Private Sector Perspectives for HRH: Strathmore Business ... Sector Perspee… · Hospital • Dr....

Private Sector Perspectives for Private Sector Perspectives for

HRH:HRH:

Strathmore Business School Strathmore Business School ExperienceExperience

George Njenga: Dean, SBSSpeke Resort

Kampala, Uganda7 March 2008

Strathmore Business School (SBS)

• SBS established in 2005

• Why:

– Business schools represent a key capacity-

building tool for both private and public

sector development enhancing products and

services delivery to society.

– Provide executive leadership and

management capability for dynamic and

focused economic growth.

Strathmore Business School 2

SBS’s purpose - Mission

• service to society through;

– Developing International business

leadership and management capacity by

providing world-class executive

business education in a local setting

3 April 2007 - SU Strategy

SBS’s vision

• To become a top business school in Africa

able to transform managers and

their institutions, and through them, the societies in which they operate.

4 April 2007 - SU Strategy

SBS’s values

• Innovation/Research - Innovative Learning

• Dynamic Culture - Bridging local and

international Cultures

• Transformative - We transform managers into

great leaders based on sound ethical

principles

• Relevance - We maintain relevance to the

needs of our student body, of organisations

and of society

• Excellence - We work with a passion for

excellence5 April 2007 - SU Strategy

Our Value Proposition

• Trans - Transformation and Growth

• I - Interdisciplinary Research

• L - Nurturing Leadership Potential

• EA - Life-long Education Partnerships

• P - Industry orientation – Pragmatic

• TransiLeap

6 April 2007 - SU Strategy

Industry

SBS

Academia

Research

Dynamic Model

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The AHMP Initiative

• Support healthcare management and

leadership to;

– Develop results based management

– Integrate knowledge

– Develop tools

– Manage finance

– Integrate some private sector models that

work for the health care sector

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AHMP Advisory Board

• An advisory organ for the Program and to assist in promoting

the foundational and Program educational aims

• Representation and diversity in the Advisory Board

• Government

• NGOs

• FBOs

• Academia

• HMOs

• Insurance

• Pharmaceutical Industry

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Role of Advisory Board

• Promote the aims, objectives and funding of

the Program.

• Assist in the development of the Program

quality and integrity.

• Mentor the faculty and participants.

• Carry out regular reviews of the Program

strategy

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Current AHMP AB Members

• Dr. Bernhards Ogutu

• Kenya Medical Research Institute

• Dr. Judith Bwonya

• Ministry of Health (DSRS)

• Dr. J. C. Munene

• Kenyatta National Hospital

• Dr. Majid Twahir

• Aga Khan University Hospital

• Dr. Peter Mugwe

• School of Medicine, University of Nairobi

• Dr. Caroline Gichuru

• Avenue Healthcare

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Current AHMP AB Members

• Dr. Paul Odula

• University of Nairobi

• Dr. Peter Ngatia

• African Medical &

Research Foundation

• Mr. Paschal Manyuru

• MEDS

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Need for AHMP

• Most healthcare workers lack specific healthcare leadership and management skills

• Medical/Nursing/Pharmacy schools in Kenya do not offer training to prepare professionals for management responsibilities

• Traditional business courses do not provide health specific training

• Gaps in integrated management training for health workers

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Need for AHMP• Evidence of poor efficiencies in the Health Sector

• Review of NHSSPI identified poor management as a contributor to the poor implementation of the plan

• Reversal of negative trends requires competent leaders and managers

• Government freeze on employment

Strathmore Business School 14

Need for AHMP

• Specialized training is crucial, given the unique challenges of administering a healthcare organization

• Legal

• Regulatory

• Ethical

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MoH Needs

• Professional management training of– All executives in the health care field (short-courses)

– All future decision-makers (master-course in health care management)

– Medical doctors and academic nurses during their basic training

– Researchers in order to develop the health care system further

• Therefore, needed– Short-courses in the country

– At least one masters-course in the country

– 1-2 PhD students in health care management

Reversing the Trends

QUESTIONS?QUESTIONS?

SBS/MOH CollaborationSBS/MOH Collaboration

Identifying business Identifying business

capabilities Valuable to MOH capabilities Valuable to MOH

programs and staffprograms and staff

Maureen Nafula: AHMP Director

Curriculum Development• Extensive research and review of Health Management

curricula in Europe and the US

• AHMP Advisory Board

• Stake holder involvement

• MOH

– 60% of health service provided by public sector

– Guided by NHSSPII

– NHSSP II identifies management as one of key strategies for

improving HR performance

• GTZ

• Medical Practitioners and Dentist Board

• Pharmaceutical Society of Kenya

• Nursing Council of KenyaStrathmore Business School 20

Target• Dervied from the Draft National Training Policy

• Doctors, pharmacists, nurses, clinical officers

• Graduates working in health facilities in areas such as

administration, finance, supply chain management and

human resources

• Managers of health programs in public, private, non-

governmental, faith based and civil based

organisations and development partners/agencies

• Managers in health insurance companies and health

management organisation

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AHMP Courses

• Analysis of Business Problems

• Communication

• Financial Management

• Health Economics and National Health

Accounting

• Health Management Information Systems

• Health Policy Planning and Development

• Health Systems and Managed Healthcare

Issues

• Healthcare Law and Ethics

• Human Resources Management

• Leadership, Organisational Behaviour &

Change Management

• Managerial Accounting

• Managerial Decision Making

• Monitoring and Evaluation

• Operations Management

• Overview of Public Procurement

• Performance Management in the Public

Sector

• Project Management

• Public Sector Financial Management

• Quality Management in Healthcare

• Research Design and Proposal Writing

• Service and Client Management

• Strategic Health Care Management

• Supply Chain Management

• Project

Identifying a business school partner

Criteria

� Relevance of the program to MOH’s priority

� Practical

� Capacity of partner to carry out training

� Faculty

� Facilities

� Existence of Quality Assurance mechanisms

� Location

� Responsiveness

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Developing interest and commitment to a business school/MOH partnership

