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Rbk Mouchel @ Lgc


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Organisational Development, Culture change and transformation, Executive Coaching

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Rbk Mouchel @ Lgc

  1. 1. Developing the workforce to deliver a fully integrated service ‘ building great partnerships’ Patrick Leeson Strategic Director of Learning & Children’s Services, Kingston upon Thames Peter Sharp Director of Learning, Mouchel plc
  2. 2. Workshop: Areas for exploration <ul><li>The Story </li></ul><ul><li>AIM - Developing an effective integrated service that impacts favourably on outcomes for Children and Families in Kingston upon Thames </li></ul><ul><li>The Process </li></ul><ul><li>Early buy-in through staff seminars and learning events, choosing the culture 2004 – 2009, aiming for ‘good to great’, thinking time, promoting ownership, signing-up the right people to the right tasks. </li></ul><ul><li>The Outcomes (so far!) </li></ul><ul><li>RBK Children’s Services Joint Area Review (2006) JAR scores – Childrens Services 4, Education 4, Social care 3, Health 3: </li></ul><ul><li>“ The overall effectiveness of the council’s children’s services is outstanding.” </li></ul><ul><li>Your journey </li></ul><ul><li>Forum for sharing ideas and your experience of the ‘Change for Children’ agenda </li></ul>Patrick Leeson Peter Sharp PS
  3. 3. Key elements of the story <ul><li>Developing a vision – Outcomes driven </li></ul><ul><li>Culture first, planning second, structure third </li></ul><ul><li>Plan the work, work the plan </li></ul><ul><li>People, Partners, Strategy, Process </li></ul>The Story Over to Patrick Leeson
  4. 4. The Story – Who is on the journey? What is the key group working towards an integrated service? The Story PL
  5. 5. <ul><li>RBK Chief Executive </li></ul><ul><li>Director of Learning and Children’s Services </li></ul><ul><li>Director of Community Services </li></ul><ul><li>Lead Member for Children and Young People </li></ul><ul><li>Chief Executive of Kingston PCT </li></ul><ul><li>Deputy Chief Executive Kingston Hospital Trust </li></ul><ul><li>Chief Executive Kingston Voluntary Action </li></ul><ul><li>Borough Commander Kingston Police </li></ul><ul><li>Chief Executive Connexions Partnership </li></ul><ul><li>Borough Commissioner for SW London and St George’s Mental Health Trust </li></ul><ul><li>Director for Service Transformation and Improvement PCT </li></ul><ul><li>Director of Public Health (or representative) </li></ul><ul><li>Consultant in Public Health PCT </li></ul><ul><li>Head of Children’s Services and Safeguarding </li></ul><ul><li>Head of School Improvement </li></ul><ul><li>Head of Strategy, Resources and Performance </li></ul><ul><li>Head of Human Resources </li></ul>The Story PL
  6. 6. Kingston Children’s Trust Arrangements The Story PL
  7. 7. Kingston Children’s Trust Arrangements The Story PL
  8. 8. Reporting Structure for joint commissioning The Story PL
  9. 9. The process <ul><li>Early buy-in through staff seminars and learning events, choosing the culture 2004 – 2009, aiming for ‘good to great’, thinking time, promoting ownership, signing-up the right people to the right tasks. </li></ul><ul><li>‘ Wicked issues’ tackled (e.g. resources, boundaries, freedom vs control, surplus of stakeholders) </li></ul><ul><li>Service review and development </li></ul><ul><li>Change management – choice not chance </li></ul><ul><li>Executive coaching and team events </li></ul>The Process PS
  10. 10. The process – facilitated by Mouchel 2005 - 2007 <ul><li>Seminars held with service managers on culture now 2005 and culture in 2008… adjectives and pithy phrases. Education, social services, health, voluntary sector </li></ul><ul><li>Seminar for elected members – aims, objectives, culture, governance, and outcomes focus. </li></ul><ul><li>Second round of seminars re common purpose and KPIs </li></ul><ul><li>Service review and development – specific services </li></ul><ul><li>Asset management review – focussed on effective use of resources </li></ul><ul><li>Executive coaching – identifying ‘wicked’ issues (those that can not be solved without multi-agency collaboration </li></ul><ul><li>Development of new structure – after establishing priorities and development areas </li></ul>The Process PS
