““A Learning Journey”A Learning Journey”

 

Dr Marie Johnson November 2013Dr Marie Johnson November 2013

National Leading Health and Well-being ProgrammeNational Leading Health and Well-being Programme

From Transition to Transformation

““A Learning Journey”A Learning Journey”

We may all be in the We may all be in the same boatsame boat

But……….But……….

We may eventually be arriving at differing We may eventually be arriving at differing destinations ………..destinations ………..

And have a variety of aspirations ………..

Programme ResourcesProgramme Resources

Fellow ParticipantsFacultyFaculty

Coaching

360 Appraisal

Yourself

Modules

This session aims to be practical, lively and useful.  The focus will be on exploring and sharing: the

experience you bring to the programme; your reflections on your current situations and your

learning aspirations

Fellow Participants

Yourself

You

ImmediateColleaguesWider

Networks

ExperienceExperience

ActivistsActivists

ObservationObservation

ReflectorsReflectors

Drawing conclusions and forming generalisations

TheoristsTheorists

Testing out / trying things outTesting out / trying things out

in new situationsin new situations

PragmatistsPragmatists

The Learning Cycle and Learning StylesThe Learning Cycle and Learning Styles

Lewin 1950s Kolb, Honey and Mumford 1980s

ActivistsActivists

•Flexible and open minded

•Keen to have a go

•Happy to enter new situations

•Optimistic about anything new

•Tend to embrace change

Questions Activists Ask

Will I learn something new?

Will I have to sit down for too long?

Will I have a chance to DO things and have FUN

Will there be other people like me?

ActivistsActivists

• Tendency to take the immediately Tendency to take the immediately obvious actionobvious action

• Can take unnecessary risksCan take unnecessary risks

• May do too much themselves / May do too much themselves / hog the limelighthog the limelight

• Rush into action without enough Rush into action without enough preparationpreparation

• Get bored with implementation / Get bored with implementation / consolidationconsolidation

ReflectorsReflectors•Careful and thoughtful

•Thorough and methodical

•Good at listening to others

•Rarely jump to conclusions

Questions Reflectors ask

Will there be time to think about things?

Will there be plenty of information available?

Will there be opportunities to listen to other people and get a variety of views?

Will I be pressured to respond too quickly?

ReflectorsReflectors

• May hold back from participationMay hold back from participation

• Take time to make up their minds and reach Take time to make up their minds and reach a decisiona decision

• Cautious / risk adverseCautious / risk adverse

• Lack assertivenessLack assertiveness

TheoristsTheorists•Logical ‘vertical’ thinkers

•Rational and objective

•Good at asking probing questions

•Disciplined approach

Questions Theorists ask

Is there a clear structure and purpose to the event?

Will I be able to ask lots of questions?

Will there be complex ideas that will stretch me?

Are the approaches and information used rigorous and valid?

TheoristsTheorists

• Low tolerance for uncertainty, disorder and ambiguityLow tolerance for uncertainty, disorder and ambiguity

• Weak lateral thinkersWeak lateral thinkers

• Not keen on subjectivity or intuitionNot keen on subjectivity or intuition

PragmatistsPragmatists

•Keen to test things out in practice•Practical, down to earth, realistic•Business-like – get straight to the point•Likes tools and techniques

Questions Pragmatists Ask

Will we be engaging with real issues?

Will there be lots of practical ideas and tools to use?

Will there be time to practise and experiment?

Can I apply the learning to the problems I face now?

PragmatistsPragmatists

• Tend to reject things without an obvious applicationTend to reject things without an obvious application

• May seize on the first solutionMay seize on the first solution

• Not too keen on theory / impatient with Not too keen on theory / impatient with ‘‘wafflewaffle’’

• Tend to be task orientation rather than people Tend to be task orientation rather than people orientatedorientated

ExperienceExperience

ActivistsActivists

ObservationObservation

ReflectorsReflectors

Drawing conclusions and forming generalisations

TheoristsTheorists

Testing out / trying things outTesting out / trying things out

in new situationsin new situations

PragmatistsPragmatists

The Learning Cycle and Learning StylesThe Learning Cycle and Learning Styles

Lewin 1950s Kolb, Honey and Mumford 1980s

ImmediateColleagues

Your Helping Style

Wider Networks

Building Your Networks

Why should I cultivate my Why should I cultivate my Networks?Networks?

Influence

Trust

Visibility

‘Intelligence’

How?How? What can I do to get better at drawing What can I do to get better at drawing

upon, extending and activating my upon, extending and activating my networksnetworks

How?How?

• Map your networksMap your networks

• Analyse themAnalyse them

• Decide what you want ……Decide what you want ……

and do something about and do something about itit

Map ThemMap Them

NHS Commissioning Groups

Public Health England

ProbationPolice

LACouncillorsExec Team

Scrutiny committeeEH, Housing, Adult Services,

Children’s Services, Education

PoliticiansCouncillorsMPs MEPs

MediaLocal radioLocal press

NGOsService providers

lobbyists

Health Providers

Local Employers

Local Activists

Analyse ThemAnalyse Them

• Level: organisation, department, Level: organisation, department, individualsindividuals

• Content of relationship: Content of relationship: information, intelligence / insightinformation, intelligence / insight

• Temperature of relationship: Temperature of relationship:

formal, reciprocal, one way, formal, reciprocal, one way, antagonistic, frosty, friendly, antagonistic, frosty, friendly, supportive, confidingsupportive, confiding

MeMe

Education: Never met

Councillors: Couple of wards good - rest unknownExec Team: New CE now in post

Adult Services: Strong joint working

Local Authority

Environmental Health: turf wars

QuestionsQuestions

• What are my strong relationships?What are my strong relationships?

• What’s the balance between local and wider ones?What’s the balance between local and wider ones?

• Where are the gaps?Where are the gaps?

• What do I get and receive from my relationships?What do I get and receive from my relationships?

• Is the balance right? Is the balance right?

• Are they working for me now:Are they working for me now:

helping me to achieve what needs to be done helping me to achieve what needs to be done

get where I want to go?get where I want to go?

ActionAction

• Prioritise organisations and individuals to get to knowPrioritise organisations and individuals to get to know

• Review what you have to offer and what do you wantReview what you have to offer and what do you want

• Consider Consider howhow to go about this – what fits in with your to go about this – what fits in with your personal style and ethics…. and theirs?personal style and ethics…. and theirs?

attend a meeting, join a committee, work on a attend a meeting, join a committee, work on a project, ask to shadow, ask to be mentee, offer to project, ask to shadow, ask to be mentee, offer to be a mentor, meet for coffee or lunch……be a mentor, meet for coffee or lunch……

You

Your (individual and Your (individual and collective) collective)

aspirations for the aspirations for the programmeprogramme

Learning AspirationsLearning Aspirations

Where am I now?Where am I now?

What do I want toWhat do I want to achieve?achieve?

How do I get there?How do I get there?

WHAT DO I WANT TO GET OUT OF THE PROGRAMME?WHAT DO I WANT TO GET OUT OF THE PROGRAMME?