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EXECUTIVE SUMMARY
Background
1. Building on the recommendations of the 2003 Scottish Leadership Foundation ( SLF) study, the Leading to Deliver programme launched in October of that year. A major leadership development programme for first line and middle managers in social services, Leading to Deliver was designed to build leadership skills and confidence, help manage change, promote working across boundaries, and create strengths in strategic planning, implementation and performance management.
2. The programme is designed to provide participants from statutory and voluntary organisations within the social services' sector with the appropriate knowledge and skills to deliver effective leadership within the current context of change 1.
3. The format and content of the programme was developed by the project team with members from Scottish Government, Scottish Leadership Foundation and The Taylor Clarke Partnership ( TCP) in partnership with The Robert Gordon University ( RGU) in Aberdeen who provided academic accreditation and guidance for the programme at postgraduate level.
4. There are a number of features of the Leading to Deliver programme which set it apart from other leadership and management programmes available. An important aspect of the programme is that it is sector specific. Successful candidates on the Leading to Deliver Programme graduate with a Postgraduate Certificate in Social Services Leadership. An important element of Leading to Deliver (LtD) which sets it apart from other courses is the fact that it is delivered using a three-day residential course for each module.
5. In addition, it includes critical reflection on participants' learning and development with reference to a key piece of practice, i.e. change project. This involved focused reflection on the contribution of the programme to individual and organisational development.
6. The Scottish Government and some graduates of LtD are currently developing a pilot Social Services Leadership Community. It aims to be a community of connected, open-minded and motivated leaders who share ideas, knowledge and experiences, and who seek to be the best they can be at delivering social services in a way that meets the needs of service users. It is hoped that all LtD graduates will be involved.
7. The Scottish Government and the Leadership and Management Change Programme commissioned York Consulting LLP ( YCL) to undertake an evaluation of Leading to Deliver in order to inform decisions about the programme's future. The main components of the evaluation involved undertaking quantitative research ( i.e. online surveys) and qualitative research ( i.e. face-to-face and telephone depth interviews) with participants across the five cohorts, line managers and a range of stakeholders.
8. Fieldwork was undertaken between 28 th January and 9 th May 2008. A total of 10 scoping interviews were undertaken with line managers and participants prior to the main quantitative surveys. The online surveys with participants and line managers achieved a response rate of 51% (196 responses) and 35% respectively (43 responses). This was followed up with further depth interviews with participants (33 responses), line managers (33 responses) and stakeholders (25 responses).
Perception of Leading to Deliver
9. When asked to cite the main reasons for attending the programme, the majority of participants (88%) maintained that they wanted to become ' better leaders'. Over half of participants cited: help their career progression (56%), learn about change management (56%), address specific challenges at work (52%) or increase their confidence (51%).
10. Time is a key barrier in participating in the programme. Managing the course with current work load commitments was extremely difficult for many participants. Many found it difficult managing the job and training simultaneously; however, the majority were willing to accept this as they regarded it as a worthwhile endeavour. Indeed, just under seven in ten (67%) agreed that it was difficult to fit in the course around their competing work priorities.
11. In spite of this, around eight in ten (79%) of participants rated the programme as excellent or very good.
12. The majority (88%) were satisfied with the balance between the different modes of study. In reviewing satisfaction levels with different aspects of the design of the programme, participants were particularly satisfied with the course materials (57% very satisfied). The information/handbook was regarded as being of 'a very high quality' with participants from previous cohorts still referring to it to this day.
13. One criticism levelled at the programme, however, was in the sheer amount of information which participants had to absorb and the speed in which it was disseminated.
14. The inclusion of a mix of local authority and voluntary sector managers from all over Scotland was regarded as a good approach to the programme and one of the strengths of the course as it resulted in practice and information being shared outwith participants' local environment. It made participants very aware of some of the problems that exist within different sectors and it changed how some related to people from other sectors.
15. The majority (92%) were satisfied with the level at which the training was pitched at. However, some thought it was quite a challenge to pitch the course at the right level as there was such a range of knowledge and expertise amongst the participants, i.e. some were new managers and others were very experienced. Consequently, at times some participants felt some of the content was a bit basic, while others found it ' too technical'.
