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
Developmental training activity (DTA)
Evidence requirements
Evidence the activity has been undertaken by the trainee.
Reflection on the activity at one or more time points after the event including learning from the activity and/or areas of the trainees practice for development.
An action plan to implement learning and/or to address skills or knowledge gaps identified.
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 are the intended outcomes of the training activity?
- How will you review the relevant learning outcomes to ensure your supervision and training delivery are focused on effective communication, staff development, and the principles of managing small teams?
- What are the specific objectives you aim to achieve when assisting in the delivery of refresher training on the Pharmaceutical Quality System (PQS)?
- How will you define a successful competency assessment for the staff members involved?
- What do you need to know about the background and experience of the personnel you are supervising before you embark on the activity?
What do you anticipate you will learn from the experience?
- What specific insights do you hope to gain regarding the challenges of maintaining staff competence and the nuances of effective PQS implementation?
- What do you already know about carrying out supervision or delivering training from observing others or from previous informal leadership opportunities?
- How do you expect this activity to improve your ability to manage different learning styles and provide constructive feedback during assessments?
- What do you anticipate learning about the impact of different supervisory styles on a small NHS team?
What actions will you take in preparation for the experience?
- How will you discuss the activity with your Training Officer to gain clarity on your specific role in the supervision and delivery of the training session?
- What possible challenges—such as staff resistance to training or identifying a significant gap during a competency assessment—have you identified, and how do you plan to handle them?
- What important information must you gather, such as reviewing the specific PQS aspect or familiarising yourself with departmental procedures for supervision, before you begin?
- How will you identify and acknowledge your feelings about embarking on this activity, particularly regarding your confidence in supervising and assessing peers or support staff?
- How will you ensure you are working within your scope of practice, and at what point will you decide to seek advice from more experienced supervisors or subject matter experts?
In action
What are you doing?
- How are you currently approaching the supervision of personnel and the delivery of refresher training on the Pharmaceutical Quality System (PQS)?
- What decisions are you making as the competency assessment progresses regarding the level of support or feedback each staff member requires?
- Why are you choosing specific communication methods to engage with different stakeholders during this activity?
- Which aspects of managing this small team feel intuitive, and which parts of applying management principles require more conscious effort?
How are you progressing with the activity?
- How effective are your actions in ensuring staff understand the PQS aspect being taught and in accurately assessing their competency?
- What challenges are you facing in the moment, such as managing disengaged staff or answering complex technical questions, and how are you handling them?
- What are you learning about your own supervisory style as the interactions with the team unfold?
- How is this experience connecting to your existing knowledge of departmental policies and your previous observations of effective leadership?
How are you adapting to the situation?
- Are you considering alternative approaches or different training materials if you notice a staff member is struggling to meet a competency standard?
- What support or guidance do you need right now from your Training Officer to handle an unexpected reaction or a difficult personnel matter?
- How are you ensuring you are working within your scope of practice while supervising others and making judgements on their performance?
- How are you adjusting your communication in real-time to ensure it remains effective for the specific needs of the staff members you are supporting?
On action
What did you notice?
- How are you summarising the key points and stages of the experience, from the initial supervision of personnel to the final competency assessment?
- Which specific interactions with staff or stakeholders during the delivery of the PQS training are you identifying as being most significant to the outcome?
- How did you feel during the process, particularly regarding your confidence when providing feedback or managing the team’s dynamics?
What did you learn from the activity?
- What specific skills in effective communication or knowledge of the Pharmaceutical Quality System (PQS) did you improve through this activity?
- How are you evaluating your development in the principles of managing small teams based on your experience supervising personnel?
- What did you learn from any unexpected challenges or successes, such as managing staff resistance to training or identifying a critical knowledge gap during an assessment?
- In what ways did your reflect-in-action—such as adjusting the pace of the refresher training or responding to unexpected questions—influence how the activity unfolded?
- How are you connecting this experience of developing training for staff to the requirements for your future professional practice as a Clinical Scientist?
What will you take from the experience moving forward?
- What areas for continued development in leadership or instructional design have you identified as a result of this activity?
- How are you planning to apply the communication and management methods practiced during this task to your routine practice within the NHS department?
- What are the specific ‘next steps’ you are taking to support the assimilation of what you have learned about supervising and assessing personnel?
- What additional support or resources, such as leadership mentoring or advanced PQS documentation, are you identifying as necessary to further develop in these areas?
- How are you using this experience to prepare for future observed ‘in-person’ assessments, such as a Direct Observation of Practical Skills (DOPS) on giving feedback to a team member?
Beyond action
Have you revisited the experiences?
- How are you evaluating and re-evaluating your various experiences of supervising personnel and delivering PQS refresher training to enhance your overall learning?
- How do these experiences compare with your Observed Training Activities (OTAs), such as a DOPS for ‘Giving feedback to a team-member following an error’ or ‘Chairing a departmental meeting’?
- What observable behaviours and practices from these supervision and training sessions have you now successfully assimilated into your routine practice?
- When revisiting your reflections for this activity, what specific learning or actions have you identified that you still need to take to improve your competency assessment techniques?
- How has professional storytelling with peers or colleagues about challenging supervisory scenarios or PQS queries changed your view of those situations?
How have these experiences impacted upon your current practice?
- How are you ensuring you do not see this supervision task as an isolated incident, but rather as a contributor to your overall training experience?
- In what ways have you applied the knowledge of the Pharmaceutical Quality System (PQS) or the skills in effective communication since the original training delivery?
- How has your experience in supervising a small team supported the development of transferable skills, such as providing constructive feedback or managing team dynamics?
- How is this learning supporting your preparation for observed ‘in-person’ assessments, such as an Observed Communication Event (OCE) where you might need to advise a team on contractor actions?
- How has your ability to develop training for existing staff evolved as you have gained more experience in assessing their competencies?
How might these experiences contribute towards your future practice?
- What transferable skills in leadership, personnel management, and instructional design have you identified as being most valuable for your future career?
- What clear actions have you set for the continued development of the management tools and principles introduced through this activity?
- How will your experience with competency assessments inform how you manage staff performance and safety within an NHS department in the future?
- Which areas of supervision or PQS delivery do you feel require further exploration or advanced training to support your progression toward post-programme practice?
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. |