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INTERPROFESSIONAL LEADERSHIP PROGRAM MANUAL
EDITH COWAN UNIVERSITY
2
Contents The Interprofessional Leadership Program ............................................................................. 4
Introduction .............................................................................................................................. 5
Section 1: A Conceptual Model of Leadership ......................................................................... 6
Introduction .......................................................................................................................... 6
Self-awareness .................................................................................................................... 6
Insight and personal growth ................................................................................................. 7
Emotional intelligence .......................................................................................................... 7
Program Structure ................................................................................................................ 8
Leadership knowledge ...................................................................................................... 8
Leadership skills ............................................................................................................... 8
Leadership in action ......................................................................................................... 8
Section 2: Program Content .................................................................................................... 9
Leadership retreat ................................................................................................................ 9
Self-esteem ...................................................................................................................... 9
Communication ................................................................................................................. 9
Teamwork ......................................................................................................................... 9
Leadership skills workshop/s ............................................................................................... 9
Project management ........................................................................................................ 9
Leadership attributes ...................................................................................................... 10
Networking ...................................................................................................................... 10
Program evaluation ............................................................................................................ 10
Program closure ................................................................................................................. 10
Section 3: Student Participation ............................................................................................. 11
Participant recruitment ....................................................................................................... 11
Selection process ............................................................................................................... 11
Selection criteria ................................................................................................................. 11
Frequently asked questions ............................................................................................... 11
Student testimonials ........................................................................................................... 12
3
Section 4: Mentors ................................................................................................................. 13
Recruitment of mentors ...................................................................................................... 13
Mentor workshop ................................................................................................................ 13
Section 5: Practical Advice .................................................................................................... 14
Program management ....................................................................................................... 14
Timelines, tasks and resources ...................................................................................... 14
Realistic student projects ................................................................................................... 14
Support of participants ....................................................................................................... 15
Debriefing ........................................................................................................................... 15
Celebration ......................................................................................................................... 15
Section 6: Previous Student Leadership Projects .................................................................. 16
Section 7: Appendices ........................................................................................................... 17
Appendix 1.0: Leadership Retreat ...................................................................................... 17
Appendix 2.0: Leadership Workshop ................................................................................. 18
Appendix 3.0: Pre-program evaluation questionnaire ........................................................ 19
Appendix 3.1: Post program evaluation questionnaire ....................................................... 20
Appendix 4.0: Staff e-mail template ................................................................................... 21
Appendix 5.0: Participant recruitment poster template ...................................................... 22
Appendix 6.0: Letter of acceptance .................................................................................... 23
Appendix 7.0: Letter of invitation to mentors ...................................................................... 24
Appendix 8.0: Mentor workshop ......................................................................................... 26
Appendix 9.0: Student competencies ................................................................................. 27
Appendix 10.0 Example student completion certificate ...................................................... 28
References ............................................................................................................................ 29
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The Interprofessional Leadership Program
Potential leaders do not necessarily have the range of requisite experience and skills, not
because they are uninterested or unwilling, but because they lack the opportunities to
develop themselves for leadership positions. In response to the need to build sustainable
leadership qualities within graduates, and to meet and fulfil the graduate attributes and the
graduate profile, an interprofessional leadership program was developed to empower
undergraduate students to function as leaders.
This project aligns priorities relating to improving the quality of teaching and learning through
the provision of an effective learning environment, which will provide graduates with the
knowledge, skills and attributes they need to succeed in their careers and develop as lifelong
learners. Leadership is an integral attribute of professionals in an increasingly complex
environment. The participation by students in this program is extra-curricula. This ensures
that those selected for the program are motivated and will extend personal life-long learning
skills, which are crucial to successful professional development. The leadership
implementation package contains:
The Lecturers’ Manual
PowerPoint Presentations
Activities and activity guides
We would like to thank you for your help and your commitment to the interprofessional
leadership program.
