Senior Lecturer for NHS Leadership Academy’s Elizabeth Garrett Anderson programme (teaching focused) – Health Services Management Centre – Grade 9 – 97372
School of Social Policy
University of Birmingham, Edgbaston, Birmingham UK
Full time starting salary is normally in the range £51,034 to £59,135. With potential progression once in post to £77,108 a year. Due to funding restrictions maximum starting salary available for this post will be £62,727
Part time 35% FTE
Fixed term contract for maximum 24 months (dependent on cohort)
Closing Date: 24th June 2021
An assessment day will take place in mid-July 2021
You will provide leadership development education that is situated in understanding health and social care contexts, management landscapes and culturally diverse communities. The Elizabeth Garrett Anderson Programme focuses on facilitating leadership development rather than being a traditional knowledge-transfer Programme, so you will be comfortable working with the challenges and debates relating to the delivery of care quality and patient experience where people – whether staff or service users and carers – come from diverse ethnic, cultural, work and learning backgrounds. Working as part of a tutor trio, you will offer high quality and sustained contributions to progressive and developmental learning and contribute to the management and administration of programme activities as required.
You will work as part of a small team of three tutors throughout the Elizabeth Garrett Anderson Programme, liaising with other colleagues from the University of Birmingham, University of Manchester, NHS Leadership Academy and other design and delivery partners in order to effectively co-deliver the programme. Anderson teaching roles include working with participants from the NHS Graduate Management Training Scheme (GMTS) as well as NHS staff of all disciplines at mid-career level on Standard Anderson. GMTS posts last around 9 months, and Standard Anderson posts 24 months. Posts are offered as a Senior Lecturer, on a fixed term contract basis.
Main Duties and Responsibilities
The Anderson Tutor role is multi-faceted and combines the following core tasks:
1. Delivery of Face to Face Workshops: There are four face-to-face workshops for each programme cohort of approximately 48 participants, all of which are traditionally residential, and will normally take place in Leeds. Each cohort will have three tutors who will facilitate the workshops. All workshops will be fully designed, but will require the three cohort tutors and colleagues to read through the materials and meet to plan and agree how this will be delivered. All workshop materials can be accessed on-line via the tutor resources on the Virtual Campus (which is the virtual learning environment for the Programme).
2. Facilitated Action Learning Sets: Your tutor group comprises approximately 16 participants. This group is divided into 2 Action Learning Sets. The Action Learning Sets (ALS) are held regionally, in the workplaces of programme participants and you and the rest of the ALS will be expected to travel to these different venues. Tutors will introduce the concept of action learning and support participants to develop the set as developmental spaces in which participants can safely express and receive challenge, explore ideas and concepts, and generally attend to their development and that of other set members. This is in order to understand and experiment with the links between individual, group and organisational dynamics and ensure that they equip themselves with the practical skills needed to craft their leadership role, style and skills in their workplace.
- to monitor, inform and discuss participants’ progress to date;
- to assist participants to think through any academic, work-related or personal issues they currently face, and provide appropriate guidance and support;
- to signpost participants to any relevant university support mechanisms e.g. disability, library, wellbeing student reps; and
- to identify actions that may need to be taken on the basis of evaluations of their academic or pastoral progress.
- Modules 1 & 6: 1500 word critical assignment + 1 work based assignment
- Modules 2 & 5: 2000 word critical assignment + 2 work based assignments
- Modules 3 & 4: 3000 word critical assignment + 3 work based assignments
- Module 7a: 3,000 word dissertation proposal
- Module 7b: 10,000 word Healthcare Leadership case study (dissertation)
5. Dissertation supervision and marking
Your role is to support and guide participants through the dissertation process. This will include helping participants to focus their study and formulate clear dissertation objectives; advising participants on the scope, methodology and structure of their dissertation; advising on the various stages of the research process such as literature reviewing, data collection analysis and presentation and giving feedback on draft work.
6. Other duties
You will perform any other duties identified as necessary to be able to fulfil this position as required.
The role is multi-faceted making it an exciting and challenging role to take up. We are looking for talented, motivated and energetic individuals who can demonstrate the different skills required in this role with competence and confidence. We expect all tutors to fulfil all aspects of the job role outlined and we also recognise that some individuals will possess more experience in delivering some elements of the role than others. A comprehensive tutor induction and development programme is delivered to all tutors before the formal start of the programme. The training includes technical training in the use of the Virtual Campus, an introduction to the programme and academic tutor role and training to support the development of dynamic facilitation skills.
To carry out the requirements of the tutor role you should possess the following:
- A relevant MSc/MA is essential
- An accreditation in facilitative leadership development tools (eg narrative or rating 360 degree feedback, MBTI, executive coaching etc) is desirable
- A thorough understanding of the health and social care policy and management landscape and of the challenges and debates relating to the delivery of care
- A sound understanding of the principles and practice of action learning
- An applied as well as academic awareness of pedagogy around leadership theories, concepts and models
- Familiarity with development tools and giving feedback to individuals and groups
- Demonstrable knowledge of equality, diversity and inclusion as it applies to both healthcare commissioning and delivery, and also to postgraduate level leadership development.
- Insight into the NHS Leadership Academy aims and mission.
Developmental & Facilitative Skills
- The ability to model an approach of enquiry and reflexivity that invites dialogue, critical thinking, mutual reflection, feedback, challenge and support
- The ability to support an individual’s learning through a range of teaching and learning methods including developmental workshops and action learning sets; virtual and face to face tutorials (individual and group); work-based learning; reflexive activities and online academic tuition
- The ability to draw on a broad repertoire of skills to support programme delivery and holistically inform your educational and developmental practices
- Demonstrate an ability to effectively plan, structure, facilitate and evaluate a range of activities in a range of situations intended to achieve the agreed purpose, including developmental workshops and action learning sets
- Demonstrate an ability to work confidently and effectively with diversity and difference to facilitate the full participation of all learners and enable them to constructively challenge themselves and others
- The ability and willingness to work with participants from diverse ethnic, cultural, professional and learning backgrounds
- The willingness and ability to work within teaching teams and other colleagues to support the delivery of the programme
- The ability to use online learning technology to support programme delivery
- Excellent written and communication skills
- Experience of working developmentally with people from the health or social care sector
- Academic or vocational experience that ensures credibility with aspiring senior leaders in the NHS
- Experience of (or willingness to learn) marking and giving appropriate and personalised feedback at postgraduate level
- Experience of supervising dissertations at postgraduate level is desirable
- Experience of working in the NHS (in either a clinical or non-clinical role) is desirable.
- Experience of involvement or delivery at Senior Leadership Apprenticeship level is desirable.
- An understanding of and commitment to the aims, values and educational design/ethos that underpin the design and the delivery of the programme.
- Engage in external quality assurance activities related to teaching, e.g. external examining and NHS Leadership Academy evaluation.
- Contribute to the development of new and appropriate approaches to developmental learning activities including educational workshops, consultation groups and action learning sets.
- Act as adviser for leadership development teaching and learning methods through excellent practice and mentoring of other colleagues.
- Work to tight deadlines without compromising on quality of outputs
- Commitment to engage in training and development opportunities offered as part of the tutor induction programme
- The flexibility, willingness and ability to travel and stay overnight (within England) to deliver the face to face elements of the programme and to engage in training and development opportunities, and also to be able to work from home
For further information on these posts please contact Steve Gulati at email@example.com
Follow the link for information about the programme
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We value diversity at The University of Birmingham and welcome applications from all sections of the community’