Unit 5B - Everyday Leadership



Session 1.1 Being an Effective Leader

|[pic] | |

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

Learning Objectives:

By the end of this session, participants will be able to:

• Describe the difference between leadership and management.

• Describe key leadership and management activities.

• List at least three areas they plan to work on to improve leadership skills.

Session Overview

|Step |Time |Activity/ |Content |Resources |

| | |Method | |Needed |

|2 |25 minutes |Presentation, |Characteristics of a Good Leader / Manager, Leadership |LCD or Overhead Projector |

| | |Discussion, Activity |Styles, Activity: What’s Your Leadership Style? (Slides|Handout 1.1.1 |

| | | |3-5) |Handout 1.1.2 |

| | | | |Trainer Tool 1.1.1 |

|3 |60 minutes |Presentation, Activity |Leadership vs. Management (Slides 6-22) |LCD or Overhead Projector, |

| | | | |Handout 1.1.3 |

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

|5 |20 minutes |Presentation, |Leading to Achieve Results (Slides 24-25) |LCD or Overhead Projector, |

| | |Group Activity | |Handout 1.1.4 Worksheet |

| | | | |1.1.1 |

|6 |15 minutes |Individual Activity, |Personal Leadership Style (Slide 26) |LCD or Overhead Projector, |

| | |Discussion | |Worksheet 1.1.2 |

|7 |25 minutes |Presentation, |Improving Leadership Capacity (Slides 27-30) |LCD or Overhead Projector, |

| | |Group Activity | |Worksheet 1.1.3 |

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

|[pic] |Resources Needed |

|Flip Chart, paper, and markers |

|LCD or Overhead Projector |

|Slides |

|Handout 1.1.1: Qualities of Leaders |

|Handout 1.1.2: Leadership Styles |

|Handout 1.1.3: Leading & Managing Framework |

|Handout 1.1.4: Leading and Managing for Results |

|Worksheet 1.1.1: Group Exercise – Achieving Results |

|Worksheet 1.1.2: Leadership Practices Self-Assessment |

|Worksheet 1.1.3: Group Activity – Leadership Development |

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

|Set of pictures for activity in Trainer Tool 1.1.1 (See Step 2) |

|[pic] |Advance Preparation |

| |Review the entire session prior to facilitating, to familiarize yourself with the slides, speaker’s notes, |

| |learning activities, and supporting materials. |

| |Print out pictures for Trainer Tool 1.1.1: Activity - What’s Your Leadership Style? These pictures are found at |

| |end of this session as an appendix. |

Sources/Bibliography:

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

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

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

• Management Sciences for Health. 2001. “Developing Managers Who Lead.” The Manager, Vol 10, No. 3. Cambridge, Massachusetts: MSH.

Available at:

