Peer learning in Continuing Professional Development (CPD) is a requirement by our regulatory body, Social Work England, and research shows that this is a useful model for adult learning (Latifi et al., 2021).
As part of a research project, we set out to address two important factors. First, the landscape for CPD activity has inevitably changed due to the impact of the global pandemic and the resultant move to online delivery. Second, we wanted to design a model that countered some of the well-recorded barriers such as time and the everyday demands of high caseloads (Pentaris et al., 2021).
The project, funded by the Department for Education (DfE) through our South Yorkshire Teaching Partnership (SYTP), set out to design and pilot a model that offered flexible online learning that could be completed in short bursts of activity. In doing so, we also prioritised designing high-quality, research-informed CPD modules relevant for contemporary social work.
Social Work Online Team Training (SWOTT) toolkit
The research project designed, piloted and evaluated the Social Work Online Team Training (SWOTT) Toolkit; a peer learning approach to CPD which is underpinned by a team-based model.
SWOTT toolkits are designed on a team-based approach in which the team manager takes on the ‘facilitator’ role to ensure completion of the toolkit. Each toolkit has two components; both require a maximum of 90 minutes. The first component is an online learning unit that social workers complete individually. The second is a group discussion, or reflection, of a complex case study that requires the application of learning from the online material. In this way, social workers can both demonstrate and share their learning by exchanging and applying newly acquired knowledge in facilitated group reflections in the workplace setting (Schaefer et al., 2020).
Our dedicated secure website hosts each toolkit including the online material and complex case study as well as participant and facilitator (team manager) guidance.
Before piloting the SWOTT toolkit, we ran a survey of 51 social workers from the eight teams recruited across the SYTP who took part in the pilot and evaluation.
Most had participated and enjoyed online learning (particularly since the global pandemic) but the most significant finding, reflecting existing research, was that the biggest barrier to CPD was time. We then piloted a SWOTT toolkit on the theme of participation in child protection proceedings with eight teams in children and family services. Our evaluation included interviews of six team managers and a survey of 21 social workers.
Feedback on the SWOTT toolkit
The research findings were overwhelmingly positive as social workers recognised the benefits of completing the SWOTT toolkit to include:
- Ability to refresh knowledge of core theory (e.g., Hart’s Ladder of Participation) and acquire new theoretical and evidence-informed knowledge.
- Ability to undertake up-to-date, research-informed training.
- Access to online learning material which had a good mix of reading activity, videos and reflective activity.
- Opportunity to apply learning from the online training to a case study.
- Opportunity to learn from others.
- Opportunity to share knowledge with others.
The last two points clearly indicate that social workers appreciated the opportunity for peer learning and the co-construction of knowledge (Schaefer et al., 2020). We also received constructive feedback about the academic tone of the toolkit and the time taken to complete the online learning which we have built into the development of two new toolkits: Restorative conversations; and Understanding identity and gender diversity.
We were able to make a number of recommendations from the findings including the need to ensure all social workers not only have protected time to engage in CPD but that they have protected time for reflection, and for recording that reflection on their Social Work England portfolio. Further, we suggest that a renewed commitment to critical reflective supervision by all employers is needed to ensure that social workers have time and space for personal growth and development as an ongoing activity and aspect of everyday practice.
Next steps for the SWOTT toolkit
Finally, we recommend that CPD is evidence-informed, based on high-quality research, and team-based to ensure those opportunities for mutual learning within and across teams are prioritised as we found that social workers appreciated the opportunity to share and exchange new knowledge in a group-based learning activity.
Following the pilot and evaluation, we are continuing to develop new toolkits and have now secured further funding from the DfE to develop a toolkit for adult social care which will complement work that we are undertaking across the SYTP in developing a Community of Practice.
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If you are interested in learning more about the SWOTT programme, please contact Dr Michaela Rogers.