1 / 81

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

Learning and Skills Council (LSC) Skills for Life Quality Initiative 2005-06. Leadership and Management Training Programme Day 2. Aims. To support: quality improvement in the management and delivery of Skills for Life the achievement of government educational and economic targets.

gay-morrow
Download Presentation

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

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Learning and Skills Council (LSC) Skills for Life Quality Initiative2005-06 Leadership and Management Training Programme 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 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 materials continued…

  9. 1.5 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. Tasks for accreditation • Task 1 – a critical analysis of the current effectiveness and quality of the range of Skills for Life provision within the organisation or partnership • Task 2 – a SWOT analysis, or similar, that identifies a specific aspect of the institution’s Skills for Life provision that requires further development • Task 3 – this will detail how the quality of delivery within the identified aspect is to be improved and how actions taken will realise change.

  16. Introduction Key Issue 4 • Developing, leading and managing the Skills for Life strategy within your organisation. Key Issue 6 • Leading on the use of quality assurance systems to evaluate achievement and underpin teaching and learning.

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

  18. Links between Key Issues 4 and 6 • Evaluating and implementing recording systems (KI 6) is a tool in auditing current provision (KI 4). • Incorporating feedback from stakeholders (KI 6) is linked to developing and embedding Skills for Life(KI 4). • Use of information and review of self-assessment (KI 6) is used to produce action plans (KI 4).

  19. Key Issue 4: Components 4.1 Self-assessment 4.2 Planning priorities 4.3 Planning for change 4.4 Mission 4.5 Planning review

  20. Key Issue 4: Outcomes Participants will: • 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 continued…

  21. Key Issue 4: Outcomes(continued) • 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…

  22. 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.

  23. Key Issue 4.1: Progress and potential Activity 1a Share your progress with your point of action from Day 1

  24. Key Issue 4.1: Progress and potential Activity 1b How effective is your involvement within the strategic planning progress?

  25. 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

  26. Key Issue 4: Priorities for planning Activity 2 What are your priorities at a national, regional and local level for: • Professionalisation of the Skills for Life workforce • The whole organisation approach to Skills for Life • Improving standards of teaching and learning • Raising learner achievement • Boosting demand for learning • Ensuring capacity of provision

  27. 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 force Step 4 Give each of the factors a score from 1 to 5 with 5 being the most important continued…

  28. 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.

  29. 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

  30. Management of change The TROPICS Test: Time scale Resources Objectives Perceptions Interest Control Source

  31. The TROPICS test

  32. The TROPICS test (continued)

  33. SWOT analysis of Role B Weaknesses • No ownership • Maybe 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 organisation approach Skills for Life 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

  34. Key Issue 4: Whole organisation change Activity 3 • What Skills for Life change is needed by the key players so that they can participate in the priorities of your plan? • Which methods and outcomes for ensuring colleagues will contribute to the success of the plan are effective?

  35. Key Issue 4: Mission What are the essential features of a mission? • Clearly articulated • Relevant • Current • Written in a positive tone continued…

  36. Key Issue 4: Mission What are the essential features of a mission? • Distinctive • Enduring • Adapted to the target audience • Captures the identity of the organisation

  37. 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. Source: Involving tutors and support staff in the adult and community learning agenda (2002)

  38. Key Issue 4: Mission The provider’s mission: ‘… sets out its identity and core purpose… … is a statement of purpose that remains true and useful over time.’

  39. Key Issue 4: Mission The provider’s mission: ‘… 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)

  40. Key Issue 4: Mission Activity 4a • What are the literacy, numeracy and language implications that are embedded within the mission statement?

  41. Key Issue 4: Mission Activity 4b • How might your mission statement be adapted to support whole organisation change in embedding Skills for Life?

  42. 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.

  43. 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

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

  45. Key Issue 4: Planning Headline targets • Is the most being made of how Skills for Life can contribute to the headline targets? • Are you clear how Skills for Life can increase learner participation?

  46. Key Issue 4: Planning How would you plan targets for next year?

  47. Key Issue 4: Planning review Activity 5a Case study 1. Analyse the strengths and the weaknesses of the self-assessment report. 2. As a group, formalise three action points as part of the action planning process. 3. Report back to the whole group on a flipchart. Feed back, highlighting reflective action.

  48. Key Issue 4: Planning review Activity 5b • Have you carried out a review of progress? • Have you noted and put in place any changes to the plan?

  49. 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

  50. Key Issue 6: Outcomes Participants will be able to: • evaluate and implement efficient and effective recording systems • incorporate feedback from stakeholders, including learners • use information to develop the service and achieve goals continued…

More Related