Lynne Cohen Associate Professor Faculty of Computing, Health & Science 270 Joondalup Drive Joondalup Western Australia Email: [email protected] Tel: 6304 351
Joyce Hendricks Senior Lecturer School of Nursing, Midwifery & Postgraduate Medicine 270 Joondalup Drive Joondalup Western Australia Email: Tel: 6304 5575
The leadership dissemination team
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Introduction
The purpose of this manual is to guide you through the implementation of the Edith Cowan
University (ECU) interprofessional undergraduate leadership program. The manual is an
adjunct to the ECU implementation workshop. The aims are to:
• Prepare and enable lecturers to deliver the program
• Ensure the required resources are available
• Ensure the program is delivered to a consistent standard
• Develop a virtual leadership social community
• Gather feedback to augment and enhance the interprofessional leadership program
• Embed interprofessional leadership in all undergraduate degrees
The manual is divided into short sections:
Section 1 provided a conceptual framework of the leadership program
Section 2 provides an overview of the program content
Section 3 provided information on student participation
Section 4 provides information on how to recruit and prepare mentors
Section 5 provides practical advice
Section 6 provides examples of previous student leadership projects
Section 7 provides resources for delivery of the program
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Section 1: A Conceptual Model of Leadership
Introduction Leadership is considered a function of knowing one’s self, having a mental picture that is
well communicated, building trust among colleagues, and taking effective action to realize
one’s personal leadership potential and individual capabilities (Bennis, 2003). Organisation
change and management underpin the development of the ECU leadership program.
A conceptual framework was developed by Hendricks, Cope & Harris (2010) to guide the
design of the ECU leadership program (figure 1). This framework espouses that leadership
may be present in all individuals. Through self-awareness the individual becomes insightful
of strengths and weaknesses so that they may take deliberative actions to nurture strengths
and work on weaknesses.
Figure 1: Conceptual diagram of the undergraduate leadership program
Self-awareness Individuals who become more self-aware invest emotionally in relationships to develop ‘self’.
Jones and Creedy (2008) found that where willingness to cooperate is low, so is trust and
individuals will opt to work from a self-interest perspective rather than for the interests of the
whole group. The focus of this program is leadership rather than leader competencies,
Reflection
Practice
Support
Apply
Life experience
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where leadership cultivates multiple personal connections and invests in social capital with a
willingness to inculcate communal trust norms that engender trust with others (Daly, Speedy
&Jackson, 2007). Importantly, participation in the leadership program demonstrates the
willingness to cooperate for the mutual benefit of self and others.
Insight and personal growth The conceptual framework (figure 1.0) is shown to reflect the changes in perceptions among
students from pre-program to post program. The leadership program provides
undergraduate students with early exposure to leadership attributes and real world projects
for the application of their knowledge and skills. The focus on self-awareness provides the
mechanism whereby participants can gauge current understandings of self to identify their
strengths and weaknesses. This enables participants to look in the ‘mirror rather than out the
window’ and be self-reflexive. Leadership is hard and can be lonely. Introspection and
internal reflection provides the vehicle for transformation, sustainable action, and the
development of tacit knowledge and emotional intelligence (Goleman, 1998; Salovey &
Mayer, 1990).
Emotional intelligence A leader with emotional intelligence makes smart decisions about how and when to express
their emotions. Levinson, Frankel, Roter and Drum (2006) propose that emotional
intelligence plays an important role in professional practice, as interactions may be highly
personal exchanges in which a person reacts emotionally to the other. Managing emotions
leads to a deeper understanding of the role of self and leadership, and encourages
accountability for actions and responsibility as a professional in a dynamic environment. Daft
(2005) asserts that leaders who are able to manage emotions, such as anxiety and fear,
show courage through accepting responsibility, and help to maintain balance and keep the
workplace positive and motivated (Van Knippenberg & Hogg, 2003).
Students will gain experience in:
• the ability to influence, persuade and motivate others
• effective communication, team building and collaborative skills
• positive change
• problem solving, risk taking, and perseverance skills to overcome obstacles
• cultural diversity
• leadership and social change for the common good
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Program Structure The program comprises structured extracurricular components over one semester. Sessions
are divided into leadership knowledge, which entails a 1 day leadership retreat (appendix
1.0) and foundation leadership workshop sessions (appendix 2.0). Participants undertake a
leadership-in-action project in a leadership capacity with a leader mentor from local
organisations. The structure and delivery of the program is flexible and can be adapted to
the needs of individual sites.
