Private Sector Perspectives for HRH: Strathmore Business ... Sector Perspee… · Hospital • Dr....
Transcript of Private Sector Perspectives for HRH: Strathmore Business ... Sector Perspee… · Hospital • Dr....
Private Sector Perspectives for Private Sector Perspectives for
HRH:HRH:
Strathmore Business School Strathmore Business School ExperienceExperience
George Njenga: Dean, SBSSpeke Resort
Kampala, Uganda7 March 2008
Strathmore Business School (SBS)
• SBS established in 2005
• Why:
– Business schools represent a key capacity-
building tool for both private and public
sector development enhancing products and
services delivery to society.
– Provide executive leadership and
management capability for dynamic and
focused economic growth.
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SBS’s purpose - Mission
• service to society through;
– Developing International business
leadership and management capacity by
providing world-class executive
business education in a local setting
3 April 2007 - SU Strategy
SBS’s vision
• To become a top business school in Africa
able to transform managers and
their institutions, and through them, the societies in which they operate.
4 April 2007 - SU Strategy
SBS’s values
• Innovation/Research - Innovative Learning
• Dynamic Culture - Bridging local and
international Cultures
• Transformative - We transform managers into
great leaders based on sound ethical
principles
• Relevance - We maintain relevance to the
needs of our student body, of organisations
and of society
• Excellence - We work with a passion for
excellence5 April 2007 - SU Strategy
Our Value Proposition
• Trans - Transformation and Growth
• I - Interdisciplinary Research
• L - Nurturing Leadership Potential
• EA - Life-long Education Partnerships
• P - Industry orientation – Pragmatic
• TransiLeap
6 April 2007 - SU Strategy
Industry
SBS
Academia
Research
Dynamic Model
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The AHMP Initiative
• Support healthcare management and
leadership to;
– Develop results based management
– Integrate knowledge
– Develop tools
– Manage finance
– Integrate some private sector models that
work for the health care sector
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AHMP Advisory Board
• An advisory organ for the Program and to assist in promoting
the foundational and Program educational aims
• Representation and diversity in the Advisory Board
• Government
• NGOs
• FBOs
• Academia
• HMOs
• Insurance
• Pharmaceutical Industry
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Role of Advisory Board
• Promote the aims, objectives and funding of
the Program.
• Assist in the development of the Program
quality and integrity.
• Mentor the faculty and participants.
• Carry out regular reviews of the Program
strategy
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Current AHMP AB Members
• Dr. Bernhards Ogutu
• Kenya Medical Research Institute
• Dr. Judith Bwonya
• Ministry of Health (DSRS)
• Dr. J. C. Munene
• Kenyatta National Hospital
• Dr. Majid Twahir
• Aga Khan University Hospital
• Dr. Peter Mugwe
• School of Medicine, University of Nairobi
• Dr. Caroline Gichuru
• Avenue Healthcare
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Current AHMP AB Members
• Dr. Paul Odula
• University of Nairobi
• Dr. Peter Ngatia
• African Medical &
Research Foundation
• Mr. Paschal Manyuru
• MEDS
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Need for AHMP
• Most healthcare workers lack specific healthcare leadership and management skills
• Medical/Nursing/Pharmacy schools in Kenya do not offer training to prepare professionals for management responsibilities
• Traditional business courses do not provide health specific training
• Gaps in integrated management training for health workers
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Need for AHMP• Evidence of poor efficiencies in the Health Sector
• Review of NHSSPI identified poor management as a contributor to the poor implementation of the plan
• Reversal of negative trends requires competent leaders and managers
• Government freeze on employment
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Need for AHMP
• Specialized training is crucial, given the unique challenges of administering a healthcare organization
• Legal
• Regulatory
• Ethical
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MoH Needs
• Professional management training of– All executives in the health care field (short-courses)
– All future decision-makers (master-course in health care management)
– Medical doctors and academic nurses during their basic training
– Researchers in order to develop the health care system further
• Therefore, needed– Short-courses in the country
– At least one masters-course in the country
– 1-2 PhD students in health care management
Reversing the Trends
QUESTIONS?QUESTIONS?
