Leading with Intention and Heart in Academic Medicine

Transcript

• 00:03Good morning, good afternoon.
• 00:05So on an administrative note,
• 00:08this is our last grand
• 00:10rounds for the calendar year,
• 00:12but we have a very lively and exciting
• 00:15set of grand rounds for next year.
• 00:17So stay tuned for that.
• 00:18That'll start on January 9th or 7th
• 00:20or 8th or whatever that Tuesday is,
• 00:22with Linda giving us a State
• 00:24of the Department talk.
• 00:28It only took us six months to
• 00:30figure out the new CME text codes.
• 00:32So now they are working and you can
• 00:34see them there, so you can retrieve
• 00:38your credit by punching that number.
• 00:42And today we're very happy to
• 00:44welcome one of our, I guess,
• 00:46newest, oldest, oldest, newest,
• 00:48newest faculty members Oldest, newest.
• 00:52Because Darren has had a a really
• 00:55interesting back and forth and
• 00:58across and going in all sorts of
• 01:01interesting novel directions,
• 01:02which of course is what research
• 01:04and academic activities and
• 01:05academic freedom are all about.
• 01:07And she has done a a great job at that.
• 01:09So Darren trained in places
• 01:13unmentionable up north.
• 01:15And then we were lucky to get her
• 01:18here for her Graduate School in
• 01:20psychology and something that I
• 01:22actually haven't hadn't heard.
• 01:23I don't know if there are other such folks.
• 01:25But while training in psychology and
• 01:28being very interested in attachment
• 01:30and issues related to childhood,
• 01:32Darren found as her research
• 01:33mentor the good doctor Linda Mays,
• 01:36who is walking right in so.
• 01:41So Darren was in psychology while her
• 01:43mentor Linda was here in the department.
• 01:46I think that speaks a little bit or a
• 01:48lot to Darren's unique abilities and style.
• 01:52What Darren is going to be talking
• 01:55to us about.
• 01:56I can't wait, by the way,
• 01:57because to hear what you're going to
• 01:59talk because as we were chatting,
• 02:00it sounds like you're going to embed
• 02:02it in your personal development story.
• 02:04And and I think that we're
• 02:06storytelling animals,
• 02:07there's nothing like a good story.
• 02:10So we look forward to that.
• 02:12And not just a story,
• 02:13but a story that will tell us
• 02:15all about leadership,
• 02:16leadership in academic medicine.
• 02:18These are stories that are not just stories.
• 02:20These are stories that Darren is putting
• 02:23to use through various departments
• 02:25in the medical school and programs
• 02:27across departments of the medical school.
• 02:29So we're very lucky to have
• 02:31you and Darren Khanna.
• 02:39Hi, everybody. Can you hear me OK?
• 02:42Yeah, thank you for that.
• 02:43Very nice introduction. OK.
• 02:46So what I'm going to be speaking
• 02:49about today is leading with intention
• 02:51and heart in academic medicine.
• 02:53And I'll clarify what that means
• 02:56as we go along and I'll give you
• 02:59a road map in a second for where
• 03:01where the talk is going to go.
• 03:02But first, I would just like to dedicate
• 03:05the talk to the memory of Mirage Desai,
• 03:07who was a faculty member in psychiatry.
• 03:10He was a colleague for whom I had
• 03:12tremendous respect and was doing really
• 03:14wonderful work along social justice lines.
• 03:17And we recently lost him.
• 03:18So I just wanted to, you know,
• 03:21bring him into the space also.
• 03:24OK.
• 03:25So I'm going to 1st talk a little
• 03:28bit about the sort of leadership
• 03:30paradigm or the advancement paradigm
• 03:32that we have in academic medicine
• 03:34and what it's good for and what
• 03:37it's not particularly good for
• 03:38and why it's important for us
• 03:40to be thinking about the areas,
• 03:41what it where it's not good,
• 03:43how we can possibly shift it
• 03:45in a better direction.
• 03:46I'm then gonna talk about 3 principles
• 03:49of leadership that I have built into
• 03:51the various programs that I have
• 03:52developed in collaboration with many
• 03:54people across the medical school.
• 03:56And I'll speak more about
• 03:58those collaborations as well,
• 03:59three leadership principles that
• 04:00sort of help with that shift.
• 04:02I then will speak in more detail
• 04:05about the programming that has been
• 04:07developed and that is deployed both
• 04:09within our department and more broadly.
• 04:11And then there will be time for questions
• 04:15and comments and criticisms if there are any,
• 04:17and complaints, if there are any,
• 04:18but just really to to talk about this,
• 04:20this line of work.
• 04:23OK.
• 04:24So The Apprentice model in academic medicine.
• 04:28OK, So what do I mean when I,
• 04:29when I call it that and I put this,
• 04:30you know,
• 04:31medieval woodcut right up up on the screen.
• 04:34So basically, hi.
• 04:37Basically,
• 04:38the way that we get trained
• 04:40for a very long time,
• 04:41whether you are a PhD or an MD
• 04:43or you have some other terminal
• 04:45degree in a related field,
• 04:47we get trained in a way
• 04:49that is an apprentice model.
• 04:50And by that I mean you,
• 04:52you,
• 04:52the question you're constantly asking
• 04:54your mentor is what do I need to do and
• 04:56how do I do it and how do I keep doing it?
• 04:58You tell me how high to go and
• 04:59I'll go a little bit higher,
• 05:00right.
• 05:00And so the model is one
• 05:02that for a lot of people,
• 05:04when they don't go into
• 05:06the fields that we're in,
• 05:07this changes and this ends
• 05:09in around their mid 20s.
• 05:11And then they go and they get a job.
• 05:12And when they're working at the job,
• 05:14right,
• 05:14or they do,
• 05:14they go to law school for three years
• 05:16and they go and get a law school job,
• 05:17a law job.
• 05:18And what happens is that they begin
• 05:21a shift that we don't
• 05:23begin for a very long time.
• 05:25And the shift that they begin is that
• 05:27they are welcomed into bringing their
• 05:29expertise forward in a certain way
• 05:31that we don't do when we keep getting,
• 05:34trying to keep getting told what to do.
• 05:36OK. So it's important to just recognize
• 05:39that something happens developmentally,
• 05:41at least from my perspective,
• 05:42the way I see it,
• 05:43if something happens developmentally,
• 05:44but for a very long time,
• 05:45we don't take that next step into adulthood,
• 05:47right? So the average age,
• 05:50and I'll talk about this in a moment,
• 05:51I worked at the NIH for a couple
• 05:53of years and when I was there,
• 05:54this was now 10 years ago when I was there.
• 05:58The average age for getting a
• 06:00first RO one was the early 40s.
• 06:02And there was a big push.
• 06:03Everybody was worried about this.
• 06:04We got to change it.
• 06:05We got to change it.
• 06:06Well, guess what?
• 06:07I looked up and guess what the average
• 06:09age of getting a first RO one is still,
• 06:10it's the early 40s, OK.
• 06:12So that's sort of the grant
• 06:14that signifies our independence.
• 06:15That's not happening until what
• 06:17for other people is mid career, OK.
• 06:19And then there also is the reality
• 06:20of what happens in healthcare.
• 06:22And I know that we're hearing a lot
• 06:24about this as the different systems,
• 06:25the healthcare system,
• 06:26the medical school are converging,
• 06:28coming together more.
• 06:29But there's a lot of pressure on
• 06:31folks who are working clinically,
• 06:33right,
• 06:33to think about profit margins and
• 06:35outcomes and the way that they
• 06:37are working in such a way that
• 06:39autonomy is somewhat constricted.
• 06:41OK.
• 06:41So the purpose of this talk is not,
• 06:44I can't fix those problems,
• 06:45and I'm a clinical psychologist by training,
• 06:47so my bent is not organizational first.
