HR7004 Reflection Report Assignment Sample
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Introduction
It is possible to close knowledge and skill gaps via the use of compelling competence models in higher education and continuing education. Certification of future workers is also possible with the use of compelling competence models at the higher education and continuing education levels. The information they provide can be used by universities and colleges to build and change course and programme content in response to developing and declining skills, identify the most in-demand competencies, and assist students in arranging their courses in order to be the most productive. Moreover, when used in conjunction with career evaluation tools, competency models can help educational institutions, businesses, and human resource professionals gain a better understanding of the strengths and weaknesses, preferences and dislikes, and other aspects of their students’ and employees’ personalities in the context of the workplace. (Charfi,2018)
knowledge of the connected digital, social and economic space
I incorporated into curricula, professional and technical programmes, and other activities are competency models, which allow behavioural health practitioners to ensure that they are responsive to specific skill requirements, which might be difficult to determine in some scenarios. Course and programme content developed through the use of competency-based techniques can help you save time by reducing the amount of redundancy between courses and improving instructional materials. It can also help you produce better-trained individuals who require less additional field training than you would otherwise require.
I Recently found , an increasing number of two- and four-year colleges and universities that offer drug use disorder treatment programmes are now including well-established addiction counselling abilities into their syllabi and/or curriculum development initiatives. This is one of the most significant developments. (Kratt,2019)
Competencies
These competencies are put to good use in the course design process as well as in the negotiation of articulation agreements between two- and four-year schools and universities. In my opinion articulation agreements are an important, if not always straightforward, problem in higher education that must be addressed and handled as soon as possible. To be accepted by four-year colleges and universities that offer Bachelor’s degrees, both of these requirements must be met. Community colleges must also meet both of these requirements in order for them to be accepted by four-year colleges and universities that grant Bachelor’s degrees. By using industry-standard competencies as a foundation for curriculum development, it is possible to instil a sense of confidence and comfort in the minds of both students and teachers. (Burgess,2017)
To ensure that students meet competency standards for the professions in which they are employed, state licensure and credentialing organisations may collaborate with college professors and other stakeholders to disseminate information about texts used to support entry-level licence courses, among other things. According to the findings of Operation PAR, prevention staff members now have a greater understanding of the importance of preventative measures. No matter how difficult the treatments are to implement, comprehension is an essential component of effective preventative interventions, regardless of how simple the interventions appear to be. As a result of their core skills, all members of the organization’s workforce, including direct service employees, supervisory employees, and programme development teams, have been able to achieve their goals and objectives (Pedersen,2019).
Effective organizational health planning
According to managers and senior staff, the increased emphasis placed on basic skills has increased employees’ motivation to widen their knowledge base and develop their abilities as a result of this increased emphasis. Staff members are enthusiastic in pursuing training that will help them improve their careers within the organisation and in their field of expertise, and they use the ICED as a guide in their pursuit of this type of education and training. (Spagnolo,2018)
It took a significant philosophical shift for Operation PAR to achieve its goal of focusing on its most vital talents and capabilities. This adjustment was necessary to achieve this goal. For the long term improvement of the quality and efficacy of service delivery, it is required to recruit, train, and develop a more committed and skilled workforce (Green,2019).
Since its inception, the agency’s dedication to enhancing service delivery at all levels has grown stronger and more visible, as indicated by the figures listed below: This increased number of individuals who have earned their CPP and CPS qualifications, in addition to the organization’s well-defined professional development programme, has assisted the organisation in becoming more competitive in its pursuit of financial and human resource resources, according to Operation PAR (Elsayed,2021). The military’s ability to accomplish success during Operation PAR may be ascribed to good leadership on their part, as well as a strong focus on the need of teamwork. President and Executive Vice President Nancy Hamilton is responsible for ensuring that the organisation maintains a high level of quality and for creating a culture of continuous improvement throughout the whole organisation. Aside from that, the completion of Operation PAR has been attributed to the efforts of a competent leadership team. I observed that a wide and diverse group of professionals backed and advised the programme, thus changing the emphasis away from broad abilities and toward core competencies was never considered a “sidebar” undertaking. To ensure that the project could be completed within the constraints of a busy organisation, a timetable and monitoring mechanisms were developed as a part of the overall endeavour. (Ritblatt,2017)
Program for Managers
The ability to maintain high levels of motivation among the programme managers at all times was critical to the project’s overall success. Daphne Miller, in particular, in her capacity as Administrator of Prevention Services, possesses a natural ability to bring people together and support them in achieving their objectives (Burgess,2017). Through the use of this method of achieving consensus among its stakeholders, the organisation was able to ensure that the mandate for improvement came from personnel at all levels of the organization’s hierarchy. It was decided to appoint an operational preventative team to Operation PAR, and they were charged with making sure that the project continued to move forward. The author observed while investigating the issue of clinical supervisors that they require the guidance of a mentor, coach, or guide who will hold them accountable to specified standards while they are working to improve their own talents. [according to Porter] The clinical supervisor abilities taught in TAP 21A are now available to all of Porter’s customers, and are included in all of the training and technical assistance that Porter provides them. As part of their supervision of counsellors who use the TAP 21 assessment tool, it is his advice that clinical supervisors should also use the TAP 21A as a self-evaluation tool in order to maintain their own professional standards.
After providing a summary of their monthly goals, Porter needs supervisors to answer a question about how much they were able to accomplish during the previous month’s implementation phase. It is they who are modelled after in their dealings with their supervisees and with their clients, and he uses them as role models inside his own organisation.
Policies governing human resources are those that govern how people are hired and managed at their places of employment.
