Term Project The Eden

Extension's role in leading change in communities must shift from traditional notions of leadership to one of catalytic leadership. The expertise, programming-driven leadership model of Extension's past must be replaced with one of activating and convening stakeholders and facilitating problem-solving processes that address public issues collaboratively. This article introduces the basic skills of catalytic leadership, offers two illustrative examples from Extension in Iowa, and connects this leadership model with Public Issues Education. It concludes with some suggestions for how Extension units can move toward the catalytic model.

Ricardo S. Morse

Assistant Professor

Public Policy and Administration Program

Department of Political Science

rmorse@iastate.edu

Paul W. Brown

Assistant Director

Agriculture & Natural Resources Extension

pwbrown@iastate.edu

Jeanne E. Warning

Assistant Director

Extension to Families

jwarning@iastate.edu

Iowa State University

Ames, Iowa

Introduction

Extension has always been about educational leadership and change. However, just as the social, economic, and political environments have matured, the role of Extension educator as change agent continues to evolve to address the complex issues of our time. When Extension and the land-grant college system were established, our nation was dominated by small-scale agriculture.

At that time, the leadership or change agent role of Extension educators involved breaking through the barriers of rural isolation to engage farm families in learning and discovery (Schwieder, 1993). There was no incentive in the private sector for developing and delivering information on agricultural technologies or rural living practices. The Cooperative Extension Service provided farmers and farm families with knowledge about modern agricultural technologies and practices in an affordable manner. Improving the well-being of individual farmers also advanced social welfare and the developing economy.

As change agents, Extension educators delivered (and continue to deliver) programs and services that advance the public good. Traditionally, programs and services have provided a general benefit to society as a whole or to broad cross-sections of society. This was apparent in the early Extension focus on farm practices. These activities were instrumental in maintaining food security in a rapidly growing nation by supporting the adoption and diffusion of efficient production practices within an increasingly industrial but largely agrarian nation.

As the nation, agriculture, and Extension have evolved in significant ways over the last century, Extension programming has likewise evolved. Extension still provides agricultural production services, but has added substantial resources to community development, youth, family, and business and industry programs, as well as educational services. The delivery of these programs provides a general public benefit by enhancing the social and physical environment in which we all live. This is the heart of Extension.

For much of Extension's history, the role of change agent meant that Extension educators affected change through improved practices--on the farm, in the home, and in the community. Extension provided leadership by providing solutions. Extension educators applied expert knowledge and affected change by providing knowledge. As the social, economic, and political environments have evolved, they have also become more complex and interconnected. In this environment, a "programming" approach for Extension is not sufficient. What is needed is a different mindset, a different way of thinking about leadership or what it means to be an agent of change. Rather than simply providing content, Extension must also facilitate process, processes where citizens work together, create a vision, and make a difference.

Extension Educators as Catalysts

Leadership denotes "a process whereby an individual influences a group of individuals to achieve a common goal" (Northouse, 2004, p. 3). Extension's leadership in communities has followed this traditional notion of leadership. However, this traditional view of leadership seems inadequate for dealing with complex public problems. The kinds of problems Extension professionals face in their communities--such as economic decline, water quality, or childhood poverty--are terribly complex (Patton & Blaine, 2001). They cross jurisdictional, functional, and temporal boundaries. They are interconnected with one another. There are usually multiple definitions of what the problem is, with a range of accompanying "solutions," none of which completely "solve" the problem (Luke, 1998).

These intractable, interconnected problems highlight the fact that we live in a "shared power world" where "no one" is in charge (Crosby & Bryson, 2005). Traditional models of organizational leadership--with clear "leaders" and "followers" with clear goals--"do not work well for leaders attempting to address persistent public problems in an interconnected context." What is needed, therefore, is "public leadership, not public sector leadership" (Luke, 1998, p. 5).

Public sector leadership rightfully is the domain of elected and appointed public officials. However, public leadership is exercised by many people in and out of government. In fact, the role of Extension seems to be particularly well suited for public leadership, the kind of leadership that facilitates "concerted action by multiple and diverse groups." Extension professionals are in an ideal position to help "communities, states, and regions . . . work across traditional boundaries, creating partnerships and alliances among historically separate business, government, and education sectors" (Luke, 1998, p. 21).

Public leadership provides a quiet, "catalytic" effect different from traditional "great man" images of leadership. Jeffrey Luke defines public leadership this way:

Public leadership is essentially a transorganizational

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