 In episode 19 of Mission: Impact, some of the topics that Carol and her guest, Nancy Bacon discussed include:
- Learning in nonprofit organizations - The best methods nonprofits or associations can use to train their staff - How habits and accountability helps people follow through on the behavior change they are aiming for Guest Information: Nancy Bacon is a teacher, instructional designer, and learning strategist who has worked for over 25 years in the nonprofit sector. She works with nonprofits, associations, and networks to strengthen how nonprofits are able to serve their communities. She has trained thousands of people in-person and online, speaks on learning and leadership, and writes books and blogs on topics at the intersection of learning and nonprofits. Nancy also co-hosts the Nonprofit Radio Show. Important Links:
Interview Transcript: Carol: Welcome Nancy, it's great to have you on the podcast. Nancy: I'm delighted to be here with you. Carol: Just to start us out, could you tell me what really drew you to the work that you do and what, what would you say is your why and what motivates you? Nancy: when I first thought about this question, I was thinking, what is this work, this work being nonprofits. And, I think what drew me to that work is the same that draws many of us, and that is the desire to serve and to make the world a better place. But then I started to drill down into the question and what my work specifically is really at the intersection of nonprofits and learning. And so that got me really thinking about. the larger story. And I have to say that, that I have always been working with one foot in two places. So I'm always playing in two different sandboxes at the same time. And, even going back to like, you and I both went to Swarthmore and we had that experience and I was an economics, German literature, double major. And people thought that, that's crazy, but there was a desire to both play in the organizational development analytical world, but also to play in that world of the human story and language. So I have found that those two threads have carried me through and that, having been a teacher and created learning programs and all that, living in the world of learning, but also living in the world of nonprofits and so many nonprofit people are accidental non-profit people, right. They start because they care about something. And then all of a sudden they have to do that compliance stuff or read a balance sheet, or, have a board that misbehaves there's something there. I really was called to this work of working at the intersection of learning and nonprofits. And having a foot in both of those spaces and doing whatever I can to bring them together. Cause I think ultimately that's how nonprofit nonprofits are going to thrive. Carol: Yeah. You talk about that intersection. And it sounds like you were a double major before that was super popular with everyone, everyone having a double major, but I appreciate how there are some people who are super focused and they have, they have one goal. They have a clear sense of their purpose. And then there are others of us and I'll include myself who meander a little bit. And, and I appreciate that sense of being in to, having to two focuses not necessarily only right. One. But why, why do you think is so important for nonprofit organizations and professionals? Nancy: So if we think about like, what are the big issues we want for nonprofits, we want nonprofits to be sustainable. We want nonprofits to integrate equity into their daily lives. We want nonprofits to collaborate and we assume that they know how to do those things. We assume that it's just natural, that they figure out how to work together or that it's just intuitive to integrate equity and into their day-to-day lives. And we expect that while off, they're often really struggling, particularly now during COVID times, just those day-to-day activities of raising money and finding volunteers and keeping your board meeting that's hard enough. And then we put this other stuff on top of it. So. I believe that there's a whole world of understanding and knowledge and experience around adult learning around behavior change around psychology and how we move people to action. And that the only way we're ever going to achieve our nonprofit goals. Is, if we figure out how to take everything we know about learning and action and make sure that nonprofit people have that available to them, that, we've all been to those nonprofit trainings that are ghastly, where somebody who's a really good fundraiser is just telling you what want Y how to raise money. And so much time is wasted. if we could actually have excellence in learning every time we're going to get where we need to go with nonprofits, I think. Carol: Yeah. I worked for an association for a while and, and the, the members were all people who worked with them. They worked in higher education and so they weren't, they weren't teachers, they weren't on the faculty side of things. They were on the student service side. And we had a very robust training program to train them in the basics of that field and all the very intricate and arcane knowledge that they had to have around immigration visas and all sorts of different technical issues. And We ended up having to build out a whole program to train all of our, essentially what we're subject matter experts into and train them how to actually help people learn what they already knew. And what was the, one of the most interesting things in working with some of those groups was how when you get a bunch of experts in the room, they want to talk about all the exceptions. They want to talk about the really interesting, intricate 10% of the cases that they experience. And so they want to share that with the audience, having forgotten that the audience doesn't even know the basics. And so, we kept having to steer them to the, what was to them was the boring 80%. but like, what are the actual fundamentals of this? And then how do you help people actually practice it? So it's not just this big data dump of information. But they actually have some, some way in the learning you're offering to, to practice what they're, you know what you're asking them to then go back to the office and apply. Nancy: Absolutely. And, there's so much really interesting research around that. There's really interesting research around how information, how, like, what is knowledge and how does knowledge get created and what does prior knowledge, what you already know will dictate what you can know. And so what does that mean? If you have an expert in the room? There's another interesting statistic I read recently that experts tend to leave out 70% of what learners need to know. Well, okay. Carol: So, I guess that it was 80% and then the research says it was 70. Okay. Nancy: Yeah, but I mean, whatever that is, it just says that your best trainers are probably not your experts. I just did a curriculum development project this morning with wonderful people doing really important work in the world. And they are making so many assumptions that I, as an outsider, I keep asking what, may sound dumb questions, but they're truly honest questions that I'm trying to understand so that I can help them teach others about their work. So that's the stuff that if we can bring that research. Informed, adult learning practice into nonprofits, we are going to get, it's going to be so much easier. Yeah, because Carol: There is so much that people have to learn, and often are either accidental fundraisers, accidental marketers, or accidental managers of boards, all of those things that come with nonprofit work. And yeah, there is no you don't just walk in the office and drink, drink the water and somehow you've learned it all. And then, so many, many organizations are offering training. But is it actually resulting in people learning and being able to