Abstract
This report presents year one findings from a five-year study which aims to develop a national picture of how NQSWs experience and navigate their first years in practice.
The project is a mixed-method longitudinal cohort study of NQSWs over a period of five years. Methods of data collection include annual repeat-measure online questionnaires, focus groups, indepth interviews and participant observation.
Year 1 findings draw on 157 NQSW responses to a national online questionnaire and 16 in-depth interviews with NQSWs across Scotland.
Key findings
Routes into social work The majority of NQSWs entered social work education with knowledge and experience of social care. Motivations for a career in social work were mostly value-led, followed by a desire for a fulfilling career and/or career progression.
60% of respondents came through undergraduate routes and 40% postgraduate routes. Routes into undergraduate study were notably varied, spanning employment/ return to study (51%), FE routes (31%), and school (12%).
NQSWs report a positive experience of social work education with 86% describing the quality of education as good or very good. Identified areas of strength are broad based, suggesting that NQSWs value an integrated approach to education and learning.
Identified areas for improvement are best distilled as a desire for ‘more’, though this may reflect the framing of key questions. In particular, NQSWs identified a desire for more practical and applied learning, including more balanced attention to specialist areas of practice.
Employment
96% of respondents were employed in statutory settings. 74% were on permanent contracts, with the remainder on temporary contracts. The majority were situated in children’s service (52%), followed by adult services (38%) and criminal justice (7%).
60% of NQSWs described an unstructured induction lasting 1-2 weeks. However, most reported a common induction experience, centred around professional shadowing, agency visits and reading organisational policy.
Around a third of respondents report some form of workload protection. Just under half report caseloads of between 11 and 20, while 35% report caseloads of between 21 and 40. Just under half report holding cases relating to child protection, sexual offending and adult protection. The majority of NQSWs said they felt workloads were manageable and appropriate to their level of expertise.
NQSWs describe spending the majority of their working time on report writing (35%) and case recording (21%). Least time was spent on ‘reading, analysing and using research knowledge and evidence’.
NQSWs reported reasonable levels of confidence and competence across four broad domains: skills, knowledge, self-efficacy and professional values. Slightly lower levels of confidence were identified in relation to decision making in complex situations and use of research skills.
Supervision and support
The majority of NQSWs report regular experiences of supervision, typically on a monthly basis. For most, supervision is experienced as practical (96%), supportive (81%) and focussed on workload management (72%). Identified areas for improvement included: a more protected and balanced approach extending beyond ‘case management’ to also incorporate critical reflection and discussion.
NQSWs placed significant value on informal support from colleagues and peers. For most, this emerged as a primary source for professional advice, guidance and emotional support.
Professional Learning and development
In the first year of practice, professional learning and development opportunities mostly took the form of shadowing colleagues, corporate or work-based training and, to a lesser degree, selfdirected study. NQSWs prioritised procedural and practical knowledge, specifically relating to risk assessment and management, legislation and social work interventions.
Professional identity
75% of respondents described having ‘a clear sense of my professional identity’, however free text responses suggest a less clear picture. For many, professional identity was about professional purpose and values, for others it was about competency and proficiency, and for others it was about public and professional recognition.
Half of the respondents identified a lack of respect and value from other professionals as a key obstacle to their developing professional identity, followed closely by internal/ sector challenges. NQSWs felt that professional identity could be strengthened through improved public understanding of and value for the social work role, improved inter-professional understanding and value, and improved opportunities for professional development and career progression.
Developing leadership
Just over half of the respondents felt that they understood the importance of leadership capacity at this point in their career. The remainder did not or were unsure. 27% felt they had been supported to develop their leadership capacities, mostly through informal mechanisms. NQSWs identified a need for more explicit support in this area from employers and more talk about leadership in day-to-day practice. A small number didn’t see leadership as ‘a priority right now’.
What else matters?
When invited to discuss any additional areas, key themes included: education, transitions, austerity, workloads, integration, identity and emotions
The project is a mixed-method longitudinal cohort study of NQSWs over a period of five years. Methods of data collection include annual repeat-measure online questionnaires, focus groups, indepth interviews and participant observation.
