Continuing professional development, or CPD, is the term used to describe the learning activities health and social care workers engage in to develop and enhance their abilities. It refers to the process of tracking and documenting the skills, knowledge and experience that health and social care workers gain both formally and informally as they work, beyond any initial training.
Datblygiad proffesiynol parhaus, neu DPP, yw'r term a ddefnyddir i ddisgrifio'r gweithgareddau dysgu y mae gweithwyr iechyd a gofal cymdeithasol yn ymgymryd â nhw er mwyn meithrin a gwella eu galluoedd. Mae'n cyfeirio at y broses o olrhain a dogfennu'r sgiliau, y wybodaeth a'r profiad y mae gweithwyr iechyd a gofal cymdeithasol yn eu cael yn ffurfiol ac yn anffurfiol wrth iddynt weithio, y tu hwnt i unrhyw hyfforddiant cychwynnol.
Evaluating your own knowledge, understanding and practice can come from your own monitoring and procedures, but, there are other sources which can help evaluate learning and development. Feedback from others is useful because it can offer a viewpoint on an individual's work which they may not see for themselves.
Sources of support may include support within the organisation, such as:
Support beyond the organisation:
Gallwch werthuso eich gwybodaeth, eich dealltwriaeth a'ch ymarfer gan ddefnyddio eich gwaith monitro a'ch gweithdrefnau eich hun, ond, mae yna ffynonellau eraill a all helpu i werthuso gweithgareddau dysgu a datblygu. Mae adborth gan eraill yn ddefnyddiol oherwydd gall gynnig safbwynt ar waith yr unigolyn na fydd o bosibl yn ei weld drosto'i hun.
Gall ffynonellau cymorth gynnwys cymorth o fewn y sefydliad megis:
Cymorth y tu hwnt i'r sefydliad:
It is your employer’s responsibility to ensure they provide learning opportunities on an ongoing basis. This involves linking job descriptions to the skills, knowledge and competencies required by the service, identifying the training and development needs then putting in place the necessary training or upskilling. This may be a legal requirement (for example, in relation to manual handling) or an organisational requirement (for example, in relation to organisational practice).
It is an individual's responsibility to attend training, to identify and raise any training needs they feel they may have and to use, or implement, the training they have taken part in.
Cyfrifoldeb eich cyflogwr yw sicrhau ei fod yn darparu cyfleoedd dysgu parhaus. Mae hyn yn cynnwys cysylltu disgrifiadau swydd â'r sgiliau, y wybodaeth a'r cymwyseddau sydd eu hangen ar y gwasanaeth, nodi'r anghenion hyfforddi a datblygu ac wedyn rhoi'r hyfforddiant neu'r trefniadau angenrheidiol ar waith ar gyfer gwella sgiliau. Gall hyn fod yn ofyniad cyfreithiol (er enghraifft, mewn perthynas â chodi a chario) neu'n ofyniad gan y sefydliad (er enghraifft, mewn perthynas ag ymarfer sefydliadol).
Cyfrifoldeb yr unigolyn fydd mynychu hyfforddiant, nodi a chodi unrhyw anghenion hyfforddi a all fod ganddo a defnyddio neu weithredu'r hyfforddiant y maent wedi'i gael.
Formal support
In any job role there is a range of support available to support an individual, these include:
An individual's line manager or supervisor is a very important source of feedback as they are ultimately responsible for their work and conduct. Feedback from a line manager or supervisor should happen during appraisal and should be constructive, that is, positive and helpful. Appraisals or performance management reviews (PMR) are meant to be developmental and supportive, not disciplinary. Negative feedback is destructive and doesn’t promote personal development and change. Supervision feedback could be formal, in set meetings or reviews. However, supervision is also beneficial in a more informal manner: regular catch ups, meetings, chats over coffee, bumping into each other at the photocopier and discussions as simple as asking how someone is can also be important.
Cymorth ffurfiol
Mewn unrhyw swydd, mae amrywiaeth o gymorth ar gael er mwyn helpu'r unigolyn, gan gynnwys y canlynol:
Mae rheolwr llinell neu oruchwylydd unigolyn yn ffynhonnell adborth bwysig iawn gan mai nhw, yn y pen draw, sy'n gyfrifol am ei waith a'i ymddygiad. Dylai rheolwr llinell neu oruchwylydd roi adborth yn ystod sesiwn arfarnu a dylai'r adborth fod yn adeiladol, hynny yw, yn gadarnhaol ac yn ddefnyddiol. Dylai sesiynau arfarnu neu adolygiadau perfformiad swydd fod yn ddatblygiadol a chefnogol, nid yn ddisgyblaethol. Mae adborth negyddol yn ddinistriol ac nid yw'n hyrwyddo datblygiad personol na newid. Gellid darparu adborth goruchwylio ffurfiol, mewn cyfarfodydd neu adolygiadau penodedig. Fodd bynnag, mae goruchwylio mwy anffurfiol hefyd o fudd; gall trafodaethau rheolaidd, cyfarfodydd, sgyrsiau dros goffi, digwydd gweld eich gilydd wrth y llungopïwr a thrafodaethau mor syml â gofyn sut mae rhywun hefyd fod yn bwysig.
