Learning and Skills Council Skills for Life Quality Initiative 2005-06

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. 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. 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

9. IntroductionDay 2: Key Areas 5–7 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. 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.

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. 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

14. 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

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 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)

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. 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

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. The organisation 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.