Hastings Natalie B, Centore Linda S, Gansky Stuart A, Finzen Frederick C, White Joel M, Wong Eric, Marshall Grayson W, Chung Lisa, Kalenderian Elsbeth
Division of Clinical General Dentistry, Department of Preventive and Restorative Dental Sciences, University of California, San Francisco (UCSF) School of Dentistry, San Francisco, CA, USA.
Division of Behavioral Sciences … Community Dental Education, Department of Preventive and Restorative Dental Sciences, University of California, San Francisco (UCSF) School of Dentistry, San Francisco, CA, USA.
J Healthc Leadersh. 2018 Mar 23;10:1-9. doi: 10.2147/JHL.S150493. eCollection 2017.
We report on an accelerated and effective way of assimilating a new leader into a team at a large academic dental school department.
At University of California, San Francisco (UCSF), a new Chair was recruited through a national search to lead its largest department in the School of Dentistry. Two months after arrival, the new Chair embarked on a process of leadership assimilation among her executive team, facilitated by a professional consultant. Within four weeks, team members participated in one-on-one interviews with the professional facilitator consultant and then completed the leadership assimilation questionnaire and returned it electronically to the facilitator. The facilitator then summarized all answers into themes and met with the team members without the Chair to debrief. Thereafter, the facilitator met with the Chair to discuss the major themes. Next, the Chair met with the team members in a facilitated session to discuss the results and negotiate a path forward.
Approximately half of the feedback described the "how" of leadership: comments on communication, building relationships, building trust, and understanding UCSF history. The remaining half described the "what": comments on vision, strategy, and operations. Team members indicated that the first debriefing session was helpful to alleviate initial anxiety and to start building team spirit. The session with the Chair was perceived as open and fruitful in which team members were able to express their concerns and hopes for the Department, while the Chair showed commitment to the team and the communication process.
Leader assimilation allows teams to share their expectations and anxieties with the new leader early in the relationship in an open way, before new habits and beliefs are formed. Conversely, for the leader, it effectively and efficiently allows a window into the team members' thinking at a critical time period when otherwise first impressions occur. With a safe space created for open communication, the process allowed siloed individual division leaders to move toward a cohesive group while at the same time solidifying a commitment to the success of the new leader.
我们报告了一种在大型学术性牙科学院部门中，使新领导者快速融入团队的有效方法。
在加利福尼亚大学旧金山分校（UCSF），通过全国范围内的招聘选拔出一位新院长来领导牙科学院最大的部门。新院长到任两个月后，在一位专业顾问的协助下，在其管理团队中开展了领导融入过程。在四周内，团队成员与专业协调顾问进行一对一访谈，然后完成领导融入调查问卷并以电子方式返回给协调顾问。协调顾问随后将所有答案归纳为主题，并在没有院长在场的情况下与团队成员进行汇报总结。此后，协调顾问与院长会面讨论主要主题。接下来，院长在一次有协调人协助的会议上与团队成员会面，讨论结果并商定前进的方向。
大约一半的反馈描述了领导方式：关于沟通、建立关系、建立信任以及了解UCSF历史的评论。其余一半描述了事项目标：关于愿景、战略和运营的评论。团队成员表示，第一次汇报总结会议有助于缓解最初的焦虑并开始建立团队精神。与院长的会议被认为是开放且富有成效的，团队成员能够表达他们对该部门的担忧和期望，而院长则表现出对团队和沟通进程的承诺。
领导者融入使团队能够在新习惯和信念形成之前，尽早以开放的方式与新领导者分享他们的期望和焦虑。相反地，对于领导者而言，在形成第一印象的关键时期，这能有效地让其深入了解团队成员的想法。通过创建一个开放沟通的安全空间，这个过程使各自为政的部门领导走向一个有凝聚力的团队，同时巩固了对新领导者成功的承诺。
