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Collaborative Network Behavior: Leading “Leaderfully” in

University Consortia and CentersA Workshop

with Joe RaelinCenter for Work and Learning

Northeastern University

October 1, 2009Chicago

For the 2009 Annual Conferenceof the Association for Consortium Leadership

“Higher Education and the Economy: New Imperatives for Collaboration”

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Can these be combined?

ExperienceExperience

ClassroomClassroom

ExperienceExperience

ClassroomClassroom

Preparing to Learn

Can These Be Combined?

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John Dewey onExperience and Education

There is an:“intimate and necessary relation between the processes of actual experience and education.”

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case analysis

simulations and exercises

field research

assessments

Experiential Learning Methods

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By exposing managers to a variety of challenging assignments in various

operating areas

Learning from Experience

How?

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But, Experience-Only Methods

assimilate theory into practice

learn how to challenge and reflect on their own operating assumptions

effect enduring change

PracticePractice

TheoryTheory

Often fall short in helping participants:

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The Proverbial Iceberg

Explicit Knowledge

Non-retrievable Tacit Knowledge

Retrievable Tacit Knowledge

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How Do We Bring Our Tacit Knowledge to the Surface to

Enable Learning

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It’s Through ReflectionIt’s Through Reflection

Without It:

We may well fall short in helping our students (and ourselves):

• recognize their own unawareness.

• reduce errors in their perceptions of reality.

• adjust to new contexts.

• reduce the gap between what they say they

will do and what they actually do.

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A) It views learning as acquired in the midst of action and dedicated to the task at hand

B) It sees knowledge creation and utilization as collective activities

C) Its users demonstrate a learning-to-learn aptitude

Work-Based Learning

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TheoryTheory

LEARNINGLEARNING

Experimentation Experimentation

ExperienceExperience

ReflectionReflection

Steps In The Action Learning Cycle

R e – T

h e o r i z i n

g

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Action Learning Programs

The Action Learning Cycle

Some Components:•Theoretical modules•Assignments•Projects•Learning Teams

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Reflection Defined

…the practice of stepping back to ponder and express the meaning to self and to others in one’s immediate

environment of what has, will, or is happening.

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“If I continue to believe as I have always believed, I will continue to act as I have always acted; and if I continue to act as I have always acted, I will continue to get what I have always gotten.” --Marilyn Ferguson

Why Should We Reflect?

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Balance Advocacy and Inquiry

Hi

Lo

Imposing MutualLearning

With-drawing

Inter-rogating

Lo Hi

E s p o u

s a l

I n q u i r y

Source: Fisher, Rooke, & Torbert (2000).

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The Ultimate Goal: To Learn Together

Constitute managers working on real problems in their respective organizations.

Discuss not only the practical dilemmas arising from actions in their work settings, but the applications or misapplications of theories and concepts to these actions.

Develop a social culture in their own right.

Afford real-time experience in group dynamics, such as providing and accepting feedback.

Provide a base of support.

The Learning Team

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To facilitate, not to direct as the expert

To furnish meta-competence (learning principles) not just technical knowledge

To help manage the process so that people derive maximum learning from their work together

The Role of the Facilitator

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From Work-Based LearningTo “Leadership-as-Practice”

Rather than looking for leadership in people, let’s look for it in everyday practice,

including its moral, emotional, and relational aspects.

Consequently, as in work-based learning, if we can understand and reflect on our practice, we can

reconstruct it in light of our reflections and on behalf of our mutual interests.

The music of The music of leadershipleadership

The music of The music of leadershipleadership

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Leadership-as-Practice MovementAnd Leadership Development

Rather than training one member in the group to be a “leader,” try to bring leadership into the group.

L-a-P privileges the process of engagement as the basis for learning.

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From Leadership-as-Practiceto ‘Leaderful’ Practice

A New FormOf Leader-shipFor the21stCentury

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What Does “To Lead” Mean?

From the Anglo-Saxon “lédan”:

-to go forth

-to stand out in front

- to be a hero

Might It Rather Be...

Working with others

to improve themselves

and their community?

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Have You Ever Been With A Group That...

was humming along like a single unit

worked together with joy

supported each other when warranted

allowed anyone to speak for the entire team

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What Do You Call Such A Group ?

