Abstract
The Triple M (Mobilizing Meaningful Mentorship) program is a leadership development initiative at the public health branch of the Regional Municipality of York (York Region Public Health) that uses individual and team coaching and mentoring strategies. The Triple M program consists of one-on-one mentoring, stretch assignments, a Triple M challenge, team coaching and LEADS seminars. Triple M has the following benefits (a) organization-wide and cross-departmental connections, (b) application of leadership concepts and theory to a practical stretch assignment, (c) guidance and support from mentors to navigate challenges, and (d) the formation of the next generation of public health leaders. The lessons learned from this initiative include (a) that additional time is needed to apply program learnings during stretch assignments and (b) that adequate protected time is required to actively participate in the mentorship component of the program. The next steps for Triple M include (a) exploring ways to increase the duration of stretch assignments and (b) introducing an online platform to promote accessibility to participate in the program.
To further develop and retain a workforce, it is important for public health agencies to implement approaches that support professional development opportunities (Dopson et al., 2017). The literature demonstrates that mentorship and coaching promote the development of authentic and transformational leadership skills (Law & Aquilina, 2013; Theeboom et al., 2014). Mentorship and coaching are associated with increased resilience, accountability, goal achievement, and self-awareness (Dopson et al., 2017; Law & Aquilina, 2013; Smith, 2015; Theeboom et al., 2014). In 2014, the public health branch of the Regional Municipality of York (York Region Public Health) created a program titled Triple M (Mobilizing Meaningful Mentorship), to provide an opportunity for public health staff to learn and apply leadership skills through mentoring, coaching, practice, and reflection.
Assessment of Need
A 2011 staff engagement survey identified a need to create more leadership opportunities to meet current and future workforce demands. York Region Public Health designed and implemented Triple M to address this need. The program development team used staff consultations and a review of literature to identify factors that contribute to an effective coaching and mentoring relationship. Triple M incorporated the identified factors to build leadership capacity into the design of the program.
Case Study: Triple M
York Region Public Health used coaching and the LEADS in a Caring Environment (LEADS) Framework to provide structure to the program (Canadian College of Health Leaders [CCHL], 2013).This format further developed participant capabilities through application and practice reflection. York Region Public Health selected this framework because of its applicability to a public health setting, as there are many linkages between the LEADS capabilities and public health core competencies (CCHL, 2013; Public Health Agency of Canada, 2008). The LEADS Framework is based on the idea that an individual can demonstrate effective leadership in five actionable domains: lead self, engage others, achieve results, develop coalitions, and systems transformation (CCHL, 2013). Each domain lists an additional four leadership capabilities for a leader to action on and implement into practice (CCHL, 2013). The values of caring for clients and achieving excellence in the delivery of quality care are central to this framework (CCHL, 2013). Table 1 lists the LEADS Framework domains and capabilities.
The LEADS in a Caring Environment Framework Domains and Leadership Capabilities
Note. Permissions: LEADS content is subject to intellectual property protection worldwide and is used here with permission from the Canadian College of Health Leaders.
The applicants (mentees) who were selected to participate were matched with a manager (mentor) that guides and supports the mentee through the components of Triple M. The mentees held the following roles at York Region Public Health: public health nurse, public health inspector, epidemiologist, and zoonotic disease program coordinator. They worked in one of the following four public health divisions: child and family health, healthy living, health protection, and infectious disease control. The mentees were individuals who have shown an interest in teamwork, collaboration, accountability, communication, continuous quality improvement, and innovation. The mentors who participated were from the aforementioned public health divisions, who previously held a role as a public health nurse or public health inspector. To date, 14 mentees and 14 mentors have participated in the program. Triple M consists of four components: one-on-one mentoring, stretch assignment, Triple M challenge, and team coaching and LEADS seminars. Each component accomplishes different learning objectives, which are tied to relevant LEADS domains. Table 2 lists the objectives for each component.
Objectives for Triple M Program Components and Applicable LEADS Domains
Note. (L) = Lead Self domain; (E) = Engage Others domain; (A) = Achieve Results domain; (D) = Develop Coalitions domain; (S) = Systems Transformation domain. Permissions: LEADS content is subject to intellectual property protection worldwide and is used here with permission from the Canadian College of Health Leaders.
