Pathways for Emerging Leaders Workshop Series

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Pathways for Emerging LeadersWorkshop Series

• CASE I Conference, Boston, MA
• Saturday, Jan. 22, 2005 3-5pm
• Sunday, Jan. 23, 2005 930am-12pm

Presented by William M. Weber, Ed.D.President,
Development Guild/DDIwith Claire Reinelt,
Ph.D.Senior Consultant, Development
Guild/DDI www.developmentguild.com
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I. Introduction

• Session Goals
• Start up
• Participant Expectations
• Baseline Discussion

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I. A.Session Goals

• Present participants with relevant concepts,
  tools and information to support their progress
  as emerging leaders
• Enable participants to share and generate
  information and knowledge about emerging
  leadership
• Provide feedback from this pilot session to
  improve future CASE programs for emerging leaders
  
• Consider feasibility of ongoing learning
  community

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I. B. Start Up

• Brief background of participants
• Survey Participant expectations
• Ground rules for the session
• Anyone can speak to any issue
• Some topics may be tabled until the end
• Learning is a serious discovery process!

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I. C. Participant Expectations (handout)

• As a result of this session, I would like to
  have the following questions addressed
• 1._______________________________________________
  _______________2._________________________________
  _____________________________3.___________________
  ___________________________________________

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I. D. Baseline Discussion
For each of the statements below, select a number
on a scale of 1 to 5 to indicate your level of
agreement, or the question mark if you are not
sure.

• Strongly Agree Agree Neutral Disagree
  Strongly Disagree ?
• 1 2 3 4
  5
• Leadership is a process ____
• Leadership is a skill that can be acquired ____
• Leadership depends upon the situation ____
• Leadership requires vision ____
• Leadership is innate ____

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II. Leadership and Emerging Leaders

• Definitions (excerpted from the Oxford
• English Dictionary)
• Leadership Models in Practice
• Leadership Models Aligning Your Priorities
• Leadership Models Frames of Reference
• Key Leadership Concepts
• CASE case
• Emerging Leader Styles
• Emerging Leadership Indicators

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II. A. Definitions of Leadership

• Leader
• A person who conducts others, precedes others as
  a guide, leads a person by the hand or an animal
  by a cord, etc.
• A person who guides others in action or opinion
  a person who takes the lead in a business,
  enterprise, or movement
• The foremost member of a profession more widely,
  a person of eminent position and influence
• (Excerpted from the Shorter Oxford English
  Dictionary,
• Oxford University Press 2002)

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II. A. Definitions of Leadership

• Leadership
• The office or position of a leader, especially
  of a political party
• The action of leading or influencing ability to
  lead or influence
• The leaders of a group collectively
• (Excerpted from the Shorter Oxford English
  Dictionary,
• Oxford University Press 2002)

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II. A. Definitions of Leadership

• Emerge
• Of a fact, result, etc. become known as the
  result of a discussion, etc. come into being
  with the passage of events
• Come into view from a place of darkness,
  concealment, confinement
• Come out of a situation in a specified state
  pass from a state of ignorance, obscurity, etc.
  become publicly recognized or noticed
• (Excerpted from the Shorter Oxford English
  Dictionary,
• Oxford University Press 2002)

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II. B. Leadership Models in Practice
Professional
Cause
Positional
Institutional
Individual
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II. C. Leadership Models Aligning Your Priorities
Rank Order (1High)
Model
Key Question
Professional Cause Institutional Individual Positi
onal
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II. D. Leadership Models Frames of Reference
Enabling Authority
Preferred Outcome
Accountability
Currency
Methods and Skills
Body of Knowledge
Peer
Ideas
Professional
Community Support
Followers
Social
Social Value
Cause
Organizational Culture
Mission Fulfillment
Governance
Structure
Institutional
Self
Character
Aspiration
Growth
Individual
Bureaucracy
Supervisor
Performance
Promotion
Positional
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II. E. Key Leadership Concepts

• Vernacular is paramount
• Non advancement development organic model
  (Appendix B)
• Stage
• Transition
• Growth

• Constants
• Widely distributed
• Frames of references not mutually exclusive
• Process variables (communicate, anticipate,
  involve, collaborate)

• Leadership Management

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II. F. CASE case
(Frame of reference applied to this conference)
Individual
Professional
Positional
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II. G. Emerging Leaders Styles

• Acting like youve been there before
• Apprenticeship
• Boring from within
• Everyones helper
• Protégé
• Sink or Swim
• Trojan Horse
• Etc.

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II. H. Emerging Leadership IndicatorsTransition
from One Phase to the Next Increased probability
of

• Acquiring new skills and information
• Making mistakes
• Redefining networks
• Seizing serendipity
• Recognizing reality of important negative or
  positive consequences
• Loyalty
• Learning new norms

• Establishing credibility
• Testing relationships
• Adapting to new external factors
• Dealing with uncertainty
• Rehearsing/developing their voice
• Assessing opportunities

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III. Panelists Their Stories of Growth

• Patty Kelleher
• Director of Donor Relations and Prospect
  Management,
• University of Massachusetts Lowell

• Bill Bennett
• Director of Alumni Affairs and Major Gift
  Officer,
• Clark University

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IV. Learning Agenda

• Theory into Practice
• Barriers
• 3 Stage Cycle
• Sample
• Your Learning Agenda

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IV. A. Learning AgendaTheory into Practice

• Learner is the driver
• Mutually agreed upon statement between learners
  and supervisors
• About the skills, knowledge and experience
• Supports an individuals growth in an
  organization.

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IV. B. Learning Agenda Barriers

• Time (balancing priorities, etc.) is the biggest
  barrier to Learning Agenda success.
• Working with an individual, who you usually do
  not work with, for training and mentoring poses
  both an accessing and time issue.
• If a learning agenda item is not part of standard
  work, making it a priority is difficult and does
  not always seem to fit into the organizations
  objectives.

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IV. C. Learning Agenda 3 Stage Cycle

• Phase II
• Initiate
• Stop
• Do differently

• Phase III
• Review
• Expand
• New direction
• Set new questions

• Phase I
• Research
• Visit
• Observe/Shadow
• Meet
• Write
• Reflect
• Etc.

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IV. D. Learning Agenda Sample

• Topic Fundraising Knowledge
• Question How to broaden my knowledge of
  fundraising?
• Strategies 1) Attend CASE conference this summer
  
• 2) Explore and potentially enroll in a
  graduate-level class at a local university
  Non-Profit Management.
• 3) Shadow senior staff to prepare for
  trustee event.
• Comments May change with new supervisor.

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IV. E. Your Learning Agenda(handout)

• Topic
• Question
• Strategies
• Comments

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Session 2Sunday, January 23rd, 2005930am 12pm

• Learning Agenda Discussion Follow Up
• Emerging Leaders in a Global Context
• with Claire Reinelt, Ph.D.
• Senior Consultant, Development Guild/DDI
• Wrap Up

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V. Learning from the Gates and Packard
FoundationsInvestments in Leadership Development

• Personal Mastery
• A Broadened Perspective
• Peer Networks
• Feelings of Efficacy Within Organizations Where
  You Work

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V. A. Personal Mastery

• What is personal mastery?
• A strengthened commitment
• More confidence in yourself as a leader
• A well-developed vision and ability to articulate
  that vision
• Balance
• Clarity about your own values and ability to live
  according to those values

• What supports personal mastery?
• Self-reflection
• Peer support
• Mentoring
• Feeling part of something larger than yourself or
  your organization
• Recognition

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V. B. A Broadened Perspective

• What is a broadened perspective?
• Knowledge and experience with
• diverse perspectives and ways of doing things
• other cultures different from your own
• other people different from you

• What supports broadening your perspective?
• Travel
• Site visits
• Collaborative projects
• Peer networks

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V. C. Peer Networks

• What is a peer network?
• Connections with others who
• Share your vision
• Provide moral support
• Offer new knowledge, tools, resources, and
  connections
• Facilitate action around issues of mutual concern

• What supports the development of a peer network?
• Networking or collaboration meetings
• Mentoring relationships
• Learning communities/ communities of practice

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V. D. Feelings of Efficacy Within Organizations
Where You Work

• What are feelings of efficacy within
  organizations?
• Being able to bring your vision to the
  organization and have it heard
• Engaging others with diverse perspectives in
  dialogue and exchange that leads to effective
  action

• What supports feelings of efficacy within
  organizations?
• Being able to share what you have learned with
  others
• Finding others within your organization that
  share your vision
• Participatory processes for decision making

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Tabled Topics

• Appendices
• Learning Community
• E-Follow up

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What Did I Learn?(handout)
After reviewing your initial questions and what
weve learned over the past two days,please
respond to the following

• What did you benefit from most?
• Day 1
• Day 2
• How could the session be improved?
• What are the implications for key decision
  makers?
• What are the implications for upcoming CASE
  conferences?
• Are you interested in participating in an online
  learning community?
• Name_________________________
• Email_________________________
• Other comments

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Appendices
A Leadership Website Bibliography B Trends
Affecting All Nonprofit Higher Education
Leadership C Non-Advancement Development
(Organic Model) D Distributive Leadership
Characteristics E Comparing Management and
Leadership F Hierarchy G Opportunities
Assessment H Learning Agenda Benefits and
Guidelines
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Appendix A Leadership Website Bibliography
Websites http//www.kelloggforum.org/vision.html
Kellogg Forum Higher Education for the Public
Good http//www.academy.umd.edu/ Academy of
Leadership at the University of
Maryland http//www.academy.umd.edu/ila/index.htm
This is the International Leadership Association
website http//www.leadershiplearning.org/pools/e
valuation/ Leadership learning community website
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Appendix B Trends Affecting All Nonprofit
Higher Education Leadership

• War for talent
• Globalization and parochialism
• Concentration of wealth
• Information/communication explosion
• Devolution
• Search for meaning
• Expanded access

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Appendix CNon-Advancement Development
(Organic Model)
Old Age
Human Development
Adulthood
Progress
Adolescence
Childhood
Transition Emerging
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Birth
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Appendix DDistributive Leadership Descriptors

• Learning
• Risks
• Skills
• Situational
• Etc.

• Charisma
• Impact
• Accountability
• Span
• Informational Access
• Context

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Appendix E Comparing Management and Leadership
Excerpted from A Force for Change How Leadership
Differs from Management. By John P. Kotter. New
York The Free Press, 1990.
Management
Leadership
Creating an agenda
Planning and Budgeting
Establishing Direction
Developing a human network for achieving the
agenda
Organizing and Staffing
Aligning People
Controlling and Problem Solving
Motivating and Inspiring
Execution
Produces change, often to a dramatic degree
Produces a degree of predictability
Outcomes
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Appendix F Hierarchy
Diagram taken from Good to Great. by Jim Collins
New York Harper Collins, 2001. p.20
Level 5 Executive
Level 5
Builds enduring greatness through a paradoxical
blend of personal humility and professional will.
Effective Leader
Level 4
Catalyzes commitment to and vigorous pursuit of a
clear and compelling vision, stimulating higher
performance standards.
Competent Manger
Level 3
Organizes people and resources toward the
effective and efficient pursuit of pre-determined
objectives.
Contributing Team Member
Level 2
Contributes individual capabilities to the
achievement of group objectives and works
effectively with others in a group setting.
Highly Capable Individual
Level 1
Makes productive contributions through talent,
knowledge, skills, and good habits.
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Appendix G Opportunities Assessment
Low Return
High Return
Low hanging fruit Opportunistic
Tactical Episodic
Short Term
Non-strategic Limiting Conditions
Transformational Visionary
Long Term
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Appendix H Learning AgendaBenefits and
Guidelines

• Learning Agendas benefit the employer, as the
  organization becomes a stronger, well-rounded
  learning organization, with a broader range of
  skills and knowledge.
• Goals are more likely to be achieved if they are
  a part of a regular workload, including assigning
  individuals to work that fits their learning
  agendas.
• Different tools can be used for leaning, i.e.
  reading, journal keeping, classes.
• Having a Learning Agenda makes people feel
  valued.

• Leaning Agendas provide a framework for
  supervisors to guide staff to advance and to
  chart progress of staff.
• Learning Agendas provide staff with an
  understanding of professional development growth
  and the steps needed to attain that growth.
• The employer can provide better quality work as a
  result of more knowledgeable and skilled
  employees.
• Learning Agendas break down reporting barriers
  and emphasize common interests and learning.

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