Workshop title

Middle Leaders' Development ProgrammeLearning Module: Part One1Carole BrooksAssociateResearch in Practice

Welcome, Intro and who RiP are2 daysOverall aim: Promoting and developing positive leadership behaviours to enable high quality frontline practice and to support the retention of a stable, skilled workforce. Overall outcome is to help you to recognise and develop behaviours and processes that will help the organisation to achieve better outcomes for CYP.

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Learning objectivesUnderstand the difference between being a manager and being a leader, and what behaviours and information are required to be a successful leaderKnow how different types of organisations and their components affect effective leadershipIdentify and manage the impact of internal and external factors, and stakeholdersExplore how good leadership skills can be applied in practice within todays childrens services

2The importance of effective leadership in local authorities childrens services cannot be underestimated. (Ofsted, March 2015)

Learning objectives for today dont give them any of the materials yet!Refer to Ofsted March 2015 = published 'joining the dots' good practice report exploring the ways in which successful leadership in childrens services leads to better practice and improves the lives of children and families. Key findings are in your delegate pack page 2

DAY ONEFOCUS ON SOME OF THE THEORY BEHIND LEADERSHIP AND YOUWHAT IS A MANAGER/LEADER? Whats the difference? What skills do you need? What are the different leadership styles?What do you need from your organisation and its influence on effective leadership? Shared vision, values etc. Importance of evidence-informed leadership what is it, why is it important and how do you demonstrate it? Importance of communication/communication skills what skills are needed, how to develop?Importance of stakeholder involvement/engagement who, what, where, how, why?

DAY TWOFOCUS ON YOUR STAFF Promoting reflective relationship-based practice and emotional resilience in the organisational and your teams, and Organisational resilienceHaving difficult conversations and overcoming issues things outside your comfort zone that some managers will put off/ostrich. Leaders will tackle.Problem-solving skills and exercises on real topics you probably are encountering nowDeveloping and Leading your team recruitment and retention, knowledge transfer

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3AgendaTimeSession9:30Welcome, aims and introductions 10:00What makes a good leader?11:10Break11:25Organisational culture, vision and values12:45Lunch13:30Communication and engagement Stakeholder management15:15Break15:30Evidence-informed leadership16:15Homework and evaluations16:30Close

Timings are indication onlyHousekeepingDelegate pack - Mention that on page 29 of their delegate packs there is an Action Plan encourage them to use this throughout the day to note down any ideas they have this will be taken forward at end of day 2.

IntroductionsYou know who we are and why we are here, lets find out a bit about you now.Your name, job title, organisation, and something that you have lead on and what the result was could be successful, or not could be work related or not.. (allow 20 mins for this).Question shout out: How many of you have been on leadership or management training before (hands up)? What did you do? What did you learn? Did you go back and implement it in the day job? What stopped you?Thats useful for us to pick up over the next two days to help you and the last session on day 2 is about knowledge transfer which we hope will not just help you but also in your role as leading others.

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What makes a good leader?4

10am

Absolutely critical that we understand the difference between being a manager and being a leader, for any organisation and especially within the public sector and services for children.

Group exercise - pairs or threes (5 minutes): Who do you think were the most successful and influential leaders in the world ever, or in your workplace or your lives and who are the least successful? Remember a good leader does not necessarily do good... What made them good leaders and why were they successful?Plenary - 10 mins put on flipchart name on one side, characteristics on the other.They will probably come up with Mandela, Napoleon, Nelson, JFK, Maggie Thatcher, ML King, Jesus, Mother Teresa, Ghandi, Duke of Wellington, (add more as prompts). Objective to seek leadership characteristics through personal experience.

A good leader does not necessarily do good things, but they are remembered for what they achieved, what they said, their personality etc. Do you think leaders are born, or made nurture or nature?

So what does make a good leader and why were these people leaders not managers? www.rip.org.uk4

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10.15You said already mentioned some of these. Expand refer to the good leader/bad leader list in their delegate packs.Start with vision. Have these characteristics as the headings for the list so that there are examples . Encourage discussion. We are going to look at a lot of these areas over the next two days, hopefully giving you tools and reflection how it relates to you day job and what you can simply change or reaffirm what you are doing. A real useful sense check for a leader is to think - how would YOU like to be treated?

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Leading from the front, middle, back6

A good leader will also not always be the head honcho or the boss, and if they are, they may not always lead from the front. It is needed at all levels in an organisation - not just the top. Think about situations you have seen and you may recall people who were at the bottom of the hierarchy, or in positions with no formal authority, Remember that being a leader does not necessarily always mean being in front and visible. The few graphics coming up show that it could be.. Click in each image individually.

Conducting a range of people to achieve harmony? You as the inspiration, the driver, the person who knows who should be doing/playing what when? Leader of the pack, pulling the rest behind you, whether they want to or not. You set the direction and they have to follow. It is easier for you if they come willingly and dont need to be dragged.Or do we lead by stealth and bribery by making them go where they need to by offering something they want 'you are so nearly there or 'outstanding is just around the corner'. Or, is leading about recognising when it is the right time to lead, and the right time to give up the leash and let them belower aspirations and wait for the right moment..ALL OF THE ABOVE you will need to know what sort of leading is required when. And dont be afraid to recognise the latter if they dont want to move or the time is not right, a good leader will recognise this and adapt.www.rip.org.uk6

Leadership stylesManaging = transactional leadership

Leading = transformational leadership

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10.25We have been talking about Leadership rather than managing, but we do need both..

Management and leadership are different modes of operating.Management transactional leadership is about instituting procedures or systems, control mechanisms and means of ensuring predictability.Leading, or transformational leadership is about stimulating change, encouraging the voice of constructive dissent and judicious risk taking in empowering others. Leaders can lead from the front, behind, the middle and not always the people in charge!The focus on leadership is on the followers inspiring them, encouraging them to challenge the status quo and creating an environment in which they are respected and valued.Studies have consistently provided evidence that there is a direct link between transformational leadership and high levels of individual, team and organisational morale and performance. Both transactional and transformational leadership is required in complex organisations and especially in childrens services.Easy to get bogged down in transactional leadership where the 9-5 is about processing kids, staff, reports, systems, meetings. Different models out there:Signs of safetyRestorative PracticeSocial Pedagogy Etc.Lots of methods some evaluated some not, but have a good model, buying the book wont do it you have to be able to sell it, do it, review it.------------------

Notes on transformational leadership (taken from Fox et al, Supporting emotional resilience in social workers, 2014):Managers who practice transformational leadership a leadership style shown by research as linked to a range of positive staff outcomes, including job satisfaction, motivation, commitment to the organisation and achieving beyond expectations (Hodson and Cooke, 2007) will be an intrinsic part of a positive workforce that supports emotional resilience.

