MICHAEL GALVAN: And now I'm going to ask if you have any questions.

You don't have to.

Daniel?



You see, I didn't need you to raise a hand, did I?

It's your face.

Do you know that?



AUDIENCE MEMBER: thank you.

Thank you.

MICHAEL GALVAN: besides that I used to teach junior high.

AUDIENCE MEMBER: so I am the student now and then?

MICHAEL GALVAN: it is called, everything we ever did in life we started doing in junior high.

AUDIENCE MEMBER: I was thinking a lot about what you were saying in terms of special populations.

Does it require somebody to already be a part of that special population in order to talk to them?

MICHAEL GALVAN: no.

It just takes somebody who is willing not to judge that special population.

So for example, if you are, anybody here from Hawaii?

No.

Hawaii had a leper colony on Molokai.

And they had a Dutchman named Damian who worked with them.

Was Damian a leper?

Not at the beginning.

At the end he was, but at the beginning, no.

Did he work with them?

Yes.

Why?

Because he was one with them.

He was there willing to learn from them.

He didn't go to help them.

God help us from do-gooders, right.

But he went to be with them and to learn from them and as a result, that was anybody.

You don't speak Spanish, go work with a Mexican group.

It doesn't matter, if you have a good heart and you care about them, guess what, they are going to think you are incredible because you took the courage to walk in the room without speaking their language and tell them that you care about them.

Yes.

Tory or Toby.

Tory, I am sorry.

AUDIENCE MEMBER: It's okay, my doctor called me Tony for the first time.

I have a question for you and Bob and Sheri.

In the data driven society that we are in and applying for grants and stuff to make this a reality in our own communities.

Do you guys collectively have that data and where can consumers who went through this leadership program are now that we can can access so when we go back to our own communities we can write grants and show the positive outcomes that are coming from it.

MICHAEL GALVAN: I know Bob, somebody from your center called me once to get data.

SHERI BURNS: the centers that are participating are, as you can see, collecting their own data but we are also supplying that information to Bob so you can talk about that Bob.

BOB HAND: we have given information to others who have applied for the grant.

The lady in Kansas, not only that, we give you the grants that we've applied for before so you can see what we have written, and yeah, we don't have perfect data on it because some people will never contact us.

We have a good chunk of it.

SHERI BURNS: Michael, I just wanted to add is that the next step beyond because you can see some of the outputs that Michael listed up there as far as what kinds of commissions and boards and advisory councils that our graduates are participating in.

But we also need to start talking about the outcomes and the impact of their work.

And so that's the next level.

And I know one of the ongoing grant sponsors over the last several years that has helped us move in that direction is giving us some guidance is actually Catholic Charities.

We have gotten some funding from them.

Any of the organizations or foundations that do funding for advocacy work, this is a perfect fit for that.

Sometimes it's hard to get money to do advocacy work but there are organizations out there that will fund specifically advocacy efforts.

I don't know if you want to share anything else on it.

MICHAEL GALVAN: and Catholic Charities it's their Campaign for Human Development.

It's a national campaign, okay.

You do not have to be catholic to apply for it.

We apply for it as an independent living center.

But they have certain requirements that anybody who is a practical individual is going to really like.

They don't want theory.

They want action items with an outcome that can be evaluated and quantified.

So, like with our Dublin, Pleasanton, Livermore DAN-Y group we put in, I cannot remember, I think it's 15 youth go through the academy of that academy graduates, two of them will join boards.

Six of them will become members of the DAN-Y group and I think we said three or four will go to the Disability Capitol Action Day.

It shows things actually came because the Campaign for Human Development sees itself as seed money.

We do not fund ongoing projects but rather new projects and we like to do it for once and once that once happens you become independent and self-sufficient.

So at the end of ours we have a DAN-Y group, right.

Maybe next year we stay in the same location, we would like to add a DAN group, well that's a different outcome isn't it, and you can go and apply for money for that.

Roger?

AUDIENCE MEMBER: hi, it is Roger.

Can you hear me?

Roger.

MIKE GALVIN: Roger, roger.

AUDIENCE MEMBER: My question is where and how do you do recruitment for the academy?

MICHAEL GALVAN: I'm going to ask you, Roger.

Maybe you did to this.

Did you come to this workshop because you read a flier or got an e-mail?

AUDIENCE MEMBER: it was through email.

MICHAEL GALVAN: it was through email.

How many people came here because somebody you know suggested it?

The majority of us.

Most of us are not going to join anything because we got an e-mail.

You are the unusual person.

I want to know you really well.

