• Assumptions and bias
• Coming from a single-payer system, so not from a background of healthcare economy
◦ Leadership experts aren’t
◦ Leadership is life
◦ Nature, Nurture, and Knocks
◦ Leadership doesn’t equal position nor boss
◦ Model for leadership
• This model has been used at the Uniformed Health Services
◦ Caveat: all models are wrong, but most are useful
◦ Use what is helpful
‣ 4 principles of ForCe (the 4 “C” model)
◦ Character: “Lead self”
‣ Talent
• Temperament
• Timber
• Emotional intelligence, i.e., self-awareness, self-management, social ◦ awareness, and relationship management
Implicit bias
◦ Implicit assumption test available freely through Harvard’s website
‣ In-group favoritism
‣ Trajectory
• The “Cardinals” of a leader
• Cardinal principles, e.g. Humility
◦ Cardinal practices, e.g. Reading
◦ The 4 “Bs” of leadership: Foundation
• Read the Basics
◦ Read Biography
◦ Read the “Book” — your book, faith, or philosophy
◦ Reflect from the Balcony
◦ The 4 “Be’s” of leadership: Outcomes
• Be the man or ma’am
◦ “Be the one” – John Wesley
◦ “Be there” – Gunther Gabel-Williams
◦ “Be the change” – Gandhi
◦ Competence: “Lead others”
‣ Sensitivity
• The remainder of emotional intelligence, as it relates to others, i.e., social ◦ awareness, relationship management
We are sequential, not simultaneous — multitasking is a myth; be present
◦ Styles of leadership (Goleman, 2002)
• Commanding: “Do as I say”
◦ Pacesetting: “Do as I do now”
◦ Democratic: “What do you think?”
◦ Affiliation: “People come first”
◦ Coaching: “Try this”
◦ Visionary: “Come with me”
◦ An act with 4 “seens”
• Be seen seeing
◦ Be seen listening
◦ Be seen thinking
◦ Be seen doing
◦ Resonance vs dissonance in interpersonal interactions
• Context: “Lead work”
‣ Culture
• The Mayo Model of Culture: People, Practice, and Place
◦ Climate
• A healthy culture leads to a healthy climate
◦ Change
• Communication: “Narrative and rhetoric”
‣ Narrative: the story we tell ourselves
• A tapestry: micro-, meso-, macro-, meta-
◦ Then, there’s the story we find ourselves in
◦ Rhetoric
• Understand the story. Communicate the story. We have to be able to do ◦ both. — What’s your elevator speech?
Clarify
‣ Identify
‣ Specify
‣ Multiply
‣ Rectify
‣ Bottom line
• Bad leadership is common
◦ Intentionally bad leadership is rare
◦ Consistently good leadership is intentional
◦ Flawed leadership reflects
◦ Flawed character
‣ Flawed competence
‣ Flaws of context & communication
Those who must listen to the pleas and cries of their people should do so patiently, because the people want attention to what they say even more than the accomplishing for which they came.
Ptahhotep, 24th century BC
