UNDERSTANDING LEADERSHIP LEARNING FOR SOCIAL CHANGE:Results of a Pan-Canadian Study__________________James StauchLesley Cornelisse

WebinarJuly 6, 2016

___________________________

“It’s not hard to 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)

“The most important contribution 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

“…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)

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)

2015201020052000

Leadership CAN be taught (Fredricks, 1999; Day, 2001)

Adult Education

Behavioural Psychology

Business Leadership

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

The “snowflake” model of 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

(Day, et al., 2014; Kirk & Shutte, 2004)

(Day, et al., 2014; Kirk & Shutte, 2004)

Organizations

v.

Systems(Senge, Hamilton and Kania, 2015;

Scharmer & Kaufer, 2013)

(Day, et al., 2014; Kirk & Shutte, 2004)

Organizations

v.

Systems(Senge, Hamilton and Kania, 2015;

Scharmer & Kaufer, 2013)

Heirarchicalv.

Self-Organizing(Ganz, 2010; Wheatley, 2007)

Leadership AS DISTINCT FROM…• 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 significantleadership component

• Serving Canadians• Transformational, systems-focused,

community-connected

ANCILLARY CRITERIA• Organizational backbone; 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.

CAUSE FIRST• The cause 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.

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

PROGRAM RATIONALE & GOALS• Every program sees itself as addressing a unique gap in a unique way• Connecting transformation of self with transformation of social systemsTHEMATIC 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 curiosityCOMMONALITIES BETWEEN PROGRAMS• Experiential learning• “The belief that change happens because leaders play a role.”

RESOURCES• Maintaining long-term funding, alumni networks, volunteersRECRUITMENT• 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 engagedRESULTS / EVALUATION• Difficult to evaluate impact (much easier to track outcomes)• Very few programs use external evaluatorsCOLLABORATION 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)

Tested: Influence on career 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 Leadership Victoria, Leadership Calgary,

Leadership Edmonton or Leadership Niagara programsCIVIC 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 morePROGRAM SELECTION• Word of mouth and personal networks critical• Self-exclusion dynamic is potentially very significant

PROGRAM COMPLETION GOALS

‘

Table 4: 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

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

SERVICE LEADERSHIP

• Katimavik• Loran Scholars• Royden Richardson Virtual School

for Volunteers (Junior Achievement)• Sustainable Opportunities for Youth

Leadership (SOYL)

• The Company for Young Canadians

PSE or EXECUTIVE NONPROFIT PROGRAMS

• Community Shift (Ivey/Western)

• Executive Directions (Calgary)• McGill-McConnell Program for

National Voluntary Sector Leaders

• Master’s (and Diploma) in Philanthropy and NonprofitLeadership (Carleton)

• Leadership courses embedded in non-profit certificate programs

• Berkeley Centre 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)

• Cause School• GenNext (United Way)• Inclusive Giving Fellowship

(AFP)• Youth in Philanthropy

program (Toskan CasaleFoundation)

• Transatlantic Community Foundation Fellowship (Bertelsmann and CS Mott Foundations)

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.

NEW VENTURE 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

HUMAN-CENTRED DESIGN LEADERSHIP

• Imagination Catalyst (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 EntreneurshipFellowship (Brown University)

• Sustainable EntrepriseHatchery (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

OFF CAMPUS RESIDENCIES & FELLOWSHIPS

• ABSI Connect Fellowship (SiG)• Getting to Maybe Social Innovation

Residency (Banff Centre/Suncor/ Waterloo)

• MaRS Studio Y• Metcalf Innovation Fellowships• Young Women’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

PUBLIC POLICY

• 4-H Leadership Summit

• Hollyhock Leadership Institute

• Think Tank Programs: • Broadbent Institute

Leadership Fellows• Institute for Liberal

Studies Fellowships• Manning Centre New

Leaders

• Public Policy Training Institutes (Max Bell Foundation, Maytree, United Way of Lower Mainland )

CIVIC ENGAGEMENT

• CityStudioVancouver

• CivicAction• DiverseCity Fellows• Emerging Leaders

Network• Why Leadership Matters

• Community Leadership Programs: • Leadership Brandon• Leadership Niagara• Leadership Saskatoon• Leadership Thunder Bay• Leadership Winnipeg• Leadership Victoria

• School4Civics

SOCIAL ACTIVISM / JUSTICE

• Community Leadership in Justice Fellowship (ON Law Foundation)

• Inner Activist (Tides Canada)

• Jack Layton School for Youth 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 GlasscoNorthern Fellowship

• Whistler Forum for Leadership and Dialogue

ASSET-BASED & CITIZEN-LED DEVELOPMENT LEADERSHIP

• COADY Institute @St.FX: • Canadian Women’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 at Work Institute)

INTERCULTURAL COOPERATION

• Inclusive Leadership Cooperative (Cowichan Intercultural Society)

• Intercordia Canada• Intercultural Dialogue

Institute Fellowship• Solutionaries

(Calgary Centre for Global Communities)

• Ariane de Rothschild Fellowship

• UNAOC Fellowship

INTERNATIONAL SERVICE

• Aga Khan Youth Fellowship

• AIESEC• Canada World Youth:

• Global Learner Program

• Youth Leaders in Action

• Engineers Without Borders• Junior Fellows• Professional Fellows

• Rotary Peace Fellowships

• Synergos Senior Fellows

• UNDP LEAD

INTERNATIONAL IDENTITY & POLICY

• Coady Institute:• Global Change

Leaders Program • Global Youth

Leaders Certificate

• Global Shapers • Gordon Global

Fellows• Pearson College

(United World Colleges)

• Sauvé Scholars Program

GLOBAL HUMAN ECOLOGY

• Human Venture Leadership Program

• Redfish School of Change

• Generative Council (Center for Nature and Leadership)

• Global Human Ecology programs (Cornell)

REGIONAL APPROACHES

• Atoske Saskatoon Urban Aboriginal Leadership Program

• Future Leaders Program• Dene Nahjo (NWT)• First Nations Leadership Training

(Yukon College)• kANGIDLUASUk Student Program

(Nunatsiavut, Nunavik)• IndigenEYEZ (Interior BC)• Our Voices (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• Canadian Youth Partnership (Rupertsland Institute,

with Katimavik)• Indigenous Leadership Development Institute• Indigenous Women in Community Leadership

(Coady Institute)• First Nation Leadership Essentials (Centre for First

Nations Governance)• First Nations, Inuit, and Metis Youth Summer

Leadership Program (Norquest College)• National Aboriginal Role Model Program (NAHO)• Australian Indigenous Leadership Centre

• Participants:• Want to 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

• Program drop-out data 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

An online, collaborative space to deepen our understanding of how leadership development can help Canadians better address the complex challenges we face in our time.

James Stauch, Director

jstauch@mtroyal.ca

Lesley Cornelisse, 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.

Marshall Ganz

Michael Mumford

Frances Westley

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