The Leadership Gap: Supporting New Front line Leaders in Cancer Care

Abstract

IntroductionAlthough an individual may have gained considerable competence and skill in their specific discipline, it is unclear what resources are required for an experienced clinician to develop to a clinical leader. As a first step for many, front line leadership positions are often the only practical way to develop behaviors suited to more advanced leadership roles in health care. A new role requires impactful change in perspective that creates intensive learning opportunities for staff and an organization. Conversely, this transition may also represent risk to those failing to adjust to new behaviors and environment. A paucity of scholarly literature on this subject makes recommendations for best practice challenging, particularly in cancer care. The goals of this project were to understand the current state of leadership orientation in a single cancer center, while encouraging collaborative dialog to connect and engage stakeholders. MethodsQualitative data were collected using a focus group with novice leaders and individual interviews with experienced leaders at a single cancer center. Novice leadership was defined as less than 2 years in a management role and experienced leadership as greater than 2 years of experience. The collective narrative was coded to identify repeating indigenous ideas and phrases. Broader review explored the relationships between concepts and categories to reveal important themes. ResultsThe narrative indicated that contributors understand the importance of support and guidance early in leadership development pathways. Additional findings revealed unmet expectations of novice leadership upon moving from individual clinical expert to front line leader and possible gaps in development support. Further examination of the data shows novice leaders are vulnerable and suggests that alongside didactic programming, peer support, mentorship, coaching with feedback, and project work underpin leadership development. ConclusionsThis project revealed positive behaviors enhancing new leader assimilation and performance while presenting possible solutions for apparent gaps in organizational support. Recommendations include creation of harmonized programming to address competency development and self-directed learning, enhanced peer support networks with job shadowing opportunities, and heightened organizational awareness of leadership transition supports.