1. The level Of Competition
Most entrepreneurs fancy the concept of selling their products with a very high margin. This idea can only be realistic when you have a monopolistic hold on the market. But if not, you can’t sell with your desired profit margin without getting a sting from competition.
“In business, the competition will bite you if you keep running. If you stand still, they will swallow you.” – Victor Kiam
When trying to adopt a product pricing strategy or determine the right price for your product, the issue of competition is a factor that must be trashed out effectively. The more intense the competition in your industry is, the more flexible your product pricing strategy and policy will have to be.
“Defeat your opponent by strategy and flexibility.” – Sun Tzu
The point I am trying to stress here is this; if your competitor sells the same product you are selling but at a lower price, it may affect your business negatively. That is why a feasibility study or business plan always includes an opposition or competition analysis section.
Never implement your product pricing strategy without first putting your competition into consideration. Pricing your product without giving a heck to your competitor’s product pricing strategy is a sure way to business failure; so don’t do it.
“The ultimate goal of the Dangote Group is to dominate every niche in which it operates. In order to achieve this goal; we acquired over 3000 new trucks, developed a strong distribution network and increased production capacity. Our strategy is to sell our products faster than our competitors and at uniform price.” – Aliko Dangote; the richest black man in the world
2. Perceived value of your product
This is another factor you must take into consideration before setting a price for your product. Your first step is to ask this question “what is the perceived value of my product in the heart of the customer? You must strive to find a good and definite answer to this question before fixing a price for your product.
The reason perceived value is a critical factor to consider in a product pricing strategy is because customers often associate low price with low quality. Meaning, if your product is priced too low, the customers tend to feel the materials used in producing the goods is inferior and so therefore, the product is of low quality. So before fixing a price for your product, make sure you strike a balance between the price of your product and its perceived value.
3. Product development cost
This is definitely a factor you cannot turn a blind eye to. With respect to normal business and market economics, you should never price your product below its actual cost price. Your actual product cost price is determined by the total cost of production including tax, divided by the total number of products produced.
But in this case, I am not talking about production cost. I am talking about product development cost; a cost incurred from research and experimentation, a cost that’s usually incurred when bringing an innovative product to the market. If you are a business owner, you should know that newly introduced products usually command a high price. This high introductory price is based on two reasons:
a. The first reason for the high product price is due to lack of competition. Since the product is the first of its kind in the market place, there will be less or no competition thereby giving room for the company to fix price.
b. The second reason is this; a high price will enable the manufacturer recover the heavy investments channeled into the research and development of the product.
However, I have seen some company successfully use the product pricing strategy of losing on the front end by pricing below cost price only to recoup you losses and pick up some profits from the back end. So whatever product pricing strategy you choose; just make sure it positively adds to your bottom line.
4. Economic trend
This is another unavoidable factor that can influence the pricing of your product. I don’t even need to stress much on this. As an entrepreneur, you should know that economic factors such as taxation rate, labor cost, inflation rate, currency exchange rate, government’s fiscal and monetary policy will definitely influence your adopted product pricing strategy either positively or negatively.
5. Level of market demand
This is the fifth factor that can greatly affect your product pricing strategy. Just like economic factor, I feel this point is self explanatory. In business economics, if demand exceeds supply, there tends to be a mad rush for the few available products, thus inflating the price of the product and vice versa. Some companies even go as far as creating artificial scarcity in order to gain a stronger hold on the industrial price level.
The demographics of the targeted customers will indisputably influence the pricing of your product. Demographic factors to consider before taking a stand on your product price include:
The age bracket of the customers you are targeting
Your business location and customer’s location
Educational status of your targeted market
To cut it short, demographics is all about who your targeted customer is. Let me share an illustration with you. Assuming your product is a portable bag specifically designed for students. If the region you are targeting has a population of maybe 100,000 out of which 90% are students. The result is that your product price will be affected positively. But if the case is reversed and you have a population where only 10% are students; you know what to expect.
7. Class of targeted customers
The class of customers you are targeting will greatly influence the pricing of your product. In the society, there are three classes of people. The rich, the middle class and the poor or more preferably “low income earners,” who are always the majority in terms of population.
A product targeted at the rich will surely command a higher price than those targeted at the middle class. If products targeted at the rich commands a low price, it will be tagged valueless by the rich.
So when devising your product pricing strategy; consider the societal class of your targeted customers first. It’s very important. For instance, there are cars for the rich and cars for the middle class; both can’t be can’t be sold in the market place with the same product pricing strategy.
