NHS Graduate Management Training Scheme Overview of GMTS.

Transcription

1 NHS Graduate Management Training Scheme Overview of GMTS 1

2 Introduction Welcome to the GMTS Overview Guide that we have compiled to help inform and support your understanding of the programme as a whole. We very much hope that this will serve as basis for helping you to begin to navigate the language, terrain and nature of trainees concerns, challenges and issues that may surface during your individual learning sets. However, this is by no means comprehensive and therefore please do not hesitate to contact the Academy s Programme Team at any point, should you wish to explore any element of the programme in more detail, as we would be delighted to help. We can be contacted at the following: Sonia Srutek, Programme Lead Graduate Schemes: sonia.srutek@leadershipacademy.nhs.uk Noshina Kiani, Programme Support Manager: noshina.kiani@leadershipacademy.nhs.uk Harriet Howard, Programme Co-ordinator: harriet.howard@leadershipacademy.nhs.uk What s in this guide Scheme Placement Structure About each placement Education overview NHS Professional Development Programmes and the GMTS Scheme What trainees will know about Action Learning What trainees will know about Experiential Learning A brief GMTS jargon buster GMTS Programme Roles and Responsibilities 2

3 SCHEME PLACEMENT STRUCTURE Or ie nt ati on (2 0 da ys) Scheme starts early September with first 20 days on orientation First Placement 8 months May First Placement 11 months Flexi Placeme nt 2 months Final Placement (Part 1-12 months) Flexi Placeme nt 2 months Flexi Placement- Sept/Oct Flexi Placement June/July (2 nd year) Flexi Placeme nt 2 months Final Placement 10 months Final Placement (Part 2-8 months) Scheme ends 31 st August- 2nd year Scheme ends 31 st March- 2 nd year FI N A NC E HR/ GENERA L MANAG EMENT INFORM ATICS n.b scheme runs September to August, like academic year YEAR 1 YEAR 2 YEAR 3 3

4 ABOUT EACH PLACEMENT First Placement The first placement organisation is allocated by the LDP, based on the requirements of the trainee and a combination of the organisations who have requested to host a trainee Flexi- Placement All trainees spend 8 weeks in an organisation of their choice This can be inside or outside the NHS and will give you experience and learning that benefits the NHS and patients This is a trainee led experience Final/Second Placement These placements are within an NHS organisation and usually a combination of Trainee & Placement/Programme Manager conversations about competencies & gaps in development. 4

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7 General Management Trainees will complete a module of the Elizabeth Garrett Anderson programme 7

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9 WHAT TRAINEES WILL KNOW ABOUT ACTION LEARNING Action Learning - An overview Action learning is an educational process whereby participants study their own actions and experience in order to improve performance. Through learning in this way participants are encouraged to share experiences and learn from this, rather than through traditional, or academic, instruction. Action learning is provided and facilitated by ILM accredited action learning set facilitators who are in senior NHS roles and may be alumni of the GMTS or Clinical Fellows. Trainees will form part of a multi-disciplinary set, made up of between 7 and 9 trainees from roughly the same geographical area. These groups will remain for the duration of the Scheme, and many groups continue to meet on a self-facilitated basis for a number of years once the Scheme has finished. How does it work in practice? Each learning set will meet 9 times during the Scheme, starting with the first set which will take place on day 3 of the Experiential Learning module in Oct/Nov. All the meetings will be face to face. An overview of the meeting structure is as follows: The first meeting will be the launch and will be an opportunity to meet with your learning set and your facilitator. Subsequent sets will take place at regular intervals and all sets nationally will meet in the same 2 week period. Trainees will take ownership for the organisation and planning of the set with the timings, location and venue to be agreed with the set, and booked as appropriate. All action learning set meetings should be at nil cost to the NHS and trainees should utilise their 9 placement locations to book meeting rooms for action learning sets.

10 WHAT TRAINEES WILL KNOW ABOUT EXPERIENTIAL LEARNING Experiential Learning - An Overview Experiential learning is the process of learning and making meaning from direct experience, through reflection on doing. Rather than coming and listening to lectures trainees can expect their Experiential Learning modules to use simulations, games and other interactive events to help them learn. For example, consider the concept of change. Trainees could talk about change and how human beings react to change, they could listen to various theories; and could even talk to people who have been through change and ask what it was like they would then come out with greater knowledge but would that lead to real understanding? Trainees will be working in an exercise where they get to experience change and reflect on how that felt to them. People learn by doing and Experiential Learning is all about that. How does it work in practice? All trainees will take part in 5 experiential learning modules (+ a Career Development Day) during their time on the Scheme Experiential learning isn t assessed in the traditional sense in terms of assignments or exams. You are required to attend and participate in all sessions and may have some preparatory reading to do before some modules 10

11 GMTS JARGON EXPLAINED GENI GENI is the online system that holds all trainee information about the scheme. It is the first place trainees go if they have any questions all the policy and guidance documents can be found on the system as well as an online forum that the trainees use to communicate/share/network with each other and the scheme. ORIENTATION The scheme starts with 20 working days of orientation (excluding any academic days) and is intended to give trainees an overview of the health and care system. It is not an induction to their first organisation, but to the wider NHS. PLACEMENTS Typically trainees start with more operational placements and move on to more strategic placements afterwards. This helps them to understand the different parts of the NHS, allowing them to apply their learning as they progress. Operational placements are hands on, dealing with immediate issues whilst strategic placements look at the longer-term planning/issues. LDPS There are 10 Local Delivery Partners (LDPs) regional partners of The Academy. The LDPs look after trainees local induction and coordinate placements. The core aspects of the scheme are the same across the country (education, experiential learning and ALS) whilst aspects such as placement provision, access to local training opportunities and networks may vary. COMPETENCIES Trainees are required to demonstrate achievement against a range of pre-determined competencies throughout the scheme that reflect what the NHS requires of its leaders. Some competencies are core and apply to all trainees whilst others are specialism-specific. They are there to ensure that trainees receive a varied experience relevant to a role after the scheme. 11

