Developing workers

Christiane Schlichting reflects on her experience of trying to create a good environment for learning for the staff of a youth work and informal education agency

contents: introduction | managing the first year of a youth or adult? Initiative | how can the manager support the trainees learning? | ways to ensure the full integration of the rank foundation's youth or adult? Initiative into the mother project | not only the student needs to learn - the manager's training needs | the relationship with the rank foundation | summary of key issues

When taking up my appointment with this project in April 1988, the organization was already in the first year of its Youth or Adult? Initiative. The Rank initiative was then the 'Outdoor Activities Project' and operated alongside the Young Women's Project. These two projects made up the whole of the organization's youth work; other projects looked to developing opportunities for women of all ages and their children.

The trainee youth worker at that time was appointed to be in charge of the Outdoor Activities Project, I was responsible for the Young Women's Project. Both projects, although they had similar aims, were set up to work separately, with the trainee youth worker having responsibility for outdoor activities and myself having responsibility for developing all the other parts of the youth work curriculum.

The trainee youth worker successfully completed the first year of the Rank initiative, but during year two problems arose. These were mainly linked to the management structure of the youth projects, and resulted in the trainee working in isolation due to the separation of the two projects.

At the beginning of year three the trainee youth worker left the organization, which at the time was viewed as a disaster by all. Fortunately the management had involved Charlie Harris, Director of Youth Projects at the Rank Foundation at an early stage, which led to negotiations for a new trainee youth worker. The Rank project took a year out - which was used to review its management and support structure. By the time the new trainee youth worker started, the whole of the organization's youth work was re-structured as outlined below.

From the new trainee youth worker taking up appointment, she and I worked closely together on all youth project developments with myself taking overall responsibility for the work. This initially entailed supervising her workload on a day-to-day level, by for example giving on-the-job training, but with the line management responsibility remaining with the organization's co-ordinator.

Figure 6.1: The structure of the agency

I left the organization in November 1991 to take up the position of North West Regional Officer for The Duke of Edinburgh's Award. This by no means meant the end of my involvement with the Rank Foundation. I continued giving support to the Manchester mother project overall, mainly in a consultative capacity, and, in particular, carried on giving specific support to the Rank project worker, mainly by supporting the worker with her study and assignments as well as her day-to-day work. As a result, I have since attended several other Rank Foundation conferences.

Managing the first year of a Youth Or Adult? Initiative

The first year of any project is of fundamental importance - it shows up strengths and weakness' and brings to the surface issues which need addressing, to enable the project to succeed. Regarding the Youth Or Adult? Initiative this is even more important. By the time we re-started the Rank project it was understood that if the trainee worker was to drop out again it would mean that the mother organization would suffer severe financial loss. More importantly though, it was also clear from the start that excellent opportunities would be lost for local young people, in an area where youth work provision was under-developed anyway. Knowing what loss and failure meant, everybody involved in managing the re-start of the project was determined to learn from past mistakes and thus ensure that the initiative would succeed this time around.

The management of the first year evolved around three equally important aspects:

(1) A development plan for the trainee youth worker.

(2) The YMCA distance learning course.

(3) Youth work in the host organization.

The emphasis had to be on the development plan, this was to ensure that the study programme and the youth work in the organization were manageable for the trainee. Should the worker perform well in all practical aspects but fail the course assignments, once again loss of the initiative was envisaged. Therefore, the development plan was to ensure that there would be a balance between the two elements of the Rank initiative.

The development plan itself was drawn up during line management supervision. One step towards this happening was through the youth sub-committee which met for its termly review, incorporating a planning session for the year ahead. Here a group made up of management committee members, co-ordinator and senior, trainee, part-time and voluntary youth workers looked at what was needed for youth work development in the next year. Once future projects and group developments were identified, planning was undertaken regarding staffing required for the various sessions. Before specifying assignments for particular workers, the group then looked at the trainee worker's requirements for the distance learning course, to ensure that she would have scope to gather the necessary material without having an unmanageable workload. As this particular trainee youth worker went straight into year one of the Diploma course, which focused on work with individuals, this required quite some balancing of the projects' programme. In addition, it was at this stage that time off for the student placement was planned for and covered.

