4. WORKSHOPS 4.4 Successful Partnership-working Presenters: John Rodger, York Consulting (workshop chair) Stephen Hobbs, Greater Nottingham Learning Partnership Norman Atkin, Swindon and Wiltshire Lifelong Learning Partnership Critical success factors (John Rodger) York Consulting are evaluating the development of Learning Partnerships - working alongside the Partnerships from the start to assist their development. John Rodger said that for any partner-ship 'state of mind' is a critical starting point, ranging from at one extreme 'collections of self-interest' to 'collective added value' at the other. The mindsets of Learning Partnerships range from those 'waiting for clarification' (particularly on the implications of the White Paper), to those proactively moving forward to 'shape the new world'. The critical success factors emerging are: Shared clarity of purpose - on what the partnership can and cannot do; and engaging more widely only when its core purpose is clear Adding value, not doing everything - the potential agenda is enormous; it is essential to focus Focus on the end user - set aside politics and 'baggage'; focus on who will benefit Early success - created enthusiasm and built momentum Resource and commitment - it is important to relate all the above activities to this. The Partnership's structure and resources have to be commensurate with activity. Generating adequate resources requires real commitment from the partners. The role of evaluation is critical in three areas: Setting priorities - defining the Partnership's aims and objectives Measuring performance - through performance indicators, baselines, targets and milestones Added value - through action baselines, new activities and actions, and monitoring costs. York Consulting will be working with Learning Partnerships to identify and address the developmental support needed. Support includes an evaluation guide to be published in December/January, a programme of workshops, a helpline , and website. Sharing good practice will be encouraged through regular updates and on-going communication. Good practice: Greater Nottingham (Stephen Hobbs) The Learning Partnership’s Board is made up of around 20 providers, and models for wider representation are being examined. A quarterly consultation Forum, invited from a database of 1500 people in the wider community, contributes to the Board’s planning. Activities are supported by working groups addressing specific issues. Mr Hobbs’ own role as manager is the ‘glue’ that makes it all happen. Successes to date include: month-long Learning Festival, for which a poster-calendar of 180 learning opportunities was widely distributed 50,000 copies of a leaflet bringing together information and advice on learning opportunities by organisations working to an agreed quality standard as the Greater Nottingham Guidance Network A comprehensive advisor’s guide to basic skills provision in Nottingham A regular newsletter, The Point. Key success factors to date have been: commitment to a shared vision early successes to show added value willingness to deal with difficult issues a clear structure with objectives and responsibilities an executive to support and build partnership-working. The Learning Partnership is now part of a wider network of sectoral alliances, business alliance and local area partnerships, all contributing to the Greater Nottingham Partnership covering employment, infrastructure and inward investment. Good practice: Wiltshire and Swindon (Norman Atkin) The Partnership embraces two LEAs, four EBPs and six FE institutions. Delivery is carried out through four local partnerships feeding into the management board. The Government Office is also a partner within the structure, playing a vital role as a conduit for the latest information. Outside the Board, the structure is non-hierarchical. Co-ordinating groups for Swindon and Wiltshire feed into a joint implementation group comprising chief officers of the key agencies. This in turn feeds into the Partnership’s Management Board. Mr Atkin said the Partnership’s experience and good practice could be seen in terms of four ‘Ts’: Time. All partnerships take time; decision-making and communications can be difficult Trust. Vital ingredients are a non-hierarchical structure; local delivery; a Statement of Arrangements and Financial Procedures; a business sector Chair; and genuine joint working Tension. Issues to address include sensitivities among the partners, political pressures, funding (the Partnership is an expensive model in terms of the time required to set it up), and the capacity of partners working across Partnership boundaries Test of success. The Partnership’s plan, underpinned by quality and equality of opportunity, covers learners of all ages. Six major projects, including the UfI and the Learning Gateway, are underway, led by appropriate partners. The next step is to identify performance measures and relate the Partnership’s plan to partners’ individual learning plans. Issues Issues discussed included: The opportunities and threats to partnerships of changes outlined in the White Paper, particularly in terms of funding and the future of careers services The need for adult participation targets that go beyond basic skills and work-related learning Learner feedback - the quality agenda resides primarily with the Learning and Skills Councils The need for good practice examples on the LLP website, including examples of planning The need for a legal instrument on which to hang voluntary arrangements.