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Standard 6: Continuing professional development

Continuing professional development (CPD)

As a strategic leader, it’s your role to ensure the organisation recognises what makes high-quality continuing professional development (CPD). To be effective, CPD should be directly relevant to practitioners’ needs and the organisation’s goals. It should provide knowledge and skills that practitioners can use in their day-to-day work. 

It is important that CPD offers opportunities for personal development throughout practitioners’ careers. It also needs to keep practitioners up to date with changes in legislation, policy, research and practice.

CPD should:

be accessible to everyone
include a range of topics and approaches to accommodate diverse learning preferences and needs
address practitioners’ personal or career development needs
actively engage practitioners, encouraging participation, reflection and critical thinking
be based on evidence-informed practices and relevant research to ensure credibility and effectiveness

Make sure CPD in your organisation is adequately supported with time, funding, access to relevant materials and expertise. You should include mechanisms for ongoing evaluation and feedback to assess impact, identify areas for improvement and ensure continuous learning and development.

The value of effective induction processes

Organisations should offer practitioners effective inductions when joining or moving to new roles. Precise requirements will depend on the organisation, role and practitioner’s previous experience. Skills for Care provides guidance on what constitutes an effective induction for adult social workers. Good inductions can result in:

positive integration into the team
better morale
more opportunities to meet performance potential

It’s important to provide regular supervision during the induction period and ensure new employees understand their roles. Various learning methods should be used, such as shadowing and mentoring by a more experienced colleague. Information should be provided in small ‘bite-sized’ portions to prevent overwhelming the new practitioner.

The CPD standard recognises the value of personalised approaches to induction. It calls on organisations to provide tailored support for newly qualified practitioners.

There should be opportunities for coaching and mentoring and regular high-quality reflective supervision – see the resource for Employer standard 5: Supervision.

Action learning can be used in induction to help newly qualified practitioners develop: 

critical thinking
problem-solving
leadership skills
an appreciation of opportunities to critically reflect on their professional identities

Providing a wide range of CPD opportunities

CPD may be seen as structured learning opportunities, but a wide range of activities and experiences can also be enriching. It can involve any activity designed to enhance knowledge, skills, and professional competence, such as workshops, seminars, conferences and training sessions.

These should be related to social work, ethics and relevant areas of specialisation. Other activities could include:

online courses, webinars and relevant self-study modules
formal academic study (such as postgraduate degrees, certifications, or diplomas) in relevant areas 
professional networking events, forums, or online communities to connect with peers, share best practices and be updated on trends and developments 
research projects, writing articles or papers or presenting at professional conferences 
peer supervision, case consultations or reflective practice groups to discuss challenging cases and learn from colleagues' experiences

The advantages of using short learning programmes

Time constraints often hinder CPD, so opportunities for ‘bite size’ learning can be helpful. Based on research suggesting that 7 minutes is an ideal duration for concentrating, this approach provides a quick and easy to understand framework for sharing information, such as: 

learnings from serious case reviews
updates and details of policy changes
summaries of research findings
promising practices within a team or organisation

Small, targeted learning programmes are designed to develop specific skills or knowledge. They consist of short courses, workshops or modules that concentrate on narrow topics, giving learners opportunities to gain skills or qualifications in a relatively short time frame. 

Micro-credentials are often offered online and can be completed flexibly, enabling individuals to participate at their own pace.  While not yet extensively used in social work, some education institutions provide opportunities to gain micro-credentials in relevant areas such as:

equality, diversity and inclusion
domestic violence and child protection
trauma informed practice and safeguarding adults.

However, it’s critical that practitioners also get opportunities to shape their content and process through collaboration with providers and organisations.

The different types of CPD programmes

It’s important for leaders to recognise the difference between various types of CPD programmes.Compliance and performance modes are typically internally generated by organisations and reflect employers’ minimum expectations for staff development. 

For social work practitioners, this includes induction and ‘in-house’ learning activities that familiarise employees with the organisation’s procedures and policies.

Knowledge updates aim to explore and apply new theoretical understandings or research evidence related to practice. In terms of reflective learning practice, you should involve practitioners taking ownership of their learning and using it in practice. It centres on professional renewal, reflexivity, change, innovation and transformation.

