TURF, TRUST AND COLLABORATION

Workbook April 25, 2018

Liz Weaver, Tamarack Institute www.tamarackcommunity.ca

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Collective Impact

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|Collaborative Leadership Community Innovation

|Community Engagement

Evaluating Community Impact |

Collaborative Leadership Self-Assessment Tools

Being a collaborative leader means that a person is skilled at both understanding what's happening in a group, and successfully intervene to assist the group in moving toward its goal. Consequently, a collaborative leader often possesses the ability to do the following:

Assess the Environment Create Clarity: Visioning and Mobilizing Build Trust Share Power and Influence Develop People Regularly engage in Self-Reflection

The University of Washington School of Public Health and Community Medicine, with funding from the Robert Wood Johnson Foundation, developed a series of self- assessment questionnaires that can assist persons working with coalitions in determining how well they practice collaborative leadership.

The questionnaires are provided on the following pages or you can download them from: http://www.collaborativeleadership.org/pages/pdfs/CL_self-assessments_lores.pdf

Please note: Robert Wood Johnson Foundation gave permission to use these assessments. If anyone has an interest in using these materials in other publications, please contact the RWJF Communications Office at Robert Wood Johnson Foundation, Route 1 and College Road East, Princeton, NJ 08543, Telephone: 609 627-7572, Fax: 609 720-7622, http://www.rwjf.org.

How to Use These Collaborative Leadership Self-Assessments

The Turning Point Collaborative Leadership Self-Assessment Questionnaires are intended to help

individuals focus on and evaluate key behaviors that are important to each of six practices of

effective collaborative leaders. The specific self-assessment questions are intended to trigger

personal

reflection about these key behaviors associated with specific collaborative practices. The self-

assessment questionnaires can be used as a stand-alone device to assess collaborative leadership

capacity or as an activity in courses or workshops, where participants will be encouraged to use

their private assessment of how frequently they use a collaborative leadership behavior as a basis

to identify strengths as well as areas for growth and development.

When combined, the self assessment questions related to all six practices provide a behavioral view

of successful collaborative leaders and help individuals assess their personal collaborative leadership

capacity. The results can be used by individuals, facilitators, trainers, supervisors, and others to select

specific modules from the Collaborative Leadership Learning Modules: A Comprehensive

Series. Modules from this series can be used to help individuals and groups increase their level of

understanding of collaborative concepts and improve their collaborative leadership capacity.

The six self-assessment questionnaires are:

• Assessing the Environment • Creating Clarity: Visioning and Mobilizing • Building Trust • Sharing Power and Influence • Developing People • Self-Reflection

Information from the self-assessment questionnaires is also very helpful for those wanting to build

a personal learning plan around their development as collaborative leaders. Individuals can then

identify areas of interest for further exploration. These questionnaires, along with other related

materials, provide the basis for engaging individuals and groups in the study of collaborative

leadership and more productive relationships. It is our belief that these skills lead to more effective

outcomes and a greater chance of long-term, sustainable success in improving communities,

programs, and systems.

For more information about Turning Point and its work on building collaborative

leadership capacity, please visit www.collaborativeleadership.org or

www.turningpointprogram.org.

Turning Point National Program Office

University of Washington School of Public Health and Community Medicine

6 Nickerson Street, Suite 300, Seattle, Washington

98109-1618 (206) 616-8410; (206) 616-8466 (fax) turnpt@u.washington.edu

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1 I use assessment tools in order to systematically learn the needs of the community.

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2 I ensure that an assessment tool is a good fit for the information that needs to be collected.

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3 I undertake an appropriate analysis of the data. 1 2 3 4 5 6 7

4 I ensure responsible interpretation of the data. 1 2 3 4 5 6 7

5 I gather information before taking action. 1 2 3 4 5 6 7

6 I encourage people to act on information rather than assumptions.

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7 I clarify the problem before planning solutions. 1 2 3 4 5 6 7

8 I seek culturally different views of the problem. 1 2 3 4 5 6 7

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I use a systems perspective to understand the community.

