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Session 1.1 Being an Effective Leader

Total Session Time: 2 hours, 35 minutes (65 minutes for lecture/discussion, 90 minutes for learning activities)

Learning Objectives: By the end of this session, participants will be able to: Describe the difference between leadership and management. Describe key leadership and management activities. List at least three areas they plan to work on to improve leadership skills.

Session Overview

Step Time Activity/Method Content Resources

Needed

1 03 minutes Presentation Introduction to Session, Presentation of Learning Objectives (Slides 1-2)

LCD or Overhead Projector

2 25 minutesPresentation, Discussion, Activity

Characteristics of a Good Leader / Manager, Leadership Styles, Activity: What’s Your Leadership Style? (Slides 3-5)

LCD or Overhead ProjectorHandout 1.1.1Handout 1.1.2Trainer Tool 1.1.1

3 60 minutes Presentation, Activity

Leadership vs. Management (Slides 6-22)

LCD or Overhead Projector,Handout 1.1.3

4 05 minutes Presentation Leader Profile (Slide 23) LCD or Overhead Projector

5 20 minutesPresentation, Group Activity

Leading to Achieve Results (Slides 24-25)

LCD or Overhead Projector, Handout 1.1.4 Worksheet 1.1.1

6 15 minutesIndividual Activity, Discussion

Personal Leadership Style (Slide 26)LCD or Overhead Projector, Worksheet 1.1.2

7 25 minutesPresentation, Group Activity

Improving Leadership Capacity (Slides 27-30)

LCD or Overhead Projector, Worksheet 1.1.3

8 02 minutes Presentation Key Points (Slide 31) LCD or Overhead Projector

Leadership and Management Course Facilitator GuideSession 1.1: Being an Effective Leader 17

Resources Needed

Flip Chart, paper, and markers LCD or Overhead Projector Slides Handout 1.1.1: Qualities of Leaders Handout 1.1.2: Leadership Styles Handout 1.1.3: Leading & Managing Framework Handout 1.1.4: Leading and Managing for Results Worksheet 1.1.1: Group Exercise – Achieving Results Worksheet 1.1.2: Leadership Practices Self-Assessment Worksheet 1.1.3: Group Activity – Leadership Development Trainer Tool 1.1.1: Activity – What’s your Leadership Style? Set of pictures for activity in Trainer Tool 1.1.1 (See Step 2)

Advance Preparation Review the entire session prior to facilitating, to familiarize yourself

with the slides, speaker’s notes, learning activities, and supporting materials.

Print out pictures for Trainer Tool 1.1.1: Activity - What’s Your Leadership Style? These pictures are found at end of this session as an appendix.

Sources/Bibliography:

Refer to these materials for additional background reading, as needed.

Mashimi, Jesse. 1997. Uongozi na Utawala Bora na Maendeleo ya Afrika. Tanzania Public Service College.

Management Sciences for Health. 2005. Managers Who Lead: A Handbook for Improving Health Services. Cambridge, Massachusetts: MSH.

Management Sciences for Health. 2001. “Developing Managers Who Lead.” The Manager, Vol 10, No. 3. Cambridge, Massachusetts: MSH. Available at: http://erc.msh.org/TheManager/English/V10_N3_En_Issue.pdf


Beginning the Session

Trainer Instructions: Step 1 (3 minutes)

Present Slides 1-2 using trainer notes to guide the presentation.

Slid

e 1 INTRODUCE Session 1.1 to participants.

EXPLAIN to participants that this unit is scheduled to take about 2 hours, 35 minutes.

ENCOURAGE participants to ask questions at any time.

Slid

e 2 ASK a volunteer to read the learning

objectives aloud to the group.

ASK participants if they have any questions before continuing.



Present Slides 3-5 using the trainer notes, Handouts 1.1.1 & 1.1.2 and Trainer Tool 1.1: Activity – “What’s Your Leadership Style?” to guide the discussion and activity. Note: Pictures for Animal Activity are included at the end of this session as an Appendix.

Slid

e 3 FACILITATE brief discussion.

ASK participants: • What do you think of when you hear the

word ‘leader’? • What are the characteristics of a good

leader? • What are the characteristics of a good

manager?

ALLOW time for participants to respond. (Note that there are no “right” or “wrong” answers – this is just an exercise to allow the participants to share their own opinions.)

WRITE responses on a flipchart. Note: if participants are generating responses that all relate to famous or charismatic people, the facilitator may have to re-focus the group. Explain that we are focusing on leading and managing activities that anyone, at any level, can engage in, with an emphasis on formal leadership. REFER participants to Handout 1.1.1: Qualities of Leaders on page 33 of Participant Handbook.(Adapted from Management Sciences for Health, “Managers Who Lead.”)

Slid

e 4 REFER participants to Handout 1.1.2:

Leadership Styles on page 37 of Participant Handbook.

ASK participants to review quietly the definition of each of the styles listed on the right-hand column of the slide, beginning half-way down on the first page of the handout and continuing to the second page: “Styles identified today.”GIVE them 5 minutes to read, and ASK if there are any questions.MOVE to the activity in the next slide.


Slid

e 5 FACILITATE activity according to

instructions. This activity should take approximately 15 minutes. REFER to Trainer Tool 1.1.1: Activity - What’s Your Leadership Style? found on page 29 of Facilitator Guide.

