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BLANDIN COMMUNITY LEADERSHIP PROGRAM:
OVERVIEW
1. INTRODUCTION
Since 1985, the Community Leadership Program of the Blandin
Foundation has provided Ieadership training for over 775 leaders from
100 Minnesota communities. The program's core faculty includes
specialists in sociology, communications, psychology and adult education, :
all of whom have extensive experience in community leadership develop-
ment.
2. MAJOR CURRICULUM COMPONENTS
The basic philosophy of the program is one of encouraging shared
leadership, both within communities and in multi-community approaches
to solving the dramatic issues facing rural Minnesota. The program,
therefore, is intended not only to develop individual skills, but also to
develop leadership networks which will foster healthy, viable
communities.
The Blandin Community Leadership Program consists of a six-day
leadership retreat and two follow-up workshops. The program's
methodology is adapted from experiential learning techniques developed
by the National Training Labs (NTL) and the Center for Creative
Leadership.
A. Leadership Retreat
The primary goals of the week's retreat are: '
1. To help participants identify their own leadership
strengths, weaknesses, expectations, frustrations and
rewards.
2. To map out the complexity of community leadership.
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A. Leadership Retreat
The primary goals of the week's retreat are:
1. To help participants identify their own leadership
strengths, weaknesses, expectations, frustrations and
rewards.
2. To map out the comple�ty of community leadership.
3. To provide basic skills and knowledge for leadership
in a community context.
4. To provide an environment which promotes solidari-
ty, team building and networking, both during the
retreat and back home in the community.
The retreat curriculum revolves around a model that focuses on
four functions of community leadership: visioning, goal setting,
task-accomplishment and people building. In addition to specific
learning exercises on each function, the model is augmented by
corr�ponents such as individual and group reflection on the Myers-
Briggs Personality Type Inventory which allows participants to
become more aware of how they approach leadership and
problem solving in their community, and encourages them to
build upon the plurality and diversity of personalities in their
communities. Participants also have a chance to explore a variety
of communication skills and analyze their implications for
community leadership. Particular emphasis is placed on creative
approaches to community conflict and using collaborative
strategies for problem resolution and coping with change.
The program also affords participants the opportunity to assess
power and decision making within their own communities. A
coalition building exercise based on issues identified by the retreat
participants is used as a practical tool for empowerment, both'
within and �between communities.
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A special feature of the retreat is the opportunity for participants
to receive intensive feedback on their leadership skills and
potentiaL One entire day is devoted to feedback in severai forms
including: one-to-one feedback from a professional trained in .
the use of questionnaires and inventories, peer feedback which is
based upon observations of specific leadership skills made: by
other participants during the week, and video feedback which is
analyzed with a core faculty member and focuses on both indiv-
idual and group behaviors.
The week culminates with goal setting. Participants are
challenged with the "so what" question which is formulated in
terms of an extensive goal setting exercise. Participants are not
only assisted in setting goals for their activity in the community,
but also are given the opportunity ta establish goals that will
enable them to continue to develop their leadership skills. To aid
the goal setting process and timetable, the program offers the
opportunity for regular follow-up contact concerning progress
made in achieving the stated goals.
Another singular feature of the retreat is the daily debriefing
groups. One of the issues facing any learning experience is its :
applicability "'back home." For this reason, debriefing groups
consisting of eight participants and one faculty member meet at
the end of each day to discuss what was experienced during the
day--what was helpful, what was not helpful and how today's
experiences are applicable back in the community. These groups
also become important bonding units where community frustra-
tions, issues, ideas and motivations are shared.
B. Follow-up
The second dimension of the program is the follow-up workshops.
Two two-day follow-up workshops are scheduled for participants.
The goal of the workshops is to build upon the leadership skills
and reflection provided during the retreat. They enhance
practical skills related to the community issues and problems
identified by participants. In the past, workshops have included
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such topics as economic development, group problem solving/plan-
ning, time management, stress management, downtown
revitalization, tourism development, small group communications,
- team building and community leadership styles.
