NHS Leadership Academy Elizabeth Garrett Anderson Leadership Development Programme (Leading Care II) and MSc in Healthcare Leadership Tutor Guide
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
May-14
NHS Leadership Academy
Elizabeth Garrett Anderson Leadership
Development Programme (Leading Care II) and
MSc in Healthcare Leadership
Tutor Guide
1
May-14
NHS Leadership academy suite of programmes
The academy has developed a suite of leadership development programmes for staff working in health and
social care. These programmes are aimed at people who want to develop their careers (different stages), and
provide opportunities for some staff to be ‘fast tracked’ through their development (right hand column).
The Universities of Birmingham and Manchester are involved in the design and delivery of two of these
programmes:
There are 4 overarching themes for the Jenner, Seacole, Anderson and Bevan programmes:
1. Coordinating for quality
2. Improving the quality of the patient experience
3. Creating a culture for quality
4. Understanding self to improve quality.
2May-14
Each of these programmes is supported by a University of Birmingham Admin Support and Help Desk Team, and
they also support an Executive Fast Track Programme (not on the diagram) that is delivered by KPMG and
Harvard University.
Overview of the Elizabeth Garrett Anderson Programme
The Elizabeth Garrett Anderson - Leading Care II - is a 24 month accredited leadership development programme
for people working in healthcare who are looking to progress their career, and:
Are in a role that includes the leadership of others who lead teams, or who lead complex projects,
services or systems of care and aspire to be responsible for a broader role and contribute
organisationally and/or nationally;
Have not had any intense, formal management or leadership development, but who are already leading
teams of service leaders / complex services and systems of care and want development support to
improve their leadership practices; or
Are newly appointed to a role whereby their primary training as a clinician needs to be matched with
their ability to lead and develop services.
The programme seeks to develop the knowledge, understanding, intellectual, practical and personal skills of
participants through a blended learning approach.
The Anderson programme structure is based around two golden threads:
• Demonstrate how I and my team remain constantly in tune with how the quality of care provided to
patients, matches what we would want for the people we love most.
• Demonstrate the way in which I and my team understand equality and diversity, and implement this
proactively in our leadership of healthcare
It is systemic in its construction, mirroring a belief that leadership development needs to take place at the level
of the individual, team and organisation. The programme is divided into three parts each representing 60
masters level credits, and focusing on developing your leadership, leading and developing your team and leading
quality and service improvement in your organisation.
Qualification Credits Module focus
Self
(10)
Team
PG Certificate 60
(20)
Organisation
(30)
3May-14
Organisation
(30)
Team
PG Diploma 60
(20)
Self
(10)
What have I done ?
MSc
60
(dissertation)
Has quality and
patient What have we
experience learned?
improved?
Across the programme, there are eight modules:
4May-14
UNIT 1:
Module 1: Focuses on self - working to critically evaluate participants’ current leadership practice and examining
how this affects the quality of care for a diverse range of patients.
Module 2: Focuses on teams - working to develop a clear understanding of participants’ teams; focusing on
effective team working.
Module 3: Focuses on the organisation – helping understanding of the broader context for services, aligning
organisational values and identifying how participants can improve the quality of care and patient experience.
UNIT 2:
Module 4: Building on from Module 3 – focuses strategically on decision-making to ensure quality, efficiency and
effectiveness e.g. reducing waste and duplication; and increasing shared resources across system boundaries.
Module 5: Builds on Module 2 - working with team leaders to build team efficacy and personal accountability;
creating an engaging learning culture; developing openness and resilience, and helping them do the same with
their teams.
Module 6: Builds on Module 1 – further evaluating how participants’ leadership practices affect patient care
through an intense focus on your leadership behaviours and their congruence with patient, staff and
organisational needs.
UNIT 3:
Module 7: Preparing participants for their healthcare leadership case study: learning how to collect and analyse
information through different theoretical lenses, and how these lenses affect their wider world-view and
subsequent actions as a leader.
Module 8: Completing a healthcare leadership case study where participants critically evaluate how care, diverse
patient experience and involvement has improved as a result of their learning and actions.
Participant recruitment
The programme will accept an intake of new applicants three times a year; October, February and June.
