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Presentation for medical students at
the Faculty of Medicine King Fahad Medical City Riyadh on December 25th,
2014 by Professor Omar Hasan Kasule Sr.
OBJECTIVES:
·
To understand the processes and models that can
inculcate leadership development in health management
·
Acquisition of leadership skills by training
·
Practical and human skills of leaders
LEADERSHIP
IN THE HEALTH CARE INDUSTRY
·
Healthcare is a huge industry with economic
obligations and impact on humans.
·
Leadership development in healthcare, however,
is not on sound professional principles.
·
The leadership development programs in
healthcare are inconsistent and not effective in their current state.
·
There is a need of leadership development in the
health-care industry.
·
Advantages of leadership development and the
disadvantages of not doing it.
·
The need to accelerate the process of leadership
development by a leadership skills training program (LSTP)
BACKGROUND
TO LEADERSHIP DEVELOPMENT
·
The performance gap is the potential and actual
performance due deficiency of practical leadership and management skills can be
covered by on the job training.
·
A few leadership skills are in-born. Most
leadership skills can be acquired by training
·
Training is an investment in people, the most
valuable organizational resource, and has a very high future pay-off in terms
of better performance, productivity, and growth.
·
Rapid advances in technology make skills
obsolete and necessitate continuous retraining to maintain effectiveness.
Training is needed for all skills.
·
The mission of LSTP is to close the performance
gap.
·
The philosophy of STP is training trainers,
teaching practical skills, and repetitive continuous training to ensure
continuing improvement in performance.
TRAINING APPROACHES
·
LSTP teaches leadership skills based on
empirical experience. The skills are taught in an integrated way.
·
An interactive approach allows active
participation of trainees in the training process.
·
Training aids enhance the quality of training
but cannot be a substitute for good planning and presentation of the training
material.
·
Reading material in the form of textbooks and
selected articles is given to the participants.
·
Exercises that test comprehension or that give
the participant an opportunity to internalize the concepts taught are used.
METHODS OF TRAINING 1
·
LSTP starts with training needs and training
objectives.
·
Design of STP covers the trainer, the trainees,
the course material, lesson plans, methods of training, delivery of training
(skills & techniques), questions, and discussions.
·
Matching trainers to trainees ensures successful
interaction. Trainers must understand the trainees.
·
A prepared and written lesson plan must be
followed but flexibility is required when the actual circumstances are
different from the anticipation.
·
The pace should be appropriate for the trainees.
METHODS OF TRAINING 2:
·
One-to-one
·
Mentoring
·
Lectures
·
Discussion groups, panel discussion
·
Debates, dialog, brain storming,
·
Demonstration, in-basket exercises, case
studies, role playing, simulation, assignment of projects,
·
Self-directed learning, personal development
plan,
·
Entertainment/games, interactive video,
computer-based/progammed learning, and multimedia.
·
Training opportunities/occasions are workshops,
conferences, seminars, and camps.
METHODS OF TRAINING 3:
·
A presentation consists of 3 main parts:
introduction, body, and conclusion.
·
Questions and discussions serve the purposes of
clarification and feed-back.
·
A-V aids help understanding and retention while
maintaining trainee interest. The trainer should be speaking and interacting
with the trainees for about 75% of the time.
·
A-Vs are brought in at specific times to
illustrate a point. It is a mistake to base the whole presentation on a set of
A-Vs so that the trainer becomes a robot.
PLANNING
and EXECUTION OF PROGRAMS
·
Training needs must be assessed, prioritized,
and ranked.
·
The target group is determined. Participants are
then selected using the criteria of leadership potential, teachability,
teaching ability, and diffusion of ideas.
·
The training plan document consists of trainee
profiles, objectives of the training, contents of the training program, the
training method, the trainers, the site of training, the budget, program
execution, and program evaluation.
·
A check is made on the physical facilities
before implementation: space, lighting, access to board, access to PA
equipment, and comfortable seating.
EVALUATION of TRAINING PROGRAMS 1
·
The evaluation of short and long term impacts of
STP must be planned at the same time as the training program.
·
Both process and outcome evaluation (behavioral
change and impact on work performance) are carried out.
·
The purposes of evaluation are identifying
weaknesses for better future planning, reassuring and motivating workers,
reassuring supporters and stake-holders, assessing the impact of training on
organizational performance, and assessing the impact of training on individual
performance.
EVALUATION of TRAINING PROGRAMS 2
·
Evaluation is undertaken by the trainer, the
trainees, or outside experts.
·
The following are evaluated: training session,
speaker, trainees, program, and training material.
·
The evaluation criteria must be realistic,
relevant, and quantifiable.
·
The evaluation can be immediate, intermediate or
long-term.
·
Data for evaluation can be collected by
questionnaire, observation, interviews, surveys, etc.
·
The evaluation reports should consist of the
following sections: background, research questions, methodology, findings,
conclusions / recommendations, and attachments
PRACTICAL LEADERSHIP SKILLS of LEADERS 1
·
Communication
·
Decision making
·
Planning and execution
·
Team leadership
·
Motivation
·
Conflict resolution
·
Maintaining relations.
PRACTICAL MANAGERIAL SKILLS OF LEADERS 2
·
Planning
·
setting goals & objectives
·
Program execution
·
evaluation
HUMAN
SKILLS of LEADERS
·
Good leaders show concern, respect, and
consideration for followers.
·
They understand those below them as unique
individuals to de dealt with in an individualized way.
·
They have a firm belief in people.
·
They have compassion and empathy.
·
They have high consideration for others.
·
They are lenient and forgiving.
·
They protect the followers from both physical
and emotional hurt.
·
They represent followers and their interests in
front of others.
DISCUSSION: Comparing types of leadership power
|
Type of power
|
Advantages
|
Disadvantages
|
|
Reward
|
|
|
|
Punishment
|
|
|
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Expert
|
|
|
|
Personal relations
|
|
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COMPARING TASK VS PEOPLE-ORIENTED LEADERS
|
|
Task-oriented
|
People-oriented
|
|
Productivity
|
|
|
|
Sharing information
|
|
|
|
Accepting follower ideas
|
|
|
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Open informal communication
|
|
|
|
Listening to others
|
|
|
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Facts and data
|
|
|
|
Feelings, emotions, and attitudes
|
|
|
LEADERSHIP FUNCTIONS
Using yourself as an example complete the
following table regarding your leadership practices (O=Occasionally,
F=Frequently, S=Seldom)
|
Activity
|
Score
|
|
Decision
|
|
|
Problem-solving
|
|
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Implementation
|
|
|
Planning
|
|
|
Punishment
|
|
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Reward
|
|
|
Represent/spokesman
|
|
|
Conflict resolution
|
|
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Role model
|
|
|
Group symbol
|
|
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Parental figure
|
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Ideologist
|
|
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Task achievement
|
|
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Push for increased achievement
|
|