EXPLAIN that this exercise will help us begin thinking about the many different styles and approaches that people bring to leadership. WRAP-UP the exercise with the following key points: • There are many different approaches to

leadership, and many different styles. • Every leader has his or her own

strengths and challenges. • If you do this exercise in a year or two,

your animal may change as your circumstances change, or as you grow as a leader.

• Different circumstances sometimes require different approaches to leadership.

Activity adapted from Anita Verna Crofts, University of Washington.


Handout 1.1.1: Qualities of Leaders

What People Want to See in their Leaders

The Leadership Challenge by James Kouzes and Barry Posner takes years of research into leadership and combines it with real world tales of leadership from around the world.

Kouzes and Posner developed a survey (The Leadership Practices Inventory) that asked people which, of a list of common characteristics of leaders, were, in their experiences of being led by others, the seven top things they look for, admire and would willingly follow. And over 20 years, they managed ask this of 75,000 people. Kouzes and Posner found the same qualities, or characteristics, desirable in leaders regardless of the culture, country, age, race, etc.

The results of the study showed that people preferred the following characteristics, in order:

Honest Forward-looking Competent Inspiring Intelligent Fair-minded Broad-minded Supportive Straightforward Dependable Cooperative Determined Imaginative Ambitious Courageous Caring Mature Loyal Self-controlled Independent

Let’s look at the top four qualities in more detail: Honest Forward-looking Inspiring Competent


Honesty as a Leadership QualityPeople want to follow an honest leader. People used to assume that their leadership was honest simply because the authority of their position. With modern scandals, this is no longer true.

When you start a leadership position, you need to assume that people will think you are a little dishonest. In order to be seen as an honest individual, you will have to go out of your way to display honesty. People will not assume you are honest simply because you have never been caught lying.

One of the most frequent places where leaders miss an opportunity to display honesty is in handling mistakes. Much of a leader’s job is to try new things and refine the ideas that don’t work. However, many leaders want to avoid failure to the extent that they don’t admit when something did not work.

Opportunities to display honesty on a large scale may not happen every day. As a leader, showing people that you are honest even when it means admitting to a mistake, displays a key trait that people are looking for in their leaders. By demonstrating honesty with yourself, with your organization and with outside organizations, you will increase your leadership influence. People will trust someone who actively displays honesty–not just as an honest individual, but as someone who is worth following.

Forward-Looking as a Leadership TraitThe whole point of leadership is figuring out where to go from where you are now. While you may know where you want to go, people won’t see that unless you actively communicate it with them. Remember, these traits aren’t just things you need to have, they are things you need to actively display to those around you.

When people do not consider their leader forward-looking, that leader is usually suffering from one of two possible problems:

1. The leader doesn’t have a forward-looking vision.2. The leader is unwilling or scared to share the vision with others.

When a leader doesn’t have a vision for the future, it usually because they are spending so much time on today, that they haven’t really thought about tomorrow. On a very simplistic level this can be solved simply by setting aside some time for planning, strategizing and thinking about the future.Many times when a leader has no time to think and plan for the future, it is because they are doing a poor job of leading in the present. They have created an organization and systems that rely too much on the leader for input at every stage.

Some leaders have a clear vision, but don’t wish to share it with others. Most of the time they are concerned that they will lose credibility if they share a vision of the future that doesn’t come about. This is a legitimate concern. However, people need to know that a leader has a strong vision for the future and a strong plan for going forward.


Competency as a Leadership QualityPeople want to follow someone who is competent. This doesn’t mean a leader needs to be the foremost expert on every area of the entire organization, but they need to be able to demonstrate competency.

For a leader to demonstrate that they are competent, it isn’t enough to just avoid displaying incompetency. Some people will assume you are competent because of your leadership position, but most will have to see demonstrations before deciding that you are competent.

When people under your leadership look at some action you have taken and think, “that just goes to show why he is the one in charge”, you are demonstrating competency. If these moments are infrequent, it is likely that some demonstrations of competency will help boost your leadership influence.

Like the other traits, it isn’t enough for a leader to be competent. They must demonstrate competency in a way that people notice. This can be a delicate balance. There is a danger of drawing too much attention to yourself in a way that makes the leader seem arrogant. Another potential danger is that of minimizing others contributions and appearing to take credit for the work of others.

As a leader, one of the safest ways to “toot you own horn without blowing it”, is to celebrate and bring attention to team achievements. In this way you indirectly point out your competency as a leader.

Inspiration as a Leadership TraitPeople want to be inspired. In fact, there is a whole class of people who will follow an inspiring leader–even when the leader has no other qualities. If you have developed the other traits in this article, being inspiring is usually just a matter of communicating clearly and with passion. Being inspiring means telling people how your organization is going to change the world.

Being inspiring means showing people the big picture and helping them see beyond a narrow focus and understand how their part fits into the big picture.

One technique to develop your ability to inspire is telling stories. Stories can be examples from your customers, fictitious examples from your customers, or even historical fables and myths. Stories can help you vividly illustrate what you are trying to communicate. Stories that communicate on an emotional level help communicate deeper than words and leave an imprint much stronger than anything you can achieve through a simple stating of the facts.

Learning to be inspiring is not easy–particularly for individuals lacking in charisma. It can be learned. Take note of people who inspire you and analyze the way they communicate. Look for ways to passionately express your vision. While there will always be room for improvement, a small investment in effort and awareness will give you a significant improvement in this leadership trait.

