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5
Graceful Self-Promotion
An Approach for Career Development
. , , .
Ad altiora tendo—I strive toward higher things
Source unknown
In this chapter we describe the self-promotion as a strategy for academic
advancement and to ensure individual visibility in an institution. Barriers to
self-promotion in particular cultural and gender issues are described and
readers will nd clear strategies to practice self-promotion.
Objectives
Identify barriers that potentially hinder career advancement.
Develop strategies to practice graceful self-promotion.
Use these skills to help mentor colleagues and trainees.
Heena is a 38-year-old pediatrician who practices in a large academic
tertiary-care system. She completed medical school in Nepal and, after
completing USMLE steps with commendable scores, she joined a presti-
gious teaching program in New York City. Posttraining, she moved to an
academic center in the southern region of the United States, where she
soon established a reputation as a stellar worker and excellent clinician.
After a few years, Heena was appointed as the director of one of the out-
patient clinic sites, overseeing 15 faculty, nursing, and administrative sta.
Heena has had diculty ensuring that the clinic’s administrative rules
Katherine Huber, M.D., University of Florida College of Medicine, Gainesville, FL.
Zareen Zaidi, M.D., PhD, University of Florida College of Medicine, Gainesville, FL.
Page S. Morahan, PhD, Drexel University College of Medicine, Philadelphia, PA.
proof
· Katherine N. Huber, Zareen Zaidi, and Page S. Morahan
were followed by all clinic faculty members. She worries about how she
will be perceived by faculty who have been at the academic center “for-
ever”; that is, some had completed their medical school and residency
training there and had later gone on to be faculty. She perceived herself
to be an “outsider” and went into sta meetings viewing the “room to be
full of white people” and thinking “who was she to tell them what to do?”
On occasion, she knew that she should tell a faculty member that their
behavior with another sta member was inappropriate and would not be
tolerated in the future, but did not do so because she worried about back-
lash or an outright confrontation. Over the next few years, she remained
silent during sta meetings, not volunteering an opinion or managing to
project the good work done at her clinic site.
It is not surprising that self-promotion can be challenging for physicians
who are looking to advance their career. While they want to make known
their successes in the workplace, they are afraid of coming o as aggres-
sive and turning o the people that they are hoping to impress with their
accomplishments. Presenting achievements and positive attributes with
humility, at appropriate times and situations, can help with career ad-
vancement. On the other hand, exaggeration, excessive reminders about
accomplishments, and overexuberance can have the opposite eect, espe-
cially for women and minorities within an organization (Rudman ).
Several studies have shown that aggressive self-promoters tend to over-
estimate the positive eect of their eorts on the person receiving it and
underestimate the negative eects (Scopelliti et al.). us, while it is
important for faculty to ensure that their accomplishments receive appro-
priate recognition, they must deliver the message in a way that colleagues
and superiors will not perceive as annoying, aggressive, or bragging. is
dilemma led to one of the authors (PSM) to coin the term “graceful self-
promotion” (Morahan ), a method of making one’s accomplishments
and abilities visible with tact and humility.
ere are two reasons that learning graceful self-promotion is impor-
tant. First, women and faculty from certain cultures are particularly apt
to struggle with self-promotion due to longstanding gender and cultural
roles and norms. Second, faculty in general oen focus their eorts on
excellent performance in their particular microcosm and believe that this
alone (without making their accomplishments explicitly public) will give
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Graceful Self-Promotion: An Approach for Career Development ·
them opportunities for advancement within their departments and medi-
cal school. ey are then frustrated when they are passed over for leader-
ship positions and other career-advancing positions.
A well-thought-out strategy for graceful self-promotion can be es-
sential for career development. In section of this chapter, we provide
insights into cultures that lead to unconscious learning, which hinders
self-promotion and can lead to the proverbial “glass ceiling” (Morahan
et al. ) and the “bamboo ceiling” (Hewlett et al. ; Hyun ). In
section , we provide tips for faculty to practice graceful self-promotion.
