Subject Code & Title: 525 Managing Groups In Adult Care
Learner to provide narrative under each statement of how they meet the criteria.
You must provide answers to each question that allow your assessor to properly assess your knowledge and what work duties you are doing or what role you have within your work. It expected that you will need approximately 300 words per question. The more detail you provide the less likely your account will be sent back for more clarification. You must answer each question in your own words and written in the first person meaning “I do this”. A tip is always to keep in mind the “who, why, how, where and when” in each answer.
525 Managing Groups In Adult Care Assessment – UK.

Learning outcome 1: 1.Understand group dynamics
1.1 The role of different types of groups within adult care settings
Topic 1.1 Learners explain the purpose of formal and informal groups and the common purposes within general and specialist care settings and services, for example:  Groups specific to own setting  Dementia care activity support groups  Residential support for young people  Services for carers

1.2 Current theories and approaches to group dynamics
Topic 1.2 Learners analyse current theories on group dynamics, for example:  Kurt Lewin ‘ Field Theory’ 1951 and others  Group Roles (e.g. Beanne and Sheats 1948 -Task , personal/ social/ and individualistic) and others  Stages of group development (Tuck man- 4 stages of group development. Team cohesiveness and communication). Team training  Theories on organizational behaviours- including dysfunctional groups

1.3 Styles of management and how these can influence group dynamics
Topic 1.3 Learners evaluate the impact of different management styles on the formation and maintenance of a cohesive group, including:  Negotiation and persuasion skills  Decision making and problem solving skills

1.4 The methods of setting, facilitating and monitoring positive outcomes for group living
Topic 1.4 Learners evaluate current outcome based approaches to group dynamics, including:  Styles of facilitation  Setting realistic expectations  Supporting positive behaviours  Managing participation, energizing participants

Learning outcome 2:Create an organizational culture that facilitates effective group experience in a range of services

2.1 Theories of power and authority
Guidance for 2.1 Learners analyse the impact of power and authority on organizational culture.  Different types of personal power/ authority French, J., & Raven, B. The bases of social power. Studies in social power (1959)  Organisational power (e.g. coercive, utilization, and normative) Etzioni  Types of authority ( e.g. legal, traditional, charismatic) Max Weber 1922  Supporting consensus by systems to gain feedback from a range of stake holders

2.2 The constructive use of power, authority and influence when nurturing a culture for effective group experience
Guidance for 2.2 Learners use power and authority constructively in a group situation.

2.3 The impact of ethos and culture on day to day management of groups within health and care services
Guidance for 2.3 Learners analyse the impact of ethos and culture on group experience within own service including:  Work of Erik son and Ains worth  Links between service objective and ethos and culture

2.4 Barriers that impede the establishment of a culture that promote group experience
Guidance for 2.4 Learners evaluate the influence of organizational cultural norms on positive group experiences, for example:  The impact of admission and discharge processes  Links with the local community  Access for family and friends  Customs and social climate of the service  Promoting positive behaviour  Impact of work load and work stresses

2.5. Nurturing groups to reduce loneliness and isolation

3.1 How legal and regulatory requirements on the physical environment impact on group experience
Guidance for 3.1 Learners explain how compliance with current legislation and regulation of Health and Care services impacts on group experiences, for example:  The Health and Care Act  Health and Safety at Work Act and associated regulations  Equalities Act  Regulatory bodies

525 Managing Groups In Adult Care Assessment – UK.

3.2 Manage and negotiate changes to the physical environment to enhance group experience
Guidance for 3.2 Learners manage the process of changes to the physical environment

525 Managing Groups In Adult Care Assessment – UK.

3.3 The factors affecting the individual experience within a group
Guidance for 3.3 Learners explain a range of factors about the physical environment that may affect group members,including:  Personal space  Safe spaces  Shape and size of rooms  Formal and neutral areas and use of colour,light and furnishings  Equal positions within a physical space

3.4 Manage work schedules to support group experience
Guidance for 3.4 Manage work schedules, including consideration of:  Budget constraints  Staff development and training programmes  Shift patterns  Continuity of work force  Skill mix  Specialist support  Informal carers

Learning outcome 4: Understand approaches to resolve conflicts and tensions within groups

4.1 Lead inclusive practice within a group.
Guidance for 4.1 Learners lead teams to foster inclusive practice which supports diversity within groups including:  Supporting consensus views whilst acknowledging individual opinions  Valuing participation  Enabling input and initiative

4.2 Managing tensions and conflicts that can arise within groups.
Guidance for 4.2 Learners explain reasons why tensions and conflicts can arise in groups, including:  Perception and assumption  Different values and objectives  Limited resources  Conflicting roles  Boundaries in relationships between staff and groups within groups

525 Managing Groups In Adult Care Assessment – UK.

4.3 Different approaches to conflict resolution within groups and when to raise concerns
Guidance for 4.3 Learners evaluate different approaches to conflict resolution within groups, including:  Resolution processes  Mediation processes  The importance of dialogue and communication  Managing discrimination; power imbalances, threats  Processes for reporting concerns about conflict

Declaration of authenticity
When submitting your reflective account and evidence on Learning Assistant please ensure that you click on the‘Declaration’ button on the top right-hand side of ‘Your Programme’ page. This confirms that the work you are submitting for your portfolio is your own.

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