In addition to class
attendance, class participation, and displaying familiarity with
the assigned reading material, students will be responsible for
- Scanning journal:
each student will keep a journal in which they note emerging issues
of change culled from journals, newspapers, magazines, TV, radio,
the Internet or any other media. Entries of approximately one
paragraph; twelve to fifteen entries required by the end of term
(December 4th). Be prepared to tell us something in class ---
we will have a brief period for "scanning hits" in most classes.
- A book report of
approximately 5-7 pages; also to be summarized in class, with
an accompanying one-page, bullet-point handout highlighting key
ideas; due September 18th, 25th, or October 2rd.
- A short essay --
2-3 pages -- offering your personal reflection on the leadership
characteristics discussed in class, especially vis-a-vis your
personality type and learning style; due October 9th.
- A working group report
on one of the leadership models, including an assessment of strengths
and weaknesses, and examples of that model from the micro, institutional,
and macro levels of the public health infrastructure. Prepared
as bullet-point handouts and a 15-20 minute presentation to the
class, due October 30th.
- A final, individual
report wherein each student will choose one emerging issue of
change critical to public health, discuss its possible impacts
and outcomes, choose a leadership style most appropriate to addressing
that critical issue, and offer two or three strategies for addressing
that issue appropriate to the leadership model chosen. Conclude
by commenting/showing how well suited you are to this particular
leadership style (demonstrate goodness of fit); due November 27th
or December 4th.
Introductions and overview of the course. Book report signup. Scanning
journal explanation. Discussion of the following: What is public
health? What is leadership? What is authority? management? power?
(Selwyn, Schultz & Quill)
Students complete the Kolb Learning Style Inventory in class; are
given instructions for completing the Keirsey (Myers-Briggs) Personality
Inventory on-line after class.
Handout: Questions to think about for the next class; book review
guidelines and list of references;.
For next week, read: Rowitz, chapters 5-8.
Constructing the class's mental map of public health, internationally,
nationally, locally, and institutionally. What is it, and where
are each of us in it? Public health core functions and essential
services. where do we want to be in twenty years? (Quill )
Hand out Public Health Leadership Competencies list
Begin presentation of leadership models (Selwyn); discuss readings
and the fit between personality types, learning styles, and different
For next week, read: Spears on Greenleaf; Ackoff; Rowitz,
chapters 1 and 2; Senge, chapter on Personal Mastery; Keirsey; review
pages on personality styles (e.g., extraversion vs. intraversion,
etc.); Rost; Tucker; Bennis & Nanus;
Models of leadership: what are the basic concepts and relationships
encompassed by the term "leadership"? What's the history of scholarly,
political, and managerial thinking on the subject? What are the
different modes, styles, or approaches to leadership? What kinds
of leadership styles do we find most often in public health? in
medicine? in public policy? How well do those leadership approaches
work in public health? Are they a good fit with the overarching
public health mission? What tools and techniques are paired with
the various leadership models? (Selwyn)
For next week, read: Rowitz, chapter 6; handouts on foresight
and futures studies.
For October 9th, draft a 2-3 page essay of your personal
reflections on the leadership characteristics in relation to your
personality type and learning style; handout guidelines for the
Remember to prepare for your book reports for, 9/18, 9/25, or
10/2! Match students & dates.
For next week, read: Schultz et al.; Nicholson et al.; Johnson.
Introduction to foresight and futures studies: how can people and
organizations anticipate change? is there any effective way to cope
with the uncertainties of the future? how can we create better futures?
how do foresight tools contribute to planning and management? (Schultz
For next week, read: Kauffman (not in course pack), Senge:
systems archetypes; Anderson & Johnson; Lammers & Pandita; Rowitz,
Systems: what do we mean by the term, "a systems perspective"? What
are the basic concepts and key components of a systems perspective?
What is causal loop diagramming, and how is it useful in research
and in management? (Schultz, Selwyn & Quill)
Review guidelines for "final individual report".
For next week, read: Rowitz, chapter 10.
Systems: practice identifying systems archetypes around us, and
in public health. What is chaos? What are complex adaptive systems?
How can these concepts solve systemic problems?
Remainder of book reports. (Schultz and Selwyn)
For next week, read: Rowitz, chapter 16.
Remember to bring your personal essay on leadership models, due
Environmental scanning and monitoring emerging issues of change:
how can we anticipate the public health problems of the future?
Can we as a group create a prototype "early warning system" for
public health issues? What are tools to explore the impacts of emerging
changes? How does the systems perspective enhance those tools? (Schultz
Turn in short essay to instructors.
Organize working groups on leadership models.
For next week, read: Garrett on scenarios (not in course
pack) van der Heijden; Schreuder; Bezold; "The Plague Years 1996-2020";
The Hemingford Scenarios;
Scenarios: what is a scenario of the future? why are scenarios useful?
how can we use them in planning? how can we create them? what are
some examples of public health scenarios? (Schultz, Selwyn & Quill)
Working groups on leadership models.
For next week, read: Senge on vision (not in course pack);
Garrett on vision (not in course pack) Kakabadse;
Vision: what do we mean by vision? how does visioning relate to
leadership? what are approaches to creating vision? what are some
examples of public health visions? (Schultz and Selwyn)
Working groups on leadership models.
For next week, read: per Dr. Bishop.
Working groups: bring handouts and presentations on your leadership
model next week!
Critical thinking: how can we apply critical thinking, not just
in our research, but in managing, leading, participating, and coping
with change? Concepts of evidence, assumption, and inference. Applying
critical thinking to emerging issues of change in public health.
(Selwyn and Quill; guest lecturer: Dr. Peter Bishop)
Working groups report their analysis of their leadership model.
For next week, read: Doyle and Strauss (not in readings);
Dealing with difficult people displays; Rowitz, chapters 9 and 11.
Communicating foresight and vision: skills in teambuilding. What
is the difference between facilitating planning and facilitating
exploration? How would you facilitate a public focus group vs. a
group of professional colleagues? (Selwyn and Quill; guest speaker:
Michelle Lewis of Interaction Associates)
For next week, read: Rowitz, chapter 11; review Keirsey material;
other readings per Dr. Moore.
Personal leadership styles. What's yours? Revisiting your Personality
Inventory and personal Learning Style. Decision making in groups.
(Selwyn & Quill, guest speaker: Dr. Frank Moore)
For next week, read: Rowitz, chapter 12; other readings per
the guest speaker.
Diversity issues. Guest speakers, to be arranged.
For next week, read: Rowitz, chapters 13-14.
What would improve public health training? Can we imagine an innovative
approach to public health leadership mentoring? How do we measure
effective leadership, and growth in leadership skills? (Selwyn &
Quill, Schultz via Internet?)
For next week, read: Rowitz, chapter 15.
What are other issues that public health should address in evaluating
leadership? in researching effective leadership strategies and skills?
(Selwyn & Quill, Schultz by Internet)
Student reports. Course evaluation.
End of class!