Fm - Leadership Overview Challenges And Styles
This document was uploaded by user and they confirmed that they have the permission to share it. If you are author or own the copyright of this book, please report to us by using this DMCA report form. Report DMCA
Overview
Download & View Fm - Leadership Overview Challenges And Styles as PDF for free.
More details
- Words: 8,200
- Pages: 50
Southeast and East Asia Sub-Regional Leadership Course for Young Leaders in Governance Facilitator’s Manual Prepared by Gillian Martin Mehers and Gitanjali Bedi LEAD International • April 2006
Table of Contents
Day 1
Day 2
Day 3
FAC I L I TATO R ’S M A N UA L
Welcome to Facilitators
3
Introduction to the Facilitator’s Manual
4
Master Materials List
5
Overall Schedule
7
Day 1: Agenda
9
Facilitator’s Notes: Session-by-Session Guide
11
• Resource - Session 4: Leadership Style Survey
23
• Resource - Session 4: Towers Activity Instructions
27
• Resource - Session 5: Learning Journal
29
• Day 1: Slide set
31
Day 2: Agenda
49
Facilitator’s Notes: Session-by-Session Guide
51
• Day 2: Slide set
75
Day 3: Agenda
147
Facilitator’s Notes: Session-by-Session Guide
149
• Resource - Session 13: Matching Values to Behaviour
167
• Resource - Session 14: Culture in Context
169
• Resource - Session 15: Intercultural Skills
171
• Resource - Session 15: Cultural Assumptions
173
• Resource - Session 16: The Milton Bennett Model
177
• Resource - Session 16: Applying the Model of Intercultural Sensitivity
179
• Day 3: Slide set
181
1
Contents
Day 4
Day 5
Day 6
2
Day 4: Agenda
213
Facilitator’s Notes: Session-by-Session Guide
215
• Resource - Session 18: Reframing Positions into Interests
243
• Resource - Session 19: Role Descriptions
245
• Resource - Session 19: Menehune Bay Simulation Teaching Note
285
• Resource - Session 19: Leading A Same Role Meeting
293
• Resource - Session 19: Observing and Debriefing A Simulation
297
• Resource - Session 19: Appendix A
303
• Resource - Session 19: Appendix B
309
• Resource - Session 19: Appendix C
311
• Resource - Session 19: Appendix D
327
• Resource - Session 19: Appendix E
337
• Resource - Session 19: Appendix F
345
• Day 4: Slide set
347
Day 5: Agenda
391
Facilitator’s Notes: Session-by-Session Guide
393
• Day 5: Slide set
405
Day 6: Agenda
411
Facilitator’s Notes: Session-by-Session Guide
413
• Resource - Session 31: Sample Evaluation
424
• Day 6: Slide set
427
FAC I L I TATO R ’S M A N UA L
Introduction
Welcome to Facilitators This Facilitator’s Manual is a handy guide for facilitators who are implementing the six-day Leadership Course for Young Leaders in Governance. This Manual aims to provide the information necessary to deliver it in its pilot stage. This is an evolving programme and all facilitators are encouraged to use this document as a springboard for adaptation of the interconnected set of events and modules at the country level. We are excited that others will continue to refine the current design, celebrate its merits and continue to improve and adapt it. We are eager for this Manual to be easy to follow and useful to you in your work with the UNDP Leadership for Young Leaders in Governance Programme in your country and region. As such, comments, suggestions and amazing new insights from you are requested as you work through the programme. We will be sharing our experiences and stories through our online communication and future training events, and these opportunities will help us all to deepen our understanding and practice using these materials. Please send your input and ideas to Gillian Martin Mehers ([email protected]) at any point in the programme. They will be most appreciated. Welcome to our team! The LEAD Training Team April 2006
FAC I L I TATO R ’S M A N UA L
3
Introduction
How to Use This Manual This Manual has been prepared by LEAD International for facilitators to use as a reference document and resource throughout the six-day workshop. The result is a relatively comprehensive description of the objectives and process behind facilitation of the thirty one interconnected sessions that make up the current workshop. Within each of the session descriptions, you will find the following information: • Time schedule • Objectives and Goals for the session • Materials • Preparation • Process • Facilitators Notes The materials in this book include the overall schedule, daily agendas, the session-by-session descriptions, a master materials list, and resources, and the slide set. Separate to this manual is a PowerPoint slide set (with facilitator notes in the notes view) for use in training. The goal of the Manual is not to provide necessarily an in-session resource, but to allow Facilitators to have a resource to read in advance of each session which explains the rationale, objectives and process which has been suggested for each session. This should help them to then adapt it for their own purposes. Facilitators are encouraged to adapt the materials to their specific region and audience using their own examples where possible for the cartoons, case studies and stories in the slideset. Finally, each Facilitator will make the materials his/her “own” and deliver them as they see most appropriate. As you read through this manual, you will no doubt wish to create your own short hand agenda, or notes to follow using the process with which you are most familiar. This manual is a way to pass along the design ideas, and eventually the learning from the pilot; to other professional facilitators in order that they can adapt their sessions based on thorough knowledge of what was envisaged for each event and their own magnificent creativity!
4
FAC I L I TATO R ’S M A N UA L
Introduction
Master Materials List Materials Day 1
• • • • • • • • • • • • •
Session workbooks (required every day) Slide set (required every day) LCD Projector and screen (required every day) Flip chart, paper and markers Name plates for guest speakers Name badges, pen, note paper for all participants Picture postcards for Session 2 Sticky stuff or tape to attach flip chart paper to walls (required every day) Cards Boards to pin cards on to Three large, dark coloured dot stickers per person, cut into threes Towers game instructions hand-out Recycled or used paper for Towers activity (35 sheets per six participants)
Day 2
• • • • •
4 flip charts, paper and coloured markers Ball or throwable object for Speed Catch game Watch or timekeeper with a watch Flipchart graph for Speed Catch Sticky Post-it notes
Day 3
• •
Flip chart, paper and markers Hand-outs (see Resources at the end of Day 3)
Day 4
• • • •
Two cards per person for Win-As-Much-As-You-Can game Name plates for simulation roles Boards to pin flipchart paper onto Hand-outs (see Resources at the end of Day 4)
Day 5
•
Video camera
Day 6
• • •
Name plates for leadership panellists Biographies of leadership panellists to distribute to participants Evaluation forms
FAC I L I TATO R ’S M A N UA L
5
Participant Session Schedule
Southeast and East Asia Sub-Regional Leadership Course for Young Leaders in Governance 10-15 July 2006 Bangkok, Thailand
DAY 1 10 JULY MONDAY
DAY 2 11 JULY TUESDAY
DAY 3 12 JULY WEDNESDAY
DAY 4 13 JULY THURSDAY
Session 1: Welcome Ceremonies
Session 6: Introduction to Systems Thinking
Session 11: Introduction to the Day
Session 17: Introduction to the Day
Session 2: Introductions, Programme Overview and Objectives
Session 7: Exploring Behaviour Over Time
Session 12: What is Culture
Session 18: Key Concepts to Negotiation
Session 13: Matching Values to Behaviour
DAY 5 14 JULY FRIDAY
Session 22: Plenary Road Map Session 23: Using our Leadership Tools
DAY 6 15 JULY SATURDAY
Session 28: Development Modules: Gender and Leadership
Session 14: Culture in Context Session 3: Identifying Leadership Challenges – Discussion
Session 8: Facilitating SelfSustaining Change – Part I
Lunch
Lunch
Lunch
Session 4: Finding Your Own Leadership Style
Session 8 (cont): Facilitating SelfSustaining Change – Part II
Session 5: Visualization Activity and Key Leadership Attributes
Session 9: Anticipating Resistance
Welcome Reception and Dinner
Free Evening
Session 15: Intercultural Skills & Cultural Assumptions
Session 19: Preparation for Simulation
Session 25: Peer Feedback
Session 29: Development Modules: Indigenous Peoples and Leadership
Lunch
Lunch
Lunch
Field Activity
Session 20: Multi-Party Negotiation Simulation
Session 26: Development Modules: Assessing and Developing Leadership Capacities
Session 30: Leadership Panel
Field Activity Free Evening
Session 21: Debriefing, Applying and Closing
Session 27: Development Modules: AntiCorruption and Leadership
Session 31: Workshop Closing
Evening Assessment Meetings
Free Evening
Session 16: Attitudes & Cultural Difference
Session 10: Applying Principles
FAC I L I TATO R ’S M A N UA L
Session 24: Thematic Group Discussions
7
Schedule Day 1: Introduction to Leadership
Monday 10 July Bangkok, Thailand
EVENT
CONTENT
08:30
Session 1 Welcome Ceremonies (Meeting Room)
•
Welcome by UNDP and local Indigenous Leader (name, affiliation).
09:00
Session 2 Introduction, Programme, Overview and Ojectives (Meeting Room)
•
Introduction to the Southeast and East Asian SubRegional Leadership Course for Young Leaders in Governance and partners - objectives, methodology, schedule, and facilitators. Presentations by Capacity 2015 Asia, Asia Regional Governance Programme, Regional Indigenous People’s Programme. Participant Introductions. “Postcards: Personal Definitions of Leadership”.
TIME
•
• 10:30
Coffee Break
11:00
Session 3 – Identifying Leadership Challenges
• •
Group Exercise: Identifying the challenges to good leadership in different contexts. Learning Partner Gallery Walk.
12.30
Lunch
14:00
Session 4 – Finding Your Own Leadership Style
• •
Individual Leadership Style Survey. Leadership styles review and discussion.
14:30
Session 4 (cont) Problem-solving Activity
• •
Towers activity. Debrief according to survey results.
15:30
Coffee Break
15:45
Session 5 Visualization Activity and Reflection
• • •
A visualization exercise: ‘Leadership’ and ‘Followship’. Group discussion. Learning Journal activity.
16:15
Closing Circle
• •
Learning Partner discussion. Summary of day.
17:00
Close
18:30
Welcome Dinner
FAC I L I TATO R ’S M A N UA L
FACILITATOR/CHAIR
Participants and some invited guests will be welcomed with an opening dinner at the hotel.
9
Facilitator’s Notes Day 1: Introduction to Leadership
Session 1 Welcome Ceremony
OBJECTIVE
PREPARATION
To welcome participants onto the Southeast and East Asia Sub-Regional Leadership Course for Young Leaders in Governance Course.
