Workshop #2 focus: Collective leadership in higher education. In this workshop, participants focused on "outcomes" of collective leadership. Examples of storytelling, a case study of an FSPE project's Chautauqua event, and a visit to an inner-city community center showed workshop participants what collective leadership looks like. Workshop activities encouraged participants to apply what they learned at the workshop to situations back at the home institutions.

Workshop #2 Objectives:

1. To create a safe workshop environment for optimal learning and community building
2. To learn and apply collective leadership models and learning opportunities.
3. To develop the use of art and story-telling as key components in the learning process.
4. To develop strategies and plans for sharing workshop learning at home.
5. To generate information and feedback that will be used to inform the design for Workshop #3.

Expectations:

1. We will start all sessions on time.
2. Participants will have seen Foster and Bosserman videos.
3. Be present.
4. Use active listening.
5. Show respect, engage all participants.

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The question that sets the context for the leadership initiative is, "How can universities can become more responsive to stakeholders?"

Key points

• Kellogg invests over $200 million in higher education.
• Going to take a highly evolved and informed educational system to meet and address the changes in the next years.
• Universities must be seen as relevant.
• We are seeing the globalization of the world, but all problems have local impacts

• We are focused on land grant and local community colleges due to the great impact of higher education.
• Covenant of land grant universities: being there for common person.

• Not about agriculture
• Why Kellogg? "Helping people help themselves"
• Kellogg committed to the idea that today's community colleges are providing models of higher education for the future.
• Kellogg's change initiatives, in addition to LINC, include activities with Native-American higher education, Hispanic-serving institutions, and historically black universities and colleges

Leadership is about creating meaning. LINC is a national dialogue that leads to a local dialogue about what it means to have collective leadership. The "white space" between our national meetings, where the local dialogues take place, are just as important to the success of LINC as these national meetings.

We need to create conversations around the issues on campuses and why they are occurring.

Institutions don't change within themselves - people change within the institutions.

Note: Participants completed a pre-conference evaluation form.

Purpose: The Human Q-Sort was developed early in the California Food and Fiber Futures Project to accomplish two purposes in our statewide meetings. First, it provided a way of getting everybody in the room introduced to each other and providing them with a relevant issue to talk about (e.g. why are you in this group?). Second, the Human Q-Sort allows the introduction of important issues and opens discussions among participants.

Description: The Human Q-Sort involves a set of questions with answers from which people must choose. Participants select the answer most appropriate to them by literally voting with their feet. Each person goes to a location in the room that corresponds to the choice they select. At the station, people take turns introducing themselves to the group and briefly explaining why they are in the group. Once these individual explanations are completed, facilitators prompt responses to the next question and the humans "re-sort": thus, Human Q-Sort. We have used several different questions with different groups and have found the technique useful. The questions and their sequence are important components of the activity.

Questions and number of respondents per selected answer

Sort #1: My primary, INITIAL motivation for being involved in the leadership initiative in my region was:

A) My boss asked me to (17)

B) I wanted to be sure my industry's concerns were heard (1)

C) I wanted to be sure my college/university's concerns were heard (5)

D) I am concerned with understanding more about leadership (22)

E) I am concerned about leadership quality (28)

F) Other (9)

Sort #2: As a child I imagined myself as:

A) A lone courageous leader (13)

B) A member of a team (21)

C) A follower (2)

D) An independent (29)

E) Skeptical of any leader (5)

F) Other (0)

Sort #3: The leader I most admire primarily had which characteristic?

A) Held elective office (e.g., John F. Kennedy, Barbara Jordan) (3)

B) Seemed unconcerned with power and prestige or possession (e.g. Mother Teresa, Rigoberta Menchu) (17)

C) Was an entrepreneur (e.g., Henry Ford, Katherine Graham) (5)

D) Was a spiritual leader (e.g., Martin Luther King) (9)

E) Was not in a leadership position but exercised leadership anyway (e.g., Eleanor Roosevelt, Rosa Parks) (29)

What do you see as your role in this project?

What do you hope to "get" from this workshop?

