ILM Level 5: High Performance Leadership
A Leadership Log
ILM Level 5 – High Performance Leadership
Table of Contents
1. Introduction 3
2. How we undertook our Action Learning Set 3
3. Personal Learning Objectives 3
3.1. To Increase My Credibility and Trust as a Leader 3
3.2. To create a more honest feedback culture within the services I manage, in-order to hold people more effectively to account 4
3.3. To ensure the team that I manage has “aligned systems” that are meaningful and owned by staff 5
4. Conclusion 6
5. References 7
6. Appendix 1 – [Action Learning Set Contract] 8
7. Appendix 2 – [Action learning Set Record] 9
8. Appendix 3 – LQ2 - Leadership Quotient Document 26
1. Introduction
The following leadership log aims to provide a written reflective account of significant …show more content…
aspects of the leadership journey that I have had the pleasure to undertake whilst participating on the ILM level 5 course. The log examines three learning objectives that I have explored during my Action Learning Sets (“ALSs”). These have had a powerful impact on me as a leader and have been instrumental in the development of my leadership skills.
2. How we undertook our Action Learning Set
My ALS was established in July 2010 and consisted of four members, three from xxxx Community Health (including myself) and one from NHS xxxx Commissioning.
At this meeting we explored what the purpose of the ALS was. I shared with the group that I had previously participated in an ALS and encouraged the group that in my experience it was a worthwhile investment. I identified that ALS had enriched my learning and had brought the benefits of reflection with added peer support. I shared that I also felt being action focussed was key in order to ensure we were doing things differently as a result of our learning. From my feedback we all agreed that the purpose of the ALS was to support each other in reflection in order to enrich our learning and as a result do things differently.
After clarifying the purpose of the ALS we then agreed ground rules to try and ensure that the ALS worked as effectively as possible (See Appendix 1). As part of this agreement we decided to share the facilitation of the sessions and to utilise a challenging “coaching” style following the principles of open questioning, active listening and goal setting. We met for 22 hours over a period of eleven months.
3. Personal Learning Objectives
Since undertaking the course and participating in the ALS I have identified lots of personal learning objectives, many of which are on-going. The three objectives I have chosen to reflect on link to learning that I gained from participating on the Covey workshop (1). The following is my interpretation of what I have learnt and how the ALS supported this:
3.1. To Increase My Credibility and Trust as a Leader
Completing and receiving feedback from the Leadership Quotient 1 and participating on the Covey workshop were pivotal for me. They gave me the opportunity to reflect and question myself as to how credible and trustworthy I am perceived as a leader – both of which are fundamental qualities on a personal and leadership level. I remember a particular statement that I wrote down from the workshop: “Trust is the hidden variable that changes everything [but that] you need the eyes to see it”. I saw that the LQ feedback that I had received gave me “the eyes” and therefore took it to an ALS to explore further.
At the ALS (Appendix 2 P3) I openly discussed with the group how I had initially felt upset and disappointed with my score of 79 for “inspiring trust” (Appendix 3 P4) as it was something I felt strongly about and had scored myself as 100. During the session I was able to reflect that I was currently managing a service that was going through huge change (merging with another service, restructure, people having to apply for new posts, not enough posts for everyone) and how I needed to balance the feedback with the “larger picture” which the ALS helped me to do.
During the ALS the group encouraged me to understand why I had reacted the way I had when I found out that not everyone had high trust in me. By reflecting during the ALS it enabled me to see that I had scored myself at 100 as this was my reflection on my character. We examined our learning on the workshop and how we learnt that as well as character, competence was also vital to overall credibility and trust. An outcome of the ALS was that I needed to increase my competence and I could achieve this by being more transparent (even if it was to be clearer with people about information that I can’t give and why), to develop ways of ensuring better communication to the teams and to be honest and realistic in messages I gave, even if it meant delivering not so good news.
We agreed the implementation of these actions should improve my competence and therefore improve my overall credibility and trust. My LQ2 score for Inspiring Trust was 88 (an improvement of 9) – I feel this is evidence that I have improved in this area. Because I believe trust is fundamental to getting leadership right I continue to look at ways of ensuring credibility and trust as a leader.
The outcome of the ALS is threefold: (a) I trust myself more; (b) I have more belief that my character is honest; and (c) that by improving my competence ultimately I have improved my credibility as a leader.
3.2. To create a more honest feedback culture within the services I manage, in-order to hold people more effectively to account
At an ALS in February (Appendix 2 P13) I discussed how a manager (X) who I had recently started work with was being confrontational, uncooperative and generally very negative. I felt their behaviour was impacting on the service’s development alongside the general mood within the team. Feedback from other team members was that X had always been “a bit awkward” but had got much worse since recent service changes. When I reflected on this with the ALS I was asked if X had ever had feedback about the effects of X’s behaviour and if I had personally given any. When I answered no to both I was asked if I felt this was appropriate and fair on X. I decided no it was not. I identified that perhaps part of the problem was that X potentially had a blind spot to the issue and without honest feedback was not being held to account regarding their behaviour.
The group asked me how I had found feedback and I reflected that the ILM course had reinforced to me the importance of feedback not only for myself as a leader but for all people that work in the teams that I lead. I can see that without it people feel less valued alongside a lack of understanding on areas that could be improved. As a group we talked about the learning we gained from feedback during the residential and also through ALS and how although this learning had at times been hard, it was instrumental to our understanding of ourselves and was therefore essential in order to improve on our performance as leaders. I reflected to the group that I believed that: (a) feedback cannot be something I buy into merely when it suited me; (b) it was important in order to give people the opportunity to grow and develop in positive as well as negative situations; and thus (c) it is essential in order to “unleash talent”.
During the discussion I was reminded of a DVD we watched during the Covey workshop where a worker had for many years been underperforming and had never had feedback. I distinctly remember it as at the time my initial thoughts were that I was shocked it had been allowed to go on for so long. However what had the most impact on me was that I identified subsequently that this was quite often the reality in the organisation I currently work in. I also identified that in X’s case there was a culture of “X’ll never change” and that I had contributed to this culture by adopting this view when I started to work with X.
After some reflection I came to the realisation that by avoiding giving the feedback in this situation I was neglecting my responsibility as a leader. I identified that my avoidance was because I was assuming it would turn into a confrontational situation. I was lacking integrity as I was not being open and honest with X about the impact of their behaviour. My lack of action was also not encouraging other people within the service to feedback to her also and I was therefore not leading by example. I decided that the action I had to take from the session was to speak to X about her behaviour when the next opportunity arose.
I spoke to X recently about the effect her behaviour was having. It was a difficult discussion as X was angry at first but after a long discussion identified that she was struggling at work and needed support. We agreed that we needed to improve communication between ourselves and also that as leaders we needed to reflect a positive approach to the team. I have constructively feedback on a number of occasions and have started to notice others doing so at times. Although X does not appear as yet to have fully identified the effects of her behaviour there seems to be some acknowledgement and improvement.
The outcome of the ALS has been that I have developed my behaviours as a high-trust leader as outlined by Covey (2006). I believe that I have ‘confronted reality’ and ‘talked straight’ and that by developing these behaviours a culture that holds people more to account is evolving. The learning I have taken from this is to continue to encourage honesty and feedback across the whole service and to implement 360 feedback in the near future as identified in my action plan.
3.3. To ensure the team that I manage has “aligned systems” that are meaningful and owned by staff
During an ALS in January (Appendix 2 P12) two group members brought separate problems with the same themes of not being able to engage teams in systems (Leeds Approach and Trust Audit Plans). I suggested that each of them reflect what they felt were the barriers to people being engaged. It was identified that staff didn’t always understand the systems, or feel that they were their responsibility and also couldn’t see they were part of their core work. Actions were agreed to address this that included improved communication, involving staff more, linking the systems to objectives, and interlinking the systems when appropriate to reduce repetition e.g. the ‘knowing how you’re doing’ board is integral to involving staff in audit feedback.
The learning I took from the ALS was that I was reminded that sometimes as leaders we can assume that everyone is engaged in systems when actually they’re not.
The Covey session on aligning systems demonstrated to me how aligned systems are vital in leadership.
4. Conclusion
When I have examined the above objectives I can see how the different problems lend themselves to requiring an emphasis on different leadership behaviours. The objective at 3.1 was about focusing on transparency; at 3.2 it was about confronting reality and straight talking whilst 3.3’s objective required more listening and less assumption. The ILM Level 5 course has presented the unique opportunity for me to undertake a leadership journey that has enabled me to grow both personally and as a leader. It has also equipped me with leadership skills and abilities that are adaptable depending on the presenting problem.
