Leadership in Health Services

Gender differences in professional development of healthcare managers : Table of Contents

Gulcin Gumus, Nancy Borkowski, Gloria J. Deckard, Karen J. Martel — Sat Oct 17 08:00:42 BST 2009

Abstract:
Purpose – As a profession, healthcare management values commitment to lifelong learning and continuous professional development. Individual participation, however, is voluntary and healthcare managers choose to participate based in part on perceptions of organizational support (rewards, promotion and recognition) as well as on individual values. As women are narrowing the career attainment gap, participation in development activities may play a critical role. This paper aims to present a pilot study which assesses the differences in male and female healthcare managers' participation in professional development activities and perceived organizational support. Design/methodology/approach – An exploratory survey was emailed to current and past members of three professional associations who share similar missions “to provide educational and networking opportunities” for their members in the southern region of Florida. Findings – The findings suggest that women healthcare managers are less likely to pursue professional development activities than their male counterparts even when the outcome (i.e. obtaining professional certification) is associated with career advancement and salary increases. Furthermore, men are more likely than women to attend multiple continuing education programs when paying out of pocket. Research limitations/implications – This pilot study is one of the first attempts to account for the factors that explain gender differences in pursuing personal development activities. Rather than conclusive judgments, it provides directions for further research. Practical implications – As professional and leadership competencies become more ingrained in the industry, women may need to recognize and commit to development activities associated with healthcare leadership and management. Originality/value – Competencies gained through professional development activities may impact career attainment.

Transformations in Canadian health systems leadership: an analytical perspective : Table of Contents

Graham Dickson — Sat Oct 17 08:00:42 BST 2009

Abstract:
Purpose – The purpose of this paper is to articulate the shifts in the theoretical conceptualization of, and the practice of leadership in health care in Canada that are happening as a response to challenges of system transformation; and the implications of those shifts for individual leaders, for health services delivery, for research into health system leadership, and for leadership development approaches in university and health agencies. Design/methodology/approach – The paper begins with an analysis of the historical, contemporary, and futuristic context that shapes the conceptualization and practice of leadership now and into the future. The context consists of two parts. First, the need for leadership in health systems in Canada will be established. Second, a conceptual and practical exploration of leadership in health care, beginning with a review of the literature and moving on to exploration of two key projects pertaining to health leadership and health leadership development in Canada, commissioned by senior leaders in health care, will be analyzed for their contribution to defining leadership. Findings – The findings outline key shifts in leadership that must take place to respond to changes in the national health environment and be pro-active in shaping it. A typology of those shifts in order to show the constituent elements framing the evolution of leadership is outlined. Research limitations/implications – Further research on different models and approaches to leadership being promulgated in Canada, their impact on health system capacity building for change, and on new models of education for leaders, is needed. Practical implications – As the speed of change in health service delivery grows, the form of leadership required to steward it in a productive fashion changes. As a lag grows between “old” models of leadership and “new” models, leaders themselves experience frustration at their ability to be effective in creating system change. This has implications for our expectations of, and ability to practice leadership; and for our developmental approaches to developing leadership. Originality/value – The paper helps to explain what kind of leadership is required to truly transform health systems on a national scale. It also contributes to the international dialogue around health systems transformation, capacity building, and improving health service delivery.

Global health partnerships: leadership development for a purpose : Table of Contents

Sat Oct 17 08:00:42 BST 2009

Abstract:
Purpose – The purpose of this paper is to describe a novel approach to leadership development for UK healthcare workers, while contributing to health service improvement in a developing country. Design/methodology/approach – A quality improvement faculty are used to teach and mentor National Health Service (NHS) International Development Clinical Fellows in quality improvement (QI) methods. Using accepted QI methods, sensitive and practical improvement projects are selected in partnership with local people in Cambodia in order to start achieving United Nations Millennium Development Goals related to child and maternal health. Simultaneously, NHS International Fellows gain an unparalleled opportunity to develop their leadership skills, which should benefit the NHS on their return to the UK. Findings – Healthcare quality improvement methods, developed in First World countries, are transferable to the developing world and also function as a vehicle for developing leadership skills in experienced healthcare workers. Practical implications – This leadership development programme fits with the stated aims of the Global Health Partnerships report, which encourages the NHS to play a global role in healthcare development in the developing world. Other First World healthcare systems could adopt this leadership development method to both improve the leadership capability of their own staff while also making a significant contribution to less well-developed healthcare systems. Originality/value – The combination of leadership development through quality improvement is novel – promising to benefit both providers and recipients.

Learning together: a cohort approach to organizational leadership development : Table of Contents

Janice Sharlow, Paula Langenhoff, Aslam Bhatti, Jude Spiers, Greta Cummings — Sat Oct 17 08:00:42 BST 2009

Abstract:
Purpose – The purpose of this paper is to illustrate the formation of the Leadership Development Initiative (LDI) and to demonstrate how the program was collaboratively tailored to meet the organizational and developmental needs of leaders in the organization, using a learning cohort approach for implementation. Design/methodology/approach – This paper describes how the LDI was designed, implemented, and assessed through its various stages of formation. Beginning with theory, a learning cohort approach was envisioned to not only bridge organizational departments by bringing leaders from all divisions to learn together, but would also be more sustainable in the long term. A participatory action research study was used to enhance program development and to ultimately explore the effectiveness of the LDI. Findings – The LDI was critical to developing leadership and management competencies/skills, organizational networking, relationship building, and fostering a philosophy of leadership as collaborative visionary practice toward a common goal. Research limitations/implications – The conceptual framework of the LDI using a learning cohort approach may provide an approach for further development of leadership programs in other healthcare organizations. Practical implications – The LDI demonstrated how internally developed leadership programs can be an effective approach, with evaluation and application of research findings to continually improve and enhance the program, when resources are limited but the desire to learn is not. Originality/value – The LDI program is a peer based, cohort approach established through a conceptual framework based on advanced leadership theories and practices.