Leadership knowledge This consists of the following:
• Self-awareness and the power of insight
• Leadership capability
• Perception
• Leadership attributes
• Motivation
• Parallel thinking
Leadership skills This consists of the following:
• Leadership and followership
• Teamwork and communication
• Goal setting
• Conflict resolution
• Negotiation
• Change management
• Project management
• Networking
• Managing a meeting / tacit communication
Leadership in action
This part of the program comprises the student project. Students work with a leader mentor
and draw upon their leadership skills to lead a project. The leadership projects require
students to complete a minimum of 30 hours of work on their respective projects. Students
are assessed by their mentor on core competencies.
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Section 2: Program Content
Leadership retreat The leadership retreat comprises participative activities, mini lectures, and group activities
that build self-awareness of leadership capability (appendix 1.0).
Self-esteem
The content of the program explores the values, beliefs and attitudes that embody self-
esteem. Students use a variety of tools to gain insight and reflect on who they are and their
view of their own value and worth. The students explore the emotional aspects of self-
esteem and map connections to success, challenges, barriers and competence and the
possibility for self-improvement.
Communication
The content of the program illustrates communication as a critical leadership skill and its
importance in increasingly complex environments. Specific activities and role play promotes
self-awareness of the consequences of communication not being received or not understood
by the person who needs it the most. The students explore causes of communication failures
and how individuals can receive different messages from the same communication, and the
impact of stress and workload on performance.
Teamwork
The content of the program illustrates the uplifting power of teamwork. Students participate
in team building activities to develop team objectives and solve problems. They participate in
activities to develop team awareness, team adaptability, team motivation, team coordination,
and role interaction to gain an understanding of team roles and responsibilities.
Leadership skills workshop/s The leadership skills workshop can be delivered as a one day workshop or in any other
configuration such as two half day workshops (appendix 2.0). Students participate in project
management activities to build skills in negotiation and conflict resolution to gain an
understanding of key leadership attributes and skills.
Project management
Students participate in project management activities including planning, risk analysis,
engagement with stakeholders, setting objectives and overcoming barriers. Students
explore strategies to deal with emerging project management issues and tactics for the
resolution of issues.
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Leadership attributes
Students gain insight into leadership attributes through group work, discussions and
activities to build on their individual qualities. Students develop skills in effective problem
solving methods, designing strategies, setting priorities, and making intuitive as well as
rational judgment.
Networking
Students participate in activities that build knowledge and skills in networking strategies.
Students explore business etiquette and techniques for initiating introductions and
conversation starters and how to maintain and nurture connections.
Program evaluation Program evaluation comprises pre and post program questionnaires (appendix 3.0 and
appendix 3.1). The first questionnaire is administered before the program is delivered and
the second on completion of the program. Individual students will have a personal
identification number for completion of the questionnaires.
Program closure The concluding activity is a celebration dinner. Stakeholders from industry and the University
are invited guests. Mentors and their partners and students and their partners are invited to
celebrate the successful conclusion of the program.
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Section 3: Student Participation
Participant recruitment Program information should be disseminated to University staff through organisational
media, such as e-mail, newsletters and websites. The program is advertised to the target
group through unit and course coordinators, who are asked to distribute this information to
their students. Adverts are also placed at strategic points where students meet, e.g. bulletin
boards, coffee shop. Students are invited to write to the program team to address why they
want to join the program and what they believe they would achieve. Notably, academic merit
is not a consideration as the program aims to develop personal attributes. A sample e-mail
and poster are provided in appendix 4.0 and appendix 5.0.
Selection process The selection process should begin 10 weeks before the start of the program. All dates
relating to the program must be set in advance so that students who commit to the program
can organise their schedule. Student numbers should initially be capped at 10 participants,
until the program is well established and additional mentors are recruited.
Selection criteria Students should articulate a vision of leadership and application in a real life situation, give
examples of initiatives they have already developed, their strengths, and how the program
would contribute to their development. The key to the selection of students is commitment to
complete the program. Students are sent a letter of acceptance onto the leadership program
(appendix 6.0) and details of the program structure,
Frequently asked questions Q. Can I still take part even if I am unable to commit to full attendance?
A: Attendance is mandatory.
Q: Can we have hard copies of the material before the start of the program?
A: The hard copies are provided at the end of the program. This is to take students into a
participatory situation and out of ‘lecture’ mode.