SBS/MOH CollaborationSBS/MOH Collaboration
Identifying business Identifying business
capabilities Valuable to MOH capabilities Valuable to MOH
programs and staffprograms and staff
Maureen Nafula: AHMP Director
Curriculum Development• Extensive research and review of Health Management
curricula in Europe and the US
• AHMP Advisory Board
• Stake holder involvement
• MOH
– 60% of health service provided by public sector
– Guided by NHSSPII
– NHSSP II identifies management as one of key strategies for
improving HR performance
• GTZ
• Medical Practitioners and Dentist Board
• Pharmaceutical Society of Kenya
• Nursing Council of KenyaStrathmore Business School 20
Target• Dervied from the Draft National Training Policy
• Doctors, pharmacists, nurses, clinical officers
• Graduates working in health facilities in areas such as
administration, finance, supply chain management and
human resources
• Managers of health programs in public, private, non-
governmental, faith based and civil based
organisations and development partners/agencies
• Managers in health insurance companies and health
management organisation
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AHMP Courses
• Analysis of Business Problems
• Communication
• Financial Management
• Health Economics and National Health
Accounting
• Health Management Information Systems
• Health Policy Planning and Development
• Health Systems and Managed Healthcare
Issues
• Healthcare Law and Ethics
• Human Resources Management
• Leadership, Organisational Behaviour &
Change Management
• Managerial Accounting
• Managerial Decision Making
• Monitoring and Evaluation
• Operations Management
• Overview of Public Procurement
• Performance Management in the Public
Sector
• Project Management
• Public Sector Financial Management
• Quality Management in Healthcare
• Research Design and Proposal Writing
• Service and Client Management
• Strategic Health Care Management
• Supply Chain Management
• Project
Identifying a business school partner
Criteria
� Relevance of the program to MOH’s priority
� Practical
� Capacity of partner to carry out training
� Faculty
� Facilities
� Existence of Quality Assurance mechanisms
� Location
� Responsiveness
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Developing interest and commitment to a business school/MOH partnership
Developing Interest and Commitment
• Proactive
• Involvement of MOH in training program
– HPPD
– Health Systems & Managed Care Issues
– Strategic Healthcare Management
• Buy –in from departmental heads
• AHMP Lecture Series
– 2 lectures held so far with 170 participants
– Project
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Developing Interest and Commitment
• Mentoring program for AHMP alumni
• Alumni will be encouraged to work in
teams to find solutions to problems
• Experiences will be shared at
seminars/workshops
• Partnerships
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Partnerships• AHMP is delivered in collaboration with
– AMREF
– IESE Business School
– Kenya Institute of Administration
– MOH
– GTZ
• Negotiation of MOU to facilitate collaboration
between partners and to establish the
arrangements necessary for the
implementation.
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AMREF Advantage
• Fifty years experience providing
essential health services and
infrastructure
• Fifty years experience of providing
capacity development to healthcare
workers in Africa
• Support over 105 healthcare delivery
sites in Africa
IESE Advantage
• Proven track record of innovation
• One of the top business schools in the
world
• Has linkages with other top leading
schools including Harvard Business
School 14 other schools on four
continents.
KIA Advantage
• Has been providing training, research
and consultancy to the Public, Private
sector and the Non-governmental
Organizations since 1961.
• Current focus is in the public sector.
Role of MoH
• Development of National Health Training
Policy for Health workers
• Identify needs for post basic training and CPD
• Review of training curricula
• Establish standards for accreditation of CPD
providers
• Maintain a list of accredited CPD providers
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Program Delivery
Program Format• Day Program
• Modular. Classes held six days every five
weeks
• Timing
– Mondays to Fridays: 8:15 -17:15
– Saturdays: 8:15 – 13:30
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Faculty
• Use both local and international faculty.
• International faculty will be provided by IESE
Business School.
• Faculty has an extensive experience in academic
training and research
• Faculty has practical experience in a number of
healthcare settings.
Program Methodology
• Personalized approach to management education.
• Students and program participants are given priority
attention
• Case-based: Participants will develop solutions for
actual healthcare problems.
• Team-based: Participants will form, lead and
participate in teams made up of individuals from
across the healthcare spectrum.
• Instructor and fellow-student feedback as well as
guidance in the dissertation projects
Course Evaluation
Course
• Content
• Relevance
• Coverage
Trainer
• Knowledge
• Communication
• Use of relevant case studies
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Challenges
Challenges• Getting local faculty to teach specific
healthcare courses- (Health Policy, Managed
Care Issues, Health Economics)
• Acceptance from medical personnel on need
for management training
• Appropriate schedule to fit into participant’s
schedule
• Funding/Training Budget
• Keeping participants engaged in between
modules
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Next Steps
Next Steps
• Accreditation of AHMP
• Development of MBA in Healthcare
Management
– MERC
– GTZ
• Develop PhDs in Healthcare
Management
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Testimonials
Emily Nguu: AHMP Participant
Feedback on AHMP
• “I have explored various health care
management courses offered in Kenya;
this one looks focused and very
comprehensive. The “mix” of the modules
is excellent and reflects the professional
needs in Kenya as regards the health
sector. The course facilitators indicated
are also credible.” HENNET Member
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Feedback on AHMP
• “The course is very similar to the hospital
management course that we did in Germany though
are quite a number of additional topics that are very
relevant. It’s very recommendable. I wish we could
get people who are high up in the Healthcare
management to undertake the course e.g. Director
Kenyatta hospital and those in the MoH, as are the
ones who should first see the importance of
Healthcare management and are also in decision
making positions, though on the other hand they may
not have the time.”- Dr. Salome Ngata, GTZ
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Feedback on AHMP
• Informative, methodological, applicable
• Interactive, practical
• It has met my expectations
• Practical and relevant to work place
• SBS has a very systematic way of
assessing management gaps in the
market
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Feedback on AHMP
• Program will produce managers who
will address the core problems facing
the healthcare sector in this country
• Content was well thought out and is
quite relevant to the group
• Operations management course was an
eye opener… Now I understand what
the CEO means when he talks about
performance metrics
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Discussion
Discussion
• What are the management gaps in health in
your country?
• What are the critical steps to be considered in
the design and implementation of healthcare
management training program?
• Would MOH/SBS’s approach be
transferrable to your country?
• What improvements can SBS make to its
program?
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SBS Contacts
Strathmore Business School.
Ole Sangale Road, Madaraka Estate
P O Box 59857, 00200 City Square, Nairobi, Kenya
Tel: +254 (20) 603412
Fax: +254 (20) 607498
Mobile: +254 0724 256249 / +254 0734 256225
Email:[email protected]
Website: www.sbs.ac.ke
Thank You