Unit 523 Manage induction processes for health and social care or children and young people's

settings (O35)

Level: Level 4 Credit value: 3 Aim The purpose of this unit is to assess the learner’s knowledge,
understanding and skills for managing induction in health and social care or children and young
people’s settings.

Learning outcome 1. Understand the purpose of induction for health and social care or children and
young people’s settings

1.1 Explain why induction is important for practitioners, individuals and organisations

Proper induction training is increasingly a legal requirement. Employers have a formal duty to
provide new employees with all relevant information and training relating to health and safety
particularly. Most employers recognise the fact that their staff are their greatest asset, and the right
recruitment and induction processes are vital in ensuring that the new employee becomes effective
in the shortest time. The success of an organisation depends on having the right number of staff,
with the right skills and abilities.

According to the Social Care Institute for Excellence (SCIE) induction is the process of introducing an
employee or volunteer to a job and an organisation. The induction period is a time when individuals
are keen to do well and the best time for ensuring staff understand the standards and requirements
of their jobs. The quality of induction can determine the success of an appointment. In particular, if
someone is not

properly trained and coached, then problems may occur later. Poor induction damages the
prospects of long-term retention and can contribute to staff turnover.

The effective implementation of induction in social care is a significant step towards the delivery of
high-quality care and support. This can be achieved by ensuring that staff achieve acceptable levels
of competence to practice and show commitment to practices that value diversity and
empowerment. All staff in social care, including students and agency staff, should receive an
induction.

Induction is crucial to effective retention, as a failure to properly support and assess performance
during this period can result in losing or demotivating the worker at a crucial time. In disciplinary
cases it can be more difficult to challenge bad practice if expectations and necessary learning have
not been communicated properly as part of the induction process.
The Care Quality Commission is the regulator for health and social care. It has published a
document, Essential standards of quality and safety, which highlights the importance and value of
strong and comprehensive induction. The Care Quality Commission’s (CQC’s) Essential Standards of
Quality and Safety clearly highlight the value of an effective, robust and thorough induction for all
health and social care staff. They recognise the Skills for Care Refreshed Common Induction
Standards as the required mechanism for the induction process. (CQCs Essential Standards of Quality
and Safety - Outcome 14).

Records and evidence are important in demonstrating compliance with CQC’s Essential Standards.
When the CIS Log and Certificate have been completed a copy of the signed Certificate should be
retained and added to the new worker’s Individual Training Record.

The signing off for the Common Induction Standards (CIS) is the responsibility of the manager.
Signing off the CIS should not be taken lightly. It is vital that managers are confident that their staff
are ready to practice before signing them off as fully inducted. They should be aware of the
implications of this for themselves and the people using the service, the questions the regulators
might ask and their own duty to ensure t at newly inducted staff are ‘safe to leave’.

CARE QUALITY COMMISSION ESSENTIAL STANDARDS OF QUALITY AND SAFETY Outcome 14 –

Regulation 23 - Supporting People - Staff should be properly trained and supervised, and have the
chance to develop and improve their skills.

Supporting workers 23.—(1) The registered person must have suitable arrangements in place in
order to ensure that persons employed for the purposes of carrying on the regulated activity

are appropriately supported in relation to their responsibilities, to enable them to deliver care and
treatment to service users safely and to an appropriate standard, including by— (a) receiving
appropriate training, professional development, supervision and appraisal; and (b) being enabled,
from time to time, to obtain further qualifications appropriate to the work they perform. (2) Where
the regulated activity carried on involves the provision of health care, the registered person must (as
part of a system of clinical governance and audit) ensure that healthcare professionals employed for
the purposes of carrying on the regulated activity are enabled to provide evidence to their relevant
professional body demonstrating, where it is possible to do so, that they continue to meet the
professional standards which are a condition of their ability to practise. (3) For the purposes of
paragraph (2), “system of clinical governance and audit” means a framework through which the
registered person endeavours continuously to—
(a) evaluate and improve the quality of the services provided; and (b) safeguard high standards of
care by creating an environment in which clinical excellence can flourish.

Regulation 23 of the Health and Social Care Act 2008 (Regulated Activities) Regulations 2010

1.2 Identify information and support materials that are available to promote effective induction

In 2010, Skills for Care refreshed the common induction standards to ensure that they were fit for
purpose and reflect current policy and practice. The standards are intended for use by people
entering social care, and those changing roles. They replace the common induction standards 2005.