Most of us go to something because somebody we know invited me.

That includes fundraisers and parties and all those types of things where you get an invitation, right.

What we did is we invited, a lot of our first group were from our DAN group who were already involved in advocacy, and we said, you want to build on that experience and structure it more and so we individually invited them.

I would say invitation primarily.

Tory.

AUDIENCE MEMBER: another question.

What age range are you looking at or what age range do you focus on?

MICHAEL GALVAN: 16 up.

Because we want somebody that can get into the advocacy work and sometimes mother and father say no, but, you know, what do you do.

Our young graduate her mother came with her and got really involved.

Loved it.

Great.

Anyone else?

Thank you so much for listening and Paula, do I turn it back to you?

Or me.

TIM FUCHS: the floor is yours.

MICHAEL GALVAN: oh, I am sorry.

Oh, God, the floor is mine.

All right, now, this is where we are going to find out something that becomes really weird because people have different definitions of leadership.

For example, some people think Vladimir Putin is a good leader.

They do.

But it is a style isn't it?

Some people will say instead that You live in Arizona, don't you?

The heat has gotten to you.

I'm just charging now.

You take somebody like Gandhi.

Is he a leader?

Why was he a leader?

Why?

He stood up and successful.

And not afraid to speak up.

Why?

Trustworthy.

He was what you saw was what you got, right?

He walked the walk.

He just didn't talk the talk.

What we want to do is ask ourselves in terms of leadership, in your small groups, maybe five minutes for this.

What are notions that you have of the way to develop leaders?

How would you say we can go about doing that?

Everybody understand the question?

How do we develop, encourage, inspire leaders?

And you have to have an idea otherwise you will never work with me on leadership development.

How can you do it if you don't have an idea how to do it, right?

All right.

Go to it! We are coming back together again.

Isn't this wonderful.

And we are going to have an initial ground rule.

And the initial ground rule is only people that have not raised their hands and spoken since lunch can speak now.

Daniel, even with your hands under your legs, your face still shows it.

But you can have Alex say what you want her to say.

So I'm going to ask you, what ways did we say we might be able to develop leaders?

How do we develop leaders?

What did we come up with?

Come on.

Yes.

AUDIENCE MEMBER: our table said that you have to model the leadership skills and you also have to provide the chance to fail.

And realize that's not the end of the world.

MICHAEL GALVAN: absolutely.

You know our, one of our biggest problems, I think especially with our young people is we don't allow them to fail while in the first grade and as a result, when they do fail at 35 and have three kids and then what do you do when this is their first time they have been allowed to fail.

But to allow somebody in a safe environment to learn how to cope with failure is just an incredible gift.

So thank you very, very much.

Someone else.

And tell me what you mean by doing that?

Use the microphone.

AUDIENCE MEMBER: just giving other people the opportunity to have input.

You know, without criticizing it.

MICHAEL GALVAN: excellent.

I can tell you how important that is.

If you are scared because you are afraid that somebody is going to think what you just said was not worthwhile and you get up all the courage that you have ever had for the last 15 years and you say something and you get shut down, guess what's going to happen for the next 15 years.

You are going to shut down again.

Thank you. Yes, Matthew.

AUDIENCE MEMBER: I think, can you hear me?

Just giving them the chance to lead and letting them know that their voice is just as important as anyone else's voice.

I know with me, I was, when I first started working at the CIL, I was very passive.

I would let other people speak and I just sit around and someone would say what I wanted to say.

And I was like, oh, they touched on it.

And I was always told to speak up and be, not forceful, but be assertive in what I'm saying and just know that what you have to say is just as important as anyone else.

MICHAEL GALVAN: just remember there's a big difference between assertiveness which is really good and aggressiveness which is really bad.

We don't want to be aggressive, but we do want to be assertive.

Anyone else?

Yes.

AUDIENCE MEMBER: I have the list from our table.

So a few of the things that we came up with were teaching disability history and sort of the path to access laws so that people feel empowered and part of the movement.

And also having sort of different levels of victory.

So working with them first on small victories and then moving on to medium victories in terms of advocacy and then larger victories.

MICHAEL GALVAN: Ellie, back there has a wonderful example, Ellie, can you use this microphone, about your friend at the restaurant.

It is a wonderful example of AUDIENCE MEMBER: I speak loud enough, who needs a microphone.

Hi, I was eating lunch with a friend at a restaurant that had been open maybe a week or two.

And she's a large woman and so she uses the disability stall because it fits her size.

And unfortunately this new bathroom when, they had the changing table in it as well, so mom can go in with her infants and change diapers and stuff.

