01 The Leadership Program Building Brave Spaces: The Path to Engaged Leadership www.trudeaufoundation.ca 03 The Leadership Program Table of Contents
01 Leadership Program of the Pierre Elliott Trudeau Foundation 03 Contextualizing Engaged Leadership 06 Components of the Leadership Program 07 Scientific Cycle 08 Six Key Leadership Concepts
12 The Leadership Journey of the Scholar 13 Leadership of Self 15 Leadershing Among Others 17 Leadership of Systems
19 Designing the Leadership Program 20 Active Roles For Fellows and Mentors Guiding Principles To Content Design – Year One: Institutes of 21 Engaged Leadership 22 Learning Formats
Appendix 1: Leadership Development Planning Timeline – 23 Illustrative Purposes 01 The Leadership Program 01
The Leadership Program 02 The Leadership Program
The Leadership Program
Since its inception in 2002, the Pierre strictly linked to a given academic field of Elliott Trudeau Foundation has proudly study can, more than ever, help prepare our supported and encouraged research, Scholars for life beyond their studies. reflection, and engagement in four principle areas: Human Rights and Dignity, Conscious of the need to enhance a Responsible Citizenship, Canada and researcher’s capacity to take action and the World, and People and their Natural play a significant role outside academia, Environment. While these Four Themes the Foundation has renewed its mission remain of critical importance, Canada and to focus on the core goal of developing the world have changed over the past two the leadership potential of its Scholars decades, and so has academia. with respect to our Four Themes. The Foundation’s Leadership Curriculum is Among other trends, academic researchers designed to support a new generation of are now facing greater demands to make Scholars in the Humanities and Social their work more widely accessible to the Sciences who not only excel as thinkers and general public and to conduct research that researchers, but who have the potential to has meaningful social impact, is connected become inspired agents and catalysts for to communities, and demonstrates positive change in society. The Foundation’s leadership in helping to address some of the Leadership Program enriches the academic most pressing issues of our time. In addition, experience by preparing and empowering with more and more PhD holders finding Scholars as Engaged Leaders who will have careers outside the halls of academia, meaningful impact in their institutions and transferable professional skills beyond those communities. 03 The Leadership Program
a 21st-century vision of leadership that Contextualizing Engaged expands radical curiosity about people and Leadership ideas, and encourages a willingness to be Today, Canada is notably defined by its challenged and take risks while learning increasingly diverse population fuelled how to collaborate across a plurality of by growing rates of immigration, and its perspectives. The Foundation’s unique efforts which are underway to implement Leadership Curriculum seeks to build on recommendations which were put Scholars’ existing skills and strengths by forward in the Truth and Reconciliation offering opportunities that are stimulating, Commission’s final report with respect to challenging, and purposefully move outside First Nations, Inuit, and Métis peoples. of one’s traditional comfort zone.
Canada is evolving in multiple contexts: This approach presumes all Scholars have the continual acceleration of technological room to grow as leaders, and is centered advancement, navigating the complexities around building healthy relationships with of globalization, and acting on the growing self, others, society, and the natural world, global imperative to slow climate change; all in the pursuit of imagining shared futures, while social inequities persist. including with those who hold opinions and goals you may not necessarily espouse. To successfully address Canada’s social, political, cultural, health, economic and The Engaged Leader cultivates a deep environmental issues, and build a more and meaningful connection with self, prosperous, harmonious, and sustainable others, ideas, systems, and societies. co-existence, leaders must work in an Engaged Leaders act for the benefit of their environment marked by a plurality of communities, their cities, their country, and perspectives. our planet. When Engaged Leaders work in generative, interdependent relationships, The increasingly complex conditions they can influence community dynamics, in which we lead demand a new set of government policy, public opinion, and leadership abilities that foreground inter- evolving social values. relational engagement with people, systems, and the planet. How do we lead in a context The notion of Inclusive Excellence is closely of diverse world views, belief systems, and related to the Foundation’s vision of forms of knowledge? How do we relate Engaged Leadership. Inclusive Excellence across differences and work together to encapsulates our firm commitment to cultivate an inclusive public imagination? diversity, equity and inclusiveness in Can we embrace diverse ways of knowing, our practices, and our commitment to being, and doing? exposing Scholars, as part of their Engaged Leadership training, to a diversity of people, The Pierre Elliott Trudeau Foundation’s cultures, institutions, knowledge, ideas desire to develop Engaged Leaders reflects and perspectives. The Foundation believes 04 The Leadership Program that exposure to diversity brings excellence take action together?” This understanding by broadening one’s understanding of of leadership is a generative one where the world and encouraging dialogue and process becomes content. It understands engagement across difference. The ability to that complex challenges demand emergent relate across difference, to cultivate diverse responses, and aims to shape collective networks, and to establish respectful action inside this dynamic context. relations within different environments is essential to Engaged Leadership. Our Leadership Program proposes a path to community engagement through The value of ‘togetherness’ is inherent exposure to challenging debates, a diversity in the notion of engagement. Navigating of perspectives, and by moving outside change in a highly complex society driven one’s traditional comfort zone through by a diversity of perspectives, Engaged engagement with self, others, systems, and Leaders ask: “How can we lead together? the environment. What can we create together? How can we build community together? How do we 05 “At the PierreThe ElliottLeadership Trudeau Program Foundation, we have built the leadership curriculum around leadership of self, leadership among others, and leadership of systems. First, you need to know yourself, and be able to identify your own blinds spots.”
