Methodology Values Champions Workshop
To read about the Values project in full and its current status please visit NDPCHS Values and Expectations Project 2022.
In late June 2022 we held a ‘champions’ workshop with 22 volunteers from across the department to evaluate the first data set about values and began to refine to set of values and expectations for the department. The ‘raw’ data that they used (derived from anonymous answers via the platform Mentimeter posed at the original 14 workshops, and amalgamated to form one big data set) is available to staff should you wish to view or analyse this yourselves and we welcome further contributions and views – view here.
Rachel set the scene for the champions workshop by outlining different types of values described by Patrick Lencioni (HBR, July 2002). These are:
- ‘Permission to play’ - the minimum behavioural and social standards required; are likely to be found in many organisations and whilst important, do not serve to distinguish one from another
- Core - deeply ingrained principles that guide actions; cultural cornerstones; should remain inherent and sacrosanct, even under pressure
- Aspirational - necessary for success but currently lacking or need to become embedded; may require a cultural shift to embed them
- Accidental - arise spontaneously; reflect common interests of employees; can cause confusion / dilution
The champions worked in 4 groups, each with a set of colour coded cards, on which the values from the original 14 workshops were written. Most cards contained one value, but near identical terms were grouped on one card. Details of frequency of occurrence was held back until later in the process, to allow groups to review the values suggested, objectively. (A small number of items not ‘coded’ as values and not represented on a card were shown on screen, with opportunity to discuss and challenge in plenary session).
The groups were asked to lay out cards and review them, exploring synergies and differences and then to build a visual ‘map’ of the connections between sub-sets of values. This was presented as a summary to the other groups in plenary and then group members ‘visited’ the other groups in turn to discuss their findings and gather learning: two members of each group remained at their table as ‘guardians’ of the work done so far, to walk the ‘visitors’ through their group’s thinking; learning was captured and reported back.
We had a plenary discussion on similarities and differences in both process and results and reflection on what was ‘easy’ and ‘difficult’ about this exercise. Rachel then provided frequency data and asked groups to reflect on the impact that this new information had on their findings.
The original groups worked to refine the values ‘map’ further, and were asked to identify a ‘top ten’ values (not necessarily the ones with highest frequency) with justifications. Discussions explored behaviours that might be associated with these top ten values and outputs were captured on flip chart (and photographed). Throughout the groups also noted the process they have followed, showing their ‘workings’ out along the way (this has been kept along with the ordered cards).
Figure 1: values champions group outputs
INCLUSIVITY/INCLUSIVENESS : Create an environment that incorporates equal opportunities is broad minded and embraces diversity
EXCELLENCE A collective strive for excellence
TRUST & RESPECT An environment that furthers trust and respect
COMMUNICATION & OPENNESS Prioritising a culture of openness through clear and accessible communication
UNDERSTANDING & KINDNESS Encourage a people focused culture of kindness empathy and belonging
STAFF WELLBEING Environment that understand the importance of balance in our working lives
TEAM WORK & COLLABORATIVE Interdisciplinary teamwork collaboration and collegiality
BE SUPPORTIVE A supportive and nurturing environment
PERSONAL DEVELOPMENT recognises the value of personal development
AMBITION and creativity
OPENNESS – having an open and creative learning environment /transparent communication internally and externally
EXCELLENCE research integrity , excellence in everything we do
COLLABORATION internally within groups / dept/ uni but also beyond
SUSTAINABILITY long term strategy and staffing , environmental sustainability
EQUALITY & INCLUSIVITY how people are treated, opportunity, everyone welcome / be proactive in inclusivity
RESPECT everywhere always
RESPECT we listen we are kind we don’t judge
PEOPLE FOCUSSED we care about our people, wellbeing matters. Work life balance
SUSTAINABILITY long term goals/ forward thinking/ care about the environment/, we invest responsibly/ our staff are sustainable too
RELEVANT high quality, academic rigour, excellence, patient centred
FAIR & TRANSPARENT +EQUALITY +EQUITY +HONESTY +TRUST + DIVERSITY / and we are ACCOUNTABLE on this
CONNECTED to the community, to each other, to the world, COLLABORATIVE
COLLECTIVE AMBITION: innovation and research excellence; aspiration for ourselves, our colleagues, department, university and community
COLLABORATION AND COMMUNICATION: working together for everyone’s benefit
RESPONSIBILITY: to ourselves, each other, the department, the community and the environment (SUSTAINABILITY)
RESPECT: we are fair, inclusive, treat each other equally and we acknowledge the benefit of diversity
TRANSPARENCY: we act with honesty, integrity and trustworthiness
KINDNESS: we are gentle / caring with each other and treat everyone with friendliness
There are some interesting overlaps and differences between the groups. Some values are mentioned more than once but a handful only appear once. It should be noted, however, that all four groups found these activities much harder than they had originally thought. There was considerable discussion and challenge about language and meaning, and an understandable reluctance to have to whittle down the findings to a small number of single, potentially bland words.
Our champions recognised that having conversations about these values was the “useful bit of the process”. Rather than attempt to reach some sort of artificial conclusion, we would like to build on this conversation, as we take this work forward. Please visit NDPCHS Values and Expectations Project 2022 to see how to do this.