Leadership Project Report Draft v3

7/28/2019 Leadership Project Report Draft v3

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Leadership interventions: project report


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Contents


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1. Introduction

1.1 Partners who have contributed to the reportThis report has been prepared with the collaboration of the following partners:

Museums and Galleries Scotland

Libraries NI Museums, Libraries and Archives Council

Lifelong Learning UK

The Scottish Library and Information Council

CyMAL

ALMA-UK

1.2 Aims of the reportThis report is intended to provide an indication of current leadershipdevelopment interventions for the museums, libraries and archives sectors

across the four Home Nations. It is intended to provide information forstrategic decision-makers and also for managers in the sector who are lookingto develop leadership in their service. It is not intended as a comprehensivereview of all leadership activities in Scotland, Wales, England and NorthernIreland, but provides a snapshot of current and recent activities. The writers ofthe report have attempted to gain a range of examples with differentapproaches to leadership development from organisations of varying sizesand with varying resources available to them. However it has not beenpossible to find any examples from very small services, possibly because ofthe resource and staffing constraints within which these organisations work.

There is a short introduction to approaches to leadership interventions and thecontext for this study in each nation. Following this, the report adopts athematic approach, rather than listing interventions by nation. This is to enablea conceptual understanding of the different ways in which leadership can bedeveloped in museum, library and archive services and to facilitate learningacross nations. Details of individual organisations included in case studies arelisted in the appendix for reference.

1.3 Executive Summary

There is a varied picture emerging of leadership development activities acrossthe four nations.

Many examples of internal and external development activities have

been found in England, while fewer had been discovered in the otherthree nations

This may be because of data collection methods rather than real

differences in provision or activity levels

It has proved very difficult to find leadership development activities

originating from the archives sector

Larger organisations and those working within a Local Authority context

are more likely to have good access to leadership developmentactivities


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It is much more difficult for small and less well-resourced organisations

to engage in leadership development activities, whether internal orexternal

External leadership development courses provide benefits for participants,

particularly in gaining distance and perspective on their working practices,developing networks, learning new ideas and gaining confidence. However,they are not always well co-ordinated with internal working practices orpersonal development plans once individuals return to their place of work.This can limit their effectiveness in creating change within organisations in thesector. However, there are some very good examples emerging of externalcourses which are based on making the link between external learning andeffecting internal change. It may also be that the sector has not usedopportunities like the Cultural Leadership Programme in the most effectiveway: focussing on the formal learning opportunities rather than the networkingand work-based interventions that are offered.

There are a number of examples of innovative approaches to internalleadership development, including working with local FE and HE providers todevelop bespoke learning opportunities, coaching, mentoring and buddyingprogrammes within organisations. Some organisations are weavingleadership development into corporate change programmes, using it as a toolto improve effectiveness, change approaches to working and meet newchallenges.

Several organisations pointed out the challenges for leadership development

in the current environment. In a situation where workforce developmentbudgets are being cut and staffing levels reduced it can be difficult to justifyleadership development activities and several programmes have beensuspended already. However, senior managers in the sector also point out thepotential opportunity of wide-ranging organisational change to integrateleadership development into all aspects of working. There are some goodexamples in this report of how this has been done. However implementing thiskind of approach requires time, planning and a recognition of the potential ofleadership development to improve organisational effectiveness.


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2. The context for leadership development

This section sets out the context for leadership development in each of thefour nations, noting that this can be very different across England, Wales,Scotland and Northern Ireland due to different administrative structures and

approaches to leadership development.

In preface to the specific national contexts it is also important to mention thenew economic and funding situation that services are currently facing in allfour nations. This may make it more difficult to fund leadership developmentwork, as budgets for workforce development are subject to review. Activitiesthat have taken place in the past and which may be mentioned in this reportmay not continue in the future or may be scaled back.

Several participants in the study emphasised the importance of leadershipdevelopment at this critical time for services. As layers of staff in middle-

management positions are reduced in many services, and with an increasingemphasis on locally determined service provision, it is more than evernecessary to ensure that staff in frontline positions have the skills needed tolead community engagement, service development and partnership activities.

Some senior staff have also mentioned the need to develop new leadershipqualities to deal with the challenges of slimming down services, meeting newstringent budgets and change management. In addition, the emphasis onphilanthropy and financial sustainability requires new skills that existingleaders may not feel they possess but which will be important for the futuresuccess of their organisations.

2.1 Scotland

MuseumsMuseums Galleries Scotland (MGS) represents over 340 museums andgalleries from Scotlands most northerly island to the most southerly part ofthe borders. Our membership spread includes Local Authority museums,independent museums, regimental museums, university and 3 nationalmembers.

The promotion of leadership within the sector is part of the role of theWorkforce Development Manager. Museums Galleries Scotland have recentlypiloted their new continuous improvement tool QIS (Quality ImprovementSystem), quality indicator 5 of which focuses on Leadership.

See http://www.museumsgalleriesscotland.org.uk/the-

programmes/quality-improvement-system/

MGS took on the task of gathering the thoughts and opinions of members onhow their organisations identify the need for leadership development and howthey have responded to this. Along with supporting information on theirwebsite, a questionnaire was drafted and circulated directly to a cohort of

mentors (5) and mentees (6) who had recently participated in a mentoringproject run by MGS. 2 of those mentors / mentees responded.
http://www.museumsgalleriesscotland.org.uk/the-programmes/quality-improvement-system/http://www.museumsgalleriesscotland.org.uk/the-programmes/quality-improvement-system/http://www.museumsgalleriesscotland.org.uk/the-programmes/quality-improvement-system/http://www.museumsgalleriesscotland.org.uk/the-programmes/quality-improvement-system/


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In addition to this, the questionnaire was also circulated electronically aroundall MGSs member contacts and a further 6 responses were received.Whilst the return of information was low, they did in fact hear from almost allmember types. Clearly, however, this information cannot be considered as

representative of the voice of Scotland, instead provides the thoughts andopinions of a few members.

LibrariesSLIC works closely with the Chartered Institute of Library and InformationProfessionals in Scotland and together have a long established interest inworkforce development, leadership, training issues and drafting newqualifications especially in the light of the rapidly changing skillsrequirements in the areas in which our members work. SLIC does not havefunding to commission and fund leadership development so works creativelyto support what is provided in workplaces and through external sources.

SLIC:

Monitors the impact of Clore, Cultural Leadership Programme, Society

of Chief Librarians, CyMAL and other Leadership DevelopmentCourses

Encourages uptake of MBA and Chartered Manager qualifications

Encourages leadership development through Public Library Quality

Improvement Matrix which specifically looks at leadership in localauthority library services to set up an environment where taking thelead is welcome and includes less senior staff. A culture of enablement

rather than specific training programmes. Sponsors places from those demonstrating leadership potential in the

PLQIM process at CILIPS annual conference

Provides information on individuals training and professional

development and works through CILIPS to provide CPD programmeswhich include some leadership elements

Supports the CILIP mentoring scheme in Scotland

Works with LLUK and other UK agencies to encourage leadership

programmes and skills

ArchivesThe Scottish Council on Archives is also just about to pilot its draft continousimprovement framework ARMS (Archives and Records ManagementServices) which has a quality indicator dedicated to leadership

see http://www.scoarch.org.uk/notice-board/171

PLQIM, QIS and ARMS are all related to an overarching improvement tool forlocal authority culture and sport services in Scotland called HGIOCS (HowGood is Our Culture and Sport?). All of the Scottish frameworks are based onthe EFQM 'Excellence Model', referenced in 3.2.1 in Libraries NI's case study.
http://www.scoarch.org.uk/notice-board/171http://www.scoarch.org.uk/notice-board/171


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2.2 Northern Ireland

The MLA sector in Northern Ireland comprises:

PRONI, The Public Record Office of Northern Ireland, founded in 1923

and part of the Department of Culture, Arts and Leisure (DCAL) within the

Northern Ireland Civil Service. As such it has access to civil serviceleadership development opportunities.