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10 I look at the perceived problem from different angles before proceeding.

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Collaborative Leadership

Assessing the Environment

Self-Assessment Exercise

For each item, circle one rating under the "Behavior Frequency" column indicating your view of how often you exhibit that behavior. Your responses to this questionnaire are for your own use. You will not be asked to share your scores after you have answered. You will be asked to use your score and your responses to help you develop a personal learning plan.

BEHAVIOR FREQUENCY

Behaviors

Your Score: Add all the circled behavior frequencies. Write the number in the box.

Written Comments:

70 – 61 Excellent Score 40 –21 Opportunities for Growth

60 – 41 Stronger Score 20 –1 Important to Change Behavior

What do you think are your strengths in assessing the environment as a collaborative leader? What do you think are your most important areas for improvement in assessing the environment?

Copyright Robert Wood Johnson Foundation.

Used with permission from the Robert Wood Johnson Foundation in Princeton, New Jersey.

Collaborative Leadership

Copyright Robert Wood Johnson Foundation.

Used with permission from the Robert Wood Johnson Foundation in Princeton, New Jersey.

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1 I can describe a personal vision for my community that offers a future achievable with the assets available.

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2 I facilitate an effective process for exploring the diverse aspirations among community stakeholders.

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3 I facilitate the development of a shared community vision that is influenced by the views of diverse stakeholders.

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4 I communicate the shared vision broadly. 1 2 3 4 5 6 7

5 I create a framework for action using systems thinking. 1 2 3 4 5 6 7

6 I facilitate stakeholder teaming to develop strategic action plans.

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7 I create the conditions for brainstorming the strategic issues and actions.

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8 I build an action plan with time lines and assigned responsibilities to enable the community vision to be achieved.

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9 I facilitate achieving buy-in to the action plans and next steps. 1 2 3 4 5 6 7

10 I follow up on action plans to ensure completion. 1 2 3 4 5 6 7

11 I seek innovative solutions for persistent problems encountered while mobilizing to achieve the vision.

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Creating Clarity: Visioning and Mobilizing Self-Assessment Exercise

For each item, circle one rating under the "Behavior Frequency" column indicating your view of how often you exhibit that behavior. Your responses to this questionnaire are for your own use. You will not be asked to share your scores after you have answered. You will be asked to use your score and your responses to help you develop a personal learning plan.

BEHAVIOR FREQUENCY

Behaviors

Your Score: Add all the circled behavior frequencies. Write the number in the box.

Written Comments:

70 – 61 Excellent Score 40 –21 Opportunities for Growth 60 – 41 Stronger Score 20 –1 Important to Change Behavior

What do you think are your strengths in creating clarity as a collaborative leader?

What do you think are your most important areas for improvement in creating clarity?

Collaborative Leadership

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I build communication processes that make it safe for people to say what is on their minds.

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2 I refuse to engage in “rigged” processes. 1 2 3 4 5 6 7

3 I protect the group from those who would wield personal power over the collaborative process.

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4 I create credible processes for collaborating. 1 2 3 4 5 6 7

5 I ensure that processes for exercising collaborative leadership are open to all stakeholders.

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6 I ensure that the processes for collaborative leadership are transparent to all stakeholders.

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7 During the first stage of creating collaborative relationships, I establish the common ground among the stakeholders.

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I approach collaboration by relying heavily on building trust among stakeholders.

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9 I “walk the talk”, i.e., I do what I say I will do. 1 2 3 4 5 6 7

10 I demonstrate to my peers that I believe that trust is the foundation for successful collaboration.

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Building Trust Self-Assessment Exercise

For each item, circle one rating under the “Behavior Frequency” column indicating your view of how often you exhibit that behavior. Your responses to this questionnaire are for your own use. You will not be asked to share your scores after you have answered. You will be asked to use your score and your responses to help you develop a personal learning plan.

BEHAVIOR FREQUENCY

Behaviors

Your Score: Add all the circled behavior frequencies. Write the number in the box.

Written Comments:

70 – 61 Excellent Score 40 –21 Opportunities for Growth 60 – 41 Stronger Score 20 –1 Important to Change Behavior

What do you think are your strengths in building trust as a collaborative leader? What do you think are your most important areas for improvement in building trust?

Copyright Robert Wood Johnson Foundation.

Used with permission from the Robert Wood Johnson Foundation in Princeton, New Jersey.

Collaborative Leadership

Copyright Robert Wood Johnson Foundation.

Used with permission from the Robert Wood Johnson Foundation in Princeton, New Jersey.

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1 I use my personal power responsibly. 1 2 3 4 5 6 7

2 I share power as a means for increasing power. 1 2 3 4 5 6 7

3 I share power with others whenever possible. 1 2 3 4 5 6 7

4 I offer people an active role in decision making about matters that affect them.

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5 When exercising leadership, I rely significantly on peer problem-solving.

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6 I promote self-confidence in others. 1 2 3 4 5 6 7

7 I create processes that ensure stakeholders an equal say in decision making.

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8 I encourage others to act together to change circumstances that affect them.

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9 I express confidence in the capabilities of others. 1 2 3 4 5 6 7

10 I use influence to produce results whenever possible. 1 2 3 4 5 6 7

11 I am open to being influenced by others. 1 2 3 4 5 6 7

Sharing Power and Influence Self-Assessment Exercise

For each item, circle one rating under the "Behavior Frequency" column indicating your view of how often you exhibit that behavior. Your responses to this questionnaire are for your own use. You will not be asked to share your scores after you have answered. You will be asked to use your score and your responses to help you develop a personal learning plan.

BEHAVIOR FREQUENCY

Behaviors

Your Score: Add all the circled behavior frequencies. Write the number in the box.

Written Comments:

70 – 61 Excellent Score 40 –21 Opportunities for Growth 60 – 41 Stronger Score 20 –1 Important to Change Behavior

what do you think are your strengths in Sharing Power and Influence as a collaborative leader?

What do you think are your most important areas for improvement in Sharing Power and

Influence?

Collaborative Leadership

Copyright Robert Wood Johnson Foundation.

Used with permission from the Robert Wood Johnson Foundation in Princeton, New Jersey.

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I take seriously my responsibility for coaching and mentoring others.

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I invest adequate amounts of time doing people development.

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3 I define my role when serving as coach. 1 2 3 4 5 6 7

4 I am committed to developing people from diverse segments of the population.

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5 I create opportunities for people to assess their leadership skills. 1 2 3 4 5 6 7

6 I help people take advantage of opportunities to learn new skills.

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I look for ways to help others become more successful at their jobs.

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I help people to take advantage of opportunities for new experiences.

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9 I establish my expectations for the people I mentor. 1 2 3 4 5 6 7

10 I ask the people I mentor to define their expectations. 1 2 3 4 5 6 7

11 I create a mutually agreed-upon coaching plan, including criteria for success.

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Developing People Self-Assessment Exercise

For each item, circle one rating under the "Behavior Frequency" column indicating your view of how often you exhibit that behavior. Your responses to this questionnaire are for your own use. You will not be asked to share your scores after you have answered. You will be asked to use your score and your responses to help you develop a personal learning plan.

BEHAVIOR FREQUENCY

Behaviors

Your Score: Add all the circled behavior frequencies. Write the number in the box.

Written Comments:

70 – 61 Excellent Score 40 –21 Opportunities for Growth 60 – 41 Stronger Score 20 – 1 Important to Change Behavior

What do you think are your strengths in developing people as a collaborative leader?

What do you think are your most important areas for improvement in developing people?

Collaborative Leadership

Copyright Robert Wood Johnson Foundation.

Used with permission from the Robert Wood Johnson Foundation in Princeton, New Jersey.

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I recognize the effect of my emotions on work performance.

