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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
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Leadership Development in Colorado's Nonprofit Sector

Apr 14, 2017

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Page 1: Leadership Development in Colorado's Nonprofit Sector

Leadership Development in Colorado’s Nonprofit Sector 1

Leadership Development in Colorado’s Nonprofit Sector

Andrew Lindstad

University of Colorado School of Public Affairs

Page 2: Leadership Development in Colorado's Nonprofit Sector

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

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Table of Figures

Figure 1: Transformational Leadership 13

Figure 2: Dimensions of Comparisons 15

Figure 3: Competencies 26

Figure 4: Pedagogy 27

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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

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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).

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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

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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.

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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).

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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

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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,

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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.

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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).

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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

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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).

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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

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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

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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

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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

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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

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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

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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

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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

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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.

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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

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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.

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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

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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

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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

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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.

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Bibliography

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Austin, M. J., Carnochan, S., Regan, K., Samples, M. W., & Schwartz, S. L. (2011). Building managerial and organizational capacity in nonprofit human service organizations through a leadership development program. Administration in Social Work, 258+.

Bass, B. M. (1990). Bass and Stogdill's Handbook of Leadership: Theory, Research, and Managerial Applications (3rd ed.). New York: Free Press.

Bass, B., & Avolio, B. (1993). Transformational Leadership: A Response to Critiques. In Emerging Leadership Vistas. Lexington, Mass.: Heath.

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Colorado Nonprofit Association. (2011). Talent Development Initiative. Retrieved April 1, 2013, from Colorado Nonprofit Association: http://www.coloradononprofits.org/training-events/talent-development-initiative/

Dym, B., & Hutson, H. (2005). Leadership in Nonprofit Organizations. Thousand Oaks, Calif.: Sage Publications, Inc.

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Kunreuther, F., Segal, P., & Clohesy, S. (2012). The New Lifecyle of Work. New York City: Building Movement.

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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?

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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?  

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Attachment B

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Attachment C

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Attachment D

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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

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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.

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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

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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

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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.

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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).

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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.