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Instructor Class Description

Time Schedule:

Ray Michael Nicola
Seattle Campus

Management Practice in Healthcare and Public Health Organizations

Introduction to leadership and management, focusing on effective strategies for creating a productive work environment. Organizational structure and strategy introduced. Case studies and other problem-solving methods, using health services applications, are utilized in order to apply theoretical material. Prerequisite: graduate student.

Class description

This class will explore leadership and management within the context of public health organizations, beginning with a look at the functions of leadership and management. Managerial practice – the process of planning, organizing, leading, and controlling the use of resources to accomplish performance goals – will be examined from a variety of perspectives including top management, middle management, and team leaders or supervisors.

Participants will review the core competencies of management defined by University of Washington School of Public Health and Community Medicine faculty: manage with and through people, groups and teams; set directions and goals; solve problems; develop strategic and operational plans; Budget and manage resources; evaluate and improve performance; manage change; and manage external relationships.

Student learning goals

1. Describe how to work most effectively in an organization and in a management structure.

2. Recognize the set of competencies that comprises the management knowledge domain.

3. Apply core management competencies in the analysis of realistic public health practice situations represented by case studies.

4. Synthesize the results of management assessment tools into personal management practices.

5. Evaluate management performance in everyday management situations.

General method of instruction

Problem-based learning.

Recommended preparation

No previous management or administrative courses are necessary. Students will gain most from the course if research is completed and posted in a timely fashion and all group research is reviewed.

Class assignments and grading

The class is designed to provide students with an overview of the set of competencies that make up the management knowledge domain. The course syllabus and selected readings will be available on the Web. Students will lead and participate in small groups to explore short cases. Each class will focus on an exploration of the management competency through an assigned PBL case or set of mini-cases or class exercises based on typical management situations. Discussion will bring out conceptual material contained in the context of a management situation. It is expected that each student will bring academic and “real world” perspectives to the class based on personal experience and will fully participate in discussions.

There are 16 short (2 page) postings to the class web site due at 7 pm the evening before each class.

Students will also perform a brief interview of 3 managers by the end of the quarter using a structured list of questions.

Grades are not competitive. Your will be graded individually, based on your demonstration of learning and advancement beyond the level at which you began the course. In other words, if you have limited work experience, you will not be evaluated against a person who has extensive work and/or managerial experience. Grading will be weighted as follows: A. Class participation in 16 sessions (40%) 4.0: Probes, helps, clarifies, extends discussion 3.5: Constructive, active, and thoughtful 3.0: Engaged but not active, incomplete reasoning 2.7 Totally unengaged or not present

B. Posting (uploading) 2 page research synthesis during each PBL case (16 postings, 40%): 4.0: Compares and contrasts, assimilates, evaluates, synthesizes; application to case and beyond 3.5: Complete, clear, accurate, in own words, appropriate attribution and citation; application to case 3.0: Clear writing, 2.7 Incomplete or missing

C. Written summary of 3 manager interviews (20%) 4.0 Complete, clear, accurate, follows interview outline, captures interviewees’ responses and gives thoughtful analytic commentary 3.5 Complete, clear, accurate, captures interviewees’ responses, follows interview outline 3.0 Incompletely follows interview outline; superficial written documentation of interview 2.7 Interview outline not followed; cursory written documentation of interview

The information above is intended to be helpful in choosing courses. Because the instructor may further develop his/her plans for this course, its characteristics are subject to change without notice. In most cases, the official course syllabus will be distributed on the first day of class.
Last Update by Ray Michael Nicola
Date: 11/21/2011