scottish fire and rescue service...leadership training across the three services. this was with a...

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StaffGovernanceCommittee/Report of 24 V 2.0: 25/11/2019 Talent Management and Development Update

Report No: C/SGC/33-19

Agenda Item: 13.1

Report to: STAFF GOVERNANCE COMMITTEE

Meeting Date: 5 DECEMBER 2019

Report Title: TALENT MANAGEMENT AND DEVELOPMENT OVERVIEW

Report

Classification: For Noting

Board/Committee Meetings ONLY

For Reports to be held in Private

Specify rationale below referring to

Board Standing Order 9

A B C D E F G

1 Purpose

1.1

The purpose of this report is to provide the Staff Governance Committee (SGC) with an update on talent management and development arrangements within the Scottish Fire and Rescue Service (SFRS).

2 Background

2.1

In line with our Strategic priorities, the SFRS is committed to developing all employees to their full potential and improving service delivery by ensuring talent within the SFRS is identified, developed and promoted into the right roles: Right People, Right Time, Right Place with the Right Skills.

3 Main Report/Detail

3.1 3.1.1 3.1.2 3.1.3

National Fire Chiefs Council (NFCC) Leadership Behavioural Framework The Scottish Emergency Services Chief Officers Reform Collaboration Group (SES RCG), directed executive board members of the Scottish Multi Agency Resilience Training and Exercise Unit (SMARTEU) to complete a review of middle to senior management and leadership training across the three services. This was with a view to designing and developing, a strategic leadership programme, which would not necessarily be limited to the tri-service. SMARTEU raised the task with the members of the Emergency Services Training Collaboration Group (ESTCG) when it was established that each service was either already conducting or about to embark on a review of their leadership framework and associated programmes. A cross sector work group was established to ‘deep dive’ the identified work-stream which had three main themes; leadership/command training, leadership framework/pathways and talent identification/management. The SFRS review and consideration of the NFCC Leadership Framework will therefore be informed by the decision on the SMARTEU Collaborative Leadership Development report which provides an update on current work streams relating to leadership development and makes a recommendation for a decision to pull together the current disparate work streams across the three emergency services with each reviewing their respective behavioural frameworks and leadership programmes. If agreed, the combining of relevant working groups could provide an economy of effort and increase effectiveness and efficiency of their respective work streams. This could greatly assist in the design and development of separate, but interconnected tri-service leadership behavioural framework and development programmes and establishment of an holistic multi-agency strategic

SCOTTISH FIRE AND RESCUE SERVICE

Staff Governance Committee

https://www.firescotland.gov.uk/media/437120/sosmeetingsboardctteesv4.0.pdf



3.2 3.2.1 3.2.2 3.2.3 3.2.4 3.2.5 3.3 3.3.1 3.4 3.4.1 3.5 3.5.1

(command) leadership programme. The inclusion of a CPD programme would further afford joint working and shared understanding of each services leadership programmes, strategic priorities and established collaborative leadership skills. Provision of Development Centres The overarching principle of the Development Centre (DC) Policy is to identify potential, inform development and support talent management processes. The DC policy was implemented to help identify and support development of talent for the SFRS at all levels. The number of participants progressing to the DC is dependent on organisational need. The DC is followed by a subsequent 12-24 month Leadership Development Programme (LDP), with content aligned to succession planning needs and developing leadership capacity, at the appropriate levels. Key outcomes of the DC and LDP which have been undertaken at Strategic and Executive levels were to develop emotionally intelligent leaders who operate effectively within the changing terms of reference of public service leadership. This was attained through a tailored programme to meet individual development needs through a range of options for participants to choose from, including leadership exchange, Scottish Institute for Business Leaders (SIBL) events, Common Purpose and Holyrood Summer School. At Middle and Supervisory levels, the DC and LDP would also aim to develop leadership capabilities and offer development opportunities aligned with the L&D Framework aimed at preparing individuals for future promoted roles. A range of ‘pre-role’ learning and development opportunities will be available to successful participants, via the LDP, to support and develop professional and technical job specific, management and leadership skills, further enabled by a ‘continuous learning’ development framework. Consideration is being given to the delivery schedule for the L&D Framework and workforce planning resourcing schedule in determining the DC forward plan. As Executive and Strategic DC/LDP processes have been delivered, development of DC/LDP opportunities at Middle level has commenced and will be followed by Supervisory level. Timescales for delivery of the DC forward plan will be a priority in Q4, informed by workforce data, resourcing schedules and development plans as aligned to Service need. Leadership and Development Framework Update To enable the wider development of organisational performance and culture; strengthen capability, capacity and build resilience, the Leadership and Development Framework outlines the leadership pathway and suite of leadership and development interventions, including Leadership Development Programmes to develop our employees. Appendix A: Leadership and Development Framework Executive Leadership Development The Executive Leadership Development Programme (ELDP) first cohort has been completed (Appendix B: Executive Leadership Development Programme Evaluation Report). The report details positive indicators and opportunities for improvement. The ELDP outcomes will be used to inform the improvement action plan in preparation for future programme rollout implementation and onward consideration through wider leadership and development initiatives. Strategic Leadership Development The Strategic LDP continues to support the programme’s 14 delegates through the implementation of a broad range of developmental activities including Emotional Intelligence (EQi) 360; leadership development seminars; monthly learning highlights; group/peer learning sessions; leadership and learning videos/webinars; progressing academic qualifications and mentoring. An interim evaluative review has commenced with delegates participating in a second EQi 360 review. Review outcomes inform individual development plans and progressive programme development and implementation.



