Figures & Tables
Figures
- FIGURE 1
NPHCDA Capacity-Building Frameworka
Abbreviations: M&E, monitoring and evaluation; NPHCDA, National Primary Health Care Development Agency; SOP, standard operating procedure.
a Source: Solina Centre for International Development and Research.
- FIGURE 2
Modifications to the Leadership Development Academy Program Implementation Timeline Based on Received Feedbacka
a Source: Solina Centre for International Development and Research.
- FIGURE 3
M&E Framework for NPHCDA Leadership Development Academya
Abbreviations: CB, capacity-building; M&E, monitoring and evaluation; NPHCDA, National Primary Health Care Development Agency.
a Source: Solina Centre for International Development and Research.
Leadership Development Academy enrollees participate in an in-class session. ©2020 Victor Odiba/Solina Centre for International Development and Research
- FIGURE 4
Comparison of Performance Across Defined Competencies of Participants in Cohorts 1 and 2 of the Leadership Development Academya
Abbreviation: LDA, leadership development academy.
a Source: Solina Centre for International Development and Research.
Tables
- TABLE 1.
Responsive Feedback Mechanism Stepwise Design for NPHCDA Leadership Development Academy
Focus and Description Data Collected, Data Collection Tools, and Period of Collection Stakeholders Involved Meeting Fora to Discuss Data Findings and Objective Frequency Program design Align on: Capacity-building support
Defining the scope of capacity-building
Plan to deploy the LDA
Baseline assessment result;
Baseline assessment forms; 3 monthsExecutive director, departmental directors, TSU, supporting partners Kick-off meeting and then
held weekly until program commencement
To align on the need for capacity development and plan to build and sustain staff capacityRF incorporation: Held multiple iterative sessions with the leadership of the NPHCDA and partner organizations to elicit feedback on the capacity-building design before rollout.
Feedback from key stakeholders was reflected in the design by using baseline assessment results and interviews to screen and select enrollees to ensure commitment as opposed to the use of the civil service quota system.
Initial program design allocated to span for 12 months but reduced to 6 months based on feedback from the NPCHDA leadership to ensure that staff do not lose focus of their assigned job functions at the agency.
Implementation (by learning approaches) In-class session:
Ensure trainees acquire the requisite knowledge to develop the focus skills of the LDAInteractive lectures
Demonstrations
Individual and group exercises
Pre- and post-assessment results;
Baseline assessment evaluation form, in-class session assessment form, course delivery feedback form; 4 weeks (in 2 waves of 2 weeks each, where the second wave commences after the first wave of external rotation)TSU, steering committee, enrollees Program review meetings
Held once
To review assessment results, identification of trainees' strengths and weaknesses to inform area of support from the other learning approachesExternal rotation:
Provide firsthand experience of different work cultures and the opportunity to apply knowledge gained and develop skillsLogbook, supervisor's ratings;
Logbook, performance appraisal, check-in visit feedback form; 12 weeks (in 2 waves of 6 weeks each that commences after each in-class session)TSU, externship supervisors from partner organizations Program review meetings held bi-weekly
To review trainee's performanceMentorship:
One-on-one sessions with an experienced professional to support the trainees to own their personal and professional leadership growth and developmentMidpoint evaluation tracker, mentee feedback form, mentor feedback form; 20 weeks (runs concurently with the external rotation and e-learning) TSU, mentors, steering committee Program review meetings held monthly
To review trainee's activities towards achieving a personal development plan.
To review implementation of mentor-prescribed activitiesE-learning:
Expose trainee to carefully curated PHC content across multiple learning platforms to facilitate continuous learningCertificates of course completion
Feedback forms, weekly check-in calls tracker; 10 weeks (runs concurrently with the external rotation)TSU, steering committee Program review meetings held weekly
To review the status of completion of e-coursesCapstone project:
Apply all the knowledge and exhibit skills gained from the other learning approaches to plan and deliver technical assistance requests from SPHCBsPerformance evaluation form; 13 weeks (commences after the first wave of external rotation and runs until the end of the LDA) TSU, partners, steering committee, secretariats, division directors, SPHCB Program review meetings held biweekly
To review implementation of capstone project; challenges and lessons learnedLearning tour:
Expose enrollees to successfully executed interventions outside Nigeria through discussions, site visits, and interviews along the health building blocks that are directly applicable to Nigeria's PHC prioritiesLearning tour report; 1 week Executive director, directors of divisions, TSU, Ministry of Health representatives, steering committee, supporting partners, other country's program directors Senior management meetings and program review meetings
Held once
To review program design, implementation, and resultsRF incorporation: Incorporated feedback from the enrollees, supervisors, and steering committee on the need for an objective evaluation of the external rotation.
Introduced a logbook and performance appraisal forms after the first wave of the first cohort.
Reviewed enrollees' feedback forms that revealed that some partner organizations did not offer an enabling environment (workspace and work assignments) for the enrollees to enable them to accomplish their milestones. As a result, postings were made based on the partner organization's ability and willingness to do so.
Observed a mismatch of enrollees to partner organizations based on the skills they need to acquire and made appropriate changes after receiving feedback from the enrollees and alignment with the steering committee.
To sustain learning enthusiasm, integrated cocurricular activities, such as picnics and weekend aerobic sessions, in the second wave of the in-class session based on enrollees' feedback.
Review End of cohort review:
Assess LDA enrollees on their view of the learning approaches for course correction and improvementLDA assessment result, LDA report;
LDA assessment form, post-LDA assessment form; 4 weeksExecutive director, division directors, TSU, steering committee, supporting partners Senior management meetings, program review meetings
Held once
To review program design, implementation, and resultsRF incorporation: Made modifications to the curriculum during the first cohort review.
Deprioritized vision and strategic thinking courses based on enrollees' feedback that the skill could not be applied within the agency.
Introduced a time management course to increase enrollees' work productivity.
These changes were reviewed and approved by the steering committee.
Removed learning tour from the learning strategy because it contributed very little to the skill or knowledge growth of the enrollees.
Abbreviations: LDA, leadership development academy; NPHCDA, National Primary Health Care Development Agency; PHC, primary health care; SPHCB, state primary health care board; TSU, technical support unit.
- TABLE 2.
Fundamental Leadership and Management Skills Prioritized by Leadership Development Academy Curriculum
Skill Focus Skills Effective communication 1. Written communication 2. Public speaking Problem-solving 3. Innovation and creativity 4. Analytical reasoning and critical thinking Team management 5. Work planning and budgeting 6. Influencing and negotiation 7. Staff performance management 8. Conflict management 9. Team work 10. Coaching and feedback 11. Time management strategies 12. Vision and strategic thinkinga Stakeholder management 13. Stakeholder management 14. Meeting and workshop management Programmatic 15. Monitoring and evaluation 16. Introduction to research 17. Continuous learning and personal development Core ethics 18. Institutional and personal ethics ↵a Excluded in cohort 2 based on feedback.
Source: Solina Centre for International Development and Research.
