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L M S Leadership Studies Minor A Reference Guide
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LMSLeadership Studies Minor
A Reference Guide
2
TABL
E OF
CON
TENT
S INTRODUCTION4 | OVERVIEW + MISSION8 | PEOPLE + CONTACTS
LEADERSHIP STUDIES MINOR12 | LSM CLASSES20 | MOCK SCHEDULES24 | LSM ELECTIVES
COMS 431 + 531
34 | READ YOUR BOOK38 | BUYING + RENTING IDEAS40 | OUTSIDE OF CLASS42 | VULNERABILITY44 | MVV TIPS46 | ADAPTIVE VS. TECHNICAL48 | KLC COMPETENCIES
COMS 53250 | PURPOSE51 | PROBING QUESTIONS52 | LEADERSHIP + INVOLVEMENT 54 | HELPFUL HINTS
GLOSSARY56 | A-Z
4
overview + mission
The KU Leadership Studies Minor believes that leadership is a process, not an outcome. Therefore, we ban the following words from use in the LSM | Lead, Leader, Leading & Follower.
Our mission is to educate our students in the study of leadership through an experiential learning environment that invites engagement with leadership as a process.
overview + mission
6
LSM
MIS
SION
to create a learning environment for students to...
1
2
develop a tolerance for ambiguity & rediscover creative problem-solving
explore the personal & systemic importance of ethics, diversity, &community development
3
5
4
cultivate skills in critical thinking & competencies in managing self, energizing others, diagnosing the situation, & skillfully intervening
learn to effectively diagnose & address adaptive challenges in order to mobilize others & thrive
embrace leadership as a process
to create a learning environment for students to...
8
people + contacts
mary banwartassociate professor
communications studiescoms 431 & 531 professor
Dr. Banwart is here to help you. Do not be afraid to approach her with comments, questions, concerns, propositions, etc. Dr. B is more than willing to assist you succeed in any way you can. Make sure to take advantage of her and what she can offer.
// Bailey Goldstein, student
rueben perezdirector of SILC
coms 532 [email protected]
Rueben is a well-rounded individual who serves multiple purposes for both KU and the Leadership Studies Minor. Throughout my years at KU, Rueben has not only served as a role model, but also challenged my thought process, beliefs, and values. I would highly suggest getting to know Rueben on a personal basis before leaving KU. Keep in mind he does have an extremely busy schedule, but don’t let that discourage you. Be persistent.
// Drew Carlburg, student
10
cody charlescoms 202 instructor
associate director (office of multicultural affairs)
people + contacts
amy longassociate director of SILCcoms 201 & 202 instructor
12
LSM
CLA
SSES The 18-credit minor is best suited to students
involved in co-curricular leadership activities who want to illuminate what they experience with knowledge gained from investigating leadership
principles in breadth and depth.
PRE-REQUISITE HOURS2Coms 201
Introduction to Leadership This course, offered every semester,
introduces students to the study of leadership by focusing on both the study of leadership
theories, the study of leadership as a process, and to the leadership competencies. The class
design involves a large lecture format and discussion sections. Students read and discuss
ideas on the core themes of leadership, take the Strengths Finder inventory through the University Career Center, and complete a
semester-long project.
COREHOURS9
Coms 431Leadership & Communication
Coms 531Leadership Strategies
& Applications
Coms 532Leadership Studies Practicum
14
LSM
CLA
SSES INTERDISCIPLINARY
HOURS9The courses listed are pre-approved to count as electives for the Leadership
Studies Minor. They are not an exhaustive list, however, since new courses are offered
each semester that may be ideal as LSM electives. In that case, we have a petition process through which such courses can
be approved – please contact Dr. Banwart ([email protected]) with any questions.
