External evaluation report

                                   Beyond coasting: the journey to excellence

               ...
External evaluation report

                             Beyond coasting: the journey to excellence
                      ...
External evaluation report

                             Beyond coasting: the journey to excellence

         BCG methodol...
External evaluation report

                               Beyond coasting: the journey to excellence
                    ...
External evaluation report

                              Beyond coasting: the journey to excellence
                     ...
External evaluation report

                             Beyond coasting: the journey to excellence
                      ...
External evaluation report

                               Beyond coasting: the journey to excellence
                    ...
Proportion of responding     Northampton
Appendix: Questions and                                      managers scoring 6 o...
Upcoming SlideShare
Loading in …5
×

Lsis Bcg Project Final Report

365 views

Published on

Evaluation report on measures to enable colleges to improve performance

Published in: Education, Business
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
365
On SlideShare
0
From Embeds
0
Number of Embeds
4
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Lsis Bcg Project Final Report

  1. 1. External evaluation report Beyond coasting: the journey to excellence Pilot purpose Conclusions This short report draws on two more 1. Both colleges’ capacity to improve has been detailed reports for each college in the pilot boosted by observable shifts in their leadership project to work with the leadership of culture middle-performing colleges: Between 70%-93% of managers in both colleges Gloucestershire College and Northampton became confident of their staff commitment to - and College. CEL specifically developed a the capacity of their colleges to-improve. This change methodology with Bath demonstrably rose 15%+ in the college in which we BCG used 30 days to work Consultancy Group (BCG) to move FE could measure it with the Principal and colleges from satisfactory to good to managers of each college 2. The commitment of the Principals to their excellent and commissioned them to trial it. Gloucestershire: February- This report outlines the project and four own leadership learning was central to change July 2007; key conclusions we think emerge from the Well over 2/3 of managers in each college testified Northampton: July 2007-July perception data gathered about a project to positive changes in their Principals leadership 2008 designed to: 3.We think the strongest impact may have been •  Accelerate progression from satisfactory on the confidence of managers to challenge total improvement process ltd or good to excellent, in particular shifting and act External evaluators of this the capacity to improve project. Our evaluators conduct “More willing to challenge peers supportively, •  Raise achievement levels action-centred evaluations of clearer with team about priorities.” capacity-building projects •  Build greater educative capacity amongst involving 60 UK FE colleges, the 4. We think the outcomes of this action teachers and lecturers leading to an UN, Council of Europe, UK research indicate powerful opportunities to County Councils and Regional enhanced experience for learners galvanise colleges neither in crisis nor yet on a Development Agencies. They strong trajectory of improvement •  Lead to greater local partnership and advise the Association of joint endeavour on local skills In the college where we could measure it every Colleges. improvement and economic improvement score on 17 improvement questions rose an average of 22% in 7 months
  2. 2. External evaluation report Beyond coasting: the journey to excellence Gloucester College is the “For curriculum managers there is an “The Principal has released his need largest college in its region and overall view that we are moving in the to be involved in all aspects of work one of the largest in the UK. It right direction and achieving…there's and appears to be trusting his operates from mainly two sites been some quite dramatic moves - system managers more. He now lets decisions and has about 40,000 learners in busting - there are fewer intransigent on whether to allow a learner back to Further and in Higher Education. It areas. There is more optimism among college after exclusion be made by has recently moved into new middle managers.” another colleague.” accommodation Northampton College has approximately 13,000 learners, a turnover of almost £28 million and over 600 full time members of staff. it provides Higher Education courses funded through The In its 2004 full inspection the college University of Northampton. It is currently was judged satisfactory. Leadership beginning construction of new buildings In Spring 2008 Gloucester College was and management were judged judged to be a good college with strong satisfactory. Improvements to finances leadership from principal and senior and the quality of teaching and managers having led much improvement learning were noted, as was improving since 2004. Strategic direction with retention. Targets were challenged