To Lead or Not to Lead? Structure and Content of Leadership Development Programs

Steinhilber, S.; Estrada, Carlos A.

doi:10.1007/s11606-015-3240-7

Cited by 8 publications

(7 citation statements)

References 12 publications

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“…The resulting curriculum was identified elsewhere (Radiology Leadership Institute, American College of Radiology on-demand learning, 2017; Sherry, 2011). Khanchandani and Gillam (2012) (Angus, 2009;Awad et al, 2004;Block et al, 2007;Brimhall et al, 2007;Frich et al, 2014;Lattore and Lumb, 2005;Malloy et al, 2010;Smith, 2015;Stelnick et al, 2008) Explicit competencies or learning objectives not stated (nor location given to find these if they are articulated elsewhere) (Angus, 2009;Awad et al, 2004;Baird et al, 2012;Donnelly, 2015;Edler et al, 2010;Frich et al, 2014;Hunziker et al, 2013;Lattore and Lumb, 2005;Ledgerwood, 2015;Malloy et al, 2010;Moore et al, 2016;Patel et al, 2010;Prather and Jones, 2003;Steinhilber and Estrada, 2015) Competencies and/or program reported are not discipline-or specialty-specific (Baird et al, 2012;Block et al, 2007;Brimhall et al, 2007;Hadley et al, 2010;Moore et al, 2016;Patel et al, 2010;Smith, 2015;Uddin et al, 2008) Leadership learning is not the major goal of learning (Brandon and Mullen, 2013;Brimhall et al, 2007;Hicks et al, 2014;Hunziker et al, 2013;Stergiopolous et al, 2009) Intervention not intended for, or applied to, the whole trainee/resident cohort (i.e. sel...…”

Section: Resultsmentioning

confidence: 99%

Discipline-specific competency-based curricula for leadership learning in medical specialty training

Turner

Chan

McKimm

et al. 2018

LHS

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Purpose Doctors play a central role in leading improvements to healthcare systems. Leadership knowledge and skills are not inherent, however, and need to be learned. General frameworks for medical leadership guide curriculum development in this area. Explicit discipline-linked competency sets and programmes provide context for learning and likely enhance specialty trainees' capability for leadership at all levels. The aim of this review was to summarise the scholarly literature available around medical specialty-specific competency-based curricula for leadership in the post-graduate training space. Design/methodology/approach A systematic literature search method was applied using the Medline, EMBASE and ERIC (education) online databases. Documents were reviewed for a complete match to the research question. Partial matches to the study topic were noted for comparison. Findings In this study, 39 articles were retrieved in full text for detailed examination, of which 32 did not comply with the full inclusion criteria. Seven articles defining discipline-linked competencies/curricula specific to medical leadership training were identified. These related to the areas of emergency medicine, general practice, maternal and child health, obstetrics and gynaecology, pathology, radiology and radiation oncology. Leadership interventions were critiqued in relation to key features of their design, development and content, with reference to modern leadership concepts. Practical implications There is limited discipline-specific guidance for the learning and teaching of leadership within medical specialty training programmes. The competency sets identified through this review may aid the development of learning interventions and tools for other medical disciplines. Originality/value The findings of this study provide a baseline for the further development, implementation and evaluation work required to embed leadership learning across all medical specialty training programmes.

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Section: Resultsmentioning

confidence: 99%

Discipline-specific competency-based curricula for leadership learning in medical specialty training

Turner

Chan

McKimm

et al. 2018

LHS

View full text Add to dashboard Cite

show abstract

“…Regardless of the format, in-person attendance is expected to promote an interactive learning format. 16 Based on their skill sets and expertise in specific content areas, medical center faculty members and business faculty members were chosen to lead modules. Business college faculty members are compensated at a fixed rate.…”

Section: Curriculummentioning

confidence: 99%

Leadership for All: An Internal Medicine Residency Leadership Development Program

Moore

Wininger

Martin

2016

Journal of Graduate Medical Education

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“…An LDP program sends a strong message of support to participants and helps establish attitudes that are important to both the individual and the organization (Clarke, 2011). Steinhilber and Estrada (2015) commented that there is a need for leadership development programs to have strong study design, define the target population for the program, and have strong evaluation methods. Through a leadership development program, participants should learn from others, develop role models, consult the work of others in leadership competence development, and be evaluated regularly to increase self-awareness and make changes as necessary (Steinhilber & Estrada, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Human Energy Maximization in a Customized Leadership Program

2017

Glob J Bus Pedagog

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Sustainability and thriving are key terms that are driving how energy sources, such as solar, wind, water, and geothermal, generate survivability in the era of globalization. Rarely are those terms used to define human energy expenditures; however, human energy is the most readily available energy source for it serves as a primary catalyst in the fueling or degrading of the sustainability and survival of all other resources. Additionally, humans live, learn, and earn in spaces where they expend energy by mere existence. Most humans are unaware of the impact their personal energy has on the utility and fortitude of the spaces where they reside (Roberts, 2015).For years, green energy campaigns focused on energy that is extracted, generated, or consumed without significant impact to the health or welfare of the environment. The planet has a natural tendency to regenerate green energy even when pollution occurs, if it does not eradicate the environment itself. Such energy also measures the utility of natural resources and can be applied this can occur with humans. Humans can overcome polluted experiences if the right resources are infused into their experiences, because it regenerates their talents, skills, abilities, hopes, and dreams (Roberts, 2015).The research in this study explored how customization of a leadership development program using an innovative business model, termed the Human Utility Business™ (HUB™), can awaken latent human energy and inspire workers towards consistent high performance (Roberts, 2015). For this research, human energy was measured in the form of productive and/or transformed behaviors, relationship constructs or deconstructs, engaged learning, securing awards and recognition, employment, or leading themselves and other with minimal entropy.Terms like "energy efficiency "and "renewable energy" were accounted as natural resources for sustainability in the HUB™ model to customize curriculum for a leadership development program. Participants were motivated to sustain (energy efficiency) and thrive (renewable energy) in their work performance and work relationships. The HUB™ model is heuristic and built on extensive partnerships and Lean Six Sigma™ methodology that ignited participants' passions and performances. The model is organic in nature and concentrates on the movement of individual energy as it interchanges within groups.The strength of the HUB™ model was in measuring the utility of humans to adapt to diverse and inclusive environments while they become self-aware of how they relate to others at work. The HUB™ model inspired leadership and stewardship, which are core elements of a diverse and inclusive society. The HUB™ curriculum offered opportunities for participants to make informed decisions about their behaviors and purposefully decide on the impact their behaviors have on

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To Lead or Not to Lead? Structure and Content of Leadership Development Programs

Cited by 8 publications

References 12 publications

Discipline-specific competency-based curricula for leadership learning in medical specialty training

Discipline-specific competency-based curricula for leadership learning in medical specialty training

Leadership for All: An Internal Medicine Residency Leadership Development Program

Human Energy Maximization in a Customized Leadership Program

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