  11. 11. The process – facilitated by Mouchel 2005 - 2007 <ul><li>Joint Area Review preparation – </li></ul><ul><ul><li>An objective and informed view of outcomes for each of the 5 areas plus service management and capacity. </li></ul></ul><ul><ul><li>Clear understanding of the process and how to manage it </li></ul></ul><ul><ul><li>Improved focus on key areas </li></ul></ul><ul><ul><li>Improved presentation of evidence. </li></ul></ul><ul><ul><li>Better focus on outcomes. </li></ul></ul><ul><ul><li>Greater confidence in presentation </li></ul></ul><ul><ul><li>Recommendations to inform improved partnership working </li></ul></ul><ul><ul><li>A best possible set of judgements </li></ul></ul><ul><li>Development of Children’s version of CYPP </li></ul><ul><li>Strength Deployment Inventory (SDI) for DCS and the leadership team </li></ul><ul><li>Even Better Place to Work – consideration by leadership team </li></ul>The Process PS
  12. 12. The Coaching Dynamic Sweet spot of coaching Effective Ineffective Ineffective Ineffective Ineffective Client Provides Open to possibility Eager to act Excited to learn Courage to experiment Capable of investing Desire to collaborate Willing to Grow Coach Provides Presence Tools Experience Structure Frameworks Clarifiers Concepts Solutions Life/Lifestyle Strategies Coaching proficiency Encouragement The process – Executive coaching The Process PS
  13. 13. The process – coaching models The Process Over to Patrick Leeson PS R – Review A – Affirm K – Know-how S – Scaling O – Outcome E – Evaluation C – Chosen solution E – Encourage I – Implementation V – Value T – Target I – Initiative C – Consideration of consequences T – Team A – Alternative solutions I – Insight R – Realistic, relevant goals S – Strategy P – Problem identification O – Observation P –Purpose E – Emotion C – Cognition W – Will (Wrap-up) A – Action O – Options P – Physiological R – Reality S – Social Context G – Goal Acronym Acronym
  14. 14. The Outcomes – so far The outcomes PL
  15. 15. The Outcomes The outcomes PL
  16. 16. The Outcomes <ul><li>Review of the Children and Young People’s Plan 2006-2007 </li></ul><ul><li>New Objectives in the Children and Young People’s Plan </li></ul><ul><li>• Develop a multi-agency parenting strategy as part of the prevention agenda </li></ul><ul><li>• Reduce bullying and fear of bullying </li></ul><ul><li>• Improve the quality of teaching and learning through better ICT provision </li></ul><ul><li>• Improve transitions, including primary to secondary school and transition between services </li></ul><ul><li>• Further develop school cluster services to ensure the extended core offer is available and accessible to all children, young people and families who need them, across all parts of the borough </li></ul>The outcomes PL
  17. 17. The Outcomes – latest plans 2007 -2010 <ul><li>Being Healthy </li></ul><ul><li>• Make further progress on the strategy to halt the rise in child obesity </li></ul><ul><li>• Increase the percentage of secondary schools with a compliant sex and relationships education programme </li></ul><ul><li>• Reduce waiting times for ASD and access to therapy and equipment services </li></ul><ul><li>• Improve provision for speech and language therapy </li></ul><ul><li>• Increase childcare for disabled children and access to leisure and recreational activities out of school </li></ul><ul><li>Staying Safe </li></ul><ul><li>• Reduce Re-referrals to the Safeguarding Service </li></ul><ul><li>• Reduce the number of first time entrants to the youth justice system </li></ul><ul><li>• Reduce the number of LAC placed in residential accommodation or with carers more than 20 miles away </li></ul><ul><li>• Ensure the prevention strategy reduces levels of vulnerability and improves gaps in outcomes for vulnerable groups </li></ul>The outcomes PL
