Learning and Skills Council (LSC) Skills for Life Quality Initiative 2005-06

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Learning and Skills Council (LSC) Skills for
Life Quality Initiative 2005-06

• Leadership and Management Programme
• Adapted for the Prisons context
• Day 2

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Aims

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

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Objectives

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

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Day 1

• Key Issue 1 Leading improvement in retention
  and achievement
• Key Issue 3 Leading on gaining support and
  commitment to organisational systems for the
  effective delivery of Skills for Life
• Outcome reflect on and respond to the issues and
  initiate change in your institution.

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Day 2

• Key Issue 4 Developing, leading and managing
  the Skills for Life strategy in your organisation
• Key Issue 6 Leading on the use of quality
  systems to evaluate achievement and underpin
  teaching and learning in practice
• Outcome Monitor progress, reflect on and respond
  to the issues and initiate change in your
  institution.

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Purpose

• To build on learning from Day 1
• To reflect on and respond to the issues
• To initiate change in your institution

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Within my own establishment

• How does the strategic planning process relate to
  Skills for Life?
• How do I quality assure Skills for Life?
• How do I manage whole organisation change?

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Key Issue 4 Components

• 4.1 The planning cycle
• 4.2 Planning whole organisation change
• 4.3 Mission

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Key Issue 4 Outcomes

• For participants to
• recognise the importance of development planning
  in ensuring the Skills for Life agenda is a major
  aim for the future of their organisation
• audit their provision to identify where needs are
  being met and where improvements are needed
• draw up their vision and aims for developing and
  embedding Skills for Life provision
• identify the people who will contribute to this
  vision
• identify and build on outcomes to further embed
  Skills for Life
  continued...

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Key Issue 4 Outcomes

• continued
• demonstrate awareness of partnership and
  development strategies for implementing change
• build and maintain effective relationships in
  their organisation and beyond
• synthesise information to produce action plans
  that improve Skills for Life provision.

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Progress and potential

• Activity 1a
• Share your point of action from Day 1.
• Share progress (or lack of progress) on the
  action with colleagues.
• What has helped you ?
• What has hindered you ?

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Progress and potential

• Activity 1b
• How effective is your involvement within the
  strategicplanning progress?
• Complete Table 3.

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Key Issue 4 Planning Cycle

• Where are we now?
• Mission
• External demands
• Local needs analysis
• Partnerships
• Self-assessment
• Achievement data

• Where are we going?
• Vision
• National, regional, sectoral and local priorities
• Headline targets
• Corporate goals

• How are we doing?
• Key performance indicators
• Progress towards targets
• Achievement of milestones

• How do we get there?
• Values and ethos
• Operational plans
• Contributory strategies
• Current trends in achievement
• Resource requirements

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Priorities for planning

• Activity 2
• Table 4 What are your priorities at a national,
  regional and local level for
• Improving standards of teaching and learning
• Raising learner achievement
• Boosting demand for learning
• Ensuring capacity of provision
• Professionalising the Skills for Life workforce
• The whole organisation approach to Skills for
  Life ?

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Force field analysis

• Step 1 Identify the change required
• Step 2 Identify the factors that will bring
  about change the driving forces
• Step 3 Identify the factors that you feel will
  prevent the change taking place the
  restraining forces
• Step 4 Give each of the factors a score from 1
  to 5 with 5 being the most important
• continued

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Force field analysis (continued)

• Step 5 Set the factors out as a diagram using
  a scale of 15 for each factor
• Step 6 Think about and describe your tactics
  for reducing the restraining forces
  and/or increasing the driving forces.
  Decide if the tactics are possible
• Step 7 Decide who is responsible for carrying
  out the actions for each of the factors
  described.

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Force field analysis
5
5
Proposed Change Reception staff to be aware of
the Skills for Life agenda and its priorities
Lack of time for training
Enquiries about Skills for Life are increasing
Skills for Life is not the only important issue

• Need to widen participation

Reception staff have their own way of doing things
More face-to-face enquiries are from people who
are uncertain what to ask for
Reception staff are very busy
Forces FOR change
Forces AGAINST change
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Force field analysis Secure Estate example
Lack of time and/or support for training
Proposed Change Prison Officers to be aware of
the Skills for Life initiative and how they can
support learners
5
5
In-house CPD programmes
Skills for Life is not an important issue
3

• Support enrichment activities and underpin KPTs

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Not their role - tutors and trainers get paid to
do this
3

Improve own learning
May not have L2 qualification themselves
2
4
Forces FOR change
Forces AGAINST change
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Force field analysis Secure Estate example
5
5
Proposed Change Deliver National Tests on
demand using ICT
Lack of experienced IT technical staff
Improved connectivity and access to learning
resources
Insufficient resources

• PICTA good PI
• Increased participation

Fear of inappropriate access to internet
Practice tests available as part of enrichment
programme
Changing attitudes
Forces FOR change
Forces AGAINST change
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Management of change

• Activity 2a
• Carry out your own force field analysis and
  share with colleagues

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Management of change

• The TROPICS test
• Time scales
• Resources
• Objectives
• Perceptions
• Interest
• Control
• Source

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The TROPICS test
TROPICS factor Mechanistic solution Complex solution
Time scales Clearly defined short to medium term ill definedmedium to long term
Resources Know what you want Unclear what is required
Objectives SMART Subjective, visionary
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The TROPICS test (continued)
TROPICS factor Mechanistic solution Complex solution
Perceptions Shared by all Creates conflict of interest
Interest Limited and well defined Widespread and ill defined
Control Within the group Shared with others
Source Change due to internal factors Change due to external factors
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SWOT analysis

• Weaknesses
• No ownership
• May be misunderstanding or confusion about the
  significance or strategic importance of
  implementing a whole organisation approach to
  Skills for Life

• Strengths
• Agrees with proposals for achieving the Skills
  for Life agenda
• Has accepted the need to develop the whole
  organisational approach Skills for Life

WHO AM I ?

• Opportunities
• Develop a powerful strategic ally
• Ensure that Skills for Life is owned at a
  strategic level

• Threats
• Agreement is in principle only
• Limited awareness of potential benefits to all
  learners, staff and the organisation

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Whole organisational change

• Activity 3a
• Complete Table 6
• What Skills for Life change is needed by the key
  players so that they can participate in the
  priorities of your plan?
• Activity 3b
• Choose a key player or group
• How will you ensure they play their part in the
  success of the plan?

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Key Issue 4 MissionWhat 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

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Key Issue 4 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.

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Key Issue 4 Mission

• The organisations 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 organisations
  operations
• will also capture what is distinct or special
  about the organisation.
• Source Skills for Life Quality Initiative Staff
  and Organisational Materials (2004)

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Key Issue 4 Mission

• Activity 4a
• Example of a Prison Mission Statement
• Does it have the essential features of the
  establishments mission?
• What are the literacy, numeracy and language
  implications that are embedded within the mission
  statement?

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Key Issue 4 Mission

• Activity 4b
• Own Mission Statement
• What are the literacy, numeracy and language
  implications that are embedded within your own
  establishments mission statement?
• How might your mission statement be adapted to
  support whole organisation change in embedding
  Skills for Life ?

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Key Issue 4 Planning

• You need to be clear about
• your core business
• the expectations and demands of the regional and
  national agenda
• your current strengths and weaknesses.

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Key Issue 4 Planning

• You need to assess where you are and to bear in
  mind
• your mission partnerships
• external demands self-assessment
• needs analysis

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Key Issue 4 Planning

• Your plan needs
• to operate within your establishments ethos and
  values
• to have clear direction, milestones and ways of
  checking progress.

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Key Issue 4 Planning

• Headline targets
• Is the most being made of how education, and
  particularly Skills for Life, can contribute to
  KPIs?
• Are you clear how Skills for Life can increase
  learner participation?

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• Bearing these two points in mind,
• How might you plan targets for next year ?

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Key Issue 4 Planning

• Activity 5b
• Identifying two performance indicators
• Identifying two sources of evidence

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Key Issue 6

• Leading on the use of quality systems to evaluate
  achievement and underpin teaching and learning
  practice

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Key Issue 6 Components

• 6.1 Quality assurance strategy
• 6.2 Quality assurance systems
• 6.3 Statistical and textual data
• 6.4 The quality cycle
• 6.5 Feedback from stakeholders

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Key Issue 6 Outcomes
Participants will be able to

• evaluate and implement efficient and effective
  recording systems
• incorporate feedback from stakeholders, including
  learners
• use information to develop the service and
  achieve goals

• review self-assessment criteria
• plan and adjust priorities and targets
  accordingly
• ensure quality assurance arrangements are
  systematic, and informed by the views of all
  interested parties

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Key Issue 6.1 Quality assurance strategy

• policies
• processes
• procedures

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Key Issue 6 Quality Assurance Framework
gathering and use of data to make changes and
improvements
feedback and evaluation
policies, procedures and process for key
activities affecting learners
QA Framework
QA strategy
continuous improvement
monitoring learners experiences
internal verification of qualifications
self-assessment
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Key Issue 6 Observation Quality Cycle

• Planning

Teaching, support and learning (including
resources)
Monitoring, assessment and recording of
progress
Review of learning
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Key Issue 6 Quality assurance framework

• Activity 6a
• How does your QA procedure
• a) assess learners?
• b) improve the quality of the learning
  experience for Skills for Life learners?

