Civil Rights Essay Example | Topics and Well Written Essays - 500 words - 1

Civil Rights - Essay Example The government and judicial attitudes towards blacks and other minority group was altered to incorporate the rights of the subjects. Civil rights did not just begin in 1950s,it began when Africans were initially brought to America as slaves. The blacks were the pioneers of the civil rights when fought tirelessly for their enslavement and demanded for their fundamental citizenship rights that was bluntly. This article examines the role and achievements of the civil rights movement. Leaders of the civil rights movement used various strategies to communicate their complaints. Generally, success of the Civil rights Movements were attributed to well coordination of three prong strategy which included civil disobedience, well-articulated grass root organizations and the mass boycotts and economic withdrawal. Some of the strategies used prior to 1955 were litigation and lobbying through the National Association for the Advancement of Colored people between 1896 and 1954. There were powerful combination of gradualism in legal issues and advocacy of far reaching change that was adopted by the initiators of the Brown strategy (Ollhoff, 2011). However, NAACP later employed tactic of directly challenging the constitutionality of â€Å"separate but equal†education.

Fundamental Principles to Adult Education Essay Example for Free

Fundamental Principles to Adult Education Essay Adult education’s principal and fundamental principle is to harness and enhance adult individual’s skill and knowledge to be productive contributors to the society. Adult learners are provided then with programs and adult education movement for granting more opportunities for their advancement, as their success is regarded as the society’s growth as well. Adult learners should be educated not only for increase of knowledge but also for gaining more integral values as they were expected to give more of themselves and contribute in productivity of the society they belong. Fundamental Principles to Adult Education Being a teacher of a particular credit-based community college course is a very serious and tedious task. Since there would be a variety of 35 students’ whose age range vary from 17- 70 years old, this would certainly mean a† big challenge† for the instructor’s part, in order to teach and provide learning effectively. Malcolm S. Knowles, a prominent writer and instructor, advocated the theory of non-formal (informal) andragogy or adult education in the United States. He taught various principles and wrote numerous detailed accounts discussing on how to facilitate learning especially for the adults. Applying clinical Rogerian psychology in his writings and teaching; in result, he was able to train his students to acquire the attitude of being self-motivated. Furthermore, Knowles initiated the interest for implementation of informal adult education and he differentiated the advantages of the informal education, to the standard, traditional formal education. According to Knowles, formal education are mostly implemented and commonly used in secondary educational schools, commerce schools, and universities; whereas in informal adult education, students are just likely to complete credits on particular vocational or training courses and their classes are to be held on â€Å"community center unions, and other industries and even churches. Moreover, formal education requires that of being stable for completion of long term four-year course or more; when the latter (informal education) serves to be more temporary and flexible. However, it does not mean that informal education is not serious, the system just purports to be flexible enough to meet the needs of the adults who may be busy with their lives (job, family, religious and other activities). And these cases meet the demands of several adults who would want to re-educate themselves and to refresh their knowledge and learning from their vast experience, or to simply increase and gain more knowledge and training from their desires course of interest. In brief, Malcolm Knowles acknowledged the increasing demand and importance of adult education in the present 20th century. Knowles objective of real learning in adults, he emphasizes that an adult learner should acquire self-concept, readiness to learn, experience, orientation towards learning, and especially, the motivation to learn (Smith, 2002). On the other hand, a professor in New Zealand named, T. A. Hunter, also propounded the proliferation and development of an adult education movement. Hunter’s principle of education is grounded on his belief that education is depicted to the successful adjustment of a man to physical and social changes in one’s environment. His blueprint for adult education is the successful integration of biological, physiological, sociocultural, and cognitive knowledge derived from the informal training or education (Hunter, 1929). Adult education should mainly function to harness and enhance adult individual’s skill and knowledge. Adult learners at the same time should still be given the opportunity for advancement since their success is the society’s growth as well. Adult learners should be educated not only for increase of knowledge but also for gaining more integral values as they were expected to