Author: Geoff Bateson

Categories
Thinking about cities

The nature of cities: a way of thinking

This piece of thinking derives from a number of roots:

One strand is concerned with the importance of cities. Several years ago the nation state was taken as being the driver of much that matters politically, economically and socially. Later came a phase where Regions were given a prime driving role (within the national context). There was an increased focus on regional growth, regional economies and (politically) on the potential of elected regional assemblies. We now seem to have a broader recognition of the importance of cities. Initially this was via a hybrid concept of the city-region whereby the regional economy was driven essentially by the wide impact of the activity of cities on their regional hinterland. More recently it is being linked to the potential value of elected city mayors and the capacity of cities to manage more of their own developments.

A different strand was the work of Martin Seligman. I have had a long-lasting interest in his work. Many, many years ago I was formally registered on a chemistry undergraduate course but (not being attracted by any form of sports; and not being enticed by engagement in more than a minimum number of university social/drama/drinking/weekend activity clubs) used some of the spare time to sit in on lectures in the psychology and sociology departments and follow up some of the recommended readings in the library. This got me interested in the work of Gregory Bateson and the early thinking on systems and on the outcomes of human interactions; the work of the Symbolic Interactionists and the way people operate as individuals within social/group/organisational settings; and Seligman’s work on learned helplessness. Over the years these interests have been woven in with other things and insights adapted as new ideas have been put forward to explain social processes. Seligman’s shift to focus on ‘flourishing’ paralleled a change in focus within Birmingham, including part of the work I was involved in, to ideas around flourishing neighbourhoods, city-level progress, organisational optimism, and so on.

A third strand was an interest in learning (at different levels) which meandered through thinking about learning organisations, learning cities and testing out the extent to which Birmingham was considering itself to be a learning city. This, itself, started to interweave with thinking about how change can be brought about at the necessary pace and scale within larger, seemingly complex organisations – and the attitudes and behaviours that prevented intended improvements being brought to fruition. Along the way this brought in notions around communities of practice (and the work of Etienne Wenger, Jean Lave etc) and the nature of community and cooperation (and eg the writings of Richard Sennett). Some of this linked across to reading I was doing on complexity theory (with links into the work of people such as John Seddon); some connected to writings (eg Michael Fullan) on leading change in larger-scale educational settings, and work more generally on leadership (eg Adam Bryant’s writings on what makes certain chief executives more effective than average). There were connections, also, to the work of Daniel Goleman on emotional intelligence, especially emotional intelligence at work and the implications this might have for organisational processes and structures. Where writers are indicated (as in this paragraph) these are intended to be indicative of the sorts of things being explored rather than direct specific references to the only writer in that area of interest. They, and other such writers, will link into the reader’s own stock of thoughts to produce different ways forward for different people. I am, here, simply sketching out my own lines of enquiry.

A further, connected, strand was the emerging work on wellbeing and resilience – whether this be the ideas around how individuals can sustain their own wellbeing (eg the Foresight Report); or ideas around the wellbeing of organisations such as major public services in a city; or the connections between resilience, learning, flourishing and so on. This brought me back to the latest work by Seligman – his own thinking having shifted from the topic of Helplessness, through Optimism, and on to the recent focus on Happiness and most recently onto an analysis of Flourishing. His book and website on this are well worth the visit in my view.

All of this was background, vague, and held as a loose thinking framework that enabled particular questions to be thought about in different ways:

How does a city such as Birmingham (UK) change itself through learning?

If Birmingham can be considered to be a wide dispersed learning system how does that system learn to change?

How can public services, undergoing change to new operating models – partly in the desire to deliver better outcomes in peoples- lives and partly in response to reduced public sector budgets build learning into these changes?

Another puzzle was the extent to which there might be common recurring messages arising from a range of insights that might form elements of a flexible framework through which a city can self-assess itself as having the capacity to flourish etc. – and the extent to which these might also apply at subsidiary levels (such as major organisations within the city, neighbourhoods, families, individuals)?