(Note: There was no group report out from this mix/max session.)Overview of Workshop Segments, 3:45-4:00

Day 1

• Meet, greet
• Get connected
• Get "here"

Day 2

• The content
• The "what"
• The meat in the sandwich

Day 3

• Back home planning
• So what?
• Making things happen
• The white space

This and all LINC workshops will be using Deming's model of "plan, do, act, reflect, and repeat the cycle."

Project notebook

• Glossary
• Notes from prior workshops
• Reading list
• Source material

Graffiti wall

Website: www.kellogglinc.com

Home teams, 4:30-5:15 p.m.

• Introduce yourselves
• Summarize what is happening back home
• Discuss how to get maximum benefit from this workshop (your expectations)

Home teams posted their expectations (and concerns) on flipcharts

LEAP - Oregon State

• Skepticism (how to confront it)
• Establish relevance
• Use of collective leadership to dispel myths

• How to effect the practices of leadership
• Continue to extend InterACTION (Oregon's FSPE project)
• Confront and interrupt the class system (feelings of voicelessness, facelessness, invisibility associated with some positions)
• Increase feelings of safety, reduce feelings of risk á Move things forward
• Know what we need to measure
• How to best contribute
• How to succeed in integrating art
• Activities and ideas to translate back to campus (What's next?)
• Find what others are doing / thinking
• How to integrate ideas of InterACTION and LEAP (create synergy)
• Ways to get people to utilize resources

(Issues as learning vehicles)

• Access

• Standards
• Selection criteria
• Enrollment management

• Electronic access / distance education
• Employers narrowing their selection pools
• Budget restructuring
• Punishment vs. reward for faculty
• Cost-benefit analysis of leadership development. (Invest or just let it happen?)

Partnership 2020

• Develop a plan for what's next (locally)
• Learn from others
• Expand our network
• Who will be involved? Conference attendance: should those who've attended assist in deciding?)
• Tools / process for moving LINC forward (e.g., storytelling, art)

Iowa State University

• How to adapt shared leadership models to the ISU context

• Learn what is positive about "collective" leadership
• Learn about successes and failures via case studies and sharing
• Actively involve back "home" to effect change
• Develop a network, both internal and external
• Learn theory and integrate with practice

South Carolina SCLC

• Knowledge of other models

• How do other institutions facilitate change (models, examples)?
• Want permission
• What is positive about collective leadership?
• Why should we do it?
• So what?

Texas

• Learn from other projects
• New experiences
• Learn about national Kellogg initiatives
• Learn useful leadership mental models
• Techniques of institutional change
• Share our experiences
• Our own group develops a better project vision

Penn State University / Cheyney State University

• Build linkage between our two schools

• How to involve Cheyney folks in PSU learning communities?

• Explore linkage with Food Services Project

• Involvement with Rodale?

• Role of the learning communities (LCs)

• How / what get feedback from these?
• Will Cheyney develop its own LCs?
• Ideas for linking PSU / Cheyney LCs

• Convene facilitators
• Same formats for questions for LCs
• Prepare short video featuring Penn State President Spanier on challenges to universities and leadership issues or joint leadership statement from 3 partners
• What can PSU offer Cheyney and vice versa?
• What do we want the output of LCs to be?
• Qualifications / skill level of facilitators

• What can we learn from the previous leadership development program?

• Focus groups
• Training
• Management / Leadership Excellence Program

• Possibility of learning from failure

• Possible links to other initiatives, formal and informal (e.g., faculty senate, ALF)

• Issue-focused dialogues that also address the wider stakeholder community

• Re: riot
• Alienation and anonymity of students
• Alienation of faculty

Nebraska

• From abstract to concrete within home teams (more time?)

• Blueprint: people, purpose, process*

• Understanding "role" of workshop participants
• Relationship of leadership workshop to:

• FSPE

• Change in rest of institution

• Process questions*

• How to create change?
• How to sell opportunity without being overwhelmed by risk?
• How to move from conversation to action?
• How to expand / shift cultural boundaries of the institutions?