give more of themselves and contribute in productivity of the society they belong. In addition, this adult education is more of an inspiration among individuals who are in search for more adequate and applicable learning, and is regarded as an opportunity to success with one’s endeavors and purpose of serving the society (UNESCO, 1960). Fundamental principles of adult education then, should be grounded on the â€Å"realistic† and objective goal of learning. Education as embedded in the infinite realm of knowledge should be available to everyone regardless of age, sex, race, ethnicity, and culture. Adult education, as it plays a significant role and is the demand of most populace, should be taken seriously to address the learner’s need for proper, adequate, and effective learning. Moreover, there is a call for the government, to increase attention for the provision of the proper adult education. Increase of funding for the adult learners’ facilities, venues, and other learning tools is urgent to make this effective learning possible (UNESCO, 1960). References Hunter, T. A. (1929, July 1). Adult education. The New Zealand Railways Magazine, 4, 3. Retrieved from October 13, 2008, from http://www. nzetc. org/tm/scholarly/tei- Gov04_03Rail-t1-body-d7. html Smith, M. (2002) Malcolm Knowles, informal adult education, self-direction and Anadragogy. Tthe encyclopedia of informal Education. Retrieved October 13, 2008, from http://www. infed. org/thinkers/et-knowl. htm UNESCO. (1960). World conference on adult education. Retrieved October 13, 2008, from http://www. unesco. org/education/uie/confintea/montre_e. pdf

History of the Black Lives Matter Movement

History of the Black Lives Matter Movement A Change Overdue Throughout history, protesting and standing up for a cause has been very common. It’s essentially a part of American history. However, some make bigger impacts than others.   Peter Katel states in his article titled Racial Conflict, â€Å"Three words — Black Lives Matter — have sparked a new argument over race in America. Demonstrators chanting and tweeting that slogan have protested the deaths of African-Americans, many of them unarmed, at the hands of police officers — most of them white — in cities across the country in the past two years.† (15) The Black Lives Matter movement has fueled the fire for the discussion of racial equality in America. Most people felt, before the rise of the movement, that this topic of discussion was not necessary to discuss. The idea was that racism was non-existent in America and was not as bad as previous years throughout history. The movement has become very controversial and has resulted in some changes regarding police procedures but also an increased amount of violence in the black community. There are differing moral and political opinions, therefore the issue has no resolution as of now. Opposition has always been a part of American politics, but it is believed that Donald Trump’s election has sparked a larger era of protests. In an article titled Citizen Protests Alan Greenblatt says, â€Å"Fueled by social media, demonstrations have arisen over Trump administration policies on such issues as health care, climate change and immigration. Meanwhile, alleged police brutality and the removal of Confederate monuments have aroused mass protests, some violent.† (1) The size of today’s protests is reminiscent of the many protests in American history and especially the civil rights movement of the 1960s. The United States was founded in an act of protest, a rebellion against British colonial power. The Revolutionary War was followed by protests, such as the Boston Tea Party in 1773.Greenblatt goes on to say, â€Å"There was no time in American history when all views could be aired without some restrictions†¦There have always been some views that so me people thought were so repugnant and dangerous that they couldnt be allowed to be heard.† (8) The recent opposition of Trump’s presidency and protests related to Black Lives Matter follows right along with the U. S’s history of mass demonstrations. Today’s racial tensions began in the trans-Atlantic slave trade. New attention was focused on dangers to black males in 2012 when a neighborhood watch volunteer kills black teenager Trayvon Martin in Florida. The slogan Black Lives Matter first showed up in media reports after the 2014 shooting of black teenager Michael Brown by Ferguson, Mo police officer Darren Wilson, resulting in Brown’s death. A series of mass demonstrations grew into the Black Lives Matter movement after multiple unarmed black men and boys were killed by police in New York City, Ohio, North Carolina, etc.   