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.
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
Here is the full report of the NHS Change Model hack event, which took place on Wednesday, 14 October 2015.
There has never been a better time to really scrutinise the way we go about change in health and care. There is a growing body of evidence and practical know-how behind effective and successful change and we must make sure that our change efforts are designed to take full account of the evidence based and lessons learned.
The NHS Change Model has been one of the leading models of change used in the NHS over the past couple of years. We know that some improvement leaders would not be without it and use the model extensively, to underpin and structure all their change activities. We also recognise that there are some change leaders that are not so keen on the NHS Change Model. They have found it hard to apply the model in a practical and useful way and there are others who think that it should be broadened out from just being an NHS-specific model.
The way we lead change must always adapt and evolve with the times and as such, we feel it is timely and opportune to review and revise the NHS Change Model. Our starting point is hearing and understanding exactly what the people leading change in health and care say they need to support them. We want to use methods that fly in the face of tradition and open up new, exciting and creative opportunities.
We organised a hack day for about 80 selected people that brought diverse and wide-ranging perspectives to the table. Hack events have traditionally been associated with technology and programming to solve problems, but we are adapting the concept and applying the same principles to ‘hack’ the NHS Change Model, in just one day. You don’t need any techie skills, just insight, ideas and energy to work with others to think deeply about change and collaborate over how we could do it better.
On the day, we:
Reviewed how change currently happens in health and care and what people leading change need to support them
Reviewed the NHS Change Model
Designed a proof of concept to support and enable change across health and care
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
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
Here is the full report of the NHS Change Model hack event, which took place on Wednesday, 14 October 2015.
There has never been a better time to really scrutinise the way we go about change in health and care. There is a growing body of evidence and practical know-how behind effective and successful change and we must make sure that our change efforts are designed to take full account of the evidence based and lessons learned.
The NHS Change Model has been one of the leading models of change used in the NHS over the past couple of years. We know that some improvement leaders would not be without it and use the model extensively, to underpin and structure all their change activities. We also recognise that there are some change leaders that are not so keen on the NHS Change Model. They have found it hard to apply the model in a practical and useful way and there are others who think that it should be broadened out from just being an NHS-specific model.
The way we lead change must always adapt and evolve with the times and as such, we feel it is timely and opportune to review and revise the NHS Change Model. Our starting point is hearing and understanding exactly what the people leading change in health and care say they need to support them. We want to use methods that fly in the face of tradition and open up new, exciting and creative opportunities.
We organised a hack day for about 80 selected people that brought diverse and wide-ranging perspectives to the table. Hack events have traditionally been associated with technology and programming to solve problems, but we are adapting the concept and applying the same principles to ‘hack’ the NHS Change Model, in just one day. You don’t need any techie skills, just insight, ideas and energy to work with others to think deeply about change and collaborate over how we could do it better.
On the day, we:
Reviewed how change currently happens in health and care and what people leading change need to support them
Reviewed the NHS Change Model
Designed a proof of concept to support and enable change across health and care
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
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.
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
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 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/
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.
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 is the study guide for Module 3 of the School for Health and Care Radicals: Rolling with Resistance.
This module looks at the issue of 'resistance to change’: rather than seeing resistance as a negative thing, we shift our perspective so that we see dissent, diversity and disruption as essential components of effective change.
Agenda:
What do we mean by resistance to change?
What are some of the ways to look at resistance to change?
Importance of diversity in leading change and its implications in terms of resistance
Diversity is critical to innovation and change
Being a champion for diversity
Impact and intent
The effectiveness of a change agent is not a matter of intention; it’s a matter of impact
How to stop talking at someone and start talking to them
What you can do to build impact and intent
Using the Stages of Change model to help people through change
Why do people resist change?
What is the transtheoretical model of behaviour change?
An example of the model in practice
What we tend to do when dealing with resistance and what we should do
Questions for reflection:
What does resistance mean to you?
Think about the things you resist as well as your responses to others’ resistance
How do you work with resistance as a change leader?
