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

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 Mar 09 – Proposal to merge CC, SMH & GW under SA Apr 09 – President Machen approves merger/consolidation Jul 09 –GatorWell transitions from SHCC to SA, Consultant comes to campus

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 Aug 09 – Discussion of functional vs. content roles at staff retreat Oct 09 – Creation of new functional roles at staff retreat Nov 09 - New HP generalist job description Dec 09 – Recruitment begins for 2 generalists

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 Apr 10 – Comm & Marketing Coord hired Jul 10 – Residential Programs Coordinator hired Jul 10 – Functional roles & teams finalized Sep10 – New strategic plan completed

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 Programs Coordinator

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-wide committees 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 Student Affairs Employee Enrichment & Development Committee Student Affairs Marketing & CommunicationStudent Affairs Assessment Team

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