• 06:50My bent is individual first.
• 06:52But that doesn't mean we have to
• 06:53think about this organizationally.
• 06:54But today,
• 06:55the focus is really going to be on,
• 06:56given this is the structure
• 06:58in which we are working,
• 07:00how do we begin to lead in
• 07:02a slightly different way?
• 07:03What skills can we bring so that we
• 07:05can do our work in a different way
• 07:07that opens up more of our potential?
• 07:10OK.
• 07:10So that's really the, the thrust of this, OK.
• 07:13And so shifting the paradigm,
• 07:14I'd like to call it more of like
• 07:16a sew in harvesting together where
• 07:18regardless of where you are sort
• 07:20of in terms of rank and roll,
• 07:21there's a sense of what contributions
• 07:23can I make,
• 07:24how can I collaborate with
• 07:25other people to do that?
• 07:26How do the relationships become more front
• 07:28and center to the work that we're doing.
• 07:30So everybody is is growing and thriving.
• 07:34And also if there are any
• 07:35questions as I go along,
• 07:36please feel free to feel free to chime
• 07:39in with questions I'd be happy to answer.
• 07:41All right.
• 07:42So often times when we
• 07:44think about leadership,
• 07:45we think about it from a task
• 07:47based perspective.
• 07:48OK, So what needs?
• 07:49I'm running a pro a project,
• 07:50What needs to get done?
• 07:52Who's going to do it?
• 07:54Who's the person who messed up that thing?
• 07:55Who do I have to hold
• 07:57accountable in that way?
• 07:58What's the deadline?
• 07:58And great we did it,
• 08:00we got the grant in,
• 08:01we completed whatever it is we need.
• 08:02What's next?
• 08:04OK, that appears highly efficient.
• 08:07However, that leaves out half the story.
• 08:10And the other half of the story is how
• 08:12do we actually want to work together?
• 08:14What is it?
• 08:15How can we be intentional in the way
• 08:17that we are approaching collaboration?
• 08:19How can we be intentional in bringing
• 08:22forth everybody's strengths and
• 08:24leveraging everybody's potential,
• 08:25right, so that we can have a fuller
• 08:28working relationship and so that we
• 08:31canmore fully bring everybody to the table.
• 08:33OK.
• 08:34So that question factors pretty
• 08:37strongly into a book that I co-authored.
• 08:42It came out last summer called
• 08:44Conscious Accountability.
• 08:45And the book is,
• 08:46is quite general and it's,
• 08:48it's written for people
• 08:49across different industries.
• 08:50But you know, the way that we've defined
• 08:53Conscious accountability in the book is,
• 08:54you know, an effort to expand awareness,
• 08:57to create deliberate intentions,
• 08:59take informed actions and be
• 09:00responsible for your impact.
• 09:01OK.
• 09:02So what does that actually mean?
• 09:03You know, on the ground day-to-day,
• 09:05it means that when we are
• 09:07doing something in real time,
• 09:08when we engage with others in a task,
• 09:11OK,
• 09:11we actively consider what
• 09:12we want to get done.
• 09:14So what's the actual task
• 09:15we want to get done?
• 09:16How we work together to reach
• 09:18the outcomes and then how we take
• 09:21responsibility for the collective process.
• 09:23So it's not just enough we got the grant in,
• 09:25thank God,
• 09:25next task, right?
• 09:26It's actually how do we do that
• 09:28and what did we like about our
• 09:30process and what can we learn and
• 09:32how do people feel from all this?
• 09:34OK, so this is not rocket science,
• 09:36but it is bringing forward a piece
• 09:39around engagement and a piece around
• 09:41work that we that we don't talk about enough,
• 09:45at least from my perspective.
• 09:46OK.
• 09:46And this isn't only a thought.
• 09:49You know that I have a lot of other
• 09:51people working in the leadership
• 09:53development space talk about
• 09:54this and are interested in this.
• 09:55So Zenger, Folkman is the name of a company.
• 10:00It's also two guys,
• 10:02Zenger and Folkman,
• 10:03who do a lot of work around
• 10:05leadership development.
• 10:06And they have surveyed over like 120,000
• 10:09leaders on 44 unique instruments.
• 10:12They have 1.6 million independent
• 10:14data points.
• 10:16And basically they have honed
• 10:17things down and they have found
• 10:19that there are 19 competencies,
• 10:21that when leaders are in at
• 10:22least one or two of them,
• 10:24when they're in the 90th percentile
• 10:26of others in the database,
• 10:27they're really considered
• 10:29extraordinary leaders.
• 10:30OK.
• 10:31The reason I'm bringing this up is
• 10:34because I want to present to you
• 10:36their data around 2 competencies.
• 10:38OK,
• 10:38So if someone is not particularly
• 10:41good at building
• 10:43relationships, OK.
• 10:44But they're quite good at driving
• 10:46for results and they're quite
• 10:48good at getting things done,
• 10:50the chance that they'll be considered
• 10:52an extraordinary leader is 13%. OK.
• 10:55So if you've ever had a real taskmaster
• 10:58leader, but you have felt that they
• 10:59haven't cared about you as a person,
• 11:00you might not consider them particularly
• 11:02great even though they're getting stuff done.
• 11:04OK, flip side. If building relationships is
• 11:08a strength but driving for results is not,
• 11:12you have a similar situation.
• 11:14OK, so the chance that that leader would
• 11:16be considered extraordinary or in the top
• 11:1910th percentile is only 10%, all right.
• 11:22However, when both are strengths,
• 11:25is it 23% chance that they would be in
• 11:27the extraordinary performer category?
• 11:30Amanda, I see you shaking your head.
• 11:31No, no, it's 7373% OK, right?
• 11:36It makes sense, right?
• 11:38Both of these variables,
• 11:39which in some ways are related to one
• 11:41another, are crucially important.
• 11:43OK. So knowing that,
• 11:46the question becomes how do we push
• 11:49forward both the task orientation,
• 11:51the interpersonal orientation and
• 11:53how do we bring that into leadership
• 11:55to again sew and harvest together.
• 11:57All right.
• 11:58So I'll talk a little bit more
• 12:00about this programming in a minute,
• 12:02but I just wanted to put up to
• 12:04sort of anchor the conversation in
• 12:07what we're talking about a range
• 12:09of different programs that I have
• 12:11been directly involved in and or
• 12:14leading the development of.
• 12:15Now there are other program,
• 12:16many other programs,
• 12:18obviously in the child Study Center,
• 12:20in the Office of Diversity,
• 12:21Equity and Inclusion,
• 12:22Office of Academic and Professional
• 12:25Development that are focused
• 12:26on leadership development.
• 12:28OK.
• 12:28So this is not a full list
• 12:29of everything going on,
• 12:30but this is the list of the programs
• 12:33where I feel that I've been able
• 12:35to bring in some of the principles
• 12:36that we're now going to talk about.
• 12:38OK. All right.
• 12:40Any questions on this framing on
• 12:43where we're starting? Nope. OK.
• 12:46All right, so now it's your turn.
• 12:49Bless you. It's your turn to participate.
• 12:51If you have a piece of paper, great.
• 12:53If you don't, it's OK.
• 12:55If you want to take out your phone
• 12:56and jot know it's great.
• 12:57And if not,
• 12:57if you can just keep it all in mind,
• 12:59that's fine too. OK.
• 13:00But I want you to take a minute
• 13:03and think about the single biggest
• 13:06leadership challenge you face at present.
• 13:09OK?
• 13:10Doesn't need to be tied to a job description,
• 13:13just something that you are leading
• 13:16that you are finding challenging, OK.
• 13:19And take a couple of notes for
• 13:21yourself mentally or writing it down what,
• 13:23what that looks like.
• 13:24I'll give you a minute to do that.
• 13:45So what the challenge is, what it's like,
• 13:50what's difficult, etcetera.
• 13:52All right. And then we're going to
• 13:55do a little workshopping of your
• 13:57challenge as we go along along the
• 13:59lines of these three principles.
• 14:01OK. So principle one of leading
• 14:05effectively is that you've got
• 14:08to know your own anchor, OK.
• 14:10If you are not clear on your own strengths,
• 14:14on your values,
• 14:15on your own sense of why it's going
• 14:18to be very difficult to lead others in
• 14:21a way that both encourages the work
• 14:24and builds the relationships, OK.
• 14:26And it's also going to be difficult
• 14:28for you to guide your career and to
• 14:30to besides just following you know,
• 14:32the standard steps in the hierarchies
• 14:33can be hard for you to figure out
• 14:35what it is that you actually want.
• 14:36So how do we do that in the programs?
• 14:39How do we help people to find their anchor?
• 14:41Well, we do a lot of soul searching
• 14:45and self assessments around strengths.
• 14:48So this is one example,
• 14:50the strengths Finder and people take
• 14:52this instrument and they find which of
• 14:54these 33 or 34 strengths are their top five.
• 14:57And we talk about how people are
• 14:59bringing that into the work or they're
• 15:00not bringing that into the work,
• 15:01What they can do to bring it
• 15:03into the work more, OK.
• 15:04We also do some work around
• 15:06this idea of starting with Y.
• 15:09And that's the idea that you don't
• 15:11start with what do I need to do?
• 15:13How do I get the grant done?
• 15:14How do I make sure I, you know,
• 15:16do this and that clinically,
• 15:18how do I get all my notes done right.
• 15:20But we actually start from what?
• 15:22What is the deeper reason or the
• 15:24core belief that you're doing the
• 15:26work and how does that ripple out
• 15:28or manifest in how you are working
• 15:30and therefore what you are doing?
• 15:32What the product is OK And then something
• 15:37else we do in in these different
• 15:39programs is some values work OK?
• 15:42So what are your core values?
• 15:44And I'll show you a long list of values
• 15:46that we sometimes use in these programs.
• 15:48What are your core values and
• 15:51how do they speak to and resonate
• 15:53with the values of the institution
• 15:55versus how do they not?
• 15:57And how can you try and find some
• 16:00alignment so that you're able to
• 16:01do your work from a place of, like,
• 16:03you know, intrinsic motivation,
• 16:05not just because you have to.
• 16:07OK, so an example of this and I would,
• 16:12you know, invite you to just take a look.
• 16:14I know it's very, very small.
• 16:15I tried my best to make it as
• 16:17big as possible.
• 16:18But this is like a values exercise that
• 16:20is comes from a book called I think
• 16:23Leading with Heart or Coaching with Heart.
• 16:26I can't remember the title
• 16:27by Boyatzis and company.
• 16:29Big,
• 16:29big folks doing a lot of
• 16:31leadership development work.
• 16:32And what what I asked people to do is,
• 16:35OK,
• 16:35so choose the top 15 values
• 16:38from this list
• 16:39and then whittle it down to the top five.
• 16:43And once you know those top five values,
• 16:45how much are you acting out of that?
• 16:49How much are you not acting out of that?
• 16:50What's the delta there?
• 16:52And how do we bridge that gap?
• 16:56All right, so that people you
• 16:58can work more effectively?
• 16:59And then how does that speak
• 17:01to what you most value?
• 17:03How does that speak to the
• 17:05School of Medicine core values?
• 17:07So I'll, I'll give an example
• 17:08and I'll speak more about my own
• 17:10career trajectory in a moment.
• 17:11But when I when I got on my postdoc,
• 17:15and as I finished my postdoc,
• 17:17I realized I did not want to
• 17:19be a researcher and this was a
• 17:20big I was going to say tragedy.
• 17:23That's too strong of a word.
• 17:23It was a big moment of confusion for me.
• 17:27But it felt like a tragedy because I
• 17:28had been trained to do research and I
• 17:29was worried I was going to let everyone down,
• 17:31that I wasn't doing research.
• 17:33And so I thought that a career
• 17:35in the Academy was not for me,
• 17:37but that's because I was thinking only about,
• 17:40right, this one up here, discovery,
• 17:41innovation and scholarship.
• 17:42If I wasn't going to be the person to
• 17:45have an independent lab and have 5 RO one,
• 17:48there would be no place for me.
• 17:50That actually turned out not to be
• 17:52the case because some of these other
• 17:54values really resonate with me, right.
• 17:56And that's where I make my contribution.
• 17:59OK,
• 17:59So that's an example of alignment of
• 18:01your own values with institutional values.
• 18:03OK. Any questions about this principle?
• 18:07No. OK.
• 18:10So you thought about your biggest
• 18:13leadership challenge at present.
• 18:15So is something going on with
• 18:18that where your values,
• 18:19your strengths,
• 18:20your assets,
• 18:21I'm just going to try to
• 18:23get rid of that message. Go go
• 18:25on. OK. Where your values, your strengths,
• 18:28your assets could be more articulated
• 18:32or more closely aligned, right.
• 18:38OK Oh, you know what?
• 18:41I think it's here, there.
• 18:42I said it was OK.
• 18:44It came up here and I expressed it's OK.
• 18:45The close captioning. Yeah, OK, great.
• 18:49So is there a way that you can
• 18:52think about aligning your work and
• 18:56or the way that you're leading more
• 18:59in line with with your values,
• 19:00more in line with a deeper sense of why?
• 19:02And can that help you with the
• 19:05challenge that you thought about?
• 19:07OK, think about that.
• 19:09All right.
• 19:13But now I can't progress.
• 19:15Let me see. There we go, OK,
• 19:19so Principle #2, manage discomfort.
• 19:21OK. So a lot of this idea draws
• 19:26from the work of Tara Moore,
• 19:28who does a lot of really interesting work
• 19:31in the women's leadership development space.
• 19:33And she's written a book called Playing Big,
• 19:35which I use with everybody who I coach.
• 19:37OK, So I'm just putting it out there.
• 19:38I use it with tenure, male faculty and
• 19:41people get things out of this book. OK.
• 19:43So one thing that she writes about is
• 19:46self doubt is going to be here to stay.
• 19:49Playing big or acting more out
• 19:51of what you want than out of the
• 19:54fear that you feel about it.
• 19:56Is is the way to go.
• 19:58OK, So playing big is about acting
• 20:00in spite of it.
• 20:00All right.
• 20:01So and in this book she has a lot
• 20:04of different principles.
• 20:05Many of the lists here,
• 20:06a couple of them I generated.
• 20:08Many of them actually come from
• 20:09from her work.
• 20:10So one, keep the intention and the
• 20:14intentions and the values front and
• 20:16center what we just talked about.
• 20:19OK #2 clarify the nature of your fear.
• 20:21I don't know where the word fear went,
• 20:22but of your fear.
• 20:23OK,
• 20:23so is this really something to be afraid of?
• 20:27Is something really bad going
• 20:29to happen if you decide you
• 20:31don't want to submit the grant?
• 20:33Is something really bad going to
• 20:35happen if you push back around
• 20:37clinical responsibilities?
• 20:39Or is there something deeper in you
• 20:42that's calling for you to do some other work?
• 20:45And should you be leaning into that
• 20:47or identifying that or or heeding
• 20:48that call And that may bring up
• 20:50something that feels like fear,
• 20:52but it may be more excitement
• 20:54around opportunity. OK.
• 20:56And she calls it the inner critic.
• 20:58That's one way to talk about it.
• 21:00You know that that voice
• 21:01within you holding you back,
• 21:02it's not safe for me to do this.
• 21:04I'm going to get in trouble if I do this.
• 21:06Well.
• 21:06Are you really going to get in trouble
• 21:08if you do what you think is right to do?
• 21:10OK.
