SUSTAINING TULLOCHAN Thinking Strategically About The Future - Using A Design Approach To Visualise A Sustainable Future For A Voluntary Sector Organisation
Karen Louise Kerr Duncan of Jordanstone College of Art and Design, University of Dundee Masters of Design for Services August 2014
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Karen has developed a thorough development portfolio that is implementable throughout the organisation of Tullochan. She successfully completed research and observations before working closely with the Better by Design team to explore and develop areas for Tullochan to improve their existing in-school service. While retaining effective communication throughout the project Karen has suggested four areas for Tullochan to develop. Exploring one of these areas in further detail has shown Tullochan and the Better by Design team the options for taking these ideas into action while reflecting Karen’s knowledge of service design and strategy. - Karen Lyttle, Taylor Haig, 2014
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1. Executive Summary This project has been undertaken with Taylor Haig, a strategic Design company who delivers work on leadership and organisational change and are partners in the Big Lottery funded – ‘Better by Design’ Project. This aims to support a ‘better and more sustainable voluntary sector across Scotland,’ by providing bespoke support for the fifteen organisations involved while guiding them through a design-led change process. Through extensive research and application of Service Design tools and methods I have identified key factors that increase the levels of attainment in young people. Through the creation of ‘My Sustainability Template’ these organisations can begin to explore ideas that will help them provide better services and become more self-reliant. Methods use within this project: • • • • • •
Mapping Brainstorming Observations Interviews Case studies Workshops
Tools used within this project: • • • • • • •
P.O.E.M.S Observation framework Swatch cards Idea charts ‘Knowledge Tree’ worksheet ‘Your Drivers’ worksheet Efficacy Framework Idea map
This project focuses on Tullochan, a voluntary sector organisatopn who work in West Dunbartonshire, one of the most deprived areas in Scotland, providing much needed support and guidance to some of the areas most vulnerable young people, ranging from eleven to seventeen years old. From classes in school to weekly club nights, Tullochan are a positive influence in these young peoples’ lives.
Figure 1: Tullochan young people
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Although Tullochan are successfully impacting the lives of the young people, the uncertain economic climate has made it difficult to secure funding. This has inspired them to take part in the Better by Design project to improve the services they provide. Like many similar organisations, their aim is to be self-sustainable and independent of Government funding, and they can achieve this by selling their services to local schools. In order to achieve this I have identified key areas for improvement: • • • •
Tullochan identity Tullochan teaching consistency Tullochan embedding effectively in schools Tullochan celebrating young people’s success
This report concludes with my final recommendation for Tullochan to take forward, as well as the creation of a new template for other organisations to create their own ideas to help them become more sustainable.
Website: Karen@karenlouisekerr.com Twitter: @karenkerrdesign Blog: www.karenlouisekerr.com
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2. Acknowledgement The following people and organisations have been fundamental in the success of this project and I would like to take this opportunity to thank them: • • • • • • • • • •
Taylor Haig Karen Lyttle, Taylor Haig Hazel White, University of Dundee Staff and young people at Tullochan, West Dunbartonshire My parents Menzieshill & Whitfield Community Centre Rebecca Lindsay, University of Dundee Lush Dundee Mike Press, University of Dundee Jean McQuade
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3. Contents
EXECUTIVE SUMMARY
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ACKNOWLEDGEMENT 5 CONTENTS 6 BACKGROUND BETTER BY DESIGN & THE BIG LOTTERY TULLOCHAN RESEARCH SECONDARY RESEARCH PRIMARY RESEARCH
7 7 7 8 8 13
IDEATION 18 INSIGHTS 18 TESTING 19 FEEDBACK 26 FINAL DESIGN 27 DESCRIPTION 30 TESTING 31 FEEDBACK 32 NEXT STEPS REFLECTION FUTURE DEVELOPMENT
33 33 33
APPENDIX 35 RESEARCH 35 IDEATION 39 FINAL DESIGN 42 BIBLIOGRAPHY
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4. Background 4.1 Better by Design & the BIG Lottery Better by Design is a ‘ground-breaking BIG Scotland programme to support a better and more sustainable voluntary sector in Scotland.’ (biglotteryfund, 2014) This sector is fundamental in improving people lives and the communities in which they live. Recently, this sector has faced great challenges while working in an already difficult funding environment. The project has commissioned The Young Foundation and Taylor Haig to develop a programme to support 15 voluntary sector organisations across Scotland who applied for the opportunity to have ‘bespoke support’ to guide them through a design-led change process. 4.2 Tullochan I have been working alongside Taylor Haig at the mid-point of the two-year ‘Better by Design’ project, working with the organisation, Tullochan. Using a Service Design approach in the project will allow the organisation to look at their service holistically and focus on the end users. The use of creative and non- traditional methods will help to identify sustainable changes that can be implimented within Tullochan. Furthermore, a Service Design approach will allow for a fresh perspective on old problems.
Figure 2: Tullochan young people
Tullochan are based in West Dunbartonshire, Scotland and have delivered a wide range of youth work services to communities in the area since 1996. Through the best early intervention and support, they aim to empower young people to achieve their full potential and better their futures. The organisation is determined to provide the support, encouragement and opportunities needed to help young people develop and apply their individual qualities to maximum effect. Helping some of the most deprived and vulnerable individuals in the local schools, Tullochan provide help and support for the young people of the area. However due to increasing funding challenges they are interested in creating a more sustainable
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Tullochan – one where their vision can be realised without being detrimental to their funding. By taking part in the Better by Design programme, the organisation hope to improve the service they provide to help them move closer to the goal of selling their services to schools, enabling them to work towards becoming more financially independent. The organisation runs three programmes for young people aged 11-17, ‘Future Choices,’ ‘Heads Up’ and ‘Inspiring Scotland.’ Alongside the classes there are weekly club nights, in-school drop-in sessions, in-school group work sessions, collage vocational courses, outdoor recreational activities and award schemes as well as one day and residential programmes. Tullochan have helped over 10,000 young people over 20 years and have invested more that £10 million in that time. However, the projects are now costing almost £1 million each year and it is time to change the organisation to ensure it can thrive in today’s financial climate.
