Building a locally owned case for change

1
Building a locally owned case for change

• IYSS and support for vulnerable young people
• London
• 19th June 2007

2
Objectives

• To experience some tools and techniques to
• Help strengthen your locally owned case for
  change
• Identify the strategic partners that need to be
  included in effective IYSS/TYS implementation and
  how to achieve their ongoing engagement and
  support for the change
• Better understand the impact of services on the
  needs of vulnerable young people and how you can
  use this to support your case for change
• Network with colleagues to identify share good
  practice on which to build including
• How to gain a fuller understanding of the areas
  vulnerable young people and their needs
• Using vulnerable young people, their families,
  carers and communities in the case for change
• The pathfinder experiences
• Development of your comprehensive delivery plan
  and its fit with childrens trusts, the CYPP and
  neighbourhood plans

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Agenda - Morning

• 9.30 9.50 Agenda and Introductions
• 9.50 10.15 Welcome and context setting
• 10.15 11.45 Good practice sharing
• 11.45 12.30 Engaging key partners
• 12.30 13.15 Lunch

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Agenda - Afternoon

• 13.15 13.30 Reflection on Board Walk
• 13.30 14.00 Journey Mapping
• 14.00 14.45 World Café Young Peoples
  Engagement
• 14.45 - 15.15 Need and provision mapping
• 15.15 16.00 Local team planning
• 16.00 16.15 Next Steps and closing comments
• 16.15 Depart

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Domestics
Car Park
Slide Packs / CD-toolkit / Guidance/ Action
Learning
Introductions
6
Building on-going TYS learning communities

• Active learning opportunities and knowledge
  exchange

7
Integrating services is a long term project and
areas need support at different stages in their
journey
We will support you by developing sustainable
learning opportunities in which you can share
learning together
Regional networking
Web-based discussion
Local change teams
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1 Regional networking
By the end of today, wed like you to tell us
which of these youd like facilitated

• Existing networks put in real regional
  information here

Workshops on TYS themes eg commissioning
New action learning sets for networking and peer
support
LA learning visits to share good practice
9
2 Toolkit and web-based discussion
The TYS section on the ECM website will enable
discussions and sharing of good practices
An ongoing TYS discussion area with LA colleagues
Occasional themed discussions with a resident
expert panel
Regional national email groups for mutual
learning and support
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3 Local change teams
Some authorities want to focus more locally,
building relationships with childrens trust
partners through change teams. Change teams are a
diagonal slice of practitioners and managers

• Come up with ideas, short list, model, set
  measures for success and build a plan
• Commit valuable time and energy
• Involve others to build on or test ideas
• Role model excellent multi-agency team behaviours
• Learn a lot and enjoy themselves!

11
Integrated Youth Support

• Overview and Update
• Government Office London

12
Good practice sharing

• Opportunity to network with colleagues
• Share progress towards specific elements of the
  framework
• Highlight some good practice that you could use
• Share some of the pathfinder case studies
• Discuss key challenges you are facing
• Identify ideas and / or individuals which / who
  may be able to help your own challenges

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Good practice sharing the process

• One person from each Local Authority to remain by
  your board to answer questions from other
  delegates
• Others to visit as many of the other stands as
  possible
• Swap your team to ensure that you all have the
  opportunity to learn from the others
• Capture notes on the template as you go round
• Coffee Available
• 60 minutes

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The delivery framework
Service Delivery
1) A Locally-Owned Case for Change a. Involving
vulnerable young people, their families, carers
and communities in the case for change b. A
thorough understanding of the areas vulnerable
young peoples needs c. A thorough understanding
of current service provision d. Clear shared
goals for service reform e. A comprehensive plan
for service reform endorsed by key stakeholders

• 2) Processes
• a. Identifying vulnerable young people early
• b. Building a clear picture of individual needs
• c. Early intervention via universal settings
• d. Effective lead professional practices
• e. Appropriate settings for services

3) Young Persons Interventions a. Effective
support across transitions b. A focus on
preventative activities c. Information sharing d.
An evidence-based approach to intervention
Multi-Agency Working
4) Multi-Agency Structures a. An effective
structure for multi-agency working b. A clear
role for schools and colleges c. Structures to
target those outside the formal education
structure
5) Workforce Development a. Strong supervision
and support for practitioners b. Workers feeling
equipped and trained c. Long-term workforce
development d. Terms and conditions to support
multi-agency working
The Delivery Framework provides a project
management tool for local authorities and thus
supports their planning and delivery
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Question Elements- Locally Owned Case for Change
1) A Locally-Owned Case for Change a. Involving
vulnerable young people, their families, carers
and communities in the case for change b. A
thorough understanding of the areas vulnerable
young peoples needs c. A thorough understanding
of current service provision d. Clear shared
goals for service reform e. A comprehensive plan
for service reform endorsed by key stakeholders
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Question Elements- Locally Owned Case for Change
(cont.)
1) A Locally-Owned Case for Change a. Involving
vulnerable young people, their families, carers
and communities in the case for change b. A
thorough understanding of the areas vulnerable
young peoples needs c. A thorough understanding
of current service provision d. Clear shared
goals for service reform e. A comprehensive plan
for service reform endorsed by key stakeholders
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Sharing good practice discuss in table groups

• Discuss in table groups
• Populate flipchart
• Be ready to share some highlights in plenary
• 15 minutes in groups
• 15 minutes plenary feedback

18
Agenda - Morning

• 9.30 9.50 Agenda and Introductions
• 9.50 10.15 Welcome and context setting
• 10.15 11.45 Good practice sharing
• 11.45 12.30 Engaging key partners
• 12.30 13.15 Lunch

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Change management

• An overview

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Many of us have experience where change agendas
have failed and we recognise the reasons

• Complacency
• Failing to create teams with enough power to lead
  the change
• Underestimating the power of vision
• Failing to communicate the vision
• Allowing obstacles, real or imagined to block the
  vision
• Failing to create short-term gains
• Declaring victory too soon
• Neglecting to embed the changes in the culture
• Failure to consult
• Adapted from John P Kotter, Leading Change 1996.

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There are a number of sound principles to apply

• Open inclusive leadership that provides clear
  direction and focus, drawing on the contributions
  of all staff and stakeholders
• A positive and ambitious culture that enables
  everyone to play their part in driving the change
  agenda forward
• Developing constructive communication and working
  practices between all stakeholders
• An inclusive change team approach to help
  generate solutions, inform decisions and
  implement change
• A proven, structured process for managing change
  that is adaptable and supported by appropriate
  skills and tools
• Recognition and management of rational, political
  and emotional aspects that influence change

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We are utilising a proven change management
process to bring about the IYSS/TYS redesign work
Mobilise (YP, agencies community)
Discover (what is happening now)
IYSS / TYS
continuing to assess the needs of young people
and adapt the service model to deliver those
needs
Deliver (Establish thenew ways of working)
Results
Deepen (Really understand issues and
opportunities)
Develop (Vision and Plan )
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Critically, the approach also encompasses
emotional, political and rational dimensions

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

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

Rational
Political
Emotional
These areas are often not addressed, and provide
the greatest challenge

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

24
The remodelling change process recognises a
natural emotional curve that we all experience
Mobilise
Discover
Deepen
Develop
Deliver
Sustain
What we will do!
Confidence
What we can do!
What could we do?
ve
Whats been done?

• We have a plan to success
• We have the 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

• Now I understand, but . .
• Not sure how to solve

-ve
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Stakeholder Mapping

• What is it?
• A powerful stakeholder alignment tool that allows
  the team to quickly and visually assess their
  stakeholders impact on the success of a change
  programme
• A tool to develop strategies that increase
  stakeholder support
• A different way of looking at stakeholders
• A means of focusing stakeholder discussions
• When would you use it?
• Throughout all stages of the IYSS (or other)
  change programme to identify ways to align
  stakeholders and maximise commitment and support
  for implementation

