MSc dissertation

Making friends with a highlighter pen

/ inlogov / Leave a comment

Anon

In this final blog of our series, one of our former apprentices reflects on how they grew in confidence through the process and offers some advice for anyone considering studying for a senior leader apprenticeship.

Picture: Photosteve101 https://www.flickr.com/photos/42931449@N07/

In 2019, my manager informed me our organisation had partnered with INLOGOV at the University of Birmingham, meaning an opportunity to enrol on their Senior Leader Apprenticeship programme. It seemed almost too good to be true to think that this opportunity would be fully funded. Never one to shy away from a challenge I decided to apply. Brave.  I was further surprised to be accepted onto the course and began my journey somewhat naively without quite appreciating what lay ahead.

It is fair to say that I had underestimated the time I would need to complete the learning, reading, assignments and portfolio preparation. It was a steep learning curve but I soon developed strategies to manage my time. I preferred to read in the evening.  Many an evening was spent sitting in the car reading journal articles while my daughters were at various clubs. The time I was investing was becoming more and more worthwhile as I learned to apply new skills and ways of thinking to my work, as well as receive pleasing grades for my assignment.  I started to think perhaps I could do this after all.

The onset of Covid-19 meant that additional challenges of remote learning and home-schooling my daughters had to be managed alongside other pressures, but I carried on, and with amazing support from my family, work colleagues (and some very understanding tutors) I managed to continue working through the assignments and the intense phase of my project.

I won’t pretend this was easy, but the more I became engrossed in my project the more determined I became that I would complete the course.  Completion meant both personal pride and a final project which would be beneficial to my work and team.  Compiling my portfolio gave me a great opportunity to reflect on some of my work achievements, and to identify areas where I needed to improve and demonstrate my skills. This culminated in a project showcase and professional discussion that allowed me to show how my learning had improved working practices.

If you are interested in a course like this my top five tips/reflections are:

  • It sounds corny, but if you want to achieve something, and have the right support to do so, then you can achieve it.
  • Commit to the process.
  • It will probably be more work than you imagine, but the personal and professional rewards are worth it.
  • Buddy up with someone else on the course so you can support one another – this was invaluable to me.
  • Onenote and highlighters will become your best friends!

INLOGOV’s Senior Leader Apprenticeship 101

/ inlogov / Leave a comment

Picture credit: https://www.pexels.com/@startup-stock-photos/

Stephen Jeffares

All this week we are celebrating INLOGOV’s Senior Leader Apprenticeship. In this short blog we are offering an overview of the programme, it builds on yesterday’s post about why we launched an apprenticeship for public service leaders.

In a nutshell – public servants enrol on a two-year programme where they study online and on campus, and develop the knowledge, skills and behaviours expected of a senior leader. That’s it really.

The ideal student is someone who has around 5 or more years’ experience as a manager and ambition to become a senior leader in public service.

The programme is made up of six modules. For each of the two years there’s one module in the Autumn, one in Spring and one in early summer.  Modules are blended, which means 6 weeks of online learning and then coming together for two days on campus.

The online learning is structured so you can choose when in the week you want to work on it. There’re usually 2 or 3 papers to read, a set of pages with course content to work through and a discussion board. This board is where you connect with others on the programme – responding to a question, posting to the board and commenting on the posts of others. This is where you find out what happens in other organisations, something our apprentices really value.

The modules are designed and led by research active academics and lecturers with first-hand public service experience: public management and governance, leadership, digital era public policy, evidence and policy, performance strategy and challenge, and commercialisation. The modules are assessed with two written assignments. These are submitted online and feedback is received after 15 days.

In the weeks between modules there is time to spend undertaking activities to develop and evidence competency as a senior leader. This activity is documented in a portfolio.  Once a term you meet with your practice tutor who helps review progress and identify priorities, opportunities, and next steps.

Once the taught modules are complete you undertake a special workplace project to develop a Strategic Business Proposal. This is a 12-week project and designed to demonstrate your acquired knowledge, skills and behaviours expected of a senior leader in public service.

