Leadership Training Program Research Articles

Team Leadership Behaviors from the Viewpoints of Healthcare Team Members: A Qualitative Study

Team leadership in healthcare settings plays a fundamental role in ensuring that high-quality patient care is delivered. This study is the first to explore team leadership behaviors from the viewpoint of Iranian healthcare team members. This qualitative study was performed using directed content analysis. Face-to-face, semi-structured interviews were conducted with 15 healthcare team members between October 2019 and June 2020. After each interview, the transcripts and related notes were read several times, semantic units were identified, and related codes were labeled. The specified codes were organized into subcategories and categories based on a predetermined framework placed in three main categories: transition, action, and interpersonal skills. Behaviors extracted from the transcripts consisted of 83 codes placed in 21 subcategories, and nine categories were assigned to three main categories of the predetermined framework. In the transition processes, situational analysis, teambuilding, debriefing, and feedback-seeking were the most influential leadership behaviors on the success of teamwork from the participants' viewpoints, especially members of surgical and emergency teams. Clinical competency, resource management, and coordination were more important leadership behaviors in the action processes, particularly in the opinion of attending doctors and nurses. Most participants emphasized conflict management, stress management, speaking up, encouragement, and accountability in interpersonal processes. This study improves our understanding of the leadership behaviors that influence successful teamwork achievement in healthcare settings. The findings have implications for further research and the enhancement of team leadership in healthcare settings, the development of structured team leadership training programs, and reliable assessment tools.

Promoting the Pipeline of Diverse Individuals Within Gastroenterology: Reflections From AGA FORWARD Program Scholars

Promoting the Pipeline of Diverse Individuals Within Gastroenterology: Reflections From AGA FORWARD Program Scholars

Using a most significant change approach to evaluate learner-centric outcomes of clinical scholars leadership training program

BackgroundMost significant change (MSC) analysis is an evaluative method used to supplement outcome and impact program evaluations. MSC stories provide mini-narratives contextualizing the effect a program had on an individual. The Clinical Scholars program evaluation team used MSC to explore learner-centric leadership outcomes of the Clinical Scholars leadership training program. Purpose of the researchTo identify thematic outcomes of trainees during the three years of their leadership training in the Clinical Scholars program. ResultsWe identified three central thematic areas of most significant change: (1) leadership in practice, (2) self-awareness, and (3) equity, diversity, and inclusion. Other present themes included stakeholder engagement, effective leadership, collaboration, impact, expanded influence, innovation, networking, community engagement, evidence-based, implementation science, organizational development, hope, and advocating within organizations, teams, and the community. A total of 25 mid- and advanced-career level participants represented a diverse array of disciplines within the healthcare sector. ConclusionsMSC stories represented leaders' individual and team growth due to participating in the Clinical Scholars program. Results confirmed fidelity of program implementation to the original program goals, as outlined in the grant proposal. They highlighted three critical areas of development for this cohort of Fellows.

Evaluation of workplace opioid prevention and response training for union and employer instructors and leadership

Objective: Opioids and the Workplace Prevention and Response (OWPR) Train-the-Trainer (TTT) and Leadership programs were piloted to improve trainees’ abilities to conduct opioid awareness training and to introduce policies and programs in their workplaces.Methods: The TTT (N = 54) and Leadership (N = 19) pilot trainees were administered voluntary pre- and post-training surveys and observed for discussion on knowledge and confidence regarding teaching and on workplace policies and workplace injury prevention related to opioids.Results: Percentage agreement with correct responses for all TTT and 10 out of 14 (71.4 percent) Leadership knowledge and confidence questions increased significantly from pre- to post-test.Conclusion: We found some evidence that the OWPR TTT and Leadership training programs and materials were effective in improving trainee's abilities to conduct opioid awareness training and to introduce policies and programs to address opioids and the workplace.

