Unit E2: Initiate and contribute to training and development

Identify the learning needs of self and others

Performance Criteria

• Individuals are given access to current definitions of performance required in their work roles.
• Accurate and reliable information is obtained which describes individual's prior achievement and/or current and recent performance in the work role.
• Confidential information, including assessments by self and others, is stored securely and made available only to those who have a right to it.
• Negotiations and agreements are concluded in a manner which maintains the dignity of individuals and preserves goodwill and trust
• Accurate and reliable information about current competence is used to define learning needed by individuals and groups to meet performance requirements
  
• Accurate and reliable information about competence required to meet performance requirements is identified and made available.
• Relevant information about organisational objectives and priorities is identified, accessed and evaluated, to confirm performance requirements.
  
• Criteria for evaluating the relative importance of learning objectives are identified and agreed.
• Accurate and adequate information about factors, which will inhibit or promote the achievement of objectives is identified and made available.
• Where appropriate, agreements reached balance individual aspirations and organisational requirements.
• Commitment to the achievement of agreed priorities is promoted and encouraged.
  

Individuals:
Self, Other health care team members, Officially appointed and authorised chaplains, Volunteer chaplains' assistants

Performance requirements:
Changing requirements, Long-term individual aspirations

• Confidentiality and Standards of Conduct
• Needs and competences assessment methodology
• Performance standards and knowledge of assessment criteria
• Personal review and career development path with CV.
• Priority requirements of the organisation
• Valuation of learning objectives and strategies

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Design learning programmes which meet learning needs

Performance Criteria:

• Training and development processes are identified which are the most appropriate and realistic responses to agreed requirements
• Programme content is specified in terms of knowledge and skills required to achieve agreed outcomes
• Relevant methods and media are identified and specified
• Agreements are accurately recorded and summarised, stored and made available only to those who legitimately require them
• Human and physical resources required to deliver programmes are identified and secured

Human resources:
Chaplaincy team, Human Resource/Training function within organisation external provision

• Conference/ Course management
• Confidentiality policy and protocols
• Course design and construction
• Current affairs (national and local) and their impact locally
• Data Protection legislation, policy and local procedures
• Local healthcare strategies and plans
• Local organisational structures, routines and networks
• Policy and guidance of relevant Government Department/ Agency
• Policy and guidance of relevant Professional Bodies/ Organisations
• Professional and contractual responsibilities & obligations
• Technical competence in presentation methods
• Theological and Philosophical approaches to designing learning programmes which meet learning needs
• Training methods

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Provide learning opportunities to enable individuals and groups to achieve objectives

Performance Criteria:

• Learning materials and facilities selected, and where necessary adapted, are relevant and appropriate to learning outcomes to be achieved, the needs and capabilities of learners, and the training method employed
• Information prepared and presented, and the advice provided, is clear, accurate and supportive of learning
• Learners are encouraged to ask questions, seek clarification, and make comments at appropriate points during learning experiences
• Demonstrations of skills, methods and procedures are a realistic and accurate reflection of real practice
• Groups area provided with opportunities to exchange and interpret information and ideas
• Feedback provided is positively phrased and enables individuals and groups to learn from their experience
• Appropriate locations and environments for learning are identified, and the role of the learner clearly established and agreed
• Contributors to learning programmes receive feedback and support, and their roles are co-ordinated and monitored
• Adequate supervision and support for learners is provided
• Advice and opportunity are provided in support of the application of learning
  

Locations and environments for learning and application of learning:
Within/beyond the chaplaincy department/health care organisation

Contributors:
Members of chaplaincy, Wider health care team. External providers

Learning methods and opportunities
Formal programmes, Informal/experiential activity

• Awareness of students, materials, methods and aims.
• Basic group dynamics
• Education avenues
• Evaluation feedback techniques
• Interactive learning techniques
• Learning support
• Presentation skills
• Reflective learning methods
• Student / Teacher contract agreements
• Supervision skills

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Evaluate learning outcomes

Performance Criteria:

• Valid methods of evaluating learning programmes and individual and group performance are used fairly and accurately
• The results of evaluations are used to identify effective modifications and adaptations to learning programmes and individual learning plans
• Accurate feedback on individual and group achievement is provided in a positive and appropriate format
• Assistance in interpreting feedback and identifying appropriate action is given
• Accurate records are maintained and made available only to appropriate personnel in accordance with policies of confidentiality
  

Records:
Of achievement of outcomes and objectives; feedback; adaptation of programmes and individual learning plans

Learning methods and opportunities:
Formal programmes; Informal and experiential activity

• Confidentiality policy and protocols
• Current affairs (national and local) and their impact locally
• Data Protection legislation, policy and local procedures
• Learning assessment
• Local healthcare strategies and plans
• Local organisational structures, routines and networks
• Policy and guidance of relevant Government Department/ Agency
• Policy and guidance of relevant Professional Bodies/ Organisations
• Positive critical evaluation
• Professional and contractual responsibilities & obligations
• Remedial techniques
• Responsive programme development
• Theological and Philosophical approaches to evaluating learning outcomes
  

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Collect and assess evidence of individual competence

Performance Criteria:

• An assessment plan is discussed and agreed with assessees and others who may be affected, and is designed to minimise disruption to normal activity
• Assessee performance judged against performance standards
• Evidence used in assessment is solely the result of assessee performance
• Where there is insufficient natural performance evidence available, appropriate other methods for the collection of evidence are selected
• Appropriate and effective questioning is used to provide sufficient additional evidence to infer competent performance
• Summative judgements are justifiable in terms of the evidence collected, are recorded accurately, and are passed on to assessees
• Feedback is given as soon as practicable following assessment, and is designed to encourage confidence and development
  

Sources of evidence:
Performance, Documentary, Oral questioning, Evidence from others with whom the assessee has worked

Assessees:
Voluntary assistants, Other chaplains, Trainee chaplain

• Evidence based judgement
• Evidence collection
• Feedback
• Performance assessment
• Performance standards structure for evaluation
• Positive critical evaluation

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Engage in reflective practice

Performance Criteria:

• Informal and formal time is provided for reflective evaluation of practice.
• Reflective processes are identified and implemented
• Methods of analysis, assessment of decision making processes, and observation are incorporated into the chaplaincy service structure.
• Description of practice and identification of strategy are articulated and reviewed.
• Resolutions are understood in light of practice analysis.
• Action plan(s) and implications for future practice and professional development are identified and implemented.
  

Area of Work:
pastoral encounter, management of chaplaincy service, conduct of worship, provision of counselling, provision of therapy, programme development, spiritual direction

Method of Reflection:
Individual, group, supervised, formal, informal, didactic, participatory, relational, professional, vocational

Reflective practitioner:
Officially appointed and authorised chaplains (part-time & full-time, lay & ordained), voluntary chaplaincy assistants

• Current affairs (national and local) and their impact locally
• Ethical foundations of practitioner, vocational body and institution.
• Formal and informal resources available
• Local healthcare strategies and plans
• Local organisational structures, routines and networks
• Models of healthcare chaplaincy
• Parameters within which change can occur in practice, action and policy.
• Policy and guidance of relevant Government Department/ Agency
• Policy and guidance of relevant Professional Bodies/ Organisations
• Procedures for reflecting upon and analysing both day to day and out of the ordinary practice.
• Professional and contractual responsibilities & obligations
• Self understanding and awareness.
• Techniques and formats for identifying and describing practice.
• Theological and Philosophical approaches to reflective practice

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