ERIC ED363707: NELD Update. 1991-93.

48 Pages·1993·1.3 MB·English

by  ERIC

DOCUMENT RESUME
CE 064 912
ED 363 707
Adrian, Judith, Ed.
AUTHOR
TITLE
NELD Update. 1991-93.
Wisconsin Univ., Madison, Univ. Extension.
INSTITUTION
Kellogg Foundation, Battle Creek, Mich.
SPONS AGENCY
PUB DATE
93
NOTE
48p.
PUB TYPE
Collected Works
Serials (022)
NELD Update; v1-2 Fall 1991-Fall 1993
JOURNAL CIT
MF01/PCO2 Plus Postage.
EDRS PRICE
Adult Education; Conferences; Educational Philosophy;
DESCRIPTORS
*Extension Education; Internship Programs;
*Leadership Training; *National Programs; Physical
Disabilities; *Program Development; Program
Evaluation; *Program Implementation; Seminars;
Workshops
*National Extension Leadership Development Project
IDENTIFIERS
ABSTRACT
These six issues of the National Extension Leadership
Development (NELD) newsletter include feature articles, book reviews,
profiles of regional and local NELD programs and activities,
information on conferences and seminars, and names and addresses of
various persons involved in the NELD project (including advisers,
interns, and participants in various NELD activities). The following
feature articles are included: "Next Age Leadership: The NELD
Philosophy" (Jerry Apps); "Next Age Leadership Transformation" (Jerry
Apps); "Evaluation of NELD: an Emerging Next Age Approach" (Boyd
Rosing); "Teaching and Learning in the NELD Program" (Judy Adrian);
"Valuing the Physically Challenged" (Dale R. Hutch); "Fort Berthold
Reservation and Missouri River Village Sites, North Dakota" (Peter
Bloome). Some issues also include bibliographies, suggested readings,
and/or profiles of individuals involved in the NELD project. WO
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
NELD Update
Volumes 1-2
Fall 1991-Fall 1993
U S DEPARTMENT Of EDUCATION
PERMISSION TO REPRODUCE THIS
Outce of Educabonal Reseerch and Impeoremont
MATERIAL HAS BEEN GRANTED BY
CATIONAL RESOURCES INFORMATION
1UE
CENTER (ERIC)
This C/oCument hal been reproduced as
1.1.3e, the person or orpsnashon
r
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iNFORMATION CENTER (ERIC:
NATIONAL EXTENSION LEADERSHIP DEVELOPMENT PROGRAM
NELD UPDAT
Vol. 1, No. 1
UJUIWICUNIVERSITY OF WISCONSIN-EXTENSION
Fall 1991
Next Age Leadership: The NELD Philosophy
by Jerry Apps, NEW National Coordinator
Calendar
Several writers, Capra and Handy
that the old idea of the leadership
is not
"Change
specifically, point out that it is not
pyramid is turning upside down. Lead-
Intern Seminars:
enough to say that we must all learn
Group 1
ers are not controlling those they
what it used to
Olive
Branch, MS
how to live with constant change, but
supervise, but concentrating on sup-
Seminar
be."
that the nature of change itself is
porting them.
Oct. 24-30,1991
changing. Handy says it succinctly
Technology such as computer
Teleconference:
when he writes, "Change is not what it
chips and transistors have profoundly
Joan Fanelli on
used to be (p. 6)."
changed how we communicate and
Folifical Aware-
There was a time when many
compute, how we create and store in-
ness
changes could be predicted. We could
formation, where we work and how
Tues., Jan. 7, 1992
10:00 A.M. CST and
examine the past and make predic-
we work, and to an even greater ex-
Tues., Jon.14,
tions about what to expect in the
tent, how we think.
10:00 A.M. CST
future, and plan accordingly. We
A New Concept of Leadership
Tuskegee, Ala-
could work in a systematic, rational,
bama Seminar
With the many changes that are occur-
and often linear way. But no more,
April 26May 2,
ring in our society and around the
Handy and others argue.
1992
world, a new approach to leadership
Many of the changes we are ex-
Brussels, Belgium
is necessary at every level, particularly
periencing now were not predicted.