5. Research 5.1 Secondary Research 5.1.a How can young people succeed? In order to understand what helps young people to succeed I identified different organisations and programmes similar to Tullochan. There were clear examples of what is needed to increase achievement levels: • • • •
Constant encouragement Sense of responsibility Celebration of success Role models
‘Mosaic’ is an organisation that provides mentoring for young people living in some of the most deprived areas in Britain. Helping over 5000 young people a year, the organisation has been recognised by the Government and was awarded the Big Society Award in 2013. Founded in 2007 ‘Mosaic’s vision is for all young people to be supported to realise their potential.’ Due to the commitment and vision of this organisation, there is a ‘17% increase in likelihood of mentees gaining a university place.’ As well as encouragement, young people need to have a greater sense of pride in order to do well. The Regional Youth Work Unit in the Participation Works case studies – ‘Celebrating Young Peoples Achievements’, explores this idea. The Department for Children, Schools and Families gained funding for a number of pilot initiatives to celebrate young people’s achievements in Britain. Two of these pilot schemes were run in Cornwall and Poole and aimed to challenge the poor public perception of young people and the negative media coverage. The events were designed and led by young people, this not only helped the community to come together and commend the hard work of all the young people in the area, it allowed these young people to organise and run an event themselves. 8
people to organise and run an event themselves. ‘Presenting it has made me more confident to talk in front of large numbers of people, as well as helping me to appreciate all the effort that goes in to organising an event like this.’ (Vicky Olive aged 13, Participation Works participant) The young people were involved in the project from beginning to end, allowing them to see what their hard work had amounted to and thus, giving them a tremendous sense of pride in what they were capable of achieving in a short period of time. Furthermore, the case studies show how important it is to celebrate the successes of young people across the country. Often the media convey the negative side of teenagers and it is important to highlight that there is another more positive side. When young people are faced with negativity and constant stereotypes, it can often be difficult to overcome and can be detrimental to their levels of achievement. As with many other organisations I researched, praise for the work young people do helps to increase their confidence and inspires them to continue to succeed. The Duke of Edinburgh Awards scheme offered useful models of activity to inform this project. The important organisation is known around the world and offers young people the chance to stand out. Each year, young people take part in a range of activities leading to the achievement of an award. The organisation has successfully helped young people realise their full potential since 1956 with over 71% of those identified as having increased self-belief, according to an independent study carried out by Northampton University in 2007. (DofE, 2014) The existence of role models is vital in the success of young people. This was explored in the 2008 Cabinet Office Short Studies on Aspiration and Attainment amongst young people living in deprived communities in Britain. ‘Many young people wanted to follow the life and career choices of the people around them. In some cases, their awareness of options appeared to be limited by a lack of diverse role models.’ (Cabinet Office, 2008) In the study it highlighted that in order to achieve, young people must be inspired to do so. Not only does this mean experiencing new things but also meeting new people to gain different perspectives. Although there are many more ways that have been explored and proven to make young people more successful, I found that these four areas related well to Tullochan and their vision for young people. 5.1.b What skills do young people need to succeed? Additionally, I wanted to find out what skills and values increase success rates in young people. The Duke of Edinburgh Award has been recognised as invaluable to young people who are interested in employment or further education. It allows those who have been involved to stand out from the crowd. ‘Even if you have just banked stellar grades at GCSE, it’s never too soon to wake up to the fact that it is foolish to rely on your results alone. It would also be a mistake to 9
assume your A-levels will shine as brightly in two years’ time; you need to make sure you stand out in as many other ways as possible.’ (J. Schmitt, The Telegraph, 2011) The number of first-class Honours students rose by 16% in 2013, the biggest increase on record. This means that more than a sixth of all students will receive a top grade when they graduate, triple the number in the 1990’s. No longer are good grades enough students must go further to ensure they stand out. Universities and employers are looking for other skills that are not taught within traditional classrooms. ‘Over the past couple of years, employers have constantly harped on about the lack of employability skills among potential recruits: how they lack the ability to take part in team work, that their communication skills are not great – these are the sorts of things that can be absent from the school curriculum if teachers decide to focus solely on exam league tables.’ (R. Garner, The Independent, 2013) It is commonly known that students can develop their employability skills while taking part in extra-curricular activities and it is these extra skills that can ‘lay the building blocks of an impressive CV.’ Extra curricular activities are often ideal for those who struggle to learn in the traditional classroom environment. A link has been discovered between low academic performance and ‘hostility towards the school environment.’ Therefore it is more important than ever to help all young people succeed, regardless of their academic capabilities in the classroom. (J. Schmitt, The Telegraph, 2011) So, in a world where academic grades are no longer enough to determine entry to the top University or guarantee you “your dream job” – we need to ensure young people are supported encouraged to succeed. The government have focused on getting young people in to work. One scheme in particular ‘Action for Jobs’ provides a better chance to join the employment market, giving young people a firm foundation to build their lives. Searching job sites and the Government website, there are key skills and values that employers and academic bodies desire: • • • •
The ability to communicate effectively and confidently The capability of working as part of a team Having drive and motivation Organisational and time management skills
Services like Tullochan are vital in order to help young people meet this new criteria, by offering invaluable support and guidance to the most vulnerable young people in the country. 5.1.c Government Agenda The Scottish Government has created new legislation regarding the creation of Single Outcome Agreements (SOA) for all local Authorities. This new agreement should help to continue to develop and deliver within the National Performance Framework set out by the Government and should have a sharp focus on some key priorities, ‘where the aim should be to achieve transformational, not incremental, improvement.’ (Scottish Government, 2014) 10
These key priorities as follows: • • • • • •
Economic recovery and growth Employment Early years Safer and stronger communities, and reducing offending Health inequalities and physical activity Outcomes for older people.
They have been chosen because: • • • • •
Contribution to the National Outcomes can be achieved There is great opportunity to reduce inequality Progress on one priority can contribute to delivery of the others Partnership working, community engagement and co-production are seen as being essential to achieving the transformational change envisioned Preventative and early intervention methods have the potential to deliver significant gains over time
‘Through new SOAs, Community Planning Partnerships (CPPs) will mobilise public sector assets, activities and resources, together with those of the voluntary and private sectors and local communities to deliver a shared ‘plan for place.’ The new SOAs will strive to meet the differing needs in the local community and improve people’s lives, reducing inequalities. Tullochan meets the criteria set out by the local authority – West Dunbartonshire Council. The services have the opportunity to increase the levels of employment amongst young people, help to influence stronger and safer communities, health inequalities and physical activity. Tullochan services contribute to the National Outcomes, by reducing inequality in the local community and through early intervention help young people in West Dunbartonshire. 5.1.d Swatch Cards To collate information from the initial research phase, I used swatch cards. A swatch card allows you to show ideas in a quick and effective way. By using a simple template, I was able to easily show information of inspirational organisations and programmes in a clear and concise way. This helped to deepen my understanding by making my research tangible. In addition, this was an effective tool to use in meetings to keep the clients up to date.
