Fm - Leadership Scenarios

Schedule Day 5: Leadership for Young Leaders in Governance

Friday 14 July Bangkok, Thailand

EVENT

CONTENT

08:30

Session 22 Road Map

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This brief session will review progress of the week and provide an overview of the final two days.

08:45

Session 23 Using our Leadership Tools: Part I

• •

Poor Leadership Scenarios – video role play Storytelling and preparing the scenarios

09:45

Coffee Break

•

Filming scenarios

10:00

Session 23 Using our Leadership Tools: Part II

• •

Poor Leadership videos: briefing and viewing. Debrief leadership scenarios – What could be different and what works

11:00

Session 24 Sectoral Group Discussions

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In our sectoral groups – small groups will synthesize the learning from the week, reflecting their learning, how they can use the tools and how things could be different in their own contexts. A facilitated plenary discussion will gather together learning.

12:00

Session 25 Peer Feedback

An activity will structure feedback for everyone.

12:30

Lunch

14:00

Session 26 Development Modules: Assessing and Developing Leadership Capacities

UNDP experts will lead this session.

16:00

Session 27 Development Modules: Anti-Corruption and Leadership

UNDP experts will lead this session.

18:00

Free Evening

TIME

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FACILITATOR/CHAIR

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Session 22 Plenary Road Map

OBJECTIVE To review progress of the week. This brief session will review progress of the week and provide an overview of the final two days.

will remember on Day 1 we started with ….” And then go over the high points. Refer to, if possible, some of the visual outputs from the various sessions. For example when you are walking them through Day 2 and systems, point to a causal loop diagram that is posted on the wall, etc. This should be short and energizing, and at the same time, help people feel how far the group has come in the week and how much they have accomplished.

TIME SCHEDULE 08:30 08:45 09:45 10:00

Session 22 Session 23 Coffee Break Session 23 (cont.)

GOALS FOR SESSION • To remind people of progress so far in the week and introduce them to the structure and goals of the final day.

You can ask at the end of this story of the week for any highpoints people want to add. However, make certain to have enough time to let the Learning Partners have their Walk to discuss progress they have made during the week. For the Learning Partners Walk, tell people that they will have 10 minutes to go for a walk, anywhere they wish, to talk to their Learning Partners about their individual learning this week. Make sure that people know when they are to return to the room for the next session.

FACILITATOR NOTES MATERIALS REQUIRED None

PREPARATION Think through key points of the week to share.

PROCESS

If you feel that people have reflected enough on the week and don’t need further discussion, you could also use this Learning Partners Walk to help people prepare for the next session. During the next session people will be telling stories of good or bad leadership that they have experienced. If you want to help people get a head start on that conversation, you could show them the slide briefing that exercise (titled: Learning from Leadership Practice) and have them think of a story with their Learning Partner to share with their small group in the next session. Sometimes stories get better when they are told several times!

You can run this session as appropriate for the group. A good way to start is to walk them briefly through the week, “You

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Session 23 Using Our Leadership Tools: Part I

OBJECTIVE

PREPARATION

Through use of story telling and video role play, to learn from “poor” leadership scenarios.

• If you are filming you will need a separate filming room set up for the coffee break (or for whenever people are ready) It is also useful to have a way to designate the Groups (A,B, C/1,2,3 etc.). The number should be written on a flipchart and be filmed prior to filming the group, so that the different sketches can be identified. • It is important for each group to have a private space to design and practice their scenario, so breakout rooms or space will be important. • Consider in advance how many groups you want to have. Do not have groups that are too large that most people are inactive. At the same time, do not have too many groups, as it gets boring to watch and feedback after a while. As advice, groups of 8-10 can design interesting scenarios, and people can stand to watch 4 (max 5 if they are not too long and on video, 4 if they are sketches).

Participants in small groups will devise role play scenarios of “poor” leadership (or leadership situations that could have been better!) These role plays will be rehearsed and prepared for before filming on video camera to be played back to the plenary for briefing and discussion. The debriefing session will focus on what could be different and what worked well, as well as the role of all parties to the situation in the outcome.

TIME SCHEDULE 08:45 09:45 10:00 11:00

Session 23 Coffee break Session 23 (cont.) Session 24

PROCESS GOALS FOR SESSION To help people start to apply the tools from the week to their own experiences, in this case a past leadership experience that did use one of the tools, or could have benefited from using one or more of the tools.

MATERIALS REQUIRED • Video camera • Computer, speakers and projector screen • Note: This is also possible to do without filming, but instead as role play sketch.

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Use the slides to brief the activity. Divide the group (see advice in Preparation above). For the discussion part of the exercise the groups can stay in the plenary room. However, once they are ready to start practicing they will need to move to a private breakout space. Tell the groups where they will go, so that as soon as they are ready they can move. They may wish to move immediately after the briefing. In this session on Learning from Leadership Practice, participants think back to their experience to identify a leadership situation or scenario that was either good or poor to share with their group. It can be an example that demonstrated the successful use of one or more of the leadership tools that have been discussed this week, or it

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could be an example of a leadership situation which could have potentially had a different (better) outcome if one or more of the tools had been applied. Once people have a story in their mind, they share their stories with their group. (Here again, a large group will take longer to share). The group them selects the one they would like to role play into a 2 minute video or sketch. Tell people that you will have to be firm on the timing. People will get to frame the scenario for the group when it is presented, and it is best if the person’s whose story it is does not play him/herself. At the coffee break, the scenarios will be filmed (if filming) and then in plenary they will be watched and discussed. When the Facilitator debriefs each scenario, ask people to identify: • What leadership tools were used in this situation? How were they used? • What additional tools could have been helpful OR • What leadership tools might have helped this situation have a different/better outcome? How might they have been applied?

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FACILITATOR NOTES You will have to watch the timing on this activity, as there are several aspects that can easily take more time: storytelling (if a large group), or filming (if people want to do something fancy or if they need to have a couple of takes). If you are doing the exercise as a sketch, it takes some time for people to move and set up their scenarios. One option might be to shorten Session 26 (thematic discussions) or lunch. When facilitating the feedback on each case, really try to ask people questions that engage them in other people’s experiences. You can also ask questions in plenary such as “Have you ever experienced this? What did you do?” etc. Make sure to have the same feedback time for each scenario, and do the discussion directly after the sketch/video otherwise people will forget. In terms of timing, you could use 2 min for the video/sketch and 10 minutes of discussion about it. This means with 4 groups, the whole reporting part of this activity takes about 1 hour.

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Facilitator’s Notes Day 5: Leadership for Young Leaders in Governance

Session 24 Sectoral Group Discussions

OBJECTIVE To synthesize and reflect on the week’s learning and to distil tips and lessons to apply in home contexts. In small groups, participants will synthesize the learning from the week, reflect upon their learning, and consider how they can use the tools and how things could be different in their own contexts. A facilitated plenary discussion will gather together this learning.

be working together. You can get this number from the signup list on Day 4. • Count the numbers for each thematic group and make sure there are enough chairs available. • On each of the tables, prepare and put a table tent or sign for the group name. You could also include the sign-up sheet with the names of people who have committed to attending this group.

PROCESS TIME SCHEDULE 11:00 12:00 12:30 14:00

Session 24 Session 25 Lunch Session 26

GOALS FOR SESSION • To allow people to anchor the leadership skills in a particular thematic context with like-minded participants.

MATERIALS REQUIRED •

Table tents or signs for tables

PREPARATION

For this exercise, people will be working in small, selfselected thematic 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. In plenary you can use the slide that describes this activity. This is a self-facilitated, open space discussion, so the Facilitator(s) can go among the tables the help if need be, but should not necessarily run the discussion. People have one hour to talk about a theme that they are passionate about, how can these tools be applied within the work the participants are doing in this area. For example, one group might be on HIV/AIDS and bring together people working in this field. They could start the discussion by sharing the work that they are doing in this area. How have they already applied the tools (how?) and how have others? How might they be applied? How is leadership demonstrated in this field?

• For this session you need breakout rooms or separate spaces, enough for the number of thematic groups that will

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FACILITATOR NOTES In this session, often people want more structure. However, at this stage in the session, the participants need to be taking more responsibility for the process and for meeting their goals. This is an additional networking opportunity for people and they should think about how they want to use it to the best of their abilities. If the group wants to continue their discussions they can move the conversations to lunch, which immediately follows this session.

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Facilitator’s Notes Day 5: Leadership for Young Leaders in Governance

Session 25 Peer Feedback

OBJECTIVE

PROCESS

To enable participants to provide feedback to the facilitators and each other about their experiences of the workshop.

This session begins with a Learning Journal reflection and then a discussion activity, for which two options have been given below.

An activity will provide structured feedback for everyone.

TIME SCHEDULE 12:00 12:30 14:00 16:00 18:00

Session 25 Lunch Session 26 Session 27 Closing

GOALS FOR SESSION • To structure a feedback session focused on individual participants

MATERIALS REQUIRED • Learning Journals • Option 1: Talking object (stone, leaf, ball, anything that can be passed around) • Option 2: Sheets of A3 paper (one per person)

PREPARATION •

Learning Journal reflection: The session opens with an individual exercise (10 minutes). People are asked to go back to their first entry in their Learning Journals to review personal goals set on Day 1, Session 5. People can keep this insight in mind when doing the second part of the session, and also for use at the end of the day reflection. Peer Feedback: There are two options for this exercise (or you can think of a third). Your choice will include factoring in how well the group gets along, the culture of openness and sharing, and whether direct or indirect communication has been established during the training session. Option 1: (For more direct/open groups) Ask people to find their Learning Partners and then put groups of 3 Learning Partners together for final groups of 6 persons. Each person gets a turn to receive feedback from the group based on these two questions and one question the person him/herself creates: • What is one thing that this person contributed or did very well during the week? • What is one change that you have seen in this person (could be anything)? • Optional: What question would the person like to ask the group (e.g. I am working on being more assertive, did you see any instances where you saw me be more affective by being more assertive?)

Ask people to bring along their Learning Journals

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Due to time limitations, each person will not hear from everyone. He/she will take the talking object and pass it to the first person from whom they want to hear. Then that person will pass it to a second person of his/her choice (not the person receiving the feedback), and then that second person will do this again giving the talking object to a third person, such that at the end of the exercise each person receives feedback from 3 people in their group. NOTE: If time is short, this can be two people instead of 3. Option 2: (For less direct/open groups, and perhaps if there is less time available) You can do the feedback letter writing exercise (also called “Love Letters”.) For this exercise, if you have 20 people or less you can do it as a group, if more, then divide the group in half and run it for two groups in parallel. For this exercise, give each person an A3 sheet of paper and ask them to write their name in the middle of it (large). Then ask everyone to put their papers into the centre of the circle (people can be sitting outside, on the floor, at a large table – make sure there is a central place where the papers can be collected and returned each time. Once the papers are in the middle, each person writes on all of them (if possible, or cut off the time at a certain point.) Each person takes the sheet of someone else and writes them a note about something

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they appreciated about them, something they did well during the week, or a change or transition that was noticed and appreciated by the writer. These notes can be signed or anonymous, whatever the writer prefers. Once people have finished one sheet, they put it back in the middle and take another, and continue this process until they have written on them all, or time is up. At the end of the exercise, the Facilitator collects the sheets. It is nice if these can be handed out at the end of the last day, when people receive their participation certificates. You might want to tell them to read them later, or save them for when they need some feedback or a boost.

FACILITATOR NOTES This session is about giving and receiving feedback and helping people on their learning journeys notice and hit milestones on their learning journeys. You can pick either option based on the group and the time available. You will have to watch time, as there is only 30 minutes allocated to this session.

