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Tribal Inspired Leadership Training

Instructor Guide

October, 2010

Western Community Policing Institute

Western Oregon University

Community Oriented Policing Services

Tribal Inspired Leadership Training Instructor Guide

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Table of Contents

Instructional Preparation .............................................................................................. 1 Instructor Preparation ................................................................................................... 1 Prerequisites ................................................................................................................. 4 Introduction to the Instructor Guide ............................................................................ 4 Instructor Guide-Instructional Key .............................................................................. 6 Submitting Forms.......................................................................................................... 8 MODULE 1: Introductions ............................................................................................. 9 Background: Course Provider, WCPI .......................................................................... 9 Participant Introductions ............................................................................................ 10 Course Overview ......................................................................................................... 11 Course Goal, Modules, and Objectives ..................................................................... 12 Introduction to Technology ........................................................................................ 14 Introduction to Qwizdom ............................................................................................ 15 System Overview......................................................................................................... 15 Three Leadership Profiles .......................................................................................... 20 Leadership Decision Matrix ........................................................................................ 21 Community Policing: Looking to Tomorrow ............................................................. 27 Test Your Knowledge Exercise .................................................................................. 29 TILT in Review ............................................................................................................. 30 Module 1 Wrap-Up ....................................................................................................... 31 Module 2: Carrying Out Community Policing Principles: Defining and Understanding Leadership and Management Roles ................................................ 32 Help Wanted Ad Exercise Part 1 ................................................................................ 34 Leadership and Core Cultural Competencies ........................................................... 36 Understanding Culture ............................................................................................... 37 Historical Events ......................................................................................................... 45 The Evolution of Leadership Theory and Practice ................................................... 50 Peter Drucker: Concepts of Leadership .................................................................... 52 Evolution of the Knowledge Worker .......................................................................... 54 The New Dynamics of the Tribal “Knowledge Worker” ........................................... 56 The Distinction between Leadership and Management ........................................... 59 Leadership and Management Redefined ................................................................... 63 The Four Dimensions of the Leadership Test© ......................................................... 63 Help Wanted Ad Exercise Part 2 ................................................................................ 66 Wrap-Up ....................................................................................................................... 67


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MODULE 3: Leadership of Teams at Critical Times: The Relationship of Team Development and the Leader’s Role .......................................................................... 70 LaJolla Indian Disaster Case Study ........................................................................... 73 Situational Leadership Principles .............................................................................. 85 Leadership Matrix Exercise/Group Response .......................................................... 89 Wrap-Up ....................................................................................................................... 98 Module 4: Tribal Inspired Leadership Skills: Primal Leadership and Emotional Intelligence (EI) ............................................................................................................ 99 Primal Leadership Challenge ................................................................................... 102 The Physiological Capacity for Leadership: The Limbic System ......................... 114 Overview of the Limbic System ............................................................................... 115 Influence, Communication, and Emotional Intelligence: The Essence of Primal Leadership ................................................................................................................. 116 Communication Analysis and Limbic Influence Exercise ..................................... 118 Primal Leadership and Emotional Intelligence ....................................................... 125 The Essence of Primal Leadership .......................................................................... 127 The Primal Leadership and Tribal Inspired Leadership Skills .............................. 132 Practicing Primal Leadership ................................................................................... 132 Wrap-up ...................................................................................................................... 138 Module 5: Comprehensive Application of Homeland Security Strategies: The Transformational Leader .......................................................................................... 141 Overview .................................................................................................................... 141 The “Bell Waterline” Challenge ............................................................................... 143 Elements of Transformational Leadership: Four Basic Steps for a ..................... 152 Transformational Leadership and the Moral Cause ............................................... 157 Transformational Leadership Characteristics and Vision ..................................... 161 The Pygmalion Effect and Transformational Leadership ...................................... 166 Applying Transformational Leadership to your Leadership Challenge ............... 172 Wrap-Up ..................................................................................................................... 178

Appendix 180


October, 2010 Version 1 Page 1

Instructional Preparation

Instructor Preparation

Instructors are required to read, review, and become familiar all course materials and course delivery guidelines, focusing on how these materials support the course goal and objectives. Also, to meet the unique needs of each community, instructors should be prepared to provide the following information.

Training venue information, including available water fountains, bathrooms, local restaurants, and emergency contact information

Current or recent events in the community that may enhance the relevance of community policing training

Current ―hot button‖ (highly controversial or politically charged) issues in the community that may need to be addressed with caution or placed in a ―parking lot‖ (agreement to discuss at a later date) status

Classroom Technology

Each classroom should contain the following multi-media technology. This technology should be set up and tested prior to the delivery of this course to ensure that technology is visible/audible to all participants. (NOTE: The instructor may have to bring this technology if it is not available.)

Windows-based computer

LCD (media) projector and screen

Sound system

Chart pack paper, easel, and bold markers

Classroom Preparation

All supplies, such as chart-pack paper and markers, participant manuals (which includes pre-tests, post-test, and ―Action Planning‖ forms), course textbooks, sign-in registrations, course evaluation forms, and pens and pencils, should be available and set up prior to the start of the course.

The classroom should be arranged to promote interaction and adult learning principles. This includes the use of "rounds" that accommodate six participants per table. If this arrangement is not possible then a fan-shape set up is appropriate (see figure 1).



(Front)

Instructor Teams

This course is intended to be delivered following a 1 instructor to 20 student ratio. Instructor assignments for each module should be determined well in advance of the training. Those instructors who are not actively delivering a module are to be assigned to one or more participant teams to support team activities. Therefore, it is essential that instructors are familiar with the entire course content, including activities, video clips, reference materials, and time guidelines. This course is time sensitive, and it is the responsibility of the instructor to maintain the time guidelines for each module.

Evaluation Strategy

The evaluation strategy designed for this course contains three major elements: a test your knowledge pre- and post-test, participant evaluation response, and instructor observation. To evaluate participants‘ level of learning, test your knowledge exercises (pre-test) will be administered at the beginning of Modules 2, 3, 4, and 5. At the conclusion of each of these modules a test your knowledge exercise (post-test) will be given. Through comparison of the pre- and post-test results, participants‘ level of learning will be determined. Also, throughout the training, each participant or group will use the Qwizdom technology providing individual responses and participation in group discussions related to the challenge scenarios.

Participant Guide

A Participant Guide is provided which contains the following:

Course content

Test Your Knowledge Exercises (pre-and post-tests)

Reference materials

Table

"Rounds"

"Fan Shape"

Figure 1



Course Textbooks

Participant teams will be given the Tribal Inspired Leadership Training Participant‟s Guide as a workbook for the course.

Course Development

This course was developed by the Western Community Policing Institute (WCPI) to support the Community Oriented Policing Services (COPS) Office. The COPS Office redefines community policing as ―a philosophy that promotes organizational strategies, which support the systematic use of partnerships and problem solving techniques, to proactively address the immediate conditions that give rise to public safety issues, such as crime, social disorder, and fear of crime.” (United States Department of Justice, Office of Community Oriented Policing Services, March 2008)

This course offers ―hands-on‖ application and insight into an executive/leader‘s role and responsibilities in implementing and managing community policing. This course is designed as a stand-alone curriculum that can be delivered ―off-the-shelf.‖ The course content is designed to be relevant to any community policing.

Cognitive Course Goal

This course is designed to train and equip executives with the skills necessary to make leadership decisions for the purpose of preparing and implementing community policing. Note: The information presented and the terminologies used in this course were correct at the time this course was developed.

Participant Profile

The target audience for this program are leaders representing a broad spectrum of Tribal jurisdictions that have official responsibility in implementing and/or advancing community policing in the following disciplines:

Law enforcement

Emergency medical services

Fire services

Hazardous materials

Public works

Government administration

Public safety communications

Medical/health care

Education

Emergency managers

Community Stakeholders



Any other executives who have direct oversight or involvement in community policing will also be included. Special attention will be placed on training those leaders with limited access, including time and financial constraints, to community policing training.

Target Audience Needs

Members of the target audience are at the forefront of implementing and/or advancing community policing. The ability of executives to provide leadership in implementing and/or advancing community policing are critical components in involving the community in the organizations application of community policing principles. Creating these abilities allows Tribal communities to implement and/or advance community policing that will improve the quality of life in the community. This course will provide participants with working information in the following areas:

A knowledge of leadership and management theories and skills and their relationship to community policing

A knowledge of the organization and goals of the COPS Office

Identifying needed leadership skills through case studies

Prerequisites

General Prerequisites

All course participants must be recognized as leaders in their respective communities actively involved in decision-making, leadership, or responsibility of community policing activities.

Prerequisite Knowledge, Skills, and Abilities

In order to attend the Tribal Inspired Leadership Training (TILT) course, participants listed in the Participant Profile section should have the criteria defined in the area of Target Audience Needs (refer back to the Participant Profile section).

Introduction to the Instructor Guide

Structure and Purpose of this Guide

This Instructor Guide is for delivering the sixteen-hour Tribal Inspired Leadership Training (TILT) and supports the COPS Office.

The general purpose and structure of this guide is designed to provide the instructors with:

Facilitation guidelines for the delivery of the content in a detailed, but flexible format

Detailed facilitation guidance of course activities and video clips



Adult learning concepts and strategies

Blended learning strategies

The course will provide participants with:

An understanding of leadership theories and skills as they relate to community policing

An understanding of the philosophy of leadership as a useful tool for all public safety executives to address community policing issues

An understanding of the definition, components, and goals of the COPS Office

An understanding and evaluation of case studies

Purpose

The purpose of this executive-level national training program is to train and support Tribal leaders from all communities. These leaders with decision-making authority and responsibilities will gain direct/indirect, formal/informal training in existing and emerging community policing principles, policies, and procedures.

The general purpose and structure of this guide is designed to provide:

Facilitation guidelines for the delivery of the content in a detailed, but flexible format

Blended Learning Strategies

Detailed facilitation guidance of course activities and video clips



Instructor Guide-Instructional Key

Instructor Guide - Color Coding Key

This Instructor Guide has been color-coded for specific purposes. All pages and texts with color shading indicate information that is included for instructor assistance, and this information is not provided in the participant workbook. The yellow-shaded text indicates supplemental or supporting information and facilitation instructions added for instructor clarification. The gold shading indicates a Qwizdom activity. All other non-shaded text is included in the participant workbook.

Icon Description

Knowledge Check: Used when it is time to assess the learners‘ understanding

Example: Used when there is a descriptive illustration to show or explain

Key Points: Used to convey essential learning concepts, discussions and introduction of supplemental material

Challenge coin: Used during the curriculum delivery when special emphasis or attention to community oriented policing is noted

Mentor: The mentor serves as the virtual historical ―bridge‖ to assist participants with using the available tools and resources during the training

Leadership Decision Matrix: The Leadership Decision Matrix activities or interactive scenario based challenges are designed to develop leader‘s skills, by prompting leaders in the decision-making processes

Hint: Used to cover administrative items or instructional tips that aid in the flow of the instruction

Question to Class: Used when instructor is to question the class, possible responses are included in yellow highlighted text

Transformational

Prim

al

Situ

atio

nal

Ea

gle

Wolf

Buffalo

Gri

zzly

Ambitious

Intelligent

Articulate

Servant to his/her people

Success of purpose drivenGives credit

Strong ego

Self -

Awareness

Self -

Management

Social

Awareness

Relationship

Management

People

Centered

Practical

Prescriptive

Flexible

Directive Supportive

Adaptive

Love

White

PeopleElders

Spiritual

Winter

Physical

Birth

Oriental

Spring

Seeds

Sun

Warmth

Light

Yellow

White

NORTH: White

Air

Animals

Receive Energy

Mental Aspect

Wisdom & LogicEAST: Yellow

Sun/Fire

Determine Energy

Spiritual Aspect

Illumination &

Enlightening

SOUTH: Red

Water

Plants

Gives Energy

Emotional Aspect

Trust & Innocence

WEST: Black

Earth/Physical

Holds Energy

Physical Aspect

Introspection &

Insight

Red man

TeenagersMental

Summer

Red

Emotional

Blue

Adults

young

Black

people

Autumn

Fall

CREATOR

ME



Using PowerPoint

A supporting PowerPoint presentation is provided for this course. This presentation should be used as a visual aid to support course content, and it is not intended to replace any of the required information to be delivered orally by the instructor.

Facilitating Activities

Activities are included in this course, both to support learning and to build and foster group discussion. To ensure that participants get the most out of these activities, instructions for facilitating and debriefing activities are included in the Instructor Guide contained in the ―Instructional Notes and Instructional Directions‖.

Presenting Videos

Video clips have been included in this course to illustrate specific concepts and ideas. Video set-up and debrief is essential to help participants relate the information contained in the video clip to what is being learned in this course. Video summaries explaining video set-up and debrief are included in the Instructor Guide ―Instructional Notes‖.

Application to Tribal Inspired Leadership

In addition to the Instructional Directions and Instructional Notes, participants will be presented a Application to Tribal Inspired Leadership. The purpose of the Application to Tribal Inspired Leadership section is to relate the content of the curriculum in the module to participant‘s community policing leadership and decision-making responsibilities.

Simulator and Mentor Activities

The historical leadership profiles of selected ―mentors‖ are available throughout the presented scenario based challenges to provide leaders with help, advice, and commentary as they make their way through the simulation. The mentor serves as the virtual historical ―bridge‖ that assists participants with using the available tools and resources during the training. These scenario based challenges are designed to develop a leader‘s skills, by prompting leaders in the decision-making processes relating to community policing. The leadership challenges are not static, as new issues and complications emerge over time - some are direct responses to actions taken (or not taken) by leaders. The flexible decision-making design of the challenge scenario tool allows for continuous and enhanced learning to take place at all levels of experience. The scenarios are designed to provide a guided experience into the use of skills, tools, resources, and new thought processes.



Submitting Forms

Instructors are to ensure that the following forms are available, properly completed, collected, and submitted to WCPI at the close of this course.

Registration Forms*

Student Assessment of Course

*Registration forms must be completely filled out

Lead instructor is responsible for ensuring that all fields on the registration form are complete

o Fields in bold* are required and must be completed

Last Name

First Name

City

State

Zip Code

Work Phone

Level of Government

Student Discipline

Registration forms will not be accepted if they are incomplete.

All information provided by participants during this training, including COPS registration forms, state POST attendance rosters and/or any other attendance rosters are for the sole use of WCPI and POST reporting purposes. The information gathered at this training is not to be copied, duplicated, stored or transmitted by any means without expressed or written consent by Western Community Policing Institute.



MODULE 1: Introductions

0

Tribal Inspired Leadership TrainingOctober, 2010

Instructional Directions: Show PPT slide 0. This is the cover slide for the course. Circulate sign-in roster forms, asking participants to provide the most complete and accurate information possible. Each participant will submit the appropriate forms required for information gathering. Note: This is a requirement of the training. Show PPT slides 1 and 2. Welcome participants, introduce yourself and the training staff-allowing the training staff time to introduce themselves, and provide a brief overview of your training organization. For example: Western Community Policing Institute (WCPI). Refer participants to the applicable page number in their Participant Guide for this module.

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TILT Course Providers

• Sponsored by U.S. Department of Justice/Community

Oriented Policing Services

– Award #2009 HEWXK002

• Developed by Western Oregon University/Western

Community Policing Institute

Background: Course Provider, WCPI

This project was supported by Cooperative Agreement Number 2009HEWXK001 awarded by the Office of Community Oriented Policing Services, U.S. Department of Justice. The opinions contained herein are those of the author(s) and do not necessarily represent the official position or policies of the U.S. Department of Justice. References to specific agencies, companies, products, or services should not be considered an endorsement by the author(s) or the U.S. Department of Justice. Rather, the references are illustrations to supplement discussion of the issues.

The grant award number is: 2009HEWXK002

The author of this curriculum is the Western Community Policing Institute (WCPI).



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Western Community Policing

Institute

• Funded by the U.S. Department of

Justice/COPS

• Delivering training since 1996

• Located at Western Oregon University in

Monmouth, OR

Some background facts about WCPI are as follows:

Funded by the U.S. Department of Justice, (COPS) and the U.S. Department of Homeland Security (FEMA), Responder Training.gov

Located at Western Oregon University in Monmouth, Oregon

Delivering training since 1996

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Course Logistics

• Coffee

• Restrooms

• Phone calls and

pagers

• Breaks and meals

• Seating arrangement

• Sign-in roster

• Participant notebooks

Instructional Directions: Show PPT slide 3. Provide housekeeping details for the course, including necessary forms, breaks, and cell phone usage.

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Module I: Introductions

Participant Introductions

Instructional Directions: Show PPT slide 4. At this point, allow participants the opportunity to introduce themselves. For introductions have participants spend a few minutes introducing themselves at their tables. To set up introductions tell participants that they have a few minutes to introduce themselves giving their names and the organization that they work for. Tell them that this is the only work related information that they can share. Have them spend the next few minutes talking about anything other than work related items. After a few minutes ask



participants what they talked about. Flip chart responses which will include things such as family, vacation, sports retirement, pets, etc... Ask participants if these are the most important things to them and their employees. Explain that one important aspect of leadership takes into consideration what is most important to others. When developing personal relationships leaders need to know what is important to their employees.

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What is important to your

employees?

Leadership

promotes….

Leadership

is….

• Influencing

• Motivating

• Inspiring

• Being Credible

• Caring

• Compassionate

How well do you know your employees….

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“Undercover Boss”

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Course Overview

• Interactive Scenario-based

• Training uses historical examples to examine

leadership ―Last chapters of their lives have

been written. We can look at their actions based

on historical events.”

• Designed for public safety and Tribal leaders

• Requires active participation and problem-

solving

Course Overview

Instructional Directions: Show PPT slides 5, 6, and 7. These slides provide some background information on the course itself and the goals of this course. Give a brief overview of the course goals and learning objectives; explain that these objectives will be covered in greater detail throughout the course. These slides identify certain key points of interest the participants should be on the lookout for as they work through the course materials (i.e., enabling objectives, Qwizdom activities, and discussion questions).

This course is comprised of five modules. The course is challenge and scenario-based, requiring active participation and problem-solving. Participants will evaluate case studies and shared experiences in the context of an executive‘s leadership approach in implementing and administering community policing within the Tribal community. In each module, participants examine and discuss the need for leadership and the importance of community policing. The concluding module provides final summary thoughts regarding identified issues and provides a wrap-up for this course.

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Course Goal

This course is designed to

train and equip Tribal

executives with the skills

necessary to make leadership

decisions for the purpose of

preparing and implementing

community policing strategies.

Instructional Directions: Show PPT slide 8. This slide provides a description of the goal of this course.



Course Goal, Modules, and Objectives

Course Goal

This course is designed to train and equip executives with the skills necessary to make leadership decisions for the purpose of implementing and administering public safety programs with a community policing philosophy in their community.

Course Modules

The other modules in this course include:

Carrying Out Community Policing Principles: Defining and Understanding Leadership and Management Roles.

Successfully Integrating and Synchronizing Community Policing Principles through Leadership: Situational Leadership.

Community Policing Executive Leadership Skills: The Primal Leaders and Emotional Quotient (EQ).

Comprehensive Application of Community Policing Principles: The Transformational Leader.

Instructional Notes: At the beginning of each module participants will be presented with the module‘s learning objective. A learning objective corresponds to the overall instructional goals of the course. Each module‘s learning objective describes what participants will be able to do at the end of the module.

To assist participants in successfully completing this course, each module identifies enabling objectives that are presented throughout the training. At the beginning of each module the enabling objectives are listed and reviewed. These enabling objectives are mechanisms to assist participants in achieving the learning objective for each module.

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99

Learning Objectives

A learning objective corresponds to

the overall instructional goals of the

course. Each module’s learning

objective describes what

participants will be able to do at the

end of the module.

Learning Objectives Show PPT slide 9.

A learning objective corresponds to the overall instructional goals of the course. Each module‘s learning objective describes what participants will be able to do at the end of the module.



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Module I – Learning

Objective

To introduce participants to the

framework of the Tribal Inspired

Leadership Training course

Module 1: Learning Objective (LO) Show PPT slide 10.

To introduce participants to the framework of the Tribal Inspired Leadership Training course.

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Enabling Objectives

At the beginning and conclusion of each

module, participants will be presented the

Course‘s Enabling Objectives. The

Enabling Objectives are presented for

participants to achieve the Terminal

Learning Objectives.

Enabling Objectives Show PPT slide 11.

At the beginning and conclusion of each module, participants will be presented the Course‘s Enabling Objectives. The Enabling Objectives are presented for participants to achieve the Terminal Learning Objectives.

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1010

Module I – Enabling Objectives

At the conclusion of the module, participants

will be able to:

• Identify the goals of the course

• Recognize how course materials are to be

utilized in the Tribal Inspired Leadership

Training

Module 1: Enabling Objectives (EO’s) Show PPT slide 12.

At the conclusion of this module, participants will be able to:

Identify the goals of the course

Recognize how course materials are to be utilized in the Tribal Inspired Leadership Training Course.



Understand what leadership is and specific leadership approaches used in leading organizations

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Test Your Knowledge Exercises

At the beginning and ending of

each module you will be

presented a pre and post test of

your knowledge. These tests will

be presented using the Qwizdom

Response System.

Test Your Knowledge Exercises

Instructional Directions: Show PPT slide 13. Note: Correct test answers are highlighted in red and marked with an asterisk in the Instructor‘s Guide. At the beginning and ending of each module participants will be presented a pre- and post-test of participant‘s knowledge. These tests will be presented using the Qwizdom Response System. The Test Your Knowledge Exercises are used to determine participants learning of each module‘s curriculum.

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Introduction to Technology

• Leadership Models

• Historical Profiles

• Challenges

• Pay-offs

Key Terms

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The TILT Simulator provides Historical Leadership Profiles throughout

the presented scenario based challenges to provide leaders with help, advice, and commentary as they make their way through the simulation. The Profile serves as the virtual historical ―bridge‖ to assist participants with using the available tools and resources during the training. These interactive scenarios are designed to develop a leader‘s skills, by prompting leaders in the decision making processes in implementing community policing.

Simulator

Introduction to Technology Show PPT slides 14, and 15.

The TILT scenarios provide historical leadership profiles throughout the course based on specific Tribal leadership challenges. These scenarios are designed to help participants develop leadership knowledge, skills, and abilities as they make their way through the course. The leadership profiles serve as the historical ―bridge‖ to assist participants with using the available tools and resources during the training. Interactive scenarios are designed to develop a leader‘s skills, by prompting leaders in decision-making processes before and during the implementation of community policing strategies.



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Qwizdom brings true interactivity to this training using the latest innovations in wireless technology. The Qwizdom system is integrated into the TILT curriculum and PowerPoint presentation to provide an opportunity for active participation in the training activities.

Group Responder – Qwizdom System

Introduction to Qwizdom

Instructional Directions: Show PPT slide 16. This training uses the Qwizdom Interact System that combines the response system interactivity, customized presentations, formative assessments, and online reporting into one complete solution. The system engages, motivates, and empowers each individual participant to make more impactful evaluations, analysis, and decisions.

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The Qwizdom Actionpoint System

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Qwizdom Participant Remote

Send

Button

T= True or Yes

F = False or No

1, 2, 3, 4

On/Off

Button

The Qwizdom Interact System Show PPT slides 17 and 18.

Qwizdom brings true interactivity to this training using the latest innovations in wireless technology. The Qwizdom system is integrated into the TILT curriculum and PowerPoint presentation to provide an opportunity for active participation in the training activities.

System Overview

Qwizdom Components

Qwizdom's Response System includes a host, which plugs into the instructor‘s laptop or desktop USB drive, teacher remote, and student remotes. The host transmits a radio frequency which allows communication with the instructor‘s computer, the teacher remote, and student remote. This RF IEEE standard system helps



insure robust, conflict-free operation and supports up to 1,000 remotes at one time.

The Qwizdom Participant Remote provides instant feedback to participants.

The Qwizdom Instructor Remote allows the instructor to present slides, pause and play media, and pose a new question. Instructors can instantly view a graph on their remote's LCD screen or project the results for the entire classroom.

T = True

F = False

or

T = Yes

F = No

Send

button

C = Clear



Participant Remote:

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1919

Test Your Knowledge

Which of the following are typically characterized as elements of management?

a) Task oriented

b) Big picture focus

c) Budget oriented

d) A & C

e) All of the above

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2020

Test Your Knowledge

Which of the following are key elements of community policing leadership?

a) Leading people

b) Leading change

c) Building coalitions

d) A & C

e) All of the above

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2121

Test Your Knowledge

Which of the following are challenges to community policing?

a) Recruitment, hiring, and retention

b) Disengaged communities

c) Funding shortfalls

d) Poor collaboration between local government agencies

e) All of the above

Test Your Knowledge Exercise

Instructional Directions: Show PPT Slides 19, 20, and 21. Advise the participants that in order to better gauge the class‘ progress throughout the TILT course, each module will begin and conclude with the test your knowledge exercises, a series of Qwizdom activities.

Use the Qwizdom Group responder units and active equipment pursuant to directions (see Appendix MODULE 1, A).



Instruct participants to answer the following two test your knowledge questions to the best of their knowledge, this serves as the module pre-test.

Advise participants that the questions will be revisited in the form of post-test questions and will be discussed at that point.

Inform the participants that the test your knowledge activities serves to gauge the participant‘s knowledge about the material covered in modules 1, 2, 3, 4, and 5. The same questions will be repeated at the conclusion of each module and will serve as the post-test.

1. Which of the following are typically characterized as elements of management?

a) Task oriented b) Big picture focus c) Budget oriented d) A & C e) All of the above*

2. Which of the following are key elements of community policing leadership?

a) Leading people b) Leading change c) Building coalition d) A & C e) All of the above*

3. Which of the following are challenges to community policing?

a) Recruitment, hiring, and retention b) Disengaged communities c) Funding shortfalls d) Poor collaboration between local government agencies e) All of the above*

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TILT and Leadership in Community

Policing

• Remarkably Valiant

• Dealt a ―bad hand‖

• Study their lives

• We will “all” be given opportunities

• “What a pity if the moment would find

us unprepared”

Bill Westfall

• Study their History

• Role models for our lives

• Pieces of personality I want

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TILT and the Leadership Challenges

• A lack of community trust.

• A community sense there is little

accountability.

• Citizen apprehension to work cooperatively

with public sector organizations.

• Leveraging resources in responding to the

effects of local economic distress.



TILT and Leadership in Community Policing

Instructional Directions: Show PPT slides 22 and 23. In this course participants will be introduced to the concept that leadership and management are distinct and different. Both entities do not need to be competing; in fact, with an effective organization they compliment each other. Leadership and management, when working properly, support each other; however, they can also find themselves in conflict within the organization. This requires leaders to possess two skill sets to be successful in implementing and administering community policing. The first skill a leader needs is the ability to recognize this conflict and suggest a solution rather than just contributing to the frustration. The second skill is the ability to differentiate between leadership and management as a skill set. Leaders are presented opportunities in their careers to demonstrate their knowledge, skills, and abilities (KSA‘s) when faced with challenges. These include community specific challenges that can range from a lack of community trust in public safety; a community sense there is little public safety accountability; citizen apprehension to work cooperatively with public safety organizations; public safety organizational resistance to embrace community policing; to leveraging community policing in responding to the effects of local economic distress on public safety. For the purposes of this training overcoming these factors comprises of what can be referred to as the leadership challenge. In this course you will be introduced to historical leadership figures, the challenges they faced, and the outcome of their actions. These historical figures were chosen to demonstrate the leadership knowledge, skills, and abilities they employed when facing particular challenges. These historical figures are studied for a variety of reasons (Westfall interview) because they were:

―Remarkably valiant‖

―Dealt a bad hand‖

―Study their lives‖

―Study their history‖

―Role models for our lives‖

―Pieces of personality I want‖

―We will ―all‖ be given opportunities‖

―What a pity if the moment would find us unprepared‖

The leadership figures selected for this program will highlight the specific challenges of:

Knowing people and what their specific needs are – Situational Leadership

Preservation – Primal Leadership

Sharing a vision – Transformational Leadership



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TILT and Leadership in

Community Policing

Three Leadership Presentations

• Chief Gall

• Chief Tecumseh

• Chief Mankiller

Three Leadership Profiles Show PPT slide 24.

Chief Gall

Chief Tecumseh

Chief Wilma Mankiller

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The “Indispensable Leader” Fallacy

“leadership must move from the idea of a leader, a person, to leadership, a competency, that can and should be

exhibited by all members of an organization.”

Love & Estanek 2004

“One-man rule”

“No institution can possibly survive if it needs geniuses or supermen to

manage it.”Drucker, 1946

Instructional Directions: Show PPT slide 25. Introduce this section by pointing out that in order to understand what we define as leadership today; we should look not only at the evolution of leadership and management as concepts, but also the social dynamics that necessitated their evolution. This evolution includes introducing the fallacy of the ―Indispensible Leader‖. This notion of the ―Indispensible Leader‖ is premised on the assumption that an organization‘s survival is dependent on one person‘s leadership and direction. The notion that one leader is solely responsible for the survival of the organization is the fallacy referenced in this section. Current theory regarding leadership embraces the principle that in every organization each member contributes to the success of the organization.

The “Indispensible Leader” Fallacy

“No institution can possibly survive if it needs geniuses or supermen to manage it.”

“One-man rule” Instructional Note: Continue building on the concept of the indispensible leader by describing the concept of pervasive leadership. Explain that pervasive leadership involves individually generated relationships and actions among members. Pervasive leadership involves promoting organizational learning in order to effect and support positive change.



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The “Pervasive Leader”

―Pervasive leadership is individually generated

relationships and actions among members throughout an organization focused on

struggling together to influence and promote

organizational learning and accomplish positive

changes to benefit the common good.‖

Instructional Directions: Show PPT slide 26. After explaining that leadership is more than a person (leader) and that it is a competency that can and should be exhibited throughout an organization, introduce NBA basketball star Bill Russell. Begin with highlighting Mr. Russell‘s accomplishments and pointing out that he spent most of his career building successful and respected credentials. Remind leaders that in order to be a credible and respected leader that others will want to listen to it is important to have the expertise and experience that is required. After introducing Mr. Russell show the ESPN video explaining that Mr. Russell is meeting with the then up and coming Celtics player, Kevin Garnett. The purpose of the video is to demonstrate the beginning of developing personal relationships and the importance of sharing personal experiences. After showing the video ask participants what they observed and heard in the video conversation. The following key points should be discussed:

History of the organization

Tradition

Responsibility

Culture

Respect

Trust

Team ―You cannot drag people‖

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William Fenton Russell –

Honors:Elected to Naismith Basketball, Basketball Hall of Fame (1975); NBA champion (1957, '59, '60, '61, '62, '63, '64, '65, '66, '68, '69); NBA MVP (1958, '61, '62, '63, '65); All-NBA First Team (1959, '63, '65); Eight-time All-NBA Second Team; NBA All-Defensive Team (1969); 12-time NBA All-Star (1958-69); All-Star MVP (1963); One of the 50 Greatest Players in NBA History (1996); Olympic gold medalist (1956).

Boston Celtics

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Bill Russell and Leadership

Instructional Directions: Show PPT slides 27 and 28. After showing the Russell video have participants briefly share with each other at their tables why they are in their current leadership position. The purpose of this activity is to have participants share their experience (credentials) and their motivation and passion for being a leader. Ask if someone would like to share why they are in the leadership position they are in.



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The Invisible Leader - "By design and

by talent…."

wrote basketball player Bill Russell of his

team, the Boston Celtics, "(we) were a team of specialists, and like a team of specialists

in any field, our performance depended both on individual excellence and on how well we worked together. None of us had to strain to understand that we had to complement each other's specialties; it was simply a fact, and we all tried to figure out ways to make our

combination more effective...

The Invisible Leader Show PPT slide 29. Use the following quote from Bill Russell to reinforce the concept of being a ―Team‖ member and knowing that as team member individuals must know, understand, and recognize the strengths and experiences that each individual brings. Leaders should find ways to promote a team environment which creates opportunities for individuals to complement other‘s specialties. "By design and by talent…‖ wrote basketball player Bill Russell of his team, the Boston Celtics, "…(we) were a team of specialists, and like a team of specialists in any field, our performance depended both on individual excellence and on how well we worked together. None of us had to strain to understand that we had to complement each other's specialties; it was simply a fact, and we all tried to figure out ways to make our combination more effective...‖

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The Leadership Decision

Matrix

The Leadership Decision Matrix Show PPT slide 30.

Instructor: Show slides 31, 32, 33, and 34 displaying Figures 1.1, 1.2, 1.3, and 1.4. Throughout this course, participants will have the opportunity to use the Leadership Decision Matrix (Decision Matrix) as a tool for enhancing their leadership decision making abilities. Introduce participants to the Matrix by explaining the components of the Matrix and how they will be used in class. Explain to participants that by understanding the principles of the Leadership Matrix, Tribal leaders can use the Leadership Matrix as a tool to help them make more effective leadership decisions. The following graph illustrates the four quadrants found in the leadership Matrix. At this point, explain that the Matrix will be used to help them make decisions in each module. Explain that the Matrix consists of four quadrants; three of the quadrants represent different leadership styles that will be presented in class. These three styles are Situational, Primal, and Transformational. The fourth quadrant represents the concepts of leadership and management and can be used by participants to frame the differences between the two.



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Leadership Decision MatrixSituational Primal Transformational

Leadership/Mgt

Challenges Challenges Challenges Challenges

Rapid Change

Unanticipated

Circumstances

Knowing my peoples

needs

How do I lead them

Declining

cultural values

Preserving

Tribal cultural

values

Stopping

organizational

Paralysis

Inspiring others

Organizational

paralysis

Overcoming

limited expectations

Overcoming

distractions and

obstacles

Leadership vs.

management

Official and

unofficial leadership

Formal and

informal leadership

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Leadership Decision MatrixSituational Primal Transformational Leadership/Mgt

Characteristics Characteristics Characteristics Characteristics

Flexible

Adaptable

Prescriptive

Guidance

Practical

Emotional

Intelligence

Good

Communicator

Inspirational

Resonance

Healthy egos

Purpose driven

Forward thinking

Motivating

Inspiring

Honesty

Integrity

Visionary

Problem/ Solving

Big picture

Directing

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Leadership Decision MatrixSituational Primal Transformational

Leadership Mgt

Approach Approach Approach Approach

Directive

Supportive

Autocratic

Democratic

Stability

Guidance

Assuredness

Servant to people

Selling a vision

Inspiring and

motivating to action

Vision

Inspiring

Collaborating

Mentoring

Coaching

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Leadership Decision Matrix

Situational Primal Transformational

Leadership Mgt

Payoff Payoff Payoff Payoff

Adaptive

Meets Challenge

Recognizes needs

Self-management

Self-awareness

Relationship

management

Social awareness

Developing the

vision

Selling the vision

Finding the way

Leading the charge

Right thing

Right time

Right way

Right reason

Leadership Decision Matrix Situational Primal Transformational Leadership

Challenges Challenges Challenges Challenges Rapid Change Unanticipated

circumstances Knowing my

peoples needs How do I lead

them

Ensuring stability Providing

emotional assurances, guidance and order

Enabler of specialization

Inspiring others Organizational

paralysis Overcoming limited

expectations Overcoming

distractions and obstacles

Leadership vs. management

Official and unofficial leadership

Formal and informal leadership

Figure 1.1




Situational Primal Transformational Leadership

Characteristics Characteristics Characteristics Characteristics Leadership Trust Prescriptive Guidance Practical Directive Supportive

Emotional Intelligence

Good Communicator

Inspirational Resonance

Ambitious Intelligent Articulate Servant leader Strong ego Purpose driven Gives credit Uses humor Considers

employees as volunteers

Wisdom Enlightenment Understanding Problem/ Solving Big picture Organizational

Skills

Figure 1.2

Leadership Decision Matrix Situational Primal Transformational Leadership

Approach Approach Approach Approach Directive Supportive Autocratic Democratic

Stability Guidance Assuredness

Servant to people Selling a vision Inspiring and

motivating to action

Vision Inspiring Collaborating Mentoring Coaching

Figure 1.3





Payoff Payoff Payoff Payoff Adaptive Meets

Challenge Recognizes

needs

Self-management

Self-awareness Relationship

management Social

awareness

Developing the vision

Selling the vision Finding the way Leading the charge

Right thing Right time Right way Right reason

Figure 1.4

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The Dynamics of Community Policing

LeadershipKey Dynamics

• Leadership and management are inexorably linked

• Leadership is the ingredient that activates and maximizes resources

• Leadership is the quintessential force multiplier

The Dynamics of Community Policing Leadership

Instructional Directions: Show PPT Slide 35. After completing the Leadership Test© exercise, introduce the participants to the idea that there are certain unique dynamics that exist in community policing leadership. Specifically:

Leadership and management are inexorably linked

Leadership is the ingredient that activates and maximizes resources

Leadership is the quintessential force multiplier Initiate a brief class discussion by asking participants to offer their opinions and relevant experiences.

Application to Tribal Inspired Leadership: Effective leadership is a critical component of community policing at every level of both the public and private sectors. Through effective leadership that incorporates sound management practices, individuals can help create a culture of community policing that is absolutely vital to our community‘s safety and security.



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Community Policing Defined

Community policing is a philosophy that promotes organizational strategies, which support the systematic use of partnerships and problem-solving techniques to proactively address the immediate conditions that give rise to public safety issues such as crime, social disorder, and fear of crime.

http://www.cops.usdoj.gov/

Instructional Directions: Show PPT Slide 36. Transition to this slide by asking participants to consider the following or similar question:

Community policing defined:

Community policing is a philosophy that promotes organizational strategies, which support the systematic use of partnerships and problem-solving techniques, to proactively address the immediate conditions that give rise to public safety issues such as crime, social disorder, and fear of crime.

Recognizing the complexity of community policing, what does a leader need in terms of knowledge and proficiencies?

Would you be able to do your job if you were a great leader without any knowledge related to community policing?

After a sufficient level of discussion and participant input, address the specific skills necessary for community policing leadership (See Appendix for citation). Specifically the following:

Drew Diamond and Deirdre Mead Weiss, Community Policing: Looking to Tomorrow, identifies ten principle challenges to the traditional community policing model.

Drew Diamond and Deirdre Mead Weiss, Advancing Community Policing Through Community Governance: A Framework Document. They define community governance as ―a philosophical approach to local governance in which municipal agencies, city leaders, and the community (e.g., nonprofit and community-based organizations, individuals, and businesses) view themselves as partners and collaborate to address community problems and improve the overall quality of life.‖

Instructional Notes: It is strongly advised that the instructor for this section should be versed in each of above referenced community policing resources.

Application to Tribal Inspired Leadership: This section identifies specific technical proficiencies and specialized knowledge that are needed for community policing leaders and decision makers.



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The Dynamics of Community

Policing

Challenges to Community Policing:

• Recruitment, hiring, retention• Reinforcing Community Policing• Inability to institute change• Disengaged communities• Funding shortfalls• Politics of public safety• Poor collaboration between

government agencies• Policymaking• Making the case for ―Community

Policing‖

Principles of Community Governance:

• Partnerships among municipal agencies

• Partnerships with the community • Collaborative problem-solving efforts• Organizational change

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Community Policing Leadership –

The Assurances

―The large corporation is in no way different from any army: it must have the equipment buy also, as in the army, equipment is of no avail without the functional organization of human effort. And like the army or like any other social institutions, the things that really count are not the individual members but the relations of command and responsibility among them.”

Drucker, Concepts of the Corporation

Instructional Directions: Show PPT Slides 37 and 38. Further discuss the unique dynamics of community policing leadership by noting that the Principles of Community Policing described above, actually breakdown into both the leadership and management realms.

Community Policing: Looking to Tomorrow

Challenges: The ten challenges to the traditional community policing model are:

Recruitment, Hiring, and Retention

Reinforcing Community Policing

Inability to Institute Change

Disengaged Communities

Funding Shortfalls

Politics of Public Safety

Poor Collaboration Between Local Government Agencies

Policymaking

Making the Case for ―Community Policing‖

Advancing Community Policing Through Community Governance: A Framework Document. This document defines community governance as ―a philosophical approach to local governance in which municipal agencies, city leaders, and the community (e.g., nonprofit and community-based organizations, individuals, and businesses) view themselves as partners and collaborate to address community problems and improve the overall quality of life.‖ (Diamond and Weiss, p. 3) Diamond and Weiss note, ―Community policing is a philosophical approach to policing; it is not a program or set of programs or tactics.‖ The elements of community governance include:

Partnerships among municipal agencies

Partnerships with the community

Collaborative problem-solving efforts

Organizational change



After discussing the dynamics of community policing leadership suggest to the participants that although community policing leadership is based on the same fundamentals as any other leadership perspective, it does represent a unique blend of competencies. Initiate a class discussion based on the following or similar question:

What do you believe it takes to be an effective community policing leader? Instructional Directions: After a sufficient level of discourse, transition to the next section which introduces some of the key concepts and elements of community policing leadership in a visual model. Application to Tribal Inspired Leadership: This section assists participants in understanding the relationships that exist between effective leadership and effective management. It also helps participants understand the four mission areas of community policing and basic risk management principles as related to prevention.

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Leadership is “Everyone’s

Business”

“Leadership is not about organizational power or authority. It’s not about celebrity or wealth. It’s not about the family your are born into. It’s not about being a CEO, president, general, or prime

minister. And its definitely not about being a hero. Leadership is about relationships, about

credibility, and about what you do.”

Kouzes & Posner 2007

Instructional Directions: Show PPT Slide 39. Relate to the class to the community oriented policing challenges participants may face. The emphasis of this section is the potential for a leadership challenges in implementing and administering community policing in the participant‘s communities.

Leadership Challenge Discussion Questions

What are the specific issues that are currently challenging your Tribe or jurisdiction?

Would implementing community policing pose a challenge?

After a sufficient level of discussion or when the appropriate answer is selected, initiate another discussion by asking participants to consider the questions that appear on the slide (listed



below), and consider whether their organizations and/or jurisdictions are prepared to answer them.

Knowing that this challenge is needed, what can you do to address the challenge?

How do you get stakeholders involved from the beginning? How do you achieve buy-in?

Do you opt for a formal or informal/official or unofficial approach?

What issues will you have to focus on as Tribal leaders?

After a sufficient amount of discourse, advise the class that this module will investigate the community policing leadership issues related to fulfilling the community policing mission like the challenges the historic profiles faced. Propose to the class that an effective means of strategizing and preparing for a leadership challenge (such as the one being discussed) is to look back into history and learn from leaders that dealt with similar situations.

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Test Your Knowledge

Which of the following are typically characterized as elements of management?

a) Task oriented

b) Big picture focus

c) Budget oriented

d) A & C

e) All of the above

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Test Your Knowledge

Which of the following are key elements of community policing leadership?

a) Leading people

b) Leading change


d) A & C

e) All of the above

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Test Your Knowledge

Which of the following are challenges to community policing?

a) Recruitment, hiring, and retention

b) Disengaged communities

c) Funding shortfalls

d) Poor collaboration between local government agencies

e) All of the above

Test Your Knowledge Exercise



Instruct participants to answer the following two test your knowledge questions to the best of their knowledge, this serves as the module pre-test.


Inform the participants that the test your knowledge activities serves to gauge the participant‘s knowledge about the material covered in modules 1, 2, 3, 4, and 5. The same questions will be repeated at the conclusion of each module and will serve as the post-test.



1. Which of the following are typically characterized as elements of management?

a) Task oriented b) Big picture focus c) Budget oriented d) A & C e) All of the above

2. Which of the following are key elements of community policing leadership?

a) Leading people b) Leading change c) Building coalition d) A & C e) All of the above

3. Which of the following are challenges to community policing?

a) Recruitment, hiring, and retention b) Disengaged communities c) Funding shortfalls d) Poor collaboration between local government agencies e) All of the above

TILT in Review

This program will assist Tribal leaders in:

Improving the capacity of Tribal executive leaders to partner with relevant stakeholders

Increase the awareness on the importance of culture, trust and accountability, using technology to support community policing efforts through the capture of data

Increase the capacity to develop and enhance mutual trust

Increase the capacity to leverage community policing in responding to the effects of local economic distress on public safety

Increase the capacity to address unique issues in a culturally sensitive and comprehensive community policing approach

Increase the practice of community policing nationally



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Wrap-Up

At the conclusion of this module, participants were able to:

• State the goals of the course and list the Terminal Learning Objectives

• Recognize how course materials are to be utilized in the Tribal Inspired Leadership Training course

• Relate the topics covered in this course to participants‘ roles in the community

Instructional Directions: Show PPT slide 43. Provide a Module 1 Wrap-Up Review. In this module, executives received an overview of the TILT course. Activities included the distribution and completion of required course administrative requirements, participant introductions, establishment of ground rules, and identification of participant expectations.

Module 1 Wrap-Up

This module provided an introduction to the course, providers and sponsors, and allowed executives to introduce themselves to the other executives participating. In addition, this module provided an overview of the course, including background information, layout and key points of interest in the course.


Identify the goals of the course

Recognize how course materials are to be utilized in the Tribal Inspired Leadership Training Course



Module 2: Carrying Out Community Policing Principles: Defining and Understanding Leadership and Management Roles

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Module 2 Carrying Out the Community Policing

Principles: Defining and Understanding

Management and Leadership Roles

Overview

Instructional Directions: Show slide 44. This series of slides identifies the learning and enabling objectives for this module. Point out to the participants that you will identify these objectives, discuss each objective in detail, and then wrap-up the module with a review of these objectives. In this module, leaders (executives) will be encouraged to recognize, discuss, and come to a consensus about their leadership roles in carrying out a Tribal community policing philosophy. Participants will discuss the leaders‘ new and evolving role in community policing as it applies to their communities.

Most public safety and community leaders advocating community policing would likely agree that leadership and management are vital for effective community policing. Definitions of key terms such as leadership and management are generally considered subjective and fluid concepts. This module will set the stage for participants to discuss and come to a consensus about community policing leadership and what it constitutes. In order to do this, the module will focus on the importance of Tribal core competencies in operating community policing philosophy and three additional components that are fundamental to the discussion of community policing leadership: the concept of leadership, the practice of management, and the reality of the knowledge worker.

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Learning Objective

This module will address the significance of Tribal core competencies and some of the changing societal dynamics that have necessitated a shift towards modern leadership theories and styles.

Learning Objective: Show PPT slide 45. This module will address the significance of Tribal core competencies, the philosophy of community policing, and some of the changing societal



dynamics that have necessitated a shift towards modern leadership theories and styles. Leaders will discuss and use leadership skills in developing effective networks among other stakeholders and officials.

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At the conclusion of the module:

• Write a comprehensive Help Wanted Ad (Part 1)

• Discuss shared Tribal values, traditions, and cultural practices concerning the promotion of community policing principles

• Discuss the evolution of leadership theory and practice

• Identify the elements of leadership and management and their distinctions

• Identify the four dimensions of leadership and management that relate specifically to community policing

• Write a comprehensive Help Wanted Ad (Part 2)

Enabling Objectives

Enabling Objectives: Show PPT slide 46. At the conclusion of this module, participants will be able to:

Write a comprehensive Help Wanted Ad (Part 1)

Discuss leadership and core cultural competencies

Discuss the evolution of leadership and the knowledge worker

Identify the elements of leadership and management and their distinctions

Identify the four dimensions of leadership and management that relate specifically to community policing

Identify the trends in community policing by looking towards the future


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Test Your Knowledge

What are the key elements of community leadership?

a) Problem solving

b) Team building

c) Partnerships

d) Organizational change

e) A & C

f) All of the above

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Test Your Knowledge

What are key characteristics of the knowledge worker?

a) Gains position through formal education

b) Continues education throughout life

c) Holds the same job for life

d) A & B

e) All of the above

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Test Your Knowledge

Effective leadership is characterized by focusing on doing the right thing instead of doing things right?

True

False

Test Your Knowledge





Instruct participants to answer the following three test your knowledge questions to the best of their knowledge, this serves as the module pre-test.


Inform the participants that the test your knowledge activities serves to gauge the participant‘s knowledge about the material covered in modules 2, 3, 4, and 5. The same questions will be repeated at the conclusion of each module and will serve as the post-test.

1. What are the key elements of community leadership?

a) Problem solving b) Team building c) Partnerships d) Organizational change e) A & C f) All of the above*

2. What are key characteristics of the knowledge worker?

a) Gains position through formal education b) Continues education throughout life c) Holds the same job for life d) A & B* e) All of the above

3. Effective leadership is characterized by focusing on doing the right thing instead of doing

things right?

a) True* b) False

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Help Wanted Exercise: Part 1

Some Simple Questions:

• What is your job title?

• What do you do for a living?

• Can you describe your job in a single sentence?

• Can you write a help wanted advertisement?

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• The ad should be brief and designed to fit into a comprehensive newspaper ad (MAX 200 words).

• The ad should summarize the community policing responsibilities and tasks associated with your particular position (What it actually is – not perceived to be or otherwise described).

• The ad should specify the most important skills, knowledge, abilities and proficiencies that your replacements must have in order to succeed.

Help Wanted Ad Exercise Part 1



Instructional Directions: Show PPT slides 50 and 51. After completing the test your knowledge section, initiate your instruction by asking the following or similar statement and questions designed to generate class discussion.

Let‘s start this module with a couple of simple questions that we should all be able to answer:

What is your job title?

Does your title truly capture what you do for a living?

Can you describe what you do in a single sentence? After a brief pause and/or after receiving input from class participants, follow up by asking the following questions:

If asked to, would you be able to write a Help Wanted Ad to find your own replacement?

What would you put in it? The intent of this exercise is to allow you as a participant an opportunity to evaluate your own knowledge, skills, and abilities (KSA‘s) as these KSA‘s relate to your individual roles when advocating a community policing philosophy and governance. The process involves creating a ―help wanted advertisement‖ to replace you in the unfortunate circumstance that you unexpectedly vacate your position during your career. The basis for the help wanted ad is your position description and a listing of your current job duties. This exercise also prompts you to consider your own assessment of the KSA‘s needed to replace you. The help wanted ad is intended to be a vehicle for you to consider your current KSA‘s, add KSA‘s needed to fulfill the duties of the position, and additional KSA‘s that are identified through the presentations contained in this module. At this point, introduce the Help Wanted Ad Exercise Part 1. Advise the participants that they will each be responsible for drafting a Help Wanted Ad adhering to the following instructions:

The ad should be brief and designed to fit into a comprehensive newspaper ad (MAX 200 words).

