Deborah Tannen Text Analysis

Deborah Tannen Text Analysis Rationale This task links to part two language and mass communication and the topic of stereotypes. It explores how media shapes gender stereotypes. The nature of the task is an online opinion article from the feminist blog Jezebel. The author criticises linguistic professor Deborah Tannens books, stating that the media creates situations of miscommunication between men and women which are vaguely based on reality. Thus, the task critically investigates the handling of gender stereotypes in a range of media; both Tannens scholarly works and the online article. The text type was chosen as online media fosters a critical discussion of gender stereotypes through the ability to comment. The task contains comments that feature contrasting tones and syntax, highlighting the controversial nature of gender stereotypes. The task was inspired by Megan Carpentlers Jezebel article On George Tiller And The Profound Power of Language, mirrored in formal qualities and the title. The target audience of Jezebel is young and likeminded feminists due to it being an online publication, demonstrated through the use of popular culture allusions, such as Sex and the City. The task features Jezebels typical conversational and ironic tone which allows the reader to feel a personal connection with the author, achieved through the use of contractions and rhetorical questions, and exemplified in hyperbolic phrases such as women use hidden directives; or, I mean, I guess they could, maybe. The voice of the task shifts to persuasive in the last paragraphs of the article, as the author argues that the media causes gender stereotypes. This argumentative tone is achieved through logos and hypophora, such as What came first, the language or the patriarchy? after which the author reiterates their opinion in stating the patriarchy came first. Thus, the aim of the task is to persuade the reader of the authors opinion. 300 words. Works Cited Carpentler, Megan. On George Tiller And The Profound Power of Language. Jezebel. Jezebel, 6 Jan. 2009. Web. 01 Mar. 2016. . Works Cited: Images Used Fundraising Ideas for Social Justice | MobileCause. MobileCause. N.p., n.d. Web. 01 Mar. 2016. . Studio Portrait of Young Woman. Getty Images. N.p., n.d. Web. 01 Mar. 2016. . On Deborah Tannen and the Profound Power of Language Jane Carter7/03/16 Women: what do they want? Thats a question thats plagued not only hundreds of clueless husbands and boyfriends on Valentines Day, anniversaries, or other celebrations. Yet, why is that all men seem to be so clueless when it comes to understanding half of the earths population? Let psychologist, linguist, and Georgetown professor Deborah Tannen enlighten you: its all in your words. The writer of bestsellers with catchy, fun titles such as You Just Dont Understand: Women and Men in Conversation and Thats Not what I Meant! How Conversational Style Makes or Breaks Relationships both works read across the country in the eighties and nineties by millions of frustrated middle-aged mothers- has long stated that women and men are two tribes headed for war. Men and women will never be able to understand each other, and its all because of our language and conversational style, says Tannen. Men see language as a way of asserting dominance, Tannen writes, whereas women simply see it as a way of confirming ideas: never creating their own, obviously. Women are only capable of merely asserting the thoughts of others. Women see language as a means of empathy and providing emotional support, whereas strong, independent men only ever use their language to solve real problems. Men are only concerned with facts; we all know women are far too emotional to deal with hard-core knowledge. How could we, anyhow, when all we ever do is use our language to communicate our feelings or converse with others about their own feelings? It is also a well-known fact that men use imperatives, Tannen says, whereas women use hidden directives; or, I mean, I guess they could, maybe. But, what does this mean? Does gender inequality stem from grammar and syntax? Can we emotional women, with our hidden directives, blame ourselves and our language for the patriarchy? Tannen might be shouting Yes! Look at the transcripts! I have evidence!, and she might very well be true. Gender differences do affect language, though what came first, the language or the patriarchy? Let us first deconstruct gender: it is merely a construct. We live in a world where we colour-code our children in desperation to keep the gender binary system going, and we divide everything according to gender: cats are feminine, dogs are masculine, toy cars are for boys, and dolls are for girls. The division carries on into stereotypes: women are social, men are commanding, girls are emotional, boys are rational. From Sex and the City to What Women Want, these stereotypes are reflected in the media and broadcasted left, right, and centre. Men and women are shown to be polar opposites, completely unable to understand each other, and its all because of their language. Middle-aged women speak like prepubescent teenage girls, using words such as sort of or the ever-present filler like: minor interjections that show women are active listeners, says Tannen, and caring, domestic, beings. Men- if they talk to each other at all- are commanding and avoid confronting their feelings because they are, after all, far too driven by problem-solving and real problems, not their miniscule emotions. The amount of times I have seen or heard married couples bicker and argue on televised sitcoms is ridiculous, and its the same pattern every time: men dont understand what women are saying, and women cant seem to comprehend what men mean. Be it for comedic purpose or otherwise, these stereotypes and seemingly innate differences in language, or conversational styles as Tannen puts it, were drilled inside of all of our heads from a very young age, and the effect is momentous. The classic example is the exchange of Whats wrong? Nothing. Picture the scene: a married couple utters those phrases. Who asks the question, and who answers it? I can guarantee you three things. Firstly, you pictured a man and woman. Secondly, you imagined the woman answering. Thirdly, she probably didnt have a very nice tone of voice. Am I a magician, really good at guessing, or is there more to the issue than it seems? The phrase nothing haunts millions of married men, as those two words are built to never truly mean nothing because, as Tannen has showed us, womens speech is loaded with complex meaning, ready to be enciphered by mens rational brains, yet it seems men are never quite able to do so, perhaps because nothing simply means nothing; nothing more and nothing less, despite the media often portraying quite the opposite. The media creates these situations of miscommunication between men and women. Although vaguely based on reality, one can hardly argue that they accurately depict this wonderfully complex world we live in. Generalisation is a dangerous thing, and yet, Tannen devises equally generalised assumptions and psychological theories to explain this division of language broadcasted in the media and transferred to real life. To answer the previous question I asked, the patriarchy came first, and Tannens work did nothing but compose a deeper division between men and women that the media was already keen on creating. We arent two tribes heading for war. Men arent from Mars, and women arent from Venus. Perhaps someone should explain to Mrs. Tannen that there are extra-terrestrial forms of life. We all are, in fact, from planet Earth; our lovely home with its wonderful entrenched sexism. Comments Marline | 7.03.2016 Tannens work did nothing but compose a deeper division between men and women. What?! Im pretty sure Tannen isnt some weirdo on Reddit Tannen isnt a man-hater, and she isnt some woman-hater either, shes just a psychologist!!! Disappointing article, youve totally over-analysed her lol JSev | 7.03.2016 i take AP Psych and her work is SO sexist!! try READING it its horrible lmao Jessica L. | 8.03.2016 agree with you!!! wish we didnt use psychology as evidence for sexism. makes me sad to think people believe her   media brainwashed usà ¢Ã¢â€š ¬Ã‚ ¦..

