Effective Narrative Reports Workshop 2 nd October 2013

Effective Narrative Reports Workshop

2nd October 2013

Why is the narrative important?

Who is it for?• LPCo Contract Managers – basis for partner visits

and discussions.• SFA Relationship Manager – supporting

information (eg business cases).• SFA - method of formal communication from

project deliverers.• National/Regional Stakeholders – showcasing

delivery and highlight barriers/local issues.

Overall Project Progress

Purpose...• Give detail of performance over the past quarter

and in general / cumulatively• Provide the reader with information on project

activity• Clearly show progress against targets• Explain reasons for under / over performance• Detail how under performance is being

addressed• Highlight area of strength and areas for

improvement

• s


Why is this important?• Feeds into the ‘Master’ narrative to SFA• Under / over performance will affect overall project

performance• Will influence clawback and virement of funds• Informs any business case to avoid clawback• Opportunity to raise delivery issues & solutions• Trigger for planning future growth / allocations• One CMM / Relationship Manager – multiple Partners• Provides delivery update / amendments since previous

quarter • Chance to ‘shine’ & recap on activity


Example....

The project is still under profile as of the end of August (£X earned against a profile of £X. A difference of £X). This profiled figure doesn’t take into account LPCo clawback for quarter X which is anticipated as being approximately £X which would reduce the shortfall in earnings to a figure of approximately £X


Example....

We are ahead of profile on most outputs including starts and GLH completers. As predicted there has been a dramatic increase in Learners going into employment this quarter meaning that we are now only X jobs behind profile.

We continue to be under spent on LEF. We have spent £X against a profile of £X (under spend of £X). This is due to X reasons.


Example....

We are still receiving high referral levels from JCP and are challenging referrals where there is no clear pathway to employment evidenced and/or it appears that a referral has been made for training intervention only with no job offer in place.

We are behind on A41 (10 – 29 GLH) as more Learners than forecast are completing higher numbers of GLHs. We are therefore ahead on A46 and A47 outputs

Partnership Working

Purpose and importance...• Demonstrates joint working• Linkages to other projects • Accessing other provision• Innovative use of funding / value for money• Maximising support to add value to Learner journey• Sharing best practice• Examples of overcoming barriers to delivery• Adapting to climate, demographics & labour market (i.e.

E&D targets)

Partnership Working

Don’t• Simply list other organisations / projects / initiatives• List meetings without purpose• Be too generic• State what is expected as a minimum requirement

Do• Provide relevance of partnership / meetings (So what?)• State how delivery is enhanced as a result• Keep it project specific• Give examples of where it hasn’t worked• Include employers and other project partners!

Partnership Working

Example...

We have recently starting working closely with Organisation X to develop a network of peer mentors, people who can work alongside the Learners we support in a variety of settings where they may need additional support such as extended volunteer placements, work placements and even in our specialised work clubs.

Partnership Working

Example continued...

Within the work clubs, we currently have one to one advice sessions being run for people we support through X Organisation’s money advice service. This is free for our Learners and feedback indicates that our Learners are twice as likely to sustain in employment as a result of the money management skills they develop as a result.

Linkages to Strategies

• “We will also expect to see activities delivered which respond to the emerging Local Enterprise Partnership Strategy for Cornwall and Isles of Scilly.”

• Project fit

Linkages to Strategies

Marine Energy

Park

Bodmin Master Plan

Superfast Broadband

Newquay Aerohub

Enterprize Zone

Example 1

• XX has always sought to support companies who form an integral part of the local economy such as organisations like XX and XX who both operate in the engineering sector. This sector is a large contributor to the Cornish economy and in the current economical climate it is companies likes this that can provide people with strong and stable job opportunities and because of this it is vital that organisations such as XX support these companies in any way they can. The retail sector was also hit particularly hard by the recent recession and is still struggling now. The hardest hit are the small, locally run independent retailers and the XX project has also supported businesses that fall into this category such as XX and XX. In recent months XX has been focussing on helping these companies ensure that their staff currently active on training programmes complete and achieve certification.