What might the interconnections be between the layers eg how does Birmingham influence family life; how does the activity patterns within families influence Birmingham as a city with its own perceived ethos/’spirit’ etc?

This sets a scene that can be explored in more detail.

Categories
Thinking about decision-making and change Thinking about learning and skills Thinking about places and spaces

Flourishing neighbourhoods: what contribution can learning make?

One key concern in the regeneration of Birmingham over recent years has been that of creating economic prosperity for residents whilst also creating flourishing neighbourhoods.

These flourishing neighbourhoods are seen as small localities, each with its own distinct sense of place; where people are relatively happy to live; where public and private services are well delivered; where there is a strong network of activity and were residents feel that they have some degree of influence over their lives and there is a sense of hope for a positive future.

A number of managers from different agencies, each with their own differing concern for neighbourhood renewal in Birmingham, explored what a flourishing neighbourhood might look like in terms of learning, and established what data might be needed to substantiate this.

A neighbourhood might be considered to be flourishing, in terms of learning, when:

There are large numbers of families in which children are given an early learning start:

  • children have access to high quality learning experiences 0-3, in the home, in the community and in early learning organisations
  • there are sufficient pre-school childcare places, including well-resourced, well- nursery places for all children wishing them (age 3-5)
  • libraries and other community venues are well equipped and welcoming to families with children 0-5
  • additional support is available to specific groups and families (such as those in hostels; refugee/asylum seeking families; those wanting to develop bilingual skills in young children; those in need of parenting support or advice; young children in public care etc)
  • children enter school with adequate levels of language, literacy and a sense of number – as well as good emotional, social and behavioural skills.

There is high quality primary and secondary education available to young people who live in the neighbourhood

  • there are sufficient school places in, or close to, the locality
  • schools are reported as being of high quality, by internal and external reviews
  • pupils readily attend school and are happy in schools which are secure, attractive and welcoming
  • schools are well staffed, and have good resources and facilities across the curriculum
  • schools act as reliable information, access and referral routes to other opportunities and services
  • parents are able to support their children’s learning

There are interesting opportunities available out of schools:

  • there is a variety of well used youth opportunities re leisure, art, sport, technology, citizenship, culture etc
  • specialist 1:1 or small group support services exist for young people
  • young people are involved in local decision-making
  • libraries, supplementary schools etc are linked to mainstream schools and are well-equipped and well-staffed
  • there is good access to ICT facilities in the home and in the community
  • there are supported opportunities re mentoring, challenge, taking on community roles – by, and for, young people

There are high levels of skills achievement across all groups (11-25)

  • young people have access to significance, being able to define and implement a valuable set of activities for themselves
  • there are no substantial gaps in achievement levels between different groups
  • achievement rates at 11, 16, 19 are relatively high
  • there are high proportions of people qualified at level 3 and level 4
  • young people needing additional support know who to turn to
  • young people make the transition from learning at 14 to continuing learning, in work training etc by age 19
  • there are high levels of functional literacy, language, numeracy and ICT skills post-16

There are sufficient, appropriate opportunities to continue learning post-16

  • libraries and adult learning venues are well staffed and well stocked with appropriate materials
  • learning is available via a variety of loosely-linked organisations; in a variety of forms; and via a range if organisations
  • next-step learning is accessible in terms of place, time, by ICT etc
  • there are local training opportunities for adults wishing to take on community roles or be involved in community activities
  • there are people who are sufficiently motivated about learning, that they act as learning advocates
  • there is readily available information about learning opportunities
  • there are ways of learning that can happen anywhere/anytime
  • there are wide opportunities for families to learn together at a range of community sites

Throughout the neighbourhood there is an environment rich in stimulation and opportunity