Example of an entrepreneur that adhered to the “class of targeted customer” factor while devising a product pricing strategy and became extremely successful was Henry Ford, founder of Ford Motor Company. His company’s mission statement was “Democratize the automobile.”
Before the coming of Henry Ford, cars were exclusively for the rich. Another entrepreneur that won at the product price level was Sam Walton, founder of Wal-Mart. His adopted product pricing strategy was summed up in the company’s slogan “Always low price.”
As a final note, I think it’s worthwhile you know that price is a double edge sword that can either make or break your business. So when devising a product pricing strategy; do it with utmost caution.
To be on the safe side, don’t do it alone. It would be wise to avoid meeting head-on with your competition while implementing your tactics; so try and work your way around into areas that are less competitive. Devise a product pricing strategy together with your business team, professionals or external advisors.
Agility and fast thinking really helps in this case. Start somewhere else comfortable so you can initiate changing the rules of the game to your favor. Learning how to create a competitive product pricing strategy will lead you to understand how to stay one-step ahead of the competition and working your way from there. Who knows, your product price; if unique, can give you a competitive edge.
“You don’t have to be the biggest to beat the biggest.” – Henry Ross Perot
1.1 Identify the main types of state and independent schools
There are four main types of state schools which is funded by local education authorities. State schools are known as maintained school and should follow national curriculum. State schools are as follows
Foundation and trust schools
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There are also other types of school which are not funded by local education authority. They do not need to follow national curriculum.
Independent schools/Private schools
1.2 Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance
Community schools are run and owned by local education authority. These schools will follow the national curriculum. Local education authority will determine the admissions policy. They will provide adult education or child care classes for local community groups to develop the use of school facilities.
Foundation and trust schools
Foundation schools are run by their own governing body. The governing body will determine the admission policy in discuss with local education authority and employs the staff. The land and school buildings are owned by governing body or by a charitable foundation.Trust school is also a type of foundation school but works with an outside partner such as a business.
There are two types of voluntary schools which are voluntary aided and voluntary controlled. Voluntary aided schools are religious or faith schools. These schools are run by their own governing body, however, school buildings and land are owned by charity or religious organisation. Voluntary controlled schools are similar to voluntary aided schools but they are run and funded by local authority which employs the staff.
Specialist schools are usually secondary school which is specialise in one or two subjects. Specialist school may specialise in Arts, maths & computing, science, sports, technology, language, humanities, engineering, business & enterprise.
Independent schools/Private schools
Independent schools are funded by fees collected from parents and also income from investments, gifts and charitable endowments. Independent schools are apart from local education authority so they do not have to follow national curriculum and they can decide on admission policy. All independent schools should be registered with the Department for Education.
Academies are funded by Department of Education but they are independently managed and some of them have private sponsors. Most of the academies are secondary schools which do not have to follow national curriculum.
2.1 Describe roles and responsibilities of
Senior management team
Other statutory roles e.g. SENCO
School governors are a team of people with at least one parent governor, one staff governor, local authority governor and also may be a support staff governor. They have the overall responsibility of running the school. They will work closely with the Headteacher and Senior Management Team. The school governors team will provide financial planning to run the school. The main responsibilities are to set aims and objectives for the school, to adopt new policies for achieving the aims and objectives, to set goals for achieving the aims and objectives.
Senior management team
Senior management team includes Head teacher, Deputy Head teacher, Assistant Head teacher, SENCO. They have responsibility of day-to-day running the school, manage and support staff, safeguarding adults, children and young people. They will be responsible for quality of teaching and learning. The team meets regularly to discuss about the implementation of the school improvement plan.
Other statutory roles e.g. SENCO
SENCO is responsible for supporting the child with special educational needs within the school. Their main roles are managing and monitoring the provision for special educational needs child, providing advice and support to other practitioners in the school setting, ensure that appropriate individual plan are in place for the needs of children. They will need to ensure that relevant background information for individual children with special educational needs is collected, recorded and updated. They will then refer the pupil to other professionals like speech and language therapist or physiotherapist
Teachers are responsible for planning and preparing the lessons according to the national curriculum for children. They will need to assess children and record their learning progress, monitor individual child’s needs and development. The role of teacher is to communicate with children and their parents with feedback on their learning and participate in meetings.
