Innovative Schools toolkitSTRATEGIC WORKSHOP 5Project implementation, tracking and management

Objective Suggested ApproachTo appreciate the need for co-ordinated and combined action in order to effect transformation

Presentation of analogies with symphonies and pyramid building together with examples from earlier workshops so that the link is made between schools innovation and power of combined and co-ordinated action.

To identify the functional requirements of the innovations planned.

Consider the difference between functional and technical requirements. Maintain the educational focus mainly linked to learner outcomes. Split into cross team groups and write up requirements.

To create a resource plan for ICT requirements in support of the school’s innovation programme

Present further layers of complexity and use these as a way of changing the priorities of different required technologies. Identify which additional functions are needed to address other themes

To provide an action plan which sequences reporting on successes and the injection of new resources.

Use the whole group to piece together the key milestones in the coming two years in terms of resources and achievement of projects.

Workshop 5 overview

• During the last workshop, innovation teams were formed and projects were discussed

• Each team to report back (1-2 minutes) on any developments or progress that has occurred since the last workshop

• If no progress has occurred, what will be done to ensure the projects move forward.

Task 1: Stakeholder feedback

1. Ensure that resources and funding is available to support projects

2. Ensure that whole school planning provides the right conditions for projects to be successful

3. Ensure that the most successful projects become whole school policy

4. Ensure that staff who have developed projects that have not improved outcomes are supported and encouraged to share their learning so all can benefit.

To drive project success

1. The following model of change management has proved successful in the business world

2. Applying it in education is equally important to ensure project success

3. Identifying key components in the transformation process is critical

4. You will see that you have already discussed some of these components

To drive project success

Vision Incentives Resources Action PlanSkills

CHANGE

Adapted from Knoster T (1991)

MANAGING CHANGE

Vision Incentives Resources Action PlanSkills

CONFUSION

Adapted from Knoster T (1991)

MANAGING CHANGE

Vision Incentives Resources Action PlanSkills

ANXIETY

Adapted from Knoster T (1991)

MANAGING CHANGE

MANAGING CHANGE

Vision Incentives Resources Action PlanSkills

RESISTANCE

Adapted from Knoster T (1991)

MANAGING CHANGE

Vision Incentives Resources Action PlanSkills

FRUSTRATION

Adapted from Knoster T (1991)

Vision Incentives Resources Action PlanSkills

TREADMILL

Adapted from Knoster T (1991)

MANAGING CHANGE

• Work in innovation teams to identify

– What skills will each of the stakeholders require for project success?

– What incentives will each of the stakeholders require for project success?

– What resources will each of the stakeholders require for project success?

Task 1: Project requirements

Project Requirements ICT

• It is high risk to implement ICT first and then work out how to use it second.

• This process challenges us to decide what we need the ICT to do for us so we can demand these functions from the ICT providers

• Innovation teams will split for this activity and work with mixed groups

• Each group will suggest technologies that would help them to accelerate and/or achieve their teams projects.

• Technologies are presented in order to provide inspiration and ideas

Task 2: Project ICT requirements

Advice ExampleDon’t write the names of products, write what you want them to do.

Write “we want instant messaging between all teachers in a school” NOT “we want MSN”

Make it clear who will use each function

Write “for all pupils” OR “all users” OR “administrators” OR “teachers” OR “Parents” etc

Remember the BEST outcomes. - are they supported ?

Ask each other “which BEST outcome does that function support?” Ask “how exactly does that function support the BEST outcomes?”

Remember the case study projects – are they supported ?

Think of a case study project and ask the group “what functions would be needed by this project?” “Have we included all these functions?”

Make your priorities clear. Not all functions will be delivered.

Use three flip chart pages, place the ‘essential’ functions on the first page, ‘important’ functions on the second and ‘desirable’ on the third.

Tips for creating great specifications

Objective Suggested ApproachTo appreciate the need for co-ordinated and combined action in order to effect transformation

Presentation of analogies with symphonies and pyramid building together with examples from earlier workshops so that the link is made between schools innovation and power of combined and co-ordinated action.

To identify the functional requirements of the innovations planned.

Consider the difference between functional and technical requirements. Maintain the educational focus mainly linked to learner outcomes. Split into cross team groups and write up requirements.

To create a resource plan for ICT requirements in support of the school’s innovation programme

Present further layers of complexity and use these as a way of changing the priorities of different required technologies. Identify which additional functions are needed to address other themes

To provide an action plan which sequences reporting on successes and the injection of new resources. To launch this.

Use the whole group to piece together the key milestones in the coming two years in terms of resources and achievement of projects.

Workshop 5 overview