  • good use is made of media and ICT, for own-time learning
  • people seek out opportunities for change and improvement; people take responsibility for own learning
  • there are openings for creativity and problem solving
  • area looks beyond the immediate, tries to get a sense of the bigger picture
  • homes and community venues are seen as places that stimulate learning
  • there are opportunities (for all ages) to learn to be healthy, to be safe, to be ‘green’, to be involved, to be employable etc
  • learning is related to art, sport, culture, spirituality, academic knowledge etc
  • organisations in the area link up to support learning
  • there is easy local access to the wider sets of social resources

There is a valuing of learning and of the variety of cultures

  • there is promotion of learning as well as courses, programmes, and groups
  • ‘achievement for all’ is celebrated
  • there is an expectation that provision will be high quality
  • each learning opportunity is strongly able to create a further desire to learn
  • draws on resources within different sectors; reflects a diversity of cultures and traditions
  • learning is seen as a valuable tool – as a solution not a problem
  • people learn from each other and see themselves as having something to teach others

The above focused on the links between learning and flourishing at the neighbourhood level. There was acknowledgement that there are other factors associated with Flourishing (not least around employment, income, occupation etc) and that some of the driving influences operate at the broader city or national level. At the same time the development of this potential framework was helpful in a number of ways:

  • to feed into discussions about measurement of progress towards flourishing neighbourhoods (not only in terms of contributing to Birmingham as a learning city, but also contributing to the wider considerations of Birmingham as a safe place, an environmentally sustainable place, a healthy place, an economically secure place, and a place with good housing and transport etc).
  • to advise local decision-makers about the best investments of local development money
  • to feed into local planning mechanisms, in terms of what are the puzzles (in terms of learning) for each area and what might the solutions be.
Categories
A variety of writings

Tales made in Birmingham: a taster selection

As Birmingham’s contribution England’s national Year of Reading a number of very short fictional ‘tales’ were written especially to help promote reading to new readers. These were intended to be distributed as widely as possible to people in Birmingham and beyond. These writings were produced essentially for an adult audience, but have general appeal within that.

These are (fictional) stories told to an imaginary researcher. They capture fragments of the lives of each narrator, told from their own unique perspective. The tales are also being brought together as an imagined account of social research under the ‘Sides and Edges’ heading. A selection is offered here as a taster. The full set is available as an e-book at the Amazon site under the title ‘Made in Birmingham: The Tales’ by Geoff Bateson.

The taster collection of Tales can be dowbloaded here: Tales Collection 1

Categories
A variety of writings

Poems made in Birmingham: a taster selection

As Birmingham’s contribution to England’s national Year of Reading a number of new poems were written especially to help promote reading to new readers. These were intended to be distributed as widely as possible to people in Birmingham and beyond. These writings were produced essentially for an adult audience, but have general appeal within that.

These were written in deliberate attempts to cover a range of lengths and styles. Some are meant to be taken quite lightly; others are meant to be lingered over. A selection of the poems is offered here as a taster. The full set is available as an e-book at the Amazon site under ‘Made in Birmingham: The Poems’ by Geoff Bateson..

The introductory taster selection can be downloaded here: Poems_Collection_1

Categories
Thinking about decision-making and change Thinking about employability and occupation

Work and Wellbeing: some recent UK policy approaches

This article looks at some of the interrelationships between health, wellbeing, disability, employment and support. It is a brief overview of some aspects and, by no means, the definitive summary of all there is to say on these complex issues. It was produced as part-contribution to a conference in Whitehorse, Yukon Territory, Canada in May 2011.

The paper looks at some of the positive effects  being in work, some changing perspectives and expectations, some of the context for adults with mental health difficulties, some of the context for adults with learning difficulties/disabilities, some of the things that help adults get (and stay) in work, and ends with a summary of some of the changes to the UK system.

