Evaluation Report Final Rural Community Leadership Program

2006 Rural Communities Leadership Program
Evaluation Report
Youth Issues Weekend, Armidale (Under the Bridge)
Your acceptance into the Program is both a privilege and a sign of respect that you are already a current and future leader in our region. By signing up to this Program you have shown the courage to care about our community and region and move beyond where you are now. We are sure that the needs and dreams you discover for yourself as a person can be of service to the future of the region as well.
(Excerpt: Introduction Letter to Participants)
July 2008
Evaluation Report
Table of Contents
Alumni Graduation......................................3 Executive Summary.....................................4 About the Rural Communities Leadership Program........................................................7 Uniqueness...............................................7 History & Previous Program...................9 Program Goals........................................11 Leadership Model...................................12 Case Study Corporate Whistle Blower ................................................................13 Program Design & Structure..................16 Case Study Youth Worker...................17 The Teaching Method............................19 Evaluation Methodology & Process...........21 Program Effectiveness Framework.......21 Evaluation Process.................................22 Evaluation Participation Levels & Usefulness..............................................23 Community Outcomes...............................24 Case Study New Community Service Consortium............................................25 Case Study Iron Man Welders Project ................................................................29 Case Study New England Wine Growing Region.....................................32 Participant Outcomes................................35 Overall Assessment................................35 Leadership Skills....................................37 Inner & Self Awareness.........................44 Presenters & Leadership Network.............46 Program Facilitation & Administration....49 Organisation & Administration.............49 Facilitation..............................................51 Marketing & Promotion.........................55 Recommendations.....................................58 Areas for Improvement.........................58 Solutions & Recommendations.............62 Appendix A: Program Attendance Record66 Appendix B: Alumni Project Support for the Future of the Program.........................68 Alumni Network....................................68 Supporting, Funding, Promoting..........69 Future Directions of the Program.........70 Appendix C: 2008 Rural Communities Alumni Leadership Retreat........................73 Appendix D: Program Facilitator Comments...................................................75 Appendix E: Weekend Programs...............79 Opening Retreat.....................................79 Youth Issues..........................................80 Economic Development & Environmental Sustainability................81 Health & Wellbeing...............................82 Social Justice.........................................83 Closing Retreat......................................84 Appendix F: Program Model.....................85 Appendix G: Evaluator Disclosure............86
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Alumni Graduation
Participants wrote statements about what they wanted to be reminded of about the Program for their Graduation Certificates.1 Exercises like this were used in the Program to develop self awareness and reflection, and demonstrate clear alignment with the Program leadership model.
Integrity, loyalty, commitment the power of the positive. Listening to the needs of others and giving guidance, direction and support when needed. Awareness, perception and intuition. The dynamic power of assessing, planning, acting and reflecting together, utilising a range of leadership interventions, on an everyday basis within our communities. I do not claim to be wiser than you. I do claim to know that what I teach is my truth. If you want to reach your truth, I am willing to walk beside you whilst you explore. To act with integrity, ensuring my actions and decisions consider my community, region and its relationship to Earth. To act with knowledge, to lead with integrity. To participate and communicate. To be honest and trustworthy, to lead by example, to live the role. The need to blend so many traits- integrity, patience, supportiveness, knowledge, consistency, vision in an effective and understandable way. The importance of being empathetic with others points of view, without judgement nor criticism, whilst creating a positive shared vision. Recognising the times for silence and then being silent. I need to listen. Aspire not to have more but to be more. Oscar Romero Taking a risk for the purpose of bringing about improvement. Be strong, stand tall, look forward and never look back with regret.
1 50% of participants found this self evaluation exercise either very useful or useful.
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Executive Summary
The Rural Communities Leadership Program was run for the second time in 2006, attracting a diverse range of participants and presenters from across the New England North West region of NSW. I have no regrets and a lot of positives about participating in the Program. Alumni Nearly 90% of participants rated the Program as significantly valuable or valuable to their community leadership, and many of those alumni are now clearly actively engaged in leadership roles in their communities, connected with their communities and making a measurable difference. Importantly, there is good alignment between participants application of leadership in their communities with the Rural Communities model of leadership, highlighting the overall effectiveness of the program model and facilitation.
Rate the Overall Value of the Program for Your Community Leadership
Neutral (11%)
Significant Value (45%)
Valuable (44%)
At the ultimate and most challenging level this Evaluation sought to measure the difference alumni were making in their communities by applying the skills and knowledge gained from the Program.
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These impacts are highlighted as case studies and comments such as the below: Thank you so much for your efforts. We would not have the clear direction we now share without your contribution and guidance... through your involvement, continuation of the SRD funding program all will be fine, so thanks for keeping the growth and sustainability of this event moving... you are a driving force for the Show Society New England Wine Show.
Economic Development & Tourism Manager comment regarding the difference made by one Alumni
There was near universal support expressed for the importance to continue the Rural Communities Leadership Program across all stakeholders alumni, presenters, facilitators and funding bodies. However such continuation of the Program is far from secure at this time, and the agreement of the alumni to pursue this as their group project provides a significant resource to work on this important issue (Refer Appendix C). The 2006 Rural Communities Leadership Program also represented good value for money, costing approximately $10,000 per participant (compared with other similar programs (2005 data) $45,000 for the Australian Rural Leadership Program and $15,500 for the Sydney Community Leadership Program). When it comes to leadership development, our Region is
disadvantaged compared with major cities which have a huge choice of leadership development, and more accessible choices too. In the country not only is this Program the only offering, there are still the challenges of accessing and doing it. There is a great need to bring this kind of thing to the people in their own place. We need to decentralise for a whole lot of reasons and providing this kind of professional development needs to be funded. Presenter While this Evaluation Report includes a comprehensive range of quantitative measures of the value of the Rural Communities Leadership Program, as well as case studies and qualitative measures, there is a clear underlying message that this is merely the beginning of measuring the difference
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being made by alumni as a result of the Program with the majority of alumni making a real difference in ways and places that could never have been predicted during the Program or its development. There is a healthy diversity of views expressed throughout the Evaluation about the Rural Communities Leadership Program too, with clear messages about certain areas of the Program which need or would benefit from further improvement. While some of these issues can be understood by appreciating the funding and resource constraints associated with the Program still very much being in an establishment phase, others point to structural issues requiring attention. In conclusion, the 2006 Rural Communities Leadership Program has successfully established and strengthened an important, diverse and capable network of community leaders across the New England North West Region who are more willing to challenge the way things are and more capable of taking leadership action to bring forth a vision of improving and strengthening the Region socially, economically and environmentally.
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About the Rural Communities Leadership Program
Uniqueness
I expected another hohum presentationstyled workshop series; however the Rural Communities Leadership Program was stimulating, different, enlightening and satisfying.
Alumni
The Rural Communities Leadership Program is unique in many respects, particularly that the comprehensive model of leadership taught (which is outlined in detail below) enables participants to lead from anywhere, not just the front. The effectiveness with which this principle was transferred to alumni is reflected in the many qualitative statements and quotes throughout the Evaluation Report, such as above and below: You don't have to be an EXPERT to be a leader.
Alumni
The Program was designed to balance both the hard, and more measurable, leadership skills most commonly associated with management-type leadership such as strategic planning, facilitation, people management, negotiation skills and project management, together with soft and harder to measure leadership skills such as community engagement skills, relationship skills, communication and active listening. I have used the negotiation skills a lot over the past few months, both with managers from other agencies in regard to forming a consortium to deliver services and with staff. The RL program enhanced my skills and gave me the confidence to use the techniques.
Alumni
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The Program also enabled participants in a self conscious way of leadership, finding their own vision beyond self-interest, drawing on their inner passion, purpose and values to have the strength, energy, courage, direction and long-term commitment to take leadership on communities issues and aspirations. After each weekend I found myself really questioning my values, quite often reflecting on those learning experiences with newly opened eyes. It has helped me work though things and has been a bit of a life journey.
Alumni
A collaborative approach to leadership was central to this Program, and the numerous case studies and statements throughout the Evaluation demonstrate outcomes achieved consistent with this. This collaborative model of leadership involved exploration of the interconnected strands of diversity which define the New England North West Region, and the inherent complexity of social issues and needs, in ways that enabled leadership action to be taken and so strengthen the social fabric of the communities which make up the Region. The group changed and grew drastically, enriched by so much difference and diversity of backgrounds welfare, agriculture, business and government. This gave a reality check for each of us, appreciating the different needs and perspectives of all stakeholders, building relationships and respect across diversity, finding common ground and moving beyond preconceptions. Alumni The strength of the Program was the diversity of people involved and ability to learn from one another. Not your classic lead from the front model.
Committee Member
Another Committee Member emphasised the value of both the currency and breadth of community issues covered in the program: The strongest factor in the program in its uniqueness is that every
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single year is changed according to the community issues which keeps it fresh and relevant. If government, business, community organisations want to be in touch with what is happening on the ground, this Program deals with issues that are happening then and there. The final significant uniqueness of the Rural Community Leadership Program is the Alumni Network. As will be highlighted later in the Evaluation this area had weaker outcomes than ideal, largely for reasons of inadequate Program funding and resources. Nonetheless, participants placed significant value on their network with fellow alumni, and the wider network developed with the course facilitators, management and presenters. The market cant address all the issues we need to have government presence and need to improve community respect for government.
Participant
History & Previous Program

The first Rural Communities Leadership Program was organised by The Benevolent Society in 20022003, in partnership with the NSW Department of Premier and Cabinet. In contrast, the 2006 Rural Communities Leadership Program that is the subject of this Evaluation was organised by the NSW Department of Premier and Cabinet. Several individuals from the previous Program assisted with this second iteration, one as a member of the Management Committee, others in less formal roles of providing advice and comment. Different facilitators led and taught the two Rural Communities Leadership Programs. The three year period of time between the two Programs was spent designing the current Program, securing funding and other support and involvement required (such as management committee membership) to make it happen. While the two Programs share a common name, target region, and very similar leadership models and program structures, they were different in the above ways which are significant.
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For these reasons the findings of this Evaluation and the 20022003 Evaluation are not readily comparable. The below excerpts from the 20022003 Evaluation do however demonstrate congruence of intent and outcomes with the 2006 Program: The Program has engaged exceptional business, local government and community leaders and:
Offers a never before opportunity to examine the complexities of contemporary rural communities
Develops a shared vision and opportunity to collaborate, foster and develop solutions to significant rural community social issues
Provides an opportunity to establish a sustainable on-going fraternity that will encourage the implementation of innovative and purposeful community projects
The evidence collected indicates that the participants consider the Program highly successful and significantly important as a vehicle for personal development. The majority of participants consider themselves individually and collaboratively much better equipped to participate in their communities as people who can initiate, support and lead social reform through specifically directed projects.
Excerpts, 2002 2003 Program Evaluation
There have been instances of confusion between the two Programs which has at times muddied and risked the clarity of outcomes demonstrated in this Evaluation. For example, the NSW Department of State and Regional Development withdrew funding from the 20022003 Program, however many funders incorrectly associated this occurrence with the 2006 Program. Another example of this confusion is reflected in the comments of some alumni from the 2006 Program who held expectations based upon the experiences of alumni they knew who graduated from the first and earlier Program. The differences in program structure, and facilitators, contributed to unmet expectations in some areas such as this.
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Program Goals
The goals for the 2006 Rural Community Leadership Program were substantially achieved according to ratings by alumni (see below). The goals were to:

Provide a vital network of support and shared social care; Highlight positive responses to underlying community issues and problems; Enable participants and alumni to co-create and co-carry the Program; Visibly highlight practical actions that could be taken in work and leadership; Provide an enlivening and satisfying engagement for participants; and, Be useful for participants' current and/or future community leadership.
Achievement of Program Goals as Rated by Alumni

