This is the study guide for Module 4 of The School for Health and Care Radicals, a five week virtual programme, designed to equip people across the health and care system with the core skills to improve their skills as change agents. It supports NHS Change Day 2014, the grassroots movement in which everyone who values the NHS can make a pledge of action to improve things for patients and the health and care system.
Big change only happens in health and care because of heretics and radicals: passionate people who are willing to take responsibility and work with others to make change happen. Being a radical isn't related to hierarchy or position and you don't have to work in the NHS or social care to qualify as one. Registrants to the school so far include patients and carers, students, senior leaders, improvement facilitators and clinical and care staff.
There is also a live weekly web seminar which will be available to 'listen again', supported by a raft of other opportunities, including coaching and mentoring, virtual discussions and tweet chats, and an ever- expanding portal of useful resources.
Programme
The programme focuses on five modules over five weeks, 9:30 to 11:00 am GMT
Friday 31 January 2014: Being a health and care radical: change starts with me
Friday 7 February 2014: Forming communities: building alliances for change
Friday 14 February 2014: Rolling with resistance
Friday 21 February 2014: Making change happen
Friday 28 February 2014: Moving beyond the edge
Tweetchat
We will run a tweetchat each Wednesday from 16:00 to 17:00 GMT, based on the content of the module from the previous Friday. A tweetchat is a facilitated conversation using Twitter. The hashtag we will use for the tweetchats is #SHCRchat. The dates for the tweetchats are:
12 February 2014
19 February 2014
26 February 2014
5 March 2014
There is no charge to join the School of Health and Care Radicals and it is open to all, whatever your role or level, and whether or not you work in the NHS
Resources from all modules can be found at: http://www.nhsiq.nhs.uk/9059.aspx
Module 5 Moving beyond the edge
This is the study guide for Module 5 of The School for Health and Care Radicals, a five week virtual programme, designed to equip people across the health and care system with the core skills to improve their skills as change agents.
Change always starts at the edge and always starts with the activists. This module looks at ways we can move towards the edge and towards sustainable change.
Agenda:
• Review of what we have learnt so far; characteristics of a transformational change agent
– Peter Fuda’s Transformation Change Agent framework
– ‘Being’ a health and care radical – going back to ‘change starts with me’
– ‘Seeing’ as a health and care radical
– ‘Doing’ as a health and care radical
– Quick review of some models and theories
• 'From’ the edge – views about emerging directions for change and change agents
– What do we mean when we say 'from the edge?'
– What is happening with change?
– What is the difference between tacit and explicit knowledge?
– Opportunities for health and care radicals – being bridge-builders and curators
• Reflections and key messages about The School
– Some things we have learned from delivering The School
• What next for The School?
– Gaining a certificate as a health and care change agent and claiming continuing professional development (CPD) points
• Questions and call to action
Questions for reflection:
• How can I move in the direction of change in ways that will help me bring about the changes I want to see?
• How will I build on my experiences of the School for Health and Care Radicals?
• How will I build networks and communities in support of the changes I want to see?
Call to action:
• Consider why it would be beneficial for you to be a certified change agent.
• Identify people who might help you with this process.
• Take action and, if your change action is something that could be shared for Change Day, please add it on www.changeday.nhs.uk
• Complete the follow-up work for certification.
This is the Study Guide for Module 4 of the School for Health and Care Radicals. This module brings together themes from earlier modules and examines ways of bringing your aspirations for change to fruition. We will look at the NHS Change model and the energy model and consider the importance of balancing different types of energy and recognising the need for both extrinsic and intrinsic motivation.
Agenda:
Why change efforts often fail to achieve their objectives
What happens to large-scale change efforts in reality?
Leaders and their role as ‘signal generators’
10 key principles of large-scale change
Intrinsic vs extrinsic motivation and drivers
What is the NHS Change Model and how does it align with the above?
How can you build both intrinsic and extrinsic motivators of change into your efforts?
How can you managed the tension between the two?
Building energy for change
What is energy for change?
What are the five energies?
Characteristics of the high and low end of the energies
What is an energy for change profile?
Creating shared purpose
What is our approach to change?
What is the value of a shared purpose?
How to avoid de facto purpose?
Questions and call to action
Questions for reflection:
How can I make the most of both intrinsic and extrinsic aspects of change?
How can I build energy for change for the long haul?
How can I ensure shared purpose throughout my change process?
What can I do tomorrow to accelerate change?
Call to action:
Reflect on how you can use both intrinsic and extrinsic motivators in your practice as a leader or agent of change.
Seek to ignite energy for change in everyone involved in your project.
Build commitment to shared purpose in all your change efforts.
Professional development is important for improving teacher skills and student achievement. Effective professional development extends over time, includes feedback, is content-specific, and incorporates multiple learning modalities. It should be based on student performance data and recognize that change is both individual and organizational. Following the Guskey guidelines can also help ensure success, which include thinking big but starting small, working in teams, providing feedback and follow-up support, and integrating programs coherently. Evaluating the impact on student learning is key to determining if professional development is effective and producing the desired return on investment.
November 3-6 i Potsdam -- the OECD is hosting a seminar on how to assess the impact of entrepreneurship training. This is my white paper (draft!) on how to assess student outcomes: How can we rigorously assess change in the entrepreneurial mindset? Comments definitely welcome!
Module 2 School for Change Agents - transcriptNHS Horizons
The golden rule for change activists is: ‘You can’t be a rebel on your own’ and will be presented by Kathryn Perera. 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.
To find out more about the School, please visit the website http://theedge.nhsiq.nhs.uk/school
Module 2 chat box - School for Change Agents NHS Horizons
The golden rule for change activists is: ‘You can’t be a rebel on your own’ and will be presented by Kathryn Perera. 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.
To find out more about the School, please visit our website http://theedge.nhsiq.nhs.uk/school
Module 2 slides - School for Change AgentsNHS Horizons
The golden rule for change activists is: ‘You can’t be a rebel on your own’ and will be presented by Kathryn Perera. 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.
To find out more about the School, please visit the website http://theedge.nhsiq.nhs.uk/school/
Module 5 Moving beyond the edge
This is the study guide for Module 5 of The School for Health and Care Radicals, a five week virtual programme, designed to equip people across the health and care system with the core skills to improve their skills as change agents.
Change always starts at the edge and always starts with the activists. This module looks at ways we can move towards the edge and towards sustainable change.
Agenda:
• Review of what we have learnt so far; characteristics of a transformational change agent
– Peter Fuda’s Transformation Change Agent framework
– ‘Being’ a health and care radical – going back to ‘change starts with me’
– ‘Seeing’ as a health and care radical
– ‘Doing’ as a health and care radical
– Quick review of some models and theories
• 'From’ the edge – views about emerging directions for change and change agents
– What do we mean when we say 'from the edge?'
– What is happening with change?
– What is the difference between tacit and explicit knowledge?
– Opportunities for health and care radicals – being bridge-builders and curators
• Reflections and key messages about The School
– Some things we have learned from delivering The School
• What next for The School?
– Gaining a certificate as a health and care change agent and claiming continuing professional development (CPD) points
• Questions and call to action
Questions for reflection:
• How can I move in the direction of change in ways that will help me bring about the changes I want to see?
• How will I build on my experiences of the School for Health and Care Radicals?
• How will I build networks and communities in support of the changes I want to see?
Call to action:
• Consider why it would be beneficial for you to be a certified change agent.
• Identify people who might help you with this process.
• Take action and, if your change action is something that could be shared for Change Day, please add it on www.changeday.nhs.uk
• Complete the follow-up work for certification.
This is the Study Guide for Module 4 of the School for Health and Care Radicals. This module brings together themes from earlier modules and examines ways of bringing your aspirations for change to fruition. We will look at the NHS Change model and the energy model and consider the importance of balancing different types of energy and recognising the need for both extrinsic and intrinsic motivation.
Agenda:
Why change efforts often fail to achieve their objectives
What happens to large-scale change efforts in reality?