• Room set up and equipment in place for the day. • Seating could be small groups seated at round tables (maximum 10 persons per table) if possible. For this first session it could be more formal if you can move people into tables at the coffee break.
The Southeast and East Asia Sub-Regional Leadership Course for Young Leaders in Governance Course will be formally opened by distinguished guests who will make some opening remarks and will welcome the group of participants from the region.
TIME SCHEDULE 08:30 09:00 10:30 11:00
Session 1 Session 2 Coffee Break Session 3
GOALS FOR SESSION 1 • • •
Settle people down and make them feel comfortable. Welcome participants to the workshop by local leader. Introduce host institutions and partners
MATERIALS REQUIRED • • • • •
PROCESS This welcome session will take the character of the host institution. It is a short session, and at the same time very important to allow the guest speaker, host institution and partners to speak and demonstrate the commitment of the partners to the process and outcome of the session.
FACILITATOR NOTES This is a rather ceremonial start to the workshop, and it allows the partners to speak and provide their vision for the session and this programme. You will want to make sure and brief the speakers about their time. This session needs to be short and crisp and not run over, as this will set the expectations for the rest of the workshop in terms of timekeeping. More information on the partners comes in Session 2.
Session Workbook for participants Name badges for all participants and facilitators Pen and note paper for all participants Name plates for guest speakers (if any) LCD Projector, screen
FAC I L I TATO R ’S M A N UA L
11
Facilitator’s Notes Day 1: Introduction to Leadership
Session 2 Introductions, Programme Overview and Objectives OBJECTIVE
PREPARATION
To provide participants with an introduction to the six day leadership workshop.
• Place the images/postcards on a table in the entrance area with a flipchart sign saying, “Please choose an image that demonstrates your own definition of leadership” • As people walk into the room, have one of the facilitators drawing people’s attention to this so people can select a card and have it already as they enter the room. Process
Participants will be guided through the workshop objectives, the LEAD methodology and schedule for the following six days. There will be an opportunity for participants to introduce themselves and get to know each other better through an interactive exercise whereby personal definitions of leadership will be explored.
TIME SCHEDULE 09:00 10:30 11:00
Session 2 Coffee break Session 3
GOALS FOR SESSION 2 • Introduce the programme, the partners and the workshop objectives, methodology, schedule and facilitators • To introduce the participants and their own views on leadership.
MATERIALS REQUIRED • Postcards or images (enough for all participants and a few extra) • Flip chart paper and pens
FAC I L I TATO R ’S M A N UA L
This session starts with a short introduction to the programme, and the vision (if this was not covered in the welcome). After this, the partners can present a short introduction to their institutions (5 minutes each) using several PowerPoint slides if wished. After the partners, the participants should be introduced to the actual objectives of the Leadership Course, the methodology, the schedule for the week and the facilitators. If there are table facilitators, or key logistics staff in the room, they can also be introduced at this time. This introduction can be done using PowerPoint slides or other visual aids. After this sequence, participants will introduce themselves using the postcards/images they selected on entering the room. Note: There will always be some late people, or people who did not select an image. At this time, after the formal presentation, you can be more informal and frame the next activity, which is the participants’ introductions. At this time, ask people to look at their card and take a few minutes to think about the image they see and how it illustrates their own personal definition of leadership. While people take a moment to think, you can tell people who did not take a card to go and select one.
13
Once people are ready, if space permits, you can ask people to stand in a circle with their cards, in order to show them one at a time. If there is not enough space, you can also have people stand where they are and speak. Ask each person to VERY BRIEFLY, give you three pieces of information: • Their name • Their institution • Describe their image and tell why it illustrates their personal definition of leadership Go around the circle or room until each person has been able to speak.
14
FACILITATOR NOTES
The introductions exercise can easily get out of hand in terms of timing if the first few people take a long time to introduce themselves. You might want to either do the first one yourself to set a good example, or have a few people whom you have briefed in advance do this. If need be, you might need to repeat the three fields (if people are giving more or leaving out something) or remind people to keep it very short. This activity precedes coffee so if need be, you can take a few minutes off of the break, but it is better to keep people quick and on task.
FAC I L I TATO R ’S M A N UA L
Facilitator’s Notes Day 1: Introduction to Leadership
Session 3 Identifying Leadership Challenges
OBJECTIVE
PREPARATION
To identify the challenges to good leadership in different contexts.
• For this session you need breakout rooms or separate spaces, enough for the number of sectors that will be working in small groups. • In each of the breakout rooms, create a space that people will use to post their ideas. This can be a blank wall, or a wall covered with flip chart paper, or pinboards (big enough for the card exercise) • Prepare your tape or sticky stuff in advance as you will be posting cards quickly. Line up small balls of sticky stuff on one side of your wall space, or make tape rolls. Enough for the whole exercise. • Cut the dots in advance into 3 dots per person, so that it is easier to hand them out at the end. • Make certain that you have enough group facilitators for the small groups, if need be, select one or two participants to help and brief them in advance. • Put all the participants names in a hat or box (for selecting Learning Partners)
By way of a facilitated discussion, this session will provide an opportunity for participants to consider the challenges that exist to good leadership practice in a variety of professional, social and cultural contexts. Participants will also explore opportunities to overcome these and share some of their personal leadership experiences.
TIME SCHEDULE 11:00 12:30 14:00
Session 3 Lunch Session 4
GOALS FOR SESSION 3 • To help people identify the challenges to good local leadership in different contexts.
MATERIALS REQUIRED • • • • • •
Cards (2 or 3 per participant) Markers – one per 1 or 2 participants Wallspace or flipchart paper on the wall, or pinboards Sticky stuff or masking tape Dots, 3 per person Flip chart and paper
FAC I L I TATO R ’S M A N UA L
PROCESS For this exercise, people will be working in small sectoral groups. Depending on the size of the initial group, this can be traditional sectors: private, NGO, government, academia, and media. Or you can use other labels to divide the group. Each group should have a facilitator, so that people can concentrate on the activity, which has a number of steps. Step 1: Let people sit together either in a circle or around a set of tables in a room. Hand out 2-3 cards per person and a marker. If you have a large group, give people 2 cards, if it is small, they can have 3. This will help you manage the
15
number of inputs you will using in the second step. Ask people to think for a moment about the challenges they see to good local leadership in their sector. Give them a few minutes to think and ask them to write one challenge per card (just a few words). Step 2: Once people have filled in their cards, collect them and you will start to post them on your pinboard, wall or white space area. Read them out as you post them and take a first attempt at grouping them. When you see similar words or items, start to cluster them. If in doubt ask the participants, or involve them in helping you cluster them. Try not to turn your back on the participants during this. Step 3: Once the clusters are up, ask the group if they can help you label the clusters with one or two word titles which exemplify the clusters. Ask people if things still need to be moved around. Step 4: Hand out 3 dots per person, remind people of the clusters and ask people to vote for their top 3 challenges. Which of all these do people think are the three top ones. Once they vote, you can rank them. Rewrite these cluster titles, in their order of priority to the group on a flipchart. NOTE: If time is short for any reason, this exercise can end here, and then finish up with the Learning Partner Gallery Walk and short Plenary discussion (20 minutes). Have people them select the name of their Learning Partner from a hat. People can select names until all the people have been selected. Once someone has been selected, they do not pick again. The Learning Partner Gallery Walk then involves learning partner pairs going around the room together viewing the card exercise and discussing their observations. If you find you have extra time (at least 20 minutes) you can add this step:
16
Optional Step: With at least 20 minutes, you can take the top 3 priorities and divide your sectoral group into 3 sub-groups and ask them to have a conversation about “Their challenge”. They can have a short discussion about the following: “What can a leader do, what have they tried and seen tried in their context to meet this challenge?” They can record some thoughts if they wish and post it with their other materials. If there is not enough time for this, go directly to Step 5 and 6: Step 5: This session ends first with a 10-minute Learning Partner Gallery walk so that the groups can see what kind of challenges have been identified for the different sectors. Step 6: After the Gallery Walk, reconvene the plenary for a short discussion about what people noticed. Ask the group, “when you walked around the boards and talked to your Learning Partner about the challenges that the sectors faced, what did you notice?” Probably people will reflect on how similar the challenges are, no matter what the sector. At the same time there might also be some useful differences. Noticing this helps the group understand some of the different perspective and contexts held by group members and should help them be active listeners during the week.
FACILITATOR NOTES In this session, one of the main goals is to get people to think about local leadership practice in their own context and to start to share some of their stories and experiences. As this is a sectoral discussion to begin with, it helps people network with others who have a similar background, and helps people find affinities in the stories being told. At the same time, the conclusions should help people recognize that although people are very different within the participant group, they are dealing with some very similar issues, and therefore, the discussions during the week should be widely applicable across the diversity of the group.
FAC I L I TATO R ’S M A N UA L
Facilitator’s Notes Day 1: Introduction to Leadership
Session 4 Finding Your Own Leadership Style
OBJECTIVE
PREPARATION
To enable participants to identify their own leadership style.
• Have the materials centrally located and ready for the exercise. • Draw the scoring preference for the Leadership Style Survey on a flipchart and hang up on wall when this exercise starts.
Participants will identify their own preferred leadership style through use of an individual survey tool. There will be a review of the styles followed by an interactive discussion about the situations for which different styles are best suited. The discussion will be followed by a small group problemsolving activity that will help highlight the discussion about leadership styles. Time Schedule 14:00 15:30 15:45 17:00
Session 4 Coffee Break Session 5 Close
GOALS FOR SESSION 4 • To explore participants’ individual leadership styles and preferences
MATERIALS REQUIRED • Flipchart paper and different coloured markers. • Hand-outs for Leadership Style Survey. • Flipchart with scoring preference for Leadership Style Survey. • 35 sheets of paper per 6 people (so if you have 24 people, you need 140 sheets of paper) NOTE: This can be scrap or waste paper, and should be A4 or letter size, unbent and uncut.
FAC I L I TATO R ’S M A N UA L
PROCESS This session has two activity components each followed by a discussion component. For the first activity component, frame the activity, which is done individually. Distribute the hand-out on the Leadership Style Survey. Give participants 10 minutes to complete the survey and ask them to mark their scoring preference on a chart you will have posted on a flipchart. Take the remaining 15 – 20 minutes to discuss the group’s preferences. For the discussion component, ask the following questions: • What does the group notice? • What do the results say about this group of participants? • Can you imagine a situation where a more directing style of leadership may be required? Note that different leadership styles are required for different situations. We need to become aware of our own style and learn to adapt it if need be to differing leadership styles different contexts may require. After the above discussion, immediately start the second activity component, which is the Towers Activity. For this activity, put together 3 Learning Partner Pairs (or you could put the groups together randomly) and present each group with the 30 sheets of paper.