After this meeting, a report with recommendations was drawn up which was then taken to the management committee and used as a foundation for all line management of youth workers, including the trainee worker. Her practical programme was particularly specific as it actually changed term by term depending on course material requirements, study placements, residential courses and holidays from the distance learning course.

Once the development plan was implemented, support was further given through monthly supervision sessions, termly youth sub-committee meetings and last, but not least, day-to-day support from myself as the senior youth worker.

Day-to-day support is a term that can entail all or nothing. In this case it was very comprehensive, it meant that I gave the trainee worker on-the-job training on all aspects of the work, from practical skills, e.g. driving the minibus to outdoor activities, knowledge and skills necessary to handle and maintain all types of equipment (from canoes to computers), and training in face-to-face work. The strength of this structure was that in her first year the trainee had the opportunity to experience good practice by working alongside the senior youth worker in most of her work.

How can the manager support the trainees learning?

The most important aspect is that the manager accepts they are a key person in the trainee workers learning process. Very often they have contact with the trainee on a day-to-day basis, whereas the student sees the supervisor or the tutor and peer students only on a fortnightly or monthly basis respectively. When looking at this question, consideration falls into the following with regard to the Initiative (but would be similar for any project involving training):

Study packs and programme. It is of utmost importance that the manager allows the trainee to use the study pack material in the workplace setting. This, of course, would be the same for any kind of training undertaken by a worker, but with the distance learning course sometimes the For you to do sections are actually designed to be used in the organization. The trainee worker needs the opportunity to find the learning at work and to see what the result is. It is possible that students are held back or struggle, particularly if managers are reluctant to let trainees use the materials or use findings, for example, if they are reluctant to take note of proposals for improvement. The manager can support the student greatly by

developing a flexible management style, being open to having the work examined and to implementing new ideas.

Tutorials/study days. Here the manager has special responsibility to ensure that the student can take time out of the day without creating difficulties in the organization. Re-scheduling the work may be necessary and the manager should be part of this so as not to put the student in a situation of isolation. It may be necessary to arrange for cover for sessions to ease the burden on the trainee worker.

In addition, the YMCA College recommends that the student does not return to work after a day's tutorial. The study days can be very intensive, sometimes confrontational and the trainee needs to have some space to reflect on it afterwards. Otherwise, not only would they not have the space so necessary, but also may not be able to give their best to the work due to tiredness and/or pre-occupation. Once again the student should be encouraged to find alternatives by the manager.

Residentials. Prior to going on course residentials, the manager should support the trainee in ensuring that their work in the organization is up to date and that adequate cover at the place of work is provided. In my experience this would be pursued through the monthly line-managerial supervision. Also, ideally the manager would check up on the confidence of the student regarding issues/pieces of work to be discussed at the residential.

Placements. Again adequate cover needs to be arranged. The manager also needs to work with the student to find a placement. The student's past experience or perhaps lack of experience needs to be considered. For example, the trainee with whom I worked moved to Manchester for this post. She, therefore, in year one of the Diploma course had a distinct lack of knowledge of the local area. She went on placement in a local youth club near to the organization in order to build up her knowledge of the local youth service infrastructure and to become part of the network, thus benefiting both the organization and herself. In year two the student chose a placement in a similar youth work organization to the host youth project, but not in Manchester, thus being able to compare the work of the organization. In year three the student undertook work in an agency which did not solely have a youth work emphasis, similar to the mother project. Here the trainee undertook to compare management structures.

Once again, it was important that the organization, guided by the manager, was open to the student experimenting with ideas and to looking at the recommendations made by them with a view to implementing those. This was particularly welcomed in year three when the organization was re-examining its direction and the trainee made an important input on the basis of the placement.

