Newly Qualified Social Workers in Scotland: A Five-Year Longitudinal Study: Interim Report 2: December 2018

‘I just remembered actually … I did come into [social work] to change things positively for [people]. So I think I’m in the process of forming that identity. I think the first year’s been about kind of technically learning the processes, and who do you invite to what meeting and… procedures and all that. And now I just feel like I’m starting to know the basics enough where I can sort of start to shape how I want to approach that… how are you going to meet the challenges of not being a corporate, council person?’
(Interview participant)

This report presents findings from year 2 of a five-year longitudinal study which aims to develop a national picture of how early career social workers (ECSWs) experience and navigate their first years in practice. Methods of data collection include a review of available literature, annual repeat-measure online questionnaires, in-depth interviews, and participant observation. Year 2 findings draw on 118 ECSW responses to a national online questionnaire, 14 in-depth interviews with ECSWs across Scotland, and a ten-day period of observation in a single local authority.

Key findings from available literature

As is often the case in Scottish-based social work research, existing research knowledge on this subject is limited by a lack of research, a necessary reliance on English-based studies, and a focus on experiences within children’s services. In this respect, the findings underscore the need to extend and deepen our knowledge base in this area, and caution against drawing definitive conclusions. With these caveats in mind, the available literature speaks to a number of themes relevant to this study, as summarised below.

The relationship between social work education and the professional readiness of newly qualified social workers (NQSWs) has long been an important, if not politicised, issue for the profession. Research illuminating this relationship is scant. Broadly speaking, NQSWs appear to value their education and believe that they are reasonably well-prepared for practice. However, across studies, NQSWs identify feeling more prepared for some aspects of practice over others. Relatedly, NQSWs remind us that readiness is ultimately achieved over the first year of practice, prompting a more critical conception of readiness – and a more integrated conception of learning - than is sometimes in evidence.

Induction is an important feature of early career transitions, though there appears to be considerable variation in what induction means and involves across settings and jurisdictions. There is some evidence of a trend towards more structured and standardised induction processes; developments in this regard are broadly positive but need to be tailored to the needs of the developing professional and the employing organisation. There is a need to better understand which aspects of induction and post-qualifying support are most and least useful, when, and for whom.

NQSWs place significant value on professional supervision. Experiences of supervision appear to vary across settings; however, NQSWs appear more concerned with the quality of support available rather than issues of frequency, duration, etc. Case management issues appear to dominate supervision agendas across settings, with limited space for critical reflection and learning.

Informal support emerges as a critical component of early career transitions; although the literature on informal support is significantly underdeveloped. There is little evidence of informal, peer or off-site support being harnessed or supported as a professional development tool.

Most NQSWs embark on their career with a reasonable degree of confidence in their capabilities and, for most, professional confidence and capability develops significantly over the first year. Early career challenges typically relate to issues of bureaucracy and/or ‘role conflict’. For some, particularly those working in children’s services, challenges can be severe, prompting consideration of early exit from the profession or service setting.

Research suggests varying experiences in respect of caseload volume, protection and complexity. In Scotland, there appears to be no agreed mechanisms for managing inconsistencies.

Overall, the literature suggests reasonable levels of job satisfaction amongst NQSWs. Job fulfilment, job security, flexibility and access to support emerge as significant factors. A small but significant number appear to report lower levels of job satisfaction. For this group, pay, working hours and opportunities for career progression appear significant. For both groups, a perception of low public value also emerges as significant.

Key findings from Year 2
Year 2 findings affirm and add to our developing understanding of how early career social workers experience and navigate their first years in practice. The findings suggest clear areas of strength within the profession as well as areas for improvement and/or more in-depth inquiry.

