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The School for Health and Care Radical 2016 Module 2 Study Guide

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The golden rule for change activists is: ‘You can’t be a radical on your own’. This module gives us an understanding of the power of working together by exploring communities of practice and social movements. We identify techniques for connecting with our own and others’ values and emotions to create a call for action.

Module 2 of the School for Health and Care Radicals ran on Thursday 11th February 2016 from 14:30-16:00 GMT and was led by Helen Bevan, Chief Transformation Officer in the Horizons Group.

You can access all resources, including the live recording of this module by coping and pasting this URL into your address bar: http://theedge.nhsiq.nhs.uk/school/module-2/#resources

To find out more about the School for Health and Care Radicals, please visit our website: http://theedge.nhsiq.nhs.uk/school

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The School for Health and Care Radical 2016 Module 2 Study Guide

  1. 1. MODULE 2 STUDY GUIDE From me to we: creating connections and building communities ‘If you want to build a ship, don’t gather men to find wood, cut planks, hammer nails and assign tasks; rather inspire in them a longing for the wide open sea.’ Antoine de St Exupery http://www.theedge.nhsiq.nhs.uk/school/ @School4Radicals #SHCR
  2. 2. Module 2 Study Guide www.theedge.nhsiq.nhs.uk/school/ 2 SHCR III 2016 Contents Introduction ............................................................................................................................................3 This study guide ..................................................................................................................................3 The overall goals [learning outcomes] for this module......................................................................4 What are YOUR goals for this module? ..........................................................................................4 Effective framing.....................................................................................................................................5 ‘I have a dream’ – sharing the vision and telling the story.................................................................6 Connecting with emotions through values.........................................................................................7 Using stories to connect and to prompt action..................................................................................8 Bridging disconnected groups.................................................................................................................8 Your networks and communities........................................................................................................8 Communities of learning and practice................................................................................................9 Building your own community..........................................................................................................10 Co-production within your community ............................................................................................11 Our community of radicals....................................................................................................................11 Call to action .........................................................................................................................................12 Bringing it all together ......................................................................................................................13 Reference list for Module 2 ..................................................................................................................13 Additional resources.............................................................................................................................14 If you have ten minutes… .................................................................................................................14 If you have more than ten minutes…................................................................................................14 Movies and films...........................................................................................................................15 This Study Guide was prepared for the School for Health and Care Radicals by Pip Hardy, Pilgrim Projects Limited.
  3. 3. School for Health and Care Radicals www.theedge.nhsiq.nhs.uk/school/ 3 SHCR III 2016 Module 2 From me to we: creating connections and building communities Introduction ‘Learning is in the relationships between people.’ McDermott 1999 Welcome to Module 2 from the School for Health and Care Radicals. In Module 1, we considered what it means to be a health and care radical; we looked at the differences between radicals and troublemakers and thought about some of the risks inherent in being a radical. We talked about the importance of living and being the change you want to see in the world and identified some useful ways of building your own self-efficacy in order to help you be an effective change agent. We began to sow the seeds of social learning, encouraging you to engage in an RCT and join with others to share ideas and conversations about how to rock the boat and stay in it. We hope that you have continued to reflect on the content of Module 1 and on the various conversations that have continued via Twitter @School4Radicals and #SHCR and the School for Health and Care Radicals Facebook group. In this module we will shift the focus away from ourselves as individual agents of change to look in more depth at the importance of community and the power of working together. We cannot be effective agents or leaders of change on our own. We will be exploring methods for making sense of change for others and framing our change proposition. We will reflect on what we can learn from social movement leaders and community organisers about mobilising for change. We will also consider some techniques for connecting with our own and others’ values and emotions to create a call to action through the practice of effective framing and storytelling. This study guide This study guide is intended to enhance and complement the web seminar and help deepen your thinking and reflection. It is not compulsory, but it may give you some ideas of things to think about and questions to ask, and you may take some inspiration from some of the examples and quotations. If you would find it helpful, please feel free to use this guide as a place to keep track of your own thoughts and ideas so you will have a record of your work on the module and the overall programme. Every week, we will make the module study guide available the day before the live web seminar. You can download the study guide from the website and use it to record your reflections during and after the web seminar. You can also use the study guide in the discussions you have with your mentor or learning group after the web seminar.