as In its last full inspection in 2005 the challenging targets was judged to be insufficiently ambitious. Strong college was judged satisfactory. understood and shared by staff, along Leadership and management were judged leadership and communication were with a strong commitment to continuous noted but quality assurance and action satisfactory. It had very successfully improvement. managed a merger with Daventry Tertiary planning were questioned. College. Its curriculum management, “I feel that the Principal is much more “My manager now trusts me to make implementation of quality assurance and aware of the impact his response to informed decisions on running my self-assessment were questioned and its issues has on those around him and has department. I do not have to justify observations criticised as insufficiently therefore directed a lot of effort at trying to every decision made and my budget rigorous. Subsequent visits showed endure he gives out the right message, in is my responsibility, This is a real observations to be improving and some the right way.” departure” improvement in using quality data
  3. 3. External evaluation report Beyond coasting: the journey to excellence BCG methodology Evaluation focus Data collected BCG’s approach integrated work on strategy, The project in Gloucestershire College A questionnaire - asking questions leadership and culture and began with a started in February 2007 and completed derived from extensive interviewing series of meetings with the Principal and in October 2007. Evaluation started in of managers and stakeholders - senior managers, enabling them to name and July and focused on emerging requested respondents to score tackle the challenges within the college. outcomes. questions and also provide This was followed up by a leadership and In Northampton College evaluation examples of change It was put to 75 partnership workshop for managers based started in July 2007 and a managers in one college of whom on the work of Barry Oshry and designed to: questionnaire for the manager 50 responded and 60 managers in •  Help managers better understand the issues population with the same core of another of whom in January 39 and that colleagues and customers are facing questions was used in both colleges - in July 28 responded and learn strategies for creating effective but in Northampton was administered in partnership up, down and across January 2008 and again in July 2008 for organisational comparison. •  Learn strategies for creating effective The main reason for the interviews was partnership working up, down and across organisational lines to identify the success criteria used by A DCFS perspective managers to judge the success of the •  Both Principals chose to use the BCG intervention. “It's about engagement at institutional consultants for coaching conversations. level where they are chugging along The focus of the questionnaires was a •  BCG facilitated follow up sessions with very nicely ..... it's getting their buy combination of local success criteria manager groups to reinforce the positive in.... Something very specific aimed with leadership criteria used by patterns of change. at that group. The core of it seems to OFSTED to judge capacity to improve be peer-to-peer support for the and success criteria identified in •  In Northampton they helped the college Principal.... which can only come from experiment with cross-functional action- discussion with DCFS (formerly DfES). building a foundation of respect ..... inquiry groups to address change tasks. We were looking to see if BCG helped that is not a category of intervention each college raise its “trajectory for •  Final workshops took stock of progress and you get from rent-a-consultants.” identified next steps. improvement”
  4. 4. External evaluation report Beyond coasting: the journey to excellence Perception scores high …about behaviour “My staff have noticed how much The proportion of managers in both colleges who Conclusion 1 more they have seen (the Principal) scored their college’s capacity to improve at 6/10 and have appreciated the praise he or more ranged between 70-90% (see Appendix). In Both colleges’ capacity to has given them.” Northampton College their scores improved improve has been boosted by “…more willing to challenge peers between January and July by about 20% supportively” observable shifts in their Typical observations about what is now “Quality Improvement Network leadership culture established and providing network being communicated support against a common agenda. “More roadshows which give more staff the “..the culture we need to New leadership and management opportunity to attend and find out what’s going on” make the yoghurt!”