70.00%
60.00%
50.00%
Provided a Vital Network of Support Highlighted Positive Responses to Community Issues & Problems Program was Co-Created & Co-Carried by Participants Practical Actions I could take were Visible Throughout the Program My Engagement with the Program was Enlivening & Satisfying The Program is Useful for my Current &/or Future Leadership
40.00%
30.00%
20.00%
10.00%
0.00% Agree Somewhat agree Neutral Somewhat disagree Disagree Unsure
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Leadership Model
Understanding that Leadership is not only about knowledge, styles, skills, methods etc. but about the way we live our life, that is, in everything we do, on the weekend and beyond. Everything I do now is how I exercise leadership now.
Participant
The Rural Communities Leadership Model assumes that leadership development is essentially concerned with enabling an individual to move from a given level of development to a higher level. Lower and higher refer to each individuals ability to take a wider perspective on a community issue and include and integrate conflicting information into a meaningful synthesis and engage in effective action to progress the issue. There is widespread agreement on this concept. The research is well documented in pre-adult years, but more recent work shows that adults also can go through a further process. The process of transformation includes an interior dimension, related to an individuals self image, beliefs, intentions, values, etc. and an exterior dimension related to behaviour, various skills. This Program aimed to optimise the leadership journey by offering information, the chance for expressions, action, interaction with others, awareness of interior self images, beliefs and attitudes. It also assumed that teaching methods of group leadership which assist a person to act according to a more inclusive model will enable them to translate their insights into action, and to provide transformational environments for others. It also assumed that placing people into situations which are very different from their customary surroundings can occasion insights changes in attitude, and more inclusive behaviours. At the same time simply having an experience does not necessarily bring about a change in selfimage, values or behaviour. The experience needs to provide some scope for self reflection, to access the feelings and associations the experience brings up, and to consider what changes in behaviour this interior learning might call for and then finally to create that behaviour.
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Case Study Corporate Whistle Blower
One participant has plunged into a leadership role she and probably none of us could have dreamed of a year ago or might not wish on ourselves or anyone else. Pursuing discrepancies, inappropriate bullying and hiding out on the local and especially regional level of her work has brought her in contact with the higher powers and interlinking structures of the large institution they work within. By asking questions an essential feature of leadership including the yet unanswered and possibly unanswerable questions and thus following her calling, she originally unknowingly threatened some players that sought refuge behind a system, afraid of any exposure. With amazing courage, persistence, commitment to truth and ethics and willingness to invest enormous work and personal resources she has had some major victories, following some scary and painful attempts to silence and personally discredit her. The saga is not finished yet. Positive signs are that not only will the participant have learnt the possibly biggest and deepest lessons of leadership but also the system and institution might become a bit more transparent and ethical in its operations and even assumptions. Remarks by Program Facilitators This self conscious method of leadership is important. Participants are continually in a process that includes individual insight and experience, reflection on experience, being shown how to do something and taking action. Current society is so complex and fast moving that people rarely have the opportunity to learn how to structure their own learning, and to create processes which enhance their ability to connect with others in taking common action, especially on issues that are far greater than one person or a few can do themselves in the normal course of employment. Learning to learn was thus a significant dimension of this program, which at times was taught and demonstrated formally, and more often informally and by example. Thus participants not only learned facts, had experiences with one another, and learned some methods of practice, but they also learnt how to find their own way into new and unknown situations and create a path toward the future individually and with others. The methods taught were particularly chosen for their
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capacity to stimulate awareness and confidence in creating new ways of thinking and working. Open ended responses by alumni when asked what was especially valuable about the Program highlighted good alignment of their experience with what was intended to be delivered in the Program design: Understanding social complexity and interactions across fields. You will interact with a range of different people from all walks of life and values plus experts in their fields. It pushes you out of your comfort zone. Learning leadership skills, learning more about how communities function, and getting a broader perspective on life. leaders. These themes were further elucidated when asking participants which part of the Program in their view was the most important to continue: The coming together of different industries and the access to amazing people, both local and otherwise. The wide-ranging spread / mix of applicants. Influential guest speakers and Chatham House Rules. The wide coverage of issues and the relevance of tying them in to our Region. The underlying social focus of leadership. Exploring the participants understanding of community leadership further, the following table summarises the outcomes from a group exercise during the Program to identify the qualities of a trustworthy, effective regional leader. One participant reflected that this table sits near his work desk as a constant reminder and point of focus for his community leadership and work. Hopefully, establishing a network of like-minded, motivated and effective
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RCLP 2006
Group Consensus Workshop: What are the Essentials of an Effective, Trustworthy Regional Leader?
A Good Communicator
Awareness -communicates appropriately and reciprocated Prepared to contemplate/accept staff feedback Congruity -- What you see, what you get Able to articulate and communicate well Open to criticism and new ideas Not being judgemental Can say sorry The hello factor Conflict resolver
April 23
Acts with Integrity
Inclusive Observable Collaboration

Lucid--can get ideas across clearly, not gobbledegook Real consultative approach/real involvement A good time-space manager Clear communicable realistic vision Approachable to all
Reliable Achiever
Geographic and Demographic Knowledge Places, People & Cultures

To be able to embrace and understand others culture and beliefs Strong local/regional/ state/national knowledge Exhibits passion for the region Professional respect towards community Aware and knowledgeable with respect to the region
Creative Inquiry
Clear Knowledge of Self and Surroundings and Ability to Separate

Someone who has done a good measure of self-development, self-knowledge Confidence to separate self from group/community Lead by example
Fulfil commitments made to community, organization, etc. Integrity--no compromises of character To be able to stand by your own decisions as well as others Consistent values and behaviour Honesty, speak the truth Integrity regarding self/community/culture Tolerance, evenhandedness Transparency in dealing with others True to your word
Able to express ideas and views clearly across barriers Transparent accountability for $, outcomes and method Do what you say, youll do it reliably Commitment to meeting obligation Be prepared, dont wing it Gets results
Open to asking the tough questions
Able to ask and answer the difficult questions Open to new ideas
Multi-dimensional thinker (many planes)
Willingness to listen
Open to all, can listen
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Program Design & Structure
The Rural Communities Leadership Program is about inspiring and equipping participants to become even more effective as community leaders in their current and future jobs and engagement in service to the region. Leadership, its theory and practise, is at the core of everything that was done and planned. Many current models and behaviours of leadership were discussed, and its implications for individuals and society at large and the region in particular were explored throughout the Program. Four particular foci of the program are emphasised in everything that is done: the Individual, the Region, the Community and Action. These form the four bases of the hexagon diagram (refer Appendix F). Everything in leadership has a personal dimension, a foundation in the INDIVIDUAL. Everything in the RCLP will build on and extend individuals experience and gifts. Giving and taking space for self-reflection, self-awareness and developing self-confidence are essential for good leadership. It actually goes hand in hand with the equally important ability to accept others in their differences and listen with curiosity and empathy to what they have to offer. All experiences, skills, personal abilities and styles matter for leadership. The more comprehensive self-awareness can be developed the greater the potential for the good (beneficial, ethical) use and growth of leadership capacities. The second crucial component of this approach to leadership is the REGION. Leaders in and for the region need to know as much as possible about the region, its parts and the whole. What do they call the region, how do they define it and describe it, possibly in difference from certain other organisations use of the term? What are natural boundaries and connections, what are nodes and landmarks for districts or subsections? What is the regions story and its history, its greatness and what are its challenges, its truth and its marketing attractions? What are all its assets: the major and the more hidden geographic and geological features and resources, its institutions and its service and other public organisations, its businesses/industry and its community or not-for-profit organisations and activities? What are the key issues the region as a whole is facing and what are some of the promising new directions for working with them responsibly and creatively? The Rural Communities Leadership Program was designed to equip participants to serve the needs and possibilities of the region.
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This Program really informs people about the importance of networking outside their organisations. To work with other organisations to look at outcomes for the community in collaboration with other partners especially in the rural context it is feasible to make an impact than the sum of the parts that go into a project. It enhances the professional understanding of community development and enhances their organisations they come from. Even in constrained roles it develops their understanding and vision. Committee Member The third element is COMMUNITY, the need to create common experiences and understanding, building social capital, the connections that bond, bridge and link people, events, communities among themselves, with others, and the organisations and institutions of the wider society. Community is often assumed in rural settings yet often no longer a reality for many of the residents. How to make community come alive is an important task of social leadership. How to build community, create a sense and pride of community and enable collaboration and partnership is a leadership skill to be learned. Acting in a competitive operational framework as individuals and groups has become more natural for most people, often fostering isolation or social barriers. The Program was designed to grow participants commitment and capacity to create community and collaboration and build social capital. This came about in part by enhancing their skills to enable cooperation in the community through a variety of experiences and practices that support teamwork.
Case Study Youth Worker

One participant has found further acceptance of his non-directive, non-punitive, non-programmatic approach to youth work: just providing a space for kids to gather, to socialise, to talk and find something that interests them or gives them enjoyment. The centre seems to exemplify and often achieve healing or wellbeing for youth through being accepted and trusted, allowed to be, independent of doing and achieving. No quick fix for sure, but an enduring effort of mutuality. The planned repairs of water damaged space discussed during the program expanded to a full and paid project of renovation and water tank, and
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the installation of teaching and implementing water saving devices and practices is to be started soon.
Remarks by Program Facilitators regarding an Alumni
The fourth essential element of the leadership in the Program was ACTION. This is about putting into life what is needed and possible at the time and in view of the future. This includes collaborative projects that are envisaged as being part of the Program in itself and as a consequence of it. Leadership happens where it is en-acted, it is a behaviour, not a position. Its truth is seen in action and action gives the freedom and the feedback that no theory could ever provide. The Program set out to release action for the common good during and after the Program. I learned there are many sides to each issue and it is important to look at all the factors and the root causes. Alumni In order to make these four foundations come alive and powerful together they were supported by three streams of major program activities connecting the six corners of the hexagon (Refer to Appendix F): 1. Personal Development and Group Interaction. Part of this stream was reflections and exercises for expanded self-knowledge and ability to understand, accept and work with others effectively 2. Research, Exposure and Discussion. This included speakers, site visits as well as study, analysis and workshops, etc. 3. Leadership Methods, Tools and Practices. This entailed experiencing, applying and practising different styles, approaches, and techniques appropriate for different settings and tasks of leadership in the region.
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The Teaching Method
Throughout the Program the teaching method included demonstration of effective methods of working, contexts and information, and the practice of leadership by the participants themselves. Demonstration was through the way lectures, site visits and other experiences were presented and reflection on them encouraged. While initially the Program Facilitators provided the structuring, in later sessions this became part of the practice by participants who took an increasing role in demonstrating effective means of working with one another. Contexts and Information included information by presenters on community issues (social, environmental and economic), site visits, as well as printed matter and other media. The Program Facilitators demonstrated and explained models and processes about how to lead group processes, including the pitfalls and tactics which can enable a healthy outcome. Practice include the participants taking responsibility for various parts of the program (such as those above), signing up for certain roles, practice in using the group methods they learnt from the Program Facilitators, planning for and carrying out actions alone or with others in their communities as they found appropriate and necessary. I developed a better understanding of a leader being a 'hero maker' instead of a 'hero'. This idea is great on many levels: the idea of letting the responsibility be shared and also the increased success of programs/organisations that have people with initiative and vision that is encouraged and shared.
Alumni
The value of this in rural communities is that leading from the front is perhaps viewed with more scepticism in rural communities. Rural communities like to be part of the solution and involved, consulted and part of machinery driving the progress. Committee Member
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The Program was structured to allow multiple means for the participants to act as a community of practice with one another on caring for and addressing issues in the region. Thus the Program itself provided a lead and introduction to the very cooperation and teamwork embodied in the Leadership Model of the Rural Communities Leadership Program.
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Evaluation Methodology & Process
Program Effectiveness Framework
The above Program Effectiveness Framework depicts the logic used for the purpose of evaluating how well the 2006 Rural Communities Leadership Program delivered the Leadership Model to participants, and in turn how well participants applied that Leadership Model in their leadership actions and work with communities. The logic of this Framework was simply that the greater the alignment of each of the four areas the more effective was the Program in delivering the Leadership Model. The evaluation process collected data in each of the four areas of this framework to determine the level of alignment between:

participants actual leadership in their work and communities; with participants experience of leadership as demonstrated in the Program; with the leadership development process taught in the Program; and with the Leadership Model for the Program.
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The Evaluation highlights there was a very high level of alignment across each of the four domains of this Program Effectiveness Framework. The leadership development process used for the Rural Communities Leadership Program is presented in visual form in Appendix F.
Evaluation Process
An holistic process was undertaken to gather information and evidence about the value of the Program from each group of key stakeholders, namely:

Program Participants; Presenters and Experts; Program Facilitators (Unfolding Futures); Management Committee members; Auspicing Bodies (Regional Extended Family Services Inc and Armidale Family Support Services);
Funding bodies; Program Convenor ( NSW Department of Premier & Cabinet); and, Community stakeholders (staff, family, community members affected by participant outcomes and other community leaders).
In designing the core evaluation questions discussions were also held with philanthropic organisations which fund community leadership programs and development. Their primary interest is reflected in the following questions being asked of every key stakeholder: 1. What interaction and results have you achieved within the community? 2. What was your contribution to this result? 3. In what ways did the Program contribute to these outcomes?
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The Evaluation Process used both quantitative and qualitative methods including:

Online Survey Questionnaire for Alumni Interviews with Alumni; Alumni Focus Group held at the 2008 Mining Retreat Leadership Weekend and Reunion; Interviews with all other key stakeholders; and, Collection of other information and evidence (such as case studies and community stakeholder testimony).
Evaluation Participation Levels & Usefulness

10 alumni completed the online alumni survey, and nearly every other alumni were contacted for telephone interviews. The online survey has been used for all quantitative measures, while both the online and telephone survey responses have been used for the qualitative measures. Alumni completing the online survey were asked to rate how useful they found the survey for identifying the value of the Rural Communities Leadership Program. The responses indicated the survey was either very useful (10%) or useful (90%). Five presenters were interviewed via telephone. Four Management Committee Members were interviewed via telephone. Three funding body representatives were interviewed via telephone.
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Community Outcomes
At the ultimate level, the Rural Communities Leadership Program seeks to achieve an outcome of making measurable differences to the communities within which alumni take leadership action. It is clear from the Evaluation that numerous, if not the majority, of alumni have applied their skills and knowledge gained from the Program to achieve this affect. 78% of alumni rated the overall community engagement and issues as either very valuable or valuable, and 67% rating the comprehensiveness of community issues covered as 'about the right level'. The majority of participants rated the various community leadership program components as either very useful or useful for application as charted below.
How Useful were Program Components for Community Leadership

80.00%
70.00% Weekend Briefings (including emails, letter, papers, web links, strategic questions) 60.00% Opening Retreat Youth Issues Weekend 50.00% Economic Development & Environmental Sustainability W eekend 40.00% Health & Wellbeing Weekend Social Justice Weekend 30.00% Closing Retreat Self Evaluation & Certificate of Completion 20.00% Graduation 10.00%
0.00% Very useful Useful Neutral Usefulness Rating Not useful Not applicable
Further, 70% of alumni rated the overall comprehensiveness of the Program as 'about the right level'.
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Case Study New Community Service Consortium
The construction of the new Tamworth Family Relationship Centre (FRC) is soon to commence in the former Workers Club Building. This follows the successful negotiation of funding contracts totalling $3.3 million between the Australian Government Department of Families, Housing, Community Services and Indigenous Affairs and a local consortium made up of Centacare New England North West, the Anglican Counselling Service and Tamworth Family Support Service. The entire New England and North West regions will be served by the new FRC, not only through the main Tamworth Office , but also through outreach services at Armidale, Moree, Narrabri , Inverell, and Tenterfield. The Family Relationship Centre will work to: strengthen family relationships; help families to stay together; and assist families through separation. I had been involved in the consortium for the past 18 months. During this time I developed working relationships and looked at the possibility of using Tamworth Family Support Service's existing skills and service delivery to compete against the larger Sydney based organisations in delivering services to our communities. The RCLP gave me the confidence to look at what we did have in the Region and realise that to form partnerships did not mean that we lost our own identity in the process. It made me look at service delivery from all perspectives and realise that we could all have the same goal with different paths to get there and if we pooled resources we could achieve great things. As highlighted in this Case Study, the Program significantly improved participants' skills and knowledge to work with and on behalf of their communities:

56% rated their understanding of community issues as significantly improved 89% rated their ability to learn about community issues as improved or significantly improved, highlighting particularly a measure of sustainability of alumni ability to continue to remain abreast of community issues
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78% rated their ability to engage with communities as improved or significantly improved
Alumni Ratings of How Well the Program Impacted on Community Skills & Knowledge
100% 90% 80% 70% 60% 55.56% 50% 40% 30% 20% 22.22% 10% 0% Your ability to engage with communities 22.22%
11.11%
11.11%
33.33% 44.44%
55.56% 44.44%
Your understanding of community issues Significantly improved Improved
Your ability to learn about community issues
No change
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As charted below, the community issues covered throughout the Program were also rated as very relevant by three-quarters of alumni.
Relevance of Community Issues
Very relevant 78%
Neutral 22%
Participants assessed the significance of the various Program components. The Economic Development and Environmental Sustainability Weekend was rated as having the most lasting impression, followed by the Opening and Closing Retreats, Social Justice and Youth Issues Weekends (refer below Chart).
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Which Program Components Made the Most Lasting Impression?
Other Graduation Self Evaluation & Certificate of Completion Closing Retreat Social Justice Weekend Health & Wellbeing Weekend
Economic Development & Environmental Sustainability Weekend Youth Issues Weekend Opening Retreat
Weekend Briefings (including papers, web links, strategic questions) 0 1 2 3 4 5 6 7
Relevant comments by alumni about why the economic development and environmental sustainability weekend was so valuable included: I realised the impact of not planning for the future and how this relates to my area of interest. Significant because to me it is the most challenging issue that we face and it is a global community issue. I've become more aware of the need to reduce my footprint and I've taken steps to reduce same. The 'other' Program components identified as most valuable were the personal contacts and networking opportunities.
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The low value rating of the weekend briefings is best captured in the following participant's remark: A lot of case studies and surface skimming. As someone that works in the industry [Youth and Community] I found this far too "academic" and removed from reality (my everyday reality)... Some were good, others not so. The positive effect of the influences of exposure to different aspects of communities in the Region is clearly reflected in the below case study of a community program which was developed taking an innovative approach. The alumni involved identified a personal realisation gained in the Program which was to develop an economic development intervention which concurrently addressed the social issues which were central to their work and organisation.
Case Study Iron Man Welders Project

The Iron Man Welders (IMW) is a youth project that is designed to engage/reengage young people in either education or work through exposure to trade experiences, TAFE and running the IMW business. The exposure is through the IMW Shed this is considered mutual ground in the sense that it acts as a pathway (back) into formal learning institutions and workplaces. The project is targeted toward young people who are considered marginalised in their access to work and education. The program targets young people through High Schools, TAFE (Youth Links Program), Job placement agencies and the Street Beat youth program. People can also self-refer to the program. The IMW also help the wider community by manufacturing products for non profit organisations. The IMW also fulfil commercial contracts through exiting businesses in order to help them with their productivity and to gain real world experience It is widely recognised throughout the Armidale LGA that there is a large number of young people who have or are disengaging in school, leaving them with little employment prospects. It is also widely recognised that some of these young people struggle in maintaining their behaviour in the community as a result of, for instance, their disengagement in education and the general
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community. It is also widely recognised in the Region that there is a skills shortage. The program aims to benefit the community by re-engaging skilled young people in education that will lead to them being a skilled resource for the Region. My involvement included writing the funding application with the assistance of a BackTrack steering committee member and the Regional State Development Board. My organisation is responsible for distributing the funding and offering general guidance to the Project Leader, and project innovator. I also continue to refer young people to the project. It would never have occurred to me to apply for funding to an economic development board. The RCLP helped me to realise the argument that we are not a part of an isolated industry. Instead community based support services are instrumental in ensuring the health, well-being and economic viability of the wider community. It is for this reason that it made perfect sense to me that we could argue that our instinctive desire to better the self-esteem and functioning of young people had an economic gain for the whole community. The work that we do is about building better resourced individuals who are able to contribute to their community in a positive way. The RCLP helped me to realise that this is not just a philosophical matter, it can also be seen in economic terms. These community outcomes were enabled and supported by the comprehensive emphasis on community engagement and issues throughout the Program. Alumni identified that the interactive engagements were most valuable (expert presentations, stakeholder discussions, workshops and panel discussions), as was the set up of the Program itself in exposing them to a wide variety of perspectives, views, cultures and experiences. Nearly every aspects of the community engagement in the Program was rated as valuable, with the hypotheticals, field trips and cultural events being the only weaker scores.
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I know several people working in organisations funded through NSW Department of Community Services who have seen significant value added to their work as a result of their participation such as the Family Relationship Centre Consortium and Iron Man Welders.
Committee Member
The lack of understanding that community and department leaders have about the different roles, people, organisation is massively understated. So building this is highly valuable in terms of effective use of time, people, money and resources.
Presenter
Rate the Value of Program Community Engagement

Exposure to difference: issues, perspectives, views, cultures, experiences, etc Small Group Interviews Panel Discussions Presentations by Experts and Opinion Makers Reflections Hypotheticals Topic Workshops Stakeholder Discussions Cultural Events Field Trips Research (including readings and internet links) 0% 10% 20% 30% 40% 50% 60% Neutral 70% 80% 90% 100%
Very valuable
Valuable
Not valuable
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While the above and below Case Studies highlight substantial examples of new collaboration, partnerships and programs being initiated and influenced by the Rural Communities Leadership Program, a far wider range of community outcomes would likely be found with greater investigation than was possible within the scope of this Evaluation. For example, new community leadership and involvement was also triggered for some participants: I had no real understanding of youth issues previously. As a result of the Youth Issues weekend, I now take an interest in the subject and am on the Board of the Narrabri Education Foundation. I have recently taken on the role of Regional Vice President with NSW family Services. I guess before the RL course I didn't feel as though I had enough to offer. It has given me the confidence. I've changed my job to a company with a strong environmental focus and initiated a local aboriginal student mentoring programme.
Case Study New England Wine Growing Region

The New England Australia wine growing region was recently launched as the latest recognised wine producing region in Australia, indicating the geographical origin of a product and a specific quality or reputation which is due to this particular geographical origin. This provides producers with legal protection of the name of the region where the product is produced and allows producers to market their products together and be able to secure premium prices for their products due to their exclusive use of this identifier. Second round effects of such activity can include an attraction of increased investment into the industry, with consequent increases in regional employment. Identifying the New England Australia wine region is important because it helps build the profile and credibility of the regions wines as well as for other products (eg. Margaret River and King Island), and establishes a regional brand for the wine and other products. generation. In doing so it assists industry development, again through marketing, investment attraction and employment
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I began working with wine producers in 2002 with involvement including input into the NENW of Regional the Development New Boards Viticulture Strategy; incorporation Southern England Vignerons Association;
encouragement of collaborative work with the existing New England Winegrowers Association (from Tenterfield), financial assistance with the development of business workshops, website design for New England wine producers; and ongoing facilitation for regular monthly committee meetings. During the extensive application process for establishing the wine region positive comments were made by the Secretary of the GI Committee of the AWBC who said: Congratulations to Australia's newest region. I would also like to thank you for the very smooth manner in which the application has progressed. It is very pleasing to work on an application that does not involve mediating various factions with divergent aims. On reflection, I think RCLP supported my approach by showing what can be done by true teamwork and having a holistic approach to problem solving. Many complex issues needed to be addressed in the 4 years it took to finalise the application process, and I think RCLP helped significantly. I think the effects of RCLP on my approach have been subtle and subconscious, and primarily have centred around working with individuals and with groups to find a common solution. RCLP has certainly enabled me to be unafraid of asking the difficult questions. I also found the following lessons of RCLP an advantage:

The work shopping and ORID techniques have certainly come in handy The training to encourage one to empathise with others points of view The realisation that no question should ever be avoided through embarrassment or complexity if it needs to be addressed to find a solution
Leaders can lead from behind as well as in front There is not necessarily ever a singular RIGHT or WRONG answer to a problem
Results of the Consensus Workshop on What is Essential for an Effective
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and Trustworthy Leader: I keep a printout above my desk (included earlier in this Evaluation) Participants were also asked what their views were of the difference the Program makes for the community and broader Region. Responses included: Increases social capital, leading to economic and environmental sustainability. Promotes appropriate development, social capital building and a vibrant community. Enormous differences to communities and region, it gives us local leaders with a passion for our own communities. Hopefully, that leaders will emerge with a broader focus, to take rural communities forward.
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Participant Outcomes
Overall Assessment
I found the program very beneficial and would recommend it to anybody in the future. Alumni The overall assessment by participants of how well their expectations were met was strongly positive. When asked to reflect back on what their expectations were before undertaking the Rural Communities Leadership Program, 23% said their expectations were exceeded, 11% fully met, 44% were nearly or mostly fulfilled, and only 22% indicated their expectations were not fulfilled.
How Well Were Participants Expectations Met?
Exceeded 23% Not fulfilled 22%
Nearly fulfilled 22%
Fully met 11% Mostly fulfilled 22%
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For alumni indicating unmet expectations the Program did not make the impact on them they were hoping for: From talking to past participants I expected that I would be challenged to justify my perceptions and constructs of reality. This didn't happen.
Alumni
There was a pretty high expectation set by previous participants but they effectively did a different course. The high expectation was not met.
Alumni
As discussed above in regards to the History of the Program, this is reflective of the difficulties caused by the differences between the current and previous Program being seen as essentially the same when in fact there were several significant differences already noted. Individual differences between participants also are commonly experienced in Programs such as this one, as the next response highlights a seemingly contradictory experience to those expressed above: "I most enjoyed the interaction and confronting situations: getting people (myself included) out of their comfort zones. Alumni Participants were also asked to identify what they most enjoyed and/or found most valuable about the Program. The range of views expressed reflects the holistic nature of the Program and in turn the wide range of impacts and benefits taken away by participants. While the responses in this respect are reflected elsewhere throughout the Evaluation Report, it is useful to highlight some here: Meeting people from a range of backgrounds and having the opportunity to get to know them well. I am very comfortable on drawing on these networks to address issues in work and community life.
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The constant challenge. Sounds sadistic but I guess to be put out of your comfort zone sometimes is a very effective way to learn and think about our society especially those less fortunate. I now challenge my team and ask difficult questions. The network. "I enjoyed meeting the participants & being given an appreciation of the diversity of our region & the people in it. I enjoyed learning about aspects of the community I was not aware of especially in the areas of youth & social justices. Lastly, participants were asked to identify what was especially valuable about the particular Leadership Model taught in this Program: It benefits communities not just individual participants. When used well it's very successful in almost all circumstances. That it can be applied across any field and encourages joint project delivery and interactions. Open, transparent and ethical leadership. Collaborative.
Leadership Skills
A comprehensive program of hard, more measurable, and soft, less tangible, leadership skills were offered in the Rural Communities Leadership Program. The majority of participants (67%) rated the overall comprehensiveness of leadership skills taught as 'about the right level', while for 10% they were too comprehensive or not comprehensive enough.
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How Comprehensive were the Program Leadership Skills?
Unsure 11% Too comprehensive 11%
Not comprehensive enough 11%
About right level 67%
The above result clearly reflect the large range of leadership skills, methods, approaches and techniques which were included in the Program. Two scales of evaluation were used for these. Firstly, participants rated the usefulness of each leadership skill. As highlighted below, the majority of participants rated the skills as very useful or useful, particularly the ORID facilitation methods, strategic questioning, consensus workshop and open space technology. The more creative techniques, such as living sculpture, problem solving games and photo dialogue were less useful.
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Usefulness of Leadership Skills
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
O R ID el op m en M t ed D ia ia tio N lo eg n gu ot e an Soc iatio i d n C al C om ap m ita un l St Pho ica tio ra to te n di gi Pa al og rti Con c Q cip ue u se at ns esti or on us y in W St g or ra ks te gi ho Ap Pr c p ob pr Pl e le a m Ex ciat nni so ng iv er e lv ci In in si qu g ng to i ry ol A c L is s (g tiv ten am i e Li ng es , f ste ni un ac ng G O ro pe t up ivit n ie Sp D yn s) ac am e Te i c h cs Li no vi ng lo gy Sc ul pt ur W C e or on ld fli ct C Re afe so lu tio n
Not applicable Not useful Neutral Useful Very useful
Secondly, participants were asked to rate how comfortable they felt to use these skills (below graph). As has already been highlighted in several of the Case Studies above participants have already effectively taken and applied several of these leadership skills in their community leadership work. While the results for this area are positive overall with a majority stating they were very comfortable or comfortable with each of ORID, mediation, negotiation, strategic questioning, dialogue and communication, active listening and conflict resolution there are a few skill areas where a majority of participants felt neutral, not comfortable or unsure about using them namely Asset Based Community Development, Living Sculpture and World Cafe. I have used the ORID method in team meetings. It is a very effective way of looking at the direction of the organisation, strengths and weaknesses.
As
se tB as
ed
om
un ity
ev
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I use ORID technique as often as possible when facilitating group discussions. I have used the Appreciative Inquiry method in the workplace when reviewing the current service delivery model. Because it encourages participants to focus on the strengths, it steers them away from being bogged down with the negatives and brings about a better outcome. Listening and questioning as the first step to resolving conflict.
How Comfortable are you Using these Leadership Skills?

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
O RI D lo pm M e nt ed Di i al Ne atio og go n ue an Soc tiati o i d Co al C n ap m m un i tal St Pho ica ra t t e t o d io n Pa ia Co gic l rti ns Qu ogu c ip en e e at s u s t io or y ni s St n W ra or g te k Pr Ap gic sho ob p pr Pl le e a m Ex ciat nni so ng iv er lvi c is e I ng n in to g qui ol A c Lis ry s t (g am ti ve enin g Li es st ,f en un in a O g pe Gro cti up vit n ie Sp Dy s) ac na e T e m ic ch s Li vin no lo g Sc gy ul p C o W tu r e or nf ld li c t R Ca fe es ol ut io n
Unsure Not comfortable Neutral Comfortable Very comfortable
The Rural Communities Leadership Program places strong emphasis on learning through practice and participation, as embodied in the Program Goal of participants 'co-creating' and 'co-carrying' the course. In these areas, as highlighted below, participants rated the usefulness of participatory leadership exercises highly, and so too their level of comfort with using or doing these exercises.
As
se tB as
ed
Co
un i ty
De
ve
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How Useful were the Participatory Leadership Exercises?
Taking responsibility for parts of RCLP program and sessions (such as MC, planning or organising) Researching and presenting about a leader, topic or your own work
Leading a session or organising part of a weekend
Facilitating discussion with presenters
Role Plays of different co-leadership roles 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Very useful
Useful
Neutral
Not useful
Not applicable
There could always be more depth but I think that would be overwhelming. The level covered in the course, supported by the reading materials was just the right amount. I have been eager to be involved and engage with the audience rather than be anxious about involvement.
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How Comfortable are you Using these Leadership Exercises?
Taking responsibility for parts of RCLP program and sessions (such as MC, planning or organising) Researching and presenting about a leader, topic or your own work
Leading a session or organising part of a weekend
Facilitating discussion with presenters
Role Plays of different co-leadership roles 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Very comfortable
Comfortable
Neutral
Not comfortable
Unsure
Building on the above, alumni rated the change in their ability and/or knowledge as a result of participating in the Rural Communities Leadership Program. As the below results highlight the majority of alumni rated their leadership as having either significantly improved or improved across the majority of ability and/or knowledge domains taught within the Program.
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Changes in Leadership Ability and/or Knowledge
100% 90% 80% 70% 60% 50% 40% 20% 10% 0%
enga ging comm on go od need s and poss ibilitie s of th e Re gion Explo ring, testin g, res earch ing Imple menti ng, v isionin g, ev oking Expe rienc ing, re flectin g gifts individ ual e xperi ence and socia l cap discu ssin Shar ing, it al g Gras p of th Learn e intr ing icacy , com plexit y and Abilit interd y to s epen ynthe denc sise c e of a onflic ll part ting in s of s forma ociety Abilit tion a y to id nd op entify ... comm on go als a nd ba lance comp ... Skills for w orkin g in te ams or gro Skills ups for w orkin g with a div Aware ersit y ness of pe of ho ople w pe rsona l valu es, p hiloso phies , ... Crea tivity for pro blem Abilit solvin y to m g otivate peop le to seek Unde mutu rstan al go ding als of yo ur ow n pers onal style of lea dersh ip
30%
ration and
comm unity collab o
Build ing o n
Relea sing
Crea ting
Servin g the
actio n for the
Significantly improved
Prob ing,
Improved
No change
I've been more comfortable to experiment and use different techniques. In terms of my leadership it has made me more skilled and adaptable. Skills for working with a diversity of people - I am not sure I have changed or done anything differently, I just feel a lot more aware of people's difference and how to work with different people. I think purpose of the program was to identify those community individuals who could benefit from such a program with a view to building social capital (as well as development) in their communities, by exposing those individuals to a range of community issues and leadership tools to help address those types of issues. For me all was OK and I saw how the program 'evolved' over the life of the program according to participants' wishes and expectations.
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Inner & Self Awareness
The results for the inner and self awareness aspects of the Program were positive, however not as strongly positive as for the leadership skills and knowledge presented above. While many participants found some of the different domains of inner and self awareness taught as useful, a large portion of participants rated them as neutral or not useful. This clearly points to an area of the Program which requires further development.
Rate the Usefulness of the Inner & Self Awareness Techniques

Life Story Telling
Poem Writing
Giving and Receiving Presencing and Journalling Questions Creative Writing
Leadership Self Assessment
Visualisations
Social Styles
Life Directions 0% 10% 20% 30% 40% 50% Useful 60% Neutral 70% 80% 90% 100%
Very useful
Not useful
At the same time, participants were asked to describe how their personal style of leadership had been changed or influenced by the Program. While for some no notable difference was made, the majority described very valuable and/or significant changes. The below remarks by alumni highlights this range of experiences: Using the minds that I have available to me, effectively (i.e. group/team problem solving).
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Would like to think that I have become more tolerant and democratic. I try to be more considerate and inclusive. I have always been a good team leader. I think the program reinforced this and gave me the confidence to push harder. I am not sure if it has changed! Maybe I just see more that I can have an impact working the way I do. Again I'm not sure there has been any major changes in my leadership style. Perhaps as mentioned before I am more comfortable with delegation & sharing of responsibilities but this may have arisen from the pre-mentioned limitations placed on my time & energy during 2006 by many factors one of which was participation in the RCLP. More determined. Not a lot. Increased my awareness of the need for efforts in working with the Aboriginal community to meet the challenge of providing meaning on their terms. This is my challenge.
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Presenters & Leadership Network
It is important that we have community leaders finding out at the grass roots level what is going on with young people. To do something about a problem first you need to know what it is. By taking the group down to meet young people at night in their environment gives them the chance to smell, feel and sense it. Presenter [Youth Weekend] One of the key components in the Program was the involvement of leaders and experts from the New England North West Region and further afield. This occurred through workshops, panel sessions, open discussions and formal presentations. This aspect to the program was rated as highly valuable by alumni, and by the presenters themselves. Really valuable: brought together political dimensions and leaders from varying agencies which are so often separate and so increasing understanding and reducing ignorance.
Presenter
The experts and leaders formed part of a larger strategy for the Program of developing a Leadership Network which most centrally was formed among the alumni both current and from the previous Rural Communities Leadership Program. An unexpected outcome from the Program was the valuable impact made by the participants on the leadership roles and work of the presenters: I now have a greater understanding of regional diversity and difference. This has now influenced research done by Mission Australia, the Benevolent Society and others. Presenter
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The results depicted below demonstrate the value of networks formed between fellow alumni of the current Program, and with the many expert presenters involved in the Program. To a lesser though still significant degree the Program Facilitators and Program Coordinators (NSW Department of Premier and Cabinet) were also rated as valuable networks for the purpose of community leadership. The separation of governance for the current and previous Programs is reflected in the low value of networking with the previous alumni which despite several attempts to connect and integrate by the Program Coordinators, Program Facilitators and participants, failed to materialised. The low score attributed to the value of the Management Committee network reflects the structural position of their role which was removed from the participants and most participants did not have direct contact with this group.
Value of Networks for My Community Leadership