  4. 4. Module 2 Study Guide www.theedge.nhsiq.nhs.uk/school/ 4 SHCR III 2016 Throughout this study guide there are shaded sections for you to reflect on your own experience or response to key questions related to the content of the module. We hope that you will free to use these questions as prompts to your own thinking, and the space provided to record your ideas. The schedule for the release of the study guides is as follows: Module Date of study guide release Date of web seminar 2 Creating connections and building communities 9th February 2016 11th February 2016 3 Rolling with resistance 16th February 2016 18th February 2016 4 Making change happen 23rd February 2016 25th February 2016 5 Moving beyond the edge 2nd March 2016 4rd March 2016 The overall goals [learning outcomes] for this module By the time you have worked through this module, we hope that you will be able to:  appreciate the role of a health and care radical as a builder of alliances and communities in a “social” era  recognise the power of communities, communication and connection  understand why framing, storytelling and narrative are critical skills for health and care radicals  take steps to build bridges between disconnected groups as well as coherent groups  take learning from the practices of the leaders of the great social movements for your own change efforts  reflect on your existing networks and communities and how you might build them to make change happen faster and more effectively  consider the application of co-production in your community. What are YOUR goals for this module? In order to make the most of this module and of the overall programme, you may find it helpful to give some thought to your own personal goals – what do you hope to achieve by engaging with The School for Health and Care Radicals? What do you hope to take away from this module? If you have engaged with Module 1, you may find it helpful to reflect briefly on what you have learned so far, and begin to connect where you are now in your thinking with your goals for this module, carrying forward what you have already learned to inform your future intentions. In Module 1, you were encouraged to think about being the change you want to see and you will have begun to realise that you are unlikely to accomplish your goal single-handedly. Now, in addition to thinking about your overall intention to bring about positive change, you may like to give some thought to your networks and communities – both existing and potential.
  5. 5. School for Health and Care Radicals www.theedge.nhsiq.nhs.uk/school/ 5 SHCR III 2016 ACTIVITY: THE STORY CONTINUES What do you hope to achieve from this module? How can a focus on relationships, networks and communities help you accomplish your goals as a leader or agent of change? As human beings, we are inherently social animals. We form pairs, families, communities, societies and cultures. As Module 1 reminded us, we are all interconnected. It is when the connections are broken that radicals may become trouble makers. Without those connections it is unlikely that we can bring about significant social change. So how can we harness the power of our shared humanity to help us accomplish positive change? As we settle into the 21st century, organisations are shifting away from hierarchical models of leadership that seek to shape the workforce to the goals and ethos of the organisation and towards the recognition of the need for shared purpose, shared values and a sense of community. So what can we learn from those leaders who had few economic resources and little power in a formal sense, yet were able to change the course of history? These people are the leaders of the great social movements, for example, the women’s’ suffrage movement, the Civil Rights movement, the Anti- Apartheid movement, the climate campaigners of the 1970s and leaders of the Arab Spring. ACTIVITY: SOCIAL MOVEMENTS What learning and inspiration can we take from social movement leaders to help us in our roles as agents of change in health and care? Effective framing Framing is the process by which leaders and agents of change construct, articulate and convey their message in a powerful and compelling way in order to win people to their cause and call them to
  6. 6. Module 2 Study Guide www.theedge.nhsiq.nhs.uk/school/ 6 SHCR III 2016 action. Effective framing is a critical first stage to creating the conditions that lead to mobilisation and large-scale change. ACTIVITY: FRAMING How can you frame your messages about change in a way that will win others to your cause and call them to action? ‘I have a dream’ – sharing the vision and telling the story ‘Storytelling is the mode of description best suited to transformation in new situations of action.’ Schön, 1988 Most of us, if we are passionate about something, want to share our passion with others in the hope of drawing them into the future we want to create for our patients, service users, colleagues and communities. This requires more than just vision or passion. We need to give something of ourselves, to connect with others and let them know that we are authentic in our attempts to bring about change. A story that offers some insight into us as individuals will have a more powerful effect than a story that is based on statistics or targets. A vision of improving care that is based on an experience of care that was either wonderful or terrible is more likely to engage people than a vision that is based on the number of people affected by a particular condition. The best stories also reveal the storyteller’s ability to meet and overcome challenges by making the most appropriate choice or choices to achieve the desired outcome. ‘No matter what form the dragon may take, it is of this mysterious passage past him, or into his jaws, that stories of any depth will always be concerned to tell….’ O’Connor 1969
