Planning for the TDA deliverables

1
Planning for the TDA deliverables

• April 2007

2
Our Objectives

• Make sure you understand the objectives of the
  school workforce modernisation grant
• Start planning
• Provide an opportunity to think afresh
• Capability Building

3
Your objectives?
4
Contents

• The purpose and conditions of the grant
• Frame of reference
• Where are we now?
• Where do we want to be?
• Sponsorship
• The benefits case
• Mobilisation and communication
• Project logic
• Timeline

5
The local authority school workforce
modernisation and development grant
6
Strategic aims of the grant

• LAs should
• have effective, operational planning processes in
  place which ensure they have a costed delivery
  plan linked to the children and young peoples
  plan
• have in place a fit-for-purpose infrastructure of
  roles and responsibilities in order to support
  reform and modernisation of the whole school
  workforce
• ensure a functioning and effective local
  workforce agreement monitoring group (WAMG) /
  social partnership grouping to support reform and
  modernisation of the whole school workforce.

• Outcome
• The LA is able to demonstrate that there is a
  coherent approach to workforce modernisation and
  development across the authority and that it is
  able to deliver Government policy in this area.

7
TDAs strategic aims

• Secure the supply of the school workforce

• Outcomes
• LAs provide support for schools in recruiting
  good quality new people to their workforce
• LAs provide support to schools in addressing the
  challenges of recruiting staff to specific
  schools or subjects

• Support the development of the school whole
  school workforce

• Outcomes
• LAs ensure that schools can readily obtain
  relevant and effective training for all staff
• LAs ensure that schools provide high-quality
  advice and guidance on staff development across
  the whole school workforce

• Support the ongoing modernisation of the workforce

• Outcomes
• LAs fully understand the Governments
  modernisation agenda and have appropriate
  mechanisms and resources in place to support and
  challenge schools to deliver it.
• LAs ensure that progress on remodelling in
  schools is sustained and deepened

8
Intelligence gathering to support TDA and DfES
policy development and implementation

• collect information assessing the overall
  impact of TDA programmes
• provide specific data sets as required by the TDA
  
• provide qualitative local intelligence (including
  case studies)
• provide robust and tangible evidence of effective
  remodelling
• gather information to help the TDA build a
  national picture of training and development

• Outcomes
• LAs have accurate and comprehensive intelligence
  which is used to effectively support strategic
  planning and policy implementation
• LAs provide targeted interventions and support
  using local evidenced based examples of effective
  practice

9
In summary the grant supports
Local authority strategy
Intelligence gathering
10
Conditions of Grant 2007/08

• 1 April 2007- 31 March 2008
• Includes HLTA Admin budget
• Payable in two tranches
• Should be used to build capacity and capability
  in the local area
• May be used to pay for staff, but not necessarily
• LA must provide a costed delivery plan
• The grant should be used to support additional
  activities
• Reporting via Regional Advisers
• Mid year audit
• End of year report

11
Developing a plan

• Frame of reference

12
THE NATURE OF THE GAME Rational, Political and
Emotional
EMOTIONAL

• RATIONAL
• You have to be able to explain the rational
  reasons for the change, at least to the second
  level of why.

fear
anger
confidence
relief
sadness
Jealousy
excitement
You need the emotional maturity and insight to
support people, stand up to them, and help them
manage their emotional responses AND YOUR OWN.

• POLITICAL
• Whats in it for me?
• Understanding the currents of influence and power
  in the organisation
• AND the ability to insinuate yourself into them
  to achieve your objectives
• You have to be able to demonstrate that you are
  in control there is a plan

When projects fail it is not normally for
RATIONAL reasons
13
Developing a plan

• Audit

14
Strategic aims of the grant
Audit where are we now

• have effective, operational planning processes in
  place which ensure they have a costed delivery
  plan linked to the children and young peoples
  plan
• have in place a fit-for-purpose infrastructure of
  roles and responsibilities in order to support
  reform and modernisation of the whole school
  workforce
• ensure a functioning and effective local
  workforce agreement monitoring group (WAMG) /
  social partnership grouping to support reform and
  modernisation of the whole school workforce.

