Category Archives: Collective Impact

The Challenge of Competing Ideas

“Would you have sex with a person whom you knew for certain had AIDS and your only protection was a condom?” That was not a question I had expected, though I had responded to plenty of difficult questions in the preceding three hours of the meeting. For two years I had been piloting a sexuality education curriculum to prepare it for wider dissemination and replication in public schools. My visit to the rural Midwestern community on this winter evening was to meet with the curriculum committee of a local school considering adoption of the program. When I arrived at the school, I learned the meeting was to be held in a large multi-purpose room that served as both a theater and cafeteria. This seemed an odd location for a committee that was typically comprised of less than a dozen people. As I walked into the room, I realized it was not a committee meeting after all, but a community meeting and up to 200 people were expected. My mind raced to understand what this could mean.

I took a walk through the empty hallways of the school to center myself, focus my thoughts, and calm my nerves. I had not prepared for 200. I did not have nearly enough handouts. I could not understand why someone at the school had not given me advanced notice. I puzzled why so many people were expected to attend a committee meeting that even the official members probably skipped as often as possible. The knot in my stomach told me this was not going to be a good evening and that I had better remain calm and focused. I resolved to keep my comments and answers short, simple, and embellished with only a touch of gentle humor to convey friendliness. Walking back toward the meeting room I passed a large group of people huddled in the corner of the school’s main lobby, busily taking notes, and listening intently to the instructions of a man who was obviously in charge. He would be, as I would shortly learn, the first inquisitor of the evening.

A single member of the curriculum committee finally greeted me. I never did meet the other members.

By the time my host escorted me to the podium at the front the room had nearly filled to capacity. The leader of the group in the lobby was seated in the middle of the front row, surrounded by his followers, directly in front of the podium. My host briefly introduced me. I delivered a 15-minute opening presentation as requested and then invited questions.

The man from the lobby rose and asked in a booming voice, “Do you believe in moral absolutes?” and then smiled broadly, while his followers murmured their approval. I breathed deeply, remembered to smile, and said quite simply and very succinctly, “Yes.” For half an eternity, we simply looked at one other, smiling. Slowly, his face began to flush and his feet shuffled uneasily. Finally, he nervously turned to his followers for guidance, his confidence and certainty quickly dissipating. He mumbled something and hastily sat down, even as others in his group leapt to their feet and began shouting their questions at me as if to protect and defend their leader. Some of the questions were about the curriculum, some were about me, and many were philosophical and even theological. Thus, the evening began and continued for more than 3 hours until a man in the last row of chairs stood up and asked: “Would you have sex with a person whom you knew for certain had AIDS and your only protection was a condom?”

I smiled, thanked him for his question, and said, with a touch of humor to diffuse a tense situation, “I don’t think my spouse would appreciate me having sex with another person.” The man exploded in rage. He jumped up and screamed, “I asked you a question and I demand an answer! Would you have sex with a person whom you knew for certain had AIDS and your only protection was a condom?!?” All eyes flashed toward him, then shifted back toward me to see what I would do. I stood silent for a moment to quell my fear and compose myself. Finally, I calmly replied, “I’m sorry, I don’t believe that is an appropriate question.” All eyes turned back to him and throughout the room I could hear the whispered pleas from embarrassed community members for him to, “Sit down and shut up.”

Mercifully, the meeting was soon over…but the evening was not.

As the meeting was breaking up I was gathering my wits and materials. A woman strode up, stood in front me, glared into my face, and said, “I cannot believe you were ever a minister of the Gospel.” I was stunned and did not respond, so she moved closer and repeated it louder. I still did not know what to say so she came even closer and yelled it at me. I finally managed to mumble, “Thank you for your comment,” turned quickly, and started walking for the door.

Just before I reached the door, a man ran into me…hard…knocking all the materials out of my hands onto the floor. I was shocked to see he was a priest. I bent down to pick up the materials, keeping one eye on my “assailant.” To my surprise, the priest bent down and started helping me pick up the material. As we were both bent over, our heads close together in the gathering work, he whispered to me: “I really appreciate what you are doing and support it. I just wanted you to know I can’t say so publicly.” He handed me the last paper he collected, straightened up, and walked out the door.

