Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Changing... Leading... Learning... A Service of the Children’s Bureau, a Member of the T/TA Network Welcome to the Leadership Academy for Middle Managers Curriculum Day 1

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network NCWWI Purpose Our purpose is to increase child welfare practice effectiveness through diverse partnerships that focus on workforce systems development, organizational interventions, and change leadership, using data-driven capacity building, education, and professional development.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Goal of Training To develop leadership skills for sustainable systems change to improve outcomes for children, youth, and families.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network The Three Days Day 1: Foundations of Leadership and Leading Change Day 2: Leading Change, cont. and Leading in Context Day 3: Leading for Results, Leading People, and Leading for Sustainable Systems Change

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Learning Methods Change Initiatives Leadership Experiences Coaching Implementation Practices Evaluation

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Training Evaluation Competency Self-assessment o Pre-training, Post-training & Follow-ups Participant Satisfaction Individual Change Initiative Analysis Comprehensive 360 Feedback Telephone Interviews

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Introductions What is your name, and job within the agency? Share, in one sentence, your role in the implementation of the jurisdictional workforce initiative.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Module I: Foundations of Leadership

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Unit 1: Leading in Child Welfare Training Competency 1: Able to describe leadership behavior as a middle manager in child welfare. Objectives 1a. Describes middle manager challenges with leading change in a “permanent whitewater” environment.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Surviving Permanent Whitewater Leading in Child Welfare Constant learning Maintaining balance in the present

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Leading in the Tension Your success as a leader is a function of your ability to stand powerfully in the tension created by that gap between vision and reality.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Sharing Change Initiatives Take a few minutes apiece to share your Change Initiative with the others at your table, and share the tension your Change Initiative may create between vision and reality and the whitewater challenges you may face.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Unit 2: The National Child Welfare Workforce Institute (NCWWI) Leadership Model Training Competency 2: Able to apply the components and dynamics of the Child Welfare Leadership Model to the work of a child welfare manager. Objectives 2a. Explains the balanced application of the NCWWI Leadership Model’s four quadrants by exemplary managers.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Our View of the World The linear view of the world doesn’t capture reality The whole is greater than the sum of the parts The world in child welfare is complex, never still, and always moving (Based on Wheatley, 1999)

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network NCWWI Leadership Model

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Leadership Principles Adaptive: Learning new ways for dealing with challenges. Collaborative: Community engagement. Distributive: Leadership encouraged and enacted at all organizational levels. Inclusive: Collective process to promote inclusion. Outcome Focused: Meeting organizational and professional goals.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network NCWWI Leadership Model Quadrants

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Leading Change Refers to the leader’s role of setting high standards, seeing the big picture and understanding its impact on the day-to-day work of child welfare staff, and anticipating the impact of contextual factors, economic trends, and political changes. Competencies: Creativity and Innovation Vision Flexibility

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Leading in Context Leaders need the ability to build collaborative(s) internally and with other federal agencies, state, local, and tribal governments, and nonprofit and private sector organizations to achieve common goals. Competencies: Partnering Political Savvy Influencing/Negotiating

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Leading People To address workforce challenges, we need leaders at all levels who value their staff and who recognize that good working relationships, competent people, and a supportive organizational climate are essential to achieving positive outcomes for children and families. Competencies: Developing Others Managing Conflict Team Building Cultural Responsiveness Leveraging Diversity

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Leading for Results Refers to leaders with the ability to meet organizational goals and service expectations. This includes the ability to make decisions that produce high-quality results by applying technical knowledge, analyzing problems, and calculating risks. Competencies: Service Orientation Problem Solving Accountability Planning and Organizing

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Hand-out 1:2 Apply the Quadrants to Your Change Initiative #1: Individually take a few minutes for each quadrant to write down one or more examples of leadership issues related to your change initiative. #2: In pairs discuss those issues using the competencies in each quadrant to address strategies.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Debrief Were some quadrants more difficult than others to apply your own experiences to? Which quadrants, and why? What were some similarities with others? What were some differences with others? What shifted for you as a result of partnering in this activity?