Participants accepted onto the programme are grouped into cohorts of 48. Each intake will have a number of
cohorts, e.g. in September / October 2013 we had an intake of five cohorts of 48 ( 240 participants).
For the first four intakes, we will accept 1152 participants1 as follows:
October 13: 240
February 14: 288
June 14: 192
October 14: 432
The numbers for the rest of year two and year three will be agreed with the Leadership Academy during 2014/5.
A calendar is available for each of the cohorts (staggered) which indicates what activities take place when. A
screen shot of cohort 1 timetable is shown below as an example to explain how to understand the timetable:
1
We don’t call them students on this programme
5May-14
Workshops always start
on the Monday 18/10/13,
but tutors come up the
night before (Sunday)
Week Arranged at
commencing convenience usually
date conducted by
(Monday) phone.
Set date for first one. At
convenience thereafter. There
will be two in the same week,
as you have 2 learning sets.
Arranged at
convenience usually
conducted by
Gotomeeting. Individual
tutorials are usually
conducted by phone.
There are different dates for each cohort
Overview of the Tutor role in different programme components
Each cohort of 48 participants will require three tutors (ratio of 1:16) with one of tutors also acting as cohort
director (see 4 below). You will be assigned a tutor-group of 16 participants at the outset of the Programme.
The core areas of tutor activity you are responsible for, is now discussed in more detail below:
1. Face to Face Workshops
There are four face-to-face workshops for each programme cohort of 48, all of which are residential, and will
take place in Leeds.
Week 3: Workshop 1: Leadership in Context (4 days)
Week 34: Workshop 2: Coordinated Systems of Care (3 days)
Week 58: Workshop 3: Leading with Compassion and Effectiveness (3 days)
Week 104: Workshop 4: Participant designed and organised workshop (2 days)
Each cohort will have three group tutors who together, will facilitate the workshops. All workshops will be fully
designed, so you won’t have to do this, but will require the three cohort tutors to read through the materials and
meet to plan and agree how this will be delivered. All workshop materials can be accessed on-line via the tutor
resources on the Virtual Campus.
6May-14
2. Facilitated Action Learning Sets
Your tutor group comprises 16 participants. This group is divided into 2 action learning sets of 8 participants.
Where action learning sets is shown – they are whole day events and you can fix this for any day of the scheduled
week (or week before/after if that is not possible), but don’t forget it will be two ALS so 2 days to book.
The Action Learning Sets (ALS) are held regionally, rotated in the workplaces of programme participants
(sometimes one central location is better). They are designed as self-directed spaces in which participants are
responsible for organising and directing their own learning. This is in order to understand and experiment with
the links between individual, group and organisational dynamics and ensure that they equip themselves with the
practical skills needed to craft their leadership role, style and skills in their workplace.
ALS meet eleven times (timetabled) during the programme. Each full day working session offers opportunities
for participants:
to raise issues about and apply learning from the programme;
to share and develop ideas about their work place and work roles;
to give and receive consultation on leadership issues as they arise when taking up their roles in leading
healthcare
to challenge and support each other about their learning, progress and leadership practice.
You will facilitate the first eight ALS (the remaining three are self-managed), offering interventions into the
group process, group activities and progression of its members, as well as a structure for 360 feedback, peer
assessment, and supporting the group to prepare for the additional three self-managed Action Learning Sets
which take place during Module 8.
3. Virtual campus: On-line facilitation
a. Time
You have been allocated around 7 hours a week for on-line facilitation. This includes regular:
- Seeding and replying to discussions
- Monitoring and giving feedback to, on-line learning tasks
- Monitoring attendance and emailing/phoning participants
- Group tutorials (60-90 minutes per group)
You have been allocated additional time for:
- Individual tutorials (30 minutes per person)
- Marking and moderating assignments (critical and work-based)
b. Discussion forums
There is a discussion forum for each level of participants group:
- Whole cohort level (all participants in an intake e.g. 240 in intake 1)
- Tutor group level (16 participants)
- Action Learning Set level (8 participants)
Each time you enter a discussion forum, you will either be starting a discussion or joining a discussion that is
already underway. To ensure that that there is no confusion as to which discussion you are joining, these
have been organised into ‘threads’ i.e. a tutor group discussion on teams in the first week of Module 2, will
have the heading: Tutor Group #: Session 6. All discussions in week 6 will take place under this thread,
whatever the questions posed during the week.