The final piece of the puzzle is to undertake a 2-hour oral assessment, one to one with an independent assessor. For the first half you will present and respondent questions about your business proposal. The second half is a professional discussion led by the contents of your portfolio.

All being well the process is completed in two years and two months. The qualification is a Senior Leader Apprenticeship, but in addition the CMI grant chartered manager status and the University awards you with a Postgraduate Diploma in Public Management and Leadership. After completion you are invited to upgrade your PG diploma to a full MSc by completing a dissertation without further costs.  This invitation is offered to all apprentices who successfully complete the programme.

If you’d like to speak one to one please email me and we can set up a call [email protected]

Dr Stephen Jeffares is Associate Professor in Public Policy and Digital Government at the Institute for Local government studies. He is also Director of INLOGOV’s Public Management and Leadership apprenticeship programme and author of three books: Hybrid Governance, Hashtag Politics and the Virtual Public Servant.

How the MSc Public Management course has helped me professionally: A graduate’s experience one year on

/ inlogov / Leave a comment

Luke Bradbury

In December 2021, I had my graduation ceremony at the University of Birmingham having completed the MSc Public Management course run here at INLOGOV. It was a very enjoyable experience but was also sadly, due to COVID-19, one of only two occasions in which I had the pleasure to visit the campus. Seeing as it’s now been over a year since my graduation, I thought it would be a good time to share my experiences so far as a Birmingham graduate.

Specifically, I want to reflect on how the Public Management course has played a role in some of my professional endeavours since last year. I’d love to say that I walked straight into a graduate job the day after graduating; indeed, many of my fellow course mates were already working as professionals in the public sector and I’ve no doubt that their successes on the course will have paid off tremendously in their continued career progressions.

In my case, I was not yet certain what the future would hold. Since 2018, I had done a mixture of part-time and ‘bank’ work as a housekeeper for my local care home which was always handy during holiday periods and in-between my undergraduate and postgraduate study but was also a job I genuinely enjoyed. It also provided an important area of study for my postgraduate dissertation which I have spoken more about in a previous blog. While of course this healthcare role did, by its very nature, overlap with some of the research themes of the Public Management course – for example, the notion of ‘street-level bureaucracy’ or the role of front-line workers in policy-making and public service delivery – I was keen to see how the material I had learnt about transcends across other areas of the public sector.

I soon found myself in my first graduate role as an Evaluation Advisor for the Office for National Statistics (LinkedIn also helped a lot in securing this position for any new graduates reading!) The primary responsibility of this role is to support the work of analysts – that is, those advising on evidence-based policymaking in government – by ensuring that the best methods and data are used for informing important decision-making processes. Within the first few days of starting the position, I found that the skills I had learned and utilised during the Public Management course were already proving useful. For instance, I was asked to assist in identifying and reviewing existing cases of good practice for a piece of government guidance written by the Analysis Function – a sort of ‘literature review’ if you will, and akin to the necessary steps taken when completing a final dissertation project as expected on the Public Management course. I remember thinking, “Hey, I’ve done this before!”.

But this was just one of several transferable skills I had learned about and used during my time at INLOGOV, and which were also proving applicable to this graduate role. Leadership is a fundamental ‘behaviour’ that is essential to the role. In its broadest sense, this means being able to set direction and to motivate a team to work collaboratively with other government departments and stakeholders to establish common practice based on robust analytical methods. I would argue that this firstly reflects some of the themes of the leadership theories covered in the Public Leadership syllabus (for example, setting shared group objectives in behavioural leadership theory and the emphasis placed on encouraging and inspiring others in transformational leadership theory). But secondly, these leadership skills reflect the aims and objectives for students undertaking the Public Management course which, amongst many other things, involve building the knowledge and skills necessary for leading in a public capacity. That is, to be able to take some of the concepts of these leadership theories and apply them in practice.