Seminar
in our organizations, institutions, and
The political changes in Eastern Eu-
Oct. 5-15, 1992
agencies.
rope are excellent examples. For forty
Group 2
I call this new leadership, Next
years there was little change. Then, in
Applkation
Age Leadership. Next age leadership
a matter of months, there was great
deadline
builds on the leadership skills and
change.
Mon., Sept. 16, 1991
theories that have developed
over the
Not only are we seeing profound
Orientation in
years, but it is different as well. The
political changes in the world; equally
Madison, WI
idea of next age leadership forms the
profound economic, technological,
Dec. 6-12, 1991
conceptual foundation for the National
and organizational changes are
oc-
Olive Branch, MS
Extension Leadership Development
curring. Next yew the European
Seminar
Program. This approach to leadership
Economic Community begins opera-
March 6-12, 1992
draws on the work of Senge, Kouzes
tions, an unheard of alliance of
NEW National
and Posner, Gardner, Tichy and
diverse cultures and interests.
Advisory Commit-
Devanna, Block, Kotter, Capra, Schon,
tee Meeting in
Corporations are reorganizing,
In Upcoming
Heider, Belenky, Apps, and Handy
Olive Branch, MS
restructuring, and re-thinking who they
NELD
(bibliography at end of article).
Thurs., Oct. 24, 1991
are and how they want to operate. An
UPDATES...
8:00 A.m.-Sun., Oct.
Some characteristics of next age
executive at AT&T said it well when he
27, 11:30 A.M.
leadership include:
Tuskegee
noted, "We are moving away from the
NEW Advisors
Seminar
Leadership is a process, not an end
idea of span of control to span of
sup-
Mooting in Olive
Overview
point. That is, there is no such thing
port. We are redefining what
Branch, MS
anymore, if it were ever true, that a
Oct. 26, 1991, 8:00
administrative leadership means in our
NELD Evalua-
A.M.-
Oct. 27, noon
particular leadership approach is
organization." What he was saying is
tion Report
please tam to Next Age, page 2
BEST COPY AVAILABLE
Next Age, continued from page I
and at times encourage discomfort.
Next age leadership is a transfor-
the one to follow. Leadership as pro-
They appreciate humor, and above
mation process. Leaders who reflect
lead is
cess means that how we
all, they take risks.
of
on and examine old strategies
constantly changing, as other ele-
leadership pass through a transfor-
ments in society constantly change.
The next age leader is a teacher.
mation process as they move to
People will insist on knowing what is
Leadership is based on a core set of
become next age leaders. Likewise,
happening, why it is happening, and
beliefs and values that the individual
people at every level, who partici-
how they are involved.
leader has examined, and confinues
pate in next age leadership become
to examine. Each leader has a work-
Next age leaders are able to stand
transformed in the process. They see
ing philosophy of leadership that
back from the hustle and bustle of
their lives differently, they view their
includes an understanding of beliefs
everyday activity and reflect on what
organization differently, and they
and values about: (1) leaders, (2)
they are doing. They know the power
develop the self-confidence to evoke
people, (3) direction for leadership,
of solitude and seek it out; many
change in themselves and in their
(4) approach to leadership, and (5)
keep daily journals which allows
organizations.
of
purpose, content, and process
them to reflect and search for mean-
Next age leadership assumes that
education. Leaders, as they lead,
ing in what they do.
organizations, like individuals, are
share their beliefs and values openly
constantly learning and changing. See
Next age leaders are whole people;
with others to help build a founda-
Senge for an in depth discussion of
they are active members of families
tion for honest and open
this idea. No longer can we assume
and communities. They, like the early
communication.
with
any constancy in organizations,
Greeks, balance an interest in work
leaders prepared to fit into static situa-
There is a strong spiritual dimension
with interest in physical activity, as
to leadership. That is, leadership is a
tions.
well as participation in the arts. They
Some characteristics of next age
way for leaders to assist people in
find time for outside activities that
discovering a creative potential, of-
leaders are:
refresh them and constantly give
ten crying to be released, that is
them new perspectives in their lives.
Next age leaders create and com-
buried deep within everyone. This
municate a vision, and at the same
Society is changing, people are
creative spirit, when released, is the
time understand and meet short term
changing, and organizations are
stuff of creative problem solving, and
goals.
changing. Next age leaders are a part
the development of new perspectives
of that process. 4..
