1. Local area help and advice Strategic buy-in and engagement

2. 2 Why these issues and products?

3. 3 Self assessment tool for local authorities Solutions developed in response to LA issues LA issues Action plan Self assessment Other evidence including local workforce strategy development Local authorities draw on solutions or modules within them in response to their own priorities & issues

4. 4 Help and advice products

5. 5 Key features of the support Develop understanding Stretch thinking Stimulate creativity Share learning Practical & evolving Local workforce strategy More for less Vision, values and behaviour s Strategic buy in and engagemen t Embedding integrated working practices Impact on outcomes Guidance on LWS, embedding IW practices & vision, values & behaviours -including practical exercises & diagnostics, as well as workshop approaches for putting policy into practice Guidance & practical tools for engaging the right people in the right way at the right time giving workforce issues the right profile Operating in an environment of budget cuts, this provides tools to help frame the challenge, & guidance on financial models, commissioning & innovation Guidance & practical approaches to maximising the impact of workforce activity on outcomes for children & young people Guidance and tools to help develop and embed vision, values and behaviours (culture change) - and put these into practice Advice and ideas to support embedding integrated working practices – and to review progress and address barriers to roll-out

6. 6 Engagement model

7. 7 Solution content Basics Statutory framework of guiding principles and policy The need for ‘buy in’ The need to communicate people working together to provide better services Effective proposals people, volunteers, practitioners, professional organisations, etc Process Identifying objectives Identifying people, volunteers, practitioners, professional organisations, etc Models of engagement Benefits and blockers for people, volunteers, practitioners, professional organisations, etc Approaching blockers Your role in engaging people People, volunteers, practitioners, professional organisations, etc management Skills Targeting engagement Effective proposals Networking Negotiating Achieving successful outcomes Knowledge Strongest local services to inspire weakest: What works and what doesn’t work? Insights People, volunteers, practitioners, professional organisations, etc experiences Ensuring improved outcomes Local workforce business plan

8. 8 “When was I last REALLY, REALLY engaged?” Listening to bedtime stories “I could really identify with the characters – I want to be like them” “I stepped right into the story” “The journey towards a (hopefully) happy ending” Going to a music concerts “I felt part of it” “I was amongst friends – we all share the same passion” “”I knew where it was going and could trust the experience” Having dinner with my best friends “Immersed in the conversation – the time flew” “Being challenged constructively by people with an opinion I value” “Being able to express myself in a safe environment where my opinion counts and I listen, enjoy and learn” Reading Harry Potter “You are never too old to be part of something magical “Everyone was reading it on buses, at work. We were all sharing in something special” ”I loved being with them on their exciting journey”

9. 9 Here is an extreme example - being a football fanatic “I would never dream of switching sides” “Never question my passion or commitment” “I am attentive throughout the game and throughout the season” “I know exactly where we are in relation to our competition” “I understand the extent and nature of individual performances within the team” “I recognise the importance of psychology” “I fully understand the impact of winning and losing” “I recognise and respect loyalty” “I spot underperformance and I expect it to be dealt with” “I keep active score of where we are, were we could be and where we need to be” “I recognise the skills required for us to succeed” “I fully understand the bigger picture beyond a single game”

10. 10 Being a charity supporter “I can make a difference” “Never question my passion or commitment” “I make an effort on specific campaigns as well as generally ” “I know when campaigns have been successful” “The charity makes it easy for me support them” “I like being recognised for the effort I make” “I am able to articulate the benefits of supporting the charity” “I love hearing positive stories about beneficiaries” “I understand what the impact of my effort is” “I keep abreast of the charity’s current situation, what could be achieved now and in the future” “I recognise the effort required for successful fundraising” “I fully understand the problems and the opportunities”

11. 11 So what are those drivers of effective engagement? “I want to be part of something big and special. Something with substance and importance. Something to be proud about” “I want a sense of belonging. To be within a group where I genuinely ‘fit’. Where I feel safe and can fully contribute to the best of my ability” “I want to know that my individual and team contribution really matters. Something that will change peoples lives. I want it to sustain. A genuine part of the future” “I want to be recognised for my contribution. I want my efforts and the efforts of my colleagues to be valued and seen to be valued. I want line of site from what we did to what was achieved” “I want to go on a meaningful journey. Something around exploring and discovery. An adventure. But an adventure that matters”

12. 12 …and what are the barriers to effective engagement? “I am overwhelmed. I already am up to my eyes and the idea of taking on another task that will deflect me from my core work is just unacceptable” “This is just not realistic. The timescales are crazy, and the target ambitions will never be achieved. I do not want to be associated with a doomed project” “I need to see and understand the bigger picture. I have no idea where this has come from, where it is going and how it could possibly contribute to the overall success of the organisation” “I just don’t get it. I don’t understand what is trying to be achieved and I certainly have no sense of what it has to do with me” “I’m scared. I do not know how my contributions will be heard, I am worried that where this project is going in incompatible with my values and I have no confidence in my ability to respond well to the changes that are happening”

