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A social care workforce for the 21st century: addressing the learning challenges. Lessons from case studies.

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Title: A social care workforce for the 21st century: addressing the learning challenges. Lessons from case studies.


1
A social care workforce for the 21st century
addressing the learning challenges. Lessons from
case studies.
  • Helen Rainbird Elspeth Leeson, Birmingham
    Business School, Anne Munro, Edinburgh Napier
    University. Presentation to SCWRI, Department of
    Health, London 17th November 2009.

2
Introduction
  • gtResearch project on institutional and
    organisational capacity for skill development
    2007-2009, funded by Department of Health.
  • Examined institutional framework (22 interviews)
    and 13 case studies (53 interviews).
  • Focus on good practice organisations all had
    won awards/external recognition individual
    organisations and consortia arrangements, where
    new forms of cooperation emerging at regional
    level.
  • This presentation 5 organisational case studies
    focus on lessons to be learned from good practice.

3
Structure of paper
  • Short description of organisations which had
    innovative approaches to managing training
  • The triggers for innovation extent to which
    Care Standards Act was significant/other factors
  • Fuller Unwins (2004) expansive/restrictive
    continuum of learning environments the extent
    to which staff are engaged in a range of learning
    opportunities which meet the needs of individual
    organisation, or meet minimum requirements for
    training assessment

4
The good practice organisations
  • 1. Residential Home (RH)
  • Family owned limited company, village location
    since mid 1980s, 50 staff, care for 35 residents,
    some day care services
  • Awards care ambassadors scheme
  • Owner active at regional level/organising sector
  • 2. Community Caring Trust (CCT)
  • Private company registered as charity, set up
    1997 following public sector cuts, growing from
    85-500 staff, 700 service users
  • Residential day care for elderly, adults
    children with physical learning disabilities
  • 5 day care centres, 35 properties for supported
    living
  • Winner Times Top 100 companies to work for

5
The good practice organisations
  • 3. The Agency (A)
  • Large family company dedicated to charitable
    activity, part of a group of companies providing
    temporary staff across labour market
  • Recognised for training CPD of agency workers
  • See training as investment gt reputation, former
    staff become commissioners of agency workers

6
The case study organisations
  • 4. The Not for Profit Provider Training
    Division (NfPP)
  • Established mid C19th as charity supplying
    surgical devices to the poor. After NHS,
    refocused on care of elderly
  • Four homes providing services for day care,
    residential nursing care, 300 staff, 200
    residents
  • National awards for BTEC induction programme, mgt
    leadership training
  • 5. The Dementia Team (DT)
  • Council Home Support Dementia Team working with
    NHS Trust
  • 14 staff, with home specialist home support
    workers, working in teams of 3
  • Skills for Care Accolade for most innovative new
    type of worker, national winner of winners
    Accolade.

7
The case study organisations
  • Shared characteristics building of internal
    capacity whole organisation approaches,
    systematic approach to managing business
    training, ethos of care for all workers
  • Recruit workers for disposition over formal
    qualifications and invest in training apart from
    DT, rigorous induction
  • Investment in training seen as reputation
    building, an alternative to marketing

8
The good practice organisations
  • Triggers for innovation
  • RH Training quality standard (Investors in
    People,1994)gt strategic approach, formalisation,
    owner a panel member gt source of learning
  • DT new types of worker project funding by
    Skills for Care gt innovative teamwork using
    confident workers who share knowledge of users
    needs
  • A experience of failure need to develop
    internal capacity draw down external capacity
  • CCT recognition that existing mgt systems were
    inadequate high levels of absenteeism
    fundamentals of HRM - staff have to want to come
    to work Top 100 company to work for
  • NfPP need to meet statutory requirements
  • Only NfPP triggered directly, A indirectly by
    regulations, DT availability of funding

9
The expansive/restrictive continuum of learning
  • Expansive learning environments engage staff
    fully in a range of learning opportunities
    meeting needs of individuals organisation
  • Restrictive learning environments focus on
    immediate, task related training/assessment to
    meet regulatory requirements
  • (Fuller and Unwin, 2004 study of apprenticeship
    in the steel industry)

10
The expansive/restrictive continuum of learning
environments in care work
  • EXPANSIVE
  • Assessor as trainer developer
  • Assessor as knowledgeable care worker
  • Assessor has dual qualification
    (assessor/trainer)
  • Tailored assessment development
  • RESTRICTIVE
  • Assessor as administrator
  • Assessor as administrator
  • Assessor has single qualification
  • Standardised assessment

11
The expansive/restrictive continuum of learning
environments in care work
  • EXPANSIVE
  • Whole organisation approach
  • Training, devpt assessment incorporated into
    organisational practice
  • Internal capacity for assessment training
  • Moral/ideological commitment to improvement
    maximising staff potential
  • Employee-driven learning
  • Trust in competent employees
  • RESTRICTIVE
  • Reactive, compliance driven approach
  • Training, devpt assessment bolted on
  • Organisation relies on external expertise
  • Lack of commitment to staff development
  • Employees see themselves as just a care worker
  • Staff treated as unskilled workers with little
    autonomy

12
Expansive learning in the good practice
organisations
  • Other factors contributing to innovative
    approaches
  • Trust in competent workers who know service
    users needs understand their medical
    conditions
  • Sharing of knowledge of users needs
    substitutabilitygt quality of service (cf
    personalisation agenda danger of
    individualisation)
  • Employee driven training job expansion
  • Organisations ability to grow own managers
  • Access to educational qualifications for career
    development
  • Training part of package of HRM practices which
    include work/life balance particularly
    important in reconciling workers needs with
    those of service users

13
References
  • Fuller, A. L. Unwin, 2004. Expansive learning
    environments integrating organisational and
    personal development in Rainbird et al., Eds.,
    Workplace Learning in Context, Routledge/Taylor
    Francis.
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