The drive home was nearly 200 miles in the middle of the night over frozen roads, and I would finally get home at 4:00 AM. I never once feared for falling asleep as I intently watched the road ahead of me, and wondered what kind of place I had been where I would be accosted by a priest, just so he could speak to me. I nervously watched the rearview mirror for fast approaching headlights on the isolated rural highways.

It was months before I would sleep well again, even in the security of my own home.

As I drove home my mind tried to make sense of the evening. I also tried to make sense of my career move barely two years before. I had moved from a career in religious work to social services, where I was put in charge of piloting and replicating a teen pregnancy prevention program. I wondered if I had made the right move and if this kind of thing was going to be a regular part of the job. Even more, I wondered if I should stay with it. I did. Now, more than two decades later, and many similar community meetings, I am still in the field, as are numerous other veterans of the conflict over sexuality education on both, or many, sides. Since that winter evening I have wanted to more fully understand why and how we provide leadership amid such conflict.Peace and Conflict

This true story was featured in the opening pages of my doctoral dissertation, which was completed in 2013 after years of living the intractable conflict over sexuality education in public schools. It is a battle for public support and funding that still rages today, having originated in Chicago in 1913.

When I completed the study, I promised everyone who participated that I would share a summary with them. If you are interested in reading it, you can find it here and are welcome to download it free of charge.

The study focused on the intractable conflict over sexuality education in public schools. However, the “lessons learned” in the study can be applied wherever competing ideologies keep people from working together for a greater good. Have we not seen this competition in many community change coalitions, collaborations, and collective impact initiatives? Of course, it happens regularly in politics, leading to the infamous gridlock that hobbles any administration and legislature from leading and governing.

I am not offering this summary because it has all the answers. I am offering it because it may have some insights that are timely, especially for those of us who live in the United States. Indeed, it raises some important issues and questions if we are going to find a way to work together – regardless of our cause and despite our differences.

Be greater, do good, everyday.

Tom

My Day at the White House

I was surprised (no, stunned) and honored with an invitation to the White House early last week for a meeting that took place at the end of the week. I was clueless why I received the invitation, especially on such short notice, so I called and asked if it was a mistake and, if not, what were they thinking? It wasn’t a mistake but the person I spoke with couldn’t tell me why I was invited (which is not exactly a confidence builder). It was all a bit mysterious but I went anyway thinking it was probably a mistake and I would either get thrown out or picked up by the Secret Service. Still, just in case, I didn’t want to miss the opportunity.

After five security stops (one online and four in person), I got into the building and I learntjust-me why I had been invited. It seems a recent research paper that Ed Saunders and I published earlier this year in Community Development, the journal of the Community Development Society, got some attention. Ed, who is the former Director of the School of Social Work at the University of Iowa, and I have been collaborators for 25 years, since 1991. Our recent research and paper on the integration of community engagement, collective impact, and sustainable community development grabbed the interest of a Department of Housing and Urban Development (HUD) official and that person, in turn, moved it up to the White House.

I was invited to the meeting as a way of introducing me and our work to the people in the Administration and around the country who are working on the President’s Promise Zones initiatives in 22 disadvantaged communities. (Also, my Midwestern self-deprecating roots tell me I should note that I was an easy “get” for the meeting because I live only 30 minutes away.) Because this is a 10 year initiative that is not tied to a Federal budget line, it is expected that the Promise Zones initiative will survive the change of administration later this year.

The unique, and apparently appealing, facet of our work is that it situates the social change phenomenon of collective impact within the larger framework of community development. Collective impact has been widely adopted by government, funders, and communities around the globe.

Many thanks, and kudos, to Norm Walzer, the editor of the special collective impact issue of Community Development.  I’m sure Norm is always pleased to know when people are reading the journal.

Thanks as well to Paul Born and Liz Weaver and their crew at Tamarack Institute for giving me the blogging and workshop space to vet, and vent, some of our ideas to their constituents in Canada. Tomorrow I head back to Toronto to be with them again in the Community Change Institute this coming week where I’ll be a learning lab leader and also lead a couple of workshops. It is always great fun to work with them!