Leaders and their role as ‘signal generators’
10 key principles of large-scale change
Intrinsic vs extrinsic motivation and drivers
What is the NHS Change Model and how does it align with the above?
How can you build both intrinsic and extrinsic motivators of change into your efforts?
How can you managed the tension between the two?
Building energy for change
What is energy for change?
What are the five energies?
Characteristics of the high and low end of the energies
What is an energy for change profile?
Creating shared purpose
What is our approach to change?
What is the value of a shared purpose?
How to avoid de facto purpose?
Questions and call to action
Questions for reflection:
How can I make the most of both intrinsic and extrinsic aspects of change?
How can I build energy for change for the long haul?
How can I ensure shared purpose throughout my change process?
What can I do tomorrow to accelerate change?
Call to action:
Reflect on how you can use both intrinsic and extrinsic motivators in your practice as a leader or agent of change.
Seek to ignite energy for change in everyone involved in your project.
Build commitment to shared purpose in all your change efforts.
Professional development is important for improving teacher skills and student achievement. Effective professional development extends over time, includes feedback, is content-specific, and incorporates multiple learning modalities. It should be based on student performance data and recognize that change is both individual and organizational. Following the Guskey guidelines can also help ensure success, which include thinking big but starting small, working in teams, providing feedback and follow-up support, and integrating programs coherently. Evaluating the impact on student learning is key to determining if professional development is effective and producing the desired return on investment.
November 3-6 i Potsdam -- the OECD is hosting a seminar on how to assess the impact of entrepreneurship training. This is my white paper (draft!) on how to assess student outcomes: How can we rigorously assess change in the entrepreneurial mindset? Comments definitely welcome!
Module 2 School for Change Agents - transcriptNHS Horizons
The golden rule for change activists is: ‘You can’t be a rebel on your own’ and will be presented by Kathryn Perera. 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.
To find out more about the School, please visit the website http://theedge.nhsiq.nhs.uk/school
Module 2 chat box - School for Change Agents NHS Horizons
The golden rule for change activists is: ‘You can’t be a rebel on your own’ and will be presented by Kathryn Perera. 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.
To find out more about the School, please visit our website http://theedge.nhsiq.nhs.uk/school
Module 2 slides - School for Change AgentsNHS Horizons
The golden rule for change activists is: ‘You can’t be a rebel on your own’ and will be presented by Kathryn Perera. 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.
To find out more about the School, please visit the website http://theedge.nhsiq.nhs.uk/school/
Module 3 transcript - School for Change AgentsNHS Horizons
Transcript from Module 3 - Thursday 2 March 2017.
It is natural to resist change. Rather than seeing resistance as something negative, here we shift our perspective so that we see dissent, diversity and disruption as essential components of effective change. However, we need to build resilience in order to work effectively with resistance. This module offers some tools and techniques to ensure that we remain strong, adaptable and able to continue our work as change agents.
To find out more about the School, please visit the website http://theedge.nhsiq.nhs.uk/school
Module 1 chat box - School for Change AgentsNHS Horizons
This first module invites you to continue your journey as a change agent and offers some new ways of thinking about how you work to effect change. The module highlights learning from some of the most effective change agents across the globe, explores the differences between troublemakers and rebels and helps us to understand how to ‘rock the boat and stay in it’.
http://theedge.nhsiq.nhs.uk/school/
Module 4 Transcript - School for Change AgentsNHS Horizons
The document summarizes a webinar on making change happen from the School for Change Agents. It discusses how most change initiatives fail to fully deliver their objectives, with common failure rates quoted around 60-70%. A poll of webinar participants found the last change initiative they were involved in delivered about 6.5-7 out of 10 objectives on average. The webinar aims to help build capabilities around overcoming barriers to change and ensuring it is successfully implemented. Specific topics that will be covered include aligning motivations for change, building joy in work, appreciating energy for change, and establishing a clear purpose beyond just the change itself.
School for change agents - Module 1 transcriptNHS Horizons
This first module invites you to continue your journey as a change agent and offers some new ways of thinking about how you work to effect change. The module highlights learning from some of the most effective change agents across the globe, explores the differences between troublemakers and rebels and helps us to understand how to ‘rock the boat and stay in it’.
http://theedge.nhsiq.nhs.uk/school/
Module 3 chat box contents - School for Change AgentsNHS Horizons
Chat box contents from Module 3 held on Thursday 2 March 2017.
It is natural to resist change. Rather than seeing resistance as something negative, here we shift our perspective so that we see dissent, diversity and disruption as essential components of effective change. However, we need to build resilience in order to work effectively with resistance. This module offers some tools and techniques to ensure that we remain strong, adaptable and able to continue our work as change agents.
To find out more about the School, please visit the website http://theedge.nhsiq.nhs.uk/school
School for Change Agents 2017 - Module 1NHS Horizons
The document provides an overview of Module 1 of The School for Change Agents online course. It introduces the session leads and technical support staff, encourages participants to engage on social media using the hashtag #S4CA, and outlines the topics and capabilities that will be covered during the module, including being a change agent, building capability, and starting change from within oneself. It notes that over 10,000 people from around the world have participated and discusses certification options for completing all 5 modules. The session then begins an interactive discussion of key change agent concepts through polls and breakout group activities.
Module 3 slides - School for Change Agents NHS Horizons
It is natural to resist change. Rather than seeing resistance as something negative, here we shift our perspective so that we see dissent, diversity and disruption as essential components of effective change. However, we need to build resilience in order to work effectively with resistance. This module offers some tools and techniques to ensure that we remain strong, adaptable and able to continue our work as change agents.
To find otu more about the School, please visit the website http://theedge.nhsiq.nhs.uk/school/module-3/
School for Change Agents 2017 Module 4NHS Horizons
This module will help us create and sustain the energy we need to make change happen. We will look at a number of practical ideas, tools and resources to help us change the way we do change. We’ll look at why change fails and how you can minimise the risk of it failing by creating a shared purpose and understanding the different energies needed to bring teams with you.
Module 4 chat box school for change agentsNHS Horizons
This module will help us create and sustain the energy we need to make change happen. We will look at a number of practical ideas, tools and resources to help us change the way we do change. We’ll look at why change fails and how you can minimise the risk of it failing by creating a shared purpose and understanding the different energies needed to bring teams with you.
To find out more about the School, please visit the website http://theedge.nhsiq.nhs.uk/school
Slides from the talk that Helen Bevan gave at London Women's Leadership Network on 8th March 2017 on the occasion of International Women's Day #womenlead
School for Change Agents - Module 4 SlidesNHS Horizons
This module will help us create and sustain the energy we need to make change happen. We will look at a number of practical ideas, tools and resources to help us change the way we do change. We’ll look at why change fails and how you can minimise the risk of it failing by creating a shared purpose and understanding the different energies needed to bring teams with you.
To find out more about the School, please visit the website http://theedge.nhsiq.nhs.uk/school/
TEDx Manchester: AI & The Future of WorkVolker Hirsch
TEDx Manchester talk on artificial intelligence (AI) and how the ascent of AI and robotics impacts our future work environments.
The video of the talk is now also available here: https://youtu.be/dRw4d2Si8LA
School for Health and Care Radicals Module 5 Study Guide 2016Horizons NHS
As change agents we are aware that most effective change starts at ‘the edge’. This module will help us equip ourselves for our journey to the edge and beyond.
Module 5 takes place on Thursday 3 March 2016, 14.30-16.00 GMT
To find out more about the School for Health and Care Radicals, copy and paste this link into your address bar http://theedge.nhsiq.nhs.uk/school/
As change agents we are aware that most effective change starts at ‘the edge’. This module will help us equip ourselves for our journey to the edge and beyond. We’ll explore what we mean by ‘the edge’, and what opportunities there are for health and care change activists to be bridge builders and curators.
