1	Effective Leadership for Faculty Productivity and Career Success IAMSE Webcast Audio Seminar Patricia S. O’Sullivan patricia.osullivan@ucsf.edu March 27^th, 2007
2	Haiku Not a dragonfly; remove its wings ~ pepper tree. But a pepper tree; add wings to it ~ dragonfly The world depends on which way this unfolds.
3	What I hope you leave with Leaders can Create an environment encouraging educational scholarship Encourage productivity in multiple roles Create opportunities for our faculty Guide our faculty to develop strategic plans
4	Creating a Community of Educators UCSF Story Kotter Eight Leadership Steps Academy of Medical Educators
5	Kotter Leadership Steps Create a sense of urgency Create a guiding coalition Develop a vision and strategy Communicate the vision for change Empower broad based action Generate short term wins Consolidate gains and produce more change Anchor new approaches in the institution
6	How do educators add value to an institution? Teacher Curriculum developer Implementer of assessments Advisor/mentor Administrator http://www.aamc.org/members/facultydev/facultyvitae/spring06/spotlight.htm
7	How can I show productivity for academic advancement? Describe type and frequency of activities Provide evidence of quality Engage in the academic community Do roles in a scholarly way Undertake educational scholarship
8	How do I create opportunities for my faculty Assume that faculty are internally motivated Find administrative opportunities Find time for research Help identify a network Help find a mentor
9	What do leaders in medical schools do well? Strong culture toward productivity Exposure to strong role models
10	What do leaders need to work on? Attend to person-environment interactions Address dual careers Make sure that they have research training Set up for early successes Advocate collaborating
11	Additional suggestions Multiple role planning Provide bridges to resources for personal services Communicate to reinforce self-efficacy Demonstrate effective team building skills Address anxiety about career Award accomplishments and provide recognitions
12	Self-directed Learning Plans Long and short-term goals Establish objectives and benchmarks Identify reasonable activities to achieve objectives with a timeframe that is conducive to multiple roles and responsibilities.
13	4Ts Theme Team Tasks Target
14	Themes come from finding a good problem Can be found in what you do everyday From the literature that relates to what you do everyday What is being funded
15	Formulate a Research Team Consider educators, health service researchers, colleagues from other departments with similar interests Include a learner Identify a team leader
16	How to keep the team working Regular meetings Minutes Simple workplan
17	Tasks Develop a list of what needs to be done to achieve the goal set in the theme Attach timeline and responsibilities Make sure to check the literature Make sure methods are sound for whatever project you are reporting Write abstracts
18	Targets Present ideas locally Committees Weekly scholarship conference Local Education Day Regional/National meetings Have abstracts critiqued
19	Targets (continued) Manuscripts Outline Co-write Follow author notes Send to a review panel
20	Targets (continued) Products Peer review outlets MedEdPortal (www.aamc.org/mededportal) HEAL (www.healcentral.org)
21	4T worksheet
22	How have leaders done? Glassick Clear goals Adequate preparation Appropriate methods Significant results Effective presentation Reflective critique
23	What else can I do to help my faculty be productive? Opportunities outside of own institution
24	Have I helped my faculty be productive? Create new opportunities For critique For resources Link people Develop strategic plans
25	"Thank you very much for..." Thank you very much for your attention
26	References Bland, CJ et al. Leadership behaviors for successful university-community collaborations to change curricula. Acad Med. 1999;74:1227-1237. Bland CJ et al. Curricular change in medical schools: How to succeed. Acad Med 2000;75:575-594. Bland CJ et al A theoretical, practical, predictive model of faculty and department research productivity. Acad Med 2005;80:225-237.
27	References (Continued) Bakken LL, Byars-Winston A, Wang M. Viewing clinical research career development through the lens of social cognitive career theory. Adv. Hlth Sci Ed 2006;11:91-110. Boyer EL. Scholarship reconsidered: priorities of the professoriate. Princeton, NJ: Princeton University Press, 1990. Fincher RM et al. Scholarship in teaching: an imperative for the 21^st century. Acad Med. 2000;75:887-894. Glassick CE, Huber MT, Maeroff GI. Scholarship assessed: Evaluation of the professoriate. San Francisco: Jossey-Bass, 1997.
28	References (continued) Irby DM et al. The academy movement: A structural approach to reinvigorate the educational mission. Acad Med 2004;79: 729-736. Kotter JP. Leading Change. Boston: Harvard Business School Press, 1996. Loeser H et al. Leadership lessons from curricular change at UCSF. Acad Med.