Next age leaders build bridges
and approaches to life itself.
among people and among ideas.
Bibliography
Leadership is a shared phenomenon.
They consciously bring together
Apps, Jerold W. Higher Education In A Learning
At one time or another, everyone is
Society. Jossey-Bass: San Francisco, 1988.
people of diverse backgrounds and
Apps, Jerold W. Improving Practice In Continuing
follower.
a leader and everyone is a
experiences, many of whom often
Education. Jossey-Bass: San Francisco, 1985.
Those of us in administrative leader-
have diverse ideas. As diverse ideas
Belenky, Mary Field and others. Women's Ways of
ship positions are challenged to
Knowing. Basic Books: New York, 1986.
generally
come into conflict, as they
Block, Peter. The Empowered Manager. Jossey-Bass:
encourage and support leadership
do, next age leaders avoid "win-
San Francisco, 1990.
that is all around us. Some will recall
Capra, Fritjof. The Turning Point. Bantam Books: New
lose" situations, but rather attempt to
the book by Carl Rogers titled, Free-
York, 1982.
transcend conflict and encourage
Gardner, John W. On Leadership. The Free Press:
dom to Learn. We, as administrative
the emergence of new ideas that are
New York, 1990.
leaders, must be willing to allow
Handy, Charles. The Age of Unreason. Harvard
often different from and better than
Business School Press: Boston, 1989.
those with whom we work the
the ideas originally presented.
Heider, John. The Tao of leadership. Bantam Books:
freedom to lead.
New York, 1985.
Next age leaders are challengers.
Kotler, John P. A Force For Change. The Free Press:
All leadership activity is guided by
New York, 1990.
They constantly challenge ideas,
Kouzes, James M. and Posner, Barry Z. The Leader-
an ethical perspective.
structures, assumptions and beliefs.
ship Challenge. Jossey-Boss: San Francisco, 1990.
They are not willing to accept "giv-
Schon, Donald A. Educating The Reflective Practitio-
Collaboration rather than competi-
ner: Toward A New Design For Teaching and
ens" without examination and
tion is the cornerstone of leadership
Learning in the Professions. Jossey-Bass: San Fron-
analysis.
activity.
cisco, 1987.
Senge, Peter M. The Fifth Discipline. Doubleday: New
With the nature of change changing,
Quality in every respect, in every ac-
York, 1990.
next age leaders embrace ambigu-
Tichy, Noel M. and Devanno, Mary Anne. The Trans-
tivity, at every level is stressed.
formational Leader. John Wiley and Sons: New
ity, applaud serendipity, and
York, 1986, 1990.
encourage artistry. They tolerate,
2
ants to operate most of the day-to-day
Book Reviews
The Age of Unreason
activities and to rectify sticky problems.
The core of permanent employees pro-
Handy, Charles. The Age of Unreason.
vides the vision, the ideas, the
Boston: Harvard Business School Press,
,
planning and the continuity for the or-
1989.
ganization. Such an organization
Why did Harvard Business School
would have the capacity to rapidly
Press choose to publish The Age of
"In the Age of
change, to adapt, to create and to ex-
Unreason, another book exploring in-
Unreason,
periment with new ideas and new
creasingly rapid change affecting the
approachesluxuries currently
routines of our lives, the functioning of
leaders need to
blocked in higher educational institu-
our political and economic systems
tions by the present, plodding
and the accelerating impact of tech-
'think the
hierarchical structure.
nologies on our world? I think a prime
unlikely'
Handy challenges us to welcome,
reason lies in Handy's premise that the
open-eyed and thoughtfully, a new
profile of the change we face has
to use upside-
agethe Age of Unreason.4.
transformed. In the past, Handy ex-
--Judy Adrian
plains, change was presumed to be
down thinking
incremental. It was synonymous with
that invites one
progress. Ideally, it was predictable
The Fifth Discipline
the new being built from the best of the
"Small changes
to ponder the
past.
Senge, Peter M. The Fifth Discipline.
Using examples like the "decon
can produce
unreasonable
,
New York: Doubleday, 1990.
struction" of the Berlin Wall, Handy
big results
Systems
Peter Senge is Director of
if not the
states: change has become discontinu-
Thinking and Organizational Learning
ousno longer reasonable. We are
but the areas of
absurd."
