Buff Spalding †Manager’s Workshop Essay

Part I: Decision History – Buff Spalding Situation: Buff Spalding seems to have all the personal skills necessary to be successful but is not. Everyone appears to like Buff, and he is quite helpful to his coworkers, but it is not clear how Buff maintains his life style given his low earnings. How would you begin your conversation with Buff? You decided to: Ask to accompany Buff on several sales calls. Results: You accompanied Buff on several sales calls. You find Buff has very good sales skills but is violating company policy by selling real estate to his clients. What would you do next? You decided to: Ask around the company discreetly to find out more about Buff’s reputation as a salesman and how he is able to maintain his lifestyle when his earnings are so low. Results: You tried to find out more about how Buff is able to maintain his lifestyle despite his low earnings. You receive proof that Buff is violating company policy by selling real estate to his Omega clients. What would you do next? You decided to: Consult with your superior about how to handle the situation. Results: You consulted your boss about how to deal with Buff’s low performance and violation of company policy. She informs you that you must correct this situation but without creating more difficulties for the company than necessary. What would you do next? You decided to: Call Buff in and ask him if the rumors you have heard are true. Results: You asked Buff if the rumors about his outside deals are true. Because you have clear evidence, he cannot deny your charge. You also learn that he does not highly value the income his Omega job provides. How would you deal with the violation of policy? You decided to: Tell Buff that he has a choice. He can either resign or end his real estate dealings. If he doesn’t resign, you expect him to deliver a plan within 48 hours for ending his real estate involvements. Results: You told Buff that he either needs to resign or give you a plan for ending his real estate dealings. Buff gives you a plan that requires six months to execute and offers to resign if the plan does not work. How would you respond? You decided to: Call Buff and attempt to find out why he wants six months to make his plans about resigning. Results: You explored why Buff wants to stay on the job for six months. He says he may want to sell real estate full time, but he really likes the people at Omega. According to Buff, it will take him six months to execute his plan. What would you do next? You decided to: Try to negotiate a deal with Buff in which you would keep him on in a limited capacity. Results: Because Buff was being rewarded for not performing his job effectively, it appeared there was little you could do to motivate him to increase his performance. Your decision to negotiate a deal with Buff to reduce the negative impact on the company was successful. Part II: Decision Analysis and Application Buff Spalding is a Sales Representative for Omega and has been employed with the organization for eight years. The key responsibility of Sales Representatives is to make business calls to physicians and pharmaceutical wholesalers in an effort to sell Omega’s products. Buff possesses a Bachelor of Science Degree in Marketing which fits very well with the job that he holds. Buff’s employment background prior to Omega includes sales roles within the automobile, clothing and real estate industries. He is a professional golfer as well. Buff works on a team of twelve Sales Representatives. His job performance with the company has been solid until the last two years. Job Performance Performance at Omega is measured in several ways including sales volume, percent of physicians contacted, and days of wholesale supply. In terms of sales volume, in the last two years Buff has been ranked last or second to last when compared to the other Sales Representatives on his team. While the standard percentage of physicians contacted is ninety percent, Buff has only contacted seventy percent. Lastly, days of wholesale supply is also measured. If wholesale inventory drops below fifty days within a sales territory, retailer stockouts occur. Whenever a stockout occurs, retailers substitute Omega’s product with another manufacturer’s product, therefore causing Omega to lose business. Buff’s days of wholesale supply is forty two days, causing Omega to lose business due to stockouts occurring. Buff’s manager has held two discussions with him in the past regarding his performance. The Interview Due to Buff’s performance issues, an interview was conducted in an effort to identify why Buff’s performance was substandard. Through the interview process, it was determined that Buff was utilizing his professional relationships with Omega customers, physicians and pharmaceutical wholesalers, in order to sell real estate deals. This action is not only unethical; however, it is also a violation of company policy. Theory Application Even though Buff was a natural fit for a sales role, had a great personality, connected very well with his team, and was motivated to succeed; his motivation was not directed correctly. According to Dunham, direction and intensity are key components of the theory of motivation (2004). In order for an employee to be successful, it is important for employers to find ways to influence an employee’s direction and the amount of intensity to utilize (Dunham, 2004). Dunham cites that even though an individual starts off in the correct direction with the correct amount of intensity, at times, they locate another target that is more attractive, thus pulling them away from the original direction they were intended to follow (Dunham, 2004). This theory is applicable in Buff’s situation. During the first six years of Buff’s employment at Omega, his performance was strong and he was effectively doing his job. Within the last two years of employment; however, the real estate business became more enticing to him thus pulling him away from his original role. Aldefer’s ERG Theory in regards to needs applies in Buff’s situation as well. According to Dunham, every individual has a very complex set of needs that should be met in order for them to be satisfied with their job roles and continue to be engaged at work (2004). In Buff’s situation, initially he was very satisfied with his role as Sales Representative for Omega; however, after six years his needs changed. This change may have occurred due to number of things including his need to be challenged, recognized, be creative, take risks, have a manager who provided quality supervision, and feel accomplished. In Buff’s situation, while he enjoyed the sense of security that Omega provided, he was more appealed by the risk and financial rewards that the real estate industry offered. Lastly, the concept of performance management applies in the case of Buff Spalding. Buff’s performance issues existed for a period of two years prior to them being addressed by his manager. In order for employees to remain engaged in their work, it is imperative that measureable goals are set and employees are held accountable for meeting the goals. It is also important to reward employees for their successes and achievements. Due to Buff’s needs not being met, his lack of motivation to conduct his job role, and the lack of accountability that his manager provided; he was enticed to take a risk that violated company policy; therefore leading to the termination of his career at Omega. Interview Results  Buff violated a company policy whenever he made the decision to sell real estate to Omega customers. Due to this action, it was decided that Buff had to either resign his role at Omega or cease his real estate side business. When faced with the decision, Buff decided to resign his role at Omega. In order to ensure that customer relationships were minimally impacted, a decision was made to allow Buff to train his replacement and contact his current Omega customers to advise them of his decision to leave the organization. While this solution could be viewed as one that was very lenient in nature, it minimized the impact on the customers; therefore, making it the right thing to do. In the end, allowing Buff to personally tell his customers about his decision to leave the company and providing him with the opportunity to train his replacement allowed for a smoother transition for the customers, therefore saving their business relationships. In conclusion, all employees are motivated in one way or another. It is important for managers to closely manage their team in order to ensure that performance issues are addressed promptly and to provide direction to employees regarding the direction and level of intensity within their careers. Additionally, managers should set performance goals for their employees and continually track them to ensure that they are being held accountable for meeting the goals. Even though Buff was very motivated, unfortunately, his motivation was not to serve Omega customers in the way that he should have, thus causing Omega to experience a decreased sales volume and lose business. In order to prevent this in the future, the Regional Sales Manager should be proactive in holding performance discussions with the Sales Representatives, set measurable goals for them to work towards achieving, ensure that they remain on target to meet their goals and are held accountable if not, and recognize the Sales Representatives for their accomplishments along the way.