• Is there a CYPP?
• How well are school workforce issues addressed in
  the plan?
• Is there a consultative planning process?

• What organisational structures exist to develop
  the school workforce?
• What resources are available?
• Who runs it?

• What is the status of the local WAMG?
• Is the local WAMG engaged with workforce
  modernisation and development issues

• Outcome
• The LA is able to demonstrate that there is a
  coherent approach to workforce modernisation and
  development across the authority and that it is
  able to deliver Government policy in this area.

• Is there a coherent approach to workforce
  modernisation and development?
• How can the LA demonstrate this?

15
TDAs strategic aims
Audit where are we now

• Secure the supply of the school workforce

• How does the LA provide this support
• Recruiting good quality staff?
• Which subjects?

• Outcomes
• LAs provide support for schools in recruiting
  good quality new people to their workforce
• LAs provide support to schools in addressing the
  challenges of recruiting staff to specific
  schools or subjects

• Support the development of the school whole
  school workforce

• How does the LA identify training needs?
• How does the LA help ensure adequate training?
• How does the LA know schools provide high quality
  advice and guidance?
• What does the LA do to remedy short comings

• Outcomes
• LAs ensure that schools can readily obtain
  relevant and effective training for all staff
• LAs ensure that schools provide high-quality
  advice and guidance on staff development across
  the whole school workforce

• Support the ongoing modernisation of the workforce

• Outcomes
• LAs fully understand the Governments
  modernisation agenda and have appropriate
  mechanisms and resources in place to support and
  challenge schools to deliver it.
• LAs ensure that progress on remodelling in
  schools is sustained and deepened

• How well do people know the modernisation agenda?
• How does the LA support and challenge schools?
• How does the LA know remodelling in schools is
  sustained and deepened?
• What does the LA do to help?

16
Intelligence gathering to support TDA and DfES
policy development and implementation
Audit where are we now

• Outcomes
• LAs have accurate and comprehensive intelligence
  which is used to effectively support strategic
  planning and policy implementation
• LAs provide targeted interventions and support
  using local evidenced based examples of effective
  practice

• What mechanisms does the LA have to collect
  information?
• How is this converted to useful intelligence?
• How does the LA identify issues?

• How are issues resolved?
• How are interventions authorised and planned?
• How does the LA know they are effective?

17
Other initiatives
Environmental factors

• Identify the most important changing
  environmental factors (e.g. social, economic and
  demographic) in your LAs schools over the next
  three years.

• What other initiatives / projects are currently
  in train or planned which may effect / address
  school workforce development and modernisation
  needs?

18
What are the top issues concerning school
workforce development and modernisation in your
LA in rank order

• ...
• ...
• ...
• ...

It is often a good idea to express issues as
whole sentences beginning with the word how
The way you ask the question determines most of
the answer!
19
Learning points

• The audit is your baseline the grant is awarded
  for additional activities
• Group sharing of top issues
• What it is (full wording)
• Why it is so important
• Brief discussion on each issue
• In private each LA may want to revise
• What its issues are
• The way they are worded
• Their priority
• The way you ask the question determines most of
  the answer!

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Developing a plan

• Visioning

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Vision or hallucination?

• Setting boundaries
• Mood
• How to express visions
• Newspaper article
• Transformation map

22
Visioning the future a transformation map
WAMG
Supply
Development
Modernisation
Information
Year 2
Year 1
Year 3
23
Exercise

• Working in LAs
• Write a To Be statement
• Share a few in plenary to inform thinking
• In groups
• Develop some To Be statements
• Populate some milestones in selected streams
• Homework
• Complete transformation map
• Complete As Is statements

24
Learning points

• Why do we plan?

• Plans are hard to communicate!

• It helps to know the end point the vision

25
Developing a plan

• Sponsorship

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What is a sponsor?
The person who WANTS the change AND has the POWER
to legitimise it.