Participating in Action Learning sets (ALS) as part of this process has shown me a way of extending my learning from mine and others actions by taking the time to question, understand and reflect in an atmosphere of mutual support. Kolb’s learning cycle (2), suggests we can use our experiences as a source of learning and development. The ALS provided me with the opportunity to describe my experience, to reflect upon it and to deliberate upon and deciding on options for action. By actively contributing to the ALS I have been able to not only learn from my own experience but others also.
5. References
1. Covey, Stephen R. Leadership Great Leaders. Great Team. Great Results. s.l. : FranklinCovey, 2006.
2. D.A, Kolb. Experiential Learning experience as a source of learning and development. New Jersey : Prentice Hall, 1984.
3. Ian McGill, Liz Beaty. Action learning: a guide for professional, management & educational development. 2nd Edition. s.l. : McGill, 1995. Kogan Page, M.
6. Appendix 1 – [Action Learning Set Contract]
ACTION LEARNING SET CONTRACT
ILM Level 5 High Performance Leadership
The above ALS agrees to the following ground rules:
1. Commit to attending meetings approximately six weekly
2. Keep to time
3. Keep records of the ALS and appropriate actions/ outcomes
4. Keep records of dates and times of meetings
5. Maintain confidentiality within the group unless agreement is made to share subject matter wider
6. To foster a safe environment so that group members feel encouraged to share honest feelings and feedback.
7. environment which is empowering and which helps the individual to find a solution – rather than be told what to do. All members of the group also develop skills in listening, reflecting back what they have heard, demonstrating empathy, questioning to help the presenter to understand the issue more fully and providing feedback
8. To allow one person at a time to present a problem
9. To facilitate the sessions following the principles of “coaching” using open questioning and active listening and questioning to help the presenter to understand the issue more fully.
10. To challenge each other and set goals for the future.
11. To encourage an environment that is empowering, helping each other to find solutions of our own
7. Appendix 2 – [Action learning Set Record]
ACTION LEARNING SET RECORD FORM
ILM Level 5 High Performance Leadership
Date of session: 14th July 2010 Duration 2 hours
Subjects covered: Purpose and approach of ALS, Contract agreed, Residential learning, problem solving following Leaders lounge discussions
Present: All
Initial discussion re the purpose of the ALS. EG has previously worked with ALS and discussed its benefits – reflective process that has the benefits of peer input and action based. Agreed the purpose of the ALS was to support each other in reflection in order to enrich our learning and as a result do things differently. Contract agreed.
Makeda
‘How to get the monkey off your back’
Working with limited resource, new to organisation and not appointed to team structure
Deflecting work, saying no – sometimes the work is interesting
I will help you this time – so not totally saying no
Action learning in the office
Time management skills
Important or Urgent – ask the question
All leading to the effective assignment of work
ACTION:
FOI – Help you this time but next time I will only provide supervision should you get stuck
Broad general principles and shared process for scrutiny and review
Try to push back on work in an effective way
Time management/saying no/effective delegation/assignment of work
Gill
Clarify role – too many objectives to deliver on
Evidence of delivery and how far do you push
Authority vs responsibility
Who else can she talk to / or who can provide some support
Prioritise priorities Positive incrementalism
Works in Neurology Services – constant change
Release IP to do more outreach in patients homes
How quickly can this be done, taken ages
GL role not shaped as it was a new post
Fed up staff, de-motivated
Trying to do too much all at the same time therefore not making clear progress
Need some structure to the project
Doing Leeds Approach and using it to look for potential changes that can be made
See it as the same as current changes
Should be a service improvement person to support
14 beds on CIU – not full
Referral criteria – go to assessment clinic – rehab goals and self select via GP
Original TOR and business case to understand it
Shelagh
Communication issues with a particular head of service
Raised with SD but should she intervene, she can see the issue and appreciate the angle
Do in a constructive way
Right time and best way to get the best out of SD
Go back and review – 2 chances, what’s the escalation process
Context: Not just SD issue – they contacted SD for advise around how to best flag an issue with leadership
Approaching direct to team wont happen
Need to follow process through governance of decisions
Personally not feeling like they’ve got any leadership / Unite representative is SD role therefore linked in even if doesn’t want to get involved
Sent emails around important issues that need guidance and leadership
Meeting to influence and shape the outcome
Approach to SD for a response and fair answer
ACTION:
Clear accountability with this work, work stream – clear TOR, communication, thresholds, clarify where there is confusion
SD being asked to provide advice and guidance.
Approach but note ‘what would be better is more detailed email communication and instructions’
Rebutt sparse emails asking for more clarification on instruction trying not to take on their issues so as to keep a level of separation from the issue and providing guidance to help the person who raised the issue with tools to change the outcomes and feedback themselves
Feedback, right time/ right place
Communication ‘insufficiently advising’, sparse direction in leadership. Impact –unsure of goals - clear Terms of Reference required, Operational Leads may need guidance.
What would be even better is –
‘if your e-mails were more than three words!!’. Encourage others to give her the feedback instead of telling me.
Elaine
Year into service review, reactions have been as expected – poor
Anger and demotivation with a select few
Knowing you have a role in that change
Less posts, access point, old model, levels of asylum/systems/navigate and support lead on mainstream – down from 3000 p/a to 500 new …show more content…
entrants
Decisions shorter and less coming in/more destitute than before – wont volunteer to go back therefore lost population in the city. Natural overlap with the homeless service
Work isn’t as ‘health’ as it was but its less these issue and more need for food because they are homeless and therefore not our primary purpose
Changes – still vulnerable groups who don’t have home, hillside lost – current NFA
Spec not back so don’t know structure
Co-location could mean working more flexibly
York st- no parking
What needs to be done to keep up motivation? where there is no definite end point this is difficult?
Where is personal responsibility of staff to maintain a level of positive contribution?
ACTION:
Attend weekly meetings with the team
Informal team building
Level of what you can and cannot say that is not within gift the change
Share questions – offer support where you can but note the eventuality of structure
Taking its toll on self, so self preservation methods need to be developed for own mental health
Year into service review, no definite end point in sight - ?August Service specification, plan discussed being consulted on today. EG to consider accessing coaching, Senior Management support
Why is the organisation here? Us ---------the patient in reality is the heart of it
ACTION LEARNING SET RECORD FORM
ILM Level 5 High Performance Leadership
Date of session: 7th Sept 2010 Duration 2.5 hours
Subjects covered: Workplace issues related to restructure with Elaine’s team / Agreed EI subjects to personally look more into and share back at next session
Present: All
Empathy – SD
Stress Mgt – EG
Self Actualisation – MW
Elaine
Still frustrated no service spec and therefore still no end point to work towards
Attending team meetings which appears to be going well
Management in a restructure – management forum to discuss issues with key personnel
Constant communications and updates being sent out each week
How staff wanted to be fed back to – some positive feedback but those that appear to have less morale haven’t made time to respond which is concerning
LQ feedback discussed. Scored 79 for inspiring Trust – discussed how difficult this is whilst managing long drawn out restructure that is beyond her control. EG discussed how upset she had been when realised not always perceived as highly trusted. Discussed how own scoring was perhaps based on character – and to look at ways of improving competence as learnt during Great Leaders workshop. Reflected on behaviours of high trust leaders from Covey – identified could be more open to ‘create transparency’ to say to people I can’t update you about x just now but will endeavour to do so when I have the information. To continue to develop better feedback systems. Be realistic about expectations even if this means delivering difficult news i.e. “ we will have less money” “we will have to restructure”.
ACTION: individuals who haven’t responded see if they would like to give you some feedback to enable you to understand ‘where they are at’
Self – feels to be improving, job share is improving and that bit happier and more able to enjoy days when not at work
Impact on staff around reductions is of a concern but the spec isn’t yet confirmed
Timeline Sept/Oct 2010, Oct/Nov interviews
Shelagh
Action taken ‘How am I going to do this?’
Decided against bold feedback
At the end of the meeting – asked about how to send feedback in, and has worked but not necessarily for others
Had positive feedback around feeding into the meeting
Next Steps – watch and wait / will find it easier to do in future
Reflected on raising other issues with services and approaches to take e.g. recording of ethnicity within documentation. Clarifying roles and responsibilities.