This document provides a study guide for Module 3 of the School for Health and Care Radicals program, which focuses on rolling with resistance to change. It discusses understanding resistance as an inevitable force that can be harnessed rather than opposed. It also explores embracing diversity to gain different perspectives, distinguishing between intent and impact, and using the Stages of Change model to understand where individuals are in the change process. The study guide aims to help participants think critically about resistance and develop strategies for working with it constructively.
Comments by the professorWeek 1 Weekly Summary You have done aLynellBull52
Comments by the professor
Week 1 Weekly Summary
You have done a great job in meeting these outcomes, especially in your discussion of past organizational change projects as connected to your leadership self-awareness. You also opened up a new avenue of self-awareness by complete the Zinger-Folkman Extraordinary Leader Assessment and constructing your strengths-to-strategy plan in the interactive exercise. I encourage you to continue collecting new tools for your leadership toolbox and building leadership capacity throughout this course and afterward. You will find that you will test some of the skills you are discovering (or rediscovering) through this class in your practicum project. Let's keep the dialogue going to foster an understanding of leadership from the evidence that supports guiding change for a compelling practice problem. I enjoyed reading your examples and seeing the insight you were able to have with regard to leading a change in your organization and doing some self-reflection on what you could have done differently. Understanding and explaining the change process as a self-aware leader helps you internalize these ideas for future projects, especially the impending DNP projects. Remember that you can leverage others’ skills and attributes, which also facilitates the team process.
As a reminder, the following Course Outcomes (COs) guided your learning this week
· CO3. Differentiate attributes of effective leaders and followers in influencing healthcare. (PO 6)
· CO5. Formulate selected strategies for leadership and influence across healthcare systems. (PO 8
This week, we discovered that each practice scholar plays a role in transforming healthcare through self-assessment to identify individual leadership gaps. Evaluating leadership gaps builds tacit knowledge to move us toward professional maturity. You now know that insight into improved systems begins with insight into one's self. Improved systems evolve through the collaboration of individuals who are first committed to improving their own practice. Practice scholars are called to transform the health of our nation. I have no doubt that you'll answer the call by reflecting on your individual and professional commitment to gain insight on needed change within yourself, and your organization. Next week, you'll reflect on emotional intelligence and mindfulness in the workplace. So, let's keep going! Your work is needed to improve patient outcomes!
Week 2
Hello! Last week, we explored how the self-aware practice scholar is influencing the practice of nursing and the health of our nation. The call for transformation to improve patient care delivery requires nurse leaders to reach beyond their intellect to their emotional intelligence. By increasing emotional competence, nurse leaders are raising their awareness to make better choices. Establishing and maintaining relationships are essential to leadership, and all relationships have an emotional component. Emotional ...
The Sustainability Model is a diagnostic tool that will identify strengths and
weaknesses in your implementation plan and predict the likelihood of sustainability
for your improvement initiative.
The Sustainability Guide provides practical advice on how you might increase the
likelihood of sustainability for your improvement initiative.
These are the slides from Module 4: Making change happen
This module brings together themes from earlier modules and examines ways of bringing your aspirations for change to fruition. We will look at the NHS Change model and the energy model and consider the importance of balancing different types of energy and recognising the need for both extrinsic and intrinsic motivation.
Agenda:
Why change efforts often fail to achieve their objectives
What happens to large-scale change efforts in reality?
Leaders and their role as ‘signal generators’
10 key principles of large-scale change
Intrinsic vs extrinsic motivation and drivers
What is the NHS Change Model and how does it align with the above?
How can you build both intrinsic and extrinsic motivators of change into your efforts?
How can you managed the tension between the two?
Building energy for change
What is energy for change?
What are the five energies?
Characteristics of the high and low end of the energies
What is an energy for change profile?
Creating shared purpose
What is our approach to change?
What is the value of a shared purpose?
How to avoid de facto purpose?
Questions and call to action
Questions for reflection:
How can I make the most of both intrinsic and extrinsic aspects of change?
How can I build energy for change for the long haul?
How can I ensure shared purpose throughout my change process?
What can I do tomorrow to accelerate change?
Call to action:
Reflect on how you can use both intrinsic and extrinsic motivators in your practice as a leader or agent of change.
Seek to ignite energy for change in everyone involved in your project.
Build commitment to shared purpose in all your change efforts.
Module 3 study guide - School for Change AgentsNHS Horizons
It is natural to resist change. Rather than seeing resistance as something negative, here we shift our perspective so that we see dissent, diversity and disruption as essential components of effective change. However, we need to build resilience in order to work effectively with resistance. This module offers some tools and techniques to ensure that we remain strong, adaptable and able to continue our work as change agents.
To find out more about the School, please visit the website http://theedge.nhsiq.nhs.uk/school
This is the study guide for Module 2 of the 2015 School for Health and Care Radicals: Building alliances for change
A golden rule for change activists: You can’t be a radical on your own. This module gives you 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.
Agenda:
•Why we can’t be radicals on our own: building communities for change
–What is a community and how can you find power within communities?
•What can we learn from leaders of social movements?
–The power of one, the power of many
–Calls to action – what are they and how are they powerful?
–What are the characteristics of people or groups within effective social movements?
–How to create change at scale
–What is strategy in this context and how can we define resources?
•Effective framing: telling our stories
–What is framing?
–How to connect with people to take action – connecting with emotions through values
–Creating your narrative and the power of telling stories
•Bridging disconnected groups
–Strong vs. weak ties
•Building your own community
–Who are your communities?
–How to build new communities
Questions for reflection from this module:
•What learning and inspiration can you take from social movement leaders to help you in your role as an agent of change in health and care?
•How will you attract the attention of the people you want to call to action?
•Who are the people who are currently disconnected that you want to unite in order to achieve your goal for change? How can you build a sense of “us” with them?
Call to action from this module:
• Identify which communities you are currently part of and how you can utilise your existing communities for change.
• Reflect on who else you would like to be part of your community for change and take action to connect with them.
• Create your narrative or “call to action” to win other people to your cause.
This document provides information about an assignment for the subject MU0018 – Change Management. It includes 6 questions related to change management topics like Kotter's 8-step change model, resistance to change, organizational effectiveness, change agents, and behavioral approaches to change. It directs students to send their semester and specialization details to a email address or call a phone number to get fully solved assignments. The questions require answers ranging from 400-500 words and provide evaluation criteria for each question.
School for Health and Care Radicals Module 3 Study Guide 2016Horizons NHS
This document provides a study guide for Module 3 of the School for Health and Care Radicals program, which focuses on resistance to change. The study guide discusses understanding resistance from different perspectives, embracing diversity, distinguishing between intent and impact, and using the Stages of Change model. It encourages reflection on personal experiences with resistance and provides tools for harnessing the power of resistance to achieve goals. The overall goals of the module are to understand why people resist change, explore different approaches to resistance, and build resilience when facing resistance.
Module 3 transcript - School for Change AgentsNHS Horizons
Transcript from Module 3 - Thursday 2 March 2017.
It is natural to resist change. Rather than seeing resistance as something negative, here we shift our perspective so that we see dissent, diversity and disruption as essential components of effective change. However, we need to build resilience in order to work effectively with resistance. This module offers some tools and techniques to ensure that we remain strong, adaptable and able to continue our work as change agents.
To find out more about the School, please visit the website http://theedge.nhsiq.nhs.uk/school
Module 1 chat box - School for Change AgentsNHS Horizons
This first module invites you to continue your journey as a change agent and offers some new ways of thinking about how you work to effect change. The module highlights learning from some of the most effective change agents across the globe, explores the differences between troublemakers and rebels and helps us to understand how to ‘rock the boat and stay in it’.
http://theedge.nhsiq.nhs.uk/school/
Module 4 Transcript - School for Change AgentsNHS Horizons
The document summarizes a webinar on making change happen from the School for Change Agents. It discusses how most change initiatives fail to fully deliver their objectives, with common failure rates quoted around 60-70%. A poll of webinar participants found the last change initiative they were involved in delivered about 6.5-7 out of 10 objectives on average. The webinar aims to help build capabilities around overcoming barriers to change and ensuring it is successfully implemented. Specific topics that will be covered include aligning motivations for change, building joy in work, appreciating energy for change, and establishing a clear purpose beyond just the change itself.
