1576Doing Quality LeadershipPractical Strategies for

157
6
Doing Quality Leadership
Practical Strategies for Inspiring
You may be theoretically rich but practically poor.
— Pushpa Rana
T
his book has worked, from the beginning, to simplify the
concept of leadership. Leadership was defined as a process by
which an individual or individuals inspire the attitudes and
behaviors of others to engage in value-based and purpose-
critical efforts
in order to accomplish a set of shared objectives. Leadership is
about
inspiration—the capacity to be the source or cause to motivate,
stimulate,
and/or bring forth the positive attitudes and behaviors of others.
We know that quality leadership is inextricably linked to
enhanced worker motivation, engageme nt, job satisfaction, and
organizational commitment. Quality leadership also has a
positive
impact on practice decisions and subsequently on the positive
and
preferred outcomes for clients. Simply put, when supervisors
and

managers lead, their workers are inspired and so too are the
people
they serve and support. So far, this book has provided a variety
of
insights and key points on how supervisors and managers can
inspire workers to feel better, be better, and do better as they
carry
out their important role of helping others.
de, G. S. (2015). Responsive leadership in social services : A
practical approach for optimizing engagement and performance.
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PART II FROM CONCEPTS TO PRACTICE158
Leaders can inspire by utilizing a responsive approach to

leadership in
the context of supervision and management. This approach
posits that
supervisors can inspire in key ways, such as
• making quality leader–member relationships a priority,
• operationalizing important and guiding values,
• getting to know the needs, values, goals, and strengths of
workers,
• getting to know what motivates workers to engage and
perform
optimally, and
• utilizing a strengths-based approach in the context of supervi-
sion and performance development.
As stated previously, it was not my intent to present a model of
supervision and/or management in the social services but to
simplify
leadership in a way that offers leaders in the field knowledge
and prac-
tical strategies for motivating and engaging their team members
to
perform optimally as they carry out their work as helpers. Being
a
responsive leader is about having the capacity to tune into and
respond
to the needs, values, goals, and strengths of the people one is
respon-
sible for leading. While a Responsive Leadership Approach is
indeed
inspiring, there are many practical ways that a
supervisor/manager

can inspire workers to feel better, be better, and do better.
All supervisors can learn to inspire! And if you are already a
super-
visor that inspires, I already know that you are open to learning
how
to inspire even more. How would I know that? Because that’s
also
what great leaders do—they never cease learning how to be
better for
themselves and for their people!
This chapter will provide you and all supervisors in social
services
with insights into important areas for consideration and offer
practical
strategies for inspiring staff and teams to feel better, be better,
and do better
as they carry out their work with children, youth, families, and
commu-
nities. In order to best organize the tools and strategies offered
herein, I
have categorized specific areas based on the Key Performance
Motivators
outlined in Chapter 3. I refer to the seven categories as domains
for inspira-
tion. While there were more than seven Key Performance
Motivators
identified earlier in the book, all of them can fit within the
identified
categories and are relevant to the seven domains below:
• Relationship
• Vision and Values

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159Chapter 6 Doing Quality Leadership
• Mission and Goals
• Appreciative
• Personal and/or Professional
• Feedback
• Strengths Focus

As stated in Chapter 3, individual workers are motivated by
differ-
ent things at different times. It is important for the supervisor to
figure
out collaboratively with each worker which Key Performance
Motivators are relevant for inspiration. Once the supervisor has
an
understanding of which domain areas are the most relevant to a
worker,
the ideas and strategies offered in each domain provide helpful
sources
of inspiration.
Prior to getting started and considering which domains are rele-
vant to workers, it may be helpful for supervisors to encourage
each
worker on the team to fill out a Key Performance Motivator
Appraisal
Form, offered in Chapter 3. This may help identify which
domains may
be most relevant to the member.
The insights and practical strategies offered below have been
informed by years of practice experience, evidence-based
research, and
principles of best practice. You may recognize some of the
ideas
and approaches offered here, as some have been mentioned, and
build
on tools already presented in preceding chapters. If you are
already
prioritizing some of these critical areas and are utilizing the
subsequent
strategies for inspiring and motivating your members, keep it
up; you
are making a positive difference for them and their clients.

There may
be some things below that stimulate thinking or feeling; some
may
remind you of things you already know are important, and/or
some
items presented may inspire you to try something new.
� RELATIONSHIP DOMAIN
A relationship that is based on acceptance, understanding, trust,
respect,
and integrity is absolutely essential as a foundation for staff
learning,
development, and performance. In addition to this, very few
people
will admire, cooperate with, or “follow” a leader when they
have little
to no trust and respect for that person. These relational
ingredients are
important as they provide the basis for safe and nonjudgmental
com-
munication and support. Great supervisors get to know their
members’
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needs, values, goals, and strengths through relationships. The
better a
supervisor knows their members, the better able she will be to
respond
to their needs and desires and more likely she will be able to
match
supervisory support and resources accordingly.
Furthermore, up to this point, the chapters have demonstrated
what most of us already know from our practice wisdom: that
the
supervisor–worker relationship and supervisor support
contribute to
improved job satisfaction, increased motivation and
engagement,
enhanced practice, and preferred outcomes for staff and clients.
Relationships are key!
Here are some things you may consider doing to positively
influ-
ence this factor for inspiration:

• Make relationships a priority
• Encourage members to fill out a Preferred Leadership Profile
• Get to know your members (needs, values, goals, and
strengths)
• Ask workers to express what a preferred relationship looks
like
in practice
• Operationalize values of trust, respect, integrity, and empathy
as
well as key organizational values (see Chapter 4 for steps to
operationalize values)
• Make efforts to stop in and say hi or goodbye to staff
• Make time for coffee or tea with staff
• Get to know what is important to your staff
• Schedule and keep uninterrupted time with members
• Take and make opportunities to do activities (individually or
as
a team), like relationship and team building
• Try to be accessible and approachable
• Make regular check-ins on relationships and the quality of
supervision
• Do your best to be nonjudgmental
• Ensure you take what they say seriously and follow -up

• Try hard not to be quick to defend or dismiss member
feedback/
input
• Ask staff about family or interests outside of work
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• Make quick check-ins with members (individually and in
group
meetings) prior to business a priority

• Check out assumptions about members (“When in doubt,
check
it out.”)
• Maintain confidentiality to the extent possible
• Do not ask workers to do what you haven’t already done
your-
self or that you are not prepared to do
• Follow through on commitments
• Do what you say you will do (DWYSYWD)
• Ask staff what the best supervisor–member relationship
looks like
• Be willing to be flexible with process and time around
identified
employee needs
• Encourage consistent unit meetings
• Encourage, promote, and attend staff social engagements
� VISION AND VALUES DOMAIN
Although vision and mission are often grouped together, they
are not
the same thing. Vision is the value-driven dream of where a
program
and/or organization hopes to go. It is meant to be global and
inspiring.
Mission pertains more to “how are we going to get there.”
Mission will

be discussed further in this chapter. Some people are much more
con-
nected to the vision. These are those I refer to as the “values
people.” I
am one of them. Like most values people, I am vision and value
driven.
We are passionate!
When it comes to motivating members to perform, nothing is as
powerful as the cultivation and/or mobilization of passion.
Passion usu-
ally arises from personal purpose, but more importantly, it
originates
from what people feel is important—their values. Most people
choose
social services because it is a profession that espouses or
endorses
values (social justice, compassion, empowerment, self-
determination)
that are in line with their own personal values. Organization and
pro-
gram choices are also often based on a preference or match
between
personal and organizational values. When members operate
within
alignment of personal, professional, and organizational values,
there is
rarely a lack of passion when the work is being carried out.
Furthermore,
practical approach for optimizi ng engagement and performance.

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operationalization of values helps answer the questions, “Why
do we
do what we do?” and, “Why do we do it in this way?” An
impassioned
answer to the question “What’s important?” provides great
impetus to
passion, motivation, focus, and meaning. It connects members
to their
purpose—their passion.
Values also represent one of the most important cornerstones of
the
employee’s story regarding what is most important. When
workers
honor specific values and can maintain a connection to them in
the

context of their work, they are more likely to be highly
motivated and
engaged to perform optimally.
influ-
• Make a connection to values a priority
• Complete a Preferred Leadership Profile with staff
• Ensure that vision is communicated and accessible to all
members
• Ensure that program and organizational values are visible and
accessible to all members, especially where they congregate or
meet regularly
• Review steps to operationalizing values offered in Chapter 4
• Encourage staff to become familiar with the organizational/
program vision
• Ask workers to identify which values are most important
and why
• Get to know why a staff member has come to your program
• Ask member what part of their work they are most passionate
about and why
• Review the organizational vision and guiding values regularly
• Review guiding values at supervision or unit meetings

• Connect worker roles and responsibilities to vision and values
• Encourage member to connect personal and program values
• Encourage and model operation of key values
• Review with member how they apply values in their work
(daily, monthly, yearly)
• Make pocket-size guiding values check list
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• Encourage staff to consistentl y consider, “Why do we do what
we do?”
• Encourage staff to articulate “why we do what we do in the
way
that we do it”
• Take time to review and integrate at least one guiding value
at
each staff meeting
• Take time to review and integrate at least one guiding value
at
individual supervision sessions
• Develop a team/unit charter made up of important team and/
or program values to guide value-based decision-making and
work together
� MISSION AND GOALS DOMAIN
Mission and purpose-critical goals are foundational to
organizational,
program, team, and individual purposes. Motivation, focus, and
enthusi-
asm are actually by-products of goals. If you take away a goal
that is
important to someone, you will take away those three key by-
products.
Most people seek out or gravitate to a job because its
organizational
objectives and mission are in line with their own mission and/or
goals.
If staff can accomplish their own goals while carrying out the
organiza-

tion or program mission, they will be connected to their
purpose.
Mission and goals also answer the questions, “What’s the
point?” and,
“Why are we doing what we are doing?” The answers to these
questions
are something we all want to know, especially when work
becomes dif-
ficult or challenging. Continuously connecting organizational
and pro-
gram objectives to our members’ goals and their purposes is a
great way
to promote motivation, enthusiasm, and cooperation at work.
influ-
• Make a connection to the organizational/program mission and
purpose a priority
• Complete a Preferred Leadership Profile with staff
• Ensure that the program/organization mission has been com-
municated clearly
• Ensure that all staff have clear understanding of roles,
responsi-
bilities, and expectations

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• Ask member about his purpose and goals
• Make direct connections between worker goals and purpose-
critical program objectives
• Explore staff anticipations (what they want) for their clients
• Explore staff anticipations (what they want) for their team
• Review the program mission with members regularly
• Connect roles and responsibilities to mission
• Have staff review mission and vision at unit gatherings
• Match job tasks, if possible, with staff member goals

• Assist staff to answer “What’s the point?” and “Why do we
do
what we do?” as they carry out work responsibilities
• Allow space for member goals to shift or change
• Explore personal and/or professional goals for worker
development
• Ensure regular check-in and support on developmental goals
• Conduct a “What’s in it for me?” (WIIFM) discussion
• Support opportunities to set and meet professional develop-
ment objectives
• Work to make professional development affirming,
validating,
meaningful, and valuable
� APPRECIATIVE DOMAIN
A major cause of intent to leave and burnout, as reported by
many
workers, is directly related to the lack of appreciation and/or
recogni-
tion experienced in the field for the challenging and important
work
employees carry out.
Validation and affirmation are essential elements for feeling
understood and accepted, which is an important aspect of the
leader–
member relationship described throughout the book. There are
many

challenging social service sectors, and it is not uncommon for
members
to sometimes feel misunderstood, unsupported, or devalued.
Often,
workers who are engaged in challenging jobs or experiencing
stressful
or difficult times simply want people (especially their
supervisors and
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managers) to understand how hard the work is or how hard it

can be.
Acknowledging these realities with a supportive response can be
exceptionally validating and affirming.
When members do not feel validated or affirmed in their experi -
ences, they can begin to become stuck and frustrated and, after
a while,
feel devalued and even demoralized. Members need to be
acknowl-
edged. They also need to be admired and appreciated for the
important,
complex, and difficult work that they do—and not just for
accomplish-
ments but for efforts as well. I have made reference to the three
As of
acknowledgment, admiration, and appreciation earlier.
For some workers, the three As are exceptionally important and
can operate as a type of currency for the social, emotional, and
spiritual
bank account. The three As can also function like gas in the
tank. When
it runs out, worker motivation, engagement, and even
cooperation can
run out also. I have a saying I use during my training: “I can’t
afford to
give you a raise, but I can stick a P on it and give you praise.
And when
I give you praise, I hope it lasts at least a couple of days.”
influence
this factor for inspiration:
• Make the three As a priority with and for your staff

• Explore what the three As mean to staff and individual
members
• Accommodate specific needs “to the extent possible” with
efforts at three As
• Make private and public member recognition a priority
• Ensure regular and positive contact with members
• Make and keep uninterrupted time with members
• Develop and support a process for appropriate and safe
venting
• Listen, listen, listen
• Utilize paraphrasing and empathic responding regularly
• Utilize meaning-making questions to understand with and
con-
nect to workers’ stories
• Take what members say in feedback seriously
• Make and follow through on commitments
• Ensure that there is a check-in and check-out at each meeting
• Always check in with members prior to business

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• Remember that no news is not good news—it’s no news
• Try not to defend or dismiss what members are saying
• Attempt (to the extent possible) to match need for support
with
the “right” support
• Be creative—create a process for staff recognition
• Encourage staff members to demonstrate the three As with
each
other
• Say “Thank you!” more often

� PERSONAL AND/OR
PROFESSIONAL GROWTH DOMAIN
Social service workers want to do better for themselves and for
the
people they serve. Therefore, professional development is
essential in
order to work toward expected outcomes. In addition, many
workers
are motivated and excited by opportunities for personal as well
as pro-
fessional development. Consistent chances for individual
capacity
building can provide a rich and meaningful source of
motivation,
enthusiasm, focus, and cooperation for carrying out great work.
Furthermore, personal and professional goals are another way of
ensuring concrete and tangible progress in what I refer to as “a
world
of intangibles.” It isn’t surprising that many people from the
social
service industry fish, hunt, garden, or build something with
their
hands outside of work. They are desperate to see an end product
or
experience some type of accomplishment.
Personal and professional development frameworks, processes,
and supports provide staff with a plethora of opportuniti es to
connect
to what is important to them while they carry out their work.
influ-

• Make staff capacity building a priority
• Have staff complete a Preferred Leadership Profile
• Explore what personal development would look like for
workers
• Explore what professional development would look like for
workers
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• Offer opportunities (formal, informal, training, mentoring,
etc.)
for personal and professional capacity building
• Engage with members in a training-needs assessment
• Make professional performance development (PPD) meaning-
ful, realistic, achievable, concrete, time-driven, positive, and
supportive
• Offer opportunities for members to share PPD with other
members and the team
• Check-in on personal and professional goals regularly
• Offer incentives or rewards to staff for capacity development
• Implement peer-appraisal process regarding professional goal
development
• Implement self-appraisal process regarding professional goal
development
• Match workers with other team members with similar goals
• Offer worker opportunities to mentor or be mentored in
identi-
fied areas for personal and/or professional development
• Match member roles and responsibilities with member goals
for
development
• Role model by implementing consistent supervisor appraisals

