The world we live in is in an accelerated movement that generates important social and economic effects. Therefore, social organizations need to adapt quickly to these constantly changing circumstances, and this requires rapid learning processes.
In the social field, the beneficiaries of the learning processes should learn how to master practical solution-oriented tools that will allow them to understand the new trends and find the most effective and appropriate solutions to the challenges they face. These tools are often introduced and experienced during various trainings, but often fail to be systematically integrated into the daily work.
Below you can read about how social professionals can acquire these skills and how we can create a culture of learning in the workplace. These are the main conclusions of the Delphi consultation, carried out within the FOCUS project with the involvement of professionals from Austria, Denmark, Italy and Romania on the most important factors that facilitate a culture of learning in the workplace.
1.Experiential learning should play a bigger role in social work training, in a symbiotic relationship between theory and practice. Employees need to be able to find solutions for the day-to-day situations, but also to connect the new solutions with a theoretical background that will support a long-term understanding of the working methodology and approach. They should have the capacity to observe, reflect, conceptualize and express their experience in order to share it with others.
Recommendation 1 – To link theory and practice, experts suggest a methodology based on case study examples and situations of practical social work. Cross-sectoral programs (based on diversity of points of view), a mix of simulation, peer learning, and analytical discussion of cultural conflict are at the basis of innovative learning solutions.
2. Reflection, the cornerstone. In an ideal “learning trip” reflection on real cases is at the core. Social field professionals should be able to reflect on the cases and case-management exploring theoretical backgrounds, systemic approaches, individual emotions, personal attitudes, intuitions and their experiences, as well as the experiences of colleagues. The managers should support and motivate their employees to reflect and act in this way and provide them the necessary resources (time and expertise mainly).
Recommendation 2 – Reflection on case management with colleagues (even best within the multidisciplinary/interinstitutional team) with the support of a supervisor in a weekly/every two weeks review is among the most effective learning tools as it provides continuity, a stable learning environment and relevance.
3. The key advantage of work-based learning for participants is that they develop expertise not only through the acquisition of technical skills or personal and social competences, but also through socialization in the workplace. Learning doesn’t take place in a vacuum, but in a relational context with other people, be it colleagues or a teacher/trainer/mentor/supervisor. Nevertheless, this relational context should be characterized by a “safety to failure” policy: the teacher, trainer and employer should create a work and learning environment where curiosity and experimental learning is encouraged.
Recommendation 3 – Awareness and explanation of the values lived, the culture of the organization and the way it is expressed are elements of strength of an “open” organization, and this can be achieved through a real dialogue with its members.
4. People working in welfare organisations have high values and are often motivated by the idea of making a real difference in the world. To experience growth and self-efficacy they need to feel they are listened to not only outside, but also inside the organisation. Learning organizations are often characterized by an environment where employees dare to think aloud, to experiment and to try new things. Creative and experimental organizations are often learning organizations with a higher degree of employee well-being too. Fostering creative thinking and new perspectives is an important leadership task.
Recommendation 4 – Involvement in decision-making, participation in the critical analysis of alternatives and the definition of judgment criteria are learning opportunities available to managers. Furthermore, their capacity for facilitation, (servant) leadership and integration of solutions will be those that will determine the confidence of specialists and their motivation to get involved in such courses.
5. Participation at all levels. Workplace learning implies the interaction with at least two groups of stakeholders:
(1) Other organizations participating in territorial social governance: therefore organizations must assure their participation in the existing networks (e.g. the professional associations, coalitions). Nevertheless, this participation must be impactful and should provide a very good leverage to increase the common knowledge on successful practices and effective social welfare policies. Large networks can be useful in terms of making technical resources and best practices available to a wide audience, or when advocating for changes in policy. Small networks, on the other hand, are better suited as learning environments as personal interactions create a much better and more meaningful space for professional growth.
(2) The beneficiaries of the social services who have to be actively engaged, using adapted participatory approaches; social field professionals can indeed learn a lot from them.
Recommendation 5 – Regular training programs, informal or more formalised, online libraries and technical resources hubs for professionals can be more easily developed by collaborating platforms and coalitions. Ask yourself what are the most important networks for me to engage as a manager and what is our interest in participating in terms of learning? Am I taking advantage and further disseminating/implementing in my organization what have I learnt?”.
6. The way to engage employees in workplace learning is a crucial point. Any change implies also resistance, and dealing with it means finding higher motivation. Leverage could come from:
- the existence of a specific internal policy for knowledge management. It would offer an appropriate setting for workers to analyze their practice, identify relevant skills and accomplishments, evaluate the impact of successful interventions and further capitalize the working strategies, methodologies and instruments used during these interventions
- the organizational competence development strategy and allocated resources. The transfer of competences among peers could also be a motivational strategy. This will require that employees are aware of their competences and are encouraged to provide their knowledge, skills and methods to others inside and outside the organization. Transparent certification of competences (both for internal and external uses) in order to develop a vocational portfolio of the employee. External, recognized certification is considered to be an advantage.
Recommendation 6 – Beside competence assessment tools, managers could use appraisal talks and the establishment of employee’s objectives to explore discuss his/her own competence goals. Also, feedback from a direct supervisor and peers, as well as theoretical background and the possibility to reflect are vital in bringing awareness regarding employee’s competence level.