Evaluasi Program Latihan Kepemimpinan Organisasi Siswa Intra Sekolah di Pondok Pesantren Al-Hamid Putri

Al-Hamid Putri Islamic Boarding School also carries out Basic Leadership Training activities to train students to organize, how to manage time, socialize, and express opinions. On the other hand, the formation of OSIS also plays a very important role in shaping the spirit of leadership. This study aims to evaluate the OSIS Leadership Training Program for the Al-Hamid Putri Islamic Boarding School. The research was conducted at the Al-Hamid Putri Islamic Boarding School, Cibubur. East Jakarta. The population and sample in this study were the participants of the OSIS Leadership Training Basic Al-Hamid Putri Islamic Boarding School. This research uses descriptive qualitative research method with KirkPatrick Evaluation Method. KirkPatrick's Evaluation Method focuses on 4 Levels of Evaluation Stages; Level 1 Reaction, Level 2 Learning Phase, Level 3 Behavior Phase, and Level 4 Outcome Phase. Level 1 Reactions provide positive satisfaction according to the participants' responses based on indicators of material, consumption, facilities and infrastructure and, presenters. Level 2 Learning Phase provides 80% response about understanding related to the material. Level 3 Behavioral Stage provides an 85% response related to significant changes related to the application of materials in daily life. Level 4 Stage Results obtained a response of 70% related to the increase in information and performance obtained after participating in the training. This training had a positive impact on changing the behavior of the participants at the Al-Hamid Putri Islamic Boarding School, Cibubur, East Jakarta.

Evaluasi Program Latihan Kepemimpinan Organisasi Siswa Intra Sekolah di Pondok Pesantren Al-Hamid Putri

Al-Hamid Putri Islamic Boarding School also carries out Basic Leadership Training activities to train students to organize, how to manage time, socialize, and express opinions. On the other hand, the formation of OSIS also plays a very important role in shaping the spirit of leadership. This study aims to evaluate the OSIS Leadership Training Program for the Al-Hamid Putri Islamic Boarding School. The research was conducted at the Al-Hamid Putri Islamic Boarding School, Cibubur. East Jakarta. The population and sample in this study were the participants of the OSIS Leadership Training Basic Al-Hamid Putri Islamic Boarding School. This research uses descriptive qualitative research method with KirkPatrick Evaluation Method. KirkPatrick's Evaluation Method focuses on 4 Levels of Evaluation Stages; Level 1 Reaction, Level 2 Learning Phase, Level 3 Behavior Phase, and Level 4 Outcome Phase. Level 1 Reactions provide positive satisfaction according to the participants' responses based on indicators of material, consumption, facilities and infrastructure and, presenters. Level 2 Learning Phase provides 80% response about understanding related to the material. Level 3 Behavioral Stage provides an 85% response related to significant changes related to the application of materials in daily life. Level 4 Stage Results obtained a response of 70% related to the increase in information and performance obtained after participating in the training. This training had a positive impact on changing the behavior of the participants at the Al-Hamid Putri Islamic Boarding School, Cibubur, East Jakarta.

Authentic leadership and innovation behaviour among nurses in China: A mediation model of work engagement.

The purpose of this study was to explore the effect of authentic leadership on nurses' innovation behaviour and the mediating role of work engagement. Encouraging nurses to generate more innovation behaviours has become an important development direction for improving the quality of nursing services. We employed a self-report questionnaire to collect data in Jinan City, China. A total of 2018 valid surveys were obtained. Hierarchical multiple regression model analysis was conducted to test the study hypothesis. The mean values of authentic leadership were 55.72 and 35.29, respectively. It shows that nurses can perceive the authenticity of managers, and their innovation behaviours need to be improved. Work engagement was found to have partially mediating effect on the relationship between authentic leadership and innovation behaviour. Results suggest the importance of developing nurse managers' authentic leadership to foster nurses' work engagement and innovation behaviour. Hospitals should enhance authentic leadership by designing leadership training programmes and establishing authentic culture. In addition, nursing managers can also foster nursing innovation through improvements in work engagement. The study data were collected via questionnaires, and we sent out questionnaires with informed consent forms to the study subjects. All valid subjects signed the consent forms and agreed to join this study. In addition, the questionnaires were collected anonymously, and all the subjects' information is strictly confidential. More importantly, the data are only used for research and do not involve any commercial interests.

