2014|Student Guide
MANAGEMENT
This publication was made possible in part through the support provided by the United
States Agency for International Development (USAID). The opinions expressed herein are
those of the author(s) and do not necessarily reflect the views of USAID or the US
Government. USAID reserves a royalty-free nonexclusive and irrevocable right to
reproduce, publish, or otherwise use, and to authorize others to use the work for
Government purposes.
SEAOHUN One Health Course - Student Guide
Module: Management
This module provides learners with an understanding of the skills needed
to manage a One Health initiative, including:
 Planning for staffing, budget and resources.
 Implementing policies and procedures needed to guide and
support the day-to-day operation of the initiative.
 Managing and monitoring the initiative to maximize effectiveness
of One Health actions and the achievement of desired health
outcomes.
 Problem-solving and taking corrective action during the initiative,
as well as learning and sharing post–project.
 Ensuring the safety and well-being of the One Health team.
There are seven sessions in this module:
Time/Length Topic/Activity
0 minutes Introduction to One Health Management
Work Plans: The Key to Successful One Health Initiative
120 minutes
Management
Policies and Procedures: The Key to Guiding and Supporting One
120 minutes
Health Initiatives
180 minutes Tools for Managing One Health Initiatives
90 minutes Monitoring Implementation to Achieve Outcomes
120 minutes Managing Team Safety and Well-being
60 minutes Learning Reflections and Evaluation
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Module: Management
Module Competencies
Competency #1
Understand the difference
between managing and
leading and the importance
of each to a successful One
Health initiative.
Learning Objectives to Develop Competency
Understand the different roles an individual plays in a One Health
initiative through its project life cycle, including:
 Managing to create predictability and ensure that results are
produced.
 Leading to create positive disruption and large-scale change.
Competency #2
Develop work plans to
monitor and achieve
progress.
Learning Objectives to Develop Competency
Create work plans that are designed to achieve outcomes with:



Clearly identified activities/tasks and outcomes.
Staffing, budget and resources needed to achieve results.
Timelines to ensure that sequential and parallel activities
are completed so that the initiative is finished on time.
Understand the relationships among the project scope, timelines,
resources and quality of outcomes.
Competency #3
Ensure policies, procedures
and systems are in place to
guide and support the Ohe
Health initiative.
Learning Objectives to Develop Competency
Competency #4
Learning Objectives to Develop Competency
Oversee implementation
and monitor the initiative
to maximize the
effectiveness of One
Health actions and desired
health outcomes.
Manage and monitor a One Health initiative to ensure that the
initiative is:
Understand the role that policies and procedures play in One
Health initiatives.
Define the elements for “good” policies and procedures.





Competency #5
Overcome barriers, solve
problems and apply
corrective actions during
the One Health initiative.
Evaluate and share
learnings post-initiative.
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Tracking indicators.
Achieving results and meeting outcomes.
Demonstrating excellence, competence and
professionalism.
Operating within budget.
On time.
Learning Objectives to Develop Competency
Ensure that One Health initiatives deliver results by:



Identifying and overcoming barriers.
Proactively addressing and solving problems.
Adjusting plans and course correcting in response to
changes and/or new information.
SEAOHUN One Health Course - Student Guide
Competency #6
Ensure the safety and wellbeing of the One Health
team.
Learning Objectives to Develop Competency
Ensure the safety and well-being of the One Health team by:




Preparing a communication and emergency action plan for
the One Health team
Monitoring the physical and mental health of One Health
team members (e.g., nutrition, exercise, sleep, home/family
issues for teams working extended hours or away from
home).
Providing mechanisms for stress reduction.
Providing “employee assistance” support during and post
initiatives.
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SEAOHUN One Health Course - Student Guide
INTRODUCTION TO ONE HEALTH MANAGEMENT
Learning Objective:
Understand the different roles one plays in a One Health initiative
throughout the project life cycle by:
 Managing to create predictability and order to ensure results are
produced.
 Leading to create positive disruption and large-scale change.
Pre-work
Prior to the first session, watch one of the following videos by John Kotter, a Harvard
Business School professor who did ground-breaking work on the difference between
management and leadership.
Pre-work
Video Option 1:
The Differences between
Management and Leadership
Video Option 2
The Key Differences between
Leading and Managing
www.kotterinternational.com/our-principles/change-leadership
First Management Assignment
Imagine that your professor asked you to organize a one-day symposium for a visiting
scholar. You are to invite everyone in the department and the leaders of the university.
Individual
Activity Write down all of the things you will need to do to make this event successful. You have 5
minutes.
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Module: Management
Class List of Tasks and Times
Large Group
Activity
Step
1.
Task
2.
3.
4.
5.
6.
7.
8.
9.
10.
Project Management Triangle
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Time
SEAOHUN One Health Course - Student Guide
Role of the Manager
What do you think?
Large Group
Discussion



