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’.
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/
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.
School for Health and Care Radicals 2016: Programme GuideHorizons NHS
Welcome to the School for Health and Care Radicals. This Programme Guide will help you make the most of your studies and your time. We will try to anticipate – and answer – some of your questions, and offer some tools and suggestions that will help you translate your learning into action.
The 2016 School starts on 4th February at 14:30-16:00 and runs for 5 weeks.
You can find out more about the School and register for our 2016 programme by copying and pasting this link into your browser: http://www.theedge.nhsiq.nhs.uk/school/
Follow the School on Twitter @School4Radicals and using the hashtag #SHCR
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/
School for Health and Care radicals - Slides for module fourHorizons NHS
Making change happen: 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.
School for Health and Care Radicals - Module 2 slides 2016Horizons NHS
Module 2 of the School for Health and Care Radicals ran on Thursday 11th February from 14:30-16:00 GMT and was led by Helen Bevan, Chief Transformation Officer, Horizons Group, NHS England. A recording of this module can be found at: http://theedge.nhsiq.nhs.uk/school/module-2/#resources
The golden rule for change activists is: ‘You can’t be a radical on your own’. This module gives us an understanding of the power of working together by exploring communities of practice and social movements. We identify techniques for connecting with our own and others’ values and emotions to create a call for action.
To find out more about the School for Health and Care Radicals, click and paste this link into your address bar: http://theedge.nhsiq.nhs.uk/school
Module 1: Being a health and care radical - change starts with meNHS Improving Quality
These are the slides for module one 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.
Starting on 31 January, there will be 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: Being a health and care radical: change starts with me
• Friday 7 February: Forming communities: building alliances for change
• Friday 14 February: Rolling with resistance
• Friday 21 February: Making change happen
• Friday 28 February: 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:
• 5 February
• 12 February
• 19 February
• 26 February
• 5 March
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. There will be additional learning materials and opportunities in addition to the web seminars but there is no set syllabus for learners to work through - you can join for as much or as little as you want.
More information: http://changeday.nhs.uk/healthcareradicals
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/
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.
School for Health and Care Radicals 2016: Programme GuideHorizons NHS
Welcome to the School for Health and Care Radicals. This Programme Guide will help you make the most of your studies and your time. We will try to anticipate – and answer – some of your questions, and offer some tools and suggestions that will help you translate your learning into action.
The 2016 School starts on 4th February at 14:30-16:00 and runs for 5 weeks.
You can find out more about the School and register for our 2016 programme by copying and pasting this link into your browser: http://www.theedge.nhsiq.nhs.uk/school/
Follow the School on Twitter @School4Radicals and using the hashtag #SHCR
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/
School for Health and Care radicals - Slides for module fourHorizons NHS
Making change happen: 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.
School for Health and Care Radicals - Module 2 slides 2016Horizons NHS
Module 2 of the School for Health and Care Radicals ran on Thursday 11th February from 14:30-16:00 GMT and was led by Helen Bevan, Chief Transformation Officer, Horizons Group, NHS England. A recording of this module can be found at: http://theedge.nhsiq.nhs.uk/school/module-2/#resources
The golden rule for change activists is: ‘You can’t be a radical on your own’. This module gives us an understanding of the power of working together by exploring communities of practice and social movements. We identify techniques for connecting with our own and others’ values and emotions to create a call for action.
To find out more about the School for Health and Care Radicals, click and paste this link into your address bar: http://theedge.nhsiq.nhs.uk/school
Module 1: Being a health and care radical - change starts with meNHS Improving Quality
These are the slides for module one 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.
Starting on 31 January, there will be 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: Being a health and care radical: change starts with me
• Friday 7 February: Forming communities: building alliances for change
• Friday 14 February: Rolling with resistance
• Friday 21 February: Making change happen
• Friday 28 February: 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:
• 5 February
• 12 February
• 19 February
• 26 February
• 5 March
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. There will be additional learning materials and opportunities in addition to the web seminars but there is no set syllabus for learners to work through - you can join for as much or as little as you want.
More information: http://changeday.nhs.uk/healthcareradicals
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.
These are the slides 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
Building institutions of excellence 11 april 2015 effective bureaucraciesPatrick McNamara
I just returned from India where I supported UNDP (United Nations Development Programme) and the Indian government training department in their efforts to create government “institutions of excellence” across an immense country that is the world’s third largest economy.
I was impressed by the dedicated, bright, enthusiastic Indian government and UNDP staff who were always up for a challenge. Both institutions are poised to help India move toward being a middle income country, while addressing human development and environmental sustainability (not just economic development).
I saw common themes that appear in many bureaucracies, perhaps exacerbated by cultural influences:
Waiting for others to do something rather than feeling empowered to initiate
Taking time to get “out of the box”
Wanting more support for insightful innovations
Needing to work beyond silos, but not knowing how to begin
Buried in analytics and the micro, but with intelligence to see the big picture and think critically
While these issues are typical in bureaucracies, UNDP has undergone two years of radical change and a new culture is beginning to emerge. A fresh batch of new leaders with a positive, entrepreneurial spirit have been put in key positions and are beginning to steer the UNDP ship in a new way, though many continue to live the old culture. Some staff are taking bold initiatives to make their corner of the UN more effective and responsive. What’s more: UNDP is being asked by their clients, governments around the world, to help them change in similar ways.
They have the intention to move toward excellence and increased effectiveness and they've taken a first step: looking at ways to work differently than before and to transform organizational culture. I trust that my interactive interventions made a difference to help both institutions move toward their goals. I’ve shared some of my presentation* below on building strengths, leading in challenging times and best practices, including:
Shared vision, aligned action
Networked solutions (beyond silos), strong partnerships
Thinking outside the box
Confidence to model values, be yourself and move through conflict
Listening deeply and seeing the big picture
These capacities are supplemented by the great work UNDP is doing to streamline its processes, which is another side of bureaucratic effectiveness.
