scholarly journals Mixed-methods evaluation of a leadership development programme for higher specialist trainees

2012 ◽  
Vol 36 (10) ◽  
pp. 386-390
Author(s):  
Christine Healey ◽  
David Fearnley ◽  
Mandy Chivers ◽  
Ovais Wadoo ◽  
Peter Kinderman
Keyword(s):  
Leadership Development ◽  
Qualitative Interviews ◽  
Action Learning ◽  
Development Programme ◽  
Consultant Psychiatrist ◽  
Mixed Methods Evaluation ◽  
Maximum Variance ◽  
Raising Awareness ◽  
Medical Leadership ◽  
The Impact

Aims and methodNewly appointed consultant psychiatrists have reported that management and leadership is an area for which they are unprepared. Our aim was to evaluate the impact of a leadership development programme based on the principles of ‘action learning’ for higher trainees. A questionnaire survey was sent to 54 trainees and consultants who had attended the programme. Qualitative interviews were conducted with 15 participants using the concept of maximum variance sampling.ResultsThe relevance of the topics covered, the opportunity for free discussion and increased understanding of National Health Service policy were rated highest. At the end of a thematic analysis, themes were organised into four major categories: (a) lack of engagement with management during training; (b) the lasting impact of the leadership development programme; (c) understanding the larger organisational context; and (d) transition to consultant psychiatrist.Clinical implicationsThe findings suggest that programmes such as this can be successful in raising awareness and increasing engagement in medical leadership and management.

Impact of a leadership development programme for physicians in India

2019 ◽  
Vol 33 (1) ◽  
pp. 73-84
Author(s):  
Kamal Gulati ◽  
Angel Rajan Singh ◽  
Sachin Kumar ◽  
Vivek Verma ◽  
Shakti Kumar Gupta ◽  
...  
Keyword(s):  
Leadership Development ◽  
Goal Attainment ◽  
Leadership Competencies ◽  
Positive Outcome ◽  
Information Management System ◽  
Development Programme ◽  
Content Type ◽  
Medical Leadership ◽  
The Impact ◽  
Post Assessment

Purpose The purpose of this study was to evaluate the impact of leadership development programme on enhancing leadership competencies of physicians in India. Assessment of leadership competencies of physicians is critical for designing suitable leadership development programmes. The previous studies of authors have revealed significant gaps in leadership competencies among physicians in India. Hence, authors have designed a programme incorporating various facets of health-care leadership and evaluated its impact on improvement of leadership competencies of top- and mid-career level professionals. Design/methodology/approach A six-day offsite residential programme incorporating a three-day component of leadership development was organized, in which 96 physicians participated. A mix of pedagogical approaches was used. A pre- and post-assessment of 30 medical leadership competencies was done using a self-administered questionnaire. Findings Majority of participants (69%) scored their competencies at Level 3 and Level 4 (Average to Good) with a mean score ranging from 3.20 ± 0.85 to 4.12 ± 0.71 in the pre-assessment group. In contrast, in post-assessment, this shifted to Level 4 and Level 5 (Good to Very good) in 72% with mean scores ranging from 3.8 to 4.24. Statistically significant differentiation was noted in pre- and post-assessment mean scores for all 30 competencies. The maximum improvement was noted in Competency 29 “Information management system planning and implementation”, whereas the least improvement was noted in Competency 12 “Holding self and others accountable and responsible for organizational goal attainment”. Originality/value The authors believe that this is the first study from India to assess effectiveness of leadership development programmes on enhancing medical leadership competencies demonstrating positive outcome. The findings of this study can provide a roadmap for designing of future medical leadership development programmes for physicians in India.

