Leadership in Practice - Personal Development Planning Dr Catherine Hannaway Durham University 19 th September 2011

Your development plan for the programme Understanding and strengthening learning styles 1:1 coaching Leadership Qualities Framework – 360 degree Assessment Buddying pairs or trios

Improving mental health and healthcare systems for communities and service users Improving local Health and Well-being SYSTEMS IMPROVEMENT Skills & Knowledge LEADERSHIP Personal & Organisational Development TRANSFORMATIONAL IMPROVEMENT LEADERS Develop exceptional leadership skills to drive improvement Build whole system relationships Understand & use improvement methods Adapted from the ‘Leadership for Health Improvement Programme’ in ‘Managing for Health’ 2007 Chapter 7. Hannaway, Hunter & Plsek

The Learning Cycle Actual Experience (what) Testing Reflection Out Observation (try) (how) Conclusion (why)

The Learning Cycle and Learning Styles Actual Experience (Activist) Testing Reflection Out Observation (Pragmatist) (Reflector) Conclusion (Theorist)

Self Directed Learning Self direction as a goal towards which individuals strive Maslow’s hierarchy – self actualisation Self Direction as a means of organising learning and instruction Candy PC. Self-Direction in Lifelong Learning. : Jossey Bass 1991

Maslow’s Hierarchy of Needs Biological and Physiological Needs Basic Life Needs - air, food, drink, shelter, warmth, sex, sleep, etc. Safety needs protection, security, order, law, limits, stability, etc Belongingness and Love needs family, affection, relationships, work group, etc Esteem needs achievement, status, responsibility, reputation Cognitive needs knowledge, meaning, self-awareness Aesthetic needs beauty, balance, form, etc Self-actualisation personal growth and fulfilment

Challenges for Leaders of Improvement of Health & Well-being: Political will and commitment to improvement of health and well- being at national and local level; Building partnerships that work; Building on new structures and new ways of working; Understanding power and influence in a partnership environment; Leading/managing complex adaptive systems; Understanding and using information to support improvement; Confronting the North East’s ‘wicked problems’

Process of Transition

Change is situational: new site, new boss, new team roles, new policy. Transition is the psychological process people go through to come to terms with new situations Change is different from transition Change is external, transition is internal. Bridges, W. (2003) Managing transitions: Making the most of change, 2nd ed London, Nicholas Brearley.

Unless transition occurs, change will not work NEUTRAL ZONE BEGINNING ENDING  transition starts with an ending  the neutral zone is the no-man’s-land between old reality and new  transitions end with a new beginning

One to one coaching Coach will contact you to arrange date, time and location Works well when participants can provide a suitable location Allow around 2 hours for the session Please provide at least seven days notice to re- arrange a session

Defining Coaching A coach encourages, confronts, challenges, questions, and above all, consistently honours, respects, and supports a client in growing and achieving his/her goals The coaching relationship is a transformational process that inevitably results in growth for the client

LEADERSHIP QUALITIES FRAMEWORK (LQF)

The 360 Degree Questionnaire The LQF 360-degree feedback questionnaire has been specifically designed in conjunction with the Leadership Qualities Framework tool. The feedback you receive will enable you to relate where your strengths and development areas lie in line with the Leadership Qualities.

1) Personal Qualities Self belief Self awareness Self management Drive for improvement Personal integrity

2) Setting Direction Seizing the future Intellectual flexibility Broad scanning Political astuteness Drive for results

3) Delivering the Service Leading change through people Holding to account Empowering others Collaborative working Effective and strategic influencing

Some Questions For You …… Why are you doing it? What do you want to get out of it? How will it help inform you Personal Development? Is it the right time for you to do it? Can you identify enough of the right people who are prepared to complete the questionnaire (within the time frame)? What use might you make of it following your feedback?

Getting Started We will you the details with the User Group Code – which means that the we pay for the licence for you. You should put the name of your NE LIHWBP Development Coach (Catherine, Sushma or Marie) as the accredited facilitator delivering your feedback

Identifying Raters: Self Line manager(s) - those to whom you report (can be 1 or more) Colleagues/Peers - people who are outside your line management chain Direct Reports - those who report to you (directly or indirectly) Others – not in the above categories who still work closely with you. These raters might be staff from other departments or other partner organisations (social services, L.A. etc). 4-5 in each category – must be a minimum of 3 respondents in each category.

Buddying or Learning Trios Develop a habit for valuing diversity and different perspectives. We want you to become accustomed or strengthening your working across boundaries of geography, organisation, experience, and styles and also giving others the opportunity for doing so