Program at M1T's Sloan School of
now entering an Age of Unreason,
W.nnagement. In his book, he draws
when the future, in so many areas, is
highest leverage
on r,cience, psychology, management
there to be shaped, by us and for us
theory and practice, "spiritual wis-
are often the
in a time when the only prediction that
dom," and considerable experience
will hold true is that no predictions will
least obvious."
from working with managers across
hold true.
the country.
In the Age of Unreason, leaders
Senge makes the point that all or-
need to "think the unlikely"to use
ganizations must become learning
upside-down thinking that invites one
organizations. He says that five disci-
to ponder the unreasonable, if not the
plines "are gradually converging to
absurd. "If Copernicus could stand the
innovate learning organizations."
solar system on its head and still be
These five disciplines are:
right, nothing should be dismissed out
of hand in a time of discontinuity."
(1) Personal mastery"Personal mas-
An example of upside-down think-
tery is the discipline of continually
clarifying and deepening our per-
ing Handy uses is the "shamrock
organization." Educational institutions
sonal vision, of focusing our
would do well to reflect on his descrip-
energies, of developing patience,
tions of this hypothetical business
and of seeing reality objectively;"
structure of the future. He envisions
(2) Mental models"deeply ingrained
new organizations built around an
assumptions, generalizations, or
extremely small core of dedicated
even pictures of images that
long-term individuals who hire consult-
please turn to Senge Review, page 4
3
Senge Review, continued from page 3
He writes, "In essence the leaders'
influence how we understand the
...not only must
world and how we take action;"
task is designing the learning processes
leaders at every
whereby people throughout the organi-
(3) Building shared vision"the skills
zation can deal productively with the
level, and
of uneart1-.;ng shared 'pictures of the
critical issues they face, and develop
future' that foster genuine commit-
their mastery in the learning disci-
everyone else in
ment and enrollment rather than
plines." The next age leader is a
compliance;"
the organization
teacher, in the broadest sense of how
the word teacher is used. Teaching
(4) Team learningthe group becom-
be lifelong
roles include mentoring, coaching, sup-
ing more than the sum of its parts,
porting, encouraging, challenging,
confronting the paradox that a team
learners
,
showing, describing, but a minimum of
of managers with individual IQs
but the
lecturing, information giving and
above 120 too often have a collec-
directing.
tive IQ of 63;
organization
Senge also makes the strong point
(5) Systems thinking"the discipline
that not only must leaders at every
itself must take
that integrates the disciplines, fusing
leve', and everyone else in the organi-
them into a coherent body of theory
zation be lifelong learners, but the
on learning as
Copies of The Age
and practice." A way to bring to-
organization itself must take on learn-
of Unreason and
gether personal mastery, mental
one of its major
ing as one of its major tasks.
The Fifth Discipline
models, shared vision, and team
Here is a book for educators and
have been given to
tasks."
learning.
educational leaders, written by some-
each NEW intern in
one who brings deep insight to organi-
Class 1 and will be
In a highly readable, yet challenging
zational and leadership challenges.4,
distributed to interns
and practical way, Senge describes the
Jerry Apps
in Classes 2 and 3.
"laws of the fifth discipline." They
include:
ELo UPDATE
'Today's problems come from yesterday's
_71
'solutions."
'The harder you push, the harder the
Editor: Judith Adrian
Natl. Extension Leadership Development Program
system pushes back."
537 Extension Building
"Behavior grows better before it grows
432 Norifi Lake Street
Madison, WI 53706-1498
worse."
Telephone: [phone]
Fax: [phone]
'The easy wcy out usually leads back in."
Purposes of the National Extension Leadership
'The cure can be worse than the
Development Program (NEW) are:
disease."
To provide leaders and administrators with the
vision, courage, and tools to deal with the rap-
"Faster is slower."
idly changing social, political, economic and
environmental climate.
"Cause and effect are not closely related
To enhance the pool of executive leaders avail-
in time and space."
able to the Cooperative Extension System.
To inspire greater support, collaboration, and
"Small changes can produce big results
priority for the Extension function among top
but the areas of highest leverage are
administrative leaders of the total Land Grant
University System.
often the least obvious."