• Role model by working on supervisory developmental goals
• Set a regular meeting with each staff member with the sole
purpose of engaging in the three As only
� FEEDBACK DOMAIN
Feedback is essential for knowing whether or not one is doing
what
he or she is supposed to be doing. Most people want to know,
“How
am I doing?” It is also critical for both personal and
professional
capacity development, and it is the conduit that carries the
appraising
information on behavior/performance. Feedback must also
include a
developmental component of what and how behavior or perfor -
mance can be enhanced or developed further. Knowing how we
are doing and what we need to do to get better or be better to
attain
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personal and professional objectives is helpful as a checkpoint
and a
“where to next?” mechanism. Accurate and clear feedback is
essential
for effective and efficient work.
In addition to this, positive feedback is motivating. When it is
posi-
tive and constructive, feedback is even more valuable. Positive
feedback
paves the way for the not so positive, if and when it exists.
Furthermore,
very few things are more motivating for people who are striving
to
make a positive difference than the message, “You are making a
positive
difference. Here is how you can make more of a positive
difference.”
influ-
• Make consistent feedback a priority

• Encourage staff to complete a Preferred Leadership Profile
• Ask workers to identify what feedback means and looks like
in
practice for them
• Discuss preferences for structure and process for the most
mean-
ingful and valuable feedback
• Ensure efforts are made at accurate, clear, specific, and
meaning-
ful feedback
• Maintain a positive attitude
• Work at being approachable and accessible
• Listen more than talk
• Focus on worker strengths prior to negative or constructive
feedback
• When feedback is critical, focus on the behavior not the
person
• Ensure that trust is built and maintained in all relationships
• Implement communication pathways for feedback
• Encourage and support self and peer appraisals so that peers
may provide feedback to and for one another
• Explore the preferred feedback currency (what and how)
found

in the Preferred Leadership Profile (PLP)
• Keep feedback more positive than negative
• Ensure that feedback contains evaluative (what it is that
worker
is doing or not doing) and developmental (what they can do to
improve) components
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• Promote the principle of “No Failure, Just Feedback”

• Promote learning with open and ongoing feedback with staff
• Allow opportunities for members to provide you with
feedback
• Be open to feedback yourself
• Take feedback seriously
• Demonstrate integration of feedback as soon as possible
• Encourage and allow the team to offer feedback in unit
meetings
• Have a suggestion or feedback box
• Call staff to your office for positive feedback only
� STRENGTHS DOMAIN
Everybody likes to hear about what they are doing well. As
covered in
Chapter 5, a strengths focus has many benefits for a member
and a
staff. Often this paradigm is in line with the way workers want
and are
encouraged to work (value alignment) and starts from the point
of
asking what’s right versus what’s wrong. A focus on strengths
points
to concrete successes and real potentialities for development,
growth,
and productivity. A strengths focus illuminates important
resources
for moving in a direction that approximates preferred staff

perfor-
mance. Finally, an approach that makes strengths a priority
provides
hope, optimism, and sense of real competency, ingredients that
are
essential for inspiration, positive and effective staff
performance, and
achievement of preferred worker and client outcomes.
influence this factor for inspiration:
• Make a strengths focus a priority
• Encourage staff to complete a Preferred Leadership Profile
• Review the steps in Chapter 5 for operationalizing a
strengths-
based approach in leadership
• Explore member strengths (personal and professional)
regularly
and whenever possible
• Regularly ask, “What’s going well?” as a starting point in
indi-
vidual and team meetings
• Develop and utilize a strengths index for members

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• Integrate strengths-focused questions in the interview
process,
supervision sessions, and performance development processes
• Identify areas that capture strengths with respect to staff
compe-
tencies and performance areas
• Acknowledge and appreciate strengths often
• Start with strengths in staff supervision
• Begin with strengths focus in unit/team meetings
• Integrate a strengths section into professional development
and

annual performance review frameworks
• Match member strengths with roles and responsibilities
• Utilize member strengths to mentor or build team capacity
• Include a strengths section on all self, peer, and supervisor
appraisals
• Encourage members to note strengths in themselves, other
members, the team, and the program
• Regularly schedule one meeting to talk only about strengths
• Rotate a review of member strengths in unit or staff meetings
• Build on and leverage member strengths in pursuit of
personal,
professional, and organizational objectives
It is important to keep in mind that the above domain for
inspiration
and the practical strategies offered are provisional only. They
have
indeed demonstrated success for enhancing worker motivation,
engagement, and performance with a variety of workers at
different
times across a variety of social service sectors. However, with
that said,
supervisors and managers are only limited by their imaginations
when
it comes to inspiring their team members.
� SUMMARY OF IMPORTANT POINTS
•• Leadership is about inspiration—having the capacity to

positively
influence the attitudes and behaviors of workers to perform
optimally.
•• Quality leadership and inspiration are linked to enhanced
worker moti-
vation, engagement, job satisfaction, and organizational
commitment.
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•• When workers are inspired, they feel better, are better, and

do better
in their roles of helping.
•• Supervisors and managers can inspire through a responsive
approach
to leadership.
•• Key Performance Motivators can be captured and categorized
into
seven domains for inspiring: relationship, vision and values,
mis-
sion and goals, appreciation, personal or professional
development,
feedback, and strengths.
•• Supervisors and managers can enhance their ability to inspire
through a variety of insights and practical strategies offered
within
the seven domains for inspiring.
� PERSONAL LEADER REFLECTIONS
AND CONSIDERATIONS
•• Have you completed your own Key Performance Motivator
Scale, as
encouraged in the Chapter 3 reflection?
•• Were you able to connect with any specific domains over
others?
What do you think that might be about?
•• Were there insights and strategies offered within the domains
that
you were already aware of or doing?
•• Were there insights and strategies offered within the domains