Ed Saunders and I have enjoyed a long collaboration on program development, evaluation, theory development, and testing. It is gratifying to know that people are reading and finding value in our work. My work with Ed has been some of the most enjoyable and satisfying of my career.

It is even better if our hard work contributes to making the world a better place, especially for those who are disadvantaged and marginalized in our society.

It was a far more interesting and amazing day than I expected. I didn’t get thrown out or taken away by the Secret Service, but it was still an exciting day.

Be Greater. Do Good. Every day.

Tom Klaus

Listening for Crickets

Some people think of me as an expert in a few things, which is okay. It is not okay, however, that I have acted like an expert in most things…if not all things on occasion.

This awareness is part of the understanding that comes with experience and maturity (which is a nice way of saying “age”). That it took me a while to arrive at this self-understanding is a bit embarrassing yet I’m glad I did. It has dramatically changed how I try to work with individuals and groups. Even more, I think it has changed my relationship with them for better.

The problem with being an expert on anything is that we imagine it comes with a license to weigh in on everything, no matter how remotely related to our actual expertise. It is even worse when we experts become leaders. Leadership implies responsibility and now, along with our license, we feel a duty to share our expertise with everyone we can, whenever we can, wherever we can, and to the fullest extent possible. Makes us great party guests, huh?

When we experts are put in leadership of a team, a coalition, a collaboration, a backbone organization, or a collective impact initiative, it becomes especially important for us to exercise self-control.

Only when we lay aside what we think we know and lay down our leader/expert role can we hear more clearly the expertise of others and the wisdom of the collective.

Craig Ferguson & Geoff

Comedian Craig Ferguson with his Late, Late Show “side kick,” Geoff

So, this is where Craig Ferguson’s advice comes into play. In a stand-up comedy special he performed in 2011 titled Does This Need to be Said?, Ferguson offered three self-reflective questions. In one of his best lines, he also said it took him three marriages to learn them. Besides their potential for saving marriages, they are also important questions for us leader/experts to consider before sharing our wisdom. Let’s take a brief look at each of Ferguson’s questions:

Does this need to be said? Collaboration work is full of ups and downs. There will always be a temptation for us leader/experts to step in to try to solve, explain or otherwise smooth the way. In reality, the way does not always have to be smoothed. Often it is in the process of working together, through both good and bad, that challenges are met by groups with innovative solutions which produce the best outcomes.

Does this need to be said by meTruthfully…probably not. I’m learning that if I shut up, allow space for others to speak up while I simply listen, then if it needs to be said at all, others will say it. I’m learning there is often a difference between what I see as an issue and what the group sees as an issue.

Does this need to be said by me nowYou see, when I put on my leader/expert Super X-ray Glasses I can see many things that mere mortals cannot. Further, my expertise may tell me that “this is gonna be a problem and we gotta deal with it now.” When I shut up, keep my opinions to myself, and just listen, what I have learned is: a) if my analysis is correct, then others will usually see it too, name it, and the group will address it; b) my analysis may be only partially correct and the group may feel there are other issues (which my analysis may have missed or minimized) that it needs to address first; or c) if my analysis is dead wrong, the group will move to other issues which, once resolved, tend to take care of the issue I diagnosed.

A more academic presentation of Ferguson’s three questions comes from one of my favorite organizational culture authors, Edgar Schein. In his article On Dialogue, Culture, and Organizational Learning, Schein described “suspension” as a critical aspect of productive group dialogue. “Suspension” is to stop talking and listen: “to let the issue – our perceptions, our feelings, our judgments, and our impulses – rest for a while in a state of suspension to see what more will come up from ourselves and from others” (p. 33).

More pragmatically, I have to come to call this “listening for crickets.” This is the time of year for cicadas to make their presence known. I love the sound of cicadas – for this native Iowa country boy their annual symphonies are the quintessential sound of summer. Admittedly, cicadas can be quite loud and intrusive. Crickets, on the other hand, often require us to suspend our activity and to listen quietly for their “voices.” This is what we leader/experts must also do to make sure all voices can be raised, are included, and clearly heard and understood in the collaborations we lead.

Today, I am building my expertise in listening for crickets and trying to lead by that example. In doing so I hope other leader/experts will follow and, even more, that the crickets among us will speak out and be heard. After all, listening for crickets is one of the most important competencies for any collaboration leader. Let’s get better together.

