III - APPROACHES TO BUILDING RELATIONSHIPS
INSIDE THIS SECTION:
LEARNING ABOUT EACH OTHER
ONE ON ONE VISITS
RETREATS
TRAVELING TOGETHER
SOCIAL ACTIVITIES
DEFINING INTERESTS
ATTENDING BOARD MEETINGS
CLEARLY DEFINING POLICIES
ACTING AND SPEAKING ON BEHALF OF THE DISTRICT
DEFINING PHILOSOPHIES
ATTENDANCE AT REGIONAL, STATE AND NATIONAL MEETINGS
DEFINED LIMITS OF DECISION MAKING
CHAIN OF COMMANDS
CODE OF ETHICS
CLEAR SET OF EXPECTATIONS
JOB DESCRIPTIONS - STAFF AND BOARD
INDIVIDUAL DEVELOPMENT PLANS - STAFF AND BOARD
ATTAINABLE AND MEASURABLE GOALS
EVALUATIONS
BUILDING OWNERSHIP
WHEN AND WHEN NOT TO MICRO-MANAGE
PARTNERSHIP BETWEEN BOARD AND STAFF
COMMITTEES RUN BY BOARD MEMBERS
ACKNOWLEDGMENT OF ACCOMPLISHMENTS
DIRECTORS AWARDS
SALARIES AND BENEFITS
COMMUNICATIONS
DIFFERENT LEARNING STYLES
WRITTEN, VERBAL AND GRAPHIC COMMUNICATIONS
LEARNING ABOUT EACH OTHER
It is absolutely essential that for any organization to function its members must know each other. How else can we evaluate the opinions and information that each of us brings to the table? Each of us learns in differing manners. So too do we each communicate differently. board members need to know how to evaluate the information and actions of their staff. Staff members must know the needs and philosophy and perspective of their board. The only proven method of achieving this understanding is for interaction on a number of levels. Board members serve their community and, as such, need to be accessible and active promoters of district programs. District staff members serve their boards as public representatives and, as such, must act accountably. By knowing each other, we can then better evaluate the needs and performance of each of the district team. The following are examples of activities that promote such understanding.
ONE - ON - ONE VISITS
There is no better way to learn about each other then one - on - one. The philosophies and opinions of the individuals who comprise the district rarely have time to adequately manifest themselves in the formal setting of the district board meeting. Some districts have taken to requesting that staff, especially the manager, visit with board members on a periodic basis. It is always essential to remember that staff represent the board and, as such, must understand those opinions held by board members. A manager who has a firm grasp of the opinions of his or her board can greatly facilitate board meetings. This especially becomes true when considering the dynamics of board meetings where some members may feel uncomfortable expressing opinions in a public forum.
One-on-one visits can occur when district matters take staff in the area of directors' homes or businesses. They may also be scheduled formally in order to discuss business items in more detail. It is important not to focus all visits with "popular" members, vocal members, or individuals who have been with the district a long time. Information and exchange needs to take place with all members. In districts with larger staffs, it may be necessary to develop a plan so board members are not inundated with visits. One approach may be to have staff select a board member by lottery to visit on a particular month. Be creative.
Caution must be exercised by the board member to maintain the employer/employee relationship. This can, at times, be difficult because district directors and staff build long - term relationships, become like family and tend to care more for each other than in other institutions.
DISTRICT RETREATS
There is never enough time at board meetings to truly cover the material and issues involved in planning, implementing and evaluating district programs. Retreats are a growing method some districts are turning to for analyzing program content and direction. They provide opportunities in a closed setting for in-depth coverage of programs and issues in which the district is involved. Retreats also provide opportunities for close interaction between the board and the staff as well as any invited partners. This interaction helps to "fine-tune" the overall understanding of the district philosophy, to talk about the real issues, and to build district "family" relationships. By discussing how things are suppose to work and how they really work, retreats provide an opportunity for board members to express their comfort or lack of comfort for how things are running as well as for staff to avoid finding themselves in "left field" without board support.
There are a few rules that have been developed by some districts on how to conduct retreats but retreats are your tool so feel free to explore their potential.
1. Hold retreats in an isolated setting that is attractive enough to get people there but remote enough to avoid distraction or the urge to slip away to attend to other things.
2. Encourage spouses/significant others to attend. They are part of the district "family" and it is easier to get the whole group there if there is an attraction for those members.
