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Effective Leadership for Early Childhood Systems Change: The art and practice of adaptive leadership Facilitated by Ellen Kagen, Georgetown University.

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Presentation on theme: "Effective Leadership for Early Childhood Systems Change: The art and practice of adaptive leadership Facilitated by Ellen Kagen, Georgetown University."— Presentation transcript:

1 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

2 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, 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.

3 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY DEFINING LEADERSHIP

4 © 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”

5 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY

6 Bottom Line “ Leaders lead people; managers manage things. Understanding the difference is the first step to understanding ones role as a leader.” ( unknown source )

7 © 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

8 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY 6-8 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

9 © 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, 2001). Slide Source: National Center for Cultural Competence, 2010 Leadership by Position Leadership by Influence

10 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR 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.

11 © 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

12 © 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

13 © 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

14 © 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

15 © 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

16 © 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

17 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY System Resistance to Change

18 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Personal Resistance to Change

19 19 Understanding and Reframing our Mental Models Personal Values Culture Mental Models Views of Leadership Advocacy and Inquiry Discussion and Dialogue

20 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY 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

21 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for System Change Georgetown University 21 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

22 © 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, 4 th edition, 2007 Exercise: Hierarchy of Values Communities Can! Leadership Academy Georgetown University Center for Child and Human Development

23 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for System Change Georgetown University 23 Culture is… the total way of life - Internal guidance on how to behave and provides identity 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 source: TeamWorks, 2003

24 conscious awareness Iceberg as a Metaphor for Culture 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 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 “out-of awareness” dress age race/ethnicity language food music gender art source: Sockalingam, S. - TeamWorks, 2003, adapted from source unknown

25 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for System Change Georgetown University 25 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, modified from James Mason, Ph.D., NCCC Senior Consultant Internal Cultural Factors That Influence Diversity

26 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for System Change Georgetown University 26 Cultural Factors That Influence Diversity 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, modified from James Mason, Ph.D., NCCC Senior Consultant External

27 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for System Change Georgetown University 27 Impact of Cultural Values ValueCultural MessagesImpact on Actions and Behaviors Learning Education is a way 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 I seek opportunities for 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

28 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for System Change Georgetown University 28 Impact of Cultural Values ValueCultural MessagesImpact 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

29 UNDERSTANDING MENTAL MODELS

30 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for System Change Georgetown University 30 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

31 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for System Change Georgetown University 31 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.

32 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for System Change Georgetown University 32 Mental Models Teenager Teacher Police Religion Family Traditions Silence President Hospital

33 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 OBSERVABLE DATA and EXPERIENCE (the “video tape”) Leadership Development for System Change Georgetown University 33

34 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY

35 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

36 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 36 Chinese Characters – To Listen

37 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Managing Mental Models to Support Common Ground HIGH 1. High Advocacy-Low Inquiry HIGH 4. High Advocacy-High Inquiry LOW 3. Low Inquiry-Low Advocacy LOW HIGH 2. High Inquiry-Low Advocacy

38 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 38 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.

39 © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for System Change Georgetown University 39 Seven Views of Leadership The Genetic View The Learned View The Heroic View The 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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