Example 2

One of the strategic objectives of the Key Sectors project is to link to the delivery of the LAA targets and the tourism strand activity was designed to deliver learning specifically to support the SUSTAIN 5 target “improve the sustainability of tourism”.

The BTEC in Sustainable Tourism was created (with Objective One funding in a previous LSC co-financed project) to enable tourism businesses to move directly towards accreditation under the Green Tourism Business Scheme. 100 learners from 30 businesses have been funded to undertake the BTEC course in Sustainable Tourism at Level 2 and 3.

Linkages to other projects

• “Provision will need to fit with Cornwall Works and JobCentre Plus delivery. It will also need to complement skills provision available through ESF Workplace Learning and Apprenticeships and avoid duplication of funding.”

• Skills Support for the Workforce• Freestyle 180°

Linkages to other projects

Skills Support for the

UnemployedMainstream

Freestyle/180°

Work Place Learning

Skills Support for

Redundancy

Skills Support for

the Workforce

Example

• We engaged with a number of unemployed learners through our JobCentre Plus route and put them through a programme of learning designed to meet a potential employers requirements, prior to guarenteed interviews for all candidates. It transpired that some of this cohort had in fact been recently made redundant and we therefore supported them through the SSR project and the others through SSU. 10 of the 20 learners where given jobs.

Innovations in Delivery

• Best practice• Capacity building• New stuff• Venues, methods, timings, styles, learning tools

Innovations in Deliveryexample 1

• “Training is provided in a creative and flexible way and one that tried to minimise the impact on the daily business operations. Our impartial and independent approach is well received by employers and employees allowing us to be responsive to business’s and learners’ needs.”

Our BTEC Level 2 Transporting Passengers by Taxi and Private Hire has now had a Safeguarding Children and Vulnerable People session added. This is over and above the syllabus requirements.Our BTEC Level 2 Transporting Passengers by Taxi and Private Hire has now had a Safeguarding Children and Vulnerable People session added. This is over and above the syllabus requirements.

Innovations in Deliveryexample 2• “We continue to utilise the expertise of trainers from

within other VCS organisations to deliver our programme. We are working with Volunteer Cornwall to deliver First Aid training in September and October, and Network Training to deliver a range of IT courses in the autumn. We have also been working with Cornwall Youth Work Partnership and Pre School Learning Alliance to develop safeguarding training for voluntary sector youth organisations.”


Innovations in Deliveryexample 3• “Our BTEC Level 2 Transporting Passengers by Taxi and

Private Hire has now had a Safeguarding Children and Vulnerable People session added. This is over and above the syllabus requirements.”

• “We are in the process of working with Exeter University to develop a non regulated course that will address the skills required to work with researchers and academics.”


Planned meetings & future developments

• External, not internal• Marketing & recruitment activity, inc

meetings with employers• Partnership work – eg NCS, JCP, NAS,

other providers• Launch events• New courses

Examples

• “Next Steering Group meeting 6th October”

• “A decision on possible dredging of Falmouth Docks is due later in summer 2013, and the Port of Falmouth Action Plan is reliant on the outcome of this decision. If it goes ahead there is the potential of 850 new jobs for which skilled people will be required to undertake jobs which currently do not exist. As part of this wider LEP priority and also key areas of support for training providers, CMN is looking at the development of an Apprenticeship framework for Marine Renewables.”

Examples

• We will be attending the Cornwall Business Show on 2nd & 3rd October. Attendance is predicted to be 1,500 business representatives and we will be booking meetings with employers to carry out TNAs which will identify and lead to a programmes of training. We anticipate generating 20 new businesses engaged and 40 new learner starts from this activity.

• We are working in partnership with xx to develop a training course addressing report writing skills which has arisen as a need by many of our client group. This new course will be delivered in October and November and will contribute 40 deliverables to our S6 and A9 targets.

Learner Feedback

Provide a summary of the feedback you’ve collected during the last quarter. Please include

instances of where learners have been happy with the service but also where they have not and what

changes have been made as a result of this.

