Locally owned case for change Part 2

1
Locally owned case for change Part 2

• IYSS and support for vulnerable young people
• London
• 4 October 2007

2
Objectives

• To experience some tools and techniques to use
  back in your Local Areas to support the
  engagement of practitioners, managers, young
  people, families and wider communities in
  delivering an integrated service for young people
  that responds to need and is fit for purpose.
• Network with colleagues to identify share good
  practice on which to build including pathfinder
  experience.

3
Agenda - Morning

• 9.30 10.00 Welcome, Agenda and Introductions
• 10.00 10.45 Context setting and managing
  barriers to change
• 10.45 11.50 Good practice sharing (including
  coffee)
• 11.50 12.50 Case studies
• 12.50 1.30 Lunch

4
Agenda - Afternoon

• 13.30 14.45 Objective Setting
• 14.45 15.30 Outcomes Development
• 15.30 15.45 Tea
• 15.45 16.15 Planning
• 15.45 16.15 Closing comments
• 16.15 16.30 Depart

5
Domestics
Parking Space
Slide Packs / CD-toolkit / Guidance
Introductions
6
Delegates on previous events liked
Sharing practice across boroughs
Useful tools to take away
Good networking
Good input from GOL
Made me think about putting myself forward
Chance to work in LA group
Genuine planning achieved
7
Delegates also gave some even better ifs
More time to discuss issues in local areas
Had been a borough event first
Identified who in TDA is aligned to which borough
Could explore IYSS/TYS in more detail
DVD had been shown
More pathfinder input
Information on brown papers could be sent out
8
Agenda - Morning

• 9.30 10.00 Welcome, Agenda and Introductions
• 10.00 10.45 Context setting and managing
  barriers to change
• 10.45 11.50 Good practice sharing (including
  coffee)
• 11.50 12.50 Case studies
• 12.50 1.30 Lunch

9
Integrated Youth Support

• Overview and Update with QA
• Government Office London

10
Change management

• Barriers to change and their management

11
Individuals will make a journey as their
organisation transitions through change

• Exhilaration
• Risk-taking
• Excitement
• Improvements
• Energising

• Fear
• Anxiety
• Loss
• Danger
• Panic

Chaotic reorganisation
12
Individuals resist change for a variety of reasons

• They dont see/dont want to see the problem
• They see the problem but dont see the solution
• They see the problem but dont agree with the
  solution
• They see the problem but resist the solution
  because they didnt think of it
• They see the problem and the solution but are
  afraid of the consequences of the solution
• They dont care (or think they dont)

Most of them emotional
13
How do you get people to overcome their
resistance to change. . .
People
Resisters
Late Adopters
Pragmatists
Early Adopters
Experimenters
Time
. . . in sufficient numbers to make change happen
?
14
The Kubler Ross bereavement curve can also model
an individuals response to change
Active
Acceptance
Serenity
Anger
Emotional response
Fear
Bargaining
Denial
Hope
Immobilisation
Interest
Shock
Depression
Shock
Sadness / Grief
Passive
Time
15
A simple more commonly used model is the
emotional cycle of change
Commitment
Denial
Exploring
Resistance
Adapted from various sources Daryl Connor,
Managing the Speed of change 1993 Fullan, The
Implementation Dip
Allowing teams to make their journey, supporting
and leading them through it is essential to
achieve a change in ethos.
16
Having the right culture helps manage the change
Source Professor Karen Stephenson - Quantum
theory of trust
Teamwork can provide support for individuals,
protecting them from isolation and feelings of
alienation
17
Individual Coaching can help people through the
change curve
Recognise positive performance
Review the need for change
Reinforce positive actions
Listening WIIFT
Focus on quick wins
Focus on root causes
18
A successful CM process must also manage teams
through the natural change curve
Mobilise
Discover
Deepen
Develop
Deliver
and sustain!
Confidence
ve

• We have a plan to success
• We have an answer

Emotional State

• Made the right decision
• We have some news

We have a solution

• There is a solution
• We have some options

• Its difficult
• It is not the best news

• Not sure how to solve
• It looks like this.

