Short Course on Health Leadership & Change Management. Sohar University, Sultanate of Oman October 2016

Transcription

1 Short Course on Health Leadership & Change Management Sohar University, Sultanate of Oman October ) Learning Outcomes of the Course By the end of the course, you will be better able to: 1. Review the concepts of, and approaches to, health leadership 2. Develop more adaptive health leadership practices based on better understanding context and diferentvtypes of clinical services 3. Identify and be able to use appropriate change management interventions 4. Develop a range of leadership skills to more effectively lead health service organisations 5. Work better with the dynamics of power and influence in leading staff 6. Improved working with partners and stakeholders to affect change in stuck systems to positively shift our shared possible futures through effective communication and advocacy 2) Outputs (Product) of the Course Our intention is to enhance the impact that participants have in leading within health organisations. Both in the way that they lead individuals, staff groups and the overall effectiveness of their organisations. Participants who attend the workshop will form a network that has a common way of thinking and talking, and able to support each other over a long period of time, thus enhancing the capacity of the group and their impact in leadership. 3) Methods and approaches This training workshop seeks to develop conceptual and practical skills related to the field of health leadership and change management. Where new concepts are introduced, these will be scaffolded in such a way that participants can engage with them iteratively during the workshop, to build understanding and skills.

2 Prior to the start of the workshop, participants will be provided with key documents on health leadership to gauge their understanding on the subject and help them to think of the challenges and they face in relation to change management. In addition, the mode of learning promoted in the course is based on constructive alignment of participants attributes (roles) and learning outcomes with learning activities, so that the training workshop is consistent and coherent, and its aims transparent. The approach that is used in the course is also intended to be actively participatory and collaborative; to promote critical, autonomous thinking and learning; and to encourage a reflective, open minded approach to health policy and planning. To this end, the workshop draws on principles of authentic learning, with tasks rooted in their real world experience, in which participants are encouraged to think holistically and see connections and complex relationships. Case studies, group work, presentations and discussions will be used throughout. In this way the workshop provides opportunities for participants to draw on and use their own experience in applying new concepts to real world examples and settings. 4) Summary Timetable Time Day 1 Day 2 Day 3 Session 5: Foundations of Health Leadership Definitions Core concepts Practices Session 1: Welcome & Introductions Connecting together Expectations Overview of workshop Session 9: Negotiation Session 2: Introduction to Health Leadership Understanding context Your challenges What is a good leader? Session 6: Leading change in clinical services: Models of service delivery and improvement Session 10: The dynamics of Health Leadership: a) Working with power b) Building influence Session 3: Leading in health systems Tame (management) Wicked (leadership) Session 7: Motivating and appraising staff Session 11: Summary & moving forward Enhancing impact Sustaining and further developing work Session 4 Communication - Listening, Questioning & Feedback Session 8: Leading for Clinical Quality Dimensions of quality Quality improvement Session 12: Evaluation & Closing ceremony Close Close Close

3 Sessional Content This is a brief description of the main features of each of the sessions within the course: 1. Welcome & Introductions: understanding our different experiences of leadership and what we each bring to the course; an overview of the learning objectives and how the course is designed to achieve these 2. Introduction to Health Leadership: looking at the different leadership challenges that we face, and will work on during the three days together; starting to identify patterns and potential generators of issues; our initial ideas around the ideology of leadership 3. Leading in Health Systems: all leadership is situational and contextual, this session introduces the main types of problems that we face (tame and wicked) and starts to define a leadership approach for different systems 4. Leadership Skills (1): introduces the importance of listening, questioning and feedback as the basis for effective leadership practice 5. Foundations of Health Leadership: this session builds our understanding of leadership how it differs from management; the major schools of thought around what constitutes leadership; how leading in professionalised health organisations differs from many other leadership situations 6. Leading in Clinical Services: this session looks at the three main models of service delivery and improvement and defines a leadership strategy for each 7. Leadership Skills (2): leadership is about working with people, critical to this is understanding what motivates staff and ways that they can be better appraised to do their jobs better both individually and collectively 8. Leading for Clinical Quality: leading in health services is about delivering high quality services, this session looks at quality and what needs to be done, from a leadership perspective, to improve quality 9. Leadership Skills (3): often we want people to do things, if we want to get commitment to sustainable agreement, then things need to be negotiated. This session introduces a framework for effective negotiation practice 10. The Dynamics of Health Leadership: human relations are set within a dynamic of power and influence. This session is an opportunity to understand where power comes from, and how power can be utilised to increase our influence 11. Summary & Moving Forward: being able to reflect and evaluate is essential to building a personal leadership manifesto. We will do this in this session, as well as looking forward to applying our learning back into our work situation 12. Closing & Certificates