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2 I recognize the effect of my emotions on relationships. 1 2 3 4 5 6 7

3 I recognize my personal impact on group dynamics. 1 2 3 4 5 6 7

4 I can describe my strengths realistically. 1 2 3 4 5 6 7

5 I can describe my weaknesses realistically. 1 2 3 4 5 6 7

6 I work to understand others’ perspectives. 1 2 3 4 5 6 7

7 I read the dynamics of groups. 1 2 3 4 5 6 7

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I listen to others actively, checking to ensure my understanding.

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9 I read non-verbal communication accurately. 1 2 3 4 5 6 7

10 I use self-assessment tools such as personality inventories to inform my self reflections.

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11 I seek feedback from all relevant constituencies about my behavioral impact.

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Self Reflection Self-Assessment Exercise

For each item, circle one rating under the "Behavior Frequency" column indicating your view of how often you exhibit that behavior. Your responses to this questionnaire are for your own use. You will not be asked to share your scores after you have answered. You will be asked to use your score and your responses to help you develop a personal learning plan.

BEHAVIOR FREQUENCY

Behaviors

Your Score: Add all the circled behavior frequencies. Write the number in the box.

Written Comments: 70 – 61 Excellent Score 40 – 21 Opportunities for Growth 60 – 41 Stronger Score 20 – 1 Important to Change Behavior

Collaborative Leadership

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TOOL | Collective Impact Journey Map

The early phases of a collective impact journey are often focused internally on

developing the leadership team, connecting with the community about the issue and

developing the common agenda and strategies for moving forward. A collective

impact journey map is a great tool for collaborative tables to both articulate and track

their progress through the early phases.

Developing your CI Journey Map – Looking Back and Looking Forward The CI Journey Map can be a very interactive process. The Journey Map can be developed to both look back at the

history of community collaboration around the issue and to look forward identifying the core steps in the collective

impact process.

Four Steps of Journey Mapping: Step 1: Uncover the Truth – Reflect on your history - what has worked and what hasn't. What do we know about the

issue? What do we need to know? Do we have the right people at the table to make an impact?

Step 2: Chart the Course – Develop your map. Collaborative synthesize key insights. Incorporate your history and

your future path.

Step 3: Tell the Story – Visualize a compelling story that charts the path forward for your collective impact effort.

Step 4: Use the Map – Follow the map, make changes as you go, use the map to engage partners, community

stakeholders and others in the collective impact effort.

Engaging your Leadership: Key Questions to Consider:

Looking Back: Most collective impact efforts are based on prior collaborative processes that have occurred in your

community. Looking back questions to consider:

• Who was involved? Who lead the process? Which organizations were key partners? • What were the key dates and key outcomes achieved? • How will this history impact our collective impact planning process?

Looking Forward: Articulating what needs to be accomplished over the next few months is a great strategy for

collective impact efforts to plan their path forward. Looking forward questions to consider:

• When will we build our leadership planning table? • What do we need to build our common agenda (research, data, etc) • When will we engage our community and what will this look like? • What else do we need to consider?

Collaborative Leadership

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Resources Drawing Together. Liberating Structures. http://www.liberatingstructures.com/20-drawing-together/

Design Storyboards. Liberating Structures. http://www.liberatingstructures.com/21-design-storyboards/

Copyright © 2017 by Tamarack Institute tamarackcommunity.ca

An example of a Collective Impact Journey Map

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TURF, TRUST, CO-CREATION AND COLLECTIVE IMPACT

LIZ WEAVER | CO-CEO, TAMARACK INSTITUTE Authentic community change moves at the speed of trust. And yet, we spend so little time and focus on intentionally building trust amongst partners. This article explores the intricacies of trust, how to build it and what to do when trust is broken.

TURF IN A TIME OF COMMUNITY CHANGE

We are facing a dilemma. Our cities are trying to solve increasingly complex issues, and these complex issues require us to collaborate across sectors with people that we have not collaborated with before. At the same time, levels of trust between citizens and groups in society are declining.

One of the forces is the movement toward sameness. As citizens, we find neighbourhoods that suit our needs and avoid neighbourhoods that are different from us. We watch news that speaks to our ideology and we connect online with people that are similar to us.