Sources: “The Leadership Challenge, 4th Edition” by James Kouzes and Barry Posner 2007 Five Most Important Leadership Traits By Mark Shead. Website accessed on 22 February 2011

from http://www.leadership501.com/five-most-important-leadership-traits/27/


Handout 1.1.2: Leadership Styles

Kurt Lewin and colleagues conducted research on leadership decision-making styles during the thirties. In their publications, they identified three leadership styles, which they labeled as Autocratic, Democratic and Laissez-faire.

AutocraticIn the autocratic style, the leader makes decisions without consulting with others. In Lewin's experiments, he found that this caused the most level of discontent. An autocratic style works when there is no need for input on the decision, where the decision would not change as a result of input, and where the motivation of people to carry out subsequent actions would not be affected whether they were or were not involved in the decision making.

DemocraticIn the democratic style, the leader involves the people in the decision making, although the process for the final decision may vary from the leader having the final say to them facilitating consensus in the group. Democratic decision making is usually appreciated by the people, especially if they have been used to autocratic decisions with which they disagreed. It can be problematic when there is a wide range of opinions and there is no clear way of reaching an equitable final decision.

Laissez-FaireThe laissez-faire style minimizes the leader's involvement in decision making, and hence allows people to make their own decisions, although they may still be responsible for the outcome. Laissez-faire works best when people are capable and motivated in making their own decisions, and where there is no requirement for a central coordination, for example in sharing resources across a range of different people and groups.

Styles Identified TodayLeadership has changed over the years and the following styles can be added to Lewin’s list:

Bureaucratic Bureaucratic leaders work "by the book." They follow rules rigorously, and ensure that their staff follows procedures precisely. This is a very appropriate style for work involving serious safety risks (such as working with machinery, with toxic substances, or at dangerous heights) or where large sums of money are involved (such as handling cash).

Charismatic A charismatic leadership style can seem similar to transformational leadership (see below), because these leaders inspire lots of enthusiasm in their teams and are very energetic in driving others forward. However, charismatic leaders can tend to believe more in themselves than in their teams, and this creates a risk that a project, or even an entire organization, might collapse if the leader leaves. In the eyes of the followers, success is directly connected to the presence of the charismatic leader. As such, charismatic leadership carries great responsibility, and it needs a long-term commitment from the leader.


Task-Oriented Highly task-oriented leaders focus only on getting the job done, and they can be quite autocratic. They actively define the work and the roles required, put structures in place, plan, organize, and monitor. However, because task-oriented leaders don't tend to think much about the well-being of their teams, this approach can suffer many of the flaws of autocratic leadership, with difficulties in motivating and retaining staff.

People-oriented or relations-orientedThis is the opposite of task-oriented leadership. With people-oriented leadership, leaders are totally focused on organizing, supporting, and developing the people in their teams. It's a participative style, and it tends to encourage good teamwork and creative collaboration. In practice, most leaders use both task-oriented and people-oriented styles of leadership.

Servant The term, Servant Leader, created by Robert Greenleaf in the 1970s, describes a leader who is often not formally recognized as such. When someone, at any level within an organization, leads simply by meeting the needs of the team, he or she is described as a "servant leader." In many ways, servant leadership is a form of democratic leadership, because the whole team tends to be involved in decision making. Supporters of the servant leadership model suggest that it's an important way to move ahead in a world where values are increasingly important, and where servant leaders achieve power on the basis of their values and ideals. Others believe that in competitive leadership situations, people who practice servant leadership can find themselves left behind by leaders using other leadership styles.

TransactionalThis style of leadership starts with the idea that team members agree to obey their leader totally when they accept a job. The "transaction" is usually the organization paying the team members in return for their effort and compliance. The leader has a right to "punish" team members if their work doesn't meet the pre-determined standard. Team members can do little to improve their job satisfaction under transactional leadership. The leader could give team members some control of their income/reward by using incentives that encourage even higher standards or greater productivity. Transactional leadership is really a type of management, not a true leadership style, because the focus is on short-term tasks. It has serious limitations for knowledge-based or creative work, however it can be effective in other situations.

TransformationalPeople with this leadership style are true leaders who inspire their teams constantly with a shared vision of the future. While this leader's enthusiasm is often passed onto the team, he or she can need to be supported by "detail people." That's why, in many organizations, both transactional and transformational leadership are needed. The transactional leaders (or managers) ensure that routine work is done reliably, while the transformational leaders look after initiatives that add new value.

Sources: “Leadership Styles: Using the Right One for the Situation”, Website accessed 2 Feb 2011.

http://www.mindtools.com/pages/article/newLDR_84.htm Lewin, K., LIippit, R. and White, R.K. (1939). Patterns of aggressive behavior in experimentally

created social climates. Journal of Social Psychology, 10, 271-301


http://www.mindtools.com/pages/article/newLDR_84.htm

Trainer Tool 1.1.1: Activity – What’s Your Leadership Style?

Time: 15 minutes

Purpose of Activity: This activity is designed to get participants engaged and talking, and to help participants begin to think about their personal leadership style.

Advance Preparation: Print out the pictures of animals on the following pages. (If possible, these can be laminated and

re-used in another workshop.)

