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Link to Workshop 3, Day 1
7:00-8:00:
Breakfast
8:00-8:30: Review
of yesterday/Preview of today
8:30-12:30: Visit to Maricopa
County Community College District Office (MCCD)
12:30-2:00: Lunch at Scottsdale
Conference Resort with break
2:00-2:45: Project
Team Discussion
2:45-3:00: Break
3:00-4:00: Small
Group Discussion
4:00-5:00: Creating
drama to amplify change in leadership
5:00-5:15: Taking the
Pulse
5:30: Adjourn for the
Afternoon
6:30: Dinner
7:30: Drama Presentations
9:00: Facilitator
Planning for Day 3
7:00-8:00:
Breakfast
8:00-8:30:
Review of yesterday/Preview of today
Responses to Taking the Pulse:
Agenda items (things that facilitators can control)
- More free tune - Opportunity to be "resort" like
- Take your time - Watch the time - Adhere to Agenda - Stay
loose
- Instructions for activities: One time only - don’t
repeat!
- More small group discussion
- More home team time
Content areas - can be covered at Maricopa or can be
addressed in afternoon:
- Who says we need to change?
- Need for goal - end state - What is this thing supposed to
look like?
- What is "collective leadership?"
- What has worked - Get specific on how to do it!
Issues to be addressed in afternoon:
- How to get "the top" (the higher levels of
administration) involved and committed?
- How do participants in the process get selected?
- Where does Kellogg fit? What does Kellogg define? What does
the institution define?
8:30-12:30: Visit
to Maricopa County Community College District Office (MCCD)
MCCD is the United States’ largest college system
serving over 110,000 students at 10 colleges. Dr. Naomi Story will introduce the LINC
participants to the learning transformation that is taking place at MCCD.
‘Open Space’ structure will be used so
participants can identify and self-select to discuss topics of interest. On the return
trip to Scottsdale Conference Resort, travel with learning partner and discuss the
learning transformation on MCCD and what you might learn from this visit.
12:30-2:00:
Lunch at Scottsdale Conference Resort with break
2:00-2:45:
Project Team Discussion
After lunch and your discussion of learnings with your
learning partner, the project teams will meet to make meaning of the trip to MCCD:
- How is the paradigm shift from teaching to learning
relevant to our organizations’ various change initiatives?
- What leadership learning come out of that shift?
- How did Maricopa implement the change from teaching to
learning?
- What were their theoretical frameworks?
- What changed regarding leadership in order to effect the
shift?
- What difference has it made for students?
- What difference has it made for faculty and staff?
2:45-3:00:
Break
3:00-4:00:
Small Group Discussion
‘Open Space’ structure will be used, offering
the participants the opportunity to share their frameworks and models for change and
leadership and to learn from the other projects. This is an opportunity to share the
technology, training, specific mental models, and/or frameworks that you are using or
contemplating using in your leadership training.
Some possible questions for discussion might include:
- What prompted experimentation?
- What specific articles or activities offered insight into
collective (or collaborative or transformational or shared) leadership?
- What mental models are you using/trying/contemplating?
- Open space session
LEADERSHIP MODELS - CURRENT THINKING ON LEADERSHIP
Research shift from viewing existing leaders to a focus on
"what do we want in our leaders?"
Examine the gap - or tension - between what we have and
what we want.
Characteristics of Leadership:
- Listening
- Exploring
- Advocating
- Demonstrating
- Empowering
- Rewarding
- Serving
- Honoring
- Inspiring
- Paying attention
Are there born leaders?
Some researchers contend that it’s 60% innate and 40%
developed skill
Perhaps the point is moot.
People can groom themselves based on feedback.
It’s within our grasp to acquire certain leadership
attributes
Both skills and intuition are involved in leadership.
There is a correlation between leadership and teaching in
that both involve art and skill.
The leadership roles taken on is dependent upon whether
we’re referring to a collaborative leader or a transformational, transactional, or
hierarchical one.
Kouzess & Posner have developed a useful model of
leadership. Paraphrasing some dimensions:
- inspiring a shared vision
- encouraging the heart
- celebrating victory
- thinking systemically
- enabling
We can measure & develop leadership skills.
Sometimes people want directive leadership, (top-down) not
consensus nor bottom-up decision making.
NEW MODELS FOR LEADERSHIP
Topic 1: Ephipany:
Participatory leadership - Shared understanding context
creation
Talk about what leadership is, but nonlinear concept
Can be effective
People want "take aways" might pull in doubters
- "the unwashed"
e.g. Belinda Robnette (Ross MacDonald)
Rob Willians (Vicki McCracken)
Drucker Foundation, Jolene Godfried, Tom Peters, James
Autry (Brad Shrader)
Sandra Hardinny, Rossbeth Moss Kanlir (Ross MacDonald)
Ephipany: Topic 2:
Professional societies/disciplines
Involve faculty and disciplinary associations
Focus on the nature of future and not as much on
leadership issues
Changing values, changing systems as opposed to specific
behaviors and institutional leaders
Means of moving from taking about leaderships to
actualizing leadership - faculty loyal to institutions vs. faculty loyalty to disciplines
QUESTIONS FOR KELLOGG
Difference between Phase I and Phase II
Phase I - visioning
Phase II - implementation of phase II
Who defines institutional change? - An institution or the
Foundation
Answer; You define institutional change as it is addressed
by you
Does WKKF have a leadership model in mind?