Pascale Fournier, President & CEO 06 The Leadership Program
Skills: To equip Scholars with leadership Components of The Leadership skills, competencies, capabilities, and Program practices that will allow them to effectively The Base Components of the Leadership apply their work beyond academic contexts Program as influential agents of change in the world. The objective is to prepare Scholars with Engagement: To support a cohort of experiences that expand ways of knowing, Scholars to engage in and interact with the being and doing, ways of understanding Pascale Fournier, President & CEO increasingly complex, social, cultural, and patterns through sensing changes and political environment in which they operate. opportunities and sharpening foresight, The objective is to provide diverse contexts as well as equip Scholars with a set of for engagement by situating learning in enterprising skills and competencies. Using the community. Visiting institutions and these skills to work towards a desired organizations on location has Scholars future, Scholars will subsequently be able engage with diverse social and political to lead successfully within organizations, ideologies by co-ordinating experiential institutions, and societal contexts. learning opportunities that aim to illustrate Network: To facilitate the development real-world conditions and the leadership of Scholars’ networks across the private, strategies inherent in these contexts. public, and social sectors that will enable These opportunities also facilitate learning them to excel as engaged civic leaders. by exposing Scholars to diverse cultures, structures, policies, and organizing principles that contextualize leadership in different parts of the world. gageme
L P P
i s e or 07 The Leadership Program
Fellows (and Mentors who have such Scientific Cycle expertise) will lead learning sessions on Each cohort’s leadership journey is the Scientific Cycle at our Institutes of framed by a Scientific Cycle that has Engaged Leadership, equipping Scholars interdisciplinary dimensions and reflects a with a greater understanding of key issues timely and significant issue, or set of issues, involved and how engaged leadership can for the future of Canada and the world. help address them. By contrast, Scholars The Scientific Cycle is not a substitute for are not selected based on their expertise on the Foundation’s Four Themes. Rather, it the Scientific Cycle. Rather, Scholars look provides the lens through which these four beyond their respective areas of expertise fundamental themes are explored. and develop their engagement with issues and ideas that lie outside their academic As leading academics with expertise on training. the Scientific Cycle of their program cycle,
Scientific Cycles:
Power & Knowledge Technology & Ethics Language, Culture (2019 cohort) (2020 cohort) & Identity (2021 cohort)
08 The Leadership Program
Six Key Leadership Concepts
Six key leadership concepts guide the design and development of the Foundation’s Leadership Curriculum. These concepts are responses to three guiding questions:
Le o ad e o r T s h ip What do we want Scholars to know? i h What action What do we p s r do we want want Scholars
e Scholars to ta e to now o
d What do we want Scholars to experience
a
e and feel? L
What do we want Scholars to experience What actions do we want Scholars to take? and eel Le ad e ership To
These three questions provide the foundation for three different learning approaches to leadership development that will weave through the program, especially during the content design of the Institutes of Engaged Leadership in Year One of our Scholarship program. Years Two and Three will give Scholars the opportunity to put their leadership skills into practice through the application of new ways of being, doing, and knowing. 09 The Leadership Program
da i esi ie e Taking risks; challenging e the status quo; extending beyond one’s comfort zone; inspiring bold thoughts and actions; managing fear and failure. o er i e i ersi Situating oneself in their Continuous learning on communities; enacting issues of equity and values in the public inclusion, experiences and sphere; acting in service knowledge; engaging in to the community; self-reflection; developing emotional acknowledging instances intelligence to connect of discrimination. and work with others.
s
m
e
s L P
P rea i i o a ora io o a io Working respectfully with Exploring ways to others, integrating of understand and relate to perspectives, strengthening the world; encourage a capacity for interdisciplinary complexity of feeling and collaboration, developing thought; deepening emotional intelligence and reflective capacity; interpersonal skills. exploring creative practices.
omm i a io hari g o edge Strategies for effective communication / knowledge s sharing; expanding tools of er communication using various h mediums; understanding and tailoring messaging for diverse audiences.
