PublicHealthLeadershipProgram(PHLP)GillingsSchoolofGlobalPublicHealth
TheUniversityofNorthCarolinaatChapelHill
PUBH790-FundamentalsofPublicHealthLeadershipSpring2017
When: Spring2017includingResidentialIntensiveWorkshopheld
Friday-SundayMarch17-19,2017
Where: Lectures:OnlineviaSakaiReadings&Assignments:OnlineviaSakaiIntensiveWorkshopLocation:ToBeDetermined
Faculty:DavidSteffen,DrPH,MSN
(919)[email protected]
Teaching Assistant: JoeMosnier,Ph.D.
MPHCandidate,Gillings/[email protected]
Credits:2credithoursPrerequisites:None.ThisisarequiredcourseforPublicHealthLeadershipCertificateandPublicHealthLeadershipMPHstudents.Othersrequirepermissionoftheinstructortoenroll.Format:Lectures,readings,discussion,interactiveexercises,Sakaisessions.
Thiscourseisdesignedtofurthertheindividualstudent’sunderstandingofhis/herleadership,includingtheirformativeinfluences,leadershipjourneythusfar,traitsandpreferences,currentleadershipskillsandstyleandfuturegoals.Theseunderstandingswillbeaccomplishedthroughtwomajorformats:athree-dayon-siteintensiveworkshopwhichoccursinthemiddleoftheacademicterm,andon-linediscussionsofpertinenttopicsbothbeforetheon-siteWorkshopinordertopreparefortheworkshop,andpost-workshoptoconsolidatelearningsandmakeplansforfurthergrowthofindividualleadershipinpreparationforlookingatone’sleadershipattheteam,organization,inter-organizationalandcommunitylevelsduringPUBH791,CorePrinciplesofPublicHealthLeadership,thenextcourseinthePUBHleadershipseries.
Further,thecoursewillbedividedinto3distinctphases,namely:
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1).Pre-WorkshopSelf-reflection,Self-Introduction,Self-assessmentandpre-WorkshopidentificationofareasforgrowththattheWorkshopexperiencecanassess.Inpreparationfortheworkshop,studentswillengageinanonlineseminarfeaturingrecordedlectures,readingsandassignmentsthatwillstarttoanswerthequestion,“WhoamIandhowdoesthataffectmystrategiesforpublichealthleadership?”
2)TheWorkshop,
Duringtheonsite3-dayworkshop,studentswillhavetheopportunitytodeveloppersonaldefinitionsofleadershipanduseseveralleadershipassessmentstounderstandvariousaspectsoftheirleadershipstyles,includingtheMyers-BriggsTypeIndicator(MBTI)StepII,FIRO-B,andtheChangeStyleIndicator.
3)PostWorkshopreflectionanddialogexploringYOURLeadershipcompetency,bothtechnicalandinter-personal,andidentificationofaleadershiplearning/developmentplanwhichincludesatleastonestrengthaswelloneweaknessthatshouldbeaddressed.
Additionalonlinelearningandseminaractivitieswillbeusedtotailoryourindividualinterestsinenhancingleadershipskillsinregardtodevelopingoneself,workingwithandthroughothers,andaffectingbroadersystemsinPublicHealth.Studentswillengageperiodicallywiththeinstructorandpeersthroughoutthesemestertofurtherguideindividualandgroupreflection,discussion,andapplicationofnewinformationandinsights.
PUBH790addressesthemostcrucialpersonalandemotionalintelligenceskillsforleaderstoday,particularlyforleadersinnon-profitandgovernmentalsettingssuchaspublichealth.IthelpslaythefoundationfortheissuesinotherPublicHealthcoursesandisdesignedtoprovideinsightstohelpthestudenteffectivelymanageleadershipandinterpersonalissuesaroundeconomic,social,cultural,educationalandhealthservicesfactorsthatinfluencethehealthofthepopulation.Attheconclusionofthiscourse,studentsshouldbeproficientinthefollowingcourseobjectives:Courseobjectives:
• Describeyouruniqueleadershipstyle,includingwhatmightserveasassetsorhindrancestoyou.