3.6 3.6.1 3.7 3.71 3.8 3.8.1 3.8.2 3.8.3 3.8.4 3.8.5 3.9 3.9.1 3.9.2

Middle Manager Leadership Development The first Middle Manager LDP was delivered in Q2 with 93 Middle Managers participating in programme modules aligned to their personal development plans. The Middle Manager LDP will be delivered up to four times a year. Middle Manager DC scoping commenced in support of the Strategic Workforce and Resource Plan. Supervisory Leadership Development The Supervisory LDP continues to be implemented in each SDA area on a 6-monthly basis. Dealing with Conflict, Partnership Working and Introduction to Project Management modules have now been included and delivered as part of the Supervisory LDP offering. Cumulatively across Q1 and Q2, 157 delegates have participated in Supervisory LDP modules aligned to their personal development plans. Vocational and Apprenticeship Programmes Update Firefighter Modern Apprenticeship Programme Update The Firefighter Modern Apprenticeship was implemented May 2019 with special dispensation from Skills Development Scotland (SDS) afforded to the SFRS to enable Wholetime Trainee Firefighters from April 2018 to join the Apprenticeship programme. Milestone claims for Firefighter intakes from April 2018 have been processed on the SDS Funding Information and Processing System (FIPS) following completion of Trainee Firefighter Red phase assessments. Assessors/Managers complete a Summary of Achievement Record (SoAR) as evidence that each Trainee has successfully completed their Red phase assessment. BACS payments received for funding claims to date total £196,558. This is set against a MA projected levy value of up to £399,478 for 2019-20. The next funding claims for September 2018 Firefighter Trainees of a similar volume are scheduled to be processed in November 2019. Future Firefighter new starts continue to be registered with SDS and funding claims processed at relevant milestones. The first advisory compliance visit from SDS took place 30 July 2019. This offered early guidance in respect to ongoing requirements for completion of SDS forms. Three recommended areas of improvement and three potential breaches were discussed. SDS are satisfied that the SFRS processes are embedding and are pleased with our progress to date. SDS have advised that initial feedback from the advisory compliance visit is encouraging with recognition for the high volume of MAs in the SFRS. Quality assurance processes will continue to be subject to ongoing development and review within the SFRS. Information about the Firefighter modern apprenticeships was produced and is available on a dedicated iHub page. This includes important information, guidance and FAQs for managers with responsibility for Trainees. Reminders are issued on how to complete relevant paperwork and quality assurance processes are being embedded to ensure each form received to date has been checked and all relevant fields are completed correctly. Scottish Vocational Qualifications (SVQ) Update External verification (EV) forms part of SVQ quality assurance processes and supports maintenance of SFRS qualification standards. As with the MA programme, sampling is undertaken and assures consistency of marking/assessment. The EV process ensures course administration, delivery and quality assurance systems are adequate in all approved centres and that centres are acting in accordance with regulatory and Centre Agreement conditions. SFRS received two EV visits in June 2019 – one for the delivery and certification of the Assessor and Internal Verifier Awards and the second visit was for the Operations in the Community SVQ and the Operations Control SVQ. These visits included inspecting current portfolios/folders and interviewing candidates, Assessors and Internal Verifiers. These



3.9.3 3.9.4 3.10 3.10.1

interviews ascertain if personnel involved are supported by the organisation and that safe, fair and reliable assessment decisions are being made. Both visits were successful and the EV reports highlighted exemplar practice. SFRS was praised for its professional delivery of the SVQs to a high standard and consistently meeting the stringent requirements of SQA. Coordination and Administration is key to continued successful implementation of SFRS vocational and apprenticeship programmes. Recruitment of a Vocational and Apprenticeship Coordinator in progressing and temporary allocation of administrative resources is currently in place. It is anticipated that additional administrative resource will be required to meet ongoing compliance requirements and a business case has been developed, in this respect, for consideration within the 2020/21 business case process. Leadership for Change Programme The SFRS Leadership for Change Programme (LfCP) aims to underpin the effective transformation agenda and change implementation, enable organisational performance, strengthen capability, capacity and build resilience thus promoting a pro-active and continuous learning culture in achievement of the SFRS strategic priorities. The LfCP has been approved and work has commenced with the SMT to identify priority participants prior to onward implementation across Middle and Strategic Manager level leaders. Appendix C: Leadership for Change Programme Overview.

4 Recommendation

4.1 It is recommended that SGC note the progress, achievements, areas for development and actions taken to ensure continuous improvement of SFRS Talent Management and Development arrangements.

5 Key Strategic Implications

5.1 5.1.1

Financial Talent management and development arrangements have been funded from existing budgets and business cases have been progressed as/where required.

5.2 5.2.1

Environmental & Sustainability Consideration of environmental impact and sustainability are considered for the development and implementation of each talent management and development programme/arrangement.

5.3 5.3.1

Workforce Talent and development arrangements aim to impact positively on our workforce by further enabling the SFRS through the development of and involvement of an informed, motivated, engaged and resilient workforce and empowered, skilled leaders.

5.4 5.4.1

Health & Safety Whilst there are no specific health and safety implications anticipated. The talent management and development arrangement outcomes aim to include a positive impact on wellbeing.

5.5 5.5.1

Training Development and implementation will be met by existing Leadership and Skills Development resource and typically delivered within SFRS training centre venues.

5.6 5.6.1

Timing Implementation of talent management and development arrangements are kept under regular review and align to service requirements.



5.7 5.7.1

Performance Talent and development arrangements aim to impact positively on performance by further enabling the SFRS through the development of and involvement of an informed, motivated, engaged and resilient workforce and empowered, skilled leaders.