Criticism of the movement grew as African Americans became more violent towards police. Incidents include the December 2014 killing of two New York City officers and the September 2015 shooting of Houston Deputy Sheriff Darren Goforth. This sparked a counter position labeled as Police Lives Matter. Today’s conflicts between police and African Americans have stimulated debate about the larger issue of race in America. Over the past three years, the rise of the Black Lives Matter movement has inspired protests across the country against police violence. Some were continual over several weeks and drew a massive, militarized response from law enforcement. Some cities who held these massive demonstrations include: Ferguson, Mo, Baton Rouge, Louisiana, and Baltimore, Maryland. Collier Meyerson stated in an article titled When Protesting Police Violence Puts you in the Crosshairs, â€Å"†¦SWAT teams equipped with tear gas, armored vehicles, and rifles patrolled the streets, and protesters were subject to mass arrests and police brutality. In Ferguson, 10 days of protesting led to 150 arrests—80 percent of them for failure to disperse. Nearly 200 protesters were arrested in Baton Rouge. In Baltimore, a group of aggrieved residents sued the city† (20). Advocates for the Black Lives Matter movement argue that the emergence of the movement is mainly due to the impacts that police brutality and injustice in America has had on people of color. The impact is not only emotional but psychological as well. Over the past two decades, the militarization of police forces has given black Americans more to fear. â€Å"With current technology, police killing of Black people is recorded for public scrutiny and consumption. Access to these videos has led to unprecedented public discourse on what constitutes brutality, its connections to White supremacy, and the consequences for Black lives† (Alang 662). After the terrorist’s attacks in 2001, because of the severity of the attack on the country, police resources increased massively. Police officers now are trained as if they are in the military and use military strategies to manage protesters. Poor treatment by law-enforcement officers has been a reality of African-American life since before the United States existed. Even after the success of the civil-rights movement, police brutality and discrimination in the criminal-justice system didn’t end, they just became hidden. Over the course of the past three years, the emergence of the Black Lives Matter movement has inspired protests. According to the U.S. Bureau of Justice Statistics, Today, black men are six times more likely to be incarcerated than white men, and black women more than twice as likely as white women. Black men are three times more likely than white men to die at the hands of law enforcement. While advocates of the Black Lives Matter movement argue that the movement is a positive, productive way towards change that brings awareness to the racial tensions in America, opposers of the movement believe the movement promotes violence and is wrong and could even be classified as a hate group. Most opposers believe that both sides are to blame for the violence that comes from protests and rallies related to Black Lives Matter. Recently, Donald Trump stated that he agrees with the idea that both sides are to blame for violence. Trump’s election brought a new agenda for the movement’s opposers. Efforts were made to undo the things done during the Obama administration. The views of Trump brought on a debate from advocates and opposers of the Black Lives Matter movement. â€Å"As the 2016 presidential campaign unfolded, BLM activists gained a reputation for using disruption as a way to push the movement’s key issues† (McLain 13). The Black Lives Matter Movement has created a conversation within the country as well as across the world. â€Å"Black Lives Matter represents one of the most influential and controversial of the contemporary protests movements.   Much of the controversy is connected to misunderstanding, distorted portrayals, and attempts to discredit the movement† (Hoffman 596) Most minorities in America believe The Black Lives Matter movement should be recognized and challenged. During the civil rights movement, students protested and created movements like the Freedom Rides, people young and old marched on Washington, and many activists spoke out against injustice and locked arms with black men and women to demand change. In this era where racial tensions are at a high because of recent events, each of us should think about how we can effect change in all our communities and work to make it happen. It is time to speak up and speak out against injustice and wrong As Dr. Martin Luther King Jr. said: The ultimate tragedy is not the oppression and cruelty by the bad people but the silence over that by the good people. Work Cited Alang, Sirry, et al. Police Brutality and Black Health: Setting the Agenda for Public Health Scholars. American Journal of Public Health, vol. 107, no. 5, May 2017, pp. 662-665. EBSCOhost, doi:10.2105/AJPH.2017.303691. Greenblatt, Alan. Citizen Protests. CQ Researcher, 5 Jan. 2018, pp. 1-24, library.cqpress.com/cqresearcher/cqresrre2018010500. Hoffman, Louis, et al. An Existential–Humanistic Perspective on Black Lives Matter and Contemporary Protest Movements. Journal of Humanistic Psychology, vol. 56, no. 6, Nov. 2016, pp. 595-611. EBSCOhost, doi:10.1177/0022167816652273. Katel, P. (2016, January 8). Racial conflict. CQ Researcher, 26, 25-48. Retrieved from http://library.cqpress.com/ McClain, Dani. The Future of BLM. (Cover Story). Nation, vol. 305, no. 8, 09 Oct. 2017, pp. 1216.EBSCOhost, libraries.ou.edu/access.aspx? url=http://search.ebscohost.com.ezproxy.lib.ou.edu/login.aspx?direct=true&db=aph&AN=125280009&site=ehost-live. Meyerson, Collier. When Protesting Police Violence Puts You in the Crosshairs. Nation, vol. 305, no. 16, 18 Dec. 2017, pp. 16-21. EBSCOhost, libraries.ou.edu/access.aspx? url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=126492359&site=ehost-live.