Figure 1 The Foundation’s Six Key Leadership Concepts represent three aspects of leadership (Self, Others and Systems). 10 The Leadership Program
Three Aspects of Leadership the door to new ways of framing issues through interdisciplinary approaches Leadership traits and skills can be broken and community dialogue. In this into three aspects: leader of self, leader way, Scholars’ expertise contributes among others and leader of systems. to the democratization of knowledge Each year of our three-year cycle of the and new, socially inclusive forms of Scholarship program focuses on developing sharing academic research. Through the one of these dimensions of leadership: organization of this Impact Conference, Scholars have a unique opportunity to put Year One – The Institutes of Engaged into practice the knowledge and skills Leadership: The Institutes of Engaged they acquired during their first year, Leadership, which take place in locations while also developing their ability to work across Canada and the world, are the effectively with others, and additional primary setting for delivering our skills under the thematic Leadership Leadership Curriculum through learning Among Others. sessions led by our Fellows and Mentors. Among the three aspects of leadership With a focus on capacities relative to mentioned above, the Institutes are leadership of systems, years two and tailored to develop leadership of self as a three of the program are also dedicated first step in Scholars’ leadership to a reflection process that results in journey through the program. At the same the production of knowledge for public time, these events help build community dissemination. The Impact Conference is among each cohort of Scholars, Fellows, an opportunity to experiment with a and Mentors, while providing valuable diverse range of knowledge dissemination opportunities to network with active practices and creative formats—such members of the Foundation from previous as books and academic papers to plays, years, and with external parties who may films, or any other medium with the be invited as guests to the Institutes. potential to convey the Pierre Elliot Trudeau Foundation experience. Scholars Years Two and Three – Impact are invited to step beyond traditional Conference: Building on the experience academic and intellectual methods and and leadership training received in year think about their research in innovative one, Scholars organize a public conference ways. during their second year of the program and hold this conference during their Throughout the Three-Year Program - third and final year. The purpose of Inter-Sessional Events this event is to engage the public on academic ideas in new ways and foster In addition to the Institutes for Engaged public dialogue on the Scientific Cycle. Leadership (year one) and the Impact In so doing, the Scholars’ objective is to Conference (year two and year three), build bridges, foster dialogue, and open planned inter-sessional events may take 11 The Leadership Program place in the form of either in-person or virtual determined by the Foundation in conjunction gatherings. The inter-sessional events may be with the leadership needs of its community hosted and organized by Scholars, Fellows, of Scholars, Fellows, and Mentors. and Mentors or by Foundation staff and are aimed at either deepening existing key Such inter-sessional events may include but concepts or broadening perspectives related are not limited to facilitated discussions with to the program. Format and location are extended networks, topical workshops, and driven by the objectives of each session and is webinars. 012 The Leadership Program 02
The Leadership Journey of the Scholar 13 The Leadership Journey of the Scholar
The Leadership Journey of the Scholar
Self-Awareness Leadership of Self Self-Management Leadership of self is a lifelong process that Self-Development includes self-awareness, self-management, and self-development, and the way these Leadership Awareness of Others principles relate to one another. To grow as of Self individual leaders, we develop leadership Influence of Others range by expanding our behaviours, Co-Creation mindsets, approaches, decisions, and actions. Through awareness and conscious practice, we can learn to embody a wide, accessible palette of leadership skills, competencies and behaviours that foster one’s leadership across contexts, situations, Leadership and relationships. on thers Developing leadership range supports our ability to relate across differences. As leaders, we navigate relationships across diverse networks of people who embody a wide range of identities, values, beliefs, and socio-economic and cultural backgrounds that may differ from our own. Our ability Systems Thinking to relate empathetically and collaborate Leadership Cultivating Networks effectively with people across a diversity of Syste s and Allies of perspectives and backgrounds is a high Influencing Public value 21st century leadership skill. Policy 14 The Leadership Journey of the Scholar
Learning Goals and the Link to Key Leadership Concepts
Leadership of Self mainly supports the Foundation’s Key Leadership Concepts of Audacity and Resilience and Diversity as outlined here:
Leadership Of Self
Self-Awareness Self-Management Self-Development