Certainly, the ability to link theory to practice and having a strong capacity for critical enquiry are attributes which are central to the research ethos of INLOGOV but have also greatly informed my practice as an Evaluation Advisor where I am often tasked with reviewing evaluation concepts and methodologies and critically analysing their applicability to the wider strategic goals of the Analysis Function. This also relies heavily on the ability to communicate strategy to the team and can therefore often be a test of public speaking skills. Looking back, I remember a seminar for the Public Management and Governance module in which we were encouraged as a class to engage in group discussions, to reflect on our reading of the literature and to exchange knowledge with peers. As well as providing the opportunity to critically engage collectively with the course material, this session really aimed at boosting our self-confidence in public speaking which has certainly been an invaluable skill both academically and in the workplace.

To sum up, the skills which are taught on the Public Management course are qualities which are not only designed to help you successfully complete the course, but they are also transferable life skills which will be advantageous in all your future career endeavours as I found myself soon after graduating. I look forward to seeing how these skills will continue to have value long into my career.

Luke Bradbury graduated from the MSc Public Management in 2021 and is now Evaluation Adviser for the Office for National Statistics.

Further information on the MSc Public Management and part-time programmes are available here: https://www.birmingham.ac.uk/schools/government/departments/local-government-studies/courses/masters.aspx

Information on the Executive Apprenticeship in Public Leadership and Management is available here:
https://www.birmingham.ac.uk/schools/government/departments/local-government-studies/courses/pml-apprenticeship.aspx

Collaborative management in the face of government response to COVID-19? Evidence from care home staff and stakeholder experiences in West England.

/ inlogov / 1 Comment

Luke Bradbury

Picture credit: https://socialvalueportal.com/support-national-effort-covid-19/resources/news/social-value-in-action/support-national-effort-covid-19/

As a student on the MSc Public Management course at INLOGOV and having worked part-time in care for a number of years, I felt my final dissertation project was an opportunity to investigate the impact of COVID-19 on adult social care and the implications of government intervention. The works of organisations such as SCIE (Social Care Institute for Excellence) have already shown that inaccurate government guidance – combined with years of underfunding – resulted in the sector being ill-prepared for dealing with a pandemic and that care policy and practices had to rapidly adapt to unforeseen circumstances with limited support.

This case study aimed to explore this in the context of two care homes in West England during the early months of the pandemic. It was also interested in the role of collaborative management between care homes and their surrounding communities including local authorities, charities, businesses etc. ‘Collaboration’, in this context, took some influence from Helen Sullivan and Chris Skelcher’s conceptualisation of a collaborative agenda governing the (often mutually) beneficial cooperation between different public bodies and community agencies. One might consider how care homes may have banded together with their own local communities to ensure they still had the means to provide quality care in the face of COVID-19. Indeed, recent research by Fiona Marshall et al. has shown that, where government support was scarce, many care homes formed resource networks with external stakeholders such as local businesses, dentists, veterinaries, and domiciliary care agencies to source vital materials including personal protective equipment (PPE), electronics, toiletries, bedding and even food.

This study used semi-structured interviews and recruited five participants via a combination of snowball and non-probability purposive sampling. This included two deputy care home managers representing two different care homes in West England as well as a carer, a local parish councillor, and a co-owner of a local chemicals firm. The latter two participants were recruited as active members of the local community for one of the two participating care homes (or ‘external stakeholders’). Thematic analysis and grounded theory-based coding was then used to interpret the data.

The analysis firstly uncovered a strong dissatisfaction with the central government response to COVID-19 amongst all participants. Care staff spoke about how the implementation of the Coronavirus Act forced them to take on extra patients from hospital without an effective COVID-19 testing system in place and that inconsistencies between government guidance and company policy led to confusion amongst managers. Practices were forced to adapt; for example, adhering to stricter infection control measures and taking on extra care duties such as virtual GP consultations. External stakeholders also spoke about how these circumstances encouraged some level of collaboration within the community and a desire to assist local care organisations; for instance, a parish council was enabled to collaborate with the local chemicals firm and local school to source PPE such as goggles and hand sanitizer which could then be distributed to care providers.

