Characteristics of the Chair

Self-awareness

Know your own strengths, weaknesses, emotions, drives, values, goals

Self-awareness is an important part of leadership by a Chair. Through self-awareness, a Chair is able to be honest with themselves as well as with those individuals around them. For example, self-awareness allows a Chair to understand why they react as they do in certain situations. Some Chairs may react negatively in stressful or confrontational situations which can be mitigated when that same individual recognizes these emotions. By understanding one's own strengths, weaknesses, and emotions, there is a simultaneously improved understanding of one's own drives, values, goals. Chairs with self-awareness often search for constructive criticism in order to improve their own performance. Finally, through a deep understanding of one's own strength, weaknesses, and emotions, the chair will be able to make better decisions (such as ones that play to their own strengths and values) thereby leading to a more energized work environment and improved job satisfaction among employees. (Goleman D. What Makes A Leader? Harvard Business Review. January 2004; 2-12.)

It is also important for Chair to reveal some of their own weaknesses. In doing so, it shows their "human side‟ and improves solidarity between the leader and their peers. No leader is a perfect leader. By revealing strategic flaws, the leader can be perceived as more approachable. (Goffee R, Jones G. Why Should Anyone Be Led by You? Harvard Business Review. January 2004; 49-58.)

Self-regulation

Controls/redirects disruptive emotions and impulses

Everybody has emotions. By controlling one's disruptive emotions and impulses, the Chair can build a sense of trust and fairness within the Department. For example, rather than displaying outbursts of anger in situations that do not proceed as planned, the Chair with emotional self-regulation will avoid hasty judgments and consider why the outcome occurred. Furthermore, the Chair should consider if he/she had any role in the situation. Only after careful consideration and analysis will the chair with emotional self-regulation provide a thoughtful analysis of why the situation occurred and then offer clear direction and expectations to correct the situation and move forward. In essence, emotional self-regulation translates into replacing reflexive reactions with thoughtful analysis and evaluation followed by constructive remediation. (Goleman D. What Makes A Leader? Harvard Business Review. January 2004; 2-12.)

Motivated

Driven to achieve for the sake of achievement

Any effective leader is driven by motivation. This motivation is driven by their innate desire to achieve. Individuals with high levels of motivation can be identified through their passion for the work they do. These individuals look for new challenges, new things to learn, and new heights to achieve. Motivated individuals also like to keep score - they like to win. They also display steadfast commitment to their organization and remain optimistic despite external circumstances. A Chair's motivations should be prioritized. The first priority is always the institution! This is followed by the Department and then the faculty/trainees/staff. A Chair's personal ambitions are last on the hierarchy and should only be pursued if there are no negative consequences on the other priorities. (Goleman D. What Makes A Leader? Harvard Business Review. January 2004; 2-12.)

Empathy

Interprets subtle interpersonal cues

During the course of making decisions, it is important to consider other people's feelings and opinions - this constitutes empathy. Empathy has become increasingly important during this era of team-based collaborations. A team leader must be able to understand the feelings, opinions, and perspectives of all members within a team. In doing so, the team will be able to reach a thoughtful consensus. An empathetic leader must be able to interpret subtle interpersonal cues in some situations, while in other circumstances; the leader should encourage explicit openness from their peers and colleagues. The empathetic chair can improved job satisfaction among members of their Department. This can, in turn, translate into improved faculty and staff retention. (Goleman D. What Makes A Leader? Harvard Business Review. January 2004; 2-12.)

Social skill

Manages relationships and moves people in desired directions

Social skill refers to a Chair's ability to manage interpersonal relationships. It does not refer to socializing with peers and colleagues outside of the work environment. Instead, it includes the ability to build rapport with faculty and staff members so that common ground can be identified and the Department can be moved in the desired direction. The Chair with excellent social skill understands that nothing can get done alone. Progress within any mission requires Departmental agreement and support. The Chair must be able to express the reasons for their decision-making and direction-setting and then persuade faculty and staff members to be supportive. Through social skill, the effective chair can recruit other people to get the necessary work done and advance the missions within the department. (Goleman D. What Makes A Leader? Harvard Business Review. January 2004; 2-12.)

