Leadership and Career Development

1. Leadership and Career Development Angela Barron McBride Distinguished Professor-Dean Emerita Indiana University School of Nursing

2. 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?

3. Overview of Presentation: • Reflections on leadership • Key transitions in a research career • Sustaining career optimism • Final thoughts

4. Leadership Is More Important than Ever Before • Leadership as personal qualities—thoughtful, creative, resilient, courageous, responsive, self-aware • Leadership as goal attainment—interpersonal and communication effectiveness, resource development • Leadership as transformational—strategic vision, innovation, altering organizational realities

5. The Leadership Hierarchy • Level 1. Highly capable individual—skilled, knowledgeable, good work habits • Level 2. Contributing team member—helps achieve group objectives and works well with others • Level 3. Competent manager—organizes people and resources to achieve predetermined objectives

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

7. 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……

8. 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……

9. What are the key transitions in a research career? • Preparation • PI Stage • Program Development • Development of Field • Gadfly (or “wise person”) Stage

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. PROGRAM DEVELOPMENT • Nurture colleagues in earlier career stages • Build home setting’s infrastructure and resources • Engage in strategic planning around research development of home institution

20. Build program(s) on home setting’s 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

21. 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 Psychological well-being Social well-being Spirituality Tailored Behavioral Interventions Behaviors Coping behaviors Treatment/illness behaviors Health promotion behaviors

22. Interdisciplinary Collaboration: Formal Links Between Nursing and Other Fields Regenstrief Institute for Health Care Dr. William Tierney+ Dr. Tom Inui * Dr. Rich Frankel* IU’s Center for Excellence in Women’s Health Dr. Rose Fife** IU’s Center for Aging Research Dr. Christopher Callahan ** IU Center for Bioethics Dr. Sandra Petronio IU’s General Clinical Research Center Dr. Munro Peacock* IU’s 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 IU’s Diabetes Center Dr. David Marrero** IU’s 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, Children’s 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

23. 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

24. DEVELOPMENT OF FIELD • Serve as advisor to regional, national, and/or international efforts and organizations • Build field’s infrastructure/resources • Work with other fields to achieve common goals • Participate in consensus conferences

25. 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

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

27. 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

29. 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

30. 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

31. 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

32. 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

33. 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

34. 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.