Your CPD should be based on a knowledge base of the discipline developed through understanding the research and evidence base.

Strategic planning for CPD

Good strategic planning should include both an ‘input’ and an ‘output’ model: 

The input model structures and guides planning and implementation of CPD activities. Input refers to the resources, activities and strategies used.  It offers a relatively straightforward way for organisations to assess practitioners’ participation. However, it does not necessarily consider the quality of learning or its relevance to practice.

The output model places more emphasis on the results achieved through CPD. Output refers to the observable changes in knowledge, skills, attitudes, behaviours, or performance resulting from it. This model also considers the broader impact on the organisation as a whole, such as: 

increased innovation
improved service delivery
enhanced employee satisfaction and retention

In social work, this might involve practitioners identifying their needs, evaluating their learning and demonstrating how it has influenced them. This reflective approach is believed to be more aligned with: 

upholding professional values
building creativity
promoting professional autonomy

CPD for leaders 

Social work leaders should take part in CPD. This involves gaining specific knowledge, skills and abilities to improve performance in management roles.  Understanding effective leadership is particularly important. A review of practice frameworksconcluded that effective social work leadership should be built upon 3 important ‘pillars’:

distributed leadership to create a shared sense of purpose and collaboration
building supportive practice environments aligned with professional values
using targeted organisational and individual initiatives aimed at improving practice

Recognising the strategic value of CPD for their own professional development offers leaders benefits, including improved: 

skills and knowledge
decision-making
confidence and credibility
adaptability and resilience
leadership effectiveness

By prioritising their own professional learning, leaders can also inspire others. They should try to be role models by participating in the same activities as other employees, not just by delivering learning, but by engaging. You should build trust by actively participating in processes such as mentorship. It is useful to promote transparency and build a culture of shared learning.

Sharing learning with managers will contribute towards their professional growth and development. Research recognises that personalised approaches to leadership training can be effective, as they tailor learning to the specific needs of individuals.

Leadership coaching can be beneficial. It involves a personalised approach to help individuals: 

identify their leadership style
address leadership dilemmas
apply conceptual learning to develop new behavioural skills
improve goal setting abilities

Coaching can also help leaders: 

consider their own strengths
build more self-awareness
boost confidence
reduce risk of stress and burnout
enhance overall wellbeing

The intense and wide-ranging demands and responsibilities of leadership roles can be significant barriers to prioritising professional development. 

Skills for Care (see References) offers a useful framework to assist adult social care leaders in reviewing and reflecting on their performance and how important qualities and capacities can be developed.  Important questions include:

How do others view me? How can I measure this? 
How do I ensure my continuing professional development?
Do I have a personal development plan?
Do I review my CPD plan and regularly evaluate my effectiveness? 
Are there areas of expertise that I need to develop? How could I do this? 
How could I use a mentor to support my reflection and improve my personal effectiveness? 
How do I evaluate my impact as an ambassador and leader for the organisation? 
What processes do I have when others breach ethics?

The Social Work Organisational Resilience Diagnostic (SWORD) frameworkcan also help leaders identify CPD priorities. This tool identifies the knowledge, skills and abilities of leaders that can help build a resilient organisation and support optimum practice and practitioner wellbeing. 

Guidance on developing a compassionate leadership style is also beneficial. This approach concentrates on growing leaders who prioritise empathy, kindness and understanding.

Compassionate management is discussed in more detail in the resource for Employer standard 5: Supervision. Other useful information to aid leadership development, such as reverse mentorship, can be found in Employer standard 4: Wellbeing.

An organisation that provides clear career development pathways is more likely to keep experienced practitioners and help succession planning. Developing a talent pipeline needs proactive future proofing. Leaders should identify talent and offer specific, targeted CPD and support to develop individuals throughout their careers. The Chartered Institute of Personal Development (CIPD) provides guidance on succession planning.

The SWOTT toolkit

The Social Work Online Team Training (SWOTT) toolkitoffers an evidence-informed flexible model through team-based activity.  The toolkit was created to promote equitable access to CPD and build shared learning. It aims to enhance the skills of practitioners (as recipients of training) and team managers (as facilitators). 

