Training activity information
Details
Carry out supervision of personnel. Provide or assist in the delivery of ongoing refresher training on an aspect of the PQS and competency assessment of staff
Type
Entrustable training activity (ETA)
Evidence requirements
Evidence the activity has been undertaken by the trainee repeatedly, consistently, and effectively over time, in a range of situations. This may include occasions where the trainee has not successfully achieved the outcome of the activity themselves. For example, because it was not appropriate to undertake the task in the circumstances or the trainees recognised their own limitations and sought help or advice to ensure the activity reached an appropriate conclusion.
Reflection at multiple timepoints on the trainee learning journey for this activity.
Considerations
- National and local guidance
- Review of training documentation
- Training manuals
- Training records
- Training matrix to record ongoing training
- Training frequency
- Delivery of training
- Training methods
- Supervision of untrained staff
- Providing feedback
Reflective practice guidance
The guidance below is provided to support reflection at different time points, providing you with questions to aid you to reflect for this training activity. They are provided for guidance and should not be considered as a mandatory checklist. Trainees should not be expected to provide answers to each of the guidance questions listed.
Before action
- What does success look like for this activity?
- Identify what is expected of you in relation to this specific activity. What does effective supervision entail in your department? What are the key objectives of the refresher training on the PQS aspect? How will successful competency assessment be measured?
- How will you demonstrate effective communication with the personnel you supervise, train, and assess?
- What makes for effective delivery of training and what approaches will you use to support staff in their roles?
- How will you apply principles of managing small teams to ensure the supervision and training are effective and well-received?
- How will you assess whether your training has been effective?
- Discuss with your training officer to gain clarity on what is expected of you for this specific supervision, training session, and competency assessment.
- What is your prior experience of this activity?
- Think about what you already know about carrying out supervision, delivering training, or conducting competency assessments. Have you observed others doing this? Have you had informal opportunities to lead or guide colleagues?
- Consider possible challenges you might face during this activity and think about how you might handle them. For example, what if a staff member resists supervision or training? What if a competency assessment reveals a significant gap? How will you manage different learning styles during the training? How will you provide constructive feedback effectively?
- Recognise the scope of your own practice for this activity. When would you need to seek advice or help, and from whom (e.g., your Training Officer, a more experienced supervisor, HR for specific personnel issues, or a subject matter expert for complex PQS aspects)?
- Acknowledge how you feel about embarking on this training activity. Are you confident in your ability to supervise, train, and assess? Are there any aspects that make you feel nervous or less prepared?
- What do you anticipate you will learn from the experience?
- Consider the specific skills you want to develop from carrying out supervision, delivering refresher training, and conducting competency assessments, drawing upon any previous experiences of similar activities. This might include skills in instructional design, active listening, feedback delivery, conflict resolution, or performance evaluation.
- Identify the specific insights you hope to gain from engaging with this activity. For example, do you hope to understand better the challenges of maintaining staff competence, the impact of different supervisory styles, or the nuances of effective PQS implementation through training?
- What additional considerations do you need to make?
- Consult actions identified following previous experience of any related activities (e.g., leading a small project, mentoring a peer, or presenting information). Have you identified any areas for improvement in communication, leadership, or teaching that you can apply here?
- Identify important information you need to consider before embarking on the activity. This would include:
- Reviewing the specific PQS aspect that will be the subject of the refresher training.
- Understanding the competency assessment criteria and method.
- Familiarising yourself with any departmental procedures for supervision and training.
- Considering the background and experience of the personnel you will be supervising, training, and assessing.
In action
- During the activity, is anything unexpected occurring?
- Make a note of anything that feels surprising or different from what you anticipate when you are supervising personnel, delivering the training, or conducting the assessment. For example, is a staff member reacting unexpectedly to supervision?
- Is the training session encountering an unforeseen technical issue?
- Is the competency assessment revealing a previously unknown gap in knowledge or skill?
- How is this experience comparing with previous experiences of similar activities, such as guiding a colleague, providing informal feedback, or assisting in a previous training session
- How are you reacting to the unexpected development?
- How is the unexpected development impacting upon your actions? For instance, are you responding appropriately to a challenging question during training?
- Are you adapting your approach to supervision if a staff member seems disengaged?
- Are you changing the way you are delivering feedback during the competency assessment?