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Facilitator’s Notes Day 5: Development Modules

Session 26 Capacity Assessment for Leadership Development OBJECTIVE

TIME SCHEDULE

Effective capacity development is crucial to ensuring sustainability of development programming and development effectiveness. This module will introduce to the participants the concept of leadership for human development, UNDP’s capacity development and capacity assessment approach, and their application to leadership development. A leadership assessment exercise will be conducted at the end of the session (Slide 2).

The overall schedule for this module is two hours, as follows:

PROCESS This thematic module is divided into three main components (Slide 3): •

• •

• • •

Capacity development and leadership (30 minutes) Group exercise and discussions (1 hour) Open Forum and plenary discussions (30 minutes)

MATERIALS REQUIRED • • •

LCD Projector Flip charts and marker pens Leadership capacity assessment matrix

Capacity Development and Leadership 9 Understanding key concepts of capacity development 9 Understanding role of effective capacity assessments in formulating capacity development programmes 9 Understanding leadership capacities as catalytic components in sustainable capacity development Group exercise on assessing institutional leadership capacities Open Forum and Discussions

Three major reference materials produced by the UNDP Capacity Development Group (CDG) were used in this module: • • •

The Capacity Development Practice Note The Capacity Assessment Practice Note The Leadership for Human Development Resource Guide

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MODULE CONTENT A. Capacity Development for What? What is sustainable capacity development and how can we achieve it? All professional development practitioners perform capacity development in one way or another. How are you passing on your capacity to others? Are you doing it consciously or is capacity transfer something that you take for granted would inevitably happen whenever you communicate, write a paper, conduct consultation meetings, or formulate and manage a project? This session will present UNDP’s definition of capacity (the ability of individuals, institutions, and societies to perform functions, solve problems, and set and achieve objectives in a sustainable manner) and briefly describe the UNDP framework for capacity development. It will emphasize the importance of both short-term and long-term capacity development investments and strategies, and the importance of analyzing and strengthening capacities at the individual, institutional, and societal levels to empower choices and chart sustainable development courses (Slides 4-6). What capacities? We are all equipped with our own technical, professional capacities that we individually focused in. You may be an engineer, an economist, a lawyer, a teacher, or engaged in another profession that you specialized in in college or through post-graduate degrees, trainings, or courses. In capacity development, we have to understand what capacities we really want to strengthen, a question that is directly linked to the further question of “capacities for what?”. Capacity development therefore begins with two questions: whose capacities do we want to strengthen, and what do we want to achieve out of strengthening these capacities.

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UNDP’s capacity development framework focuses on key functional capacities – the soft capacities that are often not taught in formal schools. Through years of active development work, UNDP and other development actors have realized that such soft capacities (versus hard/technical capacities) are equally important in ensuring development effectiveness. These include capacities for: 1) effective engagement and facilitation of multistakeholder processes; 2) mobilizing and analyzing information and knowledge; 3) strategic planning, policy and programme formulation; 4) implementation, effective management and service delivery; 5) monitoring, evaluation, accountability and learning (Slides 7-8). B. Systematizing Capacity Assessments: Key to Effective, Sustainable Capacity development In your own programming experience, how have you incorporated capacity development? Let us dispel some common mis-understandings of capacity development. One, capacity development does not equate to training. Two, providing individual trainings will automatically solve the knowledge and skills gap in an organization. Three, as professional development practitioners, we already fully know the capacity issues that need to be addressed. How can a systematic capacity assessment improve the empowerment of capacities in an organization, ministry, or country? A capacity assessment is defined by UNDP as “an analysis of the state of current capacities against desired future capacities; this assessment generates a view to capacity gaps which in turn leads to capacity development strategy formulation and costing”. It is a set of “systematic, facilitated processes applied on larger systems, organizations, departments or ministries, using pre-formulated tools that lead to the generation of capacity maps and baselines from which to build and target

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future capacity development interventions….”. In short, an effective capacity assessment will allow decision makers to identify and prioritize critical capacity gaps to attaining the institution’s/ministry’s/government’s targets, formulate short-term and long-term capacity development strategies to address those gaps, and integrate monitoring mechanisms to measure changes in capacity over time. How then do you go about doing capacity assessments? Figure 1 on the next page defines the major steps in doing capacity assessments (Slide 9). Step 1 is the capacity diagnostics exercise, which should define the entry point for the capacity assessment, the functional capacities to strengthen, and the core capacity issues that need to be addressed. There are various tools developed by UNDP and other UN agencies, as well as other development and private consulting firms, that can be used in doing such capacity assessment exercise. The key is adapting available tools to the need and objective of the exercise, as well as the available resources. Very critical is the process undertaken in facilitating the exercise, particularly in engaging the stakeholders in self-assessment exercises, to ensure ownership of the assessment results. Once results are in, capacity development strategies and actions can be defined (Step 2), to include both shortterm or quick responses, and other longer-term initiatives. Costing these capacity development actions (Step 3) not only within project budgets but particularly within longterm budgetary frameworks is critical to ensure effectiveness and sustainability of the capacity development strategies.

desired in the future. The inputs into a capacity assessment will determine the gaps identified. Equally the “desired” capacities do not emerge from the capacity assessment but must be defined prior to undertaking the assessment. Inappropriate inputs and identification of desired capacities will limit the value of the tool for solution design.

C. Leadership Capacities The present concern for leadership comes from the drive for participatory governance and the realization that the effectiveness of development practitioners depends on local level ownership and links with national development policies, plans and budgets. Participatory governance calls for the creation of new roles and leadership at all levels from local to national and across sectors (Slide 10). Specific contexts make specific demands on leaders. Linking leaders to global knowledge (e.g. networks, international think-tanks) is instrumental for facilitating change. The skills needed for leadership of human rights-based leadership of capacity development are likely to include personal and interpersonal attitudes and skills—e.g. self-awareness, empathy, and skills such as the ability to lead groups in systems thinking for strategic analysis. Ability to bridge the communications gap between people of different worldviews and cognitive ability is likely to be vital. These skills can be coached and learned.

The benefits resulting from a comprehensive and well executed capacity assessments are significant. However, it should be noted that capacity assessment is a tool, not a solution. It requires a prior understanding of the political context within which capacity is deployed and a clear rationale for why certain capacities are

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Process Steps Description

Assess Capacity

Define Capacity Development Strategies/Actions

Cost Capacity Development Actions

An assessment that includes needs assessment, environmental and gender analyses, economic and financial analyses, among others. Conducted along three dimensions: point of entry, functional capacities and core issues.

The development of an strategy suggested by capacity assessment data, evidence and analysis. Includes medium- to long-term strategic initiatives and shortterm quick impact initiatives.

Costings of the proposed strategies / actions. Could include discussion of partnerships, resource requirements and source of funds.

Figure 1. Integration of Capacity Assessment and Planning & Programming As a leader, what leadership skills can and should you learn? Much is asked of a leader. The table below shows some of the leadership skills that are very important to respond to and anticipate the emerging development issues, particularly in contributing to the attainment of the Millennium Development Goals (MDGs) (Slide 11). Leadership Skills Evoking all contributions

Reality testing

What is it about? ability to create an atmosphere of trust and awareness. Inclusion of, and respect for, different values perspectives and legitimate interests may be essential to finding resolution. The ability to generate a productive tension without undue stress is a major leadership skill requirement. requires the ability to lead people to seek, absorb, and find valid interpretation of

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Bridging cognitive and values gaps Leading reflection

Learning Strategizing Understanding and working effectively with

facts; using exposure and orchestration of dissonance/conflict as leverage for learning; testing the relationship between means and ends. the ability to communicate to others whose cognitive development and worldviews are significantly different on values, worldviews, behavior, and the demands of integrity. Getting people to clarify what matters most. Balancing tradeoffs is a central task. requires the ability to formulate significant questions. requires the ability to lead others in open systems thinking. Leaders must be able not to take things personally and defensively and to manage their ego—using it to serve

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projection Exercising responsibility Exercising authority

Managing power shifts

Meeting constituency needs and elevating them Coaching teams

Managing the Managers

the task not using the task to serve the ego. following through on commitments and agreements, and not abusing privilege. requires the ability to establish and maintain boundaries that serve the task, as well as the ability to mobilize and direct the use of resources to support and carry out the task. requires the ability to accept and ease the recasting of roles to preserve the dignity and significance of people and groups. implies empathy and compassion and sensitivity to the needs and development of healthy social systems. whose job is to organize system-wide dialogue through multi-level networks of workgroups assigned tasks in the design and implementation of change. while leadership needs to be linked to effective management, the leadership role is one of direction and the management capacity that is necessary to give effect to direction need not be in the same person.

them to become participatory, may be all that will be supported in a given context. In such a case, existing processes—and who plays what roles in them—may need to be largely accepted. Leadership development will coach key managers especially in imaginative and systems skills. Where there are opportunities for bringing to bear influence from outside the organization, the support of champions may also be effective (Slide 12). Leadership Assessment Exercise Each participant will be given four matrices [ i) organizational direction and visioning; ii) management systems; iii) motivation and staff support; iv) partnerships) to assess the leadership capacity in his/her own organization. If applicable to you, you may also opt to assess your own leadership capacities using this matrix. Each matrix has specific indicators (Slide 13), and each participant should provide a rating for each indicator, as follows: Rating 0 1 2 3 4

5 Assessing Leadership Capacities What then makes a good leader?

No evidence or only anecdotal evidence of an approach An approach is planned An approach is planned and implemented An approach is planned, implemented and reviewed An approach is planned, implemented and reviewed on the basis of benchmarking data and adjusted accordingly An approach is planned, implemented, reviewed on the basis of benchmarking data, adjusted and fully integrated into the organisation

We start by asking who should be performing what leadership roles. Institutions and systems at different stages of development will provide different answers to this question. Leadership development programmes, designed to develop the leadership capacity of consultative managerial systems rather than transforming

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Session 27 Anti-Corruption and Leadership TIME SCHEDULE

PROCESS

• •

•

Participants will first be introduced to basic concepts of corruption.

•

This is followed by the first group exercise during which participants are asked to reflect on a number of statements, listed on Slide 6, about corruption. The purpose of this is to challenge participants to think about their perceptions and attitudes towards corruption based on a couple of commonly held misconceptions regarding the nature and impact of corruption. Participants will discuss in groups and report back to plenary.

•

The first group exercise is followed by the remainder of the presentation discussing the impact of corruption on development, different approached taken to combating corruption and what participants themselves can do to help in the fight against corruption.

•

The session closes with group exercise 2 during which participants are challenged to think about what they themselves can do in terms combating corruption, what challenges they expect to face, and what the possibilities for coalition building and cross-sector cooperation are. The groups will be asked to answer the questions listed on Slide 24. Participants will discuss in working groups and report their findings/conclusions in plenary for further discussion.

• •

Introduction: 5 min Group Exercise 1: 25 min (15 min group work + 10 min report back to plenary) Presentation: 30 min Group Exercise 2: 60 min (40 min group work + 20 min report back to plenary)

PURPOSE OF MODULE The purpose of the module is to: • • • • •

Give participants an understanding of what corruption is and its underlying causes Challenge participants preconceived notions on corruption Give participants an understanding of the link between corruption and development Provide participants with brief background on the successful elements of an anticorruption strategy Challenge participants to think about what they themselves can do to support the fight against corruption.

MATERIALS REQUIRED • •

LCD Projector Flip chart paper and pens (one flip chart/break out group)

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SLIDE BY SLIDE NARRATIVE 1. What is corruption?

2. State of corruption Transparency International – Corruption Perceptions Index 2005

(SLIDE 2) Corruption takes many forms and occurs in all sectors. This presentation will mainly deal with Public Corruption, often defined as the misuse of public office for private gain.