Beginning the Session

|[pic] |Trainer Instructions: Step 1 (3 minutes) |

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

|Sli|[pic] |INTRODUCE Session 1.1 to participants. |

|de | | |

|1 | |EXPLAIN to participants that this unit is scheduled to take |

| | |about 2 hours, 35 minutes. |

| | | |

| | |ENCOURAGE participants to ask questions at any time. |

|Sli|[pic] |ASK a volunteer to read the learning objectives aloud to the |

|de | |group. |

|2 | | |

| | |ASK participants if they have any questions before |

| | |continuing. |

|[pic] |Trainer Instructions: Step 2 (25 minutes) |

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

|Sli|[pic] |FACILITATE brief discussion. |

|de | |ASK participants: |

|3 | |What do you think of when you hear the word ‘leader’? |

| | |What are the characteristics of a good leader? |

| | |What are the characteristics of a good manager? |

| | | |

| | |ALLOW time for participants to respond. (Note that there are |

| | |no “right” or “wrong” answers – this is just an exercise to |

| | |allow the participants to share their own opinions.) |

| | | |

| | |WRITE responses on a flipchart. |

| | |Note: if participants are generating responses that all |

| | |relate to famous or charismatic people, the facilitator may |

| | |have to re-focus the group. Explain that we are focusing on |

| | |leading and managing activities that anyone, at any level, |

| | |can engage in, with an emphasis on formal leadership. |

| | |REFER participants to Handout 1.1.1: Qualities of Leaders on |

| | |page 33 of Participant Handbook. |

| | |(Adapted from Management Sciences for Health, “Managers Who |

| | |Lead.”) |

|Sli|[pic] |REFER participants to Handout 1.1.2: Leadership Styles on |

|de | |page 37 of Participant Handbook. |

|4 | | |

| | |ASK participants to review quietly the definition of each of |

| | |the styles listed on the right-hand column of the slide, |

| | |beginning half-way down on the first page of the handout and |

| | |continuing to the second page: “Styles identified today.” |

| | |GIVE them 5 minutes to read, and ASK if there are any |

| | |questions. |

| | |MOVE to the activity in the next slide. |

|Sli|[pic] |FACILITATE activity according to instructions. This activity |

|de | |should take approximately 15 minutes. |

|5 | |REFER to Trainer Tool 1.1.1: Activity - What’s Your |

| | |Leadership Style? found on page 29 of Facilitator Guide. |

| | | |

| | |EXPLAIN that this exercise will help us begin thinking about |

| | |the many different styles and approaches that people bring to|

| | |leadership. |

| | |WRAP-UP the exercise with the following key points: |

| | |There are many different approaches to leadership, and many |

| | |different styles. |

| | |Every leader has his or her own strengths and challenges. |

| | |If you do this exercise in a year or two, your animal may |

| | |change as your circumstances change, or as you grow as a |

| | |leader. |

| | |Different circumstances sometimes require different |

| | |approaches to leadership. |

| | |Activity adapted from Anita Verna Crofts, University of |

| | |Washington. |

|[pic] |Handout 1.1.1: Qualities of Leaders |

What People Want to See in their Leaders

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

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

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

• Honest

• Forward-looking

• Competent

• Inspiring

• Intelligent

• Fair-minded

• Broad-minded

• Supportive

• Straightforward

• Dependable

• Cooperative

• Determined

• Imaginative

• Ambitious

• Courageous

• Caring

• Mature

• Loyal

• Self-controlled

• Independent

Let’s look at the top four qualities in more detail:

• Honest

• Forward-looking

• Inspiring

• Competent

Honesty as a Leadership Quality

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

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

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

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

Forward-Looking as a Leadership Trait

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

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

1. The leader doesn’t have a forward-looking vision.

2. The leader is unwilling or scared to share the vision with others.

When a leader doesn’t have a vision for the future, it usually because they are spending so much time on today, that they haven’t really thought about tomorrow. On a very simplistic level this can be solved simply by setting aside some time for planning, strategizing and thinking about the future.

Many times when a leader has no time to think and plan for the future, it is because they are doing a poor job of leading in the present. They have created an organization and systems that rely too much on the leader for input at every stage.

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

Competency as a Leadership Quality

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

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

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

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

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

Inspiration as a Leadership Trait

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

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

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

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

Sources:

• “The Leadership Challenge, 4th Edition” by James Kouzes and Barry Posner 2007

• Five Most Important Leadership Traits By Mark Shead. Website accessed on 22 February 2011 from

|[pic] |Handout 1.1.2: Leadership Styles |

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

Autocratic

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

Democratic

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

Laissez-Faire

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

Styles Identified Today

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

Bureaucratic

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

Charismatic

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

Task-Oriented

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

People-oriented or relations-oriented

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

Servant

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

Transactional

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

Transformational

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

Sources:

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

• Lewin, K., LIippit, R. and White, R.K. (1939). Patterns of aggressive behavior in experimentally created social climates. Journal of Social Psychology, 10, 271-301

|[pic] |Trainer Tool 1.1.1: Activity – What’s Your Leadership Style? |

Time: 15 minutes

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

Advance Preparation:

• Print out the pictures of animals on the following pages. (If possible, these can be laminated and re-used in another workshop.)

|Lion |Peacock |

|Zebra |Wildebeest |

|Cheetah |Buffalo |

|Giraffe |Impala |

|African Elephant |Rhinoceros |

|Snake |Chimpanzee |

Trainer Instructions:

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

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

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

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

ALLOW 2-3 minutes for participants to arrange themselves.

ASK a few participants from different groups to briefly share:

• Why did you choose this animal?

• How does it represent your leadership style?

(If there is time, allow all participants to share.)

WRAP UP the activity with the following key points:

• There are many different approaches to leadership, and many different styles of leaders.

• Each type of leader has their own strengths and challenges.

• Over time, your leadership style may change. If you do this exercise again in a few years, you might choose a different animal as your circumstances change, or as you develop and grow.

• Different circumstances sometimes require different approaches to leadership.

ASK if participants have any comments or questions.

THANK everyone for their participation.

ASK participants to return to their seats.

Adapted from Anita Verna Crofts, University of Washington.

