BLIME Supporting Basics for Leadership In Medical Education

BLIME Supporting Basics for Leadership In Medical Education Excellence In Medical Education CPD day for NACT UK members May 2017 “ I think a major challenge for education is holding on to and articulating … …. . so it does not become disrupted by political expediency or financial cutbacks” Leadership - a shared process of enhancing the collective and individual capacity of people to accomplish their work roles effectively

Your role(s) in Medical Education In pairs: • Are your roles well defined? • Do you know your responsibilities? – For your Trust? – For your School / Deanery / HEE / University / other organisation? • Do others understand what you do? 2

YOUR ROLE Supporting Excellence In Leadership Medical Education Management

Expanded Role of College Tutor • Chair of Surgical Faculty Group • Responsible for quality control of surgical education environment in Trust, including skills centre • Responsibility for ensuring relevant standards regarding training are met, e. g Nat. SIPSS • Support for ALL surgeons in Trust including SAS doctors (and others doing surgery, e. g. nurses? ) • Co-ordination of mentoring programmes and advice to surgeons in difficulty in conjunction with DPA • Educational development and appraisal of Specialty Leads (Tutors) – who in turn are responsible for their respective ES/CS 4

Management of Doctors in Training Produced by Liz Spencer and endorsed by the NACT Council, 2013. 5

Styles • Complete the handout • Discuss in 2 s or 3 s

In groups: Leadership styles In your educational leadership role discuss: Coaching “you can do it. . ” • Which style(s) do you feel that you adopt most frequently? • Have you been in a situation where you recognise that you have used one of these styles to good effect? • Or used a style that was less than optimal? ? • 10 minutes in groups and 5 minutes plenary Pacesetting “Do as I do now” Commanding “Do what I say” Leadership styles Democratic” “What do you think? ” Visionary “Come with me” Affiliative “People first” 7 Goleman’s 6 leadership styles

Leadership P – perception – to horizon scan, detect opportunity, create vision for development A – articulation – of the vision with clarity, paint image of success, break down into bite-size pieces C – conviction – be positive, believe in the vision, passion, E – empathy – demonstrate understanding of others, appreciate difficulties, remain positive, R – resolve – remain unswerving, repeat vision frequently, if know it is right thing then must be achieved even if takes a while

FMLM Behaviours • Self: – Self awareness & self-development – Personal resilience, drive & energy • Team Player / Team Leader: – Effective teamwork – Cross-team collaboration • Corporate responsibility: – Corporate team player – Corporate culture and innovation • System Leadership 9

• Self assessment • http: //www. leadershipacademy. nhs. uk/wpcontent/uploads/2012/11/NHSLeadership. Framework-MLCFSelf. Assessment. Tool. pdf

Chairing Meetings As part of leading a team or project and encouraging individuals to contribute ideas In small groups: What skills are important for a good Chair? 5 minutes 11

Stakeholders • Who do we work with • Internal & external

The Education Environment Changing Behaviours in the Workplace

What are we cultivating? Group 1 • What is a good learning environment Group 2 • Essential ingredients for positive learning culture in the workplace 3 minutes

Successful Learning Environments Inspirational Leadership Efective Management Positive Partnership Open, trusting, OK to ask & Appropriate rota reflect • Time for discussion Between healthcare providers & tertiary institutions Task focused to Behaviour focused induction Clear definition of roles & expectations Role-model • Professional Knowledge • Evidence of proficiency • Consistent behaviour Released for training Multiprofessional team know what is needed & their role to engage with novices Assist staff to integrate Feedback, discussion & support (supervisor) HENDERSON A. , BRIGGS J. , SCHOONBEEK S. , & PATERSON K. (2011) A framework to develop a clinical learning culture in health facilities: ideas from the literature. International Nursing Review 58, 196– 202

Developing a learning culture: twelve tips for individuals, teams and organizations 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Value and recognize the need for lifelong learning Energize active learning amongst students Develop self-awareness Be open to new ideas Make time for learning Teams should provide protected time for learning Develop a shared team, departmental or organizational vision Take time out to build the team Develop leadership skills Learn from mistakes Think about the wider environment ‘Take time to smell the roses’ Stinsin L, Pearson D, Lucas B. Medical Teacher, Vol. 28, No. 4, 2006, pp. 309– 312

Published Feb 2015

Building a Supportive Environment GMC 2015 1. 2. 3. 4. Valuing doctors in training Departmental cohesion & leadership Workload & stress for trainees & consultants Communication with trainees and recognising undermining & bullying 5. Effective senior leadership

GMP March 2013 • you must work collaboratively with colleagues, respecting their skills and contributions • you must treat colleagues fairly and with respect • you must be aware of how your behaviour may influence others within and outside the team.

GMP March 2013 • you must work collaboratively with colleagues, respecting their skills and contributions • you must treat colleagues fairly and with respect • you must be aware of how your behaviour may influence others within and outside the team.

The Jo. Hari Window ASK Known by self Unknown by self Blind Area ed ar ry Sh cove s Unknown by others Open/Free Area di TELL Known by others Hidden Area Unknown Area 22

Purpose of feedback – Recognise and build on strengths – Identify limitations & structure development needs – Encourage self awareness & insight – Set clear goals to improve performance and assist in career development – BECAUSE YOU CARE

What are we going to do when we experience / witness undesired behaviours? Discuss with the person in private calm, thoughtful, prepared Send person to office to calm down Regular feedback – individual / group Define what are acceptable & non-acceptable behaviours Develop a process of how to handle undesirable behaviours & include in induction Involve a neutral person – named individual who anyone can go to ? Specialty tutor Clarify role of the ES/CS in this for trainees

2 Groups • How should we give feedback – What makes it difficult? • How should we receive feedback – What makes it go wrong?

Principles of Giving Feedback – – – Describes behaviour and its impact – non-judgmental Specific, Sensitive & Timely Confidential FREQUENT – all the time! Involves the receiver – conversation – manage the airtime >50% theirs Relevant to the curriculum / stage of training - prioritised Against known expectations – don’t move goal post Confronts important or difficult issues Balanced – positive & negative Is understood and accepted by the receiver Method of delivery flexed according to receiver Is given by someone who genuinely wants to help Suitable venue – away from patients – clarify timeframe & agenda

Receiving Feedback • • • In private? Agenda stated so am prepared. Confidential. I will listen & be open to comments / suggestions Am respected as a person & doctor, treated as an adult From someone who cares & who I trust / respect Direct, honest, frequent Empowered to discuss / Time for discussion I make action plan with guidance, may need time to reflect Understand formative nature My opinion invited & I am listened to Taylored to seniority & builds on existing knowledge Treat it as a gift

And …. We agree that when we are the receiver of feedback we will listen, reflect and learn

• “Leaders …. . have a crucial role to play in shaping a positive culture…” Berwick August 2013

Problem Solving

Stages of Problem solving • Define and analyse (5 mins) – Define exactly the issue – Fact finding - goal / barrier(s) • Looking for possible solutions (7 mins) – Generate possible actions – use whole group – Analyse options • Summarise and devise action plan (3 mins) – Make decision on action / timeline / review

Action Learning Sets • 4 groups • 1 hour

Individual Reflection Leadership q. What have you gained from today? q. What are you going to DO as a consequence? Education Management q. Remember you can shape the future! 33