100% 90% 80%
Not applicable Not valuable Neutral Valuable Very valuable
70% 60% 50% 40% 30% 20% 10% 0%

ent er s Fac ilita tors Co ord ina tors Alu mn i Ma nag em ent Co mm itte e Alu mn i Pre v iou s
Fel low
Pro g
ram
Pre s
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Access to amazing presenters - completely indulged with great people in quick succession! A real treat and unusual in the general scheme of things. Other participants enriched my life, my knowledge and me as a person. Knowing that there are such wonderful bods across all sectors made me feel supported and part of a community striving to enrich the community. Alumni In terms of the environments which were most supportive of these networks being developed, the following were rated as very valuable or valuable:

Time to get to know other Participants (100%) Time with Presenters (90%) Social activities (100%)
In light of the failure to deliver the expanded alumni network with the previous Program, it is not surprising that the leadership network and support was rated ambivalently with half of participants rating it as 'about the right level' and half stating it was 'not comprehensive enough'. The involvement of presenters brought clear value to the alumni in regards to learning from their leadership skills and experiences, as well as through the broader perspective of community issues across the Region. Learning from concrete positive examples by exposure to projects through dialogue-ing with people who know about them first hand. Alumni I realised the intricate nature of the various sectors in our community and how they fit together in a practical way. Alumni I've drawn on the expertise of a number of the alumni to assist me when I've taken on a role on a management committee. Alumni
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Program Facilitation & Administration
Organisation & Administration
The majority of participants rated the overall quality of Program Administration as of high or average quality, including the rating of individual administrative functions such as program information and scheduling. This is a positive result in light of the fact that the original program design had envisaged a dedicated program manager, however due to insufficient funding this function was instead covered by the Program Facilitators and staff of the NSW Department of Premier and Cabinet. This created resource constraints and pressures which are reflected in the ratings and remarks of some participants.
Rate the Quality of Program Administration

100% 90% 80% 70% 60% Low quality 50% 40% 30% 20% 10% 0% Provision of Program Information Organised in time for program sessions and deadlines Coordination of travel, accommodation, meals and refreshments Average High quality
Always
well
informed
with
plenty
of
notice
on
upcoming
weekends.
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There were some great things about this program but I was not overly impressed by the overall organisation or administration as I think budget constraint and other agenda's influenced the program detail more than they should have.
Rate the Overall Quality of Program Organisation & Administration

High quality 44%
Average 56%
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The ratings of the pre-program selection and orientation processes were positive.
Ratings of the Quality of the Selection & Orientation Processes
Pre Program Gathering
Acceptance
Interview
Application
0%
10%
20%
30% High quality
40% Average
50% Low quality
60%
70%
80%
90%
100%
Unsure/Don't know
Facilitation
Facilitation of the Rural Communities Leadership Program includes aspects of its totality: creating the overall design of the whole program and the six weekends, the common and unique structure, purpose and processes of each weekend and making constant adjustments, caring for individuals and the coming together of the group as a whole, suggesting topics and areas for explorations, using different processes for discernment and cooperation, for individual and group reflection, decision making and conflict resolution, applying or teaching various approaches to group work, inviting and supporting participants leadership and cooperation, giving and receiving feedback and acting on feedback received or responding to emerging needs, interests or difficulties, enabling input, discussions and skills practice, encouraging playful as well as more spiritual components and social interactions. The Facilitation also encompasses all formal and informal communication before, during and in
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between meetings, the materials and resource lists created or provided, initiating and inviting suggestions for particular topics, questions and applications for consideration, various interactions with the presenters at the time, before and afterwards as appropriate, setting up the space or ensuring the workings of many practicalities that any weekend group gathering entails (along with the great support of the Program Managers and Committee). The alumni assessments of the quality and value of the Program Facilitation were divergent in ways similar to their views expressed regarding the overall meeting of their expectations for the Program. There is likely some causality in this regard, and these two areas stand out as the most evocative in the Evaluation, given the blurring of expectations between the two different Rural Communities Leadership Programs which had different facilitators. The Program Facilitation was however still rated positively by the majority of alumni, most strongly in the areas of drawing on the expertise of presenters, their expertise in community leadership, enabling the co-creation of the program and demonstrating the model of leadership.
Rate the Value of the Program Facilitation Components

100% 90% 80%
Not valuable Neutral Valuable Very valuable
70% 60% 50% 40% 30% 20% 10% 0%

t hip en em ers ad olv rs ' le inv y no o ing de nit nts ts' tio ge ch lea an ipa mu ed re a ea e l ic m T icip o-c ow f th a rt co a rt kn in gc no rt p rt p lin nd tio se po o a a p ab rt i pp str Su pe ise En Su on Ex ert em xp e D on ing aw Dr i uid &g ng ro fp m gra rs de lea hip re s fp s ter en hip de mo l
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Participants were asked to identify what aspect of the Program Facilitation made the most lasting impression on their leadership, and their responses echo the above ratings: The ability to be creative in accessing speakers and thinking about the balance of the program; it covered such diverse topics very well. The knowledge of the facilitators across these areas was also very impressive. Generally [their] knowledge and skills were incredible. Participants' contribution to the co-creation of the program: was valuable in not only outlining leadership tools but putting those into practice; and meant that there was a sense of "ownership" in the process and execution. A large part of the facilitator responsibilities detailed at the opening of this section were performed by the Facilitators behind the scenes and were largely not visible to the participants. In this regard the quality of the Facilitators role and work is best reflected in the overall satisfaction of participants with the Program and reflected in the quality and quantity of program outcomes detailed throughout the Evaluation. Nonetheless some key highlights of the overall Program outcomes are worthy of repetition here to highlight the value of the role performed by the Facilitators:
Nearly 90% of participants rated the Program as significantly valuable or valuable to their community leadership, and many of those participants are now actively engaged in leadership roles in their communities, connected with their communities and making a measurable difference
There is a good alignment between participants' application of leadership in these community roles with the Rural Communities model of leadership, highlighting the overall effectiveness of the program model and facilitation
There was near universal support expressed for the importance to continue the Rural Communities Leadership Program across all stakeholders alumni, presenters, facilitators and funding bodies
At the same time, as indicated above, there were some participants who had difficulties with the facilitation. This is likely to reflect the individual facilitators as distinct to the overall function performed by the facilitators, such as the behind the scenes work described above.
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I felt that the facilitation of the program demonstrated to me in many ways of 'what not to do' in terms of leadership. One of the facilitators treated us like children; talked over us; failed to accept differing viewpoints and didn't listen. "Facilitation is a very important aspect of any program & can make or break the process, this one almost broke it! And one funding body representative commented: There was a concern that the facilitators didn't seem as if they had a handle on the antagonism between some participants and the facilitators. I know one participant who was very disappointed and felt that the conflict was handled poorly. Funding Body As already stated however there were divergent views about the facilitation, not only across different participants but also at different times within the Program. This is best reflected by some of the comments made by participants about the facilitators as part of their evaluations of the various program weekends: Very informative and knowledgeable. Recognise the deep knowledge base, experience which is so valuable to the group. Would like to hear more about your stories relating to your own work in communities. This must be a very hard job. Pulled us together towards the end of the weekend. Very good managing challenging expectations of the team. THANK YOU to both Maria and Richard we appreciate the huge efforts, your depth of knowledge/skills, vast experience now how lucky we are to have met you. From the facilitators I learned the importance of patience. I thank Richard & Maria for taking on board comments made on
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the last evaluation & adjusting their roles accordingly. I really think it made a big difference to the flow of the weekend & the enjoyment of the whole experience. The importance, breadth and complexity of the facilitator functions requires greater analysis and review than was possible within the context of the overall evaluation of the program. It is recommended that a comprehensive review of the facilitation structure for the program is made as part of preparations for the next iteration of the Rural Communities Leadership Program.
Marketing & Promotion

There were two aspects to marketing and promotion explored in the Evaluation. First, from the point of the view of participants how well they felt the Program was marketed to them. Second, looking to the future, participants were asked their views about who this Program most benefited and what the value for money proposition of the Program was for funders. The ratings for the quality of marketing and promotion of the current Program wer either high quality or above average overall. The weakest area in total was the effectiveness of reaching potential participants, something that is challenging given the size of the Region being equal in area to France. Several comments were made in this respect about how some participants felt fortunate to have heard about the availability of the program through their networks. The marketing aspect of 'effectively describing RCLP' was the most divergent in ratings having both the highest rating of being high quality (44%) and the highest rating of being of low quality (22%).
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Rate the Quality of Promotion and Marketing of the Program
Describing the requirements for participants
33.33%
55.56%
11.11%
Describing RCLP
44.44%
33.33%
22.22%
Reaching potential applicants
11.11%
77.78%
11.11%
0%
10%
20% High quality
30% Average
40%
50%
60% Don't know
70%
80%
90%
100%
Low quality
In regards to who would benefit from doing the Program, alumni responses reflect the breadth of the Program and in turn the diversity of leadership roles and applications that it is suitable for: Anyone who is seriously committed to their chosen field. Anybody passionate about the region and wanting to make a difference in their communities. Someone who wants to develop skills, wants to be challenged and make a difference. Anybody with a passion and commitment for improving our Region and their own leadership skills. People in existing leadership roles and aspiring to leadership roles. And when asked why they felt it important to fund the Program, alumni responses included:
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To enrich the communities in terms of resources, skills and securing future sustainability for all industry. Effective way for their staff to develop skills that will make a difference to the workplace and will help the organisation demonstrate that it is a good corporate citizen. To strengthen our region by having more people working towards solving issues in our region. To nurture future leaders & support current community leaders with training & networks. The region needs leadership.
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Recommendations
Areas for Improvement
The most significant areas identified for improvement were:
Funding. Securing adequate funding for the future viability of the Rural Communities Leadership Program is the most pressing issue. Pressures created by the 2006 Program being the second 'one off' program, and by it being insufficiently funded, are evident throughout this Evaluation. This issue placed pressure on the Program Facilitators to perform an arguably too-wide range of functions, left the program manager position vacant, led to the Sydney weekend being cut from the formal program (while a small group of participants did self-fund and organise their own trip) and created a situation where the alumni, while having a modest amount of money to resource alumnus activities, are not part of a sustained leadership network. It was disappointing that for a regional program that the majority of the weekends were Armidale based. It was also a poor reflection of the administration that we were told that there would be no trip to Sydney as part of the program because there were insufficient funds and then to find that there was a surplus of $9,000. There was an ongoing tension between the administrators and the participants, as exemplified by the lack of support for the Sydney weekend, then having $16,000 left over at the end of the program.
The flip side of these issues with the program funding is the fact that overall the program funders nonetheless made a significant financial investment into the leadership development of participants with participants on average contributing around 5-10% of the total program cost, the balance being paid through program sponsorship. From the perspective of the funding bodies and sponsors of the current Program there is a need for clearer and more formal reporting of the impact their funding has made. This Evaluation Report is a key part of this, however some level of interim reporting would be useful.
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Some funders recognised and appreciate the long term nature of this kind of Program, as reflected in the following comment: Our funding is a long term investment. If we had to report back to Council on outcomes they would be little in the short term. This Program is so important to do. Funding Body There was a belief by some funders that they were funding specific participants as distinct to the Program overall. This caused problems when the participants they saw as 'theirs' dropped out of the Program as they then felt they got no outcomes for their funding at all, even though their funding had, in part, contributed to the viability of the total Program for all participants and alumni.
Facilitation. Participants expressed divergent views about the quality of different aspects to the facilitation model and the facilitators themselves, ranging from very positive to very critical. I felt that the facilitators were stuck in the middle between the management committee and participants and this hampered the course. The facilitators a husband and wife team doesn't work. I felt that the facilitators were not honest with us on all occasions when we asked questions concerning the administration of the program.
Marketing. There is room to improve marketing materials, particularly to better align participant expectations with program outcomes. It should not be underestimated how difficult the marketing is for such a comprehensive, holistic and participant co-created program such as this. There were issues surrounding relevance for some Indigenous participants, which often resulted in some heated discussions (which however were also positive). Perhaps for future programs there could be a pre-program for Indigenous communities so their
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expectations can be better matched to the program outcomes. And a similar remark was made in response to the question asked of alumni about what one thing they would change about the program next time it runs: People who don't choose to be there, but are coaxed into going. This is not a program to convince people that they need to be committed to their chosen field, they also need to be optimistic about their field and the future.
Co-Creation of the Program. While this area was seen as very positive by most participants, and some identified it as the most valuable aspect of the Program, for some it did not work. Maybe in some areas we were asked for our opinion and then our opinion wasn't taken up it would have been good to understand the reasons why, or to make sure that opinions can be incorporated before asking. On many occasions participants were consulted about the direction and aspects of the program. This was in reality not open for negotiation and many decisions had already been made, effectively wasting considerable valuable time.
With regards to the leadership skills and techniques taught within the Program, the Inner and Self Awareness area stood out as requiring strengthening. While many participants found different techniques of inner and self awareness useful, a large portion of participants rated them as neutral or not useful. So too many alumni did not feel comfortable in using these techniques themselves.
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How Comfortable are you Using the Inner & Self Awareness Techniques?
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
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Unsure Not comfortable Neutral Comfortable Very comfortable
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A range of other smaller though still important matters items were identified as not meeting participant expectations, including:
The program weekends and gatherings were too centred around Armidale and could have been better dispersed across the Region, particularly since there were repeated visits to Armidale while other possible areas were not visited at all
Concerns about some venues, such as sharing dormitory accommodation There was no welcome to country acknowledgement at the graduation, and the didjeridoo player was non Aboriginal
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It is important to reiterate the overall findings of this Evaluation which demonstrate that the above issues are exceptions to the majority view of participants and other key stakeholders that the Rural Communities Leadership Program was valuable and successful. Demonstrating this are the responses received from alumni when asked what they would not include in the Program: Everything was useful. There is nothing from the existing program I would not include.
Solutions & Recommendations