|[pic] |Trainer Instructions: Step 3 (60 minutes) |

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

|Sli|[pic] |FACILITATE brief discussion. |

|de | | |

|6 | |ASK participants: “How is leadership different than |

| | |management?” |

| | | |

| | |ALLOW a few moments for participants to respond. |

|Sli|[pic] |ASK a volunteer to read the definition of “leading” out loud.|

|de | | |

|7 | | |

| | |ALLOW participants to reflect on this definition for a |

| | |moment. |

| | | |

| | |ASK participants: |

| | |What do you think about this definition of leading? |

| | |Does anything stand out to you in this definition? |

| | |ALLOW a few responses before continuing. |

| | | |

| | |Source: Management Sciences for Health, 2005. “Managers Who |

| | |Lead” Chapter 1, page 6. |

|Sli|[pic] |ASK a volunteer to read the definition of managing out loud. |

|de | | |

|8 | |ALLOW participants to reflect on this definition for a |

| | |moment. |

| | | |

| | |ASK participants: |

| | |What do you think about this definition of managing? |

| | |Does anything stand out to you in this definition? |

| | |ALLOW a few responses before continuing. |

| | | |

| | |Source: Management Sciences for Health, 2005. “Managers Who |

| | |Lead” Chapter 1, page 6. |

|Sli|[pic] |ASK a volunteer to read the quote from John Kotter displayed |

|de | |on the slide. |

|9 | |  |

| | |MENTION that John Kotter is a Harvard Business School |

| | |professor and a well-respected expert on leadership. |

|Sli|[pic] |ASK a volunteer to read the quote from Peter Drucker |

|de | |displayed on the slide. |

|10 | |  |

| | |MENTION that Peter Drucker was an influential management |

| | |expert and writer, based at Claremont Graduate University. |

| | |  |

| | |ASK if participants have any comments or thoughts about the |

| | |quotes on management and leadership. |

| | |  |

| | |ALLOW a few moments for participants to share before |

| | |continuing. |

|Sli|[pic] |FACILITATE activity using the instructions below. This |

|de |Speaker notes continued here: |activity should take approximately 20 minutes. |

|11 | | |

| |POST 9 flipcharts around the room with the following headings: |ASK participants to think of a person they know personally |

| |(1) Scanning, (2) Focusing, (3) Aligning/Mobilizing, (4) Inspiring, (5) |who leads and manages well. |

| |Planning, (6) Organizing, (7) Implementing, (8) Monitoring & Evaluating, | |

| |(9) Other |ASK participants to think about what this person actually |

| |  |does. Explain that they should try to identify specific |

| |EXPLAIN briefly what each term means. Provide examples, and ask if |practices. |

| |participants can think of examples. |  |

| | |DISTRIBUTE index cards/large sticky notes to all |

| |ASK participants to tape their cards on the flipchart that best describes |participants. |

| |each practice they identified. The “Other” flipchart is for practices that |INSTRUCT participants to write down as many practices as they|

| |do not appear to fit under the other 8 headings.) |can think of on one card, trying to be as specific as |

| | |possible. |

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

| | |ALLOW a few minutes for participants to reflect on leadership|

| |DISCUSS the activity – are the practices in the right category? |and management practices individually. |

| |NOTE that we will be discussing each of these practices in more detail as |  |

| |we continue. |DIVIDE participants into small groups of 4-6 people. |

| | | |

| |THANK everyone for participating, and ask the group to return to plenary. |DISTRIBUTE a small stack of index cards/sticky notes to each |

| | |group. |

| |(Adapted from Management Sciences for Health, 2005. Managers Who Lead |INSTRUCT small groups to: |

| |Toolkit: Resources to Support Managers Who Lead. Page 176-178.) |Compare and discuss the practices that they each identified. |