17
Frame the Towers Activity using the slide set and give people the required amount of time to plan and build their paper towers. At the end, wait for the minute, measure the Towers and announce the winners (to great applause). For the discussion component, ask people first to discuss the following questions in their small groups: • What did you notice about your leadership in your Towers team? • How consistent were you with the leadership style you defined earlier? • Is there anything else you noticed about your leadership style and preferences when assuming leadership positions and working in teams? Then ask people to come back into plenary. Use the slides to start the discussion about the following: • What are some key reflections on this exercise? How did it help us to explore our personal leadership styles- what new insights did it give us
FACILITATOR NOTES This session is about noticing our leadership style and preferences and testing our assumptions about how we operate in the world as leaders and team members with a real problem-solving experience. Sometimes people identify incongruence between their preferences and their actions, others find they have not thought so much about a “personal style” and the action of naming qualities about themselves is a useful one. This exercise could be complemented by a leadership styles questionnaire, if the group would prefer a tool to analyse their leadership styles in this way. Prior to selecting this option, a conversation about cultural assumptions and leadership could help determine whether a generic tool could be useful in this context.
Directly after this discussion is the coffee break.
18
FAC I L I TATO R ’S M A N UA L
Facilitator’s Notes Day 1: Introduction to Leadership
Session 5 Visualization Activity and Key Leadership attributes OBJECTIVE
PREPARATION
To use visualization to help participants identify their own inspirational leaders and to explore key leadership attributes through a brainstorming exercise.
None
PROCESS Participants will be guided through a visualization activity that will help them identify and analyse an important personal leader. This sequence will include an exploration of key qualities, leadership and “followership” and what works in different leadership contexts.
TIME SCHEDULE 15:30 15:45 16:15 17:00
Coffee break Session 5 Closing Circle End of the Day
GOALS FOR THE SESSION
This final session in the day helps participants to pin the discussions on real life leaders that they watch and admire. The visualization activity starts with a reflection and story telling process. Using the slides, participants are asked to consider a leader that they know, that they were happy to follow. Give them a few minutes to select someone I their minds and think about them. Then ask them, at their tables to share the story of this person with their group. Then ask the group to consider the following questions: – What were some of the qualities that this leader possessed that made you happy to follow this person? – What did the leader DO that made you happy to follow him/her? – How did you act in response to his/her actions?
• To anchor the previous discussion in the context of observed and appreciated leadership styles through a guided visualization exercise. Using an appreciative frame, this session helps us learn from what works.
Depending on the group and the time, you could ask the tables to continue this discussion or you could conduct it in plenary. After the discussion (20-30 minutes) you can introduce the Journaling questions and then leave people to reflect on the questions:
MATERIALS REQUIRED
• Take 15 minutes to reflect on that last exercise in your Learning Journal. • Did the exercise give you any new ideas, or reinforce any thoughts you have had about yourself as a leader? • Try to note down three goals as a leader that you wish to work towards as a result of today’s discussions.
•
Learning Journals
FAC I L I TATO R ’S M A N UA L
19
After the 15 minutes reflection and recording, the last activity is a 10 minute conversation between the Learning Partners. Learning Partners should discuss: • What are my goals as a leader? • What is one new insight I gained today? • What would I like to learn or practice during this week?
FACILITATOR NOTES This session ends the day on a reflective note and with a goal articulation conversation based on a set of exploration exercises. You may wish to summarise what we have learnt and covered today. This would normally take 2 – 3 minutes. People might be quite tired at the end, so this final session does not necessarily need to be concluded in plenary. However, you should brief the next day so that people know what to expect.
20
FAC I L I TATO R ’S M A N UA L
Facilitator’s Notes Day 1: Introduction to Leadership
Resources
SESSION 4: Leadership Styles Survey Towers Activity Instructions
SESSION 5: Learning Journal
FAC I L I TATO R ’S M A N UA L
21
Leadership Styles Questionnaire
EXERCISE:
Below are ten descriptions or aspects of leadership. For each one, tick the box that is closest to your own attitude and leadership practice or preference.
I am a firm believer in this
1.
Closely supervising people at all times
2.
Encouraging people to set their goals and standards themselves
3.
Allowing people to take on increasing responsibility
4.
Making sure people know that punishment for "non-performing" is severe
5.
Continually pushing people to meet targets
6.
Spelling out all directions to people in complete detail
CAPACITY 2015 ASIA
LEAD
I am fairly keen on this
I am not really keen
I am strongly opposed to this
7.
Letting people plan their own work as much as possible
8.
Keeping worries about my organisation to myself
9.
Allowing people to make important decisions themselves
10.
Always seeking ways to extend people and broaden their contributions
CAPACITY 2015 ASIA
LEAD
Scoring Sheet Transfer your answers to this list by circling your choice in each case.
I am a firm I am fairly I am not I am believer in keen on this really keen strongly this on this opposed to this
1
0
1
2
3
2
3
2
1
0
3
3
2
1
0
4
0
1
2
3
5
0
1
2
3
6
0
1
2
3
7
3
2
1
0
8
0
1
2
3
9
3
2
1
0
10
3
2
1
0
+
CAPACITY 2015 ASIA
LEAD
+
+
=
Mark your score on the line below to show your preference within a range of possible styles of leadership
Directing Style
CAPACITY 2015 ASIA
Delegating Style
LEAD
Design and Build a Paper Tower Team Briefing Your team is required to use the 40 pieces of paper to build a FREE STANDING structure, as high as possible. The structure can be of any design but must be stable enough to be measured 2 minutes after the 5 minute construction period ends. You must NOT use a wall or any other object to support the structure at any time. You must not use any instrument other than your hands to fold and stack the pieces of paper. During the planning phase you must agree and produce a set of written and diagrammatic instructions that would enable another team to produce the structure exactly and within the proposed timescale, using a specified amount of paper. Each team will be sited in a separate place for the planning phase of this exercise. As part of your plan you must specify the exact height of the structure you plan to build. You must also specify the number of sheets of paper you plan to use. Following the briefing period your team will have 20 minutes in which to plan your structure and up to 5 minutes in which to build it. The written and diagrammatic instructions must be handed to the facilitator before the end of the planning phase, using some of the sheets provided. If teams have built towers of equal height, then the winning team will be judged to be the team that has match the design specification it developed most accurately. Note: •
Only whole pieces of paper may be used – the paper cannot be torn into smaller pieces.
•
The use of paperclips, spittle, or any other material is STRICTLY PROHIBITED.
•
Avoid accidents.
•
Avoid draughts.
•
The structure must NOT be supported by any other object.
•
Espionage will NOT be tolerated.
•
Violence must NOT be used against other teams or individuals, or against property.
CAPACITY 2015 ASIA
LEAD
Your Journal Throughout the First Regional Leadership Workshop you will be keeping a Learning Journal. This Journal will be one way that you reflect on your experiences on an ongoing basis and will provide a means for you to document your story and journey through the Programme. For this you will be given a blank book to use to record your thoughts, ideas, reflections etc. in any form you wish (text entries, pictures, cartoons, found objects, photos, sketches etc.) and in any language you wish. This Journal will be a private place to record these thoughts. From time to time in the workshop you will be given some open-ended questions to consider and then to write some words on the topics in your Journal. In some cases the information you record will be useful for discussions with your Learning Partner, other participants, or other people around you. You can always decide how much of your Journal you wish to share. The purpose of this Journal is to provide a consistent format for documenting your development through the training and capturing information about how you are applying what you have gained from the various activities in the programme. The intent of this reflective process is to track the different ways that your experiences influence change in your understanding and practices as well as the challenges to change and application of what you are learning. As such, your Journal should provide you a baseline for your personal journey. For example, the way you answer certain questions now at the onset of the training could change over the course of the programme. The way you see the world and your role as a leader in it might transform, and the way you deal with diversity, ask questions, notice and listen might shift. All these things we will be considering through the Journaling exercise and early entries, as you look back at them, will help you see this change more clearly. If you have any questions about how to keep your Journal or use it to help you see change and progress, you can speak to your Facilitator.
How to Use Your Journal Below are some suggestions on how to use your Journal to capture reflections and ideas that you have throughout the programme. You have been given a blank book for your Journal to allow for maximum flexibility and creativity in the way you use it. However from time to time you will need to go back to entries to compare or reflect on your thinking. In order to be able to find earlier entries, you might wish to use the following technique to help you organise your information:
CAPACITY 2015 ASIA
LEAD
•
Leave the first few pages free to create a Table of Contents. At the top of those pages create the following columns on the top of each page: Page Number, Date, Subject, Notes (or others you prefer.)
•
Number the pages throughout the Journal in the upper right hand corner. You can number every other page. This will help you keep track of specific entries and find them again quickly.
•
You will begin to write in your Journal and whenever you have an important one, then you can add that to the Table of Contents at the beginning, which you will build up over time. You can also log into the Table of Contents whenever you start a new week or month, depending on how often you are recording your thoughts.
Write in your Journal at least once a day You may write more frequently if you wish. We have given you some questions throughout the workshop for specific reflections. Otherwise this is your personal Journal and you should feel free to capture any thoughts, reflections or ideas as frequently as you wish. The usefulness of this learning tool for you depends on your diligence!
Be creative! You may want to add to the written part of your journal with sketches, photographs, or other illustrations that help you remember or explain your reflections. Imagine that you would use your Journal to tell stories to your children or other young people in your life…
CAPACITY 2015 ASIA
LEAD
Slide 1
Regional Workshop for Young Leaders in Governance A Leadership for Environment and Development (LEAD) Workshop for Capacity 2015 Asia, ARGP, APGMP, and RIPP
Date, Year Venue, Place, Country LEAD is a global network of individuals and organisations committed to sustainable development.
