Transforming Learning Environments and Transforming Learning

1. Transforming Learning Environments and Transforming Learning Masterclass One

2. Learning Outcomes • Appreciation of potential trends in learning environments. • Enable skills to strategically co-ordinate inclusive practice and leadership engagement across teams and organisational boundaries. • Skills to participate in effective board room discussions and an awareness of the steps to take to create and deliver a vision. • Knowledge to enhance resilience, skills of mediation, mindfulness: an ability to manage difficult conversations. • Excellent strategies and behaviours for community engagement, primary care, public health agencies, non NHS organisations for example. • Developing effective partnerships

3. Aims and Objectives for the Morning Session • Understanding transformative learning • Current trends and issues • Being a critical professional Break 10:45 – 11:00 • NHS leadership behaviours model • Coaching for behaviour change Lunch 12:30 – 13:30

4. Aims and Objectives for the Afternoon Session • Resilience and mindfullness • Professional Identity • Reflective Practice • Break 15:00 – 15:15 • Exploring issues in transforming learning - workshop Finish 17:00

5. GROUND RULES

6. What does transforming learning environment mean to you? In pairs consider the following: • What are the aspirations in relation to TLE? • What is the current situation of TLE? • What are the challenges?

7. What is Transformative Learning? Transformative learning is defined as learning that induces more far-reaching change in the learner than other kinds of learning, especially experiential learning, which shape the learner and produce a significant impact, or shift, which affects the learner's subsequent experiences. (Mezirow, 1990)

8. 10 Stages of Transformative Learning 1. A disorienting dilemma. 2. A self examination of feelings. 3. A critical self-reflection of one’s assumptions. 4. Recognition that one’s discontent and the process of transformation are shared and that others have negotiated a similar change. 5. Exploration of options for new roles, relationships, and actions.  6. Planning a course of action. 7. Acquisition of knowledge and skills for implementing one’s plan. 8. Provision trying of new roles. 9. Building of competence and self-confidence in new roles and relationships. 10. A reintegration into one’s life on the basis of conditions dictated by one’s perspective. (Mezirow, 1991)

9. Current trends • Leadership behaviours expected at every level • Culture of continuous improvement • Development through coaching and mentoring • Action learning sets • Building in resilience • Critical professionalism • Add to the list…

10. What is Collective Leadership? • Collective leadership means everyone taking responsibility for the success of the organisation as a whole – not just for their own jobs or area. This contrasts with traditional approaches focused on developing individual capability. • “The key challenge facing all NHS organisations is to nurture cultures that ensure the delivery of continuously improving high-quality, safe and compassionate health care.” Michael West (2015) – Kings Fund • In a nutshell – professionalism at every level

11. Healthcare Leadership Model

12. Are you a professional? • Are you a good at what you do? • What is your evidence base for these claims? I know what I am doing, and I can describe and explain how and why I do it. I stand by my accountability and make it public.

13. Conceptions of Profession (Lester, 2010) Classical Model • Ancient professions • University education • Broad educated practitioner • Specific expertise • Training and approval defined by the community of practice Trade Model • Mediaeval trade occupations • Practical training • Expertise through experience • Approval through time-served • Assumption of craftsmanship rather than general learning Technical Model • Industrial revolution • Growth of scientific thought • Rational solutions to problems • Standardised training • Demarcation and expertise • Formal control of entry routes Reflective Model • Emerged strongly last 30yrs • Learning through action and reflection • Judgment in uncertain contexts • Assumption of on-going learning linked to practice What model do you fit in?

14. Professional Behaviours APPLICATION PURPOSEFUL LEARNING BRINGING YOURSELF TO WORK CONSIDERS COMPLEXITY OF CONTEXT UNDERSTANDING PROFESSIONAL IDENTITY CRITICAL REFLECTION Adapted from (Appleby and Pilkington 2014) Precursors

15. So how do we behave? Transactional Analysis (ego states)

16. The Dreaded Triangle

17. Dr Stephen Karpman’s Drama Triangle All in Denial Adapted from David Emerald’s book, the power of TED

18. What is coaching? Oriented to Solution Coaching Mentoring Ask Tell Management / Consulting Therapy / Counselling Oriented to Problem

19. What is coaching? “Coaching is unlocking a person’s potential to maximise their own performance. It is helping them to learn rather than teaching them” (Whitmore, 2002) “A one-to-one conversation focused on the enhancement of learning and development through increasing self-awareness and a sense of personal responsibility where the coach facilitates the self-directed learning of the coachee through questioning, active listening and appropriate challenge in a supportive and encouraging climate” (van Nieuwerburgh, 2012)

20. Coaching for Behavioural Change No intention on changing behaviour Fall back into old patterns of behaviour Aware of problem but no commitment to action Trans-theoretical Model of Behaviour Change (TTM) (Prochaska & DiClemente, 1983; Prochaska, DiClemente, & Norcross, 1992) Sustained change, new behaviour replaces old Intent on taking action to address problem Upward cycle learning from each Relapse Active modification of behaviour

21. Behavioural Change Coaching Exercise • In pairs discuss a personal change you are currently working towards or would like to change, one acting as coach and one as the coachee. • Coach -identify what stage of the TTM coaching model the coachee is currently at.