5.8 5.8.1

Communications & Engagement Information and supporting guidance is available through a range of mediums, including targeted emails, corporate communications, social media, iHub. and through the TED/HROD business partnering arrangements.

5.9 5.9.1

Legal Legal advice has been sought in the development and implementation of arrangements on a case by case basis.

5.10 5.10.1

Information Governance DPIA completed – No: Information regarding talent, learning and development activities are recorded and managed through existing processes and systems.

5.11 5.11.1

Risk The SFRS is committed to developing all employees to their full potential and improving service delivery by ensuring talent within the SFRS is identified, developed and promoted into the right roles.

5.12 5.12.1

Equalities EIA completed – Yes: Development and review of the Training and Employee Development and other associated Equality and Human Rights Impact Assessments has been undertaken.

6 Core Brief

6.1

Not Applicable

7 Appendices/Further Reading

7.1 7.2 7.3

Appendix A: Leadership and Development Framework Appendix B: Executive Leadership Development Programme Evaluation Report Appendix C: Leadership for Change Programme Overview

Prepared by: Ceri Dodd, T/Deputy Head of HROD

Sponsored by: Liz Barnes, Director of People and Organisational Development

Presented by: Ceri Dodd, T/Deputy Head of HROD

Links to Strategy and Corporate Values

Strategic Plan 2019-22: Outcome 3: People

Links to all four SFRS Values of Safety, Teamwork, Respect and Innovation

Governance Route for Report Meeting Date Report Classification/

Comments

Staff Governance Committee 5 December 2019 For Noting

Employee Partnership Forum 20 February 2020 For Noting



APPENDIX A Leadership and Development Framework



APPENDIX B Executive Leadership Development Programme Evaluation Report

PEOPLE AND ORGANISATIONAL DEVELOPMENT

EXECUTIVE LEADERSHIP DEVELOPMENT PROGRAMME

EVALUATION REPORT

AUGUST 2019

Prepared by:

Andrea Fraser, Corporate Skills Development Advisor



Table of Content

Content Description Page Number

1. Introduction……………………………………………………………………… 03

2. Purpose………………………………………………………………………….. 03

3. Programme Approach………………………………………………………….. 03

4. Programme Objectives………..……………………………………………….. 04

5. Programme Components Overview..……………………………………....... 05

5.1. Programme Launch………………………………………………………. 06

5.2. Personal Development Planning (PDPs)………………………………. 06

5.3. ELDP High Level Development Activities Overview………………….. 06

5.4. Programme Evaluation and Engagement……………………………… 06

5.5. ELDP Improvement Plan…………..…………………………………….. 06

6. Evaluation Methods and Programme Component Findings………………. 07

6.1. Kirkpatrick’s Four-Level Evaluation Model…………………………….. 07

6.2. BDA Model………………………………………………………………… 07

6.3. Mentoring Scheme Evaluation………………………………………….. 08

6.4. EQi 360°Evaluation………………………………………………………. 09

6.5. ELDP Participants Feedback……………………………………………. 09

6.6. Lessons Learned……………………………………………..………….. 10

6.7. Career Progression Attainment…………………………………………. 10

6.8. PDP and External Development Provision Review…………………... 11

7. Overview of Evaluation Findings………………….…………………………. 11

8. Recommendations…………………………………………………………….. 15



1. Introduction Commitment to workforce development and our people was reaffirmed in the 2016-19 SFRS Strategic Plan and the draft Strategic Plan 2019-2022. In line with our Strategic priorities, the Scottish Fire and Rescue Service (SFRS) is committed to developing all employees to realise their potential and improving service delivery by ensuring talent within the SFRS is Right People, Right Place with the Right Skills at the Right Time. The Executive Leadership Development Programme (ELDP) was designed to enable participants to embark on a learning journey that would make a strong contribution to the SFRS leadership capacity and capability required to address current and future strategic priorities. Participants were provided with a variety of opportunities to further develop their leadership thinking, leadership behaviours and leadership practice. The programme was designed to challenge participants to re-define how they perceived the scope, breadth and potential of the role of an SFRS Executive Leader. This agenda was met through a variety of approaches designed to grow and challenge existing leadership practice within the complex and changing context of Scottish public services. The Executive Development Centre (EDC) took place in May 2017 enabling access to the ELDP which launched on 30th June 2017. The ELDP was the first of the Leadership Development Framework Programmes to be launched in line with talent requirements identified through strategic workforce, resource and succession planning. The initial phase of the programme concluded in July 2018 as signified by the EQi 360° Review re-assessment. The ELDP participants were supported for a further year to:

• Provide continued support to ongoing learning activities and individual Personal Development Plans (PDPs). E.g. CMI Level 7 Extended Diploma in Strategic Management and Leadership;

• Further promote a culture of learning and continuous improvement culture;

• Facilitate the testing and application of learning within the workplace;

• Enable participants to deepen their own awareness and learning as well as build leadership capacity and capability through their mentorship for Strategic LDP and support for wider developmental programmes e.g. Common Purpose Meridian Programme; and

• Enable individual and programme objectives to be progressed, lessons were learned and improvements to be made.

Evaluation of the ELDP has been undertaken throughout and post the programme implementation.

2. Purpose

The purpose is to detail the SFRS ELDP evaluation activities and findings. The intention of the evaluation is to establish if the key objectives of the ELDP have been met and identify opportunities for improvements to inform future practice and implementation across the all DC and LDPs.

3. Programme Approach The ELDP approach aimed to deliver emotionally intelligent leaders who proactively embrace change, engage with diverse stakeholders, think systemically and work collaboratively to address ambiguous and complex leadership challenges.