Planning Activities to Meet Individual Needs in a Child

Planning Activities to Meet Individual Needs in a Child Nisha Patel (1) Explain the benefits for children when their individual needs are met. In the setting as every child is different, it is important to think about, plan for, and interact with the individual, as well as the group as a whole. Consider the range of children’s styles, social interactions and personalities: Some are quiet; others are noisy Some like to spend time by themselves; others are the life of the party Some are shy; others are outgoing Some are active; others are quiet Some enter into new situations easily; others like to stand back and watch There are differences in cultural and language backgrounds, life experiences, temperament, interests, skills and talents. If you are a new staff member, talk to colleagues who already know the children. Take advantage of what they know and how they see the child. A caution however: try not to use ‘labels’ and fixed ways of seeing a child. Everyone sees and relates to people differently. It may be hard to both listen to what others say and form your own opinion, but do try to keep an open mind about a child who is considered difficult or challenging in some way. Ask if you can look at the enrolment forms. They may have non-confidential information that could be useful to you in getting to know a child. Talking formally to the child’s family. They will have great insights about the child. Learn from their perspectives. Help nurture a culture among staff of talking to each other about children and sharing insights. Learn children’s names, greet them by name, and take every opportunity to have individual conversations with children. Be careful about talking only or mainly to the whole group or numbers of children at a time. You don’t really get to know somebody unless you interact individually. As you get to know children, try to notice, comment on or talk about something that is unique to that child – a new haircut or piece of clothing, a comment about something you did or talked about yesterday, something you read or heard that you think he or she might be interested in. Pay attention to a child who is telling you something. This is a challenge, as it might be necessary to maintain supervision and awareness of what is going on around you while at the same time engaging with the child. Be a good listener and observer. Spend time just watching children interact with others and engage with the material. Listen in on conversations. Make notes so that you can remember and make constructive use of the information. Accept individual differences in children. This doesn’t mean tolerating disruptive or destructive behaviour, but it does mean working with the fact that each child is different. Be aware of your own notions or biases of the ‘ideal’ child. Each of us probably has preferences – some like outgoing cheeky children, while others gravitate towards dreamy, quiet or reflective children. Think about how these ideals might affect your interactions with children. Similarly, think about what kinds of behaviour or characteristics really bother you in children. Acknowledge these biases to yourself and maybe even to your colleagues, and then work against them as you interact with children. When a child has an additional need such as a disability, or when there is a language or cultural barrier or a behavioural problem, try to figure out ways to deal constructively with it – for example to communicate with a child who has limited English, or to truly include a child in a wheelchair. At all times, there are choices of things to do among a range of different kinds of activities. There is flexibility about who is doing what, when and for how long. There are relatively few if any times when everyone is expected to do the same thing. The majority of materials are open- ended – that is, they lend themselves to a variety of uses so that children can adapt them to their own interests and agendas. (2) Describe how the principles of anti- discriminatory practice can be applied to practice. In the setting anti-discriminatory practice is very important in a childcare setting to ensure that everyone involved in the setting, such as children, parents/carers and staff members are not discriminated against in relation to their age, disability, ethnicity, gender, health, religious beliefs and sexuality. In my setting we apply anti-discriminatory practice with children by ensuring we show no favouritism in children and all the children get treated the same, also we ensure we do not refuse any children because of their beliefs, religion etc. Our setting is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families. We aim to: provide a secure and accessible environment in which all children can flourish and in which all contributions are considered and valued; include and value the contribution of all families to our understanding of equality and diversity; provide positive non-stereotyping information about gender roles and diverse family structures, diverse ethnic and cultural groups and disabled people; improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity; challenge and eliminate discriminatory actions; make inclusion a thread that runs through all of the activities of the setting; foster good relations between all communities. We do not discriminate against a child or their family, or prevent entry to our setting, on the basis of a protected characteristic as defined by the Equalities Act 2010. These are: disability; race; gender reassignment; religion or belief; sex; sexual orientation; age; pregnancy and maternity; and marriage and civil partnership. We do not discriminate against a child with a disability or refuse a child entry to our setting for reason relating to disability. We believe that no child, individual or family should be excluded from Pre-schools activities on grounds of age, gender, sexuality, class, family status, means, disability, colour, ethnic origin, culture, religion or belief. In the setting we will ensure that our service is fully inclusive in meeting the needs of all children. We recognise that children and their families come from diverse backgrounds. All families have needs and values that arise from their social and economic, ethnic and cultural or religious backgrounds. Children grow up in diverse family structures that include two parent and one parent families. Some children have two parents of the same sex. Some children have close links with extended families of grandparents, aunts, uncles and cousins while others may be more removed from close kin or may live with other relatives or foster carers. Some children have needs that arise from disability or impairment or may have parents that are affected by disability or impairment. Some children come from families who experience social exclusion or severe hardship. Some have to face discrimination and prejudice because of their ethnicity, the languages they speak, their religious or belief background, their gender or their impairment. (3) Describe why it is important to plan activities that meet the individual needs of children. In the setting it is important for practitioners to identify children’s care and learning needs in a setting, there are many reasons for this. Firstly, is to promote development. Some children develop and learn faster than others and it is partly our responsibility to ensure all children’s needs are cared for no matter what stage of development they are at. We can do this by carrying out observations; these help us to identify the exact learning needs of children. They can show us clearly what stage of development each individual child is at, we would compare each child against milestones for that age and stage of development and then we can begin to plan to meet the learning needs of certain children who are not meeting milestones and also plan to accommodate for those children who are over excelling the milestones. Children will develop better if there are adequate numbers of staff/adults present, taking into account the correct staff ratios for each particular age of children. With more hands on around the setting children will benefit greatly so it is important to plan how many adults/staff should be present for a particular day/activity, by doing so there is a higher chance of meeting all of the children’s needs. For example, in my placement I am in a Primary 1 class where there is a teacher and a classroom assistant. For this age range of children the extra support is extremely important as the children’s care and learning needs are higher than that of a Primary 7 child i.e. toileting, a Primary 1 child would need more assistance than that of a Primary 7 child. So if a teacher is caring for the needs of a child who has had a toileting accident it is important to have a classroom assistant so that the other children are supervised and their needs also met. (4) Explain how the practitioner can promote childrens physical and emotional well- being within an early year setting. Physical well-Being Between birth 6 months a child will: Turn their head toward sounds and movement Watch an adults face when feeding Smile at familiar faces and voices Reach up to hold feet when lying on their backs Look and reach for objects Hold and shake a rattle Put everything in their mouths Between 6 12 months: Move from sitting with support to sitting alone Roll over from their tummy to their back Begin to creep, crawl or shuffle on their bottom Pull on or push against adult hands or furniture to reach a standing position Raises arms to be lifted Turn and look up when they hear their name Pat and poke objects when playing Pass objects from hand to hand Look for things that have been hidden or dropped Reaches hand towards source of food Between 12 -24 months: Begin to walk Sits alone indefinitely Feed themselves Push and pull toys while walking Wave goodbye Point or make noises to indicate wants Enjoy a picture Shake head for No Uses thumb and first two fingers to grip Bangs objects together Stoops to pick things up from the floor Begins to show preference for one hand Builds tower of few bricks Holds crayon in palm and makes marks on paper Between 24 36 months : Kneels to play Throws Kicks ball Builds larger brick tower Pour liquids Between 36 60+ months: Jumps with feet together Walks on tip toes Walks up and down stairs Catches a gently thrown ball Climbs with increasing confidence Paints Gains control over eating tools Pedals Throws with aim Uses scissors Holds a pencil and can draw people/houses Hops Kicks with aim Catches ball Handles pencil with control Copy shapes and write some letters Sews stitches Emotional well- being: Birth- 3 months: Responds to adults especially mothers face and voice Smiles, concentrates on adults face during feeding Very dependent on adults for reassurance and comfort, quietens when held and cuddled Fleeing smiles when asleep Between 6 12 months: Enjoys company of others and games like peek-a-boo Shows affection to known carer, but shy with strangers Between 12 24 months : Likes to please adults and to perform for an audience May become anxious or distressed if separated from known adults May use comfort objects Mostly cooperative and can be distracted from unwanted behaviour Between 24 36 months: Developing sense of own identity, wanting to do things for self Demanding of adult attention, jealous of attention given to others, reluctant to share playthings or adults attention Acts impulsively, requiring needs to be met instantly, prone to bursts of emotion tantrums Enjoys playing with adult or older child who will give attention, beginning to play with others of own age for short periods Between 36 48 months: Becoming more independent and self motivated Feels more secure and able to cope with unfamiliar surroundings and adults for periods of time Becoming more cooperative with adults and likes to help Between 48 60+ months: Makes friends but may need help in resolving disputes Developing understanding of rules, but still finds turn-taking difficult Enjoys helping others and taking responsibility Learns lots about the world and how it works, and about people and relationships Makes friends (often short-term) and plays group games Needs structure and a routine to feel safe When behaviour is ‘over the top’, they need limits to be set Bibliography:- (1) Kate, Kath, Sue, Penny.(2010) 1st edition, London: Heinemann. (2) Kate et al (2010) 1st edition, London: Heinemann.

