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Leadership Development in Colorado’s Nonprofit Sector 1
Leadership Development in Colorado’s Nonprofit Sector
Andrew Lindstad
University of Colorado School of Public Affairs
Leadership Development in Colorado’s Nonprofit Sector 2
Table of Contents
Executive Summary 5
Introduction 5
The Client and the Project 7
Literature Review 8
Trait Theory 9
Situational Leadership 10
Contingency Theory 11
Transformational Leadership 13
Methods 16
Project Design 16
Data Collection and Information Processing 16
Results 17
Colorado Nonprofit Leadership and Management Program 18
Strengthening Neighborhoods Program 19
Boulder County Leadership Fellow Program 21
Denver Metro Chamber Leadership Foundation 23
Kansas Leadership Center 24
Denver Community Leadership Forum 25
Recommendations and Conclusions 28
Bibliography 30
Leadership Development in Colorado’s Nonprofit Sector 3
Table of Figures
Figure 1: Transformational Leadership 13
Figure 2: Dimensions of Comparisons 15
Figure 3: Competencies 26
Figure 4: Pedagogy 27
Leadership Development in Colorado’s Nonprofit Sector 4
Table of Attachments and Appendices
Attachment A: Interview Protocol 32
Attachment B: 2013 Colorado Nonprofit Leadership and Management Program Application 34
Attachment C: Denver Metro Chamber Leadership Foundation Access Denver Sample
Itinerary 35
Attachment D: Denver Metro Chamber Leadership Foundation Colorado Experience
Itinerary 36
Attachment E: Strengthening Neighborhoods Leadership Development Program Successful
Community Projects - Organizing Process Assessment Continuum
(Denver Foundation) 37
Appendix 1: Areas of course knowledge and skills 42
Leadership Development in Colorado’s Nonprofit Sector 5
Executive Summary
Proper training in management and leadership skills is important for successful nonprofit
organizations. Hard work and stringent adherence to mission are not enough to lead
a nonprofit organization. Leaders need acute understanding of how to develop leadership from
within their own ranks. Over the last twenty years, Colorado’s nonprofit sector has grown by
over 9,900 organizations to over 22,000 organizations. At the same time, census figures show an
ever increasing aging population. Across the United States, two-thirds of nonprofit executive
directors plan to leave their positions within five years, leaving a potential leadership gap.
Colorado Nonprofit Association’s survey revealed organizations that prioritize talent and
leadership development are more sustainable. Colorado Nonprofit Association asked me to
identify the best elements with which to structure a leadership development program in the
nonprofit sector. To examine this question, I reviewed six leadership development programs in
Colorado based on the competencies developed in the program and its pedagogy. The results
showed a strong emphasis in the programs on leader-follower relationship development, focus on
mentoring, and strong alumni networks, as important keys in developing leadership.
Introduction
Proper training in management and leadership skills is important for successful nonprofit
organizations (West, 2012; Smith Orr, 2004). Highly skilled managers are needed to
lead organizations and enable them to survive in changing times (Austin, M. J., Carnochan, S.,
Regan, K., Samples, M. W., & Schwartz, S. L., 2011). Hard work and stringent adherence to
mission are not enough to lead a nonprofit organization (West, 2012).
Leadership Development in Colorado’s Nonprofit Sector 6
Leaders need acute understanding of how to inspire stakeholders (Schriesheim & Keider,
1996; Reynolds, 2004). Leaders who have a vision of how to move an organization forward and
the importance of building relationships are key for successful nonprofits (Kunreuther, F., Segal,
P., & Clohesy, S., 2012). Leaders shoulder heavy burdens and responsibilities for service in our
society. Leaders help people face and meet challenges of all kinds and guide people toward the
future. Decades of such studies have yielded an inventory of attributes and qualities, such as self-
confident, persistent, and sociable, that contribute to leadership effectiveness (Zaleznik, 1977).
Building relationships with colleagues is also important in developing leadership skills
(Kunreuther et al., 2012). A strong relationship with colleagues can help a leader become
prepared for leadership and offer support during difficult times. Peer relations also help leaders
develop a strong vision for the organization (Kunreuther et al., 2012).
Developing effective leadership programs require an organization adopt a learning
environment. As part of this learning environment, the leadership development process must be a
part of the strategic planning process, establishing specific measurable goals (Arsenault, 2004).
Individual development plans are increasingly utilized in the leadership development process
(Arsenault, 2004).
Many leadership training programs reflect versions of content found in
nonprofit management programs that often do not emphasize mastering the psychological and
emotional aspects of leadership development (Austin et al., 2011). These programs are limited in
that they do not provide participant-centered learning with individualized coaching (Austin et al.,
2011).
The Client and the Project
Leadership Development in Colorado’s Nonprofit Sector 7
The client for this project is Colorado Nonprofit Association. The mission of Colorado
Nonprofit Association is to lead, serve and strengthen Colorado nonprofit organizations
(Colorado Nonprofit Association, 2011). Colorado Nonprofit Association
“works with and for all of Colorado’s nonprofits to create impact in communities. It does so by providing cost-saving member benefits, up-to-date resources and practical information to help nonprofits. The Association provides an important voice on behalf of the sector at the Colorado State Capitol as well as nationwide.” (Colorado Nonprofit Association, 2011).
Over the last twenty years, Colorado’s nonprofit sector has grown by over 9,900
organizations to over 22,000 organizations. At the same time, census figures show an ever
increasing aging population (Colorado Nonprofit Association, 2011). Across the United States,
two-thirds of nonprofit executive directors plan to leave their positions within five years, leaving
a potential leadership gap (Colorado Nonprofit Association, 2011).