  7. 7. School for Health and Care Radicals www.theedge.nhsiq.nhs.uk/school/ 7 SHCR III 2016 Connecting with emotions through values ‘The foundation of a story is an emotional foundation; in other words, it’s a good idea that moves.’ Yann Martell If you want people to join you in your change attempts, you will need to engage them. Here are some guidelines: 1. Tell a story 2. Make it personal. 3. Be authentic. 4. Create a sense of ‘us’ (and be clear who ‘us’ is) 5. Build in a call for urgent action. ACTIVITY: CHALLENGES AND CHOICES Give some thought to your story. How will you attract the attention of the people you want to call to action? What personal experience will enable them to connect their experiences with yours? How will you make your story authentic? Imagine that you have to write the story that will convey your mission for change in four sentences. In the first sentence, make a connection with your audience. In the second sentence, give us the context of your story. In the third sentence, tell us about the challenge or crisis in your story. In the final sentence, provide closure to your story – tell us the outcome of your choices. Of course, telling a story in four sentences is a tall order, especially if you are trying to be specific and provide vivid detail. It is a good way of establishing the skeleton of your story though, and you can always go back later to fill in the details. It is also worth bearing in mind that the average attention span of 21st century humans is about two minutes, so if you can keep your story short and to the point, you will win the admiration and respect of your community!
  8. 8. Module 2 Study Guide www.theedge.nhsiq.nhs.uk/school/ 8 SHCR III 2016 Using stories to connect and to prompt action You might be interested to watch an example of a very short story that was created with the intention of calling to action the air medical transport community to improve safety and reduce the number of helicopter crashes. Click on the word cloud to watch the video. As you watch the story, notice how Cathy creates a connection with her audience, provides context for her story, leads us to the crisis, informing us of her choices, and finally, resolves the story. Her story has successfully engaged not only the air medical transport community, but is now also used widely in training for other emergency services and throughout the health and care community, particularly as a call to work inter-professionally, rather than uni-professionally. Bridging disconnected groups If we want to create large-scale change, we need to build bridges between groups that are currently disconnected or who have ‘weak ties’. Many of the great social movement leaders have succeeded by building connections between previously disparate groups and individuals, creating relationships based not on pre-existing similarities but on shared hop, purpose, possibilities and goals for change. ACTIVITY: BRIDGING DISCONNECTED GROUPS Who are the people who are currently disconnected that you want to unite in order to achieve your goals for change? How can you build a sense of “us” with them? Your networks and communities You already belong to a number of networks and communities. Increasingly, there is an emphasis in healthcare on the need to work in and with communities, so it is a good idea to be aware of the communities of which you are a part.
  9. 9. School for Health and Care Radicals www.theedge.nhsiq.nhs.uk/school/ 9 SHCR III 2016 REFLECTION: YOUR COMMUNITIES 1 What communities do you belong to as part of your role, through relationships and social networks such as Twitter, LinkedIn and Facebook? 2 What communities of practice and learning groups do you belong to? 3 Draw a diagram or picture of your communities and illustrate the way they intersect and interconnect with one another and create opportunities for change. Most of us belong to a number of communities: some may be virtual, such as Facebook and LinkedIn groups, while others will be actual, real time, perhaps even face-to-face groups. It is worthwhile to consider how each of these communities contributes to your efforts to bring about change – and whether they are the right communities for you. Communities of learning and practice Research by Michael West and others has shown that improvement is much less likely to occur if people are trained individually: it seems that, in order for change to be embedded and sustained, team training is much more likely to bring about the desired results (West, Guthrie et al. 2006). Learning is changing as people become busier and e- learning replaces face-to-face learning. There are certain characteristics that, together, can be called ‘social learning’. Understanding these characteristics can help to understand the value of a ‘guided social learning’ approach, and also to understand why we encourage you, whenever possible, to engage with others on your School for Health and Care Radicals work. These characteristics have been clearly articulated by Jane Hart:  It is social – people are learning – not simply with others but from the shared experiences and ideas of others – in the professional learning networks of trusted connections that each of them has individually built.  It is continuous – people are benefiting from a constant drip-feed or flow of information or resources, or conversations with colleagues, all of which over time builds up into a large amount of knowledge and shared experiences.
  10. 10. Module 2 Study Guide www.theedge.nhsiq.nhs.uk/school/ 10 SHCR III 2016  It happens in short bursts – people tend to have short interactions with one other and read bite-sized pieces of content  It is autonomous – people are in control of what they do, the relationships they build, and how much time they spend time on any activity – based on what value it gives them and to what extent it meets a personal interest or professional need.  It is often serendipitous – although some of what they learn is planned, people are also learning just by hanging out in social networks, gradually assimilating new ideas and experiences, in many instances without even realising it (Hart 2014). Building your own community As you develop your skills as a change agent, you should be growing more aware of the centrality of your own role in your informal networks. As you begin to build your own community that will support your vision of change, give some thought to the resources and the people you need to build capacity to effect the changes you want to see. REFLECTION: BUILDING YOUR OWN COMMUNITY Who is already part of your community? What resources do they bring to the community? Who else needs to be part of your community? What resources will they bring? Your membership in each of these groups is both an opportunity for you to contribute something of yourself and to benefit from the expertise or experience of others.
  11. 11. School for Health and Care Radicals www.theedge.nhsiq.nhs.uk/school/ 11 SHCR III 2016 ‘Each affects the other and the other affects the next and the world is full of stories and the stories are all one.’ Mitch Albom Co-production within your community Co-production is an approach that involves a diverse group of people (for example, patients and service providers, decision makers and citizens) working together to reach a decision that will work for everyone. It is not easy to do co-production well, but when it is done effectively, the benefits can be enormous. Successful co-production relies not only on shared values, but especially on respect for everyone’s opinions and listening carefully to what they have to say. 'Most people do not listen with the intent to understand; they listen with the intent to reply.' Stephen R Covey REFLECTION: CO-PRODUCTION You might like to work with a colleague (or your learning group) on these questions. 1 What is your own experience of co-production? If it worked well, why was that? If it was less successful, what could be done differently to increase the chances of success? 2 What kind of a listener are you? 3 What could you do to improve your listening skills? Our community of radicals Since the Module 1 web seminar, we have been watching communities emerge and form and would like to encourage you to participate actively in these groups.
  12. 12. Module 2 Study Guide www.theedge.nhsiq.nhs.uk/school/ 12 SHCR III 2016 REFLECTION: YOUR NEW COMMUNITIES 1 What did you notice about how people began to connect with each other during the Module 1 web seminar? 2 Were you attracted to any of these communities and, if so, why was that? 3 What have you observed from the tweets on #SHCR and postings in the School for Health and Care Radicals Facebook group as communities have started to form? 4 How will you engage with some of these emerging communities? Call to action Try to keep the momentum and enthusiasm going by taking some concrete actions. Here are our suggestions:  Let others know what’s happening in my own change community.  Identify opportunities for co-production  Create my own story/narrative to win other people to my cause. QUESTIONS FOR REFLECTION 1 What learning and inspiration can I take from social movement leaders to help me in my role as an agent of change? 2 How can I connect with new individuals and groups to achieve my goal/s for change?
  13. 13. School for Health and Care Radicals www.theedge.nhsiq.nhs.uk/school/ 13 SHCR III 2016 3 How can I promote co-production in my communities? Bringing it all together Make a note of the things that stand out for you from this module and then give some thought to how you will use your new learning to make a difference. REFLECTION: MAKING IT REAL What have you learned? How do you know you’ve learned it? How will you take your learning forward? What will you do differently? Reference list for Module 2 These are the references that we have referred to in the web seminar and/or which we have used to help shape the content. Click on the reference to get the link. Bate P, Bevan H, Robert G (2004) Towards a million change agents: a review of the social movements literature: implications for large scale change in the NHS Ehrenreich, B (2008) Dancing in the Streets: A History of Collective Joy Galoppin L (2013) Community development is the new change management Ganz M (2007) Telling your public story: self, us, now Ganz M (2009) Why stories matter Sojourners
  14. 14. Module 2 Study Guide www.theedge.nhsiq.nhs.uk/school/ 14 SHCR III 2016 Granovetter, M (1983), The Strength of Weak Ties: a Network Theory Revisited Sociological Theory (Blackwell) 1: 201–233 Merchant N (2012) 11 rules for creating value in a social era Posner B (2013) TED talk ‘The truth about leadership: “You make a difference and you can’t do it alone”’ Rockwell D (2014) Ten ways to eliminate isolation and connect http://leadershipfreak.wordpress.com/2014/01/30/10-ways-to-eliminate-isolation-and-connect/ Smith P (2012) Lead with a Story: A Guide to Crafting Business Narratives that Captivate, Convince, and Inspire (AMACOM Books, August, 2012) http://www.amazon.com/Lead-Story-Crafting- Narratives-Captivate/dp/0814420303/ref=sr_1_1?s=books&ie=UTF8&qid=1344862047&sr=1- 1&keywords=Lead+with+a+Story Schillinger C (2013) Disrupted, Disruptors…..Unite! Wenger, E (1998) ‘Communities of Practice. Learning as a social system’, Systems Thinker Wilson, D. (2010) Building Bridges for Change: How Leaders Enable Collective Change in Organizations, Development and Learning in Organizations, Vol. 24 Iss: 1, pp.21 - 23 Additional resources Here are some additional resources that you might find helpful if you would like to learn more about social movements, communities and practice and building sustainable networks. If you have ten minutes… You may like to read this short .pdf about communities of practice written by Etienne Wenger: Communities of practice: a brief introduction http://wenger-trayner.com/theory/ If you have more than ten minutes… Find out about communities of practice and social learning theory, learning across boundaries and the use of social media on Etienne Wenger’s website: www.wenger-trayner.com You can learn more about stories and storytelling in this Edge Talk by Pip Hardy: The power of storytelling as a force for transformational change Reveille for Radicals (1946) and Rules for Radicals (1971) by Saul Alinsky These are classic explorations of community organising. Pedagogy of the Oppressed by Paulo Freire Ground-breaking educational text drawing together threads of education, practice, community development and liberation. "The case for Guided Social Learning Experience Design by Jane Hart" Learning in the Social Workplace – Really helpful consideration of social learning.
  15. 15. School for Health and Care Radicals www.theedge.nhsiq.nhs.uk/school/ 15 SHCR III 2016 rEvolution How to Thrive in Crazy Times – Bill Lucas ISBN 978-184590129-5 Look especially at Rule 8: use the brainpower of those around you X-teams: how to build teams that lead, innovate and succeed by Deborah Ancona and Henrik Bresman On social activists, and how to use activist tools to get results, how success, profit and principle are achievable. Reducing patient mortality in hospitals: The role of human resource management by Michael West et al. Published in Journal of Organizational Behavior 27(7): 983-1002. Important research into the value of learning in teams. Movies and films I have a dream speech – Martin Luther King’s famous speech Harvey Milk Speech about hope And, finally, if you have plenty of time and want to be inspired, watch Gandhi , the film of Mohandas K Gandhi, the lawyer who employed non-violent means to lead social change, becoming one of the most inspirational leaders of the 20th century. We always welcome your suggestions of resources that you have found helpful, so please do contact us with your ideas and contribute to the growing collection. We look forward to seeing you in School – and please keep in touch! Email: radicals@nhsiq.nhs.uk Telephone: +44 2476 627543 Facebook: School for health and care radicals Twitter: @School4Radicals #SHCR

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