The ad should summarize the community policing responsibilities and tasks associated with their particular position (what it actually is – not what it is perceived to be or otherwise described).

The ad should specify the most important KSA‘s that your replacements must have in order to succeed.

Inform participants that they will have approximately 15 minutes to write their advertisement. Inform participants that the material will not be collected and it will be an exercise that they will be coming back to throughout the module.



After the allotted time has passed, engage the participants in a 10-15 minute discussion (either in a group or facilitated classroom discussion depending on class size) on the Help Wanted Ads that they just drafted. Use the following questions to stimulate group or class discussions:

Was it difficult to capture what you do to lead your Tribal community policing efforts?

How diverse are your responsibilities?

Were you at all surprised by what you wrote?

After a sufficient level of discourse, ask the participants to consider the following questions (note: these questions are intended to generate thought and should not at this point be considered major discussion points):

How much of your Help Wanted Ad draft was comprised of leadership tasks skills and responsibilities, and how much were management related?

Does it matter?

What is the difference between leadership and management?

How would your job have been different 10, 20,100 years ago?

Instructional Notes: The instructional purpose of the Help Wanted Ad exercise is to activate prior learning and initiate the first step in helping develop a ―common‖ language among course participants that will likely represent a variety of public and private sector disciplines. The Help Wanted Ad will also serve as a learning platform for discussions on the unique functions of leadership and management in community policing and as a prompt for consideration of leadership models discussed throughout the course. In addition, to the instructional purpose related to the module, this exercise will allow individuals in leadership and decision-making positions to list the responsibilities of their positions. In addition to serving as a self-assessment for later TILT modules, the Help Wanted Ad exercise may also be beneficial in terms of real-world team building, recruitment, and organizational transformation.

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Core Cultural Competencies

• Cultural Aspects – the behavior and beliefs characteristics of a particular social, ethnic, or age group

• Values – principles and standards, what is right, worthwhile, or desirable

• Traditions – the handing down of statements, beliefs, legends, customs, etc. from generation to generation by word of mouth or by practice

• Spiritual Beliefs – of or pertaining to sacred things or matters

• Historical Aspects – of documented history or past events

• Tribal Government/Leadership

Leadership and Core Cultural Competencies

Instructional Directions: Show slide 52. When considering the three leadership concepts introduced later in the curriculum it is essential to consider the importance of a Tribal community‘s core cultural competencies. The core cultural competencies have a direct influence and bearing on a Tribal leader‘s decision making process.



Understanding Tribal Communities

Native America is made up of many cultures. To gain a better understanding between tribal and non-tribal groups of tribal communities and tribal core competencies it is critical to form effective collaborative relationships. For the purposes of this training core competencies include the following:

1. Cultural Aspects-the behavior and beliefs characteristic of a particular social, ethnic, or age group, and its language, ceremonies/spiritual perspective, and medicines

2. Values – principles and standards used by a group to define concepts such as respect, what is right, worthwhile, and/or desirable

3. Traditions – the handing down of statements, beliefs, oral history, customs, etc., from generation to generation by word of mouth or practice, music, including the protection of sacred places.

4. Spiritual Beliefs – understandings about or pertaining to sacred things or matters

5. Historical Aspects – documented history or past events, and ancestry

6. Tribal government/Leadership – the position or function of a leader

Understanding Culture

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Understanding Culture

• Cultural Iceberg Model

• Family and Community Dynamics

– Small Reservation Communities

– Interstate Structure

– Communities in Urban Area

– Communities in Metropolitan Area

Instructor Note: Show PPT slide 53. This curriculum recognizes that there are over 561 federally-recognized tribes and they each may have different and distinct cultural beliefs. Also, the curriculum is designed so that different trainers with multiple levels of cultural understanding will be able to facilitate the training effectively. This curriculum is not designed to teach a community about their culture, it is designed to use some cultural aspects adopted from various tribes to illustrate, organize, and support the curriculum.



When we think of culture we normally think of the material or visual differences found within a group. In a very general sense culture provides you with ways to make meaning. There are multiple factors that have shaped American Indian culture. Some of these factors include; culture, family and community dynamics, tribal values, traditions, spiritual beliefs, historical events, and governments/leadership.

Cultural Iceberg Model

The iceberg is a simplistic model used to demonstrate aspects of culture. The majority of an iceberg is not seen from the surface. Only a small portion of the iceberg can be seen above water. Culture can be understood the same way. Most cultural aspects cannot be detected at a first glance or even through a single interaction. Culture has many underlying aspects.

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Family and Community

Dynamics

Family and community dynamics are an important

element of Tribal culture. These elements have

influenced Tribal culture and yet the culture influences

how families and communities are organized, developed,

and interact.

Instructor Note: Show PPT slide 54.

Family and Community Dynamics



Family and community dynamics are an important element of Tribal culture. These elements have influenced Tribal culture and yet the culture influences how families and communities are

organized, developed, and interact.

The American Indian Family is the central unit in most American Indian communities. Most American Indian families are fluid to ensure that everyone receives the support they need (Light, 1996).

There are four basic family structures that exemplify the fluid characteristics of American Indian families found in today‘s society. These four family structures are: Small Reservation Communities, Interstate Structure, Communities in Urban Areas, and Communities in Metropolitan Areas (Redhorse, 1980).

1. Small Reservation Communities: Geographic and Tribal circumstances influence the structural patterns of the family. Family structures in most small reservation communities assume a village-type configuration with several households in close geographical proximity.

2. Interstate Structure: Many Family systems cover a large geographic area. Historical Tribal mobility has influenced this system.

3. Communities in Urban Areas: This can be described as a community within a community. American Indian families that have voluntarily left the reservation usually find themselves living in close proximity to other American Indians, Tribal relations, or other family members.

4. Communities in Metropolitan Areas: These types of family households are often spread out among several communities or cities of a metropolitan area. Indian families in large metropolitan areas are influenced through informal incorporation of non-kin relations. These non-kin relations may not be blood related but they fulfill family roles within the community.

American Indian families are not static. They adapt to their surroundings. This style of living can be traced back through many generations. American Indians are survivors. They adapt, transform and create communities of support. These communities are designed to protect, secure, support and give strength to those within the community.



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Traditions

• Traditions are cultural beliefs, values and behaviors that have been handed down from generation to generation.

Instructor Note: Show PPT slide 55.

Traditions

Traditions are cultural beliefs, values, and behaviors that have been handed down from generation to generation. Tribal values can be expressed through symbols, stories, clothing, signs, language, and rituals.

What are some of your values?

Answers will vary

What are some of the key values of the community you are embracing?

Answers will vary

How are these values expressed?

Answers will vary

Which of my values will influence homeland security?

Answers will vary

What values, of the community I am embracing, will influence homeland security?

Answers will vary

What are some key tribal values?

Possible Responses:

Family

Religion

Open Community



Leadership/Elders

Youth

Self-Starter

Team Player

Sharing

Balanced

Environment

Learning

How are these expressed in tribal communities?

Answers will vary

The people who belong to America‘s more than 561 federally-recognized American Indian tribes and Alaska Native Villages are descended from a broad variety of Native American cultures. The net result was a great deal of cultural diversity throughout North America.

This training course is designed around federally-recognized American Indian tribes but attendance is not restricted in that regard. There are numerous incidents in which various states have groups claiming American Indian ancestry. In those situations state and local governments may find this course of training to be useful, however, non-federally-recognized American Indian entities may not be eligible to participate in many of the federal programs available to federally-recognized Indian tribes.

At the time of European contact, the approximately 2,000 different Indian tribes and bands occupying what later became the Untied States, spoke at least 250 distinct languages. Approximately 175 of these are currently spoken by tribal members.

However, there are a number of common traditional Indian beliefs and practices which are present in American Indian and Alaska Native life today. These values include:

The practice of making decisions by consensus

Tribal decision-making often involved significant input from the older and more traditional elements of tribal societies

The high value placed on preserving land is another element that is common to many Indian tribes today

In many tribal belief systems, speech is believed to have a powerful influence on the balance of nature, and therefore, on future events

Among American Indians today, one sees many aspects of their traditional cultures. For example, in many Indian communities today native languages spoken, traditional systems of governance, kinship and clan membership are maintained, traditional economic activities take place and traditional ceremonies are held.



These traditions are often central to daily life and decision-making. For example, many Navajo still make at least part of their living by herding sheep and practicing traditional crafts like weaving and silver-smithing. Clearly, when community decisions are made, anything that might impact the practice of these traditions would be a significant concern to individual families and the community at large. Therefore, it is important to work with Indian communities in a way that is compatible with the traditional activities the community practices.

Native American traditions also include the role of chiefs and council, elders, children, and the importance of tribal ceremonies. Teaching the young how to survive in difficult circumstances and how to live according to tribal custom was not left up to chance in American Indian communities. Well-defined customs, values, and practices, were handed down from generation to generation by parents and elders. In this way, they guided, nurtured, and protected children. They taught them to have self-control and how to get along with others. Each tribe had their own way of accomplishing this goal, but they all understood its importance (Positive Indian Parenting Manual). Traditionally nature or environment was used to understand basic concepts of life. Nature was the traditional classroom. The study of plants, animals, and environmental dynamics produced lessons that community lived by.

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Spiritual Beliefs

• Spiritual beliefs are very individualistic

• Spiritual beliefs may include:

– The role of the ―Creator‖

– The Grandfathers

– The spirits of nature

– Relative to tribal communities‘

– Interaction within their communities

– One on one

– Their environment

Spiritual Beliefs Show PPT slide 56.

Spiritual beliefs are very individualistic and relationship based. Spiritual beliefs include tribal values and beliefs, the role of the ―Creator‖, the Grandfathers, and the spirits of nature, relative to tribal communities‘ interaction within their communities, one on one, and with their environment.

Instructor Note: Explain to participants that in this curriculum participants are presented the Medicine Wheel as a model of understanding at least one aspect of Native American cultural practices and how it relates to Tribal Inspired Leadership Training and their community as a whole.



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Holistic Living

• Many cultures have represented holistic values as their need for being balanced

• The medicine wheel is among many of the different spiritual beliefs. The medicine wheel has three major elements:

1. The circumference

2. The directions

3. The center

Holistic Way of Living Show PPT slide 57.

Symbolism is an important aspect in most Native American cultures. Symbols create relationships, identity, and meaning. The medicine wheel is a symbol used by many tribes to help us remember and understand these concepts. Each tribe, and individuals within the tribe, may understand and use the medicine wheel differently depending on there own cultural experiences. Our American Indian forefathers saw things in fours, for example, the four directions: east, south, west and north. There were and are four seasons: spring, summer fall and winter. There are four stages in life: infancy, youth, adult, and elder (Howard Raineer). The medicine wheel is a symbol used to explain, and solidify these teachings.

As a symbolic pattern most American Indians recognize the medicine wheel as a symbol of guidance through this life. It is a symbol of rebirth and origin. The medicine wheel is never beginning and never ending and all things flow from it. The medicine wheel has three major elements 1) the circumference 2) the directions and 3) the center (Jones 1995).

The circumference is the sacred hoop, which reminds us of life‘s journey; it gives us the separation needed to understand life cycles. We experience life cycles from the day we are born. Life is circular. We live in circles: There are circles below us there are circles above us. The earth, moon, sun, who gives us our life and substance and watch over us, are also circular. The sacred hoop is a ―Parental Guardian for all of us‖ (Jones, 1995 pg72).

―The four directions represent the balance we need in order to live fully‖ (Jones 1995, pg 80). To understand ourselves, we must understand the direction given to us by the east, south, west, and north. If we follow the guidance given to us through the directions we will better understand the purposes of life and have balance or harmony (Jones 1995). The four directions help us understand cycles. They keep us organized and renewed. The four directions bring predictability and order. They also remind us to look for different ideas or glance in different directions to understand a concern or question (Jones 1995). The four directions also help us



understand that in the cycles of life change and growth occur. This is a natural element of life. Through the four directions, the medicine wheel teachers us the four symbolic races are all part of the same human family. This means we are all brothers and sisters living and experiencing on the same mother earth (Bopp 1984).

Physical. We start in the East because this is where each day begins as the sun rises. Symbolically, the East represents everything that is physical. This is where we begin life as an infant in a physical body. As an infant we learn to trust, hope and the uncritical acceptance of others (Jones 1995; Bopp 1984). As the sun rises in the East, it gives us guidance to see obstacles. Thus, symbolically it also represents guidance and leadership (Bopp 1984).

Emotional. The South represents the summer and adolescence. The self expands at this stage; hormones are exploding; experimentation, and invigorating growth spurts are also occurring. We begin to grow outward as peer conformity begins to replace parental dominance within the social process. This is a time to test our physical bodies and learn the lessons of self-control (Bopp 1984). Many people behave as if their bodies control them. Just as the body can be trained and developed, we can train and exercise our self-control and discipline our emotions. One must learn to distinguish what their body wants from what is good and true. This is the time to collect one‘s identity (Jones 1995). Values and beliefs begin to develop during this stage. The south represents the summer in the earthly cycle. The summer is a time to prepare for hard times ahead. The most valuable gift to be sought in the South of the medicine wheel is the capacity to express feelings openly and freely (Bopp 1984). The value of this gift is the ability to set aside feelings of anger, hurt, or grief in order to seek counsel or methods to assist people. The establishment of this gift will allow us to think clearly without allowing our feelings to interfere (Bopp 1984).

Mental. The sun leaves in the West and subjects us to darkness. This is the autumn of our life, the adult years. This is the time to gain knowledge and sense of what we have learned from our experiences this far (Jones 1995). The West represents learning and the desire to gain understanding through many means such as meditation, prayer, dreams, personal power, fasting, reflection, and perseverance (Bopp 1984). As we are in the east we gain a clear self-knowledge. At this stage we act on our values, beliefs and attitudes.

Spiritual. This is the winter of life. It is the time of enlightenment, a time to become purified and refined into great wisdom. The gift of understanding and calculation is found in the North (Jones 1995). Organizing, categorizing and problem solving help with understanding who we are and how we fit into the circle. This understanding leads to a spiritual feeling of connectedness (Bopp 1984)

The journey around the medicine wheel can become long and awkward. As we come to more of an understanding of the journey and the cycle and progress with the gifts of the medicine wheel, we are becoming more balanced or harmonious. The closer we find us centered in the medicine wheel the shorter and less awkward is the journey. The goal is to find yourself at the center where you can have all four elements continuously and simultaneously. When we extend ourselves from the center, ―We become vulnerable like brother Snake‖ (Jones 1995).



The medicine wheel and its teachings has traditionally helped many Native American communities to understand that everything is related and connected. For the purpose of this training we will use the medicine wheel concept and present a ―Leadership Decision Matrix‖ (Leadership Matrix) that will be a take home decision tool for future use.

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Historical Events

• Pre-constitutional Policy (1532-1789)

• Formative Years (1789-1871)

• The Era of Allotment and Assimilation (1871-1928)

• Indian Reorganization (1928-1945)

• Termination Era (1945-1961)

• The ―Self-Determination‖

Historical Events Show PPT slide 58.

―One faces the future with one‘s past‖ (Pearl S. Buck) applies to this training, in that; historical events shape core competencies and the future. To understand the aspects of culture it is important to understand the history. By understanding Tribal history an individual can gain insight into Tribal culture, values, beliefs and norms.

Here is a comprehensive Timeline. Each Tribe has specific events that are important to acknowledge. These events influence Tribal Culture.

http://www.animatedatlas.com/timeline.html

The exact form of the traditions practiced by any tribal community is the result of a long historical process that began many thousands of years ago. This history is clearly shown in the archaeological record and in the millions of government documents and other accounts that have been written since American Indians first came into contact with European cultures over 500 years ago.

Contact with Europeans did have a powerful effect both on the development of Indian cultures and also had a strong effect on European cultures as well. However to understand traditional Indian life, it is important to understand that there was already a great diversity of Indian cultures in North America long before contact with Europeans. For example, Kroeber (1939) looked at the diversity of Indian cultures and stated that he believed that there were seventeen different culture areas and eighty-four sub-areas across the North American Continent. Each of these areas and sub-areas contained groups of tribes who shared cultural similarities such as language, kinship and economy, yet maintained their own unique identities.

Therefore, it is clear that each tribal culture must be viewed as a dynamic entity that has its own history that has been shaped by internal processes of invention, interaction with other tribes,

http://www.animatedatlas.com/timeline.html



natural events and contact with the world beyond North America. Working with a tribe requires that one understand that the tribe has a complex set of traditions that arose in a unique historical context. To be successful in working with people of other cultures both the traditions and history of that culture have to be understood and respected.

Throughout American Indian history the U.S. Congress has fluctuated between two conflicting themes in Indian affairs: self-government/self-determination for tribes vs. assimilation of reservations into the American mainstream. This fluctuation can be seen in the main eras in American Indian History.

1. Pre-constitutional Policy (1532-1789)

During the 17th centuries British and Spanish colonies began negotiating treaties with Indian Tribes. During the 18th century administrative power in dealing with tribes was turned over to the British crown. The practice of negotiating with the Indians through treaty had been well established by this time. The Articles of Confederation became effective in 1781. These Articles gave the federal government ―sole and exclusive‖ authority over Indian affairs.

2. The Formative Years (1789-1871)

This era defined the Federal Power over American Indians. Congress implemented its power by establishing a comprehensive program regulating Indian affairs such as the Indian Trade and Intercourse Act of 1790. Until 1871 (when Congress put an end to making treaties with Indian nations) Tribes where dealt with through Treaties.

During this period, the Supreme Court defined the relationship between the federal government and tribes as a ―trust‖ relationship. Indian nations were defined as domestic dependent nations within the Federal government. It is a relationship similar to that of a ―ward to his guardian‖.

Removal: During this period many tribes were removed from their historical aboriginal lands to other lands, including the Indian Territory.

Reservation System: The reservation system was established during the treaty-making era.

3. The Era of Allotment and Assimilation (1871-1928)

In 1877 the General Allotment Act or Dawes Act was passed. This Act delegated authority to the Bureau of Indian Affairs to allot parcels of tribal land to individual Indians. Before this time most tribal lands were communally owned. Under the Dawes Act, large amounts of tribal land not allotted to individual Indians were



opened for homesteading by non-Indians. This created a ―checkerboard pattern of ownership by tribes, tribal members and non-Indian homesteaders.

Many Indian Children were sent to Bureau of Indian Affairs (BIA) Boarding Schools where they were taught English and where the practice of traditional Indian religions were often strongly discouraged in the effort to rapidly assimilate them into mainstream society.

Major Crimes Act: Federal government took jurisdiction from the tribes for dealing with certain criminal acts. This is an example of the erosion of tribal sovereignty. (1855)

Indian Citizen Act: All Indians were made citizens of the United States by Congress. (1924)

4. Indian Reorganization (1928-1945):

Meriam Report of 1928: Set the tone for reform in Indian affairs. This report publicized poor living conditions on reservations and recommended that health and education funding be increased. It also recommended that the allotment policy be ended and that tribal self-government be encouraged.

Indian Reorganization Act of 1934 (IRA): This Act sought to promote tribal self-government and encourage tribes to adopt constitutions and to form chartered corporations. Indian preference hiring for the BIA was established and the trust period for existing allotments was extended.

181 tribes accepted the IRA

77 tribes rejected the IRA.

5. Termination Era (1945-1961):

House Concurrent Resolution 108 (HCR 108) adopted in 1953. This document defined the relationship between congress and Indian tribes. The document called for terminating the relationship as rapidly as possible. Through this policy these tribes were terminated.

(Asterisked tribes have since been restored to federal status):

Alabama and Coushatta Tribes of Texas*

Catawba Indian Tribe of South Carolina

Klamath, Modoc, and Yahooskin Band of Snake Indians-Oregon*



Ponca Tribe of Nebraska

Mixed Blood Ute Indians of Uintah and Ouray-Utah

40 California Indian Rancherias

Western Oregon Indians, Including Confederated Tribes of Siletz Indian, Confederated Tribes of the Grand Ronde Community, and Cow Creek Band of Umpqua*

Menominee Tribe of Wisconsin*

Ottawa Tribe of Oklahoma*

Peoria Tribe of Oklahoma*

Wyandotte Tribe of Oklahoma*

Paiute Indian Tribe of Utah*

Public Law 280: Extended state jurisdiction on specified reservations.

6. The ―Self-Determination‖ Era (1961-Present):

Indian Civil Rights Act of 1968 (IRCA): This Act extended most of the protections of the Bill of Rights to tribal members in dealings with their tribal governments.

ICRA allowed states, under certain circumstances, to transfer back jurisdiction to tribes that was assumed under Public Law 280.

Other Acts during this time period was:

Alaska Native Claims Settlement Act of 1971

Indian Self-Determination and Education Assistance Act of 1975

Indian Child Welfare Act of 1978

American Indian Religious Freedom Act of 1978

Gramn-Rudman Act- Increased funds for Indian affairs

(Source: Indian Tribes as Sovereign Governments, 2000)

Instructional Directions: Show PPT slide 59. When considering Tribal governments it is important to consider the fundamental powers of the Tribes. Government and leadership as

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Government/Leadership• Tribal council which runs all government programs

• Tribal council and a separate tribal administration

• Some tribal leaders that serve as volunteers, others may have full-time paid positions

• Larger tribes may have local governments which represent individual communities, chapters, or villages. In addition, some reservations have more than one resident tribe.

• In Alaska the Native Claims Settlement Act has established regional and tribal corporations. Therefore, programs and services for tribal members may be provided by regional tribal corporations, separate tribal village corporations, individual traditional village councils, or the state.

• Many tribes have chosen to enter into agreements with the federal government to operate one or more federal programs on their reservations under the provision of the Indian Self-Determination and Education Assistance Act (P.L. 93-638, as amended).



part of the core cultural competencies has a direct influence and bearing on a Tribal leader‘s decision making process.

Governments/Leadership

Contemporary tribal governments reflect each tribe‘s individual culture, its history, and the current needs of its citizens. Today, many tribal governments combine their traditional governing institutions and/or programs that have been developed by the federal government. The result is that each tribal government has its own unique way of meeting the needs of its citizens. For example:

Some tribes are governed by a tribal council which runs all government programs.

Some tribes divide their government into a tribal council and a separate tribal administration.

Some tribal leaders serve as volunteers, others may have full-time paid positions.

Larger tribes may have local governments which represent individual communities, chapters, or villages. In addition, some reservations have more than one resident tribe.

Finally, in Alaska the Native Claims Settlement Act has established regional and tribal corporations. Therefore, programs and services for tribal members in that state may be provided by regional tribal corporations, separate tribal village corporations, individual traditional village councils, or the state.

Many tribes have chosen to enter into agreements with the federal government to operate one or more federal programs on their reservations under the provision of the Indian Self-Determination and Education Assistance Act (P.L. 93-638, as amended).

(For a detailed discussion of tribal leadership see Appendix, Module 2, A, Understanding the Unique Status of Tribes.)

Fundamental Powers of Indian Tribes:

Power to Establish a Form of Government

Power to Determine Membership

Police Power

Power to Administer Justice

Power to Exclude Persons from the Reservation

Power to Charter Business Organizations

Sovereign Immunity



Instructional Directions: At this time have participants identify challenges in their community by asking them to complete the following activity. At this point participants will use the identified challenges as examples of the types of challenges that can be addressed through a community policing philosophy. Encourage a discussion related to core cultural competencies and their own situations. This discussion is designed to generate discussion and provide focus on some of the issues that leaders may face within their roles as Tribal members and the community policing philosophy.

Core Competencies Exercise

Discussion Points and Questions:

Describe the family dynamics of your community

List your key community values

Considering your family dynamics and community values what leadership challenges does your community face?

The Evolution of Leadership Theory and Practice

Instructional Directions: Show PPT slide 61. True leaders provide an organization vision and direction. The success of an organization is based, in part, on the members of the organization following the leader in assuring the success of the organization.

Leadership Defined Show PPT slide 62.

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The Evolution of Leadership Theory

and Practice

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Leadership Defined – What is it?

―Leadership revolves around vision, ideas, direction, and has more to do with inspiring people as to direction and goals than

with day-to-day implementation …..‖

John Scully in Bennis, 2009

―The process of influencing the activities of an individual or a group in efforts toward goal achievement in a given situation.‖

Heresy and Blanchard, 1988:86



―Leadership revolves around vision, ideas, direction, and has more to do with inspiring people as to direction and goals than with day-to-day implementation …..‖

John Scully in Bennis, 2009

―The process of influencing the activities of an individual or a group in efforts toward goal achievement in a given situation.‖

Hershey and Blanchard, 1988

Instructional Directions: Show PPT slide 63. Introduce this section by presenting community policing leadership definition. This will reinforce the definitions of leadership and the concept of the ―Invisible Leader‖. Instructional Notes: After a brief pause and/or after receiving some limited input from class participants, follow up the introductory questions at the beginning of the Module by indicating that leadership and management are, in fact, distinct but complementary components that play a vital role in community policing. Remind the participants that although leadership and management are terms and concepts that are frequently used in community policing (in both public and private sector organizations), their definitions are generally considered too difficult to quantify – especially leadership. Advise the participants that in order to come to a working consensus on how to frame community policing leadership, it is important to examine the importance of Tribal core cultural competencies and the origins of three seminal concepts: leadership, management, and knowledge based workers and how they evolve during a period of enormous societal change.

Instructional Directions: Show PPT slide 64. Introduce this section by providing a brief overview of the concept of management and that leadership and management are distinct from each other. Show the PowerPoint slide with Manning and Curtis‘ definition of management.

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Community Policing Leadership

Leaders serve as role models for taking risks and building

collaborative relationships to implement community policing and

they use their position to influence and educate others about it.

Leaders, therefore, must constantly emphasize and reinforce

the community‘s policing vision, values and mission within their

organization and support and articulate a commitment to

community policing as the dominant way of doing business.

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Management defined – What is it?

The performance of four functions or processes---

• Planning (charting a direction, determining strategies to succeed, and making policy decisions);

• Organizing (aligning structure, people, and resources to achieve goals);

• Directing (supervising, facilitating, coaching, and developing people); and

• Controlling (tracking progress against plans and making corrections; an endeavor requiring technical, relational, and conceptual skills).

(adapted from Manning and Curtis, 2009)



Ask the participants to consider the relationship between leadership and management, note that Peter Drucker‘s findings regarding leadership and management will be discussed later in this Module.

Management Defined

―The performance of four functions or processes - planning, including charting a direction, determining strategies to succeed, and making policy decisions; organizing, including aligning structure, people, and resources to achieve goals; directing, including supervising, facilitating, coaching, and developing people; and controlling, including tracking progress against plans and making corrections; an endeavor requiring technical, relational, and conceptual skills.‖

(Manning and Curtis, 2009)

Peter Drucker: Concepts of Leadership

Instructional Directions: Show PPT slide 65. Introduce this section by providing a brief overview of Peter Drucker based on the following summary text:

Peter Drucker has often been described as ―one of the most influential minds‖, if not the ―most influential‖ mind on the ―art‖ of leadership over the past half century. He was well known for his ability to look at complex organizations, regardless of their mission, and evaluate their functionality and provide insights for their future prospects.

Drucker, an Austrian, migrated to the United States in 1937. Given his deep roots in Austria, the move to the United States would have been a very difficult decision. What is remarkable is that by 1944, he had become so well known for his insights into organizations, that he was invited by General Motors to do a study of the company. General Motors was probably the most respected and revered corporation of its time, led by Alfred P. Sloan who was seen by many as the prototype CEO.

Some highlights of Drucker‘s life:

• Born in Austria in 1909 – Doctorate of International Law, 1931

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Peter Drucker: Concepts of Leadership• Born in Austria in 1909

– Doctorate of International Law, 1931

– Immigrates to U.S. in 1937 (Citizen 1943)

• Prolific writer focuses on predicting organizational behavior– Studies GM in 1944

– Authors Concept of the Corporation, 1946

– Author of 39 books / countless articles

• Awarded Presidential Medal of Freedom by President GW Bush in 2002

• Died 2005 in Claremont, California

Seminal Concepts

• Management & Leadership

Distinction

• “Knowledge Worker”



– Immigrates to U.S. in 1937 (Citizen 1943)

• Prolific writer focuses on predicting organizational behavior – Studies G.M. in 1944 – Author, Concept of the Corporation, 1946 – Author of 39 books/numerous articles

• Awarded Presidential Medal of Freedom by President G.W. Bush in 2002 • Died 2005 in Claremont, California

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Peter Drucker: Concepts of Leadership

Competing Concepts at Work

Alfred SloanWilliam Durant

WWII ProductionWWII Production

The

LeaderThe

Manager

The Worker

DruckerDrucker’’ss 1944 Study of GM1944 Study of GM

Instructional Directions: A Show PPT slide 66. After summarizing his accomplishments, introduce his two seminal concepts that will be examined in this section:

Drucker‘s distinction between leadership and management that he cultivated throughout his career

Drucker‘s concept of the ―Knowledge Worker‖ in 1959

Because Drucker‘s concepts are based on an entire body of work, it is important to properly frame Drucker‘s ideas and retrace some of the most important milestones of his research. One of these milestones is most certainly his research at General Motors (G.M.) covered in the next section.

Instructional Notes: For additional biographical information see Appendix Module 2, B.

Competing Concepts at Work

By the 1940‘s Peter Drucker had earned a reputation for his work studying and writing about large organizations. In 1944 Drucker was invited by G.M. to study its internal workings in hopes of capturing and detailing the essence that had made G.M. one of the most successful corporations on earth. While conducting his study, Drucker was given unfettered access to G.M. and its data. Drucker‘s extensive research and analysis of G.M. would culminate in 1946 with the publication of one of Drucker‘s most influential works, Concept of the Corporation.

It is interesting to note that during his study, Drucker reviewed the production data of one particular G.M. factory. That factory during World War II produced jeeps for military use and



then post-war went back to making cars. In reviewing this information Drucker discovered that of the three generations of production data (pre-war, during the war and post war), war time data indicated a dramatic peak in production and a low in re-work losses (factory defect or compromised workmanship). What was especially interesting was that during this time of peak production a significant portion of the regular workforce were serving in the armed forces or were otherwise utilized for the war effort. In their places were temporary workers, many of whom were women that were generally less skilled and less experienced than the regulars. What was astonishing was that this temporary group of workers seemed to outperform the regular workforce that posted inferior production numbers pre and post W.W. II.

Drucker’s two seminal concepts:

Drucker‘s distinction between leadership and management that he cultivated throughout his career

Drucker‘s concept of the ―Knowledge Worker‖ in 1959

Instructional Directions: A Show PPT slide 67. Summarize the accomplishments of Andrew Wells. Make note that Mr. Wells started his business as a entrepreneur and visionary, but quickly realized he needed management skills as well. He also recognized that his people needed modern skills to be competitive in the business world. Discuss how his experience coincides with Drucker‘s two seminal concepts stated above.

Tribal Leadership: Wells Technology

In 2009, the U.S. Small Business Administration named Andrew Wells III, President and CEO of Wells Technology based in Bemidji, Minn., as the Minnesota Small Business Person of the Year.

The Small Business Person of the year is selected annually based on growth in sales or unit volume, increase in the number of employees, financial strength, innovativeness of product or service and evidence of contributions to community-oriented projects. Sherri Komrosky, Program Director of the Procurement Technical Assistance Center (PTAC), nominated Wells for this award.

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Tribal Leadersh ip : W ells

Technology• 2011 Loc al L ege nd Aw ard

• 2010 E xce lle nc e in Le ade rship

Awar d

• 2010 IDE A H all of Fame Aw ard

• 2010 Teac hin g App re ciation

Awar d Carlson S cho ol of

M an agem e nt- -Un iver sit y of

M inn esot a

• 20 08-09 FUT URE C OM B AT

S YS TE M S " Sm all

D isad vant age Bu sin ess"

Awar d



Andy Wells is a member of the Red Lake Ojibwa Tribe and still maintains his family farm on the Red Lake Reservation. Andy graduated with a Master of Science degree from Bemidji State University in 1969 and spent 17 years teaching in public schools and universities. During this time, he authored several text books on electronics and received U.S. patents on seven new products. From 1986 to 1989, Andy served as an Automation Consultant to Control Data Corporation in Minneapolis. In 1989, Mr. Wells began Wells Technology with an investment of $1,300 to manufacture industrial tools and fasteners for customers while also creating jobs for economically disadvantaged people.

To serve the Native American people of Northern Minnesota, the Wells Technology facility was located between the three reservations of Red Lake, Leech Lake, and White Earth. In 1994, Mr. Wells began precision manufacturing with CNC machining equipment and BAE Systems was one of the first major aerospace companies to begin doing business with Wells Technology. As the business grew in the early years, Wells Technology worked with the Michigan Minority Supplier Development Council (MMSDC), Small Business Administration (SBA), and Procurement Technical Assistance Centers (PTAC) agencies to obtain the certifications of Small Disadvantaged Business (SDB), 8(a), Historically Underutilized Business Zones (HUB Zone), and Minority Business Enterprise (MBE).

In 2004, Mr. Wells realized he needed management training to grow the company beyond 14 employees. Therefore, he worked with the Fastenal Company to develop an SBA-approved mentor-protégé agreement. With mentoring from Fastenal, Wells Technology developed a growth strategy by expanding manufacturing and beginning national distribution of industrial supplies. As business grew through 2008, Wells Technology had added many new jobs for a total of 32 employees.

However, new jobs required industrial skills that Native American people did not have. Therefore, in 2006, Mr. Wells began using profits to invest in the Native American people by creating Wells Academy, a 501c3 non-profit school for industrial training. This is an apprentice program which respects Native American cultural values while providing marketable technical skills and achieves a 92% retention rate.

Andy also supports his community through his roles on several local and state boards, community councils, economic development efforts, and as a mentor to other entrepreneurs. In 2007, Mr. Wells received the ―Entrepreneur of the Year‖ award from the Metropolitan Economic Development Commission which is located in Minneapolis. Then, in 2008, Mr. Wells received the ―American Indian Business of the Year‖ from the National Center for American Indian Economic Development which represents all 560 tribes in America. Andy believes that success in life also brings a responsibility to be significant by doing good things to help other people.

(The above was compiled from: http://kaverinew.sba.gov/about-offices-content/2/3122/success-stories/4285)

Discussion point:



Is there a parallel between General Motors and Mr. Wells experience?

What do you think motivates Mr. Wells to be so productive and care so much about the quality of his people’s work?

Application to Tribal Inspired Leadership:

The competing concepts described tend to be universal, in the sense that they apply in all types of organizations, including modern community organizations in both the public and private sectors. Through examination of the Wells Technology story, participants have the opportunity to apply the information to their own organizations. Furthermore, the Wells Technology story described above facilitates the evaluation of community policing positions in terms of leadership and/or management suitability.

Instructional Directions: A Show PPT slide 68. Continue the discussion of Mr. Wells experience and his realization that his people needed modern skills to be competitive in the business world. Discuss how his need for Tribal knowledge workers presents a challenge to him as well as the challenges faced by Tribal communities.

The New Dynamics of the “Tribal Knowledge Worker”

The Need for Tribal Knowledge Workers

In the years preceding and during W.W. II, an explosion of innovation and industrial development occurred. Large corporations and industrial complexes emerged. Industrial workers were growing in numbers. Yet even with the growing complexity of the workplace and the extraordinary societal changes that accompanied the war, this dynamic arguably bypassed Native American communities and businesses. Today, the development of knowledge workers for Native American businesses and communities is more important than ever.

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Tribal Leadersh ip : W ells Academ y



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The New Dynamics of the

“Knowledge Worker”

Predicted by Predicted by DruckerDrucker in 1959in 1959• Gain positions through formal education

• Continue education throughout life

• They are specialists and subject matter experts

• Avid and capable learners of new specialties

• Not generalists in the traditional sense –―jack of all trades‖

• Possesses intellectual capital –knowledge and knowledge workers are portable.

• Leaders unto themselves

Rochester Institute of Technology

Future Stewards Program

Instructional Directions: Show PPT slide 69. Discuss Tribal Native American youth‘s (and Tribal communities) need for modern skills as members of the community, as future leaders, and to be competitive in the business world. Discuss how his need for Tribal knowledge workers presents a challenge to community policing and Tribal communities.

Native American Youth and the Dynamics of the Knowledge Worker

Drucker characterizes knowledge workers as unique because they tend to possess the following unprecedented combination of qualities:

Gain positions through formal education

Continues education throughout life

Specialists who hold positions that require them to be extremely knowledgeable about particular subject matter

May be generalists in the sense that they are capable of quickly learning a new body of specialized knowledge (not generalists in the traditional sense – ―jack of all trades‖)

They possess intellectual capital – knowledge and ―knowledge workers‖ are portable. According to Drucker, ―In the knowledge society the most probable assumption for organizations – and certainly the assumption on which they have to conduct their affairs – is that they need ―knowledge workers‖ far more than knowledge workers need them‖ (Hickman, 1998, p. 548)

These knowledge workers will be leaders unto themselves. Writer James O‘Toole commented that leaders will become ―leaders of leaders‖ (Hickman,1998, p. 6)

After you summarize Drucker‘s views on the advent of technology and ―knowledge workers‖, encourage the participants to consider the needs of a changing Tribal workforce. Then engage the participants in a discussion of their experience. Use the following or similar question to initiate a discussion:

Do you agree with Peter Drucker’s assessment?

Are Native American knowledge workers in demand by Tribal organizations responsible for community policing mission implementation? How?

How do today’s leaders deal with Tribal knowledge workers and cultural values, both, in addressing the leadership challenge?



Challenges: the Case of Native American Youth

Native American youth face many unique challenges. Some of these challenges include:

Cultural

o Perceived discrimination

o Stereotypes, negative attitudes, and prejudices

o Dealing with their identity as Indians

o Conflict between traditions and new opportunities

Educational

o 51% graduation rate (versus 68% for all Americans)

o 17% of those aged 16-19 not in school and no high school

diploma or equivalent (versus 9% for all Americans)

o 18% aged 16-19 not in school and not working (versus 10% for all

Americans)

Health

o Alcohol and drug abuse (twice national average)

75% of Native American youth deaths are alcohol-related

Substance use at early age

Health issues

o Mental illness

o Post-traumatic stress (history of oppression and present

o circumstances mean that risk of trauma is comparatively high)

o Lower than average life expectancy

o High suicide rate (2.5 times national average)

Criminal

o High rate of gang participation

o Involvement in juvenile justice system 2.5 times the national rate

Social

o Single parent household

o Overrepresentation in foster care

o Unlikely to take advantage of transitional living services as they age out of foster care



Personal

o Above average poverty (twice national average)

o Homelessness

o Low self-esteem

o Unclear self-image

http://jfs.ohio.gov/owd/WorkforceProf/Youth/Docs/infobrief18-IndianNativeAmericanYouth.pdf

Application to Tribal Inspired Leadership: Tribal public safety needs a workforce that is populated with what Drucker refers to as ―knowledge workers‖ (individuals that are highly trained, intellectually capable, and ultimately portable specialists). It is imperative that public safety leaders and community decision makers become familiar with the unique characteristics of these invaluable human resources to better maximize their potential.

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The Distinction between Leadership and

Management

―You are so concerned that you are doing things

right that you are often failing to do the right

things”

Instructional Directions: Show PPT slide 70.

The Distinction between Leadership and Management

The following section emphasizes the distinction between leadership and management. Peter Drucker, and the work of other writers and researchers such as Warren Bennis and John Kotter, effectively and clearly differentiated between leadership and management. Their work essentially resolved the competing concepts that Drucker identified in his study of G.M. back in 1944-46. Although their work is by no means simple or something that can be boiled down to a catch phrase, it is well represented by the following statement that Peter Drucker reportedly made while examining the organizational structure of a public sector organization:

―You are so concerned with doing things right that you are often failing to do the right things.‖

Peter Drucker

Discussion Questions:



Does Drucker’s reported statement made more than three decades ago, still apply today?

Is it relevant in Tribal community policing? Does it have specific applications to Tribal communities? How/why?

Does this statement capture the distinctions between leadership and management? How?

Application to Tribal Inspired Leadership: The implications of ―doing things right‖ as opposed to ―doing the right things‖ are potentially immeasurable when it comes to community policing and more specifically in dealing with implementing a community policing philosophy.

Leadership and Management Compared

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Leadership and Management

Leading through vision

• Uniqueness

• Predictive of change

• More horizontal

organizational structure

• Empowering

• Information shared

• Agent of change

• Cultivator of Leaders

• More leaders in

organization

Few Leaders

• Lead by goal setting

• Cost driven

• Reactive to change

• Hierarchical structure

• Information control

• Leader as ―boss‖

• Maintaining organizational

culture

• Responsible for cultivating

managers


Building on the discussion of Drucker‘s conclusions the following chart captures the shift in perspectives between managers (that ―do things right‖) and leaders (that ―do the right things‖).

Leadership and Management

Leadership Management

Leading through common vision Few leaders (management focused)

Uniqueness, distinctiveness, specific competency

Leading by goal setting

Predictive of change (creative) Cost driven benchmarks / high quality

More horizontal (level) organizational structure – with leader as social architect

Reactive to change



(Adapted from: Likely Model of Twenty-First Century Leadership)

Application to Tribal Inspired Leadership: Appreciating the difference in manager and leader perspectives is a fundamental element for effective decision-making. This appreciation is a precursor for the remainder of the module.

Consider leadership and management in terms of your organization. Consider the following questions:

Which is considered more important in your organization?

Which do you believe is more important in community policing?

Can you have one without the other? If so, what are the consequences or impact on organizational performance?

Application to Tribal Inspired Leadership: The dynamics described as the consequences of change may be present in most types of public and private sector organizations – including those involved in community policing functions and direct operations.

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Leadership & Management

Redefined

• The ability to implement solutions rather than just contributing to the frustration– Complementary countermeasures to the

Push / Pull

– Balance

– “The key is knowing when to manage and

when to lead.”

• Implementing Leadership Decision Making that balances the Discipline of Management


Leadership and Management Redefined

Empowering and facilitating Hierarchical organizational structure – with leader as head

Information shared by many Directing and supervising

Leader as the “coach” Information controlled by few

Leader as an agent of change and culture evolution

Leader as the “boss”

Leaders responsible for cultivating leaders

Leader as force for maintaining a stable organizational culture

More leaders: throughout organizations Leader responsible for cultivating managers



The difference between leadership and management in Tribal organizations – especially as it pertains to a community policing philosophy.

The presence of tension or lack of tension between leadership and management as it pertains to core community policing functions.

Why do you think this image appears on a slide discussing leadership and management?

What does this graphic have to do with either concept?

As noted by Bennis and Drucker, the push/pull of management and leadership can be addressed through two very tangible actions (skills):

The ability to implement solutions, rather than just contributing to the frustration and tension that often naturally exists between leadership and management perspectives.

Implementing leadership decision-making that balances the vital discipline of management.

Application to Tribal Inspired Leadership: Tension between leadership and management staff in community policing organizations could be a source of operational inefficiency. Public safety and community leaders may apply the principles described in this section to their own organizations in order to ensure that the ―tension‖ does not compromise the organization‘s mission and/or their own effectiveness as leaders.

Is there an apparent difference between leadership and management in your organizations – especially as it pertains to your community policing mission.

Is there a presence of tension or lack of tension between leadership and management as it pertains to your community policing functions.

After a sufficient level of discussion point out that tension is part of the dynamic interaction of the two concepts/disciplines. Use the image on the PowerPoint slide of two children attempting to get a sled up a snowy and slippery hill. Ask class participants to answer the following or similar questions about the image:

Why do you think this image appears on a slide discussing leadership and management?

What does this graphic have to do with either concept?

After a sufficient level of input and/or brief pause, suggest to the participants that the image is a good metaphor for the redefinition of management and leadership. Prior to the seminal concepts that were sparked by the age of social transformation (discussed earlier in this module), leadership and management were in many ways mutually exclusive. That is, you



could be a leader (pulling the sled up the slippery, snowy hill) or you could a disciplined manager (pushing the sled up the hill). Both worked but in different ways and with varying degrees of success depending on the environmental conditions (how big the hill was how slippery, how heavy the sled was, etc.). The work of Drucker and others suggested that perhaps leadership and management could be complementary; you can get a sled up the snowy hill quicker and with less work if you realize that pushing and pulling, although different means of exerting force, could work in tandem if purposefully coordinated.

As noted by Bennis and Drucker, the push/pull of management and leadership can be addressed through two very tangible actions (skills):

The ability to implement solutions, rather than just contributing to the frustration and tension that often naturally exists between leadership and management perspectives.

Implementing leadership decision-making that balances the vital discipline of management.

Transition to the next section by noting that the second of these skills is likely the more challenging and may require the use of a decision-making process or tool such as the Leadership Test©.

Application to Tribal Inspired Leadership: Tension between leadership and management staff in community policing organizations could be a source of operational inefficiency. Public safety and community leaders may apply the principles described in this section to their own organizations in order to ensure that the ―tension‖ does not compromise the organization‘s mission and/or their own effectiveness as leaders.

The Four Dimensions of the Leadership Test©

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The Four Dimensions of the Leadership Test ©

Right Thing?Right Thing?

• Belief System

• Value Driven

Right Time?Right Time?

• Hesitation

• Impulsiveness

• Opportunity

Right Way?Right Way?

• Demeanor

• Approach

• Conduct

Right Reason?Right Reason?

• Incentive

• Motivation

• Cause


Instructional Directions: Discuss the Leadership Test© described on the slide as a practical decision-making tool that will be used throughout the remainder of the TILT course. Also note that it is a practical tool that can be applied to real-world community policing leadership and management. Base your discussion on the summary test below.



Leadership and management start with good decision-making. If we can capitalize on the thinking of both Drucker and Bennis and accept that leaders begin with doing ―the right thing‖, while managers begin with ―doing things right‖, it allows us to begin to develop a tool. This tool can be used by both a leader and manager in the process of making decisions around personnel as well as tactical and operational issues. There are four dimensions of this tool that we should consider when making decisions. The First Dimension: Are We Doing the Right Thing? Since ―right‖ is certainly a subjective term, it is necessary that leadership be value and belief driven (organizational and personal). It is beliefs that become the parameters by which we make our decisions. Decisions that you make, especially under stress, will be based not only on your training, education, and experience, but also based on what you and your organization believe and value. The Second Dimension: At the Right Time? Timing is critical to everything in life. The best intentions or decisions can become worthless or perhaps even dangerous if they are not thought out and/or properly timed. Timing is often a function of seizing opportunity and avoiding undue hesitation and impulsiveness. The Third Dimension: In the Right Way? You can do the ―right thing‖ at the right time but in the wrong way and fail in your leadership role. Issues of demeanor, style of approach, and personal/professional/organizational conduct are absolutely critical. It is important to note that perception (especially in community policing) is a powerful aspect of this dimension.

The Fourth Dimension: For the Right Reason?

A leader can do the ―right thing,‖ at the right time, in the right way but for the wrong reason and not have near the impact. The reason you do something as a leader will greatly influence the motivation of the people involved. People and leaders that make decisions that are simply self-serving will kill off motivation in their team. It is imperative that motivation and perceived motivation be considered in terms of incentive and cause. (See Drucker‘s study of a G.M. factory, Appendix Module 2, B.)

Leadership Test© What evolves when considering these four dimensions in our decision-making process is what we will refer to as The Leadership Test©. This test forces our decision-making to both sides of the ledger so we consider both leadership as well as management issues and hopefully increase the quality of our decision-making both as a manager and a leader. For example, doing the ―right thing‖ deals with intangible values. Timing is an issue related to both leadership and management. Doing things in the right way will require knowledge of procedure and protocol as well as ethical considerations. Finally, considering the reason we do things will address both ethical issues and possible self-serving rationalizations that may impact the entire



decision-making process. To pass the Leadership Test© you must get a ―yes‖ to all four questions. One ―no‖ and you need to reconsider your decision. Management and leadership skills are not synonymous; they are distinctly different skill sets. The manager functions in a very tangible world while the leader functions in a very intangible world. The manager‘s world is easy to measure while the leader‘s world, because of its intangible qualities, is very difficult to measure. While it is not a perfect tool or the answer to leadership, it will improve the quality of our decision-making in our work-a-day world. That is its intended use. It is a macro tool that we can lay over the decision-making process to improve both the management and leadership aspects of the decision-making process. The Leadership Test© asks:

Am I doing the right thing,

At the right time

In the right way

And for the right reason?

If a leader can answer yes to all four of these components of the Leadership Test© then the quality of their decision will most likely be bettered as both a manager and a leader (Gallagher-Westfall, 2007).

Application to Tribal Inspired Leadership: The Leadership Test© provides public safety and community leaders with a ―take home tool‖ in terms of an easy to understand and use decision-making process that is amiable to each leader‘s specific needs.

Instructional Directions: After discussing the four dimensions of the Leadership Test © have the participants break into groups (may be an individual exercise if necessitated by class size and/or logistic issues) and consider the following Leadership Test© table.

Instructional Notes: Although responses will vary, emphasis should be placed on the group‘s application and inclusion of the four dimensions of the Leadership Test© in their responses.

Right Thing?Right Thing?

•• Why was this the Why was this the

right thing to do?right thing to do?

•• Does it meet the Does it meet the

needs of my needs of my

organization? organization?

Community? Community?

Team?Team?

•• Is this decision Is this decision

purpose driven purpose driven

and consistent and consistent

with my values? with my values?

Mission? Mission?


•• Given the time Given the time

frame, is this the frame, is this the

best decision I can best decision I can

make now?make now?

•• Are there other Are there other

time issues or time issues or

considerations? considerations?

•• What happens if I What happens if I

hesitate or act to hesitate or act to

quickly?quickly?


•• How will I How will I

implement this?implement this?

•• What can I do to What can I do to

maximize positive maximize positive

impact while impact while

minimizing minimizing

negative impact? negative impact?

•• How can I get buy How can I get buy

in?in?


•• Why did I choose Why did I choose

this option? this option?

•• What was my What was my

motivation? motivation?

•• Will my Will my

motivation allow motivation allow

for transparency? for transparency?



