Openness and learning …. Ineffective Behaviours 1 2 3 4 5 Effective Behaviours May talk about the need for openness but does little to support Creates an environment where people feel safe to share mistakes; people in developing sufficient trust for this to happen ensures systems are in place to facilitate learning and share best practice Directive with their team about what to do and how to do it; Gives their team space to try things out, coaching them to find their own provides little coaching or encouragement to build their confidence solutions and build their confidence as team leaders Can appear reluctant to admit mistakes or is quick to blame others; Models transparent behaviour by admitting mistakes, finds practical and fails to provide people with support or reinforce openness and creative ways to make learning a frequent and impactful process learning Lacks insight into their own strengths and limitations or does not Is self-aware, in touch with development needs; seeks out, is receptive seek feedback on their own or their team’s performance to and acts on feedback about their own or their team’s performance Gives little consideration to how information could be shared with Disseminates information and data in practical, transparent and stakeholders and staff to drive improvement engaging ways to continuing service improvement Review of behaviour Working together ….
Openness and learning …. Ineffective Behaviours 1 2 3 4 5 Effective Behaviours May talk about the need for openness but does little to support people in developing sufficient trust for this to happen Creates an environment where people feel safe to share mistakes; ensures systems are in place to facilitate learning and share best practice Directive with their team about what to do and how to do it; provides little coaching or encouragement to build their confidence Gives their team space to try things out, coaching them to find their own solutions and build their confidence as team leaders Can appear reluctant to admit mistakes or is quick to blame others; fails to provide people with support or reinforce openness and learning Models transparent behaviour by admitting mistakes, finds practical and creative ways to make learning a frequent and impactful process Lacks insight into their own strengths and limitations or does not seek feedback on their own or their team’s performance Is self-aware, in touch with development needs; seeks out, is receptive to and acts on feedback about their own or their team’s performance Gives little consideration to how information could be shared with stakeholders and staff to drive improvement Disseminates information and data in practical, transparent and engaging ways to continuing service improvement Review of behaviour Working together ….
Registered%20Nurses%20and%20Midwives%20-%20Senior%20Managers%20and%20Clinical%20Leaders.docx