Partner program: CCL
The Collaborative Change Leadership (CCL) Program is an accredited, certificate program offered by the University Health Network (UHN) in collaboration with the University of Toronto (UofT) Centre for Interprofessional Education (IPE). The goal of the program is to develop individuals who can create sustainable and transformative change within their organizations. This change is focused on, but not limited to, the areas of interprofessional care and interprofessional education, patient safety, quality and patient-centered care. The CCL Program targets mid-level and senior leaders across practice and education, who register with at least one other team member from a different profession.
The CCL Program is structured to be context specific, adapting the curriculum to the individuals who are currently participating. The program covers a ten month period with five face-to-face sessions of 1.5 to 2 days each. Throughout these sessions, many instructional approaches are utilized including experiential learning, reflection, theory bursts, small and large group activities and peer learning. The Program is structured around a capstone project, where participants will work during and between sessions to develop, design, implement and evaluate a change initiative in their organization.
The Program was developed, delivered and evaluated with a cohort of 54 students in 2010, with funding support from the Ontario Ministry of Health and Long-Term Care (MOHLTC). The Program was offered a second time in September 2012 with a cohort of 30 students.
Critical Success Factors
A number of critical success factors for the CCL Program were identified by participants and faculty through the program evaluation (first cohort) and through ongoing evaluation of the second cohort. The most critical factor was alignment of content, design, delivery and facilitation (e.g. faculty modeling in the design, delivery and facilitation all critical content of the program, including appreciative inquiry, emergence, sensing, co-creation, developmental evaluation and self-reflection). Other critical success factors include:
1) Emergent design based on what faculty are sensing as participant needs
2) Five face-to-face sessions which optimize virtual learning
3) Process of working together that models what is taught
4) Small group of core faculty present at all five sessions
5) Integration of recruitment, design, delivery and evaluation
6) Duration and longitudinal nature of program
7) Action learning, including capstone projects
8) Critical content elements (complexity, appreciative inquiry, developmental evaluation, sensing, self-reflection, emergence)
9) Learners participating in teams with peers
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