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Virtual Learning Platform, Virtual Learning Platform
Course Tutors
Vincent Driscoll
Admin Contact
Learning and Development Admin (
Target Audience
All Staff / PCC Staff
target audience
Course Types
Course categories
All Schools / Ethnic Minority Achievement / Educational Psychology / Health and Safety / NQTs / PCC Requirements / Primary Schools / Religious Education - SACRE / SEN / Secondary Schools / Training for CCG Managers / Training for CCG Staff / SCAT-PP / Training for PCC Staff / Training for PCC Managers / Gosport Borough Council / Solent NHS
Management and Leadership Skills
Course description

The Covid-19 pandemic has created the opportunity for a redesign of scope, delivery and branding of what was formerly called the New Manager Induction Programme.

Future Leaders now features:

  • live workshops

  • digital self-study

  •  action learning sets

  • tutorial support

  • 360 degree feedback (optional)

As Future Leaders is no longer limited physically by class size, an unlimited number of participants can join at any time, learn flexibly around their schedule and stay involved in the community as long as they want. 

Training objectives

Future Leaders aims to grow the knowledge and skills of our talented people through and beyond the Covid world. It is intended for PCC, Gosport Borough Council and CCG staff:

• new to management
• aspiring to move into management
• anyone who wants to develop their leadership skills to positively influence the work and direction of the council

Future Leaders will help develop the skills and knowledge our people need to build relationships, to lead teams and develop people, to manage performance and lead change.

The longer term objective of Future Leaders is to create a community of managers and leaders that will grow together and support each other as they help to take the council forward.

Learning outcomes

Specific learning outcomes are identified by individuals and set out in their learner profile on entering the programme and reviewed periodically through their studies and as they progress in their roles.

From an organisational perspective, Future Leaders aims to develop reflective and conscious practitioners, continuously learning and developing an authentic and inclusive leadership style.

Specifically, by the time participants leave Future Leaders, we hope they will be able to, or at least be starting to:

  • Say less and ask more

  • Lead when leadership is required, manage when management is required

  • Create the conditions for high performance and a culture of continuous improvement

  • Adapt their practice and approach to the needs of the person and the situation

  • Apply different approaches to decision making depending on the demands and complexity of the situation

  • Reflect on how their beliefs and thinking influences outcomes

  • Assert themselves with confidence

  • Develop their empathy for others

  • Communicate skilfully including difficult conversations

  • Influence and persuade with greater confidence

  • Delegate tasks effectively

  • Coach and develop people

  • Build and lead effective teams

  • Evaluate team and individual performance of stated purpose and goals

  • Tackle poor performance at structural and individual levels

  • Get the most from high performers whilst minimising the risks

  • Lead and support people through change

Please note this list is not exhaustive and is intended as a guide only. More important is that each learner identifies the skills and vital behaviours that are most relevant to their role and aspirations.


Learners graduate with a pass from Future Leaders when they have:

1. attended all five live workshops (or completed equivalent digital modules)
2. attended a reasonable number of action learning sets
3. completed a reflective essay

The programme is designed to enable learners to study and contribute to the programme over and beyond the minimum requirements of 1, 2 and 3 above.

As well as having a useful addition to their CVs, Future Leaders graduates have the option of a personal reference from the programme manager when applying for a management position.


There can be no learning without action, reflection and feedback and participants will be expected to drive this effort. No one will do it for them or remind them to do it.

Participants are required to write a personal profile on joining the programme, identifying their strengths, weaknesses and learning objectives. The profile is an important statement of intent and access to the digital materials will not be granted until this profile is returned to the programme manager.

An effective profile requires deep reflection on the part of the learner and conversations with their manager, who will also need to input into its content. The profile then forms the personal learning plan and will need to be adapted as necessary as learning progresses with new insights and the revealing of blind areas.

Additional Information

Live virtual workshops
These events take place on Microsoft Teams from 10am to 3pm and run regularly throughout the year. They can be studied in any order, which is why they are not numbered. For details and booking for each of these workshops, see PLG.

