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![“…we [must] develop retrospective awareness,
recognize current capacities, and become aware of
future possibilities… - deeply awake to our present
moment as well as our responsibility to the future.”
– Cora Voyageur, Laura Brealey and Brian Calliou,
Restorying Indigenous Leadership (2015)
“Leadership to me specifically means
living by the seven grandfather teachings:
love, humility, respect, honesty, truth,
wisdom, and bravery.”
- Interviewee, Understanding Community
Leadership Learning (2016)](https://image.slidesharecdn.com/strengtheningcommunityleadershiplearndingincanadaforrecode11-160720195447/85/Webinar-Presentation-Why-Community-Leadership-Matters-4-320.jpg)
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Webinar Presentation: Why Community Leadership Matters
The document presents findings from a pan-Canadian study on leadership learning aimed at fostering social change, highlighting the importance of training individuals to become effective leaders in various community-oriented sectors. It emphasizes the need for leadership programs to connect participants to their communities and contexts while addressing challenges like recruitment and evaluation. The study calls for further exploration of leadership identity and engagement strategies to better equip participants for social transformation.
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Webinar Presentation: Why Community Leadership Matters
- 1. UNDERSTANDING LEADERSHIP LEARNING FOR SOCIALCHANGE: Results of a Pan- Canadian Study __________________ James Stauch Lesley Cornelisse Webinar July 6, 2016 ___________________________
- 2. “It’s not hardto see how the connections between computing, information, robotics, and biotechnologies could deliver spectacular progress. It’s also not hard to imagine how it could produce mass unemployment and greater inequality. Technology itself will not determine the future we get. Our choices will. Leadership will.” - Prime Minister Justin Trudeau, World Economic Forum (Davos, January, 2016)
- 3. “The most importantcontribution that any of us can make now is not to solve any particular problem, no matter how urgent… What we must do now is increase the proportion of humans who know that they can cause change.” – Bill Drayton, Founder of Ashoka
- 4. “…we [must] developretrospective awareness, recognize current capacities, and become aware of future possibilities… - deeply awake to our present moment as well as our responsibility to the future.” – Cora Voyageur, Laura Brealey and Brian Calliou, Restorying Indigenous Leadership (2015) “Leadership to me specifically means living by the seven grandfather teachings: love, humility, respect, honesty, truth, wisdom, and bravery.” - Interviewee, Understanding Community Leadership Learning (2016)
- 5. Research Team: James Stauch,Director Lesley Cornelisse, Research & Programs Associate Devon Cornelisse, Contract Researcher Nouralhuda Ismail, BEd Student Research Assistant An Anonymous Family Foundation Providing insight for practitioners and funders into how potential “leaders” are trained and nurtured to catalyze social change – i.e. in the service of community-building, active citizenship, international development, peace- building, human rights, social justice, ecological sustainability or other common good oriented purposes. LEADERSHIP LEARNING IN CANADA Aims to illuminate whether, and to what degree, various youth leadership and youth innovation approaches are likely to be effective, and whether there are certain approaches that are more likely to produce outcomes that help Canada thrive economically and socially. Web-based tool and field report (program inventory, interviews, alumni survey, archetype development) Discussion paper (literature review)
- 6. 2015201020052000 Leadership CAN betaught (Fredricks, 1999; Day, 2001)