Types of corruption Bribery (i.e. an offer of money or favours to influence a public official) is what often comes to mind when thinking about corruption. However, bribery is only one form of corruption. It also includes: • • •

Nepotism (i.e. favouritism shown by public officials to relatives and close friends; Fraud (i.e. cheating the government or other actors through deceit); and Embezzlement (i.e. stealing money or other government property).

World Bank – Control of Corruption 2004

(SLIDE 3) When thinking about corruption it is also necessary to distinguish between: • •

Administrative Corruption (defined as corruption that alters decisions and the implementation of policies); and Political Corruption (defined as corruption that influences the formulation of laws, regulations and policies).

Finally corruption may be Grand (i.e. corruption involving substantial amounts of money and usually high-level officials) and Petty (i.e. corruption involving smaller sums and typically more junior officials).

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(SLIDES 4+5) The two maps above represent two different datasets on corruption in the world, each using a different methodology. Although the classification of countries differs some what it is evident that corruption is indeed a serious challenge in Asia. In fact, according to Transparency Internationals Corruption Perceptions Index, of the 5 most corrupt countries in the world 3 are in Asia (Bangladesh, Myanmar and Turkmenistan).

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3. Thinking about corruption

•

(SLIDE 6) GROUP EXERCISE 1 The purpose of the first group exercise is to challenge participants to think about their perceptions and attitudes towards corruption based on a couple of commonly held misconceptions regarding the nature and impact of corruption. ¾ ¾ ¾

Corruption is a part of the culture in many countries across Asia. It is the way things have always been done. Corruption is primarily the result of individuals lacking in morals/ethics. Corruption can be beneficial, or at least not detrimental to development. Corruption can serve to “grease-thewheels” of the economy, i.e. speed up processes and help avoid excessive bureaucracy and regulations.

The groups will be asked to reflect on each of these statements and give a motivation for why they believe the statements to be either true or false. 4. Dispelling the myths Corruption, cultural values and incentives (SLIDE 7) Although there are different cultures of gift-giving etc across the world all cultures have a notion of corruption although it may differ from country to country. The difference between what is culturally accepted and what is not can be thought of as what can be done openly without causing offence or outrage. Corruption in developing countries does not happen because people there are different from people in the developed world but because the conditions for corruption exist. However, the social and cultural context must be taken into account if any strategy to combat corruption is to be successful. The factors usually contributing to corruption include:

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• •

•

Clear opportunities (e.g. state monopolies or complex rules and regulations for importing goods into the country); Low risk of getting caught (combination of lack of transparency and weak enforcement); Bad incentives (e.g. insufficient salaries or job insecurity – in extreme cases individuals “buy” their jobs with the understanding that they will make money through bribes); and Attitudes or circumstances that make individuals disregard the law (e.g. trying to get around laws of a government they see as illegitimate).

Thus it is not simply about the ethics and morale of the individual but rather about the way that the government/state is set up and managed. Corruption and development (SLIDE 8) Rather then working as a “grease” that lubricates the “squeaky wheels” of rigid administration corruption fuels the growth of excessive and discretionary regulations, as these increase the opportunities for extracting money. Corruption is today commonly accepted as one of the most serious threats to growth and development in the world in general and in Asia in particular. (SLIDE 9) The below chart illustrates the relationship between perceived levels of corruption, as measured by Transparency International, and human development, as measured by UNDP’s Human Development Index, in 19 countries in Asia and the Pacific. Although this is a very simple statistical comparison and it doesn’t provide information on trends over time it does illustrate what appears to be a relatively strong relationship between low levels of corruption and higher levels of human development.

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Human Development Index

Corruption and Human Development

5. Fighting corruption

1.000

(SLIDE 13) As was illustrated previously corruption is primarily a governance issue – a failure of institutions and a lack of an appropriate legal framework.

0.800 0.600 0.400 0.200 0.000 0

2

4

6

Corruption Perceptions Index

(SLIDE 10) Some of the reasons why corruption hurts development are that: • •

• •

Decisions are not taken for the public benefit but serve private interests High-cost overly complex and prestigious projects are favoured over cost-efficient development projects making use of the most relevant/appropriate technology A private ‘levy’ is imposed on public investment. These inflated costs often add to the national debt. Instead of fair competition based on price, quality and innovation corruption leads to competitive bribery – harming trade and deterring new investment.

(SLIDE 11) These corruption leads to: • •

distortions

caused

by

Social and economic development being distorted; and Erosion of the provision of essential public services and undermining the proper functioning of the State.

(SLIDE 12) The bottom line is that corruption is explained by systemic failures, not simply culture or the individual. Corruption hurts everyone in society, deepens poverty, increases income inequality and acts as a deterrent to development. Furthermore corruption tends to hurt the poor the most.

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(SLIDE 14) It needs to be addressed through three separate approaches i.e.: (1) Prevention; (2) Education; and (3) Enforcement – often termed the three-pronged approach. This is the approach that has been adopted in most of the countries that have been successful in combating corruption (e.g. Hong Kong, New South Wales and Singapore). Emphasis is often placed on enforcement. However, experience from across the world has shown that no approach has been successful without also addressing prevention and education. Incentives, prevention, and systematic change within institutions play at least as important a role as traditional case-bycase enforcement. A model for combating corruption that has been held up as a successful example is the establishment of an independent anticorruption commission/agency – e.g. in Hong Kong, New South Wales and Singapore. This approach is however very input intensive and many countries in the region do not have the resources needed in order to establish an effective and functioning institution. Furthermore, not enough attention is given to the other reforms that accompanied the establishment of an anti-corruption body in the countries that have been successful in combating corruption. If it had not been for the broader economic and institutional reforms that were undertaken simultaneously it is not likely that the ant-corruption body would have been successful. (SLIDE 15) Although there will be different priorities in different countries depending on

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the challenges faced, anti-corruption reforms typically include: • • • •

