06 Aug Summarize current literature on theory related to multidisciplinary human services practice.

INSTRUCTIONS

For this assignment:

Summarize current literature on theory related to multidisciplinary human services practice.

Include literature from the last five years.

Include sources that are relevant to the theories and practices.

Analyze the use of human services theories to aid in decision making.

Explain the relationship between theory and practice for making decisions and for managing conflict.

Explain how you applied or could apply theory to the identified human services issue or controversy from the Week 6 assignment.

Include the use of collaboration to foster consensus.

Assess theoretical perspectives on strengths and developmental needs in human services leadership.

Explain the reasons that life-long leadership development is important for both professional and personal growth. Refer to Harley-McClaskey’s (2017) statement: “The best leaders spend most of their careers polishing their skills” (p. 317).

Provide an example of a leader you have known who has demonstrated continuous learning practices in their leadership development and how this positively impacted the organization.

Provide your insights and experiences to further illustrate your assessment of theoretical perspectives on the needs of human services leadership.

ASSIGNMENT REQUIREMENTS

Your assignment should also meet the following requirements:

Writing: Writing should be clear, organized, and free of errors; it should also follow professional standards.

References: Use at least 10 academic and professional sources to support your work.

Length: 10–11 double-spaced pages, not including the cover page or reference page.

Format: Follow all current APA style and format requirements.

Font and font size: Times or Times New Roman, 12 point.

Reference

Harley-McClaskey, D. (2017). Developing human service leaders. Sage.

Follow the scoring guide attached and use book attached.

 

 

 

Requirements: 10-11pgs

245Self-Management—Communications as Listening: Presentation, Electronic and Web-Based, and Performance FeedbackLEARNING OBJECTIVESThe student will •describe the four styles of listening; •role-play an example of empathic listening; •compare and contrast the audience impact of a lecture given as a report, a presentation, and a story; •explain and practice proper etiquette in professional electronic communication; and •explain the eight steps of a learning conversation.LISTENINGCommunication is to leadership what the cardio vascular system is to the human body. Like the blood stream that carries life supporting oxygen and protective antibodies, communication carries team supporting “oxygen” that enables team members to successfully work together and achieve a common goal. A leader’s Chapter 11Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

246 PART III: DEVELOPMENT OF ORGANIZATIONScommunication not only provides instruction, motivation and support but also ensures a listening ear for feedback that will allow the team to communicate con-cerns and in turn, course-correct as well as problem solve. Communication is more than just the confidence that your policy or memo was understood by members of your team or the enthusiasm created by the memorable words delivered in your last presentation. Communication is about the many messages “sent” and “received” daily, formally and informally, through spoken words and body language, with pos-itive and negative emotions, and through a variety of mediums, media, and tech-nologies. The depth of this subject is covered in a multitude of courses, books, and seminars. An entire college degree program is accredited and dedicated to the understanding and practice of communication. This chapter will provide a focus on selected skill sets that are critical to effective leadership communication. I hope your interest will be sparked, and you will choose to continue your learning in the broader topic of communication and leadership.Specifically, this chapter will cover skill sets regarding listening, presentations, electronic communication, negotiation, and feedback. Although many communica-tion efforts begin with a focus on the message “sending” portion of the process, this chapter will begin with a look at “receiving” the message.REFLECTION: THE IMPORTANCE OF FEELING HEARDGenerally, “hearing” is defined as the detection of sounds or words. However, to truly be heard means the recipient must also understand. Therefore, to say “I heard you” is a matter of interpretation, and herein lays the essence of the leadership problem. A leader must learn to hear in a way that assures the person communicat-ing that he or she understands. This is what is known as listening. The fact that our ear can detect sound coming from a device or person should not be construed as listening. The art of listening begins with the knowledge that words and sentences were transmitted, but listening is so much more. The International Listening Asso-ciation (http://www.listen.org) defines listening as the process of receiving, con-structing meaning from, and responding to spoken and/or nonverbal messages. In fact, Hawkins and Fillion (1999) and Covey (1989) consider it the most important communication skill needed by leaders and team members alike. For example, think about a time you wanted to share some news (good or bad) with an important person in your life. You share your news but come away from that communication feeling unfulfilled. In a situation like that, the complaint most commonly shared is “I didn’t feel heard.” I am sure you could say with certainty that the person who heard your news detected your sounds and the majority of your words, but you needed to “feel heard” at the end of the conversation.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 11 ◆ Self-Management—Communication as Listening 247The world we live in today doesn’t teach us how to actively listen. Distractions surround us. Everything moves at lightning speed. We have been trained to hear only the surface topic so we can move quickly from one subject to the next. Even as you are reading this, you are probably thinking about the time until lunch, a conversation with a friend, or what you have to do at work today. Whether they are important or unimportant distractions, they prevent us from being attentive, active listeners.The technologies by which we surround ourselves encourage rapid response and multitasking. We text, watch TV, and respond to emails all while we work on writing a report or eating dinner with our family. In a world in which 24-hour communica-tion technologies surround us, everything has become NOW, NOW, NOW, and we’re afraid if we delay, we’ll miss something. So we engage in everything simultaneously.In addition to the chaotic culture of distractions we live in, many other things can get in the way of our focus on listening. Many times our mind races to cre-ate a response while the other person is talking. Unfortunately, many years in the classroom have conditioned us to prioritize our potential response for a teacher over listening. Other times we just listen partially because we have other things we deem more important to do. Cell phones allow us to do many things while we suppos-edly listen to the person on the other end of the conversation. For some, listening is really about interrupting the conversation to “fix” the other person’s problem. We forget that many times the value of telling our story is not in receiving a “fix” but in receiving empathy. Then there are those who interrupt to tell a similar story about themselves and turn the focus away from the person initially sharing to the listeners’ “more interesting” problems and experiences. And for others, listening to someone’s experience can cause a reaction and mental judgment that communicates disagree-ment or even condemnation for what the speaker is sharing. Partial listening, fixing another’s problem, autobiographic responses, and judgments are responses that lead to an unsatisfactory feeling of “nobody is listening,” which then translates into “nobody cares.” The person who shares a concern is not always seeking a fix, to know how another might handle a similar problem, approval, or to know the next step after achieving a goal. That person sharing a concern is seeking an emotional connection through the story, just to know the selected listener cares.Have you ever experienced or done the following: •Shared a heartfelt concern with a parent or spouse only to have the listener’s unsolicited solution thrust upon you. •Listened to a friend’s story of difficulty and responded by trumping that story with “You think that’s bad, last year this is what happened to me!” •Enthusiastically shared an achievement with a parent or supervisor yet found yourself in a “goal setting” lecture outlining the next items on your agenda rather than celebrating your success.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

248 PART III: DEVELOPMENT OF ORGANIZATIONSAs a leader, you can find yourself in similar situations with the members of your team. It is easy to become a nonlistener when deadlines loom, you believe your ideas are clearly superior to the team’s, or celebrating small victories for others is not as important as the ever-growing to do list. Make the choice, take the time, and learn to listen.DIAGNOSIS: WHAT TYPE OF LISTENER ARE YOU?According to Ripley and Watson (2014), there are four styles of listening: people oriented, action oriented, content oriented, and time oriented. Bodie, Villaume, and Imhof provide descriptions of the four types. •People-Oriented listeners are responsive, seek areas of common ground between themselves and the speaker, and are concerned about other people’s feelings and emotions. They demonstrate empathetic and caring characteristics (Bodie & Villaume, 2003). •Action-Oriented listeners like organized, efficient, and error-free messages. They can become impatient with a speaker and are likely to miss the emotional- relational dimension of a message (Imhof, 2004) •Content-Oriented listeners enjoy learning by listening to complex informa-tion and engaging in a dialogue of questions, followed by an analysis of all sides of an issue before determining an opinion (Bodie & Villaume, 2003). •Time-Oriented listeners begin the process by determining an allocation of time to be given to the speaker. They have a low tolerance for lengthy discus-sions and may even dismiss a speaker if the exchange has exceeded the time allotted (Bodie & Villaume, 2003).Similar to behavior styles in Chapter 3, it is common for individuals to have primary and secondary listening preferences. The purpose for determining listening styles is to enable the presenter to make choices about the presentation to increase the attention time for the recipients. Should the presentation focus on facts and data or on human-interest stories? It also serves to remind presenters to employ focus points for all four styles, especially if presenting to a large group. The result is better communication and learning and increased productivity.What is your listening style? There are assessments that will help you determine your listening style; the International Listening Association (http://www.listen.org) also hosts conferences and publishes research on the subject of listening. The ques-tions in Table 11.1 will help you determine the preferences you have in how you listen.Just like there is value in having different behavior and personality styles on a team (Chapter 3), there is also value in having different listening styles. And there Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Listening PreferencesIndicate how true each statement is for you by using the following scale.If the statement is always true, write a 5 in the blank.If the statement is frequently true, write a 4 in the blank.If the statement is sometimes true, write a 3 in the blank.If the statement is infrequently true, write a 2 in the blank.If the statement is never true, write a 1 in the blank.____ 1. My behavior style (Chapter 3) is below the line (persuader or stabilizer), and I am most interested in human-interest stories.____ 2. When attending or giving a presentation, I quickly notice if others are interested or bored.____ 3. When I hear stories of those who struggle, my heart goes out to them, and I look for ways to help.____ 4. I am comfortable making eye contact to show interest in others’ points of view.____ 5. I am frustrated in presentations that are not logical and thoughtful.____ 6. I am persuaded by facts and data; therefore, I focus on those items almost to the exclusion of other discussion items shared.____ 7. Impatience and my broad knowledge of so many topics cause me to imagine giving the presentation myself.____ 8. “Just get to the point” is on the tip of my tongue in most meetings.____ 9. I want to know and share all the details in the fine print.____ 10. I need to analyze the data myself after it is presented.____ 11. I am motivated and challenged by sorting out the complexities in a discussion.____ 12. Questions are the most effective way to get the information I want.____ 13. I live in a world of precise time allocations and expect others to share information in the time allotted.____ 14. I feel robbed when others can’t make their point in a given amount of time.____ 15. I interrupt others when I feel time pressure.____ 16. I don’t go anywhere without a watch or other visible timekeeping device.ScoringPeople-oriented listening score: Add your scores for items 1, 2, 3, and 4.Action-oriented listening score: Add your scores for items 7, 8, 11, and 12.Content-oriented listening score: Add your scores for items 5, 6, 9, and 10.Time-oriented listening score: Add your scores for items 13, 14, 15, and 16.Table 11.1 Listening Preferences Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

250 PART III: DEVELOPMENT OF ORGANIZATIONSare connections between listening styles and behavior styles. There are times when understanding content must prevail or situations of complexity are in need of exact-ing analysis. As a leader, you must be aware of your “listening style preference” and work to enhance your listening abilities in all situations since not every style works best in every situation. Leaders find they use empathic skills most often, therefore developing and improving your people-oriented, empathic listening skills will make you a better leader.Now that you have shed some light on your listening tendencies, take a moment to think about the barriers to staying focused in a listening situation. On a scale of 1 to 5 with 5 high and 1 low, give yourself a score for each distraction’s ability to detour you from your “listening course.”1 2 3 4 5 Boredom1 2 3 4 5 Distracted by the history shared with the speaker1 2 3 4 5 No desire to consider a different opinion1 2 3 4 5 Allow emotions to overrule logic1 2 3 4 5 Allow logic to overrule emotions1 2 3 4 5 Focus on speaker’s appearance, verbal characteristics, and so on instead of his or her message1 2 3 4 5 Planning your response to the dialogue1 2 3 4 5 Daydreaming1 2 3 4 5 Distracted by disturbances in the room or with other participants1 2 3 4 5 Texting, emailing, or other technology distractions1 2 3 4 5 Concentrating on a personal memory of similar circum-stances triggered by the speaker’s story (autobiographical response)Sources: Covey, S. R. (1989). The seven habits of highly effective people: Powerful lessons in personal change. New York, NY: Simon and Schuster. Golen, S. (1990). A factor analysis of barriers to effective listening. Journal of Business Communication, 27, 25–36.Distractions play a large role in your inability to listen more than superficially. Find the discipline to give your attention to the speaker. As a leader, you are responsible for all information that is shared. You cannot always judge or make assumptions about information shared based on the person who shares it or whether it captures your attention immediately.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 11 ◆ Self-Management—Communication as Listening 251PRESCRIPTION: INCREASING EMPATHIC LISTENING SKILLSNow that you know the universal importance of “feeling heard,” what behaviors can help you make that happen? As the speaker, you want the listener to both hear your words and connect with the feelings you expressed when you spoke them. For those in human services professions, you will recognize that skill as empathic listening. Many human services professionals will be focused on their clients’ stories that expect them to not only hear but also empathize with their experiences. Empathic listening is listening to understand another, to allow oneself to be influenced by the uniqueness of the other person. Next to physical survival, psychological survival (feeling understood, affirmed, validated, and appreciated) is an influential motivat-ing force in humanity (Covey, 1989).The Chinese symbol for listening (Figure 11.1) encompasses three senses in the empathic listening process: to hear, to see, and to feel with your heart.To engage all three senses requires the message receivers to be very focused and give their undivided attention to the message senders. Operating the three listening senses simultaneously is a high-energy activity.Communications experts identified sources of communication by type: 10% of communication is through words, 30% by sounds, and 60% by body language. Human services professionals, counselors, health care professionals, reporters, sales persons, attorneys, as well as other professionals engaged in a high percent-age of human contact activities pay attention to these details to further understand and help their clients.Source: U.S. Department of State. (n.d.). Active listening. Retrieved http://www.state.gov/m/a/os/65759.htmFigure 11.1 Chinese Symbol for ListeningHarley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

252 PART III: DEVELOPMENT OF ORGANIZATIONSA leader’s role is enabling team members to sustain their motivation and work at the highest level. To accomplish high-level work, a leader must be willing and able to listen for understanding ideas, feedback, and concerns that are transmit-ted regularly from the team. This level of understanding is only achieved through active, empathic listening.Here are some steps to improve your empathic listening skills.1. First, determine if this is an empathic listening situation. Is there potential stress, short deadlines, excitement, or conflict in the work team? Are current or potential long-term relationships being built or at risk? What signs do you see?2. Focus on the three senses (eyes, ears, heart) as you listen to the team mem-bers. What does each of the three senses tell you? Think of yourself as a physician who must diagnose before you can prescribe. This type of role-play will force you to focus on what you are seeing, hearing, and feeling before you respond with a prescription/solution.3. Listen for both content and emotion as the team discusses the decision, potential new process, change in personnel, and so on. Ask them a nonspe-cific follow-up question such as “Tell me more” or “Can you clarify?” Share the feelings you heard expressed: “I see you are __ (insert a feelings word as described in number 4).” Do not judge the members’ responses. Refrain from sharing your own personal anecdotes regarding the situation. Stay focused on the individual or team with whom you are communicating.4. Spend some time enhancing your feelings vocabulary. Play a “Scattegories-like” game with yourself, listing as many feelings adjectives (positive and negative) as you can. Do this with friends. Include your friends’ lists of adjectives with yours. Learn to use these new words as you listen to others describe what they are experiencing. What someone might have previously described as “upset” with a bigger vocabulary becomes “frustration,” “fear,” or “confusion.” As a leader, you can more easily connect by expressing specific emotions. When an emotion is more specifically described by the listener, the team or individual feels heard and will more easily engage in a process to resolve the issue of concern.5. Practice understanding the speaker’s feelings before understanding the con-tent of his or her message. Years of schooling taught us how to listen for content by delivering the majority of our education through lectures and question-answer sessions on many topics. Retool your listening focus with practice sessions. To develop an understanding of the speaker’s feelings, listen to conversations around you, on television, or film for cues to identify emotions. Role-play dialogue in literature and analyze for emotion. Use some of the new vocabulary you developed from step number 4.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 11 ◆ Self-Management—Communication as Listening 2536. Make good eye contact. Inquiry, paraphrasing, and acknowledgement are good techniques in listening. Repeat a phrase or two in your own words representing how the speaker feels. Reflection of feelings does not mean you are in agreement with his or her decisions. You are simply showing you understand what he or she is feeling. Resist the temptation to give advice or fix the problem. The individual/team may ask for your help. If so, you may respond to the request. Without the speaker’s request, you might say, “If you want my assistance later sorting this out, I am always willing to help.” This process does not give the listener license to solve the problem. Be careful that an inquiry doesn’t sound like sarcasm or an attack. Keep in mind that less is more; after all, your job as the listener is to focus on the speaker. Use phrases that indicate you are listening and want to hear more.7. Although empathic listening works to resolve issues relatively quickly, there is a tendency to rush or cut off the critical initial sharing of the concern from the speaker. To prevent this from happening, use the Native American Talking Stick approach to guide the flow of the dialogue. The speaker holds the talk-ing stick until he or she believes the listener has heard both the feeling and content of his or her point of view. Then the stick is passed to the other party to share and achieve understanding in the same manner. The stick prevents the speaker from feeling rushed or cut off as listeners in this process may only ask clarifying questions. The goal of this exercise is for participants to understand rather than judge or give advice.SUMMARYConsider how respected and affirmed you felt when a supervisor, colleague, or family member really listened to you. The listener tuned in to both the content as well as the feelings you shared. The listener did not judge you or tell you what to do. In your eyes, the credibility of the listener increased such that you believed this person had your best interest at heart. As a leader, the rewards of building that kind of relationship in your work group simply by being a skilled listener will create a culture of strong working relationships anchored in trust and respect.PRESENTATIONSAddressing a group of people is a great opportunity for a leader to share original ideas and new information, secure additional funding, and connect with untapped champions for his or her organization. Developing successful presentations will play an important role in the future of your organization and your career. Although Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