Copyright, 2006 -- LEAD International
Slide 2
SESSION 1
Welcome Ceremonies
Copyright, 2006 -- LEAD International
31
Slide 3
SESSION 2
Introduction to the Programme
•Introduction to the Partners •Overview of the Asian Young Leaders for Governance Programme •Introduction to the Regional Training Workshop – objectives, methodology, schedule and facilitators •Participant Introductions •Postcards: Personal Definitions of Leadership Copyright, 2006 -- LEAD International
Slide 4
Introduction of the Partners • UNDP Capacity 2015 • UNDP Asia Regional Governance Programme (ARGP) • UNDP Regional Indigenous People’s Programme (RIPP) • Asia-Pacific Gender Mainstreaming Programme (APGMP)
Copyright, 2006 -- LEAD International
32
Slide 5
Overview: Asia Young Leaders for Governance Programme • • • • •
Rationale and goals for the programme Profile of participants Overall structure Outcomes Why this is an exciting programme…
Copyright, 2006 -- LEAD International
Slide 6
Introduction to the First Regional Training Workshop Aims of the Workshop – To focus on the role of leadership within our own social and professional contexts – To explore our own leadership style and preferences in different contexts – To strengthen a set of key leadership skills including: systems thinking, cross-cultural communications, and negotiation – To build a community of practice which allows us to share our views on leadership opportunities and challenges in the region. Copyright, 2006 -- LEAD International
33
Slide 7
Workshop Schedule • Day 1: Introduction to Leadership • Day 2: Systems Thinking for Transformational Change • Day 3: Cross-cultural Communication and Field Visit • Day 4: Problem-solving and Negotiation • Day 5: Leadership for Young Leaders in Governance • Day 6: Development Modules Copyright, 2006 -- LEAD International
Slide 8 Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
10 July Monday
11 July Tuesday
12 July Wednesday
13 July Thursday
14 July Friday
15 July Saturday
Session 1: Welcome Ceremonies Session 2: Introductions, Programme Overview and Objectives
Session 6: Introduction to Systems Thinking Session 7: Exploring Behaviour Over Time
Session 11: Introduction to the Day Session 12: What is Culture Session 13: Matching Values to Behaviour Session 14: Culture in Context
Session 17: Introduction to the Day Session 18: Key Concepts to Negotiation
Session 22: Plenary Road Map Session 23: Using our Leadership Tools
Session 28: Development Modules: Gender and Leadership
Session 3: Identifying Leadership Challenges – Discussion
Session 8: Facilitating SelfSustaining Change – Part I
Session 15: Intercultural Skills & Cultural Assumptions Session 16: Attitudes & Cultural Difference
Session 19: Preparation for Simulation
Session 24: Thematic Group Discussions Session 25: Peer Feedback
Session 29: Development Modules: Indigenous Peoples and Leadership
Lunch
Lunch
Session 4: Finding Your Own Leadership Style
Session 8 (cont) Facilitating SelfSustaining Change – Part II
Field Activity
Lunch
Session 20: Multi-Party Negotiation Simulation
Lunch
Session 26 Development Modules: Assessing and Developing Leadership Capacities
Session 30 Leadership Panel
Session 5: Visualization Activity and Key Leadership Attributes
Session 9: Anticipating Resistance Session 10: Applying Principles
Field Activity
Session 21 : Debriefing, Applying and Closing
Session 27: Development Modules: AntiCorruption and Leadership
Session 31: Workshop Closing
Welcome Reception and Dinner
Free Evening
Free Evening
Evening Assessment Meetings
Free Evening
Copyright, 2006 -- LEAD International
34
Lunch
Lunch
Slide 9
Facilitation Team • Facilitation: • Organisation: • Website:
Copyright, 2006 -- LEAD International
Slide 10
Methodology • • • •
Experiential Peer Learning Participatory and Interactive Individual and Group Focused Reflection
Copyright, 2006 -- LEAD International
35
Slide 11
Experiential Learning There is a world of difference between knowing that something is true, because one has been told it by some authority and knowing that it is true, because one has experienced it (albeit in a simulated situation) for oneself. (Elgood, Chris 1990)
When I hear, I forget. When I see, I remember When I do, I understand Copyright, 2006 -- LEAD International
Slide 12
Tools for Learning • • • • • • • •
Initiatives Games/simulations Individual activities/Questionnaire Group discussions Presentations Video Reading Journaling Copyright, 2006 -- LEAD International
36
Slide 13
Day 1: Introduction to Leadership Aims; • To set the context for discussions about leadership in the region; • To focus on leadership styles, both our own and those of others, in an innovative way; and • To explore the dimensions and dynamics of leadership within our social and professional contexts. Copyright, 2006 -- LEAD International
Slide 14
Day 1 Schedule Session 1:
Welcome Ceremonies
Session 2:
Introduction to the Asian Young Leaders for Governance Programme and the Regional Leadership Workshop
Break
Session 3:
Identifying Leadership Challenges
Lunch
Session 4:
Finding your Own Leadership Style
Break
Session 5:
Visualization Activity and Reflections on the Day Copyright, 2006 -- LEAD International
37
Slide 15
Participant Introductions Personal Definitions of Leadership • Select an image from the table that demonstrates your own definition of leadership. • Introduce yourself to your partner, stating your name, country, and institution. • Also briefly explain to the group why you selected the card, and how it reflects your definition of leadership. Copyright, 2006 -- LEAD International
Slide 16
Introductions by “Speed Meeting” • We will have the opportunity to introduce each other through this activity. • Using the questions provided, we will have seven, 3 minute rounds. • At the end, you will pick your Learning Partner for the week.
Copyright, 2006 -- LEAD International
38
Slide 17
SESSION 3
Identifying Leadership Challenges
•Group Exercise: Identifying the challenges to good leadership in different contexts
Copyright, 2006 -- LEAD International
Slide 18
Leadership Challenges A brainstorming exercise around the challenges to good leadership, and opportunities to overcome these in your profession. • Think about the leadership challenges (social, political, economic, environmental, institutional, etc) that are faced in your profession. • What are the most serious challenges that you see to good leadership in your profession? • Write the 3 most important challenges you perceive on cards. • We will do this exercise by sectoral groups. Copyright, 2006 -- LEAD International
39
Leadership Challenges • • • •
• •
Ask each participant to think of 3 to 5 challenges. These should be recorded on cards – one per card. The cards should be pinned to a pinboard and grouped by the facilitators, based on suggestions from the participants. Each group should then be named and given a title by the participants. A card recording this title should be pinned over the group to which it relates. All participants should then be given three stickers – coloured dots – numbered 1, 2 and 3. They should be asked to place the sticker with #3 on on the category of challenge that they prioritise as most important, the #2 on the second highest priority, and #1 on the third priority. The numbers allotted to each category should then be added up and the group priorities identified. This is an example of a ranking exercise, and will be discussed further at the end of session 11 when prioritisation is discussed. The categories of challenges should then be written onto flip-charts and a brainstorming session undertaken to identify ways in which these challenges present opportunities to the participants in their leadership roles. Can the participants identify positive ways of countering the challenges?
Copyright, 2006 -- LEAD International
Slide 19
Rules for Writing on Cards • Write one challenge per card. • Write only a couple of words to describe the challenge. • Write clearly in large letters – the card should be clearly readable when displayed on a pinboard. • Use a dark coloured marker pen.
Copyright, 2006 -- LEAD International
40
Slide 20
Leadership Challenges • The challenges you identify will be pinned to a board, and grouped with similar challenges identified by other participants. • All participants will then consider the groupings and suggest titles for each. • The titles that are agreed will then be written on different coloured cards and used to label each grouping. Copyright, 2006 -- LEAD International
Slide 21
Prioritizing the Challenges • You will then be given three stickers – coloured dots. • You are going to use these stickers to label the challenges that you consider to be most important. • Identify the challenges that you think are most important and place stickers on the title cards. • If you think that one challenge is far more important that the others, you can place more than one sticker on that grouping. Copyright, 2006 -- LEAD International
41
Slide 22
Leadership Opportunities • The number of stickers allocated to each category will then be added up and the priority groups identified. • Working in teams, you will be given one of the four most important challenges to write onto a flip-chart. • Your team will then brainstorm ways in which these challenges present opportunities for leadership. Can the group identify positive ways of countering the challenges? Copyright, 2006 -- LEAD International
Slide 23
Gallery Walk • The sectoral groups will post their challenges and opportunities work • Participants will have the chance to walk and look at the various contributions to the discussion on leadership in the region. • When people have viewed the work, a 10 minute reflection time with Learning Journals will help people capture what they are noticing.
Copyright, 2006 -- LEAD International
42
Slide 24
SESSION 4
Finding Your Own Leadership Style
•Individual Leadership Style Survey •Leadership Styles Review and Discussion
Copyright, 2006 -- LEAD International
Slide 25
Leadership Style Questionnaire • The questionnaire lists ten descriptions of, or statements on, aspects of leadership. • For each one, tick the box that is closest to your own attitude or leadership practice. • This questionnaire asks you to state what your preferences are.
Copyright, 2006 -- LEAD International
43
Slide 26
Leadership Styles Autocratic
TELLS
Authoritarian
EXPLAINS
Dynamic
CONSULTS
Participative Democratic
SHARES DELEGATES
30
0
Copyright, 2006 -- LEAD International
Slide 27
Problem Solving Activity
• Problem Solving Activity: ‘Towers’ • Debrief According to Survey Results
Copyright, 2006 -- LEAD International
44
Slide 28
SESSION 5
Visualization Activity
•Visualization Exercise ‘Leadership’ and ‘Followership’
Copyright, 2006 -- LEAD International
Slide 29
Visualization Activity • Think about an important moment or point in your life when you were a ‘follower’ of a leader you admired. • Tell the story of this leader to your group.
Copyright, 2006 -- LEAD International
45
Slide 30
Visualization Activity cont. • Discussion Questions: – What were some of the qualities that this leader possessed that made you happy to follow this person? – What did the leader DO that made you happy to follow him/her? – How did you act in response to his/her actions?
