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Neil Thompson looks at research on the impact of social services'Êin-service training, an area often neglected as front-line demands increase.

While it is sad to note that some organisations have still not realised the value of training and development and see the money spent as a cost rather than an investment, far more organisations have now got the message that "people matter" and should therefore be supported through training and development to maximise their potential and the contribution they can make. But how effective is in-service training? How successful are attempts to integrate the learning from such courses into actual practice? These are some of the questions Nicholas Clarke, from the department of sociology and applied social studies at London Guildhall University, addresses in this research.

The paper reviews the research literature between 1974 and 1997, encompassing 20 studies relating to the evaluation of in-service training and its impact on practice. Perhaps the first point to note is that this is a very low figure for such a long time span, reflecting the fact that this is an under-researched area. It is not surprising, then, that one of Clarke's conclusions is that much more research is needed before any major conclusions can be drawn. Another important point he makes is that we need more research not only into whether training works, but also why it works.

Concerns are expressed about the methods used in some of the studies, leaving the author in some doubt as to their validity. None the less, he is able to draw some tentative conclusions at least. In short, there is evidence to show that much of the training evaluated could be shown to have had an influence on the participants, but there is relatively little evidence to suggest that this led to changes in practice.

As Clarke comments: "Does in-service training make a difference? On the basis of the studies reviewed here, the answer appears to be yes, training may effect changes in trainees, although certainly not in all instances, and certainly not always in terms of their behaviour. Importantly in a number of instances where training was demonstrated to have an effect on trainee behaviour, this was often only in selective areas."

Given how important training and development activities are in underpinning good practice and continuous professional development, and how much money is devoted to them, it is surprising that the question of "what works and why?" has received so little attention. It is to be hoped that, in this era of Best Value, we will develop a much stronger emphasis on ensuring that the money invested in training is used to best effect. Of course, this will relate strongly to the quality of training (for example, in terms of the knowledge, skills, values and experience of the trainer) but will also need to go far beyond this to establish whether:

- Learning needs are accurately assessed (rather than training "wants" listed in a simple questionnaire).

- Training and development are integrated into the organisation's policy and planning processes (rather than seen as an "add-on").

- Appropriate steps are taken to support the implementation of learning in practice (through supervision, for example).

- There is a culture that encourages learning.

This paper therefore plays an important role in bringing to our attention that, while training and development receive a lot of attention and a significant investment of time and money, we still have only a very sketchy awareness of whether what is provided actually makes a positive difference and, if so, why.

- "In-Service Training Within Social Services" appears in the British Journal of Social Work, Volume 31, Issue 5, pp575-774, published in October, 2001. www.bjsw.oupjournals.org  

Neil Thompson is the author of Theory and Practice in Human Services (Open University Press, 2000) and Understanding Social Work: Preparing for Practice (Palgrave, 2000)