Image taken from the same briefing, based on: Hodson R and Cooke E (2007) Leading Evidence Informed Practice. Dartington: Research in Practice.

We do still need the transactional leadership we need to manage the budget, write policies, do the paperwork, etc. We are not going to cover those processy things but look at the less tangible behaviours of transformational leadership.www.rip.org.uk7

The Tannenbaum-Schmidt Leadership Continuum (1958) 8

Leadership skills research (1)

And this is an area where it is possible to get bogged down with detail and a plethora of academic and theoretic models. We want to help you to understand how you can apply leadership behaviours successfully in your day job and well look briefly at what others see as good leadership but keep coming back to slide 5. Going to give you a ten minute tour of just some high points in the decades of leadership theory You can read more if you are interested in any one model as references in your delegate pack:

See delegate workbook for brief one-pager on this page 6.

The model highlights seven leadership styles that occur across the continuum:Tells The leader makes decisions and expects the team to follow; and the team has very little involvement in decision-making. This type of style is sometimes used early in a team's existence, before trust is established, or with very inexperienced team members. Continued use of this style can be very frustrating for team members and can break down trust, so leaders must be careful to use this style only when absolutely necessary.Sells The leader makes the decision, but provides a rationale. Team buy-in is important. Although the decision won't be changed, the team is allowed to ask questions and feel that its needs are being considered.Suggests The leader outlines the decision, includes a rationale, and asks if there are any questions. While the decision is already made, this style helps the team understand why, so team members don't feel so much that the decision is forced on them. According to Tannenbaum and Schmidt, because people have the opportunity to discuss the decision, they feel that they have participated in it, and they accept it more readily. This helps build trust, and it's a good strategy to use when you're trying to figure out what the team is capable of on its own.Consults The leader proposes a decision and then invites input and discussion to ensure that the decision is the right one. The team has the ability to influence the final outcome, and to make changes to the decision. By using this style, the leader acknowledges that the team has valuable insight into the problem. This shows that he or she trusts the team members and wants them to participate actively in problem solving and decision making. This leadership style can build cohesiveness, and provide much-needed motivation to a team.Joins The leader presents the problem and then asks the team for suggestions and options to consider. Through the discussion that follows, the team helps the leader decide. So, while the leader ultimately makes the decision, decision making is a very collaborative process, and the team feels valued and trusted. This style is often used when the team has specific knowledge and expertise that the leader needs to make the best decision.Delegates The leader outlines the problem; provides decision parameters; and allows the team to find solutions and make a final decision. The leader remains accountable for the outcome, and he or she controls risks by setting limits and defining criteria that the final decision must meet. To delegate this much authority, the leader needs to trust the team and ensure that it has the support and resources necessary to make a solid decision.Abdicates The leader asks the team to define the problem, develop options, and make a decision. The team is free to do what's necessary to solve a problem while still working under reasonable limits, given organisational needs and objectives. Although the level of freedom is very high, the leader is still accountable for the decision and therefore must make sure the team is ready for this level of responsibility and self-control.www.rip.org.uk8

Leadership skills research (2)Rensis Likert (1967) - management and leadership focus primarily on behaviour 4 styles of authority: Exploitative/authoritative leader has little trust or confidence issues orders uses fear and punishmentBenevolent/authoritative leader has some trust but treats them in condescending and paternalistic mannerConsultative leader shows trust and confidence, seeks options, ideas, retains decision makingParticipative leader trusts subordinates completely, seeks and acts on ideas and involves them in setting goals

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Likert, University of Michigan, early theories about leadership which are more akin to current thinking.Likert believed that while both X and Y were effective, X led to demotivation and Y could produce higher levels of motivation.www.rip.org.uk9

Leadership skills research (3)10Hersey and Blanchard (1977) - Situational Leadership

Willingness and ability of people to carry out tasks

Image taken from: http://www.selfawareness.org.uk/news/situational-leadership-and-developing-great-teams

Here is the situational leadership model four steps of development. Start S1How many of you have done restorative practice? You will recognise this.(say more)

Notes for diagram:Directing defining roles/tasks, close supervision, making decisions, one-way communication.Coaching define roles/tasks, but encourage input. Communication more two-way, but decisions made by leader.Supporting routine decisions passed down. Leader facilitation and involvement, but not controlling.Delegating follower/s decide on the level of leader involvement in decisions and problem-solving.

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Leadership skills research (4)Bill Reddin (1984) - 3D theory: Task orientation (TO) and relationship orientation (RO) in 4 different styles with a third dimension effectivenessAdair (1973) Action-centred leadership: Full control of team, task, individualSchutz (1958) - Firo-B - Designed for US Forces officers, using three dimensions (Inclusion, Trust, Openness) - scaled 1 to 10Frost (2009) reflects on Ancona et als (2007) incomplete leader, key leadership skills are about making sense of change, relating to people, creating a vision and developing new ways of workingEngland and Wales Children Act (2004) - embodied, individualised leadership

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John Adair, one of the management gurus - Good leaders should have full command of the three main areas of the Action Centred Leadership model, and should be able to use each of the elements according to the situation. Being able to do all of these things, and keep the right balance. See delegate workbook for brief one-pager on this page 8.

Schutz (1958) -Fundamental Interpersonal Relations Orientation (FIRO) is a theory of interpersonal relations, introduced by William Schutz in 1958. the tool provides insight into how managers can become more effective by helping meet the interpersonal needs of members of their team. Brought up to date as a simpler evaluation tool (one option for homework see page 9 in packs). Mention exercise for homework - self-assessment based on FIRO-B.