• 21:11And, you know,
• 21:12so on and so forth,
• 21:13Owning your contributions,
• 21:15bringing a growth mindset,
• 21:16practicing self-care.
• 21:17And in the programs we talk a
• 21:19lot about this and we we do
• 21:20exercises around how to do this.
• 21:22OK,
• 21:22so I'm giving you sort of the
• 21:23greatest hits without us getting
• 21:24into some of the mechanics of it,
• 21:26'cause we don't have time.
• 21:27But the idea is it's uncomfortable.
• 21:31It is uncomfortable to consider
• 21:34doing things in a in a different way,
• 21:36to consider doing things along the
• 21:38line with your values and your strengths.
• 21:41It's uncomfortable to do that sometimes.
• 21:43No, that doesn't mean you shouldn't.
• 21:46OK, OK,
• 21:48Another thing that's really
• 21:49important as you are managing,
• 21:51you know,
• 21:52worry or fear or discomfort is
• 21:55having actual clarity about
• 21:57what your priorities are.
• 21:59All right,
• 22:00so this is a rubric I use in
• 22:03a lot of the courses where, well,
• 22:06I should probably stand by the microphone,
• 22:08right. Sorry, sorry.
• 22:09So where if someone is early career,
• 22:13we have them question right.
• 22:16So your your boss asked you to do something.
• 22:19How high yield is it?
• 22:21Is the time commitment
• 22:23manageable and will you enjoy it?
• 22:25And when you look at something
• 22:26and you figure out along those
• 22:283 dimensions where it falls,
• 22:29then you use the key over on the right
• 22:32side to see whether to what degree
• 22:34you should consider doing it. OK.
• 22:36And when someone is later in their career,
• 22:38they're the order of of important switches.
• 22:41So then there's a little bit more freedom
• 22:43to ask the question how much I enjoy
• 22:45it versus how high yield is it, right.
• 22:47Because the people are no longer
• 22:50building in lockstep there.
• 22:51There's more leverage.
• 22:53OK.
• 22:53So this is something that I'll often
• 22:57use in in classes or in coaching to help
• 23:00people really get centered in terms of,
• 23:03OK, you're afraid to try something,
• 23:04but should you be?
• 23:06How does it fit into this?
• 23:08All right.
• 23:10And then one other dimension is resilience.
• 23:15OK, so this is Steve Southwick,
• 23:18and Dennis Charney wrote a book on.
• 23:20They've written a lot on resilience,
• 23:21but they wrote a really good book on
• 23:23resilience in which they profiled
• 23:25people who had lived through really,
• 23:27really difficult events.
• 23:28I mean, you know, PO WS in Vietnam,
• 23:31Victims of abuse and how these people
• 23:35had managed those, those life events.
• 23:38OK. And these were the 8.
• 23:42Is it 891010?
• 23:44It looks like 10 dimensions of resilience.
• 23:48OK.
• 23:48So as you are, you know,
• 23:51leaning more into what it
• 23:52is that you want to do,
• 23:54what other supports from here can you draw?
• 23:57All right.
• 24:00Any questions about this second principle?
• 24:05All right. So what reserves?
• 24:08This is the second question for you.
• 24:09What reserves can you draw upon to manage
• 24:12discomfort as you navigate the leadership
• 24:15challenge that you identified earlier?
• 24:18It's another really important question. OK.
• 24:23All right. So third principle,
• 24:26and then we'll talk a little
• 24:27bit more about the programming.
• 24:31OK. So principle #3 is that nothing gets
• 24:33done without relationships with others.
• 24:36And by that I don't mean, you know,
• 24:38the the the building relationships,
• 24:40I mean the potential of what
• 24:42relationships can bring.
• 24:44OK, So I want to tell here a story
• 24:47about my own career trajectory here.
• 24:50So in 2009 I I graduated with my PhD in
• 24:57psychology from FAS and I took a postdoc.
• 25:01It was AT32 in the department of psychiatry
• 25:05and I had finished my dissertation in O8.
• 25:08And then I did my clinical internship
• 25:10at the Connecticut Mental Health Center
• 25:12for a year O 9 and over that year I
• 25:15was already starting to suspect it.
• 25:17When I was in grad school,
• 25:18I didn't want to be a researcher.
• 25:20And over that year of clinical work,
• 25:21I knew I didn't want to be a researcher.
• 25:24And I had taken this T32,
• 25:25which was a ******** research postdoc.
• 25:28And I'm like, now what am I going to do?
• 25:31Because I need at least a year of
• 25:33postdoc to get my clinical license.
• 25:35And if I leave,
• 25:36then I have to pay back the money.
• 25:38That's how the T32 works.
• 25:39So what am I going to do?
• 25:41OK, so it was a real crisis.
• 25:43And so the postdoc went from being two
• 25:44years to being three years long, OK,
• 25:45Which at face value does not look great.
• 25:48OK.
• 25:48But went from being two years
• 25:50to three years long.
• 25:51And then I, we'll finish the postdoc and
• 25:53I'll talk more about that in a minute.
• 25:55And let's Fast forward 14 years.
• 25:57You know,
• 25:58I'm now a faculty member on the ladder,
• 25:59faculty at the School of Medicine, right.
• 26:03So it looks like a very nice trajectory.
• 26:05The thing is, though, it really wasn't that.
• 26:07OK, So what it was, was more like this.
• 26:11All right,
• 26:12so
• 26:142009, I get on this postdoc and I'm like,
• 26:16this is not a good scene.
• 26:17What am I going to do?
• 26:19So I kind of refashioned the
• 26:20postdoc to be a little bit more
• 26:22policy based kind of research.
• 26:23I start working with Dimas around
• 26:25some things and I'm like, no,
• 26:27that that still wasn't right.
• 26:28So then I leave the Academy,
• 26:30except for a voluntary affiliation with
• 26:33the school of, with the psychiatry.
• 26:35And I go to the NIH.
• 26:37And so I do a two year fellowship with
• 26:39the NIH doing lots of policy work.
• 26:41And I loved it.
• 26:42And one, one of the things I loved
• 26:44about it was that I saw a psychologist
• 26:46doing work that was not what we
• 26:48are traditionally trained to do,
• 26:49People doing all sorts of interesting stuff,
• 26:51moving forward different agendas.
• 26:52It was wonderful, OK?
• 26:53But my daughter was born in DC
• 26:55and my husband and I decided
• 26:57we didn't want to stay there.
• 26:58So we moved back to Connecticut, OK?
• 27:01And then I'm like,
• 27:02I don't know what I'm going to do.
• 27:03When I was staying home with
• 27:04my daughter and I ran into a
• 27:06former supervisor of mine at Bed,
• 27:07Bath and Beyond, OK, former,
• 27:09yes, former clinical supervisor
• 27:10of mine who was doing coaching.
• 27:13And I said, well, what's coaching?
• 27:14And so I then worked with him for
• 27:16several years, learning about coaching,
• 27:18learning about consulting to
• 27:20different businesses, etcetera.
• 27:21And at the same time,
• 27:23the School of Medicine was becoming
• 27:25interested in more leadership development
• 27:27work for their various grants,
• 27:29some of EU grants,
• 27:30some of the P grants.
• 27:31They now had to incorporate
• 27:33leadership development.
• 27:33And so I threw my head in the ring
• 27:35and started teaching some classes
• 27:38around leadership development.
• 27:39Then there was interesting coaching.
• 27:41OK, so I started doing that.
• 27:43Then I randomly ran into Linda in the hall.
• 27:45I don't know what year it was.
• 27:47And Linda was doing leadership
• 27:48development work.
• 27:48And so I said, oh, Linda, listen to what?
• 27:50What I'm doing too.
• 27:51OK, Fast forward to 2023,
• 27:54right where I now am on faculty here.