Watch the following video:
Gwyliwch y fideo canlynol:
Check out how often formal supervision (appraisal or performance review) should take place at your workplace, when and where your next appraisal or performance review will take place, and who will carry it out with you.
Gofynnwch pa mor aml y dylid cynnal sesiynau goruchwylio ffurfiol (arfarniadau neu adolygiadau perfformiad) yn eich gweithle, pryd a ble y cynhelir eich arfarniad neu'ch adolygiad perfformiad nesaf, a phwy fydd yn ei gynnal.
In order for any training to make any difference to an individual’s practice, they must be prepared to act on it and make changes. Think about the feedback they're given and the training they have attended. They may not agree with the changes they're asked to make, for example, they may be asked to do something in a way that they feel is inappropriate, is not within their level of responsibility or would compromise health and safety. In situations like this, talk with their supervisor or line manager. However, most feedback will be positive and changes they're asked to make will be well within their capability.
Think about what an individual does, how they do it and how they can use their learning to improve their practice. This might involve using a new way of moving and handling, or a new method of communication they have not used before.
Er mwyn i unrhyw hyfforddiant wneud unrhyw wahaniaeth i ymarfer unigolion, rhaid iddynt fod yn barod i weithredu arno a gwneud newidiadau. Ystyriwch yr adborth a roddir iddynt a'r hyfforddiant y maent wedi'i fynychu. Efallai na fyddant yn cytuno â'r newidiadau y gofynnir iddynt eu gwneud, er enghraifft efallai y gofynnir iddynt wneud rhywbeth mewn ffordd sy'n amhriodol, yn eu barn nhw, nad yw o fewn eu lefel cyfrifoldeb neu a fyddai'n rhoi iechyd a diogelwch yn y fantol. Mewn sefyllfaoedd o'r fath, siaradwch â'u goruchwylydd neu reolwr llinell. Fodd bynnag, bydd y rhan fwyaf o adborth yn gadarnhaol a byddant yn gallu gwneud y newidiadau y gofynnir iddynt eu gwneud yn ddigon hawdd.
Ystyriwch yr hyn y mae'r unigolyn yn ei wneud, sut y mae'n ei wneud a sut y gall ddefnyddio'r hyn y mae wedi'i ddysgu er mwyn gwella ei ymarfer. Gallai hyn olygu defnyddio ffordd newydd o godi a thrin, neu ddull cyfathrebu newydd nad yw wedi'i ddefnyddio o'r blaen.
An individual's manager needs to ensure that they can contribute to the quality of care that is provided, and that they do not make dangerous, or costly mistakes that could put individuals at risk. This can involve a thorough programme of learning that takes place during the first weeks of their new career or a learning programme of important basic skills and knowledge that takes place over a longer period of time. Whichever approach is used, their manager is best placed to make sure their training and development is carried out properly.
Supervision or appraisal are often the best times to access current and reliable information and support relating to knowledge and best practice relevant to an individual's role. They can use this information to plan and agree their professional development plan, ensuring their work is safe, current and follows best practice.
Mae angen i reolwr unigolyn sicrhau y gall gyfrannu at ansawdd y gofal a ddarperir, ac nad yw'n gwneud camgymeriadau peryglus neu gostus a allai achosi risg i unigolion. Gellir gwneud hyn drwy raglen ddysgu drylwyr yn ystod wythnosau cyntaf gyrfa newydd yr unigolyn neu raglen ddysgu sy'n cynnwys sgiliau a gwybodaeth sylfaenol pwysig a gynhelir dros gyfnod hwy. Ni waeth pa ddull a ddefnyddir, y rheolwr sydd yn y sefyllfa orau i sicrhau y caiff yr unigolyn ei hyfforddi a'i ddatblygu'n briodol.
