Work-based Supervisors:Work-based Supervisors:

The Neglected Partners?The Neglected Partners?

Literature ReviewLiterature Review

The literature reviewed here generally The literature reviewed here generally focuses on four themes: focuses on four themes:

1.1. The “off-site” model of practice learningThe “off-site” model of practice learning

2.2. Roles of the key playersRoles of the key players

3.3. Relationships between the key playersRelationships between the key players

4.4. Professional development for practice Professional development for practice assessors assessors

Findings from Literature ReviewFindings from Literature Review

Focus on traditional models of on-site practice teaching Focus on traditional models of on-site practice teaching (Marsh and Triseliotis 1996, Shardlow and Doel 1996, (Marsh and Triseliotis 1996, Shardlow and Doel 1996, Evans 1999)Evans 1999)

addressed the perspective of the student and practice addressed the perspective of the student and practice teacher, ignoring the work-based supervisor (Bridge teacher, ignoring the work-based supervisor (Bridge 1999, Karban 1999).1999, Karban 1999).

There is evidence to suggest that work-based There is evidence to suggest that work-based supervisors were indeed neglected partners in practice supervisors were indeed neglected partners in practice learning under the DipSW programme. They have been learning under the DipSW programme. They have been described as the “unsung heroes” (Burgess and Phillips described as the “unsung heroes” (Burgess and Phillips 2000). 2000).

Key themes arising from the literature include:

• The impact of different models of practice learning

• Professional development of practice assessors

• Role of the work-based supervisors and “off-site” practice teachers

• Importance of establishing good relationships between the key stakeholders

•The limited literature that does exist on the work-based supervisor (Lawson 1998, Moss 1999, Burgess and Phillips 2000) was written before the introduction of the new degree programme and the new role of work-based supervisor/ assessor.

Research QuestionsResearch Questions

1.1. How do work-based supervisors/ assessors and “off-How do work-based supervisors/ assessors and “off-site” practice teachers see the role of work-based site” practice teachers see the role of work-based supervisors?supervisors?

2.2. What is the nature of the involvement of work-based What is the nature of the involvement of work-based supervisors in the assessment of students’ practice? supervisors in the assessment of students’ practice? Has this increased with the degree programme? Has this increased with the degree programme?

3.3. How do work-based supervisors manage the complex How do work-based supervisors manage the complex set of relationships, ranging from the two-way set of relationships, ranging from the two-way relationship with the practice teacher, the three-way relationship with the practice teacher, the three-way with practice teacher and student and the four-way with practice teacher and student and the four-way relationship with student, practice teacher and tutor?relationship with student, practice teacher and tutor?

4.4. Does the lack of experience and training of Does the lack of experience and training of non social work supervisors affect their non social work supervisors affect their ability to supervise social work students ability to supervise social work students and the quality of the practice learning and the quality of the practice learning experience?experience?

5.5. What are the professional development What are the professional development needs of work-based supervisors? Are needs of work-based supervisors? Are these being met by the university and these being met by the university and employers?employers?

MethodologyMethodology

As this research aimed to learn more As this research aimed to learn more about the experiences of the about the experiences of the respondents and to effect some respondents and to effect some change, an emancipatory approach was change, an emancipatory approach was usedused

qualitative methodology was employed.qualitative methodology was employed.

MethodsMethods

Questionnaires to Work-based Questionnaires to Work-based supervisors & Practice Teacherssupervisors & Practice Teachers

32 sent: 15 returned32 sent: 15 returned Interviews with Work-based Interviews with Work-based

supervisors, Practice Teachers and supervisors, Practice Teachers and TutorTutor

8 interviews8 interviews

SampleSample

Work-based Supervisors ranged in Work-based Supervisors ranged in experience & trainingexperience & training

4 qualified social workers4 qualified social workers 3 social care managers3 social care managers 1 NVQ assessor1 NVQ assessor 4 from voluntary sector4 from voluntary sector 3 from statutory sector3 from statutory sector

Findings:Findings:

Increased anxiety and confusion about Increased anxiety and confusion about roles amongst work-based supervisors and roles amongst work-based supervisors and off-site practice teachers during the first off-site practice teachers during the first year (2004) year (2004)

Main responsibilities remain unchanged Main responsibilities remain unchanged under the BA programme with the under the BA programme with the exception of assessment tasks. exception of assessment tasks.