Understanding Cultural and Gender Conicts
Graceful self-promotion in dependent and interdependent cultures
Culture plays a signicant role in how physicians view themselves and
their role in the workplace. Markus and Connor (Markus and Conner
) assert that all people have an inner “self” or sense of being, which
controls how an individual acts and reacts to the world around them.
Since dierent cultures promote dierent views of how individuals should
behave and interact with society, an individual’s upbringing strongly in-
uences this inner “self.” is inuence is evident in the cultural dier-
ences between East and West, as well as gender, racial/ethnic, and so-
cioeconomic class dierences, to name a few. As a general rule, Eastern,
African and Latino cultures, women, and the lower socioeconomic class
tend to uphold an interdependent value system. In such interdependent
cultures, people tend to be raised to feel that their relationships with oth-
ers are of primary importance; they tend to be rooted in tradition, obliga-
tion, and concern about the eect of their actions on others (Markus and
Kitayama ). In contrast, the independent culture value system typical
of Western and white cultures, men, and the upper socioeconomic class
encourages individualism, uniqueness, and self-condence, and focuses
less on the impact that an individual’s decisions have on those around
them (Table ) (Markus and Conner ).
Although both independent and interdependent cultures are equally
thoughtful, emotional and active, dierences in opinion and conicts can
arise because of the subtle dierences in thoughts, feelings, and actions
of individuals in response to the same situation. As a faculty mentor, it
proof
· Katherine N. Huber, Zareen Zaidi, and Page S. Morahan
is important to rst appreciate the complexity of one’s own “self”; this
involves training one’s self to: avoid default assumptions about people on
the other side of the cultural divide; ask questions; judge more slowly; and
act more carefully and intentionally. Strategies or techniques to improve
relationships and therefore performance when dealing with interdepen-
dent and independent cultures include understanding that interdepen-
dent cultures encourage solving problems in silence; therefore if a partici-
pant is quiet, it does not indicate that they are “checked-out.” In contrast,
participants from independent cultures may prefer to solve a problem
while speaking.
In general, interdependent cultures encourage leveraging harmoni-
ous relationships (in family, classrooms, workplace, and society), while
independent cultures encourage focusing on one’s sense of control. is
demonstrates the need to capitalize on both independent and interde-
pendent behaviors, endeavoring to better leverage each other’s strengths.
Table summarizes strategies that faculty can undertake. For example,
interdependents can aspire to speak up more, understanding that they
have as much authority as anyone else, and can also develop the mentor-
ing and mentee skills that are typical in the Western setting. Similarly,
independents can increase focus on relationship building before jump-
ing into problem solving, learn about other cultures, and work toward a
growth mind-set.
Graceful self-promotion and women
While women fall into the interdependent culture group, situational
factors unique to each individual make generalization about the career
advancement of women dicult. Literature over the past four decades,
however, clearly demonstrates that women academics in health profes-
sions face more diculties in career advancement than men, even women
medical school deans (Bickel et al. ; White et al. ). Although
women have reached parity at professional entry in many elds, women
faculty progress more slowly through academic ranks, and there is per-
sistent gender inequity in leadership (Bickel et al. ; Martinez et al.
; Nelson and Rogers ; Wright et al. ). Near parity at entry
for the past two decades has not had the expected positive impact on ad-
vancement to senior leadership, demonstrating that the pipeline model
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Graceful Self-Promotion: An Approach for Career Development ·
(Bickel et al. ) is a myth; the proportion of women leaders remains
below the critical mass needed for sustainable equity (Morahan et al. ;
Nelson and Rogers ). e paucity of women leaders in turn aects
how academic medicine meets the requirements of the growing number
of students, faculty, sta, and patients from diverse backgrounds.
Two general issues pertaining to self-promotion contribute to the
persistent gender inequity (Morahan et al. ). e rst encompasses
the internal psychological and cultural tenets of women. e second in-
volves institutional policies and procedures and the sociocultural norms
that contain individuals, families, academic health institutions within the
United States.
Women faculty need to address the internal messages that impede ef-
fective graceful self-promotion. Labelled a variety of ways—“advancement
reticence” (Ross-Smith and Chesterman ), low self-ecacy (Sloma-
Williams et al. ), Girl Syndrome (Ross-Smith and Chesterman ),
self-imposed glass ceiling (Austin ), Imposter Syndrome, Tiara
Syndrome (Fitzpatrick and Curran ), and role identity incongruity
(Fletcher )—all diminish women’s eectiveness, as well as that of
minority groups, in the male-dominated academic medicine world (Da-
vidhizar and Lonser ; Ely and Meyerson ; Fitzpatrick and Cur-
ran ; Fletcher ). Women tend not to pursue promotional oppor-
tunities for various reasons, including a lack of self-condence to apply
without encouragement from others, particularly those in positions of
leadership (Morahan et al. ; Odom et al. ). ey may focus on
all of their perceived weaknesses and not share their accomplishments
(Davidhizar and Lonser ; Odom et al. ). Inhibitory internal mes-
sages also include cultural family commitment norms and perceived in-
congruity between dual identity as a woman and a leader.
e Tiara Syndrome is the tendency in women (and also many men
and minorities) to focus solely on job performance, believing this is suf-
cient for recognition and promotion (Fitzpatrick and Curran ). In-
stead of self-promotion and active pursuit of opportunities, they wait to
be recognized, and for opportunities to come to them (to be presented
with the “tiara”). ey are oen bypassed for opportunities because they
have not made themselves and their accomplishments visible to those
around them.
Addressing these internal issues, however, is not sucient, because
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· Katherine N. Huber, Zareen Zaidi, and Page S. Morahan
women faculty (and minorities) work within institutional policies and
procedures, and all are embedded in both the traditional academic health
center culture and sociocultural norms (Babaria et al. ; Magrane et
al. ). A comprehensive approach that combines Ely and Myerson’s
() framework with the leadership continuum (Morahan et al. )
provides a neutral process for addressing gender equity.
e rst of the framework’s four approaches equips women through
professional development, strategic career planning, and mentoring ini-
tiatives to address skill deciencies and self-condence. Despite excellent
credentials, women tend to lack the skills to showcase their abilities and
actively pursue opportunities at the next level.
e second approach is creating equal opportunities; examples include
a formal funded women’s advancement oce, an annual published re-
port card on the status of women, and policies and procedures to address
barriers in advancement that disproportionately aect women, such as
childbirth, adoption, and parental responsibilities.
e third approach is increasing the visibility of women’s accomplish-
ments and valuation of women’s skills. is approach requires action at
both at the institutional level as well as with individual women, develop-
ing skills to increase their visibility, be successful mentees and mentors,
and build collaborative networks with other faculty and leaders.
e fourth approach is the most challenging to address—institutional
culture change for sustained gender equity. is approach involves com-
mitment of highly visible leaders (leader champions) with strategic plans
and accountability for building a gender-inclusive institution (Ely and
Meyerson ).
Tips for Graceful Self-Promotion
Tip 1: Develop a mind-set of generativity
Health professions educators oen focus passionately on clinical work
and are very successful in their respective elds but they lack visibility at
an institutional, local, or national level. Faculty at academic centers oen
misperceive self-promotion as a form of bragging or arrogance (Berman
et al. ; Scopelliti et al. ). However, research about prosocial behav-
ior and generosity shows that bragging about personal achievements does
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Graceful Self-Promotion: An Approach for Career Development ·
not aect how others perceive an individual’s intrinsic motivation (Ber-
man et al. ). Furthermore, those who self-promote have greater career
satisfaction than those who do not (Cheng et al. ). In a recent study,
deans of U.S medical schools noted that the most common characteristic
dierentiating “Rock Stars in Academic Medicine” from other faculty was
the ability to self-promote (Lucey et al. ).