Instead of creating trust, this sameness creates turf. We become advocates for what we want and what we believe but are often unaware of other points of view and perspectives. In our pursuit of sameness, we have lost the ability to have empathy for, and therefore trust, the other. It is in this context of growing alienation and isolation, that requires community change agents to consider the connected elements of turf, trust, co-creation and collective impact, so that they can successfully work together with others to listen, understand and achieve shared outcomes.

THE NEUROSCIENCE OF TRUST

The connection of the brain to trust is important. Dr. David Rock and his team at the NeuroLeadership Institute developed a model which includes five domains of human social experience using the acronym SCARF:

1. Status - relative importance to others.

2. Certainty - being able to predict the future.

3. Autonomy - a sense of control over events.

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4. Relatedness - a sense of safety with others, of friend rather than foe.

5. Fairness - a perception of fair exchanges between people. Rock’s SCARF model is built on the idea that the brain treats social threats and rewards with the same intensity as physical threats. Our capacity to make decisions, solve problems or collaborate effectively is connected to our perception of the threats or rewards embedded in these processes. If we feel low levels of these five domains, we are likely to feel threatened and experience a reduced working memory, a reduced field of view and err on the side of pessimism. So, to increase trust and to effectively collaborate, we need to develop strategies that minimize threats.

TRUST AND TIME

In the spring of 2017, the Suncor Energy Foundation convened a gathering of social innovators from the energy, social and indigenous sectors. Over three days, the participants explored the intersection points of trust and time. Building trust is relational and begins with introspection and learning to trust ourselves. Building trust takes time. The participants at the Suncor Energy Foundation gathering identified that time is a human construct. How much or how little time we have is a decision that each of us makes when entering into a relationship or a collaboration. The Indigenous leaders attending reminded us to consider time from a seven-generation perspective. If we had seven generations, would our perspectives on building trust change?

PRACTICING TRUST BUILDING How do we authentically build trust? In his book The Speed of Trust, Stephen M.R. Covey identifies 13 behaviours that, if practiced, will build trust and trustworthiness:

1. Talk straight 2. Demonstrate respect 3. Create transparency 4. Right wrongs 5. Show loyalty 6. Deliver results 7. Get better 8. Confront reality 9. Clarify expectations 10. Practice accountability

“In the development of TRIEC (Toronto Region Immigrant Employment Council) we had a number of trust building hurdles that took time to get over. You can collapse timelines on all kinds of things, but trust in relationships, particularly those with power dynamics takes time and proof. The other key element is honesty. I can recall examples where partners in the collaboration felt able to call us on actions that we were taking to say that we were creeping into their space. All of this requires both parties to be focused on the shared goal and not individual gain or organizational ego.” Elizabeth McIsaac, President, Maytree

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11. Listen first 12. Keep commitments 13. Extend trust

In situations where trust has already been broken, we tend to look at those who disagree with us as the enemy. We walk away from situations which we feel might be too difficult to resolve. So how do we deal with building trust when trust has been broken? Charles Feltman, in Thin Book of Trust, provides some helpful strategies to confront distrust:

1. Decide if you are willing to talk to the person about the distrust by asking yourself the following questions:

a. What might I lose by having this conversation? b. What will I lose by continuing to distrust this person? c. How will it benefit me, my team and my company to work this out so I can trust this person?

2. Identify the areas(s) you are concerned with: sincerity, reliability, competence, care 3. Define the standard you are using: The point of this step is to realize that the other person may well have

different standards than you. If this is so, then you can focus your conversation to arrive at a shared understanding.

4. Identify the specific actions or behaviours that have led to your assessment of distrust: This is a critical step. Telling the person specifically what they do and/or say (or don’t do or say) that you interpret as untrustworthy can help them understand how to rebuild trust with you.

5. Determine what you need from them in order for them to regain your trust: What can they do that will address your concerns and reassure you that you can begin or resume trusting them? Think it through from the other person’s perspective. Is this something they have the capacity to do? Can they do it in the context of their work environment? How can you help them regain your trust?