4 5) Institutional Background The University of Leeds received its Charter in Since then, it has grown to be one of the UK s most popular universities, and ranked as one of the top 100 universities in the world. The University of Leeds is responsible for the provision of higher education to over 30,000 students and for the promotion of scholarship through its international class research activity. These two threads are our core business and principal fields of activity. The Nuffield Centre for International Health and Development aims to assist low and middleincome countries to achieve universal health coverage. We seek to understand how health systems operate and what factors influence their effectiveness. We develop and test interventions appropriate to the context to see whether they are effective and cost-effective. We strengthen the capacity of health professionals to use their talents, education and professionalism to work effectively. The Centre has a well-established and popular portfolio of postgraduate and undergraduate courses. Alongside teaching, our research generates new knowledge to improve the health of communities in low and middle income countries. Our capacity development work seeks to assist policy makers and other decision makers to utilise a range of methods, evidence and tools in order to improve health system functioning. Leeds University Business School is a full service business school and provides a range of courses at undergraduate, post graduate and executive level. Our strength in health and public service leadership, organisational development and change is driven by the Centre for Innovation in Health Management (CIHM) within the Business School. At CIHM we are passionate about improving public services and also about leadership and systems. Our activities therefore cover board development, culture change programmes, leadership development of top leaders in the public sector. We also conduct research into leadership and governance. Our work is worldwide and we are developing a global network of international fellows equally committed to social change. 6) Faculty Profiles Dr Duncan Ross Duncan works as a senior academic consultant in leadership and organizational development. He has extensive experience of a variety of health systems and clinical contexts. His interests are in the development of innovation networks and the role of leadership and culture in promoting system change. Duncan started his professional career as a general medical practitioner; this gives him continuing insight into clinical cultures and clinical systems. He then worked internationally in a number of countries with work focused on leadership and management systems strengthening. His experience of working in multi-cultural environments and in surfacing underlying principles of organizing is significant. After returning to the UK in the late 90s, Duncan worked in the NHS, initially in primary care development before holding executive level positions for eight years in commissioning and more recently as a Deputy Chief Executive of a PCT. He has direct and practical

5 experience of leading large scale organizations and in partnership working with a range of stakeholders and clinical groups. He has led planning, contracting, quality and productivity initiatives within health economies. Duncan has an extensive portfolio of work in UK and internationally, spanning both individual consultancy and as an associate of Leeds University Business School. d.ross@leeds.ac.uk Dr Maye Omar Maye Omar is a senior academic and an international health systems management consultant with over 35 years of experience in numerous low - middle income countries. His skills and interests are in the areas of health systems and human resources development; training and education; and health policy and planning. Prior to joining the University of Leeds in 1995, Maye spent five years at the Instituto Superiore di Sanita in Rome, Italy, where he was involved in teaching, research and consultancy work in broad areas of health planning and management. He worked for the Ministry of Health in Somalia for 12 years, as a teacher at health training institutions, Director of the Post-basic Health Training Centre, the Head of the Co-ordination and International Relations Division and later as the Director of the Department of Planning and International Relations. He was also responsible for the development and implementation of mental health policies and programmes in the country. Maye s current work portfolio within the Nuffield Centre for International Health and Development involves building an international network leading to the development and implementation of capacity development and systems change. m.a.omar@leeds.ac.uk