National Museums Northern Ireland (NMNI), an arms length body of DCAL

with four sites across Northern Ireland.

Local Accredited Museums; these are members of the Northern Ireland

Museums Council (NIMC), an arms length body of DCAL. Of the 38 localaccredited museums 20 are part of local councils. A number of those inthe voluntary and independent sector are part of larger organisations suchas the National Trust. NMNI and NIMC work together to providedevelopment opportunities.

Libraries NI, the recently established (April 2009) regional library servicefor Northern Ireland, an arms length body of DCAL and the largest publiclibrary service in the UK. Its focus to date has been on equipping staff tofulfil their new roles in this new organisation.

The sector in Northern Ireland (population 1.8m) lacks the critical mass togenerate a whole range of leadership development activities at a local sectorspecific level. Rather, there is a focus on a small number of activities andthen participation in UK-wide initiatives from the professional associations,sector skills councils etc and collaboration with colleagues in the Republic ofIreland. There is also a tradition of working with leadership institutions in the

USA such as Boston College and the Federal Executive Institute.

2.3 Wales

CyMAL:Museums Archives and Libraries Wales is a division of the Welsh AssemblyGovernment. CyMAL represents a significant investment by the AssemblyGovernment in the development of local museums, archives and librariesservices to meet 21st century needs. CyMAL provides the Minister forHeritage with authoritative policy advice; gives advice and financial support tolocal museums, archives and libraries; develops and implements policies

appropriate to Wales. CyMAL is the Sponsorship Division for the NationalLibrary of Wales and Amgueddfa Cymru - National Museum Wales.

CyMAL works closely in relation to workforce development with the sectorskills councils: Creative and Cultural Skills and Lifelong Learning UK .Support is provided to the sectors professional development associationsCPD programmer. Professional and personal development is encouragedvia CyMAL grant programme.

LibrariesWales has a network of public, educational and specialist libraries providingaccess to a wide range of print, multimedia and online resources. There areover 320 public library service points in Wales open 10 hours a week or more;


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over 110 Higher Education and Further Education libraries and learningresources centres; and the National Library of Wales, one of 6 Legal Depositlibraries in Great Britain and Ireland.

Museums

An estimated 160 organisations hold collections and display them to thepublic in Wales, and therefore could be called museums; these includeNational Museum Wales, National Trust sites, Local Authority museums,independent museums, regimental museums, and universities. Approximately87 museums in Wales meet the UK Accreditation Standard for museums.

ArchivesThere are 13 local authority archive services in Wales, which collect andpreserve records relating to the history of the local area. There are also anumber of higher education and specialist archive repositories which collectarchives of local and national interest and importance.

Leadership interventions in WalesMuseum, archives and libraries in Wales are generally aware of the nationalleadership programmes available to the sector (e.g. Clore Leadershipprogramme and Cultural Leadership Programme). There has been low takeup of these programmes by sector workforce in Wales because theseinterventions require time, financial and logistical commitments thatunfortunately only few organisations can accommodate. Constraints sufferedby organisations during the economic downturn has also made it very difficultto release staff for long programmes as current capacity will not allow backfillof posts on a regular basis.

Staff with caring responsibilities, women with flexible working patterns inparticular, sometimes find it difficult to undertake development programmesthat are not flexible in their delivery. Short courses such as those offered byClore have more appeal to staff in the sector, than programmes that requiretime spent away from home. Logistical requirements can also constrain staffin taking up courses that require travel across Wales. Distance learningleadership programmes such as offered by the Open University have beenundertaken by individuals because they offer flexibility in approach to study.

Most of the public service in Wales provide accredited leadershipdevelopment via corporate training programmes e.g. ILM and CMI, F.E. andH.E. institutions have been involved in the delivery of some of theseprogrammes. Accessibility to these programmes however is often linked tolevel of management post i.e. some local authorities restrict access only toHeads of Service and above, other offer a framework of developmentopportunities which are open to all new management staff.

Most of the public service in Wales provide accredited leadershipdevelopment via corporate training programmes e.g. ILM and CMI, F.E. andH.E. institutions have been involved in the delivery of some of these

programmes. Accessibility to these programmes however is often linked tolevel of management post i.e. some local authorities restrict access only to


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Heads of Service and above, other offer a framework of developmentopportunities which are open to all new management staff.

There are a plethora of short leadership courses offered by private trainingproviders available across Wales, some are accredited or linked to the

management standards. These are very much off the shelf and generalist inapproach. A directory of courses is provided by Leadership & ManagementWales (LMW) which is a Welsh Assembly Government (WAG) sponsoredproject that aims to improve and enhance leadership and management skillsin Wales. The directory enables a search for leadership and managementdevelopment courses and programmes in Wales, either by location or bycourse. It aims to give information regarding courses from all public sectorand private sector providers. Staff may be eligible for funding through theWAG Workforce Development Programme,

Sector organisations use development programmes provided by CyMAL and

Public Service Management Wales (PSMW) on a regular basis, and arepleased with the quality of development opportunities available. Smallmuseums also find the Wales Council for Voluntary Action training provisionuseful for trustee and volunteer development.

Future plans in WalesBecause of the diverse sizes, locations, natures and needs of theorganisations from three sectors in Wales, it is not surprising that the range ofLeadership Development opportunities available to the workforce varyconsiderably. Training budgets are also variable ranging from from non-existent to designated corporate budgets.

In the case of small independent museums as well as financial limitations it isvery difficult to provide cover for staff who wish to take up leadershipdevelopment opportunities, small archive services are also put underpressure if staff require time away from workplace for courses. In some localauthorities difficulties are encountered by staff when trying to attend coursesheld outside of local authority boundaries because of limitations put on traveland subsistence budgets. Staff also face geographical and logisticaldifficulties when travelling across and out of Wales to attend courses becauseof road and rail infrastructure. Access to e-learning is patchy with some local

authorities blocking sites that provide leadership learning resources. Flexibleworking patterns and career breaks also pose problems for those who wish toprogress with their careers.

Future leadership development interventions will need to allow for theseconstraints, and should aim to offer flexibility in delivery and accreditationapproaches. Some frameworks are in place and others are being developedin Wales to assist sector leaders gain the skills, knowledge and behavioursrequired to provide the levels of service delivery expected by the public, whilstworking within constraints of the current economic situation. The challengefor organisations is to provide the support that is needed to allow managers

and leaders to develop their full potential.


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2.4 England

MLA has funded a number of programmes to develop leadership in Englandacross museum, library and archive sectors. The Renaissance programmehas provided funding for regional leadership development initiatives in

museums as well as discrete funding for workforce development withinindividual museum services, which in many cases has been put towardsleadership development activities. MLA also supports independent leadershipprogrammes such as Clore. In combination, these programmes have reacheda wide range of organisations in the sector over the past 10 years. Howeverthey do not provide the full picture of leadership development in England.

Museums, libraries and archives which fall under a local government remitoften have the opportunity to benefit from Local Authority-wide leadershipdevelopment programmes which allow them to learn together with leadersand emerging leaders from other areas of local government. In addition,

several organisations and services have used their own initiative to developleadership internally, for example, through bespoke leadership developmentcourses, internal mentoring programmes, buying in external leadershipsupport or using organisational development approaches to leadershipdevelopment, combining it with other transformations taking place.

Recently the funding environment for both external and internal leadershipdevelopment in museums, libraries and archives in England has becomemore challenging. Some services are reporting the roll-back of graduatetrainee schemes as recruitment freezes are implemented and leadershipdevelopment programmes are no longer able to be funded. There is a need tothink creatively about how leadership can be developed, and it will beincreasingly important to be able to justify the business case for leadershipdevelopment on a service by service basis in straitened times.


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2.5 Sector Skills Councils report (LLUK)

Lifelong Learning UK undertakes a sector skills assessment on an annualbasis in order to provide informative evidence resources that can beconsulted and used as the basis for policy development.

An online employer survey is one strand of the research informing the sectorskills assessment and the main aim of the survey is to collect information onthe current skills needs, training provision and future skills needs fromemployers in the lifelong learning sector across the four UK nations.

