Course Objectives

Curriculum Learning Objectives

1. Define meanings of leadership in the context of healthcare and medical practice, and for TTR specifically

   1. • Discuss the value and skills of leading through influence and collaboration

      • Describe leadership as distinct from authority or role/position

      • Work collaboratively across disciplinary differences to set common objectives and execute

2. Identify self-practices and skills that fit into a leadership paradigm; knowing purpose; goal-setting and collaboration on multiple levels with peers, superiors and subordinates; communicate effectively across cultural differences; manage and resolve conflict for effective co-working

3. Discuss power differentials in leadership, and how an individual can work effectively at different levels within a hierarchy

4. Reflect on how aspects of identity intersect with systems to influence and shape leadership expectations, experiences, journeys, and contexts.

5. Identify resources available for leadership development that can be used to construct a leadership development plan for TTR students to draw on in residency

Unit 1: Leading Self and Others in Context

Leading Self: Managing yourself as a leader

1. Reflect on the importance of and define “Leading Self” as future leaders

2. Reflect on their top values and how these values have informed decisions in their life so far and contribute to leadership effectiveness

3. Apply the different capabilities of the Leading Self domain using a case study and breakout rooms (self-awareness, manage self, develop self, demonstrate character)

4. Identify strategies to waste less time and achieve goals

5. Practice self-reflection, including strategies to develop personal resilience, recognizing the need for support, and examining options

Leading (with) Others: Power of collaboration for leadership in medicine and healthcare

1. 1. Explore the need for collaborative leadership to improve quality care and patient safety

      • • Differentiate between types of team leadership

        • Discuss the benefits of teamwork

   2. Apply a pathway to inter- and intra-professionally collaborative relationship building

      • • Defend value of common goal in collaborative leadership

        • Relate group process to team formation

   3. Analyze attributes of highly skilled interdisciplinary/interprofessional practice teams

      • • Describe collaborative team behaviours for shared decision-making

        • Explain the need for diversity in teams

   4. Discuss collaborative leadership in practice, enablers and barriers, both organizational and personal

      • • Differentiate between formal and informal leadership’s impact on patient care

        • Explain barriers and challenges to effective interprofessional collaboration and teamwork

Leading Self with Insight: Emotional intelligence and effective listening

1. 1. Define “emotional intelligence” and its importance and role in formal and informal leadership

   2. Complete small group exploration and discussion to increase strategies for self-awareness and management

   3. Recognize the importance of self-awareness, self-management, social awareness, and relationship management.

   4. Discuss and demonstrate techniques for active listening

   5. Develop strategies for improving skills within the four pillars of emotional intelligence

Leading Self and Others: Managing conflict as a leader

1. 1. Discuss the need to understand and confront different types of conflict, including hidden conflict, among members of the team, patients, and other stakeholders

   2. Identify major conflict types and their consequences for group functioning

   3. Understand the role of unresolved ‘conflict debt’ and underlying ‘hidden conflicts’ in creating intractable conflicts in the workplace

   4. Utilize simple tools for uncovering and diagnosing workplace conflict

Leading Self and Others: Leading in intercultural environments through various lenses

1. Discuss the diversity of Manitoba’s population for leading and managing

2. Describe the concepts of culture and of self as a cultural being

3. Explain cultural influences on communication, perception; distinguishing description, interpretation, and evaluation

4. Explain key findings of work demographics for leadership in the context of leading across difference

5. Describe strategies for leading across multicultural teams

Intersections of Identity and Systems in Leadership

1. 1. Describe the concept of the “leaky pipeline” in leadership and identify the system factors that contribute to the leaky pipeline

   2. Challenge the notions of “colorblindness” and “meritocracy” in leadership

   3. Critically reflect on the concept of intersectionality and the different experiences, opportunities, and contexts that diverse individuals encounter in leadership

   4. Identify and apply strategies for navigating systems such as whiteness, racism, sexism, homophobia or ableism in leadership contexts

Unit 2: Negotiation for Success

Social Influence and 'Issue Selling' for Resolving Conflict

1. Describe the most common forms of interpersonal conflict

2. Identify the bases of personal power

3. Critically reflect on how both formal and informal bases of power can be used to enhance our social influence.

4. Learn, discuss, and apply effective tactics for "issue selling" and social influence

5. Explain how effective social influence can help to defuse tensions and conflicts

Leading and Managing Conflict through Negotiation

1. Recognize the hallmarks of negotiable situations and become more comfortable initiating negotiations

2. Practice basic tactics for integrative (value creating) and distributive (value claiming) forms of negotiation

3. Prepare for negotiation and manage the negotiation process

4. Describe the 'deal checklist' as a tool for ensuring that value is not "left on the table"

5. Discuss common challenges and barriers to effective negotiating

Unit 3: Providing Leadership in Change

Leadership and Change in Complex Environments

1. Describe basic principles of leadership in complex environments

2. Evaluate approaches to change at the personal (micro) and group (meso) level

3. Implement a change management strategy in a complex educational environment
   

Developing a Change Project

1. 1. Identify a challenging situation requiring change

   2. Create and deliver a three-minute presentation summarizing the situation and accompanying challenges

Change Project Presentations

1. Identify a challenging situation requiring change and then develop strategies for change, using lessons learned from the TTR Leadership Course

2. Advocate for an approach to change using a ‘three-minute thesis’ model

3. Provide collaborative constructive feedback using a coaching approach, to clarify goals, reality, options, and next steps

Closing Plenary

Lessons Learned from Leadership

1. Apply concepts learned in the module to a real world example of leadership in change