Nick Frost - 'Leading children's services: some contemporary issues and challenges',Journal of Children's Services, Vol. 4 Iss: 3Explores some of the contemporary challenges facing leaders of children's services. Using the theoretical framework of the incomplete leader developed by Ancona and colleagues (2007), the article reflects on the many challenges facing children's service leaders. It argues that a distributed and connected model of leadership is the best available in the current climate of change and challenge. This model contradicts the current one of embodied, individualised leadership contained in the England and Wales Children Act 2004. The article argues that the key leadership skills are about making sense of change, relating to people, creating a vision and developing new ways of working. The article utilises Government policy documents such as the Children's Plan and Care Matters, workforce issues and strategic planning to illustrate the nature of the leadership challenge. It concludes by suggesting a way forward for children's services leadership in integrated settings, in the current climate of audit and managerialism.

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Leadership skills research (5)

12Resourceful Leadership(National College for Leadership of Schools and Childrens Services and C4EO, 2011)The 8 core behaviours of resourceful DCSs are:Openness to possibilitiesThe ability to collaborateDemonstrating a belief in their team and peoplePersonal resilience and tenacityThe ability to create and sustain commitment across a systemFocusing on results and outcomesThe ability to simplifyThe ability to learn continuously

Bringing it specifically to childrens services and although this research conducted in 2011 looked at the behaviours of a DCS, it applies to any leader in childrens services now more than ever.Bringing it back to simple. Although some of these are old as relevant now and still used as gold standard they work. Hersey and Blanchard situational leadership is basis for restorative practice which is popular at present.

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Leadership skills research (6)Systems Leadership - 7 guiding messages to leaders: Go out of your way to make new connectionsAdopt an open, enquiring mindset, refusing to be constrained by current horizons Embrace uncertainty and be positive about change - adopt an entrepreneurial attitudeDraw on as many different perspectives as possible; diversity is non-optionalEnsure leadership and decision-making are distributed throughout all levels and functionsEstablish a compelling vision which is shared by all partners in the whole systemPromote the importance of values - invest as much energy into relationships and behaviours as into delivering tasks 13(The Kings Fund, 2012; VSC, 2015)

A note about systems leadership.

Trainer to read in preparation: Virtual Staff College Leadership Provision for Directors of Childrens Services, Systems leadership for effective services, Patrick Scott, John Harris and Anton Florek (Occasional Report No.2) Can be found here: http://www.virtualstaffcollege.co.uk/wp-content/uploads/Systems-Leadership-v1.0.pdf

Guiding messages taken from publication by Kings Fund on Leadership of Whole Systems: http://www.kingsfund.org.uk/sites/files/kf/leadership-whole-systems-welbourn-warwick-carnall-fathers-leadership-review2012-paper.pdf

In addition to this:Systems leadership is about Leading without authority, relying on influence rather than position.Being driven by a sense of moral purpose, motivated by a clear value system rather than the need to exercise power or generate profit.Distributing leadership beyond a tightly knit senior leadership team in order to encourage as many people as possible to take responsibility and generate innovative solutions.Building systems and processes which encourage intelligence to flow horizontally (between peers) as well as vertically (up and down a hierarchy).Putting coaching and mentoring at the heart of line management arrangements.Establishing a learning culture, which is tolerant of conscientious error, open to possibilities, and constantly changing in response to experience.Developing a skilled, rather than compliant, workforce by managing talent and promoting initiative.www.rip.org.uk13

Exploring your leadership behavioursOn your tables, nominate someone to share a situation where they have acted as a leaderUsing the research discussed this morning, the rest of the table should suggest what leadership behaviours they exhibited

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10:55Understanding yourself. Whole exercise should take max 15 mins. One person shares a situation where they acted as a leader. Should have thought of these in advance of the session (pre-course prep). Rest of group suggest what type of leadership behaviour they exhibited (or didnt).Ask them to think about the research discussed this morning. Space in delegate workbook to make notes. Its not a test.Plenary how was it? keep it short.www.rip.org.uk14

Break

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Firm foundations: Organisational culture16

11.25The leaderships skills and methods we have just explored require firm foundations to be effective. Within any organisation there will also be sub-organisations or micro cultures which any leader will need to be aware of.

There are three key thoughts on this which have different approaches.Encourage some discussion/observations through the next three slides.

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Four types of culture (Handy 1993)

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Task CultureRole CulturePower CulturePerson Culture

Firstly, Charles Handy, stated there are four types of culture. Give examples/ask for examples.See delegate workbook for brief one-pager on this page 12.

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The cultural web Johnson and Scholes (1999)

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See delegate workbook for brief one-pager on this page 13.www.rip.org.uk18

Organisational culturethe pattern of basic assumptions which a given group has invented, discovered, or developed in learning to cope with its problems of external adaptation and internal integration, which have worked well enough to be considered valid, and, therefore, to be taught to new members as the correct way to perceive, think, and feel in relation to those problems.culture is not the overt behaviour or visible artefacts that one might observe if one were to visit the company. It is not even the philosophy or value system which the founder may articulate or write down in various 'charters.' it is the assumptions which lie behind the values and which determine the 3 behaviour patterns and the visible artefacts such as architecture, office layout, dress codes, and so on.

19Schein (1983)

Invisible and artificial values, goals and identity matter the theory of organisational culture affecting success described by Schein is relevant to any organisation. For example, school children wear school uniforms for a sense of identity and belonging, and there is a sense of hierarchy prefects badges. In the police and armed forces different uniforms, stripes etc. to denote hierarchy.Schein culture is elusive, learned, may be out of date, driven by the people, invisible to many and a strong influencer (enabler or barrier).