13. 13 …and what are the barriers we need to overcome? Overwhelmed Not realistic No clarity of the big picture No understandin g Scared Look at the project from their perspective Make engagement easy Focus on the really important stuff Remove complexity Demonstrate how to disagree Remove formality Make it bespoke to the need Make it relevant Make it understandable Make individual and group contributions clear Create safe environment to try stuff Have a charter & ground rules Effective feedback Improved line of sight/ ensuring improved outcomes See impact of target outcomes on whole system See links between engagement and target outcomes Make sense of ‘hanging paradoxes’, e.g. reduce costs but improve performance More for less Part of the LWS/CAA/C YPP Show how it will be achieved Accelerated experience Use images & stories

14. 14 Your target outcome? __________ Overwhelmed Not realistic No clarity of the big picture No understanding Scared

15. 15 Planning engagement

16. 16 Identify your people, volunteers, practitioners, professional organisations, etc & where they fit in (engagement matrix) business plan _______________ (e.g. drop in cross sector health clinic) People, volunteers, practitioners, professional organisations, etc Scope the business planDesign & develop the business plan Implement the business plan e.g. SponsorAgree visionSign off e.g. CYPWhat do they want?Creative ideasOngoing engagement e.g. StaffReview the past and have creative ideas for future NB – links with solution on ensuring improved outcomes

17. 17 Engagement planning Issue / target outcome People, volunteers, practitioners, professional organisations, etc we need to engage Benefits for people, volunteers, practitioners, professional organisations, etc Challenges / blockers for people, volunteers, practitioners, professional organisations, etc e.g. Implementation of CAF in schools eg Head teacherseg Quicker identification of children’s issues eg Lack of resource / teachers’ time eg University course leaders eg Effective trainingeg Lack of funding eg School governors eg Better school skills and competencies to innovate eg Other issues take priority

18. 18 What is your role/responsibility for overcoming the blockers? Your role Influence Unable to influence Blockers? e.g. Lack of funds ?

19. 19 How do we influence outcomes? Refresh the partnership map and plan Establish the list of our key partners Build a partnership map Develop a partnership management plan

20. 20 Establish the list of key people including: volunteers, practitioners, professional organisations Director of Children’s Services Other directors in the local authority HR and training functions Directors of other agencies Equality and diversity teams Bodies external to the Trust e.g. Government Office Members of the children’s workforce Children’s Trust Board Workforce business plan Group (or similar) Children, young people and families Voluntary, community groups and social enterprise organisations

21. 21 Build a people, volunteers, practitioners, professional organisations, etc map Size of bubble = degree of influence Thickness of line = strength of relationship Against the programme For the programme Level of engagement or involvement in the programme

22. 22 or........ High Degree of support Low Level of influence High Willing helpersUntapped potential Advocates and champions Sceptics

23. 23 People, volunteers, practitioners, professional organisations, etc management plan

24. 24 Knowledge

25. 25 Sharing experiences and best practice HeadingNotes Session leader Session heading Summary - Frame: What was the issue? - Illuminate: What was the understanding of engagement? - Create: How was engagement approached? - Embed: What was the outcome(s)? Learning points - What can be shared with/learnt by peers? - What can be repeated? - What should be avoided? Further information

26. 26 People, volunteers, practitioners, professional organisations challenge Person, volunteer, practitioner, professional organisation, etc speaks for 10 – 20 minutes Challenge is set by the above Teams work in groups (one example per group) for 40 minutes to prepare a presentation responding to the challenge set Teams are able to liaise with people, volunteers, practitioners, professional organisations, etc to ask questions and make their proposals more effective Each team given up to 5 minutes to present proposal to a panel of people, volunteers, practitioners, professional organisations, etc After each presentation the panel will be given 2 minutes to confer Following all presentations panel will feedback to the teams and elect a winning proposal based on: Delivering an effective solution to the challenge Building a partnership with them Implementation Creating impact The winning team will receive a prize

27. 27 Insights into engagement

28. 28 Questions Looking at the examples provided, what do you think are the characteristics of campaigns that have really engaged people, volunteers, practitioners, professional organisations, etc that stand out for you? What are the impact and benefits that these campaigns get from having these characteristics?

29. 29 Insight 1 – Jamie’s Ministry of Food Jamie Oliver followed up his School Dinners campaign by targeting government to improve the culinary skills and thereby the health, of Britain. Leveraging the successful established campaign, he now asked that: Cooking skills be taught to primary children at school Cooking skills be taught to adults Food centers open all over the country with professionally trained cookery teachers to support them Incentives provided for employers to teach cooking skills at work His letter to ministers had a clear point of view and demanded action ‘We are again at risk of malnutrition … because we no longer have the knowledge of how to cook and use ingredients.’ ‘Obesity already costs the NHS more than smoking (£4.2 bn vs £2.7 bn).’ ‘Experts now say the problem is escalating so quickly that in ten years time, 75% of people will be overweight or obese. ‘Babies and toddlers are especially at risk because many young mothers don’t know how to cook, nor have any basic knowledge of nutrition.’