Economic reforms (that reduce opportunities for corruption) Institutional reforms (that promote accountability and transparency) Administrative reforms (that improve incentives for public officials) Awareness raising campaigns (that encourage citizens to resist as well as play an active role in the fight against corruption)

Institutional reform relates to the full range of institutions that are involved in the fight against corruption – what is often referred to as the National Integrity System. These include Anti-corruption agencies, the judiciary, prosecutors, ombudsperson, audit institutions, national assemblies, etc. The fight against corruption is often triggered by a specific event prompting governments to take immediate, often short-term, action. When the issue looses its newsworthiness attention often tends to subside. (SLIDE 16) For any anti-corruption strategy to be successful it must be long-term and have full support at the highest political level as well as involve all stakeholders. Stakeholders include amongst others Citizens, Governments, the Private Sector, Civil Society Organizations and the Media. Remember that fighting corruption is not only about laws and institutions but also about changing minds and perceptions. 6. What can you do? (SLIDE 17) In looking at what the Young Leaders can do in fighting corruption the focus will be on Parliaments, Civil Society, and Media (with Research Institutions as part of both Civil Society and Media) as these are the most likely participants of future trainings of young leaders.

FACILITATOR’S MANUAL

The main aim of this section of the module is to highlight the contribution that participants can make in terms of: • • • •

Advocacy (including the importance of data on corruption) Awareness-raising (including the importance of data on corruption) Oversight Coalition building

Areas where you can contribute to the fight against corruption: • • • •

Advocacy Awareness-raising Oversight Coalition building

(SLIDE 18) As noted above political will at the highest levels is crucial for any strategy for fighting corruption to be successful. As you may remember we also discussed the fact that action against corruption is often taken with a short-term perspective caused by an event leading to public outrage. Often however the public’s attention will fade and consequently so will efforts on the part of governments to push through difficult reforms. It is in view of this that advocacy and awareness-raising have an important role to play. When there is a lack of political will it may still be generated, in the long-term, by efforts to enhance public awareness and mobilizing civil society to support anticorruption efforts. Role of the various sectors/actors: (SLIDE 19) Media Media has an important role to play in terms of awareness-raising as well as oversight. Often the two will go hand-in-hand. Through investigative journalism media can act to uncover and report to the public cases of corruption and wrongdoing. However, they serve an important additional role in that they can perform the role of watching the

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watchdogs, i.e. provide oversight over the institutions that are charged with combating/preventing corruption. (SLIDE 20) CSO/NGO An important role for CSOs/NGOs is to advocate for placing corruption firmly on the political agenda as well as for change, be it to the institutional or legal framework in place for fighting corruption. In advocating for change CSOs/NGOs will need to mobilize their constituents/public around the issues, thus closely linking advocacy to awareness-raising. CSOs/NGOs play the role of raising awareness amongst their constituents on the ills of corruption as well as what the public can do to support the fight against corruption, i.e. enlist their support in the fight against corruption. CSOs/NGOs can also play the role of watchdogs. There are many ways that this can be done, including through collection of data, social audits, citizen report cards etc. In particular CSOs/NGOs can play a crucial role at the local level in monitoring service delivery, as centralized institutions set up to prevent corruption often lack the capacity to perform this role at the local level. The United Nations Convention Against Corruption (UNCAC) is an important tool for both media and CSOs/NGOs to hold Government accountable in terms of taking its responsibility for combating corruption. (SLIDE 21) Parliamentarians The main role of parliamentarians is to perform an oversight function. It is the Parliament which approves budgets and thus also fills the function of reviewing it. Furthermore Parliament can in several countries act to censure members of Government believed to be involved in corruption. Parliamentarians, being at the ‘centre’ of power also have an opportunity to advocate for placing corruption on the political agenda, making it a priority area.

FACILITATOR’S MANUAL

(SLIDE 22) Necessary preconditions However, in order for the various sectors to be able to contribute effectively to the fight against corruption certain considerations need to be taken. ¾

What is the legal framework that media and CSOs/NGOs have to work within, in particular as regards to Freedom of Information and Access to Information legislation? FOI and A2I legislation is often considered as necessary for the actors to be able to perform their oversight role effectively.

¾

What is the legal and institutional framework in place for combating corruption, i.e. what are the strengths/weaknesses and which are the areas that need improvement?

¾

Is there sufficient data available on corruption in your country? It is necessary to have the relevant data in order to identify the sectors most vulnerable to corruption as well as to know the extent of corruption in a country. CSOs/NGOs, together with the public, have an important role to play also in this regard as they can play an active role in collecting data.

(SLIDE 23) Coalition building Building coalitions between civil society and media has the potential of strengthening efforts to combat corruption. It allows the various stakeholders from government as well as civil society to coordinate their efforts, pool scarce resources, and together establish priorities and strategies. If the stakeholders can speak with one voice it is more likely that they will be listened to! The young leaders taking part in the training, representing the various sectors have an opportunity to start discussing how they could work together in combating corruption. Also when they return to their countries they, as young leaders, have an important role to play

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in advocating for the various stakeholders to come together in the crucial fight against corruption. (SLIDE 24) GROUP EXERCISE 2 The purpose of the second group exercise is to challenge participants to think about what they themselves can do in terms combating corruption, what challenges they expect to face, and what the possibilities for coalition building and cross-sector cooperation are. Participants will discuss in working groups and report their findings/conclusions in plenary for further discussion.

FACILITATOR’S MANUAL

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Slide 1

Leadership for Young Leaders in Governance A Leadership for Environment and Development (LEAD) Workshop for Capacity 2015 Asia

Day 5

LEAD is a global network of individuals and organisations committed to sustainable development.

