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Chapter 4: supporting workforce development
people who use services and carers need to know that those delivering social services bring with them the necessary skills and knowledge to meet their needs. also that organisations support their workforce in their day to day roles by providing an environment which supports their learning and development throughout their careers. then we will be able to make sure we have a workforce that is fit for purpose in the 21st century.
The vision for the workforce can be realised by all those involved in the design, planning, delivery and evaluation of social services making more effective use of a range of existing structures and processes that support workforce development. Success also depends upon the support of the wider environment of education, training and development.
Recruitment and Retention
The Scottish Labour Market 2003 study by Futureskills Scotland identified that in the future there will be fewer people in the labour market, yet more people needing community care and health services, i.e. a growing demand for services at a time where those available to deliver these services are reducing. However, there are under used resources, such as older workers wanting to change career or enter the labour market again. This group is likely to become more important as the retirement age rises and age discrimination laws are introduced in 2006. Research shows that older workers also stay in jobs longer once they are recruited.
As Scotland becomes increasingly made up of people from different backgrounds and cultures, the social service workforce must reflect this diverse population.
A lot has been done to tackle recruitment issues through the Care in Scotland initiative. However, there is still a lot to do to raise the status of social work and social care careers. For example the ethnic minority population in Scotland is 2% of the total population. 31 The future workforce will need to include representatives from different communities, younger and older staff and more men. It should also make sure that workers with disabilities, such as visual and hearing impairment, are supported.
Spotlight on Practice: diversity
Glasgow College of Nautical Studies ( GCNS)
The part-time Access to Social Studies course at GCNS was introduced to enable students from socially excluded backgrounds and community outreach groups to enter a more formal educational setting. The programme provides wider access and lifelong learning opportunities through a part-time mode of delivery to include students who have previously had negative educational experiences. This programme is designed to equip students with transferable skills used in both education and employment and supports progression to HNC Social Care/Social Sciences. Skills include problem solving, the interpretation of complex information and core skills such as communication, numeracy and use of computers.
Recruitment is only the first step in the process of developing the workforce, and how this is undertaken is critical to both effective selection and retention. Safer recruitment practices are an important step in ensuring that the right people fill the right positions. This not only supports better selection of staff, but can also contribute positively to the retention of staff. It helps employers face the challenges of making sure not only that their current workforce can carry out the range of duties expected of them, but also of keeping their workforce in an environment where there are increased career options and increased competition for the available workforce.
There is also a need to ensure complementary workforce strategies with other partner organisations, to avoid unnecessary competition and to make sure that the available talent pool is shared.
Research suggests that although pay and conditions are important factors in keeping staff, opportunities for employee development, clear career pathways and opportunities for personal growth and advancement are often the issues which staff consider when deciding whether or not to remain with an employer.
Spotlight on Practice: re-entry into learning by older students
School of Care and Early Education at Falkirk College of Further Education and Higher Education
Modern Apprenticeships in Social Care, Early Years, and Playwork have become popular with students in the 40 to 65 age group. Starting out with no formal education qualifications, these students have found their re-entry into learning, a positive, successful experience.
Some employers in social services and related sectors are already tackling these recruitment and retention challenges. To get the workforce we need for the future, employers must consider how they can give their staff access to ongoing development opportunities and options for progressing in their careers. To keep hold of social service staff, it is important for organisations to take account of the Association of Directors of Social Work and Scottish Executive Supporting Front Line Staff initiative. This initiative offers a framework for managing people and supporting staff, one part of which is offering staff learning and development opportunities.
The individual's ability to engage with learning and development
Just as services are under increasing pressure to continuously improve and change, there is greater pressure on individual workers to meet increased demands from both those who use services and those who monitor performance. Staff also face the challenge of delivering services in situations where workloads have increased and where other factors, such as recruitment and retention, can affect an individual's ability to take part in learning and development.
The Scottish Social Services Council: Workforce Regulator and Sector Skills Council for Social Services in Scotland
As well as registering and regulating the social service workforce, the SSSC has responsibilities for workforce planning and development. The SSSC is also part of the Sector Skills Council ( SSC) Skills for Care & Development ( SfCD), which was licensed in February 2005. Sector Skills Councils ( SSCs) are independent, UK-wide organisations, which are employer-led and actively involve trade unions, professional bodies and other stakeholders in the sector and are set up to tackle the skills and productivity needs of their sector throughout the UK.
Whilst SfCD covers most of those working in the social service workforce close working with other SSCs will be necessary to ensure that the needs and interests of all those in the social service workforce are covered. This includes Skills for Justice, Skills Active as well as Skills for Health.
SfCD has 6 nationally agreed strategic objectives and targets to 2009:
- to deliver National Occupational Standards for the workforce;
- for the sector to agree to an appropriate qualifications framework;
- to encourage and increase the skills base of the workforce;
- to improve recruitment and retention of appropriate, skilled staff;
- to share information about the workforce across the sector, to help plan the future workforce; and
- to develop the capacity of the SSC alliance to achieve its aims.
In addition to the Sector Skills Council arrangements, the wider learning and development functions of the SSSC will actively support the implementation of this strategy. The SSSC is uniquely placed to do this through its overview of the whole workforce, as well as its education and training functions.
learning Networks
Sector Skills Councils are required to set up employer-led networks to drive and support workforce development. It is envisaged that the newly created Learning Networks will become an important means of implementing SfCD's obligations in this respect.