School for change agents - Module 1 transcriptNHS Horizons
This first module invites you to continue your journey as a change agent and offers some new ways of thinking about how you work to effect change. The module highlights learning from some of the most effective change agents across the globe, explores the differences between troublemakers and rebels and helps us to understand how to ‘rock the boat and stay in it’.
http://theedge.nhsiq.nhs.uk/school/
Module 3 chat box contents - School for Change AgentsNHS Horizons
Chat box contents from Module 3 held on Thursday 2 March 2017.
It is natural to resist change. Rather than seeing resistance as something negative, here we shift our perspective so that we see dissent, diversity and disruption as essential components of effective change. However, we need to build resilience in order to work effectively with resistance. This module offers some tools and techniques to ensure that we remain strong, adaptable and able to continue our work as change agents.
To find out more about the School, please visit the website http://theedge.nhsiq.nhs.uk/school
School for Change Agents 2017 - Module 1NHS Horizons
The document provides an overview of Module 1 of The School for Change Agents online course. It introduces the session leads and technical support staff, encourages participants to engage on social media using the hashtag #S4CA, and outlines the topics and capabilities that will be covered during the module, including being a change agent, building capability, and starting change from within oneself. It notes that over 10,000 people from around the world have participated and discusses certification options for completing all 5 modules. The session then begins an interactive discussion of key change agent concepts through polls and breakout group activities.
Module 3 slides - School for Change Agents NHS Horizons
It is natural to resist change. Rather than seeing resistance as something negative, here we shift our perspective so that we see dissent, diversity and disruption as essential components of effective change. However, we need to build resilience in order to work effectively with resistance. This module offers some tools and techniques to ensure that we remain strong, adaptable and able to continue our work as change agents.
To find otu more about the School, please visit the website http://theedge.nhsiq.nhs.uk/school/module-3/
School for Change Agents 2017 Module 4NHS Horizons
This module will help us create and sustain the energy we need to make change happen. We will look at a number of practical ideas, tools and resources to help us change the way we do change. We’ll look at why change fails and how you can minimise the risk of it failing by creating a shared purpose and understanding the different energies needed to bring teams with you.
Module 4 chat box school for change agentsNHS Horizons
This module will help us create and sustain the energy we need to make change happen. We will look at a number of practical ideas, tools and resources to help us change the way we do change. We’ll look at why change fails and how you can minimise the risk of it failing by creating a shared purpose and understanding the different energies needed to bring teams with you.
To find out more about the School, please visit the website http://theedge.nhsiq.nhs.uk/school
Slides from the talk that Helen Bevan gave at London Women's Leadership Network on 8th March 2017 on the occasion of International Women's Day #womenlead
School for Change Agents - Module 4 SlidesNHS Horizons
This module will help us create and sustain the energy we need to make change happen. We will look at a number of practical ideas, tools and resources to help us change the way we do change. We’ll look at why change fails and how you can minimise the risk of it failing by creating a shared purpose and understanding the different energies needed to bring teams with you.
To find out more about the School, please visit the website http://theedge.nhsiq.nhs.uk/school/
TEDx Manchester: AI & The Future of WorkVolker Hirsch
TEDx Manchester talk on artificial intelligence (AI) and how the ascent of AI and robotics impacts our future work environments.
The video of the talk is now also available here: https://youtu.be/dRw4d2Si8LA
School for Health and Care Radicals Module 5 Study Guide 2016Horizons NHS
As change agents we are aware that most effective change starts at ‘the edge’. This module will help us equip ourselves for our journey to the edge and beyond.
Module 5 takes place on Thursday 3 March 2016, 14.30-16.00 GMT
To find out more about the School for Health and Care Radicals, copy and paste this link into your address bar http://theedge.nhsiq.nhs.uk/school/
As change agents we are aware that most effective change starts at ‘the edge’. This module will help us equip ourselves for our journey to the edge and beyond. We’ll explore what we mean by ‘the edge’, and what opportunities there are for health and care change activists to be bridge builders and curators.
This document provides a study guide for Module 3 of the School for Health and Care Radicals program, which focuses on rolling with resistance to change. It discusses understanding resistance as an inevitable force that can be harnessed rather than opposed. It also explores embracing diversity to gain different perspectives, distinguishing between intent and impact, and using the Stages of Change model to understand where individuals are in the change process. The study guide aims to help participants think critically about resistance and develop strategies for working with it constructively.
Comments by the professorWeek 1 Weekly Summary You have done aLynellBull52
Comments by the professor
Week 1 Weekly Summary
You have done a great job in meeting these outcomes, especially in your discussion of past organizational change projects as connected to your leadership self-awareness. You also opened up a new avenue of self-awareness by complete the Zinger-Folkman Extraordinary Leader Assessment and constructing your strengths-to-strategy plan in the interactive exercise. I encourage you to continue collecting new tools for your leadership toolbox and building leadership capacity throughout this course and afterward. You will find that you will test some of the skills you are discovering (or rediscovering) through this class in your practicum project. Let's keep the dialogue going to foster an understanding of leadership from the evidence that supports guiding change for a compelling practice problem. I enjoyed reading your examples and seeing the insight you were able to have with regard to leading a change in your organization and doing some self-reflection on what you could have done differently. Understanding and explaining the change process as a self-aware leader helps you internalize these ideas for future projects, especially the impending DNP projects. Remember that you can leverage others’ skills and attributes, which also facilitates the team process.
As a reminder, the following Course Outcomes (COs) guided your learning this week
· CO3. Differentiate attributes of effective leaders and followers in influencing healthcare. (PO 6)
· CO5. Formulate selected strategies for leadership and influence across healthcare systems. (PO 8
This week, we discovered that each practice scholar plays a role in transforming healthcare through self-assessment to identify individual leadership gaps. Evaluating leadership gaps builds tacit knowledge to move us toward professional maturity. You now know that insight into improved systems begins with insight into one's self. Improved systems evolve through the collaboration of individuals who are first committed to improving their own practice. Practice scholars are called to transform the health of our nation. I have no doubt that you'll answer the call by reflecting on your individual and professional commitment to gain insight on needed change within yourself, and your organization. Next week, you'll reflect on emotional intelligence and mindfulness in the workplace. So, let's keep going! Your work is needed to improve patient outcomes!
Week 2
Hello! Last week, we explored how the self-aware practice scholar is influencing the practice of nursing and the health of our nation. The call for transformation to improve patient care delivery requires nurse leaders to reach beyond their intellect to their emotional intelligence. By increasing emotional competence, nurse leaders are raising their awareness to make better choices. Establishing and maintaining relationships are essential to leadership, and all relationships have an emotional component. Emotional ...
The Sustainability Model is a diagnostic tool that will identify strengths and
weaknesses in your implementation plan and predict the likelihood of sustainability
for your improvement initiative.
The Sustainability Guide provides practical advice on how you might increase the
likelihood of sustainability for your improvement initiative.
These are the slides from Module 4: Making change happen
This module brings together themes from earlier modules and examines ways of bringing your aspirations for change to fruition. We will look at the NHS Change model and the energy model and consider the importance of balancing different types of energy and recognising the need for both extrinsic and intrinsic motivation.
Agenda:
Why change efforts often fail to achieve their objectives
What happens to large-scale change efforts in reality?
Leaders and their role as ‘signal generators’
10 key principles of large-scale change
Intrinsic vs extrinsic motivation and drivers
What is the NHS Change Model and how does it align with the above?
How can you build both intrinsic and extrinsic motivators of change into your efforts?
How can you managed the tension between the two?
Building energy for change
What is energy for change?
What are the five energies?
Characteristics of the high and low end of the energies
What is an energy for change profile?
Creating shared purpose
What is our approach to change?
What is the value of a shared purpose?
How to avoid de facto purpose?
Questions and call to action
Questions for reflection:
How can I make the most of both intrinsic and extrinsic aspects of change?
