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Tracking the Learning and Development of Newly Qualified Social Workers

This study aims to track a cohort of newly qualified social workers in the South West region and evaluate the effectiveness of their degree, induction and probationary processes, and progress towards post-qualifying education. The study includes questionnaires, interviews, and perspectives from line managers, service users, and carers.

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Tracking the Learning and Development of Newly Qualified Social Workers

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  1. CONFIDENCE AND COMMUNITYTracking the learning and development needs of newly qualified social workers (Brown et al, 2007)Tikki Immins

  2. AIMS • To identify cohort of newly qualified social workers (NQSW) with the degree in the South West region. • To track NQSW through their first year. • To evaluate effectiveness of degree. • To evaluate induction and probationary processes • To track progress towards post-qualifying education. • To elicit perspectives of line managers. • To elicit perspectives of people who use services and carers.

  3. Methods • Longitudinal • NQSW: • – 3 questionnaires in Nov 06, Feb 07, May 07. • – telephone interviews in April/May 07. • Line-managers – questionnaire in April 07. • Group interview with people who use services and carers in July 2007.

  4. Sample • NQSW: Qs 1 and 2: 22 Q3: 20 Interviews: 21 • 10 in Adult services, 12 in Children’s services • 3 male, 19 female • Under 26: 3 • 26-35 4 • 36-45 9 • 46+ 6 • All NQSW in the statutory sector • 15 Line-managers • 2 carers and 2 people who use services

  5. FindingsPerception of SW Degree • Three-quarters of NQSW and their line-managers agreed or strongly agreed that degree prepared NQSW well with knowledge, understanding and skills • Over three-quarters of NQSW felt prepared in such skills as communication, social work values and methods, law, critical perspectives, evidence and research based practice. • BUT about one quarter did not feel prepared in assessment, report writing, record keeping, time management, case management, dealing with conflict, care management and contracting • AND over half not prepared for court skills.

  6. FindingsPerception of SW Degree • “We didn’t look much at the day-to-day practicalities of being a social worker. I wasn’t prepared for the amount of work we had to do, we didn’t talk about caseloads. I wasn’t aware of the very heavy bureaucracy”.

  7. FindingsPerception of SW Degree • “I would have liked a statutory placement. It was very difficult coming to long-term assessment work with no grounding from my placements”.

  8. Induction and probationary processes • 16/22 NQSW had had induction. • 17 found induction useful in Q2 (1 had induction whilst on placement) • Reduced to 11 by Q3. • From interviews became apparent that few had had structured induction. • Over half of line-managers had not received support or training in managing induction period • 12 NQSW found probationary period useful in Q1. • Reduced to 5 in Q3. • Service users and Carers Group concerned at the lack of a standard induction.

  9. Induction and probationary processes • “I was supposed to have a slow, gentle introduction, but basically there were a number of crises, so it was a baptism of fire”. • “I’m not clear how long my probation was, I guess it was my placement”.

  10. Progress towards post-qualifying education 2 • Majority keen to start consolidation unit • By Sept 07, 3 were registered for consolidation unit. • A few found it hard to get up-to-date info. • 3 claimed they knew nothing!

  11. Key recommendations • All students should have at least one placement in the statutory sector. • All NQSW should complete a structured induction programme, supported by the post-qualifying consolidation unit. • All NQSW should complete a structured probationary period. • Line-managers should be supported and trained in managing induction and probation processes.

  12. Discussion 1 • Eraut, 2004: Factors affecting learning in the workplace. Challenge and value of the work Feedback and support LEARNING FACTORS Confidence and commitment

  13. Discussion 2 • Eraut, 2004: Factors affecting learning in the workplace, cont. CONTEXT FACTORS Encounters and relationships with people at work Allocation and structuring of work Expectations of each person’s role, performance and progress

  14. Discussion 3 • Cheetham and Chivers (2005) – link between confidence and competence recurring theme throughout interviews. • Nixon and Murr (2006) - newly qualified learners need close supervision and significant amounts of direction.

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