Category Archives: People

What is digital leadership?

What does digital leadership look like for a public service? Kelly Doonan looks at the subject in advance of her workshop at our event on Improving digital leadership and ownership.

I’ve been thinking about leadership.

As so often happens several things have almost serendipitously come together giving me the opportunity to reflect on what leadership means and what good leadership could look like.

  • I’ve read several articles on leadership; specifically digital leadership and data leadership — links to all articles at the bottom of this post
  • I’ve received invites to webinars and conferences on leadership for digital transformation and innovation.
  • My organisation is examining and discussing leadership models through the lens of a new leadership charter introduced by our leadership team.

I’m also thinking about myself as a leader and what that should look and feel like; so it feels like a good time to bring my thoughts together.

What is leadership?

Firstly, I think leadership and management are two different things and, although I often see them used interchangeably, I want to keep them distinct.

My definition of a manager is a position in a hierarchy whose role is to manage down and report up, and keep the current system operating as effectively and efficiently as possible. A manager is a command position that is usually removed from doing the work and so is unable to see the whole system.

There’s lots of information available about the roots of modern management arrangements — but essentially most public and private sector organisations are using an approach created around 1900 by Frederick W Taylor to deal with a specific set of problems in factory production during the Industrial Revolution, and it has barely changed since.

For me management is a time-limited idea designed to solve the immediate problems of:

  • a predominantly low-skilled and uneducated workforce
  • rapid expansion
  • large-scale industrialisation.

And it did that. It solved those problems so well that it’s become the dominant model across most areas of work across most industries — including people systems like social care, health and education. The problem is what was perfect for managing hydraulic pump production 120 years ago is not suitable for most organisations today.

Now we’re sailing the choppy, unknown waters of the Information Age and many people are calling for digital leaders and data leaders to captain the ships. We did need managers who knew about pumps and steam engines, and now we need managers who know about Blockchain and the cloud.

“Despite the fact that our current management beliefs date from the previous century, still the majority of organisations today operate with models that are inherited from a world that no longer exists. The models are already outdated, and surely not future proof. The era in which the command-and-control approach would bring you immense success have long gone.”

Corporate Rebels 2017

I believe it’s more useful to think in terms of good timeless leadership. So, in that case I need to explain what I think good looks like.

Eight steps to good

  1. I’m curious

A good leader wants to know stuff and they want to understand. They look for opportunities to learn more and they create opportunities for others to learn.

And the crucial thing here is that being a curious leader means that sometimes I will learn stuff that I may not like, or that may challenge my view. I will learn things that will unsettle me and will make me uncomfortable; and when that happens I must keep learning and asking questions anyway. In fact as a good leader I need to understand that this is when I am learning the most. A colleague expressed this as; ‘getting comfortable sitting in the why’. Be comfortable asking questions and not knowing the answers straight away. Be comfortable in a position of constant learning.

A good leader needs to be curious about the work they lead and spend time there to discover what is really happening. Is what you think should be happening? Why is that? And be curious about other systems and other disciplines. Go and have a look in another world and see what’s happening there. What do you learn from doing that?

Interestingly, I’ve met several managers who are curious in their personal life, but don’t bring that mindset or learning to work. So…

  1. Bring yourself to work

AKA be authentic. Being a good leader is not the suit you put on when you come to work.

This is really tough. Particularly for those of us who work in a culture which has a fairly narrow definition of a professional personality. If I had a pound for every time I’ve been told to ‘play the game’, or have been advised not to share my real thoughts on a subject or use my own words because that’s not the right professional approach, then I’d be writing this from my yacht.

Over time the cumulative effect of this is to let staff know the right way to act and the right things to say and eventually they stop bringing themselves to work and start bringing the character their leaders want to see. This is how organisational cultures are created and maintained. The consequences of this can be seen in staff engagement events or surveys where only positive things are said because staff don’t bring themselves to the process and the whole episode becomes a nonsense.

A good leader needs to bring themselves to work, and show everyone else that it’s ok to do the same. Which brings me onto…

  1. I’m honest

Although it’s languishing at number three, for me this is everything. This is partly being authentic, but it’s so much more. A good leader needs to be open and honest with themselves and with everyone else. Have a think about your organisation — do you see this? Do you do this? Does your organisation have a culture that promotes and rewards honesty? Measuring how honest your organisation is can be a very good measure of how mature your organisation is.

Again this is really hard. The behaviours have been learnt over a long time and for most managers they have been successful. Managers aren’t rewarded for being honest and they don’t see any value in it. What happens instead is empire-building where knowledge is power and openness is dangerous. A traditional command and control structure encourages dishonest behaviour — co-workers compete and and success is often framed as stepping over others.

Being honest with yourself and with others is the hardest thing on this list because it means making yourself vulnerable. My role involves being incredibly honest with myself, my colleagues and my managers. It means thinking carefully about how I feel and why. It means using the right words to give a true reflection of my thoughts and feelings, sharing my successes and failures and reacting honestly and kindly to other people’s. It means asking questions, challenging fairly and accepting fair challenge. And honestly, I feel exposed a lot of the time.

But it’s worth it. Being honest is a strength and the rewards are huge. I believe in the work that I’m doing, I am completely present in my role and my team, other people are sharing themselves honestly with me, and my relationships are based on trust and respect.

  1. I ask for help

If a leader is in a state of constant development and sets a culture of continuous learning, then in practice that means asking for help widely and often. And for me this is where the timeless element comes in. A good leader doesn’t necessarily need to know about digital or data or hydraulics or steam. They need to do the first step; to be curious about the work and spend time in it rather than removed from it, and they need to understand what they don’t know and where they need to go for help.

The skill is not necessarily having the knowledge, but knowing where the reliable places to get that knowledge are. And listening to them. Again, how many managers do you currently know who ask for help? Who believe that the more they ask, the stronger they are? That really bench the strength of their peers and their team? Which leads me to the next point…

  1. I build the right team and I trust my team

A good leader builds the right team around them. And clearly this is not a group of people who always agree with them and whose job is to push reports and information back up to them — showing them exactly what they expect to see. A good leader should build a team that challenges and surprises them, that has strengths and skills they don’t have. A good leader supports their team to develop and grow.

When you’ve built/developed your team let them get on with the job you’ve employed them to do. Trust them. Last year I watched a 2016 The Conference talk by Zero Zero co-founder Indy Johar which resonated deeply. Johar said;

“Every human is a phenomenally powerfully intelligence machine, yet we all treat them as bad robots who won’t get it”

I also read an excellent post by Nials Pfleaging which discusses Douglas McGregor’s Theory X and Y. In X thinking, managers think staff are unmotivated and undisciplined. Staff don’t really want to be at work and need to be closely managed through appraisals, one to ones, staff reward systems and IT blanket bans on Facebook. If you’re using these tools as a manager then you’re really telling your staff that you don’t trust them. And they know that’s what you think. In Y thinking leaders know that people are naturally curious and motivated and essentially want to do a good job. In that case the leader’s role is to create the right conditions for them to do that; to facilitate and to remove blockages.

  1. I stop and think

I was talking to a colleague who expressed discomfort at having reflection time in his day as; “I feel like I’m slacking off!” How have we got to a place where taking time to think and reflect about what you’re learning and what you should do next is felt to be deviant behaviour?

Good management is measured by constantly delivering products, plans and outcomes. We’re churning out stuff at a rate of knots with no time to think and understand if these are the right things to do at the right time in the right way. Organisations reward and promote a culture of constantly delivering artefacts with no time to reflect on whether it’s right. And, by extension, no chance to switch it off or adapt it if it’s wrong.

Many Agile and Lean processes have stages where the team must stop and think about what they’ve done so far before they can move to the next stage. An opportunity to test, challenge, question and change direction if need be. This is progress, but I don’t think it goes far enough.

Reflection is important to everyone at every level in an organisation and absolutely crucial for leaders. Taking time and making space to reflect on what is happening gives a leader time to grow, and develop self-awareness and maturity. Give yourself space to breathe, to digest, to pose difficult questions and consider the answers. Reflection is a strength.

  1. I do the right thing, not the easy thing

My colleague Carl Haggerty, talks about good leaders having ‘curiosity, compassion and courage’ and it struck me that we rarely seem to ask for bravery from our managers and we almost never seem to see any. I wouldn’t say that my organisation promotes and rewards people for being brave and for taking smart risks. Does yours?

As a great (and sadly fictional) leader said: ‘We must all face the choice between what is right and what is easy’

Being a good leader means being brave. And I think that being brave often means operating from a place of love and growth and development, rather than a place of fear. It means making difficult choices, based on evidence, knowledge, understanding and compassion. It means admitting when you are wrong and developing resilience by learning from failure. It means being visible. It means being prepared to stand on your own if that is the right place to be. It means having courage.

And, being honest, this is the biggest area for me to work on as a leader. I’ve started identifying what my behaviours are and am currently working on some 360⁰ feedback.

