A Descriptive Account of an Inter-Professional Collaborative Leadership Project

Abstract

A collaborative project between an academic healthcare faculty and a professional development director resulted in the design, delivery and evaluation of an inter-professional collaborative leadership workshop with ongoing leadership development activities. The workshop attendees were five inter-professional teams from one large, urban cancer care center in Taipei, Taiwan. The workshop included didactic instruction complemented with team discussions and interactive exercises. Continued practice was encouraged, such as appreciative inquiry exercises and rotated team leadership. Evaluation involved the use of a cross-culturally validated collaborative practice tool and follow-up interviews and focus groups. Although the formal workshop was a 1-day session, continued organizational support and systematic approaches to collaborative leadership practice in clinical settings were necessary components for transfer of learning from the workshop to real life. This paper will include an overview of the foundational leadership concepts covered in the workshop. The instructional strategies, evaluation methods and outcomes will be discussed. The limitations

Stakeholder Perspectives of an Approach to Healthcare Leadership Development through Use of a Multidimensional Leadership Development Conceptual Model

“…For example Crofts (2006), Patrick et al (2011) andMacPhee et al (2014) all report on the positive effect that the organisation has when taking an interest in its staff and in the leadership programme itself and valuing staff education and development. Indeed those behaviours exhibited by managers from within empowered clinical contexts positively influence staff perceptions of clinical leadership (Patrick et al 2011).…”

“…Other models apply concepts of situational leadership whereby opportunities for co-working across key areas of the organisation are provided (Steinert, Goebel, and Rieger 2006). Further examples relate to developing interdisciplinary relations , and introducing a scaffolding approach to leadership development (MacPhee et al 2014). …”

“…Key success factors include the need for effective leadership teaching and learning strategies which include exposing developing leaders to established leaders both within and outside their organisation (Leigh 2016) as well as activities and strategies that promote effective teamwork (Crofts 2006, MacPhee et al 2014. Examples include activities that promote teamwork when working on a specific component of professional practice such as development of a policy or engagement within a clinical case (Crofts 2006).…”

“…There is prevalence of healthcare leadership development activity that is situated within some kind of conceptual framework or leadership development model , MacPhee et al 2014, Pepin et al 2011, Steinert, Goebel, and Rieger 2006, VanVactor 2012. These models can be locally or nationally driven and have the potential for operationalising leadership development around a clear set of assumptions that are agreed by the programme team and key stakeholders.…”

The Self-Action Leadership Model: A Qualitative, Nomological Expansion of Self-Leadership Theory Rooted in Action Research Theory

“…Thus it is that leadership and professional development (MacPhee, Chang, Havaei, & Chou, 2014), in conjunction with recruiting and screening applicants in possession of strong personal character and integrity, are the most important components of any and every administrative function and purpose, and providing opportunities for professional development. Thoreau (2001) famously wrote that, "There are a thousand hacking at the branches of evil to one who is striking at the root" (p. 62).…”