Insomnia Essay -- essays research papers

Insomnia How many times during the night do we toss and turn, check the clock, and find it ticking away and tell ourselves, "If I could fall asleep right now I would get at least five hours of sleep"? But, sleep doesn't come so we continue to toss and turn. This happens to many people and may suffer from a disorder known as insomnia. People who suffer from this disorder have many complaints, and many have similar symptoms. Symptoms can vary from stress to pain to always feeling tired. Insomnia is a very difficult disease to have to live with. It is hard for both those that suffer from it and their family members. According to Linde and Savaley's, The Sleep Book, (1974), "the person who has trouble sleeping is not alone" (p. 9). They also claim, "An estimated thirty million people suffer from chronic insomnia" (p.9). Many non-insomniacs have occasional periods when they wonder if they'd make it through a sleepless night. Many insomniacs can't fall asleep because of pain and discomfort. Those that can fall asleep but can't stay asleep might be caused from depression, or too many things to worry about. In Ernest Hartmann's The Sleeping Pill (1978) some causes of insomnia (p. 113). He states that pain and discomfort do indeed play an important part in the difficulty remaining asleep. For those having difficulty remaining asleep might be because of depression or having too much to worry about. In Linde and Savary's, The Sleep Book (1974), Dr. Dale C. Friend claims, "insomnia can be classified by four causes: tension, fatigue, discomfort, and in and out insomnia" (p. 100). Tension insomnia occurs mostly in executives or people who worry about their businesses. Tension builds up inside during the day and is still inside at bedtime, it won't come out, so they tend to worry and are not able to go tot sleep. Fatigue insomnia happens when people who get tired during the day and then they take a nap in the early afternoon and as a result they cannot go to sleep at bedtime. People suffering from discomfort insomnia often complain of stomach upsets, such as ulcers, toothaches, or arthritis. This causes them to wake up during the night, which gives them discomfort. In and out insomnia occurs when patients feel that they didn't sleep at all during the night when they really did, but only stayed in the first stages of light sleep ... ... our minds and ourselves. We need to exercise right, at appropriate times, sleep at the right time and never get ourselves so stressed out that we can't sleep at night. Insomnia can affect a person really fast and it's hard to get rid of this disorder without a lot of effort. If we follow the advice given here, we will have an easier life. References Eddy, M.; & Walbroehl, G. (1999) Practical therapeutics : insomnia. American Academy of Family Physicians [Online] Expanded Academic Index. Available www.web6.infotrac.galegroup.com Hartmann, E. (1978). The sleeping pill. New Haven and London: Yale university press Linde, S.; & Savary, L. (1974) The sleep book New York NY: Harper and Row Mendelson, W.B. (1977). Human sleep and it's disorders New York NY: Plenum Press President and Fellows of Harvard College (1998, Dec. 1). Insomnia: Get a good nights sleep. Harvard health letter [Online] Expanded Academic Index Available.www.web6.infotrac.galegroup.com Roberts, S. (1999, April 1) Ten tips for better sleep. American family physicians p.1911(1). [Online] Expanded Academic Index. Available. www.web6.infotrac.galegroup.com

Killing :: essays research papers

Last night In the still of the night Santiago’s crying cut sharply like a knife. His crying was relentless, as though it would never end but then, a child of three knows no other way to express his horror. Abraham Naser walked down the narrow street made of hardened earth and nothing more. His dress was pure class, white blazer and pants with matching wide brimmed hat. Lost in thought he rolled his cigar between his lips, then, as if in a motion as natural to him as his tendency to smile at beautiful women, he adjusted his gun stuffed tightly in the back of his waist bond. It was then when Abraham ran into the women he knew would change his life; the women who would be his wife Arabic coffee tasted for the first tome is surpassing and strong, but soon, it turns soothing and sweet. Placida Linero’s head snapped back at her first taste, and they both laughed. Their eyes spore of there long future from across the small round table. The cafà © had been Abraham’s idea, but it w as now Placida who didn’t want the moment to end, ever. Walking down the isle had been Placida dream since she was a little girl. In Spain girls are brought up to make mariace a priority. For Abraham, on the other hand, an Arab male of wealth turn of the century Spain, life had always meant just the opposite. A man of festivities, of party and celebration, Abraham loved his boos, cigars, and women. And not necessary in that order. He felt and, not a beginning to his life. Placida was a spark of light, beauty able to contain her joy news spilled like a flood. Abraham finds he is happier than he had ever been, but battle with the confession of his changing life. In his excitement, Abraham rushed out to the baby store. There, a beautiful radon haired young women, eyes blue then the sea, assists him in selecting a crib of finished wood and white lace. The celebration that night will be remembered for all time. The drinking, the smoking, the guilt, the self-loathing and the broken promise. He could not explain even to himself how another chance meeting ¾with the young women from the baby store ¾ now stood to destroy his life. How could he have been so foolish he asked himself?

Sweetheart of the Song of Tra Bong as Metaphor Essay example -- Things

Sweetheart of the Song of Tra Bong as Metaphor  Ã‚   The Vietnam War is a strange and unexplainable event in American history. The controversies surrounding the American involvement in Vietnam and the need for Vietnam veterans to tell their stories of the war are prevalent in the post-Vietnam culture of America. "The stories that will last forever are those that swirl back and forth across the border between trivia and bedlam, the mad and the mundane"(89). The story of the sweetheart of the Song of Tra Bong explains this quote of the veteran stories never make exact sense, but they are stories from a war that never quite made exact sense either. The story of "Sweetheart of the Song of Tra Bong," involving a young girl coming to Vietnam for her boyfriend, becomes a metaphor for the rite of passage that a young soldier would experience during his service in Vietnam. The other soldiers in the medical detachment were shocked and amazed at the arrival of Mary Anne, Mark Fossie's girlfriend. She arrived in a typical Americana glory, with her "strawberry ice cream complexion," and in a somewhat lost and tired daze. Her journey was a myriad of plane connections and layovers. Even in her arrival a metaphor is seen as to how a soldier would arrive in Vietnam. The exact arrival of soldiers into the war is somewhat a confusing and shocking fact of debate. Mary Anne was only seventeen when she arrived in Vietnam, but the soldiers over fighting were not much older than her, many the exact same age. After the initial shock of landing in Vietnam wore off, Mary Anne became curious of her surroundings and what was going on in the war. This also is what a young soldier would experience during his first days of service, and he was trying to u... ...ut the hidden thoughts and feelings of the narrator are the real things that need to be examined. The Vietnam War is so colluded with uncertainties that it's meaning and questions of why are still lingering in the minds of citizens of the United States. Although this interpretation of the metaphor is not one that many adhere to when they first read the story, it is one that deserves some attention. The story can be seen as this transformation of the soldier while serving in Vietnam. This story explains some of the smaller battles that the soldiers went through. They fought for their own identity, killing, and survival. All these battles can be seen through Mary Anne and her trails while in Vietnam. The story of Mary Anne ends with her going to the jungles of Vietnam never to be seen again, and this happens to the soldiers, they will always have Vietnam in them.