Application to Tribal Inspired Leadership: The Leadership Test© exercise allows public safety and community leaders to practice utilizing a leadership decision-making process in addressing community policing issues. Additionally, the application of the leadership test seeks to impress upon community leaders the importance of being able to effectively articulate the difficult choices that they may have to make in a critical incident.

Help Wanted Ad Exercise Part 2

Instructional Directions: Show PPT slides 74 and 75. At the conclusion of this module the participants will be encouraged to re-examine the initial drafts of their Help Wanted Ads created in Part 1 of the exercise. Engaging in a 10–15 minute discussion (either in groups or facilitated classroom discussion depending on class size) the participants will utilize newly acquired knowledge about the unique qualities of management and leadership in order to better understand their own work responsibilities and associated tasks. Once a sufficient level of discourse has been achieved, instruct class participants to re-examine their Help Wanted Ads and simply highlight all elements (knowledge, skills, abilities, task, responsibilities, and proficiencies) that best fit the definition of leadership in one color. The elements that best fit the definition of management should be highlighted in the other. Many elements will apply to both leadership and management; however participants should be encouraged to utilize the previous lesson on the subject matter to make a concise decision. The exercise should take approximately 10-15 minutes.

Once the writing portion of the exercise is completed, participants should be instructed to place their Help Wanted Ad back into their binder for use throughout the remainder of the course. No further discussion about this exercise at this point and class should be transitioned to next topic.

Instructional Purpose: Activate newly acquired learning, on leadership and management, and continue initiating the development of a ―common‖ language among course participants that will likely represent a variety of public and private sector disciplines. Serve as a continuing platform for additional facilitated learning and TLO objectives.

Instructional Directions: Facilitate a brief class discussion lasting approximately 5 minutes (directed discussions/group discussion depending on class size) on how the previous Module‘s examination of leadership and management qualities and functions may be applied to the job

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More Simple Questions:

• Does leadership or management play a larger role in your job?

• Which is more prominent in your original Help Wanted Ad?

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Some Simple Questions:

• Reexamine your Help Wanted ads considering elements such as:– Knowledge, Skills, Abilities (KSA‟s)

• Underline the elements that best fit the definition of management.

• Circle all elements that best fit the definition of leadership

• Some elements may apply to both – pick one.



descriptions that they prepared for their help wanted ads. Consider one of the following questions as a talking point:

Knowing what we know about leadership and management, which do you think plays a larger role in your job?

Remember the Help Wanted Ads we worked on earlier? Which do you think was more prominent in the ad, leadership or management?

There is no correct answer for these questions – nor should leadership or management be considered ―better‖ or ―more desirable.‖ The point is to generate thought about the applicability and necessity of both in executive level community policing positions.

Instructional Note: In addition to the instructional purpose related to the module, this exercise will allow individuals in community policing leadership and decision-making positions to inventory the responsibilities of their assignments. In addition to serving as a self-assessment for later TILT modules, the Help Wanted Ad exercise may also be beneficial in terms of real-world team building, recruitment and organizational succession.

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Wrap-Up

At the conclusion of this module participants were able to:

• Leaders will write a comprehensive help wanted ad (Part 1)

• Leaders will be aware of the evolution of leadership theory and practice

• Leaders will identify the elements of leadership and management and their distinctions

• Leaders will identify key leadership and management concepts and elements that relate specifically to homeland security

• Leaders will write a comprehensive help wanted ad (Part 2)

Wrap-Up: Show PPT Slide 79. At the conclusion of this module participants were able to:


Discuss leadership and core cultural competencies

Discuss the evolution of leadership and the knowledge worker

Identify the elements of leadership and management and their distinctions

Identify the four dimensions of leadership and management that relate specifically to community policing

Identify the trends in community policing by looking to tomorrow




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Test Your Knowledge

What are the key elements of community policing?

a) Problem solving

b) Team building

c) Partnerships

d) Organizational change

e) A & C

f) All of the above

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Test Your Knowledge

What are key elements of community policing leadership?

a) Leading organizational change

b) Promoting effective problem-solving strategies


d) Building partnerships

e) A & C

f) All of the above

Test Your Knowledge



Instruct participants to answer the following three test your knowledge questions to the best of their knowledge, this serves as the module pre-test.


Inform the participants that the test your knowledge activities serves to gauge the participant‘s knowledge about the material covered in modules 2, 3, 4, and 5. The same questions will be repeated at the conclusion of each module and will serve as the post-test.

1. What are the key elements of community leadership?

a) Problem solving b) Team building c) Partnerships d) Organizational change e) A & C f) All of the above*

2. What are key characteristics of the knowledge worker?

a) Gains position through formal education b) Continues education throughout life c) Holds the same job for life d) A & B* e) All of the above

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Test Your Knowledge

Effective leadership is characterized by focusing on doing the right thing instead of doing things right?

True

False



3. Effective leadership is characterized by focusing on doing the right thing instead of doing things right?

True* False



MODULE 3: Leadership of Teams at Critical Times: The Relationship of Team Development and the Leader’s Role

Instructional Directions: Show PPT slide 80. Introduce the Module by summarizing the following. For a more detailed background of Chief Gall read Appendix, Module 3, A, Sioux Chief Gall.

Overview

This module will present participants with the role situational leaders‘ play in addressing the leadership challenge strategies. In considering the role of situational leaders, focus will be on the premise that by utilizing the appropriate skills, leaders have the capacity to inspire and motivate people to perform despite challenging and unanticipated circumstances. That is, leaders who can quickly and efficiently adapt to rapidly changing circumstances or critical events are more likely to be able to harness the potential of their employees and organizations as a whole. This lesson will draw parallels between this description and the effectiveness of public safety and community decision-makers in inspiring their employees to embrace a community policing philosophy.

Key aspects of the Module involve developing a strong set of skills in communication, fostering vision, and building organizational infrastructure as well as addressing the leadership challenge within and outside their communities. Additionally, situational leadership requires leaders to be constantly evaluating two tenets of situational leadership. These tenets are expressed as the following two questions:

What do my people need?

How can I best lead them?

This Module will include Lakota (Sioux) Chief Gall as a historical example of situational leadership. The example of Chief Gall‘s efforts in resisting white settlement into the Black Hills and his ultimate confrontation with the U.S. Army will be used to illustrate the power of situational leadership in motivating people into performance. Chief Gall‘s accomplishments and leadership will be explored as a template for today‘s leaders and decision-makers. Participants will be asked to identify, and will be provided with examples of current day leaders that exemplify successful situational leadership. The lesson will seek to emphasize that effective leadership can and often will overcome a multitude of challenges.

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Module 3

Leadership of Teams at Critical Times: The

Relationship of Team Development and the

Leader’s Role



Instructional Directions: Show PPT slides 81 and 82. This series of slides identifies the Module‘s learning objective and enabling objectives. Point out to the participants that you will identify these enabling objectives, discuss each objective in detail, and then wrap-up the module with a review of these objectives. Summarize the following:

Learning Objective (LO)

At the conclusion of this module, leaders will be able to apply situational leadership skills to fulfill their community policing missions both within and outside their communities.

Enabling Objectives (EO)

At the conclusion of this module participants will be able to:

Identify and apply the a leader‘s capacity to address citizen concerns with a goal of meeting the community policing challenge

Learn to apply competencies and components of situational leadership development as it applies to a leader‘s duties and responsibilities in community policing that increases mutual trust between law enforcement and the community

Identify the qualities of situational leadership to enhance the capacity of leader‘s to increase their staff‘s level of cultural competency when interacting with citizens and other stakeholders

Wrap-up

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Learning Objective

At the conclusion of this module,

leaders will be able to apply situational

leadership skills to meet their

community policing challenge both

within and outside their communities.

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Enabling Objectives:

At the conclusion of this module participants will be able to:

• Identify and apply the a leader‘s capacity to address citizen concerns with a goal of building community trust

• Learn to apply competencies and components of situational leadership development as it applies to a leader‘s duties and responsibilities in community policing that increases mutual trust between law enforcement and the community

• Identify the qualities of situational leadership to increase the capacity of leader‘s to increase their staff level of cultural competency when interacting with citizens and other stakeholders



Test Your Knowledge



Instruct participants to answer the following three test your knowledge questions to the best of their knowledge.


Inform the participants that the test your knowledge and post test activities serves to gauge the participants knowledge about the material covered in modules 2, 3, 4, and 5. The same questions will be repeated at the conclusion of each module and will serve as the post-test.

1. In the face of a crisis, a situational leader would:

a) Be adaptable and flexible* b) Not deviate from the established strategic plan c) Consider policy as the ultimate determining factor d) All of the above

2. A situational leader identifies and responds to the needs of their people.

True* False

3. A situational leader identifies and responds to the circumstances of the event.

True* False

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Test your Knowledge

In the face of a crisis, a situational leader

would…..

a) Be adaptable and flexible

b) Not deviate from the established strategic plan

c) Consider policy as the ultimate determining

factor

d) All of the above

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Test your Knowledge

• A situational leader identifies and

responds to the needs of their people.

• True

• False

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Test your Knowledge

A situational leader identifies and

responds to the circumstances of the

event.

• True

• False



Catastrophic Event Challenge

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LaJolla Indian Disaster Video

• What are the fundamental issues

described in the video?

• What issues will you have to focus on as a

leader?

• What are some steps you may take with a

community policing philosophy?

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LaJolla Indian Disaster Challenges


Instructional Directions: Show PPT slide 86 and 87. Introduce the class to the LaJolla Indian Disaster Case Study. The emphasis of this challenge video is the potential for rapidly changing circumstances during a critical event such as a wildfire or terrorist act. Show the first 2:48 minutes to set up a discussion of the impact of the fire on the community.

In October, 2007 Southern California suffered from widespread wildfires that burned 1,775 homes and caused millions of dollars in damages. The La Jolla Reservation had suffered extensive damage from this wildfire. Disaster News noted:

The regional long-term recovery committee also continues to collaborate with the Intertribal Long-Term Recovery Foundation, a disaster preparedness, response and long-term recovery cooperative among nine of the 18 Native American tribes in San Diego County.

―For a tribe, especially a small tribe, it‘s (disasters) something they hope doesn‘t happen, but because they try to provide so many other services for their people that it‘s often low on the list of priorities,‖ said Theresa Gregor. Gregor works with the Intertribal Long-Term Recovery Foundation and with the La Jolla Band of Luiseño Indians as the American Red Cross case management liaison for the disaster recovery team.

Native Americans are among those most severely impacted by the fires in San Diego County. The Poomacha fire scorched roughly 92 percent of the La Jolla Reservation. They lost 40 homes - the most of all area reservations. Flooding from a severe storm several weeks later destroyed one more house. About 2,000 acres of the Santa Ysabel Reservation burned. No houses were destroyed, but other buildings were damaged.

More than 70 percent of those who lost their homes didn‘t have insurance. The San Diego Foundation, Jewish Family Services and others helped fund the rebuilds on the La Jolla Reservation. Other area reservations helped La Jolla meet the required 25 percent match for FEMA funding, as well as providing modular homes for survivors.

Thirty-nine homes have been rebuilt, with 37 completed about 10 months after the fire, so the foundation‘s focus is now disaster mitigation. The intertribal recovery committee worked with the United Church of Christ and Church World Service to raise future preparedness.



―Together we (UCC and CWS) provided ‗go-packs‘ in case of evacuation for young children, elderly, people with disabilities and provided some of the inserts, like flashlights, batteries, filter masks,‖ said Florence Coppola, executive for national disaster ministry for UCC. The backpack kits were assembled and distributed by a high school class from the Santa Ysabel Reservation.

CWS and its partners also provided generators to alleviate power-outages. The intertribal foundation caters not only to basic needs, but focuses on individual needs. They held a family weekend at the La Jolla campground where survivors could get services like a back massage or family photographs taken, just so they could have something to put on the walls of their new homes, said Adam Geisler from the intertribal foundation.

It‘s important for survivors to feel like they have things of their own, said Geisler. The Southern Baptist Convention sifted through the ashes of La Jolla Reservation homes in the aftermath of the fire to search for survivor‘s personal items.

Instructor’s Note: After viewing the specific challenge ask the participants to consider the following questions as it relates the potential for rapidly changing circumstances or critical events.

• What is the fundamental issue in this challenge portion of the scenario?

• What issues will you have to focus on as leaders?

• What are some steps you steps you may take with community policing philosophy?

After a sufficient amount of discourse, advise the class that this module will investigate leadership issues related to leaders having the capacity to inspire and motivate people to perform despite challenging and unanticipated circumstances. Propose to the class that an effective means of strategizing and preparing for a leadership challenge (such as the one being discussed) is to look back into history and learn from leaders that dealt with similar situations. Transition to the next section by identifying Chief Gall as the focus of the module and emphasize that after investigating his accomplishments and the leadership tools he employed, they will revisit the catastrophic challenge they just watched.

Situational Leadership

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Chief Gall



Instructional Directions: Show PPT Slide 88. Initiate class discussion by asking the following or similar question:

How many of you are familiar with The Battle of Little Big Horn?

Instructional Directions: After a sufficient amount of input, provide the participants with a brief overview of the dynamics and events leading up to the confrontation at Little Big Horn. This can be accomplished by briefly summarizing the section below. After providing the overview, transition to the next slide which contains supplementary information about Chief Gall.

Battle of Little Big Horn Overview

In 1875 a Senate Commission met with Red Cloud and other Sioux (Lakota) chiefs to negotiate legal access for miners rushing to the Black Hills and offered to buy the region for $6 million. But the Sioux leaders refused to alter the terms of the 1868 Fort Laramie Treaty, and declared they will protect their lands from intruders if the U.S. Government would not. Federal authorities ordered the resistant Sioux chiefs to report to their reservations by January 31, 1876. Gall, Sitting Bull, Crazy Horse, and others defied of the Government‘s order. On June 25, 1876, General Alfred Terry ordered George Armstrong Custer to find all defiant Tribes and order them to comply with the Government order. Custer discovered Sitting Bull's encampment, which included the Lakota, Northern Cheyenne, and Arapaho, on the Little Bighorn River. Custer decided to attack the encampment before the Indians could leave the area. Custer divided his troops into three groups. Custer would attack from the North, Major Marcus Reno from the West, and Captain Miles W. Keough from the South.

Instructional Directions: Show PPT Slide 89. Provide background information introducing Chief Gall and his profile to the class. Provide the participants with a brief overview of Chief Gall. After doing so inform the participants that in addition to finding himself in the midst of the seminal battle of the Little Big Horn, Chief Gall found himself facing a tremendous dilemma – one whose long term ramifications would be historically significant. Advise the class that you will now play the historical profile that details the dilemma that Chief Gall faced. Transition to the next slide.

Chief Gall Overview

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Chief Gall

• Gall had an amiable

disposition but was quick

to resent insults or

injustice

• As a youth he was a fierce

fighter and a good loser

• Able to organize and lead

• Hunkpapa War Chief



Gall was born along South Dakota's Moreau River in 1840, not far from what would become the Standing Rock Reservation decades later. His early life was spent among hardworking Hunkpapas in a small band that wandered the Dakota plains in search of buffalo. Because he lost his father at an early age, he was raised by his mother, Cajeotowin, or Walks-with-Many-Names who called Gaul Little Cub Bear during his childhood. Later she would call Gaul Matohinshda, or Bear-Shedding-His Hair. Robert Larson notes, ―This name denoted the size and physical vigor of Gall as he grew into manhood; the bear was a symbol of strength among all Plains tribes.‖ (Larson, p. 17) Ultimately he would be known as Gall, after Walks-with-Many-Names watched him eat a buffalo‘s gallbladder. As a youth, He fought many sham battles, some successful and others not; but he was always a fierce fighter and a good loser. The first remembered story of the famous chief, but other boyish exploits foretold the man he was destined to be, once he was engaged in a battle with snowballs. There were probably nearly a hundred boys on each side, and the rule was that every fair hit made the receiver officially dead. He must not participate further, but must remain just where he was struck. Gall's side was fast losing, and the battle was growing hotter every minute when the youthful warrior worked toward an old water hole and took up his position there. His side was soon annihilated and there were eleven men left to fight him. He was pressed close in the wash-out, and as he dodged under cover before a volley of snowballs, there suddenly emerged in his stead a huge gray wolf. His opponents fled in every direction in superstitious terror, for they thought he had been transformed into the animal. To their astonishment he came out on the farther side and ran to the line of safety, a winner! It happened that the wolf‘s den had been partly covered with snow so that no one had noticed it until the yells of the boys aroused the inmate, and he beat a hasty retreat. The boys always looked upon this incident as an omen. Gall had an amiable disposition but was quick to resent insult or injustice. This sometimes involved him in difficulties, but he seldom fought without good cause and was popular with his associates. One of his characteristics was his ability to organize, and this was a large factor in his leadership when he became a man. He was tried in many ways, and never was known to hesitate when it was a question of physical courage and endurance. He entered the public service early in life, but not until he had proved himself competent and passed all tests. When a mere boy, he was once scouting for game in midwinter, far from camp, and was overtaken by a three days‘ blizzard. He was forced to abandon his horse and lie under the snow for that length of time. He afterward said he was not particularly hungry; it was thirst and stiffness from which he suffered most. One reason the Indian so loved his horse or dog was that at such times the animal would stay by him like a brother. On this occasion Gall's pony was not more than a stone‘s throw away when the storm subsided and the sun shone. There was a herd of buffalo in plain sight, and the young hunter was not long in procuring a meal. This chief‘s contemporaries still recall his wrestling match with the equally powerful Cheyenne boy, Roman Nose, who afterward became a chief well known to American history. It was a custom of the northwestern Indians, when two friendly tribes camped together, to establish the



physical and athletic supremacy of the youth of the respective camps. The "Che-hoo-hoo‖ is a wrestling game in which there may be any number on a side, but the numbers are equal. All the boys of each camp are called together by a leader chosen for the purpose and draw themselves up in line of battle; then each at a given signal attacks his opponent. In this memorable contest, Matohinshda, or Gall, was placed opposite Roman Nose. The whole people turned out as spectators of the struggle, and the battlefield was a plateau between the two camps, in the midst of picturesque Bad Lands. There were many athletic youths present, but these two were really the Apollos of the two tribes. In this kind of sport it is not allowed to strike with the hand, nor catch around the neck, nor kick, nor pull by the hair. One may break away and run a few yards to get a fresh start, or clinch, or catch as catch can. When a boy is thrown and held to the ground, he is counted out. If a boy has met his superior, he may drop to the ground to escape rough handling, but it is very seldom one gives up without a full trial of strength. It seemed almost like a real battle, so great was the enthusiasm, as the shouts of sympathizers on both sides went up in a mighty chorus. At last all were either conquerors or subdued except Gall and Roman Nose. The pair seemed equally matched. Both were stripped to the breech clout, now tugging like two young buffalo or elk in mating time, again writhing and twisting like serpents. At times they fought like two wild stallions, straining every muscle of arms, legs, and back in the struggle. Every now and then one was lifted off his feet for a moment, but came down planted like a tree, and after swaying to and fro soon became rigid again. All eyes were upon the champions. Finally, either by trick or main force, Gall laid the other sprawling upon the ground and held him fast for a minute, then released him and stood erect, panting, a master youth. Shout after shout went up on the Sioux side of the camp. The mother of Roman Nose came forward and threw a superbly worked buffalo robe over Gall, whose mother returned the compliment by covering the young Cheyenne with a handsome blanket. Chief Gall earned his reputation for being a great military strategist and warrior while aligned with Red Cloud. Undoubtedly these early contests had their influence upon our hero‘s career. It was his habit to appear most opportunely in a crisis, and in a striking and dramatic manner to take command of the situation. Sitting Bull had confidence in his men so long as Gall planned and directed the attack, whether against United States soldiers or the warriors of another tribe. He was a strategist, and able in a twinkling to note and seize upon an advantage. He was really the mainstay of Sitting Bull's effective last stand. He consistently upheld his people‘s right to their buffalo plains and believed that they should hold the government strictly to its agreements with them. When the treaty of 1868 was disregarded, he agreed with Sitting Bull in defending the last of their once vast domain, and after the Custer battle entered Canada with his chief. They hoped to bring their lost cause before the English government and were much disappointed when they were asked to return to the United States. Gall finally surrendered in 1881 and was escorted to Fort Buford bringing half of the Hunkpapa band with him, whereupon he was soon followed by Sitting Bull himself. Although they had been promised by the United States commission who went to Canada to treat with them that



they would not be punished if they returned, no sooner had Gall come down than a part of his people were attacked, and in the spring they were all brought to Fort Randall and held as military prisoners. From this point they were returned to Standing Rock agency. When "Buffalo Bill‖ successfully launched his first show, he made every effort to secure both Sitting Bull and Gall for his leading attractions. The military was in complete accord with him in this, for they still had grave suspicions of these two leaders. While Sitting Bull reluctantly agreed, Gall haughtily said: "I am not an animal to be exhibited before the crowd,‖ and retired to his teepee. His spirit was much worn, and he lost strength from that time on. That superb manhood dwindled, and in a few years he died. He was a real hero of a free and natural people, a type that is never to be seen again.1

(Excerpted from the book Indian Heroes and Great Chieftains, by Charles A. Eastman, 1918 and Larson, Robert W. ―A Victor in Defeat: Chief Gall's Life on the Standing Rock Reservation,‖

The National Archives, 2008)

Instructional Notes: The instructional design of Module 3 will focus on the illustration of situational leadership through the historical leadership profile of Chief Gall. This section introduces key concepts and aspects of situational leadership through integrating video and slides detailing the actions, challenges, and successes of Chief Gall in the Battle of Little Big Horn. Each of the vignettes will be followed by instruction and participatory discussion based on learning objectives. The following text is provided as instructor reference material for vignette discussions.

Application to Tribal Inspired Leadership: The dilemma that Chief Gall faced is not that different from the challenging and unanticipated circumstances during a Little Big Horn outbreak or other critical incidents. Familiarity with the actions that Chief Gall took and the long term ramification of his decisions offer public safety and community leaders the opportunity to gain insight into the challenges that they may face to fulfill their leadership challenge.

Instructional Directions: Provide background information regarding the Battle of Little Big Horn. Initiate class discussion by asking the following or similar question:

1 The Chief Gall narrative is a compilation derived from various authors and on-line encyclopedias

including, but not limited to, Columbia Encyclopedia, Britannica Concise Encyclopedia, and university websites. Also, this narrative is for model leadership purposes only.



Chief Gall – Situational Leadership Historic Profile

Instructional Directions: Show PPT slide 91. Play the vignette and then briefly reiterate the dilemma that Chief Gall faced by summarizing the paragraphs below, and then transition to the next slide.

Gall’s Dilemma

In 1875 a Senate Commission met with Red Cloud and other Sioux (Lakota) chiefs to negotiate legal access for miners rushing to the Black Hills and offered to buy the region for $6 million. But the Sioux leaders refused to alter the terms of the 1868 Fort Laramie Treaty, and declared they will protect their lands from intruders if the U.S. Government would not. Federal authorities ordered the resistant Sioux chiefs to report to their reservations by January 31, 1876. Gall, Sitting Bull, Crazy Horse, and others defied of the Government‘s order. Chief Gall knew war was inevitable. General George Crook commanded the rebellious Sioux to move onto designated reservations. Gall, Sitting Bull and Crazy Horse refused to comply and move their people. Infuriated by unjust assaults, Sitting Bull gave notice: "We are an island of Indians in a lake of whites... These soldiers want war. All right, we'll give it to them!"2 Gall knew the U.S. Army would be coming to confront him and force his people to a reservation. He also knew he would not agree to this and would fight the U.S. Army in resistance. He had won all his previous battle with the U.S. Government but time and resources were running out. It was obvious there was no end to the stream of white settlers entering into Tribal lands. And a final all out battle was needed to stop the stream of white settlers once and for all.

On June 10, 1876, General Alfred Terry ordered George Armstrong Custer to find all defiant Tribes and order them to comply with the U.S. Government order. Chief Gall, Sitting Bull, and others made camp at the Little Big Horn River. Although Gall knew there was a military action

2 ―Sioux Wars‖ retrieved from http://www.u-s-history.com/pages/h1187.html on October 13, 2010.

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Video: Gall‘s Challenge

http://www.u-s-history.com/pages/h1187.html



directed at the Sioux no one in the encampment was aware that Colonel Custer‘s troops were about to attack them.

The first group to attack was Major Reno's second detachment (Companies M, A and G), after receiving orders from Custer. Custer issued this order because his Crow scouts reported Sioux tribal members were alerting the encampment. Ordered to charge, Reno began the attack on the Lakota and the other tribes. The orders, made without accurate knowledge of the village's size, location, or the warriors' propensity to stand and fight, had been to pursue the Native Americans and "bring them to battle." Reno's force crossed the Little Bighorn at the mouth of what is known today as Reno Creek around 3:00 p.m. This battle proved to be one of the most significant events in Native American history.

Here was Chief Gall‘s great dilemma: Major Reno surprised the Lakota, Northern Cheyenne, and Arapaho on the Little Bighorn. Many of the excitable youths, almost unarmed, rushed madly and blindly to meet the attack and the scene might have unnerved even an experienced warrior. This included Gall, who was just awaking in the midday sun, and he also was caught by surprise by the U.S. Calvary attack. The question was how was Gall going to quickly inspire these men who had been surprised, ready to fight, and already counter-attacking to regroup in an organized counter-attack? What would you say to them? What would you do?

Chief Gall’s Historical Profile

After several Sioux leaders refused to alter the terms of the 1868 Fort Laramie Treaty, they declared they would protect their lands from intruding white miners, settlers, and the railroads if the U.S. Government would not. In response, Federal authorities ordered the resistant Sioux chiefs to report to their reservations by January 31, 1876. Gall, Sitting Bull, Crazy Horse, and others defied of the U.S. Government‘s order. Chief Gall knew war was inevitable. General George Crook commanded the rebellious Sioux to move onto their designated reservations. Gall, Sitting Bull, and Crazy Horse refused to comply and move their people. Infuriated by unjust assaults, Sitting Bull gave notice: "We are an island of Indians in a lake of whites... These soldiers want war. All right, we'll give it to them!"3 Gall knew the U.S. Army would be coming to force him and his people onto a reservation. He also knew he would not agree to this and would fight the U.S. Army in resistance. He had won all his previous battle with the U.S. Government but time and resources were running out. It was obvious there was no end to the stream of white settlers entering into Tribal lands. And a final all out battle was needed to stop the stream of white settlers once and for all.

On June 10, 1876, General Alfred Terry ordered George Armstrong Custer to find all defiant Tribes and order them to comply with the U.S. Government order. Chief Gall, Sitting Bull, and

3 “Sioux Wars” retrieved from http://www.u-s-history.com/pages/h1187.html on October 13, 2010.

http://www.u-s-history.com/pages/h1187.html



others made camp at the Little Big Horn River. Although Gall knew there was a military action directed at the Sioux no one in the encampment was aware that Colonel Custer‘s troops were about to attack them.

Here was Chief Gall‘s great dilemma: Major Reno surprised the Lakota, Northern Cheyenne, and Arapaho while they were camping on the Little Bighorn. Many of the excitable youths, almost unarmed, rushed madly and blindly to meet the attack and the scene might have unnerved even an experienced warrior. This included Gall, who was just awaking in the midday sun, who was caught by surprise by the U.S. Calvary attack. The question was how was he going to quickly inspire these men who had been surprised, ready to fight, and already counter-attacking to regroup in an organized counter-attack? What did he say to them? What did he do?

Application to Tribal Inspired Leadership: The dilemma that Chief Gall faced is not that different from the likelihood of the challenges and unintended circumstances during a community disaster or other critical incident. Familiarity with the actions that Chief Gall took and the long term ramification of his decisions offers community leaders decision making tools.

Instructional Directions: At this time have participants review the Leadership Matrix having them examine the challenges related to the information presented above. Participants should identify challenges in the ―window‖ as challenging and unanticipated circumstances, etc… At this point participants will use the identified challenges as examples of the types of challenges that can be addressed through a situational leadership approach. They should be reminded that they are not trying to draw exact parallels between their own situations, those of Chief Gall, or only those in the Leadership Matrix. Instead the exercise is designed to generate discussion and provide focus on some of the issues that leaders may face within their roles as community leaders.

Instructional Directions: Show PPT Slide 92. After watching the historic profile, provide additional information and insights into the life of Chief Gall and the unique situation he faced. Remind the class that management is about ‖DOING THINGS RIGHT‖ while leadership is about ―DOING THE RIGHT THING‖. At this point have the class break into groups and initiate a group exercise by asking groups (or individuals based on class size and instructor discretion) to consider the following two questions:

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Gall‘s Dilemma

• What would a manager

have done?

• What would a leader have

done?



What would a manager have done in this scenario?

What would a leader have done in this scenario? Have each group list as many answers/options as they can come up within 5-10 minutes and then report to the rest of the class on what they came up with in each category. While groups are reporting, capture answers on a list at the front of the class. Once all groups have reported, advise the participants that the next simulator vignette will chronicle the actual actions taken by Chief Gall. Transition to the next slide.

Instructional Notes: A subtext of this and subsequent instruction is that Chief Gall sought to organize and give direction to his startled braves. Essentially taking immediate action to utilize all available resources in order to repel Major Reno‘s surprise.

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Gall‘s Payoff

• I headed off the counter attack of my warriors delaying

their charge

• I exclaimed, ―Hold hard, men! Steady, we are not ready

yet! Wait for more guns, more horses, and the day is

yours!‖

• In the end we forced Reno to retreat and then joined

Crazy Horse in victory

Chief Gall’s Historical Approach

Instructional Directions: Show PPT slide 93. Play the simulator vignette. After watching the vignette, reiterate the actions taken by Chief Gall that resolved the dilemma and likely contributed to the combined tribes victory at Little Big Horn. This can be accomplished by summarizing the paragraphs below (―Chief Gall‘s Resolution‖). After the summary, have the groups reconvene (may also be done as a class discussion) and consider the following or similar question for approximately 5-10 minutes and prepare a group list for each:

What did Chief Gall do?

Were his specific actions that of a leader or a manager?

What did Chief Gall do that we didn’t capture in our previous list?

Compare the responses and the questions above to the predictive leadership management lists that were created by the class after watching the first part of the vignette.

After having the groups report, transition to the next slide.



Text Historical Approach

Faced with a battle of potentially great significance, Chief Gall addressed the Reno‘s charge with his warriors head-on. Riding ahead of his warriors and leading them to reorganize and arm themselves they were better prepared to repel Major Reno‘s surprise attack. The warriors regrouped and counter attacked Reno‘s forces repelling Major Reno and foiling Custer‘s attack strategy.

Chief Gall’s Resolution:

Gall‘s country and people were at war with the United States. The intrusion of miners, settlers, and the railroads drove Gall and his people to the breaking point. As a war chief and Lakota leader, Gall was Sitting Bull‘s principal general, with the responsibility to inspire fellow tribes into action. He eventually developed a strategy to fight the U.S. Cavalry who was already moving into the Lakota sacred lands. While Gall knew that the cavalry was moving fast towards them, he had no idea of the strength in their numbers or where they would strike from. What he did know is that he and his brother tribes had to defend themselves, their country, and their very way of life. The initial attack, led by Major Reno caught the Lakota encampment along with the Northern Cheyenne and Arapaho completely by surprise. In the chaos that ensued, many of the younger warriors attempted an unorganized counterattack, without thinking of the best defense to stop Reno. In their excitement and confusion, they needed strong and calculating leadership if their efforts were to succeed. Sensing the warriors‘ chaos and disorganization, Gall rode in front of them and halted their attack. He stopped them on the dry creek, while the bullets of Reno‘s men whistled about their ears. It is reported that Gall exclaimed,

"Hold hard, men! Steady, we are not ready yet! Wait for more guns, more horses, and the day is yours!‖

He rallied them to regroup and fully gather their arms, and only then to charge Reno at full strength. This they did, and within a few moments, Reno and his forces retreated. Gall and his warriors quickly demoralized Reno and his men forcing them to set up a defensive position on the top of the bluffs above Rosebud Creek, known today as Reno Hill. Reno's shaken troops were joined by Captain Benteen's column arriving from the south. Benteen's fortuitous arrival on the bluffs was just in time to save Reno's men from possible annihilation. Gall, confident that Reno‘s forces were disposed of now swept north to join Crazy Horse and his forces in the attack on Custer, completing what would become known as a legendary victory over the U.S.

Consequences of Chief Gall’s Resolution



Faced with a battle of potentially great significance, Chief Gall addressed Reno‘s charge with his warriors head-on. Riding ahead of his warriors and leading them to reorganize and arm themselves they were better prepared to repel Major Reno‘s surprise attack. It was his habit to appear most opportunely in a crisis, and in a striking and dramatic manner to take command of the situation. Reno‘s surprise attack serves as Chief Gall‘s best known example of this; when Reno surprised the Sioux on the Little Bighorn, although unclothed and caught in the early afternoon Gall brought organization and leadership to his warriors. His excitable warriors, almost unarmed, rushed madly and blindly to meet the intruder, and the scene might have unnerved even an experienced warrior. It was Gall, on his black charger, that dashed ahead of his warriors and faced them. He stopped them on the dry creek, while the bullets of Reno‘s men whistled about their ears. "Hold hard, men! Steady, we are not ready yet! Wait for more guns, more horses, and the day is yours!‖ They obeyed, and in a few minutes the signal to charge was given, and Reno retreated in the face the Sioux. The warriors regrouped and counter attacked Reno‘s forces repelling Major Reno and foiling Custer‘s attack strategy.

Not expecting an organized and determined counter attack Major Reno was forced into the heavy brush and arguably shaken to the point his troops efficiency was marginalized. Major Reno was forced to retreat to what is now known as Reno Hill. There Reno and his men fought a defensive battle experiencing heavy losses from the combined Tribal warriors under Gall‘s leadership. Reno, later joined by Captain Frederick W. Benteen's battalion, could only maintain their position and hope for reinforcements. The result was Chief Gall could now redirect his efforts to defeating Custer. He rode North and joined Crazy Horse in the attack on Colonel Custer.

The combined forces of the Sioux, Northern Cheyenne, and Arapaho fiercely counterattacked Custer. Within a short time Custer‘s entire force was wiped out. This would be recorded in history as the greatest defeat of the U.S. Army at the hands of Native American forces in American history.

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What Did Gall Really Do?

• Held off a chaotic charge

• Responded with quick

decision making

• Reorganized a successful

counter attack

• Did he pass the leadership

test?

Instructional Directions: Show PPT slide 94. At this point, suggest to the participants that Chief Gall‘s actions were indicative of situational leadership. Chief Gall opted not to accept the parameters of the choices he was given – flee under the threat of a surprise attack and blindly into battle. Instead he chose to address the specific situation and alter his approach to meet the needs of his warriors. By doing so he choose an approach that was ―bigger‖ than a



management approach of ―doing things right.‖ Chief Gall sought to ―do the right things‖ in an effort he knew was incredibly important for not only the warriors under his charge but the entire war effort.

Ask the participants to consider what the management response would have been and whether it would have resulted in a successful conclusion. Specifically:

What may have happened if Chief Gall decided to not to hold back his warriors and let them charge without adequate arms? Would doing so have been considered wrong?

What may have been the long term consequences?

After the discussion, reiterate that the point of the activity was not to suggest that management is bad. The point is that in the situation Chief Gall faced there was a need for something greater: Leadership. Stress to the class that from this point forward, leadership will be the focus of TILT with the understanding that management is a critical component of effective community policing leadership. At this point, suggest to the class that Chief Gall‘s actions actually can be described as a specific type or style of leadership. Transition to the next slide to introduce the concept of situational leadership.

Instructional Notes: It is important to note that there are numerous different types of leadership styles and approaches. In fact, Chief Gall could have taken any number of them and still been successful – including a purely managerial approach. Transition to a discussion of situational leadership.

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Lessons from Gall‘s Action

• Knowing that rapidly changing circumstances can

occur what can you do to prepare for it?

• How do you get stakeholders involved from the

beginning? How do you achieve buy-in?

• What would you say to accomplish buy in from

employees and staff?

• Do you opt for a formal or informal/official or

unofficial approach?



Situational Leadership Principles

Instructional Directions: Show PPT slide 95. Introduce situational leadership by noting that the term was coined by researchers Hersey and Blanchard in 1969. Although Hershey and Blanchard have developed a specific model based on the concept of situational leadership, lots of others have refined and revised it and some basic principles (outside the specifics of Hershey and Blanchard) have emerged. Perhaps the most elemental and self-evident of these is the following:

DIFFERENT SITUATIONS REQUIRE DIFFERENT KINDS OF LEADERSHIP

In essence this principle says that a leader must adapt their style to the situation they face and constantly correct and compensate for new variables that are introduced.

Secondly, situational leadership can be described in a variety of different terms and formal models (such as those copyrighted by Ken Blanchard) but for most purposes it can be expressed as a continuously shifting balance between the following behaviors and actions of the leader:

DIRECTIVE

SUPPORTIVE

Essentially, this means that leaders take either a directive or supportive role depending on the competencies and skills of their people (employees, member of organizations/communities).

For instance, a leader can be VERY directive or only SLIGHTLY directive; be VERY supportive, or only SLIGHTLY supportive. Generally, as the level of supportive behavior rises it conversely impacts the level of directive behavior (and vice versa). This creates a simple scale effect as is represented on the slide.

Instructional Directions: After introducing these basic principles transition to the next slide.

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Situational Leadership Principles

DirectiveSupportiveSupportive

DIFFERENT SITUATIONS DIFFERENT SITUATIONS

REQUIRE REQUIRE

DIFFERENT KINDS OF DIFFERENT KINDS OF

LEADERSHIPLEADERSHIP



Instructional Notes: The fundamental idea that should be stressed when defining situational leadership is that an effective situational leader must continuously assess the situation, competencies, and commitment of their people (or their ability to handle the situation) and adjust their own actions in order to facilitate the best performance possible.

Application to Tribal Inspired Leadership: The situational leadership approach is based on a leaders‘ ability to constantly assess and meet the needs of their followers (employees) in the context of (often rapidly) changing circumstances. This basic premise of situational leadership lends itself perfectly to the types of fluid situations that community policing leaders may find themselves in. Using the situational approach may help leaders effectively apply community policing strategies and maximize the performance of their employees during critical incidents such as a Little Big Horn outbreak.

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Questions

• What do my people

need?

• How do I lead them?

Situational Leadership Questions

Instructional Notes: Show PPT slide 96. Suggest to the participants that situational leadership can ultimately be boiled down and represented by two simple questions:

What do my people need?

How do I lead them?

These simple questions create the need for a leader to balance two perspectives simultaneously; one that evaluates externally (the ―people‖) and one that looks internally (―how do I‖). These perspectives constantly seek to balance out. As the competencies of the ―people‖ improve, the need for the leader to exert directive behavior and influence is replaced with supportive behavior/influence. Suggest to the class that these are the very questions that Chief Gall considered and successfully answered at the Battle of Little Big Horn.

Instructional Directions: At this point, remind the class that although situational leadership was coined as a term in 1969, it was obviously being used long before (as evidenced by Chief Gall in 1863). In fact, some of the concepts that are now associated with situational leadership were described in a 1930‘s research study.



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Landmark Studies – Iowa

1930‘s

Instructional Directions: Show PPT slide 97. Introduce this slide by suggesting to the class that the fundamental concepts of situational leadership are explained by the ―Iowa Studies‖ conducted by Kurt Lewin in the 1930‘s (some 39 years before the formalization of the situational leadership model). Summarize the paragraphs below on the Kurt Lewin study. After describing the Lewin study, emphasize that the leader‘s ability to properly balance the level of supportive and directive behavior is critical to maximizing performance. Transition to the next slide.

Kurt Lewin Study

Kurt Lewin conducted the Iowa Studies in the 1930‘s. Recognizing that each of these leadership styles [democratic and autocratic] had been successful, he set about to empirically test their impact on productivity. Since laissez faire was in essence the absentee leader the style could not be studied, however the conclusion was simply that ―laissez faire‖ was in essence delegation and seemed to understandably work well with units of experienced and capable workers that one could properly delegate to.

Using scout groups as the experimental subjects and focusing on the identified leadership styles of the scout masters, he determined the scout masters that were more autocratic (controlling, directing, more apt to tell) and the more democratic (two way conversations, suggesting, encouraging). He then directed each of the scoutmaster groups that they should use their preferential styles uniformly through the period of observation.

What Lewin found is that the autocratic leader was successful early on with the new scouts, but as time progressed and the scouts became more proficient in fundamental scouting skills and the autocratic behavior became irritating and frustrating and their performance fell. With the democratic scout leaders he found that while it took the groups longer to learn the basics of scouting that over time, democratic groups became proficient and sustained continued growth.

Lewin‘s studies began to identify under what situations the leadership styles were more effective. This was followed by the Ohio State Studies that were able to identify the two primary functions of the leader were that of ―initiating‖ and ―consideration‖ behaviors. This translates to ―task‘ and ―relationship‖ behaviors and more currently to ―directive‖ and ―supportive behaviors.‖ The Michigan Studies then determined that the more people centered leaders were, the more likely they were to be effective over the long term; validating Lewin‘s findings at Iowa.



Instructional Notes: The Lewin study and its results can be easily represented as a simple visual representation consisting of an X and Y axis. This visual representation may be helpful in relating the significance of the research to the class.

Application to Community Policing: The research of Kurt Lewin is a key aspect of situational leadership and its application to community policing leadership. It provides insight into the long-term impacts and consequences of supportive and directive behaviors. This information may have encouraged community policing leaders and decision makers to carefully consider properly balancing their directive and supportive roles to ensure that maximizing immediate efficiency does not limit future capacity for improvement.

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Summarized

The Good

• Tried and True

• Practical

• Prescriptive

The Bad

– Applies to Groups or Individuals, but not

necessarily both

Instructional Directions: Show PPT Slide 98. At this point, take the opportunity to revisit Chief Gall‘s example and tie it together with the key points of the Lewin study. Suggest to the participants that in order for them to be effective situational leaders they must be able to take the following series of leadership steps:

Continuously assess the situation

Continuously assess the skills, competencies, and commitment of your people

Constantly ask yourself two vital questions:

o What do my people need?

o How do I lead them?

Be willing and ABLE to adjust your leadership style to meet their needs

Ultimately, situational leadership puts the responsibility on the leader to be willing and able to change and meet the needs of the follower in order to maximize performance.

It may be appropriate to mention that Ken Blanchard, Paul Hershey, and other researchers have taken the basic elements that describe situational leadership as an approach and constructed comprehensive leadership models. Although those models are not covered in TILT, it is strongly recommended that participants consider further investigating them as part of their professional development.

Instructional Directions: Summarize situational leadership by noting that like any other leadership approach, it has positive as well as negative aspects. The following is a brief summary of each:



Positive aspects of situational leadership:

Tried and true – it‘s been used successfully for a long time and is widely accepted as an effective model of leadership.

Practical – it‘s easy to understand and implement, based on really simple concepts.

Prescriptive – if you understand the principles behind it, situational leadership tells the leader what to do, how to respond to a situation, and provides guidelines.

Negative aspects of situational leadership:

Addresses leadership as applied to a group. Can also be applied to an individual, but what about individuals within a group? What do you do when one or more of the team members has a different need than the group as a whole?

After summarizing situational leadership, engage the class in a brief discussion about the usefulness of situational leadership in applying the community policing mission to their organizations. Initiate the discussion by asking the following or similar question(s):

What aspects of situational leadership will help you in instilling a community policing philosophy in your organization? In your jurisdiction?

Are there any aspects of situational leadership that you do not believe will be relevant to the application of the community policing mission strategies in your organization? In your community?

After a sufficient level of discussion, ask to consider modern day examples of community policing leaders that exhibit and have successfully utilized situational leadership in fulfilling their mission.

Instructional Notes: An example that demonstrates the limitation of situational leadership can be extracted from the events surrounding Chief Gall‘s dilemma; specifically, the fact that Major Reno initiated a surprise attack on the village in the mid-day. It must be noted that situational leadership is not a cure-all, nor will it always work on everyone – especially when applied simultaneously at the group and individual level.



Instructional Directions: Show PPT Slide 99. Introduce this slide by asking the participants the following or similar question regarding General David Petraeus – pictured in slide.

How many of you are familiar with this man?

Based on what you have heard about him, is he a leader? Is he a situational leader?

After a sufficient amount of discourse or pause, introduce and provide a brief summary of his accomplishments:

David Petraeus Abbreviated Resume:

Served as Commanding General of the U.S. and Int‘l forces in Iraq in 2007-2008

Now serving as head of Central Intelligence Agency (CIA)

MPA from Woodrow Wilson School of International Affairs, Princeton U. (1985)

PhD from Woodrow Wilson School of International Affairs, Princeton U. (1987) – dissertation, ―The American Military and the Lessons of Vietnam‖

BS from U.S.M.A. (1974)

Two awards of the Defense Distinguished Service Medal, two awards of the Distinguished Service Medal, two awards of the Defense Superior Service Medal, four awards of the Legion of Merit, the Bronze Star Medal for valor, the State Department Superior Honor Award, the NATO Meritorious Service Medal, and the Gold Award of the Iraqi Order of the Date Palm

He is a Master Parachutist and is Air Assault and Ranger qualified. He has also earned the Combat Action Badge and French, British, and German Jump Wings

In 2005 he was recognized by the U.S. News and World Report as one of America‘s 25 Best Leaders

In 2007 he was named by Time magazine as one of the 100 most influential leaders and revolutionaries of the year and in 2007 named one of four runners-up for Time Person of the Year

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General

David Petraeus

U.S. Army• Commanding General of the U.S. and

International forces in Iraq 2007 & 2008

• MPA and PhD in International Relations from Princeton University

• Named as:

– One of world‘s top 100 public intellectuals (Foreign Policy and Prospect Magazines 2008)

– One of the 100 most influential leaders and revolutionaries of 2007 (Time)

– One of America‘s 25 best leaders in 2005 (US News and World Report)

– The list goes on…



Selected in a poll conducted by Foreign Policy and Prospect magazines as one of the world‘s top 100 public intellectuals

Chosen by Esquire magazine as one of the 75 Most Influential People of the 21st Century

After summarizing Petraeus‘ resume, suggest to the class that based simply on his abbreviated resume, it is clear that General Petraeus is a leader and an accomplished army officer. The question is; is he a situational leader? Below is a summary of General Petraeus‘ career. Petraeus as a Situational Leader Moving Into Iraq:

Petraeus got the call on February 6, 2003 – he and the 101st Airborne (aka, the

Screaming Eagles) had 6 weeks to deploy to Kuwait (18,000 soldiers, vehicles, and

equipment – everything from Fort Campbell, KY to Kuwait).

The 101st was in fight mode. They went into Kuwait knowing they‘d move

immediately into Iraq as part of then called Operation Iraqi Freedom.

In this fight mode, the 101st moved north, taking one city after another. The first on

April 1 and by April 9, Saddam Hussein‘s government had collapsed. On April 14,

the Pentagon declared an end to major hostilities in Iraq.

The 101st thought they‘d go just a bit North of Baghdad and stop.

Moving Into Mosul:

Then, on April 18, Petraeus gets another call. The unit that was supposed to go into Mosul couldn‘t. (They were supposed to come in from Turkey and the Turkish government said no at the last minute.) So, the 101st got the job.

The 101st went, with almost no information and less preparation.

Petreaus sent Colonel Joe Anderson, Commander 2nd Division, to scope Mosul. This is how he did it. He didn‘t know if Mosul needed to be occupied or taken. Big difference! So, he decided to get in a car, ride around for 6 hours…. if he got shot at, he‘d figure that the city was hostile and they‘d have to take it. If he didn‘t get shot at, he‘d figure they could simply occupy the city.

Anderson didn‘t get shot. No one even threw rocks at him. So, he recommended to Petraeus that they occupy the city, not attack it. Instead they set up headquarters in one of Saddam‘s former palaces in the middle of April.

The city of Mosul was a wreck. EVERYTHING needed his immediate attention. There was no water, no electricity, and no garbage removal. Shops were closed. The leaders were gone. There was no government. No gas, no economy, no basic services. Buildings were rubble.

The Screaming Eagles, who had been in fight mode, were suddenly faced with a much different mission… Nation Building. He‘d done this before. In Haiti and Bosnia. He made nation building the major focus of the 101st.



He held local elections; jump started the economy, oversaw public works programs, and began over 4,500 re-construction projects. Used ―commander‘s discretionary funding‖ to do such.

How did he accomplish all of this? He assessed the situation and the skills, competencies, and commitment of his people. All of which were VERY high. He had an extremely well trained division, lots of resources… it was the situation that required so much of his attention. He was did everything and was everywhere at once. He encouraged his people and the people of Mosul along the way and he gave them what they needed to succeed. He said this about himself… (page 7 – the Accidental Statesman)

―Some people will say Petraeus is way down into details, and I have that capacity. Others will say, ‗Man, he just let me do my thing.‘ The truth is, it takes all of the above. Leadership styles should vary depending on who is being led, how much detailed guidance and supervision they need, and their capacity for sound independent action.‖

Doesn‘t this sound familiar? Doesn‘t it sound like our two cliff note questions? What do my people need and how do I lead them?

He rebuilt the University of Mosul as one of those 4,500 re-construction projects. WHY? Because he asked those two questions. The unique part about THIS example is that ―his people‖ were actually his people AND the people of Mosul.

When the fighting started, there were 35,000 students enrolled at the University. Petraeus asked himself… If these students weren‘t in school, they‘d be on the streets of Mosul… Contributing to the problem. Not helping. He rebuilt the school, the system, got teachers, and opened the school ASAP!

Instructional Notes: The discussions surrounding examples of community policing situational leaders should be based on the information provided by the instructor as well as the knowledge and experience of the individual class participants.

Instructional Directions: Show PPT slide 100. Suggest to the class that in addition to his military/combat accomplishments, Petraeus is also well respected for his ability to foster positive relations between the soldiers of the 101st Airborne Division and the residents of occupied Mosul. Under Petraeus‘ command American forces enjoyed a typical success in connecting with the locals and creating a safer environment for both the civilians as well as U.S. Army personnel. Read the following summary of Petraeus‘ actions in Iraq.

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General David Petraeus

U.S. Army

• Petraeus got the call on February 6, 2003 – he and the 101st Airborne (aka, the Screaming Eagles) had 6 weeks to deploy to Kuwait

• Then, on April 18, Petraeus gets another call. The unit that was supposed to go into Mosul couldn‘t. So, the 101st got the job.

