THIS ASSIGNMENT IS BASED ON THE MOVIE FENCES WITH DENZEL WASHINGTON AND VIOLA DAVIS.
Directions
Case conceptualization and treatment planning are very important aspects of service delivery. After reading the assigned materials and listening to the Faculty Podcast on Goal Writing and Treatment Planning students will construct a formal case conceptualization and treatment plan using this form. Create a Case Conceptualization and Treatment Plan to meet the needs of the family in your case study. The case conceptualization and treatment plan should include each of the following elements:
Summary of Movie
Include a brief summary of the movie and the family you chose for this assignment. Provide a paragraph or two describing the central plot or theme of the movie. What is the movie about? What subject is addressed in the movie? What role does your client family play in the movie? (Can be copied from the Family Assessment Form).
Theoretical Case Conceptualization Orientation
Describe how your theoretical orientation applies to this case. Provide a rationale for the theory, model, and approach chosen, related to the clients problem, clinical presentation and/or diagnoses and presenting issues. Include literature that demonstrates how the theory, model, and approach chosen matches the clients needs, diagnoses, and treatment issues. Provide supporting resources and supporting research for your approach.
Treatment Plan
The nature of the treatment plan/evidence-based interventions should coincide with the needs of the client and the theoretical orientation utilized. Using your theoretical framework, describe what you will use (e.g., interventions, approaches, and techniques) and how the client/family/couple will respond? How will you measure treatment outcomes? Please include discharge goals and identify two possible referrals for the family? Are you working with outside agencies?
Apply SMART (specific, measurable, attainable, realistic, and timely) goals when developing the treatment plan.

Instructions for Goal Writing
Presenting Problem, Symptom, Challenge, or Obstacle in the Family System. Goal: (begin each goal with The family/parent(s) will.), Then apply a word that implies change increase, decrease maintain establish improve eliminate or develop.
Add: Symptom or Desired Outcome
Add: Time Frame Interventions: Indicate specific theoretical interventions and techniques here.
Example:
Ineffective Communication The family will improve their communication skills by demonstrating the ability to reflect the feelings of their child at least once during an enactment, within the next 30 days. Enactments
Coaching
Increasing Feeling Words/Vocabulary

Additional Examples:
Presenting Problem Goal Intervention(s)
Parents can not agree on disciplinary measures for their child, specifically as it relates to completing homework assignments. The parents will agree on an approach to disciplining their child by determining at least two consequences for failing to do homework within the next two weeks.
Suggestion: any time you focus on consequences, be sure to address a reward system/plan for good or desired behavior. Example:
The parents will allow additional minutes of videogaming each week that their child completes homework assignments on time, beginning immediately. Role plays
Decision making exercises
Discussion on family values related to school performance.

Presenting Problem Goal Interventions
Family demonstrates lack of emotional connection during sessions The family will increase emotional connectedness by demonstrating the use of appropriate, supportive touch within the next 30 days. Circular questioning
Awareness raising
Skills demonstration
Family sculpting
Enactments

Goals
Write at least three goals ( 2 short term goals and 1 long term goal) for this family in the movie. Follow the examples and suggestions indicated above.

Goal 1: Short Term
Presenting Problem Goal Intervention(s)

Goal 2: Short Term
Presenting Problem Goal Intervention(s)

Goal 3: Long Term
Presenting Problem Goal Intervention(s)

Discharge and Termination
Discuss your plans for discharging or terminating the family from treatment. Discuss how you would determine when and if the family is ready for termination. Describe criteria for termination and how you would prepare the family for that event. Discuss any needs for referral and describe how you would follow up with the family after discharge, and at what intervals.

Ethical, Cultural, and Legal Considerations:
Students will apply and cite the ACA and IAMFC Code of Ethics in this section. Describe any ethical or legal issues that pertain to the case and their impact. Examples of ethical issues that could be considered are: transference/countertransference, court-referred clients, informed consent, boundary violations, poor self-care, limits of confidentiality, and any mandated reporting required (e.g. Child or Adult Protective Services).
Also, address the cultural factors identified earlier and discuss how you plan to address those factors. How might you alter your theoretical approach to adjust for cultural considerations? What opportunities for your own growth and development might you take in your work with this family?
Please describe how you addressed and resolved or would address and resolve with these ethical and legal issues. You must cite the ACA and/or IAMFC code that applies to this case.