that
stimulated ideas or thinking around possibilities for inspiration?
•• Consider encouraging staff team members to complete a Key
Performance Motivator Scale.
•• Engage in a discussion of findings with staff who have
completed
the Key Performance Motivator Scale.
•• Once you have determined collaboratively with members
which
domains might be helpful for enhancing inspiration, consider
using
one or two ideas or strategies for the most relevant domain.
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Name
u06a1 Leadership Development:
Philosophy, Governance, and Skills
HMSV5340 Leading in For-Profit, Nonprofit, and Government
Organizations
Instructor
Date
Introduction
Write an introduction (3‒5 sentences) that provides some
general information about the leadership role you are defining
for this assignment.
The distinguished (A-level) scoring requirements are: Describes
a leadership role and title for a position in a selected human
services organization. Describes the reporting relationships for
this position.
Leadership Statement and Philosophy
The distinguished (A-level) scoring requirements are: Develops
a leadership statement that encompasses a leadership philosophy
for a specified position in a human services organization.
Explains how the statement encompasses the leadership
philosophy.

Use at least one source from the course syllabus reading list or
another academic reference to support the content in this
section. Avoid copying directly from your source—summarize
the content in your own words.
Leadership Philosophy and Customer Service Focus
The distinguished (A-level) scoring requirements are:
Discusses the rationale for a selected leadership philosophy,
including how the philosophy reflects service delivery for the
customer population. Provides a specific example of how the
philosophy applies to a service delivery challenge.
Leadership Philosophy and Components of Service Delivery
The distinguished (A-level) scoring requirements are: Discusses
how a leadership philosophy and rationale address the unique
components of service delivery for a nonprofit, for-profit, or
government organization. Includes supporting literature about
leadership philosophies.
Important Leadership Skills
The distinguished (A-level) scoring requirements are: Defines
10 to 15 leadership skills important for an identified leadership
role in a human services organization. Supports the importance
of the skills by citing scholarly literature.
Competency in Leadership Skills
The distinguished (A-level) scoring requirements are: Assesses

a leader’s competency on identified leadership skills for a
specified human services position. Describes the assumptions
behind the assessment.
Actions for Skills Improvement
The distinguished (A-level) scoring requirements are: Analyzes
actions needed for skill improvement for skills required in a
specified human services position. Cites relevant resources to
assist in skills improvement.
Summary/Conclusions
Summarize leadership philosophy and skills in 3‒5
sentences.
References
The distinguished (A-level) scoring requirements are: Writes in
a manner consistent with the expectations of the human services
profession. Uses current APA style and formatti ng for all in-
text citations and references. Note the instructions—your paper
must include at least six academic references.
(Samples of references from the course that might be used)
Barry, M. M., Allegrante, J. P., Lamarre, M-C., Auld, M. E., &
Taub, A. (2009). The Galway Consensus Conference:
International collaboration on the development of core
competencies for health promotion and health education. Global
Health Promotion, 16(2), 5‒11.
Benson, D. (2015). Creating your personal leadership
philosophy. Physician Leadership Journal, 2(6), 64‒66.

deGroot, S. (2016). Responsive leadership in social services: A
Thousand Oaks, CA: Sage Publications.
Mathew, M., & Gupta, K. S. (2015). Transformational
leadership: Emotional intelligence. SCMS Journal of Indian
Management, 12(2), 75‒89.
Watson, L. D., & Hoefer, R. A. (2014). Developing nonprofit
and human service leaders: Essential knowledge and skills.
Thousand Oaks, CA: Sage Publications.
4
Taliegha Carter
u04a1 Understanding the Landscape in For-Profit, Nonprofit,
and Government-Based Human Service Organizations
HMSV5340 Leading in For-Profit, Nonprofit, and Government
Organizations
Prof La Tosha Headley
8/8/21
Introduction
Lake Elsinore Valley Education Foundation is a non-profit
organization located in Lake Elsinore Valley, California, whose
major objective is to promote education and transition to

higher-level studies among the students within the jurisdiction.
The organization is formed by the efforts of a local business,
the government leaders and education and was established by
former LEUSD Superintendent Sharron Lindsay. The foundation
was developed in honor of former LEUSD Superintendent Dr
Sharron Lindsay, who had the program's vision as a tool that
will help the community tackle the issues of education in the
region (McMahon, 1994). After thorough interviews, the
organization's board supplies scholarships to students who seek
to pursue their education and teaching courses to ensure that the
community has qualified personnel to promote the education
agenda as a factor that helps foster the sustainability of the
region. Therefore, the organization uses its capacity to steer the
education agenda through scholarships, offering books to
schools and young children to develop their home libraries and
make policy decisions that influence the children's education
within the locality.
Organizational Political and Social Landscape
The organizational landscape of the Lake Elsinore Valley
Education Foundation is designed in a manner that
accommodates the political class, business people and
educationists within the community. It also considers the well -
wishers who donate their funds and offer ideas that help in the
decision making to enhance accessibility to education in the
area. The organization is managed by a board of directors who
ensure that its operations are smooth and fulfil its mandate
(Sivesind et al., 2018). The organization is a non-profit
organization which means that it sources funds externally to
ensure that it can meet its obligation of supplying the children
without the capacity of their parents or guardians to support
their education in Lake Elsinore Valley. The educationists help
ensure that the education quality standards offered to the
children are met and the environment is sustainable for them to
pursue their education. The educationist conducts public
awareness, which ensures that Lake Elsinore Valley can
recognize the importance of education. The business class help