Copyright, 2006 -- LEAD International
Slide 31
Learning Journal Activity • Take 15 minutes to reflect on that last exercise in your Learning Journal. • Did the exercise give you any new ideas, or reinforce any thoughts you have had about yourself as a leader? • Try to note down three things that you might follow-up on as a result of today’s discussions. Copyright, 2006 -- LEAD International
46
Slide 32
Learning Partner Discussion • This last exercise of the day will provide us with the opportunity to meet with our Learning Partners for a 10 minute conversation about: – What is one new insight I gained today – What would I like to learn or practice during this week
Copyright, 2006 -- LEAD International
Slide 33
Closing Circle • Summary and reflections of the day
Copyright, 2006 -- LEAD International
47
Table of Contents
Day 1
Day 2
Day 3
FAC I L I TATO R ’S M A N UA L
Welcome to Facilitators
3
Introduction to the Facilitator’s Manual
4
Master Materials List
5
Overall Schedule
7
Day 1: Agenda
9
Facilitator’s Notes: Session-by-Session Guide
11
• Resource - Session 4: Leadership Style Survey
23
• Resource - Session 4: Towers Activity Instructions
27
• Resource - Session 5: Learning Journal
29
• Day 1: Slide set
31
Day 2: Agenda
49
Facilitator’s Notes: Session-by-Session Guide
51
• Day 2: Slide set
75
Day 3: Agenda
147
Facilitator’s Notes: Session-by-Session Guide
149
• Resource - Session 13: Matching Values to Behaviour
167
• Resource - Session 14: Culture in Context
169
• Resource - Session 15: Intercultural Skills
171
• Resource - Session 15: Cultural Assumptions
173
• Resource - Session 16: The Milton Bennett Model
177
• Resource - Session 16: Applying the Model of Intercultural Sensitivity
179
• Day 3: Slide set
181
1
Contents
Day 4
Day 5
Day 6
2
Day 4: Agenda
213
Facilitator’s Notes: Session-by-Session Guide
215
• Resource - Session 18: Reframing Positions into Interests
243
• Resource - Session 19: Role Descriptions
245
• Resource - Session 19: Menehune Bay Simulation Teaching Note
285
• Resource - Session 19: Leading A Same Role Meeting
293
• Resource - Session 19: Observing and Debriefing A Simulation
297
• Resource - Session 19: Appendix A
303
• Resource - Session 19: Appendix B
309
• Resource - Session 19: Appendix C
311
• Resource - Session 19: Appendix D
327
• Resource - Session 19: Appendix E
337
• Resource - Session 19: Appendix F
345
• Day 4: Slide set
347
Day 5: Agenda
391
Facilitator’s Notes: Session-by-Session Guide
393
• Day 5: Slide set
405
Day 6: Agenda
411
Facilitator’s Notes: Session-by-Session Guide
413
• Resource - Session 31: Sample Evaluation
424
• Day 6: Slide set
427
FAC I L I TATO R ’S M A N UA L
Introduction
Welcome to Facilitators This Facilitator’s Manual is a handy guide for facilitators who are implementing the six-day Leadership Course for Young Leaders in Governance. This Manual aims to provide the information necessary to deliver it in its pilot stage. This is an evolving programme and all facilitators are encouraged to use this document as a springboard for adaptation of the interconnected set of events and modules at the country level. We are excited that others will continue to refine the current design, celebrate its merits and continue to improve and adapt it. We are eager for this Manual to be easy to follow and useful to you in your work with the UNDP Leadership for Young Leaders in Governance Programme in your country and region. As such, comments, suggestions and amazing new insights from you are requested as you work through the programme. We will be sharing our experiences and stories through our online communication and future training events, and these opportunities will help us all to deepen our understanding and practice using these materials. Please send your input and ideas to Gillian Martin Mehers ([email protected]) at any point in the programme. They will be most appreciated. Welcome to our team! The LEAD Training Team April 2006
FAC I L I TATO R ’S M A N UA L
3
Introduction
How to Use This Manual This Manual has been prepared by LEAD International for facilitators to use as a reference document and resource throughout the six-day workshop. The result is a relatively comprehensive description of the objectives and process behind facilitation of the thirty one interconnected sessions that make up the current workshop. Within each of the session descriptions, you will find the following information: • Time schedule • Objectives and Goals for the session • Materials • Preparation • Process • Facilitators Notes The materials in this book include the overall schedule, daily agendas, the session-by-session descriptions, a master materials list, and resources, and the slide set. Separate to this manual is a PowerPoint slide set (with facilitator notes in the notes view) for use in training. The goal of the Manual is not to provide necessarily an in-session resource, but to allow Facilitators to have a resource to read in advance of each session which explains the rationale, objectives and process which has been suggested for each session. This should help them to then adapt it for their own purposes. Facilitators are encouraged to adapt the materials to their specific region and audience using their own examples where possible for the cartoons, case studies and stories in the slideset. Finally, each Facilitator will make the materials his/her “own” and deliver them as they see most appropriate. As you read through this manual, you will no doubt wish to create your own short hand agenda, or notes to follow using the process with which you are most familiar. This manual is a way to pass along the design ideas, and eventually the learning from the pilot; to other professional facilitators in order that they can adapt their sessions based on thorough knowledge of what was envisaged for each event and their own magnificent creativity!
4
FAC I L I TATO R ’S M A N UA L
Introduction
Master Materials List Materials Day 1
• • • • • • • • • • • • •
Session workbooks (required every day) Slide set (required every day) LCD Projector and screen (required every day) Flip chart, paper and markers Name plates for guest speakers Name badges, pen, note paper for all participants Picture postcards for Session 2 Sticky stuff or tape to attach flip chart paper to walls (required every day) Cards Boards to pin cards on to Three large, dark coloured dot stickers per person, cut into threes Towers game instructions hand-out Recycled or used paper for Towers activity (35 sheets per six participants)
Day 2
• • • • •
4 flip charts, paper and coloured markers Ball or throwable object for Speed Catch game Watch or timekeeper with a watch Flipchart graph for Speed Catch Sticky Post-it notes
Day 3
• •
Flip chart, paper and markers Hand-outs (see Resources at the end of Day 3)
Day 4
• • • •
Two cards per person for Win-As-Much-As-You-Can game Name plates for simulation roles Boards to pin flipchart paper onto Hand-outs (see Resources at the end of Day 4)
Day 5
•
Video camera
Day 6
• • •
Name plates for leadership panellists Biographies of leadership panellists to distribute to participants Evaluation forms
FAC I L I TATO R ’S M A N UA L
5
Participant Session Schedule
Southeast and East Asia Sub-Regional Leadership Course for Young Leaders in Governance 10-15 July 2006 Bangkok, Thailand
DAY 1 10 JULY MONDAY
DAY 2 11 JULY TUESDAY
DAY 3 12 JULY WEDNESDAY
DAY 4 13 JULY THURSDAY
Session 1: Welcome Ceremonies
Session 6: Introduction to Systems Thinking
Session 11: Introduction to the Day
Session 17: Introduction to the Day
Session 2: Introductions, Programme Overview and Objectives
Session 7: Exploring Behaviour Over Time
Session 12: What is Culture
Session 18: Key Concepts to Negotiation
Session 13: Matching Values to Behaviour
DAY 5 14 JULY FRIDAY
Session 22: Plenary Road Map Session 23: Using our Leadership Tools
DAY 6 15 JULY SATURDAY
Session 28: Development Modules: Gender and Leadership
Session 14: Culture in Context Session 3: Identifying Leadership Challenges – Discussion
Session 8: Facilitating SelfSustaining Change – Part I
Lunch
Lunch
Lunch
Session 4: Finding Your Own Leadership Style
Session 8 (cont): Facilitating SelfSustaining Change – Part II
Session 5: Visualization Activity and Key Leadership Attributes
Session 9: Anticipating Resistance
Welcome Reception and Dinner
Free Evening
Session 15: Intercultural Skills & Cultural Assumptions
Session 19: Preparation for Simulation
Session 25: Peer Feedback
Session 29: Development Modules: Indigenous Peoples and Leadership
Lunch
Lunch
Lunch
Field Activity
Session 20: Multi-Party Negotiation Simulation
Session 26: Development Modules: Assessing and Developing Leadership Capacities
Session 30: Leadership Panel
Field Activity Free Evening
Session 21: Debriefing, Applying and Closing
Session 27: Development Modules: AntiCorruption and Leadership
Session 31: Workshop Closing
Evening Assessment Meetings
Free Evening
Session 16: Attitudes & Cultural Difference
Session 10: Applying Principles
FAC I L I TATO R ’S M A N UA L
Session 24: Thematic Group Discussions
7
Schedule Day 1: Introduction to Leadership
Monday 10 July Bangkok, Thailand
EVENT
CONTENT
08:30
Session 1 Welcome Ceremonies (Meeting Room)
•
Welcome by UNDP and local Indigenous Leader (name, affiliation).
09:00
Session 2 Introduction, Programme, Overview and Ojectives (Meeting Room)
•
Introduction to the Southeast and East Asian SubRegional Leadership Course for Young Leaders in Governance and partners - objectives, methodology, schedule, and facilitators. Presentations by Capacity 2015 Asia, Asia Regional Governance Programme, Regional Indigenous People’s Programme. Participant Introductions. “Postcards: Personal Definitions of Leadership”.
TIME
•
• 10:30
Coffee Break
11:00
Session 3 – Identifying Leadership Challenges
• •
Group Exercise: Identifying the challenges to good leadership in different contexts. Learning Partner Gallery Walk.
12.30
Lunch
14:00
Session 4 – Finding Your Own Leadership Style
• •
Individual Leadership Style Survey. Leadership styles review and discussion.
14:30
Session 4 (cont) Problem-solving Activity
• •
Towers activity. Debrief according to survey results.
15:30
Coffee Break
15:45
Session 5 Visualization Activity and Reflection
• • •
A visualization exercise: ‘Leadership’ and ‘Followship’. Group discussion. Learning Journal activity.
16:15
Closing Circle
• •
Learning Partner discussion. Summary of day.
17:00
Close
18:30
Welcome Dinner
FAC I L I TATO R ’S M A N UA L
FACILITATOR/CHAIR
Participants and some invited guests will be welcomed with an opening dinner at the hotel.
9
Facilitator’s Notes Day 1: Introduction to Leadership
Session 1 Welcome Ceremony
OBJECTIVE
PREPARATION
To welcome participants onto the Southeast and East Asia Sub-Regional Leadership Course for Young Leaders in Governance Course.
• Room set up and equipment in place for the day. • Seating could be small groups seated at round tables (maximum 10 persons per table) if possible. For this first session it could be more formal if you can move people into tables at the coffee break.
The Southeast and East Asia Sub-Regional Leadership Course for Young Leaders in Governance Course will be formally opened by distinguished guests who will make some opening remarks and will welcome the group of participants from the region.
