Nye Bevan programme- Leadership Development Step 1 of 7 14% Delivery of the Nye Bevan programme and all its component parts is shortly going to tender as the contract with current partners is coming to an end. This gives the NHS Leadership Academy the perfect opportunity to retain the best of the programme and redevelop any areas that need attention or may be out of date. The NHS has undergone huge changes since the programme was developed and we want our award-winning programmes to remain at the forefront of leadership development. We would greatly appreciate you taking for 5 to 10 minutes to provide us with your answers to the following survey. Q1. How was your place on the Nye Bevan programme funded?* Fully funded by the Academy Funded through an Academy bursary Part funded by the Academy and part by my organisation Funded through a Postgraduate loan Part or fully self-funded A combination of the above Q2. Currently the subsidised cost of a place on the Nye Bevan programme is £7,000 including accommodation. In terms of value for money, which of the below do you believe the programme to be?* Excellent value for money Good value for money Okay value for money Poor value for money I cannot comment as I have no experience to compare it with Q4. Do you agree with the following statement? 'The time spent away from my organisation on the face to face days [including learning sets] was a good use of my time'* Yes No Q5. Currently, the programme is spread over 1 year. Do you think this is:* Too long – the learning could be condensed into a shorter programme of 6-9 months without loss of quality About right, it gave me the time to apply my learning in practice as I go along Not long enough, extending the programme would give more opportunity to embed learning in practice Q6. The Nye Bevan programme has international input from Erasmus University and the University of Pretoria [remote via video conferencing] and Harvard [Face to Face]. How attractive and beneficial to the programme is having faculty from Harvard University deliver in person during residential two?* Essential – it is the thing that made me apply for the programme Very attractive – the international perspective from Harvard adds value and gave the programme kudos Neutral – it was good to have in the programme but is not something that would put me off applying if it wasn’t there I would be happy if some input were preserved but were delivered remotely as with Pretoria or Erasmus It's not essential, the learning can be gained without the input of Harvard Remove it. A contemporary UK based case study would be more fitting Q7. Which method of learning did you most value during your time on the programme?* Face to face residentials Learning on-line via the Virtual Campus Self-managed learning sets Self-directed study to meet the learning outcomes Q8. Currently the programme is peer assessed with the support of a self-managed learning set advisor. What would be your preferred option(s) for assessment in a revised programme? (Please select as many as apply)* Remain as is – no change to any element; written statements assessed by peers, portfolio and viva Keep all of the assessed elements but make them less prescriptive – less programme directed outcomes and more personal outcomes Keep the elements 1 & 2 and peer assessment Remove elements 1 & 2 and peer assessment Keep the viva Remove the viva Keep the portfolio Remove the portfolio Remove all formal assessment – no written elements, no portfolio, no viva Q9. Which of the following do you believe would most improve the programme and bring it more up to date? (Please select as many as apply)* More input from in-post senior leaders/executives More input from systems leaders such as STP leads More input from social care/third sector perspectives More real experiences of patients and carers Inclusion of more current research and case studies More input on the political context of healthcare delivery More input from the national policy perspective, ALBs and regulators More advice on managing an executive career/talent management Q10. Would you have valued a module on “Leading for improvement”?* Yes No Q11. What one thing do you believe would make the programme even better? Think about what was missing that you hoped to learn and what you were left still wanting to know more about upon completion of the programme (What would be useful to support your current challenges; for example – STP working, Brexit, financial challenges)* Q12. What aspects of the programme were the least useful or what have you not used in practice? (Please select as many as apply) Through continual evaluation of our programme, we are aware the content scores highly. Due to this, it makes it more difficult for us to identify areas for change. Please be critical and tell us here.* Residential 1 - Knowing yourself and others - Patient story Residential 1 - Knowing yourself and others - Inclusion, Diversity and Power Residential 1 - Knowing yourself and others - Landscape mapping Residential 1 - Knowing yourself and others - Maps, mapping and the cartographer Residential 1 - Knowing yourself and others - Learning sets and learning set formation Residential 1 - Knowing yourself and others -Reflexivity, leadership and evidencing development Residential 1 - Knowing yourself and others - Leadership as performance Residential 1 - Knowing yourself and others - Creating a climate for compassionate care Residential 1 - Knowing yourself and others - Simulation Residential 2 - Broadening Horizons – Foresight session Residential 2 – Broadening Horizons – International video conference Residential 2 – Broadening Horizons – Approaches to co coordinated care Residential 2 – Broadening Horizons – DFCI case study Residential 2 – Broadening Horizons – Different types of change model Residential 2 – Broadening Horizons – Bridges Model Residential 2 – Broadening Horizons – Covey and Block Residential 2 – Broadening Horizons - Harvesting the learning Residential 2 – Broadening Horizons – Global good practice Residential 3 – Making the case for change – Reflections on board observation Residential 3 – Making the case for change – Valid evidence Residential 3 – Making the case for change – Working successfully with local government master class Residential 3 – Making the case for change – Influencing your MP master class Residential 3 – Making the case for change – Leadership for engagement master class Residential 3 – Making the case for change – Getting real with social media master class Residential 3 – Making the case for change – Simulation Q13. Finally, in your opinion what are the most valued elements of the programme and therefore are essential to remain as part of it? (Please select as many as apply)* Having a learning set advisor Peer assessment Residential 1 - Knowing yourself and others - Patient story Residential 1 - Knowing yourself and others - Inclusion, Diversity and Power Residential 1 - Knowing yourself and others - Landscape mapping Residential 1 - Knowing yourself and others - Maps, mapping and the cartographer Residential 1 - Knowing yourself and others - Learning sets and learning set formation Residential 1 - Knowing yourself and others -Reflexivity, leadership and evidencing development Residential 1 - Knowing yourself and others - Leadership as performance Residential 1 - Knowing yourself and others - Creating a climate for compassionate care Residential 1 - Knowing yourself and others - Simulation Residential 2 - Broadening Horizons – Foresight session Residential 2 – Broadening Horizons – International video conference Residential 2 – Broadening Horizons – Approaches to co coordinated care Residential 2 – Broadening Horizons – DFCI case study Residential 2 – Broadening Horizons – Different types of change model Residential 2 – Broadening Horizons – Bridges Model Residential 2 – Broadening Horizons – Covey and Block Residential 2 – Broadening Horizons - Harvesting the learning Residential 2 – Broadening Horizons – Global good practice Residential 3 – Making the case for change – Reflections on board observation Residential 3 – Making the case for change – Valid evidence Residential 3 – Making the case for change – Working successfully with local government master class Residential 3 – Making the case for change – Influencing your MP master class Residential 3 – Making the case for change – Leadership for engagement master class Residential 3 – Making the case for change – Getting real with social media master class Residential 3 – Making the case for change – Simulation We are planning to run focus groups as part of the retender process. Would be happy to partake in further research including attending events?* Yes (Please provide contact email address below) No Email*