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Leadership and Management Programme for the Voluntary and Community Sector

Learning and Skills Council Skills for Life Quality Initiative 2005-06. Leadership and Management Programme for the Voluntary and Community Sector. Day 2. OHT 45. Recap of Day 1. Session 1: The right mission Session 2: Applying Skills for Life to the VCS

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Leadership and Management Programme for the Voluntary and Community Sector

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  1. Learning and Skills Council Skills for Life Quality Initiative 2005-06 Leadership and Management Programme for the Voluntary and Community Sector Day 2 OHT 45

  2. Recap of Day 1 • Session 1: The right mission • Session 2: Applying Skills for Life to the VCS • Session 3: Managing and developing learning opportunities and achievement for service users • Update on actions from Day 1 OHT 46

  3. Overview of Day 2 Session 4: Business and strategic planning Session 5: Leadership, management and workforce development Session 6: Quality improvement, developing policy and managing data OHT 47

  4. Leadership and Management programme for the Voluntary and Community Sector Session 4: Business and strategic planning OHT 48

  5. Session 4: Aim To introduce participants to developing business and strategic planning within the Skills for Life environment. OHT 49.1 Res. no. 4.1.1

  6. Session 4: Learning objectives By the end of the session, participants will have: 1) gained a greater understanding of the concepts of planning and its relevance to the Skills for Life agenda 2) developed a wider appreciation of the financial costs and benefits of being involved in the Skills for Life agenda 3) developed skills in building up a budget profile for Skills for Life 4) been introduced to the concept of risk management through involvement in Skills for Life 5) begun to identify ways of reducing risks through developing partnerships. OHT 49.2 Res. no. 4.1.2

  7. The Business Planning Process OHT 50 Res. no. 4.1.3

  8. Session 4, Part 2: Activity 1 – Funding and expenditure: Costs involved in Skills for Life provision List costs involved in Skills for Life provision (list all main areas of Skills for Life expenditure). Agree on a notional ‘hourly cost’ by adding together all individual elements of cost. Outline ideas for reducing costs. Discuss any funding streams that you know of, and list advantages and disadvantages. OHT 51 Res. no. 4.2.1

  9. Session 4, Part 2: Funding streams • Widening Adult Participation Fund • Neighbourhood Learning in Deprived Communities • Local Interventions and Development Fund • Capacity Building for VCS Organisations • European Social Fund • ‘Change Up’ OHT 52 Res. no. 4.2.2

  10. Session 4, Part 3: Using Formula Funding methodology OHT 53 Res. no. 4.3.1

  11. Session 4, Part 3: Activity 1 – Using Formula Funding methodology (1) • Using the Guided Learning Hours and funding rates, – identify a potential Skills for Life programme, mapped to national standards for LLN, for example ‘Dealing with Professionals’ – identify the number of Guided Learning Hours and number of weeks that individuals will take to complete the programme – calculate the income for one learner and for ten learners.continued… OHT 54.1 Res. no. 4.3.2 (1)

  12. Session 4, Part 3: Activity 1 – Using Formula Funding methodology (2) 2. Use information from Activity 1, Part 2, to establish your cost base, e.g. what the average cost would be for an hour’s worth of delivery. If you cannot agree, use £50 per hour or £90 per hour. Calculate how much it will cost you to run the programme, based on the number of hours the course runs for, e.g. £50 per hour for 30 hours, etc. continued… OHT 54.2 Res. no. 4.3.2 (2)

  13. Session 4, Part 3: Activity 1 – Using Formula Funding methodology (3) 3. Calculate and compare the income and expenditure for a programme with one learner on it and a programme with ten learners on it. 4. Calculate the break-even point, e.g. what is the minimum number of learners that you need to cover your costs. 5. Present your finding as a business case for or against running the programme, and explain why. OHT 54.3 Res. no. 4.3.2 (3)

  14. Session 4, Part 4: Identifying and reducing risks through partnership: Developing a Risk Log (1) • Decide the key actions and targets in your plan • Specify the responsibilities, resources and deadlines attached to your actions • Identify the main risks attached to your plan • Score each risk according to potential impact: 1 = low, 2 = medium, 3 = high • Score each risk according to likelihood:1 = low, 2 = medium, 3 = high • Multiply the impact score by the likelihood score to give an overall level of risk. continued… OHT 55.1Res. no. 4.4.1 (1)

  15. Session 4, Part 4: Identifying and reducing risks through partnership: Developing a Risk Log (2) • Allocate a priority to each risk (for an example an overall score of 6+ is given a high priority) • Say what you are already doing to minimise the risk • Say how you will be monitoring each risk so that you can spot trouble early • Say how often you will be monitoring each risk: for higher priority, have a higher frequency of monitoring • Say who will be responsible for monitoring each risk • Where appropriate, say what you will do when risk turns into a reality. OHT 55.2 Res. no. 4.4.1 (2)

  16. Session 4, Part 4: Identifying and reducing risks through partnership Activity 1: Choosing partners to reduce riska) Complete the table belowb) Feed back to whole group OHT 56 Res. no. 4.4.2

  17. Leadership and Management programme for the Community and Voluntary Sector Session 5: Leadership, Management and Workforce Development OHT 57

  18. Session 5: Leadership, Management and Workforce Development Aims The aims of this session are to develop knowledge and understanding of effective leadership and management, the relationship between the two, and examine how leaders and managers can lead staff development related to Skills for Life. OHT 58.1Res. No. 5.1.1

  19. Session 5: Leadership, Management and Workforce Development Learning objectives By the end of the session, participants will have: 1) gained a greater understanding of the concepts of leadership and management and will have appreciated the similarities and differences between the two 2) appreciated some of the issues related to leading and managing a Skills for Life team 3) increased understanding of staff development for Skills for Life and conducting a Training Needs Analysis. OHT 58.2 Res. no 5.1.2

  20. Session 5, Part 1: Activity 1 – Identifying leadership and management competencies a) In groups discuss the individual competencies associated with effective leadership and management. b) Once competencies are agreed, identify those that are to do with leadership and those to do with management and those that are to do with both. OHT 59 Res. no 5.1.3

  21. Session 5, Part 1: Checklist used by ALI for Key Question 5 (CIF): How Effective are leaders and managers in raising achievement? • How well leaders and managers set a clear direction leading to high quality education and training • How effectively, through quality assurance and self assessment, performance is monitored and evaluated and steps are taken to secure improvement • How well equality of opportunity is promoted and discrimination tackled so that all learners achieve their potential • Where relevant, the extent to which governors or other supervisory bodies meet their responsibilities • How effectively and efficiently resources are deployed to achieve value for money OHT 60 Res. no 5.1.4

  22. Session 5, Part 2: Activity 1 – Identifying leadership and management needs in your organisation Using the ALI list for Key Question 5, • Individually identify which competencies on the list are priorities for your organisation. • List them in order of importance. • Where are the key development needs? • How can the development needs be met? • Share your findings with your table group to see if there are any common themes. • Feed back to the whole group. OHT 61 Res. no 5.2.1

  23. Session 5, Part 3: The development of LLN training for staff across the organisation Staff development checklist • Do you plan to raise the literacy, numeracy and language (ESOL) levels of teaching staff to level 4, support and vocational staff to level 3, frontline staff and volunteers to level 2? • Have your Skills for Life Leaders and Managers undertaken a management training programme? • Do you have an audit of staff and a staff development action plan? • Do you have relevant expertise for observing teaching and learning? OHT 62 Res. no. 5.3.1

  24. Session 5, Part 3: The development of LLN training for staff across the organisation (1) NIACE, in the booklet At the heart of learning: promoting literacy, language (ESOL) and numeracy in the VCS state the following: • For the purposes of most Voluntary and Community organisations, the level 2 certificate for Adult Learner Support is the key qualification for staff and volunteers whose role is supporting individuals. continued… OHT 63.1Res. no. 5.3.2 (1)

  25. Session 5, Part 3: The development of LLN training for staff across the organisation (2) continued… • The level 3 Certificate in Adult Literacy, Numeracy or ESOL support is a useful qualification for staff and volunteers in organisations building capacity beyond stage 1 (signposting) activities. • The level 4 Certificate for Adult Literacy, Numeracy or ESOL subject specialist qualifications will be relevant to staff or volunteers wishing to become fully qualified teachers in organisations which deliver learning. OHT 63.2 Res. no. 5.3.2 (2)

  26. Session 5, Part 3: Human Resource Strategy and Training Needs Analysis • Discuss what you consider to be the challenges inherent in developing a small VCS team into a workforce that can participate in the Skills for Life strategy. • Assess the capacity of your present staff against your organisation’s role as signposter, broker or deliverer, and explore ways, through partnership, that the requirements for this role might be met. OHT 64 Res. no. 5.3.3

  27. Leadership and Management programme for the Voluntary and Community Sector Session 6: Quality Improvement, Developing Policy and Managing Data OHT 65

  28. Session 6: Quality Improvement, Developing Policy and Managing Data Aim • The aim of this session is to provide an introduction to measures for improving quality, methods for developing Skills for Life policies based on ‘mission’ and issues related to managing Skills for Life data. OHT 66.1 Res. no. 6.1.1

  29. Session 6: Quality Improvement, Developing Policy and Managing Data Learning objectives By the end of the session, participants will have: 1) a greater understanding of recent developments in measuring success in the learning and skills sector 2) increased knowledge of quality assurance systems, the RARPA process and the Common Inspection Framework 3) greater understanding of the role of self assessment in quality improvement 4) an appreciation of the importance of managing and using data. OHT 66.2 Res. no. 6.1.2

  30. New Measures of Success (August 2005) • The Learning and Skills Council has recently published ‘Implementing New Measures of Success’ (August 2005). The aim of the programme is to measure the success of learners and monitor the performance of providers more accurately and fairly. This should help to demonstrate the sector’s strength and identify areas for improvement. • The proposals include eight measures for development and implementation: • – Qualification success rates • – Value added and distance travelled • – RARPA • – Responsiveness to employers • – Learner satisfaction – Value for money • – Learner destinations – Staff measures OHT 67 Res. no. 6.1.3

