Academic responsibilities focus on delivery of educational programs, establishing clinical practices or other service activities and scholarly activities/research projects. Successful management of these three areas requires leadership abilities. While the American Association of Colleges of Pharmacy (AACP) recognizes the need for leadership development support in graduate and postgraduate professional education (AACP, 2008; Gaither et al., 2009), roadmaps to guide development of academicians are scarce in the pharmacy literature. Mentorship programs as a strategy for junior pharmacy faculty (e.g. instructors, assistant professors) retention have been described in the literature, and were found to be effective tools, but in general have not produced outcomes that are clearly measurable (Guglielmo et al., 2011). Limiting factors for traditional mentor/mentee programs include low numbers of senior faculty (53%) (AACP, 2008) to serve as mentors and the numerous demands already placed on the time of senior faculty at many institutions. Of the pharmacy faculty nationwide, within junior faculty 29% are female and 19% are male, whereas within senior faculty 19% are female while 33% are male. Additionally, organizational features unique to each institution, such as location at a satellite campus, scholarship requirements for promotion, responsibilities secondary to the number of open faculty positions, increased teaching load or clinical responsibilities might contribute to the faculty member’s decision to serve as a mentor (Conklin & Desselle, 2007). Fundamental leadership skills are essential to enable faculty to develop new practice sites, while working with an interprofessional team. All pharmacy programs should offer opportunities to develop leadership abilities in their faculty.
The purpose of this project was two-fold and focused on strategies or resources most applicable to facilitate leadership development for junior faculty transitioning into either academic or clinical settings. The first goal was evaluation of the literature related to pharmacy faculty leadership development programs or models. The second goal was evaluation of participants’ perception of the use of a leadership book and accompanying workbook as a resource for developing leadership skills. This relatively inexpensive resource and process could be useful in a leadership development program for faculty at any level of academic appointment but may be most useful for junior faculty transitioning from postgraduate training into an academic or clinical position.
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(Author: Nancy Brahm, Julie C. Kissack, Susan M. Grace, Lisa M. Lundquist