How can I build energy for change for the long haul?
How can I ensure shared purpose throughout my change process?
What can I do tomorrow to accelerate change?
Call to action:
Reflect on how you can use both intrinsic and extrinsic motivators in your practice as a leader or agent of change.
Seek to ignite energy for change in everyone involved in your project.
Build commitment to shared purpose in all your change efforts.
Module 3 study guide - School for Change AgentsNHS Horizons
It is natural to resist change. Rather than seeing resistance as something negative, here we shift our perspective so that we see dissent, diversity and disruption as essential components of effective change. However, we need to build resilience in order to work effectively with resistance. This module offers some tools and techniques to ensure that we remain strong, adaptable and able to continue our work as change agents.
To find out more about the School, please visit the website http://theedge.nhsiq.nhs.uk/school
This is the study guide for Module 2 of the 2015 School for Health and Care Radicals: Building alliances for change
A golden rule for change activists: You can’t be a radical on your own. This module gives you 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.
Agenda:
•Why we can’t be radicals on our own: building communities for change
–What is a community and how can you find power within communities?
•What can we learn from leaders of social movements?
–The power of one, the power of many
–Calls to action – what are they and how are they powerful?
–What are the characteristics of people or groups within effective social movements?
–How to create change at scale
–What is strategy in this context and how can we define resources?
•Effective framing: telling our stories
–What is framing?
–How to connect with people to take action – connecting with emotions through values
–Creating your narrative and the power of telling stories
•Bridging disconnected groups
–Strong vs. weak ties
•Building your own community
–Who are your communities?
–How to build new communities
Questions for reflection from this module:
•What learning and inspiration can you take from social movement leaders to help you in your role as an agent of change in health and care?
•How will you attract the attention of the people you want to call to action?
•Who are the people who are currently disconnected that you want to unite in order to achieve your goal for change? How can you build a sense of “us” with them?
Call to action from this module:
• Identify which communities you are currently part of and how you can utilise your existing communities for change.
• Reflect on who else you would like to be part of your community for change and take action to connect with them.
• Create your narrative or “call to action” to win other people to your cause.
This document provides information about an assignment for the subject MU0018 – Change Management. It includes 6 questions related to change management topics like Kotter's 8-step change model, resistance to change, organizational effectiveness, change agents, and behavioral approaches to change. It directs students to send their semester and specialization details to a email address or call a phone number to get fully solved assignments. The questions require answers ranging from 400-500 words and provide evaluation criteria for each question.
School for Health and Care Radicals Module 3 Study Guide 2016Horizons NHS
This document provides a study guide for Module 3 of the School for Health and Care Radicals program, which focuses on resistance to change. The study guide discusses understanding resistance from different perspectives, embracing diversity, distinguishing between intent and impact, and using the Stages of Change model. It encourages reflection on personal experiences with resistance and provides tools for harnessing the power of resistance to achieve goals. The overall goals of the module are to understand why people resist change, explore different approaches to resistance, and build resilience when facing resistance.
Transforming Care: Building clinical commissioning group capability for large scale change
Jo Godman, Senior Associate and Mark Jennings, Senior Associate - 26 March 2014
Presentation from Commissioning Live 2014, London:
Transforming Care programme for CCGs. The programme offers supported learning for CCG and partner organisations to address large scale change.
Developed by NHS Improving Quality and NHS England’s commissioning development directorate, the Transforming Care programme is designed to empower commissioners to lead change across boundaries and improve outcomes for patients. So far, the programme has been taken up by more than 50% of CCGs.
This document discusses how to facilitate intrinsic motivation for behavior change using concepts from self-determination theory (SDT) and the transtheoretical model of change (TTM). SDT posits that motivation exists on a continuum from amotivation to extrinsic to intrinsic motivation. The three psychological needs of competence, autonomy, and relatedness must be satisfied to enhance intrinsic motivation. TTM stages are precontemplation, contemplation, preparation, action, and maintenance. Studies show people in earlier stages have more extrinsic motivation while those in later stages have more intrinsic motivation. The document provides 12 tips for coaches/teachers to enhance intrinsic motivation based on SDT needs, such as giving choices, positive feedback, and
The document outlines 22 guidelines for promoting emotional intelligence in the workplace organized into four phases: preparation, training, transfer and maintenance, and evaluation. The guidelines are based on extensive research and designed to increase the chances of success. They include assessing individual and organizational needs, encouraging participation, setting clear and achievable goals, providing feedback and practice opportunities, and evaluating the long-term impact on job performance. Following the guidelines can help make social and emotional learning experiences more effective.
Module 1 Study Guide - School for Change Agents NHS Horizons
This first module invites you to continue your journey as a change agent and offers some new ways of thinking about how you work to effect change. The module highlights learning from some of the most effective change agents across the globe, explores the differences between troublemakers and rebels and helps us to understand how to ‘rock the boat and stay in it’.
To find out more about the School, please visit the website http://theedge.nhsiq.nhs.uk/school
This document summarizes a presentation on change management models and their application to an immunization eLearning initiative. It discusses several common change management models, including Kotter's 8 steps, Lewin's 3 stages of "Unfreeze-Change-Refreeze", and Prosci's 3 phases. It then reviews preparation work done by WHO and UNICEF to understand training needs and barriers to adopting an eLearning program. The presentation outlines change management strategies used, such as identifying influencers, developing communications, and providing incentives, to help achieve goals of high training participation and acceptance of online learning. It shares some promotional materials and engagement activities used and discusses pilot programs at WHO and GAVI's change management efforts.
This document discusses organizational change and stress management. It begins by defining change and describing various forces that drive change in organizations, such as changes in technology, competition, and social trends. It then discusses planned (intentional) change and why it is important for organizations to manage change effectively. Some key aspects of planned change discussed include creating a culture for change, stimulating innovation, and establishing a learning organization. The document also summarizes Lewin's 3-step change model of unfreezing, changing, and refreezing. Finally, it covers organizational stress and consequences of stress at the individual and organizational level, as well as approaches to managing stress.
Change Community of Practice Webinar - June: Where to start? First steps for ...Prosci ANZ
Congratulations on your new role as a Change Manager! It's challenging, exciting and a little daunting. Perhaps you're in a dedicated change role, or you're in a hybrid role with other responsibilities. You might be new to change, or a seasoned professional from a related discipline such as Project Management, Communications or HR.
Where do you start?
In this interactive webinar, we will cover:
Change Management - the new kid on the block
Recap on the role of the Change Practitioner and other key change roles
Snapshot of Prosci Best Practices
Common challenges
Top 5 tips from our consulting team
NURS 4020 Leadership Competencies in Nursing and Healthcare Pract.docxhopeaustin33688
NURS 4020: Leadership Competencies in Nursing and Healthcare Practicum
Practicum Change Project
The practicum is designed to help you develop as a scholar practitioner and health leader to promote positive social change in your community. The practicum is an active learning experience that provides you with the opportunity to apply nursing knowledge and skills that you are acquiring in NURS 4020 to current or past experiences in a healthcare setting. The practicum is comprised of selected onsite experiences and weekly practicum discussions. Throughout your practicum experience you will collaborate with leaders and other colleagues, with fellow students in practicum discussion groups, and with your faculty. Each week of the course outlines specific activities or reflections you will engage in during your practicum as you complete your proposed Practicum Change Project. A complete description is presented on the Practicum discussion page of each week and a brief outline of the activities is presented below. The practicum for NURS 4020 is a minimum of 45 hours.
Practicum Change Project Overview
Practicum Change Project Overview
Each week, your instructor will assign a discussion to the class. Within an instructor-assigned discussion team, you will participate in a total of six discussions for this project. Satisfactory completion of these six discussions and a PowerPoint Presentation of your Practicum Change Project will satisfy the requirement for the practicum.
The purpose of the Practicum Change Project is for you to design and offer a change project specific to your work setting to be implemented once the course is over and once approved by management at your setting. The team discussion provides an avenue for you to share ideas, to critique each other’s work, and to offer support to each other. Your instructor will visit your team site to offer guidance as needed. The team discussion is meant to be relaxed and enjoyable. Have fun!