• 27:56OK,
• 27:57so the reason I bring up this example
• 28:00is because none of this would have
• 28:02been possible without relationships.
• 28:04None of it,
• 28:05none of it was planned deliberately.
• 28:08It was the IT was leveraging
• 28:12relationships in a novel way
• 28:14and being open to to approaching
• 28:17people in a way that I hadn't
• 28:19before that allowed this to happen.
• 28:21OK,
• 28:22so that is something that we
• 28:25emphasize a lot in the programming.
• 28:27OK, The importance of, OK,
• 28:29so how do you delegate to others?
• 28:31What does it mean to think about
• 28:33their needs as you're delegating?
• 28:35How do you manage up to different mentors,
• 28:37right?
• 28:38Even if you yourself are
• 28:39a junior faculty member,
• 28:40even if you're a more senior faculty member,
• 28:42you still may still have a mentor.
• 28:43You have to manage that relationship.
• 28:45How do you mentor others?
• 28:47OK, what does it mean to have a sponsor?
• 28:50How do you look for a sponsor?
• 28:51How do you grow your network and
• 28:53what does that look like except
• 28:54for what people are afraid of,
• 28:55you know, feeling like gross as
• 28:56they give their card to someone?
• 28:58That's not what we're talking about, right.
• 28:59We're talking about building,
• 29:01building relationships in,
• 29:02in a way that that is not deliberate
• 29:06but allows for the potential to be
• 29:09unleashed of the relationships.
• 29:11OK. And then we also talk a
• 29:12lot about different skills.
• 29:14So we do work on listening effectively,
• 29:16having difficult conversations,
• 29:18giving and receiving feedback, etcetera.
• 29:22OK, OK.
• 29:24And then if anyone here has
• 29:25ever done a program with me,
• 29:27you know that we've spent a lot
• 29:29of time on a coach approach.
• 29:31So what is a coach approach?
• 29:34OK, it is not a deficits model,
• 29:37so it's never what is wrong
• 29:39and how do I fix it.
• 29:42The coach approach is I'm starting
• 29:45here and I want to get here, OK?
• 29:48And I'm starting the starting point.
• 29:49I have a lot of strengths
• 29:51and a lot of assets.
• 29:53How do I leverage those to bridge that gap?
• 29:57OK so it's one of constant development,
• 29:59constant enhancement on what you you have
• 30:02going into whatever the challenge may be, OK.
• 30:05And so in our programs
• 30:07people learn this framework.
• 30:08They also learn how to coach,
• 30:10not, you know,
• 30:11expert to get,
• 30:12you know,
• 30:13their certification with the the insurance
• 30:15and outs of fundamental listening skills,
• 30:17conversational skills in order to be able to
• 30:20to have coaching conversations with others.
• 30:23OK And finally,
• 30:26you know,
• 30:27there there's this question of where
• 30:31someone falls in terms of power privilege,
• 30:34How that impacts how we relate to
• 30:37others is also front and center
• 30:39in the conversations we have
• 30:41about cultivating connections.
• 30:45OK. So question #3, how can you leverage
• 30:50your relationships to help with the
• 30:54leadership challenge that you identified.
• 30:56So that's sort of the the third
• 30:58piece of the wheel, right.
• 31:01And then if we were in a class we would
• 31:03actually stop and talk about this or maybe we
• 31:05can during that question and answer phase.
• 31:07But, you know, just to recap,
• 31:09what's the single biggest leadership
• 31:11challenge you face at present?
• 31:13And how could getting anchored,
• 31:15managing discomfort and cultivating
• 31:17connection help you to meet this challenge?
• 31:20So that's really the point
• 31:21of the programming, right?
• 31:22Once people can think more in
• 31:25line with these principles,
• 31:27how can they bring them to
• 31:29bear in their leadership work?
• 31:31OK, Any questions before I move
• 31:34to the last part of the talk,
• 31:36which is looking at some of our programs.
• 31:41Oh, OK. All right.
• 31:45So I had shown this slide earlier
• 31:48some of the different programs that,
• 31:50you know, I've either led the
• 31:52development of or or have collaborated
• 31:54very closely with others to develop.
• 31:56And I want to talk about two of those.
• 31:58In particular, I want to talk
• 31:59about the peer coaching program we
• 32:01have at the Child Study Center.
• 32:02And then I also want to talk about the
• 32:04women's leadership development program,
• 32:06which is run through the Office
• 32:08of Women in Medicine and Science
• 32:10and kind of umbrella. Ed.
• 32:12Under the Office of Diversity,
• 32:13Equity and Inclusion.
• 32:16OK, So what is peer coaching?
• 32:18What do I mean when I even
• 32:19say that we have these groups?
• 32:21So peer coaching is a type of helping
• 32:24relationship in which two people of
• 32:26equal status actively participate
• 32:27in the process of helping each
• 32:29other on specific tasks or problems
• 32:31with a mutual desire to be helpful.
• 32:33So what that actually means is that
• 32:36people use the coaching skills,
• 32:38listening, opening up conversation in
• 32:40the service of helping one another,
• 32:43not in the service of complaining about,
• 32:45Oh yeah, I have the same problem
• 32:47with my supervisor.
• 32:48Can we talk about it that that's and
• 32:50or not in the service of giving advice,
• 32:52but in the service of allowing the
• 32:54other person to explore what solutions
• 32:56they want to generate for themselves.
• 32:58OK, So what does that look like
• 33:02within the Child Study Center?
• 33:03Well, for four years now this
• 33:05will be the 4th year.
• 33:07This spring we've been running some
• 33:11version of peer coaching groups.
• 33:13OK.
• 33:14So the first year was a pilot year
• 33:17when I ran a group and we had early,
• 33:20early career faculty and postdocs
• 33:22in the group and it was open-ended.
• 33:25And so I would basically we laid
• 33:27down some norms and some norms
• 33:28around confidentiality and how
• 33:30we were going to be together.
• 33:32And it was an open space for people
• 33:34to talk about their experiences,
• 33:36the challenges that they were facing,
• 33:38etcetera. OK.
• 33:38And to also learn some of the principles
• 33:41of effective listening and peer coaching.
• 33:43And this went well.
• 33:45People really liked it.
• 33:46OK.
• 33:46So then we switched over to
• 33:48a year 2 train the trainer,
• 33:50where four people who had gone
• 33:52through the program and liked it.
• 33:53I trained them on some of the
• 33:55rubrics of running these groups
• 33:57and they ran their own groups, OK.
• 33:59And so their people were partnered 2
• 34:01and two and they ran their own groups,
• 34:03right.
• 34:03That also went well and people
• 34:05were happy with that.
• 34:06And so year 311 person who had
• 34:09who had run a group doctor,
• 34:11Craig Bailey and I started collaborating
• 34:13together more closely and now
• 34:15we direct this program together.
• 34:17OK.
• 34:17So we ran small groups last year
• 34:19and now we're in year four and
• 34:21this is the year of big expansion.
• 34:24So what that looks like is that
• 34:26we are going to be running an
• 34:27English speaking group and also a
• 34:29Spanish speaking group this spring.
• 34:31OK, We are going to,
• 34:33I'm going to manualize a facilitator
• 34:35protocol so that the train,
• 34:37the trainer aspect is is more
• 34:40regimented and we are putting in
• 34:42an HIC to more formally study some
• 34:44of the outcomes associated with
• 34:46participation in these groups.
• 34:48And none of this would be possible
• 34:51without collaboration with with Doctor
• 34:54Victor, Abila Quintero, Doctor Bailey, Dr.
• 34:57Londeros.
• 34:57All four of us are working together
• 35:00playing to our respective strengths,
• 35:02which for them is a lot of
• 35:03the research and for me is
• 35:05more of the conceptual stuff.
• 35:06And so that's that's how we're building this.