Learning the art of graceful self-promotion is essential at the clinical,
academic, administrative, and society levels (Bleier and Kann ). is
skill requires you to view self-promotion through a dierent lens—that
of generativity (Komives et al. ), the ability to look beyond oneself
and express commitment for the welfare of others (Ho and Odom ;
Lie ). is reframing can be a useful lens for educators regarding
self-promotion. When self-promoting, you are:
Educating/engaging others—NOT selling to them
Helping your organization or department look good through your
success
Positively impacting the larger group by being generous with praise
and gratitude to others
Role-modeling and mentoring others in the skill of graceful self-
promotion
Tip 2: Consider graceful self-promotion as part of your strategic
career management
Goal setting
Given the challenges faculty face in advancing their careers, especially the
heavy clinical, research, or educational workloads, it is important to have
a plan to attain short-, medium-, and long-term goals (Bleier and Kann
; Clark ). Just as politicians have a long-term campaign strat-
egy to attain their career goals—reaching out to supporters, building and
exercising inuence, and then executing relentlessly—faculty can devise
their own long-term plan for their career paths (Clark ). e rst step
is to set clear goals—personal, clinical, research, and educational—with
clear timelines (that is, short-, medium-, and long-term) (Bleier and Kann
). e next step is to strategize the how, when, and where self-promo-
tion could be achieved—gracefully!
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· Katherine N. Huber, Zareen Zaidi, and Page S. Morahan
Networks
e importance of networks is three-fold: they serve as support groups,
they can be a mentoring system, and they can be useful for strategic part-
nerships that amplify individual accomplishments. Social support groups,
as well as formal and informal mentoring relationships, have been shown
to be important for academic success of students and faculty, particularly
for minority groups (Buddeberg-Fischer and Herta ; Dobkin and
Hutchinson ; Zea et al. ). Morzinski and Fisher () reported
that successful primary care faculty initiated on the average nine mentor-
ing relationships with colleagues—typically three peers, two mentors, one
academic consultant, and three additional colleagues perceived available
for future support.
As in the business world (Clark ), making a Power Map (Figure
) can help you proactively identify your support group. e process can
identify people who can have an impact on your career, then enable you to
intentionally develop or nurture relationships with those most inuential
in helping you meet and work with key contacts. Very importantly, you
can use network contacts as strategic third parties who can present the
desirable information on your behalf (Pfeer et al. ).
You may need to supply a list of colleagues when you are up for aca-
demic promotion. Use the following tips to become known by over
external people. You can use the communications you prepare (see Tip )
when you interact with these individuals.
At meetings, look over the agenda, and target individuals to meet.
Proactively plan breakfasts, coee, or teatime with the key people
you want to connect with.
Always wear your name tag at meetings and reintroduce yourself.
When interacting with these people, establish rapport. is might
include: commenting on an article of theirs, referring to people
they know, and following up by sending relevant works of your
own.
On campus, meet visiting speakers and drive them to and from the
airport, hotel, and campus.
Be active on listservs and other electronic media used in your dis-
ciplinary groups.
Join and be active in subcommittees of disciplinary societies.
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Graceful Self-Promotion: An Approach for Career Development ·
In summary, for successful graceful self-promotion as part of a strategic
career plan:
Be sensitive to timing, place, and people involved.
Don’t wait until the annual review; rather, keep your boss and other
major stakeholders in the loop.
Regularly forward your accomplishments (for example, publica-
tions, invitations, teaching evaluations) to your chair with a note.
e rationale in the note might be: “I thought that this might look
good for department annual report,” or “Just wanted you to see
this. You must be proud of what you have helped start in educa-
tion.”
In the spirit of generativity, send your boss or others higher up notes
of thanks or congratulations for their accomplishments. It’s amaz-
ing how little recognition one gets from one’s direct reports; they
will notice!
Remember, self-promotion will help prevent credit the.
Reinforcing from Tip , build your social networks and partner-
ships, so that you can strategically use third-person parties to
promote each other’s accomplishments. You can also nominate
colleagues (and students) for awards. Make sure friendly peers
know you and promote you (you do the same). e goal is to
promote each other.
Make sure that key people know what you’ve done lately and how it
helps THEM or the unit.
Be visible (for example, get on the “radar screen” of people you want
to develop relationships with).
