HMP 645 SEMINAR IN LEADERSHIP FOR CHANGING AMERICAN HEALTHCARE SYLLABUS FALL Classes begin: September 4, 2012 Classes end: December 11, 2012

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1 HMP 645 SEMINAR IN LEADERSHIP FOR CHANGING AMERICAN HEALTHCARE SYLLABUS FALL 2012 Classes begin: September 4, 2012 Classes end: December 11, 2012 Room 1170 SPH II NO DATE TOPIC PRESENTOR 1. 5 September NO CLASS Labor Day Holiday September Introduction to the Course Professor Gail L. Warden Leadership Makes a Difference September A Local Health Plan s Vital Role in Improving Care Management, Health Outcomes and Lowering Dr. T. Jann Caison-Sorey, Associate Medical Director, Blue Cross/Blue Shield of Michigan the Cost of Care September Role of Local Health Plan Student Teams 5. 1 October Hospice and Palliative Care Dottie Deremo, RN, MSN, MHSA, FACHE President & CEO 6. 8 October Tour Henry Ford Hospital West Bloomfield October NO CLASS Fall Study Break October Community Based Initiative for Improving Population Health October Care for the Uninsured/Free Clinics November Physician-Hospital Strategy s/integration Hospice of Michigan Gerard van Grinsven, President and CEO Chris Allen, Executive Director Detroit Wayne County Health Authority Mary Ellen Howard, RSM Executive Director - Cabrini Clinic Jay C. Warden, Sr. VP The Camden Group and Student Teams November Lessons in Leadership Student Teams November Health IT and Patient Safety Health Policy in Action Samantha Chao Research Manager, Pew Health Group November A Case for Better Healthcare Governance Wayne Lerner, MHA, PhD CEO, Holy Cross Hospital December Governance Student Teams December Final Seminar/Pizza Party Student Teams/Faculty

2 SEMINAR IN LEADERSHIP FOR CHANGING AMERICAN HEALTHCARE HMP credits, Fall Term 2012 Prof. Gail L. Warden / Dr. T. Jann Caison-Sorey, Adjunct Asst. Prof Room M1112 SPH II gwarden@hfhs.org jcaison@bcbsm.com Class Hours: 3:10 5:00pm Monday Office Hours: 1:00 3:00pm Monday by appointment COURSE MATERIALS: C-Tools website and handouts. COURSE DESCRIPTION This course will use current, important topics on the national agenda to develop student s insights into how such topics evolve and are guided by professional managers and policy makers. Student teams will prepare one paper on each topic: Students are expected to know the background based on prior coursework and surveys of library and web resources, and understand the key issues, political positions of major stakeholders, technical issues, and actions proposed by others. The paper will be a plan of action for a specific agency or organization, with agenda, timeline, types of participation, goals, and achievement issues. These papers will be submitted in writing for grading, and presented orally to classmates for discussion. A national leader concerned with the issue will join the seminar for a session on each topic. Major topics for 2010 will be Leadership, Evidence Based Medicine, Care for the Underinsured, Nursing, The Medical Profession and Hospital Physician Strategies, Patient and Family Centered Care, and Governance. PRE-REQUISITES: Students will normally be in the last term of MHSA or MPH studies, and will have completed first year degree requirements. The course will also be open to HSOP PhD students and HMP postdoctoral fellows. Others may be admitted by permission of the instructors.

3 EXIT COMPETENCIES: Students completing this course should expect to improve skills in: 1. Identifying and analyzing major policy initiatives in healthcare 2. Presenting potentially controversial material, identifying elements for consensus, and advocating courses of action on complex, difficult problems 3. Professional writing and presentation skills 4. Integrating and applying material from required courses in healthcare organization, management, finance, and economics. HMP COMPETENCIES MODEL VERSION 1.0 for MHSA and MPH Degrees, August, 2010 DOMAIN COMPETENCIES A. Measurement and Analysis 6. Policy Analysis Skills 8. Operational Analysis 10. Decision Making B. Communications 1. Convey 2. Listen 3. Interact C. Leadership 1. Organizational Vision 5. Collaboration 2. Strategic Orientation 6. Impact and Influence 3. Accountability 7. Organizational 4. Change Leadership Awareness 8. Project Management D. Professional Development 1-2 Self Awareness 3-5 Self Development OPERATION: The class will be divided into teams of five to six, with an effort to place people with students who have both management and policy interests on each team. The teams will prepare a paper for each topic, as they might for a healthcare system or a government agency, outlining the issues, the difficulties and complexities that must be dealt with, and a plan of action. These will be critiqued by fellow students, the course faculty, and the visiting speaker when appropriate. GRADING: The criterion for the course is professional contribution to the topic; the value of the work in promoting a lasting change in actual healthcare delivery. Students will be graded on team written submissions (40%), team peer evaluation (40%), and classroom contribution (20%).

4 PEER EVALUATION: Twice during the semester, each student will receive and return a form evaluating each other member of her/his team. The evaluation addresses each member s contribution to the team as a whole based on attendance, participation, contribution, and willingness to prepare team assignments. (These are dimensions likely to influence how you are perceived as an employee next year.) You will select a score for each team member except yourself. The form is the same for all team members, except that it will identify you and will be kept confidential. It will be distributed to you Monday, October 10, and November 21, and is to be returned Monday, October 31, and December 5, respectively. ETHICAL REQUIREMENTS; Students are expected to use a variety of sources, to recognize the work of others (including teammates) appropriately, and to respect proprietary and confidentiality rights at all times. They are expected to collaborate within those restrictions to produce the best possible contribution. Collaboration within teams is expected, and the written submission will be for the team as a whole. Collaboration with other teams is encouraged, as a device to improve the eventual proposals. Students whose work does not appear to reflect these principles will be asked to defend their position to the course faculty, and may face action under SPH Policy 71-5, described in the Student Handbook and website.

5 University of Michigan Department of Health Management and Policy Competency Model for Achieving Professional Excellence in Health Management and Policy Version 1.0 for MHSA and MPH Degrees, August, 2010 COMPETENCY MODEL DOMAINS A. Measurement and Analysis Measurement: Identify information needs, and gather and understand relevant data and information in order to define a problem, to assess a situation, or to implement a set of metrics. Analysis: Organize, manipulate and use information to assess performance, to identify alternative courses of action, to investigate hypotheses, or to accomplish other strategic goals. B. Communication Receive and convey information in ways that encourage continued dialogue among stakeholders. Effective communication involves strong written and oral transmission skills, responsive listening, and use of creative strategies for exchanging information. C. Leadership Influence others to reach their highest level of effectiveness in achieving common goals, both as individuals and in teams. Establish direction and engage various constituencies to produce a shared vision of the future, motivating and committing them to action, and making them responsible for their performance. D. Law and Ethics Establish high ethical standards, create a culture of shared ethical values and legal understanding, and transform those ideals into visions and expected behaviors. E. Professional Development Assess knowledge and skills required to excel professionally throughout one s career and to make meaningful contributions to the field. COMPETENCIES (28) Domain 1: Measurement and Analysis Measurement: A.1 Identify appropriate sources and gather information, effectively and efficiently. A.2 Appraise literature and data critically. A.3 Develop, understand and use data from performance, surveillance or monitoring systems. Analysis: A.4 Financial analysis: Understand and explain financial and accounting information; prepare and manage budgets; and make sound long-term investment decisions.* A.5 Statistical analysis: Understand and apply basic statistical methods relevant to public health practice. A.6 Policy analysis: Understand the policy-making process and the role of politics; assess a problem and identify and compare potential policy solutions; and understand and critically assess methods to evaluate policy impact. A.7 Economic analysis: Use basic microeconomic theory to understand how the incentives of consumers, providers, and payers affect behaviors, costs, and other outcomes; understand and apply basic econometric tools for the empirical study of issues in health economics. A.8 Operational analysis: Analyze, design, or improve an organizational process, including the use of quality management, process improvement, marketing and information technology principles and tools.

6 A.9 Population health assessment: Understand and apply basic epidemiologic principles, measures, and methods to assess the health status of a population; identify risk factors in individuals and communities; evaluate the impact of population-based interventions and initiatives. A.10 Decision Making: Implement a decision-making process that incorporates evidence from a broad analysis that includes uncertainty, risk, stakeholders, and organizational values. Domain 2: Communication B.1 Convey: Speak and write in a clear, logical, and grammatical manner in formal and informal situations; prepare cogent business presentations; facilitate an effective group process.* B.2 Listen: Receive, process, and respond appropriately to information conveyed by others. B.3 Interact: Perceive and respond appropriately to the spoken, unspoken or partly expressed thoughts, feelings, and concerns of others.* Domain 3: Leadership C.1 Organizational Vision: Through effective governance, establish an organization s values, vision, and mission; systematically enhance performance and human, material and knowledge resources. C.2 Strategic Orientation: Analyze the business, demographic, ethno-cultural, political, and regulatory implications of decisions and develop strategies that continually improve the long-term success and viability of the organization.* C.3 Accountability: Hold self and others accountable to standards of performance; encourage commitment to the long-term good of the organization.* C.4 Change Leadership: Energize stakeholders and sustain their commitment to the organization while adapting to changes in the environment.* C.5 Collaboration: Work collaboratively with others as part of a team or group, demonstrating commitment to the team s goal and encouraging individuals to put forth their best effort.* C.6 Impact and Influence: Persuade and convince others, both individuals and groups, to support a point of view, position, or recommendation.* C.7 Organizational Awareness: Understand and learn from governance structures, formal and informal decisionmaking structures, and power relationships in an organization, industry, or community. C.8 Project Management: Plan, oversee, and successfully execute large-scale projects involving significant resources, scope and impact.* Domain 4: Law and Ethics D.1 Use legal reasoning as a tool for analysis, communication, strategy and planning. D.2 Behave ethically and promote standards of ethical behavior throughout organizations and professional communities. Domain 5: Professional Development Self-Awareness: E.1 Actively seek feedback from others, reflecting and learning from successes and failures. E.2 Develop an accurate view of own strengths and developmental needs, including the impact one has on others.* Self-Development: E.3 Continuously push self to raise personal standards of performance and exceed expectations. E.4 Address knowledge, skills, and other developmental gaps through reflective, self-directed learning, and by trying new approaches.* E.5 Establish, build, and sustain a network for professional development.* *Competency derived from National Center for Healthcare Leadership s Health Leadership Competency Model, Version 1.1 August, 2010