1. Leadership Development for Systems Change Georgetown University 1 Aligning Perspectives, Building Common Ground and Creating Shared Vision Agenda Values Continuum Polarity Management Interests and Positions Shared Vision

2. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 2 SHARED VALUES

3. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 3 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.

4. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 4 Continuum of Values source: TeamWorks, 2001, adapted from March of Dimes FATEPERSONAL CONTROL TRADITIONCHANGE TIME LINEAR ORIENTATION TIME EVENT ORIENTATION

5. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 5 Value Systems Overlay In any organization there is always more than one value system at work Value system of the Provider/Professional Group Value system of the Individual Provider Value system of the Team Value system of the Client Value system of the Agency Value system of the Agencies Value system of the Community Source: TeamWorks, 2002

6. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 6 Addressing Unsolvable Problems POLARITY MANAGEMENT

7. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 7 What are Polarities? Polarities are inter-dependant opposites which function best when both are present to balance each other Source: Johnson, Barry (1996) Polarity Management, HRD Press, MA.

8. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 8 Examples of Polarities Breathe in/Breathe out Leaders need to be conservative for Stability and revolutionary for Change We need to support Team development and reward Individual achievement Managers and employees need Training and must do their Work Organizations need Centralized Coordination and Decentralized initiatives Action/Reflection

9. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 9 Characteristics of Polarity Management Not problems to solve Both/And not Either/Or Polarities are meant to be managed by leaders who understand the difference between problems to solve and polarities to manage “Best of both while avoiding the limits of either” Barry Johnson

10. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 10 Polarity Maps Tool to help identify the strengths of each pole (the upside) and identify the limits when we stay in either pole for too long (the downside) Greater Purpose Statement Deepest Fear From Lack of Balance

11. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 11 Early Warning Indicators How will we know, what are the measurable indicators, that will let you know that you are getting to the downside of this pole Who will know and be on watch

12. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 12 Action Steps How will we gain or maintain the positive effects (the upside) from the focus on this pole and what measurable indicators can we design? ( what, who, by when measures)

13. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 13

14. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 14 Addressing Adaptive Challenges INTERESTS & POSITIONS

15. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 15 Interest-Based Collaboration A way to facilitate working together by reframing competing positions to positive, future oriented, and common interests.

16. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 16 Why Focus on Interests? Interests define the problem Interests allow for more possible solutions Interests can help us evaluate a possible solution Interests make it possible for a solution without compromise from anyone GUCCHD Conflict Management Program, 2003

17. Reframing

18. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 18 Shifting Positions to Interests Grandma’s Summer Lake Cabin Sell the CabinKeep the Cabin

19. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 19 Shifting Positions to Interests Placement for Intensive Treatment Institutional CareWraparound Process

20. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 20 Addressing Adaptive Challenges SHARED VISION

21. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 21 Shared Vision Keep focus on the ultimate goal Enroll others (without pull) to achieve the ultimate hopes and dreams Provides a rudder to keep process and progress on course Directs stress back to deeply held views and commitment

22. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 22 Shared Vision Encourages risk taking in the interest of reaching the ultimate goal Supports persistence in the interest of reaching the ultimate goal Identifies and defines the long-term investment

23. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 23 Possible Attitudes Towards A Shared Vision Apathy Non-compliance Grudging Compliance Formal Compliance Genuine Compliance Enrollment Commitment Senge, P.M. (1990). The Fifth Discipline.

24. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 24 Possible Attitudes Toward a Shared Vision Commitment Feeling fully responsible for making the vision happen Wants to reach the vision Will make it happen—whatever it takes Will create whatever structures are needed “I am inspired, have new ideas, and will bring the next step to bear.” Senge, P.M. (1990). The Fifth Discipline.

25. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY “It’s in important day in everyone’s life when they begin to work for what they want to build rather than please the boss or simply comply.”

26. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Leadership Development for Systems Change Georgetown University 26 Supporting Creation of a Shared Vision: Strategies Telling Selling Testing Consulting Co-Creating Senge, P.M. (1990). The Fifth Discipline.

27. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY How will we know what success looks like? People will show up for meetings People follow through on their tasks New relationships have been formed that cross boundaries of race, ethnicity, age, position, etc. New alliances and partnerships are evident The data shows improvement and people believe the data People can describe the shared vision It feels good!

28. © 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY “The measure of success is not that we have difficult problems to face, just that it’s not the same problem we had last year.” John Foster Dulles