Positive leadership behaviours are essential to any successful organisation. In the public sector, they can enable high quality direct work and support staff retention. This one-day workshop combines new content with material from the popular 2015 Research in Practice Learning Module on this topic to provide a fast-paced session for managers/middle leaders in both Children's and Adults' Services and colleagues working across both areas of practice in 'people' directorates. Aimed at: Team or service managers who manage case work in both Children's and Adults' Services and/or across both.

1. 1
Middle Leaders
Development Workshop
Carole Brooks and Gerry Nosowska
Associates

2. 2
‘Public services face unprecedented challenges. Rising
demand, changing demographics and increasingly stretched
finances mean that the choice for local authorities and public
service providers is stark: change the way they work, or face
the possibility of service retrenchment, increasing irrelevance
and perpetual crisis management.’
(RSA 2015)
‘The importance of effective leadership in local authorities’
children’s services cannot be underestimated’
Ofsted (2015)

3. Objectives
> Look at what makes a good leader and explore how
to lead organisations, people and practice to
improve outcomes for service users;
> Explore the different attitudes to uncertainty and
change, and how to support staff with these;
> Consider your role in building a culture that
supports professional judgement and evidence-
informed decision making
3

4. Time Session
9.15 Arrival, registration and coffee
9.30 Introductions, aims and objectives of the day
9:40 Session 1: The difference between leadership and management
10.50 Break
11:05 Session 2: Leading a Successful Organisation
12.45 Lunch
13:30 Session 3: Leading through Change
15:00 Break
15:15 Session 4: Leading Practice
16:15 Session 5: Your action plan
16.30 Close
4

5. Leadership Frameworks
Regulators expectations –
e.g. Ofsted, CQC
Professional Capabilities
Framework (Social Work)
Knowledge and Skills
Statement
The Leadership Qualities
Framework (Adults Social
Work)
• Leadership at all levels and
Excellence in:
• Culture
• Systems
• People
• Practice
• Analysis
• Decision Making
• Performance management
and improvement
5

6. The Difference
between
Leadership and
Management
6
‘Leadership – the art of
taking people where they
would not have gone by
themselves’
Henry Kissinger

7. Good
Leader
Clear goals
Integrity
Recognition
Good
example
Stimulating work
Focus on team
needs and
interests Support and
encouragement
Clear
communication
Vision
Inspiration
Expects the
best

8. Role Modelling – A Mirror Image?
‘Setting an example is not the main means of
influencing another, it is the only means.’
Albert Einstein 8
The Manager

9. Leadership styles
Managing =
transactional
leadership
Leading / inspiring =
transformational
leadership
9

10. Leadership research and theory
Participative Leadership:
− Tannenbaum-Schmidt (1958)
− Reddin (1984)
− Likert (1967)
Transformational Leadership
− Burns (1978)
Action-centred Leadership
− Adair (1973)
Situational Leadership
− Hersey and Blanchard (1977)
= Behaviour
= Relationships
= Control
10

11. Situational Leadership
11
How much
direction and
support are given
to others
Willingness and
ability of people to
carry out tasks
Image taken from:
http://www.selfawareness.org.uk/news/situational-leadership-and-
developing-great-teams

12. Authority, Power and Control Out of
your
control?
In your
control?
What you
may
influence
12
See page 23 of your delegate workbook

13. Resilience can be defined as the capacity to rebound from
adversity stronger and more resourceful (Walsh, 2006)
› Resilience is not a character trait (Rutter, 2006)
› Resilience can emerge at any point but early intervention
offers the greatest promise
› Managed exposure to risk is necessary if people are to learn
coping mechanisms
› Both risk and protective processes are cumulative a person
must have encountered unusually severe adversities and
shown signs of positive adaptation.
› Resilient qualities (Grant and Kinman, 2012)
› Five theses of resilience (LGiU, June 2015)
› HSE standards and tools (HSE, 2009)
Resilience
13
X

14. What can leaders do?
14
› Organisational culture: Build a culture of reflection
where self care is prioritised
› Job content and the working environment
› Self awareness and identifying emotional barriers
affecting practice and recognising when to intervene
to support individuals
› Learning culture and share good practice
› Improving support networks
› Reduce the stigma of stress
› Develop skills (Reivich 2005)

