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Scottish Improvement Skills

Learn how to effectively influence colleagues and stakeholders in Scottish improvement skills using frameworks, stakeholder analysis, and the ladder of inference.

jessejohnson
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Scottish Improvement Skills

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  1. Scottish Improvement Skills Influencing colleagues and other stakeholders

  2. System of Profound Knowledge Deming 2000

  3. Influencing colleagues and other stakeholders • By the end of this session you will be able to: • Apply frameworks to identify key stakeholders and gain understanding of their needs • Plan for positive influencing using reflection, advocacy and inquiry.

  4. Stakeholder analysis: RACI matrix Responsible Accountable Consulted Informed

  5. RACI matrix: template

  6. RACI matrix: example

  7. Planning communications • Stakeholders • Purpose of communication • Key messages to be communicated • Timing of communication • How to communicate • Who is responsible for communication.

  8. Influencing: Ladder of Inference

  9. Your Story • Something similar has happened to all of us. • What’s your story?

  10. Example Hand hygiene

  11. Example: Hand Hygiene • In a corridor near the door to a clinic. A handwash gel dispenser is on the wall by the door. Liz approaches the door. Chris is just beyond the door, along the corridor, holding a clipboard. Liz uses the gel dispenser and rubs a dose of gel into her hands. She steps towards the door. Chris says ‘Excuse me, can I …’. Liz says ‘Sorry, I’ve been bleeped,’ and goes t through the door.

  12. Actions Beliefs Conclusions Assumptions Meanings Data I select Observable Data

  13. Actions Beliefs Conclusions Assumptions Meanings Data I select Observable Data

  14. Actions Beliefs Conclusions Assumptions Meanings Data I select Observable Data

  15. Actions Beliefs Conclusions Assumptions Meanings Data I select Observable Data

  16. Actions Beliefs Conclusions Assumptions Meanings Data I select Observable Data

  17. Actions Beliefs Conclusions Assumptions Meanings Data I select Observable Data

  18. Actions Beliefs Conclusions Assumptions Meanings Data I select Observable Data

  19. Example: Hand Hygiene • In a corridor near the door to a clinic. A handwash gel dispenser is on the wall by the door. Liz approaches the door. Chris is just beyond the door, along the corridor, holding a clipboard. Liz uses the gel dispenser and rubs a dose of gel into her hands. She steps towards the door. Chris says ‘Excuse me, can I …’. Liz says ‘Sorry, I’ve been bleeped,’ and goes t through the door.

  20. Actions Beliefs Conclusions Assumptions Meanings Data I select Observable Data

  21. Actions Beliefs Conclusions Assumptions Meanings Data I select Observable Data

  22. Actions Beliefs Conclusions Assumptions Meanings Data I select Observable Data

  23. Actions Beliefs Conclusions Assumptions Meanings Data I select Observable Data

  24. Actions Beliefs Conclusions Assumptions Meanings Data I select Observable Data

  25. Actions Beliefs Conclusions Assumptions Meanings Data I select Observable Data

  26. Actions Beliefs Conclusions Assumptions Meanings Data I select Observable Data

  27. Actions Beliefs Conclusions Assumptions Meanings Data I select Observable Data

  28. Actions Beliefs Conclusions Assumptions Meanings Data I select Observable Data

  29. Actions Beliefs Conclusions Assumptions Meanings Data I select Observable Data

  30. Actions Beliefs Conclusions Assumptions Meanings Data I select Observable Data

  31. Actions Beliefs Conclusions Assumptions Meanings Data I select Observable Data

  32. Actions Beliefs Conclusions Assumptions Meanings Data I select Observable Data

  33. Actions Beliefs Conclusions Assumptions Meanings Data I select Observable Data

  34. Actions Beliefs Conclusions Reflexive Loop Assumptions Meanings Data I select Observable Data

  35. Your Own Example • What action did you take, or what did you say? • What beliefs was that action based on? • What conclusions led you to those beliefs? • What assumptions did you make? • What meanings did you add? • What data might have been available that you selected out?

  36. Actions Beliefs Reflection Advocacy Inquiry Conclusions Reflexive Loop Assumptions Meanings Data I select Observable Data

  37. Influencing colleagues and other stakeholders: summary RACI matrix Communications plan Ladder of Inference: • Reflection • Advocacy • Inquiry

  38. References and further resources Senge, Peter M, 1994 The Fifth Discipline Fieldbook: Strategies for Building a Learning Organisation Nicholas Brealey Publishing

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