Read through the weekly sessions to familiarise yourself with what is happening that week. Check that the
weekly discussion thread has been set up by admin support.
This is what a discussion thread looks like:
7May-14
c. Seeding a discussion thread
Go on to the relevant weekly discussion forum. Read through the materials, and ‘seed’ the discussion for that
week. This may involve you asking some pertinent question relating to the material that week, or making a
comment on points raised by an article and asking participants if they have had similar experiences.
If you find a discussion is going off track, is rather one sided or becoming a ‘moan-fest’, then you need to
seed the discussion to get it back on track relating to the subject and what they examining.
Also, you need to ensure you have an active tutor presence on-line for example, by replying to participants
(important to positively respond to each person who has been on-line), using their names, encouraging them
in relation to their content, asking what others think or whether they have examples.
The Virtual Campus will show you the statistics of who has been on-line and for how long. Participants will
engage with on-line discussions in different ways – some regular and out there, some on-line but never
writing, and some not coming online regularly enough. For those who are quieter – like in the classroom –
they need gentle encouragement, so comments such as “what do other people think about this?” “has
anyone else got any comments on this?…is this the same for each discipline?…” can help.
8May-14
d. Maintaining a tutor on-line presence
This is crucial to participants engaging with on-line discussion boards and using these to progress their
learning. You might find it useful to regard the VC like emails – something to be checked each morning or
evening, and ensure you respond to read the materials and engage with participants in their discussions.
The way in which you write a response to a participant’s discussion (known as a post) can sometimes have a
negative effect, because often writing on-line doesn’t convey the tone of voice and way in which we might
say this in person. In addition, participants cannot see our faces, where compassion can be evident.
To counteract this we have to have a more friendly tone on-line – having an approachable presence - using
first names, asking questions (rather than criticising), not using patronising language, signing off with your
own first name, using an emoticon to help convey tonality. It is important to manage the balance – friendly
and approachable, but not over-familiar.
e. Flagging schedules and managing participant progress
Experience from earlier cohorts suggests that people can drop behind very quickly, because they don’t do
enough planning – putting time for their studies into their diaries, negotiating time from work for study,
planning when activities should be done or assignments should be written.
On this basis therefore, it is important that you are proactive in flagging up where people should be in their
studies. This is best done by working through the content of the module materials and setting a rough week
in which some activities need to be done, and sharing this with your tutor group (collaborate with your peer
tutors).
Some tutors are also holding fortnightly synchronous GoToMeetings of about an hour for anyone to attend
and check in on progress and work, and this is proving helpful.
f. Monitoring attendance and learning tasks
Participants’ progression in their learning journey is dependent on them keeping up with their studies. If
they do not engage with the Virtual Campus regularly, they will fall behind and it will be difficult to catch up.
In addition, in a normal face to face taught MSc, a participant is required to attend a minimum of 70% of face
to face taught sessions. The same regulations apply to on-line. Therefore it is important to monitor
attendance.
In order to do this, on-line statistics can be easily accessed. These will show you who has been on-line, when
they came on-line and the duration of their attendance. On the Monday of each week, it is best to look at
attendance for the previous week (these can be printed off) to check on each individual’s attendance.
If you have not been alerted to any absence reasons, then you need to contact students as follows:
One whole week: email (week 1: standard provided)
Two whole weeks: email (week 2: standard provided)
Three whole weeks: phone the student
You also need to monitor participants’ engagement with and completion of, the various learning tasks that
they are set within the different sessions each week. These will appear as attachments in the relevant
discussion forum. For example, reflections, note taking, answers to questions posed, group activities, etc.
It is important that you comment on each student’s/group’s work. For groups, this can be done on-line via
the discussion thread. For individual work, it is best to do this individually via email as individual learning
comments need to be confidential.