What do you feel is(are) the primary role(s) of a manager?
Can you separate leadership and management?
What has been your experience?
Notes:
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Module: Management
Notes:
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SEAOHUN One Health Course - Student Guide
WORK PLANS
The Key to Successful One Health Initiative Management
Learning Objective:


Create work plans that are designed to achieve outcomes with:
- Clearly identified activities/tasks and outcomes.
- Required staffing, budget and resources to achieve results.
- Timelines to ensure sequential and parallel activities are completed
so that the initiative is finished on time.
Understand the relationship among the project scope, timelines, resources
and quality of outcomes.
Designing Project Work Plans
Lecture
A project work plan answers the basic questions of:
 Why? – Why are we doing this initiative?
 What? – What is the work that needs to be performed to successfully complete
the initiative? What are the major products/deliverables?
 Who? – Who will be involved and what will be their responsibilities within the
initiative? How will they be organized?
 When? – What is the timeline and when will milestones be completed?
 Where? – Where is the One Health initiative taking place (e.g., the location)?
These questions define the initiative’s scope, resources, schedule and the quality of
outcomes (i.e., activity, service or product), also known as the “Project Management
Triangle.”
Key project management terms are:
 Schedule – The amount of time available to complete a project.
 Resources – Include people, equipment and materials.
 Scope – What must be done to achieve the initiative’s outcomes.
Additional Notes from Lecture:
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Module: Management
Creating a Project Work Plan for a Meeting
Challenge – Scrub Typhus Outbreak Planning Meeting
Your Dean has asked you to quickly convene a group of One Health professionals
to discuss how to respond to the threat of a scrub typhus (tsutsugamushi disease)
outbreak. The Dean just finished a conference call with representatives from the
Ministry of Health and Department of Ecology and Wildlife Protection in which they
request help from your university saying that they are worried about the possibility of
an outbreak of scrub typhus in the northern region.
At the end of the class, record in the table on the next page the class’s decisions about how to plan
the meeting. This will involve filling in each column.
Notes:
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SEAOHUN One Health Course - Student Guide
Work Planning Document
Initiative: Scrub Typhus Outbreak Planning Meeting
Expected Outcomes:
Step
Category
Activity/Task
Begin
Date
End
Date
Responsible
Individuals
Status of
Indicators
Potential Risks and
Mitigation Measures
1
2
3
4
5
6
7
8
9
10
11
12
13
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Module: Management
Work Plan for Response to a Scrub Typhus Outbreak Planning Meeting (continued)
Step
Category
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
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Activity/Task
Begin
Date
End
Date
Responsible
Individuals
Status of
Indicators
Potential Risks and
Mitigation Measures
SEAOHUN One Health Course - Student Guide
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Module: Management
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SEAOHUN One Health Course - Student Guide
The RACI Model
Lecture
Rarely does everyone on a team have the same understanding of who is responsible for
what. RACI charts are a simple way to clarify roles and responsibilities, making sure that
nothing is overlooked. RACI charts also eliminate duplicative efforts and confusion by
assigning clear ownership for each task.
Responsible. The person who performs the work. There must be at least one “R” for
each task or activity.
Accountable. The person ultimately accountable for the work or decision being made.
The individual carries the “yes” or “no” authority and has full veto power for an activity.
Only one “A” can be assigned to a task or activity and authority must accompany
accountability. Some tasks or activities may not have an “A.”
Consulted. Anyone who must be consulted prior to a decision being made and/or the
task or activity being completed. There can be as many “C’s” as are appropriate in each
row. Consulting involves two-way communication.
Informed. Anyone who must be informed when a decision is made or work is
completed. There can be as many “I’s” as are appropriate. Informed may only involve
one-way communication.
Checking a RACI Analysis
Vertical Analysis
Horizontal Analysis
 No empty columns
 No empty rows
 Too many R’s or A’s  No R’s
 Qualifications
 Too many R’s or A’s
 Too many C’s
 Too many I’s
A RACI Analysis
 Clarifies individual roles, responsibilities and hand-offs.
 Establishes expectations
 Eliminates duplication of efforts
 Improves internal and external communication
On the next page, create a RACI analysis for the individuals in the scrub typhus outbreak
work plan.
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Module: Management
RACI Analysis
Initiative: Planning Meeting to Respond to a Scrub Typhus Outbreak
Functional Roles (list by name or role)
Step
Category
1
2
3
4
5
6
7
8
9
10
11
12
13
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Activity/Task
SEAOHUN One Health Course - Student Guide
RACI Analysis for a Response to a Scrub Typhus Outbreak Planning Meeting (continued)
Step
Category
Activity/Task
Functional Roles (list by name or role)
14
15
16
17
18
19
20
21
22
23
24
25
26
27
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Module: Management
Notes and Reflections
What do you think about:


Creating work plans for One Health initiatives?
Using a RACI analysis for One Health initiatives?
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SEAOHUN One Health Course - Student Guide
POLICIES AND PROCEDURES
The Key to Guiding and Supporting One Health Initiatives
Learning Objective:

Understand the role that policies and procedures play in One Health
initiatives.

Define the elements of “good” policies and procedures.
Definitions and Importance of Policies and Procedures
Large Group
Discussion
Graphic from: my.civilservice.gov.uk
If policies are tools that set boundaries within which we operate, what value do they bring to:
 Universities?
 Government ministries?
 One Health initiatives?
Procedures are a series of steps or actions that are used to accomplish specific tasks and are required for
staff to follow. Given this definition, what do you think procedures add to a One Health initiatives?
What makes a good policy and/or what makes a good procedure? Record your answers below.
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Module: Management
One Health Policies and Procedures
Small Group
Activity
Notes:
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Group 1 Task
Find a health-related policy in your school, locality or
nation. Summarize it and use the checklist from class to
outline why you think it is a good policy or why you
think it is not a good policy. Be prepared to discuss this.
Group 2 Task
Find a health-related procedure in your school, locality
or nation. Summarize it and use the checklist from class
to outline why you think it is a good procedure or why
you think it is not a good procedure. Be prepared to
discuss your conclusions.
SEAOHUN One Health Course - Student Guide
Think about…

Large Group
Discussion


Are there any revisions we need to make to our checklist on what makes a good
policy/procedure?
How do you think policies/procedures benefit One Health initiatives?
When managing a One Health initiative, what do you think will be the
challenges of getting teams to follow policies/procedures
Notes:
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Module: Management
Notes:
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SEAOHUN One Health Course - Student Guide
TOOLS FOR MANAGING ONE HEALTH INITIATIVES
Learning Objective:
Ensure One Health initiatives delivers results by:
 Identifying and overcoming barriers.
 Proactively addressing and solving problems.
 Adjusting plans and correcting activities in response to changes and/or
new information.
Introduction to Six Sigma
Lecture
Six Sigma is a set of tools and techniques/strategies for process improvement. The Six
Sigma process seeks to improve the quality of process outputs by identifying and removing
the causes of defects (errors) and minimizing variability in manufacturing and business
processes. At the core of Six Sigma is the DMAIC (Define, Measure, Analyze, Improve,
Control) process:
Notes:
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Module: Management
Six Sigma Tools
From the list below, select a tool below that sounds interesting and which you would like
to learn more about. You and your group have 60 minutes to research the tool and
Small Group prepare a 10-minute presentation teaching the tool to the class.
Activity
1. Affinity Diagram
Define
2. Process Flow
1. Histogram
Measure
2. Pareto Chart
1. 5-Why Analysis
Analyze
2. Cause and Effect Diagram
3. Fishbone
1. Brainstorming
Imrovement
2. Systems Diagram
1. CHECK Process
Control
Notes:
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SEAOHUN One Health Course - Student Guide
Notes from Group Presentations
Affinity Diagram
Process Flow Chart
Histogram
Pareto Chart
5-Why Analysis
Cause and Effect
Diagram
Fishbone Diagram
Brainstorming
W
Why
Why
Why
Why
Systems Diagram
CHECK Process
Notes:
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Module: Management
Notes:
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SEAOHUN One Health Course - Student Guide
MONITORING IMPLEMENTAITON TO ACHIEVE OUTCOMES
Learning Objective:
Manage and monitor a One Health initiative to ensure that the initiative is:





Tracking indicators.
Achieving results and meeting outcomes.
Demonstrating excellence, competence and professionalism.
Operating within budget.
On time.
Status of Indicators and Potential Risks and Mitigation Measures
Individual
Task
Return to the work plan you developed earlier in this module for planning a meeting to
respond to a scrub typhus outbreak. For each step, fill in the columns for:
 Status of Indicators
 Potential Risks and Mitigation Measures
Addressing Obstacles and Challenges to the Work Plan
Small Group
Task
Obstacle:
You have 20 minutes to plan how you will adjust your project work plan given the
obstacle on your card. Prepare a 5-minute report to share with the class.
Notes:
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Module: Management
Notes:
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SEAOHUN One Health Course - Student Guide
MANAGING TEAM SAFETY AND WELL-BEING
Learning Objective:
Ensure the safety and well-being of the One health team by:




Pre-Work
Preparing a communication and emergency action plan for the One
Health team.
Monitoring the physical and mental health of team members (e.g.
nutrition, exercise, sleep, home/family issues for teams working
extended hours or away from home).
Providing mechanisms for stress reduction.
Providing “employee assistance” support during and post initiatives.
Daily Stress Diary
HOMEWORK – (The Daily Stress Log will be submitted either by email or
discussed in the last class.)
The Daily Stress Log is a diary to record when you are feeling stressed in
order to increase your awareness of what causes you stress. For two or
three days before this class, note any and all activities that put a strain on
your energy and time, trigger anger or anxiety, or precipitate a negative
physical response. Also note your reactions to these stressful events.
When you have completed a daily log for a few days, review the log and
identify two or three stressful events or activities that you can modify or
eliminate. It has been said that awareness is half the battle. As you track
the events that happen during a day and notice patterns in which you
find yourself getting more stressed, you can begin to take steps to make
adjustments in those damaging patterns. The following is an example of
a Daily Stress Log.
Daily Stress Log
Name:___________________________ Date:__________________
Time
Place
Source of
Stress
Tension
Level*
Coping
Strategy
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Module: Management
*Tension level: 1 = Slight 2 = Moderate 3 = Strong 4 = Intense
Major source of stress today: ______________________________
Assessment of how you managed stress today:
Emergency Action and Communication Plans
Large Group
Brainstorm
Notes:
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Emergencies happen when they are least expected; therefore, preparation is key. The
focus of the session is emergency communication plans. These plans allow a manager to
lead a One Health team effectively and efficiently during a crisis. What should be
included in an emergency communication plan?
SEAOHUN One Health Course - Student Guide
Stress
Emergencies cause stress! But so do tight deadlines, over working, emerging pandemic threats! Keeping
the team healthy is a critical role of management. One Health initiatives may involve working in different
cultures, working away from family and friends, working across tight timelines, finding answer to
problems that no one has yet defined. Each can cause stress. It is critical that One Health managers help
team members recognize the signs of stress and develop ways to effectively manage the stress.
To help a team manage stress, the manager needs to recognize it. Stress appears differently in different
people (e.g., some people may lose weight while others gain weight, some may sleep too much and
others get insomnia, etc.) The same situation can elicit a very different stress response in different
individuals due to the individual’s perception of the experience. Therefore, assessing stress can be
complex and challenging. Let’s look at a four “assessments” you can have people do. The four
assessments and their descriptions are taken from:
Weber University n.d. Self-Assessment. Retrieved from
http://faculty.weber.edu/molpin/healthclasses/1110/bookchapters/selfassessmentchapter.htm.
The four assessments measure stress from a variety of perspectives: physiological indicators of stress,
perceptions of stress, sources of stress. Assessing stress is a complex and challenging process. Each
assessment is a piece of a puzzle. When put together, the pieces form a complete picture.
Assessment #1: Physiological Stress Assessment
Physiological measures of increased stress are increased heart rate and increased respiration rate. The
average pulse rate for an adult is approximately 70 to 80 beats per minute. The average respiration rate is
around 12 to 16 breaths per minute. A faster heart beat or breathing rate might be an indicator of higher
than desired stress levels.
Resting Heart Rate
Breathing Pattern
Respiration Rate
How stressed are you
feeling?
______ Beats per minute
____Abdomen _______Chest _______ Both
______ Breaths per minute
Low 1 2 3 4 5 6 7 8 9 10 High
Resting Heart Rate
Check your resting heart rate (pulse) after you have been sitting or relaxing for a period of time. A watch
or clock with a second hand (or digital seconds) is needed. First, find your pulse. The radial pulse is on the
thumb side of the wrist or the carotid pulse is on the neck just under the jaw. For sixty seconds, count the
number of beats that you feel. Place this number in the first line of the Assess Stress Table.
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Module: Management
Breathing Pattern
Next, find a chair that has a back to it. Sit so your back is straight up and down against the back of the
chair. Place one hand on your abdomen with your palm covering your navel. Place your other hand on the
upper part of your chest with the palm of that hand just above the heart. For a minute or two, become
very aware of your breathing. While sitting straight up, notice your breath as it goes in and comes back out.
Become aware of your hands as you breathe in and out. Which one seems to move more? Is it your
abdominal hand or your chest hand? Or do they both move equally?
Try this second technique to see if you get the same results. First, breathe out and empty your lungs.
Count to three as you inhale deeply. Now, hold it. Did your shoulders go up? Did you feel like the air filled
the upper part of your lungs? If so, you probably lean toward chest breathing. If you are a diaphragmatic
breather, you would feel your abdominal area expand, your belt tighten, and fullness in the lower part of
your lungs and chest. Record your results on the Assess Your Stress Table.
Respiration Rate
Now, for about a minute, become aware of your breathing again. This time, just count how many natural,
effortless breaths you take in one minute. Be sure to breathe as normally and naturally as possible. Each
inhalation and exhalation cycle is considered one breath. The number of breathes in one minute is your
respiration rate. Record the number of breaths you take per minute in the Assess Your Stress table.
How stressed are you feeling? Now, think about how you are feeling right now and circle a number from 1
to 10 with 1 being stress free to 10 being extreme stress.
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Assessment #2 - Physiological Symptoms of Stress Assessment
How frequently do you find yourself experiencing such problems as headaches, problems going to sleep or
staying asleep, unexplained muscle pain, jaw pain, uncontrolled anger and frustration? Using the table
below, assess the frequency that you experience these common symptoms of stress.
Symptoms
Almost all
day, every
day
Frequency of Symptoms
Once
Every
or twice night or
2-3 times
daily
day
per week
Once a
month
Never
Headaches
Tense muscles, sore
neck and back
Fatigue
Anxiety, worry,
phobias
Difficulty falling
asleep
Irritability
Insomnia
Bouts of
anger/hostility
Boredom,
depression
Eating too much or
too little
Diarrhea, cramps,
gas, constipation
Restlessness,
itching, tics
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Module: Management
Assessment #3 - Perceived Stress Scale
A more precise measure of personal stress can be determined by using a variety of instruments that have
been designed to help measure individual stress levels. The first of these is called the Perceived Stress Scale
(PSS). The PSS is a classic stress assessment instrument. This tool, originally developed in 1983, remains a
popular choice for helping us understand how different situations affect our feelings and our perceived
stress. The questions in this scale ask about your feelings and thoughts during the last month. In each case,
you will be asked to indicate how often you felt or thought a certain way. Although some of the questions
are similar, there are differences between them and you should treat each one as a separate question. The
best approach is to answer fairly quickly. That is, don’t try to count up the number of times you felt a
particular way; rather indicate the alternative that seems like a reasonable estimate.
For each question, choose from the following alternatives:
0 - never 1 - almost never 2 - sometimes 3 - fairly often
____ 1.
____ 2.
____ 3.
____ 4.
____ 5.
____ 6.
____ 7.
____ 8.
____ 9.
____ 10.
4 - very often
In the last month, how often have you been upset because of something that happened
unexpectedly?
In the last month, how often have you felt that you were unable to control the
important things in your life?
In the last month, how often have you felt nervous and stressed?
In the last month, how often have you felt confident about your ability to handle your
personal problems?
In the last month, how often have you felt that things were going your way?
In the last month, how often have you found that you could not cope with all the things
that you had to do?
In the last month, how often have you been able to control irritations in your life?
In the last month, how often have you felt that you were on top of things?
In the last month, how often have you been angered because of things that happened
that were outside of your control?
In the last month, how often have you felt difficulties were piling up so high that you
could not overcome them?
Figuring your PSS score:
You can determine your PSS score by:



Reverse the scores for questions 4, 5, 7 and 8. On these four questions, change the scores like this: 0 =
4, 1 = 3, 2 = 2, 3 = 1, 4 = 0.
Add up the scores for each item to get a total. My total score is ______.
Individual scores on the PSS can range from 0 to 40 with higher scores indicating higher perceived
stress.
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SEAOHUN One Health Course - Student Guide
Scores ranging from 0 to 13 are considered low stress.
Scores ranging from 14 to 26 are considered moderate stress.
Scores ranging from 27 to 40 are considered high perceived
stress.
The Perceived Stress Scale is interesting and important because your perception of what is happening in
your life is most important. Consider the idea that two students, John and Dan, could have the exact same
events and experiences in their lives for the past month. Depending on their perception, John’s total score
could put him in the low stress category and Dan’s total score could put him in the high stress category.
Consider the words of Ralph Waldo Emerson, “Nothing can bring you peace but yourself.”
In looking at all four assessments, what do they tell you about:
 Recognizing your stress level and how to managing it?
 How to help others recognize their stress level and create a plan to manage their stress?
Notes:
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Notes:
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SEAOHUN One Health Course - Student Guide
LEARNING REFLECTIONS AND EVALUATION
Learning Objective:
 To reflect on learnings in the Management Module.
 To get feedback from participants on what they felt were the strengths
of the module and which areas in the module could be improved.
Evaluate/
Create
How would you rate your level of the following Management
Module competencies:
Apply
Individual
Learning
Assessment
Understand
Self-Assessment
Understand the difference between managing and leading and the
importance of each to a successful One Health initiative.
Develop work plans to plan and monitor progress.
Ensure policies, procedures and systems are in place to guide and
support the initiative.
Oversee implementation and monitor the initiative to maximize
effectiveness of One Health actions and desired health outcomes.
Overcome barriers, solve problem and apply corrective actions
during One Health initiatives. Evaluate and share learning post
initiative.
Ensure safety and well-being of the One Health Team.
Write down two or three things that you learned from the session. Think about:
 What was new or surprising to you?
 What have you changed your mind about?
 What are you still unsure about?
 What was interesting to you/what would you like to study in more detail?
 Are there new behaviors that you will try based on this class?
 What topics from the class will you share with others outside the class?
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Module: Management
Notes:
Sharing the Learning
In a small group, share:
 Your key learnings from the module.
Small Group
 How you will apply the concepts, knowledge, skills you gained from the module.
Discussion
Notes:
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SEAOHUN One Health Course - Student Guide
ADDITIONALREFERENCES
Included in the Resource Folder
Lunenburg, Fred. “Leadership versus Management: A Key Distinction – At Least in Theory,”
International Journal of Management, Business and Administration, Volume 14, Number 1, 2011.
Schweikhart, Sharon A., and Dembe, Allard, “The Applicability of Lean and Six Sigma Techniques to
Clinical and Translational Research,” J Investig Med. 2009 October; 57(7): 748-755.
“Stress at Work,” www.helpguide.org.
Additional Resources
Goleman, D. (2011). HBR’s 10 Must Reads on Managing People. United States: Harvard Business School
Publishing Company. Harvard Business Review.
Craig, J. C. (2012). Project Management Lite: Just Enough to Get the Job Done…Nothing More. North
Charleston, SC: Create Space.
Kotter, J. P. (2008). A Force for Change: How Leadership Differs from Management. New York, New York:
Free Press.
MindTools, “Birkinshaw’s Four Dimensions of Change Management: Developing an Appropriate
Management Model,” Available free online at www.mindtools.com.
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