Figure 3: Example of DofE swatch card
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5.1.e Case Studies Case studies were used to learn about similar organisations and projects to identify potential ideas for Tullochan to take forward. The Matter Snook and Young Scot have partnered to provide a service to combat the ‘record number of 16-24 year olds not in education, employment or training.’ The Matter allows young people to bid on a question set by a real client. If selected they will be placed in groups of 6-10 and given 3 months to research the question for the client. After this the team will write, design and publish their very own newspaper about their journey – detailing what they have found. The project allows young people to have a voice and be involved in what they are passionate about. More importantly, young people will learn practical skills that will help them stand out when applying for further education or employment. In all, this will allow young people to become more confident and give them a sense of responsibility as they are working on a live project. From the research above, I have found that this is an effective way to increase a young persons chance of success. Badges Badge Maker is another project Snook have been working on, that helps to celebrate young people achievements – both academically and non-academically. By creating a simple platform called ‘Badge Maker’, teachers and learners have the digital tools to create, issue, earn and display Badges in a simple and straightforward way. Badge Maker helps to create badges online to recognise the skills and ‘invisible learning that goes on both inside and outside the classroom.’ ‘By developing digital badges that acknowledge a certain skill or achievement, we are enabling our young people to display and certify an additional range of skills that build upon traditional qualifications.’ (Snook, 2014) This is an effective programme to address the need for young people to have more practical skills. It allows a platform to highlight the importance of other skills outside the classroom, allowing young people to be recognised for all their achievements. 5.1.f Service Mapping At the beginning of the project I felt that it would be useful to map the services Tullochan provide to understand how all three school programmes can be packaged together. In order to create the map, I used the Tullochan website and information provided by Taylor Haig. Using low fidelity materials, I quickly mapped the Tullochan service. Post-its
Figure 4: Mapping of Tullochan services
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allowed changes and improvements to be made easily, as I spoke to different people. By visually mapping the services it allowed me to see what was consistent in all three programmes: • • • •
Award nights Summer trips In-school drop-in sessions Club nights
This exercise deepened my understanding of the organisation and kept me focused. 5.2 Primary Research 5.2.a Interviewing In the early stages of the project I conducted interviews, along with Hong Li, a fellow Masters student working on the Better by Design project. We interviewed young people aged between 18-26 to gain a valid indication of what young people think about the education system. Interviewing was valuable to understand the many differing views on school and employment. It allowed a lot of information to be gathered quickly. Half way through the interview stage I opted to have a conversation rather than ask specific questions – which encouraged the participants to open up and offer more information. I prompted participants in a positive manner. For example: ‘School was such an important and memorable time, tell me about your experience.’ This conversational approach was successful in encouraging people to offer opinions. An example of this was approaching three youths in Whitfield, a deprived area within dundee, during an afternoon visit. At first they were hesitant but eventually they became more comfortable and they enjoyed the casual opportunity to voice their opinions. As a result of this approach, we gained a wealth of knowledge to move the project forward. Throughout all interviews we asked the participants permission to record. This allowed us to focus on the conversations, allowing it to flow naturally. Additionally, it proved vital in capturing the many details that may have otherwise been forgotten. Results The following areas were discussed by the majority of participants, during the conversational interviews: • • • • •
Young people are more likely to continue with school if they enjoy a subject The emphasis on good grades can have a negative effect on students The pupil-teacher relationship can effect a young person’s perception of school Having supportive and encouraging parents can help young people achieve The education school system is failing to get young people ready for emploment
‘I stayed on because I love music, it gave me confidence. If it wasn’t for music I wouldn’t have stayed on.’ (Female aged 22, employed) Young people are more likely to stay on at school if they can study a subject that they 13
enjoy or one where they have built a good relationship with the subject teacher. I found that those with the least interest were those who felt that they were not encouraged at school, and often forgot about. ‘I wasn’t good at anything.’ (Male aged 18, unemployed) There was a sense of frustration among many individuals that teachers often focus on the ‘high fliers’ – those who achieve top grades. After leaving school, one of the young men I spoke to worked on a construction site for a short time. He felt he was good at it and enjoyed it. Subjects like ‘craft, design and technology’ had the potential to inspire him to stay on in school or plan his future career, but he felt the teachers never ‘had the time’ for him. Unfortunately, this participant has been unemployed since and has no specific plans for his future. This was a common situation for the young people I spoke to with many of those unsure about future plans. ‘My mum always said you have 21 years to be a kid and the rest of your life to be an adult.’ (Female aged 21, University student) This conversation highlighted many issues with the education system. Young people are often pigeon-holed and not allowed to explore their personal strengths and interests. Schools are percieved as trying to mass-produce students with top academic grades. One participant pointed out that ‘they make you think that you are never going to amount to anything if you don’t do well in your exams. It’s pressure all the time.’ It could be argued that, it is this time in a person’s life, while at school, that failure should be allowed and accepted – like prototyping a design – you work out the problems before it begins to matter. School should provide a safe environment for young people to figure out who they are and what they really want to do with their lives. From the interviews it was apparent that the pupil-teacher relationship is a huge factor that can effect young people’s success rates. Those teachers who make an effort to inspire and build a relationship with their pupils often get better results. However, if young people dislike a teacher it can be detrimental to their performance. ‘Teachers like the smart folk and dislike the ones they have to try harder with.’ (Female age 21, University student) There was a general consensus that teachers only make an effort with those who are already engaged and achieving in their subject. All of the participants I spoke with agreed that if all teachers made more effort to engage with all pupils they will begin to see positive changes in the classroom. As one participant stated, ‘It definitely changes when you stay on and move up. Each year you get more respect from them.’ It was discussed why this respect cannot be implemented from day one with all pupils and if so, could it help those who struggle with school get more out of the time they spend there? As well as the pupil-teacher relationship, participants suggested that those who had supportive and encouraging parents were more likely to succeed – whether in employment, university or any other aspect of life. Many of the university students and em14
ployed participants had parents who took an interest in their education. ‘We had one class about CV’s in Personal Social Education (PSE). My mum had already taught me to do this. I was like how do these people not have CV’s already?’ If it wasn’t for my parents I wouldn’t have known this stuff either.’ (Male aged 21, University student) Often parents of the participants helped to support what was already being taught at school and sometimes helped them with those areas that the school failed to teach. Leading on from this there was a sense of disappointment when discussing how schools get young people ready for further education or employment. It was the general opinion of participants that more needs to be done. The quote above highlights the lack of practical skills young people have. ‘I went to college because I didn’t feel ready to get a job.’( Female aged 19, employed) Young people often feel unprepared for what comes next. It is vital that the education system help students to become confident and independent before leaving school. As well as ensuring all have the knowledge and skills at their disposal to begin to create a successful future for themselves. 5.2.b Locational observations During the early stages of the primary research, I visited areas in Dundee that were similar to those in which Tullochan work, enabling me to understand the problems that the young people using the service may face. Visiting Menzieshill and Whitfield, places of multiple deprivation, helped to build a picture of these young peoples lives. Both locations were run down and there were a lack of activities for young people to do. We visited the libraries, community centres and shopping areas to deepen our understanding. This gave us an opportunity to speak to local residents who expressed how difficult it is for young people to get jobs. One older resident stated that when he was young ‘you could walk out of one job and in to another.’