• Developadefinitionofleadershipforpublichealth.• Createanactionableindividualleadershipdevelopmentplanthatguidesyour
educationalprogramandleadershippractice.• State3actionsthatsupportanorganizationalculturethatembracesvaryingskillsand
perspectivestofullycapitalizeonteammembercontributions.• Cite3stepsleadingtomoreeffectivecommunicationwithothers.• List3actionsleadingtomoreeffectiveinteractionwithothers.
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• State2actionstepsthatcreateacontextfordialoguewhichdevelopsvalues,beliefs,ethicalnormsandalignmentforaction.
• Describehowbehaviorsinorganizationsare“read”byothersandlinkthattotheimpactontheirleadingandmanagingstyle.
• Describe3ofthemajorfactorsmotivatingpeopleatworkandrelatethattoyourleadershipandmanagementstyle.
• Analyzeasituationandcreatedifferentcommunicationstrategiestopromotechangearoundanissueinpublichealth.
GoalsfortheIntensive:
• Toprovideanopportunityforstudentstobetterknowthemselves,theirindividualpreferences,values,strengthsandweaknesses,then.Articulateanddiscusstheimplications-bothpositiveandnegative-ofthisself-knowledgefortheirleadershipstyle,goalsandobjectives.
• Toprovidestudentsanopportunitytobecomefamiliarwitheachotherandtobuildanetworkwithotherhealthprofessionalsandleaders.
• Toreviewdefinitionsandtheoreticalframeworksforleadershipthatallowstudentstoassesstheircurrentleadershipknowledge,competencies,andattitudes.
• Tohelpstudentsunderstandtheiruniqueleadershipstyleandhowthishelpsthemandhindersthem.
• Tomeetanddialoguewithcurrenthealthleaderstoexploretheircurrentchallengesandissues.
• Attheconclusionoftheintensive,helpstudentsdevelopapreliminaryIndividualLeadershipDevelopmentPlan(ILDP)thatemphasizesafocusontheirstrengthsandweaknesses
Cross-cuttingcompetencies:Leadershipisoneoftheessentialcross-cuttingcompetenciesforinterdisciplinarypublichealthprofessionalsanddefinedbytheUNCSPHasincludingthefollowing:Leadership
• Demonstratebasicteambuilding,negotiation,andconflictmanagementskills• Createaclimateoftrust,transparency,mutualcooperation,continuouslearning,and
opennessforsuggestionandinputwithco-workers,partners,otherstakeholders,and/orclients
• Exerciseproductiveorganizational,time-managementandadministrativeskillsThiscoursealsosupportsthedevelopmentofseveraladditionalUNCSPHcross-cuttingcompetencies:SystemsThinking
• Respondtoidentifiedpublichealthneedswithintheirappropriatecontextualsetting
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CommunicationandInformatics• Engageincollectiveinformationsharing,discussionandproblemsolving
DiversityandCulturalCompetency
• Demonstrateawarenessofandsensitivitytothevariedperspectives,normsandvaluesofothersbasedonindividualandethnic/culturaldifferences(e.g.,age,disability,gender,race,religion,sexualorientation,regionandsocialclass)
ProfessionalismandEthics
• Applyevidence-basedconceptsinpublichealthdecision-makingCourseRequirements:Teachingandlearningareinterrelated.Bothinstructorsandstudentsareexpectedtobeactiveparticipantsinthiscourse.ThefacultyhavedesignedandwillleadtheIntensiveprogram;theyhavealsocreatedtheonlineleadershipseriesasacoreofstand-aloneindividualsessionstofacilitatestudentlearning.Thestudent’sresponsibilityasalearneristoengagewiththecourseideas,tocometotheIntensive/onlinesessionspreparedtoreflect,participate,andtounderstandoneselfandothersmoreeffectively.Attendance.TheGraduateSchoolandtheDepartmentexpectstudentstoattendclassbycontributingtoonlinediscussiongroupsaswellasotherscheduledcommunicationforums.Totheextentpossible,pleaseinformtheinstructorifyouknowaheadoftimethatyouwillnotbeabletoparticipateinaparticularactivity.DuetothenatureoftheleadershipIntensive,noportionofthatprogrammaybemissed,unlessmake-upworkhasbeenapprovedinadvanceoftheretreatinlieuofotherrequirements.Requiredreadings.JournalarticlesandotherreadingswillbemadeavailablethroughSakai.PertinentTedTalkswillberequiredand/orrecommendedandcertainreadingswillbemandatoryandotherswillbesuggestedfromtimetotimeforstudentswhowishtopursueselectedtopicsindepth.Studentsareencouragedtoshareotherhelpfulresourceswiththeclass.Writtenassignments.Therewillbethreewrittenassignmentsthissemester.Papersshouldbeaminimumof800wordsandwillonlyinexceptionalsituationsexceedamaximumof2000words,double-spaced,with1”margins,unjustifiedontheright.Thefontsizemustbe12.Pleaseclearlyidentifyyourpaperascomingfromyou,ifyouemailordropitoffinperson.Paper1:Reflectionsonthepre-reading,pre-workshopdiscussions,andfiveTEDTalksfortheLeadershipIntensive/RetreatonSakai.YouwillidentifywhatyouhavelearnedaboutyourselfandyourleadershipandfollowershipapproachthroughthecoursecontentbeforetheRetreat,andidentifythekeychallengesyoubelievethatyouface.Whathascausedyoupauseandstimulatedyoutostopandreflect?Whatpiquedyouremotions/causedyoutofeelmorestronglyaboutsomethingthanyouthoughtyoumight?Whatsurprisedyou?ThepapershouldendwithaseriesofquestionsthatyouwouldliketohaveansweredthroughtheRetreatexperienceorothermethodsofinquiry.
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Paper2:ReflectionsontheLeadershipIntensive/Retreat.InstructionsforthereflectivepaperaswellasanexampleLeadershipIntensiveReflectionPaperwillbegivenoutintheintensiveworkshopandwillbeavailableonthe790SAKAIsite.Thisassignmentwillinvolvedocumentingyourassessmentscores,makingsenseofthem,andsharingyourdefinitionofleadership,andyourinitialtakeonA)alogicmodelor“theoryofchangediagram”onwhatdevelopspublichealthleadershipandhowthattranslatesintopublichealth,and,B)anIndividualLeadershipDevelopmentPlan(ILDP).InstructionsforandanexampleofasuitableLeadershipIntensiveReflectionPaperaregivenoutintheIntensiveworkshopandwillbeavailableonthe790Sakaisite.Paper3:Reflectionsononlinemodules,yourvisionforyourhealthleadership,currentrealityand“creativetension”andnarrativeregardingyourleadershipjourneythusfarandprojectedfutureleadershippathways.PostRetreat,youmustviewacombinationofatleast10onlinemodules/TEDTALKS;youmaychoosethosemostpertinenttoyouandyourinterests.Thereflectionpapersareforyoutodiscusswhatyoulearnedandwasmeaningfulinthemodulesandhowtheyrelatetoyourexperience,goals,understandingofleadership,etc.Pleasefeelfreetonotewhereyoustillhavequestionsafterviewingthelecturesaswell.Yourpapershouldpresentyourreflectionsonatleast5oftheeducationalmodulesand/ortalksalthoughyoucanread/viewmore.Youstillarerequiredtoview10educationalmodules/talksandyoushouldlistatleastfiveothermodulesthatyoustudiedonthepapertodocumentyourfulfillmentofthistask.Formostpeoplethisisaccomplishedveryeasily.Inaddition,apersonalnarrativewhichoutlinesyouranswerstothefollowingquestionsshouldberelatedtowhatyou’vestudiedduringthisclass:1)whataresomeoftheimportantantecedentstoyourleadershipstatetoday,i.e.,“Wherehaveyoubeen?”2)whataresomeofyourmidtolong-termgoalsforyourleadershipjourneyi.e.,“Whereareyougoing?”3)howhavethestepsfortakingtowardsyourgoalsprogressing,i.e.,“Isthisworkingforyou?”4)whatareyouthinkingabouttryingtododifferentlyinordertobettermakeprogresstowardyourgoals,i.e.“whatchangesareyoucontemplatinginyourapproachandactions?”5)whatkindofhelpdoyouneedfromfellowstudents,othercolleaguesoryouradvisororotherfacultymembers,i.e.“Whathelpdoyouneedtoaskforandwhattimeframe?”6)whatothereducational,practiceormentoringexperiencesdoyouthinkyouneedinordertogrowinanareathisisimportanttoyoui.e.,“whatstretchexpenseswouldyouliketohavethatwouldbejustenoughofastretchtogenerategrowthinyourprocessofassessment,challenge,andsupport?”