Evaluation of two longitudinal faculty leadership training programs: behavioral change and institutional impact

PurposeBuilding leadership skills among faculty in academic medicine is essential, yet professional development programs focused on leadership are not always attentive to the needs of faculty on diverse career pathways or at differing career stages—nor are they often rigorously assessed. Evaluations commonly focus on participant satisfaction and short-term learning but not behavior change and institutional impact, which are difficult to assess but arguably more meaningful. Given the substantial time and money invested in these programs, more rigorous evaluation is critical.Design/methodology/approachThe authors evaluated an intensive, shared leadership-focused training program for early-career and mid-career faculty, offered by the University of Pittsburgh’s School of Medicine over the course of a year. They administered a pre/post-program assessment of confidence in key skill areas, and conducted semi-structured interviews with 21 participants between 1–4 years after program completion.FindingsParticipants in both programs showed statistically significant improvement (p < 0.001) on every item measured in the pre/post-test. Analysis of the interviews revealed indications of substantial behavior change as well as institutional impact. The evaluation also suggested particular benefits for female professionals.Originality/valueThe authors conducted a long-term assessment of leadership training focused on career pathway and career stage and found that it (a) prompted both positive behavioral change and institutional impact and (b) suggested benefits for female faculty in particular, which could potentially help to eliminate gender-based disparities in leadership in academic medical centers.

Employing the PERT Method in Planning Academic Leadership Training Programs in Saudi Universities in Light of Digital Transformation

The study aimed to reveal the role of employing the PERT method in planning academic leadership training programs in Saudi universities. The PERT method was also applied in the aspect of time and cost on EXCEL software, one of PERT's computer software, in planning a training program for academic leaders in Saudi universities with the aim of ensuring its implementation in the least time and lowest cost and achieving the highest possible efficiency and quality. Whereas, the PERT method was employed in the technical aspect of time and cost in planning a training program for academic leaders in Saudi universities to ensure its implementation in the least time and lowest cost and to achieve the highest possible efficiency and quality. To achieve this, the descriptive approach was used, and the most prominent findings of the study were that the total time estimated to plan the training program according to Bert is (18) days and at a cost of 2670, unlike what was traditionally planned at (20) days and the cost of (3000), as well as Bert's applied steps showed that the possible paths on the network for the program application steps amounted to 3 paths. Path (C) represents the critical path for taking longer in implementation. There is many technical software that enable decision makers based on planning training pro-grams to reduce the duration of preparing a program plan with the least percentage. There are mistakes, especially in large training programmers, and the study recommended the need to work on employing scientific methods in planning the completion of training programs approved by universities, because the use of these methods achieves effective results in reducing time and cost.

Coming Soon—NAAHP-Leads (Leadership Training Program)

Coming Soon—NAAHP-<i>Leads</i> (Leadership Training Program)

Redeveloping Leadership Training for Higher Trainees in the West Midlands

AimsMany of the competencies that trainees in psychiatry are required to achieve can be linked to leadership in the broadest sense, yet specific training is not often systematically provided. The West Midlands Psychiatry Leadership Development Programme aims to support the acquisition of important leadership skills already set out in the curriculum through provision of high-quality specialist leadership content within the existing programme. Here we present the findings of a scoping exercise exploring the views and attitudes towards leadership training held by higher trainees in psychiatry within the West Midlands.MethodsAll psychiatry higher trainees within West Midlands Deanery were invited to complete an anonymous online survey using Survey Monkey in November 2021. This survey incorporated questions about their preferred learning styles, confidence in their leadership skills and barriers to accessing leadership opportunities, generating both quantitative and qualitative data.ResultsKey results included: •37 responses were received. All subspeciality training programmes were represented. Almost half of respondents (46%) were ST6 or above and most were in training full time (84%).•Trainees expressed a preference for experiential learning about leadership (87%) as well as small group teaching (62%) and interactive workshop style content (62%).•Awareness of leadership opportunities was typically via their peer group (81%) or clinical supervisor (60%). Only 52% of trainees were aware of leadership opportunities within the Deanery.•Only 54% felt that existing leadership training met their curriculum requirements. Less than half of trainees (46%) felt confident to evidence their leadership experience within their training portfolio.•One-fifth of trainees (21%) reported experiencing barriers to leadership development. These included: inadequate awareness of opportunities, lack of senior support, time constraints and difficulty matching interests with available opportunities.ConclusionTrainees expressed interest in the redevelopment of a regional leadership training programme which would support them to achieve their curriculum competencies and prepare them for life as a consultant psychiatrist. The new multi-faceted regional leadership programme will offer resources in a variety of formats including webinars, podcasts, optional interactive workshops and action learning sets. It is hoped that this flexible programme, linked to the Medical Leadership Competency Framework, will better meet the needs of higher trainees as they pursue their own personal leadership journeys.