Employment
• The majority of participants continue to be employed in statutory roles (92%). Most are working in children’s services (59%), followed by adult services (32%) and justice services (6%). 24% of year 2 participants had moved or changed jobs in the last 12 months.
• 60% of participants describe working in an agile working environment. For most, agile working was discussed in negative terms, with participants highlighting time inefficiencies, obstacles to concentrated work, reduced access to peer or team support, and negative impacts on wellbeing.
• Broadly, year 2 data continues to suggest reasonable and improved levels of professional confidence and competence across four broad domains: skills, knowledge, self-efficacy and values. Decreases in confidence were noted in the following areas: delivering personalised services, synthesis of knowledge and practice, and research-informed practice. Similar to year 1 findings, qualitative data again presents a more mixed picture of professional confidence and competence, highlighting the negative impacts of broader factors – including organisational cultures, structures and resourcing - on the worker’s ability to ‘do the job’.
• Participants continue to describe varied caseloads in terms of volume and complexity. For most, the work is stimulating and appropriately complex. However, half of the year 2 participants report that their workload makes them feel anxious and less than half feel their workload is manageable. Intersectional findings suggest that workload anxiety is linked to volume of cases, lack of resource and a sense of vulnerability rather than workload complexity.
• Participants continue to spend the majority of their time on desk based activities, specifically report writing and case recording. As per year 1 data, least and diminishing time is spent on ‘reading, analysing and using research knowledge and evidence’.

Support, learning and development •

Quantitative data indicates that participants are broadly satisfied with formal learning and development opportunities, most of which appear to be delivered in-house or via partner agencies. Participants and employers continue to prioritise a range of mostly practical knowledge. Qualitative data presents a more mixed picture with participants indicating a desire for ‘deeper and richer’ learning as well are more responsive, structured and joined-up learning and development pathways.
• Intersectional findings underscore that learning occurs mostly ‘on the job’ through everyday practice, relationships and reflection. This appears to be an underdeveloped aspect of learning and development strategy.
• Two thirds of participants continue to report regular experiences of supervision. ECSWs continue to value supervision; although satisfaction levels were slightly lower than those reported in year 1. Participants continue to highlight a desire for a more balanced approach, extending beyond case-management, and including greater space for critical reflection, learning and emotions.
• Informal support continues to emerge as a critical component of professional development, with increased emphasis on access to emotional support. Issues of proximity to, and distance from, supports affected by agile working practices appear significant.

Professional identity

• Most participants continue to describe a reasonably clear sense of professional identity, rooted in a strong sense of professional purpose and values. However, recognition and respect from others - policy makers, other professionals and publics - remains significant, suggesting both a personal and relational dynamic to developing professional identity.
• In practice however, professional identity appears both in development and under pressure as ECSWs grapple with the application of professional values within a ‘corporate’ council culture.
• As per year 1 findings, the two key challenges to professional identity and confidence were a perceived lack of respect from others, with emphasis on health colleagues, and a lack of resource to do the job well.

Conclusions
Broadly, the findings suggest a committed and capable early career workforce, motivated by making a difference in the lives of those with whom they work. At the same time the demands on early career social workers, and those who support them, are significant. There are signs of a workforce struggling, sometimes, to deliver on key elements of their professional identity within current (inter-)organisational structures, cultures and fiscal frameworks. To some extent, this struggle appears to be accepted as part of the territory of ‘being a social worker’ and raises important questions regarding the role and impact of those with particular responsibilities for professional leadership. Practice provides a critical site for professional development and has many areas of strength. Yet, some of the structures and cultures required to model, support and sustain learning and development in practice appear weak or underdeveloped. Relatedly, the findings suggest a profession committed to improvement in this area yet struggling to innovate and deliver amidst established and shifting professional patterns. The relationship between research, knowledge and practice appears particularly weak, with deleterious effects on professional identity and confidence. These findings point to a need to significantly strengthen and invest in professional leadership - as distinct from management, and for the profession to consider its arguably ambivalent relationship with knowledge and research.

Developing findings suggest that professional identity and professional development rest on an interplay of objective and subjective dimensions, affected in particular by the relational dynamic of ‘being’ a social worker. There is a need to better understand this interplay and to consider the implications for workforce learning and development strategies at local and national levels.