Teaching Management and Communication in MCH
Donna J. Petersen, MHS, ScD
APHA Continuing Education
November 7, 2004
Teaching Management and Communication in MCH
Overview of this Session Introduction: competency and practice
contextNature and scope of material included Instructional approaches Linking to the practice communityEngaging studentsEvaluating student performance
Introduction:
The Competency and Practice Context
Introduction: Competency and Practice Context
Practice Context for Management and Communication CompetenciesMCH programs are public health programs
that exist within governmental structuresMCH programs are population-based,
prevention-oriented and system-focusedMCH programs are both part of, and the
leaders of, intricate systems designed to serve comprehensive needs of a large constituency
Introduction: Competency and Practice Context
Practice Context for Management and Communication CompetenciesMCH programs must engage the public, the
communities of interest, in order to be successful in the public policy arena
MCH is highly politicalNeeds assessment, program planning, resource
allocation, monitoring, evaluation, and systems advocacy are all political activities
Introduction: Competency and Practice Context
Practice Context for Management and Communication Competencies In sum, the management of these
programs is a complicated and critical task, and
Excellent communication within governmental structures and with the community at large is essential
Teaching these competencies to emerging MCH professionals is extremely important
Introduction: Competency and Practice Context
Competency Context for Management and Communication Increasingly, public health education at the
graduate and professional development levels, is being driven by competencies
It is not enough to describe what is being taught
We must describe what has been learned through the demonstration of competence
Introduction: Competency and Practice Context
In the classroom, this requires the creation of a learning communityStudents must have the opportunity to “try on”
different approaches, to test new models, to practice new skills
Ultimately, students must develop proficiency in the subject matter and the skill-set sufficient to demonstrate mastery of the competency area
We must be able to assess whether they can “ride the bike”
The MCH Competencies:
Management and Communication
Nature and Scope of ContentManagement and Communication
1. Organizational and management theories and practices and their administration
2. Application of inter-organizational theories
3. Purpose, rationale, activities and performance measures for major MCH programs
4. Appropriate use of networking, team building, small group processes, advocacy, negotiation, conflict resolution skills
Nature and Scope of Content
4. Knowledge of community organization and coalition-building techniques
5. Soliciting and maintaining consumer and constituency involvement
6. Quality improvement and management techniques
7. Develop, plan, staff, administer and evaluate integrated service systems in MCH
Nature and Scope of Content
8. Integrate population-based health promotion, disease prevention strategies in service systems
9. Monitor and evaluate systems for quality and effectiveness
10. Develop, justify, present a budget
11. Grant writing
12. Effective communication skills
Nature and Scope of Content
13. Professional development and continuing education
14. Apply management techniques to resolve conflicts
15. Maintain affiliations with boards, coalitions
16. Effective use of information technology
17. Strategies to assure integrated service systems for MCH populations
Example
Let’s work through an MCH exampleIdeas?
Nature and Scope of ContentA note . . .