There are different types of support staff working with children within the school. Support staff includes teaching assistant who works along with teacher to support children within the classroom, office or administration staff who works in the office management , specialist or technicians who has to make sure IT equipments are in good condition for teaching and learning purpose, caretakers or site manager who has to take care of school environment for the safety purpose, breakfast and after school club staff who will take care of children outside classroom hours, catering staff who is working in the kitchen to make healthy meals for children, individual support assistants who is responsible for supporting the children with special educational needs.
2.2 Describe the roles of external professionals who may work with a school e.g. educational psychologist
There are large number of external professionals are working closely with a school for the welfare of children. The external professionals may include educational psychologist, speech and language therapist, occupational therapist, specialist teachers, dentist or school nurse.
The roles of speech and language therapist is to identify and work with children and young people who has speech, language and communication problems, to assess, deliver special education plan to meet the needs of individual children and young people with a range of speech, language and communication needs.
The roles of physiotherapist/occupational therapist is to assess and support children and young people with disability or illness. They will advice the teacher and supporting staff for developing the physical abilities and functional skills of children and young people to promote health and well being.
The roles of specialist teachers is to offer advice and support to children with different needs including behaviour support needs, social and communication needs such as autism, English as an Additional Language needs.
3.1 Define the meaning of
Aims are mission statement that outlines what the school sets out to achieve which includes target, goals, intentions and purpose. The aims are usually set by head teacher in association with parents, staff and community.
One of the mission statement in my school setting are to provide a caring, happy, welcoming environment that meets the needs of every child.
Values are the principles or moral code which is followed by the school to achieve their development of school. The values of the school are more related to Personal, Social, Health and Economic education and children’s behaviour e.g. being respectful to self and others.
3.2 Describe with examples how schools may demonstrate and uphold their aims
3.3 Describe with examples how schools may demonstrate and uphold their values
4.1 Identify the laws and codes of practice affecting work in schools.
There are a number of laws and codes of practice that may affect work in schools. Some of the main laws and codes of practice are:
Children Act 2004 and 2006
This act sets out the responsibilities of local authority, Department for Education and Social Services to work together for the safety of children and young people.
The Education Act 2002
This act places a duty on local education authority and other educational services to make arrangements to safeguard and promote the welfare of children and young people.
Equality Act 2010
The data Protection Act 1998
Special Educational Needs And Disability Act
The Human Rights Act 1998
The UN Convention on the Rights of the Child 1989
4.2 Describe how laws and codes of practice promote pupil well being and achievement
5.1 Describe why schools have policies and procedures
All schools are required to have many number of policies and procedures. This is a legal requirement so that parents, staff and school governors are able to follow the school policies and procedures. It is important to review and update them regularly so that all schools meet current legislation. All staff including volunteer staff and parents should know where to find school policies and procedures so that they can use them when necessary. some of the school policies and procedures are available on their school website.
Each school may have different names for policies and procedures but all need to outline its purpose, aims and responsibilities of staff.
5.2 Identify the policies and procedures schools may have relating to
Teaching and learning
All schools have many number of policies and procedures.
6.1 Identify the roles and responsibilities of national and local government for education policy and practice
6.2 Describe the roles of schools in national policies relating to children, young people and families
6.3 Describe the roles of other organisations working with children and young people and how these may affect on the work of schools.
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
Induction is a process which starts when a new member of staff is brought into an organisation. Or an activity that is designed to provide new-starters with the information they need, as well as getting them up to speed on how the organisation works. However, it is not restricted to new staff. There could be a need to induction employees to help adjust to new tasks in a changed working environment.
Through induction organisations can maintain and improve their standards of care and support. Induction processes are important to ensuring that new staff are productive as quickly as possible, and should play a key role in knowledge management initiatives. The benefits of an induction programme for staff are obvious. It enables somebody to become a useful, integrated member of a team through a gradual planned process, rather than being ‘thrown in at the deep end’ without the proper knowledge required to do their job or the understanding of how the job fits in with the rest of the organisation. Despite this, most organisations have inadequate or ad-hoc staff induction processes, with many relying solely on staff just ‘working it out as they go’.
Induction also serves as a first stage in the succession planning process to facilitate a smooth transition in the future should certain staff leave the organisation. individuals such as service user are central to service delivery. In relation to individuals accessing care service within the organisation, an induction interview upon entry is important in introducing and familiarising a service user to the services available to them, introducing them to key staff, any occupancy condition that might need highlight and generally making them feel informed and looked after through the process.
