Hawai'i-Pacific Chapter
A quarterly e-newsletter for the Hawai'i Pacific Chapter of ACHE Summer 2018 Vol. 2
In This Issue
Messages from Chapter Leadership
Message from the Regent
Message from the Chapter President
Diversity
Diversity within ACHE
Articles of Interest
Essential Leaders Skills: Critical Thinking
Drug Pricing: Transparency, Affordability and Access...Who will lead the charge?
Calendars and Recent Events
2018 Congress on Healthcare Leadership
Calendar of Events
Calendar of Educational Events
News & Committee Updates
News from the Education Committee
News from the Guam Committee
Updates for Students
Postgraduate Fellowship Spotlight: Kaiser Permanente
Membership Report: New Fellows, Members, and Recertified Fellows
ACHE Resources
ACHE National News
Career Corner
Disclaimers/Sponsors
Ensure delivery of Chapter E-newsletter (Disclaimer)
Many thanks to our Sponsors!
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Poll
As a leader in healthcare, what issue concerns you the most?
Physician burnout
Value-Based Care and Payment Transformation
Rising costs of prescription drugs
Opioid epidemic
Access to behavioral and mental health services
CHAPTER OFFICERS

   

REGENT
Gidget Ruscetta, FACHE
gidget.ruscetta@palimomi.org

PRESIDENT
Micah Ewing, MBA, FACHE
micah.ewing@hawaiipacifichealth.org

IMMEDIATE PAST PRESIDENT
Nick Hughey, RN, MBA, FACHE 
nhughey@wcchc.com


CHAIR, GUAM LOCAL COUNCIL
Chuck Tanner, FACHE
chuck.tanner88@gmail.com


TREASURER
Suzie So-Miyahira
suzie.so-miyahira@kapiolani.org

SECRETARY
Emiline LaWall, MA
emiline.lawall@hawaiipacifichealth.org


PRESIDENT-ELECT
Kecia Kelly, FACHE
kecia.m.kelly@kp.org


COMMITTEE CHAIRS

Josh Carpenter | Education
Josh.Carpenter@trane.com

Sally Belles | Communications
sally.belles@hawaiihealthpartners.org

Bobbie Ornellas, FACHE | Diversity
bornellas001@hawaii.rr.com 

Kecia Kelly | Membership, Nominating
kecia.m.kelly@kp.org

Nick Hughey, FACHE | Sponsorship
nhughey@wcchc.com

Miguel Guevara | Audit
miguel.guevara@us.af.mil


DIRECTORS

Travis Clegg
cleggtl@ah.org 

Andrew Giles
andrew.t.giles@kp.org

Nancy Hanna
nancy.hanna@palimomi.org

Laura Bonilla
laurab@kapiolani.org

Ryan Sutherland
ryansuth55@gmail.com

Delma Guevara
delma.guevara@hawaiihealthpartners.org

Angel Vargas
angel.l.vargas2.mil@mail.mil

STUDENT REPRESENTATIVE

Denise Della
ddella@wcchc.com



Articles of Interest
Essential Leaders Skills: Critical Thinking
Kelly Wheeler, Army Regional Health Command-Pacific, Lean Six Sigma Master Black Belt
Healthcare executives face the challenging task of decision making and reasoning on a daily basis. The environment in which healthcare leaders work is becoming more complex and uncertain while the speed at which change is happening and needs to happen is increasing. This environment requires agile and adaptive leadership including excellent critical thinking skills. This article will discuss why and how the Army is redesigning its civilian leader development approach, explore intellect and critical thinking, and discuss what healthcare leaders can do to develop critical thinking skills in themselves and others. 
 
 
 
Why and How Develop Army Civilian Leaders
The Army relies more and more on its civilian employees to provide continuity, expertise and support to Soldiers in the field and garrison. Much like the landscape of healthcare, the landscape for the Department of the Army and future battles that leaders will face, are more complex and uncertain. Army civilians, in some units such as medical treatment facilities, make upwards of 50% of the workforce. Civilians have technical capabilities required by job descriptions but in many cases lack leadership skills since those skills may not have been developed. As a result, the Army determined that it must develop civilian leaders to take on greater levels of responsibility and increased leadership roles in ever changing and complex conditions. To achieve these ends, the US Army Training and Doctrine Command redesigned its Civilian Education System (CES) to align with the Army’s leader development model and strategy. The Army CES seeks to develop leader attributes defined in the Army Leadership Requirements Model including character, presence, and intellect1
 
Intellect and Critical Thinking
St. Thomas Aquinas believed that the intellect and the will are the two greatest powers of the human mind. Intellect is the ability to reason and understand objectively, particularly with abstract matters. Components affecting intellect defined in Army Doctrine2 include:
a. Mental agility
b. Sound judgment
c. Innovation
d. Interpersonal tact
e. Expertise
 
Mental agility as a component of intellect is a flexibility of mind, an ability to anticipate or adapt to uncertain or changing situation. It relies upon inquisitiveness and the ability to reason critically3. Reasoning critically is applying critical thinking to a problem or situation and is a component of intellect that can be developed.  
 
