This document provides an overview of building leadership in a community. It discusses defining leadership and the importance of ethics for community leaders. It introduces the R.A.T.E. model for developing community leadership, which includes recruiting, assessing, teaching, and engaging leaders. The document also covers unique challenges for community leaders, such as working with volunteers, and presents hypothetical ethical situations for discussion. Overall, the document aims to help communities identify and develop new generations of leaders to sustain progress.

1. 1
Module #4 – Building Leadership
in the Community

2. 2
Starter Definitions
 Leadership … the act of leading; i.e., providing direction and
motivation to others in order to collectively achieve some
mutual objective.
– Leadership is important because community objectives
cannot be accomplished by any one individual.
 Ethics … the adherence to the values and norms of society
overall
– Ethics are important because they represent the
broader values and rules of society with which each
person is expected to comply.
 Leaders have a greater responsibility to demonstrate ethical
behavior because their actions and words have a greater
influence on the actions of others.

3. 3
A Typical Scenario?
 “Loganville” appears to be progressive and thriving. It has
made significant improvements in the past decade, including
street/highway infrastructure, educational facilities, new
youth after-school opportunities, a revitalized downtown
retail district, … and so on.
 This progress is primarily due to the same dedicated core
group of community leaders. Because of their long list of
successes,
– The community has become complacent … expecting
the core leadership group to always “come through”.
– The core leadership group has become tired, and is
approaching burn out.
 The core community leadership group looks around for the
next wave of community leaders … and finds no one.
 What do they do now?

4. 4
An Overview of this Module
 Leadership
 Community Leadership Development using the R.A.T.E. Model
– Recruiting
– Assessing
– Teaching
– Engaging
 Unique Challenges for Community Leaders
 Ethics
 Conclusions
Note: The companion document goes into more details for each of
these topics, and also has a selected bibliography (books and
publications as well as websites).

5. 5
Leadership – A Comprehensive
Definition
 Leadership is … a process through which people (e.g., team
members) are influenced in some way to accomplish goals,
generally group goals.
– People … provide the resources and talent necessary to
achieve the goals.
– Influence … the ability of one person to cause a change
in the behavior of another person.
– Goal … the expected end result of the leadership … the
accomplishment the group hopes to achieve.
 One way to sort through all of the opinions about leadership
is to ask a couple of basic questions.

6. 6
Leadership Question 1 – Is Leadership Based on
Traits & Characteristics … or … Behaviors?
(Answer … It’s both.)

7. 7
Some Example Leader Traits
 Resilience
 Energy
 Self confidence and esteem
 Decisiveness
 Personal integrity and honesty
 Enthusiasm
 Persistence and tenacity
Note: This is not an exhaustive list!

8. 8
Some Example Leader Behaviors
 Communications skills (including listening)
 Technical knowledge (i.e., does the leader know what he or
she is talking about?)
 Interpersonal skills (i.e., the ability to effectively interact with
others)
 Envisioning the future
Note: This is not an exhaustive list, either!

9. 9
Stop and Reflect
 What additional leadership traits and behaviors should be
added to the lists on the previous two pages?
 How do you assess yourself for each of these traits and
behaviors on a scale of 1 to 4?
– Where 1 = an area of success for you where others
can learn from you, and
– Where 4 = an area of personal challenge to be further
developed.
 For your areas of personal challenge … what are some
concrete actions you can take to begin your improvement
process? Are there others you can enlist to help you?

10. 10
Leadership Question 2 – Is Leadership
Always the same … or … Variable?

11. 11
Question 2 – There Are Arguments Both
Ways!
 There is value in changing leadership traits and behaviors to
fit the situation at hand.
– For example, a participative approach may work well for
routine meetings, while a more autocratic decision
process may be required for a crisis situation.
 There is value in keeping some things consistent so that the
leader’s actions are somewhat predictable
– For example, followers may be able to say that “in this
situation, our leader would approach it this way”.
– This allows the group to continue to function in the
absence of the leader.
– Note that consistent doesn’t mean identical. In the first
example, the autocratic decision making can still be
preceded by an abbreviated discussion between leader
and followers.

12. 12
Stop and Reflect
 What is your “usual” leadership style?
 What are some examples of leadership situations what
might indicate a need to change from your “usual” style?
 What are some leader traits and behaviors that you
should keep constant, regardless of the situation? What
are the dangers of always behaving “the same way”?