Acre Woods Retirement Community

Acre wood retirement community case study Kimberly Woods HSM/230 Axia College at the University of Phoenix Acre wood retirement community case study he resident physical therapist Sara Armstrong manages the retirement communities activity programs, recently a pool was added to its rehabilitation center by they were some original design requests that were not met it has been brought to Sarah’s attention that the safety tread marks on the stairs and the improved wheelchair access to the pool area which were allotted for in planning cost have not been added, when she immediately brings it to the director of the acre woods Mark Adams he basically dismisses it by stating that the residents should simply be happy to have the pool, as well as bringing it to her attention that she has been hired to provide physical therapy only and not to worry about the budget. Question one: what are some of the potential legal and ethical issue’s present in this case study?Answer; Mark Adams should be held responsible for the negligence which has caused minor accidents to some of the residents he should also listen to and acknowledge the need to regulate the safety of equipment installed within acre woods, Sarah has a right to be concerned as part of her job is therapy for the patient’s physical well-being. The legal issues here could present multiple cases of unethical behavior by Mr. Adams part; the ethical issues would be his lack of concern of the well-being of the residents of acre woods which in turn could create multiple lawsuits. Question two: how would you characterize the director’s behavior? Answer to: by the way the paper reads Mark Adams attitude and behavior are unethical and uncalled for as he is the administrator for the facility he should maintain an attitude suitable to that station, his behavior is unjust and critical towards Ms. Armstrong and seemingly uncaring where the residents of the facility are concerned.Question three: Is the dir ector and ethical role model? Why or why not? Answer three: Mark Adams does not show the ethical behavior that would be expected of a role model in the position of director of any facility he seems to be uncaring as well as unconcerned about the well-being of the residents or the concerns of Sara Armstrong. Question four: Were the director’s messages congruent with the organization’s stated mission? Explain your answer. Answer four: No Mark Adams is not being congruent with the stated mission of the organization he does not show concern for the organization nor for its ideals however instead he shows arrogance instead of compassion.Question five: what impact did the director’s actions and attitudes have on the acre woods culture: the director’s actions did not show concerns or the culture of the facility but more towards self-preservation when Sara Armstrong product visitation that if you patients had concerns and were showing fear pertaining to the issue s of the pool wife Mr. Adam should’ve done was to investigate the concerns of the residents as well as ask why the safety equipment was not installed, instead his decision to take the word of Gene Levy who was also a physical therapist at acre woods over that of Sara Armstrong did give Sara cause to bring it into the forefront because of her suspicions of the missing funds where the from the pool project she did the right thing by relating the scandal or her is her opinion of it.

Blakes The Songs of Innocence

The innocence Break song appeared in the first 1784 novel Moon Island Black poetry Innocent Innocence Black Poetry appeared. In 1788, black began to collect carefully written innocent songs. By 1789, the original number of plates was completed. These poems are products of the human heart, innocence, imagination and happiness, and natural euphoria of freedom from the outside or contamination. After the end of the innocent song, Blake said Marriage of heaven and hell It is this dilemma of witness, goodness and evil and suffering on London's street, he wrote songs of experience . William Blake (1757 - 1827) poet, writer and mystical. Break wrote innocent songs songs of experience, four zoos and Jerusalem. Black is considered a classic, romantic poet, but his style of poetry and The mysterious experience of the natural growth of romanticism has not had a major impact. Members of Samuel Taylor Coleridge (1772 - 1834) British romantic poet and poet of lake. Ancient Mariner Lime, famous po ems of Coleridge including Christabel and Kuubra Khan. Coleridge helped the UK bring German idealistic concepts. (An important aspect of romanticism) William Blake's Lamb and Tiger William Blake's innocent opponent and experience songs include a part of his most famous poems, such as lamb and songs of experience from inexperable songs Tiger. Two verses, designed to reflect pure religion, create contrastive views, is to explore the Tiger good link between good and evil. Black tests the opposition of good and evil using contrast images and symbols. This article aims to show the relationship between innocence and William Blake's song experience. Whether it is a song song or an innocent experience, the mirror of society insists on break, the song of experience is the mirror of the dark side. It is a state of innocence and experience, two aspects of human soul: Break song shows two areas of imagination. These two states are different observation methods. Northrop  · Fry wants to see th e innocence of the world Break is an active man with a mind and body .... It turns out that it is included, he is not a profession, the rest of the minute Changed. Armageddon is a word used to describe William Blake's work whether it is a poem, an art or a story. Very important in my time, I believe his work is stronger and will resonate in today's society. From Blake's most famous Innocent World which is one of the most productive in the history of text, I see the world, one of the poetry of the following poem