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1.
Final Project-Case Study Paper

About this Assignment
Organizations change at a rapid pace, it is necessary to change in response to internal and external factors. Being prepared for change and navigating the environment to meet challenges is required to stay afloat. In this course you learned about leadership, organizational leadership, and organizational change. For the final project you will select an organization and analyze it in terms of organizational change. There will be a 10-15-page paper due, as well as an in-class presentation.
For this project you will select an organization and analyze it in terms of organizational change. Please check with me that the company/organization you select is suitable.
A company may go through organizational change at various stages in its life cycle for a variety of reasons. Reasons can include, a change in ownership, a change in the competitive framework, business expansion, or business contraction, among others. The business sections of papers every day discuss instances of organizational change.
Please select from the following topics:
A business where the company has been taken over by a larger organization in an unrelated field
A business where the leadership has been changed because the CEO has been forced to resign
A business where the company has decided to expand outside of the United States and open operations in another country
A business where a major new competitor has entered the field and is taking away business and/or employees
A business where the company has been sued by current/former employees for discrimination
Research the organization and analyze the organizational change. In your paper address all the following:
Describe the company/organization you have chosen.
Explain the external and internal factors that are driving the need for change.
Evaluate the organizational barriers and issues, including corporate culture, vision, and mission that currently exist.
Recommend appropriate strategies for leading the change.
Please tie the concepts of change from your text back to the company/organization that you have chosen. At minimum 3-4 concepts or theories must be included in the paper. Explain change through the specific organization you have chosen.
You must bring in citations from your textbooks as well as a minimum of 2 more citations/references from a peer reviewed/refereed journal.
The paper must adhere to APA formatting guidelines.
Structure:
Make sure that the paper has a well-developed structure and engages reading materials from this class. One of the biggest challenges for students is creating their own analytic structure with a clear purpose or goal. The structure or organization of the paper should include:
1. Introduction that: a) establishes interest, b) establishes the topic of focus, c) provides a clear thesis statement (goal or purpose followed by a brief justification of its importance), and d) a preview of central points or organization of the body of the paper.
2. In the body of the paper, students should think of each first sentence of a paragraph as a “mini-thesis” that establishes the goal or direction of the paragraph. This first sentence is often an argument, position, or strong “stand alone” statement. By stand-alone statement I mean an idea that makes sense on its own.
3. Conclusion–summarized key ideas (sometimes this is a summary of key points learned or suggests directions for future analysis).
***Please do NOT use materials from JohnKotter’sleadership books. I want students to write papers that integrate key ideas from our text. Google Scholar is an excellent resource for scholarly work. LEADING
CHANGE
in Multiple Contexts

To my mother, Beatrice M. Price, who has led change in the military,
in the medical profession, and in the lives of her family members

and friends throughout her life.

LEADING
CHANGE
in Multiple Contexts

Concepts and Practices in
Organizational, Community,
Political, Social, and Global

Change Settings

University of Richmond

Gill Robinson
HICKMAN

Copyright 2010 by SAGE Publications, Inc.

All rights reserved. No part of this book may be reproduced or utilized in any form or by any
means, electronic or mechanical, including photocopying, recording, or by any information
storage and retrieval system, without permission in writing from the publisher.

For information:

SAGE Publications, Inc. SAGE Publications India Pvt. Ltd.
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E-mail: [emailprotected] Mathura Road, New Delhi 110 044

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United Kingdom

Printed in the United States of America

Library of Congress Cataloging-in-Publication Data

Hickman, Gill Robinson.
Leading change in multiple contexts: concepts and practices in organizational,
community, political, social, and global change settings/Gill Robinson Hickman.

p. cm.
Includes bibliographical references and index.
ISBN 978-1-4129-2677-5 (cloth)
ISBN 978-1-4129-2678-2 (pbk.)
1. Leadership. 2. Social change. 3. Organizational change. I. Title.

