Facilitation skills: the catalyst for increased effectiveness in consultant practice and clinical systems leadership

Manley, Kim; Titchen, Angie

doi:10.1080/09650792.2016.1158118

Cited by 14 publications

(11 citation statements)

References 44 publications

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“…The facilitation strategies that work and why they work are presented in Figure . Facilitation strategies have been identified as catalytic when enabling others to be more effective . The SCQIRE study subsequently clarified the relationship between staff outcomes (i.e., staff feel supported, engaged, enabled, trusted, valued, and empowered) and the mechanisms that account for these outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…The individual enablers of role clarity, transformational leadership, and skilled facilitation are essential ingredients for culture change. Nine principles of practice development23,27 Principles of practice developmentExamples about how the principles are used in practice and the skills required1. Develop person-centred, evidence-based care demonstrated by human flourishing and a healthy workplace culture which is effective • Working with teams to identify and agree the values that are important to staff collectively with service users • Working with these teams to identify how these values are recognized in practice and embedded in everyday ways of working • Helping teams to understand and develop shared meanings about being person-centred and healthy workplace cultures 2.…”

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confidence: 99%

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The Venus model for integrating practitioner‐led workforce transformation and complex change across the health care system

Manley

Jackson

2020

Evaluation Clinical Practice

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Aims and objectives The aim of this paper is to present the Venus model for workforce transformation, demonstrating its research origins, theoretical foundations, and practical application for enabling individuals, teams, and services to sustain transformation in the workplace. Methods The paper provides a brief synopsis of how the Venus model was generated from four large‐scale mixed‐method studies embracing workforce transformation, safety culture, integrated facilitation, and continuous professional development. Results The Venus model has five stems and identifies key integrated skill sets pivotal to successful transformation, which are interdependent: Being able to facilitate an integrated approach to learning, development, improvement, knowledge translation, inquiry, and innovation—drawing on the workplace itself as an influential resource; Being a transformational and collective leader building relationships that encourage curiosity, creativity, and harnessing the talents of all not just a few; Being a skilled practice developer focused on achieving the key values of being person‐centred, and the ways of working that are collaborative, inclusive, and participative; Applying improvement skills that enable small step change using measurement wisely to focus on measuring what is valued as well as evaluating positive progress; and, finally Facilitating culture change at the micro‐systems level while being attuned to the organizational and systems enablers required to support this. Conclusion The paper concludes with consideration of implications for implementation of the model and its relevance for practice, policy, education, and future research as well as outlining potential limitations and conclusions.

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Section: Introductionmentioning

confidence: 99%

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confidence: 99%

The Venus model for integrating practitioner‐led workforce transformation and complex change across the health care system

Manley

Jackson

2020

Evaluation Clinical Practice

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“…System change will be sustained through a holistic approach to facilitating learning, development and improvement to in uence successful implementation of evidence into practice [34]. It is therefore vital that the system supports strategies that enable the workplace to be the main resource for learning, development and improvement [25,35,36]. This requires investment in transformational system and clinical leaders to enable staff to develop new insights into what works in real time and adapt to changing work patterns and roles, whilst living person centred values, holistic safety and ways of working.…”

Section: Discussionmentioning

confidence: 99%

System wide learning from first wave Covid 19: A realist synthesis of what works?

Jackson¹,

Manley²,

Webster³

et al. 2020

Preprint

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Background This paper presents a thematic analysis of 176 interview transcripts from front line staff working during the first wave of COVID-19 in the East of England. Methods Presented as a descriptive case study it reflects the complexity and numerous variables that influenced staff experiences of delivering care and support across the health and social care system between April and August 2020. Drawing upon the methodology of realist synthesis, it addresses the question “What works for whom and in what contexts and why?” to help illuminate real-world issues that people have faced. Results Thirty-one themes were distilled highlighting lessons learned from things that went well compared with those that did not; challenges compared with the celebrations and outcomes; learning and insights gained; impact on role; and system headlines. Four tentative theories of system transformation are presented to highlight support mechanisms that are needed to enable front line teams to be effective in further waves of the pandemic, capitalising on system wide learning, patient, resident and staff wellbeing. Conclusions This paper presents a unique insight into front line staff experiences of working during the first wave of the Covid-19 pandemic using realist synthesis methods to distil key themes and tentative theories about what strategies work to enable and empower front line teams to be effective and to support system wide learning and transformation.

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“…Complexity covers a spectrum of factors from relationships e.g. service users with complex health and social care needs (Hurlock-Chorostecki and McCallum, 2016); turbulent and human complexities linked to powerful emotions and relationships (Sharp, 2018); inter-professional and ethical issues; the complexity of medical and biological, psychological and social, multiple pathways with a choice of destination – navigating through difficult terrain; being able to make sense of confusion and conflict (Manley et al , 2008); through to complexity generated by environments, the service, or the health and social system. Complex environments can lead to value conflicts with the potential for moral distress (Morley, 2018; Morley et al , 2017).…”

Section: The Five Guiding Lights Of Nursing Midwifery and Allied Health Professions Leadershipmentioning

confidence: 99%

Strengthening nursing, midwifery and allied health professional leadership in the UK – a realist evaluation

Jackson

McBride

Manley

et al. 2021

LHS

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Purpose This paper aims to share the findings of a realist evaluation study that set out to identify how to strengthen nursing, midwifery and allied health professions (NMAHP) leadership across all health-care contexts in the UK conducted between 2018 and 2019. The collaborative research team were from the Universities of Bangor, Ulster, the University of the West of Scotland and Canterbury Christ Church University. Design/methodology/approach Realist evaluation and appreciative inquiry were used across three phases of the study. Phase 1 analysed the literature to generate tentative programme theories about what works, tested out in Phase 2 through a national social media Twitter chat and sense-making workshops to help refine the theories in Phase 3. Cross-cutting themes were synthesised into a leadership framework identifying the strategies that work for practitioners in a range of settings and professions based on the context, mechanism and output configuration of realist evaluation. Stakeholders contributed to the ongoing interrogation, analysis and synthesis of project outcomes. Findings Five guiding lights of leadership, a metaphor for principles, were generated that enable and strengthen leadership across a range of contexts. – “The Light Between Us as interactions in our relationships”, “Seeing People’s Inner Light”, “Kindling the Spark of light and keeping it glowing”, “Lighting up the known and the yet to be known” and “Constellations of connected stars”. Research limitations/implications This study has illuminated the a-theoretical nature of the relationships between contexts, mechanisms and outcomes in the existing leadership literature. There is more scope to develop the tentative programme theories developed in this study with NMAHP leaders in a variety of different contexts. The outcomes of leadership research mostly focussed on staff outcomes and intermediate outcomes that are then linked to ultimate outcomes in both staff and patients (supplemental). More consideration needs to be given to the impact of leadership on patients, carers and their families. Practical implications The study has developed additional important resources to enable NMAHP leaders to demonstrate their leadership impact in a range of contexts through the leadership impact self-assessment framework which can be used for 360 feedback in the workplace using the appreciative assessment and reflection tool. Social implications Whilst policymakers note the increasing importance of leadership in facilitating the culture change needed to support health and care systems to adopt sustainable change at pace, there is still a prevailing focus on traditional approaches to individual leadership development as opposed to collective leadership across teams, services and systems. If this paper fails to understand how to transform leadership policy and education, then it will be impossible to support the workforce to adapt and flex to the increasingly complex contexts they are working in. This will serve to undermine system integration for health and social care if the capacity and capability for transformation are not attended to. Whilst there are ambitious global plans (WHO, 2015) to enable integrated services to be driven by citizen needs, there is still a considerable void in understanding how to authentically engage with people to ensure the transformation is driven by their needs as opposed to what the authors think they need. There is, therefore, a need for systems leaders with the full skillset required to enable integrated services across place-based systems, particularly clinicians who are able to break down barriers and silo working across boundaries through the credibility, leadership and facilitation expertise they provide. Originality/value The realist evaluation with additional synthesis from key stakeholders has provided new knowledge about the principles of effective NMAHP leadership in health and social care, presented in such a way that facilitates the use of the five guiding lights to inform further practice, education, research and policy development.

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Facilitation skills: the catalyst for increased effectiveness in consultant practice and clinical systems leadership

Cited by 14 publications

References 44 publications

The Venus model for integrating practitioner‐led workforce transformation and complex change across the health care system

The Venus model for integrating practitioner‐led workforce transformation and complex change across the health care system

System wide learning from first wave Covid 19: A realist synthesis of what works?

Strengthening nursing, midwifery and allied health professional leadership in the UK – a realist evaluation

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