Assignments. As many trainees are mature students, the assignments are designed to give the students an opportunity to find their level of ability, to understand how they can study and then put together the assignments. Some of them have little experience of academic study or have been out of education for some period, the study pack may not compensate for that. In addition, we have to consider that students on the distance learning course can be particularly isolated as, for example, they do not have a natural study group in their locality giving them the opportunity to gain support from other students before assignments are completed. This can create problems even for trainees who have recent experience of studying at a higher level. Therefore, it is often valuable that they relate to one person who has had the experience of studying on a youth work course, so that they can also help with understanding different theories and study aspects when deemed necessary. This could be the manager, but it could be a co-worker or even someone from outside the project. In this case it was myself. The manager should support the trainee in finding this person if the student wishes to do this.

Ways to ensure the full integration of the Rank Foundation's Youth Or Adult? Initiative into the mother project

First of all, it is important to recognize that the trainee, although in full-time employment is actually away from the organization for at least 25% of the time due to study commitments. In addition, unsociable working hours, taking groups on residentials, outreach work etc. all may mean that the trainee does not have many opportunities to see co-workers who may be involved with different projects, work different hours and so on. For these reasons it is the manager's task to see that the trainee does not become isolated in the organization, especially as they already study in relative isolation when undertaking the distance learning course.

Prior to 1989, during the period of the first trainee running into difficulties, myself and the manager of the mother project realized that if a supportive structure was in place, it would be easier to deal with crises. This would give the organization greater negotiating power when, for example, dealing with outside funding bodies and it would further improve the reputation of the organization by giving it positive exposure to the outside.

Hence, the project launched a major review of the whole organization in 1989. It concluded in the setting up of a permanent annual review, in addition to the already existing system of monthly managerial supervision and weekly team meetings. The organization managed to re-start the Rank initiative and to succeed because it was flexible in changing and tightening up the initial structures. It also ensured that the Rank project operated in the same way as the other projects which were part of the organization, thus ensuring full integration into the mother project.

In the following, I would like to outline, in brief, the exact structure which, from my experience, will enable the trainee worker and the Rank initiative to be fully integrated:

Regular and frequent team meetings to enable communication between workers.

Termly project reviews, evaluating the past term and planning for the following term.

Annual comprehensive project review, evaluating the work, planning developments for the following year and looking at a five year rolling plan.

Annual mother organization review involving representatives from all areas including the Rank project, using the individual projects review as a foundation. This is also to include a five year rolling plan.

Staff development opportunities for all staff as and when appropriate.

Representatives of management committee and staff formulating policies and guidelines for their implementation into practice.

Ideally the trainee would have some input into the organization whenever it is deemed suitable. It would be for the manager to introduce this process. In addition, the manager should ensure that either they or the trainee worker makes regular input into team meetings to inform other workers so that they are up to date with developments in the Rank project and college requirements. This is to ensure that the staff team recognizes throughout the duration of the project that the student is a trainee. It is necessary to maintain the trainee status if the process of learning is to be continued.

Good inter-project relationships within the mother organization help to ensure that communication happens both ways. It also can be of particular benefit to the trainee worker in a situation where, for example, the course asks for a practical piece of work that may not be undertaken as part of the Rank project, perhaps due to lack of that specific provision. For example, the situation arose where the trainee worker needed to work with 18-25 year olds. At that time, the Rank project did not include that age group in its provision. Here support from other projects became important where a workers exchange was organized, thus satisfying the course requirements.

Not only the student needs to learn - the manager's training needs

In my experience, the support structure for the student can be set out quite simply, but we have to ask ourselves, do we as managers have the skills necessary to implement an effective system of supervision, a support network, financial administration and so on, in order to enable the student to achieve their goals, which is to successfully qualify. Many of us 'managers' may have started out after a college qualification as full-time youth workers employed to do face-to-face work in a full-time job. I certainly can say for myself that when I qualified in 1986 I did not feel trained or prepared to manage people or finance.

