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
3.5 hours
This course will take place in-person in Ft. Lauderdale, FL in conjunction with N.A.H.S.E.'s Annual Educational Conference and Everett V. Fox Case Competition.
This course will take place in-person in Ft. Lauderdale, FL in conjunction with N.A.H.S.E.'s Annual Educational Conference and Everett V. Fox Case Competition.
Learning Objectives
Attendees of the half-day session will be able to:
- Integrate current theories and practical applications toward a comprehensive approach of leading self (emotional intelligence);
- Evaluate and experiment with 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;
- Synthesize best practices and emerging strategies for leading organizations (teamwork, talent management, and fostering inclusive environments);
- Design an integrated toolkit to align aspects of leading self, leading others, and leading organizations 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, leading others, and
leading organizations. This course is designed as a stand-alone advanced module
of a two-part leadership series for faculty members more familiar with the
leadership experience; faculty are not required to take the introductory course
but are welcome to do so to gain more in-depth grounding in the leading self
and leading others concepts. This advanced course will touch on leading self
and leading others but will focus on leading organizations.
Through theory and story, advanced 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, teamwork, talent management, and fostering inclusive environments. Faculty should expect to learn more about how they themselves approach learning, how they connect with others in their learning journey, and how they facilitate organizational learning. During the activity where personal privileges are explicitly explored, faculty will gain a deeper sense of how privileges play into the daily lives of their team members and students. 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, advanced 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, teamwork, talent management, and fostering inclusive environments. Faculty should expect to learn more about how they themselves approach learning, how they connect with others in their learning journey, and how they facilitate organizational learning. During the activity where personal privileges are explicitly explored, faculty will gain a deeper sense of how privileges play into the daily lives of their team members and students. 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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