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Displaying records 11 through 20 of 24 found.

Preparing a Successful Research Grant Application. Year Developed: 2011. Source: U.S. Maternal and Child Health Bureau, Office of Epidemiology and Research. Presenter(s): Cynthia Minkovitz, PhD, Daniel Armstrong, PhD. Type: Webinar Archive. Level: Intermediate. Length: 60 minutes.

Annotation: The webinar first starts with necessary considerations when completing a grant application, such as knowing your audience, choosing the correct question, and understanding differences in evaluation criteria (e.g. HRSA versus NIH). It also addresses key components of grants and the importance of having mentors review your grant before submission. Next, it presents the “Pearls and Pitfalls of Grant Preparation” and touches on advance planning, figures and tables, and using measures that match hypotheses. The learning opportunity stresess the importance of consistency in the grant writing process. A 15 minute question and answer session completes the webinar.

Learning Objectives: • Learn how to prepare a successful research application for competitive funding agencies. • Describe the key elements of a strong research proposal. • Learn tips for making your grant application ready for submission.

Special Instructions: To access presentation, scroll down to “6/6/11: Preparing a Successful Research Grant Application” and click on the blue title.

Cultural Competence and Global Leadership. Year Developed: 2011. Source: Maternal & Child Health Public Health Leadership Institute. Presenter(s): David Steffen, PhD, Virginia Suarez, PhD. Type: Narrated Slide Presentation. Level: Introductory Intermediate Advanced. Length: 60 minutes.

Annotation: The topic of global leadership and cultural competence becomes more important as work increasingly becomes global. This 60-minute slide presentation discusses the definition, key concepts and continuum of cultural competence, as well as the rationale for it and research on cultural differences and global leadership behaviors. Dr. Steffen discusses the difference between cultural competency and diversity, defining the “four layers” of diversity. Demographic trends within the U.S. and their significance are briefly touched on, as well as recent critical findings on health disparities. Leadership across cultures, Hofstede’s benchmark research, which identified five major dimensions on which cultures differ (Individualism vs Collectivism, Masculinity vs Femininity, Uncertainty Avoidance, Longterm Orientation, and Power Distance), is discussed in detail. Research findings from the GLOBE study are reviewed, in the context of global leadership attributes. The session addresses communication styles from different cultures as well as intercultural conflict styles and strategies to effectively resolve conflict.

Learning Objectives: • Define cultural competency and global leadership. • Understand research on cultural differences and global leadership behaviors. • Describe several intercultural conflict styles and strategies.

Special Instructions: To access this learning opportunity, scroll down on the landing page to “Cultural Competence and Global Leadership” leadership module and click on “View Module Presentation.” No audio. Requires Flash in your web browser.

Building and Maintaining a Collaborative Culture. Year Developed: 2011. Source: South Central Public Health Partnership. Presenter(s): W. Jack Duncan, PhD; Bryn Manzella, MPH. Type: Narrated Slide Presentation. Level: Intermediate. Length: 120 minutes. Troubleshooting Tips for South Central Public Health Partnership Courses

Annotation: Successful collaborations among public health professionals greatly enhance population health outcomes. This presentation discusses the importance of collaboration within public health, how to build a collaborative culture, and barriers to effective collaboration. Involving key people on a collaborative team is critical for successful collaboration, and this element is also explored. In addition, the presenters review different definitions of collaboration and flush out common themes that can be applied to all. Two interactive case studies are also discussed, in order to offer practical advice for building and maintaining collaborative teams.

Learning Objectives: • Assist in understanding your personal orientation toward collaboration. • Examine common themes among different definitions of collaboration. • Illustrate why collaboration is important. • Identify the steps involved in successful collaboration. • List the elements of a collaborating culture. • Provide a series of factors against which your organization can be evaluated relative to the ease of collaboration. • Identify four familiar impediments to effective collaboration. • Demonstrate why getting the “right” people on the team is important, even critical, to effective collaboration. • Provide a series of guidelines for forming a collaborative team. • Offer some practical advice for building and maintaining collaborative teams.

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 "Building and Maintaining a Collaborative Culture". [Note: videos may not be compatible with Macs; use Internet Explorer on a PC.]

Data Collection for Program Evaluation. Year Developed: 2009. Source: Northwest Center for Public Health Practice. Presenter(s): Luann D’Ambrosio, Med; Sandra Senter, MN, MPH . Type: Online Course. Level: Introductory. Length: 180 minutes.

Annotation: This five part module explains how to conduct a program evaluation, with a focus on gathering credible evidence. Commonly used collection methods are discussed including document reviews, observations, surveys, interviews and focus groups. The training also provides a toolkit featuring additional worksheets, resources and quizzes.

Learning Objectives: • List five data collection methods in program evaluation. • Design a basic survey questionnaire. • List two methods of selecting a survey sample. • Describe key components in planning and conducting interviews and focus groups

Special Instructions: Registration is required. Click on "Registration" tab. Click on "Course Search" then search for "Data Collection for Program Evaluation". Check software compliance for training portal.

Continuing Education: Continuing Education Credits are available for Nursing; Viewer can receive 1.0 CNE credit (must score a passing grade on the assessment and pay $35 application fee).

Mastering the Roles of Supervision. Year Developed: 2007. Source: New York City, Long Island, Lower Tri-County Public Health Training Center. Presenter(s): Unknown. Type: Online Course. Level: Introductory Intermediate Advanced. Length: 180 minutes.

Annotation: This self-paced course provides an introduction to the Competing Values Framework (CVF) for leaders and supervisors. The course is divided into two modules. The first module introduces CVF and the various roles of a supervisor. The second module addresses the issue of skill mastery. Several interactive learning strategies are employed in order to help participants apply the material to their current work. This course helps participants to prioritize their roles as a supervisor, reflect on their skills and challenges, and develop an action plan for skill mastery and personal growth. The course also provides a robust resource list of websites, documents, and books.

Learning Objectives: • Describe the competing values framework. • Identify the eight potentially conflicting roles played by supervisors. • Prioritize roles most appropriate for a supervisor to employ given a situational challenge. • Describe the five steps to mastery. • Assess personal challenges, identify areas for further development and develop a plan for change. • Describe the importance of self knowledge and assessment in understanding the impact of one's behavior on others.

Special Instructions: Registration in TRAIN is required. Enter course id (1018038) into “Search By Course ID” box. On the next page, click on the “Registration” tab and then on “Go to Step 2 of Registration.” Select the appropriate registration status button (on right) on this next screen and complete a quick registration form. Select “Enroll” (top of page) to launch the course.

Continuing Education: 3 CHES; 3 CME’ 3 CNE Contact Hours

Professionalism. Year Developed: n.a.. Source: Wisconsin Center for Public Health Education and Training. Presenter(s): Mark Edgar, PhD, Sue Kunferman, RN. Type: Video Lecture. Level: Introductory. Length: Self-paced.

Annotation: Professionalism is so important that the Association of Schools of Public Health built it into the competency model for aspiring Master of Public Health students and the Public Health Leadership Society Code of Ethics included professional competence as one of its 12 principles. Professionalism is very important for new public health workers and for students working towards their MPH degree. In this training experts from the field were interviewed and a variety of public health professionals discuss realistic situations and scenarios regarding professionalism in the workplace.

Learning Objectives: • Describe the characteristics of professional behavior in the workplace. • Review the Public Health Leadership Society Code of Ethics. • Recognize the definition of professionalism. • Review the Council on Linkages Competencies related to professionalism and ethical practice.

Managing Conflict in the Workplace. Year Developed: n.a.. Source: South Central Public Health Partnership. Presenter(s): Tim Keogh, PhD. Type: Video Course. Level: Intermediate Advanced. Length: 120 minutes. Troubleshooting Tips for South Central Public Health Partnership Courses

Annotation: This course has two modules, the first discussing the difference between aggressive and assertive behavior and various behavior styles. The instructor also concentrates on the concept of “style-flexing” and planning for conversation with employees. Module two focuses on arguing, the basics of principled negotiation, managing emotions, and listening with judgment. The course also includes a video vignette case study with corresponding PDF questions, as well as a PDF case study with answers. A multiple choice exam is available to test comprehension of the material.

Learning Objectives: • Identify the 6 keys to managing conflict in the workplace. • List some root causes of workplace conflicts. • Identify the fundamentals of principled negotiations. • Describe the four steps for managing workplace conflict. • List the steps to take when planning for a conversation about conflict. • State the difference between assertive and aggressive behavior. • Explain the value of the “long term relationship” in managing workplace conflict. • Describe how the four style preferences react to conflict. • Explain the techniques of good listening skills for managing workplace conflict.

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 “Managing Conflict in the Workplace.” [Note: videos may not be compatible with Macs].

Continuing Education: A completion certificate will be awarded if you receive 70% or higher on the course quiz.

Managing and Motivating Effective Public Health Performance. Year Developed: n.a.. Source: South Central Public Health Partnership. Presenter(s): W. Jack Duncan, PhD. Type: Video Course. Level: Intermediate. Length: 420 minutes. Troubleshooting Tips for South Central Public Health Partnership Courses

Annotation: This learning opportunity is divided into four video modules, and includes PowerPoint handouts as well as a quiz to complete. In the first module, the presenter defines management and the tasks, skills and roles of managers. Module 2 describes the “Mystical Reality of Leadership”: focusing on the four managerial cultures and the evolving views on leadership overtime. Dr. Duncan continues this lecture in Module 3, focusing on different aspects of authority and the leadership triad: knowledge, power and trust. Module 4 concludes with various theories of motivation.

Learning Objectives: Module I - What Management is and What Managers Do: • Define what is meant by the term “management”. • Discuss what is meant by the process or functional approach to management. • Discuss what is meant by the “universality of management functions”. • Discuss what is meant by the “transferability of management skills”. • Describe how the skills required of managers changes as one moves up the organizational hierarchy. • Discuss an approach to management that is based on the roles managers perform. • Describe four “myths” of management. Module II - The Mystical Reality of Leadership: • Provide a definition of leadership. • Discuss the trait and situational views of leadership. • Describe why leadership is so critical to effective change management. • Discuss the differences between leadership and management. • Illustrate the essential aspects of the language of leadership. Module III - The Mystical Reality of Leadership II: • Describe the trust cycle in leadership. • Define authority, power, accountability, and responsibility. • Explain why it is important for authority, power, accountability, and responsibility to be equal. • Describe the formal theory of authority. • Describe the acceptance theory of authority. Module IV - Theories of Motivation: • Compare the needs theories of Maslow, Alderfer, and McClelland. • Discuss the Two-Factor theory of motivation and explain why it involves job enrichment. • Differentiate between horizontal and vertical loading in job enrichment. • Describe why equity is important in considering human motivation. • Discuss Operant Conditioning as a theory of motivation. • Compare and contrast continuous and partial reinforcement schedules.

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 “Managing and Motivating Effective Public Health Performance.”

Continuing Education: A completion certificate will be awarded if you receive 70% or higher on the course quiz.

Introduction to Program Monitoring and Evaluation in Maternal and Child Health: Session Two –- Program Description and Logic Model. Year Developed: n.a.. Source: South Central Public Health Partnership. Presenter(s): Francouise Grossmann, RN, MPH. Type: Video Slide Module. Level: Introductory. Length: 120 minutes. Troubleshooting Tips for South Central Public Health Partnership Courses

Annotation: This module explores the role of formative evaluation in the implementation and evaluation of a MCH program. It emphasizes the importance of needs assessments to inform program planning, to create realistic goals, objectives, and activities, and to inform program evaluation. The module stresses the importance of formulating appropriate goals and objectives and introduces the concept of the logic model and explains how to develop a logic model to articulate the various components of a program.

Learning Objectives: • Identify the role of formative evaluation when implementing and evaluating a Maternal and Child Health (MCH) program. • Formulate goals and objectives. • Describe the logic model and its use in monitoring and evaluation. • Apply new knowledge by developing a logic model for the Child Wellness Program.

Human Resources. Year Developed: n.a.. Source: Upper Midwest Public Health Training Center. Presenter(s): Paul Greufe. Type: Online Course. Level: Introductory. Length: 60 minutes.

Annotation: This course is part of a the New Public Health Administrators Series, a 14 hour-long online program targeted toward new public health administrators and nursing administrators. This course may be taken by itself, or as part of the New Public Health Admin (NPHA) Curriculum.

Learning Objectives: • Identify the major duties and responsibilities of Human Resources. • Describe several Human Resource issues. • Discuss the major legal issues facings employers in the workplace.

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

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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.