22. Using the TTM Behavioural Change model in coaching Different coaching strategies are appropriate for different stages of the model

23. Using the TTM Behavioural Change model in coaching Different coaching strategies are appropriate for different stages of the model

24. Using the TTM Behavioural Change model in coaching Different coaching strategies are appropriate for different stages of the model

25. Coaching for Resilience • Strengths based Coaching • Mindfulness Resilience: .....successfully adapting to adversity - bouncing back

26. Strengths Based Coaching

27. Strengths Based Coaching Gallup Research • People who have the opportunity to focus on their strengths are 6 times more likely to be engaged in their jobs AND 3 times more likely to report having an excellent quality of life in general. • If your manager primarily focuses on your strengths the chance of you being actively disengaged is 1%. (Rath, 2007)

28. The 24 Character Strengths (Peterson and Seligman, 2004)

29. Strengths Based Coaching Coaching Exercise • What would you say are your strengths? • What would others say are your strengths? • Think about a challenge you have at the moment and describe what is challenging. • How could you use your strengths to support you in this situation?

30. Strengths Based Coaching Tools to identify strengths • VIA Classification of Strengths (www.viastrengths.org) • Clifton StrengthsFinder (www.strengthsfinder.com) • Myers-Briggs Type Indicator

31. Mindfulness Mindfulness is a way of paying attention to, and seeing clearly whatever is happening in our lives. “Mindful people ... can better cope with difficult thoughts and emotions without becoming overwhelmed or shutting down (emotionally). Pausing and observing the mind may (help us) resist getting drawn into wallowing in a setback.” (Bajaj and Pande, 2012)

32. The ABC of Mindfulness Ais for awareness - Becoming more aware of what you are thinking and doing – what is going on in your mind and body. B is for "just Being" with your experience. Avoiding the tendency to respond on auto-pilot and feed problems by creating your own story. C is for seeing things and responding more wisely. By creating a gap between the experience and our reaction to, we can make wiser choices. Juliet Adams, Founder of Mindfulnet.org

33. PROFESSIONAL IDENTITY

34. Professional Identity • “The relatively stable and enduring constellation of attributes, beliefs, values, motives and experiences in terms of which people define themselves in a professional role” (Schein, 1978) • A more dynamic perspective, is professional identity develops through the exploration of possible new identities (Ibarra, 1999; Hargrove, 2007) and increasing levels of self-awareness (Hall, 2002).

35. “It is not the strongest of the species that survives, nor the most intelligent, but the most responsive to change.” - Charles Darwin, 1809

36. Change Drivers Inner Outer Doing - Self Career Roles Tasks Skills Being - Self Relationships Values Core Identity Core Needs Self-development Business needs Being Doing

37. “We are partially defined by our work… …When that definition is challenged our brains interpret this as an attack on our identity, and we will resist” (Brown, 2012)

38. CRITICAL SELF-REFLECTION

39. The Learning Problem R. D. Laing quoted in Goleman (1985), describes the central learning problem of adulthood: “The range of what we think and do is limited by what we fail to notice. And because we fail to notice that we fail to notice there is little we can do to change until we notice how failing to notice shapes our thoughts and deeds” So, why do we fail to notice?

40. We as Adult Learners • We are caught in our own histories • Our ways of seeing and understanding operate within horizons of our prior learning • This formative learning occurs in childhood both through socialising and schooling • Approved ways of seeing and understanding, shaped by language, culture and experience collaborate to set limits to future learning

41. Reflective Practice An in-depth consideration of events or situations: The people involved, what they experienced and how they felt about it Involve reviewing or reliving the experience to bring it into focus Replaying from different points of view Seemingly innocent details might prove to be key; seemingly vital details may be irrelevant (Bolton, 2010)

42. (Gibbs, 1988)

43. Kolb's Learning cycle

44. Transformative Reflection Challenging Assumptions Concrete Experience 1 2c Critical Self-Reflection Kolb’s Learning Cycle (1984) Transformative Reflection Cycle Alternative Perspectives Reflective Observation Active Experimentation 4 2 2b Critical Reflection 2a Abstract Conceptualisation 3 Content & Process (Lawson, et al, 2013)

45. A simple framework for Coaching GROW Coaching Model (Whitmore, 2002)

46. GROW Coaching Model Goal Questions What do you want to achieve? What is your aim? What do you want to solve? What will make you feel this time has been well spent? Reality Questions Where are you now in relation to your goal? What progress have you made so far? How do you feel about this? What is really going on? Is anything holding you back?

47. GROW Coaching Model Options Questions What are some options? How have you tackled this/ a similar situation before? What could you do differently? What haven't you tried? Who do you know would solve this? How would he/she do it? Way Forward (Will) Questions Which options work best for you? What actions will you take? When are you going to start? What is the 1st step?

48. What does transforming learning environment mean to you? In pairs consider the following: • What are the aspirations in relation to TLE? • What is the current situation of TLE? • What options are there for improvement? • What will you do to make those improvements tomorrow?

49. Transforming Learning Exercise • In collaborative groups identify a issue someone has in relation to transforming learning/environments. • Appoint a facilitator. • The person bringing the issue presents the problem. • Identify potential solutions and actions.

50. Learning Outcomes • Appreciation of potential trends in learning environments. • Enable skills to strategically co-ordinate inclusive practice and leadership engagement across teams and organisational boundaries. • Skills to participate in effective board room discussions and an awareness of the steps to take to create and deliver a vision. • Knowledge to enhance resilience, skills of mediation, mindfulness: an ability to manage difficult conversations. • Excellent strategies and behaviours for community engagement, primary care, public health agencies, non NHS organisations for example. • Developing effective partnerships