HM1261.H53 2010
303.484dc22 2009002579

This book is printed on acid-free paper.

09 10 11 12 13 10 9 8 7 6 5 4 3 2 1

Acquisitions Editor: Lisa Cuevas Shaw
Editorial Assistant: MaryAnn Vail
Production Editor: Catherine M. Chilton
Copy Editor: Cheryl Duksta
Typesetter: C&M Digitals (P) Ltd.
Proofreader: Doris Hus
Indexer: Diggs Publication Services
Cover Designer: Gail Buschman
Marketing Manager: Christy Guilbault

Brief Contents

Acknowledgments x

Introduction xi

PART I. CONCEPTUAL PERSPECTIVES
ON LEADING CHANGE 1

Introduction

1. Causality, Change, and Leadership 3

PART II. LEADING CHANGE
IN ORGANIZATIONAL CONTEXTS 33

Introduction

2. Concepts of Organizational Change 43

3. Concepts of Leadership in Organizational Change 55

4. Organizational Change Practices 79

PART III. LEADING COMMUNITY AND
ORGANIZATIONAL CHANGE 119

5. Community Change Context 121

6. Crossing Organizational and Community Contexts 151

PART IV. LEADING POLITICAL AND SOCIAL CHANGE 161

7. Political Change Context 163

8. Social Change Context 197

9. Crossing Political and Social Contexts 221

PART V. LEADING GLOBAL CHANGE 229

10. Global Change Context 231

11. Crossing Global and Social Contexts: Virtual Activism in
Transnational Dotcauses, E-Movements, and Internet
Nongovernmental Organizations 281

12. Conclusion: Connecting Concepts
and Practices in Multiple Contexts 299

Epilogue: Leading Intellectual Change: The Power of Ideas 304

Index 306

About the Author 313

About the Contributors 314

Detailed Contents

Acknowledgments x

Introduction
The St. Luke Penny Savings Bank: A Change Vignette xi
Purpose, Concepts, and Practices xi

PART I. CONCEPTUAL PERSPECTIVES
ON LEADING CHANGE 1

Introduction

1. Causality, Change, and Leadership 3
Gill Robinson Hickman and Richard A. Couto

Barbara Rose Johns 3
Analytical Elements 8
Conclusion 27

PART II. LEADING CHANGE
IN ORGANIZATIONAL CONTEXTS 33

Introduction
The Environment of Organizational Change 33
Purpose of Organizational Change 35
Change Vignette: Technology Solutions
Turns Disaster Into Dividends 38

2. Concepts of Organizational Change 43

What Kind of Organizational Change
Do We Want or Need? 43

Conclusion 52

3. Concepts of Leadership in Organizational Change 55

What Type of Leadership Do We Want or
Need to Accomplish Change? 55

Conclusion 75

4. Organizational Change Practices 79

Which Practices Do We Employ to Implement Change? 79
Conclusion 96
Applications and Reflections 99

PART III. LEADING COMMUNITY AND
ORGANIZATIONAL CHANGE 119

5. Community Change Context 121
Richard A. Couto, Sarah Hippensteel Hall, and Marti Goetz

Introduction 121
Purpose of Community Change 121
Change Vignette: Citizens for the Responsible
Destruction of Chemical Weapons 122

Concepts of Change 130
Concepts of Leadership 134
Change Practices 137
Conclusion 142
Application and Reflection 142

6. Crossing Organizational and Community Contexts 151

Introduction 151
Change Vignette: Microcredit to Rural Women 152
Concepts of Change Across Organizational
and Community Contexts 155

Concepts of Leadership Across Organizational
and Community Contexts 156

Change Practices Across Organizational
and Community Contexts 158

Conclusion 160

PART IV. LEADING POLITICAL AND SOCIAL CHANGE 161

7. Political Change Context 163
Richard A. Couto

Introduction 163
Purpose of Political Change 164
Change Vignette: Extraordinary Rendition 165
Concepts of Political Change 172
Concepts of Political Leadership 176
Change Practices 184
Conclusion 190
Application and Reflection 191

8. Social Change Context 197

Introduction 197
The Purpose of Social Change 197
Change Vignette: OASIS: An Initiative in the
Mental Health Consumer Movement 198

Concepts of Social Change 200
Concepts of Social Change Leadership 203
Social Change Practices 207
Conclusion 213
Application and Reflection 213

9. Crossing Political and Social Contexts 221

Introduction 221
Vignette: The Sikh Coalition 221
Concepts of Political and Social Change 223
Concepts of Political and Social Leadership 225
Change Practices Across Political and Social Contexts 226
Conclusion 228

PART V. LEADING GLOBAL CHANGE 229

10. Global Change Context 231
Rebecca Todd Peters and Gill Robinson Hickman

Introduction 231
Purpose of Global Change 232
Change Vignette: Chad-Cameroon Pipeline 233
Concepts of Global Change 236
Concepts of Global Leadership 242
Global Change Practices 257
Conclusion 264
Application and Reflection 265

11. Crossing Global and Social Contexts: Virtual Activism
in Transnational Dotcauses, E-Movements, and
Internet Nongovernmental Organizations 281

Introduction 281
Change Vignette: Is Global Civil Society a Good Thing? 282
Concepts of Virtual Change 286
Concepts of Virtual Leadership 288
Virtual Change Practices 291
Conclusion 296

12. Conclusion: Connecting Concepts and
Practices in Multiple Contexts 299

Epilogue: Leading Intellectual Change: The Power of Ideas 304
James MacGregor Burns

Index 306

About the Author 313

About the Contributors 314

x

Acknowledgments

Iwish to thank the many colleagues, students, and family members who have con-
tributed to the completion of this book. Specifically, I would like to thank the
students in my Leading Change classes at the Jepson School of Leadership

Studies who helped to shape the content and format of this text through their use
of and comments on the initial draft manuscripts; the current Dean of the Jepson
School, Sandra Peart, and former interim Provost of the University of Richmond,
Joseph Kent, for granting me time to complete Leading Change; and former Dean
of the Jepson School, Howard Prince, for giving me the opportunity to develop and
teach the course that led to this book. I am forever grateful to the two academic
coordinators of the Jepson School, Cassie Price and her successor, Tammy Tripp, for
their many months of reference checking and technical editing, their endless
patience, and their consistently congenial dispositions.
My deep appreciation goes to my longtime colleague and friend Richard (Dick)

Couto, an eminent scholar and cocontributor to Chapters 1 and 5 and sole con-
tributor to Chapter 7; to Sarah Hippensteel Hall and Marti Goetz for their experi-
ence, insight, and scholarship as cocontributors to Chapter 5; and to Rebecca Todd
Peters for her superb scholarship, global perspective, and creativity as cocontributor
to Chapter 10. A most special thank you to James MacGregor Burns, my mentor,
colleague, friend, and role model, for writing the epilogue: Leading Intellectual
Change: The Power of Ideas. Your intellectual leadership has inspired me and
numerous scholars and students of leadership studies all over the world, and for
that we are exceedingly appreciative.
I am most thankful to the editors and staff of Sage Publications for their exper-

tise, support, and care during the writing and publication of this book, especially
Lisa Cuevas Shaw, MaryAnn Vail, and the late Al Bruckner. You serve as exemplars
of the best in publisher-author relationships.
I am grateful to Wang Fang, a wonderful colleague and friend, whose intellect

and sage advice about the book I fully respect and appreciate. Finally, I owe a special
debt of gratitude to my husband, Garrison Michael Hickman, who provided infi-
nite support and laughter; kept me motivated, fed, and supplied with coffee; and
graciously read every word of the manuscript.

xi

Introduction

Leadership brings about real change that leaders intend.