The ELDP aimed to provide stretch for each delegate through the provision of a diverse portfolio of development and flexible implementation to enable growth in leadership capacity and capabilities relevant to participant individual needs. The ELDP has been developed around two core design principles:

1. The way that the programme is delivered must be exciting, thought provoking and

interactive. 2. The programme must be closely linked to the issues and challenges that the

Executive Leaders encounter within the work environment.

The ELDP facilitated leadership and management development through practical workshops/seminars, external programmes, action learning sets, coaching and mentoring, leadership exchange, webinars, articles and work based projects. The experiential nature of the programme aimed to deliver service improvement as well as transformational behavioural and cultural change. The focus has been to enable tailored, results-orientated development, designed to be able to instantly make an impact when applied in the workplace.

4. Programme Objectives and Constituent Development Clusters The ELDP was constituted from four key development clusters, namely emotional

intelligence, embracing change, engagement with stakeholder and continuous improvement.

Programme Aims Development Clusters

What Worked Well (WWW)

Identify own learning needs and expectations

• Emotional Intelligence

• Embracing Change

• Continuous Improvement

• DC Feedback

• EQi 360 Assessment

• Psychometrics

• PDP support materials and coaching

• Individualised PDPs

• Mentoring

• Appraisal

Subject own leadership to critical scrutiny



• Engagement


• DC feedback.


• Psychometrics (Watson Glaser)

• Mentoring

• Action Learning Sets

• Appraisal

Explore models of leadership and evaluate relevance to own context



• Workshops and Leadership Seminars

• External Programmes/Courses/Seminars

• ELDP materials

• Leadership Exchange

• Mentoring

Develop skills of reflection and critical thinking




• Mentoring

• Coaching

• Peer Group Learning Sessions

• Individual PDP

• Critical Thinking Assessment

• Appraisal


Experiment with alternative behaviours, approaches and mindsets to support change




• Mentoring

• EQi development

• Action learning sets


• External programmes



Programme Aims Development Clusters

What Worked Well (WWW)

Understand complexities of the role of the Executive Leader


• Engagement

• External Programmes/Courses

• Mentoring


• ELDP materials

Pursue strategies designed to enhance leadership capability



• Engagement


• EQi development strategies


• Mentoring

• ELDP materials

Challenge current practices and assumptions



• Engagement


• Mentoring

• Projects



• External Programmes

Act as change agents nationally and within own area



• Engagement



• External Programmes

• Internal Projects – e.g. Staff Survey

• Appraisal

Be familiar with the changing terms of reference of public sector leadership

• Engagement


• External Programmes – e.g. Holyrood Summer School, Common Purpose Programme, Police Scotland Continued Professional Development CPD) Sessions

• Mentoring

Identify opportunities to shape the SFRS future


• Engagement




• External programmes

• Appraisal

• Projects

Contribute to collaboration, partnership working and inter-organisational networking



• Engagement






• Projects

NB: Details of activities undertaken can be found in section 5.3. 5. ELDP Programme Components Overview

A range of learning methods and opportunities have been included within the ELDP to provide a flexible approach to meet both organisational and individual needs. It is understood that senior leaders already have a range of knowledge, skill and experience and therefore a flexible approach has been adopted to account for the strengths and learning already attained, as well as identifying key areas for development. The ELDP programme encompassed five programme components and includes:



5.1 ELDP Launch

• Attended by ELDP participants, members of SLT, Chair of the Board and programme contributors

• Celebrated the success of ELDP participants

• Set the scene of the programme

• Supported engagement between executive leaders and aspiring executive leaders to encourage learning and insight

• Outline programme elements and flexible development portfolio

• Sampled two available experiential learning offerings

5.2 Personal Development Planning

• On completion of the EDC, participants were provided with a range of feedback on which to draw conclusion for development planning

• Programme participants were encouraged to consider other feedback available in addition to that provided through DC processes, e.g. learning styles, resilience questionnaires, appraisal discussions etc

5.3 ELDP High Level Development Activities Overview

5.4 Programme Evaluation and Engagement

• Evaluation took place before, during and after (BDA) programme close.

5.5 ELDP Improvement Action Plan

• Evaluation recommendations and improvement actions will be progressed and implemented through the creation of cross functional working groups.

Feedback (Initiates) • EDC & LDP Application (including

Appraisal)

• Development Centre

• EQi 360° Review

• Psychometrics

• PDP Workshop and follow up support

• Self-Assessment Options (e.g. i-Resilience, Learning Styles, Covey 7-Habits, Values Exercise (Self-reflection of personal values + behaviours and alignment to Service)

• Mentoring and Coaching

• Programme check in points with Corporate Skills Development Advisor/Programme Lead

Input (Enables) • Values Based Leadership Master-classes

(Scottish Institute for Business Leaders (SIBL)), Peer Learning & Values Exercise, Ex2 Leadership Seminars)

• Certificate in Leadership in Board Governance (Napier University)

• NFCC/CFOA – Executive Leadership Programme

• Common Purpose – Meridian Programme

• Holyrood Summer School

• ELDP materials

• Programme Handbook

• Police Scotland Senior Leadership Programme

• CMI Level 7 Extended Diploma in Strategic Management and Leadership

• Leadership webinars, podcasts, articles and useful links

Experiential (Enables and Integrates)

• Projects at a Strategic Level (SPPC Major Projects and Transformation)

• Leadership Exchange / Shadowing Opportunities


• Reflective Review

• Peer Learning and Group Learning Events


Support (Integrates) • Mentoring

• Coaching

• Corporate Skills Development Advisor/Programme Lead

• HR/OD Manager (EQi development discussions)

• Line Manager

• Cohort peers



• An ELDP Improvement Action Plan will be created with timelines aligned to workforce and succession plans.