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Unit 3: Strength-Based Leadership Training Competency 3: Able to assess one’s own strengths and challenges and model authentic behavior as a leader. Objectives 3a. Describes the key qualities of leaders and their impact on child welfare systems and staff. 3b. Based on self-assessments, identifies own leadership strengths and challenges. 3c. Identifies collective talent of implementation team through strengths.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network We can’t ignore problems—we just need to approach them from the other side.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Key Findings from the Gallup Research The most effective leaders: Always invest in strengths Surround themselves with the right people and then maximize their team Understand their team’s needs

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network The Path to Great Leadership “The path to great leadership starts with a deep understanding of the strengths you bring to the table.” [Tom Rath and Barrie Conchie

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Four Domains of Strength Influencing ExecutingStrategic Thinking Relationship Building

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Strategic Thinking Leaders with dominant strength in Strategic Thinking keep the group focused on what could be. (Rath & Conchie, 2008)

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Influencing Leaders with dominant strength in Influencing help their people reach a broader audience. (Rath & Conchie, 2008)

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Relationship-Building Leaders with dominant strength in Relationship Building hold a team together. (Rath & Conchie, 2008)

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Executing Leaders with dominant strength in Executing domain know how to make things happen. (Rath & Conchie, 2008)

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Discussion Questions Introduce yourself and list your strengths within your primary domain. Using the first strength listed within your primary domain on your results, explain how you see yourself using this strength in your role.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network New Yorker Cartoon

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Gallup Poll Questions What leader has had the most positive influence in your daily life? List three words that best describe what this person contributes to your life.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Four Basic Needs of Followers Trust HopeStability Compassion (Rath & Conchie, 2008)

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Trust Respect Integrity Honesty Trust (Rath & Conchie, 2008)

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Compassion Love Happiness Friendship Caring Compassion (Rath & Conchie, 2008)

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Stability Peace Support Strength Security Stability (Rath & Conchie, 2008)

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Hope GuidanceFaith Direction Hope (Rath & Conchie, 2008)

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Maximizing Team Contributions Through Strengths Why teams need Influencing: To gain support and sustenance for the goal. Why teams need Relationship Building: To expand, understand, and maintain the team. Good tasks on the team: .Convene stakeholder workgroups.  Use influence to help executors break down barriers.  Work with bureaucracy to facilitate progress. Influencing©: Helps reach a broader audience; uses strengths to minimize barriers and gain allies and resources. Relationship Building©: Holds a team together; makes linkages to connect people and organizations to the goal. Good tasks on the team:  Attend to morale, inclusion, and placement of individuals in roles.  Insure that process meets the needs of stakeholders.  Anticipate and work toward resolving unanticipated consequences. Good tasks on the team:  Lead visioning activities.  Keep group focused on short- and long-term goals.  Scan environment to keep strategy up to date.  Link initiative to the agency and community goals. Strategic Thinking©: Focuses on ‘What Could Be’: Gears action towards specific future state goals. Executing©: Knows how to make things happen: organizes resources for productivity and outcomes. Good tasks on the team:  Identify tasks to get to benchmarks.  Identify how to measure and assess progress.  Break down barriers with use of practical and focused knowledge of how to get things done in context.  Why teams need Strategic Thinking: To focus on the vision and plan accordingly. Why teams need Executing: To move forward through the process to get the job done.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Four Domains of Strength Influencing ExecutingStrategic Thinking Relationship Building

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Using Your Strengths 1. Describe a time in your organization that you consider a high point experience, a time when you were most engaged and felt alive and vibrant. 2. What strengths were you using and how were you using these strengths?

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Summary What were the differences, based upon the preferred strengths domain? How could this inform the way you build and lead a diverse team? What were some of the themes?