  31. Managing Quality Systems Managing qualityAn effective quality assurancesystem helps to ensure that high standards are maintained across an organisation. For Skills for Life provision, the quality assurance system should provide a measure of: • the quality of teaching and learning • the quality of resources • the consistency and quality of assessment practices • the consistency and quality of procedures used at all stages of the learning process. There should be a system for observing teaching and feeding back to teachers. OHT 68 Res. no. 6.2.1

  32. Recognising and recording progress in non- accredited learning (RARPA) OHT 69 Res. no. 6.2.2

  33. The Common Inspection Framework (1) The key questions that inspectors must ask every provider are: Overall effectiveness: • How effective and efficient are the provision and related services in meeting the full range of learners needs and why? (the overall effectiveness of the provision, including any extended services, and its main strengths and weaknesses) Achievement and standards: • How well do learners achieve? continued… OHT 70.1 Res. no. 6.2.3 (1)

  34. The Common Inspection Framework (2) The key questions that inspectors must ask every provider are: The quality of provision: • How effective are teaching, training and learning? • How well do the programmes and activities meet the needs and interests of learners? • How well are learners guided and supported? Leadership and management: • How effective are leadership and management in raising achievement and supporting all learners? OHT 70.2 Res. no. 6.2.3 (2)

  35. CIF mapping to RARPA OHT 71 Res. no. 6.2.4

  36. Session 6, Part 3: The Role of Self Assessment (1) Quality Improvement and Self Assessment Reports (SARs) • ‘The chief purpose of self assessment is to support learning providers’ own work on quality improvement and to measure progress against its own mission and goals. Self assessment will make clear providers’ capacity to bring about improvement and their success in doing so.’ • Providers are required to complete an annual self assessment report that evaluates all of their provision, both accredited and non-accredited. The self assessment process should be continuous. continued… OHT 72 Res. no. 6.3.1

  37. Session 6, Part 3: The Role of Self Assessment (2) • Self assessment should be based on an analysis of strengths, areas for improvement and progress against targets in achieving the priorities outlined in the development plan, and on the results of monitoring quality. • An annual self assessment report gives the opportunity to evaluate what is well done, what needs to improve and to ensure that improvement is achieved. It will report on the effectiveness of the improvement strategies set out in each provider’s development/action plan, which will include evidence of how these are being implemented. For good providers this will already be a well-established practice’. OHT 73 Res. no. 6.3.2

  38. Session 6, Part 3: Activity 1 – Developing Self Assessment • You have been appointed as the Skills for Life quality manager for a VCS organisation. There is no system in place for quality assurance, and you have been asked to devise one as soon as possible, as your organisation may be inspected in the near future. • Using the information you have above on RARPA, the CIF and self assessment, work in your group to construct the key elements/headings of a Skills for Life self assessment process; outline what you would include and how you would begin to collect auditable evidence. • Think about the kind of data that you will need to collect and analyse. • You have 15 minutes. Elect a spokesperson to feed back. OHT 74 Res. no. 6.3.3

  39. Mission: To enable learners to achieve their potential Stage 1: establish the mission C U R R I C U L U M QUALITY STAFFING RESOURCE L E A R N E R S Stage 2: identify key policies Stage 3: identify key procedures Learners Quality and curriculum Staffing and resources OHT 75 Res. no. 6.4.1

  40. Session 6, Part 5: Managing data (1) In the VCS, data should be used to determine how well individual, group and service targets are being met. Records should include: • the number of learners on each course (broken down by course type and location where appropriate) • outcomes of initial assessment • the achievement of learning goals, including accreditation • retention rates, reasons for non-completion, and achievement. continued… OHT 76.1 Res. no. 6.5.1 (1)

  41. Session 6, Part 5: Managing data (2) continued… • length of stay for learners • gender, ethnicity and age data • reasons learners leave their course • the number of learners with learning difficulties and/or disabilities • the number of learners for whom English is an additional language • learner destinations. OHT 76.2 Res. no. 6.5.1 (2)

  42. Session 6, Part 5: Local needs analysis and SOAs • Conducting a local needs analysis for literacy, language and numeracy is a useful starting point in being able to assess the potential need in neighbourhoods. Data is available on the levels of need broken down to ward level. This data is based on the 2003 Skills for Life Survey (DfES). In addition to ward data, planners are increasingly using Super Output Areas (SOAs). • SOAs are smaller and can identify pockets of deprivation within wards. They are based on the Index of Multiple Deprivation, which gives national rankings based on deprivation indicators, where 1 represents the most deprived out of a total of 32,482 SOAs. OHT 77 Res. no. 6.5.2

  43. Session 6, Part 5: Activity 1 – Using data to identify community needs Task: Research suggests that there is a correlation between deprivation and Skills for Life needs. Assuming that your is a VCS organisation that has a Wirral-wide brief, use the SOA data tables in your participant pack and plan where you would target your resources. OHT 78 Res. no. 6.5.3

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