FindingsFindings

Increased use of the “off-site” model of Increased use of the “off-site” model of practice learningpractice learning

Insufficient supply of placements and Insufficient supply of placements and practice teachers to meet the demand practice teachers to meet the demand which resulted in some students facing which resulted in some students facing delays in being allocated placements. delays in being allocated placements.

FindingsFindings

Some off-site practice teachers over-Some off-site practice teachers over-stretched. stretched.

Many work-based supervisors are now Many work-based supervisors are now taking on main responsibility for student’s taking on main responsibility for student’s learning and assessmentlearning and assessment

Work-based supervisors expressed a Work-based supervisors expressed a preference for working with off-site preference for working with off-site practice teachers who were familiar to practice teachers who were familiar to them. them.

FindingsFindings

Preference of work-based supervisors to Preference of work-based supervisors to work with “credible” off-site practice work with “credible” off-site practice teachers who had practice experience with teachers who had practice experience with a similar agency or service user group. a similar agency or service user group.

Professional DevelopmentProfessional Development

Research findings indicate that this has Research findings indicate that this has improved under the BA programme, with improved under the BA programme, with the majority of respondents reporting they the majority of respondents reporting they had been offered support and training both had been offered support and training both at the start of the new degree programme at the start of the new degree programme and during the course of the placement. and during the course of the placement.

Findings: Professional DevelopmentFindings: Professional Development

All those who attended the induction to All those who attended the induction to work-based learning course found it work-based learning course found it helpful. helpful.

Most preferred support groups & Most preferred support groups & workshopsworkshops

There was consensus about the difficulty There was consensus about the difficulty in finding the time to attend meetings and in finding the time to attend meetings and courses.courses.

Findings: Professional DevelopmentFindings: Professional Development

The range of training and support needs The range of training and support needs expressed reflected the different levels of expressed reflected the different levels of experience, skills, qualifications and experience, skills, qualifications and professional background within the group professional background within the group of respondents. of respondents.

The importance of providing additional The importance of providing additional support to small voluntary agencies and support to small voluntary agencies and supervisors unfamiliar with the social supervisors unfamiliar with the social work role was noted.work role was noted.

FindingsFindings

New model of practice learning where New model of practice learning where these experienced staff undertake all the these experienced staff undertake all the roles and responsibilities of a practice roles and responsibilities of a practice assessor with mentoring from a specialist assessor with mentoring from a specialist practice teacher.practice teacher.

This “light-touch” or “mentoring” model This “light-touch” or “mentoring” model may become much more prevalent under may become much more prevalent under the new post qualifying framework.the new post qualifying framework.

FindingsFindings

Some work-based supervisors commented on Some work-based supervisors commented on the power imbalance between them and the power imbalance between them and practice teachers, which they felt was practice teachers, which they felt was perpetuated by tutors who communicated perpetuated by tutors who communicated largely with the practice teachers. largely with the practice teachers.

Some work-based supervisors have expressed Some work-based supervisors have expressed a desire to be more involved in decision a desire to be more involved in decision making and the need to have more information making and the need to have more information about the student. about the student.

FindingsFindings

The apparent inequality in relation to The apparent inequality in relation to finance, power, status and recognition has finance, power, status and recognition has in some cases left the work-based in some cases left the work-based supervisors feeling neglected, frustrated supervisors feeling neglected, frustrated and undervalued.and undervalued.

RecommendationsRecommendations

All stakeholders in practice learning need All stakeholders in practice learning need to ensure that practice learning to ensure that practice learning agreements are explicit about roles and agreements are explicit about roles and responsibilities. responsibilities.

There needs to be a clear and transparent There needs to be a clear and transparent system for negotiating the role of the work-system for negotiating the role of the work-based supervisor which reflects the based supervisor which reflects the experience and training of individuals experience and training of individuals

Employers, universities and off-site Employers, universities and off-site practice teachers should regard Work-practice teachers should regard Work-based supervisors as equal partners. based supervisors as equal partners.