Notes for trainers reference:Quote taken fro Schein, E (1983) The Role of the Founder in Creating organisational Culture: Explores what organisational culture is, how founders create and embed cultural elements into their firms, why first-generation companies develop distinctive cultures, and the implications present when making the transition from founders or owning families to professional managers. organisational culture is defined as the pattern of basic assumptions that a given group has invented, discovered, or developed in learning to cope with its external adaptation and internal integration problems. In addition, this pattern of assumptions has worked well enough to be considered valid and is taught to new members as the correct way to perceive, think, and feel in relation to those problems. organisational culture is not the overt behaviour or visible artefacts one might observe on a visit to the company; rather it is the assumptions that underlie the values and determine not only behaviour patterns, but architecture, office layout, dress codes, etc. The process of culture formation in the organisation begins with the founding of the group and these essential steps: (1) a single person (the founder) has an idea for a new enterprise; (2) a founding group is created on the basis of initial consensus that the idea is a good one; (3) the founding group begins to act in concert to create the organisation by raising funds, obtaining patents, incorporating, etc.; and (4) others are brought into the group according to what the founder or founding company considers necessary, and the group begins to function, developing its own history. Embedding a cultural element into the organisation occurs when the founder/leader gets the group to try out certain responses. The biggest dilemma for a first-generation organisation with a strong founder-generated culture is how to make the transition to future generations in a way that the organisation remains adaptive to its external environment without destroying any cultural elements that have made it unique and have made life within the internal environment fulfilling for employees.

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Image taken from: http://www.embracethefuture.org.au/resiliency/index.htm?http://www.embracethefuture.org.au/resiliency/resiliency_model.htm20

An ecological model of factors affecting resiliencyIn childrens services the external environment and organisational cultures are as important as our own cultures. (describe slide). Some are in our control, some are not. Environmental analysis - Darwin, companies and services need to evolve and adapt to survive. Learn from history evidence informed. Backward look and forward look - horizon scanning.

Notes for trainers reference:(taken from Embrace the Future website) http://www.embracethefuture.org.au/resiliency/index.htm?http://www.embracethefuture.org.au/resiliency/resiliency_model.htm An ecological approachThere is a universal human tendency to over-estimate the importance of internal, personality factors and under-estimate the impact of the environment in explaining people's behaviour. This has been referred to as the 'fundamental attribution error'. In the context of resiliency, this error is reflected in a tendency to see the good or poor functioning of a child as due to the child's 'nature' rather than their context or circumstances. However, resiliency research has increasingly embraced an ecological model, in which the child's functioning and behaviour is viewed within the context of a web of bi-directional relationships, including family, school, peers, neighbourhood and the wider society. Whilst genetic factors do play a role in resiliency, ultimately much more important is the quality of inter-personal relationships and the availability of networks of support. Programs that target the cognitive underpinnings of resiliency - optimism, self-esteem, autonomy and so forth - are important. However, the ecological perspective suggests that treating children as isolated units of cognitive functioning is a limited approach. Ultimately resiliency is not an attribute of any single individual; it is an attribute of communities, schools and families.As the diagram above illustrates, resiliency is a function of a network of bi-directional influences which embrace the individual's inner world of thoughts and feelings, his or her family, school and the immediate neighbourhood, and ultimately the wider world, where factors such as national mental health policies, global economic climate, terrorism, and the media come into play.

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Culture and influence awareness

Out of your control?In your control?

What you may influence21

11.45Spend 15 minutes in groups thinking about in general what types of organisational and external factors YOU control eg can you influence the stories or are the completely in your control? Can you control, or influence expectations, media, etc to what extent?. OR do as a whole group.What can have a positive impact on how we assess, plan and meet the needs of CYP and their families?

What Johnson and Scholes elements are there?Are there assumptions and invisible elements as per Schein?

Space in delegate workbook to make notes page 14.

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Culture audit homework optionComplete for either:1) Your team/service that you manage2) Your wider organisation/childrens services

Consider:What is the Handy type of culture?What Johnson and Scholes elements are there?Are there assumptions and invisible elements as per Schein?

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Do as homework.www.rip.org.uk22

5Leadership skills: vision, goals and leading by exampleGood LeaderClear goalsIntegrityGood exampleVisionInspirationExpects the best

12:00Refer back to slide 5 and the good leader/bad leader list in their delegate packs pages 4 5.This next section is about your role in setting out clear vision, goals, being a good role model and inspiring others.

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The importance of having a clear outcome and plan to get there...Would you tell me, please, which way I ought to go from here? That depends a good deal on where you want to get to, said the Cat.I dont much care where, said Alice.Then it doesnt matter which way you go, said the Cat.

From Lewis Carrolls Alices Adventures in Wonderland (1865)

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Alice sums the need for vision and goals well... Sometimes we are not clear what it is we actually want or what difference it will make.

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Mission, Vision, Values and Plan25INSPIRING?Communicating purpose to stakeholders

Cant go into much detail on this as it is a whole course on its own.

Starting points are (read from slide or add more)Plan Do Review. Performance management measuring impact.

10 minute discussion in groups then plenary:Think about your own organisation or service are you clear what these are or where to find them? Do you feel confident that you as a leader have these in place and can speak inspiringly to staff and stakeholders about them? Will you know when you have succeeded?

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Importance of role modelling

Setting an example is not the main means of influencing another, it is the only means.

Albert Einstein26

Image reminds delegates of cyclical nature of work/knock on effect of behaviour and attitudes. Note here re the importance of involving and listening to service-users as a stakeholder. www.rip.org.uk26

Innovation and initiativeMiles (1993) Services innovation

den Hertog (2000) Four dimensions of innovation:ConceptClient InterfaceService Delivery systemTechnological options

Maslow (1954) - Hierarchy of Needs

Moss Kanter (1985) - Ten Rules for Stifling Initiative

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The concept ofService Innovationwas first discussed in Miles (1993)and has been developed in the past 2 decades. It is used to refer to many things. These include but not limited to:Innovationinservices, inservice products new or improved service products (commodities or public services). Often this is contrasted with 'technological innovation', though service products can have technological elements. This sense of service innovation is closely related toService designand 'new service development'.Innovation inservice processes new or improved ways of designing and producing services. This may include innovation in service delivery systems, though often this will be regarded instead as a service product innovation. Innovation of this sort may be technological, technique- or expertise-based, or a matter of work organization (e.g. restructuring work between professionals and paraprofessionals).