Write your opinion, views and feelings regarding the following Essay

Write your opinion, views and feelings regarding the following statement - Essay Example This implies that while my physical health was improving, the psychological part also benefited from the class. In addition, I also improved with regard to muscle strength since I began attending the Physical Education classes. Here, my stamina as well as my flexibility improved. For example, since I was previously overweight, in spite of my significantly big body, I found it challenging to raise weights that I should have been comfortable lifting. However, following the Physical Education class, I improved on this perspective gradually. At one time, I visited my doctor because I had some health problems such as fatigue who explained to me that I had accumulated so much fat in my body to the point that the pressure of my blood was increasing rapidly. Since I started taking these classes, although it was not easy for me having a big body, I improved and the fatigue went away. I used to feel very depressed because of the problems that I was experiencing due to being overweight. However, since I started attending the Physical Education classes at ABC, depression feelings were gone since the causes of such feelings were also disappearing and improving my overall wellbeing. Moreover, my sleeping improved because I am now able to deal with emotional challenges that result from overweight in a better way. My self-esteem also improved. Previously, my friends used to avoid me and even tease me because of my body. Since I began taking the classes, my self-esteem as well as self-confidence has increased significantly, as my fr iends are no longer avoiding me. This implies that my relationship with my peers has significantly improved. Since the sports classes at the college were well coordinated, I was able to acquire skills that I can use at my home to exercise and ensure that I remain fit as much as possible. The ABC Physical

Managing Change Master Case Study Example | Topics and Well Written Essays - 3250 words

Managing Change Master - Case Study Example Also, measures and ways to monitor the change process will be examined. The project will end with an examination of other change management methods that XYZ aught to have used, and the challenges that the organization may face in the foreseeable future spanning from the next five to ten years and possible contingent solutions to these problems. For change to be successful, commitment is vital. According to Kotter, "Most people won't go on the long march unless they see compelling reasons to do so and the reasons are producing expected results". This question addresses the internal and external forces of change affecting XYZ construction Organisational paradigm according to Johnson & Scholes (1997) are those set of assumptions, beliefs which are rarely talked about, which are not considered problematic and most often managers in an organisation are unlikely to be explicit about it. It reflects the collective experience without which members of an organisation would have to do things their own way in different situations they face (Johnson 1992, Johnson &Scholes 1997). According to Dwyer & Kemp (2000:3), "the forces at work in the environment and the organisations capabilities in coping with these, are made sense of in terms of the individual experience of managers and the collective assumptions within the paradigm". Figure one below summarises the cultural web and the organisational paradigm as construed by Johnson and Scholes (1997 Fig. 2.10, p. 69) These assumptions are more commonly observed in conversations, discussions between the different stakeholders in an organisation (Dwyer & Kemp 2000). In some situations assumptions are deeply embedded in an organisation and its' members that it can only be manifested through peoples action (Dwyer & Kemp 2000). In all, these assumptions, ways of doing things are the backbone of the organisation (Johnson 1992, Johnson &Scholes 1997). In XYZ company, the internal factors affecting the change process as deduced from the case include the poor working relationship, less friendly workers who make cooperation and team work difficult, poor management and the autocratic management style of the previous director. The culture and the taken for granted assumptions were at the

The American Revolution, Civil War and Reconstruction Essay

The American Revolution, Civil War and Reconstruction - Essay Example The interplay between African American and White elite’ history, alongside women’s movements and status can effectively bring out the themes of changing fortunes in relation to civil rights and dominance during the period under scrutiny. This study discusses the Civil War, the Reconstruction and the plights of African Americans, women and White elites during the period from the American Revolution to the Civil war. The thesis for the study is that the freedom spirit and equality as laid out in the Declaration of Independence were not maintained during this period. THE CIVIL WAR The American Civil War is one of the country’s stand-out points from a historical perspective. It is a fascinating aspect of American history in terms of the factors leading to the war, the course of the war and finally, its outcomes. As McPherson (2) explains, the Civil War broke out due to differences surrounding the right to engage in slavery between the free and slave states. According to Boyer et al. (443), both the North and South were largely unprepared for the war. This is discernible from the small armies existing at the beginning of the war and the lack of supportive structures for war. For instance, both sides lacked proper tax collection mechanisms, poor navies and underdeveloped railway lines. Boyer et al. argue that the first two years of the war involved the two sides heavily overcoming such deficiencies. The North and the South mobilized for war through conscription, rallying and budgetary allocations. The course of war was largely expected to swing in favor of the South (the Confederacy), as opposed to the North (the Union). Parallels with the American Revolution assured this, as the North faced the daunting task of forcing the South back to the Union while the South fought for independence. To subdue the South, the North had to be on the offensive, and that is over vast geographical areas. Although the Union was better equipped for war in terms of m ilitary size, railroad development and overall industrial development- its war resources paled in light of the just discussed challenge. The early course of the war made the South to win decisive victories and support (Boyer et al. 450-454). The main determinant of the outcome of the civil war revolved around the war picking the theme of independence especially in the North. This change in theme was to a large extent based on the qualities of the then President, Abraham Lincoln. McPherson (43) argues that, Lincoln’s abilities as a statesman and a politician alongside his steadfast stance on the value of the war, won support from the Northern population and ultimately the war itself. Grant and Reid (40) support this view, arguing that Lincoln made his analysis of the long term future of the USA known to all. He categorically viewed the US as either wholly free or wholly slave, and presented the Republican Party as inclined towards the extinction of slavery. Individuals against the war represented standing for slavery and vice versa. Thus, Lincoln effectively rallied the population, further helped by a stream of victories over the South (41). The exploits of the North’s generals- such as General Sherman- and the reelection of Lincoln effectively saw the North emerge victorious after four years of brutal war. Officially, slavery had ended and the North stepped in to govern the

