Common use of Graduate Scheme Challenges Clause in Contracts

Graduate Scheme Challenges. In order to meet the leadership challenges of the transition and movement to the new NHS we have undertaken a full refresh process of the scheme, including the education and development inputs (please see Summary of the Refresh Process - appendix 2). For 2011 it is therefore imperative that education providers:  Ensure that their education input is relevant and relates to the new NHS  Ensure that the ethos of their educational input echoes the fundamental message that the graduate management training scheme is a leadership scheme first and foremost;  Equip/or contribute to the „leadership‟ elements outlined by the NHS new Leadership Framework for trainees (appendix 3) at levels 1 and 2 and even some at 3.  Equip graduate trainees with the relevant skills and knowledge for their chosen specialty (and will map against the specialism competencies as given in appendix 4). It must be noted however that these competencies are also being updated in line with the new NHS  Focus on current NHS events, values, news, themes and challenges as well as the relevant theoretical and practical course requirements.  Undertake to provide an integrated education experience for trainees by working together with co-providers, Scheme staff and the service.  Undertake to provide an integrated education experience for trainees by working together with co-providers, Scheme staff and the service.  Reflect on contemporary leadership theory (attached in appendix 5) and articulate and their own approach in light of this and the challenges facing the NHS. As part of the Refresh Process the service was consulted about how the Scheme should be repositioned for the 2011 intake. A strong theme emerged around the Scheme needing to retain specific specialisms to ensure that areas such as Finance, Informatics, HR and General Management had a specific professional focus with work placements and educational qualifications to provide a stream of future leaders. However, there was also a call to ensure that the Scheme position itself as a „leadership scheme‟ first and foremost, with the ultimate objective of providing high-calibre graduates with the authentic leadership skills to drive change and lead on service improvement. It is therefore imperative that the Scheme‟s educational inputs reflect this primary requirement whilst also providing trainees with the core specialism-related information which provides early technical credibility in the chosen area.

Graduate Scheme Challenges. In order to meet the leadership challenges of the transition and movement to the new NHS we have undertaken a full refresh process of the scheme, including the education and development inputs (please see Summary of the Refresh Process - appendix 2). For 2011 it is therefore imperative that education providers:  Ensure that their education input is relevant and relates to the new NHS  Ensure that the ethos of their educational input echoes the fundamental message that the graduate management training scheme is a leadership scheme first and foremost;  Equip/or contribute to the „leadership‟ ‘leadership’ elements outlined by the NHS new Leadership Framework for trainees (appendix 3) at levels 1 and 2 and even some at 3.  Equip graduate trainees with the relevant skills and knowledge for their chosen specialty (and will map against the specialism competencies as given in appendix 4). It must be noted however that these competencies are also being updated in line with the new NHS  Focus on current NHS events, values, news, themes and challenges as well as the relevant theoretical and practical course requirements.  Undertake to provide an integrated education experience for trainees by working together with co-providers, Scheme staff and the service.  Undertake to provide an integrated education experience for trainees by working together with co-providers, Scheme staff and the service.  Reflect on contemporary leadership theory (attached in appendix 5) and articulate and their own approach in light of this and the challenges facing the NHS. As part of the Refresh Process the service was consulted about how the Scheme should be repositioned for the 2011 intake. A strong theme emerged around the Scheme needing to retain specific specialisms to ensure that areas such as Finance, Informatics, HR and General Management had a specific professional focus with work placements and educational qualifications to provide a stream of future leaders. However, there was also a call to ensure that the Scheme position itself as a „‘leadership scheme‟ scheme’ first and foremost, with the ultimate objective of providing high-calibre graduates with the authentic leadership skills to drive change and lead on service improvement. It is therefore imperative that the Scheme‟s Scheme’s educational inputs reflect this primary requirement whilst also providing trainees with the core specialism-related information which provides early technical credibility in the chosen area.. The New Educational Input Structure

Graduate Scheme Challenges. In order to meet the leadership challenges of the transition and movement to the new NHS we have undertaken a full refresh process of the scheme, including the education and development inputs (please see Summary of the Refresh Process - appendix 2). For 2011 it is therefore imperative that education providers:  • Ensure that their education input is relevant and relates to the new NHS  • Ensure that the ethos of their educational input echoes the fundamental message that the graduate management training scheme is a leadership scheme first and foremost;  • Equip/or contribute to the „leadership‟ ‘leadership’ elements outlined by the NHS new Leadership Framework for trainees (appendix 3) at levels 1 and 2 and even some at 3.  • Equip graduate trainees with the relevant skills and knowledge for their chosen specialty (and will map against the specialism competencies as given in appendix 4). It must be noted however that these competencies are also being updated in line with the new NHS  • Focus on current NHS events, values, news, themes and challenges as well as the relevant theoretical and practical course requirements.  • Undertake to provide an integrated education experience for trainees by working together with co-providers, Scheme staff and the service.  • Undertake to provide an integrated education experience for trainees by working together with co-providers, Scheme staff and the service.  • Reflect on contemporary leadership theory (attached in appendix 5) and articulate and their own approach in light of this and the challenges facing the NHS. As part of the Refresh Process the service was consulted about how the Scheme should be repositioned for the 2011 intake. A strong theme emerged around the Scheme needing to retain specific specialisms to ensure that areas such as Finance, Informatics, HR and General Management had a specific professional focus with work placements and educational qualifications to provide a stream of future leaders. However, there was also a call to ensure that the Scheme position itself as a „‘leadership scheme‟ scheme’ first and foremost, with the ultimate objective of providing high-high- calibre graduates with the authentic leadership skills to drive change and lead on service improvement. It is therefore imperative that the Scheme‟s Scheme’s educational inputs reflect this primary requirement whilst also providing trainees with the core specialism-related information which provides early technical credibility in the chosen area.

Graduate Scheme Challenges. In order to meet the leadership challenges of the transition and movement to the new NHS we have undertaken a full refresh process of the scheme, including the education and development inputs (please see Summary of the Refresh Process - appendix 2). For 2011 it is therefore imperative that education providers:  Ensure that their education input is relevant and relates to the new NHS NHS.  Ensure that the ethos of their educational input echoes the fundamental message that the graduate management training scheme is a leadership scheme first and foremost;  Equip/or contribute to the „leadership‟ elements outlined by the NHS new Leadership Framework for trainees (appendix 3) at levels 1 and 2 and even some at 3.  Equip graduate trainees with the relevant skills and knowledge for their chosen specialty (and will map against the specialism competencies as given in appendix 4). It must be noted however that these competencies are also being updated in line with the new NHS  Focus on current NHS events, values, news, themes and challenges as well as the relevant theoretical and practical course requirements.  Undertake to provide an integrated education experience for trainees by working together with co-providers, Scheme staff and the service.  Undertake to provide an integrated education experience for trainees by working together with co-providers, Scheme staff and the service.  Reflect on contemporary leadership theory (attached in appendix 5) and articulate and their own approach in light of this and the challenges facing the NHS. As part of the Refresh Process the service was consulted about how the Scheme should be repositioned for the 2011 intake. A strong theme emerged around the Scheme needing to retain specific specialisms to ensure that areas such as Finance, Informatics, HR and General Management had a specific professional focus with work placements and educational qualifications to provide a stream of future leaders. However, there was also a call to ensure that the Scheme position itself as a „leadership scheme‟ first and foremost, with the ultimate objective of providing high-calibre graduates with the authentic leadership skills to drive change and lead on service improvement. It is therefore imperative that the Scheme‟s educational inputs reflect this primary requirement whilst also providing trainees with the core specialism-related information which provides early technical credibility in the chosen area.