The paper can be downloaded here: Wellbeing and employment

Categories
Birmingham Core Skills Development Partnership Thinking about learning and skills

Birmingham: recent development activity relating to reading and writing

This article was produced at the same time as a talk given as part of Birmingham’s Book festival. It provided the audience with a summary overview of the diverse range of ways that Birmingham had been bringing about changes to levels of all-age reading and writing across the city. Most of the activities were whole-city changes to the way mainstream learning and teaching was delivered across Birmingham. Many were initiatives ‘Made in Birmingham’ that subsequently went national (and, in a few cases, international). The momentum behind the developments was created, and driven forward, jointly by the several major public services acting in partnership, since 1995, under the Birmingham Core Skills Development banner. The article can be downloaded here: Birmingham reading and writing developments

Categories
A variety of writings Birmingham Core Skills Development Partnership Thinking about learning and skills

Where is all this reading and writing taking us?

This is the text of a talk given to the Birmingham Book Festival. It looks at the development of reading and writing over the ages, and the speed with which things are developing. It projects forward to speculate on what things might look like in the near future. There is a comparison of levels of reading ability and levels of writing ability in Birmingham. There is a brief look at the connections between reading/writing and teaching/learning and the links between those skills and society in general. The full article can be down loaded here: Where is all this reading and writing taking us?

Categories
Thinking about learning and skills

Family Learning: Can it promote resilience in children and young people?

This article summarises the thinking that links family learning, resilience and the closing of educational gaps. It is based on some overview research commissioned by Core Skills Developments in Birmingham (UK). Insights are offered about how children can become motivated individuals. When educational settings actively engage parents directly in the learning and development of their children, and support parental involvement in learning in the home, children and young people are able to achieve greater attainments.

The report – final version can be downloaded here.

Categories
A variety of writings Thinking about places and spaces

History of Castle Vale

Castle Vale is a modern housing area on the north-eastern edge of Birmingham (UK). It is unique in many ways and has gone through distinct sets of changes. The things that most people noticed on their first visit to the area, when it was first built as a housing estate, was the flat and open landscape and the very distinct boundaries which seemed to almost cut Castle Vale off from the rest of the city to make a little island of people. These features have recently been changed, and will continue to change into the future, but each change is dictated by past developments. To understand what an area is like now, it is important to understand its history. The history of the Castle Vale area can be traced backwards, layer by layer and then built up again as a sequential record of those things that made the place what it was at each stage of its development.

The history follows the changing fortunes of this one relatively small area of land from its beginnings as a swampy forest, through the feudal times of battling barons, through the growing industrialisation of Birmingham to the First World War, on through its life as an airfield, finally to the construction of the modern housing estate and the very recent improvements to that area. From time to time little excursions are taken into the wider history of the region but only in order to set the very local events within their wider setting and make them even more interesting than they already are.

The full history can be downloaded as a PDF here: History of Castle Vale

Categories
Birmingham Core Skills Development Partnership Thinking about creative innovation Thinking about decision-making and change

Some thoughts on the approach to change

Over the years I have been involved in various larger-scale programmes meant to change the ways that services get provided in a big and complex city. As part of the ongoing evaluation of one of these, the partnership I worked through was challenged to make more explicit its change-model. If it was bringing about system-wide change, how did it think it was it doing it? There seemed to be four interconnecting strands.

Although these applied at the whole-partnership level there may be value in looking at any use the tools listed may have in other contexts (eg at the level of a single organisation; within a family, at the personal interactions level) changing the wording slightly to match each context.

1. Making use of factors influencing for change

There was an early recognition that the partnership was being established at a time of rapid change and that it would not be able to work in isolation. It would need to be highly alert to its environment. By its very nature it was driven by, and in turn added momentum to, the planning processes within the several major service provider agencies in the city each of which had its own set of agendas and priorities outside of coming together as partners to focus on one specific set of developments. The partnership arrangements were established at a time of rapid national policy change and was expected to forge a way forward through the national changes that would have impacts across the area. The partners, collectively, needed to be rapidly responsive to (and able to feed back into) shifting national and local developments.

