Evaluation Report Final ~ Rural Community Leadership Program

8/3/2019 Evaluation Report Final ~ Rural Community Leadership Program

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Evaluation Report2006 Rural Communities Leadership Program

Youth Issues Weekend, Armidale (Under the Bridge)

Your acceptance into the Program is both a privilege and a sign ofrespect that you are already a current and future leader in our region.

By signing up to this Program you have shown the courage to careabout 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


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Table of Contents

Alumni Graduation......................................3Executive Summary.....................................4About the Rural Communities LeadershipProgram........................................................7

Uniqueness...............................................7History & Previous Program...................9Program Goals........................................11Leadership Model...................................12Case Study Corporate Whistle Blower................................................................13Program Design & Structure..................16

Case Study Youth Worker...................17The Teaching Method............................19Evaluation Methodology & Process...........21

Program Effectiveness Framework.......21Evaluation Process.................................22Evaluation Participation Levels &Usefulness..............................................23

Community Outcomes...............................24Case Study New Community ServiceConsortium............................................25Case Study Iron Man Welders Project

................................................................29Case Study New England WineGrowing Region.....................................32

Participant Outcomes................................35Overall Assessment................................35Leadership Skills....................................37Inner & Self Awareness.........................44

Presenters & Leadership Network.............46Program Facilitation & Administration....49Organisation & Administration.............49Facilitation..............................................51Marketing & Promotion.........................55

Recommendations.....................................58Areas for Improvement.........................58Solutions & Recommendations.............62

Appendix A: Program Attendance Record66Appendix B: Alumni Project Support forthe Future of the Program.........................68

Alumni Network....................................68Supporting, Funding, Promoting..........69Future Directions of the Program.........70

Appendix C: 2008 Rural CommunitiesAlumni Leadership Retreat........................73Appendix D: Program FacilitatorComments...................................................75

Appendix E: Weekend Programs...............79Opening Retreat.....................................79

Youth Issues..........................................80Economic Development &

Environmental Sustainability................81Health & Wellbeing...............................82Social Justice.........................................83Closing Retreat......................................84

Appendix F: Program Model.....................85Appendix G: Evaluator Disclosure............86

2006 Rural Communities Leadership ProgramPage 2 of 86


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Alumni GraduationParticipants 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 whenneeded.

Awareness, perception and intuition.

The dynamic power of assessing, planning, acting and reflecting together, utilisinga 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 mytruth. 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 judgementnor 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.

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.


Rate the Overall Value of the Programfor Your Community Leadership

Neutral

(11%)

Significant Value

(45%)

Valuable

(44%)


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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 cleardirection 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 communitiesas 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 withthe 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

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

Agree Somewhat

agree

Neutral Somewhat

disagree

Disagree Unsure

Provided a Vital Network of Support

Highlighted Positive Responses to CommunityIssues & Problems

Program was Co-Created & Co-Carried byParticipants

Practical Actions I could take were VisibleThroughout the Program

My Engagement with the Program wasEnlivening & Satisfying

The Program is Useful for my Current &/orFuture Leadership


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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 self-

image, 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 asystem, 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 thesystem 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 Programhighlighted 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. Hopefully,

establishing a network of like-minded, motivated and effective

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 toamazing 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.



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RCLP

2006 Group Consensus Workshop: What are the Essentials of an Effective, Trustworthy Regional Leader? April 23

Acts with IntegrityA Good

Communicator

Inclusive

Observable

Collaboration

Reliable Achiever

Geographic and

Demographic

Knowledge Places,

People & Cultures

Creative Inquiry

Clear Knowledge

of Self and

Surroundings and

Ability to

Separate

Fulfil commitmentsmade to community,

organization, etc.

Awareness --communicatesappropriately and

reciprocated

Lucid--can get ideasacross clearly, not

gobbledegook

Able to express ideasand views clearly

across barriers

To be able to embraceand understand others

culture and beliefs

Open to asking the

tough questions

Someone who hasdone a good measureof self-development,

self-knowledge

Integrity--nocompromises ofcharacter

Prepared tocontemplate/acceptstaff feedback

Real consultativeapproach/realinvolvement

Transparentaccountability for $,outcomes and method

Strong local/regional/state/nationalknowledge

Able to ask andanswer the difficultquestions

Confidence toseparate self fromgroup/community

To be able to stand byyour own decisions aswell as others

Congruity -- Whatyou see, what you get

A good time-spacemanager

Do what you say,youll do it reliably

Exhibits passion forthe region

Open to new ideas Lead by example

Consistent values andbehaviour

Able to articulate andcommunicate well

Clear communicablerealistic vision

Commitment tomeeting obligation

Professional respecttowards community

Multi-dimensionalthinker (many

planes)

Honesty, speak thetruth

Open to criticism andnew ideas

Approachable to all Be prepared, dontwing it

Aware andknowledgeable withrespect to the region

Integrity regardingself/community/culture

Not beingjudgemental

Willingness to listen Gets results

Tolerance, even-

handednessCan say sorry Open to all, can

listen

Transparency indealing with others

The hello factor

True to your word Conflict resolver


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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 thelevel 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.