MP23-14 REDUCING READMISSIONS FOLLOWING RADICAL CYSTECTOMY THROUGH QUALITY IMPROVEMENT

You have accessJournal of UrologyCME1 May 2022MP23-14 REDUCING READMISSIONS FOLLOWING RADICAL CYSTECTOMY THROUGH QUALITY IMPROVEMENT Lee White, Caleb Seufert, Bogdana Schmidt, Peter Dy, Stacy Cox, Mia Singh, Joanne Meneses, and Eila Skinner Lee WhiteLee White More articles by this author , Caleb SeufertCaleb Seufert More articles by this author , Bogdana SchmidtBogdana Schmidt More articles by this author , Peter DyPeter Dy More articles by this author , Stacy CoxStacy Cox More articles by this author , Mia SinghMia Singh More articles by this author , Joanne MenesesJoanne Meneses More articles by this author , and Eila SkinnerEila Skinner More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000002562.14AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: Radical cystectomy (RC) for invasive for invasive bladder cancer is a highly morbid surgery. At 21 to 31%, the national 30 day RC readmission rate is significantly higher than for other urologic procedures. Early rehospitalization has become a focus due to the impact on patient experience, high cost, and associated poor downstream health outcomes. Under the auspices of the Stanford Clinical Effectiveness and Leadership Training Program, we set out to reduce the 30-day readmission rate due to infection to 10%, from the current rate at Stanford of 17.9%. METHODS: We determined the baseline readmission rate at Stanford from ACS NSQUIP and billing data, and manual review of all RCs at Stanford from 2018-2020. We identified an ‘intervention bundle’ to reduce cystectomy readmissions: preoperative nutrition referral, enrolling patients in SeamlessMD perioperative education platform, standardized teaching for patients during hospitalization, removal of ureteral stents by postoperative day 4, methenamine urinary tract infection prophylaxis, and outpatient care coordination with followup visit at 3, 10, and 17 days post-discharge. RESULTS: We identified 217 baseline cases from 2018-20 with a readmission rate of 28-32%, of which 18-21% were due to intraabdominal and urinary tract infection. In the 3 months since our intervention, we performed 14 radical cystectomies. 1 patient was admitted to an outside hospital with pain. One patient was admitted with a urinary tract infection. These represent a 14% overall readmission rate and 7% readmission rate for infection. Process measures have also improved. Days to stent removal has improved from 21.3 days to 7.7 days. Days to clinic follow-up improved from 6.3 days to 3.6 days. CONCLUSIONS: Our intervention reduced readmissions from 17.9% to <10%, or an estimated 6-10 prevented readmissions annually, with corresponding impact of $1-1.5M. Insights from this initiative provide a template for improving important clinical metrics using data from chart and literature review. This Quality Improvement initiative included a spectrum of practitioners. Reducing readmission following cystectomy may yield strategies and answers to reduce readmission following other complex and morbid surgeries. These answers can improve the experience for patients at Stanford and beyond. Source of Funding: NA © 2022 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 207Issue Supplement 5May 2022Page: e387 Advertisement Copyright & Permissions© 2022 by American Urological Association Education and Research, Inc.MetricsAuthor Information Lee White More articles by this author Caleb Seufert More articles by this author Bogdana Schmidt More articles by this author Peter Dy More articles by this author Stacy Cox More articles by this author Mia Singh More articles by this author Joanne Meneses More articles by this author Eila Skinner More articles by this author Expand All Advertisement PDF downloadLoading ...

EMOTIONAL INTELLIGENCE OF THE UNIVERSITY ADMINISTRATOR FOR EFFECTIVE LEADERSHIP

The highlights about the significant contribution of emotional intelligence (EI) and how it has influenced leadership effectiveness in higher education have long been noted. Knowledge of how exactly (EI) relates to effective leadership (EL) could culminate and lead to a substantial advancement in leadership training and development programmes and the capacity to handpick potentially effective leaders. The review identified five domains of EI that comprise of 25 competencies. These competencies include self-awareness, self-regulation; motivation; empathy; and social skills, which were later collapsed into 20 and the five domains into four: self-awareness, self-management, social-awareness and relationship management. The review illustrated that having high EI among staff can affect the work environment and improve service interaction. It revealed that EI had been recognised for the case of teaching staff and students than administrators who have higher EI and are more effective since they are aware that their actions and decisions influence the learning and behaviour of students. However, a limited number of studies have discussed the importance of EI on administrative staff. The study concludes that EI has a substantial effect on leadership effectiveness; therefore, higher levels of EI could help improve leadership performance and effectiveness. It recognises that EI can be improved with training and development. Therefore, training programmes within an institution could positively affect leadership and leadership performance, thereby driving the institution to success.