in raising funds that will be used to support the organization's
scholarships. They mobilize resources and help in decision
making that ensures the people of Lake Elsinore Valley are
propelled to the next level of development through education.
The involvement of government leaders ensures that the
organization is working within the framework provided by the
federal body offering oversight of education in the US. The
government leaders help in the resource mobilization using the
relevant government bodies to ensure sufficient funds that
would sustain the education of the students who have applied
for the assistance. The government officials offer representation
needed to ensure that the education issues in the region are
reflected in the policies that are developed within the
jurisdiction and are sufficient to ensure that there is a smooth
transition of students in their education life. However, the
government officials are not part of the organization's
management since they hold public offices, and their interests
may conflict with the institution's purpose (Sivesind et al.,
2018). The position of government officials in the organization
does not qualify them to vote for any decision that the
institution needs to undertake. However, they have their
preserved position in the board, which they occupy to help in
the deliberation efforts by the organization. The government
leaders also use the platform to ensure that they are accessible
to people and increase their popularity. It ensures that they can
capture some of the essential policies they would push for when
they are in power. Therefore, their position within the
organization decision-making unit is preserved to ensure they
can capture the problems that are ailing the community.
The vision of former LEUSD Superintendent Dr Sharron
Lindsay was to use the organization to tackle the social
problems that the people in the community faced. The idea was
that education would help root out some of the social vices that
slow down the advancement rate of the locality. Education was
an idea to eradicate poverty among the people in the
community, especially black people and elevate the people's

livelihood within the jurisdiction (Sivesind et al., 2018). The
organization had to meet the social obligation of having every
child in school and ensure education is offered to them
regardless of their backgrounds. Education would ensure that
the children can form the future society, which needs to be
sustainable to enable Lake Elsinore Valley to be among the
advanced communities in the US. Therefore, to attain
sustainability, the organization was developed to impact the
social issues of the community through offering education to
children and making them aware of the significance of acquiring
quality education.
Forces that Impact Human Service Organization
The forces that impact the human services of the
organization are the centralized obligations of the community to
ensure that the people can derive maximum utility from the
available resources that are abundant in the jurisdiction, which
ensures that Lake Elsinore Valley Education Foundation can
meet its mandate. Elsinore valley municipal water district
(EVMWD) is a human service organization that renders its
services to people and the community. Its proceeds are
channelled to Lake Elsinore Valley Education Foundation,
ensuring the organization can meet its obligation of raising
funds without raising any profits. The education scholarships
offer the people in the area the opportunity to grow their ability
of enlightenment and contribute to the community in the future
(Anastasiu et al., 2020). The scholarships impact the human
services of the organization since the people supported by the
organization plough back their contribution to the institution
when they are in the position of responsivity. The human
services that the organization renders help change the face of
the community by having skilled personnel who will ensure that
the people of Lake Elsinore Valley. California can maximize in
their local resources to derive its agenda forward. Therefore, the
human services range from the employment opportunities the
organization offers to the organization's managers, the
contribution towards the student welfare by putting them to

school, and the political platform it offers to the government
officials involved in influencing the communities' policies
leadership.
Leadership Challenges Related to Internal or External Forces
The leadership challenges that the organization faces are the
influence of the government leaders who use the institution as a
tool that propels their political agenda and resource allocation.
The government leaders are offered the position to represent
education issues at the government level to ensure they are
well-framed in the policies that govern the educational services
in Lake Elsinore Valley. However, they use the organization as
a battleground to ensure that they are appreciated by winning
popularity the desire to win the government positions.
Moreover, the internal organization structure is tested with the
challenge of allocating resources (Bratton, 2020). The
interviews are done under thorough interviews and scrutiny.
Nevertheless, some of the people who hold positions on the
board try to establish equality which makes some people feel
marginalized while allocating the education benefits. Therefore,
a framework is developed to address the problem.
Improving Leadership Ability to Respond
The leadership ability to respond is achieved through inclusive
decision-making criteria, ensuring that the educational proceeds
are allocated equally within the community. The government
leaders need to offer the policy guidance needed to ensure that
the implementation of the education support is approved and in
line with the ones recommended by the federal government (de
Lourdes, 2017). The donors need to ensure that all the resources
they contributed are used appropriately to achieve the purpose
of the resource mobilization. Therefore, leadership ability to
respond should be guided with the greater need to fulfil the
educational purpose that each child in the community deserves.
Conclusions
The organization's mission helps promote the human service of
the organization because of the need to ensure that children in
Lake Elsinore Valley can acquire quality education to reduce

the inequality that may result from a lack of education. The
organization's leadership is designed to accommodate all the
stakeholders in the community to help implement the
organization's vision. Lake Elsinore Valley Education
Foundation has communication, and the organization structure
helps identify the students who require the assistance and are
offered based on their needs. Therefore, these forces help in
establishing sustainability in the community through education.
References
Anastasiu, L., Gavriş, O., & Maier, D. (2020). Is human capital
ready for change? A strategic approach adapting Porter’s five
forces to human resources. Sustainability, 12(6), 2300.
https://www.mdpi.com/2071-1050/12/6/2300/pdf
Bratton, J. (Ed.). (2020). Organizational leadership. Sage.
https://books.google.co.ke/books?hl=en&lr=&id=nLTRDwAAQ
BAJ&oi=fnd&pg=PP1&dq=Leadership+Challenges+Related+to
+Internal+or+External+Forces&ots=hWa4P2iiHL&sig=WrlwOF
8tj8BB17wqlLZL19CTF80&redir_esc=y#v=onepage&q=Leaders
hip%20Challenges%20Related%20to%20Internal%20or%20Exte
rnal%20Forces&f=false
de Lourdes Viloria, M. (2017). Culturally responsive leadership
practices: a principal’s reflection. Journal of Latinos and
Education.
https://www.researchgate.net/profile/Maria-Viloria-
4/publication/320604071_Culturally_responsive_leadership_pra
ctices_a_principal%27s_reflection/links/5c6adb0e92851c1c9dea
8af2/Culturally-responsive-leadership-practices-a-principals-
reflection.pdf
McMahon, W. A. (1994). Lake education project: An
environmental program for Lake Elsinore students.
http://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=1
952&context=etd-project
Sivesind, K. H., Arnesen, D., Gulbrandsen, T., Nordø, Å. D., &
Enjolras, B. (2018). An organizational landscape in
transformation. In Scandinavian Civil Society and Social

Transformations (pp. 67-116). Springer, Cham.
https://link.springer.com/chapter/10.1007/978-3-319-77264-6_3
6
1
Date Lake Elsinore Valley Education Foundation
Name
Affiliation
Course
Professor
Background of the organization
Lake Elsinore Valley Education Foundation (LEVEF) is a
nonprofit organization that is based in Lake Elsinore,
California. The organization was initially founded by local
business, education and government leaders spear-headed by
former LEUSD Superintendent Sharron Lindsay? It was founded
in 2007 to honor the former LEUSD Superintendent Dr. Sharron
Lindsay, who proposed it as a long-term solution for the
community. Dr. Sharron Lindsay believed that the organization
would help support students to pursue college education
(LEVEF, 2019). Upon the demise of Mrs. Lindsay’s passing the

organization’s board adhered to the organization’s mission by
establishing an estate scholarship and presenting $1,000 yearly
to students pursuing education and teaching. The organization
aims at enhancing learning within the Elsinore valley
community by giving thousands of dollars in scholarships to
seniors from Lakeside, Elsinore, Temescal Canyon and Ortega
High Schools. Statistics portray that the organization has
donated $103,000 since it kicked off in 2007 (LEVEF, 2019).
The students are selected by the organization’s board every year
and each receives $1,000 scholarships that they utilize for
college expenditures. To acquire the scholarship, students must
submit their requests that include personal student essays and
then partake interviews with the organization’s directors
(Runquist & American Bar Association, 2005). The winners are
then selected by a panel of judges who comprise members of the
community, City of Lake Elsinore officials, elected
representatives, school district representatives, and a few
business representatives.
Prior to scholarships that cater for students’ college fees, the
organization also grants the books to schools within the
community. Several schools have benefited from the First Book
program among them include Machado, Elsinore, Railroad
Canyon, and Wildomar elementary schools. The books greatly
enhance children’s capability of gradually building their home
libraries at a tender age and to grant students a platform to
utilize literature in interacting with their families.
Mission
The mission of the Lake Elsinore Valley Education Foundation
is mainly to offer scholarships to college bound LEUSD
students. More so, the organization aims at giving books to
students of elementary age through their new program that
commenced in 2018. Generally, the organization’s objective is
to spearhead education from a tender age within the Lake
Elsinore Valley community.
Funding
The Lake Elsinore Education Foundation heavily relies on

donors for it to accomplish its mission. The organization is
funded by Elsinore valley municipal water district (EVMWD).
The organization which provides reliable and cost-effective
water as well as water services drives part of its resources to the
nonprofit organization. Another donor is the Schools First
Credit Union which provides credit services to teachers in
Orange County (LEVEF, 2019). Additionally, southern
California Edison is among the donors that play a great role.
Southern California Edison is the principal subordinate of
Edison International; the largest electricity supplying company
in Southern California. It offers power to 15 million citizens
and offers services to a territory approximated to be 50,000
square miles. Similarly, First Book offers material support to
Lake Elsinore Education Foundation. First Book is a renowned
national, not-for-profit social enterprise that spearheads
educational parity as a solution of eliminating poverty. It
addresses factors barring education among children living in
low-income and historically marginalized communities. To
enhance education equity, the organization provides brand-new
books and relevant resources to these children. LEUSD also
plays a great role in supporting Lake Elsinore Education
Foundation (LEVEF, 2019). Lake Elsinore Unified School
District is a public school district based in Lake Elsinore. It
highly collaborates with Lake Elsinore Education Foundation to
ensure that needy students acquire quality education. Lastly,
Elks Lodges offers resources to the foundation. Elks Lodges is
an organization that grant great experiences to the community
through amenities that go beyond golf and pool communities. It
is a place where the community comes together to share families
share meals and bonds.
The organization is also an affiliate of the Community
Foundation, which offers a steadfast source of income. The
organization also has annual activities that boost its funding.
For instance, the organization holds annual golf tournament
every April through partnership with local businesses (LEVEF,
2019). The “Driving Education” charity golf tournament grants