1.2 Identify information and support materials that are available to promote effective induction
My company is committed to the principle that safer recruitment, induction and supervision of staff are essential to the safeguarding of adults with care and support needs. To this effect, My company has generic recruitment policies and procedures in place. This chapter provides additional, specific guidance in relation to safer recruitment practices at each step of the generic recruitment process, which aims to prevent unsuitable persons from working with adults, either as a paid member of staff or volunteer whether they are permanent, temporary or agency staff or recruited from abroad. In addition it applies to staff / volunteers who are seen by adults with care and support needs as trustworthy and / or have access to confidential information. This may include administrative staff, caretakers, and maintenance workers for example.
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My company is committed to the prevention of abuse and neglect and promoting the wellbeing of adults with care and support needs, and expects all staff and volunteers to abide and embed these principles in their daily practice. My company has robust recruitment and selection procedures in place to identify and deter people who might abuse or neglect adults with care and support needs or who are otherwise unsuitable for employment / volunteering. My company’s policies and Staff Handbook provide internal guidance for staff which relate clearly to the SAB policy and which set out the responsibilities of all staff to operate within it. This includes guidance on:
identifying adults who are experiencing or at risk of abuse or neglect;
recognising risk from different sources and in different situations and recognising abusive or neglectful behaviour from other service users, colleagues, and family members;
routes for making a referral and channels of communication within and beyond the agency;
organisational and individual responsibilities for whistleblowing
assurances of protection for whistle blowers;
working within best practice as specified in contracts;
working within and co-operating with regulatory mechanisms;
working within agreed operational guidelines to maintain best practice in relation to:
challenging or distressing behaviour;
personal and intimate care;
control and restraint;
gender identity and sexual orientation;
handling of people’s money;
risk assessment and management
My company Staff Handbook also provides guidance outlining the rights of staff and how employers will respond where abuse is alleged against them within either a criminal or disciplinary context.
Advertisements for staff will include the above principles and reference the requirement for the successful applicant to undertake an enhanced criminal records check, as appropriate.
The My company job description (JD) for all job holders is specific about extent of contact and levels of responsibility the post holder will have for adults with care and support needs, including prevention of abuse or neglect at operational and / or strategic levels.
The My company person specification (PS) includes any other requirements the post holder will need in order to perform the role in relation to working with adults with care and support needs, including experience specific to the post, and for example working with adults with learning disabilities or dementia. The successful candidate should be able to demonstrate such required competencies and qualities.
The recruitment pack highlights that a robust selection process is in place, and includes My company’s safeguarding adults’ policy. Also stated is that proof of identity will be required, as well as a criminal records / Disclosure and Barring Service check, as appropriate.
My company uses its own agreed application forms for applicants – this is available on Office 365 or from the HR Department. My company does not accept curriculum vitae instead of an application forms, as this may only contain information the person wants to present rather than all the information that My company requires to facilitate shortlisting. The application form also includes reference to My company’s commitment to safeguarding adults with care and support needs.
Application forms should be scrutinised for any unexplained gaps in employment history, or other potential concerns in relation to safeguarding adults. References should be sought on all candidates who are shortlisted for interview.
Where an applicant is not currently working with adults with care and support needs but has done so previously, a reference should also be obtained from the last such employer, in addition to the current / most recent employer. This should include confirmation of the reason why the applicant left the post.
The referee should state:
whether they are satisfied the applicant has the ability and is suitable to undertake the job, and if not why;
whether they were the subject of any disciplinary sanctions or any allegations made against them, which relate to adults (including outcomes).
The interview should assess the merits of the candidate against the JD and PS, and explore their suitability to work with adults with care and support needs. The interview panel should state to each candidate there will be a requirement to complete an application for a Disclosure and Barring Service check, confirm their identity and receive satisfactory references. Where possible, one member of the panel will be trained in safer recruitment practice.
The panel should explore with the candidate:
their attitude towards adults with care and support needs, including any specific needs of adults of the service, including reasons why they want to work with such adults;
their ability and commitment to the organisation’s agenda for safeguarding and promoting wellbeing;
any gaps in their employment history;
discrepancies / concerns in relation to any information provided by either them or a referee;
if they wish to declare anything in relation to applying for a criminal records check
their understanding of appropriate relationships and personal boundaries;
emotional resilience in working with in challenging situations.
Adults who use the service can make very valuable contributions as part of recruitment of new staff. Where possible their participation should be built into the process at all levels, from administration posts to senior positions. Their roles should be clarified with the adults who participate, so they understand how their views will be considered and what weighting they will be given.
Offers of appoint will be conditional on receipt of satisfactory checks and references. This should include checks in relation to any concerns about their own children.
In the following circumstances, the applicant should be reported to the police:
they are found to be on a list concerning their suitability to work with adults / have been disqualified from working with adults by a Court;
they provided false information in relation to their application;
there are serious concerns about their suitability to work with adults.
The level of disclosure requested – either Standard or Enhanced – should reflect the nature of the post and degree of contact with adults or with confidential information. A record should be kept of the date when the disclosure was obtained, by whom, level of disclosure and unique reference number.
There are three levels of a Disclosure and Barring Service (DBS) check. Each contains different information and the eligibility for each check is set out in law. They are:
Standard check: This allows employers to access the criminal record history of people working, or seeking to work, in certain positions, especially those that involve working with children or adults in specific situations. A standard check discloses details of an individual’s convictions, cautions, reprimands and warnings recorded on police systems and includes both ‘spent’ and ‘unspent’ convictions;
Enhanced check: This discloses the same information provided on a Standard certificate, together with any local police information that the police believe is relevant and ought to be disclosed;
Enhanced with barred list check: This check includes the same level of disclosure as the enhanced check, plus a check of the appropriate barred lists. An individual may only be checked against the children’s and adults’ barred lists if their job falls within the definition of ‘regulated activity’ with children and/or adults.
It should be noted that in ‘signing off’ or agreeing a personal budget or personal health budget a local authority may add conditions such as a DBS check as part of its risk assessment of safeguarding in specific cases. The local authority may also require personal budget holders using Direct Payments to tell them who they employ.
The same checks should be made on overseas staff as for all other staff.
Where an applicant has worked or been resident overseas in the previous five years, My company should obtain a check of the applicant’s criminal record from the relevant authority in that country as well as information about their conduct. It should be noted that not all overseas organisations / countries are able to provide such information.
Written confirmation should be provided by the agency that the necessary checks have been undertaken and are satisfactory.
In relation to each candidate who is appointed, records should be made of:
any specific information raised with them (for example gaps in employment history) and their explanation and any corroborating information;
the outcome of their criminal records check including unique reference number and date;
reasons for decision to appoint despite criminal convictions, including risk assessment undertaken.
On starting in a new post, the member of staff should be given written information in relation to:
My company’s Adult Policies, Procedures and Practice resource (APPP), including key chapters for induction;
safeguarding adults policies and procedures;
know the identity of and how to contact staff with designated safeguarding responsibilities; what to do if they have concerns about the safety of a child or adult;
other relevant procedures for example whistleblowing and allegations
clear written statement of the standards of behaviour, code of conduct and the boundaries of appropriate behaviour expected of staff (found in Staff Handbook);
safeguarding adults and children training, and booked on relevant courses (found in Staff Training and Development);
supervision and appraisal processes and know when the first sessions will take place (see also Staff Handbook).
Regular supervision sessions should take place as per the organisation’s policies and procedures, as should annual staff reviews – as detailed in the Staff Handbook. Both processes aide both the organisation and member of staff by ensuring:
staff are up to date with current practices in relation to their specific area of work and safeguarding adults in general (both local and national issues);
identify areas for development;
provide opportunities to identify and address any concerns about behaviour and / or attitudes;
develop any required action plans and review arrangements.
Criminal records checks on existing staff should be carried out every three years, unless there are grounds for concern about the member of staff’s suitability to work with adults (please note the employee can decline). Staff can register with the Disclosure and Barring Service Update Service, in relation to criminal records rechecking. For more information please see the Disclosure and Barring Service website.
1.3 Explain the link between induction processes, qualifications and progression routes in the sector
Employing a skilled and motivated workforce is vital to ensuring good quality services are provided to adults with care and support needs, and their carers.
It will also assist to:
improve service satisfaction levels of adults and their carers;
enhance staff job satisfaction;
embed standards and safe working practices;
reduce the number of complaints from adults and carers;
reduce the number of staff disciplinary hearings and dismissals;
improve staff retention levels.
As part of a wider competency framework which also includes staff supervision and appraisal, workforce development links staff learning and development to other activities, such as strategic planning, workforce planning, performance management and career development.
The Company is committed to providing equal opportunity of access to training and development initiatives to all staff within the organisation in accordance with the Equal Opportunities Policy as defined in the Staff Handbook. The Company’s training and development programme sets out to enhance the knowledge, skills and abilities of its staff to ensure the highest standards of care for service users and the highest standards of management for staff and resources.