30. 30 Insight 1 – Jamie’s Ministry of Food He showed action already taken, with a variety of schemes tested, working and positioned in the public eye for maximum effect: ‘The Ministry of Food pilot in Rotherham has already shown there is a huge appetite from people to learn about basic cooking and the huge need to understand about a balanced diet.’ ‘We set this up jointly with the local council, who have enthusiastically supported the project and confirmed they will continue to provide funding. Other towns are already planning to set up additional centres from existing local budgets.’ He demonstrates personal commitment: I am prepared to help by setting up a new team to provide the basic cooking programme and training for teachers to run them. Children need to be learning proper cooking skills in primary schools as well. My team is now talking to a leading education body to develop a course. We are looking for it to be ready to test later this year and launch in early 2009. Jamie’s Ministry website supports cooks all over the country, and helps people to pass on their cooking skills.

31. 31 Jamie’s Ministry of Food

32. 32 Insight 2 – Make poverty history How... (Action) October 2006 - a world record – 23.5 million people worldwide stand up against poverty 2005 – one in four in Britain take action against poverty 2005 – 8 million in UK wear the campaign’s white armband No new demands (trade justice, drop the debt, more and better aid) but scale of campaign dwarfs previous ones What... The story in 2005 Twenty years on from Live Aid what’s changed? Millennium development goals include halving world poverty by 2015. It’s 2005 - what progress? Tony Blair’s Commission for Africa – can it deliver a strong & prosperous Africa? UK to host G8 summit in Edinburgh & hold EU presidency – how can the most be made of these events? How... (Messages) New Year’s Day 2005 – high profile launch with special edition of Vicar of Dibley - followed by 600 vicars from across the country joining Dawn French to deliver a white band card to Tony Blair Campaign supported by a coalition of charities, religious groups, trade unions, campaigning groups and celebrities February 2005 - Nelson Mandela addresses over 22,000 people in Trafalgar Square March 2005 - the Click Film is shown simultaneously on all commercial TV stations. Stars from stage and screen take part July 2005 - White Band Day 1 - Buildings around the world wrapped in white bands July 2005 – Live 8 concerts – 20 years on from Live Aid

33. 33 Make Poverty History The make poverty history ‘CLICK’ message ‘a child dies completely unnecessarily as a result of extreme poverty every three seconds CLICK there we go CLICK that’s another one CLICK somebody’s daughter CLICK somebody’s son CLICK and the thing is all these deaths are completely avoidable.’

34. 34 Insight 3 – Battersea Power Station Development campaign - How they did it Conveyed a great vision Set it out in on a large scale Invited people to a series of events over a several month period to access the widest audience possible Set the events at different times to make it even more accessible Took the event out to those who might not come in - local health centres, shops, businesses etc. Used videos of real local people talking about what it might mean for them Showed local people’s real engagement rather than focusing on the council’s ‘great and good’

35. 35 Insight 3 – Battersea Power Station Development campaign - How they did it Identified clear benefits for different people, volunteers, practitioners, professional organisations, etc, eg local house owners, park users, businesses Answered detailed questions without specifying particular points of view Expressed benefits clearly and simply to target audiences, eg more jobs, better transport, increased house prices Allowed space for concerns, within the event and in the way they communicated Thought through potential concerns beforehand - were pro-active in their recognition of, and dealing with, them.

36. 36 Battersea Power Station

37. 37 Insight 4 - Amnesty International In 1961, British lawyer Peter Benenson launched a worldwide campaign, ‘Appeal for Amnesty 1961’ with the publication of a prominent article, ‘The Forgotten Prisoners’, in The Observer newspaper. His appeal was reprinted in other papers across the world. The first international meeting happened soon after, with delegates from Belgium, the UK, France, Germany, Ireland, Switzerland and the US. They established "a permanent international movement in defence of freedom of opinion and religion". Amnesty International now has more than 2.2 million members, supporters and subscribers in over 150 countries and territories in every region of the world.

38. 38 Insight 4 - Amnesty International How do they do it? Amnesty International campaigns through a variety of methods: It mobilises its members and supporters to put pressure on governments, armed groups, companies and intergovernmental bodies. Activists mobilise public pressure through mass demonstrations, vigils and direct lobbying as well as online and offline campaigning. Specialist e-networks put interests and professional skills to work, campaigning on professional or personal interests, sharing information and taking joint action. This exerts far more pressure than individuals working alone: Children's Human Rights network Lesbian, Gay, Bisexual and Transgender network TeachRights Trade Union network Women's Action network

39. 39 Insight 4 - Amnesty International Ways in which people, volunteers, practitioners, professional organisations, etc are involved: Trainers are active and experienced Amnesty members who voluntarily run workshops for groups of Amnesty activists as well as at conferences. Local groups are vital to the work of Amnesty. They usually meet once a month to coordinate action on Amnesty cases and organise campaigning. Country Co-ordinators are active Amnesty members who advise and support local groups. Speakers Amnesty's education and student team continuously recruit good speakers for events. Student groups in universities and colleges meet at least once a week during term time to campaign in various ways. Lobbyists lobby MPs about the issues which Amnesty is campaigning on.

40. 40 Achieving successful outcomes A firm commitment to action is the desired end result. Have you got yours?