public health leadership program (phlp) gillings school · pdf fileof public health leadership...

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:

PUBH790Spring17-Syllabus-Final(v1-18-2017).docx

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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.

3. CrucialConversations,PattersonK,GrennyJ,McMillianR,SwitzlerA,McGraw-Hill,NY,2002.

4. CrucialConfrontations.PattersonK,GrennyJ,McMillianR,SwitzlerA,McGraw-Hill,NY,2005.

5. SpencerLM,SpencerSM.CompetenceatWork:Modelsforsuperiorperformance.JohnWileyandSons,NY.1993

6. Goleman,DanielEmotionalIntelligence:WhyitcanmattermorethanIQ.RandomHouse,NY.1995,2005.

7. SteinSJ,BookHE.TheEQEdge.MultiHealthSystems,Inc.,Toronto,Canada.2000.

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