Despite this opportunity to establish a resource network, collaboration between the two care homes and their surrounding communities was not evidenced as Marshall et al. had found previously. This was attributed to two main reasons. Firstly, resource dependency was less prevalent because effective internal management within both care homes meant they already had a sufficient supply of PPE. As one of the deputy managers recalled, the manager for her home made the decision to stock up on PPE and to lockdown early, therefore minimising the spread of the virus. The second reason was down to external circumstances that aided both care homes. Since both operate within rural areas of West England, they occupy less densely populated regions than care homes within inner city locations and therefore surrounding transmission rates remained relatively low. The implication is that locality largely eliminated the need to establish support networks with external stakeholders because they were not experiencing the same level of devastation seen in many other care homes. This was corroborated by staff who felt ‘fortunate’ compared to what they were seeing on the news.

These findings indicate the importance of effective management but also the extent to which contextual circumstances may or may not have necessitated collaborative networking between care homes and their surrounding communities during the early months of the pandemic. Whilst collaboration was less necessary here, the background coordination of parish council and local actors to produce a ‘safety net’ of resources did highlight the potential of localised collaboration and intervention in times of crisis. Perhaps, had such coordinated localised governance been enabled within the surrounding communities of less fortunate care homes, they may have been spared some of the devastations of the pandemic. Regardless, there is certainly a strong call for greater support towards the care sector for government and policymakers to consider – particularly in terms of clearer guidance, increased funding, and enabling localised governance to support care organisations.

Luke Bradbury graduated from the MSc Public Management in September 2021.

Towards a model of sector-led improvement in UK local government

/ inlogov / 1 Comment

This post is based on Iain Taylor-Allen’s MSc dissertation, which he completed at INLOGOV earlier this year.

Iain Taylor-Allen

New policy is emerging from a political doctrine espousing the need to re-engage society in governance through the decentralisation of power, responsibility and accountability to the lowest possible level. In addition, fiscal reality serves to accelerate the desire for change. Whilst the new order is still emerging, the extent of reform to date has brought local government organisations front and centre.

Despite an exhaustive review spanning three decades, and covering both the public and private sector improvement literature, I could find little suitably developed theory on sector-led improvement pertinent to the current (or comparable) context of the UK local government sector. In response I designed and undertook an original piece of inductive research with the purpose of establishing an understanding of local government sector-led improvement in the UK, and identifying the key components of a sustainable model of sector-led improvement.

The research revealed a dynamic understanding of local government sector-led improvement, providing a provisional, high level definition of the phenomena focused on three key themes:

  • Mutual responsibility for the local government sector to support itself to improve and to share learning and best practice
  • Securing effective and value-for-money improvements to achieve better outcomes for service users
  • Ownership for improvement with a focus on local priorities.

Following further analysis three headline themes emerged, each comprising of key components identified by interviewees as critical to establishing a sustainable model of local government sector-led improvement:

  • Leadership (engagement and ownership)
  • Credibility  (assurance and improvement
  • Environment

Taken together the themes identified comprise the key components of what is referred to here as a provisional model of sustainable local government sector owned and led improvement, set in an environment that embraces the values identified to support the sector to realise improvement from within.

The model highlights the key components required for sector-led improvement to achieve the primary aim of positive citizen and service user outcomes, and be sustainable. These core components of leadership and credibility must exist within a reciprocally supportive, transparent and action focused environment characterised by a culture of mutual respect and ‘positive’ challenge from within the sector on behalf of the sector. Expressed in terms of establishing engagement as a basis for securing ownership for improvement from within the sector, effective leadership is a pre-requisite for developing and establishing the necessary level of credibility both within and outside the sector for the approach to be sustainable. Here, credibility is understood in terms of a cycle of assurance and improvement, focussed on robust performance base lining as a basis for securing the understanding and confidence to engage in improvement activity.