X

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Four Critical Processes Of Leadership

Copyright © 2003 by Joseph A. Raelin

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Individual Collective

Controlling Collaborative

Dispassionate Compassionate

Tenets Of LeadershipConventional Leaderful

Copyright © 2003 by Joseph A. Raelin

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The Fruits Of A Leaderful Community

develops capacity to take mutual action

ignites natural talent in people to contribute to the growth of the community

inspires genuineness among members

elevates the value of trust within the community

The Susan Vogt Fellowship Program

Sponsored by

The Boston Consortium

With Phil DiChiara, Director

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Developing the Leaderful

Organization

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Leaderful Development

Agents of Change By Level

Individual

Group Facilitator

Organization OD Consultant

Level Agent

InterpersonalCoach

Network Weaver

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The Coaching Role

- help members of the group learn to adopt self-leadership

- unleash each member to guide himself or herself and to disclose more of that self to others

Leaderful DevelopmentAt the Individual Level

- build in natural rewards

- unpeel external images of self

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1. What data have you selected to pay attention to?

4. What were your conclusions, and might they be different?

Leaderful DevelopmentAt the Interpersonal Level

2. What actions have you taken – do they represent both of your best interests?

3. What were your interpretations – and might they be different?

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The Facilitation Role

- inform the team of the natural dynamics of groups

Leaderful DevelopmentAt the Group Level

- coach the “official leader” to share leadership

• learn to listen deeply• encourage initiative and risk-taking• allow people to fail

- provide or teach facilitation

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The OD Consultant Role- Endorse a culture of learning where it’s acceptable to dialogue openly about:

• Unpopular views• Defensive routines• Conflicts of interest• Intellectual property rights

Leaderful DevelopmentAt the Organizational Level

- Talk about cultural artifacts, stories, live examples

- Build in structures and systems

- Create guidelines and rewards

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Social Learning Occurs When We Engage Collective Reflection on

our Coordinated Actions

Learning Occurs When We Engage Collective Reflection on our

Individual Actions

Leaderful DevelopmentAt the Social Network Level

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Reflective Contact

A Dynamic Process

Increased Ties

Trust

Legitimate Participation

Shared Meaning Making

Knowledge Transfer

Dialogue

Relationship

Trust

Opportunity

The Literature TBC Model

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A ModelOf Network Citizenship Behavior

Intra -organizational Collaborative

Behavior

Leaderful (collaborative,

intergroup) Competencies

Network Citizenship Behavior

Policy Outcomes

Work-Based

Learning Programs

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Network Citizenship Behavior

1. Attend to functions that are not required but 1. Attend to functions that are not required but that help the network’s mission. that help the network’s mission.

2. Keep up with activities in the network.2. Keep up with activities in the network.

3.3. Keep abreast of policy developments.Keep abreast of policy developments.

4.4. Willingly represent the network in public.Willingly represent the network in public.

5. Offer ideas to improve the functioning of the network.5. Offer ideas to improve the functioning of the network.

6.6. Develop my own expertise in the network’s domain.Develop my own expertise in the network’s domain.

7.7. Take action to protect the network from potential problems Take action to protect the network from potential problems

8.8. Seek a leadership role within the network.Seek a leadership role within the network.

9.9. Engage in explicit network activities at the policy and Engage in explicit network activities at the policy and operating levels.operating levels.

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Evidence from the Field

The National Public Health Leadership Institute - 1991-2006The National Public Health Leadership Institute - 1991-2006

[Purpose of the program was to strengthen the leadership competencies of [Purpose of the program was to strengthen the leadership competencies of senior public health leaders and to build a network to address the nation’s senior public health leaders and to build a network to address the nation’s public health challenges. Action learning projects were prominently featured.]public health challenges. Action learning projects were prominently featured.]

Findings:1. One of the most consistently reported practice changes was enhanced

communication and collaboration within and across public health agencies.2. It was also reported that the experiential nature of action learning projects

promoted skills for developing collaborations.3. An alumni network was created called The Public Health Leadership Society. 4. Among the specific competency changes were:

communicating more effectively with the public and with policymakers negotiating with other leaders to achieve win-win outcomes forming teams of leaders to address health challenges, and discussing leadership challenges with others to gain their ideas

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Exercise:The Network Weaver Role

The Key Functions to Maintain a Social Network:

1. Membership and Purpose

2. Structure, Communication, and Relationships

3. Supporting Leadership and Inclusivity

4. Trouble-Shooting

5. Development and Sustainability

6. Evaluation and Course-Correction