National Remodelling Team

1
National Remodelling Team

• Principles of public/private partnerships in
  educational reform
• January 2006
• Anthony Spooner
• Consulting Strategies Ltd

2
What is a partnership?

• There is no single definition or model of
  partnership (Balloch and Taylor, 2001)
• Partnerships are highly contextually specific and
  come in all sizes, shapes and structures. There
  are no agreed definitions of partnership, nor is
  there a clear theoretical framework with which to
  analyse partnerships (DETR, 2000)
• Joint working arrangement where the partners
• are otherwise independent bodies
• agree to cooperate to achieve a common goal
• create a new organisational structure to achieve
  this goal
• plan and implement a joint programme
• share relevant information, risks and rewards
  (Audit Commission, 1998)

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Public-private sector partnership

• Contracting out Principal/agent relationship
• Catering/cleaning
• Private sector working with local districts
• Resource synergy a combining of resources and
  efforts
• Private Finance Initiative/Public-private
  partnership
• Policy synergy the distinctiveness of parties
  makes possible innovative policy development
• Social partnership e.g. Government, unions,
  employers
• Transformation partners seek to change or
  challenge the aims or operating cultures
• National Remodelling Team

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A partnership to deliver public sector reform
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Our private sector contribution enables a unique
partnership with our public sector colleagues
Best in class consultants
Our intellectual property is free
Strength of relationship
CSL inside
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The National Remodelling Team grew from a pilot
that explored how to free teachers to teach
Transforming the School Workforce Pathfinder (32
schools)

• Public/private partnership to bring about
  fundamental system change
• a strong sense of purpose in our work
• change at point of service delivery
• change that builds capacity and capability in
  existing delivery channels
• perceived as an independent change agent

National Agreement
Extended Schools
Workforce Modernisation
Targeted Youth Support
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Social partnership government, unions and
employers working in concert

• Why is it important?
• Single agreed versions of advice and guidance
  signify solidarity of purpose within the sponsors
• Other aligned advice providers are not
  competitors
• All stakeholders will have to take new positions
• Not about finding only the common denominator
  (committee)
• Not compromise (collective bargaining)

What are the implications for public sector
reform?

• Develop new joint objectives
• Produces a coherent vision of the future
• Partnership between public and private sectors

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A reform channel enables significant public
sector reform at the point of service delivery

• Appropriate capability and capacity to allow new
  reform products to be carried down to the point
  of service delivery
• Drives local delivery and implementation of
  national programmes keeping to nationally set
  ambitions and timeframes
• Minimum parts of the system are brought together
  to ensure that the reform is delivered and
  sustainable
• Big enough to ensure that the change happens
• Not too big that the entire system has to move
  forward before anyone does
• Delivers coherent easy to consume processes and
  content to the point-ofservice-delivery

9
We have created a cascade training model to
enable reform channel development
NRT Core Training Team
Training
NRT Multi-agency Trainers
80
Continuous Quality Improvement
LA/LEA Remodelling Advisers
150 310
LA/LEA Remodelling Consultants
2,000
Schools
23,000
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A number of critical success factors inform our
model of public sector reform
Workforce reform levers
Social partnership
Public sector resources
Critical success factors
Mainstream delivery
Challenge to the system
Implementation resources
Enabling programme
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Critical success factor Implementation resources

• Implementation resources
• National network of LEA and school-based advisers
• Training and skills transfer of the highest order

What are the implications for public sector
reform?

• Public sector is weak on process tools and
  techniques (and strong in content and
  relationships)
• This is not about leadership this is not about
  training and development
• This is about building capability and capacity to
  change
• Initiate change in the place where there will be
  least resistance to change and then bring
  change up front in the implementation

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Critical success factor Mainstream delivery of
transformation

• Mainstream delivery
• Use of the existing Local Authority delivery
  mechanisms
• Local knowledge and intelligence supported from
  the centre
• School-based teams implementing school-led reforms

What are the implications for public sector
reform?

• Differentiated local delivery for a national
  programme
• System emulates success part of their CPD not
  a theoretical central model
• Not prescribed nationally or locally
• Only use system bypass if the change is small
  and/or the system doesnt have an ongoing role in
  supporting the service units

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Capacity building to deliver public sector reform

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Capacity building in the reform channel starts
with development in three areas
Process

• Managed Change Process
• Change Curve
• Rational, Political and Emotional

Tools
Capabilities

• Facilitation
• Coaching and mentoring
• Feedback

• Analysis methods
• Problem solving
• Planning methods

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Process A proven managed process of change
underpins our reform work
Mobilise (the organisation)
Discover (what works the issues)
School Challenges
and challenges keep happening
Deliver (The results)
Results
Deepen (the issues)
Develop (Vision Plan)
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Process A natural emotional curve will take a
dip before motivation picks up
Mobilise
Discover
Deepen
Develop
Deliver
and sustain!
Confidence
ve

• We have a plan to success
• We have an answer

Emotional State

• Made the right decision
• We have some news

We have a solution

• There is a solution
• We have some options

• Its difficult
• It is not the best news

• Not sure how to solve
• It looks like this.

