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
|