15. Exploring leadership behaviours
› On your tables, nominate someone to share a
situation where they or a colleague have been a
leader
› Discuss how successful the leader was:
> Were the 11 characteristics of a good leader present?
> Did they have control of task/individual/team?
> How resilient were they and who gave them their
support? How resilient were others?
15

16. Break
16

17. Leading a
Successful
Organisation
17

18. Four types of culture
18
Power Culture Role Culture
Task Culture Person Culture

19. The cultural web
19
The
paradigm
Symbols
Power
structures
Organisational
structuresControl
systems
Stories
Rituals and
routines

20. Systems leadership
20
› Make new connections
› Adopt an open mindset
› Embrace uncertainty and
change
› Draw on diversity
› Distribute leadership
› Establish a vision
› Promote values

21. Vision
21
‘Would you tell me, please, which way I
ought to go from here?’
‘That depends a good deal on where you
want to get to’, said the Cat.
‘I don’t much care where’, said Alice
‘Then it doesn’t matter which way you
go’
said the Cat.
From Lewis Carroll’s Alice’s Adventures
in Wonderland (1865)

22. Vision, values, strategy, goals
22
Vision
Statement
*What we want
to become
Values
*What matters
to us
Strategy
*How we will
achieve our
vision
Goals &
Objectives
*How we gauge
our degree of
success

23. Vision, values, strategy, goals
23

24. Social care with young carers
Our vision is…
Our values are…
Our strategic areas of work are…
24

25. Learning culture
25
Principles of a learning
organisation:
› Look back and forward
› Everything is connected
› Cause and effect are not
simple
› There is no blame – you are
part of the same system and
you influence each other

26. Safety culture
26
› Recognise that poor practice will happen
and needs to be identified as early as
possible
› Encourage everyone to speak up about
problems at an early stage
› Collate information about good and poor
practice, and analyse the factors that
contributed
› Use the analysis to prevent or reduce
problems arising in the future

27. Innovation and improvement
27

28. Deciding between options
28
Costs less and
makes more
difference - good
Costs more and
makes more
difference – may
be good
Costs less and
makes less
difference – may
be good
Costs more and
makes less
difference – not
good
Effectiveness difference
Cost difference

29. Communication
29
Good communication is about
creating something in ‘common’. It
therefore needs attention to the:
› Content
› Process
› Context
› Culture
› Philosophy

30. Stakeholder mapping
30
Influence
H Keep satisfied Key players
M
L Watching brief Keep informed
L M H
Interest

31. Lunch
31

32. Leading Through Change
32

33. Identifying what needs to change
33
The Problem Tree (Taken from: ODI, 2005)
See page 21 of your delegate workbook

34. Succeeding in Complexity
Evidence that:
› A study of 40 companies found
that 58% of change initiatives
failed to reach their goals”
(McKinsey, 2002)
› Only 25% of
change management initiatives
are successful over the long
term (Change and
communication survey 2013)
› Three quarters of children’s
services reported to be weak
(Ofsted 2016)
So we need to understand:
› How organisations work,
before we can effectively
change them
› Organisations now depend
more on people
> Complex, unpredictable,
dynamic
> Resistant to engineering
› Change is only made
possible by people
34

35. Kotter’s 8
steps to
change
35

36. Unfreeze – Change – Refreeze
36
Lewin’s Change Management Model

37. What staff say about change
37

38. Change Curve
Kübler-Ross (1969)
38
Image taken from: http://www.davidtaylorsblog.com/fight-
the-change-curve-v-the-choice-curve/

39. Capacity to change
39
Effort
Commitmenttochange
High Low
High
GENUINE COMMITMENT
Genuinely doing and saying the
‘right’ things for the right
reasons - regardless of whether
a professional is watching.
Identify own solutions.
APPROVAL SEEKING
Agree wholeheartedly, may be
effusive in their praise and
gratitude. Report they have
tried everything suggested, but
no change is evidenced.
Low
COMPLIANCE/
IMITATION/TOKENISM
Seemingly comply, but not for
right reasons and without
engaging - e.g. attend parenting
groups to ‘get the SW off their
back’ and don’t attempt the
techniques suggested.
DISSENT/AVOIDANCE
Overtly hostile, or actively
disengage/block professional
involvement – e.g. fail to attend
meetings, won’t answer the
door, are hostile in interactions.