Common induction standards are designed to be met within a 12-week period to enable social care
workers to demonstrate how they provide high-quality care and support. They provide recognition
for their work, and prepare them for entry into future training and qualifications. If carried out
effectively, evidence from common induction standards can be used towards the Health and Social
Care Diploma. These map to the mandatory units of the new Health and Social Care Diploma to
ensure that there is consistency of approach for the workforce.

There are eight standards:

Standard 1 Role of the health and social care worker Standard 2 Personal development
Standard 3 Communicate effectively Standard 4 Equality and inclusion Standard 5 Principles for
implementing duty of care

Standard 6 Principles of safeguarding in health and social care Standard 7 Person-centred

support Standard 8 Health and safety in an adult social care setting

Each standard contains a number of areas of knowledge that social care workers need to know
about before they can work unsupervised. Managers have a duty to ensure that newly appointed
staff are sufficiently competent to meet the required outcomes in each knowledge area.
Common Induction Standards The Care Quality Commission (CQC) state that all staff should receive a

comprehensive induction that takes account of recognised standards within the sector and is
relevant to their workplace and their role. The relevant induction in this context means the
Common Induction Standards (CIS). The CIS incorporate standards that are specific to adult social
care and standards that are generic to the working environment. Service providers are advised that
all adult social care practitioners should complete the CIS within 12 weeks of starting their job. The
CIS need to be delivered in a context relevant to the service and job role and completion is subject to
a recorded assessment which identifies the areas of work that the practitioner is competent to
undertake at that point in time. Lone working should not be permitted until the CIS are completed or
until competence has been assessed and a manager 'signs off' the practitioner as 'safe to leave' to
work alone. Not all workers however will need to complete the full induction standards, for example
if they have already completed an induction or have a relevant vocational qualification.

BESCLO The 'BESCLO' stands for Basic European Social Care Learning Outcomes. These are 'learning
outcomes' - ie things which a worker or student knows and can apply. In the ECC this means that a
worker or student has the basic knowledge which all care staff need in any country of the EU and has
shown in the ECC exam that they can apply that knowledge correctly in a number of realistic
workplace scenarios. (The exam is not an assessment of observed correct performance by a worker.)

The BESCLO was agreed by all the participating partners in the first LEONARDO project and was
tested and found to work. Employers and workers confirmed that the things covered in the BESCLO
were all relevant to their role as a care worker and helped them work safely. The BESCLO provides
evidence of knowledge in the following main areas:

• The values of social care • Promote life quality for the individuals you support • Working with risk

• Understanding your role as a care worker • Safety at work • Communicating positively • Recognise
and respond to abuse and neglect • Develop as a care worker
Key additional resources Skills for Care and CWDC (2007) Providing effective supervision, Leeds:
Skills for Care and CWDC ACAS (2007) Recruitment and induction, London: ACAS Skills for Care
(2008) Management induction standards, Leeds: Skills for Care Care Council for Wales (2008) Social
care induction framework, Cardiff: Care Council for Wales Skills for Care (2010) Common induction
standards, Leeds: Skills for Care Care Quality Commission (2010) Guidance about compliance:
Essential standards of quality and safety, Newcastle upon Tyne: Care Quality Commission

Websites that provide further information and assistance on completing the CIS General Social Care
Council:www.gscc.org.uk Skills for Care: http://www.skillsforcare.org.uk/cis/ Care Quality
Council:http://www.cqc.org.uk/ CIS Assessment Tool: http://www.cis-assessment.co.uk/ Social Care
Information & Learning Service:http://www.scils.co.uk/ SCIE Care Skill Base:www.scie-
careskillsbase.org.uk

1.3 Explain the link between induction processes, qualifications and progression routes in the sector

Induction is designed to help the individual develop essential skills and enable them to progress
towards further learning and qualifications; it can also help highlight their development needs.
Successful completion of induction (Common Induction Standards) will provide evidence towards
meeting the knowledge requirements of the core units of the diploma in Health and Social Care at
each level. If carried out in depth, they can provide excellent evidence of underpinning knowledge
towards the diploma at level 2 or level 3. It will not provide all the underpinning knowledge for the
whole of a Diploma. Knowledge and skills sets may be undertaken to meet knowledge requirements
and/or performance criteria needed to complete the remainder of the Diploma.

In order to prove continuing professional competence the individual may wish to or be required to
develop skills in new areas, following the completion of the diploma. However, it will still be
necessary that skills already acquired are kept up to date.

Knowledge and skills sets can provide an opportunity to ensure that individuals are working in
accordance with current best practice.

Continuing professional development and learning should continue throughout the inductee’s
career, and should enable them to develop new skills, and open up further career options. It is
important that as manager you support their professional development in ways which will be both
beneficial to the organisation and also to the

individual’s career progression.

Social care workers experience very high levels of job satisfaction, and are highly valued by the
people they support. The ‘Skills for Care’ website has created a career pathways e-tool to help make
working in social care not just a good job, but a great career. There are plenty of opportunities to
progress and develop an individual’s career in social care across public, private and voluntary
organisations. The individual may choose to work directly with people by becoming, for example, a
senior care worker, children's centre worker, outreach worker or social worker etc. or they may
choose to change job roles with less direct care involvement such as team manager, development
and training officer, commissioning and contracts officer or inspecting services. They may not want
to change their job as a care worker or social worker but can still have opportunities to learn,
develop confidence and widen their range of skills. They could specialise in a particular area of care
such as older people with dementia or help other workers to develop their skills by becoming an
assessor or mentor.

To visit the Skills For Care Career Matrix go to:

http://www.skillsforcare.org.uk/SFC_CareerMatrixMain.aspx

To see the variety of different job roles available in different health and social care settings go to:
http://www.skillsforcare.org.uk/careerpathwaysdev/WhatisAdultSocialCare/Whattypesofjobsarethe
re.aspx

1.4 Analyse the role of the induction process in supporting others to understand the values,
principles and agreed ways of working within a work setting

During the period of induction, the inductee will learn about the duties and responsibilities of
your workplace. They will gain knowledge regards:

• the policies, procedures and values of the organisation • how the structures work • the people
who are managers and supervisors.

Although a job has a job description, this only tells the inductee what they need to do, it does not
state how or why they need to do it and also to what standard the tasks need to be completed.
During the induction process this needs to be explained to enable the inductee to be competent in
their role. Competence is not only about doing the job; it is also about understanding why you do
what you do and the theoretical basis that underpins the work. Induction is a time when your
organisations values, principles and agreed ways of working need to be reinforced to the inductee.
A positive working environment is created where the values and principles of managers and social
workers are consistent with each other and mutually reinforcing. There is substantial evidence that
the most effective social work services are provided in

situations where employers understand the social work task, respect their employees and are
committed to implementing professional values.

------------------ xxxxx -----------------

Below is not part of Farah question

1.5 Analyse the role of induction in safeguarding individuals and others within a work setting

Formal induction is designed to help individuals within their roles, and ensure that staff have access
to the specific areas of knowledge that will support them within their role. By incorporating
safeguarding training in the induction process it ensures new members of staff are aware of their
role and responsibilities regards safeguarding prior to commencing working on their own within your
care organisation. Individual agencies are responsible for ensuring that their staff paid or unpaid are
competent and confident in carrying out their responsibilities in safeguarding and promoting the
welfare of the service users. Induction should signpost Safeguarding and safe practice. Staff should: .
Have a clear understanding of their individual and their agency’s roles and responsibilities and are
competent to undertake these in an effective manner Have a clear understanding of the roles and
responsibilities of the staff and agencies they need to work collaboratively with. Have an awareness
of how to recognise and respond to safeguarding concerns, including signs of possible maltreatment.

The induction should clearly define the expectation, commitment, individuality and collectively to
safeguard, through the adherence to the organisation’s safeguarding policy and procedure and
observance of conduct codes or practice guidance. These areas are covered within the CIS Standard
6

The main types of abuse and how to recognise the signs and symptoms What helps to makes a
person especially vulnerable to abuse Where to find further information How to respond to any
suspected abuse What you can and cannot do and who to ask for support and advice Awareness
of local and national policies and systems

Also within the induction programme Health and safety will be covered within CIS Standard 8. The
inductee will learn basic skills including:
 What they can and cannot do and who to ask for help regards health and safety Key legislations,
responsibilities, agreed ways of working, risk assessment Moving and assisting Responding to
accidents and sudden illness Infection prevention and control Fire safety Security within the
workplace

This also ensures that the inductee is aware of various areas of Health and safety which they are not
allowed to participate in without further training e.g. Manual handling, Medication administration.
This further safeguards and protects both the inductee, their colleagues and also the individual’s
they are caring for.