The toolkit has 2 components, which take 60 to 90 minutes to complete:

an online learning module (completed individually by all practitioners)
a complex case study for group reflection (completed as a team, facilitated by the team manager)

Completing both components allows each participant to apply new knowledge to a complex case study. This helps them reflect on 2 activities, one of which involves peer learning, meeting Social Work England’s current minimum regulatory requirement for documenting CPD activity.

The project has been piloted with 8 teams representing different areas of children’s social care, across 5 local authorities in England.

Feedback shows that the toolkit is seen as: 

relevant
accessible
time efficient
beneficial

In addition, it’s seen to: 

build deep learning
refresh knowledge of core theory
help gain new theoretical and evidence-informed knowledge

Practitioners should actively participate in CPD activity. They are responsible for making sure they complete the CPD required for professional registration. Activities like the SWOTT toolkit can be a low cost, effective way to encourage practitioners to learn.

The SWOTT toolkit

The Social Work Online Team Training (SWOTT) toolkit offers an evidence-informed flexible model through team-based activity.
The toolkit was created to promote equitable access to CPD and build shared learning. It aims to enhance the skills of practitioners (as recipients of training) and team managers (as facilitators).
The toolkit promotes equitable access to CPD and builds shared learning. It aims to improve the skills of practitioners and team managers.

The toolkit has 2 components, which take 60 to 90 minutes to complete:

an online learning module (completed individually by all practitioners)
a complex case study for group reflection (completed as a team, facilitated by the team manager)

The project has been piloted with 8 teams representing different areas of children’s social care, across 5 local authorities in England.

Feedback shows that the toolkit is seen as:

relevant
accessible
time efficient
beneficial

In addition, it’s seen to:

build deep learning
refresh knowledge of core theory
help gain new theoretical and evidence-informed knowledge

References

This is the list of research and evidence sources used to produce this section. Publicly available links are included.

Allcock, A. (2019). Newly qualified social workers, supervision and child protection. IRISS.

Bernadette, M., Karen, B., & Wendy, B. (2016). Exploring the development of professional identity with newly qualified social workers. Australian Social Work, 69(4), 456-467.

CIPD. (2018). Neurodiversity at Work.

Community Care. (2022). Neurodivergent social workers ‘exhausted’ from lack of understanding at work.

Crawford, M., & Earley, P. (2011). Personalised leadership development? Lessons from the pilot NPQH in England. Education Review, 63(1), 105-118.

George, W., & Berni, K. (2010). Evaluating the effectiveness of social work education: Preparing students for practice learning. The British Journal of Social Work, 40(8), 2431-2449.

Gibson, M. (2017). Leadership and practice development: A literature review. Unpublished, University of Birmingham.

Gillian, B., Nicola, W., Andrea, N., Helen, J., Selwyn, S., Julie, F., & Wayne, M. (2023). Promoting practitioner research through a social work teaching partnership. Practice, 35(1), 57-73.

Hamilton, R., & Others. (2021). Teaching partnership four years on: Lessons learned about relationships between universities and practice partners. Practice, 35(1), 17-26.

Haworth, S., & Others. (2018). Leadership in social work (and can it learn from clinical healthcare?). University of Birmingham.

Ofsted. (2012). High expectations, high support and high challenge.

Passmore, J. (2010). Leadership coaching. In Leadership Coaching: Working with leaders to develop elite performance. London: Kogan Page.

Rogers, M., et al. (2022). The Social Work Online Team Training (SWOTT) toolkit: Embedding team-based peer learning in continuous professional development. Research Note, University of Sheffield.

Rogers, M., Joubert, M., Cunnington, C., & Bosworth, D. (2023). The Social Work Online Team Training (SWOTT) toolkit: Embedding team-based peer learning in continuous professional development. Social Work Education.

Skills for Care (n.d.)  South West Baptism of fire: the first year in the life of a newly-qualified social worker

Skills for Care. (n.d.). Promoting career development.

Skills for Care. (n.d.). Leadership programs and CPD.

Social Care Wales (n.d.) A guide to inducting well

Varadarajan, et al. (2023). A systematic review of the opportunities and challenges of micro-credentials for multiple stakeholders: learners, employers, higher education institutions and government. International Journal of Education Technology in Higher Education, 13.

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