Moves back and forth between the 'action' and the 'balcony'

The effective Chair must understand the importance of balance between the "action‟ and the "balcony‟. That is, a Chair must avoid being swept up in the clinical, educational, or research actions within their Department. Instead, it is important for a Chair to get on the "balcony‟ and look for patterns or behaviors within the Department that need to be corrected. Just as a coach understands how to play a game, it is equally important for the coach to observe the performance of individual team members and adjust the game plan as needed. Only by getting on the "balcony‟ can the Chair see and understand the overall performance of the Department thereby allowing the Chair to make constructive changes, goal modification, and strategic planning for the department. (Heifetz RA, Laurie DL. The Work of Leadership. Harvard Business Review. January 2004; 35-47.)

Identifies adaptive challenges

Every department faces challenges. The Chair is responsible for identifying the specific circumstances and issues which create the challenges and plotting a course for adaptation. Examples of fundamental causes of Departmental challenges include personnel, infrastructure, technical issues, cultural norms, as well as others. The Department Chair must engage in an open and honest assessment of the root cause of departmental challenges and then identify an appropriate adaptive response in order to overcome those challenges. (Heifetz RA, Laurie DL. The Work of Leadership. Harvard Business Review. January 2004; 35-47.)

Regulates distress

Simply stated, the Department Chair must establish a balance in the work place between the absence of stress and excessive stress. While it is easy to understand that an overly stressful environment can lead to poor job satisfaction and personnel turnover, the absence of stress is equally detrimental by removing all motivation to perform adaptive work (e.g. "nothing cooks without heat"). The Chair must pace the work of the Department and establish clear priorities within the ever expanding "To Do List‟. Additionally, the Chair must assist faculty and staff with identifying adaptive work opportunities. This is a very difficult responsibility and frequently requires comfort on behalf of the Chair to tolerate uncertainty and frustration. (Heifetz RA, Laurie DL. The Work of Leadership. Harvard Business Review. January 2004; 35-47.)

Maintains disciplined attention

Grapples with divisive issues

The Chair must be willing and able to take on divisive issues. While this often takes the form of interpersonal issues, it extends well beyond this level. Leaders, such as Departmental Chairs, are frequently reluctant to address and consider competing points of view. It is often tempting to ignore issues that are poorly understood, uncomfortable, or opposite to their own opinions. The Department Chair must be able to reframe such issues so that it is better understood and necessary adaptation can be achieved. This does not involve the assignment of blame, denial, or scapegoating. Instead, it involves a deeper evaluation of the divisive issue beyond its superficial nature, and the creation of a resolution through collaboration. (Heifetz RA, Laurie DL. The Work of Leadership. Harvard Business Review. January 2004; 35-47.)

Gives work back to the employees (i.e., supports rather than controls people)

The Chair must promote self-confidence within their faculty and staff. Many employees are dependent upon being told what to do. Instead, faculty and staff members should be encouraged to take initiative and responsibility in identifying appropriate solutions rather than being entirely dependent on their supervisors for direction. When this occurs, the Chair must be prepared to support people when they make mistakes. Through this process, departmental employees will develop greater responsibility and collective self-confidence. (Heifetz RA, Laurie DL. The Work of Leadership. Harvard Business Review. January 2004; 35-47.)

Protects leadership voices from below

The effective Chair must invite differing points of view. Employees with different opinions or perspectives are often silenced in order to avoid any disruption of progress. However, the expression of different viewpoints can encourage fresh thinking and consideration of previously unrecognized threats or opportunities. Retaliation can never be tolerated, and Chairs are responsible for protecting the voices of dissention. (Heifetz RA, Laurie DL. The Work of Leadership. Harvard Business Review. January 2004; 35-47.)

Dares to be different

Effective leaders display a uniqueness about themselves. It is important for a Chair to carefully communicate their unique aspects without seeming overly differentiated. For example, a Chair may distinguish themselves through their imagination, areas of expertise, vision, problem-solving skills, or other areas of interest. In many instances, employees will associate their leader's uniqueness with success and be motivated to perform better. (Goffee R, Jones G. Why Should Anyone Be Led by You? Harvard Business Review. January 2004; 49-58.)