16. In looking at satisfaction levels with each of the modules in turn, participants were more inclined to rate modules 1 ( i.e. Changing to Lead) and 2 (Leading and Influencing Change) as ' excellent' (44% and 39% respectively). Participants were less likely to rate module 3 (Change in Service Delivery) as excellent as the other modules (22%).
17. Participants were highly satisfied with the different aspects of the residential element of the programme. In particular, the pace of the course (84%), length of stay (83%), location (81%), use of the syndicate group (80%) and volume of work (80%) were all viewed favourably. Around seven in ten (71%) of participants were satisfied with the social aspects of the residential elements of the programme. Of all of the different aspects under review, the use of evenings and the accommodation were ranked lowest overall (60% and 58% respectively). One of the main negatives cited by participants in relation to the residential aspect of the programme was the accommodation was described by one participant as 'a fairly grotty place to stay'.
18. As one of the key facilitators delivering the programme, the lead facilitator was highly regarded by the majority of participants, albeit some did concede that his style of delivery may not suit everyone. Around two in three (60%) participants were very satisfied with the quality of the facilitators' support while a similar proportion (57%) were very satisfied with the amount of support provided by the facilitators.
19. There were mixed views on the e-learning aspect of the programme. A very small proportion, one in twenty (5%) stated that they used it a great deal, while one in five (22%) used it a fair amount. Over half used it just a little or hardly at all (34% and 23% respectively), while one in six (16%) did not use at all.
20. Of those who didn't make any, or very little, use of the e-learning resource this was due to the fact that they didn't feel technologically proficient or computer literate seeing themselves as something of a ' luddite' when it comes to new technology. Others simply found it a 'hurdle' to navigate, finding it a complex system. Some found it difficult to come to terms with using a university library system outwith a university setting and consequently felt that this may have been easier if visiting RGU. Some found the instructions to access the resource bank and library difficult to understand and consequently regarded this ' more trouble than it was worth'.
21. Just under half (45%) of participants used the mentoring system while on the programme, while one in five (20%) have acted as a mentor since its inception. Not all participants found it easy to ensure that a mentor was in place to assist them throughout the course of the programme. However, the majority of participants who had used a mentor, and line managers whose employees had used a mentor, thought the mentoring system was useful (84% and 88% respectively).
22. When asked about the relative importance of the course leading to a formal qualification, the majority of participants (92%) regarded it as important with seven in ten (69%) considering it very important. Participants felt that it was important that employees within Social Services had a recognised qualification that they could obtain and that there should be more evidence of lifelong learning within the sector. It was further felt that this had been missing from the sector for a long time and it was good to see that this position had been rectified with the design of Leading to Deliver.
23. When asked whether they would recommend the programme to others in the future, the majority of both participants and line managers concurred (94% and 88% respectively agreed).
24. A workshop was arranged for line managers prior to cohort 5 commencing to encourage more involvement from and assistance by employers to participants. Just less than half (43%) line managers attended the workshop. All who attended it found it useful with one in three (33%) finding it ' very useful'. Over half (59%) of participants agreed that their line manager was supportive of them during the programme. Around one in six (17%) disagreed. The level of support given to other participants appears to be dependent on their individual managers. Some maintained that they had been ' lucky' with their line managers, describing them as being ' very supportive', It is apparent that participants benefit from having line managers who have themselves previously attended the programme and who subsequently have a better understanding of the commitment required and who can offer employees the benefit of their own experiences.
Impact & Reach of Leading to Deliver
25. The majority of participants agreed that attending the programme has benefited both their employer and their work (89% and 88% respectively). One of the key benefits cited by participants of participating in the programme was that it produces ' adaptive leaders'. Since participating in the programme, participants feel they have become ' more reflective' practitioners. Many still refer to the modules on more than one occasion. Participants have gained ' practical tools' and also a far greater awareness of themselves and their roles within their respective organisations.
26. Programme attendees consider that they have fundamentally shifted how they manage and lead their team. It has enabled them to ' better understand that leadership is different from management'. They have subsequently gained more self-awareness and increased their repertoire of leadership styles. They feel they have ' become better at managing people' and further that they have learnt skills that have enabled them to gain the respect and trust of the people they manage.
