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

1. Learning and Skills Council (LSC) Skills for Life Quality Initiative2005-06 Leadership and Management Programme Adapted for Jobcentre Plus 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. Regional infrastructure Network of facilitators Professional development activities 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. Leadership and Management ProgrammeSeven Key Issues • Leading improvement in retention and achievement through a literacy, numeracy and language (ESOL) strategy 2* Curriculum leadership in literacy, numeracy and language (ESOL) in a variety of contexts • Leading on gaining support and commitment to organisational systems for the effective delivery of literacy, numeracy and language (ESOL) support * blended learning materialscontinued…

9. Seven Key Issues (continued) • Leading and managing the Skills for Life strategy inyour organisation 5* Leading the development of partnerships • Leading on the use of quality systems to evaluateachievement and underpin teaching and learning in practice 7* Leading, motivating and managing core teams * blended learning materials

10. Introduction to the Skills for Life Leadership and Management Programme 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.

11. Introduction to the Skills for Life Leadership and Management Programme Day 2 • Key Issue 4 – 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.

12. Introduction to the Skills for Life Leadership and Management Programme 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’

13. 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.

14. 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.

15. Key Issue 3: outline • 3.1 Organisational structures and management systems • 3.2 Literacy, numeracy and language (ESOL) support and delivery systems • 3.3 Interfacing with other sections of the organisation

16. Key Issue 3: outcomes • Identify theory/application of organisational structures in a Skills for Life context • Consider implications of organisational/management systems upon a whole organisation approach to Skills for Life • Review systems and staffing expertise, and suggestmodifications and training from a leadership perspective continued…

17. Key Issue 3: outcomes (continued) • Demonstrate an understanding of the organisationalpossibilities and limitations on development of provision with a view to re-visioning future practice • Analyse the key areas of interface with literacy,numeracy and language (ESOL) programmes in theorganisation • Consider strategies for leading the enhancement and the standing of literacy, numeracy and language (ESOL) inside and outside the organisation

18. Key Issue 3.1 Organisational structures and management systems ‘Our ambition is to have a highly innovative sector in which continuous improvement is central to the work of every provider.’ Success for All, para 97 (2003)

19. KI 3.1 Organisational structures and management systems ‘The whole organisation approach provides learners with the opportunity to improve their literacy, numeracy and language skills combined with the learning of vocational and other skills across all areas of provision.’ Raising Standards: A Contextual Guide to Support Success in Literacy, Numeracy and ESOL Provision: Embedded Learning (2004)

20. KI 3.1 Organisational structures and management systems Activity 1a: Preparation • What characteristics of effective leadership and management did you find in the pre-course reading? • What other examples are you aware of? • As a small group, make a list and present to thewhole group of delegates.

21. KI 3.1 Organisational structures and management systems Activity 1b: Skills for Life Leadership and Management 1. Prioritise effective practice for leadership andmanagement. 2. Decide upon one key aspect and place it on a flipchart. 3. Consider how you could implement such strategies. What are the implications? What leadership styles might you need to adopt? How can you maintain high leadership and management standards?

22. KI 3.1 Organisational structures and management systems Leadership and Management Management is: • about keeping the organisation functioning and on-task • doing things right – a focus on systems and procedures. Leadership is: • looking forward and pursuing goals and aspirations • doing the right things – a focus on vision and values.

23. KI 3.1 Organisational structures and management systems Leadership and Management 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)

24. KI 3.1 Organisational structures and management systems What is the difference between leadership and management?

25. KI 3.1 Organisational structures and management systems 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

26. KI 3.1 Organisational structures and management systems Leadership and Culture Levels of cultural consciousness – Dr Roger Harrison (1995) 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 lies in the leader or in the systems and procedures

27. KI 3.1 Organisational structures and management systems Leadership and Culture Levels of cultural consciousness – Dr Roger Harrison (1995) 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

28. KI 3.1 Organisational structures and management systems Leadership and Culture Levels of cultural consciousness – Dr Roger Harrison (1995) 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 continued…

29. KI 3.1 Organisational structures and management systems Leadership and Culture Levels of cultural consciousness – Dr Roger Harrison (1995) Level Three. Mutuality cultures • Teamwork and mutual support is valued • Output and integrity is high • High levels of communication and trust from colleagues are required

30. Key Issue 3.1 Organisational structures and management systems Leadership and Culture What are the implications of effecting a whole organisation approach to Skills for Life within organisations that are operating at Level 1? Level 2? Level 3? Which level is more conducive to bringing about change and measurable improvement? Why? Do you have any examples of leading without using your authority? How did it succeed?

