Facilitative Leadership, Coaching and Mentoring

• • Topics will include:
  • The theoretic basis for leadership, mentoring and coaching
  • - Exploring the theoretical basis for coaching, mentoring and facilitation from a leadership perspective
  • - Coaching, mentoring and facilitation – roles/responsibilities
  • - Facilitative leadership, coaching, mentoring skills
  • Applying systems thinking in facilitative leadership
  • - Motivation/demotivation
  • - Knowledge transfer
  • - Utilising a systems approach to support work-based activities
  • - Plans, contracts and agreements
  • Capacity building
  • - Developing communities of practice
  • - Creating a supportive learning environment
  • - Diversity and inclusivity
  • - Professional development, career and succession planning
  • - Leading and supporting the evolving digital health environment
  • Evaluation
  • - Assessing and evaluating organisational culture and change
  • - Staff engagement and empowerment
  • - Leadership challenges and opportunities in coaching, mentoring and facilitation

In order to enrol in this subject, you must be accepted into one of the following degrees:

Core

• ACU-LMH-MAS-2022

Additional requirements

No additional requirements

Leaders and managers in health care are expected to have a range of skills necessary to meet the challenges involved in leading their staff through a diverse and dynamic workplace environment. These challenges include: the evolving use of digital technologies in healthcare, ensuring patient safety, managing staff productivity, performance and retention as well as taking lead responsibility for quality improvement and cost efficiencies. Meeting these challenges requires effective skills that guide and shape practice improvement through facilitative processes that promote staff engagement, empowerment and retention, support team cohesion and collaboration and are more likely to result in a safe and high quality healthcare environment. Facilitative leadership, coaching and mentoring is based on mutual respect, trust and value alignment resulting in collective responsibility for patient safety, and fosters innovation in practice by promoting creativity and critical thinking.

This unit aims to prepare students with facilitative leadership, coaching and mentoring skills that are required to build their capacity to apply a systems approach in facilitating, coaching and mentoring staff in working effectively together for the common good in a variety of healthcare settings.

In order to pass this unit, students are expected to submit three graded assessment tasks. In addition, students must achieve a cumulative grade of at least 50% across all assessments. In order to reward students for engagement and performance, a final graded result will be awarded. The assessment strategy used allows for the progressive development of knowledge and skills necessary for the student to be able to apply coaching, mentoring and facilitation strategies based on theoretical principles that can lead to quality improvement/s in a healthcare setting. These are skills required by all leaders and managers who have responsibility for staff management and development within the health industry. The assessment tasks for this unit are designed for the student to demonstrate their achievement of each learning outcome

• Reflective essay Enables students to reflect on the role of the leader as coach, mentor and facilitator and the impact of such leadership skill on quality improvement within a healthcare environment via a written reflection. (25%)
• Case Study Enables online students to engage in online discussion to analyse a selection of case studies and compare and contrast various roles associated with each concept (coach, mentor, facilitator) in a healthcare environment. (30%)
• Report Enables students to develop a facilitation, coaching or mentoring plan or agreement that incorporates an evaluation process. (45%)

For textbook details check your university's handbook, website or learning management system (LMS).