Analysis of Richard Adams Watership Down :: essays research papers

Watership Down In this story, Richard Adams' creates an interesting part of the story when eleven rabbits unite to form a group and flee from their warren, in hopes of avoiding a great tragedy. These rabbits leave their warren without knowledge of why they need to leave their homes. The one thing the rabbits have in common is their faith in Fiver's dreams and visions. Together these rabbits will have to put aside their differences in order to face the danger ahead of them. The newfound friends are led by a young headstrong rabbit named Hazel who tries to lead with courage and wisdom. While the group travels to their unknown destination they encounter problems like wild animals, but with cooperation they get through their problems. An interesting part is how they figure out a way to transport their injured Fiver and Pipkin across the river to escape the dog. Using his brains, Hazels has the idea to ship the two injured rabbits across the river upon a flat piece of wood. When this act had been done, the other rabbits had a new admiration of Hazel. This new admiration was brought upon, when he had to choose to leave injured rabbits behind he refused and thought of idea to help them across, Hazel has shown himself as a competent, caring, and wise leader. Fiver is a small rabbit that seems to have the ability to see future visions. It was because of him that the eleven crusaders left to find a new home. He predicted the destruction of the warren long before it was to happen. His character is very strange, he is constantly looking over his shoulder, maybe expecting a hideous monster. When he does not feel totally at ease he will tremble, bolt, or go crazy. He is a good friend to have around, many times he has saved the group with his extraordinary abilities. He had predicted the destruction of the warren and the freakish lifestyle of Cowslip's warren, another is his dream of Hazel trapped in the ditch. Fiver is a reliable and very valuable asset to this group as a friend and as a seer. Without him the group would have died in the warren and would not have had a chance at all. Another of the main characters is Bigwig, he is strong larger rabbit that was previously a part of the group owsla.