- Manager “The message from (the Principal) is a lot clearer now: development appointment at senior level.” If leadership cultures work at three quot;Are you happy working in a merely Satisfactory levels (see Edgar Schein, (Grade 3) college or would you rather be working in inventor of the term “corporate one that is good or better?quot;. That has made them able culture”) then we would argue to discuss concerns with senior managers.” they are: “The managers have a new vocabulary with which to …about mindset •  What is communicated discuss roles and behaviours” •  Behaviour “There is more shared responsibility •  Mindset about making it happen ......now we Example of significant change We see indicators of change in know satisfactory is not good “There is greater involvement of staff rather than a both colleges at all three levels enough ......there was a purely ʻtop downʼ approach. An example would be the impacting on two key aspects of complacency, we are mobilised to recent staff conference which brought strategy down to capacity to improve: action now ...... we are worried now a level that could be understood by most staff and •  The ability of managers to focus and feeling inadequate but doing managers and actually engaged them rather than on and act to make something”. asked them to ʻrubber stampʼ something.) The strong improvements “I think I now look at things from message from the Principal that ʻonly the best is good •  The commitment of staff to other peoples point of view and try enough for our learnersʼ has strong resonance with improvement and confidence in to understand the frustrations they most staff in the college and is a clear indication of his their managers to lead have with some of my actions” vision for the college.” improvement
  5. 5. External evaluation report Beyond coasting: the journey to excellence ”More robust statements being Perception scores made about the goals of the Between 70-75% of managers in both colleges Conclusion 2 organisation, relaying the message rated positive changes in the leadership behaviour that satisfactory is no longer good The commitment of the of their Principals. In one college the Principal’s enough, more visibility, Big Principals to their own shift dominated perceptions - in another over a Breakfast for staff. Has been open longer period it seems to have bred a shift amongst leadership learning was about own personal development managers across the college. central to change journey” In our experience Principals can “The Principal has made reference often underestimate their influence. himself to his adoption of the Managers in both colleges focused What they learnt included… project’s principles. I welcomed his on their Principals, each of whom interactive” roadshows” “My personal learning has been that we've not as had reputations for very different yet found a way of having the conversations we styles of leadership. One thing that characterised both was an openness need to have about performance…to accommodate strict notions of accountability… a to change - significantly facilitated by the trust earned by their respective steely core within a humane and respectful culture ..We have now managed to find more of BCG consultants. Another was a But the change can be an edge in our relationships and I expect my readiness to set an example of learning by deliberately talking direct reports to do this with theirs.” unsettling for those who about their mistakes and the mastered the earlier style “I probably knew the issues before .... but this personal changes they were setting allowed me to be reflective..... It meant “I feel that there has been a greater themselves. There is evidence from recognising how seriously my words get heard.” degree of autonomy and less directed interviews and questions of just how What people noticed… influential this was. ‘control’ from above. I am a middle manager. The cultural change from “I feel that (the Principal”) is much more aware of the very top to director level has been the impact his response to issues has on those mixed but evident. But many are still around him and has therefore directed a lot of cautious of this ‘new school’ effort at trying to ensure he gives out the right approach.” message, in the right way.
  6. 6. External evaluation report Beyond coasting: the journey to excellence “More willing to challenge peers Questionnaire responses supportively, clearer with team about Conclusion 3 priorities.” Just over 2/3 of responding managers in We think the strongest each college were able to identify specific “I feel more freedom to make decisions.” personal shifts in behaviour. Major impact may have been on the “Maintaining the “Door B” scenario and categories of examples included: confidence of managers to trying to look at problems / issues from a •  more assertive/proactive challenge and act positive point” •  more self-aware behaviour “More feedback from my colleagues. •  more empathy We specifically checked with •  more active in ways that aligned with the Engaging more…. managers claiming that behaviour bigger picture had improved about what they “I’ve listened more and stepped back, themselves were doing differently. delegated more” Stronger more proactive middle A clear theme was a sense of being managers “It has given me the confidence to mandated to act differently; a pursue working with frontline staff, “Much greater inclusion of Programme confidence to assert and also to involving them more frequently in Managers in the running of the College and step back. BCG have reflected on a decision making. It has enabled me to decisions on procedures and curriculum shift from managers wanting to challenge others and is giving me a initiatives.” please stakeholders to making framework for not picking up other choices between