Edward Jenner Programme Notes PDF

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Edward Jenner Programme: Launch 

How Launch works

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How Launch works

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Why does leadership matter? Why does leadership matter? Ways of thinking about leadership 3 Perspectives on leadership Leadership v. management Leadership v. management : reflection Clinical and managerial leadership A New balance Engaging people Engagement and my team Distributed leadership

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My response

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Stages of personal development Stages of personal development?

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Where do I need to be?

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Personal values Personal values - Part 1 Personal values - How do I spend my time? Personal values - Part 2 What's important to me? Personal values : reflection Personal values - Part 3

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The experience of reflecting on values

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Routes / options / purpose

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Routes / options / purpose

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Levels of learning

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Levels of learning

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What next? Leadership: My response 2

How launch works Designed special for people undertaking leadership roles, to understand skills, stimulate thinking and help us understand where to go next. Launch is all online and helps reflection, concepts and consider how it can make a difference in practice. Share ideas and concerns.

Why does leadership matter? Media is dominated by questions about compassion and culture alongside patient experience What does leadership mean to me? 

Being able to guide a team of people through an event or activity without being patronising, but still maintaining authority so that the task is completed. To be a leader, someone must also be able to work as a team member.

3 perspective on leadership: Various writers focus on different aspects of leadership but there is no agreement on a single definition, only agreement on certain components. 3 main aspects 1. The personal qualities of leaders = individual traits, skills, capabilities 2. Leadership as a position = what comes with being a leader as a formal role 3. Leadership as s social process = how leaders work with others and their capabilities in terms of influencing and coaching Leadership vs management 

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Leadership: establishing direction, influencing, inspiring. Help people adapt to new conditions and confront hindering habits. Can be in many professional roles. More of an art – look for a way to do things better. Management: planning, budgeting, keeping order and keeping people working in accordance with policies. Executing routines and maintaining control – applying pre-existing conditions. More of a science – logical steps to meet role demands.

How is clinical and managerial leadership best differentiated?    

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Relationship between senior clinicians and managers has long been a contentious issue: the Griffiths report recommended the introduction of general system managers. Clinical leadership: Managerial leadership: There are multiple types of leadership which comes in multiple forms: f ormal and informal leadership; leadership with authority that stems from position; leadership without hierarchical authority; frontline leadership or leadership from chief executives or other senior managers. 2004: the NHS involved GPs in commissioning acute services through ‘practice-based commissioning’. 2007, a senior practicing clinician – Lord Ara Darzi - joined the Labour Government as a health minister and led an extensive ‘Next Stage Review’ of the NHS, headlining a need for clinicians of all kinds to take greater leadership in improving the quality and effectiveness of care, working in partnership with managers. “When clinicians lead” Mountford article o Health transformation will require leadership and that leadership must come from clinicians and doctors, they determine the quality and efficiency of care but also have the technical knowledge to help make sound strategic choices about longerterm patterns of service delivery. o Improvements happened because clinicians (most notably doctors) played an integral part in shaping clinical services, clinicians not only paid attention to clinical

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outcomes for patients but also further emphasized the overall quality of the patient experience. effective clinical leadership lifts the performance of health care organizations.

Engaging people  

Employee engagement is a big predictor of NHS trust outcomes. Leadership and engagement for improvement in the NHS Kings fund 2012 article o patients and staff: engagement transforms the experience of the NHS. They feel respected, listened to and empowered, and are able to influence and improve care. o if staff are not engaged, they can spiral into burnout, depression and exhaustion.

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What is meant by the term engagement and why do the authors think it is so important? o Engagement is to what extent an individual feels involved in the organisation they are interacting with, and how this may alter their feelings and behaviour towards this organisation. This is important because it is more likely to improve patient health outcomes when effective care is administered.

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What kind of leadership do the authors claim is needed to produce engagement across the various groups? o Clinician led leadership.

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Q. What are the different groups that your team or service work with?

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Q. How effectively engaged are the various groups?

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Q. Who needs to be more engaged?

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Q. Whose responsibility would it be to improve this?