Learning outcome 2. Be able to manage the induction process in health, social care and children and
young people’s work settings

2.1 Explain the factors that influence induction processes for practitioners

It has long been established that the early experiences of organisational socialisation can have a
significant, long-term impact on a newcomer's well-being and commitment to an organisation (e.g.
Reis Louis, 1980). An effective induction period is crucial to helping a person to integrate successfully
into an organisation, and this has a strong influence on their perceptions of the culture of the
organisation (e.g. Schein, 1985; Settoon and Adkins, 1997). Inductions also have a strong influence
on the intentions of an employee to remain with, or leave, an organisation (e.g. Firth, Mellor, Moore
and Loquet, 2004).

Effective induction helps new employees to settle into their new job faster and become productive
sooner. The specific duties and responsibilities of the job will vary depending on the inductee’s role
and the employer. During the period of induction, the inductee will need to learn about:

The duties and responsibilities of the job the policies, procedures and requirements of the
organisation. the organisations culture/history/plans who’s who - who the managers and
supervisors are.

The employer will learn about the individual’s:

Previous experience Job expectations Qualification and learning needs

 Other individual/personal needs

Job descriptions/levels of responsibility/ Organisational requirements

Requirements of the job – duties and responsibilities - Contract of employment Written terms and
conditions – policies and requirements of organisation e.g. Hours, breaks method of payment
Holiday entitlement Reporting procedures Safety procedures Probation period Period of
notice Sickness provision Pension provision Maternity/Paternity/Parental leave provision

Previous experience and Qualification status

Qualifications held, training needs and availability of training within the organisation need to be
discussed - A training Needs Analysis document can be completed at induction. This allows you to
arrange training in advance and book it into the new person's schedule when they start. Doing this
will reduce their anxiety about unfamiliar systems and by being able to schedule training earlier,
you'll have them up to speed and productive sooner. Also refer to and discuss personal strengths
and personal development wishes and aspirations, so that the inductee see they are valued as
individuals with their own unique potential, rather than just being a name and a function. This is
part of making the job more meaningful for people - making people feel special and valued - and the
sooner this can be done the better. During induction the promotion avenues which are available to
the inductee can be also discussed

Both the agreed performance objectives and any identified training needs should be phrased
according to the acronym SMART, i.e.

Specific Measurable Achievable Realistic Time-bound

In accordance with the learner centred approach, the discussion should be two-way, with the new
starter encouraged to contribute and in particular to help to identify training and development
needs. The motivation of the individual learner to want to
achieve these needs will also be key. The needs identified, will be based on the individual’s
background, experience and ability.

• Organisational culture

Good induction training will make it easy for the new employee to seamlessly blend into your
organisational culture and also for the organization to smoothly absorb the new employee within its
fold.

INDUCTION TRAINING PEDAGOGY Learning comprises two pedagogic processes: Getting

knowledge that is inside to move out Getting knowledge that is outside to move in.

Thus the approach to induction training must be two pronged:

Encourage and mentor the trainees to look inwards, introspect, ruminate and discover their
own personal values [inside --> out] Clearly acquaint, apprise, educate, edify and enlighten the
trainees about organizational values [outside --> in] and try to inculcate organizational values in the
new inductees.

Thus, induction training will make it easy for the new employee to seamlessly blend into your
organisations culture.

• Individual needs

According to ACAS ‘the new starter who has considerable recent work experience and is a confident,
out-going individual may have a different induction need from the person with little or no
experience, and who may be shy or reserved in this new work setting’.

According to Workway and Hatton and colleagues, people with disabilities may often leave their job
at an early stage because of a poor induction (Workway, 2007; Hatton, Emerson, Rivers, Mason,
Swarbrick, Mason, Kiernan, Reeves and Alborz, 2001). For all employees, being provided with a
'buddy' or a mentor can have very beneficial effects on their integration into the organisation, as
well as provide a key social support for them to help them to adjust to their new role (e.g. Settoon
and Adkins, 1997).
Everyone staring as a new employee will have individual needs. Below are a few of the different
types of new employee you may be inducting together with an insight into what those needs may
be.

School and college leavers

For school or college leavers, who may be nervous but excited at their first job, it is particularly
important for you to encourage a positive attitude to work, and to allay any fears the new recruit
may have. They need to be sure of their position in the company, and of the opportunities they will
have to train and develop their skills.

Health and safety is a particularly important area to stress. Young people often have no feel for
workplace hazards, and may be vulnerable to accidents. Employers are required to:

assess risks to young people under 18, before they start work

take into account their inexperience, lack of awareness of existing or potential risks

address specific factors in the risk assessment Employers are required to make a suitable and
sufficient assessment of the risks to the health and safety of employees and identify groups of
workers who might be particularly at risk.

