Michael has been working as a social worker in a children and families team for 10 years.  He has always been committed to his own learning and development and has completed his Certificate in Child Care and Protection.  He has no wish to become a manager and wants to remain as a front line practitioner in day to day contact with vulnerable children and their families.  However, he is increasingly frustrated by what he sees as limited opportunities for him to develop in his current role.  His post registration training and learning has so far consisted largely of ad hoc attendance at seminars and conferences and self directed reading.  He is seen by others in the team as something of a role model and is often sought out by less experienced members for advice and support.  Michael is happy to provide this but doesn't think this role is recognised.  He also feels that the organisation he works for does not make use of his expertise in working with children affected by parental substance misuse.

Michael's line manager Sarah has recognised his frustration and is worried about losing Michael.  They agree to use the Continuous Learning Framework during his performance review to take a holistic look at his learning and development.  As Michael already has the qualifications and training and the knowledge, skills, values and understanding required by the organisation for his role, they decide to focus on the personal capabilities.  Sarah begins by acknowledging the contribution Michael makes to developing others in the team.  Michael also feels he contributes to the learning and development of colleagues in the drug and alcohol team and others outside his organisation with whom he works closely.  In addition Michael feels he has good ideas about creative ways of supporting children living with substance misusing parents but that the procedures of the different agencies involved can make this difficult.  

Sarah and Michael agree that he already demonstrates the personal capabilities of developing others and initiative at accomplished and established levels respectively.  Michael wants to develop them both to exemplary stage.  They identify that the Practice Learning Qualification (Social Services), known as the PLQ (SS), would offer formal recognition at various levels of Michael's work in developing others and Michael agrees to look into this with the organisation's Learning and Development Team.  

Michael has talked to colleagues in the other teams and agencies with whom he works. Like him, they are keen to keep up to date with research, evidence and policy issues for children affected by parental substance misuse and seek creative solutions.  He suggests setting up inter-agency learning communities and Sarah agrees to seek support for this from the relevant senior managers.  Sarah is also aware that the Child Protection Committee and the Alcohol and Drug Action Team want to do a review of support to these children, focusing particularly on the ability of the key agencies to work in partnership.  She agrees to propose that Michael have a key role in this review.  

At the end of the meeting Michael feels he has a clear plan for his learning and development in the coming year and beyond.  He begins to feel valued again by his employer and to feel he has a future in the organisation.  As a result of these conversations Sarah reflects on the impact the organisation is having on Michael's and other team members learning. She uses the organisational capabilities to help her reflect and decides to work with the team to explore how they could build more of a learning and performance culture.

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