Torfaen Youth Service – Design & Implementation of a Youth Service Learning Organisation Model

Focused on the application of professional learning

Faced with the challenge of limited training budgets, the Torfaen Youth Service recognised the urgent need to reimagine professional learning for youth workers. Inspired by the Schools as Learning Organisations (SLO) framework used in Welsh schools, the team began crafting its own version—a Youth Service Learning Organisation (YSLO) model.

This approach wasn’t about reinventing the wheel but rather harnessing the strengths already embedded within the team: reflective practice, compassionate leadership, and a shared commitment to the well-being of both staff and young people. By transforming professional learning into an integral part of daily practice, the YSLO model offered a sustainable solution to the challenges of professional development in youth services.

The backdrop for this work is the Youth Work Strategy for Wales, which calls for voluntary and paid youth work professionals to be continuously supported throughout their careers. With a clear vision and purpose, Torfaen Youth Service identified three critical areas to focus on: professional learning, leadership, and the complexities of social pedagogy.

Three Key Areas of Focus

1. Professional Learning and National Occupational Standards (NOS): At the heart of this journey was a fundamental shift—from traditional, costly professional development to a more dynamic, inquiry-based professional learning model. Drawing on the insights of Professor Ken Jones, the team realised that professional learning opportunities could be impactful without excessive costs while aligning closely with the NOS standards that underpin youth work.
2. Leadership and Management: Leadership in Torfaen Youth Service isn’t confined to a few individuals; instead, it thrives through a distributed approach. Many staff members are encouraged to lead projects, forge partnerships, and manage key provisions. By investing in their leadership potential, the service has fostered a collaborative environment where leadership is both shared and celebrated.
3. Social Pedagogy: Working with young people in today’s world requires an understanding of their lives in all their complexity. The pandemic intensified the volatile, uncertain, complex, and ambiguous (VUCA) nature of young people’s realities, making it essential for youth workers to remain agile, informed, and adaptable. Staying professionally “sharp” has become not just important, but a necessity in responding effectively to the evolving needs of young people.

What Did We Do?

Implementing the YSLO model was a carefully planned, innovative process. A series of practical strategies were introduced to embed professional learning into the fabric of everyday practice:

• The Asymmetric Week: Recognising that time is a precious resource, the service introduced an asymmetric week, carving out dedicated time for staff to engage in group reflective practice and scheduled learning days. This created space for meaningful learning without compromising service delivery.
• Personal Development Plans (PDPs): Every staff member co-created a Personal Development Plan with their manager and the training officer. These plans tailored learning to individual aspirations and needs, while also identifying common themes across teams and the broader service.
• Team Share Days: Once a year, the team came together for a dedicated day of shared learning. Staff presented projects and areas of interest they had been exploring, fostering a culture of collaboration and mutual growth. The most recent session broke new ground by involving young people themselves, who contributed to a powerful discussion on LGBTQ+ issues.
• Shadowing Opportunities: To further enhance knowledge sharing, staff participated in internal shadowing opportunities, learning directly from one another. Plans are already underway to expand these experiences by collaborating with other youth services.
• Type Coach Personality Training: Recognising the importance of effective teamwork, all staff undertook personality and coaching training. This deepened their understanding of themselves and their colleagues, strengthening relationships and collaboration.
• Enquiry-Led Research Projects: A key highlight of the model has been empowering staff to take ownership of their learning through independent, enquiry-led research. Staff identified areas of interest, conducted research, and shared their findings during team share days—bringing fresh insights back into practice.
• Impact Evaluation (Guskey Model): Finally, to ensure learning translated into tangible improvements, all professional learning activities were evaluated using the Guskey model. This framework helped measure the impact on staff development and outcomes for young people.

Impact and Early Outcomes

The YSLO model has already begun to transform professional learning within the Torfaen Youth Service. Staff are not only participating in learning opportunities but actively taking responsibility for their own professional growth. This shift has cultivated a culture of curiosity, inquiry, and shared knowledge.

Early outcomes demonstrate significant progress:

• Staff have engaged deeply in enquiry-led research, enhancing both their skills and knowledge.
• Professional learning is directly improving youth work practice, ensuring better outcomes for young people.
• Evaluations using the Guskey model reveal positive feedback, with staff reporting that their learning is making a meaningful difference in their day-to-day work.

By embedding professional learning into its core, Torfaen Youth Service has laid the foundation for a resilient, reflective, and highly skilled team—one that is better equipped to meet the needs of young people in a rapidly changing world.