Further, 70% of alumni rated the overall comprehensiveness of the Program as 'about the right

level'.


How Useful were Program Components for Community Leadership

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

Very useful Useful Neutral Not useful Not applicable

Usefulness Rating

Weekend Briefings (including em ails, letter,

papers, web links, strategic questions)Opening Retreat

Youth Issues Weekend

Economic Development & EnvironmentalSustainability Weekend

Health & Wellbeing Weekend

Social Justice Weekend

Closing Retreat

Self Evaluation & Certificate of Completion

Graduation


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Evaluation Report

Case Study New Community Service Consortium

The construction of the new Tamworth Family Relationship Centre (FRC) issoon 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 againstthe 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 andknowledge 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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Evaluation Report

78% rated their ability to engage with communities as improved or significantly improved


22.22%

55.56%

22.22%

55.56%

33.33%

11.11%

44.44%

44.44%

11.11%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Your ability to engage with

communities

Your understanding of community

issues

Your ability to learn about comm unity

issues

Alumni Ratings of How Well the Program Impacted

on Community Skills & Knowledge

Signif icantly improved Improved No change


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Evaluation Report

As charted below, the community issues covered throughout the Program were also rated as very

relevant by three-quarters of alumni.

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).


Relevance of Community Issues

Neutral

22%

Very relevant

78%


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Evaluation Report

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.


Weekend Briefings

(including papers, web

links, strategic questions)

Opening Retreat

Youth Issues Weekend

Economic Development &

Environmental

Sustainability Weekend

Health & Wellbeing

Weekend

Social Justice Weekend

Closing Retreat

Self Evaluation &

Certificate of Completion

Graduation

Other

0 1 2 3 4 5 6 7

Which Program Components Made the Most

Lasting Impression?


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Evaluation Report

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/re-

engage 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 apathway (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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Evaluation Report

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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Evaluation Report

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

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Research (including readings and internet links)

Field Trips

Cultural Events

Stakeholder Discussions

Topic Workshops

Hypotheticals

Reflections

Presentations by Experts and Opinion Makers

Panel Discussions

Small Group Interviews

Exposure to difference: issues, perspectives, views, cultures,

experiences, etc

Very valuab le Valuab le Neutral Not valuab le


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Evaluation Report

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. In doing so it assists industry

development, again through marketing, investment attraction and employment

generation.



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Evaluation Report

I began working with wine producers in 2002 with involvement including input

into the NENW Regional Development Boards Viticulture Strategy;

incorporation of the Southern New 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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Evaluation Report

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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Evaluation Report

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?

Fully met

11%

Not fulfilled

22%

Exceeded

23%

Mostly fulfilled

22%

Nearly fulfilled

22%


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Evaluation Report

For alumni indicating unmet expectations the Program did not make the impact on them they werehoping 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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Evaluation Report

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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Evaluation Report

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.


How Comprehensive were the

Program Leadership Skills?

Too comprehensive

11%

About right level

67%

Not comprehensive

enough

11%

Unsure

11%


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Evaluation Report

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 thereare 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.


Usefulness of Leadership Skills

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

ORID

AssetB

ased

Com

munityD

evelo

pment

Mediatio

n

Negotiatio

n

SocialC

apital

Dialo

guea

ndCom

munic

ation

Photo

dialo

gue

Strategic

Questio

ning

ConsensusW

orksho

p

Participa

toryStrateg

icPla

nning

Appreciative

Inquiry

Exercising

Liste

ning

Activ

eList

ening

Problem

solving

tools

(gam

es,funa

ctivities

)

GroupD

ynamics

Open

Space

Technolog

y

Living

Sculpt

ure

World

Cafe

Conflict

Resolutio

n

Not applicable

Not useful

Neutral

Useful

Very useful


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Evaluation Report

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.

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.


How Comfortable are you Using these Leadership Skills?