• 35:08OK. So hopefully I'll have some data
• 35:10to speak about with this more formally.
• 35:13You know if we, if we talk you know a
• 35:15year from now, OK and I also want to
• 35:18talk now or any questions about that
• 35:20because that's an internal program.
• 35:22Any questions or thoughts about that?
• 35:26No. OK. So I the second program I
• 35:28want to talk about is the women's
• 35:32leadership development program.
• 35:33So this is a program that is
• 35:36now on its 7th cohort.
• 35:38So it was started in I believe
• 35:42the the spring of 2021,
• 35:44I believe you're the fall of
• 35:462020 or the spring of 2021.
• 35:48And the purpose?
• 35:49It has three aims, OK,
• 35:51to enhance the leadership capacity
• 35:53and vision of early career women
• 35:55faculty at the School of Medicine,
• 35:58to educate and equip early career
• 36:00women faculty with tools to navigate
• 36:01the leadership structure of the school
• 36:03and to build a network of support for
• 36:06early career women across the school.
• 36:08OK, so women faculty are drawn from
• 36:11various departments into this program.
• 36:14OK Oh,
• 36:15so it was the fall of 2020 when it was
• 36:17launched and it's 5/2 hour group sessions.
• 36:21The sessions are held over Novo Ed,
• 36:24which is an educational platform that
• 36:29basically combines PowerPoint with like
• 36:33a chalkboard or like a blackboard.
• 36:35We can write things.
• 36:36There's a chat function.
• 36:37So it's, it's a good convener
• 36:39for getting the work done.
• 36:41I can post articles up there,
• 36:42assignments, etcetera. OK.
• 36:44So in these five sessions,
• 36:47the emphasis,
• 36:48these are the topics that we cover
• 36:49leading with strengths and purpose,
• 36:51right, given what we just talked about,
• 36:52how to communicate effectively,
• 36:54how to prioritize and manage time,
• 36:57how to develop the important
• 36:59relationships that you need for your
• 37:01career and how to speak with presence
• 37:04and bring bring inner wisdom to your work.
• 37:06OK.
• 37:07The sessions are both didactic
• 37:10and experiential.
• 37:11There are lots of breakout rooms,
• 37:12lots of opportunity to talk about and work
• 37:15on the different skills that we are learning.
• 37:17It's Collegio.
• 37:18I always say that if if the women
• 37:22who go through this program
• 37:24leave with a network support,
• 37:25even if they don't learn the skills,
• 37:27I consider that a success because
• 37:28that's really the the purpose is to
• 37:30for early career faculty to build,
• 37:32build ties with one another.
• 37:34And then the final deliverable is
• 37:37everyone does an individual development plan.
• 37:40So where are they now?
• 37:41How do they want to develop?
• 37:42What are they going to commit to
• 37:43doing to develop? OK, all right.
• 37:47So this, this program has been studied.
• 37:49OK, so so beginning in the last spring,
• 37:53there's a post doc Ishta Arora who
• 37:56works with Cindy Crusto and with a
• 37:58couple of other people in the office
• 38:00of Women in Medicine and and in the OWIMS.
• 38:03And she started to look at some of
• 38:06the outcomes related with this to this
• 38:09program from having gone through the program.
• 38:12So the aims of the study were to evaluate the
• 38:15acquisition of leadership skills
• 38:17and the professional trajectory
• 38:19and advancement following faculty
• 38:21members participation in the WLDP,
• 38:23and also for us to obtain
• 38:25feedback on the program.
• 38:26There were nine faculty
• 38:28members who participated,
• 38:29one of whom did not answer every
• 38:31question but answered the vast majority.
• 38:33So we kept their data in as well.
• 38:35The majority of them were early
• 38:38career majority were white U.S.
• 38:40citizens between 35 and 44,
• 38:42and the majority of them had no
• 38:45significant prior experience with
• 38:46leadership development coaching.
• 38:48And what Doctor Aurora found
• 38:50is that there was a.
• 38:52So basically the questions are
• 38:53on a like scale of one to five.
• 38:55I displayed it here 2:00 to
• 38:565:00 so you could see the data
• 38:58a little bit more clearly.
• 38:59What she found is that the participants
• 39:03who answered the questions felt that
• 39:06they were more effective with their
• 39:08mentors having after having gone
• 39:09through the program more effective
• 39:11dealing with mentees and trainees,
• 39:13that they had improved communication
• 39:15and an interpersonal skills,
• 39:17better time management.
• 39:18And then also that they had greater
• 39:21sense of efficacy around leading.
• 39:23OK,
• 39:23so that they they were
• 39:25confident in their capacity,
• 39:27capacity to lead in academic
• 39:28medicine in their field,
• 39:29in academic medicine they had
• 39:31stronger leadership vision and
• 39:32they also felt like they were
• 39:35leading with their strengths.
• 39:36And then concretely,
• 39:37seven of the nine had taken on
• 39:39new leadership roles and eight
• 39:41of the nine said they were using
• 39:43their leadership skills that
• 39:44they had gained in the course.
• 39:48Qualitatively. This is some of the
• 39:52quotes from from participants taking
• 39:53on new leadership roles within the
• 39:55department and within national societies,
• 39:57gained confidence in leading from strengths,
• 39:59but also understand how to more effectively
• 40:02incorporate team members and look to
• 40:04highlight their complementary strengths.
• 40:06And then also just some additional feedback.
• 40:10People really like the program.
• 40:12They felt it was a really good thing
• 40:14they had done for their career, Etcetera.
• 40:18OK. So where we are going with this is
• 40:21there's an HIC in the works to do more
• 40:24prospective work to study outcomes.
• 40:27So to begin beginning hopefully
• 40:28with Cohort 8 in the spring.
• 40:30And I should have mentioned
• 40:31this program runs twice a year,
• 40:32all in spring to do more prospective work.
• 40:36Looking at some of the the ingredients
• 40:38that may be bringing about these,
• 40:40these changes. OK.
• 40:43So next steps for me are research
• 40:46to study some of these programs,
• 40:49right, And some, some other ones,
• 40:51peer coaching,
• 40:52women's leadership development,
• 40:53some of the other programs to manualize
• 40:57some of the work that we've been doing
• 41:00and also to foster collaborations
• 41:03that allow us to more clearly
• 41:05address sort of the top down issues,
• 41:07right.
• 41:07So as I had said at the beginning
• 41:08of the talk,
• 41:09I approached this bottom up
• 41:10from the individual perspective
• 41:12because I'm a psychologist,
• 41:13but top down organizationally
• 41:14what needs to shift and change
• 41:17and how do we think about that?
• 41:18And then also I have a huge commitment
• 41:21too and I love working on some of
• 41:23the service leadership initiatives
• 41:24we have internally like the On
• 41:26Leadership blog and talks like this,
• 41:28the on leadership talks.
• 41:30And also many of you have probably seen the
• 41:32posters around I'm going to show in a minute.
• 41:34So continuing to work in that
• 41:36space and also getting feedback
• 41:38and input from stakeholders.
• 41:41So from all of you,
• 41:43from the people out there on Zoom who are
• 41:46interested in leadership development work,
• 41:48would like more opportunity to
• 41:50engage in it and have ideas for how
• 41:53we can do that and meet meet needs.
• 41:56So with that said,
• 41:58I leave you with two of the posters
• 42:01that were designed by Skylar Rapachuli,
• 42:04who is Krista's son,
• 42:07who did a beautiful job and you
• 42:08may have seen these around around
• 42:10town in this building.
• 42:11And also at 3:50,
• 42:14they're working on developing
• 42:15a new suite of posters.
• 42:16So we will have some,
• 42:17some new ones to share with
• 42:20you come the spring.
• 42:22And I thank you for your time and I
• 42:24welcome any questions you may have.
• 42:26Thank you.
