Learning and Skills Council Skills for Life Quality Initiative 200506

1
Learning and Skills CouncilSkills for Life
Quality Initiative 2005-06

• Leadership and Management
• Training Programme
• Adapted for the NHS context
• Day 1

2
Aims

• To support
• quality improvement in the management and
  delivery of Skills for Life
• the achievement of government educational and
  economic targets.

3
Objectives

• To contribute to professionalising the Skills for
  Life workforce
• To enable providers to develop whole organisation
  approaches to Skills for Life

4
Planned activity regionally determined
5
Eight National Priorities
Whole organisation approaches
SfLQI 2005-2006
Embedding Skills for Life
Dissemination/Web
Leadership Management
CPD Framework/IAG
Facilitator network
Key Skills/SfL interface
E-learning
6
Regional infrastructure

• Structures, systems, procedures, roles in place
  to continue the Skills for Life Quality
  Initiative quality improvement work up to March
  2006
• Support for transition towards requirements of
  the Quality Improvement Agency (QIA)

7
Resources available to the regions in relation to
the national priorities

• Course materials and guidance documents
• Support to build regional teams of teacher
  trainers
• Collaboration in the delivery of courses among
  consortium members and regions

8
IntroductionDay 1 Key Areas 14

• Mission, policies and procedures to develop
  Skills for Life in the National Health Service
• The role of leadership in developing a whole
  organisation approach
• The Knowledge and Skills Framework (KSF),
  Personal Development Plans, Reviews and Skills
  for Life assessment
• Organising effective provision to support KSF and
  Gateway achievement

9
IntroductionDay 2 Key Areas 57

• 5 Leading and implementing change to integrate
  Skills for Life into your provision
• 6 Building Skills for Life capacity through
  effective partnership working
• 7 Quality assurance, key performance indicators
  and evaluation

10
Aims

• To raise awareness about Skills for Life and
  develop an understanding of a whole organisation
  approach to Skills for Life
• To identify the links between poor literacy,
  language and numeracy skills and the achievement
  of key priorities and plans within health sector
  organisations
• To explore ways in which the Skills for Life
  needs of the workforce can be identified and met.

11
Learning outcomes (Day 1)
Participants will be able to

• understand how a whole organisation approach is
  crucial to success in delivering Skills for Life
  in the health service
• analyse an organisations mission and its
  relationship to Skills for Life
• identify key stakeholders for Skills for Life
  development within an organisation
• explore the relationship between the KSF and
  Skills for Life
• explore leadership and management strategies for
  implementing Skills for Life.

12
Definition of Skills for Life

• The ability to read, write and speak in English
  and use mathematics at a level necessary to
  function and progress at work and in society in
  general.
• Basic Skills Agency

13
Increasing Learner Achievement
Boosting Demand
Improving the quality and consistency of
provision
Raising Standards
14
(No Transcript)
15
Skills for Life and the NHS

• Of the 23 million adults in work in England,
  approximately 3 million have a literacy level
  below level 1 and approximately 9 million have a
  numeracy level below level 2.
• The health and social care sector is the largest
  employer in Europe.
• What percentage of the health and social care
  workforce must have literacy or numeracy skills
  gaps?

16
Skills gaps

• 5 of the workforce have literacy needs below
  Entry 3 (equivalent to a 9-year-old) compared
  with 55 who just need to brush up their
  skills.
• 53 of the workforce need to brush up their
  numeracy skills, whilst 21 have skills below
  Entry 3.

17
Skills for Life and the Knowledge and Skills
Framework (KSF)

• Achievement of the core and specific dimensions
  of the KSF will be dependent on the underpinning
  skills of employees.
• Achievement of KSF requirements will depend upon
  employees abilities not only in their
  job-specific role but also in the skills of
  reading, writing, speaking and listening, using
  numbers, ESOL and ICT.