  1. I lead

The most obvious and the hardest. A good leader must actually lead.

This is understanding that as a leader, change and development must be led by you. Leaders are the gatekeeper of change. I keep hearing and reading about empowering staff to be innovative; I’ve been part of sessions where professionals have talked about how they are going to change, and how they want to change their organisations. And the next year we’ve all sat in the same room and had the same conversations. Why is this? Why are brilliant, clever, talented, empowered and motivated people unable to make change happen in their organisations? I understand now that this is because change, real tangible change, must be leader-led.

The problem I think is that many leaders don’t see this. They believe they have a people problem — their staff just aren’t motivated enough, they don’t take the initiative enough, they don’t really want it. What if organisations don’t have a people problem; what if they actually have a leader problem?

So there you go, easy now innit?

Of course not. It’s really, really bloody hard. Current managers are living behaviours that have been taught and developed over years and years. They are operating in systems that encourage conformity and reward longevity.

Being a really good leader — being a really good anything — is putting yourself out there and that can make you feel vulnerable and exposed. It’s incredibly hard to be open, particularly when others around you are closed.

Part of the reason for writing this piece was to help me to answer the question: what sort of leader do I want to be and how do I get there?

I now understand much more about the sort of leader I want to be. And I’ve realised that I’ll never ‘get there’, that ‘there’ isn’t a real place and that assuming it is will halt my development. Being a good leader is about constantly learning and growing; it’s about being open and honest; it’s about being mindful and reflective; it’s about being purposeful and brave.

In fact, for me, the work of being a better leader is the work of being a better human.

Further reading

Frontline Futures: changing behaviour and empowering people

Darllenwch y flogbost yn Gymraeg

How do we ensure that organisations work together to provide the right service in the right setting, with better outcomes for frequent users of public services? Dyfrig Williams spoke to Melys Phinnemore to learn from the Frontline Futures Programme.

Is Housing fit for the future? The Chartered Institute of Housing (CIH) Cymru have undertaken research on where the housing sector is and where it needs to be, because service delivery is taking place in a rapidly changing environment. The Wellbeing of Future Generations Act means that public services will have to work together in a different way too. Not only that, but there’s much less money to go around, and the financial footing of Housing Associations is less secure now that Universal Credit is paid directly to claimants instead of housing associations.

Huw Vaughan Thomas, the Auditor General for Wales repeatedly talks about the need to take well managed risks. The above situation is one such situation, where housing associations cannot continue to work in the same way.

What is Frontline Futures?

CIH Cymru developed Frontline Futures to help organisations to work differently in this changing environment. It‘s a practical course where learners identify, plan and develop a change project for their organisation. The programme is attended by a mix of about 3 or 4 people per organisation and typically this might be a number of frontline workers and a supervisor or line manager. They each identify and work on a change challenge after learning about the theory behind change. The programme is based over 5-6 months for a day a month. CIH have run two cohorts so far, which have looked at changing behaviour, practice and mindset.

Melys Phinnemore and Penny Jeffreys are working with CIH Cymru to develop and deliver the programme. They are particularly interested in leadership and cultural change. How can we enable people who access social housing to be the best that they can be? And how can we get staff, whose behaviour may have inadvertently taken away people’s independence, work differently. Supporting not advising by having coaching conversations with people?

Melys says that parent child type of caring or advising conversations very rarely change people’s behaviour. Saying “ I need to advise you that if you don’t stop doing this or start doing that ……you will or could become homeless” rarely leads to a better outcome. Neither does doing things for people, like filling out forms. Our helping behaviours don’t empower people to take control or encourage people to develop confidence in their own abilities. Our legacy of helping has meant that typically people will expect their social landlord to sort out noise nuisance and ball play where as private home owners do this for themselves.

Melys feels that frontline workers need to be empowered to use their discretion so that they can free up and target their resources based on need and take the well managed risks that the Auditor General describes.

What does all this mean in practice?

Melys shared an example with me of how changes had been made at Gwalia by a frontline worker. When a house became void, materials within the house were disposed because of health and safety guidance, whether they were useful or not. This rationale would have been enough to stop many projects, but this frontline worker set out to prevent this waste and developed a recycling project. She organised people to become patent qualified so that they could test and recycle electrical goods. When it was suggested that the Housing Association would be liable if anything went wrong, she worked on developing disclaimer forms. There is now an exchange shop supported by community volunteers which is thriving and not only are there savings from landfill many tenants’ are having a better start with semi-furnished homes. Early indications suggest that one of the side benefits has been some of the hard to let properties are now full and turnover at these properties has reduced. Gwalia are now looking at whether there may be an opportunity to expand this approach and even maybe develop an upcycling scheme.

How do we get people on board with changes in service delivery?

The above example clearly shows an empowered staff member that’s making tenants’ lives better. It’s early days, but staff have changed the nature of the way they talk to tenants. How can we help this change to happen within our organisations?

Melys mentioned the use of Johnathan Haidt’s theory about the elephant, the rider and the path, which is handily summarised in the video below. Haidt says that in order to enable change, you need to think about the rational system, the emotional system and the external environment.

The rider represents the rational system, which plans and problem solves. The elephant represents the emotional system that provides the power for the journey. There is a power imbalance here, so changing behaviour is difficult. The path represents the external environment. The two are more likely to complete their journey if you remove obstacles that stand in their way and it’s as short as possible. Haidt recommends that you:

  1. Give direction to the rider, so that they know where they are going
  2. Motivate the elephant, so you need to tap into emotion
  3. Shape the path to allow for easy progress.

Melys says that you have to empower and support people to make a change – give them the power to make incremental change through small initiatives that they can take ownership of. Once they’re party to the design and development of the initiative, it takes off. They can’t be part of the solution if they don’t understand the argument that’s being made. Having encouraging coaching conversations with staff help empower them to go back into their organisations and lead change.

Melys also referenced Simon Sinek’s TED talk on inspiring action, where he suggests that you should start with a clear purpose and outline your cause. He says:

“People don’t buy what you do, they buy why you do it… Why is it important to attract people who believe what you believe? Something called the Law of Diffusion of Innovation.”

In the Law of Diffusion of Innovation, innovation relies heavily on human capital and must be widely adopted in order to self-sustain. Sinek describes how changes aren’t embedded until a tipping point – the early majority won’t try something until someone else has tried it first.

A bell curve graph that illustrates when people adopt new innovations, from early innovators to early adopters,early majority,late majority to laggards

A graph illustrating the law of diffusion of innovation

Frequent users of public services who regularly contact organisations make up a significant proportion of the demand on services, which amounts to huge costs in terms of time and resource. CIH Cymru’s practical approach to learning and development is leading to financial savings and improved public services. It’s been fascinating learning about the changes that are being made, the theory behind them and most importantly about the empowered staff and tenants that the programme has produced. The Good Practice Exchange at the Wales Audit Office is currently working on a national study on behaviour change, which will share examples where public services have changed behaviour effectively. If you’re changing behaviour or the way that you allocate resources to frequent users, we’d love to hear from you.

More information about the Frontline Futures programme can be found at the CIH Cymru website at www.cih.org/cymru/frontlinefuturesprogramme.

The future of parks and their positive impact on wellbeing

How can we make parks sustainable and boost the wellbeing of the people that we serve as Welsh public services? Bethan Smith reflects on the lessons learnt from last year’s Parks seminar.

In a recent report on The State of UK Public Parks 2016, The Heritage Lottery Fund says park managers expect further cuts, and a huge loss of skilled staff over the next three years.

In Wales, 80% of councils anticipated budget cuts of 10% or more over the next three years, and 70% of parks are expected to be declining in the same period, the highest figures across the whole of the UK. [1]

When I read the report, I was startled by the figures. Parks are a major part of most communities, they are a place for children to play, a place to walk the dog or a place just to sit and relax. Most of us at some point in our life have used parks, and they can play a big role in improving our wellbeing.

The report reminded me of our event last year on ‘The future of parks and their positive impact on wellbeing’. At this event, we showcased a number of examples of organisations that have tried and tested new ways of working to maximise use of parks and help improve wellbeing.

Go to the Park

One of those examples was ‘Go to the Park’. Based in Towneley Park (Burnley’s largest heritage park covering 200 hectares) and extending across five other heritage parks, ‘Go to the Park’ developed an alternative model of park and green space management that sustainably manages large areas of parks and green spaces using ecological and permaculture techniques. The project has tested the opportunities to save money by adopting ecological and permaculture techniques to manage heritage parks, earn money from wildflower crops, bees and wood fuel, engage people through their ‘Volunteer in Parks’ programme and increase the wildlife value of our green spaces.