LEGAL STUDIES Essay Example | Topics and Well Written Essays - 1500 words

LEGAL STUDIES - Essay Example ..†1 Therefore, it was his duty to preserve the information received by him by fax as secret. Being a civil servant, he must have had some experience in making difference between secret information and public one. Geoffrey might be found guilty under subsection 1, Section3 of the Act (1) as being â€Å"A person who is or has been a Crown servant or government contractor is guilty of an offence if without lawful authority he makes a damaging disclosure of—(a)any information, document or other article relating to international relations.† Geoffrey told his wife Jean about the information in the fax without lawful authority, as required by the law. According to Section 7 of the Act For the purposes of this Act, authorized disclosure is defined as â€Å"a disclosure by a Crown servant is made with lawful authority if, and only if, it is made in accordance with his official duty.† Geoffrey did not have the necessary authorization to disclose that kind of informa tion and therefore, he should have kept it to himself. On the other hand, Geoffrey might have not known that this information was secret, as the case description speaks about a secret agreement between Government ministers and the United Nations that no exact figures would be given as to the number involved. Therefore, he might raise the defence provided by the Official Secrets Act 1989, in Section 3, subsection (4), which stipulates that: â€Å"It is a defence for a person charged with an offence under this section to prove that at the time of the alleged offence he did not know, and had no reasonable cause to believe, that the information, document or article in question was such as is mentioned in subsection (1) above or that its disclosure would be damaging within the meaning of that subsection.† If Geoffrey can prove that he was not aware that the information was confidential and its disclosure would be damaging, he might avoid being held liable for disclosing it. On the other hand, by telling his wife, whom he, of course, knew that is a journalist, it must have occurred to his mind that his wife, as any journalist, might use that information in her own interest and make it public. I believe that Geoffrey, as a Crown servant, should have acted with caution as regards the information and find out if it is secret or not before passing it to other parties. His wife, on the other hand, might be held liable for publishing this information under Section 5 of the Act, within the provisions of which she might fall. Section 5 (2) stipulates that: â€Å"Subject to subsections (3) and (4) below, the person into whose possession the information, document or article has come is guilty of an offence if he discloses it without lawful authority knowing, or having reasonable cause to believe, that it is protected against disclosure by the foregoing provisions of this Act and that it has come into his possession as mentioned in subsection (1) above.† So, unle ss the disclosure was not damaging, Jean can be held liable under the Act. This is the case of the information passed to Jean by her husband, as he entrusted her that information, in accordance with Subsection 1, Section 5 of the Act. Geoffrey should have warned his wife about the importance of the information and the necessity to keep it secret. This is applicable, unless Geoffrey intentionally told his wife about t

The Octagon House Essay Example | Topics and Well Written Essays - 250 words

The Octagon House - Essay Example The building is made of bricks, sandstone, and cold stone. The six-sided building has a symmetrical wing that fits well with its triangular lot (Lonely Planet, 2014).   The building closely resembles the octagonal and circular buildings that prominently featured in England during the 1700s and the 1800s (Fodors, 2014). The building is a notable example of U.S. federal architecture. The building has chimneys and a furnace for heating water sits in the basement. It also has a central spiral staircase and the rooms are so arranged that they appear to be symmetrical while its roof is flat and surmounted by a cupola. The roof of the building is made of cedar and shingle and has a balustrade. Some of the rooms that are in the building are the treaty room, dining room, parlor, and kitchen. Today, the building is under use as a museum and hosts exhibits related to building design and architecture. Generally, the building is simple in design. It was designed differently from the traditional buildings that were common in Washington DC at the time of its construction. The traditional style at the time of its construction was Georgian. It is partly inspired by the  Federal style architecture, creativity, and Greek interior style (AIA, 2014).

Sigmund Freud Essay Example | Topics and Well Written Essays - 1000 words - 3

Sigmund Freud - Essay Example (Cherry, 2014) Freud’s theory states that all intuitive energy is produced by the libido. Freud proposed that our mental states were affected by two contending strengths: cathexis and anticathexis. Cathexis was portrayed as a financing of mental energy in an individual, thought or object. Through anticathexis ego prevents the id from performing actions that are not socially acceptable. In addition to this Freud believed that human behaviour was motivated by two gut feelings: life and death. Life is connected to basic needs such as survival and etc. Death instinct is related to self destructive behaviour. In the basic structure of personality the mind is organized in two ways, consciousness and unconsciousness. The conscious mind includes all those things that we are aware of. The unconscious mind consists of things like wishes, desires, memories and etc; our mind is not aware of these however they continue to have an influence on our mind. He compared the human mind to an iceberg. The tip that is visible represents the consciousness and the rest represents the unconsciousness. Freud also divides the mind into three different modules; the id, ego and superego. The stages of development state that as children grow they go through some psychosexual stages. At each stage the libido focuses on a different body part. If however there is a problem in one of the stages, the process of development might get stuck. There can be obsession with something that might be related to that stage. (Cherry, 2014) Sigmund Freud, in addition to his excellent and sweeping theories of the human mind, he left his imprint on various people who turned out to be some of psychology’s greatest researchers. Some of the well known names are Anna Freud, Alfred Adler, Carl Jung and Erik Erikson. (Cherry, 2014). However he was confronted by Otto Rank,

Federalists and Anti-Federalists Essay Example for Free

Federalists and Anti-Federalists Essay Between the years of 1787 and 1788, a debate arose over the constitution in the state legislatures along with a debate raged in newspapers and pamphlets throughout America’s thirteen colonies following the Constitutional Convention. There were two sides of this debate that felt towards the constitution in a total opposite way as each other. These two sides were the Federalists and the Anti-Federalists. Federalists defended the constitution while Anti-Federalists opposed it. Most people that were a part of the Federalists were well educated and propertied class. Most of these people lived in settled areas along the seaboard. They believed that the Articles of Confederation were weak and ineffective and that national government needed to be strong in order to function. Foreign policy powers needed to be strengthened while excesses at home needed to be controlled. They believed that strong national government needed to control uncooperative states and that those men of experience and talent should govern that nation. The national government should have all control, along with protecting the rights of the people. They wanted the constitution of state governments to protect individual freedoms without bill of rights. Federalists were in favor of establishing the constitution with almost any means possible and they were more sympathetic to separation of church and state. Anti-Federalists were mostly states’ rights advocates, backcountry farmers, poor farmers, the ill-educated and illiterate, debtors, and paper money advocates. In general, the Anti-Federalists were the poorer classes of society. They believed that the Articles of Confederation were a good plan for the nation, and they opposed strong central government, believing that it threatened the rights of the common people. To Anti-Federalists, the constitution was created by aristocratic elements and they suspected it was a plot to suppress liberty of the masses. They also opposed a standing army and the constitution. They believed the constitution favored wealthy men and preserved their power, because the constitution opposed the drawing of annual elections for representatives. Without this method, only the rich picked the rich representatives, who, in turn, favored the rich people in their decisions. The constitution also lacked a bill of rights by being able to override the bills of rights created by state governments. They also argued against the 2/3 ratification plan, since the Articles of Confederation required unanimous consent. Anti-Federalists opposed omitting any reference to God and therefore, the law should go with the laws of God.