Understanding one’s Developing an ability Expanding beliefs and values to take risks and leadership choice work beyond one’s in response Becoming aware comfort zone to a variety of of one’s emotions contexts, situations, and behaviours in a Being able to relationships, and Audacity given moment regulate emotional environments and Resilience and behavioural Becoming aware reactions that arise Developing a of one’s cognitive, in moments of stress leadership practice emotional and or adversity that supports the behavioural patterns, development of new in context, over time ways of being as leaders
Understanding Developing Actively cultivating how our current empathetic capacity diverse networks values and beliefs and the ability are embodied in our to relate across Strengthening one’s decisions and actions difference understanding of in relation to others the diverse values Expanding emotional and beliefs embodied Becoming aware intelligence, in others through Diversity of how our current including the ability direct engagement mental, emotional to understand the with people who are and behavioural thoughts and feelings different from us patterns define our of others, to relate leadership range emotionally, and Practicing respectful provide support if and civil relations needed across different environments 15 The Leadership Journey of the Scholar
and other organizing structures. In either Leadership Among Others instance, leadership competence requires Leadership Among Others refers to the ways a complement of leadership skills focused in which we engage in the stewardship of on working effectively with others toward shared goals. Our ability to develop a shared shared aims. vision, strategize, communicate, exercise influence, collaborate and create with others Leadership Among Others is about are essential leadership capacities that will developing our ability to organize and support our hopes and dreams for a better create collaboratively. It is the process world through high impact collective action. of achieving goals through the efforts Leadership Among Others is a process that of others and is dependent on working includes awareness of others, influence of well with people in the community. As others, and co-creation. such, it involves developing our relational leadership capacities, including skills such Engaged Leaders may play essential roles in as deep listening, emotional intelligence, their organizations and communities, either effective communication, decision-making, formally, within organizational structures navigating difficult conversations, conflict (through a variety of official or unofficial management, visioning, and storytelling. roles), or informally, through participation in coalitions, committees, constellations, unions, movements, associations, networks 16 The Leadership Journey of the Scholar
Learning Goals and the Link to Key Leadership Concepts
Leadership Among Others mainly supports the Foundation’s Key Leadership Concepts of Communication and Knowledge Sharing and Collaboration as outlined here:
Leadership Among Others
Awareness of Others Influence of Others Co-Creation
Building trust with Expanding tools for Developing a clear others through effective written leadership vision, empathy (deep communication orienting toward new listening) across audiences and possibilities platforms Engaging emotional Communication intelligence in order Practising effective and Knowledge to perceive and interpersonal Sharing understand the communication feelings, attitudes, by developing the beliefs, values, ability to persuade, perspectives, and negotiate, resolve experiences of others conflict, and exercise while being mindful diplomacy of bias
Exercising relational Contributing Creating compelling leadership strategies to creating and narratives that unite when working with sustaining cultures collaborators toward others of equality when shared goals working with others Engaging empathy to lead effectively Generating Collaboration across difference innovative solutions based on the contributions of many, across disciplines, interests, cultures, perspectives, and experiences 17 The Leadership Journey of the Scholar
individuals. Understanding how to navigate Leadership of Systems and act within complex systems is the duty Leadership of Systems involves a set of of service of an Engaged Leader. skills and capacities aimed at influencing the process of systems-level change. It Considering the behaviours of the system often involves a combination of systems in the context of its environment helps thinking and insight (understanding how leaders see the factors that contribute the system works), cultivating networks to making (or prohibiting) change, and allies in order to drive network-wide including distribution of power as well as cooperation (integrated approaches to understanding the overall rules and goals systemic influence), collaborative leadership of the system. Finding creative ways to to influence public policy (acting effectively navigate systems, to advocate effectively within the system) and network-wide for change, and to cultivate networks cooperation (integrated approaches to and allies to influence public policy is an systemic influence). ongoing aspect of an Engaged Leader’s work. For Engaged Leaders, commitment to Engaged Leaders who want to tackle addressing complex systemic challenges is complex challenges will need to engage a duty of service enacted through creative in longer-term collective action that approaches. It is a commitment to a long- may involve working with coalitions, term process of sharing knowledge through governments, lobby groups and large, ongoing learning and co-creating with a decentralized networks of organizations and shared vision in mind. 18 The Leadership Journey of the Scholar
