Action Learning Case Study 2017 (2)

Using Action Learning to support NQSWs

This case study provides some ideas and direction for setting up a process for supporting NQSWs through Action Learning. It considers the organisational and team challenges in the approach. There was a limited evaluation of the project which reports favourably on the benefits.

Since ASYE has been established we have sought to work on and improve our programme, to meet the needs of those recruited both in Adults and Children’s services in Cambridgeshire. We had included the use of Action Learning Sets for some years, however they were poorly attended and didn’t seem to be seen as useful to the NQSW’s. Some managers saw them as a useful substitute for supervision, but support was not universal and consequently NQSW’s did not prioritise attendance.

In 2015 we started to focus our ASYE professional development on one day a month where we would supply training related to the Knowledge and skills in the morning and then action learning sets in the afternoon. We have a relief member of staff who is an associate with the Centre for Action Learning Facilitation (C-alf) and is an experienced action learning facilitator, she proposed a more in depth evaluation of the outcomes of regular attendance throughout the ASYE, and constructed a research project which has been detailed in article (link below). The outcomes pointed firmly to the value of AL sets in the development of critical thinking and helping NQSW’s to examine their practice. http://www.tandfonline.com/eprint/UfeiJyKUQ3JBGDwSWrAi/full

We did not have the resources to conduct such an in depth evaluation during 2016/17, but finished the year with a ‘world café’ event, to gather the feedback and learning from the NQSW’s experience of Action Learning. Comments on the Action Learning sets were ‘a safe place to discuss concerns’, ‘beneficial for gathering knowledge and reflecting using techniques learnt @ action learning’, ‘mixing up ASYE’s from different services really works’, ‘Action Learning has improved confidence and voice concerns’.

Professional Educators leading AL sets describe their learning as ‘the greatest benefit has been to watch the NQSWs develop their sense of professional self and independent thinking. This is something that I think can be challenging to gain within a team of more senior staff and therefore can only truly take place when one is testing a hypothesis amongst peers. Action Learning has also been effective in drawing out communication methods for support of others within the NQSW peer group; for example, at the beginning of the sessions the majority of NQSWs jump in to offer advice but by the later sessions they take pause and use reflecting and circular questioning to enable the individual to develop their own solution. This is very rewarding for all involved and the feedback with the sets I have worked with has been very positive.’ Another Professional Educator says:

What has been powerful for my group, particularly when they have felt overwhelmed with work, has been the use of the ‘Learning from Success’ activity within the AL Sets toolkit. This has enabled people to talk about aspects of their work which have gone well and with support from the group, highlight the skills, knowledge and good practice they have developed. Another power element has been ‘group containment’ where they have used the group to ‘check in’ and also share their ‘ups and downs’ monthly and reflect on this over the year. ‘Knowing others have experienced similar’ and ‘it’s not just me’ are phrases I have heard often over the last two years.

There have been occasions due to staffing/sickness that groups have had to self- facilitate. This proved to be very successful, thinking about my own group in particular. Again, this reaffirms the commitment to and benefits of AL Sets. It also demonstrates an additional skill of self-directed group work. Personally I have learnt to relax and not be anxious in and about my facilitation style. This is not a fast pace style and space within the group is needed to aid the reflection, even when the facilitator and group might not realise at the time. It’s that old chestnut about being comfortable with silence. My ending note, my first years AL Set was very different to last years. This should be expected, as the groups are individuals with differing styles, experiences and personalities. This is something that cannot be control either, it’s just about working with the set and adapting.

Action Learning Sets now act as the backbone for our ASYE offer, and the learning from our experience is that a consistent approach has enabled NQSW’s to use the techniques in their daily practice and in their workplace.