• Evaluation recommendations and improvement actions are detailed within section 8.

6. Evaluation Methods and Programme Component Findings Two methods have been applied to support evaluation and improvement for the ELDP and includes the Kirkpatrick’s Four Level Evaluation Model and the Before, During, After (BDA) Model. Qualitative and quantitative data and information has been collected from a range of perspectives for the evaluation.

6.1 Kirkpatrick’s Four-Level Evaluation Model

Level Description

Level 1: Learner Reaction and

Satisfaction

The degree in which learners find the

programme favourable, engaging and relevant

to their role

Level 2: Learning The degree in which learner acquires intended

knowledge, skill, attitude, confidence

Level 3: Behaviour/Application The degree to which learners apply what they

have learned

Level 4: Results The degree to which targeted outcomes were

met

6.2 BDA Method – Evaluation Before, During and After (BDA) Programme

BDA Table What Information Is Sought?

Before (Pre-Level 1 - Level 1)

During (Level 1-3)

After (Level 3-4)

Learner

(ELDP Participant)

Readiness and

suitability

Participation

and learning

acquisition

Application of

learning/results

SFRS/Team/System SFRS readiness

and engagement

Supportive Impact and

difference

achieved

Programme

Lead/Facilitator

Suitability and

alignment

What is

Working?

Objectives

achieved, impact

made, outcomes

demonstrated and

lessons learned.

These two methods have been combined to design the core question set for ELDP evaluation. This approach was adopted to complement the existing Training and Employee Development Quality Management System (TED QMS) which utilises the Kirkpatrick model for training evaluation. The ELDP question set captures the Kirkpatrick levels and recognises organisational and learner readiness indicators.

For evaluation findings based on the above noted question set please refer to section 7.



6.3 Mentoring Scheme 6.3.1 What We Did

Evaluation and Check Ins The ELDP mentoring scheme matched mentees (ELDP Participants) with members of the Strategic Leadership Team (SLT) to enhance support, deepen insight and enable application learning. Mentoring Scheme matches was sent to participants on the 22nd of September 2017. An initial check in took place with mentees and mentors once mentoring had commenced (Level 1 - Kirkpatrick’s Evaluation Model), and followed up during the mentoring relationship (Leve 2). A set of 6 questions was sent to all mentees and mentors on the 24th November, two months after the initial match was sent to participants. It was anticipated that the “chemistry meeting” and at least one mentoring session will have taken place before the first check in point. The second check-in took place during the mentoring relationship and was conducted during 1-2-1 meetings with all scheme participants and the Programme Lead.

Mentor Support Evaluation In addition to formal check in points, two Mentoring CPD Workshop events took place prior to matching to support mentors, share learning and provide a consistent approach to ELDP mentoring processes and practices. Formal evaluation in accordance with the TED QMS was conducted and was evaluated well by all participants.

Mentee Support In addition to formal check in points, mentee support was provided by Programmer Lead during the ELDP Launch, PDP activities and 1-2-1 discussions.

6.3.2 What We Found: Evaluation Findings

What Worked Well (WWW) Even Better If (EBI)

• Mentee briefs provided.

• Positively evaluated Mentor CPD Event.

• Formal matching process applied.

• Initial check in took place once mentoring had commenced (Level 1 - Kirkpatrick’s Evaluation Model).

• Second check half way through programme (Leve 2).

• The mentoring element has been well received with 2 of the 4 learners confirming great benefit from the mentoring relationship.

• Mentoring scheme improvement recommendations included within the ELDP Evaluation Report to support consistent high value for future cohorts.

• Formalise process for supporting mentoring challenges (One match had some challenges and support was provided, with corrective action taken. Another mentee was re-matched due to mentor leaving the SFRS).

• Include additional mentoring check ins during the relationship.

• Additional mentor CPD.

Example learner quotes:

• “very beneficial insight into working at an executive level…and the approach to leadership in this setting”

• “provided an opportunity to discuss matters that one would not normally have time or space to discuss”… “areas agreed to maximise development and address concerns”…“I felt there was confidentiality and trust”



6.4 EQi 360° Assessment 6.4.1 What We Did

EQi 360° Assessments were conducted prior to commencement of the ELDP (April 2017) and creation of individualised PDPs. Individual priority EQi development considerations were included in PDPs and the EQi 360 Assessment was repeated at the end of the initial phase of the ELDP in July 2018 to evaluate the learning and development completed.



• Assessment conducted prior to start of the ELDP (April 2017).

• Detailed report provided for individuals on strengths, development areas and comparison against top leaders.

• 3 EQi priority development areas included in individualised PDPs.

• EQi development sessions

• Development strategies provided.

• Assessment re-done July/August 2018 to identify shift.

• Learner one shows a 53% increase across EQi indicators.

• Learner two shows a 65% increase across EQi indicators.

• Learner three shows a 38% increase across EQi indicators.

• Learner four shows a 20% increase across EQi indicators.

• Further feedback comments can be found in section 7 – Evaluation Findings.

• Develop formalised process for sharing information aligned to Data Protection requirements as appropriate in order that support can be provided to participants, e.g. sharing EQi reports.

6.5 Peer Learning Group 6.5.1 What We Did

ELDP Cohort Peer Learning Group sessions facilitated by the Programme Lead took place to support the sharing of learning, and provide group learning activities. Regular review of the ELPD took place during these group sessions to identify ‘What is Working Well’ (WWW) and how the programme could be ‘Event Better If’ (EBI). This allowed for changes to be made to support individuals and benefit the overall programme implementation.



