Instructors
Gerry Ibay, MHA, JD
The University of Oklahoma Health Sciences Center
Gerry has almost 20 years of healthcare experience in multiple roles, organization types, and geographies, including management at New York-Presbyterian and as a Vice President with Bon Secours Health System. His experience spans strategy, operations, development, and information systems. In his current role as he teaches executive skills related to relationships and communication, professional development, and organizational theory and behavior. He is passionate about teaching healthcare colleagues how to manage stress, identify their stories, and develop and nurture effective interprofessional relationships. He is also a certified yoga teacher and incorporates mind-body embodiment practices into the field of healthcare.
Halley Reeves, MPH, MCP
The University of Oklahoma Health Sciences Center
Halley Reeves is a community health strategist serving her home town and community, Oklahoma City. Halley brings her public health practice and economic development training to bear in her work, offering health data analysis, planning, and assessment and various approaches to thinking about community health improvement efforts. Halley served as the Chief Public Health Strategist for the Oklahoma City County Health Department and the Vice President for Community Health Impact for OU Health. Prior to her return to Oklahoma, Halley worked at the Massachusetts Department of Public Health, the Metropolitan Area Planning Council, and MIT where she focused on incorporating the social determinants of health into health care policy and developing innovative investment strategies to fund healthy community and housing development. Her work is often held up as national best practice for health in all policies efforts. She holds an MPH from the University of Washington and a Master’s in City Planning (MCP) from MIT.
Duration
This course will take place virtually in September.
Learning Objectives
Attendees of the half-day session will be able to:
- Examine and explore current theories and practical applications toward a comprehensive approach of leading self (emotional intelligence);
- Review and differentiate various methods of leading others (effective communication, difficult conversations, and teamwork);
- Explore privileges we may take for granted and discuss how those impact our daily lives and work;
- Design an integrated toolkit to align aspects of leading self and leading others with thoughtfulness and tact.
Course Description
This course is focused on a practical, mindfulness-based approach to
leadership. It is designed to help faculty learn best practices and innovations
that will help their development toward leading self and leading others. This
course is designed as a stand-alone introductory module of a two-part
leadership series for faculty members newer to the leadership experience;
faculty are not required to continue to the advanced course but are welcome to
do so when they feel ready. This introductory course will focus on leading self
and leading others; the advanced course will focus on leading organizations.
Through theory and story, foundational principles of leadership will be explored, and their effective application will be examined in the context of the practice of health administration education. Topics include emotional intelligence, effective communication, difficult conversations, and teamwork. Faculty should expect to learn more about how they themselves approach learning as well as how they connect with others in their learning journey. The faculty will also engage with a privilege exploration exercise to build out their own understanding of how they have experienced privileges which shape their world view. The ultimate aim is for faculty to continually develop as health administration educators who embody and exhibit thoughtful action: thought full of action and action full of thought.
Through theory and story, foundational principles of leadership will be explored, and their effective application will be examined in the context of the practice of health administration education. Topics include emotional intelligence, effective communication, difficult conversations, and teamwork. Faculty should expect to learn more about how they themselves approach learning as well as how they connect with others in their learning journey. The faculty will also engage with a privilege exploration exercise to build out their own understanding of how they have experienced privileges which shape their world view. The ultimate aim is for faculty to continually develop as health administration educators who embody and exhibit thoughtful action: thought full of action and action full of thought.
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