TIME SCHEDULE 08:30 09:00 10:30 11:00
Session 1 Session 2 Coffee Break Session 3
GOALS FOR SESSION 1 • • •
Settle people down and make them feel comfortable. Welcome participants to the workshop by local leader. Introduce host institutions and partners
MATERIALS REQUIRED • • • • •
PROCESS This welcome session will take the character of the host institution. It is a short session, and at the same time very important to allow the guest speaker, host institution and partners to speak and demonstrate the commitment of the partners to the process and outcome of the session.
FACILITATOR NOTES This is a rather ceremonial start to the workshop, and it allows the partners to speak and provide their vision for the session and this programme. You will want to make sure and brief the speakers about their time. This session needs to be short and crisp and not run over, as this will set the expectations for the rest of the workshop in terms of timekeeping. More information on the partners comes in Session 2.
Session Workbook for participants Name badges for all participants and facilitators Pen and note paper for all participants Name plates for guest speakers (if any) LCD Projector, screen
FAC I L I TATO R ’S M A N UA L
11
Facilitator’s Notes Day 1: Introduction to Leadership
Session 2 Introductions, Programme Overview and Objectives OBJECTIVE
PREPARATION
To provide participants with an introduction to the six day leadership workshop.
• Place the images/postcards on a table in the entrance area with a flipchart sign saying, “Please choose an image that demonstrates your own definition of leadership” • As people walk into the room, have one of the facilitators drawing people’s attention to this so people can select a card and have it already as they enter the room. Process
Participants will be guided through the workshop objectives, the LEAD methodology and schedule for the following six days. There will be an opportunity for participants to introduce themselves and get to know each other better through an interactive exercise whereby personal definitions of leadership will be explored.
TIME SCHEDULE 09:00 10:30 11:00
Session 2 Coffee break Session 3
GOALS FOR SESSION 2 • Introduce the programme, the partners and the workshop objectives, methodology, schedule and facilitators • To introduce the participants and their own views on leadership.
MATERIALS REQUIRED • Postcards or images (enough for all participants and a few extra) • Flip chart paper and pens
FAC I L I TATO R ’S M A N UA L
This session starts with a short introduction to the programme, and the vision (if this was not covered in the welcome). After this, the partners can present a short introduction to their institutions (5 minutes each) using several PowerPoint slides if wished. After the partners, the participants should be introduced to the actual objectives of the Leadership Course, the methodology, the schedule for the week and the facilitators. If there are table facilitators, or key logistics staff in the room, they can also be introduced at this time. This introduction can be done using PowerPoint slides or other visual aids. After this sequence, participants will introduce themselves using the postcards/images they selected on entering the room. Note: There will always be some late people, or people who did not select an image. At this time, after the formal presentation, you can be more informal and frame the next activity, which is the participants’ introductions. At this time, ask people to look at their card and take a few minutes to think about the image they see and how it illustrates their own personal definition of leadership. While people take a moment to think, you can tell people who did not take a card to go and select one.
13
Once people are ready, if space permits, you can ask people to stand in a circle with their cards, in order to show them one at a time. If there is not enough space, you can also have people stand where they are and speak. Ask each person to VERY BRIEFLY, give you three pieces of information: • Their name • Their institution • Describe their image and tell why it illustrates their personal definition of leadership Go around the circle or room until each person has been able to speak.
14
FACILITATOR NOTES
The introductions exercise can easily get out of hand in terms of timing if the first few people take a long time to introduce themselves. You might want to either do the first one yourself to set a good example, or have a few people whom you have briefed in advance do this. If need be, you might need to repeat the three fields (if people are giving more or leaving out something) or remind people to keep it very short. This activity precedes coffee so if need be, you can take a few minutes off of the break, but it is better to keep people quick and on task.
FAC I L I TATO R ’S M A N UA L
Facilitator’s Notes Day 1: Introduction to Leadership
Session 3 Identifying Leadership Challenges
OBJECTIVE
PREPARATION
To identify the challenges to good leadership in different contexts.
• For this session you need breakout rooms or separate spaces, enough for the number of sectors that will be working in small groups. • In each of the breakout rooms, create a space that people will use to post their ideas. This can be a blank wall, or a wall covered with flip chart paper, or pinboards (big enough for the card exercise) • Prepare your tape or sticky stuff in advance as you will be posting cards quickly. Line up small balls of sticky stuff on one side of your wall space, or make tape rolls. Enough for the whole exercise. • Cut the dots in advance into 3 dots per person, so that it is easier to hand them out at the end. • Make certain that you have enough group facilitators for the small groups, if need be, select one or two participants to help and brief them in advance. • Put all the participants names in a hat or box (for selecting Learning Partners)
By way of a facilitated discussion, this session will provide an opportunity for participants to consider the challenges that exist to good leadership practice in a variety of professional, social and cultural contexts. Participants will also explore opportunities to overcome these and share some of their personal leadership experiences.
TIME SCHEDULE 11:00 12:30 14:00
Session 3 Lunch Session 4
GOALS FOR SESSION 3 • To help people identify the challenges to good local leadership in different contexts.
MATERIALS REQUIRED • • • • • •
Cards (2 or 3 per participant) Markers – one per 1 or 2 participants Wallspace or flipchart paper on the wall, or pinboards Sticky stuff or masking tape Dots, 3 per person Flip chart and paper
FAC I L I TATO R ’S M A N UA L
PROCESS For this exercise, people will be working in small sectoral groups. Depending on the size of the initial group, this can be traditional sectors: private, NGO, government, academia, and media. Or you can use other labels to divide the group. Each group should have a facilitator, so that people can concentrate on the activity, which has a number of steps. Step 1: Let people sit together either in a circle or around a set of tables in a room. Hand out 2-3 cards per person and a marker. If you have a large group, give people 2 cards, if it is small, they can have 3. This will help you manage the
15
number of inputs you will using in the second step. Ask people to think for a moment about the challenges they see to good local leadership in their sector. Give them a few minutes to think and ask them to write one challenge per card (just a few words). Step 2: Once people have filled in their cards, collect them and you will start to post them on your pinboard, wall or white space area. Read them out as you post them and take a first attempt at grouping them. When you see similar words or items, start to cluster them. If in doubt ask the participants, or involve them in helping you cluster them. Try not to turn your back on the participants during this. Step 3: Once the clusters are up, ask the group if they can help you label the clusters with one or two word titles which exemplify the clusters. Ask people if things still need to be moved around. Step 4: Hand out 3 dots per person, remind people of the clusters and ask people to vote for their top 3 challenges. Which of all these do people think are the three top ones. Once they vote, you can rank them. Rewrite these cluster titles, in their order of priority to the group on a flipchart. NOTE: If time is short for any reason, this exercise can end here, and then finish up with the Learning Partner Gallery Walk and short Plenary discussion (20 minutes). Have people them select the name of their Learning Partner from a hat. People can select names until all the people have been selected. Once someone has been selected, they do not pick again. The Learning Partner Gallery Walk then involves learning partner pairs going around the room together viewing the card exercise and discussing their observations. If you find you have extra time (at least 20 minutes) you can add this step:
16
Optional Step: With at least 20 minutes, you can take the top 3 priorities and divide your sectoral group into 3 sub-groups and ask them to have a conversation about “Their challenge”. They can have a short discussion about the following: “What can a leader do, what have they tried and seen tried in their context to meet this challenge?” They can record some thoughts if they wish and post it with their other materials. If there is not enough time for this, go directly to Step 5 and 6: Step 5: This session ends first with a 10-minute Learning Partner Gallery walk so that the groups can see what kind of challenges have been identified for the different sectors. Step 6: After the Gallery Walk, reconvene the plenary for a short discussion about what people noticed. Ask the group, “when you walked around the boards and talked to your Learning Partner about the challenges that the sectors faced, what did you notice?” Probably people will reflect on how similar the challenges are, no matter what the sector. At the same time there might also be some useful differences. Noticing this helps the group understand some of the different perspective and contexts held by group members and should help them be active listeners during the week.
FACILITATOR NOTES In this session, one of the main goals is to get people to think about local leadership practice in their own context and to start to share some of their stories and experiences. As this is a sectoral discussion to begin with, it helps people network with others who have a similar background, and helps people find affinities in the stories being told. At the same time, the conclusions should help people recognize that although people are very different within the participant group, they are dealing with some very similar issues, and therefore, the discussions during the week should be widely applicable across the diversity of the group.
FAC I L I TATO R ’S M A N UA L
Facilitator’s Notes Day 1: Introduction to Leadership
Session 4 Finding Your Own Leadership Style
OBJECTIVE
PREPARATION
To enable participants to identify their own leadership style.
• Have the materials centrally located and ready for the exercise. • Draw the scoring preference for the Leadership Style Survey on a flipchart and hang up on wall when this exercise starts.
Participants will identify their own preferred leadership style through use of an individual survey tool. There will be a review of the styles followed by an interactive discussion about the situations for which different styles are best suited. The discussion will be followed by a small group problemsolving activity that will help highlight the discussion about leadership styles. Time Schedule 14:00 15:30 15:45 17:00
Session 4 Coffee Break Session 5 Close
GOALS FOR SESSION 4 • To explore participants’ individual leadership styles and preferences
MATERIALS REQUIRED • Flipchart paper and different coloured markers. • Hand-outs for Leadership Style Survey. • Flipchart with scoring preference for Leadership Style Survey. • 35 sheets of paper per 6 people (so if you have 24 people, you need 140 sheets of paper) NOTE: This can be scrap or waste paper, and should be A4 or letter size, unbent and uncut.
FAC I L I TATO R ’S M A N UA L
PROCESS This session has two activity components each followed by a discussion component. For the first activity component, frame the activity, which is done individually. Distribute the hand-out on the Leadership Style Survey. Give participants 10 minutes to complete the survey and ask them to mark their scoring preference on a chart you will have posted on a flipchart. Take the remaining 15 – 20 minutes to discuss the group’s preferences. For the discussion component, ask the following questions: • What does the group notice? • What do the results say about this group of participants? • Can you imagine a situation where a more directing style of leadership may be required? Note that different leadership styles are required for different situations. We need to become aware of our own style and learn to adapt it if need be to differing leadership styles different contexts may require. After the above discussion, immediately start the second activity component, which is the Towers Activity. For this activity, put together 3 Learning Partner Pairs (or you could put the groups together randomly) and present each group with the 30 sheets of paper.