And they had left the tray down or whatever they call that part.

They left it down and she had to struggle to get into the disability stall.

And when we were leaving, she came out of the restroom and she's grumbling.

She says, I don't know if I'm ever going to come back here because when the tray is down or the table is down you can't get into the disability stall.

I said, wait a minute, wait a minute, so we were checking out at this time and I spoke to the clerk.

And/or the cashier.

And I said, is the manager available and she went and got the interim manager because the restaurant had only been open a couple of weeks and I explained the situation to him.

And all you had to do is make the door from an innie to an outie, so you pull the door open instead of pushing it in.

And that would take care of the problem if the tray is down or up it makes it easier for anybody to get into the disability stall.

She was ready never to go back to this restaurant ever again because of that difficulty.

And we have been back several times since and that problem has indeed been rectified and therefore she's able to get into the stall as she needs.

MICHAEL GALVAN: we really do need to have access to things, right.

And just be able to do that.

I don't know.

I'm sorry.

Maddie, were you finished?

Anyone else, Kathryn?

AUDIENCE MEMBER: I just wanted to share that in multicultural settings it's important to know what the different definitions of leadership are.

Because in white western culture, speaking up, being assertive is very, very important.

But in other cultures, sometimes it's the leader who speaks last and the person who makes sure that everyone in the room has a chance to speak if they are comfortable is the greatest sign of leadership.

MICHAEL GALVAN: yeah, absolutely.

Isn't it fun that we will be living in such a diverse, multicultural society.

I think it is.

I love the food myself.

As you can see I missed many a meal in my life.

Anyone else?

Chad.

AUDIENCE MEMBER: I believe it's important for a leader to not just have a vision, but also they have to be realistic.

MICHAEL GALVAN: yes, don't be so far ahead that nobody can follow.

It's really, really important.

And a vision is important because if you don't have a vision, anybody here read the novelist Ellie Vazel.

He wrote lots of wonderful books, one of them is called 'Night.' It is about the holocaust experience that he survived.

But one of them, oh God, 'In the Woods' or something, I can't remember the name right now.

He starts it off with an understanding of story or vision.

And his whole thing behind this is, a people without a story are not able to go forward.

You have to have story.

You need to know who you are and be able to say that.

That's why, I love so much what Dolores does with the disability history week.

Because, if you don't have a history, who are you?

You are someone with amnesia, right.

And the whole thing becomes as our young people need to understand that as people with disabilities we have a story and they can be part of that story and therefore move forward.

All right.

Now someone who talked before and wants to talk again may.

Daniel.

Go ahead.

We like you because you seem so happy all the time.

AUDIENCE MEMBER: Thank you.

MICHAEL GALVAN: are you?

AUDIENCE MEMBER: I think so.

It's ambiguous.

Well, the question is still definitions of leadership.

And I kind of had two things that I talked about, but the first one was, I used anger as a good motivater to step outside of someone's comfort zone and Ron followed it up with passion, also something that is very strong and moves someone outside the comfort zone.

Somthing they have a vested interest in and something they are encouraged by.

So something that makes them step out of their comfort zone.

And the second piece I did talk about was giving people roles and as they take on those roles they can lead from those roles by owning and seeing accomplishment in those rolls.

All of a sudden they can find that self-confidence to stand up and take a piece, more piece and bigger piece next time.

MICHAEL GALVAN: and one of the things that roles, you do this role can you be the one who speaks here.

Is you really do have a role and you become an actor.

And for most of us, acting is a way to get involved in becoming more expressive.

Because you are safe when you are acting, right, because it's not really you.

But all of a sudden it becomes you.

And that is a great thing.

How many are ED's here besides Bob and Jesse and Sheri, any other ED's, oh and Ron.

But he left, he left.

And would I be correct in saying the ED does the jobs that nobody else on the staff wants to do.

Sometimes.

If it gets really, if push comes to shove, I've seen Sheri and Ron doing things that, and that's a real definition of a leader.

You don't do things that you would not, that you would not ask somebody else to do.

You do it first and that becomes really important because then your staff or your group buys into what you are doing because you have also done it.

That whole thing, I remember at one job interview and one of the interviewers asked me, would you be willing to step out of your office and help with an intake form?

And I said, of course.

Why wouldn't you?

And he said, because we know several people that won't.

That's not my job, I don't do that, we hire people to do that.

A leader fits in where needed.

That doesn't mean being codependent and taking over, it simply means when needed, sometimes we do fill in.

Are we okay then?