LAIS employers responding to the survey identified the following issues andneeds:

The main skills lacking among external applicants are:

community engagement and development

literacy skills

advanced ICT user

promoting and marketing the organisation

partnership working.

The main skills lacking amongst existing staff by responding employersacross the UK were:

promoting and marketing the organisation

new e-technology solutions e.g. twitter, social networking, learning

hubs

advanced ICT user

performance and staff management

managing change

The top five skills likely to be demanded by employers in the future are:

Partnership working

Community engagement and development

Promoting and marketing the organisation

Fund raising and bid writing

Managing change

The training budget for the majority of respondents had either decreased orremained the same since the end of the last financial year. The vast majorityof employers funded or arranged on-the-job and off-the-job training ordevelopment for their staff in the 12 months prior to the survey. Lack offunding and unable to spare staff time for training were the main barriers toproviding training or development opportunities for staff across the UK.

These findings are based on responses from 189 employers providing library,archive and information service related provision across the UK.


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3. Main findingsEach nation adopted a different methodology for collecting information onleadership developments. A template questionnaire was provided toparticipants. Some organisations sent out modified versions of thisquestionnaire to networks and participants in workshops and meetings.

Others used informal networks to gain information or conducted literaturereviews. As outlined in the context section, different nations also havedifferent amounts of leadership development activities on which to draw. Forthis reason the findings are presented with variable detail and in variablequantities from each nation.

The findings have been organised thematically according to different types ofintervention:

External leadership courses: those organised on a national or

regional scale, courses which may be open to participants from a widerange of sectors

Internal leadership courses: generally bespoke training developed by

an organisation or service to meet its specific needs

Systematic approaches to leadership development: examples

where leadership development has been integrated into broaderorganisational development (may not include specific training courses)

Innovations: leadership development approaches that do not fit into

the above categories and which may exemplify new approaches thatcould be adopted more widely by the sector

3.1 External leadership courses

There have been a number of external leadership courses that the sector hasbeen able to benefit from. These tend to invite applications from individuals,with the support of their employer. Most of the interventions listed below arefree at the point of use and funded by strategic agencies for the benefit of thesector. They can be targeted at specific sectors or be designed to bringtogether participants from a range of sectors.

External leadership courses are particularly valued by smaller organisationswhich may not have the resources or capacity to develop leadershipdevelopment programmes in-house. They are particularly relevant to services

with a very small number of staff (e.g. archive services in particular), howeverthe development opportunities within these organisations may be limited onceparticipants have completed the leadership development training.

In general the external courses considered in this report tend to receive highsatisfaction scores from participants (where data is available). Evaluationsshow that participants tend to mostly value the opportunity to step back fromtheir day-to-day work and to network with other professionals at a similar levelto them. Courses tend to receive lower satisfaction where participants arefrom different levels (e.g. future leaders together with senior managers) andwhere content is not tailored enough to individual needs.


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However, a recent impact assessment by MLA of the Take the Leadprogramme suggests that where the employer, and in particular the manager,is not engaged in the content of the course or using the individualsattendance at the course to help it reach broader development goals withinthe organisation, the leadership intervention tends to have a lower impact.

Individuals are less able to bring new ideas into the organisation and put theirleadership skills into practice where learning is not integrated into a personalor organisational strategic plan. It is therefore very important to engageemployers, and managers in particular, with the content of the course andensure that external courses are being attended as part of a broaderdevelopment plan within an organisation, so that they will have the maximumbenefit for the organisation and the individual. The Innovators course in theEast of England provides an interesting approach for how to weave employerengagement into the application process and the course content.

3.1.1 Clore Leadership Programme

The Clore Leadership Programme is an initiative of the Clore DuffieldFoundation which aims to strengthen leadership across a wide range ofcultural activities. This includes the visual and performing arts, film, heritage,museums, libraries and archives, creative industries and cultural policy andadministration. Clore offers Fellowships and Short Courses for individualleaders, and training for members of Boards of Directors of culturalorganisations.

Fellowships:

Since 2004, the Clore Leadership Programme has awarded 157

Fellowships to outstanding individuals, some working freelance andothers drawn from different types and sizes of organisations,

Fellows have worked in areas ranging from archives to theatre

production, and including visual and performing arts, film and digitalmedia, heritage, creative industries, museums, libraries and culturalpolicy

o Since the programme inception there have been 21 fellows from

museums, libraries and archives

Fellows have come from across the UK and Ireland

Clore Short Courses:Since July 2006 Clore have run a programme of intensive two-weekresidential courses, funded by the Cultural Leadership Programme.

The courses are based on the residential element of the Clore

Fellowship Programme

They are designed for people in the middle ranks of larger cultural

organisations or those near the top of smaller ones, who have aminimum of 5 years' work experience.

Each course is limited to a maximum of 25 participants and they aim to

select applicants in order to achieve the broadest range of

backgrounds possible


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Clore particularly welcome applications from people working in

libraries, archives, design, individual artists and those working in smalland medium sized performing arts organisations.

3.1.2 The Cultural Leadership Programme

Three sector lead organisations, Arts Council England, Creative & CulturalSkills and the Museums, Libraries and Archives Council formed the CulturalLeadership Delivery Partnership, a unique cross-sector collaboration tosupport the Cultural Leadership Programme.

There are a number of strands to the Cultural Leadership Programme:

Funding for the Clore Short Courses

Development of a career choices website: http://www.creative-

choices.co.uk/

Work-based initiatives for emerging and mid-career leaders focussingon peer learning, networks, coaching and mentoring

Powerbrokers black and minority ethnic development programme

Governance development

Developing cultural entrepreneurs as leaders

Some observations from the CLP on engagement from museums, librariesand archives with its opportunities:

The MLA sector has taken up the opportunities of the CLP lessenthusiastically than hoped. Participation has mostly been in formal activitiessuch as seminars and presentations. The CLP has noted that the sectorprefers activities that are directly aimed at it, rather than culture-sector wide.Clore short courses have been successful in attracting applicants because ithas marketed itself as directly relevant to the sector.

National museums are more engaged, but regional museums are less so. TheMuseums Association tends to be more supportive of these types ofintervention and to value informal learning/networks as much as formallearning

Libraries are less engaged than museums this may be because they dontnecessarily identify with the cultural sector. There has been someengagement from libraries but it has been sporadic, for example, Essex hasbeen proactive.

The extent to which organisations take on board and embed the leadershipdevelopment principles of CLP depends on the organisation itself. Somebecome self-sustaining while others continue to rely on CLP. Organisationsthat have taken a lead include:

National Portrait Gallery

Historic Royal Palaces

Horniman Museum Manchester Museums
http://www.creative-choices.co.uk/http://www.creative-choices.co.uk/http://www.creative-choices.co.uk/http://www.creative-choices.co.uk/


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Tate

The CLP has commissioned the Work Foundation to look at the economicoutcomes of the CLP. This will move beyond simple outputs to look ateconomic impact of investing in leadership. Change and developments in the

sector have been sporadic and loose until now, but in a more difficult fundingenvironment it will be important to be more strategic about change.

3.1.3 Leading Archives and Museums

The Leading Archives and Museums (LAM) programme was commissionedafter the Renaissance Review meeting in March 2005 which identifieddeveloping leadership capacity as a key issue for museums. The involvementof archives followed MLAs priority to encourage cross-domain working andwas supported by the Society of Archivists.

The Archives Task Force had undertaken a detailed analysis of the UKsarchives; the results were published in Listening to the Past, Speaking to theFuture (2004). The report identified a number of workforce developmentpriorities, including leadership, recommending a programme to moderniseservice management and improve workforce development opportunities.

LAM was a key element of the MLAs 2004 Workforce Development Strategy,developed in collaboration with the professional associations, RegionalAgencies, Devolved Administrations, central government and the Sector SkillsCouncils, following extensive consultation. It identified a range of actions

designed to enhance and support the sector's workforce. Its aim is to enablemuseums, libraries and archives to become learning organisations whichdevelop a motivated, appropriately skilled, diverse and outward-lookingworkforce capable of delivering high-quality services to all users.

