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Learning for Collaborative Practicewith other professions and agenciesA study to inform developmentof the Degree in Social WorkCommissioned by the Department of HealthSummary ReportDr Colin WhittingtonIndependent Consultant in Learning and Developmentwww.colinwhittington.com

Contents1. Reasons for the study and its relevance to priorities in policy and practice 32. The subject 33. Aim and purpose 44. Method and response 45. Three main sets of findings and their uses 46. Factors that affect the development of learning opportunities 57. Information and advice on teaching, learning, content and assessment 68. Information sought and offered by providers on work in progress 99. Using the findings in development of the Degree 1010. Twelve pointers to review and action 11References 131

Summary Report1. Reasons for the study and its relevance to prioritiesin policy and practice1.1 Learning to work collaboratively with other professionals and agencies is a clear expectation of socialworkers in the ‘prescribed curriculum’ for the new Social Work Degree (DoH 2002). The reasonsare plain:●●●Service users want social workers who can collaborate effectively with others to obtain andprovide services (Audit Commission 2002)Collaboration is central in implementing strategies for effective care and protection ofchildren and of vulnerable adults as underlined, respectively, by the recent report of theVictoria Climbié Inquiry (Laming 2003) and the earlier ‘No Secrets’ policies (DoH 2000)Effective collaboration between staff at the ‘front-line’ is also a crucial ingredient in deliveringthe Government’s broader goals of partnership between services (Whittington 2003).1.2 Experience is growing of what is involved in learning for collaborative practice. This experiencepromises valuable information for Social Work Degree providers and others developing learningopportunities but has not been systematically researched in UK social work programmes for a decade(Whittington 1992; Whittington et al 1994). The providers of Diploma in Social Work programmes(DipSW) represented an untapped source of directly transferable experience in this area of learning andwere therefore chosen as the focus of the study.1.3 The study is reported in two documents:●●The Summary Report here, outlines the study, summarises the main findings and describes waysof using them in developing the Social Work DegreeA separate Research Report gives details of the conception and design of the study and reports thefindings in full (available on request from Beshlie.Squires@doh.gsi.gov.uk).2. The subject2.1 The subject was ‘learning for collaborative practice (LfCP) with other professions and agencies’.This complements, and distinguishes the study from, a second key area of collaborative practice, that is,with service users and carers.2.2 The expression ‘learning for collaborative practice’ is used to encompass a variety of terms such as‘interprofessional learning’ (IPL), ‘multi-disciplinary learning’ and ‘inter-agency’ learning, by describingtheir common objective.3

Learning for Collaborative Practice with other professions and agencies3. Aim and purpose3.1 The aim was a ‘first stage’ inquiry to gather and analyse information on experience and initiatives amongDipSW providers in their development of learning for collaborative practice with other professions andagencies.3.2 The purpose was to generate findings to inform a ‘second stage’ of dialogue and development to supportthe new Degree, for example, via the Department of Health ‘Social Work Steps Forward’ RegionalWorkshops (May/June 2003), where the findings were used.4. Method and response4.1 The study sought the co-operation of the 78 DipSW programme providers in England in an emailattachedquestionnaire survey (July/August 2002) to identify work in progress and to learn from theexperience gained.4.2 The questionnaire was actively followed-up, gaining a 50% response rate (n=39). All the main categoriesof programme provider, route, type and region were represented.4.3 Interviews were held (September/October 2002) with representatives of a sub-sample of nine DipSWprogramme providers. The interviews sought more detail of the experience that providers would pass tofellow social work programmes preparing for the new Degree.4.4 The study was primarily qualitative and exploratory. It focused on respondents’ experience, seeking notstatistical significance in the findings but an understanding of the issues that were important indeveloping learning for collaborative practice.5. Three main sets of findings and their uses5.1 The study gained three broad sets of findings:1. Factors that affect the development of learning opportunities (Section 6).2. Information and advice on teaching, learning, content and assessment (Section 7).3. Information sought and offered by providers on work in progress (Section 8).5.2 The findings are summarised below and followed by sections on:Using the findings in development of the Social Work Degree (Sections 9 and 10)The uses include:●●●●informing course practices and promoting dialogue and networkingraising questions on the profile and coverage of learning initiativesposing questions about the knowledge base available to teachers and students, and aboutprofessional identitygiving 12 pointers to review and action planning in developing the Social Work Degree4

Learning for Collaborative Practice with other professions and agencies6. Factors that affect the development of learningopportunities6.1 Respondents to the questionnaire were asked what factors, respectively, assisted and hindered thedevelopment of opportunities for learning to practice collaboratively with other professions andagencies. It was reasoned that information on these two dimensions would help to guide constructiveaction by Degree providers and others.6.2 All respondents recounted both factors that helped and hindered. While none had found developmentproblem-free, all could identify factors that had assisted them. Factors that hindered or assisted oftenrepresented two sides of the same coin. Put simply, it is an asset if you have the necessary placementsand a hindrance if you do not. However, developing learning for collaborative practice does not reston a single factor. For example, some respondents reported that even where sought-after placementswere in short supply, other factors, like the creativity of practice teachers offered a compensating asset.Nine sets of factors affected the development of opportunities for learning for collaborativepractice:i) placements: the availability of suitable placementsii)iii)iv)practice teachers: the availability, skills and creativity of practice teachersfaculty teachers: the commitment and expertise of faculty and visiting teacherscourses, curricula and students: the structure of courses, the level of curriculum development,and the nature of learning opportunities and student attitudes to themv) regulations and requirements: the degree to which expectations of collaborative practice areclear in regulations and assessment requirementsvi)vii)viii)ix)university structure and climate: the level of multi-disciplinary integration and co-operationin university structures and climatelocal agencies and professionals: the quality of relations with local agencies and professionsand their attitudes to social work and collaborative practicetime and budgets: the availability of time and budgets to support development of thecurriculum, key relationships and structures, and learning opportunitiesconceptions of collaboration and identity, and related values: the conceptions ofcollaborative practice and of the professional or interprofessional identity the course seeksto develop6.3 Examples of factors that assisted development of learning opportunities:Some of the more frequently cited factors that assisted were:●●●active curriculum development especially where this capitalises on or establishes links with otherdisciplines and coursesaccess to learning for collaborative practice in multi-disciplinary settings or via practice teachersable to creatively access alternative learning opportunitiesfaculty and visiting teachers who are well-informed on collaborative practice issues andcommitted to interprofessional development5

Learning for Collaborative Practice with other professions and agencies●●●●take particular care when setting-up both new multi-disciplinary placements and ‘alternative’ones since both may involve fewer givens than usualactively brief and de-brief all parties and include non-social worker supervisorsplan and resource realistically for the time and support that university and agency staff willrequireremember that you are culture-changing, which takes time and patience7.2 Teaching and learning for collaborative practice7.2.1 Interviewees were asked about their materials and sources on methods of teaching and learning.To summarise:●the sample programmes appeared to use two models of learning, with different degrees ofemphasis:– a content model seeks to locate and teach a knowledge base of what collaborative practice isand how to do it;– a process model casts the teacher as facilitator working with the learner’s capacity to reflectand develop interactively with others●●the interviews did not locate a readily available and unified knowledge base or accessible set ofmodels for teaching and learninginstead, respondents emphasised:– transferability of learning methods from familiar domains in social work, including practiceteaching and tutorial methods– using the particular expertise and interests of the staff team– the application of sources from adult learning, reflective learning and organisationallearning supported by library sources in social work teaching and adjacent fields– locally-devised models for joint and interactive learning and the application, for example,of problem-based learning– contact and exchange with other social work programmes7.3 Course content for learning for collaborative practice7.3.1 Interviewees were asked about materials and sources they used in helping students to workcollaboratively. In summary:●●●●great store was placed upon human sources, with service users the most commonly andenthusiastically cited sourcethe sample programmes also drew directly on the knowledge and experience of social workcourse teachers and students and on students and teachers from other disciplines andprofessionsexamples were given of ‘home grown’ teaching content including modules on working inorganisations and across professional boundaries, and of the transfer of ideas from outside careservicesthe interviews did not locate a readily accessible formal knowledge base or sets of models forcollaborative practice to complement the human and home grown sources7

Learning for Collaborative Practice with other professions and agencies●while there was clear evidence of formal (library) sources in course handbooks, someinterviewees reported a lack of focused materials on how to work collaboratively and gaps in theevidence of its effectiveness.7.4 Responding to challenges in practice assessment7.4.1 Interviewees were asked what were the main challenges in assessment for collaborative practice andhow they would respond. Many of the challenges facing assessment in this area are ones that may beexpected in any newly-emerging field of learning and they are given an added layer by the multiprofessionalelement.7.4.2 The multi-professional dimension poses questions about: the nature of collaborative competence and howit may be achieved and demonstrated; the nature of the professional or interprofessional identity to bedeveloped; and the participation in assessment of social work and non-social work professionals.7.4.3 Related to the above, there are uncertainties in assessment methodology concerning: requirements andcriteria; expected evidence; the standard of performance to be achieved; and an assessment language that isunderstood by different professions.7.4.4 These challenges are compounded where there are shortages of suitable practice learning opportunitiesand practice teachers, and where dual awards involve joint assessment and two sets of requirements.7.4.5 Responses implied that assessment for collaborative practice lacks an accessible, developed conceptualbase and methodology.7.4.6 However, all interviewees cited practical measures to respond to the challenges in practiceassessment and they included the following:Requirements, criteria and evidence●●●●●●clarify expectations of collaborative competence and the profile of the integrated orinterprofessional worker that training seeks to developbrief and debrief all parties using locally produced guidance and briefing materials onrequirements, criteria and evidencecall also for national joint work on guidance and development by national professional andregulatory bodiesensure that learning agreements, required outcomes and language are commonly understoodstrengthen sources of evidence by involving service usersseek resources to support the activities above and consider establishing a dedicated lead rolePractice teachers, assessors and placements●●●ensure that practice teachers have done training, irrespective of their parent disciplinedesign multi-disciplinary courses for assessors to bring in the expertise and perspectives of otherprofessionsgrow your own skilled practice teachers across disciplines through a joint practice teacherprogramme8

Learning for Collaborative Practice with other professions and agencies●●●●maximise resources by using home grown and established practice teachers as mentors to newpractice teachers and in long arm and consultant rolessupport the development of expertise-based learning centrescontrol demands on practice teacher-assessors by ensuring that once learning has beenevidenced it does not have to be demonstrated againseek system-wide new funding to support expansion of learning opportunities rather thanrelying unduly on the new practice learning performance indicator8. Information sought and offered by providerson work in progress8.1 Information sought8.1.1 Respondents to the questionnaire were asked what, in developing the new Degree, it would most helpthem to know from the experience of fellow social work programme providers.8.1.2 Thirty-seven providers responded. Requests for information on curriculum models, teaching and learningmethods and materials and assessment represented collectively the largest group. These correspond to areasin which the interviews indicated gaps in or inaccessibility of the knowledge base.8.1.3 There were also specific requests for information on establishing and managing placements, handlingstructural issues in the university and how to resource development.8.1.4 An email network was proposed for mutual exchange and support8.2 Information offered: work in progress and contact information8.2.1 Respondents were asked to volunteer details of one example each of an initiative in learning forcollaborative practice relevant to the new Social Work Degree.8.2.2 Twenty-six respondents gave Examples. The other professions with whom social workers are learning inthe examples are, very preponderantly, health professions. There are also Examples of learning involvingyouth and community workers, school teachers and lay people. Some initiatives have been running for anumber of years, others are more recent and a few were at the planning stage.8.2.3 The Examples cover different types of learning models and span a range which includes:●●●●●●practice-based learning experiencesassessed practice placementscombined academic and practice venturesa virtual communitya variety of modules andexamples of full joint awards9

Learning for Collaborative Practice with other professions and agencies8.2.4 The Examples come with contact information to facilitate networking. Details are given in the Appendixwhich accompanies the electronic version of this Summary Report at www.doh.gov.uk/swqualificationand in the full Research Report (available from Beshlie.Squires@doh.gsi.gov.uk).9. Using the findings in development of the DegreeThe findings offer four broad contributions in supporting and informing development of learning inthe Degree:9.1 Informing course practices and promoting dialogue and networking9.1.1 The advice on practice-based learning and assessment together with experiences in teaching, learningand content provide both practical information and material for dialogue between providers9.1.2 A contribution to networking and exchange is given in the Appendix of Examples 1 of initiatives withtheir contact details of lead staff9.1.3 As well as giving practical examples, programmes have said what information would help them (8.1above) and this offers a draft agenda for dialogue and exchange, to be initiated locally or nationally.9.2 Raising questions on the profile and coverage of learning initiatives9.2.1 The 26 Examples of learning initiatives raise important questions for exploration with training providersand other stakeholders to clarify the nature and focus of learning initiatives and directions fordevelopment:●●●●what other initiatives are in progress among respondents and non-respondents?is the predominant link with health in the Examples typical of the participating providers and isit replicated among non-respondents?do the links with health give adequate coverage of that wide sector?if the predominant link with health is typical, what are the implications for the wider goals oflearning for inter-service co-operation, for example, with police officers and school teachers?9.3 Posing questions on the knowledge base and professional identity9.3.1 A knowledge base is fundamental to professional training. It is inferred from the interviews that socialwork teachers and students do not have ready access to a knowledge base of models and concepts ofcollaborative practice or to methodologies for teaching, learning and assessment.9.3.2 This inference gains weight from questionnaire responses requesting information on curriculum models,on methods and materials for teaching and learning, and on assessment.9.3.3 There are also signs of uncertainty about a second fundamental area: the professional or interprofessionalsocial work identity that training seeks to develop, and how to facilitate its formation.1 See para 8.2.4 above for availability.10