17
Frame the Towers Activity using the slide set and give people the required amount of time to plan and build their paper towers. At the end, wait for the minute, measure the Towers and announce the winners (to great applause). For the discussion component, ask people first to discuss the following questions in their small groups: • What did you notice about your leadership in your Towers team? • How consistent were you with the leadership style you defined earlier? • Is there anything else you noticed about your leadership style and preferences when assuming leadership positions and working in teams? Then ask people to come back into plenary. Use the slides to start the discussion about the following: • What are some key reflections on this exercise? How did it help us to explore our personal leadership styles- what new insights did it give us
FACILITATOR NOTES This session is about noticing our leadership style and preferences and testing our assumptions about how we operate in the world as leaders and team members with a real problem-solving experience. Sometimes people identify incongruence between their preferences and their actions, others find they have not thought so much about a “personal style” and the action of naming qualities about themselves is a useful one. This exercise could be complemented by a leadership styles questionnaire, if the group would prefer a tool to analyse their leadership styles in this way. Prior to selecting this option, a conversation about cultural assumptions and leadership could help determine whether a generic tool could be useful in this context.
Directly after this discussion is the coffee break.
18
FAC I L I TATO R ’S M A N UA L
Facilitator’s Notes Day 1: Introduction to Leadership
Session 5 Visualization Activity and Key Leadership attributes OBJECTIVE
PREPARATION
To use visualization to help participants identify their own inspirational leaders and to explore key leadership attributes through a brainstorming exercise.
None
PROCESS Participants will be guided through a visualization activity that will help them identify and analyse an important personal leader. This sequence will include an exploration of key qualities, leadership and “followership” and what works in different leadership contexts.
TIME SCHEDULE 15:30 15:45 16:15 17:00
Coffee break Session 5 Closing Circle End of the Day
GOALS FOR THE SESSION
This final session in the day helps participants to pin the discussions on real life leaders that they watch and admire. The visualization activity starts with a reflection and story telling process. Using the slides, participants are asked to consider a leader that they know, that they were happy to follow. Give them a few minutes to select someone I their minds and think about them. Then ask them, at their tables to share the story of this person with their group. Then ask the group to consider the following questions: – What were some of the qualities that this leader possessed that made you happy to follow this person? – What did the leader DO that made you happy to follow him/her? – How did you act in response to his/her actions?
• To anchor the previous discussion in the context of observed and appreciated leadership styles through a guided visualization exercise. Using an appreciative frame, this session helps us learn from what works.
Depending on the group and the time, you could ask the tables to continue this discussion or you could conduct it in plenary. After the discussion (20-30 minutes) you can introduce the Journaling questions and then leave people to reflect on the questions:
MATERIALS REQUIRED
• Take 15 minutes to reflect on that last exercise in your Learning Journal. • Did the exercise give you any new ideas, or reinforce any thoughts you have had about yourself as a leader? • Try to note down three goals as a leader that you wish to work towards as a result of today’s discussions.
•
Learning Journals
FAC I L I TATO R ’S M A N UA L
19
After the 15 minutes reflection and recording, the last activity is a 10 minute conversation between the Learning Partners. Learning Partners should discuss: • What are my goals as a leader? • What is one new insight I gained today? • What would I like to learn or practice during this week?
FACILITATOR NOTES This session ends the day on a reflective note and with a goal articulation conversation based on a set of exploration exercises. You may wish to summarise what we have learnt and covered today. This would normally take 2 – 3 minutes. People might be quite tired at the end, so this final session does not necessarily need to be concluded in plenary. However, you should brief the next day so that people know what to expect.
20
FAC I L I TATO R ’S M A N UA L
Facilitator’s Notes Day 1: Introduction to Leadership
Resources
SESSION 4: Leadership Styles Survey Towers Activity Instructions
SESSION 5: Learning Journal
FAC I L I TATO R ’S M A N UA L
21
Leadership Styles Questionnaire
EXERCISE:
Below are ten descriptions or aspects of leadership. For each one, tick the box that is closest to your own attitude and leadership practice or preference.
I am a firm believer in this
1.
Closely supervising people at all times
2.
Encouraging people to set their goals and standards themselves
3.
Allowing people to take on increasing responsibility
4.
Making sure people know that punishment for "non-performing" is severe
5.
Continually pushing people to meet targets
6.
Spelling out all directions to people in complete detail
CAPACITY 2015 ASIA
LEAD
I am fairly keen on this
I am not really keen
I am strongly opposed to this
7.
Letting people plan their own work as much as possible
8.
Keeping worries about my organisation to myself
9.
Allowing people to make important decisions themselves
10.
Always seeking ways to extend people and broaden their contributions
CAPACITY 2015 ASIA
LEAD
Scoring Sheet Transfer your answers to this list by circling your choice in each case.
I am a firm I am fairly I am not I am believer in keen on this really keen strongly this on this opposed to this
1
0
1
2
3
2
3
2
1
0
3
3
2
1
0
4
0
1
2
3
5
0
1
2
3
6
0
1
2
3
7
3
2
1
0
8
0
1
2
3
9
3
2
1
0
10
3
2
1
0
+
CAPACITY 2015 ASIA
LEAD
+
+
=
Mark your score on the line below to show your preference within a range of possible styles of leadership
Directing Style
CAPACITY 2015 ASIA
Delegating Style
LEAD
Design and Build a Paper Tower Team Briefing Your team is required to use the 40 pieces of paper to build a FREE STANDING structure, as high as possible. The structure can be of any design but must be stable enough to be measured 2 minutes after the 5 minute construction period ends. You must NOT use a wall or any other object to support the structure at any time. You must not use any instrument other than your hands to fold and stack the pieces of paper. During the planning phase you must agree and produce a set of written and diagrammatic instructions that would enable another team to produce the structure exactly and within the proposed timescale, using a specified amount of paper. Each team will be sited in a separate place for the planning phase of this exercise. As part of your plan you must specify the exact height of the structure you plan to build. You must also specify the number of sheets of paper you plan to use. Following the briefing period your team will have 20 minutes in which to plan your structure and up to 5 minutes in which to build it. The written and diagrammatic instructions must be handed to the facilitator before the end of the planning phase, using some of the sheets provided. If teams have built towers of equal height, then the winning team will be judged to be the team that has match the design specification it developed most accurately. Note: •
Only whole pieces of paper may be used – the paper cannot be torn into smaller pieces.
•
The use of paperclips, spittle, or any other material is STRICTLY PROHIBITED.
•
Avoid accidents.
•
Avoid draughts.
•
The structure must NOT be supported by any other object.
•
Espionage will NOT be tolerated.
•
Violence must NOT be used against other teams or individuals, or against property.
CAPACITY 2015 ASIA
LEAD
Your Journal Throughout the First Regional Leadership Workshop you will be keeping a Learning Journal. This Journal will be one way that you reflect on your experiences on an ongoing basis and will provide a means for you to document your story and journey through the Programme. For this you will be given a blank book to use to record your thoughts, ideas, reflections etc. in any form you wish (text entries, pictures, cartoons, found objects, photos, sketches etc.) and in any language you wish. This Journal will be a private place to record these thoughts. From time to time in the workshop you will be given some open-ended questions to consider and then to write some words on the topics in your Journal. In some cases the information you record will be useful for discussions with your Learning Partner, other participants, or other people around you. You can always decide how much of your Journal you wish to share. The purpose of this Journal is to provide a consistent format for documenting your development through the training and capturing information about how you are applying what you have gained from the various activities in the programme. The intent of this reflective process is to track the different ways that your experiences influence change in your understanding and practices as well as the challenges to change and application of what you are learning. As such, your Journal should provide you a baseline for your personal journey. For example, the way you answer certain questions now at the onset of the training could change over the course of the programme. The way you see the world and your role as a leader in it might transform, and the way you deal with diversity, ask questions, notice and listen might shift. All these things we will be considering through the Journaling exercise and early entries, as you look back at them, will help you see this change more clearly. If you have any questions about how to keep your Journal or use it to help you see change and progress, you can speak to your Facilitator.
How to Use Your Journal Below are some suggestions on how to use your Journal to capture reflections and ideas that you have throughout the programme. You have been given a blank book for your Journal to allow for maximum flexibility and creativity in the way you use it. However from time to time you will need to go back to entries to compare or reflect on your thinking. In order to be able to find earlier entries, you might wish to use the following technique to help you organise your information:
CAPACITY 2015 ASIA
LEAD
•
Leave the first few pages free to create a Table of Contents. At the top of those pages create the following columns on the top of each page: Page Number, Date, Subject, Notes (or others you prefer.)
•
Number the pages throughout the Journal in the upper right hand corner. You can number every other page. This will help you keep track of specific entries and find them again quickly.
•
You will begin to write in your Journal and whenever you have an important one, then you can add that to the Table of Contents at the beginning, which you will build up over time. You can also log into the Table of Contents whenever you start a new week or month, depending on how often you are recording your thoughts.
Write in your Journal at least once a day You may write more frequently if you wish. We have given you some questions throughout the workshop for specific reflections. Otherwise this is your personal Journal and you should feel free to capture any thoughts, reflections or ideas as frequently as you wish. The usefulness of this learning tool for you depends on your diligence!
Be creative! You may want to add to the written part of your journal with sketches, photographs, or other illustrations that help you remember or explain your reflections. Imagine that you would use your Journal to tell stories to your children or other young people in your life…
CAPACITY 2015 ASIA
LEAD
Slide 1
Regional Workshop for Young Leaders in Governance A Leadership for Environment and Development (LEAD) Workshop for Capacity 2015 Asia, ARGP, APGMP, and RIPP
Date, Year Venue, Place, Country LEAD is a global network of individuals and organisations committed to sustainable development.
