WEBVTT
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You come back from a workshop with a notebook full of ideas and every intention of doing something differently.
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Then the next shift starts.
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The roster is tight, people need answers, and the familiar way of working takes over.
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By the end of the week, the learning is still in the notebook, and you are expected to somehow be better at the thing you've barely had a chance to try.
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Welcome to Better Every Shift.
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In this episode, TB and I explore what has to happen between attending training and actually becoming more capable.
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We talk about why deliberate practice can feel vulnerable, what managers and learners each need to contribute, and how feedback, modelling, and very small experiments can make development part of the work rather than a vent away from it.
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This is where candid inquiry conversation begins.
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Today we are talking about deliberate practice.
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Do you want to share with us what is deliberate practice under candid inquiry?
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Yeah, so deliberate practice is about how are our teams actually doing the practice to get better at whatever aspect of their role, whether that's a clinical aspect, whether that's a leadership aspect, whether that's managing the financial elements.
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But how do people actually practice those behaviors?
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Practice using their knowledge, using their communication skills so that we get better.
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Some of that practice will happen as part of the work, and some of that practice will happen outside of the work, and for most of it, it's actually going to happen while we're working.
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Some of us get the luxury of sitting in nice workshops where we get to practice and we get to do role plays, which everyone cries at.
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We all understand the angst of doing that, but not having those opportunities doesn't mean we can't practice.
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Those of us that have got kids have practiced many things on them, and sometimes we warn them when we're trying new things.
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It's about being deliberate, trying things, then reflecting on whether it's getting better or worse, or what the outcomes were, what happened that I didn't anticipate, and then moving forward.
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There's an element of reflection of our own behaviours and impacts, either intended or unintended, from whatever our actions were.
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This puts me in mind of the blended learning model 702010.
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Yes.
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Where when organizations think about how will we develop our team members, we're going to send them to workshops.
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That's our entire strategy.
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When we're talking about building clinical skills, you go to the workshop, but then you go back into the work area and you get to do it over and over again.
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You have to apply that knowledge that you've learned.
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It might be a syringe driver or whatever it is.
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Also, get people who did the training before you, who are a little bit ahead of you in the practice, who would give you mentoring.
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That's the 20.
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What I don't see when we're developing people as adults, so adult development or personal development, leadership development, is that we do the 10, like how we do our entire strategy.
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I'm going to send you to a workshop and you're going to learn coach-like behaviors.
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When people go back into the work area, how are they deliberately practicing?
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Unless it's self-driven, they're not actually getting a lot of opportunity to practice.
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There's often no one mentoring them because they're the only one in their work area who went, so there's no one even to really practice with.
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The first part of how we solve that is recognize that it's a problem.
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And it's also really important that we acknowledge that it happens because managers are generally overwhelmed and got far too many other things to do.
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So they're already working a roster that's three people short, that somebody else has just claimed a holiday that wasn't pre-planned, and actually somebody else is off sick, and then they've got all the other things to do that they need to do.
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When they send people off for training, it to add in the element of how am I going to set up their roster when they come back to facilitate this time and space is very challenging.
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It's a whole nother piece that is big.
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But not doing it has such a big consequence.
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And if managers are able to do it, the benefits to their team and the individuals in being able to actually embed that practice, it then becomes easier.
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And it then becomes this is the normal practice when you go to this training.
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This is the how we roster you afterwards, this is what happens, and that becomes the norm.
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And it actually ends up becoming this is the process that we use, uh, but hard to set up initially because you have to overcome really quite big challenges.
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I think it goes to that the deliberate part of deliberate practice is that when someone goes off for training, particularly that personal leadership development, setting up what does deliberate practice look like.
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And in and an example might be in this ward or work area, when people go off and do this leadership training, when they come back, I get them to book 20 minutes with me because I want to hear what they learned that really resonated with them, and I want to hear what I'm going to see you do differently.
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I also want to know what opportunities do you want to be a part of so you can practice.
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The other thing I expect people to do when they come back from training is I expect them to run a short 10-minute in-service where they talk about the key things that they learned, and then there's a discussion with other team members about what that might look like or mean or what they might experience.
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Yeah.
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That sounds like a lot, but actually that could be delivered in a team meeting.
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It's the willingness and the capacity which you're talking about to hold people accountable to that plan.
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It's one thing to have a plan in place, it's another thing to actually hold people accountable.
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We need to hold people accountable, we need to hold the space for them.
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We also need to acknowledge that it requires a level of vulnerability, which is probably the bigger challenge for people.
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So if people have gone off to training, they often put on themselves that there's then an expectation that they know stuff and that they're an expert in this, whatever we've sent them to now.
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And so now when they come back, that they should just be able to run it.
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And we're not very good at supporting people to say there's not an expectation that you are the expert here, there's an expectation that you are now learning it.
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Let's get in and learn it, and that is becoming more difficult.
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That this once I've done it, you just should be able to go and do it.
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And I don't think it matters what the content is, but there's this you did the training, so now do it.
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There has to be a level of development that continues after that, and it is painful.
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Practice is painful, it hurts, it feels very uncomfortable, it's very embarrassing because you're gonna muck it up, particularly if you're learning difficult things like feedback and communication and leadership skills, those things are really hard.