Figures 5 & 6: Menzieshill High Street
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Due to funding issues, the community centre in Whitfield no longer runs activities and groups for the local young people. However, Menzieshill community centre is thriving and has an array of events throughout the week for everyone – attendance numbers are as high as fifty young people. They take part in arts, crafts and sports to allow them to escape their every day lives, especially important for those who have problems at home. Speaking with the youth workers, it was clear that the young people in the area value these club nights as it allows them to do something for themselves and keeps the ‘kids off the street.’
Figure 7: Menzieshill Community Centre
By immersing myself within these places and speaking to locals, it was clear that there was a lack of motivation for young people. Many are from families from a long line of unemployed parents and there are no real role models in their lives for them to aspire to. This is a vicious cycle and schools have the potential to help break it. This experience helped to quash my assumptions and stereotypes, allowing me to understand what some of the young people in our society need in order to succeed. 5.2.c Observations & Frameworks In order to fully understand Tullochan’s activities and approach I observed classes and refered back to my initial mapping of the service. It is proven that methods such as observations give a deeper understanding of the potential problems of an organisation or service (Design Council, 2014). I observed two days of classes with young people from the ‘Heads Up’ and ‘Inspiring Scotland’ programmes. This gave me a wealth of information and ideas to expand on the work I had previously carried out. 16
A post by J. Hey ‘Recording ethnographic observations: six useful frameworks’ was a resource I used to determine which observation framework to use. I decide to use P.O.E.M.S which breaks down the onservation in to people, objects, environment, message and services. This was a simple, yet effective way to keep me focused on all areas while observing the classes.
Figure 8: Observation sheet example
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From the observations, two things were clear: firstly, Tullochan has an effective way of teaching and engaging with their young people. However, this is not consistent throughout the classes. One class in particular was very disruptive and lacked the Tullochan teaching style. In the majority of the observations, the relationship between the pupils and staff is unique, similar to that of a big brother/sister and younger sibling relationship. Staff were interested and invested in the young people and both parties were respectful of each other. This is different to a normal pupil-teacher relationship – as most teachers do not have the time to invest in each pupil personally. I feel that this helped the young people in the Tullochan classes feel appreciated and valued. At the start of most classes there was a ‘catch up’, which allowed both the staff and young people to speak about their week. From observing this, it was clear that there is a strong bond between all involved in the class and the majority of the young people are comfortable and confident in the environment in order to discuss any problems. However, those who did not use the ‘catch-up’ seemed more like traditional classes and the Tullochan staff were similar to traditional teachers. The young people in these classes did not get the same standard of service as those I previously observed. Secondly, the relationship between Tullochan staff and schoolteachers in some of the schools is somewhat strained. There appeared to be a feeling of resentment among certain member of staff. I experienced this when arriving at the school office and the member of staff’s manner changed when she discovered I was working with Tullochan. As well as this, all the Tullochan classes are carried out in classrooms used for different purposes. The walls are either bare or covered in various posters from an unrelated subject. It feels as though Tullochan are encroaching on the school and there seems to be a lack of importance for what they are doing.
6. Ideation 6.1 Insights From my research I gained the following insights on the areas Tullochan need to improve to become more sustainable: • • • • • •
Consistency of Tullochan teaching Imbedding services within schools more effectively Improving the relationships between school and organisation Communicating the value of Tullochan to others Creating a Tullochan environment Continuing to celebrate the success of Tullochan and the young people
These areas were explored while carrying out a quick brainstorming session. Brainstorming is an ideation technique that I used to generate solutions and opportunities quickly. In this case, it highlighted many solutions that overlapped and allowed me to take forward the most appropriate areas of improvement.
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The method helped me to look at things differently and generate many ideas.
Figure 9: Brainstorming areas of improvement
From this I decided to take the following areas forward to explore: • • • •
Celebrating success Tullochan consistency Tullochan environment Embedding services within schools
In order to portray my ideas in a more effective manner, I created an Idea Chart (figure 8). This allowed each solution to be thought through. By creating the chart, it allowed my client to absorb easily the ideas by giving fundamental information, such as benefits and costs to enable them to give valuable feedback and recommendations. For each area, I created a separate idea chart to allow the client to choose which solutions they felt would work best in each area. 6.2 Testing a. Celebrating Success Chart At present, Tullochan do a good job of celebrating the success of their young people. The following ideas can help Tullochan build on this success: • •
Badge Maker developed by Snook Community based award ceremonies 19
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Displaying Tullochan work in schools Community events Tullochan promotional material in community
Figure 10: Idea sheet exploring ideas to improve the celebration of succes
From this I held a workshop to explore how successful making badges would be with a group of Volunteers. Using the Snook Badge Maker offline tester toolkit allowed the workshop participants to create their own badges.
