Competencies

Overview and Approach

The Talent Mentoring Model provides an overview of the intersection of the articulation of roles, the review of the role requirements and the development process to enhance skills and build capacity to enhance competencies.

Competencies

lSelf Awareness and Emotional Intelligence

lDevelop Self and Others

lCommunicate and Engage Effectively

lBuild Collaborative Relationships, Coalitions and Strategic Partnerships

lInspire, Achieve and Innovate

lManage Resources

lTransform and Lead to the Future

Purpose

The purpose of this is to describe the necessary leadership competencies of Physician, Basic Scientist , Dentists and Midwives as described in various models across Canada and in the literature search completed by the Talent Management Working Group. The competencies do not describe the clinical, teaching or research performance indicators as required by each department or specialty area.

Background

Academic Health Science Centres have a long history of developing individuals as it relates to their academic and clinical competencies and achievement. This is achieved through formal an informal education, role modeling and formal mentorship in addition to other initiatives. Until recent years, leadership roles were often assumed by individuals toward the end of their career or by individuals who were accomplished in other academic areas such as research or education. There were some underlying assumptions that if a person was accomplished in one area that they would "naturally" be a good leader. There are many examples of excellent leaders in the past who came to leadership in this manner.

Many physicians see leadership as the duties performed by those who have a formal leadership title but in a multidisciplinary team environment the nurse, allied health and other professionals see frontline physicians as the leader. There are leadership skills required at all stages of medical careers. Leadership is often assumed yet most physicans will attest that leadership skills such as meeting management, building effective collaborative partnerships, self awareness and conflict resolution are not addressed in the medical school curriculum. We feel that providing leadership development opportunites for professional staff is essential in this day of great change, decreasing budgets and collaborative multidisciplinary team environment