Example 1

We don’t have vast numbers of learners yet so feedback collected is limited. Overall it is generally rated good or excellent, with a few people indicating their experience as satisfactory. Most of the positive feedback relates to the quality of teaching and approachable nature of the delivery staff. Could be strengthened by including figures,

unclear as to what quantity constitutes ‘vast’.States the areas that receive positive feedback.Example did go on to describe why some learners

awarded a satisfactory mark and resulting actions.

Example 2

All learners complete an Evaluation Form upon completion and this is captured in a monthly report. We take both positive and negative feedback very seriously and act upon both. Below are some sample comments from the April 2013 report…

Good summary of how the information is collected.Could elaborate on what is done with the

information in the monthly report.Avoid statements unless this is followed by an

example. Summary led to learners comments.

Example 3

We have had a number of comments relating to unclear information being given to learners at their IAG session regarding times and dates for attendance. We have addressed this by providing additional training to Advisors and now issue appointment cards.

Good indication of the issue raised by learners.Provides an explanation of the solution.

Example 4

Learner feedback is revised on a monthly basis. Courses are adapted or changed, with new courses designed on the basis of the feedback received. We pride ourselves on being response to learner needs.

Good indication of what happens as a result of feedback.

Strengthen by including an example where this has happened.

Learner Feedback - Checklist

Include negative feedback as well as positive but provide details of what actions have been/will be taken.

Include supplementary information if feedback is collected in other ways, eg summary of feedback from ‘happy sheets’.

Include details of how feedback is collected particularly if not just via the ILP.

Provide details of internal processes for analysing feedback where appropriate.

Well Done – this is a section that is completed well.

Equality & Diversity

Describe how Equality & Diversity has been promoted to your participants, provide a minimum of 1 example including how E&D forms part of learning.

Example 1

We provide Matrix accredited IAG to all learners and identify their aims and goals. Ongoing IAG is received to ensure that training has met identified needs.

X

This is required as part of the contract and not specific to E&D.

How have we ensured equality of opportunity for all ensuring that we are engaging with a range of learner from different backgrounds?

Example 2

At the start of every learner’s programme we explain our equality and diversity policies and the behaviour that is expected… we promote equality and diversity during our training sessions by encouraging learners to treat everyone else with respect; clearly displaying our ‘zero tolerance’ policy statement and by providing opportunities for learners to access additional support.

Provides examples of how E&D is promoted. Strengthen by including how/where E&D forms part of learning. Include an example of the training provided.

Example 3

An E&D policy is in place and is followed by all staff. Employers and Learners are aware of the complaints procedure.

X

Good that a policy is in place, but is it reviewed? Do staff undertake regular training if so when, how often?

Procedure for complaints should be covered at induction.

Doesn’t explain how E&D is promoted to participants.

Example 4

We provided ‘Equalities Training’ on 1st July 2013, run by Equalities South West. The training included topics such as the Equality Act 2010 and analysing and effective use of data.

We have gathered learner data and will review success rates and progressions by cohort.

We are designing delivery to fit in with shift patterns of employees to ensure all are able to take part.

Details content of training.

Indicates will be looking at learner data.

Delivery designed to accessibility by all.

E&D - Checklist

Provide examples of how E&D is promoted.

Include information where E&D forms part of learning, ie specific courses, part of induction.

Has activity been designed to ensure equality of opportunity, if so describe and give an example.

Is E&D embedded into your delivery is so, how?

Do you analysis your data, if so how often and what actions are taken as a result.

Remember – we have our E&D targets. Is there anything worth highlighting that relate to these?

Sustainability

Describe how Economic, Social and Environmental Sustainability has been promoted to your participants, provide a minimum of 1 example including how this forms part of learning.

Example 1

All learners are made aware of using resources sustainably. Learners are taught various strategies for using resources so that a balance can be achieved to provide environmental and economic sustainability.

X

This is a statement providing a definition of sustainability.

Provide examples of how this is done and what the result of this may be/has been.

Example 2

We are always looking at sustainability, we offer on-going advice and guidance to all.

At the end of each course every delegate is asked to complete an Evaluation Form. The results of these forms are collated into a monthly report that allows us to identify any weak areas of training delivery and improve upon them.