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It's hard enough when it's more practical and you've got an algorithm to follow.
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But when you have to deal with other people and you don't know what they're gonna say and you don't quite know whether you're gonna get it right, that's hard.
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I think it's also courage, right?
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And yeah, intrinsic motivation.
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If I'm going to take someone off the floor and send them for development training that makes them more credible in their slightly or more senior role in the team, I kind of want to know what they're gonna do with it.
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I kind of want to know why they're doing it.
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Like, because if I'm gonna take you off the floor and I'm gonna pay someone to backfill you, what's your investment here?
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I've been very clear about mine.
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What's yours?
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What do you notice with teams that don't display deliberate practice?
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What language do you notice in those teams and managers in that space?
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I had a workshop recently.
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I've got an excellent book called Uninspiring Quotes or something like that.
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This phrase came to mind in this workshop because we're in a workshop talking about supporting people through change, so the humanistic approach to change, and how do you bring people along, get them on board?
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And someone asked, So I'm doing this training, but my manager hasn't done this training.
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I'm not getting this from my manager when they're announcing change.
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How do I bring them on board?
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And I said, Well, I think there's a couple of ways.
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I think you can say I attended a workshop, it was really interesting.
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I think there's some concept we could use, change is a constant in our work area, or you could say, I can share some things with you if you're interested.
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And they laughed, yeah, that'd be right.
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In a very candid moment, I said, Well, if not you, who?
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Who's gonna talk to them about it?
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How will they know about this if you don't go back and tell them about your experience?
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How will they know what they're missing if you don't tell them what the gap is for you?
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And the phrase that came to mind from this uninspiring quotes book is you is that you are the adult, no one is coming to save you.
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And I think for me, that's where courage sits in this.
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You want to do development training, you've got to be the adult and share the responsibility and carry some of the investment.
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But we think we should just get it handed to us on a platter.
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The other thing I see very quickly is I do some coaching, and when someone is referred for coaching, they're often referred through the HR business line.
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And my first question is, what adult and leadership development has this person participated in across the organization?
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And I'll often hear that they have done the leadership training.
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And my first question is, and how are they held accountable to apply that learning?
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Because what I'm hearing from you is you want me to help them be accountable for applying that learning, and that's not actually my job.
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So I think we invest financially in people's development, but we don't hold them accountable for practicing what they learned.
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We don't support them to practice what they learned, and there's lots of reasons that we've covered already.
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But that's part of the leaky bucket of healthcare is we invest a lot, but we don't always reap the w reward that's possible.
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We see that the investment is sending them to the workshop.
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It's absolutely we offload that.
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And as individuals, we offload the learning to the person teaching and saying you're doing the teaching.
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Whereas actually the the individual needs to be invested and do the learning.
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But we as an organization also need to realise that, as you say, it's the support that we need to give afterwards, it's the whole process, it isn't the we'll dump you in a course and away you go, have fun with that.
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It there is a process to it, and if we're not investing in the rest of it, we're probably wasting a large amount of money and time in just throwing people into courses.
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There needs to be a how do we do this?
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What do you pull people together after a workshop a month later and say, what challenges have you had in vet setting this up, doing this, how do we make this better?
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What people should come in to do this again next time.
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What are the ongoing conversations rather than all that's an education?
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You do you'd go and do a course.
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I do want to touch on the digital coaching because I think that's a that's a a really nice way to start to shift that accountability and who does it sit with.
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What's I gonna say?
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We had an interesting experience the other day running a workshop, and it comes back to working on the business and in the business.
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And someone said, I'm really enjoying this time away from work with everybody in these conversations.
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And I hopefully, tactfully, but necessarily reset that perspective by saying, actually, you're still working because you're working on the business.
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By doing this workshop, you're working on the business, and you apply it in the business to make working in the business better.
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And she sent a message saying, Oh, I got chills when you said that.
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But I think what people, when you don't understand that concept of on the business and in the business, you don't recognise the value that development is bringing in that on the business.
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Yes, and in fact, that was in a formal session, but in an informal having a conversation in a tea room and coaching somebody through a job application in a very informal way is so powerful for developing skills and relationships and leadership ability that we don't and we don't capture that, but that's so useful.
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And the people that excel in this find those opportunities to practice in those teeny little moments that are unstructured.
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You started with practicing at work and not at work.
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When I run a coach-like conversations workshop, I tell them start with your family.
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Yes, start in a place where you're already loved, you already belong, and forecast, I'm getting I've learned something, can I try it with you?
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And then practice with the family and just get a sense of what works, what doesn't work.
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Oh, I need to that's not the right question here, or I didn't clock that, but now it makes sense.
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And it just allows you to play before you're in the deadly serious business of being judged by your colleagues when you're new at something.
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I've had the privilege of working in simulation, doing lots of simulation, both in situ in mostly intensive care, but in a few different settings, and also in courses, so off-site or out of the workplace.
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And seeing those spaces and that protected time for people to practice very deliberately, very intentionally, and getting very clear feedback, there is not much else like it because that time is protected, it is deliberate, it is how I see the pinnacle of deliberate practice, because there's very clear feedback, there is very structured reflection that's set up, and the situation is set up to be reflective of a context that we've targeted.