• A sponsor is someone who
• Wants the change
• Has the power to legitimise it

27
Good sponsors
The person who WANTS the change AND has the POWER
to legitimise it.

• Demonstrate publicly that they want the change
• Understand that resistance is normal
• Develop local sponsors
• Support the team publicly and privately
• Support the plan publicly and privately
• Give you feedback and coaching
• Facilitate release of resources
• Help resolve issues and remove impediments to
  progress
• Stay informed
• Make decisions
• Give permission
• Delegate project management

Unfortunately not all sponsors know what a
sponsor is, let alone how to be a good one.
28
The sponsor / project manager relationship is
key. You have to work at it.
You can both give each other coaching and
feedback
Parrhesia you have the right to tell the truth
The sponsor has the right to information and
honesty
Equality
The sponsor is first
You have the right to access, support and
protection
Never surprise, embarrass or betray the sponsor
You can both tell each other how you feel

• The sponsor must actually WANT the change
• You must really APPLY yourself to make it happen

Fearless Speech, by Michael Foucault, Foreign
Agents, 2001
29
Helping your sponsor help you
She doesnt know what I need
What is the issue?
She doesnt know how to help me
Shes doing unhelpful things
Relationship
She doesnt know who I am
Skills
Im not on her radar
She doesnt know what I do
My sponsor isnt helping
Organisational position
Someone else is blocking me
She doesnt know how important it is to schools /
ECM
Lack of Want
School workforce isnt on her radar
She doesnt know how important it is to her
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Strategies for sponsors

• Study her
• Understand what is important to her
• How does Workforce Development link with her
  agenda

• Get closer to her
• Go to meetings
• Send her regular progress reports
• Write to her with ideas
• Influence people close to her

Relationship

• Ask to see her
• Negotiate the relationship (project logic)
• Sign off the plan
• Discuss specific issues
• Ask for help

Skills

• Explain what you need from her and why
• Approach with specific requests for her
  intervention
• Give her feedback (care!)

Lack of Want

• Demonstrate benefits
• Show benefits to children / schools
• Show benefits to him / her
• Show benefits to her boss

31
Sponsorship exercise

• Who could be your sponsor for workforce
  development and modernisation?
• Discuss candidates benefits and concerns
• Select someone
• Identify the key issues for you in selecting this
  person as the sponsor
• Write down two actions you can take

32
The benefits case
33
Benefits, like beauty, lie in the eyes of the
beholder!

• Who will benefit from school workforce
  development and modernisation
• Heads (differentiation are there different types
  for this project?)
• Teachers
• Other school staff
• Pupils
• Departments / individuals in the LA
• TDA
• Benefits may be intangible but they are still
  expressible!
• Benefits may be the avoidance of a negative
• Benefits are what people buy
• Strengthening sponsorship
• Extending reach if people want what your
  offering they will reach for it

People need a reason to change you must be able
to explain why the change is happening and the
benefits case
34
Exercise

• Select a key stakeholder
• Select a To Be statement from your transformation
  map
• For this stakeholder consider the benefits of the
  To Be (WIFM Whats In It For Me)
• Consider also the possible objections the
  stakeholder may have to the change (WAMI Whats
  Against My Interest)
• Now ask yourself
• On balance how will this stakeholder react to the
  proposal?
• What can I do to bring the stakeholder on side,
  either by
• Increasing the WIFMs
• Decreasing the WAMIs
• If I cant do anything on the WIFMs and WAMIs
  what consequences can I bring to bear, or must I
  suffer?
• Do I need to rethink?

35
The Mobilisation and Communication
36
Mobilisation
If you want to build a ship, dont drum up people
together to collect wood, and dont assign them
tasks and work, but rather teach them to long for
the endless immensity of the sea. Antoine de
Saint-Exupéry 1900-1944
Mobilisation means getting people involved and
committed the more they do the less you have to!
37

• Mobilising senior managers
• Mobilising broader stakeholders

38
Aligning managers means assessing where they are
and how to move them to where you want them to be
Make it happen
Help it happen
Watch it happen
Stop it happening
Who
Sue Nairn
Peter Smith
Jenny Blythe
Graham McEwan

• Whats at the bottom of this persons attitude
  and behaviour Rationally, Emotionally and
  Politically
• Who has influence with this person?
• Does the sponsor need to be involved?