  • A Rough Guide to Coaching & Developing People
  • Team Leading Essentials
  • Managing Performance Fundamentals
  • Leading Change
  • Intro to Leadership Skills

Digital modules
The self-study digital modules, hosted on Knowledge Hub, are an opportunity for learners to explore the topics covered in the live workshops in greater depth at a time and pace of the learner's choice.

The modules are video based primarily with reading and note-taking elements. Learners work through a Word worksheet and email their completed worksheet to the programme manager for his feedback and comments.

The Leadership and Relationship modules 1 to 11 explore the difference between management and leadership, specific leadership behaviours and the crucial moments that call for leadership. The leadership role of developing people through delegation and coaching to maximise their performance is also investigated. The relationship elements explore the art of leadership through the skills of building trust and a greater understanding of people.

1. My leadership values
2. Tashi & the Monk
3. Decisions, decisions
4. Mental models
5. The importance of relationships
6. Our first important relationship
7. Building connection and trust
8. Seek first to understand
9. Influencing people
10. Skilful conversations
11. Coaching skills

The Team Performance modules 12-26 are closely integrated thematically, with many disciplinary overlaps including.

  • How to get individuals working together to achieve shared goals - looking at what teams need to succeed, how teams evolve and change over time and how leaders need to adapt their approach, how to prevent or correct a dysfunctional team
  • Creating the conditions for high performance and a culture of continuous improvement, how to know if the team is achieving its purpose, the power of marginal gains, how to tackle poor performance and manage high performers
  • Specific skills for holding difficult conversations and delivering constructive feedback for poor and high performing staff
  • How managers can take a systemic approach to drive efficiencies and improve performance
  • How change affects people and how to lead people through change. Includes an electronic team game where the learners implement a strategy for change

12. Features of great teams
13. What teams need to succeed
14. Building a shared vision
15. Making teams work
16. Team development
17. Motivating people
18. The performance management imperative
19. Performance culture
20. Understanding capability
21. Intro to systems thinking
22. Marginal gains
23. Problems solving tools
24. Tackling poor performance
25. Leading virtual & hybrid teams
26. Leading change


Action Learning

Action learning grew out of workplaces, with workers coming together to support each other's learning around common challenges they faced. It is rooted deeply in practice and reflection, not academia and theory. This quote from Portsmouth-native Reg Revans, who pioneered the use of the method: "Learning to learn by doing with and from others who are also learning to learn by doing."

The emphasis very much on 'doing' and 'learning'. The learning is real because it is born out of experience. Knowing the path is not the same as actually walking it.

Participants on Future Leaders are allocated a 'set' who meet monthly for 90 minutes to help a colleague understand and deal effectively with a wicked problem.


360 Degree Feedback
A 360-degree feedback is a process through which feedback is gathered from an individual's subordinates, colleagues and managers, as well as a self-evaluation by the employee. It can also include, when relevant, feedback from external sources who interact with the individual, such as customers and suppliers or other relevant stakeholders.

It is especially useful in complex settings where individual performance can be difficult to quantify against reliable metrics.

A 360-degree feedback exercise is not difficult to organise and administer but needs careful consideration. Like all powerful learning, the outcomes can be uncomfortable for the recipient, so this element of Future Leaders, whilst recommended, is entirely optional.

As well as the expectation that participants will regularly discuss their progress in supervision with their manager, participants will also be expected to arrange tutorials with the programme manager for his input. These tutorials can either be 1:1 or with a small group of fellow learners plus the programme manager.


Pre-programme task

Before starting on the programme you will need to write a written profile of you, including your role, how long you've been doing it, its challenges etc. together with what you see as your main strengths and what you're hoping to achieve on the programme. Discuss it with your manager for their input.

Your profile will form your personal learning plan which you will revisit whilst you're on the programme to record your progress together with new objectives and challenges that may emerge as the programme unfolds.

Please send your profile to the programme manager Vincent Driscoll and ensure you have your manager's permission.

Start Date
Wednesday 27 July 2022
End Date
Saturday 27 July 2024
Closing Date
Tuesday 26 July 2022
00:15 - 23:45
Maximum Places
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Number of Sessions