| | |Each group should generate a list of key practices that are |

| | |characteristic of managers who lead well. |

| | |Each practice should be written on an index card or |

| | |self-stick note. |

| | | |

| | |ALLOW a few minutes for participants develop lists of key |

| | |leadership practices in small groups. |

| | | |

| | |CONTINUE with speaker notes on left-hand column. |

|Sli|[pic] |PRESENT the Leading and Managing Framework to the group, |

|de | |noting that the practices of leaders and managers can be |

|12 | |grouped into 8 different categories. |

| | |  |

| | |REFER participants to Handout 1.1.3: Leading & Managing |

| | |Framework on page 39 in the Participant Handbook. |

| | |  |

| | |ALLOW a few minutes for participants to review the specific |

| | |examples and practices listed in their handout. |

| | |  |

| | |INFORM participants that the framework and the common |

| | |leadership and management practices were the result of |

| | |research conducted with high-performing managers, similar to |

| | |the inquiry and discussion that this group has just |

| | |conducted. |

| | |  |

| | |EXPLAIN that we will be discussing each of the leadership and|

| | |management practices in detail. |

| | |  |

| | |ASK participants: “Do you notice and similarities or |

| | |differences between the practices we identified in the last |

| | |exercise, and the examples listed in the handout?” |

| | |  |

| | |ALLOW a few minutes for discussion. |

| | |  |

| | |WRAP-UP discussion, and continue. |

|Sli|[pic] |PRESENT the leadership practice of Scanning, using the |

|de | |following points: |

|13 | |  |

| | |To be aware of the challenges you face and conditions in |

| | |which you operate, you need to purposefully scan the |

| | |organization and external environment to understand patterns |

| | |and trends. |

| | |Scanning involves keeping yourself tuned for information |

| | |about new trends in the external and internal environment. |

| | |By scanning the environment, you can spot developments in and|

| | |connections among: |

| | |Client needs & expectations |

| | |Local, national, and international social and political |

| | |conditions |

| | |Government regulations |

| | |Staff in the field |

| | |Staff in your work group and workplace |

| | |Yourself |

| | |As a main outcome of your scanning, you can provide your team|

| | |with observations on key patterns and trends so that the |

| | |group can be more proactive. |

| | | |

| | |ASK if there are any comments or questions before continuing.|

| | | |

| | | |

| | |Sources: |

| | |Management Sciences for Health. 2005. Managers Who Lead: A |

| | |Handbook for Improving Health Services. |

| | |Management Sciences for Health. 2001. Developing Managers Who|

| | |Lead. |

|Sli|[pic] |PRESENT the leadership practice of Focusing, using the |

|de | |following points: |

|14 | |  |

| | |Using the information gained by scanning, you can focus on an|

| | |organizational response. |

| | |Focusing is especially critical when resources are limited. |

| | |Without focus you can lose direction and mis-allocate |

| | |resources. |

| | |Focusing practices involve communicating challenges to your |

| | |staff and helping your staff think strategically about a |

| | |response. |

| | |These practices help your team focus on: |

| | |Strategic challenges they face |

| | |A vision of the future, long-term direction, purpose, |

| | |objectives and strategies |

| | |Strategic priorities and goals for work |

| | |The ways in which their work contributes to the goals of the |

| | |organization |

| | |A main outcome of focusing is that your team achieves |

| | |long-term direction and priorities that can guide the group |

| | |and its strategic partners in their efforts. |

| | |  |

| | |ASK if there are any comments or questions before continuing.|

| | | |

| | | |

| | |Sources: |

| | |Management Sciences for Health. 2005. Managers Who Lead: A |

| | |Handbook for Improving Health Services. |

| | |Management Sciences for Health. 2001. Developing Managers Who|

| | |Lead. |

|Sli|[pic] |PRESENT the leadership practice of Aligning/Moblizing, using |

|de | |the following points: |

|15 | |Even when your team has direction, the internal and external |

| | |complexities can prevent them from advancing in the |

| | |agreed-upon direction. |

| | |When you are aligned, or coordinated, with the rest of the |

| | |organization, your staff resist going their own way and they |

| | |will be more likely to work together to support the whole |

| | |organization. |

| | |When your staff are mobilized, or activated, to support the |

| | |organization’s strategy, your work group maintains momentum. |

| | |Aligning and mobilizing practices will help you create an |

| | |environment in which others can succeed, where people will |

| | |say, “we did it ourselves.” |

| | |To align your work group with the organization’s strategic |

| | |direction, you need to continually coordinate: |

| | |Individual staff members’ work |

| | |Organizational structures |

| | |Organizational systems and processes |

| | |To mobilize staff and resources, you need to: |

| | |Motivate individuals and your work group to take |

| | |responsibility for addressing the challenges. |

| | |Consistently recognize and reward those who help the |

| | |organization advance |

| | |Mobilize needed funds and supplies through internal allies, |

| | |external partners, community contacts, and donors |

| | |A main outcome of aligning and mobilizing is that your staff |

| | |have the plans, motivation, and resources to support the |

| | |organization’s strategy. |

| | |  |

| | |ASK if there are any comments or questions before continuing.|

| | | |

| | | |

| | |Sources: |

| | |Management Sciences for Health. 2005. Managers Who Lead: A |

| | |Handbook for Improving Health Services. |

| | |Management Sciences for Health. 2001. Developing Managers Who|

| | |Lead. |

|Sli|[pic] |PRESENT the leadership practice of Inspiring, using the |

|de | |following points: |

|16 | |Organizations whose managers inspire staff face challenges in|

| | |creative ways. |

| | |Without inspiration, organizations become stagnant and |

| | |lacking in spirit. Managers who lead well inspire their |

| | |staff through their own behaviour, ethics, and values. |

| | |They demonstrate their values through their actions and serve|

| | |as role models for others. In other words, they “Walk the |

| | |talk”. |

| | |Inspiring practices involve modelling desired behaviours and |

| | |supporting staff and colleagues. To inspire, you need to: |

