Bradford District Care Trust Culture Change to Enable Transformation September 2014

Context Significant change within BDCT:- –Transforming Community Services –Transfer of Learning Disabilities Services to new providers –Foundation Trust application –Transformation agenda (agile/new ways of working) –Integration of H&SC –Changing commissioning climate –Financial and Economic climate

Our Vision A values based culture, marked by autonomy, empowerment and innovation Resilient, capable and engaging leaders Open, honest climate with responsive feedback Increase performance, capacity and capability Foster a learning culture

Ensuring a cultural shift Cultural change possible if …… existing cultural themes + change intervention + sustainable leadership+ generative dialogue + active cultivation of new cultural norms.

Burke Litwin Model

Building the foundations Vision of cultural shift required Clear set of values & behaviours On-going (healthy) staff engagement Understanding that change will take time, energy and commitment!

Embedding our values Role modelling Half day workshops facilitated by CE to explore values and what they represent Director lead Values session on induction programme Annual awards Built into HR processes; appraisal, recruitment On-going awareness building

Values based recruitment The drivers; Francis, 6 Cs, best practice Identifying an approach The National Agenda Values Based Interview Implementation Evaluation

You are recruiting a pilot. Would you…. a. See how candidates looked in their uniform? b.See if they can drive a BMW? c.Let them have a go at flying a Boeing 747? d.Give them a flight simulation?

BDCT Behavioural Competencies Developed through engagement with staff and Service Users 6 competencies Defined at 4 levels Simple, accessible language Distributive leadership Clear statement of what is not acceptable

Building Understanding Putting across ideas and opinions clearly and confidently. Making the time to listen to others and taking their views on board. A. Team Contributor Communicates effectively on a day to day basis B. Leading through Others Communicates effectively in more challenging day to day situations C. Established Leader Communicates effectively with others in complex situations D. Organisational Leader Handles complex and demanding communication across a range of situations and with stakeholders Communicates in a clear, confident, positive and professional manner Communicates openly and honestly Listens to what others say and asks questions to clarify understanding Makes others feel that their views and opinions count Uses the most suitable communication method (e.g. face to face, telephone or ) Uses non-verbal behaviours (e.g. body language, gestures and facial expressions) to build rapport and empathy Communicates effectively with people who are upset or angry Adapts behaviour and language to relate effectively to others Is assertive when required Communicates ideas or concepts that are understandable and relevant to different staff levels Uses active listening to show others that their views have been heard Adapts own behaviour to respond to communication barriers (e.g. language issues) Facilitates discussions to encourage input from others Develops reports/presentations which are suitable for the audience Is accessible and approachable Expresses opinions, information and key points of an argument clearly and fluently Uses personal impact and credibility to influence others Reacts quickly to deliver an unscripted presentation or handle complex questions Handles cross-cultural communication effectively Manages conflict to build positive outcomes Builds the involvement, respect and trust of others Negotiates to achieve mutually acceptable agreement Shares complex messages; interprets and communicates the relevance to others Communicates to inspire enthusiasm and commitment in others Plans an approach to influence specific groups (e.g. by briefing key members prior to meetings) Builds consensus and understanding in the most complex situations (e.g. in highly political relationships) What is not acceptable Not actively listening Not adapting your communication style to suit others Sending s to avoid direct conversations Using confusing jargon Not allowing others to express their opinions Avoiding difficult conversations

Leadership Development Board development Talent conversations Engaging leadership BME Career development Medical Leads programme Accredited management development Coaching and Mentoring

Leadership Development Transformational Leadership Development Programme Based on Leading to Quality Research Practical focus, leaders encouraged to share learning with teams 6 modules over 8 months –Module 1:Leading Your Team to Success –Module 2: Leading in Partnership –Module 3:Building a Shared Vision of Quality Service –Module 4:Engaging Your Team in Change –Module 5:Excellent Culture Competence –Module 6:Inspiring Your Team and Promoting Your Service

Building a coaching culture Enhancement of internal coaching capacity Managed process – Access via application form –Deliberate matching –Tracking of coaching activity –Coaching supervision (group/one to one) Coaching skills for managers

Staff engagement Staff survey Mini temperature checks –Identification of hot spot areas and exemplars of good practice –Focus on key issues that matter to staff Culture conversations SFFT Enabling staff to contribute to service redesign

Lessons learned Senior Management buy-in – ready for the long haul Remembering – things will go wrong! Utilisation of all HR/OD colleagues Relationships – buy-in across the Trust Emphasis on individual responsibility Line of sight  patients and staff aligned with vision and values Embedding values/behaviours into key processes