3. Plan - plan - plan the agenda. Meals, rooms, agendas and even recreation should be planned out to allow maximum opportunity for interaction and to get to know each other. Be prepared to work hard and relax but not to waste time.
4. Consider facilitation. If the talent is in-house, use it. If not, bring it in.
5. Consider a multi-day schedule for the first retreat and single day retreats afterwards.
6. The first retreat should build on basics. Who are we? What is our history? Let each member explain who they are, what they expect from the district, why they are involved, and where they are going. Cover what the district is and its history. How does the district operate? How it is suppose to operate? How it really does operate?
7. Limit participation. Remember that each individual you invite changes the working chemistry of the group. Watch the balance of staff to board members to cooperating agencies.
8. Talk with districts that have held retreats to gain some planning insight.
TRAVEL TOGETHER
We spend considerable time traveling to and from meetings and events. Take advantage of the "captive audience" and have board and staff travel together whenever possible. Time can be well spent discussing the upcoming event or meeting and to share opinions and strategy on the topics involved. Besides, conserving fuel is the conservation district thing to do.
PLAN AND HOLD DISTRICT SOCIAL EVENTS
There are a host of different activities that serve as "social events" that help bring the district team closer together. These events provide an opportunity to know each other's personalities, likes and dislikes, and backgrounds. This is very important when trying to place someone's opinions in perspective. There are a number of such activities that districts commonly use. They include:
* Picnics
* Tours
* Dinners
Major events such as planning annual conferences, etc., can also help build strong board/staff relationships and talents.
CLEARLY DEFINED POLICIES ON A BROAD RANGE OF ISSUES
Both district directors and staff are public officials acting on behalf of their communities. Knowing and defining just what that community expects of us and being accountable to that community can best be served by having clearly defined policies. These policies give clear and precise direction to staff and provide the community an opportunity to relate to the district's directions. Policies should cover a comprehensive range of areas from personnel management, fiscal management (both of which are covered in companion guidance manuals) to who and how the district members interact with the community, program managers, legislators, agency representatives, etc. Many conservation districts have developed numerous "policies" through decisions it has made over the decades. A very good start on a policy manual is to go through all of the district's past minutes and pull out the "policy" decisions made, placing them in appropriate categories such as personnel, agriculture, water quality, etc.. Such a compilation of policies also helps serve as an institutional framework for the organization. It answers the question of "What does the district believe or think..."
DEFINING RESOURCE MANAGEMENT PHILOSOPHIES
Each resource area that the district works with should have its own set of policies: what the district does and does not support; how it handles conducting inventories; what activities are priorities, etc. These will set the stage for both directors and staff to represent the district view. Such statements on resource areas can also provide the basis for testimony or advocacy with State and Federal programs. Where policy is not specific, there should be district philosophy to guide the response to new programs or situations. Such philosophy can be in the form of a mission statement with supporting documentation, or long range plans with goals and objectives.
ACTING AND SPEAKING ON BEHALF OF THE DISTRICT
Exactly who is empowered by the board to speak on behalf of the conservation district? When is that individual empowered to do so? Answering these questions sends a clear message not only to the board and staff members, but also to the communities members and agency managers that interact with the district. Such clear direction also assures the district that the best qualified and knowledgeable representatives are conducting business on its behalf. Policies should also include who is to attend State, Regional and Local organization meetings, etc.
CODE OF ETHICS
While both board members and district staff must follow guidelines established by the Pennsylvania Ethics Commission, an articulated code of ethics specific to the conservation district serves a number of goals. Most importantly, it sends a very clear message to the community, legislators, agencies and everyone the district does business with about the ethical level on which the district operates. Secondly, it sets a bar of expectations that is clearly stated for the district officials. Codes of ethics are foundations for professional standing. A model code is included here for consideration and can be adapted to any district official. Such a code could be developed and agreement to it be required prior to becoming a member of the district team. The following code has been adopted by the Pennsylvania Association of Conservation Districts for District Professionals.
CONSERVATION DISTRICT PROFESSIONAL CODE OF ETHICS
PREFACE
This code is intended to serve as a guide to the everyday conduct of members
of the Conservation District profession and as a basis for the determination
of issues in ethics when the conduct of conservation district professionals
is alleged to deviate from the standards expressed or implied in this code.