Areas of innovation den Hertog's model [edit]Thus den Hertog (2000)[7]who identifies four 'dimensions' of service innovation, takes quite a different direction to much standard innovation theorizing.The Service Concept: refers to a service concept that is new to its particular market a new service in effect, or in Edvardssons (1996,[8]1997[9]) terminology, a 'new value proposition'. Many service innovations involve fairly intangible characteristics of the service, and others involve new ways of organizing solutions to problems (be these new or familiar ones). Examples might include new types of bank account or information service. In some service sectors, such as retail, there is much talk about 'formats', such as the organization of shops in different ways (more or less specialized, more or less focused on quality or cost-saving, etc.).The Client Interface: refers to innovation in the interface between the service provider and its customers. Clients are often highly involved in service production, and changes in the way in which they play their roles and are related to suppliers can be major innovations for many services. Examples might include a greater amount of self-service for clients visiting service organizations. There is a French literature on service innovation that focuses especially on this type of innovation, identifying it as innovation in 'servuction'.The Service Delivery System: also often relates to the linkage between the service provider and its client, since delivery does involve an interaction across this interface. However, there are also internal organisational arrangements that relate to the ways in which service workers perform their job so as to deliver the critical services. Much innovation concerns the electronic delivery of services, but we can also think of, for instance, transport and packaging innovations (e.g. pizza delivery!). An emerging concept of SDP is the idea of taking a 'factory' approach to Service Innovation. A'service factory' approachis a standardized and industrialized environment for more effective service innovation, development and operations for the IP era.Technological Options: these most resemble familiar process innovation in manufacturing sectors. New information technology is especially important to services, since it allows for greater efficiency and effectiveness in the information-processing elements that are, as we have seen, prevalent to a great extent in services sectors. We also often see physical products accompanying services, such as customer loyalty cards and 'smart' RFID cards for transactions, and a wide range of devices for communication services.

BUT Get the basics right first Maslows hierarchy of needBeing innovative and having initiative is in part about not being a risk averse leader. Prepared to make mistakes. Innovation requires courage.Cambridge dictionary describes initiative as a new planor processto achievesomething or solvea problem OR the abilityto use yourjudgmentto make decisionsand do things without needingto be told what to do.Perhaps easier to look at what stifles innovation in packs, Moss-KanterNeed to make people safe so you can take risks. Being a good role model is linked to the earlier information about vision. Childrens social care innovation programme 100m DfE funding councils like Stockport, Herts, etc etc. What are they doing differently? Discuss

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Think about an innovation or initiative in Childrens Services

Was there a clear mission, values and plan? Did it achieve the desired objectives? If not, why not?What service elements were included (concept, client interface, service delivery system, technology, other)?How effective were the leaders?Knowing what you know now about leadership and organisational culture, what could have been done differently?

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12.15Give them an example to work on (e.g. MASH) or they can choose their own. Spend 20 minutes thinking about how successful it is. May need to be generalizable think of where it has worked/not worked in different places. Fidelity to an innovation or initiative is not always necessary (Dez has a good example here).Feedback 10 mins.

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Lunch

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12:45 to 13:30www.rip.org.uk29

Create an online account You can access all of our learning resources by creating an online account at:www.rip.org.uk/login/create-account/

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Creating an online RiP account----------------------------------------Leave this slide up during the lunchbreak which encourages delegates to create an online RiP account. Answer any questions delegates may have about RiP and creating an account or put them in touch with RiP or their relevant LO. Mention the Rip Strategic briefings and leaders briefings how they may find this useful - recognising that leaders need different information than frontline practitioners.www.rip.org.uk30

Communication and engagement31

13:3045 mins for this section.

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5Leadership skills: Leading othersGood LeaderRecognitionStimulating workFocus on team needs and interestsSupport and encouragementClear communication

Recognise these? Next two sessions look at communication focussing on the needs of the team, how they are supported and encouraged, but also how others outside of the team are engaged.

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Reflective pointWhat are the barriers to communicating with or engaging your staff?

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Whole group discussion, led by facilitator a couple of minutes. NOTE: Communicating is about hearing as well as talking. Not just about 'telling'. Space in delegate workbook to make notes page 20.

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Potential barriersTime and workloadDiffering personalitiesLack of confidenceEnvironmentDifferent professional background? Matrix managementLack of resources to work creativelyLack of support / poor supervisionCompeting demands and priorities34

Time and workload takes time; to observe; engage and communicate properly. Lack of confidence of staff; experience, training and awareness of working with very young children. Environment open plan offices, technology may not be conducive with effective communicationLack of resources for practitioners to use to work creatively. A basic Tool Kit may be assembled on a limited budget and built up over a period of time.The competing demands and priorities for staff . This will need to be addressed in supervision and a strategy may be to co-work cases within the team and with other professionals in a multi-agency arena.

Note: this list has been adapted/derived from the Communicating with children under 5 frontline. Interesting to note comparisons to what staff require and what children require. www.rip.org.uk34

What can leaders do?Listening and talkingActive listening and time out to do soGet to know them as a person spend time talking about how they are feeling, their interests ObservationIn the office, in meetings and out with clientsObserve and understand individuals as well as team dynamicsConsistent, clear messagesPass on information and keep all staff informed regularly with the same message35

Listening and TalkingActive listening where you use body language such as nods; eye contact; sitting forward; verbal affirmations and reflecting back what they have said. Active listening can demonstrate that you are listening and that what they are telling you is important; this will help to developing trust and encouraging them to communicate.

ObservationObservation enables leaders to have a view of the member of staff; their demeanour; and relationships with others; their confidence and engagement; and a sense of how they feel. Dont spy on them obviously, but by identifying their behaviours, confidence in different circumstances will assist you in identifying how best to communicate with them as well as their development needs or strengths to build on with others.

Note: this slide has been adapted/derived from the Communicating with children under 5 frontline. Interesting to note comparisons to what staff require and what children require.

Link this back to being an emotionally intelligent leader. www.rip.org.uk35

Supporting staffLeaders need to:Clearly define and manage roles and tasks in the teamDevelop strategies to mitigate dysfunction or issues impacting of effective workingProvide opportunities for celebration and rewardRecognise and acknowledge the impacts of the emotional nature and source counselling if there is a personal impact from the work such as child abuse; domestic abuseEnable staff to share how they feel in supervision, and provide opportunities for staff to share or work with peersand colleaguesKeep on top of staff management sometimes the best way to support is through being tough!36

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Exploring valuesThe people you are seeking to lead have their own attitudes, beliefs and values.

