Johns Hopkins University School of Education

Leadership in Health Professions Educational Programs I

880.641.95 Spring 2015

Instructors: Joan DeSimone, PhD 443-621-0192 (cell phone) jdesimone@jhu.edu Kathleen M. White, PhD, RN, NEA-BC, FAAN 410-294-2146 (cell phone) kwhite2@jhu.edu Credit Hours: 3 credits Course Dates: 1/27/14 – 4/20/14 Class Time: Online Course Description: This course will address major leadership theories. Participants will develop an understanding of their preferred leadership style through a variety of assessment instruments and create an individually tailored leadership development plan that will be placed in a professional portfolio. Participants will review the literature on the task and people dimensions of leadership in health professions education. As current and future leaders of health professions educational programs, centers, and schools, they will learn how to write program proposals, create budgets, apply accounting and finance principles for educational programs, develop a plan to market and sell their program concepts to leadership, manage projects, use decision-making and risk taking paradigms, and delegate and manage execution through accountability structures. They will also learn how to hire and staff health professions educational organizations, apply cultural competence in building diverse organizations, and use interpersonal skills to manage and improve performance, enhance team building and group dynamics, recognize and reward contributions, and resolve conflicts through effective communication, mediation and dispute resolution strategies.

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Course Objectives: At the end of this course, learners will be able to:

1) Articulate a coherent leadership philosophy that can be applied to your development as a health professions educator (Assessed by Assignments 1, 3 and 4).

2) Develop and function as reflective practitioners of evidence-based leadership (Assessed by Assignments 2 and 4).

3) Apply principles of organizational strategic thinking and change management to your practice to build professional programs (Assessed by Assignments 2, 3 and 4).

4) Understand and evaluate financial, human and organizational resources to lead and manage professional programs in health organizations (Assessed by Assignments 2 and 4).

5) Develop and apply innovative human capital and organizational development strategies as a health professions educator (Assessed by Assignments 2, 3 and 4).

Student Learning Outcomes By the end of the program, the students, as leaders in their respective disciplines will:

1) Function as reflective practitioners 2) Appreciate the diversity of the student body 3) Serve as a mentor to others in their institution 4) Build professional programs 5) Be a change agent in their organization 6) Appreciate the contributions of various health professions 7) Demonstrate negotiation skills

Required Text and Other Materials Ledlow, G. and Coppola, M. (2014). Leadership for Health Professionals Theory Skills and Applications. MA: Jones & Bartlett Learning Assignments

1) Leadership/El Competency Self-Assessments Student’s knowledge and experience with leadership and management varies. The purpose of the Leadership Self-Assessment assignment is to provide each student with an opportunity to self-identify priority areas and serve as a guide for student focus during the course. Awareness of current competency in relation to relevant leadership and management skills helps to identify gaps and can guide a plan for self-learning and growth. Self-knowledge related to emotional intelligence will enhance leadership effectiveness and contribute to effective team building and collaborative partnerships.

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Each student will choose an appropriate leadership and management competency assessment appropriate for their discipline (i.e. HLA competencies in textbook or at their website, Stoller article on Physician leadership competencies or other Physician Professional Organization leadership competencies, Public Health competencies, American Organization of Nurse Executives competencies). The Emotional Intelligence Inventory will be posted in the course website. Each student will complete an assessment of leadership and management competencies and the emotional intelligence inventory. Based on both of those assessments, the student will submit a three page summary paper that will include:

1. A personal summary of each assessment (one page for each assessment), and 2. Identified strengths, weaknesses and areas for growth, and 3. Discuss the relevance of the strengths and weaknesses for healthcare leadership in their discipline and to lead health professions education programs.

2) Case Study Analysis

In most leadership courses, students use cases about actual situations to practice strategic analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in a factual manner, the events and organizational circumstances surrounding a particular leadership and managerial situation. It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. The essence of the student's role in case analysis is to identify the relevant issues, analyze the situation described in the case and then to recommend appropriate action steps. Students will be placed in groups of 3-4 students to participate in the case study analysis. During week one of the case study, each student will read the case study and prepare sections 1 and 2 described above and submit both in the GradeBook and in their group discussion board. During week two of the case study, each group member will read the other group member’s analysis of the case and post TWICE in the group discussion board, their recommendations to address the issues identified during the case analysis and a response to the other group member’s recommendations. For each Case Study one member of the group will take the role of leader and scribe and submit the third section of the analysis based on the group’s discussion of recommendations to address the case study issue. In preparation for analyzing the case studies, students are expected to read the assigned readings and other resources and are encouraged to supplement the assigned readings with other resources and share those resources with their group. Students are expected to participate in online discussion boards and actively contribute to each case study. A grading rubric will be posted for the case study analyses. Preparing a written case analysis is much like preparing a case for class discussion, except that your analysis must be more complete and put in report form. For this analysis, the case study analysis will use the following format:

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Section 1. Identification - identify all the pertinent issues that management needs to address, Section 2. Analysis and Evaluation - perform whatever analysis and evaluation is appropriate, and Section 3. Recommendations - propose an action plan and set of recommendations addressing the issues you have identified. See Supplemental Handout on Case Study Analysis. The case must incorporate significant breadth and depth to provide the level of appropriate detail. Breadth of the analysis is addressed by means of a complete answer to the what, how, how much, and when questions, and by identification of all the important issues contained in the case. Depth of the analysis is addressed by asking "why" this issue is of concern, and by asking "how” did the situation come about, and “how” can the situation be improved?

I keep six honest serving men (They taught me all I knew); Their names are What and Why and When; And How and Where and Who.

- Rudyard Kipling

3) Self-directed leadership development strategic action plan (LDSAP)

The Self-Directed Leadership Development Strategic Action Plan (SDLDSAP) will become the individual course project, and the expected course deliverable. Students will work on this plan throughout the 12 Sessions of the course, including the final posting of the plan for Instructor review by Session 12. The expectations for the progressive development of the LDSAP are as follows:

• The SDLDSAP will follow a typical strategic plan template; however, the emphasis will be based on the integration of course content, the individual’s leadership competency and emotional intelligence assessments and on the individual’s desired professional leadership growth and development during the MHEP Program and beyond.

• A minimum of three goals is required: o One goal will emphasize individual development in knowledge and/or skill

competency. o One goal will emphasize knowledge or skill acquisition in applying an aspect of

group dynamics and effective leadership of a group. o One goal will emphasize knowledge or competency in promoting effective

leadership within the organizational systems. • Each of the three goals should be supported by at least three subordinate objectives to

help you accomplish the goal. • The first objective should be a short or near term action that can be implemented or

completed within the next 6 months.

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• The second objective should be a mid-term objective that can be implemented or completed within the next year.

• The third objective should be a longer term action that can be implemented or completed within the next 18 months.

• You may have more than three objectives to support each goal, however no more than five goals should be submitted.

• Please indicate timelines for the goals and objectives. • The SDLDSAP is due for submission, presentation and peer review Wednesday, April

16, mid-week of Session 12.

The format to use for the Self-Directed Leadership Development Strategic Action Plan (SDLDSAP) is as follows on the next page. After the written Action Plan is completed, each student will post a 2 minute VoiceThread summary of their SDLDSAP. The written action plan and the VoiceThread presentation are both due on the same day. Each student will review and critique one other student’s written action plan. The faculty will assign those reviews. Instructions on what to submit and where, along with the rubric for the Peer Review will be posted in the course website.

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Self-Directed Leadership Development Strategic Action Plan (SDLDSAP)

Vision Statement (3-5 years in the future): As a result of my continuing self-awareness of the depth and breadth of my knowledge, competency, and dispositions in regard to Leadership effectiveness as applied to Practice… I envision a future in which… Identified Leadership Values or Guiding Principles: Leadership Commitment /Mission Statement: S.M.A.R.T. Goal 1: Objective 1.1: Objective 1.2: Objective 1.3: S.M.A.R.T. Goal 2: Objective 2.1: Objective 2.2: Objective 2.3: S.M.A.R.T. Goal 3: Objective 3.1: Objective 3.2: Objective 3.3:

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Evaluation and Grading

Grading Scale for the Course: A = 94 -100% A-= 90 - 93% B+= 87 -89% B= 83 -86% B-= 80 -82% C+= 77 -79% C= 73 -76% C-= 70 -72% F= below 70 The grades of D+, D, and D- are not awarded at the graduate level.