It represents standards of ethical behavior for conservation district professionals
in their relationships with their Boards, colleagues, agencies and organizations
they work with, clients, other individuals and professionals, and the community
and society as a whole. It also embodies standards of ethical behavior governing
individual conduct to the extent that such conduct is associated with an individual's
status and identity as a conservation district professional.
This code is based on the fundamental values of the conservation district professional that include the worth, dignity, and uniqueness of all persons as well as their rights and opportunities. It is also based on the nature of conservation district work, which involve these values.
In subscribing to and abiding by this code, the conservation district professional is expected to view ethical responsibility in as inclusive a context as each situation demands and within which ethical judgment is required. The conservation district professional is expected to take into consideration all the principles in this code that have a bearing upon any situation in which ethical judgment is to be exercised and professional intervention or conduct is planned. The course of action that the conservation district professional chooses is expected to be consistent with the spirit as well as the letter of this code.
In itself, this code does not represent a set of rules that will prescribe as the behaviors of conservation district professionals in all the complexities of professional life. Rather, it offers general principles to guide conduct, and the judicious appraisal of conduct, in situations that have ethical implications. It provides the basis for making judgments about ethical actions before they occur. Frequently, the particular situation determines the ethical principles that apply and the manner of their application. In such cases, not only the particular ethical principles are taken into immediate consideration, but also the entire code and its spirit. Specific applications of ethical principles must be judged within the context in which they are being considered. Ethical behavior in a given situation must satisfy not only the judgment of the individual conservation district professional, but also the judgment of an unbiased jury of Professional Peers.
This code should not be used as an instrument to deprive any conservation district professional of the opportunity to practice with complete professional integrity; nor should any disciplinary action be taken on the basis of this code without maximum provision for safeguarding the rights of the conservation district professional involved.
The ethical behavior of conservation district professionals results not from edict, but from a personal commitment of the individual. This code is offered to affirm the will and zeal of all conservation district professionals to be ethical and to act ethically in all that they do as conservation district professionals.
The following codified ethical principles should guide conservation district employees in the various roles and relationships and at the various levels of responsibility in which they function professionally. These principles also serve as a basis for the determination by a Board of Peers of issues in ethics.
I - BOARD / COMMUNITY RELATIONSHIP
II - PROFESSIONAL COMPETENCE
III - AGENCY / ORGANIZATION RELATIONSHIPS
IV - PUBLIC RESPONSIBILITIES
V - RESPONSIBILITY TO PEERS AND OTHER PROFESSIONALS
VI - FINANCIAL / POSITION GAIN
VII - RESOLVING ETHICAL ISSUES
VIII - USE OF CONSERVATION DISTRICT PROPERTY
IX - STATE, REGIONAL AND NATIONAL PARTICIPATION
X - OUTSIDE EMPLOYMENT AND ACTIVITIES
FURTHER RECOMMENDATIONS:
It is further recommended that a Conservation District Professional Board of Peers be established for the review of Ethical Principles and Behavior. It is recommended that such a Board be established at the National, Regional and State levels. These Boards would serve at the request of Conservation Districts, Conservation District Professionals and State and Federal partners.
DEFINING LIMITS OF DECISION MAKING
Every district should have clearly defined limits of decision making. Board members and officers, committees and staff should know which decisions they are capable of making independently and which need to go to a higher level. Such clearly defined authority prevents numerous misunderstandings as well as protects the district from misuse of such authority. Remember, if it is not clearly defined there is always potential for misunderstanding. This reasoning not only refers to fiscal areas, but also in representing the district in numerous forums where the district's opinion is being represented.
DEFINED CHAINS OF COMMAND
Knowing who to go to for a decision, for help with a problem or for advice is vital to any organization. As the numbers and responsibilities of district staff grow, this definition of chain of command is all the more vital. A clear definition helps assure that "going around" various responsible positions is minimized and discouraged. Clear chains of command also help those outside the district determine who best to approach on issues and decisions. Such supervisory decisions should also include any partner agencies that are working with the district to provide technical or other guidance or supervision.
CLEAR SETS OF EXPECTATION
Knowing precisely what is expected of each of us in our various roles within the district is the best method of empowering individuals to achieve those expectations and avoiding misunderstanding. As district programs grow in scope and complexity, those expectations also grow in both scope and complexity. It is important that the district address each member's roles to maintain parity with those changes. There are a number of tools that help facilitate these expectations and it is good to remember that the tools must be constantly updated to keep pace with the district growth. The model of the Director's Handbook is an excellent example of such a tool but must be supplemented with the local district's support materials.