31. Key Issue 3.1 Organisational structures and management systems Leadership and structure Leadership structure culture What is organisational culture?

32. The organisation Key Issue 3.1 Organisational structures and management systems Leadership and structure The power culture

33. Key Issue 3.1 Organisational structures and management systems Leadership and structure Greek temple

34. Key Issue 3.1 Organisational structures and management systems Leadership and structure The task culture

35. Key Issue 3.1 Organisational structures and management systems Leadership and structure The person culture . . . . . . . . . . . . . . . . . . .

36. Key Issue 3.1 Organisational structures and management systems Activity 2: Organisational Structure • Draw your own Skills for Life organisation structure. • Identify a word or phrase that captures the leadership style.

37. Key Issue 3.1 Organisational structures and management systems Activity 2: Organisational Structure • Discuss with a partner how the structure hashelped/hindered effective Skills for Life leadership and management. • What strategies have helped? Which have hindered?

38. Key Issue 3.1 Organisational structures and management systems Activity 3: Organisational systems to support Skills for Life development • Add to the list colleagues who impact on the quality of experience of Skills for Life learners. • Identify their strengths, weaknesses and training needs for the Skills for Life strategy. 3. Identify two leadership strategies for engaging others in the promotion of Skills for Life.

39. Key Issue 3.1 Organisational structures and management systems Activity 4: Perceptions of Skills for Life • What strategies can change negative attitudes to Skills for Life? • How can you establish and encourage positive perceptions?

40. Key Issue 3.1 Organisational structures and management systems Effective strategies • Develop a cohesive Skills for Life staff development strategy across the organisation. • Be flexible and use non-traditional methods in approaches to recruit learners. • Engage and recruit employers. continued…

41. Key Issue 3.1 Organisational structures and management systems Effective strategies (…continued) • Develop a robust initial assessment and support programme for all learners. • Make support programmes more relevant to main learning programme.

42. Links between Key Issues 1 and 3 • Support for Skills for Life in the whole organisation (KI 3) will improve retention and achievement (KI 1). • Effective assessment, individual learning plans and learner support (KI 1) need to be approached through whole organisation involvement (KI 3). • Data analysis (KI 1) informs strategic Skills for Lifedecision-making (KI 3).

43. Key Issue 1: Outline • 1.1 Recruitment and boosting demand • 1.2 Self-assessment • 1.3 Assessment of learners • 1.4 Retention • 1.5 Achievement

44. Key Issue 1: Outcomes • Recognise the need to identify the most appropriate data for decision-making • Analyse data and base decisions on results • Develop approaches to recruiting learners with literacy, numeracy and language (ESOL) needs continued…

45. Key Issue 1: Outcomes (continued) • Demonstrate an awareness of links between learner achievement/non-achievement/retention and Skills for Life needs • Consider strategies to improve retention and achievement rates • Identify issues in your organisation where low profile of Skills for Life leads to drop-out orfailure

46. Key Issue 1: Retention and achievement gathering and use of data to make changes and improvements feedback and evaluation policies, procedures and processes for key activitiesaffecting learners QA strategy QA Framework continuous improvement monitoring learners’ experiences • internalverification of qualifications self-assessment

47. Key Issue 1: Retention and achievement Key stages in data management (1) Decide on which areas of performance you want to improve Agree the performance indicators Decide what data needs to be collected continued…

48. Key Issue 1: Retention and achievement Key stages in data management (2) Look at the possible source of data for each indicator Decide who has responsibility for collecting what data Establish a clear timetable for data collection continued…

49. Key Issue 1: Retention and achievement Key stages in data management (3) Standardise data collection so everyone gathers and reports data in the same way Train and support your data collectors Check or verify the data that comes in continued…

50. Key Issue 1: Retention and achievement Key stages in data management (4) Set up clear and timely communication or reporting systems Analyse the data to support self-assessment and development planning Use your data to evaluate your performance (Source: Skills for Life Quality Initiative Staff and Organisational Development Materials)