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 |