shape how supervision is carried out. For example, confidentiality must follow the Data Protection Act, while safeguarding laws mean that any concerns about abuse must be reported. Employment law also requires fair treatment and equal opportunities. Supervisors must therefore balance supportive discussions with their legal duty to protect staff, service users, and the organisation.
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