AUPHA Graduate Workshop Faculty Panel UW Graduate Programs

AUPHA Graduate Workshop Faculty Panel UW Graduate Programs in Health Services Administration (MHA/EMHA) Sarah H. Cave, MHA, Program Director & Senior Lecturer

UW MHA PROGRAM 47 years of educating health care professionals Consistently ranked in Top 15 by U. S. News & World Report Nearly 1800 alumni in health care management across the country

PROGRAM STATISTICS (MHA INRESIDENCE) Student Demographics: > Underrepresented minorities: 20% > Women: 68% > Men: 32% Matriculated Students: > 60 (2 cohorts / 2 -year program) Graduation Rate: 100% Employment Rate: 94% within 3 months of graduation

MHA MISSION, VISION, AND VALUES Educatio n Vision Become the MHA Program most known for developing leaders who will transform healthcare delivery to achieve population health. Service Research Mission : The UW MHA Program serves as a dedicated source of expertise that helps healthcare organizations improve the health of the people and populations they serve. Values : Integrity Innovation Collaboration Equity Excellence

MISSION > The UW MHA Program serves as a dedicated source of expertise that helps health care organizations improve the health of the people and populations they serve. > How we do this: – – Attract and train outstanding individuals Conduct and apply high-impact interdisciplinary research Collaborate with practitioners Systematically listen and respond

COMPETENCY MODEL

WE TRAIN LEADERS > > > > > Ropes/Teams Curriculum Emotional Intelligence Assessment Professional Development Program Professional Mentorship Faculty Advisors (in- residence Program) Practitioner-in-Residence (tune in Friday, 4/3) Experiential Learning Integrating Research

WE TRAIN LEADERS (CONT’D) > Orientation: Ropes course experience > Curriculum: Team-based approach; core courses such as Group Dynamics, Organizational Behavior, Critical Thinking, 592 Seminar series > Emotional Intelligence Assessment: Emotional Quotient Inventory (EQi 2. 0) – individual and 360 assessments; coaching to enhance effectiveness > Professional Development: Skillbuilding workshops (e. g. , resumewriting, interviewing), networking, career guidance > Professional Mentorship: Students paired up with practicing healthcare leaders > Faculty Advisors (in resident only): Each student is assigned a faculty advisor for academic support and leadership guidance/advice > Practitioner-in-Residence: Added real-world contexts and experiences; career path advice; case comp. coach > Experiential Learning: Internships, Capstones, other projects with regional healthcare organizations > Integrating Research: UW on cutting edge of clinical and health management research; students participate in research through capstones, other supported projects

EQi 2. 0 INVENTORY & ASSESSMENT

Leadership Development & Our Competency Model DOMAIN 1: Values and Professional Identity The ability to identify and examine one’s core beliefs and values to forge an authentic, professional identity as a healthcare leader. > Establishes habits encouraging a growth mindset in supporting resilience and well-being in life and work. > Practices self-reflection, self-assessment, and self-compassion for an accurate view of one’s strengths and development needs. > Uses critical, creative, and innovative thinking skills and frameworks for decision-making. > Demonstrates ethical professional practice, social responsibility, a commitment to equity, diversity and inclusion, and community stewardship.

Leadership Development & Our Competency Model DOMAIN 5: Adaptive Leadership & Innovation The ability to adapt and lead change in a volatile, uncertain, complex, and ambiguous environment with flexible and rapid decision-making and risk-taking strategies. > Diagnoses complex organizational challenges. > Develops a strategic orientation founded on market, social, cultural, economic, and political forces. > Demonstrates the ability to lead change to accomplish organizational strategic goals. > Creates processes that support teams in identifying and pursuing new approaches to their work. > Encourages creative and innovative thinking among team members.

STUDENT EXPERIENCE > MHA: “The EQI assessment, in particular, was a really powerful tool for me. It informed me that some of the key areas I needed to work on were Decision Making and Stress Management. I have been able to create action plans that could help me in those two areas in particular to become a more effective leader. ” > EMHA: “The Community Conversations, Teaming Framework, and Working a Case handouts have had a permanent impact on my personal leadership growth and development and are tools that I will continue to utilize throughout my professional career. ”