do the work better when they get back to the office? Nancy: That's a great question. And, and, and I think that's a culture shift. So within the nonprofit world, we have very much a consumption mentality when it comes to training. you need to know how to fundraise, go to a training. Oh, I went to a training, therefore there's some assumption that your performance is going to be different. So I think that a key piece to this is really moving to a place where we're outcome-based, we're performance-based are people actually doing the job differently because of whatever we've put into place. But I think the other culture shift that needs to happen is moving away from workshops as the. the pinnacle of training and I deliver a whole lot of workshops. This is, this is my bread and butter. And yet I am now consistently advising people to, to slow down with the workshops and do much more around templates and tools and job aids and micro learning and really understanding the workflow. It could be that trainings aren’t what's needed. Yeah, there's an, a myriad of other things that you can do to improve performance that's outside of a training. Carol: Yeah, I'm thinking of an instance when I, I started a new job and the, the time that I started that job, the, the organization, it was a small organization and they had a big event coming up. So they were particularly overwhelmed at that moment. And I wanted to be able to help out and chip in with the team. And they gave me a very discreet task that had to do with the, the, the, the. The event that was coming up. And the fact that I had to go find that information based on an actual task than an actual product that was going to help the team. I actually remembered so many more of the things that I ended up having to go find. Then if I had sat in a room and people would just talk to me about it, all that engagement with it and acting, I think trainers know things about what, templates and tools and micro-learning and job aids. Can you, especially microlearning and job aids. Can you describe a little bit more about what you mean by that and what those are? Nancy: Yeah, so it really, I mean, they really are learning when you need it, not learning when that training is being offered. So that notion that - and I particularly want to talk about not learning just when you need it, but when your colleagues need it. So for example, you want to improve how your board raises money. And so you could send your whole board to some training and maybe some fraction of your board will go. And whether they apply that training is pretty hit or miss instead, what you can do is record a short video with very outcome-based ideas. As a board, I want you to do these three things, a, B and C. And you make that video short enough that it fits within a board meeting. So we all train our boards to leave 10 minutes, 15 minutes for learning. And so why not provide them with the tools to fill that time and the support that they then need, so then job aids would then support that. So that would be, what do you need to do the job? And as you mentioned, you have a checklist. It could be, we talk a lot in the nonprofit where you go to meetings and Hey, you wrote that great fundraising letter. I stole it. And I'm using air quotes for the radio audience here. I stole it in order to because it was such a great fundraising letter, but that's a worked template. That is a worked example. It's a job aid and I think, yeah, that fine. That's working within that culture of sharing. So that's what I'm speaking of with job aids Carol: Yeah. And the idea of - and making a video may sound intimidating, but I've started using, and this is a particular tool that's available right now. One called loom where you can just make little short videos, could just be a screen-share. Very easy. You push a button and it starts recording. And I've done that to tell team members, Oh, I'd you to do this thing and I'm going to show you how to do it. And they're never, well, you're not allowed to have, it would be more than five minutes or at least on this account. So that keeps me in that very short, very focused. And, and then, then it's not hard to do. Cause I think video. May sound intimidating, but if you keep it simple it doesn't, it doesn't have to be an, it can be, we can make videos on our phone and easily on a computer. So it's, it can be accessible for, for groups. Nancy: It absolutely can. And all of us are zoom masters now, right? We all got the certification that we know how to do breakout rooms. And so I've done short videos on zoom where I all teach a class and I might have a little bit of homework and, or a little bit of explanation that I want to provide. So I'm just going to hop right back on zoom and record myself telling them something. And then I upload it to YouTube, so that they can access it that way. But I mean, there's tools all around us. Carol: Right. Right. And what would you describe as a learning mindset for organizations? Nancy: That's a great question. I think the first thing is to understand that that learning itself has research behind it. So. Education in general suffers from this problem. And it starts in K-12 education where we all went to school. So we all know what good school is. Right. And we're always anecdotal about it, what should happen in third grade? Well, when I was in third grade, this happened, or as soon as we have children, we then refer to that as our anecdotal experience. Right? Well, my third grader, X. Okay. And learning in general isn't professionalized - we don't consider it as a profession. We don't think about it in terms of, there are people who are actually experts in adult learning. And so when I think about workshop presenters or people who are training. I don't look just for content. We want excellent content. I want you to know your stuff, but I also want you to have that adult learning piece so that you are, you have that mindset, that, that teaching itself is a profession. It is something to be good at. So I think that's the first piece. Carol: For sure. And how would you, you talked about that, the research being behind adult learning, what are some of the things, if folks are not familiar of some of the principles of adult learning, what would you name for them as a good starting place to, to think about and how they might shift their training even just a little bit so that it's more learning. Nancy: Yeah. So some of the ideas that I love to play around with, so cognitive overload, where, we know this, our brains can only handle so much, so we know that intellectually, but how do we then integrate it in our PowerPoints? How do we integrate it into our delivery? Things that. The other thing that I love talking about is forgetting and memory that we tend to say, Oh, I told you that and you still haven't done it. What's wrong with you. And we don't really acknowledge the fact that people only, remember things in that we can do things to help them remember, and we can do things to decrease that forgetting curve. And that, that, that right there could set you up for more success. So those are just two ideas that I like to play with. Carol: Yeah. And I mean, I don't think I remember anything anymore. I just rely on the electronic to-do lists that I update at the end of every day to make sure that I know what I'm supposed to do the next day. Nancy: No, I think that's, we all rely on that. And yet we still obviously have. So much knowledge that we have gained over the years and all of that, I think so another point that I just want to bring up and it, because it goes to something I said earlier, and that is the research around fast thinking and slow thinking and that we tend to be very efficient minded. We got to just get it done. We tend not to make time for reflection. And it's the research by Daniel Kahneman and thinking fast and slow, that research and that Culture shift