Makeda
6 posts – benefits of limiting the number of objectives
Limit to 3 and 3 get done philosophy
Could be useful tool for PL who works within my team
3 things going well, 3 things ‘even better if’
KSF outlines for the team need to be completed
Agreed to scope out what the three objectives would look like for my team
Noted the contention with KG, knowing that he would want far more than this
Try to define what PL focus is in this period
ACTION LEARNING SET RECORD FORM
ILM Level 5 High Performance Leadership
Date of session: 9th November 2010 Duration 2.5 hours
Subjects covered: Emotional Intelligence
Present: All
Empathy – SD
Empathy is distinct from sympathy, pity, and emotional contagion.[16] Sympathy or empathic concern is the feeling of compassion or concern for another, the wish to see them better off or happier . Pity is feeling that another is in trouble and in need of help as they cannot fix their problems themselves, often described as "feeling sorry" for someone. Emotional contagion is when a person (especially an infant or a member of a mob) imitatively "catches" the emotions that others are showing without necessarily recognizing this is happening.[17]
Sympathy and empathy are both acts of feeling, but with sympathy you feel for the person; you’re sorry for them or pity them, but you don’t specifically understand what they’re feeling. Sometimes we’re left with little choice but to feel sympathetic because we really can’t understand the plight or predicament of someone else. It takes imagination, work, or possibly a similar experience to get to empathy.
Empathy can best be described as feeling with the person. Notice the distinction between for and with. To an extent you are placing yourself in that person’s place, have a good sense of what they feel, and understand their feelings to a degree. It may be impossible to be fully empathetic because each individual 's reactions, thoughts and feelings to tragedy are going to be unique. Yet the idea of empathy implies a much more active process. Instead of feeling sorry for, you’re sorry with and have clothed yourself in the mantle of someone else’s emotional reactions.
SD reflected that early in her career in nursing she was aware that this was something often required in difficult situations but not always something that could be felt due to limited life experience. Thirty years on empathy in all sorts of situations is now much stronger. Sometimes have to consciously move away from empathising in order to increase effectiveness.
SD noted even though this is an area that MW thinks she is weak on, she perceives MW does have empathy. Gained by age, growing as an individual and maturing through experience of work, relationships and life. Stress Mgt – EG
Models of stress management
Transactional model
Richard Lazarus and Susan Folkman suggested in 1984 that stress can be thought of as resulting from an “imbalance between demands and resources” or as occurring when “pressure exceeds one 's perceived ability to cope”. Stress management was developed and premised on the idea that stress is not a direct response to a stressor but rather one 's resources and ability to cope mediate the stress response and are amenable to change, thus allowing stress to be controllable.[3]
In order to develop an effective stress management programme it is first necessary to identify the factors that are central to a person controlling his/her stress, and to identify the intervention methods which effectively target these factors.
Lazarus and Folkman 's interpretation of stress focuses on the transaction between people and their external environment (known as the Transactional Model). The model contends that stress may not be a stressor if the person does not perceive the stressor as a threat but rather as positive or even challenging. Also, if the person possesses or can use adequate coping skills, then stress may not actually be a result or develop because of the stressor. The model proposes that people can be taught to manage their stress and cope with their stressors. They may learn to change their perspective of the stressor and provide them with the ability and confidence to improve their lives and handle all of types of
stressors.
Health realization/innate health model
The health realization/innate health model of stress is also founded on the idea that stress does not necessarily follow the presence of a potential stressor. Instead of focusing on the individual 's appraisal of so-called stressors in relation to his or her own coping skills (as the transactional model does), the health realization model focuses on the nature of thought, stating that it is ultimately a person 's thought processes that determine the response to potentially stressful external circumstances. In this model, stress results from appraising oneself and one 's circumstances through a mental filter of insecurity and negativity, whereas a feeling of well-being results from approaching the world with a "quiet mind," "inner wisdom," and "common sense".[4][5]
This model proposes that helping stressed individuals understand the nature of thought—especially providing them with the ability to recognize when they are in the grip of insecure thinking, disengage from it, and access natural positive feelings—will reduce their stress.
Techniques of stress management
High demand levels load the person with extra effort and work. A new a new time schedule is worked up, and until the period of abnormally high, personal demand has passed, the normal frequency and duration of former schedules is limited.
Many techniques cope with the stresses life brings. Some of the following ways induce a lower than usual stress level, temporarily, to compensate the biological tissues involved; others face the stressor at a higher level of abstraction:
Autogenic training
Cognitive therapy
Conflict resolution
Exercise
Getting a hobby
Meditation
Deep breathing
Yoga Nidra
Nootropics
Reading novels
Relaxation techniques
Artistic Expression
Fractional relaxation
Progressive relaxation
Spas
Somatics training[6]
Spending time in nature
Stress balls
Natural medicine
Clinically validated alternative treatments[7]
Time management
Listening to certain types of relaxing music,[8] particularly:
New Age music
Classical music
Psychedelic music
Sleep Music [9]
Measuring stress
Levels of stress can be measured. One way is through the use of the Holmes and Rahe Stress Scale to rate stressful life events. Changes in blood pressure and galvanic skin response can also be measured to test stress levels, and changes in stress levels. A digital thermometer can be used to evaluate changes in skin temperature, which can indicate activation of the fight-or-flight response drawing blood away from the extremities.
Stress management has physiological and immune benefit effects.[12]
Effectiveness of stress management
Positive outcomes are observed using a combination of non-drug interventions:[13] treatment of anger or hostility, autogenic training talking therapy (around relationship or existential issues) biofeedback cognitive therapy for anxiety or clinical depression
EG discussed the above and reflected on how she could see within her team, currently that different individuals were reacting differently to the current restructure and the pressure this was exerting on people. She could see how for some people the pressure was exceeding some peoples ability to cope where as others were seeing it more as as a positive change opportunity. EG felt this was a useful reflection and that as a manager it is important to not assume how individuals may react to different stresses in the work place. Also discussed how for some people they may feel unable to cope due to something that someone else does not see as a threat at all. Also a useful reminder that work pressure can be impacted on by personal pressures which again can impact ion someone’s ability to cope.
Pressure also due to no relevant vision and subsequently WIGS – people therefore unsure what vital goals are leading to demotivation.
Self Actualisation – MW
Self-actualization is a term that has been used in various psychology theories, often in slightly different ways. The term was originally introduced by the organismic theorist Kurt Goldstein for the motive to realize one 's full potential. In his view, it is the organism 's master motive, the only real motive: 'the tendency to actualize itself as fully as possible is the basic drive...the drive of self-actualization '.[1] Carl Rogers similarly wrote of 'the curative force in psychotherapy - man 's tendency to actualize himself, to become his potentialities...to express and activate all the capacities of the organism '.[2] However, the concept was brought most fully to prominence in Abraham Maslow 's hierarchy of needs theory as the final level of psychological development that can be achieved when all basic and mental needs are fulfilled and the "actualization" of the full personal potential takes place.
Reason for choosing this dimension was that I didn’t quite understand and comprehend how and what this means and how I relate my actions and ethos to it.
Using Herbergs Hierarch of needs, self actualisation is at the very top of the pyramid. When basic needs are met, and other dimensions met then we can reach the point of self actualisation. The issue we probably have here is that life gets in the way and as such to get to this point and maintain this is probably impossible for most for any period of time due to natural things that happen etc which impinge on our ability to reach this element. I think there are ways in which to reach this and personally my status at the moment is probably as follows:-
Basic needs – met
Security – met
Love and belonging – have met someone so my personal life is really happy
Esteem need – hold a non significant post within the organisation and as such its hard to be visible, demonstrate talent and gain esteem. Something I need to work on, then I will be able to progress to actualisation.
ACTION LEARNING SET RECORD FORM
ILM Level 5 High Performance Leadership
Date of session: 8th Dec 2010 Duration 2.5 hours
Subjects covered: Service Improvement / scoring of leadership qualities
Present: All
Integrity
Intent
Capable
Results
Shelagh
10
9
8
7 Integrity
Intent
Capable
Results
Elaine
10
10
8
7/8 Integrity
Intent
Capable
Results
Makeda
10
10
8
7/8 Integrity
Intent
Capable
Results
Gill
Shelagh
High expectations of others integrity, sometimes let down. Feel that my motivation and actions are based on high levels of integrity – examples reflected upon. Some of the recent proposed changes to organisational form have caused me to question the integrity of senior management.
2 coaching sessions – some things are insolvable Reflected on the process of coaching and how although I didn’t feel that I had particularly ‘gelled’ with the coach the sessions had given me a different perspective on work.
Review of Service Improvement Module – I missed due to sick leave.
Review of winning and maintaining commitment – to what extent does my direct report know where risks can and can’t be taken and what is expected of them.
Elaine
EG reflected she felt integrity was so important during current restructure, She had therefore put herself as 10 as this was something she feels very strongly about and had been very conscious to hole onto. It therefore was difficult in the 360 feedback that not all team members scored her highly on this. Aware that for some people they may not see this due to her role as a manager having to interview staff for posts, manage redeployment and redundancy. Therefore it is impossible always as a manager to please everyone all the time.
