Faculty leadership development: A case study of a synergistic approach

Abstract

Introduction

Ongoing leadership development is essential for academic health center faculty members to respond to increasing environmental complexity. At the George Washington University School of Medicine and Health Sciences, an 8-month program, based on Conger’s leadership development approach emphasizing conceptual understanding, skill building, feedback and personal growth was offered to mid-level faculty charged with developing educational programs, clinical services, and/or research initiatives. We studied how specific learning methods catering to different learning approaches contributed to improving leadership competencies.

Methods

Session and program evaluations, participant interviews, mentor surveys, and supervisor interviews were used for data collection. Themes were identified through open coding with use of constant comparative methods to help find patterns in the data.

Results

Readings and classroom modules provided a broadened, holistic understanding of leadership; role plays and action plans helped participants apply and practice leadership skills; self-assessments and feedback from peers and mentors provided specifics for focusing development efforts; and personal growth exercises provided opportunities to reflect and consider fresh perspectives. Anchoring learning methods around a real-time project led to improved leadership competencies and personal confidence as reported by participants, supervisors and mentors.

Conclusion

A faculty leadership development program that integrates understanding, skill building, feedback and personal growth and connects multiple learning methods can provide the synergy to facilitate behavior change and organizational growth.

Keywords:

• Leadership development
• faculty development
• learning process

Acknowledgements

The authors thank Dr. Andrea Richards Scott for assistance with the study design.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Additional information

Funding

The George Washington University School of Medicine and Health Sciences provided funds for transcription and data analysis.

Notes on contributors

Ellen Goldman

Ellen Goldman, EdD, is a professor of human and organizational learning in the Graduate School of Education and Human Development (GSEHD). She co-led this program as associate dean for faculty and organizational development in the School of Medicine and Health Sciences (SMHS) at the George Washington University (GWU), Washington, DC.

Nisha Manikoth

Nisha Manikoth, EdD, is a professorial lecturer, Graduate School of Education and Human Development, George Washington University.

Katherine Fox

Katherine Fox, MPH, is a program manager, Graduate School of Education and Human Development, George Washington University.

Rosalyn Jurjus

Rosalyn Jurjus, MD, PhD, is an associate professor at American University of Beirut and adjunct at School of Medicine and Health Sciences, George Washington University.

Raymond Lucas

Raymond Lucas, MD, is an associate professor of emergency medicine, School of Medicine and Health Sciences, George Washington University. He co-led this program as associate dean for continuing professional education.