The Scottish Government

« Previous | Contents | Next »

Listen

3. Guidance for implementing and supporting MIS

This section provides advice about planning the implementation of MIS, involving staff in the process and providing information to CLD participants. It also provides guidance that should be considered before collecting information about equalities categories.

3.1 Planning the implementation of MIS

A clear plan for implementing a MIS should be developed - this planning process needs to take into account the technical and human aspects of the system. The time given to planning for technical implementation needs to be balanced with the time taken to ensure staff are involved and bought into the new, or developed, system.

When you are planning, you must consider the links between the information system and overall business planning of the organisation. Some areas for consideration include:

• The timing of implementation - does it fit, or clash, with other initiatives or events?
• Timescale for implementation - is it realistic? Do the various people involved with the development and implementation know what they need to do by when?
• The pace of implementation
• Gathering and inclusion of information if collated in a different department, i.e. staffing levels and funding may be collated by HR and finance functions
• Whether the information needs to link to other organisation systems

Technical implementation

There are many different types of software applications that can be used to implement a management information system. The products mentioned in the following section have been included because they have been used by various participants in the research process and we encourage you to consider which system will suit your individual needs. Please note that there are other systems available and this resource does not recommend any particular supplier.

The decision about the type of software which is suitable for use in any given situation will depend on a number of factors, including:

• The quantity of data to be stored - a greater amount of data will require a more advanced software application, to ensure that entering and accessing information from the system remains relatively straightforward for users;
• Staff competency in using software applications - simple systems can be developed by users with a good knowledge of spreadsheet or database applications. However, specialist support may be required where skills are not available in-house or there is a need to ensure the system is as user-friendly as possible;
• Access requirements - simple spreadsheet and database solutions are often only suitable for a small number of users operating in a single location. More advanced web-based solutions may be required where there will be multiple users accessing the system from multiple locations;
• Budget - this will be the main constraint on the level of system it is feasible to create for your organisation.

The main types of software applications which can be used to implement a management information system are described in the tables below complete with an indication of the advantages and disadvantages of each.

Whichever application is used, security is of utmost importance. Public systems must be very robust; therefore testing is extremely important, and systems which are web-based, or can be accessed by a number of users, must be tested extensively to ensure that the data is secure and users can only access and edit the system at an appropriate level.

3.2 Involvement of staff in MIS

Implementing a MIS involves people; this system will affect people in their work. It requires input of staff time so the role of individual staff in MIS is critical. Involving staff in the design of the system, and how it will be administered, will ensure the most effective operation for real settings and situations. Another reason for involving staff is to attain buy-in to the system - if staff are reluctant to use the system then the benefits of a MIS to CLD are lost, as staff need to believe that the information generated by MIS will be useful to them. The following aspects of connection with staff are important to develop trust. This is crucial in the initial phase, or subsequent 'change' phases. Hopefully the main input in developing trust in the MIS will only be needed at the outset because the feedback of data (and subsequent action) will speak for itself and staff will see its value.

3.2.1 Clarity over who needs to enter data on to the system

There are a number of people who may have a role in entering data into the MIS. This will be dependent on the way each system is set up. The important aspect is to be clear of expectations of each individual and training required to ensure they are equipped to do so.

3.2.2 Providing training/information on use of the system

Managers will need to make a judgement about the level of support that staff will need to enter data on to the MIS. If this systematic approach to collating, recording and reporting on information is new to staff, then appropriate training is required to familiarise staff with the system and their role in it. If small changes are being made to existing systems, then it is likely that information can be cascaded through teams.

This training should encourage staff to consider the most 'natural' time and place to collect the required information - this is likely to vary for each group, individual and event. All staff should be given clear and consistent guidelines about how to collect the data, and it is a good idea to provide written guidelines about completion of forms/systems and also include how the information will be used. This means everyone has the same information that can be referred to, rather than it being 'lost' or altered in people's heads.

3.2.3 Clarity over benefits

Aggregated management information is only as good as the original data entered. Individuals are more likely to enter accurate, timely data if they can see how their efforts will benefit their work, so describing how the system will enable decision-making, by targeting those who most need CLD activities, is also likely to motivate people to update the system.