-ve
19
Leadership can support and encourage people
through the change curve
Reality check
Review learn and act
Support experimentation
Allow resistance
Such leadership is needed at all levels of the
school and community
20
Agenda - Morning

• 9.30 10.00 Welcome, Agenda and Introductions
• 10.00 10.45 Context setting and managing
  barriers to change
• 10.45 11.50 Good practice sharing (including
  coffee)
• 11.50 12.50 Case studies
• 12.50 1.30 Lunch

21
The delivery framework
Service Delivery
1) A Locally-Owned Case for Change a. Involving
vulnerable young people, their families, carers
and communities in the case for change b. A
thorough understanding of the areas vulnerable
young peoples needs c. A thorough understanding
of current service provision d. Clear shared
goals for service reform e. A comprehensive plan
for service reform endorsed by key stakeholders

• 2) Processes
• a. Identifying vulnerable young people early
• b. Building a clear picture of individual needs
• c. Early intervention via universal settings
• d. Effective lead professional practices
• e. Appropriate settings for services

3) Young Persons Interventions a. Effective
support across transitions b. A focus on
preventative activities c. Information sharing d.
An evidence-based approach to intervention
Multi-Agency Working
4) Multi-Agency Structures a. An effective
structure for multi-agency working b. A clear
role for schools and colleges c. Structures to
target those outside the formal education
structure
5) Workforce Development a. Strong supervision
and support for practitioners b. Workers feeling
equipped and trained c. Long-term workforce
development d. Terms and conditions to support
multi-agency working
The Delivery Framework provides a project
management tool for local authorities and thus
supports their planning and delivery
22
Question Elements- Locally Owned Case for Change
3) A Locally-Owned Case for Change a.
Strengthening the influence of vulnerable young
people b. A clear business case for change to
services for vulnerable young people c. A full
understanding of the areas vulnerable young
people and their needs d. A comprehensive
delivery plan e. A clear fit to childrens trust
arrangements and Children and Young Peoples Plans
23
Question Elements- Locally Owned Case for Change
(cont.)
3) A Locally-Owned Case for Change a.
Strengthening the influence of vulnerable young
people b. A clear business case for change to
services for vulnerable young people c. A full
understanding of the areas vulnerable young
people and their needs d. A comprehensive
delivery plan e. A clear fit to childrens trust
arrangements and Children and Young Peoples Plans
24
Good practice sharing the process

• Another tool for sharing good practice/celebrating
  success/facilitating group networking
• In local area groups complete the left hand side
  of your graffiti wall showing recent planned or
  actual changes/successes (25 minutes)
• Review the graffiti walls of colleagues and
  capture your comments/feedback on the right hand
  side of their walls.(20 minutes)
• Revisit your own brown paper and reflect on what
  others have added to your graffiti wall. (20
  minutes)

25
Graffiti Wall
What do you think??
What we have been doing recently / plan to do
26
Agenda - Morning

• 9.30 10.00 Welcome, Agenda and Introductions
• 10.00 10.45 Context setting and managing
  barriers to change
• 10.45 11.50 Good practice sharing (including
  coffee)
• 11.50 12.50 Case studies
• 12.50 1.30 Lunch

27
Case studies

• Authority name and presentation title

28
Lunch

• Restart at 13.30 at tables

29
Agenda - Afternoon

• 13.30 14.45 Objective Setting
• 14.45 15.30 Outcomes Development
• 15.30 15.45 Tea
• 15.45 16.15 Planning
• 15.45 16.15 Closing comments
• 16.15 16.30 Depart

30
Clarifying objectives session brief

• This is a tool to help practitioners visualise
  where engagement (or delivery) is on a scale
  currently, where you plan to get to fits on that
  scale and how much opportunity there may still be
  to improve.
• For 3 key stakeholders (young people, families
  and communities) consider where on a scale your
  engagement with them currently sits. Why is it
  there? Describe what is/isnt happening. (20
  mins)
• Now plot where you plan to move your engagement
  processes. Describe what it would look like and
  how youd get there. (20 mins)
• Finally summarise this thinking into a SMART
  objective so you will know how successful you
  have been (10 mins)

31
Engagement of young people, families and
communities clarifying objectives
What are we doing now? Why? Describe it.
Where do we want to get to? How? Describe it.
10
Young People
Families
Communities
0
32
Clarifying objectives

• In terms of future engagement of young people,
  families and communities summarise your thinking
  from the previous exercise into a SMART
  objective.
• (As a reminder SMART stands for Specific,
  Measurable, Achievable, Realistic and Timebound)

33
Agenda - Afternoon

• 13.30 14.45 Objective Setting
• 14.45 15.30 Outcomes Development
• 15.30 15.45 Tea
• 15.45 16.15 Planning
• 15.45 16.15 Closing comments
• 16.15 16.30 Depart

34

• Outcomes Planning

35
Pathfinder feedback from York Consulting

• York Consulting has been appointed to evaluate
  the work and impact of the 14 Targeted Youth
  Support Pathfinders
• One of the findings from the work being
  undertaken by York Consulting was that it is very
  difficult to measure the impact of the pathfinder
  process.