- Is it affecting your ability to undertake the activity independently, or are you needing to draw on immediate support from a colleague or your Training Officer?
- Consider how you feel in the moment. Are you finding it difficult to adapt to a sudden change in the training environment or a strong reaction from a staff member? Is it affecting your confidence in your ability to supervise, train, or assess effectively?
- Do you feel positive that you can reach a successful conclusion despite the unexpected element?
- Are you able to resolve the unexpected situation?
- Identify how you are working within your scope of practice while managing the unexpected situation.
- Are you recognising when you need to escalate an issue or seek immediate guidance regarding a personnel matter or a complex PQS query?
- Identify what you are learning as a result of the unexpected development during the supervision, training, or assessment. For example, are you learning a new way to manage difficult questions, providing immediate constructive feedback, or adapting your teaching style on the fly?
On action
- Begin by summarising the key points of the experience of supervising personnel, delivering training on the PQS, or assessing competency.
- Consider specific events, actions, or interactions that feel important, including your own feelings during the experience. For example, what were the key moments during the training session? How did the staff respond to the PQS refresher?
- What was significant about the competency assessment?
- What feedback did the trainee(s) give you on your training?
- Include any ‘reflect-in-action’ moments, where you adapt to the situation as it unfolds. Did you need to adjust your training delivery method on the spot, or change your approach to a competency assessment based on a staff member’s immediate reaction?
- Identify what learning you can take from the experience. What strengths do you demonstrate in your supervision, training delivery, or competency assessment? What skills and/or knowledge gaps are evident in your ability to communicate PQS aspects or evaluate staff performance?
- Compare this experience against previous engagement with similar activities. Are any previously identified actions for development achieved? Has your practice in supervision, training, or assessment improved?
- Identify any challenges you experience and how you react to these. Does this affect your ability to deal with the situation, such as staff engagement during training or a difficult competency assessment? Are you able to overcome the challenges?
- Identify anything significant about the activity. Do you need to seek advice or clarification regarding a PQS aspect, training method, or assessment criteria? Do you need to escalate an issue to ensure that you are working within your scope of practice, perhaps related to staff performance or a complex PQS query?
- Acknowledge any changes in your own feelings now that you are looking back on the experience.
- Identify the actions or ‘next steps’ you will now take to support the assimilation of what you have learnt, including from any feedback you have received.
- What will you do differently next time you supervise personnel, provide PQS training, or conduct a competency assessment?
- Has anything changed in terms of what you would do if you are faced with a similar situation again?
- Do you need to practice any aspect of the activity further, such as explaining specific PQS requirements or handling different staff personalities during supervision?
Beyond action
- Have you revisited the experiences?
- It is essential that you revisit your previous experiences of supervising personnel, providing PQS training, or conducting competency assessments to evaluate and re-evaluate them. This provides an opportunity to consider previous points of improvement you identified, so you can action them in your next execution, ensuring you engage in a cycle of continuous learning.
- Have you reviewed the actions you identified from your previous reflections (e.g., ‘reflect-on-action’ notes) for this activity? What specific actions did you identify you would need to take to improve your practice in supervision, training, or assessment (e.g., regarding your communication style, PQS explanation clarity, or assessment feedback techniques)?
- Have you completed these actions, and are you ready to demonstrate this new learning in your practice?
- Consider if your view of the situation has changed because of analysing this with others. For instance, discussing a challenging supervision scenario or a difficult training session with an experienced colleague might provide new insights into how you managed it or could have handled it differently.
- How have these experiences impacted upon current practice?
- Consider how the learning from repeated experiences of supervising, training, and assessing staff supports you in preparing for the observed ‘in-person’ assessments for the module.
- Consider how your practice in carrying out supervision, delivering training, and performing competency assessments has developed and evolved over time.
- Can you now more effectively manage staff interactions, clarify complex PQS aspects, or handle challenging assessment scenarios?
- This includes recognising when something is beyond your scope of practice, such as complex HR issues during supervision or highly specialised PQS queries that require senior input.
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 3 |
Outcome
Practice effective communication with a range of stakeholders using a variety of methods. |
| # 6 |
Outcome
Develop training for new staff members and support staff members in existing roles. |
| # 8 |
Outcome
Discuss the principles of managing small teams within an NHS department. |