Burns (1978, p. 414)

The St. Luke Penny Savings Bank:
A Change Vignette

The first female bank founder and president in the United States, Maggie L.Walker,
led an unprecedented change to establish an African Americanowned bank where
people could combine their economic power to purchase homes, start businesses,
and educate future leaders. Virginia banks owned byWhites in the early 1900s were
unwilling to accept deposits from African American organizations or accept the
pennies and nickels saved from the meager incomes of African American workers.
Inadvertently, the discrimination by White bankers spurred Walker to study
Virginias banking and financial laws and enroll in a business course with the aim
of opening a bank (Stanley, 1996). In a 1901 speech before the African American
fraternal organization the Independent Order of St. Luke, she said, Let us have a
bank that will take the nickels and turn them into dollars (Walker, 1901).
Walker and her associates formed the St. Luke Penny Savings Bank in 1903, with

opening-day receipts totaling $9,430.44. By 1913, the banks holdings had grown
to more than $300,000 in assets. The Penny Savings Bank survived the Great
Depression, whereas many other banks across the United States failed. It merged
with two other banks in 1930 and was renamed Consolidated Bank & Trust. The
bank still exists today and continues to pursue the founders purpose of economic
self-reliance for African Americans.

Purpose, Concepts, and Practices

The story of Maggie Walker and the founding of the St. Luke Penny Savings Bank
provide a focus for examining the concepts involved in leading change in multiple
contexts. Leading change is a collective effort by participants to intentionally mod-
ify, alter, or transform human social systems. Certainly, Walker and her colleagues
were involved in an intentional, goal-focused change effort. Research and publications

on leading change typically center on how to lead change successfully in organiza-
tions, often with an emphasis on practices. The establishment of an African
Americanowned bank in the early 1900s conforms to the typical focus of change.
Yet the focus on the practices of leading organizational change is only one part of
the story. Figure I.1 illustrates the connections among key factors involved in lead-
ing change and identifies several change contexts, including organizational, com-
munity, political, global, and social action. Leading change is ignited by purpose,
influenced by context, and linked by concepts and practices of both leadership and
change, which function jointly to create new outcomes.
The founding of St. Luke Penny Savings Bank provides an introduction to how

the factors in Figure I.1 work together. Moving from the inside of Figure I.1 out-
ward, it is apparent that the Penny Savings Bank came about because of a steadfast
commitment to a compelling purpose. Most often, the purpose of leadership is
changechange in human conditions, social structure, dominant ideas, or prevail-
ing practices in one context or several. Walker articulated the purpose most elo-
quently: Let us put our moneys together; let us use our moneys; let us put our
money out at usury [interest] among ourselves, and reap the benefit ourselves
(Miller & Rice, 1997, pp. 6668).
Several concepts and practices of change apply to the Penny Savings Bank

example. The founding and operation of the bank involved strategic change
(actions to achieve a competitively superior fit between the organization and its
environment; Rajagopalan & Spreitzer, 1997). Its long history of sustained opera-
tion illustrates theories of change, such as life cyclestages in the banks function-
ing from initiation to growth to maturity to decline to revitalization) and
teleological (step-by-step change based on goals and purpose) and dialectical
change (conflict, negotiation, compromise, and resolution; Van de Ven & Poole,
1995), such as the firing of its officers in 2003.
In the area of community change, the purpose and focus of the bank demon-

strate concepts of community empowerment or social power (i.e., actions by a
community to control its own destiny; Speer & Hughley, 1995) using practices of
community development (i.e., mobilization of resources by the community;
Kretzmann & McKnight, 1996), social capital development (i.e., social networks
and the associated norms of reciprocity; Putnam, 2000), and economic develop-
ment. Walkers stature in the business community and her personal convictions
allowed her to become involved in social change or social movements. She
cofounded civil rights organizations to fight racial injustice in the South, including
the Richmond branch of the National Association for the Advancement of Colored
People (NAACP) and the Richmond Council of Colored Women, and she became
an active member of the National Urban League and the Virginia Interracial
Committee, among others. Through these organizations, Walker was able to par-
ticipate in social change that illustrates theoretical concepts of rational choice
(strategies to transform social structures) and resource mobilization (actions taken
by social movement organizations) (Garner & Tenuto, 1997).
Walker exhibited several concepts of leadership in action during her quest to

bring about organizational, community, and social change. Her speeches clearly

xii LEADING CHANGE IN MULTIPLE CONTEXTS

exemplified her charismatic leadership style through strong rhetorical skills and the
ability to create an uplifting vision in the hearts and minds of followers (Hughes,
Ginnett, & Curphy, 2009, p. 637). She was a capable transactional leader (Burns,
1978) who, as president of the Penny Savings Bank, provided an exchange of valued
things between the bank and the community. For example, the bank accepted small
deposits of hard-earned cash from customers in exchange for providing a source of
consolidated funds to build homes and businesses.Walkers initiative intended real
change in the sense that James MacGregor Burnss (1978) concept of transforming
leadership connotes. By 1920, the Penny Savings Bank had helped members of the
community purchase 600 homes. Walker made loans to African Americanowned
businesses and started a department store and weekly newspaper, the St. Luke
Herald. These businesses employed many members of the Jackson Ward area who,
in turn, were able to support themselves, their families, and their community.

Introduction xiii

CONCEPTS OF
CHANGE

CONCEPTS OF
LEADERSHIP

P
U
R
P
O
S
E

CHANGE
PRACTICES

CONTEXTS

Organizational
Community
Political
Social Action
Global

FIGURE I .1 Leading Change in Multiple Contexts

Context, the setting or environment in which change takes place, matters a great
deal, along with larger contextual elements of history, culture, and society. Wren
(1995) explained the significance of larger contextual elements to leadership:

Leaders and followers do not act in a vacuum. They are propelled, constrained,
and buffeted by their environment. The effective leader must understand the
nature of the leadership context, and how it affects the leadership process.
Only then can he or she operate effectively in seeking to achieve the groups
objectives. . . . Firstbeginning at the most macro levelare the long-term
forces of history (social, economic, political, and intellectual); the second
sphere of the leadership context is colored by the values and beliefs of the con-
temporary culture; and finally, at the most micro level, leadership is shaped by
such immediate aspects of the context as the nature of the organization, its
mission, and the nature of the task. (p. 243)

Many historical and cultural elements are evident in the St. Luke Penny Savings
Bank vignette. Long-term forces of historyfrom slavery, to the Civil War, to
Reconstruction, and then Jim Crow segregationled to the context that generated
the leadership of Maggie Walker and many others, who in turn helped create a self-
sufficient society for African Americans that paralleled European American society
in the South.
In addition to long-term forces, immediate contextsorganizational, commu-

nity, political, social change, and globalaffect leading change in significant ways.
The purpose and focus of leading change in each context varies, as indicated in
Table I.1, even though change in one context (social or community) may lead to or
call for change in another (political). The way in which authority is granted to con-
stituted leaders to bring about change in organizations is different from the author-
ity of elected officials to affect change in local, state, or federal government. Leaders
in each context are chosen by different means (elected vs. appointed) and they serve
different constituencies (the electorate/public vs. boards and stockholders).
Context also influences concepts and practices of leadership, even though

leadership concepts and practices tend to be adaptable and effective in different set-
tings. For example, Maggie Walker was able to use charismatic, transactional, and
transforming leadership to bring about change successfully in organizational, com-
munity, and social action contexts. The same concept or form of leadership may be
used in different contexts but affect very different groups and bring about different
outcomes. Charismatic, servant, transactional, and invisible leadership, for example,
can be used in organizational, political, social change, and community contexts. Yet
these forms of leadership affect different groups (employees, constituents, under-
represented groups, or local citizens/community members), and they are intended
for different purposes. Leading global change may require transcending boundaries
(by identifying what makes us all human), whereas some new social movement
leadership may entail creating new identities (the new Right or Left) that separate
groups. Although the Penny Savings Bank provides an illustration of leading
change in an organizational context, this example also demonstrates the interde-
pendent nature of change and its impact across several contextsorganizations,
community, and social activism (social movement).

