Personal effectiveness Dancing on the Shifting Carpet Delivering

Personal effectiveness: Dancing on the Shifting Carpet Delivering the Future Cohort 11 Development Centre Hazel Mackenzie Quality Education for a healthier Scotland

Outline 1. The context of change – the shifting carpet 2. What does this mean for how we think about leadership? – new steps, new dances 3. What does this mean for you? – learning to dance Quality Education for a healthier Scotland

1. The shifting carpet 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. Source: http: //www. scotland. gov. uk/Topics/Health/Policy/2020 -Vision Quality Education for a healthier Scotland

Aims • To deliver the highest quality healthcare services to the people of Scotland • For NHSScotland to be recognised as worldleading in the quality of healthcare it provides Quality Education for a healthier Scotland

Quality Ambitions Person -centred • Mutually beneficial partnerships between patients, their families, and those delivering healthcare services which respect individual needs and values, and which demonstrate compassion, continuity, clear communication, and shared decision making. Effective • The most appropriate treatments, interventions, support, and services will be provided at the right time to everyone who will benefit, and wasteful or harmful variation will be eradicated. Safe • There will be no avoidable injury or harm to patients from healthcare they receive, and an appropriate clean and safe environment will be provided for the delivery of healthcare services at all times. Quality Education for a healthier Scotland

Route Map to the 20: 20 Vision Quality Education for a healthier Scotland

12 Priority Areas for Action Quality Education for a healthier Scotland

A challenging context… • • • Complexity Pace of change High levels of public expectation Changing demographics Achieving public value Collaborative working across traditional boundaries Co-production and interconnectedness Diversity and equality Global recession VUCA Quality Education for a healthier Scotland

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

Staff Well-being • Organisational performance overall is linked to higher levels of staff health and well-being. . . • Staff ill-health is. . a serious barrier to the provision of consistently high quality patient care • over 80% of the 11, 000 NHS staff who took part said that their state of health affects the quality of the patient care they deliver Source: Boorman, S (2009) NHS Health and Well-being, Department of Health, London. Quality Education for a healthier Scotland

Sometimes we don’t notice that the carpet has shifted …until we fall over! Source: Google. co. uk (images) Quality Education for a healthier Scotland

2. New steps, new dances, new world… Quality Education for a healthier Scotland

We are moving … From “Old World” … • Lower complexity, slower change …To “New World” • High complexity, fast change • Learning has a short shelf-life • Learning has a long shelf- life • Knowledge is scattered • The ‘senior ones’ know most • Somewhere ‘someone’ knows • No individual can pretend to ‘know’ • ‘More of the same’ is the rule • Innovation is the ‘rule’ Source: Obeng, E and Gillet, C (2008) The Complete Leader. London Business Press, Buckingham, p 3 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 cope with ambiguity I manage projects I lead teams to fix things I lead without knowledge and experience Source: Obeng, E and Gillet, C (2008) The Complete Leader. London Business Press, Buckingham, p 3 Quality Education for a healthier Scotland

Leadership: New vs. ‘traditional’ models 1. From leadership as position, to leadership as practice • From individual to collective (post heroic) 2. Leadership as a social process- a dynamic collective activity • Emerges in and through relationships and networks of influence • Interactions are collaborative; influence is 2 -way • Power with rather than power over 3. Leadership as learning: outcome • These social interactions result in learning and growth for the individuals involved, and for their organisation Source: Fletcher, J (2004) The paradox of post-heroic leadership: an essay on gender, power and transformational change. Leadership Quarterly. 15(5), 647 -661 Quality Education for a healthier Scotland

Leadership defined “Leadership is a performing art – a collection of practices and behaviours rather than a position. ” Source: Kouzes, J and Posner, B (2005) The Leadership Challenge. John Wiley, San Francisco. P 10. 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 the team • Actively promoting the achievements of the team to the outside world Source: Alimo-Metcalfe, B and Alban-Metcalfe, J (2008) Engaging Leadership: Creating organisations that maximise the potential of their people. CIPD, London. 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 (boundary spanners) 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. ” Source: Turnbull James, K (2011) Leadership in Context. The King’s Fund, London. 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”. Source: Heifetz, R. A. & Laurie, D. L (1997 ) The Work of Leadership. Harvard Business Review, Jan- Feb p 125. Quality Education for a healthier Scotland

Being a leader • • Think systemically and act long term Bring meaning to life Grow people through performance Self aware and authentic Understand that talk is work Give time and space to others Put ‘we’ before ‘me’ Take deeper breaths and hold them longer Source: Tamkin, P; Pearson , G; Hirsh, W. and Constable, S (2010) Exceeding Expectation: the principles of outstanding leadership. Work Foundation, London. Quality Education for a healthier Scotland

Pause to reflect To what extent does this reflect your personal experience? How far have you, your team, your organisation made this shift towards a new world? Quality Education for a healthier Scotland

