How might leadership be taught? The use of story and narrative to teach leadership

Danzig, Arnold B.

doi:10.1080/136031299293147

Cited by 22 publications

(20 citation statements)

References 4 publications

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“…These include team building and group dynamics exercises, intensive interaction and dialogue during the residential sessions, evening ''learning circles'' during which personal stories are shared (Baldwin 1998;Danzig 1999;Wheatley 2002), continuous emphasis on development of a ''safe'' learning environment, creation of on-line discussion leader teams, telephone contact every several weeks during the non-residential sessions, and encouragement of ''social presence'' on the listserv (Kreijns et al 2004). New Fellows overlap with returning Fellows during the residential session so that over the course of the two year Fellowship each Fellow works with almost 50 other health professions educators.…”

Section: Practice Pointsmentioning

confidence: 99%

Measuring the effects of an international health professions faculty development fellowship: the FAIMER Institute

et al. 2010

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While there are many examples of evaluations of faculty development programs in resource rich countries, evaluation of transnational programs for faculty from developing countries is limited. We describe evaluation of the effects of the FAIMER Institute, an international health professions education fellowship that incorporates not only education content, but also leadership and management topics and, in addition, strives to develop a sustained community of educators. Data were obtained via retrospective pre/post surveys, as well as interviews. Results indicate that participating health professions faculty from developing countries are augmenting their knowledge and skills in education leadership, management, and methodology, and applying that knowledge at their home institutions. Fellows' perceptions of importance of, and their own competence in, all curriculum theme areas increased. Interviews confirmed a nearly universal gain of at least one leadership skill. Findings suggest that the high-engagement experience of the FAIMER model offering integration of education and leadership/management tools necessary to implement change, provides knowledge and skills which are useful across cultural and national contexts and results in the development of a supportive, global, professional network.

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Section: Practice Pointsmentioning

confidence: 99%

Measuring the effects of an international health professions faculty development fellowship: the FAIMER Institute

et al. 2010

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“…These include team building and group dynamics exercises, intensive interaction and dialog during the residential sessions, evening ''learning circles'' during which personal stories are shared (Baldwin 1998;Danzig 1999;Wheatley 2002), continuous emphasis on development of a ''safe'' learning environment, creation of online discussion leader teams, telephone contact every several weeks during the non-residential sessions, and encouragement of ''social presence'' on the listserv (Kreijns et al 2004). …”

Section: Social Network Developmentmentioning

confidence: 99%

“…After MBTI assessment, and ''crossing the river,'' they debrief with observers on the interpersonal and group dynamics that led to successes and frustrations in completing the task. In addition to extensive interaction during the daytime portion of the residential component, Fellows meet in the evening several times during the program in ''learning circles,'' in which the social bonds are strengthened through shared personal stories (Baldwin 1998;Danzig 1999;Wheatley 2002). During the online intersession period, Fellows interact with each other and the faculty advisors through e-learning modules, periodic conference calls with a mentoring group, and social exchanges on a Listserv.…”

Section: Social Network Developmentmentioning

confidence: 99%

A model for linkage between health professions education and health: FAIMER international faculty development initiatives

et al. 2011

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Linking faculty development to improvement of community health is of particular interest to health professions educators and researchers. While individuals and institutions engaged in health professions education have the potential to improve health, limited literature connects capacity building in education with improvements in health. Understanding the mechanism by which faculty development may promote development of socially accountable institutions and improve health can be useful for improving this connection and evaluating program effectiveness.

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“…Narrative has been used effectively by Kaminski () and Danzig () in leadership development. In these programs, participants interviewed leaders individually and reflected on their perceptions of and connections with leaders in their fields (union organizing and education leadership).…”

Section: Literature Reviewmentioning

confidence: 99%

Stepping Stones: A Leadership Development Program to Inspire and Promote Reflection Among Women Faculty and Staff

Hoffmann‐Longtin

Morgan

Schmidt

et al. 2017

To Improve the Academy

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Women frequently benefit from focused faculty development opportunities not because they need to be “fixed,” but rather it is a means to demonstrate that success, even in chilly environments, is possible. The Stepping Stones program uses a unique design to provide participants with inspiration, time for reflection, and strategies for how to navigate one's career, through hearing about the journeys of successful women. In this article, we describe the program and evaluation results. Post‐event and longitudinal follow‐up surveys indicate that the program and its unique narrative format help to debunk the superwoman myth and leave participants with a sense of optimism about their future careers.

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How might leadership be taught? The use of story and narrative to teach leadership

Cited by 22 publications

References 4 publications

Measuring the effects of an international health professions faculty development fellowship: the FAIMER Institute

Measuring the effects of an international health professions faculty development fellowship: the FAIMER Institute

A model for linkage between health professions education and health: FAIMER international faculty development initiatives

Stepping Stones: A Leadership Development Program to Inspire and Promote Reflection Among Women Faculty and Staff

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