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

Mans Impact on the Everglades Essay

Man has never been content to leave the natural preserved in the state in which it was discovered. Likewise, the Everglades ecosystem has been bombarded by this pressure as man seeks to â€Å"redesign† the environment to suit the needs of the ever encroaching human population. This has brought about profound changes in this system and the way it operates. Collectors were among the first to extract a toll on this area because of its exotic indigenous creatures. Species which now face extinction include: several varieties of unusual Orchids and ferns, Florida tree snails, and the indigo snake. But the impact of collectors is not merely limited to the disappearance of species. For example, collectors burned Hardwood Hammocks to facilitate collecting tree snails. The high demand for feathers as the plumes of ladies’ hats also endangered the Snowy Egret at one time. Another source of destruction includes off road vehicles such as air boats and swamp buggies used to negotiate the difficult terrain. These vehicles create ever widening soil ruts because the tracks are slippery and subsequent vehicles avoid them. Because hydroperiod plays a powerful role in habitat determination, even a slight change in water depth can profoundly effect the composition of the ecosystem. Channels interrupting sheet flow provide an alternate route for the water. Vegetation is uprooted and lost, as a result, enhancing the likelihood of invasion by opportunistic species such as cattails. In some areas, off road vehicles have resulted in the damage of tree islands. Melaleuca, an Australian tree, poses a different kind of the threat: that of introduced species. The trees overtake Sawgrass marshes and Cypress swamps in areas reduced by drainage. Their tolerance of fire further enhances their spread. Eventually, dense forests form which exclude the natural vegetation and dry up the environment. Brazilian pepper began its stay in the Florida area as an ornamental. Like the Melaleuca, it forms a closed forest, destroying feeding areas of many water birds. Brazilian pepper primarily overtakes coastal lowlands and pinelands. Over 200 plant species have been introduced â€Å"successfully† into the Everglades environment. Plants are not the only successful invaders. The Blue Tilapia, an animal intruder, grows too large to be eaten by the wading birds, while creating a devastating effect on the aquatic plant life. By far the most serious effect of man on the environment remains the alterations of water flow patterns for agricultural and metropolitan purposes. The direct channeling of fresh water from Lake Okeechobee to the coast alters sheet flow, causing soil fires and saltwater backflow. Faced by these ever worsening scenarios, the Central and Southern Florida Project for Flood Control and Other Purposes (C&SF) took over the project in 1948. First, the C&SF built a perimeter to prevent encroachment of the sheet flow on developing metropolitan areas. Second, agriculture reclaimed the Okeechobee by draining the Lake swamp and rerouting the water to the Water Conservation fertile land directly south of Areas to the south. Total, Water Conservation Areas, which regulate water flow toprevent flood and drought, now represent 32 % of the original Everglades ecosystem. Everglades National Park, established in 1947, only contains 25% of the historic freshwater system. Other problems facing this ecosystem include the loss of wild life species diversity. Like the Snowy Egret, alligators, hunted for their hides, almost reached extinction until their sale was prohibited by law. Since that time, populations rebounded, however, bird populations still face intense reducing pressures. Wading birds follow the drying front during the drydown as the water flow concentrates prey at its border. Wading birds, therefore, only need make minor adjustments to determine the position of food daily. Consequently, larger rookeries and breeding seasons coordinate with the water flow so the drydown approaches the nest, allowing the parents to fly less distance every successive day. The intrusion of the Water Conservation Areas though places this pattern in serious jeopardy. The levee system interrupts the drydown as conditions on one side may not correlate with conditions on the other. For example, birds following a drydown front may reach a levee only to discover that the across the embankment, the water is too deep or the drydown in that area may have already occurred. The birds then must search other areas for other prey concentrations which may not exist, seriously impairing successful reproduction. Use of the conservation areas for flood control and unnatural releasing of water also adversely effects these communities. Often this reverses the drydown fronts. Changes in the dry/wet season cycle, likewise, affect alligator reproduction, interrupting courtship and often drowning their eggs. Alteration of alligator nesting patterns adversely affects the wading bird population because their holes customarily congregate prey during the low water season. Although, the canal construction provides alligators a substituted habitat, these canals are sufficiently deeper and steeper than traditional gator nesting holes. Consequently, wading birds can not effectively harvest prey. Nutrient rich agricultural water released from the land reclaimed below Lake Okeechobee has increased the proliferation of cattails. Cattail encroached areas do not encourage food supplies for wading birds, essentially removing this