Health Care Transparency Essay

Healthcare transparency has been defined by the Institute of Medicine (IOM) as making available to the public, in a reliable and understandable manner, information on the health care system’s quality, efficiency and consumer experience with care, which includes price and quality data, so as to influence the behavior of patients, providers, payers and others to achieve better outcomes (American College, 2010). Transparency allows consumers to make better informed decisions. It also helps health facilities convey information to the public. With more information in the open, there will be less overall confusion. People will be better equipped and facilities will know how they compare to other facilities. In the past transparency has been affected by lawsuits. With the risk of being sued, many physicians and hospitals did not want to divulge private information. Of course, this attitude is beginning to change. In the video â€Å"Healthcare Transparency† Dr. Patrick Cawley expresses that transparency in the future will be greatly increased (Dr. Cawley, P., 2009). More information will lead to better patient care. Eventually a patient will be able to review how well a hospital or physician is able to provide care. Everything from infection rates to waiting times will all be accessible to the public. I agree with all forms of medical transparency. Access to wait times will better prepare potential patients for their visits to a hospital. Knowledge of infection rates will affect how the public perceives a health institute. If infection rates are high, most likely public opinion will be able to change this. No longer will things of this nature be shrugged off as typical health care. If a facility is providing less than optimal care, people will be aware of this and know to avoid the facility. This means that poor health care facilities will rightfully fail, while prominent effective health  facilities remain active and prosperous. Thus means overall better patient care. If only the best health care facilities are able to thrive, more people will be able to receive optimal care. Patient satisfaction surveys will also help potential patients understand the environment they are about to enter. If a staff is rude and curt than the public will have access to this. Essentially, this will encourage health care providers to give optimal quality of service to each and every patient. Of course, it’s important that a patients expectations are not too grand. Nothing in life is perfect and people should understand this. Busy hours and numerous patients can cause fatigue. After all, health care providers are still human. Perhaps if all physicians were machines then we could expect them all to be perfect. Performance of medical procedures will enlighten a patient of how well a hospital is able to provide a service. This in turn will allow consumers to make the best choice when selecting a facility for providing care. Someone needing back surgery should be able to locate and choose a facility right for them. If a facility performs poorly with back surgeries, the public has a right to know so that they can avoid this. People have the right to make the most well informed decision. Facility treatment of patients should definitely be transparent. If a facility is trying to hide something it can’t be good. People have the right to know how well a facility treats their patients. This also encourages a facility to always do their best. Ultimately, everyone wants the best health care possible. With expanded information more people will be properly informed of all their choices. Transparency means freedom for consumers. It means more access to information, and more freedom to select the best choice. Without transparency health care is more of a guessing game. Does the facility perform well with back surgery? Who knows guess you’ll have to find out on your own. Of course, that’s risky. But why risk, when you can be informed? At least with information the public can make better decisions. Better decisions will ultimately lead to the best health care. The strong will survive, while the weak will perish. Poor health facilities will fail as more and more people choose the best facilities. As the best facilities succeed the health community will become stronger as a whole. A strong health community will lead to an overall better equipped public community. References American College of Physicians. (2010). Health Transparency. Retrieved from http://www.acponline.org/advocacy/current_policy_papers/assets/transparency.pdf Dr. Cawley, P. (2009). Health Care Transparency. Retrieved from https://portal.phoenix.edu/medialibrary/videodetails.05V130128092014044.html

Leadership Framework

Leadership Academy Leadership Framework A Summary  © 2011 NHS Leadership Academy. All rights reserved. The Leadership Framework is published on behalf of the NHS Leadership Academy by NHS Institute for Innovation and Improvement, Coventry House, University of Warwick Campus, Coventry, CV4 7AL. Publisher: NHS Institute for Innovation and Improvement, Coventry House, University of Warwick Campus, Coventry, CV4 7AL.This publication may be reproduced and circulated free of charge for non-commercial purposes only by and between NHS-funded organisations in England, Scotland, Wales and Northern Ireland staff, and their related networks and officially contracted third parties. This includes the right to reproduce, distribute and transmit this publication in any form and by any means, including e-mail, photocopying, microfilming, and recording. No other use may be made of this publication or any part of it except with the prior written permission and application for which should be in writi ng and addressed to the Director of Leadership (and marked ‘re. ermissions’). Written permission must always be obtained before any part of this publication is stored in a retrieval system of any nature, or electronically. Reproduction and transmission of this publication must be accurate, must not be used in any misleading context and must always be accompanied by this Copyright Notice. Warning: Unauthorised copying, storage, reproduction, adaptation or other use of this publication or any part of it is strictly prohibited. Doing an unauthorised act in relation to a copyright work may give rise to civil liabilities and criminal prosecution. Similar essay: Describe How Own Behaviour Could Impact NegativelyThe Clinical Leadership Competency Framework was created with the agreement of the NHS Institute for Innovation and Improvement and the Academy of Medical Royal Colleges from the Medical Leadership Competency Framework which was created, developed and is owned jointly by the NHS Institute for Innovation and Improvement and the Academy of Medical Royal Colleges. NHS Institute for Innovation and Improvement and Academy of Medical Royal Colleges (2010) Medical Leadership Competency Framework, 3rd edition, Coventry: NHS Institute for Innovation and Improvement. NHS Institute for Innovation and Improvement and Academy of Medical Royal Colleges 2010 The Leadership Framework The Leadership Framework provides a consistent approach to leadership development for staff in health and care irrespective of discipline, role or function, and represents the foundation of leadership behaviour that all staff should aspire to. Fundamental to its development was a desire to build on existing leadership frameworks used by different staff groups and create a single overarching leadership framework for all staff in health and care.In developing the Leadership Framework detailed research and consultation with a wide cross section of staff and stakeholders has been undertaken, including those with a patient perspective and those involved in healthcare outside the NHS such as professional bodies, academics, regulators and policy makers. Those consulted embraced the concept of the Leadership Framework because it affords a common and consistent approach to professional and leadership development, based on shared values and beliefs which are consistent with the principles and values of the NHS Constitution1.The Leadership Framework is based on the concept that leadership is not restricted to people who hold designated leadership roles and where there is a shared responsibility for the success of the organisation, services or c are being delivered. Acts of leadership can come from anyone in the organisation and as a model it emphasises the responsibility of all staff in demonstrating appropriate behaviours, in seeking to contribute to the leadership process and to develop and empower the leadership capacity of colleagues2.This document provides a summary of the seven domains of the Leadership Framework. A full and web based version can be found at www. leadershipacademy. nhs. uk/If Design and structure of the Leadership Framework Delivering services to patients, service users, carers and the public is at the heart of the Leadership Framework. The needs of the people who use services have always been central to healthcare and all staff work hard to improve services for them. However, if we are going to transform services, acting on what really matters to patients and the public is essential and nvolves the active participation of patients, carers, community representatives, community groups and the public i n how services are planned, delivered and evaluated3. The Leadership Framework is comprised of seven domains. Within each domain there are four categories called elements and each of these elements is further divided into four descriptors. These statements describe the leadership behaviours, which are underpinned by the relevant knowledge, skills and attributes all staff should be able to demonstrate.To improve the quality and safety of health and care services, it is essential that staff are competent in each of the five core leadership domains shown at right: demonstrating personal qualities, working with others, managing services, improving services, and setting direction. The two other domains of the Leadership Framework, creating the vision and delivering the strategy, focus more on the role and contribution of individual leaders and particularly those in senior positional roles. 