Sparking a Movement for a Healthy Climate Through Leadership Development

2019 ◽  
Vol 25 (3) ◽  
pp. 216-221 ◽  
Author(s):  
Rachel Kerr ◽  
Julia Frost Nerbonne ◽  
Teddie Potter
Keyword(s):  
Climate Change ◽  
Leadership Development ◽  
Health Professional ◽  
Action Plan ◽  
Qualitative Interviews ◽  
Development Project ◽  
Change Leadership ◽  
Leadership Development Programs ◽  
Mitigate Climate Change ◽  
The Impact

Climate change is increasingly impacting health, and health care is contributing to climate change through carbon emissions. Nurses can help mitigate climate change and its effects through leadership development initiatives to expand the impact of the efforts of a single person by activating others. This article describes one such nurse-led leadership development project. The intervention adapted a workshop series curriculum for faith community audiences to a health professional audience. The program gave participants the ability to assess their assets, understand the psychology of communication of climate change, and design appropriately-scaled actions to help mitigate climate change. The program consisted of three in-person workshop sessions plus bi-weekly individual consultations with participants. The seven participants included physicians, nurses, physician and nurse educators, a public health professional, and a veterinary medicine student. The workshops included content on communicating about climate change, crafting a public narrative/storytelling, and tools and methods for organizing in the climate movement. Participants completed action plans including a broad range of leadership efforts as part of the intervention; all participants completed at least the first step of their action plan during the program period. Qualitative interviews highlighted facets of participants' experiences. Nurses and other health professionals are leading the way in mitigating climate change; leadership development programs such as this are one way of taking effective climate action.

scholarly journals Action learning: ripples within and beyond the set

2017 ◽  
Vol 30 (2) ◽  
pp. 138-147 ◽  
Author(s):  
Robert James Warwick ◽  
Adam Palmer ◽  
Janet McCray
Keyword(s):  
Leadership Development ◽  
Single Case ◽  
Action Learning ◽  
Content Type ◽  
Practical Action ◽  
Study Approach ◽  
Single Person ◽  
The Individual ◽  
The Impact

Purpose This paper aims to explore the impact of action learning (AL) on an individual and an organisation, particularly the process by which each affected the other. The organisation is a UK National Health Service (NHS) Trust that includes two hospitals. Design/methodology/approach This is a single person case study involving a clinician, but the voice of an author can also be heard. It involves the experience of the individual as they experience AL as part of a leadership development programme leading to a postgraduate certificate. The authors explain their caution of the case study approach and in doing so offer their thoughts in how this paper could be read and impact on practice. Findings The authors show a process whereby an AL set participant moves from being confident about their project to one of uncertainty as the impact of the project ripples throughout the organisation. Through this process of unsettlement, the individual’s unnoticed assumptions are explored in ways that enable practical action to be taken. In doing so, the individual’s leadership and identity developed. Research limitations/implications This is a single person case study in one organisation, thus affecting wider generalisation. Originality/value This single case study contributes to the debate on critical AL and the use of AL in the NHS.

scholarly journals An Evaluation of an Environmental Leadership Development Programme in New Zealand Today

2021 ◽  
Author(s):  
◽  
Stephen Philip Tully
Keyword(s):  
New Zealand ◽  
Leadership Development ◽  
Action Learning ◽  
Development Programme ◽  
Future Research ◽  
Leadership Theories ◽  
Environmental Leadership ◽  
Leadership And Management ◽  
Emerging Themes ◽  
Theories Of Leadership

<p>This study evaluated a leadership development programme for managers in the New Zealand Department of Conservation. The programme is one of several initiatives taken by the Department to adapt its leadership and management to best respond to a variety of challenges. Theories of leadership styles and the efficacy of leadership development are well established, however, little consensus has been researched on the construct of environmental leadership and what makes leadership development for environmental managers successful. This study, which involved a constructivist/interpretivist approach, used mixed methods of research to evaluate the leadership development programme from the experiences and views of the programme participants and some of their managers. Kraiger’s model of evaluation was used to design the evaluation which focused on the programme’s content and design and the changes in the participants. Data confirmed the programme is of high relevance to the participants in their roles as leaders. A number of emerging themes of environmental leadership behaviours resulting from the programme were identified and these are aligned with the literature on leadership and environmental leadership theories. Impacts for future research and practices are suggested such as improving the accessibility of action learning and clarifying the opportunities for incorporating systems thinking.</p>

scholarly journals From context to contexting: professional identity un/doing in a medical leadership development programme