18
Skills for Life and job skills

• Improving entries in patients notes
• Drug calculations
• MRSA control/ health and safety
• Customer service/communication

19
Key challenges

• Assessment of need within workforce
• Developing and identifying suitable training
  opportunities
• Gaining commitment from the organisation and
  raising awareness
• Building capacity through partnerships
• Leading and managing the necessary changes
• Incorporating Skills for Life into existing
  development plans.

20
Key benefits
Activity 1.1

• In your groups, list as many benefits to your
  organisation as you can of addressing Skills for
  Life gaps amongst your workforce.

21
A whole organisation approach to Skills for Life
in the Health sector

• A whole organisation approach is where literacy,
  language and numeracy (Skills for Life) provision
  is central to the whole organisation at all
  levels, ranging from strategic leadership and
  management to the delivery of services.
• This approach is necessary as literacy, language
  and numeracy skills are essential to effective
  performance within both work and learning
  contexts.

22
Whole organisation approach (WOA) and the Health
Sector

• Skills for Life is seen as key
• to meeting the learning and development needs of
  individuals
• and to wider organisational goals
• continuous service improvement
• achieving financial stability
• successful implementation of organisational
  change.

23
Beginning a whole organisation approach

• Embedding Skills for Life within
• existing mission statements
• strategy documents, plans and policies
• Local Delivery Plans
• workforce strategies
• HR policies such as Improving Working Lives.

24
Key Area 1 Mission, policies and procedures to
develop Skills for Life in the NHS

• What are the essential features of a mission?
• Clearly articulated
• Relevant
• Current
• Written in a positive tone
• Distinctive
• Enduring
• Adapted to the target audience
• Captures the identity of the organisation

25
Key Area 1 Mission

• A mission statement should
• articulate values
• define your customers
• explain your relationship to the community
• provide a sense of challenge
• ensure consistency of approach.

26
Key Area 1 Mission

• The providers mission
• sets out its identity and core purpose
• is a statement of purpose that remains true and
  useful over time
• sets out the scope of the providers operations
• will also capture what is distinct or special
  about the provider.
• Source Skills for Life Quality Initiative Staff
  and Organisational Materials (2004)

27
Key Area 1 Mission

• Activity 1.2
• What are the literacy, numeracy and language
  implications that are embedded within the mission
  statement?
• Activity 1.3
• How might your mission statement be adapted to
  support whole-organisation change in embedding
  Skills for Life in health service settings?

28
Key Area 1 Mission

• Activity 1.4
• Identify the key staff to assist in gaining
  agreement for strategies to secure a whole
  organisation approach.
• Use the force field analysis to identify forces
  (people or stakeholders in your organisation) for
  or against the change.

29
Key Area 1 Force field analysis
Force Field Analysis
Proposed change Developing a Whole Organisation
Approach to Skills for Life through changing the
mission statement
Forces for change
Forces against change
30
The roof What is your Organisational
Mission/Vision for Skills for Life
A model to support Skills for Life strategic
development
The pillars Each pillar represents a policy that
holds up your mission, relating to learners,
quality, staff development, etc
The steps Each step represents a procedure that
will help to embed the policies

31
Key Area 1 Strategies, Policies and Procedures

• Activity 1.5
• Identify which key policy and strategy documents
  from your organisation should
• refer overtly to Skills for Life objectives
• incorporate Skills for Life values.

32
Key Area 2 The role of leadership in developing
a whole organisation approach
Activity 2.1

• In groups list some of the characteristics of
  effective leadership and management, and present
  to the whole group
• How could such strategies or activities be
  implemented in your own organisation?
• Are there any implications for you in effecting
  such change?

33
Key Area 2 The role of leadership in developing
a whole organisation approach

• Management is about
• keeping the organisation functioning and on-task
• doing things right having a focus on systems
  and procedures.
• Leadership is about
• looking forward and pursuing goals and
  aspirations
• doing the right things having a focus on vision
  and values.