The four stages of the LAM programme have been:

Stage 1: consultation and review to identify leadership skills and learningneeds and to develop a leadership modelStage 2: pilot programmes for Heads of Service, Senior Managers and FutureLeaders - November 2005-March 2006

Stage 3: programme rollout 2006-2007Stage 4: programme rollout 2007-2008

In total 214 people took part in this programme, including senior managers,future leaders and heads of service, see the breakdown below:

Stage Number of participants

Stage 2 60 participants from museum and archive services in England took

part in the pilot programmeo 18 heads of service

o 21 senior managers

o 21 future leaders


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Stage 3 29 senior managers

o 3 National Museum participants,

o 9 Archives participants,

o 8 Hub Museums

o 9 Regional Museums

50 future leaders

o 7 National Museum Participants

o 17 Archives Participants

o 11 Hub Museums


o 5 Diversify participants via the Museums Association

Three Senior Managers and one Future Leader from Northern IrishNational Museums attended, together with one Senior Manager from aScottish National Museum.

Stage 4 50 Senior Managers

o 9 National Museum Participants


o 9 Hub Museums


25 Future Leaders


o 7 Hub Museums


The feedback from these courses was consistently high, with 98% of Future

Leaders and Senior Managers rating their overall training experience good,very good or excellent (with 100% participant satisfaction).

3.1.4 Strategic Change Fund Leadership Programme (Scotland only,museums only)

The Strategic Change Fund Leadership Programme ran from 2003 2006and provided an opportunity for emerging leaders within the sector. The SCFLeadership programme enabled 26 individuals from 13 organisations toundergo a tailored leadership programme over three years. The programme

produced benefits at an individual, organisational and sectoral level. The chiefpersonal development benefits cited were in confidence building,communication and strategic thinking skills. Overall, there appeared to be asignificant impact on the career development of the participants, withindications that the programme was held in high regard in other parts of theLocal Authority network.

A high proportion of those on the programme were promoted or embraced anextended role within the museums sector and a commitment to careerdevelopment within the sector was evidenced.


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A further key benefit cited was the networking with others from within thesector and the building of strong relationships. This facilitated the sharing ofissues and peer learning which has a knock-on benefit across the sector.

3.1.5 Mentoring for museums staff in Scotland

A recent programme run by MGS drew on the mentoring skills of the alumni ofthe SCF Leadership Programme and provided an opportunity for emergingleaders within the sector. Mentors were carefully matched with mentees andafter some initial training on roles and responsibilities, mentors and menteesstarted their sessions. The sessions took place over the course of a year or soand most pairs met 5 or 6 times. Great enthusiam and motivation wasdisplayed by both parties and a final event to celebrate the success of theprogramme and share experiences was held in Edinburgh in December 2009.Mentees felt their self awareness and confidence grew throughout the

experience, also that their influencing and assertiveness skills improved andthey particularly benefited from the skills and experiences of their mentor.Mentors enjoyed having the opportunity to act as a mentor and to put theirskills into practice.

3.1.6 Collections Skills Initiative Northern Ireland (Museums only)

This HLF funded initiative provides 12 entry level participants with a one yearplacement in museums. Part of the project involves capacity building in thehost organisations to support the bursary holders.

The project is part of the HLF Skills for the Future programme and MuseumsGalleries Scotland and The National Archives are also among the 54grantees.

The focus of the programme is on filling skills gaps through on-the-job training- its not yet clear how many of these projects intend to incorporate elementsof leadership training, but some almost certainly will.

http://www.hlf.org.uk/HowToApply/programmes/Pages/SkillsfortheFutur

eprojects.aspx

http://www.hlf.org.uk/HowToApply/programmes/Pages/Skillsforthefutur

e.aspx

3.1.7 Leading Modern Public Libraries (England only)

In 2003 the DCMS published a strategic framework for the public libraryservice: Framework for the Future: Libraries, Learning and Information in theNext Decade. The policy document outlined the Government's long-termstrategic vision for the role of public libraries. It identified that a newgeneration of library leaders should be developed as a priority. One of the keystrategic objectives of the Framework for the Future Action Plan 2003-06 wasto build libraries capacity to improve through better quality of leadership and

workforce skills.
http://www.hlf.org.uk/HowToApply/programmes/Pages/SkillsfortheFutureprojects.aspxhttp://www.hlf.org.uk/HowToApply/programmes/Pages/SkillsfortheFutureprojects.aspxhttp://www.hlf.org.uk/HowToApply/programmes/Pages/Skillsforthefuture.aspxhttp://www.hlf.org.uk/HowToApply/programmes/Pages/Skillsforthefuture.aspxhttp://www.hlf.org.uk/HowToApply/programmes/Pages/SkillsfortheFutureprojects.aspxhttp://www.hlf.org.uk/HowToApply/programmes/Pages/SkillsfortheFutureprojects.aspxhttp://www.hlf.org.uk/HowToApply/programmes/Pages/Skillsforthefuture.aspxhttp://www.hlf.org.uk/HowToApply/programmes/Pages/Skillsforthefuture.aspx


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The programme was designed to be:1. National reaching all library authorities in England.2. Contextualised a programme which draws on a range of leadership

theories and practice but is customised to address the specificleadership issues facing public libraries today.

3. Multi-layered reaching staff who are already heads of services;senior staff who have experience and responsibility for service-widedevelopments; and staff who are already showing the potential to befuture leaders.

The modular programme addressed the leadership needs of Heads ofService, Senior Managers and Future Leaders. Every public library inEngland sent participants between Oct 2004 and July 2007. Over 600members of library staff attended the programme.

3.1.8 Take The Lead (England only)

Take the Lead was an MLA-supported training course, designed to respond tothe current issues concerning cultural management capabilities and capacitiesin museums, libraries and archives. Take the Lead aimed to enhance thecapacity of:

Individuals taking on leadership responsibilities for the first time and

Managers who had not yet had access to leadership development

This cross-domain programme built on previous workforce developmentprogrammes - Leading Public Libraries Programme and the Leading Archives

and Museums Programme.

The programme included work-based activity, self reflection and taughtmodules; a combination of theory and practice. It has differentiated itself fromother leadership programmes in that it is directed toward the specific needs ofmuseums, libraries and archives.

The programme was structured as a series of modules across an eight dayperiod. Its particular focus was on those who are taking on leadershipresponsibilities for the first time, or those currently working in a leadershiprole, but who have not had training earlier on. Individual museums, libraries

and archives were asked to select participants for the programme and MLAprovided bursaries to organisations who nominated staff to participate.

Six TTL programmes were delivered to a total of 134 frontline managers frommuseums, library and archive services throughout England between Februaryand May 2009:

Location ParticipantsLondon 25

Manchester 23

Birmingham 23

London 22York 24


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London 17

In total:- 78 participants were from libraries- 28 participants were from archives

- 16 participants were from regional museums- 12 participants were from hub museums- 2 participants were from national museums

3.1.9 Innovators (Museums only, East of England only)

SHARE is a matchmaking service, funded by Renaissance in the East ofEngland. Its aim is to put the right people in touch with each other. Leadershipis developed through many aspects of the SHARE network.

SHARE has developed a course called Innovators. Applications were invited

from museums staff at all levels: anyone could apply to be share innovator aslong as have written support of manager and space to develop innovation intheir own workspace.

George Gawlinski a museum leadership facilitator leads the group and takesthem through the following process:

1 x 2 day residential course

2 x day courses

Another 2 day residential course.

Each participant receives peer support backed up with a small amount

of money, time and expertise support.

The course content includes:

Analysing the barriers to innovation and how to manage the barriers

Presentations from leaders in the cultural field e.g. Nicola Johnson,

Margaret Greaves, Maggie Appleton, Vanessa Trevellyan from the MA- light touch.

