COLLEGE OF MEDICINE AND HEALTH
Medicine, Nursing and Allied Health Professions

Module

Leadership Strategy and Change

Module titleLeadership Strategy and Change
Module codeHPDM120
Academic year2021/2
Credits30
Module staff

Dr Daniele Carrieri (Convenor)

Duration: Term123
Duration: Weeks

10

10

Number students taking module (anticipated)

38

Description - summary of the module content

Module description

Healthcare is becoming increasingly complex. An aging population and the global burden of disease mean that healthcare activities require unprecedented levels of cooperation between diverse providers and multiple sectors; learning to work systemically as well as systematically. As such, there is demand for practitioners at all levels within healthcare to possess a leadership and improvement skillset, to ensure that they can be actively involved in evidence-based health service redesign and innovation. With the stated aim of developing compassionate, inclusive and population health-centred leadership this module, will draw from your own experience, and that of your peers, to explore the constants of leadership Vision, Influence and Values, then addressing how to improve connectivity, individual and organisational change management strategies and maintaining momentum and focus. No pre-requisites or specialist knowledge are required to undertake this module, as it is well suited to multi-disciplinary learning.

Module aims - intentions of the module

During this module you will draw on health leadership and management to extend learning from Problem Structuring and Solving in Public Health to understand public health leadership across boundaries—from the local to the global. You will develop a critical awareness ways of working with multiple stakeholders to change practice, implement innovation, and improve health care.

 

You will explore and develop skills in the management of people and organisations including; prioritising, justification and allocation of resources, the application of negotiation and conflict management skills, improvement of individual and team accountability and performance. You will study leadership as a means to develop interdisciplinary and inter-professional team working; developing strategies to motivate others problem-solving, and decision-making as part of a team, organisational and system.

 

You will learn to use, to identify and implement strategic planning concepts and approaches to guide organizational priorities and build coherent capacity at organisation and community level. Then explore methods of effective communication to clearly articulate your Public Health mission, goals, values, and shared vision using social marketing, including technical and professional writing and the use of mass media and electronic technology

 

Finally you will consider organisational change, the use of Quality Improvement methodologies, the use of routine and ‘big’ data, using reflective practice to contribute to achieving evidence-based change service delivery within your system. 

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

  • 1. Analyse and critically appraise the development and implementation and critically appraise policy and strategy in Public Health
  • 2. Critique the principles of Public Health management theory and practice including planning, financing, human resources management, governance, communication and individual and organisational performance management.
  • 3. Critically appraise the use organisational change management concepts and skills in public health

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

  • 4. Explore and critically analyse the concepts and application of leadership in a Public Health setting
  • 5. Explore systems thinking and the dynamic interactions that exist between sectors, organisations, and actors within which public health professionals interact to improve health.

ILO: Personal and key skills

On successfully completing the module you will be able to...

  • 6. Articulate the relationship between Strategic management and Strategic leadership and determine its role in influencing stakeholders and enabling strategic change
  • 7. Reflect on and improve personal effectiveness through conscious and diligent attention to communication including social marketing, technical and professional writing and the use of mass media and digital technology
  • 8. Give and receive feedback at all levels, building confidence and developing trust that allows others to take calculated risks
  • 9. Work collaboratively enabling empowerment and delegation, with humility and authenticity, to act on insights and build on personal strengths and weaknesses

Syllabus plan

Syllabus plan

Whilst the precise content of the module may vary from year to year, an example of an overall structure is as follows:

  • Introduction to healthcare management
  • How finance works
  • Internal and external communication in healthcare
  • The management and development of people within healthcare organisations
  • Project management within healthcare.
  • An introduction to the fundamentals of leadership and management
  • The theory and current frameworks of leadership
  • The art of the decision: How to make collective decisions
  • Identification and implementation of strategic planning concepts and approaches to guide organizational decision making, motivation and development of workers, and capacity building both within and among organizations.
  • Introduction and critical appraisal of Quality Improvement: Tools, techniques, and measures 
  • Making critical use of routine and ‘big’ data 
  • Communicating knowledge and reflective practice

To accommodate current teaching restrictions:

 

Face-to-face scheduled lectures may be replaced by short pre-recorded videos for each topic and/or brief overview lectures delivered via MS Teams/Zoom, with learning consolidated by self-directed learning resources and ELE activities.

Small-group discussion in tutorials and seminars may be replaced by synchronous group discussion on Teams/ Zoom; or asynchronous online discussion.

Workshops involving face-to-face classroom teaching may be replaced by synchronous sessions on Teams/Zoom; or Asynchronous workshop activities supported with discussion forum.