School Leadership in the Era of Neoliberalism

A lot of ink has been spilled to create a consensus around the meaning of the concept of leadership. This is so because the concept of leadership currently dominates the language of organizations including schools. What instead happened is a deluge of assumptions including but not limited to the beliefs that; leadership is static; it can be taught objectively and effectively to a different group of people in various situations; it can be learned quickly and easily, and the context is a secondary or tertiary importance. These assumptions gave birth to the leadership development industrial complex, an explosion of leadership training programs all over the world especially in the United States. This growing industry promises to create transformative and high performing leaders for a small fee. Despite this training explosion, it is the opinion of several scholars that leadership failure is almost everywhere. They wonder whether the leadership development industry has improved the human condition. The elephant in the room is the neo‑ liberal context in which all the above is taking place. Neoliberalism is an ideology whose proponents advocate the deregulation of the economy, liberalization of trade and industry and the privatization of state‑owned enterprise. This ideology pushes individuals to see themselves as self‑interested actors rather than people working for the social good. The new managerialism becomes the dominant form of management in organizations whose focus is on productivity, efficiency, surveillance, and accountability. Educational institutions are not immune to the new managerialism whose introduction deserves to be interrogated. Neoliberalism turns teachers and school principals into technicians rather than professionals. The influence of managerialism on education pol‑ icies is efficiency in all matters which leaves no room for the pursuit of equity, excellence and ethics and social justice (Codd, 1993). What vision of education should prospective schools’ leaders develop while they are being forced to adopt a managerialist approach to the leadership of school? Should school leaders develop both the ability to resist and build coalitions with proponents of neoliberalism at all costs? Neoliberalism has successfully coopted our education practitioners and students to turn them into docile minds and docile bodies to the service of the market. The question this phenomenon raises is whether faculty in education leadership preparation programs are preparing their candidates for a meaningful and purposeful life. Perhaps public education should focus on society reproduction, but individual values cannot be ignored. Unfortunately, the neoliberalism ideology and its proponents have taken it upon themselves to prioritize these values less. Hence the ideological struggle continues between proponents and opponents of the impact of neoliberalism in organizations but more specifically in schools.

Experiential Learning Through Participatory Action Research in an Interdisciplinary Leadership Training Program

Experiential Learning Through Participatory Action Research in an Interdisciplinary Leadership Training Program

LEADERSHIP TRAINING PROGRAMS/MODELS, INTER-ETHNIC CONFLICT RESOLUTION AND THE YOUTH

Purpose: The purpose of this paper is to explore and discuss the various models/programs used in leadership training in the context of inter-ethnic conflict resolution and how those models can be used by NGOs in training the youth. From their many years of practice and experience in training, both Paulo Freire and John Paul Lederach propose training models that are suitable and effective in leadership training in inter-ethnic conflict resolution situations. The two approaches to training which Lederach (1995) refer to as the prescriptive and the elicitive, should be understood as analytic models, or as Weber would call them, “ideal types” (Weber 1947). Paulo Freire talks about progressive education training. In other words, in real life the exact, pure model of either type may not exist. And that is the premise this paper is built on.&#x0D; Methodology: Using a quantitative study approach, this study describes the different leadership training programs that have been used with relevance to the culture and needs of the youth in Kenya in inter-ethnic conflict resolution. It presents an overview of ten case studies of leadership training programs and draws from them to illustrate how leadership training programs in inter-ethnic conflict resolution for the youth can be designed and conducted to communicatively transfer knowledge and skills to help the youth in social and behavioral change and become sources of change agents in the communities they live.&#x0D; Findings: The study attempts to give various definitions of key terms and concepts used in leadership and conflict resolution discourses. Results in the ten cases, demonstrated there was some notable divergence in terms of topics covered in each program, but that means that the difference came about because of the different target needs and issues each program tried to address. Results showed that almost all (80%) of the training programs were evaluated. Some of the training bodies had their own biases in covering topics.&#x0D; Unique Contribution to Theory, Practice and Policy:The researchers considers these models of leadership training and how they can be communicatively used to transfer knowledge and skills in inter-ethnic conflict resolution and bring about social or behavioral change among the youth. Design theory informs how these training programs are designed, planned, implemented, and evaluated.