- 9. Adult Education Behavioural Psychology BusinessLeadership Community Development Complexity Science Crisis Management Economics Engineering Management Evaluation Studies Human-Centered Design Political Science Leadership Studies Military Studies Organization Behaviour Recreation Studies Social Innovation Social Psychology Theology & Moral Philosophy LEADERSHIP & LEADERSHIP DEVELOPMENT LITERATURE NON-LEADERSHIP LITERATURE Literature on Leadership Development POPULAR literature GREY literature ACADEMIC literature TRANSFORMATIONAL Approaches and Theories TRANSACTIONAL Approaches and Theories Source material for this review
- 11. The “snowflake” modelof leadership. Based on Ganz, Marshall. Leading to Lead: A Pedagogy of Practice. With Emily S. Lin. In The Handbook for Teaching Leadership. Ed. Scott Snook, Nitin Nohria, and Rakesh Khurana. SAGE Publications, 2011. A Social Change Model for Leadership Development (Higher Education Research Institute, UCLA): http://osls.emory.edu/leadership_emory/our_philosphy/social_change.html
- 12. (Day, et al.,2014; Kirk & Shutte, 2004)
- 13. (Day, et al.,2014; Kirk & Shutte, 2004) Organizations v. Systems (Senge, Hamilton and Kania, 2015; Scharmer & Kaufer, 2013)
- 14. (Day, et al.,2014; Kirk & Shutte, 2004) Organizations v. Systems (Senge, Hamilton and Kania, 2015; Scharmer & Kaufer, 2013) Heirarchical v. Self-Organizing (Ganz, 2010; Wheatley, 2007)
- 15. Leadership AS DISTINCTFROM… • Formal authority • Management EXCLUDING • Leadership programs expressly for personal empowerment, including most outdoor leadership programs • Executive or business leadership programs designed for private sector managers • Programs exclusively for public sector managers or political leaders INCLUDING • NGO-led, University-led, hybrid • Competitive or open recruitment, including fellowship or award programs with leadership learning component • Certificate, diploma or degree programs focused on leadership and social change • Internships, residencies, practicums or mentorship programs with a significant leadership component • Serving Canadians • Transformational, systems-focused, community-connected
- 16. ANCILLARY CRITERIA • Organizationalbackbone; primary funding source; longevity; champions SCALE AND SCOPE CRITERIA • Geographic focus; thematic focus PROGRAM DESIGN AND DELIVERY CRITERIA • Pedagogical approach; theories of change; evaluation COHORT CRITERIA • Number of participants and alumni; participant time commitment and deliverables; alumni relations *Analysis in particular drew upon theory of change and cohort composition.
- 17. CAUSE FIRST • Thecause or issue is why leadership is required. For example, “we need leadership to address climate change.” COMMUNITY FIRST • Leadership entails creating space for the community to exercise collaborative, deeply democratic decisions and actions. CONTEXT FIRST • There is a deeper discovery – of history, global context or cultural norms, for example – in order for true leadership to emerge. LEADERS IN CONTEXT (LEADER FIRST) • Development of the person as leader is necessary first – personal competencies are paramount, even moreso when dealing with leadership for social change.
- 18. CHANGE-MAKING OR LEADERSHIP? •No agreement on which is better, but agree that language/label is problematic. • Are leadership programs reaching the people who can benefit the most? WHAT IS EXCELLENCE IN LEADERSHIP PROGRAMMING? • Connection to place – in particular outdoor, land-based experiences • Connection to community – going beyond the self and beyond the organization • Connection to context – underlying systems and root causes • Connection to others – mentors and networks • Connection to experience – test, practice and master “We are hungry for leadership, but we often just end up with better management.” - Interviewee
- 19. PROGRAM RATIONALE &GOALS • Every program sees itself as addressing a unique gap in a unique way • Connecting transformation of self with transformation of social systems THEMATIC FOCUS • Main themes cited: Climate change, inequality, Indigenous leadership, political participation/civic engagement (esp. new immigrants) RECRUITMENT & AUDIENCE • Who benefits most from leadership programs? • Clarity of vision vs. openness and curiosity COMMONALITIES BETWEEN PROGRAMS • Experiential learning • “The belief that change happens because leaders play a role.”