2019 ◽  
Vol 42 (2) ◽  
pp. 359-378 ◽  
Author(s):  
Mathilde A. Berghout ◽  
Lieke Oldenhof ◽  
Wilma K. Scheer ◽  
Carina G. J. M. Hilders
Keyword(s):  
Leadership Development ◽  
Professional Identity ◽  
Development Programme ◽  
Medical Leadership

How does leadership development help universities become learning organisations?

2017 ◽  
Vol 24 (5) ◽  
pp. 278-285 ◽  
Author(s):  
Paul Gentle ◽  
Louise Clifton
Keyword(s):  
Leadership Development ◽  
Action Learning ◽  
Senior Managers ◽  
Content Type ◽  
Societal Needs ◽  
Constructive Dialogue ◽  
Stakeholder Perspective ◽  
Vice Chancellors ◽  
Multi Stakeholder ◽  
The Impact

Purpose The purpose of this paper is to draw on empirical data to interrogate the correlation between participation in leadership development programmes by individual leaders and the ability of higher education institutions to learn organisationally from such participation. Design/methodology/approach Applying a multi-stakeholder perspective, this paper focuses on the experiences of both senior and entry-level university managers and how these are connected systematically to institutional climates and structures conducive to learning. Findings There is a tendency for vice chancellors, directors of human resources and other senior managers to identify participants to sponsor programmes without putting in place mechanisms and cultural processes to incorporate their individual learning into organisational improvement. Originality/value The paper raises questions as to how societal needs are served by the organisational behaviours of universities with respect to developing leaders, and what higher institutions might do differently to increase the impact of developing leaders on their organisations. Suggested approaches include facilitating constructive dialogue in an experimental, reflective environment and integrating action learning and mentoring into institutional practices.

scholarly journals The impact of leadership development on GP mental health commissioning

2017 ◽  
Vol 30 (3) ◽  
pp. 343-351
Author(s):  
Emma Dickerson ◽  
Lee-Ann Fenge ◽  
Emily Rosenorn-Lanng
Keyword(s):  
Mental Health ◽  
Leadership Development ◽  
Mixed Method ◽  
Personal Development ◽  
Positive Impact ◽  
Development Programme ◽  
Third Party ◽  
Learning Needs ◽  
Content Type ◽  
The Impact

Purpose This paper aims to explore the learning needs of general practitioners (GPs) involved in commissioning mental health provision in England, and offer an evaluation of a leadership and commissioning skills development programme for Mental Health Commissioners. Design/methodology/approach Retrospective mixed method, including online mixed method survey, rating participants’ knowledge, skills, abilities, semi-structured telephone interviews and third-party questionnaires were used. Results were analysed for significant differences using the Wilcoxon Signed Ranks test. Open-ended responses and interview transcripts were analysed thematically. Findings Indicative results showed that participants perceived significant impacts in ability across eight key question groups evaluated. Differences were found between the perceived and observed impact in relation to technical areas covered within the programme which were perceived as the highest scoring impacts by participants. Research limitations/implications The indicative results show a positive impact on practice has been both perceived and observed. Findings illustrate the value of this development programme on both the personal development of GP Mental Health Commissioners and commissioning practice. Although the findings of this evaluation increase understanding in relation to an important and topical area, larger scale, prospective evaluations are required. Impact evaluations could be embedded within future programmes to encourage higher participant and third-party engagement. Future evaluations would benefit from collection and analysis of attendance data. Further research could involve patient, service user and carer perspectives on mental health commissioning. Originality value Results of this evaluation could inform the development of future learning programmes for mental health commissioners as part of a national approach to improve mental health provision.

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