ETHICS3 HOURS }
BBA 403/MGMT 405 - Ethical Decision Making in BusinessCOMS 550 - Ethical Issues in Public CommunicationHSES 381 – Sports EthicsHWC 510 - Science, Technology, and SocietyNURS 334 – Professional Development II: Images, Roles, and EthicsNURS 455 - Legal/Ethical Foundation for Nursing Practice PCS 565 – The Literature of Human RightsPHIL 360 - Moral Issues in BusinessPHIL 365 - Moral Issues in the ProfessionsPHIL 368 – Moral Issues in SportsPHIL 370 - Moral Issues in MedicinePHIL 375 - Moral Issues in Computer TechnologyPHIL 380 - Environmental EthicsPHIL 670 – Contemporary Ethical TheoryPHIL 671 – Feminist Theories in Ethics PHIL 672 – History of Ethics PHIL 676 – Medical Ethics: Life and Death IssuesPHIL 677 - Medical Ethics: Professional Responsibilities PHPR 620 – Ethics and Introduction to LawPOLS 528 - Environmental Justice and Public PolicyPOLS 645 – Corruption, Crisis, and ScandalPOLS 674 – International Ethics PRE 760 – Ethics, Law, and Professional Issues in School PsychologyPUAD 432 – Conducting the People’s Business EthicallyREL 377 - Religion and Moral DecisionsREL 665 - Religious Ethics
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COMMUNITY DEVELOPMENT3 HOURS
AAAS 557 - Cities and DevelopmentAIR 344/348 - Leadership StudiesAMS 540 - Culture, Space, & Power in Urban AmericaBBA 303 - Organizational Behavior BUS 498 - Professional Leadership & DevelopmentC&T 200 - Making Connections Between Schools & CommunitiesECON 515 or 516 - Income Distribution & InequalityECON 530 - American Economic DevelopmentECON 540 - Recent American Economic History ELPS 200 - Making Connections between School & CommunityEVRN 320 - Environmental Policy AnalysisEVRN 332 - Environmental LawENRN 620 - Environmental Politics and PolicyEVRN 628 - The Politics of Public HealthGEOG 377 - Urban GeographyMGMT 470 - Leadership in Business OrganizationsNAVY 401 - Principles of Naval Organizations & ManagementNAVY 402 - Seminar in Military Leadership & ManagementNURS 440 - Leadership and Management in Nursing JOUR 320 - Stratcom I: Introduction to Strat Com IPHPR 619 - Health Care SystemsPOLS 520 - Political CommunicationPOLS 566 - Social Welfare, Taxation, and the Citizen POLS 614 - Urban PoliticsPOLS 615 - Campaigns and Elections POLS 616 - Interest Group Politics
POLS 620 - Formation of Public PolicyPOLS 621 - Public Policy AnalysisPOLS 623 - The Politics of Social PolicyPOLS 628 - The Politics of Public HealthPSYC 360/361 - Social Psychology PSYC 492 - Psychology and Social IssuesPUAD 330 or 331 - Introduction to Public AdministrationPUAD 333 - Hard Choices in Public AdministrationPUAD 431 - Bureaucracy, Public Administration, and the Private SectorPUAD 433 - Metropolitics and Macroproblems: The American City in Local and Global ContextPUAD 435 - Generating, Allocating, and Managing Public ResourcesSOC 160/161 - Social Problems & American ValuesSOC 306 - Principles of Social ProblemsSOC 312 - Population & SocietySOC 320 - Organizations in SocietySOC 340 - The CommunitySOC 341 - Urban SociologySOC 342 - Sociology of ImmigrationSOC 370 - Conflict Resolution SOC 520 - Groups and AssociationsSOC 620 - Social OrganizationSOC 671 - Social MovementsSW 532 - Community & Organizational Dynamics & Human Behavior SW 621 - Social Policy Analysis and AdvocacyWGSS 351 - Women and Leadership: The Legislative Process
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DIVERSITY + CULTURE3 HOURS