Workforce development plans need to Workforce development plans need to address their professional development address their professional development needs and ensure that they are provided needs and ensure that they are provided with study leave and work-load reliefwith study leave and work-load relief

The current system of payment needs to The current system of payment needs to be reviewed to ensure that work-based be reviewed to ensure that work-based supervisors receive more equitable supervisors receive more equitable financial reward.financial reward.

Consideration should be given to ways of Consideration should be given to ways of enabling work-based supervisors to enabling work-based supervisors to contribute to the final assessment report contribute to the final assessment report on the student. on the student.

The arrangements under the new post The arrangements under the new post qualifying award framework should qualifying award framework should reflect the different stages of reflect the different stages of development of the diverse pool of work-development of the diverse pool of work-based supervisors, ranging from novices based supervisors, ranging from novices to experts.to experts.

Work-based supervisors can now gain Work-based supervisors can now gain new PQ award, Enabling Work- Based new PQ award, Enabling Work- Based LearningLearning

RecommendationsRecommendations

Those who are new to practice learning or Those who are new to practice learning or who are from non-social work settings may who are from non-social work settings may need additional support and training. need additional support and training.

More experienced staff who have already More experienced staff who have already undertaken some training may need undertaken some training may need different levels of support and may be able different levels of support and may be able to take on the full practice assessor role to take on the full practice assessor role with mentoring from a “practice educator” with mentoring from a “practice educator” (GSCC 2005).(GSCC 2005).

New initiatives to support work-based New initiatives to support work-based supervisors should be introduced. For supervisors should be introduced. For example, agencies and universities could example, agencies and universities could improve communication through a newsletter.improve communication through a newsletter.

Course providers could respond to the need Course providers could respond to the need for up-dates on theory by enabling access to e-for up-dates on theory by enabling access to e-learning, Blackboard, learning resource learning, Blackboard, learning resource centres, seminars, module guides and reading centres, seminars, module guides and reading lists.lists.

Further vetting of new placements is Further vetting of new placements is needed to ensure that the agencies needed to ensure that the agencies understand the practice learning understand the practice learning requirements and to check that there are requirements and to check that there are sufficient learning opportunities. sufficient learning opportunities.

Agencies could be required to sign an Agencies could be required to sign an undertaking which would guarantee undertaking which would guarantee compliance with minimum standards and compliance with minimum standards and ensure a commitment to the professional ensure a commitment to the professional development of work-based supervisors. development of work-based supervisors.

Non-social work agencies may require Non-social work agencies may require additional support and training. Tutors additional support and training. Tutors should have sufficient time and resources should have sufficient time and resources to visit and review placements. Auditing to visit and review placements. Auditing tools could be developed such as a quality tools could be developed such as a quality assurance check-list.assurance check-list.

Further consideration needs to be Further consideration needs to be given to the matching process when given to the matching process when allocating an off-site practice teacher to allocating an off-site practice teacher to an agency. an agency.

Wherever possible, the practice Wherever possible, the practice teacher should have some knowledge teacher should have some knowledge of the agency or service user group. If of the agency or service user group. If this is not possible, the off-site practice this is not possible, the off-site practice teacher must agree to spend time teacher must agree to spend time getting to know the work of the agency getting to know the work of the agency at the beginning of the placement.at the beginning of the placement.

ImplementationImplementation

Careful matching of PT & WBSCareful matching of PT & WBS All new WBS accessing training and All new WBS accessing training and

supportsupport ““Light-touch” or “mentoring” model is now Light-touch” or “mentoring” model is now

being used where experienced staff being used where experienced staff undertake all the roles and responsibilities undertake all the roles and responsibilities of a practice assessor with mentoring from of a practice assessor with mentoring from a specialist practice teacher. a specialist practice teacher.

• Addressing inequality in relation to finance, power, status and recognition

• Work-based supervisors now getting paid more

• Work-based supervisors now contribute to the final assessment report on the student

• New university post of Practice Learning Quality Assurance Tutor

•Auditing tools have been developed such as a quality assurance check-list.

•Initial Practice Learning Agreement addresses roles & responsibilities

•Mid-point review: tutor checks on 3-way communication and frequency of supervision

ReferencesReferences Alston, M & Bowles, W (1998) Alston, M & Bowles, W (1998) Research for social workers Research for social workers St Leonards: Allen & UnwinSt Leonards: Allen & Unwin Beresford, P (2003) Beresford, P (2003) It’s our lives: A short theory of knowledge, distance and It’s our lives: A short theory of knowledge, distance and

experience. experience. London: Open Services Press London: Open Services Press Bridge, G (1999) Bridge, G (1999) In defence of long-arm practice teaching. In defence of long-arm practice teaching. Journal of Practice Journal of Practice

Teaching 2(1) 1999, pp 7-19Teaching 2(1) 1999, pp 7-19 Burgess R. & Campbell B. et al (1998) Burgess R. & Campbell B. et al (1998) Managing Unsuccessful or Uncompleted Managing Unsuccessful or Uncompleted

Placements Placements – Journal of Practice Teaching in Health and Social Work Vol. 1, No. 1 – Journal of Practice Teaching in Health and Social Work Vol. 1, No. 1 Burgess, R & Phillips, R (2000) Burgess, R & Phillips, R (2000) On-site supervisors: the unsung partners in the training On-site supervisors: the unsung partners in the training

team? team? Journal of Practice Teaching in Health and Social Work Vol.2, No.3Journal of Practice Teaching in Health and Social Work Vol.2, No.3 CCETSW (Sept 1987, p6) CCETSW (Sept 1987, p6) Accreditation of agencies & practice teachers in social work Accreditation of agencies & practice teachers in social work

education,education, CCETSW Paper 26.1 CCETSW Paper 26.1 CCETSW (1996) CCETSW (1996) Guidance on the “off-site” model of practice teachingGuidance on the “off-site” model of practice teaching London: CCETSWLondon: CCETSW CCETSW (1998) ACCETSW (1998) Assuring Quality for practice Teaching ssuring Quality for practice Teaching London: CCETSWLondon: CCETSW Denscombe, M (2003) Denscombe, M (2003) The Good research Guide for Small-scale Social Research. The Good research Guide for Small-scale Social Research.

Maidenhead, Open UniversityMaidenhead, Open University Doel M, Deacon, L, Sawdon, C(2004) Doel M, Deacon, L, Sawdon, C(2004) An Audit of Models of Practice Learning in the An Audit of Models of Practice Learning in the

new Social Work Award. new Social Work Award. Sheffield Hallam University for the Practice learning Taskforce Sheffield Hallam University for the Practice learning Taskforce and NOPTand NOPT

ReferencesReferences Evans, D (1999) Evans, D (1999) Practice learning in the caring professionPractice learning in the caring profession Aldershot: Ashgate Aldershot: Ashgate Evans, D & Kearney, J (1996) Evans, D & Kearney, J (1996) Working in social care: A systemic approach Working in social care: A systemic approach Aldershot: ArenaAldershot: Arena Fish D. & Twinn S. (1997) Fish D. & Twinn S. (1997) Quality Clinical Supervision in the health care professionsQuality Clinical Supervision in the health care professions Oxford: Butterworth- Oxford: Butterworth-

Heinemann, Heinemann, Ford and Jones (1987) Ford and Jones (1987) Student SupervisionStudent Supervision, BASW Practical Social Work, Macmillan, BASW Practical Social Work, Macmillan Foulds, J, Sanders, A, Williams, J (1991) Foulds, J, Sanders, A, Williams, J (1991) Co-ordinating learning: the future of practice teaching Co-ordinating learning: the future of practice teaching Social Work Social Work