It is essential that compelling competencies are fully recognised and included in a company’s human resource policy, and that they are incorporated into the policy on a regular basis.
A corrective action plan, which may result in the termination of a worker, may be implemented despite the fact that the ultimate goal is to increase staff capacities in order to assist the organisation while also advancing the counselor’s own professional development. Observed by Porter, some organisations are unwilling to remove counsellors because of the difficulty in finding replacements, and in some cases, management expects great growth from a substandard counsellor under certain circumstances (Burgin,2017). There will be some people who agree with this statement, and there will be others who disagree with it. It is entirely up to the individual to make their own decision! According to the NFATTC model, supervisors emphasise the importance of meeting skills to counsellors in order to ensure that they are able to remain in their respective professions after graduation. When put into practise, the concept assists in the formulation of corrective action plans, which serve as a rational and equitable “paper trail” in the event that the organisation decides to dismiss or take other disciplinary action against an employee. Increased clinical supervision, according to individuals who were involved in the study, has been shown to improve staff retention and performance in Idaho. The situation remains unchanged despite the fact that extra clinical surveillance was first implemented in 2005. “They appear to remain for longer lengths of time,” according to Porter, when pupils have a trusted mentor, teacher, and clinical supervisor in whom they can place their trust and respect (Cusack,2017).
Implementation
According to Lovell, the implementation of the NFATTC model resulted in improvements in clinical supervision, motivational interviewing, and the implementation of best practises, among other things, in the healthcare setting.
According to Leavitt, Idaho’s culture has developed to the point where “clinical supervision is expected, rather than merely another piece of paper or condition that must be satisfied in order to receive treatment funding.” According to her, “clinical supervision is expected rather than merely another piece of paper or requirement that must be satisfied in order to obtain treatment funds.” It was a member of staff from an employment agency who contacted the interviewer and asked for her input on a new job description and advertisement that had been issued in the first few months of 2008. Further in her statement, she stated that the organisation was trying to hire only clinical supervisors who met the required qualifications and possessed a cheerful demeanour. According to the findings of a study conducted in Idaho, clinical supervision trainings (which are held at least once every six months) have increased the quantity and quality of information transmitted among clinical supervisors from a diverse range of organisations throughout the state, as well as the level of collaboration among them. In one instance, after a training session had concluded, a group of providers stayed in touch with one another, offering one another peer support and brainstorming ideas for expanding the concept’s reach into rural and frontier areas.
Conclusion
This process study is being carried out by the Bureau of Professional Accountability in order to document their initial evaluation of clinical supervision records in order to uncover system problems and quantify implementation across the full state of California. The findings of this study will be utilised to guide future system enhancements and upgrades. The subsequent step, which will take place in the following phase, will involve conducting a formal evaluation of customer results. In the case of CODA, such analyses are already underway and are expected to be completed in the near future. A number of studies have found that keeping the clinical supervision paradigm in its most restrictive version helps to keep clinical practitioners in the field longer. If we consider the CODA industry, it goes without saying that employee retention and customer engagement are inextricably related, and that when one of these factors fails to perform properly, the other is almost certain to follow suit.
References
Burgin, E.E., Prosek, E.A. and Atkins, K.M., 2017. Mental health and the US military: The need for counselor competencies. Journal of Military and Government Counseling, 5(1), pp.2-19.
Cusack, E., Killoury, F. and Nugent, L.E., 2017. The professional psychiatric/mental health nurse: skills, competencies and supports required to adopt recovery‐orientated policy in practice. Journal of psychiatric and mental health nursing, 24(2-3), pp.93-104.
Elsayed, W.A., Hassona, F., Nageeb, M. and Mohamed, B.E.S., 2021. Leadership Competencies, Workplace Civility Climate, and Mental Well-being in El-Azazi Hospital for Mental Health, Egypt’. Egyptian Journal of Health Care, 12(2), pp.298-313.
Foy, J.M., Green, C.M., Earls, M.F., Lavin, A., Askew, G.L., Baum, R., Berger-Jenkins, E., Gambon, T.B., Nasir, A.A., Wissow, L.S. and Joffe, A., 2019. Mental health competencies for pediatric practice. Pediatrics, 144(5).
Green, C.M., Foy, J.M., Earls, M.F., Lavin, A., Askew, G.L., Baum, R., Berger-Jenkins, E., Gambon, T.B., Nasir, A.A., Wissow, L.S. and Joffe, A., 2019. Achieving the pediatric mental health competencies. Pediatrics, 144(5).
Kohrt, B.A., Asher, L., Bhardwaj, A., Fazel, M., Jordans, M.J., Mutamba, B.B., Nadkarni, A., Pedersen, G.A., Singla, D.R. and Patel, V., 2018. The role of communities in mental health care in low-and middle-income countries: a meta-review of components and competencies. International journal of environmental research and public health, 15(6), p.1279.
Kratt, D., 2019. Teachers’ perspectives on educator mental health competencies: A qualitative case study. American Journal of Qualitative Research, 2(1), pp.22-40.
Ritblatt, S.N., Hokoda, A. and Van Liew, C., 2017. Investing in the early childhood mental health workforce development: Enhancing professionals’ competencies to support emotion and behavior regulation in young children. Brain sciences, 7(9), p.120.
Spagnolo, J., Champagne, F., Leduc, N., Rivard, M., Piat, M., Laporta, M., Melki, W. and Charfi, F., 2018. Mental health knowledge, attitudes, and self-efficacy among primary care physicians working in the Greater Tunis area of Tunisia. International journal of mental health systems, 12(1), pp.1-15.
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