McDade Sharon A, Richman Rosalyn C, Jackson Gregg B, Morahan Page S
Center for Educational Leadership and Transformation, Department of Educational Leadership, The George Washington University, Washington, DC, USA.
Acad Med. 2004 Apr;79(4):302-9. doi: 10.1097/00001888-200404000-00005.
This study measured the impact of participation by women academics in the Executive Leadership in Academic Medicine (ELAM) program as part of a robust evaluation agenda.
The design is a classic pre/post, within-group, self-report study. The survey elicits self-perception about leadership in ten constructs: knowledge of leadership, management, and organizational theory; environmental scanning; financial management; communication; networking and coalition building; conflict management; general leadership; assessment of strengths and weaknesses; acceptance of leadership demands; and career advancement sophistication. The post surveys inquire additionally about perceived program usefulness. Data were collected from 79 participants (1997-98, 1998-99, and 2000-01 classes). Response rates were nearly 100% (pre) and 69% to 76% (post).
Statistically significant increases (p <.01) in perceived leadership capabilities were identified across all ten leadership constructs. Gains were large in knowledge of leadership and organizational theory, environmental scanning, financial management, and general leadership. Gains in career building knowledge were large to moderate. More modest were gains in communication, networking, and conflict management. There were significant correlations between each leadership construct and perceived usefulness of the program.
Significant improvements were reported on all leadership constructs, even when participants viewed themselves as already skilled. While it cannot be concluded that participation in ELAM directly and solely caused all improvements, it seems unlikely that midcareer women faculty would improve on all ten constructs in 11 months after program completion by natural maturation alone. Future research will investigate whether the changes are due to ELAM or other factors, and assess whether participants show more rapid advancement into leadership than comparable women not participating in ELAM.
本研究作为一项全面评估议程的一部分，衡量了女学者参与学术医学行政领导力（ELAM）项目所产生的影响。
该设计为经典的组内前后自我报告研究。该调查从十个方面引出对领导力的自我认知：领导力知识、管理和组织理论；环境扫描；财务管理；沟通；网络建设与联盟构建；冲突管理；总体领导力；优势与劣势评估；对领导力要求的接受度；以及职业发展成熟度。后续调查还询问了对项目有用性的感知。数据收集自79名参与者（1997 - 98年、1998 - 99年和2000 - 01年班级）。回复率在前期接近100%，后期为69%至76%。
在所有十个领导力方面，均发现感知到的领导能力有统计学上的显著提高（p <.01）。在领导力和组织理论知识、环境扫描、财务管理以及总体领导力方面收获较大。在职业发展知识方面的收获为中等到较大。在沟通、网络建设和冲突管理方面的收获较小。每个领导力方面与项目有用性感知之间均存在显著相关性。
所有领导力方面均报告有显著改善，即使参与者认为自己已经具备相关技能。虽然不能得出参与ELAM直接且唯一导致所有改善的结论，但仅靠自然成熟，处于职业生涯中期的女教师在项目完成后的11个月内不太可能在所有十个方面都得到改善。未来研究将调查这些变化是由于ELAM还是其他因素导致的，并评估参与者是否比未参与ELAM的可比女性在领导力晋升方面进展更快。
