Appendix 1: Useful Resources
A1.1 I have referred to a number of resources in this report. More generally, my attention was drawn to these further potentially helpful resources which I mention for such value as they may have.
A1.2 The work of Project Lift which "encourages a new style of leadership to rise from the complexity", with leaders "who believe that success does come through putting people at the heart of everything we do. Leaders not focused on being heroes, or being saviours, but being true collaborators – who know that working collectively, collaboratively – genuinely together – is a powerful force for future success."
A1.3 The handbook entitled "The Duty of Care of Healthcare Professionals" by Roger Kline with Shazia Khan: published following the Mid Staffs Inquiry, "This practical handbook advises staff at every level about how, collectively and individually, to handle pressures that compromise good care standards. Underpinned by an understanding of the law, and with links to additional information and resources, it is designed to help staff uphold standards of ethical behaviour and professional accountability, and their duty of care to patients, when they feel these may be in danger of being undermined by other pressures".
A1.4 The Being Complained About Guidelines, which were recently published by Glasgow University School of Law, for organisations to help them avoid the potentially negative effects of complaints and support employees who have been complained about.
A1.5 The Healthcare Improvement Studies Institute work on "improving the employee voice about transgressive or disruptive behaviour": "Even where reporting mechanisms are in place, employees can still be reluctant to report disruptive behaviour because they fear the consequences or don't think their organisation will respond appropriately. In the case of one American academic medical centre, that reluctance meant transgressive behaviours by "untouchables" went on unchallenged and contributed to a culture of fear. The organisation had multiple mechanisms to report incidents, but not everyone in the organisation knew how to raise concerns, and some systems were slow and complicated to use. To address the problem, the organisation launched an initiative to improve how it responded to reports of disruptive behaviour."
A1.6 The work of Amy Edmondson on Teaming, in a health care context:
A1.7 The work of the King's Fund and Professor Michael West, whose areas of research interest are team and organisational innovation and effectiveness, particularly in relation to the organisation of health services.
A1.8 The work of the Carnegie Trust on Kindness and Compassion in public policy:
A1.9 The work on trauma undertaken in Oregon:
A1.10 The Institute for Health Care Improvement has a number of resources including those designed to help provide psychologically safe learning environments – linking safe environments to improved patient safety:
A1.11 The Institute for Health Care Improvement document "What Matters to You?" Conversation Guide for Improving Joy in Work, which includes preparing for the "What matters to you?" conversations. These are rich, learning conversations — not intended to communicate information, but rather to listen and learn. Leaders and colleagues should recognise this is a different approach than the usual "I tell you what isn't working and you fix it" approach. The guide helps leaders get started quickly with conducting effective "What matters to you?" conversations, learning as they go, and resolving issues that arise from such conversations. Builds on the IHI White Paper: Framework for Improving Joy in Work.
A1.12 The Whistleblowing Guide: Speak-up Arrangements, Challenges and Best Practices apparently offers "conceptual clarification about … key issues, including a focus on internal and external speak-up procedures, organisational response and communication, impartiality and trust."
A1.13 The following websites were mentioned in the context of whistleblowing initiatives:
A1.14 Engaging Transformational Leadership & impact on organisational performance, staff wellbeing and patient outcomes:
A1.15 The Impact of Engaging Leadership on Performance, Attitudes to Work and Wellbeing at Work: A Longitudinal Study. 2012 Beverly Alimo‐Metcalfe (University of Bradford School of Management, Bradford, UK and Real World Group, Leeds, UK) et al;
A1.16 Drama Triangle: adopting and relinquishing the tendency to fall into roles of victim, persecutor and rescuer:
A1.17 Relationship between leadership, staff experience and patient outcomes: