Clinical Leadership in Public Oral Health Practice Course - - PowerPoint PPT Presentation

Clinical Leadership in Public Oral Health Practice

Course Introduction Summary Slides

Reflection

The essentials of successful clinical leadership

https://www.youtube.com/watch?v=EGoSGNDw6xI

• What resonated with you?

Course Structure

Unit Code Unit Title Nominal hours POHCLP801 Lead self 75 POHCLP802 Apply contemporary public oral health frameworks to review service delivery within the local environment 20 POHCLP803 Apply a community-based approach within public oral health practice 65 POHCLP804 Lead innovate and manage change within public oral health practice 70 POHCLP805 Create a professional learning environment to enable and give priority to patient safety and quality 70 POHCLP806 Apply evidence to improve clinical practice 300

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Project

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Mentoring Relationship Face to Face Online learning

Blended Learning

Full Day Workshops

Date Location 31/5/19 Graduate House 26/7/19 Graduate House 30/8/19 Graduate House 25/10/19 Graduate House 29/11/19 Kathleen Symes Multi-Function room 31/01/20 Graduate House 28/2/20 Graduate House 27/3/20 Graduate House

Getting started

• Lead Self
• Module 1: Develop self-awareness
• TalentQ Assessment
• Journal of Reflection
• Reflective Practice
• Establish mentoring relationship
• Apply contemporary public oral health frameworks to

review service delivery in the local setting

• Module 1: Public Oral Health System
• PESTLE Analysis
• Module 2: Model of Care Framework
• Establishing the mentoring relationship
• Workplace Project
• Project Initiation Phase
• Clarifying the concern/opportunity

Values Personality types and dimensions Thinking styles Emotional intelligence On-the-job reflective learning

Hierarchy of Self-Knowledge

Miller (2012)

“Remember, your perception of the world is a reflection of your consciousness.” ~ Ekhart Tolle

“We had the experience, but missed the meaning.” ~ T.S. Eliot. Four Quartets.

Workplace Project

Concern: Project Initiation Cause: Diagnostic Sustainability: PDSA Countermeasure: Solution design Confirm: Implementation

Identify an area of need and clearly state the concern Define the problem Develop and select solution(s) to eliminate the root cause(s) Implement the plan and confirm the countermeasure(s) solved the problem Develop a sustainability plan for the solution to monitor the results and evaluate the impact

• Document the case

for change in a project initiation proposal and receive approval for the project initiation

• Document the root

cause for the problem

• Document the service

delivery approach aligned with the MoC framework

• Document the

implementation plan incorporating change and project management tools

• Implement prototype
• Monitor KPIs
• Record learning
• Document the plan

including evaluation and knowledge transfer approach

• Commence

knowledge transfer activities

• Understand the

current situation

• Identify gap between

current and desired performance

• Use data collection,

analysis and process mapping

• Establish baseline

performance

• Set a target for

improvement

• Apply scientific

problem solving to investigate possible causes

• Conduct root cause

analysis

• Formulate and

evaluate alternative solutions

• Plan for

implementation of selected countermeasure(s)

• Implement selected

countermeasure(s) in as a prototype (in a controlled manner)

• Track results to

ensure solution is effective

• Use PDSA approach

to ensure adjustment as required

• Standardise and

teach the improved practice

• Track results to

ensure solution is sustained & delivering desired results

• Apply PDSA
• Once sustained,

spread the learning

Clearly state the concern` Find the root cause of the problem Develop countermeasure(s) to eliminate the root cause Confirm the countermeasure(s) solved the problem

Concern Cause Countermeasure Confirm

Project Initiation

• Identify concern/opportunity
• Begin to build a case for change,
• Obtain sponsorship to proceed with the program of

work

• Set up project management mechanisms

Concern or opportunity arises

• 1. Concern or opportunity identification

What we expect to happen What actually happened Learning from the difference

Eg:

• Clinician/consumer identified

innovation

• Unwarranted clinical variation
• Priority area (Minister/DHSV/

NSQHS standards etc)

• Outdated interventions

• Clearly state the concern/opportunity
• Understand the current situation
• State the symptoms
• Identify the real problem
• Set a new target

Who? Who discovered the problem? Who is affected by the problem? Who can help identify and solve the problem? What? What happened/is happening to indicate a problem (what are the symptoms)? What standard is involved? When? When does the problem occur? Frequency? Any particular patterns of occurrence? Timing? Where? Where does the problem occur? Is it local or global? How? How does the problem affect the organisation? How costly is the problem to the organisation?

