Local area help and advice
Strategic buy-in and engagement
Why these issues
and products?
2
Self assessment tool for local
authorities
Local authorities draw
on solutions or
modules within them in
response to their own
priorities & issues
Self assessment
LA issues
Other evidence
including local
workforce strategy
development
Action plan
Solutions developed in
response to LA issues
3
Help and advice products
4
Guidance & practical
approaches to maximising
the impact of workforce
activity on outcomes for
children & young people
Impact on
outcomes
Operating in an
environment of
budget cuts, this
provides tools to help
frame the challenge,
& guidance on
financial models,
commissioning &
innovation
More for
less
Vision,
values
and
behaviour
s
Local
workforce
strategy
Embedding
integrated
working
practices
Advice and ideas to support embedding
integrated working practices – and to
review progress and address barriers to
roll-out
5
Key features of the support
• Develop understanding
• Stretch thinking
• Stimulate creativity
• Share learning
• Practical & evolving
Guidance and tools to help
develop and embed vision,
values and behaviours
(culture change) - and put
these into practice
Guidance & practical tools
for engaging the right
people in the right way at
the right time giving
workforce issues the right
profile
Strategic
buy in and
engagemen
t
Guidance on LWS, embedding IW
practices & vision, values &
behaviours -including practical
exercises & diagnostics, as well as
workshop approaches for putting policy
into practice
Engagement model
6
Solution content
Basics
• Statutory framework of
guiding principles and
policy
•The need for ‘buy in’
• The need to communicate
• people working together to
provide better services
• Effective proposals
• people , volunteers,
practitioners, professional
organisations, etc
Skills
Process
Knowledge
• Identifying objectives
• Identifying people ,
volunteers, practitioners,
professional organisations,
etc
• Models of engagement
• Benefits and blockers for
people , volunteers,
practitioners, professional
organisations, etc
• Approaching blockers
• Your role in engaging
people
• People, volunteers,
practitioners, professional
organisations, etc
management
• Strongest local services to
inspire weakest: What
works and what doesn’t
work?
• Insights
• People, volunteers,
practitioners, professional
organisations, etc
experiences
Ensuring improved outcomes
Local workforce business plan
7
• Targeting engagement
• Effective proposals
• Networking
• Negotiating
• Achieving successful
outcomes
“You are
never too old
to be part of
something
magical
”I loved being
with them on
their exciting
journey”
Reading
Harry
Potter
“Everyone was
reading it on
buses, at work.
We were all
sharing in
something
special”
“Immersed
in the
conversation
– the time
flew”
“Being challenged
constructively by
people with an
opinion I value”
8
Listening to
bedtime
stories
“When was I
last REALLY,
REALLY
engaged?”
Having
dinner with
my best
friends
“I could really
identify with the
characters – I
want to be like
them”
“Being able to
express myself in a
safe environment
where my opinion
counts and I listen,
enjoy and learn”
“I felt
part of it”
Going to a
music
concerts
“I stepped
right into the
story”
“The
journey
towards a
(hopefully)
happy
ending”
“I was
amongst
friends – we
all share the
same
passion”
“”I knew
where it was
going and
could trust
the
experience”
“I recognise the
skills required for
us to succeed”
“I keep active score of
where we are, were
we could be and
where we need to be”
“I fully understand
the bigger picture
beyond a single
game”
“I recognise and
respect loyalty”
“I fully understand
the impact of
winning and
losing”
“I recognise the
importance of
psychology”
9
“I am attentive
throughout the game
and throughout the
season”
“Never question
my passion or
commitment”
Here is an
extreme
example - being
a football
fanatic
“I would never
dream of switching
sides”
“I spot
underperformance
and I expect it to
be dealt with”
“I understand the
extent and nature of
individual
performances within
the team”
“I know exactly
where we are in
relation to our
competition”
“I recognise the
effort required for
successful
fundraising”
“I keep abreast of the
charity’s current
situation , what could
be achieved now and
in the future”
“I fully understand
the problems and
the opportunities”
“I love hearing
positive stories
about
beneficiaries”
“I make an effort on
specific campaigns
as well as generally ”
“Never question
my passion or
commitment”
Being a charity
supporter
“I can make a
difference”
“I am able to
articulate the
benefits of
supporting the
charity”
“I like being
recognised for the
effort I make”
10
“I understand what
the impact of my
effort is”
“The charity makes it
easy for me support
them”
“I know when
campaigns have
been successful”
“I want a sense of belonging.