12 SOME GMTS PROGRAMME ROLES AND RESPONSIBILITIES Programme role Buddy Mentor Programme Manager Placement Manager Regional Graduate Scheme Lead (LDP) National coordinator Responsibilities They give advice, help trainees make contacts, whilst also helping them know what is 'normal' and give informal support. This is generally someone in a senior position who trainees make contact with early on and meet on a monthly to quarterly basis. They help them focus on solving issues and career progression. Mentors help trainees network, giving advice and helping them to develop their own solutions. They are responsible for trainees throughout the scheme. They help trainees network and decide what development experiences may best help them throughout the scheme. They have a responsibility for trainees both on specific placement and during the life of the scheme. They help to design trainee placements, help trainees achieve competencies and set their Personal Development Plan. The regional lead ensures trainees are inducted, that placements work well, that trainees are supported and challenged and that local intelligence is gathered which supports the national office. The national coordinator does just that. They ensure that National training, inductions, policies and systems are all working well. 12

13 PROGRAMME MANAGER ROLE PROFILE Outline Key Responsibilities The Programme Manager has overarching responsibility for the support, training, learning and development of a GMTS trainee for the duration of his/her 2/2.5 year training programme, and the identification the very best Placement Managers within organisations, thus enabling an excellent leadership development experience. Overall responsibility for the trainee s 2 / 2.5 year experience With extensive networking across their locality, and in partnership with other Programme Managers, the Programme Manager will prepare a quality orientation programme for trainees. This will facilitate experiential learning about the cultures, values and challenges within the NHS, across a broad range of staffing groups and specialisms. Work within their organisation, and closely with the Local Delivery Partner and across the locality to identify the very best Placement Managers who can offer robust placements, in line with Scheme and trainee guidelines. Work closely with each Placement Manager in keeping an overarching view of the Performance Management process of the trainee, providing feedback as necessary. Update the online performance management tool where necessary and, in the absence of a Placement Manager, authorise trainee Leave Requests and Sickness forms. Working with reference to Scheme framework and competencies to manage the quality assurance of all placements undertaken by their trainee, monitoring the Placement Manager performance within each organisation. With reference to the national flexi placement guidance, support the trainee in identifying and assist with developing a suitable flexi placement and signing off final proposal Support the trainee to identify a suitable second placement, with reference to national guidance and local leadership and steering group s objectives. Work with the trainee to agree learning and placement objectives. Proactively seek local development opportunities for the trainee. Act as main link between their organisation and regional leadership community and Local Delivery Partner. Work to ensure the trainee receives the best possible work and development experience throughout the Scheme. Using network of contacts and colleague, including the local Leadership Community support the trainee to find an appropriate Mentor. Work with trainee in scoping out potential employment opportunities post-scheme to enable retention of talent in the NHS. Keep up to date with national Scheme guidance and the local leadership community 13

14 Desirable Measurable Skills and Experience Training Required Based at first placement organisation Career and leadership development coaching skills Attendance at briefing sessions, network meetings and mandatory meetings Trainee, Placement Manager and feedback Placement and Scheme evaluations Participation in OD capacity and capability work locally and nationally (i.e. with national Leadership Academy and local leadership team) Must be working at Band 8a or above Well established in the field of NHS Management, working within the specialism of either Finance, General Management, HR or Informatics Excellent understanding of the workings of relevant internal and external networks Extensive skills and experience of managing and developing people Up to date knowledge of best practice in learning and development Excellent knowledge or experience of the Scheme, including recruitment and selection and marketing Evidence of proactive CPD Essential Scheme Programme Manager training Graduate scheme Assessor training 14

15 PLACEMENT MANAGER ROLE PROFILE Outline Key Responsibilities Desirable Measurable Skills and Experience Training required As an expert in developing fast-track learners, the Placement Manager has the day to day management responsibility for the trainee the most crucial aspect of a successful placement. In partnership with the Programme Manager, the Placement Manager will design, develop and coordinate the trainees work experience and performance-manage the trainees against the Schemes Competence framework and high standards to ensure challenging work objectives. The Placement Manager will: Successfully induct the trainee into the placement and team Provide day to day support and expertise to the trainee Identify and set key objectives for work placement Review progress and provide constructive and developmental feedback on a timely and regular basis Take responsibility for the performance management of the trainee for the duration of the placement, conducting and leading performance reviews in conjunction with the Programme Manager, in relation to the exceptionally high Scheme standards Identify robust and relevant training and development opportunities in the workplace to achieve all round professional and leadership development Sequence training in relation to the other elements of the training programme Work with and provide formal feedback to the Programme Manager Conduct return to work interviews (in line with sickness and absence management procedure) Career skills coaching Role model for excellent management and leadership skills Placement evaluation forms Compliance with Scheme Competences and Standards Attendance at Schemes training Must be working at a Band 7 or above Must be in the same profession as the trainee Experience of or a good knowledge and understanding of developing fast-track learners Have a good knowledge of or first-hand experience of the Management Training Scheme requirements, e.g. recruitment and selection, marketing, etc. Up to date Professional knowledge Experience of managing staff Graduate scheme Programme and Placement Manager training. Graduate scheme Assessor training. 15