Be Greater. (Listen for Crickets.) Do Good. Everyday.

Tom Klaus

A Community Thrives in Baltimore

Baltimore is a city with challenges. Trials of the police officers involved in the death of Freddie Gray in 2015 are currently ongoing. Both this year and last, in the week before Memorial Day and in an unsettling coincidence, the city recorded its 100th homicide of the year. One television station even reported the mark was reached on the same day, May 27th. To many outside of Baltimore all of this seems a little too much like the fictional Baltimore portrayed in the popular television show of a few seasons back, The Wire. Despite both the reality and perceptions of Baltimore, there is at least one place with a deep, thriving sense of community.

The concept of “community school” has been making a comeback. Community schools are “centers of the community and are open to everyone – all day, every day, evenings and weekends.” Today this is considered innovative. In the past, particularly in rural areas, the school was the center of the community. There are still some communities, where consolidation could not take hold, where it is still true.

I attended a community school…Morning Sun Community Schools, more precisely. Morning Sun, Iowa is a tiny rural community (population 836 in the 2010 census) in Southeast Iowa, only a few miles from the Mississippi River. Today, because of school consolidation that swallowed it up in the early 1990’s, it has only an elementary school. Nonetheless, that elementary school, with 145 students, is about the same size as the whole district at the time I graduated from high school. My graduating class was 24 students, which actually seemed pretty large to us at the time.

In my hometown the school was the center of community life. The school and its grounds hosted every aspect of social and cultural life in the town. It hosted scouting programs, the local Lions and Lionesses Clubs, summer Little League, Memorial Day and 4th of July celebrations, community dinners and dances, and the social event of the year: the Junior/Senior Prom. It was where we voted and received our vaccinations. It was the cultural center where band concerts, theatrical productions, and “donkey basketball” matches were staged. Okay, so maybe donkey basketball is not really a cultural event but the donkeys were pretty classy. It was the sports arena where we gathered to watch junior high and high school football, baseball, softball, basketball, and wrestling. Like today’s community schools, it was open every day of the week and it seemed like something was always happening there. Our school was the glue that held the Morning Sun community together.

In Baltimore there is another school, Wolfe Street Academy, which is doing something similar today to knit together its community within Baltimore. Wolfe Street Academy is a part of the Baltimore City Public Schools. The school’s focus on integrating academics, health and social services, youth and community development, and community engagement through community partnership causes it to stand out and bring hope to a city that too often struggles to find and hold hope. Wolfe Street Academy is a Pre-K through 5th grade school and historically has served the most recent immigrant populations. Today over 80% of its students speak a language other than English at home. Ninety-six percent of its students are from low-income households. As a community school, Wolfe Street Academy is a place which ensures students succeed academically, socially, and emotionally through a set of partnerships between the school and other community resources.

Wolfe Street Academy is a success story of deep community, collective impact, collaboration, and hope that needs to be told.

Fortunately, the people at Washington, DC’s public television station, WETA, thought so too. WETA has produced How a Community School Helps English Language Learners (ELLs) Succeed, a 13-minute feature on its ¡Colorín colorado! website about the Wolfe Street Academy.  ¡Colorín colorado! is a bilingual site for educators and families of English language learners.

In the spirit of transparency, I have to admit some bias about the work being done at Wolfe Street Academy. I have been there a couple of times in the past to help my spouse, Clemencia Vargas, with her students and I have been amazed and moved by what I have seen. Clemencia’s students, though, are the dental students from the University of Maryland School of Dentistry who provide oral health screening to Wolfe Street Academy. My role is typically to take pictures and otherwise stay out of the way. I see enough, though, to know this is a special place for many children and their families. It is truly a community school.

By the way, you will see Clemencia in a couple of fleeting scenes in the WETA video but you can see a longer interview with her about the dental screening program at Wolfe Street Academy and partnership with the UM School of Dentistry. When you view this video on the YouTube website you will see the interview continues with her in 11 segments total. In the additional segments she discusses the partnership with the school, the connection between good oral health and school success, and tells the story of one child whose life was changed as a result of the screening program.