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Papersareduetotheinstructorbyemailat4:30pm(EST)onthefollowingdates.Paperssubmittedlatewilllosepoints:#1Friday,March10,2017 15%ofcoursegrade#2Friday,March31,2017orearlier20%ofcoursegrade#3Friday,April28,2017orearlier: 15%ofcoursegradeThethemeofthesepapersisaboutreflectionandrelatingtheinformationpresentedtoyourperspectiveandlifeexperience.Thiscourseisaboutyou,yourskills,yourselfawarenessandyourtoolsforleadership.Itisnotaboutdoingintensiveliteraturereviews,althoughyouarewelcometodothatifitsupportsyourunderstandingandgrowth.Shouldyouciteresearcharticles,pleasefollowtheformatsandcitationstylesforwrittenassignmentsbasedon“WhatAJPHAuthorsShouldKnow”fromtheAmericanJournalofPublicHealth.Inaddition,informationaboutcitingelectronicresources(Vancouverstyle)isavailableatthefollowingURL:http://www.library.uq.edu.au/training/citation/vancouv.pdf
Finalcoursegrade: 30%onretreatparticipation
50%on3reflectionpapers2ofwhicharebasedononlinelearningmodules,articlesandclassdiscussion
10%onresponsestoonlinelectureseriesanddiscussionboardpostings. 10%onarelevantleadershiparticleyoufindandpostonline
Recitationgroups/Discussionboards:
Purpose:Recitationgroups/discussionboardsaredesignedtofosteropportunitiestoexploreindepthatopicofinteresttogroupmembers,learnamongagroupofpeers,andpracticeprovidingconstructivefeedbacktopeers.
Logistics:Thegroupwillorganizetomeetonline.DiscussionboardswillbeprovidedontheSakaiwebsite.
Product:Groupswillexploretopicstoenhancedevelopmentofcoursecompetencies,usingquestionsandissuesgeneratedbytheclassorbytheinstructors.YoumaypostanewthreadontheDiscussionBoardatanytimeduringthesemester.Studentswillhavetheopportunitytoleadthesediscussions.Youmustpostthoughtfulcontributionsatleast3timesduringthesemestertoqualifyforpointsforthiscomponentofthecourse.
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Coursegrading:Theinstructor(s)willusea100-pointsystemtodeterminestudentgrades.Therewillbethreeareasofevaluation;hereishowthepointswillbeawarded:
I. Intensiveparticipation: 30points
II. Reflectionpapers: 50pointsdividedasfollows:
Reflectionpaper-preworkshop 15pointsReflectionpaperofOn-siteRetreat 20pointsReflectionpaperofonlinemodulesI 15points
III. Onlineclassparticipation: 10points
IV. Selectionandpostingofleadershiparticle 10points
Thisshouldbeanarticlethatyouhavediscoveredthatyoufeelwouldaugmentandcomplementastudent’sexperienceinthisclassandmightbeincludedinpre-readingorpost-readingfortheIntensive.Pleasepostonthediscussionboardandsendtotheinstructorbyemailbytheendoftheclass
StudentevaluationofCourse:Therewillbethreeevaluationmethods.OneisastandardUniversityevaluationformthatisdistributedelectronicallybytheuniversity.Thesecondisasetofopen-endedandratingquestionsspecificallyaddressingtheformandcontentoftheIntensivecoursethatwillbedistributedattheendofthesession.Youwillalsobegivenaformtofilloutattheendofthesemester.Wealwayswanttohearfromyouonhowwecanmakethiscoursemoreeffectiveforyou.PleasefeelfreetocontactDavidSteffenwithyourfeedback.Studenthonorcode:TheUNChonorcode(http://honor.unc.edu/)willbeineffectinthisclass.Inthecaseofspecificallyidentifiedgroupassignments,studentsareencouragedtostudytogether.Ifyouhavequestionsaboutappropriatebehaviorregardingthehonorcode,checkwiththeinstructors.