EG tired to maintain a fair and honest approach towards team members
High intent and integrity through process, structured process when interviewing more people than there were posts in the restructure, proved challenging but endorsed robust and fair process. Issues with impact on those subsequently not appointed even though the process was totally by the book. Reflection is that this is the hard bit of it.
EG felt that for some people a restructure is the wrong circumstance under which to build trust
Bureaucracy can impede the ability to respond and deliver results
Keep integrity if doing the right thing
Makeda
Grading my integrity and intent is easy as I would like to consider myself as very fair and transparent in the way in which I approach and interact with providers. Working within the rules based system but with an acknowledgement that the approach is key and that fair business relationships with high levels of trust build better results and outcomes than those tarnished by penny pinching and not appreciating the bigger picture.
Capability, in my current role is also quite easy to grade, sometimes impeded by how the large structure of Leeds works and some inefficiencies in its ability to communicate and only do things once then whilst very capable, not always able to effect that capability due to the environment. Technically good at my job I would consider myself as competent and not out of my depth in respect of this dimension.
The issue here is where capability sits with the ability to not have all the detail on which to make a decision, I tend to be criticised for this even though its integral to my role. And it has been the reason why I didn’t get a previous promotion. However in terms of where I am happy to perform, the technical side is probably where I am most confident and respected by colleagues and as such value that as a strength.
Results is hard to grade as its about whether its perception of self around delivery or perceptions of others in what can only be described as a kaotic organisation. With increased staffing levels the results are there but to make sustainable this is the element about how the team is managed and brought together and trained on sufficiently to ensure cross cover and personal achievement amongst the staff. As such this remains my biggest challenge at this point in time.
Where does everyone sit on the following continuum?
F S N P M
Does the constant change in the NHS always mean progression beyond storming and norming is actually impossible in most teams, ease of people going to other jobs, acceptance that staff move regularly, restructures, changes to policy, changes to where service sit.
ACTION LEARNING SET RECORD FORM
ILM Level 5 High Performance Leadership
Date of session: 11th Jan 2011 Duration 2 hours
Subjects covered: Importance of leaders having shared vision and purpose, importance of linking service goals to the ‘day job’, setting WIGS, importance of fostering a feedback, open culture.
Present: All
Elaine: Challenges of job sharing
Feedback from 360 on how team perceive E likes to manage
Job share has different style
Weekly managers forum
Issue is feedback received following forum – Need to ensure clear direction – paramount from Covey learning.
Feedback from S/G:
For job share - try using what worked well, what would be better if at meeting to get feedback directly from team
Could also work with individuals
Use win-win
Discuss with job share & agree approach – ensure both are clear regarding purpose/ clear direction – Covey job to be done p29
Bringing people back to account
Gill: Leeds Approach
Helping to facilitate on CRU
Need to ensure everyone clear what benefits are
Issue is how to engage really busy team
Feedback from E/S:
Links to aligning systems Covey – if not aligned problems
Make sure people have time – protected time
Get managers on board
Link to service objectives
Keep bringing it back to reality – what needs to be done
Enable everyone to be involved in at least 1 module
Shelagh: Documentation Audit
WIG - get ownership of clinical audits within the service
Feedback from E/G:
Help clear path, remove obstacles
Get feedback from services on what they want – how can it work better
Include in individual objectives
What are individual’s contributions?
EG- importance of systems being aligned – Audit and KHWD board Leeds Approach should work together and not separately.
Makeda : Reflected on importance of feedback and fostering a culture where it was accepted and constructively shared
Noted hadn’t fully adopted the feedback as such but had asked for ‘even better ifs’ in some team meetings
Currently feeling like it’s a one way street and that staff don’t always constructively support in giving feedback
Limited feedback from KG around my performance and what could be better however keep giving him feedback to try to start the communication improving
Trying more to support the development of junior staff within the team and get them on board with feedback – reviewing their work more, encouraging them to achieve more
Took upon self to design and lead the KSF process for the team, engaging feedback and then taking final decision i.e. cut off point
ACTION LEARNING SET RECORD FORM
ILM Level 5 High Performance Leadership
Date of session: 16th Feb 2011 Duration 2.5 hours
Subjects covered: ILM academic requirements, promoting assertiveness as leaders, managing consistently within teams.
Present: All
ALS 16 02 11 Casa Mia, Chapel Allerton
Assignment
Ran through each task & shared understanding of what’s required
Discussed assignment & shared ideas of how to tackle it.
Discussed approach
Confirmed tasks & timetable
Agreed to book tutorials with Pam
Shelagh & Gill - Assertiveness
Issue is how to maintain assertiveness
G ok in some situations but struggles more with certain personalities or when less sure of ground
S & G gave examples of found it difficult
E/S/G feedback@:
Don’t worry about being nice
Go with convictions Prepare facts as required
Clarify reasons
Identify issues
Get people on board prior to meeting
Importance of getting the balance of not too little whilst not being over assertive, EG suggested a style that is flexible and adaptable dependant on the situation.
Elaine: working with different personalities
Issue is getting a consistent approach with team
Agree approach prior to meeting
Discuss with specific individuals prior to team meeting
Feedback and holding people to account
Be honest – create more open culture of feedback, Hold people to account – 360 feedback
Lead by example – how can EG expect team to be honest if she isn’t always (avoiding conflict)
Recognise people have ‘blindspots’ unfair if they never know about it.
Feedback positive things in blindspot as well as areas for change
Vision session – different style of leading – very hands off previous work too hands on reflection – Need to balance better next time.
Makeda : Consistent management of team
Some feelings of frustration around perceived favouritism of some members of staff
Decided to share this in the lengthly preparation for my PDKR
Appeared that KG could not see what others can see and consequently felt like this was dismissed
Rationale for praise being given to the team, successes and triumphs not always promoted consistently with staff
Considered how this is better generated and how communications such as this, which are positive can come from myself
Noted that more consideration and planning is required to deliver this in a positive way at team meetings
ACTION LEARNING SET RECORD FORM
ILM Level 5 High Performance Leadership
Date of session: 11th Mar 2011 Duration 2.5 hours
Subjects covered: Reflected on blindfold exercise, general problem resolution for each of us
Present: All
Review of Module 9
Listening exercise (blindfold, shapes)
Reflection – why didn’t we elect a leader?
How we withdrew from the exercise at times
Why didn’t we pursue what we were thinking (all reflected we had examples of frustrations or ideas to resolve that we didn’t voice or take control of)?
Makeda said we need a leader- group didn’t action
Importance of ACTIVE listening – physical/ body language importance and can effective when not there e.g. emails. Importance of voice quality in building rapport
Gill
Trying to put into practice learning from ILM5
Developing Business Plan for next year
Has done some visioning
Small number of SMART objectives (WIGs etc)
Involvement of staff and users
Each team to produce 1-2 of their own
Timetable of agreed actions
Evaluation discussed – suggest asking 2 questions
Examples:
How do you feel going forward?
Did the process do the job?
Was the time spent planning worthwhile?
General Discussion
Will it feel more real when it impacts on their ‘real job’? Will it be in the PKDR process?
Do you need to offer clarification sessions?
Link into Leeds Approach – Knowing how you are doing Module – EG feedback worked really well in HAT team – embedded into everyday thinking for team.
Next step – how can it be embedded?
Elaine
Frustrations in the workplace re. clarifying a vision for the service. Has been leading on service specification work and is trying to drive this forward.
Could there be an event to communicate the vision?
Ensure that the leadership are agreed on how things go forward.
Elaine reflected that the Michael Maccoby quote had stuck with her “Management is a function that must be exercised in any business, leadership is a relationship between leader and led that can energize an organization”
Makeda
Irritations in managing people
Issues described in detail and discussed
Is there a way of doing it better?
Opportunity with new way of working next month.
Needs to ensure that her line manager is aware of the behaviours that certain staff members are displaying.
Shelagh
Brainstorming forthcoming meeting with Audit Lead
What needs to be achieved? Raise the profile of audit. Raise visibility of the team.
