The experiences of newly qualified social workers’ readiness in providing services to families and children in Gauteng

Abstract

Transitioning from university into the professional workplace is challenging for newly qualified social workers (NQSWs). With a growing number of NQSWs entering the field, it is crucial to evaluate their experiences, to enhance academic programmes and workplace support systems. Research shows that many NQSWs lack sufficient organisational support necessary for effective service delivery to children and families. Collaborative efforts between NQSWs, senior social workers, and multidisciplinary teams within and outside organisations, as suggested by the Theory of Collaborative Advantage (TCA), are essential for overcoming challenges and maximising outcomes. This qualitative study explored NQSWs' readiness to provide services to children and families in Gauteng using an interpretivist paradigm and instrumental case study design. Seven participants were selected through purposive sampling, interviewed using semi-structured interviews, and analysed through thematic analysis. Findings revealed that NQSWs perceive readiness as possessing both knowledge and skills in social work, and their experiences involve both positive and negative experiences with service users. Challenges identified included workload management and the need for more supportive organisational initiatives. Recommendations emphasise organisational support for training in critical areas like court proceedings, accessible workplace structures for disabled employees, and manageable caseloads. Higher Education Institutions (HEIs) are recommended to enhance curricula by integrating practical aspects such as foster care services and court procedures. Continuing professional development through seminars and workshops is also recommended to strengthen NQSWs' competencies. Future research should expand on these findings with a larger, representative sample across various social work sectors, focusing on effective support structures during the university-to-workplace transition.