Due to the intensive nature af this program, it has been our
experience that program alumni become eager and interested
consumers of other ` leadership training. In addition, they
encourage and motivate others in their community to seek
leadership training. For this reason, the Blandin Community
Leadership Program is particularly interested in working with local '
agencies and institutions to develop follow-up workshops and
other continuing education opportunities based on the lead�rship
retreat.
3. CO IDENTIliICATION AND RECR PROCESS
It should be noted that the Blandin Community Leadership Program
does not accept individuals as such into its program. Our goal is to
provide leadership education for teams from communities and/or specific :
geographic areas. In order to ensure shared leadership and the ability
to address community issues in a more holistic fashion, we believe it is
important to involve participants frorn a broad spectrum of community
life.
Our recruitment is a multiple step process. First, we accept an
invitation to get involved in a community. Second, we ask that a local
"steering" committee be formed. This committee should be
knowledgeable about the community and represent various facets of the
community such as education, churches, human services, 1oca1 govern-
ment, civic groups and the area's business and economic resources. A
representative of our program will meet with this committee to develop
strategies that get information out about the Blandin Community
Leadership Program and that assess community interest. If sufficient
initial interest is shown in the community, the committee convenes an
open public meeting at which a member of our staff and several of our
alumni explain the program in detaiL People attending the meeting are
given application forms and asked to fill them out or to distribute them
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to others that might be interested. Those attending the meeting are
also asked to establish a selection committee which wiil screen the
applications and develop a group of participants and alternates that
meet the program's selection criteria. .
Selection Criteria
This program is designed for existing, new, returning and emerging
community leaders who meet the following criteria:
-- Represent the diversity of the community in terms of age, gender,
occupation, and involvement in such sectors as education, local
government, human services and business (including agriculture,
tourism, forestry, mining, etc.)
-- Will make a full-time commitment to the week and subsequent
workshops. Where necessary, individuals are to arrange time
away from work with their employer before application is made.
-- Care about the community and are willing to be involved.
-- Have no immediate plans to leave the community.
4. COST
The cost to participants is their commitment of time and energy and
their dedication to the future of their communities.
Although the Blandin Foundation underwrites this program, efforts are
always made to find partners to help defray expenses and make the
program more accessible. These partnerships can take a variety af
forms. Communities, for example, may absorb the costs of publicity and
recruitment, provide day care for participants' children or provide
transportation to the retreat and workshops. Local businesses,
corporate offices, banks or units of government may help support a
number of scholarships. Other foundations and agencies may also offer
support to help meet the costs of the program or to fund follow-up
activities.
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CRITERIA FOR SELE�TION
of Community Team Members
(P/ease remember, your community is broader than the city limits.)
This program is designed for existing, new, returning and emerging
community /eaders who meet the following criteria:
-- Represent the diversity of the community in terms of age,
gender, occupation, and such sectors as education, local
government, human services and business (including agri�ulture,
tourism, forestry, mining, etc.)
-- Wiil make a full-time commitment to the week and subsequent
workshops. Where necessary, individuais are to arrange time
away from work with their employer before application is made.
-- " Care about the community and are wiiling to be involved.
-- Have no immediate plans fo leave the community.
c� 1959 Blandin Community Leadership Program
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BLANDIN COMMUNITY LEADERSHIP PROGRAM
RETREAT
(SAMPLE)
SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
2:00 START FOUR MANAGING POWER & PEER, STAFF GOAL
FUNCTIONS CONFLICT INFLUENCE IN AND ... SETTING
INTRODUC- OF COMMUNITIES
TION TO LEADERSHIP -----------
COMMUNITY COALITION
LEADERSHIP BUILDING
COMMUNITY COMMUNICA- MYERS- APPLICATION VIDEO 2:00
VALUES AND TION AND BRIGGS OF FEEDBACK CONCLUSION
LEADERSHIP COMMUNIT'Y PERSONALITY COMMUNIT'Y --------
LEADERSHIP TYPES AND LEADERSHIP BANQUET
LEADERSHIP SKILLS
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