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Custom Team Distribution Chart (Rath & Conchie, 2008)

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network The Task of Organizational Leadership….. …Is to create an alignment of strengths in ways that make a system’s weaknesses irrelevant. ~Peter Drucker As quoted by Cooperrider & Whitney, 2005

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Unit 4: The Adaptive Challenge Training Competency 4:Able to describe adaptive leadership behavior as a middle manager. Objectives 4a. Applies concepts of technical and adaptive leadership to work situations. 4b. Applies major components of effective leadership in the adaptive change process.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Technical Work Perspectives are aligned Definition of the problem is clear Solution and implementation are clear Primary locus of responsibility for organizing the work is the leader (Heifetz, Grashow, & Linsky, 2009)

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Adaptive Work Legitimate, yet competing, perspectives emerge Definition of the problem is unclear Solution and implementation are unclear and require learning Primary locus of responsibility is not the leadership (Heifetz, Grashow, & Linsky, 2009)

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Adaptive Challenges Require Something New: Behavior Knowledge Action Way of thinking

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Adaptive Leadership New learning Refashioning loyalties The loss of a sense of competence The loss of a sense of equilibrium

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Applying Adaptive Leadership Leadership is more than identifying adaptive challenges. Involves framing the challenges in a way that everyone shares a common goal. Anticipates differences in perceptions. Leaders must listen, reflect, and integrate new ideas. All team members must be willing to learn and collaborate.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Behaviors of Adaptive Leadership Get on the balcony Think politically Be open to all voices Regulate distress Orchestrate conflict Give the work back to the people Hold steady

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Get on the Balcony Step back to view patterns Leadership is both active and reflective

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Think Politically Build relationships Create nurturing networks

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Be Open to all Voices Seek diverse views and voices Allow them to influence

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Regulate Distress Balance distress for productive change

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Orchestrate Conflict Welcome conflict Engine of creativity and innovation

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Give the work back to the people No one has all of the answers Create a well-rounded team

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Hold Steady In the midst of change, keep your eye on the prize

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network 7 Behaviors of Adaptive Leadership Activity Discuss strategies that have been used or could be used based on your adaptive challenge on your Change Initiative. One person from the table will report out on 1 strategy to the large group.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Summary Going through adaptive change involves entering a state of disequilibrium, which is typically uncomfortable. Leadership requires an understanding that adaptation is a stressful process of innovation, creativity, and risk. Concept of being regenerative is central to our model—leadership is a constant process of growth, change, and purposeful adaptation.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Module II: Leading Change

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Unit 5: Communicating and Implementing the Vision Training Competency 5: Able to communicate a vision to guide practice and professional development. Objectives 5a. Refines and communicates systems change initiative vision statement. 5b. Demonstrates an effective communication strategy for influencing key partners regarding a change initiative.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network The Power of a Shared Vision “When people truly share a vision they are connected, bound together by a common aspiration. Personal visions derive their power from an individual’s deep caring for the vision. Shared visions derive their power from a common caring” (Senge, 1990).

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Successful Visions are… Clear: A good vision statement can be made to anyone in an elevator and, before the elevator stops on the 10 th floor, the listener can get the gist of the initiative. Compelling: A good vision statement is punchy. Resonant: A good vision statement invites potential partners and stakeholders to join in.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Sample “heart” words: Belong/ing, Care, Child, Childhood, Community, Connection, Embrace, Family, Growing Up, Heart, Kin. Love, Making a Difference, Nurture.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Sample “head” words: Changing, Building, Tomorrow, Inspiring, Partnership, Fair, Deserve, Equal, Sense, Smart, True, Honest, Trust, Inspiring. Legacy, Practical, Real, Potential.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Visual Vision Statements

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Western Workforce

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network One with Courage: Texas Children’s Advocacy Center

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Key Points From Today’s Training The Child Welfare Leadership Model is based on a worldview that reflects the constant balancing act of competing values. Leadership can be learned, developed, and shared. Followers look for the key qualities in a leader. Leaders differentiate between technical and adaptive challenges. Leadership can be enhanced by adaptive behaviors. We lead with vision.

Day 1 Curriculum – Leadership Academy for Middle Managers | November A Service of the Children’s Bureau, a Member of the T/TA Network Day 1 Curriculum – Leadership Academy for Middle Managers | November 2014 A Service of the Children’s Bureau, a Member of the T/TA Network Thank You! Connect with Us