Contemporary issues in health care

Contemporary issues in health care Contemporary Issues In Health Care Compare and contrast how two named health care systems deal with one specific health issues. Aim The aim of this assignment is to choose two countries, and compare and contrast how these two countries deal one specific health issue. One country has to have a good rate of the health issues and the other one has to have a bad rate of the same health issue. The two countries that this assignment chooses to about talk are the United Kingdom and the Netherlands, and the health issue that is going to be concentrated on is teenage pregnancy. This assignment will focus on comparing how both countries are tackling teenage pregnancy, the assignment will also talk about the amount of money both countries spend on sex education, also if teenage pregnancy has always been a problem, if both countries raise effective awareness on conceptions and etc, furthermore this essay will discuss about why teenage pregnancy is good in Holland and why the rates of teenage pregnancy keeps on going up in the United Kingdom. Introduction The reason why this topic is being explored is because the United Kingdom always seems to have a high rate in teenage pregnancy in Europe, and in countries like Netherlands teenage pregnancy always seems to be low. Therefore it will be good to compare these two countries and see why one country has a good rate of teenage pregnancy and why the other one has a terrible rate of teenage pregnancy, this can help understand where the united kingdom is going wrong for them to be always having a high rate in teenage pregnancy, and maybe they can see what the Netherlander do to prevent having such high rates of teenage pregnancy. Teenage pregnancy is a contemporary health issue because the cost of teenage pregnancy is shocking. Teenagers who end up getting pregnant are less likely to complete secondary school, they are also less likely to get married, and also they normally end up going on benefits, when their children are born they dont really have a good health, their cognitive development is normally slow, and they always tend to have behavioural problems. Being a teenage parent sometimes comes with its own consequences such experiencing mental health problems, sometimes if the teenage mother is not getting any support from family and friends, they feel isolated and they always tend to find it hard to cope, so they start getting stressed out, having a low self esteem, feeling anxiety and depressed which can lead to mental health. Teenage mothers that end up getting pregnant always tend to come from a lower working class, and living in deprived areas, and they always tend to have their second child quickly, this causes more stress on their well being, because they might be struggling with finance. Main body The United Kingdom has one of the highest rates of teenage pregnancy across Europe, and whereas the Netherlands have one of the lowest teenage pregnancy rate. The reasons why the Netherland have such a low rate of teenage pregnancy could be because they are more opened to talk about sex with their children then parents and schools in the United Kingdom. The Netherland have a low rate of teenage pregnancy because they do sex education in schools, and parents normally have open talk sex with children, and adverts on televisions on how to prevent getting pregnant. The United Kingdom and the Netherlanders sex education are similar, but there are also differences between the two countries on how and what they teach about sex education. The reason why the Netherlands sex education is more effective than the United Kingdoms one is that, the Netherlander tell there children how to protect themselves from STIs and unwanted pregnancy and how to avoid risky sexual behaviour, and when and how to use contraceptives. Whereas in the United Kingdom instead of teaching teenagers how to protect themselves from sexually transmitted infections and how to prevent pregnancy, they promote more on how they should not be having sex. Sex education in the UK is called (PSHE) and in Netherland they call it (CARE). (Hardy, J.B. and Zabin L.S. 1991) believe that sex education is less controversial in the Netherlands, mainly at political level, and there society is more open when it comes to issues about sex, but people sometimes tend to mistake their openness for permissiveness. Studies believe that there is a political opposition to sex education from the smaller Christian parties in Netherlands; Politicians have the tendency to pass the issue over to professional sex educators, whereas in the United Kingdom the politics of sex education have been unfavourable, with major discussions about taking place over legislation passed in 1986, 1988, and 2000. Some politicians and families believe that sex education in schools is too explicit and it promotes homosexuality, and doing sex education in schools causes teenage pregnancy rather than prevent it. This can be argued that having sex education in school does not promote or encourage teenagers to get pregnant, because by having sex education in school, teachers are informing teens how to avoid risky sexual behaviour and they are also teaching them how to use contraceptives correctly, and also by teaching them about sex they will know how to protect themselves, also they will be aware of the consequences of having one or more children at a young age. Teenagers who get pregnant at an early age tend to come from poorer backgrounds and from areas that are high with unemployment rates, daughters of teenager mothers, which always ends up being a vicious circle, and also young people that are in care. Being under age and pregnant cost the British government  £166,000 to raise a child until they reach their 21st birthday. 90 per cent of teenage mothers rely on benefits in order for them to survive. The British public fund course that cost around  £100,000 that allows young teenage mothers as young as 14 to take these courses, this course is about helping them to be writing things up like CV, and teaching them the dangers of smoking whilst pregnant, and by them attending these courses they get paid  £30 a week, and if they finish the 16 week course without missing any lessons they get  £100 bonus. This could be argued that all the money that they are spending on these young mothers to do these courses could go towards trying to reduce the rate of teenage pregnancy. The British government are working towards their target of reducing the rate of teenage pregnancy by 2010. Their aim is to make sex education compulsory in all schools both in primary and secondary schools like in Netherlands, and to be going more in details about sex education, this will include teachers talking about contraception and relationship issues. The British government seems to be following the Netherlands footsteps in the way they approach sex education, with openness about sex from a younger age. The reason why the British government wants to follow the Netherlands approach is because the Dutch children get taught about relationships from an early age, so they get comfortable as time goes by with talking about sex and contraception, so by the time that they are ready to be having sexual intercourse with the opposite they will know how to use contraception in order to avoid pregnancy and STIs, and this will have a good impact on the country, because they will be a low rate of teenage pregnancy, so if the British government following these approaches, it could work for them also by having a low rate of teenage pregnancy across Europe. Although this kind of approach could be argue that it is encouraging young people to have sex, but statistics in Netherlands stated that there are fewer teenage pregnancies and the age that most young people in Netherland first have sex is higher than in most other developed countries. Another way the British government is trying to tackle with teenage