The following is a list of the weekly, project-related discussions and activities.
Week 1
· Discussion: Identify a Change Project
Week 2
· Discussion: Apply Change Theory to the Proposed Change
Week 3
· Attend a multidisciplinary team meeting
· Interview a leader from another clinical discipline
· Discussion: Best ways to communicate change
Week 4:
· Discussion: Manage resources for the Practicum Change Project
Week 5:
· Discussion: Address Quality and Safety Issues
Week 6:
· Discussion: Present Practicum Change Project
Access the following useful information in Course Info:
Practicum Discussion Grading Rubric
PowerPoint Presentation Grading Rubric
Question 1
As discussed earlier, it is common for businesses to change their structure or decide to start a new business. As you begin to research different business formations for this week's written assignment, where are you going to go for assistance? What are some good resources? Once you decide on the business form, how do you go about making the .
The document discusses factors that contribute to successful change agents or "boat rockers". It identifies four key things: 1) having a strong sense of self-efficacy or belief in one's ability to create change; 2) being able to join forces with others to take action; 3) being able to achieve small wins which build momentum; and 4) viewing obstacles as challenges to overcome rather than barriers. Building self-efficacy involves tactics like starting with small, achievable changes and reframing failures as learning opportunities. Social support and learning from exemplars are also discussed.
Stopping over-medication of People with Learning Disabilities
(STOMPLD) 2016.
Reducing Inappropriate Psychotropic Drugs in People with a Learning Disability in General Practice and Hospitals in 2016.
The document discusses how change is happening more rapidly, with projects now lasting 30-60 days rather than years. It also discusses how power is shifting away from hierarchies and centralized control to networks and relationships. Leaders are needed who can operate from the "edge" and empower others through open relationships rather than closed transactions. Rebels are needed who can disrupt and challenge the status quo in a responsible way to drive innovation and new ways of thinking.
The greatest pleasure in life is doing what people say you cannot do. Anonymo...NHS Improving Quality
The document discusses issues with diagnosing and managing patients with respiratory conditions like COPD, asthma, and heart failure in primary care settings, noting evidence of high rates of misdiagnosis, underdiagnosis of comorbidities, and fragmented services. It proposes a new enhanced care/case management service called the "Breathlessness Service" to provide more coordinated care to improve outcomes for these patients experiencing breathlessness. Case studies are presented showing how the new service achieved better diagnoses and management of patients' conditions.
Presentation slides Frailty: building understanding, empathy and the skills t...NHS Improving Quality
Frailty: building understanding, empathy and the skills to support self-care
Guest speaker:Dr Dawn Moody, Director - Fusion48
An opportunity to learn about some innovative approaches to making the health and care workforce 'Fit for Frailty'* (*British Geriatrics Society 2015).
Learning outcomes:
To explore the Frailty Fulcrum as a tool for holistic assessment and management of frailty
To hear how Virtual Reality is being used to build empathy for older people living with frailty
To learn about the impact of a county-wide, multi-agency, multi-professional training an toolkit for care professionals working with older people
Resources:www.fusion48.net
Self-management in the community and on the Internet - Presentation 22nd Marc...NHS Improving Quality
LTC Lunch & Learn webinar:- 22nd March 2016
Presenter:- Pete Moore, Educator, Author & Pain Toolkit Trainer
As pain is the most daily health problem reported to a GP-
Developing a national pain strategy- reviews from around the world
Electronic Palliative Care Coordination Systems (EPaCCS): Improving Patient C...NHS Improving Quality
Speaker slides from the national conference, 'Electronic Palliative Care Coordination Systems (EPaCCS): Improving Patient Care at End of Life', 17 March 2016
Fire service as an asset: providing telecare support in the community Webinar...NHS Improving Quality
Guest speaker: Steve Vincent - West Midlands Fire Service & Simon Brake from Coventry Council
Hosted by: Bev Matthews, Long Term Conditions Programme Lead, NHS England
Learning Outcomes:-
To better understand the role that the Fire and Rescue service can provide as a community asset to support health needs Enhancing the quality of life for people by supporting them to stay in their own home, even in a crisis
An overview of the work carried out by NHS England and NHS Improving Quality's Long Term Conditions Sustainable Improvement Team. It puts the case for why person-centred care has to be at the heart of healthcare.
Commissioning Integrated models of care
Kent LTC Year of Care Commissioning Early Implementer Site
Alison Davis, Integration Programme Health and Social Care, Working on behalf of Kent County Council and South Kent Coast and Thanet CCG's
8 Surprising Reasons To Meditate 40 Minutes A Day That Can Change Your Life.pptxHolistified Wellness
We’re talking about Vedic Meditation, a form of meditation that has been around for at least 5,000 years. Back then, the people who lived in the Indus Valley, now known as India and Pakistan, practised meditation as a fundamental part of daily life. This knowledge that has given us yoga and Ayurveda, was known as Veda, hence the name Vedic. And though there are some written records, the practice has been passed down verbally from generation to generation.
Adhd Medication Shortage Uk - trinexpharmacy.comreignlana06
The UK is currently facing a Adhd Medication Shortage Uk, which has left many patients and their families grappling with uncertainty and frustration. ADHD, or Attention Deficit Hyperactivity Disorder, is a chronic condition that requires consistent medication to manage effectively. This shortage has highlighted the critical role these medications play in the daily lives of those affected by ADHD. Contact : +1 (747) 209 – 3649 E-mail : sales@trinexpharmacy.com
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
Histololgy of Female Reproductive System.pptxAyeshaZaid1
Dive into an in-depth exploration of the histological structure of female reproductive system with this comprehensive lecture. Presented by Dr. Ayesha Irfan, Assistant Professor of Anatomy, this presentation covers the Gross anatomy and functional histology of the female reproductive organs. Ideal for students, educators, and anyone interested in medical science, this lecture provides clear explanations, detailed diagrams, and valuable insights into female reproductive system. Enhance your knowledge and understanding of this essential aspect of human biology.
share - Lions, tigers, AI and health misinformation, oh my!.pptxTina Purnat
• Pitfalls and pivots needed to use AI effectively in public health
• Evidence-based strategies to address health misinformation effectively
• Building trust with communities online and offline
• Equipping health professionals to address questions, concerns and health misinformation
• Assessing risk and mitigating harm from adverse health narratives in communities, health workforce and health system
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
Basavarajeeyam is an important text for ayurvedic physician belonging to andhra pradehs. It is a popular compendium in various parts of our country as well as in andhra pradesh. The content of the text was presented in sanskrit and telugu language (Bilingual). One of the most famous book in ayurvedic pharmaceutics and therapeutics. This book contains 25 chapters called as prakaranas. Many rasaoushadis were explained, pioneer of dhatu druti, nadi pareeksha, mutra pareeksha etc. Belongs to the period of 15-16 century. New diseases like upadamsha, phiranga rogas are explained.
Vestibulocochlear Nerve by Dr. Rabia Inam Gandapore.pptx
Module 4 study guide - making change happen
1. MODULE 4 STUDY GUIDE
http://changeday.nhs.uk/healthcareradicals
‘The greatest danger in times of turbulence is not the turbulence
– it is to act with yesterday’s logic.’
Peter Drucker
This study guide was prepared by
2. Making change happen
Module 4
Making change happen
Introduction
‘I can't change the direction of the wind, but I can adjust my sails to always reach my
destination.’ Jimmy Dean
Welcome to module 4 from The School for Health and Care Radicals.
In module 1
http://www.youtube.com/watch?v=KoQ0wWPJAZk&list=UUgX8pRFdlsxrZ5LcI0uH5oA&feature=shar
e&index=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. Finally, we put our work and learning into practice by making a change
day pledge. We hope that you have continued to reflect on the content of module 1 and on the
various conversations that have continued via Twitter at #SHCRchat and the Web Chat Forum at
http://changeday.nhs.uk/healthcareradicalsforum
In module 2
http://youtu.be/cJ6m6WqwjhM we shifted the focus from ourselves as individual agents of change
to the importance of community and the power of working together. We looked at lessons from
great social movement leaders and community organisers and discussed techniques for connecting
with our own and others’ values and emotions to create a call for action through the practice of
effective framing and storytelling.
