TEACHING LEADERSHIP SKILLS TO GPRs Steve Blades Objectives

TEACHING LEADERSHIP SKILLS TO GPRs Steve Blades

Objectives l l Increase understanding of the nature of leadership, leadership skills and behaviours Be aware of the Healthcare Leadership Model Increase understanding of what GPRs need to learn Consider approaches to teaching leadership skills

Myths of Leadership l l l There is a simple definition of leadership Leaders are only found at the top of organisations You can tell someone how to be a great leader Leaders are born not made Leaders come in one shape and size

What is Leadership? l l l A set of qualities, attributes and behaviours Not the same as management Only practised when you have followers Found at all levels of the organisation Concerned with delivering results

Qualities of Leaders l l l An excellent leader each What behaviours did they demonstrate Be specific on the behaviours – what you saw or heard

Emotional intelligence (1) Self-awareness l Emotional selfawareness l Accurate selfassessment l Self-confidence Self-management l Self control l Transparency l Adaptability l Achievement l Initiative l Optimism

Emotional Intelligence (2) Social awareness l Empathy l Organizational awareness l Service orientation Relationship management l Inspiration l Influence l Developing others l Change catalyst l Conflict management l Teamwork

Managers and Leaders A manager l Administers l Focuses on systems and structure l Relies on control l Short term view l Accepts the status quo l Does things right A leader l Innovates l Focuses on people l Inspires trust l Has a long term view l Challenges the status quo l Does the right thing

Leadership, Management and Results ++ Transformation can be successful in short term but fail to become embedded Highly successful transformation combines good leadership with good management Leadership Transformation Short term results are possible. efforts go nowhere Real transformation projects and major long term change rarely achieved. 0 0 Management Adapted from Leading Change by John P. Kotter ++

Leadership and Management Leadership Management

Task, team and individual (Adair) Team Task Individual

Leadership Styles (Daniel Goleman) l l l Authoritative (Visionary) Affiliative Democratic Coaching Co-oercive (Commanding) Pace-setting

Authoritative (Visionary) l l l Develops and articulates a clear vision and direction for the team Solicits team members’ perspectives on the vision and the best way to get there, without surrendering authority Sees selling the vision as a key part of the job Persuades by explaining the whys behind the vision Sets standards and monitors performance in relation to the larger vision Uses balanced feedback to enhance motivation

Affiliative l l l Promotes friendly interactions among co-workers Less emphasis on task directions, goals and standards than on meeting team members’ emotional needs Pays attention and cares for the whole person and stresses things that keep people happy Identifies opportunities for positive feedback and avoids performance related confrontations Rewards personal characteristics as much as job performance

Democratic l l l Invites team members to make decisions affecting their work Holds many meetings and listens for team members’ ideas Trusts that team members have the capability to develop the appropriate direction for themselves and the organisation Reaches decisions by consensus Rewards team performance rather than addressing individuals with specific feedback

Coaching l l l Helps team members identify their unique strengths and weaknesses Encourages team members to identify long term development goals Provides on going feedback to team members about their performance and development efforts Uses listening and open questions to encourage team members to solve their own work problems Sees mistakes as learning opportunities

Coercive (Commanding) l l l Gives lots of directives Controls team members tightly through close monitoring Relies on correcting what has been done wrong Expects immediate compliance Motivates by stating the negative consequences of non compliance

Pace-setting l l l Leads by example and expects others to know the rationale behind the strategy Has high standards and little sympathy for poor performance Tends to work individually Is apprehensive about delegating Gives detailed task instruction when team members experience difficulty Takes responsibility away from team members if high performance is not forthcoming

Healthcare Leadership Model l l l NHS Leadership Academy Regardless of formal leadership role and does not depend on size of team Nine dimensions Describes behaviours Importance and performance Self assessment and 360 feedback https: //www. leadershipacademy. nhs. uk/resources/he althcare-leadership-model/

Healthcare Leadership Model l l l l Inspiring shared purpose Leading with care Evaluating information Connecting our service Sharing the vision Engaging the team Holding to account Developing capability Influencing for results

GPRs and Leadership l What do GPRs need to learn? l How can you teach leadership skills?

The Coaching Spectrum NON-DIRECTIVE LISTENING TO UNDERSTAND PUSH solving someone’s problem for them REFLECTING PARAPHRASING SUMMARISING ASKING QUESTIONS THAT RAISE AWARENESS MAKING SUGGESTIONS GIVING FEEDBACK OFFERING GUIDANCE GIVING ADVICE PULL helping someone solve their own problem INSTRUCTING TELLING DIRECTIVE M Downey, Effective Coaching 2003

Conclusions l l l Leadership is part of the role of all GPs The skills of good leaders overlap with those of good GPs Consider how you integrate teaching about leadership