Copyright, 2006 -- LEAD International

Slide 2

Schedule Session 22: Road Map Session 23: Using our Leadership Tools: Part I Break Session 23: Using our Leadership Tools: Part II Session 24: Sectoral Conversation Cafés Session 25: Peer Feedback Lunch Session 26: Assessing and Developing Leadership Capacities Session 27: Anti-Corruption and Leadership Copyright, 2006 -- LEAD International

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Slide 3

S E S S I O N 22

Road Map

•Review of the week’s progress •Overview of the final day

Copyright, 2006 -- LEAD International

Slide 4

S E S S I O N 23

Using our Leadership Tools: Part I

•Bad Leadership Scenarios – video role play •Storytelling and preparing the scenarios

Copyright, 2006 -- LEAD International

416

Slide 5

Learning from Worst Practices – Poor Leadership Scenarios • Think of an example of poor leadership that you have experienced. • Listen to all the examples of your group’s members, and select one to turn into a role play. • Devise a short (maximum 2 minutes) role play of the bad leadership experience • The person who had the experience should not play him/herself. • Make the role play interesting and fun, and above all make sure it emphasises the example of bad leadership. Copyright, 2006 -- LEAD International

Slide 6

Learning from Worst Practices – Poor Leadership Scenarios • Once your role-plays are finished they will be videotaped. • This should be done independently of the other groups, who will have an opportunity to view the video later. • Try to ensure that the video is as clear as possible, and clearly relates the scenario. • Practice before getting the role play filmed – you will only get one chance to film it.

Copyright, 2006 -- LEAD International

417

Slide 7

Session 12 continued - Poor Leadership Scenarios • Before the group sees each video the participant who created that role-play should brief the group on the context of the scenario. • After the video has been shown, answer the question ‘how could this situation have been handled better by the leader and the follower?’ • The participants should also consider whether the situation could have been turned into a positive learning experience. Copyright, 2006 -- LEAD International

Slide 8

S E S S I O N 24

Sectoral Conversational Cafés

•Synthesize and Reflect on Course Learning •Application of Tools •Plenary Discussion

Copyright, 2006 -- LEAD International

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Slide 9

S E S S I O N 25

Peer Feedback

•Participants will engage in a structured feedback activity

Copyright, 2006 -- LEAD International

Slide 10

S E S S I O N 26

Assessing and Developing Leadership Capacities

Copyright, 2006 -- LEAD International

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Capacity Assessment for Leadership Development

Leadership Training of Trainers 3-8 July 2006, Bangkok, Thailand

Module objectives:

• introduce concept of leadership for human development • introduce UNDP’s capacity development and capacity assessment frameworks • introduce leadership development as key component of sustainable capacity development

1

Module components:

‰ Capacity development and Leadership ™ understanding key concepts of capacity development ™ understanding role of effective capacity assessments in formulating capacity development programmes ™ Understanding leadership capacities as catalytic components in sustainable capacity development ‰ Group exercise on assessing leadership capacities ‰Open forum and discussions

Capacity Development: For Whom and For What What is Capacity? “Capacity is the ability of individuals, institutions and societies to perform functions, solve problems, and set and achieve objectives in a sustainable manner.”

What is Capacity Development? “The process through which the abilities to do so are obtained, strengthened, adapted and maintained over time.” Capacity Development is not the same as “Capacity Building” which suggests a process starting with a plain surface and involving the step-by-step erection of a new structure, based on a preconceived design.

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CD Methodologies/Format * Extended duration Full/formal course

•

ShortShort-term training courses

•

OnOn-thethe-job training

•

Open learning

•

Campaigns/ Advocacies

•

•

•

•

* adapted from ITC 2005: Training the Trainers

covers a subject extensively, under professors or specialists usually takes several weeks, months or years covers a subject intensively, under specialists or professors usually takes several days or weeks delivered at workplace or under simulated conditions includes coaching and advisory inputs aimed at developing professional/individual skills, expertise and knowledge

takes place outside of classroom or training environment, in the learner’ learner’s own time and at his/her chosen pace • by correspondence, usually involving selfself-study with short workshops • supported by videos, audiotapes and written materials takes the form of consultations, meetings, seminars, etc. takes place in closed and open venues • supported by information and education materials • using media tools •

Shorter duration Conferences and conventions

•

Colloquium or symposium

•

for specialists to discuss specific issues, through lectures or panels allow discussion and debates on new concepts and ideas

Seminar

•

often with high theoretical content and academic in nature brings together a small group of learns for intensive course of study

lectures and presentations by invited speakers or participants • usually to present a new strategy or convey a very structured message message

•

Workshop

•

E-learning

•

emphasis on interaction and exchange of information among participants • venue for finding operational solutions to problems • extends to learning skills through facilitated discussions and interaction interaction

• •

webweb-based open learning using internet for interactive methods and practices lacks essential catalyst for learning: human interaction and stimulus stimulus

3

Technical Capacities • Associated with particular areas of professional expertise or knowledge (e.g., agricultural extension, financial management, health, education, etc.) Functional Capacities • Associated with “softer” capacities associated with leadership, knowledge networking and learning, innovation, and management of change; relevant in all situations irrespective of sector/organization UNDP focus

UNDP Focus on Functional Capacities: Policy and Programme Implications In addition to technical capacities, DPs need capacity for: ‰ effective engagement and facilitation of multi-stakeholder processes ‰ mobilizing and analyzing information and knowledge ‰ strategic planning, policy and programme formulation ‰ implementation, effective management and service delivery ‰ monitoring and evaluation for accountability and learning

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Integration of Capacity Assessment and Planning & Programming

Process Steps

Assess Capacity

Description

An assessment that includes needs assessment, environmental and gender analyses, economic and financial analyses, among others.

Define Capacity Development Strategies/Actions The development of a strategy suggested by capacity assessment data, evidence and analysis. Includes medium- to long-term strategic initiatives and shortterm quick impact initiatives.

Cost Capacity Development Actions Costings of the proposed strategies / actions. Could include discussion of partnerships, resource requirements and source of funds.

Conducted along three dimensions: point of entry, functional capacities and core issues.