To be within a group where I
genuinely ‘fit’. Where I feel
safe and can fully contribute to
the best of my ability”
“I want to be part of
something big and special.
Something with substance
and importance. Something to
be proud about”
So what are
those drivers
of effective
engagement?
“I want to know that my
individual and team
contribution really matters.
Something that will change
peoples lives. I want it to
sustain. A genuine part of the
future”
“I want to go on a meaningful
journey. Something around
exploring and discovery. An
adventure. But an adventure
that matters”
11
“I want to be recognised for
my contribution. I want my
efforts and the efforts of my
colleagues to be valued and
seen to be valued. I want line
of site from what we did to
what was achieved”
“This is just not realistic. The
timescales are crazy, and the
target ambitions will never be
achieved. I do not want to be
associated with a doomed
project”
“I am overwhelmed. I already
am up to my eyes and the idea
of taking on another task that
will deflect me from my core
work is just unacceptable”
…and what are
the barriers to
effective
engagement?
“I need to see and understand
the bigger picture. I have no
idea where this has come from,
where it is going and how it
could possibly contribute to the
overall success of the
organisation”
12
“I’m scared. I do not know how my
contributions will be heard, I am
worried that where this project is going
in incompatible with my values and I
have no confidence in my ability to
respond well to the changes that are
happening”
“I just don’t get it. I don’t
understand what is trying to be
achieved and I certainly have
no sense of what it has to do
with me”
Show how it
will be
achieved
Accelerated
experience
Look at the
project from
their
perspective
Use images
& stories
Not realistic
Make sense of
‘hanging
paradoxes’, e.g.
reduce costs but
improve
performance
Overwhelmed
…and what
are the
barriers we
need to
overcome?
See links
between
engagement
and target
outcomes
See impact
No clarity of
of target
the big picture
outcomes
on whole
system
Improved
Part of the
line of sight/
LWS/CAA/C
ensuring
YPP
improved
Create safe
outcomes
environment
More for less
to try stuff
13
Remove
complexity
Have a
charter &
ground rules
Make
engagement
easy
Make it
relevant
No
understandin
g
Make it
understandable
Effective
feedback
Scared
Focus on the
really
important
stuff
Demonstrate
how to
disagree
Remove
formality
Make it
bespoke to
the need
Make
individual
and group
contributions
clear
Accelerated
experience
Not realistic
Overwhelmed
Your target
outcome?
__________
No understanding
No clarity of the big
picture
Scared
14
Planning engagement
15
Identify your people, volunteers, practitioners,
professional organisations, etc & where they
fit in (engagement matrix) business plan _______________
(e.g. drop in cross sector health clinic)
People, volunteers,
practitioners,
professional
organisations, etc
Scope the business plan
e.g. Sponsor
Agree vision
e.g. CYP
What do they want?
e.g. Staff
Design & develop the
business plan
Sign off
Creative ideas
Review the past and have
creative ideas for future
NB – links with solution on ensuring improved outcomes
16
Implement the business
plan
Ongoing engagement
Engagement planning
Issue / target outcome
e.g. Implementation of CAF
in schools
17
People , volunteers,
practitioners,
professional
organisations, etc we
need to engage
Benefits for people ,
volunteers, practitioners,
professional
organisations, etc
Challenges / blockers for
people , volunteers,
practitioners,
professional
organisations, etc
eg Head teachers
eg Quicker identification of
children’s issues
eg Lack of resource /
teachers’ time
eg University course
leaders
eg Effective training
eg Lack of funding
eg School governors
eg Better school skills and
competencies to innovate
eg Other issues take
priority
What is your role/responsibility for
overcoming the blockers?
Unable to influence
Blockers?
• e.g. Lack of funds
•
•
•
•
•
•
•
•
18
?
Influence
Your role
How do we influence outcomes?