- 20. RESOURCES • Maintaining long-termfunding, alumni networks, volunteers RECRUITMENT • Oversubscribed • Self-exclusion bias: Do the people who could benefit the most ‘see themselves’ as leaders? RELEVANCE • “What are the most important skills?” How do programs “stay ahead of peoples’ needs?” RETENTION • Time commitment; keeping alumni engaged RESULTS / EVALUATION • Difficult to evaluate impact (much easier to track outcomes) • Very few programs use external evaluators COLLABORATION and INFORMATION SHARING • Willingness present, but few vehicles to share and collaborate OUTSTANDING ACHIEVEMENTS • Program achievements (e.g. replication of program in other regions) + alumni achievements (e.g. program invention, elected to public office)
- 21. Tested: Influence oncareer path; community/issue engagement; shift in worldview; skills, tools and knowledge development DISTRIBUTION & RESPONSE RATE CHALLENGES • Strong survey tool, but uneven distribution • Program ‘capture’ – 48% of responses affiliated with programs not identified on the 85- program drop-down list • 54% of respondents went through either LeadershipVictoria, LeadershipCalgary, Leadership Edmonton or Leadership Niagara programs CIVIC ENGAGEMENT • 57% said their volunteer or civic involvement increased, especially through mentorship ‘SERIAL’ LEADERSHIP PROGRAM PARTICIPANTS • 31% of respondents participated in 3 or more programs, 8% participated in 9 or more PROGRAM SELECTION • Word of mouth and personal networks critical • Self-exclusion dynamic is potentially very significant
- 22. PROGRAM COMPLETION GOALS ‘ Table4: Participant Goals in Completing Leadership Programs Participant Goal 1 - Slightly Important 2 3 - Somewhat Important 4 5 - Extremely Important N/A Becoming more socially conscious 8 1 12 19 49 3 Developing confidence in speaking about social issues 5 4 16 29 34 4 Developing skills to address social issues 3 4 15 17 48 5 Developing an entrepreneurial mindset 7 20 23 13 11 18 Understanding policy/advocacy 4 8 15 27 28 9 Mobilizing support 3 8 20 21 29 10 Leading and facilitating groups 5 4 11 23 39 9
- 23. Personal Leadership Business &Professional Leadership Outdoor Leadership Voluntary Sector & Service Leadership Entrepreneurship & Innovation Leadership Social Entrepreneurship Social Innovation Leadership Public Policy Influence, Civic Innovation and Social Activism Community Development Leadership Global Citizenship Indigenous Leadership
- 24. SERVICE LEADERSHIP • Katimavik •Loran Scholars • Royden Richardson Virtual School forVolunteers (Junior Achievement) • Sustainable Opportunities forYouth Leadership (SOYL) • The Company forYoung Canadians PSE or EXECUTIVE NONPROFIT PROGRAMS • CommunityShift (Ivey/Western) • Executive Directions (Calgary) • McGill-McConnell Program for NationalVoluntarySector Leaders • Master’s (and Diploma) in Philanthropy and Nonprofit Leadership (Carleton) • Leadership courses embedded in non-profit certificate programs • BerkeleyCentre for Social Sector Leadership ENGO LEADERSHIP • Eco-Internship (Secrétariat à la Jeunesse du Québec / Katimavik) • IMPACT!Youth Program for Sustainability Leadership • MBA Sustainability Leadership Bootcamp • Young Conservation Professionals • Donella Meadows Fellowship PHILANTHROPY LEADERSHIP • ALT/Now: Economic Inequality Residence (Banff Centre,CFC) • CauseSchool • GenNext (UnitedWay) • InclusiveGiving Fellowship (AFP) • Youth in Philanthropy program (Toskan Casale Foundation) • TransatlanticCommunity Foundation Fellowship (Bertelsmann andCS Mott Foundations)
- 25. PSE STUDENT ENTREPRENEURSHIP •ELPTM (University of New Brunswick) • Enactus • Pond-Deshpande Centre (University of New Brunswick) • Student Ambassadors Program • B4Change Social Venture Accelerator • NSpire • Other Campus Centres • Dobson-Lagasse Entrepreneurship Centre (Bishop’s) • BioLinc (Brock) • LaurierLaunchpad (Wilfred Laurier) • Etc. NEWVENTURE LEADERSHIP • Fusion Jeunesse • Junior Achievement • 21 Inc. (Leaders for the 21st Century) • Next 36 • WaterTAP Leadership Development Program (Ivey) • Venture for Canada Fellowship • Interise • The DO School
