Williams Whitney E, Baker Michaella K, Denton Laura, Andreski Patricia, Jacobs Sonya R, Wooten Lynn Perry, Singer Kanakadurga
Office of Faculty Development, University of Michigan Medical School, Ann Arbor, MI, USA.
School of Social Work, University of Michigan, Ann Arbor, MI, USA.
J Healthc Leadersh. 2025 Aug 5;17:355-364. doi: 10.2147/JHL.S490623. eCollection 2025.
Despite achieving gender parity among medical and graduate students, women remain underrepresented in academic medical center leadership. This highlights a need for inclusive leadership development programs which impact both individuals and the organization. In response, we developed and evaluated a novel, comprehensive, and collaborative training designed for both mid-career to senior faculty and administrative leaders which addresses leader development and institutional culture.
A novel 18-month program for faculty and administrative leaders which includes 14 days of immersive workshops, a 360° assessment, personalized executive coaching, and an institutional group project was implemented and evaluated. Pre- and post-program assessments were analyzed using factor analysis to create seven composite scales defining various aspects of leadership competencies. Analysis of survey data used a -test to determine significantly different scores pre- and post-test for each composite measure.
Participants in this intensive program reported increased agreement with skill development across all competencies except for personal growth, where there was no statistically significant increase, and increased expectations about the program's ability to enhance recognition, visibility, and opportunities to impress institutional leadership. Over 80% of participants in a five-year follow-up survey found the program beneficial for leadership development, and half of the participants felt the program influenced their decision to stay at their institution long-term. Ninety-four percent of faculty received promotions or new leadership roles within eight years.
Determining the impact of leadership programming is difficult but institutional immersive leadership programs have demonstrated significant impact through the advancement of core leadership competencies, faculty and administrative staff promotion, and long-lasting collaborations across the academic medical center. Future comparative studies are needed to look across institutions to determine which elements of the program are most effective.
尽管在医学和研究生中实现了性别平等，但女性在学术医学中心领导层中的代表性仍然不足。这凸显了对包容性领导力发展计划的需求，该计划既能影响个人，也能影响组织。作为回应，我们开发并评估了一项新颖、全面且协作性的培训，该培训面向从职业生涯中期到资深教员以及行政领导，旨在解决领导力发展和机构文化问题。
实施并评估了一项面向教员和行政领导的为期18个月的新颖计划，该计划包括14天的沉浸式工作坊、360度评估、个性化高管辅导以及一个机构团体项目。使用因子分析对项目前后的评估进行分析，以创建七个综合量表，定义领导力能力的各个方面。调查数据分析使用t检验来确定每个综合指标在测试前后的得分是否存在显著差异。
参与这个强化计划的人员报告称，除了个人成长方面（在这方面没有统计学上的显著增长）外，他们在所有能力的技能发展方面的认可度有所提高，并且对该计划增强认可度、知名度以及给机构领导留下深刻印象的机会的期望也有所增加。在一项为期五年的后续调查中，超过80%的参与者认为该计划对领导力发展有益，并且一半的参与者认为该计划影响了他们长期留在所在机构的决定。94%的教员在八年内获得了晋升或担任了新的领导职务。
确定领导力培训计划的影响很困难，但机构沉浸式领导力计划已通过提升核心领导力能力、教员和行政人员晋升以及学术医学中心内持久的合作展现出显著影响。未来需要进行跨机构的比较研究，以确定该计划的哪些要素最为有效。