Lion Zebra Cheetah Giraffe African Elephant Snake

Peacock Wildebeest Buffalo Impala Rhinoceros Chimpanzee

Trainer Instructions:

POST the pictures around the room, at eye level, approximately 2-3 meters apart. (Tip: This can be done the morning of the training, before participants arrive in the room.)

POINT out the pictures to participants. Walk around room, and name each animal.

INSTRUCT participants to look at the pictures, and take a minute to think about which animal best represents them as a leader.

INSTRUCT participants to stand by the picture of the animal that represents them.

ALLOW 2-3 minutes for participants to arrange themselves.

ASK a few participants from different groups to briefly share: Why did you choose this animal? How does it represent your leadership style? (If there is time, allow all participants to share.)

WRAP UP the activity with the following key points: There are many different approaches to leadership, and many different styles of leaders. Each type of leader has their own strengths and challenges. Over time, your leadership style may change. If you do this exercise again in a few years, you

might choose a different animal as your circumstances change, or as you develop and grow. Different circumstances sometimes require different approaches to leadership.

ASK if participants have any comments or questions.

THANK everyone for their participation.

ASK participants to return to their seats.

Adapted from Anita Verna Crofts, University of Washington.



Present Slides 6-22 using the trainer notes and Handout 1.1.3: Leading & Managing Framework to guide the presentation and activity.

Slid

e 6 FACILITATE brief discussion.

ASK participants: “How is leadership different than management?”

ALLOW a few moments for participants to respond.

Slid

e 7 ASK a volunteer to read the definition of

“leading” out loud.

ALLOW participants to reflect on this definition for a moment.

ASK participants: • What do you think about this definition

of leading? • Does anything stand out to you in this

definition? ALLOW a few responses before continuing.

Source: Management Sciences for Health, 2005. “Managers Who Lead” Chapter 1, page 6.


Slid

e 8 ASK a volunteer to read the definition of

managing out loud.

ALLOW participants to reflect on this definition for a moment.

ASK participants: • What do you think about this definition

of managing?• Does anything stand out to you in this

definition? ALLOW a few responses before continuing.

Source: Management Sciences for Health, 2005. “Managers Who Lead” Chapter 1, page 6.

Slid

e 9 ASK a volunteer to read the quote from

John Kotter displayed on the slide. MENTION that John Kotter is a Harvard Business School professor and a well-respected expert on leadership.

Slid

e 10 ASK a volunteer to read the quote from

Peter Drucker displayed on the slide. MENTION that Peter Drucker was an influential management expert and writer, based at Claremont Graduate University. ASK if participants have any comments or thoughts about the quotes on management and leadership. ALLOW a few moments for participants to share before continuing.


Slid

e 11

Speaker notes continued here:

POST 9 flipcharts around the room with the following headings:(1) Scanning, (2) Focusing, (3) Aligning/Mobilizing, (4) Inspiring, (5) Planning, (6) Organizing, (7) Implementing, (8) Monitoring & Evaluating, (9) Other EXPLAIN briefly what each term means. Provide examples, and ask if participants can think of examples.

ASK participants to tape their cards on the flipchart that best describes each practice they identified. The “Other” flipchart is for practices that do not appear to fit under the other 8 headings.)

ASK for volunteers to read the practices on each flipchart out loud.

DISCUSS the activity – are the practices in the right category? NOTE that we will be discussing each of these practices in more detail as we continue.

THANK everyone for participating, and ask the group to return to plenary.

(Adapted from Management Sciences for Health, 2005. Managers Who Lead Toolkit: Resources to Support Managers Who Lead. 6-178.)

FACILITATE activity using the instructions below. This activity should take approximately 20 minutes.

ASK participants to think of a person they know personally who leads and manages well.

ASK participants to think about what this person actually does. Explain that they should try to identify specific practices. DISTRIBUTE index cards/large sticky notes to all participants. INSTRUCT participants to write down as many practices as they can think of on one card, trying to be as specific as possible. ALLOW a few minutes for participants to reflect on leadership and management practices individually. DIVIDE participants into small groups of 4-6 people.

DISTRIBUTE a small stack of index cards/sticky notes to each group.INSTRUCT small groups to:• Compare and discuss the practices that

they each identified. • Each group should generate a list of key

practices that are characteristic of managers who lead well.

• Each practice should be written on an index card or self-stick note.

ALLOW a few minutes for participants develop lists of key leadership practices in small groups.

CONTINUE with speaker notes on left-hand column.


Slid

e 12 PRESENT the Leading and Managing

Framework to the group, noting that the practices of leaders and managers can be grouped into 8 different categories. REFER participants to Handout 1.1.3: Leading & Managing Framework on page 39 in the Participant Handbook. ALLOW a few minutes for participants to review the specific examples and practices listed in their handout. INFORM participants that the framework and the common leadership and management practices were the result of research conducted with high-performing managers, similar to the inquiry and discussion that this group has just conducted. EXPLAIN that we will be discussing each of the leadership and management practices in detail. ASK participants: “Do you notice and similarities or differences between the practices we identified in the last exercise, and the examples listed in the handout?” ALLOW a few minutes for discussion. WRAP-UP discussion, and continue.


Slid

e 13 PRESENT the leadership practice of

Scanning, using the following points: • To be aware of the challenges you face

and conditions in which you operate, you need to purposefully scan the organization and external environment to understand patterns and trends.