Copyright, 2006 -- LEAD International
Slide 2
SESSION 1
Welcome Ceremonies
Copyright, 2006 -- LEAD International
31
Slide 3
SESSION 2
Introduction to the Programme
•Introduction to the Partners •Overview of the Asian Young Leaders for Governance Programme •Introduction to the Regional Training Workshop – objectives, methodology, schedule and facilitators •Participant Introductions •Postcards: Personal Definitions of Leadership Copyright, 2006 -- LEAD International
Slide 4
Introduction of the Partners • UNDP Capacity 2015 • UNDP Asia Regional Governance Programme (ARGP) • UNDP Regional Indigenous People’s Programme (RIPP) • Asia-Pacific Gender Mainstreaming Programme (APGMP)
Copyright, 2006 -- LEAD International
32
Slide 5
Overview: Asia Young Leaders for Governance Programme • • • • •
Rationale and goals for the programme Profile of participants Overall structure Outcomes Why this is an exciting programme…
Copyright, 2006 -- LEAD International
Slide 6
Introduction to the First Regional Training Workshop Aims of the Workshop – To focus on the role of leadership within our own social and professional contexts – To explore our own leadership style and preferences in different contexts – To strengthen a set of key leadership skills including: systems thinking, cross-cultural communications, and negotiation – To build a community of practice which allows us to share our views on leadership opportunities and challenges in the region. Copyright, 2006 -- LEAD International
33
Slide 7
Workshop Schedule • Day 1: Introduction to Leadership • Day 2: Systems Thinking for Transformational Change • Day 3: Cross-cultural Communication and Field Visit • Day 4: Problem-solving and Negotiation • Day 5: Leadership for Young Leaders in Governance • Day 6: Development Modules Copyright, 2006 -- LEAD International
Slide 8 Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
10 July Monday
11 July Tuesday
12 July Wednesday
13 July Thursday
14 July Friday
15 July Saturday
Session 1: Welcome Ceremonies Session 2: Introductions, Programme Overview and Objectives
Session 6: Introduction to Systems Thinking Session 7: Exploring Behaviour Over Time
Session 11: Introduction to the Day Session 12: What is Culture Session 13: Matching Values to Behaviour Session 14: Culture in Context
Session 17: Introduction to the Day Session 18: Key Concepts to Negotiation
Session 22: Plenary Road Map Session 23: Using our Leadership Tools
Session 28: Development Modules: Gender and Leadership
Session 3: Identifying Leadership Challenges – Discussion
Session 8: Facilitating SelfSustaining Change – Part I
Session 15: Intercultural Skills & Cultural Assumptions Session 16: Attitudes & Cultural Difference
Session 19: Preparation for Simulation
Session 24: Thematic Group Discussions Session 25: Peer Feedback
Session 29: Development Modules: Indigenous Peoples and Leadership
Lunch
Lunch
Session 4: Finding Your Own Leadership Style
Session 8 (cont) Facilitating SelfSustaining Change – Part II
Field Activity
Lunch
Session 20: Multi-Party Negotiation Simulation
Lunch
Session 26 Development Modules: Assessing and Developing Leadership Capacities
Session 30 Leadership Panel
Session 5: Visualization Activity and Key Leadership Attributes
Session 9: Anticipating Resistance Session 10: Applying Principles
Field Activity
Session 21 : Debriefing, Applying and Closing
Session 27: Development Modules: AntiCorruption and Leadership
Session 31: Workshop Closing
Welcome Reception and Dinner
Free Evening
Free Evening
Evening Assessment Meetings
Free Evening
Copyright, 2006 -- LEAD International
34
Lunch
Lunch
Slide 9
Facilitation Team • Facilitation: • Organisation: • Website:
Copyright, 2006 -- LEAD International
Slide 10
Methodology • • • •
Experiential Peer Learning Participatory and Interactive Individual and Group Focused Reflection
Copyright, 2006 -- LEAD International
35
Slide 11
Experiential Learning There is a world of difference between knowing that something is true, because one has been told it by some authority and knowing that it is true, because one has experienced it (albeit in a simulated situation) for oneself. (Elgood, Chris 1990)
When I hear, I forget. When I see, I remember When I do, I understand Copyright, 2006 -- LEAD International
Slide 12
Tools for Learning • • • • • • • •
Initiatives Games/simulations Individual activities/Questionnaire Group discussions Presentations Video Reading Journaling Copyright, 2006 -- LEAD International
36
Slide 13
Day 1: Introduction to Leadership Aims; • To set the context for discussions about leadership in the region; • To focus on leadership styles, both our own and those of others, in an innovative way; and • To explore the dimensions and dynamics of leadership within our social and professional contexts. Copyright, 2006 -- LEAD International
Slide 14
Day 1 Schedule Session 1:
Welcome Ceremonies
Session 2:
Introduction to the Asian Young Leaders for Governance Programme and the Regional Leadership Workshop
Break
Session 3:
Identifying Leadership Challenges
Lunch
Session 4:
Finding your Own Leadership Style
Break
Session 5:
Visualization Activity and Reflections on the Day Copyright, 2006 -- LEAD International
37
Slide 15
Participant Introductions Personal Definitions of Leadership • Select an image from the table that demonstrates your own definition of leadership. • Introduce yourself to your partner, stating your name, country, and institution. • Also briefly explain to the group why you selected the card, and how it reflects your definition of leadership. Copyright, 2006 -- LEAD International
Slide 16
Introductions by “Speed Meeting” • We will have the opportunity to introduce each other through this activity. • Using the questions provided, we will have seven, 3 minute rounds. • At the end, you will pick your Learning Partner for the week.
Copyright, 2006 -- LEAD International
38
Slide 17
SESSION 3
Identifying Leadership Challenges
•Group Exercise: Identifying the challenges to good leadership in different contexts
Copyright, 2006 -- LEAD International
Slide 18
Leadership Challenges A brainstorming exercise around the challenges to good leadership, and opportunities to overcome these in your profession. • Think about the leadership challenges (social, political, economic, environmental, institutional, etc) that are faced in your profession. • What are the most serious challenges that you see to good leadership in your profession? • Write the 3 most important challenges you perceive on cards. • We will do this exercise by sectoral groups. Copyright, 2006 -- LEAD International
39
Leadership Challenges • • • •
• •
Ask each participant to think of 3 to 5 challenges. These should be recorded on cards – one per card. The cards should be pinned to a pinboard and grouped by the facilitators, based on suggestions from the participants. Each group should then be named and given a title by the participants. A card recording this title should be pinned over the group to which it relates. All participants should then be given three stickers – coloured dots – numbered 1, 2 and 3. They should be asked to place the sticker with #3 on on the category of challenge that they prioritise as most important, the #2 on the second highest priority, and #1 on the third priority. The numbers allotted to each category should then be added up and the group priorities identified. This is an example of a ranking exercise, and will be discussed further at the end of session 11 when prioritisation is discussed. The categories of challenges should then be written onto flip-charts and a brainstorming session undertaken to identify ways in which these challenges present opportunities to the participants in their leadership roles. Can the participants identify positive ways of countering the challenges?
Copyright, 2006 -- LEAD International
Slide 19
Rules for Writing on Cards • Write one challenge per card. • Write only a couple of words to describe the challenge. • Write clearly in large letters – the card should be clearly readable when displayed on a pinboard. • Use a dark coloured marker pen.
Copyright, 2006 -- LEAD International
40
Slide 20
Leadership Challenges • The challenges you identify will be pinned to a board, and grouped with similar challenges identified by other participants. • All participants will then consider the groupings and suggest titles for each. • The titles that are agreed will then be written on different coloured cards and used to label each grouping. Copyright, 2006 -- LEAD International
Slide 21
Prioritizing the Challenges • You will then be given three stickers – coloured dots. • You are going to use these stickers to label the challenges that you consider to be most important. • Identify the challenges that you think are most important and place stickers on the title cards. • If you think that one challenge is far more important that the others, you can place more than one sticker on that grouping. Copyright, 2006 -- LEAD International
41
Slide 22
Leadership Opportunities • The number of stickers allocated to each category will then be added up and the priority groups identified. • Working in teams, you will be given one of the four most important challenges to write onto a flip-chart. • Your team will then brainstorm ways in which these challenges present opportunities for leadership. Can the group identify positive ways of countering the challenges? Copyright, 2006 -- LEAD International
Slide 23
Gallery Walk • The sectoral groups will post their challenges and opportunities work • Participants will have the chance to walk and look at the various contributions to the discussion on leadership in the region. • When people have viewed the work, a 10 minute reflection time with Learning Journals will help people capture what they are noticing.
Copyright, 2006 -- LEAD International
42
Slide 24
SESSION 4
Finding Your Own Leadership Style
•Individual Leadership Style Survey •Leadership Styles Review and Discussion
Copyright, 2006 -- LEAD International
Slide 25
Leadership Style Questionnaire • The questionnaire lists ten descriptions of, or statements on, aspects of leadership. • For each one, tick the box that is closest to your own attitude or leadership practice. • This questionnaire asks you to state what your preferences are.
Copyright, 2006 -- LEAD International
43
Slide 26
Leadership Styles Autocratic
TELLS
Authoritarian
EXPLAINS
Dynamic
CONSULTS
Participative Democratic
SHARES DELEGATES
30
0
Copyright, 2006 -- LEAD International
Slide 27
Problem Solving Activity
• Problem Solving Activity: ‘Towers’ • Debrief According to Survey Results
Copyright, 2006 -- LEAD International
44
Slide 28
SESSION 5
Visualization Activity
•Visualization Exercise ‘Leadership’ and ‘Followership’
Copyright, 2006 -- LEAD International
Slide 29
Visualization Activity • Think about an important moment or point in your life when you were a ‘follower’ of a leader you admired. • Tell the story of this leader to your group.
Copyright, 2006 -- LEAD International
45
Slide 30
Visualization Activity cont. • Discussion Questions: – What were some of the qualities that this leader possessed that made you happy to follow this person? – What did the leader DO that made you happy to follow him/her? – How did you act in response to his/her actions?
Copyright, 2006 -- LEAD International
Slide 31
Learning Journal Activity • Take 15 minutes to reflect on that last exercise in your Learning Journal. • Did the exercise give you any new ideas, or reinforce any thoughts you have had about yourself as a leader? • Try to note down three things that you might follow-up on as a result of today’s discussions. Copyright, 2006 -- LEAD International
46
Slide 32
Learning Partner Discussion • This last exercise of the day will provide us with the opportunity to meet with our Learning Partners for a 10 minute conversation about: – What is one new insight I gained today – What would I like to learn or practice during this week
Copyright, 2006 -- LEAD International
Slide 33
Closing Circle • Summary and reflections of the day
Copyright, 2006 -- LEAD International
47
Related Documents
Fm - Leadership Overview Challenges And Styles
November 2019 23
Pm - Leadership Challenges & Styles
November 2019 32
Leadership Styles
December 2019 36
Leadership Styles
June 2020 16
Leadership Styles
November 2019 26
Leadership Styles
May 2020 16More Documents from "Sahooneha"
Pm - Cross Cultural Communications Part 5
November 2019 28
Emperor's New Crops
November 2019 13
Assessing Energy Futures 3
November 2019 30
Oteshauk Handbook
May 2020 9
Cultural Heritage E01
November 2019 17