27. Over half (58%) of line managers agreed that the programme has had a lasting effect on their employees' working behaviour. A considerably higher proportion (84%) of participants maintained that attending the programme has had a lasting effect on their working behaviour. The main ways in which participants themselves have felt that attending the programme has had an impact on their working practices include: managing change more effectively (21%), increased confidence (18%), making them a more confident manager (17%), understanding strategic management (15%), being more self aware (13%) and in delegation (11%).
28. Almost eight in ten (77%) line managers agreed that many of their employees have used the skills learned on the programme, while just over seven in ten (72%) agreed that their employees have shared their learning with other members of staff.
29. One in five (18%) of line managers agreed that their employees have not used the programme in their day-to-day work as much as they thought they would, while a similar proportion (16%) agreed that the programme has made day-to-day work more frustrating as staff cannot adopt the changes they want due to internal structures. Just one in four (25%) agreed that employees faced barriers in using what they had learned in the workplace.
30. Although less than half (43%) maintained that the programme has given them a better appreciation of the needs of service users, almost eight in ten (79%) agreed that their learning will provide sustainable benefits to service users. Some participants have become more proactive in consulting service users who have subsequently had more involvement in the early development stages of initiatives. As a result, one of the benefits which service users might see is the provision of better information on access to services which is being constantly improved. Many participants feel that sustainable benefits to service users will become more tangible in the longer term. It is anticipated that service users will have access to a service provision which is there to support them and that meets their individual needs.
Degree to which Leading to Deliver meets it Objectives
31. The objectives of Leading to Deliver as it currently stands are:
- to produce leaders who understand the Changing Lives agenda and are able to play a leadership role within it;
- to equip participants as adaptive leaders, able both to act as role models and lead change;
- to produce sustainable benefits from the knowledge, skills and understanding of the participants beyond the end of the programme.
32. Both participants and line managers were asked for their views on the programme in terms of its relevance to Social Work Services. The majority (75%) of participants agreed that it was relevant, while slightly fewer line managers concurred (61%). Leading to Deliver is perceived to be very relevant to employers as in social services they expect their managers to lead change, to improve performance and to deliver better services.
33. Similarly, both participants and line managers were asked for their views on the programme's relevance to 'Changing Lives'. The majority in both instances were favourably inclined to the programme in this light (83% and 76% respectively combined excellent/very good and good).
Programme's Sustainability
34. Leading to Deliver is unusually positioned as a ' luxury' leadership training course by both employers and participants, reflecting the impact of significant funding which it initially received and has continued to receive, from the Scottish Government. In terms of cost, it is in the lower range of other largely residential-based courses and significantly lower cost than commercial courses. It can therefore be seen to offer reasonably good value considering it provides a high level qualification, focusing on leadership in a social services context.
35. Both participants and line managers were asked to give their view on Leading to Deliver in comparison to other programmes they had either attended or were aware of. The majority of line managers rated the programme favourably in comparison (72% combined excellent/very good and good). Around six in ten (62%) of participants rated it in a similarly favourable light.
36. The majority of employers and participants believe that there is an on-going need for a programme of this nature and a need for continued investment in Social Services as it is felt that leadership should continue to be a significant priority in the public sector. Consequently, many hope that the programme is sustainable in the future. Line managers realise that sustainability means that someone has to pay for it, however, maintained that if the costs were passed onto individuals and employers, 'there aren't many that could afford to do it'.
37. The level of funding made available as an employer would become an important factor in deciding whether to place employees on the programme, if they had to pay for it. The training is very cost effective because of the returns. It was suggested that it could possibly be more cost effective, if instead of one large cohort, there were a number of smaller cohorts held on a more localised basis. There would, however, be huge challenges in delivering the programme in this way.
38. When presented with alternative design options for consideration for the potential roll out of Leading to Deliver in the future, both participants and line managers clearly favour a programme which re-organises the location of face-to-face components to regional or local centres such as a local college (41% and 44% respectively). This was followed by having a programme with more content delivered through distance learning (19% and 26% participants and line managers respectively). One in five participants (20%), however, maintained that they did not want an alternative option. Around one in ten (12%) of line managers shared the same view.