| | |Demonstrate integrity in interactions with others |

| | |Show through your actions your own commitment to the |

| | |organization’s goals |

| | |Demonstrate trust and confidence in your work group |

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

| | |Be aware of the impact your behavior has on others |

| | |Challenge others to take responsibility, develop their |

| | |talents, and think creatively |

| | |Invest in staff’s professional development and learning, so |

| | |that they become skilled at leading throughout their careers.|

| | | |

| | |A main outcome of inspiring is a staff committed to the |

| | |mission. They take responsibility for the work, exceed |

| | |minimum requirements, and become creative, even |

| | |entrepreneurial, in their approaches. They continuously learn|

| | |to do their work better. |

| | |  |

| | |ASK if there are any comments or questions before continuing.|

| | | |

| | |Sources: |

| | |Management Sciences for Health. 2005. Managers Who Lead: A |

| | |Handbook for Improving Health Services. |

| | |Management Sciences for Health. 2001. Developing Managers Who|

| | |Lead. |

|Sli|[pic] |PRESENT the management practice of Planning, using the |

|de | |following points: |

|17 | |Planning includes actions that help your organization achieve|

| | |results by assigning resources, accountability, and |

| | |timelines. |

| | |To plan effectively, you need to: |

| | |Set short-term organizational goals and performance |

| | |objectives |

| | |Develop multi-year and annual plans |

| | |Allocate adequate resources |

| | |Anticipate and reduce risks |

| | |A main outcome of planning is that an organization has |

| | |defined results, assigned resources, and an operational plan.|

| | | |

| | |Source: Management Sciences for Health. 2005. Managers Who |

| | |Lead: A Handbook for Improving Health Services. |

|Sli|[pic] |PRESENT the management practice of Organizing, using the |

|de | |following points: |

|18 | |Good management includes organizing people, structures, |

| | |systems, and processes that carry out the organization’s |

| | |activities. |

| | |To organize effectively, you need to: |

| | |Ensure a structure that provides accountability and |

| | |identifies levels of authority |

| | |Ensure that organizational systems (such as HR management, |

| | |finance, logistics, quality assurance, operations, |

| | |information, marketing, etc.) effectively support |

| | |organizational plans |

| | |Strengthen work processes to implement organizational plans |

| | |Ensure that staff capacities are aligned with planned |

| | |activities |

| | |A main outcome of organizing is that your organization |

| | |operates efficiently with functional structures, systems, and|

| | |processes. Staff are organized and aware of their job |

| | |responsibilities and expectations. |

| | | |

| | |Source: Management Sciences for Health. 2005. Managers Who |

| | |Lead: A Handbook for Improving Health Services. |

|Sli|[pic] |PRESENT the management practice of Implementing, using the |

|de | |following points: |

|19 | |To manage effectively, you must be able to implement |

| | |activities efficiently, effectively, and responsively to |

| | |achieve defined results. |

| | |To implement effectively, you need to: |

| | |Integrate systems and coordinate workflow |

| | |Balance competing demands |

| | |Routinely use data for decision-making |

| | |Coordinate activities with other programs and sectors |

| | |Adjust plans and resources as circumstances change |

| | |A main outcome of implementing is that activities are carried|

| | |out efficiently, effectively, and responsively. |

| | |Source: Management Sciences for Health. 2005. Managers Who |

| | |Lead: A Handbook for Improving Health Services. |

|Sli|[pic] |PRESENT the management practice of Monitoring & Evaluating, |

|de | |using the following points: |

|20 | |Monitoring and evaluation will help you to track |

| | |organizational achievements and results. |

| | |Ideally, managers will use continuously updated information |

| | |as a source of feedback, and adjust plans, structures, |

| | |systems, and processes as neceesary to achieve results. |

| | |To monitor and evaluate, you need to: |

| | |Monitor and reflect on progress against plans and objectives |

| | |Provide feedback to staff, partners, etc. using information |

| | |Identify needed changes |

| | |Improve and adjust work processes, procedures, and tools |

| | |A main outcome of monitoring and evaluation is that the |

| | |organization continuously updates information about the |

| | |status of achievements and results, and uses information to |

| | |foster ongoing learning and knowledge. |

| | |Source: Management Sciences for Health. 2005. Managers Who |

| | |Lead: A Handbook for Improving Health Services. |

|Sli|[pic] |PRESENT the Integrated Leading and Managing Framework. |

|de | |DISCUSS the model using the following key points: |

|21 | |Leading and managing are not separate, straightforward |

| | |processes that are completed independently. Leadership is not|

| | |practiced independently of management. |

| | |Accomplished managers support their teams by moving easily |

| | |between these spheres. |

| | |Leading aligns the internal organization with external |

| | |conditions, and personal interests within the organizational |

| | |mission. |

| | |Managing aligns the internal parts of the organization. |

| | |Both management and leadership aim at achieving good results,|

| | |and responding effectively to challenges. |

| | | |

| | |Sources: |

| | |Management Sciences for Health, 2001. Developing Managers who|

| | |Lead. The Manager, Vol. 10, No. 3. |

| | |Management Sciences for Health, 2005. Managers Who Lead: A |

| | |Handbook for Improving Health Services. Chapter 1, p. 14 |

|Sli|[pic] |PRESENT the slide content, reinforcing key points. |

|de | |EXPLAIN that this workshop is an opportunity for you and your|

|22 | |colleagues to develop skills to be better leaders. |

| | |WRAP-UP this section by reinforcing the following key |

| | |points: |

| | |Leadership and management require courage and responsibility.|

| | | |

| | |Leadership practices and management practices are distinct |

| | |and complementary. |

| | |Leadership can be formal or informal, and can occur at all |

| | |levels of an organization. |

| | |Leadership hinges on enabling others to work together towards|

| | |a common goal. |

| | |ASK if participants have any questions or comments before |

| | |continuing. |

|[pic] |Handout 1.1.3: Leading and Managing Framework |

[pic]

