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141225L - LEADERSHIP SKILL DEVELOPMENT FOR THE HEALTHCARE INDUSTRY

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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


Expert


Personal relations




COMPARING TASK VS PEOPLE-ORIENTED LEADERS

                                               

Task-oriented
People-oriented
Productivity


Sharing information


Accepting follower ideas


Open informal communication


Listening to others


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

Implementation

Planning

Punishment

Reward

Represent/spokesman

Conflict resolution

Role model

Group symbol

Parental figure

Ideologist

Task achievement

Push for increased achievement