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Displaying records 1 through 5 of 5 found.

MCH Legacy Project. Year Developed: 2019. Source: Association of Teachers in MCH (ATMCH), Centers of Excellence in MCH (CoE-MCH), and MCH Navigator. Presenter(s): Various. Type: Narrated Slide Presentation. Level: Intermediate. Length: Varied, approximately 40-45 minutes each.

Annotation: Through recorded oral interviews, this project documents the unique paths and trajectories of MCH leaders in public health academe and their relationship with the larger public health Maternal and Child Health enterprise including Title V. Specific topics discussed include: the challenges and concerns associated with becoming an MCH academic leader; factors associated with their success; and the wisdom that these senior leaders can provide to young academics interested in the field of Maternal and Child Health. The hope is that preserving the stories and sharing the wisdom of senior MCH academic leaders will inspire the development and success of multiple generations of faculty leaders in MCH public health academe. These interviews provide real-life examples of Competency 9: Developing Others Through Teaching, Coaching, and Mentoring.

From Generation to Generation: Building MCH Academic Leadership. Year Developed: 2018. Source: Association of Teachers of Maternal and Child Health. Presenter(s): Christine Bozlak; Marti Coulter; Lois McCloskey; Arden Handler, DrPH. Type: Webinar. Level: Intermediate Advanced. Length: 77 minutes.

Annotation: In this Lunch-and-Learn session presented by the Association of Teachers of Maternal and Child Health's Workforce Development Committee, Arden Handler, DrPH (Professor, University of Illinois at Chicago CoE) moderates a panel discussion consisting of Marti Coulter (Emeritus University of South Florida CoE), Lois McCloskey (Associate Professor, Boston University CoE), and Christine Bozlak (Assistant Professor, University at Albany MCH Catalyst Program). This webinar is aimed at multiple audiences: those already in MCH Academe who are wondering if they are going to be successful/wondering how they are going to climb the academic ladder, for those not yet in academe, who might be considering a career in public health academe and MCH in particular, and for those who are part of academe and are curious about whether MCH academe is a good fit for them.

Learning Objectives: • To explore how one can have a successful career in MCH academe in Schools of Public Health. • To understand how one can balance the research demands of academe and of academic institutions while maintaining a commitment to MCH public health practice. • To encourage aspiring and current doctoral students, post-doctoral fellows, and junior faculty interested in population maternal and child health to consider a career in MCH academe.

Addressing Workforce Development in your Agency. Year Developed: 2013. Source: Center for Public Health Practice (Ohio State University). Presenter(s): Melissa Sever, MPH, MCHES. Type: Online Course. Level: Intermediate. Length: 30 minutes.

Annotation: A competent, capable workforce is at the center of any successful public health agency. This training will assist public health agencies to look closely at workforce gaps and identify creative strategies to address needs.

Learning Objectives: • Describe 5 strategies for addressing workforce development in your agency. • List 3 resources your agency can use to support workforce development efforts. • Utilize a workforce development plan template.

Special Instructions: To access this course, you first need to create an account.

Coaching and Mentoring: Learning with and from Others. Year Developed: 2011. Source: South Central Public Health Partnership. Presenter(s): Sheila W. Chauvin, PhD, MEd. Type: Online Course. Level: Introductory Intermediate Advanced. Length: 180 minutes. Troubleshooting Tips for South Central Public Health Partnership Courses

Annotation: This course examines how individuals can purposefully learn with and from others. It focuses on the continuum of supportive relationships and the different definitions of these learning activities, including role modeling, coaching, advising, supervising, and mentoring. Dr. Chauvin continues by describing coaching and mentoring from the perspectives of a protégé and as of a mentor. Stages of establishing a mentoring relationship and organizational considerations conclude the module. Worksheets and tools are available to aid in learning.

Learning Objectives: • Differentiate role model, coach, advisor, supervisor, mentor. • Reflect on personal needs and preferences. • Enhance one’s use of coaching and feedback. • Enhance one’s use of mentoring relationships. • Explain each stage of the mentoring process. • Appreciate the role of individual and organizational influences on mentoring.

Special Instructions: Registration to the South Central Public Health Partnership is required. For new users it will take one weekday to receive an access email. If you are registered in TRAIN, login using that username and password. Click on "Course Offerings" and search for "Coaching and Mentoring: Learning with and from Others". [Note: videos may not be compatible with Macs]

Developing People (Maternal and Child Health (MCH) Leadership Skills Development Series Module 6). Year Developed: 2008. Source: Johns Hopkins Bloomberg School of Public Health, Women’s and Children’s Health Policy Center. Presenter(s): Kathleen Edwards, PhD; Michael Fraser, PhD; Holly Grason, MA; Laura Kavanagh, MPP. Type: Online Course. Level: Introductory. Length: Self-paced.

Annotation: Module 6 of the MCH Leadership Development Series includes 6 separate themes for use in either group or individual settings, with discussion questions, interviews with MCH leaders, and self-reflections. Section 1 includes a 10 minute panel introduction to developing people with Kathleen Edwards, Michael Fraser, Holly Grason, and Laura Kavanagh. Section 2 concentrates on organizational environments to support developing people, with an exercise and a 15 minute video clip of the above panel. Section 3 focuses on motivating employees with a story and exercise to help facilitate dialogue. The panel discussion continues in Section 4, discussing developing people from different backgrounds, demographics and generations. This theme, as well as section 5, also links to a 60 minute presentation on mentoring from Carol Woltring, MPH, from the Center for Health Leadership and Practice at the Public Health Institute. She presents why mentoring new professionals is necessary, as well as the process, tools and activities needed to provide an effective mentor relationship. Section 5 further focuses on mentoring, including a networking tip sheet and three clips from the panel on supervising and coaching versus mentoring, and risks in developing professionals. Lastly, the panel is further used in Section 6 to address avenues toward leadership.

Learning Objectives: Module 1: • Participants will identify characteristics they consider important to leadership. • Participants will identify their own leadership qualities and those they would like to further develop. • Participants will understand the difference between management and leadership in the context of organizational development. • Participants will be able to apply their concepts of leadership to a case study scenario. Module 2: • Participants will appreciate how self-limiting models weaken creativity and thinking processes. • Participants will understand the importance of shared vision. • Participants will be able to discriminate between a good shared vision and a poor one. • Participants will know the steps in nurturing a good shared vision. Module 3: • Participants will appreciate the different functional (as opposed to professional) roles teams members play. • Participants will draw from their and their colleagues’ experiences to identify effective and ineffective team dynamics. • Participants will understand the role of leadership in fostering an organizational climate that empowers and inspires people. Module 4: • Participants will examine their personal views of, and reactions to, conflict. • Participants will examine the effects of their emotions on their effectiveness at work. • Participants will enhance their communication and negotiation skills to more productively deal with conflict. • Participants will learn and apply new strategies for analyzing and responding to conflict. Module 5: • Participants will understand the roles of behavior and emotion in resistance to organizational change. • Participants will be able to assess and influence an organization’s readiness for change. • Participants will understand the critical steps in creating and maintaining a successful change effort. • Participants will examine strategies both for leading change and for responding to change in their own organizations.

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This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number UE8MC25742; MCH Navigator for $180,000/year. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.