• Back home

• Involve all participants
• Workshops for home team

Mid-Atlantic Consortium

• Learn what other MAC campuses are already doing for leadership
• Learn what others are already doing for / about leadership
• How to organize our own participants for impact?
• How do workshop goals relate to project goals? Who should be coming to which workshops?
• What is collective leadership? How does it work?
• What should our institutions do to make dramatic changes?

Dakotas / Minnesota

• Practical application of tools from workshop
• Experiences of faculty took on responsibility for change
• What is collective leadership and how is it implemented?
• Need to understand problems of leadership in rural America
• Gain insight on specific strategies and examples
• How to keep this on-going?

SOFSEC

• Benefits from workshop

• Capture best from groups to share with home institutions
• Network with others
• Enhance / identify different model which are discussed
• Amplify best practices that are identified (successful case studies)
• Leave with a sense of direction
• Meeting of home team
• Share who we are and what we have to offer
• Avoid reinventing the wheel
• Give us some practical information which can be applied back home
• Find ways of sharing resources
• Identify resources at member institutions
• Share successes as well as failures

• Expectations

• Broader base for resources
• Collective leadership: what does it mean?
• Have a better knowledge of the team
• Learn what's happening on the various campuses
• Get some new ideas

Taking the Pulse, 5:15-5:30 p.m.

1. What came clear today?
2. What needs further discussion?
3. What should we do tomorrow to enhance learning?

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Pulse Summary from Day 1, 8:30-8:45 p.m.

• Specific examples, and more case studies
• Warmer room!
• Define collective leadership. (Facilitator's response: Please ask about this again tomorrow
• Home team time
• Mix, interact
• How does "it" work, in action
• How to get the LINC project moving
• Failure stories
• Clarify distinction between FSPE and LINC
• Use today and tomorrow as examples of "collective leadership"

Jessica Bailey, University of Minnesota

• Reflection is a major part of my life
• Storytellers are predisposed to be storytellers
• Curious - amazed at unfolding of something I didn't know
• "We must have hooks to hang our stories on"
• A House Divided, a book by Mark Gerzon, describes convening Gingrich and Gephardt around storytelling when they were not speaking to one another.

Questions raised by some members of my group yesterday

1. What are the practical applications of storytelling and other collective leadership techniques in facilitating change?
2. Are there examples of faculty taking on responsibility for change? What have been the experiences of faculty who have taken on responsibility for change?
3. What is collective leadership and how can we implement it and get it across to faculty and staff?

"Guiding Principles of Dialogue" by Mark Gerzon (See handout)

• Respect
• Trust
• Openness
• Fairness
• Honesty
• Listening
• Confidentiality
• Question assumptions
• Engagement
• No humiliation or ridicule

"The changes required by the new science are deep; the challenges are significant. A clear articulation of a new vision of the organization marks the beginning of the journey. Making that vision a reality also requires a core community of people who are committed to helping transform themselves and their organizations." -- D.H. Kim, The Systems Thinker, Dec 1993/Jan 1994

How can we promote storytelling?

• Guiding principles
• Involve those who are genuinely interested in reducing theirs and others distress
• Maximize your leverage
• Recognize that early group storytelling efforts will not be very task focused
• Form diverse groups of storytellers
• Recruit individuals with broad perspectives and extensive contacts
• Identify campus administrators
• Agree at the beginning what we will do if we reach a point where we are not understood or face disagreement, challenge, or attacked

Senge, P. (1996). Leading Learning Organizations: The Bold, The Powerful, and the Invisible in The Leader of the Future. San Francisco: Jossey-Bass, pp. 36-37.

Initial guidelines for dialogue

• Suspend certainties
• Listen to your listening
• Slow down the inquiry
• Be aware of thought
• Maintain peripheral attention
• Speak from the heart

Handouts

1. Shaw, G., Brown, R. & Bromiley, P. (1998). Strategic stories: How 3M is rewriting business planning. Harvard Business Review, May-June, 41-50.
2. "Guiding Principles for Dialogue / Debate and Dialogue" (orange)
3. "The Shift Toward the 'Knowledge-Based' Organization" (green)
4. Reading list (blue)
5. "An Individual Prescription for Developing Collaborative Leadership Skills" (green)

Max/Mix Conversations, 9:05-9:30 a.m.

