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

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

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  1. Learning and Skills Council (LSC) Skills for Life Quality Initiative 2005-06 Leadership and Management Programme Adapted for the Prisons context Day 2

  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 establishments to develop whole organisation approaches to Skills for Life

  4. 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.

  5. 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.

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

  7. 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?

  8. Key Issue 4: Components 4.1 The planning cycle 4.2 Planning whole organisation change 4.3 Mission

  9. 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...

  10. 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.

  11. 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 ?

  12. Progress and potential Activity 1b: How effective is your involvement within the strategicplanning progress? Complete Table 3.

  13. Key Issue 4: Planning Cycle • Where are we going? • Vision • National, regional, sectoral and local priorities • Headline targets • Corporate goals • Where are we now? • Mission • External demands • Local needs analysis • Partnerships • Self-assessment • Achievement data • 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

  14. 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 ?

  15. 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…

  16. Force field analysis (continued) Step 5 Set the factors out as a diagram – using a scale of 1–5 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.

  17. 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 Need to widen participation Skills for Life is not the only important issue 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

  18. 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 Support enrichment activities and underpin KPTs Skills for Life is not an important issue 3 3 Not their role - tutors and trainers get paid to do this 3 Improve own learning 2 May not have L2 qualification themselves 4 Forces FOR change Forces AGAINST change

  19. 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 PICTA good PI Increased participation Insufficient resources Fear of inappropriate access to internet Practice tests available as part of enrichment programme Changing attitudes Forces FOR change Forces AGAINST change

  20. Management of change Activity 2a Carry out your own force field analysis and share with colleagues

  21. Management of change The TROPICS test: Time scales Resources Objectives Perceptions Interest Control Source

  22. The TROPICS test

  23. The TROPICS test (continued)

  24. 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

  25. 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?

  26. Clearly articulated Relevant Current Written in a positive tone Distinctive Enduring Adapted to the target audience Captures the identity of the organisation Key Issue 4: MissionWhat are the essential features of a mission?

  27. 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.

  28. Key Issue 4: Mission The organisation’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 organisation’s operations “…will also capture what is distinct or special about the organisation.” Source: Skills for Life Quality Initiative Staff and Organisational Materials (2004)

  29. Key Issue 4: Mission Activity 4a Example of a Prison Mission Statement Does it have the essential features of the establishment’s mission? What are the literacy, numeracy and language implications that are embedded within the mission statement?

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

  31. 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.

  32. 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

  33. Key Issue 4: Planning Your plan needs: • to operate within your establishment’s ethos and values • to have clear direction, milestones and ways of checking progress.

  34. 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?

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

  36. Key Issue 4: Planning Activity 5b • Identifying two performance indicators • Identifying two sources of evidence

  37. Key Issue 6 Leading on the use of quality systems to evaluate achievement and underpin teaching and learning practice

  38. 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

  39. 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 Key Issue 6: Outcomes Participants will be able to:

  40. Key Issue 6.1: Quality assurance strategy • policies • processes • procedures

  41. 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 activitiesaffecting learners QA strategy QA Framework continuous improvement monitoring learners’ experiences • internalverification of qualifications self-assessment

  42. Key Issue 6: Observation Quality Cycle Planning Teaching, support and learning (including resources) Monitoring, assessment and recording of progress Review of learning

  43. 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?

  44. 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

  45. 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 it’s not their problem or that the system is at fault and that fixing it is someone else’s responsibility.” Using Management Information to Raise Standards(FEFC, 2000-01) continued…

  46. Key Issue 6: Quality assurance systems Quality Assurance data “is reliable and well-sourced information, usually qualitative, about your organisation’s performance and its impact on your learners.” Skills for Life Quality Initiative Staff and Organisational Development Materials (2004) DfES

  47. 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

  48. Learner feedback Course-related evidence Additional support outcomes 4. Staff qualification and training records 5. Policy documents 6. Progress against the action plan contained in previous self-assessment report Key Issue 6: Quality assurance systemsWhere can this kind of data be obtained?

  49. Key Issue 6: Quality assurance systems Limitations of data • It won’t tell you why your performance is as it is • It won’t tell you how to improve it • It won’t tell you everything you need or want to know

  50. 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.