Interprofessional Learning Network 2020 Workforce Vision Workshop The

Interprofessional Learning Network 2020 Workforce Vision Workshop The Importance of Leadership Hazel Mackenzie Head of the National Leadership Unit NHS Education for Scotland 29th August 2013 Quality Education for a healthier Scotland Outline 1. The context of change

2. The leadership challenges 3. What does this mean for how we think about leadership? 4. What does it mean for you in your role? Quality Education for a healthier Scotland Our 2020 Vision Our vision is that by 2020 everyone is able to live longer and healthier lives at home, or in a homely setting. We will have a healthcare system where we have integrated health and social care, a focus on prevention, anticipation and supported self management. When hospital treatment is

required, and cannot be provided in a community setting, day case treatment will be the norm. Whatever the setting, care will be provided to the highest standards of quality and safety, with the person at the centre of all decisions. There will be a focus on ensuring that people get back into their home or community environment as soon as appropriate, with minimal risk of re-admission. Scottish Government, 2012 Quality Education for a healthier Scotland Healthcare Quality Strategy: Reflects what people expect Caring and compassionate staff

Clear communication Effective collaboration A clean and safe care environment Continuity of care Clinical excellence Quality Education for a healthier Scotland Nurturing Quality Person-centred values and behaviours Safe care and effective

interventions delivered reliably across whole system pathways Enabling infrastructure - the right conditions, resources and governance Quality Education for a healthier Scotland Sustainable Quality Quality Education for a healthier Scotland Getting to the third curve Co-production

& assets Performance Improvement Performance Time Quality Education for a healthier Scotland Being person-centred makes sense The findings make it clear that cultures of engagement, positivity, caring, compassion and respect for all staff, patients and the public provide

the ideal environment within which to care for the health of the nation. When we care for staff, they can fulfil their calling of providing outstanding professional care for patients Michael West et al, 2012, p15. Quality Education for a healthier Scotland Person-centered practice Quality Education for a healthier Scotland The main leadership challenge.

One of the main challenges for the UK public sector is to deliver improved services through a motivated workforce in an age of austerity Deloitte (2010) Quality Education for a healthier Scotland Our 2020 Workforce Vision We will respond to the needs of the people we care for, adapt to new, improved ways of working, and work seamlessly with colleagues and partner organisations. We will continue to modernise the way we work and embrace technology. We will do this in a way that lives up to our core values

Together, we will create a great place to work and deliver a high quality healthcare service which is among the best in the world Quality Education for a healthier Scotland Our values The values that are shared across Scotland's Health Service are: Care and compassion

Dignity and respect Openness, honesty and responsibility Quality and teamwork Quality Education for a healthier Scotland Making sure it happens

Putting the Staff Governance standard into practice in all that we do Ensuring that everyone is clear about the values and behaviours expected of them

Empowering teams and individuals to innovate Nurturing and developing team working and professionalism Employing people who demonstrate out core values Recognising achievement and effort of individuals and teams Valuing and developing management skills and competencies and having managers who lead by example Developing leadership skills and competencies at all levels Recognising and valuing the role of carers in the delivery of health care Creating a culture of organisational learning Valuing on the job learning Quality Education for a healthier Scotland A challenging context

Complexity Cultural change High levels of public expectation and interest Changing demographics Achieving public value Collaborative working across traditional boundaries Co production Diversity and equality Global recession Quality Education for a healthier Scotland

So, what might it feel like? Exhilarating Stimulating Busy Anxiety-provoking Scary Frustrating & disappointing Distressing Lack of focus Loss of meaning Lack of alignment Quality Education for a healthier Scotland

New world leadership Quality Education for a healthier Scotland We are moving From Old World Lower complexity, slower change Learning has a long shelf- life The senior ones know most Somewhere someone knows

Doing more of the same is the rule Obeng and Gillet, 2008, p3 To New World High complexity, fast change Learning has a short shelf-life Knowledge is scattered No individual can pretend to know Innovation is the rule Quality Education for a healthier Scotland

Meaning shifting roles From I manage To I lead My team reports to me I have a hierarchical role I understand what is happening I have fixed objectives I manage by fixing things myself I manage from

knowledge and experience We are part of a virtual network Influencing is the way forward I manage projects I cope with ambiguity I lead teams to fix things I lead without knowledge and experience Obeng and Gillet, 2008

Quality Education for a healthier Scotland Pause to reflect To what extent does this reflect your personal experience? How far has your team made this shift towards a new world? Quality Education for a healthier Scotland Leadership defined

Leadership is a performing art a collection of practices and behaviours rather than a position Kouzes and Posner (2005) Quality Education for a healthier Scotland Engaging leadership

Concern for the needs of staff Empowering staff by trusting them to take decisions Listening to others ideas and being willing to accommodate them Finding time to discuss issues despite being very busy Supporting others by coaching and mentoring Inspiring all staff to fully contribute to the work of them team Actively promoting the achievements of the team to the outside world Alimo-Metcalfe, 2008

Quality Education for a healthier Scotland Distributed leadership Keeps the person at the centre Includes positional leaders AND leadership as a social process Role of the positional leader is to encourage others to exercise leadership Leadership as practices and organisational interventions not just leader attributes Relationship based conversations as core business process Developing skills to engage, collaborate, across systems and sectors

Quality Education for a healthier Scotland Leadership must be exercised across shifts, 24/7, and reach every individual; good practice can be destroyed by one person who fails to see themselves as able to exercise leadership, as required to promote organisational change or who leaves something undone or unsaid because someone else is supposed to be in charge. The NHS needs people to think of themselves as leaders not because they are personally exceptional,

senior or inspirational to others, but because they can see what needs doing and can work with others to do it. Turnbull James, The Kings Fund, 2011, p.18 Quality Education for a healthier Scotland Adaptive leadership? Where we are facing adaptive challenges, i.e., systemic problems with no ready answers, the solutions exist not in the single leader but rather in the collective intelligence of employees at all levels, who need to use one another as resources, often across boundaries, and learn their way to those

solutions. Heifetz & Laurie, 1997 (p.124-134) Quality Education for a healthier Scotland Leadership across networks? There is a transition occurring from the old paradigm in which leadership resided in a person or a role, to a new one in which leadership is a collective process that is spread throughout networks of people. Nick Petrie (Center for Creative Leadership), 2011, p.6 Quality Education for a healthier Scotland

Adaptive leadership Rather than fulfilling the expectations that they will provide answers, leaders have to ask tough questions. Rather than protecting people from outside threats, leaders allow them to feel the pinch of reality in order to stimulate them to adapt. Instead of orientating people to their current roles, leaders must disorientate them so that new relationships can develop. Instead of quelling conflict, leaders have to draw the issues out. Instead of maintaining norms, leaders have to challenge the way we do business and help others distinguish immutable values from historical practices that must go Heifetz and Laurie, 1997

Quality Education for a healthier Scotland Being a leader Know yourself, be authentic Seek to understand others Be aware of your impact on others Reflective practice Emotional resilience Building effective relationships Quality Education for a healthier Scotland

And it is all about relationships.. Relationship with self Relationship with others Relationship with organisation and beyond Quality Education for a healthier Scotland Who supports those who support others? Learning networks communities of practice

Development in situ Action learning Coaching Mentoring Quality Education for a healthier Scotland Its about you . Change will not come if we wait for some other person or some other time. We are the ones weve been waiting for. We are the change that we seek. Barack Obama Quality Education for a healthier Scotland

Commitment to reflection and action What has this raised for you? How does it relate to your current context? What one thing might you do to strengthen your leadership? Quality Education for a healthier Scotland

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