摘要：Recent public health literature contains calls for collaborative public health interventions and for leaders capable of guiding them. The National Public Health Leadership Institute aims to develop collaborative leaders and to strengthen networks of leaders who share knowledge and jointly address public health problems. Evaluation results show that completing the institute training increases collaborative leadership and builds knowledge-sharing and problem-solving networks. These practices and networks strengthen interorganizational relationships, coalitions, services, programs, and policies. Intensive team-and project-based learning are key to the program’s impact. Many authorities assert that public health improvements will require the sustained actions of coalitions and partnerships 1– 4 and frequently call for leaders with the vision and skills to foster them. 2, 3, 5– 8 The National Public Health Leadership Institute (PHLI) seeks to develop collaborative leaders who convene or participate in partnerships, 9– 13 and to strengthen national networks of leaders who trust one another, share knowledge, and work together to improve public health. 14– 26 The Centers for Disease Control and Prevention (CDC) founded PHLI in 1991 and remains its sponsor. For its first 9 years, PHLI was offered in California and annually enrolled 50 to 60 individual leaders (or “scholars”). 27, 28 In 2000, the CDC selected a new partnership to offer PHLI: the University of North Carolina at Chapel Hill (UNC) School of Public Health, the UNC Kenan-Flagler Business School, and the nonprofit Center for Creative Leadership, Greensboro, NC. PHLI now enrolls multiorganizational teams of 2 to 4 senior leaders, and requires intensive teamwork-based learning projects. 29– 31 (The program has begun to accept several individual scholars each year in addition to teams, to accommodate the preference of some learners; but at the time of this study all learners came in teams.) Learning methods for the 12-month program include leadership style assessments, personal feedback and coaching, assigned readings, interactive lectures/discussions, case studies, regular conference calls with experts, and a team project. 32 A week-long retreat includes seminars and simulations in leadership, teamwork, systems thinking, negotiation, communication, and succession planning. 33 Recent evaluation questions included (1) what are the effects of PHLI on scholars’ leadership understanding, perspectives, and practices; and (2) what have the team leadership projects achieved during the program and after graduation?