Recognizing this trend, Colorado Nonprofit Association conducted a survey of more than
1,300 nonprofit professionals in 2011 asking two research questions:
1. Do people who are better prepared for work in nonprofit organizations fare better
professionally, feel better about their work, and make their organizations stronger?
2. Does a better talent development process within an organization lead to greater
organizational effectiveness and sustainability (Colorado Nonprofit Association, 2011)?
The Association examined several common development activities and indicators
including recruitment, hiring, training, coaching and mentoring, engagement in staff
improvement by boards and senior leadership, diversity considerations, and succession planning
policies and funding. Below is a summary of key findings:
Nonprofit staff are attracted to the sector by their motivation to make a difference,
though few are actively steered to, educated for, or recruited into the sector.
Leadership Development in Colorado’s Nonprofit Sector 8
Lack of advancement opportunities often lead staff to leave the sector.
Conversely, professional development and career support systems result in greater
job satisfaction.
Organizations that told Colorado Nonprofit Association they have the resources to
exist in the next five years, report a better ability to attract, develop and retain
talent.
Building strong recruitment efforts, emphasizing staff development, and
providing opportunities for career growth positively impacts organizational
effectiveness.
Organizations that prioritize talent and leadership development are more
sustainable (Colorado Nonprofit Association, 2011).
Colorado Nonprofit Association asked me to identify the best elements with which to
structure a leadership development program in the nonprofit sector. I will develop
recommendations for Colorado Nonprofit Association to provide to its membership and the
nonprofit sector through its leadership training and educational materials.
Literature Review
The understanding of leadership in the nonprofit sector comes from many, sometimes
conflicting, theories of leadership (Dym & Hutson, 2005; Egri & Herman, 2000). The
approaches to studying leadership are as distinct as the results they produce (Arsenault, 2004).
Some theories focus on common leadership traits while others emphasize how leaders interact
with followers (Bass & Avolio, 1993; Blanchard, Zigarmi, & Zigarmi, 1985). Still others focus
on the circumstances in which leadership is developed (Greenleaf, 1977). When studying any
one of them, each is accurate. Yet, in isolation, each is incomplete (Dym & Hutson, 2005).
Leadership Development in Colorado’s Nonprofit Sector 9
Leadership theory seeks to determine whether a leader is born or made. Even if individuals are
born with innate leadership qualities, those skills still need developing (Egri & Herman, 2000).
This literature review seeks to explore the prevailing leadership research in the nonprofit sector,
examining four frameworks: Trait, Situational, Contingency, and Transformational.
Trait Theory
Trait theory focuses on leadership characteristics as formulated in the work of Abraham
Zaleznik (1977). Trait theory joins persons, role, function, and character and lends itself to good
storytelling (trait theory is often called “great man theory”) (Dym & Hutson, 2005). Trait theory
identifies intelligent, self-confident, persistent, and sociable as strong leadership characteristics
(Northouse, 2001). Additionally, leaders who communicate well, possess strong drive and
originality, and accept responsibility for their decisions are more effective than those who do not.
Strong leaders are patient and have a high tolerance for ambiguity. Finally, they are credible and
able to mobilize followers. Trait theory recognizes that people are born with certain traits, while
others are developed (Dym & Hutson, 2005).
In the framework of Trait theory, the traits identified as leadership traits are thought to
predict who will make an effective leader. Scholars taking the trait approach attempted to
identify physiological, demographic, personality, intellective, task-related, and social
characteristics with leader emergence and leader effectiveness (Zaleznik, 1977). These traits are
viewed as preconditions to leadership potential, although not solely responsible for whether for
whether an individual is a successful leader (Northouse, 2001). Managers use trait information to
evaluate people at all levels and at all types of organizations. Specifically, this theory makes
individuals aware of their strengths and weaknesses and enables potential leaders to develop an
Leadership Development in Colorado’s Nonprofit Sector 10
understanding of how to develop leadership qualities within themselves and others (Dym &
Hutson, 2005).
Trait theory has its strengths and weaknesses. There is a lot of researcher validating the
theoretical underpinnings of the theory. Also, Trait theory provides an individual with detailed
knowledge and understanding of the leader. However, Trait theory’s weakness is that it is based
on a subjective judgment as to what is a successful leader. Also, the list of traits long, over 100,
and there is disagreement over which traits are more important than others, making the theory
more complex (Dym & Hutson, 2005).
Situational Leadership
Situational Leadership calls for different kinds of leadership style in different situations
(Blanchard et al., 1985). Situational Leadership is based on the idea that there is no best style of
leadership. It requires leaders who are flexible and adaptable to differing challenges presented in
a variety of situations. In Blanchard’s view, leaders must comport their actions to the needs of
followers according to a leadership style continuum. The more comfortable and confident the
follower, the less direction and support the follower will need and the more authority the
follower will be given. There are two fundamental concepts involved in Situational Leadership:
Leadership style and the maturity level of the group. According to this leadership framework, the
most successful leaders and those that adapt to the maturity of the individual or group followers
and adapt to the task that needs to be accomplished (Blanchard et al., 1985).
The term leadership style refers to task and relationship behavior. There are four behavior
types: Telling, Selling, Participating, and Delegating. Telling is one-way communication in
which the leader defines the roles of the followers and provides the guidelines for how tasks will
be accomplished. Selling involves the leader and followers engaging in two-way communication,
Leadership Development in Colorado’s Nonprofit Sector 11
while the leader provides socio-emotional support to gain buy in from the followers.
