Personal Learning on an Industrial Scale

Transcription

1 Personal Learning on an Industrial Scale New nationwide leadership programmes within England Professor Naomi Chambers, Professor of Healthcare Management, The University of Manchester, Business School Ms Deborah Davidson, Senior Fellow, The University of Birmingham, Health Services Management Centre Prof John Glasby, Professor of Health and Social Care, The University of Birmingham, Health Services Management Centre Mr Chris Lake, Head of Professional Development, NHS Leadership Academy Ms Ann Mahon, Senior Lecturer, The University of Manchester, Business School Dr Jill McCarthy, Senior Lecturer, The University of Manchester, Business School

2 A Consortium Approach A suite of 5 leadership programmes were commissioned by the NHS Leadership Academy in Edward Jenner Programme Leadership Foundations 2. Mary Seacole Programme New to Leadership 3. Elizabeth Garrett Anderson programme (MSc in Healthcare Leadership) for senior healthcare leaders 4. Nye Bevan programme for executive leaders 5. NHS Top Leaders Programme A consortium of organisations including the University of Manchester, the University of Birmingham, KPMG and international partners including Harvard and Pretoria were commissioned to codesign and co-deliver two of these: the Elizabeth Garrett Anderson and the Nye Bevan programmes

3 Core programmes Expected number of participants Nye Bevan programme Aspiring Directors for Executive level roles Anderson programme Leading teams of leaders and / or more complex systems Seacole programme Staff aspiring to lead Anticipated Participant Numbers Up to 2,200 up to 9,000 up to 16,000 Over life of programme (3 years)

4 Challenges with Scale and Reach The Leadership Academy and consortium determined that these programmes would result in outstanding leaders, from all professions, who would make a difference through the delivery of compassionate, quality patient care. Programme intakes are 900 Anderson and 300 Bevan participants in the first year alone It was determined that in order to succeed, curriculum design must focus on providing a personal, nurturing environment for every participant

5 Programme Delivery In order to accommodate the number and spread of participants: Anderson was designed to be delivered by a blended learning approach (2/3 online, 1/3 f2f) Bevan similar format although tilted more towards f2f delivery It was recognised that online delivery for healthcare programmes may result in an impersonal, detached style of learning (McCarthy, 2011), counterproductive to the programme aims. In order to prevent this occurring and to ensure personalised nurtured learning, the design team incorporated innovative structures into both programmes.

6 Anderson Curriculum Design Emphasis on experiential learning for the f2f delivery in order to drive behavioural change (Beard, 2002) Intakes divided into cohorts of 48, which are further divided into tutor groups of 16 and Action Learning Sets of 8 Tutors co-teach in trios, each trio tasked with reponsibility for one cohort of participants

7 Anderson Trio Teaching 1 cohort of 48 = 3 tutors Cohort of 48 Tutor group of 16 = 1 tutor Tutor group of 16 Tutor group of 16 Tutor group of 16 ALS of 8 ALS of 8 ALS of 8 ALS of 8 ALS of 8 ALS of 8 Action Learning set of 8 = 1 tutor 1 cohort of 48 participants = 3 Anderson tutors for the 2 years duration Staff/participant ratio of 16:1 although this is 8:1 for Action Learning Sets

8 The Virtual Campus

9 Nurtured Learning Via a Virtual Environment The online campus is divided into 3 units which are allocated programme modules, these are further divided into sections each allocated a time frame of 4 weeks to complete. In keeping with notions of andragogy, participants choose the order and speed in which they undertake learning tasks within the module (Salmon, 2002) supported by their online tutor. Underpinned by social constructivist theories (Koohang et al, 2009), participants build upon their learning via discussion forums which are built into the virtual campus. These are closely facilitated by tutors who seed, support and direct the learning, maintaining a strong online presence. Regular personal tutorials are timetabled and take place by telephone, whilst group tutorials are facilitated by online software Gotomeetings.

10 Bevan Curriculum Design One year duration Intakes divided into cohorts of 49 participants and self managed learning sets of 7 participants Cohort director/participant ratio 25:1 Set adviser/participant ratio of 7:1

11 Nye Bevan Leading Care III programme For aspirant & existing executive directors or equivalent national roles 300 participants in 6 cohorts in 2013/14 Min 100 participants in 2 cohorts in 2014/15 12 month programme Self managed learning at heart of concept Personal learning objectives & contracts Simulations End of programme viva

12 Learning objectives for executive leadership development in the NHS CONFIDENCE to take courageous decisions and actions that make the aspirations of the NHS Constitution real. CULTURAL CLIMATE to create the right conditions for frontline staff to deliver good quality, patient-centred, co-ordinated and costeffective care. SYSTEM LEADERSHIP as an enabler to change within the wider health economy. EXECUTIVE LEADERSHIP Readiness to operate successfully at executive (or national equivalent) level, as part of the Board team. PATIENT FOCUS To use this perspective to foster person-centred compassionate care in a complex environment. KNOWLEDGE & NETWORKS Solid foundation of technical competence and broad understanding of range of ideas & evidence REFLEXIVITY A critical awareness of personal approach to leadership and how to develop this after the Programme. PLUS Two personal learning goals

13 From Theory to Practice On both programmes participants are guided towards work-based activities following theoretical learning in order to promote praxis and lasting change Despite the scale, everyone is granted a personal learning experience as intakes are divided into smaller cohorts. Participants are allocated a personal tutor, cohort director or set adviser for the duration of the programmes (Bevan: one year; Anderson: two years; both part-time). Technical, administrative and library support are available throughout the week for participants who may be experiencing any difficulties or requiring advice.

14 Early Indications These suggest that the design is successful in industrialising leadership development whilst ensuring personalisation to the individual This mirrors the aim of all healthcare systems to embed industry best practice whilst tailoring care to the needs of individual patients. Anecdotal accounts from participants describe behavioural changes in practice resulting in improved leadership performances.

15 References Beard,C.M. (2002) The Power of Experiential Learning. London: Kogan Page. Koohang, A., Riley, L., Smith, T., Schreurs, J. E-Learning and constructivism: from theory to application. Interdisciplinary Journal of E-Learning and Learning Objects, Vol. 5. McCarthy, J. (2011) E-learning in McIntosh, A, Gidman, J. & Mason-Whitehead, E. Key Concepts in Healthcare Education. London: Sage Salmon, G. (2002). E-tivities: The key to active online learning, London: Kogan Page.