• He held local elections; jump started the economy, oversaw public works programs, and began over 4,500 re-construction projects.

• He rebuilt the University of Mosul as one of those 4,500 re-construction projects.

A Situational Leader?



After summarizing the above information encourage class discussion by the following or similar question:

Based on what we just discussed is David Petraeus a situational leader? Why?

Instructional Directions: After a sufficient level of discourse, transition to the next slide.

Instructional Notes: The discussions surrounding examples of community policing and situational leaders should be based on the information provided by the instructor as well as the knowledge and experience of the individual class participants. Instructors may offer additional information or use information offered by the class to further substantiate the examples used in this section. General Petraeus is also used in Module 4 as an example of a primal leader and Module 5 as an example of a transformational leader. The point that is being emphasized by using the same person as an example of multiple leadership approaches is that a capable community policing leader must be able to quickly and effectively employ a variety of leadership orientations in order to be effective. The discussions surrounding examples of community policing situational leaders should be based on the information provided by the instructor as well as the knowledge and experience of the individual class participants.

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Examples of Situational Leaders

U.S. Army General

David Petraeus

Lakota Chief Gall

Others?

Instructional Directions: Show PPT Slide 101. Initiate a class discussion by encouraging participants to identify additional examples of community leaders that they would consider to be examples of situational leaders. Ask participants (can also be done as a group activity) to explain their selections by pointing to specific situational leadership approaches used by their examples. Initiate this class discussion (or group activity) with the following or similar question:

Can you identify other current day examples of situational leaders in community policing leadership positions?



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The Four Dimensions of the

Leadership Test ©


• Belief System

• Value Driven


• Hesitation

• Impulsiveness

• Opportunity


• Demeanor

• Approach

• Conduct


• Incentive

• Motivation

• Cause

Instructional Directions: Show PPT slide 102. At this point have the class participants apply the Leadership Test© to the actions of David Petraeus in Mosul. Encourage group or class discussion. After a sufficient level of discourse, transition to the next section by reminding the participants about the Little Big Horn challenge they were introduced to at the beginning of the module. Encourage participants to keep the principles of situational leadership in mind as they progress through the exercise.

Instructional Notes: Introduce this slide by reminding the participants about the merits of the Leadership Test© (discussed in Module 2). Have the class participants apply the Leadership Test© to the actions of David Petraeus. Encourage group or class discussion. Remind the participants about the Little Big Horn challenge they were introduced to at the beginning of the Module. Encourage participants to keep the principles of situational leadership in mind as they progress through the exercise.

Proceed to the simulator Little Big Horn exercise. Remind the participants that this is their opportunity to revisit the same challenge they viewed at the beginning of the Module.

Application to Community Policing Leadership: The application of the Leadership Test© to actual modern day community policing leaders is an opportunity for participants to practice the process of applying the Leadership Test© to the complex issues of the Little Big Horn.

Leadership Matrix Exercise

103




Paused the

counter attack

of by delaying

warriors

charge

Provided

guidance with

his command

Forced Reno

to retreat and

then joined

Crazy Horse

in victory

Responded to the

wishes of his people

Inspired warriors in

battle

Met the needs of

his people, inspired

them, and gave his

life for his goal of a

pan-Indian alliance

Completed waterline

project

Created

opportunities for her

people to believe in

their own potential

Built self-respect,

self-discipline, and a

set of higher

standards and

expectations

Leadership Test

―Doing things

Rights‖

103

103103

Did Chief Gall pass the

Leadership Test?

Instructional Directions: Show PPT slides 103 and 104. Re-introduce the class to the LaJolla Indian Disaster challenge. The emphasis of this challenge video is facing challenging and unanticipated circumstances that can marginalize the effectiveness of organizations addressing community policing issues. After viewing the specific challenge progress through the Leadership Matrix.

Transformational

Prim

al

Situ

atio

nal

Ea

gle

Wolf

Buffalo

Gri

zzly

Ambitious

Intelligent

Articulate



Strong ego

Self -

Awareness

Self -

Management

Social

Awareness

Relationship

Management

People

Centered

Practical

Prescriptive

Flexible


Adaptive

Love

White

PeopleElders

Spiritual

Winter

Physical

Birth

Oriental

Spring

Seeds

Sun

Warmth

Light

Yellow

White

NORTH: White

Air

Animals

Receive Energy

Mental Aspect


Sun/Fire

Determine Energy

Spiritual Aspect

Illumination &

Enlightening

SOUTH: Red

Water

Plants

Gives Energy

Emotional Aspect

Trust & Innocence

WEST: Black

Earth/Physical

Holds Energy

Physical Aspect

Introspection &

Insight

Red man

TeenagersMental

Summer

Red

Emotional

Blue

Adults

young

Black

people

Autumn

Fall

CREATOR

ME



Instructional Notes: Although the vignette introduces the participants to a multitude of significant challenges associated with a wildfire outbreak, the focus of this particular video are organizational challenges and unanticipated circumstances and how it can lead to organizational paralysis in public and private sector community policing organizations.

Materials:

Leadership Matrix

Laptop Computer w/Internet Access

Projector/Classroom appropriate speakers/audio system

Classroom appropriate display screen

Qwizdom Group Responder System

Instructional Purpose: This participatory exercise addresses key aspects of the situational leadership approach and its application to leadership choices and orientations. Remind participants of the brief historic profile of Chief Gall and the historical outcome that they have already viewed. The participatory challenge is designed to simulate leadership issues that a participant could conceivably have to deal with during a wildfire event. The focus of the exercise is for participants to draw on Module related learning in order to successfully orient to the leadership orientation that best addresses the challenge.

Instructional Directions for Exercise: Remind participants that they have watched the video profile and outcome of Chief Gall and they should keep the lessons they‘ve learned in mind as they progress through the leadership challenge.

Instructional Note: The participatory challenge is designed to simulate leadership issues that a participant could conceivably have to deal with during significant challenge. The focus of the exercise is for participants to draw on Module related learning in order to successfully orient to the leadership orientation that best addresses the challenge. This exercise also provides participants with the use of the TILT Leadership Matrix. Instruct participants to use the Leadership Matrix in completing the simulator exercise. Have them draw upon all aspects of the Matrix to make better leadership choices. The Matrix will remind participants of the challenges, characteristics, and approaches that can be used when applying situational leadership.

The Consequences of Chief Gall’s Resolution

Chief Gall Pay Off

Let‘s take a look at the situation I faced with the Northern Cheyenne, Arapaho, and my fellow Lakota. Those warriors did not lack competence or ability; they were startled and disorganized. They were well seasoned and brave but because of the challenging situation they faced – each one reacted in a disorganized manner due to Major Miles surprise attack. My leadership



responsibility was to recognize what they needed to reorient their commitment, dedication, and bravery. For my braves, the Lakota, Northern Cheyenne, Arapaho, and all other tribes there this meant a tactful and firm example. I headed off the counter attack of my warriors delaying their charge and mounting an organized counter attack with my warriors by exclaiming ―Hold hard, men! Steady, we are not ready yet! Wait for more guns, more horses, and the day is yours!‖

The situation you could face during a leadership challenge may not be that different from Little Big Horn. The potential of a challenging and overwhelming circumstance is real, especially when concern for self preservation or even a general disillusionment may seem to overwhelm duty and commitment. The benefit of orientating to situational leadership under these circumstances is the capacity to assess and alter leadership approaches quickly and fluently, without compromising consistency.

Through situational leadership a leader recognizes that not all employees are the same. They are different, have different needs, and need not be treated the same. In such a circumstance, a situational leader must identify the unique needs of individual employees. The key is to diagnose what motivates them to perform their duty. Once this diagnosis is completed, situational leaders may find themselves taking a variety of actions, some in a coaching style, others supportive, still others directive in nature.

An effective situational leader will maintain a flexibility of action that may make the difference between a crippling loss of employee commitment and a dedicated organization willing to face any challenge. Whether it is a surprise attack at the Battle at Little Big Horn or a leadership challenge, the essence of situational leadership is the same: continuously determine the unique needs of your employees and adjust your leadership style to encourage high commitment and competency in the organization. When time and divergent interests require practical leadership action, situational leadership may be a good means of ensuring that you are doing the right thing, at the right time, in the right way, and for the right reasons.

Application to Community Policing Leadership: The LaJolla Indian Disaster vignette is designed to introduce the class participants to the real issue of a leadership challenge to the public and private sector agencies involved in community policing. The Leadership Matrix activity is a realistic exercise that directly applies to and mirrors many of the information evaluation and decision-making processes involved in community policing leadership. This exercise allows participants to consider the leadership approach they would take prior to and during a community issue.

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Wrap-Up

• At the conclusion of this module participants were

able to:

• Identify and apply the key elements of team

development

• Learn to apply competencies and components of

situational leadership development as it applies to a

leader‘s duties and responsibilities in the

homeland security mission

• Identify the qualities of situational leadership



Instructional Directions: Show PPT slide 105. Summarize the module by making the point that to call Chief Gall or any of the community policing leaders that were discussed in the course thus far strictly situational leaders would not be accurate. Leaders are rarely, if ever, defined by a single leadership approach. However at Little Big Horn, Chief Gall was the epitome of an effective situational leader that used his abilities to protect the security of his community using situational leadership. In conclusion review some of the key learning points covered in the module and summarized on the slide. Allow participants an opportunity to ask questions about and briefly review pertinent information.

Wrap-Up


Apply competencies and components of situational leadership development as it applies to a leader‘s duties and responsibilities in the community policing mission

Identify the situational qualities of leadership

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106106

Test your Knowledge

In the face of a crisis, a situational

leader would…..

a) Be adaptable & flexible

b) Not deviate from the established strategic

plan

c) Consider policy as the ultimate determining

factor

d) All of the above

107

107107

Test your Knowledge

A situational leader identifies and

responds to the needs of their people.

• True

• False

108

108108

Test your Knowledge

A situational leader identifies and responds to

the circumstances of the event.

• True

• False

Test Your Knowledge

Instructional Directions: Slides 106, 107, and 108. Instruct participants to answer the following three test your knowledge (post-test) questions:

1. In the face of a crisis, a situational leader would:

a) Be adaptable and flexible* b) Not deviate from the established strategic plan c) Consider policy as the ultimate determining factor d) All of the above

2. A situational leader identifies and responds to the needs of their people.

True*

Transformational

Prim

al

Situ

atio

nal

Ea

gle

Wolf

Buffalo

Gri

zzly

Ambitious

Intelligent

Articulate



Strong ego

Self -

Awareness

Self -

Management

Social

Awareness

Relationship

Management

People

Centered

Practical

Prescriptive

Flexible


Adaptive

Love

White

PeopleElders

Spiritual

Winter

Physical

Birth

Oriental

Spring

Seeds

Sun

Warmth

Light

Yellow

White

NORTH: White

Air

Animals

Receive Energy

Mental Aspect


Sun/Fire

Determine Energy

Spiritual Aspect

Illumination &

Enlightening

SOUTH: Red

Water

Plants

Gives Energy

Emotional Aspect

Trust & Innocence

WEST: Black

Earth/Physical

Holds Energy

Physical Aspect

Introspection &

Insight

Red man

TeenagersMental

Summer

Red

Emotional

Blue

Adults

young

Black

people

Autumn

Fall

CREATOR

ME



False 3. A situational leader identifies and responds to the circumstances of the event.

True* False



Module 4: Tribal Inspired Leadership Skills: Primal Leadership and Emotional Intelligence (EI)

108

108108

Module 4: Tribal

Inspired

Leadership Skills:

Primal Leadership

and Emotional

Intelligence (EI)

109

109109

Module Overview

Examine Leadership in terms of:• Developmental Perspective (Origins)

• Physiological Capacity (Limbic System)

• Influence & Communications Analysis

• Emotional Intelligence (EI) / (EQ)

• Primal Leadership and the Homeland Security Mission

Managing Meaning

Creating Resonance

Effective Networking

Instructional Directions: Show PPT slides 109 and 110. Introduce the module by summarizing the following.

Overview

This module will stress the vital role that emotional intelligence (EI) plays in tribal inspired leadership. Specifically, participants will explore the value of EI competencies to primal leadership (self-awareness, self-management, social awareness, and relationship management) as executive level tools. These tools enable leaders to foster positive relationships in formal and informal groups, teams, and networks.

This module will incorporate a historical perspective on the development of leadership and its primal qualities. Instruction will include an overview of the human limbic system that governs aspects of EI development and utilization. This scientific basis for leadership will serve as cursory insight into the process of leadership and the skills that tend to empower individuals as leaders.

Finally, the lesson will articulate the value of primal leadership as a skeleton key. This key enables leaders to unlock their potential abilities to create organization wide ―resonance‖ with regard to forming formal and informal networks to further the Tribal mission. In order to do so, this model will incorporate a leadership profile to serve as an example of primal leadership and its application to Tribal leadership. Utilizing the profile of Tecumseh during the turn of the Eighteenth Century in his efforts to preserve Native American culture and lands, this example will serve as a platform for the discussion of EI as a leadership tool. Special emphasis will be placed on the following EI properties as they relate to the profile:

Building effective formal and informal networks and teams through the appreciation of others‘ EI qualities

Projecting confidence and inspiring action through self awareness

Framing preservation as a primal leadership tool



110

110110

Learning Objective

Leaders will be able to apply elements of

emotional intelligence and primal

leadership to their roles as homeland

security leaders.

111

111111

Enabling Objectives:

• Identify the key elements of Emotional

Intelligence (EI)

• Learn to apply competencies and components

of Emotional Intelligence (EI) in leadership

roles.

• Identify Primal Leadership qualities.

• Define the concepts of Resonance and

Management of Meaning.

Instructional Directions: Show PPT slides 111 and 112. These slides identify the learning objective and enabling objectives for this module. Point out to the participants that you will identify these objectives, discuss each objective in detail, and then wrap-up the module with a review of these objectives.

Learning Objective: At the conclusion of this module leaders will be able to apply elements of emotional intelligence and primal leadership to their roles as tribal leaders.

Enabling Objectives: At the conclusion of this module, participants will be able to:

Identify and apply the key elements of EI in effective communication

Apply competencies and components of EI/EQ quotient in their leadership roles

Identify the primal qualities of leadership

Define the concepts of resonance and management of meaning

Wrap-up

112

112112

Which of the following are key elements of

emotional intelligence?

a) Self-awareness

b) Self-management

c) Social-awareness

d) Relationship management

e) All of the above

Test Your Knowledge

113

113113

Primal leadership is best described as:

a) Impacting employees by setting the emotional tone of the workplace

b) Not letting emotions play a significant role in the workplace

c) Keeping your ―game face‖ in times of crisis

d) b & c

e) All of the above

Test Your Knowledge

114

114114

Creating harmony in the workplace environment is

best described as:

a) Dissonance

b) Resonance

c) Continuance

d) Potentially counterproductive

e) All of the above

Test Your Knowledge

Test Your Knowledge







Inform the participants that the test your knowledge and post test activities serves to gauge the participants knowledge about the material covered in modules 2, 3, 4, 5, and 6. The same questions will be repeated at the conclusion of each module and will serve as the post-test.

1. Which of the following are key elements of emotional intelligence?

a) Self-awareness b) Self-management c) Social-awareness d) Relationship management e) All of the above*

2. Primal leadership is best described as:

a) Impacting employees by setting the emotional tone of the workplace* b) Not letting emotions play a significant role in the workplace c) Keep your ―game face‖ in times of crisis d) b & c e) All of the above

3. Creating harmony in the workplace environment is _____________.

a) Dissonance b) Resonance* c) Continuance d) Potentially counterproductive.

Primal Leadership Challenge

116


• What are the fundamental issues in a

leaders‘ challenge to address fear in the

community? Preserving the community‘s

culture?

• What issues will you have to focus on as a

leader?

• What are some steps you may take with a

community policing philosophy?

117

LaJolla Indian Disaster Challenges

Instructional Directions: Show PPT slides 116 and 117. After the test your knowledge, introduce the class to the tribal primal challenge video. The emphasis of this challenge video is how fear and declining cultural values can grip and marginalize the effectiveness of individuals and organizations responding to critical tribal issues.

LaJolla Indian Disaster Case Study



In October, 2007 Southern California suffered from widespread wildfires that burned 1,775 homes and caused millions of dollars in damages. The La Jolla Reservation suffered extensive damage from this wildfire. Disaster News noted:

The regional long-term recovery committee also continues to collaborate with the Intertribal Long-Term Recovery Foundation, a disaster preparedness, response and long-term recovery cooperative among nine of the 18 Native American tribes in San Diego County.

―For a tribe, especially a small tribe, it‘s (disasters) something they hope doesn‘t happen, but because they try to provide so many other services for their people that it‘s often low on the list of priorities,‖ said Theresa Gregor. Gregor works with the Intertribal Long-Term Recovery Foundation and with the La Jolla Band of Luiseño Indians as the American Red Cross case management liaison for the disaster recovery team.

Native Americans are among those most severely impacted by the fires in San Diego County. The Poomacha fire scorched roughly 92 percent of the La Jolla Reservation. They lost 40 homes - the most of all area reservations. Flooding from a severe storm several weeks later destroyed one more house. About 2,000 acres of the Santa Ysabel Reservation burned. No houses were destroyed, but other buildings were damaged.

More than 70 percent of those who lost their homes didn‘t have insurance. The San Diego Foundation, Jewish Family Services and others helped fund the rebuilds on the La Jolla Reservation. Other area reservations helped La Jolla meet the required 25 percent match for FEMA funding, as well as providing modular homes for survivors.

Thirty-nine homes have been rebuilt, with 37 completed about 10 months after the fire, so the foundation‘s focus is now disaster mitigation. The intertribal recovery committee worked with the United Church of Christ and Church World Service to raise future preparedness.

―Together we (UCC and CWS) provided ‗go-packs‘ in case of evacuation for young children, elderly, people with disabilities and provided some of the inserts, like flashlights, batteries, filter masks,‖ said Florence Coppola, executive for national disaster ministry for UCC. The backpack kits were assembled and distributed by a high school class from the Santa Ysabel Reservation.

CWS and its partners also provided generators to alleviate power-outages. The intertribal foundation caters not only to basic needs, but focuses on individual needs. They held a family weekend at the La Jolla campground where survivors could get services like a back massage or family photographs taken, just so they could have something to put on the walls of their new homes, said Adam Geisler from the intertribal foundation.

It‘s important for survivors to feel like they have things of their own, said Geisler. The Southern Baptist Convention sifted through the ashes of La Jolla Reservation homes in the aftermath of the fire to search for survivor‘s personal items.



After viewing the specific challenge ask the participants to consider the following questions as they relate to preserving Native American culture:

What are the fundamental issues in a leader’s challenge to fear in the community and in preserving Native American culture?

What issues will you have to focus on as leaders?

What are some steps you may take to overcome fear and to preserve Native American culture?

Instructional Directions: After a sufficient amount of discourse, advise the class that this module will investigate the tribal inspired leadership issues related to preserving Native American culture. Propose to the class that an effective means of strategizing and preparing for a leadership challenge (such as the one being discussed) is to look back into history and learn from leaders that dealt with similar situations. Transition to the next section by identifying Tecumseh as the focus of primal leadership and emphasize that after investigating his accomplishments and the leadership tools he employed, the participants will revisit the TILT challenge they just watched.

Instructional Notes: Although the vignette introduces the participants to a multitude of significant challenges associated with preserving Native American culture, the focus of this particular vignette is fear and declining cultural values and how they can lead to organizational paralysis in the public and private sector of tribal organizations. This module will introduce participants to leadership strategies that can be used to address this as well as other tribal challenges. This preservation of Native American culture vignette should be used to frame the remainder of the module content and be used to continuously tie general leadership information into tribal inspired leadership issues.

Background/Supportive Data

115

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Why does Leadership exist?

Leadership is Primal

– Having existed from the beginning; in an earliest or original stage or state

– A fundamental element that shaped tribal societies because it provided the stability necessary for tribal societies to organize.

Instructional Directions: Show PPT slide 118. Initiate the module by discussing the practical reason that leadership exists within human societies.

Use one of the following or a similar question to start a class discussion:



Why do we, as people, need leadership?

Why do you think we have leaders?

Do you think leadership and the existence of leaders within human societies is natural or forced upon individuals?

Instructional Directions: After a sufficient level of participatory discourse, introduce the concept that leadership is a primal (Princeton University Wordnet definition: having existed from the beginning; in an earliest or original stage or state) need for human societal development. It provides the following:

Stability

Emotional assurance

Guidance and order

Enables specialization of individuals in society and the accumulation of wealth

Special emphasis should be given to the idea that strong leadership in early human societies often corresponded with safety and security. This enabled individuals to spend less time worrying about protection and basic survival, and focus on developing specialized skills (farming, craftwork, hunting skills, etc.) that served to improve their society as a whole. This concept was introduced as early as the Greek era with the writing of ancient Greek Philosopher Plato. In his masterpiece on government, The Republic, Plato discusses the concept of the natural development of government and by extension leadership.

Instructional Notes: This portion of the module sets the stage for later discussions of the concept of primal leadership. This includes background information that explains why leadership is described as primal and the physiological mechanisms that are involved in emotional intelligence (EI), and the primal leader. It is strongly suggested that instructors review reference materials and be prepared to address specific questions about the model and its application to tribal inspired leadership prior to initiating this section. There may be some tendency of participants to want to discuss the elements of leadership (―what is leadership?‖) rather than the reason for its existence (―why does leadership exist?‖). Participants should be redirected to the latter question for this portion of the lesson. Some anticipated/suggested responses:

Organization

Common defense

Tribal origins/ ―pack‖ characteristics of early human clans/societies

Practicality



Depending on available resources, it may be a good idea for the instructor to record participant responses on a blackboard or easel in order to engage the class. The list of responses may also serve as an emphasis device throughout the module.

This slide introduces tribal leaders to the concept that leadership is an elemental part of human and societal development. Furthermore, the importance of safety and security, which are at the core of American tribal security, are in large part dependant on strong leadership that addresses some of the primal needs that all people have.

Instructional Directions: After discussing the above concepts, return to the question of ―why leadership exists‖ and re-emphasize the idea that it is primal – a basic need for the following reasons:

Practical – helps secure order, safety, and security

A source of emotional assurance and guidance – in crisis people naturally look for a leader

Helps provide freedom for specialization – sound leadership allows people to specialize their activities and society prospers

Additional reasons as cited by participants

Having discussed the natural inclination of humans to seek the benefits association with government and leadership, the next section discusses the physiological capacity of people to lead as well as follow

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Why does Leadership exist?

• Practical Necessity

• Facilitator of Life Planning

• Enabler of Balance

• Continuously Relevant

• Emotional Assurance

117

Primal Tribal Leadership

Early primal leaders

in your community?

Instructional Directions: Show PPT slide 119 and 120. After discussing the above concepts, return to the question of ―why leadership exists‖ and re-emphasize the idea that it is primal (a basic need) for the following reasons:

Practical – helps facilitate order, safety, and security

A source of emotional assurance and guidance – in crisis people naturally look for a leader

Helps provide freedom for specialization – sound leadership allows people to specialize their activities and the tribe can prosper

Additional reasons as cited by participants

Tecumseh Historic Profile



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Video: Tecumseh’s Profile

Instructional Directions: Show PPT slide 121. At this point introduce the historic profile slide of Tecumseh as a real world example of leadership in a crisis situation. Play the Tecumseh simulator profile.

Instructional Notes: For biographical information about Tecumseh see Appendix MODULE 4, A.

Tecumseh Historic Profile Tecumseh (born around March, 1768 – October 5, 1813), also known as Tecumtha or Tekamthi, (Shooting Star or Blazing Comet) was a Native American leader of the Kispoko Band of the Shawnee Tribe (the Shawnee Tribe consisted of five bands: the Chillicothe, Hathawekela, Kispoko, Mekoche, and Pekowi) and a large tribal confederacy that opposed the United States during Tecumseh's War and the War of 1812. He was born and grew up in the Ohio country prior to the American Revolutionary War and the Northwest Indian War where from birth he was constantly exposed to warfare. Throughout his life Tecumseh faced the western expansion of the white man into Indian Country. First it was the Englishmen and their thirst for land and then later it was the Americans who were even more land hungry than the British. Tecumseh recognized early in his life, that the westward movement of the white man was a growing threat to not only to the Shawnee culture but to all Native American cultures. Tecumseh was known as a brave, skillful warrior, well humored, optimistic, generous, and big hearted Chief (Sugden, p. 327). Tecumseh, based on his life experience during his youth, embraced the pan-Indian4 philosophy. He maintained that the only way to stem the tide of white settlers moving into Indian Country was for all Native American tribes to join together to stop the whites western expansion. This influx of whites was seen by Tecumseh as contributing to the destruction of Native American culture and the occupation of their lands. To this end, Tecumseh devoted his life‘s work to bringing all Native Americans together to repel the western expansion of the white settlers. John Sugden notes,

Tecumseh, nevertheless, stands out. Not for the originality of his purpose and principles, but for the sheer breadth of his vision and the energy, determination, courage, and ability he put at its service. His was a task of staggering difficulty. Divided by

4 Leahy and Wilson Pan-Indian define “Native American movements in which individual tribes came together in an

effort to combat political, economic, and social threats to their tribal sovereignty and existence are referred to Pan-

Indianism.” (Leahy and Wilson, p.127).



language, culture, and intertribal enmities and jealousies, the Indians were also politically decentralized. (p. 9)

Tecumseh put forth his pan-Indian efforts for over twenty years starting in 1783 inspired by the Iroquois leader Joseph Brandt. At the same time, his younger brother, Tenskwatawa (also known as the Prophet), was a religious leader and prophet who advocated a return to the ancestral lifestyle of the tribes. Tenskwatawa developed a large following and a confederacy of Tribal groups grew around his teachings. Tenskwatawa‘s religious doctrine, which Tecumseh whole-heartedly embraced, is describes as

The Prophet was not a likeable man, but he was the voice of an oppressed people. Around him the tribes were losing almost everything --- their lands, security, livelihoods, cultures, dignity and self-respect, even their very identities. Their villages were disintegrating, divided by factionalism, drunkenness, violence, and the erosion of communal values. The Prophet told them to be proud of their Indian heritages, proud and free, to unshackle themselves from the European economies by standing apart from the whites and rediscovering the reliance of the past and the richness of their own ways of life. (Sugden, P. 126).

This led to strife with settlers on the frontier, causing Tecumseh‘s band to move farther into the northwest and settle Prophetstown, Indiana in 1808. The motivation of Tecumseh and Tenskwatawa in their efforts was inspired, in part, by their allies --- the Wyandots, Delawares, Ottawas, and Ojibwas when they ceded large tracts of Shawnee homeland to the Americans at Fort McIntosh in 1784. Fifteen years later, in September 1809, William Henry Harrison, governor of the newly formed Indiana Territory, negotiated the Treaty of Fort Wayne in which a delegation of Indians ceded three million acres of Native American lands to the United States. The treaty negotiations were questionable as they were unauthorized by the President James Madison and involved what some historians compared to bribery, offering large subsidies to the tribes and their chiefs, and the liberal distribution of liquor before the negotiations. Tecumseh's opposition to the treaty marked his emergence as a prominent leader. In the Treaty of Fort Wayne, which was signed in 1809, a group of eastern tribes agreed to sell three million acres of land in the Indiana Territory. Tecumseh confronted Governor Harrison on this matter. Tecumseh maintained that the land was the common property of all the many different tribes of Indians occupying Indiana at the time. Land ownership, a cultural value of the white man, was not embraced by Native Americans. He went on to protest to Governor Harrison that the tribes that signed the treaty had no right to sell that land, and that the land was common to all Indian tribes. Tecumseh made it known to the governor that the Indians would fight if any more of their land was taken. Although Tecumseh and his Shawnee band had no claim to the land sold, he was alarmed by the massive sale of commonly held Indian lands to the whites. This sale was known to include the Piankeshaw, Kickapoo, and Wea tribes, who were the primary inhabitants of the land. As a result to his alarm Tecumseh revived a belief advocated in previous years by the Shawnee leader Blue Jacket and the Mohawk leader Joseph Brant. This belief embraced that all Indian lands were owned by all, a common saying was the land was ―a dish with one spoon.‖



Not ready to confront the United States directly, Tecumseh's primary adversaries were initially the Tribal leaders of the Pottawatomie, Lenape, Eel Rivers tribes (those who had signed the treaty). An impressive orator, Tecumseh began to travel widely, urging warriors to abandon accommodationist chiefs and to join him in resistance to the treaty. Tecumseh insisted that the Fort Wayne treaty was illegal; he asked Harrison to nullify it, and warned that Americans should not attempt to settle on the lands sold in the treaty. Tecumseh is quoted as saying, "No tribe has the right to sell [land], even to each other, much less to strangers.... Sell a country!? Why not sell the air, the great sea, as well as the earth? Didn't the Great Spirit make them all for the use of his children?" And, "....the only way to stop this evil [loss of land] is for the red man to unite in claiming a common and equal right in the land, as it was first, and should be now, for it was never divided." In August 1810, Tecumseh led four hundred armed warriors from Prophetstown, Indiana (Tecumseh encampment) to confront Harrison at his Vincennes home, known as Grouseland. Tecumseh and his warriors struck terror in the townspeople, and the situation quickly became dangerous when Harrison rejected Tecumseh's demand for common ownership of Tribal lands. Harrison argued that individual tribes could have relations with the United States, and that Tecumseh's interference was unwelcome by the tribes of the area. Tecumseh, a better orator, presented an impassioned rebuttal against Harrison.

(Governor William Harrison), you have the liberty to return to your own country ... you wish to prevent the Indians from doing as we wish them, to unite and let them consider their lands as common property of the whole ... You never see an Indian endeavor to make the white people do this ...

Tecumseh called on his warriors to kill Harrison, who responded by pulling his sword and the small group of soldiers defending the town quickly moved to protect Harrison. Potawatomie Chief Winnemac interceded and spoke to the warriors urging the warriors to leave in peace. As they left, Tecumseh informed Harrison that unless he rescinded the treaty, he would seek an alliance with the British. Early the next year, a comet appeared (March 1811) across the sky. Tecumseh, whose name meant "shooting star", his followers and allies took it as an omen of good luck. Later he met with the Creeks and told them that the comet signaled his coming. Tecumseh claimed he would prove that the Great Spirit had sent him to the Creeks by giving the tribes a "sign." Later that year Tecumseh again met with Harrison at his home following the murder of settlers on the frontier. Tecumseh told Harrison that the Shawnee and their Native American brothers wanted to remain at peace with the United States but their differences had to be resolved. The meeting convinced Harrison that hostilities were imminent. Following the meeting Tecumseh traveled south, on a mission to recruit allies among the Five Civilized Tribes. Most of the leaders of the Civilized Tribes rejected his appeals, but a faction among the Creeks, who came to be known as the Red Sticks, answered his call to arms, resulting in the Creek War. While Tecumseh was recruiting members of the Five Civilized Tribes to his movement, Governor Harrison marched up the Wabash River from Vincennes with more than 1,000 men, Harrison‘s intent was to conduct a preemptive expedition to intimidate Tecumseh‘s brother, Tenskwatawa or the Prophet, and his followers and to force them to make peace. On



November 6, 1811, Harrison's army arrived outside Prophetstown. The Prophet sent a messenger to meet with Harrison and requested a meeting be held the next day to discuss issues. Harrison agreed to the meeting and set up camped on a nearby hill. Early the next morning, Tenskwatawa and the Shawnee warriors launched a sneak attack on Harrison‘s camp. Known as the Battle of Tippecanoe, Harrison's men held their ground, and the Shawnee withdrew from Prophetstown after the battle. The victorious Americans burned the town and returned to Vincennes. On December 11, 1811, the New Madrid Earthquake shook the South and the Midwest. While the interpretation of this event varied from tribe to tribe, one consensus was universally accepted: the powerful earthquake had to have meant something. For at least the Muscogee Tribe it was a sign to support Tecumseh‘s movement. The Battle of Tippecanoe was a severe blow for Tenskwatawa, who lost both prestige and the confidence of Tecumseh. Although it was a significant setback, Tecumseh began to secretly rebuild his alliance upon his return. The War of 1812 broke out shortly afterwards and Tecumseh's efforts soon became embroiled as part of the war between Britain and the United States. Tecumseh rallied his confederacy and led his forces to join the British army invading the northwest from Canada. Tecumseh joined British Major-General Sir Isaac Brock in the siege of Fort Detroit, and forced the Americans surrender in August 1812. As Brock advanced to a point just out of range of Detroit's guns, Tecumseh had his approximately four hundred warriors parade from nearby woods and circle around to repeat the maneuver, making it appear that there were many more than was actually the case. The fort commander, Brigadier General William Hull, surrendered in fear of a massacre should he refuse. The victory was of a great strategic value to the invaders. The following year, Commodore Oliver Perry earned a great victory over the British Navy gaining control of Lake Erie and causing the British to withdraw from Fort Detroit. In the process, the British burned all public buildings in Detroit and retreated into Upper Canada along the Thames Valley. Tecumseh and his men followed fighting as rear guards actioning to slow the U.S. advance.

In command was Major-General Henry Procter, Sir Isaac Brock‘s replacement, who did not have the same working relationship with Tecumseh as Sir Brock and the two disagreed over tactics. Procter favored withdrawing into Canada and avoiding battle while the Americans suffered from the winter lay over. Tecumseh was more eager to launch a decisive action to defeat the American army which would allow his people to reclaim there lands in the Northwest. Procter failed to appear at Chatham, Ontario, though he had promised Tecumseh that he would make a stand against the Americans there. Tecumseh moved his men to meet Proctor and told him that he would not go any farther into Canada. He also stated if the British wanted his continued help then they needed to face the Americans at Detroit. In the meantime, Harrison and his army crossed into Upper Canada and on October 5, 1813, won a decisive victory over the British and Native Americans at the Battle of the Thames near Moraviantown. Tecumseh was killed, and shortly after the battle, the tribes of his confederacy surrendered to Harrison at Detroit.



Tecumseh challenged himself with unifying the Eastern tribes in a pan-Tribal effort to remove Americans from the Northwest. Each of the Eastern tribes had their own priorities and interests which made Tecumseh‘s efforts even more challenging. To the end, Tecumseh made a historic effort to bring the tribes together in a pan-Tribal union and return to historical Tribal cultural values and eliminate the temptations of the Americans. With his death at the Battle of Thames Valley the effort to unify all Tribes ended and the Americans continued their western expansion, but not unabated, at the expense of the Native American Tribes.5

Legacy

The United States Naval Academy in Annapolis, Maryland, has Tecumseh Court, which is located outside Bancroft Hall's front entrance, and features a bust of Tecumseh. The US Navy named four ships USS Tecumseh, the first one as early as 1863. The Canadian naval reserve unit HMCS Tecumseh is based in Calgary, Alberta. Tecumseh is honored in Canada as a hero and military commander who played a major role in Canada's successful repulsion of an American invasion in the War of 1812, which, among other things, eventually led to Canada's nationhood in 1867 with the British North America Act. Among the tributes, Tecumseh is ranked 37th in The Greatest Canadian list. An 1848 drawing of Tecumseh was based on a sketch done from life in 1808. Benson Lossing altered the original by putting Tecumseh in a British uniform, under the mistaken (but widespread) belief that Tecumseh had been a British general. This depiction is unusual in that it includes a nose ring, popular among the Shawnee at the time, but typically omitted in idealized depictions. He is also honored by a massive portrait which hangs in the Royal Canadian Military Institute. The unveiling of the work, commissioned under the patronage of Kathryn Langley Hope and Trisha Langley, took place at the Toronto-based RCMI on October 29, 2008.[citation needed] A number of towns have been named in honor of Tecumseh, including those in the states of Kansas, Michigan, Missouri, Nebraska, Oklahoma, and the province of Ontario, as well as the town and township of New Tecumseth, Ontario, and Mount Tecumseh in New Hampshire. Union Civil War general William Tecumseh Sherman, was given the name Tecumseh because "my father . . . had caught a fancy for the great chief of the Shawnees." Evolutionary biologist and cognitive scientist W. Tecumseh Fitch was named after the general, not after Tecumseh. Another Civil War general, Napoleon Jackson Tecumseh Dana, also bore the name of the Shawnee leader.

Application to Tribal Inspired Leadership: The scenario that is explored in the Tecumseh profile is a historical example of a primal leader who gave his life fighting for his passion --- uniting all tribal peoples in a common cause. Although the tactical, political, and even military issues are discussed in this segment, the focus of the Tecumseh profile is the importance of effective leadership and communication when dealing with a significant threat from first the British and then, later the Americans and the destruction of the Shawnee, and all Native American, way of life. Regardless of the specific nature of the threat, the principles of the Tecumseh example hold true:

5 The Tecumseh narrative is a compilation derived from various authors and on-line encyclopedias including, but not

limited to, Columbia Encyclopedia, Britannica Concise Encyclopedia, and university websites. Also, this narrative

is for model leadership purposes only.



Fear and declining cultural values that can grip tribes and entire Native American populations in the wake of a threat to their traditional homelands and way of life.

Leadership is a fundamental countermeasure to fear and declining cultural values that may precede a decline in traditional Native American customs and beliefs.

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Tecumseh’s Dilemma at

Thames

What aspects of leadership would he need to

address?

He was the most ambitious of a small number of

leaders who dreamed of a brotherhood of tribes

capable of resisting white expansion…………

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Situational Primal Transformational Leadership/Mgt

Challenges Challenges Challenges Challenges

Rapid Change

Unanticipated

Circumstances

Knowing my

peoples needs

How do I lead

them

Declining cultural

values

Preserving Tribal

cultural values

Stopping

organizational

paralysis

Inspiring others

Organizational

paralysis

Overcoming limited

expectations

Overcoming

distractions and

obstacles

Leadership vs.

management

Official and

unofficial

leadership

Formal and

informal

leadership

Instructional Directions: Show PPT slide 122 and 123. After having viewed the Tecumseh historic profile briefly discuss the crisis that Native American peoples faced with the westward migration of white peoples. In particular, emphasize the potential of a massive power shift due to influx of white settlers into Indian Country. Now show the Video: Tecumseh‘s challenge and use slide 120 to initiate a discussion of primal leadership and the case of Tecumseh.

Having made what was certainly a forceful decision that resulted in his commitment to unifying all Eastern tribes in the collective resistance of the white settlers western expansion and the cultural demise of Native American cultural values and their ways of life. In particular discuss Native Americans adopting ―white ways‖ and the destructive consumption of alcohol.

Instructional Directions: At this time have participants review the Leadership Matrix having them examine the challenges related to the information presented above. Participants should identify challenges in the cell as declining cultural values, etc… At this point participants will use the identified challenges as examples of the types of challenges that can be addressed through a primal leadership approach. They should be reminded that they are not trying to draw exact parallels between their own situations, those of Chief Tecumseh, or only those in the Matrix. Instead the exercise is designed to generate discussion and provide focus on some of the issues that leaders may face within their roles as Tribal members.

After reiterating the above points, use the following or a similar question to start a class discussion:

Transformational

Prim

al

Situ

atio

nal

Ea

gle

Wolf

Buffalo

Gri

zzly

Ambitious

Intelligent

Articulate



Strong ego

Self -

Awareness

Self -

Management

Social

Awareness

Relationship

Management

People

Centered

Practical

Prescriptive

Flexible


Adaptive

Love

White

PeopleElders

Spiritual

Winter

Physical

Birth

Oriental

Spring

Seeds

Sun

Warmth

Light

Yellow

White

NORTH: White

Air

Animals

Receive Energy

Mental Aspect


Sun/Fire

Determine Energy

Spiritual Aspect

Illumination &

Enlightening

SOUTH: Red

Water

Plants

Gives Energy

Emotional Aspect

Trust & Innocence

WEST: Black

Earth/Physical

Holds Energy

Physical Aspect

Introspection &

Insight

Red man

TeenagersMental

Summer

Red

Emotional

Blue

Adults

young

Black

people

Autumn

Fall

CREATOR

ME



What “primal” elements of leadership do you think Native American people most needed following Tecumseh’s vision?

After a sufficient level of discourse, stress to the participants that the ―primal‖ qualities of leadership (guidance, stability, and assuredness) are never greater than in a crisis situation. However, in order for leadership to exist there has to be a tolerance or acceptance of it in non-crisis situations as well. Tecumseh challenged himself with unifying the Eastern tribes each of who had their own priorities and interests. Tecumseh made a historic effort to bring the tribes together in a pan-Tribal union to return to Tribal values and resist the temptations of the Europeans and Americans. Initiate a brief discussion about the concept of leadership by asking one of the following or similar series of questions:

What do you think it was about Tecumseh that made him capable of taking on such a large task? Why did anyone listen to him?

What is it about modern day Tribal leaders that makes them seek out the types of positions that may require difficult leadership decisions? Why are you in the field you chose?

Why are you in a leadership position? Why do any of your followers listen to you?

After a sufficient level of discourse, introduce the idea that there is a natural inclination of humans to seek the benefits associated with leadership and individual‘s abilities to act in a leadership capacity may be physiologically based.

The next section discusses the physiological capacity of people to lead as well as follow.

Instructional Notes: Some anticipated/suggested responses to the primal elements that Tecumseh had to address include:

Guidance

Assuredness

Stability

Others based on participant responses

Special emphasis should be placed on emotional assuredness. Emotional assuredness can be defined as the inner comfort and confidence that all hope is not lost despite terrifying and/or overwhelming situations. Tecumseh‘s challenge was to exhibit the type of leadership that fosters emotional assuredness and motivate Native American people collectively resist the white expansion into Indian Country.



Application to Tribal Initiated Leadership: Although the specific circumstances may be different, Tecumseh‘s situation has significant relevance to the threat Native American cultural decline. Like the Battle of the Thames, the prospect of Tribal cultural decline will likely result in declining cultural values. If left unchecked, declining cultural values can lead to organizational and community wide inaction (paralysis) at the exact time when community action and cooperation are most needed.

The Physiological Capacity for Leadership: The Limbic System

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Physiological Capacity for

Leadership

• What is it about the physiology of people that

allows us to demonstrate the kind of leadership

that Tecumseh demonstrated?

• What is it about people that makes them seek out

leadership during a crisis and tolerate it the rest

of the time?

Instructional Directions: Show PPT slide 124. Transition to this section of the module by focusing attention on the natural human mechanism that lends itself to the concept of leadership, the human receptor that enables us to influence and be influenced by others. Use one of the following or a similar question/statement to start a class discussion:

Now that we know that leadership is a primal need for people and societies, let’s examine the part of the human brain that is a receptor for primal leadership – the limbic system.

We know why we have leadership – the question we can now address is how it works. What is it about the physiology of people that allows us to lead and be led in a uniquely human way?

After a sufficient level of participatory discourse, introduce a discussion of the human limbic system.

Instructional Notes: The slide above serves as an introductory/transitional slide to the discussion of the human limbic system and the mechanisms of the system that help facilitate leadership. Discussions of the limbic system contained in the next section should be limited to concepts relevant to tribal inspired leadership (as outlined in the instructional directions and notes). The questions posed in the above slide speak to the basic human qualities and physiological attributes that are involved in leadership and the communication of leadership.



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The Human Limbic System• Structures and Functions

– Includes the Amygdala, Olfactory Cortex, Hippocampus & Hypothalamus

– Fight or Flight

– Agree vs. Disagreeable

– Emotions & Feelings

• Connection to Leadership

– Impacts mood

– Impacts motivation

– Helps determine personal identity

– It is an Open Loop System that relies in large part on external stimuli and influence

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124

The Human Limbic System

―The limbic system refined two powerful tools: learning

and memory. These revolutionary advances allowed an

animal to be much smarter in its choices for survival, and

to fine-tune its response to adapt to changing demands

rather than having invariable and automatic reactions.‖

Goleman, page10.

Overview of the Limbic System

Instructional Directions: Show PPT slide 125 and 126. Summarize the following information: The limbic system is the part of the human brain that is involved in emotion, motivation, and emotional association with memory. It influences the formation of memory by integrating emotional states with stored memories of physical sensations. The term limbic comes from Latin limbus, meaning "border" or "edge‖. The limbic system developed to manage 'fight' or 'flight' chemicals and is an evolutionary necessity for reptiles as well as mammals. Although the system continues to evolve in humans, this system commands certain behaviors that are necessary for the survival of all mammals and reptiles. It gives rise and modulates specific functions that allow the animal to distinguish between the agreeable and the disagreeable. Emotions and feelings, like wrath, fright, passion, love, hate, joy, and sadness, are mammalian inventions, originated in the limbic system. This system is also responsible for some aspects of personal identity and for important functions related to memory. The limbic system operates by influencing the endocrine system and the autonomic nervous system. There is circumstantial evidence that the limbic system also provides a custodial function for the maintenance of a healthy conscious state of mind.

Instructional Directions: After briefly discussing the functions of the human limbic system, prompt the class to contemplate and discuss the relationship between this brain system and the human need for primal leadership. Provide discussion guidance and direction based on the following summary.

Unlike the body‘s circulatory system – which is a closed, and self–regulating system (other people‘s circulatory systems do not directly impact that of others) the limbic system is open. That means that it is at least partially regulated or impacted by outside sources. For example, how we feel and how we learn can be impacted by other people – a loved one, a teacher, etc. The open loop of the limbic system creates a constant intermingling of people‘s emotions as each of us influences the other. Although this influence certainly varies depending on situation, environmental conditions, relationship, time, and a limitless number of other variables, leaders tend to have a consistently significant impact (influence) on the limbic system of others.

Instructional Directions: Initiate a discussion about the relationship between the limbic system and leadership. Remind the class that leadership is primal and that people look to leaders for emotional assurance, a sense of emotional stability. This need correlates directly to



the functioning of the limbic system in that it is an emotional variable that is impacted by an outside influence (the leader).

With that in mind, stress to the participants that all people influence each other but that leaders tend to have a more significant impact due simply to the virtue of their position. Leaders are more likely to ―manage the meaning‖ for a group – whether a formal or informal organization. To demonstrate this point, ask the participants to picture the last staff meeting or other similar organizational function that they attended and then transition to the next slide.

The limbic system includes many structures in the cerebral cortex and sub-cortex of the brain including:

Amygdala: Involved in signaling the cortex of motivationally significant stimuli such as those related to reward and fear Hippocampus: Required for the formation of long-term memories Parahippocampal gyrus: Plays a role in the formation of spatial memory and is part of the hippocampus Cingulate gyrus: Autonomic functions regulating heart rate, blood pressure and cognitive and attentional processing Fornicate gyrus: Region encompassing the cingulate, hippocampus, and parahippocampal gyrus Hypothalamus: Regulates the autonomic nervous system via hormone production and release. Affects and regulates blood pressure, heart rate, hunger, thirst, sexual arousal, and the sleep/wake cycle Mammillary body: Important for the formation of memory Nucleus accumbens: Involved in reward, pleasure, and addiction Orbitofrontal cortex: Required for decision-making Thalamus: The "relay station" to the cerebral cortex

Olfactory Bulb: Olfactory sensory input

Application to Tribal Inspired Leadership: Although the discussion of the human limbic system is primarily background information that facilitates further discussions in this module, it does have application to tribal inspired leadership. Specifically, the realization that the limbic system is an open-loop system that is constantly emitting and receiving external stimuli is a valuable realization for tribal professionals. Since these individuals may often find themselves in highly charged and volatile situations, the awareness of the continuous impact of limbic interactions may be useful in preparing for crucial interactions and effective communications during crisis situations.

Influence, Communication, and Emotional Intelligence: The Essence of Primal Leadership



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The Limbic System In Action

Do people look

at you during

a staff

meeting?

It is a Limbic function: Leaders both formal and informal

MANAGE MEANING

• Through Communications, Influence and Emotions

Who do you look at?

Why?

Influence and Communication

Instructional Directions: Show PPT slide 127. Reminding the participants to keep the last staff meeting (or similar type situation) in mind, ask the following or similar question:

When a controversial, sensitive or other important issue was brought up, who did everyone look at? Who instantly became the center of attention?

After sufficient levels of input (or pause) suggest to the class that it is likely that everyone at the meeting physically turned towards or looked at a single individual, this was almost certainly the ―boss‖ or leader. Point out that the people at the meeting may have done this without even realizing that they were doing it. Engage the class by asking the following or similar question:

Why do you think everyone looks at the “boss” or leader when a sensitive or important issue is brought up?

After a sufficient level of discourse suggest that when important issues, questions, or concerns are raised people naturally turn to leaders. They turn to these leaders for communication that will provide guidance and assuredness on a course of action– this is a limbic function.

To further engage the class in a discussion on the limbic system‘s value in communication (remember it is an open loop system that is partially regulated by outside stimuli) ask the following or similar question:

When people look at a leader or the “boss” what exactly do you think they are looking for?

What are some examples of communication that will impact the employee’s limbic system?

Some anticipated/suggested responses:

Verbal guidance - spoken instructions or opinions

Body language

General demeanor/change in disposition



Others cited by participants

In order to demonstrate the power of communication analysis, its impact on the limbic system and value as a leadership tool, transition the class into the exercises in the following slides.

Instructional Notes: This section of the module ties the primal qualities of leadership and the functions of the limbic system into a comprehensive primal leadership model by introducing communication analysis and emotional competencies. Understanding the correlation between the limbic system and the intricacies of human communication is imperative.

Some participants may indicate that the individuals that people watched during a staff meeting or similar organizational function are not always the ―boss‖ or formal leader. Acknowledge that this is not at all that uncommon. Suggest to the participants that the person who is the focus of attention may actually be an informal leader. Although these individuals may not be vested with the same level of decision-making authority, they often have a great deal of influence on the organization in one or more areas. Informal leaders may be specialists in a particular field/discipline, strong performers in certain tasks, or social leaders.

Application to Tribal Inspired Leadership: This exercise and facilitated discussion further builds on the power of the limbic system in voluntary and involuntary communications. The use of a staff meeting setting is one that is likely to be familiar to tribal leaders and decision makers and may help them become aware of physiological interactions that may occur.

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Communication Analysis

Exercise

• Intuitive Communications / Miscommunications

• Intentional / Unintentional Communications

• Emotional Communications

• Any Volunteers?