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And the learning that people get from all of those elements, it isn't the element of doing the simulation, it's the looking really carefully and examining the weird things that we do.
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How many seconds was that?
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What was the words that you said?
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Oh, I asked about if they were okay over there, and that's not actually the words that you said.
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What you said was this, and this was the impact.
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They didn't do what you wanted them to do.
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And we can talk really clearly about those impacts, they're really visible, and we can unpack them.
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There's lots of lessons for people who want to understand more in this space to look at the way that simulation training happens and learn some of those skills.
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They are so valuable in coaching, in mentoring, in debriefing, in giving feedback because of this really deliberate practice space that we set up.
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I've got a bit of a passion for bringing that kind of deliberate practice that you have in simulation to the adult development aspects of and responsibilities, I think, within healthcare.
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One of the other things that we know is very powerful, but I think we don't see much of is modeling.
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When people are in leadership roles, they're gonna have to do the work.
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But modeling is a really good way for people to learn is to observe someone else doing it.
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And yet a lot of the time when leaders and managers are doing this, they're just doing it and getting on with it.
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But actually, modelling is where there's a real opportunity in that development space and in that deliberate practice, because I don't think with a lot of this stuff, I don't think we ever get there tick the box.
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It's not when you're doing leadership development, you don't go, Oh, I'm developed as a leader now.
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So we're all in deliberate practice, and even when we're modelling, that's an opportunity for us to go, what did you see me do that you thought I did really well?
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What did you see me do that actually changed the conversation from one where they were engaged to actually where they shut down?
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Because I saw it happen, but I didn't know what caused it.
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What did you see?
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You bring someone like through your own deliberate practice, you can bring someone along and they can also be learning and building confidence to do their own deliberate practice.
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Leaders underestimate just how powerful that is on a few levels.
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It's beneficial for you as the leader doing the practice, it has more benefit for those around you, a, because you're articulating, I want to get better at these things, and I've identified these areas that I want to work on.
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Also, then inviting feedback from and being very specific about what you want feedback on, invites those, particularly if it's team members underneath you, it invites them to engage in conversations that they wouldn't otherwise, which will set you up for so many future conversations because they're now able to say something to you, and you're going to work really hard at not reacting to their conversation even when they say to you you sucked.
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Yeah.
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You're going to hold it together.
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You may cry quietly and then say, Thank you very much for that feedback.
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I'm really grateful.
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Could you tell me more about it?
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And they're going to see that the world didn't end, so they know they can bring you difficult things in future, as well as the feedback on the thing that it is that you're developing.
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And it empowers them to realise that they have insight and knowledge that's valuable and respected by you.
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So it's a very powerful mechanism for your own development and for your team's development in providing feedback and communication.
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Can we talk a little bit about how digital coaching can support deliberate practice?
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Completely.
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Yes.
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So digital coaching, the model that we use enables us to help set people up with a task.
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So it's based on Michael Bunga Steinia's model for when X happens instead of the thing that I normally do, I'm now going to do this.
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And the idea is that they're really teeny, teeny teeny things.
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So it might be that when I enter the lunchroom, instead of letting out a big sigh about how miserable my day is, I'm gonna take a breath and I'm gonna ask somebody a question about their day before I say anything.
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It might be as little as that.
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So it reminds people to do something really little.
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There's a few benefits to the coaching.
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One is reminders.
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We've been using it recently with a team on hand hygiene of all exciting things.
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Teaching hand hygiene sessions.
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Normally we get lots of eye rolling.
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The group that we've been involved with have actually been quite excited, but it they've been nice little hands on sessions, but then they get coaching and they get reminded about oh yeah, did I do a good job today?
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We've already had a conversation that hand hygiene is we all know that we should do it, but we're people we don't see the jam, so we Don't pay attention to it, we've got other priorities.
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Surely there's bigger things we need to be doing.
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But that little reminder every day helps people move up just a little bit better at that habit.
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And if I wash my hands for an extra five seconds and I get in under the nails, then I'm going to do better.
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If I can change those behaviours when I'm talking with colleagues and I can be curious just that little bit more often, then I'm going to get better.
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And doing those steps every day with a little bit of reflection about how am I going, what worked today, why didn't that work when I did it in this circumstance is really powerful for our learning and development.
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I really enjoy watching people develop as we use digital coaching.
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What I've noticed is the growing of confidence.
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So we think that we will only get better when we've to can do it perfectly or when there's a big grand change that everybody notices.
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But actually, our development is in those tiny little incremental movements that happen every day.
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And what I've seen with one group that we're working with is that the quietest person is starting to become more confident.
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And it's just applying exactly as you said, a really simple when someone comes to me with a problem, instead of telling them what they should do really quickly back, I will ask a question first.
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Just that has changed someone's confidence.
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It's like a flywheel effect, is little by little you're starting to actually get that better, better, and it just puts me in mind of better every shift because that's all any of us can do.
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We've talked a little bit about the opportunities for deliberate practice.
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One of the ones that I see go past people that is a really simple one is often thinking they need to fix or help someone rather than to be of service.
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And when you come wanting or having the intent of being of service, it's not about being 100% right or perfect or having the fix.