People returning to work after a break in employment, or changing their work situation

Men or women returning to work after some years caring for children or other relatives may feel
apprehensive about the new job - even when they may have worked for the company in the past.
They may feel out of touch with developments, and in need of re-establishing themselves. Their
induction programme needs to take this into account, offering training and extra help to settle in
and become valuable members of the organisation.

This is also true of those who might have been living/working abroad, or who are changing their
career focus.
Employees with disabilities

Careful pre-planning can reduce the problems which may arise for employees with disabilities,
whether in terms of access, equipment or dealing with colleagues. Specialist advice is available from
the Disability Employment Adviser and the Disability Service Teams of the Department for Work and
Pensions. The Department for Work and Pensions also operates the Access to Work Scheme,
whereby assistance may be available in meeting the cost of any aids and adaptations required. These
services can be contacted via the JobCentre network.

Management/professional trainees

Commonly, management and professional trainees are not recruited for specific jobs but undergo
further education and training after their employment commences. This may mean they are less
able to be involved with practical work, and without care this

can lead to a loss of interest and motivation. Their induction period should attempt to include them
in appropriate work in the organisation if at all possible.

Minorities

They should have the same induction programme as any other new starter, but attention should be
paid to any sensitivities. Employers may need to be aware and take account of any particular cultural
or religious customs of new employees who are part of an ethnic or religious minority so that
misunderstandings do not occur.

2.2 Develop an induction programme in agreement with others

It is not sufficient to simply present a new staff member with a file of information and told to get on
with it. There may be several people involved in the planning and delivery of the induction process,
depending on the size of the company. An induction process should involve other employees,
helping build relationships within your organisation. A common mistake in induction schemes is to
leave it all to one person to organise. This puts a lot of pressure on that individual and may reduce
the effectiveness of the programme. It is advisable to involve as many people as you can in the
process, by splitting the responsibility and making it more interesting. The following people may well
be involved in the process:

Line Managers - have the primary responsibility to identify the needs of the inductee and assess
their learning styles as well as ensuring that the programme is followed through. This person will
normally provide the more local welcome to the organisation, explaining where that particular
department or section fits with the whole, and providing the first round of introductions to the
department. This is the person whom the newcomer will be working for. The impression this person
makes in the first few days will be a lasting one. It is essential, therefore, that the line manager
allows enough time to spend with the new team member.

The line manager is probably the most important person in the induction process. In the first few
weeks the line manager should:

• Make the newcomer feel welcome and at ease • Introduce the person to the rest of the team • Go
through the job description • Go through the objectives of the team • Provide lots of opportunity for
regular feedback

Your manager/supervisor will have the responsibility to sign off each of the seven standards and the
certificate of successful completion. In order to meet the particular

requirements of each workplace and organisation, managers and supervisors must supplement the
standards with additional information such as HR policies and procedures or organisational
structures.

The supervisor - who will have the greatest responsibility and interest in getting the new starter
settled in and effective as soon as possible.

Personnel dept - Their role would also be to go over the terms and conditions, complete any
necessary paperwork, and perhaps give an overview of the company organisation. They will also:

• Check that newcomer’s details are correct • Obtain a security pass if required • Go over any
housekeeping rules • Go through terms and conditions • Make introductions to anyone else in the
personnel department who is relevant • Indicate how the person can find relevant information
Training department - or whoever is responsible for training, needs to advise line managers, ensure
training is provided, manage group events and oversee delivery of the programme. The trainer will
need to know:

• Role the inductee is to fill • Previous experience/qualifications

Senior Managers - should be involved in the induction process in order to set out the vision of the
organisation to new employees. Their involvement can help to motivate inductees by demonstrating
the organisation’s concern that new employees feel they are an important part of the organisation.
They can also:

• Demonstrates that person’s commitment to the process. • Other staff who are contributing to the
induction will take it more seriously • Newcomers will be impressed that even the most senior staff
has time to welcome them

The senior manager can assist in a number of ways: • Provide a budget for the induction • Speak at a
presentation about the company history and future goals • Meet the newcomer (if a small company)

Specialists - can provide specialist information on topics such as Health and Safety, quality measures,
union representation etc. The health and safety adviser, will make the inductee aware of specific
safety procedures or protective clothing, etc.

