'Modularity' and the art, craft and science of developing bespoke training, learning and development for children and family practitioners

An English local authority children’s services department commissioned Child and Family Training (C&FT) to develop, deliver and evaluate a ‘whole service’ programme of practitioner development designed to: meet... [ view full abstract ]

An English local authority children’s services department commissioned Child and Family Training (C&FT) to develop, deliver and evaluate a ‘whole service’ programme of practitioner development designed to:

• meet service-wide priorities;
• enhance the knowledge, skills of practitioners working with children and families in a diverse range of services; and
• ensure compatibility with statutory practice guidance and a competency framework for child and family practitioners.

A bespoke modular based programme was drawn from C&FT’s evidence-based practice resources. The programme was mapped against: agency priorities and learning outcomes; statutory guidance (e.g: Working Together 2015); and the Knowledge and Skills Statements for Approved Child and Family Practitioners (Nov. 2014). Using a range of professional development methods (e.g: training days and coaching/reflective practice sessions) the training addressed ‘whole practice’ processes: assessment and analysis, decision-making, planning, goal-setting and intervention within a coherent, connected framework.

Approaches to evaluating the programme were developed with the commissioners and included:

• participants’ evaluation of training sessions and baseline and follow-up self-assessment against learning outcomes;
• evidence of application and impact;
• service user evaluation; and
• setting expectations and monitoring the use of tools and resources in practice (reports, statements and records of direct work).  

The capacity to draw from a coherent ‘stock’ of evidence-based tools and practice resources, of learning and development and evaluation methods endorsed the value of a ‘modular’ approach:   

• enabling different parts of a service to share common elements yet with a specific focus where required;
• integrating a range of approaches to professional development (e.g. manager briefings, formal training days, coaching/reflective practice sessions, work based application) to embed learning and sustainable use in practice; and
• progressively building an evaluation strategy seeking to trace a ‘golden thread’ from input, to impact, application and enhanced outcomes for children and families.