9May-14
g. Individual and group tutorials
You will be assigned a tutor-group of 16 participants at the outset of the Programme. You will initiate 4
individual and 5 group tutorials over the duration of this programme. These are timetables in particular
weeks, but the day and time of tutorials (including evenings and weekends) will be mutually agreed with
groups/individuals.
Your responsibilities as an academic tutor are:
to monitor, inform and discuss participants’ progress to date;
to assist participants to think through any academic, work-related or personal issues they currently face,
and provide appropriate guidance and support;
to sign-post participants to any relevant university support mechanisms e.g. disability, library, student
reps; and
to identify actions that may need to be taken on the basis of evaluations of their academic or pastoral
progress.
Group tutorials: will take place via an on-line platform called GotoMeetings. This will be accessed via the
Virtual Campus. This platform has the capability of video conferencing, conference calling and messaging, as
well as using simultaneous presentations of materials.
You will be expected to fix the dates and times of all tutorials in consultation with participants, within the
weeks indicated on the timetable. Please ensure that these are set up at least 2 weeks before they take
place to give Administration Support notice. Administration Support will set up the invitation to
GotoMeetings for you and all participants and run the technical aspects of these sessions.
Practice in current cohorts seems to suggest it is easier to divide you tutor group into two for this purpose
(i.e. tutorials at the Action learning group level).
Individual tutorials: these can take place via skype, phone or face to face depending on the participant’s
preference and your availability. Administrative support will not need to be involved.
4. Cohort Director’s Responsibilities
For each cohort of 48, one of the tutors will be appointed to be Cohort Director. Their responsibilities will be
to:
Lead on-line programme and face to face delivery with cohort tutor colleagues;
Offer cohort tutors guidance, support and challenge where necessary, to optimise their educational and
developmental practices on the programme;
Establish weekly on-line/telephone communications to share programme experiences and problem solve
issues that have arisen;
Ensure that dates are set for residential workshop delivery planning and coordination and lead this
process;
Ensure that the admin team are informed of dates for workshop preparation, action learning sets,
discussion forums etc, so that all work can be coordinated and overseen;
Take part in monthly communications with programme directors;
Brief programme directors on programme progress and attend group/individual supervisions as required
Report any issues to Programme Director that need to be followed up;
Provide Cohort Director’s reports at the end of each module, which pulls together a markers report
(template provided) and a summary of participant development and progress during the module, as well
as any issues that arose.
10May-14
5. Assessments
All assessments take place on-line as we are committed to minimising our carbon footprint as far as possible.
This includes on-line marking and feedback. Where you find marking on-line problematic, you can make
individual arrangements to print the assignments, but feedback must be given on-line.
During the programme, participants will submit a number of assignments as follows:
Modules 1 & 6: 1500 word critical assignment + 1 work based assignment
Modules 2 & 5: 2000 word critical assignment + 2 work based assignments
Modules 3 & 4: 3000 word critical assignment + 3 work based assignments
Module 7: 3,000 word dissertation proposal
Module 8: 10,000 word Healthcare Leadership case study (dissertation)
These will be submitted on-line by participants through a programme called Turnitin which checks for
plagiarism and provides a report. This programme provides integral guidance on how to read a Turnitin
report and assess what is plagiarism or not.
There are two forms of assessment you will mark:
a. Work based assignment (work-based evidence)
This refers to the pieces of work-based evidence to be submitted in addition to written assignments, and are
detailed within the learning for each module. There are a specified number of work based assessments
required (see above) for every module. For each piece of work, participants may upload a draft copy for
tutor comments (once only), prior to submission, for formative feedback. Once submitted, it will be then be
marked as either a ‘pass/fail.’
These work based assessments must be passed to successfully pass the module. If a participant fails a work
based assessment, they will be allowed one further submission of this work.
Detailed marking guidelines will be provided for each work based assessment, on what is expected for a
pass.
b. Critical assignment
This refers to the written assignment that is required for each module, and counts towards the participant’s
academic record. Work will be assessed in accordance with the marking criteria below in table 1.
You are encouraged to use the full range of marks to reflect the different abilities of participants, rather
than clustering marks around 0/5 e.g. 50/55 – 60/65 – 70/75.
Detailed written feedback will be expected, in order to guide and inform participants about how well they
have done, and what they need to do, to develop and improve further, their academic writing. This feedback
is provided on-line. You will be provided with examples of feedback to demonstrate the level, length and
tone of feedback expected.
Where there are suspected cases of plagiarism (copying of other people’s work), universities make use of
Turnitin software to flag potential cases of plagiarism by matching submitted text to an increasing collection
of essays, web sources, and journal papers. Turnitin can alert tutors to suspect cases, however, careful
interpretation of results is required. Detailed guidance on how to look for and interpret reports is available
on the VC.
11May-14
Table 1: Marking criteria for critical assignments
Level Criteria and Outcomes Mark Range Grade Descriptor
Distinction Outstanding Performance
Evidence of substantial preparation (reading, research, 77% + Consistently outstanding
planning). Trivial Defects only
Demonstrates an authoritative grasp of concepts, Fulfils ‘distinction’ criteria to an exceptionally high standard
methodology and content. Excellent
Evidence of originality, insight and learning beyond the 73-76% Outstanding in most respects
curriculum Very few minor defects
A sense of what is contextually appropriate. Displays all the ‘distinction’ criteria to a very high standard
Ability to sustain an argument or idea. Very good, some excellent
Ability to think analytically/critically & to synthesise material 70-72% Some outstanding and excellent work
effectively. Some minor defects
Ability consistently to produce comprehensive & Displays all the ‘distinction’ criteria
appropriate ranges of original & creative solutions to
problems.
Excellently structured and articulate work, which
communicates ideas coherently using a range of
appropriate methods of presentation.
Merit Very Good
Evidence of use of a wide range of appropriate sources. 67-69% Work consistently of a very high standard
Demonstrates a sound, consistent and above average level Any defects minor
of understanding of concepts, methodology and content Displays all ‘merit’ criteria with greater insight and originality
appropriate to the subject. Good, some very good
Evidence of critical judgement and insight, ability to 63-66% Work of a high standard
synthesise with some originality of thought. Some defects
Work demonstrates a very good degree of accuracy, clarity, Displays all ‘merit’ criteria
critical analysis and some originality. Good
Ability to produce appropriate solutions to problems, 60-62% Work of a high standard
showing some creativity. Deficiencies more significant
Very well structured and good standard of presentation, Displays all ‘merit’ criteria but with less originality and insight
which illustrates pertinent issues within a clear framework
M-level Pass Satisfactory
Achieves the relevant M-level learning outcomes for that 57-59% Sound work with few significant defects
module but with some deficiencies/shortcomings. Demonstrates all ‘M-level pass’ criteria with a reasonable degree of
Evidence of sound preparation and reading. critical analysis and originality
Sound understanding of key concepts, methodology and Satisfactory, some weaknesses
content appropriate to the subject. 54-56% Sound work, but with some notable deficiencies
Work demonstrates a good degree of accuracy, clarity, Displays all ‘M-level’ pass’ criteria
critical analysis and occasional originality. Significant weaknesses, but achieves relevant M-level learning
Ability to produce appropriate solutions to problems, some 50-53% outcomes
of which may show creativity. Work meets ‘M-level pass’ criteria, but with some significant and/or
There should be no major omissions or misunderstandings. recurring deficiencies
Well-structured, reasonable standard of presentation,
which illustrates pertinent issues within a clear framework.
Fail at M-Level Marginal fail at M-level
Does not achieve M-level outcomes 47-49% Just fails to achieve M-level learning outcomes.
Some evidence of sound preparation. May demonstrate some critical analysis and originality but with major
Some deficiencies or shortcomings. omissions or misunderstandings
Some understanding of key concepts, methodology and Fail at M-level
content appropriate to the subject. 43-46% Routine work, which may display some evidence of engagement with
Outcomes may be routine but work will demonstrate a concepts and possibly with clear presentation, but with little critical
degree of accuracy and clarity. analysis.
Ability to produce appropriate solutions to problems. Clear fail at M-level
Some major omissions or misunderstandings. 40-42% Displays some evidence of engagement with concepts, but with defects
Reasonable presentation and organisational structure. in presentation and analysis
Bad Fail at M-level (cannot be ‘excused’ on averaging) Bad fail at M-level
Inadequate with major deficiencies and shortcomings. 35-39% Displays some evidence of engagement with concepts, but with serious
Little evidence of preparation and reading. defects.