What are the practical things you could do to explore and manage these?

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Exercise to explore individuals attitudes, beliefs and values. Explore the person inside the professional role. The people you are seeking to lead have their own values What are the practical things you could do to manage this? How might you explore, discuss and make sense these in your leadership role? Hearing the unspoken.15-20 min group discussion. Space in delegate workbook to make notes page 20.www.rip.org.uk37

Sharing and redistributingknowledge, skills and beliefsDifferent theoretical models respectedDifferent professional groups accorded equal respectSupervision attuned to the needs of individuals within the team and their various professional backgroundsEncourage practitioners to share skills and ideas with each otherThere needs to be an awareness of the impact of integrated working on the professional identity of workers and on service-users38(Garrett and Lodge, 2009)

The slide shows practical things that can be done to support the sharing and redistributing of knowledge, skills and beliefs.Should reiterate and add to some of the ideas they came up with in their groups.

Information taken from RiPs Integrated practice on the front line handbook (Garrett and Lodge, 2009) as well as below notes:Professionals who have been trained through the same academic path generally work together without explaining why they work in the way that they do. The reasons for this lie in the commonality of the theoretical models, values and beliefs they use to assess a child or familys needs, or to decide what intervention to use. Only in training situations or during induction are these underlying factors made explicit.

Differences in those models, values and beliefs can emerge as conflicts in integrated teams, however. There are likely to be significant differences in how practitioners from different professional backgrounds respond to a presented need or situation for example, a health visitor and early years worker are likely to have different approaches to standards of care for a young child, and a foster carer and social worker may disagree about a young persons leisure activities.

Sometimes there are also perceived hierarchies of status across the professions that work with children and families. As a result, some practitioners may expect their own views to overrule those of others or assume that they will lead team decision making. Other practitioners may have experience of their own views being discounted. Some conflict in integrated practice is a strong possibility. Indeed, as we saw earlier, Engestrm sees conflict as an essential pre-requisite for learning and for new ways of working to emerge. Nevertheless, that process has to bemanaged and used constructively. If people dont feel heard, they may be overpowered by feelings of disorientation and so disengage from the new ways of working.

It is important that workers have supervision from someone who knows about their professional practice and that there is appropriate supervision of the integrated working. In most situations, this can be achieved by making specialist supervision available where professionals have a manager from a different discipline. This also ensures continuing professional development and a link to peers. Discussing the Common Core or the Childrens Workforce Network statement of values for integrated working can provide a useful and positive background for reflecting on different approaches or values. Both demonstrate that there is commonality across the workforce and that everyone in it shares the aim of improving outcomes for children and young people. Exploring and understanding differences in this wider context can be less threatening and instead become a learning opportunity.www.rip.org.uk38

Stakeholder management and working together

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Should be c. 14:15. 45 mins for this section.

Working outside of your comfort zone, with other professionals.

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Influencing those outside your organisationThink about the WIDER team you work inWho is in it?How can - and do you - influence those outside your organisation?

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How to influence outside of your own organisation.What is influence? persuasion, motivation. Not about command and control. Just a discussion, no exercise. Led by facilitator 10 minutes.Space in delegate workbook to make notes page 21.

How leaders can improve the effectiveness not just of their own team, but the stakeholders around them. In childrens services, we dont work in isolation in our own teams but the relationships we have are complex, varied and often interdependent.

Possible way to lead discussion:Firstly, think about the wider team you are part of, or lead, to do you job. Who is in it? FLIPCHART Spidergram.Does anyone remember the professionals network around Victoria Climbie? This may look slightly similar (add slide if necessary).www.rip.org.uk40

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How many recognise this diagram? This is known as Victorias web and shows all the professionals involved with Victoria Climbie prior to her death.This diagram shows the level of silo working that there could be without a partnership approach.How could better leadership and stakeholder management have helped? Ask them to reflect back on their answers to slide 40. Did workshop in WM local area last week and weve done mapping of EH 80 services for one case study of people who COULD be involved.www.rip.org.uk41

Leadership in integrated practice42

Describe where film came from part of RiP change project drawn from multidisciplinary teams . Integrated practice on the front line hold up copy of book. As you watch the film, at the end Ill ask for each of you to give just two words the two things that came through to you as essential components in leadership in integrated practice.Play video - 3 mins 38 seconds. Ask all delegates what are your two words? Do you think you apply them at present?www.rip.org.uk42

Stakeholder mappingInfluenceHKeep satisfiedKey playersMLWatching briefKeep informedLMHInterest

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14:25As a leader, having a good grasp on not only who your stakeholders are and their influence, but also using your leadership skills to adjust the interest and influence of your stakeholders to what you think they need to be.List stakeholders/teams you work with.Map their level of interest/engagement now and where you think they should be. Of all the stakeholders identified, the critical stakeholders will sit in the top right hand corner of the table below.

Dont have time to do this as an exercise today, but talk to the slide and explain how they WOULD do it and open to discussion.

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5 TIPS for promoting integrated practice44(Brock et al, 2009)ThemeTIP1Communication2Assertive leadership3A supportive culture4Individual qualities5Organisational issues

14:30TOWARDS INTERPROFESSIONAL PARTNERSHIPS (Leeds Met)The Leeds-based TIPS project heard from professionals and service-users and suggested that the following 5 themes emerge as key themes in effective integrated working (see slide and notes below).Grew from a desire to improve the learning resources available for students in the health and education Faculties at Leeds Metropolitan University.Students need to learn to work together and be prepared for the reality of interprofessional working in health, social care and education settings when they graduate.Aim of the project was to explore health and education professionals experiences of teamwork with the aim to create learning materials for health, social care and education students.Projects participants were chosen from local health, social care and education teams which had a good reputation for effective practice.Wanted to learn how they worked together in reality, what their top tips for effective teamwork were and how they overcame challenges as a team to generate a positive working culture.

Notes on 5 TIPS:Theme 1: CommunicationRegular and clear communication within teams which includes the dissemination of the scope and limitations of the professional roles and context of team members through ongoing social networking.

Theme 2: Assertive leadershipLeadership needs to establish a strong, shared value base that enables the team to act promptly and effectively, feeling secure in an ethos that promotes flattened hierarchies and a no blame culture.