• What stories are being told in your institution or about your institution? (Focus on yourself.)

• What stories should be told?

(Note: There was no group report out from this mix/max session.)

Handouts

1. Nebraska Network 21 Chautauqua (gold)
2. NN 21 FAQs(white)

• "Education offers the greatest opportunity for improving one generation over another." - W. K. Kellogg
• Started as one of the FSPE initiatives
• Conducted focus groups (800 people) and found their needs were greater than agriculture

• Affordable education
• Diversity
• Distance education
• Things to focus on in higher education

• Involve individuals from community colleges, businesses, etc.
• Looking at year 2020 to see what we might need
• Strategy team - representatives of University of Nebraska, community colleges, banker, K12 schools, Dean of College of Agriculture

• Seven groups (action teams), seven areas from visioning, including among others

• Distance education

• Faculty rewards
• Part-time farmers
• Sustainable communities

• Dean of Fine Arts and co-chairs of seven strategy teams met to plan
• Artists: weaver, juggler, actress, comedian, etc.
• Sent out letter inviting people
• Used Steve Bosserman and his flipcharts
• Each group had an artist as a facilitator
• Listserve was used as mode of communication among the group
• Cohesion building occurred

Steve Bosserman

• See goldenrod sheet with diagram
• First thing that has to happen is to convene. Chautauqua was a massive convening
• Three organizing principles gave it integrity
• Collective leader establishes space
• Collective leaders share in the space
• Contribution and space contribute to learning
• Learning occurred at a much broader space than just at the Chautauqua
• Unique characteristics of collective leadership. Look for a set of boundaries that don't limit but allow individuals can see how their ideas can contribute
• In 45 days, planning activity on this project generated nearly 1,000 e-mail messages among 20 individuals, an example of collective leadership

Home Team Reflections, 10:10-11:00 a.m.

• Ah-ha's
• Possibilities
• Opportunities(early thoughts for planning tomorrow)

Each home team created a collage representing their view of collective leadership.

Taking the Pulse, 5:15-5:30 p.m.

1. What came clear today?
2. What needs further discussion?
3. What should we do tomorrow to enhance learning?

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Pulse Themes, Day 2, 8:30-9:00 a.m.

1. What came clear yesterday?

• Sabathani: inspiring
• Storytelling: provocative
• Chautauqua: sowed seeds
• Collage w/home team: energizing, fun

2. What needs further discussion?

• More examples of key themes
• Exploration of impact/use of storytelling
• Chautauqua: Impact? What next?
• Collage: Application to collective leadership

3. What should we do tomorrow to enhance learning?

• Reflection/discussion: learning from yesterday
• Home team time
• Where do we go from here, including workshop #3

General discussion (comments from individuals), 9:30-10:00 a.m.

• Storytelling is a big part of my history. We don't have a written history. My grandmother told me many stories. We cannot tell stories in the summer, only in winter.

