Child care practice innovations: using a model of change to develop training strategies

Abstract

AbstractModernizing health and social services is a major part of the current government agenda in England. As a consequence of this agenda, social workers and their managers are faced with new initiatives designed to increase the effectiveness of social services. Managers and trainers frequently find themselves in a difficult position; they are expected to introduce innovations to a workforce who can feel overwhelmed by the degree and pace of change, and as a consequence some workers can be hostile or resistant to learning about, and working with, new initiatives. This paper describes ways in which a theoretical model of change can be used to analyse likely workforce responses to policy and practice innovations. Based on this analysis, consideration is given to the implications of these responses for training and staff development. The application of the model to the design and delivery of a training strategy is explored: the Framework for the Assessment of Children in Need and Their Families (Department of Health, Department for Education and Employment and The Home Office, 2000) is used as a case example. (This framework is new assessment guidance issued by the Department of Health for use in England.) The paper describes ways in which the model can assist educators promote effective learning and support practitioners and their managers through major change. Copyright © 2001 John Wiley & Sons, Ltd.