How can you make sure that the changes you make achieve the impact you desire and are sustainable?
….. do not create dependency?
….. generate self-efficacy in others?
Who are you interacting with and where they are on the Stages of Change model?
Call to action:
Reflect deeply on how you operate as an agent for change.
Consider the impact of your communication and behaviour beyond your intent.
Listen to others’ views, engage others in change and help others through the stages of change.
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
School for Health and Care Radicals Module 3 Study Guide 2016Horizons NHS
Rolling with Resistance:
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.
Module 3 takes place on Thursday 18 February 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/
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.
The golden rule for change activists is: ‘You can’t be a rebel on your own’. This module gives us an understanding of the power of working together by exploring communities of practice and social movements. We identify techniques for connecting with our own and others’ values and emotions to create a call for action.
Module 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
Overview Our team has been immersed in ‘whole .docxgertrudebellgrove
Overview
Our team has been immersed in ‘whole system change’ for the past few years
in Ontario, Canada; California; Australia and New Zealand; and elsewhere. Our main
mode of learning is to go from practice to theory, and then back and forth to obtain
more specific insights about how to lead and participate in transformative change in
schools and school systems.
In this workshop we take the best of these insights from our most recent
publications: Stratosphere, The Professional Capital of Teachers, The Principal,
Freedom to Change, and Coherence and integrate the ideas into a single set of
learnings.
The specific objectives for participants are:
1. To learn to take initiative on what we call 'Freedom to Change’.
2. To Understand and be able to use the ‘Coherence Framework’.
3. To analyze your current situation and to identify action strategies fro making
improvements.
4. Overall to gain insights into ‘leadership in a digital age’.
We have organized this session around six modules:
Module I Freedom From Change 1-4
Module II Focusing Direction 5-10
Module III Cultivating Collaborative Cultures 11-14
Module IV Deepening Learning 15-22
Module V Securing Accountability 23-30
Module VI Freedom To Change 31-32
References 33
Please feel free to reproduce and use the
material in this booklet with your staff and others.
2015
Freedom From Change
1
Shifting to
the Right Drivers
Right Wrong
§ Capacity building
§ Collaborative work
§ Pedagogy
§ Systemness
§ Accountability
§ Individual teacher and
leadership quality
§ Technology
§ Fragmented strategies
Freedom:
If you could make one
change in your school or
system what would it be?
What obstacles stand in
your way?
What would you change? What are the obstacles?
Trio Talk:
§ Meet up with two colleagues.
§ Share your choice and rationale.
§ What were the similarities and differences in the choices?
Module 1
2
The Concepts of Freedom § Freedom to is getting rid of the constraints.
§ Freedom from is figuring
out what to do when you
become more liberated.
Seeking Coherence § Within your table read the seven quotes from Coherence and circle
the one you like the best.
§ Go around the table and see who selected which quotes.
§ As a group discuss what ‘coherence’ means.
Coherence: The Right Drivers in Action for Schools, Districts, and Systems
Fullan, M., & Quinn, J. ( 2015). Corwin & Ontario Principals’ Council.
# Quote
1. There is only one way to achieve greater coherence, and that is through purposeful action and interaction,
working on capacity, clarity, precision of practice, transparency, monitoring of progress, and continuous
correction. All of this requires the right mixture of “pressure and support”: the press for progress within
supportive and focused cultures. p. 2
2. Coher ...
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 ...
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
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.
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
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 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/
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.
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 is the study guide for Module 3 of the School for Health and Care Radicals: Rolling with Resistance.
This module looks at the issue of 'resistance to change’: rather than seeing resistance as a negative thing, we shift our perspective so that we see dissent, diversity and disruption as essential components of effective change.
Agenda:
What do we mean by resistance to change?
What are some of the ways to look at resistance to change?