13. 13
Other Considerations
 A Servant Leader (or Steward Leader) functions to serve others.
– They tend to be more inclusive, and recognize the stewardship
of resources and responsibilities
 Leadership can be both “transactional” and “transformational”.
– Transactional means there is an exchange … the leader
provides something of value to a follower in exchange for work
toward the goal. This “something of value” can be as simple as
a “thank you”.
– Transformational means the leader motivates individuals toward
a higher cause without any expectations on their part of
receiving something of value … even a “thank you”.
 Effective volunteer leaders attempt to use both transactional and
transformational behaviors.

14. 14
The Role of Power in Leadership
 Leadership relies on the leader’s influence to motivate people
to achieve the group’s objectives.
– Power is the influence that one person has over another
person.
– Therefore, leadership and power are connected.
 The word “Power” can have some negative connotations.
– However, power itself is neither good nor bad. The
positive or negative connotations come from the context
and manner in which the leader exerts the influence or
power.

15. 15
Some Sources of Power
 There are several sources of power. Some of the more
common sources are:
– Reward power … where a follower’s actions are based on
a belief that the leader will provide rewards if the
expectations are met.
– Legitimate power … where a follower’s actions are based
on a belief that the leader has a legitimate right to
influence (for example, the Chair of a Committee).
– Referent power … where a follower’s actions are based
on a desire to be associated or work with the leader.
– Expert power … where a follower’s actions are based on
a belief that the leader has special knowledge.
 Leaders generally use more than one source of power at any
one time.

16. 16
Stop and Reflect
 What other sources of power can be added to the list on
the previous page?
 What types of power do you use to influence others?
 Recall a situation where different types of influence were
required for members of the same group. What
happened?
 Is the description of a person as “a powerful leader” good
or bad? Why?

17. 17
The R.A.T.E. Model
 Community leadership development has four basic steps:
– Step 1 – Recruit leaders and potential leaders
– Step 2 – Assess those leaders to determine how to best
utilize their skills for both individual and community
successes
– Step 3 – Teach those leaders how to become even
more effective
– Step 4 – Engage those leaders in leadership
assignments.

18. 18
Recruiting Leaders
 This involves identifying both established and potential
community leaders – and asking them to step into leadership
roles.
 The places to look include the existing leaders and members
of community committees, task forces, advisory groups,
boards, commissions, etc.
 Some potential leaders may not think of themselves as such.
In this case, their mental image of “leaders” may need to be
expanded.
 Other potential leaders may not have stepped forward simply
because they haven’t been asked.
 Community leadership assignments should focus on both
community and individual success.

19. 19
Assessing Leaders
 In community leadership development, leadership assessment
is primarily an individual task.
 The purpose is for the leader to understand his/her strengths
and areas that need improvement.
– Leverage the strengths and identify development activities
to improve the rest.
 The leader also benefits when others provide him/her feedback
regarding their perspectives of the leader’s strengths and
weaknesses.
– This is sometimes called a “360° assessment”.
 The assessment should be based on desired leadership
attributes. The lists on slides 7 and 8 can be used as a starting
point.

20. 20
Teaching Leaders
 There are four basic approaches to “teaching” leadership …
where “teaching” is interpreted broadly.
– Experience … probably the best way to learn.
• People will make leadership mistakes. These should
be learning experiences. But, no one should be set up
for failure.
– Self-Study … provides the most schedule flexibility.
• One variation is for several individuals to periodically
meet to discuss and exchange ideas about leadership.
– Formal Study … includes dedicated community training
programs, college classes, and workshops.
– Mentoring … involves one-on-one relationships where a
more experienced leader serves as a sounding board for
the novice leader

21. 21
Engaging Leaders
 Get leaders involved in leading. Then provide feedback on
their leadership performance so that they can improve.
 Learning by doing is a common approach in adult training
(as opposed to elementary and secondary education).
– Adults generally respond better to training where they
have an understanding of why the topic is being taught.
– Individuals actually encountering leadership dilemmas
are more attuned to absorbing leadership training.

22. 22
Does the R.A.T.E. Model Need Another
“R”?
 In order to make the RATE model an ongoing process,
consider one more verb … Renew.
 Without a deliberate effort to ensure leaders renew
themselves, they will eventually burn out.
– This applies to community leaders as well as leaders in
other settings.
 This renewal process allows individuals to serve the
community for a longer period of time and in a more effective
manner.
 The renewal actions will vary from individual to individual.
 The R.A.T.E. model doesn’t have to be revised to add another
“R”, as long as leader renewal is a consideration in the
community leadership development process.