Figure 11: Badges Workshop
The brief was to create two badges that would help young people succeed. In pairs the brief was carried out, after designing each badge they were given two sheets to which their badge was to be attached, a description written of it and what would need to be done to achieve it. 20
Figure 12: An output from the workshop
Interestingly enough, all the badges created were to acknowledge non-academic skills and achievements. One group named their badge ‘Von – Listener’ and detailed the importance of being an active listener and how this skill can be very valuable to future employers. Another created an award for a young person who has dedication and can see a project through to the end. The ‘Marathomator’ identifies the value in having commitment and drive to achieve, even if the journey ahead is long. Not all of the volunteers had a design background but all of the badge ideas were creative and highlighted that there are skills that young people possess which are rarely recognised. From the workshop, I received valuable feedback about the process of creating badges to award success. The majority of participants found that creating the badges was a fun and rewarding activity and that they enjoyed getting hands-on and felt that this would engage young people. It was also discussed that the young people may prefer to make the badges themselves rather than having them made by Tullochan digitally. This would allow the young people to have a sense of responsibility and pride in their award ceremonies. However, I feel that having the digital version would allow Tullochan staff to create badges that could ultimately be used in the young persons CV. Therefore, I feel that having both the online and offline tools is appropriate. b. Tullochan Consistency Chart The observations suggested that Tullochan need to be more consistent in their teaching. It is vital that every young person can receive same level of support and encouragement in every programme in any school. I explored a few ways in which this could 21
be achieved: • • •
Tullochan class guidelines to be produced Specific trainer for all staff Share Tullochan vision/value
Figure 13: Ideas to improve consistency
During the observations I met with many young people who had behavioural issues. After discussion with the staff it was obvious that they had tried to build strong relationship with each of their young people and that that they are now seeing positive changes in their behaviour. The Tullochan style, that of a big brother/sister relationship, can benefit both the young people within the service and their family. However, this teaching style is not consistent throughout the programmes and I was interested in determining the different values between staff. I wanted to highlight whether those with a more traditional teaching style had a different set of values. In order to evaluate this, I was interested in using the ‘Tree of Knowledge’ worksheet, which enables individuals to understand their personal values and goals. It builds a picture based on where you have been and where you are going. This is illustrated in a simple way and begins to demonstrate what type of person you are, what is important to you and what drives you. This is information that can be useful to an organisation like Tullochan as it can quickly highlight potential employees. Furthermore, it can help visualise Tullochan’s style, to help match the organisational values with future employees values. I wanted to test the ‘Tree of Knowledge’ along with a ‘Your Drivers’ sheet. The worksheet
Figure 14: ‘Tree of Knowledge’ worksheet
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identify what drives individuals. It allows the participant to understand why something has been successful or unsuccessful by taking the time to see patterns evolving and understand what drives you individually. As part of the testing process I invited two retail assistants to fill out my value worksheets. Leading up to this, I decided to create a new sheet that requires participants to write a short description of the company they work with. If Tullochan used this tool, it would highlight the reasons why each individual was applying to work with them.
Figure 15 &16: ‘Your Drivers’ and ‘My Definition’ worksheet
From the workshop it was clear that both participant have similar reasons why they chose to work for Lush Cosmetics, their current employer: • • •
Strong ethics Positive values Encouraging and motivating team
From the ‘Drivers’ sheet both participants explored recent projects to show what drives them. The end of the worksheet required participants to identify from these projects what their main driver is. In both cases the participants did not successfully recognise their drivers. However, from reading the project descriptions it highlights the underlying drivers in each case. This would be a valuable tool to use when employing individuals as it would allow Tullochan to get an honest view of what drives them, rather than relying on what they think should drive them. Lastly, the ‘The Tree of Knowledge’ was described as the most difficult of the worksheets. It encouraged the individuals to look at their life holistically, from where they have come from to where they are going. This can be a powerful tool to build an 23
image of the individual to get a sense of who they are and what is important to them. Furthermore, this allows an organisation to establish whether their direction ties in to the organisations direction. This testing was fundamental in showing how the sheets can be used to build a better picture of a future employee by exploring their values and drivers. If time permitted, the ‘Tree of Knowledge’ would have been simplified to ensure it is easier to understand and can be completed without guidance. c. Tullochan Environment Chart ‘Young people will learn better and participate more fully when they feel physically and emotionally safe. This environment encourages honesty, trust, and respect among all youth and adults.’ (P. Almqist et al. 2014) Through observations there is a clear need of ownership within the Tullochan Classroom and have their own space. Moreover, Tullochan need to become an active part of the school environment: • • •
A dedicated classroom in each school Branded classroom and work stations Tullochan work displayed throughout the schools
Figure 17: Exploring ideas to create a better environment
Research has shown that young people work better in a safe and comfortable environment. ‘The creation of an inviting learning environment supports children’s social, emotional, physical, intellectual and spiritual growth and development. Inviting surroundings enhance children’s positive disposition toward learning and sense of belonging.’ (Early Learning and Child Care Branch Ministry of Education, 2009) By creating a Tullochan environment young people will have a sense of responsibility and have a space they can feel proud of, as well as enabling them to escape the stresses of everyday life. It is often hard to concentrate in chaotic environments and this was especially evident by the disruptive behaviour I witnessed in some of the observations. It is important that 24
Tullochan have a different environment to that of normal classrooms, particularly for those young people who have found it difficult to learn in the traditional learning environment. By creating a positive learning space, Tullochan can increase engagement levels in young people. d. Embedding Tullochan Chart Another area in which Tullochan could focus, is the embedding of their services within the local schools. As stated above, they do not have ownership of a space in the school and are somewhat outsiders. Suggested approaches include: • • • •
Monthly meetings between Tullochan and school staff A Teacher training academy run by Tullochan Tullochan staff teaching PSE classes to all pupils Meet and greet days for parents and other pupils
Figure 18: The breakdown of ideas to embed Tullochan in schools
In order to properly embed within schools, now and in the future, Tullochan must build relationships with parents, pupils and school staff. In the article ‘Good communication skills – key to any success’ the author explains that with good communication you ‘open yourself up to better relationships, more career opportunities, and increased self-confidence. Moreover, you reach higher levels of mutual understanding and cooperation while successfully attaining your goals.’ (Essentiallifeskills.net, 2014) This need for communication will help the wider community understand the work Tullochan do and the value they can bring.Hopefully, this new found respect from both parties will result in Tullochan being a bigger part of the school e.g. Classrooms and displayed work.