- 26. HUMAN-CENTRED DESIGN LEADERSHIP • ImaginationCatalyst (OCAD U) • Grameen Creative Lab • IDEO Global Fellowship Program • Stanford Design Program Fellowship (d.school) • Yunus Social Business Design Lab ON-CAMPUS INCUBATION • Social Ventures Zone (Ryerson) • St. Paul’s Greenhouse (Waterloo) • Social Entreneurship Fellowship (Brown University) • Sustainable Entreprise Hatchery (College of the Atlantic) SOCIAL ENTREPRENEURSHIP • Ashoka Canada • Fellowships in Radical Doing (Radius SFU) • School for Social Entrepreneurs • Young Arts Entrepreneur Program (Michaëlle Jean Foundation) • Acumen • Echoing Green • Skoll Awards for Social Entrepreneurship
- 27. OFF CAMPUS RESIDENCIES& FELLOWSHIPS • ABSI Connect Fellowship (SiG) • Getting to Maybe Social Innovation Residency (Banff Centre/Suncor/ Waterloo) • MaRS StudioY • Metcalf Innovation Fellowships • YoungWomen’s Leadership Program (Girls Action Foundation) • TED Fellows ON CAMPUS SOCIAL INNOVATION PROGRAMS • Fellowship programs: • Ryerson • Simon Fraser • New Brunswick • Waterloo • Graduate Diploma in Social Innovation (Waterloo) • Social Economy Initiative (McGill) • Social Innovation Bootcamp (Queen’s) • Stanford Social Innovation Fellowship
- 28. PUBLIC POLICY • 4-HLeadership Summit • Hollyhock Leadership Institute • ThinkTank Programs: • Broadbent Institute Leadership Fellows • Institute for Liberal Studies Fellowships • Manning Centre New Leaders • Public PolicyTraining Institutes (Max Bell Foundation, Maytree, UnitedWay of Lower Mainland ) CIVIC ENGAGEMENT • CityStudio Vancouver • CivicAction • DiverseCity Fellows • Emerging Leaders Network • Why Leadership Matters • Community Leadership Programs: • Leadership Brandon • Leadership Niagara • LeadershipSaskatoon • LeadershipThunder Bay • LeadershipWinnipeg • LeadershipVictoria • School4Civics SOCIALACTIVISM / JUSTICE • Community Leadership in Justice Fellowship (ON Law Foundation) • Inner Activist (Tides Canada) • Jack Layton School forYouth Leadership (Ryerson) • Social Change Institute (Hollyhock) • NextUp NATION BUILDING • Action Canada • Banff Forum • Canadian QE II Diamond Jubilee Scholarships • Governor General’s Leadership Conference • Jane Glassco Northern Fellowship • Whistler Forum for Leadership and Dialogue
- 29. ASSET-BASED & CITIZEN-LED DEVELOPMENTLEADERSHIP • COADY Institute @St.FX: • CanadianWomen’s Foundation Leadership Institute • Ocean Path Fellowship • Skills for Social Change • Etc. • Communities Collaborating Institute (Tamarack) • Hamilton Neighbourhood Leadership Institute COOPERATIVE & CED LEADERSHIP • Emerging Leaders Committee (Canadian CED Network) • BALLE Local Economy Fellows • Cooperative Developer Fellowship Program (Democracy atWork Institute)
- 30. INTERCULTURAL COOPERATION • Inclusive Leadership Cooperative (Cowichan InterculturalSociety) • Intercordia Canada • Intercultural Dialogue Institute Fellowship • Solutionaries (Calgary Centre for Global Communities) • Ariane de Rothschild Fellowship • UNAOC Fellowship INTERNATIONAL SERVICE • Aga KhanYouth Fellowship • AIESEC • CanadaWorldYouth: • Global Learner Program • Youth Leaders in Action • EngineersWithout Borders • Junior Fellows • Professional Fellows • Rotary Peace Fellowships • Synergos Senior Fellows • UNDP LEAD INTERNATIONAL IDENTITY & POLICY • Coady Institute: • Global Change Leaders Program • GlobalYouth Leaders Certificate • Global Shapers • Gordon Global Fellows • Pearson College (United World Colleges) • Sauvé Scholars Program GLOBAL HUMAN ECOLOGY • HumanVenture Leadership Program • Redfish School of Change • Generative Council (Center for Nature and Leadership) • Global Human Ecology programs (Cornell)
