and reach thousands of daily visitors
31 AUGUST 2009
NO 1481
Staff induction
Induction is a planned training programme that integrates new staff members into the workplace (Warner, 1992; Fowler, 1999; Skinner, 1992; Goldson, 1995; Meighan, 1995). The goal of induction training in residential care and specialised residential settings is to familiarise new staff to the agency's policies, procedures and the principles that govern practice (Goldson, 1995). Induction also aims to help new workers to gain the necessary skills, knowledge and competences to carry out their professional duties as effectively as possible (Goldson, 1995; Meighan, 1995; Skinner, 1992). In addition, induction training contributes to team building (Davis, 1994), clarifies roles and assists in staff retention (Davis, 1994; Fowler, 1999; Meighan, 1995).
Whilst induction provides a baseline of training for all workers it is not intended to supercede recognised professional qualifications. All new staff should have an understanding of the principles, standards and procedures required for effective practice in that unit. Furthermore, some units will apply particular theoretical models and practice interventions to meet the needs of the young people in their care. Regardless of prior education, training and experience, induction can give workers an opportunity to enhance their skills and to inform staff of the relevant practices, perspectives and culture of the organisation. Induction should be seen as the initial stage in a process of training for social care professionals from preprofessional, professional and Continuous Professional Development (CPD) training (Skinner, 1992).
In Ireland, regulations state that all new
staff should receive formal induction (Department of Health and
Children, 2001). Despite this there is no national policy on induction
in residential centres.
Starting any new job is a stressful experience, not only has a great
deal of information to be assimilated, but a whole array of work and
personal relationships are being established whilst meeting the needs of
service users. Studies have shown that a change or start in a new job
can be a stressful event for those involved. Job induction is a gradual
process which begins with the basic information about the job and the
organisation and continues informally and formally over the early months
of starting work. The results of a positive induction process can assist
staff in learning about their new role and can assist new staff to
develop good working relationships with management and colleagues and
appropriate working relationships with service users. Additionally,
through induction new staff are given an opportunity to familiarise
themselves with the agency, including its policies and ethos and staff
will begin to identify with the agency.
ANN MCWILLIAMS, SIOBHAN QUINLAN COOKE AND NIALL HANLON
McWilliams, A.; Quinlan Cooke, S. and Hanlon, N.
(2006). A model of induction for specialised residential care. Irish
Journal of Applied Social Studies, 7, 1. pp. 134-135; 143-144.
REFERENCES
Davis, P. (1994) Staff induction. The Industrial Society, London.
Department of Health and Children. (2001) National Standards for Children's Residential Centres, Stationary Office, Dublin.
Fowler, A. (1999) lnduction. Institute of Personnel and Development, Bristol, UK.
Goldson, B. (1995) A sense of security: Curricula for the induction and training of staff in secure accommodation. National Children's Bureau, London.
Meighan, M. (1995) How to design and deliver induction training programmes (second edition). Kogan Page, London.
Skinner, A. (1992) Another kind of home: A review of residential child care -The Skinner report. The Scottish Office, HMS0, Edinburgh.
Warner, N. (1992) Choosing with care: Report of the
committee of inquiry into the selection, development and management of
staff in children's homes. HMSO, London.