254 PART III: DEVELOPMENT OF ORGANIZATIONSit is not typically something a leader does on a daily or weekly basis, it can lead to greater productivity and innovation.Nancy Duarte (2010, p. xix) frames the importance of this skill set. “It is the dawn of the information age, and we are all overwhelmed with too many mes-sages bombarding us and trying to lure us to acquire and consume information.… Technology has given us many ways to communicate, but only one is truly human: in-person presentations.”When done correctly, presentations can bring a large return on your investment. This section will discuss the common mistakes presenters make and will teach you proven methods for you to be successful. Strategies will be shared to help speakers become stage ready.REFLECTION: POTENTIAL OF PRESENTATION IMPACTConsider the impact of Dr. King’s speech “I Have a Dream.” You studied his influ-ence, felt moved and hopeful from his passionate delivery, and were captured by the vision of the future he painted. This same level of passion was seen in the early Earth Day campaigns when school-aged youth and environmentalists teamed to promote recycling programs. Their slogan was “It’s Good to be Green,” and it changed the habits of governments, businesses, and communities. Citizens heard scientific facts about the future livability of the planet from earnest faces of future generations and were moved to change. Another presentation that might have moved you would have been from a professor who shaped the direction of your career. You attribute this to his or her passion and zeal at the front of the classroom. As you can see, successful presenters find a way to connect with and inspire their audience.Conversely, have you ever been victim of a boring presentation? Or possibly worse, have you ever realized you were boring the audience during your presenta-tion? You may have even questioned an invitation to speak to a group wondering what value you could bring to an audience. Have you experienced anxiety about an upcoming presentation and considered any excuse to be relieved of your responsi-bility? Consider for a moment that it may not be a matter of nerves and fears but instead a desire to feel more confident and connected with the audience. Therefore, the question is how can you better communicate the passion of your ideas?Presenters have a responsibility to their audience to engage and inspire them. Those in human services and nonprofit sectors have important messages to share regarding social change initiatives that require coalitions of support. How do you convince others to change their minds, be open to new information, and become an advocate for your organization? George Bernard Shaw said it best: “Progress Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 11 ◆ Self-Management—Communication as Listening 255is impossible without change; and those who cannot change their minds cannot change anything.”DIAGNOSIS: RATING THE IMPACT OF YOUR PRESENTATIONS Preparing an impactful presentation is more than a few PowerPoint slides with data. A good presentation is a cross between a report (factual) and a story (taps emotions) (Duarte, 2010). Analysis might excite the mind, but it hardly offers a route to the heart, says Stephen Denning (2013, p. 117). The truth of influence is to under-stand the emotional nature of humans. Marketing experts know that emotions rule. And what better way to incorporate the power of emotion into a presentation than through stories. A report given in a presentation usually consists of an endless set of slides with tables and charts of data, goal measures, program assessments, and surveys of client needs all communicated in a precise linear format.A story in a presentation has a beginning, middle, and end with characters you can relate to and view as heroines and heroes. They face the same problems as we do, struggle to overcome situations, and achieve victories just as we want to see ourselves win. The heroines and heroes learn lessons to guide their future choices as well as others in the struggle (Denning, 2013). Whether Star Wars, Harry Potter, or The Hunger Games, the story formula works every time.Using the key elements of a story, can you find the four elements (plot, struggle, heroines and heroes, lessons learned) in a recent presentation (slides and notes) you delivered? Was your presentation more like a report or a story?Feedback from a trusted colleague is critical to determine if you made a con-nection with the audience. Morgan (2013) refers to this connection as an authentic connection, one that communicates through body language before our words are even heard. Feelings and emotions are sensed by the presenter first, resulting in appropriate gestures, facial expressions, and finally, words. Better rehearsals start with getting in touch with presenter emotions, not just practicing words. When the presenter feels the appropriate emotion, there is authenticity the audience feels before the words are ever translated. A presenter wants the audience to sense openness, connection, and passion. Once the presenter is tuned into his or her own feelings, he or she can tune into the audience’s emotions during the presentation. Morgan (2013) calls this listening to the audience. Good presenters can “hear” when the pace needs to quicken, the language needs to come alive, or when the presentation might need to end early because of a need to clarify.Ask a good friend, colleague, or faculty member to rate you on a scale of 1 to 5 (1 low, 5 high) using the rubric in Table 11.2 for a presentation you will give.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

256 PART III: DEVELOPMENT OF ORGANIZATIONSImprovement is only possible when you are open to feedback. Make these feedback arrangements as often as you can. Have a friend record you. Most smart phones and tablets have video recording capability. There is nothing like being able to view the actual presentation. You want to know patterns about your stage presence, body language, as well as speech patterns. It is much better to hear feedback this way than if it was for a grade, job, or other high stakes situation. This feedback guide provides specific questions for a guided coaching.Detailed Presentation Assessment Rubric1. Describe the presenter’s facial expression at the beginning, middle, and end of the presentation. •Beginning: _____________________________ •Middle: _______________________________ •End: __________________________________ •Eye contact with audience was___Limited? ___Focused left? ___Focused right? ___Focused front? •Facial expression denoted___Passion? ___Commitment? ___Happiness? ___Anxiety? ___Little expression?Question/Reflection/ObservationRating ScaleLow High1. Did the presenter display mannerisms of openness? Describe.1 2 3 4 52. Did the presenter connect/engage with the audience? Describe.1 2 3 4 53. Did the presenter deliver with passion; touch the audience emotions? Describe.1 2 3 4 54. Did the presenter deliver with a story: plot, heroine/hero, struggle, lessons learned? Describe.1 2 3 4 55. Did the presenter listen to the audience? Describe.1 2 3 4 5 Table 11.2 Presentation Feedback Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 11 ◆ Self-Management—Communication as Listening 2572. Describe the tone of voice: •___Upbeat, high energy, passionate? •___Low energy, monotone? •___Inconsistent energy level?3. Speaker’s introduction: •___Added credibility. •___Added enthusiasm. •___Connected with audience. •___Added no value.4. Content: •___Key points were clear, distinctive, memorable. •___Key points were ___ were not ___ overwhelming in number. •___Key points were given ___ adequate ___ too much ___ too little time. •___Key points were supported ___ not supported ___by facts/research. •___Key points made ___ did not make ___ an emotional connection •___ Key points made ___ did not make ___ an emotional connection through story.5. What did the presenter ask the audience to do at the end of the presentation? •___Learn •___Purchase •___Donate •___Change a behavior •___Volunteer •___Support a cause/organization •___Nothing6. Audience seemed engaged: •___Attentive with few distractions, some taking notes? • Presentation elicited an audience response: ___ attention, ___ smile, ___nodding, ___ laughter, ___ tears, ___ applause, ___ silence, ___ debate, ___ sleep, ___quick departure. •___Asked questions publicly or stayed after to discuss? •___Distracted, disengaged, bored, sleeping, texting, otherwise occupied?Review the results of the assessments. What is the information telling you about the various parts of your presentation? Like all skills, this is one that will improve through intentional design influenced by this chapter and through practice.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

258 PART III: DEVELOPMENT OF ORGANIZATIONSPRESCRIPTION: HOW TO BE MEMORABLEHaving a presentation plan is a tool most leaders use to ensure the content of the presentation is factual and the facility is appropriate. Here are important items to include in making a presentation plan worksheet: •Date and start/end time of presentation. •Purpose of presentation. •Time facility opens. (Best to allow an hour for set-up of technical equipment.) •Address and directions to facility. •Seating capacity, arrangement of table and chairs. (Best to see the room for yourself if you can.) •Equipment provided: microphone (lapel or platform); ability to play video with sound; computer; projector; remote; ability to darken room; ability to move from the podium, or will you be tethered by technology? •Dates and times of communication/confirmation with host. (Record email and phone number.) •Date and times of communication with facility staff. (Record email and phone number.) •Number, description, needs of participants. (Number of handouts if any.) •Date to make copies or order materials. •Alternate contact information if a Monday, evening, or weekend presentation.Designing a presentation is more comprehensive than compiling a set of PowerPoint slides. You are making this presentation for a purpose. What is the purpose? Is it to educate? Persuade? Share results? If your purpose is to share results, then a memo will suffice. Next, what do you want the audience to do with the material in the presentation? Do you want the audience to learn it? Apply it? Change their attitudes regarding it? Join your cause? Sell it? Buy it? Tell others about it? Most presenters fail because they were unable to clearly define for the audience what they wanted them to do. A presenter must intentionally plan to enable the audience to use the material.Duarte (2012) describes an audience as a temporary assembly of individuals who, for a block of time, share one thing in common, your presentation. Just because they are in the same room hearing the same words does not mean they are processing your message in the same way. As the presenter, you must find a way to connect with each of them. To successfully connect with your audience, you must first find out who they are? Your audience could be work colleagues or students you taught in other classes. They could also be total strangers or a roster of names on a registration list. Even as a roster of unknown names, you can likely Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 11 ◆ Self-Management—Communication as Listening 259determine where they work, their education level, and possibly their lifestyle, values, and needs. Did they sign up because it was required or because it was their choice? The person or organization hosting the event at which you are speaking can answer some of these questions. Once you have a few basic answers, you will likely unlock a few more answers as you prepare. And it is not inappropriate to ask your audience a few questions individually as they take their seats or even from the stage in polling-type process.Connecting with your audience is similar to connecting with an individual. As the presenter, you begin looking for common ground. The presenter shares content-related experiences, needs, and emotions that the audience has experienced, too. I used this technique in this book, particularly in the reflection sections of each chapter. In each reflection section, I describe what I believe to be common actions or beliefs about leadership and group experiences; I hope you will nod and say, “Yes, that happened to me, too.” Common experiences enable me to connect with your mind and heart; when presenting, it is important to connect at both levels. Without connection to the audience members’ emotional side, your message will not resonate in a memorable way. Emotion creates personal conviction. When two products have the same features, the one that appeals to an emotional need will be chosen. Understanding the emotional side to human nature is a more recent focus of research. Until 1987, expressing emotions publicly was considered inappropriate. Products and solutions were created based on need, not desire. Today, a presenter must appeal to the desire of the audience as well as to their needs. To do this, the presenter must search for common goals and work to find the overlap of common ground. Not only must you find common ground, you want to help the participant feel like he or she is a part of your presentation. You must learn to tell a story.The power of story, according to Duarte (2010), causes a presentation to do the following: •Become dynamic. •Link one heart to another. •Intertwine values, beliefs, and norms among listeners. •Bring life to ideas. •Show vulnerability of presenter, and expose humanity and flaws. •Help audience cheer and connect with heroes who overcome.Duarte (2012) provides additional tips in crafting a story. Build tension by toggling back and forth between what is and what could be, finally arriving at true bliss. The action of toggling back and forth makes the middle of the story interesting and compelling as the heroine or hero struggles. Personal stories, if you have one, have Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

260 PART III: DEVELOPMENT OF ORGANIZATIONSthe most impact. Help the audience laugh or feel fear. This is where the audience becomes convinced of the better way. Build a powerful ending with more than just a few goals to achieve. Instead say how these new achievements will benefit the audience, clients, organization, and the community.Stories help us feel and connect with the facts of the presentation. Stories are easier to remember. Whenever you can convey a story about your organization, the staff, or the recipients of your organization’s services, it is much more powerful and memorable than columns of data depicting how much food was distributed, the demographics of families who were counseled, or the amount of money raised. Stories amuse us and make us think, dream, empathize, cry, and laugh. The emo-tional connections from stories inspire us and commit us to a cause, idea, person, team, or family.To create a story arc within your presentation, consider laying out the parts like sections of a storyboard. If you have never crafted a story, it follows a pattern. In each case, there are three basic acts in which the heroine or hero travels a journey (Duarte, 2010, p. 30-31): •Act 1 –Plot Situation •Plot point 1 – captures audience attention •A turning point •Act 2 –Plot Complication •Midpoint •Plot point 2 •Act 3 –Plot ResolutionA good storyteller compels the audience to feel like the hero of the tale. This is what creates the emotional connection and audience buy-in. The hero’s journey through a presentation/story will to the following: •Describe the Setting: Show the audience the current realities of the world. (Create a picture.) •Call to Action: Describe the gap between what is and what could be in the world. (Presents imbalance for the audience.) •Show this contrast not just with facts but with emotion. Take them from familiar to unfamiliar and back again. This keeps their attention and creates forward motion in the presentation/story. •Turning Point: Resolve the imbalance. Share wisdom and tools. •Teach the audience how to use wisdom and tools.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 11 ◆ Self-Management—Communication as Listening 261 •Practice. •Create a memorable conclusion. The conclusion is just as important as the rest of the story arc.Keep the audience engaged all the way until your last words are shared. Describe the new choice, idea, product, service, and so on. Use descriptive words that enable the audience to hear, see, smell, taste, and feel it. Be clear about what you want the audience members to do when they leave. This is a common mistake presenters make. Do you want the audience to vote for something, advocate for it, take action with you, join your cause, or purchase the product? Duarte (2012, p. 41) describes four types of audience members.1. Doers – instigate activities, follow through, and recruit others.2. Suppliers – get resources: people, funding, supplies.3. Influencers – change perceptions, persuade others to support.4. Innovators – generate ideas, create and build on ideas, create new programs and services.Plan for and design an action each type of audience member can take post presentation. Be clear and be memorable.SUMMARYHaving the opportunity to present should be considered a gift. People’s time and attention is precious. A presentation is an opportunity to influence a group of peo-ple; if done well and effectively, it could lead to a follow-up invitation. Plan the presentation from the opening hook through the final ask. It is all about telling your story in a way that you are credible, memorable, and persuasive. Don’t be afraid to invite the audience to do what you ask. That is why you are there. Rehearse until it is natural. Adopting this new perspective on presentations will make your organiza-tion and team more committed to the mission and influential in community.ELECTRONIC AND WEB-BASED COMMUNICATIONThis section on electronic communication may be obsolete before the book is even published, yet this chapter’s overarching principles will remain constant. Our ability to send and receive electronic messages in real time is both a blessing and a curse. Smart phone features have reduced the multiple rounds of daily phone tag played, Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

262 PART III: DEVELOPMENT OF ORGANIZATIONSand the speed of email reduces delays caused by what we now call snail mail. The price we pay for modern technology is the nonstop deluge of messages, which create expectations and make demands on us. Handling this information overload requires new skills and a refresher on basic personal management principles.REFLECTION: THE GIFT AND THE CURSE OF TECHNOLOGYImagine living in the pre-1990s world where communication was tethered to your home or office through a device called a telephone and answering machine. Just prior to the turn of the century, telephones evolved into cell phones, and since the millennium, the cell phone has become a smart phone. In addition to calling, you can email; text; tweet; surf the Internet; and record photos, music, and video as well as use a variety of apps. The device serves as a camera, alarm clock, televi-sion, movie theatre, GPS, newspaper, and video recorder. And when it seems it has reached its peak, 6 months later a new device with even more features will be released. This tool has become as important as our reliance on automobiles. Indi-viduals feel lost and disoriented without their smart phone.Facebook, Twitter, and Foursquare are just a few of the websites and web-based applications that have evolved in tandem with the smart phone. We are mayors of the supermarket and tweet the details of an accident we encounter during our com-mute. No longer are we required to know who we are interacting with online. In 2011, Twitter posts alerted people in New York City that an earthquake was travel-ing up the east coast giving them an 11 second warning before the first tremor was felt. Instant communication has further perpetuated the 24-hour news cycle. Blog-gers out scoop reporters. Passersby are capturing heroes, heroines, and villains in action. Newscasters rely on tweets to better and more quickly understand breaking stories. As the viewer, we expect to learn everything we can from a news source because if we are not satisfied, we will change the channel or app news source.All sectors of the workplace strive to keep up with changes in technology. They have Facebook pages, hold meetings in Second Life, and videoconference with clients over Skype. However, there are potential access barriers. Employ-ers must provide access to most of this technology through relaxed firewalls and software to enable employees to use these communications tools. Keeping up with the constant changes in software and equipment can be expensive, especially for resource-strapped employers. If upper management in human services organiza-tions is resistant or unfamiliar with these tools, then the organization might also be left behind and lose opportunities for funding, collaborations, branding, as well as volunteer recruitment.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 11 ◆ Self-Management—Communication as Listening 263G-chat, Skype, Facebook Messenger, and Face Time have replaced AOL (American Online) Instant Messanger and Yahoo Messenger. Soon technology will morph again. Currently, the Smart Watch and fitness bands have captured the fancy of early adopters on new technology. We can text and video chat from almost any device with Internet access or a cellular data plan. If that wasn’t enough, texting with our smart phones has evolved to include notifications that the message has been delivered, read, and when the reader is responding. This certainly makes for a more transparent work environment as well as personal relationships. As such, we are able to know almost everything about each other as it is happening, eliminating the typical dinnertime question, “How was your day?”Our need for information has become a race to see who knows about a press release or other bit of information first. It’s not enough to know how your children’s school day was by dinnertime, you feel entitled to know this as it unfolds during the day through texting. Have we stopped to ask ourselves why we really need to know immediately? And what is the cost to our concentration at work or in class? Effi-ciency experts at organizations such as FranklinCovey report in their 5 Choices pro-ductivity training program that it takes 15 to 20 minutes for the human brain to get refocused again once interrupted. (Kogan, Merrill, & Rinne, 2014) Now if you can, count the number of text messages you received today. Facebook or Twitter notifica-tions? News notifications? Think about the amount of time that was lost every time you had to refocus your attention back to your task after checking these messages.As great as this new technology is, making us that much more connected and up-to-date with what’s happening around the world, it comes with a new set of unstan-dardized rules. For example, though your company might have a Facebook page, your coworkers might not want to be tagged in the posted photo. Do you friend your boss? Your coworker? Your students? Your clients? Do you create separate personal and professional accounts? How much should you post? It is unnecessary to tweet your every move, thought, or action. Further, the need to reduce the number of characters used to communicate has created a new language. Yet as acceptable as “BTW” or “LOL” is in a tweet or text, they are unacceptable for all forms of pro-fessional communication. An email to your boss is not restricted to 140 characters; therefore, to maintain your professional credibility, spell out all words and phrases.At this point, you are either reading this section with enthusiasm or utter confu-sion. Your positive or negative response to the ever-changing technical modes of communication is called the generational digital divide. Some of us are fully swim-ming with the digital currents, embracing each new gadget, app, software update, and new generation of smart phone and tablet. Then there are others who use some of it, are weary of each new iteration, and who rely heavily on the swimmers to bridge them forward in this new world. The multigenerational workforce of today does not use or understand the impact or capacity of the technology revolution. Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

264 PART III: DEVELOPMENT OF ORGANIZATIONSThis lack of understanding creates difficulties in the workplace regarding how, when, and where employees work, competitiveness in frequency of communica-tion, expectations for employee work–life balance, determination of valid sources of research, managing virtual meetings, standards for professionalism in electronic communication, and many other workplace choices made different by electronic and web-based communication. Leaders must step up to become educated and comfortable with new communication methods and tools. Leaders must not let the standards and expectations of the organization become either sacrificed or the bar-rier to this new world. It will take dialogue, some risk, and flexibility to allow the key principles of leadership, quality, and innovation to play well together.DIAGNOSIS: MEASURING THE NEGATIVE IMPACT OF TECHNOLOGYIs texting or other electronic communication’s shorthand creeping into your documents? Has your use of standard English become sloppy? Look at the most recent paragraph, letter, or report (nonschool related) you wrote. Check it for the following: •Abbreviated and nonabbreviated words •Workplace or other jargon •Use of capital letters •Use of emoticons •Use of commas and periods •Correct spelling •Correct grammar – subject, verb, tense agreement •Introduction and closing sentences or paragraphsIf you write a potential client using the organization’s email, you represent the organization. Therefore, proofreading it for correct grammar and spelling and omitting all shorthand is imperative. Email etiquette has become a new needed skill set for most all employees in today’s world. Do you find email used inappropriately to convey an immediate rather than thoughtful response? Because of the ability to fire off an immediate response, too many inappropriate emotion-laden emails are sent. Unlike losing your cool in a passing hallway conversation (inappropriate as well), the email can be saved, printed, forwarded, and shared beyond anything you intended.A McKinsey Global Institute study found that the average worker spends 28% of the workweek writing, reading, or responding to e-mails (Komando, 2012). How many emails a day do you receive? When you return from out of town, is your inbox over the limit?Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 11 ◆ Self-Management—Communication as Listening 265Are all of your emails read and responded to every day? How many emails are sitting in your inbox right now? What is the date of the oldest email in your inbox?Keep a 7-day record: •How often do you check your smart phone for personal messages during the work or school day? •How many personal texts do you send during work or school hours each busi-ness day? •How many other personal Internet use minutes are you logging each work or school day? (Facebook, Twitter, Pinterest, blogs, news, shopping, etc.)Translate these numbers into number of interruptions to your “thinking” day. For each electronic/web-based interruption of a personal nature, add 15 minutes to your interruption total. Now add each 15-minute block of interruption time in that work/school week. This answer represents the number of minutes you lost time by having to refocus your attention. Researchers call this time to refocus a reduction in thinking time—being “out of the zone” of high productivity. Do you find that email, texting, and other forms of electronic communication are the main tools you use to communicate? Have you ever had a misunderstanding with a friend or coworker due to an electronic message having been misrepresented? As useful as all forms of electronic communication are, it is important to not omit all of the other forms of communication, such as face-to-face or voice communication.PRESCRIPTION: THE SOCIAL AND SAFETY RULES OF EMAIL AND ELECTRONIC DEVICESSmart phone and tablet devices bring such amazing capability to our fingertips. They also bring a vast array of distractions. If you are using your smart phone and tablet for both work and personal use, it will become helpful to separate app icons so that those you use at work are in one folder and those that are for personal and entertainment use are in another. Separating provides a small but helpful extra step to keep you from being sucked into the distractions on the device. Some devices provide more flexibility for this separation than others. Instead of folders, you can drag and drop them into different pages. You might even cluster some of the games, photos, and other entertaining aspects of the device into folders. The less visible the distractions are, the less likely you are to be tempted to spend work time there.How many interruptions from texts and emails did you calculate during your 7-day analysis? Did you notice that the blocks of 15 minutes for refocus add up fast? The first step to get back some of that time is to be more intentional about when you check your messages. Silence your phone and check your messages only Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

266 PART III: DEVELOPMENT OF ORGANIZATIONSwhen it is convenient, for example, only during lunch and at breaks. Communicate this schedule to family, friends, and colleagues to further reduce the number of distractions. Discussing expectations and setting boundaries will create a structure everyone can follow as well as set the foundation for you to be successful. Several Fortune 500 companies as well as other organizations have empowered employees to not respond to email immediately. Employers have designated email free hours of the workday so that employee productivity increases when all are allowed to focus time and attention on the important and not the urgent. Recent research on the brain’s ability to create and study complex issues shows that frequent interruptions from technology and other sources prevent the deep level of thinking required.Kim Komando (2012), radio and newspaper syndicated columnist and provider of technology help, makes these suggestions to take back control of your email:1. Send less email. Use other forms of communication. Things that need deci-sions, debate, dialogue, or could have an emotional reaction should not be discussed over email. Face-to-face communication is best in those situations. After a face-to-face conversation, a follow-up email is appropriate to confirm the decision or new direction.2. Send better email. Always use the subject line to direct the recipient to what you want them to do (approve, reply, file, etc.). Be intentional and concise in the body of the email. Use outlines, bullets, and bold key phrases. Because people scan emails, keep it short.3. Create and save templates for announcements or messages you frequently send.4. Unsubscribe from list serves or send unwanted email to junk mail. Use tools in your email program (Outlook, Entourage, Google, etc.) to sort or screen mes-sages. Disabling the notifications received from social networking sites will also reduce the volume of email received and your temptations for distraction.5. Utilize a free email service with a different email address to sign up for freebies or sales ads, and so on. Using a different email leaves your work or personal email free from distractions and if this inbox becomes unmanage-able, close the account.6. Automate the sorting of your inbox. Filters, rules, and color-coding messages will help you route emails to read-later folders or to urgent folders. Assigning a color to your spouse or supervisor’s email can help you spot these in a hurry. However, color-coding everything will make your inbox look like a bowl of Fruit Loops and will not let you identify urgent action items.7. Designate a time or set of times in your daily calendar when you will attend to email. Then deal with it. Similar to snail mail, your actions with email are Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 11 ◆ Self-Management—Communication as Listening 267either respond, file, or delete. Now do just that. If you set aside the email or attachment to read later, be certain you create a scheduled time to read and act on the read-later file.8. Your inbox is not a storage system; it is a delivery system. Get the tasks and calendar items out of the inbox and into your to do list and calendar. Again, your email program‘s tools can help facilitate this process.Janis Fisher Chan (2008, p. 8) compiled a list of questions to determine if email is the best method of communication. •Why am I writing this email? What is my purpose? •Who is my audience, and what is my reader’s point of view? •What is the main point? •What does my reader need to know? •How should I organize the email so the main point is easily discernible?Even if the email you are composing is in response to an email you received, it does not mean email is the best way to continue the conversation. Be careful not to fall into that trap. Most of these rules apply to personal email too, but work email should never be used to convey the following: •Confidential or private (personal) information {Health {Employment status {Legal concerns {Performance issues {Illegal or unethical information •Sensitive topics, especially those that can elicit an emotional response {Politics {Religion {Personal relationships {Work relationships {Opinions {Humor (forwarding jokes) {Inappropriate abbreviations such as would be used in a text or tweet •Urgent Information {Client needs {Change orders when traceable to clients, personnel, or specific individuals {“All hands on deck” messages {Messages when your emotions are not in controlHarley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

268 PART III: DEVELOPMENT OF ORGANIZATIONS •Complex information {New or updated policies {Heavily formatted or long reports (this information is better received as an attachment)Email should never take the place of a face-to-face meeting or phone call. Leaders must learn how to handle difficult dialogue and not hide behind an impersonal email. Emails have no privacy and can be printed and forwarded to anyone, anywhere. Requesting and honoring privacy within an email cannot be guaranteed. Who might be offended if others saw this email? Does your organization have rules about certain types of communication or does your professional association have a code of ethics, which prohibits certain forms of electronic communication? Hacking into supposedly secure web systems makes confidential data storage and email ripe for picking by pranksters or those who would do your organization harm. Use complex passwords and change them regularly. Invest in the most secure systems possible. Keep your professional accounts separate from your personal accounts. Save your email jokes and YouTube videos for sharing through your personal account. Do not use text language in emails or offensive text abbreviations in texts to professional associates. And even that electronic communication pipeline can still cause an unintended consequence. The real message here is that your reputation as a leader is affected by everything you do and say, even if it is a forwarded message. A message you forward implies you concur with the content. Remember, once you hit send, you cannot take it back. Everything you post online including pictures, status messages, and tweets are permanently added to the information on the Internet.Electronic communication is swift to send both information and mistakes. Most email programs can be set up to automatically spell-check your email, but always proofread before you send your message. Be careful in what you forward and thoughtful if you need to reply or reply to all. Create a signature block that includes all ways the reader can communicate with you, including your phone number and email address so that your reader has the option to choose another communication method. If the email is forwarded in the response process, the second recipient is also able to communicate with all options as well. Use care in what you send. Create a draft of your email or text and reread before you click send.Email messages are best when they are clear, concise, and convey one or two ideas. Use the subject line to let the reader know what you want him or her to do. For practice, retrieve three emails you recently sent in which you were commu-nicating an idea or instruction. Using Chan’s (2008) five questions for evaluating Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 11 ◆ Self-Management—Communication as Listening 269emails, determine if your emails were (1) clear and (2) well constructed. Based on Chan’s (2008) three other factors, determine if your emails were •formal or friendly, •casual or professional, and •abrupt or polite.Take your time composing emails. Having a specific time to do this will give you thoughtful time instead of high-speed reaction time. Although email can arrive and be sent as quickly as a text, don’t confuse the two. Professional emails should address the recipient and be signed by the sender. Too frequently, mystery emails arrive from a sender who forgets he or she is not texting. Carefully consider whether your email message should be formal or casual as well as what type of tone to use. Adding afterthoughts or corrections to email responses only clogs everyone’s inbox.SUMMARYElectronic and web-based communication are tools that have enhanced our per-sonal and professional ability to communicate, send data, network, and reach cur-rent as well as future clients. And the communication devices that continue to flood the marketplace continue to improve their flexibility, reach, and volume in the types of communication available to us. These new methods of communica-tion also present their own risks, such as miscommunication and disconnected-ness. Theft of private information over secure sites is a risk for consumers as well as all individuals with health records and organization records dependent on cloud storage. Scrutiny of employment candidates, political candidates, security background checks, and other decision-making situations about a person’s future now includes review of social media. Be very aware of the risks of electronic com-munication for yourself, your organization, and for the clients you serve. Never underestimate the value of a face-to-face communication or a handwritten note, especially as a leader.PERFORMANCE FEEDBACKLeaders are responsible for maintaining the course as the team works to achieve a shared goal. Similar to navigating a vehicle, where the driver relies on experience and training, as well as knowledge of current road conditions to successfully reach Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

270 PART III: DEVELOPMENT OF ORGANIZATIONSthe destination, a leader must also rely on experience, skills, and training to guide the team. Communicated data that leads to course correction on this journey to the goal is more commonly known as feedback. Feedback can be information shared about the goal, competitors, key stakeholders, internal organization conditions, or external organizational conditions. It can pertain to needs of the team members or even the leader. Leaders who create an open environment for the communication of feedback will foster the trust of the team. A leader with skills to share feedback with members of the team is more likely to have a high performing team. It can make the difference between a team thriving in an organizational learning environment seeking quality improvement and an environment of hidden agendas, status seek-ing, manipulation, and distrust.REFLECTION: YOUR EXPERIENCES GIVING AND RECEIVING FEEDBACKAt one time or another, you have probably been the beneficiary or victim of feedback. Parents are frequent delivery systems of communicated feedback throughout our lives. As children and adults, we are most accepting of parental feedback. Yet as teens and 20-something adults, parental feedback was disregarded because it was presumed to be dated, irrelevant, and unwelcome to an age group striving for independence.Likewise, we have all given advice, opinions, and directives sometimes without benefit of data to back it up. From politicians to sports referees, we have subjected many individuals to what we believe is divine knowledge. But as organization leaders, influence and decisions that impact others without the benefit of feedback is dangerous, and in some leadership roles, such as a supervisor, can be unethical and possibly illegal.Think about situations where you provided feedback, then reflect on these questions: •Have you communicated feedback to friends or family members that was intended to alter their behavior? Was it well received? Did you base your feedback on data? Was your feedback good news? Did the listener find you to be credible? Did you feel confident as you delivered the information? Did you provide data to support your feedback? Did you offer suggestions and support? Did you feel you had influence with this person?Were you able to answer yes to all of these questions? Now think about a situation in which you were the recipient of feedback and then reflect on these questions: •When you received feedback from a friend, spouse, or supervisor, did you think it was delivered fairly, with dignity and respect? Was it based on data? Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 11 ◆ Self-Management—Communication as Listening 271Was it positive reinforcement or direction regarding how you could improve? Did the words seem credible? Did you receive suggestions and support for change? Is this person influential in your life?Were you able to answer yes to all of these questions?Giving and receiving feedback is an uncomfortable situation for most people, especially if you are requesting another to change. To avoid conflict, many opt to put up with the issue rather than engage in a difficult conversation. This section will give you the leadership tools needed to successfully conduct difficult conversations as well as to create an environment that fosters openness.DIAGNOSIS: GIVING PERFORMANCE FEEDBACK TO YOURSELFProviding negative feedback to employees is a process many supervisors are reluc-tant to deliver. Providing positive feedback is a process many supervisors consider unnecessary. Feedback that is both positive and change producing is critical to help employees build on their strengths and overcome their weaknesses (Buron & McDonald-Mann, 1999). Changing career-limiting behaviors can be crucial to an employee’s success. VitalSmarts, a national consulting firm, found that 97% of employees have a career-limiting behavior (Grenny, 2015). Yet too many supervi-sors are uncomfortable or untrained in how to have this conversation.Before we analyze how to provide or receive feedback from others, first assess how you provide it to yourself. Throughout the day, the person you receive the most feedback from is yourself. The comparative scientist in you notices you are treated differently in some aspects of your job. You first attribute it to something you did or said, then assess your skill sets and reflect on personality preferences; and then later, you get down on yourself for falling short of your goal. You give up on your efforts or conclude that life and this organization have it in for you. Did you notice the slippery slope and how the feedback you provided yourself did not offer you anything posi-tive to build from or support for altering behavior? Feedback you provide yourself should be saturated with data and positive reinforcement. Let’s try a new strategy.First, seek data from several sources to determine why you perceive your supervisor treats you differently than your coworkers. Seek feedback from col-leagues, supervisors, friends, or those who work in a similar environment. Probe for specifics and do not be afraid to ask for feedback frequently. Analyze the data you collected for patterns. Get outside perspectives on your analysis. Create a plan to modify a behavior you have identified as troubling. If the behavior is complex, break it into parts, working to change the behavior one step at a time. Determine standards for the new behaviors you want to achieve. Ask a colleague to be your Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

272 PART III: DEVELOPMENT OF ORGANIZATIONSaccountability partner. With your accountability partner, describe your goals and standards and ask to be observed for the specific changes you are working to achieve. Track these behavior changes for several weeks. Celebrate (but keep monitoring) when you start to see desired behaviors repeated.PRESCRIPTION: THE FEEDBACK-CHANGE PROCESSYou could clearly see the difference in your attitude before you began collecting data and seeking outside sources for your own feedback. Once you began the pro-cess, you were in a “learning mode.” You were open to both feedback and explor-ing how to change. Now that you know how the change process works with you as your own coach, consider how you can influence someone else to make a posi-tive change, especially when this person is unaware the problem exists. We will approach this skill set in two parts.Part 1: Stone, Patton, and Heen (1999, pp. 131–162) of the Harvard Negotiation Project use an eight-step process enabling leaders and supervisors to initiate conversa-tions regarding the feedback-change process with an employee. Their recommended process is called the Learning Conversation. The eight steps are described below:1. Determine if you should initiate the conversation at all. This might feel as if you have taken two steps back, but all situations have two or more perspec-tives. Consider how much of the conflict is within you? Is there some history in the situation or relationship you own that may be the real trigger? Can you address the issue in another way? Sometimes looking for a root cause can reveal answers to these questions and possibly help you identify that the issue is not with the employee, but an internal adjustment you need to make instead.2. Is your purpose for having the conversation clear? Before you start the con-versation, be sure you can answer what you want the desired outcome to be.a. You cannot change other people. Such changes come only when the other party wants to change. If you can set up a conversation that allows both parties to learn, there is a greater likelihood of buy-in toward change for the other party. This person also has to feel there is an option not to change. If it is forced, there is a higher likelihood the person’s response will be resistance to change.b. Venting about a situation has a time and place. Don’t let your need for a short-term emotional release cost a long-term gain. Yes, your buttons have been pushed, intentionally or not, but venting now will only set your effort back or even bring it to a grinding halt. Return to your purpose statement. Instead, find a friend or family member you can vent to who isn’t involved in the situation.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 11 ◆ Self-Management—Communication as Listening 273c. Don’t hit and run. Timing is everything. Be selective about your choice of topics and be prepared to spend adequate time engaged in discussion. Again, return to your purpose. A 10-second sarcastic remark (hit-and-run) will usually result in a defensive response.d. Sometimes it is best not to have the conversation at all. This can be a difficult call. Some would say, “You have to choose your battles.” It is possible to let go of the injustice you feel through assistance with a counselor or even limiting the time you spend with this individual. However, if you are unable to move on emotionally, a conversation is in order.3. Starting the conversation so both parties don’t become hurt or angry can be challenging, but there is a formula mediators use to engage both parties without adding to the uneasiness. Mediators draw from a perspective called the Third Story. This is a neutral perspective that doesn’t take a side. It simply states there is a difference in perspectives. To draft the Third Story, reflect on yours by removing the blame, judgments, and perspective that your way is the right way.4. The next step is to invite each party to have a conversation with a common purpose of mutual understanding and problem solving. After the invitation has been accepted and the conversation has begun, each person shares his or her story one at a time. The other party does not share the story until they can successfully restate the other person’s feelings and perspective in the story. It is important to note that retelling the feelings of the other person’s perspective conveys understanding, not agreement; and most importantly, acknowledging feelings must always happen before problem solving can begin. As stories are shared, you may not agree on the “what happened” part of the story, but you cannot deny that their feelings are important. Skipping this step will leave the other person feeling unsatisfied and make it more difficult to resolve the issue at hand. Here is an example used by Stone et al. (1999, p. 183).A: I have worked so hard for you and now you are transferring me. It’s just not fair. What’s going to happen to me?B: I can see you feel very hurt and betrayed. I can see why that would be upsetting.A: So you agree with me that this is unfair?B: What I am saying is that I can see how upset you are feeling, and it hurts me to see you so upset. I also understand why you think this is unfair and why you think I have betrayed your loyalty. Those factors made the deci-sion to transfer you very difficult for me. I fought hard to make this work. I feel badly for how it has turned out, but I do think it is the right decision, and overall I don’t think it is unfair. We should talk about why I think it is the right decision.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

274 PART III: DEVELOPMENT OF ORGANIZATIONSHere B acknowledges the power of A’s feelings, yet disagrees with the essence of what is said. Acknowledging feelings does not convey agreement to the facts.5. When sharing your story, be sure to cover the following:a. Where the story comes fromb. The impact of the situation on youc. Share your responsibility in the situationd. Describe your feelingse. Reflect on the identity issues (personal values and experiences) in the situationThese questions will enable the other party to understand your feelings and their origins.6. Practice the listening skills you learned earlier in this chapter. Ask the other person for help so you can understand his or her story. Be genuine in your desire to understand. Faking concern will hurt your credibility in the eyes of the other party. If you are unable to turn off the distracting, judgmental, or emotional voices in your head and focus on the other person, it is best to state that this is a bad time and schedule another time to have the conversation. Emphasize to the other person how you want to take a deep breath so you can return with a clearer head. It is important to come back together as soon as possible. After the meeting has been rescheduled, go for a walk, vent to an uninvolved friend, meditate, and so on—whatever it takes to clear your head.7. Empathy is one journey where you will never fully reach your destination. We are a diverse set of individuals with unique experiences that have brought us to see the world as we do. This is our lens on life. For this reason, we will never truly be able to walk in another’s shoes, but we can give the gift of curi-osity by wanting to know more about the other person’s story. When someone works hard to understand us, we feel respected and valued. This a treasured gift, especially during a difficult conversation.8. Problem solving is the next step. Similar to the portion of the self-coaching section of this chapter, you have uncovered patterns in the data and determined there needs to be a change in behavior. However, just like you had to buy in to the change for yourself, you must help the other person see the pattern, clarify the situation, and help them discover they have a role in making it better. Remember, though you are leading the dialogue, you cannot force the other person’s decision. (You can force consequences, but that is another chapter.) Too many supervisors believe this is the first step. If you skip steps 1 through 7, you will be unsuccessful influencing the other person to buy in to the change.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 11 ◆ Self-Management—Communication as Listening 275Leading this conversation requires skills in reframing comments and questions. Reframing is defined as translating from destructive language to helpful language. Again, the Harvard authors Stone et al. (1999, p. 204–205) share good examples in Table 11.3.Here are the authors’ suggestions for reframing: •Trying to establish truth => Return to the different stories •Accusations => Discuss intentions and impact •Blame => Discuss contributions of each to situation •Judgments => Reaffirm feelings •Choose you or me => Discuss we, you, and me •Roadblocks to discussion => Describe the blockage as a way of removing/preventing itPart 2: Now we all see the same situation and its related patterns and impacts. The solution steps are similar to that above:a. Agree with all parties on the proposed solution.b. Create a test to see if the problem is what you thought.c. Share what might persuade each other in viewing the situation and potential solutions.Source: “Problem Solving: Take the Lead” from Difficult Conversations: How to Discuss What Matters Most by Douglas Stone, Bruce Patton, and Sheila Heen, copyright © 1999 by Douglas Stone, Bruce Patton, and Sheila Heen. Used by permission of Viking Books, an imprint of Penguin Publishing Group, a division of Penguin Random House LLC.Destructive Language of Person AReframed Helpful Language of Person BI am absolutely right!I want to understand your perspective, especially since you feel so strongly about it. I’d like to share my perspective too.You hurt me on purpose!I can see you feel really angry about what I did. It wasn’t my intention. Tell me more about how you feel.This is your fault!I’m sure I’ve contributed to the problem; we both have. Rather than focus on fault, let’s explore how we got here and how we each contributed to the problem.I am not a bad employee!Goodness, I don’t think you are either. I certainly hope you don’t think I am a lousy colleague. I do see we disagree on how to handle this situation. The question is, can we work together to solve it and address both of our concerns.Table 11.3 Reframing LanguageHarley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

276 PART III: DEVELOPMENT OF ORGANIZATIONSd. Seek advice from each other.e. Create solution options, prototypes, and countertypes.f. Determine standards for the solution.g. Test solutions and determine the best path forward.h. Work to sustain the change and establish accountability.SUMMARYGood communication skills are derived from practice as well as observing successful leaders. As you’ve learned, communication is a key component of leadership. Today’s work environment requires everyone to be proficient at this skill, yet this is an area in which we can all improve. Find a learning partner who wants to improve and meet for coffee to review your week. Ask them for feedback regarding their observations of your communications skills. This data will enable you to grow as a communica-tor. Keep in mind; a learning partner is different from a mentor, though both are important for personal and professional growth. A learning partner has set similar goals as you and through feedback is working to achieve them. A learning partnership allows for each party in the partnership to be student and teacher, a role sharing that brings greater depth of learning to each participant. Polishing your communication skills will be an ongoing process. Mastering face-to-face communication as well as technology-supported communication skills in listening, presenting, information sharing, feedback, and negotiation will give you a leadership edge and a strong future.REFERENCESBodie, G. D., & Villaume, W. A. (2003). Aspects of receiving information: The relationship between listening preferences, communication apprehension, receiver apprehension, and communicator style. International Journal of Lis-tening, 17, 47–67.Buron, R., & McDonald-Mann, D. (1999). Giving feedback to subordinates: For the practicing manager. Greensboro, NC: Center for Creative Leadership.Chan, J. F. (2008). E-mail: A write it well guide: How to write and manage email in the workplace. Oakland, CA: Write It Well.Covey, S. R. (1989). The seven habits of highly effective people: Powerful lessons in personal change. New York, NY: Simon and Schuster.Denning, S. (2013). Telling tales. In HBR’s 10 must reads on communication (pp. 115–130). Boston, MA: Harvard Business Review Press.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 11 ◆ Self-Management—Communication as Listening 277Duarte, N. (2010). Resonate: Present visual stories that transform audiences. Hoboken, NJ: John Wiley and Sons.Duarte, N. (2012). HBR guide to persuasive presentations. Boston, MA: Harvard Business Review Press.Golen, S. (1990). A factor analysis of barriers to effective listening. Journal of Business Communication, 27, 25–36.Grenny, J. (2015). You might be the reason your employees aren’t changing. Harvard Business Review. Retrieved from https://hbr.org/2015/02/you-might -be-the-reason-your-employees-arent-changingHawkins, K.W., & Fillion, B. P. (1999). Perceived communication skill needs for work groups. Communication Research Reports, 16, 167–174.Imhof, M. (2004). Who are we as we listen? Individual listening profiles in varying contexts. International Journal of Listening, 18, 36–45.Kogan, K., Merrill, A., & Rinne, L. (2014). The 5 choices: The path to extraordi-nary productivity. New York, NY: Simon and Schuster.Komando, K. (2012). Nine simple steps to get your email under control. USA Today. Retrieved from http://usatoday30.usatoday.com/tech/columnist/kimkomando/story/2012-09-07/manage-email-inbox/57673010/1Morgan, N. (2013). How to become an authentic speaker. In HBR’s 10 must reads on communication (pp. 105–113). Boston, MA: Harvard Business Review Press. Ripley, R., & Watson, K. (2014). We’re learning — Are you listening? Chief Learn-ing Officer, 34–37. Retrieved from www.CLOmedia.comStone, D., Patton, B., & Heen, S. (1999). Difficult conversations: How to discuss what matters most. New York, NY: Penguin Press.US Department of State. (n.d.). Active listening. Retrieved from http://www.state .gov/m/a/os/65759.htmHarley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:44:57.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Professional Development: Applications of Theory and Research ScoringGuideDue Date: End of Week 9Percentage of Course Grade: 30%.CRITERIANON-PERFORMANCEBASICPROFICIENTDISTINGUISHEDSummarize currentliterature on theoryrelated tomultidisciplinaryhuman servicespractice.16%Does notsummarize anyliterature on theoryrelated tomultidisciplinaryhuman servicespractice.Summarizes literatureon theory related tomultidisciplinaryhuman servicespractice; however,literature is notcurrent or not relevantto human services.Summarizescurrent literature ontheory related tomultidisciplinaryhuman servicespractice.Analyzes currentliterature on theoryrelated tomultidisciplinary humanservices practice.Evaluate the use ofhuman servicestheories to aid indecision making. 14%Does not analyzethe use of humanservices theories toaid in decisionmaking.Analyzes the use ofhuman servicestheories to aid indecision making.Evaluates the useof human servicestheories to aid indecision making.Evaluates the use ofhuman servicestheories to aid indecision making;includes examples tosupport evaluation.Assess theapplication oftheory to theidentiÞed humanservices issue orcontroversy fromthe Week 6assignment.14%Does not assessthe application oftheory to theidentiÞed humanservices issue orcontroversy fromthe Week 6assignment.Assesses theapplication of theoryto the identiÞedhuman services issueor controversy;however, it does notcontinue the topicfrom the Week 6assignment.Assesses theapplication oftheory to theidentiÞed humanservices issue orcontroversy fromthe Week 6assignment.Assesses theapplication of theory tothe identiÞed humanservices issue orcontroversy from theWeek 6 assignment;provides real-worldexamples to support theapplication of theory.Assess a method ofmanaging conßictbetween individualsor organizations inhuman servicesenvironments,including the use ofcollaboration tofoster consensus.14%Does not evaluatethe role of ethicsand diversity inhuman services,including the role ofthe practitioner insupporting ethicalstandards anddiversity.Describes the role ofethics and diversity inhuman services.Assesses amethod ofmanaging conßictbetweenindividuals ororganizations inhuman servicesenvironments,including the use ofcollaboration tofoster consensus.Assesses a method ofmanaging conßictbetween individuals ororganizations in humanservices environments,including the use ofcollaboration to fosterconsensus; providesreal-world examples toexplain the methodused.Assess theoreticalperspectives onpersonal strengthsand developmentalneeds in humanDoes not analyzetheoreticalperspectives onpersonal strengthsand developmentalAnalyzes theoreticalperspectives onpersonal strengthsand developmentalneeds in humanAssessestheoreticalperspectives onpersonal strengthsand developmentalAssesses theoreticalperspectives onpersonal strengths anddevelopmental needs inhuman services8/4/23, 7:38 PMPage 1 of 2

servicesleadership. 14%needs in humanservices leadership.services leadership.needs in humanservicesleadership.leadership; providessupporting examplesfrom research, orpersonal insights.Includes aprofessionaldevelopment planbased on a self-assessment of yourstrengths andweaknesses as ahuman servicesleader.14%Does not include aprofessionaldevelopment planbased on a self-assessment of yourstrengths andweaknesses as ahuman servicesleader.Includes a vagueprofessionaldevelopment plan orit’s not based on aself-assessment ofyour strengths andweaknesses as ahuman servicesleader.Includes aprofessionaldevelopment planbased on a self-assessment of yourstrengths andweaknesses as ahuman servicesleader.Includes a detailedprofessionaldevelopment planbased on a self-assessment of yourstrengths andweaknesses as ahuman services leader.Development planshows clear alignmentto address skills gaps.Communicate in amanner that isscholarly,professional, andrespectful of thediversity, dignity,and integrity ofothers consistentwith theexpectations forhuman servicesprofessionals.14%Does notcommunicate in amanner that isscholarly,professional, andrespectful of thediversity, dignity,and integrity ofothers consistentwith expectationsfor human servicesprofessionals.Inconsistentlycommunicates in amanner that isscholarly,professional, andrespectful of thediversity, dignity, andintegrity of others.Falls short of meetingthe expectations forhuman servicesprofessionals.Communicates in amanner that isscholarly,professional, andrespectful of thediversity, dignity,and integrity ofothers consistentwith theexpectations forhuman servicesprofessionals.Clearly, consistentlyand conciselycommunicates in amanner that isscholarly, professional,and respectful of thediversity, dignity, andintegrity of othersconsistent withexpectations for humanservices professionals.8/4/23, 7:38 PMPage 2 of 2

281Chapter 12Multicultural Leadership, Politics and Influence, Collaboration, and Social EntrepreneurshipLEARNING OBJECTIVESThe student will •compare and contrast the terms assimilation and acculturation, •examine four strategies for leading multicultural teams, •describe politically smart behaviors, •draw an influence diagram of his or her professional network, •list and describe six principles of influence, •list, describe, and apply the six factors that enable successful collaboration, •create examples of a leader’s sunshine and shadow power, •describe six concerns to investigate before agreeing to collaborate, and •apply the eight variables that contribute to a successful social venture.MULTICULTURAL LEADERSHIPMulticultural leadership brings a commitment to advance people who reflect the vitality, values, and voices of our diversity to all levels of organizations and society (Bordas, 2007, p. 8). In the United States, you can find a diverse selection of eth-nic foods in grocery stores, hear many genres of music on satellite radio, purchase Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

282 PART IV: INFLUENCEa multitude of items from every corner of the world in your local shopping mall, and attend school with students from many nations, ethnicities, and religions. How-ever, in spite of our cultural diversity, leadership in our government, businesses, and organizations is practiced from an ethnocentric orientation—a universal standard built on one cultural orientation.REFLECTION: THE IMPACT OF EXCLUSION AND THE CALL TO BECOME INCLUSIVEHave you ever felt excluded from the favored and popular group at work or school? Maybe you felt rejected because all you could afford to wear were off-brand jeans, the office technology updates were prioritized for upper-management (all males) and their technology “hand-me-downs” were redistributed to their support staff (all females), or you had to miss office happy hours because they were always scheduled on Fridays when you and your family were headed to the synagogue for Shabbat. Take a moment to remember times when you felt excluded. When was it? What were the circumstances?Have you or someone close to you ever felt excluded because of your race, ethnicity, faith, gender, sexual orientation, disability, height, or weight? How did you respond? Did that experience shape your choices and how you behave today?Exclusion experiences evolve in new and obstructive ways, negatively affecting how you interact with the world. The perceived patterns in which work is organized seem to contradict workplace responses to diversity initiatives, and the result is complacency about perceived progress in eliminating discrimination (Ryan, 2006). Exclusion is a problem if people are physically prevented from participating; if there are barriers, physical or emotional, to an activity; or if they risk negative consequences by their participation. Multicultural leadership’s mission is to be inclusive, value multiple perspectives, as well as engage and empower people.As a future leader of a human services organization, becoming an inclusive, multicultural leader is part of the calling to commit to a profession of social justice and civic responsibility. Bordas (2007) used the Latino concept destino and the Native American tradition of vision quest to invite those who have accepted the calling to lead on a journey of learning, listening, and reflecting. Destino requires thinking about your life, family, significant events, talents, and attributes to develop a deeper understanding of the possibilities for your future. Vision quest reveals the meaning and purpose of one’s life. This view is quite different from the American one of self-determination. Bordas (pp. 183, 185) calls the quest a “dance between individual efforts and the lessons, gifts, and experiences life brings … being in sync with the pulse of the times.” You have already done much of the same type Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 12 ◆ Multicultural Leadership 283of reflective work for vision quest in previous chapters throughout this text. The focus of destino is on the journey of life rather than on the destination. The ques-tion changes from “What will I be when I graduate?” to “What challenges will I face and how will I continue to grow as I take each step on this exciting journey?” Destino is more than your life’s journey; it is also the commitment you make to the journey to act with determination and heart for purposes greater than yourself.DIAGNOSIS: ASSIMILATION AND ACCULTURATIONTo become a multicultural leader, there are two words, assimilation and accultura-tion, which require understanding and analysis of their impact on current social out-comes. To assimilate means to remove the cultural, national, and ethnic differences of one’s previous habits of daily life in order to become part of a new culture. The American melting pot created cultural uniformity by requiring immigrants to blend into their new surroundings with as few distinguishing characteristics as possible. Assimilation fed ethnocentricity, which bred cultural insensitivity and a predisposi-tion to impose our values on others (Bordas, 2007, p. 186). Acculturation, on the other hand, embraces cultures of the previous time and the new location, while supporting a flexible adaptation that allows immigrants to “cross-over” by retaining their cultural pride and heritage. Having the anchor of familiarity along with valued previous experiences creates a type of confidence that enables someone to find a home in a new and unfamiliar life. The range of behaviors between assimilation and acculturation is a continuum. Understanding the difference in behaviors along the continuum allows people to be more intentional when learning and expanding their multicultural capacity. The assessment in Table 12.1 will give you a snapshot of your multicultural capacity on the continuum of assimilation and acculturation. Do a quick analysis of where you are now in your learning and experience by rating yourself on this scale: What did you learn from this exercise? Did you discover you have certain assimilation or acculturation expectations? Did this exercise help you generate ideas as to how you could increase your acculturation experience?Assimilation and acculturation are not just behaviors for building multicultural leadership in regard to nationality, race, and ethnicity; this continuum of behaviors relates directly to the issue of gender and leadership. Over the last century, women have worked to assimilate into the workforce by seeking advanced education, taking assertiveness seminars, and dressing for success. Yet the result was limited opportunities, disapproval of “unlady-like” behaviors, and a clustering of employment in “pink ghetto” jobs, including many career fields in human services. Disproportionately, women comprise a larger part of the human services field’s population, yet the top leaders are more often than not men. One study published Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

284 PART IV: INFLUENCESource: Bordas, J. (2007). Salsa, soul, and spirit, leadership for a multicultural age: New approaches to leadership from latino, black, and American Indian communities. San Francisco, CA: Berrett-Koehler Publishers.Table 12.1 Assimilation and Acculturation Associations center on white cultureMany diverse cultural associationsAssimilation Acculturation– 5 – 4 – 3 – 2 – 1 0 1 2 3 4 5Minimal experiences with other culturesSeeks out diverse cultural experiencesAssimilation Acculturation– 5 – 4 – 3 – 2 – 1 0 1 2 3 4 5Desire to fit in, conformHas learning how to “fit it”Assimilation Acculturation– 5 – 4 – 3 – 2 – 1 0 1 2 3 4 5Belief that the white way is superiorCultural flexibility—many waysAssimilation Acculturation– 5 – 4 – 3 – 2 – 1 0 1 2 3 4 5English onlySupports language and other cultural exposureAssimilation Acculturation– 5 – 4 – 3 – 2 – 1 0 1 2 3 4 5in Social Work Today (NASW Center for Workforce Studies, 2007) found that a disproportionate number of men served as managers in the social service arena, and in addition, women were promoted at a slower rate than men. Salary differ-ences in the social work profession were also inequitable based on gender, with men on average earning 14% more than women (Whitaker et al., 2006). Women social workers made up 89% of the lower wage earners and 57% of higher wage earners. Men social workers made up 11% of lower wage earners, but 43% of higher wage earners were men. Sheryl Sandberg (2013), chief operating officer of Facebook and author of Lean In, stated, “Although thirty years ago women began earning fifty percent of college degrees in America, they are still holding only fourteen percent of C-suite jobs in corporate America and seventeen percent of board seats.” Stephen Rush (2004) summarized the research of Stella Nkomo and Ella Edmonson Bell regarding black and white professional women. Women did not acculturate; instead, it was an environment of survival and perseverance. Black families warned their women of sex discrimination while white families did not. Women need someone who is willing to mentor and champion them, but many male executives are reluctant to mentor women.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 12 ◆ Multicultural Leadership 285A global research study, Empowering the Third Billion: Women and the World of Work in 2012 (Booz & Co., 2013), published The Equality Matrix, which measures the economic success for women (degree of inclusion and equality of pay) and measures the support for women (policies guaranteeing access to educa-tion, credit, and employment). Angel Gurria, secretary-general of the Organisa-tion for Economic Co-operation and Development said, “Women are the most underutilized economic asset in the world’s economy.” Researchers of the study estimate 1 billion women could enter the global economy in the next decade. The study revealed additional critical facts: •If women in the United States, Japan, and Egypt were employed at the same rates as men, the GDP’s of those countries would be higher by 5 percent, 9 percent, and 34 percent, respectively. •Tanzania has an estimated 1 million female entrepreneurs; but because tribal laws dictate that only sons inherit land, women lack the most common collateral for securing loans. •In India, 5.5 million women enter the workforce each year, however, more than 50 percent of women report safety (robbery, assault, rape) as concerns related to commuting. •In Saudi Arabia, women constitute 57 percent of university graduates but comprise only 12 percent of women participating in the workforce. •Despite anti-discrimination laws, only 43 percent of women who try to rejoin the workforce after childbirth find jobs in Japan. •Italian women spend five hours a day on housework while men spend less than 90 minutes. Italy has the second-lowest female labor participation rate in Europe. •The United States is the only country in the Organisation for Economic Cooperation and Development that does not provide income support during parental leave. •Half the world’s self-made female billionaires are in China. •In Argentina, women make up 24 percent of the national parliament, the highest proportion in the world. •South Africa mandates a minimum of four months maternity leave for women who have worked at a company for at least two years. •73 percent of German companies offer flextime.Source: Reprinted by permission of Harvard Business Review. Booz & Co. (2013). Women and the economics of equality. Harvard Business Review, 91(4), 30-31. Copyright © 2013 by the Harvard Business School Publishing Corporation; all rights reserved. Table 12.2 contains a similar set of questions as those in Table 12.1, but here the focus is on gender.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

286 PART IV: INFLUENCEAssociations center on male hierarchical structureMore flat-structure governance associationsAssimilation Acculturation– 5 – 4 – 3 – 2 – 1 0 1 2 3 4 5Fewer professional experiences with other genderSeeks out diverse professional experiencesAssimilation Acculturation– 5 – 4 – 3 – 2 – 1 0 1 2 3 4 5Desire to fit in, conformGives coaching on how to “fit it”Assimilation Acculturation– 5 – 4 – 3 – 2 – 1 0 1 2 3 4 5Belief that the male perspective is superiorCultural flexibility—many waysAssimilation Acculturation– 5 – 4 – 3 – 2 – 1 0 1 2 3 4 5“If it ain’t broke, don’t fix it.”Supports expanding decision-making bodies to include outside perspectives.Assimilation Acculturation– 5 – 4 – 3 – 2 – 1 0 1 2 3 4 5Table 12.2 Assimilation and Acculturation: Focus on Gender Source: Author created.Again, what did you learn about your assimilation and acculturation experience? Did you identify ideas about actions you can take to increase your ability to acculturate? Which ones?PRESCRIPTION: LEADING A MULTICULTURAL TEAMAcculturation increases your cultural repertoire, creativity, and promises cross-cultural competency, helping you thrive in different cultural environments ( Bordas, 2007, p. 188). The first step is to dismantle the dominance of the white middle-class perspective—hierarchical pluralism. The dominant culture’s message is to “fit in,” “read the instructions,” and “walk, talk, and act like the rest of us.” The cultures of most social institutions are built around white middle-class norms. In the same way, the leadership culture is built around white upper-class norms as Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 12 ◆ Multicultural Leadership 287well. In each case, this elusive set of rules and expectations is difficult to grasp for those whose families and neighborhoods are outside of the dominant culture. This is referred to as tacit knowledge, the lessons that come from our informal learning experiences as well as from the stories of families and friends (White, 1998). Hierarchical pluralism creates in-groups and out-groups (Chapter 2) with out-groups frequently made up of employees who have become isolated and estranged in the workplace. The alternative is egalitarian pluralism, which is a workplace culture of openness, welcoming to diverse leaders in both style and inclusion to the decision-making table.As a leader of a multicultural team, one main challenge is to recognize cul-tural causes of conflict, to intervene in ways that get the team back on track, and to empower group members to deal with future cultural challenges (Brett et al., 2011). Multicultural teams bring richness to the organization because of their potential to innovate, knowledge of diverse communities and related markets, as well as an attention to culturally sensitive client services. Cultural challenges in teams are manageable if managers and team members focus on the right strategy and avoid imposing a hierarchical pluralistic style. Unfortunately, too many leaders assume the problem stems from issues with communication. According to Brett et al. (2011), that is only one of the four possible causes of friction at work:1. Direct versus indirect communication – Direct and explicit is the communi-cation style in Western cultures. A listener is not forced to interpret mean-ing; the intent is front and center. Many non-Western cultures use indirect communication where the meaning is hidden in the style of the message. It may even be framed in the style of a question instead of a direct statement. This style places the burden of interpretation on the listener. Non-Westerners therefore have to shift communication styles to accommodate non-Western team members. Awareness of communication styles is necessary to human services professions, especially when advice or communications involves families or other non-Western professionals. Sensitivity to styles of direct and indirect communication is important in helping professions.2. Middle-class formal English, accents and fluency – Perceptions of status, education, and competence are filtered through spoken and written language. Much international business communication is done in English. Dominant culture team members become frustrated with nonnative speakers’ accents and lack of dominant culture fluency. The nonnative speakers become reluc-tant to contribute due to the language difficulty, resulting in a lack of respect and assumptions of incompetence toward nonnative speakers. “The American Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

288 PART IV: INFLUENCEand I were at the same level, but he always led the team meetings. I had good questions, but it became apparent I was not perceived as one who could add value to the team,” shared a member of an international human services orga-nization (Brett et al., 2011, p. 111).3. Evolving attitudes toward hierarchy and authority – One of the positive changes in organizational leadership structures in Western cultures is the reduction of workplace hierarchy structures. Organizations are getting flat-ter both for economic and inclusive reasons. However, many non-Western cultures have not made this shift. The historical male design of the workplace cultures also places high value on status and hierarchy. In many profes-sions such as teaching and nursing, higher salaries and job titles only come with administrative duties. To be an outstanding caregiver or teacher is not rewarded in the current system. The value placed on title and rank impacts communication styles (direct and indirect) as well as with whom it is appro-priate to communicate (status and level). It can signify a message of great disrespect and cause a major rift between team members and organizations if this respect is not honored.4. Conflicting norms for decision making – Speed and level of detail for research and analysis are different by culture and impact the nature of deci-sion making. Americans are notorious for wanting to move quickly with rela-tively little analysis. Negotiating how decisions will be made is imperative to successful partnering with non-American organizations.Brett et al. (2011, pp. 116–122) recommend four strategies for leading multicultural teams through these cultural challenges. But first, assessing the situation and conditions must inform the choice that will be made. Does the project timeline allow for flexibility? Are there additional resources available? Is the team a permanent or temporary work group? Does the team leader have the authority to make changes?1. Adaptation works (acculturation) when team members are willing to acknowledge and name their cultural differences and to assume responsibility for figuring out how to coexist with them.2. Structural intervention is a deliberate reorganization to remove a source of conflict. This might involve breaking the larger team into several smaller ones or hiring a temporary team leader to enable members to better communicate if there is perceived conflict with the existing leader. This solution is usu-ally temporary. It enables the team to develop and become internally strong. Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 12 ◆ Multicultural Leadership 289In each case there is a process to reassemble the team with the original leader or reengage the subgroups into the larger team.3. Managerial intervention works through an arbitration process with the team. It is useful for sorting out problems when efforts for the team to self-correct have reached a stalemate. This intervention can be useful in the early stages of the multicultural team development for setting norms and expectations. Establishing norms and expectations is a good practice for all teams because it prevents many problems that can arise later and derail the team from achieving their established goals.4. Exiting a team is a strategy of last resort. It is used more often in permanent than temporary teams. In these cases, a team member may request to leave or the leader may ask the person to leave. In either case, it is usually because the situation is at a stalemate, the individual has lost the trust of the others, or he or she feels disrespected.SUMMARYLeadership in a multicultural world, where many cultures intersect and interact, creates questions and adaptations that have resulted in a slow reduction of Euro- American dominance that has shaped the previous five centuries (Bordas, 2007, p. 199). Bordas counsels leaders to look backward and forward like the West African bird Sankofa. It looks backward reminding us to learn from the past as its feet face forward inspiring us to take deliberate action for a more inspiring future. Multi-cultural leadership reflects humanistic values that promote justice, equality, and integrates spiritual responsibility with social accountability (Bordas, 2007, p. 200).“All that we do now must be done to a sacred manner and in celebration. We are the ones we have been waiting for.”—The Hopi Elders, Oraibi, Arizona.POLITICS AND INFLUENCEPolitics and influence work hand in hand developing relationships between leaders and followers. Influence is the power and ability to personally affect others’ actions, decisions, opinions, or thinking (Scharlatt & Smith, 2011, p. 7). Politics can be seen as a negative “game” built on bullying, favoritism, self-interest, and sabotage (Gentry & Leslie, 2012). Politics exists in all organizations and is essentially the art of coalition building in order to positively influence personal and organizational objectives.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

290 PART IV: INFLUENCEREFLECTION: INFLUENTIAL LEADERS IN OUR LIVESAs you consider your desire to have influence and to be included in a network of respected leaders, consider who has had a positive influence in your life? Who is a leadership role model in your life? Kouzes and Posner (2012, pp. 330–331, 373), international leadership experts and authors, have asked that question to thousands of adults in the United States for over ten years. Make a list of three leaders who have had the most positive influence in your daily life. After each name, list three words that best describes what this person contributed to your life. After you have completed this exercise, we will compare your answers with the research of Kouzes and Posner.1. _______________________________3 words: _____________ _____________ _____________2. _______________________________3 words: _____________ _____________ _____________3. _______________________________3 words: _____________ _____________ _____________Kouzes and Posner (2012) found that leaders of influence in our lives come from those around us. They were our family members, friends, colleagues, supervisors, coaches, and teachers. They were also people we have known for at least 3 years (90%). The most common duration was 10 years. Granting someone the opportunity to have influence in our lives depends on the trust in the relationship; we know that building trust takes time. When asked what these leaders brought to the respondents’ lives, these four themes and commonly cited terms were used: •Trust – honesty, integrity, respect •Compassion – caring, friendship, happiness, love •Stability – security, strength, support, peace •Hope – direction, faith, guidanceNow ask yourself the following: •How did your names and their contributions compare to the Kouzes and Posner study?Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 12 ◆ Multicultural Leadership 291 •How long have you known these individuals? •What were the themes of their contributions to your life?What you have discovered are the types of leadership characteristics important to you in working with others. These are the leaders from whom you will welcome efforts to influence. As a developing leader, what kind of characteristics do others perceive about you? Will your efforts to influence be welcomed?Part of positive influence involves being politically smart. How politically savvy are you? Gentry and Leslie (2012) describe four types of politically smart behav-iors. Consider these skills as you reflect on your behaviors and strategies in the workplace or academia.1. Mingle strategically – You have developed a network of faculty and profes-sionals in your field who have power and influence and are in a position to connect you with opportunities for growth and development. Then follow up by sending a “happy to meet you” note, invite them to coffee, or continue a conversation you may have begun. Use the business cards stuffed in your wal-let or cluttered on your desk. Add them to your contacts list in your database being sure to note where and when you met the person and what they do. This is the critical next step, call or email and set up a time to meet, have coffee, and explain how you think they could help you. Continue to grow your network.2. Read the situation – You have taken the time to understand your style, strengths, and weaknesses. You are able to listen and interpret how others are feeling. You are a student of motivation and the importance of meeting people’s needs.3. Determine the appropriate action before acting – You have found and use your “pause button” regularly to prevent acting in haste. You maintain a positive attitude and apologize when you make an error. You try to anticipate other responses to ideas and think carefully about what and how you approach a situation.4. Leave them with a good impression – Be open, honest, and credible. Show that you are adaptable to the situation and the needs of the people. Demonstrate dependability, go the “extra mile,” and prioritize the needs of your team, boss, and organization. Seek to understand other’s viewpoints, work to negotiate so as not to create adversarial relationships, and do not panic at the possibility of conflict.Understanding workplace politics through these four skill sets may seem less threatening now that you are able to analyze the positive outcomes that will result Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

292 PART IV: INFLUENCEfrom their mastery. Determine where you can start to grow politically and in your overall influence.DIAGNOSIS: MAPPING YOUR INFLUENCEInfluence tactics can produce three different outcomes: resistance, compliance, and commitment (Yukl, 2010). Resistance is the effort to block influence by using excuses or delay tactics, putting up roadblocks, or pretending to agree but not fol-lowing through. Compliance is the response that returns only enough effort to com-plete a small task or to strictly complete the minimum requirements. Commitment, the highest level of response to influence, is demonstrated by tasks endorsed by sustained effort, focus, and creativity.There is no one set of rules for influencing others. It is dependent on individual personalities, values, goals, as well as organizational roles. It does, however, begin with the relationships you build. Like a wave that rolls across the beach, your influ-ence rolls across people who also touch others in their paths. Influence, like the water, ebbs and flows through your initiatives, crashing onto the shore and then rolling back to the sea. It may help to take a snapshot of your current professional network (Gentrie & Leslie, 2012). To do this, find an 8 1/2 x 11 sheet of paper. Start in the center by drawing a small oval and writing your name in it. Around this center oval, draw six to eight additional small ovals; then repeat with another layer of small ovals around this near the edge of the paper (see below). In the inner circle of ovals, list those individuals in your network with whom you have close connections. In the outer circle of ovals, list those who you would like to get to know because of their influence, reputation, or power.Your Influence MapLook for patterns in your connections and determine if an inner circle connec-tion can help you get to know an outer circle connection.Your network may include colleagues, faculty members, professionals from other organizations, your boss, authors and presenters from professional asso-ciations, as well as community leaders. Your goal is to increase your political coalition by increasing the number of influential leaders in your inner circle. Remember, this is positive influence as long as the purpose is to increase the suc-cess of the team and the organization. Gentry and Leslie (2012) offer additional suggestions for building political savvy. Notice the networks of those you con-sider to be politically savvy for positive purposes. Who is part of their network? Seek an influential mentor to help you build your network. Become an observer of body language. Reading nonverbal cues can help you determine group Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 12 ◆ Multicultural Leadership 293InnerCircleOuterCircleOuterCircleOuterCircleOuterCircleYouInnerCircleInnerCircleInnerCircleInnerCircleInnerCircleOuterCircleOuterCircleOuterCircleOuterCircleOuterCircleOuterCirclemembers’ true feelings. Ask a coworker you trust to give you feedback regarding how group members perceive your actions. Does your tone match your facial expressions and body language? Learn to control impulses to share too much or to be one of the “gang,” sharing gossip and others’ poor attitudes. Know your hot buttons. Know how to handle conflict constructively. Always consider what the last impression you leave with a group will be because this is how they will remember you for the next assigned team project. Therefore, this is an important set of data to collect about yourself and your skills. If becoming politically savvy is your goal, this is the place to start.PRESCRIPTION: INFLUENCE TACTICSLeaders ask many things of their employees and organization members. They may request the completion a simple or complex task. It could also be to agree to support and carry out a change in direction for the organization. Each of these requests adds a Figure 12.1 Your Influence Map Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

294 PART IV: INFLUENCEhigher level of complexity and commitment to the task. The first request is likely to receive minimal resistance, especially if the task is relevant to the group mem-ber’s work and something they know how to do. The second and third request types will likely require more than a simple ask. Daniel Pink (2012) refers to it as “non-sales selling” in his book To Sell Is Human: The Surprising Truth About Moving Others. Pink’s research revealed that across a variety of professions, 24 minutes of each work hour is spent persuading, influencing, and convincing oth-ers to support a request or idea. Leaders sell ideas and visions as opposed to products and services. What is it that captures our attention and motivates us to get on board?Scharlatt and Smith (2011, p. 14) explain Yukl’s (2010) work on influence tactics as effective ways to influence others. There are four core tactics and seven supplementary tactics that are used in conjunction with the four cores.Four Core Tactics1. Rational persuasion – Use logical arguments and factual evidence to show a request or proposal is feasible and relevant for attaining important task objectives.2. Consultation – Ask the person to suggest improvements or help plan an activ-ity for which a person’s support is desired.3. Inspirational appeals – Appeal to the person’s values and ideals, or seek to arouse the person’s emotions to gain commitment.4. Collaboration – Offer to provide assistance or necessary resources for a project of common interest while inviting the person to work together.Seven Supplementary Influence Tactics1. Apprising – Explaining how the request will benefit a project.2. Ingratiation – Use of praise and flattery in an attempt to influence the target person to support a request.3. Exchange – Offer something the person wants or a reciprocal arrangement for another time in exchange for your request.4. Personal appeals – Ask the person to carry out a request based on friendship.5. Legitimating – Establish the legitimacy or verify the authority of a request.6. Pressure – Use of demands, threats, or persistent reminders to fulfill a request.7. Coalition – Enlist the support or endorsement of others to influence others to fulfill a request.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 12 ◆ Multicultural Leadership 295Consider the two major types of relationships in your life—work and personal. Which of the four major tactics are you more likely to use with family and friends? At work? Which of the seven supplementary tactics do you use? Although there are no absolute rules about which tactics to use with which individuals, the two most successful tactics are typically rational persuasion and consultation (Scharlatt & Smith, 2011).Other important principles of influence involve the research of Robert B. Cialdini (2007). His book Influence: The Psychology of Persuasion explores six principles: consistency, reciprocation, social proof, authority, liking, and scar-city. Cialdini (2007) explained the complexity and rapidly moving nature of the 21st century and the need for shortcuts (rules of thumb to classify things) so peo-ple can respond more quickly in today’s multistimulous environment, without lengthy analysis. In effect, our brain’s need to create shortcuts causes humans to seek more efficient, automatic behaviors. His research explores the human response to another six psychological principles of influence and persuasion that guide us through the behavior shortcuts. As leaders you will see these principles at work in your organizations, teams, as well as yourself. [Note: Brief quotations detailing each of the six principles of influence from Influence: The Psychology of Persuasion by Robert Cialdini. Copyright © 1984, 1993 by Robert Cialdini. Reprinted by permission of Harper Collins Publishers.]1. Consistency – People seek consistency in their environments as well as in their own decisions. People will choose to stay with first decisions “fooling themselves from time to time in order to keep thoughts and beliefs consistent with what is already done or decided” (Cialdini, 2007, p. 59). People are especially loyal to decisions if they are in writing and have been shared with others. If people have struggled to achieve this position or understanding, their loyalty to this position is very strong. In addition, if the person believes the choice was her own personal responsibility, the commitment to the posi-tion will be long-standing. “The drive to be and look consistent constitutes a highly potent weapon of social influence, often causing us to act in ways that are clearly contrary to our own best interests,” says Cialdini (2007, p. 59).2. Reciprocation – People from most global cultures feel an obligation to return a favor. It is a feeling of indebtedness and obligation to repay a kindness. Influence can also be extracted by offering a favor with the expectation of the reciprocal response. Cialdini (2007) reported, “The impressive aspect of the rule for reciprocation and the sense of obligation that goes with it is its pervasiveness in human culture. It is so widespread, that after intensive study, sociologists report that there is not a human society that does not subscribe to the rule” (p. 18).Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

296 PART IV: INFLUENCE3. Social Proof – Cialdini’s (2007) principle of social proof states, “One means we use to determine what is correct is to find out what other people think is correct. The principle applies especially to the way we decide what consti-tutes correct behavior. We view a behavior as more correct in a given situation to the degree that we see others performing it” (p. 116). People are persuaded by the actions of others. They look to others, especially those like themselves, for direction when they are uncertain. Consider a recent invitation to a social event, did you ask your friends what they were wearing to the event?4. Authority – “We are trained from birth that obedience to proper authority is right and disobedience is wrong,” states Cialdini (2007, p. 216). Persons of authority are perceived to have superior information and power. People with such authority are pervasive in the systems and organizations of society: gov-ernment, military, religious organizations, as well as the many profit-making organizations in communities today. Unfortunately, symbols of authority can elicit the same authority influence with the use of fake titles, uniforms, and other trappings.5. Liking – According to Cialdini (2007), “We most prefer to say yes to the requests of someone we know and like” (p. 167). People are more open to influence if they believe you like them as well as to those they consider good looking. “In fact the response to those who represent the attractive mem-bers of the group is so strong, we automatically assign positive traits such as honesty, kindness, intelligent, and talented to good-looking individuals” (Cialdini, 2007, p. 171). Disharmony in groups can be reduced by collabora-tive efforts toward a common goal. Surrounding yourself with people who reflect success and glory causes your perceived superiority to rise. People associate bad news with the person delivering the news.6. Scarcity – “The idea of potential loss plays a large role in human decision-making,” reports Cialdini (2007). “In fact, people seem to be more motivated by the thought of losing something than by the thought of gaining something of equal value” (p. 238). People value opportunities more when they are limited. As the opportunities become less available, people lose the freedom to have something. If that lost opportunity was something they owned previ-ously, people will react to regain what they have lost, possibly even resorting to violence. This is also true for access to information, which may become censored or banned, as it is in countries such as China or Russia. If there is an element of competition involved, people want the scarce item most of all.You can see how each of these principles might exhibit themselves in an individual, team, or organizational situation. Team competitions, scarce organizational resources, Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 12 ◆ Multicultural Leadership 297instituting changes in policies or creating new programs, incorporating new members into a team, abuse of authority, consulting with peers when unclear about a new policy, and many other situations can be predicted by understanding these six principles.What steps will you take to apply your new knowledge of influence and influ-ence tactics? To become an effective leader in a world of influence and politics, it becomes important to develop a strategy for each situation. Because there are few universal rules in this skill set, the analysis of the situation is key. Scharlatt and Smith (2011) offer several suggestions to prepare for an influence session. •Who are we attempting to influence and what position does that person or group occupy in relation to you? What are the power differences? •What is the situation and why are you looking to gain influence? What do you hope the outcome will be? •What benefits will come to you and the recipients of your influence? •Is there influence directed toward you related to this situation? Who is it from and what is the outcome? •What influence tactics do you see being used by others? What is the recipi-ents’ response? •What tactics will you choose? Why? What response do you anticipate? What conversation points will you make? For what goals will you enlist support? What are the benefits you will communicate? •When will be a good time to begin the process? What setting will enhance this dialogue? •Create a counter argument and develop a response, should you need it. •How will you close the dialogue? Prepare two positive closings, one for a positive and a negative response.Most often politics is talked about with a reticence that makes you almost apologize for discussing the topic. The politics of the workplace concerns influence and your awareness about your ability to influence others. As a human services leader your influence must also reach out into the community. Developing strategies and measures for determining your network reach are important to the future success of human services organizations.SUMMARYPolitics and influence are positive skill sets for leaders when used for positive pur-poses. In today’s world of information overload combined with the need to work across organizations with individuals and groups who do not report to you or your organization, having skills in politics and influence are a necessity. Understand Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

298 PART IV: INFLUENCEyour own power base and political network. Observe how others utilize influence tactics. Practice, seek feedback, and practice again.COLLABORATIONCollaboration is a mutually beneficial and well-defined relationship entered into by two or more organizations to achieve results they are more likely to achieve together than alone (Winer & Ray, 1994). The relationship includes a commitment to mutual relationships and goals, a jointly developed structure and shared responsibility, mutual authority and accountability for success, and shared resources and rewards.REFLECTION: THE PROCESS OF REVEALING QUALITIES OF A COLLABORATION PARTNERConsider the goal of finding a life partner. Some would refer to this person as a hus-band, wife, or soul mate. It is a process of getting to know and evaluating individuals who bring positive qualities into your life. You are seeking someone who has a his-tory of positive regard, talents to share, can contribute to the economic viability of the relationship, is trustworthy, holds high standards and values, makes decisions for the good of others as well as self, is able to compromise, engages in goal achieve-ment, is flexible, communicates well, shares a common passion for the future, will-ing to share in the leadership of the relationship, and has a passion for the love of the relationship. You work to identify these characteristics through meetings and dialogue as well as sharing enjoyable experiences. You include friends and family in some stages of the evaluation process. When a mutual regard for each party is estab-lished, a commitment is made and the process continues through additional stages of setting traditions, rituals, and short and long-term goals. Although this description of the stages of a relationship—friendship, dating, courtship, and marriage—might seem a bit sterile in the choice of words, my purpose is to compare it to the process of organizations coming together in a commitment for a long-term collaboration. The steps of the process and desirable qualities of the collaborative parties are similar.DIAGNOSIS: SUCCESS FACTORS OF A COLLABORATIONThe Fieldstone Alliance has engaged in over 8 years of research regarding the suc-cess factors of collaboration (Mattessich, Murray-Close, & Monsey, 2001). They identified 20 success factors, which are placed in six categories in Table 12.3.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 12 ◆ Multicultural Leadership 299The Fieldstone Alliance’s Wilder Collaboration Factors Inventory is an excellent tool to evaluate your group’s strengths and readiness for successful collaboration. As students, is it likely you are not part of an organization engaged in a collaboration? I have translated the intent of this inventory so it focuses on individual readiness and engages members or leaders of a collaborative. This will help you reflect and consider your readiness and strengths for participating or leading a collaborative project. Instructions for the inventory are as follows: •Circle the word that indicates how much you agree or disagree with each item. •Do not skip any questions. •If you do not know or have an opinion, circle the neutral response. •If you feel your response lies between two words, select the least strong description of the two.EnvironmentProcess and Structure• A history of collaboration or cooperation in the community.• Collaborative group seen as a legitimate leader in the community.• Favorable political and social climate.• Members share a stake in both process and outcome.• Multiple layers of participation.• Flexibility.• Development of clear goals and policy guidelines.• Adaptability.• Appropriate pace of development.Membership CharacteristicsCommunication• Mutual respect, understanding, and trust.• Appropriate cross section of members.• Members see collaboration as in their self-interest.• Ability to compromise.• Open and frequent communication.• Established informal relationships and communication links.PurposeResources• Concrete attainable goals and objectives.• Shared vision.• Unique purpose.• Sufficient funds, staff, materials, and time.• Skilled leadership.Source: Adapted from Mattessich, P. W., Murray-Close, M., & Monsey, B. R. (2001). Collaboration: What makes it work (2nd ed.). Saint Paul, MN: Fieldstone Alliance.Table 12.3 Factors Influencing the Success of Collaboration Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

300 PART IV: INFLUENCEIndividual Collaboration Factors Inventory (Based on the Wilder Collaboration Factors Inventory)1. I am aware of agencies in my community working together.Strongly Disagree Disagree Neutral Agree Strongly Agree2. Trying to solve problems through collaboration has been common in my experience. It’s been done many times in my family, faith organization, school, or work.Strongly Disagree Disagree Neutral Agree Strongly Agree3. I see better results when true collaboration is achieved.Strongly Disagree Disagree Neutral Agree Strongly Agree4. My colleagues or classmates would generally agree that my skills and demeanor would be desirable to work on a collaborative project.Strongly Disagree Disagree Neutral Agree Strongly Agree5. I am able to evaluate the political and social climate in organizations.Strongly Disagree Disagree Neutral Agree Strongly Agree6. I am considered by others to be a trustworthy person.Strongly Disagree Disagree Neutral Agree Strongly Agree7. I think win-win and seek out opportunities for collaboration.Strongly Disagree Disagree Neutral Agree Strongly Agree8. If I were to select people for a collaborative project, I would seek to select across a diverse representation of members, employees, and clients from all stakeholders of the project.Strongly Disagree Disagree Neutral Agree Strongly Agree9. If I were to select people from several organizations for a collaborative proj-ect, I would know how to influence those organizations to nominate a cross section of members, employees, and clients (those who have a stake in the results) to serve on the project.Strongly Disagree Disagree Neutral Agree Strongly Agree10. My perspective on collaboration will benefit my organization as I work with others.Strongly Disagree Disagree Neutral Agree Strongly AgreeHarley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 12 ◆ Multicultural Leadership 30111. I am comfortable with the effort it requires in reaching a win-win solution on important aspects of a project.Strongly Disagree Disagree Neutral Agree Strongly Agree12. I realize working in collaborative efforts is a longer process, and I am willing to invest the time.Strongly Disagree Disagree Neutral Agree Strongly Agree13. I always keep my focus on the results the organization seeks.Strongly Disagree Disagree Neutral Agree Strongly Agree14. I am always open and seek to value other’s approaches to methods of working on assignments.Strongly Disagree Disagree Neutral Agree Strongly Agree15. When major decisions are made, I frequently seek input from others on a course of action.Strongly Disagree Disagree Neutral Agree Strongly Agree16. I believe collaborative groups must explore several options when making decisions.Strongly Disagree Disagree Neutral Agree Strongly Agree17. I have a clear process for making decisions in my life.Strongly Disagree Disagree Neutral Agree Strongly Agree18. In my employment or student status, I have a clear sense of my roles and responsibilities.Strongly Disagree Disagree Neutral Agree Strongly Agree19. I am able to adapt easily to changing conditions, such as reduction in resources, changes in policies, changing technology, or changes in relation-ships and family dynamics.Strongly Disagree Disagree Neutral Agree Strongly Agree20. I can handle making major changes in plans or overcoming new obstacles in order to reach my goals.Strongly Disagree Disagree Neutral Agree Strongly Agree21. I am careful to not overcommit my time, pace myself, and to take on the right amount of work to achieve my goals and maintain personal balance.Strongly Disagree Disagree Neutral Agree Strongly AgreeHarley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

302 PART IV: INFLUENCE22. Given my current leadership abilities, I am able to manage the work neces-sary to coordinate all the people, organizations, resources, and activities related to a collaborative project.Strongly Disagree Disagree Neutral Agree Strongly Agree23. I am skilled in written, oral, and distance communication with others to main-tain a transparent work environment.Strongly Disagree Disagree Neutral Agree Strongly Agree24. I value information and seek to stay informed at the international, national, state, and local levels as often as I should.Strongly Disagree Disagree Neutral Agree Strongly Agree25. I keep current with electronic communication (email, snail mail, current events, social media).Strongly Disagree Disagree Neutral Agree Strongly Agree26. I have informal conversations through my network of friends and colleagues about important issues at work, school, home, my community, and my country.Strongly Disagree Disagree Neutral Agree Strongly Agree27. I have established clear, attainable goals for myself each year as well as long-term goals for my future.Strongly Disagree Disagree Neutral Agree Strongly Agree28. I am passionate about achieving my goals.Strongly Disagree Disagree Neutral Agree Strongly Agree29. I have shared my goals with others.Strongly Disagree Disagree Neutral Agree Strongly Agree30. I realize I have unique talents and gifts and that my mission in life is impor-tant and unique.Strongly Disagree Disagree Neutral Agree Strongly Agree31. I have adequate resources to accomplish my mission and goals.Strongly Disagree Disagree Neutral Agree Strongly Agree32. I have developed a strong network of “people power” to support and cheer me on to victory.Strongly Disagree Disagree Neutral Agree Strongly AgreeHarley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 12 ◆ Multicultural Leadership 30333. As a leader, I have confidence in with other people and organizations.Strongly Disagree Disagree Neutral Agree Strongly AgreeIf you were to take the Wilder Collaboration Factors Inventory (available online at http://www.fieldstonealliance.org under free resources, then assessment tools), the program would generate a summary score for each factor of success for collaboration among organizations. These questions assess your readiness to be an active participant in a collaboration. I suggest you review your answers with a classmate, mentor, colleague, or faculty member, especially those responses you scored as a neutral, disagree, or strongly disagree. Consider your plan for your leadership development journey, and seek to focus some attention on these areas. As you reflect on what you have learned so far in the context of leading a collaboration, you will recognize the skills, knowledge, and abilities to be developed.PRESCRIPTION: FROM ALLIANCE TO COLLABORATIONHoskins and Angelica (2005) describe four levels of how organizations work with others and capture the word alliance to refer to this working relationship, “An alli-ance is a relationship between partners that is strategically formed to accomplish goals that benefit the community while strengthening the partners.”As an alliance becomes more complex and intense the working relation-ships grow from cooperation to coordination to collaboration to a merger. Cooperation is a very short-term, informal relationship while coordination is a longer-term connection requiring an understanding of missions. Collaboration is a longer, stronger relationship where separate organizations come together to create a common mission. A merger is a lifetime commitment to join two organizations as one.Sharon Kagan (1991) created a specific scale based on intensity for determining if organizations were truly collaborating or merely cooperating. The more intensity invested in the relationship, the higher the level of involvement and commitment, and the more likely the relationship is collaborative. In the example detailed in Table 12.4, please reference A+ Tutors (from Chapter 10) to demonstrate the details of intensity.When leading a collaborative effort, the previous instincts of charging forward on a new idea or making a decision to revise a policy take on a new way of think-ing and acting. You are no longer working for the goals of just your department or organization; you are working for a more complex and dynamic group. Although Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

304 PART IV: INFLUENCEDescriptorA+ TutorsCooperation: Shorter-term, informal relationships that exist without any clearly defined mission, structure, or planning effort. Information is shared about the subject at hand. Each organization retains authority and keeps resources separate so virtually no risk exists.A+ Tutors cooperates with the local schools by exchanging information about its mutual clients’ grades, attendance, and test scores (with client permission).Coordination: More formal relationships with focus on a longer-term interaction around a specific program. Requires some planning, communication channels, and division of roles. Authority still stays with individual organizations; everyone’s risk increases. Resources are made available to participants and rewards are shared. Power can be an issue.In addition to above, A+ Tutors coordinates with the local schools by using curricula selected by the schools. Management of A+ Tutors hosts semi-annual meetings with curriculum planners in each school district. Schools invite A+ Tutors to share tutoring techniques at the annual teacher training conference.Collaboration: A long-term and pervasive relationship exists with full commitment to a common mission. There are well-defined communication channels operating on all levels. There is a mutual determination of authority and risk is even greater due to the contributed resources and reputation. Partners share results and rewards. Power is likely unequal and can be an issue.In addition to above, A+ Tutors is located in a portable classroom at each elementary school. Teachers collaborate with A+ Tutor management to train tutors and select materials. Tutors actively consult with teachers on mutual client progress. Measures of success are included in reports for schools’ annual academic measures.Source: Adapted from Kagan, S. L. (1991). United we stand: Collaboration for child care and early education services. New York, NY: Teachers College Press.Table 12.4 Relationships and Intensitycollaboration is considered to be a high level of operating and achieving results, it may not always be a marriage made in heaven. The following concerns should be reviewed before an organizational commitment is made (Winer & Ray, 1994). •Ideology – Values and beliefs may not align well or allow the flexibility needed for collaboration. •Leadership – Group collaborations often fail because the leader may not have the power to bring all parties together or cannot run an effective meeting with the added complexities. •Power – Power is rarely equal among members of a collaborative effort. How-ever, the group must achieve a melding of powers and balance the inequities. Equity is the goal, not equality.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 12 ◆ Multicultural Leadership 305 •History – If there is historical “baggage” between organizations of the col-laboration or individual members, preparation, dialogue, and new understand-ing must be achieved for the collaboration to be successful. •Competition – Is there really a joint effort or a “marriage of convenience” because the funder will only consider collaboration? If funding is the only reason to be together, there is no collaboration. •Resources – Collaborations require resources contributed by all members. Employees who are assigned to participate must be given time to engage in the work of the collaboration. Other difficulties include leadership time com-mitments, information technology is not adequate, or skills of the organiza-tion are not at the level required. Organizations must assess the needs of the partnership before commitment.Potential threats to a collaboration are possible at several stages of the process. In fact, one of the major threats is to ignore the key stages of the process of forming the collaboration, and proceed as if it is similar to a typical project plan. In the human services sector, the need to collaborate among organizations is high. Community problems are numerous and complex while resources are scarce. If solutions are to be sustainable, all stakeholders must be involved. Stephen R. Covey (2011) identified a successful collaborative process called synergy: seeking a third alternative. A third alternative is not my idea or your idea. It is a new idea that resolves everyone’s concerns. The steps to achieve such an idea are foundational to a successful collaboration. •Invite the stakeholders to the table •Identify a clear “end in mind,” describe and agree on the results the collabora-tive has in mind. •Listen to the needs and voices of each represented group, and affirm the value of the talents and ideas represented there. •Encourage each stakeholder to restate the needs and ideas of the other stake-holders there. •Explore many ideas for resolving the needs and concerns at hand. •Determine a solution (third alternative) to which all will commit and enroll in its success.Other success factors include involving leaders who can see and think beyond their own needs as well as collaborating with organizations that are financially healthy and not seeking this opportunity to fix an organizational problem.Getting started is very important. It is possible that the initiator of the collaboration is not the best choice of convener for the meetings. Initiators had the energy, persuasion, and passion to invite and bring people to the table. Now a convener is Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

306 PART IV: INFLUENCEneeded to help the group find its center. What will be its purpose, mission, and vision? How will the group bring this to life? And how will this happen so all can say with pride, “We made a significant contribution to this success!”In addition to the previous discussion of power of the groups in the partnership, there are additional descriptions of power as it relates to individuals that can be helpful for the convener. Individuals can wield power in a helpful or harmful manner. Winer and Ray (1994, p. 34) describe helpful power as “sunshine power” and power that is destructive as “shadow power.”Sunshine Power – visible influence •Charisma, enthusiasm, confidence •Making connections to others with power •Applying knowledge, skills, experience •Demonstrating consistency •Contributing so others can learn •Having clear boundaries, ability to go through channels •Choosing to reward othersShadow Power – hidden influence •Seize power by making people afraid •Having clear boundaries, knowing how to go through channels •Withholding knowledge, skills, experience •Acting inconsistently, creating confusion •Making excuses for not contributing •Bullying others •Remaining isolated, demanding •Withholding needed resourcesPower is an important commodity for members of an alliance. Like any skill, it can be used well or used to abuse. It is helpful to see both sides of each type of power described as you might see it when convening a group on the path to collaboration.The stages of a group of organizations building a collaboration follows the same Tuckman (1965) stages of group development all teams and groups face when learning to work together. You can refer to Chapter 6 about teams to refresh your understanding of those details. Here is a summary of those stages:1. Forming – The group establishes individual roles within the new collaboration. They seek to establish trust, affirm their vision, and define the desired results of the project. The project work assignments begin as individuals.2. Storming – In this stage they are unsure of the authority vested in them by their organizations, and are unsure of their roles in the collaboration. Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 12 ◆ Multicultural Leadership 307The group tests their authority, argues about purpose, and becomes bogged down. They are caught in conflict trying to get organized.3. Norming – Over a period of several months, members found ways for the collaboration to interact. They built joint systems and policies, managing the work, evaluating results, and renewing efforts. The work shifts from indi-vidual to organization.4. Performing – After many months the projects of the partnership are humming along, it has grown to involve more organizations, and the baton has been passed to a new leader. There is increased community recognition and resources. The collaboration has community recognition, involvement, and established change. The work encompasses the community.Collaboration is like creating a piece of art. It may not be as we first thought, but it is better because we allowed ourselves to be influenced by the voices of others. It creates a unique alternative no one in the collaborative came to the table ready to propose. Covey (2011) called this a “third alternative.” Reaching a third alternative requires the establishment of trust among all the members. Trust builds through the investment of time as well as the ability to set agendas aside and listen. Commitment to the process is vital to successfully finding an alternative all believe in. Once each member knows the collaborative understands each person’s story and values the person and organization represented, new ideas will flow like water from a faucet. No one will hold back, shared ownership will emerge, and transformation will define the outcomes of the initiative. This process of coming together is most helpful when the group must become a high functioning team, when there has been a history of distrust, when emotions are high, and when a significant change must be created, planned, executed, and sustained.In addition to the synergy of a collaboration, there are other structured, formal leadership options to consider when choosing how to work together with other organizations. Decisions must be made considering how long the partnership will be joined, how important teamwork is to the goals of the initiative, and how closely the partners will work together. Utilizing the concept of the three types of an alliance (Hoskins & Angelica, 2005), note the arrangements for administration, communication, and service delivery for each type:Cooperation •Board and staff development of all organizations in alliance •Data sharing of program assessments •Shared program expenses •Shared customer information •Shared program level leadership, informal structure, low level authorityHarley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

308 PART IV: INFLUENCECoordination •Shared central staff, offices, and equipment with supported organizations nearby (mall approach) •Joint intake and information system •Program cosponsorships •Joint advocacy •Shared mid-level leadership, informal structure, moderate level authority, one organization is seen as the coordinatorCollaboration •On-site, joint administrative staff •Shared sponsor, funding requests, and funds received •Seamless, innovative service delivery •Shared top level leadership, formal structures, high level authorityThe needs and purpose of the alliance, and the level of trust among organizations will determine the type of alliance chosen. Spelling out the expectations and operations of the alliance should be put in writing. Verbal agreements hold no weight in matters of disagreements of resources, staffing and needed client services. Most often alliances utilize a memorandum of understanding signed by all parties. It can be written so that there are specific paragraphs for each of the partner’s responsibilities and common paragraphs appropriate to all. Typical topics include the following: •Mission •Goals •Strategic plans •Resources •Staffing •Partners •Stakeholders •Timeframe •Structure •Authority, decision making •Communication •Conflict of interest •Public relations •Legal and contract requirements (grants, rental of space, etc.)This leads to the final point about collaborations. Unlike marriages, collaborations are supposed to end. Different community needs emerge, organizations grow, relationships evolve, and people change. The new program may become institutionalized to its own Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 12 ◆ Multicultural Leadership 309organization with legal standing, its own staff and a board of directors, or become part of a different existing agency. It is important to end the original partnership with a ritual that includes appreciation for everyone’s efforts, celebration for shared accomplishments, and recollections of the journey.SUMMARYLeading an alliance of organizations is a culminating experience for many. It brings a special set of challenges, and likewise, a special feeling of accomplishment. The successful alliance requires leadership skills and abilities applied to a complex set of relationships among organizations. Will it become a cooperative effort, a coordination of programs and services, or a high level collaboration with shared leadership, resources, and a synergy that transforms communities. Leadership must match the needs of the purpose for the alliance and the trust level of the participat-ing partners with the appropriate structure in order to deliver expected outcomes.SOCIAL ENTREPRENEURSHIPWhether a human services professional, a board member of a human services organi-zation, or a corporate partner who is committed to the needs of the people of the community, it is frequent that such individuals experience new ideas for programs or services through the spark of that classic “Ah ha” moment: Wouldn’t it be great if …? Social entrepreneurs answer the call to “what if” and create new programs, services, products, organizations, and collaborations. Who are these individuals and what does it take to bring a new social idea to life? How can you answer your call to “what if?”REFLECTION: THE TEAR IN YOUR EYE, LUMP IN YOUR THROAT…LOOK WHAT THEY DID!Some were mentioned in the introduction to this book. Others you have read about in the history of the human services profession. A few have even received the Nobel Peace Prize. You see them highlighted on news programs (NBC Evening News: Making a Difference) and various talk shows. George H. W. Bush, 41st president of the United States, started a national program in 1989 to recognize those who volun-teer and start new programs with a Point of Light Award. This national recognition for community service and leadership recognizes many unsung heroes and heroines across the country. Adults of all ages, teens, and children in this country and around the world have all contributed to the improvement of the human condition. It is not impossible to become a social entrepreneur. It does require leadership skills and some additional knowledge and skills.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

310 PART IV: INFLUENCEWhat ideas have you considered regarding new programs or services. Is there a new nonprofit idea you have been pondering? Social entrepreneurism is a relatively new area of study. Most of the literature is about twenty years old. Entrepreneurism is not much older as a course of study. And some of the literature of the former helps inform the latter. Even the definition of a social entrepreneur is not tidy and concise. Peredo and McLean (2006, p. 63) conducted a review of the literature and compiled these characteristics of a social entrepreneur: •Exercised whether as an individual or a group •Aims to create social value •Has capacity to recognize opportunity to create the social value •Employs innovation in the creation or distribution of the social value •Willing to accept above-average risk in the creation process •Is resourceful and undaunted by scarce resources in the beginning of the processThe most important characteristic is the purpose to create social value. It is also important to note that the process is not the purview of just an individual, but groups and organizations can assume the title of social entrepreneur.DIAGNOSIS: INDIVIDUAL OR GROUP: WHAT ARE THE SKILLS AND NEEDED TALENTS?Gallup research is working on the identification of entrepreneurial characteristics and key talents. Clifton and Badal (2014) determined the importance of entre-preneurism to the future of the world’s economic growth and identified specific strengths of successful entrepreneurs. Building on the years of research in the area of individual strengths, Gallup has developed an assessment to determine the level of each of the 10 essential talents of entrepreneurs. Reading Gallup’s full report, the researchers have certainly not surveyed the full range of human characteristics and talents, but they have a beginning look at important talents of entrepreneurs. This work translates well to the world of social entrepreneurism. The top 10 talents are detailed in Table 12.5.Determining the talents you possess in relation to the tasks of a start-up orga-nization demands honesty and even an outside perspective. Consult with a mentor or work colleague for an unbiased perspective. It’s not a test you have to pass but rather an incentive to bring partners into the process. Multiple talents are exponen-tially better than limited talents.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 12 ◆ Multicultural Leadership 311Top 10 TalentDescription of TalentConnection to Social Entrepreneur (SE)ConfidenceKnow YourselfInfluence OthersAction-OrientedDue to limited resources in a SE project, confidence and influence are a must.Creative ThinkerSee Beyond BoundariesMind Fires With New IdeasCurious and Quick LearnerIt is the creativity that brings an SE to the “what if “ idea.DelegatorProactively CollaborateRecognize Other’s TalentsPromote Team MembersMany SE projects involve collaborative groups. Promoting the team and their talents is necessary to succeed with groups.DeterminationTremendous Work EthicOvercome ObstaclesUndeterred by FailuresSEs are driven, both by the passion for the project, but also for the need to find necessary start-up resources.IndependentStrong Sense of ResponsibilityHandle Multiple TasksHigh Level of CompetenceSEs have a keen sense of responsibility to humanity. They are used to leading teams and are skilled in multiple tasks.Knowledge SeekerUse Knowledge as a Competitive AdvantageAnticipate Knowledge NeedsSEs are quick learners and use this to their flexible advantage.PromoterMake Your Case EffectivelyCommunicate Your VisionClear Growth StrategySEs can tell their story with passion. They can make the listener become the hero by joining the cause.Relationship BuilderOpen DemeanorHigh Social AwarenessRelationships Go Beyond WorkSEs have large networks of good friends. They support each other and have for years.Risk TakerHighly OptimisticMake Complex Decisions EasilySEs are bold regarding risk, but do mitigate some risk through the likely collaboration.Business FocusClear GoalsInvest in PlanningJudge Value by ImpactSEs have a dual focus: both business and social value. Innovative revenue is what fuels many SE projects.Table 12.5 The Top 10 Essential Talents of Entrepreneurs Source: Adapted from Clifton, J., & Badal, S. B. (2014). Entrepreneurial strengths finder. New York, NY: Gallup Press. pp. 60–140.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

312 PART IV: INFLUENCEPRESCRIPTION: A MODEL AND SUCCESS VARIABLES IMPACT SOCIAL ENTREPRENEURSHIPUnlike a business entrepreneur who might obtain investors for an innovative prod-uct or service, a social entrepreneur does not usually have a product to sell. The programs and services are typically targeted to the at-risk population whose income is usually stretched already. Affording another expense is not likely, no matter how needed. Resource identification and development are the biggest challenges for the social entrepreneur. In their multidimensional model of social entrepreneurship, Weerawardena and Mort (2006, pp. 31–32) suggest that social entrepreneurship behavior is influenced by the concurrent requirements of the environment, the need to establish a sustainable organization, and the need to achieve social mission. These three constraints provide the turbulence as social entrepreneurs seek to man-age risks, innovate to support the new social enterprise, and act proactively in the process of building the new program or organization. Visualize the three sides of a triangle (environment, sustainability, and social mission) framing the interaction of proactivity, risk management, and innovation.What is it that social entrepreneurs do to create the most likely chance for the success of their “what if” idea. Sharir and Lerner (2006) studied 33 Israeli new social ventures (human services organizations) across 15 different variables with the potential to influence the agencies’ success. Eight of the variables demonstrated a positive impact on the recently formed organizations. Successful organizations were defined as reaching their goals, attaining resources to sustain the organiza-tion, and supporting further growth. The eight variables (Sharir & Lerner, 2006, pp. 11–15) in order of influence are the following:1. Social Network – The actions of the focal people in the social network within which the entrepreneur operates are likely to be decisive in determining if the effort is supported or blocked.2. Total Dedication – They create opportunities and make them work. There is focus on the vision, not the difficulties.3. Capital Base – Social venturing lacks a venture capital infrastructure for the initiation and establishment stages. Finding capital to pay salaries of a core group of employees is significant.4. Acceptance of the Venture in the Public Discourse – If the prevailing cultural and societal norms accept the venture, it will likely succeed.5. Previous Managerial Experience – Having supervisory, as well as financial management experience was a large boost to the success of the new ventures.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 12 ◆ Multicultural Leadership 3136. The Venture’s Team – Building an actual team with friendly relationships and a variety of talents brought excellence to the organization and operational sustainability.7. Standing the Market Test – This determines if the clientele will support the organization. The community must see the venture organization as the agency of choice.8. Follow-Up Results – When the venture organization reaches the institutional-ization stage, it is truly sustained both financially and culturally.The study of and support for social entrepreneurs and venture organizations is increasing rapidly. Universities such as George Mason, Stanford, and the University of Maryland are hosting centers to teach and provide experiences in social value creation. In Minnesota, the governor recently (2014) signed into law a new category of business called the Public Benefit Corporation It provides more flexibility in how profits are distributed allowing for more support to social value programs. Such communities and institutions are leading the way to provide support for community leaders to create new social/service sector organizations.SUMMARYMuch of the work to create a new social venture is similar to a business venture. Key differences lie in the lack of venture capital infrastructure and the emphasis on the social value of the new program. This leads to the importance of finding sustain-able financial resources and the passion for the social issue and needs being met.Becoming a social entrepreneur is a dedicated journey of sustained hope and vision. As others are drawn to your cause, the journey becomes one of leadership and entrepreneurism. There are so many needs to be met in this country as well as globally. But you will not find a legacy purpose more fulfilling and exciting than this. You can do it! What if you don’t?REFERENCESBordas, J. (2007). Salsa, soul, and spirit, leadership for a multicultural age: New approaches to leadership from latino, black, and American Indian communi-ties. San Francisco, CA: Berrett-Koehler Publishers.Booz & Co. (2013). Women and the economics of equality. Harvard Business Review, 91(4), 30–31.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

314 PART IV: INFLUENCEBrett, J., Behfar, K., & Kern, M. C. (2011). Managing multicultural teams. In Harvard Business Review: Building better teams (pp. 103–124). Boston, MA: Harvard Business Review Press.Cialdini, R. B. (2007). Influence: The psychology of persuasion. New York, NY: Collins Business.Clifton, J., & Badal, S. B. (2014). Entrepreneurial strengths finder. New York, NY: Gallup Press.Covey, S. R. (2011). The 3rd alternative: Solving life’s most difficult problems. New York, NY: Free Press.Gentry, W. A., & Leslie, J. B. (2012). Developing political savvy. Greensboro, NC: Center for Creative Leadership.Hoskins, L., & Angelica, E. (2005). Forming alliances: Working together to achieve mutual goals. St. Paul, MN: Fieldstone Alliance.Kagan, S. L. (1991). United we stand: Collaboration for child care and early edu-cation services. New York, NY: Teachers College Press.Kouzes, J., & Posner, B. (2012). The leadership challenge: How to make extraordi-nary things happen in organizations (5th ed.). San Francisco, CA: Jossey-Bass.Mattessich, P. W., Murray-Close, M., & Monsey, B. R. (2001). Collaboration: What makes it work (2nd ed.). Saint Paul, MN: Fieldstone Alliance.Minnesota Public Benefit Corporation: http://www.bizjournals.com/twincities/news/2015/01/06/minnesotas-first-public-benefit-corporations.htmlNASW Center for Workplace Studies. (2007). More money—less money: Factors associated with the highest and lowest social work salaries. Retrieved from http://workforce.socialworkers.org/whatsnew/salaryreport.pdfNBC News. (n.d.). Making a difference. Retrieved from http://www.nbcnews.com/feature/making-a-differencePeredo, A. M., & McLean, M. (2006). Social entrepreneurship: A critical review of the concept. Journal of World Business, 41(1), 56–65.Pink, D. (2012). To sell is human: The surprising truth about moving others. New York, NY: Riverhead Books.Points of Light Award: http://www.pointsoflight.org/?gclid=CjwKEAiAxNilBRD8 8r2azcqB2zsSJABy2B960YiOamTmgMvFeccdAnxYGYS0NjQxdWdN giA0gV8BChoCOH7w_wcBRyan, J. (2006). Inclusive leadership. San Francisco, CA: Jossey-Bass.Rush, S. (2004). Telling the untold story: A conversation with Stella M. Nkomo. In The CCL guide to leadership in action: How managers and organizations can improve the practice of leadership (pp. 205–233). San Francisco, CA: Jossey-Bass.Sandberg, S. (2013). Interview: Now is our time. Harvard Business Review, 91(4), 84–88.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Chapter 12 ◆ Multicultural Leadership 315Scharlatt, H., & Smith, R. (2011). Influence: Gaining commitment, getting results (2nd ed.). Greensboro, NC: Center for Creative Leadership.Sharir, M., & Lerner, M. (2006). Gauging the success of social ventures initiated by individual social entrepreneurs. Journal of World Business, 41(1), 6–20.Tuckman, B. (1965). Developmental sequence in small groups. Psychological Bulletin, 63, 384–399.Weerawardena, J., & Mort, G. S. (2006). Investigating social entrepreneurship: A multidimensional model. World Business Journal, 41(1), 21–35.Whitaker, T., Weismiller, T., & Clark, E. (2006). Assuring the sufficiency of a frontline workforce: A national study of licensed social workers. Executive Summary. Washington DC: National Association of Social Workers.Winer, M., & Ray, K. (1994). Collaboration handbook: Creating, sustaining, and enjoying the journey. Saint Paul, MN: Fieldstone Alliance.White, Deborah H. (1998). The impact of cocurricular experience on leadership development. (Unpublished doctorate dissertation.) Department of Educational Leadership and Policy Analysis, East Tennessee State University, Johnson City, TN.Yukl, G. (2010). Leadership in organizations. Upper Saddle River, NJ: Pearson Education.Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

Harley-McClaskey, D. (2016). Developing human service leaders. SAGE Publications, Incorporated.Created from capella on 2023-08-04 23:47:00.Copyright © 2016. SAGE Publications, Incorporated. All rights reserved.

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