Agreeing content of forthcoming ‘Workshop’
Aims of workshop clarified
ACTION LEARNING SET RECORD FORM
ILM Level 5 High Performance Leadership
Date of session: 6th May 2011 Duration 2 hours
Subjects covered: Reflection on learning from completing the first part of the assignment re. how we are more conscious of our application of theory to practice
Present: All
ACTION LEARNING SET RECORD FORM
ILM Level 5 High Performance Leadership
Date of session: 13h June 2011 Duration 2 hours
Action planning
Present: All
8. Appendix 3 – LQ2 - Leadership Quotient Document
ILM Level 5 – High Performance Leadership
Table of Contents
1. Introduction 3
2. How we undertook our Action Learning Set 3
3. Personal Learning Objectives 3
3.1. To Increase My Credibility and Trust as a Leader 3
3.2. To create a more honest feedback culture within the services I manage, in-order to hold people more effectively to account 4
3.3. To ensure the team that I manage has “aligned systems” that are meaningful and owned by staff 5
4. Conclusion 6
5. References 7
6. Appendix 1 – [Action Learning Set Contract] 8
7. Appendix 2 – [Action learning Set Record] 9
8. Appendix 3 – LQ2 - Leadership Quotient Document 26
1. Introduction
The following leadership log aims to provide a written reflective account of significant …show more content…
aspects of the leadership journey that I have had the pleasure to undertake whilst participating on the ILM level 5 course. The log examines three learning objectives that I have explored during my Action Learning Sets (“ALSs”). These have had a powerful impact on me as a leader and have been instrumental in the development of my leadership skills.
2. How we undertook our Action Learning Set
My ALS was established in July 2010 and consisted of four members, three from xxxx Community Health (including myself) and one from NHS xxxx Commissioning.
At this meeting we explored what the purpose of the ALS was. I shared with the group that I had previously participated in an ALS and encouraged the group that in my experience it was a worthwhile investment. I identified that ALS had enriched my learning and had brought the benefits of reflection with added peer support. I shared that I also felt being action focussed was key in order to ensure we were doing things differently as a result of our learning. From my feedback we all agreed that the purpose of the ALS was to support each other in reflection in order to enrich our learning and as a result do things differently.
After clarifying the purpose of the ALS we then agreed ground rules to try and ensure that the ALS worked as effectively as possible (See Appendix 1). As part of this agreement we decided to share the facilitation of the sessions and to utilise a challenging “coaching” style following the principles of open questioning, active listening and goal setting. We met for 22 hours over a period of eleven months.
3. Personal Learning Objectives
Since undertaking the course and participating in the ALS I have identified lots of personal learning objectives, many of which are on-going. The three objectives I have chosen to reflect on link to learning that I gained from participating on the Covey workshop (1). The following is my interpretation of what I have learnt and how the ALS supported this:
3.1. To Increase My Credibility and Trust as a Leader
Completing and receiving feedback from the Leadership Quotient 1 and participating on the Covey workshop were pivotal for me. They gave me the opportunity to reflect and question myself as to how credible and trustworthy I am perceived as a leader – both of which are fundamental qualities on a personal and leadership level. I remember a particular statement that I wrote down from the workshop: “Trust is the hidden variable that changes everything [but that] you need the eyes to see it”. I saw that the LQ feedback that I had received gave me “the eyes” and therefore took it to an ALS to explore further.
At the ALS (Appendix 2 P3) I openly discussed with the group how I had initially felt upset and disappointed with my score of 79 for “inspiring trust” (Appendix 3 P4) as it was something I felt strongly about and had scored myself as 100. During the session I was able to reflect that I was currently managing a service that was going through huge change (merging with another service, restructure, people having to apply for new posts, not enough posts for everyone) and how I needed to balance the feedback with the “larger picture” which the ALS helped me to do.
During the ALS the group encouraged me to understand why I had reacted the way I had when I found out that not everyone had high trust in me. By reflecting during the ALS it enabled me to see that I had scored myself at 100 as this was my reflection on my character. We examined our learning on the workshop and how we learnt that as well as character, competence was also vital to overall credibility and trust. An outcome of the ALS was that I needed to increase my competence and I could achieve this by being more transparent (even if it was to be clearer with people about information that I can’t give and why), to develop ways of ensuring better communication to the teams and to be honest and realistic in messages I gave, even if it meant delivering not so good news.
We agreed the implementation of these actions should improve my competence and therefore improve my overall credibility and trust. My LQ2 score for Inspiring Trust was 88 (an improvement of 9) – I feel this is evidence that I have improved in this area. Because I believe trust is fundamental to getting leadership right I continue to look at ways of ensuring credibility and trust as a leader.
The outcome of the ALS is threefold: (a) I trust myself more; (b) I have more belief that my character is honest; and (c) that by improving my competence ultimately I have improved my credibility as a leader.
3.2. To create a more honest feedback culture within the services I manage, in-order to hold people more effectively to account
At an ALS in February (Appendix 2 P13) I discussed how a manager (X) who I had recently started work with was being confrontational, uncooperative and generally very negative. I felt their behaviour was impacting on the service’s development alongside the general mood within the team. Feedback from other team members was that X had always been “a bit awkward” but had got much worse since recent service changes. When I reflected on this with the ALS I was asked if X had ever had feedback about the effects of X’s behaviour and if I had personally given any. When I answered no to both I was asked if I felt this was appropriate and fair on X. I decided no it was not. I identified that perhaps part of the problem was that X potentially had a blind spot to the issue and without honest feedback was not being held to account regarding their behaviour.
The group asked me how I had found feedback and I reflected that the ILM course had reinforced to me the importance of feedback not only for myself as a leader but for all people that work in the teams that I lead. I can see that without it people feel less valued alongside a lack of understanding on areas that could be improved. As a group we talked about the learning we gained from feedback during the residential and also through ALS and how although this learning had at times been hard, it was instrumental to our understanding of ourselves and was therefore essential in order to improve on our performance as leaders. I reflected to the group that I believed that: (a) feedback cannot be something I buy into merely when it suited me; (b) it was important in order to give people the opportunity to grow and develop in positive as well as negative situations; and thus (c) it is essential in order to “unleash talent”.
During the discussion I was reminded of a DVD we watched during the Covey workshop where a worker had for many years been underperforming and had never had feedback. I distinctly remember it as at the time my initial thoughts were that I was shocked it had been allowed to go on for so long. However what had the most impact on me was that I identified subsequently that this was quite often the reality in the organisation I currently work in. I also identified that in X’s case there was a culture of “X’ll never change” and that I had contributed to this culture by adopting this view when I started to work with X.
After some reflection I came to the realisation that by avoiding giving the feedback in this situation I was neglecting my responsibility as a leader. I identified that my avoidance was because I was assuming it would turn into a confrontational situation. I was lacking integrity as I was not being open and honest with X about the impact of their behaviour. My lack of action was also not encouraging other people within the service to feedback to her also and I was therefore not leading by example. I decided that the action I had to take from the session was to speak to X about her behaviour when the next opportunity arose.
I spoke to X recently about the effect her behaviour was having. It was a difficult discussion as X was angry at first but after a long discussion identified that she was struggling at work and needed support. We agreed that we needed to improve communication between ourselves and also that as leaders we needed to reflect a positive approach to the team. I have constructively feedback on a number of occasions and have started to notice others doing so at times. Although X does not appear as yet to have fully identified the effects of her behaviour there seems to be some acknowledgement and improvement.
The outcome of the ALS has been that I have developed my behaviours as a high-trust leader as outlined by Covey (2006). I believe that I have ‘confronted reality’ and ‘talked straight’ and that by developing these behaviours a culture that holds people more to account is evolving. The learning I have taken from this is to continue to encourage honesty and feedback across the whole service and to implement 360 feedback in the near future as identified in my action plan.
3.3. To ensure the team that I manage has “aligned systems” that are meaningful and owned by staff
During an ALS in January (Appendix 2 P12) two group members brought separate problems with the same themes of not being able to engage teams in systems (Leeds Approach and Trust Audit Plans). I suggested that each of them reflect what they felt were the barriers to people being engaged. It was identified that staff didn’t always understand the systems, or feel that they were their responsibility and also couldn’t see they were part of their core work. Actions were agreed to address this that included improved communication, involving staff more, linking the systems to objectives, and interlinking the systems when appropriate to reduce repetition e.g. the ‘knowing how you’re doing’ board is integral to involving staff in audit feedback.
The learning I took from the ALS was that I was reminded that sometimes as leaders we can assume that everyone is engaged in systems when actually they’re not.
The Covey session on aligning systems demonstrated to me how aligned systems are vital in leadership.
4. Conclusion
When I have examined the above objectives I can see how the different problems lend themselves to requiring an emphasis on different leadership behaviours. The objective at 3.1 was about focusing on transparency; at 3.2 it was about confronting reality and straight talking whilst 3.3’s objective required more listening and less assumption. The ILM Level 5 course has presented the unique opportunity for me to undertake a leadership journey that has enabled me to grow both personally and as a leader. It has also equipped me with leadership skills and abilities that are adaptable depending on the presenting problem.