Communication Analysis and Limbic Influence Exercise

Instructional Directions: Show PPT slide 128. Advise the class that for the next several slides you will need volunteers to participate in the activities. Ask all class members to close their participant manuals while the class participates in these series of exercises.

Instructional Notes: The following three slides are a series of class exercises these exercises are designed to demonstrate the connection between the limbic system, intentional and unintentional communications, and the ability of leaders to ―manage meaning‖ (intentionally and unintentionally) for the members of their organizations and the community at-large.

Required Materials:



Brain effect triangles

Brain effect paragraph

Projector/Classroom appropriate speakers/audio system

Classroom appropriate display screen

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TRIANGLE 1

ININ

GOD WEGOD WE

WE TRUSTWE TRUST

Exercise 1

Instructional Directions: Show PPT slide 129. Ask for a volunteer (additional volunteers at instructor discretion) and ask them to briefly (2-3 seconds) look at the slide (triangle 1). Then ask the volunteer to turn away from the screen and report out loud to the class what the writing in side the triangle said.

It is likely that the volunteer and a significant percentage of the class will have mis-identified the phrase in the triangle.

Triangle 1 (pictured below) reads ―IN GOD WE WE TRUST‖, however it is likely that many participants will automatically compensate for the obvious error (the repetition of WE) and believe that the triangle contains the correct version of the phrase‖ IN GOD WE TRUST‖.

ININ

GOD WEGOD WE

WE TRUSTWE TRUST

Exercise 1



Advise the class of the correct answer and immediately move to the next slide which has a similar triangle exercise.

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TRIANGLE 2

PARISPARIS

IN THEIN THE

THE SPRNGTHE SPRNG

Exercise 2

Instructional Directions: Show PPT slide 130. Ask for a volunteer (additional volunteers at instructor discretion) and ask them to briefly (2-3 seconds) look at the slide (triangle 1). Then ask the volunteer to turn away from the screen and report out loud to the class what the writing in side the triangle said.

Triangle 2 (pictured below) reads ―PARIS IN THE THE SPRNG‖ however it is likely that many participants will automatically compensate for the obvious error (the repetition of THE and the misspelling of spring) and believe that the triangle contains the correct version of the phrase ‖PARIS IN THE SPRING‖. Upon the completion of step 1 of this exercise immediately go into step 2.

PARISPARIS

IN THEIN THE

THE SPRNGTHE SPRNG

Exercise 2

Advise the class of the correct answer and immediately move to the next slide which has a similar triangle exercise.



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Communication Analysis

The Brain Effect

The amzanig tihng aobut the hmuan biran is taht it is capbale of fillnig in or corrceting information auuotmatcily. Remrkably, this biran fnuctoinmkaes it poissble for you to raed this parragrpah eventhuogh naerly all the wrodsare mispseled! Alhtough this amzaing ablility to autoamtically oevrrlook or compsenate for obivous erorrs is vtial in our dialey lievs, it may not awalys be good tihng when it coems to effetcive communcations.

Instructional Directions: Show PPT slide 131. Ask for a single participant to volunteer to read a paragraph out loud to the entire class. Once the volunteer is selected, instruct the participant to read out loud the paragraph contained on the slide starting with the title ―The Brain Effect.‖ Instruct the volunteer not to become preoccupied with the words – just read them out loud with as little hesitation as possible.

It is likely that the volunteer will be able to read the entire paragraph (pictured below) even though most of the words are badly misspelled.

The Brain Effect

The Brain is amazing because:

Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy,

it deosn‘t mttaer in waht oredr the ltteers in a

wrod are, the olny iprmoetnt tihng is taht the

frist and lsat ltteer be at the rghit pclae. The rset

can be a total mses and you can sitll raed it

wouthit a porbelm. Tihs is bcuseae the huamn

mnid deos not raed ervey lteter by istlef, but the

wrod as a wlohe. Amzanig huh?

At this point of the exercise encourage class discussion about the human brain‘s ability to analyze information not based on the specific content but on the perceived content or intention of the message. Stress that although the participants may feel that they were fooled by the exercises and/or that the props used (triangles, paragraph) were optical illusions, they in fact demonstrated the human brain‘s ability to be intuitive of communications – to see beyond the obvious in order to make sense of a particular situation or to fill in information where it is obviously missing. Engage the class in a brief discussion by asking the following or similar series of questions:

Why does this matter to your roles as tribal leaders?

Can you imagine any situation where people’s ability to compensate or automatically fill in missing information would be a good thing? Bad thing?

Are intuitive communications good during a crisis such as preserving Native American culture?



Allow for the class to engage in an open discussion about these issues. Ask them to draw from their experiences – particularly those dealing with the press or mass media. After a sufficient amount of discourse and classroom discussion transition to the final exercise dealing with communication awareness and management of meaning. Instruct the class to keep the previous exercise in mind for further discussions about leadership as well as final portion of the exercise. Instructional Notes: The purpose of the above facilitated discussion is to have the participants draw on their own past experiences with communications – both positive and negative – to illustrate the importance of communication awareness. The questions used to initiate the discussion are essentially open ended and the answers will differ based on each participant‘s personal experiences.

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What can be communicated in

15 seconds?

• Mayor Richard Daley -

1968• Winston Churchill -

1940

Instructional Directions: Show PPT slide 132. At this point ask the participants to break into groups (size and distribution based on instructor‘s discretion) and select a single voting representative. Inform the participants that they will now hear two audio clips of leaders facing a crisis situation. The scope of the crisis is not the focus of the exercise; it is the intentional and unintentional communications that the leaders convey. Ask participants to listen carefully to the quotes and try to get a gut feeling as to what messages the leaders conveyed.

Inform the class that the first clip is that of Chicago Mayor Richard Daley. In the clip, Daley is addressing the media following riots that accompanied the 1968 Democratic convention held in Chicago. He is defending the actions of the Chicago Police Department. It is recommended that the clip (which is part of the PowerPoint slide for this exercise) be played twice.

Daley audio clip text: "The confrontation was not created by the police. The confrontation was created by the people who charged the police. Gentlemen, get the thing straight once and for all. The policeman isn't there to create disorder; the policeman is there to preserve disorder." Inform the class that the second clip is that of British Prime Minister Winston Churchill. In the clip Churchill is addressing the English following the retreat of the combined British and English forces at Dunkirk. In the clip Churchill is emphasizing the British vision in light of the retreat. It is recommended that the clip (which is part of the PowerPoint slide for this exercise) be played twice.



Churchill audio clip text: ―We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills; we shall never surrender.‖

After listening to both audio clips, ask the groups to compare and contrast the message sent by each of the leaders. Groups should prepare a brief answer to each of the following questions:

What was the intended message in the context of their crisis situation?

What was the actual message that was delivered?

Did the message sound genuine?

Do you believe it was an effective communication? Why?

What role, if any, did the limbic system have in the communication?

Was there an effort to manage meaning? Was it successful?

Allow the groups approximately 10-15 minutes for their discussions and then ask that a spokesperson for each group to briefly answer the above series of questions for each of audio clips.

Instructional Notes: It is likely that many participants will pick up on the misstatement of Daley. In the audio quote Daley says that ―The policeman isn't there to create disorder, the policeman is there to preserve disorder." This is certainly a contradictory message considering the context of Daley‘s remarks; the defense of the police against accusations that they instigated a riot by attacking protestors. Interestingly, a 1968 report to the National Commission on the Causes and Prevention of Violence found that Daley‘s misstatement was actually accurate. According to the report, the police ―response was unrestrained and indiscriminate‖ and that the ―violence was made all the more shocking by the fact that it was often inflicted upon persons who had broken no law, disobeyed no order, made no threat‖ (Walker, 1968). This substantiates the possibility that Daley‘s misstatement may have actually been an unintentional communication of what he knew to be the case. Furthermore, Daley‘s tone, demeanor, and choice of words may be characterized as intuitively insincere or lacking in genuine emotion.

In contrast it is likely that the evaluation of Churchill‘s audio clip will be perceived as emotionally genuine, heartfelt and sincere. Churchill‘s quote, although delivered at a time when he had to explain a massive military retreat of British and French troops that could have been disastrous if it wasn‘t for a miraculous evacuation of allied personnel, is generally perceived as inspirational and resolute. Unlike Daley‘s intended message that contradicted his delivery and words, Churchill‘s powerful projection of emotion was singular in message, content, and delivery. The power of Churchill‘s message after Dunkirk was substantiated countless times during World War II and the allied nations‘ ultimate victory.



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Communications Analysis

Summary

Limbic system facilitates two way

communications that are vital for the

most primal transactions of leadership.

Instructional Directions: Show PPT slide 133. In summarizing the exercises emphasize the following:

The limbic system facilitates communications (both verbal and non-verbal) that cater to the primal qualities of leadership. People will naturally identify and look to individuals in leadership positions for guidance, assurance, and a sense of stability that will enable them to function in a specialized capacity (doing their job/function). Since the limbic system is the receptor for these communications, these feelings (guidance, assurance, and stability) have significant emotional components. Furthermore, these communications are continuous and often occurring without the sender‘s or receiver‘s comprehension. In the same way that our conscious minds compensate for obvious mistakes (reference triangle exercises) and equip us with the ability to perceive information (reference communication analysis exercise), they constantly receive, send and process information, including emotional information, that we are not readily aware of or often able to control. It is easy to see how this physiological process could significantly influence the forming groups, networks, and partnerships (formal and informal), not to mention impact the daily workplace interactions.

At this point ask the participants to consider the following in a brief class discussion:

What lesson(s), if any, do these exercises (the triangles, paragraph, and communication analysis of Churchill and Daley) hold for leaders? Do the lesson(s) have any worth or application in the following specific situations:

A leader‘s daily interaction with co-workers/subordinates/superiors

A leader‘s interaction with outside agencies/organizations/groups–particularly when forming informal networks or working groups

Instructional Notes: Responses will vary widely. Participants should be directed to focus on the consequences of perceived communications in an emotional sense (did it improve morale, diminish moral, inspire confidence or concern, etc). The participants should then be directed to consider the consequences on workplace performance/effectiveness.



Application to Tribal Inspired Leadership: The ability to ―manage meaning‖ is an absolutely critical concept for tribal leaders facing critical incidents such as preserving Native American culture. The exercises in this section of the module illustrate the human brain‘s amazing ability to interpret, auto-correct, and seek out and/or disseminate communications. Ultimately, the applicable lesson for tribal leaders is that they must be aware of the open-loop nature of the limbic system and consciously develop the communications skills that are vital to their positions. There are few other leadership positions in which ―managing meaning‖ for people can have such high stakes and consequences.

Primal Leadership and Emotional Intelligence

Instructional Directions: Introduce the concept of EI by explaining that thus far the module has discussed the primal qualities of leadership (the human need/receptiveness) and the limbic system (the physiological mechanism of leadership communication). Now the discussion will turn to the specific skills and principles that define primal leadership.

To open the discussion, remind the class of the historic profile of Tecumseh that they viewed previously. Restate the dilemma that Tecumseh faced. Tecumseh‘s tactical decision to battle the allied Americans at the Battle of Thames River was intended to defeat the Americans and inspire all Native American tribes to unite and resist the American onslaught to take their lands from them. At this point play the historic outcome slide of Tecumseh.

After having viewed the Tecumseh outcome video, initiate a class discussion by asking the following or similar question:

What were the benefits of the way that Tecumseh handled himself at Thames as well as with his efforts generally?

What do you believe would have happened if Tecumseh would have survived the Battle of Thames and continued his efforts to unite all Native American tribes?

After a sufficient level of discussion, propose to the class that the actions of Tecumseh are characteristic of a specific type of leadership orientation: Primal Leadership.

Tecumseh Historic Outcome

Battle of the Thames In command was Major-General Henry Procter, Sir Isaac Brock‘s replacement, who did not have the same working relationship with Tecumseh as Sir Brock and the two disagreed over tactics. Procter favored withdrawing into Canada and avoid a battle with the Americans. Tecumseh was more eager to launch a decisive action to defeat the American army which



would allow his people to reclaim there lands in the Northwest. Procter failed to appear at Chatham, Ontario, though he had promised Tecumseh that he would make a stand against the Americans there. Tecumseh moved his men to meet Proctor and told him that he would not go any farther into Canada. He also stated if the British wanted his continued help then they needed to face the Americans at Detroit. In the meantime, Harrison and his army crossed into Upper Canada and on October 5, 1813. Tecumseh and his confederacy (Shawnees, Creeks, Kickapoos, Ottawas, Ojibwas (Chippewas), Potawatomis, Miamis, Winnebagos) allied with the British in Canada to face the Americans. The ensuing battle, known as the Battle of the Thames resulted in Tecumseh‘s death, being killed in battle fighting for his vision of a restored Native American territory. As Sugden wrote,

―Tecumseh had helped save Canada, but one thing is certain. The Shawnee chief didn‘t really care a spent pistol ball for the King and his colonies. It was the plight of the Indian peoples, and his own ambition, that drove him forward, and the British, those shifty, untrustworthy beings who so often failed their native allies, were tools to be used…. (Sugden, page 310)‖

Tecumseh has subsequently become a folk legend. He is remembered as a hero by many Canadians for his defense of the country. As John Sugden notes, ―Today, American Indian peoples recognize him [Tecumseh] as the most ambitious of a small number of leaders who dreamed of a brotherhood of tribes capable of resisting white expansion, and who tried to replace intertribal indifference and conflict with unity and common purpose.‖

Application to Tribal Inspired Leadership: Although the specific circumstances may be different, Tecumseh‘s situation has significant relevance to the threat of declining cultural values. Like Tecumseh‘s challenge, the prospect of preventing a Tribal event may be impacted by declining cultural values. If left unchecked, declining cultural values can lead to organizational and community wide inaction (paralysis) at the exact time when community action and cooperation is most needed.

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The Essence of Primal

Leadership

Primal leadership is based on the

understanding and comprehension of the

primal qualities of leadership, the power of

communications, and the value of

emotional intelligence.

Instructional Directions: Show PPT slide 134. Introduce the concept of primal leadership by describing it in the following way:

A comprehensive understanding and appreciation for the fact that emotions - as transmitted and received by people-directly impact individual and organizational performance. The concept of primal leadership is also a summary of the specific emotional components or competencies that



enable a leader to control emotions and the communication of emotions, in order to maximize performance and create a positive environment in which people have the opportunity to succeed.

Instructional Notes: Primal leadership is an approach that is based on a collection of works dealing with emotional intelligence and proficiencies. Although sufficient material is summarized in this section to facilitate the instruction of the module, it is recommended that instructors become familiar with the concepts of EI, emotional quotient and primal leadership. Several sources were used in the development of this instructional piece however the 2002 book Primal Leadership: Learning to Lead with Emotional Intelligence by Daniel Goleman, Richard Boyatzis and Annie McKee was especially pertinent. Complete citations and sources are listed in the Appendix.

Application to Tribal Inspired Leadership: The essence of the primal leadership approach provides tribal leaders and decision makers with a solid foundation for the complete exploration of EI and its usefulness in leading people and organizations. Of great value is the primal leadership‘s focus on emotions. Tribal leaders have and will continue to operate in emotionally charged environments and circumstances. Therefore learning to recognize, appreciate the value of, and proactively use emotional intelligences (as described in primal leadership) will likely prove to be an invaluable and practical tool for tribal leaders and decision makers.

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The Essence of Primal

Leadership

• The emotional task of the leader is Primal.

• Leaders impact performance by setting the

emotional tone.

• Ultimately great leadership works through

emotion.

• There are distinct components to a person

(IQ & EI).

• EI is a function of core competencies.

The Essence of Primal Leadership

Instructional Directions: Show PPT slide 135. Initiate a discussion of primal leadership by introducing the following acknowledgements that primal leadership is based on:

The emotional task of a leader is primal

The emotional task is both the original and the most important act of leadership (ancient tribal chieftains, early leaders, were chosen because they provided assurance and clarity in facing/dealing with threats - served as emotional guides). In any human group–the leader has the ―maximal‖ power to sway the emotions of the entire group to manage meaning.



Leaders directly impact employees performance by setting the emotional tone of a workplace

The subconscious/emotional communications that leaders (formal & informal) send significantly impact individual employee and organizational performance. Something as seemingly innocuous as the leader being in a bad mood has an organizational consequence. According to researchers Goleman, Boyatzis and McKee an actual mathematical logarithms exists and is used in business: ―For every 1% improvement in the service climate, there is a 2% increase in revenue‖ (2002, p.15).

Great leadership works through emotion

―Understanding the powerful role of emotions in the workplace sets the best leaders apart from the rest – not just in tangibles such as better business results and retention of talent, but also in the all-important intangibles, such as higher morale, motivation, and commitment.‖ (Goleman, Boyatzis & McKee, 2002, p. 5)

There are distinct components to a person

Intelligence (IQ), personality, and emotional intelligence (EI or EQ) are distinct qualities that we all possess. Together they determine how we think and act, it is impossible to predict one based upon the other. People may be intelligent but not emotionally intelligent, and people of all types of personalities can be high in EQ and/or IQ. Of the three, EI is the only one that is flexible and able to change (Bradberry & Greaves, 2005, p. 26). The value of EI can not be overstated in terms of professional excellence. According to Bradbury and Greaves (2005, p. 52), EI was tested along with ―thirty three other important workplace behaviors and found that it subsumes the majority of them, including time management, motivation, vision, and communication. You can use your EI to boost your job performance in a variety of ways. It‘s so critical to success that it accounts for 60 percent of performance in all types of jobs. It is the single biggest predictor of performance in the workplace and the strongest driver of leadership and personal excellence.‖

In their research Bradberry and Greaves (2005, p. 53) found that 90 percent of individuals characterized as high performers also had high EI. In contrast only 20 percent of those characterized as low performers were associated with high EI.

There exists a set of core emotional competencies that are the essence of primal leadership.

As a whole these competencies are the components of EI/EQ. They are changeable and can be mastered. Once mastered, they are a powerful tool of effective leadership. The following is a list of the EI/EQ competencies and a brief summary of leader characteristics associated with each.



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Emotional Intelligence

Core CompetenciesSelf

Awareness

• Emotional

awareness

• Accurate self

awareness

• Self confidence

Self Management

• Optimism

• Transparency

• Adaptability

• Initiative

Social

Awareness

• Empathy

• Organizational awareness

• Service

Relationship

Management

• Talent developer

• Catalyst of change

• Collaborator

Instructional Directions: Show PPT slide 136. At this point ask the class participants to (with a show of hands) indicate whether or not they have ever taken any training or class that discussed EI or EQ. After a sufficient number have responded (raised their hands) advise the class that there are some variations in the elements that are included in the discussion of EI. For the purposes of this course, the discussion will center on the emotional intelligences that are identified by Daniel Goleman, Richard Boyatzis and Annie McKee in their 2002 book Primal Leadership: Learning to Lead with Emotional Intelligence. At this point briefly describe each of the emotional core competencies–emphasizing the bulleted points below.

SELF-AWARENESS

Emotional Self-Awareness

Attuned, recognizing how feelings, mood, disposition affect job performance

Seeing big picture in complex situations

Candid, authentic ability to speak about emotional component or conviction about their mission

Accurate Self-Awareness

Know their strengths and limitations

Exhibit sense of humor about themselves

Gracefulness in learning

Self-confidence

Knowing abilities (strengths/limitations) allows them to play to their own abilities

SELF-MANAGEMENT

Self-control

Clear-headed and collected under stressful situations

Capable of channeling negative impulses and emotions



Transparency

―Leaders who live transparent lives live their values‖

Openly admits own mistakes and faults, confront unethical behaviors in others

Adaptability

Can juggle multiple demands

Comfortable with ―inevitable vagueness of organizational life‖

Limber thinkers that handle change well

Achievement

High personal standards that drive achievement

Pragmatic–setting reasonable but challenging goals

―A hallmark of achievement is continually learning and teaching‖

Initiative

Have a sense of efficacy (the ability to produce the desired result)

Seize opportunities or create them

Do not hesitate to ―cut red tape‖

Optimism

Sees opportunity rather threat in setbacks

Sees others positively whenever prudent and expects and often elicits the best out of them

SOCIAL AWARENESS

Empathy

Able to attune to a wide variety of people and their situations/perspectives

Organizational awareness

Politically astute

Able to detect crucial social networks/relationships

Understand political forces at work in an organization, as well as the guiding values and unspoken rules that operate people there

Service

Fosters emotional climate that keeps organization directly in touch with the customer/client/constituent



RELATIONSHIP MANAGEMENT

Inspiration

Move people with compelling vision/shared mission

Embodies what they ask of others

Influence

Knowing how to build buy-in

Articulate a common mission

Developing Others

Adept at cultivating employees

Have genuine interest

Natural mentors/coaches

Change Catalyst

Recognize need for change

Strong advocates for change when necessary

Find practical ways to overcome barriers

Conflict Management

Are able to draw out all parties involved in a conflict

Understand differing perspectives

Look for common ideal that all can endorse

Redirect energy toward shared ideal

Teamwork and Collaboration

Able team players

Generate friendly atmosphere build spirit and identity

Forge close relationships beyond mere work obligations

Instructional Notes: The bulleted points are characteristics that exemplify each element (bold text) of each of the core competencies (bold and underlined text-self awareness, self-management, social awareness, relationship management).

Application to Tribal Inspired Leadership: The concept of emotional intelligence, whether as part of the primal leadership approach or as a stand alone body of knowledge, is vital to tribal leaders. As noted before, tribal leaders have and will continue to operate in emotionally charged environments and circumstances. Therefore learning to recognize, appreciate the



value of, and proactively use emotional intelligences (as described in primal leadership) will likely prove to be a practical tool for tribal leaders and decision makers.

The Primal Leadership and Tribal Inspired Leadership Skills

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Practicing Primal Leadership

• Enhance your Emotional Intelligence

Practice Self Management

Seek out Unique Perspectives

• Improve Communication Awareness

• Strive to Manage Meaning

• Deal with Conflict / Avoid Quiet Conflict

• Encourage Resonance / Discourage Dissonance

Practicing Primal Leadership

Instructional Directions: Show PPT slide 137. After summarizing the above competencies, suggest the following concepts to the class.

Emotional Intelligence, unlike IQ and certain personality characteristics can in fact change and frequently fluctuate depending on life events and circumstances. With some effort, individuals can manipulate their emotional intelligence and improve their ability to use it as a means of pursuing professional excellence. This seems to be especially true of individuals in formal and informal leadership roles. Since they tend to have significant impact on others (Limbic System) by virtue of their position, emotional intelligence is a potential very powerful leadership tool.

Basic steps in improving emotional intelligence include simple but often challenging actions such as:

Practicing self-management by continuously seeking insight into ones own feelings and emotions. A process that can be described as having an inner conversation in order to diagnose elements of emotional intelligence.

Improving your understanding of emotional intelligence by working with other people to identify different or unique emotional perspectives on a single situation.

Improving communication awareness – intentional and unintentional. Realizing that there is a constant stream of communication between people and practicing the controlling of unintentional messages that often are subconsciously sent.

Dealing with conflict but avoiding quiet conflict. Although conflict is often minimized by improved communication, it can not be completely removed. Genuine conflict should not be avoided but dealt with appropriately. Quiet conflict, on the other hand, is characteristic of poor or no communications and tends to feed upon itself. Quiet conflict can be emotionally detrimental so voiding it is key to improving emotional intelligence.



Instructional Notes: The distinction between IQ and EI that is made in this section: IQ is fixed and EI is not. Although this is generally considered accurate, there are some mental health professionals and researchers that argue that IQ is to some degree changeable. The general consensus is that although performance on IQ tests may vary, actual IQ is typically fixed.

Application to Tribal Inspired Leadership: The strategies for practicing primal leadership offer tribal leaders with a practical tool for improving their daily interactions with subordinates and other leaders in both formal and informal ways. Furthermore, the enhancement of emotional intelligences may serve to grow individual leadership capacities and abilities to handle crisis or critical incidents such as preserving Native American culture.

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Primal Leadership and Tribal

Inspired Leadership

• Formal & Informal Networking

• Managing Meaning

• Encourages Resonance

• Discourages Dissonance

Instructional Directions: Show PPT slide 138. Engage the class in a discussion about the usefulness of primal leadership in applying the tribal mission to their organizations. Initiate the discussion by asking the following or similar question(s):

What aspects of primal leadership will help you in applying the tribal mission strategies in your organization? In your jurisdiction?

Are there any aspects of the model that you do not believe will be applicable to the application of the tribal mission strategies of your organization? Of your jurisdiction?

After a sufficient level of discussion propose to the participants that primal leadership is a ―skeleton key.‖ That is (much like situational leadership) it is a general orientation rather a specific or fixed leadership tactic. Primal leadership provides leaders with the EI insights that allow them to build relationships and manage interactions in a positive and productive manner. Admittedly, primal leadership often takes a significant investment of time and personal effort on the part of the tribal leader but it can pay significant dividends in terms of human resources. Suggest the following primal leadership dividends and ask the participants to provide input.



Primal leadership dividends:

Facilitates positive communications, this may be extremely useful in forming the internal and external networks (formal and informal) that tribal professionals often rely on for accomplishing their missions.

Provides tribal leaders with the wherewithal to manage meaning for their organizations and well as other stakeholders (the media, general public, formal/informal networks, etc.).

Leadership that is based on sound emotional intelligence principles often serve to create resonance while simultaneously limiting dissonance. Resonance (generally used as a musical term) is a harmony or a sense of working together that are often present in effective organizations. Dissonance on the other hand refers to a lack of harmony and a pervasive sense of conflict that plagues unproductive or ineffective organizations.

Instructional Directions: Transition to the next slide by asking participants the following or similar question:

After having discussed primal leadership and its role in tribal inspired leadership, what do you think about Tecumseh?

Was he truly a primal leader? Why?

Instructional Notes: Having identified the essential principles and emotional intelligences of primal leadership, the final section of this module will apply the model to tribal inspired leadership.

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Examples of Primal Leadership

Tecumseh Others?

Instructional Directions: Show PPT slide 139. At this point remind participants of the example of Tecumseh. He was especially suited for leadership in terms of appearance, charisma, and his speaking ability, he had an amazing emotional intelligence, self awareness, and ability to inspire action in others. Tecumseh had through the course of his life fine-tuned the ability to influence others by appealing to their emotions while simultaneously instilling confidence. In this sense, Tecumseh embodied the primal leader because he was able to project his emotional strength and competency to others. This was especially apparent when he was compared with his arch nemesis, William Henry Harrison. In September 1809, William Henry Harrison, governor of the newly formed Indiana Territory, negotiated the Treaty of Fort Wayne in which a delegation of Indians ceded 3 million acres of Native American lands to the United States. The treaty negotiations were questionable as they were unauthorized by the President and involved what some historians compared to



bribery, offering large subsidies to the tribes and their chiefs, and the liberal distribution of liquor before the negotiations.

Tecumseh's opposition to the treaty marked his emergence as a prominent leader. Although Tecumseh and the Shawnees had no claim on the land sold, he was alarmed by the massive sale as many of the followers in Prophetstown were Piankeshaw, Kickapoo, and Wea, who were the primary inhabitants of the land. Tecumseh revived an idea advocated in previous years by the Shawnee leader Blue Jacket and the Mohawk leader Joseph Brant, which stated that Indian land was owned in common by all

After discussing Tecumseh and re-emphasizing him as a quintessential primal leader, ask class participants to consider modern day examples of Tribal Inspired leaders that have successfully utilized primal leadership in fulfilling their mission.

Instructional Notes: Chief Gall was used as an example of situational leadership in Module 3. The point that is being emphasized by using the same person as an example of multiple leadership approaches is that capable tribal leaders must be able to quickly and effectively employ a variety of leadership orientations in order to be effective. Direct application (discussion of current day tribal leaders) as detailed above in the Instructional Directions.

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The Four Dimensions of the Leadership Test

Right Thing?

• Belief System

• Value Driven

Right Time?

• Hesitation

• Impulsiveness

• Opportunity

Right Way?

• Demeanor

• Approach

• Conduct

Right Reason?

• Incentive

• Motivation

• Cause

Instructional Directions: Show PPT slide 140. Introduce this slide by reminding the participants about the merits of the Leadership Test©. Have the class participants apply the Leadership Test© to the actions of Tecumseh and any local primal leaders. Encourage group or class discussion. Transition to the next section by reminding the participants about the wildfire challenge they were introduced to at the beginning of the module. Encourage participants to keep the principles of primal leadership in mind as they progress through the exercise.

Application to Tribal Inspired Leadership: The application of the Leadership Test© to actual modern day tribal leaders is an opportunity for participants to practice the process of applying the Leadership Test© to the complex issues of a wildfire.



141




Paused the

counter attack

of by delaying

warriors

charge

Provided

guidance with

his command

Forced Reno

to retreat and

then joined

Crazy Horse

in victory

Responded to the



battle

Met the needs of


them, and gave his


pan-Indian alliance

Completed waterline

project

Created



their own potential

Built self-respect,


set of higher

standards and

expectations

Leadership Test

―Doing things

Rights‖

Instructional Directions: Show PPT slide 141. Re-introduce the class to the LaJolla Indian Disaster challenge. The emphasis of this challenge video is the acquiescence and diffusion that can grip and marginalize the effectiveness of individuals and organizations responding to a tribal community challege.


After viewing the challenge progress to a group discussion on primal leadership.

Instructional Notes: Although the vignette introduces the participants to a multitude of significant challenges associated with preserving Native American culture, the focus of this particular vignette is declining cultural values and how it can lead to organizational paralysis in the public, private sector, and tribal organizations.

Instructional purpose: This exercise addresses key aspects of primal leadership and its application to leadership choices and orientations. Remind participants of the brief historic profile of Tecumseh and the historical outcome they‘ve already viewed that frames the participatory challenge that follows.

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Transformational

Prim

al

Situ

atio

nal

Ea

gle

Wolf

Buffalo

Gri

zzly

Ambitious

Intelligent

Articulate



Strong ego

Self -

Awareness

Self -

Management

Social

Awareness

Relationship

Management

People

Centered

Practical

Prescriptive

Flexible


Adaptive

Love

White

PeopleElders

Spiritual

Winter

Physical

Birth

Oriental

Spring

Seeds

Sun

Warmth

Light

Yellow

White

NORTH: White

Air

Animals

Receive Energy

Mental Aspect


Sun/Fire

Determine Energy

Spiritual Aspect

Illumination &

Enlightening

SOUTH: Red

Water

Plants

Gives Energy

Emotional Aspect

Trust & Innocence

WEST: Black

Earth/Physical

Holds Energy

Physical Aspect

Introspection &

Insight

Red man

TeenagersMental

Summer

Red

Emotional

Blue

Adults

young

Black

people

Autumn

Fall

CREATOR

ME

Transformational

Prim

al

Situ

atio

nal

Ea

gle

Wolf

Buffalo

Gri

zzly

Ambitious

Intelligent

Articulate



Strong ego

Self -

Awareness

Self -

Management

Social

Awareness

Relationship

Management

People

Centered

Practical

Prescriptive

Flexible


Adaptive

Love

White

PeopleElders

Spiritual

Winter

Physical

Birth

Oriental

Spring

Seeds

Sun

Warmth

Light

Yellow

White

NORTH: White

Air

Animals

Receive Energy

Mental Aspect


Sun/Fire

Determine Energy

Spiritual Aspect

Illumination &

Enlightening

SOUTH: Red

Water

Plants

Gives Energy

Emotional Aspect

Trust & Innocence

WEST: Black

Earth/Physical

Holds Energy

Physical Aspect

Introspection &

Insight

Red man

TeenagersMental

Summer

Red

Emotional

Blue

Adults

young

Black

people

Autumn

Fall

CREATOR

ME



Instructional Note: Show slide 142. The participatory challenge is designed to simulate leadership issues that a participant could conceivably have to deal with during significant challenge. The focus of the exercise is for participants to draw on module related learning in order to successfully orient to the leadership orientation that best addresses the challenge. This exercise also provides participants with a cursory introduction to the use of the TILT simulator. Instruct participants to use the Leadership Matrix in completing the simulator exercise. Have them draw upon all aspects of the Matrix to make better leadership choices. The Matrix will remind participants of the challenges, characteristics, and approaches that can be used when applying transformational leadership.

Tecumseh Pay Off

My country and my people faced the inevitability of war. It wasn‘t just coming. It was already happening all around us. As a leader, I considered it my responsibility to inspire my fellow tribes into action. I sought to convince my fellow tribes --- the Wyandot, Shawnee, Potawatomi, Sauk, Fox, Sioux, and Miami‘s that they were not powerless and they had the ability to defend themselves, their country, and their convictions. In their acquiescence and diffusion, the people needed this kind of leadership and direction. My decision to fight the Americans was intended to greatly inspire my allies to rise above their feelings of acquiescence and diffusion, paralyzing the ability of all Indians to stop the Americans. By the Battle of Thames, I recognized the British were not going to help and it was time for our people to make a stand. I counseled my brothers that with the British surrender the movement was hopeless. My brothers want to fight. I told them, ―You are my friends, my people. I love you too well to see you sacrificed in an unequal contest from which no good can result. I would dissuade you from fighting this fight, encourage you to leave now, this night, for there is no victory ahead, only sorrow. Yet, time after time, even until tonight, you have made known to me that it is your desire to fight the Americans here and so I am willing to go with my people and be guided by their wishes.‖ (Eckert, p.582) The next day Tecumseh gave his life for his people and his cause. He was the epitome of a primal leader.

The situation we faced was a war of a different kind, against a different enemy. It is none-the–less a formidable and perhaps inevitable conflict. As a leader you must create an environment in which people can succeed despite declining cultural values. To do so, you need to resonate with your people. Address their declining cultural values by inspiring them and instilling confidence in their abilities to defeat the enemy and succeed.

Primal leadership is not an easy endeavor. It requires that a leader be introspective and aware of their emotions and limitations---you must be able to see in yourself what you can not hide from others. Through this acute self-knowledge, primal leaders develop a high emotional intelligence. They can use this emotional intelligence and directed communication to influence people and achieve desired outcomes.

By using the primal leadership to address this type of challenge, you can identify and meet the needs of your people, inspire them to action, and achieve your goals. When you meet the emotional needs of your people during any situation with understanding, guidance, and your



own emotional intelligence, primal leadership principles may assist you in doing the right thing, at the right time, in the right way, and for the right reasons.

Application to Tribal Inspired Leadership: The Tribal leadership vignette is designed to introduce the class participants to the real issue of declining cultural values that is a significant threat to operations of public and private sector agencies. The simulator challenge activity is a realistic exercise that directly applies to and mirrors many of the informational evaluations and decision-making processes involved in tribal inspired leadership. The simulator exercise allows participants to consider the leadership approach they would take prior to and during preserving Native American culture in the safety of a virtual (simulator) environment.

140

140140

Wrap-Up

At the conclusion of this module participants were able

to:

Identify the key elements of Emotional Intelligence (EI)

Learn to apply competencies and components of

Emotional Intelligence (EI) in leadership roles.

Identify Primal Leadership qualities.

Define the concepts of Resonance and Management of

Meaning.

Wrap-up


a) Identify and apply the key elements of emotional intelligence and the stages and components of group development in building effective networks

b) Apply competencies and components of emotional intelligence/emotional quotient in their leadership roles

c) Identify the primal qualities of leadership

d) Define the concepts of resonance and management of meaning

Instructional Directions: Show PPT Slide 143. In conclusion, review some of the key learning points covered in the module and summarized on the slide. Allow participants an opportunity to ask questions about and briefly review pertinent information.

Instructional Directions: As part of the module wrap-up, remind the participants of primal leadership. Point out that the discussions in this Module comprise only a piece of primal leadership. Specifically, by examining primal leadership and the examples set by Tecumseh and other current day tribal leaders, the elements of emotional intelligence and the ability to lead leaders are added to primal leadership. These vital components of tribal inspired leadership are comprised of a variety of skills and abilities not the least of which is effective communication, the management of meaning and the creation of resonance. Ultimately, they facilitate leading people and building coalitions.



Emphasize to the participants that at this point the tribal inspired leadership model has all of its elements in place. Although situational, primal, and transformational leadership each supply various parts that comprise the model, no single leadership approach does it all. Advise the participants that in the next module, the concept of a multi-faceted leadership approach (SIGMA) model will be examined.

141

141141

Which of the following are key elements of

emotional intelligence?

a) Self-management

b) Social-awareness

c) Relationship management

d) All of the above

e) Self-awareness

Test Your Knowledge

142

142142

Primal leadership is best described as:

a) Impacting employees by setting the emotional tone of the workplace

b) Not letting emotions play a significant role in the workplace

c) Keeping your ―game face‖ in times of crisis

d) B & C

e) All of the above

Test Your Knowledge

143

143143

Creating harmony in the workplace

environment is best described as:

a) Dissonance

b) Resonance

c) Continuance

d) Potentially counterproductive

e) All of the above

Test Your Knowledge

Test Your Knowledge

Instructional Directions: Show PPT Slides 144, 145, and 146. Instruct participants to answer the following three test your knowledge (post-test) questions:

1. Which of the following are key elements of emotional intelligence?

a) Self-awareness b) Self -management c) Social -management d) Relationship management e) All of the above*

2. Primal Leadership is best described as:

a) Impacting employees by setting the emotional tone of the workplace* b) Not letting emotions play a significant role in the workplace c) Keep your ―game face‖ in times of crisis d) b & c e) All of the above

3. Creating harmony in the workplace environment is _____________.

a) Dissonance b) Resonance* c) Continuance d) Potentially counterproductive.



Instructional Notes: This ―Test Your Knowledge‖ Activity will serve as the post-test to gauge the participants knowledge about the material covered in this module. The preferred answers are highlighted in red in this Instructor Guide only.



MODULE 5: Comprehensive Application of Tribal Leadership Strategies: The Transformational Leader

144

144144

Module 5:

Comprehensive

Application of

Leadership Strategies:

The Transformational

Leader

145

145145

Module Overview

Examine Leadership in terms of:

• Historic profile of Wilma Mankiller

• Elements of Transformational Leadership

• Characteristics of Transformational leaders

• Organizational Vision

• Applying Transformational Leadership to the Homeland

Security Mission

Creating & Sustaining a Vision

Practicing Leadership Essentials

The Pygmalion Effect

Instructional Directions: Show PPT slides 147 and 148. Introduce the module by summarizing the following:

Overview

This module will encourage participants to examine the role of transformational leaders as a means of effectively applying tribal missions and strategies in addressing tribal challenges. In considering the role of transformational leaders, emphasis will be placed on the premise that under the correct conditions and utilizing the appropriate skills, leaders have the capacity to inspire and motivate people to achieve beyond their presumed limitations. That is, leaders who can develop a clear vision for their organizations can inspire their people to participate in accomplishing that vision. The lesson will draw parallels between this description and the effectiveness of tribal leaders and decision makers in inspiring their people to embrace the mission and vision of tribal communities.

Key procedural aspects of the model involve developing a strong set of skills in communications, fostering vision, and building organizational infrastructure as well as inspiring action. Additionally, the model requires leaders to be comfortable with change and seek it as a means of leading people and organizations. These aspects of transformational leadership will be stressed in the module as characteristics that often come into play when motivating and moving people towards a common goal or mission.

This module will include the consideration of Wilma Mankiller as an example of transformational leadership. Mankiller, the child of a Cherokee father, and white mother of Dutch-Irish ancestry, grew up in Tahlequah Oklahoma in a time where the United States government, through the Bureau of Indian Affairs, was again trying to settle the 'Indian problem' by removal. Despite these seemingly insurmountable obstacles, as well as a life filled with personal tragedy (divorce, accidental death of her friend, threats to her life, and personal illness), Mankiller provided countless examples of transformational leadership including one specific example of guiding a small Cherokee community through difficult times eventually turning it into a healthy vibrant community that continues to thrive and grow today. One of Wilma Mankiller‘s great accomplishments was in becoming the first female principal chief of Cherokee Nation. Wilma



became a nationally recognized leader that inspired followers to accomplish and perform many great things beyond their presumed limitations.

The example of Wilma Mankiller as a transformational leader will be used to illustrate the power of leadership in motivating followers into performance. An overview of Mankiller‘s accomplishments and leadership tactics will be explored as a template for today‘s tribal leaders and decision makers who are often faced with seemingly insurmountable challenges and tasks. The transformational leadership lessons in this module will seek to emphasize that effective leadership can and often does overcome a multitude of challenges.

146

146146

Learning Objective

At the conclusion of this module, leaders will be

able to apply elements of transformational

leadership; discuss the influence of

organizational leadership, including vision and

―success of purpose‖ as it applies to community

policing.

Instructional Directions: Show PPT slide 149. These slides identify the learning objective and enabling objectives for this module. Point-out to the participants that you will identify these objectives, discuss each objective in detail, and then wrap-up the module with a review of these objectives.

Learning Objective: At the conclusion of this module, leaders will be able to apply elements of transformational leadership; discuss the influence of organizational leadership, including vision and ―success of purpose‖ as it applies to the role of tribal leadership.

147

147147

Enabling Objectives

At the conclusion of this module, leaders will be able to:

• Identify and apply key elements of transformational

leadership as it applies to community policing

• Identify the role of influence in organizational

leadership

• Identify the significance of vision in organizational

achievement

• Understand the difference between being success

driven and ―success of purpose‖ driven


Enabling Learning Objectives: At the conclusion of this module, participants should be able to:

Identify and apply key elements of transformational leadership

Identify the role of influence in organizational leadership

Identify the significance of vision in organizational achievement



Understand the difference between being success driven and ―success of purpose‖ driven

148

148148

Test Your Knowledge

a) A healthy ego

b) Unable to handle feedback or criticism well

c) Thriving on the notions of power or authority

d) None of the above

e) All of the above

Characteristics generally attributed to

transformational leaders include:

149

149149

Transformational leaders are motivated by

success rather than being purpose driven.

• True

• False

Test Your Knowledge

150

150150

The transformational leadership process moves through

the following:

a) Leading the charge – Finding the way forward –

Developing the vision – Selling the vision.

b) Developing the vision – Leading the charge – Finding

the way forward – Selling the vision.

c) Developing the vision – Selling the vision – Leading the

charge – Finding the way forward.

d) Developing the vision – Selling the vision – Finding the

way forward – Leading the charge.

Test Your Knowledge

Test Your Knowledge





Inform the participants that the test your knowledge and post test activities serves to gauge the participants knowledge about the material covered in modules 2, 3, 4, 5, and 6. The same questions will be repeated at the conclusion of each module and will serve as the post-test.

1. Characteristics generally attributed to transformational leaders include (select the most appropriate):

a) A healthy ego* b) Unable to handle feedback or criticism well c) Thrive on the notions of power or authority d) None of the above e) All of the above

2. Transformational leaders are motivated by success rather than being purpose driven.

a) True b) False*

Transformational

Prim

al

Situ

atio

nal

Ea

gle

Wolf

Buffalo

Gri

zzly

Ambitious

Intelligent

Articulate



Strong ego

Self -

Awareness

Self -

Management

Social

Awareness

Relationship

Management

People

Centered

Practical

Prescriptive

Flexible


Adaptive

Love

White

PeopleElders

Spiritual

Winter

Physical

Birth

Oriental

Spring

Seeds

Sun

Warmth

Light

Yellow

White

NORTH: White

Air

Animals

Receive Energy

Mental Aspect


Sun/Fire

Determine Energy

Spiritual Aspect

Illumination &

Enlightening

SOUTH: Red

Water

Plants

Gives Energy

Emotional Aspect

Trust & Innocence

WEST: Black

Earth/Physical

Holds Energy

Physical Aspect

Introspection &

Insight

Red man

TeenagersMental

Summer

Red

Emotional

Blue

Adults

young

Black

people

Autumn

Fall

CREATOR

ME



3. The transformational leadership process moves through the following:

a) Leading the charge-Finding the way forward-Developing the vision-Selling the vision

b) Developing the vision-Leading the charge-Finding the way forward-Selling the vision c) Developing the vision-Selling the vision-Leading the charge-Finding the way forward d) Developing the vision-Selling the vision-Finding the way forward-Leading the charge*

Transformational Leadership

154

154154

A Quintessential Transformational Leader

153

153153

Cultural and Social Atmosphere of

US toward Native Americans:

•1838 – Trail of Tears

• 16,000 Cherokees were forced by the U.S.

to remove themselves from their homes,

farms, and communities

• At least 4,000 died

•1942 – US Army declared 45

Cherokee families‘ allotment lands

• Mankiller‘s family left under Bureau of

Indian Affairs‘ Indian Relocation Program

•1982 – Cherokee town of Bell, OK were

living in dilapidated homes with no running

water or inside plumbing

Wilma Mankiller – Transformational Leadership Profile

Instructional Directions: Show PPT slides 154 and 155. The initial introduction of the module is the profile which tells the story and leadership challenges faced by Wilma Mankiller. In order to maximize the impact of the vignette it may be necessary to provide a context for the story of Wilma Mankiller‘s life. Briefly summarize the following information with special emphasis on the cultural and social atmosphere of the United States towards the Native American people leading up to Mankiller‘s life.

Instructional Notes: Utilize participant input, personal knowledge, and a summary of the information below to provide participants with a mental image of the historical past of the United States in its treatment with Tribes. Emphasis should be placed on the devastating consequences of the treatment that was standard throughout the nation at the time. Listed below are some pieces of information pertinent to Mankiller‘s experience in Oklahoma and indicative of the challenges she faced. Briefly present some or all of them (depending on class knowledge and/or time restrictions) to the class as background information:

Tahlequah, Oklahoma serves as the Capitol of the Cherokee Nation. This location was the result of the devastating effects of the Trail of Tears. The Trail of Tears of the Cherokees took place over the winter months of 1838 through 1839. An estimated 16,000 Cherokees were forced by the U.S. to remove themselves and their families from their homes, farms and communities. After being held in federal stockades until deep winter, they were subsequently herded on overland and water routes that moved through territories that represent the present-day states of Tennessee, Kentucky, Illinois, Missouri and Arkansas. More than four thousand Cherokees died along the various routes from the harsh conditions of the crossing.



Wilma Mankiller was born in Tahlequah, Oklahoma, the capital of the Cherokee Nation, on November 18, 1945. She was one of 11 children.

Wilma Mankiller‘s great-grandfather was one of the more than sixteen thousand Native Americans and African slaves who were ordered by President Andrew Jackson (1767–1845) to walk from their former homes in the Southeast to new "Indian territory" in Oklahoma in the 1830s. The harsh weather, hunger, disease, and abuse from U.S. soldiers that the walkers experienced on what came to be called the Trail of Tears led to the deaths of at least four thousand of them.

In 1942 the US Army declared 45 Cherokee families‘ allotment lands, near those of Mankiller‘s family, in order to expand Camp Gruber.

Charley Mankiller thought he could make a better life for his family in California and accepted a government offer to relocate. However, promises that were made to the family were not kept, money did not arrive, and there was often no employment available, so their life did not improve after their arrival in San Francisco.

In1971 Mankiller's father died from a kidney disease in San Francisco. It was not long before she too had kidney problems, inherited from her father. Mankiller eventually had to have a transplant and her brother Donald became her "hero" donating one of his kidneys so that she could live.

In 1976 Mankiller took a job as a community coordinator in the Cherokee tribal headquarters and enrolled in graduate courses at the University of Arkansas in Fayetteville.

In 1979 Mankiller was involved in a head-on collision. Mankiller was seriously injured, and many thought she would not survive. The driver of the other automobile did not. It turned out to be Sherry Morris, Mankiller‘s best friend.

In 1980 Mankiller came down with myasthenia gravis, a muscle disease. This disease threatened her life, but her will to live and her determination to heal her body with the power of her mind prevailed.

In 1983 Ross Swimmer (1943–), then principal chief of the Cherokee Nation of Oklahoma, asked Mankiller to be his deputy chief in the election. While campaigning she was surprised by the criticism she received—not for her stand on any particular issue, but simply because she was a woman.

In 1985 Mankiller was elected to serve as principal chief and served two terms before deciding not to run for re-election due to health related problems. (Two terms 1985-1995)

Mankiller won several awards including Ms. Magazine's Woman of the Year in 1987, Presidential Medal of Freedom, the Oklahoma Women's Hall of Fame, Woman of the Year, the Elizabeth Blackwell Award, John W. Gardner Leadership Award, Independent Sector, and was inducted into the National Women's Hall of Fame in 1993.

On April 6th, 2010 Mankiller, former Principal Chief of the Cherokee passes away. President Obama states ―I am deeply saddened to hear of the passing of Wilma Mankiller today. As the Cherokee Nation‘s first female chief, she transformed the Nation-to-Nation relationship between the Cherokee Nation and the Federal Government, and served as an inspiration to women in Indian Country and across America. A recipient of the Presidential Medal of Freedom, she was recognized for

http://www.bing.com/reference/semhtml/Camp_Gruber?qpvt=Camp%20Gruber&q=Camp%20Gruber

http://www.bing.com/reference/semhtml/Presidential_Medal_of_Freedom

http://www.bing.com/reference/semhtml/Oklahoma_Women%27s_Hall_of_Fame

http://www.bing.com/reference/semhtml/National_Women%27s_Hall_of_Fame



her vision and commitment to a brighter future for all Americans. Her legacy will continue to encourage and motivate all who carry on her work.‖ (2010, President Barrack Obama).

Instructional Directions: Stress to the participants that it was in the midst of all this turmoil and social injustice that Wilma Mankiller, a Cherokee woman of mixed racial background, overcame many tragedies becoming a guiding power and voice for the Cherokee people of Oklahoma. Wilma was a symbol of achievement for women everywhere. Throughout her life, she kept a positive view of life not complaining about how bad things were for herself. Wilma worked hard to help make life better for the Cherokee people. Although she declined to seek another term as principal chief in 1995 for health reasons, she remained in the public eye, writing and giving lectures across the country.

Instructional Directions: After a sufficient amount of discourse, advise the class that this module will investigate the transformational leadership issues related to organizational paralysis that will likely accompany a significant challenge or event. Propose to the class that an effective means of strategizing and preparing for a leadership challenge (such as the one being discussed) is to look back into history and learn from leaders that dealt with similar situations. Transition to the next section by identifying Mankiller as the focus of the module and emphasize that after investigating her accomplishments and the leadership tools she employed they will revisit the challenge they just watched.

Instructional Notes: Although the vignette introduces the participants to a multitude of significant challenges associated with a community challenge, the focus of this particular vignette are external obstacles and how it can lead to organizational paralysis in tribal organizations. This module will introduce participants to leadership strategies that can be used to address this as well as other tribal challenges. The Bell waterline vignette should be used to frame the remainder of the module content and be used to continuously tie general leadership information into tribal leadership issues.

Application to Tribal Leadership: The Bell waterline vignette is designed to introduce the class participants to the real issues of external obstacles and organizational paralysis that are a significant threat to the operations of tribal agencies involved in community wellness.

Instructional Notes: The instructional design of Module 5 will focus on the illustration of transformational leadership through the story of Wilma Mankiller. This section introduces key concepts and aspects of transformational leadership through integrated video slides detailing the life, challenges and successes of Mankiller. Each of the vignettes will be followed by instruction and participatory discussion based on learning objectives.

Mankiller Historical Profile

Early life



Wilma Pearl Mankiller, born November 18, 1945, was the sixth of eleven children. Her parents were Charley Mankiller, full blood Cherokee (1914 – 1971), and Irene Sitton (1921–), who is of Dutch and Irish descent, but acculturated to Cherokee life. The Mankiller family lived on Wilma‘s grandfather‘s allotment lands (160 acres) of Mankiller Flats near Tahlequah, Oklahoma. Under the US Federal Government‘s relocation program, the Mankillers willingly left the Flats in 1956 and moved to San Francisco, California and later Daly City.

Mankiller graduated high school in 1963 and shortly thereafter married Hector Hugo Olaya de Bardi, an Ecuadorian college student. They moved to Oakland, California and had two daughters, Felicia, born in 1964, and Gina, born in 1966.

Mankiller started college in the late 1960‘s, first attending Skyline College then San Francisco State University. She became active with the American Indian Center while in San Francisco. Following a mysterious fire at the Center in 1969, relatives of Mankiller and herself joined hundreds of Native American activists on Alcatraz Island to help raise awareness of Native American injustices and rights. Mankiller became the acting director of the Native American youth Center and later volunteered for the Pit River Tribe in a legal battle with a power company. After divorcing Hugo in 1974, Mankiller moved back to Adair County, Oklahoma with her two young daughters in 1977. Upon returning to Oklahoma, Mankiller met Charlie Soap, the man who would become her husband in 1986.

Political career

Mankiller‘s first job in Oklahoma was working for Cherokee Nation being in charge of getting as many native people trained at the university level. In 1981, Mankiller founded and was eventually named the first director of the Cherokee Nation Community Development Department. This position led Mankiller to rural communities helping them with important renewal projects including the Bell waterline project.

By 1983, Mankiller found herself in a heated campaign to serve as deputy chief of Cherokee Nation, along side Ross Swimmer. After beating her two opponents, Mankiller became the first woman deputy chief in Cherokee history. In 1985, Chief Swimmer accepted a position to head the Bureau of Indian Affairs, and on December 5, 1985, Mankiller was sworn in as the first female principle chief of Cherokee Nation. Mankiller was reelected for a second term in a landslide victory in 1991, receiving over 82% of the votes.

Mankiller faced challenges while serving Cherokee Nation. While running for deputy chief, Mankiller was inundated with negative backlash from the tribes‘ people. She received hate mail, death threats, and even had her tires slashed. With Cherokee Nation being predominantly male-dominated, people believed her heading such an office would be a mockery to the tribe and an affront to God. Such a structure contrasted with the traditional Cherokee culture and value system, which instead emphasized a balance between the two genders. Mankiller used humor as a way to deal with the backlash. For the next twelve years, Mankiller worked to bring back that balance and reinvigorate Cherokee Nation through community-development projects where men and women work collectively for the common good.

http://en.wikipedia.org/wiki/Netherlands

http://en.wikipedia.org/wiki/Ireland

http://en.wikipedia.org/wiki/Rocky_Mountain,_Oklahoma

http://en.wikipedia.org/wiki/San_Francisco,_California

http://en.wikipedia.org/wiki/Daly_City,_California

http://en.wikipedia.org/wiki/Occupation_of_Alcatraz_Island

http://en.wikipedia.org/wiki/Achomawi



Throughout her tenure, Mankiller was instrumental in bringing monumental change to Cherokee Nation. In 1990, she signed an unprecedented agreement in which the Bureau of Indian Affairs surrendered direct control over millions of dollars in federal funding to the tribe her leadership, Mankiller led the tribe with several revitalization projects including building new free-standing health clinics, an $11 million Job Corps Center, and greatly expanded services for children and youth. Examples of progress included the founding of the Cherokee Nation Community Development Department, the revival of Sequoyah High School in Tahlequah, and a population increase of Cherokee Nation citizens from 55,000 to 156,000.

Mankiller served two terms as principal chief of Cherokee Nation and was forced to retire from the position in 1995 due to health reasons. After leaving her position, Mankiller continued working for her people with community development projects, serving on several philanthropic boards, and providing lectures across the country on issues and challenges facing Native Americans.

Personal life

Mankiller faced many different personal challenges over the course of her life including one event which nearly took her life. In 1979, Mankiller was involved in a near fatal car accident on the way to speak for Cherokee Nation. The other car involved was Mankiller‘s close friend who died from injuries sustained in the accident. Mankiller endured 17 operations after the accident and was told at one point she would never be able to walk again. Just one year later, Mankiller was diagnosed with myasthenia gravis, a form of muscular dystrophy that can lead to paralysis. Over the course of years Mankiller had additional health problems including a kidney transplant, breast cancer, and lymphoma. In March 2010, Cherokee Nation announced that Mankiller had been diagnosed with Stage IV Metastatic Pancreatic Cancer. She died of the disease at her home in rural Adair County, Oklahoma, on April 6, 2010.

Of the passing of Wilma Mankiller, President Obama stated: "I am deeply saddened to hear of the passing of Wilma Mankiller today. As the Cherokee Nation‘s first female chief, she transformed the Nation-to-Nation relationship between the Cherokee Nation and the Federal Government, and served as an inspiration to women in Indian Country and across America. A recipient of the Presidential Medal of Freedom, she was recognized for her vision and commitment to a brighter future for all Americans. Her legacy will continue to encourage and motivate all who carry on her work. Michelle and I offer our condolences to Wilma‘s family, especially her husband Charlie and two daughters, Gina and Felicia, as well as the Cherokee Nation and all those who knew her and were touched by her good works."

Achievements

Mankiller has been honored with many awards including the Presidential Medal of Freedom, Oklahoma Hall of Fame, National Women‘s Hall of Fame, 50 Most Influential People of the Century, in Oklahoma, Ms. Magazine‟s Woman of the Year in 1987, and Hero, Glamour Magazine, 2006. She has also written many books including her autobiography, Mankiller: A Chief and Her People, which became a national best seller.

http://en.wikipedia.org/wiki/Sequoyah_High_School

http://en.wikipedia.org/wiki/Adair_County,_Oklahoma

http://en.wikipedia.org/wiki/Barack_Obama



Application to Transformational Leadership: The story of Wilma Mankiller and the overwhelming challenges she faced and overcame serves as evidence of her application of transformational leadership throughout her life‘s achievements. Additionally, the overwhelming qualities of her challenges can be used as analogies for other Tribal leaders seeking to develop strategies for overcoming potential overwhelming situations facing their communities.

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Wilma Mankiller‘s Challenges

• What challenges did Wilma Mankillerface?

Wilma Mankillers Challenges

Instructional Directions: Show PPT slide 158. After watching the historic profile, initiate a class discussion by asking the following question or a similar question:

Based on what you know about Wilma Mankiller, what obstacles/challenges did she face that seemed insurmountable or overwhelming?

Instruct participants to turn to the chart of Overwhelming Challenges in their participant manuals and list all of these challenges and obstacles on the left hand side of the page ONLY (remainder of the chart should be reserved for later). Participants should be given a limited amount of time for this exercise (approximately 3 - 5 minutes). Reference the exercise chart below:

Although responses may vary significantly, anticipated/suggested responses may include:

Ethnic Discrimination

Mistrust

Financial issues/organizational shortcomings

Overwhelming Challenges/Obstacles Faced By Wilma Mankiller

Overwhelming Challenges/Obstacles Faced by Me



Mankillers personal tragedies

After an acceptable level of discourse, the point should be made that despite all the societal injustices and personal difficulties Wilma Mankiller faced, arguably her greatest leadership challenge was helping the Cherokee Nation people succeed despite the obstacles that they faced. Like Mankiller herself, the members of the Cherokee Nation had to deal with external forces that worked to prevent their individual and organizational success. This likely diminished their individual and organizational expectations of what they could accomplish.

Instructional Notes: At this time have participants review the Leadership Matrix having them examine the challenges related to the information presented above. Participants should identify challenges in the ―window‖ as organizational paralysis, redefined expectations, reduced resources, overcoming obstacles, etc… At this point participants will use the identified challenges as examples of the types of challenges that can be addressed through a transformational leadership approach. They should be reminded that they are not trying to draw exact parallels between their own situations, those of Wilma Mankiller, or only those in the Matrix. Instead the exercise is designed to generate discussion and provide focus on some of the issues that leaders may face within their roles as Tribal members.

Application to Community Policing Leadership: The story of Wilma Mankiller and the astonishing challenges she faced and overcame serves as evidence of her application of transformational leadership throughout her life‘s achievements. Additionally, the overwhelming qualities of her challenges can be used as analogies for other Tribal leaders seeking to develop strategies for overcoming potential overwhelming situations that threaten there quality of life.

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Bell Waterline Challenges

• How can you minimize the effects of outside issues on your

team’s ability to focus on the overall goal?

• How can you identify and overcome any limited expectations

within established organizational culture?

• How can you eliminate or mitigate perceived and real

restrictions that may otherwise impede your team?

• As a leader, how can you rally your people toward the vision

despite numerous distractions and obstacles?

“The Bell Waterline” Video Challenge

Instructional Directions: See PPT slides 156 and 157. After the test your knowledge exercise, introduce the class to the Bell, Oklahoma waterline project. (The Bell Waterline Video).

Transformational

Prim

al

Situ

atio

nal

Ea

gle

Wolf

Buffalo

Gri

zzly

Ambitious

Intelligent

Articulate



Strong ego

Self -

Awareness

Self -

Management

Social

Awareness

Relationship

Management

People

Centered

Practical

Prescriptive

Flexible


Adaptive

Love

White

PeopleElders

Spiritual

Winter

Physical

Birth

Oriental

Spring

Seeds

Sun

Warmth

Light

Yellow

White

NORTH: White

Air

Animals

Receive Energy

Mental Aspect


Sun/Fire

Determine Energy

Spiritual Aspect

Illumination &

Enlightening

SOUTH: Red

Water

Plants

Gives Energy

Emotional Aspect

Trust & Innocence

WEST: Black

Earth/Physical

Holds Energy

Physical Aspect

Introspection &

Insight

Red man

TeenagersMental

Summer

Red

Emotional

Blue

Adults

young

Black

people

Autumn

Fall

CREATOR

ME

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Bell Waterline Project Video

http://www.youtube.com/watch?v=cx2aW5dRJ4A



The emphasis of this challenge video is to illustrate the paralysis that can afflict a community whose members face what is perceived to be an overwhelming situation.

After viewing the challenges ask the participants to consider some of the following or similar questions (emphasis should be placed on the possibility of organizational paralysis potential for organizational paralysis):

How can you minimize the effects of outside issues on your team’s ability to focus on the overall goal?

How can you identify and overcome any limited expectations within established organizational culture?

How can you eliminate or mitigate perceived and real restrictions that may otherwise impede the team?

As a tribal leader, how can you rally your people toward the vision despite numerous distractions and obstacles?

Instructional Directions: Show PPT slide 159. Point out to participants that Wilma Mankiller had to take the identified challenges (reference participant‘s chart answers and leadership Matrix) and translate them into leadership challenges. Suggest to the class that in order to overcome these challenges, in particular diminished expectations.

Wilma Mankiller had to assume a leadership role that would:

Redefine the expectations of her community, her organization, and the individuals that she led.

Redefine the negative external forces (apathy, mistrust, economic turmoil, personal tragedies) by turning insurmountable obstacles into rallying causes.

Cure the organizational paralysis that afflicted the Cherokee Nation.

To accomplish these tremendous paradigm shifts in her Tribal community would require a special kind of leadership. More than just capable focused, and well intentioned, the leadership Mankiller would have to exhibit would need to be transformational.

Instructional Notes: Inform the class that the following section will examine the key elements and defining aspects of the transformational leadership model that evolved based on intense observations and research of a variety of gifted academics and practitioners.

Instructional Notes: The following section describes the four basic steps (outlined in sequence) of transformational leadership. Emphasis should be placed on this process of practicing transformational leadership through the steps described. Furthermore, the sequence of the four basic steps is important to highlight. The characteristics associated with transformational leaders (personality traits, knowledge, skills, abilities, etc.) are discussed in a later section of this module.



Elements of Transformational Leadership: Four Basic Steps for a

Transformational Leader

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Elements of Transformational

Leadership

Developing the Vision

• Starts with development of a clear unifying

vision by leader and/or senior organizational

members

• Must excite followers

• Attract converts

• Require leader‘s complete commitment


Step 1: Developing the vision

Inform the class that transformational leadership can be divided into four basic and sequential steps or activities. The first of these activities is developing a vision. Read and then summarize each bulleted point on the slide. Be sure to emphasize that transformational leadership always starts with the development of a vision that is, a view of the future that will excite and convert potential followers. This vision may be developed by the leader, by the senior team or may emerge from a broad series of discussions. The important factor is that the leader buys into it whole-heartedly (―hook, line, and sinker‖).

At this point, refer the class back to the list of challenges Wilma Mankiller faced and stress the following lesson that can be learned from Mankiller‘s example: Wilma had a vision for what the future of her community would be, and her vision OVERCAME all of the challenges listed. Her vision was so clear that it didn‘t matter how big the obstacles were in front of her. Wilma Mankiller simply considered them as issues that had to be dealt with in order to achieve the vision. Wilma had help in creating her vision. In fact, she surrounded herself with a small group of trusted advisors–people who shared her passions and were willing to offer advice and guidance.

At this point ask the following or similar question:

What was Wilma Mankiller’s true vision?

Although responses may vary, some anticipated answer may include: economic success, trust, ability, community improvement, social stature (personal and/or organizational), or others.



Although Wilma Mankiller‘s vision certainly resulted in many of these occurrences, her most basic and fundamental vision was the improvement of the quality of life for her people. After sufficient discourse and input from the class, transition to the next slide.

Instructional Notes: Wilma Mankiller should be used as a real world example of this and each of the other steps described in this section of the module. For this particular step it is important to note that Wilma‘s most fundamental vision of success did not revolve exclusively around the completion of the Bell Waterline Project. Instead Wilma used the Bell project as a vehicle or means of achieving the vision. Vision attainment is discussed in the following steps.

Application to Community Policing Leadership: Each of these steps is vital to the transformational leadership approach which in turn allows leaders to be agents of change. This is beneficial in the realm of a Tribes mission especially when dealing with the types of unforeseen events and issues that arise during planning or actual crisis situations. The transformational model encourages leaders to view crisis situations as vital opportunities to grow their organizations, implement change, unlearn problematic behaviors, and most importantly test organizational vision.

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Leadership

Selling the Vision

• Promotion of vision at every opportunity

• Encouragement of ―buying into‖ vision by building trust

• Requires leaders to use personal integrity as part

of vision package

• Requires a clear path or course for making vision a

reality

• Requires an acceptance that there will be

obstacles and a need for course corrections


Step 2: Selling the Vision

The next step, which in fact never stops, is constantly selling the vision. Read and then summarize each bulleted point on the slide. Emphasize that selling the vision takes energy and commitment, as few people will immediately buy into a radical vision, and some will join the vision much more slowly than others. The transformational leader thus takes every opportunity and will use whatever works to convince others to climb on board the bandwagon.

In order to create followers, the transformational leader has to be very careful in creating trust, and their personal integrity is a critical part of the package that they are selling. In effect, they are selling themselves as well as the vision. At this point again refer to the example set by Wilma Mankiller. Point out the following: Mankiller was especially good at selling her vision. This step is never done. It requires constant energy and commitment to convince people a radical vision is possible and then motivate them to work toward it. A critical part of this step is creating trust. In order for people to follow a transformational leader, they must be able to believe in them.

http://changingminds.org/disciplines/leadership/followership/followership.htm



Application to Community Policing Leadership: Each of these steps is vital to the transformational leadership approach which in turn allows leaders to be agents of change. This is beneficial in the realm of using the principles of community policing in mission implementation and planning, especially when dealing with the types of unforeseen events and issues that arise during planning or actual crisis situations. The transformational model encourages leaders to view crisis situation as vital opportunities to grow their organizations, implement change, unlearn problematic behaviors, and most importantly test organizational vision.

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Leadership

Finding the way forward

• Requires a clear vision accompanied by a known

direction

• Acknowledgement that course will frequently need

correction

• Leader must be satisfied with forward progress

despite set-backs and inevitable failures


Step 3: Finding the way forward

The next step is finding the way forward. Read and then summarize each bulleted point on the slide. Suggest to the participants that in parallel with the selling of a vision is the effort of seeking the way forward. Seeking the way forward refers to a leader‘s clear definition of the means by which a vision can be reached or obtained. This step is often compared to the creating of a road map. Some transformational leaders know the way, and simply want others to follow them. Others do not have a ready strategy, but will happily lead the exploration of possible routes towards the fruition of a vision.

The route forward may not be obvious and may not be plotted in details, but with a clear vision the direction will always be known. Thus finding the way forward can be an ongoing process of course correction and the transformational leader will accept that there will be failures along the way. As long as they feel progress is being made, a transformational leader will typically be satisfied. The key is the process of discovery and progress towards a specific vision. At this point again refer to the example set by Mankiller. Point out the following:

Mankiller was committed to this process of exploration in ALL possible avenues toward the vision. This step is done simultaneously with selling the vision. Transformational leaders know the general direction they need to go to achieve the vision and they are committed to the process:

Active legislatively

Active politically

In businesses

In media

In youth development programs



In education

In employment opportunities

Self-improvement programs…

None of these avenues were clearly mapped. Mankiller had a life-long commitment to ―leaving no stone unturned‖. After sufficient discourse and input from the class, transition to the next slide.

Instructional Notes: Mankiller should be used as a real world example of this step and each of the other steps described in this section of the module.

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Elements of


Leading the Charge

• Requires that leaders be at the forefront and visible

• Encourages leaders to model behavior

• Requires that employees/followers be continuously

―reinfected‖ with enthusiasm and commitment

• Encourages use of ceremonies and cultural

symbolism to reinforce vision and sustained

commitment


Step 4: Leading the Charge

The last step is leading the charge. Read and then summarize each bulleted point on the slide.

Emphasize that the final step involves remaining up-front and central during the pursuit of the vision. Transformational leaders are always visible and will stand up to be counted rather than hide behind their troops. They show by their attitudes and actions how everyone else should behave. They also make continued efforts to motivate and rally their followers, constantly doing the rounds, listening, soothing and enthusing.

It is their unswerving commitment as much as anything else that keeps people going, particularly through the darker times when some may question whether the vision can ever be achieved. If the people do not believe that they can succeed, then their efforts will flag. The transformational leader seeks to infect and re-infect their followers with a high level of commitment to the vision.

One of the methods that the transformational leader uses to sustain motivation is in the use of ceremonies, rituals and other cultural symbolism. Small changes get big hurrahs, pumping up their significance as indicators of real progress.

Overall, transformational leaders balance their attention between action that creates progress and the mental state of their followers. Perhaps more than other approaches, they are people-oriented and believe that success comes first and last through deep and sustained commitment.



At this point again refer to the example set by Mankiller. Point out the following:

Mankiller led the charge to a point where others believed that if they followed her, they weren‘t just achieving the vision, but that they would become like her. This is characteristic of transformational leaders.

Mankiller didn‘t just believe in her vision. She believed in her people.

After sufficient discourse and input from the class, summarize the collective four steps by noting that transformational leadership is a powerful tool. The process of developing a vision, selling a vision, finding the way forward, and leading the charge can lead to dramatic and sustainable success personally, professionally, and organizationally. There are however some potential pitfalls of this approach including the following:

The transformational leadership approach, because of its reliance on energy and enthusiasm, can wear other people out.

If the organization doesn‘t need to be transformed and people are happy with the way things are, a transformational leadership approach may be extremely detrimental.

Finally and perhaps most importantly, passion and confidence on the part of a leader extolling a particular vision can be mistaken for truth. The fact is that just because a transformational leader believes that their vision is correct, just, right, or true does not make it so.

At this point transition to the next slide by suggesting to participants that the ―rightness‖ or moral aspect of the transformational leader has long been an issue of debate.

Instructional Notes: Mankiller should be used as a real world example of this and each of the other steps described in this section of the module.

Although generally a constructive leadership style, the transformational approach may be misused or otherwise prove to be detrimental. Listed below are some key issues to be aware of during the instruction of this portion of the module:

While the transformational leader seeks to overtly transform the organization, there is also a tacit promise to followers that they also will be transformed in some way, perhaps to be more like this amazing leader. In some respects, then, the followers are the product of the transformation.

Transformational leaders are often charismatic, but are not as narcissistic as pure charismatic leaders, who succeed through a belief in themselves rather than a belief in others.

One of the traps of transformational leadership is that passion and confidence can easily be mistaken for truth and reality. While it is true that great things have been achieved through enthusiastic leadership, it is also true that many passionate people



have led the charge right over the cliff and into a bottomless chasm. Just because someone believes they are right, it does not mean they are right.

Paradoxically, the energy that gets people going can also cause them to give up. Transformational leaders often have large amounts of enthusiasm which, if relentlessly applied, can wear out their followers. Transformational leaders also tend to see the big picture but not the details, where the devil often lurks. If they do not have people to take care of this level of information, then they are usually doomed to fail.

Finally, transformational leaders, by definition, seek to transform. When the organization does not need transforming and people are happy as they are, then such a leader will be frustrated. Like wartime leaders, however, given the right situation they come into their own and can be personally responsible for saving entire companies.

Application to Community Policing Leadership: Each of these steps is vital to the transformational leadership approach which in turn allows leaders to be agents of change. This is beneficial in the realm of a Tribes mission especially when dealing with the types of unforeseen events and issues that arise during planning or actual crisis situations. The transformational model encourages leaders to view crisis situations as vital opportunities to grow their organizations, implement change, unlearn problematic behaviors, and most importantly test organizational vision.

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and the Moral Cause

Success Driven

Does Transformational Leadership require the leader

to build the vision around a moral cause?

vs.

Success of Purpose Driven

Transformational Leadership and the Moral Cause

Instructional Directions: Show PPT slide 164. After summarizing the key elements of transformational leadership, acknowledge that as with any model or philosophy there are varying ideas and interpretations. One of the main points of debate is the question of whether or not having a moral cause embedded in the vision is required for transformational leadership. Some believe that the crux of transformational leadership is whether or not the vision is built on a moral cause.

Initiate a discussion based on this question and the following points:



Do you believe that transformational leadership requires the leader to build the vision around a moral cause?

Do you think an IBM executive can be a transformational leader? How? What if their vision is to increase profits by $2 million in the next quarter?

After a sufficient level of input from the class, suggest to the participants that there is a fundamental difference between being success driven and success of purpose driven. Describe the two concepts in the following way:

Success driven can be used to describe anyone with a goal–whether it is monetary or otherwise. Success driven individuals aspire to a specific vision defined by accomplishment.

Success of purpose involves more than just a goal. It involves striving to meet a vision that incorporates a ―higher good‖ or purpose greater than personal or even organizational success or sense of accomplishment.

At this point suggest to the class that the success of purpose driven is a characteristic of transformational leaders and their organizations. Offer the following example:

Apple Computers, Inc. doesn‘t just make computers to make money. Their vision is ―to make a contribution to the world by making tools for the mind that advance humankind.‖…….a purpose greater than the company itself. Note that Apple isn‘t against making money or turning a profit, but that alone isn‘t the reason for the company‘s existence.

After reading the statement invite participants to offer their opinions on the Apple mission statement with the following or a similar question:

Based on this vision statement would you characterize it as success driven or success of purpose driven? Why?

After a sufficient level of input, suggest to the participants that as tribal leaders they are entrusted with a cause that is by definition success of purpose driven; the duty of preserving the Tribal Nation. Encourage participants to explore the value of their cause in terms of being purpose driven rather than success driven.

Summarize by reiterating that transformational leaders are success of purpose driven. They are servant leaders…. recognizing that their leadership is about others and that they are there not to serve themselves through leadership, but those around them. People follow leaders who are working toward a greater good.



Transition to the next slide by posing the following questions:

Did Wilma Mankiller have a moral cause? What was it?

After receiving some input (or a pause) proceed to the next slide.

Application to Community Policing Leadership: Transformational leadership is by definition driven by success of purpose rather then simply success. Encouraging Tribal leaders to contemplate the fundamental difference between the two may result in a clearer, more focused approach to articulating organizational vision for local and private sector entities involved in supporting Tribal efforts.

Mankiller Historical Approach

Instructional Directions: Ask participants to keep the framework of transformational leadership and the issue of moral cause in mind when considering the following simulator vignette of Mankiller‘s approach to resolving her leadership challenge. Play the simulator vignette.

In 1982, the small Cherokee town of Bell Oklahoma consisting of nearly 400 Cherokee people was faced with a seemingly insurmountable problem. Cherokee residents were living in dilapidated homes with no running water or inside plumbing. With the nearest waterline several miles away, Bell, Oklahoma residents were in desperate need of a reliable water source. A community that the general public had written off, and nearly 95% of the employees at the Tribe skeptical of any changes being made, people in Bell felt that this was the way things are, and this was their reality. Families began moving away, and the town school which was the only source of clean water was in danger of closing. Decades of failed and misguided policies had created deep mistrust by the people towards the Tribe, the Bureau of Indian Affairs (BIA), and other organizations.

Cherokee residents in Bell faced innumerable hardships, including poverty, unemployment, restrictive laws, and social limitations, and few opportunities to initiate real change. The severity of these issues gave rise to a new effort designed to save the Bell community and create a better life for the Cherokee people. Lead by Wilma Mankiller, the people of Bell Oklahoma were about to come together to help themselves. Wilma was committed to community improvement and believed that given the chance Cherokee people could solve their own problems and control their own future. Wilma‘s vision was to help the Cherokee people by given them a chance to do the extraordinary, to attempt something like never before, the creation of a reliable16 mile waterline.

As a young Native American female, Wilma Mankiller began her work in the Cherokee Nation Tribe in 1977 as an economic stimulus coordinator. Having worked with the Pit River people



previously for nearly five years Wilma learned a great deal about treaty rights and the government-to-government relationship between Indian nations ant the United States. Between 1977 and 1981 Wilma faced some devastating events in her life including a near fatal accident which almost took her life and unfortunately took the life of her close friend. Wilma also faced significant health problems requiring months of rehabilitation. Working through all of these challenges Wilma returned to her duties with the Cherokee Nation and in 1981 helped found the Cherokee Nation Community Development Department being named the first director.

Looking for new ways to implement renewal projects to rural Cherokee communities Wilma set out to secure funding for one particular project which was to be directed at towards a small community located in Bell Oklahoma.

The Bell waterline project provided Wilma with an organized means to effect change, but it wasn‘t an easy process. Though she was firmly committed to helping the Cherokee Nation and the people of Bell, Oklahoma, Wilma faced a problem of staggering proportions.

Mankiller‘s communications were not just lofty goals. She worked tirelessly to provide real means for effecting the change she preached. Mankiller is perhaps best-known for the principal chief role she played.

How could she succeed in an era of mistrust, where Tribal members were hesitant to work with outside organizations? How could she overcome the financial problems of the Bell community which stood on the brink of disbanding as a viable community? How could she convince the Cherokee people that they were indeed up to this challenge and could overcome even their own perceptions of their abilities? What could she do to convince the residents of Bell that change was possible in the face of all of this adversity?

As a visionary, Mankiller encouraged people to overcome difficulties and challenges and gave them the tools and resources they needed to do it.

Application to Community Policing Leadership: The story of Wilma Mankiller and the astonishing challenges she faced and overcame serves as evidence of her application of transformational leadership throughout her life‘s achievements. Additionally, the overwhelming qualities of her challenges can be used as analogies for Tribal leaders seeking to develop strategies for overcoming potentially overwhelming situations.

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Leadership Approach List

Exercise

What specifically did you see in Wilma

Mankiller‘s approach that you would

classify as being characteristic of a

transformational leader?



Instructional Directions: Show PPT slide 163. After watching the vignette, ask the class (in groups or as individuals – depending on class size and instructor discretion) to answer the following or similar question:

What specifically did you see in Wilma Mankiller’s approach that you would classify as

being characteristic of a transformational leader? Ask the participants (individuals or groups) to list characteristics associated by the responding participants on an available board, easel, or paper that can be displayed. If performed as a group exercise, have a spokesperson from each group report to the class. After completing the exercise, transition to a comprehensive discussion of the characteristics formally associated with transformational leadership in the next section. In transitioning you may want to challenge the class to predict how many of their answers match the scholarly listing in the Transformational Leadership Characteristics chart. At this point, ask participants to keep the list in mind as you proceed to the next section of the module.

Instructional Notes: Although responses will vary for the exercise described above, instructor emphasis should be placed on the actual characteristics (actions, traits, skills, abilities) that participants associate with Mankiller. This serves as a precursor to the next section.

The story of Wilma Mankiller and the astonishing challenges she faced and overcame serves as evidence of her application of transformational leadership throughout her life‘s achievements. Additionally, the overwhelming qualities of her challenges can be used as analogies for Tribal leaders seeking to develop strategies for overcoming potentially overwhelming situations such as the Bell Waterline project.

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Characteristics

• Ambitious

• Intelligent

• Articulate

• Servant Leader

• Success of

Purpose Driven

• Gives Credit

• Uses Humor

• Strong Ego

• Considers

Employees to be

Volunteers

Transformational Leadership Characteristics and Vision



Instructional Directions: Show PPT slide 164. Initiate a discussion of transformational leadership by reading each of the bulleted points on the slide and asking the following or a similar series of questions:

Does this description look familiar to you?

Have any of you worked for a Transformational leader?

What was it like?

After sufficient levels of discourse briefly discuss the following assumptions that transformational leadership is based on:

People will follow a person who inspires them.

A person with vision and passion can achieve great things.

The way to get things done is by injecting enthusiasm and energy.

Based on these assumptions, transformational leaders tend to share some signature characteristics and traits. Introduce each of the signature characteristics of transformational leadership by summarizing the following chart (corresponds with bulleted points on slide):

After introducing the assumptions and general characteristics of transformational leadership initiate a class discussion of characteristics associated with transformational leadership. Compare the list of Wilma Mankiller‘s leadership characteristics prepared by the class (groups or individuals depending on instructor discretion) with the Transformational Leadership Characteristics chart in the slide.

After discussing the above chart and characteristics of transformational leaders, ask the participants what common theme runs through all of the characteristics in the chart. If necessary provide the following hint to facilitate a discussion: the answer was mentioned extensively in the earlier discussion on the steps involved in transformational leadership. The answer is that all characteristics revolve around the importance of vision.

Introduce the three characteristics and stress the inexorable link between transformational leadership and the concept of Vision.



Transformational Leadership Characteristics

Trait Description

Ambitious

Does not need authority or at least is not professionally defined by it.

Intelligent

Includes intelligence beyond knowledge and management techniques–emotional intelligence. Intelligence may not necessarily be the most significant attribute.

Articulate

Communicates exceptionally well–particularly when broadcasting a vision and/or inspiring people to act. Often charismatic.

Servant to his people

Comfortable in team role–comfortable surrounded by specialists and working in a supportive role. Described in following way: ―First task of a leader is to define reality, the last task is to say thank you , the middle is spent being a servant‖ (Bennis and Townsend, 1995, P. 16)

Success of Purpose driven

Motivated by accomplishing a specific purpose rather than generic success.

Gives credit

Comfortable sharing credit with followers, co-workers and others.

The tougher the times the greater the sense of humor

Uses a sense of humor as a motivational, bonding and unifying force–especially during times of stress or crisis.

Strong ego – able and willing to handle feedback

Does not shy away from criticism or appropriate (loyal) dissention. Appreciates the potential benefit of the devil‘s advocate role and seeks guidance.

Does not waste employee‘s time! It is the most valuable thing that they have!!!!!

Focus on mission, project or task-is not concerned with the punching of the time clock.

Considers employees to be volunteers.

Understand that employees are there because they want to be and many could leave for another job at any time.



1. Transformational leadership focuses on a common vision.

2. Unlike other theories of leadership that suppose that the ultimate motivator for a leader is success and for a follower it is the reward. Transformational leadership proposes that for the transformational leader and follower the ultimate motivation is success of purpose – the accomplishment of a common vision.

3. In terms of the strategy for giving organizational direction, the transformational leader tends to replace control, order, and energy spent on predicting organizational activities (COP) with acknowledgment, creativity, and empowerment of employees (ACE) (Bennis and Townsend, 1995).

168

The Importance of Vision

• Defined: The ability to define the ideal situation and then develop a unique image of the future with the ideal as a reality.

• The Application of Vision:

1.Focus

2. ―Grabbing‖

3.Conveyance

4.Looping

Instructional Notes: Show PPT slides 167 and 168. At this time have participants view the vignette Transformational Leadership Approach and have them examine the characteristics related to the information presented above. Participants should identify characteristics in the ―window‖ as vision, ambitious, servant, and strong ego as characteristics of transformational leadership. At this point participants will use the identified characteristics as examples of those characteristics associated with transformational leadership. Introduce these conclusions as signature characteristics of the Model (rather than specific characteristics of the leader as discussed previously). Emphasize the role that visions play in all three by summarizing the following five scholarly excerpts:

Definition of Vision:

The word vision is used when discussing leadership because it has significant and meaningful connotations. At its root it means the ability to see. This implies that an image exists and is tangible. The word also seems to suggest foresight, innovation, and even a standard of excellence. When used in specific reference to leadership, vision refers to the ability to define the ideal situation [usually for a company, business, group, or organization of some sort] and then develop a unique image of the future with the ideal as a reality (Kouzes and Posner, 1995, p.95).

Applications of Vision:

1. ―The most important role of visions in organizational life is to give focus to human energy. Visions are like lenses that focus unrefracted [sic] rays of light. To enable everyone concerned with an enterprise to see more clearly what is ahead of them, leaders must have and convey a focus‖ (Kouzes and Posner, 1995, p.109).

Transformational

Prim

al

Situ

atio

nal

Ea

gle

Wolf

Buffalo

Gri

zzly

Ambitious

Intelligent

Articulate



Strong ego

Self -

Awareness

Self -

Management

Social

Awareness

Relationship

Management

People

Centered

Practical

Prescriptive

Flexible


Adaptive

Love

White

PeopleElders

Spiritual

Winter

Physical

Birth

Oriental

Spring

Seeds

Sun

Warmth

Light

Yellow

White

NORTH: White

Air

Animals

Receive Energy

Mental Aspect


Sun/Fire

Determine Energy

Spiritual Aspect

Illumination &

Enlightening

SOUTH: Red

Water

Plants

Gives Energy

Emotional Aspect

Trust & Innocence

WEST: Black

Earth/Physical

Holds Energy

Physical Aspect

Introspection &

Insight

Red man

TeenagersMental

Summer

Red

Emotional

Blue

Adults

young

Black

people

Autumn

Fall

CREATOR

ME



2. ―Vision grabs. Initially it grabs the leaders, and through their enthusiasm, followers and other stakeholders start paying attention. A company‘s attention is sustained, though, only by what the leader does and how he acts in pursuit of the dream‖ (Bennis & Townsend, p. 46).

3. ―Vision conveyed to the organization through action brings about a confidence on the part of the followers, a confidence that instills in them a belief that they are capable of doing whatever it takes to make the vision real. On the other hand, a vision that can‘t be acted on because of cluttered company structure or useless rules is demoralizing, and sometimes destructive. When we discuss transforming the organization, this is part of what we are talking about: cleaning up the system so it will embrace good leadership, not subvert it‖ (Bennis & Townsend, p. 46).

4. ―Vision always comes back to leadership. People look to their formal leaders for vision and direction. While leaders should involve people in shaping direction, the ultimate responsibility for ensuring and maintaining a vision remains with the leaders and cannot be delegated to others. Creating a vision is not an activity that can be checked off a list. It is one of the most critical ongoing roles of a successful leader‖ (Blanchard, 2007, p.35).

Instructional Notes: Transition to next section by emphasizing that simply having a vision is not enough. To be able to attain the vision the leader must weave that vision into expectations of individual and organizational purpose. Pygmalion effect is with how a vision can actually be used in a positive and negative way – Pygmalion effect is actually visioning ―gone good or bad.‖ It may be necessary to stress to the participants that this is simply an amalgamation of traits associated with the transformational model and that exceptions certainly exist. The chart in the slide should be used as an opportunity to engage the class in discussion. Time (at the instructor‘s discretion) should be allotted for participant interaction and particularly the sharing of experiences. It is also important for the instructor to keep transformational leadership in perspective. Typically most of the elements of style associated with transformational leadership are positive and working for a transformational leader can be a wonderful and uplifting experience. Transformational leaders tend to put passion and energy into everything they do and they typically care about their employees (followers) and want them to succeed. Of course, there are some drawbacks to transformational leadership as well. For instance, transformational leaders may be relentless and driven – to the point that they can wear out employees. Furthermore the application of transformational leadership in an organization that does not need it can create a toxic organizational environment.

Application to Community Policing Leadership: Personal and professional characteristics are a vital aspect of the transformational leadership approach. The discussion of this may lead Tribal leaders to be introspective and assess their capability to use this particular approach. Additionally, the inventory of characteristics and traits associated with the transformational approach may encourage Tribal leaders to consider adopting the role of organizational ―architect.‖ This function will allow Tribal leaders to ensure that their team members



(employees) are assigned to functions which they are best suited for (putting the right people in the right places based on their traits, characteristics and KSAs).

The Pygmalion Effect and Transformational Leadership

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The Other Side of Vision

What was Wilma

Mankiller‘s biggest

leadership

challenges?

EXPECTATIONS &

SELF-PERCEPTION

Instructional Directions: Show PPT slide 169. After discussing the importance of vision in transformational leadership, ask the class participants the following or similar questions:

What was Wilma Mankiller’s vision?

Was she able to reach it despite all of the challenges she faced?

After a sufficient level of discourse follow-up with this specific question:

Of all the challenges that Wilma Mankiller faced and overcame – what was the greatest one?

After a sufficient level of input, suggest that despite all the social injustices and personal tragedies, the biggest leadership challenge that Maggie Walker faced was the diminished expectations and self-perception that the members of her community and community had. At this point have the participants get out the chart they completed earlier in the module detailing the challenges and obstacles faced by Wilma Mankiller. On the right hand side of the chart, have participants list the challenges THEY face. List all that they can think of as fast as they can. This activity should complete the chart. (Allow minimal time – 5 minutes or less).

Overwhelming Challenges/Obstacles Faced By Wilma Mankiller

Overwhelming Challenges/Obstacles Faced by Me



Have participants (groups or individuals) share their responses, answering the following questions:

Are the challenges overwhelming?

Do they seem insurmountable?

How do they compare with what Wilma Mankiller faced?

After the completion of the exercise, suggest that a gifted transformational leader, like Wilma Mankiller, is capable of manipulating expectations of individuals as well as entire organizations in way that can impact efficacy. To better understand this, introduce and the Pygmalion Effect detailed in the following section of the module. Transition to the next slide.

Instructional Notes: The emphasis should be placed on the point that despite all the social injustices, mistrust, restrictive laws and financial difficulties that Mankiller faced as the leader (not to mention personal tragedies and challenges), perhaps the biggest leadership challenge she faced was expectations. The members of the Bell community were afflicted with low expectations as a result of both external and internal forces. This phenomenon is explained in the next section which discusses the Pygmalion Effect.

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The Pygmalion EffectOrigins

• Pygmalion first appeared in Ancient Greek mythology

• George Barnard Shaw play Pygmalion in 1916

• Broadway musical ―My Fair Lady‖ 1956

• Rosenthal and Jacobson publish Pygmalion in the classroom: Teacher expectation and pupils' intellectual development (1968)

Definition:

A self-fulfilling prophecy whereby people tend to behave the way others expect them to.

Instructional Directions: Show PPT slide 170. Introduce the concept of the Pygmalion Effect by asking the following or similar question:

How many of you have heard of the Pygmalion Effect? (Ask for a show of hands)

Can anyone define it?

After a sufficient level of input (or pause) briefly describe the origins of the term as noted on the slide and provide the following definition:

A self-fulfilling prophecy whereby people tend to behave the way others expect them to. In a famous field experiment on the Pygmalion Effect in children, carried out by the German-born U.S. psychologist Robert Rosenthal (born 1933) and the U.S. schoolteacher Lenore F. Jacobson (born 1926) and published in a book entitled Pygmalion in the Classroom (1968).

http://www.encyclopedia.com/doc/1O87-selffulfillingprophecy.html



At this point summarize the research that originated the concept (see instructional notes for complete summary) by pointing out the following:

Robert Rosenthal and Lenore Jacobson published this book in 1968 on the Pygmalion Effect.

They completed a field study on elementary school kids.

Tested the student‘s intelligence quotient.

The teachers were told which students scored higher and which scored lower, but actually it was just a random list.

The researcher came back at the end of the year and retested all the students.

Those students who were given ―advanced attention‖ by the teachers actually had significantly improved academic performance.

TRANSLATION: the change in the teachers‘ expectations led to an actual change in performance. The findings of the experiment specifically note that ―those average children who were expected to bloom intellectually were rated by teachers as more intellectually curious, happier, and in less need for social approval.”

Suggest to the class that the Pygmalion Effect, at least from the standpoint of transformational leadership, can be either a good thing or a bad thing depending on its application and the end result. When allowed to permeate without the benefit of a positive and clear vision, the Pygmalion Effect becomes a force that artificially limits individuals and organizations from reaching their potential (low expectations will result in low performance as evidenced by Rosenthal and Jacobson). However when used as part of effective visioning, the Pygmalion Effect becomes a powerful force for change and accomplishment; a self-fulfilling prophecy of success (high expectations will result in higher performance as evidenced by Rosenthal and Jacobson).

Suggest to the class that a gifted transformational leader such as Maggie Walker can manipulate the Pygmalion Effect and create a self-fulfilling prophecy of success through the four steps of visioning described earlier. However, it is important to note that simply having a vision is not enough. To obtain the vision, a leader must weave the vision into expectations of individuals and the organizational purpose. Ultimately, the Pygmalion Effect is either going to be vision gone good or bad based on the efforts of the transformational leader.

Instructional Notes: The following article on the 1968 research studying the Pygmalion Effect is reprinted for ―non-commercial use‖ with the permission of the author: Daniel Schugurensky, University of Toronto. Complete citation and source information is listed below.



Rosenthal and Jacobson publish Pygmalion in the Classroom

Robert Rosenthal, a Harvard University professor, and Leonore Jacobson, an elementary school principal in San Francisco, published 'Pygmalion in the classroom: Teacher expectation and pupils' intellectual development', which eventually would become a classic in the study of teacher-student interactions. Put simply, the main argument of the book is that the expectations that teachers have about their students' behavior can unwittingly influence such behavior. This influence, also known as self-fulfilling prophecy or 'Pygmalion effect', could have a positive or negative impact. In other words, when teachers expect students to do well, they tend to do well; when teachers expect students to fail, they tend to fail.

The concept of self-fulfilling prophecy had been introduced to the sociological debate by Robert Merton in a seminal essay published in the Antioch Review in 1948. In that article, Merton described a self-fulfilling prophecy as a three-stage process beginning with a person's belief (false at the time it is held) that a certain event will happen in the future. In the second stage this expectation, or prophecy, leads to a new behavior that the person would have not undertaken in the absence of such expectation. In the last stage the expected events actually take place, and the prophecy is fulfilled. One of Merton's examples was the collapse of a solid and solvent financial institution, the Last National Bank, in the early 1930s. The process began with the belief, false at that time, that the institution was at the verge of bankruptcy. That led to a massive withdrawal of savings by panicked depositors, which in turn led to the actual collapse of the bank.

Rosenthal and Jacobson borrowed the term 'Pygmalion effect' from a play by George Bernard Shaw ('Pygmalion') in which a professor's high expectations radically transformed the educational performance of a lower-class girl. Rosenthal and Jacobson were also inspired by the case of Clever Hans, a horse that became famous in Germany at the beginning of the 20th century. This horse was famous because, according to its owner-a high school math teacher called Wilhelm von Osten- it was supposed to read, spell and solve math problems. Clever Hans performed its talents publicly throughout Germany, and always responded to questions with high accuracy. For instance, if the questioner asked Hans what is 2 + 5, the horse would tap his hoof 7 times. Although a committee of the German Board of Education found in 1904 that the talents of the horse were real, psychologist Oskar Pfungst demonstrated in 1907 that Clever Hans was not really performing mathematical operations as it was believed, but was reacting to subtle, involuntary physical cues in the body language of Mr. Von Osten and other questioners. In other words, what Clever Hans was ultimately doing was confirming the expectations of the questioners, who were not even aware that their own movements (e.g. their degree of forward inclination) were provoking a particular behavior in Hans.

Following up on the insights derived from the Clever Hans case and experiments conducted in laboratory settings, Rosenthal and Jacobson raised the possibility that the "experimenter expectancy effect" (in other words, "what you expect is what you get") may also be present in school classrooms. The book 'Pygmalion in the Classroom: Teacher expectation and pupils' intellectual development' describes a study carried out in the 1960‘s by Rosenthal and Jacobson in an elementary school (which the authors call "Oak School") to test the hypothesis that in any given classroom there is a correlation between teachers' expectations and students'



achievement. In this study, Rosenthal and Jacobson gave an intelligence test to all of the students at an elementary school at the beginning of the school year. Then, they randomly selected 20 percent of the students - without any relation to their test results - and reported to the teachers that these 20% of 'average' students were showing "unusual potential for intellectual growth" and could be expected to "bloom" in their academic performance by the end of the year. Eight months later, at the end of the academic year, they came back and re-tested all the students. Those labeled as "intelligent" children showed significantly greater increase in the new tests than the other children who were not singled out for the teachers' attention. This means that "the change in the teachers' expectations regarding the intellectual performance of these allegedly 'special' children had led to an actual change in the intellectual performance of these randomly selected children" (p. viii).

The teachers were also asked to rate students on variables related to intellectual curiosity, personal and social adjustment, and need for social approval. In what can be interpreted as a 'benign cycle,' those average children who were expected to bloom intellectually were rated by teachers as more intellectually curious, happier, and in less need for social approval.

For ethical reasons, the Oak School experiment only focused on favorable or positive expectations and their impact on intellectual competence, but it is reasonable to infer that unfavorable expectations could also lead to a corresponding decrease in performance. Often, these negative expectations are based on appearances and other factors that have little to do with actual intellectual ability:

There are many determinants of a teacher's expectation of her pupils' intellectual ability. Even before a teacher has seen a pupil deal with academic tasks she is likely to have some expectation for his behavior. If she is to teach a 'slow group,' or children of darker skin color, or children whose mothers are 'on welfare,' she will have different expectations for her pupils' performance than if she is to teach a 'fast group,' or children of an upper-middle-class community. Before she has seen a child perform, she may have seen his score on an achievement or ability test or his last years' grades, or she may have access to the less formal information that constitutes the child's reputation. (p. viii).

Rosenthal and Jacobson's study and subsequent research (see below) confirmed that teachers' expectations matter, that student labeling is often done on arbitrary and biased grounds, and suggested that through the hidden curriculum teachers can, consciously or unconsciously, reinforce existing class, ethnic and gender inequalities. This is done by creating a classroom atmosphere in which some students are systematically encouraged to succeed whereas others are systematically discouraged, reproducing in the classroom the social cycle of advantages and disadvantages. It also implies, conversely (and this has important policy implications), that a change in teacher‘s expectations can lead to an improvement in intellectual performance from those who are usually expected to achieve the least.

Although many people had suspected for years that teachers' expectations have an impact on students' performance, 'Pygmalion in the classroom' was one the first studies providing clear evidence to document this hypothesis. If we agree, based on this evidence that a relation between teachers' expectation and the performance of certain students, then a subsequent



question arises: How, specifically, do teachers influence a higher achievement of those average students arbitrarily labeled as 'intellectually superior'? In other words, what are the specific classroom mechanisms by which a teacher's expectations actually translates into a gain in performance? Because the Oak School experiment did not attempt to examine this issue, it did not provide conclusive evidence on this, but suggested that a combination of subtle changes in teaching strategies and communication patterns (e.g. teachers paying more attention and giving more encouragement and positive reinforcement to the children from whom more gains were expected) took place during the academic year and played an important role in effecting student performance.

'Pygmalion in the classroom' was followed by many other school-based studies that examined these mechanisms in detail from different perspectives. Prominent among the works on this subject conducted by U.S. scholars are "Student social class and teacher expectations: the self-fulfilling prophecy in ghetto education" (Ray Rist 1970), "Social class and the hidden curriculum of work" (Jean Anyon 1980), "Keeping track: How schools structure inequality" (Jeannie Oakes 1984), and "Failing at fairness: How America's schools cheat girls" (Myra Sadker and David Sadker 1995).

Although Rosenthal and Jacobson's work has received several methodological and theoretical criticisms, their pioneering and imaginative research on the relationship between teachers' expectations and student achievement certainly opened a 'black box' in the empirical study of equality of educational opportunity, and provided a lasting contribution to the field. (Portions reprinted with permission – Source(s) / grantor of reprint permission: D. Schugurensky, – citation listed below)

Application to Community Policing Leadership: The lessons of the Rosenthal‘s and Jacobson‘s research have a powerful and immediate application to Tribal leadership. Specifically, leaders and decision makers have the ability to set expectations that may influence and sometimes even dictate the success of their organizational and/or community efforts. Tribal leaders have by virtue of their positions a great deal of influence. Avoiding the pitfall of accepting expectations of underperformance or failure is vital to effectively dealing with a critical incident.

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The Pygmalion Effect

How does the Pygmalion Effect apply to the situation that Tribal leaders may face in leading their

organizations in a time of difficulty ?