AAAS 306 - The Black Experience in the US since EmancipationAAAS 317 - African American Women: Colonial Era to PresentAAAS 330 - Black LeadershipAAAS 388 - The Black WomanAAAS 510/SOC 534 - Comparative Racial and Ethnic RelationsAAAS 511 - The Civil Rights MovementAAAS 525 - Social History of Black Aging in AmericaABSC 437 - Independent Living and People with DisabilitiesAMS 110/SOC 110 - American IdentitiesAMS 260 - America’s Latinos/LatinasAMS 522/SOC 522 - American Racial and Ethnic RelationsAMS 534 - Comparative Racial and Ethnic RelationsANTH 563 - Cultural Diversity in the United StatesBUS 633 - Comparative and Cross Cultural ManagementCOMS 440 - Communication and GenderCOMS 447 - Intercultural Communication: The Afro-AmericanCOMS 547 - Communication and CultureENGL 323 - Twentieth Century Literature and CultureENGL 340 - Topics in U.S. Ethnic LiteratureENGL 337 - Introduction to U.S. Latino/a LiteratureENGL 338 - Introduction to African American LiteratureENGL 571 - American Indian Literature ENGL 572 - Women and LiteratureENGL 573 - US Latina/o LiteratureENGL 574 - African American LiteratureFMS 317 - Race and the American DocumentaryFMS 410 - Race, Class, and Gender in Visual CultureGEOG 150 - Environment, Culture, and SocietyHIST 312 - American Culture, 1877 to PresentHIST 319 - History, Women, and Diversity in the US
HIST 572 - The United States Borderlands: People, Places, PastHIST 609 - History of Women and Reform in the United StatesHIST 619 - History of the American IndianHIST 620 - History of KansasHIST 622 - History of the Plains IndiansHIST 631 - The Contemporary African AmericanHWC 374 - Gender and Sexuality, Ancient and ModernLING 320 or 321 - Language in Culture and SocietyLING 345 - Language and GenderPOLS 512 - Latino Politics POLS 562 - Women and PoliticsPSYC 406 - Individual DifferencesPSYC 468 - Psychology of WomenPSYC 545 - Culture and PsychologyPUAD 602 - Diversity in Public Administration SOC 326 - Health, Gender and SocietySOC 352 - Sociology of Sex RolesSOC 371 - Marginal Groups and SubculturesSOC 450 - Gender and SocietySOC 454 - Women and WorkSOC 521 - Wealth, Power, and InequalitiesSOC 522 - American Racial and Ethnic RelationsSOC 534 - Comparative Racial and Ethnic RelationsSOC 535 - Gender in the Global ContextSOC 536 - Ethnicity in the United StatesTHR 327 - African-American Theatre and DramaTHR 529 - Race and the American TheaterC&T 235 - Multicultural EducationWGSS 201/202 - Women’s Studies: An Interdisciplinary IntroductionWGSS 317 - African American Women: Colonial Era to PresentWGSS 327 - Perspectives in LGBT StudiesWGSS 389 - The Anthropology of Gender: Female, Male, and Beyond WGSS 511 - History of American Women: 1870 to Present
20
These are mock schedules for completing the minor in one, two,
three, or four years.
FRESHMAN
SOPHOMORE
JUNIOR
SENIOR
STARTING AS A FRESHMAN
SPRINGFALL
COMS 201 & 202 ETHICS ELECTIVE
DIVERSITY ELECTIVE
COMS 431 & 532 COMS 531 & 532
COMMUNITYDEVELOPMENT
ELECTIVE
mock schedules
22
SOPHOMORE
JUNIOR
SENIOR
STARTING AS A SOPHOMORE
SPRINGFALL
COMS 201 & 202 DIVERSITY ELECTIVE
COMS 431 & 532 COMS 531 & 532
COMMUNITYDEVELOPMENT
ELECTIVE
mock schedules
ETHICS ELECTIVE
JUNIOR
SENIOR
SPRINGFALL
COMS 201, COMS 202,COMS 431,COMS 532
COMS 531 &COMS 532
COMMUNITYDEVELOPMENT
ELECTIVE
ETHICS ELECTIVE& DIVERSITY ELECTIVE
STARTING AS A JUNIOR
STARTING AS A SENIOR
SENIOR COMS 201, COMS 202,COMS 431,COMS 532
COMMUNITYDEVELOPMENT
ELECTIVE
COMS 531 & 532DIVERSITY ELECTIVE
ETHICS ELECTIVE
SPRINGFALL
STARTING AS A SOPHOMORE
mock schedules
What ethics electives have other LSM students taken?
PHIL 160: Introduction to Philosophy
JOUR 608: Ethics & Professional Practice
This course introduces you to moral and philosophical
priciples that are useful when applied to adapative leadership
with a group of individuals
Learn about journalism
ethics via casestudies. Don’t forget you
have to be a journalism major to
take this course!
SOC 160: Social Problems & American Values
This course discusses various issues that the
American society current-ly faces, mainly guided by the media and social
habits.
