Salt conference 2012 embedding leadership jm

Teaching and assessing leadership and management:

Embedding learning in the curriculum

Professor Judy McKimm SALT conference

2 July 2012

Management, leadership and followership

• Management/transactional leadership – activity that provides predictability and order (Kotter, 1990).

• Leadership – activity that produces change and movement, aligning people, motivating and inspiring (Northouse, 2004)

• Followership interacts with leadership and provides an analytical tool that assists in the explanation of teamwork. Leaders need followers.

“Leadership is a relationship between those who aspire to lead and those who choose to follow”

(Kouzes and Posner, 2002)

Teaching and assessing leadership and management

• What knowledge, skills, behaviours do learners need to acquire?

• Workplace learning and assessment important• Leadership and management are different• Personal development, insight and qualities • Needs a theoretical base

Leadership in context• Leadership can’t be divorced from its context• Learning about the context in which

leadership happens is important • Consideration of systems, organisations,

professions, cultures …. • Power, control and authority• Leadership is different from management

Workplace learning and assessment• Theory needs to be applied to workplace contexts• Situated learning (through and in the workplace) is

vital• Assessment needs to be directly tied into workplace

based leadership – use existing tools where appropriate

• Communities of practice (e.g leadership fellows) important

Personal development• Self-insight vital• Personal qualities• Working with others• Positional power may be low, need to use other

forms of power and influence• Mentoring, supervision, support important• Leadership development links closely to

development of professionalism

Leadership and followership No-one leads all the time Followers are very rarely passive, especially

professionals. Kelley (1992) suggests four roles:• Passive followership• Active followership• ‘Little l’ leadership (small ways, at all levels) • ‘Big L’ leadership

Theoretical baseAdaptive leadership Engaging leadership

Affective leadership Followership

Authentic leadership Leader-member-exchange (LMX) theory

Charismatic leadership, narcissistic Ontological leadership

Complex adaptive leadership Relational leadership

Collaborative leadership Servant leadership

Contingency theories Situational leadership

Dialogic leadership Trait theory, ‘Great man’ theory

Distributed, dispersed (shared)

leadership

Transactional leadership

Eco leadership Transformational leadership

Emotional intelligence (EI) Value led, Moral leadership

The Medical Leadership Competency Framework

The trouble with competencies … • Reductionist, ‘tick box approach’• Assumes people, behaviours and situations are the same• Looks at current or past performance not future needs or

potential• Focuses on a measurable set of traits, abilities and

behaviours that make up a ‘great leader’

When actually leadership is about engagement, relationships, process, power, understanding rules and negotiation within complex systems

(Bolden and Gosling, 2006; Hollenbeck et al, 2006; Alimo-Metcalfe, 2007)

Developing understandings of junior doctors as leaders

• Research study aligned with the academic programme

• Involves students as co-researchers• Exploring lived experience of developing

leadership role, knowledge, skills and behaviours

• Methods include: survey (based on MLCF); interviews; focus groups; reflective narratives

Key themes

Written assignments linked to workplace/service

• Essay on contemporary issues for healthcare leaders

• Management report on individual projects– Change management in clinical service

• Portfolio assessment– Reflective commentary, significant event analyses,

critical literature reviews, PDP, self analysis

“we are little ‘l’ leaders, sometimes active followers, understanding that helps us to work out where we can be effective as junior doctor leaders” (AR, C1)

“knowing about how to negotiate and influence is better that thinking we can change everything, in our position we are near the bottom of the food chain, so we have to use other means than formal authority to effect change and make a difference” (JG, C2)

Role and authority

“I have learned so much about ‘me’, and developed much more self insight (I hope!). Using tools like emotional intelligence and the TA drivers, made me realise that so much of what I do is deep-seated, it was a bit scary, but I am so glad we did all that, it has already made me a better leader and a better doctor, and I will take this with me in all parts of my life” (PT,C3)

Personal and professional development

“I appreciate the nurses and other HPs much more than I did when I was a student, I had never really thought about all the different teams and sub teams, but that we all worked as one ... How naive was that? It made me vow that I would always pay attention to how all the various teams interact, where my place is in all these teams and that different teams have different rules, members and goals – this is a big challenge for leaders” (SH, C1)

Teams and teamworking

“I always thought managers were on the ‘dark side’, but through a combination of reflection, experience and observation, I now realise we’re all on the same side – that of the patient. But lots of stereotypes still remain and this is a big task – to break down these barriers” (RK, C3)

Management and leadership

Summary Personal qualities: self and peer assessments, multisource feedback, reflections, portfolios, feedback on performance – provide opportunities and tools for developing self insight and creativityWorking with others: as above + clinical assessments, team working tasks, interprofessional working, 6 thinking hats

Summary Managing and improving systems, organisations, services - written assignments, management tasks, project champions, portfolio work – opportunities for engagement with formal management processes, systems and organisational theory and frameworksVision and strategy – as above, plus strategic management theory, vision, creative thinking, metaphor work, policy awareness, critical thinking

Contact detailsJudy McKimmDean and Professor in Medical Education, College of Medicine, Swansea University, UK [email protected]

What are you doing now?

What teaching and learning methods do you use to develop leadership and management?

What assessments do you use?

Challenges and issues

What are some of the key challenges and issues in teaching

and assessing leadership and management?