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Course Syllabus – PUBH781 – Community Engagement and Leadership in Health of 17

PUBH 781 – Spring Semester 2019 Community Engagement and Leadership in Health

Public Health Leadership Program, UNC Gillings School of Global Public Health

SYLLABUS

Course Location, Dates, and Times: ▪ This is a residential, 3-credit course. The course calendar includes the suggested dates for reviewing the lessons. ▪ The course in-class meeting time will be Tuesdays and Thursdays 11:00AM-12:15PM. Each week, this will

include: a) one day, primarily Tuesdays, with a 45-60-minute interactive lecture or guest lecture, and a 15-minute question and answer period; and b) one day, primarily Thursdays, with a 75-minute in-class period for teams to work on their assignments, talk with other teams, ask questions of the instructor, or team presentations. When interactive lectures are on Thursdays, the prior Tuesday will involve discussion of the topic and in-class work.

▪ The class will meet in Room 0003, Michael Hooker Research Center (bottom floor of the Atrium, across from the Blue Cross Blue Shield Auditorium).

Course Instructor:

▪ Lori Carter-Edwards, PhD, MPH o Research Associate Professor, Public Health Leadership Program and Department of Health Behavior;

Associate Director, Community Academic Resources for Engaged Scholarship (CARES), NC Translational and Clinical Sciences Institute (NC TraCS)

o 4111 McGavran-Greenberg Hall, Gillings School of Global Public Health, 135 Dauer Drive CB#7469, Chapel Hill, NC 27599-7469

o [email protected]; 919.597.0275 (for scheduled calls, or text for urgent matters)

Course Overview With the growing emphasis on coordinated care, transformation of systems, and policy development to promote equity and improved public health outcomes, leadership competencies will be increasingly important in collaborations and community engagement. Through this course, students will gain a basic understanding of how to be leaders in applying principles of community engagement in public health programs and organizational settings. With the course’s design grounded in public health practice, you will complete the course with the skills necessary to dynamically engage different stakeholder sectors, lead the collaborative design of strategic plans, promote multi-level cohesion, and communicate to different audiences. Given the importance of community engagement in public health leadership being interdisciplinary, students in this course will also discuss and practice skills for building effective teams and accomplishing individual and group objectives through teamwork.

Course Description Community engaged leadership is an approach in which public health professionals:

• Use principles of community engagement as the framework for establishing partnerships.

• Use principles of a core leadership theory to diagnose the landscape for community engagement.

• Identify key stakeholders and decision-making power structures.

• Develop stakeholder strategies to collaboratively identify the public health issue and priorities.

• Develop a strategic plan for addressing the core public health priorities across stakeholder sectors.

• Establish a sustainable plan for communicating the strategic plan to different audiences.

Learning Objectives, Essential Public Health Services, and Competencies Objectives:

1. Understand the principles of community engagement.

2. Define the qualities of an effective community engaged leader in health.

mailto:[email protected]


3. Develop an understanding of the processes involved in stakeholder engagement in leadership decision-making.

4. Apply skills for effectively engaging different stakeholder groups.

5. Apply tools and techniques for collaboratively developing multi-level strategic public health promotion plans.

6. Demonstrate techniques for promoting team development, and diagnosing and responding to conflict.

Policy Development Skills Covered in the Course:* ▪ Develops organizational strategic plan (e.g., includes measurable objectives and targets; incorporates

community health improvement plan, workforce development plan, quality improvement plan, and other plans) with input from the governing body or administrative unit that oversees the organization.

▪ Develops strategies for continuous quality improvement. Communication Skills Covered in the Course:*

▪ Solicits input from individuals and organizations (e.g., chambers of commerce, religious organizations, schools, social service organizations, hospitals, government, community-based organizations, various populations served) for improving the health of a community.

▪ Facilitates communication among individuals, groups, and organizations. Cultural Competency Skills Covered in the Course*

▪ Describes the ways diversity may influence policies, programs, services, and the health of a community ▪ Describes the value of a diverse public health workforce

Public Health Leadership Competencies:* **

▪ Describes the ways public health, health care, and other organizations can work together or individually to impact the health of a community.

▪ Contributes to development of a vision for a healthy community (e.g., emphasis on prevention, health equity for all, excellence and innovation).

*The Council on Linkages between Academia and Public Health Practice. Core competencies for public health professionals, policy development and program planning, June 2014, http://www.phf.org/resourcestools/Documents/Core_Competencies_for_Public_Health_Professionals_2014June.pdf. **Wright K et al. Competency development in public health leadership. Am J Public Health 2000; 90(8):1202-07.

Course Format This course consists of contact hours via required narrated online tutorials posted on the class Sakai site, as well as through assigned readings, in-class discussions, assigned team projects, and presentations. Students will be assigned to a project team for the duration of the course. Teams will be formulated as best as possible to reflect the diversity across the class. The course is composed of weekly modules. The content of each module is presented through assigned readings, and online presentations/lectures, and individual or team assignments. Required reading and written assignments reinforce and expand the online presentations/tutorials and discussions. Written assignments and project work products – individual and team assignments – are submitted for grading. The end of the course will be dedicated to the completion of a stakeholder engaged strategic implementation plan on a health priority topic selected by each team. It will build from the weekly team assignments that you complete. You will have a three-part individual assignments where you: a) assess your leadership personality; b) identify a community need and critically assess how you would interact with others in your organization and community who

http://www.phf.org/resourcestools/Documents/Core_Competencies_for_Public_Health_Professionals_2014June.pdf


may have different leadership styles; and c) devise a plan to engage others to reach a common goal among your organization and community.

Method of Instruction

▪ Readings: Substantial readings are assigned for this course. Complete the required readings for each lesson first before proceeding to tutorials and activities. Reading materials are found in required textbooks or are available online in each lesson. It is recommended you work with your team to collectively summarize the reading assignments. Doing so builds efficiency and cohesion in understanding the concepts.

▪ Tutorials: Some lessons include an audio or video tutorial – a pre-recorded, online lecture accompanied by slides. Tutorials highlight information and concepts presented in greater depth in readings and throughout each lesson.

▪ Short Videos: Throughout the course short videos may be posted to supplement any key points, as needed. ▪ Group Team Assignments: This component is designed to help you reinforce and apply concepts presented in

the lesson. In general, these assignments are 2-3-page papers describing an element of engagement with an organization or agency seeking to improve public health. These papers will be prepared and submitted as a team. Requirements will vary from week to week so be sure to read each assignment’s instructions thoroughly. You will have time in the second hour of the in-class discussions to work on your weekly team assignments.

▪ In-Class Team Meetings with Instructor: Each team will have the opportunity to meet with the instructor

during scheduled times in the second hour of class in order to receive guidance and feedback on the team’s approaches/strategies. These meetings will also serve to determine team progress and participation. You will be provided more detailed information regarding when your team will meet with the instructor at a later date.

▪ In-Class Discussions: In-class discussions bring you into contact with your classmates as you share ideas,

opinions, and experiences relating to key concepts presented in the course. These discussions also give the instructor a chance to review questions and comments you may exchange about your individual community engaged leadership topic, as well as help determine level of team participation. In-class discussions will be once a week during the first hour of the meeting time, in combination with any lecture or presentation.

▪ Stakeholder Role Play: You will collaborate with another team in the class to gain skills in viewing a health

priority both from the lens/context of a community stakeholder when working with another team, as well as the lens of a leader in public health leader when working with your own team. In your role as a community stakeholder, you will select a community stakeholder role (i.e., patient, community advocate/champion, community organization director, faith leader, business owner, or local elected official), identify key priorities of a person in that role, then collaborate with the leadership group of another team in the course, where you will role play, sharing your perspectives as a community stakeholder. The roles will also switch, where the other team’s members will role play as community members for your team’s project. This activity is designed to help shape the other team and development of their engagement and implementation plan, and give you and your team skills to heighten contextual awareness and reduce implicit bias by viewing health issues from a community member’s perspective.

▪ Individual Assignment:

o The individual assignment will be initiated with a personality assessment. A summary will be provided and recommendations on how you communicate with others. Leadership Assessment and Engagement: This is a three-part assignment where you will take your personal leadership assessment summary and use it to identify your strengths and challenges, examine the principles of community engagement, and develop a strategic action as a leader seeking to engage multiple stakeholders. Part One of the assignment will allow you the opportunity to think about your role as a leader in public health, your personal expectations, and expectations of others who can complement your role as a leader. Part Two of the assignment involves examining the principles of community engagement and


identifying and critically describing 2-3 principles that you value most and how you would execute a plan to ensure your organization is addressing that principle. In Part Three, you will identify an external stakeholder to interview, share thoughts on the 2-3 principles of engagement in Part Two, gather the stakeholder’s feedback, and draw on this feedback and that from Part One to describe a strategic plan for engaging stakeholders around the selected principle.

▪ Community Engaged Strategic Public Health Plan: o This is a culmination of the tasks you will complete in team assignments for developing a community

engaged, strategic plan around a pressing public health issue identified as a community priority that the organization you represent will address. You will rely on the principles of community engagement and adaptive leadership to develop your strategic plan. As your team develops your plan throughout the course, you will be prompted to consider the numerous facets of community engagement and leadership development. The goal of this exercise is to provide you with the necessary skills to incorporate the time necessary to identify, engage, and develop a diverse set of stakeholders that includes community partners as decision-makers, and lead the collaborative creation of a thoughtful, feasible, cost-effective strategic public health plan, both for this class and in the future.

Resources Required Text: ▪ Herchmer, Brenda. Leadership for Active, Creative, Engaged Communities. Bloomington, IN: iUniverse

Publications, 2012. [ISBN: 978-1-4620-6399-4; ISBN (ebook): 978-1-4620-6400-7] ($15-22, used to new) ▪ Toms, Forrest and Sylvia Burgess, eds. Lead the Way: Principles and Practices in Civic and Community

Engagement. San Diego: Cognella Publications, 2013. ($51-89, used to new) ▪ Heifetz RA, Grashow A, Linsky M. The practice of adaptive leadership: Tools and tactics for changing your

organization and the world. Harvard Business Press; 2009. ($18-25, used to new) ▪ Web and other references available in the reading list on the Sakai site. Course Website:

• Sakai at https://sakai.unc.edu/portal use ONYEN and password to login; site: PUBH890.002.SP18.

• This website will be used extensively during the course for students to access required online tutorials and readings (not in the course text).

• Class announcements and other important communications will be distributed through this site, so please ensure your email address is correctly reflected in ConnectCarolina.

• Team Sites will be established to facilitate Team communications, collaboration, storage of team documentation, and final posting of team assignments to be graded.

• Students will also be able to check their individual grades on the Gradebook.

Valuing Diversity Promoting and valuing diversity in the classroom enriches learning and broadens everyone’s perspectives. Inclusion and tolerance can lead to respect for others and their opinions and is critical to maximizing the learning that occurs in this course. This may challenge our own closely held ideas and personal comfort zones. The results, however, create a sense of community and promote excellence in the learning environment. Diversity includes consideration of (1) the variety of life experiences other have had, and (2) factors related to “diversity of presence”, including, among others, age, economic circumstances, ethnic identification, disability, gender, geographic origin, race, religion, sexual orientation, social position. This course follows principles of inclusion, respect, tolerance, and acceptance that support the values of diversity. The University of North Carolina at Chapel Hill is committed to equality of educational opportunity. The University does not discriminate in offering access to its educational programs and activities on the basis of age, color, creed, disability, gender, gender expression, gender identity, genetic information, national origin, race, religion, sex, sexual orientation, or veteran status. The Equal Opportunity and Compliance Office (100 E. Franklin Street, Unit 110, CB


#9160, Chapel Hill, NC 27599-9160 or 919.966.3576) has been designated to handle inquiries regarding the University’s non-discrimination policies. http://policies.unc.edu/policies/nondiscrim/

UNC Honor System The University of North Carolina at Chapel Hill has had a student-led honor system for over 100 years. Academic integrity is at the heart of Carolina and we all are responsible for upholding the ideals of honor and integrity. The student-led Honor System is responsible for adjudicating any suspected violations of the Honor Code and all suspected instances of academic dishonesty will be reported to the honor system. Academic work is a joint enterprise involving faculty and students. Both have a fundamental investment in the enterprise and both must share responsibility for ensuring its integrity. In relation to the Honor Code, therefore, specific responsibilities of the faculty which parallel the responsibilities of the students have been formally adopted by the Faculty Council. Information, including your responsibilities as a student is outlined in the Instrument of Student Judicial Governance. Your full participation and observance of the Honor Code is expected. Academic Dishonesty: Plagiarism in the form of "deliberate" or "reckless" representation of another's words, thoughts, or ideas as one's own without attribution in connection with submission of academic work, whether graded or otherwise. Plagiarism can take many forms and there may be a number of reasons why it occurs. Some are examples are as follows:

▪ Quote and cite any words that are not your own. ▪ If you paraphrase the words of another, you must still give proper attribution. ▪ The default citation style for the UNC Gillings School of Global Public Health is APA Style. ▪ "If you look it up, write it down."

Authorized vs. Unauthorized Collaboration: All academic work in this course, including homework, quizzes, and exams, is to be your own work, unless otherwise specifically provided. It is your responsibility if you have any doubt to confirm whether or not collaboration is permitted. Unauthorized Materials: Course assignments will indicate if students are permitted to use old exams, outside resources, internet articles, or any other materials in the completion of academic assignments.

Resources for Additional Information: Students wishing to seek additional information are welcome to contact the course instructor or the Office of Student Conduct at 919.962.0805 or review the UNC Graduate Record.

Grading A students’ final grade will be based on a combination of individual participation on your team (10%), individual assignments (25%), team assignments (25%), and a strategic engagement and implementation plan (40%). UNC Graduate Level grading will be applied: H = High Pass; P = Pass; L = Low Pass; F = Fail; IN = Work Incomplete* *A temporary grade that converts to an administrative fail unless the incomplete coursework is completed so that the temporary grade is replaced with a permanent grade before the last day of class for the same term one year later. A quality strategic engagement and implementation leadership plan, participation in discussions, and completion of assignments earns a P grade, indicating solid graduate performance. Exceptional performance (95% or better) will merit an H in the course.

http://policies.unc.edu/policies/nondiscrim/


The grading rubric is as follows: Grade Composition Weight Component

Participation Course Participation and Peer Evaluation

10% Individual and Team

Individual Assignments: (1) Public health leader role and context; (2) Community partner role and context; and (3) Stakeholder interview

25% Individual

Team Assignments (Bi-weekly – Includes PowerPoint slides of team’s strategic engagement and implementation plan)

25% Team

Strategic Engagement and Implementation Plan 40% Team

Peer Evaluation The purpose of the peer evaluation is to evaluate each of your team members on their performance as a team member in completing team assignments. This electronic peer evaluation is completed once at the end of the course. In the peer evaluation, you will be asked to rate individual team members on each of the following five statements using a 5-point Likert scale (5=strongly agree; 4=agree; 3=somewhat agree; 2=disagree; and 1=strongly disagree):

❖ This team member actively participated in team assignments; ❖ This team member accomplished tasks on time; ❖ This team member's work reflected an acceptable level of thought and effort; ❖ This team member functioned as a valuable member of the team by supporting the efforts of fellow team

members; ❖ This team member would make an excellent project manager for this team.

In addition to the five statements, the peer evaluation has an open-ended question in which you can write specific comments (no longer than 3-4 sentences) on the performance of each of your team members or to provide any specific information to the professor. You will receive an overview of the feedback provided by your team after the evaluations have been submitted and tallied. Follow-up by the professor will be undertaken with individuals and/or teams as required by the aggregated average scores that will be reported to students; comments will not be shared. The peer evaluation will be conducted in the middle and at the end of the course.

Course Policies and Requirements ▪ Class participation is encouraged and expected, through actively participating in individual group discussions and

activities – whether team meetings and teleconferences, posting on your team’s forum site in Sakai, or other course-related participation.

▪ Assigned readings and online tutorials are to be completed by the date in the course calendar. ▪ If there is something you do not understand, ask questions. Email Dr. Carter-Edwards at lori_carter-

[email protected], or text 919.597.0275 for urgent matters (or call for scheduled meetings). Please feel free to ask your question, as it is likely something that other class members might also not understand.

▪ Questions and replies that are addressed with Dr. Carter-Edwards outside of class that are relevant to other class members will be posted to the course Sakai site or via email for clarification and communication for all.

▪ The Honor Code described above is in effect for the duration of this class. If you have a question about how certain activities, especially group activities, might be interpreted under the Honor Code, please ask.

▪ A grade of incomplete may be taken only because of illness or special circumstances and only with the permission of your departmental adviser and the course instructor.

▪ As course professor, Dr. Carter-Edwards reserves the right to make changes to the syllabus, including project due dates, when unforeseen circumstances occur. While no changes to the syllabus are anticipated, if they are, the changes will be announced as early as possible.




THIS COURSE INCLUDES THE FOLLOWING ASSIGNMENTS:

1. A project team charter

2. A team moderator schedule

3. Community engagement and leadership team assignments

4. Final strategic engagement and implementation plan

5. Peer evaluations of team members

6. Overall course evaluation

7. Individual assignment – Parts I, II, and III NOTE: When preparing to submit your team or individual assignments, please use the following filename

convention (team: e.g., AssignmentA_Team1_2017-01-12, AssignmentB_Team3_2017-02-09, etc.; individual: e.g., IndivAssignment_Part1_2018-01-25_LCE, IndivAssignment_Part2_2018-02-12_LCE, etc.). The following is an overview of the lessons for the course, including the objectives, lectures, required readings, and activities and assignments. Supplemental readings will be available in Sakai. Readings with two asterisks (**) are the key required readings. To manage all the readings, it is recommended you assign and review the readings as a team. LESSON 1: INTRODUCTION: PREPARATION FOR LEADERSHIP AND TEAMWORK

Learning Objectives: ▪ Understand the key elements of the course ▪ Identify individual leadership characteristics, strengths, and limitations ▪ Describe the characteristics of a successfully functional team ▪ Create a plan for completing team assignments Lecture:

▪ Introduction Tutorial: Tools and Techniques for Working in Teams: Introduction to Team Development ▪ In Class: Leadership Legacy

Assessment:http://www.yourleadershiplegacy.com/assessment/assessment.php Required Readings:

▪ Herchmer, Brenda. Leadership for Active, Creative, Engaged Communities. Bloomington, IN: iUniverse Publications, 2012: Chapters 1-2, 5-6 (pp. 1-6; 27-35)

▪ Carter-Edwards, Tale of Three Cities Slide Presentation (Carter-Edwards_A_Tale_of_Three_Towns_2014) ▪ Heifetz RA, Grashow A, Linsky M. The practice of adaptive leadership: Tools and tactics for changing your

organization and the world. Harvard Business Press; 2009: Chapter 13 (pp.181-186) Assignment A

▪ Complete Project Team Charter and Team Moderator Schedule Your initial team assignments are to develop a project team charter and a team moderator schedule. See Word documents in Sakai under Lesson 1 for the full instructions.

LESSON 2: OVERVIEW 1 – PRINCIPLES OF COMMUNITY ENGAGEMENT

Learning Objectives: ▪ Define what constitutes a community stakeholder ▪ List the nine principles of community engagement ▪ Understand the role of culture in community engagement ▪ Discuss the strengths and challenges in applying the principles of community engagement ▪ Identify key elements when initiating engagement among multiple, diverse stakeholders

http://www.yourleadershiplegacy.com/assessment/assessment.php


Lecture: ▪ Leading Through Understanding Others: Introduction to Community Engagement Principles

Required Readings:

▪ Principles of community engagement. In, Grunbaum, JA. Challenges in improving community engagement research. In, Principles of Community Engagement, 2nd ed. Washington, DC: NIH-Publication No. 11-7782, 2011: Chapter 2 (pp. 45-53)**

▪ Toms FD, Toms, ZL. Chapter 1: Community engagement: a multifaceted framework and process. In, Toms, Forrest and Sylvia Burgess, eds. Lead the Way: Principles and Practices in Civic and Community Engagement. San Diego: Cognella Publications, 2013: Chapter 1 (pp. 7-24)**

▪ Herchmer, Brenda. Leadership for Active, Creative, Engaged Communities. Bloomington, IN: iUniverse Publications, 2012: Chapter 4 (pp. 15-26)

In-Class Activity

▪ Role-play as Community Stakeholders: Students will identify a stakeholder type they will each adopt (i.e., patient, community advocate/champion, community organization director, faith leader, business owner, or local elected official), search the web for information, context, and perspective about that stakeholder type, and initiate health topic, situational role-play, sharing this stakeholder’s values with others in the class. Further instructions are available under Lesson 2 in Sakai.

LESSON 3: OVERVIEW 2 – STYLE LEADERSHIP THEORY IN ACTION

Learning Objectives: ▪ Describe three different leadership styles ▪ Identify personal leadership style in the context of community health ▪ Distinguish between leadership and management ▪ Develop skills related to the dynamic nature of leadership styles

Lecture:

▪ Leadership Style Theories – An Introduction

Required Readings: ▪ Heifetz RA, Grashow A, Linsky M. The practice of adaptive leadership: Tools and tactics for changing your

organization and the world. Harvard Business Press; 2009: Chapter 14 (pp. 187-196)** ▪ Herchmer, Brenda. Leadership for Active, Creative, Engaged Communities. Bloomington, IN: iUniverse

Publications, 2012: Chapter 6 (pp. 33-36)** ▪ Kouzes JM, Posner BZ. Credibility: how leaders gain and lose it, why people demand it. San Francisco:

Jossey Bass, 1998: Chapter 3 (pp. 58-68) ▪ Kurt Lewin’s Leadership Styles: http://changingminds.org/disciplines/leadership/styles/lewin_style.htm

Assignment B

▪ Take the leadership style quiz: https://www.mindtools.com/pages/article/leadership-style-quiz.htm ▪ Conduct Part I of your Individual Assignment

LESSON 4: INITIATING ENGAGEMENT AMONG STAKEHOLDERS: BUILDING TRUST IN COMMUNITY HEALTH SETTINGS

Learning Objectives: ▪ Identify key methods for building trust with diverse community stakeholders ▪ Distinguish between health equity, health equality, and health disparities ▪ Develop skills leading strategies for engaging community stakeholders

http://changingminds.org/disciplines/leadership/styles/lewin_style.htm

https://www.mindtools.com/pages/article/leadership-style-quiz.htm


Lecture: ▪ Learning to Lead by Understanding the Values and Needs of Different Communities

Required Readings:

▪ Herchmer, Brenda. Leadership for Active, Creative, Engaged Communities. Bloomington, IN: iUniverse Publications, 2012: Chapter 7 (pp. 66-83); review Chapter 4 (pp. 15-26)

▪ Palmer P. Chapter 6: Capacity building for community engagement. In, Toms, Forrest and Sylvia Burgess, eds. Lead the Way: Principles and Practices in Civic and Community Engagement. San Diego: Cognella Publications, 2013: Chapter 6 (pp. 97-102)**

▪ Carter-Edwards L, Pullen-Smith B, Toms FD, Whitt-Glover M, Wilson C. Engaging faith-based communities: a public health leadership perspective. In, Toms, Forrest and Sylvia Burgess, eds. Lead the Way: Principles and Practices in Civic and Community Engagement. San Diego: Cognella Publications, 2013: Chapter 18 (pp. 263-271)

Assignment C

▪ Health Topic and Stakeholder Identification You and your team will identify the public health topic area you will use to guide your engagement of stakeholders and development of your implementation plan. Your health topic will be one of the identified health priorities across NC (see the health priorities summary). You will identify the location in NC in which your team intends to engage stakeholders to discuss the topic. You will then describe the stakeholder sectors you wish to convene and engage to address the public health topic in the identified community. Your summary should be 3-4 pages double-spaced, not including references. See Sakai under Lesson 4 for additional instructions.

LESSON 5: ASSESSING THE HEALTH EQUITY LANDSCAPE USING AN ADAPTIVE LEADERSHIP FRAMEWORK

Learning Objectives: ▪ Define adaptive leadership ▪ Conceptually apply adaptive leadership principles to a health equity public health issue ▪ Develop skills in diagnosing the problem among a diverse set of stakeholders

Lecture: ▪ Assessing the Health Equity Landscape Using an Adaptive Leadership Framework

Required Readings:

▪ Heifetz RA, Grashow A, Linsky M. The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Harvard Business Press; 2009: Chapter 1 (pp. 13-40)**

▪ Herchmer, Brenda. Leadership for Active, Creative, Engaged Communities. Bloomington, IN: iUniverse Publications, 2012: Chapter 7 (pp. 66-76)

▪ Bethell M. Chapter 5: Health equity and community engagement. In, Toms, Forrest and Sylvia Burgess, eds. Lead the Way: Principles and Practices in Civic and Community Engagement. San Diego: Cognella Publications, 2013: Chapter 6 (pp. 97-102)**

In-Class Activity

▪ Stakeholder Role Play and the Power Analysis Table You will continue stakeholder role play by working with your team to conduct a power analysis exercise to understand the power structures, specifically the decision-makers, within environments. Once you identify the key stakeholders for your public health topic, you will determine their levels of interest (high/low) and their levels of power (high/low) to determine how you will communicate and involve them in addressing the public health issue. See Sakai under Lesson 5 for additional instructions.


LESSON 6: DEVELOPING A STRATEGIC ENGAGEMENT PLAN

Learning Objectives: ▪ Recognize different stakeholder engagement strategies for working in communities ▪ Determine the optimal engagement strategies for the identified public health topic and key stakeholders ▪ Develop skills in designing a strategic engagement plan Lecture:

▪ Leading the Plan to Establish Reach and Generate Consensus in Your Community and Organization

Required Readings: ▪ Herchmer, Brenda. Leadership for Active, Creative, Engaged Communities. Bloomington, IN: iUniverse

Publications, 2012: Chapter 7 (pp. 87-104)** ▪ Horna-Guerra F. Hispanic/Latino leadership and engagement. In, Toms, Forrest and Sylvia Burgess, eds.

Lead the Way: Principles and Practices in Civic and Community Engagement. San Diego: Cognella Publications, 2013: Chapter 16 (pp. 227-240)

▪ Stakeholder Engagement Plan Template, Oregon Public Health Division.**

Assignment D Part II – Individual Assignment You will briefly describe the organization you will represent, identify and critically describe 2-3 principles of community engagement you value most as a leader, and state how you would help execute a plan for your organization addressing these principles. Your critique should be 3-4 pages double-spaced, not including references or any supporting documents. See Sakai under Lesson 6 for the full instructions.

LESSON 7: USING SYSTEMS MAPPING TO LEAD SYSTEMS THINKING IN COMMUNITIES

Learning Objectives: ▪ Define systems change the basic principles of systems thinking ▪ Understand system support mapping ▪ Develop skills in leading community stakeholders in systems thinking in addressing a public health issue

Lecture:

▪ Engaging Stakeholders in Systems Thinking to Improve Community Health

Required Readings: ▪ Heifetz RA, Grashow A, Linsky M. The practice of adaptive leadership: Tools and tactics for changing your

organization and the world. Harvard Business Press; 2009: Chapters 4-5 (pp. 49-88)** ▪ Trochim WM, Cabrera DA, Milstein B, Gallagher RS, Leischow SJ. Practical challenges of systems thinking

and modeling in public health. American journal of public health. 2006 Mar;96(3):538-46. ▪ Disruptive design and systems thinking: https://medium.com/disruptive-design/tools-for-systems-

thinkers-systems-mapping-2db5cf30ab3a.

In-Class Activity ▪ System Support Mapping You will engage in an abridged system support mapping activity. Systems mapping is a method for identifying the connections within an organization or system in order to foster and/or manage change. You will identify key connections in your organization you have identified, and determine the organizational strengths and challenges, and mechanisms for support. See Sakai under Lesson 7 for additional details.

https://medium.com/disruptive-design/tools-for-systems-thinkers-systems-mapping-2db5cf30ab3a

https://medium.com/disruptive-design/tools-for-systems-thinkers-systems-mapping-2db5cf30ab3a


LESSON 8: EMBRACING INNOVATIVE IDEAS FROM MULTIPLE STAKEHOLDERS

Learning Objectives: ▪ List tools for generating innovative ideas among community stakeholders ▪ Identify strategies for managing multiple innovative ideas from a diverse set of community stakeholders Lecture:

▪ Embracing Others’ Perspectives: Getting out of One’s Way to Lead Others

Required Readings: ▪ Russell RF, Gregory Stone A. A review of servant leadership attributes: Developing a practical model.

Leadership & Organization Development Journal. 2002 May 1;23(3):145-57. ▪ Heifetz RA, Grashow A, Linsky M. The practice of adaptive leadership: Tools and tactics for changing your

organization and the world. Harvard Business Press; 2009: Chapters 9 (pp. 135-142)** ▪ Herchmer, Brenda. Leadership for Active, Creative, Engaged Communities. Bloomington, IN: iUniverse

Publications, 2012: Chapter 10 (pp. 220-230)** ▪ Israel BA, Lichtenstein R, Lantz P, McGranaghan R, Allen A, Guzman JR, Softley D, Maciak B. The Detroit

Community-Academic Urban Research Center: development, implementation, and evaluation. Journal of public health management and practice: JPHMP. 2001 Sep;7(5):1

Assignment E Leading the Health Priorities Discussion You and your team will describe how you will lead a group of stakeholders in the decision-making process of establishing priorities for implementing change around your selected public health topic. This will include engagement strategies, challenges to address given the stakeholders’ contexts, and how decisions will be made. Your description should be 2-3 double-spaced pages, not including references. See Sakai under Lesson 8 for the full instructions.

LESSON 9: DEVELOPING A COMMUNITY-DRIVEN IMPLEMENTATION PLAN

Learning Objectives: ▪ Develop a framework for identifying community resources and needs around a public health topic ▪ Understand how to develop coalitions and community advisory committees ▪ Use stakeholder engagement tools prioritize strategies around existing resources ▪ Define transformative communities ▪ Develop skills in incorporating new resources into a transformative community

Lecture:

▪ Leading the Plan to Implement Transformative Health Strategies Within Communities


Publications, 2012: Chapter 9 and 12 (pp. 179-189; 271-296)** ▪ Heifetz RA, Grashow A, Linsky M. The practice of adaptive leadership: Tools and tactics for changing your

organization and the world. Harvard Business Press; 2009: Review Chapter 9 (pp.125-132) ▪ St. Cloud University Engagement and Implementation Plan:

https://www.stcloudstate.edu/ospe/planning/actionPlans/documents/CommunityEngagementVisionandImplementationPlan.pdf.**

https://www.stcloudstate.edu/ospe/planning/actionPlans/documents/CommunityEngagementVisionandImplementationPlan.pdf

https://www.stcloudstate.edu/ospe/planning/actionPlans/documents/CommunityEngagementVisionandImplementationPlan.pdf


In-Class Activity ▪ Stakeholder Role Play and Consensus Building and Priority Setting You and your team will engage in stakeholder role play (representing a diverse set of stakeholder roles) while another team leads the activity of consensus building. The other team will identify a strategy to articulate the issue and bring consensus around one action plan in which all the stakeholders represented by your team can engage. See Sakai under Lesson 9 for additional details.

LESSON 10: DETERMINING MEASURES OF SUCCESS: IDENTIFYING LEADERSHIP AND COMMUNITY INDICATORS

Learning Objectives: ▪ Identify measurable outcomes for engaging and planning with community stakeholders ▪ Identify strategies for measuring leadership and community indicators ▪ Develop skills in mobilizing community stakeholders in identifying their measures of success Lecture:

▪ Identifying Measures of Success in Community Engaged Leadership to Promote Better Community Health


Publications, 2012: Review Chapter 6 (pp. 286-296)** ▪ Israel BA, Lichtenstein R, Lantz P, McGranaghan R, Allen A, Guzman JR, Softley D, Maciak B. The Detroit

Community-Academic Urban Research Center: development, implementation, and evaluation. Journal of public health management and practice: JPHMP. 2001 Sep;7(5):1 Review

Assignment F Outlining Your Implementation Plan You and your team will create a framework for your plan to implement a series of activities to address your identified public health topic. You will state the topic, the stakeholder sectors’ rationale for addressing the topic, and a series of 3-5 feasible strategies for initiating systems change to address the topic. You will consider the strengths and challenges of your stakeholder network when describing the plan. Your summary of plan should be 4-5 double-spaced pages, not including references. See Sakai under Lesson 10 for the full instructions.

LESSON 11: LEADING THE COLLECTIVE UNDERSTANDING OF RETURN ON INVESTMENT

Learning Objectives: ▪ Define return on investment and social return on investment ▪ Identify key information needed to calculate return on investment ▪ Describe the benefit of return on investment for a public health topic

Lecture:

▪ Using Return on Investment Principles to Communicate Benefit of Community Health Strategic Planning

Required Readings: ▪ Whitley EM, Everhart RM, Wright RA. Measuring return on investment of outreach by community health

workers. Journal of Health Care for the Poor and Underserved. 2006;17(1):6-15.** ▪ Banke-Thomas AO, Madaj B, Charles A, van den Broek N. Social Return on Investment (SROI)

methodology to account for value for money of public health interventions: a systematic review. BMC Public Health. 2015 Jun 24;15(1):582.**


In-Class Activity

▪ ROI Community Health Worker Exercise You and your team will use a class example to assess the financial value of implementing a strategic activity to address a public health topic by calculating the return on investment. You will collectively identify basic information needed to generate the return on investment, and craft the language to communicate the value to a general network of stakeholders. See Sakai under Lesson 11 for additional details.

LESSON 12: USING LEADERSHIP STRATEGIES TO NEGOTIATE CONFLICT IN COMMUNITY SETTINGS

Learning Objectives: ▪ Distinguish between implicit and explicit bias ▪ Describe the inside-out/outside-in concept of engagement ▪ Develop skills in managing conflict when generating ideas Lecture:

▪ Managing and Emerging from Conflict among Community Stakeholders

Required Readings: ▪ Sportsman S, Hamilton P. Conflict management styles in the health professions. Journal of professional

nursing. 2007 Jun 30;23(3):157-66. ▪ Heifetz RA, Grashow A, Linsky M. The practice of adaptive leadership: Tools and tactics for changing your

organization and the world. Harvard Business Press; 2009: Chapter 11 (pp. 149-164)**

Assignment G Part III – Individual Assignment You will identify a stakeholder to interview, external to the students in the course, asking the person’s perceptions of the 2-3 principles of engagement you described in Part II of the individual assignment. You will use the information from the interview with the stakeholder, and your information from Parts I and II of the individual assignment to describe a strategic plan for leading engagement of stakeholders around the selected principles. Your document should be 3-5 pages double-spaced, not including references or any supporting documents. See Sakai under Lesson 12 for the full instructions.

LESSON 13: PAYING IT FORWARD: LEADING BY SHARING

Learning Objectives: ▪ Describe the benefits of information dissemination to community stakeholders ▪ Identify different communication strategies needed to share information among community stakeholders ▪ Describe methods to sustain the community stakeholder network for future opportunities

Lecture:

▪ Leading by Doing: Serving as a Role Model in Disseminating and Translating Information to Community Stakeholders

Required Readings: ▪ Servant leadership in the 21st century:

https://www.switzernetwork.org/sites/default/files/leadership_in_the_twenty-first_century.pdf.

https://www.switzernetwork.org/sites/default/files/leadership_in_the_twenty-first_century.pdf


In-Class Activity ▪ Stakeholder Role Play and Translating Health Information You and your team will engage in stakeholder role play (representing a diverse set of stakeholder roles) while another team, as a public health leader team, conveys public health data findings on a health topic to you. In your role as a stakeholder, you will determine whether the information conveyed was clear. You will then reverse the roles with the other team, where they will serve as the stakeholders and you will serve as the public health leader team. See Sakai under Lesson 13 for additional details.

LESSON 14: COMMUNICATING YOUR PLAN TO COMMUNITY STAKEHOLDERS

Learning Objectives: ▪ Develop skills in efficiently presenting work to a diverse stakeholder network ▪ Develop skills in developing methods to translate information to marginalized audiences with different

cultures

Required Readings:

▪ Herchmer, Brenda. Leadership for Active, Creative, Engaged Communities. Bloomington, IN: iUniverse Publications, 2012: Review Chapter 8 (pp. 105-119)**

▪ Harding B, Richardson G. An American Indian leadership perspective: a conceptual framework for the emergence of a North Carolina American Indian Transformational Leadership Training Succession Alliance Institute. In, Toms, Forrest and Sylvia Burgess, eds. Lead the Way: Principles and Practices in Civic and Community Engagement. San Diego: Cognella Publications, 2013: Chapter 17 (pp. 241-262)

Assignment H In-Class Presentation of Engagement and Implementation Plan Your team will present your engagement and implementation plan to others in the class. Develop a slide presentation (no more than 20 slides) for sharing your plan. Identify the stakeholders with whom you engaged to generate the plan. In the presentation, state the background/rationale for the plan, the strategies, and your roles as a leadership team in ensuring the plan is initiated. The goal to this assignment is to develop the ability to take a large amount of information and compile it into a succinct presentation format. Clarity and conciseness are key. See Sakai under Lesson 14 for tips and tools in developing an effective presentation.

LESSON 15: REFLECTIONS Assignment I Engagement and Implementation Plan This assignment is the culmination of your team assignments throughout the course to create and engagement and implementation plan. The final plan should be limited to 12 double-spaced pages. A table of contents, and stakeholder table should be included. An assessment should also be included. Key leadership sections should include:

• Engagement and Implementation Overview

• Public Health Topic

• Leadership Team

• Stakeholders and Engagement Strategies

• Implementation Strategies

• Assessment

• Benefits and Challenges of the Strategic Approach

• Implications for Community Health


ASSIGNMENTS AT-A-GLANCE Please refer to the Sakai site for any additional instructions for the team assignments where applicable (in the notes sections), and the course reading materials. When preparing to submit your assignments, please use the following filename convention (e.g., AssignmentA_Team1_2018-01-18, AssignmentB_Team3_2017-02-08, etc.). Assignment A Complete Project Team Charter and Team Moderator Schedule Your initial team assignments are to develop a project team charter and a team moderator schedule. See Word documents in Sakai under Lesson 1 for the full instructions. Assignment B Part I – Individual Assignment You will take a free leadership style assessment online, reflect on your responses, and provide a summary of your expectations of yourself as a public health leader, and expectations of others needed to complement your skills as a leader. Your summary should be 2-3 pages double-spaced, not including references. See Sakai under Lesson 2 for the full instructions. Assignment C Health Topic and Stakeholder Identification You and your team will identify the public health topic area you will use to guide your engagement of stakeholders and development of your implementation plan. Your health topic will be one of the identified health priorities across NC (see the health priorities summary). You will identify the location in NC in which your team intends to engage stakeholders to discuss the topic. You will then describe the stakeholder sectors you wish to convene and engage to address the public health topic in the identified community. Your summary should be 3-4 pages double-spaced, not including references. See Sakai under Lesson 4 for additional instructions. Assignment D Part II – Individual Assignment You will briefly describe the organization you will represent, identify and critically describe 2-3 principles of community engagement you value most as a leader, and state how you would help execute a plan for your organization addressing these principles. Your critique should be 3-4 pages double-spaced, not including references or any supporting documents. See Sakai under Lesson 6 for the full instructions. Assignment E Leading the Health Priorities Discussion You and your team will describe how you will lead a group of stakeholders in the decision-making process of establishing priorities for implementing change around your selected public health topic. This will include engagement strategies, challenges to address given the stakeholders’ contexts, and how decisions will be made. Your description should be 2-3 double-spaced pages, not including references. See Sakai under Lesson 8 for the full instructions. Assignment F Outlining Your Implementation Plan You and your team will create a framework for your plan to implement a series of activities to address your identified public health topic. You will state the topic, the stakeholder sectors’ rationale for addressing the topic, and a series of 3-5 feasible strategies for initiating systems change to address the topic. You will consider the strengths and challenges of your stakeholder network when describing the plan. Your summary of plan should be 4-5 double-spaced pages, not including references. See Sakai under Lesson 10 for the full instructions.


Assignment G Part III – Individual Assignment You will identify a stakeholder to interview, external to the students in the course, asking the person’s perceptions of the 2-3 principles of engagement you described in Part II of the individual assignment. You will use the information from the interview with the stakeholder, and your information from Parts I and II of the individual assignment to describe a strategic plan for leading engagement of stakeholders around the selected principles. Your document should be 3-5 pages double-spaced, not including references or any supporting documents. See Sakai under Lesson 12 for the full instructions. Assignment H In-Class Presentation of Engagement and Implementation Plan Your team will present your engagement and implementation plan to others in the class. Develop a slide presentation (no more than 15-20 slides) for sharing your plan. Identify the stakeholders with whom you engaged to generate the plan. In the presentation, state the background/rationale for the plan, the strategies, and your roles as a leadership team in ensuring the plan is initiated. The goal to this assignment is to develop the ability to take a large amount of information and compile it into a succinct presentation format. Clarity and conciseness are key. See Sakai under Lesson 14 for tips and tools in developing an effective presentation. Assignment I Engagement and Implementation Plan This assignment is the culmination of your team assignments throughout the course to create and engagement and implementation plan. The final plan should be limited to 16-24 double-spaced pages. A table of contents, and stakeholder table should be included. An assessment should also be included. Key sections should include:

• Cover page (title, course number, team members’ names)

• Table of contents (may include headers and sub-headers)

• Overview of the engagement and implementation plan (1 page)

• Epidemiological overview - scope of the health issue (2-3 pages)

• Relevant principles of community engagement (1-2 pages)

• Relevant leadership theories (1-2 pages)

• Project team and relevant stakeholders (2-3 pages)

• Engagement plan (3-4 pages)

• Implementation plan (5-8 pages)

• Implications (1-2 pages)

• Appendix, if needed (tables, figures, photos, material examples (e.g., interview or focus group guides), etc.) See Sakai under Lesson 15 for the full instructions.

(See Course Calendar below)


PUBH 781 – SPRING 2019 COURSE CALENDAR Lesson Date Title Assignment* Due

1 Jan 10

Introduction: Preparation for Leadership and Teamwork

Introductions Team – Assignment A

Jan 17

2 Jan

15, 17

Overview 1: Principles of Community Engagement

In-Class Activity 1: Role Play as Community Stakeholders

3 Jan

22, 24

Overview 2: Style Leadership Theory in Action

Individual (Part I) – Assignment B Schedule in-class team meetings with instructor for engagement and implementation plan development (24JAN)

Jan 31

4 Jan

29, 31

Initiating Engagement among Stakeholders: Building Trust in Community Health Settings

In-Class Activity 2: Stakeholder Role Play and the Power Analysis Table

5 Feb 5, 7

Assessing the Health Equity Landscape Using an Adaptive Leadership Framework

Team – Assignment C Feb 14

6 Feb

12, 14

Developing a Strategic Engagement Plan

Individual (Part II) – Assignment D Feb 21

7 Feb

19, 21

Using Systems Mapping to Lead Systems Thinking in Communities

In-Class Activity 3: System Support Mapping Graded PEER Evaluation – Due 28FEB

8 Feb

26, 28

Embracing Innovative Ideas from Multiple Stakeholders

Team – Assignment E Mar

7

9 Mar 5, 7

Developing a Community-Driven Implementation Plan

In-Class Activity 4: Stakeholder Role Play and Consensus Building and Priority Setting

10 Mar

19, 21

Determining Measures of Success: Identifying Leadership and Community Indicators

Team – Assignment F Mar 28

11 Mar

26, 28

Leading the Collective Understanding of Return on Investment

In-Class Activity 5: ROI Community Health Worker Exercise

12 Apr 2,

4

Using Leadership Strategies to Negotiate Conflict in Community Settings

Individual (Part III) – Assignment G Apr 11

13 Apr 9,

11 Paying it Forward: Leading by Sharing

In-Class Activity 6: Stakeholder Role Play and Translating Health Information

14 Apr

16, 18

Communicating Your Plan to Community Stakeholders

Team – Assignment H, In-Class Team Presentations

Graded Peer Evaluation – Due 25APR

Apr 25

15

Apr 23, 25

Last Day of Class: Reflections

Reflections, Final Questions, and Course Evaluation

Team – Assignment I – FINAL Strategic Engagement and Implementation Plan

May 2