In my first post-qualifying full-time position I learnt how to manage volunteers. Only in my work with the Rank project did I have a 'real opportunity' - to express it positively or otherwise the 'pressure'  - to manage efficiently and effectively! It was then that I developed a management style which was based on my youth and community work skills. I basically began to understand that as an enabler, I had the skill to build relationships. I also began to accept that every worker in youth work, be it volunteers, part-time or full-time staff had a 'managerial' role, which involved looking after people, staff, resources and finance to varying degrees. The skills involved, however, were always the same. Those were, in the main, built on listening to others, using a structure based on day-to-day consultation, and put into practice by being open-minded and sensitive. This involved, among other things, explaining agendas, information sharing and encouraging participation in decision making by all.

I have learnt to operate what I call a 'participative management style', which entails explaining my actions and, thus, giving workers who I have line managerial responsibility for, an opportunity to participate and to understand the picture in full. Often this would mean that explaining processes and decisions turn out to be training opportunities for other workers. In the same way, I then encourage them to use the participative management style when dealing with workers they either are responsible for or co-work.

For example, in my current employment with The Duke of Edinburgh's Award, I am responsible for a small team of mainly administrative workers. Here I set up a similar support system and developed my methods of management as discussed above. I feel that to date, in the space of less than two years, a very strong and supportive team has developed where all members have some opportunity to manage either staff or resources themselves.

Once we as managers, particularly when linked to a Youth Or Adult? Initiative have accepted that the involvement with this kind of project is not only a learning process for the students, but also for us managers then the question left is, of course. 'Where do we as managers get our support and training from?'. I found that I used several resources outside of the organization. The first and most important was my personal network of friends and family. They were particularly beneficial for reflection. Alternatively, or in addition, we can choose non-managerial supervision with a supervisor perhaps having specialist knowledge of and skills in management issues. Also, we can undertake courses run by youth and community work agencies, local institutions of higher education or enrol on one of the YMCA College's modules on management and supervision.

When looking at implementing a support system in the organization we can call on outside consultants to help create a structure of team meetings, training and reviews.

The relationship with the Rank Foundation

The Rank Foundation does monitor its investments very tightly - and this is reflected in termly visits to the organizations and reports requested from them. Other communication such as informal telephone calls are always welcome. The trustees and directors want to be kept up to date with achievements and problems. This may initially seem inconvenient but benefits are soon realized when difficult situations arise. If they are aware of those, the directors of the Rank Foundation can be used as an additional resource for solutions, especially as they have in-depth and wider experience due to the number of Rank projects set up and the wide spectrum of youth work provision covered. This may be quite a different relationship compared to some trusts who sometimes only require annual reports and financial statements.

Every Rank Foundation Youth Or Adult? Initiative is a pilot project and as such has to be prepared to share experience not only with the Rank Foundation staff but also with other Rank projects, outside organizations and trustees. One of the platforms used for this are the annual conferences where young people run workshops for the above audience, highlighting the true impact of youth work particularly that of innovative work with young people.

Summary of key issues

My involvement with the Rank Foundation's Youth Or Adult? Initiative has been made up of both highs and lows, with many difficulties, but full of achievements! My own learning experience in all this has been tremendous with the scope for self development, both personal and professional, much greater than I ever imagined.

Looking back on my own experience of over five years with the Rank Foundation, I would want to emphasize that :

 The first year of the initiative is the most important. It is necessary to give the student as much support as possible both from inside and outside of the organization.

An effective system of communication and inter-project relationships should be set up.

The trainee receives adequate support for the study and practical work.

The manager examines their own training needs closely and responds as necessary.

Effective communication structures with the Rank Foundation are set up and maintained, so that they are aware of current developments even if they are problematic and that their expertise is being used.

From my experience of being involved with the Rank Foundation Youth Or Adult? Initiative both at a face-to-face work level and managing it, I can finally state that it certainly prepared me for more extensive managerial tasks ahead.

Christiane Schlichting  is a regional officer in the north west for The Duke of Edinburgh's  Award.

 First published in Mark K. Smith (ed.) (1993) Setting up and managing projects, London: YMCA George Williams College/Rank Foundation.