Learning Goals and the Link to Key Concepts
Leadership of Systems mainly supports the Foundation’s Key Leadership Concepts of Duty of Service and Creativity and Innovation as outlined here:
Leadership Of Systems
Navigating Systems Cultivating Networks Influencing Public Policy
Understanding how Expanding influence Understanding how systems work by developing civil to leverage public relationships beyond policy-making Understanding current networks processes to affect how to effectively Duty of Service change influence systems in Participating as service of a healthier Engaged Leaders in society community-driven civic action
Cultivating an Expanding reach by Exploring ability to see various engaging creatively creative ways of aspects of a system with interdisciplinary disseminating as well as to the perspectives, ideas and engaging whole particularly those advocacy strategies that differ from one’s in service of public Practicing seeing own policy aims. Creativity a system through & Innovation the differing Engaging networks perspectives of its and communities actors through innovative approaches to convening, knowledge sharing and collective action 019 The Leadership Program 03
Designing the Leadership Program 20 Designing the Leadership Program
Designing the Leadership Program
Each year, the newest group of Fellows Role of Fellows and Mentors are called upon to collaborate in the design of the leadership program on Support Scholars through knowledge their cohort’s Scientific Cycle, particularly sharing and experiential learning related in the development of the Institutes of to the Scientific Cycle. Engaged Leadership in Year One. Participate in the design and delivery of the Institutes of Engaged Leadership. Active Roles for Fellows and Mentors Support Scholars through their leadership journey at the Foundation, including Each cohort of Fellows and Mentors will advising on the creation and delivery of act as a content design committee for the the public Impact Conference. Institutes of Engaged Leadership in Year One. Fellows and Mentors, with guidance Support the Foundation in the from the Foundation, will design and deliver development and delivery of learning content reflective of their specific areas of programs in support of Scholars’ expertise as they relate to both the Scientific leadership training. Cycle and key leadership concepts. Role of Mentors In Years Two and Three, Fellows and Mentors will shift into an advisory role, Support Scholars’ leadership development supporting Scholars to create and deliver the through knowledge sharing and public Impact Conference. experiential learning.
21 Designing the Leadership Program
Participate in the design and delivery of the A preliminary planning timeline is provided Institutes of Engaged Leadership. in Appendix 1.
Support Scholars through their leadership Guiding Principles for Content journey at the Foundation, including Design – Year 1: Institutes of advising on the creation and delivery of the Engaged Leadership public Impact Conference. Each cohort of Scholars’ leadership Support the Foundation in the development development experience will grow from the and delivery of learning programs in following content design principles: support of Scholars’ leadership training. Learning will be developed specifically Role of the Foundation for each cohort of Scholars by assessing their leadership development needs and Provide orientation to Scholars, Fellows, expectations. and Mentors around the Leadership Curriculum and its goals. Learning experiences will be supported by the Leadership Curriculum, its learning Support Scholars’ leadership journey by goals, and six key leadership concepts. providing personal reflection tools and platforms, guest speakers, and experiential Learning design will be animated and visits. contextualized by the designated Scientific Cycle. Facilitate working sessions between Fellows and Mentors during the content design Learning approaches will be holistic. phases of the Institutes, and evaluate relevance and impact of the Institutes of Learning content will flow from the diverse Engaged Leadership and other Foundation experience, knowledge, and networks programming as a whole. contributed by Fellows and Mentors.
Provide logistical support for the Institutes Leadership development experiences will be of Engaged Leadership and the Impact evaluated regularly by Scholars and adapted Conference. to support Scholars’ leadership development needs Provide guidelines to Scholars for the delivery of the public Impact Conference.
Facilitate communication between the active community of Scholars, Fellows, and Mentors. 22 Designing the Leadership Program
Learning oa s Leadership ontent Design Institutes of Engaged Leadership
e o s and De e op entors s i s ngaged and Leaders e perien es
ho ars Learning ienti i e Leadership pproa h De e opment
ho ars eadership de e opment Leadership needs and rri m e pe tations
Figure 2 Guiding Principles for the Leadership Content Design of Institutes of Engaged Leadership
Learning Formats
The Pierre Elliott Trudeau Foundation’s Engaged Leadership program embraces a holistic approach to learning. The development of Scholars as Engaged Leaders is supported by Fellows and Mentors across three dimensions of learning: Learning To Do, Learning About and Learning To Be.
