Table 2 Normalisation Process Theory frequencies of agreement, total scores, and reliability coefficients (n = 59)

 I can see how pass the baton differs from usual ways of working

 Staff in this organisation have shared understanding of the purpose of pass the baton

 I understand how pass the baton affects the nature of my own work

 I can see the value of pass the baton for my work

 There are key people who drive pass the baton forward and get others involved

 I believe that participating in pass the baton is a legitimate part of my role

 I am open to working with colleagues in new ways to use pass the baton

 I will continue to support pass the baton

 I can easily integrate Pass The Baton into my existing work

 ^aPass The Baton disrupts working relationships

 I have confidence in other people’s ability to use Pass The Baton

 Work is assigned to those with skills appropriate to Pass The  Baton

 Sufficient training is provided to enable staff to implement Pass The Baton

 Sufficient resources are available to support Pass The Baton

 Management adequately supports Pass The Baton

 I am aware of reports about the effects of Pass The Baton

 The staff agree that Pass The Baton is worthwhile

 I value the effects that Pass The Baton has had on my work

Feedback about Pass The Baton can be used to improve it in the future

 I can modify how I work with Pass The Baton

Total Scores

 Sense Making (coherence) (4–20)

 Cognitive Participation (4–20)

 Collective Action (7–35)

 Reflexive Monitoring (5–25)