“My instructor was great!”-Jaime
Don’t foget these are courses that LSM students have taken...but you have lots of
choices!
ABSC 310: Building Healthy Communities
ABSC 150: Community Leadership
What community development electives have other LSM students taken?
This course is an excellent resource when learnig how
to apply your work in the mi-nor to the communities you
are apart of. From learning how to tackle
challenge to creating logic models and strategic plans
to help you thrive.
An introduction to analysis, intervention, evaluation and leadership in contemporary
problems facing local communities. Lectures and service-learning activities
enable students to under-stand community
problems.
This Course gets you plugged into the community and
explains the importance of a community and
the impact individuals can have on it.
SW 220: Social Work, Social Welfare and U.S. Society
Army 401: Concepts of Military Managment
This course is a great introduction to the
community. The course teaches concepts of social work, while bringing in rel-evant guest speakers and
engaging students with the Lawrence community.
This upper level military managment class teaches stu-
dents how to better manage yourself as a figure of authority so that you can better lead and
develop those beneath you.
What diversity & culture electives have other LSM students taken?
HiST 348: History of the Peoples of Kansas
This course is a study of the early founding of Kansas and the state’s history. Note that this
class is extremely time consuming and doesn’t emphasis leadership in
the coursework and content.
ANTH 379: Indigenious Traditions of Latin America
Course offers a different perspective in learning about indigenous cultures in Latin
America and how they’ve overcome their struggles through the mobiliztion of
people and adaptive leadership.
PSYC 465 Stereotypes and Prejudice Across Cultures
This class teaches about predjudice and stereotyping;
how it begins, what the impact can be and how to
avoid it. Recommended to gain an
understanding of how your actions can affect others.
What diversity & culture electives have other LSM students taken?
COMS 246: Introduction to Intercultural Communication
This course offers communication with a
twist! It allows students to learn the
basics of communication but also communication in other
cultures.
Wonderful class about communicating and
interacting with the world around you and pepple
from other cultures. Great for the minor!
JOUR 534: Diversity in Media
In this class you research how the media portrays different races,
genders and cultures. It also gives you a chance to learn
more about how other cultures use
media.
Don’t foget these are courses that LSM students have taken...but you have lots of
choices!
Keep in mind this course is nott
recommended for non-military students
32
COMS 431 + 531
Adaptive LeadershipThe practice of mobilizing poeple to tackle tough challenges and thrive
Leadership is a process, not an outcome
431 + 531
34
Reading Materials
The Practie of Adaptive Leadership
The Power of Habit
1
2
Ronald HeifetzAlexander grasheMarty linsky
Charles Duhigg
36
The Practice of Adaptive LeadershipIt is a
great, easy read that I PROMISE you will utilize
EVERY SINGLE DAY in class
Trust me, I understand, I don’t even buy
my books until about three weeks into the semester when I know I will need it.
So, PLEASE understand that when I say this, I say this as a friend, as someone
who “gets” it, and as someone who only wants the best for you. READ YOUR TEXTBOOK.
Honestly. Reading your textbook might
be the best advice I could give to anyone for this class
in general.
Read Your Book
The Practice of Adaptive Leadership
o Chapter 22- Run Experiments (pg. 727-728)o Chapter 18- Articulate your purposes (pg. 587)o Chapter 5- Diagnose the adaptive challenge (pg. 203-204)o Chapter 9-Design effective interventions (pg. 344-363)o Chapter 3-Before you begin (pg. 139)
Read for help in any
situation
Probing Questions
1. Do you consider a book as useful as a resource as an instructor or authority figure?
2. Can you rent the idea that read-ing for 20 minutes before class and really absorbing the information may make the biggest difference in this
38
Buying + Renting IdeasWhen you buy in to an idea, you are fully committing yourself to the fostering and development on the idea. You are saying “I believe in this idea and its functional use in our system.” You adopt it as your own, and you intend on using it as long as it remains useful and productive.
When renting an idea, you might be more hesitant or apprehensive about using it. This can be a more short term commitment, essentially a trial run. It allows you to test the idea out, to see how it performs in your system, and if it truly benefits you.
Both concepts are important, as they allow you a full range of options when discovering new ideas. You can give it a temporary trial run, and maybe once you realize its benefits you fully engage in supporting it with your system.
