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Developing the themes and delivery


The report presents a number of themes on which units of learning or modules can be based. For each theme, an outline module identifying its purpose, key learning outcomes and an outline curriculum are presented to illustrate how the themes can operate in practice. The themes were identified by the project leads and an advisory group consisting of key individuals working within and external to the NHS. The group as a whole had the relevant specialist knowledge and experience in the field of management. Under each theme, content has been assembled to provide ‘core knowledge’ on which a module can be built.

Development process

The units were developed in three stages. First, in a discussion with the SCoR, a minimum list of topic areas was identified. Subject experts for each area were invited to join the advisory group. For one area – coaching - the expert was recruited to give input on the content of a potential coaching module and, in addition, to give advice on facilitating coaching support for the first and subsequent cohorts of learners.

The subject list and the experts who provided input and advice were as follows:




Alison Carter

Independent consultant, specialising in coaching


Stephen Evans

NHS Lothian

Radiology finance  management

Martin Hurst

NHS Lothian

Workforce planning and change

Sue Lister

University of Warwick/NHS Institute for Innovation and Improvement

Innovation and Service Improvement

Amanda Martin

Bolton Hospital NHS Foundation Trust

LEAN in Imaging Services

Dilys Robinson


Workforce planning

Beverley Snaith

Mid Yorkshire Hospitals NHS Trust

Evaluating service improvements

Dr. Heather Thornton

University of Hertfordshire

Managing change

The advisory group was invited to a half day workshop at the SCoR premises. Following an introduction by Professor Audrey Paterson the experts were put into pairs to identify the skeleton content. In each session the expert outlined their thinking on the minimum content required (and any pre-requisite knowledge required for entry to the programme) with the partner acting as a critical friend and asking for the reasons for including each component and seeking clarification where specialist terms were used. During the session the experts were asked to identify any additional units required (ie additional to those identified in the initial discussion with SCoR) and also confirmed whether the initial suggested modules should be retained as units or could be reduced to become part of the content of other modules.

At the end of the workshop, the notes kept by the pairs during the workshop were gathered in and were then typed up and circulated around the group for comment and editing. The outline modules are reported in the next section.


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