pregnancy is adverting young people to be responsible about sex and contraception on televisions, radios, internets and billboards. These kinds of promotions can be a good thing, because some young people might feel comfortable to be talking about sex amongst their peers, and these advertisements may even encourage some teenagers to talk about sex issues with their parents. Even though some people might argue that advertising sex and contraception will not solve teenage pregnancy, but it can be argued that it will not make the situation any worse, and these advertisements could be a break through towards teenage pregnancy, because some young people might think about their actions and use contraception more sensibly, because they have a knowledge of what the consequences are of not using contraception can lead to. As we already know the United Kingdom has one of the highest rates of teenage pregnancy across Europe. Figures have shown that during 1996 there were 44,000 that gave birth below the age of 20, which signified around 7 per cent of all births in Britain. The birth rate was 29.8 per 1000 women aged 15 to 19 years, compare with 65.5 per 1000 for women aged 20-24 years. This could be argued That in order to reduce such figures government should concentrate more on sex education in schools. Teenage pregnancy in Britain is usually identified as a problem for society, According to (Peckham, S.1993) stated that reports of medical, financial and social problems for mothers and children following teenage pregnancy, is linked with sex and education, and suggest how they should both be improved. teenage pregnancy rates in the Netherlands have always being low due to the high quality, explicit and early sex education in both primary and secondary schools. (Dr Loon 2003) believes that sex education in the Netherlands starts at younger age then The UK, its also more explicit, he also stated that the Netherlands are more Independent than the United Kingdom and parents and the government in the Netherlands have more power over what is being taught at school and also their Influence of church helps a lot. This can be argued that there is a huge difference in A way both countries approach sex education overall. The awareness of teenage pregnancy is more effective in the Netherlands, than the United Kingdom, because they start talking to children about sex at the age of 11, parents talk to the children about as well, so from a young age they know about sex, and they know what they consequences are of having sex are, and even if they are ready to be having sexual intercourse they know how to protect themselves from getting pregnant and STIs because they have being teaching them how to use contraception from schools, parents and media. Whereas the message is not really effective in the United Kingdom, even though the kind of messages that both countries is kind of similar, but one is more out there than the other, that why works more. The UK provide the correct information about the risks associated with sexual activity the also talk about contraception and birth control, and how to avoid Intercourse, they also focus on reducing specific risky behaviours. They dont really promote safe sex on televisions as much as the Netherlands does, or start sex education at an early age. But recently the UK has started advertising safe sex on televisions and radios. Research have shown that about 93 per of young people in the Netherlands use contraception, whereas in the UK 53 per cent of young people use contraception. This could be because in Netherland they give out the message more about safe sex in schools, homes, and media than in Britain. Studies shown that teenagers in both countries found that boys and girls in the Netherlands gave love to each other, as one of the main reasons of losing their virginity, and boys in the UK do it because they are getting peer pressure. Teenagers in the Netherlands are obviously doing it for the right reason and they are having sexual intercourse they probably feel they are ready, but they are being responsible by taking the percussions needed, because adults like teachers and parents have being telling them about safe sex from an early age, and they understand the consequences of what will happen if they dont take the right percussions needed. And some teenagers in Britain dont know or understand the consequences of safe sex, because they dont talk about sex at home, and at school the message that they send the most in sex education is dont have sex, and obliviously by telling young people not to have sex, they are more likely to do it, so its better off telling them what percussions to take when they feel like they need to starts having sexual intercourse with opposite sex. Conclusion In conclusion this essay has found out why The United Kingdom has a bad rate of teenage pregnancy and why the Netherlands have a good rate of teenage pregnancy. They reason why the UK has a bad rate of teenage pregnancy, its because they dont really talk about sex and contraction, you see they dont feel comfortable talking to their children and student about sex and contraception, so in order for them not to talk about it they just tell the young people not to have sex, instead of telling them about it and how to use contractions and where to go and get it from. They just promote by telling them they are not allow to have sex, whereas in the Netherlands they are more open about telling their children about sex and contraception, and also there children are taught sex education at an early age, unlike in the United Kingdom. The UK is working towards halving the teenage pregnancy rate by 2010, by following the approaches that the Netherlands use, by starting sex education at an early age, obliviously at age that they feel is right for the children, talking about sex and using contraception more, than promoting young people not to be having sex, also promoting using contraceptions on television, radios, internet, and on billboards. By doing is it can eventually make a change towards teenage pregnancy rate in the United Kingdom. References Fullerton, D. Dickson, R. Eastwood, A.J. and Sheldon T.A (1997) Preventing Unintended teenage pregnancies and reducing there adverse effects. [Online] Vol 6 (2) Page 102 108, Available from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1055461/ (Accessed on 4th December 2009) Jewell, D. Tacchi, J. and Donovan, J. (2000) Teenage Pregnancy: Whose Problem is it? [Online] Vol 17 (6) Page 522 528: Available from http://fampra.oxfordjournals.org/cgi/content/full/17/6/522 (Accessed on 4th December 2009) Lawlor, D.A and Shaw, M. (2004) Teenage Pregnancy Rates: high compare with where and when? [Online], Vol. 97 (3) Page 121 123. Available from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1079321/ (Accessed 1st December 2009) Lewis, J. and Knijn, T. (2001) A comparison of English and Dutch sex Education in the classroom. [Online], Vol 19 (4) Available from http://www.sheu.org.uk/publications/eh/eh194jl.pdf (Accessed on 2nd December 2009) Panchaud, C., Singh, S., Feivelson, D. and Darroch J.E. (2000) Sexually Transmitted Diseases among Adolescents in Developed Countries. [Online], Vol 32 (1) Available from: http://www.guttmacher.org/pubs/journals/3202400.html (Accessed on 2nd December 2009) Peckham, S. (1993) Preventing unintended teenage pregnancies [Online] Vol 107 (2) Pages 125 133: Available from: http://apps.isiknowledge.com/InboundService.do? (Accessed on 4th December 2009) http://www.dcsf.gov.uk/everychildmatters/healthandwellbeing/teenagepregnancy/about/strategy/ (Accessed on 1st December 2009) Cornell, A. and Betty P (2001) why teenage pregnancy rates in the Netherlands are so much lower than in the UK, Whitto: Family Education Trust. Available from: http://www.famyouth.org.uk/pdfs/LDM.pdf (Accessed on 1st December 2009) http://news.bbc.co.uk/1/hi/special_report/1999/04/99/teen_pregnancy/319869.stm (Accessed on 2nd December 2009)