wetland area from use. However, the South Florida Water Management District has begun an experimental program using peat soil beds to remove this phosphorus from the water supply entering the Everglades region. Methylmercury, a highly toxic form of mercury, recently has been found in regional fauna in unusually high levels. The food web concentrates this chemical in the system’s top predators, causing mutations, abnormal growth and neurological disorders. Although, agriculture was originally blamed for this elevation, historical evidence provides a more accepted theory. According to this hypothesis, soil formations naturally trap small amounts of mercury. Recent drainage and oxidation of the soil caused its release. Sugarcane burning, and incineration of other products including fossil fuel have also received blame for this phenomenon. Interestingly though, an inverse relationship appears to exist between phosphorous and mercury levels. The diversion of freshwater directly to the ocean from Lake Okeechobee also adversely affects Florida Bay. The lack of water cycling through the bay caused a severe increase in hypersalinity, killing seagrass beds, mangroves, fish, sponges, and birds. The hypersalinity level approximately doubles that of sea water. However, projects undertaken to remedy this situation appear to at least initially effective. Other reasons for this salinity increase include the lack of major storm systems recently in this area. Accumulation of sediments and shoaling prevent the bay from flushing out naturally, causing stagnation. Also the construction of Highway 1 and the Overseas Railroad may have contributed to the problem, hampering further the circulation of water. Any attempt by man to undo the damage perpetrated must come from a comprehensive understanding of the function and operation of the original ecosystem in order to prevent further â€Å"well intentioned† catastrophes. Wading birds, because of their high position on the food chain, serve as trustworthy indicators of change on this fragile environment. However, the main problem to be address is not one of abuse of the Everglades in particular, but mankind’s underlying philosophy concerning our environment. We must realize that our survival remains closely linked with that of our surroundings. Any threat to our biosphere will eventually cycle through and return to affect us. The restoration of the Everglades is an ongoing effort to remedy damage inflicted on the environment of southern Florida during the 20th century. It is the most expensive and comprehensive environmental repair attempt in history. [1][2] The degradation of the Everglades became an issue in the United States in the early 1970s after a proposal to construct a jetport in the Big Cypress Swamp. Studies indicated the airport would have destroyed the ecosystem in South Florida and Everglades National Park. [3] After decades of destructive practices, both state and federal agencies are looking for ways to balance the needs of the natural environment in South Florida with urban and agricultural centers that have recently and rapidly grown in and near the Everglades. In response to floods caused by hurricanes in 1947, the Central and Southern Florida Flood Control Project (C&SF) was established to construct flood control devices in the Everglades. The C&SF built 1,400 miles (2,300 km) of canals and levees between the 1950s and 1971 throughout South Florida. Their last venture was the C-38 canal, which straightened the Kissimmee River and caused catastrophic damage to animal habitats, adversely affecting water quality in the region. The canal became the first C&SF project to be reverted when the 22-mile (35 km) canal began to be backfilled, or refilled with the material excavated from it, in the 1980s. The restoration of the Kissimmee River is projected to continue until 2011. When high levels of phosphorus and mercury were discovered in the waterways in 1986, water quality became a focus for water management agencies. Costly and lengthy court battles were waged between various government entities to determine who was responsible for monitoring and enforcing water quality standards. Governor Lawton Chiles proposed a bill that determined which agencies would have that responsibility, and set deadlines for pollutant levels to decrease in water. Initially the bill was criticized by conservation groups for not being strict enough on polluters, but the Everglades Forever Act was passed in 1994. Since then, the South Florida Water Management District (SFWMD) and the U. S. Army Corps of Engineers have surpassed expectations for achieving lower phosphorus levels. A commission appointed by Governor Chiles published a report in 1995 stating that South Florida was unable to sustain its growth, and the deterioration of the environment was negatively affecting daily life for residents in South Florida. The environmental decline was predicted to harm tourism and commercial interests if no actions were taken to halt current trends. Results of an eight-year study that evaluated the C&SF were submitted to the United States Congress in 1999. The report warned that if no action was taken the region would rapidly deteriorate. A strategy called the Comprehensive Everglades Restoration Plan (CERP) was enacted to restore portions of the Everglades, Lake Okeechobee, the Caloosahatchee River, and Florida Bay to undo the damage of the past 50 years. It would take 30 years and cost $7. 8 billion to complete. Though the plan was passed into law in 2000, it has been compromised by politics and funding problems.