Q: What if I fail?
There are no consequences or penalties. The assessment is not part of the academic
requirements.
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Q: How much time do I have to spend with my mentor?
A: A minimum of 30 hours on project time with your mentor
Q: Can I do more than 30 hours?
A: .Yes, however additional time would require negotiation with your mentor.
Q: Can I volunteer to continue with my leadership project when the program is complete?
A: Yes, however additional time would require negotiation with your mentor.
Q: I am fearful of meeting my mentor.
A; You are provided with a role-play session to prepare you for the meeting.
Q: Do I need to speak in public?
A: You will be given support and preparation in public speaking.
Student testimonials I wanted to enhance my self- esteem by developing my leadership skills. I have finished with
a new outlook on leadership. A leader does not always have to be right, as long as they
have the ability to collaborate with other members and reconsider their approach. Being a
leader is all about being a team member and letting others lead when it may be most
beneficial for the project. (Student nurse)
The opportunity to be mentored by a nurse excelling in their field was too good to be missed.
Spending time with my mentor reinforced the importance of nurses working as a team whilst
meeting all the necessary competencies. I learnt that taking an ethical and moral stance is
important. (Student nurse)
I was already enrolled in 4 units in Semester 5, so I didn’t think I wanted any extracurricular
activity on top of this. However when I thought about it, I realised what a great opportunity it
would be to become part of a team and learn extra skills which could only improve my
standing when I graduate. I particularly needed to learn how to be more assertive and how to
become a good leader. (Student nurse)
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Section 4: Mentors
It is important that all the mentors are well prepared. Mentors need to be familiar with the
aims and objectives of the program, and it is critical that the delivery of the program is well
organised and run to a high standard.
Recruitment of mentors The approach to recruitment of mentors is a pragmatic choice. Use your contacts in the first
instance as this usually provides good quality experience for the students. We advise
caution in using volunteer mentors as our experience is that the performance of people who
put themselves forward as a mentor tends to be poor. Selected mentors must have the
critical leadership skills to manage mentoring and build it into their daily schedule.
Successful mentors will often recommend other potential mentors to approach.
The initial approach should be either face-to-face (take advantage of meetings, conferences)
or by telephone. It is much easier to approach a person you know or have met before, rather
than cold calling. Acknowledge the fact that they are busy people, but they have the
attributes of a mentor, and the fact that they manage a busy work load makes them an ideal
person for this role. Most approaches will be successful as leaders tend to be generous of
time and experience and the opportunity to contribute to the future development of their
profession. The initial approach should be followed up with a letter and invitation to attend a
Mentors Workshop. A letter template is provided in appendix 7.0. This invitation should be
well in advance (6-8 weeks) so that this can be scheduled into their workload.
Mentor workshop The mentor workshop is an opportunity for the mentors to meet each other and the
leadership team. The structure of the workshop is flexible and informal (appendix 8.0). The
aim of the workshop is to familiarise the mentors with the aims of the Interprofessional
leadership program, the role of the mentor and the key features of suitable student projects.
The importance of promoting students’ self-assessment and self-directed learning is
highlighted in the workshop. In particular, the importance of the mentor as role model,
professionalism and commitment to students is emphasised. The expected student
competences are described (appendix 9.0). Mentors are provided with a mentor’s guide and
contact details of their peers and relevant University staff.
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Section 5: Practical Advice
Program management All programs need a champion to keep the momentum going, to maintain enthusiasm and
commitment, and to trouble shoot any problems. This means being available, keeping in
contact, and keeping the program on track as breaks in the sequence of delivery can lead to
loss of direction and loss of momentum.
Timelines, tasks and resources
The leadership program should run over one semester. This allows the participants to
maintain contact and to plan for participation in the program in order to accommodate their
other learning commitments. Table 1 provides a suggested timeline for the various tasks and
resources.