34
Key Area 2 The role of leadership in developing
a whole organisation approach

• What makes leadership effective?
• Excellent leaders have a vision for the
  organisation.
• There is a commitment to vision through effective
  communication.
• The meaning of the vision needs to be clear.
• Energy needs to be invested in institutionalising
  the vision if the leadership is going to be
  successful.
• Beare, Cauldwell and Milikan (1989)

35
Key Area 2 What is the difference between
leadership and management?
36
Key Area 2 Leadership and Culture

• Levels of cultural consciousness Dr Roger
  Harrison (1995)
• Level One Transactional level
• Level Two The self-expression culture
• Level Three Mutuality cultures

37
Key Area 2 Leadership and Culture

• Level One Transactional level
• Very hierarchical, high levels of control
• People compete for power and status
• Leadership strategies focus on quick gains and
  profit and are reactive
• Power in the leader or in the systems and
  procedures

38
Key Area 2 Leadership and Culture

• Level Two The self-expression culture
• Democratic leadership style and individuals are
  encouraged
• High level of internal competition centred on
  personal achievement
• Vision-driven organisations

39
Key Area 2 Leadership and Culture

• Level Three Mutuality cultures
• Most mature form of organisational culture
• Employees have feelings of mutual co-operation
• Focus on quality of response, service and
  procedure
• Teamwork and mutual support is valued
• Output and integrity is high
• High levels of communication and trust from
  colleagues required

40
Key Area 2 Leadership and structure

• Leadership structure culture
• What is organisational culture?

41
Key Area 2 Leadership and structure

• The power culture

42
Key Area 2 Leadership and structure

• Greek temple

43
Key Area 2 Leadership and structure

• The task culture

44
Key Area 2 Leadership and structure

• The person culture
• . . . . . .
• . . . .
  . .
• . . .
  . . . .

45
Key Area 2 Structures and systems

• Activity 2.2
• Draw your own organisation structure. Identify a
  word or phrase that captures the leadership
  style.
• Discuss with a partner how the structure might
  help/hinder effective development of a whole
  organisation approach to Skills for Life.

46
Key Area 2 Stakeholders

• Activity 2.3
• List the key stakeholders who will be needed in
  order to embed Skills for Life within your
  organisation.
• Identify their strengths, weaknesses and training
  needs in relation to implementing Skills for Life
  awareness and effectiveness across the
  organisation.
• Identify two leadership strategies for engaging
  others in the promotion of Skills for Life.
• Complete the development checklist.

47
Key Area 2 Stakeholders and perceptions

• Activity 2.6
• How can you avoid stigmatisation of employees
  with Skills for Life needs?
• What strategies can change negative attitudes
  towards Skills for Life needs?
• How can you establish and encourage positive
  perceptions?

48
Key Area 2 Stakeholders and perceptions

• Effective strategies
• Develop a cohesive Skills for Life staff
  development strategy across the organisation.
• Be flexible and use non-traditional approaches to
  develop employees.
• Link Skills for Life development intrinsically
  with work role skills.
• Develop a robust initial assessment and
  development programme for all employees.
• Make development programmes relevant to work/life
  aspirations.

49
Key Area 3 The Knowledge and Skills framework
and Skills for Life assessment

• Developing Skills for Life
• Assess individual learning needs in relation to
  Skills for Life development.
• Assess individual learning needs in relation to
  job role development.
• Assess the degree of match or fit between the
  two.
• Secure programmes that meet needs identified
  through the Professional Development Review (PDR)
  process.

50
Key Area 3 Personal Development Review and
Skills for Life assessment

• Personal Development Planning and Review is part
  of a continual process of planning, monitoring,
  assessment and support to help staff develop
  their capabilities and potential to fulfil their
  job role.
• The core and specific competencies of a job role
  and the Skills for Life Core Curriculum documents
  are used to build up a profile of individual
  skills needs.
• Many adults have spiky profiles, with
  competencies above level 2 in some areas and
  below in others.