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It's actually just about shifting the experience of the other person.
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So an example might be two colleagues might be trying to figure something out.
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If you're overhearing that conversation and you can hear it's just going round and round, think about how could I be of service?
00:26:19.850 --> 00:26:27.769
What's one simple question you could ask of both of them that might just shift their conversation in another direction that it needs to go in?
00:26:27.930 --> 00:26:32.090
And I don't think we ask ourselves enough how could I be of service here?
00:26:32.410 --> 00:26:34.809
What we do is that's not my problem.
00:26:35.690 --> 00:26:36.250
Yes.
00:26:36.490 --> 00:26:37.610
Or how do I fix it?
00:26:38.250 --> 00:26:41.130
I don't know how to fix it, so I'm just not engaging.
00:26:41.610 --> 00:26:47.289
There's a lot of value, not necessarily in fixing, but in prompting a shift in what's occurring.
00:26:48.170 --> 00:26:48.809
Excellent.
00:26:49.769 --> 00:26:51.210
I really like deliberate practice.
00:26:51.289 --> 00:26:56.170
I think it's we think we go to a training and we're just gonna be better at doing something.
00:26:56.410 --> 00:26:57.529
I don't understand.
00:26:57.610 --> 00:27:00.009
It's a crazy assumption, but there you go.
00:27:00.250 --> 00:27:02.250
We're crazy messy humans.
00:27:02.730 --> 00:27:04.490
We are definitely.
00:27:05.049 --> 00:27:05.690
Yeah.
00:27:06.809 --> 00:27:07.930
Beautiful.
00:27:09.210 --> 00:27:10.250
Thank you very much.
00:27:15.529 --> 00:27:16.970
Thanks for joining us.
00:27:17.130 --> 00:27:25.210
Check out the show notes and further resources at better every shift dot com dot AU or via the link below.
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You come back from a workshop with a notebook full of ideas and every intention of doing something differently.
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Then the next shift starts.
00:00:37.329 --> 00:00:43.489
The roster is tight, people need answers, and the familiar way of working takes over.
00:00:43.730 --> 00:00:53.969
By the end of the week, the learning is still in the notebook, and you are expected to somehow be better at the thing you've barely had a chance to try.
00:00:55.170 --> 00:00:57.329
Welcome to Better Every Shift.
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In this episode, TB and I explore what has to happen between attending training and actually becoming more capable.
00:01:05.650 --> 00:01:23.569
We talk about why deliberate practice can feel vulnerable, what managers and learners each need to contribute, and how feedback, modelling, and very small experiments can make development part of the work rather than a vent away from it.
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This is where candid inquiry conversation begins.
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Today we are talking about deliberate practice.
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Do you want to share with us what is deliberate practice under candid inquiry?
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Yeah, so deliberate practice is about how are our teams actually doing the practice to get better at whatever aspect of their role, whether that's a clinical aspect, whether that's a leadership aspect, whether that's managing the financial elements.
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But how do people actually practice those behaviors?
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Practice using their knowledge, using their communication skills so that we get better.
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Some of that practice will happen as part of the work, and some of that practice will happen outside of the work, and for most of it, it's actually going to happen while we're working.
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Some of us get the luxury of sitting in nice workshops where we get to practice and we get to do role plays, which everyone cries at.
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We all understand the angst of doing that, but not having those opportunities doesn't mean we can't practice.
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Those of us that have got kids have practiced many things on them, and sometimes we warn them when we're trying new things.
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It's about being deliberate, trying things, then reflecting on whether it's getting better or worse, or what the outcomes were, what happened that I didn't anticipate, and then moving forward.
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There's an element of reflection of our own behaviours and impacts, either intended or unintended, from whatever our actions were.
00:03:09.170 --> 00:03:14.370
This puts me in mind of the blended learning model 702010.
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Yes.
00:03:15.409 --> 00:03:22.370
Where when organizations think about how will we develop our team members, we're going to send them to workshops.
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That's our entire strategy.
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When we're talking about building clinical skills, you go to the workshop, but then you go back into the work area and you get to do it over and over again.
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You have to apply that knowledge that you've learned.
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It might be a syringe driver or whatever it is.
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Also, get people who did the training before you, who are a little bit ahead of you in the practice, who would give you mentoring.
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That's the 20.
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What I don't see when we're developing people as adults, so adult development or personal development, leadership development, is that we do the 10, like how we do our entire strategy.
00:04:04.530 --> 00:04:08.210
I'm going to send you to a workshop and you're going to learn coach-like behaviors.
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When people go back into the work area, how are they deliberately practicing?
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Unless it's self-driven, they're not actually getting a lot of opportunity to practice.
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There's often no one mentoring them because they're the only one in their work area who went, so there's no one even to really practice with.
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The first part of how we solve that is recognize that it's a problem.
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And it's also really important that we acknowledge that it happens because managers are generally overwhelmed and got far too many other things to do.
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So they're already working a roster that's three people short, that somebody else has just claimed a holiday that wasn't pre-planned, and actually somebody else is off sick, and then they've got all the other things to do that they need to do.
00:05:03.889 --> 00:05:18.209
When they send people off for training, it to add in the element of how am I going to set up their roster when they come back to facilitate this time and space is very challenging.