POSITION DESCRIPTIONS
Both board and staff members benefit tremendously by having a well-defined position description. Such a description should include qualifications, description of duties, physical requirements, expected involvement, and supervisory guidance. Such a position description should give the individual a clear understanding what he or she will be getting into by taking on the position. Several examples are included here.
PENNSYLVANIA CONSERVATION DISTRICT DIRECTOR
POSITION DESCRIPTION
POSITION OVERVIEW
A member of the board of directors of a county conservation district has the responsibility for assuring that conservation district policies and practices enhance the natural resources in his/her county. This requires the identification of local natural resource needs and issues, development of management strategies, development and setting of local policy, and coordination of local, state and federal resources. The position requires an individual be: familiar with the district's resources; generally acquainted with the people and resource conservation problems of the district; and sufficiently concerned to search for and provide solutions to these problems assuring that conservation district policies and practices enhance the natural resources in his/her county.
POSITION RESPONSIBILITIES
Specific director responsibilities include but are not limited to:
1. Be familiar with the Conservation District Law (Act 217). Know the powers, authorities, responsibilities, and limitations placed upon you by the law.
2. Attend all regular and special meetings of the district board.
3. Accept the responsibilities of any office to which you are appointed within the district board. You should serve on committees and present reports on their accomplishments and activities.
4. Accept the responsibility for assuring that the actions and policies of the district and its employees remain within the limitations of the Conservation District Law.
5. Set local policy to reflect balanced need of the community you represent.
6. Act as the conservation district representative in communicating district action, policy, etc. to your local community.
7. Develop, set, and implement personnel policies and accept responsibility for the hiring and supervision of district staff
8. Help to enroll landowners as cooperators with the district.
9. Attend state and national conservation district meetings and other meetings on behalf of the district to stay current with conservation issues and programs. When attending meetings on behalf of the district, make an effort to represent the feeling of the board of directors as a whole, not just your personal feelings.
10. Pursue every avenue for additional funding to support district programs and initiatives.
11. Stay informed on conservation issues in your county and be familiar with all laws, policies, and programs important to your district.
CONSERVATION TECHNICIAN POSITION DESCRIPTION
GENERAL STATEMENT OF DUTIES:
Promotes proper natural resource management through personal contact with
County landowners, and other persons; does related work as required.
DISTINGUISHING FEATURES OF THE CLASS:
The Conservation Technician follows up on activities relating to conservation,
contacting landowners and others for the purpose of encouraging the development
of resource management plans. This position involves the response to, and investigation
of, natural resource problems including violations to local, State, and Federal
regulations. The technician will seek solutions to those problems that may include
coordination of local, State and Federal resource management and regulatory
agencies. Position is responsible for direct implementation of technical, informational
and educational programs involving individuals, municipal officials, schools,
youth groups, organizations, etc. The technician is expected to be to design
and lay out most conservation structures. The work is performed under the immediate
supervision of the Conservation District Manager.
EXAMPLE OF WORK: (Illustrative only)
Implement Level II of the PA Dept. of Environmental Protection Erosion and Sedimentation (E&S) Pollution Control Program and Dams, Waterways and Wetlands Program which include, permit & regulatory assistance, E&S control plan review, inspection of earthmoving operations, site inspections regulatory review, voluntary compliance action, record keeping for possible legal compliance; Determine, monitor and inventory the resource needs of the County through training and contact with cooperating agencies, units of government and others concerned with resource use and management; Assist in the gathering of resource information for the purpose of developing resource management plans and conservation structures; Implement resource management plans through the practical layout and supervision of construction of conservation structures; Develop a working knowledge of PA Conservation District operations; Develop a working knowledge of related resource conservation agencies and organizations and their functions; Become familiar with State and Local laws and regulations dealing with natural resources, in particular whose dealing with erosion and sedimentation; assist in developing and implementing a strategy to contact units of government and others concerned with resource use and management, to develop regulations and E&S control plan review agreements with the Conservation District, and resource management plans, procedures and practices in accordance with State and Local rules and regulations; Work with minimum supervision in developing and carrying out a public education and awareness program in natural resource use and management through the organization and conduction of workshops, school programs, public meetings, news releases etc.; Develop natural research conservation plans, adequately design and lay out conservation structures, with supervision, for various land uses in Bradford County (i.e., agriculture, forestry, wildlife, etc.), to include but not limited to erosion and sedimentation pollution control, nutrient management, surface water control, etc.; Assist with the realization of Conservation District programs related to the carrying out of the objectives of the PA Clean Streams Law and the Conservation District's Long Range Plan and Annual Work Plan as assigned; Maintains daily log; Compile monthly and quarterly reports; Attends overnight training sessions.
REQUIRED KNOWLEDGES SKILLS AND ABILITIES:
Some professional knowledge of natural resource conservation principals and
practices. Must have practical experience in agriculture, forestry and/or construction.
Must be able to demonstrate abilities in public relations, writing, record keeping
and reporting, map reading and interpretation, blue print reading and analytical
problem solving. Must have a valid driver's license and own reliable transportation.
Must be physically able to travel to and access construction sites, remote field
sites and other locations, including those in rough terrain during inclement
weather for the purpose of visually inspecting sites, sampling environmental
parameters, and taking physical survey information.
REQUIRED EXPERIENCE AND TRAINING:
Graduation from a college or university of recognized standing in agriculture
or job related field; or any equivalent combination of experience and training
which provides the required knowledge, skills and abilities. Technicians must
pass certification requirements in erosion and sedimentation control under the
National Institute for Certification in Engineering Technologies (NICET), Level
II, within one year. Continued Employment and salary increases will be contingent
upon contingent upon successful certification.
INDIVIDUAL DEVELOPMENT PLANS
Individual development plans, for both staff and directors, are detailed tools that provide individuals within the District a detailed outline of just what areas of knowledge or expertise are expected of them, where they are to attain such expertise or knowledge, and to what level and time period this is to be achieved. Model individual training plans have been developed in Pennsylvania for most position categories including board members. The benefits of such a tool are:
The steps to developing such a plan are:
1. Identify the categories/subjects that are important to the position
2. Identify elements of each category/subject area that are important
3. Identify corresponding reference material easily available to the individual
4. Identify available training methods (i.e. formal courses, workshops, on-the-job, etc.)
5. Identify what proficiency level you which the individual to attain within the completion time frame given
6. Identify the individual's present proficiency level. This is not critical at the first plan development but is important for all following plans.
7. Identify people within and outside of the district or at least locally available that can and will review progress, certify level achieved and act as training supervisor for the category. It is important to involve different people to share training and evaluation. Identification of multiple trainers in any one category/subject sometimes helps in avoiding personal conflicts on an issue.
8. Specify completion dates. Be sure to clarify that it is up to the individual to make sure the plan is completed on time
9. Share the plan development with the entire group of trainers or others that will be working with the individual. This results in more ownership of the plan to train the individual. Involvement of the entire group in comment also helps share management.
10. For future plans, involve the individual directly in the process.
ATTAINABLE & MEASURABLE GOALS
Just as each district team member needs to understand the skills and areas of knowledge expected of them, they also need to know what levels of performance are expected. Many of the delegated programs that provide funding to conservation districts have output and reporting requirements. Number of plans developed, best management practices installed or educational/outreach activities conducted are clearly spelled out and become part of the contract the district agrees to fulfill. Each staff member as well as board members needs to be provided clear achievable goals. These goals become invaluable to judging success as well as planning for improvement.
EVALUATIONS
Regular evaluations are the best method for assuring that directors, managers and staff are communicating the expectations each has for the other. District program evaluations, staff evaluations and even board evaluations, done in a "give-and-take" spirit, help keep the course set by the district. With a firm foundation established for expectations and goals, the task of evaluations becomes much easier.
ACCOUNTABILITY
The district board should determine how to hold the district team accountable for the areas of responsibility each member holds. State and regional meeting reports, reports on meetings with legislators and program managers, and relevant staff activities all need to be fed back to the board and district officials. These types of activities not only provide accountability, but also validate the important roles of each individual on the team. They also are necessary for sharing vital information. Most board meetings have little time to adequately cover all that needs to be addressed but provisions should be made to provide opportunities either verbally or in written format.
