From Insight to Impact: The Rothenberger Leadership Academy Experience

The Rothenberger Leadership Academy (RothLA) was established by Dr. David Rothenberger, MD, former Chair of the Department of Surgery (pictured above center), in collaboration with his long-time academic partner and colleague, Tom Gilliam, RN, MBA (second from right). The academy is designed to provide meaningful opportunities for connection, collaborative problem-solving, and leadership development. By engaging with leaders from across the University, participants gain valuable insight into shared challenges and collective strategies for addressing them.

The program’s cohort-based model fosters a strong sense of community, enabling participants to learn and grow together while cultivating enduring professional networks. This collaborative environment promotes peer learning and mutual support. RothLA emphasizes practical application through real-world case studies, simulations, and interactive exercises, often involving projects that tackle current institutional challenges.

The academy convenes four times annually, with each session spanning a day and a half. The current cohort, Cohort 6, comprises 36 participants: 35 physicians and one neuropsychologist. Of these, one is employed by the Veterans Association (VA), three are affiliated with Fairview (FV), one with Hennepin, and the remaining 31 are faculty members within the Medical School.

Among the current participants (l-r) are two faculty members from the Department of Psychiatry & Behavioral Sciences: Drs. Sophia Albott, MD, MA (SA), and Katarzyna Litak, MD (KL). Additionally, Dr. Sasha Zagoloff, PhD, LP (SZ), completed the program as part of Cohort 4 and now serves as a co-director of the academy. We had the opportunity to speak with all three faculty members to gain their perspectives and insights on the program’s impact.
 

Motivation To Apply
Having engaged in multiple leadership development programs, SA reflects that the most impactful element of these experiences is that they are “really useful and great not only for honing skills that are relevant to being in a leadership position but more than anything the networking is the best part about this.” Like many current and former departmental leaders, these opportunities have enabled SA to connect with individuals who share similar goals and perspectives, particularly within academic environments. Given that leadership often entails decision-making that extends beyond programmatic responsibilities, access to a network of innovative thinkers across the university is a really invaluable asset.

KL began her leadership journey within the department by assuming a medical directorship role. Leadership had not initially been a personal aspiration for Kasia, and it was only after receiving a promotion that she recognized the need for additional coaching to navigate organizational complexities. “By participating in the RothLA, it seemed like a great opportunity and I can learn with my peers, create a network with physicians to collaborate across the organization,” said Kasia.

SZ was the first non-physician to participate in the entire program. “To get to represent the department in that way was really exciting,” she exclaimed. Sasha later advanced to the role of co-director of RothLA. Expressing deep pride, she shared, it is “hard to put it into words what it actually means to me - the opportunity to connect with faculty and community physicians through a journey that is really personal. To be responsible for creating a culture where people could connect at a level that is really different when people are doing incredibly difficult work was a challenge I thought was really exciting,” said Sasha.

Dr. David Satin presenting on Adaptive Leadership

Insights From The Journey (To Date)
SZ identified relationship-building as the most rewarding aspect of the program, highlighting two close friendships she continues to maintain. SA and KL, who are still in the early stages of the program, also emphasized the value of interpersonal interactions. They noted that group activities and lectures are particularly engaging, as they help integrate key leadership frameworks and encourage new approaches to problem-solving and decision-making. “I’m looking forward to seeing how these relationships evolve as we spend more time with our peers and our group,” Sophia noted.

Both SA and KL spoke about the concept of ‘adaptive leadership,’ recognizing moments when individuals or teams encounter obstacles. KL referenced a favorite metaphor she learned—“the dance floor and balcony”—which illustrates the contrast between being immersed in the work and stepping back to gain a broader perspective. SA also mentioned the idea of “turning up the heat,” a strategy used to identify the zone of productive tension, where individuals may avoid work due to feeling overwhelmed or disengaged. She noted that the challenge often lies in understanding the underlying reasons for this avoidance.

Concepts And Adaptation
Reflecting on the entire course for SZ, the most significant takeaway has been the distinction between technical and adaptive change. As Sasha noted, “When I think from a leadership angle, recognizing where little technical fixes are going to make a big difference is one thing, but recognizing where it is more of a cultural piece is totally different.”

For both SA and KL, these concepts are still being internalized, along with the frameworks that support them. This distinction underscores the course’s core purpose: to develop a deeper understanding of how to analyze leadership challenges, break them down into their component parts, and recognize that not all issues are technical; cultural dynamics often play a critical role. The course encourages a more nuanced and thoughtful approach to leadership problem-solving.

Course Flexibility
The course is scheduled during regular working hours, avoiding evenings and weekends, and therefore does not add to the overall workload but is integrated into the workweek. Both SA and KL emphasize the importance of setting clear boundaries during the course, such as refraining from checking phones or emails, to remain fully present. While leadership roles often involve numerous meetings, the course offers the flexibility to step away from those responsibilities and engage meaningfully in the learning experience. “This is a luxury from the department to develop our skills and grow,” said Kasia. The hybrid format also plays a significant role in supporting participation, reducing the pressure of commuting to campus and eliminating the need to attend sessions outside of standard working hours.

If you are interested in the program or would like more information, you can check out the RothLA website.