| Factor 1 “Serve Biodiversity Through Followers” |
| 13 Possess highly developed biological and/or operational skills appropriate to the program |
| 49 Follow through on promises and commitments |
| 3 Identify what is happening to, or affecting, biodiversity (populations, productivity, threats) |
| 15 Empower staff to get the job done |
| 60 Take the complexity of conservation issues into account when making decisions |
| 5 Ensure that planning is flexible and make changes when required |
| 7 Consider views of stakeholders and partners |
| 59 Use knowledge of conservation to inform decisions |
| 27 Be receptive to and seek out diverse opinions and alternative solutions |
| 61 Care about the implications of decisions and how they relate to conservation success |
| 50 Treat others with dignity and respect |
| 16 Know people’s strengths and channel their energy and passion to maximum effect |
| 21 Have two-way communication meetings to discuss progress and goals |
| 29 Enable staff to ask questions and challenge thinking |
| 30 Encourage staff to share experiences, problems, ideas and learn from mistakes, without fear of criticism |
| 31 Set high standards, giving a personal example of what is expected |
| Factor 2 “Understand Operational Work” |
| 8 Ensure planning starts from understanding current performance against intended program purpose* |
| 26 Provide training on a just-in-time basis |
| 18 Involve the people doing the work in data analysis, decisions and implementing changes |
| 39 Establish a fundraising strategy |
| 37 Understand what you can influence and avoid distraction by unsolvable problems outside your control |
| 36 Allow people doing the work the freedom to experiment with methods to improve outcomes |
| 10 Advocate good governance, particularly in large complex projects |
| 19 Place responsibility and control of information in the hands of people who do the work |
| 57 Look to others with more experience for feedback and discussion of ideas |
| 12 Ensure consistency and alignment between plans, action on the ground and results |
| 14 Prioritise the work by asking key questions and checking results |
| 28 Understand risk and make suitable contingencies |
| 32 Appraise the system and organisation of work, rather than people |
| 4 Set clear, short-term goals |
| 25 Give people the opportunity to ask for training |
| 11 Be orientated towards “hands-on” management, working with staff. |
| 23 Ensure managers lead and that they spend time with staff, listen to concerns and enable contributions |
| Factor 3 “Sense of Reality” |
| 24 Expect the project (and its needs) to evolve through time |
| 40 Determine relevant financial & non-financial measures of performance |
| 34 Make improvements based on biodiversity needs and process performance, not arbitrary targets |
| 35 Recognise the difference between neglect and lack of capability (training, experience or resources) |
| 38 Focus both internally and externally, understanding intra- and inter-organisational dynamics |
| 9 Ensure that staff embrace project aims and culture (vision, understanding the system, goals) |
| 2 Establish a shared sense of purpose throughout the team. |
| 41 Base information, technology and resource plans on how they will help people’s core work |
| 22 Place an emphasis on personally clarifying, testing and establishing good understanding |
| Factor 4 “Visionary Leadership” |
| 56 Achieve a good reputation in conservation through personal successes |
| 45 Determine whether data on staff, communities or society would be useful for the program |
| 6 Measure performance against project aims |
| 1 Establish a stable, inspiring and compelling shared long-term vision or “big picture” |
| 62 Be aware of one’s own strengths and weaknesses |
| Factor 5 “Authentic Engagement” |
| 55 Have a clear personal philosophy of leadership |
| 46 Talk about future trends (threats, socio-economics, funds, capacity) that influence how work gets done* |
| 64 Recognise how one’s own emotions and the feelings of the team influence decisions and actions |
| 53 Support the work-related decisions that people make on their own |
| 68 Let individual team members express their own skills and talents |
| 67 Change leadership style and approach depending on what the situation requires |
| 66 Identify potential leaders and support their development |
| 52 Focus on what can be learned when things don’t go as expected |
| 48 Encourage people to have confidence in their own abilities |
| 54 Publicly recognise and reward people who exemplify commitment to shared values |
| 69 Encourage team members to form networks of support with colleagues |
| 33 Manage morale, celebrate success, and creatively reward people’s contributions |
| 70 Be open to self-development by engaging support from those who are more skilled or experienced |
| 17 Understand cultural differences and manage people’s expectations and viewpoints sensitively |
| 65 Provide expertise, guidance and support to the team |
| 42 Create an attitude of co-operation with project partners, sharing information to improve effectiveness |
| Factor 6 “Purpose Before Ego” |
| 43 Anticipate unexpected outcomes; integrate management flexibility alongside professional rigour |
| 58 Communicate with conviction and demonstrate passion for the work that is being done |
| 20 Ensure that an understanding of what matters to biodiversity steers the work that people do |
| 63 Be willing to say “I don’t know” |
| 44 Be prepared to seek specialist advice and learn from external sources |