Source http//www.everychildmatters.gov.uk/resour
ces-and-practice/IG00101/
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Stakeholder maps take the form of bubble charts

• The X-axis represents a rating of the
  stakeholders support for the change programme
• A scale of -5 to 5 usually works well, where 0
  represents neutrality
• The Y-axis represents a rating of the
  stakeholders involvement with the change
  programme
• A scale of 0 to 5 usually works well, where 0
  represents neutrality
• The bubble size corresponds to the relative
  influence the stakeholder has in the organisation
• High, medium and low are sufficient for this
  categorisation
• Lines are used to link stakeholders together to
  reflect their relationships
• The thickness of the line represents the strength
  of the relationship (thickstrong)

Source http//www.everychildmatters.gov.uk/resour
ces-and-practice/IG00101/
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An example stakeholder map showing support for a
planned organisational change
Attitudes, influence, and levels of involvement
in the project can be mapped
Involvement
A key individual disrupts the communication
between Team R and the Line Manager by making
threats
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 ofBubble Degree of influence
Y
Attitude
For the Change
Against the Change
Source http//www.everychildmatters.gov.uk/resour
ces-and-practice/IG00101/
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Stakeholder management review of the current
situation

• In LA teams
• Review your stakeholders on a brown paper map
• Identify those relationships that are working
  well the stakeholder is in the right space.
  Consider the rational, political and emotional
  reasons why this works well.
• Identify those stakeholders that are not in the
  right space at the moment. Consider the
  rational, political and emotional reasons for
  this.
• List 3 key actions to take on returning to the
  authority to address those stakeholders who need
  managing into a different space.

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National
NCVO
Charities
DCMS
CLG
Youth Justice/Police
Regional
Community
Arts Council England (ACE)
Police
Local strategic
Councils for Voluntary Services
Home Office
Voluntary
Ministry of Justice
Sport England
Assoc of Principal Community Youth Officers
Voluntary groups Eg play
Housing assocs
Youth Justice Board
Leisure
Youth Offending Teams
Compact
Faith groups
Residents associations
Key workers In charities
DH
4Children Make Space
Housing
Acute Trusts
Compact person
Service users

Court advocate?
SHA childrens lead
Leisure- Arts culture sports
GPs
National Youth Agency
Inclusion officers
USERS
Youth workers
PCT childrens lead
Teenage Pregnancy unit
PCTs
Family workers
Parents Carers groups?
Play workers
Young Voice
Health visitors
DCS
YP team?
Health
Youth workers
Community paediatrician
LAC team
Youth council
Other Programmes YISPs BIP BEST YIP PAYPs
Finance dept HR dept
Continyou
Child LD team
therapists
Lead professionals
Key workers
SureStart
Connexions
CAMHS
Charities
DATs
Transition officers
BEST
Local Strategic Partnerships
LA/GO
Anti-bullying group
EWOs
Learning mentors
Ed psychs
Local delivery Local Strategic Regional Nationa
l
LSPB (safeguarding Board)
LA Member for CYP
Support Staff
Schools Clusters, Federations, EIPs School trusts
(to come)
FE (individual)
Childline
Service User Involvement (SUI) groups
SENCOs
RCAs
Childrens Workforce Development Council (Estelle
Morris)
LSCs
Schools/ workforce
ADSS Solace
LGA CYP board
Govt offices
ESRAs, RAs Workforce Advisers
Unison Social partners
COGS (governors)
TDA
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Action Planning for Stakeholder Management
Specify where you want each stakeholder to be on
the map
Identify the stakeholders within stakeholder
groups
Determine the approach or strategy that you will
adopt to fulfill the objective
Assign responsibility for managing the
stakeholder or for individual actions as
appropriate
Be specific about what actions you will take
31
Agenda - Morning

• 9.30 9.50 Agenda and Introductions
• 9.50 10.15 Welcome and context setting
• 10.15 11.45 Good practice sharing
• 11.45 12.30 Engaging key partners
• 12.30 13.15 Lunch