ANNUAL WORK PLANS WITH IDENTIFIED RESPONSIBLE PARTIES
Building an ambitious annual district work plan without identifying who is to accomplish what and in what time frame is much like building a house without the roof. Identifying the "champions" of each district goal keeps a focus on the activity and assigns ownership for that activity. BUILDING OWNERSHIP District board members should never feel they have lost ownership for their programs. They are truly the owners and caretakers of the programs, which they hold in trust for their community. Likewise, the district staff need to feel they are also part owner of the programs and directions of the district. Directors, associate directors, staff and the cooperating individuals and agencies that make up the vast relationship called the "District Program" each have to buy into the program to make it work. This "by-in" or "ownership" of the program that individuals are involved with has a direct relationship as to how productive and successful they are at it. The worst designed program in the world can be an overwhelming successful if the right people are running it. Likewise, the best program without good people running it will get nowhere. There are several approaches that need to be considered to foster this "ownership" spirit.
COMMITTEES RUN BY THE BOARD
Each Board member is part of the district team because they have a vested interest in particular elements of the district program. Directors and associate directors can best achieve a sense of connection and ownership with those elements by expressing their vested interests and working in related program areas where their knowledge and background can have the most impact. Chairing subcommittees in those areas of interest not only provides that sense of ownership by also takes much of the strain from the monthly board meetings where time may be at a premium. It also distributes responsibility and establishes those "chains of command" previously discussed.
DON'T MICRO-MANAGE STAFF UNLESS ABSOLUTELY NECESSARY
Today's District Boards hire professional staff to manage their staff and program areas. Boards should set the policies and directions and empower those professional staff to achieve the goals set forth. By providing clear guidance, goals and directions, along with accountability, their staff should be empowered to develop the programs to meet the needs. By doing so true ownership and pride in the results can be built.
ACKNOWLEDGE ACCOMPLISHMENT & WORK
Each of us knows the value of a pat on the back for a job well done. Board members, staff and cooperating agencies all need a thank you when deserved. The recognition of one's supervisors and of one's peers is vital to maintaining a sense of accomplishment. Just as we recognize those efforts of sound conservation in the community, so too should we recognize those within the conservation district.
BOARD AWARDS
Some districts present special recognition awards to district directors for special service or numbers of years of service. These can be as simple as a recognition at an annual banquet, or can include news releases, certificates of appreciation, service pins, plaques, or attendance at a regional or national meeting.
SALARY & BENEFITS
Many districts are able to provide special incentives in salary or pay increases for performance. In situations where such incentives are restricted, supplemental benefits such as increased health or retirement may be considered. Some districts provide district "uniforms" or a clothing allowance as a non-monetary benefit. Attendance at a regional or national conference can also be an expression of appreciation. Districts differ in their employee compensation structure so care must be taken to work within that structure.
APPRECIATION DINNERS
Expressing appreciation for all those that have contributed to the success of the district program over the year is invaluable to maintaining that level of involvement. Volunteers, cooperating agencies, legislators and others all need to feel that their efforts are noticed and appreciated. Many districts show that appreciation through a special appreciation dinner or luncheon, along with the invaluable thank you letter.
COMMUNICATION
It is important to always remember each of us assimilates information in different manners. Written, verbal and graphical presentations of the same material will impact each board and staff member differently. Maintaining awareness of this will help us best identify and target those communication styles to be most effective in conveying information efficiently. In the same vein, an individuals background "filters" will affect both how a piece of information is sent as well as how it is received. The burden of communicating effectively falls not only on the sender, but also the receiver. We need to practice good delivery and listening skills.
One explanation of the communication process discusses five main elements. The Sender's Idea which can be sent in any number of manners. The Sender's "Filter" consisting of a number of individual and situational factors which affect the sender at the time the message is being put into words. This could include the sender's experience, education, opinions, and stereotypes. The Message, which is what the sender expresses verbally and non-verbally to transmit the idea to the receiver. It is, for better or worse, the encoded for of the senders' idea that the receiver must listen to and interpret, and eventually respond to. The Receiver's "Filter" act the same as the sender's in how the ideal is heard and understood. And finally the Receiver's Understanding defines just what the receiver actually hears and understands. This may or may not be what the sender intended.
We need to go further in communication however and build a "feedback" procedure into our conservation district's information plan. This helps assure that the message or information has been received by all that need to and that it is understood. Having an efficient feedback system assures both directors and staff that they are working form a common understanding.
COMMUNICATION BILL OF RIGHTS
To conduct a successful communications program, consider issuing a "Communications Bill of Rights." In the bill, employees, directors and/or customers might be given the right: