Learning and skills council skills for life quality initiative 2005 06
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Learning and Skills Council Skills for Life Quality Initiative 2005-06. Leadership and Management Training Programme Adapted for the NHS context Day 1. Aims. To support: quality improvement in the management and delivery of Skills for Life

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Learning and skills council skills for life quality initiative 2005 06

Learning and Skills CouncilSkills for Life Quality Initiative 2005-06

Leadership and Management

Training Programme

Adapted for the NHS context

Day 1


Learning and skills council skills for life quality initiative 2005 06

Aims

To support:

  • quality improvement in the management and delivery of Skills for Life

  • the achievement of government educational and economic targets.


Objectives

Objectives

  • To contribute to professionalising the Skills for Life workforce

  • To enable providers to develop whole organisation approaches to Skills for Life


Learning and skills council skills for life quality initiative 2005 06

Regional infrastructure

Network of facilitators

Professional development activities

Planned activity

regionally determined


Eight national priorities

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


Regional infrastructure

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)


Resources available to the regions in relation to the national priorities

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


Introduction day 1 key areas 1 4

IntroductionDay 1: Key Areas 1–4

  • 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


Introduction day 2 key areas 5 7

IntroductionDay 2: Key Areas 5–7

5Leading and implementing change to integrate Skills for Life into your provision

6Building Skills for Life capacity through effective partnership working

7Quality assurance, key performance indicators and evaluation


Learning and skills council skills for life quality initiative 2005 06

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.


Learning outcomes day 1

Participants will be able to:

Learning outcomes (Day 1)

  • understand how a whole organisation approach is crucial to success in delivering Skills for Life in the health service

  • analyse an organisation’s 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.


Definition of skills for life

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


Learning and skills council skills for life quality initiative 2005 06

The Skills for Life Strategy

Success for All

The Skills Strategy

Boosting

Demand

Improving

the quality and

consistency

of provision

Raising

Standards

Increasing

Learner

Achievement


Learning and skills council skills for life quality initiative 2005 06

National

Framework

Academic

Qualifications

National

Curriculum

Skills for Life

Key skills

Level 5

Post -Grad

Level 5

Level 4

Degree

Level 4

Level 3

A / ACVE

Level 3

Level 2

GCSE (A-C)

Level 2

Level 2

Level 1

GCSE (D-G)

Level 1

NC level 4/5 (Yr 11)

Level 1

Entry

Entry

Entry 3

NC level 3 (Yr 9)

NC level 2 (Yr 7)

Entry 2

NC level 1 (Yr 5)

Entry 1

Pre-entry

Pre-entry

Milestone 8

Milestone 7

Milestone 6

Milestone 5

Milestone 4

Milestone 3a/b

Milestone 2a/b

Milestone 1a/b


Skills for life and the nhs

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?


Skills gaps

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.


Skills for life and the knowledge and skills framework ksf

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.


Skills for life and job skills

Skills for Life and job skills

  • Improving entries in patients’ notes

  • Drug calculations

  • MRSA control/ health and safety

  • Customer service/communication


Key challenges

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.


Key benefits

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.


A whole organisation approach to skills for life in the health sector

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.


Whole organisation approach woa and the health sector

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.


Beginning a whole organisation approach

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’.


Key area 1 mission policies and procedures to develop skills for life in the nhs

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


Key area 1 mission

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.


Key area 1 mission1

Key Area 1: Mission

The provider’s 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 provider’s operations

…will also capture what is distinct or special about the provider.”

Source: Skills for Life Quality Initiative Staff and Organisational Materials (2004)


Key area 1 mission2

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?


Key area 1 mission3

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.


Key area 1 force field analysis

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


Learning and skills council skills for life quality initiative 2005 06

A model to support Skills for Life strategic development

The roof: What is your Organisational Mission/Vision for Skills for Life

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


Key area 1 strategies policies and procedures

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.


Key area 2 the role of leadership in developing a whole organisation approach

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?


Key area 2 the role of leadership in developing a whole organisation approach1

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.


Key area 2 the role of leadership in developing a whole organisation approach2

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)


Key area 2 what is the difference between leadership and management

Key Area 2: What is the difference between leadership and management?


Key area 2 leadership and culture

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


Key area 2 leadership and culture1

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


Key area 2 leadership and culture2

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


Key area 2 leadership and culture3

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


Key area 2 leadership and structure

Key Area 2: Leadership and structure

Leadership structure culture

What is organisational culture?


Key area 2 leadership and structure1

The organisation

Key Area 2: Leadership and structure

The power culture


Key area 2 leadership and structure2

Key Area 2: Leadership and structure

Greek temple


Key area 2 leadership and structure3

Key Area 2: Leadership and structure

The task culture


Key area 2 leadership and structure4

Key Area 2: Leadership and structure

The person culture

. . . . . .

. . . . . .

. . . . . . .


Key area 2 structures and systems

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.


Key area 2 stakeholders

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.


Key area 2 stakeholders and perceptions

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?


Key area 2 stakeholders and perceptions1

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.


Key area 3 the knowledge and skills framework and skills for life assessment

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.


Key area 3 personal development review and skills for life assessment

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.


Key area 3 personal development review and skills for life assessment1

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…


Key area 3 personal development review and skills for life assessment2

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.


Key area 3 the knowledge and skills framework and skills for life assessment1

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


Key area 4 developing learning opportunities

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 organisation’s ability to facilitate learning opportunities in this way.


Key area 4 developing a delivery strategy

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.


Day 1 progression activity

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.


Taster of day 2 key areas 5 6 and 7

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


The accreditation

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’.


Module aims

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 organisation’s Skills for Life strategy.


Accreditation

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.


Learning outcomes

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 Skillsfor Life provision identified.


The assignment

The assignment

  • The evidence file is one assignment comprising down into three linked sections:

  • Critical analysis

  • SWOT analysis

  • The implementation plan


The accreditation process

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.


Tutorial support

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.


Leadership and management training programme day 1

Leadership and Management Training Programme Day 1

Questions and Evaluation


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