learning mindset is really going to help us to get where we need to go as a sector. So for nonprofits to actually embrace equity, to look at co collaboration, to look at ways to be sustainable we need that slow reflection time along with our fast thinking that we have just to get the job done. Carol: And can you give me an example of what that slow thinking that slow, that reflection time might look like? In a week of, I don't know, a fundraiser. Nancy: Yeah, well, and there's big chunks of time and, and small chunks of time and alone time and together time. So it might look like, keeping your Wednesdays free of all meetings so that you can slow down and think about something. It might mean at the end of every meeting with your staff, you might carve out an hour to just think about what happened there and what you're going to do, and really frame it around. What are the key questions that you need to get answered? So that's building in time for you as an individual to address that, that reflection. I love Paula Fraidy, the Brazilian sociologist who talks about that connection between reflection and action. That reflection with no action is, is some version of navel gazing, right? I'm paraphrasing and action with no reflection is uninformed. So you really need to have that reflection and action paired together. But in addition to that, I think it's important to reflect collectively, so to reflect together. And that might look like a board retreat. I'm sure you facilitate a lot of board retreats and gatherings and having just that right level of collective reflection so that people are sharing their ideas together. I think that's also really important for nonprofits. Carol: Yeah. I mean, oftentimes that's when organizations bring in someone from the outside, whether it's a board retreat or for a strategic planning process, or to help them think through, what their, what their program outcomes are, what their theory of change is. And often folks are very focused on what the outcome of that process is going to be. But I think oftentimes it's the. The framing and the, the one giving people space to, to actually slow down and think, and have a shared conversation that can get to exactly what you were talking about before, with where you're under. You're you're, you're helping people say what their assumptions are, get those out loud and to, to see whether there's shared understanding across the group. And so for me as a consultant, The quality of the conversation and the process is as important as a good product at the end of it. Nancy: I think that's really important. And I think that's where so good learning also has that level of accountability. I think a really interesting idea to think about is this whole idea of how to make learning, stick, how to make learning transfer happen such that not only do they learn stuff, but they do things differently later. I mean, there are so many examples all around us. so many people are learning how to, so for example, The people want to learn how to sew masks and, and help out there. So you need to have the goal I want to, so, 50 masks for frontline workers, and then you have that reflection time of, okay. I cut out that pattern out of the New York times, but I'm not really sure it's going to work. In fact, it didn't work the first time I tried it, so I had to remake it. And then there's that accountability piece that 's going to make sure that you follow through when you actually do what you say you're going to do. So what friend is going to call you to make sure you've got those 50 masks on? Carol: Right. And then, that product at the end documents the agreements that people came through through the process. And so you can then check, check in on those and see, okay, are we, are we doing the things that we said we were going to do? And of course then evaluate, perhaps some of them are, Things have changed and we need to refresh this. They're not as relevant anymore. But it's that those processes really almost enable an organizational level learning where oftentimes people only think about learning as at the individual level. Nancy: I'm really glad you brought that up because I think a key piece to this is that strategy. And I invite people to have their own learning strategy, over the next year. Hey, we're almost at the beginning of the year, you might think, over the course of 2021, what do I need to learn? And who's going to hold me accountable, but then you also have that organizational and I would even say sector level learning. So at the organizational level if you want your board to help you raise money, for example, What does your learning program look to support that? What is the group learning individual learning? How are you going to really look at behavior change and how are you going to support it? Not just the learning in terms of workshops, but those job aids that we talked about earlier, those tools that are going to help at a sector level. I also think that we need a strategy and a lot of our nonprofit state associations or a sector level. Associations are hopefully trying to move the needle on things. And those guys having a learning strategy is also really important for that alignment so that we actually get the movement that we need. Carol: And what are you seeing in terms of that? Are you seeing collaborations across those organizations to, to try to create that or, Nancy: I'm experiencing that the concept of a learning strategy is a new idea that a lot of, a lot of associations or nonprofits or consultants even don't quite yet have that learning strategy. I see a lot of, of these various groups, just, they put out a lot of work. So they're either doing trainings or they're producing, white papers or checklists or whatever. But I don't necessarily see that there's a strategy behind it. It's more of a, I, what do you think, would you say, is there a strategy behind stuff or is it just churning stuff out? I mean, Carol: I think there are different levels of sophistication in that arena. And yeah, I think, for a lot of organizations, if they have the luxury of having someone who's actually in charge of training or learning people come to that with various backgrounds and a lot of people don't necessarily have a background in, in adult learning. And so they replicate what they've seen at many. Conferences, trainings, workshops and all that. It's so much easier to ask presenters to do something that is very much for the participant, when I have heard other people refer to it as the sit in and get just listening to lectures. And it, or panel discussions, all those things that we're very familiar with in terms of conferences. And, and it's very few organizations I would say, are doing a lot that really aligns with how we know, that brings that, that knowledge around how, what we know about how people learn and how to, how to deliver that. So that, so that there is some behavior change. And you, you talked about behavior change. I'm wondering what are some things that the research says actually supports that? Nancy: Well, we talked about that accountability piece that that's, that's important. There's some really interesting research around identity and. And moving people to, to be who they think that they are. So, really interesting research from Robert Cialdini and Pre-Suasion for example, that I hold up as a great example in the nonprofit sector. So his research, I forget the exact numbers, but it's something if I ask you for your email address on the street, would you give it to me? Chances are no. If I say, Carol, are you an adventurous person? You'll probably say yes. May I have your email address? And the rate by which you'll give me your email address goes way up. And why is that? I've invited you into a certain identity that you now want to live up to. And Robert Cialdini provides lots of examples of that, and there's a great leading learning podcast where they interview him. For that. So, so, so that directly ties to the nonprofit world. When I first heard that podcast, it was at a time where leading board curriculum designers were talking about, the failure of board members that board members were not living up to their jobs. They were not raising money. They were not doing advocacy. There was some report card that came out that said they were failing. And I, I just found that so sad. Not that board members are supposedly feeling, but that we missed the boat on inviting, calling out the courage that I believe all board members have. Board members are incredibly courageous to step forward and serve their community on the whole. And I just need you to be a little bit more courageous. Will you call your legislator? Will you call your friend and help, fill up that table at our next gala. Why are we not using this notion of identity to lift people up and to celebrate who they are rather than push them down. So that's like, that's a long answer to your question about behavior change, but that's one little piece that sparked some ideas for me. Carol: Well, I guess that's an old why you, I was just in a, in a session today where I was doing I'm in the middle of a strategic planning process with the organization and Today's session was helping them do visioning. So who do they want to be in five years? And, they gotta elaborate that the things that they came up with were way beyond the capacity of the organization as it is today, but just imagining those things. I think, yeah, as you say, creates those aspirational lenses to then say, okay, so what are the three things we can do? that, that we do have funding for that? We do have a capacity for that'll get us a little closer to that aspiration. I'm not, I'm not one for having plans that are so aspirational that they're, that they're just pie in the sky. But I think for a moment within the process to invite that bigger. Like, what's the really big thing we're trying to do here can be Nancy: helpful. Right. And, and inviting people we are an organization that is learningful. That is curious. That is that walks the talk. When it comes to equity, inviting people to say, we are this then invites everyone to really get up behind that. And that's when you start to have behavior change. I mean, another example, being James Clear, who wrote the book Atomic Habits, he talks about if you're trying to change your behavior around exercise, it's one thing to change your routine. It's another thing to change your goals, but what he cites as, as what all the evidence says is changing your, or naming your identity. I am someone who exercises. That is more likely to get you into the habit of exercising and, and habits are where it's at, when it comes to behavior change, right? we don't want people to do things once we want them to do it every time. So really understanding what we know about habits can really move boards in the nonprofits in general, in the right direction. Carol: As you were talking about the boards and the research is they're failing, they're not doing what they're supposed to do. There's so much angst around what role does, is the board supposed to play? How are they supposed to work with staff? And it does sometimes feel a little punitive. So, what is, what does a courageous board look like? And yeah. And then you also named some very concrete things. And I want you to do this one thing. I want you to make one phone call to a friend to do this, so it's not only an aspiration, but also something very concrete that is doable. You can put on your to-do list, you can check it off and get that, whatever the hormone is. The ha when you, when you accomplish something to feel good about yourself and then want to do the Nancy: next thing. Exactly. And then you want to come to the next board meeting. You want to, you want to participate? I have an experience with a board where every meeting is so incredibly negative that that many of us have just stopped. Paying much attention to it. How do we flip that? How do we make it such that we want to give, we want to come together. That's all, when I talk about learning, I want to be clear and I should have said this right at the top, I'm talking about every single thing it takes to move people to action. So not just learning in terms of knowledge, but learning in terms of knowledge, skill, behavior, and really changing our practice over and over so that we're, we're delivering on whatever it is we're supposed to be doing. Carol: Yeah. And so often, I mean, there's all the nuts and bolts things that people have to learn to actually run the organization. But so often the programs that are being designed are there, their ultimate goal is to produce some behavior change with the people that they're working with. And too often, you'll see, the, the, the outcome as they understand this and they understand that and they understand the other. And of course, what we also understand about understanding is that it doesn't necessarily produce action. Nancy: You're absolutely right. I love the article and I forget, I think it was Brian Washburn who, who referred me to it a long time ago and that is change or die. And it came out by fast company. an online article that I read and it is so interesting because it talks about, if I asked you to fundamentally change your life, Change what you eat, how you exercise, blah, blah, blah, would you do it? And I run this in trainings and people are often like, yeah, of course I would. Well, the research says, no, you would not. Even if you were going to face a really painful, open-heart surgery, you would not change your ways. And so my laugh line when I deliver a board training is so if you're not going to change your life, your life to stay alive. Why would you change your ways for a volunteer gig that meets once a month on Thursdays? You're not right. So these are the kinds of things that I think are really interesting to think about internally, as you say, we're pretty good at thinking about our clients or, how do we get those folks out there in the community to do what we need them to do? We sometimes think about that, but then how do we think about internally within our organization as well? Carol: And I think, as you talked about the fast thinking and slow thinking, if people are just running at a million miles an hour all the time they'll keep, they'll keep doing, they'll keep producing, but they're not taking that time to reflect on how this is working? How might we be doing it differently? What have we learned from all of this that we've done in the last, whatever number of funds and all of this sounds? I mean, I think it's sometimes I can, I can just imagine a little eye-rolling going on Oak to consultants talking about this time to have reflection. I'm trying to keep my, my organization afloat. So, what, what, where do I have the time? But I think even big organizations that have lots of resources, there is this pressure to just be moving all the time. And so I don't actually think it often doesn't necessarily have to do with the amount of resources, but more to do with the commitment to take the time. Nancy: Well, there's certainly the commitment to take the time. And then how do you use that time? That I think that I don't want to, I mean, I, if you have the time to sit around and just reflect emptily with a journal and just imagine. Okay. But most people don't have that time. So then what I would say is even micro bits of reflection around framing some big questions in front of you. And, I've been teaching a curriculum development class, it's been super fun. And what I'm, what I'm trying to get people to to think about is how, how do you live in that divergent phase? And this from strategic planning, right? how do you get people to just. Then time in that divergent phase before they then start closing doors in the convergent phase. And how do you work on that skill of being comfortable in the unknown, being comfortable in that ambiguity, being comfortable, just playing around with ideas. And so I think, carving out that reflection time with a very clear sense that for 30 minutes, I want to be in that divergent phase to just play around with all the toys in the toy box. And then after 30 minutes, I can start to, to narrow the scope as to what, what we will carry forward into our organization. Carol: Yeah. And I think well just for one. Convergent and divergent, divergent being opening it up and, and thinking of all the different possibilities convergent as you converge and come to some agreements start calling down. Yeah, I'm often when I'm talking to people about brainstorming and some people love it and some people hate it. And so for the people who hate it, I was like, well, we're holding to do it for a set amount of time. Mm. And the reason that we say things like, there are no bad ideas, which of course we know there are bad ideas. You just can't do both at the same time. Your brain needs to be able to go wild and then come back together. But even thinking about the session that I did today and we were. We were less, we were, the very first session was all going wide. And I warn them ahead of time. We are, we are exploring today. We are not deciding. And then this session today was like, we were doing a little bit of both. So, but still, mostly on the. Exploring side. And there was definitely at the end, folks who are like, I'm really eager to get to action. I'm eager to get tangible and make some decisions. And I think even just warning them that that's where we would be in that two hours helps a little bit with that sense of can we just decide already. Nancy: Right. But it, and it's that's where it's such a waste of time to make the wrong decision. So there's times to make decisions and times not to, but, but I think, I mean, you asked earlier about what's in that learning mindset. And I think part of that learning mindset is. Is an appreciation for playing with ideas, a curiosity, a desire to play in that space where anything is possible, but having a framework for doing that. So whether it's limiting the time or model thinkers is a new online list of great ideas. And I love it. And they just came out with a frame storming idea where it's not brainstorming open-ended, but it's frame storming where there's kind of, you put a frame around it with key questions. Another example I heard recently was, what ideas would solve a problem, but get you fired. I love that. I love that because it was funny. My husband's a school principal and he started to have lots of fun with that, what are, what would solve the problem, but get you fired, and then the follow-up question is, ‘okay, well, what would have to happen to make those things happen?’ Like, then you drill down into each of those ideas and there are nuggets in there. you may not go all the way to the idea that would get you fired, but there may be little nuggets in there that are worth pursuing and that could save you time. It could save you money. So those people who want to rush to conclusions and make those decisions, they may regret that if they see some of these other ideas come out. Carol: Yeah. And I think, yeah, brainstorming Dunwell definitely has those framing questions that, that sets some parameters and kind of, what's the playing field that we're on right now. What, what are we considering? What's inbounds what's out of bounds, that thing. So at the end of each episode, I play a little game where I ask an icebreaker question. And so I've got three out here and I'm going to choose one. So if you could buy your dream house, what is one weird room or feature you would have? Nancy: I would have a little artist studio. Not that I'm a particularly good artist, but I hack at it. And I sew, I paint, and I don't clean up afterwards. So if I had my own room, I would not have to clean up. Carol: Well, I'd be in agreement with you. That's one of the things I might do in the same space that I'm in right now is just to create, although I don't think I could do painting because it would be a little too messy, but just to, just to play around and I, and I refuse the term artists, cause it feels that's way too much pressure. I'm just somebody who plays around with this stuff. So Nancy: yes, but, but I'm so glad that that you do, because to go back to our, our topic here of learning is we all want to have that beginner's mindset and there's no better way to have a beginner's mindset than to, than to play around in a, in a motor, a medium that's that doesn't come naturally. So that's so fun. Carol: Yeah. Yeah. So what are you excited about? What's up next for you what's emerging in the work that you're doing. Nancy: I'm really excited about three workshops I'm working on in March. I have two with my colleague, Scott Schaefer. He is a finance wizard and we're running a class on mergers and on finance strategy. So both. Excellent. And then to go to our conversation earlier, I am teaching a learning strategy class and I am very excited about that. Carol: Well, excellent. People can learn more about that. And we'll put links in the show notes so that you can, everyone can find Nancy and find out all the good stuff that she's doing so well, thank you so much. It was great having the conversation. Nancy: I've really enjoyed it. Thanks so much.  There is a brief discussion of police brutality in this episode around 16 minutes in.
In episode 14 of Mission: Impact, some of the topics that Carol and her guest, Keisha Sitney, discussed include: - Why leaders need to be role models for their staff and lead by example
Guest Information: Keisha Sitney is the Chief People Officer for The Y in Central Maryland and the founder of Golden Key Coaching. She works to ensure the people strategies and resources support and match the strategic priorities of the organization. Keisha is an executive leader who has been with the Y for 30 years, both at the national and regional levels. With in-depth experience in coaching, talent management, strategic visioning and planning, and facilitation, Keisha has served in operational roles at the YMCA of Metropolitan Washington, led the national multicultural leadership development movement as well as served as an internal consultant for C-Suite leaders from Ys across the United States. She holds a Master's Degree in Organization Development from American University and a Bachelor's Degree in Psychology from Howard University. Links:
Interview Transcript: Carol Hamilton: Welcome Keisha, great to have you on the podcast. Keisha Sitney: Thank you. Thanks for having me, I’m really honored to be here. Carol: I want to start out by asking, just to give people some context, what drew you to the work that you do? What would you say motivates you and how would you describe your work? Keisha: Well, I have worked for Y the organization for [30 years and I’m] celebrating my 30th year there. And being only 35, it's hard to fathom that I've been in that place 30 years. But in all seriousness, I really enjoy helping people to reach their potential. I think that I started off working with young people, and directing childcare centers, and doing team programs and things, and after decades of operations, I really found that my passion is for the people, the associates, the leaders that are doing the work and helping them make sure that they feel equipped, that they feel energized, that they have all the tools and resources, that they have the confidence to do the work that they're supposed to do. Nonprofit work can be grueling, and sometimes we may give and forget that we have to also pour in to ourselves. So that's a part of my why is making sure that people are able to pour into themselves? Carol: Yeah. What are some ways that you help people do that? Keisha: Well, I think that a lot of it is in coaching and reflecting and going through and finding ways to reflect on situations: ‘how did I respond to this, how am I going to do this differently in the future?’ I think that that emotional intelligence and self-awareness is really key. We can get so caught up in the doing of the work, and I find myself telling leaders all the time through our organization: the work is not just the work, it's not just the tactics and the processes. It's how we get things done. It's who we work with in order to move things forward. I think that a part of that is how we are aware of our own selves and how we impact that. So it's important, that critical part of leadership, in my opinion. Carol: I don't know if leaders are always aware that the folks around them, their staff, are paying very close attention to everything that they're doing. And oftentimes, leaders are relying on what they're saying or what they're communicating in an email, but what they're doing, that is always more powerful, for people to watch behavior and, start to unpack, and doing that reflection so that you can think about, ‘okay, well, these are the things that happened.’ someone's telling me what they saw and that they made some interpretation and it maybe wasn’t what I intended, but that was the impact it had. So it's really key to always remember that, as a leader, you're in the spotlight Keisha: Yeah, you're accountable, regardless of your intent. Maybe the impact is still being impacted. When you're mentioning leaders and people looking up to you or watching, how do we take off? How do we use it, how do we sharpen the saw? How do we develop ourselves? We tend to say, ‘Oh, we're going to send them to training or we're going to make sure you use your leave,’ but then, ‘Oh, well, no, I'm so important, I've got to work. I've got to be here’ or, ‘call me, I know I'm on vacation, but I'll still be a participant in that meeting.’ And it's risky to, to be the person that says ‘I'm scheduled for leave during that time. Can we reschedule that? I really want to be a part of the conversation, but I've scheduled this time and it's really important to my family.’ Not to say that as a leader, sometimes you don't need to just be there. If it's something that's come up, that's an emergency, but every emergency isn't an emergency. So I think that leading by example and taking care of ourselves and our families is really critical. And it's something that I constantly work on. I can't say I've got it down pat, but it's something that I strive to improve every year. Carol: Yeah, those are hard boundaries to keep, even when we know that's in our belief, I know that's certainly what I believe and I try to do for myself and then to demonstrate to others. And I have the luxury of being an independent consultant. I used to give the explanation of why I'm on leave. Now I simply say that I'm not available. It's a little easier for me to do that without someone having access to my calendar, et cetera, but it's still hard to maintain those boundaries, and even if you're working, just keep some time for thinking and for analysis, for stepping back and not being in meeting after meeting after meeting as leaders are so often in. Especially now, in COVID, the day can never end sometimes. But I think being aware of what really is an emergency, when is it really critical, and when is it not so that you have those reserves when those emergencies come up. Keisha: And one thing that I try to remember is, as women, and leaders, and moms, sometimes there's a thought you're supposed to be super-woman or super-mom, and I don't try to ascribe to that. I try to remember that, I'm juggling a lot of balls, but. Every ball is not a glass wall. So, there might be some things that I can let drop and they're going to bounce back and I'll just pick them up wherever they are. Or maybe I can pass it to someone on my team or something like that. But things like my children, or my husband, or my health, those are glass balls that I can't get back. If I drop them, they're shattered. That's been helpful for me to prioritize those things that'll be fine until next week, but this is the priority and takes precedent, so I need to calm myself. Carol: I love that image because we so often hear ‘I'm juggling a lot of things,’ but remembering that all of those balls that you're juggling don't have the same impact and are not all precious in the same way. You don’t have to be the one juggling all of those things, and you can pull other people in, help them grow by giving them a stretch assignment that you may be in charge of, and maybe it can really help their development. Keisha: Exactly and people want to help. They want to come through for you. So I think it isn't for us to share those opportunities with others and prioritize for ourselves. Carol: So, part of your work has been working on building a more multicultural increasing equity within the Y. What would you say has been missing in past efforts to address equity in the nonprofit sector? I mean, there are a lot of organizations that are trying to address that in the outside of their organizations, but I'm talking about inside organizations. Keisha: We have to start with ourselves internally. If it can't be just a process or a policy, or procedures, we have to start as individuals. We come to work with our own beliefs, the way that we are raised and how we see things. And we are all born with biases and it impacts how we show up and impact how we treat others at work. What we value, who we value. Knowing where people's ideals come from and why they make the decisions they make, or the way they behave. It's helpful in us being more empathetic to one another. I feel like the conversations that are being had nowadays, with the pandemic of coronavirus and COVID-19, and the epidemic of racism, people aren't able to ignore it. I think having these uncomfortable conversations, leaning into the discomfort, and committing to doing it again and again, is what's going to make the difference. I've led multicultural leadership-development efforts at a national level for our organization. And there were some times where I felt like we were just teaching the diverse leader how to be within this larger structure that is not necessarily welcome. So, teach you - as a person of color - to straighten your hair, to get in, get the interview, say the right things, and do all those things. But how do we change the system so that it doesn't expect me to conform in order to be successful, that I can be valued for. However, if I choose to wear my hair this way, and I know that sometimes it seems like a small thing, but those small things, they just add up and there seem to be many ways where, as a woman of color, I felt like I haven't always been able to bring my whole self to work. So I do think that it's important that we allow folks to bring themselves, and their culture, and their beliefs, to work and not have to hide who they are. Those conversations are key. And in that leadership development that you're talking about, it's essentially like we're refining code switching or refining, basically teaching whiteness. I feel like that's probably replicated across not only programs within organizations, but many, many programs that are offered as not capacity-building, but just different levels. So that's essentially what the program is about. How is that really helping us get to equity. We need to teach white people to be okay with people who are different. I know that there's a lot of books and things talking about being anti-racist. But we have to continue to just work on dismantling the systems. It's not just teaching one group how to be, or how to respond. It's educating ourselves on how things got to be the way they are. And they didn't just start with us here. Here's the impact of those things, here's how this group might've benefited from these laws and these systems. And then