Addressing the funding requirements for the future of the Rural Communities Leadership Program is largely beyond the scope of this Evaluation. However, wherever possible the Evaluation did seek to assist this pursuit. For example, the Evaluation Framework was designed taking into consideration the needs of philanthropic organisations who were surveyed about their needs in the area of funding leadership programs. This is most clearly seen in the way the Evaluation has identified arms-length measurable outcomes in the community through the leadership actions of alumni wherever possible.
It is recommended that a Program Prospectus be created to articulate the value proposition for funders and communities and organisations of the New England North West Region. This Evaluation has been undertaken and written so as to provide an almanac of evidence and data that could be used for such a Prospectus. This Prospectus should include a range of information, including a budget for the full Program model and link with the relevant objectives of the NSW State Plan and similarly relevant Australian Government policy.
As the alumni have identified their group project as being the future viability of the Program, they are a key group to work with in this respect.
There also appears to be an opportunity to re-engage with the Benevolent Society and their Sydney Leadership Centre. The Society now has a substantial presence in the New England and North West Region, something that was not the case during the 20022003 Program, and have more capacity to coordinate programs in this region, more funding options available to them, as well as a much longer demonstrated track record in delivery of community leadership programs and projects, such as the Sydney Leadership Program.
Development of a reporting framework for funding bodies regarding the impact of their support for the Program both interim and long term (such as this Evaluation Report).
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One innovative suggestion by a funding body representative was that part of this reporting framework could include participants speaking with them
Review the funding/sponsorship model to address issues caused by funding bodies perceiving they are sponsoring specific participants. This could be addressed by using a scholarships type model rather than sponsorship, particularly where particular sociocultural-economic demographics were to be targeted for participants
Addressing the issues with the facilitation model are the most significant Program area for improvement in the Rural Communities Leadership Program. It is recommended that the various, and numerous, roles and responsibilities of the facilitators be reviewed to better focus their role on delivery of the core facilitation functions, such as:
Review the presenter program to identify external parties who could deliver workshops and training (whereas in the 2006 Program the facilitators delivered nearly all of the skills and personal development training) instead of only speaking-type roles with participants
Increase program funding to enable the program manager role. Insufficient funding of the 2006 Program meant these functions were filled in part by the facilitators (and in part by the program coordinators, NSW Department of Premier and Cabinet)
The weak outcomes for the alumni network reflect the distance and differences between the current and previous Programs. They also reflect the financial and resource constraints mentioned above. Comments by a member of the Management Committee best capture the value of the alumni and the ideal for the future as a recommendation: I am absolutely convinced that the relationships formed during the Program have continued. However for this to be effective it needs an organised alumni program. This needs a more formal approach to projects and work beyond the program to be able to demonstrate sustained and real action. Fine tuning of the marketing and promotion is required to better match participants understanding and expectations of the Program with the unique nature and outcomes that it works to achieve. Points identified by alumni to assist with this include:
Be very clear about the personal commitment required (reading and preparation, attending weekends and travel, time away from work and family)
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Be clear about the unique nature of this Program from the start, particularly explaining that this is about participation and self directed learning process and not just about experts teach them This Program is about personal transformation and personal beliefs. It follows the theory that you become a leader out of your personal belief system. It is not about doing certain things because it's listed on a Program. Rather, participants are on a quest to achieve certain things and act on their beliefs. Committee Member
Several suggestions were made about how the Program could better reflect the entire New England North Region by spreading the physical locations of activities better across the Region (such as locating one weekend per major town and/or sub-area of the Region). The view was expressed that this refinement to the Program would enable more widespread exposure, participation and awareness of regional issues and needs. Alumni were also asked to identify areas they would like added or included in the next Program. Recommendations included:
More involvement from previous participants to understand how their role in the community has been affected by the Program and what differences have they made
Accessing political arenas for understanding lobbying for change and funding local, state and national
Working with government/bureaucracy, including visits to government offices and parliaments to gain hands on appreciation of how things work in reality
Higher level skills such as negotiation and conflict resolution and dealing with oppositional defiance
Strengthen the inclusion of finance and business networks How to properly conduct meetings formal and less formal Media and presentation skills More depth on agricultural based issues such as water, fuel and transport, market
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influences and their economic and social affects on rural community (both country & urban)

Corruption Environmental sustainability in a lot more depth More business and finance networks - these are the basis for much of the support given to community projects and many business innovations can be applied to other projects
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Appendix A: Program Attendance Record
January Gathering Barrett, Mr. Hugh Baumann, Ms. Jeanette Blanch, Mr. Stephen Fuelling, Ms. Suzanne Hanks, Mr. Adrian Harbison, Ms. Vicki Heath, Mr. Brett Kotris, Ms. Belinda Miller, Ms. Zoe Murie, Mr. Greg Nean, Mr. Martin Peckham, Mr. Malcolm Reynolds, Ms. Brooke Ryan, Ms. Rebecca Sanson, Ms. Carol Sniekers, Mr. Peter Steel, Ms. Christine Strang, Mr. Peter Taylor, Mr. Simon Walls, Ms. Pat Whitton, Mr. Russell Total 12 x x x x x x x x x x x x I March x x x x x x x x x x x x x x x x x x x x x 21 x (Sat/Sun) x x x x x x x X (Sat/Sun) 17 X X X X X X X 16 x x x 12 x (Fr/Sat) x x (Fr/Sat) x x x x x x (Fr/Sat) 17 x x x x x x x 17 x x x x 6 x x x x x x 14 II April x x x x x x (Fr/Sat) x x x III May X X X X X X X X X IV June x x x x x x x x x V July x x x x x x (Fr/Sat) x x VI August x x x x x x x x x October November Sydney Trip Graduation x x x x x x x x x x
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Sixteen participants from the original twenty-one completed and successfully graduated from the Program. Four of the Program participants who did not complete the full Program came from one community. While their participation in the course was marked by challenges and difficulty and this is covered in the Recommendations section above their non completion was in part affected by the passing away of four significant members of their community during 2006, as well as a further significant community member being diagnosed with serious health problems during that year. The fifth participant who did not complete the Program stated the reason of leaving the community that had paid for his attendance as the reason for leaving the Program. In spite of several attempted contacts no one found out whether this was the full reason for his withdrawal.
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Appendix B: Alumni Project Support for the Future of the Program
As an initial and sensible project everyone wanted to work on the group chose Supporting Future RCLPs. This document presents their initial thinking on how they could work together to support the development and implementation of future RCLPs. Looking at various angles of the total field they decided to work in three groups: 1. Alumni Network: how to build and sustain it, how to connect with the previous program participants, the Sydney Leadership Alumni and possibly with graduates of other Leadership Programs 2. Support, Funding, Promotion: how to find funding and give or develop other support 3. Future Program Directions: how to meaningfully contribute ideas for programs and work with the Management Committee. At the end of the session the people who worked in these arenas indicated a willingness to further investigate and reflect on this project, especially in the arena they worked on.
Alumni Network
Vision

Regular established communication channels, contact Maintenance of level of trust between us now Website Annual leadership conference Linking with other leadership programs Knowing can call for help
Issues

Sydneys response to us How to communicate
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Level of individual commitment Funding Websitevalue? Time availability
Directions

Discuss future cooperation with Sydney Take opportunities to meet, eg Aq-Quip, Nosh on Namoi, Nurture Network, inclusive Circulation of events and emerging issues RCLPdo we want a website? Alumni Participation in future programs (pay own way to attend, no cost to RCLP) Send weekend dates and programs to alumni Contact ARLP CEO (Robbie Sefton, works with Rebecca, past participant and board member), Rebecca can communicate our desire for links to Robbie and start something happening
Supporting, Funding, Promoting

Vision

Raise the profile Increased number of leaders Adequate funding level Promote the value of the program to interested bodies Increase accessibility of previous participants Strengthen our rural communities
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Issues

Confidentiality Transfer of information is sometimes blocked Lack of continuity/long term funding of funding bodies People available to write submissions Dedication to continue programPremiers What is budget per person Time constraints/commitment
Directions

Find out how much the program costs per participant Support concept of promotional brochure/website Contact/write to local media to promote Ask Rebecca to write press release Be available for contact Find out if all current participants are available to support future participants Promote through Premiers website Advocate to individuals
Future Directions of the Program

Vision

Invite Bios from previous course to provide a cumulative platform Mentoring-bios on website Publicity/promotion- Each weekend in each community invite media, media release More experiential workshops
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Involvement of previous participants in the management committee Written materials-summaries from speakers of leadership skills identified within Linking delivery of speakers back to leadership Inclusive-wide age span including youth representation Explore links with Sydney Vary modes of presentations, adult education principles Include visual media, videos of initiatives Site visits need to be planned for each weekend to reflect regional issues Locations-A range of regional locations to reflect the aim of the program
Issues

Meeting expectations Time, Locations, Dollars, Contacts Sustaining and maintaining energy level Participation and evaluation process, review Lack of clarity on how the program comes together Continuity of funding How to offer support to auspicing bodies
Directions

Use local resourcesidentify venues, offers of in-kind support Use the strengths within the group for presentations, cost neutral Rolepublicity officer, Rebecca congratulations Mentoring offer or buddy system Ask Hugh to take on role of designated worrier
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Program assistanceplanning, implementing, evaluating Look in our own backyard, we have the resources Set expectations re: criteria. What are the criteria for graduation? How this is decided needs to be articulated
Website Database from 2002/3 program- cumulative Meet with the alumnidrinks, dinner, speaker Elect a rep? Offer to next management committee, liaison? Direct inputpart of management committee Being part of evaluation Outline basic program, i.e. venues; options-skill development, part of content; topics open Practice rural equityinclude small rural centres as possible venues e.g. Wee Waa, Inverell Succession planning, the personal touch, each participant invite applicants Media releases for each weekendstart next weekend graduation Sub committee, Form? Who? What role can you play? Call for papers, presentations
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Appendix C: 2008 Rural Communities Alumni Leadership Retreat
During 2007 some participants from the Rural Community Leadership Program 2006 (RCLP) and Sydney Leadership Program 2004 (SLP) discussed the idea of holding a joint leadership weekend, or retreat. The Hunter Valley Region (say Muswellbrook) was selected as a relatively central place to meet recognising that some participants will travel from the north and west of NSW as well as from the ACT. The issues of coal and decarbonising the economy were chosen as ideal foci for the weekend given the significance of the coal industry in the Hunter, and NSW more widely, together with the urgency of leadership to address and prevent climate change. The RCLP discussed a number of resource issues, but did not specifically address mining during their program. They desire to gain a better understanding of an industry which is likely to have a major impact (social, economic, environmental) on their region. The 2008 Mining Retreat provides the opportunity for RCLP and SLP alumni to connect together and separately and to exercise their leadership skills on important issues of relevance to rural and urban communities alike. An innovative dialogue process is proposed to facilitate a meaningful, holistic and useful leadership engagement on mining. This process has been modelled on the process recently developed for the Sydney Leadership Program and used at their rural retreat weekends in Dubbo and Alice Springs. The dialogue process involves discussion with several subject experts/authorities in two distinct sessions. The first session, on the Saturday, consists of the alumni breaking into as many groups as there are experts. Each small group will spend time with each expert having an unstructured discussion on the issue of mining. The second session, on the Sunday, will be a facilitated dialogue with the experts and authorities regarding key leadership issues about mining. Between these two sessions the task for the joint alumni is to collectively identify the key leadership issues and develop questions for the leadership dialogue in the second session. This is a key step in the process, and seeks to reconcile and build upon personal viewpoints and the knowledge gained from discussions in session one.
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Program
Day Friday Time 6:00 7:00 Event Drinks Dinner Site visits Notes Informal get-together, at/near motel Mine tours: Assemble at motel for bus tour of Rio Tinto Hunter Operations Anvil Hill (tbc)
Saturday 8:45
1:00 2:00
Lunch Mining Dialogue Session I 4/5 experts/ authorities to be confirmed from list opposite Fred Harvison, Mayor, Singleton Shire Council Wej Paradice, Chair, Hunter Catchment Management Authority Bev Smiles, Chair, Mudgee District Environment Group Peter Haydon, Local landholder NSW Minerals Council (tbc)
3:303:45 4:30 4:30 5.306:00
Afternoon tea
Alumni Sessions, Reconnection with drinks
SLP and RCLP meet separately. Includes: RCLP discussion for evaluation DVD (facilitated by Adam Blakester) SL Alumni focus group (facilitated by Jo Taylor) Entertainment by Alumni (poetry, music, magic tricks, stand up comedy, etc). Is this you?
7:00
Dinner
Sunday
7:3010:00 10:0010:30 10:3012:30 12:30
Over a long hearty breakfast Morning tea Mining Dialogue Session II Lunch and farewells
Includes developing leadership dialogue from 8:30-10am Welcome back experts/authorities Facilitated leadership dialogue of alumni and experts/authorities
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Appendix D: Program Facilitator Comments
The following comments were drawn from discussions between the Program Facilitators and the Program Evaluator and provide a valuable additional perspective on the 2006 Rural Communities Leadership Program. Program Outcomes The facilitators were of course aware of a wider range of program outcomes than are reflected in the Evaluation. After the first Retreat several people (and more later on) mentioned they had used the ORID methods very helpfully not just with family and workmates but also in somewhat challenging work with their organisation or community, such as Christine at a meeting with various HACC workers and Brook and Brett with the Toomelah community. Adrian and Suzi successfully applied some of the work from the Youth weekend (including the workshop they led themselves) in their work with young people in Armidale and other places. Simon helped set up the Aboriginal Health Service in Tamworth and felt he had to skip the Graduation because he had been chosen to do the official speech for its launch on that very day. Vicki taking a courageous stance with Council and won on a change of a former rejection-decision regarding allowing Sudanese community to be in Tamworth. The four people who introduced their work or community project for group discussion input during the Economic and Environmental Sustainability weekend got help from their group that extended far beyond the meeting itself: Street cameras for Moree (Peter Strang); possible Community Skill and Enterprise Centre Armidale (Adrian); Junior Football Team Formation (Simon); and, South Inverell Breakfast Program extended Funding and Independence (Jeanette). Stephen Blanch set up an interactive website for the RCLP and the participants used this for communicating. Several members took an active role, such as through phone calls and emails, in supporting the Toomelah people in the group and enabling their participation in the program. Another positive example of participant action, though in this instance was initiated by us as facilitators, was the Graduation Ceremony. We had encouraged participants to help shape their
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event and collected ideas during the weekend, along with their statements on what leadership means to them now and what brief statement they would like to be reminded of on their certificate. Ideas ranged from table decorations to powerpoint presentations and brief speeches. The participants continued to work on it afterwards and presented very well in several small teams, with seriousness and humour. They included playing both the bagpipe and the didgeridoo for the opening or closing. They also ran a fine photo show for the beginning when people arrived, depicting scenes from various weekends as well as a power-point presentation on leadership that Vicki had created as her preparation for the Closing Retreat weekend. On our visit with participants a year later (November 2000) we learned of several positive developments participants had created and gave the RCLP some credit for. Finally, the formation and organising of the follow-up reunion and leadership retreat on coal mining held in Musselbrook (refer Appendix C) showed that participants had learned much from the preceding weekends, such as:
Inviting presenters that covered a wide spectrum of views (a mine owner, a local mayor, some people opposing mining in a community, a researcher, etc.)
Designing processes to enable understanding and probing, an awareness of the different perspectives and what these were based on
Creating a final session to form some synthesis of the main concerns and develop pointers to what would be necessary for an outcome in support of the common good
Allowing the group to consider various approaches to the best use of their time. The decision to use the consensus workshop seemed to be chosen since it met the criteria and intentions shared, not as an easy way out, i.e. resulting from the kind of listening and considering that had been encouraged during the program
Co-Creation of Program with Participants Opportunities were given to participants to shape aspects of the Program throughout its duration, including: changing three weekend dates to fit them better at the Pre-Gathering in Armidale and during the Opening Retreat; ideas for the weekend speakers; topics; participant contributions to leading a part of a session; researching and presenting; leading a conversation (such as reflecting
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on a weekend or on Social Change); introducing a skill (listening) or practicing it; illustrating helpful and unhelpful responses to change through a book (Who Moved My Cheese?); leading group discussions with presenters; leading taskforces for the Sydney weekend; deciding topics for workshops, projects and presenters; discerning questions to presenters, and more.
The Sydney Trip and other Unexpected Program Issues Expectations were already raised during the opening Retreat about having a trip to Sydney as part of the Program and turned into a demand to management, facilitators, organisers. This expectation was completely unexpected to the facilitators and many other key people involved with the Program. The financial resources were not available in the budget to meet this expectation. Participant expectations for the Sydney trip became a burdening undercurrent during the early weekends of the Program. Similar were expectations of having high class accommodation and every weekend at a different regional location (whilst also desiring high class presenters to be flown in from out of town just for the day which proved to be impossible). The financial resources were simply not available to meet this expectation. On the flipside, the fact that many people invested much time and creativity in planning, adjusting, organising and carrying through the Sydney trip showed a strong commitment of some people to make things happen that they had decided to do and keep at it even if others drop out or dont carry through their commitment. It was a struggle and a definite victory. Was it worth it? Only those who participated on both sides of the encounters, that is, including the individuals and groups they met, could tell. They persistently and creatively looked for opportunities and alternatives when things did not turn up the way they expected to. The participants' willingness to expose themselves to many societal issues of justice and social cohesion indicated a strengthened courage and openness to deal with the challenges as well as the new opportunities as they came up. Following visits with the Islamic community in Lakemba future exchanges of sporting teams were put on the agenda as worthwhile options.
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Aboriginal Program Participants The question of how to support and best handle the full participation of the Aboriginal participants led to sometimes lengthy and difficult discussions in several weekends, that were experienced as confusing, distracting, irritating or painful by some and as significant for leadership practice by us and others. During the first weekend the question came up how they would feel if three more people from Toomelah that were expected to come for the Opening Retreat were coming next time. The decision was made to receive them gracefully as long as the other 4 participants from Toomelah were going to do a session with them, introducing them to the manual and letting them in on what had happened during the Opening Retreat. In the following weekends questions emerged regarding the need for Aboriginal people to fulfil cultural requirements of being present at funerals and other significant events in the community and thus only attending a part of the weekend or not at all. It was a struggle to not just create special conditions for Aboriginal people that would further their special and thus also possibly derogatory treatment whilst being open to and learn from other cultural norms and a different understandings of collective, individual and family obligations in the current situation. On the second weekend when no one of the expected new Aboriginal people turned up, and two other participants from Toomelah were attending a funeral in the community and only arrived on Saturday. On the Sunday morning of this weekend we had a totally unexpected blow-out from one of the Aboriginal participants, complaining about government, not caring for people etc., attacking Maria as the facilitator at the time and declaring the whole program to be useless, and then stormed out in spite of various attempts to clear the way, leaving everyone very disconcerted. There were many things going on in Toomelah at the time that were challenging to the community at large and to this individual participant in particular. Many discussions followed afterwards, among participants, facilitators, organisers, and directly with all participants from Toomelah, via phone, emails from many people, including from us, and suggestions for how to move on from there. Based on all information available it was decided to invite the participant back and talk over the issues together at the beginning of the next weekend, if desired even without the presence of the facilitators. None of the Toomelah participants attended the next two weekends and only partway for the fifth one.
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Appendix E: Weekend Programs
Opening Retreat
RCLP 2006
Opening Retreat
Friday Saturday
Learning about our Region using elements of methods like Gridding, Assett Mapping, Appreciative Inquiry, etc. Sharing Info on the Region, defining assets, connections & divisions Gifts, Challenges,Possibilities
10-12 March
Sunday
Tools for Leadership: Leading ConversationsReflection on the weekend Experience and Explanation of the ORID Method Practice ORID Preparing Questions for a Conversation at Work or Home Individual Evaluation/Plans Closing (Ritual)
9:30
Travel
11:00
Welcome Getting to know each other and the program Creating Intention and Community Opening Ritual Outside
12:30 L U N C H
Telling our Stories Claiming our Voice and Listening to Others

Where do I live/places I know well? What am I passionate about? Why am I here?
Guest Speaker: Cr Gae Swain 12:30 1 pm (Lunch served 1:00 pm)

Workshop continues on Issues, Whats Working & Questions
Guest Speaker: Cr Mike Montgomery 12.30- 1 pm (Lunch served 1.00 pm)
2:00
Exploring Leadership Our Own Life Story & Leadership Journey Individual and Pair Work and Group Feedback
Social Capital, Community Development and Social Leadership Concepts & Realities of Bonding, Bridging and Linking Shaping RCLP 2006 Expectations, Plans and Input Guidelines, Values, Teams Possibilities of a Sydney Trip
Travel
3:45
Leadership Models & Styles Brief Intro Presentation Show and Tell Group Study of Articles
6:00 D I N N E R
Guest Speaker: Dr Judy Atkinson 6.00-6.30 pm Dinner served 6.30 pm Process Work with Judy Atkinson Receiving and Passing On Elder Circle Sharing
(Samoan Circle)
Eating and talking in teams
7:30
Discovering STYLES Interactively Understanding and Accepting Ourselves and each Other
9:30
Poem writing Who am I?
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Youth Issues
Friday
8:30
Saturday
Exercising Leadership
Sunday
Workshop in 2 Groups
Topics related to Youth, Regional Leadership, Projects or other topic (What are the essentials of effective..?)
Travel
Whole Group Interaction Debriefing afterwards Participant led Discussion about Sydney Weekend
11:00
Openings-
Reconnecting and Weekend Planning

Homework, Feedback Followup and Input
Learnings and Objectives
Youth Panel
Presentations & Conversations
With Young People, Researchers and Project Leaders
Introducing the Workshop Method and Preparing to Lead a Step Workshop Practice (2groups)
What do we want to explore in the next weekend on Economic & Environmental Sustainability?
Group Reflection on this weekend in view of the whole RCLP

Individual Reflection & Feedback
12:30
L U N C H
Free Conversations or
Participant Leadership Presentations or Informal Topical Explorations
Free Conversations Or: Leadership Presentations
Leadership Presentations (by participants) and/or Time for Networking
2:00
4 Frames of Conversations
How do we best converse with each other?
Peter Slattery Presentation &Workshop/s (A Story Unfolds...)
Exploring our Experiences and Consequences in Pairs
Leadership Dyads
3:45
Travel
Participant led
Workshop on Youth
YOUTH AT RISK- ISSUES AND POSSIBILITIES
Peters Workshops continue
5:30 6:00
D I N N E R
What is happening, what needs changing?
Informal Conversations
Distilling response to youth materials and key questions to explore
Free Conversations
and/or:
Leadership Presentations (by participants)
7:30 Site Visits Visit Street Beat and meet Youth on the Mall Storytelling and Creative Evening with Great Mates
9:30
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Economic Development & Environmental Sustainability
Friday
8:30
Saturday
8:30
Sunday
Travel
Leadership Explorations
Building on the workshop results, participants ideas and requests 10:00
Open Space
How can we contribute to Economic and Environmental Sustainability in our Region? 11:00
11:00
Team/group Reconnections Orientation to the Weekend The Big Picture:
Talks, Panel and Discussion

Race Matthews, Kevin Dupe, Tony Windsor, Simon Smith, Christine Campbell
(See separate sheet)
Weekend Review as a Leadership Exercise

(Individual/Pair/Group)
The Global Brain

Video and ORID conversation
12:30 Lunch
12:00 Lunch
12:30 Lunch
1:30
1:00
Informal Conversations/ Networking
Overview
of the global forces that impact on the region

Bevan Coote, Simon Smith, Peter Howarth, Christine Campbell, Race Matthews
Team Workshops on related topics in the region (World Caf process)

3:00
Travel
3:30

Jim McDonald, Christine Campbell, Don Tydd, Jo Byrnes, Charles Impey
Exercising Leadership
5:30 Break 6:00 Dinner 6:00 Dinner
Possibly also Participant Presentation on a Leader of their choice
Possibly also Participant Presentation on a Leader of their choice
7:30 Leadership Dialogues
7:30
Creativity Evening
Music making and conversations
Project Sharing and Input

Small and Whole Group 9:30
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Health & Wellbeing
Friday
8:30
Saturday
Leadership and Power
Sunday
Practical applications of
Travel
Awareness, Issues, Strategies and Skills Stepping out of ineffective Models to practice new ways
Vision-Issues-Directions
Regional Needs and Individual & Group Passions and Plans Plans/Decisions for Retreat Program evaluation Graduation dinner Alumni Networking Sydney Leadership Cooperation Weekend reflection (participant led in two groups) Lunch
11:00
Practising questioning, listening, giving, receiving and moving on
Interactive Reconnecting
Probing Social Justice Reality

Part IV Chris Dodds and Gary Moore, ACOSS, NCOSS Executives, Researchers and Community/Social Justice Advocates Past and current Developments in Social Care/Justice in Australia What needs to happen? What can we do?
What is Social Justice all about? Probing non-verbal expressions through a sculpture process
1:00 2:00
Lunch
Lunch Participant led sessions on Social Capital Listening Designated Worrying Significant Leaders The Art of Asking Questions Exercise with Fran Peaveys Strategic Questioning
Probing Social Justice Reality Challenges and Responses with leading Change Agents
Part I Brian Dennison and Steve Widders and Magistrate Michael Holmes on Issues and Creative Approaches in Criminal Justice including Circle Sentencing and Justice for Aboriginal People
Travel
3:45
Part II Garry Dobson, Assistant Police Commissioner Understanding and Overcoming Prejudice and Discrimination Exploring recent events and developments in places like Dubbo and Cronulla Part III: Dialoguing with Fred Argys Paper -current & future models (group work)
Hierarchical and Facilitative Leadership Dynamics (presentation and applications to real life and work situations) Claiming Personal Leadership and Project Reflections (Individual, pairs, group)
6:30
7:00 8:00
Dinner Personal writing and Story Telling
Dinner Next Steps for the Sydney Visit Celebrating Group CreativitySong, Dance, Poetry, Games etc.
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Social Justice
Friday
8:30
Saturday
Presentation the big picture:
Sunday
Practical applications of
Travel
Social Justice, Human Rights and Democracy
Vision-Issues-Directions
Planning a Group Project, meeting Regional Needs & Group Passions: the next RCLP Plans/Decisions for Retreat Program evaluation Graduation dinner Alumni Networking Cooperation with Sydney Leadership Weekend reflection (participant led in two groups) Lunch
Leadership and Power Models and Skills to practice new ways

Probing Social Justice Reality
Part IV Chris Dodds and Gary Moore, ACOSS and NCOSS Executives, Researchers and Community/Social Justice Advocates Past and current Developments in Social Care/Justice in Australia What needs to happen? What can we do?
11:00
Practising questioning, listening, giving, receiving and moving on
Interactive Reconnecting
What is Social Justice all about? Probing non-verbal expressions through a sculpture process
1:00 2:00
Lunch
Lunch Participant led sessions on Social Capital Listening Designated Worrying Significant Leaders Intro to De Bonos 6 Hats and Lateral Thinking Tools and The Art of Asking Questions Exercise with Fran Peaveys Strategic Questioning
Probing Social Justice Reality Challenges and Responses with leading Change Agents
Part I Brian Dennison and Steve Widders and Magistrate Michael Holmes on Issues and Creative Approaches in Criminal Justice including Circle Sentencing and Justice for Aboriginal People
Travel
3:45
Part II Garry Dobson, Assistant Police Commissioner Understanding and Overcoming Prejudice and Discrimination Exploring recent events and developments in places like Dubbo and Cronulla Part III: Dialoguing with Fred Argys Paper: Equality of Opportunity in Australia- Myth and Reality (group work)
Hierarchical and Facilitative Leadership Dynamics Presentation and applications to real life and work situations Claiming Personal Leadership and Project Planning (Individual, pairs, group)
6:30
7:00 8:00
Dinner Personal writing and Story Telling
Dinner Next Steps for the Sydney Visit Celebrating Group Connections and Creativity-
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Closing Retreat
Friday 8:00 8:30 Saturday 8:30 Sunday
Individual Consultations/Appointments
11:00 Welcome and Introductions 10:00
Individual Life Direction Hypothetical

Dealing with complex regional issues constructively (Dispute Resolution and Negotiation Skills) Session led by Simon Smith and Julian Prior 1:00
Leadership Capacities: Self Evaluation

10:00
Working effectively with Government

Presentations by Minister Orkopoulos and Hon Richard Torbay MP Open dialogue 1:00
Leadership Declarations/Presentations Commitments Closing Ceremonies

1:00
Lunch Conversations with Presenters

2:30 3:00
Picnic Lunch and Walk
Closing Lunch Conversations
Program Review
5 groups present one weekend each with input from everyone and following discussion 4:30
Open Space Sessions What does the region need from us now?
Leadership Capacities and Challenges

Ethical context Non-Violence How do we live what we know is needed What to pass on (cf. group project etc.)? 6:00
Dinner
7:30
Dinner Depth Dialogues and Celebrations
Group Interaction and Cohesion

Games/Styles/Appreciations
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Appendix F: Program Model
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Evaluation Report
Appendix G: Evaluator Disclosure
Adam Blakester of Paradigm Play facilitated and prepared this Evaluation Report. Paradigm Play is a virtual network of social change experts working on projects to increase community wellbeing and sustainability. This Evaluation drew on a communications team from this network who worked in parallel with the evaluation process to develop a promotional DVD about the value of the Rural Communities Leadership Program. Adam Blakester has direct experience of community leadership as an alumnus of the 2004 Sydney Community Leadership Program. Adam was also a presenter to the 2006 Rural Communities Leadership Program on the Health & Wellbeing Weekend, as part of his work at that time as CEO of the National Association for Prevention of Child Abuse and Neglect (NAPCAN). Adam's career spans environmental, social, corporate and government sectors and is focussed on improving social wellbeing in ways that are environmentally and economically sustainable. Adam's core skills are change strategy, governance, finance, law, team and network development, communication, and a grasp of the 'big picture'. Adam holds qualifications in commerce and taxation law, though the majority of his study and research is self directed in the emerging areas of social change which includes social leadership, community psychology, consciousness, human development, wellbeing and sustainability. Adam is a director of the Antarctic & Southern Ocean Coalition and Minerals Policy Institute, Sydney Leadership alumnus and a member of the Greenpeace Australia Pacific Finance & Audit Committee, Great Transition Initiative, Vibewire Advisory Council and Wellbeing Australia Steering Committee. Adam believes that effective community leadership requires a comprehensive set of skills and knowledge including relationship and emotional intelligence (for self and others), plus vision, purpose and strategic ability, as well as the commitment to move these feelings and thoughts into action. Sustaining one self in this pursuit requires regular self care, even healing, and reflection to clarify progress made, challenges ahead and directions to take. While leadership can be taken alone, it is best done in collaboration, sharing the burden of not only the work but also the inevitable personal attacks that beset leaders of all walks of life. Adam believes that taking leadership for the benefit of others is one of the most valuable and important pursuits anyone can ever take in their life for themselves and for those they act on behalf of.
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Evaluation Report Final Rural Community Leadership Program

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2006 Rural Communities Leadership Program

Youth Issues Weekend, Armidale (Under the Bridge)

2006 Rural Communities Leadership Program

2006 Rural Communities Leadership Program

Significant Value (45%)

2006 Rural Communities Leadership Program

2006 Rural Communities Leadership Program

2006 Rural Communities Leadership Program

2006 Rural Communities Leadership Program

2006 Rural Communities Leadership Program

History & Previous Program

2006 Rural Communities Leadership Program

Excerpts, 2002 2003 Program Evaluation

2006 Rural Communities Leadership Program

Achievement of Program Goals as Rated by Alumni

0.00% Agree Somewhat agree Neutral Somewhat disagree Disagree Unsure

2006 Rural Communities Leadership Program

2006 Rural Communities Leadership Program

2006 Rural Communities Leadership Program

2006 Rural Communities Leadership Program

Acts with Integrity

Inclusive Observable Collaboration

Geographic and Demographic Knowledge Places, People & Cultures

Clear Knowledge of Self and Surroundings and Ability to Separate

Open to asking the tough questions

Multi-dimensional thinker (many planes)

Open to all, can listen

2006 Rural Communities Leadership Program

2006 Rural Communities Leadership Program

Case Study Youth Worker

2006 Rural Communities Leadership Program

Remarks by Program Facilitators regarding an Alumni

2006 Rural Communities Leadership Program

2006 Rural Communities Leadership Program

2006 Rural Communities Leadership Program

2006 Rural Communities Leadership Program

2006 Rural Communities Leadership Program

Evaluation Participation Levels & Usefulness

2006 Rural Communities Leadership Program

How Useful were Program Components for Community Leadership

2006 Rural Communities Leadership Program

2006 Rural Communities Leadership Program

Your understanding of community issues Significantly improved Improved

Your ability to learn about community issues

2006 Rural Communities Leadership Program

Very relevant 78%

2006 Rural Communities Leadership Program

Weekend Briefings (including papers, web links, strategic questions) 0 1 2 3 4 5 6 7

2006 Rural Communities Leadership Program

Case Study Iron Man Welders Project

2006 Rural Communities Leadership Program

2006 Rural Communities Leadership Program

Rate the Value of Program Community Engagement

2006 Rural Communities Leadership Program

Case Study New England Wine Growing Region

2006 Rural Communities Leadership Program

Results of the Consensus Workshop on What is Essential for an Effective

2006 Rural Communities Leadership Program

2006 Rural Communities Leadership Program

How Well Were Participants Expectations Met?

Exceeded 23% Not fulfilled 22%

Nearly fulfilled 22%