Leadership and Career Development

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Leadership and Career Development

• Angela Barron McBride
• Distinguished Professor-Dean Emerita
• Indiana University School of Nursing

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A Short Quiz

• Do you want to be a leader?
• How do you define or describe leadership?
• Do you know what you should be working on in your
  current career stage?
• What do you do to stay optimistic about nursing
  and your own career?

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Overview of Presentation

• Reflections on leadership
• Key transitions in a research career
• Sustaining career optimism
• Final thoughts

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Leadership Is More Important than Ever Before

• Leadership as personal qualitiesthoughtful,
  creative, resilient, courageous, responsive,
  self-aware
• Leadership as goal attainmentinterpersonal and
  communication effectiveness, resource development
• Leadership as transformationalstrategic vision,
  innovation, altering organizational realities

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The Leadership Hierarchy

• Level 1. Highly capable individualskilled,
  knowledgeable, good work habits
• Level 2. Contributing team memberhelps achieve
  group objectives and works well with others
• Level 3. Competent managerorganizes people and
  resources to achieve predetermined objectives

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• Level 4. Effective leadercatalyzes commitment
  to and pursuit of a vision that stimulates higher
  performance
• Level 5. Executivebuilds enduring greatness
  through a paradoxical blend of personal humility
  and professional will
• J. Collins, 2005, Good to great and the social
  sectors.

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Geriatric Nursing Leadership

• a process whereby the leader, either emergent
  or formally designated, catalyzes others in order
  to achieve shared values in an environment where
  the meaning of healthy aging is evolving along
  with structural supports

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The Overlap between Leadership and Research

• communication, collaboration, building morale,
  understanding the demands of the larger
  environment, thinking in a fresh way about
  issues, strategizing, designing processes to
  achieve goals, obtaining resources, evaluating
  outcomes, and using any successes in furtherance
  of the next round of goals

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What are the key transitions in a research career?

• Preparation
• PI Stage
• Program Development
• Development of Field
• Gadfly (or wise person) Stage

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Career Steps From Novice to Expert
Center Grants
(P30, P50, P60)
Research Training
Grants (R37,
T32)
Research
Project Grant
(R01)
Expert

Planning or Exploratory Award
(R21)

Mentored Career Awards

(K01, K08, K23)


Small Pilot Grant


(R03)


Post-Doc



(F32)
Novice


Pre-Doc .


(F31) developed by Dr. Taylor Harden
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Stage I. PREPARATION

• Central Activity Learning
• Primary Relationship Student, Teaching/Research
  Assistant
• Major Theme Assimilating values, knowledge
  base, and inquiry skills important to a research
  career

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PREPARATION

• Obtain formal education (undergraduate, graduate,
  postdoctoral research training) and appropriate
  additional credentials
• Seek socialization experiences, including joining
  professional organizations and working as a
  teaching and/or research assistant

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• Develop the habits of precision (e.g., time
  management, bookmarking internet sites,
  organizing files and lists of contacts)
• Attend to information technology (IT) learning
  needs
• Learn to network
• Observe/analyze the successful, and seek their
  mentoring

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• Find workable strategies for personal stress
  management, so you can manage the long run
• Seek validating outcomes, e.g., funding,
  refereed presentations and publications, honors
• Honestly analyze strengths and limitations

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Stage II. PI STAGE

• Central Activity Moving from fledgling to
  competence
• Primary Relationship Colleague
• Major Theme Dealing with the inevitable gap
  between ideals learned and the realities of work
  setting

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PI STAGE

• Develop program of research
• Build collegial network, clinical connections,
  and research team
• Take full advantage of strengths, opportunities,
  and aspirations of home setting
• Obtain needed resources

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• Join discourse community of field as a first
  (or sole) author and a peer reviewer
• Figure out how to turn all investments into
  outcomes
• Learn to give and get criticism
• Learn to articulate the meaning of your work in
  a range of groups

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Stage III. PROGRAM
DEVELOPMENT

• Central Activity Facilitating home institution
• Primary Relationship Mentor, Administrator,
  Supervisor
• Major Theme Assuming responsibility for
  development of others and of setting

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PROGRAM DEVELOPMENT

• Nurture colleagues in earlier career stages
• Build home settings infrastructure and resources
• Engage in strategic planning around research
  development of home institution

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• Build program(s) on home settings strengths
• Learn to juggle multiple grants
• Develop political savvy and a tolerance for
  ambiguity
• Expand purview of own work, e.g., establishing
  multi-site and/or multidisciplinary
  collaborations
• Build institutional image

