Goleman’s Leadership styles at different hierarchical levels in medical education
Abstract Background With current emphasis on leadership in medicine, this study explores Goleman’s leadership styles of medical education leaders at different hierarchical levels and gain insight into factors that contribute to the appropriateness of practices. Methods Forty two leaders (28 first-le...
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doaj-ce27245050fc4e29a3416646b2fecaf92020-11-25T03:35:20ZengBMCBMC Medical Education1472-69202017-09-011711910.1186/s12909-017-0995-zGoleman’s Leadership styles at different hierarchical levels in medical educationAnurag Saxena0Loni Desanghere1Kent Stobart2Keith Walker3St. Andrews College, College of Medicine, University of SaskatchewanSt. Andrews College, College of Medicine, University of SaskatchewanCollege of Medicine, University of SaskatchewanCollege of Education, University of SaskatchewanAbstract Background With current emphasis on leadership in medicine, this study explores Goleman’s leadership styles of medical education leaders at different hierarchical levels and gain insight into factors that contribute to the appropriateness of practices. Methods Forty two leaders (28 first-level with limited formal authority, eight middle-level with wider program responsibility and six senior- level with higher organizational authority) rank ordered their preferred Goleman’s styles and provided comments. Eight additional senior leaders were interviewed in-depth. Differences in ranked styles within groups were determined by Friedman tests and Wilcoxon tests. Based upon style descriptions, confirmatory template analysis was used to identify Goleman’s styles for each interviewed participant. Content analysis was used to identify themes that affected leadership styles. Results There were differences in the repertoire and preferred styles at different leadership levels. As a group, first-level leaders preferred democratic, middle-level used coaching while the senior leaders did not have one preferred style and used multiple styles. Women and men preferred democratic and coaching styles respectively. The varied use of styles reflected leadership conceptualizations, leader accountabilities, contextual adaptations, the situation and its evolution, leaders’ awareness of how they themselves were situated, and personal preferences and discomfort with styles. The not uncommon use of pace-setting and commanding styles by senior leaders, who were interviewed, was linked to working with physicians and delivering quickly on outcomes. Conclusions Leaders at different levels in medical education draw from a repertoire of styles. Leadership development should incorporate learning of different leadership styles, especially at first- and mid-level positions.http://link.springer.com/article/10.1186/s12909-017-0995-zLeadershipMedical educationLeadership stylesEmotional intelligence |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Anurag Saxena Loni Desanghere Kent Stobart Keith Walker |
spellingShingle |
Anurag Saxena Loni Desanghere Kent Stobart Keith Walker Goleman’s Leadership styles at different hierarchical levels in medical education BMC Medical Education Leadership Medical education Leadership styles Emotional intelligence |
author_facet |
Anurag Saxena Loni Desanghere Kent Stobart Keith Walker |
author_sort |
Anurag Saxena |
title |
Goleman’s Leadership styles at different hierarchical levels in medical education |
title_short |
Goleman’s Leadership styles at different hierarchical levels in medical education |
title_full |
Goleman’s Leadership styles at different hierarchical levels in medical education |
title_fullStr |
Goleman’s Leadership styles at different hierarchical levels in medical education |
title_full_unstemmed |
Goleman’s Leadership styles at different hierarchical levels in medical education |
title_sort |
goleman’s leadership styles at different hierarchical levels in medical education |
publisher |
BMC |
series |
BMC Medical Education |
issn |
1472-6920 |
publishDate |
2017-09-01 |
description |
Abstract Background With current emphasis on leadership in medicine, this study explores Goleman’s leadership styles of medical education leaders at different hierarchical levels and gain insight into factors that contribute to the appropriateness of practices. Methods Forty two leaders (28 first-level with limited formal authority, eight middle-level with wider program responsibility and six senior- level with higher organizational authority) rank ordered their preferred Goleman’s styles and provided comments. Eight additional senior leaders were interviewed in-depth. Differences in ranked styles within groups were determined by Friedman tests and Wilcoxon tests. Based upon style descriptions, confirmatory template analysis was used to identify Goleman’s styles for each interviewed participant. Content analysis was used to identify themes that affected leadership styles. Results There were differences in the repertoire and preferred styles at different leadership levels. As a group, first-level leaders preferred democratic, middle-level used coaching while the senior leaders did not have one preferred style and used multiple styles. Women and men preferred democratic and coaching styles respectively. The varied use of styles reflected leadership conceptualizations, leader accountabilities, contextual adaptations, the situation and its evolution, leaders’ awareness of how they themselves were situated, and personal preferences and discomfort with styles. The not uncommon use of pace-setting and commanding styles by senior leaders, who were interviewed, was linked to working with physicians and delivering quickly on outcomes. Conclusions Leaders at different levels in medical education draw from a repertoire of styles. Leadership development should incorporate learning of different leadership styles, especially at first- and mid-level positions. |
topic |
Leadership Medical education Leadership styles Emotional intelligence |
url |
http://link.springer.com/article/10.1186/s12909-017-0995-z |
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