COLLEEN HUEBNER: Ann. Thank you very much. I thank you for all your participation in this, making this conference happen. Both Ann and Cheryl at the back doors are ready to paper you with-

UNIDENTIFED SPEAKER: These are trainees.

COLLEEN HUEBNER: Right, right, right, with evaluation forms so please pick up the yellow evaluation form. If we could present a profile of knowing leadership when we see it while in training, it would be Ann Foster. It was mid March when I received this email from Laura Kavanagh with a draft of the MCH trainings national plan. I lead into this slide as a funny thing happened to me on the way to this conference in that the work and planning for this conference began two years ago or so. And inspired by my visit to a Baldrige Training Institute, I came home inspired to look for mission, alignment, process, and realized I didn't know what the MCH Training Program's mission was. So I started to dig and dig in the materials on the internet. I asked for help. The people who helped me also came up empty handed and it was rather sheepishly on a conference planning call that I said to Laura, Laura, I can't find our mission statement. And she said, we don't have one. Well, since then, and maybe this process contributed in some small way, we have a draft of a mission statement as well as goals in that, in that draft strategic plan that was sent to all of you. How do leaders contribute to this mission?  I think as part of both the process and products of our training programs.

In the past two days, we've focused on various facets of leadership that can bring us closer to this vision of policies and systems of care that value diversity of opinion, that are ethical, that are family centered, that are culturally competent. These are MCH values. They are the context in which we train and work and give back to our communities. In addition we focused on cross cutting processes and skills for change and ways to sustain change and those have included some of the competencies we've discussed in workgroups including communication, negotiation, coalition building and effective management. We've discussed in the reporting out and identified overlap and redundancy across these domains and thereby identifying a need for some consolidation. But I have not heard in the reporting out sessions, the dinners, the social hours that any of these domains are unimportant to the future of MCH Leadership Training. So how do we proceed today?  I think we are within workgroups in different places toward working, working toward measurement outcomes. And I'd like to back away from that task a little bit for today and let you continue with the momentum that you built up yesterday to first consolidate your work from yesterday to answer this question for your domain.

An MCH leader should, fill in the blank, know, act, be, those of you who develop competencies know this as the knowledge behavior attitudes that are characteristic of this domain. And then to ask yourself, how do you recognize this facet of leadership early one in your trainees?  In your trainees while they're in the program or within one year after graduation, let's say. This idea of having sort of halo effect is particularly important in schools of public health where students will complete their thesis than sleep for a couple of weeks after graduation. And maybe in summer, you know, begin to think about manuscript submission and pulling that together for a new audience. So how do you recognize this facet of leadership early on in your trainees during training ships soon after graduation, and then in graduates five and ten years out?  If you haven't talked about this already and it's right for your workgroup, how would you train to this?  And then, as I was thinking and reflecting on all of the fabulous presentations of yesterday, it occurred to me, do we as faculty feel confident in our skills to create explicit training experiences in these various domains?

We framed this conference with the insight of leaders of today. And throughout we've asked them, what do they understand now, that led them to where they are today?  What do they understand about the attitudes, the knowledge or the skills that have helped them be successful. It seems reasonable to draw lessons from these wise leaders at MCH to create explicit training opportunities for our trainees so that they can develop and value those same competencies and perhaps at multiple points along their training. So there may be some training experiences and opportunities within the programs and then on in their own developmental projectory, an idea that I think we have come back to and validated in this meeting that is consistent with the material discussed in 1987. So we're really thinking about from trainee to CE if you will, and that all of our work doesn't have to be packed into that precious one-year or two-year training period in which we work so closely with our trainees.

Throughout the conference I know I've realized and I think many of you have too, that we as individuals have expertise in a few of these competency areas but perhaps no one is expert in all. And this was reinforced in the notion of leadership teams where you may not need to be expert in all of these areas, but do a gap analysis of those around you and identify, to assure that there are strengths in each of these areas. The other thing that we came to be aware of is how very unaware we are of how we gained these expertise, expertise's. How did we come to know this?  We asked the best and the brightest multiple panels and it was sort of, well, I was there at the right time. Or I thought I was in the wrong place but it turned out that I was in the right place at the right time. Or you know, opportunities found me. So what does this mean for us as leadership faculty? Are we comfortable?  Do we feel confident in creating opportunities and teaching to these competencies that we may or may not have. And if we have, most likely don't know how we've acquired them. So one very real possible product of this conference, through this kind of self-reflection is to highlight the importance of faculty development, if we believe that these are now explicit important opportunities to highlight through explicit trainings, either skill buildings, experiential learning in our trainees. Do we know how to do that? Or would we, should we first look to develop this within ourselves. So these are, this is the charge then for the next hour. If the recorders could write down this pivot statement, and MCH leader should... Yes, and this is, my site originally said a mature leader and I, you know, I didn't want to be accused of being ageous. So what I mean is someone's who's established in the field of MCH, an MCH leader should know this, be this, act in this way. And use this as the primary organizing principle of your reporting out. Question?

UNIDENTIFED SPEAKER: Could I just ask one question? When you get one year out, what about in the midst of training, six months and twelve months?  I mean, it seems to me you have been capturing your ability to assess them because it's going to be very much higher than when you're at, add that.

COLLEEN HUEBNER: Absolutely. I didn't want to give the workgroups too many micro tasks for discussion but your ideas are very good and I was hope that that would be captured in this, in your trainees sort of wilder there or within this halo period soon after graduation.