Conservation District Supervisor Accreditation

1. Conservation District Supervisor Accreditation Module 10: Effective Leadership

2. What you’ll learn in this module: • The role of leadership in conservation districts • Principles of effective leadership • Warning signs of ineffective leadership • How conservation districts can practice leadership • Characteristics of a true “leader” • Steps for creating a “team approach” • Ways to measure your ability to lead

3. Discussion questions: • Why should conservation districts be concerned with developing leadership? • What are some important principles or characteristics of leadership? • What are some signs of ineffective leadership? • How can a conservation district practice leadership?

4. Why Conservation Districts Should be Concerned with Leadership • The legal purpose and role of conservation districts has always been to provide leadership in conservation practices and conservation education in their communities • Conservation district supervisors are elected by the people to represent their interests and goals – to lead the way. • In many conservation districts, there are relatively few opportunities to develop their most important resource – their people – and to practice leadership skills • Without good leadership, a conservation district cannot be successful and effective.

5. Principles of Leadership • Have a bias for action. It is preferable to do something – anything – rather than delay and reconsider and postpone. • Remember who you’re working for and what their needs are. • Be innovative and creative.

6. Principles of Leadership • Know your mission and stick to it. Don’t allow yourself or your conservation district to be distracted by side issues. • Be tolerant of new ideas and different viewpoints. Enable others to do their best for the district and the community. • Keep it simple. Follow the mission statement so others can easily see the goals and effects of what you’re doing.

7. Ineffective Leadership Ineffective leadership (or no leadership) can be identified in several ways: • Conservation districts which do not accomplish stated goals. • Supervisors and staff who can’t explain what their role is or why they’re doing what they’re doing. • Meetings without results; no sense of resolving issues and moving on. • Supervisors and staff who don’t participate and/or don’t seem to care.

8. Ineffective Leadership Ineffective leadership (or no leadership) can be identified in several ways: • Gossip or personalities are more important than getting the job done. • One person (or a small group) dominate the rest and don’t allow all people and viewpoints to be considered. • The same people are always doing the work; no one else helps. There is no “new blood” recruited and developed.

9. How Conservation Districts Can Practice Leadership Be proactive – don’t just react to problems and emergencies. Identify dangers and opportunities, and act on them. Be informed and prepared. Solicit opinions and solutions from others

10. How Conservation Districts Can Practice Leadership Develop leadership skills in others whenever possible – committee assignments, setting tasks for completion, etc. Think “win/win” when dealing with others – negotiate; cooperate – don’t bully people and try to force them to follow you. Set a good example for others. Be the kind of person others look to for help and guidance.

11. True Leaders: • Encourage others to openly express their own opinions and views; • Understand that conflict is an important part of team process and problem solving; • Believe that every member of the team is a valuable asset to getting district work done and has the right to be part of the planning and implementation of new ideas;

12. True Leaders: (cont.) • See every member of the team as an equal partner in the completion of the work of the district; • Facilitate the completion of project activities without forcing or imposing their own values or priorities on the team; • Give continuous feedback to team members to assure goals of the team are accomplished – without pushing the team to make premature decisions;

13. True Leaders: (cont.) • Are accessible to team members and are active, willing listeners to divergent points of view • Provide a sense of vision for the team y encouraging team members to explore all conceivable possibilities; • Challenge those members of the team who attempt to harm other members by assuring all members adopt and comply with rules of courtesy and respect for the team.

14. Manager Versus Leader District supervisors, staff, and volunteers are often overworked and don’t receive the support they need. Frustrations are common and it may seem easier to “manage” than to “lead” to get work done. Managing may get short term results but leadership gets long term goals accomplished. • A manager involves people within limits. A leader finds people with potential, recruits them, and encourages them to excel.

15. Manager Versus Leader • A manager sees the group process as a series of hoops to jump through towards the goal he/she has established. A leader considers problem solving as the responsibility of the team and believes that the team process will truly result in the best possible outcome. • A manager modifies team agreements to suit personal convenience. A leader keeps the commitments of the team decision making process and expects the same in return from the team.

16. Steps of Leadership • Make sure your team has a clear understanding of the task(s) assigned. • Don’t hold anything back; make sure every member of the team has all the information you have about your project/activity. • Facilitate open communication among the team members. Assure all have a fair chance to give their position on a topic.

17. Steps of Leadership • Set team goals and action plans to get the task completed and agree to support the shared goals. • Delegate leadership tasks to team members; a true leader works themselves out of a job and into bigger jobs. • Give feedback and rewards – and give them promptly.

18. Measuring your Leadership Performance • Listen for “we” versus “I” or “you”. Effective leaders hear team members talking in terms of “we”. • If team efforts are actively and consistently moving toward identified goals, your leadership style is making a difference.

19. Measuring your Leadership Performance • Is there an absence of sabotage among team members? Things are working if team members are actively and consistently supporting the decisions of the team. • Are new leaders emerging among team members? Effectiveness is measured by counting the number of people encouraged and supported toward active leadership.

20. Summary A conservation district is placed into a leadership position by law. Developing leadership skills within the community helps the district achieve its conservation objectives

21. Summary Leaders are people who have a bias for action; who are well informed and prepared; people who include others in the decision-making process; people who encourage others to develop and exhibit leadership skills to help fulfill the mission of the organization. Leaders know what the job is and don’t let themselves be distracted by “side issues”

22. Summary Conservation districts can practice leadership by being proactive instead of reacting to crises or ideas and agendas set by others. Do a good job for the district and be professional in doing it. Leaders in conservation districts set a good example by displaying leadership characteristics – doing things which encourage others to look to them for guidance and support.

23. Summary • True leaders shape the outcomes of group planning, projects, and activities through a strong commitment to a team effort. True leaders facilitate completion of team centered goals rather than managing a group of people towards the “bosses” goal. • Leaders: encourage others to openly express their views, know that conflict may happen, and recognize that every member is an equal partner to complete district work.

24. Summary • Managers set limits and impose their own ideas on others. Leaders encourage people to excel and include other perspectives to improve the quality of the final product. • Managers think short-term; leaders see the “big picture”. • Managers say “I”: leaders say “we”. • Leaders give up “control” to other team members, share all information, encourage communication and facilitate agreed-upon decisions.