32
The remodelling change process goes through a
number of key stages at each stage key partners
need to be on board.
Deepen
Develop
Deliver
Sustain
Form teams to develop sustainable solutions
Make sure we understand root causes of success/
challenge
Implement new services
Milestones
33
A tool to support Building a locally owned case
for change

• Objectives
• To share the approach and detailed findings from
  the discover and deepen stages.
• To secure political commitment to moving forward
  and developing solutions to some priority areas
  requiring attention
• Create a burning platform for change
• Key stages
• Build a straw model presentation around some
  hypotheses that are being tested during the
  discover/deepen stages
• Build a case that works on the rational,
  political and emotional levels to present an
  overwhelming case for change
• Ensure you have a strong, coherent story to tell
  select the best media
• Pre presents to key stakeholders
• Get agreement to act before closing the meeting

34
A boardwalk was the medium used in the
Pathfinder process
35
Over lunch

• Consider the best ways of communicating a case
  for change with stakeholders

36
Lunch

• Restart at 13.15 at tables

37
Agenda - Afternoon

• 13.15 13.30 Reflection on Board Walk
• 13.30 14.00 Journey Mapping
• 14.00 14.45 World Café Young Peoples
  Engagement
• 14.45 - 15.15 Need and provision mapping
• 15.15 16.00 Local team planning
• 16.00 16.15 Next Steps and closing comments
• 16.15 Depart

38
On your table groups

• Discuss and capture on a flipchart
• what you consider the best ways of communicating
  a case for change with stakeholders

39
Agenda - Afternoon

• 13.15 13.30 Reflection on Board Walk
• 13.30 14.00 Journey Mapping
• 14.00 14.45 World Café Young Peoples
  Engagement
• 14.45 - 15.15 Need and provision mapping
• 15.15 16.00 Local team planning
• 16.00 16.15 Next Steps and closing comments
• 16.15 Depart

40
Purpose of the journey mapping

• The mapping exercise will show how current
  service provision provides for the needs of young
  people as expressed through a case study
  building on care pathway approaches in the
  health sector
• The map focuses on understanding the as is
  situation thinking about how things could be
  different will come later
• Our aim is to identify good practices as well as
  issues and problems
• The mapping work falls in two stages
• Stage 1 mapping out current processes each
  service provider describes how their own
  processes respond to the needs of young people
• Stage 2 analysing the journey map service
  providers work together to appraise the current
  level of service provision

41
Young persons journey brown paper layout

• One swim lane per individual, group or agency
• Young person always at the centre
• Family and peer group may appear as swim lanes
• Other agencies as per involvement

YOT
School

• Scenario
• Xxx
• Yyy
• Zzz

Event
Event
Event
Young Person
Event
Event
Event
Event
Youth worker
Family Worker
Etc
42
Young persons journey exercise brief

• Each group focuses on one particular issue/need
  of young people for which there is a
  corresponding case study/brown paper
• Agree the key teams/agencies involved and ensure
  representation as far as possible for each
  journey map
• Map the activities of each swim lane around each
  of the events Post-Its in the young person swim
  lane
• Use different coloured Post-Its to represent
  different types of activity
• Identification Yellow
• Assessment Blue
• Referral Pink
• Treatment Green

43
Young persons journey map - walk-throughs

• Following the mapping exercise (in swim lanes for
  different teams/agencies), work as a whole group
  to understand the total picture
• For each swim lane, one person takes no more than
  2 minutes to walk everyone through the processes
  that have been mapped out

44
Young persons journey mapping - analysis

• Analyse the journey map as a whole and add
• Green flags describing where the process is
  effective
• Red flags describing where the process is
  broken
• Quotes first hand observations from your team
• Summarise the findings of the group under the
  headings Whats working well? and Whats not
  working so well?

45
Example brown paper output

• www
• .
• .
• .
• ..

• wnww
• .
• .
• .
• ..

