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we help to improve social care standards
28th January 2014
ASYE in adult services: Key messages from the Independent evaluation and Evidence Review
Claire TorkingtonSkills for Care
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Background
SfC commissioned independent evaluation of implementation of ASYE in adult services by HOST
NQSWs and supervisors via online survey, consultation with reference group throughout
Phone interviews with non-participating employers
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Areas for evaluation
Communication about the ASYE and provision of support materials
Delivery and assessment
Benefits and issues
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Positives
Benefits of ASYE identified included developing professional confidence for NQSWs and continuing CPD for supervisors
Most would recommend ASYE to NQSWs/employers
SfC materials/website considered helpful
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Positives contd.
Good engagement with reflective supervision and with recommended frequency and duration
PCF felt to be suitable for ASYE Most preferred idea of holistic
assessment
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Areas for development
Inconsistent information across sector Many not aware of materials on website
(rebranding issue)Response:More information to universities re ASYEEncouragement to employers to disseminate
information about website to NQSWs and supervisors
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Areas for development contd. Supervisors and
assessors felt they did not have sufficient support
Workload management an issue for some
Using feedback from people who use services as part of assessment
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Response:Review of guidance re support, training and development needs of supervisorsSfC will issue further guidance on workload management and protected timeRecent additional guidance added re service-user feedback
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To access both summary and full reports go to:
www.skillsforcare.org.uk/asyeresearchreport
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Emerging issues from evidence review SfC receive materials from employers
such as learning agreement as part of monitoring individual funding distribution
Some sampling Whilst not QA, certain issues arising
which may be of value for employers to consider
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Learning agreements not always as ‘tight’ as they need to be and can vary in quality within one organisation
Limited evidence of development of critically reflective practice
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Insufficient evidence of ‘progression’ in final reports
Insufficient evidence that an holistic approach to assessment was taken – some tendency to continue to refer to competences rather than capabilities
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Lack of information concerning internal moderation arrangements (assessors operating at very different levels within a single organisation)
Some early evidence of unwillingness to fail
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Any comments or queries?