A support system is made up of people who you can go to that you can lean on, who understands what you are going through, and who can challenge you, etc.
In this class your allies can be that support system for you and you for them. Please recognize the necessity in seeking out these allies. This is a challenging class and you will need people you can turn to.
Probing Questions:1.What do you think it would look like for an allie to challenge you?
2. Who are people in your life that you consider to be “allies”? How can it serve as an example for what having and being an allie would look like in the leadership studies minor?
Buying + Renting Ideas
40
Out
side
Wor
k
o We hope you want to learn and enhance your leadership skills outside of the classroom, so that they may be USED outside of the classroom.
o Engaging in the process of leadership is unending and goes far beyond the classroom
o Find a time you can get together as class, at LEAST once a week to: de-brief, get to know each other on a personal level, and get stuff done.
Probing Questions
Meet Early; Meet Often
1. Is it hard for you to buy into the idea that you should be meeting with classmates on a personal level? Why or why not?
2. Do you simply want to apply what you are learning, and learn, in gen-eral, simply in the classroom? Ask yourself how far you are willing to take your learning?
42
Vulnerablility
As we all began to open up and be more honest with
each other I noticed our relationships and system thriving
The path to find our way
back to one another
I perceived vulnerability as a weakness. I’ve always thought it to be
synonymous with nerves and self-doubt, simply having a negative
connotation
By embracing vulnerability it will not only
bring you closer to those around you but also help you grow
as a person and better manage self
44
MVV...MISSION VISION VALUESDon’t wait until the last minute Pretty self-explanatory. This project takes a lot of thinking and time. To receive the best final product you will need to spend a lot of time reflecting (not the type of reflecting to be done in one night).
Set an Agenda Spread the work out of each stage of your MVV so that you can see how consistent or different your answers are over time. It will only benefit you in the end.
Use the Feedback you are given Take the time to lookover the feedback you are given. It is beneficial to know what your classmates thought of your ideas. Their feedback can spark new ideas for the next stage.
MVV
Con
tinue
d . .
. Reflect after each phase It is important the day of wall posts to take the time to reflect on what occurred that day: the vibe in the room, the feedback you were given, or new ideas. Be Creative Everyone has a little bit of creativity in them. Use what you have and put it towards your MVV.Be true to you Let your MVV define you. Let it serve as an explanation of who you are to your class.Share Everything open up to all those who will be reading your MVV. Do not filter your thoughts due to fear that everyone reading it will judge.
46
Adaptive or Technical Challenge?
Adaptive Technical
1. Difficult to identify (easy to deny)
2.Requires changes in values, beliefs,
roles, relationships, & approaches to work.
3.People with the problem do the work of solving it.
1. Easy to identify
2. Often lend themselves to quick and easy solutions
3. Often can be solved by an authority or expert
Adaptive Technical
4.Require change in numerous places; usually
cross organizational boundaries
5. People often resist even acknowledging adaptive challenges.
6. “ Solutions” require experiments and new discoveries they can take a long time to
implement and cannot be implemented by edict.
4. Require change in just one or few places, often contained
within organizational boundaries
5. People are technically receptive to technical
solutions
6. Solutions can often be implemented quickly
KLC
CO
MPE
TENC
IES The following 4 competencies are the
basic framwork on how to effectively engage in the process of leadership. Although they seem like simple ideas, when utilized correctly they can make the decision making process both easier and more efficient.
1. Diagnose the SituationOften times we get so caught up in what we’re trying to accomplish this step is forgotten. If something is going wrong make sure you are able to step back and realize what the real issue at hand is. This is a great time to step away from the dance floor and head up to the balcony.
2. Manage SelfYou must be able to identify your personal strengths
and weaknesses. Recognize what you’re great at and what you need to work on to develop specific skills!
TIP: Make sure you can decipher the difference between an adaptive
challenge and a technical problem
TIP: Go outside of your comfort zone and do what is necessary!
Remember there’s alot to learn from the “Do What you Are” Test in COMS 431!
KLC COMPETENCIES3. Facilitate Intervention The ability to successfully intervene without overstepping your boundaries is a wonderful skill to have and is valuable in any career or aspect of life. You have to be able to capture your specific audience’s attention and engage all members of the system.