The story of Wolfe Street Academy reminds us that community is defined by more than geography. Community is a place, a spirit, and a home where caring kindness wins out over rightness. May we all be so lucky to find such community in our lives and, then, welcome others into it.

Be Greater. Do Good. Every Day.

Tom Klaus

How’s Your Collaborative Posture?

Whether it is Collective Impact, or another collaboration framework, our collaborative posture is a critical underlying factor in success.

Recently the Collective Impact Forum featured a terrific piece by Sheri Brady and Jennifer Splansky Juster on the Collective Impact Principles of Practice. These eight principles to guide efforts to put Collective Impact into practice are long overdue.

Posture

How is Your Collaborative Posture?

There is still something missing. Each of the principles help collaborative groups operationalize the five conditions of Collective Impact (which you can probably recite by memory now: common agenda, shared measurement, mutually reinforcing activities, continuous communication, and backbone support). Yet each of the principles assumes members of Collective Impact groups possess the collaborative posture to enact the eight principles. I am wary of this assumption. I fear most people will read the CI Eight Principles of Practice and respond much in the same way they did to the CI Five Conditions: “Yep, makes a lot of sense. Got it! In fact, we’re doing those things already.” My experience in creating new collaborative efforts, and helping to repair existing efforts gone awry, has taught me that the best principles and conditions in the world will not make any difference if members have poor collaborative posture.

Much of what has been written about Collective Impact has focused on what people do to achieve it. This is not surprising because many people crave the comfort and certainty of formulas, recipes, and best practices – even though these are not very helpful in addressing complex issues. Underlying and supporting all of the doing is being the kind of people who can do what is necessary. I could use several of the eight principles that Brady and Splansky Juster identified to illustrate what I mean but I will focus on this one to make my point: “Include community members in the collaborative.” Specifically, the authors define community members as “those whose lives are most directly and deeply affected by the problem addressed by the initiative.” I fully agree with this principle but, realistically, it is difficult to do and often resisted. The most common protests to doing this are typically related to logistics: “We meet during the weekdays, can they come at the same time?,” “How would they get here?,” “Could they come to where we meet?,” and “Do they really have the experience to know how to interact with our group?” The answers are really pretty straightforward to these barriers: “Change you meeting time, provide transportation and/or make the location more convenient to community members, educate members about the content, and orient them to, even train them in, the process of your meetings.” I do not believe the logistics are really to blame. I believe the problem lies within the will of both individual members and the group. Remember the old saying, “Where there is a will, there is a way?”

Possessing a collaborative posture is about being the kind of people who find the will to do what it takes to engage people in the community and to actually do the other principles. 

What does it take to achieve a collaborative posture? Let me suggest at least three things. I touched on these back in January and here I will expand on them just a bit:

Checked Egos. Ego is fueled by the perceived right to authority. There are many things that cause us to feel like we have a right to make decisions on behalf of others. Some of these things include, but are not limited to, education, wealth, status, race, formal position, the depth of one’s personal experience, and even the honor of membership in a social change collaborative group that is going to “help” others. When we humans come together in a group to make decisions that affect the lives of others, it is so easy to feel like we have been given authority over others, even if only a little.

When we “check” our egos, we willingly lay down the right to have the final word in decisions that affect the lives of others.

When we must make those decisions, we do so as inclusively as possible and, even then, with a sense of awe, respect, and care. I know. This does not sound practicable in a world that moves as fast as ours. Yet we mostly accomplish this capacity by living into an attitude of humility.

Crossed Boundaries. To cross boundaries in collaborative work is to invite others to work with us, and especially those who are not like us and may not even trust us. Why in the world would we ever do that? Simple; because we cannot make change happen by ourselves. It is completely human, when we form groups, to gravitate toward those most like us and whom we find most agreeable. This ensures our comfort in the group and comfort is important. You know what I am talking about; you have seen it yourself. A coalition or collaboration forms by gathering “the usual suspects,” those individuals and groups already known to one another because they have partnered on the same or similar issues in the past. They know before they ever meet they are all “on the same page.” This is not horrible, but it is very inadequate because it often leads to doing “business as usual.” What if a collaborative group were to form among individuals and groups who shared a similar goal but had very different ideas for how to accomplish it? For one thing, everyone would feel a lot less comfortable.

I used to teach groups that the first step to crossing boundaries was to take a good look at their group and see who was not in it and yet should be. I have given up on that strategy. There is a stronger tendency toward group self-preservation than I ever estimated. Once it has achieved a particular comfort, it fights to maintain the status quo. As a result, groups often conclude most everyone who should be in the group is already in the group.

What I have found to be more effective in teaching groups about boundary crossing is to ask this question: “What individuals or groups do you feel most uncomfortable including in your collaborative group, even though they may agree with your ultimate goal?” Once they have listed those individuals or groups, I encourage them to reach out to them and begin the process of inviting them to participate.

Crossing boundaries has to take us out of our comfort zone or else we have not crossed anything.

Shared Power. Power sharing is rooted in a deeply held belief in the expertise of others. A few years ago I was in a meeting with the leadership team of a collaborative group that was responsible for implementing social service interventions in an urban community. I had just finished a day-long meeting with the full collaborative group and, during this debrief, I had merely observed to the leadership team that I did not meet any people in the group who actually lived in the community they were serving. The response I received was stunning in its arrogance as a team member pounded the table and said, “Why would we have them here? We are the experts!” Oh boy.

When we convene our Collective Impact and collaborative groups, we tend to seek out experts on the issue we are trying to address. This makes sense because we want the very best to help us solve the difficult, complex challenges we are facing. Experts are people with extensive skills and/or knowledge of a specific field, area, or issue. Does expertise include status, wealth, connections, and even celebrity? We must believe it does because we often prioritize recruitment of members with these qualifications. While it is important to include them in our collaborative groups, I do not believe any single area of expertise (including these) qualifies anyone to hold power over the lives of others.

Do we also believe in the expertise of the people who are living day-to-day with the issue our group is working to address? Do we believe drug addicts understand the addictive process better than we do and have solutions to offer? Do we believe the observations of people living in poverty concerning how policies and practices in our community are actually barriers to their getting out of poverty? Do we believe gang members and victims have insights on how to stop the violence? Do we believe poor people can offer solutions to their own situation? Do we believe people struggling with obesity know something about eating healthier? Do we believe parents of children who have been removed from the home and placed into the foster care system can also help us think of better ways to do child welfare in our communities? Or do we merely see all of these as people who need the help only we, the experts, can give them?

If we do not believe that every person has expertise, then we will cling to power, and our community and our collaborative initiative will struggle. When we release the power and share it with others, we will not only learn from one another but we will grow participation and ownership of the solutions.

Vu Le of “Nonprofits with Balls,” has observed that, in many Collective Impact collaborations, “Equity gets shoehorned in as an afterthought…Budgets have been approved. Funding has been allocated. Agendas have been set without all the people who should have been there. The ship has sailed.” As much as I welcome and support the implementation of the Collective Impact Principles of Practice, I believe they will work so much better in the hands of practitioners who possess a genuine collaborative posture. Without the collaborative posture, I fear they are little more than a new checklist of things to do.

Tell me…what do you think?

Be Greater. Do Good. Everyday.

Tom Klaus

 

© 2016 by Thomas W. Klaus

Collective Leadership for Collective Impact

What do you do when you realize the monumental project you have undertaken will have to be finished without you? 

Sagrada Familia - Outside

Sagrada Familia, Barcelona, Spain – October, 2015

This was the question Antoni Gaudi faced when the architect realized his great work, the Sagrada Familia, would not be finished in his lifetime. Gaudi’s solution is one that is still available to us today.

This past October I traveled to Barcelona, Spain to attend the International Leadership Association global conference where I was privileged to present a paper. I also participated in a fascinating pre-conference workshop that introduced me to the life and legacy of Antoni Gaudi. It also included a tour of the Sagrada Famalia, personally guided by our workshop leader, an architectural historian who had studied the life and work of Gaudi. By no means does one become an expert in Gaudi and his work in a day-long event. I did gain from this experience, though, a deeper understanding of collective leadership and its importance for collective impact.

