Personal Qualities - NHS Greater Glasgow and Clyde



LEADERSHIP QUALITIES : DESCRIPTORS (In no order of importance)QUALITIESDESCRIPTORSREFERENCE TO SUPPORTING BEHAVIOURSREFERENCE TO SUPPORTING KSF CORE +Personal QualitiesPersonal Governance:(See detail in Appendices 1&2 )Personal Management:Seeking Understanding:? commitment to service excellence? integrity and probity? account for performance? engage with others in decision-making? develop team and self? self-awareness? emotional competence & consistency? articulate and live by values (‘being-the-talk’)? asking the hard questions proactively? listening empathetically to understand? maintaining a contemporary knowledge of best practiceSee detail in Appendix 2See detail in Appendix 2See detail in Appendix 2K3Service ExcellenceEnsuring Focus:Delivering Governance:(clinical, staff, financial/corporate)Achieving Results:? directing attention to the key issues? regulating the temperature (managing pace and stress)? looking after the needs of patients, staff and the public? balancing risks? creating a climate of performance delivery and accountability? resolving complex problems through a win : win approachG5HWBG4 / G6HWBG5Future FocusSetting the direction:Creating and making choices:Developing capability and capacity with partners:Leading Change:? creating purpose with a focus on outcomes? shaping and articulating the future with passion? thinking flexibly and innovatively? making choices in uncertainty and ambiguity? taking risks with political astuteness? building relationships and partnerships which recognise interdependency and which share learning? instilling a staff, team and organisational development culture? aligning people, structures, systems and processes to secure goals? seizing technological solutions to improve healthcare? inspiring others and unleashing energy to changeG8G2 / G8G1 / G7G2LEADERS’/MANAGERS’ CODE OF PERSONAL GOVERNANCEAs a NHS Scotland Leader / Manager I will:Pursue service excellence byensuring patients’/clients’ needs are at the centre of decision-makingseeking to protect patients/clients and staff from clinical and environmental riskencouraging service excellence and supporting changes to make this a realityAct with integrity and probity bycommunicating with openness and honesty in all matters including handling complaints and giving feedback to staffensuring confidential and constructive communicationmanaging resources and financial risk effectively and efficientlyensuring personal integrity and probity at all timesseeking to protect patients/clients and NHS resources from fraud, inducements and corruptionAccount for my own and my team’s performance bytaking responsibility for my own and my team’s performancecomplying with all statutory requirementsproviding appropriate explanations on performanceacting on suggestions/requirements for improving performancesupporting the Accountable Officer of my organisation in his/her responsibilitiesEngage appropriately with others in decision-making byensuring that patients, the public, staff and partner organisations are able to influence decision-making in relation to NHS servicessupporting effective and informed decision-making by patients about their own careseeking out the views of others and building mutual understandingensuring clarity and consistency in relation to dual accountabilityDevelop my team and myself bybuilding and developing effective teams, supported by appropriate leadershipinstilling trust and giving freedom to staff/partners to make decisions within authoritybeing aware of and taking responsibility for my behaviour and continuous personal development as a NHS leader / manager, to ensure my fitness for purpose.LEADERSHIP BEHAVIOURS : SOME EXAMPLESPERSONAL QUALITIESPOSITIVE BEHAVIOURSNEGATIVE BEHAVIOURSPERSONAL GOVERNANCECommitment to service excellenceIntegrity and probityAccount for performanceEngage with othersDevelop self and teamChallenges decisions not based on patients’/clients’ needsRecognises and rewards excellenceCelebrates ‘success’ Diagnoses and tackles poor performanceTruthfulOpen approach to issues Lets people say ‘No’, otherwise ‘Yes’ is meaninglessRespects confidentiality of information consistentlyChecks potential probity issuesAccepts responsibility and accountabilityGives credit where credit is due Challenges micro-managementGives clear, concise, timely explanations - no surprisesEnsures information is organised to show good / poor performancePromotes spirit of co-operation and interdependencySeeks first to understandEncourages meaningful dialogue at the earliest opportunityDevelops shared visionFlexibleBuilds self-belief and ‘can do’ Gives freedom to make decisions within authority Lets go – take risks Instils trustValues everyone as individualsUses inclusive languageUnderstands and values cultural differencesShows willingness to change and learn from mistakesEncourages appropriate behavourMakes/supports decisions without patients’/clients‘ needs at the centreRewards poor practice Rewards or take a punitive approach to poor performanceDeceptive / dishonest / manipulativeHides and encrypts information‘Yes-men’ aboundGossips confidential informationFlaunts / ignores potential probity issues‘Passes the buck’Takes credit for others’ work Promotes dependency cultureWithholds or is late with information – lots of surprises!Information about performance is poorly organised / ignoredSuspicious – promotes independencySeeks first to be understoodClique led decision-makingKeeps others in the darkRigid – imposes changeDestroys confidenceControl, control, control Promotes oppressive, complex accountabilityManipulative – other agendaViews everyone as ‘the same’Uses discriminatory languageUses a ‘diversity-blind’ approachKnows-it-allInappropriate behaviour isn’t challengedPERSONAL MANAGEMENTSelf-awarenessEmotional competence and consistencyArticulate and live by valuesTakes time to reflectValues honest feedbackRealistic about strengths and limitationsSeeks helpPositive and enthusiastic Consistent behaviourMature, constructive behaviourWarmth – easy to approachRespects othersHandles others’ emotions appropriatelyPractices what s/he preachesKeeps promises - follows throughBlind spots – doesn’t seek out feedbackAvoids potential weakening of personal power base by indicating personal limitationsExpectations of self / others unrealisticNegative / cynicalMoody‘Toys out of pram’ / vindictive / bullying behaviourCool – approached only when essentialLacks respect for othersInsensitive to others’ emotionsWords and actions don’t matchLet’s others down - doesn’t make it happenSEEKING UNDERSTANDINGAsking the hard questions proactivelyListening empathetically to understandMaintaining a contemporary knowledge of best practiceChallenges status quoCreates climate of support and accountabilityOpen to new ideasShows genuine concernTests comprehension and summarisesSeeks comparisons and encourages change Ensures teaching and R&D are integral and improve service deliveryPrefers the status quoCreates climate of blameClosed to new thinking - blocksSuperficial interest in othersAssumes understanding - content with loose endsReacts to externally driven changeDoes not maximise the benefit of teaching and R&D to improve service delivery ................
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