A capacity assessment provides a systematic analysis of what key capacities exist, and a point of dialogue and negotiation on what capacities may be further required to reach a desired development outcome. However, it is understood that fulfilling such capacity needs as identified provides necessary but often not sufficient conditions for the achievement of the development outcome.

Why bother about leadership capacities? • enhance capacity of a human collectivity to generate needed decisions, actions and behavioral and/or role changes necessary for the pursuit of a shared goal Å focus on the individual and the group • participatory governance calling for evolving role of leaders, supporting the advance away from non-inclusive processes for decision-making and action. • leadership skills therefore evolving, and needs continuous emphasis

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What leadership skills to learn? Leadership Skills

What is it about?

Evoking all contributions

Creating trust and awareness; inclusion of and respect for different values, perspectives and interests; generating productive tension without undue

Reality testing and learning

leading to seek, absorb, and find valid interpretation of facts; finding opportunities for learning; formulating significant questions; not taking things personally and defensively and to manage their ego

Bridging cognitive and values gaps

communicating amidst varying cognitive development and worldviews

Strategizing

leading others in open systems thinking.

Exercising responsibility

following through on commitments and agreements, and not abusing privilege.

Exercising authority

establishing and maintaining boundaries that serve the task; mobilizing and directing effective use of resources t

Managing power shifts

accepting and easing the recasting of roles to preserve the dignity and significance of people and groups

Meeting constituency needs and elevating them

implies empathy and compassion and sensitivity to the needs and development of healthy social systems.

Coaching teams

Organizing system-wide dialogue; designing and implementing positive change.

Assessing leadership capacities

• Visioning, direction, communication and values • Systems thinking and management • Motivation and people support • Partnerships and networking

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How do you (or your organization) rate in terms of leadership? Rating 0

No evidence or only anecdotal evidence of an approach

1

An approach is planned

2

An approach is planned and implemented

3

An approach is planned, implemented and reviewed

4

An approach is planned, implemented and reviewed on the basis of benchmarking data and adjusted accordingly

5

An approach is planned, implemented, reviewed on the basis of benchmarking data, adjusted and fully integrated into the organisation

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MODULE ON CORRUPTION Young Leaders Training

What is Corruption? (1) Public Corruption: the misuse of public office for private gain Types of corruption: • • • •

Bribery Nepotism Fraud Embezzlement

1

What is Corruption? (2) Distinction needs to be made between: Administrative vs. Political Corruption and Grand vs. Petty Corruption

State of Corruption (1)

Source: Transparency International Corruption Perceptions Index 2005

2

State of Corruption (2)

Source: World Bank Control of Corruption 2004

Thinking about corruption GROUP EXERCISE 1 ¾Corruption is a part of Asian culture – it’s the way things have always been done ¾Corruption is caused by individual’s lack of morals/ethics ¾Corruption can be beneficial to development serving to “grease-thewheels” of the economy

3

Dispelling the Myths (1) Factors contributing to corruption include: • Clear opportunities • Low risk of getting caught (combination of lack of transparency and weak enforcement) • Bad incentives • Attitudes or circumstances that make individuals disregard the law

Dispelling the Myths (2)

Corruption is commonly accepted as one of the most serious threats to growth and development

4

Dispelling the Myths (3) Relationship between corruption and human development

Human Development Index

Corruption and Human Development 1.000 0.800 0.600 0.400 0.200 0.000 0

2

4

6

Corruption Perceptions Index

Dispelling the Myths (4) Corruption hurts development because: • Decisions are not taken for the public benefit but serve private interests • High-cost overly complex and prestigious projects are favoured over cost-efficient development projects • A private ‘levy’ is imposed on public investment, adding to the national debt • It harms trade and deters investment

5

Dispelling the Myths (5) Corruption leads to: • Social and economic development being distorted • Erosion of the provision of essential public services and undermining the proper functioning of the State

Dispelling the Myths (6) The bottom line is: ¾Corruption is explained by systemic failures, not merely culture or the individual ¾Corruption hurts everyone in society, deepens poverty, increases income inequality and is an obstacle to development ¾Corruption hurts poor the most

6

Fighting Corruption (1)

Corruption is primarily a governance issue – a failure of institutions and lack of an appropriate legal framework

Fighting Corruption (2) A 3-pronged approach to fighting corruption: • Prevention • Education • Enforcement

7

Fighting Corruption (3) Anti-corruption reforms typically include: • Economic reforms • Institutional reforms • Administrative reforms • Awareness raising campaigns

Fighting Corruption (4) A successful anti-corruption strategy: • Has a long-term approach • Has full support at the highest political level • Involves all stakeholders

8

What can you do? (1) Areas where you can contribute to the fight against corruption: • Advocacy • Awareness-raising • Oversight • Coalition building

What can you do? (2)

Political will can be generated, in the long-term, by efforts to enhance public awareness and mobilizing civil society to support anti-corruption efforts

9

What can you do? (3) MEDIA • Raise public awareness on corruption • Through investigative journalism uncover and report on corruption and wrongdoing • “Watch the watchdogs”

What can you do (4) CSO/NGO • Advocate for placing corruption on the agenda • Advocate for change in institutional and legal frameworks for combating corruption • Raise public awareness on corruption • Act as “watchdog”, enlisting public support

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What can you do (5) PARLIAMENTARIANS • Advocate for placing corruption on the political agenda • Provide budgetary oversight

What can you do? (6) Questions needing to be answered: • Is there Freedom of Information or Access to Information legislation in your country? • What is the legal and institutional framework in place for combating corruption in your country? • Is there sufficient data available on corruption in your country?

11

What can you do ? (7) Coalition building Allows stakeholders to: • Coordinate efforts • Pool scarce resources • Establish common priorities and strategies.

If stakeholders can speak with one voice it is more likely that they will be listened to!

What action will you take? GROUP EXERCISE 2 ¾What can you do to help in the fight against corruption? ¾What are the main challenge you expect to encounter? ¾What can you do in terms of promoting cooperation across sectors?

12