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6.3 Feedback Following consultations with Taylor Haig, the following ideas were selected for further development: a. Celebrating success – • • •
Awards nights at the school Pop up shops and community events Success stories about young people and staff
Taylor Haig felt that these ideas were implementable in the short term and could improve this area. The idea of pop-up shops ties in with previous projects in which the young people have worked on. – they have organised and run food events for the teachers within their schools. However, this could be implemented within the community to show the skills the young people possess as well as advertising Tullochan. b. Tullochan Consistency – • • •
Generate guidelines Training academy for parents/teachers to deal with young people Online help and advice page for parents
Tullochan have previously spoken about their vision to open a ‘training academy’ for young people leaving school to help them become more employable. However, the skills and knowledge that enables the staff to engage with young people, who face many different issues, could be beneficial to parents and teachers. It was also noted that some parents may feel uncomfortable attending this and would rather have access to an online help and advice section on Tullochan’s website. c. Tullochan environment – • • •
Tullochan classroom Promotional material in the community Branded webpage
In order to create a Tullochan environment, they need a physical space and online presence. Tullochan have recently re-designed their website which is successful in illustrating who they are and what they do. Furthermore, they need to be known by those in the community – through future outreach work. d.Embedding services in school • • •
Teach PSE subject in local schools Monthly meetings between parent/school and Tullochan Stories of school and Tullochan working together
To ensure the organisation generate revenue for the services they offer, they need to communicate their value to the schools and parents of the young people.
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7. Final Design Following feedback, I met with Rebecca Lindsay a PhD researcher looking in to ‘Design as a strategy for innovation’ at the University of Dundee. Together we sorted, grouped and selected ideas to take forward based on the folowing criteria. I created an idea map for a sustainable Tullochan with the four areas from above and explored how they can be improved within the school, community and online. This will allow Tullochan to tackle their issues from different angles and ensure they can reach a wider audience.
Figure 19: Initial idea map
The first prototype of the map shows how the community and school can be involved in what Tullochan are doing, as well as using their website as a platform for other activities. The recently re-designed webpage can be used to celebrate success, keep consistency in the organisation, create the Tullochan environment and embed their services in schools. During the feedback session with Karen Lyttle from Taylor Haig, it was discussed that the Value worksheets mentioned previously could be incorporated in to the website. An online space for those who are interested in working or volunteering for Tullochan could be created and the sheets used as a tool in determining who is suitable for the job.
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Figure 20: Second idea map
The Idea Map was iterated several times and discussions with the client pointed to ‘consistency of the Tullochan appraoch’ as a future direction.
Figure 21: Final prototyped map
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Figure 22: ‘Celebrating Success’ section
The map has the benefit of allowing Tullochan to see all the small changes they need to make to become a sustainable organisation. It allows them to break it down and deal with a section at a time to make it more manageable. For example: They may wish to focus on the ‘online’ section –
Figure 23 ‘Online’ cross-section
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The ideas work together or can be executed separately. Thus, many small changes can lead to big change. It is important to note that some of the suggestions are longterm and may require more work and time, while others can be immediately implemented. 7.1 Description The organisation has the potential to build a better relationship with the schools and West Dunbartonshire community through exploring the final suggestions for improving Tullochan consistency. a. Improving consistency within schools There is an opportunity to buid better understanding between the schools and Tullochan. A set of guidelines could be created for both the school and Tullochan to follow. Similar to an employment contract, the guidelines will set out what Tullochan will do and how they will do it. This will allow the school to understand the end goals and keep them in the loop. Furthermore, this will help the school feel more involved in the work Tullochan do. Guidelines will also benefit Tullochan, as it will provide a focus and establish agreed values. It will ensure that Tullochan can still have the freedom within classes that make them so unique but with enough underlying structure to run the services to the best of their ability. b. A consistent message to the wider community It is important that members of the community understand the services Tullochan provide but more importantly the value they bring to young people in the area. From research it was shown that most Tullochan staff were archetypal of the Tullochan brand, i.e. the big brother/sister relationship that creates a close bond, with a very small number deviating from the organisation’s teaching style. Its is vital that Tullochan train staff consistently. This will ensure all new staff have the same level of training and know what is expected of them. Tullochan successfully teach young people facing numerous problems. The knowledge and skills that the staff posess can be used to train teachers and parents who feel they need more experience in this area. This would be a valuable service for parents and other family members in the area who feel they need help in supporting their children and want the best for them. This could help build on and improve the Tullochan reputation amongst the community and those in the education system. c. Improving consistency online The Tullochan webpage provides a platform that can be used to their advantage. I propose a section on the site be dedicated to future employees and volunteers. There is a need for a stronger shared teaching style amongst staff and this should be implemented from the beginning of staff careers. The value sheets I tested previously should be able to be accessed through the website and filled out by those wishing to become a Tullochan staff member or volunteer. This could be used to highlight those 30
who are compatible with the organisational values before the interview stages, to reduce the inconsistencies witnessed in my previous observations. 7.2 Testing a. Efficacy Framework After discussion with Taylor Haig, I decided to use their ‘Efficiency Framework’ to explore the three final ideas for Tullochan. This allows them to see how their framework works in practice.
Figure 24: Idea 1 explored
Figure 25: Idea 2 explored
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Figure 26: Idea 2b explored
Figure 27: Idea 3 explored
The framework was helpful in breaking down each idea and rethinking it through. The six questions encouraged me to think about the practicalities of implementing and how feasible this is. In doing this exercise, it highlighted the ideas that would be easiest for the organisation to take forward. Lastly, by using the framework it allows both Taylor Haig and Tullochan to see the idea in a format with which they are familiar – making it far more understandable.
7.3 Feedback Feedback was sought from Taylor Haigs engagement designer: ‘In line with Better by Design this project has explored areas for the sustainable development of Tullochan. Successfully using methods of observation, exploration and research the four different areas for development that have been established will continue to be developed with the Tullochan Better by Design Change Team. With the project focusing more specifically on the consistency across the organisation I feel that improving this aspect of Tullochan is vital to the organisations goal of becoming self-sustainable. Consistency may be an area needing improved on that Tullochan are unable to see for themselves but the suggestions for improving consistency are implementable within Tullochan and I believe these small changes can create positive outcomes across the organisation.’ (Karen Lyttle, Taylor Haig, 2014) 32
8. Next Steps Steps 8.1 Reflection
With additional time and resources, the project would benefit from: a. Expert Interviews It would have been valuable to meet with education experts in order to gain a deeper understanding of the education system. I was intending to speak with a local Guidance teacher to establish what is already in place to ensure young people are prepared for life after school, especially those who may have encountered problems. As well as this, I found it difficult to identify and understand the funding that is allocated for High schools to pay for services like those provided by Tullochan. Therefore, contacting the head teacher of a local school may access this information easier. b. Observations To improve on the project research, I would have liked to observe youth groups in the Dundee area. This was planned from the beginning of the project but due to unforeseen circumstances this was no longer possible. In doing this, it would provide an understanding of what draws young people to youth groups and what keeps them engaged. As well as this, it would have provided an opportunity to run workshops with the young people to gain more information for the project. Additionally, it would have been useful to shadow a young person in both the Tullochan classroom and the traditional classroom to identify the differences in behaviour. This would have provided interesting contrasts. Ideally, more young people would have been involved in the project but due to ethical reasons this was not possible. If the project were to be taken further ethical consent would be recommended in order to interview and work more closely with young people under the age of eighteen. It would bring a new perspective to the project and strengthen the research phase. c. Testing Preferably, all testing would have been done with Tullochan to ensure the organisation was involved in all decision making. This would have guaranteed that the final ideas/ suggestions had evolved from feedback directly from Tullochan. Although this is not fundamental, I believe that in order to create change in an organisation, you must work closely with them. 8.2 Future Development Overall, the project was successful in uncovering ways in which Tullochan can become more sustainable. The map I created for the final idea has the potential to be used within other organisations such as Duke of Edinburgh. All organisations need to strive ‘My Sustainability Template’ allows other organisations to think about improving these 33
four important areas by considering the schools, community and online. From my research it is these four areas that can create a more sustainable organisation. In the template, the boxes have been filled with questions to prompt the organisation rather than providing ready-to-use ideas, as those created in this project are specific to Tullochan. However, the template can be used as a tool to ideate and allows members of an organisation to think of all the small changes they can implement to create big change. Simply, the template encourages and inspires creative thinking.
Figure 28: ‘My Sustainable Organisation’ template
During the project I used this template, in low fidelity, to generate ideas in a quick and meaningful way – by considering all three platforms it ensures the ideas generated will be visible throughout the organisation and not in one area.
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9. Appendix 9.1 Research • Understanding Tullochan programmes: I created a way to visually demonstrate each programme and how they work both individually and together. This provided a deeper understanding of how they can be packaged together as one service, rather than three.
• Swatch cards: As mentioned in the body of the text, I used swatch cards to illustrate inspiring programmes and projects that contributed to my research. The swatches were a successful tool to use in client meetings to show project progress and focus.
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• Interview quotes: quotes from the interviews carried out. This was used to update my blog and keep a record for the report.
Interview quotes 13/5/14 Interview 1: ‘I wasn’t good at anything’ ‘I went to collage for a bit. I liked it but stopped going.’ ‘I don’t know what I want to do.’ ‘It’s difficult getting a job.’ Interview 2: ‘I hated school, it was boring and the teachers always got on at you.’ ‘The teachers didn’t want me to stay on. They were happy went I went.’ ‘I don’t do anything. I left school and couldn’t get a job.’ 22/5/14 Interview 1: ‘I actually quite liked school. I went all the way and done my advance Highers.’ 36
‘I stayed on because I love music, it gave me confidence. If it wasn’t for music I wouldn’t have stayed on.’ ‘My mum always said ‘you have 21 years to be a kid and the rest of your life to be an adult. Looking back it’s true. My mum was my role model and she wanted the best for me.’ ‘Teachers should be role models and we should build relationships with them.’ ‘It definitely changes when you stay on a move up. Each year you get more respect from them.’ ‘I went to collage because I didn’t feel ready to get a job.’ ‘In SE (social education) class we didn’t get taught anything – CV building, cover letters and what employees are looking for.’ Interview 2: ‘I was good at academic things so teachers liked me but I wasn’t so good in P.E, those teachers didn’t pay much attention to me. They liked people who could run 100 meter sprints and things.’ ‘Teachers like the smart folk and dislike the ones they have to try harder with.’ ‘At the time I wanted to go to the school my friends where going to. If it wasn’t for my parents I would have. Looking back now though it was the right choice.’ ‘They always encouraged me to do the best I could do.’ ‘I learned from my older brother he had a failed start at University.’ ‘I stayed on to 6th year because the subjects I did in 5th year weren’t relevant to what I decided to do at University.’ ‘We had one class about CV’s in PSE. My mum had already taught me to do this. I was like how do these people not have CV’s already?’ If it wasn’t for my parents I wouldn’t have know this stuff either.’ ‘PSE teachers are just normal teachers from other subjects. It needs to be taught by people specialising in this area.’ Interview 3: ‘The reason I stayed on is that I had an attitude that people that stayed on were better.’ ‘I was always encouraged by my parents.’ ‘The best teachers wanted to help everyone.’ ‘We didn’t do a lot of life skills at school it was all academic.’ 37
Interview 4: ‘I had a really difficult time at school. I had really bad anxiety at school so I didn’t actually sit any of my exams.’ ‘They make you think that you are never going to amount to anything if you don’t do well in your exams. It’s pressure all the time.’ ‘I was a lot more free than that.’ ‘All kids are different and they try to fit them in to neat little boxes. They also focus on the negatives, what you’re not good at rather than what you can do.’ ‘My dad said to me here’s some money, I want you to pack your bags and go traveling for a while and when you come back you’ll feel completely different.’ ‘When I came back from traveling I worked. I haven’t looked back, I learned through experience.’ • Observations: Using the framework P.O.E.M.S I recorded the observations from the Tullochan classes. These were then digitalised.
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9.2 Ideation • Badges offline template: The ‘badges’ workshops used the offline toolkit available on the website. This was free but requires those who are using it to feedback on their experiences to help with feedback.
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• Value workshop: The sheets below are from the short value workshop carried out with two Lush staff members to highlight the effectiveness of the worksheets.