  18. 18. The Outcomes – latest plans 2007 -2010 <ul><li>Enjoy and Achieve </li></ul><ul><li>• Continue to improve standards in the foundation stage for communication, language and learning and standards in writing at Key stage 1 </li></ul><ul><li>• Improve attainment at 1 or more A*-G grades at GCSE and reduce the number of pupils </li></ul><ul><li>who finish key stage 4 without any GCSE qualification </li></ul><ul><li>• Close attainment gaps for gender, fsm and non-fsm pupils and some BME groups </li></ul><ul><li>• Reduce the number of days lost to secondary education through exclusions </li></ul><ul><li>• Continue to improve the attainment of looked after children </li></ul><ul><li>• Improve the percentage of SEN statements completed within 18 weeks where medical advice is required </li></ul><ul><li>Making a Positive Contribution </li></ul><ul><li>• Improve behaviour and participation in positive activities by reducing the number of first time entrants to the youth justice system and increasing the number of young people effectively supported through the YISP </li></ul><ul><li>• Increase participation by disabled children and young people in mainstream activities in and out of school, including youth services and positive activities </li></ul><ul><li>Achieving Economic Well Being </li></ul><ul><li>• Improve the number of care leavers in education, employment and training </li></ul><ul><li>• Improve the number of care leavers in suitable accommodation </li></ul><ul><li>• Continue to reduce the number of school sixth forms with fewer than 170 students </li></ul><ul><li>• Improve the number of BME students who are in education, employment and training at age 19 </li></ul><ul><li>• Increase the number of young people aged 16-19 with learning difficulties or disabilities who are in education, employment and training </li></ul>The outcomes PL
  19. 19. 2007 ANNUAL PERFORMANCE ASSESSMENT OF SERVICES FOR CHILDREN AND YOUNG PEOPLE IN THE ROYAL BOROUGH OF KINGSTON-UPON-THAMES <ul><li>Overall effectiveness of children’s services Grade 4 </li></ul><ul><li>Being healthy Grade 3 </li></ul><ul><li>Staying safe Grade 4 </li></ul><ul><li>Enjoying and achieving Grade 4 </li></ul><ul><li>Making a positive contribution Grade 4 </li></ul><ul><li>Achieving economic well-being Grade 4 </li></ul><ul><li>Capacity to improve, including the management of services for children and young people Grade 4 </li></ul>APA Overall… significant improvement since the JAR PL
  20. 20. <ul><li>Managing a major budget reduction </li></ul><ul><li>Aligning structures and teams to new priorities </li></ul><ul><li>Wrestling with ‘more for less’ </li></ul><ul><li>Keeping energy and motivation levels high </li></ul><ul><li>Impacting on outcomes in a measurable tangible way </li></ul>What now? Over to Peter Sharp PL
  21. 21. What next? <ul><li>Kingston plan for more effective joint working: </li></ul><ul><li>Improve communication </li></ul><ul><li>3 levels: individuals, teams, groups </li></ul><ul><li>Manage conflict more effectively </li></ul><ul><li>Understand differences and value strengths we don’t have ourselves </li></ul><ul><li>Intentional positive communication ~ a feature of our culture in 2008? </li></ul>PS
  22. 22. An Even Better Place To Work <ul><li>Finding ways to make individuals and teams more effective </li></ul>PS
  23. 23. The international perspective <ul><li>6 dimensions of well-being: </li></ul><ul><li>Material well-being </li></ul><ul><li>Health and safety </li></ul><ul><li>Education </li></ul><ul><li>Peer and family relationships </li></ul><ul><li>Behaviours and risks </li></ul><ul><li>Young people’s own subjective sense of well-being. </li></ul>PS
  24. 24. UK 21/21 PS
  25. 25. Your journey <ul><li>Forum for sharing ideas and your experience of the ‘Change for Children’ agenda </li></ul><ul><li>Are there resonances here for you? </li></ul><ul><li>What are the key learning points from your journey so far? </li></ul><ul><li>Just how integrated are your services? </li></ul><ul><li>Are you confident that your plans are impacting on your chosen priorities? </li></ul><ul><li>Are Children and Young People in your authority thriving? </li></ul><ul><li>Where are the tensions and obstacles? </li></ul><ul><li>What has worked well for you? </li></ul>PS
  26. 26. Thank you for your participation today… [email_address] [email_address] PS