1	A Practical Approach to Build Leadership Effectiveness Jeffrey Morzinski, PhD, Associate Professor Dept of Family and Community Medicine Medical College of Wisconsin IAMSE, March 13, 2007
2	Why a Practical Approach? Challenges in academic health sciences High complexity & uncertainty Risks to schools / organizations Risks to faculty Dissatisfaction, lost opportunities, unfulfilled careers
3	Response to Challenges “If you can’t ride two horses at the same time you shouldn’t be in the circus” - unknown “Nothing will happen without leadership. From someone -- or someplace -- energy needs to be created, released, channeled, or mobilized to get the ball rolling in the right direction“ – Terrance Deal
4	Objectives Participants Will Be Able To: List the four parts of a tested framework for diagnosing gaps and implementing leadership actions Apply the framework to a case example, using a detailed worksheet Describe an organizing template to promote future leader development Discuss lessons from the field and share resources with other participants.
5	Presenter’s Background Leadership Roles /Pursuits Director, Graduate Seminar Leadership in Academic Health Centers, MCW School of Population Health (8 yrs) Director, Prof Development Division, Dept of Family & Community Medicine (5 yrs) Chair, MCW Faculty Career Development Committee & Mentoring Subcommittee (3 yrs) Past-Chair, International Society of Teachers of Family Medicine Group on Faculty Dev. PI / co-PI on several grant and project committees: evaluation & leader formation
6	Theories to Explain Problems in Groups / Academe Unrealistic expectations Bad luck Poorly motivated staff Not enough $$, not enough time Ineffective leadership Other... Problem with most theories _______.
7	Reframing Organizations* Frames = Perspectives A four-frame model for assessing organizations and implementing change, small or large scale Leads to systematic thinking and improved administrative performance * Bolman LG, Deal TE (1997). Reframing Organizations: Artistry, Choice and Leadership. Jossey-Bass: San Francisco.
8	Four Organizational Frames
9	Why Multiple Frames? Organizational problems are complex and require complex solutions. Multiple frames illuminate options for thinking and acting. Frames can be a “powerful antidote to self-entrapment” by a single theory or a fixed perspective
10	1. Structural Frame Emphasis on rationality and formal arrangements Specialization and division of labor are key tenets Lateral / vertical lines of communication are monitored and maintained Problems are remedied by restructuring Metaphor: _____________
11	2. Human Resources Frame Emphasis on hiring right and rewarding well Must meet workers needs for development and growth Build mutual trust through sustained commitment / mutual ownership Problems resolved by assessment + training Metaphor: _____________
12	3. Political Frame Emphasis: competition for scarce resources Special interest groups have enduring differences in values and perceptions Coalitions align groups to compete effectively Problems resolved by power / political influence Metaphor: ____________
13	4. Symbolic Frame Emphasis on unique histories and meaning Rituals & ceremonies lift spirits & reinforce values Metaphor, humor, play foster creativity Specialized language / stories build cohesion and commitment Problems resolved by aligning purpose with history & values Metaphor: ______________
14	The Four Frames Are... “…windows on the world and lenses to bring the world into focus” …tools. The right one helps make the job easier: interpreting organizational processes implementing organizational revisions
15	Case Improving a Psychobiology Course* You were asked by your chair to become “course director” and revitalize this integrated course for 1^st year medical students. This required, semester-long course includes 4-6 hours of lecture / wk (70 yrs total), 22 hrs lab and 12 exam hours. There are 26 total faculty with teaching roles. Course concerns: Low student evaluations (e.g., past 3 years “strongly agree” ratings on “clear and organized” have dropped: 70% to 40% to 10%). USMLE scores are below average. Clinical chairs report “basic knowledge” is inadequate. You are an assistant professor, on the faculty four years, and have taught in this course each of the past four years You are enthusiastic about this course and this new assignment. Your chair wants to meet in one week to discuss your initial plan. The next course begins in eight months. * Fictional course at a fictional school
16	What Will You Do? You care about this course and want to be prepared to meet with your chair. Using each of the four frames, what assessment & tentative planning steps should you consider for improving this M-1 course?
17	Improve Psychobiology Course
18	Improve Psychobiology Course
19	Improve Psychobiology Course
20	Other Examples: Use of “Frames” in Med Ed Explain a cultural change across a medical school (educator’s portfolio now recognized by R&T) Build a collaborative “preventive health care” curriculum across multiple teaching sites Implement a new electronic medical record at an outpatient clinic Improve attendance at journal club Implement a course evaluation system for MCW graduate school
21	Transition Aiming at HR Development
22	Your Development As a Leader in Medical Education
23	Skills to Lead Personal Management
24	Skills to Lead Small / Mid-size Groups
25	Skills to Lead Organizational Wisdom
26	Skills to Lead Advancing in Academic Med
27	Lessons from the Field Four Mistakes to Avoid Be the strong, silent type Believe you must act on all problems Be goal-less Wait to lead until you’re sure you’re ready
28	Your Discussion Questions . . .
29	Conclusions Leaders must grow and be flexible: Four-frames model Micro, mid, macro levels Frames help assess, plan and change When stuck – change frames, talk it over with colleague / mentor Avoid common mistakes Review references for further study.
30	References Bland CJ, Schmitz CC, Stritter FT, Henry RC, Aluise JJ. Successful Faculty in Academic Medicine: Essential skills and how to acquire them. Springer. 1990. Bolman LG, Deal TE. Reframing Organizations: Artistry, Choice and Leadership. Jossey-Bass. 1997 Daloz LA. Effective Teaching and Mentoring: Realizing the transformational power of adult learning experiences. Jossey-Bass. 1986. Manning G, Curtis K. The Art of Leadership. McGraw-Hill. 2003. Morzinski JA. Mentors, colleagues and successful health science faculty: Lessons from the field. Journal of Veterinary Medical Education,2005;32(1):5-11. Morzinski JA, Weldelberger-Marcdante K. Building administrative skills: A framework for junior faculty. Academic Medicine, 1999; 74(5): 142. Patterson K, Grenny J, McMillan R, Switzler A. Crucial Conversations: Tools for talking when stakes are high. McGraw-Hill. 2002. Website: vitalsmarts.com Tropman JE. Making Meetings Work: Achieving high quality group decisions. Sage. 1996. Zachary LJ. Creating a Mentoring Culture: The Organization’s Guide. Jossey-Bass. 2005. Write to me / email for more info on this presentation or the Grad Seminar on Leadership: jmorzins@mcw.edu