Objectives Assignments Percentage of Grade

1,2,3,4,5 Participation/Discussions (Session 1, 2, 6 and 9) • 5% for each discussion board 20%

1,2 Leadership/EI Competency Self-Assessment (Session 3) 20% 1,2 Case Study #1 (Sessions 4 and 5) 10% 3,4,5 Case Study #2 (Sessions 7 and 8) 10% 5 Case Study #3 (Sessions 10 and 11) 10% 1,2,3,4,5 Leader and Scribe for one Case Study 5% 1-5 Self-Directed Leadership Development Strategic

Action Plan • Written action – 15 % • VoiceThread presentation – 5% • Peer Review critique of one other student’s action

plan – 5%

25%

Total 100%

Course Outline Course sessions will formally begin on a Monday; however, you will have access to the weekly sessions on the Friday before each session begins. All Discussion Board Posts are due during the week by Friday 12 noon and responses to other students are due by 11:59 pm Sunday evening. Faculty will respond in discussion board early in the week. Assignments will be due on the dates noted on the syllabus. Session # & Date

Session Topics & Objective(s) Addressed Readings Discussions/Activities/Assign

ments

Session 1

January 26 to

February 1

Course Introduction Leadership Foundations Sources of Leadership Competencies

Ledlow and Coppola (2014) Chapters 1 & 2 Nesbitt, P. (2012). The role of self-reflection, emotional management of feedback, and self-regulation processes in self-directed leadership development. Human Resource Development Review 11(2), 203-226. Toor, S. (2011). Differentiating leadership from management: An empirical investigation of leaders and managers. Leadership and Management in Engineering, 11(4), 310-320. Choose Leadership Competency per Discipline: Ledlow, Chapter 5 pgs 94-108 (HLA competencies). OR Healthcare Leadership Alliance. http://www.healthcareleadershipallia

Discussion Board #1 Self-Introductions: Introduce selves on the discussion board and describe whether your professional experience has been leadership or management (based on your synthesis of the readings). Post a response to 1 other student reflecting on what you learned about them and their leadership experience. Individual Activity: Choose Leadership Competency per Discipline and begin to self-assess your own leadership development areas. No written assignment is due until Session 3.

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nce.org, accessed January 16, 2014. AONE (2005). AONE Nurse Executive Competencies. Nurse Leader, 15-21 Stoller J. (2008). Developing physician-leaders: Key competencies and available programs. Journal of Health Administration Education, Fall 2008: 307-328. Stoller, J (2009). Developing physician leaders: A call to action. J Gen Intern Med. 24(7): 876–878. Council on Linkages Between Academia and Public Health Practice's Core Competencies for Public Health Professionals (2010). http://www.phf.org/resourcestools/Pages/Core_Public_Health_Competencies.aspx

Session 2

February 2 to

February 8

Leadership Theories and Concepts

Ledlow and Coppolla, (2014) Chapters 3 & 4 p. 40-86

Wong, C.A. and Giallonardo, L. M. (2013). Authentic leadership and nurse-assessed adverse patient outcomes. Journal of Nursing Management 21, 740-752.

Discussion Board #2 Post your response to the following questions: What leadership theories or practices will help create more effective health care educators? What specific concepts or ideas can you apply to your practice or leadership challenges, and how might these concepts affect

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your intended outcomes? Individual Activity: Continue to assess your own Leadership Competency per Discipline and your own leadership development areas. No written assignment is due until Session 3.

Session 3

February 9 to

February 15

Leadership in Practice/Applied Leadership – Emotional Intelligence and Motivation

Ledlow and Coppolla (2014), Chapter 5 p. 109-120 Goleman, D. (2004). What makes a leader? Harvard Business Review 82(1), 82-91. Rock, D. and Cox, C. (2012). SCARF in 2012: updating the social neuroscience of collaborating with others. Neuroleadership Journal 4, 1-14. Supplemental Readings: Codier, E., Kooker, B.M. and Shoultz, J. (2008). Measuring the emotional intelligence of clinical staff nurses. Nursing Administration Quarterly 32(1) 8-14 Lieberman, M.D. (2007), Social cognitive neuroscience: A review of

Assignment – Leadership/EI Competency Self-Assessment due 2/13 by 12 noon. Each student will review and post a peer review to one other student (assigned by faculty) due 2/15 by 11:59 pm.

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core processes, Annual Review of Psychology 58(1), 259-289. Por, J., Barriball, L., Fitzpatrick, J., and Roberts, J. (2011). Emotional intelligence: Its relationship to stress, coping, well-being and professional performance in nursing students. Nurse Education Today 31 855-860. Stoller, J. K., Taylor, C. A., & Farver, C. F. (2013). Emotional intelligence competencies provide a developmental curriculum for medical training. Medical Teacher, 35(3), 243-247. Weng, H., Hung, C., Liu, Y., Cheng, Y., Yen, C., Chang, C., & Huang, C. (2011). Associations between emotional intelligence and doctor burnout, job satisfaction and patient satisfaction. Medical Education, 45(8), 835-842. doi:10.1111/j.1365-2923.2011.03985.x

Session

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Leadership competencies for Health Professions Education: Decision Making, Ethics, and Ethical Decision

Ledlow and Coppolla (2014), Chapter 6 p. 138-149

Case Study #1 - Individual Assignment for Section 1: Identification and Section 2:

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February 16 to

February 22

Making Ledlow and Coppolla (2014), Chapter 10 p. 246-277 Thiel, C., Bagdasarov, Z., Harkrider, L., Johnson, J., & Mumford, M. (2012). Leader ethical decision-making in organizations: Strategies for sensemaking. Journal of Business Ethics, 107(1), 49-64.

Analysis and Evaluation of Case Study due 2/22 by 11:59 pm posted in Gradebook and to Group Discussion Board

Session 5

February 23 to

March 1

Leadership Challenges: Change Management Leadership and Global Leadership

Ledlow and Coppolla (2014), Chapter 13 p. 324-348 Balogun, J. (2001). Strategic change. Management Quarterly, Part 10, 2-11 House, R., Javidan, M., Hanges, P., & Dorfman, P. (2002). Understanding cultures and implicit leadership theories across the globe: An introduction to project GLOBE. Journal of World Business, 37, 3-10. Paulienė, R. (2012). Transforming leadership styles and knowledge sharing in a multicultural context. Business, Management & Education / Verslas, Vadyba Ir Studijos, 10(1), 91-109. Kok-Yee, N., Dyne, L., & Soon, A. (2009). From Experience to

Groups members will post their recommendations to address for Case Study #1 by Friday 12 noon and will respond to the recommendations by group members by 3/1 by 11:59 pm Leader and Scribe report of recommendations for Case Study #1 due 3/1 by 11:59 pm.

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Experiential Learning: Cultural Intelligence as a Learning Capability for Global Leader Development. Academy Of Management Learning & Education, 8(4), 511-526.

Session 6

March 2 to

March 8

Organizational Strategy – strategic thinking and management issues, such as mission, vision, values and goals and objectives

Ledlow and Coppolla (2014), Chapter 7, p.156-172 Ledlow and Coppolla (2014), Chapter 8, p. 176-207. Chapter 9 p. 212-224 Bohmer, R. (2011). The four habits of high-value health care organization. The New England Journal of Medicine 365(22), 2045-2047. Lafley, A., Martin, B., Rivkin, J. and Siggelkow, N. (2012). Bringing science to strategy. Harvard Business Review 90(9), 56-66. O’Connell, D., Hickerson, K., & Pillutia, A. (2010). Organizational visioning: An integrative review. Group & Organization Management 36(1) 103-125.

Discussion Board #3 Post the organizational strategic documents of your organization (mission, vision, values, goals and objectives from strategic plan) due Friday, 3/6 by 12 noon. Please respond to one other student’s posted documents (assigned by faculty) due 3/8 by 11:50 pm

Session 7

March 9

Organizational Culture

Ledlow, Chapter 5 pgs 110-114, 117, Chapter 9 pgs 224-229, and Chapter 13.

Case Study #2 - Individual Assignment for Identification and Analysis of Case Study due 3/15 by 11:59 pm posted in

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to March 15

Bohmer, R. (2011). The four habits of high-value health care organization. The New England Journal of Medicine 365(22), 2045-2047.

Gradebook and to Group Discussion Board

Session 8

March 16 to

March 22

Managing and Leading Organizational Resources: Financial and Supply Chain

Ledlow, Chapter 14 Fleming, Q. and Koppelman.J. (2003). What’s your project’s real price tag? Harvard Business Review 81(9), 20-22.

Groups members will post their recommendations to address for Case Study #2 by Friday 12 noon and will respond to the recommendations by group members by 3/22 by 11:59 pm Leader and Scribe report of recommendations for Case Study #2 due 3/22 by 11:59 pm.

Session 9

March 23 to

March 29

Leadership in the Workplace Talent Management, Performance Management, and Succession Planning

Ledlow, Chapter 15 & 16 (?) Kim, T. (2012). Succession planning in hospitals and the association with organizational performance. Nursing Economics 30(1), 14-20.

Discussion Board #4 Post answer to the following question – Does your organization have a strategic recruitment plan for talent management and succession planning and describe the plan due 3/28 by 12 noon . Please respond to one other student’s posted documents (assigned by faculty) due 3/29 by 11:50 pm

Session 10

Team, Diversity and Conflict Management and Negotiation

Ledlow, Chapter 5 pgs 114 -117 Davidson, M. (2012). How hard

Case Study #3 - Individual Assignment for Identification

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March 30

to April 5

should you push diversity? Harvard Business Review 90(11), 139-143. Kotter, J. (2007). Leading change. Harvard Business Review 85(1), 96-103.

and Analysis of Case Study due 4/5 by 11:59 pm posted in Gradebook and to Group Discussion Board

Session 11

April 6 to

April 12

Healthy Work Environment, Stress and Resilience

Ganske, K.M., (2010) "Moral Distress in Academia" OJIN: The Online Journal of Issues in Nursing, Vol. 15, No. 3, Manuscript 6. Shirey, M. (2006). Authentic leaders creating health work environments for nursing practice. American Journal of Critical Care, 15 (3), 256-268. Wiggleton, C., Petrusa, E., Loomis, K., Tarpley, J., Tarpley, M., O’Gorman, M, and Miller, B. (2010). Medical students’ experiences of moral distress: Development of a web-based survey. Academic Medicine, 85(1), 111-117. Wilks, S. (2008). Resilience amid academic stress: The moderating impact of social support among social work students. Advances in Social Work, 9(2), 106-125.

Groups members will post their recommendations to address for Case Study #3 by Friday 12 noon and will respond to the recommendations by group members by 4/12 by 11:59 pm Leader and Scribe report of recommendations for Case Study #3 due 4/12 by 11:59 pm.

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Session 12

April 13 to

April 20

Course Deliverables – Self-Directed Leadership Development Strategic Action Plan (SDLDSAP)

AONE (2005). AONE Nurse Executive Competencies. Nurse Leader, 15-21 Council on Linkages Between Academia and Public Health Practice's Core Competencies for Public Health Professionals (2010). Drotar, D. (2013). Lessons learned from a career in clinical research: Implications for mentoring and career development. Professional Psychology: Research And Practice, 44(6), 384-390. doi:10.1037/a0035228 Johnson, S. K., Garrison, L. L., Hernez-Broome, G., Fleenor, J. W., & Steed, J. L. (2012). Go For the Goal(s): Relationship between goal setting and transfer of training following leadership development. Academy Of Management Learning & Education, 11(4), 555-569. doi:10.5465/amle.2010.0149 Nesbit, P.L. (2012). The role of self-reflection, emotional management of feedback, and self-regulation processes in self-directed leadership development. Human Resource

Written SDLDSAP submitted in the Gradebook due Wednesday, April 15 before 11:59 pm. SDLDSAP VoiceThread 2 minute summary due 4/15 before 11:59 pm. Peer Review critique of one fellow student’s SDLDSAP submitted in the Gradebook due Sunday, 4/19 by 11:59 pm

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Development Review 11(2) 203-225. Stoller J. (2008). Developing physician-leaders: Key competencies and available programs. Journal of Health Administration Education, Fall 2008: 307-328.

Syllabus Guidelines—CPC endorsed, 10/3/13 18

Policy Statements The following policy statements must be included on all syllabi exactly as written below (unless otherwise indicated). Academic Conduct The School of Education defines academic misconduct as any intentional or unintentional act that provides an unfair or improper advantage beyond a student’s own work, intellect, or effort, including but not limited to cheating, fabrication, plagiarism, unapproved multiple submissions, or helping others engage in misconduct. This includes the misuse of electronic media, text, print, images, speeches and ideas. Any act that violates the spirit of authorship or gives undue advantage is a violation. Students are responsible for understanding what constitutes academic misconduct. (Please refer to the School of Education’s Academic Catalog for the current academic year for more information on the School’s policies and procedures relating to academic conduct--http://www.students.education.jhu.edu/catalog/, see Academic and Student Conduct Policies under the Academic Policies section.) Please note that student work may be submitted to an online plagiarism detection tool at the discretion of the course instructor. If student work is deemed plagiarized, the course instructor shall follow the policy and procedures governing academic misconduct as laid out in the School of Education’s Academic Catalog. Religious Observance Accommodation Policy Religious holidays are valid reasons to be excused from participating in an online course on a particular day. Students who are not able to participate on a particular day should notify the instructor in advance of his/her planned absence. In the event that a specific assignment is due on a day in which a student will be absent for religious observance purposes, please make alternative arrangements to submit an assignment on another day. It is expected that students will complete all required work within a course.

Participation Active engagement is an essential component of the learning process. Participation in online courses includes active reading and discussion within online forums and activities during the week in which the class is engaged with the same content. Students are expected to log into the course, monitor course discussions, and engage as appropriate for the course several times a session (e.g., typically a session lasts one week). It is unlikely that students can fully engage with the knowledge construction within the online context if they log in only once or twice a week (e.g., only on weekends). Please notify the instructor in the case that you are not able to participate in a session at the designated time. See the Grading and Evaluation section of this syllabus for the weighting assigned to course participation when determining the course grade. [Note to Instructors: If you wish to employ a participation policy in which students are penalized for non-participation—for example, failing to participate in a scheduled session without notifying the instructor in advance—the specific consequences of such actions—for example, through the deduction of points awarded for participation or a reduction in a letter grade—should be detailed here and in the Evaluation and Grading section of the syllabus.]

Syllabus Guidelines—CPC endorsed, 10/3/13 19

Examinations A student who must miss an examination should notify the instructor. If the absence is justifiable, the instructor may permit a deferred examination. [Note to Instructors: Please only include the above policy statement in the syllabus if your course includes an examination.]

Academic Continuity Please note that in the event of serious consequences arising from extreme weather conditions, communicable health problems, or other extraordinary circumstances, the School of Education may change the normal academic schedule and/or make appropriate changes to course structure, format, and delivery. In the event such changes become necessary, information will be posted on the School of Education web site.

Classroom Accommodations for Students with Disabilities If you are a student with a documented disability who requires an academic adjustment, auxiliary aid or other similar accommodations, please contact Jennifer Eddinger in the Disability Services Office at 410-516-9734 or via email at soe.disabilityservices@jhu.edu. Diversity and Inclusion Johns Hopkins University is a community committed to sharing values of diversity and inclusion in order to achieve and sustain excellence. We believe excellence is best promoted by being a diverse group of students, faculty, and staff who are committed to creating a climate of mutual respect that is supportive of one another’s success. Through its curricula and clinical experiences, the School of Education purposefully supports the University’s goal of diversity, and, in particular, works toward an ultimate outcome of best serving the needs of all students in K-12 schools and the community. Faculty and candidates are expected to demonstrate a commitment to diversity as it relates to planning, instruction, management, and assessment. IDEA Course Evaluation Please remember to complete the IDEA course evaluation for this course. These evaluations are an important tool in the School of Education’s ongoing efforts to improve instructional quality and strengthen its programs. The results of the IDEA course evaluations are kept anonymous—your instructor will only receive aggregated data and comments for the entire class. An email with a link to the online course evaluation form will be sent to your JHU email address approximately 85% of the way through the course (typically 5-7 days prior to the last meeting of class). Thereafter, you will be sent periodic email reminders until you complete the evaluation. The deadline for completing the evaluation is normally one week after the last meeting of class. Please remember to activate your JHU email account and to check it regularly. (Please note that it is the School of Education’s policy to send all faculty, staff, and student email communications to a JHU email address, rather than to personal or alternative work email addresses.) If you are having difficulty accessing the course evaluations, you haven’t received an email reminder by the day of the last class, or if you have any questions in general about the IDEA course evaluation process, please contact Liesl McNeal (410-516-9759; idea@jhu.edu or LMcNeal@jhu.edu).

Syllabus Guidelines—CPC endorsed, 10/3/13 20

Bibliography Course Introduction and Leadership Foundations AONE Competencies: AONE (2005). AONE Nurse Executive Competencies. Nurse Leader, 15-21. Council on Linkages Between Academia and Public Health Practice's Core Competencies for Public Health Professionals (2010). http://www.phf.org/resourcestools/Pages/Core_Public_Health_Competencies.aspx Nesbitt, P. (2012). The role of self-reflection, emotional management of feedback, and self-regulation processes in self-directed leadership development. Human Resource Development Review 11(2), 203-226. Toor, S. (2011). Differentiating leadership from management: An empirical investigation of leaders and managers. Leadership and Management in Engineering, 11(4), 310-320. Leadership Theories and Concepts

Wong, C.A. and Giallonardo, L. M. (2013). Authentic leadership and nurse-assessed adverse patient outcomes. Journal of Nursing Management 21, 740-752.

Leadership in Practice – Emotional Intelligence Codier, E., Kooker, B.M. and Shoultz, J. (2008). Measuring the emotional intelligence of clinical staff nurses. Nursing Administration Quarterly 32(1) 8-14 Goleman, D. (2004). What makes a leader? Harvard Business Review 82(1), 82-91. Lieberman, M.D. (2007), Social cognitive neuroscience: A review of core processes, Annual Review of Psychology 58(1), 259-289. Por, J., Barriball, L., Fitzpatrick, J., and Roberts, J. (2011). Emotional intelligence: Its relationship to stress, coping, well-being and professional performance in nursing students. Nurse Education Today 31 855-860.

Rock, D. and Cox, C. (2012). SCARF in 2012: updating the social neuroscience of collaborating with others. Neuroleadership Journal 4, 1-14. Stoller, J. K., Taylor, C. A., & Farver, C. F. (2013). Emotional intelligence competencies provide a developmental curriculum for medical training. Medical Teacher, 35(3), 243-247.

Syllabus Guidelines—CPC endorsed, 10/3/13 21

Weng, H., Hung, C., Liu, Y., Cheng, Y., Yen, C., Chang, C., & Huang, C. (2011). Associations between emotional intelligence and doctor burnout, job satisfaction and patient satisfaction. Medical Education, 45(8), 835-842. doi:10.1111/j.1365-2923.2011.03985.x

Leadership Competence in decision making, ethics and motivation Thiel, C., Bagdasarov, Z., Harkrider, L., Johnson, J., & Mumford, M. (2012). Leader ethical decision-making in organizations: Strategies for sensemaking. Journal of Business Ethics, 107(1), 49-64. Leadership Challenges: Global Leadership and Change Management Leadership Balogun, J. (2001). Strategic change. Management Quarterly, Part 10, 2-11 House, R., Javidan, M., Hanges, P., & Dorfman, P. (2002). Understanding cultures and implicit leadership theories across the globe: An introduction to project GLOBE. Journal of World Business, 37, 3-10. Paulienė, R. (2012). Transforming leadership styles and knowledge sharing in a multicultural context. Business, Management & Education / Verslas, Vadyba Ir Studijos, 10(1), 91-109. Kok-Yee, N., Dyne, L., & Soon, A. (2009). From Experience to Experiential Learning: Cultural Intelligence as a Learning Capability for Global Leader Development. Academy Of Management Learning & Education, 8(4), 511-526. Organizational Strategy Bohmer, R. (2011). The four habits of high-value health care organization. The New England Journal of Medicine 365(22), 2045-2047. Lafley, A., Martin, B., Rivkin, J. and Siggelkow, N. (2012). Bringing science to strategy. Harvard Business Review 90(9), 56-66. O’Connell, D., Hickerson, K., & Pillutia, A. (2010). Organizational visioning: An integrative review. Group & Organization Management 36(1) 103-125. Organizational Culture Bohmer, R. (2011). The four habits of high-value health care organization. The New England Journal of Medicine 365(22), 2045-2047. Organizational Resources

Syllabus Guidelines—CPC endorsed, 10/3/13 22

Fleming, Q. and Koppelman.J. (2003). What’s your project’s real price tag? Harvard Business Review 81(9), 20-22. Leadership in the Workplace – Human Capital and Talent Management, Succession Planning Kim, T. (2012). Succession planning in hospitals and the association with organizational performance. Nursing Economics 30(1), 14-20. Team, Diversity and Conflict Management/Negotiation

Davidson, M. (2012). How hard should you push diversity? Harvard Business Review 90(11), 139-143. Kotter, J. (2007). Leading change. Harvard Business Review 85(1), 96-103. Healthy Work Environment, Stress, and Resilience Readings TBA.