Developing Interest and Commitment

• Proactive

• Involvement of MOH in training program

– HPPD

– Health Systems & Managed Care Issues

– Strategic Healthcare Management

• Buy –in from departmental heads

• AHMP Lecture Series

– 2 lectures held so far with 170 participants

– Project

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Developing Interest and Commitment

• Mentoring program for AHMP alumni

• Alumni will be encouraged to work in

teams to find solutions to problems

• Experiences will be shared at

seminars/workshops

• Partnerships

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Partnerships• AHMP is delivered in collaboration with

– AMREF

– IESE Business School

– Kenya Institute of Administration

– MOH

– GTZ

• Negotiation of MOU to facilitate collaboration

between partners and to establish the

arrangements necessary for the

implementation.

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AMREF Advantage

• Fifty years experience providing

essential health services and

infrastructure

• Fifty years experience of providing

capacity development to healthcare

workers in Africa

• Support over 105 healthcare delivery

sites in Africa

IESE Advantage

• Proven track record of innovation

• One of the top business schools in the

world

• Has linkages with other top leading

schools including Harvard Business

School 14 other schools on four

continents.

KIA Advantage

• Has been providing training, research

and consultancy to the Public, Private

sector and the Non-governmental

Organizations since 1961.

• Current focus is in the public sector.

Role of MoH

• Development of National Health Training

Policy for Health workers

• Identify needs for post basic training and CPD

• Review of training curricula

• Establish standards for accreditation of CPD

providers

• Maintain a list of accredited CPD providers

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Program Delivery

Program Format• Day Program

• Modular. Classes held six days every five

weeks

• Timing

– Mondays to Fridays: 8:15 -17:15

– Saturdays: 8:15 – 13:30

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Faculty

• Use both local and international faculty.

• International faculty will be provided by IESE

Business School.

• Faculty has an extensive experience in academic

training and research

• Faculty has practical experience in a number of

healthcare settings.

Program Methodology

• Personalized approach to management education.

• Students and program participants are given priority

attention

• Case-based: Participants will develop solutions for

actual healthcare problems.

• Team-based: Participants will form, lead and

participate in teams made up of individuals from

across the healthcare spectrum.

• Instructor and fellow-student feedback as well as

guidance in the dissertation projects

Course Evaluation

Course

• Content

• Relevance

• Coverage

Trainer

• Knowledge

• Communication

• Use of relevant case studies

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Challenges

Challenges• Getting local faculty to teach specific

healthcare courses- (Health Policy, Managed

Care Issues, Health Economics)

• Acceptance from medical personnel on need

for management training

• Appropriate schedule to fit into participant’s

schedule

• Funding/Training Budget

• Keeping participants engaged in between

modules

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Next Steps

Next Steps

• Accreditation of AHMP

• Development of MBA in Healthcare

Management

– MERC

– GTZ

• Develop PhDs in Healthcare

Management

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Testimonials

Emily Nguu: AHMP Participant

Feedback on AHMP

• “I have explored various health care

management courses offered in Kenya;

this one looks focused and very

comprehensive. The “mix” of the modules

is excellent and reflects the professional

needs in Kenya as regards the health

sector. The course facilitators indicated

are also credible.” HENNET Member

Strathmore Business School 43

Feedback on AHMP

• “The course is very similar to the hospital

management course that we did in Germany though

are quite a number of additional topics that are very

relevant. It’s very recommendable. I wish we could

get people who are high up in the Healthcare

management to undertake the course e.g. Director

Kenyatta hospital and those in the MoH, as are the

ones who should first see the importance of

Healthcare management and are also in decision

making positions, though on the other hand they may

not have the time.”- Dr. Salome Ngata, GTZ

Strathmore Business School 44

Feedback on AHMP

• Informative, methodological, applicable

• Interactive, practical

• It has met my expectations

• Practical and relevant to work place

• SBS has a very systematic way of

assessing management gaps in the

market

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Feedback on AHMP

• Program will produce managers who

will address the core problems facing

the healthcare sector in this country

• Content was well thought out and is

quite relevant to the group

• Operations management course was an

eye opener… Now I understand what

the CEO means when he talks about

performance metrics

Strathmore Business School 46

Discussion

Discussion

• What are the management gaps in health in

your country?

• What are the critical steps to be considered in

the design and implementation of healthcare

management training program?

• Would MOH/SBS’s approach be

transferrable to your country?

• What improvements can SBS make to its

program?

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SBS Contacts

Strathmore Business School.

Ole Sangale Road, Madaraka Estate

P O Box 59857, 00200 City Square, Nairobi, Kenya

Tel: +254 (20) 603412

Fax: +254 (20) 607498

Mobile: +254 0724 256249 / +254 0734 256225

Email:info@sbs.ac.ke

Website: www.sbs.ac.ke

Thank You