Transforming Quality Through Leadership

Role of the National Leadership Unit

• Develop and implement leadership policy for NHSScotland

• Improve leadership capacity and capability

• Based within NHS Education

• Work closely with all Health Boards and public sector agencies

Collaboration across Public Services, e.g., Collaborating for Outcomes in Public Services (COPS); Framework for Leadership & Ambition.

1. Work with partners to drive cultural change in support of the delivery of high quality services

2. Build leadership and organisational development capacity and capability

Supporting development of leadership qualities & behaviours.

NHS Scotland Executive Coaching Register.

Leadership Qualities 360 Feedback Tool.

Cross-public sector Mentoring Service.

Directories of development

resources.

Working with NHS Scotland OD Network.

3. Develop current leaders and teams

Personal qualities (“being”)

4. Nurture the supply of future leaders

5. Evaluate the impact of leadership development

Development support for implementing NHSS Quality Strategy.

Delivering the Future, strategic clinical

leadership programme.

Sustaining development of strategic clinical

leaders.

Management Training Schemes.

Identifying and developing leadership talent and succession planning.

Framework for Chief Executive Development.

Framework for Executive & Senior Manager Development:

Managing for the Future, senior manager development.

Framework for Developing Boards.

• Raising Your Game.• Dialogic practice development.• Inquiry into Action think tanks.

Frontline Leadership & Management Development programme.

Support to clinical leaders, e.g., ACF Chairs.

Managers’ Development Network.

Development support for Finance community.

Development support for senior HR & OD community.

On line leadership & management resources.

Remote & Rural Leadership Programme.

National Leadership Unit

We are moving from…..toOLD WORLD

• Low complexity slow change• Learning has a long shelf life• The senior ones know most • Somewhere ‘someone’

knows• Doing more of the same is

the rule

I MANAGE• My team reports to me• I have a hierarchical role• I understand what is

happening• I have fixed objectives• I manage by fixing things

myself• I manage from knowledge

and experience

NEW WORLD

• High complexity fast change• Learning has a short shelf

life• Knowledge is scattered• No individual ‘knows’ • Innovation is the rule

I LEAD• We are part of a virtual

network• Influencing is the way

forward• I manage projects• I cope with ambiguity• I lead teams to fix things• I lead without knowledge and

experience

It’s about relationships

• Relationship with

self

• Relationship with others

• Relationship with organisation and beyond

At the conclusion of the study, the following findings were evident:

• Engagement and relationship skills are fundamentally important in leading improvement.

• These skills feature more prominently in reported patterns of leadership behaviour than task-related or conceptual skills.

Health Foundation, 2011

Advocacy and Inquiry

advo

cacy

advo

cacy

inquiry inquiry

Questions

• What is the balance between advocacy/inquiry?

• What impact is this having?

• What is the “tone” of conversations?

• What is your own natural style?

Kantor 4 Player Model

ad

vo

ca

cy

ad

vo

ca

cy

inquiry inquiry

Adapted from David Kantor's work, Kantor Institute

MoveIntent: Direction

FollowIntent: Completion

OpposeIntent: Correction

BystandIntent: Perspective

Questions

• What is the “tone” of this conversation?

• What changes did you notice?

• What impact did these have in the quality of the conversation, relationships and outcome?

• What changes might you make in your own conversations as a result of this session?

In summary:

• Advocacy clearer and more skilful

• More inquiry and seeking to understand

• Balance of advocacy and inquiry

• Conversation took longer but was more productive and ended the stalemate