Great leaders can be made

Anyone taking on the role of director of children's services (DCS) knows they will have to lead and inspire professionals from a variety of disciplines who cope daily with grave, complex and stressful responsibilities. And no DCS can hope to have expertise in all the areas of the children's workforce they will be required to lead. But a leadership development programme, tailored for those pioneering the DCS role, new in 2005, is changing that. The idea, according to the government's 2020 Children and Young People's Workforce Strategy, is to "offer structured training and support to every director of children's services… equipping leaders with the skills to lead partnerships, deliver results such as safeguarding through integrated services and manage different professional groups". The course, launched last September, "relies on directors having a highly individualised programme", says Catherine Fitt, strategic director for children's services at Newcastle city council. "It offers the opportunity for reading and learning, so directors can gain experiences that help fill gaps, and also encourages directors to work with each other in various learning sets." Fitt has worked to create this course, which typically takes around 12 months and includes residential events, meetings, coaching sessions, online learning and background reading and reflection. It is one of several distinct programmes aimed at upskilling the children's workforce, in collaboration with the Association of Directors of Children's Services (ADCS) and the Children's Workforce Development Council (CWDC). Being given time out to learn while operating at such a senior level is unusual and requires the total support of your chief executive, says Carol Tozer, people commissioner at Torbay council, whose remit includes being director of children's services. "In the 12 years I've been a senior manager I've never yet been supported to dedicate such a significant amount of time to my professional development," she says. "It's wonderful to have the chance." For Alison Michalska, who rose through the ranks from social worker to become DCS for East Riding of Yorkshire council, the opportunity to work closely with her counterparts in other local authorities is a particular highlight of the programme. "What this course gives us is the ability to develop a network of trusting relationships through working intensively on tasks like the Leadership Challenge with other directors," she says. She and her fellow participant, Mark Wyatt, DCS at Dudley council, both point out that their role can be isolating, and peer support is vital. Wyatt, who comes from an education background, also says that being assigned a personal coach – another element of the course – has been particularly helpful, partly because it means he can legitimately diarise dedicated time to think though knotty issues, and get unbiased input from someone highly experienced in leadership. "My coach has public and private sector experience, and is astute, quick and non-judgmental," he says. Although this course is for those already in a DCS post, the National College for Leadership of Schools and Children's Services is already working hard to create another for people who want to be DCSs in the future. Wyatt, having recently been promoted from assistant director, approves: "Aspirant DCSs will probably find they are better prepared by doing the course." The aim, says Fitt, is to increase the numbers of those qualified to become DCSs and also, crucially, to give people the confidence to apply. Confidence booster Nurturing people's confidence to take on what is widely regarded as one of the hardest jobs in the public sector is critical, says Howard Cooper, chair of the Workforce Policy committee of the ADCS. "I think we've never been in a time when there's been greater public accountability and scrutiny, and while that's absolutely right, it's daunting because it challenges your own perception of your ability to do the job," he says. Cooper points out that two-thirds of the first generation of DCSs came from an education background, with a third coming from a social care background, and the odd one or two from youth work and health. "We need to create clear and supported succession routes that enable people to come in from a range of backgrounds." So who are these people likely to be? The aspirant programme, due to start later this year, will be targeted at those already working at senior level who "might be ready to apply in 18 months or two years," says Cooper, "but there will be areas of children's services where they feel less confident of their knowledge base." Participants could come from any sector, adds Fitt, including community and youth, schools, health, police, youth justice, or the third sector. So how do the serving DCSs, now at the midway point of the course, think it will help them in their job? "The quality of the input has been very high," says Wyatt, "and even if you've not agreed with parts of it, it's certainly made you think." The next step: Mentor Plus The Mentor Plus Scheme, offered to all recently appointed directors enrolled on the National College leadership training programme, is a prime opportunity to learn from the insights and experience of serving or recently retired DCSs who have a track record of successful leadership and a few years doing the job under their belts. "It's a huge role, and there aren't a lot of people who understand it, so it's good for them to have someone who knows the role and has no agenda," says Phyllis Dunipace, executive director of children's services for Lambeth council, who mentors two course participants. The mentoring programme includes eight face-to-face sessions, supplemented by regular phone, text and email contact, she says. "A lot of the pressures they face will come from the political interface, dealing with members, being part of a corporate team and managing assistant directors, whereas before, they were one. By the time an issue reaches the director's desk, it's not simple, it's actually very difficult and complicated, and there is no right answer. We can discuss things in depth and I can suggest other angles." Vital to building trust between mentor and mentee, she says, is that she is there "to support them. I'm not monitoring them or evaluating them." Mentors volunteer to commit around a day a month, and receive training and accreditation from the National College. "The training enhances your listening skills and guides your meetings so you're not just doing it intuitively," says Dunipace. "It gives you tools and techniques, and has made me, as a mentor, more reflective." Web links ADCS: adcs.org.uk 2020 Children and Young People's Workforce Strategy: tinyurl.com/yak9ram The National College for Leadership of Schools and Children's Services: nationalcollege.org.uk