• Commitment and enthusiasm of cohort

• Mentoring programme very positive

• Development Centre was very well planned and resourced

• Development Centre provided good insight into areas for development

• Action learning sets

• Contact with Programme Lead

• Look to see if we can get calendar dates out sooner to help with planning

• More structured time to be able to devote to development

• Look at ways/methods to create space and time for development

• Shared experience opportunities



a. Core programme information clearly provided

b. Additional optional development information and materials provided based on cohort needs identified during support discussions, e.g. resources on mental health and resilience

• Course access

• EQI 360° gave a good insight into development needs

• The initial assessment and direction

• Mentoring

• Communication of learning opportunities and guidance from programme lead

• Building confidence through the Development Centre and feedback activities

• Insight realised on benefit of owning and driving own development (learners discussed how the ELDP required participants to identify their own map to meet individual development needs compared to a typical training programme with set prescribed development activities)

• Formalised internal events, potentially more linkage from action plan/PDP.

6.6 Lessons Learned to Inform Future Practice and Process (What We Did)

Ongoing engagement and communication with ELDP learners during the programme enabled ongoing improvements to be made. In addition, the review and evaluation informed the implementation of the Strategic Leadership Development Programme (Strat LDP).


• Creation of Strat LDP participant resource (with programme information, timetable, outline, aim and learning objectives, PDP and reflective log templates etc)

• Formalised and supported reflective practice through Monthly Learning Highlight Reports.

• Share findings for consideration across all LDPs.

6.7 ELDP Participants Career Progression Attainment (What We Found) The Executive Development Centre (EDC) ran in April/May 2017 enabling access to the

Executive Leadership Development Programme (ELDP) which was the first of the Leadership Development Framework Programmes to be launched in line with identified organisational talent requirements. The 4 successful applicants (2 x Area Managers (AM) and 2 x Deputy Assistant Chief Officers (DACO)(1 temporary and 1 substantive)) progressed onto and through the ELDP.

The EDC and ELDP has supported 3 of the 4 delegates to realise further career

advancement and celebrate success including 1 AM promoted to temporary DACO and



subsequently onto substantive DACO, 1 temporary DACO substantively promoted to DACO and 1 substantive DACO was recently appointed to Assistant Chief Officer (ACO).

6.8 PDP and External Development Provision Review (What We Found)

External development access has been broad and encompassed:

External Provision Outcome Core/Option Component

Scottish Institute of Business Leaders (SIBL): Cross Sector Leadership Seminars and Action Learning Sets

PDP aligned events attended by all participants.

Core

Common Purpose Meridian Programme

Successful completed. Optional

Certificate in Leadership in Board Governance (Napier University) – SCQF 11


NFCC Executive Leadership Programme


Holyrood Summer School Successful completed. Optional

Chartered Management Institute (CMI) Level 7 Extended Diploma in Strategic Management and Leadership

Currently ongoing for one participant.

Optional

External development provision has shown positive results in relation to PDP alignment with participants successfully completing and achieving associated assessments. Two learners have outstanding areas for completion. One learner is completing their CMI Level 7 Diploma in Strategic Management and Leadership as planned, and a second learner has a course to be sourced. Support will continue for participants while these areas are closed out.

7. Overview of Evaluation Findings An overview of the evaluation findings based on the question set noted in section 6

follows on the next page.



7. Evaluation Findings (Outputs and Outcomes)

BDA Table Evaluation Findings (Outputs and Outcomes)

Before (Kirkpatrick – Pre-Level 1 – Level 1)

During (Kirkpatrick Level 1, 2, 3)

After (Kirkpatrick Level 3, 4)

Learner (Exec LDP Participant)

Readiness and suitability • Appraisal and line manager

support

• Pre-DC application and endorsement

• DC/ELDP Information on iHub

• DC briefing sessions

• DC assessments and feedback

• Psychometrics (Watson Glaser)

• EQi 360° Assessment

• Programme Handbook

• ELDP Launch Event

• ELDP Personal Development Plan (PDP) Session and following up coaching session

Participating and learning acquisition • Individual PDPs completed and

aligned to ELDP

• PDP 1-2-1 coaching

• Mentoring - “provided an opportunity to discuss matters that one would not normally have time or space to discuss”… “areas agreed to maximise development and address concerns”…“I felt there was confidentiality and trust”

• Participation in workshops and seminars

• Engagement in Action Learning Sets

• External programmes, e.g. Holyrood Summer School, Common Purpose Programme, CFOA LDP, CMI Level 7


• Learning Group Peer Review Sessions

• Group learning activity sessions, e.g. exploring values

• Reading (identified by learner or shared by Programme Lead)

• Professional reflective practice

• Appraisal

Application of learning/results • Across all learners, two individual PDP objectives are being

progressed – all other individual PDP objectives have been met. Outstanding areas includes ongoing CMI Level 7 qualification study (as per agreed PDP), and one Gold Command course – to be arranged

• “my understanding has improved in the areas covered in the programme”

• “I have used my experience on courses to mentor others and build teams to deliver objectives”

• “wider understanding ….. delivering change and suitable approach that can be used”

• “I was confident in applying the learning and felt justified in doing so due to the cross referencing of feedback and assessment of where my areas of improvement were”

• “heightened self-awareness”

• “I have become more attuned to my behaviours and I have developed around encouraging open discussion about performance”

• “EQi brought sharp focus on my strengths and weaknesses and I used this to ‘sense check’ areas of my work and to understand my feelings whilst being faced with challenges”

• “I feel I am far more reflective on my own performance”

• “I have enhanced my leadership skills……and realise how this permeates….and improves performance, standards and culture”

• “very beneficial insight into working at an executive level…and the approach to leadership in this setting” (mentoring)

• “much more aware of the style of leadership I adopt….I now try and use adaptive leadership behaviours”

• “Enhanced my working relationships and have improved trust….performance reports have shown improvements since implementing learning from LDP”

• “… helped to improve performance, standards and culture”.