Management is NOT LeadershipManagement is about doing things right
Efficient operationsOrganizational structuresSupervisory relationshipsHuman resources, employee developmentUnion contractsBudgets Policies and procedures
Instructional Approaches
Instructional ApproachesManagement and Communication
Individual Graduate Course In management or in communication
Modules or components of other coursesWeb-based or web-enhanced modulesField-based instructionField-based internships or practicaIndividual assignments in any of theseContent integrated into other courses
Instructional Approaches:Management
Group Projects or Individual Assignments Conduct an internal assessment of an agency
Strengths, weaknesses Relate it to an external analysis, opportunities and threats
Evaluate specific components of an agency e.g. personnel classifications and pay scales, performance
systems, etc
Analyze case studies and present findings Develop management-based case studies Interview managers
Instructional Approaches:Communication
Group or Individual Assignments Write a press release Develop a Public Service Announcement Develop a comprehensive media plan Present to a community group Analyze case studies and present Develop communication-based case studies Conduct an assessment of intra-or inter-agency
communication pathways Prepare legislative testimony
Linking to the Practice Communityfor Field-Based Instruction
The previous classroom based assignments can be done in the abstract or in the real, involving real agencies and real managers and communication specialists
Students can visit agencies or professionals to gather information
Students can present to these agencies or groups
Linking to the Practice Communityfor Field-Based Instruction
Faculty can also invite managers and/or communication specialists to guest lecture or to serve as co-instructors
In the spirit of “competency training”, these professionals can stage realistic situations in which students can play roles A mock legislative hearing with real legislators A mock media interview with real media folks A mock community hearing with real advocates A mock budget hearing with real fiscal managers
Linking to the Practice Communityfor Field-Based Instruction
Field-based instruction can also includeShadowing a manager for a dayAnalyzing a manager’s calendarShadowing a media relations professionalAttending public agency board meetings,
coalition meetings, press conferences, etcAttending legislative or budget hearingsAttending a staff meeting or training session
Linking to the Practice Communityfor Field-Based Instruction
Internships and practica In management settings
Defined tasks, e.g. financial management, contract management, strategic management of a project, resource allocation, interagency collaboration, etc
With community-based non-profits In communication settings
With PIO’s in government agenciesWith community-based organizations involved in
education or advocacy
Linking to the Practice Communityfor Field-Based Instruction
Finally, consider opportunities in the community through which students can try out new skills UAB’s “BodyLove” radio soap opera Weekly Radio Show “To Your Health” Cable network shows on Health Advocacy organizations Community boards
Encourage them to develop their own activities utilizing these new skills Street theater Vaccine-trial participant recruitment
Engaging Students
Obviously, any of these can engage students in the practice of management or communication and help them demonstrate their own level of competence
Giving them the opportunity to interact with practicing professionals allows them to test their level of knowledge and comfort with the subject matter
Giving them the opportunity to visit agencies allows them to visualize themselves in similar positions
Engaging Students
Integrating content in other coursesMany of these strategies can be utilized in
other courses that do not have as their specified focus “management” or “communication”
Public health core coursesMCH core coursesMCH courses on policy, advocacy, needs
assessment, evaluation, even research methods
Engaging Students
UAB’s Integrated Public Health Core CurriculumPrepare a press release on lead exposureDevelop and deliver a presentation on
breast cancer screening recommendations to different audiences
Health care providers InsurersWomen at high risk of developing breast cancerThe general public
Engaging Students
Semester-long strategic planning exercise A real US state – external analysisA fictitious agency – internal analysisDevelop health objectives/strategic goalsRe-organize the agency and its activitiesBudget-neutral
Engaging Students
Web-enhanced instructionMany programs using programs like
Blackboard or Web-CT to provide enhanced learning opportunities on-line
Works well for case study analysisCan also provide guidance for field-
instructionCan be a way to engage a manager in a
time-limited threaded discussion
Evaluating Student Performance
Evaluating competency can be difficultNeed to assess acquisition of
KnowledgeSkillsAbilities
Need to further evaluate demonstration of competency in behavioral terms
Define Instructional Goal: Develop Competency-based course objectives
Conduct Needs Assessment:Individual and Organizational analysis
Design Training:Develop instructional strategy and course materials
Deliver Training: Implement process used to advertise, register, and access training
Develop Training Outcome Measures
Use Research Methods to Evaluate Training Effectiveness
Level IV: ResultsDid the training result in the valued training-related outcomes? If not, why not?
Level III: BehaviorDid the trainees improve their job performance? If not, why not?
Level II: LearningDid the trainees improve their knowledge, skills, and abilities? If not, why not?
Level I: ReactionsAre the trainees satisfied? Is training relevant for their job? If not, why not?
The South Central Center for Public Health Preparedness Training System
CONTINUOUSLY
IMPROVE
ENHANCE
PREPAREDNESS
Evaluating Student Performance
In creating a learning community, other students and faculty participate in student evaluations
In a competency model, students can evaluate their own performance against their expectations
In partnering with community practitioners, they can participate in evaluations of student performance
Teaching Competency inManagement and Communication
Mini-case study
Teaching Competency inManagement and Communication
ConclusionsManagement and communication are critical
skills for MCH professionalsCompetency-based education in these
areas should be part of MCH curriculaVarious ways to deliver the contentOpportunities to demonstrate competency in
these areas must be createdWe must all create “learning communities”
Thank you!
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