Multiagency working

1
Multi-agency working

• IYSS and support for vulnerable young people
• London
• 21st June 2007

2
Objectives

• To experience some tools and techniques to
  support
• An effective multi-agency structure to deal with
  the needs of young people (including the
  vulnerable)
• A clear role for schools and colleges in the
  structure of services for young people (including
  the vulnerable)
• A structure in place for reaching those outside
  the schools system
• The workforce being supported to operate and
  develop in a way that allows it to work flexibly
  to deliver IYSS/TYS
• Network with colleagues to identify share good
  practice on which to build including
• The pathfinder experiences

3
Agenda - Morning

• 9.30 9.50 Agenda and Introductions
• 9.50 10.20 Welcome and context setting
• 10.20 11.30 Good practice sharing (including
  coffee)
• 11.30 12.30 Multi-agency team working
• 12.30 13.15 Lunch

4
Agenda - Afternoon

• 13.15 14.00 Engaging practitioners in
  remodelling services
• 14.00 14.45 Effective multi-agency working -
  deepening understanding of local issues
• 14.45 15.30 Networking/Action Learning and Tea
• 15.30 16.15 Local team planning
• 16.15 16.30 Next Steps and closing comments
• 16.30 Depart

5
Domestics
Car Park
Slide Packs / CD-toolkit / Guidance
Introductions
6
Integrated Youth Support

• Overview and Update
• Government Office London

7
Agenda - Morning

• 9.30 9.50 Agenda and Introductions
• 9.50 10.20 Welcome and context setting
• 10.20 11.30 Good practice sharing (including
  coffee)
• 11.30 12.30 Multi-agency team working
• 12.30 13.15 Lunch

8
Good practice sharing the process

• Working in local authority groups, and using a
  sheet of flipchart paper create a newspaper front
  page celebrating the successes you have had /
  hope to have in your authority around the
  multi-agency part of the delivery framework.
• Stick up your newspaper in the gallery for review
  by others.
• 40 minutes

9
Good practice sharing the process

• Over coffee, review newspaper reports from other
  boroughs and make a note of those articles youd
  like to follow up on.
• There will be some dedicated time in the
  afternoon to follow this up and have
  conversations with colleagues from other
  boroughs.
• 30 minutes

10
News report
Clear role for schools Enreljrlekrnkerlewjrlejr Ek
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Workers supported Enreljrlekrnkerlewjrlejr Ekrjelr
ldfk.asdflasjelerjle
borough headlines
Role for those Outside the School
system Kenrfoiue rlineflsdnjf Kerjo ie
jfkdnfdnsefe Leroeurlvl of ejfohoie Jfelrjoiefnlka
snflasjf Knfli jvevorweofn Kdoe oereioeoe
Multi- Agency structure Erelrje Elrelrje Kdfjlsure
r Ekrlerjejr Ekrjlejr jrlerjjls
Workforce development Erelrje Elrelrje Kdfjlsurer
Ekrlerjejr Ekrjlejr jrlerjjls
Terms and Conditions Lksdjflejdflkjd Elkrhlkaejlrk
h Kdflshflkej Kdfldhflsdj dkfjlehflt
Management and supervision Dslknf kiehroe
hooee Jdlkfjoi eur oeiehrie Dnflei
rvoeirfjhwoerjeo Sdjfoiejrtoweujoier kjnfoieuroeho
ei
11
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
12
Question Elements- Multi-Agency Structures
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
13
Question Elements- Workforce Development
Multi-Agency Working
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
14
Agenda - Morning

• 9.30 9.50 Agenda and Introductions
• 9.50 10.20 Welcome and context setting
• 10.20 11.30 Good practice sharing (including
  coffee)
• 11.30 12.30 Multi-agency team working
• 12.30 13.15 Lunch

15
Change management

• An overview

16
Many of us have experience where change agendas
have failed and we recognise the reasons

• Complacency
• Failing to create teams with enough power to lead
  the change
• Underestimating the power of vision
• Failing to communicate the vision
• Allowing obstacles, real or imagined to block the
  vision
• Failing to create short-term gains
• Declaring victory too soon
• Neglecting to embed the changes in the culture
• Failure to consult
• Adapted from John P Kotter, Leading Change 1996.

