Positive change – from within

1. Positive change – from within An inclusive and practical way to change behaviour and improve performance by discovering and making the most of diversity

2. Time for something different? http://a4.sphotos.ak.fbcdn.net/hphotos-ak-ash3/547551_10151008775448433_716782946_n.jpg

3. Stories If history were taught in the form of stories, it would never be forgotten.” ― Rudyard Kipling, The Collected Works “After nourishment, shelter and companionship, stories are the thing we need most in the world.” ― Philip Pullman Images and quotes from www.goodread.com

4. How big is the problem? • What exactly is the problem? • How do people see/understand the problem? http://4.bp.blogspot.com/-e2phIM8RxU4/T4IOwz1gSJI/AAAAAAAABj4/VSWJKZQT5Ok/s1600/20120406-5a.jpg

5. Saving children with no money http://www.studentsoftheworld.info/sites/country/img/5976_04sh-vietnam-0167.jpg http://www.vietvaluetravel.com/vietvalue2010-images/news/img1/conongdan_737.jpg • 63% malnutrition in children under 3 reduced to 33% within a year in the village without additional resources • 93% of children on the programme “graduated” • New feeding practices maintained 5 years later • Method used successfully in 44 countries • – the Power of Positive Deviance, (2010), Pascale, Sternin and Sternin

6. “In every community there are people whose unusual practices or behaviours enable them to find better solutions to problems than their neighbours who have access to the same resources.” Jerry Sternin

7. 5. Tracking progress Are we still getting better? 6. Scaling up How can we expand the HI approach so that other problems can be solved in more areas? How can we build on the results? 4. Practical learning What can we all do? How do we do it? Repetition and reinforcement • Treasure Hunt • What is the norm? Are there positive exceptions? What do they do? How do they do it? • Find the Focus • What is the real problem? What is its impact? What is our desired outcome? • Prepare the Ground • Who’s really who? Who needs to be involved? Where might we start?

8. Some key underlying principles “The whole system in the room” “Evidencing community wisdom” “Ownership not buy-in” “Act your way into a new way of thinking” “Don’t decide about me, without me” • HI way of being and thinking “The group is the guru” “People don’t turn their backs on what they have created” “There is a solution we can find today”

9. Not just a process….

10. Track record • Hertfordshire Adult Care Services • saved up to 30% of people’s day; at least 2 hours per week per person; cut down waiting times for adaptations • Gosport • group of teen parents bonded through PD, then supported at risk young people – conceptions dropped from 10 a year to 3 • Self-directed PD work with parents who went on to form lasting support network, most successful “course” at children’s centre, presented at National College of School Leadership • Home Office • Three national pilots engaged people in helping survivors to report domestic abuse – up to 15% increase during period of the project; change in Cambridgeshire Police policy and process of dealing with reports; all groups continued after end of project

11. The cost of troubled families • An “averagely complex” family costs an average of £47,500 in reactive interventions in a year • One member of a troubled family can cost the taxpayer £290,000 in one year • A high-cost family can cost between £350,000 and £450,000 in a year • Source – the Cost of Troubled Families, DCLG, January 2013

13. 1200 target families Children’s Centres Reed DWP ESF programme MASH FIP FE College ASBAT PiPs Job Centre Plus Children’s Social Care CYPS Family Support YOS Rehab Centre Family Action CAHMS Adult IAPT NHS Trusts Boxing Academy Premier League Trust Primary Schools x 38 New TFI team Manager 4 team members Admin Octagon PRU CONA Housing Associations Alcohol Dependency Charity Rise Secondary Schools x 12 MARAC Probation Service Insight-YPSA services Educational Welfare Service Hearthstone Educational Psychology Service Mind DASH Police IDVA

14. Project Sponsor/Exec Overall direction TFI Operations Group: To oversee the project and assist communications between stakeholders; to act as enablers TFI steering group: to incorporate learning into policy and strategy; mentoring for core team and facilitators Core TFI team TFI Co-ordinator Trained local facilitators task group task group Individual advocates and helpers

15. Capturing information and showing progress Before After (illustrations from Mapping the Positive Deviance MRSA Prevention Networks at the VA Pittsburgh Healthcare System Acute Care and Long-term Care Facilities, Plexus Institute, 2007)

16. Starter projects • Secondary schools and admissions • Youth Offending Service referring out to other agencies • Opportunities for significant cost savings between teams prosecuting offenders

17. “Because making progress on adaptive problems requires learning, the task of leadership consists of choreographing and directing learning processes in an organisation or community.” Ronald Heifetz, Leadership without Easy Answers, Chapter 8 – Creative Deviance on the Frontline

18. Lao Tzu said it best “Go to the people. Live with them. Learn from them. Appreciate them. Start with what they know. Build with what they have. And with the best of leaders, when the work is done, the task accomplished, the people will say: ‘We have done this ourselves’.”

19. Reading and Contacts www.woodward-lewis.co.uk