1 Department of Health (2010) The NHS Constitution: the NHS belongs to us all.The NHS Constitution can be accessed via http://www. nhs. uk/choiceintheNHS/Rightsandpledges/NHSConstitution/Pages/Overview. aspx NHS Institute for Innovation and Improvement and Academy of Medical Royal Colleges (2009) Shared Leadership: Underpinning of the MLCF Patient and Public Engagement, Department of Health (2009) Putting Patients at the Heart of Care: The Vision for Patient and Public Engagement in Health and Social Care. www. dh. gov. uk/ppe 2 3 Leadership Framework: A Summary 3 The word ‘patient’ is used throughout the Leadership Framework to enerically cover patients, service users, and all those who receive healthcare. Similarly, the word ‘other’ is used to describe all colleagues from any discipline and organisation, as well as patients, service users, carers and the public. The leadership context The application and opportunity to demonstrate leadership will differ and the context in which competence can be achieved will become more complex and demanding with care er progression. We have therefore used four stages to describe this and to help staff understand their progression and development as a leader.They are: Stage 1 Own practice/immediate team – is about building personal relationships with patients and colleagues, often working as part of a multi-disciplinary team. Staff need to recognise problems and work with others to solve them. The impact of the decisions staff take at this level will be limited in terms of risk. Stage 2 Whole service/across teams – is about building relationships within and across teams, recognising problems and solving them. At this level, staff will need to be more conscious of the risks that their decisions may pose for self and others for a successful outcome.Stage 3 Across services/wider organisation – is about working across teams and departments within the wider organisation. Staff will challenge the appropriateness of solutions to complex problems. The potential risk associated with t heir decisions will have a wider impact on the service. Stage 4 Whole organisation/healthcare system – is about building broader partnerships across and outside traditional organisational boundaries that are sustainable and replicable. At this level leaders will be dealing with multi-faceted problems and coming up with innovative solutions to those problems.They may lead at a national/international level and would be required to participate in whole systems thinking, finding new ways of working and leading transformational change. Their decisions may have significant impact on the reputation of the NHS and outcomes and would be critical to the future of the NHS. 4 Leadership Framework: A Summary Application of the Leadership Framework and supporting tools The Leadership Framework is designed to enable staff to understand their progression as a leader and to support fostering and developing talent.There are many ways it can be applied, for example: †¢ To raise awareness t hat effective leadership is needed across the whole organisation †¢ To underpin a talent management strategy †¢ As part of an existing leadership development programme †¢ To inform the design and commissioning of training and development programmes †¢ To develop individual leadership skills †¢ As part of team development †¢ To enhance existing appraisal systems †¢ To inform an organisation’s recruitment and retention processes.To assist users the full and web based version have a suite of indicators across a variety of work place situations which illustrate the type of activity staff could be demonstrating relevant to each element and stage as well as examples of behaviours if they are not. Supporting tools A self assessment and 360 ° feedback tool support the Leadership Framework; in addition an online development module signposts development opportunities for each of the seven domains.The 360 ° is a powerful tool to help individuals id entify where their leadership strengths and development needs lie. The process includes getting confidential feedback from line managers, peers and direct reports. As a result, it gives an individual an insight into other people’s perceptions of their leadership abilities and behaviour. To assist with integrating the competences into postgraduate curricula and learning experiences, there is the LeAD e-learning resource which is available on the National Learning Management System and through e-Learning for Healthcare (www. -lfh. org. uk/LeAD). The Clinical Leadership Competency Framework and the Medical Leadership Competency Framework are also available to specifically provide staff with clinically based examples in practice and learning and development scenarios across the five core domains shared with the Leadership Framework. A summary version of the Leadership Framework follows, which includes the domains, elements and descriptors. Work-place indicators that demonstrate h e practical application of the framework at the four stages are included as tables in the back of the document. The examples in practice are not included, however these are available in the full document as well as on the website (www. leadershipacademy. nhs. uk/If). Leadership Framework: A Summary 5 1. Demonstrating Personal Qualities Effective leadership requires individuals to draw upon their values, strengths and abilities to deliver high standards of service.To do so, they must demonstrate effectiveness in: †¢ Developing self awareness by being aware of their own values, principles, and assumptions, and by being able to learn from experiences †¢ Managing yourself by organising and managing themselves while taking account of the needs and priorities of others †¢ Continuing personal development by learning through participating in continuing professional development and from experience and feedback †¢ Acting with integrity by behaving in an open, honest and et hical manner. 1. 1 Developing self awareness 1.Recognise and articulate their own value and principles, understanding how these may differ from those of other individuals and groups 2. Identify their own strengths and limitations, the impact of their behaviour on others, and the effect of stress on their own behaviour 3. Identify their own emotions and prejudices and understand how these can affect their judgement and behaviour 4. Obtain, analyse and act on feedback from a variety of sources 1. 2 Managing yourself 1. Manage the impact of their emotions on their behaviour with consideration of the impact on others 2.Are reliable in meeting their responsibilities and commitments to consistently high standards 3. Ensure that their plans and actions are flexible, and take account of the needs and work patterns of others 4. Plan their workload and activities to fulfil work requirements and commitments, without compromising their own health 1. 3 Continuing personal development 1. Actively seek opportunities and challenge for personal learning and development 2. Acknowledge mistakes and treat them as learning opportunities 3. Participate in continuing professional development activities 4.Change their behaviour in the light of feedback and reflection 1. 4 Acting with integrity 1. Uphold personal and professional ethics and values, taking into account the values of the organisation and respecting the culture, beliefs and abilities of individuals 2. Communicate effectively with individuals, appreciating their social, cultural, religious and ethnic backgrounds and their age, gender and abilities 3. Value, respect and promote equality and diversity 4. Take appropriate action if ethics and values are compromised 6 Leadership Framework: A Summary 2. Working with OthersEffective leadership requires individuals to work with others in teams and networks to deliver and improve services. To do so, they must demonstrate effectiveness in: †¢ Developing networks by working in partnership with patients, carers, service users and their representatives, and colleagues within and across systems to deliver and improve services †¢ Building and maintaining relationships by listening, supporting others, gaining trust and showing understanding †¢ Encouraging contribution by creating an environment where others have the opportunity to contribute †¢ Working within teams to deliver and improve services. . 1 Developing networks 1. Identify opportunities where working with patients and colleagues in the clinical setting can bring added benefits 2. Create opportunities to bring individuals and groups together to achieve goals 3. Promote the sharing of information and resources 4. Actively seek the views of others 2. 2 Building and maintaining relationships 1. Listen to others and recognise different perspectives 2. Empathise and take into account the needs and feelings of others 3.Communicate effectively with individuals and groups, and act as a positiv e role model 4. Gain and maintain the trust and support of colleagues 2. 3 Encouraging contribution 1. Provide encouragement, and the opportunity for people to engage in decision-making and to challenge constructively 2. Respect, value and acknowledge the roles, contributions and expertise of others 3. Employ strategies to manage conflict of interests and differences of opinion 4. Keep the focus of contribution on delivering and improving services to patients 2. Working within teams 1. Have a clear sense of their role, responsibilities and purpose within the team 2. Adopt a team approach, acknowledging and appreciating efforts, contributions and compromises 3. Recognise the common purpose of the team and respect team decisions 4. Are willing to lead a team, involving the right people at the right time Leadership Framework: A Summary 7 3. Managing Services Effective leadership requires individuals to focus on the success of the organisation(s) in which they work.To do so, they must b e effective in: †¢ Planning by actively contributing to plans to achieve service goals †¢ Managing resources by knowing what resources are available and using their influence to ensure that resources are used efficiently and safely, and reflect the diversity of needs †¢ Managing people by providing direction, reviewing performance, motivating others, and promoting equality and diversity †¢ Managing performance by holding themselves and others accountable for service outcomes. . 1 Planning 1. Support plans for clinical services that are part of the strategy for the wider healthcare system 2. Gather feedback from patients, service users and colleagues to help develop plans 3. Contribute their expertise to planning processes 4. Appraise options in terms of benefits and risks 3. 2 Managing resources 1. Accurately identify the appropriate type and level of resources required to deliver safe and effective services 2.Ensure services are delivered within allocated resour ces 3. Minimise waste 4. Take action when resources are not being used efficiently and effectively 3. 3 Managing people 1. Provide guidance and direction for others using the skills of team members effectively 2. Review the performance of the team members to ensure that planned services outcomes are met 3. Support team members to develop their roles and responsibilities 4. Support others to provide good patient care and better services 3. Managing performance 1. Analyse information from a range of sources about performance 2. Take action to improve performance 3. Take responsibility for tackling difficult issues 4. Build learning from experience into future plans 8 Leadership Framework: A Summary 4. Improving Services Effective leadership requires individuals to make a real difference to people’s health by delivering high quality services and by developing improvements to services.To do so, they must demonstrate effective in: †¢ Ensuring patient safety by assessing and m anaging risk to patients associated with service developments, balancing economic consideration with the need for patient safety †¢ Critically evaluating by being able to think analytically, conceptually and to identify where services can be improved, working individually or as part of a team †¢ Encouraging improvement and innovation by creating a climate of continuous service improvement †¢ Facilitating transformation by actively contributing to change processes that lead to improving healthcare. 