00:05:20.529 --> 00:05:24.449
It's a whole nother piece that is big.
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But not doing it has such a big consequence.
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And if managers are able to do it, the benefits to their team and the individuals in being able to actually embed that practice, it then becomes easier.
00:05:41.889 --> 00:05:45.569
And it then becomes this is the normal practice when you go to this training.
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This is the how we roster you afterwards, this is what happens, and that becomes the norm.
00:05:51.169 --> 00:06:01.569
And it actually ends up becoming this is the process that we use, uh, but hard to set up initially because you have to overcome really quite big challenges.
00:06:02.689 --> 00:06:18.930
I think it goes to that the deliberate part of deliberate practice is that when someone goes off for training, particularly that personal leadership development, setting up what does deliberate practice look like.
00:06:19.490 --> 00:06:38.370
And in and an example might be in this ward or work area, when people go off and do this leadership training, when they come back, I get them to book 20 minutes with me because I want to hear what they learned that really resonated with them, and I want to hear what I'm going to see you do differently.
00:06:38.769 --> 00:06:45.089
I also want to know what opportunities do you want to be a part of so you can practice.
00:06:45.889 --> 00:07:02.289
The other thing I expect people to do when they come back from training is I expect them to run a short 10-minute in-service where they talk about the key things that they learned, and then there's a discussion with other team members about what that might look like or mean or what they might experience.
00:07:02.529 --> 00:07:02.849
Yeah.
00:07:03.169 --> 00:07:08.609
That sounds like a lot, but actually that could be delivered in a team meeting.
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It's the willingness and the capacity which you're talking about to hold people accountable to that plan.
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It's one thing to have a plan in place, it's another thing to actually hold people accountable.
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We need to hold people accountable, we need to hold the space for them.
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We also need to acknowledge that it requires a level of vulnerability, which is probably the bigger challenge for people.
00:07:33.409 --> 00:07:43.969
So if people have gone off to training, they often put on themselves that there's then an expectation that they know stuff and that they're an expert in this, whatever we've sent them to now.
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And so now when they come back, that they should just be able to run it.
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And we're not very good at supporting people to say there's not an expectation that you are the expert here, there's an expectation that you are now learning it.
00:07:57.169 --> 00:08:01.969
Let's get in and learn it, and that is becoming more difficult.
00:08:02.769 --> 00:08:06.529
That this once I've done it, you just should be able to go and do it.
00:08:06.609 --> 00:08:12.209
And I don't think it matters what the content is, but there's this you did the training, so now do it.
00:08:12.449 --> 00:08:18.769
There has to be a level of development that continues after that, and it is painful.
00:08:19.089 --> 00:08:35.970
Practice is painful, it hurts, it feels very uncomfortable, it's very embarrassing because you're gonna muck it up, particularly if you're learning difficult things like feedback and communication and leadership skills, those things are really hard.
00:08:36.129 --> 00:08:39.490
It's hard enough when it's more practical and you've got an algorithm to follow.
00:08:39.810 --> 00:08:47.250
But when you have to deal with other people and you don't know what they're gonna say and you don't quite know whether you're gonna get it right, that's hard.
00:08:47.570 --> 00:08:50.049
I think it's also courage, right?
00:08:50.370 --> 00:08:53.570
And yeah, intrinsic motivation.
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If I'm going to take someone off the floor and send them for development training that makes them more credible in their slightly or more senior role in the team, I kind of want to know what they're gonna do with it.
00:09:11.009 --> 00:10:25.769
I kind of want to know why they're doing it.
00:10:26.009 --> 00:10:33.849
Like, because if I'm gonna take you off the floor and I'm gonna pay someone to backfill you, what's your investment here?
00:10:34.170 --> 00:10:35.849
I've been very clear about mine.
00:10:36.089 --> 00:10:37.210
What's yours?
00:10:38.970 --> 00:10:45.769
What do you notice with teams that don't display deliberate practice?
00:10:45.930 --> 00:10:51.049
What language do you notice in those teams and managers in that space?
00:10:52.569 --> 00:10:54.970
I had a workshop recently.
00:10:55.369 --> 00:11:01.210
I've got an excellent book called Uninspiring Quotes or something like that.
00:11:02.170 --> 00:11:15.450
This phrase came to mind in this workshop because we're in a workshop talking about supporting people through change, so the humanistic approach to change, and how do you bring people along, get them on board?
00:11:15.690 --> 00:11:24.009
And someone asked, So I'm doing this training, but my manager hasn't done this training.
00:11:24.089 --> 00:11:28.009
I'm not getting this from my manager when they're announcing change.
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How do I bring them on board?
00:11:30.889 --> 00:11:33.289
And I said, Well, I think there's a couple of ways.
00:11:33.450 --> 00:11:36.730
I think you can say I attended a workshop, it was really interesting.
00:11:36.809 --> 00:11:45.369
I think there's some concept we could use, change is a constant in our work area, or you could say, I can share some things with you if you're interested.
00:11:45.529 --> 00:11:48.170
And they laughed, yeah, that'd be right.
00:11:49.529 --> 00:11:52.889
In a very candid moment, I said, Well, if not you, who?
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Who's gonna talk to them about it?