My favourite part of this initiative was the development of the world’s first urban bee hive cage which provides protection to honey bees. Funded through Nesta, Heritage Lottery Fund and Big Lottery ‘Rethinking Parks’ programme, the initiative aims to improve habitats for bees and other pollinators such as butterflies in Burnley parks and green spaces.

beekeeping-image

You can find out more information on this initiative through Nestas website and it’s worth reading Simon Goff’s blog on the impact the project has had.

Digital giving technologies

Bournemouth Borough Council created a foundation for parks across its authority so peoples’ affection for their parks and gardens translates to giving. The team explored how new digital giving technologies can make it easy for people to give to the parks in real time. They also tested whether the opportunity for people to leave a legacy donation is a viable option to sustain their parks and gardens. The approach is based on learning from models already being used in the United States, such as in Seattle.

You can find out more information on this project through Nesta’s blog.

Actif Woods Wales

Actif Woods Wales is a project that helps people improve their health and wellbeing by getting them involved in activities in woodlands. It’s delivered by a small, part-time team at Coed Lleol, the Welsh arm of the Small Woods Association, in partnership with a wide range of voluntary, community-based and public sector organisations and numerous independent activity providers in 5 areas of Wales.

img_1240

The project started in 2010 and has come a long way since then. Dr Kate Hamilton, who presented at our events, wrote a fantastic blog for us last year which provides more information about the project. Further to that, Kate also wrote a blog which shared their evaluation processes within Actif Woods Wales.

The Rethinking Parks programme has resulted in a number of fantastic initiatives where organisations are using different approaches to utilise parks. The report on Learning to Rethink Parks is well worth a read.

Parks are such an asset to our communities and we need new visions of how parks can be managed differently, how they can empower communities and be sustainable.

[1] http://www.bbc.co.uk/news/uk-wales-37288115

GovCamp Cymru: Can we change behaviour for better public services?

At GovCamp Cymru Dyfrig Williams pitched a session on how behaviour change theory can help to embed ideas generated at unconferences into organisations. Below he outlines what he learnt from the session.

This year’s GovCamp Cymru was a great event. I pitched a session on changing the behaviour of people within organisation to enable public service improvement. Whilst I’d done some work beforehand on key issues that I felt needed to be resolved and how we might do that, the session was very much a pooling of ideas and experiences, so I’ve got to say a big thank you to everyone who came and to everyone who provided input before, during and after the main discussion. The Storify that we put together gives a good overview of what was said during the day.

So in terms of my session, here are the key things that I learnt:

Leadership is important

That might seem like an incredibly obvious statement, and in some senses it is. We spoke about how staff model the behaviour that leaders display within their organisations. But what was heartening was that there was discussion around what constituted a leader – it’s not necessarily about being at the top of your organisational hierarchy. It might be about thought leadership, or staff might take it upon themselves to lead change within their organisation or instil that leadership role in other people. It’s all too easy to cede responsibility to others because we don’t have a leadership role bestowed upon us, so it was great to hear attendees talk about what they could do to seize the initiative. But we also discussed how some organisations are hostile to mavericks, so it’s important to think about how you are perceived within your own organisation.

The behaviours that good leaders might display started with really simple things like saying “Thank you” to make staff feel valued. Spice Cardiff talked about opening up agendas of meetings, and we also spoke about the importance of risk taking. The public sector can often be risk averse, but we dug a little deeper to think about why that might be. The point that “The people who design change have less to lose than the people who implement it” really struck a chord with me, and if we are asking people to take a leap of faith on working differently, then we need to ensure that people feel supported and that they won’t be hung out to dry if things go wrong. We spoke about approaches that may help us to mitigate risk, in particular the value of prototyping to demonstrate new ways of working when you’re told that a new method can’t work.

Legislation is a sword and a shield

I love this quote, which came from a discussion on the Wellbeing of Future Generations Act. We spoke about how the act could be used as a shield to safeguard staff who are trying to make change happen by providing a clear rationale for change, or a sword to fight with in order to take the initiative to kickstart meaningful change within our organisations. People seemed to agree that all levers of change should be aligned, but that there wasn’t a “one-size fits all approach”. Legislation certainly plays a role in behavioural change, but so does culture, leadership, politics and the public that we work with and for. We need a range of tools and tactics so that we use the most appropriate tool for any given situation.

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A photo by Nigel Bishop from GovCamp Cymru

We learn by talking, thinking and doing

Despite it being a session about organisational change, there was nobody that worked in Human Resources at the session. Regardless, the consensus seemed to be that organisational learning was too important to be left with one centralised team and that we should all take responsibility for it as individuals, especially as there are so many online resources available.