23. 23
What Have Other Communities Done?
 There are many, many community leadership development
programs.
 A scan of best practices that was published by The Alliance
for Regional Stewardship highlighted a number of key
program design considerations, like how and when to
engage outside personnel.
– Their scan included summaries of 10 regional
leadership development programs.
 There are many non-governmental organizations that focus
on leadership development. Some examples include
– Coro … also cited in The Alliance for Regional
Stewardship publication.
– The Community Leadership Association … affiliated with
the University of Georgia

24. 24
Unique Challenges for Community Leaders
 Is there anything unique about leadership in a community
and economic development setting?
– No … and … Yes
 The leadership basics are still involved … people,
influence, and goals.
 However, there are some unique challenges that
community leaders encounter that don’t arise in many other
leadership contexts.
– Volunteers can “vote with their feet”, and may require
more deliberate approaches to motivation.
– The “fishbowl” environment associated with public and
political venues can increase the “second guessing” of
leadership decisions.
– The community itself can have special challenges …
e.g., high poverty, racial tensions, and declining
populations.

25. 25
Hypothetical Ethical Situation A
 You’re a newly appointed leader of a community committee
to prepare and host a community picnic to celebrate the
retirement of some street improvement bonds.
– The celebration is being paid for by private donations
(mostly businesses).
– You and a fellow committee member buy the food at
several local grocery stores.
– Afterwards, you discover one of the grocery stores
made an error during the check-out process, and has
significantly undercharged you for the food.
– Unfortunately, you’ve already spent the unexpected
additional funds on a special dessert.
 What do you do? What if you were the only one who knew
about the undercharge?

26. 26
Hypothetical Ethical Situation B
 You’re a newly appointed leader of a community committee
to prepare and host a community picnic to celebrate the
retirement of some street improvement bonds.
– The celebration is being paid for by private donations
(mostly businesses).
– A fellow committee member buys the food at several
local grocery stores.
– Afterwards, you discover the total amount of food
significantly exceeds the amount of money available.
– The fellow committee member jokes that an opportunity
arose to “bypass” the cashier, implying some form of
shoplifting/stealing was involved.
 What do you do?

27. 27
General Questions for the Leader
 Does it matter that Situation A involved an unintentional
error and Situation B was a result of purposeful behavior?
 What is the dollar threshold amount at which you cannot just
“look the other way”?
 Is that dollar threshold amount impacted by how well you
know the other person involved?
 What is “right” in each of these two situations?
 Would others agree that your proposed actions are “right”?

28. 28
Ethics
 Ethics … a system of principles or rules that distinguish
between right and wrong.
 Two perspectives … macro and micro.
– The macro view involves what the community or
organization can do to establish and maintain an ethical
culture.
– The micro view involves whether an individual behaves
in an ethical manner
 One example of the macro view is the “Certified City of
Ethics” Program established by the Georgia Municipal
Association.
 A good example of the micro view is discussed by the
Ethics Resource Center (ERC). In particular, the ERC
found that the behaviors of leaders have a direct impact on
the ethics of others.

29. 29
Conclusions
 First, and maybe foremost, anyone can be a leader.
Leadership is not a characteristic determined at birth.
 Leadership skills involve both traits and behaviors. These
skills can generally be acquired through practice.
 The RATE model is a simple way to remember how to
approach community leadership development
– Recruit, Assess, Teach, Engage leaders and potential
leaders.
 The ethical behaviors of leaders have a direct impact on the
ethical behaviors of others in the organization.
– Actions speak louder than words.
 Effective community leaders also see the development of
additional community volunteers as a part of their overall
responsibility.

30. 30
What About “Loganville”?
 Not surprisingly, “Loganville” is a composite of many
different communities.
 However, one large community that recognized there was
no “next generation” of community leaders ready to step in
took action to restore the community leader pipeline. The
existing community leaders …
– Identified a broad range of sources for potential new
community leaders, including grassroots leaders and
local entrepreneurs.
– Included both old and new generations in a “big tent”
approach.

31. 31
Stop and Reflect
 What are the top five things on your leadership
development list for yourself?
– What are the immediate next steps to get started on
this list?
– Who else do you need to help you with this personal
leadership development list?
 What are the top five things on your leadership
development list for others in your community?
– What are the immediate next steps to get started on
this list?
– Who else do you need to help you with this
community leadership development list?

32. 32
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