00:11:55.769 --> 00:12:00.410
How will they know about this if you don't go back and tell them about your experience?
00:12:00.650 --> 00:12:05.930
How will they know what they're missing if you don't tell them what the gap is for you?
00:12:06.170 --> 00:12:13.930
And the phrase that came to mind from this uninspiring quotes book is you is that you are the adult, no one is coming to save you.
00:12:14.250 --> 00:12:17.690
And I think for me, that's where courage sits in this.
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You want to do development training, you've got to be the adult and share the responsibility and carry some of the investment.
00:12:32.569 --> 00:12:36.009
But we think we should just get it handed to us on a platter.
00:12:36.569 --> 00:12:47.930
The other thing I see very quickly is I do some coaching, and when someone is referred for coaching, they're often referred through the HR business line.
00:12:48.170 --> 00:12:56.730
And my first question is, what adult and leadership development has this person participated in across the organization?
00:12:56.970 --> 00:13:00.250
And I'll often hear that they have done the leadership training.
00:13:00.650 --> 00:13:05.609
And my first question is, and how are they held accountable to apply that learning?
00:13:06.170 --> 00:13:14.170
Because what I'm hearing from you is you want me to help them be accountable for applying that learning, and that's not actually my job.
00:13:14.650 --> 00:13:28.170
So I think we invest financially in people's development, but we don't hold them accountable for practicing what they learned.
00:13:28.329 --> 00:13:33.849
We don't support them to practice what they learned, and there's lots of reasons that we've covered already.
00:13:35.769 --> 00:13:43.529
But that's part of the leaky bucket of healthcare is we invest a lot, but we don't always reap the w reward that's possible.
00:13:44.490 --> 00:13:48.170
We see that the investment is sending them to the workshop.
00:13:48.569 --> 00:13:51.609
It's absolutely we offload that.
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And as individuals, we offload the learning to the person teaching and saying you're doing the teaching.
00:13:57.849 --> 00:14:03.210
Whereas actually the the individual needs to be invested and do the learning.
00:14:03.529 --> 00:14:16.809
But we as an organization also need to realise that, as you say, it's the support that we need to give afterwards, it's the whole process, it isn't the we'll dump you in a course and away you go, have fun with that.
00:14:17.049 --> 00:14:26.970
It there is a process to it, and if we're not investing in the rest of it, we're probably wasting a large amount of money and time in just throwing people into courses.
00:14:27.289 --> 00:14:29.450
There needs to be a how do we do this?
00:14:29.609 --> 00:14:40.170
What do you pull people together after a workshop a month later and say, what challenges have you had in vet setting this up, doing this, how do we make this better?
00:14:40.410 --> 00:14:43.690
What people should come in to do this again next time.
00:14:44.170 --> 00:14:48.650
What are the ongoing conversations rather than all that's an education?
00:14:48.730 --> 00:14:50.650
You do you'd go and do a course.
00:14:50.970 --> 00:15:03.849
I do want to touch on the digital coaching because I think that's a that's a a really nice way to start to shift that accountability and who does it sit with.
00:15:04.089 --> 00:15:05.369
What's I gonna say?
00:15:05.769 --> 00:15:13.930
We had an interesting experience the other day running a workshop, and it comes back to working on the business and in the business.
00:15:14.089 --> 00:15:22.650
And someone said, I'm really enjoying this time away from work with everybody in these conversations.
00:15:23.930 --> 00:15:36.329
And I hopefully, tactfully, but necessarily reset that perspective by saying, actually, you're still working because you're working on the business.
00:15:36.490 --> 00:15:44.009
By doing this workshop, you're working on the business, and you apply it in the business to make working in the business better.
00:15:44.250 --> 00:15:47.529
And she sent a message saying, Oh, I got chills when you said that.
00:15:47.690 --> 00:15:59.049
But I think what people, when you don't understand that concept of on the business and in the business, you don't recognise the value that development is bringing in that on the business.
00:16:01.049 --> 00:16:28.650
Yes, and in fact, that was in a formal session, but in an informal having a conversation in a tea room and coaching somebody through a job application in a very informal way is so powerful for developing skills and relationships and leadership ability that we don't and we don't capture that, but that's so useful.
00:16:28.730 --> 00:16:37.049
And the people that excel in this find those opportunities to practice in those teeny little moments that are unstructured.
00:16:37.529 --> 00:16:40.970
You started with practicing at work and not at work.
00:16:41.210 --> 00:16:47.769
When I run a coach-like conversations workshop, I tell them start with your family.
00:16:48.009 --> 00:16:57.129
Yes, start in a place where you're already loved, you already belong, and forecast, I'm getting I've learned something, can I try it with you?
00:16:57.369 --> 00:17:01.849
And then practice with the family and just get a sense of what works, what doesn't work.
00:17:02.089 --> 00:17:07.609
Oh, I need to that's not the right question here, or I didn't clock that, but now it makes sense.
00:17:07.769 --> 00:17:18.410
And it just allows you to play before you're in the deadly serious business of being judged by your colleagues when you're new at something.
00:17:20.490 --> 00:17:34.970
I've had the privilege of working in simulation, doing lots of simulation, both in situ in mostly intensive care, but in a few different settings, and also in courses, so off-site or out of the workplace.
00:17:36.410 --> 00:18:09.769
And seeing those spaces and that protected time for people to practice very deliberately, very intentionally, and getting very clear feedback, there is not much else like it because that time is protected, it is deliberate, it is how I see the pinnacle of deliberate practice, because there's very clear feedback, there is very structured reflection that's set up, and the situation is set up to be reflective of a context that we've targeted.
00:18:10.730 --> 00:18:25.530
And the learning that people get from all of those elements, it isn't the element of doing the simulation, it's the looking really carefully and examining the weird things that we do.
00:18:25.850 --> 00:18:27.769
How many seconds was that?
00:18:28.009 --> 00:18:30.250
What was the words that you said?
00:18:30.490 --> 00:18:35.690
Oh, I asked about if they were okay over there, and that's not actually the words that you said.
00:18:35.850 --> 00:18:38.650
What you said was this, and this was the impact.
00:18:38.810 --> 00:18:40.890
They didn't do what you wanted them to do.
00:18:41.130 --> 00:18:46.809
And we can talk really clearly about those impacts, they're really visible, and we can unpack them.
00:18:47.049 --> 00:18:57.130
There's lots of lessons for people who want to understand more in this space to look at the way that simulation training happens and learn some of those skills.
00:18:57.289 --> 00:19:08.809
They are so valuable in coaching, in mentoring, in debriefing, in giving feedback because of this really deliberate practice space that we set up.
00:19:10.170 --> 00:19:24.090
I've got a bit of a passion for bringing that kind of deliberate practice that you have in simulation to the adult development aspects of and responsibilities, I think, within healthcare.
00:19:24.490 --> 00:19:33.690
One of the other things that we know is very powerful, but I think we don't see much of is modeling.
00:19:34.170 --> 00:19:37.930
When people are in leadership roles, they're gonna have to do the work.
00:19:39.049 --> 00:19:44.250
But modeling is a really good way for people to learn is to observe someone else doing it.
00:19:44.410 --> 00:19:50.730
And yet a lot of the time when leaders and managers are doing this, they're just doing it and getting on with it.
00:19:50.970 --> 00:20:03.450
But actually, modelling is where there's a real opportunity in that development space and in that deliberate practice, because I don't think with a lot of this stuff, I don't think we ever get there tick the box.
00:20:03.610 --> 00:20:08.329
It's not when you're doing leadership development, you don't go, Oh, I'm developed as a leader now.
00:20:09.210 --> 00:20:16.890
So we're all in deliberate practice, and even when we're modelling, that's an opportunity for us to go, what did you see me do that you thought I did really well?
00:20:17.049 --> 00:20:22.730
What did you see me do that actually changed the conversation from one where they were engaged to actually where they shut down?
00:20:22.970 --> 00:20:25.769
Because I saw it happen, but I didn't know what caused it.
00:20:26.090 --> 00:20:27.210
What did you see?
00:20:27.529 --> 00:20:37.610
You bring someone like through your own deliberate practice, you can bring someone along and they can also be learning and building confidence to do their own deliberate practice.
00:20:38.170 --> 00:20:42.250
Leaders underestimate just how powerful that is on a few levels.
00:20:42.410 --> 00:20:55.930
It's beneficial for you as the leader doing the practice, it has more benefit for those around you, a, because you're articulating, I want to get better at these things, and I've identified these areas that I want to work on.
00:20:56.650 --> 00:21:25.370
Also, then inviting feedback from and being very specific about what you want feedback on, invites those, particularly if it's team members underneath you, it invites them to engage in conversations that they wouldn't otherwise, which will set you up for so many future conversations because they're now able to say something to you, and you're going to work really hard at not reacting to their conversation even when they say to you you sucked.
00:21:25.610 --> 00:21:25.930
Yeah.
00:21:26.170 --> 00:21:27.690
You're going to hold it together.
00:21:28.250 --> 00:21:31.690
You may cry quietly and then say, Thank you very much for that feedback.
00:21:31.769 --> 00:21:32.650
I'm really grateful.
00:21:32.730 --> 00:21:34.170
Could you tell me more about it?
00:21:34.730 --> 00:21:44.170
And they're going to see that the world didn't end, so they know they can bring you difficult things in future, as well as the feedback on the thing that it is that you're developing.
00:21:44.329 --> 00:21:53.370
And it empowers them to realise that they have insight and knowledge that's valuable and respected by you.
00:21:53.850 --> 00:22:04.490
So it's a very powerful mechanism for your own development and for your team's development in providing feedback and communication.
00:22:06.170 --> 00:22:12.890
Can we talk a little bit about how digital coaching can support deliberate practice?
00:22:13.210 --> 00:22:14.410
Completely.
00:22:14.730 --> 00:22:15.370
Yes.
00:22:15.769 --> 00:22:24.329
So digital coaching, the model that we use enables us to help set people up with a task.
00:22:24.410 --> 00:22:37.210
So it's based on Michael Bunga Steinia's model for when X happens instead of the thing that I normally do, I'm now going to do this.
00:22:37.450 --> 00:22:42.809
And the idea is that they're really teeny, teeny teeny things.