4. Energizing OthersThe LSM Minor is a wonderful opportunity to meet and become friends with some amazing students here at KU. Our class has
become so lcose and it’s in large part to our ability to energize and motivate one another. Leadership emphasizes working
effectively as a group; and is more than an individual process. You can’t move forward without the help of others!
Don’t Be afraid to Raise the Heat!
TIP: Start where they are, not where you are!
TIP: Make sure you can decipher the difference between an adaptive
challenge and a technical problem
50
COMS 532
LEADERSHIP STUDIES PRACTICUM
PURPOSE To provide students the opportunities to further develop and enhance leadership skills and practices through a “hands on” approach. Students gain knowledge by actual settings, situations, relationships and opportunities through their organizational and community service involvement. Students are asked to apply learned knowledge, concepts and theories
into “real world” environments.
GENERAL DESCRIPTION Students will participate in leadership and community service activities and keep a journal related to their activities in leadership and community development theories studied throughout their Leadership Minor courses. The course instructor will supervise the students and certify that they meet all stated requirements
and conditions pertaining to co-curricular involvements.
1. Does your involvemet directly relate to your future goals?
2. What are you passionate about?
3. What are your values?
4. What are you doing to uphold your values?
5. How well do you work in teams?
6. What values/passions do you wish you had or want to work on?
7. What legacy do you want to leave at KU?
8. If fear was not an obstace, what would you do with your time?
9. What is a smart experiment you could run to apply what you have learned?
10. What did you learn? What are your takeaways?
11. How do you apply it to your personal journey? 12. What have you learned about your strengths and weaknesses? 13. How can you apply what you learned in 431/531?
?Probing Questions? G
et o
ut yo
ur sk
etch
boo
k!
52
leadership + involvement
Community Service
Leadership Programs
Big Event KU Dance Marathon Big Brothers Big Sisters Natural Ties Jubilee Cafe Lawrence Community Shelter Sait Lawrence Center Habitat for Humanity House that Greeks Built CHOP!
recommended but not limited to...
40 Hours
20 Hours
Colors of KU LeaderShape Blueprints Gender Leadership Conference Man and Masculinity Allyship Last Lecture Series Leadership Enhancement Tunnel of Oppression
Field Experience
90 Hours
Job Experience Leadership Roles Influential Positions Organizations Secific to personal process
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HEL
PFUL
HIN
TS START EARLY... These hours will creep up on you!
Look up current events to prepare you for discussion in class
Fish Activities These activities are to be done weekly, don’t wait until finals week to do them all! Set reminders/alarms for FISH! activities. Without reminders you WILL forget!
Keep your hour log updated and organized so you do not forget them!
Check the calendar for class meetings!
REFLECT!
When it comes to the professor... Make papers relevant to your personal leadership journey insead of just explaining an event
Show how you plan to continue developing from what you learned from each event, create different smart experiments for yourself, that way you have something to reflect and write about
Do not ask questions regaurding your hours, or if a specific event will count towards them. The purpose of this class is to create your own personal leadership journey, so if you think something will help you involve into a better adaptive leader then use it!
HAVE FUN GETTING INVOLVED!
GlossaryA Adaptive Challenge: Challenges that resist easy solutions and in which new learning is required; often an examination of the way things typically work and the way we work. Re-quires diagnosis of the system within whcih the challenge is situated. Also requires that those engaging in the process of leadership assume personal respsonbility for being part of the system and thus perpetuating the challenge that is calling for change.
Alternative Interpretations: (see also “Multiple Interpretations”) when “diagnosing the situation” the analysis, issues, and people involved often shifts the context from... Technical Problems to Adapative Challenges Benign issues to conflictual issues Individual Problems to systematic issues
Authority: The ability to control or direct others or actions in the community and organi-zational settings either formally or informally; distinguished from acts of leadership, which can be performed by anyone. Generally synonymous with “leader” (see banned words) Formal Authority: Those who are genuinely in positions of authority (e.g.: city manager, business owner etc.) who direct others. Generally guarenteed to have the current coervcive power, reward power and legitimate position/power. None of which are the most effective forms of power currency Expert and referent power are the most effective forms of power and do not correlate to having authority. Informal Authority: Those that are pecerived to have authority. Others allow themselves to be directed by persons with infomral authority.