Tip 3: Become a skilled and strategic communicator to gracefully
self-promote and increase your visibility
e tips below come from the experience of the last author in teaching in
leadership programs over the last two decades. We thank participants of a
workshop at the Association of American Medical Colleges’ Early Women
in Medicine Professional Development Seminar, December , for a
number of these tips.
First, develop several kinds of oral communications. In all of these,
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· Katherine N. Huber, Zareen Zaidi, and Page S. Morahan
remember: Stories Sell while Facts Tell (Morahan ). So, whenever
speaking (see types below), include a very brief story that engages your
audience!
Develop a succinct story (–-minute maximum), using the STAR
format: S = situation/challenge/opportunity; TA= task: what you
or your team did; and R = results.
Be ready also for very brief (-second to -minute) hallway and “el-
evator” versions of your STAR. ey are quick speeches convey-
ing what you are working on, achievements, and support needed.
Take risks to present at seminars, lectures, and grand rounds. While
these are longer communications, it’s still useful to use stories and
the STAR strategy—as you describe something that your research
team has accomplished, for example.
Another issue is how to make your communications more visible. In strat-
egizing about this:
Don’t be stingy with your information. Remember that it might give
others ideas for collaboration with you, or serve as a model to
encourage others to tell their accomplishments.
Report your accomplishments in a variety of media (for example,
institutional newsletter, department website, personal profes-
sional website).
Start a publication board in the hall. Display local posters in a highly
tracked area. Post pertinent articles from the local newsletter or
internal publication on the departmental bulletin board. is is in
addition Tip , sending this type of accomplishment via snail mail
or email to your bosses, colleagues, and other people interested
in your career.
Become skilled with the electronic media communication tools that
are common in your school and discipline (for example, webi-
nars, videoconferencing, websites, listservs, blogs, Wikis, Drop-
box, Instagram, LinkedIn, and so on).
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Graceful Self-Promotion: An Approach for Career Development ·
Tip 4: Consider your personal style—how to be “comfortable in your
skin”—how to “be an authentic powerful person”
Authentic individuals learn from life experiences and practice their values
consistently. ey are the same person in all aspects of life—personal,
work, community (George et al. ). e following steps may help:
Recognize, leverage, and ex your introversion (Cain ) or ex-
traversion. For introverts, this means becoming comfortable with
being a “situational extrovert” since this is the norm in U.S. so-
ciety. Tips include: be rested before you go to large group events,
prepare your key self-promotion points and communication, and
have a few people in mind to focus on conversing with. With your
communication at the ready, you can gracefully self-promote!
Develop an authentic powerful style that may include “dressing for
success.”
Prepare yourself emotionally, so you remain calm (for example, per-
haps nd someone safe, outside of work, to whom you can vent
to; develop a meditation practice or reective practice to process
life events, or develop a physical movement practice).
Figure . Power Map of Your Career Campaign. Adapted from D. Clark, A campaign
strategy for your career, Harvard Business Review , no. : –, .
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· Katherine N. Huber, Zareen Zaidi, and Page S. Morahan
Table 4. Strategies for teaching/learning and leading/managing with interde-
pendent and independent cultures
Strategies for Teaching/Learning and Leading/Managing
How can interdependent people
plug into independence to be better
able to collaborate in the world?
How can independent people tap into the
power of interdependence to prepare for a
more competitive marketplace?
• Speak up.
• Ask for help.
• ink about how you are dierent
from others.
• Remember that asserting yourself
doesn’t mean you’re selsh.
• Consider each action as a choice.
• Assume you have as much author-
ity as others.
• Reward competence.
• Look for options.
• Get mentoring and education for
leadership skills in independent
societies.
• Listen.
• ink about how you are similar to others.
• Remember that adjusting to others does not
mean you’re weak.
• Consider how each action aects others.
• Ask people what they need.
• Partner with local institutions instead of
imposing your own.
• Place relationships rst, business second.
• Accurately portray the other in the media.
• Go outside comfort zone to experience inter-
dependent cultures.
• Assume that others have more authority than
you.