• Scanning involves keeping yourself tuned for information about new trends in the external and internal environment.

• By scanning the environment, you can spot developments in and connections among: o Client needs & expectations o Local, national, and international

social and political conditions o Government regulations o Staff in the field o Staff in your work group and

workplace o Yourself

• As a main outcome of your scanning, you can provide your team with observations on key patterns and trends so that the group can be more proactive.

ASK if there are any comments or questions before continuing.

Sources: • Management Sciences for Health. 2005.

Managers Who Lead: A Handbook for Improving Health Services.

• Management Sciences for Health. 2001. Developing Managers Who Lead.


Slid


Focusing, using the following points: • Using the information gained by

scanning, you can focus on an organizational response.

• Focusing is especially critical when resources are limited.

• Without focus you can lose direction and mis-allocate resources.

• Focusing practices involve communicating challenges to your staff and helping your staff think strategically about a response.

• These practices help your team focus on: o Strategic challenges they face o A vision of the future, long-term

direction, purpose, objectives and strategies

o Strategic priorities and goals for work

o The ways in which their work contributes to the goals of the organization

• A main outcome of focusing is that your team achieves long-term direction and priorities that can guide the group and its strategic partners in their efforts.






Slid


Aligning/Moblizing, using the following points: • Even when your team has direction, the

internal and external complexities can prevent them from advancing in the agreed-upon direction.

• When you are aligned, or coordinated, with the rest of the organization, your staff resist going their own way and they will be more likely to work together to support the whole organization.

• When your staff are mobilized, or activated, to support the organization’s strategy, your work group maintains momentum.

• Aligning and mobilizing practices will help you create an environment in which others can succeed, where people will say, “we did it ourselves.”

• To align your work group with the organization’s strategic direction, you need to continually coordinate: o Individual staff members’ work o Organizational structures o Organizational systems and

processes • To mobilize staff and resources, you

need to: o Motivate individuals and your work

group to take responsibility for addressing the challenges.

o Consistently recognize and reward those who help the organization advance

o Mobilize needed funds and supplies through internal allies, external partners, community contacts, and donors

• A main outcome of aligning and mobilizing is that your staff have the plans, motivation, and resources to support the organization’s strategy.






Slid


Inspiring, using the following points: • Organizations whose managers inspire

staff face challenges in creative ways. • Without inspiration, organizations

become stagnant and lacking in spirit. Managers who lead well inspire their staff through their own behaviour, ethics, and values.

• They demonstrate their values through their actions and serve as role models for others. In other words, they “Walk the talk”.

• Inspiring practices involve modelling desired behaviours and supporting staff and colleagues. To inspire, you need to: o Demonstrate integrity in

interactions with others o Show through your actions your

own commitment to the organization’s goals

o Demonstrate trust and confidence in your work group

o Create an environment of open communication, free from fear.

o Be aware of the impact your behavior has on others

o Challenge others to take responsibility, develop their talents, and think creatively

o Invest in staff’s professional development and learning, so that they become skilled at leading throughout their careers.

• A main outcome of inspiring is a staff committed to the mission. They take responsibility for the work, exceed minimum requirements, and become creative, even entrepreneurial, in their approaches. They continuously learn to do their work better.

ASK if there are any comments or questions before continuing. Sources: • Management Sciences for Health. 2005.




Slid

e 17 PRESENT the management practice of

Planning, using the following points: • Planning includes actions that help your

organization achieve results by assigning resources, accountability, and timelines.

• To plan effectively, you need to: o Set short-term organizational goals

and performance objectiveso Develop multi-year and annual planso Allocate adequate resourceso Anticipate and reduce risks

• A main outcome of planning is that an organization has defined results, assigned resources, and an operational plan.

Source: Management Sciences for Health. 2005. Managers Who Lead: A Handbook for Improving Health Services.

Slid


Organizing, using the following points: • Good management includes organizing

people, structures, systems, and processes that carry out the organization’s activities.

• To organize effectively, you need to: o Ensure a structure that provides

accountability and identifies levels of authority

o Ensure that organizational systems (such as HR management, finance, logistics, quality assurance, operations, information, marketing, etc.) effectively support organizational plans

o Strengthen work processes to implement organizational plans

o Ensure that staff capacities are aligned with planned activities

• A main outcome of organizing is that your organization operates efficiently with functional structures, systems, and processes. Staff are organized and aware of their job responsibilities and expectations.



Slid


Implementing, using the following points: • To manage effectively, you must be able

to implement activities efficiently, effectively, and responsively to achieve defined results.

• To implement effectively, you need to: o Integrate systems and coordinate

workflowo Balance competing demandso Routinely use data for decision-

makingo Coordinate activities with other

programs and sectorso Adjust plans and resources as

circumstances change• A main outcome of implementing is that

activities are carried out efficiently, effectively, and responsively.


Slid


Monitoring & Evaluating, using the following points: • Monitoring and evaluation will help you

to track organizational achievements and results.

• Ideally, managers will use continuously updated information as a source of feedback, and adjust plans, structures, systems, and processes as neceesary to achieve results.

• To monitor and evaluate, you need to: o Monitor and reflect on progress

against plans and objectiveso Provide feedback to staff, partners,

etc. using informationo Identify needed changeso Improve and adjust work processes,

procedures, and tools• A main outcome of monitoring and

evaluation is that the organization continuously updates information about the status of achievements and results, and uses information to foster ongoing learning and knowledge.