Very little understanding of key concepts and Weak
methodology. 30-34% Work demonstrates serious defects and misunderstandings
Little content relevant to the subject.May-14
c. Dissertation supervision and marking
Your role is to support and guide participants through the dissertation process. This will include:
help participants to focus their study and formulate clear dissertation objectives
advise participants on the scope, methodology and structure of their dissertation
support participants in researching and identifying appropriate literatures
advise on the various stages of the research process such as literature reviewing, data collection analysis
and presentation
give feedback on dissertation chapters
give full feedback on one occasion only on a full draft of participants dissertation.
There are a number of key stages during the dissertation process when contact with participants is of particular
importance. The suggested format is
Meeting 1: At the beginning of the dissertation process
To discuss initial topic ideas, confirm the process for developing the detailed dissertation proposal, and
agree arrangements for subsequent meetings and keeping in touch
Meeting 2: Once your supervisor has received your detailed proposal (see below under Dissertation
proposal). To provide supervisory comments on the detailed dissertation proposal, discuss timescales for
delivering the dissertation and the design of literature searching and data collection methods
Meeting 3: Once the data collection is underway
To discuss how the data will be analysed and presented in the dissertation.
Meeting 4: Once you have received the dissertation draft
To provide supervisory comments on the draft dissertation and discuss the process for finalising and
submission.
Accommodation and equipment
Apart from existing university staff or new full time recruited staff, It is expected that Tutors will work from
home as they will be located around the country, be working part time and it will be impractical to travel daily to
a Birmingham or Manchester office. However, there will be meetings and development days at both universities
from time to time, and you may want to visit the offices as well.
Quality assurance
Programme Directors from the Universities of Birmingham and Manchester will have overall responsibility for
ensuring, monitoring and maintain high standards of practice on the Anderson programme. To this end they are
committed to supporting Tutors to develop and maintain high standards of practice throughout the programme,
both in relation to on-line and face-to face activities, and work to strengthen and develop Tutor practices.
A multi-faceted approach will be taken, including:
Individual supervision: on taking up the role, experience of the work and organisation, reflection on
performance and identifying training and development needs;
Peer observation of face to face sessions with feedback to both the person delivering the session and to
the Programme Directors;
Participant feedback: evaluations of face to face session and evaluation of action learning sets will be
undertaken, as well as Tutor engagement with participants on the VC, through tutorials and assessment
feedback.
13May-14
Issues with staff practice and performance will be managed by the appropriate Programme Director and in
liaison with their Institutional leads who are members of the Consortium Management and are responsible for
QA reporting to the Consortium lead (KPMG).
On-going peer support and Tutor development
As cohort tutors will be working in teams of three, it is envisaged that these ‘trios’ will regularly, communicate,
consult and support each other with the work of the programme. This will ensure consistency of practice and
learning, and enable Tutors to be less isolated at times during the programme where there are no face to face
activities. It is also envisaged that these trios will provide ‘cover’ for their colleagues to ensure a continuity of the
programme, where illness or other urgent circumstances necessitate absence. Guidance for establishing such an
infrastructure will be provided during the tutor induction programme.
For each intake of new tutors, a Tutor Induction Programme will be provided that you will need to attend prior to
commencing your tutor role, where you will learn more about:
the programme design and structure;
the Virtual Campus, how it works and how to use it;
tutor responsibilities and how to work on-line effectively;
academic tutor responsibilities.
We will also provide:
input on the conceptual framework underpinning programme educational design;
further development in facilitation and consultation to group dynamics; and
time to develop an infrastructure for tutor teams, support mechanisms and communications processes.
University of Birmingham and Manchester Programme Directors will organise regular team meetings for staff
where you can raise any queries or concerns, in addition to phone and email queries you may have, in order to
ensure and maintain the quality of programme provision.
In addition four development days (once every six months) have been planned over the course of the
programme, and will be co-designed by Tutors and Programme Directors, where all intake Tutors will come
together.
14You can also read
