Assessed and Supported Year in Practice

1. Assessed and Supported Year in Practice Induction workshop

2. Timeline • Labour Government set up the Social work Taskforce • The new Government established the Social work Reform Board • and The College of Social Work • GSCC replaced by HCPC

3. Task force recommendations: • • 15 recommendations. • • Delivered in December 2009. • • Accepted by then government who set up the • Social Work Reform Board and The College of • Social Work. • • Also supported by the new coalition • government in May 2010 and supplemented • by the Munro review.

4. SWRB work • • Reforms to qualifying education. • • Improving partnership work. • • Improving continued professional development. • • The Professional Capabilities Framework (PCF). • • Standards for employers. • • Workforce planning models.

5. The new face of social work • Taking the recommendations forward • • The College of Social Work. • • Education reforms. • • Continuous Professional Development. • • Partnership. • • Professional Capabilities Framework. • • The Local Government Group. • • Employers Standards. • • Centre for Workforce Intelligence. • • Workforce model.

6. http://www.collegeofsocialwork.org/uploadedFiles/TheCollege/_CollegeLibrary/Reform_resources/PCFfancolour.pdfhttp://www.collegeofsocialwork.org/uploadedFiles/TheCollege/_CollegeLibrary/Reform_resources/PCFfancolour.pdf

7. Performance Capabilities Framework • There is a difference between competencies, which have tended to create a ‘tick box’ culture, and capabilities, which are intended to be more rounded and not necessarily used as assessment criteria. • This shift from competencies to capabilities brings the focus back to professional judgement. • Not occupational – The PCF is not directly linked to pay or grading but is likely to influence the ways in which the workforce is planned and experience needed is used. • The PCF is generic, but ‘advice’ which is linked to different areas of specialism’s is likely to be developed. • (The College of Social Work 2012)

8. The concept of PCF • They represent the ‘level’ of capability a social worker entering the profession would be expected to demonstrate during their first years of practice, and as well as the level of capability that is needed to be able to describe oneself as an ‘Experienced Social Worker’ in PCF terms. • By the end of the ASYE social workers should have consistently demonstrated practice in a wider range of tasks and roles, and have become more effective in their interventions, thus building their own confidence, and earning the confidence of others. They will have more experience and skills in relation to a particular setting and user group, and have demonstrated ability to work effectively on more complex situations. They will seek support in supervision appropriately, whilst starting to exercise initiative and evaluate their own practice.

9. After the first year • In the Social Work role they progress to practice effectively, exercising higher quality judgements, in situations of increasing complexity, risk, uncertainty and challenge. Through growing understanding they expect and anticipate, but do not pre-judge, the issues that may develop. They have greater confidence and independence (whilst accessing support when needed), and use their initiative to broaden their repertoire of responses; they have expertise in one or more areas of practice, be familiar with local resource networks and be recognised by peers as a source of reliable knowledge and advice.

10. Experienced social workers • Experienced social workers are more autonomous in their role. They demonstrate expert and effective practice in complex situations, assessing and managing higher levels of risk, striking a balance between support and control, liaising with a wide range of professionals, including more senior levels. They manage complex caseloads, and offer expert opinion within the organisation and to others. They chair a range of meetings, offer expert support to case conferences, and produce high quality assessments and reports for a range of functions. They model good practice, setting expectations for others. They start to take responsibility and be accountable for the practice of others, mentoring newly qualified social workers, and supervising the work of junior staff. They undertake capacity-building with individuals, families, communities, user groups and voluntary organisations, and contribute their views on service provision to commissioners.

11. Principles of holistic assessment • 1. Assessment is progressive over a period of time (e.g. initial qualifying placement, ASYE), leading to effective summative assessment. • 2. Assessment must be consistent with the appropriate PCF level descriptor, and include sufficiency and depth of evidence across all nine domains.

12. 3. Individual capability statements will be important in terms of providing detail of expectations for each domain, and particularly significant to identify gaps, areas of development or concerns. • 4. The assessment process and judgement must be trustworthy, reliable and transparent (e.g. include clear guidance in handbooks, assessment panels, triangulated evidence1, audit trails2 )

13. 5. Evidence must include the ability to reflect critically, including reference to different sources of knowledge and research. • 6. The learner will contribute evidence for assessment but the professional judgement of sufficiency must be made by a registered social worker (at initial qualifying level, assessors must meet the Practice Educator Professional Standards).

15. What’s in it for you? • Discuss in pairs for ten minutes • Imagine you are back at your first day in the new job • How did it feel when you first arrived at your place of work? • What were your fears or worries? • How have they changed since then?

16. Starting From Student to NQSW

17. Factors that affect the transition

18. Transitional factors • Separating Stage– • training course – negative or positive learning experiences – will affect confidence and competence levels of you as a new worker • Loss of student role – structured learning, often loss of supportive relationships, separation from social group, relocation from home and family

19. Joining Stage • Motivation – dream job or make do? • Induction – how well do you feel prepared for the task? • Expectations – those of the employer, the programme and the GSCC perceptions of “qualified?” • Team support – fulfils sense of belonging and recognition which can help form our identity

20. Integrating stage – • Entry shock • Supervision – guidance and support on offer – seven key elements of effective supervision • Learning and development – “knowing occurs in the context of its use” Eraut(1994) • Reflection, adaptability and learning

21. Exercise in three groups • Group one – consider what socio cultural factors might affect your transition through the three phases • Group two – what organisational and professional factors might affect your transition • Group Three – consider what personal/individual factors might affect your transition • Discuss for fifteen minutes and prepare feedback

23. Multiple transitions • “NQSWs are changing not just what they do but also who they are” • Roles • Identities • Self

24. additional training and development activities • External seminars and conferences • Shadowing peers and other professionals • Co-working with more experienced professionals • Peer group mentoring • Familiarisation with local community • Discussions with colleagues • Guided reading • Using internet to find information • Training • Understanding local multi agency working arrangements

25. What helps • Ten percent of time to be ring fenced for training and development activity • Access to additional funds for support of own professional development • Supervision sessions fortnightly for first three months • 90% caseload • Effective personal development plans • Individualised training and development activities