39. Line managers felt it was imperative to retain specific elements in any programmes delivered in the future. The two elements which stand out include both the facilitators and the accreditation (95% and 91% respectively). Less than half (47%) felt it important to retain the residential elements.
40. Although many think it is less important to retain the residential element in any future design options, it is key that whatever method is adopted that it still enables participants to form syndicate groups. This is particularly important for those who rely on this for support in the absence of an appropriate mentor or in the event that line managers are not in a position to support employees to the degree to which it is perhaps needed.
41. Delivery in a centralised location was viewed as a barrier for some and being away for three days per module as the current design entails did create issues for some. It was agreed that ' localising it' and embedding delivery across a number of universities in the country was a possible way in which any problems incurred previously may be somewhat alleviated in the future.
42. However, one has to take cognizance of the fact that any fundamental shifts in design may have a detrimental effect. It will be difficult to develop a programme which suits everyone as the degree to which any design is regarded favourably will depend on the level to which it suits individual learning styles which will vary significantly among a potentially diverse group.
Recommendations
43. The consultations with the range of stakeholders in relation to Leading to Deliver have been extremely positive in that the consensus is that it should continue to be rolled out in the future. However, the project team responsible for managing the programme have concerns about the impact and reach of the current programme. In the main, this is due to the fact that current funding levels only reached 100 people per year. This raises the question as to whether this is good value for money in comparison to other interventions. Given the huge cultural and service changes that Changing Lives demands, there is a concern about whether involving 100 participants per year can have the level of impact required to drive the change agenda forward.
44. In view of this and the size of the sector itself, it is felt that the programme should perhaps be re-designed in such a way as to improve its impact and reach. Key considerations which need to be taken into account in developing and delivering an alternative version of LtD to facilitate wider reach include
- the inclusion of the programme's Unique Selling Points, e.g. facilitators and the accreditation;
- opportunity to network, i.e. form syndicate groups;
- the change project.
45. It is suggested that if delivery is implemented on a local and/or regional basis that participants are provided with an opportunity to develop syndicate groups. This could be initiated through a national event or conference at the beginning of the programme. In the absence of any residential element of the programme, the onus would be on participants to maintain contact, i.e. face-to-face, telephone or online ( i.e. email discussion forums), with other members of any syndicate groups formed over the course of the programme.
46. It may be difficult for one set of facilitators to deliver the programme on this basis. One resolution to this would be to have a series of facilitators across Scotland. It would, however, be imperative that facilitators are trained to deliver the programme to ensure that the LtD brand is not impacted in any negative way. Current facilitators have built up experience over the last 5 years and would be in a good position to train others up to the same level.
47. In going forward, it may be worth considering a multi-pronged approach to delivery to take into consideration the different learning styles of future participants. In view of the busy work schedules of many individuals it may be more suitable for some to opt for the distance learning option. This would facilitate the potential to adopt a modular approach over a longer timeframe, i.e. Whereby participants obtain a portfolio of credits for ' stand alone' modules. A qualification would only be attained on receipt of all credits.
48. It is suggested that any re-design does not alter the basic content of the modules as satisfaction levels were relatively high. In view of the criticisms levelled at the programme in relation to the intensity and volume of work this is one area perhaps were a revised design may considerably alleviate the pressure of workload, e.g. either by reducing the content covered or by expanding the programme schedule within which participants have to complete the course.
49. It is important that the programme retains the change project, however, it is suggested that a better screening process of projects ensues. This should be more open and thus participants can potentially benefit from cross sector working. It is imperative to ensure that selection criteria of this takes into consideration that attendees are at the right management level.
50. The accreditation is perceived a vital and integral part of the brand. As such it is recommended that this is retained in any future design option.
51. It is recommended that if, the project management team do indeed launch a revised version of LtD, that this is evaluated after the first year to establish whether there has been any impact on the position and image of the brand. The evaluation will further assess whether any changes need to be made to any new design in going forward.
52. In addition, it is suggested that part of the objectives of any new design of the programme should include targets in relation to minimum number of participants going through the programme over the foreseeable future.
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