In the session people agreed that one of the ways in which unconferences can add value is by growing networks and learning from others. But we have to consider how inclusive we’re being – are we bringing people from our organisations along with us on the change journey? As I mentioned in the discussion, Carl Haggerty has written a great post where he reflects on how he learns and how he helps others. Another way of embedding change within an organisation is to get someone who’s already done it to come in to talk about it and demonstrate the difference. The connections that we make at unconferences can help us to spread good practice and new ways of working.

There was also a discussion around having ‘champion’ roles within the organisation, where the pressure to spread the change is taken away from an individual and shared much wider. An example was given around the Wellbeing of Future Generations Act, where the responsibility is shared around staff members to embed the cultural change within their teams in order to meet the requirements of the act.

Will GovCamp Cymru help to change behaviour?

The points raised at my session certainly made me think again about how change takes place within organisations. I’m currently working on a Data and Tech project that will look at how the Wales Audit Office challenges our existing use of data and technology, the assumptions we normally take for granted, and how we can offer radical solutions when we use new technology to transform our audit and business processes. If we’re looking to change the way we work, we’re going to need to bring our colleagues with us on the journey. The feedback from this session has been really helpful, and I’d love to hear from anyone else who puts the learning from the session into practice within their organisations in order to deliver better public services.

WFG Act Early Adopters: Six months on…

Hazel Clatworthy and Matthew Gatehouse, Monmouthshire County Council, presented at a shared learning seminar on the Future Generations Act back in March, when the legislation hadn’t actually come into force.  Their experience was based on their work as “early adopters” of the Act. Six months on a lot has changed…

Getting our own house in order

Back in March I shared feedback from Wales Audit Office’s light touch assessment of our preparedness for the Wellbeing of Future Generations Act.  This was really helpful and mainly focussed on in-house processes and policies, which we’ve been developing further.

Over the last six months a lot more work has taken place on training and awareness raising about the Act and what it means for officers, Members and partners.  The Act is prominent in Induction training for all new starters, we’ve held our second and third member seminars on the subject, plus specific training for scrutiny and there was standing room only in the council chamber when we did a lunchtime talk for staff on the subject – with more watching via YouTube. We’ve revised our Sustainable Development policy, curated a comprehensive range of resources on our intranet site for officers and Members to refer to and given the Act far more prominence on the council’s website to help our residents and businesses understand how central this is to our work.

youtube-blog-pic

After our session in March a lot of people contacted us to get a copy of the Future Generations Evaluation we’d introduced six months earlier.  I’d like to be able to say that lots of decisions have radically changed as a result of using this evaluation, and that decision making is now inherently more sustainable.  And I’d like to be able to say that officers are automatically using these at the earliest stages of decision making, rather than the night before the deadline.  But in all honesty I can’t say that…yet!  However, I can say that I’ve had conversations with officers from parts of the Council I would never have dealt with before, as they ask for my help or advice on how to complete the evaluation.  And I can say that Members have been challenging officers if they feel that the evaluation hasn’t been done properly or has missed something – one Scrutiny committee refused to hold a meeting when the reports they were presented with had somehow slipped through the system without an evaluation!  Small steps but all in the right direction!

We are making progress on our other policies and strategies like procurement where we are developing a Community Benefits policy.  We’ve also embedded the seven wellbeing goals and five sustainable development principles in our service planning process.

So we are gradually building on our early adopter work and implementing the WAO recommendations, and I think it is beginning to make a difference – awareness of the Act is certainly much higher than it was, and hopefully this awareness, together with the policies and processes in place to back it up will mean that Monmouthshire genuinely becomes a more sustainable place.

Looking outwards

I’ve been visiting lots of partnerships which sit underneath our newly formed Public Service Board and talking to them about what the Act means for us, for them and how we can work together.  Levels of awareness varies, but all have welcomed the chance to understand the Act better and think about how they can contribute to the Wellbeing Assessment and Plan.

wellbeing-assessment-pic

In August we started a big public engagement exercise called Our Monmouthshire to help inform our Well-being Assessment.  We have plenty of data, but to try and avoid falling into the “lies, damned lies and statistics” trap, we are going to events, shows, markets, coffee mornings, schools, support groups and more to find out what people like about living in Monmouthshire and what they think would make it even better.  We have commissioned Our Monmouthshire banners, big maps, postcards and fact and future trends cards to stimulate discussion and debate, and Council officers and other PSB partners are going out and about to get feedback to shape the Well-being Assessment.

wellbeing-assessment-pic-2jpg

We’re trying to make it as easy as possible for people to feed in their views, so as well as face to face, people can also contribute online and via social media.  Residents can feed in their views and ideas via a short online questionnaire, or via Made Open, Monmouthshire’s online digital engagement platform.

madeopen

The Wellbeing Assessment is a huge piece of work, and the more far reaching our engagement work, the more information we have to process, but it should result in a rigorous and well informed Assessment which will well equip the PSB to decide on priorities for the Wellbeing Plan in 2018.