Instructional Directions: Show PPT slide 171. After briefly describing this seminal research, discuss the Pygmalion Effect and ask the class to extract key aspects of it and how it would apply to the following:



The situation faced by Wilma Mankiller.

The situation that Tribal leaders may face in leading their organizations in a time of difficulty/crisis (i.e. Bell Waterline Project).

Place special emphasis on the power that expectations (external as well as internal to the organization) have on individuals and organizations in terms of performance. Consider including some or all of the following discussion points:

The value of transformational leadership as a way of managing the Pygmalion Effect.

The potentially positive connotations of the Pygmalion Effect.

Examples (provided by participants) of the Pygmalion Effect in action.

At this point transition the class into a discussion of the value of the transformational model in helping leaders apply the Tribal mission to their organizations. Proceed to the next slide.

Instructional Notes: It is important to note that although transformational leadership (as described in the Wilma Mankiller profile) may seem very dramatic, it is often a viable and even pragmatic approach to leadership. The key to applying transformational leadership effectively is to realize that steps toward a vision of change are often small and incremental. It may be necessary to emphasize this point to participants prior to discussing the application of transformational leadership in the Tribal mission.

Application to Community Policing Leadership: The lessons of the Rosenthal‘s and Jacobson‘s research have a powerful and immediate application to Tribal leadership. Specifically, leaders and decision makers have the ability to set expectations that may influence and sometimes even dictate the success of their organizational and/or community efforts. Tribal leaders have, by virtue of their positions, a great deal of influence. Avoiding the pitfall of accepting expectations of underperformance or failure is vital to effectively dealing with a critical incident.

Applying Transformational Leadership to your Leadership Challenge

168

168168

Applying Transformational

Leadership to Community

Policing

• What aspects of transformational leadership will

help you in applying community policing strategies

in your organization? In your jurisdiction?

• Are there any aspects of transformational leadership

that you do not believe will be applicable to the

application of community policing strategies in your

organization? In your jurisdiction?

167

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Transformational Leadership Approach



Instructional Directions: Show PPT slide 172. Engage the class in a discussion about the usefulness of transformational leadership in applying the Tribal mission to their organizations. Initiate the discussion by asking the following or similar question(s):

What aspects of the transformational model will help you in applying the Tribal mission strategies in your organization? In your jurisdiction?

Are there any aspects of the model that you do not believe will be applicable to the tribal mission strategies of your organization? Of your jurisdiction?

Instructional Notes: At this time have participants review the leadership Matrix having them examine the approaches related to transformational leadership. Participants should identify approaches in the ―window‖ as organizational paralysis, redefined expectations, reduced resources, overcoming obstacles, etc… At this point participants will use the identified approaches as examples of those that can be used in transformational leadership. They should be reminded that these are only some of the approaches and may not be those of their own situations, those of Wilma Mankiller, or only those identified in the Matrix. Instead the exercise is designed to generate discussion and provide focus on some of the issues that leaders may face within their roles as Tribal members.

Examples of Transformational Leadership

169

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Examples of

Transformational

Leadership

DHS Secretary

Tom RidgeChief of Cherokee

Nation

Willma Mankiller

Others?

Instructional Directions: Show PPT slide 173. Ask participants to consider modern day examples of Tribal leaders that exhibit and have successfully utilized transformational leadership in fulfilling their missions. At this point ask participants to break into their groups and briefly discuss the merits of a transformational leader. Ask the groups to also discuss some other examples of Tribal leaders that have exhibited the traits of a transformational leader. Inform the groups that they will have approximately 10-15 minutes for their discussions at which time a spokesman from each groups will be asked to briefly answer the following questions:

Transformational

Prim

al

Situ

atio

nal

Ea

gle

Wolf

Buffalo

Gri

zzly

Ambitious

Intelligent

Articulate



Strong ego

Self -

Awareness

Self -

Management

Social

Awareness

Relationship

Management

People

Centered

Practical

Prescriptive

Flexible


Adaptive

Love

White

PeopleElders

Spiritual

Winter

Physical

Birth

Oriental

Spring

Seeds

Sun

Warmth

Light

Yellow

White

NORTH: White

Air

Animals

Receive Energy

Mental Aspect


Sun/Fire

Determine Energy

Spiritual Aspect

Illumination &

Enlightening

SOUTH: Red

Water

Plants

Gives Energy

Emotional Aspect

Trust & Innocence

WEST: Black

Earth/Physical

Holds Energy

Physical Aspect

Introspection &

Insight

Red man

TeenagersMental

Summer

Red

Emotional

Blue

Adults

young

Black

people

Autumn

Fall

CREATOR

ME



In your groups opinion is ___________________ a transformational leader? Why or Why not?

Name another example of a tribal leader that personifies transformational leadership. What are the major reasons for your group’s selection?

After a sufficient amount of discourse transition to the next slide which will suggest another example of a modern day primal leader.

Instructional Notes: The discussions about transformational leaders in tribal leadership should be based on the information provided by the instructor as well as the knowledge and experience of the individual class participants.

170

170170

General David Petraeus

U.S. Army

• Commanding General of the U.S. and International forces in Iraq 2007 & 2008

• MPA and PhD in International Relations from Princeton University

• Named as:– One of world‘s top 100 public intellectuals (Foreign

Policy and Prospect Magazines 2008)– One of the 100 most influential leaders and

revolutionaries of 2007 (Time)– One of America‘s 25 best leaders in 2005 (US

News and World Report)

– The list goes on…

A Situational, Primal, and

Transformational Leader?

Instructional Directions: Show PPT slide 174. Introduce the slide of General David Petraeus by noting that he was identified in the previous modules as both a situational leader and primal leader. Suggest that he may also qualify as a transformational leader. Make the argument for Petraeus as a transformational leader based on the following text.

General Petraeus As the Commanding Officer of the 101st Airborne Division, General Petraeus was instrumental in the 2003 campaign that ended with the fall of Baghdad to U.S. forces. Afterwards, Petraeus and the 101st were ordered to take control of the Iraqi city of Mosul and administer its daily operations. Petraeus and his troops not only accomplished their mission but were able to do what other forces could not – stabilize the region and initiate a vigorous reconstruction initiative. The following excerpt summarizes their performance: Under Petraeus, the offices of the 101st found themselves playing far out of position. One of his artillery officers was charged with figuring out how to get the region‘s oil flowing again. Some officers supervised cement factories, others electricity generation. Soldiers who had studied military aviation tactics found themselves figuring out how to administer a university. Petraeus himself supervised the city‘s first real elections (Barnes, 2005). Ultimately, Petraeus and his troops reinvigorated the local economy, gained the respect and occasionally the trust of the locals, and started approximately 4500 reconstruction projects in the region.



After summarizing the above information encourage class discussion by the following or similar question:

Based on what we just heard, is David Petraeus a transformational leader? Why?

Can a leader be considered a situational, primal leader and transformational leader? How? Why?

After a sufficient level of discussion, transition to the next slide by suggesting that the class revisit a practical leadership tool that can help them evaluate all the examples discussed thus far.

Instructional Notes: General Petraeus was used as an example of situational leadership in Module 3 and primal leadership in Module 4. The point that is being made by using the same person as an example of multiple leadership approaches is that capable Tribal leaders must be able to effectively employ a variety of leadership orientations.

The Four Dimensions of the Leadership Test©

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The Four Dimensions of the

Leadership Test ©

• Right Thing?

• Belief System

• Value Driven

Right Time?

• Hesitation

• Impulsiveness

• Opportunity

Right Way?

• Demeanor

• Approach

• Conduct

Right Reason?

• Incentive

• Motivation

• Cause

Instructional Directions: Show PPT slide 175. Introduce this slide by reminding the participants about the merits of the Leadership Test© (discussed in module 2, 3 & 4). Have the class participants apply the Leadership Test© to the actions of David Petraeus. Encourage a group or class discussion. Transition to the next section by reminding the participants about the wildfire flu challenge they were introduced to at the beginning of the module. Encourage participants to keep the principles of primal leadership in mind as they progress through the exercise.

Application to Tribal Leadership: The application of the Leadership Test© to modern day Tribal leaders is an opportunity for participants to practice the process of applying the Leadership Test© to complex issues facing Tribes.



Leadership Decision Matrix Exercise

174

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5.2.4 Maggie Walker‘s

Leadership Approach

Approach

Instructional Directions: Show PPT slide 176. Re-introduce the class to the Bell waterline challenge. The emphasis of this challenge video is the fact that overwhelming circumstances and low expectations can impede the effectiveness of individuals and organizations responding to Tribal challenges. After viewing the specific challenge, progress through the appropriate simulator screens.

Instructional Notes: Although the vignette introduces the participants to a multitude of significant challenges, the focus of this particular vignette are the overwhelming circumstances and low expectations can impede the effectiveness of individuals and organizations responding to tribal incidents.

Instructional purpose: This `exercise addresses key aspects of transformational leadership and its application to leadership choices and orientations. Remind participants of the brief historic profile of Wilma Mankiller and the historical outcome they‘ve already viewed that frames the participatory challenge that follows.

177




Paused the

counter attack

of by delaying

warriors

charge

Provided

guidance with

his command

Forced Reno

to retreat and

then joined

Crazy Horse

in victory

Responded to the



battle

Met the needs of


them, and gave his


pan-Indian alliance

Completed waterline

project

Created



their own potential

Built self-respect,


set of higher

standards and

expectations

Leadership Test

―Doing things

Rights‖

Instructional Note: Show PPT slide 177. The participatory challenge is designed to simulate leadership issues that a participant could conceivably have to deal with during significant challenge. The focus of the exercise is for participants to draw on module related learning in order to successfully orient to the leadership orientation that best addresses the challenge.

Transformational

Prim

al

Situ

atio

nal

Ea

gle

Wolf

Buffalo

Gri

zzly

Ambitious

Intelligent

Articulate



Strong ego

Self -

Awareness

Self -

Management

Social

Awareness

Relationship

Management

People

Centered

Practical

Prescriptive

Flexible


Adaptive

Love

White

PeopleElders

Spiritual

Winter

Physical

Birth

Oriental

Spring

Seeds

Sun

Warmth

Light

Yellow

White

NORTH: White

Air

Animals

Receive Energy

Mental Aspect


Sun/Fire

Determine Energy

Spiritual Aspect

Illumination &

Enlightening

SOUTH: Red

Water

Plants

Gives Energy

Emotional Aspect

Trust & Innocence

WEST: Black

Earth/Physical

Holds Energy

Physical Aspect

Introspection &

Insight

Red man

TeenagersMental

Summer

Red

Emotional

Blue

Adults

young

Black

people

Autumn

Fall

CREATOR

ME

Transformational

Prim

al

Situ

atio

nal

Ea

gle

Wolf

Buffalo

Gri

zzly

Ambitious

Intelligent

Articulate



Strong ego

Self -

Awareness

Self -

Management

Social

Awareness

Relationship

Management

People

Centered

Practical

Prescriptive

Flexible


Adaptive

Love

White

PeopleElders

Spiritual

Winter

Physical

Birth

Oriental

Spring

Seeds

Sun

Warmth

Light

Yellow

White

NORTH: White

Air

Animals

Receive Energy

Mental Aspect


Sun/Fire

Determine Energy

Spiritual Aspect

Illumination &

Enlightening

SOUTH: Red

Water

Plants

Gives Energy

Emotional Aspect

Trust & Innocence

WEST: Black

Earth/Physical

Holds Energy

Physical Aspect

Introspection &

Insight

Red man

TeenagersMental

Summer

Red

Emotional

Blue

Adults

young

Black

people

Autumn

Fall

CREATOR

ME



Instruct participants to use the Leadership Matrix in completing the exercise. Have them draw upon all aspects of the Matrix to make better leadership choices. The Matrix will remind participants of the challenges, characteristics, and approaches that can be used when applying transformational leadership.

Mankiller Pay Off

In my own life, I dealt with many seemingly insurmountable challenges. Faced with the all-too-real issues of discrimination, mistrust, and sexism, which placed legal and social constraints on what I and my team could do, I managed to never lose sight of my vision - even in the face of the significant economic challenges facing the Bell Oklahoma community.

While building a waterline was a product of my work, they were not my sole purpose. As a leader, I recognized that the needs in my community were great. People needed both resources and opportunities to believe in their own potential, and to create a better life for themselves, despite the difficulties that surrounded us all. I worked to create not only the opportunities for the community to build self-respect, self-discipline, jobs, and a future, but also a higher set of standards and expectations, along with the means of achieving them. As a leader, it was my responsibility to make insurmountable challenges surmountable, and then pass those dreams on to the community with the resources and tools to make them happen.

The challenges you face in preparing for challenge may also seem insurmountable. It will be easy for you or your team to become overwhelmed and lose sight of your vision and goal. Recognize that your overall mission is so crucial that it doesn‘t matter what obstacles you face along the way. These are details that simply must be overcome so the vision can be attained. Use your leadership skills to diminish the impact of those obstacles along the way, provide your team with the resources and tools they need, and then integrate the overall vision into everything you do and say. Your team must live and breathe this vision, inspired by your actions and your words. You must guide them to see the desired outcome they must reach.

By using the transformational leadership model to address this type of challenge, you can transfer your own vision of success to your team and work together to achieve great things. When the difficulties and obstacles of emerging situations threaten to overcome your resources, transformational leadership principles may assist you in doing the right thing, at the right time, in the right way, and for the right reasons.

Application to Community Policing Leadership: The Bell Waterline vignette is designed to introduce the class participants to the real issues that can pose a significant challenge to operations of tribal, public and private sector agencies involved in tribal efforts. The simulator challenge activity is a realistic exercise that directly applies to and mirrors many of the information evaluation and decision-making processes involved in tribal leadership. The simulator exercise allows participants to consider the leadership approach they would take prior to and during a challenge in the safety of a virtual (simulator) environment.



Instructional Directions: In conclusion discuss the value of transformational leadership as a means to apply and integrate the tribal mission through a Shared Vision. The following is a summary of discussion points for the module:

Re-emphasize that transformational leadership recognizes that sharing a purpose, is perhaps the best motivator for organizational success. This is certainly critical to facilitating active participation from organizational personnel as well as members of the community that will be involving in applying the mission strategies to the National Planning Scenarios.

The model avoids the pitfalls of low expectations and the tendency of prophecies to become self-fulfilling (the Pygmalion Effect). To the contrary, the transformational leadership model often inspires people to achieve beyond expectations [will be discussed in leadership profile]. The way in which the model suggests that leaders exact influence (providing vision, sharing credit, use of humor, setting high standards, etc. reference chart in section D for complete list] may be the best means by which leaders can encourage comprehensive preparedness planning).

The transformational model encourages leaders to be ―architects‖ of their organizations rather than task managers. This definition of the leadership role will allow Tribal leaders to ensure that organizational form (structure, activities, and priorities) is consistent with organizational function (the application of the Tribal mission strategies).

The model calls for leaders to be agents of change. This is especially beneficial in the realm of Tribal mission implementation and planning. Especially when dealing with the types of unforeseen events and issues that arise during planning or actual crisis situations. The transformational model encourages leaders to view crisis situation as vital opportunities to grow their organizations, implement change, unlearn problematic behaviors, and most importantly test organizational vision.

173

173173

Wrap-UpAt the conclusion of this module, leaders were able to:

• Identify and apply key elements of transformational

leadership

• Identify the role of influence in organizational

leadership

• Identify the significance of vision in organizational

achievement

• Understand the difference between being success

driven and ―success of purpose‖ driven

Wrap-Up Show PPT slide 178.


Identify and apply key elements of transformational leadership

Identify the role of influence in organizational leadership



Identify the significance of vision in organizational achievement

Understand the difference between being success driven and ―success of purpose‖ driven

174

174174

Test Your Knowledge

a) A healthy ego

b) Unable to handle feedback or criticism well

c) Thriving on the notions of power or authority

d) None of the above

e) All of the above

Characteristics generally attributed to transformational

leaders include:

175

175175

Transformational leaders are motivated by

success rather than being purpose driven.

• True

• False

Test Your Knowledge

176

176176

The transformational leadership process moves

through the following:

a) Leading the charge – Finding the way forward –

Developing the vision – Selling the vision.

b) Developing the vision – Leading the charge – Finding

the way forward – Selling the vision.

c) Developing the vision – Selling the vision – Leading the

charge – Finding the way forward.

d) Developing the vision – Selling the vision – Finding the

way forward – Leading the charge.

Test Your Knowledge

Test Your Knowledge

Instructional Directions: Show PPT slides 179, 180, and 181. Instruct participants to answer the following three test your knowledge (post-test) questions:

1. Characteristics generally attributed to transformational leaders include:

a) A healthy ego* b) Unable to handle feedback or criticism well c) Thrive on the notions of power or authority d) None of the above e) All of the above

2. Transformational leaders are motivated by success rather than being purpose driven.

True False*

3. The transformational leadership process moves through the following:

a) Leading the charge-Finding the way forward-Developing the vision-Selling the vision. b) Developing the vision-Leading the charge-Finding the way forward-Selling the vision. c) Developing the vision-Selling the vision-Leading the charge-Finding the way forward. d) Developing the vision-Selling the vision-Finding the way forward-Leading the charge.*

Instructional Directions: The ―Test Your Knowledge‖ Activity will serve as the post-test to gauge the participants knowledge about the material covered in this module. The preferred answer is highlighted in red and noted with an asterisk in this Instructor Guide only.

Transformational

Prim

al

Situ

atio

nal

Ea

gle

Wolf

Buffalo

Gri

zzly

Ambitious

Intelligent

Articulate



Strong ego

Self -

Awareness

Self -

Management

Social

Awareness

Relationship

Management

People

Centered

Practical

Prescriptive

Flexible


Adaptive

Love

White

PeopleElders

Spiritual

Winter

Physical

Birth

Oriental

Spring

Seeds

Sun

Warmth

Light

Yellow

White

NORTH: White

Air

Animals

Receive Energy

Mental Aspect


Sun/Fire

Determine Energy

Spiritual Aspect

Illumination &

Enlightening

SOUTH: Red

Water

Plants

Gives Energy

Emotional Aspect

Trust & Innocence

WEST: Black

Earth/Physical

Holds Energy

Physical Aspect

Introspection &

Insight

Red man

TeenagersMental

Summer

Red

Emotional

Blue

Adults

young

Black

people

Autumn

Fall

CREATOR

ME



APPENDIX



Appendix MODULE 1, A. Qwizdom Action Point Guide

How to use the Qwizdom:

1. Send key-press to submit answer 2. Menu [power] key-press to view menu options (use the scroll keys to

scroll through options and press Send key to select the option). Holding the Menu button for two seconds will turn the remote on/off. The remotes do not automatically turn off. Turn off remotes if they are not in use. Search, Sess. ID, and User ID, and Exit are options available in the Menu. When you're in presentation, the menu items are Help, Login User Id, and Exit.

3. Help-press Menu during presentation to request help. 4. Clear [C] key-press to delete response 5. Scroll keys-to scroll through menu options or answer choices 6. True/Yes and False/No keys--use to answer True/False and Yes/No questions



Appendix MODULE 2, A. UNDERSTANDING THE UNIQUE STATUS OF TRIBES

Overview: Federally-recognized Indian tribes are sovereign entities that have a unique status under the U.S. Constitution. Additionally, because each tribe is affected by its own unique set of treaties, statutes, regulatory decisions, case law, and administrative orders; successful intergovernmental relations between a tribe and other units of government depends upon a mutual understanding of and respect for the sovereign powers possessed by the tribe. Furthermore, each tribe has its own traditional culture which, along with the history of its federal relations, determines the form of its political system and the manner in which it conducts affairs with other governments. This module will review the various types of governments found among Indian Tribes, discuss tribal sovereignty and jurisdiction, explain the government-to-government relationship between tribes and other governments, and discuss mechanisms of cooperation that have been successfully been used by tribes and federal, state, and local governments to promote cooperation, public safety and mutual security.

Understanding Native Americans and their sovereignty rights

A. Federal laws

Public Law 280 --- Public Law 83- 280 (commonly referred to as Public Law 280 or PL 280) was a transfer of legal authority (jurisdiction) from the federal government to state governments which significantly changed the division of legal authority among tribal, federal, and state governments. Congress gave six states (five states initially - California, Minnesota, Nebraska, Oregon, and Wisconsin; and then Alaska upon statehood) extensive criminal and civil jurisdiction over Indian lands within the affected states (the so-called "mandatory states"). Public Law 280 also permitted the other states to acquire jurisdiction at their option. Public Law 280 has generally brought about:

o an increased role for state criminal justice systems in "Indian lands" (a term which is specifically defined in federal statutes

o a virtual elimination of the special federal criminal justice role (and a consequent diminishment of the special relationship between Indian Nations and the federal government)

o numerous obstacles to individual Nations in their development of tribal criminal justice systems

o an increased and confusing state role in civil related matters

o consequently, Public Law 280 presents a series of important issues and concerns for Indian lands crime victims and for those involved in assisting these crime victims

http://www.tribal-institute.org/lists/pl_280.htm



Public Law 280, however, is a complicated statute which has been very controversial since the time of its enactment in 1953. It has often been misunderstood and misapplied by both federal and state governments. Moreover, the practical impact of Public Law 280 has gone far beyond that which was legally required, intended, and contemplated (http://www.tribal-institute.org/lists/pl280.htm, retrieved February 23, 2007).

Indian Tribal Justice Support (25 USC CHAPTER 38) The key elements of the law include: (Slide V: 6)

o there is a government-to-government relationship between the United States and each Indian tribe

o the United States has a trust responsibility to each tribal government that includes the protection of the sovereignty of each tribal government

o Congress, through statutes, treaties, and the exercise of administrative authorities, has recognized the self-determination, self-reliance, and inherent sovereignty of Indian tribes

o Indian tribes possess the inherent authority to establish their own form of government, including tribal justice systems

o tribal justice systems are an essential part of tribal governments and serve as important forums for ensuring public health and safety and the political integrity of tribal governments

o Congress and the Federal courts have repeatedly recognized tribal justice systems as the appropriate forums for the adjudication of disputes affecting personal and property rights

o traditional tribal justice practices are essential to the maintenance of the culture and identity of Indian tribes and to the goals of this chapter

o tribal justice systems are inadequately funded, and the lack of adequate funding impairs their operation

o tribal government involvement in and commitment to improving tribal justice systems is essential to the accomplishment of the goals of this chapter (http://uscode.house.gov)

Indian Self-Determination and Education Assistance Act (25 CFR Part 900 Chapter V (Approving Officials Training Guide) Office of Indian Education Programs) The key elements of the law include: (Slide V: 7)

o The Act gave Indian tribes the authority to contract with the Federal government to operate programs serving their tribal members and other eligible persons.

http://www.tribal-institute.org/lists/pl280.htm

http://uscode.house.gov/



o The Act was further amended by the Technical Assistance Act and other Acts, of these amendments the most significant were:

a. The 1988 Amendments that revised the Act to increase tribal participation in the management of Federal Indian programs and to help ensure long term financial stability for tribally-run programs.

b. The 1988 Amendments also intended to remove may of the administrative and practical barriers that seem to persist under the original Act.

c. The 1994 Amendments revisited all sections of the original Act. They also provided for direct tribal participation in the promulgation of regulations using the Negotiated Rulemaking Act of 1990. One set of regulations (for both BIA and IHS). (http://www.oiep.bia.edu/docs/Public%20Law%2093-638.pdf)

B. Treaty rights

A. For a comprehensive listing of Tribal treaties, laws, and historical document related to Native American treaty rights visit Yale University‘s The Avalon Project for documents in law, history, and diplomacy including pre-18th Century Documents, 18th Century Documents, 19th Century Documents, 20th Century Document, 21st Century documents, and more (go to: http://www.yale.edu/lawweb/avalon/avalon.htm)

C. Understanding Federal Policies

In 2003, President Bush issued Homeland Security Presidential Directive/Hspd 5 which provides Federal preparedness assistance to local governments responding to local and domestic incidents to local public safety and community agencies. In most instances, emergency situations are handled locally, but when there's a major incident, either national or domestic, the assistance of other jurisdictions may be needed. NIMS were created to provide a mechanism where responders from different jurisdictions and disciplines can work together better to respond to terrorist acts, natural disasters, and other emergencies.

The benefits of NIMS include:

a unified approach to incident management

standard command and management structures

emphasis on preparedness, mutual aid and resource management

http://www.yale.edu/lawweb/avalon/avalon.htm



Central to NIMS is the Incident Command System or ICS. The ICS is a standardized, on-scene, all-hazard incident management concept. ICS allows its users to adopt an integrated organizational structure to match the needs and demands of large or multiple incidents without being hindered by jurisdictional boundaries. The system is designed to allow a variety of agencies and personnel to meld rapidly into a unified management structure. (Slide V: 11)

ICS is designed to be inter-disciplinary and organizationally flexible. It is a plug and play system (in terms of people and modules). Thus, it is also a good system to manage non-emergency events like parades, fairs, and other types of mass gatherings.

A. Characteristics of the Incident Command System (ICS)

Always an Incident Commander (first IC is responsible until relieved)

Team oriented

Modular (components or elements)

Scalable

Dependent on Planning (IAP) that provides measurable objectives to be accomplished over an operational period

Integrated communication (common terminology)

Chain of command

Span of control (safety and accountability) (ratio 3:7)

Unity of command

B. Types of Commands

Single Command - single agency

Unified Command - multiple agencies

Area Command - multiple commands

C. Organizational Structure

The ICS organizational structure is modular. As such the organizational structure should only include those positions and functions (individual modular units) that are needed to achieve incident objectives. Thus, as the incident evolves, the organization will usually be expanded, and, when it ―winds down‖, the organization should be contracted.



Homeland Security Presidential Directive/HSPD 7, Critical Infrastructure Identification, Prioritization, and Protection

This Presidential directive was issued in 2003 and established a national policy for Federal departments and agencies to identify and prioritize United States critical infrastructure and key resources and to protect them from terrorist attacks.

Homeland Security Presidential Directive/HSPD 8, National Preparedness

This Presidential directive was issued in 2003 to establish policies to strengthen the preparedness of the United States to prevent and respond to threatened or actual domestic terrorist attacks, major disasters, and other emergencies by requiring a national domestic all-hazards preparedness goal, establishing mechanisms for improved delivery of Federal preparedness assistance to State and local governments, and outlining actions to strengthen preparedness capabilities of Federal, State, and local entities.

D. Understanding the roles of states and local government

1. Homeland Security Presidential Directive 8 (see above) 2. Memorandums of Understanding

a. State and local governments partner with tribes in a number of policy areas. The principle mechanisms for these partnerships are memorandums of understanding, memorandums of agreements, and mutual aid agreements. See the appendix for an example.

E. Government-to-Government Relations

1. Tribal governments and the Federal government

U.S. Constitution --- 1) Article I, Section 8: The Congress shall have power to lay and collect taxes, duties, imposts and excises, to pay the debts and provide for the common defense and general welfare of the United States; but all duties, imposts and excises shall be uniform throughout the United States; To regulate commerce with foreign nations, and among the several states, and with the Indian tribes; … 2) Article II, Section 2. He (the President) shall have power, by and with the advice and consent of the Senate, to make treaties, provided two thirds of the Senators present concur … (http://www.law.cornell.edu/constitution/constitution.articleii.html, retrieved February 26, 2007)

Executive Order 13175 (Consultation and Coordination with Indian Tribal Governments) this order replaced Executive Order 13084 (Consultation and Coordination with Indian Tribal Governments) and complements Executive Order

http://www.law.cornell.edu/constitution/constitution.articleii.html



13132 (Federalism). Executive Order 13175 was published in the Federal Register, Vol. 65, Number 218, on November 9, 2000.

The following is an excerpt of the Executive Order as published in the Federal Register. "The United States has a unique relationship with Indian tribal governments as set forth in the Constitution of the United States, treaties, statutes, Executive Orders, and court decisions. Since the formation of the Union, the United States has recognized Indian tribes as domestic dependent nations under its protection. The Federal Government has enacted numerous statutes and promulgated numerous regulations that establish and define a trust relationship with Indian tribes." "Our Nation, under the law of the United States, in accordance with treaties, statutes, Executive Orders, and judicial decisions, has recognized the right of Indian tribes to self-government. As domestic independent nations, Indian tribes exercise inherent sovereign powers over their members and territory. The United States continues to work with Indian tribes on a government-to-government basis to address issues concerning Indian tribal self-government, tribal resources, and Indian tribal treaty and other rights." "The United States recognizes the right of Indian tribes to self-government and supports tribal sovereignty and self-determination."

2. Tribal governments and state governments

The United States Constitution gives authority for Indian affairs to the Federal government and, except in very limited instances, none to the state governments. Tribal governments are not subordinate to state or county governments because they retain the inherent rights of self-determination. Tribal governments do, however, frequently cooperate with state and local governments through intergovernmental agreements and strong working relationships. This is especially true in the emergency management arena. The following are examples of Tribal/State/Local partnerships:

a. The North Dakota Rural Development Council (Formed as a result of an

agreement between FEMA, the State of North Dakota, and tribal governments)

b. The State of Utah and the Paiute Tribe (the State of Utah and the Paiute tribe signed an agreement where the State of Utah provides funding for emergency management services)

F. Integration of Law Enforcement and Ensuring Jurisdictional Clarity 1. Local law enforcement agencies 2. Federal law enforcement agencies and initiatives See ―cross-deputation‖ at end of appendix



3. Tribal Non-Governmental Organizations

a. Intertribal COUP --- The Intertribal COUP was formed in 1994 to provide a forum for utility issues discussion from regulatory and economic perspectives. The Intertribal COUP Council has representatives from ten Tribes located in a three-state area in the Northern Plains: South Dakota, North Dakota, and Nebraska. The Tribes include the Cheyenne River; Flandreau Santee; Lower Brule; Mandan, Hidatsa, and Arikara; Omaha; Rosebud; Sisseton; Spirit Lake; Pine Ridge and the Standing Rock Sioux Tribes. The Cheyenne River Sioux Tribal Telephone Authority is also a member. ICOUP provide policy analysis and recommendations, as well as workshops on telecommunications, climate change research, Western Area Power Administration (WAPA) hydropower allocations, energy efficiency, energy planning, and renewable energy, with a heavy emphasis on wind energy development. (http://intertribalcoup.org/mission/index.html, retrieved February 20, 2007)

b. Indigenous Environmental Network (IEN) --- Established in 1990 within the United States, IEN was formed by grassroots Indigenous peoples and individuals to address environmental and economic justice issues (EJ). IEN's activities include building the capacity of Indigenous communities and tribal governments to develop mechanisms to protect our sacred sites, land, water, air, natural resources, health of both our people and all living things, and to build economically sustainable communities. IEN accomplishes this by maintaining an informational clearinghouse, organizing campaigns, direct actions and public awareness, building the capacity of community and tribes to address EJ issues, development of initiatives to impact policy, and building alliances among Indigenous communities, tribes, inter-tribal and Indigenous organizations, people-of-color/ethnic organizations, faith-based and women groups, youth, labor, environmental organizations and others.

IEN convenes local, regional and national meetings on environmental and economic justice issues, and provides support, resources and referral to Indigenous communities and youth throughout primarily North America - and in recent years - globally

IEN Goals:

a. Educate and empower Indigenous Peoples to address and develop strategies for the protection of our environment, our health, and all life forms - the Circle of Life

b. Re-affirm our traditional knowledge and respect of natural laws c. Recognize, support, and promote environmentally sound lifestyles, economic

livelihoods, and to build healthy sustaining Indigenous communities d. Commitment to influence policies that affect Indigenous Peoples on a local, tribal,

state, regional, national and international level e. Include youth and elders in all levels of our work f. Protect our human rights to practice our cultural and spiritual beliefs (http://www.ienearth.org/, retrieved February 20, 2007) (Slide V: 25)

http://intertribalcoup.org/mission/index.html

http://www.ienearth.org/



4. Tribal sovereignty and the Department of Homeland Security

The Department of Homeland Security/Federal Emergency Management Agency is subject to the same obligations as other Federal agencies under the Federal trust responsibility doctrine. The final policy was published in the Federal Register, Vol. 64, Number 7, on January 12, 1999.

G. Understanding added concepts

1. Regional collaboration is, any combination of multi-sector and multi-jurisdictional groups within a large geographic space or area or a particular region or district working together in a joint effort to assure homeland security.

2. Multi-sector collaborative approaches to building capabilities

Defined: multi-sector approaches to building capabilities are a number of organizations, sectors, parts, or divisions, of a region, without jurisdictional authority.

Example: About one-third of the international boundary patrolled by the Tucson Sector and approximately 21 miles of the boundary patrolled by the Swanton Sector run through Native American lands. The land between the official ports of entry is remote and isolated making it vulnerable to infiltration by illegal migrants, drug and contraband smugglers, or potential terrorists. (CBP Today, December, 2003 Newsletter)

3. Multi-jurisdiction collaborative approaches to building capabilities

Defined: Multi-jurisdiction approaches to building capabilities are those entities that possess the right and power to interpret and apply the law in assuring greater homeland security.

The GAO recommends that the Secretaries of Homeland Security, the Interior, and Agriculture coordinate their strategic and operational plans when federal and Indian lands are affected and include in those plans goals for developing joint threat assessments, coordinating funding proposals for infrastructure and technology, and sharing deployment plans (GAO Report 2004).

4. Multi-disciplinary approaches to building capabilities:

a. building capabilities b. spreading costs and sharing risks across geographic and tribal areas c. multi-sector planning d. mutual-aid agreements e. asset sharing



Cross-Deputation

Due to the complex patchwork of criminal statutes covering Indian Country and overlapping and sometimes conflicting jurisdictions, cross-deputation is a major method for preventing gaps in the law and ensuring that criminal acts do not go unpunished. The issue of cross-deputation on Indian lands is very complex, because cross-deputation occurs at all three levels of criminal enforcement in Indian Country, federal, state and tribal. Generally, crimes committed by Indians against the person or property of Indians residing in Indian Country are prosecuted by either the tribal or federal government. The Indian Civil Rights Act (ICRA) of 1968, (25 U.S.C. § 1301-03), and the General Crimes Act of 1854, (10 Stat. 259), recognize tribal authority to exercise criminal jurisdiction over crimes committed by Indians against Indians within Indian country. However, under the ICRA tribal prosecutions are limited to the federal misdemeanor level. In addition, tribal prosecution of non-Indians for violation of tribal law is prohibited by the Oliphant Decision, Oliphant v. Suquamish Indian Tribe, 435 U.S. 191 (1978). Furthermore United States v. McBratney, 104 U.S. 621 (1882), ruled that crimes committed in Indian country by non-Indians against the person or property of non-Indians were the exclusive jurisdiction of the appropriate state. Taken together, these two Supreme Court decisions establish that tribes do not have the authority to prosecute non-Indians in tribal courts for crimes they commit in Indian country. Several laws charge the federal government with enforcing violations of federal law in Indian Country. The Major Crimes Act of 1885, (18 U.S.C. § 1153), makes it a federal responsibility to investigate and prosecute major federal felonies in which either the victim or suspect is an Indian. Other federal laws establish federal criminal enforcement over all persons in Indian Country. The Federal Enclave Act (18 U.S.C. § 1152) extends to Indian country the general crimes of the United States to the same extent as the punishment of those offenses committed in any place within the sole and exclusive jurisdiction of the United States, except the District of Columbia. In addition, the Assimilative Crimes Act (18 U.S.C. § 13) makes the criminal law of a state a federal offense in Indian Country within that state, provided that the activity is defined as a crime under the state law is not already defined as a crime under federal statutes. In addition, Federal crimes of general applicability, regardless of where the crime was committed, are crimes in Indian country and are the exclusive jurisdiction of the Unites States, e.g. felon in possession of a handgun and criminal violations of environmental laws.

This places a heavy burden on federal law enforcement officers in Indian Country. Unfortunately, the availability of federal officers to investigate all of these federal offenses is very often lacking. To address this situation, the Department of the Interior, through the Bureau of Indian Affairs, has taken steps to cross-deputize tribal police officers so that tribal officers may enforce against federal crimes when they are committed by either Indians or non-Indians in Indian Country. This authority is granted by 25 U.S.C. § 2804. Many, but not all, of the cross-deputized tribal officers are employed by tribes who have contracted with the federal government to operate law enforcement programs pursuant to Public Law 93-638 (the Indian Self-Determination and Education Assistance Act of 1975). However, federal cross-deputation still leaves tribal officers unable to enforce state laws in state courts. To remedy this situation, two avenues have been developed through which tribal law



enforcement officers may acquire authority to enforce violations of state laws in Indian Country in state courts. First, some state legislatures have enacted laws recognizing and/or granting state peace officer status to tribal law enforcement officers. This is very important because in some states, like the state of New York and the P.L. 83-280 states, Congress has granted criminal jurisdiction over most federal crimes committed within Indian Country to the state. This places a heavy burden on the state. To relieve this, New York State cross-deputized police officers from the St. Regis Band of Mohawk Tribal Police Department. Previously, St. Regis officers only had authority to enforce tribal law against Indians. Now they can bring cases in state court against anyone on their reservation for violations of state and applicable federal laws. Secondly, in other states local sheriffs have cross-deputized tribal police officers. This is the case with the Poarch Band of Creek Indians in Alabama. Poarch Band police officers carry commissions issued by the Escambia County Sheriff. In both types of cross-deputation where tribal officers have the authority to bring criminal cases in state and/or county courts, the tribal police departments have excellent working relationships with surrounding non-tribal law enforcement agencies, and tribal officers can and do take direct enforcement action against non-Indians committing crimes on their reservations. Finally, there are cases where tribes have cross-deputized non-Indian police officers to enforce tribal laws. Tribes in Oklahoma have entered into a state-wide agreement with the BIA, State of Oklahoma, and the counties serving Indian country granting the participating officers authority to enforce federal, state, local and tribal laws in Indian country. The Navajo Nation deputizes State and County law enforcement officers to enforce tribal laws on their reservation in Arizona, New Mexico and Utah. Additionally, some tribes cross-deputize officers from neighboring tribes on a case-by-case basis. This is often done to assist in major events occurring on the reservation being assisted. For example, the Narragansett Tribe of Rhode Island has requested assistance from the Mashantucket Pequot Tribal Police Department to address crowd and traffic control during a powwow.



Appendix MODULE 2, B. Comprehensive Discussion – Leadership and Management: There is a Distinction by William Westfall

LEADERSHIP AND MANAGEMENT: THERE IS A DISCTINCTION Peter Drucker and The LAPD Peter Drucker completed a somewhat informal management study of the Los Angeles Police Department in the early1970s. Drucker has often been described as ―one of the most influential minds‖, if not the ―most influential‖ mind on the ―art‖ of leadership over the past half century. Born in Austrian in 1909, he would have been in his early sixties and was arguably at the peak of his skills. It is a little known study as his findings were never published, and lost in the institutional memory of the organization following a presentation that he made to the command staff upon the completion of his study. While difficult to aptly summarize the talents of a man like Drucker, two were remarkable. His ability to look at complex organizations, regardless of their mission, and describe their present status and provide insights for their future is a rarity among generations. Secondly, he wrote prolifically. Drucker was born in Austria but in 1937 eventually migrated to this country. Given his deep roots in Austria that would have been very difficult. But if you had Druckers‘ talent for insight into complex organizations, one could understand why he left Austria in 1937. As you may know, there were a greater number of members of the Nazi party in Austria per capita than there were in Germany. He could no doubt see the changes that were coming. He went to England briefly but then settled in this country in 1938. What is remarkable is that by 1944, he had become so well known for his insights into complex organizations, that he was invited by General Motors to do a study of the company. General Motors was probably the most respected and revered corporation of its time, led by Alfred P. Sloan who was seen by many as the prototype CEO. If you were Alfred Sloan, why might you want someone with Drucker‘s insights to study General Motors in 1944? For all the social ills in this country in that era, and there were many, it may have been one of the most opportunistic times for business in the history of this country and especially for a car manufacturer. Think about it. Your parents and grandparents, if they could afford a car, had not been able to buy a new car for the last 5 or 6 years. There was going to be a huge pent-up market for new vehicles. There were many newly married young couples starting families in need of new vehicles coupled with a number of two income families with disposable incomes. The American car manufacturer‘s competition has been interrupted by the war, while American factories had been honed to unprecedented levels of productivity. Those factories had been built by the federal government during the war to house and produce war materials and were now been gifted to the parent companies, dramatically reducing their overhead. During his study, Drucker was reviewing the production data of one particular factory. In this particular factory they were producing cars prior to the war, during the war they produced jeeps



and then post-war went back to making cars. Drucker made a discovery that would probably be missed by a less insightful eye. Of the three generations of production data, pre-war, during the war and post war, which of the three generations of workers would you predict to dramatically out produce the other two? Not only did they out produce the other two but there was also less re-work coming back into the factory to defect or compromised workmanship. It was the workforce during the war. This finding was unexpected and certainly would not have been predicted. Not only were many of that work group women, but, as a whole, they were initially unskilled in a gross motor skill job. Post war when women came into the workforce, if they took a job in production work, the tendency was for them to gravitate toward finite motor skill work. The reason, women invariably are better at finite skill work and men usually better at gross motor skill work due to muscle mass. How could a workforce made up largely of women the infirmed and unskilled out produce a skilled workforce of men? There was no doubt a number of contributing factors, but certainly one of the foremost was the fact that the workforce felt they were contributing to the overall war effort, but in their minds they were also making those jeeps for their family members. So what motivated them was a meaningful cause coupled with their sense of making those jeeps for people they knew and loved. The previous and subsequent work forces were making cars for money and for no one they knew. Drucker also noticed that the management teams made up of General Motor executives were getting out of their offices during the war and coming down on to the production floor and problem solving, teaching, mentoring and encouraging; something that they had never done before. The reason for their aloof and hands-off style? As so often happens the GM executives had taken on the persona of their CEO. Alfred P. Sloan was known to be distant, austere and aloof. If you are unfamiliar with the history of General Motors then it is important for you to understand that Alfred P. Sloan had inherited the CEO position from the founder of General Motors, Billy Durant. As we begin to look at the differences between leadership and management these two men can anchor this distinction and help us to understand that they are dramatically different skill sets. What better way to illustrate this distinction, then by two distinctly different men. Let‘s take just a moment to get to know them just a bit better. Durant was probably one of the true entrepreneurial geniuses of this past century. He was deeply vested and initially made his fortune in the carriage business when he watched first hand, Henry Ford ―democratize the automobile.‖ There were a number of auto manufacturers at the turn of the century, but most were small shops producing a custom vehicle that cost thousands of dollars. The average worker was making $1.50 a day and could never afford to buy one. Ford‘s vision was to put an affordable but dependable vehicle in the hands of the average man. Within just a few years his assemble lines were producing tens of thousands of His Model T‘s and Model A‘s at a cost of $450.00. Additionally, he paid his workers an unheard of $5.00 a day. By doing so he was able to retain a skilled worker in a monotonist job and provide enough disposable income that his workers could purchase the very car they produced. He once commented, ―I don‘t believe we should make such an awful profit on our cars. It is better to sell a large number of cars at a smaller cost than a smaller number of cars at a larger price because it enables a larger number of people to buy and enjoy the use of a car and gives a larger number of men employment at good wages.‖ His stockholders sued him for driving the price of the



vehicle so low. Luckily, he won the suit and proved to the world that one could produce a quality product at a reasonable cost and pay his workforce a living wage. The common thought in that era was that you could do two of the three but not all three. Henry Ford could be difficult at times but he was a visionary who within a few years convinced Billy Durant that if wanted to survive in the transportation business, he needed to forgo carriages and consider automobiles. The contribution that Durant makes is subtle but resounding. The one thing he noted is Ford only had an entry level vehicle that was very basic and one color. Durant looked around and took existing manufacturers and lured them into the same company, under the same roof and called the company General Motors. Durant‘s contribution was to attract different markets to the same company. A young couple may buy a Ford and run it for three or four years, but then with a pay increase or better job they may consider a new car. They like their Ford so they go back to Ford but all Ford had was that same model with the same options in black. So they go to General Motors, the Chevrolet is pretty much an entry level vehicle to compete with Ford‘s Model T, but that Pontiac, called an Oakland in that era, maybe has a bigger trunk, with an upgraded seat, a glove box, locks on the doors and windshield wipers, so they buy the Pontiac. A few years later, another promotion and they come back to Ford, but all Ford has is that same entry vehicle so they head to General Motors and buy the Buick. One can predict what is going to happen. Durant‘s genius was the ability for the consumer to go back to the same market five times and with each vehicle put more margin in the coffers of General Motors and within very few years GM is the single largest manufacturer of cars, a distinction that should have been Fords. By the time Ford, as a company, understood the need for multiple models, it was too late. Durant was clearly a visionary and marketing genius, but he also had a tendency to move in a number of different directions without a well thought out plan. He started diversifying into refrigerators and real estate. He had a tendency to overspend and not respect the constraint of budgets and he made his board of directors very nervous. Meanwhile, Sloan who was running a ball bearing factory in New Jersey. He had assumed the presidency of a factory that was going bankrupt and within a few years not only was the company profitable, but was known for making the finest ball bearing available. Who needed ball bearings for his cars, but Durant. He appointed Sloan to his board of directors. Finding Durant‘s business practices unnerving and ill disciplined, Sloan and the board wrestled control of General Motors away from Durant for the second and final time in 1923 at which time Sloan assumed reign. To his credit, Sloan took the entrepreneurial visions of Durant and gave them direction, discipline and focus. Durant‘s contribution is normally of little note in the history of GM. It is always Sloan who is given credit for the remarkable success of GM. But as we now begin to look at this issue of leadership and management this should be kept in mind. It is the visionary genius of Durant coupled with the organizational genius of Sloan that created GM. If you take either man and his contributions out of the equation there is no GM as we know it today. Proof of that fact lies in the story of Tucker Automobile. Preston Tucker was a visionary and marketing genius who was talking about a car in the 1940s that would have seat belts, air bags, front wheel drive and a steering wheel connected to a center headlight that would turn when the steering wheel turned. When asked what happened to Tucker Automobile invariably people will say, ―The Big Three put Tucker out of business, but if you take a closer you will find that Preston



Tucker was much like Durant, a visionary and marketing genius who sold dealership after dealership and his investors kept asking, ―Where‘s the car?‖ ―It‘s coming, it‘s coming‖! But meanwhile Tucker was living in the best of homes, wearing the best of clothes and driving the best of cars. He began making his investor‘s nervous. Congress intervenes and subpoenas Tucker. There is little doubt that his creative genius made ―The Big Three‖ nervous, but in reality his failure to produce a vehicle made congress‘s inquiry and concern certainly legitimate. He finally goes down to his factory and along with his engineers produces 53 vehicles which he drives to the hearings, but it is too little too late and Preston Tucker ultimately goes bankrupt. And why did he go bankrupt? Because he never found his Sloan! He never found someone one who could take his visionary ideas and make them become a reality and literally make the rubber hit the road. With that explanation let‘s now return to Drucker‘s finding regarding GM. Sloan was no doubt in his prime in the 1940's and seen as the proto-type for a CEO having been featured on the cover of Time Magazine more than once. Even Drucker, himself, credited General Motors war effort as one of the major deciding factors of the war. However, Sloan, as previously mentioned was know to be somewhat aloof, one to closet himself from the workforce, a tradition within the corporate culture of GM well into the 1990s. Tom Peters, interviewing a worker in a GM parts plant in Bay City, Michigan was told by a front line employee that he had worked in that factory for years and he had never seen his plant manager. He wouldn‘t know him if he walked by him. This aloof management style had been the trademark of General Motors but during the war was modified with great success. Seeing this anomaly, Drucker recommended to Sloan that he change the corporate culture of General Motors to one of a more team building, problem solving. Sloan was horrified. For General Motors was seen as the epitome of the successful organization and never before had the company made so much money. Sloan wrote a book My Years With General Motors as did Drucker, Concept Of The Corporation, in which they came to some very different conclusions about corporate culture. Drucker spoke to the social aspects of the corporation while Sloan concluded the following, ―Gasoline will always be cheap.‖

―The American worker has no impact over the quality of what they produce; that is a management responsibility.‖ ―The foreign car market is just too far away; it will never make up more than 10% - 12% of our market.‖

―The American people could care less about quality; after all, most of the market will trade up after two or three years.‖

―General Motors is in the business of making money not cars.‖ If you believed all of the above, what kind of car would you produce for the American people? A big car, with lots of fins, that would hog gas and fall apart about every three years. Sound familiar? The cars we built in this country well into the 1980s. What we see in Sloan arguably is a brilliant manager who organized resources and people well but lacked the visionary leadership of a Durant. But of the two books, one written by Sloan the most respected CEO of the day or a forty year old immigrant from Austria who had never produced a product or headed a company, which do you think became the bible for business in this country? Yet, had the automotive industry listened to Drucker in the 1940's and Deming in the 1950's, it may well have changed the way America did business. It is this genius, Peter Drucker, who is asked to do a study of LAPD in the early 1970's. The study was never published or publicized and only exists as oral



history among officers of that era who have long since retired. Drucker spent some six weeks with members of the department and reported back a number of findings. Had the study been published it could have, arguably, led to a number of changes in law enforcement given LAPD‘s penchant for marketing its programs. LAPD was fortunate that a man of his talent and insight would agree to do a study of a police agency. He did so some twenty-five years after his GM study probably with even greater insight and wisdom. One of Drucker‘s reported observations were:

“You are so concerned with doing things right that you are often failing to do the right things.”

