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

Leigh, Jacqueline; Rutherford, June; Williamson, Tracey

doi:10.18552/ijpblhsc.v5i1.381

Cited by 5 publications

(1 citation statement)

References 27 publications

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“…Firstly, in-house delivery of leadership training via TGP is more feasible and cost-effective as it can cater to a larger group of professionals, rather than sending staff individually to courses organised by private trainers that entail higher enrolment costs and staff hours ( MacPhail et al , 2015 ). More importantly, an internally-coordinated programme enables the provision of customised training that applies to the health care practice and fulfils the requirement of the MOH stakeholders ( Leigh et al , 2017 ). Additionally, TGP spans over three years.…”

Section: Valuementioning

confidence: 99%

Building health care leadership capacity in a developing country via Talent Grooming Programme (TGP): experience sharing from the Ministry of Health Malaysia

Lee¹,

Ismail²,

Bakit³

et al. 2022

LHS

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Purpose Formal structured leadership training is increasingly incorporated as a regular fixture in developed nations to produce competent leaders to ensure the provision of quality patient care. However, most low- and middle-income countries (LMICs) rely on one-off external training opportunities for selected individuals as they lack the necessary resources to implement long-term training for a wider pool of potential health care leaders. This case study shares the establishment process of the Talent Grooming Programme for technical health care professionals (TGP), a three-year in-house leadership training programme specially targeted at potential health care leaders in Malaysia. Design/methodology/approach This case study aims to share a comprehensive overview of the ideation, conceptualisation and implementation of TGP. The authors also outlined its impact from the individual and organisational perspectives, besides highlighting the lessons learned and recommendations for the way forward. Findings TGP set out to deliver experiential learning focusing on formal training, workplace experiences, practical reflection and mentoring by supervisors and other esteemed leaders to fulfil the five competency domains of leadership, organisational governance, communication and relationship, professional values and personal values. The successes and challenges in TGP programme delivery, post-training assessment, outcome evaluation and programme sustainability were outlined. Practical implications The authors’ experience in setting up TGP provided valuable learning points for other leadership development programme providers. As for any development programme, a continuous evaluation is vital to ensure its relevance and sustainability. Originality/value Certain aspects of TGP establishment can be referenced and modified to adapt to country-specific settings for others to develop similar leadership programme, especially those in LMICs.

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Section: Valuementioning

confidence: 99%