Importance of diversity in leading change and its implications in terms of resistance
Diversity is critical to innovation and change
Being a champion for diversity
Impact and intent
The effectiveness of a change agent is not a matter of intention; it’s a matter of impact
How to stop talking at someone and start talking to them
What you can do to build impact and intent
Using the Stages of Change model to help people through change
Why do people resist change?
What is the transtheoretical model of behaviour change?
An example of the model in practice
What we tend to do when dealing with resistance and what we should do
Questions for reflection:
What does resistance mean to you?
Think about the things you resist as well as your responses to others’ resistance
How do you work with resistance as a change leader?
How can you make sure that the changes you make achieve the impact you desire and are sustainable?
….. do not create dependency?
….. generate self-efficacy in others?
Who are you interacting with and where they are on the Stages of Change model?
Call to action:
Reflect deeply on how you operate as an agent for change.
Consider the impact of your communication and behaviour beyond your intent.
Listen to others’ views, engage others in change and help others through the stages of change.
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
School for Health and Care Radicals Module 3 Study Guide 2016Horizons NHS
Rolling with Resistance:
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.
Module 3 takes place on Thursday 18 February 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/
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.
The golden rule for change activists is: ‘You can’t be a rebel on your own’. This module gives us an understanding of the power of working together by exploring communities of practice and social movements. We identify techniques for connecting with our own and others’ values and emotions to create a call for action.
Module 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
Overview Our team has been immersed in ‘whole .docxgertrudebellgrove
Overview
Our team has been immersed in ‘whole system change’ for the past few years
in Ontario, Canada; California; Australia and New Zealand; and elsewhere. Our main
mode of learning is to go from practice to theory, and then back and forth to obtain
more specific insights about how to lead and participate in transformative change in
schools and school systems.
In this workshop we take the best of these insights from our most recent
publications: Stratosphere, The Professional Capital of Teachers, The Principal,
Freedom to Change, and Coherence and integrate the ideas into a single set of
learnings.
The specific objectives for participants are:
1. To learn to take initiative on what we call 'Freedom to Change’.
2. To Understand and be able to use the ‘Coherence Framework’.
3. To analyze your current situation and to identify action strategies fro making
improvements.
4. Overall to gain insights into ‘leadership in a digital age’.
We have organized this session around six modules:
Module I Freedom From Change 1-4
Module II Focusing Direction 5-10
Module III Cultivating Collaborative Cultures 11-14
Module IV Deepening Learning 15-22
Module V Securing Accountability 23-30
Module VI Freedom To Change 31-32
References 33
Please feel free to reproduce and use the
material in this booklet with your staff and others.
2015
Freedom From Change
1
Shifting to
the Right Drivers
Right Wrong
§ Capacity building
§ Collaborative work
§ Pedagogy
§ Systemness
§ Accountability
§ Individual teacher and
leadership quality
§ Technology
§ Fragmented strategies
Freedom:
If you could make one
change in your school or
system what would it be?
What obstacles stand in
your way?
What would you change? What are the obstacles?
Trio Talk:
§ Meet up with two colleagues.
§ Share your choice and rationale.
§ What were the similarities and differences in the choices?
Module 1
2
The Concepts of Freedom § Freedom to is getting rid of the constraints.
§ Freedom from is figuring
out what to do when you
become more liberated.
Seeking Coherence § Within your table read the seven quotes from Coherence and circle
the one you like the best.
§ Go around the table and see who selected which quotes.
§ As a group discuss what ‘coherence’ means.
Coherence: The Right Drivers in Action for Schools, Districts, and Systems
Fullan, M., & Quinn, J. ( 2015). Corwin & Ontario Principals’ Council.
# Quote
1. There is only one way to achieve greater coherence, and that is through purposeful action and interaction,
working on capacity, clarity, precision of practice, transparency, monitoring of progress, and continuous
correction. All of this requires the right mixture of “pressure and support”: the press for progress within
supportive and focused cultures. p. 2
2. Coher ...
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 ...
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 School for Health and Care Radical 2016 Module 1 Study GuideHorizons NHS
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’.
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.