Yn aml, sesiynau goruchwylio neu arfarnu yw'r cyfleoedd gorau i gael gafael ar wybodaeth gyfredol a dibynadwy am y ddealltwriaeth a'r ymarfer gorau sy'n berthnasol i rôl unigolyn. Gall ddefnyddio'r wybodaeth hon i gynllunio a chytuno ar ei gynllun datblygu proffesiynol, gan sicrhau bod ei waith yn ddiogel, yn gyfredol ac yn cydymffurfio ag arfer gorau.
When applying learning to practice and transferring knowledge and skills, professional development planning and ongoing training and development will help:
Applying learning to practice may involve support from others, through observation of activities, for example, working in pairs or just using the new learning straight away. This might relate to actual practice, health and safety or how individuals accessing service are supported. Any concerns had about applying learning to practice and transferring knowledge and skills must be raised with the manager, so a solution can be agreed.
Wrth gymhwyso dysgu at ymarfer a throsglwyddo gwybodaeth a sgiliau, bydd cynllunio datblygiad proffesiynol a chyfleoedd hyfforddi a datblygu parhaus yn helpu i wneud y canlynol:
Er mwyn cymhwyso'r hyn a ddysgwyd at ymarfer, gall fod angen cymorth gan eraill, drwy arsylwi gweithgareddau, er enghraifft, gweithio mewn parau neu drwy roi'r hyn a ddysgwyd ar waith ar unwaith. Gallai hyn ymwneud ag ymarfer gwirioneddol, iechyd a diogelwch neu sut y caiff unigolion sy'n defnyddio'r gwasanaeth eu helpu. Rhaid codi unrhyw bryderon am gymhwyso'r hyn a ddysgwyd at ymarfer a throsglwyddo gwybodaeth a sgiliau gyda'r rheolwr, er mwyn gallu cytuno ar ateb.
To use feedback effectively, an individual will need to become aware of how constructive feedback on their performance is critical to their ongoing personal and professional development. This feedback can take many forms and may be given verbally or in writing. It may be given by their manager, work colleagues or by individuals and their families. Feedback on their performance may be given informally e.g. through discussions with colleagues at team meetings or with individuals and their families; or it might be given formally through the staff supervision process. As a health and social care worker it is important that they accept constructive criticism, reflect on it, and then use it in a positive way to enhance their personal and professional development.
Er mwyn defnyddio adborth yn effeithiol, bydd angen i unigolyn ddod yn ymwybodol o'r ffordd y mae adborth adeiladol ar ei berfformiad yn hanfodol o ran eu datblygiad personol a phroffesiynol parhaus. Gellir cyflwyno adborth o'r fath mewn sawl ffordd a gellir ei roi ar lafar neu'n ysgrifenedig. Gall rheolwyr, cydweithwyr neu unigolion a'u teuluoedd roi adborth. Gellir rhoi adborth ar berfformiad yr unigolyn yn anffurfiol e.e. drwy drafodaethau â chydweithwyr mewn cyfarfodydd tîm neu ag unigolion a'u teuluoedd; neu gellir ei roi'n ffurfiol drwy'r broses goruchwylio staff. Fel gweithwyr iechyd a gofal cymdeithasol, mae'n bwysig derbyn beirniadaeth adeiladol, myfyrio arni ac wedyn ei defnyddio mewn ffordd gadarnhaol i wella eu datblygiad personol a phroffesiynol.
Reflection is the way in which we look back at an experience and try and make sense and learn from it by exploring new ways of doing something.
Through being reflective we become more self-aware. This allows us to have raised awareness of others and an increased sensitivity to their needs and how we care for them.
We are able to identify weaker work practices, monitor standards and consider alternative approaches and activities in the pursuit of best practice.
We have the opportunity to consider our own and others’ learning and development needs, thereby ensuring competent practice and improved quality of service.
We are able to explore and deal with any negative feelings or anxieties associated with our work, and as a result, develop a more positive attitude and improved relationships.
Reflective practice enables us to achieve a better awareness of ourselves, our knowledge and understanding, our skills and competencies, and workplace practices in general. It involves:
Drwy fyfyrio, rydym yn edrych yn ôl ar brofiad er mwyn ceisio gwneud synnwyr ohono. Rydym hefyd yn dysgu am ffyrdd newydd o wneud rhywbeth.
Rydym yn dod yn fwy hunanymwybodol. Mae hyn yn arwain at well ymwybyddiaeth o eraill ac at fod yn fwy sensitif tuag at eu hanghenion a'r ffordd rydym yn gofalu amdanynt.
Gallwn nodi arferion gwaith gwannach, monitro safonau ac ystyried dulliau gweithredu a gweithgareddau amgen er mwyn anelu at ymarfer gorau.
Cawn gyfle i ystyried ein hanghenion dysgu a datblygu ein hunain ac eraill, gan felly sicrhau ymarfer cymwys a gwella ansawdd y gwasanaeth.