Participating behavior involves shared decision-making in how tasks will be accomplished
(Blanchard et al.,1985). Finally, with delegating behavior type, the leader is involved in
decisions and monitors progress. However, the responsibility for the task is transferred to the
followers. Situational Leadership theory stresses effective leaders must be flexible and adapt
behavior to changing situations (Dym & Hutson, 2005).
The second concept of Situational Leadership is leadership style will depend on the
maturity level of the person or group being led. The first level of maturity is characterized by a
lack of specific skills and an inability or unwillingness to take responsibility for the task. In the
second level, the followers are willing to work on the task but unable to take responsibility for it
because they don’t have the skills to accomplish it (Blanchard et al., 1985). The third level of
maturity is characterized by experienced followers who lack either confidence or are unwilling to
take responsibility for the task. The final level is characterized by followers who are experienced,
comfortable in their ability, and able and willing to take responsibility for the task. Maturity
levels are task specific. A follower may exhibit maturity level one for one task and maturity level
four for another (Dym & Hutson, 2005).
Contingency Theory
Contingency theory, associated with Fred Fiedler (1967), emphasizes matching
leadership style to organizational context. This frame work also emphasizes the relationship
between leadership effectiveness, leadership style, and context. The theory focuses on three
areas: Leader-member relations, task structure, and position power. Leader-member relations
describe the relationship between the leader and followers and the atmosphere created by the
relationship. In this context, the term ‘task structure’ describes the clarity of task instructions.
Leadership Development in Colorado’s Nonprofit Sector 12
The term ‘position power’ describes the leader’s ability to reward and punish followers. It relies
heavily on the leader’s ability to accurately assess the situation. Contingency theory concentrates
on the relationship between leadership and organizational performance. Effective leadership
involves assessing the underlying leadership trait and the situation and creating a match between
the two (Dym & Hutson, 2005; Fiedler, 1967).
To assess the leadership trait, Fiedler developed the Least Preferred Co-Worker (LPC)
scale which assesses leaders based on traits of individuals with which the leader least likes to
work (Fiedler, 1967). Leaders with high scores are relationship oriented, while those with low
scores are task oriented. Relationship oriented leaders favor relationship needs over task
completion; while task oriented leaders are the opposite (Dym & Hutson, 2005).
The second criteria for developing effective leaders are the situational factor. There are
three factors that work together to determine a favorable leadership situation. The first is leader-
member relations. Leader-member relations describe the degree to which the leader is liked by
the followers and how willing they are to follow. The second is task structure. Task structure
describes the degree to which tasks are structured or unstructured. Finally, position power
describes the degree to which the leader is able to exercise authority and the ability of the group
to accept the leadership. The combination of these three variables is used to identify leadership
style (Fiedler, 1967).
The leader’s effectiveness is measured by the interaction of both leadership style and the
situation. However, leaders will change their behavior according to the situation. Relationship
oriented leaders will display task oriented behavior if in higher favorable and unfavorable
situations. Similarly, task oriented leaders will display relationship oriented behavior in
intermediate favorable situations (Fiedler, 1967).
Leadership Development in Colorado’s Nonprofit Sector 13
Transformational Leadership
Transformational Leadership emphasizes the relationship between the leader and
followers. James McGregor Burns (1978) introduced and popularized the idea of the
Transformational Leader. Transformational leaders get followers to appreciate the importance of
their work, persuading the followers to subordinate self-interest in favor of the good of the
organization’s mission. The transformational leader has a very specific vision of achievement
(Manz & Sims, SuperLeadership: Leading Others to Lead Themselves, 1989; Manz & Sims, The
New SuperLeadership: Leading Others to Lead Themselves, 2001). To achieve success as a
leader, transformational leaders develop positive, rich, emotional relationships with followers.
Transformational leaders and followers raise each other to higher levels of morality and
motivation (Burns, 1978).
There are four characteristics of
transformational leadership: Inspirational
Motivation, Intellectual Simulation,
Individualized Consideration, and Idealized
Influence (Bass & Avolio, 1993). Inspirational
Motivation is the promotion of values and
instillation of a sense of meaning and challenge
in followers. Intellectual Stimulation is the
encouragement of innovation and creativity
through positive reinforcement. Idealized
Figure 1: Transformational Leadership
Leadership Development in Colorado’s Nonprofit Sector 14
Influence is the idea that the leader should model the behavior the leader wants to see in the
follower. Individualized Consideration is when leaders mentor followers and empower followers
to make decisions (Green, 2004; Bass B. M., Bass and Stogdill's Handbook of Leadership:
Theory, Research, and Managerial Applications (3rd ed.), 1990; Bass B. M., Transformation
Leaderhsip: Military and Educational Impact, 1998; Bass & Avolio, 1993; Burns, 1978; Cohen,
Chang, & Ledford , 1997).
Egri and Herman (2000) studied the relationship between transformational leaders and
nonprofit organizations. The study compared thirty-three American and Canadian nonprofit
leaders with thirty-eight leaders in for-profit companies. The study found nonprofit organizations
appeared highly receptive to transformational leadership, while for-profit organizations only
moderately open (Riggio et al., 2004).