What surprised me the most was how empowered the women were to speak up, to advocate and to take action in a culture where they are not always heard. I was also surprised by the intense energy, enthusiasm and drive of participants; if this is a high-leverage project to transform Indian government, it’s moving in the right direction!
East Suffolk and North Essex NHS Foundation Trust_ Senior Leaders Masterclass...Bev Matthews
Today i joined senior nursing, midwifery and AHP leaders from East Suffolk and North Essex NHS Foundation Trust for a masterclass in transforming care in the NHS,
We started with a Mad Tea Party (a Liberating Structure approach to stimulate ideas for potential projects.
I then shared my recent experience of being a return to practice nurse. We talked about some of the hidden challenges and opportunities for this amazing element of the workforce solution, using this as an example of how to look beyond the obvious barriers.
Using Horizons approaches we returned to their projects, exploring how to create energy for change and gathering their spectrum of allies.
Finally we focused on turning their project idea into action using a 30 Day Challenge approach that we designed for transforming perceptions of nursing and midwifery.
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
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 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/
School for Change Agents Module 5 slidesNHS Horizons
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.
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/
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/
Mod 5 Chat Box - School for Change AgentsNHS Horizons
Chat box contents - 16 March 2017
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.
To find out more about the School, please visit the website http://theedge.nhsiq.nhs.uk/school
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 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
Pre work for minicourse M1 at the IHI National Forum 7th December 2015NHS Improving Quality
This is the "flipped classroom" pre-reading for minicourse M1 "a one day school for health and care radicals" at the Institute for Healthcare Improvement National Forum 7th December 2015
This is the study guide for Module 1 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.
Programme
The programme focused 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
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.
Module 5 Moving beyond the edge
This is the study guide for Module 5 of The School for Health and Care Radicals, a five week virtual programme, designed to equip people across the health and care system with the core skills to improve their skills as change agents.
Change always starts at the edge and always starts with the activists. This module looks at ways we can move towards the edge and towards sustainable change.
Agenda:
• Review of what we have learnt so far; characteristics of a transformational change agent
– Peter Fuda’s Transformation Change Agent framework
– ‘Being’ a health and care radical – going back to ‘change starts with me’
– ‘Seeing’ as a health and care radical
– ‘Doing’ as a health and care radical
– Quick review of some models and theories
• 'From’ the edge – views about emerging directions for change and change agents
– What do we mean when we say 'from the edge?'
– What is happening with change?
– What is the difference between tacit and explicit knowledge?
– Opportunities for health and care radicals – being bridge-builders and curators
• Reflections and key messages about The School
– Some things we have learned from delivering The School
• What next for The School?
– Gaining a certificate as a health and care change agent and claiming continuing professional development (CPD) points
• Questions and call to action
Questions for reflection:
• How can I move in the direction of change in ways that will help me bring about the changes I want to see?
• How will I build on my experiences of the School for Health and Care Radicals?
• How will I build networks and communities in support of the changes I want to see?
Call to action:
• Consider why it would be beneficial for you to be a certified change agent.
• Identify people who might help you with this process.
• Take action and, if your change action is something that could be shared for Change Day, please add it on www.changeday.nhs.uk
• Complete the follow-up work for certification.
This is the study guide for Module 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.
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.
These are the slides 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
Building institutions of excellence 11 april 2015 effective bureaucraciesPatrick McNamara
I just returned from India where I supported UNDP (United Nations Development Programme) and the Indian government training department in their efforts to create government “institutions of excellence” across an immense country that is the world’s third largest economy.
I was impressed by the dedicated, bright, enthusiastic Indian government and UNDP staff who were always up for a challenge. Both institutions are poised to help India move toward being a middle income country, while addressing human development and environmental sustainability (not just economic development).
I saw common themes that appear in many bureaucracies, perhaps exacerbated by cultural influences:
Waiting for others to do something rather than feeling empowered to initiate
Taking time to get “out of the box”
Wanting more support for insightful innovations
Needing to work beyond silos, but not knowing how to begin
Buried in analytics and the micro, but with intelligence to see the big picture and think critically
While these issues are typical in bureaucracies, UNDP has undergone two years of radical change and a new culture is beginning to emerge. A fresh batch of new leaders with a positive, entrepreneurial spirit have been put in key positions and are beginning to steer the UNDP ship in a new way, though many continue to live the old culture. Some staff are taking bold initiatives to make their corner of the UN more effective and responsive. What’s more: UNDP is being asked by their clients, governments around the world, to help them change in similar ways.
They have the intention to move toward excellence and increased effectiveness and they've taken a first step: looking at ways to work differently than before and to transform organizational culture. I trust that my interactive interventions made a difference to help both institutions move toward their goals. I’ve shared some of my presentation* below on building strengths, leading in challenging times and best practices, including:
Shared vision, aligned action
Networked solutions (beyond silos), strong partnerships
Thinking outside the box
Confidence to model values, be yourself and move through conflict
Listening deeply and seeing the big picture
These capacities are supplemented by the great work UNDP is doing to streamline its processes, which is another side of bureaucratic effectiveness.
What surprised me the most was how empowered the women were to speak up, to advocate and to take action in a culture where they are not always heard. I was also surprised by the intense energy, enthusiasm and drive of participants; if this is a high-leverage project to transform Indian government, it’s moving in the right direction!
