Developing the leadership and learning capacity of Data Information Professionals

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Developing the leadership and learning capacity
of Data Information Professionals

• Dr Coleen Jackson, University of Chichester

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What is a data information professional?

• DIPS have a role in creating, analysing and
  providing data to support those working within a
  Local Authority such as schools, Primary Care
  Trusts (PCTs), local council members and local
  authority workers.
• The focus of the data is about children and young
  people The data is for teachers, social workers,
  psychologists, doctors and other health
  professionals, police, youth service, careers
  service and even those within the voluntary and
  private sectors to support them making evidence
  based decisions.

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The context for learning

• Changes in the workplace
• Green Paper entitled The Learning Age A
  renaissance for a New Britain (DfEE, 1998) and
  the Leitch report (2006) Review of Skills
• Emergence of new forms of work organisation which
  places a premium on workplace learning
• the transforming workplace demands new ways of
  working and different perspectives on how we
  develop workbased / workplace learning programmes

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Shifting learning patterns

• Learning needs to be acquired in the midst of
  action and dedicated to the task at hand
• the knowledge gained is creative and
  co-constructed, comes about through collective
  activities and when learning is viewed as an
  integral part of everyones job
• through demonstrating a learning to learn
  aptitude which frees individuals to question
  underlying assumptions of practice.

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Workplace Learning styles

• Honey and Mumford (1998)

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Workplace learning

• Processes used include action learning projects,
  learning teams and other interpersonal
  experiences )e.g. mentoring and coaching. Action
  Learning Sets, Appreciative Inquiry, Problem
  based and Solution Focused Learning
• Grounded in theory
• Social constructivism
• The impact of the new sciences.

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Transformative learning components
Impact (self, others, community)
Transformative Learning, Transformational
Leadership
New sense of agency
First awakenings
Bespoke programme design
Praxis
TRUST
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The programme

• Day 1 Working with partners and stakeholders
• Day 2 Data Management and Exchange
• Day 3 Research and Statistics
• Day4 From research to strategic direction
• Day 5 Performance and Accountability

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Facilitating the learning process

• Facilitated by two people one of whom has to be a
  practicing data information professional
• Process of co facilitation important alongside
  the facilitation of the programme
• facilitation can be a catalyst for meaningful
  change
• Underpinned by values of equality,
  decision-making, equal opportunities, power
  sharing and personal responsibility leading to
  trust and are the basis of full co-operation

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The outcomes

• Improved confidence of the group
• Ability to put their role into a bigger context
• Raised presentation skills
• Changes in workplace practices increased sense
  of agency
• Leadership of an evidence based action learning
  project
• Submission of work for Masters level study

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Action learning projects

• The impact of moving children in care during
  examination periods
• Transferring data sets
• Behaviour tracking of black Caribbean boys

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Developing the leadership and learning capacity
of Data Information Professionals

• Dr Coleen Jackson
• c.jackson_at_chi.ac.uk