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Participant Introductions

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Presentation on theme: "Participant Introductions"— Presentation transcript:

1 Participant Introductions
Name Tribe Something personal you want to share Job title Name of tribal child welfare agency One statement on the major focus of your tribal child welfare agency’s change initiative A positive word that starts with the first letter of your name (e.g., Wonderful Willie) A service of the Children’s Bureau, a member of the T/TA Network

2 A service of the Children’s Bureau, a member of the T/TA Network
Leadership Academy for Middle Managers Tribal Coaching City, State Date

3 National Child Welfare Workforce Institute (NCWWI) Purpose
To build the capacity of the nation’s child welfare workforce and improve outcomes for children, youth, and families through activities that support the development of skilled child welfare leaders. A service of the Children’s Bureau, a member of the T/TA Network

4 Goal of the Leadership Academy for Middle Managers (LAMM)
To develop leadership skills for sustainable systems change to improve outcomes for children, youth, and families A service of the Children’s Bureau, a member of the T/TA Network

5 Goal of LAMM Tribal Coaching
To advance tribal leadership of tribal agencies’ change initiatives A service of the Children’s Bureau, a member of the T/TA Network

6 Tribal Coaching Participant Objectives
Apply NCWWI leadership skills in tribal child welfare agencies and settings Implement tribal child welfare agency’s change initiatives through resources and support from small-group and peer coaching Develop partnerships internally and externally for implementing sustainable systems change Identify aspects of Native American history and sphere of influence that contribute to leadership in tribal child welfare Identify strengths and challenges as leaders of change Understand NCWWI Leadership Framework model from an indigenous perspective Develop plan of action for implementing tribal child welfare agency’s change initiative A service of the Children’s Bureau, a member of the T/TA Network

7 Agenda: Day 1 Welcome and training overview
Personal story of leading a change initiative (part 1) Break Personal story of leading a change initiative (part 2) Review of NCWWI Leadership Model and tribal perspective to create change A service of the Children’s Bureau, a member of the T/TA Network

8 Agenda: Day 1 Lunch World Café discussion Break Personal journals
One-word debrief and adjourn A service of the Children’s Bureau, a member of the T/TA Network

9 The Circle is the sacred symbol of life…individual parts within the Circle connect with every other; and what happens to one, or what one part does, affects all within the Circle.  —Virginia Driving Hawk Sneeve Sicangu Oyate Lakota A service of the Children’s Bureau, a member of the T/TA Network

10 Working Agreements A service of the Children’s Bureau, a member of the T/TA Network

11 Four Agreements Be Impeccable With Your Word
Don’t Take Anything Personally Don’t Make Assumptions Always Do Your Best —Don Miguel Ruiz A service of the Children’s Bureau, a member of the T/TA Network

12 Day 1 Participant Objectives
Review and have working knowledge of NCWWI Leadership Model Apply key elements from NCWWI Leadership Model quadrants through American Indian/Alaska Native perspective to continue developing tribal child welfare agency’s change initiative Expand skills through individual, small-group, and peer coaching to help implement tribal child welfare agency’s change initiative A service of the Children’s Bureau, a member of the T/TA Network

13 Personal Story of Leading a Change Initiative
What is the major focus of your tribal child welfare agency’s change initiative? Why did your tribal child welfare agency choose this change initiative? Tell your personal story of leading change through this initiative. Share your personal successes and challenges. Share your priorities for leading change. A service of the Children’s Bureau, a member of the T/TA Network

14 BREAK A service of the Children’s Bureau, a member of the T/TA Network

15 Personal Story of Leading a Change Initiative (Part 2)
What did your partner’s leadership story mean to you as a leader? What did you hear that might help you with your tribal child welfare agency’s change initiative? What can you offer as support or validation of their experience? A service of the Children’s Bureau, a member of the T/TA Network

16 NCWWI Leadership Model
A service of the Children’s Bureau, a member of the T/TA Network

17 Leading Change Questions
How have you used the NCWWI Leadership Model to guide your work on your tribal child welfare agency’s change initiative? What particular NCWWI Leadership Model quadrant has been helpful? Leadership Principle? What challenges have come up as you’ve tried to implement your tribal child welfare agency’s change initiative? How have you addressed those challenges (solutions, strategies)? A service of the Children’s Bureau, a member of the T/TA Network

18 LUNCH A service of the Children’s Bureau, a member of the T/TA Network

19 Welcome to the World Café
A service of the Children’s Bureau, a member of the T/TA Network

20 www.ncwwi.org A service of the Children’s Bureau, a member of the T/TA Network 20

21 World Café Guidelines After introductions, discuss in your small group the questions at the table. Everyone may write answers to the coaching questions on the flip chart. After 20 minutes, the coaches stay at their tables to be Wisdom Keepers for the next group, summarizing the previous conversation. After 20 minutes, participants disperse to new tables of their choice. Repeat the process three times. All participants share answers to the coaching questions and ideas about their tribal child welfare agency’s change initiatives. A service of the Children’s Bureau, a member of the T/TA Network

22 BREAK A service of the Children’s Bureau, a member of the T/TA Network

23 ICE BREAKER A service of the Children’s Bureau, a member of the T/TA Network

24 NCWWI Leadership Model
A service of the Children’s Bureau, a member of the T/TA Network

25 Small-Group Coaching Discuss challenges of tribal child welfare agency change initiatives identified in the World Café Discuss strategies/solutions heard from peers Identify which quadrants of the NCWWI Leadership Model they experience as challenging in their work on change initiatives Identify which quadrants of the NCWWI Leadership Model are most helpful for implementing tribal child welfare agency change initiatives A service of the Children’s Bureau, a member of the T/TA Network

26 Large-Group Discussion
What caught your attention today? What do you want to know more about? What will you consider using in leading your tribal child welfare agency’s change initiative? A service of the Children’s Bureau, a member of the T/TA Network

27 PERSONAL JOURNALS A service of the Children’s Bureau, a member of the T/TA Network

28 ONE-WORD DEBRIEF AND ADJOURN
A service of the Children’s Bureau, a member of the T/TA Network

29 Good Morning and Welcome to Day 2!
A service of the Children’s Bureau, a member of the T/TA Network

30 Let us put our minds together and see what life we can make for our children
—Sitting Bull Hunkpapa Lakota A service of the Children’s Bureau, a member of the T/TA Network

31 Agenda: Day 2 Reflections and review of the day
Adaptive leadership in tribal child welfare Adaptive leadership in small-group coaching Break Addressing challenges Lunch A service of the Children’s Bureau, a member of the T/TA Network

32 Agenda: Day 2 Trauma and leadership Strategies for change
Talking circle Break NCWWI leadership principles Personal journals One-word debrief and adjourn A service of the Children’s Bureau, a member of the T/TA Network

33 Day 2 Participant Objectives
Understand leadership successes and challenges within cultural and historical context Apply adaptive leadership behaviors to tribal child welfare agency’s change initiative Dialogue with individuals with differing opinions while leading tribal child welfare agency’s change initiative Recognize lateral violence in team members and identify strategies to address it A service of the Children’s Bureau, a member of the T/TA Network

34 Adaptive Leadership Adaptive leadership is the practice of mobilizing people to tackle tough challenges and thrive A service of the Children’s Bureau, a member of the T/TA Network

35 Behaviors of Adaptive Leadership
Get on the balcony Think politically Be open to all voices Regulate distress Give the work back to the people Orchestrate conflict Hold steady A service of the Children’s Bureau, a member of the T/TA Network

36 Adaptive Leadership Small-Group Coaching
What adaptive leadership behaviors will be most helpful to you in implementing your tribal child welfare agency’s change initiative? What adaptive leadership behaviors have you already used? What behaviors will be most challenging for you to apply? Where will you find support for practicing adaptive leadership? What challenges will you face as you try to apply some of the adaptive leadership behaviors to your work? A service of the Children’s Bureau, a member of the T/TA Network

37 BREAK A service of the Children’s Bureau, a member of the T/TA Network

38 Leadership Challenges
Dialogue Through Role Play Four roles Storyteller (Mover) Follower (Champion) Opposer (Resistor) Wisdom Keeper (Holder of Knowledge) A service of the Children’s Bureau, a member of the T/TA Network

39 LUNCH A service of the Children’s Bureau, a member of the T/TA Network

40 Trauma and Leadership The honor of one is the honor of all…The pain of one is the pain of all… —The Promulgation of Universal Peace A service of the Children’s Bureau, a member of the T/TA Network

41 Lateral Violence in Tribal Child Welfare Agencies
Internalized oppression Lateral violence A service of the Children’s Bureau, a member of the T/TA Network

42 Definition of Lateral Violence
Lateral violence is the expression of repressed anger, fear, and terror that can only be safely vented upon those closest to it as when they are being oppressed. People who are victims of a situation of dominance turn on each other instead of confronting the system that opposes them. —Mick Gooda We have met the enemy and it is us. —Pogo A service of the Children’s Bureau, a member of the T/TA Network

43 Examples of Lateral Violence
Tribal members vs. non-tribal members Mixed-blood vs. full-blood State vs. tribe Urban vs. reservation Youth vs. elders Men vs. women Formally educated vs. grassroots A service of the Children’s Bureau, a member of the T/TA Network

44 Effects of Lateral Violence in the Workplace
Sleep disorders Poor self esteem Hypertension Low morale Apathy Disconnectedness Removal of self from workplace, psychologically or physically (sick leave, stress leave, resignation) A service of the Children’s Bureau, a member of the T/TA Network

45 Systemic Issues Abuse of power Control issues Ineffective meetings
Lack of collaboration Lack of regular positive feedback Rumors and gossiping (triangulation) Failure to respect privacy Sabotaging behaviors Shaming A service of the Children’s Bureau, a member of the T/TA Network

46 Strategies for Change Identify the problem(s)
Raise issues at staff meetings Use talking circles to process Engage in reflective practice Make self-care a priority Be willing to speak up when you see issues A service of the Children’s Bureau, a member of the T/TA Network

47 TALKING CIRCLE A service of the Children’s Bureau, a member of the T/TA Network

48 BREAK A service of the Children’s Bureau, a member of the T/TA Network

49 ICE BREAKER A service of the Children’s Bureau, a member of the T/TA Network

50 NCWWI Leadership Principles
Adaptive Collaborative Distributive Inclusive Outcome-focused A service of the Children’s Bureau, a member of the T/TA Network

51 PERSONAL JOURNALS A service of the Children’s Bureau, a member of the T/TA Network

52 ONE-WORD DEBRIEF AND ADJOURN
A service of the Children’s Bureau, a member of the T/TA Network

53 Good Morning and Welcome to Day 3!
A service of the Children’s Bureau, a member of the T/TA Network

54 People say that crisis changes people and turns ordinary people into wiser or more responsible ones. —Wilma Mankiller Cherokee A service of the Children’s Bureau, a member of the T/TA Network

55 Agenda: Day 3 Reflections and review of the day
Leading for sustainable systems change Break Change initiative revisions Culturally responsive logic model Lunch A service of the Children’s Bureau, a member of the T/TA Network

56 Agenda: Day 3 Change initiative action plans Parking lot Evaluation
Closing circle and reflections Adjourn A service of the Children’s Bureau, a member of the T/TA Network

57 Day 3 Participant Training Objectives
Develop action plan Renew motivation for change initiative Measure learning against baseline of opening exercise Identify resources (including people) for support as you continue to develop and implement tribal child welfare change initiatives A service of the Children’s Bureau, a member of the T/TA Network

58 Continuum of Power PowerOver PowerFor PowerWith
A service of the Children’s Bureau, a member of the T/TA Network

59 Leading for Sustainable Systems Change
Who has power over you and what is that relationship like? Examples: immediate supervisor, head of department, chief financial officer, tribal council, contracts officer, legal department What do you do when the person who has power over you or your program is incompetent, dysfunctional, or unethical? How can you be more proactive in your interaction with this person? Role-play a situation from your group as it currently is and then with a positive outcome (don’t use real names!). What strengths brought the desired results? A service of the Children’s Bureau, a member of the T/TA Network

60 BREAK A service of the Children’s Bureau, a member of the T/TA Network

61 Change Initiative Revisions
A service of the Children’s Bureau, a member of the T/TA Network

62 Logic Model Resources needed to operate your program
If you have those resources, then you can accomplish your activities If you accomplish your planned activities, then you will deliver the services you intended If you deliver your planned services, then participants will benefit in predictable ways If these benefits are achieved, then certain changes in communities, organizations, or systems can be expected to occur Inputs Actions Outputs Outcomes Results Adapted from “Logic Model Development Guide,” by W.K. Kellogg Foundation, 2004. A service of the Children’s Bureau, a member of the T/TA Network

63 Culturally Responsive Logic Model
Indian Health Care Resource Center of Tulsa Expected outcomes Ensure needed mental/behavioral health services are available Increase families’ access to these services Improve quality of services so that they are acceptable to American Indian youth and their families Promote knowledge of youth issues and community strengths Support building a strong urban Indian community that offers natural support to youth and families A service of the Children’s Bureau, a member of the T/TA Network

64 Logic Model Template A service of the Children’s Bureau, a member of the T/TA Network

65 LUNCH A service of the Children’s Bureau, a member of the T/TA Network

66 Change Initiative Action Plans
What is your step-by-step plan for moving forward with your tribal child welfare agency’s change initiative? How is what you propose different from what you originally envisioned during the LAMM training? If a change initiative stalls, what steps will you take to move it forward? Who or what process can help? What is your timeline for the steps you will take to implement the change initiative? What strengths do you and your team have to move the change initiative forward? What barriers do you foresee? What will you do to overcome the barriers? What other resources do you need? A service of the Children’s Bureau, a member of the T/TA Network

67 Parking Lot A service of the Children’s Bureau, a member of the T/TA Network

68 Evaluation A service of the Children’s Bureau, a member of the T/TA Network

69 Closing Circle A service of the Children’s Bureau, a member of the T/TA Network

70 ADJOURN: THANK YOU AND SAFE TRAVELS
A service of the Children’s Bureau, a member of the T/TA Network


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