17
There are a number of sound principles to apply

• Open inclusive leadership that provides clear
  direction and focus, drawing on the contributions
  of all staff and stakeholders
• A positive and ambitious culture that enables
  everyone to play their part in driving the change
  agenda forward
• Developing constructive communication and working
  practices between all stakeholders
• An inclusive change team approach to help
  generate solutions, inform decisions and
  implement change
• A proven, structured process for managing change
  that is adaptable and supported by appropriate
  skills and tools
• Recognition and management of rational, political
  and emotional aspects that influence change

18
We are utilising a proven change management
process to bring about the IYSS/TYS redesign work
Mobilise (YP, agencies community)
Discover (what is happening now)
IYSS / TYS
continuing to assess the needs of young people
and adapt the service model to deliver those
needs
Deliver (Establish thenew ways of working)
Results
Deepen (Really understand issues and
opportunities)
Develop (Vision and Plan )
19
Critically, the approach also encompasses
emotional, political and rational dimensions

• Clear vision/understanding
• Analysis of data
• Case for change
• Plan of activities
• Agreed way forward

• Active involvement
• Groundswell of support
• Senior stakeholder consensus
• Personal staff commitment
• Visible stakeholder support

Rational
Political
Emotional
These areas are often not addressed, and provide
the greatest challenge

• Enthusiasm,
• Appreciation of need
• Clear role(s)
• Engagement and ownership
• Willingness to act

20
The remodelling change process recognises a
natural emotional curve that we all experience
Mobilise
Discover
Deepen
Develop
Deliver
Sustain
What we will do!
Confidence
What we can do!
What could we do?
ve
Whats been done?

• We have a plan to success
• We have the 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

• Now I understand, but . .
• Not sure how to solve

-ve
21
Multi- agency team working the process

• Using the 5 degrees of partnership model consider
  where your authority is now in terms of
  delivering integrated youth services, and where
  you want to be when your services are fully
  integrated. (15 mins)
• Using the brown paper consider the rational,
  political and emotional challenges that you may
  be faced with in moving to where you want to be.
  (20 mins)
• 35 minutes

22
Multi- agency team working the process

• Visit the brown papers of other authorities and
  take a look at the challenges they face.
• Consider the root causes of the challenges they
  face some areas they will need to probe and
  fully understand (or deepen) and write your
  suggestions on the right hand side of their brown
  paper. (15 mins)
• Return to your own brown paper to review the
  suggestions made by others (10 mins)
• 25 minutes

23
Five Degrees of Partnership
Co-existence may be a rational solution where
clarity is brought to who does what and with
whom. Co-operation is often a pre-requisite of
further degrees of partnership, where there is
early recognition of mutual benefits and
opportunities to work together. Co-ordination is
where the parties accept the need to make some
changes to improve services/activities from a
user/customer/community perspective and make
better use of their own resources. Collaboration
is where the parties agree to work together on
strategies or projects, where each contributes to
achieve a shared goal. Co-ownership is where the
parties commit themselves wholly to achieving a
common vision, making significant changes in what
they do and how they do it.
24
Barriers to achieving the level of partnership
working you want in your authority - deepening
Barriers real or potential
Why might this be the case issues to probe
input from others
RATIONAL
POLITICAL
EMOTIONAL
25
Lunch

• Restart at 13.15 at tables

26
Agenda - Afternoon

• 13.15 14.00 Engaging practitioners in
  remodelling services
• 14.00 14.45 Effective multi-agency working -
  deepening understanding of local issues
• 14.45 15.30 Networking/Action Learning and Tea
• 15.30 16.15 Local team planning
• 16.15 16.30 Next Steps and closing comments
• 16.30 Depart

27
Engaging practitioners in remodelling services
the process

• In mixed groups brainstorm all the different ways
  that practitioners could be engaged in order to
  build their political and emotional commitment to
  change. Things you have done/ seen done elsewhere
  / plan to do.
• Put each idea onto a separate post-it note. (15
  minutes)
• Plot each idea onto a prioritisation matrix brown
  paper (15 minutes)
• Plenary feedback of the top ideas (15 minutes)

28
Prioritisation Matrix brown paper
low Ease of implementation high
low Impact implementing this idea
will have on engagement high
29
Practitioner engagement pathfinder practice

• Focus groups understanding what works and what
  doesnt (could also be used to review and test
  remodelled services)
• Multi-agency workshops understanding and
  deepening what works and what doesnt. Also a
  vehicle for identifying quick wins.
• Change teams used throughout the change
  management process from identifying what good
  practice should be built on and where practice
  needs to change to developing new ways of
  working.