East Suffolk and North Essex NHS Foundation Trust_ Senior Leaders Masterclass...Bev Matthews
Today i joined senior nursing, midwifery and AHP leaders from East Suffolk and North Essex NHS Foundation Trust for a masterclass in transforming care in the NHS,
We started with a Mad Tea Party (a Liberating Structure approach to stimulate ideas for potential projects.
I then shared my recent experience of being a return to practice nurse. We talked about some of the hidden challenges and opportunities for this amazing element of the workforce solution, using this as an example of how to look beyond the obvious barriers.
Using Horizons approaches we returned to their projects, exploring how to create energy for change and gathering their spectrum of allies.
Finally we focused on turning their project idea into action using a 30 Day Challenge approach that we designed for transforming perceptions of nursing and midwifery.
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
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 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/
School for Change Agents Module 5 slidesNHS Horizons
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.
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/
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/
Mod 5 Chat Box - School for Change AgentsNHS Horizons
Chat box contents - 16 March 2017
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.
To find out more about the School, please visit the website http://theedge.nhsiq.nhs.uk/school
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 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
Pre work for minicourse M1 at the IHI National Forum 7th December 2015NHS Improving Quality
This is the "flipped classroom" pre-reading for minicourse M1 "a one day school for health and care radicals" at the Institute for Healthcare Improvement National Forum 7th December 2015
This is the study guide for Module 1 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.
Programme
The programme focused 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
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.
Module 5 Moving beyond the edge
This is the study guide for Module 5 of The School for Health and Care Radicals, a five week virtual programme, designed to equip people across the health and care system with the core skills to improve their skills as change agents.
Change always starts at the edge and always starts with the activists. This module looks at ways we can move towards the edge and towards sustainable change.
Agenda:
• Review of what we have learnt so far; characteristics of a transformational change agent
– Peter Fuda’s Transformation Change Agent framework
– ‘Being’ a health and care radical – going back to ‘change starts with me’
– ‘Seeing’ as a health and care radical
– ‘Doing’ as a health and care radical
– Quick review of some models and theories
• 'From’ the edge – views about emerging directions for change and change agents
– What do we mean when we say 'from the edge?'
– What is happening with change?
– What is the difference between tacit and explicit knowledge?
– Opportunities for health and care radicals – being bridge-builders and curators
• Reflections and key messages about The School
– Some things we have learned from delivering The School
• What next for The School?
– Gaining a certificate as a health and care change agent and claiming continuing professional development (CPD) points
• Questions and call to action
Questions for reflection:
• How can I move in the direction of change in ways that will help me bring about the changes I want to see?
• How will I build on my experiences of the School for Health and Care Radicals?
• How will I build networks and communities in support of the changes I want to see?
Call to action:
• Consider why it would be beneficial for you to be a certified change agent.
• Identify people who might help you with this process.
• Take action and, if your change action is something that could be shared for Change Day, please add it on www.changeday.nhs.uk
• Complete the follow-up work for certification.
This is the study guide for Module 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.
Pre-reading for Minicourse M1 at the IHI National Forum: One Day School for H...NHS Improving Quality
This is the pre-reading for the "flipped classroom" Minicourse M1: One day School for Healthcare Radicals to be held at the Institute for Healthcare Improvement National Forum on 7th December 2015
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
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.
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.
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 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
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 ...
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.
Minicourse M8: pre-reading and workbookNHS Horizons
This is the pre-reading and workbook that was sent to everyone who signed up for Minicourse M8 at the IHI National Forum, 5th December 2016: "Rocking the boat and staying in it: how to be a great change agent"
Human Behavior and the Social Environment I
Human Behavior and the
Social Environment I
SUSAN TYLER
U N I V E R S I T Y O F A R K A N S A S L I B R A R I E S
F AY E T T E V I L L E , A R
Human Behavior and the Social Environment I by Susan Tyler is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License,
except where otherwise noted.
All content CC BY-NC-SA unless otherwise noted.
Contents
Introduction 1
Attributions 6
Part I. The Person in Environment
Chapter 1: How We Use Our Expectations 25
Part II. The Biopsychosocial Dimension
Chapter 2: Lifespan Theories 79
Part III. The Sociocultural Dimension
Chapter 3: Theoretical Perspectives 105
Chapter 4: The Elements of Culture 120
Part IV. The Social Change Dimension
Chapter 5: Social Categorization & Stereotyping 161
Chapter 6: In-group Favoritism & Prejudice 191
Chapter 7: Reducing Discrimination 210
Chapter 8: Racial & Ethnic Inequality 233
Part V. Pre-Pregnancy & Prenatal Development
Chapter 9: Heredity, Prenatal Development, &
Birth
Heredity 280
Prenatal Development 291
Birth 320
279
Part VI. Development in Infancy & Toddlerhood
Chapter 10: Physical Development in Infancy &
Toddlerhood
347
Chapter 11: Cognitive Development in Infancy &
Toddlerhood
387
Chapter 12: Psychosocial Development in Infancy
& Toddlerhood
Infant Emotions 429
Forming Attachments 433
425
Part VII. Development in Early Childhood
Chapter 13: Physical Development in Early
Childhood
465
Chapter 14: Cognitive Development in Early
Childhood
502
Chapter 15: Psychosocial Development in Early
Childhood
551
Part VIII. Development in Middle Childhood
Chapter 16: Physical Development in Middle
Childhood
603
Chapter 17: Cognitive Development in Middle
Childhood
630
Chapter 18: Psychosocial Development in Middle
Childhood
690
Part IX. Development in Adolescence
Chapter 19: Physical Development in Adolescence 733
Chapter 20: Cognitive Development in
Adolescence
763
Chapter 21: Psychosocial Development in
Adolescence
786
Part X. Development in Early Adulthood
Chapter 22: Physical Development in Early
Adulthood
815
Chapter 23: Cognitive Development in Early
Adulthood
861
Chapter 24: Psychosocial Development in Early
Adulthood
897
Part XI. Development in Middle Adulthood
Chapter 25: Physical Development in Middle
Adulthood
959
Chapter 26: Cognitive Development in Middle
Adulthood
1023
Chapter 27: Psychosocial Development in Middle
Adulthood
1064
Part XII. Development in Late Adulthood
Chapter 28: Physical Development in Late
Adulthood
1135
Chapter 29: Cognitive Development in Late
Adulthood
1197
Chapter 30: Psychosocial Development in Late
Adulthood
1245
Additional Resources 1299
Adopt this book! 1302
Why do people do the things they do?