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

ORID

AssetB

ased

CommunityDevelopment

Mediation

Negotiation

SocialCapital

Dialogueand

Communication

Photo

dialogue

StrategicQuestioning

ConsensusW

orkshop

ParticipatoryStrategicPla

nning

AppreciativeInquiry

Exercising

Listening

ActiveListening

Problem

solving

tools

(games,funactivities)

GroupDynamics

Open

Space

Technology

Living

Sculpture

WorldCafe

Conflict

Resolution

Unsure

Not comfortable

Neutral

Comfortable

Very comfortable


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Evaluation Report

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.


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Role Plays of different co-leadership

roles

Facilitating discussion with

presenters

Leading a session or organising part

of a weekend

Researching and presenting about a

leader, topic or your own work

Taking responsibility for parts of

RCLP program and sessions (such

as MC, planning or organising)

How Useful were the Participatory Leadership Exercises?

Very usefu l Useful Neutral Not usefu l Not applicab le


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Evaluation Report

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.


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Role Plays of different co-leadership

roles

Facilitating discussion with

presenters

Leading a session or organising part

of a weekend

Researching and presenting about a

leader, topic or your own work

Taking responsibility for parts of

RCLP program and sessions (such

as MC, planning or organising)

How Comfortable are you Using these Leadership Exercises?

Very comfortab le Comfortab le Neutral Not comfortab le Unsure


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Evaluation Report

I've been more comfortable to experiment and use differenttechniques. In terms of my leadership it has made me more skilledand adaptable.

Skills for working with a diversity of people - I am not sure I havechanged or done anything differently, I just feel a lot more aware ofpeople's difference and how to work with different people.

I think purpose of the program was to identify those communityindividuals who could benefit from such a program with a view tobuilding social capital (as well as development) in theircommunities, by exposing those individuals to a range of communityissues and leadership tools to help address those types of issues. Forme all was OK and I saw how the program 'evolved' over the life ofthe program according to participants' wishes and expectations.


Changes in Leadership Ability and/or Knowledge

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Buildin

gonindividualexperience

and

gifts

Creatingcommunitycollaboration

and

socialcapital

Rele

asin

gactionforth

ecommongood

Se

rvin

gt

heneedsandpossibilitiesofth

eR

egion

Exploring

,te

sting

,researchin

g

Implementing

,visionin

g,

evokin

g

Experiencin

g,

reflecting

Probin

g,

engagin

g

Sharing

,dis

cussin

g

Learnin

g

Graspo

fth

eintric

acy

,complexityandinterdependenceo

Abilityto

synth

esis

econflictinginformationandop

...

Abilityt

oid

entify

common

goals

andbalancecomp

...

Skill

sforworkin

ginte

amsorgroups

Skillsforworkin

gwith

ad

iversityofpeople

Awaren

essofhowpersonalvalu

es

,philo

sophie

s,...

Creativityforproblemsolvin

g

Abilityto

motivate

peopleto

seekmutu

algoals

Underst

andin

gofyourownpersonalstyle

ofle

adership

Significantly improved Improved No change


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Evaluation Report

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.

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).


Rate the Usefulness of the Inner & Self Awareness Techniques

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Life Directions

Social Styles

Visualisations

Leadership Self Assessment

Creative Writing

Presencing and Journalling

Questions

Giving and Receiving

Poem Writing

Life Story Telling

Very useful Useful Neu tral Not usefu l


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Evaluation Report

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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Evaluation Report

Presenters & Leadership NetworkIt 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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Evaluation Report

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.


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fello

wA

lumni

Facilitato

rs

Program

Coordin

ators

Managem

entC

ommitt

ee

Presenters

Previou

sAlu

mni

Value of Networks for My Community Leadership

Not applicableNot valuable

Neutral

Valuable

Very valuable


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Evaluation Report

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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Evaluation Report

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.

Always well informed with plenty of notice on upcoming

weekends.


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Provision of Program Information Organised in time for program

sessions and deadlines

Coordination of travel,

accommodation, meals and

refreshments

Rate the Quality of Program Administration

Low quality

Average

High quality


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Evaluation Report

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

Average

56%

High quality

44%


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Evaluation Report

The ratings of the pre-program selection and orientation processes were positive.

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


Ratings of the Quality of the Selection & Orientation Processes

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Application

Interview

Acceptance

Pre Program Gathering

High quali ty Average Low qual ity Unsure/Don't know


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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.

Evaluation Report Final ~ Rural Community Leadership Program

Documents

Transcript of Evaluation Report Final ~ Rural Community Leadership Program