5B: What is 'success' in leadership and management?

At one provider, strategic management is particularly strong. The provider has a clear business plan, which is well written. It clearly sets out the values, aims and objectives of the company. Good use is made of local market and socio-economic information. The company is very aware of local needs and is exceptionally responsive to them. There are good systems in place for the financial management of the company. As a result there is financial stability in the company.

A regular analysis is made in trends of customers’ achievements. The senior management team holds monthly strategic management meetings to discuss the future development of the company. Throughout the company, there is a strong focus on the success of the customer group.

Monitoring the finance and performance aspects of the provision is extremely rigorous. Every month there is an analysis of cash flow, and management reports are discussed at senior management meetings. Managers use data and statistics to monitor and evaluate customer, programme and project performance. They have designed their own database for this purpose. It enables them to produce a wide range of management reports. They can monitor customers’ progress and attendance and take immediate action if problems arise. This also helps in planning their recruitment targets. There is careful monitoring of programme performance against financial expenditure, to ensure value for money. Weekly reports about programme performance are used to set targets for staff.

At one provider, basic skills staff work closely with vocational staff and learn about the vocational requirements and qualifications relating to the courses that customers are taking. This helps basic skills staff to teach the right literacy and numeracy elements with relevant emphasis. Conversely, vocational staff are given basic skills awareness training. There is good sharing of information among staff. They help each other with resources, the sharing of knowledge and application of skills.

Administrators carefully monitor customers’ start dates, leaving dates and the outcomes of provision. This information includes data on customers’ progress in basic skills. They produce reports on retention and achievement rates and on early leavers. These are given to curriculum managers, who can plan and take the necessary action with the support of the staff team to ensure that improvements are made. The provider also holds regular meetings with Jobcentre Plus staff to review the quality of its training. The outcomes of the meetings are used to draw up a joint action plan.

After an unsatisfactory inspection, one provider decided to redesign the programmes for its Jobcentre Plus customers. An innovative part of the design of the programme was the decision to involve their customers in the process. Customers were asked to complete feedback forms and give a rating on how successfully the stated programme objectives had been achieved. This exercise resulted in a programme consisting of two weeks of occupational skills training and ten weeks of pure jobsearch being changed to a programme consisting of four weeks of occupational skills training and six weeks of jobsearch activity. In addition, customers can now access a range of modular programmes within the jobsearch weeks, so the flexibility of the programme has been increased to meet customers’ needs. At the end of each module, customers provide feedback on how useful they think these have been to them.

 

Following an unsatisfactory inspection, one organisation increased the number of tutors working with customers on jobsearch activities from one to three.

This means that customers now receive more individual attention and support in contacting employers about possible vacancies.

Other decisions were made on how best to use the resources: one training room was specifically designated for motivational activities. This allows customers to move freely between the jobsearch area and the other support and training areas. The organisation also joined the local IAG network. This gives customers better access to independent information, advice and guidance on local career opportunities.

Managers of Jobcentre Plus programmes can now access the LSC Skills for Life Quality Initiative. Information on the Leadership and Management Programme associated with the LSC Skills for Life Quality Initiative can be found on the website: www.lsc.gov.uk/sflqi

Jobcentre Plus tutors can use this website to access the online core curriculum for professional development.

Local professional development centres offer a range of courses from the new qualifications at Levels 2, 3 and 4 to drop-in workshops on using information and learning technology (ILT) or self-assessment for tutors.

Some providers have supported their front-line, guidance and induction staff to complete Unit 1 of the new Adult Learner Support qualification. This provides them with greater awareness and understanding of language, literacy and numeracy needs while also enabling them to screen potential customers.

For more information on staff development, see the webography.