That’s what we are here to find out – Human Behavior and the
Social Environment (HBSE) – How do they connect? How does it
shape us? Why do we thi ...
MAY 2017: FEEL TO THINK: THE POWER OF EMPATHY IN FILM TO CHANGE BEHAVIOUR AND...Horizons NHS
Graphs, spreadsheets and statistics offer an insight to system change, but an emotional connection with a character takes the understanding to a deeper level that can elicit innovative thinking.
In 2012 Chris Godwin worked with Guys and St Thomas’ NHS Foundation Trust to produce Barbara’s Story, a series of behaviour change dramas about dementia. The huge success of Barbara’s Story led Chris to make films on a whole range of patient pathways, including child abuse; post natal depression; and end of life care.
Chris’ work utilises the power of empathy: enabling people to walk in someone else’s shoes connecting emotionally with people in different situations and providing a platform for debate and discussion. The films are useful for any staff member at any level of an organisation.
During the Edge Talk Chris will demonstrate how connecting with an audience through film drama can have long lasting and transformative effect on behaviour at all levels.
To view an example of Chris’ work, please see the trailer for Deafening Silence (trigger warning: this is a film about stillbirth).
Nobody's Patient: Improving Care and Experience in Maternity Services TranscriptHorizons NHS
Women who become seriously ill in pregnancy; families of babies cared for in a neonatal unit; and women whose babies die in the second trimester often fall between the cracks of NHS services, due to the way services and pathways are set up. They become ‘Nobody’s Patient.’
April's Edge Talk will give participants the opportunity to hear about the Nobody’s Patient project, which was sponsored by the NHS England Maternity Challenge Fund to improve care and experience for families who are typically seldom heard. The talk will describe why the project – part of the #MatExp social movement - was created. It will also detail how families and multidisciplinary staff came together during two pilot workshops at Kingston Hospital NHS Foundation Trust, and at St George's Hospital NHS Foundation Trust to co-produce solutions to improve the care and experience for other families, and for the staff who care for them. Because nobody should feel like they are nobody's patient.
This Edge Talk will be of interest not only to those involved in maternity services, but will also appeal to anyone working in engagement and coproduction, especially with groups who are typically labelled 'seldom heard', or 'hard to reach'.
Edgetalks April 2017: Nobody's Patient: Improving Care and Experience in Mate...Horizons NHS
Women who become seriously ill in pregnancy; families of babies cared for in a neonatal unit; and women whose babies die in the second trimester often fall between the cracks of NHS services, due to the way services and pathways are set up. They become ‘Nobody’s Patient.’
April’s Edge Talk will give participants the opportunity to hear about the Nobody’s Patient project, which was sponsored by the NHS England Maternity Challenge Fund to improve care and experience for families who are typically seldom heard. The talk will describe why the project – part of the #MatExp social movement – was created. It will also detail how families and multidisciplinary staff came together during two pilot workshops at Kingston Hospital NHS Foundation Trust, and at St George’s Hospital NHS Foundation Trust to co-produce solutions to improve the care and experience for other families, and for the staff who care for them. Because nobody should feel like they are nobody’s patient.
This Edge Talk will be of interest not only to those involved in maternity services, but will also appeal to anyone working in engagement and coproduction, especially with groups who are typically labelled ‘seldom heard’, or ‘hard to reach’.
EdgeTalks, March 3 2017, The DNA of Care: the importance of listening to staf...Horizons NHS
The DNA of Care: the importance of listening to staff stories
Presented by Dr Karen Deeny, Staff Experience Programme Lead at NHS England (@karendeeny1), and Dr Pip Hardy (@PilgrimPip), Co-founder of the Patient Voices Programme (@PatientVoicesUK).
The intertwined relationship between patient care and staff well-being has been likened to the double helix. And so the stories we tell each other are like the DNA of care, transmitting information and shaping cultures, offering learning opportunities and, sometimes, healing.
Change and Innovation: it's time to rewrite the rulesHorizons NHS
The presentation that Helen Bevan made to the London Learning and Organisation Development Network meeting, 6th September 2016
Follow Helen Bevan on Twitter @HelenBevan
All staff email template to advertise your Randomised Coffee TrialHorizons NHS
Email for staff to advertise their RCT - as part of the Horizons RCT Pack.
Please email england.si-horizons@nhs.net for further information on the RCTs.
The Edge Talk on Friday 1 July 2016 featured Dr Joyce Lee of the University of Michigan who discussed “The maker movement: a model for healthcare transformation?”
The Maker movement is a do it yourself technology-based movement that espouses creativity and tinkering in community settings, and is creating innovative health solutions across the globe, yet most healthcare stakeholders are unaware of “makers” and the maker movement. In this webinar, Joyce Lee, MD, MPH, will talk about the maker movement, its impact inside the health community, and principles that can support the application of this movement to the healthcare enterprise.