Critical Thinking Explored
Linda Elder and Richard Paul dissected critical thinking into standards applied to elements which develop intellectual traits. The common intellectual standards identified can be applied to thinking to assess the quality of reasoning about a problem or situation. These universal standards are clarity, accuracy, precision, relevance, depth, breadth, logic, and fairness. The explanations below are adapted from the Foundation for Critical Thinking4
 
Clarity:  If a statement is unclear, we can’t determine if it is accurate or relevant. For example, a question “What are we going to do about rats in Hawaii?” The question does not have enough clarity to assess what the problem is. A better question might be “What can the Oahu sugar cane farmers do to control the rats eating and destroying sugar cane fields?
  
Accuracy: A statement can be clear but not accurate as in “Mongooses males become sexually mature at 12 months.”  (Mongoose males become sexually mature at 4-5 months). 
 
Precision: A statement can be both clear and accurate, but not precise, as in "There are too many mongooses on Oahu.” (We don’t know how many mongooses there are, 1 or 100.)
 
Relevance: A statement can be clear, accurate, and precise, but not relevant to the question at issue. For example, “A Desert Locust adult can consume roughly its own weight in fresh food per day or about two grams every day.”  The statement is clear, accurate, precise, but as stated has no relevance to the question of rats. 
 
Depth: A statement can be clear, accurate, precise and relevant but superficial.  “Mongoose are found throughout Hawaii. They are a danger to the islands.” Adding depth can provide meaning and insight. A better example could be, “Almost immediately after mongooses were  introduced to Hawaiʻi, residents saw their impacts  on their chickens, game birds, and native ground-nesting Nene geese. The Nene population was estimated at 25,000 at the time of Western contact in 1778, but by the 1950’s ground nesting Nene had dwindled to just 30 birds due largely to predation by mongooses and rodents. One study conducted in Hawai`i Volcanoes National Park demonstrated that 77 percent of Hawaiian goose eggs lost between 1978 and 1981 were lost to mongooses5. ”
 
Breadth: A line of reasoning may be clear accurate, precise, relevant, and deep, but lack breadth (as in an argument from either the conservative or liberal standpoint which gets deeply into an issue, but only recognizes the insights of one side of the question.)
 
Logic: When we think, we bring a variety of thoughts together into some order. When the combination of thoughts are mutually supporting and make sense in combination, the thinking is "logical." When the combination is not mutually supporting, is contradictory in some sense or does not "make sense," the combination is not logical. 
 
Fairness: Thinking is often biased in the direction of the thinker – what are the interests of the thinker and how is the argument in support or not in support of those interests.  
  
Intellectual standards are applied to elements of thought that include: the purpose, question at issue, information, interpretation, concepts, assumptions, implications, and point of view. Practicing the standards applied to such elements of critical thinking  contribute to intellectual traits of humility, autonomy, fairmindedness, courage, perseverance, empathy, integrity, confidence in reason. 
 
Developing Critical Thinking
Leaders throughout healthcare organizations should seek to mature their own critical thinking skills and those with whom they work. Actions that you can take today to become a better leader, developing your intellect are:
 
1) Be self-aware: Assess your own critical thinking using the above standards of thought
2) Practice makes perfect: Share the standards with those with whom you work and assess each other’s thought. Practice critical thinking and the assessment of your thinking and the thinking of those around you.  
3) Training: Providing for formal training in a safe learning environment will provide time for you or those with whom you work to take time to assess your thinking.
4) Ask questions: Socratic inquiry helps others to learn by asking facilitating questions.    
 
Healthcare leaders at all levels of the organization require skills that propel the organization to be a learning organization that is highly reliable while being adaptive to the complex challenges facing the industry. Army Regional Health Command-Pacific is currently incorporating Paul and Elder’s model for critical thinking into its formal process improvement training to better develop critical thinking in process improvement practitioners and their teams.  
 
To gain a better understanding of intellectual standards, elements and traits visit the Foundation for Critical thinking at https://www.critical thinking. org/
 
References:
1. Army Stand To. (2015, April).  Accessed 15 Jun 2018 at http://tradocnews. org/stand-to-civilian-education-system/. 
2. U. S. Department of the Army. (2012, August).  Army Leadership, Army Doctrine Publication 6-22. 
3. U. S. Department of the Army. (2012, August).  Army Leadership, Army Doctrine Reference Publication 6-22. 
4. Paul, R. and Elder, L. (2010, October). Foundation For Critical Thinking, www. criticalthinking. org. 
5.  “Impacts of Rodents and Mongoose. ” Remove Rats and Restore Hawaii, http://dlnr. hawaii. gov/removerats/home/impacts-of-rodents-mongooses/. 
 
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