51
Key Area 3 Personal Development review and
Skills for Life assessment

• Activity 3.1
• Draw your current employee development process.
  What forms of assessment are used during
  induction and the PDR/PDP process?
• Activity 3.2
• Read through the information on Skills for Life
  assessment in the Participant pack. Complete the
  tools for initial assessment test table and feed
  back your findings to your group.
• continued

52
Key Area 3 Personal Development review and
Skills for Life assessment

• Activity 3.3
• Identify any barriers you might envisage to
  implementing Skills for Life Assessment. Use the
  table completed earlier and the assessment
  matrix. Discuss your options to overcoming these
  barriers within your group.
• Identify any barriers to providing learning
  opportunities that your organisation would
  currently face. Report back to the whole group.

53
Key Area 3 The Knowledge and Skills framework
and Skills for Life assessment
KSF role competency requirements
Listening
Speaking
Reading
Writing
Employee needs after assessment in addition to KSF
Numeracy
54
Key Area 4 Developing learning opportunities

• Activity 4.1
• What is the main role of your organisation in
  delivering learning and training? As a broker of
  learning, a direct provider or a partner?
• Activity 4.2
• Read through the information on ways of
  delivering Skills for Life. Rate your
  organisations ability to facilitate learning
  opportunities in this way.

55
Key Area 4 Developing a delivery strategy

• Activity 4.3
• For each type of Skills for Life provision,
  decide on a way forward for your organisation.
• What is the optimum learning mix for your
  organisational priorities? What will you need to
  develop to be able to deliver your employees
  learning entitlement?
• Activity 4.4
• Look at these learning options from
  http//www.nhsu.nhs.uk/ksf/learning1.html and
  decide which would provide opportunities for
  developing Skills for Life.

56
Day 1 progression activity
Final activity

• Identify one action plan to implement, and be
  prepared to report about your progress on Day 2
  of the programme.

57
Taster of Day 2 (Key Areas 5, 6 and 7)

• 5. Leading on implementing change to integrate
  Skills for Life into your organisation
• 6. Building capacity through partnership working
• 7. Quality assurance, key performance indicators
  and evaluation

58
The accreditation

• The University of Wolverhampton is offering an
• accredited module PC 3022 entitled
• Leading and Managing Change and
• Quality Improvement in Skills for Life Provision.

59
Module aims

• To enable participants to
• analyse critically an area of Skills for Life
  provision within their own institution together
  with the key leadership and management issues
  that underpin the development of effective
  provision
• identify, appraise and assess in detail an aspect
  of provision that requires further developmental
  planning as part of their organisations Skills
  for Life strategy.

60
Accreditation

• The accreditation is designed to accredit you as
  a manager for what you do.
• The module is supported by a flexible tutorial
  support system to meet the demands of busy
  managers.
• Aspiring managers have an opportunity to gain the
  accreditation as well.
• The module is designed to encourage continual
  professional development.

61
Learning outcomes

• Participants will be able to
• analyse critically Skills for Life provision
  within their own institution
• explore and assess opportunities for further
  development of a specific aspect of Skills for
  Life provision
• design an implementation plan that illustrates
  the potential for securing significant quality
  improvements and measurable change within the
  aspect of Skills for Life provision identified.

62
The assignment

• The evidence file is one assignment comprising
  down into three linked sections
• Critical analysis
• SWOT analysis
• The implementation plan

•  

63
The accreditation process

• This will entail
• attending two training days
• completing a short accreditation application
  form
• working with blended learning materials
• completing the evidence file
• participating in a flexible tutorial system.

64
Tutorial support

• All participants will be entitled to
• an accreditation tutor
• online and telephone support
• additional support where needed from the
  University.
• A VLE tutorial chat room will be available for
  networking.

65
Leadership and Management Training
Programme Day 1

• Questions and Evaluation