Leadership Development in Colorado’s Nonprofit Sector 15
Figure 2: Dimensions of Comparison
Characteristics of the
Leader
Leader-Follower
Relationship
Organizational
Skills
Trait Theory Intelligent, self-
confident, persistent,
and sociable (among
over 100 identified
traits)
Strong communication
skills and credibility
High tolerance for
ambiguity
Situational
Leadership
Flexible, adaptable Successful leaders
adapt to the maturity
of the followers
Successful leaders
adapt to the task at
hand
Contingency
Theory
Either task or
relationship oriented
Leader-member
relations and position
power
Important to identify
task structure
Transformational
Leadership
Secondary to Leader-
Follower relationship
Leaders develop
positive, rich,
emotional
relationships with
followers
Secondary to Leader-
Follower relationship
Leadership Development in Colorado’s Nonprofit Sector 16
Methods
Project Design
I will conduct a qualitative study to answer the following question:
What are the best elements with which to structure a leadership development
program in the nonprofit sector?
I will inventory six current leadership training programs that are available to nonprofit
leaders in Colorado, discussing the competencies developed as well as the pedagogy employed.
The review will provide insight into how leadership is developed in the nonprofit sector in
Colorado. This understanding will produce recommendations for how to develop leadership
development resources and training that Colorado Nonprofit Association may utilize in
educational offerings and program development.
I will review the following programs:
Colorado Nonprofit Leadership and Management Program
Denver Foundation
Community Foundation Serving Boulder County
Denver Metro Chamber of Commerce Leadership Foundation
Kansas Leadership Center
Denver Community Leadership Forum
Data collection and information processing
Qualitative data was collected for interviews with program officers at the programs
examined. Program officers were identified based on their involvement with the program and the
Leadership Development in Colorado’s Nonprofit Sector 17
availability of each officer for an interview. Kansas Leadership Center declined to provide an
interview for this research and Denver Community Leadership Forum could not be reached to
participate in this research. Both programs are included in the results from document reviews,
but analysis is limited with both programs.
In addition, documents from each program were examined including documents that were
published publicly and documents provided by the programs directly to me, including marketing
materials, applications for admission, and curriculum documents (Sproull, 1995). The interview
protocol (Attachment A) was based on findings from the literature review regarding leadership
development theory and designed to gather information on the competencies developed by the
programs and the pedagogy employed (Sproull, 1995). Additional information was requested by
email. I identified common themes regarding how programs were taught, the benefits of the
program, barriers to success, and how each program is evaluated. Where applicable, common themes
were tied back to the previously existing research on leadership development (Sproull, 1995).
Results
The interviews and document reviews revealed valuable findings on how leadership is
developed in Colorado, the benefits of the leadership developed programs, and the gaps in these
programs. The most significant findings from the interviews and document reviews are
summarized below. Table 3 provides an overview of core competencies developed by the
programs. Table 4 provides an overview of the pedagogy employed by the programs.
The interviews and document reviews reveal different competencies developed by
different leadership programs. The different programs are designed to produce different results
depending on who the participants are in each program. These participants range from seasoned
Leadership Development in Colorado’s Nonprofit Sector 18
chief executives to new executives to emerging community-based leaders to students starting
their career. Different competencies are developed in the programs largely based on what
population the program targets and how the program defines the term leader.
Colorado Nonprofit Leadership and Management Program
Participants in Community Resource Center’s (CRC) program only accept new
executives in nonprofit organizations, many of whom have been in the nonprofit sector for many
years (Shaw, 2013). Additionally, Anschutz Family Foundation provides fifteen of the thirty
total participants. These participants are usually grantees of the foundation. Given these are new
(less than two years on the job) executives; CRC seeks to develop core skills that are specific to
nonprofit management, such as fundraising and board development. Key to CRC’s program is
the board buy-in component (Shaw, 2013). The board of directors must give specific permission
to the executive to participate in the program. The board chair also participates in the session on
board development, highlighting the relational aspect of leadership in the board development
process.
Community Resource Center’s program is focused on developing greater self-awareness,
expanding leadership capabilities, mastering new management techniques, and cultivating
professional relationships (Shaw, 2013). This program is one year bi-monthly and includes a
three-day wilderness retreat, “Challenge by Choice” held at the Breckenridge Outdoor Education
Center, designed to build group trust. This program utilizes mixed pedagogy, including group
work and lecture style with a plethora of guest speakers (Shaw, 2013). Unique to CRC’s program
is one-on-one peer mentoring, seen as an important aspect of leadership development tool in
encouraging growth, support, and the generation of new ideas. The goal is for participants to use
each other as resources (Shaw, 2013). Each participant is asked to share experiences in open
Leadership Development in Colorado’s Nonprofit Sector 19
discussions in an effort to confidentially build trust in each other. This program focuses on trait
identification and cultivation through identifying personal and professional strengths and
limitations, increasing one’s fundraising, board development, and marketing capacities.
Emphasizing the trait approach, CRC uses a DISC assessment, administered by a
professional facilitator at the beginning of the program, to assess the strengths and weaknesses of
the program participants. The assessment measures four personality traits: Dominance,
Inducement, Submission, and Compliance (Shaw, 2013). The DISC assessment not only
examines leadership traits, but environmental traits as well, demonstrating a mixed trait theory
and situational leadership approaches (Rost, 1991; Northouse, 2001). The results of the
assessment are used during the remainder of the program to design education on how to set the
leader up for success.
While there is a strong emphasis on peer relationships during the program, there is a lack
of facilitated networking after the completion of the program. There is a private, online group set
up form alumni of the program that is maintained by program staff. However, there are no in-
person formal networking events after participants complete the program. Additionally, there is a
lack of formal evaluation of the program. Evaluation is largely informal and completed by
participates. CRC is a nonprofit organization itself and would have difficulty employing more
formal third-party program evaluation (Shaw, 2013).
Strengthening Neighborhoods Program
The Denver Foundation offers one of the more unique leadership development programs
in the state. This leadership program is designed for neighborhood leaders involved in advocacy
or community organizations (Portillo, 2013). Participants are drawn from programs identified by
the Denver Foundation as potential grantees in the areas of education, access to services, and
Leadership Development in Colorado’s Nonprofit Sector 20
economic opportunity. These participants are generally from working class backgrounds
(Portillo, 2013). The program is nine months, two and a half days per month and offered in
Spanish to as many as forty enrolled at a time. One of the most unique aspects of the program is
the requirement that at least two people from any one project must enroll in the training,
emphasizing the strong relational aspect of the program (Bass B. M., Bass and Stogdill's
Handbook of Leadership: Theory, Research, and Managerial Applications (3rd ed.), 1990).
The Denver Foundation program is a strong example of the Situational Leadership
approach (Blanchard et. al, 1985). The program focuses on how to exhibit leadership in the
particular situation the groups find themselves in (Portillo, 2013). For example, many of the
groups exist to create stronger communities and to do so must often interact with government,
school, and elected officials to enact the change they seek. The skills developed by the program
are designed to teach participants how to navigate these sometimes difficult and charged
situations (Portillo, 2013).
The chief skills developed by the program are designed to increase leadership listening
skills, particularly one-on-one listening skills (Portillo, 2013). The idea behind this focus is that
participants are better able to organize and conduct meetings of people if they understand with
what the followers are concerned. This idea is rooted in transformational leadership style, where
the follower is empowered to create charge, or a transformational situation (Sohmen, 2004; Bass
B. M., Bass and Stogdill's Handbook of Leadership: Theory, Research, and Managerial
Applications (3rd ed.), 1990). Leaders are better able to lead when they have an acute
understanding of what motivates the follower (Bass B. M., Bass and Stogdill's Handbook of
Leadership: Theory, Research, and Managerial Applications (3rd ed.), 1990). The Denver
Leadership Development in Colorado’s Nonprofit Sector 21
Foundation relies on building listening skills to achieve this understand in its participants
(Portillo, 2013).
The Denver Foundation builds listening skills by employing a number of techniques.
Chief in these techniques is strong reliance on role playing (Portillo, 2013). Participants practice
various scenarios and employ different techniques in how to handle potentially difficult
situations. Other techniques include weekly mentor shadowing, skills-building sessions on how
to create effective and efficient agendas, how to connect people with one another, how to
conduct power analysis, and how to identify expertise. Benchmarks are established at the front
end of the program and participants are given self-assessments to identify strength and
weaknesses (Attachment E; Portillo, 2013).
Participants sometimes work within cohorts, while other times they are paired with
people they don’t know. One of the unique techniques the Denver Foundation uses is the World
Café method for facilitating group discussion. The World Café method uses rounds of
predetermined questions to facilitate discussion. After a twenty minute discussion, participants
move to a different group and repeat the process. After this process, the participants are invited
to share insight developed through the process and the results are represented visually
(Northouse, 2001; Portillo, 2013).
Following completion of the program, participants informally connect on their own, but
there is no intentional meeting of graduates following completion of the program (Portillo,
2013). The Denver Foundation conducts formal evaluation and participants self-evaluation using
focus groups to measure what change the individuals observed in their projects. In this way, the
evaluation process is outcome based (Portillo, 2013).
Boulder County Leadership Fellow Program
Leadership Development in Colorado’s Nonprofit Sector 22
In 2009, the Community Foundation Serving Boulder County established the Boulder
County Leadership Fellow Program to build “networks of trust between communities and across
sectors (McMillan, 2013).” In keeping with its stated mission to increase diversity, this program
provides an opportunity for participants to engage in dialogue about emerging, multicultural, and
transformational leadership. Fellows meet monthly to share their own experiences and interact
with other community leaders.
The Fellow Program focuses on addressing diversity and inclusiveness in organizations
specifically focusing on issues of race and ethnicity. The program promotes inclusiveness and
addresses diversity issues in Boulder County's nonprofit sector. The Fellow Program emphasizes
the transformational leadership model, particularly what it means and what does it look like in
various roles. The Foundation believes it must work to help Boulder County leadership more
appropriately reflect and represent the whole community, specifically as it related to race and
ethnicity. In this way, the accessibility to all of Boulder County’s leadership is more limited, or
focused than other programs.
The program tries to achieve a mix of participants, equally divided between the for-profit,
nonprofit, and government sectors. The program requires its alumni join a nonprofit board or run
for elected office within six months. The Foundation specifically hopes half of the participants
are people of color (McMillan, 2013). The Foundation looks for emerging leaders, as identified
as people who work in the community and neighborhoods to affect change.
Once selected, participants are asked to provide a self-assessment of strengths and
weaknesses. However, this program is not a skills building program (McMillan, 2013). The
program focuses on building the ability to communicate vision and mission. This is
accomplished through peer-to-peer two-way network building. During the sessions, which occur
Leadership Development in Colorado’s Nonprofit Sector 23
monthly for a half-day, participants focus on creating connections in the community (McMillan,
2013). Participants network in small group settings, roughly five to seven, with a guest leader
from the community. Alumni of the program fill out session evaluations and overall evaluations
at the end of the program. Additionally, alumni stay in contact through social media groups and
participating as a guest in future programs.