Other Staff - Nominated peer/buddy who will be a colleague working in a similar role. Another
member of staff can be nominated and responsible for offering support and guidance to the
inductee during their first few weeks. They can provide informal support and accelerate assimilation
into the team/department by offering advice and information as needed. Also Job Shadowing where
the inductee spends time with someone who is doing the same or similar job. This may help prevent
mistakes or misunderstandings.

Meeting people from other agencies e.g. district nurses, G.P’s etc can help the inductee understand
his/her role in relation to these outside groups and the importance of their own role in linking with
them.
2.3 Manage the induction process for practitioners

The manager’s role in the induction process is to arrange for the individual to learn about the
different areas of knowledge within the standards and to make sure that they know enough to meet
the outcomes for each area. As a manager for new employees it's your responsibility to ensure that
induction training is properly planned and that it is implemented in a timely and appropriate
manner. Even if head office or another 'centre' handles induction training - you must make sure it's
planned and organised properly for your new starter. It is important to not only map out an
induction plan that covers important aspects of the job and organisation, but also ensure it is
individually tailored to reflect the background and experience of the individual. Planning for
induction can begin once the candidate has accepted the offer of employment and a start date
agreed.

As manager you should devise an induction training plan and ensured everyone involved is aware of
their role and what should be happening and when. By involving your existing staff in the induction
process it can be helpful and enjoyable and many will find it rewarding and developmental for
themselves. Allocation of an appropriate mentor or ‘buddy’ to help support the settling in process
should be arranged prior to the inductee’s start date. When involving others ensure delivery and
coverage is managed and monitored properly.

Once the Inductee has commenced employment you should arrange meetings on a regular basis
so they have a clear idea and agreement as to how things are going. In addition, should any issues
arise, they can be addressed as soon as possible.
Learning outcome 3. Be able to support the implementation of induction processes in health, social
care and children and young people’s work settings 3.1 Identify different methods that can be used
to support the induction process for practitioners

As Manager it is important to find out the learning style which best suits the individual. This could be
being told information, watching others completing the task, talking about ideas with others,
attending training sessions, reading books, talking about work with a more knowledgeable
colleague. You will need to agree with the inductee the ways that will help them learn best and
discuss how they are going to provide evidence for assessment.

Whatever pattern of activities the manager decides on to enable new workers to meet the induction
standards, he or she has a responsibility to ensure that workers are given enough time,
encouragement and support to reach successful completion and truly learn from the process.
Regular and frequent supervision will have a significant part to play in this support. Managers have a
responsibility to ensure that everyone who assesses new workers against the Common Induction
Standards, including themselves, has the skills and knowledge needed to carry out this role.

Managers will also need to consider whether and how to record each of these stages in assessment.
By recording each area in the induction process it well help to identifying any gaps and additional
learning areas for future development.

The Skills for Care website provides lots of information and support for managers regards different
methods that c n be used to support the induction process. Below are some of the various support
documentation/leaflets you can obtain from their website. Click on the links to go to the appropriate
web pages.

http://www.skillsforcare.org.uk/entry_to_social_care/common_induction_standards
/common_induction_standards.aspx

They can provide blank copies of templates to support the gathering of evidence for all learner.
These include:

Summary log of learner's assessment record

A1 Assessment evidence completion sheet (general level job roles)

A2 Assessment evidence completion sheet (higher level job roles)

L1 Reflective learning log

L2 Boundaries scenarios
 L3 Agreed ways of working in this particular workplace

L4 Other professionals I might work with

L5 Record keeping

L6 Barriers to communication

L7 Communicating with someone with dementia

L8 Types of abuse

L9 Hazardous substances

Common Induction Standards guidance for those responsible for workers There is also a booklet
available for those responsible for supporting the learner with completion of the Common induction
Standards. The guide is for those responsible for workers in an induction period. (See above)

http://www.skillsforcare.org.uk/publications/Supporting_Starters.aspx The skills for care website

also has available a Manager’s guide ‘ Supporting starters, Common Induction Standards, (Refreshed
2010) This is is the complementary book for managers and replaces The First 12 Weeks and Beyond.
As well as general guidance on how to deliver good induction programmes, it gives the same
suggested learning activities and tips and assessment questions or tasks as the worker's Starting
Out book. But in addition it gives extensive manager's notes against each standard, as a guide to the
level and scope of the learning that is expected. It is noted, however, that managers are responsible
for adjusting the content of induction training to suit the needs of particular workers in particular
roles. Recognising that employers have a business interest in maximising the benefit of their
investment in staff development, Supporting Starters gives detailed information about which
induction standards outcomes match the assessment criteria of the new health and social care
diplomas at levels 2 and 3. If workers going on to qualifications can avoid having to 're-learn' topics
that they have already covered in sufficient depth, their employers can benefit from not having to
purchase the same training again. Supporting Starters also suggests how to integrate a range of
other Skills for Care guides for employers into inducting staff, covering topics such as recruitment
and retention, continuing professional development and workforce planning.