Gallwn ystyried ac ymdrin ag unrhyw deimladau negyddol neu bryderon sy'n gysylltiedig â'n gwaith, ac o ganlyniad feithrin agwedd fwy cadarnhaol a gwell cydberthnasau.
Mae ymarfer myfyriol yn ein galluogi i feithrin gwell ymwybyddiaeth ohonom ni ein hunain, ein gwybodaeth a'n dealltwriaeth, ein sgiliau a'n cymwyseddau, a'n harferion yn y gweithle yn gyffredinol. Fel rhan o'r broses, byddwn yn:
Reflective practice enables health and social care workers and their supervisors to reflect on a particular practice or concern, whether a one-off situation or a continuing issue. This includes consideration of what works, whether best and/or recommended practice have been followed, shortfalls in the quality of provision and how they can be improved, and other areas for development.
Including reflective practice in supervision helps the supervisor to know the supervisee better and gain insights into their experience of their role and responsibilities. This becomes key in planning workforce development, and in managing change. For both supervisor and supervisee, good reflective practice should highlight the needs of the individual being supported.
Mae ymarfer myfyriol yn galluogi gweithwyr iechyd a gofal cymdeithasol a'u goruchwylwyr i fyfyrio ar ymarfer neu bryder penodol, boed yn sefyllfa unigryw neu'n fater parhaus. Mae hyn yn cynnwys ystyried beth sy'n gweithio, p'un a ddilynwyd yr ymarfer gorau a/neu'r ymarfer a argymhellwyd, diffygion o ran ansawdd y ddarpariaeth a sut y gellir eu gwella, a meysydd eraill i'w datblygu.
Mae cynnwys ymarfer myfyriol wrth oruchwylio yn helpu'r goruchwylydd i ddod i adnabod yr unigolyn dan sylw yn well ac i feithrin dealltwriaeth o'i brofiad mewn perthynas â'i rôl a'i gyfrifoldebau. Daw hyn yn allweddol wrth gynllunio datblygiad y gweithlu, ac wrth reoli newid. O safbwynt y goruchwylydd a'r unigolyn sy'n cael ei oruchwylio, dylai ymarfer myfyriol da dynnu sylw at anghenion yr unigolyn sy'n cael cymorth.
Supervision is an effective way of improving standards, of reducing risks and of addressing poor performance and stress. This should cover:
Supervision is provided by an individual's manager, who will conduct an appraisal of their performance at agreed times, according to the settings’ staff development policy. Appraisal is a mechanism that allows an individual and their manager to discuss openly and frankly, any issues relating to their performance at work. It is not part of the disciplinary process; rather, it gives the individual and their manager an opportunity to identify the things that they are good at, and where they might benefit from further training and support. In a larger organisation, they may also be guided by a mentor.
Mentorship is an informal arrangement and is usually provided by an experienced and trusted individual from the care team, who is not part of the formal supervisory process. Mentorship is often provided by a senior care worker, who will offer an individual continuous advice and support. For example, their mentor could assist them with the activities in this book. An individual's manager and mentor will be identified in their personal development plan.
Mae goruchwylio yn ffordd effeithiol o wella safonau, lleihau risgiau ac ymdrin â pherfformiad gwael a straen. Dylai hyn ymdrin â:
Rheolwr yr unigolyn fydd yn cynnal unrhyw sesiynau goruchwylio, a bydd yn cynnal arfarniad o'i berfformiad ar adegau y cytunwyd arnynt, yn unol â pholisi datblygu staff y lleoliad. Mae'r system arfarnu yn cynnig cyfle i unigolion a'u rheolwr gynnal trafodaeth agored a gonest am unrhyw faterion sy'n ymwneud â pherfformiad yr unigolyn yn y gwaith. Nid yw'n rhan o'r broses ddisgyblu; yn hytrach, mae'n cynnig cyfle i'r unigolyn a'i reolwr nodi'r pethau y mae'n eu gwneud yn dda, a'r meysydd lle y gallai hyfforddiant a chymorth pellach fod o fudd. Mewn sefydliad mwy, mae'n bosibl y caiff unigolion gymorth mentor hefyd.
Trefniant anffurfiol yw trefniant mentora ac fe'i darperir fel arfer gan unigolyn profiadol o'r tîm gofal yr ymddiriedir ynddo, nad yw'n rhan o'r broses oruchwylio ffurfiol. Yn aml, bydd uwch weithiwr gofal yn gweithredu fel mentor, gan gynnig cyngor a chymorth parhaus i'r unigolyn. Er enghraifft, gallai'r mentor helpu â'r gweithgareddau yn y llyfr hwn. Caiff rheolwr a mentor unigolyn eu henwi yng nghynllun datblygu personol yr unigolyn hwnnw.