Participating in Action Learning sets (ALS) as part of this process has shown me a way of extending my learning from mine and others actions by taking the time to question, understand and reflect in an atmosphere of mutual support. Kolb’s learning cycle (2), suggests we can use our experiences as a source of learning and development. The ALS provided me with the opportunity to describe my experience, to reflect upon it and to deliberate upon and deciding on options for action. By actively contributing to the ALS I have been able to not only learn from my own experience but others also.
5. References
1. Covey, Stephen R. Leadership Great Leaders. Great Team. Great Results. s.l. : FranklinCovey, 2006.
2. D.A, Kolb. Experiential Learning experience as a source of learning and development. New Jersey : Prentice Hall, 1984.
3. Ian McGill, Liz Beaty. Action learning: a guide for professional, management & educational development. 2nd Edition. s.l. : McGill, 1995. Kogan Page, M.
6. Appendix 1 – [Action Learning Set Contract]
ACTION LEARNING SET CONTRACT
ILM Level 5 High Performance Leadership
The above ALS agrees to the following ground rules:
1. Commit to attending meetings approximately six weekly
2. Keep to time
3. Keep records of the ALS and appropriate actions/ outcomes
4. Keep records of dates and times of meetings
5. Maintain confidentiality within the group unless agreement is made to share subject matter wider
6. To foster a safe environment so that group members feel encouraged to share honest feelings and feedback.
7. environment which is empowering and which helps the individual to find a solution – rather than be told what to do. All members of the group also develop skills in listening, reflecting back what they have heard, demonstrating empathy, questioning to help the presenter to understand the issue more fully and providing feedback
8. To allow one person at a time to present a problem
9. To facilitate the sessions following the principles of “coaching” using open questioning and active listening and questioning to help the presenter to understand the issue more fully.
10. To challenge each other and set goals for the future.
11. To encourage an environment that is empowering, helping each other to find solutions of our own
7. Appendix 2 – [Action learning Set Record]
ACTION LEARNING SET RECORD FORM
ILM Level 5 High Performance Leadership
Date of session: 14th July 2010 Duration 2 hours
Subjects covered: Purpose and approach of ALS, Contract agreed, Residential learning, problem solving following Leaders lounge discussions
Present: All
Initial discussion re the purpose of the ALS. EG has previously worked with ALS and discussed its benefits – reflective process that has the benefits of peer input and action based. Agreed the purpose of the ALS was to support each other in reflection in order to enrich our learning and as a result do things differently. Contract agreed.
Makeda
‘How to get the monkey off your back’
Working with limited resource, new to organisation and not appointed to team structure
Deflecting work, saying no – sometimes the work is interesting
I will help you this time – so not totally saying no
Action learning in the office
Time management skills
Important or Urgent – ask the question
All leading to the effective assignment of work
ACTION:
FOI – Help you this time but next time I will only provide supervision should you get stuck
Broad general principles and shared process for scrutiny and review
Try to push back on work in an effective way
Time management/saying no/effective delegation/assignment of work
Gill
Clarify role – too many objectives to deliver on
Evidence of delivery and how far do you push
Authority vs responsibility
Who else can she talk to / or who can provide some support
Prioritise priorities Positive incrementalism
Works in Neurology Services – constant change
Release IP to do more outreach in patients homes
How quickly can this be done, taken ages
GL role not shaped as it was a new post
Fed up staff, de-motivated
Trying to do too much all at the same time therefore not making clear progress
Need some structure to the project
Doing Leeds Approach and using it to look for potential changes that can be made
See it as the same as current changes
Should be a service improvement person to support
14 beds on CIU – not full
Referral criteria – go to assessment clinic – rehab goals and self select via GP
Original TOR and business case to understand it
Shelagh
Communication issues with a particular head of service
Raised with SD but should she intervene, she can see the issue and appreciate the angle
Do in a constructive way
Right time and best way to get the best out of SD
Go back and review – 2 chances, what’s the escalation process
Context: Not just SD issue – they contacted SD for advise around how to best flag an issue with leadership
Approaching direct to team wont happen
Need to follow process through governance of decisions
Personally not feeling like they’ve got any leadership / Unite representative is SD role therefore linked in even if doesn’t want to get involved
Sent emails around important issues that need guidance and leadership
Meeting to influence and shape the outcome
Approach to SD for a response and fair answer
ACTION:
Clear accountability with this work, work stream – clear TOR, communication, thresholds, clarify where there is confusion
SD being asked to provide advice and guidance.
Approach but note ‘what would be better is more detailed email communication and instructions’
Rebutt sparse emails asking for more clarification on instruction trying not to take on their issues so as to keep a level of separation from the issue and providing guidance to help the person who raised the issue with tools to change the outcomes and feedback themselves
Feedback, right time/ right place
Communication ‘insufficiently advising’, sparse direction in leadership. Impact –unsure of goals - clear Terms of Reference required, Operational Leads may need guidance.
What would be even better is –
‘if your e-mails were more than three words!!’. Encourage others to give her the feedback instead of telling me.
Elaine
Year into service review, reactions have been as expected – poor
Anger and demotivation with a select few
Knowing you have a role in that change
Less posts, access point, old model, levels of asylum/systems/navigate and support lead on mainstream – down from 3000 p/a to 500 new …show more content…
entrants
Decisions shorter and less coming in/more destitute than before – wont volunteer to go back therefore lost population in the city. Natural overlap with the homeless service
Work isn’t as ‘health’ as it was but its less these issue and more need for food because they are homeless and therefore not our primary purpose
Changes – still vulnerable groups who don’t have home, hillside lost – current NFA
Spec not back so don’t know structure
Co-location could mean working more flexibly
York st- no parking
What needs to be done to keep up motivation? where there is no definite end point this is difficult?
Where is personal responsibility of staff to maintain a level of positive contribution?
ACTION:
Attend weekly meetings with the team
Informal team building
Level of what you can and cannot say that is not within gift the change
Share questions – offer support where you can but note the eventuality of structure
Taking its toll on self, so self preservation methods need to be developed for own mental health
Year into service review, no definite end point in sight - ?August Service specification, plan discussed being consulted on today. EG to consider accessing coaching, Senior Management support
Why is the organisation here? Us ---------the patient in reality is the heart of it
ACTION LEARNING SET RECORD FORM
ILM Level 5 High Performance Leadership
Date of session: 7th Sept 2010 Duration 2.5 hours
Subjects covered: Workplace issues related to restructure with Elaine’s team / Agreed EI subjects to personally look more into and share back at next session
Present: All
Empathy – SD
Stress Mgt – EG
Self Actualisation – MW
Elaine
Still frustrated no service spec and therefore still no end point to work towards
Attending team meetings which appears to be going well
Management in a restructure – management forum to discuss issues with key personnel
Constant communications and updates being sent out each week
How staff wanted to be fed back to – some positive feedback but those that appear to have less morale haven’t made time to respond which is concerning
LQ feedback discussed. Scored 79 for inspiring Trust – discussed how difficult this is whilst managing long drawn out restructure that is beyond her control. EG discussed how upset she had been when realised not always perceived as highly trusted. Discussed how own scoring was perhaps based on character – and to look at ways of improving competence as learnt during Great Leaders workshop. Reflected on behaviours of high trust leaders from Covey – identified could be more open to ‘create transparency’ to say to people I can’t update you about x just now but will endeavour to do so when I have the information. To continue to develop better feedback systems. Be realistic about expectations even if this means delivering difficult news i.e. “ we will have less money” “we will have to restructure”.
ACTION: individuals who haven’t responded see if they would like to give you some feedback to enable you to understand ‘where they are at’
Self – feels to be improving, job share is improving and that bit happier and more able to enjoy days when not at work
Impact on staff around reductions is of a concern but the spec isn’t yet confirmed
Timeline Sept/Oct 2010, Oct/Nov interviews
Shelagh
Action taken ‘How am I going to do this?’
Decided against bold feedback
At the end of the meeting – asked about how to send feedback in, and has worked but not necessarily for others
Had positive feedback around feeding into the meeting
Next Steps – watch and wait / will find it easier to do in future
Reflected on raising other issues with services and approaches to take e.g. recording of ethnicity within documentation. Clarifying roles and responsibilities.
Makeda
6 posts – benefits of limiting the number of objectives
Limit to 3 and 3 get done philosophy
Could be useful tool for PL who works within my team
3 things going well, 3 things ‘even better if’
KSF outlines for the team need to be completed
Agreed to scope out what the three objectives would look like for my team
Noted the contention with KG, knowing that he would want far more than this
Try to define what PL focus is in this period
ACTION LEARNING SET RECORD FORM
ILM Level 5 High Performance Leadership
Date of session: 9th November 2010 Duration 2.5 hours
Subjects covered: Emotional Intelligence
Present: All
Empathy – SD
Empathy is distinct from sympathy, pity, and emotional contagion.[16] Sympathy or empathic concern is the feeling of compassion or concern for another, the wish to see them better off or happier . Pity is feeling that another is in trouble and in need of help as they cannot fix their problems themselves, often described as "feeling sorry" for someone. Emotional contagion is when a person (especially an infant or a member of a mob) imitatively "catches" the emotions that others are showing without necessarily recognizing this is happening.[17]
Sympathy and empathy are both acts of feeling, but with sympathy you feel for the person; you’re sorry for them or pity them, but you don’t specifically understand what they’re feeling. Sometimes we’re left with little choice but to feel sympathetic because we really can’t understand the plight or predicament of someone else. It takes imagination, work, or possibly a similar experience to get to empathy.
Empathy can best be described as feeling with the person. Notice the distinction between for and with. To an extent you are placing yourself in that person’s place, have a good sense of what they feel, and understand their feelings to a degree. It may be impossible to be fully empathetic because each individual 's reactions, thoughts and feelings to tragedy are going to be unique. Yet the idea of empathy implies a much more active process. Instead of feeling sorry for, you’re sorry with and have clothed yourself in the mantle of someone else’s emotional reactions.
SD reflected that early in her career in nursing she was aware that this was something often required in difficult situations but not always something that could be felt due to limited life experience. Thirty years on empathy in all sorts of situations is now much stronger. Sometimes have to consciously move away from empathising in order to increase effectiveness.
SD noted even though this is an area that MW thinks she is weak on, she perceives MW does have empathy. Gained by age, growing as an individual and maturing through experience of work, relationships and life. Stress Mgt – EG
Models of stress management
Transactional model
Richard Lazarus and Susan Folkman suggested in 1984 that stress can be thought of as resulting from an “imbalance between demands and resources” or as occurring when “pressure exceeds one 's perceived ability to cope”. Stress management was developed and premised on the idea that stress is not a direct response to a stressor but rather one 's resources and ability to cope mediate the stress response and are amenable to change, thus allowing stress to be controllable.[3]
In order to develop an effective stress management programme it is first necessary to identify the factors that are central to a person controlling his/her stress, and to identify the intervention methods which effectively target these factors.
Lazarus and Folkman 's interpretation of stress focuses on the transaction between people and their external environment (known as the Transactional Model). The model contends that stress may not be a stressor if the person does not perceive the stressor as a threat but rather as positive or even challenging. Also, if the person possesses or can use adequate coping skills, then stress may not actually be a result or develop because of the stressor. The model proposes that people can be taught to manage their stress and cope with their stressors. They may learn to change their perspective of the stressor and provide them with the ability and confidence to improve their lives and handle all of types of
stressors.
Health realization/innate health model
The health realization/innate health model of stress is also founded on the idea that stress does not necessarily follow the presence of a potential stressor. Instead of focusing on the individual 's appraisal of so-called stressors in relation to his or her own coping skills (as the transactional model does), the health realization model focuses on the nature of thought, stating that it is ultimately a person 's thought processes that determine the response to potentially stressful external circumstances. In this model, stress results from appraising oneself and one 's circumstances through a mental filter of insecurity and negativity, whereas a feeling of well-being results from approaching the world with a "quiet mind," "inner wisdom," and "common sense".[4][5]
This model proposes that helping stressed individuals understand the nature of thought—especially providing them with the ability to recognize when they are in the grip of insecure thinking, disengage from it, and access natural positive feelings—will reduce their stress.
Techniques of stress management
High demand levels load the person with extra effort and work. A new a new time schedule is worked up, and until the period of abnormally high, personal demand has passed, the normal frequency and duration of former schedules is limited.
Many techniques cope with the stresses life brings. Some of the following ways induce a lower than usual stress level, temporarily, to compensate the biological tissues involved; others face the stressor at a higher level of abstraction:
Autogenic training
Cognitive therapy
Conflict resolution
Exercise
Getting a hobby
Meditation
Deep breathing
Yoga Nidra
Nootropics
Reading novels
Relaxation techniques
Artistic Expression
Fractional relaxation
Progressive relaxation
Spas
Somatics training[6]
Spending time in nature
Stress balls
Natural medicine
Clinically validated alternative treatments[7]
Time management
Listening to certain types of relaxing music,[8] particularly:
New Age music
Classical music
Psychedelic music
Sleep Music [9]
Measuring stress
Levels of stress can be measured. One way is through the use of the Holmes and Rahe Stress Scale to rate stressful life events. Changes in blood pressure and galvanic skin response can also be measured to test stress levels, and changes in stress levels. A digital thermometer can be used to evaluate changes in skin temperature, which can indicate activation of the fight-or-flight response drawing blood away from the extremities.
Stress management has physiological and immune benefit effects.[12]
Effectiveness of stress management
Positive outcomes are observed using a combination of non-drug interventions:[13] treatment of anger or hostility, autogenic training talking therapy (around relationship or existential issues) biofeedback cognitive therapy for anxiety or clinical depression
EG discussed the above and reflected on how she could see within her team, currently that different individuals were reacting differently to the current restructure and the pressure this was exerting on people. She could see how for some people the pressure was exceeding some peoples ability to cope where as others were seeing it more as as a positive change opportunity. EG felt this was a useful reflection and that as a manager it is important to not assume how individuals may react to different stresses in the work place. Also discussed how for some people they may feel unable to cope due to something that someone else does not see as a threat at all. Also a useful reminder that work pressure can be impacted on by personal pressures which again can impact ion someone’s ability to cope.
Pressure also due to no relevant vision and subsequently WIGS – people therefore unsure what vital goals are leading to demotivation.
Self Actualisation – MW
Self-actualization is a term that has been used in various psychology theories, often in slightly different ways. The term was originally introduced by the organismic theorist Kurt Goldstein for the motive to realize one 's full potential. In his view, it is the organism 's master motive, the only real motive: 'the tendency to actualize itself as fully as possible is the basic drive...the drive of self-actualization '.[1] Carl Rogers similarly wrote of 'the curative force in psychotherapy - man 's tendency to actualize himself, to become his potentialities...to express and activate all the capacities of the organism '.[2] However, the concept was brought most fully to prominence in Abraham Maslow 's hierarchy of needs theory as the final level of psychological development that can be achieved when all basic and mental needs are fulfilled and the "actualization" of the full personal potential takes place.
Reason for choosing this dimension was that I didn’t quite understand and comprehend how and what this means and how I relate my actions and ethos to it.
Using Herbergs Hierarch of needs, self actualisation is at the very top of the pyramid. When basic needs are met, and other dimensions met then we can reach the point of self actualisation. The issue we probably have here is that life gets in the way and as such to get to this point and maintain this is probably impossible for most for any period of time due to natural things that happen etc which impinge on our ability to reach this element. I think there are ways in which to reach this and personally my status at the moment is probably as follows:-
Basic needs – met
Security – met
Love and belonging – have met someone so my personal life is really happy
Esteem need – hold a non significant post within the organisation and as such its hard to be visible, demonstrate talent and gain esteem. Something I need to work on, then I will be able to progress to actualisation.
ACTION LEARNING SET RECORD FORM
ILM Level 5 High Performance Leadership
Date of session: 8th Dec 2010 Duration 2.5 hours
Subjects covered: Service Improvement / scoring of leadership qualities
Present: All
Integrity
Intent
Capable
Results
Shelagh
10
9
8
7 Integrity
Intent
Capable
Results
Elaine
10
10
8
7/8 Integrity
Intent
Capable
Results
Makeda
10
10
8
7/8 Integrity
Intent
Capable
Results
Gill
Shelagh
High expectations of others integrity, sometimes let down. Feel that my motivation and actions are based on high levels of integrity – examples reflected upon. Some of the recent proposed changes to organisational form have caused me to question the integrity of senior management.
2 coaching sessions – some things are insolvable Reflected on the process of coaching and how although I didn’t feel that I had particularly ‘gelled’ with the coach the sessions had given me a different perspective on work.
Review of Service Improvement Module – I missed due to sick leave.
Review of winning and maintaining commitment – to what extent does my direct report know where risks can and can’t be taken and what is expected of them.
Elaine
EG reflected she felt integrity was so important during current restructure, She had therefore put herself as 10 as this was something she feels very strongly about and had been very conscious to hole onto. It therefore was difficult in the 360 feedback that not all team members scored her highly on this. Aware that for some people they may not see this due to her role as a manager having to interview staff for posts, manage redeployment and redundancy. Therefore it is impossible always as a manager to please everyone all the time.