Training, learning and development needs of individual staff members must be carried out at the start of their employment and reviewed at appropriate intervals during the course of their employment.
Staff must be supported to undertake training, learning and development to enable them to fulfil the requirements of their role. It is the responsibility of line managers to identify, by discussion with staff, individual training and development needs against service user, Company, legal and regulatory requirements through induction, observation, supervision and performance appraisal. Before the beginning of each financial year the line manager should define and plan the staff training programme and agree the training budget with their line manager. They should complete the appropriate training request forms for each employee and forward these to their line manager with a copy to the regional coordinator as required.
Where appropriate, staff must be supervised until they can demonstrate required / acceptable levels of competence to carry out their role unsupervised.
Health, social and other care professionals must have access to clinical or professional supervision as required, in line with the requirements of the relevant professional regulator. Staff should receive appropriate ongoing or periodic supervision in their role to make sure competence is maintained.
Staff should be supported to make sure they are can participate in:
other mandatory training, as defined by the provider for their role;
any additional training identified as necessary to carry out regulated activities as part of their job duties and, in particular, to maintain necessary skills to meet the needs of the people they care for and support;
other learning and development opportunities required to enable them to fulfil their role. This includes first aid training for people working in the adult social care sector.
All learning and development and required training completed should be monitored and appropriate action taken quickly when training requirements are not being met.
Staff should receive regular appraisal of their performance in their role from an appropriately skilled and experienced person and any training, learning and development needs should be identified, planned for and supported.
Managers must support staff to obtain appropriate further qualifications that would enable them to continue to perform their role, and not act in a way that prevents or limits them from obtaining further qualifications appropriate to their role.
Where registration with a professional body is a requirement of the role, managers must ensure staff are able to meet the requirements of their relevant professional regulator throughout their employment, such as criteria for continuing professional development. Managers must not act in a way that prevents, limits or would result in staff not meeting requirements required.
Staff should be supported to join Accredited Registers if they wish.
The induction programme must prepare staff for their role. Line managers are responsible for registering new employees for induction training through e-Learning. All staff are given a My company induction booklet on day one of their employment which they must complete. Evidence of learning and completion of induction must be signed off by the new employee and their line manager within three months for adult services. Induction for non-care functions must also be completed within the first three months of employment. All induction records must be kept on the personal file with a copy sent to Kingston Office for logging purposes. The Care Certificate must also be completed on the e-learning system and assessors are responsible for inducting and mentoring all new staff through this via observations and competency assessments. The Care Certificate must be completed within 12 weeks of employment to ensure they are supported, skilled and assessed as competent to carry out their roles.
Line managers must ensure that at any one time if possible 50% of their staff in adult services are working towards or have completed a minimum of National Vocational Qualification (NVQ) / Qualifications and Credit Framework (QCF). Documented evidence of NVQ / QCF completion signed by an external verifier must be kept on the personal file with a copy sent to My company Head Office and Helmsman.
Directors must ensure that all managers of a residential home have completed an NVQ level 4 / QCF level 5 or be working towards it and that documented evidence of completion, signed off by the external verifier, is kept on the personal file.
Other training and development initiatives may be agreed between the line manager and employee and implemented in accordance with service needs.
If an employee fails to complete a Company funded course he/she will be required to refund to the Company all costs incurred. In such circumstances the employee will be expected to complete the course using their own source of funding.
If an employee leaves the Company having completed an approved course he/she will be required to reimburse the Company as follows:
up to 6 months after completion of a course – 100%;
between 6 and 9 months – 75%;
between 9 and 12 months – 50%;
over 12 months – nil.
The line manager must ensure that the employee signs a refund agreement when registering a Company funded course.
Non-attendance and / or lateness without good reason could result in formal disciplinary action being taken against the employee. All training providers have the right to refuse the entry of a latecomer if the lateness is such that entry would cause disruption. Services will be charged for non-attendance where a latecomer has been refused entry by the training provider and a repeat course has to be arranged. Failure of staff to attend pre-booked training courses (without reasonable explanation) will result in the cost of the training being deducted from their employees pay.
Whilst attending a course participants must show respect by being attentive to trainers, by listening and not interrupting others, and by valuing all opinions expressed. Mobile phones should be switched off.