The findings highlight enthusiasm from within the sector to take on the challenge and responsibility of improvement, as well as drawing attention to the raft of potential benefits of a widespread adoption of the approach. Moreover, it provides researchers and practitioners alike a glimpse of the potential of a local government sector-led approach to improvement to enhance the efficiency and effectiveness of local service provision, and hopefully the much needed stimulus for consistent, applied research to develop policy and practice to realise the potential benefits.

taylor-allen

Iain Taylor-Allen is an Adult Social Care Performance Manager. He has a keen interest in public management – specifically focusing on leadership, organisational culture and transformation; sector-led approaches to improvement; and the use of qualitative and quantitative measures to drive service/ contract/ organisational performance.

How do undergraduates construct their view of a public service professional?

/ inlogov / 1 Comment

This post is based on Sarah Jeffries’ MSc dissertation, which she completed at INLOGOV earlier this year.

Sarah Jeffries

Working in a University Careers Service you get to hear a lot of voices, particularly those of students and employers. The students are preparing themselves to enter the workforce, develop their careers, and have an impact within their chosen sector. Whilst having a discussion with one such student, the subject of his skills and working within the public sector arose; his response was: “No, I want to work somewhere professional”, which he then identified as the private sector. 

That was a powerful statement, however it was by no means unique. There are often misconceptions about the types of skills currently being sought in the public sector (and that’s not limited to students), particularly those for graduate-entry roles and graduate recruitment programmes. This is also in addition to the ‘professionalism’ of public sector workers being called in to question.

The modernisation agenda and increasing comparisons with the perceived efficiencies of the private sector have also given rise to unfavourable judgements in comparison. Conversely, how are students with ‘public sector motivation’ perceiving the skills and understandings required from a role in the public sector? Are they developing the skills required for the changing public sector landscape?

The modernisation agenda has also brought an increase in public-private partnerships, and the reality is that many public service professionals work across sector boundaries. This is reflected in the skills being sought by public sector graduate recruiters, for example: the 2012 National Graduate Development Programme (NGDP) ‘Bright Future Report’ stated: “Increasingly councils need skills that have not been developed before, including commercial acumen and commissioning ability in order to deliver services through partners” (P.9). These are skills traditionally viewed as private-sector related.

Using Q-methodology, I researched how students constructed their view of a Public Service Professional to make sense of how we can best prepare students for the realities of public sector life, and the changing nature of the workforce.

Q-methodology allows the researcher to explore the concourse of debate surrounding a topic, and provides a mechanism to understand how an undergraduate student perceives representative statements, in relationship to each other. This provides an illuminating picture of how their reality is constructed.

The concourse in this area was broad with a need to capture a range of voices (media reports, social media, job descriptions, student discussion boards, literature review, and interviews with students, graduate and non-specific graduate recruiters (multiple sectors)), and it highlighted the conflicting messages being presented. These ranged from “seeking ambitious graduates” to “outdated”; from “popular graduate destination” to “huge job losses”; to “crossing sector boundaries in role” and “working in silos”.

Students completed a sorting exercise using statements that encompassed the range of debate, and participated in an accompanying interview. The results reveal seven different factors or viewpoints, reflecting the complexity of the changing working landscape.  These included polarised positive and negative perceptions of public sector professionals, in addition to idealistic and stereotyped interpretations that do not necessarily reflect reality. These findings highlight the potential difficulties in recruiting the best, and most prepared candidates for positions. The research recommended that further sector specific research be undertaken to increase the understanding for public sector recruiters. This is hopefully, where my application for a PhD comes in…

Image

Sarah Jeffries has just completed a part-time MSc in Public Management with INLOGOV. She works for the Careers Network at the University of Birmingham, managing the University’s optional employability programme: the Personal Skills Award. Sarah also chairs the Association of Graduate Careers Advisory Services’ Skills Award Task Group. Follow her on Twitter here.