COLLABORATIVE LEADERSHIP FOR RESULTS: A PATH TOWARDS TRANSFORMATION JENNIFER LITTLEFIELD, Doctoral Student, Assistant Director CPS Public Leadership Program VICTORIA GODDARD-TRUITT, PH.D., Senior Research Fellow JOLIE BAIN PILLSBURY, PH.D., Senior Research Fellow University of Maryland School of Public Policy Maryland School of Public Policy

Acknowledgements  The Leadership in Action Program is implemented by The School of Public Policy at the University of Maryland in partnership with the Annie E. Casey Foundation  This research is supported by the School of Public Policy and the Casey Foundation

Introduction  The network literature offers many examples of the difficulty surrounding the formation and successful execution of a collaborative network.  Paper presents a framework for cross-sector collaboratives that helps communities to realize results  Analysis highlights early research on the success of this framework  Examines the pathway to transformational leadership embarked upon by multi-sector mid-to-high level leaders in a collaborative network

Outline  Theory of Aligned Contributions  Four Quadrants of Aligned Actions  Implementation Framework  The Leadership in Action Program  Research Methods  Early Program Results  Early Case Study Results  Preliminary Conclusions  Next Steps

Theory of Aligned Contributions

Four Quadrants of Aligned Actions For Results Low AlignmentHigh Alignment High Action  High action that contributes to results  Does not work to be in alignment with others  High action that contributes to results  Works to be in alignment with others Low Action  Low action that does not contribute to results  Does not work to be in alignment with others  Low action that does not contribute to results  Works to be in alignment with others

Implementation Framework A call to action  An invitation from a credible source to join and be publicly accountable  A legitimizing force recognized by leaders from public & private sectors A container  A place, time, materials and support structure that creates a meeting environment to work together.  A holding environment creates a non-hierarchical, structured environment that allows decision making process to address power imbalances while dealing with conflict A capacity to collaborate  Results-based Accountability Competency  Race, Class & Culture Competency  Leading from the Middle  Collaborative Leadership Competency

The Leadership in Action Program (LAP)  LAP is a competency-based leadership development program that mobilizes leaders from multiple sectors and the community to rapidly accelerate results for children and families.  Launched in 2001, to date 12 LAP programs representing 14 jurisdictions across the country have completed the 14-month implementation phase.  Each LAP site is focused on a select result and identified indicators of success that include two to four years of measureable available data means.

Research Method  This study is part of a larger, mixed design project that is testing the hypotheses and exploring the efficacy of the Theory of Aligned Contributions (TOAC)  Research parameters  High level qualitative and quantitative analysis  Case Study  Unit of analysis for this paper is the I-LAP.  Includes 28 men and 22 females; approximately 75% Caucasian and 23% African American  75% in public or governmental agencies  Result: All adult offenders in X County are successfully reintegrated into the community.

LAP Results 1) LAP builds leaders’ capacity to make measurable progress in improving a condition of well-being Number of State ID’s Issued to Ex-Offenders

LAP Results 2) LAP develops leadership competencies and willingness to make and keep commitments to take aligned action.

LAP Results 3) LAP develops relationships and understanding among a group of leaders and facilitates collaboration, sharing and a commitment to reduce community disparities around a condition of well-being

LAP Results 4) Participants use the skills learned in LAP in their organization and other leadership venues.  2006 Study: “Did LAP leaders use leadership skills and tools that they learned in LAP back in their home agencies?” 29 leaders out of 27 continued to use the leadership skills.  Quote from I-LAP Participant: “[Our agency is] using the seven RBA steps or questions to guide a major strategic planning piece that is city-wide. We modified and added different questions and restructured the questions to fit into the needs assessment work as well as the strategic planning. Those who were not familiar are getting more and more comfortable, so we should probably do some RBA training. This has accelerated our work.”

LAP Results 5) LAP creates the capacity for leaders to have greater influence and leverage within their communities to improve a condition of well- being. The I-LAP TRV strategy:  Analyze the data  Build a relationship with judges and share the data with them  Connect with best practices around having diversion strategies for TRV violations  Begin to have dialogues with judges to enroll them into a understanding and appreciation of the proposed strategy  Gather low and no cost approaches to implement a pilot of the strategy in one judge’s court  Track the data from the pilot and begin to work with the judiciary to expand the pilot to more court rooms  Implementation of the pilot began in month eight of the LAP; by the tenth month the LAPpers were able to track the number of ex-offenders who were diverted because of the implementation of the new strategy.  56 offenders were diverted from returning to the DOC by this strategies

Case Study  Analysis at the individual and group level  Tracks one of the four competencies – Race, Class, Culture

I-LAP: Race, Class, Culture

Skill One In-depth

Skill Two In-depth

Preliminary Research Conclusions  Preliminary support for a theory of aligned contributions framework  Preliminary data shows individual and group shifts in RCC competency

Next Steps  Deeper exploration of program results analysis  Expand and deepen competency analysis to all four competencies at the individual and group level  Expand analysis to more sites  Comparative analysis of LAPs

Thank You  Contact information:  Jennifer Littlefield,  Questions?