WELNS 605: Wellness Management Administration

Introduction

Getting to Know You

Introductions Expectations of class Previous experiences with “programming”

Constructing Meaning… from where are we starting?

Wellness Health Health Programs Health Projects Administration Management

Wellness

An integrated method of functioning which is oriented toward maximizing the potential of which an individual is capable, within the environment where he is functioning

– Halbert Dunn, High Level Wellness, 1961

Health

Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity

– World Health Organization (WHO), 1946

– In more recent years, this statement has been modified to include the ability to lead a "socially and economically productive life."

Other Definitions… (Longest, 2004)

Programs and Projects: Groups of people and other resources formally associated with each other through intentionally designed patterns of relationships in order to pursue desired results.

Health Programs and Projects: Programs and Projects addressing health and well-being needs.

Health Programs: Expected to go on indefinitely, having an indeterminate life expectancy

Health Project: A sub-set of programs that are time-limited, having a pre-determined lifecycle

Salutogenesis: Antonovsky

Sense of Coherence (social, historical, and cultural context combine with life experiences to form the foundations of coherence)

– Meaningful– Manageable – Comprehensible

Generalized Resistance Resources (money, ego, faith, cultural stability, and social support… factors that help individuals perceive their world as an organized and structured reality)

Social Marketing

The application of commercial marketing technologies to the analysis, planning, execution, and evaluation of programs designed to influence the voluntary behavior of target audiences in order to improve their personal welfare and that of their society

-Andreasen

Distinctive Features

Consumer orientation Use commercial marketing technologies and

theory Voluntary behavior change Targets specific audiences Focus is on personal welfare and that of

society

Marketing Mindset

What is wrong with our programs? What do we need to offer them to offset their

costs? What would make our product more

attractive than the competition?

Psychological Type Theory

Carl Jung – developed to explain apparently random differences in people’s behavior which he posited were consistent with the way people prefer to use their minds.

Leadership Styles– Myers-Briggs Type Indicator (www.myersbriggs.org)– Keirsey Temperment Sorter (www.keirsey.com)– DISC– Extended DISC Leadership (www.extendeddisc.com)

Extended DISC® VS. MBTI

ThinkingIntrovert

Sensing Intuition

Judging

Perceiving ExtrovertFeeling

ENTJ

ENTP

INTJ

INTP

ENFJ

INFJ

INFP

ENFP

ESFJ

ESFP

ISFP

ISFJ

ESTP

ISTP

ISTJ

ESTJ

Take the Extended DISC

To prepare for our upcoming training on September 7th from 8:30-11:00, please complete the Personal Analysis questionnaire. When completing the questionnaire it is important to think of yourself while at work/school. Please complete the questionnaire no later than Friday, August 24th.

Go to: www.extdisc.com/edo/PersonalAnalysis where you will enter the access code of USA-CRI2006. Please do not take more than 10 minutes to complete the questionnaire. Please don't dwell on your answers. The first inclination is probably the best choice. When you have completed the questionnaire, it will be sent directly to Joan Ridgeway with the Extended DISC Indianapolis office for processing. (Joan will also be facilitating our session.) Should you have a problem accessing the web link by double clicking on the address, simply type in the address into your web browser.

Communication Theory

Diffusion of Innovations (4th ed. Rogers, 1995).

1st edition – 1962. This communication theory has provided the

theoretical basis for a rich, multidisciplinary body of literature.

The Innovation-Decision Process – At A Glance

Motivation/Learning Theory

Keller’s ARCS Model of Motivation (1983) Started work in the late 1970s This learning theory has been used to help account

for performance differences among participants in educational programs. Keller was one of the first to imply that the designers of educational programs should assume responsibility for motivation and that instructional designers should look beyond learner ability.

Constructs

Attention – Increase perceptual arousal with the use of novel, surprising, incongruous and uncertain events.

Relevance – Emphasize relevance to increase motivation.

Confidence – Allow students to develop confidence by enabling them to succeed.

Satisfaction – Provide opportunities to use newly acquired knowledge or skill in a real or simulated setting.

Behavioral Theory

Theory of Planned Behavior/Theory of Reasoned Action (Fishbein & Ajzen, 1975)– Expanded to include Perceived Behavioral Control

(Ajzen, 1988)

Parsimonious, context-free, intuitive framework Constructs: Attitudes, Subjective Norms,

Perceived Behavioral Control, Intention, Behavior.

The Theory of Planned Behavior: Structural Model

Subjective Norms for Behavior

Attitude Toward

Behavior

Perceived Behavioral Control for Behavior

Intention Usage/

Behavior

Change Theory

Trans-theoretical Model (Prochaska) The model describes how people modify a

problem behavior or acquire a positive behavior. It is a model of intentional change that focuses on the decision making of the individual.

Stages (Constructs)

Precontemplation – no intention to change behavior in the foreseeable future

Contemplation - people are aware that a problem exists and are seriously thinking about overcoming it but have not yet made a commitment to take action

Preparation - individuals are intending to take action in the next month and have unsuccessfully taken action in the past year

Action - individuals modify their behavior, experiences, or environment in order to overcome problems

Maintenance - people work to prevent relapse and consolidate the gains attained during action.

Class Expectations - Revisited

Review Syllabus Revisit Expectations (update as appropriate)

Logic Models

Provide a simplified picture of a program, initiative, or intervention that is a response to a given situation

Show the logical relationships among the resources that are invested, the activities that take place, and the benefits or changes that result

– Some call this program theory (Weiss, 1998) or the program's theory of action (Patton, 1997). It is a "plausible, sensible model of how a program is supposed to work." (Bickman, 1987, p. 5).

– It portrays the underlying rationale of the program or initiative. (Chen, Cato & Rainford, 1998-9; Renger & Titcomb, 2002)

Are the core of program planning, evaluation, program management and communications

UWEX Logic Model

www.uwex.edu/ces/lmcoursewww.uwex.edu/ces/pdande

UWEX Logic Model website

National Business Group on Health

Institute of Medicine

Executive Summary

Across the board, integration of programs — with core goals, with the organization’s culture, and with each other — is found to be the key to success. How do you achieve this? The IOM suggests:

– Make health a core value, linked to your overall mission. – Realize that goal by offering tangible, well-supported, integrated programs. – Encourage consistency across all programs, in all locations, with consistent data and evaluation. – Develop a data-based approach to policy, planning, programming; create a standardized “health

and performance” full-cost accounting; incorporate essential elements of integrated health programs in contracting requirements.

– Recruit supervisors and managers to help make the links for employees between health, productivity, and the success of the organization.

– Obtain, understand and apply health care cost and utilization data to optimize programs. – Offer a basic health assessment tool, like a health risk appraisal (HRA), to all employees. – Coordinate and integrate all individual and organization-wide health policies

and programs.– Promote, then provide or make available, health screenings to minimize risks. – Evaluate every program to ensure it’s effective and has enough resources. – Employ a framework for measurement offering direct access to the data you collect. – Collaborate across departments, divisions, regions and job types. – Assemble a data-management team from key areas for ongoing measurement

and evaluation. – Establish system-wide data architecture and technology. – Learn from your mistakes and successes. View all of your health promotion efforts as opportunities

to gather research on what does and doesn’t work.

Master Check List

Assemble a team Draft your mission Take stock Define “good” Gather the evidence Check in Declare a moratorium Define the “keepers” Run the numbers Consider a checkup Clean house Organize your data Write a communication plan

Healthy Workforces Are…

Healthy: Positive health behaviors; minimal modifiable risk factors; and minimal preventable illnesses, diseases and injuries.

Productive: Functioning to produce the maximum contribution to achievement of personal goals and the organizational mission.

Ready: Possessing an ability to respond to changing demands given the increasing pace and unpredictable nature of work.

Resilient: Adjusting to setbacks, increased demands, or unusual challenges by bouncing back to optimal “well-being” and performance without incurring severe functional decrement.

Case for Change Checklist

Build your own case Gather the evidence Check in Diagnostics Don’t forget the data Make a communication plan

Best Practices Checklist

Gain understanding of your population Draft or revisit your health mission Then build a system Now find programs to bring your system

to life

Implementation Checklist

Assemble a truly representative team Study your people. Where do they live? Take a look at your workplace Create incentives

Data Integration Checklist

Assemble a team Draft your mission Take stock Define “good” Clean house Organize your data

Walk Across Indiana

BSU Recreation Services is working on a 5K for October 7 that will be tied to the Governor’s “Walk Across Indiana” initiative:

Amanda Salyer-Funk (a 2006 graduate of our program and the Assistant Director) is coordinating this, and she could use some help. You will be working with a terrific planner who will coach and guide you… but she needs folks with a lot of energy and some flexibility to meet with two undergraduates she has working on the project as well. Please contact Amanda if you are interested in helping out! alsalyer2@bsu.edu.