BBalcony: Metaphor for expanding our view when we are too close to a situation. The bal-cony allows us to see beyond the dance floor, which represents just our place in that sit-uation. Actively working toward this broader context can be especially helpful when “di-agnosing the situation.” Note: Being on the balcony isnot an excuse for not participating; diagnosing from the balcony requires active engagement.
Banned Words: LEXICON banned words for us in or for this course: LEADER LEAD LEADING FOLLOWING
CCivic Leadership: Acts of leadership in which individuals attempt to enhance the common good of their commnity based on a perceived sense of responsiblity.
DDefaults/Default behavior: The behaviors in which we natrually engage in many different situations that have commonly worked for us in the past. Naturally going to our defaults or unintentionally engaging in our default behaviors might not be the acts of leadership needed to pistively impact the situation -- especially in an adaptive challenge. Part of “managing self” is identifying our defaults and not allowing them to interfere with positive change.
Dance Floor: A metaphor for a situation in which we are actively engaged and may not see beyond our place in that situation with much clarity and/or perspective. Getting on the balcony allows an expanded view of the situation, our place in that situationa nd the roles of others.
Disequilibrium: Instability or tension in a situation. Often disequilibrium helps creats a desire for change in an attempt to find equilibrium and/or our displeasure with tension because of disequilibrium.
Diagnose Situation: Deliberately working to more deeply and thoroughly understand a situation before actio. It is typically done with other who are also invested in the issue. Accurately identifying the right problems or issues is critical and is often not done well before the action. The working hypothesis is that deeply and accurately analyzing the context and the individuals as well as groups involved will allow acts of leadership that whil positively impact the situation.
EEnergize Others: Ability to skillfully attract and encourage others to participate in com-munity and civic issues of importance to them in order to engage in acts of leadership to positively impact their community.
Elephant in the Room: Metaphor for that which we use to excuse us from actively engaging in the process of leadership, hitting the pause button, skillfully raising the heat, engaging multiple interpretations, trusting the process etc.; loyalty/attachment to the sta-tus quo even when it isn’t working; and, triggers that are not being effectively managed. Doing adaptive work always requires naming the elephant which can in turn, with active and ongoing development of one’s competency to “manage self”, remove the elephant.
58
FFacilitate Intervention: Intentional acts of leadership that are carefully and collaboratively designed to positively impact an issue.
Factions: On any issue and in any group there will naturally be any number of different subgroups that are important to identify and clarify tpically as part of diagnosing the situation. To successfully address adapative challenges it is important to work across factions to strengthen “briding social capital”
GGive Back the Work: Understanding that adaptive challenges need those intimately involved as part of the diagnosis the situation, the development of skillful intervention, and the design of a skillful innovation. An important act of leadership is to allow and encourage those involved to discover, develop and implement interventions instead of doing that work for them.
IInnovation: Involves deliberate application of information, imagination, and initiative in deriving greater or different value from resources, and encompasses all processes by which new idas are generated and converted into useful product. The central meaning of innovation relates to renewal. For this renweal to take place it is necessary for people to change the way they make decisions, they must choose to do things differently and make choices outside their norm. An innovative process or outcome must meet two criteria: 1. Novelty: Although innovations need not necessarily be orginal, they must be new to the user, context or application. 2. Improvement: A process or outcome must be either more effective or more efficient than preexisting alternatives.
Intervention: An orchestrated attempt by one or often many people to address an issue of shared concern
LLeadership: Leadership is about behavior or acts of leadership and not those in positions of authority directing others. Anyone can engage in acts of leadership in an attempt to address a community issue or enhance a community. Involves the effective use of human communication to fulfull shared goals and needs.
Loss: To be anticipated by any significant change in a situation or community issue. Even overall positive change will be accompanied by some loss to many involved. Acknowledging or Speaking to Loss is important to recognize and address the real or perceived loss rather than ignoring its importance and impact.
Low-Risk Experiments: Adapative challeneges that can be extensively diagnosed and skillfully addressed but in situations with relatively low stakes or consequences. The working hypothesis is that to skillfully engage in acts of leadership, it is useful for most to have opportunities for practice, continued diagnosis and course corrections.
MManage Self: To understand yourself honestly, including your strengths, weakness and triggers, and to recognize how best to engage in acts of leadership to positively impact community issues.