So, in summary so far, I think I’d agree with the guidance on the Act, which says that sustainable development isn’t an end point, but the process of improving well-being or a way of doing things.  Embracing the Wellbeing of Future Generations Act as a way of working, rather than just complying with the letter of the law, is a journey.  And I believe that it is a journey that we are well on the way with.

What does modern Learning and Development look like?

How relevant is learning and development (L&D) within today’s workplace and does it have a positive influence? Russell Higgins of the Wales Audit Office recently completed a study to assess the impact of L&D within the workplace with particular focus on evaluation. For the study Russell used the Wales Audit Office as a case study organisation.

My research covered a variety of objectives which included how effectively and efficiently L&D needs were identified and delivered in the workplace, how to measure and quantify the relevance of L&D and how organisations can benefit from its effective measurement.

Identification of learning

The thing that struck me in the very beginning was that with financial budgets becoming tighter and tighter, it is essential that both public and private sector organisations deliver cost effective L&D solutions. In order to do this L&D professionals need to make sure that the learning is accurately identified and focuses on organisation’s priorities which in turn will bring a positive return on investment and expectation. The L&D solution should also aim to raise individual skills and motivate them to do things differently.

L&D needs can be identified in various ways – from an organisational point of view (a top-down process where the organisation is thinking about goals and vision) and via the appraisal process, where the line manager is key in identifying the right learning and development solution. The line manager therefore has a key role in the identification of L&D.

The role of line managers

Line managers have the opportunity to identify the L&D needs of the people they manage and can use this information to provide guidance and coaching.  Research findings suggest that this opportunity is frequently missed as managers do not always have the skills, confidence and / or motivation to identify and address the L&D needs. Indeed some research conducted by Penny Hackett stated that some line managers see all performance problems as training problems and expect trainers to provide solutions. If line managers are not knowledgeable about clear identification of L&D then it is likely that the learning identified will not be aligned to the organisational business strategy. Following my research I believe it is important that line managers have regular contact with members of staff throughout the year to discuss and review individual L&D requirements. Line managers should be skilled and knowledgeable enough to ensure that when L&D is identified it is delivered in the most appropriate manner and not only via the traditional classroom based manner.

The 70:20:10 model

A visiual representation of the 70:20:10 model, as described in Russell's postMy research found that learning and development was splitting onto 2 i.e. traditionalists and modern workplace learning. Traditionalists tend to focus on traditional classroom training or e-learning, whereas the modern workplace learning practitioner is more likely to work with line managers to develop the most appropriate way of learning, using the 70:20:10 model – 70% of the learning takes place in the workplace (on the job learning), 20% from other forms (like mentoring and coaching) and 10% through the traditional classroom method. This is a massive change for the way that staff learn and develop, and a big change for the L&D function so that they think about things in a different way. Modern workplace learning also puts the emphasis on getting people to take accountability for their own learning, rather than it being done to them.

A visual representation of the Kirkpatrick Model as a pyramid, as described in Russell's postThis therefore presents a challenge in terms of evaluating the impact of learning within your organisation. When thinking about the Kirkpatrick model of evaluation (there are loads of different models available, but this is the most common one used by L&D functions) which focuses on four key areas – reaction, learning, behaviour and results. My research found that very few organisations are actually looking at all four aspects, especially level four which is results – did the learning have any return on investment?

I also found that organisations tend to use a generic evaluation form, however quite often these should be tailored so that they fit the specific learning and development objective. In order to be useful to the organisation, the evaluation needs to go beyond the first two levels of the Kirkpatrick model (reaction and learning) and in order to do this, the line manager role is essential – have they seen a change in behaviour, has there been a return on investment on the activity?

I believe that L&D functions of the future need to be fully in touch with all departments to ensure that they are providing L&D interventions that are fully aligned to business requirements and organisational strategic objectives. There is also a joint dependency between the line manager and L&D function. They need to work together to ensure that all aspects of the Kirkpatrick evaluation model is followed.

RHP: Great customer service, great employer

A photo of RHP's 5 year strategy mural

RHP’s 5 year strategy mural

It’s impossible to have effective public services without staff that are committed and motivated to deliver them. So how do we go about doing that? Dyfrig Williams visited London housing provider RHP Group to learn more about their approach.

I’ve always been interested in how organisations make the most of their staff. When I worked at Participation Cymru, we noticed that organisations that harness their staff’s knowledge and capabilities tend to be the ones who are good at involving the public when planning their work.

So I was really interested in the work RHP are doing, and when the opportunity came to visit the organisation after meeting their Chief Executive David Done, I was as keen as mustard.

Culture

One of the first things that struck me is the effort that RHP put into building and maintaining the culture of the business. RHP recruit people based on behaviours, and subsequently measure performance against these skills and behaviours rather than qualifications. The assessment centres at interviews focus on that, and once employees have been appointed, all new starters go through a “wow 3 weeks” of induction that ensures that all new starters have the same experience and are aware of the organisations’ values.

Their approach to culture and empowerment isn’t something that just applies to new employees. Existing employees had said that they wanted the opportunity to stay and progress within the organisation, so RHP developed a Climbing Frame approach to staff development that allows existing staff to move up the organisation through promotion, or move sideways through a secondment.

Learning and Development

A photo of RHP's meeting room, which is nicely decorated to provide a relaxed environment

RHP’s meeting room – a bit different to your average one

RHP’s learning and development approach is based on gaps in their business, for example their approach to risk management and decision making. I’ve often felt that the traditional training course approach to personal development is a tick-box exercise (I think only about three of the courses that I’ve attended have genuinely changed the way that I work in about eleven years of working in public services), so it was interesting to see how RHP is favouring a bite-size approach to events that last between ninety minutes and half a day.

This approach includes the Great Place to Think sessions, where external speakers are invited to speak on topics that are relevant to the organisation. Wayne Hemmingway has spoken on creativity and Gerald Ratner spoke about resilience and bouncing back from failure.

The Great Place to Debate sessions also give staff the opportunity to debate contentious issues. RHP is moving into offering five year tenancies, and points from the “All new social tenancies should be offered on five year terms – yes v no” debate informed its approach.

The Live Lounge also harnesses staff’s own learning, as employees lead discussions on their areas of interest, including topics as diverse as social media or politics. Live Lounges are 3-2-1 discussions (held at 3 o’clock, 2 way discussions for 1 hour). One employee who is a personal trainer spoke about health, and another employee movingly spoke about their mental health experiences.

The Good Practice Exchange has been working with public service partners on Behaviour Change Festivals across Wales, including in Bangor, where the Centre for Behaviour Change used gamification to influence attendee behaviour (it’s worth checking out Participation Cymru’s blogpost on this for more details). So I was really interested in how RHP are using the approach to look at how employees react to high pressure situations. They developed games with an external company, where points are rewarded on decisions they made during the game and whether they made the right decisions and the consequences of those decisions. The scenarios were based on what people experience at RHP, so employees could see and empathise with the challenges that their fellow employees faced. And as someone who has a dubious taste in murder mysteries, I absolutely loved how they have used those scenarios to test how staff make decisions under pressure!

I also learnt how RHP have developed RHPedia, an online knowledgebase in the mould of Wikipedia that equips people with the knowledge they need to deal with any enquiries and to deal with specific issues. What I loved about this approach to knowledge sharing is that anyone can add their expertise to the site. The next stage will be to offer this site to customers

And if all that wasn’t enough, RHP also have an internal volunteering scheme. Whilst that isn’t unusual in itself, 107 people volunteer out of the 250 people who work for the organisation (which includes people who donate to support the projects that employees volunteer on).

Benchmarking

If you’ve made it this far through the blogpost, you’ll be unsurprised to learn that RHP is an Investors in People gold organisation. RHP have used the Times 100 to benchmark it’s success in the field, where it came fifth in the UK, and it now uses the Great Place to Work Award. This year, RHP were placed at number one for this award. They also use the Customer Service Index to see what others are doing and what makes them good, whilst also asking customers what a very good service would look like.

And the feedback shows that all this work is worthwhile.96% of employees are satisfied with working for RHP and 83% of customers said they are satisfied with the service they receive. And Geraldine Clarke, RHP’s L&D Advisor told me that “If you want to be great at customer service, you’ve got to be a great employer. You can’t be one without the other.” If you’re similarly looking at how you can make the most of the people within your organisation, we’d love to hear from you.