• 42:44Wonder what your thoughts are about
• 42:47cohorting leaders in training by rank
• 42:50or by affiliation or self identity.
• 42:54In other words, what are the
• 42:57strengths and also limitations of OK,
• 42:59this is a leadership training group for
• 43:02people on the clinician track because
• 43:04they're all going to understand that OR
• 43:07or having groups that are fully diverse,
• 43:10right People on the ladder track
• 43:12people on the clinical track,
• 43:14people who are AR, s s.
• 43:15So how do you think about that
• 43:17and how do you decide about that?
• 43:20So if I'm being totally honest,
• 43:22up to this point,
• 43:23it has been more based on career stage.
• 43:27So it's been more early career,
• 43:29later career how I've been thinking about it.
• 43:32But there is programming where
• 43:34we're starting to target more folks
• 43:37who are involved with more of
• 43:40like a clinical emphasis, right.
• 43:42And so you know I've been doing some
• 43:45work with our psychiatry residents
• 43:47around you know their their development
• 43:50and also on the school wide level.
• 43:52And Bob,
• 43:52I'm gonna mention one of our programs,
• 43:54there's a program at OAPD that
• 43:55now is is a healthcare leadership
• 43:57program for people working primarily
• 43:59in the clinical space.
• 44:00Now those are leaders who are
• 44:02more advanced in their career.
• 44:03So I guess to answer the question,
• 44:06I think it depends.
• 44:08I personally don't have like a
• 44:10strong philosophy either way.
• 44:11I've run mixed groups.
• 44:12But sometimes what will happen
• 44:14is one year we ran the women's
• 44:16leadership development program,
• 44:17one cohort mixed clinical
• 44:20and more research faculty.
• 44:21And a lot of the clinical faculty
• 44:24would get pulled out for an emergency,
• 44:26right,
• 44:26something that was happening that
• 44:27they had to engage in and it made
• 44:29it hard for them to participate.
• 44:31So I might.
• 44:31So if I were to run that and then
• 44:33that kind of had effects on the
• 44:35cohort and the sense of cohesiveness.
• 44:37So if I were to run that again
• 44:39thinking about the different ranks,
• 44:40I would run research and then clinical
• 44:42and be more flexible with the clinical group,
• 44:45right, in terms of of running,
• 44:46running sessions.
• 44:47So I think it depends, I don't know,
• 44:49Lori, if that captures it,
• 44:51but I think it's a complicated question.
• 44:53Yeah. Yeah, I think it depends.
• 44:57Yeah. Thank you.
• 45:06That was great. Darren. Really.
• 45:08You stirred up so many thoughts and ideas.
• 45:10One that just sort of hit me was
• 45:12that poster leaders eat last. Oh yes.
• 45:15It kind of triggered some stuff in me.
• 45:19And a thought that's been going on in my
• 45:21head is a lot of the leaders who I coach
• 45:24here at the university aren't eating enough.
• 45:27You know, the the this kind of
• 45:29not not taking care of themselves.
• 45:31And I guess I was just thinking
• 45:33about that and I said, well,
• 45:34what would I put on the poster?
• 45:35And something about, you know,
• 45:36leaders eat together with people
• 45:40above them and below them,
• 45:42just just a thought and I was
• 45:43wondering what you think about that.
• 45:44So you know it's, it's interesting
• 45:46you should say that I had a
• 45:47slide which was sort of an and I
• 45:49took it out at the last minute,
• 45:50it was sort of an update of the
• 45:52medieval slide of the sow and harvesting
• 45:55together which showed healthcare
• 45:56workers all together eating together.
• 45:59So I think that part of this is
• 46:03a culture question or a research
• 46:06a resource question, right.
• 46:08So if we still are in a culture of scarcity,
• 46:11which I think we had during the
• 46:14pandemic where there just wasn't
• 46:15enough and everybody was frantically
• 46:17trying to do things to make up the
• 46:20the gap that was there or to work
• 46:22under situations that were not ideal,
• 46:24I think that's a recipe for ongoing burnout.
• 46:29But if we shift our thinking about
• 46:32the culture and if we work to see
• 46:34if there can be more resources,
• 46:36so we're not starting from a place
• 46:38of scarcity.
• 46:39I think the idea of leaders
• 46:42not putting themselves first,
• 46:44but bringing more of a service
• 46:46leadership mentality and more
• 46:47of a service leadership ethos I
• 46:49think becomes easier.
• 46:51So
• 46:53thank you. Hello.
• 46:56My question is I think geared more towards,
• 46:59you know, I think the presentation kind of
• 47:02already had established what a leader is,
• 47:04you know, and somebody that's already
• 47:07identified as a leader within their team.
• 47:10How do you get someone to
• 47:12identify as a leader, you know,
• 47:14to assume the identity of the leader?
• 47:16I think there's a leader in all of us
• 47:18and I think I think part of that is
• 47:20owning that identity of leadership
• 47:22and what it means to be a leader,
• 47:25you know, taking on that responsibility
• 47:26and everything that comes with it.
• 47:28So my question is just how do
• 47:29you get people to
• 47:30by being very explicit about it.
• 47:32So that's a great question.
• 47:33By being extremely explicit about it.
• 47:35So something that I teach in the
• 47:37programs and something that comes
• 47:39up often in the one-on-one coaching
• 47:41that I do is that very question.
• 47:43And so we'll talk about
• 47:45it as we'll disambiguate.
• 47:47Being a leader is not a role,
• 47:49it's not a title,
• 47:50it's a way of acting and it's a
• 47:52it's what you bring to the the
• 47:54assignment that you have, OK.
• 47:56And it's the idea going back to
• 47:59the beginning of of the talk,
• 48:01when people can stop seeing
• 48:03themselves as eternal trainees
• 48:05and they start seeing themselves
• 48:07as having a voice and a presence,
• 48:10which allows them to put themselves out
• 48:12there right that they're wanted in that way,
• 48:15as opposed to just continuing along in
• 48:17in sort of a more hierarchical way.
• 48:20That can also help with the mind shift.
• 48:22But how do I do it?
• 48:23Very explicitly by talking about it
• 48:25just this this way and by uncovering,
• 48:27especially in one-on-one coaching
• 48:28and covering what the fears are.
• 48:30What about that?
• 48:31Thank you. I think I have a follow
• 48:33up in sorry, no, it's great in I
• 48:37think in medical training it's very,
• 48:40you know, again like you said,
• 48:41hierarchical and everything is
• 48:43kind of already set up for you.
• 48:45You know undergrad medical school,
• 48:47residency, fellowship.
• 48:49And at each one of those moments you can
• 48:52assume the role of leader by my question.
• 48:54You know, I guess my intrigue
• 48:57is whose role then,
• 48:59because it's so hierarchical.
• 49:00Is it to assign that role to that trainee?
• 49:04Is it the mentors?
• 49:05Is it the the upper residence,
• 49:07is it the So who's,
• 49:09who would you say is responsible
• 49:11for empowering the the early
• 49:13learners to assume that identity?
• 49:16So this that's a great question
• 49:18and it makes me think of something
• 49:21that that we spoke about.
• 49:24I think it was in a faculty meeting
• 49:26maybe last year and it comes I oh comes
• 49:29from the Culture Code by Dan Coyle.
• 49:31And it's the idea that there are
• 49:33you can it's there's leading for
• 49:35proficiency and there's versus
• 49:37like leading for creativity.
• 49:38And when you lead for proficiency
• 49:40what you want to do is you want
• 49:42to make sure someone can do a
• 49:44task 100% well 100% of the time.
• 49:47And so that kind of training which
• 49:48is a lot of what you see in medical
• 49:51training is what's the skill.
• 49:52How do I acquire the skill.
• 49:54How do I make sure that I do
• 49:56this procedure perfectly.
• 49:57Right.
