Leadership Training for Department Chairs: Integrating Formal Training, Experiential Learning, and Mentorship

Abstract

The study explores the link between formal training, experiential learning, mentorship, and the leadership development of department chairs at a Canadian university. Employing a framework analysis approach grounded in transformative learning theory, data from 17 semi-structured interviews revealed that formal training imparted essential knowledge and skills to new chairs. However, the training's influence on the chairs' development varied, depending on individual career stages and previous leadership experiences. Participants identified experiential learning as a vital element of their leadership development, with prior leadership roles providing a solid base for a successful transition. Mentorship emerged as a transformative instrument, offering timely developmental opportunities through exchanges with experienced leaders. The study concludes that strategically combining learning approaches can enhance institutional leadership capacity and facilitate faculty members' transition into department chair roles, particularly in the context of the post-COVID-19 pandemic and the ongoing leadership crisis.