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This assignment describes the management and delivery of training within Harrogate Health Care Trust. A critical analysis is undertaken using a SWOT analysis that is purposefully integrated with Maxwell’s “six dimensions of quality” to judge the service’s appropriateness. The authors make a comprehensive assessment of the Quality Assurance Agency for Higher Education (QAA) framework using Maxwell’s six dimensions in order to determine the QAA framework’s suitability for the NHS training department. From this analysis the writers present a quality improvement programme by applying the QAA’s principles. Particular attention is focused on governance, experiences and achievement. A sequential action plan to facilitate and realise these proposals is suggested.

The purpose of this case study is to describe the design and delivery of a leadership programme for a diverse group of clinicians and middle managers within a British mental health organisation.

This paper shows how the course was co‐designed between managers, clinicians and higher education, specifically to meet the needs of individuals, teams and the organisation. The authors' thoughts and impressions are presented based on their experience of developing and facilitating this program. Particular attention focuses on notions of leadership, adult learning and organisational change and how these influenced the design of the course. Furthermore, consideration is given to aligning the programme to the organisational culture and strategic plan.

Drawing on Kolb's experiential learning cycle, a process map for the learning journey emerged which shows how the participants were able to critically blend theory with experience and practice. Using a three‐dimensional model developed by Boydell and Leary (2000) of implementation, improvement and innovation, performance outcomes were identified and placed within a taxonomy of learning. This enabled a more specific and sophisticated approach to eliciting the learning that has taken place. Furthermore, this framework provides an approach to identifying future learning and development needs.

This paper offers the theory and narrative for our approach to designing and delivering a leadership course, reflecting on the impact of the course and the achievements for course participants and the organisation. Given the criticisms that such courses do not make explicit their theories of management and leadership practice nor the educational processes that underpin their design and development, we seek to redress this. Not only do we combine emerging leadership theory with cultural and organisational development needs, relevant methods of adult education were also chosen in order to optimise learning and performance development.

This research paper gives an account of a study into the relationship between leadership and integrity. There is a critical analysis of the current literature for effective, successful and ethical leadership particularly, integrity. The purpose and aim of this paper is to build on the current notions of leadership within the literature, debate contemporary approaches, focussing specifically on practices within the UK National Health Service in the early 21st century. This leads to a discussion of the literature on ethical leadership theory, which includes public service values, ethical relationships and leading with integrity. A small study was undertaken consisting of 18 interviews with leaders and managers within a District General Hospital. Using the Repertory Grid technique and analysis 15 themes emerged from the constructs elicited, which were compared to the literature for leadership and integrity and other studies. As well as finding areas of overlap, a number of additional constructs were elicited which suggested that effective leadership correlates with integrity and the presence of integrity will improve organisational effectiveness. The study identified that perceptions of leadership character and behaviour are used to judge the effectiveness and integrity of a leader. However, the ethical implications and consequences of leaders' scope of power and influence such as policy and strategy are somewhat neglected and lacking in debate. The findings suggest that leaders are not judged according to the ethical nature of decision making, and leading and managing complex change but that the importance of integrity and ethical leadership correlated with higher levels of hierarchical status and that it is assumed by virtue of status and success that leaders lead with integrity. Finally, the findings of this study seem to suggest that nurse leadership capability is developing as a consequence of recent national investment.

Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

A work‐based change orientated project was agreed between the participants and their line manager. This encouraged participants to seek out and use organizational resources. Inevitably this required people skills and political acuity. Risks and decision‐making were also inherent to the project process. The leadership and management skills of the participants were exposed so that personal action development plans alongside coaching could assist with further learning. The authors believe that this program contributed towards improving organizational learning and performance by enhancing each participant's leadership (performance) effectiveness whilst also producing transformational change.

Provides strategic insights and practical thinking that have influenced some of the world's leading organizations..

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.