EG tired to maintain a fair and honest approach towards team members
High intent and integrity through process, structured process when interviewing more people than there were posts in the restructure, proved challenging but endorsed robust and fair process. Issues with impact on those subsequently not appointed even though the process was totally by the book. Reflection is that this is the hard bit of it.
EG felt that for some people a restructure is the wrong circumstance under which to build trust
Bureaucracy can impede the ability to respond and deliver results
Keep integrity if doing the right thing
Makeda
Grading my integrity and intent is easy as I would like to consider myself as very fair and transparent in the way in which I approach and interact with providers. Working within the rules based system but with an acknowledgement that the approach is key and that fair business relationships with high levels of trust build better results and outcomes than those tarnished by penny pinching and not appreciating the bigger picture.
Capability, in my current role is also quite easy to grade, sometimes impeded by how the large structure of Leeds works and some inefficiencies in its ability to communicate and only do things once then whilst very capable, not always able to effect that capability due to the environment. Technically good at my job I would consider myself as competent and not out of my depth in respect of this dimension.
The issue here is where capability sits with the ability to not have all the detail on which to make a decision, I tend to be criticised for this even though its integral to my role. And it has been the reason why I didn’t get a previous promotion. However in terms of where I am happy to perform, the technical side is probably where I am most confident and respected by colleagues and as such value that as a strength.
Results is hard to grade as its about whether its perception of self around delivery or perceptions of others in what can only be described as a kaotic organisation. With increased staffing levels the results are there but to make sustainable this is the element about how the team is managed and brought together and trained on sufficiently to ensure cross cover and personal achievement amongst the staff. As such this remains my biggest challenge at this point in time.
Where does everyone sit on the following continuum?
F S N P M
Does the constant change in the NHS always mean progression beyond storming and norming is actually impossible in most teams, ease of people going to other jobs, acceptance that staff move regularly, restructures, changes to policy, changes to where service sit.
ACTION LEARNING SET RECORD FORM
ILM Level 5 High Performance Leadership
Date of session: 11th Jan 2011 Duration 2 hours
Subjects covered: Importance of leaders having shared vision and purpose, importance of linking service goals to the ‘day job’, setting WIGS, importance of fostering a feedback, open culture.
Present: All
Elaine: Challenges of job sharing
Feedback from 360 on how team perceive E likes to manage
Job share has different style
Weekly managers forum
Issue is feedback received following forum – Need to ensure clear direction – paramount from Covey learning.
Feedback from S/G:
For job share - try using what worked well, what would be better if at meeting to get feedback directly from team
Could also work with individuals
Use win-win
Discuss with job share & agree approach – ensure both are clear regarding purpose/ clear direction – Covey job to be done p29
Bringing people back to account
Gill: Leeds Approach
Helping to facilitate on CRU
Need to ensure everyone clear what benefits are
Issue is how to engage really busy team
Feedback from E/S:
Links to aligning systems Covey – if not aligned problems
Make sure people have time – protected time
Get managers on board
Link to service objectives
Keep bringing it back to reality – what needs to be done
Enable everyone to be involved in at least 1 module
Shelagh: Documentation Audit
WIG - get ownership of clinical audits within the service
Feedback from E/G:
Help clear path, remove obstacles
Get feedback from services on what they want – how can it work better
Include in individual objectives
What are individual’s contributions?
EG- importance of systems being aligned – Audit and KHWD board Leeds Approach should work together and not separately.
Makeda : Reflected on importance of feedback and fostering a culture where it was accepted and constructively shared
Noted hadn’t fully adopted the feedback as such but had asked for ‘even better ifs’ in some team meetings
Currently feeling like it’s a one way street and that staff don’t always constructively support in giving feedback
Limited feedback from KG around my performance and what could be better however keep giving him feedback to try to start the communication improving
Trying more to support the development of junior staff within the team and get them on board with feedback – reviewing their work more, encouraging them to achieve more
Took upon self to design and lead the KSF process for the team, engaging feedback and then taking final decision i.e. cut off point
ACTION LEARNING SET RECORD FORM
ILM Level 5 High Performance Leadership
Date of session: 16th Feb 2011 Duration 2.5 hours
Subjects covered: ILM academic requirements, promoting assertiveness as leaders, managing consistently within teams.
Present: All
ALS 16 02 11 Casa Mia, Chapel Allerton
Assignment
Ran through each task & shared understanding of what’s required
Discussed assignment & shared ideas of how to tackle it.
Discussed approach
Confirmed tasks & timetable
Agreed to book tutorials with Pam
Shelagh & Gill - Assertiveness
Issue is how to maintain assertiveness
G ok in some situations but struggles more with certain personalities or when less sure of ground
S & G gave examples of found it difficult
E/S/G feedback@:
Don’t worry about being nice
Go with convictions Prepare facts as required
Clarify reasons
Identify issues
Get people on board prior to meeting
Importance of getting the balance of not too little whilst not being over assertive, EG suggested a style that is flexible and adaptable dependant on the situation.
Elaine: working with different personalities
Issue is getting a consistent approach with team
Agree approach prior to meeting
Discuss with specific individuals prior to team meeting
Feedback and holding people to account
Be honest – create more open culture of feedback, Hold people to account – 360 feedback
Lead by example – how can EG expect team to be honest if she isn’t always (avoiding conflict)
Recognise people have ‘blindspots’ unfair if they never know about it.
Feedback positive things in blindspot as well as areas for change
Vision session – different style of leading – very hands off previous work too hands on reflection – Need to balance better next time.
Makeda : Consistent management of team
Some feelings of frustration around perceived favouritism of some members of staff
Decided to share this in the lengthly preparation for my PDKR
Appeared that KG could not see what others can see and consequently felt like this was dismissed
Rationale for praise being given to the team, successes and triumphs not always promoted consistently with staff
Considered how this is better generated and how communications such as this, which are positive can come from myself
Noted that more consideration and planning is required to deliver this in a positive way at team meetings
ACTION LEARNING SET RECORD FORM
ILM Level 5 High Performance Leadership
Date of session: 11th Mar 2011 Duration 2.5 hours
Subjects covered: Reflected on blindfold exercise, general problem resolution for each of us
Present: All
Review of Module 9
Listening exercise (blindfold, shapes)
Reflection – why didn’t we elect a leader?
How we withdrew from the exercise at times
Why didn’t we pursue what we were thinking (all reflected we had examples of frustrations or ideas to resolve that we didn’t voice or take control of)?
Makeda said we need a leader- group didn’t action
Importance of ACTIVE listening – physical/ body language importance and can effective when not there e.g. emails. Importance of voice quality in building rapport
Gill
Trying to put into practice learning from ILM5
Developing Business Plan for next year
Has done some visioning
Small number of SMART objectives (WIGs etc)
Involvement of staff and users
Each team to produce 1-2 of their own
Timetable of agreed actions
Evaluation discussed – suggest asking 2 questions
Examples:
How do you feel going forward?
Did the process do the job?
Was the time spent planning worthwhile?
General Discussion
Will it feel more real when it impacts on their ‘real job’? Will it be in the PKDR process?
Do you need to offer clarification sessions?
Link into Leeds Approach – Knowing how you are doing Module – EG feedback worked really well in HAT team – embedded into everyday thinking for team.
Next step – how can it be embedded?
Elaine
Frustrations in the workplace re. clarifying a vision for the service. Has been leading on service specification work and is trying to drive this forward.
Could there be an event to communicate the vision?
Ensure that the leadership are agreed on how things go forward.
Elaine reflected that the Michael Maccoby quote had stuck with her “Management is a function that must be exercised in any business, leadership is a relationship between leader and led that can energize an organization”
Makeda
Irritations in managing people
Issues described in detail and discussed
Is there a way of doing it better?
Opportunity with new way of working next month.
Needs to ensure that her line manager is aware of the behaviours that certain staff members are displaying.
Shelagh
Brainstorming forthcoming meeting with Audit Lead
What needs to be achieved? Raise the profile of audit. Raise visibility of the team.
Agreeing content of forthcoming ‘Workshop’
Aims of workshop clarified
ACTION LEARNING SET RECORD FORM
ILM Level 5 High Performance Leadership
Date of session: 6th May 2011 Duration 2 hours
Subjects covered: Reflection on learning from completing the first part of the assignment re. how we are more conscious of our application of theory to practice
Present: All
ACTION LEARNING SET RECORD FORM
ILM Level 5 High Performance Leadership
Date of session: 13h June 2011 Duration 2 hours
Action planning
Present: All
8. Appendix 3 – LQ2 - Leadership Quotient Document