Mentoring support from some of these leaders

Valuing leadership at all levels, not just organisational leadership

3.1.10 Leading Change (Museums only, West Midlands only)

Leading Change is a programme funded and organised by Renaissance WestMidlands. It has been designed to plug a gap in existing leadershipprogrammes by providing leadership development in a phased programmeincluding both residential and work-based elements.

The pilot phase of the project focussed on senior leaders (e.g. heads ofmuseum services), while the final programme is focussed on second tierleaders (e.g. senior level managers). This change was made at thesuggestion of participants in the pilot phase. The pilot phase was used not

only to develop the course content and structure but also to gain senior level


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buy-in to the course and ensure that heads of service are aware of andunderstand the aims of the course. The course is accredited by the ILM.

The course currently has the following structure:

Programme briefing

Initial Assessment Activities: a 360 degree assessment of existingleadership qualities and team preferences

Inducation and individual development planning

2 x 2 day residential workshops

1 x 1 day project workshop

Cultural change project

Action learning

1-2-1 coaching sessions

Reassessment and personal review

Participants are asked to think about the general principles of leadership,including:

What behaviours and characteristics typify a leader

What a culture of leadership would look like (including chief executive

and the management tier below them)

Looking at leadership skills and how they are applied in different

companies exploring tools and techniques

Participants are set concrete challenges in their place of work and asked tofeed back on how they have progressed in achieving these at each workshop.

Line managers are asked to report on the progress of participants at work.

This initiative has received positive participant feedback and the initialassessment approach has been adopted by Birmingham City Council in itsown leadership development courses.

The leadership programme is also supported by a management trainingprogramme for less senior managers and activities for third tier managers arealso being developed. The management training programme has sections onleadership development. It is an ILM level 3 qualification in management. Ithas been rolled out to over 100 people in management positions in the West

Midlands.

3.1.11 Next Generation Leadership Programme (Yorkshire only)

Next Generation is a long-running leadership development programme inYorkshire, which is also being provided in 2010-11. The course is jointly runby Renaissance Yorkshire and SINTO, the Information Partnership.

The programme offers a comprehensive suite of management trainingworkshops. The programme providing staff in museums, libraries and

archives in Yorkshire with the skills, confidence and networks to become themanagers and leaders of the sector in the future.


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In 2010-11 Next Generation will cover the following topics:

Managing yourself

People management: recruitment and selection

People management: leadership and team working

Project management

Financial management

Communication skills

Influencing & persuading

Working with your manager

Creative thinking

The programme is delivered in ten workshops (plus an induction meeting) atmonthly intervals. The exact schedule is developed with the candidates at thestart of the course. Workshops are held at various locations throughoutYorkshire. There is no coursework or final examinations but candidates arerequired to reflect on their learning and put it into practice in the workplacewhere possible. A certificate is awarded to candidates who complete theprogramme.

3.1.12 V&A Leadership Development Courses (England only)

The V&A has developed and runs leadership courses in London and the EastMidlands, entitled Innovative Management and Leadership in Culture,Heritage and Arts Organisations. This course is part funded by the MLA.

The programme states the following aims:

To enable managers to operate more effectively in a fast-changing

environment.

To enable managers to develop skills and knowledge with direct relevance

to present and future issues and challenges in their jobs.

To enable managers to network with their peers in a similar organisation

and develop a joint approach to common issues.

The programme is designed formiddle managers who are actively managingstaff and looking to develop further in their careers; senior managers who

wish to refresh their skills and re-examine their approach to leadership andmanagement in the light of current economic challenges; and any managerswho would like the opportunity to gain a management qualification.

The course provides underpinning knowledge and framework for an NVQ 4 or5 in Management. In 2010 the course is accredited by Middlesex University,allowing participants to gain credits towards a Bachelors or Masters degree.

The programme consists of:

Taught modules

Guest speakers Action learning


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Managers forums

Coaching and mentoring

An online learning and collaboration platform

A virtual learning resource centre

The programme runs for a full calendar year from April 2010 to March 2011.

Most of the modules include a practical project. This is a case study of realwork for the participants. It provides an opportunity for partner organisationsto commission a piece of consultancy from the innovative cohort. Examplesfrom previous programmes include:

A feasibility study for a new Conservation Learning & Research Centre

Designing a new visitor entrance for a grade 1 listed building

Developing a business team building product for a museums corporate

team

Post disaster action planning for a National Trust property

3.1.13 Wales Local Government Association (Wales only)

The Wales Local Government Association representing the 22 localauthorities in Wales has developed a Leadership Competency Frameworkfor Welsh Local Government built around the core theme of developingcitizen-centred public services and incorporates the key transformationagenda drivers and elated leadership competencies. The framework has beendeveloped as a resource to inform and assist the evolution of localframeworks by local authorities. The behaviours associated with eachcompetency can be selected by local authorities on the basis of local prioritiesand context.

The framework is tailored for local government leaders in Wales. In thiscontext, a broad definition of leadership has been adopted which applies toall individuals with responsibility for managing or directing people. On thisbasis, the framework will apply equally to those who lead a long or short termproject, supervise a small or large group of worker and are responsible formanaging managers (senior managers and directors). Local Authorities arerecommended to use this framework when developing Leadershipprogrammes.

3.1.14 Public Service Management Wales (Wales only)

Public Service Management Wales, a division of the Welsh AssemblyGovernment, offers Leadership Development opportunities that are open tostaff and volunteers from the sector, which are based on a variety of differentapproaches. Staff from the three sectors including the national institutionsuse this provision. Programmes offered include:

The Wales Public Service Summer Schoolis an annual intensive, five-

day residential learning experience held at universities in Wales

bringing together leaders and managers to address key issues on a


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specific leadership topic. The 2010 topic was Leadership forTransformation. The school is free of charge.

PSMW is currently creating an integrated approach to coaching and

mentoringacross the Welsh public services to support leadership and

management development. They are also delivering Coach trainingcourses at the Institute of Leadership and Management (ILM) Level 3,5 and 7.

International Learning Opportunities allow talented leaders from

across Wales to develop and share their leadership skills by workingon strategic development projects in sub-Saharan Africa.

The Executive Leadership Series is comprised of one-day initiatives

based on a number of key leadership themes. Expert seminars andinsight tours use a mix of teaching, activity-based learning, andfacilitated discussion to promote individual reflection, groupparticipation and a commitment to action.

A Postgraduate Certificate in Leadership for Collaboration. PSMW and

NLIAH have joined together to design a programme to equip leaders todeliver integrated and co-ordinated public services across Wales. Thetwelve-month programme is split into three modules, each of which willutilise a blend of action learning sets, lectures, tutorials, coaching,case studies and diagnostic tools to ensure participants maximiselearning. Keynote speakers, top-level practitioners and academics will

encourage participants to share their experiences and use appliedsituations to develop analytical and creative thinking

PSMW is also currently developing a Living Libraryfor use across the

public and third sectors in Wales. The Library will build on the skills ofexperienced leaders and managers to create a resource for ourworkforce which is both innovative and cost effective. The Libraryshould help to increase the flow and transference of knowledge acrossthe Welsh public service.

Gateway to Leadership this programme develops the knowledge, skills

and behaviours and qualities required for senior and middle managersas leaders to be instrumental in driving the transformational changesrequired to meet the future needs of public services.

3.1.15 CyMAL leadership courses (Wales only)

CyMAL provides a range of leadership/management development support forindividuals and organisations via the CyMAL Development and GrantProgrammes. Training is provided free of charge to staff working orvolunteering in sector organisations in Wales.


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Inspirational Manager New Ways of Workingprogramme is now in

its third year, and focuses on change management as well as offeringpersonal development resources such as the Myer Briggs Indicator.111 participants from museums, archives and libraries haveundertaken IM 1 & 2 courses, and an IM 3 course is currently under

development. The courses are held in locations across Wales to alloweasy access. Pre-course work is undertaken to ensure that eachcourse includes issues raised by participants and follow-up coaching isoffered by trainers. Networking is a key outcome and following coursesparticipants are encouraged to offer peer support to each other.Learning logs are issued to each participant to encourage reflection oflearning experiences.

