Supporting & Motivating Tutors & Supervisors Liz Spencer Multispecialty Conference January 2011

Appraisal of Educational role Part of annual NHS appraisal Part of annual NHS appraisal Requires job description of role Requires job description of role

Jan 2009

Appraisal Supporting information - personal record of activity - feedback on performance - reflection etc

What is your role?

Role in Appraisal Embed into annual NHS appraisal Ensure all have job description of role Suggest what is required / expected as supporting information Guidelines for appraiser – Deanery/Trust requirements Encourage PDP to contain some educational development Time recognition – 0.25 SPA / trainee

AppraisalVappraisal

appraisal Talk about job performance to determine where supportive action is needed. Talk about job performance to determine where supportive action is needed. Goes on all the time - a process that is based on good communication between manager and employee. Goes on all the time - a process that is based on good communication between manager and employee. To improve motivation, growth, and performance To improve motivation, growth, and performance Should not be used as a disciplinary tool. Should not be used as a disciplinary tool. Those carrying out appraisal should be competent, & receive feedback on their performance. Those carrying out appraisal should be competent, & receive feedback on their performance.

Leaders have clear & consistent vision commitment to continuous improvement in quality and safety of patient care commitment to continuous improvement in quality and safety of patient care new dynamics between trainer, whole MDT and the trainee new dynamics between trainer, whole MDT and the trainee involvement of patients and their feedback involvement of patients and their feedback new model of professionalism new model of professionalism encourages innovation, imagination and embracing new ways / technology encourages innovation, imagination and embracing new ways / technology partnership between trainee, their trainers and their programme partnership between trainee, their trainers and their programme more transparent and effective use of resources more transparent and effective use of resources product of training not the process product of training not the process

Roles & Responsibilities of College Tutors AoMRC Nov 2004 All Tutors should receive initial training organised by own college by lead postgrad Dean for the specialty + annual College meeting for its college tutors All Tutors should receive initial training organised by own college by lead postgrad Dean for the specialty + annual College meeting for its college tutors AoMRC to produce generic guidance for College Tutors, supplementing specialty-specific guidance from individual colleges AoMRC to produce generic guidance for College Tutors, supplementing specialty-specific guidance from individual colleges College tutors should be appraised annually – part of whole-practice appraisal for consultants College tutors should be appraised annually – part of whole-practice appraisal for consultants

Anaesthetic College Tutors “responsible for organisation and co- ordination of training” “responsible for organisation and co- ordination of training” 84% not necessary for Tutors to have teaching qualification 84% not necessary for Tutors to have teaching qualification Rashid A, Doger A, Gould G. National survey of College Tutors in the UK BJA :42-4 Appraisal/assessment23% Train trainer/how to teach 20% Recruitment & selection 8% Education supervision 7% Mentoring6% Equality & Diversity 5% Managing difficult trainee 3% Responsibility falls to individual, RCoA, Deanery and employing hospital

Do College Tutors require training and understanding in educational principles? Or are they just managers of the process?

Appraisal of faculty Level 1 Associates / deputies Associates / deputies FP tutors/directors FP tutors/directors College / specialty tutors College / specialty tutors

Specialty Tutor support (appraisal) Direction, instruction & encouragement Direction, instruction & encouragement Conveying your vision & expectations Conveying your vision & expectations Constructive discussion of trainee / dept feedback Constructive discussion of trainee / dept feedback Encourage creativity Encourage creativity Gather specialty information Gather specialty information Offering ideas to enhance performance Offering ideas to enhance performance Talent spotting Talent spotting

Motivation – 7 tips Involve them – share ideas, seek solutions Involve them – share ideas, seek solutions Communicate frequently – updates etc Communicate frequently – updates etc Celebrate & Share good performance Celebrate & Share good performance Set challenging goals – they will try to achieve Set challenging goals – they will try to achieve Provide necessary tools – materials, training Provide necessary tools – materials, training Manage poor performance Manage poor performance Believe in & appreciate your team Believe in & appreciate your team SAY THANK YOU frequently

Talent Spotting Talent is a combination of personal know-how with an enthusiasm to develop and employ that know-how for the longterm benefit of the enterprise Tony Watson 4 areas:- Behaviour, Track record, Ambition, Stretch Behaviour, Track record, Ambition, Stretch Identify Talent Do they learn quickly Are they prepared to take on new challenges Do they ask lots of relevant questions Do they build relationships & work as a team Are they a high performer – deliver results Leadership – energy, reliability, resilience, innovative

Annual Meeting with Tutor Data Data PHEEM – postgraduate Health Educational Environment Measure PHEEM – postgraduate Health Educational Environment Measure Letter Med Teacher Jan 2010 Holland Letter Med Teacher Jan 2010 Holland PHEEM “Downunder” Med Teacher Feb 2010 PHEEM “Downunder” Med Teacher Feb 2010 Placement evaluation Placement evaluation QC form QC form Survey results Survey results

Opportunistic

Also your team

360 appraisal of faculty Ronald Berk, Johns Hopkins Multisource from students, self, peers, outside experts, mentor, alumni, employers & administrators Yes, possibly, but clear purpose Formative decisions & feedback for teaching improvement Formative decisions & feedback about professional behaviours Summative decisions for merit pay/contract renewal Further research required Timely standardised administration, interpretation & feedback Medical Teacher 2009;31:

Lead by example “a fish goes bad from the head!” Be prepared to challenge the status quo Be prepared to challenge the status quo Continually search for different way, be imaginative & creative - YOU cannot go stale Continually search for different way, be imaginative & creative - YOU cannot go stale Demonstrate your beliefs & be positive always Demonstrate your beliefs & be positive always Be clear of your expectations Be clear of your expectations Acknowledge, reward and encourage Acknowledge, reward and encourage Never stop promoting your vision Never stop promoting your vision

Supporting Excellence In Medical Education Leadership ManagementEducation BLIME – your role

Leading ManagingTeaching faculty appraisal

You cannot control from the centre Support & encourage those leading education in depts through regular “appraisal” Thank You