Effective Leadership for Early
Childhood Systems Change:
The art and practice of adaptive leadership
Facilitated by
Ellen Kagen, Georgetown University
Charlie Biss, Consultant, Georgetown University
What are you trying to accomplish?
What are your challenges?
Reflect on a change issue that you are in the
midst of addressing; a change which may be
easier to tackle with improved leadership
skills. The change can be with an individual,
within your team, up the chain of command,
within your organization or cross department/
cross agency.
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
DEFINING LEADERSHIP
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Leaders and Managers
• Managers – Maintain Stability
• Leaders – Involved in Change
Managing the Polarities
and Having the Capacity
for “Double Vision”
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Bottom Line
“Leaders
lead people; managers
manage things. Understanding the
difference is the first step to
understanding ones role as a leader.”
(unknown source)
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Leadership is a Function
Leadership is a combination of values, skills, and
observable behaviors that:
• can be learned, improved and expanded
• can be adapted and changed to address various
situations in a changing environment.
• result in mobilizing others towards expanding their
capacity to learn together and take actions to create a
vision they share.
Source: Ellen B. Kagen, Georgetown University, 2010
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Leadership and Authority
Leadership
A combination of values, skills, and observable
behaviors that result in mobilizing others toward
expanding their capacity to learn together and take
actions to create a vision they share.
Authority
A social contract used to define who or what has
power to perform activities such as enforce laws,
make judgments, or supervise the actions of others.
Authority is also the power to influence or persuade
from a solid base of knowledge or experience.
Source: Ellen B. Kagen, Georgetown University 2010
6-8
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Leadership is a
set of personal
attributes,
qualities, and
skills either
intuitive and/or
acquired that
rouses and
motivates
others. (Northouse,
Leadership
by
Position
Leadership
by
Influence
2001).
Source:
National
Center
for FOR
Cultural
Competence,
2010
©Slide
2010 NATIONAL
TECHNICAL
ASSISTANCE
CENTER
CHILDREN’S
MENTAL HEALTH,
GEORGETOWN UNIVERSITY
Leadership and Advocacy
• Advocacy is the act of pleading or arguing in favor
of something such as a cause. It is the pursuit of
influencing by putting hard issues on the agenda.
• Leadership is the mobilization of resources to bring
about the change.
• Both leadership and advocacy keep people focused
on the issues…leadership galvanizes the people to
change their ways.
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Defining
Leadership as a
function
Leadership can be seen as the process of envisioning and
initiating change, by mobilizing others to alter the status
quo, in response to an urgent challenge or a compelling
opportunity.
Leadership is a type of behavior that embraces
relationships and has change as its essential goal.
Leadership is a “function” in systems change.
Source: Ellen B. Kagen , Georgetown University. Adapted from Laufer, N., The Genesis of Leadership, 2008
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Altering the Status Quo
•
•
•
•
Nature of Change - Urgent challenge or
compelling opportunity
Changes in Best Practices to address the needs of
people which impacts organizations, agencies,
workforce,
Huge Paradigm Shifts. Family Driven, Youth
Guided, Data Driven, Evidence Based,
Collaborative, Integrated….etc.
Feels Chaotic? Need a framework for how to
address and lead change
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Leadership and Change
“ The changes required will be not only in our
organizations but in ourselves as well.
….Only by changing how we think, can we change
policies and practices.
…Only by changing how we interact can shared vision,
shared understandings and new capacities for
coordinated action be established.”
Senge, P. M. (1990) The Fifth Discipline
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Organic Organizations
“……one that is responsive, acts quickly and in a
coordinated way and can adjust and learn and
grow.”
Quinn, R. (1996) Deep Change
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Organic Individuals
“….Only organic individuals can create organic
organizations.”
Quinn, R. (1996) Deep Change
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
“There is solid evidence that the best leaders are
highly attuned to what’s going on inside themselves
as they are leading and to what’s going on with
others. They’re very self-aware and very socially
aware.”
Kouzes J. and Posner, B., The Leadership Challenge, 2008
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
System
Resistance
to Change
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Personal
Resistance
to Change
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Understanding and Reframing
our Mental Models
•
•
•
•
•
•
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Personal Values
Culture
Mental Models
Views of Leadership
Advocacy and Inquiry
Discussion and Dialogue
Personal Values
• Beliefs or standards
• Qualities
• Intrinsic worth
• Guiding principles
Guides for how you behave or highly valued
qualities that fit and support your way of life
Communities Can! Leadership Academy
Georgetown University Center for
Child and Human Development
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Values in Leadership
Those personal, organizational, or
community beliefs, standards, or qualities
that influence your work and interaction
with others. Personal values are critical in
defining a personal vision.