This is the Study Guide to accompany the first module of the 2015 School for Health and Care Radicals.
This module explores the differences between trouble makers and radicals and provides radicals with understanding about how to 'rock the boat and stay in it'.
The module also highlights learning from the most effective change agents across the globe.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Managing Learning in Times of Change".
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.
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
Deep Leg Vein Thrombosis (DVT): Meaning, Causes, Symptoms, Treatment, and Mor...The Lifesciences Magazine
Deep Leg Vein Thrombosis occurs when a blood clot forms in one or more of the deep veins in the legs. These clots can impede blood flow, leading to severe complications.
How many patients does case series should have In comparison to case reports.pdfpubrica101
Pubrica’s team of researchers and writers create scientific and medical research articles, which may be important resources for authors and practitioners. Pubrica medical writers assist you in creating and revising the introduction by alerting the reader to gaps in the chosen study subject. Our professionals understand the order in which the hypothesis topic is followed by the broad subject, the issue, and the backdrop.
https://pubrica.com/academy/case-study-or-series/how-many-patients-does-case-series-should-have-in-comparison-to-case-reports/
Health Education on prevention of hypertensionRadhika kulvi
Hypertension is a chronic condition of concern due to its role in the causation of coronary heart diseases. Hypertension is a worldwide epidemic and important risk factor for coronary artery disease, stroke and renal diseases. Blood pressure is the force exerted by the blood against the walls of the blood vessels and is sufficient to maintain tissue perfusion during activity and rest. Hypertension is sustained elevation of BP. In adults, HTN exists when systolic blood pressure is equal to or greater than 140mmHg or diastolic BP is equal to or greater than 90mmHg. The
The dimensions of healthcare quality refer to various attributes or aspects that define the standard of healthcare services. These dimensions are used to evaluate, measure, and improve the quality of care provided to patients. A comprehensive understanding of these dimensions ensures that healthcare systems can address various aspects of patient care effectively and holistically. Dimensions of Healthcare Quality and Performance of care include the following; Appropriateness, Availability, Competence, Continuity, Effectiveness, Efficiency, Efficacy, Prevention, Respect and Care, Safety as well as Timeliness.
Empowering ACOs: Leveraging Quality Management Tools for MIPS and BeyondHealth Catalyst
Join us as we delve into the crucial realm of quality reporting for MSSP (Medicare Shared Savings Program) Accountable Care Organizations (ACOs).
In this session, we will explore how a robust quality management solution can empower your organization to meet regulatory requirements and improve processes for MIPS reporting and internal quality programs. Learn how our MeasureAble application enables compliance and fosters continuous improvement.
ICH Guidelines for Pharmacovigilance.pdfNEHA GUPTA
The "ICH Guidelines for Pharmacovigilance" PDF provides a comprehensive overview of the International Council for Harmonisation of Technical Requirements for Pharmaceuticals for Human Use (ICH) guidelines related to pharmacovigilance. These guidelines aim to ensure that drugs are safe and effective for patients by monitoring and assessing adverse effects, ensuring proper reporting systems, and improving risk management practices. The document is essential for professionals in the pharmaceutical industry, regulatory authorities, and healthcare providers, offering detailed procedures and standards for pharmacovigilance activities to enhance drug safety and protect public health.
India Clinical Trials Market: Industry Size and Growth Trends [2030] Analyzed...Kumar Satyam
According to TechSci Research report, "India Clinical Trials Market- By Region, Competition, Forecast & Opportunities, 2030F," the India Clinical Trials Market was valued at USD 2.05 billion in 2024 and is projected to grow at a compound annual growth rate (CAGR) of 8.64% through 2030. The market is driven by a variety of factors, making India an attractive destination for pharmaceutical companies and researchers. India's vast and diverse patient population, cost-effective operational environment, and a large pool of skilled medical professionals contribute significantly to the market's growth. Additionally, increasing government support in streamlining regulations and the growing prevalence of lifestyle diseases further propel the clinical trials market.
