Exeter Workshop 3 Dave Ireland

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A presentation given at one of the National Youth Agency's regional events on the Governments new ten yearyouth strategy, called "Aiming High".



For more information visit www.nya.org.uk/tenyearstrategy

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Exeter Workshop 3 Dave Ireland

  1. 1. Integrated Workforce Strategies <ul><li>Dave Ireland </li></ul><ul><li>Cornwall Youth Service </li></ul>
  2. 2. Aiming Higher for Young People <ul><li>‘ ...a skilled and confident workforce will commission and deliver the most effective practice …to improve young people’s outcomes’ </li></ul><ul><ul><li>improving the quality of leadership and management </li></ul></ul><ul><ul><li>encouraging more to enter the profession of work with young people </li></ul></ul><ul><ul><li>fast tracking of young graduates into the youth workforce </li></ul></ul><ul><ul><li>ensuring that the Common Core is cemented across the sector </li></ul></ul>
  3. 3. <ul><li>Focus on outcomes for young people </li></ul><ul><li>Value the role youth work and youth workers play (Positive Activities Guidance, Jan ‘07) </li></ul><ul><li>Need to create flexible ways of working – maintain professional competencies of each occupational group (Specification for Integrated Youth Support Nov ’06) </li></ul><ul><li>Maintain youth work as a distinctive professional activity (Treasury Review, Jan ‘07) </li></ul>Summary of recent papers
  4. 4. The Youth Professional <ul><li>Personal Advisors are designed to be young people’s advocates – focus on targets to secure EET for the ‘disengaged’ </li></ul><ul><li>Youth workers have a sharp, meaningful advocacy role because they are seen (by some young people) not to be in that wider establishment mix – i.e. intending to manage young people’s lives </li></ul><ul><li>‘ Policy not to homogenise the youth workforce , rather achieve greater harmonisation. A fit between young people’s needs and the necessary skills base of workers..’ </li></ul><ul><li>Harmonise not homogenise - </li></ul><ul><li>the salad, not the soup! </li></ul>
  5. 5. A return to social pedagogy? <ul><li>Youth professionals more focussed on social pedagogy and a changing role to ‘…have regard for all aspects of children’s well-being including their social, emotional, health and educational development. </li></ul>(Building the vision, developing and implementing local integrated children’s workforce strategies, Children’s Workforce Development Council , 2007)
  6. 6. Integrated Youth Support Service Change Programme – April ‘08 <ul><li>Key strands will involve current delivery staff from the Youth Service and some Connexions staff: </li></ul><ul><ul><li>Engagement of Young People </li></ul></ul><ul><ul><li>IAG - Someone to listen to </li></ul></ul><ul><ul><li>Positive Activities - Things to do, places to go </li></ul></ul><ul><ul><li>Targeted Youth Support </li></ul></ul>
  7. 7. A strategic vision for the youth workforce from April 2008 on including: <ul><li>Excellence in people and performance management, equality and diversity in service delivery and partnership working </li></ul><ul><li>Develop leadership capacity...including attracting effective leaders from outside the sector </li></ul><ul><li>Develop workforce skills and capacity across specific services, management and the frontline workforce </li></ul><ul><li>Effective resourcing - ensuring that organisations are able to recruit, train and retain the staff they need </li></ul><ul><li>Pay, rewards and conditions structures to attract, develop and retain a skilled and flexible workforce while achieving value for money in service delivery and fairness </li></ul>
  8. 8. Sector skills analysis <ul><li>Who does face-to-face work? </li></ul><ul><ul><li>Youth Service </li></ul></ul><ul><ul><li>Connexions </li></ul></ul><ul><ul><li>Voluntary & Community Sector 13 – 19 </li></ul></ul><ul><ul><li>Preventative YOT </li></ul></ul><ul><ul><li>Young People’s DAAT </li></ul></ul><ul><ul><li>IAG in schools pre-16 </li></ul></ul><ul><ul><li>IAG post-16 (work with employers, etc) </li></ul></ul><ul><ul><li>One stop shops – personal support </li></ul></ul><ul><ul><li>Targeted Youth Support, 1–1 support for vulnerable young people </li></ul></ul><ul><ul><li>Positive activities </li></ul></ul><ul><ul><li>Young people’s Voice and Influence </li></ul></ul><ul><li>What roles and functions take place? </li></ul>
  9. 9. Key challenges for IYSS <ul><li>Overcoming cultural and structural barriers between professionals </li></ul><ul><li>Recruiting from outside Cornwall </li></ul><ul><li>Leadership for the IYSS agenda/management of change - ageing workforce </li></ul><ul><li>Developing common performance management systems & standards </li></ul><ul><li>Pooling of funding for WFD & CPD </li></ul><ul><li>Managing conflicting targets </li></ul><ul><li>Bringing qualifications/terms and conditions together across IYSS </li></ul><ul><li>Connecting to broader Children’s Services WFD strategy </li></ul><ul><li>Creating a more diverse workforce </li></ul><ul><li>Integrating data collection </li></ul><ul><li>Start early, start early, start early </li></ul>
  10. 10. Progress to date <ul><li>Common frameworks for induction and management training </li></ul><ul><li>Some understanding of competency and skills gaps </li></ul><ul><li>Links to wider children and young people’s WFD established </li></ul><ul><li>The inclusion of, and emphasis on, the ‘personal’ as well as ‘technical’ competencies – vision, values & behaviours </li></ul>
  11. 11. Critical behaviours <ul><li>Working Together </li></ul><ul><ul><li>Demonstrates an interest in and understanding of others </li></ul></ul><ul><ul><li>Adapts to team, builds team spirit and works well as part of a team </li></ul></ul><ul><ul><li>Recognises and shows appreciation of the contribution of others </li></ul></ul><ul><ul><li>Supports and helps others when appropriate </li></ul></ul><ul><ul><li>Helps to resolve conflicts and disagreements with tact and diplomacy </li></ul></ul><ul><ul><li>Showing tolerance, consideration and empathy and treats others with dignity and respect </li></ul></ul>
  12. 12. Critical behaviours <ul><li>Communicating Effectively </li></ul><ul><ul><li>Listens carefully and sympathetically and considers what others have to say </li></ul></ul><ul><ul><li>Communicates proactively and shares information widely with others </li></ul></ul><ul><li>Deciding and Initiating Action </li></ul><ul><ul><li>Takes responsibility for own decisions, work and mistakes </li></ul></ul><ul><ul><li>Acts on own initiative, works well autonomously and with minimal guidance </li></ul></ul><ul><li>Working Positively and Flexibly </li></ul><ul><ul><li>Effectively balances the demands and conflicts of work life and personal life </li></ul></ul><ul><ul><li>Effectively manages own emotions even during difficult circumstances </li></ul></ul>

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