Source: Management Sciences for Health, 2005.

|[pic] |Trainer Instructions: Step 4 (5 minutes) |

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

|Sli|[pic] |PRESENT slide, using the following points: |

|de | |Leadership involves influencing others to do the right |

|23 | |things. |

| | |The late president of Tanzania, Mwalimu Julius Nyerere, |

| | |demonstrated great leadership that helped to create positive |

| | |change in the Tanzanian health sector. |

| | |Although Nyerere was a leader with a great deal of formal and|

| | |positional authority, we can all model vision, influence, and|

| | |inspiration in our own workplaces to create positive change |

| | |and improve health and well-being in our communities and |

| | |nation. |

| | | |

| | |Source: Nyerere Parliamentary Speech on 12th May 1964. |

|[pic] |Trainer Instructions: Step 5 (20 minutes) |

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

|Sli|[pic] |PRESENT slide, using the following points: |

|de | |Leading and managing practices affect the results of our |

|24 | |work. |

| | |Effective leadership and management can lead to improved |

| | |health services and better health outcomes. |

| | |REFER participants to Handout 1.1.4: Leading and Managing for|

| | |Results on page 41 in the Participant Handbook. |

| | | |

| | |DESCRIBE the Leading and Managing for Results model: |

| | |This model shows the link between leading and managing |

| | |practices and improved health outcomes. |

| | |On the left are the practices we talked about earlier. By |

| | |applying these 8 practices consistently, we build strong |

| | |organizational capacity, better health services, and lasting |

| | |improvements in health. |

| | |This is represented by the items in the circles in the middle|

| | |of this model. These are the core components of strong and |

| | |well-functioning organizations: |

| | |Improved work climate |

| | |Improved management systems |

| | |Improved capacity to respond to change |

| | |Results are represented on the right-hand side of the model. |

| | |INSTRUCT participants to discuss in pairs for 3 minutes to |

| | |answer the following question: “In your work experience, have|

| | |you observed any examples that support this model?” |

| | |(Alternately, provide participants with a Tanzania-specific |

| | |example.) |

| | |After a few minutes, ALLOW a few of the pairs to share their |

| | |experiences. |

| | |SUMMARIZE the model as follows: |

| | |Good leading and managing practices strengthen organizational|

| | |capacity, and result in higher-quality health services and |

| | |sustained improvements in health. |

| | |Source: Management Sciences for Health. 2005. Managers Who |

| | |Lead: A Handbook for Improving Health Services. |

|Sli|[pic] |FACILITATE activity according to the instructions below. This|

|de | |activity should take approximately 15 minutes. |

|25 | | |

| | |REFER participants to Worksheet 1.1.1, Group Exercise: |

| | |Achieving Results on page 43 in the Participant Handbook. |

| | | |

| | |DIVIDE participants into small groups. Note: it will work |

| | |best if participants are grouped by workplace (i.e., all |

| | |members of one ZHRC or HTI together in a group, if possible).|

| | | |

| | | |

| | |EXPLAIN that they will work in small groups to: |

| | |Identify some health outcomes that they could influence. (For|

| | |example: malaria in pregnant women) |

| | |Identify services that they could set up or improve that |

| | |would contribute to this outcome. |

| | |Consider what changes in organizational capacity would lead |

| | |to the selected outcome. |

| | |Consider what leading and managing practices would need to be|

| | |improved. |

| | |If groups have time, they can work on a second health |

| | |outcome. |

| | | |

| | |ALLOW 10 minutes for small group work. |

| | | |

| | |BRING the group back together and ask if one team would like |

| | |to briefly report back on their discussion. If there is time,|

| | |ask another group to share. |

| | |THANK participants for sharing. |

| | | |

| | |WRAP-UP the discussion and highlight key points. |

| | | |

| | |ASK if participants have any comments or questions before |

| | |continuing. |

| | | |

| | |Adapted from: Management Sciences for Health. 2005. Managers |

| | |Who Lead: A Handbook for Improving Health Services. |

|[pic] |Handout 1.1.4: Leading and Managing for Results |

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

|[pic] |Worksheet 1.1.1: Group Exercise – Achieving Results |

Instructions:

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

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

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

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

• What leading and managing practices would need to be improved?

