LEADING PRACTICE IN LIFE WITHOUT BARRIERS Implementing Our Practice Framework and Building A Culture Of Learning and Reflection Not for Profit People Conference November 2016 – Mary McKinnon
Leadership & Management
IN LIFE WITHOUT
BARRIERSImplementing Our Practice Framework and Building A Culture Of Learning and Reflection
Not for Profit People Conference November 2016 Mary McKinnon
ACKNOWLEDGEMENT OF COUNTRY
We would like to begin by acknowledging the Traditional Custodians of the land were meeting on today, and acknowledge our gratitude that we share this land today, our sorrow for some of the costs of that sharing, and our hope and belief that we can move to a place of equity, justice, and partnership together.
WHO WE ARE
Life Without Barriers is a not for profit organisation committed to providing
community-based programs to assist children, young people, adults, older people
and families to live the best life possible. We are a values-based organisation
committed to achieve positive outcomes for all clients.
OUR PURPOSE - TO PARTNER WITH PEOPLE TO CHANGE LIVES FOR THE BETTERWHO WE
300+ communities across Australia
Supported by 2,500+ volunteers
Work with 15,000+ individuals each year
skills at the frontline, in
relationship with staff and clients
Improve client outcomes
A culture of learning and continuous
Improve staff retention
There are over 400 frontline leaders across Life Without Barriers
These leaders work with teams to support clients in a variety of
service types and settings including family support and out of
home care; disability services, mental health, youth justice,
support for refugees and asylum seekers home and community
Teams work in metropolitan, regional, rural and remote locations
Frontline supervisors influence virtually everything
we do. They affect how policies are followed and
what practices are encouraged.
They set the tone and expectations in the workplace to
the extent that they are our keepers of culture.(Family and Childrens Resource Program, North Carolina, 2008)
The challenge of implementing practice and culture
change through professional development.WHAT ARE
A national progressive rollout Perth, Northern NSW, Victoria and beyond
Training is great but. It should be experiential and allow for skills practice
Recognition that learning is an ongoing process (not an event)
Integrated with existing workplace functions especially supervision and group based activities
Coaching for success
Practice, practice, practice
Fixsen et al (2005), Gray and Gibbons (2002), McArthur and Thomson (2014), University of California Training Academy (2013).
WHAT DOES LEADING PRACTICE LOOK LIKE?HOW ARE
IT? Relationships, reflection and learning
Experiential learning, dispersed leadership
ideas and multi functional supervision
Strong role for frontline leaders in governance
Workshops co facilitated internally by LWB
External expertise to provide individual
Local implementation supported nationally
Integrated with our national supervision policy
Uses processes, techniques and information that
mirror supervision and
Builds on participants experiences,
existing knowledge and skills.
Facilitator, not trainer/teacher/
Not topic driven -primarily
Model processes, techniques and
Guide discussion about participants
Scenarios, activities and practice tools
A bridge from the workshop to the workplace
Combination of information only and action oriented resources
Covers topics such as:Organisation and social contextPractical guides for reflective practiceRelationship based practiceEmotions and leadershipSupervision skills and techniquesBeginning, continuing and ending supervisory relationships
New tools being progressively introduced
Scenarios, videos, journal articles - internally and externally produced
Available in hard copy, digitally on USB and onthe LWB intranet
The learning cycle in introduced in the workshop - participants are encouraged to spend more time in reflection and analysis in order to learn.
Practice leaders have access to up to six coaching session
Coaching participation is voluntary but strongly encouraged and supported.
Reflection what was
Analysing/ theorising why and what does it mean?
Action/ planning what next?
A unique opportunity for a frontline leader to set and be supported to work towards learning goals
Uses the reflective learning cycle combined with the RE-GROW approach.
Coaching is a collaborative, solution focussed, and strengths
based process between coach and coachee, focussing on
enhancing practice and ultimately client outcomes.
Successful coaching requires:
Coach and coachee willingness to develop a relationship
Time limited, goal focused approach
Direct, sensitive and often challenging conversations
Clear understanding of roles;
Coach plays the role of facilitator of change
Coachees responsibility to enact change
An understanding that either the coach or coachee may elect to
terminate the coaching arrangement at any time
Hear what Tham and Raewyn have to say about
Leading Practice at https://youtu.be/Ufxs3z4JLLM
Tham FuyanaCase Manager
Children and Family
Raewyn LaingCommunity Support
Planning and Implementation Support by senior staff is essential Enthusiastic, motived and supported local people make a real difference in implementation
success and impact on culture Local focus on embedding learning after workshops and coaching can support real change
Workshops Facilitators need time together and support to prepare for workshops
Early adopters on first workshops in each location
The workshop approach is different than many peoples experience of training so participants need to know what to expect before attending
Where possible ensure a mix of skills, experience and support areas in each workshop
Coaching Procurement of local external coaches can be challenging and take up to three months
It takes time to explain and understand the coaching process and benefits
Coaches should attend a workshop lunch session to familiarise
Coaching can be individual or small group
Coaching uptake takes time to build - word of mouth is helpful, as is support from managers and peers
Internal and external expertise
Facilitators / Local and
A learning culture that improves
leadership and practice quality at the
DEVELOPING A PROGRAM LOGIC HELPED US IDENTIFY THE SHORT,
MEDIUM AND LONG TERM OUTCOMES TO MEASURE
MEASURING THE SHORT TERM OUTCOMES USING A
About the workshopFor the first time since becoming an acting Care Coordinator I actually feel like a leader
and I can do good things for my clients and staff.
About the resources and toolsI use the Circles of Control a fair bit in my assessments and with staff during
consultations. I also use the leadership paradigm to remind staff when they have taken
a leadership role and successfully reached a positive outcome. I use the reflective cycle
when debriefing staff and the sources of power tool
About coachingI have used the coaching that I received via the Leading Practice which has given me
ideas to try in Team Meetings. These ideas/activities proved to be a success
I just want to thank LWB for the opportunity to participate in
the leading practice training and coaching sessions. I will
continuously refer to the program to improve my management
skills and create a positive workplace culture
National rollout around Australia including in remote areas current locations are:
Sydney and Southern NSW
Hunter and Central Coast NSW
Reflect and learn as we implement and make changes
Continue to develop and review practice resources and
tools as the sector changes and grows
Continue the evaluation to measure medium and long
term outcomes and report on our findings
Family and Childrens Resource Program (2008). Supervision and the Future of Child Welfare,
Childrens services Practice Notes, 13 (2)
Fixsen, D, Naoom, S, Blas, K, Friedman, R and Wallace, F (2005). Implementation Research: a
synthesis of the literature, Louis de la Parte, Florida Mental Health Institute, Tampa.
Grant, A (2011). Is it time to REGROW the GROW model? Issues related to teaching coaching
session structures. The Coaching Psychologist, Volume 7, Number 2.
Gray, M., & Gibbons, J. (2002). Experience based learning and its relevance to social work
practice. Australian Social Work, 55(4), 279-291.
Life Without Barriers (2015). Pillars of Practice Framework, Available at lwb.org.au.
McArthur, M and Thomson, B (2014). Getting more bang for your buck: what works best in
professional development in the child, youth and family workforce, Developing Practice, 39
University of California Training Academy (2013). The Coaching Toolkit for child welfare practice,
in partnership with Case Family Programs, University of California, Davis.