From Content to Process: The Transition of a Health Promotion Department

1. From Content to Process: The Transition of a Health Promotion Department Shirley Haberman, PhD, CHES Jane Emmeree, PhD, CHES

2. Learning Objectives • Identify two or more limitations of a health education content specialization model • List two or more staff functional roles in a health promotion department • Discuss steps in transitioning from a topic-based model to a functional role model

3. Background • July 1, 2009 – GatorWell Health Promotion Services transitions from the Student Health Care Center under the College of Medicine to the Division of Student Affairs

4. Transition Timeline

5. Consultant Recommendations • Department reports to Counseling Director • Separation of clinical nutrition services from health promotion • Transition from Content to Functional Model

6. Transition Timeline

7. Background • March 2010 – Moved to new building • Became affiliated with the Counseling and Wellness Center • Separation of medical nutritional therapy from nutritional health promotion • Initiated new functional model

8. Transition Timeline

9. Content Model Advantages • Services organized by topic • Staff as content experts • Based on medical model

10. Content Model Disadvantages • Lack of flexibility • Staff expected to possess diverse skill sets • Topical programs planned in isolation

11. Content Model Disadvantages • Staff work in silos, turf issues. • Whole student neglected • Incongruence with the SPHPHE, Hiring Guidelines

12. Process Model • Department organized around functional needs • Professionals develop relevant skill sets • Encourages team work • Hiring of generalists vs. specialists • Creates consistency & reduces redundancy • Develops flexibility and new identity among professional staff

13. Potential Functional Roles • Assessment & Evaluation Coordinator • Health Communications & Marketing Coordinator • Technology & Social Media Coordinator • Professional Development & Training Coordinator

14. Potential Functional Roles • Resources Coordinator • Student Development & Leadership Coordinator • Residential Outreach ProgramsCoordinator

15. Discussion Questions • What do you think about moving away from a content model to a process model? • Can you envision ways to incorporate this model into your department? • Which functional roles would work best for you? If you had to pick 1 or 2 roles, which would you choose?

16. Steps To Transition • Assess staff support for model • Identify relevant functional roles • Assign a coordinator for each role

17. Steps to Transition • Create specific duties for each role • Update job descriptions • Assign coordinator to corresponding division-widecommittees • Create professional development plans • Develop strategic plans

18. Assessment & Evaluation Coordinator Duties • Facilitates departmental assessments and evaluations • Creates annual assessment/evaluation plan and calendar of projects • Conducts or provides consultation for literature reviews. • Coordinates the development of assessment and evaluation IRB proposals, plans, surveys, analyses and reports • Prepares reports of assessment and evaluation results. Edits all assessment reports for accuracy. Provides data reports/graphs upon request by the director. Vettes all data requests through the director. • Serves on the Division’s Assessment Team

19. New Job Description Language • “Provides expertise and facilitates departmental coordination in one or more of the following functional responsibility areas: assessment & evaluation, student leadership and development, residential programs, grant writing, professional development and training, health communication/marketing or social media/technology.”

20. Assign Coordinators to Existing Committees

21. Professional Development Plan • Identify skills that need improvement for each coordinator role • Create a 2-3 year plan to expand coordinator’s skill set • Conferences and workshops • Self-study (On-line options, webinars, books, etc.)

22. Develop Strategic Plan by Function

23. Our Outcomes/Results • Hybrid model • Staff assigned to coordinate major topic(s) and function(s) • More responsive to new needs, projects and interests • More congruence with division-wide committees • More interdepartmental collaboration

24. Outcomes/Results • More consistency/less redundancy • Increased control over website • Increased skills and expertise in functional areas

25. Challenges/Lessons Learned • Sorting out responsibilities where roles overlap • Setting priorities between and within functional and content areas • Skill development takes systematic plan, time and resources

26. Summary • Limitations of a topic specialization model and benefits of adding functional roles • Types of functional roles • Steps and strategies for incorporating functional roles into existing model

27. Questions? Shirley Haberman, PhD, CHES shirleyh@ufl.edu Jane Emmeree, PhD, CHES emmeree@ufl.edu