To help current and future leaders examine Co-
"You can have your cake and eat it too
operative Extension's organizational, discipline,
and programming structures so that future pro-
but not at once."
grams, resources, and methods are designed to
'
meet new and emerging needs.
"Dividing an elephant in half does not
The National Extension Leadership Development
produce two small elephants."
Program is jointly sponsored through the W.K.
Kellogg Foundation and the National Cooperative
'There is no blame."
Extension System.
There is much to be said about
University of Wisconsin-Extension provides equal
opportunities in employment and programming,
each of these "laws." Much, if not all,
including Title LX requirements. Reasonable accom-
of what Senge writes in The Fifth Disci-
modations will be mode to ensure equal access to
educational programs for persons with disabilities.
pline has application to Extension,
particu'ar to Extension leaders.
4
6
Director, Agriculture Experiment Sta-
tion and Chair, ESCOP (Experiment
Station Committee on Organization
and Policy); Lamartine Hood, Dean,
Directors & Administrators
National Conferences
College of Agriculture, The Pennsylva-
Workshops
nia State University, and Chair, CAHA
The strategy planning committee for
(Council of Administrative Heads of
The planning committee for developing
national conferences to rediscover
Agriculture); James Christenson, Di-
director/administrator and associate
"The land-grant mandate to meet pub-
rector of Extension, University of
director/administrator workshops met
lic and private sector needs" met in
Arizona; Alfred Wade, Assistant Ad-
on August 15, 1991. The committee
Chicago August 11 and 12, 1991.
ministrator, CES (Cooperative
members include:
Wayne Schutjer from The Pennsylva-
Extension Service), Prairie View A&M;
William Pietsch, Director, North
nia State University is chairing this
J. Don Trotter, Program Manager, Ex-
Dakota State Extension Service;
effort. The tentative plans are to in-
ecutive Education, AT&T; Allyn Smith,
Lucinda Noble (Co-chair), Director,
volve presidents, regents and trustees
Director, Agriculture/Natural Re-
Cornell Cooperative Extension, New
of land-grant universities, plus top
sources Program, University of
York; Nancy Cole-Huber, Assistant
CEOs, national social service leaders,
CaliforniaRiverside; Wayne Schutjer
Director, Community Leadership and
trade association representatives and
(Chair), Associate Director, CES, The
Resource Development, University of
governmental leaders in the planning
Pennsylvania State University; Mary
Arizona; Curtis Gear, Community De-
for these conferences.
Pankowski, Associate Vice Preddent
velopment Specialist, University of
The strategy planning committee
for Academic Affairs, Florida State
Wisconsin-Madison, and Barbara
members include: Mitchell Geasler,
University; Dan Moore, Vice President,
Warren (Co-chair), Acting Program
Associate Administrator, ES/USDA;
Program Development, W. K. Kellogg
Leader for Home Economics, University
Patrick Boyle, Chancellor, University
Foundation, and Jerry Apps, NELD
of Minnesota.
of WisconsinExtension; Bernard
National Coordinator, University of
The first of these workshops is ten-
Jones, Director, Nevada Cooperative
WisconsinMadison/Extension. 4..
tatively set for late summer or early
Extension; Charles Krueger, Associate
fall, 1992.4.
a regional planning committee to de-
velop a leadership program in that
region. She states, "The North Central
Emerging Leadership Program involves
Regional Programming
Intern Seminars
participants in a series of three-day
seminars over an 18-month period,
The Cooperative Extension System is
The first of four seminars for NELD
plus readings and participation in re-
divided into five regions. They include
Class 1 was held June 10-15, 1991,
lated activities in their home institutions
four regions of the country plus the
in Madison, Wisconsin. This orienta-
between seminars." The seminars, to
1890 institutions located in Alabama,
tion seminar focused on enhancing
be rotated to different sites throughout
Arkansas, Delaware, Florida, Geor-
and clarifying a personal leadership
the North Central Region, will follow a
gia, Kentucky, Louisiana, Maryland,
philosophy. There were presentations
format to maximize interaction, includ-
Mississippi, Missouri, North Carolina,
and discussions on trust building, lead-
ing case studies, workshops, other
Oklahoma, South Carolina, Tennessee,
ership assessments, personal wellness,
group exercises, and opportunities to
Texas and Virginia. The coordinator
visioning, stress reduction, fund raising
interact with key Extension administra-
for regional programming from each
and futuring. George Paris of
tors and leadership experts."