Unleashing Potential - Organisational Development Programme. This

intervention is offered to sector organisations undergoing change. Theprogramme provides a framework to equip the senior & middlemanagement teams with appropriate skills, tools and approaches tosuccessfully lead and manage change for the organisation in order thatthe organisation survives and thrives, continues to offer the bestpossible service to its users and partners throughout the period oftransition and thereafter. The programme offers three strands: action-learning, action planning and reflection.

Because each programme is tailored to organisation needs timeframesvary - e.g. one programme was set over 3 months with two, 2-daytraining modules with four weeks between followed by a third module

four weeks later for continuous loop improvement work. This timingallowed for action learning to take place. Participants were required tocomplete project tasks between modules for review at the followingmodule. The participants response to this programme has beenoverwhelmingly positive; every participant reported the training as verygood or excellent. More importantly the management team developedskills that have enabled them to progress some long standingchallenges that appeared to be blocking progress in the service.Further evaluation was carried out three months after the last module,and individual interviews carried out with each participant to evaluatetheir individual progress.

Leadership Grants - Grants are available for individuals to undertake

leadership development and management training programmes.Applications must demonstrate how the development programme willbe of benefit to the individual and to the organisation. Applicants areencouraged to use the National Occupational Standards forManagement & Leadership as a tool for auditing their existing skills,behaviour and knowledge and to develop a learning plan based ongaps identified.

3.1.16 Women in Leadership: Leadership Observatory for Wales

(WILLOW) (Wales only)


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A project funded by the Cultural Leadership Programme to examine genderequality issues in leadership and promote best practice within the culturallandscape of Wales and England.

WILLOW seeks to inspire and support individual women seeking thechallenge of leadership whilst working with the organisations employing themto facilitate change benefiting both the employer and employee. By supportingcross sectoral exchange across organisations WILLOW will seek tostrengthen the leadership capacity of the cultural sector in Wales andEngland.

The core partnership who form the steering group who manage and overseeWILLOW is Swansea University;Amgueddfa Cymru National Museum;Equal Measures Consultancy (project managers) based in England.

Working alongside the core partnership will be a group of secondary partnersacross Wales and England who will contribute towards the development of thestrategy and provide practical support including offering placements andshadowing opportunities. The secondary partners will include CCSkills, ArtsCouncil Wales, Women in Engineering Network and the Wales MillenniumCentre.

Project aims:1 Research: Willow will gather intelligence from organisations working in

the cultural sector to review existing practice; identify best practice;examine barriers to progressions; and interview women who have

reached senior leadership positions. This intelligence and case studydata will be used to develop best practice guidance for gender equalityin leadership across the cultural sector.

2 Tailored Professional Support to individuals: Willow will recruit 50women who have reached mid-level leadership within culturalorganisations and develop a tailored package of support aimed athelping them progress into senior leadership positions.

3 Organisational Support: Willow will support individuals and theirorganisations through a range of initiatives such as networking events;job-swaps; short-term placements; professional development planning;360 degree peer appraisals; mentoring and coaching; discussion

forums and action learning. We will review existing policy and practicein organisations, offer support to overcome barriers and work tostrengthen leadership opportunities within those organisations.

4 Resources: Willow will then create a virtual knowledge bank as aresource for organisations; a support and shared learning network forleaders; a focal point which has the capacity to draw together otherinitiatives around leadership development for women. Theseresources will form the basis of strengthening the infrastructuresupporting women working in the cultural sector by providing access toinformation, to other leaders and good practice.


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Although an initiative primarily based in Wales, WILLOW has the potential toconnect women as leaders on a UK-wide basis.

3.1.17 Chware Teg Agile Nation Ascent Programme for Women (Walesonly)

The Agile Nation project will assist 2790 women to progress in employmentand 610 employers to focus on equality & diversity and flexible workinginitiatives and will be rolled out across the Convergence areas of Wales. TheVirtual Centre of Excellence will be a legacy of best practice for Wales. AgileNation supports women in North and West Wales, and the Valleys, who workor aspire to work in management and the organisations employing them. Theproject is fully-funded by the European Social Fund and Welsh AssemblyGovernment with no charge to participants and services are available toIndividuals and small businesses, Corporate, public and voluntary sectororganisations.

The project offerstraining, mentoring and also provides innovative onlineresources and consultancy. Women are encouraged and helped to achievetheir full potential in the workplace through a programme of training andmentoring, confidence building, encouraging personal development, andproviding networking opportunities. The programme is available on two levels:

Ascent Level 2 Team LeadingThe Programme will enable women to learn key skills, explore opportunitiesand aspirations for development in the workplace and build confidence to take

the next step in their careers. On successful completion of Ascent participantswill receive an Institute of Leadership and Management (ILM) Level 2 Awardin Team Leading. A Follow on Development Programme is also provided:

1 to 1, group and on-line mentoring

networking events

facilitated coaching

advice, support and guidance

Ascent Level 3 - First Line ManagementTo help women develop management skills, or to gain formal recognition for aposition they already hold. As well as gaining a recognised award from theInstitute of Leadership & Management (ILM), a Level 3 Award will provideparticipants with a career development plan and equip them withmanagement skills including:

managing yourself and your time

solving problems and making decisions

understanding how teams are formed

motivating yourself and others

workplace communication

giving briefings and making presentations

conflict resolution

assertiveness


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managing stress and your work/life balance

diversity in the workplace

Those gaining the Level 3 Award can complete further Ascent trainingmodules, join the Ascent Development and Mentoring programme, and then

progress to other training providers for further qualifications - such as Nationalvocational qualifications (NVQs) in Management.

3.1.18 National Leadership and Innovation Agency for Healthcare -Learning Laboratory (Wales only)

The NLIAH Learning Laboratory is a free library service specialising inmanagement, service improvement, leadership and workforce information.Theservice is available to anyone working for NHS Wales or the public/voluntarysector in Wales. The Learning Lab holds resources covering a wide range ofsubjects including:

Leadership

Management

Quality & Service Improvement

Workforce

Partnership

Project Management

Change Management

Human Resources

Governance

Coaching

3.1.19 Council for Voluntary Action (Wales only)

WCVA provide services and support to frontline charities, community groups,voluntary organisations and social enterprises, and to volunteers. Theseservices include a wide range of training courses which are available tovolunteers from independent museums who are registered charities.

WCVA also provide a comprehensive and varied programme of training for

Trustees covering the whole spectrum of governance issues including: Legal and regulatory Participation and community development

Personal and organisational development

Volunteer development Funding

Policy and research


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3.2 Internal leadership programmes

Despite the challenges for often small organisations or services within themuseums, libraries and archives sector to Anecdotally, it has been noted thatindividual services and organisations often have creative approaches to

leadership development. Where organisations have put in place bespokeleadership development programmes they often use a range of differentapproaches, including formal leadership development courses and informalmeasures, such as mentoring and coaching. In addition, internal leadershipdevelopment is often designed to achieve a corporate aim in terms oftransformation or performance and is therefore tied into performancemanagement and the corporate vision for the organisation. This aspect ofinternal leadership development is particularly interesting in the context ofwidespread change and organisational challenges facing the sector in thenext 5-10 years.

Because of the varied and multi-faceted nature of internal leadershipdevelopment programmes, this section of the report will adopt a case-studyapproach. However, in order to avoid confusion the following section will setout some of the key approaches used in internal leadership developmentprogrammes.

MentoringMentoring is used in a number of organisations and there are a number ofapproaches to developing mentoring internally. The challenge for internalmentoring programmes is ensuring that the mentor and the mentee are ableto interact honestly and constructively and this requires some degree ofdistance between the two. In larger, multi-sited organisations this challengecan be overcome relatively easily as individuals can be paired with peoplethey do not report to directly or interact with at work on a regular basis. Otherorganisations have looked at using board members to mentor seniormanagers or working within a local authority context rather than within asingle organisation.