• Came away from Sabathani pondering the fact that people who use the services also have to contribute something to the services.
• Were we seeing the results of collective leadership or the energizing of others by one individual? There is tension between these two scenarios. How do we balance this tension?
• No committee has ever made a decision or has been held accountable for a decision.
• See the book by Joseph Rost, Leadership for the 21st Century.
• Teams: everyone has a leadership role. We authorize one person to make the decision. We deny individuals their input. We don't want collective leadership because we want someone to shoot when something goes wrong.
• Our whole system in based upon collective leadership: House, Senate, etc.
• All conversation is storytelling. We need to go home to listen for individuals' stories of change. Join them together. This will be storytelling.
• We have to be able as a collective to describe how our programs are working (evaluation).
• Jim Cook at Sabathani has only been there for 18 years. Sabathani was there before him, so the energy was already there within the community. I'm challenged to go home to find the energy that is there and how to use it.
• How can we enrich one another with the stories we each have? Each of the people at Sabathani was leading in their own area but as part of the collective to accomplish the goals.
• Could we develop a list of each of our areas of expertise to allow each of us to share this expertise with the areas that we might visit in the future after the workshop?
• Leadership = relationships. (Martin Buber, I and Thou)
• Sub-theme at Sabathani: Made a big change in a really short period of time. From delivering services to people to helping people prepare themselves to function in society.
• Art is really the key for us to be better leaders and to work collectively. Leaders must be able to sell an idea. Great leaders have been able to get people to "see" where they are going. Examples: Kennedy, Ghandi. How do we make tangible something that is intangible (that is, leadership) to our faculty and administrators back home? Storytelling includes three parts: the storyteller, the story, and the audience. All three are necessary elements.
• Get individuals back home to be part of the story so they feel they are creating something.
• We need a concrete object to deal with so people can put their hands on it for this project. Sabathani's concrete object was their building.
• Diversity. How to you change the culture so that people feel comfortable with the services?
• I'm worried about collective leadership at our institutions. The university president can make a decision that goes completely in the different direction than what the group wants to go.
• Collective leadership may not be compatible with all of our institutions.
• Why have we allowed ourselves to get into the situation we are in? We have to ask ourselves the hard questions. We need to take the responsibility to do just that. We can create the world that we want to live in.
• Might want to have one of our workshops focus on how we can get our institutions to buy into collective leadership. We also need to incorporate discussion on how we can improve the learning environment for our students. Where are the student voices?
• Community groups understand that they have to lead from the heart and not the head. That is why they are successful. Higher education institutions lead from the head. We need to have frank discussion about how power works in our institutions and at the broader societal level. We need to share the whole story, failures as well as successes.
• Our issues are not going to be aligned at our institutions but we need to work to bring them into alignment. How do we stay in relationship when we are not aligned? Those who feel less power can find others feeling the same and band together to challenge the higher power and authority. The efforts that we are undertaking are more than just creating a shared vision.
•  

Steve Bosserman's comments:

• Remember that these six workshops are not to produce new learning. The idea is to make the learning explicit. Need to move it from the informal system to the formal system. The more explicit we make it the less tension there is between the formal and the informal. (See gold handout on convene, change, and learn).
• Individual vs. collective leadership. We are all leaders ourselves. We are our own leaders. Leadership in the formal system is with titles. Collective leadership is shared, the learning piece within the group. The places of tension are the place of learning.
• Formal systems don't like to change. Trying to change the formal system causes discomfort. The tensions are played out within the FSPE initiatives as well as the leadership initiatives. The project leaders are, by design, leaders within the formal system. The associate directors are in the informal system. Look at the dynamic around the tension between the project directors and the associate directors. It can be helpful but can also be destructive.

Rick Foster's comments

• We don't want to forget that the formal leadership is part of our group. It is not "we" and "they" It is "WE."
• We want this to be transforming, transformational leadership.

Home Team Action Planning, 10:30-11:00 a.m.

1. In what ways will you (individually and as a team) increase awareness and involvement at home?
2. How are you going to transfer your learning at home?
3. What methods and processes are you going to experiment with?
4. What is your strategy around developing / strengthening / communicating with your "change team"?
5. How will you develop support for Workshop #3?

Note: As a home team, you may choose to focus on "broad gauge" planning; or it may be more fitting to focus on a small number of actions that you want to do exquisitely. What makes sense for your project and your home team?

The Plan

• Who will do what, by when, where, and how often?
• When will your home team reconvene?

