Leadership Strategy and Change
| Module title | Leadership Strategy and Change |
|---|---|
| Module code | HPDM120 |
| Academic year | 2020/1 |
| Credits | 30 |
| Module staff | Dr Daniele Carrieri (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 | 10 |
| Number students taking module (anticipated) | 38 |
|---|
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
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 activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30 | 270 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching activities | 24 | Online 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 activities | 6 | Webinars/Seminars: On-line group discussions, case-studies, Question and Answer sessions and journal club |
| Guided Independent Study | 190 | Web-based learning, reflective workplace logbook, resource gathering, and in-depth reading. |
| Guided Independent Study | 80 | Preparation and writing of assignment |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Reflective logs | Various and ongoing | 1-9 | Oral |
| Case-based discussions | Various and ongoing | 1,3,4 | Oral |
| Small group discussions | Various and ongoing | 1,2,4 | Oral |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Reflective workplace blogs | 20 | 2000 words | 1-9 | Written |
| Illustrative Infographic | 40 | single page | 1-9 | Written and illustrated |
| Narrated and referenced Powerpoint presentation | 40 | 10 minutes | 1-9 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Reflective workplace blogs (20%) | Reflective workplace blogs (2000 words) | 1-9 | Within 6 weeks |
| Illustrative Infographic (40%) | single page | 1-9 | Within 6 weeks |
| Narrated and referenced PowerPoint presentation (40%) | 10 minutes with 10 minutes for questions | 1-9 | Within 6 weeks |
Re-assessment notes
Please refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
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.
| Credit value | 30 |
|---|---|
| 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 | 05/07/2020 |