• Understand the current situation
• Understand the big picture
• What data is needed?
• Data requirements flow from higher level goals derived from:
• The organisation’s vision statement
• National standards, policy directions
• For now, the key question to ask:
• Is this concern preventing us from realising
• ur vision?
• Document the current situation

Concern: Understand the current situation

Use charts, diagrams or photos wherever possible to describe the situation

Who discovered the problem? Gather findings from any previous studies of this problem area. Current State Break down the larger

• problem. List the

contributing problems below, sorting them by category. Describe what is happening to indicate a problem. Describe the ideal

• condition. What standard

is involved, if any? When does this problem

• ccur? How frequently?

What are the problem areas? What is the problem costing the

• rganisation?

• Understand the current situation
• Problem statement
• Restate the problem in a simple actionable problem statement
• Specific and data-driven
• Nature of problem informs type of statement
• A statement of what the team wants to achieve
• A direct statement of effect
• An aggressive goal
• A question that needs to be answered
• Can include a statement of effect: current baseline with

aggressive goal.

• Document the problem and goal statement

Concern: Problem and Goal Statement

What do you want to accomplish? Be concise but specific as possible. Make a statement of effect and then set an aggressive goal related to the ultimate goal

Problem: Goal:

Concern: Understand the current situation Who discovered the problem? Current State Break down the larger problem. Describe what is happening to indicate a problem. Describe the ideal condition. When does this problem

• ccur?

What are the problem areas? What is the problem costing the

• rganisation?

Concern: Problem and Goal Statement Problem: Goal:

• 2. Create the initial high level case for change
• Create the argument for change – describe what can be

achieved by improving this area of practice

• Sufficient detail to convince sponsors
• Rationale for action is created
• High level at this stage
• Covers both qualitative and quantitative information
• Qualitative - client and clinician stories
• Quantitative information – define size of problem
• Needs to make clear why this project should be prioritised to

go forward

• 3. Develop a project aim, objectives and scope

Aim: High level statement of what the project will achieve Objectives: Outline specific results and benefits to be achieved Which objective(s) is most important? Timeframes (12 months or less) An objective will only be useful if it passes the SMART test

• Specific
• Measurable
• Agreed, attainable and achievable
• Realistic and resources
• Timebound

Scope: Clear concise definition of scope

• What is inside and outside scope?
• Assist to define project plans and manage expectations

• 4. Generate sponsorship & engagement
• Management
• Colleagues
• Clients
• 5. Project Governance
• 6. Project Management

The mentoring relationship

Behind every successful person there is one elementary truth: somewhere, somehow, someone cared about their growth and

• development. This person was their

mentor.

Dr Beverley Kaye. Up is not the only way. 1997.

Take a moment to reflect on this quote.

• What resonates with you?
• What do you hope for from a mentoring relationship?

Wh What t is workplace mentoring?

Workplace mentoring is a learning process of sharing technical information, institutional knowledge and insight with respect to a particular occupation, profession, organisation or

• endeavour. Mentoring is perhaps

best described as a developmental process – dynamic and unique to each person.

Dept of Administrative Services, New Hampshire

Developmental mentoring is defined as offline help by one person to another in making significant transitions in knowledge, work or thinking.

David Clutterbuck

A mentor is a more experienced individual willing to share knowledge with someone less experienced in a relationship of mutual trust.

David Clutterbuck

Mentoring

Our Approach: Developmental Mentoring

A lot of people have gone further than they thought they could because someone else thought they could.

~ Zig Ziglar

A mentor is someone who allows you to see the hope inside yourself. ~ Oprah Winfrey

Developmental mentoring partnership

• Relationship: helping someone to develop
• Interactions: supportive/nurturing
• Mentee sets the agenda/drives the relationship
• Mentor provides insight and guidance
• Social exchange: emphasises learning
• Process of mutual growth – co-learners

sharing knowledge

Ro Role of mentor

• Sounding board
• Advisor
• Development

coach

• Encouragement &

support

• Interpreter and

guide

• Resource person
• Champion
• Devil’s advocate
• Role model

Helps mentee:

• do things for

themselves

• develop own

wisdom

• clarify own vision
• identify the

primary outcome

• r objectives for

their personal development

• become self-aware
• Enhanced

performance

• Learning
• Self-awareness
• Social and

emotional intelligence

• Innovation
• Leadership

capability

Role of the Mentee

• Driver of the relationship
• Development planner
• Resource partner
• Teacher
• Continuous learner

Intensity learning and value Time Rapport building Direction setting Progress making Winding up Moving

• n

Source: Clutterbuck & Lane. 2004