Education Journal Vol. 10, No.2Education Journal Vol. 10, No.2 Goffman, E (1968) Goffman, E (1968) The presentation of self in everyday life. The presentation of self in everyday life. Harmondsworth: PenguinHarmondsworth: Penguin Gomm, R, Needham, G, Bullman, A (2000) Gomm, R, Needham, G, Bullman, A (2000) Evaluating research in health and social care. Evaluating research in health and social care. London: SageLondon: Sage Hart, C (1998) Hart, C (1998) Doing a Literature Review Doing a Literature Review London, SageLondon, Sage Higher Education Institutions (HEI) Survey (2003) Higher Education Institutions (HEI) Survey (2003) in in Kearney, P (2003) Kearney, P (2003) A framework for supporting and assessing A framework for supporting and assessing

practice learning” SCIE practice learning” SCIE Hogan F. (2002) Hogan F. (2002) The Creative Possibilities of SupervisionThe Creative Possibilities of Supervision – Journal of Practice Teaching in Health & Social Work – Journal of Practice Teaching in Health & Social Work

Vol 4 No1Vol 4 No1 Howarth J. and Shardlow S. (1998) EstablishingHowarth J. and Shardlow S. (1998) Establishing the Building Blocks for Quality Teaching in an Environment of the Building Blocks for Quality Teaching in an Environment of

Change Change - Journal of Practice Teaching Vol 1 No 2 - Journal of Practice Teaching Vol 1 No 2 Hughes L. and Pengelly P. (1997Hughes L. and Pengelly P. (1997) ) Staff Supervision in a Turbulent Environment. Staff Supervision in a Turbulent Environment. London: Jessica KingsleyLondon: Jessica Kingsley Karban K. (1999) Karban K. (1999) Off-site Practice Teaching for the DipSW – Views of the students & practice teachers. Off-site Practice Teaching for the DipSW – Views of the students & practice teachers. Social Social

Work Education Vol.18Work Education Vol.18 Lawson H. ed (1998, chapter 15) Lawson H. ed (1998, chapter 15) Practice Teaching – Changing Social Work.Practice Teaching – Changing Social Work. London: Jessica Kingsley, London: Jessica Kingsley, Kearney, P (2003) Kearney, P (2003) A framework for supporting and assessing practice learning. SCIE A framework for supporting and assessing practice learning. SCIE Lindsay, J and Tompsett, H (1998) Lindsay, J and Tompsett, H (1998) Careers of practice teachers in the London and South East regionCareers of practice teachers in the London and South East region (CCETSW) (CCETSW)

ReferencesReferences Lindsay and Walton (2000) Lindsay and Walton (2000) Workforce Planning and the strategic deployment of practice teachers in approved Workforce Planning and the strategic deployment of practice teachers in approved

agencies. agencies. CCETSWCCETSW Maidment, J and Woodward, P (2002) Maidment, J and Woodward, P (2002) Student supervision in context: A model for external supervisors Student supervision in context: A model for external supervisors inin

Shardlow, S and Doel, M (2002) Shardlow, S and Doel, M (2002) Learning to practice social work: International approaches. Learning to practice social work: International approaches. London: Jessica London: Jessica KingsleyKingsley

May, T (1993) SocialMay, T (1993) Social research: issues, methods and process. research: issues, methods and process. Buckingham: Buckingham: Open UniversityOpen University Marsh, P, and Triseliotis, J (1996) ReadyMarsh, P, and Triseliotis, J (1996) Ready to practice? Social Workers and Probation Officers: their training and to practice? Social Workers and Probation Officers: their training and

first year in work. first year in work. Aldershot: AveburyAldershot: Avebury Parker, J (1960) Parker, J (1960) Effective practice teaching in social work. Effective practice teaching in social work. Exeter: Learning MattersExeter: Learning Matters Patton, M (1990) Patton, M (1990) Qualitative evaluation and research methods Qualitative evaluation and research methods London: SageLondon: Sage Perlman, H (1968) Perlman, H (1968) Persona: Social role and personality.Persona: Social role and personality. Chicago: University of Chicago Press Chicago: University of Chicago Press cited incited in Payne, M Payne, M

