Health Training: Developing Future Leaders

1. Purpose: Provide an overview of SPPD degree offerings Describe several leadership development efforts I have been a part of Highlight what worked Note the challenges faced Comment on “how to make it easier” Health Training: Developing Future Leaders

2. Undergraduate and Graduate Offerings: Bachelor of Science in Public Policy, Management and Planning with a minor in Health Policy and Management Master in Health Administration (MHA) Accredited by the Accreditation Commission on Health Services Administration Executive Masters in Health Administration (EMHA) Master in Health Administration/Master of Science in Gerontology (MHA/MSG) Master in Long Term Care Administration (MLTCA) (jointly with the Marshall School of Business and the Leonard Davis School of Gerontology) Graduate certificates in Long Term Care Administration and Ambulatory Care Management Health Training: Developing Future Leaders

3. In 30+ years at USC, have worked with a number of schools and departments on leadership development efforts including: Keck School of Medicine Leonard Davis School of Gerontology Marshall School of Business School of Law Independent Health Professionals (Occupational Therapy) School of Pharmacy School of Social Work Health Training: Developing Future Leaders

4. Three current exemplars Sierra Health Foundation Leadership Program—A joint, collaborative effort between Marshall and School of Policy, Planning, and Development now in its 4th year. Master in Medical Management—A three-school collaboration—Keck, Marshall, and the School of Policy, Planning, and Development (with faculty involvement from Pharmacy, Engineering, and Thornton School of Music). Long Term Care Administration Masters Degree—A three- school collaboration with the Leonard Davis School of Gerontology, Marshall School of Business, and the School of Policy, Planning, and Development. Health Training: Developing Future Leaders

5. What made it work? In several instances it happened because the school’s leadership was presented with an opportunity and decided collaboration was better than competition In most instances it was through informal relationships—faculty or staff—who were presented with an opportunity—a client looking for a collaborative venture or sector specific expertise or the demands for students for courses or course modules to fill a void in their educational or career goals. Most collaborative efforts worked because The “idea champions” were willing (and supported) to look outside their schools or academic units for the talent they needed. Willingness of the faculty to “take on extra work”—overload rather than on-load. On a few occasions, willingness of the academic leadership to accept “on-load” faculty assignments (with appropriate “compensation”—which seems to be a challenge in some settings) Health Training: Developing Future Leaders

6. What are the challenges? Knowledge and networks—we really do not know much about what the interests and capabilities of our faculty. Silos—not only between schools, but between University administration and schools and surprisingly at times, within schools. Incentive systems (or perhaps misaligned incentive systems) Collaborative work is time intensive—and we all have better things to do with our time. Health Training: Developing Future Leaders

7. How to make it easier? Knowing who is doing what in leadership development—degrees, programs, faculty and staff. Sharing examples where partnerships created stronger products Realizing you cannot “tell people to collaborate”—you need to build structures and remove barriers that facilitates collaboration. If we really want collaboration, then it has to be easier to do—incentives for “sharing resources and talent” Established rules and policies (I cannot believe I said it) for cost and revenue sharing Acknowledging that faculty and staff collaboration on leadership development activities “counts” like teaching, research and service. Health Training: Developing Future Leaders