Table 5.
Summary of the Faculty’s Common Action Plans and How These Plans Connected with the Early Career Women’s Leadership Program’s Key Outcomes (Confidence, Skills, Reflection, and Tactical Planning)
| After program completion | ||
| 1 month | 6 months | 12 months |
| Tactical planning. Communication. Recognition of institutional structure, culture, and power (organizational savvy). Linking core values with leadership goals. | ||
| •Follow-up on discussions about budget and other resources that impact programs and projects | •Articulate needs for career growth and request support | •Articulate personal values to clarify why projects are important when discussing goals and priorities with other people |
| •Prepare application for promotion | •Apply for promotion | |
| •Apply for a leadership position | ||
| Self-promotion. Motivation to pursue leadership roles. | ||
| •Seek recognition for accomplishments | •Apply for leadership opportunities in a professional society | •Seek opportunities to deliver invited lectures and disseminate work |
| •Advocate to grow and advance clinical and research programs | •Update curriculum vitae to highlight specific accomplishments and their impact | |
| •Draft own letter of recommendation | ||
| Negotiation. | ||
| •Negotiate for resources that advance clinical and research programs | •Negotiate for resources beyond salary, like more academic/non-clinical time | •Negotiate for funding |
| •Update compensation plan/contract | ||
| Mentorship from the perspectives of mentor and mentee. | ||
| •Be more direct and intentional when communicating with mentees | •Ask for mentorship from leaders internal and external to the institution | •Create a mentorship framework for the team using regular meetings and accountability |
| •Request feedback on how to improve as a mentor | •Organize a mentoring committee to advise on research progress | •Create mentorship plans for mentees |
| •Encourage others to become mentors | ||
| •As a mentee, take more ownership of tasks | ||
| Leveraging networks, relationships, and coaching. Peer coaching. | ||
| •Maintain contact with peer coaching group | •Take specific steps to regularly communicate with key people in network | •Form peer coaching groups with colleagues outside of the program |
| •Attend conferences with the goal of meeting specific people | ||
| Tactical planning. | ||
| •Be specific when clarifying and refining short- and long-term goals | •Draft a 5-year plan | •Apply for an independent grant (mentioned by select participants) |
| •Finish tasks that have been delayed | •Apply for a training grant | |
| Prioritizing. Developing greater self-awareness. | ||
| •Consider what to say “yes” or “no” to within the context of priorities | •Let go of responsibilities that do not align with career goals | • Commit to completing a project before agreeing to a new one |
| •Reduce the need to achieve perfection and submit manuscripts for peer review | •Concentrate work specifically on projects that align with career goals | |
Abbreviations: ECWLP, Early Career Women’s Leadership Program; GOOD, Goals, Options, Obstacles, Do; IRB, Institutional Review Board; JHUSOM, Johns Hopkins University School of Medicine; SD, standard deviation.