For the most part the mandatory qualifications can be gained on the job or in the employee’s own time without the need for time off from work. Where attendance to a pre-authorised course requires travel and overnight accommodation, reasonable expenses will be reimbursed subject to receipt.
Employees in organisations of 250 employees or more and in those with fewer than 250, from 6th April 2011, have a statutory right to request unpaid time off for training, subject to certain conditions, which they believe would improve their effectiveness in their job and the performance of the business. The training may be an accredited programme leading to a qualification, or unaccredited training to help develop specific skills relevant to the job, workplace or business.
To be eligible, you must have been an employee of the Company for a continuous period of at least 26 weeks.
Any request must be in writing and contain the following information:
a statement that the application is an ‘application under section 63D Employment Rights Act 1996’;
the subject matter of the proposed training or study;
where and when the proposed training or study would take place;
who would provide or supervise it;
what qualification it would lead to (if any);
how you think the proposed training or study would improve your effectiveness in the business and the performance of the business;
the date of the application;
the date and method – for example email or letter – that any previous application was submitted.
The submission should be made to your line manager and only one application may be considered in any 12 month period.
Within 28 days of receiving a valid request, the Company will either accept the request on the basis of the information provided or meet with you to discuss your request and, within 14 days of that meeting, will inform you of the decision in writing. A time extension of up to 28 days is permitted in the event of the absence of the appropriate manager at the time of submission. The Company may request further information before the request can be considered.
You have the right to be accompanied by a work colleague or Trade Union Representative at any meetings relating to your request.
Grounds for refusing a request are:
the proposed study or training would not improve your effectiveness in the business;
the proposed study or training would not improve the performance of the business;
the burden of additional costs;
agreeing to the request would have a detrimental effect on the ability to meet customer demand;
inability to reorganise work among existing staff;
inability to recruit additional staff;
agreeing to the request would have a detrimental impact on quality;
agreeing to the request would have a detrimental impact on performance;
there would be an insufficiency of work during the periods you would be proposing to work;
there are planned structural changes during the proposed study or training period.
If the request is accepted, the Company’s Training Management Service ‘Helmsman’ will confirm in writing to the regional coordinator the subject of the study or training, where and when it is expected to take place and over what period, who will provide or supervise the training, what qualification (if any) the training will lead to, how the training time will be taken. The regional coordinator will confirm whether it will be paid, unpaid, or whether you would work flexibly whilst undertaking the training, and how the costs of the training will be met. The regional coordinator will then provide you with all of the details My companying the training that has been planned and will be delivered to you.
If the request is refused, this will be confirmed in writing stating: the business reasons for rejection; why the business reason, or reasons, apply in these circumstances; the appeal procedure; the date of the notice.
Any appeal must be submitted in writing within 14 days of the date of receiving the refusal notice. An appeal meeting must be held within 14 days of receiving the appeal notice and the outcome of the appeal must be communicated in writing within 14 days of the meeting.
If the decision is still to refuse the request, this must set out the grounds for the decision and why the grounds apply in these circumstances.
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
In 2010 the care quality commission listed the minimum amount of information that should be covered by the induction process for new staff. These include service aims and objectives:
Specific service user information
Relevant policies and procedures
Health and safety compliancy and emergency measures
Event incident reporting
Service user rights
However, this is basic information and in reality the induction process can be what make the individual makes it. it is important that it is not just treated as a box ticking exercise and must be seen as a important opportunity to introduce new employee to the culture and ways of working within the company. It is an opportunity, particularly when inducting new staff, to ‘get the message across’ to ensure it effectively reflects the employer ‘brand’ and the values the organisation is promoting; the ethos. Well considered induction programmes can increase productivity within a company and reduce the turnover of staff in the short term. The length and nature of the process is determined by the complexity of the job and the background of a new employee. The induction programme must prepare staff for their role. Line managers are responsible for registering new employees for induction training through e-Learning. All staff are given a My company induction booklet on day one of their employment which they must complete. Evidence of learning and completion of induction must be signed off by the new employee and their line manager within three months for adult services. Induction for non-care functions must also be completed within the first three months of employment. All induction records must be kept on the personal file with a copy sent to head Office for logging purposes. The Care Certificate must also be completed on the e-learning system and assessors are responsible for inducting and mentoring all new staff through this via observations and competency assessments. The Care Certificate must be completed within 12 weeks of employment to ensure they are supported, skilled and assessed as competent to carry out their roles.