region is a member of the NELD Na-
Tuskegee University helped the group
Also, Alfred Wade, Assistant Ad-
tional Advisory Committee. They have
begin thinking about their third semi-
ministrator at Prairie View A & M, and
begun working out plans for develop-
narto be held late April, 1992, in
James Johnson, Director, Virginia, are
ing programs for "emerging extension
rural Alabamawhich will focus
on
working together to coordinate their
leaders."
diversity. Dan Moore of the W. K.
regional planning efforts for emerging
For example, Gail Skinner (North
Kellogg Foundation spoke to the
group
leadership development in the 1890
Central Region) has been working with
about Kellogg's future directions in the
and Southern Regions. 4.
area of leadership development and
please turn to Intern Seminars, page 6
5
BEST COPY AVAILABLE
Each NELD intern is working with a primary advisor as part of his or her commit-
ment to the NELD program.
Advisors help interns develop and implement their learning plans, assist in-
terns as they organize and develop their Leadership Innovation Projects, and serve
Advisors &
as role models for the interns. The advisors and their interns for NELD Class 1 are:
Interns
Advisors
Interns
Judith I. Bailey
Everette M. Prosise
Assistant Vice President and Director District Extension Director
Cooperative Extension
NC Ag.. Extension Service
University of Maine
North Carolina State University
Shirley L Baugher
Marilyn B. Corbin
Deputy Administrator
Assistant Director
Extension Service-USDA
Extension Home Economics
Washington, DC
Kansas State University
Patrick J. Borich
Christine T. Stephens
Dean and Director
Acting Assistant Director
Minnesota Extension Service
Agriculture and Marketing
University of Minnesota
Michigan State University
Patrick G. Boyle
Ronald E. Jarrett
Chancellor
Extension Specialist, Crop Science
University of WisconsinExtension
North Carolina Coop. Extension Serv.
Madison, Wiscomin
North Carolina State University
Kenneth R. Commings
J.C. Shaver
Director, Ag. Research & Tech. Serv.
Regional Director
Church and Dwight Company, Inc.
University Extension
NEW Staff:
Princeton, New Jersey
University of Missouri
Daniel D. Godfrey
Theodore R. Alter
Jerold Apps
Associate Dean and Administrator
Regional Director, Southeast Region
National Coordinator
Cooperative Extension
Pennsylvania State Cooperative Extension
North Carolina A&T State University
The Pennsylvania State University
Judith Adrian
Joseph F. Kauffman
Steven B. Laursen
Program Assistant
Professor Emeritus
Prog. Leader for Natural Resources
Educational Administration
Minnesota Extension Service
Gretchen Bradt
University of WisconsinMadison
University of Minnesota
Lucinda A. Noble
Beth M. Wheeler
Technical Support
Director
Third District State Representative
Craig Harris
Cornell University Cooperative Extension
Missouri House of Representatives
Ithaca, New York
Jefferson City, Missouri
Budget Consultant
William H. Pietsch
Thomas G. Johnson
Director
Associate Professor and Extension Specialist
Tim Neuman
NDSU Extension Service
Department of Agricultural Economics
NED Evaluator and
North Dakota State University
Virginia Polytechnic Institute and State Univ.
Program Assistant
John W. Robinson
Janet Usinger-Lesquereux
Manager, External Relations and Public Policy
Assistant Director
Boyd Rossing
Motorola, Inc.
Nevada Cooperative Extension
Schaumburg, Illinois
University of NevadaReno
NELD Evaluator
Intern Seminars, continued from page 5
Myron Johnsrud, Administrator, ES-
Rights Museum. Two additional days
USDA, spoke about future leadership
will be spent working with Robert
needs in Extension.
Putnam, consultant, on organizational
The second week-long seminar for
learning and renewal. Richard Fowler,
NELD Class 1 will be held October
Director of the Universiiy of Delaware
25-30, 1991, in Olive Branch, Missis-
Cooperative Extension Service and
sippi. The seminar themes are
chair of the Extension Committee on
organizational renewal and diversity.