4. 1 Ensuring patient safety 1.Identify and quantify the risk to patients using information from a range of sources 2. Use evidence, both positive and negative, to identify options 3. Use systematic ways of assessing and minimising risk 4. Monitor the effects and outcomes of change 4. 2 Critically evaluating 1. Obtain and act on patient, carer and user feedback and experiences 2. Assess and analyse processes using up-to-date improvement methodologies 3. Identify healthcare i mprovements and create solutions through collaborative working 4. Appraise options, and plan and take action to implement and evaluate improvements 4. 3 Encouraging improvement and innovation 1.Question the status quo 2. Act as a positive role model for innovation 3. Encourage dialogue and debate with a wide range of people 4. Develop creative solutions to transform services and care 4. 4 Facilitating transformation 1. Model the change expected 2. Articulate the need for change and its impact on people and services 3. Promote changes leading to systems redesign 6. Motivate and focus a group to accomplish change Leadership Framework: A Summary 9 5. Setting Direction Effective leadership requires individuals to contribute to the strategy and aspirations of the organisation and act in a manner consistent with its values.To do so, they must demonstrate effective in: †¢ Identifying the contexts for change by being aware of the range of factors to be taken into account †¢ Applyi ng knowledge and evidence by gathering information to produce an evidence-based challenge to systems and processes in order to identify opportunities for service improvements †¢ Making decisions using their values, and the evidence, to make good decisions †¢ Evaluating impact by measuring and evaluating outcomes, taking corrective action where necessary and by being held to account for their decisions. . 1 Identifying the contexts for change 1. Demonstrate awareness of the political, social, technical, economic, organisational and professional environment 2. Understand and interpret relevant legislation and accountability frameworks 3. Anticipate and prepare for the future by scanning for ideas, best practice and emerging trends that will have an impact on health outcomes 4. Develop and communicate aspirations 5. 2 Applying knowledge and evidence 1. Use appropriate methods to gather data and information 2.Carry out analysis against an evidence-based criteria set 3. Use inf ormation to challenge existing practices and processes 4. Influence others to use knowledge and evidence to achieve best practice 5. 3 Making decisions 1. Participate in and contribute to organisational decision-making processes 2. Act in a manner consistent with the values and priorities of their organisation and profession 3. Educate and inform key people who influence and make decisions 4.Contribute a clinical perspective to team, department, system and organisational decisions 5. 4 Evaluating impact 1. Test and evaluate new service options 2. Standardise and promote new approaches 3. Overcome barriers to implementation 4. Formally and informally disseminate good practice 10 Leadership Framework: A Summary 6. Creating the Vision Effective leadership involves creating a compelling vision for the future, and communicating this within and across organisations.This requires individuals to demonstrate effectiveness in: †¢ Developing the vision of the organisation, looking to the future to determine the direction for the organisation †¢ Influencing the vision of the wider healthcare system by working with partners across organisations †¢ Communicating the vision and motivating others to work towards achieving it †¢ Embodying the vision by behaving in ways which are consistent with the vision and values of the organisation. 6. 1 Developing the vision for the organisation 1.Actively engage with colleagues and key influencers, including patients and public, about the future of the organisation 2. Broadly scan and analyse the full range of factors that will impact upon the organisation, to create likely scenarios for its future 3. Create a vision which is bold, innovative and reflects the core values of the NHS 4. Continuously ensures that the organisation’s vision is compatible with future developments within the wider healthcare system. 6. 2 Influencing the vision of the wider healthcare system 1.Seek opportunities to engage in debate abo ut the future of health and care related services 2. Work in partnership with others in the healthcare system to develop a shared vision 3. Negotiate compromises in the interests of better patient services 4. Influence key decision-makers who determine future government policy that impacts on the NHS and its services. 6. 3 Communicating the vision 1. Communicate their ideas and enthusiasm about the future of the organisation and its services confidently and in a way which engages and inspires others 2.Express the vision clearly, unambiguously and vigorously 3. Ensure that stakeholders within and beyond the immediate organisation are aware of the vision and any likely impact it may have on them 4. Take time to build critical support for the vision and ensure it is shared and owned by those who will be communicating it. 6. 4 Embodying the vision 1. Act as a role model, behaving in a manner which reflects the values and principles inherent in the vision 2. Demonstrate confidence, self belief, tenacity and integrity in pursuing the vision 3.Challenge behaviours which are not consistent with the vision 4. Identify symbols, rituals and routines within the organisation which are not consistent with the vision, and replace them with ones that are. Leadership Framework: A Summary 11 7. Delivering the Strategy Effective leadership involves delivering the strategy by developing and agreeing strategic plans that place patient care at the heart of the service, and ensuring that these are translated into achievable operational plans.This requires individuals to demonstrate effectiveness in: †¢ Framing the strategy by identifying strategic options for the organisation and drawing upon a wide range of information, knowledge and experience †¢ Developing the strategy by engaging with colleagues and key stakeholders †¢ Implementing the strategy by organising, managing and assuming the risks of the organisation †¢ Embedding the strategy by ensuring that strate gic plans are achieved and sustained. 7. 1 Framing the strategy 1. Take account of the culture, history and long term underlying issues for the organisation 2.Use sound organisational theory to inform the development of strategy 3. Identify best practice which can be applied to the organisation 4. Identify strategic options which will deliver the organisation’s vision 7. 2 Developing the strategy 1. Engage with key individuals and groups to formulate strategic plans to meet the vision 2. Strive to understand others’ agendas, motivations and drivers in order to develop strategy which is sustainable 3. Create strategic plans which are challenging yet realistic and achievable 4. Identify and mitigate uncertainties and risks associated with strategic choices 7. Implementing the strategy 1. Ensure that strategic plans are translated into workable operational plans, identifying risks, critical success factors and evaluation measures 2. Identify and strengthen organisational capabilities required to deliver the strategy 3. Establish clear accountability for the delivery of all elements of the strategy, hold people to account and expect to be held to account themselves 4. Respond quickly and decisively to developments which require a change in strategy 7. 4 Embedding the strategy 1.Support and inspire others responsible for delivering strategic and operational plans, helping them to overcome obstacles and challenges, and to remain focused 2. Create a consultative organisational culture to support delivery of the strategy and to drive strategic change within the wider healthcare system 3. Establish a climate of transparency and trust where results are discussed openly 4. Monitor and evaluate strategic outcomes, making adjustments to ensure sustainability of the strategy 12 Leadership Framework: A Summary The following tables combine the indicators of behaviours at different leadership stages from each domain section.Please refer to the full domain pages f or the element descriptors. 1. DEMONSTRATING PERSONAL QUALITIES Effective leadership requires individuals to draw upon their values, strengths and abilities to deliver high standards of service. To do so, they must demonstrate effectiveness in demonstrating self awareness, managing themselves, continuing their personal development and acting with integrity. 2 Whole Service/Across Teams 3 Across Services/Wider Organisation Element Appreciates the impact they have on others and the impact others have on them. Routinely seeks feedback and adapts their behaviour appropriately.Reflects on their interactions with a wide and diverse range of individuals and groups from within and beyond their immediate service/organisation. Challenges and refreshes own values, beliefs, leadership styles and approaches. Overtly role models the giving and receiving of feedback. Successfully manages a range of personal and organisational demands and pressures. Demonstrates tenacity and resilience. Overcomes s etbacks where goals cannot be achieved and quickly refocuses. Is visible and accessible to others. Acts as an exemplar for others in managing their continuous personal development.Facilitates the development of a learning culture. 1 Own Practice/Immediate Team 4 Whole Organisation/Wider Healthcare System Uses sophisticated tools and sources to continuously learn about their leadership impact in the wider health and care community and improve their effectiveness as a senior leader. Understands how pressures associated with carrying out a high profile role impact on them and their performance. Remains focused on strategic goals when faced with competing and, at times, conflicting demands arising from differing priorities.Identifies where they need to personally get involved to achieve the most benefit for the organisation and wider healthcare system. Develops through systematically scanning the external environment and exploring leading edge thinking and best practice. Applies learnin g to build and refresh the service. Treats challenge as a positive force for improvement. 1. 1 Developing Self Awareness Reflects on how factors such as own values, prejudices and emotions influence their judgement, behaviour and self belief. Uses feedback from appraisals and other sources to consider personal impact and change behaviour.Understands personal sources of stress. 1. 2 Managing Yourself Plans and manages own time effectively and fulfils work requirements and commitments to a high standard, without compromising own health and wellbeing. Remains calm and focused under pressure. Ensures that own work plans and priorities fit with the needs of others involved in delivering services. Demonstrates flexibility and sensitivity to service requirements and remains assertive in pursuing service goals. Leadership Framework: A Summary Puts self forward for challenging assignments and projects which will develop strengths and address development areas.Acts as a role model for others in demonstrating integrity and inclusiveness in all aspects of their work. Challenges where organisational values are compromised. 