A Two-Pronged Quality Improvement Training Program for Leaders and Frontline Staff

Rask, Kimberly J.; Gitomer, Richard S.; Spell, Nathan O.; Culler, Steven D.; Blake, Sarah; Kohler, Susan A.; Hawley, Jonathan N.; Bornstein, William A.

doi:10.1016/s1553-7250(11)37018-3

Cited by 18 publications

(24 citation statements)

References 12 publications

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“…9 Omar et al (2009) stated that respondents claimed they could perform their jobs better because of new skills learned from the LDP along with attaining more in-depth understanding of health systems. 10 Rask et al (2011) stated that pre-and post-test results showed a 30-40% improvement in the following categories: systems thinking, roles of leadership, management implications of process improvement, health outcome results from processes and tools for process management. 11 From the literature review, we were able to find that the knowledge of management, leadership roles and responsibilities gained by formal LDPs helped in aiding participants in their roles in the organization by giving them knowledge and skills to lead their staff.…”

Section: Discussionmentioning

confidence: 99%

<p>Examining How Formal Leadership Development Programs Positively Influence Hospital Leaders’ Individual Competencies and Organizational Outcomes – An Evidence-Based Literature Review</p>

Flaig

Alam

Huynh

et al. 2020

JHL

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Background: Leadership development programs (LDPs) are known to be educational and valuable, yet time consuming and costly for a healthcare organization and participants alike. This study is aimed to determine the impact that participation in a formal LDP has on hospital managers and leaders' competencies, as well as to identify the positive organizational outcomes that can be achieved. Materials and Methods: We conducted a literature review focusing on hospital managers and leaders who participated in formal LDPs. From there, we extracted data to determine the outcomes achieved by participating in LDPs. Results: The search yielded 7420 articles, of which 23 articles were used for this literature review. Overall, there were a wide range of positive outcomes for participants of LDPs and some outcomes appeared more frequently than others. The beneficial outcome that appeared most frequently was that participants were able to gain knowledge of management and leadership roles and responsibilities which appeared 13 times. An increase in participant's confidence and communication skills appeared 10 times, respectively. The ability to network with others within the organization and an increase in job positivity and satisfaction appeared 7 times each. Discussion: LDPs provided an array of positive outcomes for hospital leaders who had participated. However, there was a lack of studies on the topic and more research is needed in order to have a better understanding of the correlation between LDPs and beneficial organizational outcomes.

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Section: Discussionmentioning

confidence: 99%

<p>Examining How Formal Leadership Development Programs Positively Influence Hospital Leaders’ Individual Competencies and Organizational Outcomes – An Evidence-Based Literature Review</p>

Flaig

Alam

Huynh

et al. 2020

JHL

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“…Our I 2 S 2 internal training course was designed using Kolb's theory of experiential learning2 7 8 and Deming's System of Profound Knowledge9 to develop improvement leaders and accelerate CCHMC's transformation to an improvement-focused culture. Using evaluation methods based on Kirkpatrick's four-level model,20 21 we demonstrated improvements in self-assessed QI knowledge and behaviours through 11 I 2 S 2 classes and 279 participants.…”

Section: Discussionmentioning

confidence: 99%

“…In describing the two-pronged QI training programme at Emory Healthcare, Rask et al reported that QI knowledge increased from 47% to 82% for the 545 leaders and supervisors who participated in the Leadership for Healthcare Improvement course 2. The 44 improvement projects implemented by the 85 frontline employees and department managers who participated in the Practical Methods for Healthcare Improvement course were rated an average of 10.8 on a scale of 0 to 14 (median 11.0, range 7.5–14.0).…”

Section: Discussionmentioning

confidence: 99%

Republished: Developing capable quality improvement leaders

Kaminski

Britto

Schoettker

et al. 2013

Postgraduate Medical Journal

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“…Project-based improvement programs have been developed at many health care institutions throughout the United States (10)(11)(12). These programs usually follow a general structure of teaching improvement methods, providing project coaching, and assisting with infrastructure needs such as access to data and leadership support.…”

Section: Methodsmentioning

confidence: 99%

Realizing Improvement through Team Empowerment (RITE): A Team-based, Project-based Multidisciplinary Improvement Program

Larson¹,

Mickelsen²,

Garcia³

2016

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Performance improvement in a complex health care environment depends on the cooperation of diverse individuals and groups, allocation of time and resources, and use of effective improvement methods. To address this challenge, we developed an 18-week multidisciplinary training program that would also provide a vehicle for effecting needed improvements, by using a team- and project-based model. The program began in the radiology department and subsequently expanded to include projects from throughout the medical center. Participants were taught a specific method for team-based problem solving, which included (a) articulating the problem, (b) observing the process, (c) analyzing possible causes of problems, (d) identifying key drivers, (e) testing and refining interventions, and (f) providing for sustainment of results. Progress was formally reviewed on a weekly basis. A total of 14 teams consisting of 78 participants completed the course in two cohorts; one project was discontinued. All completed projects resulted in at least modest improvement. Mean skill scores increased from 2.5/6 to 4.5/6 (P < .01), and the mean satisfaction score was 4.7/5. Identified keys to success include (a) engagement of frontline staff, (b) teams given authority to make process changes, (c) capable improvement coaches, (d) a physician-director with improvement expertise and organizational authority, (e) capable administrative direction, (f) supportive organizational leaders, (g) weekly progress reviews, (h) timely educational material, (i) structured problem-solving methods, and ( j ) multiple projects working simultaneously. The purpose of this article is to review the program, including the methods and results, and discuss perceived keys to program success. RSNA, 2016.

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A Two-Pronged Quality Improvement Training Program for Leaders and Frontline Staff

Cited by 18 publications

References 12 publications

<p>Examining How Formal Leadership Development Programs Positively Influence Hospital Leaders’ Individual Competencies and Organizational Outcomes – An Evidence-Based Literature Review</p>

<p>Examining How Formal Leadership Development Programs Positively Influence Hospital Leaders’ Individual Competencies and Organizational Outcomes – An Evidence-Based Literature Review</p>

Republished: Developing capable quality improvement leaders

Realizing Improvement through Team Empowerment (RITE): A Team-based, Project-based Multidisciplinary Improvement Program

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