Slid

e 21 PRESENT the Integrated Leading and

Managing Framework. DISCUSS the model using the following key points: • Leading and managing are not separate,

straightforward processes that are completed independently. Leadership is not practiced independently of management. o Accomplished managers support

their teams by moving easily between these spheres.

o Leading aligns the internal organization with external conditions, and personal interests within the organizational mission.

• Managing aligns the internal parts of the organization.

• Both management and leadership aim at achieving good results, and responding effectively to challenges.

Sources: Management Sciences for Health, 2001. Developing Managers who Lead. The Manager, Vol. 10, No. 3. Management Sciences for Health, 2005. Managers Who Lead: A Handbook for Improving Health Services. Chapter 1, p. 14

Slid

e 22 PRESENT the slide content, reinforcing key

points. EXPLAIN that this workshop is an opportunity for you and your colleagues to develop skills to be better leaders. WRAP-UP this section by reinforcing the following key points: • Leadership and management require

courage and responsibility. • Leadership practices and management

practices are distinct and complementary.

• Leadership can be formal or informal, and can occur at all levels of an organization.

• Leadership hinges on enabling others to work together towards a common goal.

ASK if participants have any questions or comments before continuing.


Handout 1.1.3: Leading and Managing Framework

Source: Management Sciences for Health, 2005.



Present Slide 23 using the trainer notes to guide the presentation.

Slid

e 23 PRESENT slide, using the following points:

• Leadership involves influencing others to do the right things.

• The late president of Tanzania, Mwalimu Julius Nyerere, demonstrated great leadership that helped to create positive change in the Tanzanian health sector.

• Although Nyerere was a leader with a great deal of formal and positional authority, we can all model vision, influence, and inspiration in our own workplaces to create positive change and improve health and well-being in our communities and nation.

Source: Nyerere Parliamentary Speech on 12th May 1964.



Present Slides 24-25 using the trainer notes and Handout 1.1.4: Leading and Managing for Results and Worksheet 1.1.1: Group Exercise – Achieving Results to guide the presentation and small group activity.

Slid

e 24 PRESENT slide, using the following points:

• Leading and managing practices affect the results of our work.

• Effective leadership and management can lead to improved health services and better health outcomes.

REFER participants to Handout 1.1.4: Leading and Managing for Results on page 41 in the Participant Handbook.

DESCRIBE the Leading and Managing for Results model:• This model shows the link between

leading and managing practices and improved health outcomes.

• On the left are the practices we talked about earlier. By applying these 8 practices consistently, we build strong organizational capacity, better health services, and lasting improvements in health.

• This is represented by the items in the circles in the middle of this model. These are the core components of strong and well-functioning organizations: • Improved work climate• Improved management systems• Improved capacity to respond to

change• Results are represented on the right-

hand side of the model. INSTRUCT participants to discuss in pairs for 3 minutes to answer the following question: “In your work experience, have you observed any examples that support this model?” (Alternately, provide participants with a Tanzania-specific example.) After a few minutes, ALLOW a few of the pairs to share their experiences. SUMMARIZE the model as follows: • Good leading and managing practices

strengthen organizational capacity, and result in higher-quality health services and sustained improvements in health.



Slid

e 25 FACILITATE activity according to the

instructions below. This activity should take approximately 15 minutes.

REFER participants to Worksheet 1.1.1, Group Exercise: Achieving Results on page 43 in the Participant Handbook.

DIVIDE participants into small groups. Note: it will work best if participants are grouped by workplace (i.e., all members of one ZHRC or HTI together in a group, if possible).

EXPLAIN that they will work in small groups to:

1. Identify some health outcomes that they could influence. (For example: malaria in pregnant women)

2. Identify services that they could set up or improve that would contribute to this outcome.

3. Consider what changes in organizational capacity would lead to the selected outcome.

4. Consider what leading and managing practices would need to be improved.

• If groups have time, they can work on a second health outcome.

ALLOW 10 minutes for small group work.

BRING the group back together and ask if one team would like to briefly report back on their discussion. If there is time, ask another group to share.

THANK participants for sharing.

WRAP-UP the discussion and highlight key points.

ASK if participants have any comments or questions before continuing.

Adapted from: Management Sciences for Health. 2005. Managers Who Lead: A Handbook for Improving Health Services.


Handout 1.1.4: Leading and Managing for Results

Source: Management Sciences for Health, 2005. Managers Who Lead: A Handbook for Improving Health Services.


Worksheet 1.1.1: Group Exercise – Achieving Results

Instructions: Work in small groups. Your group will have approximately 10 minutes to identify a health outcome that you would like to influence, and to discuss the following questions. Be prepared to share your responses with the class.

Identify a health outcome that your group would like to influence.

What services could you set up or improve that would contribute to this outcome?

What changes in organizational capacity would lead to your selected outcome?

What leading and managing practices would need to be improved?



Present Slide 26 using the trainer notes and Worksheet 1.1.2: Leadership Practices Self-Assessment to guide the assessment activity.

Slid

e 26

DIVIDE the group into pairs and ask them to discuss their surveys. They don’t need to share the completed form, but this is an opportunity for participants to talk about what they learned.

Were they surprised? What does the mean for their work? What do they most want to work on?

DE-BRIEF the exercise. Encourage participants to build upon their strengths. Remind participants that through this workshop, they have an opportunity to improve their skills in these areas.

EXPLAIN that an individual assignment related to this topic is to develop a personal leadership development plan to help you strengthen the areas where you might be less strong. This exercise is in your notebook and will be discussed later.



FACILITATE activity using the instructions below. This activity will take approximately 15 minutes. ASK participants,• “Has anyone ever taken a leadership

skills inventory, or done a self-assessment? Which tool did you use? Was it helpful?”

EXPLAIN that: • We are going to use a tool developed by

MSH to go along with the “Managers Who Lead” approach to learn more about personal leadership style.

REFER participants to Worksheet 1.1.2: Leadership Practices Self-Assessment on page 45 in the Participant Handbook.

EXPLAIN that: • This self-assessment will help you

consider which leadership practices you currently use effectively, and which practices could be further developed.

• No one else will see the answers – the assessments are designed to help us as leaders know our own strengths and areas for growth.

INSTRUCT participants to score themselves using this instrument.

ALLOW 10 minutes to complete the form.

INSTRUCT participants to take a few minutes to review their answers and come up with a title that describes their Style – their strengths in particular areas. Examples might include (but are not limited to): • Inspiring Scanner• Inspirer• Focusing Mobilizer • Novice (meaning that they feel they

need to develop strengths in each area). ASK participants to come up with a title for their style of Leader and write this on their survey.ALLOW no more than 5 minutes for this.

CONTINUE with speaker notes in left-hand column.


Worksheet 1.1.2: Leadership Practices Self-Assessment

What are your leadership strengths? In which areas can you improve your leadership skills? Use this survey to identify which leadership practices you already use in your daily work, and which practices you could develop further. Assign each practice a score on a scale from 1 to 5 as indicated below. Then, add up your scores and divide by 5 to find an average score for each function

(Scanning, Focusing, Aligning/Mobilizing, and Inspiring). Remember that the scores are only rough estimates of your level of practice.

Rating Scale1 2 3 4 5

I never do this I rarely do this I sometimes do this I frequently do this

I always do this

Scanning

I seek information from reliable sources to identify trends in the organization and the external environment, especially trends in client needs

I talk with colleagues in other organizations about what they are doing.

I visit the field to seek first-hand knowledge about work conditions and local client needs.

I talk to people in my work group about their capabilities, motivations, and challenges.

I reflect on my own capabilities, motivations, and challenges.

Scanning Score

Focusing

I know and communicate my organization’s mission, key goals, strategies, and critical challenges. I work with others in my work group to use the organization’s strategy to define our goals and challenges.

I create a positive picture of the future for the work group.

I engage my work group in setting clear priorities for meeting client needs.

I communicate with my work group and each member about how their actions fit with the organization’s strategic priorities and goals.

Focusing Score

Continued on next page.


Aligning/Mobilizing

I make sure systems, structures, tasks, and teamwork are all in line with organizational goals and strategies.

I clearly communicate expectations to staff and hold them accountable for results.

I provide staff with the resources they need for their work, as much as possible.

I learn what is important to my staff and how to motivate them to use their abilities.

I recognize and reward staff for their achievement of goals.

Aligning/Mobilizing Score

Inspiring

I listen to others carefully, even when they disagree with me, and encourage new ideas and innovations.

I provide clear challenges to my work group.

I provide people with feedback from my and others’ observations, so that they can grow in self-awareness. I support others by recognizing their contributions and expressing trust and confidence in their abilities. I maintain integrity and demonstrate transparency in the information I share and the decisions I make.

Inspiring Score

After completing the survey, review your scores. Congratulate yourself on your high scores, and identify from the low scores the leadership practices that you need to work on. As a way of getting feedback from others, consider asking your staff to fill out this survey on your practices.

Note: If your score is below25 for any of the categories, then there is potential for improvement in your leadership style.

What type of leader are you? Review and consider your answers to this self-assessment. Come up with a title that describes your personal leadership style, taking into account your strengths in particular areas. (For example: Inspiring Scanner, Mobilizer, Focusing Mobilizer, Novice, etc.)

How would you describe your leadership style? Write answer below.______________________________________________________________________________________________________________________________________________

Source: Management Sciences for Health, 2005. Managers Who Lead: A Handbook for Improving Health Services.



Present Slides 27-30 using the trainer notes and Worksheet 1.1.3: Group Activity – Leadership Development to guide the presentation and activity.

Slid

e 27 INTRODUCE the topic:

• This workshop is a time to start thinking about how we can improve our leadership capacity, as individuals, as workgroups/teams, and as an organization.

EXPLAIN that:• People learn to lead effectively by a

variety of informal and formal means throughout their life, through family, friends, professional training and experiences.

• When you choose to lead others in taking up the challenges that organizations face, you begin a continuous process of personal development.

• In this process you: o Face your leadership challengeso Become aware of the values that

influence your actionso Reflect on your leadership practiceso Improve your leadership abilities


Slid

e 28

Speaker notes continued here:

Seek Feedback• Once you respond to a challenge, you need to learn

whether your response was appropriate and effective by receiving feedback. Personal feedback can be a valuable guide for decisions to maintain or correct your course of action.

• Seek out people whose opinions you trust -- friends, staff, colleagues, supervisors and mentors, both in and outside your workplace.

• Establish a network of these people and talk to them. Listen to feedback from your network and your staff.

• Evaluate the outcomes of your decisions using data. Then make changes when necessary.

Gain Support • You need the support of people, in and out of

the workplace, who are committed to your development.

• This support can help you translate feedback into new possibilities and opportunities.

• Rely on this support – especially at the beginning of a new effort and when a situation becomes difficult.

• Seeking support when needed is a sign of personal strength. You will not develop fully as a leader if you handle everything alone.

ASK if participants have any comments or questions before continuing.

PRESENT slide: • Throughout history, and in our own

lives, we see examples of people rising to the challenge of leadership.

• There are many examples of people who have developed their capacity to lead when they:• Faced difficult challenges and

mobilized themselves and others to address them.

• Received feedback about their performance from the environment and from others.

• Received support from others (mentors or partners) that enabled them to continue to grow and develop.

• Leadership development starts by providing staff with opportunities to face the strategic challenges affecting the organization, work group, and individual.

Face Challenges• In developing as a leader, you learn to

meet and overcome significant challenges. You may need to take chances, make tough decisions, and face criticism or personal failure, to improve conditions.

• You need to gain confidence in your ability to make the best possible decision at the time. If things go wrong, you need to recognize your small successes and learn as much as you can from your failures, so you can better handle future situations.

CONTINUE with speaker notes in left-hand column.


Slid

e 29 EXPLAIN that there are guiding principles

that can help to develop managers who lead in our organizations and workgroups. 1. Focus on health outcomes.

• Good management and leadership result in measurable improvements in health services and outcomes.

• Only by focusing on real organizational challenges can managers develop their ability to lead.

2. Practice leadership at all levels. • Good leadership and management

can, and must, be practiced at every level of an organization.

• Working with their teams, managers at all levels—from health posts to national institutions—can confront challenges and achieve results.

3. You can learn to lead. • Leadership practices improve

through a process of facing challenges and receiving feedback and support.

• By using this process, managers develop the leadership abilities of their staff.

4. Leadership is learned over time. • Becoming a manager who leads is a

process that takes place over time. • This process works best when it is

owned by the organization and takes on critical organizational challenges.

5. Sustain progress through management systems.

• Gains made in health outcomes can be sustained only by integrating leadership and management practices into an organization’s routine systems and processes.



Slid

e 30 FACILITATE activity using instructions

below. This activity should take approximately 15 minutes.

REFER participants to Worksheet 1.1.3: Group Activity – Leadership Development on page 47 of the Participant Handbook. EXPLAIN that participants will work in small groups to identify ways that they can improve their leadership abilities.

DIVIDE participants into small groups that do not represent their work teams.

INSTRUCT groups to generate suggestions for ways to improve leadership skills, for individuals and within organizations, using the questions in Worksheet 1.1.3.

ALLOW 10 minutes for small group work.

ASK each group to report back. They should give 1 or 2 good ideas for improving individual leadership.

WRITE the ideas on flipchart. After the group has generated a good list, ask each group to give 1 or 2 ideas for improving leadership within an organization. WRITE the ideas on flipchart.

WRAP-UP the session by reminding participants that focusing on your leadership challenges, values, practices, and personal networks can help you improve your abilities as a leader.


Worksheet 1.1.3: Group Activity – Leadership Development

In small groups, discuss the following questions. You will have approximately 10 minutes to work in groups. Be prepared to share some ideas with the class.

I. Ideas for Individuals

Come up with a list of suggestions for ways that we as individuals can improve our leadership skills. The following list of questions may help you.

o What resources do I need access to?

o How can I implement the ideas brought up in this workshop?

o How do I find time to do this?

o Who could I ask to give me feedback on how I am doing?

o From whom might I seek support for my professional development?

II. Ideas for the Organization

What is needed in order to support leadership practices across the organization? Resources?

How can the organization support implementation of the ideas brought up in this workshop?

How would we know that building leadership capacity is valued by the organization?

Where can we get data to measure our results?

What other type of feedback would be useful in knowing how my work group and the organization as a whole is doing?

Source: I-TECH and Kenya Family AIDS Care and Education Services (FACES). Nyanza Leadership and Management Training Initiative. Kenya. 2009.



Present Slide 31 using the trainer notes and to guide the presentation.

Slid

e 31 REVIEW key points from this session.

MENTION to participants that it is important to continue learning throughout our lives.

ASK if participants have any comments or questions.

THANK everyone for their attention and participation.


Appendix A: Photos for Trainer Tool 1.1: Activity – What’s Your Leadership Style?Refer to Trainer Tool 1.1 for instructions.

Lion


Zebra


Cheetah


Giraffe


African Elephant


Snake


Peacock


Wildebeest


Source: Andries3. http://www.flickr.com/photos/andriesoudshoorn/213861308/sizes/l/

Buffalo


Source: Zest-pk. http://www.flickr.com/photos/zest-pk/924783392/sizes/m/

Impala (Antelope)


Source: Andrew_Ross. http://www.flickr.com/photos/andrew_ross/4672362223/sizes/l/

Rhinoceros


Source: David Schenfeld. http://www.flickr.com/photos/schenfeld/2888729889/sizes/o/

Chimpanzee


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Transcript of Unit 5B - Everyday Leadership€¦ · Web viewTransformational. People with this leadership style...