Social Change & Grassroots Leadership Britt Andreatta, Ph.D.

Grassroots Leadership Leadership that grows organically from the “grassroots” of the affected community (the people), who organize collectively to alter relations of power.

Characteristics of a Grassroots Leader Initiative and passion Humility-not on a “power trip” Empowers those around him/her Facilitator Shares the spotlight Responsive to community concerns Receptive to feedback Flexible

Traditional vs. Grassroots Leadership Collective Can function without “leader” Builds leadership All skills and work valued equally Accountable to community and each other Valued by action and commitment Leadership is owned by all Collaborative Builds coalition among race, gender, and class line Collective vision for common good Traditional Leadership Hierarchical Depends on the “leader” being present Work is valued based on place on the totem pole Accountable to those above Assumes leader/follower relationship Decisions made by the leader Followers sole duty is to carry out tasks given by the leader

Traditional vs. Grassroots Leadership Traditional Leadership Narrow definition of leadership Certain characteristics make a “capable” leader Tasks determined and delegated by the leader Leaders think for masses There is one way, THIS way Grassroots Leadership No distance between “leaders” and community, collective decision making Leadership defined more broadly, different styles valued Democratic decisions facilitate the process Creative, fluid, exploratory

Challenges for Grassroots Organizing The tendency to begin operating under traditional models of leadership which leads to a disconnect from the community Hierarchies Egos around status of roles Fear of criticism (external as well as internal) Consensus building can be time consuming and frustrating initially This model directly challenges the fundamental structure of most institutions

Qualities of a Grassroots Leader Initiative and passion Humility – no power trip Empowers those around them Facilitator Shares the spotlights Responsive to community concerns Receptive to feedback Flexible

Social Change Activists Leaders that can be described as Social Change activists are… Any person who consistently works (directly or indirectly) to dismantle systems of oppression, and in doing so empowers others to do the same.

Why is this definition important? Because the “activist” is often misrepresented which serves to: discourage people from being active in the community contributes to a narrow perception of who is an “activist” and in doing so many contributions are ignored.

Examples of Grassroots Leadership The Farmer’s Alliance movement of the late 19th century The Women’s Movement of the 60s/70s Labor organizing The Fund for Santa Barbara Pueblo aka The Coalition for a Living Wage

Key Question How do I integrate grassroots leadership into my leadership style or my organization? Establish roles not positions Challenge conventional assumptions about leadership Facilitate, don’t direct Rotate roles and duties Check your ego at the door Ongoing outreach Get comfortable with feedback Be critical of self before divisions arise

Follow Up Questions What are the benefits to grassroots leadership? What are the challenges? When does grassroots leadership falter? And why? Can people in a corporation or University be grassroots leaders? Do you think your society has a dependency on leaders? What are some examples of grassroots leadership?

Therefore: Leadership is action, not position The ultimate leader is one who is willing to develop people to the point that they eventually surpass them in knowledge and ability.

Social Change Model The model is inclusive. Leadership is viewed as a process rather than as a position. The model is only one of the many possible models of leadership development.

Goals of the Model Two primary goals: To enhance student learning and development; more specifically, to develop in each student the greater: Self Knowledge: understanding of one’s talents, values, interests, especially as these relate to the student’s capacity to provide effective leadership. Leadership competence: the capacity to mobilize oneself and others to serve and work collaboratively. To facilitate positive social change at the institution or in the community. That is, to undertake actions that will help the institution/community to function more effectively and humanely.

Positive Social Change The approach of leadership development is embedded in collaboration and concern with fostering positive social change – the model examines leadership development from three different perspectives or levels:

The Individual: What personal qualities are we attempting to foster and develop in those who participate in a leadership development program? What personal qualities are most supportive of group functioning and positive social change?

The Group: How can the collaborative leadership development process be designed not only to facilitate the development of the desire, individual qualities (above), but also to affect positive social change?

The Community/Society: Toward what social ends is the leadership development activity directed? What kinds of service activities are the most effective in energizing the group and in developing desired personal qualities in the individual?

Seven Core Values Consciousness of self: Striving to know oneself and continually develop Congruence: thinking, feeling and behaving with consistency, genuineness, honesty and authenticity Commitment: the investment of time and energy into helping the group find and pursue a common purpose

Collaboration: working together toward that common goal by sharing authority, responsibility and accountability Common purpose: working with others who share a common set of aims and values Controversy with civility: airing differences in a safe environment Citizenship: action engagement of the individual in an effort to serve the community

Societal/Community Values Individual Values Group Values Collaboration Common Purpose Controversy with civility C A D B Consciousness of self Congruence Commitment E Citizenship F Societal/Community Values Individual Values

The 7 Cs organized by Focus Arrow A: Consciousness of self is a critical ingredient in forging a common purpose for the group as its member ask, what are our shared values and purposes? Arrow B: Feedback from any leadership development group is most likely to enhance the individual qualities of consciousness of self, commitment, and congruence when the group operates collaboratively with a common purpose and accept controversy with civility. Arrow C: Responsible citizenship and positive change are most likely to occur when the leadership group functions collaboratively with a common purpose and encourages cavity in the expression of controversy.

Arrow D: Conversely, the group will find it very difficult to be an effective change agent or to fulfill its citizenship or community responsibilities if its members function competitively, if they cannot identify a common purpose, or if they pursue controversy with incivility. Arrow E: The Community is most likely to respond positively to an individual’s efforts to serve if these efforts are rooted in self-understanding, integrity, and genuine commitment. Responsible citizenship, in other words, is based on self knowledge, congruence, and commitment. Arrow F: An individual learns through service, and his or her consciousness of self is enhanced through realization of what he or she is (and is not) capable of doing. Commitment is also enhanced when the individual feels that he or she can make a difference. And congruence is enhance when the individual comes to realize that positive chance is most likely to occur when individual actions are rooted in a person’s most deeply held values and beliefs.

Important Considerations For the program to work effectively it is essential that the following be considered: Preliminary task definition: what is the need or problem? What changes are needed? Identification of personal and shared values: what is important to us individually and as a group? Task research or redefinition: what additional information about the task or need should we gather? Division of labor: what skills are areas of knowledge needed? Which student participants or members of the leadership group have the knowledge or skills needed? Mode of group functioning: how can debriefing, reflection, and feedback become essential group activities?