A leadership programme for critical care

Stakeholder Perspectives of an Approach to Healthcare Leadership Development through Use of a Multidimensional Leadership Development Conceptual Model

“…Strategies to achieve this include exposure to and working alongside leadership role models from within and outside of their own organisation (Crofts 2006, Leigh et al 2013, Leigh et al 2015, MacPhee et al 2014, Patrick et al 2011. Learning from within an empowered learning organisation (Senge 2006) whereby the leader learns from others who share similar values and behaviours around leadership, thus witnessing somebody else being rewarded for a particular act, is a useful approach.…”

“…Key success factors include the need for effective leadership teaching and learning strategies which include exposing developing leaders to established leaders both within and outside their organisation (Leigh 2016) as well as activities and strategies that promote effective teamwork (Crofts 2006, MacPhee et al 2014. Examples include activities that promote teamwork when working on a specific component of professional practice such as development of a policy or engagement within a clinical case (Crofts 2006).…”

“…Examples include activities that promote teamwork when working on a specific component of professional practice such as development of a policy or engagement within a clinical case (Crofts 2006). Teamwork activities are also commonly utilised to uncover the learner's decision-making skills which are then used to promote the paradigm shift from leaders acting in disciplinary silos to engaging collaboratively in the important work of the organisation (MacPhee et al 2014, Steinert, Goebel, andRieger 2006).…”

“…For example Crofts (2006), Patrick et al (2011) andMacPhee et al (2014) all report on the positive effect that the organisation has when taking an interest in its staff and in the leadership programme itself and valuing staff education and development. Indeed those behaviours exhibited by managers from within empowered clinical contexts positively influence staff perceptions of clinical leadership (Patrick et al 2011).…”

“…The unique circumstance and practice context for leadership learning is a key finding of this study, recognising that the best outputs from leadership development are achieved in learning organisations (Crofts 2006, MacPhee et al 2014, Patrick et al 2011, Pepin et al 2011, Senge 2006. For this reason the Multidimensional Leadership Development Conceptual Model has been refined to incorporate a sixth 'E' pertaining to Environment, recognising the need to promote leadership development from within an empowered academic and healthcare learning organisation (Figure 2).…”