Trainee Accountant Recruitment :: Essays Papers

RECRUITMENT OF TRAINEE ACCOUNTANTS Finding ways to support improvements on traditional approaches is a constant challenge to any field and control professionals, who must be open and receptive to change. Not being afraid of change isn't enough, however; accountants must be excited and motivated about new ways of doing things. With the introduction of Human Resources, people in an organization have taken a new role. Long gone were the days when an accountant is a clerk. In today’s day and age, an employee is an asset for that company. They are a major investment and companies thrive in protecting their interests and development. Human Resources (HR) have developed and now is a full fledged field. Most companies have some sort of Human Resource management. Basically where there is hiring and firing, there is Human Resources activities involved. Whether it is a small firm or a large corporation, Recruitment and Selection is needed in every kind of organization. HR defines the organization objective to its employees. It makes the people involved to be part of the organization and work towards a goal. It also enhances ones responsibilities more clearly. The job activities and profile will be to work towards organizational goal yet at the same achieving personal objectives. Hence, in HR employee’s development is very important whether by relationship building or through training. All kinds of skills are taken into accounts and measure before an employee is hired. Career plans and objectivity in life is top priority as this will determines whether the prospective employee is a good investment or not. A major role of HR is Recruitment and Selection, which will be the topic of this article. The Recruitment and Selection procedure in any organization is most important, as they are the foundation for which the company makes the decision of hiring and invests in an individual. Selection means to choose the best candidate for a particular job, keeping in mind how his goals are in tune with the organization’s goals. HR has made this process of selection sophisticated and more challenging. Educational background and years of experience are no longer the only major pre-requisite. What people know is less important than who they are. Hiring, is not about finding people with the right experience. It's about finding people with the right mindset. These companies hire for attitude and train for skill. A mix of ten different intelligence’s: deductive, inductive, mechanical, memory, numerical, perceptual, reasoning, spatial, verbal, and vocabulary.

Adventures of Sherlock Holmes and Scandal in Bohemia Essay examples --

Adventures of Sherlock Holmes and Scandal in Bohemia The Adventures of Sherlock Holmes was written by Sir Arthur ConanDoyle. The novel was first published in 1892. A Scandal in Bohemia was a short story about a woman who has pictures of herself and a high Englishnobleman. She used them to blackmail him. Sir Arthur Conan Doyle was a novelist, a detective-story writer, and aphysician. He was born on May 22, 1859 and died on July 7, 1930. He beganwriting The Adventures of Sherlock Holmes in 1890 and finished writing it in1892. Sir Arthur Conan Doyle was so successful in his writing that he gave uphis career as a physician only five years after the creation of Sherlock Holmes. Sherlock Holmes and Doctor Watson were created by Sir Arthur Conan Doylein a bar in England when Doyle was having legal problems. The story took place in March of 1888. Sherlock Holmes resided at 221BBaker Street in London, England. Inside his room were all the materials heneeded to use to solve his cases: One night, it was on the twentieth of March 1888, I was retur ning from a journey to a patient, when my way led me through Baker Street. His rooms were brilliantly lit, and, even as I looked up I saw his tall, spare figure pass twice in a dark silhouette against the blind. The second half of the story took place at Briony Lodge. This is where IreneAdler resided. Her house had a small garden and was two stories high. The story began when Doctor Watson visited Sherlock Holmes. Holmestold Watson that he needed his help on a case. The case involved pictures ofthe King of Bohemia and a woman named Irene Alder. The King of Bohemiawas going to marry a woman he loved, but Irene Alder blackmailed him withthe pictures. Irene Alder was in love with the King and did not want him tomarry another woman. Sherlock Holmes came up with a plan to get the pictures back from IreneAlder. Holmes had a group of his friends cause a commotion with Irene in frontof her house. Then, Holmes dashed into the crowd to pretend that he wasprotecting the woman and was punched b y one of the men. He had concealed asmall amount of red paint in his hand. When the fight was broken up, Holmeswas on the ground with the paint on his face. He pretended that he wasseriously injured and was brought into Irene's house. While Holmes was being cared for by Irene and a small crowd of people,Doctor Watson sent a smoke rocket into h... ... human is perfect.Many people believed that Sherlock Holmes was the perfect detective and thathe would never lose a case. This short story proved these people wrong.Sherlock Holmes was able to find out where the pictures were and was able toexecute his plan. However, Irene Alder outsmarted Holmes by leaving thehouse before being caught. Fortunately for both the King of Bohemia andSherlock Holmes, she found a man that she loved and did not blackmail theKing anymore. If she did not love this man, it is probable that she would still beblackmailing the King and tSherlock Holmes would have to begin the caseagain. A Scandal in Bohemia is a short story that received more attention thanany other one written by Sir Arthur Conan Doyle. It received this attentionbecause Sherlock Holmes, for the first time, is outwitted. Sir Arthur ConanDoyle uses deductive reasoning, which is when reasoning is used to form themost likely conclusion. He also used irony, which is a contrast between the waythi ngs seem to be and the way they turn out. Irene Alder thought that SherlockHolmes was injured and had blood running down his face, but he really was justpretending to be hurt and red paint was on his face.