|[pic] |Trainer Instructions: Step 6 (15 minutes) |

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

|Sli|[pic] |FACILITATE activity using the instructions below. This |

|de | |activity will take approximately 15 minutes. |

|26 |DIVIDE the group into pairs and ask them to discuss their surveys. They |ASK participants, |

| |don’t need to share the completed form, but this is an opportunity for |“Has anyone ever taken a leadership skills inventory, or done|

| |participants to talk about what they learned. |a self-assessment? Which tool did you use? Was it helpful?” |

| |Were they surprised? |EXPLAIN that: |

| |What does the mean for their work? |We are going to use a tool developed by MSH to go along with |

| |What do they most want to work on? |the “Managers Who Lead” approach to learn more about personal|

| |DE-BRIEF the exercise. Encourage participants to build upon their |leadership style. |

| |strengths. Remind participants that through this workshop, they have an |REFER participants to Worksheet 1.1.2: Leadership Practices |

| |opportunity to improve their skills in these areas. |Self-Assessment on page 45 in the Participant Handbook. |

| | | |

| |EXPLAIN that an individual assignment related to this topic is to develop a|EXPLAIN that: |

| |personal leadership development plan to help you strengthen the areas where|This self-assessment will help you consider which leadership |

| |you might be less strong. This exercise is in your notebook and will be |practices you currently use effectively, and which practices |

| |discussed later. |could be further developed. |

| | |No one else will see the answers – the assessments are |

| |ASK if there are any comments or questions before continuing. |designed to help us as leaders know our own strengths and |

| | |areas for growth. |

| |Source: Management Sciences for Health. 2005. Managers Who Lead: A Handbook|INSTRUCT participants to score themselves using this |

| |for Improving Health Services. |instrument. |

| | | |

| | |ALLOW 10 minutes to complete the form. |

| | | |

| | |INSTRUCT participants to take a few minutes to review their |

| | |answers and come up with a title that describes their Style –|

| | |their strengths in particular areas. Examples might include |

| | |(but are not limited to): |

| | |Inspiring Scanner |

| | |Inspirer |

| | |Focusing Mobilizer |

| | |Novice (meaning that they feel they need to develop strengths|

| | |in each area). |

| | |ASK participants to come up with a title for their style of |

| | |Leader and write this on their survey. |

| | |ALLOW no more than 5 minutes for this. |

| | | |

| | |CONTINUE with speaker notes in left-hand column. |

|[pic] |Worksheet 1.1.2: Leadership Practices Self-Assessment |

What are your leadership strengths? In which areas can you improve your leadership skills?

Use this survey to identify which leadership practices you already use in your daily work, and which practices you could develop further.

• Assign each practice a score on a scale from 1 to 5 as indicated below.

• Then, add up your scores and divide by 5 to find an average score for each function (Scanning, Focusing, Aligning/Mobilizing, and Inspiring). Remember that the scores are only rough estimates of your level of practice.

Rating Scale

|1 |2 |3 |4 |5 |

|I never do this |I rarely do this |I sometimes do this |I frequently do this |I always do this |

|Scanning |

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

| |trends in client needs |

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

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

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

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

| |Scanning Score |

|Focusing |

| |I know and communicate my organization’s mission, key goals, strategies, and critical challenges. |

| |I work with others in my work group to use the organization’s strategy to define our goals and challenges. |

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

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

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

| |priorities and goals. |

| |Focusing Score |

Continued on next page.

|Aligning/Mobilizing |

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

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

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

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

| |I recognize and reward staff for their achievement of goals. |

| |Aligning/Mobilizing Score |

|Inspiring |

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

| |I provide clear challenges to my work group. |

| |I provide people with feedback from my and others’ observations, so that they can grow in self-awareness. |

| |I support others by recognizing their contributions and expressing trust and confidence in their abilities. |

| |I maintain integrity and demonstrate transparency in the information I share and the decisions I make. |

| |Inspiring Score |

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

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

What type of leader are you?

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

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

_______________________________________________________________________

_______________________________________________________________________

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

|[pic] |Trainer Instructions: Step 7 (25 minutes) |

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

|Sli|[pic] |INTRODUCE the topic: |

|de | |This workshop is a time to start thinking about how we can |

|27 | |improve our leadership capacity, as individuals, as |

| | |workgroups/teams, and as an organization. |

| | | |

| | |EXPLAIN that: |

| | |People learn to lead effectively by a variety of informal and|

| | |formal means throughout their life, through family, friends, |

| | |professional training and experiences. |

| | |When you choose to lead others in taking up the challenges |

| | |that organizations face, you begin a continuous process of |

| | |personal development. |

| | |In this process you: |

| | |Face your leadership challenges |

| | |Become aware of the values that influence your actions |

| | |Reflect on your leadership practices |

| | |Improve your leadership abilities |

|Sli|[pic] |PRESENT slide: |

|de |Speaker notes continued here: |Throughout history, and in our own lives, we see examples of |