Further information can be found on The Edge website http://theedge.nhsiq.nhs.uk/
July Edge Talk - The Maker Movement - a model for healthcare transformation? ...Horizons NHS
The Maker movement is a do it yourself technology-based movement that espouses creativity and tinkering in community settings, and is creating innovative health solutions across the globe, yet most healthcare stakeholders are unaware of “makers” and the maker movement. In this webinar, Joyce Lee, MD, MPH, will talk about the maker movement, its impact inside the health community, and principles that can support the application of this movement to the healthcare enterprise.
For information on future or past Edge Talks please visit the website http://theedge.nhsiq.nhs.uk/category/edge-talk/
Edge Talk - Exploring online health communities, with Paul Hodgkin and Ben MetzHorizons NHS
We are witnessing the emergence of a new phenomenon in healthcare: self-organising, online communities of patients, carers, clinicians, researchers, academics and industry, all focused on a particular disease area.
Currently these exist as disparate and loosely bound communities, operating via a variety of niche digital platforms. This ecology is largely evolving outside the world of traditional health policy or formal healthcare organisations.
As yet there is little coordination, theoretical conceptualisation or empirical research into this area. However we know from other digital platforms like KickStarter, 38 Degrees and OpenIDEO just how quickly these platforms can evolve, disrupt old business models and create entirely new businesses.
Paul Hodgkin and Ben Metz interviewed more than 50 actors working with online health communities to map and explore this new and emerging field, to begin to build an on-going community of experts and practitioners who look to understand this new field and accelerate its successful interaction with the NHS and policy makers.
School for Health and Care Radicals one day school Bolton 26 May 2016Horizons NHS
The Horizons team from NHS England delivered a one day School for Health and Care Radicals for the North West Centre for Professional Workforce Development.
Date: 26th May 2016
Presenters: Kate Pound and Olly Benson
To find out more information about School for Health and Care Radicals follow this link http://theedge.nhsiq.nhs.uk/school/
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
CDSCO and Phamacovigilance {Regulatory body in India}NEHA GUPTA
The Central Drugs Standard Control Organization (CDSCO) is India's national regulatory body for pharmaceuticals and medical devices. Operating under the Directorate General of Health Services, Ministry of Health & Family Welfare, Government of India, the CDSCO is responsible for approving new drugs, conducting clinical trials, setting standards for drugs, controlling the quality of imported drugs, and coordinating the activities of State Drug Control Organizations by providing expert advice.
Pharmacovigilance, on the other hand, is the science and activities related to the detection, assessment, understanding, and prevention of adverse effects or any other drug-related problems. The primary aim of pharmacovigilance is to ensure the safety and efficacy of medicines, thereby protecting public health.
In India, pharmacovigilance activities are monitored by the Pharmacovigilance Programme of India (PvPI), which works closely with CDSCO to collect, analyze, and act upon data regarding adverse drug reactions (ADRs). Together, they play a critical role in ensuring that the benefits of drugs outweigh their risks, maintaining high standards of patient safety, and promoting the rational use of medicines.
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
Adv. biopharm. APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMSAkankshaAshtankar
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ADVANCED BIOPHARMACEUTICS & PHARMACOKINETICS : UNIT 5
APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMS By - AKANKSHA ASHTANKAR
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
Best Ayurvedic medicine for Gas and IndigestionSwastikAyurveda
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
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Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists
The School for Health and Care Radical 2016 Module 1 Study Guide
1. MODULE 1 STUDY GUIDE
Being a health and care radical:
change starts with me
‘I do not think you can really deal with change without a
person asking real questions about who they are and how
they belong in the world.’
David Whyte, The Heart Aroused 1994
http://www.theedge.nhsiq.nhs.uk/school/
@School4Radicals
#SHCR
2. School for Health and Care Radicals Module 1 Study Guide
www.theedge.nhsiq.nhs.uk/school/ 2 SHCR III 2016
Contents
Introduction ............................................................................................................................................3
This study guide ..................................................................................................................................3
The overall goals [learning outcomes] for this module......................................................................4
What are YOUR goals as a health and care radical?...........................................................................4
Setting the scene: the challenge of change........................................................................................5
Change is changing..............................................................................................................................6
Who are the radicals in health and care?...........................................................................................6
Radicals versus troublemakers................................................................................................................7
Rocking the boat and staying in it...........................................................................................................8
Being a great health and care radical is about knowing, doing, living and being change that makes
a difference.........................................................................................................................................9
Beginning to be the change: Working out loud................................................................................10
Beginning to be the change: My 3 words .........................................................................................11
Beginning to be the change: RCTs.....................................................................................................12
Call to action .........................................................................................................................................12
Bringing it all together ......................................................................................................................13
References and resources.....................................................................................................................13
Additional resources.............................................................................................................................14
This Study Guide was prepared for the School for Health and Care Radicals by Pip Hardy, Pilgrim Projects Limited.
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Module 1
Being a health and care radical:
change starts with me
Introduction
‘Be the change you want to see in the world.’ MK Gandhi
Welcome to the first module in the School for Health and Care Radicals.
It’s tough being a change agent in health and care, particularly when other people don’t always get it
or want to change. Yet big change happens in health and care only because of heretics and radicals:
passionate people who are willing to take responsibility for change. We are people who support the
goals of our health and care systems, but also want to change existing thinking and practice and
improve care for patients and people who use services.
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 a health and care radical. People taking part in the School for Health and Care
Radicals include patients, carers and service users, students, educators, managers, senior leaders
and improvement facilitators as well as clinical and care staff.
