“a learning journey”
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“A Learning Journey”. Dr Marie Johnson November 2013 National Leading Health and Well-being Programme. From Transition to Transformation. “A Learning Journey”. We may all be in the same boat But………. We may eventually be arriving at differing destinations ………. - PowerPoint PPT PresentationTRANSCRIPT
““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?