This management information forms the basis for decision-making and will, therefore, support CLD providers to 'argue their corner' or provide rationale for any necessary changes to provision, e.g. diverting provision from one geographical area to another due to lack of take-up or need. Resources are likely to be finite and therefore need to be used to achieve maximum benefit for those most in need.

3.2.4 Clarity over how the collated information will be used

Being clear about how information will be positively used can help to remove fear of its negative uses, as people sometimes feel that once they commit information about their service to paper, that they are being asked to justify their work. The description of how to use the information given in Chapter 2 will assist staff to understand how the information can be used to manage the service.

Another factor to consider is how the information can be used to promote reflective practice. The information that will be provided will need to be interpreted using opportunities such as team meetings and one-to-one sessions, to explore the reasons for the output reports. This will assist staff to consider the way CLD is organised, e.g. looking at staff/user ratios may stimulate discussions about rationale for the approach. Practitioners are also likely to have ideas about how to target communities and individuals who may not be accessing the opportunities as planned.

3.2.5 Importance of feedback

The collation of data will not be a management information system unless it is used for managing the service, which means informing and making decisions. Staff need to know how the information entered and collated is being used and how it is informing decisions. Ultimately the system can only provide information and individuals will include this along with other factors that contribute to robust decision-making. Information generated by the MIS should be used appropriately and if decisions are taken that go against the information provided by the MIS then rationale must be provided if staff are to still have faith in the system.

>3.3 Information for CLD participants

The interface with participants of CLD is an extremely important part of the MIS. As well as literacy and language considerations, staff must ensure that they are clear about how the information will be used so that they can explain clearly with individual participants. The training provided to staff should ensure individuals are able to understand why they are being asked these personal questions and what the information will be used for. Staff should also be aware of the sensitive nature of some of the questions, e.g. equality information or qualification level, and be trained to ask these in a supportive manner.

When asking for information it is important to consider the timing. A staged approach may be more appropriate for individuals who are returning to learning: asking only for essential information at the outset and more demographic information once a relationship has been established. Once participants trust the individual staff member they are more likely to provide the information requested.

Many CLD participants may be active in running their own groups and activities - the MIS may be of value to them to assist in funding applications and self assessment of group progress.

3.4 Equality information

Detailed guidance has been developed by Learning Connections on equality and CLD which contains advice on a range of issues including: assessing needs of equalities groups, planning services and embedding equality in your organisation's activities. The outlined specification ( Chapter 4) includes details on the types of equalities data that could form part of CLDMIS.

Public bodies are subject to a range of both new and longer standing legal duties to promote good relations and equality of opportunity across equality groups, and to actively address the root problems of discrimination and exclusion related to gender, ethnicity, sexual orientation, age, disability and religion or belief. Regardless of the legal requirements it is good practice for all CLD providers to ensure that all potential beneficiaries have opportunity to access their services.

In terms of management information, knowledge about the profile of communities will be central to planning and delivering a fair and equitable service. It will assist providers to identify any gaps or inequalities by providing information on what services participants and communities are using (or not using) and try to address these issues: without monitoring this type of information it is not possible to do this. It will also assist organisations to undertake equality impact assessments of their activities and policies.

Glasgow Community Learning and Development have produced a pack, 'Glasgow's Learning… about equality!' to help all organisations in CLD in Glasgow to make equalities central to activities. This pack provides guidance on equalities monitoring and a self assessment framework for evaluating approaches to activity.

They have developed forms that set out some standard questions for participants on a basic form and a more detailed form, which are both included as Appendix A2. The questions contained in these forms are based on advice given by equalities organisations about how best to phrase questions in order to obtain a high response rate from participants.

It is important that training on MIS includes information on why the service or organisation gathers equalities information, because if staff are able to clearly explain this to participants, then it is likely to increase individual willingness to provide this information.

The box below provides some good practice tips from this pack, and many of these tips are relevant to MIS in general. It is important to state that if you are unsure about how to gather sensitive equalities information then further advice should be sought.

« Previous | Contents | Next »