1. 3 Continuing Personal Development Takes responsibility for own personal development and seeks opportunities for learning. Strives to put learning into practice. 1. 4 Acting with Integrity Behaves in an open, honest and inclusive manner, upholding personal and organisational ethics and values. Shows respect for the needs of others and promotes equality and diversity.Creates an open, honest and inclusive culture in accordance with clear principles and values. Ensures equity of access to services and creates an environment where people from all backgrounds can excel. Assures standards of integrity are maintained across the service and communicates the importance of always adopting an ethical and inclusive approach. Generic behaviours observed if individual is not yet demonstrating this domain: †¢ Demonstrates behaviours that are counter to core valu es of openness, inclusiveness, honesty and equality †¢ Lacks confidence in own abilities to deliver results Does not understand own emotions or recognise the impact of own behaviour on others †¢ Approaches tasks in a disorganised way and plans are not realistic †¢ Unable to discuss own strengths and development needs and spends little time on development 13 14 2 Whole Service/Across Teams 3 Across Services/Wider Organisation 4 Whole Organisation/Wider Healthcare System Works across boundaries creating networks which facilitate high levels of collaboration within and across organisations and sectors.Builds and maintains sustainable strategic alliances across the system and other sectors. Has high impact when interacting with others at all levels. Uses networks to bring individuals and groups together to share information and resources and to achieve goals. Identifies and builds effective networks with a range of influential stakeholders internal and external to the org anisation. Builds and maintains relationships with a range of individuals involved in delivering the service. Manages sensitivities between individuals and groups.Creates a supportive environment which encourages others to express diverse opinions and engage in decisionmaking. Constructively challenges suggestions and reconciles conflicting views. Helps lead others towards common goals, providing clear objectives and offering appropriate support. Shows awareness of team dynamics and acts to promote effective team working. Appreciates the efforts of others. Integrates the contributions of a diverse range of stakeholders, being open and honest about the extent to which contributions can be acted upon.Builds and nurtures trusting relationships at all levels within and across services and organisational boundaries. Creates systems which encourage contribution throughout the organisation. Invites contribution from different sectors to bring about improvements. Takes on recognised positio nal leadership roles within the organisation. Builds high performing inclusive teams that contribute to productive and efficient health and care services. Promotes autonomy and empowerment and maintains a sense of optimism and confidence. Contributes to and leads senior teams.Enables others to take on leadership responsibilities, building high level leadership capability and capacity from a diverse range of backgrounds. †¢ Does not encourage others to contribute ideas †¢ Does not adopt a collaborative approach 2. WORKING WITH OTHERS Effective leadership requires individuals to work with others in teams and networks to deliver and improve services. This requires them to demonstrate effectiveness in developing networks, building and maintaining relationships, encouraging contribution, and working within teams. Element 1 Own Practice/Immediate Team . 1 Developing Networks Identifies where working and cooperating with others can result in better services. Endeavours to work co llaboratively. 2. 2 Building and Maintaining Relationships Communicates with and listens to others, recognising different perspectives. Empathises and takes into account the needs and feelings of others. Gains and maintains trust and support. 2. 3 Encouraging Contribution Seeks and acknowledges the views and input of others. Shows respect for the contributions and challenges of others. Leadership Framework: A Summary 2. 4 Working within TeamsUnderstands roles, responsibilities and purpose within the team. Adopts a collaborative approach and respects team decisions. Generic behaviours observed if individual is not yet demonstrating this domain: †¢ Fails to network with others and/or allows relationships to deteriorate †¢ Fails to win the support and respect of others 3. MANAGING SERVICES Effective leadership requires individuals to focus on the success of the organisation(s) in which they work. This requires them to be effective in planning, managing resources, managing peo ple and managing performance. Whole Service/Across Teams 3 Across Services/Wider Organisation 4 Whole Organisation/Wider Healthcare System Anticipates the impact of health trends and develops strategic plans that will have a significant impact on the organisation and wider healthcare system. Ensures strategic objectives are translated into operational plans. Strategically manages resources across the organisation and wider healthcare system. Element Works collaboratively to develop business cases and service plans that support organisational objectives, appraising them in terms of benefits and risks.Leads service design and planning processes. Communicates and keeps others informed of strategic and operational plans, progress and outcomes. 1 Own Practice/Immediate Team 3. 1 Planning Contributes ideas to service plans, incorporating feedback from others including a diverse range of patients, service users and colleagues. 3. 2 Managing Resources Understands what resources are availabl e and organises the appropriate type and level of resources required to deliver safe and efficient services. Identifies resource requirements associated with delivering services.Manages resources and takes action to ensure their effective and efficient use. Forecasts resource requirements associated with delivering complex services efficiently and effectively. Manages resources taking into account the impact of national and local policies and constraints. Motivates and coaches individuals and teams to strengthen their performance and assist them with developing their own capabilities and skills. Aligns individual development needs with service goals. Leadership Framework: A Summary Provides others with clear purpose and direction.Helps others in developing their roles and responsibilities. Works with others to set and monitor performance standards, addressing areas where performance objectives are not achieved. †¢ Does not effectively manage and develop people †¢ Fails to identify and address performance issues 3. 3 Managing People Supports others in delivering high quality services and excellence in health and care. Inspires and supports leaders to mobilise diverse teams that are committed to and aligned with organisational values and goals. Engages with and influences senior leaders and key stakeholders to deliver joined up services. . 4 Managing Performance Uses information and data about performance to identify improvements which will strengthen services. Establishes rigorous performance measures. Holds self, individuals and teams to account for achieving performance standards. Challenges when service expectations are not being met and takes corrective action. Promotes an inclusive culture that enables people to perform to their best, ensuring that appropriate performance management systems are in place and that performance data is systematically evaluated and fed into future plans.Generic behaviours observed if individual is not yet demonstratin g this domain: †¢ Disorganised or unstructured approach to planning †¢ Wastes resources or fails to monitor them effectively 15 16 2 Whole Service/Across Teams 3 Across Services/Wider Organisation 4 Whole Organisation/Wider Healthcare System Creates a culture that prioritises the health, safety and security of patients and service users. Delivers assurance that patient safety underpins policies, processes and systems. Reviews practice to improve standards of patient safety and minimise risk.Monitors the impact of service change on patient safety. Develops and maintains audit and risk management systems which will drive service improvement and patient safety. Engages with others to critically evaluate services and create ideas for improvements. Synthesises complex information to identify potential improvements to services. Identifies potential barriers to service improvement. Benchmarks the wider organisation against examples of best practice in healthcare and other sectors . Evaluates options for improving services in line with future advances.Acts as a positive role model for innovation. Encourages dialogue and debate in the development of new ideas with a wide range of people. Challenges colleagues’ thinking to find better and more effective ways of delivering services and quality. Accesses creativity and innovation from relevant individuals and groups. Drives a culture of innovation and improvement. Integrates radical and innovative approaches into strategic plans to make the NHS world class in the provision of healthcare services. Focuses self and others on achieving changes to systems and processes which will lead to improved services.Energises others to drive change that will improve health and care services. Actively manages the change process, drawing on models of effective change management. Recognises and addresses the impact of change on people and services. Inspires others to take bold action and make important advances in how servi ces are delivered. Removes organisational obstacles to change and creates new structures and processes to facilitate transformation. †¢ Maintains the status quo and sticks with traditional outdated ways of doing things †¢ Fails to implement change or implements change for change’s sake 4.IMPROVING SERVICES Effective leadership requires individuals to make a real difference to people’s health by delivering high quality services and by developing improvements to services. This requires them to demonstrate effectiveness in ensuring patient safety, critically evaluating, encouraging improvement and innovation and facilitating transformation. Element 1 Own Practice/Immediate Team 4. 1 Ensuring Patient Safety Puts the safety of patients and service users at the heart of their thinking in delivering and improving services. Takes action to report or rectify shortfalls in patient safety. . 2 Critically Evaluating Uses feedback from patients, carers and service users t o contribute to healthcare improvements. Leadership Framework: A Summary 4. 3 Encouraging Improvement and Innovation Questions established practices which do not add value. Puts forward creative suggestions to improve the quality of service provided. 4. 