Oregon

• August 7 meeting

• Storytelling
• Sharing what we learned
• Relationship building

• On-line conferencing web site
• Identify teams to participate in other conferences / experiences

South Carolina

• September collaborative conference with Alliance 2020 projects
• Communicate, communicate, communicate

• Two-way conferencing after workshops
• Newsletters in and outside institutions
• Web site / listserve (SC Alliance, Kellogg projects, Readings)

California

• Transformational Leadership
• Core groups and relationships
• Continuity and connections

Ohio

• Informal dissemination of concepts/processes
• Formal discussion within organizational structure
• Workshops with other 35 participants
• Broad communication / enabling software (web)

• Vertical and horizontal

Texas

• Regional visits
• Combine better with FSPE

• President's commission
• Projects cross-fertilization

• Strengthen our vision
• Joint design of training
• Business

• Newsletter
• Web
• Project approval
• Project evaluation
• Budgeting
• New leadership team

Mid-Atlantic Consortium

• Work at home institutions

• Establish our own "home teams"
• Assess institutional needs
• Identify potential needs / directions for institutional change
• Identify potential activities that could be shared within MAC
• Hold a regional meeting with Daryl present to make decisions about commonalties

• If / what future directions

• Come to workshop #3 prepared to describe institutional reaction to regional meeting

Iowa

• Two-day retreat: process and doing change

• Entire "Learning Task Force"
• Educational / community building

• Breakfast at the Center (for Teaching Excellence)

• Learning / dialogue
• Capacity building / literature / resources

• Communicate to all stakeholders

• CC, business, within - diversity
• Vision statement (develop)
• Objectives
• Anticipate outcomes

• "REEL SLIC"

Pennsylvania

• Re-establish the "partnership" connection with Cheyney

• Joint briefings of next workshop participants
• Cheyney to clarify institution's expectations about LINC participation
• What other mechanisms for coordination?

• Possible meeting for sharing between LCs in December 1998. Planned by those attended Kellogg workshops.

• Launch Learning Leadership Communities (LLCs)

• Incorporate "land grant" history / art and re-visioning "land grant" for 21^st century
• Approach for kick off
• Design diversity into LLCs
• Address issue of student members with administration

• Possibility of student LLC
• As a reparation for riots
• Flexibility in design of learning communities
• Leave decision re: who else should participate in LCs to the LLC. Connect LLCs with design of future PSU Visitors' Center

• Address sustainability (living systems aspects) of the project

• Designs for self-generation of LLCs
• Ongoing involvement of workshop members

Southern Food Systems Education Consortium

• Complete the selection of the leadership team members
• Improve communication among team members

• Implement storytelling focusing on institutional stories

Minnesota / Dakotas

• Before Labor Day, core group on each of the three campuses meets, discuss, and gather consensus on goal and objective action plan. Create agenda for #2.
• Bridge building and coordination with VFC linkages and Project Director meetings on each campus (before October 1). WorkSpan skill set discussion.
• Some format developed for bringing together all former workshop participants plus VFC and other key people together.

Nebraska

• August 3: set regular meeting (2 hours every other week)
• August 3: set up listserve
• August 3: News release
• Early August: Meet with 12 project groups
• August: Examples of collective leadership, site visits
• September 1: expand our group to 30-35
• September 15: start w/orientation session
• Ongoing: Engage those in formal system early
• Develop concept of community development center into something tangible

Washington State University Partnership 2020

• Get our team in place / continuity
• Coordination of team with other components
• Communicate / listserve / Lincletter

Wrap-up (Rick Foster), 11:30-11:45 a.m.

• Next workshop in Arizona.
• We may need to rethink where we hold future workshops. May want to consider holding them at some of our sites to show work that is going on at the institutions, etc.
• Presidents to participate in workshops. We want to have a very clear direction before we invite them to participate. We probably will have a separate meeting for/with them.
• We need to take the learning from these sites we visit and see how they apply to our institutions. We are in an era for both/and, not either/or.
• Diversity is the key to knowledge.
• It is the natural evolution of a land-grant institution to become what we said we would be. It's not revolutionary. It's what we are doing here.
• Multiple communities: not just one community. It will be in these multiple communities that we will begin to make sense as to what is happening around us.
• Soft and fuzzy vs. hard rigor. It is both/and, not either/or. Bring the discipline and resource to the people but also how to engage and interact with the people. How to become a part of the fabric of the community.
• A lot of this is about positioning, not leadership. The intentional and purposeful building of a learning environment. Be careful that you move too quickly. It takes time to build these relationships. Phase I is the positioning.