00:22:43.049 --> 00:22:59.850
So it might be that when I enter the lunchroom, instead of letting out a big sigh about how miserable my day is, I'm gonna take a breath and I'm gonna ask somebody a question about their day before I say anything.
00:23:00.090 --> 00:23:01.690
It might be as little as that.
00:23:02.329 --> 00:23:04.490
So it reminds people to do something really little.
00:23:04.809 --> 00:23:06.329
There's a few benefits to the coaching.
00:23:06.410 --> 00:23:07.690
One is reminders.
00:23:07.930 --> 00:23:12.809
We've been using it recently with a team on hand hygiene of all exciting things.
00:23:13.049 --> 00:23:15.450
Teaching hand hygiene sessions.
00:23:15.850 --> 00:23:18.250
Normally we get lots of eye rolling.
00:23:18.410 --> 00:23:32.170
The group that we've been involved with have actually been quite excited, but it they've been nice little hands on sessions, but then they get coaching and they get reminded about oh yeah, did I do a good job today?
00:23:32.329 --> 00:23:41.930
We've already had a conversation that hand hygiene is we all know that we should do it, but we're people we don't see the jam, so we Don't pay attention to it, we've got other priorities.
00:23:42.170 --> 00:23:44.569
Surely there's bigger things we need to be doing.
00:23:44.809 --> 00:23:49.529
But that little reminder every day helps people move up just a little bit better at that habit.
00:23:49.610 --> 00:23:56.490
And if I wash my hands for an extra five seconds and I get in under the nails, then I'm going to do better.
00:23:56.809 --> 00:24:07.690
If I can change those behaviours when I'm talking with colleagues and I can be curious just that little bit more often, then I'm going to get better.
00:24:07.850 --> 00:24:22.809
And doing those steps every day with a little bit of reflection about how am I going, what worked today, why didn't that work when I did it in this circumstance is really powerful for our learning and development.
00:24:22.970 --> 00:24:27.289
I really enjoy watching people develop as we use digital coaching.
00:24:27.930 --> 00:24:32.090
What I've noticed is the growing of confidence.
00:24:32.329 --> 00:24:42.170
So we think that we will only get better when we've to can do it perfectly or when there's a big grand change that everybody notices.
00:24:42.329 --> 00:24:49.049
But actually, our development is in those tiny little incremental movements that happen every day.
00:24:49.370 --> 00:24:59.850
And what I've seen with one group that we're working with is that the quietest person is starting to become more confident.
00:25:00.730 --> 00:25:13.450
And it's just applying exactly as you said, a really simple when someone comes to me with a problem, instead of telling them what they should do really quickly back, I will ask a question first.
00:25:15.529 --> 00:25:18.890
Just that has changed someone's confidence.
00:25:19.049 --> 00:25:29.850
It's like a flywheel effect, is little by little you're starting to actually get that better, better, and it just puts me in mind of better every shift because that's all any of us can do.
00:25:30.170 --> 00:25:35.930
We've talked a little bit about the opportunities for deliberate practice.
00:25:36.090 --> 00:25:48.809
One of the ones that I see go past people that is a really simple one is often thinking they need to fix or help someone rather than to be of service.
00:25:49.529 --> 00:25:59.450
And when you come wanting or having the intent of being of service, it's not about being 100% right or perfect or having the fix.
00:25:59.769 --> 00:26:05.130
It's actually just about shifting the experience of the other person.
00:26:05.370 --> 00:26:10.490
So an example might be two colleagues might be trying to figure something out.
00:26:11.289 --> 00:26:19.690
If you're overhearing that conversation and you can hear it's just going round and round, think about how could I be of service?
00:26:19.850 --> 00:26:27.769
What's one simple question you could ask of both of them that might just shift their conversation in another direction that it needs to go in?
00:26:27.930 --> 00:26:32.090
And I don't think we ask ourselves enough how could I be of service here?
00:26:32.410 --> 00:26:34.809
What we do is that's not my problem.
00:26:35.690 --> 00:26:36.250
Yes.
00:26:36.490 --> 00:26:37.610
Or how do I fix it?
00:26:38.250 --> 00:26:41.130
I don't know how to fix it, so I'm just not engaging.
00:26:41.610 --> 00:26:47.289
There's a lot of value, not necessarily in fixing, but in prompting a shift in what's occurring.
00:26:48.170 --> 00:26:48.809
Excellent.
00:26:49.769 --> 00:26:51.210
I really like deliberate practice.
00:26:51.289 --> 00:26:56.170
I think it's we think we go to a training and we're just gonna be better at doing something.
00:26:56.410 --> 00:26:57.529
I don't understand.
00:26:57.610 --> 00:27:00.009
It's a crazy assumption, but there you go.
00:27:00.250 --> 00:27:02.250
We're crazy messy humans.
00:27:02.730 --> 00:27:04.490
We are definitely.
00:27:05.049 --> 00:27:05.690
Yeah.
00:27:06.809 --> 00:27:07.930
Beautiful.
00:27:09.210 --> 00:27:10.250
Thank you very much.
00:27:15.529 --> 00:27:16.970
Thanks for joining us.
00:27:17.130 --> 00:27:25.210
Check out the show notes and further resources at better every shift dot com dot AU or via the link below.