Ultimately personal values of individuals
will shape the shared values and vision of a
leadership group
Leadership Development for System Change
Georgetown University
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© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Personal Values Clarity
“The very first step on the journey to
credible leadership is clarifying your own
values…”
The Leadership Challenge, Kouzes & Posner, 4th edition,
2007
Exercise: Hierarchy of Values
Communities Can! Leadership Academy
Georgetown University Center for
Child and Human Development
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Culture
• a communities beliefs, customs, habits,
conventions, lore, arts, sciences - it’s what makes
us ‘humans’
• is shared by all or almost all members of a group
• is socially transmitted from generation to
generation
• Structures our perceptions… shapes our behaviors
Culture is… the total way of life Internal guidance on how to behave
and provides identity
source: TeamWorks, 2003
Leadership Development for System Change
Georgetown University
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© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Iceberg as a Metaphor for Culture
dress age
race/ethnicity language
food music gender art
conscious
awareness
eye behavior sense of “self”
notions of modesty authority figures & roles
patterns of handling emotions
concept of justice
group decision-making patterns levels of acculturation
“out-of
awareness”
patterns of superior/subordinate roles sense of power
theory of disease concept of cleanliness risk interpretation
body language problem-solving approaches religion & spirituality
attitude toward the dependent sense of competition/cooperation
social interaction rate patterns of visual perception
facial expressions definitions of mental illness concept of justice
roles in relation to status by age, sex,
class and much more
source: Sockalingam, S. - TeamWorks, 2003, adapted from source unknown
Cultural Factors That
Influence Diversity
Internal
•
•
•
•
•
•
•
•
•
Ethnic/Racial/Tribal Identity
Socioeconomic Status/Class
Nationality
Language
Family Constellation
Social History
Health Beliefs & Practices
Perception of Disability
Education
• Perception of Health (including
mental health
• Age & Life Cycle Issues
• Spatial & Regional Patterns
• Gender & Sexuality
• Sexual Orientation
• Religion & Spiritual Views
• Political Orientation & Affiliation
• Acculturation/assimilation level
Source: NCCC, 2002 - modified from James Mason, Ph.D., NCCC Senior Consultant
Leadership Development for System Change
Georgetown University
25
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Cultural Factors That
Influence Diversity
External
•
•
•
•
•
•
Institutional Biases
Community Economics
Intergroup Relations
Natural Networks of Support
Community History
Race relations
•
•
•
•
•
Political Climate
Workforce Diversity
Community Demographics
Migratory Patterns
Group & Community resiliency
Source: NCCC, 2002 - modified from James Mason, Ph.D., NCCC Senior Consultant
Leadership Development for System Change
Georgetown University
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© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Impact of Cultural Values
Value
Cultural Messages
Impact on Actions and
Behaviors
Learning • Education is a way • I seek opportunities for
for people to
become secure
and successful
• You have to work
hard for a good
education
• Education will
allow you to have
impact on the
world
learning
• I learn from my interactions
with all people
• I have a passion for new
ideas and reflection
• I make higher education a
personal goal
Leadership Development for System Change
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© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Impact of Cultural Values
Value
Cultural Messages
Impact on Actions and
Behaviors
Adventure
and Risk
• The world is a
dangerous place
• Always be careful
• Better to be
secure and play it
safe
• Airplane Travel
• Gilligans Island
• When I was 13- Send me
someplace – Miami
• Desire of “out of tribe”
experiences
• South Africa
• Soviet Union
• Bahamian Mail Boat
• Israeli-Palestinian Dialogue
Leadership Development for System Change
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© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
UNDERSTANDING
MENTAL MODELS
Mental Models
Mental Models are:
• Beliefs, assumptions, and models we
have about every aspect of ourselves,
others, our organizations, and how the
world works
• Habits of thought
• Ancestral voices
Leadership Development for System Change
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© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Attributes of Mental Models
• Everyone has them
• They affect how we perceive, relate and act in the
world.
• They can impede or enhance our learning.
• They may be conscious, or unconscious, and they
can get us in trouble.
• It’s easier to see others’ mental models and harder to
see our own.
Leadership Development for System Change
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© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Mental Models
• Teenager
• Teacher
• Police
• Religion
• Family Traditions
• Silence
• President
• Hospital
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© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Ladder of Inference
Take ACTIONS
(based on beliefs)
Adopt BELIEFS
Draw CONCLUSIONS
Make ASSUMPTIONS
(based on meaning added)
Add MEANING
(cultural and personal)
Select DATA
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OBSERVABLE DATA and
EXPERIENCE
(the “video tape”)
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Managing Mental Models
• Limiting assumptions— based on our mental model when it
blocks or interferes with our ability to think clearly about any
particular issue
• Mental Models must be tested and evaluated
• Advocacy and Inquiry as tools to support our understanding of
the mental models impacting our work
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Chinese Characters – To Listen
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© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Managing Mental Models to
Support Common Ground
HIGH
HIGH
1. High Advocacy-Low Inquiry
LOW
4. High Advocacy-High Inquiry
HIGH
3. Low Inquiry-Low Advocacy
2. High Inquiry-Low Advocacy
LOW
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Discussion vs. Dialogue
• Discussion - way that
most people
communicate.
• Ideas presented and
everyone analyzes and
dissects them.
• Purpose of discussion to make sure you win.
• Purpose - to support
your idea and stress your
points more strongly.
• Dialogue - an exploration
of ideas.
• Everyone works together
contributing towards idea.
• More is achieved as each
person adds to the ideas.
• No one tries to win. All are
learning and creating.
• Everyone suspends
individual assumptions
and explores ideas and
issues.
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© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Seven Views of Leadership
The
The
The
The
Genetic View
Learned View
Heroic View
Top-Only View
The Social Script View
The Position View
The Calling View
source: adapted from Center for Creative Leadership, Greensboro, NC, 2008
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© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY