Linq 2013 session_green_1_lephie

Leadership for Public Health A vision for the future 16-17 May 2013 LINQ Conference Rome Katarzyna Czabanowska and Daniela Popa, Maastricht University on behalf of Leaders for European Public Health (Lephie) Developing Effective Public Health Leaders: a case study based on the Lephie Project



Transcript of Linq 2013 session_green_1_lephie

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Leadership for Public Health

A vision for the future

16-17 May 2013 LINQ Conference Rome

Katarzyna Czabanowska and Daniela Popa, Maastricht University

on behalf of Leaders for European Public Health (Lephie)

Developing Effective Public Health Leaders: a case study based on the Lephie Project

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Why Leadership? What?

• The results of the on-line survey seemed to suggest that there is a need for Leadership courses offered in a more on-line, problem-based fashion.

• Priorities and objectives of EU Lifelong learning Program (LLLP)

• Health 2020 (WHO, The new European policy for health – Health 2020)

• Leaders for European Public Health (LEPHIE) Erasmus Multilateral, Curriculum Development project – funded in 2010 by EU LLP.

• Develop an integrated, collaborative Public Health Leadership curriculum for PH professionals.

– Competence-based

– Addressing Essential Public Health Services and European Public Health context

– Problem-based/Blended Learning

– Problems around public health priorities in European

– Mutual recognition of achieved qualifications

– Stimulating the development of collaborative and shared leadership.

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Copyright © Leaders for European Public Health (LEPHIE)

Collaborating partners:

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Project structure

Main Goals of the Lephie project:

Development of Problem-based, Blended Learning Leadership curriculum

for European Public Health professionals supported by modern on-line technology

such as: Elluminate (a web-conferencing program), Skype and Blackboard or

Moodle (learning management systems).

Stiring a discussion around:

Public Health Leadership in Europe

Development of Public Health Leaders

Challenges confronting Public Health Leaders of today

Target groups of the project:

PH professionals, tutors/teachers, lecturers, PH employers, PH professional

organizations and decision makers at higher education establishments.

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WP 8 – Management and quality control

WP 9 – Exploitation strategy

WP 1 – Development of competence

based Public Health Leadership


WP 2 – Blended Learning Practice

WP 3 – Piloting the curriculum in at Sheffield Hallam University

(Sheffield Pilot)

WP 4 – Evaluation studies,

methodology and


WP 5 – Implementation

and Educational Quality

WP 6 – Country Case

studies Maastricht Pilot

Kaunas Pilot

Graz Pilot

WP 7 – Dissemination




us Q


lity A







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lity A




Project structure


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)

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The main outcomes of the project

1. Curriculum on leadership for European PH

professionals including educational interactive e-

learning materials in a Problem-based/Blended

Learning (PBL/BL)

2. Trained staff in partner institutions in BL and PBL

3. Evaluation of the effectiveness of the PBL/BL


4. Quality assurance mechanisms

5. Educational blended learning network comprising

partner countries

6. Central repository (interactive web-page

7. Scientific publication(s) conferences workshops.

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What we teach and how?

Content The Module on Leadership in Public Health is designed to introduce many

facets of leading in the modern public health environment in Europe

and help the participants to develop leadership competencies

through the following:

Examining the key debates around Leadership in Public Health in

relationship to modernism, postmodernism, technological

change and their implications for leaders within


Introducing key theoretical frameworks that underpin leadership

learning, and enable the critical use of this knowledge and

understanding by applying theory to actual practice within

the context of Public Health.

Developing the ability to reflect on the Public Health leadership role and

development needs of individuals, so that personal and

professional development planning for a leadership role is

built upon sound analysis of self in context.

Stimulating self-assessment of leadership competencies by the

participants to help identify knowledge gaps and further

training needs in leadership.

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Public Health


Competency Framework







Learning, &


Building &




Leadership &

Communication Leading Change


Intelligence &

Leadership in


Ethics &



Public Health Leadership Competency Framework Public health leadership competency framework

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Systems Thinking Political Leadership Building & Leading

Interdisciplinary Teams

Leadership &


Leading Change Emotional Intelligence &

Leadership in Team-

based organisations


Organisational Learning,

& Development

Ethics & Professionalism

Understand current public

health issues and engage in

systemic change to address


Foresee potential impacts

and consequences of

decision-making in both

internal and external


Provide an environment

conductive to opinion sharing.

Demonstrate effective written

and oral communication, and

presentation skills.

Facilitate reassessment and

adaptation of mission to

match vision.

Demonstrate awareness of the

impact of your own beliefs,

values, and behaviours on

your own decision-making and

the reactions of others.

Foster an environment of


Adhere to ethical legal and

regulatory standards

Synthesise and integrate

divergent viewpoints for the

good of the organisation.

Understand and apply

effective techniques for

working with boards and

governance structures.

Model effective group process

behaviours including listening,

dialoguing, negotiating,

rewarding, encouraging, and


Recognise and use non-verbal

forms of communication when

putting across your own

perspective on a situation.

Manage staff to effectively

deal with change.

Demonstrate empathy and

concern for people as

individuals while ensuring that

organisational goals and

objectives are met.

Develop and mentor potential

future leaders within the


Encourage a high level of

commitment to the purposes

and values of the


Understand Reflective Leadership

and demonstrate that all

leadership begins from within.

Evaluate and determine

appropriate actions

regarding critical political


Model effective team

leadership traits including

integrity, credibility,

enthusiasm, commitment,

honesty, caring, and trust.

Effectively share information

and responsibility at different

organisational levels in pursuit

of population-based goals

Serve as a driving force for

change, including strategies of


Be aware of the impact of

your own behaviours and

reactions on the behaviours

and reactions of others.

Advocate for learning

opportunities within the


Make a clear declaration of

any conflict of interest that is

likely to affect your

leadership or decision-making

and take appropriate action

to minimise this.

Facilitate the development of

Servant Leadership capacity

including selflessness, integrity,

and perspective mastery

Promote the European and

National Public Health


Understand and manage


Use the media to

communicate routinely with

target audiences regarding

public health needs,

objectives, accomplishments,

and critical crises-related


Make strategic decisions based

on recognised values,

priorities and resources.

Demonstrate personal

responsibility and

accountability for the

achievement of a given task.

Create and communicate a

shared vision for the future

and inspire team members to

achieve it.

Respect diverse cultures and

build upon the strength of

diversity to bring about

innovation and added value

in the work environment.

Recognise the relevance of

adaptive leadership and use it

the appropriate circumstances.

Translate broad strategies

into practical terms for


Offer opportunities for

collaborative learning and

quality improvement.

Share views in a non-

judgmental, non-threatening


Identify and communicate new

system structures as needs are

identified and opportunity


Respond appropriately to the

positive criticism of others

about your own behaviour or


Encourage others to feel

ownership in the public

health mission in the


Practice and promote

professional accountability and

social responsibility

Recognise the relevance of

leading from behind and use

this in the appropriate


Build alliances, partnerships,

and coalitions to improve

the health of the

community or population

being served.

Exercise the sensitivity needed

to communicate with diverse

cultures and disciplines.

Ensure that organisational

practices are aligned with

changes in the public health

system and the larger social,

political, and economic


Demonstrate resilience and

the ability to call upon

personal resources and energy

at times of threat or


Assist others to clarify

thinking, create consensus,

and develop ideas into

actionable plans.

Actively work towards

reducing inequalities in access

to Public Health.

Identify opportunities for the

growth, innovation, change and

development of the organisation.

Identify and engage

stakeholders in

interdisciplinary projects to

improve public health.

Effectively use negotiation

skills to mediate disputes and

find appropriate and workable


Offer opportunities for

collaborative learning and

quality improvement

Advocate and participate in

public health policy

initiatives at the local,

national, and/or

international levels.

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Leading Change PBL Case “Making your institution a magnet care centre for

evidence-based practice for the elderly.”

Europe, January 2012: Today, the European Health

Ministers have issued a common and urgent

announcement via the media:

Scientist and health care experts from several disciplines in

Europe found out that in most European countries – after

more than 20 years of the evidence-based practice (EBP)

movement – best practices are still not achieved in

hospitals and other health care settings, especially

regarding the care for the elderly. Consequently, patient’

outcomes are not satisfying e.g. high prevalence rates of

pressure ulcer or malnutrition can be found, nosocomial

infections are increasing in frequency, medical errors are

alarming. Consequences involve enormous financial

costs, great burden and reduced quality of life for elderly

patients/residents as well as dissatisfaction of

professionals in all health care disciplines.

Educational approach

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Interviews with top public health leaders

to support the curriculum

An interview

with Helmut


Public Health Leadership

Interview questions (inspired by Rowitz 2009)

• How would you define leadership?

• What do you think about public health leadership

today and why?

• Who is a living person whom you define as a leader

and why?

• What do you think are the critical strengths needed to

be a successful public health leader?

• What would be the major challenges of public health

in the next 10 years?

• What needs to be done to develop a culturally diverse

leadership workforce?

• Is leadership in public sector similar to leadership in

(business, private) sector?

• What should be done to make public health more

responsive to the needs of the public?

Katarzyna Czabanowska interviewed:

Professor Helmut Brand (Chair, Department of International


Maastricht University, President of ASPHER)

Director Harm Jan Driessen (Chair of the Management Board of

Maastricht UMC+

Director Andrzej Rys (Health Systems and Products Director

SANCO Directorate - European


Professor Onno van Schayck (Scientific Director CAPHRI, FHML,

Maastricht University)

Professor Dirk Ruwaard (Chair, Department of Health Services,

CAPHRI, FHML, Maastricht


Director Zsuzanna Jakab (WHO Regional Director for Europe)

Public Health Leadership/Interview Onno van


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We developed a program which is more comprehensive

and more focused on PH than other general leadership programs.

The programme has a great potential showing that the use of ICT can support the learning process and enhance communication.

The results can offer valuable information to other universities or Schools of Public Health which want to design a competence-based curricula in public health using Blended Learning and online technology to increase satisfaction and access to educational provision.

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Acknowledgement: This study was supported by the European Commission Lifelong Learning Program in the framework of

ERASMUS 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 the

authors, and the Commission cannot be held responsible for any use that may be made of the information

contained herein.