Nativity - Sagrada Familia

Nativity – Sagrada Familia – October, 2015

The Sagrada Familia was conceived in 1866 as a holy offering to God by the Spiritual Association of the Devotees of Saint Joseph. Antoni Gaudi, himself a devout Roman Catholic, was named the second chief architect of the Sagrada Familia in 1883, within a year after the building’s first stone was laid. The first chief architect resigned in a dispute with the Association. Gaudi took over the project when he was 31 years old and guided it until his death at age 74.

The Sagrada Familia became, for Gaudi, the greatest and most meaningful work of his life. Gaudi came from a poor family and he struggled throughout his life to make a living. From 1883 to 1914 he worked other architectural jobs to support himself and even to purchase materials and labor to build the Sagrada Familia. It is reported that he gave much of his earnings to the project and was even known to beg passersby on the street for contributions. In 1914, sensing the project required his full attention if it were to be completed, Gaudi devoted his full time and effort to it.

Crucifix over Altar - Sagrada Familia

Altar crucifix, Sagrada Familia

Still, this was not enough. Gaudi believed he would not live long enough to see the building completed, with good reason. In 1914 Gaudi was 68 years old and he had suffered from poor health all of his life. Chronically ill since childhood, during his conscripted service in the Spanish army as a young man he was often on medical leave. However, Gaudi did not die of any sickness. Only two weeks before his 75th birthday in 1926 he was accidently struck by a tram in the streets of Barcelona and died of his injuries in a pauper’s hospital only three days later.

Whether it was prophetic, insightful, or just plain luck, Gaudi’s realization and subsequent strategic choice in 1914 made it possible for his great work to be completed by others. Instead of continuing to focus on the actual construction of the building, Gaudi turned his attention to building the models and plans for others to follow. By the time of his death, Gaudi had finished enough that others could complete the project. Since 1926 there have been six other architects who have led the work and each has continued to build the Sagrada Familia according to Gaudi’s original concept and models. The Sagrada Familia is scheduled to be completed in 2026 in recognition of the 100th anniversary of Gaudi’s death.

There are different ways to express collective or shared leadership. A common one is the simultaneous leadership of multiple people or groups. This is often how teams and collaborations work together. An Individual or group steps up to provide leadership in an area of expertise while others do the same in their areas. Another expression of collective leadership is what Gaudi did with the Sagrada Familia. Despite his deep love, intense commitment, and nearly life-long ownership of the project, he opened and prepared the way for others to continue his work. Notably, while he created the concepts, models, and plans, he did not prescribe every decision and detail for his successors. In this way, they were free to interpret his vision and similarly own the project. Yet, the collective impact represented by the completion and overwhelming presence of the Sagrada Familia in Barcelona is undeniable.

Collective impact initiatives that result in durable social change need to be managed through collective leadership. While the collective leadership approach may be different for each collective impact initiative, one thing is true about each one: collective leadership begins with the individual.

This is my truth about collective leadership: it is less about techniques and tactics to help us become better at collective leadership; and mostly about individual attitude and will. Even if we had none of those tools and strategies, it would still be possible to engage in effective collective leadership. Why? Because we already have the skills. We learned them as children when we wanted to play well with others. We just need to rediscover and release that inner good playmate again.

Playing well with others is a choice. Confession: it is also part of my truth that I do not always choose to be a good playmate. Even if it is an unconscious choice, it is still a choice. When my “good child” comes out to play with others in collective leadership, it is typically because I have willfully made three personal choices:

  1. Check ego. I do not mean “check” in the sense of making sure I have an ego. Of that I have no doubt. I mean “check” in the sense of making sure it is under control. Ego is about my right to authority. To check my ego is to intentionally lay down my right to the have the final word. This is a wholly internal process that is about changing my own attitude. After all, social change is not all about me, or you, for that fact. Social change is about creating a greater good for our world that we may not be around long enough to enjoy. If we will not check our ego, we are not yet ready for collective leadership. When we do, we are ready to move on to the next two things, which are now easier to do once we have checked egos.
  2. Cross boundaries. Simply put, this means I invite others to work with me – especially those who are not very much like me. I do this because I know I cannot solve social problems by myself. I do this, too, because I know diversity of perspectives, experience, and ideas will result in an even better effort. Crossing boundaries has to take us out of our comfort zones or else we have not crossed anything. It is the only way for us to come in contact with and gather the kind of robust collective impact group members we will need to be innovative and energized. Sometimes, it even means we cross into the deep space of the conflict zone, to bring in people who are our critics and naysayers, especially when we know they share our end goal.
  3. Share power. This is where it “gets real” for my checked ego. Once the group or team has been assembled, I need to work collaboratively with them to create the kind of space where each of us has an important and meaningful role in shared decision making and collective leadership. Power sharing in collective leadership creates ownership. Remember, Gaudi could have exerted immense power, even from his grave (which is in the building’s crypt), by including instructions on every intricate detail of the Sagrada Familia. If he had, he probably would not have actually finished even the planning before his death. Even more, his successors might have grown to resent feeling compelled to finish his great work rather than develop a deep sense of ownership of their joint project.

