Statewide Leadership Committee
Progress Report

Designing a Community Leadership Academy professional development opportunity on
February 19, 2004 provided an excellent opportunity for staff to explore key elements
required in building a successful community leadership program. More than twenty-five
educators and unit leaders participated in this one-day event. The program highlighted
programming principles adopted by University of Minnesota Extension and current Illinois
programming models.
Following the one-day conference, an interdisciplinary team of Youth Development and
Community and Economic Development Educators met with a core group of Unit Leaders
to discuss what else could be done to support community leadership programming in
Illinois. The following recommendations were made:
 Formation of a statewide leadership committee. Each team represented
agreed to ask for volunteers to serve on an interdisciplinary committee
designed to strengthen community leadership programming efforts in Illinois.
 Develop an outcome evaluation process, that will document the impact of
current programming efforts and provide important feedback for program
improvement.
 Continue to build on current programming practices identified in the
leadership program audit through the development of a website highlighting
current community leadership programming.
 Find ways to bridge youth and adult leadership programming.
 Work towards a standardize programming model.

Statewide Leadership Committee Formed during the next couple of months, team cochairs discussed the idea of forming a statewide leadership committee with each of the
respective teams; Youth Development, Community & Economic Development, and Unit
Leaders. Each team identified 5-6 individuals to serve on the statewide committee. A
request was made for administrative financial support to cover meeting and project
costs. Dr. Campion awarded $9,800 to the group in December, 2005.

June 17, 2004 provided the first opportunity for the group to meet and explore individual
committee member’s expectations, review goals set following the PDO, and establish
work groups.
To further focus our efforts, the group recommended Earl Bricker, Steve Wagner, Ron
Duncan & Kathie Brown develop a survey tool that would help us prioritize key leadership
traits that we will build programming resources around.
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Statewide Leadership Committee
Progress Report

July, 2004 committee members were asked to respond to an online survey. The survey
incorporated key leadership programming elements identified by University of Minnesota
and others. A summary of the survey can be viewed at the following website:
http://www.surveymonkey.com/Report.asp?U=54981758515
Leadership Programming Areas of Focus
Importance to Youth
Programming
Summer ’04 committee survey
LEADERS....
1. Talk optimistically about the future.
2. Understand how individuals work together in groups.
3. Know how to manage conflict.
4. Understand themselves and others.
5. Challenge themselves to move out of comfort zone &
learn to grow.
6. Confident in my ability to work with others.
7. Figure out "how" to learn by asking questions by
finding correct information and by learning from
others.
8. Are adept at making decisions: looking at a situation
and possible solutions choosing the best solution;
and taking action.
9. Have demonstrated integrity.
10. Know how to lead effective meetings.
11. Serve as role models for others in community.
12. Understand that the right attitude will set the right
atmosphere that enables the right responses from
others.
13. Know how to communicate and listen.
14. Understand the importance of team building.
15. Can envision new possibilities.
16. Are aware of and respect different leadership styles.
17. Understand how to deal with controversy.
18. Are able to exert discipline to prioritize and
demonstrate an ability to work toward a stated goal.
19. Are aware of their own limitations before trying to
correct the limitations of others.
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Statewide Leadership Committee
Progress Report
Leadership Programming Areas of Focus
Importance to Adult
Programming
Summer ’04 committee survey
LEADERS....
1
2
3
4
5
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11
12
13
Understand that the right attitude will set the right
atmosphere that enables the right responses from others.
Understand the need for creating and following a vision or
plan for the community.
Understand themselves and others.
Are adept at making decisions: looking at a situation and
possible solutions choosing the best solution; and taking
action.
Understand how individuals work together in groups.
Challenge themselves to move out of comfort zone &
learn to grow.
Can envision new possibilities.
Have demonstrated integrity.
Understand how to deal with controversy.
Serve as role models for others in community.
Possess a sense of community ownership.
Are able to exert discipline to prioritize and demonstrate
an ability to work toward a stated goal.
Are aware of their own limitations before trying to correct
the limitations of others.
14 Know how to manage conflict.
15 Talk optimistically about the future.
16 Has a good understanding of strategies to discuss and
resolve public issues.
17 Seek ways to forge new connections.
18 Confident in my ability to work with others.
19 Figure out "how" to learn by asking questions by finding
correct information and by learning from others.
20 Must be able to deal with change and anticipate how to
make change beneficial.
21 Understanding the relationships of various local
government structures and other community
organizations.
22 Strive to make this community a better place for
everyone.
23 Work at developing new community leaders.
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Statewide Leadership Committee
Progress Report
Extension Leadership Programming Audit Fall ’03 Organization Survey
Topic
Areas included in last year’s
program
15
Understanding Local Government
14
Economic Development Economics of the Region
14
Team Building
13
Leadership Styles
12
Personality Types /Colors
11
Visioning/ Planning
9
Conflict Management
8
Leading Effective Meetings
8
Community Service Project
7
Volunteerism
7
Understanding & Dealing with Controversy
7
Community Leadership Structures
5
Communicating and Listening
5
Group Dynamics
2
Tools & Techniques for Creativity
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Statewide Leadership Committee
Progress Report

August 5 Teleconference focused on discussing the summaries of programming
priorities. Develop programming materials that can be utilized throughout the state first
focusing on the following top ranked leadership programming areas of focus...
 Facilitation Skills ~ Understand the need for creating and following a vision or
plan as an individual and also from a community perspective
 Personality & Leadership Traits
 Working in Groups / Teambuilding.
In addition, the group wants to move ahead in building a statewide evaluation process.
Members of the group agreed to work in the following areas:
Collection of
Leadership
Models
Steve Wagner
Earl Bricker
Roger Larson
Kathie Brown
Programming
Materials
Personality/Leadership Traits
Facilitation Skills
Vision/Perspective
Working in Groups/Team
Building
Darla Binkley
Amy Bunselmeyer
Larry Wilson
LeAnn Million
Kay Doll
Earl Bricker
Christina Foster
Larry Wilson
Jeri Marxman
Roger Larson
Al Kulczewski
Amy Bunselmeyer
LeAnn Million
Evaluation
Tony Franklin
Amy Bunselmeyer
Kathie Brown
Al Kulczewski
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Statewide Leadership Committee
Progress Report

October 5, meeting in Springfield the group continued its exploration of purpose and
direction. Most of the day was spent discussing guiding values and programming
mission. At the suggestion of the group, a white paper was created to summarize the
views expressed on this day. The white paper can be found at the end of this report.
Reviewers for the U-Lead Program Development and Management Guide Darla Binkly,
Dave McMurtry, and Al Kulcweski agreed to read/highlight and and suggest changes to
the U-Lead Program Management Guide. Because we have purchased the rights to
reprint this Univ. of Minn. publication, we need to be considering adaptions that are
needed from our perspective. It has been suggested this could serve as one of our key
community leadership program planning tools.
PDO on Community Leadership Development strategies for Youth a subcommittee
formed to look at the creation of a professional development opportunity similar to the
previous year’s program focusing on Youth Leadership Programming Models. Volunteers
included Steve Wagoner, Christina Foster, Dave McMurtry, Amy Bunselmeyer, and Kathie
Brown.

December 14 teleconference meeting included the following items:
 Update on U-Lead Review





Update on Youth Leadership PDO
Formation of committee for implementation of Evaluation Strategies
White Paper Discussion (review attachment)
Next steps
Community Leadership Statewide Impact Evaluation committee met during February and
March to create the following evaluation plan.
Over the past several years, University of Illinois Extension has devoted a good deal of
attention towards the development of communities through the development of existing
and emerging leaders. Each unit has selected a customized training approach in the
design and implementation of Community Leadership Academies. We want to document
your outstanding efforts through a statewide evaluation of past program participants.
University of Illinois Extension is partnering with University of Missouri Extension to
implement this study. You can learn more about their assessment approach by visiting
the following website: http://www.ssu.missouri.edu/Faculty/kpigg/eval.htm Each
leadership academy program will receive its individualized evaluation findings along with
a summary of statewide programming outcomes so that programs can benchmark their
impact against other similar programs in Illinois. In addition, because of our partnership
with University of Missouri Extension we will also have access to evaluation findings from
several other states for comparison.
Community Leadership evaluation will initially involve programs that meet the following
criteria:
Programs that have been in existence for 3-5 years.
Minimum of 14 contact hours & 5 sessions
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Statewide Leadership Committee
Progress Report
If you are interested in participating in this study, we need to receive from you by June 1,
2005 the following information:
Complete mailing list for past program participants
In addition, Counties/programs that want to participate will be required to briefly
describing their program as it currently exists:
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
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
What are the objectives of the program?
What are the most important elements of the program?
Description of the content included in the program and how the
information is presented.
Number of times the group meets & # hours
List of Sponsors
Charlie Clark, Extension Specialist, Program Evaluation, will be directing this study. His
office will follow Dillman Evaluation protocol, which requires three mailed contacts to
ensure the best possible responses. We need to hear from programs by June 1, in order to
adequately prepare for this study, which will begin in August.
We expect to have reports back to each of the counties in February or March of 2006. We
will be convening participating units for a review of evaluation findings and discussion of
program planning implications.

Staff Leadership Competency Self Assessment in conjunction with Richard Clark,
Assistant Dean of Professional Development a system wide assessment was conducted
in March of 2005 to guide future staff development activities. 122 staff members
completed the survey. The following list highlights the key findings and
recommendations made based on the findings during our March committee meeting on
campus:
~Staff Leadership Competency Self Assessment Scores ~
Intermediate Level Represents an ability to teach youth and/or community leaders
 Leadership Knowledge Base
(49% basic level of understanding for theory)
(27% intermediate level of academic & popular literature)
(29% intermediate level of current organizational development literature)
(35% intermediate level of cultural/gender/racial/economic variations in leadership beliefs
and practices)
 Visioning and Planning
(36% intermediate level of collective vision development)
(39% intermediate level of dynamic futuring processes)
(35% intermediate level of analysis of relevant external factors)
(32% intermediate level linkages between external factors and group action strategies)
 Sharing Leadership and Empowering others
(44% fluid leadership role-sharing)
(44% dynamics of power and empowerment)
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Statewide Leadership Committee
Progress Report
~Staff Leadership Competency Self Assessment Scores ~ cont.
Intermediate Level Represents an ability to teach youth and/or community leaders
 Building a Sense of Community
(49% analysis and evaluation of group/organizational culture)
(38% tools to help group members assess their personalities, leadership orientation &
implications for the group)
 Developing Learning Communities
(25% concept of learning community)
(32% diagnosis of group learning needs and identification of learning strategies)
(26% learner-controlled evaluation methods)
 Managing Differing Viewpoints
(40% sources, stages, uses, contribution of differing ideas and viewpoints)
(43% conflict management strategies)
 Effective Public Communication
(46% marketing a group’s message)
(42% community dialogue and deliberation)
 Organizational Management
(37% diagnosis of organizational strengths, weaknesses, and viability)
(34% asset analysis and resource development)
(46% linkage of visions and plans to organizational operations and potential collaborations)
(42% partnerships and collaborative relationships)
 Government, Institutions, and Power Structures
(49% strategies for identifying, communicating with, and working effectively with opinion
leaders)
(31% formal and informal power structures and political processes in government,
organizations, and institutions)
 Public Issues
(22% frameworks for examining issues and policy alternatives)
(18% issue related action strategies appropriate for the political, socio-economic, and
historical setting)
 Action Process
(31% integration of all the competency areas so groups can move to action)
(41% the changing role of staff through building a group and helping it take ownership for
action)
 Technology
(17% hardware and software specific to the leadership development process)
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Statewide Leadership Committee
Progress Report
Professional Development Planned Response
 Facilitation training will be one of our top priorities to build staff skills, which
allow for the integration of all competency areas so groups can move to action. In
addition, facilitation training will focus on the changing role of staff through
building a group and helping it take ownership for action.
 Academic & popular leadership development literature will be integral to all
leadership development professional development opportunities.
 In addition, Leadership Theory in Programming & Practice professional
development program series will be offered in 2005. Session I Discussion of
leadership as exemplified through “popular” book – probably a biography or
nonfiction offering. Session II Leadership text, discussion led by author if
possible. Session III Leadership theory through journal articles, discussion led
by faculty from Dept of Education. Specific readings have not been selected.
Sequencing will be arranged to compliment other leadership professional
development activities during the coming year.
 Appropriate technology (hardware and software) specific to the leadership
development process (e.g. option finder, concept mapping, information
databases and other technical resources for decision making, planning,
communication, management) will be integrated into planned leadership
development professional development opportunities.
 Visioning & Planning emerged as the third priority for staff development.
 Development of learning communities emerged as the fourth priority for staff
development as a year two activity.
 Formal and informal power structures and political processes in government,
organizations & institutions emerged as the fifth priority.
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Statewide Leadership Committee
Progress Report
Designing a YOUTH Community Leadership Program PDO
Most leadership theorist believe that the skills critical for effective leadership, including the
capacity to understand and interact with others, are developed most deeply in adolescence
and young adulthood. Given these relationships, University of Illinois Extension statewide
committee on developing community leadership decided to sponsor a Professional
Development Opportunity on March 30, 2005 in Champaign at Hawthorne Suites.
This one day session is the start of an ongoing emphasis to strengthen youth and community
leadership programming in Illinois. How organizations connect with youth, build communities
and strengthen themselves was the focus of this one day training.
Faculty from the Department of Human and Community Development in ACES, the National
Innovation Center for community and youth development, and University of Illinois Extension
field staff will present ways foundational research principles of youth leadership
development are being translated into effective programming in Illinois and all across the
country.
Committee members met frequently in December, January and February to plan this one day
event. Forty one staff members from Youth Development, Community & Economic
Development and Unit Leader teams participated in this one day training.
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Statewide Leadership Committee
Progress Report
Leadership and Volunteer Development Base Program White Paper
Vision
The vision for Cooperative Extension's Leadership and Volunteer Development Base Program
is a world in which all people have the wisdom, capacity, and passion to make a difference
for public well-being.
Mission
The mission of the Leadership and Volunteer Development Base Program is to enhance the
capacity of diverse people to take action to improve the well-being of self, families, and
communities.
Goals
Recognizing the Leadership and Volunteer Development is multi-faceted, the following
constituents have special educational needs and goals:
1. Individuals
* Enhance individual's self esteem and self confidence.
* Provide individuals with the opportunity to experience the rewards of volunteering
and developing as leaders.
* Enable individuals to have opportunities to appreciate diversity and change.
* Enhance decision making skills of individuals involved in public issues.
* Educate residents to become involved and committed to full participation in
community affairs.
* Provide individuals with the opportunity to experience the rewards of leadership
and volunteer activity.
2. Community-based Groups
* Enable groups to become more successful in achieving their own goals through
effective planning, organizing, and functioning.
* Educate group to organize efforts, manage resources, and provide effective
leadership to others.
* Educate individuals and groups on ways to become more self sustaining and
achieve an improved quality of life.
* Educate residents how to manage and resolve conflicts.
* Educate people to recognize the value of shared leadership, differences of opinion,
and compassion for people unlike themselves.
Values
* The Leadership and Volunteer Development Base Program affirms the right of
citizens to be involved in the community and contribute to the welfare of the
community in a constructive manner through education and service.
* Human capacity development is important to individuals as well as groups. When
we are creating and learning, we are contributing to our own quality of life as well as
the quality of life of others.
* Trust, honesty, openness, and ethical behavior leads to and results from
responsible behavior.
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Statewide Leadership Committee
Progress Report
Themes
Five basic themes underpin the Leadership and Volunteer Development Base
Program effort.
1. Public well-being - developing the capacity of individuals and groups to engage in
civic action for the benefit of society. Civic action in public life includes participation
in informal networks, neighborhood groups, organizations, communities, and various
levels of government.
2. Community ownership and civic action - acknowledging communities' responsibility to
define issues, produce leaders who see resolutions to those issues, and provide
volunteers who serve local causes. The participation of community members tends to
engender people/personal ownership of the solutions to problems.
3. Valuing differences among people - values differences such as educational
attainment, economic status, age, ethnicity, gender, sexual orientation and identity,
and physical and mental abilities. Leadership and volunteer development efforts
must reach diverse peoples and involve them in all phases of education, including
planning, implementation, and evaluation. To be effective, program must mirror the
diversity within the population served.
4. Personal development - developing and valuing both volunteers, participants, and
leaders as individuals. This is a cornerstone of this base program. Personal
development is not values as an end in itself but rather as a prerequisite to effective
service as a community leader and volunteer. Develop people's capacities by
identifying opportunities for them to serve public well-being.
5. Institutional commitment - realizing the terms of the base program's strategic plan
with commitment at all levels. This requires building system wide capacity in the form
of a competent, diverse staff; a strong interdisciplinary research base; and a
consistent integration of philosophy, theory, and practice.
Together, these themes provide the foundation for the development of confident,
committed, self-actualized individuals who are capable of addressing tough public
issues and resolving them successfully. (Source for Themes: "For the Common Good:
A Strategic Plan for Leadership and Volunteer Development" Edited by John A.
Michael. USDA, Cooperative Extension System. October 1994, Pp. 13-14.)
October 27, 2004 http://web.aces.uiuc.edu/lvd/Introduction.html
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