1.5 Analyse the role of induction in safeguarding individuals and others within a work setting
My company is committed to the prevention of abuse and neglect and promoting the wellbeing of adults with care and support needs, and expects all staff and volunteers to abide and embed these principles in their daily practice. My company has robust recruitment and selection procedures in place to identify and deter people who might abuse or neglect adults with care and support needs or who are otherwise unsuitable for employment / volunteering. My company’s policies and Staff Handbook provide internal guidance for staff which relate clearly to the SAB policy and which set out the responsibilities of all staff to operate within it.
The induction programme must prepare staff for their role. Line managers are responsible for registering new employees for induction training through e-Learning. All staff are given a My company induction booklet on day one of their employment which they must complete. Evidence of learning and completion of induction must be signed off by the new employee and their line manager within three months for adult services. Induction for non-care functions must also be completed within the first three months of employment. All induction records must be kept on the personal file with a copy sent to Head Office for logging purposes. The Care Certificate must also be completed on the e-learning system and assessors are responsible for inducting and mentoring all new staff through this via observations and competency assessments. The Care Certificate must be completed within 12 weeks of employment Skills for Care to ensure they are supported, skilled and assessed as competent to carry out their roles.
The Care Certificate is an agreed set of standards that sets out the knowledge, skills and behaviours expected of specific job roles in the health and social care sectors. It’s made up of the 15 minimum standards that should be covered if new starter is ‘new to care’ and should form part of a induction programme.
Understand your role
Your personal development
Duty of care
Equality and diversity
Work in a person centred way
Privacy and dignity
Fluids and nutrition
Awareness of mental health, dementia and learning disabilities
Basic life support
Health and safety
Infection prevention and control
These are updated from annually up to 3 years depending on which through e-Learning and with class room based learning.
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
The need for new staff to become competent at their jobs can sometimes be seen to be at odds with their understandable desire to get involved as quickly as possible. However, the first few months of a persons’ working life are crucial in enabling them to acquire the necessary occupational, job-specific and behavioural skills they need in order to become more ’employable’. Put simply, employability is the ‘realisation of potential through sustainable employment the acquisition by an individual of the qualities and competencies required to meet the changing needs of employers and thereby help to realise his or her aspirations and potential to work’. Hillage and Pollard 1998
The induction process should be viewed as the start of an employee’s knowledge learning with and organisation. In other words, the first day of the performance management programme. The foundation for many of the key factors that influence an employee’s performance management programme. The foundation for many of the key factors that influence an employee’s performance and job satisfaction is set during the induction process. It is not enough to just read off regulations and the job description. The impressions made when someone starts work for a new employer have lasting impact on how they see the employer brand. Roles and responsibilities must be clearly defined and discussed as a knowledge learning opportunity.
A lack of clear definition of a rota can lead to low performance and other problems. It is important for new employee to be inducted into the organisational culture rather than just being shown an organisational structure chart. Taking a 360-degree approach and showing a new member of staff around, introducing them to senior staff as well as other staff members, will in effect ‘bring the chart to life’ and help a new employee feel part of the organisation and culture. As a result, from day one the employees objectives will be more aligned with the goals and values of the organisation which should lead to better motivation and loyalty.
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
Continuous improvement is a type of change that is focused on increasing the effectiveness and or the efficiency of an organisation to fulfil its policy and objectives. As a process it is an ongoing cycle of evaluating current performance, identifying opportunities for enhancement, taking action, and then re-evaluating performance. Putting it simply, it means ‘getting better all the time’. The success of continuous improvement is dependent upon managers and staff members knowing what to do and how to do it, which requires an understanding of how organisations work and how to manage the process of change. The culture of an organisation provides are solved, openness to evaluation methods etc. my company is committed to promoting continuous learning and developing a learning culture.
From the start of being employed by my company (induction), care staff are expected to play an active part in identifying their development needs and working with the organisation to meet these. As a consequence of personal and organisational improvement, service users can be assured that they are receiving the best service possible. The important of continuous development is recognised in The Care Certificate must be completed within 12 weeks. It is the first step in a process, as new employees would then be responsible, with their line manager, for creating an ongoing personal development plan (PDP). The organisation’s commitment to staff improvement can be demonstrated by both policy and practice in recruiting and retaining a well-qualified and well-motivated workforce. Through supervision and appraisal, the success of CPD activities can be evaluated, along with outcomes, particularly on the working practices of the home on which I work, with this provision can be improved as a quality assurance process.
Regard staff hand book