Catalyzing “Cohortness” in Leadership Programs Pivoting to a Virtual Environment

ABSTRACT Leadership training commonly brings individuals or teams together in face-to-face settings to network and build their skills in groups referred to as “cohorts.” The pandemic of 2020 forced leadership training programs to be held virtually, bringing into question how programs could foster a sense of “cohortness,” or a collegial sense of group identity, even when the participants could not meet face-to-face. For this study, two programs, the Clinical Scholars (CS) program (n = 34), and the Food Systems Leadership Institute (FSLI) (n = 23), collaborated to explore how participants expecting an in-person program responded to adaptations made for a virtual launch of their program and how connected they felt to their fellow classmates. Analysis of qualitative and quantitative data showed that prior to attending each program, fewer than half of participants expected to feel slightly to very connected as a cohort. At program completion, 96% reported feeling slightly to very connected. Both CS and FSLI participants ranked 1) Frequent small group exercises, 2) small group ice breakers, 3) Team introductions prior to the retreat 4) Virtual orientation as the top activities contributing to their sense of being a cohort. Although the pandemic will pass, the insights gained from examining how to foster professional networks and a collegial sense of group identity (“cohortness”) among virtually convened participants can benefit leadership development programs that must continue to meet virtually for financial or other reasons and can benefit those programs, which eventually resume in-person convenings.

Effectiveness of Nursing Leadership Training Programs: Mixed-Methods Research

Taiwan Nurses Association (TWNA) has recommended nursing leader applicants to the International Council of Nurses (ICN) Global Nursing Leadership Institute since 2009, held the Nightingale Nursing Leadership Institute Training Program since 2011, and co-hosted the ICN Leadership for Change Program with ICN since 2015. The TWNA actively cultivates nursing leaders with vision and an international perspective. To investigate the professional efficacy of nursing leaders who had attended these leadership training programs. A mixed-methods research design was adopted. One hundred and sixty-seven nursing leaders who had attended at least one of the three leadership training programs were enrolled as participants. Data collected from online surveys were used in the quantitative analysis. Data collected from the content analysis of achievement reports and focus groups were used in the qualitative analysis. Diligence in work and listening were the highest-scoring items in the leadership and communication skills categories for the three leadership training programs. The results of the content analysis found that the achievement reports of the Nightingale Nursing Leadership Institute and Leadership for Change programs were mostly concerned with the professional issues in organizations. The impact of leadership training and suggestions for future program planning were discussed in the focus groups. The results of this study support that these training programs have been successful in promoting a commitment to organizational improvement among program participants and have increased the professional impact of nursing on society.

Using a Smartphone App to Assess and Support Transfer of Training of Leadership Skills – A Feasibility Study

Studies have shown that leadership behaviors can have a large impact on workplace productivity and health, and considerable time and money is spent on leadership training. The transfer of skills learned in training to daily practice at the workplace is an important outcome. This study investigated the use of a smartphone app and ecological momentary assessment to improve and measure transfer of training. The app was used in conjunction with a leadership training program and combined reminders, checklists, and single-item work environment questions. Managers (N = 17) used the app over an 11-week time period, collecting data multiple times each week for an intensive longitudinal within-participants design with no control group. Results indicate that the number of self-reported skills increased during the training period and that the app was appreciated as a skills training support.

Creation of a pharmacy leadership certificate program for pharmacists and pharmacy technicians using an innovative, low-cost framework.

To describe the creation of a statewide leadership training program for practicing pharmacists and pharmacy technicians. The 2 overarching goals were to (1) enable learners to develop foundational leadership skills that could be used at their place of work or would enable them to take on a new or advanced role and (2) help foster sustainability within our state pharmacy society through incorporation of the learners on committees and projects, bringing awareness to board member roles and functions. Overall, the program's mission was to empower practicing pharmacists and pharmacy technicians to take on leadership roles within their organization and the state pharmacy society. Leadership training for pharmacists and pharmacy technicians can be variable, elusive, and costly. We provide our experiences in establishing a 1-year leadership certificate program affiliated with the state pharmacy society. In the first 4 years, a total of 15 program fellows have graduated, with 8 more set to finish in September 2022. Since completion of the program, a majority of the graduates have taken on new leadership positions (65% have accepted new leadership positions and 35% have been elected to state pharmacy society board positions). Implementation of a statewide pharmacy leadership program provided a low-cost, high-value option to develop local leaders, in affiliation with a state pharmacy society.