Establish the list of
our key
partners
Build a
partnership
map
Refresh the partnership
map and plan
19
Develop a
partnership
management
plan
Establish the list of key people including:
volunteers, practitioners, professional
organisations
Director of Children’s Services
Other directors in the local authority
HR and training functions
Directors of other agencies
Equality and diversity teams
Bodies external to the Trust e.g. Government Office
Members of the children’s workforce
Children’s Trust Board
Workforce business plan Group (or similar)
Children, young people and families
Voluntary, community groups and social enterprise organisations
20
Build a people, volunteers, practitioners,
professional organisations, etc map
Level of
engagement or
involvement in
the programme
Against the
programme
21
•Size of bubble =
degree of influence
•Thickness of line =
strength of relationship
For the
programme
or........
High
Sceptics
Advocates and
champions
Untapped potential
Willing helpers
Level of
influence
Low
High
Degree of support
22
People, volunteers, practitioners, professional
organisations, etc management plan
23
Knowledge
24
Sharing experiences and best practice
Heading
Notes
Session leader
Session heading
Summary
-Frame: What was the issue?
-Illuminate: What was the understanding of
engagement?
-Create: How was engagement approached?
-Embed: What was the outcome(s)?
Learning points
-What can be shared with/learnt by peers?
-What can be repeated?
-What should be avoided?
Further information
25
People, volunteers, practitioners,
professional organisations challenge
•Person, volunteer, practitioner, professional organisation, etc speaks for 10 – 20 minutes
•Challenge is set by the above
•Teams work in groups (one example per group) for 40 minutes to prepare a presentation
responding to the challenge set
•Teams are able to liaise with people, volunteers, practitioners, professional organisations,
etc to ask questions and make their proposals more effective
•Each team given up to 5 minutes to present proposal to a panel of people, volunteers,
practitioners, professional organisations, etc
•After each presentation the panel will be given 2 minutes to confer
•Following all presentations panel will feedback to the teams and elect a winning proposal
based on:
• Delivering an effective solution to the challenge
• Building a partnership with them
• Implementation
• Creating impact
•The winning team will receive a prize
26
Insights into engagement
27
Questions
Looking at the examples provided, what do you think are the
characteristics of campaigns that have really engaged people,
volunteers, practitioners, professional organisations, etc that
stand out for you?
What are the impact and benefits that these campaigns get from
having these characteristics?
28
Insight 1 – Jamie’s Ministry of Food
Jamie Oliver followed up his School
Dinners campaign by targeting government
to improve the culinary skills and thereby
the health, of Britain. Leveraging the
successful established campaign, he now
asked that:
•Cooking skills be taught to primary
children at school
•Cooking skills be taught to adults
•Food centers open all over the country
with professionally trained cookery
teachers to support them
•Incentives provided for employers to teach
cooking skills at work
His letter to ministers had a clear point of
view and demanded action
29
‘We are again at risk of malnutrition
… because we no longer have the
knowledge of how to cook and use
ingredients.’
‘Obesity already costs the NHS more
than smoking (£4.2 bn vs £2.7 bn).’
‘Experts now say the problem is
escalating so quickly that in ten years
time, 75% of people will be
overweight or obese.
‘Babies and toddlers are especially at
risk because many young mothers don’t
know how to cook, nor have any basic
knowledge of nutrition.’
Insight 1 – Jamie’s Ministry of Food
He showed action already taken, with a
variety of schemes tested, working and
positioned in the public eye for maximum
effect:
‘The Ministry of Food pilot in Rotherham
has already shown there is a huge
appetite from people to learn about basic
cooking and the huge need to understand
about a balanced diet.’
‘We set this up jointly with the local
council, who have enthusiastically
supported the project and confirmed they
will continue to provide funding. Other
towns are already planning to set up
additional centres from existing local
budgets.’
30
He demonstrates personal
commitment:
•I am prepared to help by setting up a
new team to provide the basic cooking
programme and training for teachers to run
them.
•Children need to be learning proper
cooking skills in primary schools as well.
My team is now talking to a leading
education body to develop a course.
•We are looking for it to be ready to test
later this year and launch in early 2009.
•Jamie’s Ministry website supports cooks
all over the country, and helps people to
pass on their cooking skills.
Jamie’s Ministry of Food
31
Insight 2 – Make poverty history
What...