CoachingCoaching is often linked with management approaches when it is usedinternally by organisations. It can be used by managers in conjunction with

personal development objectives to fast track leadership skills. Someorganisations report using coaching at all levels of management to enablestaff to take responsibility for delivering objectives and working towards thecorporate plan.

Management approachesOrganisations that have taken a proactive approach to developing leadershipoften mention the importance of management in supporting their approach.They set clear objectives for managers in developing their staff and managerswork constructively with staff to develop their skills, including leadership skills,e.g. by suggesting internal programmes that could support their development

and putting them forward for internal cross-working teams. Measures ofprogress against leadership development objectives are incorporated in


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performance management criteria and aptitude for taking on leadership rolesare incorporated in job selection criteria.

Graduate traineeshipsParticularly within a local authority context, some organisations have been

able to benefit from graduate trainee schemes. These are seen as providingfuture leaders who can be fast-tracked through to management positions.Graduate trainees can provide new perspectives on organisations, processesand management approaches and can help to counteract the hierarchical andsomewhat static approaches to staff development reported in someorganisations in the sector. By working within a wider framework, e.g. the LGAgraduate traineeship, organisations are able to manage the cost of theprogramme and devolve the administration to another body.

Bespoke leadership development coursesThere are a range of approaches to bespoke leadership development

courses, e.g. commissioning a training provider to offer the courses in-house,selecting specific external courses that are approved and funded for staff toattend, offering internally facilitated courses, and working with HE or FEinstitutions to design bespoke courses that are appropriate for staff. Thebenefit of these courses being internally selected or commissioned is that theygenerally fit into broader staff or organisational development plans and arelikely to be of direct benefit to the participants in their work. However, aminimum cohort size would be required to make internally commissionedcourses viable, meaning it may be difficult for very small organisations toemploy this approach.

Systemic/whole organisation approaches to leadership developmentThis is perhaps the most difficult approach to quantify. It involvesorganisations identifying leadership development as a key priority as part ofcorporate goals or organisational transformation plans. The approach wouldinclude a review of organisational structures, staffing, roles andresponsibilities as well as a development plan for the organisation, prioritisingthe adoption of leadership development. This approach embeds leadershipdevelopment into organisational objectives and while it is very challenging toachieve alone, it may be an interesting approach for organisations that areundergoing significant change for other reasons.

3.2.1 Case studiesThe organisational case studies below are mainly taken from England, this isdue to different approaches to data collection across the four countries. It ishoped that case studies from each of the nations could be added in duecourse. It has not proved possible to find any case studies of internalleadership development work in archives, which may point to a lack of suchschemes within this sector, or may reflect the difficulty of engaging with thesector to identify such schemes.

Libraries Northern Ireland

Libraries Northern Ireland has adopted a number of strategies to developleadership within the service. It is a new organisation and has therefore had


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the opportunity to weave leadership development into the organisationalstructure. Leadership has been established as a key requisite of Libraries NIin the corporate plan and the corporate values endorse leadership. TheLearning and Development plan also emphasises the value of nurturing staffin action.

Libraries NI has become a member of the Centre for Competitiveness,expressing its commitment to continuous improvement. Staff have beentrained in the EFQM model, are participating as product assessors and usingthe model as a planning tool. In addition, it has established links withestablished management bodies such as the Chartered Management Institutewhich allows staff to gain accredited management and leadershipqualifications and the possibility of working towards becoming a CharteredManager.

Internally, processes have been put in place to develop leadership qualities in

staff. These include: A competence framework for senior leaders which is being

implemented with existing staff and used to inform recruitment of newstaff

A performance management framework and training plan that identifies

learning priorities and develops individual learning plans

Committee structures that empower staff to present at board level

Aberdeenshire Museums ServiceThis Local Authority Museum has identified the following leadership qualities

which are required within the service: Clear sense of direction

Political know-how

Practical knowledge

Patience

People skills

As a result it has developed a new team-based approach to running theservice. This approach encourages openness and staff can feel morecomfortable about speaking their minds and coming forward with ideas.

Results have been very encouraging and staff are happier and more confidentas a result. All staff are also encouraged to attend external training courses toimprove CPD and service needs.

A Welsh Library ServiceOne L.A. Library Service in Wales provides access to ILM Level 4qualifications to all library management staff. Supervisory managementNVQs are available to library assistants. Other development requirementsare determined by personal development reviews for example one member ofstaff has recently undertaken a Neuro Linguistic Programming qualification.Coaching and mentoring opportunities have been introduced via the PSMW

programme. Staff have also gained NVQ qualifications linked to AssessmentCentre requirements. The service senior management team has also


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undertaken the CyMAL Unleashing Potential Organisational Developmentprogramme which was tailored to support the team to refocus and develop itscapacity to take forward and deliver on the vision for their service.

Historic Royal Palaces

There were a number of reasons why Historic Royal Palaces (HRP)embarked on a programme of organisational change and leadershipdevelopment. The initial stimulus for change in the organisation was the movefrom state funded organisation to independent charity: moving away from civilservice roots to a modern, customer focussed business. As part of this therewas a need to change current leaders approaches. The second stimulus forchange was appointment of Michael Day as CEO in 2003. Although HRP wasoperating as a successful business it needed to work on becoming a greatconservation charity there was a need to move towards a greater narrativefocus. He also identified some issues for the organisation includinginconsistent branding across marketing communications and sites and low

brand recognition.

The first phase of work was an identity project for the organisation to identifyits cause/mission and explore how this would be enacted. Consultants wereemployed to help define the cause and identify four key priority areas andstaff were engaged to work in cross-organisational teams on creating thestrategy in four key areas:

Story-telling

Visitor experience

People

Wider worldAn existing senior manager organised each team and selected staff from alllevels and different sites to join their team. Selected staff worked only on thisproject for three months. This was designed to be an empowering, actionlearning process and mew ideas from each team were fed into the strategicplan e.g. membership scheme, exposing conservation work to the public. Theblueprint projects were a form of action learning and the organisation nowregularly creates cross-functional project teams

The work on people change and leadership development came out of thePeople blueprint team. They developed a performance/competency

framework which drove the people change programme. A consistentapproach to performance management was developed across theorganisation and all training and support designed to develop the newcompetencies. As part of the new vision the organisation concentrated onrecruiting more customer-focussed people, more people from commercialbackgrounds with more focus on skills and abilities, less on accumulatedknowledge.

Leadership behaviours were identified using the performance framework. In-house workshops were developed to support leaders in understanding whatthe new performance framework means for them and their teams. 150managers and team leaders attended the initial round. The workshopsconsisted of 3 modules each lasting 2 days:


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Managing yourself

Managing individuals

Managing your team

External consultants help to deliver the workshops. This training is nowongoing for people who put themselves forward for it and new managers.

Additional leadership projects have been developed as the need arose,including:

Managing projects the HRP way

Coaching and mentoring

Coaching is part of the way that HRP works and that managers are

taught to manage

The new performance framework and training has had a transformational

effect for leaders to be able to understand themselves and their roles. Theorganisation appreciates the importance of leadership much more, followingthe transformations that have taken place over the past 12 years andtolerance of underperformance has gone down.

HRP now tries to embed leadership at all levels. Owning the issue andgetting it done is a core competency for all. Staff are encouraged tochallenge the status quo and find new ways for improving things. There is astaff survey every two years which involves all staff and asks for ideas. Teamsanalyse the results of the staff survey in the context of their team and whatthey can do to address any issues arising.

There is a buddying system at all levels in the organisation for newemployees. Mentoring was identified by participants in the managementtraining as an additional support required. Mentors are identified from amongsenior staff, including the CEO.

Identifying future leaders and making sure they get the development theyneed to progress within the organisation or to progress out if appropriate hasbecome a key priority. Because of the multi-site nature of the organisationthere are opportunities for progression across all the different sites. This isalso important for succession and talent planning. Emergent leaders areidentified by team managers and encouraged via performance anddevelopment review. There is a new team leader development programmejust about to launch which will address the issue of bringing on first rungmanagement. The recruitment process gives a good overview of how to getinvolved and show your potential.