Multiple Interpretations: At any given time there will be multiple interpretations in the room as those engaging in the process of leadership actively diagnose the situation, manage self, energize others, skillfully intervene, and seek to create skillful innovatio. It is the responsibility of everyone engaging the process of leadership seek out, be curious about, respect, and engage the multiple interpretations in the room.
OOrchestrate: To identify issues in a group or community situation and skillfully guide that group to address those issues even if conflictual instead of allowing them to ig-nore these critcial issues as they will continue to resurface as the group attempts to address adapative challenges.
Orienting to Purpose: Assisting group members to remember and stay focused on their collective vision, the passions that brought them together, and their potential in making a difference on the community issues of shared importance.
PPause Button: An opportunity available to everyone actively co-creating and engag-ing the process of leadership to ask for a pause in order to debrief, respond to ques-tions, clarify, and/or diagnose.
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RRaise the Heat: Purposefully orchestrating a situation that keeps a group working on difficult issues that are critical to effectively addressing adaptive challenges. The working hypothesis is that groups most effectively address critical issues when in an optimal “zone of productive work” characterized by a level of disequilibrium that is not so high as to produce unproductive chaos or the dissolution of the group but not so low as to aoid productive work on real issues.
Reflection: A form of thorough inquiry [in which one] asks [themselves] questions of the experience in order to better undersatnd it. By examining the past experience in a considered and focused way, one can learn and grow. Reflection requires one to accept personal responsbility for the role they played and the outcomes. Reflection is not rambling thoughts, justifying what happends or a description of the experience
SSocial Capital: The connections among people within groups and communities char-acterized by trust, mutual understanding, shared values and reciprocity that allow collaborative action. Bridging Social Capital: The connections across different groups and social networks within a community that Robert Putname has descriptively called “sociological WD-40”as it allows these different groups to work together. Bonding Social Capital: The in-group connection or loyalty among people in a group or community that Robert Putnam has descriptivel called “sociological superglue”
Social Innovation: A novel solution to a social problem that is more effective, ef-ficient, sustainable or just than existing solutions and for which the value created accrues primarily to siceity as a whole rather than a private individuals a social inno-vation can be a produc, production process, or technology (much like innovation in general), but it can also be a princple, an idea, a peice of legistlation, a social move-ment, an intervention or some combination of them (from Rediscovering Social Innova-tion, by Phills Jr., Deiglmeier, Miller)
Stakeholder: Person, group or organization that is involved in or affected by a course of action.
TTechnical Problems: Problems for which there are known solutiosnt hat can be reli-ably applied by those with expertise.
Triggers: Those issues for an individual that make him/her vulnerable to reacting in ways not helpful to a situation or community issues. Everyone has triggers or “hot buttons” that others know how to push that distratct them or make them less effective. Part of Managing Self is to identify and understand how to best deal with owe’s own triggers.
UUsual Voices: Those individuals, often in positions of authority, who are routinely called upon when dealing with community issues because of their real or perceived influence.
Unusual Voices: Those individuals who have a “stake” in a community issue but are typically without influence or formal authority. Many times these “everyday citizens,” especially if they are powerfully impacted by an issue, can provide hepfuul insights and engage in important acts of leadership that positively impact an issue.
WWork Avoidance: Doing less important tasks instead of those tasks or activities most important to you or your community or avoiding the important issues by focusing on real but substantially less important issues.
ZZone of Productive Work: The optimal range of tension or disequilibrium in a group that products the best work toward an adaptive challenge. Limit of Tolerance: The upper level of the optimal range of tension that if exceeded can produce chaos that prevents positive work and/or threatens the stability of the group. Threshold Change: Lower level of the optimal range of tension that if not reached will not produce the perceived need for change or positive work on an issues.
Glossary Adapted from the Kansas Leadership Center Field Guide v2
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Contributors Bailey Goldstein
Bret Koch
Carly Iverson
Dan Stork
Drew Carlburg
Emily Hess
Esteban Marquez
Evan Rattenborg
Haley Streed
Hannah Kenton Jamie Grabell
Kendall Kohnle
Kevin Honeman
Megan Roush
Rachel Consani
Sarah Lamphere
Special Thanks To: Dr. Mary Banwart
& Abbie Hodgson