- 31. REGIONALAPPROACHES • Atoske SaskatoonUrban Aboriginal Leadership Program • Future Leaders Program • Dene Nahjo (NWT) • First Nations LeadershipTraining (Yukon College) • kANGIDLUASUk Student Program (Nunatsiavut, Nunavik) • IndigenEYEZ (Interior BC) • OurVoices (Yukon) • Nunavut Master of Education in Leadership and Learning (UPEI) • Nunavut Sivuniksavut NATIONAL APPROACHES • Aboriginal Leadership Certificate (Justice Institute of BC) • Banff Centre Indigenous Leadership programs • CanadianYouth Partnership (Rupertsland Institute, with Katimavik) • Indigenous Leadership Development Institute • IndigenousWomen in Community Leadership (Coady Institute) • First Nation Leadership Essentials (Centre for First Nations Governance) • First Nations, Inuit, and MetisYouth Summer Leadership Program (Norquest College) • National Aboriginal Role Model Program (NAHO) • Australian Indigenous Leadership Centre
- 32. • Participants: • Wantto develop skills to address and deepen their understanding of social issues • Demonstrate high rates of volunteer and civic engagement • Effective Programs: • Connect participants to place, community, context, others, and experience • Engage alumni networks over the long term • Programs: • Face similar challenges related to resources, recruitment, relevance, retention and results/evaluation • Vary in scale and scope, target participants (cohort composition), and delivery, design and structure
- 33. • Program drop-outdata is needed • Understanding the gap between who enrolls and who should be enrolling • Deeper exploration of self-exclusion / self-selection bias related to leadership identity • Further explore the role of post-secondary institutions and secondary school programs • What role does childhood learning play in developing the core traits of leadership? • Further insight and examples of Indigenous leadership development are needed • Plus de recherche est nécessaire sur les programmes canadiens francophones, as well as additional lessons and insights from outside Canada • Evaluating for impact: Create an evaluator’s toolbox • Nurture a Made-in-Canada learning community and alumni network
- 35. An online, collaborativespace to deepen our understanding of how leadership development can help Canadians better address the complex challenges we face in our time.
- 36. James Stauch, Director jstauch@mtroyal.ca LesleyCornelisse, Research and Programs Associate lcornelisse@mtroyal.ca @CPMRU mtroyal.ca/communityprosperity • Devon Cornelisse, Research Assistant • Nouralhuda Ismail, BEd Student, Research Assistant LEADERSHIP LEARNING RESEARCH TEAM Our Commitment: To ensure that students and citizens have access to learning opportunities and research that will help them lead transformative change in their communities.
- 37. Marshall Ganz Michael Mumford FrancesWestley Day, D. V., Fleenor, J. W., Atwater, L. E., Sturm, R. E., & McKee, R. A. (2014). Advances in leader and leadership development: A review of 25 years of research and theory. The Leadership Quarterly, 25(1), 63-82. doi:10.1016/j.leaqua.2013.11.004 Henein, A. & Morissette, F. (2007). Made in Canada Leadership: Wisdom from the Nation's Best and Brightest on the Art and Practice of Leadership. Mississauga, ON: John Wiley & Sons Canada, Ltd. Kenny, C. & Fraser, T.N. (2013). Living Indigenous Leadership: Native Narratives on Building Strong Communities. Vancouver: UBC Press. Senge, P., Hamilton, H. & Kania, J. (2015). The Dawn of System Leadership. Stanford Social Innovation Review, Winter, 2015. Voyageur, C., Brearley, L. & Calliou, G. (Eds.). (2015). Restorying Indigenous Leadership: Wise Practises in Community Development (2nd ed.). Banff, AB: Banff Centre Press. LITERATURE RECOMMENDATIONS