3.2 Support others involved in the induction of practitioners 3.3 Obtain feedback from others on
practitioner’s achievement of identified induction requirements
Managers are responsible for ensuring that new staff members receive an appropriate induction
with involvement and support from others, for example, HR, work manager, other team members
and trade unions.

It is not purely down to you as a manager to cover all aspects of induction alone. Some of these can
be met by attendance at centrally provided events, but it is your responsibility, to ensure new staff
have access to the opportunities needed to ensure these aims are met within the set period of
induction. Larger organisations may nominate induction co-ordinators or mentors to assist with this
task.

It is important as manager to arrange regular meeting with all those involved in the new member of
staff induction, to ensure that targets are being met and to discuss any problems or areas of
concern. This will also ensure the delivery of induction is being managed and monitored properly.
Here you can offer and advice.

3.4 Support practitioners to reflect on their learning and achievement of induction requirements 3.5
Provide feedback to practitioners on achievement of induction requirements

It is important that you sit down with your inductee at the end of the induction period and that you
support them to reflect on their learning and also provide them with feedback on their achievement
of the induction requirements. The Induction process should run alongside the probation period.
Together they should ensure the achievement of the following:

The creation of a supportive working environment Allowing new staff to settle into the
workplace The provision of a clear understanding of how well things need to be done in terms of a
particular role Enabling new staff to learn the key elements of a role in an effective manner and
within a realistic time-scale.

The inductee should complete their induction/Common induction standards during the first 12
weeks of their employment. At this point it will be the managers responsibility to sign of the
individuals Certificate of Successful Completion, which will confirm that they have successfully
completed the induction period and that standards have been met. This is an excellent time to get
the inductee to reflect on what they have learned during the induction period and how they feel
their practice as improved during that period. By completing induction it will help build a new
worker’s confidence and make sure they have the skills and knowledge to succeed in their job. In
your role as manager you will need to give them feedback on their practice, areas where you feel
they have excelled and also areas where you feel they may need further practice or further training.

This is also a good time to ask them to reflect on areas of the induction they have enjoyed and which
they feel went well and what they had not enjoyed as much and how that might be improved. This
review of the Induction programme should provide the opportunity to clarify and discuss any areas
which the inductee felt were inadequate. In accordance with the principles of a learner centred
induction, the inductee should be strongly encouraged to actively contribute to the discussions. This
can be invaluabl and beneficial for your organisation regards evaluating and reviewing your
induction process.

3.6 Support personal development planning for a practitioner on completion of induction

Please refer to Learning Outcome 1.3 regards progression routes in social care.

Learning outcome 4. Be able to evaluate the induction process in health and social care or children
and young people’s settings

4.1 Explain the importance of continuous organisational improvement in the provision of induction

It is important to constantly evaluate your processes and procedures to check that they are
effective. Ask yourself whether the induction programme met its objectives and whether
adjustments are needed.

Evaluating Induction

Primary Evaluation - The reaction, learning and behaviour of the inductee and how well these match
up to the objectives of the induction. Secondary Evaluation - The effects of the induction on the
organisation in terms of staff retention, attendance, flexibility, equal opportunities, health and
safety and customer care.

Induction programmes, as with any training, should be modified according to the results of the
evaluation. Managers should review the effectiveness of the planned induction to ensure:

• Inductees have attended the appropriate induction training • All planned elements of induction
were completed as required, • That if agreed, a mentor was allocated and mentoring relationship
reviewed. • How effective the induction process has been from the inductees point of view. •
Feedback has been provided on performance, achievements and development areas/needs.

• Targets/objectives have been agreed.