xiv LEADING CHANGE IN MULTIPLE CONTEXTS

xv

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na
ll
ea
de
rs

(in
te
rn
at
io
na
la
ge
nc
ie
s,
an
d

co
rp
or
at
io
ns
),
go
ve
rn
m
en
t

of
fic
ia
ls
,
N
G
O
le
ad
er
s
an
d

m
em
be
rs

So
ur
ce
of

au
th
or
ity
to

le
ad

ch
an
ge

Le
gi
tim

at
e/
po
si
tio
na
la
ut
ho
rit
y,

sh
ar
ed

au
th
or
ity
,
in
fo
rm
al
or

re
fe
re
nt
po
w
er

Se
lf-
ag
en
cy
or
so
ci
al

po
w
er

C
on
st
itu
te
d/

le
ga
la
ut
ho
rit
y

(e
le
ct
ed

of
fic
ia
ls
),

so
ci
al
po
w
er

(a
dv
oc
ac
y
gr
ou
ps
)

So
ci
al
po
w
er
an
d

le
gi
tim

at
e
au
th
or
ity

(N
G
O
s,
m
ov
em
en
t

or
ga
ni
za
tio
ns
)

N
eg
ot
ia
te
d
ag
re
em
en
ts
or

co
nt
ra
ct
s
(p
riv
at
e
se
ct
or
),

le
ga
la
ut
ho
rit
y
(g
ov
er
ni
ng

bo
di
es
),
so
ci
al
po
w
er

(N
G
O
s)

A
ff
ec
te
d

gr
ou
ps

St
ak
eh
ol
de
rs
:
em
pl
oy
ee
s,

cu
st
om

er
s,
in
ve
st
or
s,
an
d

co
m
m
un
ity
m
em
be
rs

C
om

m
un
ity
m
em
be
rs
/

ci
tiz
en
s

C
on
st
itu
en
ts
,

sp
ec
ifi
c
in
du
st
rie
s

an
d
or
ga
ni
za
tio
ns

G
ro
up
s
se
ek
in
g
ju
st
ic
e

or
hu
m
an
e
tr
ea
tm
en
t

Tr
an
sn
at
io
na
ls
oc
ie
ty

(n
at
io
n-
st
at
es
,
ci
vi
ls
oc
ie
ty
,

co
rp
or
at
io
ns
,
in
te
rn
at
io
na
l

ag
en
ci
es
)

TA
B
L
E
I.
1

C
on
te
xt
ua
lI
nf
lu
en
ce
s
on

Le
ad
in
g
C
ha
ng
e

The efforts of Maggie Walker and her colleagues to lead change in the Jackson
Ward community led to many significant outcomes. In addition to establishing a
bank to serve the financial needs of the African American community, Walker and
her associates helped to create a self-reliant and thriving community with its own
banks, businesses, jobs, homes, and social and economic capital. Members of the
community were able to use these resources to establish civil rights organizations,
which contributed to the ultimate downfall of segregation in the South.
The intent of this book is to bring together many concepts and practices of

change and leadership from various disciplines and connect them to leading change
in the five different contexts. The introduction to each context begins with a
vignette about actual circumstances, like the founding of St. Luke Penny Savings
Bank, to help illustrate concepts and practices in each context, and concludes with
an application and reflection that allows readers to analyze other real-life situations
using information from the chapter. These vignettes and applications provide
examples of each context featured in the text and give readers a sense of how lead-
ing change differs in every setting. The book is divided into five parts. Part I, which
has only a single chapter, deals with conceptual views of leadership. Part II consists
of three chapters devoted to the organizational change context, given that more
research and publications have been generated about leading change in organiza-
tions than in the other contexts. Part II includes five applications and reflections
that represent several types of organizations. In Parts IIIV, community, political,
social, and global change contexts are examined separately for analytical purposes.
Three chapters examine situations in which leading change in one context involves
advocating or initiating change in another context because, in reality, change in one
context almost invariably generates some form of change in at least one other con-
text. These interactions across contexts commonly produce change in both settings.
It is difficult to bring about long-term community or social change, for instance,
without ultimately generating public-policy change that authorizes or inhibits spe-
cific actions. Few long-term gains in civil rights or environmental protections
would be possible without significant policy changes in these areas.
Leading change is almost always a complex, long-term, and challenging

endeavor. Yet it is one of the most central processes to the study and practice of
leadership. I hope that this book will help its readers understand concepts and prac-
tices involved in leading change and inspire each reader to make a meaningful dif-
ference in some aspect of life in communities, organizations, politics/public policy,
society, or the world.

