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CONFIDENCE AND COMMUNITY Tracking the learning and development needs of newly qualified social workers (Brown et al, 2007)...
AIMS <ul><li>To identify cohort of newly qualified social workers (NQSW) with the degree in the South West region. </li></...
<ul><li>Longitudinal </li></ul><ul><li>NQSW: </li></ul><ul><ul><li>– 3 questionnaires in Nov 06, Feb 07, May 07. </li></ul...
<ul><li>NQSW:  Qs 1 and 2:  22  Q3:  20  Interviews:  21 </li></ul><ul><li>10 in Adult services, 12 in Children’s services...
<ul><li>Three-quarters of NQSW and their line-managers agreed or strongly agreed that degree prepared NQSW well with knowl...
Findings Perception of SW Degree <ul><li>“We didn’t look much at the day-to-day practicalities of being a social worker.  ...
<ul><li>“I would have liked a statutory placement.  It was very difficult coming to long-term assessment work with no grou...
<ul><li>16/22 NQSW had had induction. </li></ul><ul><li>17 found induction useful in Q2 (1 had induction whilst on placeme...
Induction and probationary processes <ul><li>“I was supposed to have a  </li></ul><ul><li>slow, gentle introduction,  </li...
Progress towards post-qualifying education 2 <ul><li>Majority keen to start consolidation unit </li></ul><ul><li>By Sept 0...
Key recommendations <ul><li>All students should have at least one placement in the statutory sector. </li></ul><ul><li>All...
Discussion 1 <ul><ul><li>Eraut, 2004:  Factors affecting learning in the workplace. </li></ul></ul>LEARNING FACTORS Challe...
Discussion 2 <ul><li>Eraut, 2004:  Factors affecting learning in the workplace, cont. </li></ul>Allocation and structuring...
Discussion 3 <ul><li>Cheetham and Chivers (2005) – link between confidence and competence recurring theme throughout inter...
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  1. 1. CONFIDENCE AND COMMUNITY Tracking the learning and development needs of newly qualified social workers (Brown et al, 2007) Tikki Immins
  2. 2. AIMS <ul><li>To identify cohort of newly qualified social workers (NQSW) with the degree in the South West region. </li></ul><ul><li>To track NQSW through their first year. </li></ul><ul><li>To evaluate effectiveness of degree. </li></ul><ul><li>To evaluate induction and probationary processes </li></ul><ul><li>To track progress towards post-qualifying education. </li></ul><ul><li>To elicit perspectives of line managers. </li></ul><ul><li>To elicit perspectives of people who use services and carers . </li></ul>
  3. 3. <ul><li>Longitudinal </li></ul><ul><li>NQSW: </li></ul><ul><ul><li>– 3 questionnaires in Nov 06, Feb 07, May 07. </li></ul></ul><ul><ul><li>– telephone interviews in April/May 07. </li></ul></ul><ul><li>Line-managers – questionnaire in April 07. </li></ul><ul><li>Group interview with people who use services and carers in July 2007. </li></ul>Methods
  4. 4. <ul><li>NQSW: Qs 1 and 2: 22 Q3: 20 Interviews: 21 </li></ul><ul><li>10 in Adult services, 12 in Children’s services </li></ul><ul><li>3 male, 19 female </li></ul><ul><li>Under 26: 3 </li></ul><ul><li>26-35 4 </li></ul><ul><li>36-45 9 </li></ul><ul><li>46+ 6 </li></ul><ul><li>All NQSW in the statutory sector </li></ul><ul><li>15 Line-managers </li></ul><ul><li>2 carers and 2 people who use services </li></ul>Sample
  5. 5. <ul><li>Three-quarters of NQSW and their line-managers agreed or strongly agreed that degree prepared NQSW well with knowledge, understanding and skills </li></ul><ul><li>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. </li></ul><ul><li>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 </li></ul><ul><li>AND over half not prepared for court skills. </li></ul>Findings Perception of SW Degree
  6. 6. Findings Perception of SW Degree <ul><li>“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”. </li></ul>
  7. 7. <ul><li>“I would have liked a statutory placement. It was very difficult coming to long-term assessment work with no grounding from my placements”. </li></ul>Findings Perception of SW Degree
  8. 8. <ul><li>16/22 NQSW had had induction. </li></ul><ul><li>17 found induction useful in Q2 (1 had induction whilst on placement) </li></ul><ul><li>Reduced to 11 by Q3. </li></ul><ul><li>From interviews became apparent that few had had structured induction. </li></ul><ul><li>Over half of line-managers had not received support or training in managing induction period </li></ul><ul><li>12 NQSW found probationary period useful in Q1. </li></ul><ul><li>Reduced to 5 in Q3. </li></ul><ul><li>Service users and Carers Group concerned at the lack of a standard induction. </li></ul>Induction and probationary processes
  9. 9. Induction and probationary processes <ul><li>“I was supposed to have a </li></ul><ul><li>slow, gentle introduction, </li></ul><ul><li>but basically there were a </li></ul><ul><li>number of crises, so it was </li></ul><ul><li>a baptism of fire”. </li></ul><ul><ul><ul><ul><ul><li>“ I’m not clear how long my probation was, I guess it was my placement”. </li></ul></ul></ul></ul></ul>
  10. 10. Progress towards post-qualifying education 2 <ul><li>Majority keen to start consolidation unit </li></ul><ul><li>By Sept 07, 3 were registered for consolidation unit. </li></ul><ul><li>A few found it hard to get up-to-date info. </li></ul><ul><li>3 claimed they knew nothing! </li></ul>
  11. 11. Key recommendations <ul><li>All students should have at least one placement in the statutory sector. </li></ul><ul><li>All NQSW should complete a structured induction programme, supported by the post-qualifying consolidation unit. </li></ul><ul><li>All NQSW should complete a structured probationary period. </li></ul><ul><li>Line-managers should be supported and trained in managing induction and probation processes. </li></ul>
  12. 12. Discussion 1 <ul><ul><li>Eraut, 2004: Factors affecting learning in the workplace. </li></ul></ul>LEARNING FACTORS Challenge and value of the work Feedback and support Confidence and commitment
  13. 13. Discussion 2 <ul><li>Eraut, 2004: Factors affecting learning in the workplace, cont. </li></ul>Allocation and structuring of work Encounters and relationships with people at work CONTEXT FACTORS Expectations of each person’s role, performance and progress
  14. 14. Discussion 3 <ul><li>Cheetham and Chivers (2005) – link between confidence and competence recurring theme throughout interviews. </li></ul><ul><li>Nixon and Murr (2006) - newly qualified learners need close supervision and significant amounts of direction. </li></ul>

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