The School for Health and Care Radicals seeks to provide us with tools, ideas and connections with a
community of radicals to help us thrive and survive as agents of positive change
This study guide
‘Education is the kindling of a flame, not the filling of a vessel.’ Socrates
This study guide is intended to enhance and complement the web seminar and help deepen your
thinking and reflection. It is not compulsory, but it may give you some ideas of things to think about,
questions to ask and you may take some inspiration from some of the examples and quotations. If
you would find it helpful, please feel free to use this guide as a place to keep track of your own
thoughts and ideas so you will have a record of your work on the module and the overall
programme.
Every week, we will make a module study guide available at least 24 hours before the web seminar
begins. 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
mentor or School learning group after the web seminar.
Throughout the study guide there are shaded sections for you to reflect on your own experience or
respond to key questions. Even if you don’t write anything down, do take a few minutes to think
about your responses to the questions and prompts; again, these could form great discussion points
for your School group.
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The schedule for the release of the study guides is below.
Module Date of study guide release Date of web seminar
1. Being a health and care
radical: change starts with me
2nd February 2016 4th
February 2016
2. Creating connections and
building communities
9th
February 2016 11th
February 2016
3. Rolling with resistance 16th
February 2016 18th
February 2016
4. Making change happen 23rd
February 2016 25th
February 2016
5. Moving beyond the edge 2nd
March 2016 4rd March 2016
The overall goals [learning outcomes] for this module
By the time you have worked through this module, we hope that you will be able to:
understand something of the history of the School for Health and Care Radicals
recognise the difference between transactional and transformational learning
appreciate some of the big trends in transformation and change that create opportunities
for health and care radicals
reflect on what it means to be a health and care radical in the context of your own values,
goals and mission
identify some of the risks in being a health and care radical
understand the differences between a radical and a troublemaker
identify tactics to build your own ‘self-efficacy’ as a health and care radical
What are YOUR goals as a health and care radical?
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? You may like to think of this as the beginning of the story you
will tell about developing your skills, knowledge and confidence as an agent of change.
REFLECTION: THE STORY BEGINS
What do you hope to achieve from the School for Health and Care Radicals?
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Here are some of the things other people have suggested:
‘Create a network of rebels!’
‘Reawaken interest in studying and applying knowledge. Connect with other participants who may
understand what it feels like to be an extreme left field thinker in an ultra traditional organisation.’
‘I'd like to learn how NOT to get myself into trouble - or my ideas and the people I represent to be
ignored - because I don't rock the boat in an appropriate way!’
Setting the scene: the challenge of change
Anyone who chooses to be a change agent, improvement or patient leader in health and care
doesn’t choose an easy life. There are so many forces opposing the changes we want to see; a
system that rewards people for ‘keeping the trains running’ rather than radical change, those with
the power and/or a vested interest in keeping things as they are, colleagues and leaders who are
sceptical, apathetic or scared of change. Often in our role as radicals, we feel isolated, vulnerable
and misunderstood. Yet the future of health and care rests with the non-conformists, the radicals,
the heretics and mavericks in our midst. We are the people who are passionate about change, who
question existing ideas and methods and open up new fields for action. As Martin Luther King
described it:
‘The saving of our world… will come, not through the complacent adjustment of
the conforming majority, but through the creative maladjustment of a non-
conforming minority.’
REFLECTION: PASSION AND CHANGE
What are you passionate about?
How do you ‘live’ your passion(s)?
What have you already done to bring about change?
How did that work for you?
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Change is changing
Of course, change is always with us,
whether we like it or not. But for those of
us who dream of making the world a better
place and bringing about transformational
change in health and care, it’s helpful to be
aware of some of the new thinking and
emerging themes in change and
transformation. Old, traditional,
hierarchical structures are being replaced
with new, innovative, bottom-up
approaches, relying more on connection,
intuition and relationships than on
commands, logic and ‘the way things have
always been done’.
You can find out more about the emerging direction of change in The new era of thinking and
practice in change and transformation: a call to action for leaders of health and care, a White Paper
written by Helen Bevan and Steve Fairman.
Who are the radicals in health and care?
Research by Debra Meyerson suggests that the most effective radicals are those who have learnt to
oppose and conform at the same time. Or, as she puts it, ‘they are able to rock the boat and yet stay
in it’. These are change agents who stand up to challenge the status quo when they see there could
be a better way. They develop the ability to walk the fine line between difference and fit, inside and
outside. These people are driven by their own convictions, values and dreams, which makes them
credible and authentic to others. Most importantly of all, they take action as individuals and ignite
broader collective action that leads to big
change. Radicals already exist in and around
every health or care organisation, in many
different roles and at multiple levels. Often they
are not at the most senior levels of the
organisation, yet the impact of their change
activities are often just as significant as if they
were.
There were excellent examples of the vast range
of people and the changes they undertook from
the last two NHS Change Days (see
http://changeday.nhs.uk/). Many organisation-
wide change efforts that led to tangible
improvements for large numbers of patients
were initiated by grass roots front line leaders or patient leaders and advocates.
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REFLECTION
What makes you a radical?
Radicals versus troublemakers
Lois Kelly makes the distinction between ‘rebels’ and ‘troublemakers’. As radicals, we fit with her
‘rebel’ criteria. We continuously seek innovative new ways of delivering care. We are committed to
the patient-centred mission and values of our organisation. We are driven by our passion for better
care for patients. We are optimistic about the future, recognise the potential for change and see
many possibilities for doing things in different ways. We generate energy for change which attracts
others to unite with us for a common cause.
‘Troublemakers’ also challenge the status quo but in a way that is very different to ‘rebels’.
Troublemakers complain about the current state of affairs but their focus tends to be around their
own personal position rather than achieving the goals of the organisation.