Week Task Resources -10 Announce program University website; newsletters, mail shot -10 Recruit mentors Use industry connections, phone, face-to-face, follow-
up recommended mentor contacts Mentor invitation template
-10 Book venues Leadership retreat and workshops Mentor workshop Celebration dinner
-8 Advertise program Staff e-mail; Program poster
-6 Student selection
Letter of acceptance to program template
-4 Mentor workshop Student completion competency form
0 Leadership retreat
1 day workshop
F Leadership workshop/s
Flexible delivery
F Leadership project Commence project on completion of workshops
16 Celebration dinner Suggestions for closure is student led Completion certificate Post-program evaluation questionnaire
Table 1: Timelines, tasks and resources
Realistic student projects Students and mentors should have realistic expectations about the proposed leadership
project. The project should be achievable within the given timeframe and the project should
enable students to achieve the objectives of the leadership program. Often an
15
uncomplicated well defined project provides ample opportunities for the student to gain the
necessary skills and achieve a satisfying leadership experience.
Support of participants It is important to keep communication channels open. Contact by e-mail, just to touch base
and say hello is always appreciated and can be a good way of detecting and correcting any
emerging issues. It is particularly important at the concluding dinner to acknowledge the
contribution of the mentors and to personally thank each of the mentors for their support of
the program and the students.
Debriefing Students may sometimes find some aspect of the program confronting and opportunities to
debrief are important. Students may need to discuss feelings that have emerged, particularly
during role play, and as they may need some time to come out of the role play character.
The content of the program includes adaptability and the ability to turn all experiences either
positive or negative into learning opportunities. It is also very important to ensure mentors
have an opportunity to provide feedback to the program leaders and to debrief if required.
Celebration The celebration is an opportunity for students to speak and to acknowledge their
achievements. It is their moment to showcase their project and to demonstrate their
commitment to personal and professional growth. Students are presented with a completion
certificate (appendix 10.0). Most importantly, the students and mentors should have FUN.
16
Section 6: Previous Student Leadership Projects
This section provides some examples of previous student leadership projects.
• Orientation to Microsoft Word for Undergrads - Get Your Assignments Formatted
Right. A tutorial framework to orientate and empower undergraduate students in the
effective utilisation of Microsoft Word to produce assignments. (Nursing Student).
• Focus groups on the barriers and strategies for retaining nurses in the workforce.
Short description of the project: 3 focus groups in three local hospitals and 1 with
fellow nursing students all aimed at nurses over age 45. (Nursing Student)
• Interprofessional Leadership Program Graduation Dinner Organising graduation
dinner (venue and related particulars). (Nursing Student)
• Student Handbook. The idea of this project is to create a student handbook for first
year students on how to survive their first year of University. The handbook is for
students in the faculty of computing, health and sciences. We will be printing and
distributing the handbook, and asking students if it was a valuable tool.
17
Section 7: Appendices
Appendix 1.0: Leadership Retreat Time Session Format Resources 0830-0900
Meet and greet/coffee
Housekeeping Pre-program student questionnaire
0900-0930
Why are you here? What do you want to get out of this program?
Activities Leadership rating quiz Self-worth quiz Motivation quiz
0930-1030
The drama of leadership
Group work & discussion Reflection on activities from previous session
Activities: Non-verbal cues Emerging leaders
1030-1045
Morning tea
1045-1200
Leadership- do you have what it takes?