Benefits and Successes
Organization-Wide and Cross-Departmental Connections
The Triple M challenge provides an opportunity for mentees to form working relationships with participants from other areas in public health. Cycle 1’s challenge led to the design of a cross-departmental social determinants of health committee, with representation from all areas within the larger community health services department of York Region. This resulted in increased coordination between public health and social services areas within the organization. It also led to an increased focus on social determinants of health in the provision of current services within the department and advocacy among community partners to utilize data to make informed policy and service decisions.
Application of Knowledge to Stretch Assignment
The stretch assignment allows mentees to apply knowledge learned from Triple M through an acting management role. It provides an opportunity for mentors to learn more about people and management. The stretch assignment also contributes to training for leadership development and succession planning.
Guidance and Support From Mentors to Navigate Challenges
Mentors are able to provide support and guidance to mentees navigating challenges during their stretch assignment. Mentorship provides time for participants to work through arising issues and identify suggestions for improvements and change. Mentees demonstrate appreciation for the vulnerability displayed by mentors through the sharing of their respective leadership journeys. Through role modeling and reflection, mentors are able to help mentees develop their own leadership capabilities.
Assisting in the Development of the Next Generation of Public Health Professionals
Last, Triple M provides an opportunity for mentors to make meaningful contributions to the professional development of mentees. It also enables mentors to apply and reinforce learnings on coaching and mentorship. The program enables mentors to share knowledge and insights to facilitate growth in mentees’ leadership development. This can be a rewarding experience as mentors are able to see mentees incorporate their feedback, while encouraging them to become their own advocate on their leadership journeys.
Lessons Learned
The Triple M program cycles identified two lessons learned (a) that additional time is needed to apply program learnings during stretch assignments, and (b) that adequate protected time is required to actively participate in the mentorship component. The Triple M stretch assignments had variations in lengths of duration. A mentee with a shorter stretch assignment may have an assignment that is relatively conflict free, without presenting an opportunity to address issues and apply conflict management skills learned from the program. Also, a mentee with a shorter stretch assignment may not have enough time to effectively address adversity and setbacks. In future cycles, the Triple M program planners may consider increasing the length of time dedicated to stretch assignments, to increase opportunities for learning, exploring one’s leadership style, and the application of relevant leadership tools and strategies.
The Triple M program also identified a need to provide dedicated time for mentors and mentees to participate in the program, without being assigned additional work beyond their current required duties. Additional assignments, workload, and scheduling can make it challenging for mentees and mentors to connect regularly. At times, mentors have been asked to take on additional priorities, which take away from time to actively engage in Triple M. The incorporation of adequate protected time may facilitate more active participation in the program.
Next Steps
The next steps for Triple M are to identify ways to provide longer stretch assignments to all participants and to advocate for protected time to participate in the program. In addition, planners could further enhance the program’s impact by leveraging technology and developing an online platform that enables participants to engage electronically—synchronously and asynchronously. An online component may help remove geographical barriers for participants, making the program more accessible. It can promote flexibility and reduce time constraints created by travel requirements for face-to-face meetings. An online system can also promote more frequent participant engagement, which can lead to deeper and more meaningful conversations.
Implications for Practice
Leadership and mentoring programs, like Triple M, meet a need in ensuring the provision of opportunities for professional growth and career development to all staff within an organization. To ensure ongoing sustainability of organizational coaching and mentoring programs, organization-wide policies on learning development and training provide an added layer of support. Through implementing a policy on learning and development and ensuring regular opportunities for staff to participate in career development programs, an organization demonstrates a commitment to workforce development, innovation and a culture of quality and excellence.
Footnotes
Authors’ Note:
The authors would like to thank the Regional Municipality of York, the Nursing Practice Program, the Public Health Practice and Quality Assurance Program of the Child and Family Health Division, the Triple M Advisory Committee, the Triple M mentees and mentors, and the Registered Nurses’ Association of Ontario for their support. The authors have indicated that they have no potential conflicts of interest to disclose. The development of the Triple M program and article was supported by the Registered Nurses’ Association of Ontario Advanced Clinical Nursing Fellowship and Best Practice Spotlight Organization Funding. The Regional Municipality of York provided in-kind contributions for the development and implementation of the Triple M program and article.