Year 1 findings draw on 157 NQSW responses to a national online questionnaire and 16 in-depth interviews with NQSWs across Scotland.
Key findings
Routes into social work The majority of NQSWs entered social work education with knowledge and experience of social care. Motivations for a career in social work were mostly value-led, followed by a desire for a fulfilling career and/or career progression.
60% of respondents came through undergraduate routes and 40% postgraduate routes. Routes into undergraduate study were notably varied, spanning employment/ return to study (51%), FE routes (31%), and school (12%).
NQSWs report a positive experience of social work education with 86% describing the quality of education as good or very good. Identified areas of strength are broad based, suggesting that NQSWs value an integrated approach to education and learning.
Identified areas for improvement are best distilled as a desire for ‘more’, though this may reflect the framing of key questions. In particular, NQSWs identified a desire for more practical and applied learning, including more balanced attention to specialist areas of practice.
Employment
96% of respondents were employed in statutory settings. 74% were on permanent contracts, with the remainder on temporary contracts. The majority were situated in children’s service (52%), followed by adult services (38%) and criminal justice (7%).
60% of NQSWs described an unstructured induction lasting 1-2 weeks. However, most reported a common induction experience, centred around professional shadowing, agency visits and reading organisational policy.
Around a third of respondents report some form of workload protection. Just under half report caseloads of between 11 and 20, while 35% report caseloads of between 21 and 40. Just under half report holding cases relating to child protection, sexual offending and adult protection. The majority of NQSWs said they felt workloads were manageable and appropriate to their level of expertise.
NQSWs describe spending the majority of their working time on report writing (35%) and case recording (21%). Least time was spent on ‘reading, analysing and using research knowledge and evidence’.
NQSWs reported reasonable levels of confidence and competence across four broad domains: skills, knowledge, self-efficacy and professional values. Slightly lower levels of confidence were identified in relation to decision making in complex situations and use of research skills.
Supervision and support
The majority of NQSWs report regular experiences of supervision, typically on a monthly basis. For most, supervision is experienced as practical (96%), supportive (81%) and focussed on workload management (72%). Identified areas for improvement included: a more protected and balanced approach extending beyond ‘case management’ to also incorporate critical reflection and discussion.
NQSWs placed significant value on informal support from colleagues and peers. For most, this emerged as a primary source for professional advice, guidance and emotional support.
Professional Learning and development
In the first year of practice, professional learning and development opportunities mostly took the form of shadowing colleagues, corporate or work-based training and, to a lesser degree, selfdirected study. NQSWs prioritised procedural and practical knowledge, specifically relating to risk assessment and management, legislation and social work interventions.
Professional identity
75% of respondents described having ‘a clear sense of my professional identity’, however free text responses suggest a less clear picture. For many, professional identity was about professional purpose and values, for others it was about competency and proficiency, and for others it was about public and professional recognition.
Half of the respondents identified a lack of respect and value from other professionals as a key obstacle to their developing professional identity, followed closely by internal/ sector challenges. NQSWs felt that professional identity could be strengthened through improved public understanding of and value for the social work role, improved inter-professional understanding and value, and improved opportunities for professional development and career progression.
Developing leadership
Just over half of the respondents felt that they understood the importance of leadership capacity at this point in their career. The remainder did not or were unsure. 27% felt they had been supported to develop their leadership capacities, mostly through informal mechanisms. NQSWs identified a need for more explicit support in this area from employers and more talk about leadership in day-to-day practice. A small number didn’t see leadership as ‘a priority right now’.
What else matters?
When invited to discuss any additional areas, key themes included: education, transitions, austerity, workloads, integration, identity and emotions
| Original language | English |
|---|---|
| Place of Publication | Dundee |
| Publisher | Scottish Social Services Council |
| Commissioning body | The Scottish Government |
| Number of pages | 56 |
| Publication status | Published - 31 Dec 2017 |
| Externally published | Yes |
