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This paper aims to explore the impact of action learning (AL) on an individual and an organisation, particularly the process by which each affected the other. The organisation is a UK National Health Service (NHS) Trust that includes two hospitals.

This is a single person case study involving a clinician, but the voice of an author can also be heard. It involves the experience of the individual as they experience AL as part of a leadership development programme leading to a postgraduate certificate. The authors explain their caution of the case study approach and in doing so offer their thoughts in how this paper could be read and impact on practice.

The authors show a process whereby an AL set participant moves from being confident about their project to one of uncertainty as the impact of the project ripples throughout the organisation. Through this process of unsettlement, the individual’s unnoticed assumptions are explored in ways that enable practical action to be taken. In doing so, the individual’s leadership and identity developed.

This is a single person case study in one organisation, thus affecting wider generalisation.

This single case study contributes to the debate on critical AL and the use of AL in the NHS.

Maintaining user-focused integrated team working in complex care is one of the demands made of UK health and social care (H&SC) organisations who need employees that are resilient, resilience being the ability to persevere and thrive in the face of exposure to adverse situations (Rogerson and Ermes, 2008, p. 1). Grant and Kinman (2012) write that resilience is a complex and multi-dimensional construct that is underexplored in social care team work. The purpose of this paper is to capture the views of managers in H&SC to explore the making of resilient teams, identify factors that influence team performance and inform organisational workforce development strategy.

A general inductive approach (Silverman, 2011) was applied. Five focus groups were facilitated (n=40) each with eight participants all of whom were leaders and managers of teams in H&SC, working in the integrated care context in the UK.

Findings indicate that further investment in strategies and resources to sustain and educate employees who work in teams and further research into how organisational systems can facilitate this learning positively may contribute to resilient teams and performance improvement. The authors note specifically that H&SC organisations make a distinction between the two most prevalent team types and structures of multi-disciplinary and inter-professional and plan more targeted workforce development for individual and team learning for resiliency within these team structures. In doing so organisations may gain further advantages such as improved team performance in problematic care situations.

Data captured are self-reported perceptions of H&SC managers. Participant responses in the focus group situation may have been those expected rather than those actually modelled in the realities of team work practice (Tanggaard, 2008). Further, in the sample all participants were engaged in a higher education programme and it is possible participants may have been more engaged with their practice and thinking more critically about the research questions than those not currently undertaking postgraduate study (Ng et al., 2014). Nor were the researchers able to observe the participants in team work practice over time or during critical care delivery incidents.

The preliminary link made here between multi-disciplinary and inter-professional team type, and their different stress points and subsequent workforce intervention, contributes to the theory of resilient teams. This provides organisations with a foundation for the focus of workplace learning and training around resilience. H&SC practitioner views presented offer a greater understanding of team work processes, together with a target for planning workforce development strategy to sustain resilience in team working.

This preliminary research found that participants in H&SC valued the team as a very important vehicle for building and sustaining resilience when dealing with complex H&SC situations. The capitalisation on the distinction in team type and individual working practices between those of interprofessional and multidisciplinary teams and the model of team learning, may have important consequences for building resilience in H&SC teams. These findings may be significant for workforce educators seeking to develop and build effective practice tools to sustain team working.

The purpose of this paper is to present the perspectives of English adult social care sector partners on the qualifications and standards required for leaders as they prepare to meet the demands of commissioning personalised care. Continuing an action research cycle guided by Coghlan and Brannicks (2010, p. 4) organisational centred model (McCray and Palmer, 2009) it benefits from the previous experience and reflection in action of the partners and researchers. Set in a general social care context, lessons learned from the study outcomes will be of interest to both commissioners of services and service users with acquired brain injury.

A model of action research informed by Coghlan and Brannicks’ (2010, p. 4) organisational centred model focused on context, quality of relationships, quality of the research process and its’ outcomes was used. The role of the authors was to facilitate diagnosis of the leadership issues arising from the implementation of personalised care in the English adult social care sector and in collaboration with sector partners seek resolutions. Six focus groups comprising two commissioners, service providers, user group and care manager/social work leads were facilitated at two separate events in the south of England.

