CHRISTINE B. CAPITAN, MBA

Transcription

1 CHRISTINE B. CAPITAN, MBA DIVISION ADMINISTRATOR DIVISION OF DIAGNOSTIC IMAGING With Contributions from Janis Apted, MLS Associate Vice President, Faculty Development

2 FACULTY DEVELOPMENT Junior Faculty Development Program Mentoring Day Classroom of the 21 st Century Organizing and Time Management Faculty Health Heart of Leadership Managing Others Faculty Leadership Academy

3 LEADERSHIP DEVELOPMENT Faculty leadership development consists of a 3 tiered program that was launched in 2002 Faculty Leadership Academy Managing Others Junior Heart of Leadership

4 LEADERSHIP PROGRAM Original purpose of the faculty leadership development program was to: Help leaders reach their department, division and team goals by expanding their ability to be effective Prepare faculty leaders for rapid changes in academic health care environment Increase their confidence and comfort as leaders

5 FACULTY LEADERSHIP ACADEMY The Faculty Leadership Academy ( FLA ) a full year long leadership development program consisting of 60 hours of curriculum for chairs and other faculty leaders by invitation of the President and Provost FLA Graduate Seminars are held twice a year for faculty who have completed the full academy

6 FLA PROGRAM DESIGN Designed to be a skill building program, not a mini MBA Emphasizes self awareness, emotional intelligence, developing and leading teams, managing high performing individuals, mentoring and coaching, and other skills needed to lead in a complex, multibillion dollar academic medical center Over 180 faculty have graduated from the full FLA

7 FLA COURSE CONTENT LEADER AS A COACH LEADING TEAMS ORGANIZATIONAL/INDIVIDUAL CHANGE CHALLENGE THE PROCESS INSPIRE A SHARED VISION ENABLE OTHERS TO ACT LEVERAGING YOUR INFLUENCE MODEL THE WAY ENCOURAGE THE HEART DIVERSITY

8 MANAGING OTHERS Managing Others a one day program for mid career faculty who have extensive responsibility for managing people

9 JUNIOR HEART OF LEADERSHIP Junior Heart of Leadership a two day condensed version of the FLA for faculty who are in the early stages of their careers 228 assistant and associate faculty have participated

10 RESULTS 68% of current chairs or chairs ad interim (n=59) have participated in the FLA 180 faculty have participated 95% of graduates said they have recommended the FLA to others, 86% said it was worth their time 100% of chairs responding to an inquiry said they have or would recommend the FLA to others Attrition rate from the program is 2% Cost per individual is about $9,000

11 IMPACT Chairs have taken what they have learned in the Faculty Leadership Academy into their departments and teams. 26 team alignments (team development initiatives) have been completed across the institution.

12 MEASUREMENT CHALLENGE The challenge to measuring the effectiveness of leadership training and development is that the values and traits associated with effective leadership are the soft and hard to measure traits such as: Integrity Respect Inspiration

13 MEASUREMENT CHALLENGE Further, the more visible or objective measures of leadership such as seizing opportunities and getting results are not necessarily demonstrative of an effective leader, as a leader could take opportunities or get results without showing any integrity, respect or inspiring anyone. Souba, W. W & Day, D. V. (2006) Leadership values in academic medicine. Academic Medicine 81:

14 SUPPORTIVE PROGRAM Faculty leadership development is supported by an Administrative Leadership Program designed around the same curriculum and delivered by the same leadership development consultants. This is helping to embed leadership development into the entire organization.

15 CLINICAL SAFETY & EFFECTIVENESS Program designed to educate physicians and senior leaders in quality improvement knowledge, language, and tools Aim is to integrate quality and safety concepts into the way we do everyday work Enhance organizational knowledge through disseminated successful practices Intent is to engage clinical leadership positions in improvement initiatives aligned with organizational strategic goals

16 CLINICAL SAFETY & EFFECTIVENESS Practical in depth course for leaders engaged in the management of clinical and non clinical processes Participants complete 64 hours over five months Six books, 10 articles, lectures, classroom Healthcare quality, change, variation, teams Standards & measurement, cause & effect, statistical process control, outcome measurement Over 100 graduates Conduct data driven clinical practice improvement projects Use quality improvement methods Implement quality improvement projects

17 FACULTY COMMENTS I stopped micromanaging my team, focused on enabling team members to act and practiced active listening skills to improve communication within group. The program helped me see a broader picture of others needs. It made me realize that not everyone shared my views and goals. I now seek input from others...and deal with some control issues that I had as well I do think our clinical care is getting better and better. Team members are much more open in their interchanges, more sharing of innovative ideas are going on. the networking and relationships developed has led to some research collaborations and clinical relationships that have solved problems.