This week (January 18, 2016) we remember and honor the life and legacy of Dr. Martin Luther King, Jr. in the United States. The question that opened this post is one that he seems to have been wrestling with as well just prior to his last speech in Memphis, Tennessee.

Through the collective leadership of Dr. King and those whom he gathered around him in the Southern Christian Leadership Conference, he found a way to ensure his great work would continue, even to this day. Today none can deny the collective impact of the civil rights movement in the United States.

I have been and remain convinced the fuel of collective impact includes collective leadership. I believe these three personal choices – check ego, cross boundaries, and share power – can and will strengthen our collective leadership efforts for collective impact.

Be greater. Do good. Every day.

Tom Klaus

CI Summit Update: Shared Measures v. Evaluation and Continuous Learning

On Tuesday (September 29) at the CI Summit 2015 in Vancouver, Fay Hanleybrown and Mark Cabaj shared a dialogue in the morning plenary about arriving at shared measures in Collective Impact (CI). It was a terrific conversation and they did a really nice job of parsing out the difference between shared measures and evaluation.

Mark Cabaj & Fay Hanleybrown discussing Shared Measures

Mark Cabaj & Fay Hanleybrown discussing Shared Measures

Working with CI it is sometimes easy to confuse shared measures and evaluation. Shared measures are a set of agreed upon indicators that mark a CI initiative’s progress toward attaining its ultimate goal or goals. For example, reduction of homeless by XX% or a decrease in the teen birth rate by XX%. Evaluation, on the other hand, is a range of activities that have the purpose thoughtfully collecting useful data about activities and outcomes related to operationalizing the CI initiative. Evaluation data, therefore, is very useful for informing the continuous system improvement that is needed to help the CI initiative become more effective in attaining its ultimate goal or goals. Shared measures help the CI initiative keep everyone focused and moving toward the same vision and mission while evaluation is a “deeper dive” into the data that is then used to improve efforts and adjust strategies.

This discussion converged nicely with the topic of my own workshop yesterday at the CI Summit on the “Roots to Fruit of Sustainable Community Change” (aka R2F). My workshop formally introduced the R2F model that has been in development in collaboration with my friend and colleague, Ed Saunders (recently retired as the Director of the School of Social Work at the University of Iowa). Ed and I have worked together for 25 years in the field of teen pregnancy prevention in the state of Iowa and in national projects in the United States. The R2F model has been simmering and taking shaping through much of the time in a many conversations, discussions, and work sessions. However, it has been since moving into the world of independent consulting in 2013 that I have been able to give it more focused attention. The R2F model offers a strategy for creating a community “ecology” that supports efforts in addressing challenging social problems and a means of monitoring and measuring the change effort for evaluation and continuous system improvement. Central to the R2F model is the integration of the Collective Impact Five Conditions framework.

In this blog space I will begin to share more about the R2F model, its components, and resources in the next few months. Later this year (or even as late as March, 2016, depending on publication schedules), our first peer reviewed research paper on R2F will appear in a special Collective Impact issue of Community Development, the journal of the Community Development Society.

Many thanks to Paul Born, Liz Weaver, and the rest of the Tamarack crew for their support and encouragement during the development of R2F over these past few years and, now, for the opportunity to share it at this CI Summit.

Today is another full day at the CI Summit. Loads of great plenaries and workshops to come. More later.

Be greater. Do good. Every day.

TWK