There was a shift to be made in the way that the partner agencies worked. All of them were traditional/ formal/ , managerial organisations used to fixed annual planning cycles, with budgets allocated annually against predetermined headings. Responding in more agile ways as contexts changed around them would imply a different way of doing things that might not sit easily with their established routines.

Tools used:

  • Turning any national and local reviews, reports and evaluations into a checklist of action points re changes to be made within partner agencies’ own activities
  • Regularly scanning horizons for changes and updating (e.g. checking internet updates; ensuring local receipt of key documents; securing appropriate involvement in national and local key groups)
  • Reading the waves; knowing what is coming re changes in local and national arrangements and strategies; interpreting wider trends for the local context, allowing partners to be in the right place when waves of change swept across the area.
  • Keeping some capacity for rapid reaction and repositioning of resources; not tying everything up so tightly that agility became impossible
  • Covering changed emphases through short term flexible team attachments; having a strong centrally-directed project-development approach
  • Close financial monitoring and continuous redeployment of resources to best effect
  • Setting times for outcome/vision focusing, ‘Where was it we were supposed to be getting to?’; identifying ‘distance still to be travelled’
  • Target setting, not as tick-box items that might get artificially met but as aspirations to be collectively achieved in terms of real changes to services or improvements in outcomes for groups of people; having an approach to action planning that was flexible and adaptable as the year went on

2. Managing change

The reasons the various agencies had agreed to work in partnership was partly driven by the availability of some shared resources (although previous models had seen one agency simply holding all the money and asking the others to join them in a required list of partners but not playing any active role after that), but mostly because of a shared commitment early on that things in the city needed to be changed and that this could only be done in collaboration, if real structural progress was to be made over the long term. There was a moral dimension as well as a pragmatic one.

Some necessary early principles were worked on:

The need to reiterate a common, consistent, transparent purpose; keeping to the same overall aim of changing the ways that mainstream services operate

Consistent leadership: pushing for change whilst appreciating the constraints that different agencies were working with

Repeated messages: establishing a culture of change that all could agree with

Strategic objectives: identifying a small number of key levers of change and using these as a framework for agreeing development activities year on year

Steerage: actively engaging particular senior managers from partners, those with the power to immediately change things within their own organisation

Flexible development team, not seconded to the partnership but continuing to work within their home organisation, but able to be brought together as necessary to focus on specific common issues: people with the ability to directly operationalise change back on the ground

Retaining sufficient/adequate resources to be able to respond when opportunities arise to push changes through ; includes keeping any central infrastructure/expenditure as small as possible so resources aren’t spent on internal processes

Ensuring reputation is built up through practice rather than through promotions (More of a ‘Get down to work’ focus than over-concern with high profile launches/publicity)

Recognising the respective roles both of partners and of the partnership ways of working; working in ways to avoid the development of boundary wars between partners by stressing the common cause

Tools used:

  • Early agreement of key principles and systems
  • Use of key intermediaries from partners, loosely attached as a network of knowledgeable practitioners/developers able to focus on partnership’s objectives from within the day-to-day work of their own organisation
  • Annual business planning, in shifting context – identifies the agreed progress to be made each year
  • Appraisal of development proposals by someone other than the organisation responsible for delivery
  • Partnership represented within key steering groups/ planning groups -able to influence things at their early stages of developments
  • Communications promote the work of partners (as much as promoting the partnership) keeping a focus on broad developments
  • Partnership level reviews undertaken of various aspects re strategic objectives. Partnership mechanisms reviewed annually
  • Early system-compliance work done to ensure that partners aren’t distracted by having to constantly do later remedial work

3. Leverage on Partners

The partnership was set up to operate through its partners rather than take on a high-profile up-front role for itself. This was quite different from previous partnership arrangements which had spent energy and resources on having their own building, their own dedicated large team of staff, their own separate structures, and a clear identity that others were expected to subscribe to etc. The partnership referred to here was to remain in the background, to be more of a way of operating rather than a visible structure, yet have powerful leverage on the plans and actions of the varied partners. This required some mechanisms for influencing partner organisations at a number of levels. This would entail leverage on the content of organisational plans; but would also mean exerting some leverage on the style of planning: taking organisations away from fixed annual planning, action charts etc towards looser, more flexible, more uncertain ways of aiming to bring about widespread changes to mainstream Activities.

