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Linq 2013 session_green_1_lephie
Linq 2013 session_green_1_lephie
Linq 2013 session_green_1_lephie
Linq 2013 session_green_1_lephie
Linq 2013 session_green_1_lephie
Linq 2013 session_green_1_lephie
Linq 2013 session_green_1_lephie
Linq 2013 session_green_1_lephie
Linq 2013 session_green_1_lephie
Linq 2013 session_green_1_lephie
Linq 2013 session_green_1_lephie
Linq 2013 session_green_1_lephie
Linq 2013 session_green_1_lephie
Linq 2013 session_green_1_lephie
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Linq 2013 session_green_1_lephie

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  • 1. Leadership for Public HealthA vision for the future16-17 May 2013LINQ Conference RomeKatarzyna Czabanowska and Daniela Popa, Maastricht Universityon behalf of Leaders for European Public Health (Lephie)Developing Effective Public Health Leaders: a case studybased on the Lephie Project
  • 2. BackgroundWhy Leadership? What?• The results of the on-line surveyseemed to suggest that there is aneed for Leadership courses offered ina more on-line, problem-basedfashion.• Priorities and objectives of EU Lifelonglearning Program (LLLP)• Health 2020 (WHO, The newEuropean policy for health – Health2020)• Leaders for European Public Health(LEPHIE) Erasmus Multilateral, CurriculumDevelopment project – funded in 2010 byEU LLP.• Develop an integrated, collaborativePublic Health Leadership curriculum forPH professionals.– Competence-based– Addressing Essential Public HealthServices and European Public Healthcontext– Problem-based/Blended Learning– Problems around public healthpriorities in European– Mutual recognition of achievedqualifications– Stimulating the development ofcollaborative and shared leadership.
  • 3. ConsortiumCopyright © Leaders for European Public Health (LEPHIE)Collaborating partners:
  • 4. Project structureMain Goals of the Lephie project:Development of Problem-based, Blended Learning Leadership curriculumfor European Public Health professionals supported by modern on-line technologysuch as: Elluminate (a web-conferencing program), Skype and Blackboard orMoodle (learning management systems).Stiring a discussion around: Public Health Leadership in Europe Development of Public Health Leaders Challenges confronting Public Health Leaders of todayTarget groups of the project:PH professionals, tutors/teachers, lecturers, PH employers, PH professionalorganizations and decision makers at higher education establishments.
  • 5. WP 8 – Management and quality controlWP 9 – Exploitation strategyWP 1 – Development of competencebased Public Health LeadershipCurriculumWP 2 – Blended Learning PracticeWP 3 – Piloting the curriculum in at Sheffield Hallam University(Sheffield Pilot)WP 4 – Evaluation studies,methodology andguidelinesWP 5 – Implementationand Educational QualityWP 6 – Country Casestudies Maastricht PilotKaunas PilotGraz PilotWP 7 – DisseminationContinuousQualityAssuranceContinuousQualityAssuranceProject structurePARTNERS:Maastricht University (NL)Sheffield Hallam University (UK)Lithuanian University of Health Sciences (LT)Medical University of Graz (AT)The Association of Schools of Public Health in the European Region (BE)Collaborating institutions: Griffith University (AU)Canterbury Christ Church University (UK)
  • 6. The main outcomes of the project1. Curriculum on leadership for European PHprofessionals including educational interactive e-learning materials in a Problem-based/BlendedLearning (PBL/BL)2. Trained staff in partner institutions in BL and PBL3. Evaluation of the effectiveness of the PBL/BLpractice4. Quality assurance mechanisms5. Educational blended learning network comprisingpartner countries6. Central repository (interactive web-pagewww.lephie.eu)7. Scientific publication(s) conferences workshops.
  • 7. What we teach and how?ContentThe Module on Leadership in Public Health is designed to introduce manyfacets of leading in the modern public health environment in Europeand help the participants to develop leadership competenciesthrough the following:Examining the key debates around Leadership in Public Health inrelationship to modernism, postmodernism, technologicalchange and their implications for leaders withinorganisations.Introducing key theoretical frameworks that underpin leadershiplearning, and enable the critical use of this knowledge andunderstanding by applying theory to actual practice withinthe context of Public Health.Developing the ability to reflect on the Public Health leadership role anddevelopment needs of individuals, so that personal andprofessional development planning for a leadership role isbuilt upon sound analysis of self in context.Stimulating self-assessment of leadership competencies by theparticipants to help identify knowledge gaps and furthertraining needs in leadership.
  • 8. Public HealthLeadershipCompetency FrameworkSystemsThinkingPoliticalLeadershipLeadership,OrganisationalLearning, &DevelopmentBuilding &LeadingInterdisciplinaryTeamsLeadership &CommunicationLeading ChangeEmotionalIntelligence &Leadership inTeamsEthics &ProfessionalismPublic Health Leadership Competency FrameworkPublic health leadership competency framework
  • 9. Systems Thinking Political Leadership Building & LeadingInterdisciplinary TeamsLeadership &CommunicationLeading Change Emotional Intelligence &Leadership in Team-based organisationsLeadership,Organisational Learning,& DevelopmentEthics & ProfessionalismUnderstand current publichealth issues and engage insystemic change to addressthem.Foresee potential impactsand consequences ofdecision-making in bothinternal and externalsituations.Provide an environmentconductive to opinion sharing.Demonstrate effective writtenand oral communication, andpresentation skills.Facilitate reassessment andadaptation of mission tomatch vision.Demonstrate awareness of theimpact of your own beliefs,values, and behaviours onyour own decision-making andthe reactions of others.Foster an environment ofttrust.Adhere to ethical legal andregulatory standardsSynthesise and integratedivergent viewpoints for thegood of the organisation.Understand and applyeffective techniques forworking with boards andgovernance structures.Model effective group processbehaviours including listening,dialoguing, negotiating,rewarding, encouraging, andmotivating.Recognise and use non-verbalforms of communication whenputting across your ownperspective on a situation.Manage staff to effectivelydeal with change.Demonstrate empathy andconcern for people asindividuals while ensuring thatorganisational goals andobjectives are met.Develop and mentor potentialfuture leaders within theorganisation.Encourage a high level ofcommitment to the purposesand values of theorganisation.Understand Reflective Leadershipand demonstrate that allleadership begins from within.Evaluate and determineappropriate actionsregarding critical politicalissues.Model effective teamleadership traits includingintegrity, credibility,enthusiasm, commitment,honesty, caring, and trust.Effectively share informationand responsibility at differentorganisational levels in pursuitof population-based goalsServe as a driving force forchange, including strategies ofchange.Be aware of the impact ofyour own behaviours andreactions on the behavioursand reactions of others.Advocate for learningopportunities within theorganization.Make a clear declaration ofany conflict of interest that islikely to affect yourleadership or decision-makingand take appropriate actionto minimise this.Facilitate the development ofServant Leadership capacityincluding selflessness, integrity,and perspective masteryPromote the European andNational Public HealthagendaUnderstand and manageexpectations.Use the media tocommunicate routinely withtarget audiences regardingpublic health needs,objectives, accomplishments,and critical crises-relatedinformation.Make strategic decisions basedon recognised values,priorities and resources.Demonstrate personalresponsibility andaccountability for theachievement of a given task.Create and communicate ashared vision for the futureand inspire team members toachieve it.Respect diverse cultures andbuild upon the strength ofdiversity to bring aboutinnovation and added valuein the work environment.Recognise the relevance ofadaptive leadership and use itthe appropriate circumstances.Translate broad strategiesinto practical terms forothers.Offer opportunities forcollaborative learning andquality improvement.Share views in a non-judgmental, non-threateningway.Identify and communicate newsystem structures as needs areidentified and opportunityarises.Respond appropriately to thepositive criticism of othersabout your own behaviour orperformance.Encourage others to feelownership in the publichealth mission in theorganisation.Practice and promoteprofessional accountability andsocial responsibilityRecognise the relevance ofleading from behind and usethis in the appropriatecircumstances.Build alliances, partnerships,and coalitions to improvethe health of thecommunity or populationbeing served.Exercise the sensitivity neededto communicate with diversecultures and disciplines.Ensure that organisationalpractices are aligned withchanges in the public healthsystem and the larger social,political, and economicenvironment.Demonstrate resilience andthe ability to call uponpersonal resources and energyat times of threat orchallenge.Assist others to clarifythinking, create consensus,and develop ideas intoactionable plans.Actively work towardsreducing inequalities in accessto Public Health.Identify opportunities for thegrowth, innovation, change anddevelopment of the organisation.Identify and engagestakeholders ininterdisciplinary projects toimprove public health.Effectively use negotiationskills to mediate disputes andfind appropriate and workablesolutions.Offer opportunities forcollaborative learning andquality improvementAdvocate and participate inpublic health policyinitiatives at the local,national, and/orinternational levels.
  • 10. Leading ChangePBL Case“Making your institution a magnet care centre forevidence-based practice for the elderly.”Europe, January 2012: Today, the European HealthMinisters have issued a common and urgentannouncement via the media:Scientist and health care experts from several disciplines inEurope found out that in most European countries – aftermore than 20 years of the evidence-based practice (EBP)movement – best practices are still not achieved inhospitals and other health care settings, especiallyregarding the care for the elderly. Consequently, patient’outcomes are not satisfying e.g. high prevalence rates ofpressure ulcer or malnutrition can be found, nosocomialinfections are increasing in frequency, medical errors arealarming. Consequences involve enormous financialcosts, great burden and reduced quality of life for elderlypatients/residents as well as dissatisfaction ofprofessionals in all health care disciplines.Educational approach
  • 11. Interviews with top public health leadersto support the curriculumAn interviewwith HelmutBrandPublic Health LeadershipInterview questions (inspired by Rowitz 2009)• How would you define leadership?• What do you think about public health leadershiptoday and why?• Who is a living person whom you define as a leaderand why?• What do you think are the critical strengths needed tobe a successful public health leader?• What would be the major challenges of public healthin the next 10 years?• What needs to be done to develop a culturally diverseleadership workforce?• Is leadership in public sector similar to leadership in(business, private) sector?• What should be done to make public health moreresponsive to the needs of the public?Katarzyna Czabanowska interviewed:Professor Helmut Brand (Chair, Department of InternationalHealth, FHML,CAPHRI,Maastricht University, President of ASPHER)Director Harm Jan Driessen (Chair of the Management Board ofMaastricht UMC+Director Andrzej Rys (Health Systems and Products DirectorSANCO Directorate - EuropeanCommission)Professor Onno van Schayck (Scientific Director CAPHRI, FHML,Maastricht University)Professor Dirk Ruwaard (Chair, Department of Health Services,CAPHRI, FHML, MaastrichtUniversity)Director Zsuzanna Jakab (WHO Regional Director for Europe)http://media02.sv.unimaas.nl/IntHealth/EuropeanPublic Health Leadership/Interview Onno vanSchayck.wmv
  • 12. ConclusionsWe developed a program which is more comprehensiveand more focused on PH than other general leadershipprograms.The programme has a great potential showing that the useof ICT can support the learning process and enhancecommunication.The results can offer valuable information to otheruniversities or Schools of Public Health which want todesign a competence-based curricula in public healthusing Blended Learning and online technology toincrease satisfaction and access to educationalprovision.
  • 13. Acknowledgement:This study was supported by the European Commission Lifelong Learning Program in the framework ofERASMUS Multilateral Curriculum Development project: Leaders for European Public Health (LEPHIE).Project n° 510176-LLP-1-2010-1-NL-ERASMUS-ECDCE . This publication reflects the views only of theauthors, and the Commission cannot be held responsible for any use that may be made of the informationcontained herein.www.lephie.eu

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