Denver Metro Chamber Leadership Foundation
The Leadership Foundation has several different programs, each with a diverse format.
These programs each seek to educate participants about relevant issues and provide significant
networking opportunities. Leadership Denver is a program that brings together a limited number
of established and emerging leaders to discuss issues facing the area, as well as promote
community stewardship. This program is 11-months program seeks to create long-term networks
that foster participants’ professional goals (King, 2013).
Thirty percent of participants are represented by the nonprofit, government, and
education sectors. The Foundation specifically recruits in ethnically diverse communities.
Leadership Denver uses the DISC assessment at the beginning of the program and groups
individuals based on the results. The focus of the program is not skill development, but rather
issue oriented. The program is designed to educate emerging leaders about relevant issues facing
the area. This is accomplished using issue experts as guest speakers. Evaluation of the program is
participant driven (King, 2013).
A major component of the Leadership Foundation’s programs is alumni involvement.
The alumni network is vast, with 2,300 alumni of the Leadership Foundation's programs,
who represent the Denver Metro region's business, civic and community leaders. The Leadership
Alumni Network consists of alumni from all of the Leadership Foundation's programs.
Leadership Development in Colorado’s Nonprofit Sector 24
The vision of the Leadership Alumni Network is to promote what it calls leadership in
action through:
Connections to business and civic leaders.
Educational forums that confront community challenges.
To provide leaders with practical, in-depth understanding of major community issues
facing the Denver metro area.
To enhance the network among leaders from diverse backgrounds and interests.
To facilitate access between Leadership Denver class members and alumni.
Kansas Leadership Center
Kansas Leadership Center (KLC) focuses on development civic leadership in Kansas.
The program’s theory is based on the idea that leadership is an activity, rather than a role or
position (Kansas Leadership Center, 2008). The Center’s theory views effective leadership as
something that can be leaned by a variety of different people and in a variety of different
contexts.
The Center’s program recognizes the capacity to exercise leadership must “from personal
credibility and skill rather than from positions of authority (Kansas Leadership Center, 2008).”
The KLC program also focuses on the process of engagement rather than any particular issue.
The program utilizes a survey developed by KLC titled, “Four Competencies of Civic
Leadership.” The four competencies are: Manage Self, Diagnose Situation, Intervene Skillfully,
and Energize Others.
Denver Community Leadership Forum
The Denver Community Leadership Forum focuses on building strong working
relationships among leaders from different sectors in the community, built on a group of leaders
Leadership Development in Colorado’s Nonprofit Sector 25
with a shared commitment to city, state and nation. The Forum focuses on developing a deeper
understanding of self and purpose and teaching results-based leadership skills to create
community change. Participants learn about issues ranging from conflict management and
collaborative problem solving to individual leadership styles and group facilitation. The Forum
also has participants complete and Outward Bound course at Outward Bound Leadville
Mountain Center. Participants meet monthly for 11 months and study topics ranging from
Negotiations & Conflict Management to Emergenetics. The Forum has an alumni network of
more than 800 leaders representing a diverse cross-section of the metro Denver community.
Leadership Development in Colorado’s Nonprofit Sector 26
Figure 3: Competencies
Competencies
CRC Fundraising, board development. greater self-awareness, expanding
leadership capabilities, mastering new management techniques, cultivating
professional relationships
Denver
Foundatio
n
One-on-one listening skills, creating effective and efficient agendas,
connecting people with one another, conducting power analysis,
identifying expertise
Boulder
County
Building the ability to communicate vision and mission, networking skills
Chamber
Leadership
Foundatio
n
Practical, in-depth understanding of major community issues facing the
Denver metro area, developing connections to business and civic leaders,
Kansas
Leadership
Personal credibility and skill
Leadership Development in Colorado’s Nonprofit Sector 27
Center
DCLF Building strong working relationships among leaders from different sectors
in the community, deeper understanding of self and purpose, conflict
management, collaborative problem solving, individual leadership styles,
group facilitation
Figure 4: Pedagogy
Pedagogy
CRC “Challenge by Choice,” group work and lecture style, guest speakers, one-
on-one peer mentoring, DISC assessment
Denver
Foundatio
n
At least two people from any one project must enroll in the training, role
playing, weekly mentor shadowing, skills-building sessions, self-
assessments, World Café
Boulder
County
Self-assessment, peer-to-peer two-way network building, small groups
Chamber
Leadership
Foundatio
n
DISC assessment, group work, site visits, guest speakers, networking
Leadership Development in Colorado’s Nonprofit Sector 28
Kansas
Leadership
Center
Four Competencies of Civic Leadership assessment.
DCLF Outward Bound
Recommendations and Conclusions
While many of the programs cover relationship building once leadership is established,
few programs teach the skill of developing followers. Skills like developing appreciate for the
importance of their work, persuading followers to subordinate self-interest in favor of the
mission, and getting followers to believe in the leader’s vision are key in developing strong
nonprofit leaders and followers. Developing positive, rich, and emotional relationships with
followers will build trust in the relationship between the leader and follower (Burns, 1978). The
focus of many of the programs is on how to successfully leader followers after these
relationships are established, but these leaders are leading through positional power rather than
through relationship building skills needed to develop nonprofit leaders from within the sector
(Colorado Nonprofit Association, 2011).