-ve
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Process Emotional and political barriers must be
overcome before rational solutions can be accepted

• Clear vision/understanding
• Case for change
• Plan of activities
• Agreed way forward

• Active involvement
• Groundswell of support
• Senior management consensus
• Personal staff commitment
• Visible stakeholder support

Rational
Political
Emotional
These are the difficult bits

• Enthusiasm
• Appreciation of need
• Clear role(s)
• Engagement
• Willingness to act

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Tools Each stage of the change process is
supported by tools and techniques

• Whats working
• Process mapping
• Stakeholder analysis

• Fishbone analysis
• Five Whys analysis

• PSTB
• Priority matrix

• Force field analysis
• Fan plan

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Tools Whats working well?
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Tools Fishbone analysis
The challenges of holiday provision
CHARGING
INFRASTRUCURE
RESOURCING
Competition for key resources and skills
Backfill cost of maintenance
Lack of consistency across year
Tension between e.g. Y.O. programme mainstream
Building capacity
Staff to run activities
Credits confusion
Infrastructure beyond activities e.g. food admin
etc
CRB checks anomalies
Competition from other providers
Parents contract around e.g. pick up etc
Need experience of running programmes
Damage to infrastructure
DFES guidelines
Security issues / Protocols
Legal obligations not universally understood
Governance v/s management
Look at US summer camps for ideas
Special Parental Consent
Long timescales often annual
Analysing demand
Public Liability Insurance
Practicalities of implementing SLAs
Responsibility in loco parentis
Variation/ flexibility is key
Emergency Procedures
MONITORING ACCOUNTABILITY
DEMAND QUALITY
SAFETY SECURITY
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Tools Five whys analysis
Teachers are 70
Costs too high
Low number of TAs
Premises staff costs 3.5
5 year routine maintenance plan undercosted.
Beacon school funding not renewed
Income heavily reliant on LEA formula.
Income too low
LEA uses January PLASC for Fair Funding formula.
New Council sports centre opened locally
Schools facilities are underused
School not used for external events.
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Tools Problem Solving Team Building (PSTB)
The process has 7 steps for the team to work
through
30 min example
Problem Statement
5 mins
Background
Idea Generation
10 mins
Idea Selection
Benefits/ Concerns Analysis
10 mins
Work Critical Concerns
Action Plan
5 mins
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Tools Prioritisation matrix
High
4
Therefore higher priority options
are 6. Abandoning the lunch break 4. Shortening
the lunch break 10. Providing lunch clubs
3
Impact
2
1
Low
1
2
3
4
Low
High
Do-ability
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Tools Stakeholder mapping
Attitudes, influence, and levels of involvement
in the project can be mapped
Involvement
Z
Team R
Functional Group 1
Dir. 2
GroupK
GroupX
Y
LineMgr
Strength of relationship
Strong
Head of Org
Functional Group 2
Weak
Dir. 1
Size of Bubble Degree of influence
Y
For the Change
Against the Change
Attitude
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Tools Force-field analysis
Staff supervision/support with child protection
work
Changed perception of parents towards social
services
More time for teachers to spend teaching
Added in depth knowledge of local context and
politics for social worker
Better outcomes for children
ve impact
-ve impact
Driving forces
Restraining forces
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Tools Brown paper process mapping
Issue/Red flags
Strength or weakness
Task
Links
Decision points
Live document

• .
• .
• .
• ..

ltProcess Titlegt
Sign-off

• Strengths
• .
• .
• .
• ..

• Issues/Flags
• .
• .
• .
• ..

• Opportunities
• .
• .
• .
• ..

Summaries of strengths, issues and opportunities
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Tools Fan plan

Sept 2005

Example categories
Each action/deliverable appears in a box on the
plan
Mar 2005

Example time periods
Sept 2004

Jun 2004

Mar 2004
Dec 2003
..,.
Ph 1
Ph 2
Ph 3
Example phases
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All of these techniques are collaborative
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Capabilities Facilitation involves attending to
process, task and people
Process Choosing and following the right
process
PeopleManaging the emotional and political
dimensions
TaskEnsuring that the objectives are met
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Capabilities Coaching is a process of helping
people to help themselves
Exploring new experiences
Coaching process
Getting peopleto want change
Challenging ideas and assumptions
Questioning
A coach encourages self discovery and assists
with the embedding of new learning
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Capabilities Giving and receiving feedback
should become a natural way of operating in a team

• Using this kind of phraseology for both WWW
  EBI
• When you
• I felt
• Because I
• I would like
• Because
• What do you think ?

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• Remodelling acknowledges the unparalleled
  resource which exists in all schools the staff.
  By harnessing the expertise, commitment and
  passion which exist within the whole staff, and
  by working with other schools and the wider
  community, schools can begin to shape their own
  future.

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Summary

• Our private sector contribution enables a unique
  partnership with our public sector colleagues
• A number of critical success factors inform our
  model of public sector reform
• Capacity building in the reform channel involves
  development in three areas process, tools and
  capabilities
• Public-private partnership is not simple to
  achieve, but greatly worth the effort and the
  journey