Findings presented are derived from focus group discussions with strategic and organisational leaders and service user partners from the English adult social care sectors. Analysis of focus group data identified a number of themes. The overarching themes of human resource management, gaps in industry standards and leadership are discussed here. Whilst industry sector standard qualifications and frameworks may be at the centre of strategic planning for transformation, findings here have identified that additional support will be required to create leaders who can commission successfully to create cultural change. New approaches to leadership development may be needed to facilitate this process.

The study offers a single method qualitative research approach based on two local authorities in the south of England. It presents a localised and particular view of leadership development needs.

The paper shows how action research can make a contribution to knowledge and practice.

The paper provides interesting new insights into the skills for commissioning in a changing public and third sector environment with reference to commissioning personalised support for people with brain injury.

The purpose of this paper is to present a case study of the application of action research in the design of a degree‐level leadership skills programme in the English social care sector.

The action research study involved four formal semi‐structured interviews with strategic leaders in the social care sector and three focus groups with managers. The paper captures some of the reflections of university lecturers who are both researchers and collaborative partners in the project in its early stages.

The findings demonstrate consensus in the sector at regional strategic and organisational level about leadership skills required for future service models.

The sample remains small; however, the findings may have relevance for leadership development planning for social care in other regions of England, as the personalised care agenda gains momentum and services need to realign. Service users were not part of the focus groups and future activity that builds on this preliminary study may need to redress this. The implications of the research are that it offers a model of collaboration between a university and the workplace to support change through learning.

There is potential for a sector or an organisation to access management development accredited by a university that meets its needs, is focused, relevant and provides a model for continuing learning beyond the programme.

The paper brings together a range of well‐established concepts in action research, reflective practice and learning to help deliver change through collaboration. It explores the new demands being placed on care leaders in the independent social care sector when many international governments are facing fiscal challenges which may require care sector reform.

This paper seeks to report on education, health, and social care practitioners' experiences of working across traditional boundaries and establishing new relationships in the context of the Common Assessment Framework (CAF) in UK children's services.

Semi‐structured interviews were conducted with a total of 20 education, health and social care practitioners, and operational managers using the qualitative methodology of interpretative phenomenological analysis.

The article highlights how change in the composition of teams has provided stimulus for new relationships, learning, and ways of working.

The study is based upon a relatively small number of interviews conducted within one county.

Consideration of relationships and learning within multi‐agency practice contexts is underdeveloped within the literature. As new forms of partnership may result from ongoing reconfiguration of services, this research into partnership working around the CAF offers insights and learning for future interprofessional teamworking.

This paper presents the findings of a small scale research project exploring mentorship programme participants experiences and learning about their managerial role in an adult social care service seeking to build management practice, resilience and well-being in the context of transformation.

A case study of one public sector workforce development project is presented. The programme involved the use of an individual social care mentorship model and continuing professional development framework to support and engage 60 social care managers in the facilitation of workforce practice transformation. A small scale research study of 15 managers was undertaken. Participants provided a written reflective review and narrative of their individual experience and of learning. The narrative of a purposive sample of 15 managers was analysed using a work by Tamboukou and informed by a work byLabov and Waletzky as a guide.

Thematic analysis of managers' reflective accounts, identified the adaption of coaching methods and the used of role modelling skills in the workplace. Emotional well being and resilience was maintained during the mentorship programme. Structural analysis emphasised sequences or messages in the narrative indicating manager's cooperation with the organisation in achieving its' transformational goals and gaining employee engagement.

This is a small scale study exploring one aspect of the project's goals.

The project delivery and research findings will be of interest to other organisations considering the implementation of mentorship to support transformation and change.

There are very few evaluations and research studies of social care mentorship in the literature and this paper and the case study presented provides interesting new insights into the process and its possible outcomes.