Learning for Collaborative Practice with other professions and agencies9.3.4 These inferences need further testing in discussion with training providers to confirm and clarify thegaps and how they may be addressed. This appears to offer a fertile and significant area for developmentand research.9.4 Giving pointers to review and action in the Social Work Degree9.4.1 Despite obstacles, there is active development of learning for collaborative practice (LfCP) on manysocial work programmes. The experiences and practices reported give a guide to the issues and can begrouped into pointers to assist review and action planning in the new Social Work Degree. They are setout below.9.4.2 Although offered here as a tool for Degree-providers, the pointers have potential implications for reviewand action by a range of stakeholders at local and national levels.10. Twelve pointers to review and action1. Clarify models of collaboration and professional/interprofessional identityClarify the nature of collaborative practice and the professional/interprofessional social work identity youseek to develop among your students.2. Foster commitment and expertise of course staffFoster and support active commitment to LfCP and relevant expertise among course staff and visitingteachers.3. Develop and support creativity and commitment of practice teachersTrain and support practice teachers/supervisors from social work and other disciplines who arecommitted to LfCP and who can creatively access learning for collaboration via multi-disciplinarysettings &/or via alternative learning opportunities.4. Make LfCP a core criterion of course designPlan the curriculum, course structure and adjacent courses to support and promote LfCP, which shouldbe ‘mainstreamed’, that is, always on the agenda.5. Build the local resource base for teaching and learning methods and contentIdentify and apply the resources of staff and students, recognise the importance of service usercontributions as well as sources of direct and transferable formal knowledge, and use networking withother programmes.6. Seek practice learning opportunities and links across a range of agenciesSeek practice learning opportunities in a range of agencies, being open-minded about placement choiceand potential links in order to maximise available multi-disciplinary and cross-agency learning.7. Strive for clarity in practice assessmentGive training, briefings, support and written guidance to social workers and other professionals forclarity of assessment roles, language, criteria, required standards and evidence.11

Learning for Collaborative Practice with other professions and agencies8. Invest in local partnershipsDevelop and maintain partnerships with local agencies and professionals, actively networking andmarketing the benefits of taking students and the incentives of involvement with the university.9. Work for collaborative university structures and climateSeek and develop the ethos and practice of multi-disciplinary collaboration across course, facultyor inter-university structures.10. Seek and dedicate resources to developmentSeek and allocate staff time/funding to agreed priorities (e.g. in the curriculum, faculty collaboration,placements, partnerships, and developing the knowledge base for teaching, learning, content andassessment).11. Apply and build on requirements, standards and codesApply the leverage for development given by the Requirements for Social Work Training (found inthe detail of NOS, QAA Benchmarks and GSCC Codes) and seek cross-profession compatibilityof requirements.12. Provide and seek leadership that cultivates and models collaborationProvide and seek leadership that values and models collaboration, engenders a collaborative cultureamong learners and teachers and recognises that it takes time and resources to develop.12

Learning for Collaborative Practice with other professions and agenciesReferencesAudit Commission (2002) Integrated Services for Older People: Building a Whole System Approach.London: Audit Commission.DoH (2000) No secrets: Guidance on developing and implementing multi-agency policies and procedures toprotect vulnerable adults from abuse. London: Department of Health.DoH (2002) Requirements for Social Work Training. London: Department of Health.Laming, Lord (2003) The Victoria Climbié Inquiry. Norwich: HMSO.Whittington, Colin (1992) Teaching and Assessing Social Workers for Organizational and Inter-ProfessionalPractice: An exploratory study of a sample of CQSW and CSS programmes, London: CCETSW.Whittington, Colin (2003) ‘Collaboration and Partnership in Context’. In Weinstein, J., Whittington,C. and Leiba, T. (eds.) Collaboration in Social Work Practice. London: Jessica Kingsley Publishers. Ch.1.Whittington, C., Bell, L. and Holland, R. (1994) ‘Learning for Organisational and Inter-ProfessionalCompetence in Social Work: an Analysis of the Formal Intentions of DipSW Programmes’. London:CCETSW London and South-East England and King’s College.13