The most successful program in this area is the Denver Foundation’s program. The
Foundation’s focus on building listening skills through role playing demonstrates an acute
Leadership Development in Colorado’s Nonprofit Sector 29
understand that listening develops an understanding of what the followers are asking for in a
leader. The leader may then adapt to the followers and employ techniques to more effectively
lead the followers (Bass & Avolio, 1993; Portillo, 2013).
Emphasis on mentoring is also a key to developing strong leaders. Colorado Nonprofit
Association’s Talent Development Initiative recognized the need for mentoring in its report
(Colorado Nonprofit Association, 2011). Mentoring is established as a key in empowering
followers to become leaders (Bass & Avolio, 1993; Burns, 1978). Many programs have
mentoring as part of their pedagogy, particularly Community Resource Center and the Denver
Foundation. Community resource center focuses on its one-on-one peer mentoring to encourage
growth, support, and empowerment (Shaw, 2013). The Denver Foundation uses shadow
mentoring in its program to gain valuable on-site mentoring (Portillo, 2013). Both of these
programs recognize that emerging leaders need mentors who can provide examples and much
needed support.
Finally, staying in contact with alumni sustains long-term change. Leadership is an
activity developed over a life time (Kansas Leadership Center, 2008). Staying connected to
alumni through facilitated programing is essential to ensuring continual growth in participants.
While many of the program have alumni programs, most are designed to allow participants to
facilitate their own involvement. Additionally, many of the programs utilize social meeting or
online resources rather than in-person, facilitated alumni continued learning. A program that
develops a continued alumni program will be more successful in creating sustainable leadership
skills.
Leadership Development in Colorado’s Nonprofit Sector 30
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Attachment A
Interview Protocol
Introduction: thank you so much for agreeing to meet with me. I’m Andrew Lindstad and, as you
know, am conducting a project on Leadership Development for Colorado Nonprofit Association.
I would like to talk with you a little bit today about your leadership development program. I am
tape recording this interview, but it will only be heard by me. Your comments will be
anonymous. No names will be used in the report. I anticipate our interview will take about 30
minutes. Do you have any questions about the interview or the research before I begin?
Start:
1. Describe the participant selection process? How do you identify participants for your
program? Probe: do you have specific selection criteria? What is the total number of participants
that you have in a single program at any one time?
Leadership Development in Colorado’s Nonprofit Sector 33
Prompts: Do you recruit participants? What characteristics do you look for in a
participant? How selective is your program? How do you evaluate candidates?
2. Do you administer any types of tests in conjunction with the program that help participants
assess their leadership strengths and weaknesses?
Prompts: If so, at what point do you do so? What test do you administer? How do you use
the results of this test in developing participants understanding of self or purpose?
3 How often do the participants meet and for how long?
4. How do the participants interact with each other?
Prompts: Do they work in small groups? Is the program lecture style?
5. Is there a specific networking aspect to your program?
Prompt: If so, is the networking facilitated or free form?
6. What kinds of specific skills or behaviors do you try to develop through your program?
Prompts: Does your program cover conflict resolution and if so how? Does your program cover
emotional intelligence and if so how?
7. Do you have a mechanism for participants to continue to interact with each other and the
program after completion?
8. How do you evaluate your program?
Leadership Development in Colorado’s Nonprofit Sector 34
Leadership Development in Colorado’s Nonprofit Sector 35
Attachment B
Leadership Development in Colorado’s Nonprofit Sector 36
Attachment C
Leadership Development in Colorado’s Nonprofit Sector 37
Attachment D
Leadership Development in Colorado’s Nonprofit Sector 38
Attachment E
Strengthening Neighborhoods Leadership Development ProgramSuccessful Community Projects - Organizing Process
Assessment Continuum (Denver Foundation)
Leadership Strategy
Alone Circle of Friends Moving Beyond Friends
Resident-centered
organization w/ impact
Organizing StepsMobilizing a Leadership Team or Relationship Building/Self Interest
Leader works alone without a wider leadership team.
Leader enlists advice or input on an ad hoc or informal basis froma network of 1-2 personal friends.
Early identification of assets and self-interest (motivation to act vs. opinions).
Leader establishes a team of 4-8who reflect some of the assets of the community and can provide support, guidance and advice. Timeline for the leadership team is for the duration of this community project.
Leaders establish leadership teams that build on the assets of the community and ensure the project goals reflect the interests of diverse and significant community. Stakeholders.
Conducting Effective Meetings
Leader unable to engage others in problem-solving meetings that can lead to a solution to community concerns.
Leader informally enlists the opinions of a few friends in order to determine the relative merits of alternate strategies to impact upon community problems and needs.Listening skills developing.
Leader seeks participation that creates consensus among diverse groups upon shared priorities. Leader demonstrates the facilitation skills to convene and conduct meetings. Clear
Leaders facilitate various types of meetings and use the appropriate agendas to engage the community. Leaders use the techniques for successful meetings before, during and after a
Leadership Development in Colorado’s Nonprofit Sector 39
understanding of others motivation to act.
meeting.
Vision/Dreams for Community
Leader lacks ability to communicate vision or story clearly with others.
Leader can present some parts of a compelling story. Story lacks purpose or impact for change.
Leader has a clear vision and goals, demonstrates the ability to describe concrete, achievable goals. Leader possesses effective oral and written communication skills to convey his/her story.
Leaders demonstrate the skill to establish a collaborative vision, among community stakeholders. The vision is based upon shared goals and values.
Developing Purpose, Goals, and Strategy
Leader verbally presents a vague goal without additional information.
Leader prepares a sentence that includes a goal, and supporting evidence about the need to accomplish the proposed project’s goal. Leader may discuss the case statement with a friend or two.