competing “Improved communication and working people’s ‘stuff’ as often as I have been interests and asserting priorities. across college. People from different areas doing.” They noticed the unexpected now know each other better and are more “I look more closely More aligned… at how my work, impact of helping managers literally responsive to one another. In several rehearse what they would say to instances individuals are meeting up on an and how I prioritise staff. This dimension of confidence informal basis to support each other.” resources, relates is very strong in the feedback we to the vision for the have gathered. Nowhere has this More assertive… College rather than been more evident than in the “I have become more strategic in my remaining insular stronger voice of middle managers thinking. I have become more assertive in and relating only to - especially curriculum managers. my decision making. I have encouraged my own team.” my line reports to do the same.”
  7. 7. External evaluation report Beyond coasting: the journey to excellence An OFSTED perspective Indicators that BCG interventions catalysed change “But the proportion of colleges that are Conclusion 4 “The catalysts have been the BCG workshop and only satisfactory, at 35%, is still too high. We think the outcomes of this Furthermore, almost three-quarters of the 21st century leadership buddies” action research indicate colleges currently in this category were “There is a certain urgency around the place also judged to be satisfactory at their last powerful opportunities to now ......BCG made as aware of what we need to inspection and are therefore not galvanise colleges neither in do ......going through Door B in pursuit of improving. quot;Coasting at satisfactory is not crisis nor yet on a strong excellence” acceptablequot;, trajectory of improvement “It’s the distance travelled between the Bath All should aspire to be workshop in October and the Summit in July - good or outstandingquot;. This pilot project has been action the level of commitment and activity of action OFSTED 2007 research to the extent that it has groups at the Summit, the change in Using this action research been collaborative, experimental, language of leaders - lots of assertive to generate new opportunities generated rich data about statements and strong words, the move to BCG has identified and tested through this processes and responses and high challenge, high support in a range of intervention a suite of possibilities for created new possibilities. Our issues, meetings and working groups” supporting colleges in this category such interviews leave us in no doubt “I feel that a number of managers as integrated change planning, team about attributing leadership shifts to have taken on board a number of coaching, diagnostics and systems this pilot - albeit in alignment with the messages contained in the thinking to enable feedback and dilemma other activity and earlier work we did with BCG and are management. interventions. Between traditional proactively thinking about/ management development and modifying their own behaviour.” Change methodologies to sit alongside consultancy this suite of action- traditional training and consultancy focused facilitative interventions “We've invested a lot in the Bath approach ..... lots “solutions” are already being used in offers, we believe, a real of the changes have been strongly influenced by improving healthcare in the NHS and in opportunity for colleges whose regional improvement of FE the BCG work ..... they have been very managers don’t have the time to influential ......I've invested a lot of my confidence responsiveness such as “Fusion” in the “go on training” but they want to in trying to learn from their approaches ..... tried to North West. We conclude these are learn - and their colleges need opportunities that now need to be follow them through and implement.” them to learn - from action. explored.
  8. 8. Proportion of responding Northampton Appendix: Questions and managers scoring 6 or more improvement out of 10 in perception scores related to capacity rating Gloucs Northmptn between Jan to improve College College and July 08 10. How confident are you that the college will build its 75% 93% 14% capacity to improve in ways that achieve noticeable impacts on learners over the next three years? 11. How successfully is planning by managers in the 77% 89% 16% college based on a realistic assessment of the strengths and weaknesses that exist in the part of the college under consideration ? 12. How successfully would you say the focus on 79% 93% 17% raising standards in the college has become an integral part of everyone's day-to-day business? 13. How successfully do you think the college is getting 70% 89% 19% the support of staff at all levels to make improvements that really make a difference to learner experience and achievement? 14. How successfully do you think the college is 60% 79% 21% increasing the confidence of staff in managers' ability to lead improvements that really make a difference to learner experience and achievement? 17. How successfully do you think the college takes 70% 71% 21% stock of the success of its attempts to improve learner experience and achievement to see if they really work?

×