X

Is this is the right section of the report? The response has not answered the question.

This is best practice in delivery but there is nothing here that relates this to sustainability.

Example 3

This forms part of our induction. We encourage learners to think about sustainability from an economic, social and environmental perspective and the importance of balancing each of these. For example we discuss the way in which this project aims to provide training to improve individuals’ chances of finding work thus sustaining employment and providing financial stability.

Says how the training is provided and gives of an example of how the topic is covered. Could provide more in-depth examples from an individual perspective.

Example 4

Non-regulated courses in Employability, Innovation and Sustainability have been developed and are due to run in June. This will be promoted all project participants where these courses are relevant to their employment and learning goals.

Provides details of how this topic has been developed into a programme of learning and when this is planned to take place.

Would expect to see future narratives covering more details of the course, particularly what has happened as a result of learners undertaking this.

Example 5

Not relevant this quarter as delivery has not started yet.

It is acceptable to not return an example, but provide a reason why.

The statement could include details of planned activity for Sustainability, that could be expanded upon in future narratives.

Sustainability - Checklist

Avoid making statements. Provide examples of how sustainability is promoted.

Include environmental, social and economic elements where appropriate.

Include specific examples where this forms part of learning.

Provide details of what has happened as a result.

This is tricky – what do we mean by sustainability? I don’t always have an update every quarter.

Case Studies

Example 1

One employee that engaged on the project also had a small business and was keen to have a qualification that would enable him to expand this. During the summer he can support himself quite easily, having this qualification now means he that will be able to find additional work, creating an all year round business, in which he now hopes to become fully self-employed.

X

Potential for a good case study but more detail required. Expand on why becoming self-employed is so important, ie is he under notice of redundancy and about to lose his job?

Follow up on what actually happened as a result.

Example 2

As the training was non-accredited, we submitted a request for approval in December, this was quickly given and we were able to arrange to conduct information, advice and guidance with employees in early January so that the training could take place immediately after.

X

Explanations of processes are not required and would be removed before submission to SFA.

Include scene setting where appropriate but keep it relevant.

State type of learning, timescales for delivery, what happened as a result of undertaking the training.

Example 3

X had received notice of redundancy and was looking to gain new skills. X wanted to move into management and had been offered a job which was dependent on her obtaining a PTLLs qualification. This was arranged and X attended the training between September and October, and successfully completed the course. Following the training X moved into employment as a Manager.

Provides sufficient detail for follow up.

Includes what has happened as a result.

Case Studies - Checklist

Provide enough background information to give a flavour but avoid unnecessary details.

Include business examples as well as good news stories from individuals.

Provide details of what has happened as a result and include to previous stories (i.e. distance travelled.

Remember:

• We have Clare Morgan as a ‘free resource’ who will follow up on potential good news stories.

• To ask the learner if they would be willing to be used as a case study and get them to sign the consent form.

Declarations

• “The following questions must be answered”• Don’t leave blank – make an statement• Complaints

– “There have been no complaints received”• H&S & Safeguarding Learners

– “There have been no accidents or incidents involving participants”

• Expenditure– “Only ESF eligible expenditure has been incurred and

this has been in line with financial information provided to LPCo.”

• Signature box–Don’t forget!

Summary•Formal Report – complete as a formal document and avoid using acronyms

•Quality – rather than quantity

•Incomplete reports - complete all sections and provide information under all headings

•Project specific – do not use the same report for both projects and ensure that the details at the top of the report relate to the correct project

•New narrative - provide updates to previous reports where applicable

•Sustainability – ESF cross cutting theme, include Environmental, Social and Economic aspects and examples (if part of training)

•Equality & Diversity – ESF cross cutting theme, include how this is including in training and promoted to learners

•Good News Stories – include start, middle and end

•Declarations – ensure these have been completed correctly and that the report is signed and dated.

•Timeliness – late returns logged, funding may be held for repeat offenders

•Key Document for Feedback to SFA – talk to colleagues, eg wider strategic activity, business environment etc.

Finally!

Documents

Effective Narrative Reports Workshop 2 nd October 2013