A Qualitative Analysis of the ASAM Program: Is it Properly Preparing Our Future Mobility Leaders?

To the Editor: Calls for increased physician leadership are growing in number and strength.1–3 The recent proliferation of leadership curricula in medical schools and residency programs suggests that educators are beginning to believe that focused leadership development efforts early in medical education could produce more and better-trained physician leaders. Our own experience developing an innovative leadership education and development program in the University of Toronto’s Faculty of Medicine is consistent with study findings at the Mayo Medical School, in which 85% of student leaders felt leadership should be taught in medical school.4 We are convinced that students enter medical school with an interest in leadership and a desire to build their skills. Yet medical curricula have been slow to develop frameworks in support of these interests. To harness this enthusiasm, medical schools must actively strive to facilitate leadership education. Toward this end, we offer five evidence-based suggestions: Leadership development programs should be student focused and flexible, encourage formal mentorship, expose students to disciplines outside of medicine, be rigorously evaluated, and engage accreditation agencies to measure and promote leadership development. Two meta-analyses, covering studies from 1951 to 2001, demonstrated that leadership development programs can be effective across many disciplines, particularly when they are tailored to the needs of the trainee and reflect the objectives of the organization.5,6 These formalized approaches, which mix lessons in theory with practical experiences, should be used to help medical students realize their leadership potential. Amol A. Verma, MD, MPhil Resident in internal medicine, University of Toronto Faculty of Medicine, Toronto, Ontario, Canada; [email protected] Jordan D. Bohnen, MD, MBA Resident in general surgery, Massachusetts General Hospital, Boston, Massachusetts.

From the *Department of Anesthesiology and Critical Care, University of Pennsylvania, Perelman School of Medicine, Philadelphia, Pennsylvania †Penn Center for Perioperative Outcomes, Research and Transformation, Philadelphia, Pennsylvania ‡Leonard Davis Institute of Health Economics, Philadelphia, Pennsylvania. Accepted for publication August 10, 2022. Conflicts of Interest: See Disclosures at the end of the article. The content is solely the responsibility of the authors and does not necessarily represent the official views of the Agency for Healthcare Research and Quality. Address correspondence to Emily A. Vail, MD, MSc, 333 Blockley Hall, 423 Guardian Dr, Philadelphia, PA 19104. Address e-mail to [email protected].

Health care organizations are increasingly embracing leadership development programs. These programs include a variety of specific activities, such as formally structured leadership development, as well as mentoring, personal development and coaching, 360-degree feedback, and job enlargement, in order to increase the leadership skills of managers and high-potential staff. However, there is a lack of information on how early careerists in health care management view these programs and the degree to which they participate. This article reports on a study undertaken to determine how early careerists working in health care organizations view leadership development programs and their participation in such programs offered by their employers. Study findings are based on a survey of 126 early careerists who are graduates of an undergraduate health services administration program. We found varying levels of interest and participation in specific leadership development activities. In addition, we found that respondents with graduate degrees and those with higher compensation were more likely to participate in selected leadership development program activities. Implications of study findings for health care organizations and early careerists in the offering of, and participation in, leadership development programs are discussed.

As leadership development becomes prevalent around the world, it is critical to understand the expectations and needs of participants attending leadership development programs and whether cross-country differences exist in those needs. This study examines the leadership challenges faced by 763 participants of leadership development programs from seven different countries (China/Hong Kong, Egypt, India, Singapore, Spain, the United Kingdom, and the United States) and evaluates how important they perceive certain leadership competencies are to success in their respective organization. Qualitative data reveal that the challenges leaders face are relatively similar across countries, although small variations exist. Developing Managerial Effectiveness, Inspiring Others, Developing Employees, Leading a Team, Guiding Change, and Managing Internal Stakeholders and Politics were challenges that ranked consistently among the top challenges in each country. Quantitative data from the same sample showed that the leadership competencies of Leading Employees, Resourcefulness, and Change Management were consistently seen as being important to success in managers’ organizations in all countries. Teaching managers to overcome the aforementioned challenges, and enhancing the previously mentioned competencies, is likely to contribute to the effectiveness of leadership development programs and initiatives independently of the country in which the manager resides. Both qualitative and quantitative data suggest cultural convergence when it comes to the needs of participants in leadership development programs around the world. Implications of findings for participant-focused leadership development and practical executive education are discussed.

This cross-sectional, mixed-methods study explored new and aspiring chief nursing officers' (CNOs) perceived leadership effectiveness after attending an executive leadership development program. CNOs deal with complex challenges that require new leadership acumen. Higher CNO turnover and shortened tenure (2-7 years) indicate the need for specific, early programmatic leadership development to meet emerging challenges. An exploratory cross-sectional, mixed-methods approach was used to gain a deeper understanding of the impact, attitudes, challenges, issues, and leadership support of new/aspiring CNOs. Respondents indicated the program positively influenced their leadership development, encouraged them to attain higher leadership roles, and supported them to expand their professional network. Findings demonstrated the effect leadership development programs can have on new/aspiring CNOs and identified an ongoing need for development. Additional research exploring multilevel effects is needed to convey the return on investment for executive nursing leadership development programs.