Learning and teaching

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad
302700

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled learning and teaching activities24Online lectures, seminars, masterclasses to enhance learning through introduction to key topics, specialist areas and role models and diversity of contexts and outcomes
Scheduled learning and teaching activities6Webinars/Seminars: On-line group discussions, case-studies, Question and Answer sessions and journal club
Guided Independent Study190Web-based learning, reflective workplace logbook, resource gathering, and in-depth reading.
Guided Independent Study80Preparation and writing of assignment

Assessment

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Reflective logsVarious and ongoing1-9Oral
Case-based discussionsVarious and ongoing1,3,4Oral
Small group discussionsVarious and ongoing1,2,4Oral

Summative assessment (% of credit)

CourseworkWritten examsPractical exams
10000

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Reflective workplace blogs 202000 words 1-9Written
Illustrative Infographic 20Single Page1-9Written and illustrated
Narrated and referenced Powerpoint presentation 4010 minutes1-9Written
Reflective logs 201000 words1-9Written

Re-assessment

Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Reflective workplace blogs (20%) Reflective workplace blogs (2000 words) 1-9Within 6 weeks
Illustrative Infographic (20%) single page 1-9Within 6 weeks
Narrated and referenced PowerPoint presentation (40%) 10 minutes with 10 minutes for questions 1-9Within 6 weeks
Reflective logs (20%), 1000 words Reflective logs 1-9

Re-assessment notes

Please refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/  

Resources

Indicative learning resources - Basic reading

Aarons, G. A., M. G. Ehrhart, L. R. Farahnak and M. Sklar (2014). "Aligning leadership across systems and organizations to develop a strategic climate for evidence-based practice implementation."  Annu Rev Public Health   35  : 255-274.

 

Begun, J W.  Thygeson, M  (2015) 'Managing complex healthcare organization' in Handbook of Healthcare

 

Braspenning, J., Hermens, R., Calsbeek, H. et al. (2013) Quality and safety of care: the role of indicators. In: R. Grol, M. Wensing, M. Eccles & D. Davis, eds., Improving patient care: The implementation of change in health care.  pp.3-135, Oxford: Wiley Blackwell/ BMJ Books

 

Cornelissen, J.  (2017) 'Leadership and change communication' Corporate Communication: A Guide to Theory and Practice in Corporate Communication.

 

Culture change in the NHS: Applying the lessons of the Francis Inquiries Document  2015

 

Darr, K.  (2011) 'Introduction to Management and Leadership Concepts, Principles and Practices' [in] Essentials of Management and Leadership in Public Health in Essentials of Management and Leadership in Public Health Chapter 2

 

Edwards, L.  (2014) 'Public relations theories: an overview' [in] Exploring Public Relations

 

Grunig, JE. (1992) Excellence in Public Relations and Communication Management

 

Kotter, JP (2001) 'What Leaders Really Do' Harvard Business Review

 

Langley, G.J, Moen, R.D, Nolan, K.M et al (2009) The Improvement Guide.  San Francisco, CA: Jossey-Bass (Parts 1 and 2 and Appendix A and B) 

 

Manojlovich, M., J. E. Squires, B. Davies and I. D. Graham (2015). "Hiding in plain sight: communication theory in implementation science."  Implement Sci   10  : 58 

 

Morgan, L., S. New, E. Robertson, G. Collins, O. Rivero-Arias, K. Catchpole, S. P. Pickering, M. Hadi, D. Griffin and P. McCulloch (2015). "Effectiveness of facilitated introduction of a standard operating procedure into routine processes in the operating theatre: a controlled interrupted time series."  BMJ Qual Saf  24: 120-127 

 

Ovretveit, J. (2010). "Improvement leaders: what do they and should they do? A summary of a review of research."  Qual Saf Health Care 19(6): 490-492.

 

Provost, L.P & Murray, S.K (2011) The Health Care Data Guide: Learning from data for improvement.  San Francisco, CA: Jossey-Bass 

 

Power, M., Wigglesworth, N. et al. (2010) Reducing  Clostridum difficile  infection in acute care by using an improvement collaborative.  BMJ  341:c3359 

 

Stonehouse, D  (2013) 'Clinical governance: it's all about quality' British Journal of Healthcare Assistants

 

Taylor, M. J., C. McNicholas, C. Nicolay, A. Darzi, D. Bell and J. E. Reed (2014). "Systematic review of the application of the plan-do-study-act method to improve quality in healthcare."  BMJ Qual Saf  23(4): 290-298. 

 

 Yau, N. (2011) Visualise this: the flowing data guide to design, visualisation, and statistics.  London: John Wiley & Sons

 

Zaleznik, A (2004) 'Managers and Leaders: Are They Different?' Harvard Business Review

 

Snowden, David J.;Boone, Mary E (2007) A Leader's Framework for Decision Making. Harvard Business, Vol. 85 Issue 11, p68-76.

Module has an active ELE page

Key words search

Healthcare, Leadership, Strategy

Credit value30
Module ECTS

15

Module pre-requisites

None

Module co-requisites

None

NQF level (module)

7

Available as distance learning?

No

Origin date

20/01/2020

Last revision date

11/05/2021