Welcome to the

1

• Welcome to the
• Introductory Course in Leading and Managing
  Skills for Life

2
Overall aim of the Skills for Life Quality
Initiative 2005/6
To drive up quality through two key objectives,
which are to

• professionalise the Skills for Life workforce
• develop a whole organisation approach to Skills
  for Life provision that promotes the development
  of organisational and management structures that
  use literacy, language and numeracy as the core
  building blocks of learning for all learners.

3
Aim of the session

• To explore the key roles of leadership and
  management in achieving organisational change in
  Skills for Life

4
Learning objectives

• By the end of the session, participants will
  have
• identified how data is used for quality
  improvement
• identified the responsibilities for quality
  improvement at each level of an organisation
• carried out a force field analysis on an area for
  change and evaluated the tools use
• differentiated between the roles and
  responsibilities of leader and manager
• considered the implications of team roles when
  managing teams.

5

• Answers to the quiz
• 2001
• 7 million adults with skills below Level 1
• (a) No
• (b) Yes
• (c) Yes
• (d) No
• (e) Yes
• 4. Target for 2007 1.5 million adults will
  achieve the national certificate in literacy and
  numeracy
• 5. Initial assessment

6
Action plan
Action Implementation Resources needed Date



7
Force field analysis
5
5
Proposed Change All staff to be aware of the
Skills for Life agenda and its priorities
Lack of time for training
Enquiries about Skills for Life are increasing
more people drop in
Skills for Life is not the only important issue
Need to widen participation
Everybody is so busy staff shortages
More enquiries are from people who are uncertain
what to ask for
High turnover of staff
Forces FOR change
Forces AGAINST change
8
Resistance to change

• Self-interest
• Fear of the unknown
• Differing perceptions
• Suspicion
• Conservatism

9
A manager is concerned with.. A leader is concerned with...
The present The future
Monitoring and control Exercising influence over colleagues
Planning and budgeting Producing change and movement
Economy and efficiency Effectiveness
Maintenance of systems Inspiration
Maintaining the status quo Providing a sense of purpose
Doing things right Doing the right thing
After Drucker (1985)
10
The Common Inspection Framework (2005) Key Issues

1. How well do learners achieve?
2. How effective are teaching, training and
   learning?
3. How well do programmes and activities meet the
   needs and interests of learners?
4. How well are learners guided and supported?
5. How effective are leadership and management in
   raising achievement and supporting learners?

11
Leadership and Management training

• Two days training arranged in your region
• Training covers Seven Key Issues
• Opportunity for accreditation
• Blended learning support

12
Seven Key Issues

• Leading improvement in retention and achievement
  through a literacy, numeracy and language (ESOL)
  strategy
• 2 Curriculum leadership in literacy, numeracy
  and language (ESOL) in a variety of contexts
• Leading on gaining support and commitment to
  organisational systems for the effective delivery
  of literacy, numeracy and language (ESOL) support
• blended learning materials
• continued

13
Seven Key Issues (continued)

• Leading and managing the Skills for Life
  strategy in your organisation
• 5 Leading the development of partnerships
• Leading on the use of quality systems to
  evaluate achievement and underpin teaching
  and learning in practice
• 7 Leading, motivating and managing core
  teams
• blended learning materials

14
Blended learning materials

• CD-Rom on Day 1
• Skills for Life website

15
Accreditation

• The University of Wolverhampton is offering an
  accredited module PC 3022 entitled
• Leading and Managing Change and Quality
  Improvement in Skills for Life Provision
• The module accredits managers and aspiring
  managers for what they do.