Distributed leadership 

Collective responsibility: Lots of individuals with unique skills to add to the collective movement, lots of individuals who have unique skills to add to the collective movement of the wheel of history in the building of the social community.

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Collective flexibility: distributed leaders take up their roles and responsibilities as and when necessary: when the task requiring their leadership is completed they revert to a non-leader position. A flexible structure rather than rigid roles of responsibility

My Response Previously I had not considered the social process which is involved with leadership, and I hadn't considered the potential flexibility of it. I had only considered the rigid ideas about management and specific roles that one must hold, to be a leader.

Stages of Personal Development 

Heuristic: a framework for thinking so that we can think better. Helps us think about stages and evolution of the self.

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Distinguishes 4 levels: o 1. Black and white: my fault or your fault, naive, victim o 2. Other points of view: a lot better but does not determine actions. o 3. Empowered: opposite of level 1 and the victim, takes responsibility. o 4. Assimilates reality: reality blossoms and flourishes, finding what is relevant and they are not the sole focus within the issue. o We fluctuate between these levels, models like this help us when we regress. Personal Values

Part 1 

Think about values that are important to you: honesty, integrity, truthfulness, respect.

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Explore how values change with roles to show that you’re being truthful to yourself. Conflict between what you’re doing and what’s important can be discomforting.

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Which of the different ‘you’s are there?

How do I spend my time

What does It involve

Why is it important to me and what I can get from it

Family

Parents, siblings, partner, partners family

Because they make me happy and I care about them all. Sense of love and belonging

University

Lectures, lecturers, work, learning

Because I know that in the future it will mean that I can be a nurse. Social interaction and discussions

Reflection:

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What has changed in your life that has made you change how you spend your time? o University: spending a lot more time away from my family and having to allocate time to which I can relax and spend time off from working o Dad’s depression: After Dad’s depression got better, it was crucial for me to spend more quality time with my family, after experiencing the damming effects of mental illness on us as a unit. Consequently, I spent less time with my friends, because I felt as though I wanted and needed to prioritise quality time with my family, especially my parents. o Future: I think my time and priorities will have to change once I am a registered nurse and when I move away from the family home.

Part 3 

Reflection on conflicts: I think it is crucial to recognise that values are individualised, and because of this your own values won’t be present in every circumstance. In this situation, one should recognise when and where application of their values would be useful, and where they would be a hindrance. In doing this, responsibilities that you have in different areas of your life wouldn’t be neglected. Routes / Options / Purposes

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Often in health and care people have to learn leadership skills on the job which isn’t ideal.

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Launch helps people become well equipped to become adequate leaders whilst supporting professional development.

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Edward Jenner is a flexible programme ready for you to take at your own pace.

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Watch something and learn about it, then apply it to practice through using exercises. Reflection is vital. Levels of Learning

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Knowledge and skill development – but its much deeper. The Psychological levels of learning is useful for understanding learning. o Environmental learning o Behaviour – how do I do different things. 

How do we develop behaviours? The learning cycle model in which we have an experience, we reflect on it, then look at theories, and the put an action plan into place. This forms the cycle. Learning hasn’t happened until you’ve gone through it successfully.

o Skills and capabilities – how 

Unconsciously incompetent, awareness that you cannot do something, conscious competence, unconscious competence.

o Beliefs and values 

How do we learn them? Presuppositions – acknowledging that feelings and behaviours are different. You suppose something.

o Why is this important o Self-identity and esteem 

The human potential movement: developing increasing selfawareness in the here and the now, this increases self-knowledge about habits etc, leading to higher acceptance, and then the higher level of self-esteem. Leads to higher honesty and then the higher fuller potential.

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Piaget’s theory is application: assimilation, taking stuff in and having an increasing database. Changing understanding to accommodate new information.

o Spirit

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Q. What does ‘Leadership’ mean to you?

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Q. What does an image of you as a leader look like?

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You will find these posts recorded in your journal.

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Reflect on these two questions before completing this activity:

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Q. From what we have explored would you change or add anything to your view of leadership and the leader you want to become?

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Q. What does your new picture of leadership look like?

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Write a short blog post titled "My response to leadership" highlighting what leadership means, what difference it will make to you and any change in your thinking for others to see....