36
A framework for developing clarity around the
journey from objectives to outcomes has been
developed by York Consulting. We start with a
clear objective
Clear Objective(s) (SMART
Inputs
Outputs
Outcomes
What we do
What we get
The impact that has
Indicators
Indicators
Indicators
Are we getting the outcomes we anticipated? Or
is anyone better off? Overall, as a percentage
of the population
Are we doing the inputs efficiently and
effectively? How much are we doing and how well?
Are we getting the outputs efficiently and
effectively?
37
From the objective, we define our required
outcomes, then work back to clarify the outputs
we would expect to see and the inputs required to
deliver them.
Clear Objective(s) (SMART
Inputs
Outputs
Outcomes
What we do
What we get
The impact that has
Indicators
Indicators
Indicators
Are we getting the outcomes we anticipated? Or
is anyone better off? Overall, as a percentage
of the population
Are we doing the inputs efficiently and
effectively? How much are we doing and how well?
Are we getting the outputs efficiently and
effectively?
38
Sometimes the outcomes will take some time to
achieve. In this instance it may help to add in
an additional step between Outputs and Outcomes
called Results
Results
Clear Objective(s) (SMART
Inputs
Outputs
Outcomes
What we do
What we get
The impact that has
Indicators
Indicators
Indicators
Are we getting the outcomes we anticipated? Or,
is anyone better off? Overall, as a percentage
of the population?
Are we doing the inputs efficiently and
effectively? How much are we doing and how well?
Are we getting the outputs efficiently and
effectively?
39
The inputs feed into and drive your
operational/programme plan
Clear Objective(s) (SMART
Inputs
Outputs
Outcomes
What we do
What we get
The impact that has
Indicators
Indicators
Indicators
Are we doing the inputs efficiently and
effectively?
Are we getting the outputs efficiently and
effectively?
Are we getting the outcomes we anticipated?
Plan
40
The indicators provide the evidence that the
programme or operational management is effective
Clear Objective(s) (SMART
Inputs
Outputs
Outcomes
What we do
What we get
The impact that has
Programme or operational management
Indicators
Indicators
Indicators
Are we doing the inputs efficiently and
effectively?
Are we getting the outputs efficiently and
effectively?
Are we getting the outcomes we anticipated?
41
Another way of looking at measuring performance.
42
A review of the outcomes will inform future
strategy and future objective setting
supporting a process of continuous improvement
Clear Objective(s) (SMART
Inputs
Outputs
Outcomes
What we do
What we get
The impact that has
Programme or operational management
Indicators
Indicators
Indicators
Are we doing the inputs efficiently and
effectively?
Are we getting the outputs efficiently and
effectively?
Are we getting the outcomes we anticipated?
43
The benefits of using this framework are

• It provides a robust and logical plan for
  delivery of outcomes, when outcomes sometimes
  seem a long way off
• Clarity of purpose everyone knows why they are
  doing certain activities (inputs) and how this
  contributes to the eventual outcomes. This builds
  motivation and momentum during the implementation
  phase.
• It can be constructed in an inclusive way
  involving a range of agencies/services and roles
• It helps avoid drifting back into the old ways of
  working as practitioners and managers are clear
  on precisely what needs to happen and why.
• Progress towards clear goals can be easily
  measured
• It informs planning and decision making
• New initiatives can be assessed to see how they
  contribute to objectives

44
Outcomes planning session brief

• Either use the objective you developed at the end
  of the previous exercise or select one of your
  other key objectives (ensure it is SMART) and
  work through the brown paper framework

45
Outcomes Planning
Outcomes
Outputs
Inputs
indicators
indicators
indicators
46
Agenda - Afternoon

• 13.30 14.45 Objective setting
• 14.45 15.30 Outcomes Development
• 15.30 15.45 Tea
• 15.45 16.15 Planning
• 15.45 16.15 Closing comments
• 16.15 16.30 Depart

47
Planning session brief

• Take the inputs activities from the previous
  exercise
• Plot them onto a brown paper planning framework
  noting
• What needs to be done
• By whom
• By when
• 20 minutes

48
Planning to deliver objective and its outcomes
49
Every Child Matters Website Multi-agency
working guidance http//www.everychildmatters.gov.
uk/multiagencyworking/
CD Toolkit Tools / techniques used during the
event We will be issuing copies to each IYSS Lead
to distribute
50
Your feedback
Even better if
What went well