• “… improved my performance in current role”.




Before (Kirkpatrick Pre-Level 1, Level 1)



Organisational/

Team/System

SFRS readiness and engagement • End to end process in place

from identification of organisational need, development intervention and progression/promotion (Workforce and Strategic Resource Plan)

• Pre-programme design question set completed with SLT/SMT

• Benchmarking conducted with other senior leadership programmes

• Meetings with partners in support of benchmarking and collaboration, e.g. Police Scotland, Workforce Scotland

• DC/ELDP Briefing Sessions

• Programme Handbook and materials

• SFRS information re DC and Programme on i-Hub

• Corporate Communications ELDP launch event

Supportive • Programme Lead (1-2-1 and in

groups)

• Mentoring – existing SLT/Executive Leader as Mentor

• Line manager

• Contributor support arranged and provided, e.g. induction for CMI Diploma

• EQi 360° Assessment quarterly reviews

• Mentoring scheme check points and reviews

• Development opportunities shared with learners post official ELDP close in 2018 in support of continual learning

• “Supported well by Leadership and Skills Development Team”

Impact and difference made

• All four learners would recommend the programme to others

• EQi “as a result I ensure I consider the perspective of others and impact of matters on them. It has helped me to shape my relationships in developing teams to deliver objectives”, “broader understanding of the wider impact of work on individuals and groups and the impact emotion can have on enabling or preventing us (the SFRS) from delivering objectives”

• “seen benefits in visiting teams and speaking… main change has been an increased flexibility and further empowerment of managers in my area of responsibility”

• “Acting as a role model…now have a more adaptive and transformational leadership style….more authentic…realising that the social element has an impact on leadership and trust…giving more of myself….reduced absences in team….performance reports have shown improvement since implementing learning from LDP”

• “The LDP has enhanced my working relationships and has helped to build trust”




Before (Kirkpatrick – Pre-Level 1 – Level 1)



Programme Lead/ Facilitator

Suitability and alignment

• Stated programme aims

• Aligned to Leadership Development Framework / SLT ELDP Report (10th July 2017).

• Workforce Development Strategic Objectives

• Evaluation aligned to SFRS TED QMS

• SLT question set (Job analysis) to support design.

• Kirkpatrick 4 Level Evaluation model applied

• Additional BDA Evaluation method incorporated

• Internal and external contributors identified

What is working? • Individualised PDPs

• Peer learning and reflection

• Increasing EQi awareness and support discussions

• Bite sized learning

• Seminars and workshops

• Action learning set engagement

• Courses and programmes aligned to individual needs

• Learners responding to programme communications

• Combination of evaluation methods.

• Support: “If felt I was supported by Andrea who was patient and understanding. I feel the service supported me in enabling me to attend the external

course and in providing mentoring”. “high level of support throughout the programme, particularly from my mentor and Programme Lead”

Objectives achieved, impact made, outcomes demonstrated and lessons learned.

• All planned external programmes have successfully been completed with associated assessments passed

• All four learners showed a positive increase across EQi360° indicators

• There is evidence of correlation between comments made by learners and findings within EQi360° assessment, e.g. improved working relationships with direct report highlighted by learner; matched positive increase of EQi scores by direct reports shown in EQi re-assessment

• Three of the four learners realised further career advancement during the programme implementation

• All Individual PDPs completed bar one ongoing development activity as planned and one gold command course to be explored.

• EQi and leadership style awareness and practice has increased for all learners

Please see recommendations and improvement considerations in section 8.



8. Recommendations An ELDP Improvement Plan has been developed based on evaluation activities and findings noted in this report. The Improvement Plan will incorporate a timeline aligned to future EDC and ELDP requirements as agreed through Workforce Planning. Approval is sought to implement the actions noted in 8.3.

8.1 ELDP Continual Improvement and Engagement Evaluation of the ELDP will take place over each programme to identify success and improvements. Evaluation engagement activities will take place to share what has been learned and identify further areas for consideration, e.g. Engagement with SLT through a SLT ELDP Highlights and Review Session.

8.2 ELDP Evaluation Cycle ELDP evaluation aligns to existing QMS process within TED and the Deming Cycle: Plan, Do, Check, Act (figure 1) as used within Service Improvement. It is recommended that programme evaluation is continuous and evaluation will be conducted for each ELDP and cohort implement moving forward.

8.3. ELDP Recommendations Please see recommendations based on the methods previously mentioned in this report on the next page.



8.3. ELDP Recommendations:

Evaluation Level Improvement Action

1. Learner 1. Before 1. Input from previous attendees as to how they approached the course – what they undertook – what were the challenges and benefits and what they would recommend.

2. During 1. Ongoing engagement with a previous attendee as a mentor, guide/learning partner to assist in working through the programme.

2. Potential for further multi agency, multi discipline development events organised with partners and stakeholder groups (SIBL events are good but there is the potential to mirror the style but focus on areas that are more pertinent to cohort).

3. The ‘pick and mix’ development opportunities approach was useful, however some more fixed/programmed activities may have been beneficial.

