NASTAD Leadership Institute

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NASTAD Leadership Institute

• March 9-10, 2009

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Leadership Institute

• Purpose to help new and emerging leaders develop
  critical skills necessary to lead HIV/AIDS and
  viral hepatitis programs in state and local
  health departments 
• Participants New AIDS directors and senior
  program managers from select NASTAD advisory
  committees
• Outcomes Participants will clarify their vision
  for leadership, programs and staff build media
  and advocacy skills, and develop a leadership
  plan to strengthen their programs

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Agenda

• DAY ONE
• Pre-work/self assessments
• Vision and Leadership
• Advocacy
• NASTAD 101
• Understanding and working in bureaucracies
• Supporting a diverse workforce
• Peer Reflections on Leadership and Vision
• Action Planning
• DAY TWO
• Mentor/Needs Identification
• Media Training
• Leadership Presentations
• Next Steps

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Pre-Meeting Work and Connections
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What are your hopes and expectations for this
institute?
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(No Transcript)
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Public Health Leadership Competencies Self
Assessments

• Visioning ability to cooperatively create and
  communicate shared vision and to express
  personal vision
• Identify and reflect upon leadership style and
  skills weaknesses and strengths
• Model and incorporate ethical standards
• (Understand and) Communicate the role of
  government
• Identify and communicate staff and organizational
  responsibilities within the context of core
  public health functions
• Describe data utility (and use data) for
  application across issues

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Public Health Leadership Competencies Self
Assessments (2)

• Strategic plan development with measured impact
• Evaluate and communicate policy choices
• Policy translation to programs, organizational
  structures and plans
• Application of federal, state and local
  regulations
• Budget strategy
• Coalition building and advocacy
• Develop and implement policies for professional
  diversity
• Create safe space for staff and community
  communication
• HR practices (recruit, hire, terminate)
• Apply human relations skills to organizational
  management, motivation and conflict resolution

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(No Transcript)
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Proficiencies among Us(Limited Knowledge)

• Creating shared vision
• Leadership style identification and reflection
• Role of public health government
• Regulations and policy application
• Advocacy coalition building
• Resource Advocacy
• HR/Recruiting, hiring, training
• Strategic partners
• Creating a safe space for staff/community
• Describing strengths and weaknesses

Institute Knowledge Exchange
Mentoring Opportunities
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What is your drag queen leader name?

• First or last name of the first leader you ever
  learned about (whether you liked them or not)
• First or last name of the leader you would most
  like to emulate

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Leadership and Management Qualities

• Highest rated qualities among J/J survey
  respondents
• Vision
• Persistence
• Confidence
• Leadership Themes
• Leadership as distinct from management skills
  you need both, but not necessarily in the same
  person
• Different models of leadership exist (and should
  be recognized)
• Leaders have a responsibility to staff to lead,
  inspire, empower, impart knowledge and
  experience, etc.

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Public Health Leadership Competency Framework

• Core Transformational Competencies
• Political Competencies
• Transorganizational Competencies
• Teambuilding Competencies

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Core Transformational Competencies

• Visionary Leadership
• Sense of Mission
• Effective Change Agent

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Vision and Leadership

• The importance of vision
• Clarifying your vision
• For your leadership
• For your program
• For your staff

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Importance of Vision

• Leaders have a responsibility to staff to lead,
  inspire, empower, impart knowledge and
  experience, etc.
• AIDS Director, J/J study
• Leadership is the capacity to translate vision
  into reality.
• Warren Bennis

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Vision Defined

• The act or power of imagination
• Mode of seeing or conceiving
• Unusual discernment or foresight

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Vision is the art of seeing the invisible

• Jonathan Swift

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Case Study Lena Marcos Vision

• How did Lena Marco establish herself as a leader
  when she became the new Division Director?
• What are Lenas opportunities to change the way
  she is perceived?
• How can Lena establish and communicate her vision
  effectively?

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To the person who does not know where he wants to
go there is no favorable wind.

• -Seneca

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YOUR Vision Defined

• An ideal state that you wish to achieve
• For yourself as leader What would your
  leadership ideally look like? Feel like?
• For your staff - Staff composition, functioning
  together, culture of work, etc.
• For your program

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Your ThoughtsVision for your Own Leadership

• Being fairly democratic able to engage and
  motivate others communicate theoretical and
  concrete ideas effectively adapt well and easily
  and allow others freedom to move forward without
  constraints.
• Innovation that provides concrete means for
  attaining goals and objectives
• Competent, thoughtful, effective, trustworthy
• Promote an efficient and productive work
  environment to free more time to implement
  activities resulting from a "bigger picture -
  more proactive perspective instead of
  reactionary, "fixing" activities
• To develop competencies in the range of areas
  that the HIV/AIDS Office oversees to work in
  partnership with senior staff to articulate core
  tenets of the HIV/AIDS prevention and care
  services we fund to reaffirm the commitment to
  responsive services throughout our direct care
  efforts and to integrate our work in a public
  health framework in a way that engages multiple
  stakeholders and collaborators.

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Your ThoughtsVision for your Own Leadership (2)

• Build and/or maintain a quality state HIV/AIDS
  Program with maximum community input.
• Provide the best possible atmosphere for staff
  development, innovation and enthusiasm for
  implementation of all HIV programming efforts.
• Assure data-informed policy development and
  advocacy with all audiences, including department
  leaders, the Director and Governor's office.
• Work to improve personal skills in strategic
  planning, time management and specific database
  programs.
• Stay abreast and update analysis of the ongoing
  political process at the community level,
  department level and legislative level.
• Identify the individual strengths of my staff and
  the needs within the program to delegate
  responsibilities accordingly. To be self aware
  enough to know my strengths and weaknesses so I
  can utilize my staff to best complement those
  strengths and weaknesses so the program does not
  suffer.

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Your ThoughtsVision for your Staff

• Rewarded, competent, productive, happy,
  effective, flexible
• To be experts in HIV Prevention and in their
  individual components of the prevention program.
  To feel comfortable providing TA to our
  contractors and information to the community at
  large.
• Working with my staff to find their strengths and
  weaknesses and helping them rise to being the
  best they can be.
• Development of core management and organizational
  skills to enhance skills and prepare them for
  upward mobility.
• That they enjoy coming to work, and have the
  opportunity to develop expertise in a particular
  service area. That there are consistent
  mechanisms for staff to work across program areas
  to ensure service coordination and develop a
  broad understanding of HIV prevention and care
  services.

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Your ThoughtsVision for your Staff (2)

• Highly motivated, competent people.
• Multicultural composition
• Training, enrichment and best practice
  opportunities are shared and encouraged
• Provide moral and practical support for staff
  fairness in consideration, and sensitivity on
  issues of working conditions, work/family issues,
  etc.
• Cohesive work team and work environment
• Each member will maximize his/her potential and
  move the program forward towards its goals with
  resources available.
• Staff members will feel gratified by their work
  with a sense that they make significant
  contributions, along with their peers, and they
  mostly have a good time doing it!

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Your ThoughtsVision for your Program

• Sustainable, high quality model for other HIV
  Prevention programs.
• One that CBOs and other organizations trust and
  look to for partnership as well as funding and
  technical assistance.
• Pushes and leads its Prevention providers to
  become sustainable organizations without the
  Prevention program.
• Attracts and grooms the best minds in HIV and
  public health
• A comprehensive prevention/service, organization
  equipped to managed and provide exceptional
  services and deliverables.
• Effective, efficient, proactive, and responsive
  to HIV/AIDS prevention and care needs of
  residents
• To run in accordance with CDC guidelines, making
  a discernable impact on the spread of HIV in our
  state

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Your ThoughtsVision for your Program (2)

• Marry the concepts of passion, advocacy and
  science to assure best practice in HIV prevention
  and care programming and surveillance excellence.
  
• Assure collaboration and cooperation with other
  Infectious Disease units (STD/TB/Immunizations)
  other parts of department, and other state/local
  agencies to reduce new infections, reduce
  disparities and increase the number of people in
  care, with known HIV infection.
• Consistently involve, uplift and facilitate
  empowerment of people directly affected by HIV in
  advising and evaluating program activities.
• Be a recognized leader in the state in reducing
  (and keeping low) HIV/STD and Hepatitis infection
  rates.
• To develop a continuum of clinical and
  non-clinical services responsive to geographic
  and population level influences and needs.
  Leverage existing capacities and resources within
  the care system, while sustaining a level of
  readiness to integrate cutting edge prevention
  and care approaches as they emerge and are proven
  effective.

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What are the differences.

• Your vision
• for your own leadership (or for you as a leader)
• for your staff
• for your program

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Honing our Vision(s)

• Individual Reflection
• Large Group Presentations lunch tomorrow

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BREAK
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Advocacy and Advocacy Opportunities

• Purpose
• To build knowledge about talking with
  legislators, both in their state and in
  Washington, and build their skills and comfort
  level in doing Hill visits.
• To build knowledge about developing advocacy
  coalitions and leveraging the policy environment

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Case Study Lena Marcos Advocacy Activity

• How did Lena fulfill her advocacy role?
• What were the opportunities?

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Advocacy What is your experience?

• AIDS Directors said their staff were least
  proficient in advocacy (J/J survey)
• Your experience with
• State legislative advocacy
• Congressional advocacy
• Federal agency advocacy
• Advocacy coalitions (developing, strengthening,
  participating in)

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Your Role in Advocacy

• Provide information on the epidemic and programs
  in your state
• Paint the picture to justify increased resources
  for your programs or support for legislation
• Build long term relationships with community
  advocates, legislative contacts and your
  Congressional delegation
• Keep your Governors office apprised of
  legislative and funding priorities
• Be a host to legislative and gubernatorial staff

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Your Role in State Advocacy

• Work with your community to add their voice
• Educate about the policy process and how to add
  their voices
• Raise issues to help collective planning and
  management during crisis
• Provide information they can use for state lobby
  days
• Budget forecasting
• Epidemiology
• One-page summaries that convey central messages
• Encourage the community to develop the ask

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Your Role in State Advocacy (2)

• Clarify your role as a state employee and
  limitations on what you can and cannot do
• Cultivate trusted allies
• Be transparent when possible by keeping the
  community in the loop
• Try to get the message far and wide among the
  community to avoid multiple messages
• Create a mutually respectful relationship

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Your Role in Federal Advocacy

• Your are a public health expert
• There are many voices with HIV/AIDS interests
• Only you can provide Congressional staff with the
  state perspective
• Establish a go-to relationship
• Hill visits are opportunities
• For information sharing
• To provide expert and experienced knowledge about
  the programs needs
• Staff want to know impact on state funding

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Your Role in Federal Advocacy (2)

• Take opportunity to visit your Governors office
  when in DC
• Relationships can be maintained throughout the
  year
• District office visiting hours
• Town hall meetings
• Mailings to share epidemiologic data
• Updates on crisis situation if applicable
• Phone calls or emails after awards to share how
  the state fared or impact of legislative changes

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Congressional Visitsknow who/what you are
representing

• Know the type of program you are advocating for
• MandatoryIf you qualify for the program, you get
  the benefit
• Medicare, Medicaid (ETHA), Social Security, Pell
  Grants, Farm subsidies
• You have to pay for changes (Pay-as-you-go)
• DiscretionaryCongress decides every year how
  much a program will get
• Ryan White, CDC, HOPWA, NIH, etc.

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Congressional VisitsKnow your message and how
you will convey it

• Know what you want to say before you walk in
• Review talking points on issues
• Role play with tips to follow
• Express appreciation for the support that
  Congress has given HIV/AIDS programs
• Federal funding
• Ryan White
• Be succinct in your ask
• Demonstrate that programs are effective and need
  to be continued and enhanced
• If you dont have an answer to a question, say so
• Opportunity for follow-up

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Tips for All Visits

• Thank them for meeting with you
• Introduce yourself
• Give staff your card
• Quick overview of governmental public health
• Quick overview of local epidemic
• Make a few key asks

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Tips for Visits Delivering Your Message

• Hook Your ID Your name, where you live, the
  organization you are with (volunteer or staff),
  or the why and who you represent
• Line Your Message A personal story, facts
  about the program or persons living with
  HIV/AIDS, etc.
• Sinker The Ask Currently the ADAP Program
  receives no state funding. We are one of only 14
  states that do not provide state appropriations
  for the program. If given the opportunity, Will
  you vote to provide state funding for the ADAP
  Program in Iowa?

credit Pat Young, Iowa Department of Public
Health
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Lunch
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About NASTAD

• NASTAD Leadership Institute
• April 8-9, 2010

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Introduction to NASTAD

• NASTAD is a non-profit national association of
  state health department HIV/AIDS program
  directors who administer HIV/AIDS and viral
  hepatitis prevention, care and treatment programs
  funded by U.S. state and federal governments.
• NASTAD was established in 1992 as the voice of
  the states.
• NASTAD is governed by a 20 member, elected
  Executive Committee charged with making policy
  and program decisions on behalf of the full
  membership.
• NASTADs Washington, DC headquarters has a
  professional staff of 30. We have small field
  offices in Haiti, Zambia, Botswana, Ethiopia and
  South Africa.

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Introduction to NASTAD

• Mission NASTAD strengthens state and
  territory-based leadership, expertise and
  advocacy and brings them to bear on reducing the
  incidence of HIV infection and on providing care
  and support to all who live with HIV/AIDS.
• Vision NASTADs vision is a world free of
  HIV/AIDS.
• Strategic Map Central Challenge Strengthen the
  role and promote the success of state and
  territorial public health programs to reduce
  HIV/AIDS and viral hepatitis incidence, ensure
  quality care and treatment, and improve health
  outcomes.

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The National Alliance of State and Territorial
AIDS Directors (NASTAD) Strategic Map2010-2013
(Approved 03.02.10)
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NASTAD Members(HIV/AIDS Program Integration with
STD, VH and TB Programs)
2007 National HIV Prevention Program Inventory
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How does NASTAD impact national HIV/AIDS and
viral hepatitis policy and programs?

• NASTAD staff develop policy/program
  recommendations based on input from the Executive
  Committee and members.
• Work groups and advisory committees of AIDS
  directors and/or their program staff guide
  programs and ensure products reflect
  needs/concerns of members.
• Use peer technical assistance (TA) model to
  link AIDS directors and to share expertise across
  jurisdictions.

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How does NASTAD impact national HIV/AIDS and
viral hepatitis policy and programs?

• We work with
• Executive Branch agencies to influence policies
  that impact state programs
• Congress to influence Executive Branch agencies,
  provide funding, develop sound legislation
• Coalitions to influence both Congress and the
  Executive Branch
• We communicate positions through
• Meetings, letters, position statements, issue
  briefs, reports, assessments of state policies
  and programs, etc.
• NASTAD members visit Members of Congress and meet
  with the leadership at federal government
  agencies on a periodic basis.

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NASTAD Programs and Priorities

• Domestic
• Care and Treatment
• Prevention and Surveillance
• Racial and Ethnic Health Disparities
• Viral Hepatitis
• Global Technical Assistance
• Government Relations

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Care and Treatment

• ADAP Technical Assistance and Monitoring Project
• Bi-monthly ADAPWatch
• ADAP TA Meeting July 2010
• HRSA/HAB funding for ADAP TA
• Care director and ADAP director listservs
• ADAP Crisis Task Force negotiations in May
• Ryan White Program implementation
• Analysis and TA on the impact of health reform

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Prevention and Surveillance

• HIV testing assessments 4 modules
• Sexual health framework development
• Expanding syringe access
• New health department FOA (begins 01/01/2012)
• TA including mentoring for new prevention
  directors
• Prevention Networking Group (listserv, quarterly
  networking calls)
• Prevention Advisory Committee
• Linkage with CSTEs HIV surveillance coordinators
  work group

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Racial and Ethnic Health Disparities

• Minority Leadership Program
• Black Gay Mens TA Re-convene June 2010
• Latino gay men health department assessment and
  focus groups
• Survey of health department HIV prevention
  activities directed toward gay men/MSM of all
  races and ethnicities
• CDC Division of Adolescent and School Health
  (DASH) National Stakeholders Collaborative
• TA with focus on black women, black gay men and
  youth
• Native American listserv

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Viral Hepatitis

• Technical assistance to state HIV/AIDS and viral
  hepatitis programs
• Viral Hepatitis Work Group (VHWG), listserv, peer
  to peer TA
• Hepatitis coalition capacity building and support
• Hepatitis Appropriations Partnership (HAP),
  National Viral Hepatitis Roundtable (NVHR),
  Hepatitis C Advocates UNITED!, Hepatitis B Task
  Force
• Represent Adult Viral Hepatitis Prevention
  Coordinators (AVHPC)
• Communications with federal agencies CDC
  Division of Viral Hepatitis, HRSA, SAMHSA, etc.

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Global Technical Assistance

• Support national and regional governments to
  design, implement, and manage public health
  information systems
• National case-based surveillance (Haiti) and
  behavioral surveillance (Caribbean)
• Support national HIV ME systems (Zambia,
  Ethiopia)
• Reinforce the use of data for planning,
  decision-making and evaluation by national and
  district government
• (Botswana, Ethiopia, Zambia, Tanzania, Haiti)
• Promote support of civil society by regional
  government
• Support implementing partners (Botswana,
  Ethiopia)
• Strengthen community mobilization efforts
  (Ethiopia, South Africa)

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Government Relations

• 2010 Legislative Priorities
• Appropriations FY2011 funding HIV/AIDS, viral
  hepatitis, and STD programs
• Authorization Health reform legislation
  implementation
• Coalition Participation
• AIDS in America
• Federal AIDS Policy Partnership (FAPP)
• HIV Health Care Access Working Group
• Ryan White Work Group
• Hepatitis Appropriations Partnership (HAP)

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www.NASTAD.org
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Understanding and Working In State Bureaucracies

• Purpose of session
• Realities of working in state bureaucracies
• Unique challenges to state AIDS programs
• Diversity of staff, contractors, departments
• Key challenges from bureaucracies
• Identify solutions

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Nature of the Beast State Bureaucracies (J/J
Study)

• Hiring freezes
• Restrictions on hiring quickly
• Candidate diversity
• Salary scale
• State capital locations
• Health department culture that supports/does
  not support diversity and support for a diverse
  workforce
• High degree of bureaucratic burden and inertia

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Case Study Lena Marco and the Beast

• In what ways did Lena manage the bureaucracy to
  accomplish her goals?
• What were opportunities?
• What were the gaps between the world of the
  state and the world of the community?
• How can Lena bridge these gaps?

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Your Experience Challenges of Bureaucracies
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Peer Discussion

• Experience managing up and down
• Life in a bureaucracy

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Break
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Supporting a Diverse Workforce

• Discussion what are the diversities of
• Your staff and program?
• Your department?
• Your partners?

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Lena Marco and Ohio Department of Health

• What were the issues of diversity facing Lena
  Marco and her colleagues at the Ohio Department
  of Health?
• How could Lena leverage her environment to
  increase diversity learning?

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Peer Experience How we Did/Didnt Do it.and
what we might still try.

• Peer reflections
• Discussion with group about their attempts and
  thoughts

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Leadership and Vision Peer Reflections
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Leadership Action Planning

• Planning template
• Preparations for lunch presentations (day 2)
• Q/A

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NASTAD Leadership Institute 2010 Leadership Plan Participant ___________________________ Jurisdiction _________________________________ NASTAD Leadership Institute 2010 Leadership Plan Participant ___________________________ Jurisdiction _________________________________ NASTAD Leadership Institute 2010 Leadership Plan Participant ___________________________ Jurisdiction _________________________________ NASTAD Leadership Institute 2010 Leadership Plan Participant ___________________________ Jurisdiction _________________________________ NASTAD Leadership Institute 2010 Leadership Plan Participant ___________________________ Jurisdiction _________________________________
Vision Challenges Leadership Plans Needs for Assistance
For your leadership
For your program
For your staff
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Adjourn Day 1
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Recap Day 1
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Mentors gotta have one

• As you think about a NASTAD mentor, what skills
  and knowledge areas would you hope they have?
• What would you hope to gain from this mentor?

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Mentor Relationships

• NASTAD Mentors colleagues in your (or
  comparable) position in another state health
  department with at least 2 years service in that
  position
• Mentors provide
• An impartial sounding board and safe space to
  raise queries and problem solve
• Practical support and advice
• Assistance in setting and achieving personal and
  professional goals
• Insight into another health departments HIV/AIDS
  or viral hepatitis program
• Advice on participating in and utilizing NASTAD

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Mentor Relationships

• Components at least a one-year span of support
  via
• Phone conversations and/or conference calls
• Resources and/or support materials shared
  electronically
• Support for mentees development and work on a
  program/personal development plan
• NASTADs Role
• NASTAD Member Services and program teams offer
  mentoring to new AIDS directors and new program
  directors
• NASTAD works with those desiring mentoring to
  match them with an appropriate mentor
• NASTAD will evaluate the effectiveness of the
  mentoring relationship through ongoing phone
  assessments and a year-end evaluation of mentor
  and mentee

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Media Segment

• Keys to successful media relationships
• Reflecting (but not repeating) information shared
  from the Webinar (on the Ning)
• Fun with practice

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Your Experience With the Media
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MEDIA SURVIVAL CHECKLIST

• Be pre-prepared with facts/figures
• Give simple, positive messages
• Be open, honest and accessible
• Respond quickly to all inquiries
• Do more than expected (this will establish your
  credibility and reliability)
• Use common sense

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Knowing Your Local Media

• Its always good to know the media scene
• Create an accessible list with reporters names,
  station identification, contact information
• Consider using a Media Encounter Sheet
• Work with your departments communications people
  
• Be sure you can interact with the mediain some
  health departments you cant. (Rules change with
  directors.)

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Retention After

• 3 Hours
• Radio 70
• Newspaper 72
• TV 85
• 3 Days
• Radio 10
• Newspaper 20
• TV 65
• comparative Analysis of Media Outlets

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Single Overriding Health Communication Objective

• SOHCO
• This is your main point or objective or the theme
  of the interview
• Even though they approached you you need to
  understand what your focus will be
• Be prepared with facts

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Preparing for the Interview

• Think of examples to support your SOHCO
• Develop sound bites or mini quotes one sentence
  statements
• Anticipate the reporters questions
• Practice
• If the reporter slips in a question you cant
  (wont) answer be prepared with some responses

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Helpful Outline for Interview

• First Sentence -Make a statement that answers the
  reporter's question as briefly as possible.
• Second Sentence -Support your answer.
• Third Sentence -Transition into your message or
  SOHCO.
• Fourth Sentence -State your message.

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Making the Most of the Interview

• Before the Interview
• List SOHCOs
• Set the Agenda
• Rehearse know facts
• If TV, decide the location for best visual/look
  in the mirror/dress appropriately

• During the Interview
• Be clear and specific
• Be calm at all times eye contact
• Be persuasive
• Repeat the message if time permits
• Avoid saying no comment

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Other TIPS

• Get your main point out, even if interrupted
• Do not repeat negative phrases a reporter may use
• Do not accept a reporters facts know yours!
• Challenge questionable facts or assumptions
• Keep your cool never reveal anger or emotional
  upset

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Case Study Lena Marco and the Media

• What was Lenas relationship with the Media?
• What are the opportunities to leverage the media
  to help achieve her program goals?

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News At 6!!!

• A reporter calls you about the Presidents
  program to reinvigorate funding for abstinence
  education. What are you doing about that?
• She is a noted TV anchor and wants to run a story
  on the 6 oclock news as part of her series
  Obamacare do you know what it means for you?
• She wants a live interview with you in 15 minutes

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Getting ready for lunch presentations
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Next Steps