39
Mobilisation strategies

• Get stakeholders to help with planning
• Consult stakeholders
• Identify issues (5 Whys)
• Solve problems (PSTB)
• Get others to present the plan / results
• Use early adopters as ambassadors
• Use cascades
• Assign key people activities
• Get other senior people involved / informed use
  your sponsor

40
Communications are an important part of
mobilisation

• Its vital to communicate
• the right messages
• consistently
• You need to think though
• how to reach people
• when

1 to 1
Boardwalk
Presentation
Impact
Trade Fair
Conference
Newsletter
e-mail
Website
Reach
41
Communication is rational, political and emotional

• What do you want the audience to
• Think
• Feel
• Say
• Do

You can do this for large scale communications
down to individual e-mails
42
You need to plan how you can best reach each
stakeholder community
Audience
What
When
How
Who

• Think
• Feel
• Say
• Do

Heads
July 07

• Trade fair

Brian Carr
Teachers

• Think
• Feel
• Say
• Do

Jane Green
Aug 07

• WAMG Newsletter

Other staff
43
Exercise (10mins)

• Identify an important communication or
  intervention you are about to undertake. It could
  be a letter, an e-mail, a presentation, a report,
  a meeting.
• Identify the audiences of the communication
• Select one for the group
• For at least one audience write down what you
  want this person or these people to
• Think
• Feel
• Say
• Do
• As a result of your communication / intervention

44
Project logic
45
An operational way of thinking about projects
Policy logic
Delivery logic
Project Management
Sponsorship
Benefits
Deliverables
Process

• Better attitudes
• Higher standards

• The core offer

Activities
Value
Milestones
Inputs
Attributes
Outputs
Leading indicators
Lagging indicators
46
EG Improving staff development
Benefits
Deliverables
Activities
Better educated children
Project planning
Schools have development plan
Agreed individual development plan
Train regional trainers
More satisfied teachers
All reviewers trained
Run schools training workshop
Clearer career expectations
The distinctions can be blurred, but the logic is
usually clear
47
You can use the project logic concept to set out
a high level plan
Activities
Benefits
Deliverables
KPI
CSF
What the sponsor wants why this work is being
done
Key Performance Indicators how you will be judged
What you will do to bring about the deliverables
The physical outputs what you promise to deliver
Critical Success Factors things you need but are
outside your control
This contract should be negotiated and agreed
48
Example
Activities
Benefits
Deliverables
KPI
CSF

• Workforce development
• Cascade training
• Develop course
• Train trainers
• Run events

• Higher teacher retention
• .

• All staff have documented CPD plans
• .

• No of school workshops attended
• Local WAMG survey of views of school staff

• Adequate supply of CPD training courses in the
  region

The KPIs are measures. They may be enumerable or
they may be judgements. Some may be measures of
activity, the quality of deliverables, benefits.

• The CSFs are outside your control. They
  represent
• Things the sponsor should deliver
• The boundary of the project
• Risks

49
Timelines
50
The nature of plans change when you start
implementation
Quick Wins
Preparing
Doing

• Ambiguity
• Issues
• Solutions
• Influencing
• Agreeing
• Concepts
• Design

• Clarity
• Tasks
• Action
• Doing
• Concrete

Deliver is fundamentally different before it
was all talk, now you are affecting peoples lives
51
Example High Level Plan
A 06
M 06
O 05
S 05
N 05
J 06
D 05
F 06
Steering committee meetings
1
6
2
4
5
7
3
Multi-Agency Integration
Key
Develop Swift and Easy Referral Process
1
2
Dr ghght hjh
1
Communicate objectives
Identify issues
Develop solutions
Implement Quick Win Teams
2
Stakeholder and third party engagement
Implement supplier support policy
3
Develop key messages
Assess potential suppliers
Develop supplier support policy
Launch Website
Design Website
Involve parents
Implement parental marketing support
5
4
Research existing demand
Communicate to schools
Agree marketing support policy
School engagement
Agreed by
Tranche 1
John Martin Peter Gabriel Nigel Chalmers
Tranche 2
6
7
8
Develop cluster policy
Tranche 3
Engage schools
Research where schools are
Develop and support clusters
Project management, communications and monitoring
This is a high level chart that allows you to
explain what you are doing
52
Implementation plans should be more detailed
2006 Tranche plan
Activities
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Dec
Set up Extended services conference Allocate
schools to tranches Invite heads to
tranches Engage other agency staff Find venues
Run workshops Tranche 1 (5) Tranche 2
(10) Tranche 3 (20) Tranche 4 (20) Tranche 5
(20)
Develop clusters Allocate schools to
clusters Appoint cluster managers Cluster manager
training Launch clusters Monitor cluster progress
Key
Activity
Milestone
Dependency
53
Hints and tips

• Plan from right to left
• Recognise that there is never enough time
• Therefore establish deadlines
• Planning from left to right gives a psychological
  licence for endless discussion
• One of the ways people try to defeat you is by
  insisting that you provide them with all the
  answers now
• They refuse to live with ambiguity
• They will not progress anything unless they know
  everything
• This completely blocks progress
• Which is why you need real sponsorship
• Plan for quick wins
• They demonstrate progress
• They create reach and enthusiasm
• They are a symbol that this really is going to
  happen

Planning openly leads to the expectation that
something is going to happen
54
Appendix 1
55
Strategic aims of the grant
Audit where are we now

• have effective, operational planning processes in
  place which ensure they have a costed delivery
  plan linked to the children and young peoples
  plan
• have in place a fit-for-purpose infrastructure of
  roles and responsibilities in order to support
  reform and modernisation of the whole school
  workforce
• ensure a functioning and effective local
  workforce agreement monitoring group (WAMG) /
  social partnership grouping to support reform and
  modernisation of the whole school workforce.

• Outcome
• The LA is able to demonstrate that there is a
  coherent approach to workforce modernisation and
  development across the authority and that it is
  able to deliver Government policy in this area.

56
TDAs strategic aims
Audit where are we now

• Secure the supply of the school workforce

• Outcomes
• LAs provide support for schools in recruiting
  good quality new people to their workforce
• LAs provide support to schools in addressing the
  challenges of recruiting staff to specific
  schools or subjects

• Support the development of the school whole
  school workforce

• Outcomes
• LAs ensure that schools can readily obtain
  relevant and effective training for all staff
• LAs ensure that schools provide high-quality
  advice and guidance on staff development across
  the whole school workforce

• Support the ongoing modernisation of the workforce

• Outcomes
• LAs fully understand the Governments
  modernisation agenda and have appropriate
  mechanisms and resources in place to support and
  challenge schools to deliver it.
• LAs ensure that progress on remodelling in
  schools is sustained and deepened

57
Intelligence gathering to support TDA and DfES
policy development and implementation
Audit where are we now

• Outcomes
• LAs have accurate and comprehensive intelligence
  which is used to effectively support strategic
  planning and policy implementation
• LAs provide targeted interventions and support
  using local evidenced based examples of effective
  practice

58
Other initiatives
Environmental factors

• Identify the most important changing
  environmental factors (e.g. social, economic and
  demographic) in your LAs schools over the next
  three years.

• What other initiatives / projects are currently
  in train or planned which may effect / address
  school workforce development and modernisation
  needs?

59
What are the top issues concerning school
workforce development and modernisation in your
LA in rank order

• ...
• ...
• ...
• ...

It is often a good idea to express issues as
whole sentences beginning with the word how
The way you ask the question determines most of
the answer!