It is important that any organisation ensures their induction process is continually improving and
providing the best possible start for new staff because the positive outcomes of a good induction
process are:

• High levels of motivation and commitment amongst new employees. • High retention rates for
new joiners within the organisation. • Positive influence on existing staff involved in the induction
process – who are reminded of the positives attributes of their organisation and motivated by their
involvement in the process • Organisation is perceived externally as a good employer, who cares and
works hard to integrate new staff – likely to act as a positive attraction tool for new hires. • Positive
impact on the implementation of processes and procedures within the organisation

4.2 Obtain feedback on the induction process from practitioners

Large organisations need to analyse overall feedback results from new starters, to be able to identify
improvements and continuously develop induction training planning. It is particular important to
conduct exit interviews with any new starters who leave the organisation during or soon after
completing their induction training. In addition to the planned induction and other support such as
mentoring, it is also important that staff new to roles have regular planned one to one meetings with
their line manager to ensure they have an opportunity to give and receive feedback, can review
priorities and workload and generally feel supported. It is often the case that better early support
and regular review could have eased later problems for those staff who encounter them. You should
also solicit feedback from the new employee on improvements that could be made to improve the
induction process and also if there is any further support they need at this stage.

Some measures which may be helpful in assessing the success of your approach could include:
1) Feedback from inductee’s who have gone through the process – this could take the form of course
evaluation sheets if you are delivering an induction training session or could be achieved via 1:1
interviews.

2) Retention rates for new entrants – monitoring these will be particularly important for
organisations who implemented a new process in an attempt to reduce the rate new staff are
leaving at.

3) Exit Interviews – data from individuals choosing to leave the organisation can provide valuable
information about the success of an induction process.

4) Monitoring common queries – where your organisation has a HR Service Centre it may also be
useful to monitor the types of common queries coming from new joiners to review whether
additional information should be included in the induction process

5) Employee Engagement Survey – where your organisation has a regular employee engagement
survey, this could prove valuable in measuring changes in levels of commitment and engagement
following the introduction of a new induction process.

6) Look at initial performance reviews, how well are people integrating and taking to the task in
hand.

7) Obtain feedback during the induction process. During group training sessions the inductees could
be asked to give three things that could have been improved and their three highlights of the day.
This will allow you to tweak the induction programme quickly rather than waiting until the end of
the induction period.

4.3 Obtain feedback on the induction process from others in the work setting 4.4 Use feedback to
identify areas for improvement within the induction process

As with any type of training, it is vital to seek feedback in order to be able to evaluate and review the
induction training process. In order to do this it is important that you have a feedback form available
in order to check the effectiveness and response to the induction training. Induction training should
be a continuously evolving and improving process and feedback on the induction process should be
sought in order to continuously modify and improve the process.
It is also important to seek feedback from members of staff who help to provide the induction
training for new starters, and always give your own positive feedback, constructive suggestions, and
thanks, to all those involved in this vital process. Confidential surveys can be sent out to your
existing staff about what they think of the induction process and what they would like to see
improved. This will make staff not only feel like their opinion is valued, but it also gives you the
chance to find out what is working and what isn’t.

Learning outcome 5. Be able to implement improvements to the induction process in health and
social care or children and young people’s settings

5.1 Work with others to identify improvements within the induction process 5.2 Work with others to
implement changes required to address areas for improvement within the induction process

FOR LEARNING OUTCOME 5 YOUR ASSESSOR WILL WANT TO OBSERVE AND SEE EVIDENCE OF HOW
AND WHERE YOU HAVE IDENTIFIED IMPROVEMENTS AND IMPLEMENTED CHANGES TO ADDRESS
AREAS FOR IMPROVEMENT.

After implementation of any changes they need constant monitoring to ensure they have actually
improved the induction process and continue to improve it.

It is important to remember that the induction process is designed to give staff the skills and
knowledge required to work safely and to contribute to the delivery of high quality patient care. Also
it is important to remember if areas are identified for improvement it is part of the manager’s role to
provide direction and facilitate change. Standard 2 of the Adult Social Care Management Induction
Standards says the manager must:

Understand your role, responsibilities and accountabilities Understand your organisation’s

business, workforce and learning plans (as appropriate) Show how you understand the changing
nature of adult social care and the impact of current developments on your role as a manager
Show how you develop plans for your areas of responsibility Understand your role in implementing
and reviewing plans for your areas of responsibility Show how you manage policies and procedures
Understand the manager’s role in leading and facilitating change
Once you have evaluated your induction process as discussed in Outcome 4 and areas for
improvement have been identified, it is important to get staff and your team to work together to
make the necessary improvements. Your assessor will want to see evidence of this. Evidence could
include:

Staff meetings where this has been part of the agenda to be discussed Staff surveys to gather
feedback to see what is working and what is not Actual evidence of changes you have made to
improve the induction process eg extra training being put in place Further consultations,
monitoring of any changes made and their effect on the process