How... (Messages)
How... (Action)
The story in 2005
•
New Year’s Day 2005 – high profile
launch with special edition of Vicar of
Dibley - followed by 600 vicars from
across the country joining Dawn French
to deliver a white band card to Tony
Blair
•
October 2006 - a
world record – 23.5
million people
worldwide stand up
against poverty
•
Campaign supported by a coalition of
charities, religious groups, trade unions,
campaigning groups and celebrities
•
2005 – one in four in
Britain take action
against poverty
•
February 2005 - Nelson Mandela
addresses over 22,000 people in
Trafalgar Square
•
•
March 2005 - the Click Film is shown
simultaneously on all commercial TV
stations. Stars from stage and screen
take part
2005 – 8 million in
UK wear the
campaign’s white
armband
•
No new demands
(trade justice, drop
the debt, more and
better aid) but scale
of campaign dwarfs
previous ones
•
Twenty years on from
Live Aid what’s
changed?
•
Millennium
development goals
include halving world
poverty by 2015. It’s
2005 - what progress?
•
•
Tony Blair’s
Commission for Africa
– can it deliver a
strong & prosperous
Africa?
UK to host G8 summit
in Edinburgh & hold
EU presidency – how
can the most be made
of these events?
32
•
July 2005 - White Band Day 1 Buildings around the world wrapped in
white bands
•
July 2005 – Live 8 concerts – 20 years
on from Live Aid
Make Poverty History
The make poverty history
‘CLICK’ message
‘a child dies completely unnecessarily as a result
of extreme poverty every three seconds CLICK
there we go CLICK that’s another one CLICK
somebody’s daughter CLICK somebody’s son
CLICK and the thing is all these deaths are
completely avoidable.’
33
Insight 3 – Battersea Power Station
Development campaign - How they did it
•Conveyed a great vision
•Set it out in on a large scale
•Invited people to a series of events over a several month period to access
the widest audience possible
•Set the events at different times to make it even more accessible
•Took the event out to those who might not come in local health centres, shops, businesses etc.
•Used videos of real local people talking about what it might mean for them
•Showed local people’s real engagement rather than focusing on the
council’s ‘great and good’
34
Insight 3 – Battersea Power Station
Development campaign - How they did it
•Identified clear benefits for different people , volunteers, practitioners,
professional organisations, etc, eg local house owners, park users,
businesses
•Answered detailed questions without specifying particular points of view
•Expressed benefits clearly and simply to target audiences, eg more jobs,
better transport, increased house prices
•Allowed space for concerns, within the event and in the way they
communicated
•Thought through potential concerns beforehand - were pro-active in their
recognition of, and dealing with, them.
35
Battersea Power Station
36
Insight 4 - Amnesty International
In 1961, British lawyer Peter Benenson launched a worldwide campaign,
‘Appeal for Amnesty 1961’ with the publication of a prominent article, ‘The
Forgotten Prisoners’, in The Observer newspaper.
His appeal was reprinted in other papers across the world.
The first international meeting happened soon after, with delegates from
Belgium, the UK, France, Germany, Ireland, Switzerland and the US. They
established "a permanent international movement in defence of freedom of
opinion and religion".
Amnesty International now has more than 2.2 million members, supporters
and subscribers in over 150 countries and territories in every region of the
world.
37
Insight 4 - Amnesty International
How do they do it? Amnesty International campaigns through a variety of
methods:
•It mobilises its members and supporters to put pressure on governments,
armed groups, companies and intergovernmental bodies.
•Activists mobilise public pressure through mass demonstrations, vigils and
direct lobbying as well as online and offline campaigning.
•Specialist e-networks put interests and professional skills to work,
campaigning on professional or personal interests, sharing information and
taking joint action.
•This exerts far more pressure than individuals working alone:
• Children's Human Rights network
• Lesbian, Gay, Bisexual and Transgender network
• TeachRights
• Trade Union network
• Women's Action network
38
Insight 4 - Amnesty International
Ways in which people , volunteers, practitioners, professional organisations,
etc are involved:
•Trainers are active and experienced Amnesty members who voluntarily run
workshops for groups of Amnesty activists as well as at conferences.
•Local groups are vital to the work of Amnesty. They usually meet once a
month to coordinate action on Amnesty cases and organise campaigning.
•Country Co-ordinators are active Amnesty members who advise and
support local groups.
•Speakers Amnesty's education and student team continuously recruit good
speakers for events.
•Student groups in universities and colleges meet at least once a week
during term time to campaign in various ways.
•Lobbyists lobby MPs about the issues which Amnesty is campaigning on.
39
Achieving successful outcomes
A firm commitment to action is the
desired end result.
Have you got yours?
40