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課程名稱 |
健康照護組織領導原則與實務
Principles and Practices for Leading Highly Effective Health Care Organizations |
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開課學期 |
105-2 |
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授課對象 |
公共衛生學院 健康政策與管理研究所 |
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授課教師 |
羅伯特墨特 |
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課號 |
HPM7066 |
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課程識別碼 |
848EM2380 |
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班次 |
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學分 |
2.0 |
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全/半年 |
半年 |
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必/選修 |
選修 |
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上課時間 |
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上課地點 |
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備註 |
Intensive courses。本課程以英語授課。密集課程。2017年7月7-9日、7月14-16日(週五14-21時、週六、週日9-17時)密集上課
限碩士班以上
總人數上限：30人
外系人數限制：10人 |
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Ceiba 課程網頁 |
http://ceiba.ntu.edu.tw/1052HPM7066 |
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課程簡介影片 |
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核心能力關聯 |
核心能力與課程規劃關聯圖 |
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課程大綱
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課程概述 |
Rapidly changing global environments, health care policy and competitive forces in an increasingly boundaryless health care delivery system demand transformative and visionary leaders. This course is designed to provide current and future health care executives with the intellectual frameworks, contemporary theory and applications to respond effectively to these dynamic changes. Building on concepts from psychology, sociology and the behavioral sciences, this course will prepare students to develop the capacity to develop, lead and transform health care organizations and the institutional networks that embody the health care delivery system. Contemporary theory suggests that the development of highly effective, transformative leaders emerges from a framework that combines self assessment and reflection embedded in the constructs of emotional intelligence, with theories and methods designed to provide the participants the latest thoughts associated with leading, individuals, teams, organizations and interorganizational networks |
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課程目標 |
•To identify, assess and evaluate the intrapersonal dimensions associated with Emotional Intelligence (EQ),
•To analyze and evaluate your strategies for leading individuals, groups and organizations,
•To discover, assess and develop a personal philosophy of leadership that will enable you to lead effectively in an increasingly diversity and highly dynamic globalized world,
•To increase your knowledge of the scholarly literature and contemporary thought for leading, developing and empowering individuals.
•To increase your effectiveness in the design and transformation of organizations and interorganizational networks,
•To internalize the values and responsibilities that are necessary to ensure the delivery of high quality, patient focused health care in a community and global health care perspective,
•To understand the changing roles of leadership and personal and professional responsibilities in a complex, globalized organizational and dynamically changing social context
•To gain insights into your career development
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課程要求 |
Satisfactory performance in this class requires that you:
•read all materials assigned for each class session prior to the class meeting days listed on the syllabus;
•effectively participate in the seminar discussions and class activities;
•Participate as a member of a team briefing the class on the key points discussed in the assigned readings.
•develop and maintain a journal that summarizes the key insights you gained from each class session;
•complete and score all assigned self assessment inventories prior to the class meeting;
•develop a final paper on “The Best Practices for Effectively Leading Health Care Organizations.
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預期每週課後學習時數 |
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Office Hours |
另約時間 |
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指定閱讀 |
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參考書目 |
待補 |
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評量方式
(僅供參考) |
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No. |
項目 |
百分比 |
說明 |
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1. |
Class participation |
10% |
Attendance at all class sessions and active participation is expected. Students will be given a contribution grade based on the degree of engagement and participation. Students who have completed their readings and assignments in advance, who make meaningful and insightful contributions in class discussion and who demonstrate active listening behaviors will score high on the participation assessment. |
2. |
Team Presentation of Assigned Readings |
20% |
The first 30 minutes of each class session will be lead by a student team. The team will make an oral synopsis of the assigned readings and facilitate a discussion of the readings by the rest of the class. Regardless of whether you are making an oral presentation or not, you are responsible for having read the materials and are prepared to engage in a discussion on the topics assigned. |
3. |
Personal journal |
25% |
After each class session, each student will reflect on the insights gained from the readings, lecture and discussion, and class exercises such as role plays, simulations or discussion of a self-assessment inventory. This journal is not to be a summary of the readings or course activities; rather it should focus on what insights you gained about your leadership style or the leadership styles of other managers. There is no specific format for the journal other than identifying the topic and the date of the class. Since we will have two class sessions each day, your report should cover the 12 class sessions. As a rough guide, each session’s reflection should be between 2 and 4 double-spaced pages in length. I recognize that English is not your primary language so I do not expect perfectly written reports. |
4. |
Final paper |
35% |
A 10-12 double spaced page paper should be prepared discussing “The Best Practices for Effectively Leading Health Care Organizations in Taiwan”. Since many of the concepts of leadership may be influenced by national culture a discussion of how Taiwan’s national culture (or even the professional culture in health care organizations) a paper that looks at the relevance of the concepts in this course for application in Taiwan or Taiwan’s Health Care Organizations might be an interesting topic. Since this is an academic assignment it is important that you identify the sources you used in the preparation of your paper. The best papers will demonstrate drawing on resources beyond those provided in this class. Readings and research from your other classes would be very appropriate to use. |
5. |
completion of self-assessment inventories |
10% |
A key aspect of leadership development is knowing your strengths and weaknesses and using the materials and concepts from the course to become more effective in using your strengths and overcoming the limitations influenced by your weaknesses. You will be asked to complete several assessment instruments throughout the course that will provide you with personal feedback (these instruments do not determine your grade) on competencies related to leadership. The purpose of these activities is to help you develop your approach to leadership and become more skilled in applying key leadership concepts. |
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週次 |
日期 |
單元主題 |
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第1週 |
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Session 1: Course Requirements and Learning Expectations
* administrivia
* Review of syllabus
* Learning objectives, course requirements,
* Perspectives and frameworks
Readings:
• Daudelin, MW, 1997. Learning from Experience Through Reflection, Organizational Dynamics 24(3): 36-48.
• George, B., Sims, P., McLean, A. N., & Mayer, D. 2007. Discovering your authentic leadership. Harvard Business Review, 85(2):129-30.
Assignment:
• Complete and Score Learning Style Inventory
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第2週 |
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Session 2: Personal Effectiveness: Understanding Yourself
Readings:
• Goleman, D. 1998 What Makes a Leader, Harvard Business Review, 76(6): 93-102.
• Kunnanatt, J. T. (2008). Emotional intelligence: Theory and description. Career Development International, 13(7), 614-629.
Assignment:
• Complete and Score The Emotional Intelligence Survey
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第3週 |
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Session 3: Personal Effectiveness: Assessing Your Interpersonal Preferences
Readings:
• Porter, E. H. (1976). On the development of relationship awareness theory: A personal note. Group & Organization Studies, 1(3): 302
Assignment:
• Complete and Score the Strength Development Inventory (SDI)
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第4週 |
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Session 4: Leading in Changing Times
Readings:
• Feser, C., Mayol, F., & Srinivasan, R. (2015). Decoding leadership: What really matters. McKinsey Quarterly,[Online] available: http://www. mckinsey.com/insights/leading_in_the_21st_century/decoding_leadership_what_really_matters (14 February 2015).
• George, B., Sims, P., McLean, A. N., & Mayer, D. (2007). Discovering your authentic leadership. Harvard business review, 85(2), 129.
• Kim, W. C., Mairborgne, R.(2003, April). Tipping point leadership. Harvard Business Review, 81, 60-69.
Assignment:
• Student Led Discussion of the Assigned Readings
• Class Exercise: Meta4
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第5週 |
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Session 5: Providing Organizational Direction
Readings:
• Collins, J. C., and Porras, J. I. (1966). "Building your company's vision." Harvard business review 74, 5, 65.
• Pearce, J. A., & David, F. (1987). Corporate mission statements: The bottom line. The Academy of Management Executive, 1(2), 109-115.
• Writing Smart Goals
Assignment:
• Student Led Discussion of the Assigned Readings
• Small Group Assignment: Department X
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第6週 |
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Session 6: Leadership that Works
Readings:
• Bass, B. 1991. From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 18, 3, 19-31.
• Collins, J. (2007). Level 5 leadership. The Jossey-Bass reader on educational leadership, 2, 27-50.
• Myrtle, R.C. 2012. Effectively Leading Public Organizations in a Global Environment. Training and Development Fashion 137
Assignment:
• Student Led Discussion of the Assigned Readings
• Small Group Assignment: Department X
• Complete and Score: LEAD: Situational Leadership Assessment
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第7週 |
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Session 7: Delegation that Gets Results
Readings:
• Landry, M. (2012). The Fine Art of Delegation-The secret to stress-free project work isn't necessarily delegating more—It's delegating smarter. PM Network-Project Management, 26(12), 54.
• Rierdan, R. C. (2001), The Fine Art of Delegation, Graziadio Business Review, 4, 3.
• Gallo, A. (2012). Why aren’t you delegating. Harvard Business Review.
Assignment:
• Student Led Discussion of the Assigned Readings:
• Complete and Score the Delegation Inventory
• Delegation Role Play
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第8週 |
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Session 8: Unleashing the Power in People
Readings:
• Myrtle, R.C. and Myrtle, R. J. 2013. Unleashing the Energy of Your Employees, Training and Development Fashion, 177: 1-13.
• Robert C. Myrtle, 2012. Creating High Performing Public Sector Organizations, Training and Development Fashion 20: 103-108.
• Quinn, R. E., & Spreitzer, G. M. 1997. The road to empowerment: Seven questions every leader should consider. Organizational Dynamics, 26(2): 37-49.
Assignment:
• Student Led Discussion of the Assigned Readings
• MACE Role Play
• Complete What Matters Most to People Survey
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第9週 |
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Session 9: Effectively Developing People through Coaching
Readings:
• Minter, R. L., & Thomas, E. G. 2000. Employee development through coaching, mentoring and counseling: A multidimensional approach. Review of Business, 21(1):43-47.
• Barry, T. (1994). How to be a good coach. Management development review, 7(4), 24-26.
• Manikutty, S. (2005). Manager as a trainer, a coach, and a mentor. Vikalpa, 30(2), 57-64.
Assignment:
• Student Led Discussion of the Assigned Readings
• Complete and Score Coaching Analysis Inventory
• Coaching Role Play
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第10週 |
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Session 10: Effectively Creating, Developing and Leading Teams
Readings:
• Myrtle, R.C., and Myrtle, R. J. 2013. Creating and Managing High Performance Teams, Training and Development Fashion, 177:1-11.
• Erickson, T. J., & Gratton, L. (2007). Eight ways to build collaborative teams. Harvard business review, 11, 1-11.
Assignment:
• Student Led Discussion of the Assigned Readings
• Complete Individual Portion of Desert Survival
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第11週 |
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Session 11: Effectively Guiding Organizational Change
Readings:
• Kotter, J. P. (1995). Leading change: Why transformation efforts fail. Harvard business review, 73(2), 59-67.
• Kotter, J. P., & Schlesinger, L. A. (2008). Choosing strategies for change. Harvard business review, 86(7/8), 130.
• Christensen, C. M., Marx, M., & Stevenson, H. H. (2006). The tools of cooperation and change. Harvard Business Review, 84(10), 72.
Assignment:
• Student Led Discussion of the Assigned Readings
• My Experience with Change
• Class Simulation: The Change Game
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第12週 |
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Session 12: Personal Effectiveness
Assignment:
• Heartland Community Hospital
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