Lead Positive programme launch

“A conscious leadership programme for aspirant leaders“

On 19 and 20 July, the NHS North West Leadership Academy welcomed 100 aspiring leaders from Black, Asian and other ethnic minority groups across Greater Manchester trusts to the first module of the Lead Positive Programme.

Delivered in partnership with the Greater Manchester Integrated Care System, the bespoke development and support programme aims to address barriers within the talent pipeline for NHS colleagues from Black, Asian and other ethnic minority groups working at Agenda for Change Bands 5 and 6.

The programme provides trusts across Greater Manchester with an opportunity to pilot a new approach to talent development and begin addressing these barriers through a tailored learning experience.

Designed to maximise participants’ existing talent and potential, the learner programme supports aspiring leaders through a bespoke leadership development journey focused on building confidence, strengthening leadership capability and developing the skills needed to influence positive change. Alongside core leadership development, the programme also recognises and sensitively explores participants’ lived experiences.

Following an introductory webinar held in June, participants came together for the first face-to-face module of the programme across two days. Over the coming months, they will take part in a series of development modules, group coaching sessions and self-directed learning activities designed to build confidence, enhance strategic thinking, strengthen their ability to overcome barriers and empower them to progress as future leaders.

I was fascinated by the pragmatic learning approach, emphasising self-compassionate and self-care while diving into the learning zones. Most training plunges into content, isolating the person from the subject and its environment, theoretical academic learning even fails to connect to practice. As a result, those that gain learning from practice lack theoretical frame that guides the practice and those learning from academia cannot interpret theory into practice, creating a fragmented learning experience….I was excited that the programme has taken a pragmatic approach, rooted in John Dewy theory, because for one to observe the four principles; unity, interest, experience, and integration, one would have learnt consciously from the project-based learning strategies that focuses on topics relevant to participants’ lives.

Programme participant