3. After 1. A debrief of the process and opportunities to meet with the cohort to discuss ongoing development and continued access to learning opportunities and capture and act on any unmet objectives.

2. What next? The link to the strategic development to be reviewed. It would be good to create some form of ‘alumni’ idea to grow the network of talent and learning supporters across our Service as we head towards a period of significant change.

2. Organisation/Team/ System

1. Before 1. Consider topic areas for future cohorts, e.g collate SLT/SMT/Previous delegate views. Review initial job analysis conduct with SLT.

2. Within cohort one, 4 male uniform staff members participated in programme. Anecdotal evidence suggests some support staff did not feel the programme was open for them to apply. Further enquiry is required to identify if positive action is required in relation to staff groups and gender mix. This may impact on future DC/LDP/recruitment marketing activities. This measurement needs to be applied to each programme to ensure equality of access.

2. During 1. Incorporate additional mentoring check in points during the programme to ensure on track and to identify potential support requirements.

2. Formalise process for managing mentoring challenges.

3. After 1. Review how success is celebrated and identify options, e.g. programme close out event, corporate communication etc



8.3. ELDP Recommendations (continued)

Who Improvement

3. Programme

Lead

1. Before 1. Formalising processes for contributor support (internal and external), engagement and collaborative working, e.g. HR/OD/L&D colleagues to agree and produce end to end plans and timelines.

2. Develop support/briefings/check-ins for line managers as sponsor/contributor. 3. Include evaluation checkpoints for providers/contributors during planning/design stage. 4. Link in with TED (QMS Management Review Group) re lessons learned from evaluation (product and

process). 5. Create Learner Data Protection agreement (for sharing information between HR/OD/L&D). 6. Develop further guidance on creating time and space for development, including development techniques

(expand on current information and tools currently provided).

2. During 1. Identify and plan for formalise key check in points with providers/contributors (and gather information from learners). Currently done informally.

2. Review professional reflective practice element (templates and support has been provided). Improvement considerations to include monthly reflection summaries, and other reflective practice techniques.

3. Formalise process for supporting mentoring challenges, e.g. change of mentor, progress challenges. Check points were put in place to maximise success of match prior to commencement and the initial stages of the mentoring relationship. Further check points to be designed in future programmes to ensure mentoring is progressing as planned, roles of both parties are clear and are being maintained; and that processes are in place to support any challenges.

3. After 1. Review process for provider/contributor evaluation. 2. Develop process for incorporating evaluation/feedback from line manager on progress and achievement in

support of programme evaluation activities. 3. Review programme materials to capture new or changed requirements as per organisational needs. 4. Share evaluation findings and recommendations to support service wide improvement, e.g. LDP leads, TED

QMS teams. 5. ELDP Highlights and Review Session - to support sharing of what has been learned and identify further

areas for consideration, a range of evaluation engagement activities will take place including engagement with SLT through a SLT ELDP Highlights and Review Session. Discussions have commenced within L & D/HROD to support this. The purpose of the session is to further share ELDP learning and outcomes, and seek SLT questions and suggestions for future programmes.



APPENDIX C Leadership for Change Programme Overview

Leadership for Change Programme The Leadership for Change is a four-day programme comprised of three licensed FranklinCovey programmes:

1. Leadership: 7 Habits of Highly Effective People® (2-days) 2. Trust: Speed of Trust® (1-day) 3. Change: Leaders @ Change (1-day)

Leadership: The 7 Habits of Highly Effective People®

One of the most respected and popular learning experiences available. The work session will

prepare you to live the 7 Habits. By living the 7 Habits, candidates will become profoundly more

effective in the things that matter most both in work and personal life. Below is a summary of the 7

Habits and the results you can expect.

The Habit The Promise

Habit 1: Be Proactive®

The Habit of Personal Responsibility

You will become the creative force of your life.

Habit 2: Begin With the End in Mind®

The Habit of Personal Vision

You will have a clear vision of where you want

to go and who you want to be.

Habit 3: Put First Things First®

The Habit of Personal Management

You will be disciplined and get the most

important things done.

Habit 4: Think Win-Win®

The Habit of Mutual Benefit

You will build rich and rewarding relationships

and partnerships.

Habit 5: Seek First to Understand,

Then to Be Understood®

The Habit of Empathic Communication

You will be able to listen and communicate

effectively.

Habit 6: Synergize®

The Habit of Creative Cooperation

You will be able solve problems and create

exciting new ideas with other people.

Habit 7: Sharpen the Saw®

The Habit of Daily Self-Renewal

You will have a balanced life and build your

capacity to live the other habits.

Trust: The Speed of Trust®

When people trust each other, they communicate better, create solutions faster, and strengthen

relationships. Productivity speeds up and costs drop. This course gives participants the foundation

for trusting themselves and the ability to extend trust to others so you can lead a team that both

individuals and others can have confidence in.

What will participants learn to do?

• Practice the 13 Behaviours of High Trust to develop, restore, and extend trust

• Practice communicating transparently, respectfully, and directly

• Identify how to extend appropriate levels of trust with co-workers

Change: Leaders @ Change®

In Leaders @ Change discover how to lead your team successfully through change. With a simple

change-model tool, you’ll learn to diagnose your team readiness for change. You’ll also practice five

specific steps to help your people move forward with big changes.

What will participants learn to do? • Define the common reasons why change initiatives fail and how to avoid them • Identify how individuals might react to change and apply the four typical responses to change • Explore a model for understanding what drives behaviour change and result.

scottish fire and rescue service...leadership training across the three services. this was with a...

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