The expanding complexity of health care and biomedicine requires adaptable and well prepared leaders. To address these needs, most academic health centers offer some form of faculty leadership development. Programs vary widely, however, with regards to participants, objectives, curricula and evaluation. In addition, most programs continue to rely on lectures and case discussions to develop skills of participants, with little evaluation of impact beyond satisfaction. Common elements of leadership curricula include leadership styles, conflict and negotiation, organizational change, management and finance. But, there is little consensus on core leadership competencies, effective training modalities or evaluation of institutional impacts. Importantly, educators often have dual roles in leadership training. They are developing their own personal skills as leaders, and also may be contributing to leadership development of students and trainees. Thus, faculty education leaders require a unique set of leadership competencies. We will share one institution's experiences in advancing faculty members' growth as academic leaders using a model with four different frames or perspectives: structural, human, political and symbolic. This session will enable participants to share and explore "what's working" and identify priority areas for future programming.   (Bolman L, Deal T. 2017. Reframing Organizations; Lucas R, et al. 2018. Acad Med 93:229-236; Moore T, et al. 2019. JCEHP 39:42- 48) 

The objectives of this session are to:

1. Introduce participants to recent research on leadership development in medicine and the health professions, and related programmatic gaps.
2. Engage participants in a discussion of lessons learned from the implementation of a four-frame leadership model in two cohorts - one in-person and one hybrid (in-person and virtual) - at one health sciences university.
3. Provide opportunities for participants to work together to identify and prioritize faculty leadership skills - with the goal of building consensus on a set of core leadership competences essential for faculty members engaged in the education mission of their institutions.
4. Enable participants to identify effective teaching strategies for faculty leadership development in traditional as well as asynchronous or hybrid virtual learning settings.