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9.3 Final Design • Taylor Haig ‘Efficacy Framework’: This is the framework created by Taylor Haig that I re-designed and used to explore the final project ideas. This has been tested with some of the 15 organisations taking part in the Better by Design project.
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10. Bibliography Almquist. P et al. Keys to quality youth development, University Of Minnesota Bailey. M & Warwick. L (2013) The Third Way for the Third Sector: Using Design to Transfer Knowledge and Improve Service in a Voluntary Community Sector Organisation: http://nrl.northumbria.ac.uk/12120/ Baldwin. J & Roberts. L (2006) Visual Communication: From Theory to Practice Barber. M & Rizvi. S (2013) The Incomplete Guide to delivering learning outcomes Bates. S (2013) Stanford Social Innovation Review, Creating common language for cross-sector collaboration: http://www.ssireview.org/blog/entry/creating_a_common_language_for_cross_sector_collaboration Bentz. V (1998) Mindful inquiry in to social research, London Better By Design: http://gettingbetterbydesign.com/category/blog/ Buchenau. M & Suri. J (2000) Experience Prototyping, New York Cabinet Office, HM Treasury (2007) The future role of the third sector in social and economic regeneration: final report Cabinet Office, Social Exclusion Task Force: Short Studies (2008) Aspirations and attainment amongst young people in deprived communities, Analysis and discussion paper Center for Theory of Change, What is Theory of Change? http://www.theoryofchange.org/what-is-theory-of-change/#3 Currie. L (2014) Hello Badge Maker: http://wearesnook.com Department for Education (2011) Positive for Youth, Discussion paper Department for Work and Pensions (2014) Helping young people in to work: https://www.gov.uk/government/collections/helping-young-people-into-work Design Commission, Policy Connect, Restarting Britain 2: http://www.policyconnect.org.uk/apdig/sites/ site_apdig/files/report/164/fieldreportdownload/designcommissionreport-restartingbritain2-designpublicservices.pdf Design Council, Design methods for developing services, An Introduction to service design and a selection of service design tools Design Council, Knee High Challenge: http://www.designcouncil.org.uk/projects/knee-high-designchallenge Education Scotland (2012) A Framework for Evaluating the Quality of Services and Organisations – The Overarching Framework: http://www.educationscotland.gov.uk/Images/Overarching%20Framework%20updated%20131112_tcm4-736045.pdf Essential Life Skills, Good Communication Skills – key to any success Fritsch. J, Judice. A, Soini. K & Tretten. P (2007) Storytelling and repetitive narratives for design empathy: Case Suomenlinna, Design Inquiries, Stockholm Garner. R, The Independent (2013) Give us a job: How graduates can stand out from the crowd: http:// www.independent.co.uk/news/education/higher/give-us-a-job-how-graduates-can-stand-out-from-thecrowd-8454618.html
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Hey. J (2007) Recording ethnographic observations: six useful frameworks: http://palojono.blogspot. co.uk/2007/07/recording-ethnographic-observations.html Kumar. R (2010) Creating a common language to unite stakeholders: http://www.managementexchange.com/hack/creating-common-language-unite-stakeholders Kumar. V (2013) 101 Design Methods Rebecca Lindsay, Design & Phd Researcher, Dundee University Moritz. S (2005) Service Design – Practical Access to an Evolving Field Mosaic: http://www.mosaicnetwork.co.uk/about/impact/ Natural England, Changing Young Lives, Access to Nature: Early Findings Paper 1 NESTA, Prototyping Framework, A guide to prototyping new ideas: http://www.nesta.org.uk/sites/default/files/prototyping_framework.pdf Ofsted: http://www.ofsted.gov.uk/about-us Parker. S & Heapy. J (2006) Journey to the Interface, Demos, London Petrie. P (2011) Communication skills for working with children and young people, London Phillips. J, Innovation on Purpose, Why common language matters for innovation: http://innovateonpurpose.blogspot.co.uk/2012/11/why-common-language-matters-for.html Regional Youth Work Unit, Participation Works case studies (2009), Celebration young peoples achievements Rhinow. H. Koppen. E & Meinel. C (2012) Design prototypes as boundary objects in innovation processes, conference paper, 2012 International Conference on Design Research Society, Bangkok, Thailand, July 2012 Saskatchewan Ministry of Education, Creating Early Learning Environments, Intro Practice Booklet: supplement to play and exploration: Early Learning Program Gudie Schmitt. J, The Telegraph (2011) Sixth formers must look beyond the classroom to impress: http://www. telegraph.co.uk/education/educationadvice/8722415/Sixth-formers-must-look-beyond-the-classroomto-impress.html Scottish Index of Multiple Deprivation, Dundee City: http://simd.opendatascotland.org/releases/2012/ intermediate_zones/S02000205 The Designers Accord (2009) Integrating sustainability into design education: How can we create a common language? http://edutoolkit.designersaccord.org/how-can-we-create-a-common-language/ The Duke of Edinburgh Awards, Employability: http://www.dofe.org/go/employability/ The Scottish Government, Community Planning in Scotland: http://www.scotland.gov.uk/Topics/Government/PublicServiceReform/CP The Scottish Government (2014) Scottish Budget Draft 2014-15: http://www.scotland.gov.uk/Publications/2013/09/9971/6 The Scottish Government (2012) Single Outcome Agreements, Guidance to Community Planning Partnerships Thomas. J & McDonagh. D (2013) Shared language: Towards more effective communication: http:// www.ncbi.nlm.nih.gov/pmc/articles/PMC3575067/
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Tullochan: http://www.tullochan.org University of Kent, What are the top ten skills that employers want? http://www.kent.ac.uk/careers/sk/ top-ten-skills.htm West Dunbartonshire, Community and Planning Partnership (2014) Single Outcome Agreement: http:// library.nhsggc.org.uk/mediaAssets/Action%20Plans/local_ delivery_plan_2014-2015_soa_west_dunbartonshire.pdf West Dunbartonshire Council (2013) Social and Economic Profile 2012/13: https://www.west-dunbarton. gov.uk/media/2268298/social_and_economic_profile_2012-13_home_version.pdf West Dumbarton Council, Curriculum: http://www.west-dunbarton.gov.uk Young Enterprise: http://www.young-enterprise.org.uk/support-us/overview/ Zimmerman MA (2011) Youth Empowerment Solutions for Peaceful Communities: combining theory and practise in a community-level violence prevention curriculum
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