6. Ask the other person if he/she would be willing to have a conversation with you about something that concerns you. Agree on a time and place that are mutually convenient and private. Avoid blindsiding them by bringing this up as part of a conversation about something else. You want the other person to be thoughtful, and open to listening to your concern and not defensive.

The Thin Book of Trust, page 49.

These strategies are simple and powerful. They move from self-reflection and assessment to identifying the specific actions and behaviours needed to resolve the situation of broken trust.

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PATH FORWARD: FROM TURF TO TRUST TO CO-CREATION AND COLLECTIVE IMPACT

If we want to co-create better futures for our cities, we must embed a lens of trust into our collaborative efforts. Ignoring the importance of building trust across people, organizations and systems is to our detriment. Adam Kahane describes a strategy for dealing with co-creating futures called ‘stretch collaboration’. Stretch collaboration is about abandoning the illusion of control. It’s also about embracing, and not trying to manage, the complexity of the context in which we are working. In co-creating futures and in collective impact efforts, embracing these shifts allows leaders to leverage new opportunities that may emerge through working together.

The path forward from turf to trust to co-creation and collective impact is daunting. Our cities and communities have set up so many barriers, both physical and emotional. This path can only be walked ‘at the speed of trust’. It takes time. It takes skills. It takes the creation of safe spaces. It needs to be rooted in our current reality. Perhaps most importantly, it takes our personal commitment.

Are you up for the challenge?

HOW TO MANAGE FOR TRUST In an article in the Harvard Business Review (January 2017), Paul Zak discussed the Neuroscience behind trust and identified management strategies that are linked to brain chemistry. Consider applying them to your collaborative processes:

• Recognize excellence – most effective to do this immediately after a goal is met, when it comes from peers, and when it’s tangible, unexpected, personal and public

• Induce ‘challenge’ stress – focus on a difficult but achievable task – this releases neurochemicals including oxytocin and adrenocorticotropin

• Give people discretion in how they do their work – being trusted to figure things out is a big motivator

• Enable job crafting – trust employees to choose which projects they will work on but with clear expectations

• Share information broadly – the uncertainly about the company’s direction leads to chronic stress, which inhibits the release of oxytocin and undermines teamwork

• Intentionally build relationships – when people intentionally build social ties, their performance improves

• Facilitate whole person growth – set clear goals, but give employees autonomy to reach them and provide consistent feedback

• Show vulnerability – ask for help from colleagues instead of just telling them what to do

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SOURCES: Appelo, Jurgen. Managing for Happiness. Wiley. 2016 Berry, Leonard. How Service Companies Can Earn Customer Trust and Keep It. Harvard Business Review. April 19, 2017. https://hbr.org/2017/04/how-service-companies-can-earn-customer-trust-and-keep-it

Covey, Stephen M.R. The Speed of Trust. Free Press. 2006. Fabiano, Alice Lin. To Reach Scale, You Need to Build Trust. Stanford Social Innovation Review. February 20, 2013. https://ssir.org/articles/entry/to_reach_scale_you_need_to_build_trust1 Feltman, Charles. The Thin Book of Trust. Thin Book Publishing Company. 2009

Harwood, Richard. Getting Real about Building Trust. The Harwood Institute. February 2015. Insight Coaching. Does Diversity Power Performance or Kill It? March 2015. https://insightcoaching.com/diversity-power-performance-kill/ Kahane, Adam. Collaborating with the Enemy. How to Work with People You Don’t Agree with or Like or Trust. Berrett-Koehler Publishers Inc. 2017. Tamarack Institute Webinar - https://www.youtube.com/watch?v=GloVzauh7AM Priestley, Cara. At the Speed of Trust – Part 2. Collective Impact Forum. December 15, 2014. Sawyer, David and Ehrlichman, David. The Tactics of Trust. Stanford Social Innovation Review. Winter 2016. https://ssir.org/articles/entry/the_tactics_of_trust