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Role-Senior-Support-Worker

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					We recruit at two levels, depending on experience:Role: Senior Support Worker [see below for role of Support Worker]

Where you will work: Quantock Drive, Ashford

Purpose of role: To support us (the people living at Ashford service) to do the things we want to do

You will be working with: Your manager will be:

People with learning disabilities Warwick Burridge

Things you will make happen:                 Get to know us, what’s important to us and how we want to be supported Let us be in control of the support we get Support us to have a voice and be heard, whether we can speak or not Support us to take planned risks in our lives Support us to be a part of the community Listen to what we say – even if you don’t agree with us Ask for help if you are not sure about something Help us to learn new things (if we want to) and work out what we could do (which we might not have done before) safely Give us information, in ways we can understand, so that we can make decisions Let us know when we are not being reasonable Don’t interfere in things in our lives that are not part of your job/none of your business Share your ideas with us and people you work with Be professional when you talk to our friends, family or other people who are important to us Keep records and paperwork up to date and accurate Be personally accountable for the job you do Be the responsible person at the service when the manager is not available including helping to employ new staff with us and supervise and develop other members of the staff team

To support me you need:  To be able to read, write, work with numbers and use a computer  To be willing to take part in training and learn more about your job It would be even better if you also had:  Experience of working with people with learning difficulties and mental health needs  An NVQ about Care or supporting people During the time you are working with me I expect you to work according to the Support Staff Competencies which say you should be good at:         Team Working Values and Equality Communication Problem Solving and Decision Making Professional Knowledge and Practice Personal Development Organising and Planning Community and Connections

This list is only a guide and there will be other things you will be expected to do.

Full details of the Support Staff competencies are attached

Grade: 8

Role: Support Worker

Where you will work: Quantock Drive, Ashford

Purpose of role: To support us (the people living at Ashford service) to do the things we want to do

You will be working with: Your manager will be:

People with learning disabilities Warwick Burridge

Things you will make happen:            Get to know us, what’s important to us and how we want to be supported Listen to us and support us to have a voice and be heard, whether we can speak or not Communicate with us in ways we understand so we can make decisions Support us to try out new things Support us to be a part of the community Work as part of a team Make sure that your support of us is organised in a way that ensures we get what we need Help us work out what we could do (which we might not have done before) safely Figure out with us what goes well and what doesn’t and what needs to change Keep records and paperwork up to date and accurate Be professional when you talk to our friends, family or other people who are important to us

To support me you need:  To be able to read, write, work with numbers and use a computer  To be willing to take part in training and learn more about your job It would be even better if you also had:  Experience of working with people with learning difficulties and mental health needs  An NVQ about Care or supporting people During the time you are working with me I expect you to work according to the Support Staff Competencies which say you should be good at:         Team Working Values and Equality Communication Problem Solving and Decision Making Professional Knowledge and Practice Personal Development Organising and Planning Community and Connections

This list is only a guide and there will be other things you will be expected to do.

Full details of the Support Staff competencies are attached

Grade: 9

Support Staff Competencies
The following standards outline what is expected of United Response Support Workers and Senior Support Workers from the point of view of people we support and the organisation. You may already meet most of the following standards however where you do not United Response will support you to acquire the necessary skills to meet the standards. The statements reflect what people we support can expect and United Response requires of you both by those within the organisation and externally e.g. family, advocates, other organisations, social services, CSCI etc.

A: Team Working
Uses team working effectively to achieve beneficial outcomes for people we support and United Response.

Demonstrated by:

• A2 • A3 • A4 • A5 • A6 •
A1

Values differences within the team and works with the strengths of others Uses tools and resources e.g. handover systems, message books, team meetings etc Promotes open communication Provides support to colleagues and managers Shares information and ideas with the team Takes responsibility for individual and team tasks

B: Values and Equality
Respects and promotes the choices, cultures and beliefs of people we support, colleagues and others in United Response.

Demonstrated by:

• B2 • B3 • B4 • B5 • B6 •
B1

Consults and involves people we support at every opportunity Enables people we support to have new opportunities and experiences, make mistakes and manage risk

Actively seeks ways to learn about the needs, wishes and aspirations of people we support Empowers people we support to have a voice and be heard Respects privacy and confidentiality Treats all people with dignity and respect

• B8 •
B7

Accepts the choices and beliefs held by people we support Challenges poor practice and discriminatory acts

C: Communication
Takes the initiative when communicating with others and is able to relate to, communicate with and negotiate effectively with a wide range of people in order to achieve optimum outcomes for people we support

Demonstrated by:
C1 C2

•

Uses resources to meet the needs and preferences of people we support e.g. inclusion co-ordinator, signing, Makaton, behaviour, noises, equipment and tools to aid communication Uses people’s preferred communication style Employs patience and active listening skills when communicating Reviews and records the communication preferences of people we support Uses communication tools to communicate with colleagues and manager e.g. supervisions, shift plans, handover charts, communication books, diaries and team meetings Challenges poor communication practice with constructive feedback Promotes good relationships and works professionally with others

• C3 • C4 • C5 • • C7 •
C6

D: Problem Solving and Decision Making
Problem solves on a day-to-day basis and is confident to take reasonable risks and make decisions

Demonstrated by:

• D2 • D3 • D4 • D5 • D6 • D7 • D8 •
D1

Responsive and flexible to unexpected circumstances and adapts appropriately Uses creativity to problem solve Freely provides information in a version accessible to people we support to enable choice and informed decision making Records reasons why particular courses of action are taken Includes and consults with people in decision making Ensures plans of action are carried out Is confident about own experience and judgement Seeks out the experience, knowledge and ideas of others

E: Professional Knowledge and Practice
Demonstrates excellence or lead responsibility for a particular practice development area above and beyond their day-to-day role.

Demonstrated by:

• E2 • E3 • E4 • E5 • E6 • E7 • E8 • E9 • E10• E11• E12• E13•
E1

Mental Health Health and Safety Communication Community Building Advocacy Activities Co-ordination Person Centred Planning Autism Other people’s money and financial procedures Risk assessment Housing issues and options Employment Relationships and sexuality

□

This list is not exhaustive but should be relevant to people we support and the needs of the service

F: Personal Development
Shares responsibility for their own personal development and actively progresses and drives their own personal development plans

Demonstrated by:
F1 F2 F3

• • •

Consistently listens and learns from others to develop professionally Questions own/current practice Participates in training, learning and development opportunities

F4 F5

• •

Accepts new responsibilities and delegated opportunities Takes reasonable risks and learns from mistakes

G: Organising and Planning
Uses creativity and judgement to organise and plan how best to support people on a day-to-day basis

Demonstrated by:
G1 G2 G3 G4 G5 G6 G7

• • • • • • •

Co-ordinates the most effective use of resources and tools available Prioritises own tasks according to needs of people we support Co-ordinates planned activities with people we support Is punctual and adheres to timescales Ensures support is organised in a way that ensures people we support get what they need Produces effective rotas and shift plans to ensure both predictability and flexibility Awareness of ‘working/not working’ principles

H: Community and Connections
Maintains professionalism in all situations and strives to meet the needs of people we support in the community

Demonstrated by:
H1 H2 H3 H4 H5 H6 H7

• • • • • • •

Supports people to choose how they want to be involved in the community Uses strengths within a team to support people with activities Supports people to develop desired skills Uses a professional attitude and approach to parents, family and other professionals Engages and consults with the family of people we support where appropriate Is knowledgeable and well prepared for meetings with external bodies Understands how to access relevant information and services


				
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Description: Role-Senior-Support-Worker