In module 3
http://youtu.be/8N9BV65Qmhc we explored a phenomenon that is familiar to everyone who has
tried to make changes: resistance. It is common to perceive resistance as a negative force,
something to be battled with in order to win ground. It is more fruitful to explore different ways of
approaching resistance and discover the tools that can help to harness the energy of resistance.
Indeed, since resistance is inevitable, it is best to embrace it and make good use of that energy!
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,
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.
Module 4 Study Guide
2
3. School for Health and Care Radicals
Every week, we will make a 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
seminar. You can also use the study in the discussions you have with your coach, mentor or learning
group after the web seminar.
Throughout this study guide there are shaded sections for you to reflect on your own experiences or
respond 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
Date of web seminar
4. Making change happen
20th February 2014
21st February 2014
5. Moving beyond the edge
27th February 2014
28th February 2014
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:
•
understand why many change efforts fail to deliver their intended benefits
•
consider actions for effective large scale change
•
recognise the need to align intrinsic and extrinsic motivators for change
•
understand the NHS Change Model and to apply it to your change efforts
•
appreciate the concept of energy for change and devise strategies for developing energy for
yourself and your change efforts
•
consider ways to build shared purpose.
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 the first three modules, please 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. In module 2, our
focus was on the importance of sharing both power and responsibility and working with others to
accomplish your goals. In module 3, we turned to the challenge of resistance and looked at different
ways of approaching resistance in order to use its energy to serve our own purposes. Now, in
module 4, we will begin to bring together some of these themes to examine how we can bring about
the change we want to see.
Module 4 Study Guide
3
4. Making change happen
ACTIVITY: THE STORY CONTINUES
What do you hope to achieve from this module?
Do you consider multiple aspects of change before you take action?
How do you get yourself and/or your team organised for successful change?
Why do many change efforts fail to realise the benefits they
were intended to deliver?
The literature on leading and managing change is largely consistent. It concludes that many change
initiatives, particularly those involving scale and complexity, struggle to achieve their objectives and
realise their potential benefits
Module 4 Study Guide
4
5. School for Health and Care Radicals
REFLECTION: RESPONDING TO CHANGE
Think about the last change initiative that you were engaged with.
1 What was the change?
2 On a scale of one to ten, what is your assessment of how successful it was (ie, to what
extent did it achieve its original objectives and/or deliver the intended benefits?)
3 What factors helped your change initiative to succeed?
4 What factors hindered the success of your change initiative?
Leading large scale change
If we examine the experience and reality of large scale change across multiple sectors and industries,
we can see some common patterns in successful initiatives (Bevan, Plsek and Winstanley, 2011).
These are summarised as ten principles for making change happen below:
1. Movement towards a new vision that is better and fundamentally different from the status
quo
2. Identification and communication of key themes that people can relate to and that will
make a big difference
3. Multiples of things happening at the same time (‘lots of lots’)
Module 4 Study Guide
5
6. Making change happen
4. Framing the issues in ways that engage and mobilise the imagination, energy and will of a
large number of diverse stakeholders in order to create a shift in the balance of power and
distribute the leadership
5. Mutually reinforcing change across multiple processes/subsystems
6. Continually refreshing the story and attracting new, active supporters
7. Emergent planning and design, based on monitoring progress and adapting as you go
8. Many people contribute to the leadership of change, beyond organisational boundaries
9. Transforming mindsets, leading to inherently sustainable change
10. Maintaining and refreshing the leaders’ energy over the long haul
A number of these relate to topics we have already covered in modules 1 to 3 of The School for
Health and Care Radicals. In module 4 we will touch on those aspects we have not considered
previously and consider how we align different aspects and components of change.
The NHS Change Model: aligning intrinsic and extrinsic
motivators for change
‘The role of a change agent is fundamentally about alignment, not judgement.’
Peter Fuda
The NHS Change Model has been used widely by change agents in the English NHS to support their
healthcare improvement efforts. The change model has been found to be helpful in our change
efforts because it bring together multiple aspects of change. The model is comprised of eight
components, based upon evidence and experience of change. The model and its component parts
are shown on the next page.
The underpinning principle is that the greatest potential to improve improvement efforts will be
achieved if all eight components of the change model are considered together, through an
integrated approach.
History suggests that in order to build and sustain large-scale change, connections should be made
with the intrinsic motivation that people have to get involved in, and build energy for, change. We
need to create hope and optimism and help people feel more ready and confident to build the
future. The NHS Change Model represents this through connection to shared purpose, engaging to
mobilise and leadership for change.
At the same time, the experience of the NHS over the past ten years has demonstrated the
importance of drivers of extrinsic motivation, including transparent measurement, incentivising
payment systems, effective performance management systems and holding leaders to account to
deliver change outcomes. If the NHS Change Model is to have an impact, all of these features need
to be part of its on-going approach.
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The experience of NHS change efforts has also demonstrated what happens if these intrinsic and
extrinsic factors for change aren’t aligned. Too often, an overemphasis on the extrinsic factors kills
off the energy and creativity that is necessary for delivery of change at scale. There have also been
many examples where change leaders have emphasised engagement and built commitment to
change but haven’t hardwired this into the performance approach and the result is
underachievement of change and the eventual fizzling out of the good will that was built. Most
leaders of change tend to favour one side or the other (intrinsic/extrinsic) in their approach to
change. The premise of the NHS Change Model is that the strengths of BOTH are necessary to
improve the way the NHS improves itself.
The NHS Change Model wasn’t designed to be an alternative to the existing ways that NHS teams
and organisations are going about change. Rather, its aim is to add components and emphasis that
can help to make change faster and more sustainable. Previous experience of change models in the
NHS suggests that they work best when teams take the essence of the approach and make it their
own, to fit their context, their priorities and their patients or community.
So, for instance, the change model includes the component improvement methodology because
there is evidence that working with a systematic, evidence based quality improvement methodology
(such as Lean, Six Sigma or the EFQM Excellence Model) increases the chances of successful change
(Boaden et al, 2008) However, the change model framework doesn’t recommend or specify which
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methodology should be used. This is because many teams across the NHS have already adopted a
methodology and will want to build on what they are already using. In addition, each methodology
has particular strengths for different problems and they can be used in combination, particularly
where we are seeking change at different scales simultaneously. Whilst all the methodologies can
demonstrate impact, there isn’t a research evidence base to favour one over the others.
REFLECTION: COMPONENTS OF CHANGE
With regard to your current change efforts:
1. Have you built all eight components into your plans, rather than just some of the
components?
2. Have you made the connections between and aligned the eight components?
3. Have you considered the unintended consequences of an over-dominance of one or more
of the components on the other components (e.g., the negative impact that an overemphasis
on rigorous delivery - a change approach that is driven by performance management – might
have on our ability to create the conditions where innovation can flourish – spread of
innovation)?
It is inevitable that there will be tensions as you, as a radical, try to balance the inherent tensions
between components of the NHS Change Model. However, the model gives us a framework and a
language for having conversations with our colleagues about aligning all aspects of change.
It is also useful to consider the iterative nature of change. The NHS Change Model is not designed as
a step by step process; there is not a recommended order in applying the components. Rather all of
the elements work together, with no one element having greater 'weighting' than the other.
Underpinning all of the components is the unifying factor of shared purpose. Whilst some elements
will appeal more than others, depending upon where you sit in the change effort, the organisation,
or indeed your professional allegiances, learning from large scale change efforts and successes tells
us that they are all interconnected.
There are lots of resources for working with the NHS Change Model at www.changemodel.nhs.uk
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Commitment and compliance
‘You can’t impose anything on anyone and expect them to be committed to it.’
