Lets Play Chess Correctly!

1. Lets Play Chess Correctly!

2. Islamic Republic of Iran

3. During the 1990s many developing countries saw reversals and stagnation in many areas. • Some 54 countries are poorer now than in 1990. • In 21 countries a larger proportion of people are going hungry. • In 14 countries more children are dying before age five. • In 12 countries primary school enrolment rates have fallen. • And in many countries things have simply stagnated—neither worsened nor improved

4. A complex problem • The increasing gap between underdeveloped and developed countries

5. The Problem of Complex Problems! • For every complex problem, there’s a simple, obvious answer that just happens to be wrong!

6. Different Social Positions • The “pawn” position • The “rook” position • The “queen” position Limited lever arm of decision effects, Subordinate position Intermediate lever arm of decision effects, Managerial positions with down focus authority Wide lever arm of decision effects, Leadership, policymaking and policy support positions with multidirectional effect

7. Queen Positions • Usually addressing complex problems • Usually confronting dynamic and intensely interactive situations • Usually performing difficult tasks under considerable time pressure • Any mistake in their decisions affect many people catastrophically

8. Some Examples Health System Research & Innovation System Socio-cultural System Pawn Position Physician, Dentist Pharmacist Researcher, Scientist Artist Rook Position Manager of Health Institutes Manager of Research Institutes Manager of Socio-cultural Institutes Queen Position Policymaker in Health System Policymaker in Innovation System Policymaker in Socio-cultural System

9. The Solution for the problem of complex problems! • For every complex problem There is an optimal complex solution That arises from sufficiently complex thoughts ! • Support and Direct Potential Queens to Become Actual Queens!

10. Potential Queens 

11. Potential Queens • Intelligent • Creative • Risk-taker • Determined • Dependable • Initiative • Persistent • Self-confident • Desire to excel

12. ? ?   ? ? ? ? ? ? ?         We need envisioned gifted and talented with deep knowledge of management and policymaking for their corresponding system The Pawn-Queen Paradox The mere assignment of gifted and talented to managerial and policymaking positions is not enough In the real world most of potential queens are working at pawn positions

13.                            Envisioning Initiative Teaching Initiative Training Initiative Networking Initiative Support Initiative Meritocracy Initiative

14. Policy Support Bodies Queen in The Shadow

15. Evidence of Effectiveness Political Acceptability Feasibility Efficiency ……. Option 1 Option 2 Option 3 …. Option n Analysis of Previous Experiences Cost Estimation of Solutions Feasibility Study of Solutions Political Analysis of Solutions • Systematic Review of Literature and Creative Mental Synthesis of Basic Concepts • The Theoretical Constructs • Their Sub-constructs • Their Neighboring Constructs • The Interrelations Between Constructs (Conceptualization and Nomological Network) • Instruments for Measurement of These Constructs Systematic Review of Literature Customized Policy Reports Definition & Conceptualization Problem Analysis Solution Appropriateness Analysis Policy Recommendation Policy Survey Comparative Study of Experiences • A statement in which different aspects of the recommended policy is explained in simple, understandable terms for policymakers • Scrutinization of draft policy statement through formal round-table expert feedback • Legitimation of the policy statement through formal Delphi method • Rewriting the original policy report for different target groups with different background knowledge about the policy issue and different interests • Applying Predefined Instruments for Determining The Current Situation of The Problem (Extent, Depth, Consequences, and Impact of The Problem) in The Country or Organization • Building the scientific basis for policy making through systematic searching, scientific appraising and biasfree synthesis of current available literature about effectiveness of different solutions. • Learning from similar experiences in other organizations and countries (Indicators, variables, strengths, weaknesses, features and characteristics ) • Comparing different solution options according to predefined criteria • Stepwise implementation guide for operational managers Policy Legislation Policy Scrutinization & Legitimation • Reports of policy implementation according to main progress (performance) indicators • Stepwise implementation guide for operational managers • Critically discussing the legislated policy through systematic biasfree comparison of this policy with recommended policy according to pre-selected set of criteria Expected Policy Goals Policy Implementation Capacity Building Recommended Policy Adopted Recommended Policy Not Adopted Policy Impact Assessment Policy Implementation Report Educational Package Policy Operation Guide Policy Critics

16. Systematic Review Policy Survey. Policy Operation Guide Problem Definition & Conceptual. Problem Analysis Solution Appropriate. Analysis Policy Recommend. Policy Implement. Report Policy Impact Assessment Comparative Study Educational Package

17. University Excellence Center Educational Excellence Office University Excellence Center Educational Excellence Office University Excellence Center Educational Excellence Office University Excellence Center Educational Excellence Office University Excellence Center Educational Excellence Office University Excellence Center Educational Excellence Office University Excellence Center Educational Excellence Office University Excellence Center Educational Excellence Office University Excellence Center Educational Excellence Office University Excellence Center Educational Excellence Office University Excellence Center Educational Excellence Office Continuous Professional Development Continuous Professional Development Continuous Professional Development Continuous Professional Development Continuous Professional Development Continuous Professional Development Continuous Professional Development Continuous Professional Development Continuous Professional Development Continuous Professional Development Continuous Professional Development Solution Appropriateness Analysis Policy Recommendation Policy Survey Educational Package for CME Personnel Comparative Study of Experiences Systematic Review of Literature Policy Implementation Report Policy impact Assessment Policy Operation Guide Problem Analysis Problem Definition And Conceptualization Systematic Review Systematic Review Systematic Review Systematic Review Systematic Review Systematic Review Systematic Review Systematic Review Systematic Review Systematic Review Systematic Review Systematic Review Policy Survey. Policy Survey. Policy Survey. Policy Survey. Policy Survey. Policy Survey. Policy Survey. Policy Survey. Policy Survey. Policy Survey. Policy Survey. Policy Survey. Policy Operation Guide Policy Operation Guide Policy Operation Guide Policy Operation Guide Policy Operation Guide Policy Operation Guide Policy Operation Guide Policy Operation Guide Policy Operation Guide Policy Operation Guide Policy Operation Guide Policy Operation Guide Policy Definition & Conceptual. Policy Definition & Conceptual. Policy Definition & Conceptual. Policy Definition & Conceptual. Policy Definition & Conceptual. Policy Definition & Conceptual. Policy Definition & Conceptual. Policy Definition & Conceptual. Policy Definition & Conceptual. Policy Definition & Conceptual. Problem Definition & Conceptual. Policy Definition & Conceptual. Problem Analysis Problem Analysis Problem Analysis Problem Analysis Problem Analysis Problem Analysis Problem Analysis Problem Analysis Problem Analysis Problem Analysis Problem Analysis Problem Analysis Solution Appropriate. Analysis Solution Appropriate. Analysis Solution Appropriate. Analysis Solution Appropriate. Analysis Solution Appropriate. Analysis Solution Appropriate. Analysis Solution Appropriate. Analysis Solution Appropriate. Analysis Solution Appropriate. Analysis Solution Appropriate. Analysis Solution Appropriate. Analysis Solution Appropriate. Analysis Policy Recommend. Policy Recommend. Policy Recommend. Policy Recommend. Policy Recommend. Policy Recommend. Policy Recommend. Policy Recommend. Policy Recommend. Policy Recommend. Policy Recommend. Policy Recommend. Policy Implement. Report Policy Implement. Report Policy Implement. Report Policy Implement. Report Policy Implement. Report Policy Implement. Report Policy Implement. Report Policy Implement. Report Policy Implement. Report Policy Implement. Report Policy Implement. Report Policy Implement. Report Policy Impact Assessment Policy Impact Assessment Policy Impact Assessment Policy Impact Assessment Policy Impact Assessment Policy Impact Assessment Policy Impact Assessment Policy Impact Assessment Policy Impact Assessment Policy Impact Assessment Policy Impact Assessment Policy Impact Assessment Comparative Study Comparative Study Comparative Study Comparative Study Comparative Study Comparative Study Comparative Study Comparative Study Comparative Study Comparative Study Comparative Study Comparative Study Educational Package Educational Package Educational Package Educational Package Educational Package Educational Package Educational Package Educational Package Educational Package Educational Package Educational Package Educational Package SAS-007 PRS-015 CSS-007 SRS-010 PAS-006 PDS-008 PSS-002 PAS-004 EPS-001 POS-004 PIS-006

18. Optimistic Neutromistic Pessimistic Context Main Objectives Main Strategies Predicted Outcomes Elitist Government >1000 Graduated GTP GTP: The Dominant Dialogue on GT Support <10% of GTs Drained >50% of GTs Connected >30% of GTs Active >10% on Q Positions Semielitist Government 300-1000 Graduated GTP GTP: a Recognized Plan for GT Support Alongside Other Plans 10-30% of GTs Drained 20-50% of GTs Connected 10-30% of GTs Active 3-10% on Q Positions Clinical Postgraduate Education Populist Government <300 Graduated GTP Clinical Career No National Plan for GT Support >30% of GTs Drained Independent Horizontal Egoless <20% of GTs Connected <10% of GTs Active <3% on Q Positions

19. C: Level C in GTP A: Level A in GTP R: Rook (Managerial) Positions Q: Queen (Policymaking) Positions S: Shadow (Policy Support) Positions MPR: Management & Policy Related 10 Years Vision Hostile Environment Supportive Environment Main Government Approach Populism Elitism Governance of GTP Ego-less, cellular Hierarchic Policy-critics Policy-support Policy-making Main Strategies Mainly Private Mainly Public Finance Schema % of Loyal & Active GTs Number of ≥C GTs 500-1000 1000-2000 2000-5000 Number of ≥A GTs 50-100 100-200 200-500 % of GTs with postgraduate MPR Educ. % of GTs in R Position 1-2 2-5 5-10 % of GTs in Q Position 0.1-0.2 0.2-1 1-2 % of GTs in S Position 10-15 15-20 20-30

20. The Future Career of Gifted and Talented Low National Support for Meritocracy High Policymaking Policy Critics Policy Support Low Involvement of G&T in Queen-type Activities High Secondary Career Non-Career Main Career

21. Welfare System Innovation System Health System Education System Economic System Socio-cultural System

22. Welfare System Innovation System Health System Education System Economic System Socio-cultural System

23. Initial Studies: 1380 • Arriving at Program’s Master Plan: 1381 • Initiation of Program: 1382

26. Levels of Manager-Leader Pathway • Warm up • C Level • B Level • A Level • Managerial Clerkship • Managerial Internship • Continuous Managerial Development

27. Main Areas of Manager-Leader Pathway • Health Policy and Planning • Health Economics and Finance • Management • Medical Education • Research • Sustainable Development • Clinical Excellence • Medical Informatics

32. http://www.ardn.net http://www.ardn.net

34. Level-up Exams

35. Welfare System Innovation System Health System Education System Economic System Socio-cultural System

36. Initial Studies: 1383 • Arriving at Program’s Master Plan: 1384 • Initiation of Program: 1385

37. Steps of Program • Novicein Health Science and Technology Development • AdvancedBeginnerin Health Science and Technology Development • Competentin Health Science and Technology Development • Proficientin Health Science and Technology Development • Expertin Health Science and Technology Development • Masterin Health Science and Technology Development

38. Differentiated Curriculum • Science and Knowledge • Creativity, Innovation and Technology • Research, Statistics, and Epidemiology • Cutting Edge Science and Technology • Evidence Based Medicine • Health Research System • Innovation System • Technology Commercialization • Industrial System • Sustainable Development

42. Welfare System Innovation System Health System Education System Economic System Socio-cultural System

43. Organization, Management, Regulation and Finance of The Program Envisioning Initiative Vision Transfer In G&T Program Vision Transfer In Health System Nationwide Vision Transfer Vision Transfer Globally Teaching Initiative Management & Leadership of Health System M & L of Innovation System M & L of Socio-cultural System M & L of Other Systems Training Initiative Invitro (Test Tube) Study of National Structure and Function Observation and Critics of National Structure and Function Supervised Training in Authentic Settings Unsupervised Training in Authentic Settings Networking Initiative Networking of GT Students within UMS Networking of GTs within Health System Networking of GTs Between Systems Worldwide Networking of Iranian GTs Support Initiative Support Limited to UMS Support Through MOHME Authority National Support of G & T GT Cities Meritocracy Initiative Limited Absorption by G&T Mandates Facilitated Recruitment of GTs in Academies Widespread Policy Support By G&Ts Ensured Assignment of GTs to Managerial Positions

44. “Think About” Areas • Different Orientations (Pathways) of G&T Students • Paradox of Fostering Diversity vs. Mission-Alignment • Knowledge Objectives for Different G&T Pathways • Knowledge-Base For Accomplishment of Knowledge Objectives • Appropriate Methods for Teaching/Learning of Knowledge-Base • Appropriate Methods For Evaluation of Knowledge • Packaging G&T Knowledge-Base As a Curriculum (MSc, PhD) • Skill/Experience Objectives For Different Pathways • Appropriate Methods for Transmission of Skill/Experience Objectives • Appropriate Methods for Evaluation of Skill/Experience Objectives

45. “Think About” Areas • Key Attitudes and Values for G&Ts • Appropriate Methods for Transmission of These Attitudes and Values • Appropriate Methods for Measurement of Attitudes and Values • Ways of Communicating Vision of G&T Program • Partnership Building With Other G&T Related Organizations • Linking G&T Program in Health Sector To Corresponding Programs in Other Sectors (e.g. Science, Industry, Social, and Behavioral Sciences) • Leading Meritocracy Initiative in Iran • Different Job Opportunities for G&T Students • Methods For Providing and Supporting Job Options for G&T Students • G&Ts as Entrepreneurs

46. “Think About” Areas • Different Target Groups For G&T Program • Different Ways for Inviting New Members • Incentives For Attracting New Members • Guaranteeing Continuous Influx For G&T Program • Hard-To-Access G&Ts • Hard-To-Handle G&Ts • Different Types of Membership • Different Incentives Highly Valued By G&T Persons • Equity and Fairness Concerns in G&T Rewarding • Methods for Finding Expatriate G&T

47. “Think About” Areas • Methods for Attracting Expatriate G&T to The Program • Methods for Using Expatriate G&T for Homeland Development • Key Activities for G&T Program Sustainability • Networking of G&T Members • Different Interventions For Increasing e-Presence and e-Activity • Social, Cultural, and Athletic Meetings for G&T Students • Ways of Increasing Cohesiveness between Members of G&T Program • The Paradox of Cohesion vs. Competition • Different Sources of Financial Support for G&T Program • Motivations and Incentives For Financial Supporters of G&T Program

48. Dear Potential Queens We Have A Limited Time • "When the chess game is over, the pawns, rooks, kings and queens all go back into the same box."

49. Thank You ! Any Question?

50. Management and Leadership of Health System Sustainable Development Management and Leadership of Innovation System Management and Leadership of Socio-cultural System