Group work Benis - 6 personal qualities
Powerpoint Leadership defined
1200-1300
Motivation
Feedback on previous activities. Intrinsic and extrinsic. Different motivational stimuli Building on strengths
Quiz results Powerpoint Motivation
1300-1330
Lunch
1330-1430
Teamwork
Feedback from quizzes Discussions about Bennington’s cats
Powerpoints: Bennington’s cats Geese story Communication
1430-1445
Afternoon tea
1445-1545
Not communication again! -Getting your message across having focus
Group work discussions Changing mind sets
Powerpoints: Developing with the naysayers Leaders and performance
1545-1645
Having the vision – setting your goals
What have you learned today Setting your goals
1645-1700
Summary and what now
Recap – Q and A Leadership workshop Mentors roles and responsibilities
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Appendix 2.0: Leadership Workshop (Flexible delivery – can be two half day sessions)
Time Session Format Resources 0830 - 0900
Project management
Group work Assist students to define real problems identify stakeholders Setting objective once problem defined Preparing for trade off Conflict resolution Define activities
Powerpoints: Project management Fun and fish
0900–0930
Survival activities – debriefing
Survival scenario
0930-1030
Introduction of concepts Powerpoint: 6 hats
1030-1045
Morning tea
1045 – 1200
Leaders and the team Use of 6 hats Powerpoint 6 hats
1200-1300
Activity: Try on different hats
1300-1330
Lunch
1330-1430
Networking Social skills Approach Introduction Conversation starters
1430-1445
Afternoon tea
1445-1545
Networking Business cards Making contact with mentors
1545-1645
Managing a meeting Fundamental skills Role of meeting Running a meeting Operational issues
1645-1700
Summary & Close
Recap Expectations and actions Take ownership Being proactive
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Appendix 3.0: Pre-program evaluation questionnaire
Directions: The following items describe aspects of leadership behaviour. Respond to each item according to the way you would most likely act if you were the team leader Circle whether you would most likely behave in the described way: Always = A, Frequently = F Occasionally = O, Seldom = S, or Never = N. SECTION A Integrity … Prior to the Program I view problems as opportunities A F O S N I am able to set deadlines and meet them A F O S N I an able to set realistic objectives A F O S N I am good at negotiating A F O S N I am a critical and creative thinker A F O S N I am tolerant of others that think differently A F O S N I am positive to change A F O S N I am an effective team member A F O S N I am confident to lead A F O S N Abilities … I can debate, clarify, and enunciate my values & beliefs A F O S N I can communicate the strategic plan at all levels A F O S N I do recognize the problems inherent to the planning process A F O S N I do support others through the change process A F O S N I can manage conflict A F O S N I do engage in goal setting A F O S N I can develop and implement action plans A F O S N I do evaluate whether I am achieving goals A F O S N I am strategic in my thinking A F O S N Insight . . . I do know roles and responsibilities in planning and implementing plans A F O S N I do know the strategic planning process, short and long term planning tools? A F O S N I understand how to lead a group effectively A F O S N I know the relationship of the budget to planning A F O S N I understand the leadership process A F O S N I am able to communicate with all levels of people A F O S N
20
Appendix 3.1: Post program evaluation questionnaire Directions: The following items describe aspects of leadership behaviour. Respond to each item according to the way you would most likely act if you were the leader of a work group now that you have completed the Program. Circle whether you would most likely behave in the described way: Always = A, Frequently = F Occasionally = O, Seldom = S, or Never = N. SECTION A Integrity … Prior to the Program I view problems as opportunities A F O S N I am able to set deadlines and meet them A F O S N I an able to set realistic objectives A F O S N I am good at negotiating A F O S N I am a critical and creative thinker A F O S N I am tolerant of others that think differently A F O S N I am positive to change A F O S N I am an effective team member A F O S N I am confident to lead A F O S N Abilities … I can debate, clarify, and enunciate my values & beliefs A F O S N I can communicate the strategic plan at all levels A F O S N I do recognize the problems inherent to the planning process A F O S N I do support others through the change process A F O S N I can manage conflict A F O S N I do engage in goal setting A F O S N I can develop and implement action plans A F O S N I do evaluate whether I am achieving goals A F O S N I am strategic in my thinking A F O S N Insight . . . I do know roles and responsibilities in planning and implementing plans A F O S N I do know the strategic planning process, short and long term planning tools? A F O S N I understand how to lead a group effectively A F O S N I know the relationship of the budget to planning A F O S N I understand the leadership process A F O S N I am able to communicate with all levels of people A F O S N
SECTION B 1. I found the leadership program useful? YES NO 2. I found the content of the Program useful? YES NO 3. I have used what I have been taught in my everyday life YES NO 4. I would recommend this program to others YES NO 5. My leader mentor was a useful resource YES NO 6. I learnt a great deal from my leader mentor YES NO 7. My leader mentor provided me with the opportunity to lead YES NO
Please describe one or two important moments related to your leadership project? Why were they important? Would you like to make any comments or suggestions?
21
Appendix 4.0: Staff e-mail template
22
Appendix 5.0: Participant recruitment poster template
23
Appendix 6.0: Letter of acceptance
Dear
Congratulations on your successful application to the Leadership Certificate
program. The program will commence with a Leadership Retreat on the date of
month 20xx, from 8:30am to 5:00pm at insert venue. You may want to bring a
pen and paper with you. Wear comfortable clothes.
A follow up Foundation Leadership session will take place on the date of month
20xx between 9:00am and 12:00pm at insert venue.
The Leadership Development Program will end in insert month, year, during the
program you will be required to participate in six (6) two hour sessions over a period
of six months and work on campus, as well as local organisations to provide
strategic leadership in a community development project and complete a minimum of
30 hours of work on your respective project.
All of the above will be treated as extracurricular activities and will require your
commitment until the program has been completed.
Please do not hesitate to contact me via email if you have any queries: insert e-mail
Warm regards
24
Appendix 7.0: Letter of invitation to mentors
Dear
Re: Interprofessional Leadership Certificate Program
The Faculty of at has developed a Leadership Program for students transitioning
from Stage Four to Stage Five in respective bachelor’s degrees.
The Faculty views leadership as an integral attribute of professionals in an environment of
change and dynamics such as health care and is committed to developing in students’ skills,
knowledge and attitudes which prepares them for leadership roles.
I invite your participation in the above program as a Leader Mentor. Your participation would
be required in Part Three of the program. Participation would involve the giving of a
manageable project to the student and guiding and advising the student to project
completion focussing on developing leadership skills. The goals of the project would
encapsulate developing skills in the following:
• the ability to influence, persuade and motivate others;
• effective communication, teambuilding and collaborative skills;
• agents for positive change;
• develop problem solving, risk taking, and perseverance skills to overcome obstacles;
• develop an understanding of cultural diversity; and,
• develop an understanding of the importance of participating in leadership and social
change for the common good.
The project should involve at least 30hrs of work and the way in which time is allocated on a
weekly basis is negotiable with the student. The program is structured in three parts:
Part One Leadership Knowledge - builds self-awareness of leadership capability through the
use of MBTI and other instruments. Students attend a one day Leadership Retreat. This
retreat will take place on insert date.
25
Part Two Leadership Skills - based on the identification of leadership skill requirements
students will attend leadership sessions and then six (6) two hour sessions over a period of
six months. ECU will organise these sessions.
Skills are broken into three core competencies: Leadership Skills, Interpersonal Skills and
Team Building Skills.
Part Three Leadership in Action - Students will work with a Leader Mentor and draw upon
their leadership skills to lead a project. The Leadership Projects require students to complete
a minimum of 30 hours of work on their respective projects.
The participation by students in this program is extra-curricula and extends over a period of
one semester. This ensures that those competitively selected for the program are motivated
and committed to developing personal life-long learning skills which are crucial to successful
professional development.
Your role as a leader in the workplace is acknowledged and it is because of your
demonstrated ability to lead that you have been invited to participate in a Leadership
Program which enhances the student’s ability to self-reflect on personal leadership qualities,
critically appraise, work within a team and to take responsibility for ensuring the achievement
of team goals as leader.
If you are willing to participate as a Leader Mentor please forward your response to me at
insert e-mail
Please call me if you would like to discuss the Program and your involvement on insert phone number I am also happy to come and discuss the program with you.
A Mentors Workshop will be convened to facilitate mentoring of students and to provide
clarification and support in your role as mentor. The workshop will be held at insert date, time, venue. Morning tea will be provided.
I would appreciate a response by the date month for future planning.
Yours sincerely,
26
Appendix 8.0: Mentor workshop
Time Format Key points 1:30 mins
Introduction Mentor support guide
Roles and responsibilities Distribute mentor support guide
1 hr
Examples of projects
Allow student to lead
30 mins
Certificate of completion
Administration Points of contact
27
Appendix 9.0: Student competencies
Interprofessional Leadership Program
This is to certify that ________________________________ has
completed at least 30 hours of project time, and has demonstrated the
following within the context of the project undertaken:
Title of Project: _________________________________________
Mentor: _______________________________________________
Competency Comments Signature Demonstrated the ability to influence, persuade and motivate others.
Demonstrated effective communication, teambuilding and collaborative skills.
Acted as agents for positive change.
Evidenced the ability to problem solve, think laterally, and persevere to overcome obstacles.
Evidenced the ability of understanding the importance of participating in leadership and social change for the common good.
Evidenced a growing understanding of cultural diversity.
28
Appendix 10.0 Example student completion certificate
29
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