369into the curriculum in a variety of ways. Some programs create fully dedicated
retreats on interpersonal development using trained coaches to facilitate groups and
work with participants. Others use coaches to facilitate the feedback of the assess-
ment tools, to support ongoing team project work, or to deliver content on topics
such as conflict resolution and emotional intelligence.
Multi rater Leadership Development Experiences
There are multi rater leadership instruments that are available to quantify the
dimensions and styles of a leader’s behavior. The participants complete the
instrument and select 8–15 anonymous observers (colleagues, boss, direct
reports, etc.) to fill out the instrument prior to the training program. Once the
self-reported data on leadership behavior is collected and analyzed, there can be
a daylong group experience in which physicians share their 360 feedback and
support each other in using the report to create specific developmental goals.
The physicians are placed into small diverse learning groups of five physi-
cians. A coach/facilitator works with the group, establishing safety and ground
rules with the participants. Each physician then takes 20 min to draw a self-por-
trait that expresses what is in their head, heart, gut, work, leisure, past and future.
Each physician would get an hour during the daylong session to talk about their
leadership feedback. When it is their turn, the group shares their observations
about the drawing before the physician has explained it. This is followed by the
individual’s explanation of his or her drawing. Following the sharing of the self-
portrait, the person is offered the opportunity to share and discuss their feedback
report.
Both experiences promote broad and deep discussion and a strong bond among
the group members. The physicians then become peer coaches and learning partners
with a focus on supporting the achievement of their chosen development goals.
Key Learning Points and Conclusions
This chapter examined how to teach surgeons to become leaders. I argued that the
difference between managers and leaders is a leader’s ability to cultivate “willing
followers.” Effective leaders have mastered the art of mobilizing people to want to
take on challenging situations. When surgeons take the lead, they become a player-
coach. They must assess the evolving situation moment by moment and the strengths
of the clinical team, plugging people into situations that are congruent or compli-
mentary with their skills and experience.
I also introduced a model for determining the right mix of task and relational
behaviors, showing how these become ingredients for leadership styles. Leaders
learn how to adapt their style to align with different organizational situations, such
as developing and implementing new surgical procedures, improving surgical qual-
ity and safety, or dealing with crises.
20 Teaching Surgeons How to Lead