attendees a fun day of dinner, golf as well as auction items.
Further, the organization holds two annual fundraisings that
help in raising money for scholarships as well as the First Book
program.
Governance
Nonprofits are governed by the Internal Revenue Service since
it’ is the best entity that protects the public from nonprofit
organizations that fail to serve the interest of the publ ic. For
this reason, Lake Elsinore Education Foundation must safeguard
its mission and ensure that it clearly articulates and guides the
organization’s task (Runquist & American Bar Association,
2005). The mission statement for Lake Elsinore Education
Foundation is well drafted and it clearly portrays aspects such
as how the organization spends its funds and the activities it
should engage in that enhance the purpose of the organization.
Lake Elsinore Education Foundation has a diverse board that
comprises of public servants who have previously served as
Mayors, Planning Commissioners, active parents,
School Board Members, City Council Members, Business
Leaders and local leaders in public service (Runquist &
American Bar Association, 2005). The organizatio n is presently
headed by Kevin Pape who acts as the chairman. The
organization has 10 board members who are non-related. The
policies outlined in the board manual states that all the directors
are entitled to the right to vote. Their non-relation quo impacts
their fiduciary duties in the organization because they act on the
best interests of the organization (LEVEF, 2019). More so, the
fact that they are ten makes decision making easier compared to
an organization that has few board members. The high number
of board members in Lake Elsinore Education Foundation
balances the quorum even in cases where some directors are
absent.
Board members of a nonprofit organization are obliged to the
legal duty of loyalty of prioritizing the interests of the
organization above their personal interests. Directors
demonstrate such be evading conflicts of interest (Runquist &

American Bar Association, 2005). Directors must adhere to the
conflict of interest policies at all times.
The directors are entitled to regular meeting and the articles of
association mandate them to attend at least four regular
meetings each year. Failure to do so will lead to actions
stipulated in the Lake Elsinore Education Foundation articles of
association, which is mainly removal from the board through
voting or through other related disciplinary clauses.
References
Runquist, L., & American Bar Association. (2005). The ABCs
of nonprofits. Chicago, Ill: ABA Section of Business Law.
LEVEF. (2019). LEVEF Charity Golf Tournament. LEVEF.
Leadership Development: Philosophy, Governance, and Skills
Scoring Guide
Due Date: End of Unit 6
Percentage of Course Grade: 20%.
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Describe a leadership role and title for a position in a selected
human services organization.
13%
Does not describe a leadership role and title for a position in a
selected human services organization.
Describes a leadership role and title for a position in a selected
human services organization, but the description is incomplete
or insufficient.

human services organization.
human services organization. Describes the reporting
relationships for this position.
Develop a leadership statement that encompasses a leadership
philosophy for a specified position in a human services
organization.
13%
Does not develop a leadership statement that encompasses a
leadership philosophy for a specified position in a human
services organization.
Develops a leadership statement that encompasses a leadership
organization, but the statement is incomplete or insufficient.
organization.
organization. Explains how the statement encompasses the
leadership philosophy.
Discuss the rationale for a selected leadership philosophy,
customer population.
13%
Does not discuss the rationale for a selected leadership
philosophy, including how the philosophy reflects service
delivery for the customer population.
Discusses the rationale for a selected leadership philosophy, but
does not discuss how the philosophy reflects service delivery
for the customer population, or the discussion is incomplete or
otherwise flawed.
customer population.

customer population. Provides a specific example of how the
philosophy applies to a service delivery challenge.
Discuss how a leadership philosophy and rationale address the
unique components of service delivery for a nonprofit, for-
profit, or government organization.
13%
Does not discuss how a leadership philosophy and rationale
address the unique components of service delivery for a
nonprofit, for-profit, or government organization.
Discusses how a leadership philosophy and rationale address the
unique components of service delivery for a nonprofit, for -
profit, or government organization, but the discussion is
incomplete, inaccurate, or insufficient.
profit, or government organization.
profit, or government organization. Includes supporting
literature about leadership philosophies.
Define 10 to 15 leadership skills important for an identified
leadership role in a human services organization.
12%
Does not define 10 to 15 leadership skills important for an
identified leadership role in a human services organization.
Defines leadership skills for an identified leadership role in a
human services organization but defines less than 10 skills, or
the skills are not relevant.
Defines 10 to 15 leadership skills important for an identifie d
leadership role in a human services organization.
Defines 10 to 15 leadership skills important for an identified
leadership role in a human services organization. Supports the
importance of the skills by citing scholarly literature.
Assess a leader’s competency on identified leadership skills for
a specified human services position.

12%
Does not assess a leader’s competency on identified leadership
skills for a specified human services position.
Assesses a leader’s competency on identified leadership skil ls
for a specified human services position, but the assessment is
incomplete, inaccurate, or insufficient.
Assesses a leader’s competency on identified leadership skills
for a specified human services position.
Assesses a leader’s competency on identified leadership skills
for a specified human services position. Describes the
assumptions behind the assessment.
Analyze actions needed for skill improvement for skills
required in a specified human services position.
12%
Does not analyze actions needed for skill improvement for skills
Analyzes actions needed for skill improvement for skills
required in a specified human services position, but the analysis
is incomplete, inaccurate, or insufficient.
required in a specified human services position. Cites relevant
resources to assist in skills improvement.
Write in a manner consistent with the expectations of the human
services profession.
12%
Does not write in a manner consistent with the expectations of
the human services profession.
Writes in a manner consistent with the expectations of the
human services profession, but with frequent errors and lapses.
human services profession.
human services profession. Uses current APA style and
formatting for all in-text citations and references.

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