Intention and Parameters
The intention of the pilots is to offer a focussed learning experience on the theory and practice of Collective Leadership, including supported exploration of complex/wicked issues by participants. In the first phase, we are working with three different locality areas and we plan to draw together the participants from across all three locality areas for the final stage of the Programme.
Participation in the Programme will provide the opportunity for learning in depth about the theories and practice of Collective Leadership, as well as a supported opportunity to deploy what has been learned in support of a real, complex work issue. The focus is on practical leadership of issues that are important to participants. It is therefore intended that the Programme should offer tangible benefits to participants, to those they work with and those they serve.
As we learn together, the Programme will also enable us to test and shape future delivery methods for this work.
Learning and Evaluation
We will build a clear and strong emphasis on self-reflection throughout the programme, regularly inviting participants to reflect on their learning and how this is influencing their actions and tracking this over the duration of the Programme. This approach enables evaluation to be fully embedded in the Programme, and to relate directly to the changes that participants hope to see in their Collective Leadership practice.
We will use an Action Inquiry model for this, inviting reflection on learning for self, organisation and system. This will be introduced from the first session and developed over each session. All participants will then keep learning logs, reflecting on learning impact at each stage of the programme.
Participants will be invited to consider the following questions from the outset of the Programme and these will be tracked and reviewed as the Programme progresses:
Scottish Institute for Policing Research (SIPR)
The Scottish Institute for Policing Research (SIPR) is a strategic collaboration between 14 of Scotland’s universities and the Scottish police service: Supporting independent, multidisciplinary policing research to enable evidence informed policy and practice.
SIPR promote a collaborative approach to research that involves academics and practitioners working together in the creation, sharing and application of knowledge about policing and have been invited to partner with the delivery team for the evaluation of the Programme. This partnership arrangement will seek to ensure evaluation is fully embedded in the programme through an Action Inquiry model which is introduced with participants from the first session and developed over each session. All participants will be supported to keep learning logs, reflecting on learning impact at each stage of the programme.
Phase 4 of the programme is designed to bring the learning together for a fuller reflection across cohorts of learning for self, organisation and system. Evaluation will be supported through a partnership with the Scottish Institute for Policing Research and Collective Leadership for Scotland
Invitation for Evaluation Partnership Support
SIPR has made funding available to secure partnership capacity to support the evaluation of the Programme, building from the embedded approach to learning and evaluation within the Programme, in the following areas:
• Work alongside the programme facilitators to support them to embed narrative data gathering throughout the programme and generate learning stories.
• Prepare a selection of learning stories which illustrate the experience of the programme and the emerging learning.
• Support/co-facilitate analysis and sense-making of the learning stories by participants and facilitators in Phases 3 and 4 of the Programme (noted below), identifying areas of learning for self, organisation, and system and around the tracked questions, including identifying how the group’s understanding and practice of collective leadership is changing.
• Conduct a small number of in-depth interviews with participants from each cohort, creating the opportunity to inquire more deeply into learning for self, organisation, and system.
• After all cohorts have completed Phase 3, prepare a draft summary learning update of the learning identified through participants, drawing upon the analysis of the participants and facilitators at the Phase 3 event and further evidence presented and gained from interviews, to inform the future development and delivery of the Programme.
• Share emerging findings at Phase 4 event and support further generation and co-analysis of new learning stories at the event.
• Write a full evaluation report based on the learning update and new material from the Phase 4 event. Share a draft with participants and facilitators for validation before finalising the report.