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IU Center for Enhancing Quality of Life in
Chronic Illness Umbrella Conceptual Framework

Perceptions Related to illness Related to health
behaviors Related to stress

Translation into Practice

Contextual Characteristics Person
characteristics Physical characteristics Disease
and treatment characteristics Family and
environment
Quality-of-Life Outcomes Physical
well-being Neuro-cognitive well-being Psychologica
l well-being Social well-being Spirituality
Tailored Behavioral Interventions
Behaviors Coping behaviors Treatment/illness
behaviors Health promotion behaviors
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Interdisciplinary Collaboration Formal Links
Between Nursing and Other Fields
Regenstrief Institute for Health Care Dr.
William Tierney Dr. Tom Inui Dr. Rich
Frankel IUs Center for Excellence in Womens
Health Dr. Rose Fife IUs Center for Aging
Research Dr. Christopher Callahan IU Center
for Bioethics Dr. Sandra Petronio IUs General
Clinical Research Center Dr. Munro Peacock IUs
Cancer Center Dr. Stephen Williams Dr. Hal
Broxmeyer IU Center for Health Services and
Outcomes Research Dr. Brad Doebbling Bowen
Research Center Dr. Terry Zollinger Dr.
Bob Saywell IUs Diabetes Center Dr. David
Marrero IUs Alzheimer Disease Center Dr.
Martin Farlow Dr. Mary Austrom IU
Leadership Education in Adolescent Health
(LEAH) Dr. Donald Orr IU Clinical Research
Curriculum Dr. Kurt Kroenke Rehabilitation
Psychology, School of Science (IUPUI) Dr. Gary
Bond, Child Psychiatry Dr. David
Dunn Biostatistics Dr. Susan M.
Perkins Clarian Health Partners Dr. Steven
Ivy Dr. Ora Pescovitz IU School of
Medicine, Childrens Health Services Research
Dr. Nancy Swigonski

• CENTER FOR ENHANCING QOL IN CHRONIC ILLNESS
• Institutional Research Training Grant in Health
  Behavior Nursing
• Mary Margaret Walther Program in Oncology Care
• Behavioral Cooperative Oncology Group

formal role/CEQL formal role on
research training grant formal role on
another research-related
committee or project of School of
Nursing
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Stage IV. DEVELOPMENT OF FIELD

• Central Activity Shaping profession and health
  care
• Primary Relationship Leader
• Major Theme Exercising power of authority and
  creating a vision for the future

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DEVELOPMENT OF FIELD

• Serve as advisor to regional, national, and/or
  international efforts and organizations
• Build fields infrastructure/resources
• Work with other fields to achieve common goals
• Participate in consensus conferences

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• Articulate research agenda of specialty or field
• Link research to policy formation
• Prepare successor generations
• Establish reputation/legacy, e.g., new programs
  within a professional association
• Build image of field

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• Consider whether you will seek positions that go
  beyond the discipline specific, e.g., program
  officer, vice president for research
• Prepare for multidisciplinary leadership

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Stage V. GADFLY or Wise Person STAGE

• Central Activity Continue to shape profession
  and health care
• Primary Relationship Advisor, Coach
• Major Theme Exercising power of authority when
  no longer constrained by institutional obligations

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GADFLY STAGE

• Serve as a consultant to regional, national,
  and/or international efforts and organizations
• Speak and write provocatively about issues of the
  day, and how issues of the day are embedded in
  history of field and of health care

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• Function as a wise, affirming (wo)man, e.g.,
  recommending colleagues for honors/special
  experiences
• Take on special projects that require
  synthesizing skills and high-level integrative
  abilities
• Coach the next generation of leaders

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Sustaining Career Optimism

• Expect failure
• Monitor how you think, particularly your
  explanation patterns
• Learn the art of reframing The bright know
  what the ideal might look like, so it is not
  surprising that they regularly feel inadequate in
  the current situation
• Build on your strengths
• Associate with the optimistic
• See self as an executive property deserving to be
  well maintained
• Manage anger

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Final Thoughts

• Leadership in the 21st century will involve
  increased collaboration across fields
• Publishing in interdisciplinary journals
• Leadership positions in interdisciplinary
  organizations
• Shared training and developmental opportunities

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• For the first time, we truly have the opportunity
  to build the science
• Developing individuals and infrastructure
  supports
• Developing programs and centers
• This will require more collaboration across
  institutions
• Consortia arrangements
• Synthesizing structures

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• Remember that you live each day suspended between
  maximizing your strengths/opportunities and
  ruminating about your limitations/ problems.
  Focusing on the former will give you energy
  focusing on the latter will drain you.

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