‘Troublemakers’ are angry about how things are and don’t have much confidence that things will get
better in the future. They alienate other people because if others link with them, troublemakers will
sap their energy. This just confirms what troublemakers probably know already– they don’t belong.
There are risks here for health and care radicals. Firstly, some organisational leaders view ANYONE
who challenges the status quo as a troublemaker. Therefore, radicals get unfairly labelled as
troublemakers. Secondly, lots of change leaders in health and care start out as radicals but when
their voices don’t get heard, they begin to question the status quo stridently and often in a manner
which is self-defeating; and they cross the line from radical to troublemaker.
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As radicals, we have a responsibility to look out for this and try to prevent it happening by building
relationships and forming alliances with others who challenge the status quo (there will be more on
this topic in Module 2).
REFLECTION: RADICALS AND TROUBLEMAKERS
What is your experience of radicals and troublemakers?
How can you protect yourself against moving from radical to troublemaker?
Rocking the boat and staying in it
Successful boat rockers tend to:
1. be driven by conviction and values
2. have a strong sense of ‘self-efficacy’, that is, the belief that they are personally able to create the
change
3. be able to join forces with others to create action
4. be able to achieve small wins which create a sense of hope, self-efficacy and confidence
5. be more likely to view obstacles as challenges to overcome.
The issue of self-efficacy is a particularly important one for health and care radicals. By self-efficacy,
we mean the belief that a person has that she or he is capable of delivering the specific change
required. There is a positive, significant relationship between the self-efficacy beliefs of a change
agent and her/his ability to facilitate change and get good outcomes.
ACTIVITY: BUILDING SELF-EFFICACY
What are some of the ways that you can build self-efficacy into your practice as a health
and care radical?
9. School for Health and Care Radicals Module 1 Study Guide
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The following quotes offer some suggestions – and a bit of inspiration!
‘The ability to act is tied to a belief that it is possible to do so.’ Albert Bandura
'What we cannot dream we can never do.' Richard Flanagan
Being a great health and care radical is about knowing, doing, living and
being change that makes a difference
For health and care radicals it is necessary, but not
sufficient, to continue to build our knowledge of
improvement methods and approaches. It’s also
important, but not enough, to take responsibility for our
own development as skilled leaders or facilitators of
change.
What sets the most effective health and care radicals
apart is the extent to which they seek to live and be
improvement in the way they operate in the world and
in their interactions and relationships with others.
It’s only when we live the things we believe in (that is, we can align our sense of deeper life mission
or calling, our values and the activities that we undertake every day) that we can make our full
contribution as health and care radicals and generate the kind of signals that lead others to
transformational change.
ACTIVITY: MAKING A DIFFERENCE
What are the opportunities for you to build your perspectives and skills as a change
agent?
How can you move beyond skills and knowledge of change to live and be the change?
Who can help and support you as a change agent?
What are the implications for the way you work?
10. School for Health and Care Radicals Module 1 Study Guide
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Beginning to be the change: Working out loud
‘Learning would be exceedingly laborious, not to mention hazardous, if people
had to rely solely on the effects of their own actions to inform them what to
do.’ Albert Bandura
Most of us want to live more fulfilling lives, at home and at work. Working out loud (WoL) is an
approach developed by John Stepper that is intended to help you work in a way that is more
creative, open, generous and connected so that you are more likely to fulfil your goals and become
the change you want to see.
Working out Loud is based on reseach revealing that most people are motivated at work by:
autonomy – having the power to make decisions and act on them
mastery – feeling competent and confident in your work and your role
relatedness (connection and purpose) – knowing that you are part of a community with a
shared purpose.
Furthermore, when people were asked whether they viewed their work as a job, a career or a
vocation, it transpired that the more autonomy, mastery and relatedness people experienced, the
more likely they were to view their work as a vocation.
A traveller happened upon a building site where a number of people were working. He asked a man
what he was doing. The man replied: ‘I am laying bricks.’ The traveller walked on and asked a second
man what he was doing. The man replied: ‘I am building a wall.’ He came upon a third man who was
whistling as he worked. ‘What are you doing?’ the traveller asked. ‘The man looked up, smiled and
replied ‘I am building a cathedral’.
This has huge implications for the way we work and the
way we relate to our work – imagine a world where
everyone, from the people who mop the floors and
clean the toilets to the people who make decisions
involving millions of people thought of their work as a
vocation, like the third man in the short story above?!
So, the process of Working out Loud relies on five
things:
Purposeful discovery - discovering what it is you want to accomplish
Building networks - finding people who can help you reach your goal
Generosity - giving something back to those people
Visible work – letting others know what you are doing
Growth mindset – having the intention for your work to grow and your vision to be realised.
Thanks to John Stepper for articulating these ideas so clearly.
11. School for Health and Care Radicals Module 1 Study Guide
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ACTIVITY: BEGINNING TO WORK OUT LOUD
Think of something you hope to accomplish – perhaps it is the change you want to see.
Think of some people who can join you.
Think about what you can give to those people – ideas, knowledge, experience, time…
Think about how the channels you will use to let others know what you are doing.
Think about how else you can ensure that your ideas continue to grow and, perhaps,
transform into a new vision?
Beginning to be the change: My 3 words
Our journey as change agents begins
with a more or less new year and,
although new year’s resolutions are not
always helpful, it can be useful to think
about how you will live, work and be
during the year. Chris Brogan, a
consultant and blogger, suggests
choosing three words that will guide the
choices you make during the year
ahead. They can be challenging,
encouraging, inspirational or
aspirational, as long as they have
meaning for you. You can find out more
here:
http://chrisbrogan.com/3-words-2016/
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Beginning to be the change: RCTs
It’s hard to ‘do’ change on your own and one of the best ways of being the change you want to see is
to work with others who share your intentions and values. During the School, we will be encouraging
you to develop your networks and find other people with whom you can share ideas and explore
opportunities. One great way of doing this is by an RCT, that is, a Randomised Coffee Trial.