30
Why use change teams?

• Politically represents all key stakeholders
• Emotionally builds the case for change (input,
  ownership, understanding)
• Rationally ensures strategic intent aligns with
  what is practically do-able on the ground
• Improves robustness of solutions
• Increases chances of sustainable change

31
Agenda - Afternoon

• 13.15 14.00 Engaging practitioners in
  remodelling services
• 14.00 14.45 Effective multi-agency working -
  deepening understanding of local issues
• 14.45 15.30 Networking/Action Learning and Tea
• 15.30 16.15 Local team planning
• 16.15 16.30 Next Steps and closing comments
• 16.30 Depart

32
Effective multi-agency working deepening
understanding

• In mixed groups we will be exploring the same
  issue using a range of tools in rapid succession.
• Each group will have a taster of at least 2 of
  the following tools
• Fishbone analysis
• 5 Whys tool
• Problem Solving Team Building (PSTB) technique
• Think/feel/say/do
• (These tools are in the Targeted Youth Support
  Toolkit)

33
How to ensure that a multi agency team can
deliver a consistently good quality service for
young people
34
Delivering a consistently good quality service to
young people is a challenge. Why?
35
PSTB How to ensure a consistently good quality
service can be delivered

• Problem statement
• Background
• Ideas Generation
• Ideas Selection
• Benefits and Concerns
• Critical Concerns
• Action plans

36
If we are delivering consistent good quality
service to young people how does that impact our
key stakeholders (young people, practitioners,
Childrens Trust, communities)
Think
Feel
Do
Say
37
Agenda - Afternoon

• 13.15 14.00 Engaging practitioners in
  remodelling services
• 14.00 14.45 Effective multi-agency working -
  deepening understanding of local issues
• 14.45 15.30 Networking/Action Learning and Tea
• 15.30 16.15 Local team planning
• 16.15 16.30 Next Steps and closing comments
• 16.30 Depart

38
Building on-going TYS learning communities

• Active learning opportunities and knowledge
  exchange

39
Integrating services is a long term project and
areas need support at different stages in their
journey
We will support you by developing sustainable
learning opportunities in which you can share
learning together
Regional networking
Web-based discussion
Local change teams
40
1 Regional networking
In this session, wed like you to tell us which
of these youd like facilitated

• Existing networks put in real regional
  information here

Workshops on TYS themes eg commissioning
New action learning sets for networking and peer
support
LA learning visits to share good practice
41
2 Toolkit and web-based discussion
The TYS section on the ECM website will enable
discussions and sharing of good practices
An ongoing TYS discussion area with LA colleagues
Occasional themed discussions with a resident
expert panel
Regional national email groups for mutual
learning and support
42
3 Local change teams
Some authorities want to focus more locally,
building relationships with childrens trust
partners through change teams. Change teams are a
diagonal slice of practitioners and managers

• Come up with ideas, short list, model, set
  measures for success and build a plan
• Commit valuable time and energy
• Involve others to build on or test ideas
• Role model excellent multi-agency team behaviours
• Learn a lot and enjoy themselves!

43
Agenda - Afternoon

• 13.15 14.00 Engaging practitioners in
  remodelling services
• 14.00 14.45 Effective multi-agency working -
  deepening understanding of local issues
• 14.45 15.30 Networking/Action Learning and Tea
• 15.30 16.15 Local team planning
• 16.15 16.30 Next Steps and closing comments
• 16.30 Depart

44
Planning our next steps
M A structure
K E Y Q U E S T I O N s
Role for schools
Outside schools
Mgt/supevision
Terms and conditions
Supported workforce
Workforce development
45
Agenda - Afternoon

• 13.15 14.00 Engaging practitioners in
  remodelling services
• 14.00 14.45 Effective multi-agency working -
  deepening understanding of local issues
• 14.45 15.30 Networking/Action Learning and Tea
• 15.30 16.15 Local team planning
• 16.15 16.30 Next Steps and closing comments
• 16.30 Depart

46
Self Assessment Tool against the
framework Downloadable from the following web link
http//www.remodelling.org/TYSdeliveryframeworktoo
l/
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
47
Building a locally owned case for change Part 2

• When would you like to see the Part 2 event
  scheduled?
• Booking at remodellingevents_at_tda.gov.uk
• Will take us through the Develop, Deliver and
  Sustain part of the change process for this part
  of the delivery framework

48
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