Efficient America: Women, Progressivism, and the New Meaning of Citizenship :: Essays Papers

Efficient America: Women, Progressivism, and the New Meaning of Citizenship The end of the 19th Century brought with it what Woodrow Wilson called, â€Å"a new sense of union,† a cease-fire in sectional political strife that ended a century-long conflict in the United States, but the effects of the Industrial Revolution were already ushering in a new kind of domestic debate. This one would be couched in much of the same rhetoric of rights and equality and freedom that characterized the previous conflict, but it would address not the political functions of the American government, but the scope of its economic authority and what it owed the American people by virtue of that authority. A new national obsession with science and efficiency emerged in tandem with this debate, and the old foundations of the republic began to be evaluated by scientific rather than philosophical or religious standards. Caught in the fray of this conflict were the popular reform movements of the early 20th Century, whose causes came to be viewed in the same economic terms that characterized the major national issues of the day. The women’s movement was among those that exchanged its 19th Century rhetoric of rights based on religion, Enlightenment philosophy, and Constitutional ideals for a platform that emphasized the economic utility of increased rights and a widened sphere for women, and that fell more closely in line with the modern progressive philosophies of pragmatism and scientific rationalism. The emphasis on enhancing national economic productivity by strict scientific divisions of labor, on applying science to the routines of daily life to make it more efficient, more healthy, and more sanitary, changed the meaning of citizenship in America. With the blessings of progressives, the federal government made its first major entrance into the private lives of its citizens—regulati ng industry, economy, and urban life—and in doing so, became a protector of the people from the tyranny of economic power rather than just political power. A citizen became an economic unit, and productivity became linked with patriotism. Women, it came to be argued, should get the vote and should enter the public sphere not to fulfill their duty as political citizens of the United States who needed representation on the grounds that it was consistent with American political ideology, but to become full economic citizens—more efficient producers and workers within their own sections of the public sphere. At the end of the 19th Century, the Seneca Falls approach still garnered recognition but was even then giving way to the new arguments for women’s rights.

Hard Times

Compare the characters of Slackbridge and Blackpool in this chapter. How do they symbolise both the values that Dickens admires and the attributes he dislikes? In this chapter Slackbridge is presented as a loud, hot tempered and shallow man, whereas Blackpool is presented as an honest, calm and straight forward man, also a man of great honesty, compassion, and integrity, Stephen maintains his moral ideals even when he is rejected by his fellow workers and fired by Bounderby. During this chapter Slackbridge gives an impassioned speech about the necessity of unionizing and of showing their sense of fellowship.The only person who remains unconvinced is Stephen Blackpool. Stephen says he does not believe that the union will do any good because it will only aggravate the already tense relationship between employers and workers. You can tell that these two men are opposite characters when they perform their speeches. Slackbridge is portrayed as a talented speaker as Dickens writes â€Å"S lackbridge, the orator, looked about him with a withering smile†. This also shows that he is an arrogant and sarcastic man. He uses long, complex sentences to confuse the audience and making it difficult to follow what he is saying.This implies that Slackbridge wants to show off his power; however Stephen says nothing to suggest power. Blackpool uses simple sentences and no fancy vocabulary whilst speaking, for example â€Å"That’s not for him† and â€Å"That’s not for nobody but me. † The noun â€Å"friends† is repeated and used by both characters, but in two different ways. Slackbridge uses the hyperbole â€Å"Oh my friends† to try and manipulate the workers as he does not care about them. Slackbridge also says â€Å"Oh my fellow-country-men† to try and act as if he is their friend, to try and persuade the workers to go on strike.The industrial revolution was happening at this moment in time. It was a period from 1750 to 1850 where changes in agriculture, manufacturing, mining, transportation, and technology had a profound effect on the social, economic and cultural conditions of the times. It began in the United Kingdom, and then subsequently spread throughout Western Europe, North America, Japan, and eventually the rest of the world. He tries to raise the workers up by saying â€Å"One united nation†, he knows what they can achieve. Whereas Blackpool can relate to the workers and can say â€Å"my friends† without having to pretend.The workers would have known Stephen since he was around ten years old. Therefore the workers have far more in common with Blackpool than they would have with Slackbridge. In politics, right-wing describes a political outlook or specific position that involves acceptance or support of social hierarchy and Slackbridge, at the time, was in favor of the right wing as he says â€Å"The orator having refreshed himself, wiped his corrugated forehead from left to righ t several times with his handkerchief folded into a pad†.The adjective ‘corrugated’ suggests that he is an uneven character. Slackbridge does not want anything to do with the workers even though he is the link between them and the manager, Mr Bounderby. The adjectives ‘down-trodden’, â€Å"fellow-countrymen’, ‘iron-handed’ and ‘fellow sufferers’ are hyphenated modifiers illustrates the difference between the workers and the management, he is also empathising them. Stephen Blackpool lives a life of drudgery and poverty.In spite of the hardships of his daily toil, he strives to maintain his honesty, integrity, faith, and compassion. He is only asking for the right to work as he says â€Å"I hope I shall die ere ever such a time cooms, and I shall work solitary among yo unless is cooms†. This implies that Stephen loves to work and that is why he does not want to go on strike. Stephen is the only Hand who refuses t o join a workers’ union: he believes that striking is not the best way to improve relations between factory owners and employees, and he also wants to earn an honest living. I ha’ never had no fratch† demonstrates his innocence due to the fact that he has never had an argument with anyone. He also refuses to spy on his fellow workers for Bounderby, who consequently sends him away. Both groups, rich and poor, respond in the same self-interested, backstabbing way. Slackbridge labels Blackpool as a turncoat as the verbs ‘deserts’ his post, ‘sells’ his flag, ‘turns’ a traitor and a craven and a recreant, suggests that Stephen is a cruel man, he tries to convince the workers that Stephen has let them down.Slackbridge could not make Blackpool sounds less worthy if tried. Dickens favors and admires Stephen Blackpool as he is the perfect balance in ‘fact’ and fancy’. Also Dickens hates trade unions and strikes, t herefore he would hate Slackbridge as he wants the workers to go on strike and he is full of facts. Through Stephen, Dickens suggests that industrialization threatens to compromise both the employee’s and employer’s moral integrity, thereby creating a social muddle to which there is no easy solution.

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