3. Leaning to dance - What does this mean for you? 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

A. Relationship with self Knowing yourself Growing yourself Being yourself Quality Education for a healthier Scotland

Know yourself “And it is still the most difficult task any of us faces. But until you truly know yourself, strengths and weaknesses you cannot succeed in any but the most superficial sense of the word. ” Source: Bennis (2009) The Essential Bennis. Jossey-Bass, San Francisco. P 205. Quality Education for a healthier Scotland

Grow yourself Mental agility Life balance Sharpen the saw Quality Education for a healthier Scotland

Be yourself (authenticity) Understanding your purpose Practising solid values aligned with you beliefs Leading with heart Exercising self discipline Quality Education for a healthier Scotland

Pause to reflect How are you building your self awareness? What are your strengths, your areas for development? How is the current context challenging you in your leadership role? How are you building your resilience? Quality Education for a healthier Scotland

B. Relationships with others “The real key to your influence with me is your example, your actual conduct. Your example flows naturally out of your character, or the kind of person you truly are – not what others say you are or what you may want me to think you are. It is evident in how I actually experience you. ” Source: Stephen Covey (2004) The 7 Habits of Highly Effective People Powerful Lessons in Personal Change, Free Press, New York, p 238. Quality Education for a healthier Scotland

Power with not power over Building trust and seeking win solutions Abundance mentality Dialogue that seeks to understand Engagement - people matter!! Quality Education for a healthier Scotland

“If you want the people you lead to perform at their peak performance you must induce them to follow you because they want to rather than because they have to. ” Source: Deering, Dilts & Russell (2002) Alpha Leadership. Tools for Business Leaders who want more from life. Wiley, London. P 46 Quality Education for a healthier Scotland

Megatrends - trust • • • The latest CIPD data show that 37% of employees say that they trust their organisation's senior management and 31% say they do not Just 29% of employees think that trust in senior management is strong in their workplace Low trust linked to reduced productivity, innovation and higher organisational risk More of a problem in public sector Trust can be rebuilt but it takes time- needs to be recognised as an issue Leadership, culture and behaviour make a big difference to trust Source: CIPD Megatrends (2013). Are organisations losing the trust of their workers? CIPD. co. uk/megatrends Quality Education for a healthier Scotland

Pause to reflect How are you building trust in your teams? How clear are you on what only you can do? (where you personally add value to your team? ) To what extent has your approach to leading your team shifted? Quality Education for a healthier Scotland

C. Relationships with the organisation and beyond “Be the change you want to see in the world. ” “As human beings, our greatness lies not so much in being able to remake the world – that is the myth of the atomic age – as in being able to remake ourselves. ” Source: http: //www. positivityblog. com/i ndex. php/2008/05/09/gandhis-top-10 fundamentals-for-changing-the-world/ Quality Education for a healthier Scotland

Valuing diversity Aligning agendas Changing the conversations 80: 20 principle Resilience all levels Quality Education for a healthier Scotland

Pause to reflect How are you building your collective leadership capability and capacity? What are the opportunities and what are threats? What is really challenging you? What has shifted in your shared leadership to reflect the context that you are operating? How are you using the diversity within your organisation as a positive force for change? How are your conversations changing? Quality Education for a healthier Scotland

Challenges summarised • • Old world can be comfortable and we get stay stuck in the old world Doing new thing involves the risk of failure and takes courage, time and energy Need high levels of tolerance of ambiguity, complexity and ‘not knowing’ Build personal and organisational resilience Need to be modelling what we are expecting of others in the way that we work Ø How we are thinking about the work Ø How we are behaving Ø Where we focus effort Take deeper breaths and hold them longer Stay focussed on the purpose……. Quality Education for a healthier Scotland

How the programme can help Psychometrics 360 feedback Observed exercises Noticing process and patterns Reflection Giving and receiving feedback Considering alternative views Sustained approach to development 40 Quality Education for a healthier Scotland

“Any of us who might feel disheartened by the size of our challenges can take heart from the fact that…we don’t have the solutions because there are no solutions (yet). The answers will not be found in a report…. but along the messy path of innovation. . . the most important skill needed is to take another step forward. ” Source Petrie, N (2011) Future Trends in Leadership Development. A White Paper. Centre for Creative Leadership. P. 28. Quality Education for a healthier Scotland

It’s about you …. “Change will not come if we wait for some other person or some other time. We are the ones we’ve been waiting for. We are the change that we seek. ” Barack Obama. Source: http: //www. brainyquote. com/quotes/b/barackobam 409128. html Quality Education for a healthier Scotland

Dancing on the shifting carpet “Instead of seeing the rug being pulled from under us, we can learn to dance on a shifting carpet. ” Source: Crum, T ( 1998) The Magic of Conflict. Turning a life of work into a work of art. Touchstone, New York. p. 126. Quality Education for a healthier Scotland