 DECIDING
ON THE MOST APPROPRIATE THEORY OF CHANGE
FOR THE CHEROKEE LEADERSHIP AND MANAGEMENT
INSTITUTE
Understanding the different theories
of change can help to provide a framework in
which to discuss the impacts and weigh the
benefits and risks of various approaches to
programming (this matrix of the different theories
and the leadership programs associated with
each will be helpful to see). The exercise
of learning about the different theories of
change and leadership programs that fit into
each type can help convening participants focus
the overall direction of the program at an
early stage in the program development process.
There
is no one formula for developing an effective
leadership program. However, there are many
considerations to make in addition to deciding
upon the theory of change for a leadership
program:
-
Program type. The
most common program type is the fellowship.
Other program types are
awards or prizes. Program type usually
follows directly from the theory of change
selected
for a program.
-
Target population.
A specific population must be identified
early in the program development
process in order that the program can be
designed to meet its needs:
- Individuals or teams;
- People in positional
leadership positions (elected officials,
executive directors, managers)
or others not commonly selected for leadership
training (teachers, accountants, nurses,
program staff; students or emerging leaders
or seasoned
leaders); and/or
- Youth (specific ages identified),
emerging leaders (people in the early stages
of their
careers), or seasoned leaders (people who
are further in their careers who hold positions
of leadership; people who are proven leaders
in the community).
-
Selection process.
Decisions must be made regarding the number
of participants and
how the participants
will be selected from the target population
(self-referral/volunteers, nominations,
or open applications). If participants are
to
be chosen by nomination or open application,
the selection committee should be trained
on the criteria to be used for selection.
Caution
should used to distinguish between the
nominator and the nominee in regard to leadership
ability
and passion for service.
-
Design. Considerable
time and planning will need to be spent developing
the design
of the
leadership program. Program goals and
objectives and activities designed to meet
identified
objectives will have to be developed.
When developing a leadership program based
on a
clear theory of change, program design
becomes easier as it will usually follow
the theory
of change employed by the program. For
example, individual development programs
will usually
be more experiential and process oriented;
where as, organizational development
programs will offer specific management training
and
technical assistance geared toward the
organization. Timing is another design consideration.
A decision
must be made regarding whether the program
should last a matter of days, weeks,
months or years.
Other design concerns for leadership
programs for adult participants include:
-
Whether
the program will supplement the work day or
participants will be given leave from
work to attend leadership training or whether
participants will be required to attend the
program full-time;
-
Whether the program provides
learning opportunities directly applicable
to the participants’ professional
lives or whether the program provides
participants with time away from their
work and an opportunity
to develop projects of their own choosing;
-
Whether
to incorporate soft skills and experiential
learning through personalized
programs or hard
skills training (e.g., academic or analytical
focus) through a structured curriculum.
Both have benefits and some believe that
a good
program incorporates both elements.
-
Whether
the focus of the program should be
on individual learning or group learning.
Administration via an intermediary. As
most foundations are not created to run programs,
foundations turn to intermediaries (outside
organizations with expertise in specific
areas) to administer the program externally. Selection
of the right intermediary is crucial
to program
success. The intermediary must have expertise
in the area of leadership to be developed
(including successful experience working with the identified
target population), proven ability to
administer programs, external credibility, and
experience
working with American Indian communities.
Selecting an academic institution as an intermediary
may present issues of control over recruitment,
enrollment, and curriculum.
Evaluation. This
is a critical element of program development.
Program evaluations provide
the community with evidence of the program’s
health and success. Evaluations can be
used to identify program areas that need to be
redesigned, activities that need to be amended or removed,
or materials that need to be enhanced
or changed to meet the needs of program participants.
Outcome evaluations can and should be
developed for individuals, communities, and organizations.
However, formal evaluations to measure
impact are difficult, if possible at all.
Communication strategies. Targeted
strategies must be developed to publicize the leadership
program in the tribal community,
including
recognition of program participants.
Although all the elements mentioned here must
be considered in developing a leadership
program,
arguably the two most important
parts of a leadership program are the program design
and
evaluation elements. The two are
inextricably linked in a successful program. Without
a
strong program design that includes
measurable outcomes
and objectives, an evaluation plan
cannot be developed and implemented. Without an
evaluation
plan to measure the success of
a
program, there will be no program if measurable
results cannot
be shown to the entities providing
funding
for the leadership program. In
addition, program participants, particularly
adults, may be harder
to recruit if no measurable results
are able to be shown.
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