TheLeadershipIntensiveResidentialWorkshop(March17-19,2017,locationTBD)
Workshopfacilitators:Dr.DavidSteffenandDr.VaughnAdvancework:StudentswillbeenrolledintheSAKAIsiteandgivenaccesstoawebsitelinkforcompletingthefollowingthreeinstruments:ChangeStyleIndicator(CSI),Myers-BriggsTypeIndicator(MBTI),andtheFundamentalInterpersonalRelationsOrientationBehavior(FIRO-B)assessmenttools.Wewillusethesetoolsasstimuliforpersonalinsightratherthananydefinitiveorlimitingassessmentofone’sskillsorabilitiesorpotential–thesemerelyattempttotryandprovidepossiblecategorizationandwaysofunderstandingwhatyour
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responsesprovided.Youarethefinalarbiterandend-userofyourscores.Theyrepresentjustasliceofthecomplexpersonalityandrichexperiencesyoupossess.TheMBTIisoneofthemostwidelyusedpersonalityinventoriesintheworld,becauseofitsabilitytoidentifyindividualpreferencesthataffectone’sleadershipapproach.ThisseminarusestheMBTIStepIIwhichoffersmorein-depthinformationthanthestandardMBTI.
• TheFIRO-Bisanassessmentthatlooksatpeople’spersonalityandbehaviorin3categories-Inclusion,ControlandRelationships.Wewillalsorelatethistoleadershipissues,aswellastotheMBTI.
o Toaccesstheseinstruments,youwillbegivenaninstructionssheet(electronically).Youcanfollowthoseinstructionsorfollowtherehere:
Gotothiswebsite:https://online.cpp.com§ EnterthefollowingcasesensitiveLogin:UNCPHLP§ EnterthefollowingcasesensitivePassword:GOTARHEELS§ CompleteboththeMBTIQandtheFIROB.Theseshouldbetheonly
instrumentsvisibletoyou.
• TheChangeStyleIndicator(CSI)helpsonebetterunderstandyourpreferredstyleinleadingandrespondingtosituationsinvolvingchange.
o InordertoaccesstheCSIyoumustusethepinandfollowtheinstructionsthatwillbesentyouinaseparateemail.
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PUBH790-FundamentalsofPublicHealthLeadership
SpringSemester2017CourseCalendarinBrief1.
2.
Week UnitDates Title Lecture
Time Lecturer Assignment Due
Jan.12-March162017
Pre-workshopreading,classdiscussion,andReflection,AssessmentToolscompleteby3/10/17andFirstPaperresponseturninby(3/10/17)*Notewell,thatthispaperwillincludeabriefpersonalnarrativeofhowyougottowhereyouaretodayinyourleadershipjourney,andwhereyouaregoing,includinghowyouseetheworkshoppotentiallyaugmentingyourjourney
Sufficienttimetoread,reflectuponandpostcommentsontheSakaidiscussionboardsite
ReadArticlesonSakaisite;discusswithclassmates,completeAssessments,writepre-retreatreflection
ToolscompleteMarch10
Paper#1Due:March10
4:30pm(EST)
Onsite March17-19,2017
PHLPRetreat/LeadershipIntensiveWorkshopbeginsat8:30amFridayMarch17
VaughnUpshawandDavidSteffen
Thinkhowyouconnectorfailtoconnectwithothers
March20-March31
CompleteandturninReflectiononWorkshoppaper(3/31/17)
Paper#2March31
4:30pm(EST)
Pleasenote:thispaperwillincludeabriefmodel-eitheralogicmodelor“theoryofchange”depictionofhowyouseeyourpublichealthleadershipdevelopmentworking,and/orhowyouseepublichealthleadershiphelpingtoachievepublichealthoutcomes
April1-28
Selectandcompleteatleast10topicsfromtheonlineTEDTalks/modules;coveratleast5inyourpaperandlistanyoftherequired10thatyoudidnotincludeinyourpaper
(Varies:20-35minutes)
ReadArticlesonSakaisite;discusswithclassmates
PrepareReflectionspaperbasedonOnlineModules/TEDTalks;includeabriefnarrativeupdatingwhereyouaretodateandyourleadershipjourneyfromyourfirstpaperforthisclass.PostingandexplanationofyourchoiceofexcellentLeadershiparticledueonclassdiscussionboard-includesrelevanceandutilityofarticle.paper-due4/28/2017
Paper#3andLeadershipArticleChoiceDueApril28,2017,orearlier
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PartialListandDescriptionofOnlineModulesAvailable:Note:Youwillbeselecting10topicsfromtheseonlinemodules(andseveralothersnotlistedhere)inordertodoyourfinalpaper.SeveralofthemoduleswillalsobeassignedasRetreatpre-reading,forexample,LeadershipTheory,AdaptiveLeadership,UnderstandingMentoring,CoachingandLeadership,aswellasEmployeeMotivation.EmotionalIntelligenceintheWorkplaceTraditionaltrainingdoesaverygoodjobatpreparingprofessionalswiththerequisite“hard”technicalskillstheyneedtohaveinordertomanageprofessionalpractice.Butmosttraditionaltrainingprogramsdon’texcelatteachingthatothercriticalingredient,thesoftskills.Yetproblemswithsoftskillsareoneofthemajorfactorsbehindcareerderailmenttodayandarecrucialforculturalcompetence.Theseincludeanarrayofemotionalandsocialcapabilities,competenciesandskillsthatinfluenceone’sabilitytosucceedincopingwiththedemandsandpressuresoflife.Thissessionaddressesthemostcommonlyidentifiedsoftskillsandexplorethosemostcloselyrelatedtosuccessatwork. Requiredreadingwiththisprogram
FernandezCSP.Emotionalintelligenceintheworkplace.JPublicHealthManagPract2007;13(1):80-2.Recommendedreading:Goleman,DanielEmotionalIntelligence:WhyitcanmattermorethanIQ.RandomHouse,NY.1995,2005.SteinSJ,BookHE.TheEQEdge.MultiHealthSystems,Inc.,Toronto,Canada.2000.
AvoidingGroupThinkandCreatingThoughtDiversityinOrganizationsMuchcanbelearnedfromtheBayofPigscrisisortheChallengerSpaceShuttleDisaster.Groupthinkisacripplingorganizationalphenomenonthatoccurswhenoneortwopeopleorpersonalitystylesdominateagroup’sculturesocompletelythatthereisnoroomforthosewithotherstyles,perspectives,needs,orbeliefstogettheirideasonthetable.Organizationsmakenarrowlydefinedchoiceswhentheyselectfromanarrowfieldofoptions—whichcanleadtodevastatingresults.Thissessionpresentscharacteristicsofgroupthinkandseveraltoolsforinstillingthoughtdiversityintoorganizations. Requiredreadingwiththisprogram
FernandezCP.Creatingthoughtdiversity:theantidotetogroupthink.JPublicHealthManagPract2007:13(6):670-1.
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ManagingDifficultConversations:StrategiesandToolstoInfluenceothersinHighTensionSituations.Itisimpossibletoescapedifficultconversations.Ashumanbeingswecometosituationswithdifferent—andsometimescompeting—concerns,needs,ordesires.Attimesitcanfeellikethereisnopossibilityofcreatingawin-winsolution.Thesesituationscanbefrustratingordemoralizingforeveryoneinvolved.Asaleader,itiscrucialthatyouhavetheskillstoartfullymanagedifficultconversationsandbringaboutthebestoutcomespossible,giventhesituation.Thissessionpresentselevenofthemostpowerfultoolstonegotiationandalternativedisputeresolutionthatyoucanapplytomanagingthedifficultconversationsyouface. Requiredreadingwiththisprogram FernandezCP.Managingthedifficultconversation.JPublicHealthManagPract2008;14(3):317-19.
Recommendedreading:PattersonK,GrennyJ,McMillianR,SwitzlerA.CrucialConversations.McGrawHill,NY.2002.PattersonK,GrennyJ,McMillianR,SwitzlerA.CrucialConfrontations.McGrawHill,NY.2005.