Theme 3: A supportive cultureThe understanding of a team philosophy and vision which is continually generated through the building of relationships that share practice and values, mutual respect and empathy towards each other and the needs of the service-user.

Theme 4: Individual qualitiesEach member of the team should sustain personal confidence in professional identity to ensure commitment to emotional and political ownership and investment in the shared values.

Theme 5: Organisational issuesA balanced team structure that incorporates people from different agencies and professional backgrounds and inclusively involves all staff fully is most likely to be effective.www.rip.org.uk44

Structures, systems and managementClear objectives (agreed by all agencies involved)Clear workload or performance targets (agreed by all agencies involved)Authority to make decisions about their day-to-day working (in accord with agreed targets and objectives)Clarity about line-management arrangements (whatever the structure)Clear mechanisms for co-ordinating workIt can help if team members are co-located, but regular and effective interaction can be supported in other ways45(Garrett and Lodge, 2009)

Taken from RiPs Integrated practice on the front line handbook (Garrett and Lodge, 2009):Research tips to help strengthen structures, systems and management:1. Effective integrated practice needs to be supported by clear objectives that have been agreed by all the agencies involved.2. There need to be clear workload or performance targets that have been agreed by all the agencies involved. (These should be set out in the Children and Young Peoples Plan for the area.)3. Effective integrated teams need to have authority to make decisions about their day-to-day working (as long as these are in accord with agreed targets and objectives).4. Whatever the structure or model of integrated practice, there must be clarity about line-management arrangements.5. Clear mechanisms must exist for co-ordinating work.6. It can help if team members are co-located, but regular and effective interaction can be supported in other ways.7. Effective integrated practice needs structures for communicating with all the agencies involved.8. There also need to be clear mechanisms in place for informing and involving part-time workers about what has taken place in their absence.9. Integrated practice cannot ignore inequalities caused by different terms and conditions across the professions involved.

Understand the organisation you are working with eg health work shadowing visit them -www.rip.org.uk45

Structures, systems and management7. Structures for communicating with all the agencies involved8. Clear mechanisms for informing and involving part-time workers about what has taken place in their absence9. Cannot ignore inequalities caused by different terms and conditions across the professions involved46(Garrett and Lodge, 2009)

Taken from RiPs Integrated practice on the front line handbook (Garrett and Lodge, 2009):Research tips to help strengthen structures, systems and management:1. Effective integrated practice needs to be supported by clear objectives that have been agreed by all the agencies involved.2. There need to be clear workload or performance targets that have been agreed by all the agencies involved. (These should be set out in the Children and Young Peoples Plan for the areas).3. Effective integrated teams need to have authority to make decisions about their day-to-day working (as long as these are in accord with agreed targets and objectives).4. Whatever the structure or model of integrated practice, there must be clarity about line-management arrangements.5. Clear mechanisms must exist for co-ordinating work.6. It can help if team members are co-located, but regular and effective interaction can be supported in other ways.7. Effective integrated practice needs structures for communicating with all the agencies involved.8. There also need to be clear mechanisms in place for informing and involving part-time workers about what has taken place in their absence.9. Integrated practice cannot ignore inequalities caused by different terms and conditions across the professions involved.www.rip.org.uk46

Courageous conversationsYou are either:a) Reviewing a childs plan where there has been little or ineffective progress, or b) In the process of redesigning a service and key milestone have not been met:On your tables, discuss how you would approach thisWhat leadership behaviours would you exhibit? What would you do to move it forward?What difference will your behaviour make? 47

14:45ish. Exercise 15-20 minsAsk them to choose a scenario based on what is most likely for their role. Then ask them to share on their tables how they would deal with that issue, what leadership behaviours they would exhibit. What are you going to do about it, what behaviours are different roles exhibiting and how are you as a leader going to manage it?Ask them to share thoughts and ideas for approaching these difficult situations. Space in delegate workbook to make notes page 23.

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Break

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Should be c. 3:15pm. Allow 15 mins for this. www.rip.org.uk48

Evidence-informed leadership49

3:30pm. 45 mins. The last session started to look full circle at how leaders can manage relationships to bring plans and actions on track to achieve desired outcomes. Use of Evidence is a strong tool for leaders in being able to create a shared understanding, identify what good looks like and ensure their methods are tested. Spend the last 45 mins looking at this (hold up RiP book, leading EIP).

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What is evidence-informed practice?Decisions about how to best meet needs are informed by:The best available research evidence and data about whats effectivePractice expertise (built up through learning from operational experiences)Views of service users themselves (expectations, preferences, the impact of their problems, their views on interventions) Making sure these are considered alongside other factors in making practice judgements and policy decisions50

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Strategy development modellingAsking challenging questions about your service (why?)Thinking critically about the evidence base for protocols, policies, assessments Reflecting on experiences and sharing what youve learnt Keeping a focus on outcomesBeing informed (we know from research)Explaining the rationale for decisionsLooking outside the organisation e.g. using RiP networkAwareness of other frameworks and strategies and ensuring (e.g. performance frameworks)

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You will need these behaviours and characteristics to be part of developing a successful EIP strategy and not only contribute to the development of the strategy, and promote EIP, but also have confidence in its benefits and the ability to explain them to others, both in general terms and in ways specific to your service. It can also be an inspirational role! It can be highly visible and proactive, encouraging your own professional development as well as being of benefit to your agency.

You need to: (read slide)

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Why is it important? This is why EIP is so critical it is why RiP exists. Virtuous Circle.

