Excellence in Mental Health Leadership

Learning objectives:

• Define the differences between management and leadership  
• Discuss some of the challenges of transitioning to management and how to handle them  
• Identify the various stakeholders involved in a complex situation and how to manage them
• Clarify who they want to be as a leader (their personal “why” as a leader)  
• Discuss the strengths and challenges of different leadership styles
• Use a reflective practice to learn and grow as a manager   

When: TBD
Facilitator: Dr. Lucas Dufour

Learning objectives:

• Describe factors that affect growth and adaptation within social organizations   
• Discuss how the changing needs of vulnerable populations served by mental health organizations in Ontario are driving change in the social sectors   
• Identify the importance of strategic planning in guiding social organizations during this period of change   
• Describe the role of front-line managers in successful implementation of strategic imperatives   
• Explain how strategic focus contributes to effective leadership  

When: TBD
Facilitator: Marion Langford

Learning objectives:

• Clarify the roles and responsibilities of executives, managers, and employees in the change process  
• Define a compelling rationale and vision for change
• Identify and appreciate the different impacts that a change may have on staff
• Recognize transition phases, and how to engage staff in each phase
• Develop and implement a change management communication plan   

When: TBD
Facilitator: Marion Langford

Learning objectives:

• Read and interpret financial documents such as budgets and business proposals  
• Become more familiar and comfortable with spreadsheets as the key tool in building financial documents  
• Use day-to-day budget management to contribute to departmental success for their team and organization  
• Describe key financial documents and their uses in day-to-day budget management  
• Assess how various drivers can affect variable costs in the budget, and how to plan effectively for them  
• Project costs into the future for diverse purposes such as forecasting, preparing a multi-year budget, and creating project proposals  

When: TBD
Facilitator: Joel Clark

Learning objectives:

• Identify areas of Human Resources that require legal compliance (employment standards, occupational health and safety, workplace harassment, human rights, workplace injury and illness, accessibility, and privacy)   
• List key manager responsibilities in each of these areas   
• Search and locate information sources to support decision-making and actions   
• Use key steps to create effective recruitment and onboarding processes   
• Explain the unique characteristics of managing a unionized team   

When: TBD
Facilitator: Nives Malara

Morning
Learning objectives:

• Describe their role in cultivating employee performance  
• Apply criteria for setting clear expectations    
• Use appreciative listening to foster good communication   
• Assess and leverage different factors that contribute to individual performance    
• Create an agreement for giving/receiving feedback with employees    
• Use a framework to productively lead coaching conversations    

Afternoon
Learning objectives:

• Assess the implications of performance issues/behaviours on different parts of the organization and identify the most compelling reasons to request performance changes    
• Define and clarify performance expectations
• Describe stages in the performance cycle and how to address employees at each stage 
• Plan how to customize feedback to engage employees in implementing changes in their performance  
• Conduct performance conversations that lead to clear agreements and accountability    

When: TBD
Facilitator: Marion Langford

Part 1
When: TBD
Facilitator: Breanna Phillip
Learning objectives:

• Explore the history of race and anti-Black racism in Canada and understand its implications on social systems
• Understand the concept of implicit bias and learn how to challenge them
• Understand the intrapersonal work that must be done to effectively engage racialized clients
• Recognize the ways in which Eurocentrism has shaped the current mental health field
• Analyze their organization’s current programs and services, and find opportunities to increase cultural relevance

Part 2
When: TBD
Facilitators: Dr. Natalie Kalb with guest speaker Dwight Ballantyne
Learning objectives:

• Describe the social determinants of health  
• Detect oppressive systems within White supremacy  
• Identify microaggressions as they relate to the 2SLGBTQIA+ community and racialized communities (not mutually exclusive)  
• Explore, reflect on and challenge perceptions and implicit biases   
• Manage team dynamics and conflict from an inclusive multicultural lens  
• Apply a modality to help employees interact better with marginalized clients and identify barriers that create treatment gaps 

Learning objectives:

• Support successful team formation and development    
• Establish team alignment by creating shared purpose, norms, and commitments with team members    
• Assess strengths and opportunities for an existing team through the lens of productivity and positivity (team culture)   
• Create a plan for supporting a team in enhancing work practices and/or team culture    
• Facilitate healthy and productive dialogue, conflict, and decision-making within inter-professional teams   
• Adapt team practices for remote and hybrid teams  

When: TBD
Facilitator: Carolynne Wintrip

It is encouraged for all participants to select and complete a project to apply and extend their learning to an individual, team, or organizational leadership issue. However, it is only mandatory for those who apply for the micro-credential and their projects will be formally assessed and scored. Micro-credential project submissions will be due approximately three weeks after the final module. Participants who successfully meet the criteria will be awarded the micro-credential. 

Please note: There is an additional registration fee of $300 plus HST for personal project assessment and obtaining the micro-credential. Upon registration in the program, you will be contacted by Humber College to learn how to register for the optional personal project assessment to earn the micro-credential.

At the end of this module, participants will be able to:  

• Confidently leverage data to accelerate impact by identifying trends, issues, technologies and standards that may impact delivery of health care and management of health  
• Implement data and analytics strategies to support continuous improvement in a complex, health care environment  
• Recognize opportunities to enhance decision-making, performance and client outcomes  
• Gain fluency in health-care data and analytics, to be better equipped to ask the right questions   
• Describe how various performance indicators, standards and benchmarks are used 
• Explain the relationship between outcome measurement and quality management initiatives to support data analysis and data presentation for decision-making purposes  

Facilitator: TBD

At the end of this module, participants will be able to:  

• Gain insight into the client experience and how to co-design (with the client and other stakeholders) improvements to service offerings  
• Use co-design tools and a facilitated approach to produce empathy maps and client journey maps    
• Leverage the experience and underlying needs and emotions of clients when designing improvements and innovations in programs and services 
• Assess the client experience through empathy mapping, a process that involves developing awareness of what clients think, feel, hear, say, and do during the service experience 

Facilitators: TBD

By the end of this module, participants will be able to:  

• List guiding principles for effective stakeholder and client engagement  
• Describe key elements of a partnership agreement  
• Identify priority target populations for stakeholder engagement   
• Identify opportunities for forming strategic partnerships with other community organizations   
• Use practical tools and strategies for defining key stakeholders, engaging clients, and others with lived experience, capturing client needs and experiences, and enhancing stakeholder engagement 
• Describe the benefits of various models of partnership (cooperative, collaborative, integrated) and how to structure and evaluate formal partnerships

Facilitator: TBD

By the end of this module, participants will be able to:  

• Use a comprehensive process to identify, refine and enhance key areas in their presentation skills, leadership presence and communication thereby enriching their interactions with team members, leadership, and clients 
• Apply the elements of effective presentation skills to engage/re-engage virtual, in-person and hybrid audiences  
• Define their personal value statement  
• Use specific tactics and techniques to identify and understand their audience  
• Exude charisma as an agent of influence  
• Apply a change model to facilitate adoption of change in their audience  
• Persuasively communicate change vision to motivate support and commitment from stakeholders  

Facilitator: Christine Felgueiras

It is encouraged for all participants to select and complete a project to apply and extend their learning to an individual, team, or organizational leadership issue. However, it is only mandatory for those who apply for the micro-credential and their projects will be formally assessed and scored. Micro-credential project submissions will be due approximately three weeks after the final module. Participants who successfully meet the criteria will be awarded the micro-credential. 

Please note: There is an additional registration fee of $200 plus HST for personal project assessment and obtaining the micro-credential. Upon registration in the program, you will be contacted by Humber College to learn how to register for the optional personal project assessment to earn the micro-credential.