Growing Prevalence of Lifestyle Diseases
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1. MODULE 4 STUDY GUIDE
Making change happen
‘The greatest danger in times of turbulence is not the turbulence
– it is to act with yesterday’s logic.’
Peter Drucker
http://www.theedge.nhsiq.nhs.uk/school/
@School4Radicals
#SHCR
2. Making change happen
Module 4 Study Guide 2
Contents
Introduction ............................................................................................................................................3
This study guide ..................................................................................................................................3
The overall goals [learning outcomes] for this module......................................................................4
What are YOUR goals for this module? ..............................................................................................4
Why do many change efforts fail to realise the benefits they were intended to deliver?.....................5
Leading large scale change .....................................................................................................................6
The NHS Change Model: aligning intrinsic and extrinsic motivators for change....................................7
Commitment and compliance...........................................................................................................10
Energy for change .................................................................................................................................11
Five domains of energy.....................................................................................................................11
Building shared purpose .......................................................................................................................14
Calls to action........................................................................................................................................16
Questions for reflection....................................................................................................................16
Bringing it all together ......................................................................................................................17
Reference list for Module 4 ..................................................................................................................17
Additional resources.........................................................................................................................17
This Study Guide was prepared for the School for Health and Care Radicals by Pip Hardy.
3. School for Health and Care Radicals
Module 4 Study Guide 3
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 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 #SHCR and our Facebook group at
www.facebook.com/groups/1517022528586921/
In Module 2 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 effective framing and storytelling.
In Module 3 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 module brings together some of the 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 while recognising
the need for both extrinsic and intrinsic motivation.
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 will give you some ideas of things to think about,
questions to ask, and some inspiring examples and quotations. 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.
4. Making change happen
Module 4 Study Guide 4
Every week during the School, 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 guide in the discussions you have with your
colleagues, 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 release Date of web seminar
5 Moving beyond the edge 26th
February 2014 27th
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 aspects of large scale change
• recognise the need to align components of change that connect with intrinsic and extrinsic
motivators
• understand the NHS Change Model and to apply it to your change efforts
• understand the concept of energy for change and devise strategies for developing energy for
change in the longer term, for yourself and in your change efforts
• consider appropriate 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.
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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 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. Many change initiatives,
particularly those involving scale and complexity, struggle to achieve their objectives and realise
their potential benefits
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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 1 to 10, to what extent did your initiative achieve its original objectives?
3 What factors helped your change initiative to be successful?
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 than, 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 (‘lots of lots’)
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
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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 is used widely by change agents in the English NHS to support their
improvement efforts. It is helpful in our change efforts because it seeks to 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 improvement efforts are more likely to 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, Engagement
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 area most helpful 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?
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 likely that there are some discrepancies in your answers and almost 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 language for conversations about including multiple
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.nhsiq.nhs.uk/capacity-
capability/nhs-change-model.aspx
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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 pre-
requisite 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:
Who needs to be committed to the change for it to be sustained?
How are you building commitment to change?
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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.
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.
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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 on the next page indicates.
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).
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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?
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3 What can you do to build the energies that are low?
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:
So, how will you build shared purpose?
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Calls to action
During the course of this next week, we would encourage you to:
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.
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?
1 How can I build energy for the long haul?
3 How do we ensure shared purpose throughout the change process?
4 What can I do tomorrow to accelerate change?
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Bringing it all together
Make a note of the things that stand out for you from this module and then give some thought to
how you will use your new learning to make a difference.
REFLECTION: MAKING IT REAL
What have you learned?
How do you know you’ve learned it?
How will you take your learning forward? What will you do differently?
Reference list for Module 4
Bevan, H, Plsek, P and Winstanley, L (2011) Leading large scale change. 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
Leonard D and Coltea C (2013) Most change initiatives fail but they don’t have to Gallup Business
Journal
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
Additional resources
Heath, C and Heath, D (2011) Switch – how to change things when change is hard. Random House
Business