• 49:57That's different from leading
• 49:59for creativity which is how do
• 50:01I unleash the potential of the
• 50:03people working for me and how do I
• 50:05create the space so that they can
• 50:07be creative in doing something.
• 50:09So I think part of it in medical
• 50:11training is that the people who
• 50:13are in charge perhaps need some
• 50:15clarity around what they are
• 50:16trying to do at a given point.
• 50:18If they are trying to teach someone
• 50:20how to do a medical procedure,
• 50:21they really shouldn't be sitting around.
• 50:22OK. How do you want to do this?
• 50:23No, this is how you do it, Right.
• 50:25I wouldn't want to be the patient on whom,
• 50:26you know,
• 50:27people are having theories about this, right?
• 50:29But if they're trying to teach PeopleSoft
• 50:32skills or trying to teach them presence,
• 50:34there needs to be an opening around how
• 50:37that is taught, the thinking of the leaders.
• 50:39So I think I think that's getting
• 50:42a part of your question.
• 50:44Yeah. Good.
• 50:44Thank you.
• 50:47I liked how you frame leadership
• 50:48in terms of traits as opposed
• 50:50to simply just a position.
• 50:52And since you've done a lot
• 50:54of your work in academia,
• 50:55I was wondering if you've picked
• 50:58up or found any trends among,
• 51:01you know, leaders in in academia
• 51:03along the lines of strengths
• 51:05or weaknesses that, you know,
• 51:07maybe we can juxtapose against
• 51:09traditional or archetypal leaders
• 51:11in in other systems or organizations.
• 51:15It's such a good question.
• 51:16Are you still question? Yes, Sir. And
• 51:18maybe the context is also in,
• 51:21in the setting of kind of
• 51:23a mental health crisis,
• 51:24I I think society at at large kind of
• 51:28may yearn for a lot of our voices to
• 51:31play larger roles in big systems like
• 51:34policy making or other community leaders.
• 51:36And I don't always see psychiatrists
• 51:38or social workers or psychologists
• 51:40in these positions.
• 51:41And kind of I think that that's
• 51:45sort of the spirit of my question.
• 51:46Just wondering why maybe there's a a
• 51:49vacuum of leadership for people like us
• 51:53that work in this child study center.
• 51:55OK. It's it's it's a great question.
• 51:57There are there are like 5
• 51:58different angles I can think about.
• 51:59So one is you asked me about traits,
• 52:03traits that we see with leaders.
• 52:05So couple of things I'll say I often do.
• 52:08I pointed out that strengths Finder
• 52:10assessment at the beginning of the talk
• 52:12and what sometimes will come up for people
• 52:16working more in the medical fields or,
• 52:19you know, behavioral health is
• 52:20why don't I have any influencing.
• 52:22So people are afraid since they
• 52:24don't have this trait of, you know,
• 52:25being influential, having a lot of charisma,
• 52:27having a lot of woo,
• 52:29that they can't be leaders.
• 52:30And So what I usually say,
• 52:31and some people do have that,
• 52:33it's not that nobody does.
• 52:34But a question that comes up is if
• 52:36I don't have it, can I lead, right.
• 52:38And so the way that I answer that is yes,
• 52:40you absolutely can lead,
• 52:41but you have to lead with your strengths, OK.
• 52:44And so again,
• 52:44there needs to be a shift from a deficit.
• 52:47I don't have this right.
• 52:49I'm not the most persuasive speaker.
• 52:50I don't have crowds of thousands
• 52:52of people listening to me.
• 52:52I can't leave. No, that's not you.
• 52:55You need to know that you're
• 52:56really good at executing.
• 52:57You're really good,
• 52:58good at building relationships,
• 52:59and how do you take that forward into
• 53:00the kind of work that you want to do?
• 53:02So that's part of it.
• 53:03It's that grounding, right.
• 53:06And why?
• 53:07What to do about the fact that people
• 53:10you know in our fields don't take more
• 53:12of a public stance around issues.
• 53:15I don't know.
• 53:15I think that part of it is if people
• 53:17have a calling or desire to do it
• 53:19and they're afraid they have to push
• 53:21through that, that fear, right.
• 53:22And they have to push through the
• 53:25fear that the system will somehow
• 53:29negate that or or punish that.
• 53:33We have a question.
• 53:34We have a question online.
• 53:36So me, Adi, I'm,
• 53:37I hope I'm mentioning your name well,
• 53:40but please introduce yourself.
• 53:41And your question, yes, my name is NI,
• 53:43I am associate professor in Psychiatry.
• 53:45I should also disclose I went
• 53:47through Darren's coaching.
• 53:48So this was really nice to see.
• 53:49Darren, thanks so much for the presentation.
• 53:52One question, I don't know if this
• 53:53is a fully formulated question yet.
• 53:55So we'll see how it, how it comes out,
• 53:57but the framework that you gave about
• 53:59apprenticeship was really helpful.
• 54:01The question I'm trying to Mull
• 54:03over is where communal learning
• 54:05fits in what that both from the
• 54:07the standpoint of the leader and
• 54:09those who they are leading.
• 54:10Is that something that you've thought about
• 54:12say say it again Nee. Thank.
• 54:14Thank you for the question.
• 54:15The the what is it that you're
• 54:16that you're mulling over.
• 54:17So I guess thinking
• 54:18about the growth mindset of both
• 54:20the leader and those there Lee and
• 54:22how how does that factor in when
• 54:24you remove the apprenticeship model.
• 54:27So I think everybody needs to be
• 54:32committed to investigating the
• 54:34dynamic in the relationship, OK.
• 54:36So that's that's more of like
• 54:38a psychological answer I think
• 54:40than a procedural answer.
• 54:41I think everybody needs to question
• 54:44are we playing out some sort of
• 54:46apprentice model here where I'm
• 54:48the trainee and you're the person
• 54:51training me and we are fixated on
• 54:53what I answered the question before.
• 54:55We're fixated on you know leading
• 54:57for proficiency where your objective
• 54:59is to get me to get that RO one,
• 55:02is that where we are stuck in our
• 55:06relationship or is there room in
• 55:08this relationship for more of a
• 55:10of a development of both of us
• 55:12that isn't just instrumental,
• 55:14but that also is development of us as
• 55:16people and can we shift it in that way,
• 55:18can we make it a little bit more equal.
• 55:19So I think that's that's part of it,
• 55:23but I I I I think that there's more,
• 55:25I think it's a great question is that
• 55:26is that getting at at what you're asking
• 55:29definitely. And as I said,
• 55:30I think I'm still forming the question.
• 55:32So it's actually helpful to
• 55:33hear your response and your
• 55:34thought process on that as well.
• 55:36That's really helpful.
• 55:37Thank you. Thank you.
• 55:42Anybody else, what time is it?
• 55:51I'm not sure if there is
• 55:53enough time for this question,
• 55:54but I wonder about how would you
• 55:57see the different leadership style
• 55:59particularly for women in the academia,
• 56:01particularly in the medicine.
• 56:03So as a women should I really adopt the,
• 56:07I mean leadership aside that comes from
• 56:10I mean masculine style or can I adopt
• 56:13or create a new leadership style as men
• 56:19do you want like my gut answer,
• 56:22do it the way you want to do it right,
• 56:25do it the way that you want to
• 56:26do it because that's that's that
• 56:28can create fear and discomfort.
• 56:30But that's the only way that
• 56:32we push forward the envelope on
• 56:35having more space for diversity of
• 56:38leadership approaches and diversity
• 56:41of perspectives around that and
• 56:44also get support for that right.
• 56:47So you don't have to do that alone.
• 56:49So I know that there's more to
• 56:51talk about with that, but do it.
• 56:54That's my my answer. Yeah.
• 57:03OK. Thank
• 57:05you so much. Oh,
• 57:06you're welcome. Thank you.
• 57:07Thank you. Thank you.