“Leading Up” – Lessons Learned from Senior Administration to Enable Organizational Change to Advance IPE
- Describe effective strategies and key challenges for engaging senior leaders in interprofessional practice and education (IPE) as a priority organizational change initiative.
- Personally apply specific knowledge and skills to address these challenges, enabling successful development, integration, deployment and sustainability of IPE strategic initiatives.
Engaging senior leaders is critical for successful IPE. But attracting and holding their attention requires intentional, streamlined, focused communication, and political savvy. Using issue selling as a framework, two experienced IPE leaders and their C-suite administrators from diverse universities will share specific tools, communication strategies, and processes, “leading up” to advance IPE.
- Introductions / Warm-Up (interactive think-pair-share around 1 trigger question), 5 minutes
- Background and Rationale, 10 minutes
- Current realities brought on by a global viral pandemic, and emergence of a chronic social epidemic of racial injustice challenge leadership - now more than ever. This virtuous cycle across academic and clinical environments requires continued restructuring of health professions education to meet current and future needs. Organizations are under severe economic pressures that either facilitate or retard efficiency and collaboration. Senior leader engagement is critical for sustainable intrprofessional practive and education (IPE) (Brandt, et al 2015; Cerra, et al 2015; Reeves et al, 2016; HPAC, 2019; Wartman 2015; Thibault, 2020). But attracting and holding senior leaders’ attention requires intentional, streamlined, focused communication, relationship-building, and political savvy. Exercising this specialized skillset can be uncomfortable for IPE champions, yet effectiveness can determine whether or not IPE is activated as a resourced and prioritized organizational change initiative.
- Organizations are not structured to support collaboration. IPE champions are often placed awkwardly, ill-equipped, and poorly positioned to compete with other priorities. Meaningful and sustainable change cannot occur without “leading up”, even when it’s uncomfortable. Using issue-selling as a framework, IPE champions can successfully move their missions, agendas, ideas and needs forward to achieve issue-selling objectives, and effect visionary organizational change.
- Application, 10 minutes
- Using issue selling as the basis, Slapcoff, Winer and Dobler (2014) created a framework for focusing leaders’ attention and deploying projects of significance in higher education. Seminar leaders will describe this framework, share specific tools, describe communication strategies, and outline processes they find effective when “leading up” to advance IPE. Seminar leaders will describe this framework, provide specific examples of tools, communication strategies, and processes effective in advancing IPE at their institutions.
- Active Learning Strategies, 30 minutes
- Attendees will complete a case study, engage in guided reflection, and participate in a facilitated discussion to exchange ideas to develop and adapt these tacts for use at their institutions.
- Large Group Q&A and discussion, facilitated by Senior academic leadership and experienced IPE leaders (10 minutes),
- Participants will break into smaller groups for applied case study (13 minutes)
- Time for individual reflection and forward planning (7 minutes)
- Debrief (5 minutes)
Participants will gain specific skills and practical knowledge about “Leading up”, including leveraging contextual knowledge, using specific communication strategies, engaging stakeholders, network, and influencing decisions and institutional policies.
*References available on request.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (OICPD). The OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the OICPD is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The OICPD maintains responsibility for this course. Social workers completing this course receive continuing education credits.
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change