EmployeeEngagement:No-CostStepstoGettingtheMostwithyourTeamManyleadersareshockedtolearnthatmoneyfailstoengagetheteam.Thisarticlewilldiscussthefactorsthatinfluenceemployeeengagement,differentiatingitfrommereemployeesatisfaction.Engagementrelatestoemployeeproductivityandretention,whicharethemselvesrelatedtoemployeeloyalty.Theimpactoffactorssuchasprovidingdevelopmentopportunities,goodsupervision,effectiveperformancemanagementandcommunication,andclarityabouthowemployeescontributetoresultsarediscussed,aswellashowtomovelow-engagementemployeesuptheengagementladder. Requiredreadingwiththisprogram FernandezCP.Employeeengagement.JPublicHealthManagPract.2007;13(5):524-6.Interviewingtohireright(andbuildyourcareer):TheBehavioralEventInterviewThissessionaddressesinterviewingdoneright—andwrong—inorganizations.Whetherhiringanewteammemberorbeinginterviewedforacareeropportunity,theBehavioralEventInterviewisatechniqueworthmastering.ThissessionexplainshowtouseBehavioralEventInterviewingwhenhiringanewemployeeandhelpsprepareforsuccesswiththisstyleofinterviewwhenyouarethecandidateansweringthequestions. Requiredreadingwiththisprogram FernandezCSP.Thebehavioraleventinterview:avoidinginterviewingpitfallswhenhiring.JPublicHealthManagPract2006;12(6):586-589.
Recommendedreading:SpencerLM,SpencerSM.CompetenceatWork:Modelsforsuperiorperformance.JohnWileyandSons,NY.1993
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DevelopingOthersGreatleadersbuildgreatorganizationsbybuildingagreatteam.Havingagreatteamdoesn’tcomeaboutbyluck.Itmeanscreatingacultureofinvestinginpeople.Greatleadersdeveloppeople.Theybuildcompetencyinanorganizationbybuildingadeepbenchoftalentedpeoplewhoareskilled,resilient,innovative,andcapableofassumingleadershiponprojects,withteams,andwithexternalstakeholders.AllthesethingspromotetheConcepts,orideas,theCompetence,orthepeople,andConnections,ortherelationshipsthatmakeforcompetitiveadvantage.Thissessionlaysoutawidemapofstrategiesforbuildingindividualsandteams. NorequiredreadingwiththisprogramAvoidingLeadershipDerailmentwhileMaximizingLeadershipSuccessThissessiondiscussesseveralfactorsthatimpactaleader’ssuccess—orcanderaileithertheirsuccessortheircareers.Itexploreswhatgivesanorganizationcompetitiveadvantageaswellasthecriticalsuccessfactorsthatunderlieorganizationalchange.Itlooksindepthatthefactorsthatderailthosechangeefforts.Thetopicpresentstheselectskillsinwhichgreatleadersshine—andrelatethesetolife-longlearningandyourleadershipdevelopment.Itpresentthesevenproblemsthatresearchshowsaremostlikelytoderailleadersatanylevelandaddresshowthereadercanlearnandgrowtheirownleadershipskills. NorequiredreadingwiththisprogramWhenPositionalPowerFails:ThePowerofPositivePersonalRegardInorganizations,thereareseveraltoolstomotivateandengageemployees.Someofthesearerelatedtopositionalpower,whichisthetypeofpowergrantedbytitlesandlineofauthorityinanorganization.Theotherkindofpowerispersonalpower,orthepowerofpositivepersonalregard.Thisisatooltoinfluencepeopleandteamswhethertheyareinternaltoyourorganizationorwhethertheyareanexternalstakeholder.Thissessiondiscussesthefactorsthatmakeuppositivepersonalregardandhowtheyplayaroleinmotivatingandinfluencingothers. RequiredreadingwiththisprogramFernandezCSP.Thepowerofpositivepersonalregard.JPublicHealthManagPract2007;13(3):321-3.EffectiveAdvocacyandCommunication(guestauthor:VivianDickerson)Communicatingeffectivelyduringstressfulsituationsrequiressophisticatedskills.Thisisparticularlytruewhenthemessageisacomplicatedone.Thisarticlepresentsstrategieshelpfulforworkingwiththepressorduringtensegroupconversations.Topicsincludehowtodelivercomplicated,technicalmessages,motivationalorpersuasivemessages,howtohandlethehostileinterviewandhowtodeliveramessagewithwhichyoupersonallydon’tfeelcomfortable. Norequiredreadingwiththisprogram