Effective supervision, reflective practice and relevant learning opportunities benefit the worker, their managers, their organisation and more importantly the individuals being supported. To be successful, this requires a clear supervision, reflective practice and relevant learning opportunities policy, with practice that supports policies, effective training of supervisors and a strong lead and example by senior managers, performance objectives for supervision, reflective practice and relevant learning opportunities in place for all supervisors and clear monitoring of actual supervision practice - both frequency and quality.
Supervision, reflective practice and relevant learning opportunities ensure the services provided meet the needs of individuals, that staff work to their full potential and that practice is safe, current and meets legislative requirements, agreed ways of working and organisational policy and practice.
Mae goruchwylio effeithiol, ymarfer myfyriol a chyfleoedd dysgu perthnasol o fudd i'r gweithiwr, ei reolwyr, ei sefydliad ac i'r unigolion sy'n cael cymorth. Er mwyn bod yn llwyddiannus, mae angen polisi clir ar gyfer goruchwylio, ymarfer myfyriol a chyfleoedd dysgu perthnasol, gydag ymarfer sy'n ategu polisïau, goruchwylwyr wedi'u hyfforddi'n effeithiol ac arweinydd cryf ac esiampl gan uwch reolwyr, amcanion perfformiad ar gyfer goruchwylio, ymarfer myfyriol a chyfleoedd dysgu perthnasol ar gyfer pob goruchwylydd a threfniadau clir ar gyfer monitro'r ymarfer goruchwylio sy'n mynd rhagddo - o ran amledd ac o ran ansawdd.
Mae goruchwylio, ymarfer myfyriol a chyfleoedd dysgu perthnasol yn sicrhau bod y gwasanaethau a ddarperir yn diwallu anghenion unigolion, bod staff yn gweithio hyd eithaf eu potensial a bod ymarfer yn ddiogel, yn gyfredol ac yn bodloni gofynion deddfwriaethol, ffyrdd o weithio y cytunwyd arnynt a pholisïau ac arferion y sefydliad.
By recording events we are able to plan the best care for the individual we support. When an individual first starts work they would not know if any of the individuals they were looking after had any special needs or required a different type of approach due to not being able to hear, for example. The record must be precise and agreed with the individual who is receiving the care. This requires the use of literacy, and possibly digital skills. The care plan is a legal document; the individual has the right to see their records and should review these records frequently. When writing care plans it is important to keep in mind who has the right to read these records and the importance of factual recordings.
Completing medical records, incident sheets and personal files, for example, all need good literacy, numeracy and digital competency skills. If any of these areas need developing, discussion with an individual’s manager or senior can identify ways forward. This might be through formal training or shadowing a fellow member of staff.
Drwy gofnodi digwyddiadau, gallwn gynllunio'r gofal gorau ar gyfer yr unigolyn sy'n cael cymorth gennym. Pan fydd unigolyn yn dechrau gweithio am y tro cyntaf, ni fyddai'n ymwybodol o unrhyw anghenion arbennig a allai fod gan unrhyw unigolion y byddent yn gofalu amdanynt neu unrhyw ddull gweithredu gwahanol y gallai fod angen ei ddefnyddio, er enghraifft, gan nad yw'r unigolyn yn gallu clywed. Rhaid i'r cofnod fod yn fanwl a rhaid i'r unigolyn sy'n derbyn y gofal gytuno arno. Mae angen defnyddio sgiliau llythrennedd, ac o bosibl sgiliau digidol er mwyn gwneud hyn. Mae'r cynllun gofal yn ddogfen gyfreithiol; mae gan yr unigolyn yr hawl i weld ei gofnodion a dylai adolygu'r cofnodion hyn yn rheolaidd. Wrth ysgrifennu cynlluniau gofal, mae'n bwysig cofio pwy all ddarllen y cofnodion hyn a phwysigrwydd cofnodion ffeithiol.
Er enghraifft, mae angen sgiliau llythrennedd, rhifedd a chymhwysedd digidol da er mwyn cwblhau cofnodion meddygol, taflenni digwyddiadau a ffeiliau personol. Os oes angen datblygu unrhyw rai o'r meysydd hyn, gall trafodaeth â rheolwr neu uwch weithiwr yr unigolyn nodi'r camau i'w cymryd. Gallai hyn fod drwy hyfforddiant ffurfiol neu drwy gysgodi cyd-aelod o staff.