Commissioning Integrated models of care 160211 slides
Rebel Jam talk 290615 Helen Bevan
1.
2. To share with you:
• An introduction to the English National Health
Service
• Equipping activists: The School for Health and
Care Radicals
• The curriculum
• The spread
• The impact
• Ways to connect with us
3. The English NHS: facts and figures
• The world’s largest publically funded health
system
• Provides comprehensive healthcare to 54
million people
• Sees a million patients every 36 hours
• Funded by direct tax
• It’s free at the point of use
• Provides 95% of the healthcare in England
4. The NHS is the 5th biggest employer on
the globe
Source: BBC
5. Where are we?
The dominant NHS approach [to leadership] is
typified by laying down demanding targets, leading
from the front, often being reluctant to delegate,
and collaborating little – and is the consequence of
the health service focusing on process targets, with
reward dependent on meeting them.
Source: Kings Fund Leadership for engagement and improvement in the NHS
http://www.kingsfund.org.uk/sites/files/kf/field/field_publication_file/leadership-for-
engagement-improvement-nhs-final-review2012.pdf
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“
6.
7. Starts on the fringe
(at the edge)
Starts with the activists
Gary Hamel
always
8. “I have some Key
Performance
Indicators
for you”
or
“I have a
dream”
Source: @RobertVarnam
9. We need rebels!
•The principal champion of a change initiative, cause
or action
•Rebels don’t wait for permission to lead, innovate,
strategise
•They are responsible; they do what is right
•They name things that others don’t
see yet
•They point to new horizons
•Without rebels, the storyline never
changes
Source : @PeterVan http://t.co/6CQtA4wUv1
10. A 13 year tradition of bringing social movement
thinking to health and care improvement
http://www.slideshare.net/NHSIQ/the-power-of-one-the-power-of-
many?qid=97bb3464-07c2-4883-9531-c3d436a66aa1&v=qf1&b=&from_search=2
11. The genesis of
the School
2002
2014
2013
2010 2012
2003
NHS Change Day
2013
“A school for
healthcare
radicals”
Applying
social movement
thinking to
healthcare
improvement
“The School for
Health and Care
Radicals”
“A one day school
for organisational
radicals”
Applying
community organising
principles to
healthcare
improvement
2015
13. Curriculum of The School for Health and Care Radicals
1. Being a health and care radical: change starts with me
• How to rock the boat and stay in it
• The differences between radicals and troublemakers
• Conform AND rebel
2. Forming communities: building alliances for change
• You can’t be a radical on your own
• Using story and narrative to build a sense of “us” and call others to action
• Forming alliances for action
3. Rolling with resistance
• Understanding that dissent, disruption and diversity are a welcome part of change
• Tactics and strategies for engaging others in change
4. Making change happen
• Working with intrinsic and extrinsic motivators for change
• Building energy for change
• Creating shared purpose
5. Moving beyond the edge
• What skills will the change activist of the future need?
• Helping radicals to shape how they take their learning from the School forward
• What can you do next and where else might you get support and resources?
18. 1. Follow us on Twitter
@HelenBevan
@School4radicals
@TheEdgeNHS
2. Download all the previous materials from the School
http://www.theedge.nhsiq.nhs.uk/school/
3. Enrol for The School for Health and Care Radicals: next
term starts February 2016
4. Subscribe to TheEdge.nhsiq.nhs.uk
Four ways to connect with us!
Editor's Notes
Link below http://www.bbc.co.uk/news/magazine-23790147 http://www.bbc.co.uk/learningzone/clips/martin-luther-king-i-have-a-dream-pt-1-2/1293.html
With the brooding statue of Abraham Lincoln peering down at him, King began by telling protesters that their presence in the symbolic shadow of the "great emancipator" offered proof of the marvellous new militancy sweeping the country. For too long, he complained, black Americans had been exiles in their own land, "crippled by the manacles of segregation and the chains of discrimination".
The whirlwinds of revolt would continue to shake the very foundations of the country: "And those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as normal," King said. It would be fatal for the nation "to overlook the urgency of the moment and to underestimate the determination of the Negro".
“He's good - he's damned good”
Kennedy on King
Wearied by the suffocating heat, the crowd's initial response was muted. The speech was not going well. "Tell 'em about the dream, Martin," shouted Mahalia Jackson, referring to a rhetorical riff that King had used several times before, but which had not made it into his prepared speech because aides insisted he needed fresh material. But King decided to cast aside his prepared notes, and launched extemporaneously into the refrain for which he will forever be remembered.
"I have a dream that one day this nation will rise up and live out the true meaning of its creed," he shouted, his out-stretched right arm reaching towards the sky. Soon he was hitting his rhythm, invigorated by the chants and cries of the crowd. "Dream on!" they shouted. "Dream on!"
With his voice thundering down the Mall, King imagined a future in which his children could "live in a nation where they will not be judged by the colour of their skin but by the content of their character". Then he reached his impassioned finale.
King asked the crowd to yell so it was heard the world over
Watching at the White House, the president was riveted. Like so many Americans, it was the first time he had heard the 34-year-old preacher deliver a speech in its entirety - the first time he had taken its measure, listened to its cadence. "He's good," Kennedy told one of his advisors. "He's damned good." The aide was struck, however, that the president seemed impressed more by the quality of King's performance rather than the power of his message.