To do so, sessions may take various form that deliver leadership development content. These include, but are not limited to: Facilitated workshops Experiential visits Discussions of scientific complexity One-on-one coaching Personal self-assessments 023 The Leadership Program 04
Appendix 1: Leadership Development Planning Timeline – Illustrative Purposes 24 Leadership Development Planning Timeline
Appendix 1: Leadership Development Planning Timeline - Illustrative Purposes
DESCRIPTION OF ACTIVITIES FOR FELLOWS FOUNDATION AND MENTORS
Introduction/orientation of the Leadership Foundation facilitates Curriculum for Scholars; consultation with consultation of Scholars Scholars on personal leadership development SPRING needs and goals
Orientation of new cohort of Fellows and Mentors Foundation facilitates on the Leadership Curriculum, Scientific Cycle, consultation of Scholars design principles/process, approaches to learning, SPRING six key leadership concepts, and learning goals
Fellows and Mentors convene in person over a Foundation facilitates the full day to design the overarching framework content design session(s) and content for their first Institute of Engaged SPRING Leadership, including key subjects, methods and questions to be addressed through the
LATE complement of sessions
Fellows and Mentors design individual or Foundation organizes and collaborative sessions supports logistical and planning needs of sessions SUMMER
Fellows and Mentors convene to share details of Foundation supports process content/session proposals, revisit design flow and by faciliting meetings, adjust ensuring consistency with the Leadership Curriculum, SUMME R and providing support for any other logistical and LATE planning needs 25 Leadership Development Planning Timeline
DESCRIPTION OF ACTIVITIES FOR FELLOWS FOUNDATION AND MENTORS
Fellows and Mentors convene to finalize the Foundation supports by design and content/sessions of the autumn facilitating meetings, ensuring Institute of Engaged Leadership, and to establish connection to the Leadership an evaluation process Curriculum, and providing
AUTUMN support for any other logistical and planning needs.
Institute of Engaged Leadership #1 Foundation supports event execution. Foundation supports the Evaluation collection of and reporting on AUTUMN evaluation input.
Fellows and Mentors convene in person over a Foundation facilitates the full day to design the overarching framework design session(s). and content for the second Institute of Engaged Leadership, integrating evaluative input from
WINTER Scholars, building on the first Institute to create learning content.
Fellows and Mentors design individual or Foundation organizes and collaborative sessions supports logistics and session planning needs WINTER
Fellows and Mentors convene to share details of Foundation supports by R content/session proposals, review design flow, and facilitating meetings, adjust ensuring consistency with the
WINTE Leadership Curriculum, and providing support for any other
LATE logistical and planning needs 26 Leadership Development Planning Timeline
DESCRIPTION OF ACTIVITIES FOR FELLOWS FOUNDATION AND MENTORS
Fellows and Mentors convene virtually to finalize Foundation facilitates and the design and content/sessions of the autumn provides logistical support Institute of Engaged Leadership, establish evaluation process
Institute of Engaged Leadership #2 Foundation supports event execution. SPRING
Evaluation Foundation supports the collection of and reporting on evaluation input. 02727 About the Pierre ElliottThe TrudeauLeadership Foundation Program
The Pierre Elliott Trudeau Foundation is an independent and non-partisan charity established in 2001 as a living memorial to the former Prime Minister. In 2002, with the support of the House of Commons, the Government of Canada endowed the Foundation with the Advanced Research in the Humanities and Human Sciences Fund. The Foundation also benefits from private donations. By granting doctoral Scholarships, awarding Fellowships, appointing Mentors, and holding public events, the Foundation encourages critical reflection and action in four areas important to Canadians: human rights and dignity, responsible citizenship, Canada and the world, and people and their natural environment. www.trudeaufoundation.ca
Acknowledgements
This Leadership Curriculum was collaboratively developed by the Foundation staff working with the Members of the Foundation and the Board of Directors. Discussions among Members and Directors, as well as the work of several committees, have guided the development of this document over the course of many months. The development of this curriculum grew from the strategic planning process and the Foundation would especially like to thank the Members and Directors who participated in the Strategic Plan Review Committee: Patrick Pichette (Chair), Sacha Haque, Bruce McNiven, Farah Mohamed, Madeleine Redfern, Peter Sahlas, Stephen Toope, Alexandre Trudeau, and Jennifer Welsh.
The Foundation would also like to acknowledge the help and support of its generous community. Special thanks to Shannon Litzenberger (2019 Mentor) who played an integral role in further bringing this curriculum to life, as well as our 2019 Fellows and Mentors who developed intellectual and experiential programming which has informed on the key aspects of leadership highlighted in this document. The Leadership Program
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