Susan J Lieff1, Mathieu Albert. 1. Centre for Faculty Development, St. Michael's Hospital, Toronto, Ontario, Canada. s.lieff@utoronto.ca
Abstract
PURPOSE: How a leader perceives his or her organization affects that individual's decision making and beliefs about the best way to influence it. The goal of this study was to understand how medical education leaders conceive of their work. METHOD: The first author interviewed 16 medical education leaders in the Faculty of Medicine at the University of Toronto from June 2005 until February 2006. The sample represented different practice contexts to ensure a diverse overview of experiences. Using the theoretical framework of Bolman and Deal, the authors examined and described the perceptual frames through which these leaders perceive their endeavors. Transcripts were analyzed and then mapped onto Bolman and Deal's four cognitive lenses (i.e., frames). RESULTS: Fourteen of the 16 leaders used all cognitive frames. The human resource perspective was favored by all participants, followed closely by the symbolic (14/16) and political (14/16). Although most attended to the structural frame (14/16), only three placed any significant emphasis on it. In addition to identifying and describing the elements of this typology for medical education leadership, a new frame emerged of assessing interpersonal and work style in order to determine how to socially situate individuals. CONCLUSIONS: This study uniquely contributes by supporting the utility of the Bolman and Deal typology in the medical education context and supports the value for leaders to reflect on their organizational work from a variety of perspectives (including the frames). Medical education leadership development programs need to attend to enhancing the awareness of these perspectives.
PURPOSE: How a leader perceives his or her organization affects that individual's decision making and beliefs about the best way to influence it. The goal of this study was to understand how medical education leaders conceive of their work. METHOD: The first author interviewed 16 medical education leaders in the Faculty of Medicine at the University of Toronto from June 2005 until February 2006. The sample represented different practice contexts to ensure a diverse overview of experiences. Using the theoretical framework of Bolman and Deal, the authors examined and described the perceptual frames through which these leaders perceive their endeavors. Transcripts were analyzed and then mapped onto Bolman and Deal's four cognitive lenses (i.e., frames). RESULTS: Fourteen of the 16 leaders used all cognitive frames. The human resource perspective was favored by all participants, followed closely by the symbolic (14/16) and political (14/16). Although most attended to the structural frame (14/16), only three placed any significant emphasis on it. In addition to identifying and describing the elements of this typology for medical education leadership, a new frame emerged of assessing interpersonal and work style in order to determine how to socially situate individuals. CONCLUSIONS: This study uniquely contributes by supporting the utility of the Bolman and Deal typology in the medical education context and supports the value for leaders to reflect on their organizational work from a variety of perspectives (including the frames). Medical education leadership development programs need to attend to enhancing the awareness of these perspectives.
Authors: Guy W G Bendermacher; Willem S De Grave; Ineke H A P Wolfhagen; Diana H J M Dolmans; Mirjam G A Oude Egbrink Journal: Acad Med Date: 2020-12 Impact factor: 7.840