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!