Participants
With the goal of developing people to lead health system transformation, the CCL Program targets leaders across health and health education. Participants have the commitment and opportunity to create and implement a change initiative within their organization. In the program these individuals will self-reflect upon their own leadership and their organization. This reflection will be framed within appreciative inquiry, social accountability and community engagement.
Participating professionals are organized into teams consisting of a minimum of two members from each organization, system or community that represent different professions. Structured to be context specific, the curriculum is adapted to the individuals, teams, organizations and communities participating. Participants will work on a capstone initiative during and between intensives in which they will develop, design, implement and evaluate a change initiative that is identified as a priority within their organization, system or community and engages the organization, system or community. Participants from the same organization should either be working on the same initiative or be prepared to integrate, align or link different initiatives as part of working systemically.
Critical Success Factors
A number of critical success factors for the CCL Program have been identified by participants and faculty through the program evaluations of numerous cohorts. The most critical factor was alignment of content, design, delivery and facilitation (e.g. faculty modeling in the design, delivery and facilitation of all critical content of the program, including appreciative inquiry, emergence, sensing, co-creation, developmental evaluation and self-reflection). Other critical success factors include:
- Emergent design based on what faculty are sensing as participant needs
- Process of working together that models what is taught
- Small group of core faculty present at all five sessions
- Integration of recruitment, design, delivery and evaluation
- Duration and longitudinal nature of the program
- Action learning, including capstone initiatives
- Critical content elements (complexity, appreciative inquiry, developmental evaluation, sensing, self-reflection, emergence)
- Learners participating in teams with peers
Alumni Highlights
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