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BuildingaLearningOrganization(guestauthor:DavidSteffen)Leaderstodaycan’tjustbuildorganizationsthatproduce:theyneedtobuildorganizationsthatthink.Certainly,anorganizationneedstoproducetosurviveintheshortrun,butitneedstolearnifitistosurviveinthelongrun.Howcanleaderscreatethislearningorganization?Thissessionaddressesbalancingefficiencyagainsteffectiveness,howlearningoccursinindividuals,teams,andacrossorganizations,andwhatleadersneedtodototransformtheirenterpriseintoalearningorganization. NorequiredreadingwiththisprogramUnderstandingMentoring,Coaching,andLeadershipAsaleader,itisalltooeasytofallintotheproblemsolvingtrap.Gettingoutofitmeansdevelopingyourteamwiththeskillstosolvetheirownproblems.Onewaytobuildpeople’stalentsandskillsistocapitalizeonmentoring,coaching,andpeercoaching.Thesestrategieshelptransfertheskillsfromonevaluableplayertoanotheraswellashelppeoplelearnentirelynewskillsthatcanbetoughtolearn“onthejob”. NorequiredreadingwiththisprogramLeadershipTheoryTheoriesaboundaboutwhatmakesoneagreatleader.Justinthe20thCenturyalonethereweremorethanahalfadozenmajormovementsintheacademicworldthatstudiesleadership.Thissessionexploresmanyofthemostinfluentialleadershipperspectives.Whilenoonetheoryhascorneredthemarketonthe“truth”theyallhaveelementsofworthtoconsider.Thepurposeofthissessionistoacquaintyouwiththetheories,arguments,andperspectivesofleadershiptohelpguideyourpersonalperspectiveonleadership. NorequiredreadingwiththisprogramCulturalCompetenceandGlobalLeadershipLeadersinpublichealthoftenfindthemselvesworkingacrossculturalboundaries,bothlocallyandglobally.Thismoduleexploresculturalcompetenceandunderstandingdifferencesamongpeoplefromwideregions.Italsocombinesthetopicof“emotionalintelligence”(orEQ)with“culturalcompetence”(orCQ). NorequiredreadingwiththisprogramAdaptiveLeadershipAsamodelofprincipledleadership,AdaptiveLeadershipisacrucialconceptforaddressingthemostcomplexandcontroversialproblemsleadersface.Thisprogramwillleadyouthroughthetheory,createdbyDr.RonaldHeifetzandisanexcellentcompaniontoanyofthethreebooksavailableonthetopic. NorequiredreadingwiththisprogramSocialMarketingThismoduledescribessocialmarketing,howitisdifferentfromothermarketingtactics,socialmarketing'splaceinpublichealth,andlooksatcasestudiesofpublichealthsocialmarketing.Thisprogrampresentsacomprehensiveviewofthetopic.Norequiredreadingwiththisprogram
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PeerCoachingThissessiondescribestheprocessofpeercoachingindetail.Itdifferentiates"curbsideconsultation"(tellingpeoplewhattodo)fromusingthepeercoachingskillsofreflectivequestioningtohelpacolleaguesometotheirownunderstandingofthesituationtheyface.CreatingInnovativeCulturesInnovationisacriticalkeytosuccess-buthowdoyouhelpyourculturebecomeaninnovativeone?Thissessionaddressesthefourcomponentsofinnovationandgivesspecificstrategiesofhowtopromoteeach.Whileitlinkswiththe"FourSightInnovationTool"havingtakenthatinstrumentisnotrequiredforlearningpracticalskillsfromthisprogram.MCHPrimer:AnAngleonMCHSystems(byDr.LewMargolis)TheworldofMaternalandChildHealthconsistsofmanyinterconnectedparts.ThissessionwillhelpyouunderstandhowMCHsystemsarelinkedintheUS.ThisprogramishostedbyDr.LewisMargolisoftheUniversityofNorthCarolinaatChapelHill.RecommendedReading
1. LeadershipwithoutEasyAnswersbyRonaldA.Heifetz.1994.HarvardUniversityPress,CambridgeMA.
2. LeadershipontheLine:StayingAlivethroughtheDangersofLeading,byRonaldA.HeifetzandMartyLinsky.2002.HarvardBusinessSchoolPress,Boston,MA.
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