Training in the United States is expensive for organizations in both the public and private sectors. Therefore, two questions arise: is the transfer of training to the workplace occurring, and does time make a difference after completing training? One key component of leadership training is taking initiative. This study seeks to determine if completion of a leadership development program impacts participants’ personal initiative. Two leadership development programs were included in this study, both requiring over 180 hours of training. In both programs, a 360 assessment was given at the beginning of the training. The 360 is a proprietary assessment from a major research university and measures 23 public sector competencies. Three questions on the assessment measure personal initiative. As a follow-up, participants were given these three personal initiative questions after completing the programs. Researchers included participants who completed the leadership development program from one to five years prior. As a result of one-way ANOVA analysis, no statistically significant difference was found on personal initiative for participants after completing a leadership program. Results may be attributed to participants having a high level of initiative, or initiative may not be specifically taught in the leadership development programs. The research is important as informs how training is transferred to the workplace.

Purpose: The aim of the study was to analyze the impact of leadership development programs on managerial effectiveness in Indonesia. Methodology: This study adopted a desk methodology A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Leadership development programs in Indonesia have significantly enhanced managerial effectiveness by equipping managers with essential skills and competencies. These programs have led to improved decision-making, better team management, and increased employee engagement, contributing to overall organizational performance. Managers who have undergone leadership development are more adept at strategic planning and navigating complex business challenges. Furthermore, these programs have fostered a culture of continuous learning and innovation within organizations. Unique Contribution to Theory, Practice and Policy: Transformational leadership theory, human capital theory & social learning theory may be used to anchor future studies on impact of leadership development programs on managerial effectiveness in Indonesia. Organizations should design and implement leadership development programs that are tailored to the specific needs and challenges faced by their managers. Organizations should establish policies that support the implementation and sustainability of effective leadership development programs.

The objective was to research and develop a novel curriculum on administrative leadership development within the discipline of emergency medicine (EM) with the goal of establishing and implementing it through the world's EM professional organizations. From 2016 to 2018 an assessment of different administrative and leadership programs was performed by researching and reviewing previously outlined curricula. Using the data from this assessment, a questionnaire was developed, that was subsequently sent to members of the International Federation for Emergency Medicine's (IFEM) listserv. A total of 377 people from 38 different countries participated in the survey. The majority of respondents identified themselves as EM specialists (81%, 306/377), while others identified themselves as EM resident physicians (9.5%, 36/377) and non-EM specialist physicians (4.5%, 17/377). A large majority of respondents articulated that there was a paucity of developed curricula focusing on leadership, administrative, and management principles within their institution, training program, or professional organization. Across all topic areas, fewer than 30% of polled individuals indicated that they had formal education related to individual and programmatic leadership development, change management, assessment methodology, negotiation skills, financial analysis, media relations, and health care policy. Quality improvement (QI) was the only curricular element that a majority of respondents had integrated into their clinical practice (61%). Qualitative data analysis of the narrative comments was performed with further evaluation of thematic components. The results of this study further support the findings that the majority of EM providers queried do not have a longitudinal curriculum that fosters administrative and leadership development nor advocate for its importance in relation to the quality of care. Given this gap, we propose that medical education at all levels-medical schools, EM resident/specialty training programs, and professional organizations-should consider creating administrative and leadership development programs. Additionally, development of any curriculum should require a global understanding of health care systems and awareness of the unique contexts of a given location and its available resources.

Increased awareness of the crucial role of leadership as a competitive advantage for organisations (McCall, 1998; Petrick, Scherer, Brodzinski, Quinn, & Ainina, 1999) has led to billions spent on leadership development programmes and training (Avolio & Hannah, 2008). However, research reports confusing and contradictory evidence regarding return on investment and developmental outcomes, and a lot of variance has been observed across studies (Avolio, Reichard, Hannah, Walumbwa, & Chan, 2009). The purpose of this thesis is to understand the mechanisms underlying this variability in leadership development. Of the many factors at play in the process, such as programme design and delivery, organisational support, and perceptions of relevance (Mabey, 2002; Day, Harrison, & Halpin, 2009), individual differences and characteristics stand out. One way in which individuals differ is in their Developmental Readiness (DR), a concept recently introduced in the literature that may well explain this variance and which has been proposed to accelerate development (Avolio & Hannah, 2008, 2009). Building on previous work, DR is introduced and conceptualised somewhat differently. In this study, DR is construed of self-awareness, self-regulation, and self-motivation, proposed by Day (2000) to be the backbones of leadership development. DR is suggested to moderate the developmental process. Furthermore, personality dispositions and individual values are proposed to be precursors of DR. The empirical research conducted uses a pre-test post-test quasi-experimental design. Before conducting the study, though, both a measure of Developmental Readiness and a competency profiling measure are tested in two pilot studies. Results do not find evidence of a direct effect of leadership development programmes on development, but do support an interactive effect between DR and leadership development programmes. Personality dispositions Agreeableness, Conscientiousness, and Openness to Experience and value orientations Conservation, Open, and Closed Orientation are found to significantly predict DR. Finally, the theoretical and practical implications of findings are discussed.