Peter Drucker Observation of LAPD Management While the statement was made more than three decades ago specifically about LAPD, could it not generally be applied to public sector management today? But what was Drucker really trying to say about LAPD‘s leadership? Warren Bennis and Burt Nanus coauthored a book in 1985 entitled Leaders: Strategies for Taking Charge; a classic in that it was one of the first works by credible authors to suggest there was a distinctive difference between leaders and mangers and their roles within organizations. It was a true revelation for that generation of leaders/managers who believed that the two were synonymous; that is if you were a great leader you were also a great manager or if you were a great manager you were also a great leader. Keep in mind that as you look at Drucker‘s and Bennis‘ statement, you are talking about an evolution of thought over a period of 15 years by two of the most insightful minds on the subject of leadership in the past fifty years. Let‘s look at Drucker‘s statement in light of Warren Bennis‘ work on leadership. Bennis studied a number of what he called ―super leaders.‖ Once completed, he summarized his work and the book by simply stating:

“Managers do things right; Leaders do the right thing.” Warren Bennis Leaders: Strategies for Taking Charge Now reviewing Drucker‘s statement about LAPD in light of Bennis‘ statement, what was Drucker really saying about LAPD? Could we not argue that Drucker seemed to be really saying that:

You are so concerned with managing that you often fail to lead! Herman Goldstein once observed that ―The police field is too preoccupied with management.‖ which would seem to validate the aforementioned conclusion For our purposes let‘s take the thinking of these two men, Drucker and Bennis to differentiate between management and leadership beginning with:



Managers do things right; Leaders do the right thing. First of all let‘s clarify that doing things right and doing the right thing are both critically important in any organization. Secondly, notice that we don‘t set this up as Leadership vs. Management as if leadership were good and management bad. There were a number of articles following Bennis‘ work that seemed to suggest just that, probably due to the fact that many in that generation over used management creating frustration and rendering management acts as negative. Properly exercised they are both needed if an organization is going to reach its full potential. John Kotter makes this argument in his work that differentiates between leadership and management.

―That which we call management is largely the product of the past 100 years, a response to one of the most significant developments of the twentieth century: the emergence of large numbers of complex organizations. Modern management was invented, in a sense to help new railroads, steel mills, auto companies (and increasingly large public service agencies) achieve what legendary entrepreneurs created for them. Good management brought a degree of order and consistency to key dimensions like the quality and profitability of products. They created management to help keep a complex organization on time and on budget. That has been and still is its primary function.‖1 (If you recall our earlier conversation about Billy Durant and Alfred P. Sloan, it is an illustration of this point. Sloan took the vision of Durant and gave that vision order, focus and discipline.)

―Unfortunately, as we have witnessed all too frequently in the last half century, they can produce order on dimensions as meaningless as the typeface on executive memoranda.‖0 (So focused on doing things right, that they fail to do the right things.)

The First Skill Leadership and management when working properly support each other; however; they can also find themselves in conflict within the organization. The first skill we need is the ability to recognize this conflict and suggest solution rather than just contributing to the frustration. Let‘s us give you some examples of what we mean. Following the terrorist attacks on New York and Washington a police officer the morning after the attacks arrived for his shift and had shrouded his badge. Technically, he was not to shroud the badge until authorized to do so by agency memo or by a supervisor‘s direction. He was directed by his supervisor to remove the shroud. Refusing to do so he was formally disciplined. Hearing this story, some have responded by pointing out that he had refused to obey a direct order. Could it not be argued though that, it should never have come to that. But is this not a

1 John B. Kotter, A Force For Change: How Leadership Differs From Management, Chapter 1, Pg. 3, 4

0



classic example of being so focused on ―doing the thing right,‖ the supervisor fails to do ―the right thing.‖ Not only does the management response have significant impact on the officer but it also has significant impact on the other 500 officers in the agency, creating tremendous angst and resentment among the officers while killing off agency motivation. The ability to recognize this conflict between doing things right and doing the right thing, can assist supervisors and leaders from going down such a destructive path that over time eats away at agency morale and efficacy. Hardly a day goes by that you don‘t see examples of this conflict. You need only to pick up a daily newspaper and you will see example after example. A deputy returned to a sheriff‘s department after a five year absence. He had been employed with a municipality in the interim. Upon his return there was a six month stay before he could enroll in the agency‘s health program. This is not an uncommon practice. It allows the insurance company to assess its potential risk before it assumes the liability for those that enroll. Also in this instance, it was not a problem for the deputy for, as is common practice, he carried insurance from his previous employment. However, in the interim six months, the deputy was discovered to have a life threatening cancer. He had insurance coverage, however due to his short term of employment, he had no sick leave and his treatment was anticipated to be lengthy and would require a number of days and even weeks of absence. The sheriff, realizing that he did not want to bankrupt this young family while at same time this young deputy, husband and father was literally fighting for his life, put together a pool of employees from the agency that had volunteered to contribute up to five days of their sick leave. However, reviewing the rules governing the program that allowed employees to contribute sick leave, they found that it could only been done for those that are enrolled in the agency‘s health program. The rule was originally implemented to preclude donating sick leave to those not a part of the agency. However, no one had considered the circumstances in which someone was employed but not enrolled when promulgating the rule. Realizing this, the sheriff went to his county board and recommended that first they change the rule to allow someone who is employed but not enrolled in the agency‘s health program to be the recipient of the donated sick leave. Secondly, the sheriff had put together a volunteer list of donors, beginning with himself, followed by two majors, his four captains, lieutenants and sergeants that by contributing up to five days of their sick leave would more that provide sufficient sick leave and therefore salary to support the deputy‘s family during his months of treatment. The sheriff was able to present this suggestion with the showing that, in fact, the county would be saving money because the sick leave would be paid at a deputy‘s rate and not that of senior officers. At this point one of the county board members said to the sheriff, ―Well, if we‘ve got rules and we aren‘t going to obey our rules, why do we even have rules? The sheriff and most of the audience were stunned. Why? Because this particular board member was ―so focused on doing the thing right that he would fail to do the right thing!‖ The board member was quoted verbatim in the following today‘s paper. Luckily the sheriff‘s presentation carried the day. But in the aftermath the county board member looked terribly insensitive and uncaring to his constituency. Often a death knell for a public servant and rightly so. Let‘s see if we find an example that will anchor this concept of ―being so focused on doing the thing right, one fails to do the right thing. You will no doubt recall the home run race between Mark McGuire and Sammy Sosa. Even those who don‘t regularly follow baseball remember this sport highlight. A home run is a spectacular sporting accomplishment. It is one of the most



difficult feats in all of sport and the home run record is one of the most cherished of all records in sports. As we review this, keep in mine the back story that the home run record that had been held by Roger Maris since 1961. Maris and Mantle, ―The M & M Boys,‖ as they had been labeled by the media, were both members of the storied Yankees. It was accepted in that era that if anyone were to break the great Babe Ruth‘s home run record it should fall to Mantle, not Maris this unknown from the Dakotas that had never hit more than 29 home runs in one season. But then Mantle injured his knee in late August and was out for two weeks and fell off the pace. Baseball fans did not want to see Maris break this most cherished of records held by one of the most cherished of baseball legends. Maris was receiving death threats; tufts of hair were falling out of his head from the stress. On the last day of the season, at his near last at bat, Maris poked number 61 out of the park and broke the record. Only 24, 000 fans showed up that day in a stadium that seats 54,000. Fans stayed home in droves. They simply did not want to see Maris break the record. Then, baseball put an asterisk on the record. The asterisk qualified the record. Their logic was that Maris had more games than the Babe and therefore more opportunities. An asterisk that the Maris family tried to have removed for years following Maris‘ death from cancer. Interesting that the Babe had more games than his predecessor, but they never put an asterisk on ―The Babe‘s‖ record. Maris never really seemed to take great joy in his feat for they way his efforts were received. He never came close to hitting 61 home runs again and finished out a career in St. Louis a setting more to his liking. It is with this back story in mind that McGuire and Sosa pursue the 37 year home run record. The two were neck and neck when McGuire hit number 62 in September. When he hit number 61 that tied the record, the fan who caught the ball returned to McGuire. Keep in mind that this ball, if sold in an open auction could be worth as much as a million dollars. The proof of that is in that the last one that McGuire hit that year, number 70, sold in an open auction for more than one million dollars. The fan explained to McGuire that he was a baseball fan and he knew if he sold the ball it would end up in some ―rich guys‖ den and that the average fan would never have the opportunity to see the ball. So he gave to McGuire telling him he wanted the ball to be gifted to ―Cooperstown, in the Hall of Fame. He did tell McGuire he would like to shake his hand; he would appreciate if he would sign another ball and that he would love to have one of those St Louis jackets. So for a handshake, a signed ball and a jacket, this baseball fan gives up a ball worth hundreds of thousands of dollars if not a million or more. As one would expect this charitable act got huge publicity. Right smack in the middle of this, most of the country enjoying the resurgence of baseball, a group got so focused on ―doing the thing right, they failed to do the right thing.‖ Who was that? The Internal Revenue Service put out a press release and forewarned the public that whoever caught home run ball number 62 would be subject to a ―gift tax‖ of $337,000.00. It wasn‘t a case of someone calling and asking for an opinion, the IRS initiated the notice. One has to ask why. George Washing once said that ―Government is not logic, it is a force and like fire it is a dangerous servant and an earful master.‖ One reason our forefathers put so much emphasis on checks and balances in government. One has to ask how the IRS could issue such a statement. What were they thinking? First of all who makes up the ranks of the IRS. As a whole they are accountants, attorneys and managers. They have degrees in accounting, law and management. Each are worthy degrees, however they are degrees in accounting law and management, not leadership. And while we have seen leadership principles and instruction creep into the curriculum of management programs over



the last twenty years, it will take years for the thinking of a Bennis and a Drucker to have impact on the instruction and thinking of both instructors and practitioners. How could the IRS issue such a statement? How could they be so focused on ―doing the thing right that they fail to the right thing?‖ Actually, it is relatively simple; they simply did what they had been taught to do and practiced during their careers. Well, as you may recall, there was a huge outcry from the public and the media. Number 62 was caught by a grounds keeper for the St. Louis organization. In a ceremony following the game, the groundskeeper, and (insert name) gifted the ball back to McGuire stating, ―Mr. McGuire, I have something that belongs to you.‖ He then turned and gave the ball to McGuire. However, he did so in and environment where the commissioner of the IRS had issued a statement saying that ―The IRS had misinterpreted the rule when they stated that whoever catches the ball if they return it to McGuire they will be subject to a gift tax. He then concluded, ―Sometimes pieces of the tax code can be as difficult to interpret as the ―infield fly rule.‖ It was a brilliant move on the part of the commissioner, who, with that simple statement diffused the tension by properly applying the law as intended and did so with humor. He did, ―The right thing, at the right time, in the right way and for the right reason.‖ The Second Skill: Differentiating Between Leadership Management as a Skill Set: Applying Drucker and Bennis to Management and Leadership Beginning with the thinking of Bennis and Drucker, the following is a list of comments drawing on the thinking of a number of additional contributors about the issue of leaders and managers. Let‘s take a moment to compare the differences.

Managers and Leaders Managers do things right; Leaders do the right thing. Managers are quantitative; Leaders are qualitative. Managers are concerned with efficiency; Leaders are concerned with effectiveness. Managers understand the cost of things; Leaders understand the value of things. Managers establish procedures; Leaders establish direction through vision Managers are referees; Leaders are coaches and cheerleaders. Managers pronounce; Leaders facilitate. Managers are responsible and Leaders are responsive hold people accountable; Managers view the world from the organization; Leaders view the organization from the world. Managers focus on what to say; Leaders focus on how to say it.



Managers are preserving life; Leaders have a passion for life. Managers are driven by constraints; Leaders are driven by vision and goals. Managers run a cost center; Leaders run an effort center Managers initiate programs; Leaders initiate ongoing, never ending

processes. Managers develop programs; Leaders develop people. Managers look for things done wrong; Leaders look for things done right. Notice that the title talks about managers and leaders not managers vs. leaders. One is not necessarily better than the other. The key is knowing when to manage and when to lead. Also notice that the manager and leader do provide exclusive functions within the department. Both functions are needed. However, it is not unusual that in key decisions involving operational and personnel issues that one will be juxtaposed against the other. Settling suits when an officer was clearly in the right is a classic example. The argument that it saves money over the short term is valid but does it save money over the long term?0 What does it do to undermine the spirit or morale of the agency, the officer and the very policy and procedure an agency is attempting to implement in order that it might become the practice of the agency? Officers feel betrayed as if following proper procedure does not result in the support of their administration. Kotter goes on to make the same argument about their differences, their importance as skills and the impact when we fail to do both well with an emphasis in the private sector. ―Taken together, all these differences in function and form create the potential for conflict. Strong leadership for example, can disrupt an orderly planning system and undermine the management hierarchy, while strong management can discourage the risk taking and the enthusiasm needed for leadership. Examples of such conflict have been reported many times over the years, usually between individuals who personify only one of the two sets of processes: pure managers fighting it out with pure leaders. But despite the potential for conflict, the only logical conclusion is that both are needed if the organization is to prosper. Indeed, any combination other than strong management and strong leadership has the potential for producing highly unsatisfactory results. Strong management without much leadership can turn bureaucratic and stifling, producing order for orders sake, producing a firm that is somewhat rigid, not very innovative and thus incapable of dealing with important changes. Strong leadership without much management can produce change for change sake.‖ Looking at the list of the differences between management and leadership could we not conclude management deals in a very tangible world with things such as budgets, resources, staffing, organizing while leadership deals in a very intangible world with such things as vision, values, consensus building, motivation and inspiration?

0 John P. Kotter, A Force For Change: How Leadership Differs From Management, Ch. 1, Pg., 8



Appendix MODULE 3, A. Sioux Chief Gall

Sioux Chief Gall

Posted By HistoryNet Staff On 6/12/2006 @ 8:18 pm In Wild West

In the summer of 1872, surveyors from the Northern Pacific Railroad were seeking the best route for the nation's northern transcontinental line through the Yellowstone River valley. Because this pristine area was one of the important hunting grounds for the formidable Lakotas (Sioux), the railroad surveyors were given military escorts. Protecting one group of surveyors coming from the west was a force under Major Eugene M. Baker, and protecting another coming from the east was a force under Colonel David S. Stanley. A band led by Gall, a war chief of the Hunkpapas, the northernmost of the seven Lakota tribes, was the first to encounter the soldiers under Stanley. He reported Colonel Stanley's presence to fellow Hunkpapa Sitting Bull, who had already successfully dealt with Baker's smaller force 160 miles away.

Gall attacked Stanley's men twice in the wilderness area where the Powder River joins the Yellowstone. During their second encounter, at the Battle of O'Fallon's Creek, Gall, now fighting in coordination with Sitting Bull, was driven back by Stanley's Gatling guns. The Sioux City Daily Journal proved that Gall was already gaining a fearsome reputation when it boasted about Colonel Stanley's decisive counterattack. 'If Mr. Big Gaul [sic] ever again attacks any party crossing the plains, he will…first look sharply to see if they got any Gatlins [sic] with them.'

Gall enhanced his new notoriety when he followed Stanley's 17th Infantry column back to Fort Rice on the Missouri River. With approximately 100 warriors, the ever-alert Hunkpapa war chief's band, which was always on the lookout for stragglers, caught and killed two white officers and Stanley's mulatto cook; each of these men had foolishly gone out to hunt alone. One of the officers was 2nd Lt. Lewis Dent Adair, a first cousin to President Ulysses S. Grant's wife, Julia Dent Grant. Gall also horrified many of Stanley's men by displaying the scalps of at least two of these victims on a hillock near Fort Rice. Because of the prominence of Lieutenant Adair and the open defiance of Gall, Lt. Gen. Philip H. Sheridan decided in 1873 to send a much larger force — more than 1,500 soldiers, including most of Lt. Col. George Armstrong Custer's 7th Cavalry — back to the Yellowstone. Although Gall's name had appeared in federal records as early as 1866, he became a truly national figure by his bold escapades during the 1872 campaign.

The close cooperation between Gall and Sitting Bull in opposing the U.S. Army's 1872 and 1873 Yellowstone expeditions was a factor in the Northern Pacific's decision to delay for six years the construction of its transcontinental rail line through Montana Territory. The railroad's financial collapse, which triggered the national Panic of 1873, was a much more important factor. Nevertheless, the alliance of these two Hunkpapa leaders was impressive — and it actually went back well before the early '70s.Sitting Bull was 9 years old when Gall was born in 1840 on the banks of the Moreau River in what would become South Dakota. For more than two decades, he watched young Gall grow into an increasingly powerful and fearless warrior. The older man would eventually become a mentor to the fatherless Gall. They both belonged to a prestigious warrior society, the Strong Heart Society, and together they organized an even more prestigious warrior society for their Hunkpapa comrades.



Although Gall's and Sitting Bull's early exploits as warriors were largely confined to counting coup against such traditional tribal enemies as the Crows and Assiniboines, the encroachment of white settlers into their hunting lands in Dakota Territory created a new set of enemies for them. During the early stages of America's Civil War, a bloody Sioux war called the Minnesota Uprising was put down by the state's first governor, Henry H. Sibley. In 1863 Sibley and Alfred Sully, both of whom had been made brigadier generals by President Abraham Lincoln in 1862, invaded the Dakota country. They were in pursuit of the routed followers of the chief Sioux leader of the Minnesota Uprising, Little Crow, who was killed at the Battle of Wood Lake in Minnesota. Sitting Bull and Gall's Hunkpapas, joined by other Lakota tribes, soon became involved in a series of battles on the side of their Sioux brethren from Minnesota. In the summer of 1864, Gall and Sitting Bull fought against a large force of blue-coated soldiers under Sully's command in the bitterly contested Battle of Killdeer Mountain near the Badlands of North Dakota. Two weeks later, both were involved in an attack on a wagon train carrying 150 emigrants to the gold fields of western Montana Territory.

An 1862 gold strike in the Bannack area had already exacerbated the strained relations between Indians and white intruders. It had led to the development of the controversial Bozeman Trail, which was blazed through what would become Wyoming to connect the Oregon Trail with the promising Montana Territory gold fields. The Powder River country, which was directly in the path of the Bozeman Trail, was a treasured Lakota hunting ground wrested from the Crows. When the Army built forts along the trail to protect the gold seekers, the great Oglala Sioux leader Red Cloud besieged two of the forts. The effort by the soldiers at Fort Phil Kearny (in present-day Wyoming) to lift the siege at their post led to the December 21, 1866, Fetterman Fight, in which Captain William Judd Fetterman and approximately 80 of his men perished in an ambush engineered by Crazy Horse and his mentor, Minneconjou Sioux Chief High-Back-Bone (also known as Hump). Six months later, another attack by Cheyenne warriors, known as the Hayfield Fight, showed that Fort C.F. Smith in Montana Territory was also vulnerable.

Gall's participation in these Powder River hostilities was probably limited. In late 1865, he was almost killed while encamped near Fort Berthold, in what would become North Dakota, where he had hoped to trade with Arikara Indians. He was spotted by Bloody Knife, who would later become Custer's favorite scout. Bloody Knife, whose mother was Arikara, had lived in his father's Hunkpapa camp and grown up with Gall and Sitting Bull. A deep animosity developed between him and Gall and lasted until Bloody Knife's death at the Little Bighorn in 1876. Harboring old resentments against Gall, Bloody Knife led a detachment of soldiers from the fort to Gall's tepee. There, the unsuspecting Hunkpapa war chief was bayoneted in a vicious attack that almost cost him his life.

Largely because of Gall's iron constitution, he survived his wounds to play an important role in the ratification of the Fort Laramie Treaty in 1868. Because of Red Cloud's tenacious campaign against the intrusive Bozeman Trail, this treaty not only closed the forts along the trail but also gave the Lakotas an enormous tract of land, which was later called the Great Sioux Reservation. It encompassed all of western South Dakota, including the Black Hills, and provided annuities for those Indians who agreed to live there. The treaty also set aside as 'unceded Indian territory' the Powder River country in Wyoming. Although most of the southern Lakota tribesmen were willing to live on the new reservation, a number of northern ones, including many Hunkpapas, were not.



The federal government even sent the intrepid Jesuit missionary Father Pierre-Jean DeSmet to Gall and Sitting Bull's Hunkpapa village to discuss the Fort Laramie Treaty. Only an imposing escort of strong-willed leaders, such as Gall and Sitting Bull, saved the popular priest from a possible assassination attempt at this tense meeting. In the end, Sitting Bull and the other leading chiefs refused to attend a July 1868 conference to ratify the treaty.

Sitting Bull did, however, send a delegation headed by Gall to Fort Rice for the conference, probably as a courtesy to Father DeSmet. Gall not only denounced with eloquence the treaty but also threw off his blanket to reveal his ugly wounds that had been inflicted by Army bayonets at Fort Berthold. But a generous offering of gifts induced Gall and the other delegates to agree to the treaty. Many of the older Hunkpapa chiefs were critical of Gall's surprise turnabout. Yet Sitting Bull, who truly understood his valued protg, was not. 'You should not blame Gall,' he remarked. 'Everyone knows he will do anything for a square meal.'

Neither Gall nor Sitting Bull understood the binding nature of a treaty. In fact, at an 1869 meeting on the Rosebud, involving many Lakotas who had rejected the Fort Laramie Treaty, it was decided to organize all nontreaty Indians in an effort to protect their traditional way of life. Sitting Bull was made supreme chief; Crazy Horse, an Oglala warrior who had broken with Red Cloud, became his chief lieutenant; and Lakota leaders such as Gall and Crow King were made war chiefs.

This new coalition of nontreaty warriors proved that it had the will to resist white encroachments during the 1872 and 1873 Yellowstone campaigns. During the 1873 campaign, Gall made himself conspicuous on August 11 in what became known as the Battle of the Yellowstone, his first encounter with Custer. In an intense Lakota and Cheyenne charge up a steep bluff along the Yellowstone, occupied by such members of the 7th Cavalry as Custer's brother Tom, Gall was spotted by New York Tribune correspondent Samuel J. Barrows. The Hunkpapa war chief stood out because of his muscular frame and the familiar red blanket that often marked his presence in any Hunkpapa war party. Gall's pony was shot from under him during the fray, but the agile warrior, according to Barrows, 'leaped on a fresh horse and got away.'

Coincidently, the equally dashing Custer had his 11th horse shot from under him during that same battle. Incidents such as this one explain why many soldiers called Gall the 'Fighting Cock of the Sioux.'

The determination shown by Gall and other warriors at the Yellowstone created serious problems for the Grant administration. The discovery of gold in the Black Hills in 1874 by an expedition led by Custer, for instance, prompted a gold rush that was in clear violation of the Fort Laramie Treaty. During the winter of 1875-76, the growing number of defiant Indians who gathered in the treaty-sanctioned 'unceded Indian territory' of the Powder River caused great alarm in Washington. Conferences in the Executive Mansion (now called the White House) led to an ultimatum that all these nontreaty bands must return to their agencies on the Great Sioux Reservation by January 31, 1876, or face the consequences. But whether through defiance or because of severe winter weather, most did not return.

To enforce the federal government's ultimatum, General Sheridan planned a three-pronged attack against these obstinate nontreaty bands, who were now joined by many heretofore



cooperative Lakotas from the Great Sioux Reservation. Brigadier General George Crook would approach the Powder River country from the south, Colonel John Gibbon from the west and Brig. Gen. Alfred H. Terry from the east. Serving under Terry was the experienced Indian fighter Colonel Custer and his 7th Cavalry. Crook was turned back by Lakota and Cheyenne warriors at the Battle of the Rosebud on June 17, 1876; Gall was probably there, but there is no evidence that he took an active part as Crazy Horse did. Eight days later, Custer and his 7th Cavalry, moving ahead of both Terry and Gibbon, attacked a huge encampment of Lakota Indians and their Cheyenne allies along the Little Bighorn River.

Gall's role at the Battle of the Little Bighorn would become a controversial one. The encampment of Gall and Sitting Bull's Hunkpapas was one of the first to be struck by the three companies under Major Marcus Reno and their Arikara and Crow scouts led by Bloody Knife. In the first stages of the battle, Gall was more of a victim than an active participant; two of his wives and three of his children were killed by the Army's Indian scouts during Reno's surprise attack. Although Gall was involved in the early phases of Reno's ultimate rout, which forced the embattled major to retreat across the Little Bighorn River, the Hunkpapa war chief was denied the opportunity to meet Bloody Knife in combat; Gall's mortal enemy was killed by a Lakota bullet that splattered his blood and brains all over the unfortunate Reno.

In fact, Gall spent most of the early phases of the battle scouting Custer's five companies on the other side of the Greasy Grass, as the Lakotas called the Little Bighorn. His diligent search for the whereabouts of his family also continued. When he finally found the bodies of his dead family members south of the Hunkpapa camp, he was devastated. 'It made my heart bad,' he later remarked. 'After that I killed all my enemies with the hatchet.'

Gall eventually did lead a party of warriors across the Greasy Grass, but only after Crazy Horse and Crow King had preceded him. Following his crossing at Medicine Tail Coulee, Gall led a resolute charge against the dismounted troopers of Captain Miles W. Keough on a slope north of Deep Coulee. His main contribution was to exhort his warriors to stampede the horses of Keough's embattled troopers, thus making it almost impossible for them to retreat. Gall was also one of the warriors who cut down those desperate members of Captain George F. Yates' Company E who were charging down a hill to reach the Greasy Grass. One historian claimed that four or five of Yates' men ran right into the avenging Gall's arms and were promptly killed. The ubiquitous Gall even dashed across Custer Hill on horseback; he participated in the attack where Custer and approximately 40 of his men were killed during their so-called Last Stand.

Although Gall was probably not the bellwether at the Little Bighorn, as many historians have maintained, his observations have shaped today's understanding of the battle. In 1886, at the Little Bighorn's 10-year commemoration, Gall became the first major Indian participant to give his version of this bloody conflict. He related his experience to Captain Edward S. Godfrey, who had fought under Reno on that hot and dusty day. Although much of his rendition was convincing to Godfrey and other Army officers, many Lakota veterans at the Little Bighorn were dubious. For instance, some criticized Gall for focusing on his own deeds at the battle. This rebuke was unfair given the common Lakota practice of not commenting on the battle achievements of others.



Although at 44, Sitting Bull had a minimal role in the combat at the Little Bighorn, he did exhort many younger warriors to fight. Thus, he and Gall were important figures at the battle for different reasons. Sitting Bull's famous vision just prior to the Battle of the Rosebud of soldiers and their horses falling upside down into the Indians' camp had given the Lakotas great confidence at both the Rosebud and the Little Bighorn. Moreover, the two men continued to cooperate during the difficult months after defeating Custer. During the final phases of the Great Sioux War (1876-77), Gall fought alongside his mentor at such battles as Ash Creek and Red Water. Colonel Nelson A. Miles, however, continued his zealous pursuit, eventually forcing the Hunkpapas and their allies to cross the Canadian border. There on the buffalo-rich plains of Saskatchewan, many Lakota Sioux would live in exile for four years.

The early months spent by these nontreaty Indians in Grandmother's Land, as they called this remote western province of Queen Victoria, were reasonably happy. The Canadian government was represented by Major James M. Walsh of the North-West Mounted Police (NWMP), a strict but fair-minded man. The main problem for the Sioux exiles was the attitude of the U.S. government; it pressured the Canadian authorities in Ottawa to expel these defiant nontreaty Indians or at least discourage them from staying. During the late 1870s, Sitting Bull and Gall remained friends and allies while camped for the most part near the NWMP post at Wood Mountain (just north of Montana Territory). Sitting Bull, however, tended to rely more on his nephew One Bull to help him accomplish his goal of remaining free and content. Curiously, Gall assumed a rather low profile in Canada during much of the time.

More serious problems for these exiles occurred when a decline in the number of buffalo in Canada began to match an earlier decline of bison south of the border. This development soon worsened relations between the Lakotas and such Canadian tribes as the Crees, Bloods and Blackfeet, who also depended on the buffalo for survival. Although the Canadian government was willing to give the Canadian tribes a reservation for their support, it was unwilling to make a similar offer to the Sioux. Because of the buffalo's diminishing numbers, many Lakotas, including Gall and his band, would often cross the international boundary in search of game. These crossings antagonized the U.S. government; more important, they were telling indications that the nontreaty bands were hungry and approaching starvation.

These difficult times made many of the Lakota exiles homesick. A growing number were eager to join their families on the Great Sioux Reservation. Sitting Bull, however, was still opposed to surrendering to federal authorities; he did not want to leave Canada and live under a government he did not trust. In the summer of 1880, Gall, on one of those illegal buffalo hunts south of the border, encountered an old friend, Edwin H. Allison. Allison was driving cattle to Fort Buford in North Dakota. He wanted Gall to arrange a meeting for him with Sitting Bull so he could convince the Sioux leader to surrender. When Allison's eventual meeting with Sitting Bull failed to achieve positive results, he won a pledge from Gall that he would bring 20 lodges of his people to Fort Buford for surrender.

When Sitting Bull heard about Gall's pledge, he heaped bitter criticism upon his old friend. Gall, who had a mercurial temper, exploded with rage. He insisted that the Hunkpapas at their Canadian camp should leave Sitting Bull and follow him to Fort Buford. In the end, the stubborn Sitting Bull was left with only 200 loyal followers, while Gall may have ultimately brought as



many as 300 lodges to the fort. After this bitter incident, the two men were never again really close.

Gall's surrender at the Poplar River Agency in northeastern Montana in January 1881 was not a happy one. The commanding officer at the agency, Major Guido Ilges, provoked hostilities in which eight Indians were killed. He had insisted that Gall and his people be escorted to Fort Buford immediately, despite heavy snows and temperatures 28 degrees below zero. The angry Gall arrived at Fort Buford after a four-day march, but his stay there was only temporary. In late May, he, along with most of the one-time Hunkpapa and Blackfeet Sioux exiles, were sent to their permanent reservation home at the Standing Rock Agency in Dakota Territory. Sitting Bull, who surrendered at Fort Buford in July 1881, was still considered too dangerous; the aging chief was forced to live under guard near Fort Randall for two years before he could join his kinfolk at Standing Rock.

When Gall reached Standing Rock on May 29, 1881, he found a new mentor in Indian agent Major James McLaughlin. McLaughlin, who had a talent for manipulating people, was married to a Sioux woman who helped him understand and control his Indian charges with great effectiveness. He believed in rapidly assimilating Indians into the nation's economy as small farmers; Christianizing them was also a goal he shared with many advocates of Indian reform back East.

Gall proved to be exceptionally cooperative on almost all counts. He served as a district farmer to help educate his people in good agricultural practices. He presided as a judge on the Court of Indian Offenses to acquaint them with the new judicial procedures that would govern their lives. He eventually became a convert to the Episcopal Church, being baptized and later buried by priests from that church. Some historians have felt that Gall's change of heart was clearly the result of opportunism on his part. Others believe that Gall, like so many other Lakota warriors, was just facing reality.

When Sitting Bull arrived at Standing Rock in 1883, he tended to resist McLaughlin's drastic changes, becoming in the process the leader of the tribe's traditionalists. To blunt Sitting Bull's influence, McLaughlin elevated to leadership positions Gall, Crow King and a brilliant Blackfeet Sioux leader named John Grass. These men represented what some historians call the 'progressive faction' at Standing Rock, and were organized to oppose Sitting Bull's more suspicious followers in the reservation's tumultuous politics. This move further frayed the old friendship between Gall and Sitting Bull.

The schism between Sitting Bull and Gall was aggravated when McLaughlin persuaded John Grass and Gall to support the Sioux Act of 1889. This new law divided the Great Sioux Reservation into six smaller ones and opened up the reservation's surplus acres to white homesteaders. Gall's safety was soon menaced by Sitting Bull's angry followers, who resented Gall's support, albeit reluctant, of the controversial Sioux Act. When Sitting Bull embraced the Ghost Dance religion in 1890, a new divisive issue was introduced to complicate the strained relations between the two men.

The Ghost Dance religion was the result of an electrifying vision of a Paiute shaman from Nevada named Wovoka. He claimed that if a dance the whites called the Ghost Dance was



performed often enough by Indians throughout the West, their ancestors and the buffalo would return and the intrusive whites would disappear. Lakota leaders such as Gall and Red Cloud were skeptical of the new religion. But Sitting Bull, probably for political reasons, allowed his followers to participate in the Ghost Dance despite McLaughlin's strong objections. These Ghost Dancers were so intimidating that Gall and John Grass asked McLaughlin for 10 guns to protect themselves and their bands from Sitting Bull's more zealous adherents.

A controversial attempt by McLaughlin's Indian police to arrest Sitting Bull resulted in the stubborn chief's untimely death on December 15, 1890. When some of Sitting Bull's outraged followers joined Big Foot's Minneconjou band in their trek to Pine Ridge, where the most determined Ghost Dancers were, a tragic event occurred. Soldiers clashed with Big Foot's people on December 29, 1890, at Wounded Knee Creek — the last major battle between the Lakota Sioux and the U.S. Army.

Gall's response to Sitting Bull's death is still subject to conflicting interpretations. Until his death in 1894, the leader of Standing Rock's cooperative Indian faction did remain loyal to McLaughlin. But Gall's years with Sitting Bull as a close friend and ally must have meant something to him. Nine months after Sitting Bull's death, he encountered McLaughlin's influential Sioux wife, Marie Louise. He expressed his alarm over the tales of brutality surrounding the bungled attempt to arrest Sitting Bull. Her response was to scold him and warn him not to believe all the stories that were being circulated by the troublemakers who were responsible for the chaos at Standing Rock during the past year.

Gall's forbearance in the face of Mrs. McLaughlin's biting criticisms was as much a result of Major McLaughlin's support for Gall as it was of the respect Gall felt toward the charismatic Indian agent. To minimize Sitting Bull's alleged obstructionism at Standing Rock, McLaughlin had lauded Gall's accomplishments while denigrating Sitting Bull's. The result was that Gall, at the time of his death, was almost as well known as his old mentor. During the following years, however, Gall's renown was dramatically eclipsed by Sitting Bull's. His accomplishments were downgraded almost as much as Sitting Bull's had been during his declining years.

This article was written by Robert W. Larson and originally appeared in the June 2006 issue of Wild West magazine. For more great articles be sure to subscribe to Wild West [2] magazine today!

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Appendix MODULE 4, A. Shawnee Chief Tecumseh

Tecumseh Historic Profile Tecumseh (circa March, 1768 – October 5, 1813), also known as Tecumtha or Tekamthi, (Shooting Star or Blazing Comet) was a Native American leader of the Kispoko Band of the Shawnee Tribe (the Shawnee Tribe consisted of five bands: the Chillicothe, Hathawekela, Kispoko, Mekoche, and Pekowi) and a large tribal confederacy that opposed the United States during Tecumseh's War and the War of 1812. He was born and grew up in the Ohio country prior to the American Revolutionary War and the Northwest Indian War where from birth he was constantly exposed to warfare. Throughout his life Tecumseh faced the western expansion of the white man into Indian Country. First it was the Englishman and his thirst for land and then later it was the Americans who were ever more land hungry that the British. Tecumseh recognized early in his life, that the westward movement of the white man was a growing threat to not only the Shawnee culture but to all Native American cultures. Tecumseh was known as a brave, skillful warrior, well humored, optimistic, generous, and big hearted Chief (Sugden, p. 327). Tecumseh, based on his life experience during his youth, embraced the pan-Indian6 philosophy. He maintained that the only way to stem the tide of white settlers moving into Indian Country was for all Native American tribes to join together to stop the whites western expansion. This influx of whites was seen by Tecumseh as contributing to the destruction of Native American culture and the occupation of their lands. To this end, Tecumseh devoted his life‘s work to bringing all Native Americans together to repel the western expansion of the white settlers. John Sugden notes,

Tecumseh, nevertheless, stands out. Not for the originality of his purpose and principles, but for the sheer breadth of his vision and the energy, determination, courage, and ability he put at its service. His was a task of staggering difficulty. Divided by language, culture, and intertribal enmities and jealousies, the Indians were also politically decentralized. (p. 9)

Tecumseh put forth his pan-Indian efforts for over twenty years starting in 1783 inspired by the Iroquois leader Joseph Brandt. At the same time, his younger brother, Tenskwatawa (also known as the Prophet), was a religious leader and prophet who advocated a return to the ancestral lifestyle of the tribes. Tenskwatawa developed a large following and a confederacy of Tribal groups grew around his teachings. Tenskwatawa‘s religious doctrine, which Tecumseh whole-heartedly embraced, is describes as

The Prophet was not a likeable man, but he was the voice of an oppressed people. Around him the tribes were losing almost everything --- their lands, security, livelihoods, cultures, dignity and self-respect, even their very identities. Their villages were disintegrating, divided by factionalism, drunkenness, violence, and the erosion of communal values. The Prophet told them to be proud of their Indian heritages, proud

6 Leahy and Wilson Pan-Indian define “Native American movements in which individual tribes came together in an

effort to combat political, economic, and social threats to their tribal sovereignty and existence are referred to Pan-

Indianism. (Leahy and Wilson, p.127).



and free, to unshackle themselves from the European economies by standing apart from the whites and rediscovering the reliance of the past and the richness of their own ways of life. (Sugden, P. 126).

This led to strife with settlers on the frontier, causing Tecumseh‘s band to move farther into the northwest and settle Prophetstown, Indiana in 1808. The motivation of Tecumseh and Tenskwatawa in their efforts was inspired, in part, by their allies --- the Wyandots, Delawares, Ottawas, and Ojibwas when they ceded large tracts of Shawnee homeland to the Americans at Fort McIntosh in 1784. Fifteen years later, in September 1809, William Henry Harrison, governor of the newly formed Indiana Territory, negotiated the Treaty of Fort Wayne in which a delegation of Indians ceded three million acres of Native American lands to the United States. The treaty negotiations were questionable as they were unauthorized by the President James Madison and involved what some historians compared to bribery, offering large subsidies to the tribes and their chiefs, and the liberal distribution of liquor before the negotiations. Tecumseh's opposition to the treaty marked his emergence as a prominent leader. In the Treaty of Fort Wayne, which was signed in 1809, a group of eastern tribes agreed to sell three million acres of land in the Indiana Territory. Tecumseh confronted Governor Harrison on this matter. Tecumseh maintained that the land was the common property of all the many different tribes of Indians occupying Indiana at the time. Land ownership, a cultural value of the white man, was not embraced by Native Americans. He went on to protest to Governor Harrison that the tribes that signed the treaty had no right to sell that land, and that the land was common to all Indian tribes. Tecumseh made it known to the governor that the Indians would fight if any more of their land was taken. Although Tecumseh and his Shawnee band had no claim to the land sold, he was alarmed by the massive sale of commonly held lands to the whites. This included the Piankeshaw, Kickapoo, and Wea tribes, who were the primary inhabitants of the land. As a result Tecumseh revived an idea advocated in previous years by the Shawnee leader Blue Jacket and the Mohawk leader Joseph Brant, which embraced that all Indian lands was owned by all in common. A belief commonly referred to as the land was ―a dish with one spoon.‖ (White, p. ) Not ready to confront the United States directly, Tecumseh's primary adversaries were initially the Tribal leaders of the Pottawatomie, Lenape, Eel Rivers tribes who had signed the treaty. An impressive orator, Tecumseh began to travel widely, urging warriors to abandon accommodationist chiefs and to join him in resistance of the treaty. Tecumseh insisted that the Fort Wayne treaty was illegal; he asked Harrison to nullify it, and warned that Americans should not attempt to settle on the lands sold in the treaty. Tecumseh is quoted as saying, "No tribe has the right to sell [land], even to each other, much less to strangers.... Sell a country!? Why not sell the air, the great sea, as well as the earth? Didn't the Great Spirit make them all for the use of his children?" And, "....the only way to stop this evil [loss of land] is for the red man to unite in claiming a common and equal right in the land, as it was first, and should be now, for it was never divided." In August 1810, Tecumseh led four hundred armed warriors from Prophetstown (Tecumseh encampment) to confront Harrison at his Vincennes home, Grouseland. Tecumseh and his warriors struck terror the townspeople, and the situation quickly became dangerous when Harrison rejected Tecumseh's demand for common ownership of Tribal lands and argued that



individual tribes could have relations with the United States, and that Tecumseh's interference was unwelcome by the tribes of the area. Tecumseh, a great orator, presented an impassioned rebuttal against Harrison.

(Governor William Harrison), you have the liberty to return to your own country ... you wish to prevent the Indians from doing as we wish them, to unite and let them consider their lands as common property of the whole ... You never see an Indian endeavor to make the white people do this ...

Tecumseh called on his warriors to kill Harrison, who responded by pulling his sword and the small garrison defending the town quickly moved to protect Harrison. Potawatomie Chief Winnemac interceded and spoke to the warriors urging the warriors to leave in peace. As they left, Tecumseh informed Harrison that unless he rescinded the treaty, he would seek an alliance with the British. Early the next year, a comet appeared (March 1811) across the sky. Tecumseh, whose name meant "shooting star", he and his followers and allies took it as an omen of good luck. Later he met with the Creeks and told them that the comet signaled his coming. Tecumseh claimed he would prove that the Great Spirit had sent him to the Creeks by giving the tribes a "sign." Later that year Tecumseh again met with Harrison at his home following the murder of settlers on the frontier. Tecumseh told Harrison that the Shawnee and their Native American brothers wanted to remain at peace with the United States but their differences had to be resolved. The meeting convinced Harrison that hostilities were imminent. Following the meeting Tecumseh traveled south, on a mission to recruit allies among the Five Civilized Tribes. Most of the leaders of the Civilized Tribes rejected his appeals, but a faction among the Creeks, who came to be known as the Red Sticks, answered his call to arms, resulting in the Creek War. While Tecumseh was recruiting members of the Five Civilized Tribes to his movement, Governor Harrison marched up the Wabash River from Vincennes with more than 1,000 men, Harrison‘s intent was to conduct a preemptive expedition to intimidate Tecumseh‘s brother, Tenskwatawa or the Prophet, and his followers and to force them to make peace. On November 6, 1811, Harrison's army arrived outside Prophetstown. The Prophet sent a messenger to meet with Harrison and requested a meeting be held the next day to discuss issues. Harrison agreed to the meeting and set up camped on a nearby hill. Early the next morning, Tenskwatawa and the Shawnee warriors launched a sneak attack on Harrison‘s camp. Known as the Battle of Tippecanoe, Harrison's men held their ground, and the Shawnee withdrew from Prophetstown after the battle. The victorious Americans burned the town and returned to Vincennes. On December 11, 1811, the New Madrid Earthquake shook the South and the Midwest. While the interpretation of this event varied from tribe to tribe, one consensus was universally accepted: the powerful earthquake had to have meant something. For the at least the Muscogee Tribe it was a sign to support Tecumseh‘s movement. For many other tribes it meant that Tecumseh and the Prophet must be supported. The Battle of Tippecanoe was a severe blow for Tenskwatawa, who lost both prestige and the confidence of Tecumseh. Although it was a significant setback, Tecumseh began to secretly



rebuild his alliance upon his return. The War of 1812 broke out shortly afterwards and Tecumseh's efforts soon became embroiled as part of the war between Britain and the United States. Tecumseh rallied his confederacy and led his forces to join the British army invading the northwest from Canada. Tecumseh joined British Major-General Sir Isaac Brock in the siege of Detroit, and forced its surrender in August 1812. As Brock advanced to a point just out of range of Detroit's guns, Tecumseh had his approximately four hundred warriors parade from nearby woods and circle around to repeat the maneuver, making it appear that there were many more than was actually the case. The fort commander, Brigadier General William Hull, surrendered in fear of a massacre should he refuse. The victory was of a great strategic value to the invaders. The following year, Commodore Oliver Perry earned a great victory over the British Navy gaining control of Lake Erie and causing the British to withdraw from Fort Detroit. In the process, the British burned all public buildings in Detroit and retreated into Upper Canada along the Thames Valley. Tecumseh and his men followed fighting as rear guards actions to slow the US advance.

In command was Major-General Henry Procter, Sir Isaac Brock‘s replacement, who did not have the same working relationship with Tecumseh as Sir Brock and the two disagreed over tactics. Procter favored withdrawing into Canada and avoiding battle while the Americans suffered from the winter. Tecumseh was more eager to launch a decisive action to defeat the American army which would allow his people to reclaim there lands in the Northwest. Procter failed to appear at Chatham, Ontario, though he had promised Tecumseh that he would make a stand against the Americans there. Tecumseh moved his men to meet Proctor and told him that he would not go any farther into Canada. He also stated if the British wanted his continued help then they needed to face the Americans at Detroit. In the meantime, Harrison and his army crossed into Upper Canada and on October 5, 1813, won a decisive victory over the British and Native Americans at the Battle of the Thames near Moraviantown. Tecumseh was killed, and shortly after the battle, the tribes of his confederacy surrendered to Harrison at Detroit.

Tecumseh challenged himself with unifying the Eastern tribes in a pan-Tribal effort to remove Americans from the Northwest. Each of the Eastern tribes had their own priorities and interests which made Tecumseh‘s efforts even more challenging. To the end, Tecumseh made a historic effort to bring the tribes together in a pan-Tribal union and return to historical Tribal cultural values and eliminate the temptations of the Americans. With his death at the Battle of Thames Valley the effort to unify all Tribes ended and the Americans continued their western expansion, but not unabated, at the expense of the Native American Tribes.7

The United States Naval Academy in Annapolis, Maryland, has Tecumseh Court, which is located outside Bancroft Hall's front entrance, and features a bust of Tecumseh. The bust is often decorated to celebrate special days. The bust was actually originally meant to represent

7 The Tecumseh narrative is a compilation derived from various authors and on-line encyclopedias including, but not

limited to, Columbia Encyclopedia, Britannica Concise Encyclopedia, and university websites. Also, this narrative

is for model leadership purposes only.



Tamanend, an Indian chief from the 17th century who was known as a lover of peace and friendship, but the Academy's midshipmen preferred the more warlike Tecumseh, and the new name stuck. The US Navy named four ships USS Tecumseh, the first one as early as 1863. The Canadian naval reserve unit HMCS Tecumseh is based in Calgary, Alberta. Tecumseh is honored in Canada as a hero and military commander who played a major role in Canada's successful repulsion of an American invasion in the War of 1812, which, among other things, eventually led to Canada's nationhood in 1867 with the British North America Act. Among the tributes, Tecumseh is ranked 37th in The Greatest Canadian list. An 1848 drawing of Tecumseh was based on a sketch done from life in 1808. Benson Lossing altered the original by putting Tecumseh in a British uniform, under the mistaken (but widespread) belief that Tecumseh had been a British general. This depiction is unusual in that it includes a nose ring, popular among the Shawnee at the time, but typically omitted in idealized depictions. He is also honored by a massive portrait which hangs in the Royal Canadian Military Institute. The unveiling of the work, commissioned under the patronage of Kathryn Langley Hope and Trisha Langley, took place at the Toronto-based RCMI on October 29, 2008.[citation needed] A number of towns have been named in honor of Tecumseh, including those in the states of Kansas, Michigan, Missouri, Nebraska, Oklahoma, and the province of Ontario, as well as the town and township of New Tecumseth, Ontario, and Mount Tecumseh in New Hampshire. Union Civil War general William Tecumseh Sherman, was given the name Tecumseh because "my father . . . had caught a fancy for the great chief of the Shawnees." Evolutionary biologist and cognitive scientist W. Tecumseh Fitch was named after the general, not after Tecumseh. Another Civil War general, Napoleon Jackson Tecumseh Dana, also bore the name of the Shawnee leader.



REFERENCES

Bopp, J. et. al. (1984). The Sacred Tree. Twin Lakes, WI: Lotus Light Publications. Chief Gall. Retrieved August 10, 2010, from http://www.dlncoalition.org/dln_nation/chief_gall.htm. Chief Gall: Lakota Hunkpapa Sioux, Native Leaders Past & Present. Retrieved August 10, 2010, from http://www.snowwowl.com/nativeleaders/gall.html. Drew Diamond and Deirdre Mead Weiss, Community Policing: Looking to Tomorrow, retrieved from http://cops.usdoj.gov/RIC/ResourceDetail.aspx?RID=520 Drew Diamond and Deirdre Mead Weiss, Advancing Community Policing Through Community Governance: A Framework Document. (retrieved from http://www.cops.usdoj.gov/files/RIC/Publications/e050919202-AdvCommunityPolicing_final.pdf Eastman, Charles A. Legends of America. Retrieved August 10, 2010, from http://www.legendsofamerica.com/na-gall2.html. Eckert, Allan, W. The Frontiersmen, A Narrative, Jesse Stuart Foundation, Ashland, Kentucky, 2001. Gall, „New Perspectives on the West”, PBS. Retrieved August 10, 2010, from http://www.pbs.org/weta/thewest/. ―Indiana History Part Two‖, Northern Indiana, Center for History. Retrieved April 7, 2010, from http://www.centerforhistory.org/indiana_history_main2.html. Johnson, Fletcher, W. Life of Sitting Bull: History of the Indian War of 1890-91. Publisher: Digital Scanning, Incorporated. Released: 2000. Larson, Robert W., Gall: Lakota War Chief. University of Oklahoma Press: Norman, 2007. Larson, Robert W. ―A Victor in Defeat: Chief Gall's Life on the Standing Rock Reservation,” The National Archives, 2008. Leahy, Todd and Raymond Wilson. Historical Dictionary of Native American Movements. Scarecrow Press, Inc., Lanham, Maryland, 2008. Mankiller, Wilma and Wallis, Michael, Mankiller, A Chief and Her People, St. Martin‘s Griffin, New York, 1993.

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Modern Cherokees‟ first female chief, Wilma Mankiller, excelled over hardship, The Washington Post. Retrieved June 14, 2010, from www.potomac-corral.org/pdfs/WashingtonPost_Mankiller_Obituary.pdf.

Positive Indian Parenting Manual: A Reference Manual in Support of Minnesota Indian Parents and Families, Office of Indian Education, Minnesota Department of Education, Roseville, Minnesota, 2001. Red Horse, J.G. (1980). Family Structure and Value Orientation in American Indians. Social Casework. Sioux Chief Gall. Retrieved August 10, 2010, from http://www.historynet.com/sioux-chief-gall.htm. Sugden, John. Tecumseh, A Life, Henry Holt and Company, New York, 1997. “Tecumseh”, Ohio History Central. Retrieved April 8, 2010, from http://www.ohiohistorycentral.org/entry.php?rec=373&nm=Tecumseh. “Tecumseh's War,” The Patriot Files. Retrieved April 7, 2010, from http://www.patriotfiles.com/.

The Cherokee Word for Water: Feature Film Project. Retrieved May 10, 2010, from http://www.wilmamankiller.com/film.html.

White, Richard. The Middle Ground: Indians, empires, and republics in the Great Lakes region 1650 to 1815. Cambridge University Press, 1999.

Wilma Mankiller former Principal Chief of the Cherokee Nation. Retrieved May 10, 2010 from http://www.powersource.com/gallery/people/wilma.html.

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