UPLIFTS Hybrid Course
Recorded On: 11/16/2021
Have you wanted to lead more dynamic projects, engage more effectively with team members, optimize your and others’ strengths, and create change in your organization and community?
UPLIFTS is a fast-paced, 10-hour intensive course that will prepare you to lead your own projects, build equitable and engaged teams, navigate conflict while creating opportunities for growth, and propel the fields of public health education, healthcare, and health administration to ignite forward-thinking systems that can withstand the next health crisis.
During this 10-hour intensive hybrid course, you will learn the top TEN ways leaders in public health education UPLIFT their professional leadership goals at any level. You will learn how to:
1. Maximize your personal strengths to lead yourself and others
2. Implement adaptive leadership to transform teams and organizations
3. Develop and communicate your leadership philosophy
4. Build a cohesive and functional team
5. Leverage your emotional intelligence to mediate common disputes
6. Use conflict as a springboard for positive change
7. Assess for change readiness and build momentum
8. Use systems-thinking to convene partners
9. Elevate collective impact through equity and justice
10. Develop, implement, and assess your own leadership action plan
Three synchronous sessions, October 12th, November 2nd, and 16th, and five asynchronous sessions are required for course completion. Ten advanced-level continuing CECHs are being offered. For questions, please email firstname.lastname@example.org.
Course Kick-Off/Synchronous Session 1: October 12th, 12:00 – 1:00 pm Eastern
Synchronous Session 2: November 2nd, 12:00 - 2:30 pm Eastern
Synchronous Session 3: November 16th 12:00 - 2:30 pm Eastern
Module 1: Leader Within
In this introductory module, leadership characteristics will be discussed. Learners will gain an understanding of how personal growth and development can exemplify good character and how professional development and mentorship can help to hone skills in leading others. A key focus will be on how learners can develop their own character and position themselves to showcase their own leadership skills. Topics of the following 5 modules will be introduced
At the end of Module 1,
1. Explore at least five personal leadership strengths.
2. Identify up to three areas of leadership growth.
3. Identify six pillars of leadership that support ethical decision-making in health education.
4. Develop a leadership philosophy.
Module 2: Transition to Team Leadership
In this second module, leadership within a team is discussed. Learners will gain insight into the skills required for being effective team members and facilitating teams. The six pillars of the character covered in module 1 will be expanded upon to include how each characteristic applies to ethical decision-making and how to distribute equitable responsibility and power among team members. A reading assignment will provide depth to the topic and provide learners with practical application. Transitional challenges, team member equity, and problem-solving using ethical leadership will be shared and illustrated in a case study. An assessment of team leadership skills will help learners identify the next step in their personal leadership plan.
At the end of module 2, learners will;
1. Identify at least five characteristics of effective teams.
2. Describe how at least five cross-cutting skills can be applied to team leadership.
3. Demonstrate at least three team leadership skills using a case study.
Module 3: Leader-Oriented Approaches to Conflict
The third module in the UPLIFT series will introduce a strategy for conflict management. Leadership-oriented approaches to conflict management will be presented. A case study will demonstrate how leaders bring disagreements into the open and address them. Using their own examples, learners will participate in the asynchronous discussions of how conflict can be transformative for the development of effective teams. Tools for managing conflict in teams and organizations will be shared. Additional competencies will be added to the learner’s personal leadership plan.
At the end of module 3, learners will;
1. Describe why conflict management is a leadership skill.
2. Identify tips to create greater emotional intelligence to react to conflict during times of change.
3. Define at least four approaches to manage conflict among team members.
4. Demonstrate at least two conflict management strategies.
Module 4: Change Leadership
The fourth module focuses on change management. Learners identify key decision-makers and the people who influence them. Learners will practice persuasive communication, and implementing a healthy process for organizational change. Managing risks and challenges associated with change, overcoming resistance, and building a positive change culture will be introduced in a case study.
At the end of module 4, learners will;
1. Identify a change process in your organization.
2. Identify a champion for the change.
3. Develop a strategic change management plan for your organization.
4. Demonstrate how persuasive communication can lessen resistance to change.
Module 5: Systems-Level Change Agents
In the final module, learners use logical systematic approaches to break down and solve problems. By leveraging expertise and contacts, the advanced leader incorporates innovative solutions into strategic decision-making that develops new partners and businesses. Learners will explore and have the opportunity to apply strategies to create trans-organizational systems based on common values and facilitate the integration of cultural sensitivity and competence. Finally, learners discuss ways to empower others through the use of effective leadership traits; integrity, credibility, enthusiasm, commitment, honesty, and caring.
At the end of module 5, learners will;
1. Describe why systems thinking is a leadership skill.
2. Use systems thinking to advocate for health equity.
3. Practice strategies for maintaining an environment that fosters a continuous commitment to improved leadership.
EdD, MSPH, MCHES®
An Educational Consultant and Adjunct Faculty in Public Health for over 15 years who has conducted research and developed trainings in collaboration with National Networks of Public Health Institutes, de Beaumont Foundation, and Regional Public Health Training Centers to develop and improve leadership capacity in professional workforce in public health. Currently contracts with the CDC to provide continuing education to employees in Leadership and other topics in Public Health.
Davondra Brown, MEd, MCHES®
Master Certified Health Education Specialist
Davondra I. Brown Services, LLC
Davondra Brown is a Master Certified Health Education Specialist (MCHES®) who specializes in sexual wellness. She serves on the Board of Commissioners and the Division Board of Professional Development for the National Commission for Health Education Credentialing, in addition to many other volunteer efforts. Mrs. Brown has earned a Bachelor’s in Philosophy, a Master’s in Education, and an advanced certificate of Innovative Technologies in Health Science Education.
Michele is a second-year Doctor of Public Health Leadership student at the University of Illinois Chicago School of Public Health and has a dozen years’ experience in health education, with 9 years as an M/CHES. She has worked across industries in the health sector, and her organizational leadership experience ranges from the governmental sector, private industry (health insurance, healthcare), higher education, community, research and evaluation consulting, and non-profit philanthropy as an individual contributor, team member, and administrator. Michele has worked with the older adult population, youth, college students, and peer-to-peer as a mentor within organizations, often responsible for developing and implementing training for adult learners, leveraging the three academic years she has committed to as adjunct faculty in an undergraduate health education and promotion program. She has focused largely on non-infectious/chronic disease and obesity prevention at the policy, system, and environmental levels as well as issues of environmental justice (demolitions, lead poisoning, eviction prevention, food insecurity) with strategies that address racism across sectors in a health in all policies or whole government framework.
Victoria Williams, PhD, MPH, MEd, MCHES®
Behavioral Research Scientist and Instructional Designer
State Farm & Walden University
Victoria A. Williams, PhD, MPH, MEd, MCHES is a behavioral research scientist and instructional designer. She is a public health expert specializing in developing, implementing, and evaluating technology-based programs for diverse audiences.
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