4 Facilitating Transformation Articulates the need for changes to processes and systems, acknowledging the impact on people and services. Generic behaviours observed if individual is not yet demonstrating this domain: Overlooks the need to put patients at the forefront of their thinking †¢ Does not question/evaluate current processes and practices 5. SETTING DIRECTION Effective leadership requires individuals to contribute to the strategy and aspirations of the organisation and act in a manner consistent with its values. This requires them to demonstrate effectiveness in identifying the contexts for change, applying knowledge and evidence, making decisions, and evaluating impact. 2 Whole Service/Across Teams 3 Across Services/Wi der Organisation 4 Whole Organisation/Wider Healthcare System Synthesises knowledge from a broad range of sources.Identifies future challenges and imperatives that will create the need for change and move the organisation and the wider healthcare system in new directions. Influences the context for change in the best interests of services and service users. Uses knowledge, evidence and experience of national and international developments in health and social care to influence the future development of health and care services. Ensures that corporate decision-making is rigorous and takes account of the full range of factors impinging on the future direction of the organisation and the wider healthcare system.Can operate without all the facts. Takes unpopular decisions when in the best interests of health and care in the long term. Identifies gains which can be applied elsewhere in the organisation and incorporates these into operational/ business plans. Disseminates learning from ch anges which have been introduced. Synthesises learning arising from changes which have been introduced and incorporates these into strategic plans. Shares learning with the wider health and care community. Element Identifies the external and internal drivers of change and communicates the rationale for change to others.Actively seeks to learn about external factors which will impact on services. Interprets the meaning of these for services and incorporates them into service plans and actions. 1 Own Practice/Immediate Team 5. 1 Identifying the Contexts for Change Understands the range of factors which determine why changes are made. 5. 2 Applying Knowledge and Evidence Gathers data and information about aspects of the service, analyses evidence and uses this knowledge to suggest changes that will improve services in the future. Involves key people and groups in making decisions.Actively engages in formal and informal decision-making processes about the future of services. Obtains and analyses information about services and pathways to inform future direction. Supports and encourages others to use knowledge and evidence to inform decisions about the future of services. Understands the complex interdependencies across a range of services. Applies knowledge to set future direction. Leadership Framework: A Summary Evaluates and embeds approaches and working methods which have proved to be effective into the working practices of teams and individuals. 5. 3 Making DecisionsConsults with others and contributes to decisions about the future direction/vision of their service. Remains accountable for making timely decisions in complex situations. Modifies decisions and flexes direction when faced with new information or changing circumstances. 5. 4 Evaluating Impact Assesses the effects of change on service delivery and patient outcomes. Makes recommendations for future improvements. Generic behaviours observed if individual is not yet demonstrating this domain: †¢ Makes poor decisions about the future †¢ Fails to evaluate the impact of previous decisions and actions Unaware of political, social, technical, economic, organisational factors that impact on the future of the service/organisation †¢ Does not use an evidence-base for decision-making 17 18 ELEMENT DESCRIPTORS (see also page 11) 4 Whole Organisation/Wider Healthcare System Actively engages key stakeholders in creating a bold, innovative, shared vision which reflects the future needs and aspirations of the population and the future direction of healthcare. Thinks broadly and aligns the vision to the NHS core values and the values of the wider healthcare system.Actively participates in and leads on debates about the future of health, wellbeing and related services. Manages political interests, balancing tensions between organisational aspirations and the wider environment. Shapes and influences local, regional and national health priorities and agendas. Clearly communicates t he vision in a way that engages and empowers others. Uses enthusiasm and energy to inspire others and encourage joint ownership of the vision. Anticipates and constructively addresses challenge. Consistently displays passion for the vision and demonstrates personal commitment to it through their day-to-day actions.Uses personal credibility to act as a convincing advocate for the vision. †¢ Misses opportunities to communicate and share understanding of the vision with others †¢ Lacks enthusiasm and commitment for driving the vision 6. CREATING THE VISION Those in senior positional leadership roles create a compelling vision for the future, and communicate this within and across organisations. This requires them to demonstrate effectiveness in developing the vision for the organisation, influencing the vision of the wider healthcare system, communicating the vision and embodying the vision.Element 6. 1 Developing the Vision for the Organisation †¢ Actively engage with c olleagues and key influencers, including patients and public, about the future of the organisation †¢ Broadly scan and analyse the full range of factors that will impact upon the organisation, to create likely scenarios for its future †¢ Create a vision which is bold, innovative and reflects the core values of the NHS †¢ Continuously ensures that the organisation’s vision is compatible with future developments within the wider healthcare system . 2 Influencing Vision in the Wider Healthcare System †¢ Seek opportunities to engage in debate about the future of health and care related services †¢ Work in partnership with others in the healthcare system to develop a shared vision †¢ Negotiate compromises in the interests of better patient services †¢ Influence key decision-makers who determine future government policy that impacts on the NHS and its services Leadership Framework: A Summary 6. 3 Communicating the Vision Communicate their ideas an d enthusiasm about the future of the organisation and its services confidently and in a way which engages and inspires others †¢ Express the vision clearly, unambiguously and vigorously †¢ Ensure that stakeholders within and beyond the immediate organisation are aware of the vision and any likely impact it may have on them †¢ Take time to build critical support for the vision and ensure it is shared and owned by those who will be communicating it 6. 4 Embodying the Vision Act as a role model, behaving in a manner which reflects the values and principles inherent in the vision †¢ Demonstrate confidence, self belief, tenacity and integrity in pursuing the vision †¢ Challenge behaviours which are not consistent with the vision †¢ Identify symbols, rituals and routines within the organisation which are not consistent with the vision, and replace them with ones that are Generic behaviours observed if individual is not yet demonstrating this domain: Does not involve others in creating and defining the vision †¢ Does not align their vision with the wider health and care agenda 7. DELIVERING THE STRATEGY Those in senior positional leadership roles deliver the strategic vision by developing and agreeing strategic plans that place patient care at the heart of the service, and ensuring that these are translated into achievable operational plans. This requires them to demonstrate effectiveness in framing the strategy, developing the strategy, implementing the strategy, and embedding the strategy. ElementELEMENT DESCRIPTORS (see also page 12) 4 Whole Organisation/Wider Healthcare System Critically reviews relevant thinking, ideas and best practice and applies whole systems thinking in order to conceptualise a strategy in line with the vision. 7. 1 Framing the Strategy †¢ Take account of the culture, history and long term underlying issues for the organisation †¢ Use sound organisational theory to inform the development of strate gy †¢ Identify best practice which can be applied to the organisation †¢ Identify strategic options which will deliver the organisation’s vision . 2 Developing the Strategy †¢ Engage with key individuals and groups to formulate strategic plans to meet the vision †¢ Strive to understand others’ agendas, motivations and drivers in order to develop strategy which is sustainable †¢ Create strategic plans which are challenging yet realistic and achievable †¢ Identify and mitigate uncertainties and risks associated with strategic choices Integrates the views of a broad range of stakeholders to develop a coherent, joined up and sustainable strategy.Assesses organisational readiness for change. Manages the risks, political sensitivities and environmental uncertainties involved. Leadership Framework: A Summary 7. 3 Implementing the Strategy †¢ Ensure that strategic plans are translated into workable operational plans, identifying risks, critic al success factors and evaluation measures †¢ Identify and strengthen organisational capabilities required to deliver the strategy †¢ Establish clear accountability for the delivery of all elements f the strategy, hold people to account and expect to be held to account themselves †¢ Respond quickly and decisively to developments which require a change in strategy Responds constructively to challenge. Puts systems, structures, processes, resources and plans in place to deliver the strategy. Establishes accountabilities and holds people in local, regional, and national structures to account for jointly delivering strategic and operational plans. Demonstrates flexibility when changes required. 7. 4 Embedding the Strategy Support and inspire others responsible for delivering strategic and operational plans, helping them to overcome obstacles and challenges, and to remain focused †¢ Create a consultative organisational culture to support delivery of the strategy and t o drive strategic change within the wider healthcare system †¢ Establish a climate of transparency and trust where results are discussed openly †¢ Monitor and evaluate strategic outcomes, making adjustments to ensure sustainability of the strategy Enables and supports the conditions and culture needed to sustain changes integral to the successful delivery of the strategy.Keeps momentum alive by reinforcing key messages, monitoring progress and recognising where the strategy has been embraced by others. Evaluates outcomes and uses learnings to adapt strategic and operational plans. Generic behaviours observed if individual is not yet demonstrating this domain: †¢ Absolves oneself of responsibility for holding others to account †¢ Fails to enable an organisational culture that embraces the strategy †¢ Does not align the strategy with local, national and/or wider health care system requirements †¢ Works to develop the strategy in isolation without input or feedback from others 19