Search results for ‘Subject term:"staff development"’ Sort:
Results 1 - 10 of 46
Guide for providers on personal planning: adults
- Author:
- CARE INSPECTORATE
- Publisher:
- Care Inspectorate
- Publication year:
- 2021
- Pagination:
- 38
- Place of publication:
- Dundee
The aim of this guide is to support staff in services to develop personal plans for adults. There is a growing commitment to shift from input health and social care systems to a system that will focus on personal outcomes for people who experience care. This means services have to record and measure ‘what matters’ to a person in order to demonstrate how they are meeting their personal outcomes. The has been developed collaboratively by colleagues within the adult’s inspection teams. National policy, legislation, evidence-based practice and real-life examples of people experiencing care have underpinned the development of the guide. It is aimed at managers and their staff to help improve how personal planning is undertaken. It will help inspectors to evaluate personal plans in a more consistent way during scrutiny and improvement work. The guide supports the development of personal plan approaches based on the key principles of: being included – personal planning involves listening carefully to people experiencing care and having good conversations, including others that may be important, for instance families and carers; promoting positive outcomes – personal planning can support the development of personal outcomes over time; and defining the personal planning approach through learning for improvement – personal planning requires a high level of skill and total commitment from everyone involved, especially staff. (Edited publisher abstract)
Coaching and mentoring in social work: a review of the evidence
- Author:
- NORTHERN IRELAND. Health and Social Care Board
- Publisher:
- Northern Ireland. Health and Social Care Board
- Publication year:
- 2014
- Pagination:
- 100
- Place of publication:
- Belfast
Two separate systematic reviews were conducted to explore the use of coaching and mentoring to aid social workers professional development and identify which approaches obtained the best outcomes. Twelve relevant studies were identified for the systematic review of the literature on the use of coaching in social work. Overall the findings suggested that coaching is associated with positive outcomes for social work organisations and practitioners, particularly in the transfer of knowledge to practice and implementation of new innovations. The systematic review on the use of mentoring in social work identified thirty relevant studies. The findings suggested that social workers and those in related professions desire and value mentoring, and that mentoring can have beneficial effects for mentors and organisations. Concludes that both coaching and mentoring have positive implications for social workers and the organisations within which they work. Positive outcomes from both coaching and mentoring included: motivation and pro-activity of individuals being coached or mentored; agreement of goals; role clarity and boundary management; and cultural fit and organisational support. Possible barriers to the effective implementation of coaching and mentoring included staff workloads; lack of organisational support; and lack of trained and skilled coaches and mentors. However, more research is needed to identify which models of coaching and mentoring are associated with the best outcomes for social workers, social work organisations and service users. The reviews were commissioned by the Health and Social Care Board to support the 'Improving and Safeguarding Social Wellbeing a 10 Year Strategy for Social Work'. (Edited publisher abstract)
Development and validation of a questionnaire on informal workplace learning outcomes: a study among socio-educational care workers
- Authors:
- KYNDT Eva, et al
- Journal article citation:
- British Journal of Social Work, 44(8), 2014, pp.2391-2410.
- Publisher:
- Oxford University Press
Continuous learning has become a necessity for socio-educational care workers, due to the constantly changing nature of their profession. This study aims to develop and validate a measurement instrument of informal workplace learning outcomes focusing on socio-educational care workers. After the construction of the questionnaire on socio-educational care workers' informal workplace learning outcomes, data were collected by means of an online questionnaire (N = 1,186). These data were randomly divided into two data sets. An exploratory factor analysis was conducted on the first data set (n = 593) to provide insight into the latent factors underpinning the questionnaire. Three factors were derived: generic, job-specific and organisational-level learning outcomes. Following, a confirmatory factor analysis was conducted on the second dataset (n = 593) to validate the retrieved structure. The results reflect a good fit between the proposed three-factor model and the observed data. Future research perspectives within the field of social work are discussed. (Edited publisher abstract)
Competency in establishing positive relationships with program youth: the impact of organization and youth worker characteristics
- Authors:
- DAVIDSON Laura, EVANS William P., SICAFUSE Lorie
- Journal article citation:
- Child and Youth Services, 32(4), October 2011, pp.336-354.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
It is widely accepted that frontline youth workers’ ability to form strong, positive relationships with youths is a key component in maximising the benefits of youth programme participation. A recent United States National Collaboration of Youth report identified six elements associated with youth workers’ competency to complete their professional roles: compensation; training opportunities; supportive work environment; clear work roles; sense that work is valued; and networking opportunities. This study investigated whether having these elements predicted youth workers’ self-reported job competency in forming positive relationships with youth. Participants included 459 adult youth workers from across the US, aged 18 to 71, who worked in out-of-school youth programmes. Findings indicated that job efficacy, clarity of work roles, and benefits significantly predicted competency in forming strong relationships with programme youth. Implications for practice in the field of youth work are discussed.