Effective process
YOT
School

• Scenario
• Xxx
• Yyy
• Zzz

Event
Event
Event
Young Person
Event
Event
Event
Event
Issue/Red flags
Youth Worker
Live document
Family Worker
Quotes
Etc
46
Journey mapping subsequent prompt questions

• What is this picture telling us
• about the services/agencies and the way they are
  working?
• about the young person/family and what they are
  experiencing?
• Where can the young person fall through the net
  and why? Are there any overlaps and/or gaps in
  service provision?
• Are there any key activities that seem to make a
  difference?
• What could have prevented all or part of this
  happening?
• How is information shared?
• How are referrals/hand-offs managed? Is there any
  follow up to a referral? When? How?

Can also be used to test the quality of the
proposed / new design
47
Agenda - Afternoon

• 13.15 13.30 Reflection on Board Walk
• 13.30 14.00 Journey Mapping
• 14.00 14.45 World Café Young Peoples
  Engagement
• 14.45 - 15.15 Need and provision mapping
• 15.15 16.00 Local team planning
• 16.00 16.15 Next Steps and closing comments
• 16.15 Depart

48
Understanding local need for integrated services
including for vulnerable young people

• World café format to create a list of approaches
  you have used successfully or that youve heard
  of having been used successfully to create a
  robust understanding of local need.
• Start to collect ideas on your table (based on
  your preparation for the event).
• One person stays at the table the remainder
  move to another table and contribute to their
  thoughts/ideas
• Groups continue to move around.
• Return to original table and examine how your
  first thoughts have been built upon.
• Each authority to create their top 10 take away
  menu of ideas

49
World café the powerful question
50
Agenda - Afternoon

• 13.15 13.30 Reflection on Board Walk
• 13.30 14.00 Journey Mapping
• 14.00 14.45 World Café Young Peoples
  Engagement
• 14.45 - 15.15 Need and provision mapping
• 15.15 16.00 Local team planning
• 16.00 16.15 Next Steps and closing comments
• 16.15 Depart

51
Identifying local need what is life like as a
young person living in xx borough/estate?
Create a mindmap of need
Positive Contribution
Enjoying and achieving
Being safe
Economic Wellbeing
Being healthy
52
Linking need to provision in a particular locality

• List key needs from mindmap

• Indicate how this need is served or the gap in
  provision

53
Understanding local need tools and techniques
used during the pathfinder some of which are on
the toolkit

• Focused interviews
• Focus group interviews (practitioners,
  parents/carers, community)
• Questionnaires
• Workshops
• Photo montage

54
Agenda - Afternoon

• 13.15 13.30 Reflection on Board Walk
• 13.30 14.00 Journey Mapping
• 14.00 14.45 World Café Young Peoples
  Engagement
• 14.45 - 15.15 Need and provision mapping
• 15.15 16.00 Local team planning
• 16.00 16.15 Next Steps and closing comments
• 16.15 Depart

55
Planning our next steps
Engagement of YP, fam, comm
K E Y Q U E S T I O N s
Young Peoples needs
Service provision
Expectations And goals
Stakeholder Involvement In plan for change
Now
1
2
3
4
5
6
7
8
Timescale
56
Agenda - Afternoon

• 13.15 13.30 Reflection on Board Walk
• 13.30 14.00 Journey Mapping
• 14.00 14.45 World Café Young Peoples
  Engagement
• 14.45 - 15.15 Need and provision mapping
• 15.15 16.00 Local team planning
• 16.00 16.15 Next Steps and closing comments
• 16.15 Depart

57
Support available

• Materials from todays event
• Toolkit change process, tools and case studies
• Future events
• Request for 11 support
• Action Learning Sets
• Themed workshops, to be agreed
• Training in change management techniques

58
Self Assessment Tool against the framework
Downloadable from the following web link
http//www.remodelling.org/TYSdeliveryframeworktoo
l/
CD Toolkit
Tools / techniques used during the event We
will be issuing copies to each IYSS Lead to
distribute
59
Building a locally owned case for change Part 2

• When would you like to see the Part 2 event
  scheduled?
• Booking at remodellingevents_at_tda.gov.uk
• Will take us through the Develop, Deliver and
  Sustain part of the change process for this part
  of the delivery framework

60
Your feedback
Even better if
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