Through a 3 level matrix of influence with partners (strategy level;

management level and doing level), the partnership was able to impact on:

Staffing capacity for change within partners

Leadership for change within partners

Culture/language of change within partners

Inter-relationships between partners

Quality of planning within partners

Effectiveness of operational mechanisms within partners

Use of partners’ own resources for development

Quality standards in partners’ own provider networks

Establishing and maintaining the reputation of partners i.e. partners’ capacity to implement change

Tools used:

  • Annual agreements between partners re the next-steps changes and each agency’s contribution to these developments (and how feasible and cost effective these were)
  • Quarterly monitoring of progress to keep momentum going; to identify any potential underspend for reallocation
  • Tracking back to identify the remaining ‘gap to outcome’, stress ‘getting there’ re strategic objectives
  • Working back from target outcomes – focus on numbers still to be worked with in order to get whole-system progress; no falling back on small-scale projects when things get difficult
  • ‘At the right time’ conversations across sets of people who are the best ones to focus on a specific issue, taking a task-and-finish approach. Few regularly scheduled meetings other than the minimum number needed for good governance.
  • Reviews at level of broad developments, each covering a range of developments within different agencies
  • Whole-system querying rather than worrying about small activity detail
  • Central structures kept small, and things done right, so that energies can go on futures-thinking

4. Key phrases are used to establish working culture

Most of the agencies’ core role was to ensure the effective delivery of their own programmes (at certain quality standards) for target client groups.

‘Changing the system’ needed a different way of thinking, and work needed to be done via the Partnership re thinking for change. This required a language for change, in the sense of a set of frequently repeated phrases used between partners to establish a culture:

being well positioned in shifting landscapes

keeping stable relationships with each partner, even where relationships between partners are not strong

the basic operating rules are well known, and complied with

promoting change as opportunity as well as necessity

communicating a compelling purpose for change – keeping an eye on ‘What’s it all for?’

inspiring trust, through behaviours – ‘This is the way we do things, isn’t it?’

adequate resources, deployed in agreed framework; ensuring that money doesn’t become the main discussion. Money (once adequate) is not as important as having properly planned ways forward

Tools used:

  • Rehearsing the track record of changes brought about – consolidating the success of how far we have come together
  • Repeated emphasis on work through the partners- it’s not about the partnership as a separate entity
  • Emphasis on getting there; descriptions of ‘How will we know when we’ve got there?’; focus on distance still to go in terms of desired outcomes for groups of people (even if the exact direction and speed of travel remained relatively uncertain).
  • Strategies clear yet flexible to use in context: key thrust kept to consistently repeated strategic objectives/purposes – not getting bogged down in fine detail of activity
  • Bigger picture regularly rehearsed: ‘What was it we were supposed to be doing; How does it all fit together?’
  • Support collaboration across agencies; language is that of joint and collaborative etc with dampening down language of fragmented and competitive
  • Right mix of leadership and management; linkage between bigger directional statements and day-to-day operational statements. Not all vague intents.
  • Keeping ‘progress’ the topic of discussions/meetings/plans/reports rather than letting agendas become dominated by a focus only on the money or procedures.
  • Critical friend role – challenge and support; stressing partnership not as an organisation, or as funding mechanisms  but as a function that supports organisations re change, but also pushes them to do that bit more.

This has outlined the responses when challenged to make more explicit our approach to bringing about system-wide change, across a range of partner agencies’ service deliveries, within a large and complex city through joint working across several years. It tries to capture the approaches taken as well as highlighting some of the specific mechanisms/tools that were consistently applied in order to maintain credible momentum for change.