Outcomes from the Mount Sinai Social Work Leadership Enhancement Program: evaluation and extrapolation
- Authors:
- NILSSON David, WELLINGTON-BOYD Anna
- Journal article citation:
- Social Work in Health Care, 43(2/3), 2006, pp.163-172.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The Mount Sinai Social Work Leadership Enhancement Program was established in 1989 for Israeli hospital social work directors, but from 1990 has also included a total of 27 Australian participants. The aims of the three-month programme are to enhance leadership capabilities, and the knowledge and skills needed to evaluate and implement high quality, cost-effective programmes. A survey and focus group discussions with 11 participants highlight individual personal and professional outcomes; intra-organisational outcomes; inter-organisational outcomes; and international outcomes. Two examples of international outcomes are described: the role of Mount Sinai staff in embedding the principles of practice-based research in Australia; and the development of professional and educational links between Australian and South East Asian social workers, especially in Singapore. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Workforce transformation outcomes measurement framework
- Author:
- SKILLS FOR CARE
- Publisher:
- Skills for Care
- Publication year:
- 2021
- Pagination:
- 20
- Place of publication:
- Leeds
The workforce transformation outcomes measurement framework provides a simple way of realistically linking the impact and benefits of workforce interventions to measurable, person-centred outcomes for the people a service supports, the care provider and the local population. It can be utilised by teams, organisations and systems to measure change in the short, medium and long term and for both simple and complex challenges. The framework can also be used when thinking about large scale organisational change or looking at individual or team practices. It has been developed to support the transformation of the workforce development process and to ensure that resources are used in the best possible way to achieve better outcomes and better experiences of care and support services. It significantly raises the probability of workforce spend providing a good return on investment, adding value and providing evidence that supports the justification of workforce development activity. The framework uses a set of prescribed questions to define the rationale, inputs, activities and measure outputs, outcomes and impact of any workforce change programme. It comprises six stages: identify issues and desired outcomes; identify change required; identify workforce development requirements; design cost effective workforce solution; implement and monitor solution; evaluate, review and redefine. (Edited publisher abstract)
The value of adult social care in England
- Author:
- KD NETWORK ANALYTICS
- Publisher:
- Skills for Care
- Publication year:
- 2021
- Pagination:
- 56
- Place of publication:
- Leeds
Economic analysis of the value and societal benefits of adult social care to England's economy. Skills for Care commissioned economic consultants KDNA to demonstrate the full economic value of the adult social care sector in England. This report estimates that adult social care in England had a minimum total economic value in 2020/21 of £50.3 billion, made up of £25.6 billion of Gross Value Added (GVA) and a further £12.6 billion of indirect and £12.1 billion induced effects. The report analyses the wider societal value and monetises some of these benefits, including improved wellbeing of carers and employment opportunities for carers, which is calculated up to £1.3billion and around £5.6 billion for working age adults. The report also argues that the best way to make adult social care sustainable in the long-term is to move away from payment for adult social care processes to payment based on better outcomes for people who draw on care and support services. The report also suggests that the sector needs to: create a better defined career structure linked to training; address pay differentiations between senior and entry-level care worker roles; recognise and reward the central role registered managers play in high quality service delivery; and look at higher overall levels of pay to increase the competitiveness of the market enabling employers to attract and employ workers with the right values. (Edited publisher abstract)
Workforce outcomes measurement model
- Author:
- SKILLS FOR CARE
- Publisher:
- Skills for Care
- Publication year:
- 2015
- Pagination:
- 20
- Place of publication:
- Leeds
A simple workforce outcomes measurement model focuses to assess whether workforce interventions are making a difference to the lives of people needing care and support. The model uses a set of prescribed questions to define outcomes, actions and measurement of any workforce change programme. The model comprises six stages: identify issues and desired outcomes; identify change required; identify workforce development requirements; design cost effective workforce solution(s); implement and monitor solution; and review and redefine. This model has been developed to support the transformation of the workforce development process, and ensures that resources are used in the best possible way to ensure people get better outcomes and experiences from care and support services. (Edited publisher abstract)
Why evaluate CPD in social work and social care? The importance of measuring impact
- Author:
- CENTRE FOR POST QUALIFYING SOCIAL WORK
- Publisher:
- Centre for Post Qualifying Social Work
- Publication year:
- 2012
- Pagination:
- 21
- Place of publication:
- Bournemouth
Highlights the reasons why effective evaluation of learning is essential and how a whole system approach is required, from establishing the metrics and the relevancy of the learning, to meeting organisational priorities and providing a return on expectation and investment. It also provides an example of an impact evaluation, before explaining in more detail the concept of return on investment and more importantly a return on expectation. This document has seven main sections: context setting and defining the terms; reasons for evaluating professional learning and development; evaluating learning and development; impact; return on expectation and investment; pitfalls and misconceptions relating to evaluating; and critical factors for success in evaluating. (Edited publisher abstract)
Making safeguarding personal: guide 2014
- Authors:
- LAWSON Jane, LEWIS Sue, WILLIAMS Cathie
- Publisher:
- Local Government Association
- Publication year:
- 2014
- Pagination:
- 20
- Place of publication:
- London
A guide to support councils and their partners to develop outcomes-focused person-centred adult safeguarding practice. The guide incorporates learning from the experiences of the 53 councils involved in the Making Safeguarding Personal in 2013/14. It outlines the main areas councils will need to consider. These include: the three levels of approach to Making Safeguarding Personal that councils can adopt; engaging with staff; developing reflective learning and development opportunities for staff; developing knowledge and skills, such as learning about outcomes and risk management; developing recording methods; and making cultural and organisational changes. An impact tool, designed to help councils think about and record how they wish to approach the work is also included in the appendices. (Original abstract)