(2005) (2005) Modern social work theory. Modern social work theory. Basingstoke, Palgrave MacBasingstoke, Palgrave Mac Plath, D (2003) Plath, D (2003) Experience based LearningExperience based Learning Journal of Practice Teaching Volume 5 Number 1 Journal of Practice Teaching Volume 5 Number 1 Prevatt Goldstein, B & Harris, V (1996) Prevatt Goldstein, B & Harris, V (1996) Innovations in practice teaching Innovations in practice teaching in in Educating social workers in a changing Educating social workers in a changing

policy context, policy context, edseds Jackson, S and Preston –Shoot, M. London: Whiting and BirchJackson, S and Preston –Shoot, M. London: Whiting and Birch Shardlow, S & Doel, M (1996) Shardlow, S & Doel, M (1996) Practice Learning and Teaching.Practice Learning and Teaching. London: Macmillan London: Macmillan Thompson, N (2006) Thompson, N (2006) Promoting Workplace Learning. Promoting Workplace Learning. Bristol: Policy PressBristol: Policy Press Taylor, I (1997) Taylor, I (1997) Developing learning in professional education. Developing learning in professional education. Buckingham: Open UniversityBuckingham: Open University Vroom, V and Deci, E (1992), 2nd edition, Vroom, V and Deci, E (1992), 2nd edition, Management and motivation : selected readingsManagement and motivation : selected readings Harmondsworth : PenguinHarmondsworth : Penguin Wilson G. (2000) Wilson G. (2000) Developing Practice Learning – the Practice Teacher’s Perspective Developing Practice Learning – the Practice Teacher’s Perspective Journal of Practice teaching Journal of Practice teaching

in Health & Social Care Vol 3 No 2in Health & Social Care Vol 3 No 2

Other References & Unpublished Other References & Unpublished ResearchResearch

British Association of Social Workers – British Association of Social Workers – The Code of Ethics for Social WorkThe Code of Ethics for Social Work 2002 2002 DH (2002) DH (2002) Requirements for social work trainingRequirements for social work training www.dh.gov.uk/swqualification/newrequiremntwww.dh.gov.uk/swqualification/newrequiremnt

accessed on 4.11.05 accessed on 4.11.05 GSCC (2002, a) CodesGSCC (2002, a) Codes of Practice of Practice www.gscc.org.ukwww.gscc.org.uk accessed on 21.10.05 accessed on 21.10.05 GSCC (2002, b) GSCC (2002, b) Statement of Commitment Statement of Commitment www.gscc.org.uk/pdf/statement_of_commitmentwww.gscc.org.uk/pdf/statement_of_commitment

accessed on 13.11.05accessed on 13.11.05 GSCC (2002, c) GSCC (2002, c) Guidance on the assessment of practice in the workplace Guidance on the assessment of practice in the workplace

www.gscc.org.uk/pdf/guidanceontheassessmentofpracticeNov02www.gscc.org.uk/pdf/guidanceontheassessmentofpracticeNov02 accessed on 30.10.06 accessed on 30.10.06 GSCC (2004) GSCC (2004) The revised post-qualifying framework for social work education and trainingThe revised post-qualifying framework for social work education and training www.gscc.org.uk/revisedPQframeworkSeptember2004www.gscc.org.uk/revisedPQframeworkSeptember2004 accessed on 30.10.06 accessed on 30.10.06 GSCC (2006) GSCC (2006) Specialist standards and requirements for post-qualifying social work education Specialist standards and requirements for post-qualifying social work education

and trainingand training. . www.gscc.org.ukwww.gscc.org.uk Leadbetter, M (2005) Leadbetter, M (2005) Annual report of Practice Learning TaskforceAnnual report of Practice Learning Taskforce www.practicelearning.org.uk (accessed 4.11.05)www.practicelearning.org.uk (accessed 4.11.05) Practice Learning Taskforce (2003) Practice Learning Taskforce (2003) Regional map and development plan,Regional map and development plan, London regionLondon region. . www.practicelearning.org.ukwww.practicelearning.org.uk (accessed 4.11.05) (accessed 4.11.05) Practice Learning Taskforce (2005) Practice Learning Taskforce (2005) Annual Report of Practice Learning TaskforceAnnual Report of Practice Learning Taskforce Skinner, C (2005) Skinner, C (2005) An Exploration of the Supervisory needs of Freelance “off-site” Practice An Exploration of the Supervisory needs of Freelance “off-site” Practice

Teachers in Social Work.Teachers in Social Work. Kingston University M.A. Dissertation in Professional Education and Kingston University M.A. Dissertation in Professional Education and TrainingTraining