“A Learning Journey”

1. “A Learning Journey” Dr Marie Johnson November 2013 National Leading Health and Well-being Programme From Transition to Transformation

2. “A Learning Journey” We may all be in the same boat But……….

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

4. And have a variety of aspirations ………..

5. Programme Resources Faculty Yourself Fellow Participants Coaching 360 Appraisal Modules

6. 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

7. Yourself Fellow Participants

8. Immediate Colleagues Wider Networks You

9. Learning Styles

10. The Learning Cycle and Learning Styles Experience Activists Testing out / trying things out in new situations Pragmatists Observation Reflectors Drawing conclusions and forming generalisations Theorists Lewin 1950s Kolb, Honey and Mumford 1980s

11. Activists • 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?

12. Activists • Tendency to take the immediately obvious action • Can take unnecessary risks • May do too much themselves / hog the limelight • Rush into action without enough preparation • Get bored with implementation / consolidation

13. Reflectors • 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?

14. Reflectors • May hold back from participation • Take time to make up their minds and reach a decision • Cautious / risk adverse • Lack assertiveness

15. Theorists • 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?

16. Theorists • Low tolerance for uncertainty, disorder and ambiguity • Weak lateral thinkers • Not keen on subjectivity or intuition

17. Pragmatists • 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?

18. Pragmatists • Tend to reject things without an obvious application • May seize on the first solution • Not too keen on theory / impatient with ‘waffle’ • Tend to be task orientation rather than people orientated

19. The Learning Cycle and Learning Styles Experience Activists Testing out / trying things out in new situations Pragmatists Observation Reflectors Drawing conclusions and forming generalisations Theorists Lewin 1950s Kolb, Honey and Mumford 1980s

20. Immediate Colleagues Your Helping Style

21. Wider Networks Building Your Networks

22. Why should I cultivate my Networks? Trust Visibility ‘Intelligence’ Influence

23. How? What can I do to get better at drawing upon, extending and activating my networks

24. How? • Map your networks • Analyse them • Decide what you want …… and do something about it

25. Health Providers Probation Police Local Activists Media Local radio Local press Map Them LA Councillors Exec Team Scrutiny committee EH, Housing, Adult Services, Children’s Services, Education NHS Commissioning Groups Politicians Councillors MPs MEPs Public Health England Local Employers NGOs Service providers lobbyists

26. Analyse Them • Level: organisation, department, individuals • Content of relationship: information, intelligence / insight • Temperature of relationship: formal, reciprocal, one way, antagonistic, frosty, friendly, supportive, confiding

27. Local Authority Councillors: Couple of wards good - rest unknown Me Exec Team: New CE now in post Environmental Health: turf wars Adult Services: Strong joint working Education: Never met

28. Questions • What are my strong relationships? • What’s the balance between local and wider ones? • Where are the gaps? • What do I get and receive from my relationships? • Is the balance right? • Are they working for me now: helping me to achieve what needs to be done get where I want to go?

29. Action • Prioritise organisations and individuals to get to know • Review what you have to offer and what do you want • Consider how to go about this – what fits in with your personal style and ethics…. and theirs? attend a meeting, join a committee, work on a project, ask to shadow, ask to be mentee, offer to be a mentor, meet for coffee or lunch……

30. You

31. Your (individual and collective) aspirations for the programme

32. Learning Aspirations WHAT DO I WANT TO GET OUT OF THE PROGRAMME? Where am I now? What do I want to achieve? How do I get there?