Organization and Policy (ECOP) will
Guest speakers include Chere Brown
speak to the three overlapping groups
of the National Coalition Building Insti-
that will be present at various times
tute who will lead a full-day program
during this seminar: the NEW Na-
on prejudice reduction, to be held in
tional Advisory Committee, the NEW
the Memphis-based National Civil
advisors and the NEW interns. C.
8
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NATIONAL EXTENSION LEADERSHIP DEVELOPMENT PROGRAM
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Winter 1992
Limo< UNIVERSITY OF WISCONSIN-EXTENSION
Vol. 1, No. 2
Next Age Leadership Transformation
by Jerry Apps, NEW National Coordinator
Calendar
ing up on your desk from the people
Becoming a Next Age Leader is more
Transformation
you are supposed to lead as well as
than developing a new set of skills and
Directors/
from people who participate in your
attempting to apply them. Next Age
occur
can't
Administrators
Workshops
unit's educational programs.
Leadership is based on fundamental
unless you are
People complain that your unit
shifts in beliefs and values about lead-
Stowe, VT
June 1, 1992, 7:30
responds too slowly, and that your
ers, about the process of leading,
aware that
P.M.June 5, noon.
planning approach is archaic and time
about people, and about the outcomes
consuming. Your staff complains that
for leadership that fit rapidly changing
Olive Branch, MS
something
Nov. 2, 1992, 7:30
you don't give them enough responsi-
organizations in a rapidly changing
P.M.-Nov. 6, noon.
needs changing ...
bility, and enough opportunity to do
world. Embedded in the process of
what they are capable of doing.
becoming a "next age" leader is trans-
NEW Satellite
;
These are the makings of aware-
formation.
Conference
September, 1992
ness. Transformation can't occur unless
The transformation process inte-
you are aware that something needs
gral to the NEU) Program includes the
Intern Seminars
changing, that something needs trans-
following phases:
Class II:
forming. Until the transformation
awareness
Olive Branch, MS
A
process begins, you may react to the
March 5, 7 P.M. to
I
complaints in a variety of ways: blam-
March 12, noon
analysis
ing someone or somethinganother
Classes I and II:
administrator, the lack of budget, the
Tuskegee, AL
economy, or the political party in
April 26-May 2,
action
alternatives
power. Or you may dismiss the com-
1992
plaints as ill-informed, and you work
Brussels, Belgium
hard to satisfy each complaint without
Oct. 5-15, 1992
dedsion
examining root causes.
Class Ill:
The analysis part of transforma-
transition
Madison, WI
tion includes examining carefully your
Dec. 3-10, 1992
situation and the context in which you
Awareness-Analysis
operate. An important dimension of
NED National
Let's say you are an extension admin-
Advisory Commit-
Next Age Leadership is context. Each
istrative leader, and have been for
tee Meeting
extension administrator works in a
several years. Increasingly you have
Tuskogro, AL
context, and the leadership approach,
become aware that someth;ng is
In Upcoming
May 1-3, 1992
in some measure, must be a reflection
wrong. You haven't been able to put
NEW
NEW Advisors
of this context.
your finger on it, but it is a feeling you
UPDATES...
Meeting, Olive
In doing the analysis, examine the
have. You don't believe you are acting
International
Branch, MS
complaints you've received. Are there
any differently now than you did a
Seminar
March 4-6
themes? Also examine what seems to
couple years ago. A couple years ago
Overview
be going well. Interview some staff
Class Ill applica-
your unit was humming like a well
tion deadline:
Details on the
members for additional information.
oiled machine. Today, more often than
August 3, 1992
NEW Satellite
Then ask yourself some fundamental
not, it is misfiring. Complaints are pil-
Next Age,
page 2
Conference
please turn So
9
Next Age, continued from page 1
Action
questions: What are my beliefs about consideration. Now we've discovered
Now we are ready to try out our new
leaders and leadership? What am I
that Next Age Leaders use an assort-
ideas about Next Age Leadership. As
trying to accomplish with my leader- ment of information and knowledge:
we try something different, we stop and
ship approach? What do I believe
scientific research, intuitive ideas, in-
reflect from time-to-time. Is what I am
digenous knowledge (what people
about the nature of human nature?
doing consistent with my beliefs about
What do I believe is the purpose for know), knowledge gained from experi-
what Next Age Leadership requires?
ence, and so on. We are faced with
the educational programs provided?
What further changes do I likely need
modifying our beliefs about informa-
Alternatives
to make? What frustrations are con-
tion and knowledge.
Once we are clearly aware that some-
tinuing?
As we examine our beliefs about
thing is wrong, that we can't blame
With action and reflection, we
people, we may discover that we, fun-
someone or something for it, that some
may be tossed back to the decision-
damentally, have considerable faith in
quick fix won't correct it, and that it
transition phase for further work, or we
people and what they are able to do if
seems not to go away when we ignore
may develop a new, more sophisti-
given an opportunity.
it, we are ready to move to the alterna-
cated awareness, and begin working
As we make these decisions, some
tives phase of the process.
through the entire transformation pro-
of them rather obvious and clearly
During this phase we read widely.
cess again, this time at a deeper, more
known to us, others more subtle and
We talk with our colleagues who seem
profound level.
less well defined, we begin experienc-
to have developed leadership ap-
For many leaders, moving from
ing transition. Transition then becomes
proaches that work well in the thickets
more traditional approaches to leading
the heart of the transformation pro-
of change.
as Next Age Leaders requires much
cess. We celebrate the beliefs, values
As we read and talk with col-
more than simply identifying and at-
and ideas that continue to fit our
leagues and others, and as we reflect
tempting to mimic a set of leadership
emerging approach to Next Age Lead-
on the various leadership alternatives
skills that seem embedded in Next Age
ership.
presented, we may very well find our-
Leadership. Next Age Leadership is
And we, at the same time, grieve
selves once more back at the
built on a set of beliefs and values that
the loss of old ideas, beliefs and values
awareness-analysis phase of the pm,-
allow leaders to face an uncertain fu-
that we are leaving behind. The griev-
cess. Using the readings and
ture without recipes and how-to lists.
ing process is a very real one, not
discussions as mirrors, we likely de-
As Charles Handy, author of The Age
dissimilar from what we experience
velop yet another awareness of who
of Unreason, has written, "Change is
when a loved one dies. We experience
we are as leaders, and as persons.
not what it used to be." He also wrote,
the same stages of grieving.
Decision-Transition
"...we may all need new rules for new
As we work through the transition
During this phase of transformation,
ball games and will have to discover
phase, we may be thrown back to
we begin to make decisions about how
them for ourselves."
searching for new alternatives, and
we want to change. After examination
We are clearly entering a time
even a new awareness that may re-
of our beliefs about leaders, about
where a new approach to leadership is
quire further analysis and pondering.
leadership approaches, about the na-
necessary. Becoming a Next Age
Thus the transformation process is
ture of human nature, and about the
Leader, for many people, may very
clearly not a linear one, but allows for
well require a transformationh.
nature of education, we compare our
a constant moving back and forth
conclusions with the beliefs and values
among the various phases.
References and Suggested Readings
that are embedded in the alternatives
Leaders who have worked through
Anderson, W. T. (1990). Reality isn't what it used to
we have examined.
be. San Francisco: Harper & Row.
the transition phase often talk about it
Apps, J.W. (1988). Higher education in a learning
Which of our beliefs and values
as a peak experience, or even a kind
society. Son Francisco: Harper & Row.
about leaders, and leadership, upon
of rebirth in their lives. Some refer to it
Bern, D. J. (1970). Beliefs, attitudes and human af-
examination, are appropriate for Next
as a spiritual experience. The decision-
fairs. Belmont, CA: Brooks/Cole.
Age Leadership? And which are not?
transition phase is a major turning
Bridges, W. (1980). Transitions. Reading, MA:
Addison-Wesley.
What new beliefs do we want to con-
point for people who experience it.
Brookfield, S.D. (1987). Developing critical thinkers.
sider adding?
With transition comes a reaffirma-
Son Francisco: Jossey-Bass.
For example, we may have be-
tion of some old beliefs, values, and
Capra, F. (1983). The turning point. New York: Ban-
tam Books.
lieved that unless information and
ideas about leadership; an acceptance
Covey, S. R. (1989). The 7 habits of highly effective
knowledge are scientifically derived,
and integration of new ones, and a
people. New York: Simon & Schuster.
they are not worthy for much
discarding of obsolete ones.
References continue on page 6 10-
2
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