40. What can leaders do?
› Right organisational structure and leadership, clearly define and
manage roles and tasks, monitor change by having clear goals.
Develop strategies to mitigate dysfunction and issues
› High quality CPD and learning culture, provide opportunities for
celebration and reward
› Understand that people may be unwilling to recognise and
address some aspects or find the challenge of making changes
overwhelming. Acknowledge that some people may show an
initial willingness to engage but fail to make changes.
› Recognise the impacts of the emotional nature of our work.
Enable staff to share how they feel in supervision and/or
share/work with peers and colleagues
› Keep on top of practice management, and staff management -
sometimes the best way to support is through being tough!
40

41. Making change happen: group exercise
Nice City: Our blueprint for
future service delivery
You have a role to play in
determining how services are
delivered and need to manage
your teams through this
What would you do?
41

42. Break
42

43. Leading practice
43

44. Using evidence
44

45. Evidence-informed practice
45
Decisions about how to best to promote welfare and
wellbeing are informed by
1. the best available research evidence and data
about what’s effective
2. practice expertise (built up through learning from
operational experiences)
3. views of service users themselves (expectations,
preferences, the impact of their problems, their views
on interventions)

46. Evidence-informed decision making
46

47. The need for professional judgement
‘Unaided clinical
judgment in
relation to the
assessment of
risk of harm, is
now widely
recognised to be
flawed.’
(Barlow and
Scott, 2012: 20)
Evidence-based actuarial tools
Professional judgement
STRUCTURED PROFESSIONAL
JUDGEMENT
47

48. Defensible decisions
› All reasonable steps are taken
› Reliable methods are used
› Information is collected and
thoroughly evaluated
› Decisions are recorded and
carried through
› Agency processes and
procedures are followed
› Practitioners and managers are
investigative and proactive
48

49. Building professional judgement
49
Skills:
> Curiosity
> Open-mindedness
> The ability to hypothesise
> Observation skills
> Problem-solving skills
> Ability to synthesise and
evaluate information from a
range of sources
> Creativity

50. Building professional judgement
50
Enablers:
> Social Work Accountability Framework
> Workforce Planning
> Safe Workloads
> Managing Risks and Resources
> Supervision
> CPD
> Professional Registration
> Effective Partnerships

51. Positive expectations
51
› People work best when they
are clear
› People can and will try to
change if it makes sense
› Performance can be improved
It is the behaviour and not the
personality that needs to
change
› Being clear what good work
looks like helps people change

52. Decision making
Children’s and adults’ services
Senior manager/ budget holder
Team manager/ supervisor
Practitioner
52

53. Continuous improvement
53
Current
performance
Improved
performance
(Adapted from Horwath and Morrison, 1999)
Clear goals and
monitoring
Leadership and
organisational
effectiveness
Policies/
procedures
Support,
supervision and
training
Planning based
on evidence
Resources
User engagement
Communication
53

54. Measuring outcomes
54
Mark Friedman’s Outcomes Based Accountability Approach to
measuring impact
How much are we
doing?
How well are we
doing?
# Is anyone better off? %
EffortEffect
QualityQuantityHow much
have we
delivered?
What do
people think
of what we
have done?
What
difference has
this made to
people’s lives

55. Evaluating impact
How will we know...
How much we have done?
How well we have done?
If anyone is better off?
55

56. What next?
› Action Planning
› Networking and who else can help you
› Further Tools and Reading
› Create an online RiP account: You can access
all of our learning resources by creating an
online account at:
www.rip.org.uk/login/create-account/
www.ripfa.org.uk/membership/create-an-
online-account
Please complete your evaluation form online
56

57. Please complete an evaluation
› Log in to your account
› From the MyRiP / MyRiPfA page select My
Feedback
› Select this event in your Open Items list
› Once completed you will be able to access a
certificate from the Completed Items list
57

58. A few thoughts to finish
58
> Social care matters
> You have influence
> Develop your internal and external motivation
> Look after yourself
> Prioritise
> Be accountable for what you are not able to do

59. 59
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