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Key Issue 6 Quality assurance implications

• Activity 6b
• How does your own QA framework relate to and
  improve Skills for Life provision?
• How can you ensure that the QA system includes
  your partners?
• What evidence do you have to demonstrate your QA
  framework is operating as a whole organisation
  Skills for Life approach?
• Bullet points and feed back to group

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Key Issue 6 Quality assurance systems

• Ownership? accuracy ? reliability ? usage
  ?improvements
• The most unhelpful situations occur when
  inadequacies are known but the attitude of
  members of staff is that its not their
  problem or that the system is at fault and that
  fixing it is someone elses responsibility.
• Using Management Information to Raise Standards
  (FEFC, 2000-01)
• continued

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Key Issue 6 Quality assurance systems

• Quality Assurance data is reliable and
  well-sourced information, usually qualitative,
  about your organisations performance and its
  impact on your learners.
• Skills for Life Quality Initiative Staff and
  Organisational Development Materials (2004) DfES

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Key Issue 6 Quality assurance systems

• What kind of data is needed?
• 1. Data for public accountability through
  performance review and inspection
• 2. Data for self-assessment and track progress
  towards strategic goals
• 3. Comparative data to help you understand your
  performance

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Key Issue 6 Quality assurance systemsWhere can
this kind of data be obtained?

1. Learner feedback
2. Course-related evidence
3. Additional support outcomes

• 4. Staff qualification and
• training records
• 5. Policy documents
• 6. Progress against the
• action plan contained in
• previous self-assessment
• report

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Key Issue 6 Quality assurance systems

• Limitations of data
• It wont tell you why your performance is as it
  is
• It wont tell you how to improve it
• It wont tell you everything you need or want to
  know

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Key Issue 6 Quality assurance systems

• Quality improvement depends on the widest
  possible involvement in
• data collection
• data checking
• data interpreting
• using data for quality improvement.

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Key Issue 6 Statistical and textual data
national
organisation
group
course
programme
ILP data
continued
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Key Issue 6 Statistical and textual data
(continued)
What are the attitudes of Skills for Life staff
towards data collection at

• teaching level textual and statistical data
• course level data for accreditation purposes
• programme level data for retention purposes
• organisation level performance indicators
• national level achievement of targets?

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Key Issue 6 Statistical and textual data

• Activity 7
• Draft five performance indicators to frame the
  quality cycle.

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Effective Ways to LeadLeaders use different
styles as appropriate

• affiliative
• authoritative/visionary
• coaching

• coercive
• democratic
• pacesetting

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Effective Ways to Lead (continued)

• Which styles are you adopting to embed Skills
  for Life?
• Why?

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Next steps

• 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 establishments Skills
  for Life strategy.

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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.

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The accreditation

• The accreditation is designed to accredit you as
  a Skills for Life 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 continuing
  professional development.

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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.

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The assignment

•  

Produce an evidence file with a maximum of 4500
words which demonstrates the following
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Critical analysis

• Critically analyse the current effectiveness and
  quality of the range of Skills for Life provision
  within your establishment and partnerships. The
  evidence should also reflect the contribution of
  the establishment to wider regional Skills for
  Life initiatives.

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SWOT analysis

• Carry out a SWOT analysis or similar that
  identifies a specific aspect of your
  institutions Skills for Life provision that
  requires further development. The aspect must
  relate directly to one or more of the areas of
  the Common Inspection Framework or may address
  more general issues although the link to Skills
  for Life provision must be clearly outlined.
  Evidence for and justification of your chosen
  aspect must be provided.

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The implementation plan

• Produce an implementation plan detailing how
  the quality of delivery within the identified
  aspect is to be improved and how actions taken
  will realise change. All aspects of the plan
  must be considered including resource
  management, stakeholder analysis and the
  monitoring of outcomes. Targets that can be
  used to measure change against actions taken
  must be clearly articulated.

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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.

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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.

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Leadership and Management Training Programme Day
2

• Any questions?

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Leadership and Management Training Programme Day
2

• Evaluation