Transformational Leadership for Culture Change in Long-Term Care and Retirement Living

Objectives Understand transformational leadership and how it aligns with culture change Learn about a new training program specifically designed to develop transformational leaders in long-term care and senior living Hear and see some evaluation results Experience the program

Outline Introduction (10 minutes) Josie d Avernas Evaluation Results (15 minutes) Susan Brown & Veronique Boscart Experience the Program (15 minutes) Mary-Lou van der Horst Summary (5 minutes) Josie d Avernas

What is transformational leadership for culture change? First, what it IS NOT

Transactional Leadership Transformational Leadership Leading Leading within the status quo Leading for change Levels for motivation Tactics Conventional rewards and punishment for meeting or failing to meet expectations Set clear performance expectations and monitor individual work performance Higher order values (sense of meaning and identity) Encourages collaboration and teamwork Focus On the present Towards the future

What is transformational leadership for culture change?

What is transformational leadership for culture change? 1. Noble Vision

What is transformational leadership for culture change? 2. Authenticity and Integrity

What is transformational leadership for culture change? 3. Growth Mindset

What is transformational leadership for culture change? 4. Creativity

Leadership Program Essential Leadership Skills Modelling the vision and mission Seizing opportunities to improve Thinking creatively Mobilizing and sustaining change Solving complex and ever-changing problems Making wise choices Prioritizing and balancing many demands Communicating, collaborating and connecting Mentoring self-directed work teams Inspiring and empowering for performance Fostering authentic relationships Focusing on the customer

If your actions inspire others to dream more, learn more, do more and become more, you are a leader John Quincy Adams Farmers don t grow wheat, they create the conditions for wheat to grow. Eli Soprow

Improving Effective leaders strive for the continual improvement of their organizations by focusing on elements such the quality of care, efficiency, effectiveness, use of technology, and quality improvement initiatives, all supported by sound organizational data and research Aligning Effective Leaders strive to align all their decisions and actions, and the decisions and actions of those around them, with the Mission, Vision and Values of their organization. They reflect the Mission, Vision and Values in all their interactions, both internally and externally. Serving Effective Leaders serve the needs of their subordinates and colleagues by encouraging, supporting and enabling them to reach their full-potential. They also have as their highest priority the service of their clients, and they work to establish and promote a culture of resident-centredness throughout the organization.. Stewarding Effective Leaders focus on sustaining and supporting their organization through careful stewardship of financial and physical resources, by operating effectively within applicable legislation, regulations, and their organization s policies and procedures. Building Leadership Capabilities Connecting Effective Leaders establish productive connections throughout their organizations, and with external individuals and agencies, through their communications skills, their cultural sensitivity, their conflict management skills, their openness to others and their emphasis on team work. Mobilizing Effective Leaders mobilize the human resources of their organizations by developing, coaching and empowering employees, creating a collaborative work environment and building cohesive teams. They also mobilize the financial resources of their organizations to maximum effect through the careful management of budgets and financial accountability.

How does the program work?

Leadership Program Impactful Synergistic - Applied - Learning Certificate Program 180 hours > 6 courses across 28 weeks (6 months) Break weeks between 6 courses Hybrid learning 18 weekly 1.5-2 h online interactive webinars 5 In-Class Days expert speakers, group exercises Online Resources: readings, video, reports, tools, etc. Weekly assignments individual and group (no exams, online submission) Build a personal Leadership Portfolio

Evaluation Framework REACTION LEARNING BEHAVIOUR RESULTS

Evaluation Framework REACTION (customer satisfaction) - - - - - - - - - - - - - - - - - - - - - - - - - * Evaluation of in-class days * Evaluation of courses LEARNING BEHAVIOUR RESULTS

Evaluation Framework REACTION (customer satisfaction) - - - - - - - - - - - - - - - - - - - - - - - - - * Evaluation of in-class days * Evaluation of courses LEARNING (change in attitudes, improved knowledge and/or increased skill) - - - - - - - - - - - - - - - - - - - - - - - - - * Qualitative analysis of narrative data BEHAVIOUR (change in behaviour) - - - - - - - - - - - - - - - - - - - - - - - - * Multifactor Leadership Questionnaire RESULTS

N= 25 (8 males, 17 females) Age: Mean: 41 years old, SD 9.57 Participants Education: 17 diplomas, 8 Bachelor degrees, 1 Masters degree Positions: 5 administration, 1 environmental services, 2 food services, 5 nursing, 1 program for active living, 3 recreation, 8 others (neighborhood coordinator, marketing, BSO) Experience at SV: 4.34 years, SD 3.23 Experience in LTC sector: 8.54 years, SD 5.34

REACTION customer satisfaction

REACTION customer satisfaction THE PROCESS Satisfaction surveys after each course (n= 6) Satisfaction survey after each in-class days (n=5)