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Push factorsClear expectations of professionals who work with CYPGreater scrutiny of decisions (e.g. courts, inspection, performance assessment, media)Government pressure to tackle enduring problems (e.g. high cost, high harm families)Integrated working with other disciplines and professions what knowledge does your organisation bring to the party?Evidence-informed commissioning

53More likely to achieve the outcomes were seeking for CYP and their families if we know more about whats likely to work bestIts at the heart of CPDSupports transparency in decision-making of the organisation and gives us the opportunity to explain to families how decisions are madeIt equips us to make cases for greater investment

Pull factors

Note here: Ikigani (mindfulness), why I get up in the morning, soft systems stuff

Whatever the political context, the focus on evidence has increased hugely over the 18 years RiP has been in operation, with Eileen Munro now also focussing on the need for greater use of evidence in social work and being a learning organisation. There is probably now, more than ever, a greater expectation that practice decisions are informed by best evidence

The push factors what drives us to improve our use of evidence in practice:Professionalism, confidence in a profession and its decision-making is, in large part, linked to the authority of the body of research evidence upon which those professionals draw.Scrutiny on many levels Courts challenges to social care professionals testimony (increased use of independent assessment and expert witnesses, both contributing to continued problems of delay in the care proceedings system). Inspection Ofsted are looking for evidence of many kinds, including PI data and this year, we have seen a real shift away from performance indicators and tick boxes to evaluation, self-assessment and softer intelligence. Government priorities in tackling child poverty, ministers are talking at present about families with multiple problems, early intervention, all relying on a robust evidence base to know what works and where to invest Integrated working what does your profession bring to the table? Whatever the policy changes (e.g. to CT arrangements and within the Health service) the imperative for multi-disciplinary communication and regarding the family as a whole, will remain.Commissioning AND decommissioning - ensuring best value for services by basing decisions on sound evidence of what works. Especially with tighter funding.

And the pull factors - how success drives EIP forward. That we can ensure we do our very best and offer the best available interventions.

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Approaches to supporting evidence-informed practiceResearch-based practitioner modelEmbedded research modelOrganisational Excellence model

54(Walter et al, 2004)

Trainer to read: http://www.scie.org.uk/publications/knowledgereviews/kr07.asp

The team at Research Unit for Research Utilisation at Edinburgh University developed this model for thinking about research use in organisations.

There are 3 models:1) Research based practitioner model. Ie there are one or two keen types in the org who tend to access research and take responsibility (often off their own back) to share this. Responsibility of individuals to keep up-to-date with and apply research. Use of research seen as a fairly linear process find problem, access evidence, appraise, apply Assumes fair degree of professional autonomy, and significant skills/capacity.This can be dangerous as it depends on individuals, who move and leave etc.

2) Embedded research model. ie using evidence (usually research evidence) is so integrated into the organisations way of working that it becomes invisible for example, in many health professions. Research is embedded in systems and processes - standards, policies and tools.Responsibility for research use lies with policymakers, outside agencies and service managers.Performance management and regulatory regimes encourage use of guidance and tools.End research users often have little idea of research provenance of behaviours.This can be good , but it is top-down so questions re whether it can work as the childrens sector becomes less top-down, services become more localised? Also, if EIP is just part of the system (invisible) then individual practitioners and managers cant take any personal responsibility for it, and may not understand why EIP is important.

3) Organisational excellence. Use of evidence is in the bloodstream of the organisation. A significant challenge, but clear advantages. Evidence use is iterative, using local data, feedback cycle, pervasive model. Leadership, management and structure of service delivery are key. Importance of developing a 'research-minded' local culture and local absorptive capacity for knowledge. Local adaptation of research findings and ongoing iterative learning through local data and small-scale experimentation are key. Partnerships with local researchers/universities helpful.

RiPs 360 degree offer aims to move orgs to level 3 Organisational Excellence.54

What does an evidence-informed team look like?55

This shows the importance on an EIP team.

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Using evidence in decision-makingAwarenessSelf-knowledgeProportionate Defensible UnderstandableEffective

56Skills:CuriosityOpen-mindedness The ability to hypothesiseObservation skillsProblem-solving skillsAbility to synthesise and evaluate information from a range of sourcesCreativity

The use of evidence in decision-making.www.rip.org.uk56

Working with the firm foundationsGiving a strategic lead

Setting expectations

Encouraging learning from research

Improving access to research

Supporting local research

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RiP guidance and support in implementing EIP is organised around the five Firm Foundations (hold up book) - areas which agencies should consider in order to produce a robust strategy that will embed EIP in the lifeblood of an organisation. It makes it a lot easier to develop EIP when done in steps.

Read steps57www.rip.org.uk

Asking challenging questionsRecognises the importance of challenging existing practiceWhat do we know from research about what works in this situation and is our service doing this?What is behind poor resultsFrom research messages?From practice experience?From service-user views?58

Note here: Doing this requires courage. Using evidence is hard. Youve got to be brave to do this. Keeping it on the agenda is all about asking how EIP is affecting the service we provide and asking directly what works in certain situations is a way of bringing it home that research can DIRECTLY IMPROVE services for children and families.If we are consistently getting poor results in an area, use the research to ask why that is. Use what research can tell us alongside practice wisdom and user feedback.Use questions to ask questions. Mirroring all the way up and down the chain. Challenges might be how do we know strategy is working/ what is in place to ensure the success of strategy doesnt rest with one or 2 key individuals? Does it speak to all levels? HR appraisal sickness policy or is it broad brush systems talk?How will it be reviewed? How often? Whats the pace of change for implementing and tweaks? Does it have political leadership?www.rip.org.uk58

5

Referring back to this slide.

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Revisiting todays learning objectives

60Understand the difference between being a manager and being a leader, and what behaviours and information are required to be a successful leaderKnow how different types of organisations and their components affect effective leadershipIdentify and manage the impact of internal and external factors, and stakeholdersExplore how good leadership skills can be applied in practice within todays childrens services

Quick recap of the days objectives, and how theyve been met. Quick explanation of what theyll be doing next time, and how this feeds into itSegway into Part Two your role as leader is established, stakeholders influenced whether within or outside of your own area of direct influence, but maintaining a workforce is not easy.www.rip.org.uk60

1) Complete culture auditOR2) Complete leadership styles interpersonal characteristics exerciseOR3) Complete the evidence-informed practice audit

Come to Part Two prepared to feedback about your experience(s)61

Should be c. 4:15pm. You have 15 mins to run through this and get them to do evaluation forms. www.rip.org.uk61

Evaluation formsPlease complete your evaluation form on both sides

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Evaluation forms----------------------------------------

If youre using them, ask delegates to complete evaluation forms.If you can, please share collated feedback with RiP colleagues so they can support QA of in-house delivery, and be made aware of any issues with the training materials.www.rip.org.uk62