NMHS43610 Strategic Leadership for Healthcare Improvement and Innovation

Academic Year 2023/2024

The module will focus on the personal, relational, team and systems dimensions required to develop and execute strategy to drive improvement and innovation in healthcare. The programme will provide skills, knowledge, conceptual frameworks and tools to help students to navigate and lead strategically, while maintaining a constant focus on securing employee engagement and improving safety and quality in a sustainable fashion. Individual and organisational strategic sensing capacity and discerning the 'mega-trends' influencing the context for strategy over the next decade are key themes, drawing on contemporary theory and practice relating to complex adaptive systems, systems and design thinking, strategic sensing and strategic dialogue, adaptive leadership, creating public value, next-stage organisations and Oshry's distinctive approach to understanding and working with organisational cultures and systems to design, develop and implement strategy. The module is delivered over 4 full-day workshops and is built around a number of classic readings and core texts by authors including Rosbeth Moss-Kanter, Ronald Heifetz and Mary Linsky, Mark H Moore, Barry Oshry, and Marc Stigter & Cary Cooper.

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Curricular information is subject to change

Learning Outcomes:

On completion students will be able to:
1. Recognise and understand the role of mission, vision and values in strategy development;
2. Acquire, develop and enhance their strategic sensing and strategic dialogue capabilties and critically assess their key strengths and development needs as strategic leaders;
3. Increase their strategic leadership skills by applying strategic planning and scenario thinking in the design, development and implementation of strategy;
4. Gain insight into building organisational strategy and sustainable competitive advantage through the creation of a shared vision and a unified understanding of purpose, capacities and business models;
5. Utilise strategy development processes and tools and develop analytical skills in making strategic decisions.

Indicative Module Content:

Classic and contemporary readings on strategy, and strategic leadership and management from journals such as the Harvard Business Review.
The concepts of strategic capacity, alignment and engagement.
Adaptive leadership, systems blindness and sight, the importance of context, key organisational dynamics and creating and recognising public value.
The business model and value proposition canvases.

Student Effort Hours: 
Student Effort Type Hours
Small Group

6
Tutorial

14
Seminar (or Webinar)

6
Specified Learning Activities

110
Cont Professional Development

64
Total

200
Approaches to Teaching and Learning:
The module is delivered by blended learning, supported by 4 full-day workshops.
Pre-reading and completing short assignments in advance of each workshop, and active engagement in workshops, are key.
The focus on practice and the applied and experiential nature of the module place a premium on student engagement and participation and students are expected to take a lead in discussions and presentations.
The focus is on assessment as and for learning, as well as of learning and a high degree of reflection is expected. 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Portfolio: Post-module report and reflection on implications for leadership and management practice of three key ideas from from the module materials. Coursework (End of Trimester) n/a Graded No

40
Continuous Assessment: Pre-workshop memos due in advance of each of the four workshops and weighted at 5, 7, 8 & 10%, respectively. Throughout the Trimester n/a Graded No

30
Attendance: Class participation/workshop engagement, student-led seminars, presentations and teamwork over four workshops weighted at 5, 7, 8 & 10%, respectively. Throughout the Trimester n/a Other No

30

Carry forward of passed components
Yes
 
Remediation Type Remediation Timing
Repeat Within Two Trimesters
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Insofar as possible, feedback for each continuous assessment element will be provided in advance of the next due assignment and workshop. Feedback on engagement and participation, and expectations, will be provided in class.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 

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