Table 3. Cultural conicts
Independent Cultures Interdependent Cultures
CHARACTERISTICS
• Individual
• Unique
• Inuencing
• Free
• Equal (yet great!)
• Relational
• Similar
• Adjusting
• Rooted
• Ranked
RELATIONAL CHARACTERISTICS
• Solid edges
• Separate circles of self and others
• Focus on one’s self
• Porous edges
• Intersecting circles of self and others
(relational, rooted, ranked)
• Focus on one’s relationships
Adapted from Markus and Conner (2014).
In conclusion, strategically planning and being sensitive to timing (Mo-
rahan ), place, and people can produce a successful combination of
graceful self-promotion and humility (Giacalone and Rosenfeld ;
Scopelliti et al. ).
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Graceful Self-Promotion: An Approach for Career Development ·
Final Thoughts and Conceptual Framework
Our conceptual framework for this chapter derives from long experience
in academic leadership development, strategic career planning, and aca-
demic faculty aairs (PSM), together with the robust literature on stra-
tegic career management and communication skills (Chambers ;
Ibarra et al. ), and the impact of diversity in learning and career ad-
• Visualize a “possible self ” into
reality: plot timelines, likely set-
backs, strategies to overcome them
including leveraging interdepen-
dent relationships with families and
communities.
• Ask successful interdependents to
describe how their interdependent
ways (e.g., fear of asking questions
in public) initially caused them
diculties, and what independent
strategies worked (e.g., speaking in
public, asking for help).
• Rather than use Socratic cold-call methods,
warm-call: alert participants ahead of time
that you will call on them to share their ideas,
or convene in small groups to foster sharing.
• Use the jigsaw model to foster interdepen-
dent skills: split the group into diverse groups
of 6–8; assign each member one of 6–8 units
to study independently; form back to diverse
group where each member shares; hold
group accountable for learning or perfor-
mance.
• Align materials (readings, videos, letters, etc.)
that reect the diversity in the group.
• Reframe usual approaches: Discuss vs. argue;
raise a challenge vs. throw down a competi-
tion; go for the gold vs. go for the jugular;
and we vs. I.
• Value people equally with results: spend time
necessary to make/maintain relationships;
pay attention to own/others’ relational styles/
social needs.
• Educate the whole student with oerings of
science, music, and art.
• Develop grit in learners by adding Eastern
growth mind-set approach to Western xed
mind-set approach about talent and intelli-
gence; praise students for eort, help develop
realistic account of failures, and work to meet
high standards.
• Work harder to accommodate work styles of
those from interdependent cultures; to con-
tribute ideas in writing or informal sessions,
in order to shine without undue stress.
• Realize that time spent on defending oneself
against threats is time not spent on more
productive pursuits.
Adapted from Markus and Conner (2014).
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· Katherine N. Huber, Zareen Zaidi, and Page S. Morahan
vancement (Sue et al. ). Figure describes two key steps in graceful
self-promotion.
Step : Understand yourself and reect on cultural upbringing, since
dierent cultures promote dierent views of how individuals
should behave and interact with society. We then suggest using
Table to explore strategies for Teaching/Learning and Leading/
Managing with Interdependent and Independent Cultures.
Step : Strategically use the tips for graceful self-promotion de-
scribed in detail in section .
Figure . Conceptual framework for graceful self-promotion. Figure by authors.
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Graceful Self-Promotion: An Approach for Career Development ·
Questions for Future Research
Two areas appear to be fertile ground for faculty development regarding
graceful self-promotion:
First, the faculty support groups and mentorship programs that exist
in most medical schools could implement the strategies outlined
in this chapter to help faculty become aware of the importance of
graceful self-promotion and develop the necessary skills.
Second, schools could establish faculty development programs spe-
cically aimed at faculty from Eastern cultures (or other interde-
pendent culture groups) to assist in their development in Western
medical schools. With either of these faculty development ap-
proaches, researchers will need to conduct longitudinal evalua-
tion research studies to identify the impact of these programs on
the advancement of faculty (Dannels et al. ; McDade et al.
).
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