NO - not collective leadership as a specific model is not
expected.
Leadership as a broad terminology, look ar a variety of
models, as a goal of reconnecting or connecting to the broad audiences of land-grant
institutions and address in more significant ways in the future.
COMMUNITY COLLEGE AND LAND-GRANTS
Much discussion - institutional change - how the land
grant universities need to change - NOT BIG ENOUGH
Land grants as a partner, designing a program within a
given state.
The relationships should be the focus of the discussion.
Where are we going?
What is it that we want to write in the proposal? What are
we trying to do?
1 - build a new consortia, relating in a collaborative
model
2 - 2+2 model - BS at a CC
joint faculty - 60% land-grant and 40% CC
locating land-grant offices in the CC facilities with
advising
locating extension offices at CC
Sustaining meaningful change in institutional change
through changes in administration
(frequently referring to Maricopa and what this means in
establishing a culture and now with the pending change in administration and how it will
affect the culture)
- Administrative can be too short and they can be too long
- How does the institution maintain appropriate
initiatives and changes with new administrators?
- Is change driven by an individual, governance, or
stakeholders?
- Development of collective leadership is a mechanism for
sustaining change initiatives.
- Written plans and core values for institutions can be
helpful guides if everyone knows about these
- Someone in key positions need to spend sufficient time
in thinking about asking the right questions and communicating these rather than just
attending more meetings
- Maricopa - Chancellor there for a lengthy time and
Provost there all morning!!!
BRING STUDENTS AND OTHER COMMUNITY MEMBERS INTO LEADERSHIP
PROCESS
- Bring more students and community members to these
meetings- 2 students, community - 4
- Illustrate what they have to gain/offer
- Leadership curriculum offered within academia and
community
- Statewide student leadership forum - mix of students and
other stakeholders
HOW DO WE MOVE FROM TALKING ABOUT LEADERSHIP TO OWNING
LEADERSHIP?
- Difference in leadership models - ownership and
responsibility and accountability
- Leadership is influence, which influence is also
responsibility
- Empowered
- Can make something happen
4:00-5:00:
Creating drama to amplify change in leadership
Six groups will be formed, each to create its own drama to
exemplify collective leadership styles and behaviors.
Jeff Raz - have your bodies do the thinking - without
verbal communication. We are verbal thinkers, but without words, we must and can use our
bodies to portray ideas. In 10-15 seconds, six people had to portray the following
museums:
- Using your smarts at the wrong end of the stick.
- Collective leadership working supremely well.
- Budget cut.
Committing your body is real different than using words.
Add alterations as designed by the audience to strengthen the museum.
- At your institution, you are presenting a brand new
program.
Use this as an exploratory tool - enigmatic question - a
good plays ask questions hopefully the right questions. Theater basks in ambiguity. Now
adding alterations and adding people to the museum.
- Presenting a new proposal to an engaged leadership.
- Standing up for a principle
Translate body language into verbal, expressing differing
viewpoints
Now 2 sculptors and 6 people as clay. Working very quickly
and without words, the sculptors together collectively move people into a museum. Then
adding concepts for the sculptors to move the clay.
- Hour 5 of a typical faculty meeting
Then is there anything we can learn from the faculty
meeting art.
- Building a perfect leader
Then tell a story, what they are doing, how they lead,
what activity they are involved in doing.
How can one use art in discussions and change process?
Art engages other intelligiences (7 multiple
intelligiences - Howard Gardner) Switch - then translate - then switch back
Created individual images - static pictures - easier than
creating a dance or play - breaking into tableau - then connect.
Stories have beginning, middle and ends. projects have
beginning, middle and ends, lives have beginning, middle and ends. Cartoons have
beginning, middle, and end. Garfield based on images - no bubbles. Doonesbury, however, is
a verbal story with pictures attached.
Now techniques - museums - the fast person makes an offer.
Others create a response to that offer (airplane then wing or pilot)
5 frame cartoons:
- The flow of money in your institution
- The perfect new student orientation
In each cartoon, a member of the audience was called upon
to summarize the story that had been acted out in silence by the six actors. Raz made it
clear that the stories can be revealing of the actual processes that are being depicted in
the cartoons and stimulate insights into how those processes work.
Each group picks a themes, tells two or three stories
around that theme and then begins working on a 5 to 7 frame cartoon around that theme for
presentation at 7:30.
5:00-5:15: Taking
the Pulse
- What came clear today?
- What needs further discussion?
- What would make tomorrow better for you as a learner?
Only one comment was left on the flip-charts.
Change for future - cheaper location, free up $$ for more
participants from multi-state consortia
5:30:
Adjourn for the Afternoon
6:30: Dinner
7:30: Drama
Presentations
The six groups will share the dramas; each drama will last
5 to 10 minutes.
Participants were groups according to birthdays, ending
with 12 groups. Each group was given 15 minutes to share stories.
The art presentations were moved to Wednesday morning.
9:00:
Facilitator Planning for Day 3
Participants are invited to work with the facilitators,
reviewing the ‘pulse’ cards and refining the next days’ agenda.
--> Link
to Workshop 3, Day 3
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