REACTION customer satisfaction THE RESULTS EXAMPLE: Evaluation of in-class days 4.90 4.80 4.70 4.60 4.50 4.40 4.30 4.20 4.10 4.00 3.90 2A 2B QUESTION 2A: The course content was current QUESTION 2B: The handouts were current and useful DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 MEAN SD 4.44 (N=25) 4.24 (N=25) 4.38 (N=21) 4.38 (N=21) 4.81 (N=21) 4.48 (N=21) 4.52 (N=21) 4.22 (N=18) 4.60 (N=20) 4.28 (N=18) 4.55 0.17 4.32 0.11

LEARNING change in attitudes, improved knowledge and/or increased skill

LEARNING change in attitudes, improved knowledge and/or increased skill THE PROCESS Qualitative analysis of narrative assignments (n = 27)

LEARNING change in attitudes, improved knowledge and/or increased skill THE RESULTS EXAMPLE: Changing the culture of aging (course 1, unit 2) The most important thing I learned about culture change and person-centred/directed care is: That the changes can t happen all at once. That it will happen in stages and that we can not expect everyone to buy into this notion of changing culture without some resistance. People will doubt and resist change until enough people are living by example. 6799357 People with passion make things happen on a national scale and I can make a difference on a daily basis by my words and actions. 6799332

BEHAVIOUR change in behaviour

BEHAVIOUR change in behaviour THE PROCESS Multifactor Leadership Questionnaire (MLQ) Pre-program assessment (February, 2013) Post-program assessment (September, 2013) Follow-up assessment (April, 2014)

BEHAVIOUR change in behaviour WHAT IS THE MLQ? An assessment tool used to measure a broad range of leadership styles

BEHAVIOUR change in behaviour HOW DOES THE MLQ WORK? Leaders and their colleagues are asked to judge how frequently the leader exhibits 45 leadership behaviours

BEHAVIOUR change in behaviour HOW DOES THE MLQ WORK? QUESTION 1: LEADERS COLLEAGUES LEADERS COLLEAGUES I provide others with assistance in exchange for their efforts The person I am rating Provides me with assistance in exchange for my efforts QUESTION 26: I articulate a compelling vision of the future The person I am rating Articulates a compelling vision of the future

BEHAVIOUR change in behaviour HOW DOES THE MLQ WORK? Data from leadership behaviours are combined to generate composite scores for 4 different leadership styles

BEHAVIOUR change in behaviour HOW DOES THE MLQ WORK? TRANSFORMATIONAL LEADERSHIP TRANSACTIONAL LEADERSHIP PASSIVE / AVOIDANT LEADERSHIP LAISSEZ-FAIRE LEADERSHIP Idealized Influence (Attributes) Idealized Influence (Behaviours) Contingent Reward Management-by- Exception: Active Management-by- Exception: Passive Inspirational Motivation Intellectual Stimulation Individual Consideration

BEHAVIOUR change in behaviour HOW ARE MLQ RESULTS USED? STUDENTS Individual summary reports (n = 25)

BEHAVIOUR change in behaviour HOW ARE MLQ RESULTS USED? STUDENTS ORGANIZATIONS Individual summary reports (n = 25) Class summary report (group data)

BEHAVIOUR change in behaviour HOW ARE MLQ RESULTS USED? STUDENTS ORGANIZATIONS RESEARCH Individual summary reports (n = 25) Class summary report (group data) Quality improvement

BEHAVIOUR change in behaviour SUMMARY REPORTS For each of the 4 main leadership styles, the following information is presented:

BEHAVIOUR change in behaviour SUMMARY REPORTS Definition of the leadership style (or domain)

BEHAVIOUR change in behaviour SUMMARY REPORTS Definition of the leadership style (or domain) Characteristics of a leader who has high scores

BEHAVIOUR change in behaviour SUMMARY REPORTS Definition of the leadership style (or domain) Characteristics of a leader who has high scores Summary of results

BEHAVIOUR change in behaviour SUMMARY REPORTS Definition of the leadership style (or domain) Characteristics of a leader who has high scores Summary of results The meaning of the results

RESULTS organizational change THE PROCESS Team member engagement surveys Team member/resident outcomes

RESULTS organizational change THE RESULTS STAY TUNED!

What do we know?

What do we know? REACTION customer satisfaction Strong class and course evaluations

What do we know? REACTION customer satisfaction Strong class and course evaluations LEARNING change in attitudes, improved knowledge and/or increased skill Better individual and organizational awareness of leadership styles (i.e., actionoriented narrative assignments) BEHAVIOUR change in behaviour Shift from transactional to transformational leadership for individual participants

Transformational leadership is about change

Why are leaders critical in creating a context that fosters culture change?

Are you ready?

For more information Program Development and Delivery Mary-Lou van der Horst marylou.vanderhorst@uwaterloo.ca Josie d Avernas davernas@uwaterloo.ca Research & Evaluation: Susan Brown sgbrown@uwaterloo.ca Veronique Boscart vboscart@conestogac.on.ca Josie d Avernas davernas@uwaterloo.ca