Introduction
April Update of Condition 10 in Maturity Matrix
What was going on?
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Cycles of learning and action
There are appropriate methods in place to elicit data and reflections, articulate and frame issues and improve the design of the systems affecting physical inactivity.
4. GEN 1 (5)
There is a culture and environment that encourages continuous learning within, and across, some organisations and partners. Examples of this are:
-YGT Learning is embedded into the emerging public health strategy.
- Demonstrating value has worked with all YGT commissions to support them to take a wider approach to evaluation and embed learning into their work. We are seeing this starting to be used as organisations but isn't broadly adopted.
2. GEN 2 (3)
There are also some cross-place approaches to support learning. Examples are:
-The Learning Bank will help support learning and reflection across the system. The Bank is managed by TVS, demonstrating that this tool is valued by the Active Partnership.
-HDRC South Tees is creating its own online resource where information and learning can be shared across the two local authorities.
-Learning Cycles are part of YGT’s Process Learning function.
-The Demonstrating Value work which we have commissioned will help support learning which will inform action.
- PHST now has mechanisms for reflection and learning through DMT, and this is being explored on how to enable others.
- HAF Steering Group looking at embedding reflective approaches to their work.
- Tees Valley Sport are doing reflection blogs using the Learning Bank now.
Due to being only in establishing for GEN1 we feel as this progresses it will support the processes to be established.
3. GEN 3 (4)
‘Leadership’ Programme will be looking at creating the confidence and value of the approaches.
Our role in this needs to shift where we arent the catalysts for learning to embedded.
2. GEN 4 (3)
Both resident and stakeholder lived experience is captured in different processes. Examples are:
Community voice approaches have been embedded as recommendations within JSNAs
Place (Regen) are starting to explore how they enable broader community co-design and use the voices of people across the place.
Small grants learning and approaches to evaluation.
HAF Training
2. GEN 5 (2/3)
In terms of reconciling uncertainty with a learning cycle, within the programme, we sit in the establishing, however, ‘system wide’ varies and goes up and down in continuum. (SAME)
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