Edgar Schein
What do we mean by commitment and compliance? Compliance is about following a process,
within guidelines, rules and boundaries, usually established by other people. When we talk about
commitment we are talking about what we do because we want to.
Mere compliance may not generate the best
outcome as the following story illustrates.
Watch Ian’s short story: Measured
Innovation at
http://www.patientvoices.org.uk/flv/0016pv
384.htm
Ian has bipolar disease and HIV and
compliance with his drug regime is not
working. However, when Ian, his consultant
and his pharmacist come together as a
micro-community of radicals to look at how
they can devise an apparently non-compliant but more effective approach to his care, their joint
commitment results in positive change.
Some elements of the Change Model (rigorous delivery, system drivers, improvement methodology)
are about compliance while others seek to build commitment to change. History shows us that
building commitment on a big scale is very important when it comes to making changes in a complex
environment. In the world of health and care, compliance will always be necessary; it is a prerequisite for safe, high quality care. However, when people have commitment to a bigger cause or
they are personally committed to the goals for change, it typically creates a much easier
environment for ensuring compliance.
REFLECTION: COMMITMENT AND COMPLIANCE
With regard to your current change efforts:
1
Who needs to be committed to the change for it to be sustained?
2
How are you building commitment to change?
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3
How are you managing the tension between commitment and compliance?
Energy for change
‘Energy, not time or resources, is the fuel of high performance.’
Loehr and Schwartz, 2003
When we look at the history of large scale change efforts, we find that the most common reason
that leaders fail to achieve their goals for change is because the change effort runs out of energy; it
simply ‘fizzles out’. On the other hand, change agents who tap into the positive energy for change
that exists amongst the people involved and unleash it for the benefit of achieving goals for change
are more likely to achieve the benefits they are seeking. In an era of quality and cost improvement,
the ability to build and maintain energy for change for the long haul is a key requirement for health
and care radicals.
The model of energy that we are using in The School for Health and Care Radicals is called ‘The
Energy Index’. It was developed by The York Health Economics Consortium and Landmark following
a development process which included an extensive literature review as well as interviews with NHS
staff from a range of backgrounds. It draws on the work of Steve Radcliffe, Tony Schwartz, Stanton
Marris, Heike Bruch and Bernd Vogel and Stephen Vogel as key contributors to the field of energy in
the management literature. This body of work is included in the resources section of the study
guide.
Five domains of energy
Energy for change is defined as ‘The capacity and drive of a team, organisation or system to act and
make the difference necessary to achieve its goals.’ The five domains of energy within the model
are:
Social energy: that is, the energy of personal engagement, relationships and connections between
people. It’s where people feel a sense of ‘us and us’ rather than ‘us and them’
Spiritual energy: that is, the energy of commitment to a common vision for the future, driven by
shared values and a higher purpose. It gives people the confidence to move towards a different
future that is more compelling than the status quo.
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Psychological energy: that is, the energy of courage, resilience and feeling safe to do things
differently. It involves feeling supported to make a change and trust in leadership and direction.
Physical energy: that is, the energy of action, getting things done and making progress. It is the
flexible, responsive drive to make things happen.
Intellectual energy: that is, the energy of analysis, thinking and planning. It involves gaining insight
as well as planning and supporting processes, evaluation, and arguing a case on the basis of
logic/evidence.
In a change initiative, we seek high levels of energy in all five domains. If one or more of the energies
is low, it can have a negative impact on the change process as the table below indicates.
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Teams who are using the Energy Index rate their energy scores under each domain of energy and
the energy levels for a specific change initiative is calculated on a scale from 1 to 5 (see the
framework below). Teams can see whether any particular energies are dominant in their change
efforts and can take action to build the energies that are low. Assessment with thousands of people
in health and care show that:
intellectual and physical energies often dominate, particularly in organisations that deliver
care
clinicians are more likely to have high spiritual energy than those from other backgrounds
the nearer that a person is in the hierarchy to the Chief Executive, the higher her/his energy
scores are likely to be.
REFLECTION: ENERGY FOR CHANGE
1 How high are your own energies for change with regard to your current change initiative?
2 How high do you think the energies are of other people in your change team?
3 What can you do to build the energies that are low?
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4 How can you help keep the energies in balance as your change initiative progresses?
Building shared purpose
‘There's a sense in which final causes - purposes and goals - have this kind of
attractive quality. They draw things toward them.... This is completely different
from the model of things being pushed from behind in the mechanical universe.’
Rupert Sheldrake, Cause and Effect in Science
The notion of building shared purpose moves us on from work we have done in previous modules on
the importance of building networks, connecting heads and hearts, listening, embracing diversity
and using the energy of resistance. Clearly if we expect commitment from our fellow change agents,
it is necessary to build shared purpose so that people are operating from intrinsic motivation as well
as extrinsic motivation and so that they are committed rather than simply compliant.
In order to do this, we have to be able to see those we are working with as people and not just
nurses or doctors or physiotherapists or radiographers or healthcare assistants. As people we are
able to connect and share our passions and our values, especially through our stories. As
representatives of one group or another, it is all too easy to create silos, build walls, become
defensive and close our minds to others’ ideas and perceptions.
Shared purpose isn’t just important at the beginning of a change programme; it has to remain at the
forefront of our efforts over time. As health and care radicals, we need to keep reinforcing WHY we
are making the changes, not just focus on the WHAT and the HOW. If purpose isn’t explicit and
shared, then it is very easy for something else to become a de facto purpose in the minds of the
workforce.
In the research underpinning the NHS Change Model, ‘shared purpose’ was the component that
respondents most commonly said that, in retrospect, they would have spent more time on. It is
critical to achieving and sustaining change.
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REFLECTION: EXPERIENCE OF SHARED PURPOSE
1 Have you successfully created shared purpose for a change initiative? How did you do that?
2 Have you been part of a team where purpose was shared? What did that feel like? How was it
accomplished?
3 Thinking about your experiences, what might you do differently in the future to build shared
purpose?
In building our shared purpose, it is important to consider each of the three words separately:
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Call to action
During the module 4 web seminar, we will agree a collective pledge that we hope you will add to the
pledge wall for NHS Change Day. Post your pledge on the pledge wall at
http://changeday.nhs.uk/campaign
ACTIVITY: MOVING FORWARD
What is your module 4 pledge?
What does this pledge mean for you?
Questions for reflection
Each web seminar ends with some questions for you to reflect on during the week. Here are the
questions for this week.
QUESTIONS FOR REFLECTION
1 How can I make the most of both intrinsic and extrinsic aspects of change?
4
How can I build energy for the long haul?
3 How can I ensure shared purpose throughout the change process?
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4 What can I do tomorrow to accelerate change?
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?
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Reference list for module 4
Bevan, H, Plsek, P and Winstanley, L (2011) Leading large scale change Part 1. NHS Institute for
Innovation and Improvement
Bevan, H (2011) Leading large scale change Part 2 NHS Institute for Innovation and Improvement
Boaden R, Harvey G, Moxham C, Proudlove N (2008) Quality improvement: theory and practice in
healthcare NHS Institute for Innovation and Improvement and Manchester Business School
Chartered Institute of Personnel and Development (2010) Shared purpose: the golden thread?
Fuda P (2012) 15 Qualities Of A Transformational Change Agent.
Leonard D and Coltea C (2013) Most change initiatives fail but they don’t have to Gallup Business
Journal
NHS Improving Quality (2013) Getting started with the NHS Change Model
NHS Improving Quality (2013) Introductory workbook for the NHS Change Model
NHS Institute for Innovation and Improvement (2013) Building energy for change.
http://www.institute.nhs.uk/tools/energy_for_change/energy_for_change_.html
Paluck T (2014) Why your employees aren’t helping you to change
Seidman D, (2012) Why inspiration beats coercion
Stoner, J (2012) How to identify your team or organization’s purpose
Additional resources
Heath, C and Heath, D (2011) Switch – how to change things when change is hard. Random House
Business
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