1. MAPS for Leadership
PCL Module 2

2. Objectives
Complete a MAP for the purpose of tracing one’s history, dreams, fears, qualities and needs as a parent leader
Use results of the MAP to create an action plan related to leadership development

3. Essential Questions What is a MAP?
What does completion of a MAP tell you about your strengths and needs as a leader?
What does completion of a MAP tell you about your future plans for expanding your roles as a leader?

4. Agenda: MAPS for Leadership
Introduction to the process (20 minutes)
Completion of MAPS with partners
(25 minutes)
Small Group Sharing (15 minutes)

5. Overview of the MAPS Process
The activity that follows involves having participants complete a personal MAP. The following information provides background to the MAPS process that can be used to set the context for the activity.
Introduction to Making Action Plans (MAPS)
MAPS, or Making Action Plans, (formerly known as the McGill Action Planning System) is a planning process which may be used by teams who want to use a “person-centered” approach to help an individual plan for his or her future. Rather than basing plans on the availability and content of existing programs and services, the MAPS process helps to build plans around a person’s history, dreams, fears, interests and needs. A variety of benefits are associated with the process. Plans that are developed through the MAPS process tend to be positive, forward-thinking, personalized and creative in their use of resources. The process fosters the development of self-advocacy skills among individuals and helps to establish trust and a sense of empowerment and shared responsibility among MAPS participants.
The MAPS process was originally developed by Marsha Forest, John O’Brien, Judith Snow and their colleagues (O’Brien, Forest, Snow and Hasbury, 1989). The authors conceptualized the process as a way to identify the dreams of individuals with disabilities and involve a team of people in developing and supporting a plan leading to the realization of those dreams. The process has since been adapted and used in many ways throughout the country. People of all ages, with all kinds of strengths and needs, have used MAPS to help them make transitions from one setting to another (e.g., pre-school to school, from grade to grade or from school to adult life), to establish a long-term vision for the future, and to generate new ideas during a difficult period of time. A number of schools, human service agencies, community organizations and businesses have used MAPS as a way of clarifying their organizational vision and plans for the future, and some communities have explored the possibility of using MAPS as a common intake assessment process across schools and community service agencies.
For the purposes of this module, participants will work in pairs to complete the steps of a personal MAP. Completed MAPS will help participants to gain a better understanding of the past, present and future experiences with leadership and advocacy.
Overview of the MAPS Process
You’re going to do a MAP! This is a planning activity designed to help you reflect on your past and future experiences as a leader.
MAPS stands for Making Action Plans System, or the McGill Action Planning System.
Reference: O’Brien, J., Forest, M., with Snow, J., & Hasbury, D. (1989). Action for inclusion. Toronto, ON: Frontier College Press.

6. The above steps should be reviewed briefly with participants prior to completing the activity in pairs.
5 Steps to a MAP
1. HISTORY: a short description of the background and individual circumstances that led you here today.
2. DREAMS: a vision of things you would like to see happening as you expand your role as a parent leader.
3. FEARS: a description of your worries or concerns about expanding your role as a leader.
4. WHO AM I: a description of yourself, including the strengths, skills, likes, and values you bring to your role as a leader.
5. NEEDS: a description of the things that need to happen to help make your vision for the future come true.

7. Directions for Completing Your MAPS
The points in this slide capture some of what are considered to be the underlying assumptions of the MAPS process. Encourage participants to be creative, have fun, and enjoy the activity.
Directions for Completing Your MAPS
Try to be free flowing with your responses; no one else will be judging them.
As you work through each step, just concentrate on capturing your ideas. Your responses don’t need to be confined to a neat, organized list. There will be an opportunity to summarize and highlight your responses at the end of the activity.
This activity is for your use. The activity will close with an opportunity to share, draw upon and use the MAPS results, but you can decide what information you want to share.

8. For each of the five steps, the instructor should present the questions related to that step, and tell participants that they will have 5 minutes to record their personal responses to the questions. Participants should use a handout of slides 7 – 11 to record their individual responses or they may use HO-3 (word document accompanying this module) to record their responses. If desired, participants may work in pairs and record each other’s responses.
The purpose of the history step is to have participants think about their personal and family histories in relation to their development as leaders. This step often results in people recognizing that they have more skills and knowledge related to leadership than they first realized.
Step I: History
HISTORY: Briefly describe the background and circumstances that led you here today.
Note: This history is not meant to be a detailed chronological account, more like highlights.
Here are some things to think about:
What is significant about your personal history?
What is significant about your family or child(ren)’s history?
What were your first experiences in which you saw yourself as a leader?
What adult experiences and/or training have helped you see yourself as a potential leader?

9. The purpose of this step is to have participants imagine how they might enhance their advocacy and leadership. Instructors may need to help parents understand that leadership is not necessarily the same as having a position of leadership. Leaders come in many forms. One goal of the MAPS activity is to help parents value the many ways in which they lead and influence others.
Step 2: Dreams
DREAMS: What dreams do you have in relation to your personal and professional development as a parent leader?
Note: Dream big! Dreams do not have to be “realistic”!
Here are some things to think about:
What changes do you dream about that will involve your leadership or advocacy?
What do you hope to accomplish in the next year? 5 years? 10 years?
How do you envision yourself as a leader?

10. Once participants have identified their dreams, it’s important to think about what might stand in the way of accomplishing those dreams. Parent leaders may, for example, be concerned about revealing too much abut their family, the costs and time involved in participating in leadership activities, and the potential for advocacy work to result in unintended negative consequences their children.
Step 3: Fears
FEARS: What are your worries or concerns about becoming a parent leader?
Note: By identifying your fears, you may find ways to overcome some of your challenges.
Here are some things to think about:
What concerns arise as you think about becoming a leader?
What barriers might stand in the way of realization of your leadership dreams?

11. Step 4: Who Am I? WHO AM I: How do you describe yourself as a leader?
This step is sometimes easier than the three previous steps, although there are some parents who find it difficult to talk about their strengths in a public setting. Instructors should help parents understand that their personal styles and skills may be better matched to come leadership opportunities than others.
Step 4: Who Am I?
WHO AM I: How do you describe yourself as a leader?
Notes: By describing your strengths, skills, likes, dislikes, etc., you may be better able to develop your role as a leader
Here are some things to think about:
What words best describe you?
What skills, gifts, and talents will support your journey as a leader?
What other skills and talents will you need?
What do you like/dislike about your current role(s) involving leadership or advocacy?
What values and beliefs guide your life and work as a person and leader?

12. The purpose of this step is for parents to identify next steps in their leadership development, and the kinds of knowledge and opportunities they will need to move towards achievement of their dreams. Instructors may wish to point out that the Needs page may be used at a later date to develop a more detailed action plan for the future.
Step 5: Needs
NEEDS: What needs to happen to make your dreams about leadership become a reality?
Notes: As you prepare for this step, review your notes from the first four steps to identify key ideas or themes that may be important.
Here are some things to think about:
What skills would you like to develop further?
What else will you need to expand your role as a leader?
What supports do you need from others?

13. At the conclusion of the MAPS activity, the instructor should go back through each of the five MAPS steps, asking for volunteers to share some of their responses to each one. The discussion questions on the power point slide can be used to generate a discussion about the common ideas and experiences that participants have had in relation to each of the MAPS steps. In addition, participants may be asked to discuss the ways in which they can use information from their MAPS to expand their knowledge, skills, and roles related to leadership. Participants should be encouraged to share their experiences and insights with others to promote some creative ideas about leadership.
Group Discussion
What common experiences have group members had in relation to each of the MAPS steps?
How will you use the information from your MAP to expand your leadership skills, knowledge and roles?