The study aimed to determine the mediating effect of personality traits on religiosity and ethical leadership among administrators of Christian institutions in the Philippines. A self-constructed questionnaire was used in gathering the data from 265 administrators of Christian institutions in the Philippines. The study shows that the administrators are highly religious. As to their personality traits they are: highly open to experience; conscientious; extravert; agreeable; and moderately neurotic. As leaders, the administrators are highly ethical. Moreover the following have significant relationship to one another: religiosity and personality; religiosity and ethical leadership; and personality traits and ethical leadership. The predictors of the study are stewardship, prayer, and service. On the other hand, agreeableness, openness to experience, and conscientiousness predict ethical leadership. Furthermore, there is no impact to ethical leadership when gender, age and years of service are considered. But there is an association in ethical leadership and its dimensions between a bachelor’s degree holder and a master’s degree holder. Religiosity has no direct effect on ethical leadership. Personality traits fully mediate the relationship of religiosity and ethical leadership. Leadership development program was developed based on the results of the study.

Reflections on a leadership development program: Impacts on culture in a surgical environment

This article presents the perceptions of approximately 300 experienced New Zealand principals who participated in a pilot leadership development initiative funded by the Ministry of Education. The Experienced Principals Development Programme (EPDP) underwent a rigorous evaluation that included formative (mid-point) and summative (end-point) feedback to participants and providers over an 18-month period. As the literature on leadership development indicates, particular issues arise for those who are experienced in their leadership roles and have progressed beyond early career challenges. To sustain and develop experienced principals, leadership development programmes need to be relevant, personalized and unique. The evaluation methodology used in this study employed a mixed methods approach comprising quantitative and qualitative analysis of two major participant surveys and data collected for three case studies via observation of delivery events and focus group interviews with participants. The findings confirm that the programme was highly relevant for the participants because it was responsive to individual needs and learning styles. A highly effective component was the school-based inquiry project which was viewed as a conduit for personal development and school improvement. Overall, the programme provided opportunities for both personal and professional learning.

This chapter discusses leadership development (LD) of Polish managers during the process of economic transformation since 1989. The first part of the chapter discusses the Polish managers’ leadership capabilities and their characteristic features and behaviours as contrasted with managers from other Central and Eastern European countries (CEE) and from Western European countries. In the second part changes in the approaches to leadership training and development in Poland are analysed. In addition to discussing company-based LD, the second part of the chapter describes the typical features of management and LD programmes at Polish universities. It can be concluded that there was some progress in leadership competence development over the years. LD is based mostly on Western training models; in addition, Polish managers are learning from their Western counterparts while working on global markets and interacting with MNCs operating in Poland.

Social Network Analysis has been posited as a useful technique to determine if leadership development programs are an effective intervention in developing social ties and enhancing connectivity among leaders in an organization. Evaluations can examine the extent to which the leadership development programs create and catalyze peer networks. This study used Social Network Analysis to evaluate the development of a peer leadership network and resulting relationships among leaders participating in a leadership development program. Several predictions were made about the development of participants’ task, career, and social networks, generally predicting enhanced “esprit de corps” with their peer leaders over time. Thirty top executives in local public health were selected to participate in a 12-month national leadership development training program. Peer network development was documented at three time points across the programmatic year at 6-month intervals. The results demonstrated that while leaders’ social networks increased over time, friendship networks increased more slowly than did acquaintance networks. The task-related networks involving interactions to solve problems, and career networks for seeking advice and support increased over time, with task-related and advice-related networks stabilizing by the end of the second workshop. Implications for developing peer leadership networks are discussed. The authors would like to acknowledge the Robert Wood Johnson Foundation and the National Association for County and City Health Officials and for their support of this research.

What role does participation in leadership development programs have on involvement in leadership activities for public librarians? In order to begin to address this issue, participants in the Snowbird Leadership Institute were surveyed regarding their involvement in leadership activities and about their perceptions regarding the impact of the leadership development experience on their careers. While it is difficult to identify a direct relationship between participation in a leadership development program and greater participation in leadership activities, the respondents report increased levels of the types of leadership activity that are described in the literature as important for public libraries.