RCTs can help you connect with people over a cup of coffee (or tea). It is a particularly useful
approach within organisations where people may have little time to get to know one another,
exchange ideas and share stories but it is also a wonderful way for cross-pollination to occur across
organisations. In fact, RCTs are a perfect way to begin your practice of Working out Loud.
Do take a few minutes to learn more about RCTs here:
http://www.gurteen.com/gurteen/gurteen.nsf/id/randomised-coffee-trials
And here: http://www.nesta.org.uk/blog/institutionalising-serendipity-productive-coffee-breaks#
Call to action
Try to keep the momentum and enthusiasm going by taking some concrete actions. Here are our
suggestions:
Discuss tactics for ‘rocking the boat and staying in it’ with othr radicals.
Take part in a RCT (Randomised Coffee Trial)
Tweet #my3words
QUESTIONS FOR REFLECTION
1 How can I build self-efficacy?
2 How can I move beyond skills and knowledge of change to ‘live and be change’?
3 What or who do I need in order to support my work as a change agent?
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Bringing it all together
It’s so easy to forget, even in the first enthusiastic flush of learning new things. If you have time,
before you do forget, 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?
References and resources
Here are some of the references that we have referred to in the web seminar/study guide and/or
which we have used to help shape the content. Click on the reference to get the link.
Babasab P (2013) SlideShare on self-efficacy
Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W.H. Freeman
Bevan H (2013) Rocking the boat and staying in it: how to succeed as a radical in healthcare
BMJ blogs
Baron A (2014) Preparing for a changing world: the power of relationships
Battilano J, Casciaro T (2013) The network secrets of the great change agents
Harvard Business Review, July-August
Bevan H, Plsek P, Winstanley (2011) Leading Large Scale Change - Part 1, A Practical Guide
Bevan H (2011) Leading Large Scale Change - Part 2, The Postscript
Bevan H, Fairman S (2014) The new era of thinking and practice in change and transformation,
NHS Improving Quality
Change Agents Worldwide (2013) Moving forward with social collaboration SlideShare
ChangeAgents Worldwide website http://changeagentsworldwide.com
Corporate rebels website http://corporaterebelsunited.com
Gerber L (2011) Innovation self-efficacy: fostering beliefs in our ability through and by design Core 77
14. School for Health and Care Radicals Module 1 Study Guide
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Diaz-Uda A, Medina C, Schill E (2013) Diversity’s new frontier
Flanagan, R. (2014) The narrow road to the deep north
Fuda P (2012) 15 qualities of a transformational change agent
Grant, M (2014) Humanize: How people centric organisations succeed in a social world
Hamel G (2014)Why bureaucracy must die
Jarche, H (2013) Rebels on the edges
Jarche H (2014) Moving to the edges
Kelly, L ‘Rebels at work’ website http://www.rebelsatwork.com/
Kotter J (2014) Accelerate! Harvard Business Review Press
Merchant N (2013) eleven rules for creating value in the social era
LeVan A (2010) If you think you can’t…think again: the sway of self-efficacy Psychology Today
Llopis G (2014) Every leader must be a change agent or face extinction
Meyerson D (2001) Radical change, the quiet way Harvard Business Press
Meyerson D (2008) Rocking the boat: how to effect change without making trouble
Meyerson D (2001) Tempered Radicals: how people use differences to inspire change at work
Moore, R (2011) Competency model for understanding and working with system energy.
Perkins N (2014) Bats and pizzas (agility and organisational change)
Schillinger C (2014) Top-Down is a Serious Disease. But It Can Be Treated
School for Health and Care Radicals (2014) www.changeday.nhs.uk/healthcareradicals
Shinners C (2014) New Mindsets for the Workplace Web
Sparks, D (2013) The everyday leadership of tempered radicals Radical Learners blog
Stepper, J (2015) Working out Loud http://johnstepper.com/working-out-loud-the-book/
Stoddard J (2014)The future of leadership
Williams B (2014) Working Out Loud: When You Do That… I Do This
Weber Shandwick (2014) Employees rising: seizing the opportunity in employee activism
Verjans S (2013) How social media changes the way we work together
Additional resources
Here are some additional resources that you might find helpful if you would like to think about
positive role models and reflect more deeply about how you operate in your world
The power of vulnerability (Brene Brown) (20 mins)
Brene Brown offers her insights into the connection between vulnerability, courage, compassion and
connectedness with humour and intelligence.
99 Faces
Video portraits of movers and shakers from across the world – fantastic source of inspiration and
ideas.
Global Health Equity and Creating Sustainable Justice
Harvard medical anthropologist and physician Paul Farmer tells his captivating story of how he
15. School for Health and Care Radicals Module 1 Study Guide
www.theedge.nhsiq.nhs.uk/school/ 15 SHCR III 2016
implemented change and raised health and care standards around the world through his charitable
organization, Partners in Health.
Health as a Human Right by Patch Adams (16.07 mins)
Patch offers an inspirational video reminding us all about why we care about health.
We also welcome your suggestions of resources that you have found helpful, so please do contact us
with your ideas and contribute to the growing collection. We look forward to seeing you in School –
and please keep in touch!
Email: radicals@nhsiq.nhs.uk Telephone: +44 2476 627543
Facebook: School for health and care radicals Twitter: @School4Radicals #SHCR