Barking and Dagenham Library ServiceBarking and Dagenham Library Service has identified a number of challengesfor leadership development in the public sector, including:

The need to work with and develop existing staff

The need for performance management rather than changing staff


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The need to embed notion of responsibilities at all levels, not just in

leaders

Barking library is situated within the Barking Learning Centre, which providesan opportunity to make links with local FE and HE providers. Barking and

Dagenham Library Service has worked with the University of East London todevelop a leadership course thats relevant to staff and meets itsorganisational needs. Shiraz Durani, who used to teach the masters in LIS atLondon Met has been involved in designing the programme, but the head ofBarking and Dagenham Library service has had significant input. Some of thecontent designed by the academic course designers was too abstract and didnot provide enough flexibility for the different staff members who would attend.

The course is presented as a module at present rather than accredited withina qualification framework because of the need to appeal to all staff: it isimportant not to put staff off who might think its too basic or too advanced fortheir current level of academic attainment. However, the course has beensubmitted to CILIP for their approval.

The course will run from September 2010 for 3 months. There has been astaff briefing to let them know about the course. Take up is voluntary andabout 10-12 participants have come forward so far. Participants are from alllevels within the organisation, not just senior managers. One barrier to take uphas been that participants have to invest their own time in the course certainactivities take place outside of paid office hours.

The course framework has been designed to be engaging and relevant forstaff and includes:

3 hour learning sessions split as follows:

o 1 hour lecture

o 1 hour debate/discussion

o 1 hour learning by doing talks from people working in the

sector on techniques they have used in real life situations

A practical project that will be carried out by the participant in the

service

Money will be ring-fenced for innovation projects that participants in the

course will initiate in the service as part of their course. The course has beendesigned to work as a leadership incubator but also bypassing the issue ofcherry picking staff or favouritism.

If the course is a success, the aim is to roll it out to London Libraries. Barkingand Dagenham Library Service will run a seminar on leadership developmentin December 2010 which will showcase the course and celebrate theachievement of the individuals who participated in it.

Ironbridge Gorge Museums Trust

Ironbridge Gorge Museums Trust has a strategy of investing in leadershipdevelopment for senior staff, and it tends to use external leadership courses


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to do so. Business Link West Midlands (BLWM)have done a baselineassessment of the museum and have identified the following priority areas forfurther development:

Green tourism

Social media training

Leadership

Those selected for leadership training are already good managers but haveskills they can develop further. Investment is perceived by the organisation tobe for now and the future: both to benefit Ironbridge but also any otherheritage organisations they may go on to lead. Ironbridge also usesleadership training to support senior staff morale and sense of being valuedby demonstrating the organisations investment in them and providing a returnfor their commitment to it. This can also support general morale as senior staffmorale cascades down and people recognise that Ironbridge is an

organisation that invests in staff.

The organisation is supporting people through the AMA, which is seen asleadership and professional development. The organisation also invests inline management training through Renaissance West Midlands.

4 of the management team are currently going through Renaissance fundedleadership programme Leading Change (outlined in section 3.1 of thisreport). They were selected on the basis of an appraisal need identified andwere provided with mentors while going through the training.

External training provides staff with networks in the region at a different levelfrom CEOs, it strengthens learning and partnerships between museums in theregion.

Ironbridge also supports internal approaches to leadership development. Themuseum is able to exploit links with the Ironbridge Institute which providesstaff with additional opportunities to participate in projects and widen theirskills base. They invite external speakers to management team meetings,conduct regular management awaydays and have a staff suggestions forum.There is a cross-cutting green tourism team that takes in senior and juniorstaff from across different parts of the organisation. Ironbridge also invests in

front of house managers meetings and personal development trainingopportunities e.g. shadowing colleagues in different museums and bringinglearning back to Ironbridge.

The museum feels that there is no substitution for the external opportunities,but there are some ways they could compensate if external funding werewithdrawn, e.g.:

Informal mentoring, perhaps using contacts from the board of trustees to

mentor staff

Make more use of the AMA and use mentoring and coaching to support it

Enhancing internal meetings with more external speakers.


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Devon Library ServiceDevon Library Service provides some examples of how it has benefited fromLocal Government leadership initiatives in the past. However, at the time ofwriting the initiatives mentioned in this case study have been withdrawn dueto lack of funds and the status of the graduate traineeship is uncertain due to

a hiring freeze within the library service.Inspiration Leading to Excellence is a Local Authority wide leadershipprogramme available to library staff. It consists of a 3 day residential coursefocussed on developing leadership qualities. This course, which is for seniorstaff members, is underpinned by a middle managers and aspiring managerscourse. The course has been discontinued due to budget constraints, butthere is still informal spotting and nurturing of talent going on at a local level

Devon Library Service participates in the IDeA graduate trainee scheme, a 2year programme for graduates. Devon took a placement for 6 months. Thisperson was found to be so able that she was taken on to manage a capital

project. This scheme has changed perceptions in the service about thepotential of younger people to take a leadership role and contribute todelivering major projects. However, due to restrictions on hiring, the graduatetrainees contract may not be extended.

The service is also undergoing a process of organisational chance which willdevelop new leaders in the service. Senior managers are in the process ofdismantling hierarchical structure where decisions are delegated up. Thisinvolves opening up channels of communications between management andfront-line staff. For example, the Head of Service contributes personalmessage to every weekly bulletin for staff.

Cross-organisational cross-level working groups have been established andsenior managers conduct staff road shows in 5 venues around the countyonce a year to engage staff in the business plan and explain what they will berequired to do to help to meet objectives. This process makes senior leadersvisible to staff, engages staff in dialogue about the business plan and createsempowered local decision making about services. In the current businessenvironment this kind of empowerment has become more important as staffwill need to take responsibility for decision-making and budgets at much lowerlevels if tiers of middle managers are taken away.

Staffordshire Library ServiceStaffordshire is a very large LA which has traditionally lacked structureddevelopment of leadership. However, it has undergone a lot of organisationalchange recently, which has provided the opportunity to adopt a moresystematic approach to leadership development across the library service andother services.

Within Staffordshire LA, workforce development is managed by a team of 4who work both on delivering the programmes and the principles andphilosophy behind them. Courses and interventions are designed around the

needs of the job and bespoke to Staffordshire. Training aims to change


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mindsets and applications, it does not start at a behavioural level as this is notthought to be as effective.

Staffordshire Manager is a programme in place across the LA. Staffordshirecommissioned Sen Delaney to apply their leadership development

approaches to the organisation. The aim of the training is to bring about aculture change among managers. This has resulted in a pick and mix trainingprogramme where course elements can be selected according to operationalpriorities and individual need.

The LA is now developing a course specifically for leaders, aimed at 180senior staff across the authority. This will be a specific senior managementcourse including a Masters level leadership programme. The need for this hasbeen identified because managers need to deliver new ways of working andrespond to new operating models e.g. more partnership working, lateralthinking about services and what they can deliver.

Optimising Team Performance is a 3.5 day course whose aim is to shift themindset of team leaders and provide communications skills feedback to teammembers. It adopts a coaching approach to get staff to take ownership fortheir work, problems, people and issues and to help managers become betterdecision-makers. This course averages 20k ROI per attendee in terms of thechanges they implement in their team. Additional courses are offered to buildon this e.g. a 2 day coaching and performance course, an influencing andnegotiating course.

Staffordshire are developing accreditation for all leadership developmenttraining so that it can count towards Honours Degree level qualifications,depending on the number of credits achieved. They believe the accreditationacts as an incentive to continue in the programme.

The Museum of LondonThe Museum of London is the lead partner in a London Hub pilot project beingfunded through Renaissance to senior managers an intensive programme ofone-to-one coaching sessions with an experienced and qualified executivecoach over 3 months .

The sessions last 1 hours and will take place every 4 weeks. At the outsetof the programme each participant agreed a clear set of personaldevelopment o

Documents

Leadership Project Report Draft v3