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Children’s Therapy Initiative Sharing & Learning Session Northeastman Region  Who is involved;  Current reality;  Changing context  Developing & building.

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Presentation on theme: "Children’s Therapy Initiative Sharing & Learning Session Northeastman Region  Who is involved;  Current reality;  Changing context  Developing & building."— Presentation transcript:

1 Children’s Therapy Initiative Sharing & Learning Session Northeastman Region  Who is involved;  Current reality;  Changing context  Developing & building capacity  Organizational learning  Sustaining change

2 Stakeholders... 1st P.L.A.C.E. Pre-school Speech Language Program NEHA Audiology Bright Beginnings (Whiteshell) NEHA Occupational and Physiotherapy Children’s Special Services NEHA Public Health Children’s Therapy Services North Eastman Parent Child Coalition Families First Provincial Outreach Therapy for Children Family / Child in North Eastman Rehabilitation Centre for Children Frontier School Division Road 2 Success (Beausejour) Grassroots (Pinawa) NE Regional Intersectoral Committee Lord Selkirk School Division Society for Manitobans with Disabilities Manitoba Family Services and Housing Specialty Clinics – Winnipeg MB First Nations Education Resource Centre Springfield Wellness Coalition MECY Deaf/Hard of Hearing Program Sunrise School Division Whiteshell School District Mrs. Lucci’s Resource Centre (Lac du Bonnet) Wings of Power (Pine Falls/Powerview)

3 Partnering for Excellence In Children’s Therapy Services Northeastman Health Association, School District of Whiteshell, Frontier School Division, Sunrise School Division, Family Services, Society for Manitobans with Disabilities, Manitoba First Nations Education Resource Center, Provincial Outreach Therapy for Children, Northeastman Parent Child Coalition

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5 Chronology of the Northeastman Children’s Therapy Initiative Phase One: Demonstration Project 2004-05 Phase Two: Getting Started 2005-06 Phase Three: Developing Capacity 2006-07 Phase Four: Building Capacity 2007-08 Future – Organizational Learning & Change

6 The Blameless Truth “…the “systems” are very distinct in terms of their structures, functions and environments. While this phenomena is often perceived by planning participants as ‘working in silos’, this is the context through which collaboration has to filter in order for it to occur…”

7 The challenge consists of a gap between aspiration and reality and demands a response outside our current repertoire Our Current Reality...

8 Commitment to Changing ContextCommitment to Changing Context In order to elicit change, the whole system must often be radically equipped to adapt more effectivelyIn order to elicit change, the whole system must often be radically equipped to adapt more effectively If we want behavior to change then we need to create a community where new beliefs can be practical, expressed and nurtured(Gladwell, 2000)If we want behavior to change then we need to create a community where new beliefs can be practical, expressed and nurtured(Gladwell, 2000) New structures will be sterile without the corresponding capacity building for those inhabiting the new rolesNew structures will be sterile without the corresponding capacity building for those inhabiting the new roles ( Fullan, 2005) ( Fullan, 2005)

9 Organizational Intelligence “How smart an organization or community is reflects the kinds of conversations that people have with one another, taking conversations in a broad sense to include all sorts of interactions.” (Perkins, 2003) “Working together requires extensive learning in context through daily interactions, observation, examination of results and facilitation of changes based on new knowledge gained.” (Fullan, 2005)

10 Developing & Building Capacity –People learn best from peers (fellow travelers who are further down the road) –If there is sufficient opportunity for ongoing, purposeful exchange –If the system is designed to foster, develop and disseminate innovative practices that work (A. Hargreaves, 2003) -True professional learning community with ongoing collaboration and consultation through email -Opportunities to network with those involved in other CTI regions, compare processes and share ideas

11 Intelligent Accountability & Vertical Relationships –Solutions rely, at least in part, on the members of the systems themselves and their capacity to take shared responsibility for positive outcomes – However, positive outcomes arise from a combination of personal effort and wider social resources (Bentley & Wilsdon, 2003) –What is the dialogue at the ministerial level regarding the nature of collaboration necessary at the senior administration or managerial level? –We cannot make assumptions that collaboration “just occur” given everyone’s best intentions

12 Commitment to Short & Long Term Results –The new reality is to show progress in relation to social and structural priorities while not losing sight of long term goals and visions –Long term strategy requires short term results (Barber & Fullan, 2004) (Barber & Fullan, 2004) –Results Increased service delivery to children Reduced wait lists Designated Resource Person to Coordinate Service Delivery Organization /inventory of resources and purchases

13 Cyclical EnergizingCyclical Energizing Sustainability is cyclical It has to do with energy and other with periodic plateaus where additional time and ingenuity are required for the next adaptive breakthrough (Schwartz, 2003) We have realized the importance of “assessment for learning” – What have we learned? Will we change or practices as a result? What will we do differently next time?

14 Sustaining Change The Northeastman Region already had many community and regional structures that enabled the CTI philosophy and practice to flourish The Children’s Therapy Initiative is empowering the region to consult and collaborate in order to refine individual, organizational visions into a consultative, collaborative and cohesive plan for the future

15 Outcomes The opportunity to identify and network the local resources Identification of individuals within the existing systems, providing a face-to-a-name; opportunity for personal contact Increased networking opportunity with all stakeholders Great people with great ideas and commitment! Opportunity to question and plan for program improvements.

16 Outcomes Securing time and commitment from all stakeholders considering all their agency specific priorities Relationships take time and process to build Lack of data does not reflect the desire of service providers to partner or review current service delivery practices but rather reflects the lack of system supports.

17 Deep Learning –“You must learn to fail intelligently (forgive & remember). Failing is one of the greatest arts in the world. One fails towards success.” (T. Edison) –Avoiding the “knowing/doing gap” – when fear prevents acting on knowledge (Pfeffer & Sutton)

18 What have we learned? –What have we learned ? Formally document procedures (minutes, motions etc.) Anticipate challenges and work to break through challenges Plan and prioritize Be creative Develop trust

19 Key to all of the above recommendations is the planning and provision for opportunities to allow the individuals involved to continue to develop and strengthen this relationship. This can only come through formal and informal reflection and evaluation of our professional values, the agency values and building a sense of trust amongst service providers. Key to all of the above recommendations is the planning and provision for opportunities to allow the individuals involved to continue to develop and strengthen this relationship. This can only come through formal and informal reflection and evaluation of our professional values, the agency values and building a sense of trust amongst service providers.

20 The significant problems we face cannot be solved at the same level of thinking we were at when we created them.”

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