References

Burns, J. M. (1978). Leadership. New York: Harper Torchbooks.

Garner, R., & Tenuto, J. (1997). Social movement theory and research: An annotated biblio-

graphical guide. Lanham, MD: Scarecrow Press.

Hughes, R. L., Ginnett, R. C., & Curphy, G. J. (2009). Leadership: Enhancing the lessons of

experience (6th ed.). Boston: McGraw-Hill.

xvi LEADING CHANGE IN MULTIPLE CONTEXTS

Kretzmann, J., & McKnight, J. P. (1996). Assets-based community development. National

Civic Review, 85(4), 2329.

Miller,M.M., & Rice, D.M. (1997). Pennies to dollars: The story of Maggie LenaWalker.North

Haven, CT: Linnet Books.

Putnam, R. D. (2000). Bowling alone: The collapse and revival of American community. New

York: Touchstone.

Rajagopalan, N., & Spreitzer, G.M. (1997). Toward a theory of strategic change: A multi-lens

perspective and integrative framework. Academy of Management Review, 22, 4879.

Speer, P. W., & Hughey, J. (1995). Community organizing: An ecological route to empower-

ment and power. American Journal of Community Psychology, 23, 729774.

Stanley, B. N. (1996, February 13). Maggie L. Walker. Richmond Times Dispatch, p. B6.

Van de Ven, A. H., & Poole, M. S. (1995). Explaining development and change in organiza-

tions. Academy of Management Review, 20, 510540.

Walker, M. L. (1901). An address to the 34th annual session of the right worthy grand council of

Virginia, Independent Order of St. Luke. Retrieved August 19, 2004, from http://

www.nps.gov/malw/speech.htm

Wren, J. T. (1995). The leaders companion: Insights on leadership through the ages. New York:

Free Press.

Introduction xvii

1

PART I

Conceptual Perspectives
on Leading Change

Introduction

Prior to writing this book, I participated with several leadership scholars in
a project known as the General Theory of Leadership (GTOL), led by James
MacGregor Burns, George (Al) Goethals, and Georgia Sorenson. Our mis-

sion, as conceived by Burns, was to develop an integrative theory of leadershipin
his words, to provide people studying or practicing leadership with a general guide
or orientationa set of principles that are universal which can be then adapted to
different situations (Managan, 2002). Though the group did not produce a general
theory of leadership, at the conclusion of the project the members of the group
decided that the most productive way to proceed was to create a volume of essays
designed to capture, to the best of our ability, the nuances of 3 years of scholarly
debate and discussion (Wren, 2006, p. 34). This effort resulted in a book titled The
Quest for a General Theory of Leadership (referred to as the Quest) (Goethals &
Sorenson, 2006).

Congruent with my scholarship and teaching interests, and in anticipation of
writing Leading Change in Multiple Contexts, I worked with a group (consisting of
Richard Couto, Fredric Jablin, and myself) that would write the Quest chapter on
change. The greater part of that chapter is included in this introduction to provide
the conceptual perspective from which I consider leading change.1 As indicated by
the Quest editors, this perspective:

take[s] issue with the Newtonian, mechanistic and old science view of a
leader or leaders initiating change and instead offer[s] a complex net of co-
arising historical, economic, group and environmental factors that ebb and
flow, push and pull, to collectively birth change. Using a constructionist

approach [the view that humans construct or create reality and give it
meaning through social, economic and political interactions] as opposed to an
essentialist one [the view that social and natural realties exist apart from
our perceptions of reality and that individuals perceive the world rather than
construct it], they deftly demonstrate the interpenetrating and complex nature
of leadership in action. (Goethals & Sorenson, 2006, p. xvii)

This viewpoint does not presume that conditions change merely because a
group of people wants them to change. . . . social reality is subject to historical con-
ditions that can either foster or hinder change beyond any single persons or groups
ability to effect change (Hickman & Couto, 2006, p. 153).

The next section presents a vignette from