here's how this group may not have benefited or how they might've been kept back as a result of those. And then getting people to make change, how do we bring it to the forefront and then start to dismantle it. But it's in the long haul. It was built over time and it won't be dismantled overnight either. Carol: Yeah. And it's interesting. I was listening to one of Brené Brown's podcasts, she now has two, and I'm not remembering who the person that she was talking to was, but the person she was interviewing was talking about how, when organizations try to start working on diversity, equity, and inclusion. They'll often go to the policies, the practices, and she described that, as the transactional part of the work. And that was interesting to me - because so often it ends up being posed as somewhat of an either/or of either you're doing transactional, or you're doing transformational and what she was saying, which I found so interesting was you have to have both. So you have to deal with all those practices and systems and how that's all embedded in the code of how we work. That's not enough, it's not sufficient. You also have to work at the relational level and then other work. We're trying to come at this from a conscious part of the brain that actually is not triggering a lot of this. That so much is about the unconscious bias that we've been taught over years. And how that's embedded in our limbic system. Keisha: It is. We have to do something to consciously stop it and be aware that, ‘okay, this is what I'm thinking.’ This is what I'm hearing. This is what I'm saying, what I'm replicated. I found that one-on-one conversations have also been very, very helpful with - and I can't speak for every person who's like me - but I can tell you how this impacts me. I can tell you how this impacts my children. I can tell you how this impacts my family, and it's exhausting to share. There have been times when I'm like, ‘I'm tired of educating everyone else. I'm just going to do me.’ I've got to preserve myself. Diversity fatigue is a real thing. I’ve found relationships that are important to me and I've really tried to develop those, whether it's professionally or personally, but by sharing, this is the impact of this. When I hear of another police killing a black person, I think about how that could be my son who is 17 now, who's 6’ 4” and it could be my daughter, who's 17 and just a black, young woman. It could be me, it could be my husband. And sharing conversations with folks. One of my colleagues said, that really hit me when you talked about your kids and my kids, because it's always, that's that family over there, but it's like, we have these things in common, but yet our kids can be doing the same exact thing and mine will be killed and Rose’s will not. So I think that that's one way that I've tried to personally make connections with folks and help them to see things in a different light. Carol: Yeah. I appreciate that. And I appreciate what you're saying, that there are just sometimes when I'm not going to engage. I need to preserve myself. Keisha: Yeah. I can't always engage in conversations, and it's not always fruitful. There are some folks who, it doesn't matter what you say, and I'm not willing to sacrifice myself for those types of conversations. Carol: Yeah. And sometimes I find it can be helpful to identify some bright spots, or people who are operating under those same circumstances or constraints, within the same context, but somehow are having better results. In your work, have you encountered some of those bright spots because I think that that's a place to start working from. Keisha: Yeah. I mean, I've encountered quite a few bright spots. We have a movement of leaders of color throughout the national Y and we call it our multicultural leadership development. It's mentors, coaches, and supports. And we've created safe spaces, similar to the employee resource group models where you have groups of people who may be able to come together and work on policies. You've got the affinity groups, those types of things, but ours is more of a mixture. Not just African-Americans with African-Americans. So you might see African-Americans, Hispanic, Latinos, and Asian Pacific Islanders. There you might have indigenous folks of which we need to improve our numbers versus nationally as an organization with regards to leadership, reflecting the communities we serve. But for those of us who are members of those communities, finding the commonalities and being able to support one another, educate one another, and to be with one another, and developing our own cultural competence, just because you're a person of color doesn't mean that you're going to be culturally competent as well. The things that we're asking from other groups that we should be able to model those things as well. So it's definitely been a great support system. And we've seen a lot of folks who've been able to engage and advance their careers within our organization. In connecting the dots where they're not just at one small organization, that they can be connected to our larger network of organization. So really a lot of success there. We have seen some increases in our numbers nationally of leaders that are at the top level, in the C-suite CEO position that are of color. But then we've also had some challenges that go on the other side of it. We've done a lot more work on bias and undoing institutional racism. Anti-racism work, a lot more equity work and looking at the systems. And I don't think that that's something that, as national non-profits, a lot of us do. Recognizing that we are a part of those systems that we talk about, a part of this country. We have the same kind of history as we've evolved in these 175 years that our country has evolved. So, I think we're doing a lot and there are a lot of folks who are committed to it. There's much more to be done. Carol: Sure. Sure. And for the Y particularly, you're a federated system and that can - I'm guessing - make it particularly challenging, but there are many other national organizations that are set up that same way. Can you just briefly say what a federated system is, and then maybe talk about how some of this work has either been able to move forward or, or been challenging. Keisha: Sure. We're federated meaning each organization, each Y, is its own independent 501 c3. You're all members of the national YMCA, and there are some guidelines that we need to adhere to in order to be a member. But we each have our own boards of directors, our own financial leaders, those kinds of things. And we can make our own decisions. There are a lot of benefits to that because the work that's happening in each community is different. So we don't have to be bound by some national perspective or priorities that are not appropriate for our community. The benefits of being a larger, federated organization, our brand is something that's recognizable that we work hard to have some things that we say are in common and that when you go to a Y, no matter where you are, that there should be these types of things. For us, that healthy, living youth development and social responsibility are three of our big core areas that we do our work. Carol: So there was a second part to that question. I'm just also wondering, with that federated system, there's also the autonomy of each organization. So, trying to move forward, something at the national level may take longer because you essentially have to persuade or pull in every organization within the system. Keisha: We're a very diverse country. We have, in some ways, a lot of division and something that we all believe in. And then there are some areas where we're not all on the same side and our organization is not any different from that. so for us to all rally around the same thing, it is not always very easy. It can be painstaking, but I know that there are some things we do believe in equity and inclusion as a national organization. We believe in the safety of children and young people. And there's just certain things that are no-brainers for us. But how that gets implemented in each area is sometimes very different and can be difficult. I'm not speaking on behalf of our organization nationally. It is an area that I've seen that, when we’ve pulled together, it's very impactful. Carol: You've actually developed your own leadership model. Can you tell us a little bit more about that and what you've found wanting and other models that spurred you to create your own? Keisha: Sure! Thank you for asking about it. It's interesting because I've coached leaders for many, many years, and also had a lot of focus on learning and development. I feel like we tend to highlight leaders who seem as if they arrived; as if they just showed up and they were perfect, these flawless leaders and I've done presentations, and I've done a little riff on Beyonce’s flawless music. We don't really highlight leaders who mess things up or who are learning. When I see someone who's in a position that's at a high level I think, ‘man, how do I get there?’ I don't hear about the times that they failed four times, that they were rejected for six other positions that they've gone for, you just get to see where they've shown up. So I really try to encourage my colleagues to share some of their failures, some of their flaws so to speak. The model is that leaders are flawed and they are not perfect, but we do learn from things. So the [idea is that] we're failing forward. Everyone makes mistakes. And how do we utilize those to propel ourselves and our learning, or whatever it is that we learned from those failures. Then maybe we prevent some of the failures in the future, or maybe they'll be a little smaller. But recognizing that all of us will fail at some point and how we fail forward? the lesson for lifelong learners that we constantly have to sharpen that saw, we have to learn more. Part of it is reflecting and getting better, learning about what we do and how we can improve, learning about our field, our craft, just continuing to [learn]. There's no point where you've just arrived so we need to always be lifelong learners. The A is for authentic! I think authenticity in leadership is very important for us. If you want people to follow you, you want them to trust you. People don't want to follow someone who doesn't seem genuine. And a part of that authenticity is [admitting] that, you’re not always right. I may not be perfect, but sharing more of our why, our story, why we do things or what's motivating our decisions and things like that. Sharing a little bit of a vulnerability. So if we were to talk about Brenè Brown, vulnerability is just super important. So I think that that's all tied to authenticity. And then the W is for work. You can't be a leader without doing the work. You’ve gotta roll your sleeves up and get your hands dirty. I do believe in working smarter, not harder. I'm not going to try and take the hard way, but in leadership, you definitely have to put in the work wherever it's needed. That's my model: leaders of LAW. Carol: I love it. I think it was one thing - I don't think much goes viral on LinkedIn - but this one probably did where someone actually wrote their failure resume. Yeah, so when you write your bio for when you're speaking or whatnot, you rarely include: “and right before I got that job, I was the runner-up for four of them.” [You don’t include] where you were laid off here, or where you got restructured out of that job at that. We're resilient. Those are the things that we need to reiterate that, especially with this generation coming up and I hate to sound like the old person in the room, but you want folks to know it's okay, you gotta be resilient. We don't know what's going to happen next, then COVID, and what this next iteration will be, but we will band together. We will be resilient. We'll make it through and figure it out. Keisha: Yeah. And I think folks have a lot more resilience than they realize, and it's part of it. It's looking back and seeing, ‘that kind of sucked at that time, but I picked myself back up and got back on the horse’ or whatever and [you need to] try it again. And I think just the way our brains are wired, we learn so much more from those failures than we do from all those successes. So, we have such a negativity bias that those are definitely more memorable. But then not only keep it as our own private learning, but I think what you're saying is, for leaders to actually share those with the folks that they're working with so that folks really know that it is okay. We don't want to make a lot of mistakes. Nobody wants to make mistakes. But on the other hand, if there's a culture where making mistakes is punished, then it just has so much impact on folks willing to take risks. That has to be there for innovation [so it] can really have a chilling effect. So yeah, pretending that you're perfect, it's exhausting for the person who wants to work with that anyway. It's not realistic. It doesn't have to be perfect. We're not expecting it to be our final product, but you're going to put this bad boy out, see how it works, and we'll fix it. We'll continue to hone in on it. Carol: So, you allow people to be okay with, like you said, innovating and we don't want to make huge mistakes, but we know that's a part of the process. Then we can build our confidence in knowing that it's a part of the process that I may stumble. Keisha: Yeah. And I think, also for organizations to look at who's allowed to make those mistakes within the organization and who it has higher consequences for. And I'm sure in most cases there's probably already research that shows this, but the more male and white you are, probably the more you can get away with. Yup. Very much so. And I didn't necessarily see it myself. Being in HR, coming from operations in so many places that I'm really drawn to making sure that we're consistent with how we handle those situations. Like you said, are we doing the same thing if the person is white and male that we would have done if they were young and female, or a person of color, or something like that. It’s super important that we have that consistency. Carol: Yeah, well I want to shift focus a little bit. At the end of every episode, I do a little game where I ask a random icebreaker question. So, what is one family tradition that you'd like to carry on in the future? Keisha: I created a family tradition of cookie baking for the holidays, and I'm not a person who cooks nor bakes. So it was interesting for me to come up with that, but I just love the idea of my children coming together, and having other cousins over, and us getting flour all over the place and making cookies from scratch. It's just a great way to set the holiday season off. It's a big mess, and every year I say, ‘why am I doing this?’ but I'm really trying to figure out how to do it during COVID. I'm like, ‘okay, pass out flour and it could be making an idea, or you do something via zoom. It's definitely one of the traditions that I hope my children pass on and that they continue to do it. Carol: All right. Well, thank you so much. I hope I get a box of cookies. Keisha: You may not want them! They've gotten better over the years. Like I said, I'm not a baker but, fail forward! I've gotten much better, but I've been failing forward for some years. Carol: All right. Well, thank you so much. Keisha: Thank you. Appreciate you, Carol. Good to talk to you. |
HostI am Carol Hamilton, nonprofit consultant and podcast host. My passion is helping organizations cultivate healthy, inclusive cultures that live their values, fostering learning, creativity and results. Find me at Grace Social Sector Consulting and download free resources. Archives
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