The Learning Networks are being established to support the continuing employee development of the whole workforce. They will help create and support a learning culture within agencies and enable a wider range of staff to contribute to the learning of others, both for and in practice. Such networks will engage other agencies and disciplines who work alongside social services, including health, justice, housing and education, to maximise opportunities for inter-professional learning and development. The four regional Learning Networks across Scotland are specific partnership networks with responsibility to:
- improve quality, quantity and diversity of practice learning opportunities;
- develop systems to embed employee development for ALL social service workers;
- support ALL partner organisations in meeting the registration requirements for their staff; and
- help partners achieve workforce planning and development.
National Occupational Standards ( NOS)
One of SfCD's main aims is 'to deliver and embed fit for purpose NOS for the workforce'. NOS are statements setting out the skills, knowledge and experience needed to meet desired outcomes. They inform decisions about the demands of employment, practice, focus of services and the structure and content of education and training related qualifications.
The NOS in Health and Social Care and in Early Education and Child Care can help us develop the qualifications and resources needed for workforce development. 32
Spotlight on Practice: Using NOS
STRADA
STRADA has used the Drug and Alcohol National Occupational Standards ( DANOS) to identify the training needs of both universal and specialist services working on the issues of drug and alcohol misuse. The competency standards, which are also defining the Skill Sets acquisition for drug and alcohol misuse in SVQ attainment, have been used as the basis for training needs questionnaires in a number of areas across Scotland.
Centres for Excellence
The Scottish Executive currently funds the following six Centres for Excellence:
The Centres will actively support the implementation of the strategy. They contribute to learning and development in their respective fields by:
- developing and publicising best practice and evidence of what works;
- providing learning opportunities and learning resources to organisations, teams and individuals;
- conducting evaluations;
- offering strategic advice; and
- advising and supporting organisations to deliver excellent services.
Collectively they represent a significant resource to support policy implementation and can contribute to the development of a culture of shared learning across the sector. They have strong partnerships and networks which bring together employers, training providers including universities, and managers and employees in the public and independent sectors as well as users and carers. Each Centre will act as a champion of the strategy in their field and work with others to develop ownership of the strategy and identify how it can make the most effective difference in that area of practice.
Spotlight on Practice: using nos
Voluntary Service Aberdeen ( VSA)
Staff are recruited and retained with the understanding that National Occupational Standards are incorporated into job descriptions and training courses.
- A ' HNC for Care' is delivered flexibly over 18+ months via classes, the Internet, CD- ROM, evenings and weekends.
- This approach has led to almost the entire staff attaining their qualifications.
- Carers are welcomed to attend the training programmes.
SIESWE
The Institute is also working closely with the SSSC, the other Centres for Excellence and other organisations on a range of work to support workforce development. This focuses on three main areas:
making sure the objectives of the new degree and related developments continue to be met through wider curricula improvements in teaching, learning and assessment methods; actively involving key stakeholders especially service users and carers; the strengthening of learning for practice, better articulation with other relevant learning in line with SCQF and sounder preparation for the realities of contemporary and future service delivery;
in line with the emerging priorities of the 21st Century Social Work Review, helping to strengthen the evidence base for practice and professional education. This will involve further development of the Learning Exchange (formerly Stòr Cùram) to incorporate 'knowledge objects' derived from research, capacity building for practitioner and academic outcome evaluation and the promotion and support of a knowledge-based culture; and
helping to create, promote and support an employee development framework for the social service workforce in Scotland. Priorities in this work include not only making sure that appropriate learning opportunities are developed at different levels of the workforce, but also that the necessary supports for continuing learning are developed within social services workplaces.
Further, Higher and other Post-16 Education
Education providers play an important role in supporting workforce development for the social service sector. Institutions providing further and higher education are in a unique position to support workforce development in Scotland. Partnerships between education providers, employers, the Centres for Excellence, SIESWE and the SSSC are best placed to tackle specific workforce development needs and targets, and to deliver the range of education and training needed across Scotland. Access to flexible methods of learning, delivered as near as possible to work or home or involving distance learning, will be a key part of this.
Spotlight on Practice: Flexible Delivery of Learning
Scottish Institute for Residential Child Care ( SIRCC)
SIRCC delivers the HNC Social Care to residential childcare staff by offering evening classes close to organisations' workplaces, to specifically meet the needs of staff.
The merger of the Higher and Further Education Funding Councils will also strengthen the many links between the Higher Education Institutions and the College Sector.
Universities, colleges and their funding bodies should continue to assess new opportunities that help meet the workforce needs of the sector and tackle any current problems. This should include identifying opportunities for inter-professional learning.
In addition to colleges and universities, other community, private and voluntary sector training providers make valued contributions to the training and development of the workforce at all levels. These include learning opportunities for those wanting to re-enter education and employee development at various levels. For example, Volunteer Development Scotland provides a range of learning opportunities on volunteer development.
KEY MESSAGES
- We need to diversify the workforce to fully reflect Scotland's population and to respond to demographic changes.
- Supporting workforce development can often benefit employers through improved retention rates for staff through improved service delivery.
- Employers and training providers need to work in partnership to ensure learning supply meets the needs of employers.
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