Call for action: ten lessons for local authority innovators

This publication shares 10 lessons on how to create innovative change in local government from the Creative Councils programme. Key findings New approaches are needed for costly social challenges posed by long–term youth unemployment and vulnerable families often living in places that feel as if they have been going backwards for decades. To create the space for alternative solutions to emerge, an essential first step is to adopt different vantage points. Unless councils can think differently and more creatively about risk, the odds of even the best idea making it from a Post–it note and into reality are not high.  Local government is in a trap. It needs to do more with less. The only way to pull off this trick is by working very differently with public services, communities and users to achieve better outcomes. And yet the radical innovation this implies often excites opposition – from users, citizens, politicians and staff – and that in turn entrenches the status quo. Yet strategies for escaping the trap are emerging all over the sector, and some of the best examples can be found in the Creative Councils programme that has been run jointly by Nesta and the Local Government Association over the past three years.   We can draw insights about the main ingredients needed for a successful innovation journey. Some of these ingredients will be familiar – the right kind of leadership, the ability to manage risk – but some less so. We have presented these insights in the form of ten lessons about innovating in the sector. These lessons aren’t the last word – but we hope that the insights they contain will act as a spur to innovators up and down the country who are trying to escape the trap. Authors: Sophia Parker and Charles Leadbeate

Flexible working policies and environments in UK Local Authorities: current practice

The research surveys the uptake of 'modern' or flexible working practices in UK Local Authorities, especially as it impacts on property and office accommodation. Nearly all permit flexible starting and finishing times for as many employees as is practical while forms of accredited hours working for at least some appropriate employees are policy in a majority. Flexible practices with property and ICT implications, working from home without a dedicated work station, formal policies, 'hot' desking, flexible offices and satellite or drop-in offices are less common (ca 10%) but have grown significantly in the last two years. A number of councils also report being at the stage of planning pilots. Five detailed case studies are reported. Three authorities have expanding strategic programmes for 'workstyle' changes or new ways of working. One has shifted its emphasis away from such plans toward higher density office usage only and one was awaiting the election result before anticipated permission to start. These cases do all come from authorities in areas of much higher than average property values and costs. While they have seen savings, they emphasise that the initiatives were equally about better work life balance and improved office environments. Green benefits and service enhancements are harder to quantify but are believed to have been achieved. Higher density of net space utilisation has uniformly been achieved. Executive commitment and clear member support are seen as critical strategic success factors. Clear liaison between HR, Property/ Facilities and ICT has been essential to operational success. Entrenched management attitudes and, at least initially, staff reluctance to change, are cited as the major drawbacks. Accounting and valuation practices can also be a barrier. Similar messages are provided by a variety of pilots, some undertaken deliberately as strategic tests, others as much more of an ad hoc response to local circumstances. Most have not, or not yet, seen net office space reduced. The more successful pilots were not 'just' either property or HR policy initiatives: indeed there is some evidence that initiatives involving only one of the two functions have been less successful. Service areas most frequently cited as being involved in changes are various property functions. Trading Standards and Social Services are other areas where the real or potential development of flexible working and shared desking is highlighted though the latter in particular is also cited as an area where workers in the office have particular mutual support needs. Higher density officing for less mobile workers is, in principle, an option more widely available. Workplace strategy should reflect future service delivery models, asset management plans and organisational development. New ways of working have been a tool for achieving changes in culture and delivery, but were, and are, a challenge to traditional mindsets. They will involve senior property professionals in a range of issues with which they have not traditionally been associated. Future property and workplace strategy will be driven by an authority's service models and aspirations as to working culture: but will also be a tool, alongside organisational development (OD) and ICT, to achieve change and improvement

South Trafford College: report from the Inspectorate (FEFC inspection report; 114/97)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This is such a report for the period 1996-97

Evaluation of Skills for Work pilot courses : final report

The evaluation has shown that the SfW pilot has been successful in achieving the objectives and key measures of success identified by the stakeholders interviewed at the start of the pilot. Schools, colleges and providers are committed to the value of SfW courses and see them as having raised the status of vocational learning in schools; providers have developed and tested out different approaches to delivering courses and overcome various obstacles and challenges; schools and colleges are increasingly recognising the need to work more closely together and have started to implement strategies to strengthen their partnerships; colleges and schools are positive about the impact of courses on students’ attitudes and skills relevant to employment, their motivation to learn, and their ability to work with and relate to adults; finally, more than four-fifths of students had passed their courses by the end of the second year of the pilot

Can involving clients in simulation studies help them solve their future problems? A transfer of learning experiment

It is often stated that involving the client in operational research studies increases conceptual learning about a system which can then be applied repeatedly to other, similar, systems. Our study provides a novel measurement approach for behavioural OR studies that aim to analyse the impact of modelling in long term problem solving and decision making. In particular, our approach is the first to operationalise the measurement of transfer of learning from modelling using the concepts of close and far transfer, and overconfidence. We investigate learning in discrete-event simulation (DES) projects through an experimental study. Participants were trained to manage queuing problems by varying the degree to which they were involved in building and using a DES model of a hospital emergency department. They were then asked to transfer learning to a set of analogous problems. Findings demonstrate that transfer of learning from a simulation study is difficult, but possible. However, this learning is only accessible when sufficient time is provided for clients to process the structural behaviour of the model. Overconfidence is also an issue when the clients who were involved in model building attempt to transfer their learning without the aid of a new model. Behavioural OR studies that aim to understand learning from modelling can ultimately improve our modelling interactions with clients; helping to ensure the benefits for a longer term; and enabling modelling efforts to become more sustainable

What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?

What are the impacts and cost effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries

'Sedimented histories' and 'embodied legacies': Creating an evaluative framework for understanding public engagement with the First World War

This article reflects on the development of a new methodological framework for the evaluation of the impact of the Centre for Hidden Histories, one of the Arts and Humanities Research Council's First World War Engagement Centres. It shows how through evaluative processes such as academic and community partner Shared Experience Workshops, and community-focused Reflection Workshops, the historical, social, cultural and economic benefits of the centre can be highlighted. It also demonstrates how public engagement in these community history projects has resulted in the identification of new 'embodied legacies' (Facer and Enright, 2016) and heretofore marginalized 'sedimented histories' (Lloyd and Moore, 2015). These lessons in evaluation can be taken forward to inform future national commemorative moments, such as the centenary of the Second World War.This research has been conducted as part of the AHRC Centre for Hidden Histories. First at the University of Nottingham (June 2016 – September 2018), and then at the University of Derby (September 2018 – present)