Leader prepares a written case statement that includes a specific goal, with some parts of the balance of a case statement. Leader distributes case statement to interested local leaders.
Leaders prepare a written paragraph that includes: goals, potential stakeholders, strategy and proposed outcomes. Leaders “test” case statement with other local leaders and makes appropriate revisions.
Leadership Development in Colorado’s Nonprofit Sector 40
Leadership Strategy
Alone Circle of Friends
Moving Beyond Friends
Resident-centered
organization w/ impact
Organizing StepsResearch (formerly Asset Mapping)or Identification of additional Assets and Resources need to achieve goalsor Action Research and Allies as resources/assets
Leader is unable to identify assets in his/her community. Sees only deficiencies and needs (problems) with no solutions.
Leader identifies a limited number of neighborhood assets that reflect his/her own personal network of acquaintances and friends. Beginning of the movement to relationship building and emergence out of isolation. This small group begins to frame questions and develop possible solutions: (e.g.)short term asset mobilization (tutoring)
long term system change by resident –centered org. (school reform)
Leader is familiar with asset-based approach to community development.Has a working knowledge of public and private institutions, organizations and agencies in the neighborhood. Creates an asset map that includes significant networks within the neighborhood that become possible resources to achieve goal. Barriers identified. Relationship must be changed to achieve goal.
Leaders construct an asset map that engages the strengths of local institutions, agencies and organizations that impact upon his/her community. Conducted one-on-one meetings that establish relationships with stakeholders and potential, new allies to change community conditions. Alliances built. Way to change overcome barriers identified and acted upon.
Project Design or Action Plan
Project reflects the energy, commitment and talent of the individual leader.
Project networks with key institutions already existing within the community. Program represents a
Leader partners with key stakeholders and social networks within the community. Leader has
Leaders work with key stakeholders to establish clear, measurable objectives and
Leadership Development in Colorado’s Nonprofit Sector 41
series of worthwhile, community events and happenings.
researched best practices in the field. Identifies a specific target population that will benefit from the project implementation, with some specific measurable goals. Project incorporates outreach goals and constituency building strategy. Research and Asset Mapping reflect Action Plan.
outcomes. The project, with strong community roots, reflects the values and culture of the people in the community. Project design includes concise budget procedure, staff needs, marketing and funding plan.
Leadership Strategy
Alone Circle of Friends
Moving Beyond Friends
Resident-centered
organization w/ impact
Organizing StepsProjectImplementation orInto Action
Leader works hard to organize activities and events in his/her neighborhood.
Leader solicits the assistance of his/her circle of friends to help set activities or events in motion.
Delineation of roles and responsibilities of staff and board begin to surface. Partners resolve to honor their commitments to work together.
Clear delineation of roles and responsibilities between staff and board; accountability is maintained by a clear memorandum of agreement ratified by participating stakeholders.
Celebration Leader lacks the skills to publicize an
Leader excluded wider
Leader has the publicity skills to plan
Leaders arrange community wide event to
Leadership Development in Colorado’s Nonprofit Sector 42
event or occurrence in order to promote visibility of project. Any event or activity goes unnoticed by the media or the formal and informal networks within the community,
community participation and offers heartfelt “thank yous” to friends and associates involved in the community project.
an event that recognizes the contribution of key individuals and raises public awareness to a modest level.
recognize and salute the stakeholders within the community whose shared vision and commitment has made possible the change taking place within the community.
Evaluation Leader is non-reflective upon the successes or weaknesses of his/her strategy to impact upon the community.
Leader may ask for advice from friends regarding ways to improve upon community activity or events.
Leader receives formal feedback from partners that examines the successes and challenges facing the program in order to accomplish its goals and objectives.
Leaders work with leader-ship team to measure accomplishments/ weak-nesses through an assessment rubric. The leadership team creates a culture that places value on sustainability, assessment and learning community as important evaluation components.
Leadership Development in Colorado’s Nonprofit Sector 43
Appendix 1
Areas of course knowledge and skills
From the data collection process to program analysis, a wide array of knowledge and skills
developed in the CU Denver MPA program contributed to the completion of this capstone project.
The following courses most directly related to the completion of this project.
PUAD 5001/7001-3. Introduction to Public Administration and Public Service. Examines the
fundamental theories, structures, and processes of governance in the United States. Explores the
constitutional foundations and functions of legislative, administrative, and legal institutions.
Covers topics such as federalism, public-private relations, and comparative public administration.
PUAD 5002/7002-3. Organizational Management and Behavior. Examines contemporary
theory and practice of managing organizations and the processes of organizational change and
development. Considers issues of effective leadership, human resource management,
organizational theory and behavior, and personal and interpersonal skills.
PUAD 5003/7003-3. Research and Analytic Methods. Examines research methods used to
answer questions and test hypotheses in public and non-profit settings. Methods covered include
identifying and reviewing scholarly literature; formulating research questions; selecting
appropriate design, data collection and sampling strategies; and analyzing data. Topics include
causal and descriptive designs, interview and surveys and statistics such as t-test, chi square,
regression and the Statistical Packages for Social Sciences (SPSS).
Leadership Development in Colorado’s Nonprofit Sector 44
PUAD 5006/7006-3. Leadership and Professional Ethics. Examines theories and skills of
effective public leadership. Emphasizes critical thinking, normative decision making, the role of
values in public policy and management. Ethical theories and principles commonly used in
public administration and policy are to be emphasized.