|28 | |people rising to the challenge of leadership. |

| |Seek Feedback |There are many examples of people who have developed their |

| |Once you respond to a challenge, you need to learn whether your response |capacity to lead when they: |

| |was appropriate and effective by receiving feedback. Personal feedback can|Faced difficult challenges and mobilized themselves and |

| |be a valuable guide for decisions to maintain or correct your course of |others to address them. |

| |action. |Received feedback about their performance from the |

| |Seek out people whose opinions you trust -- friends, staff, colleagues, |environment and from others. |

| |supervisors and mentors, both in and outside your workplace. |Received support from others (mentors or partners) that |

| |Establish a network of these people and talk to them. Listen to feedback |enabled them to continue to grow and develop. |

| |from your network and your staff. |Leadership development starts by providing staff with |

| |Evaluate the outcomes of your decisions using data. Then make changes when|opportunities to face the strategic challenges affecting the |

| |necessary. |organization, work group, and individual. |

| | | |

| |Gain Support |Face Challenges |

| |You need the support of people, in and out of the workplace, who are |In developing as a leader, you learn to meet and overcome |

| |committed to your development. |significant challenges. You may need to take chances, make |

| |This support can help you translate feedback into new possibilities and |tough decisions, and face criticism or personal failure, to |

| |opportunities. |improve conditions. |

| |Rely on this support – especially at the beginning of a new effort and when|You need to gain confidence in your ability to make the best |

| |a situation becomes difficult. |possible decision at the time. If things go wrong, you need |

| |Seeking support when needed is a sign of personal strength. You will not |to recognize your small successes and learn as much as you |

| |develop fully as a leader if you handle everything alone. |can from your failures, so you can better handle future |

| | |situations. |

| |ASK if participants have any comments or questions before continuing. | |

| | |CONTINUE with speaker notes in left-hand column. |

|Sli|[pic] |EXPLAIN that there are guiding principles that can help to |

|de | |develop managers who lead in our organizations and |

|29 | |workgroups. |

| | |1. Focus on health outcomes. |

| | |Good management and leadership result in measurable |

| | |improvements in health services and outcomes. |

| | |Only by focusing on real organizational challenges can |

| | |managers develop their ability to lead. |

| | |2. Practice leadership at all levels. |

| | |Good leadership and management can, and must, be practiced at|

| | |every level of an organization. |

| | |Working with their teams, managers at all levels—from health |

| | |posts to national institutions—can confront challenges and |

| | |achieve results. |

| | |3. You can learn to lead. |

| | |Leadership practices improve through a process of facing |

| | |challenges and receiving feedback and support. |

| | |By using this process, managers develop the leadership |

| | |abilities of their staff. |

| | |4. Leadership is learned over time. |

| | |Becoming a manager who leads is a process that takes place |

| | |over time. |

| | |This process works best when it is owned by the organization |

| | |and takes on critical organizational challenges. |

| | |5. Sustain progress through management systems. |

| | |Gains made in health outcomes can be sustained only by |

| | |integrating leadership and management practices into an |

| | |organization’s routine systems and processes. |

| | | |

| | |Source: Management Sciences for Health. 2005. Managers Who |

| | |Lead: A Handbook for Improving Health Services. |

|Sli|[pic] |FACILITATE activity using instructions below. This activity |

|de | |should take approximately 15 minutes. |

|30 | | |

| | |REFER participants to Worksheet 1.1.3: Group Activity – |

| | |Leadership Development on page 47 of the Participant |

| | |Handbook. |

| | |  |

| | |EXPLAIN that participants will work in small groups to |

| | |identify ways that they can improve their leadership |

| | |abilities. |

| | | |

| | |DIVIDE participants into small groups that do not represent |

| | |their work teams. |

| | | |

| | |INSTRUCT groups to generate suggestions for ways to improve |

| | |leadership skills, for individuals and within organizations, |

| | |using the questions in Worksheet 1.1.3. |

| | | |

| | |ALLOW 10 minutes for small group work. |

| | | |

| | |ASK each group to report back. They should give 1 or 2 good |

| | |ideas for improving individual leadership. |

| | | |

| | |WRITE the ideas on flipchart. |

| | |After the group has generated a good list, ask each group to |

| | |give 1 or 2 ideas for improving leadership within an |

| | |organization. |

| | |WRITE the ideas on flipchart. |

| | | |

| | |WRAP-UP the session by reminding participants that focusing |

| | |on your leadership challenges, values, practices, and |

| | |personal networks can help you improve your abilities as a |

| | |leader. |

|[pic] |Worksheet 1.1.3: Group Activity – Leadership Development |

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

I. Ideas for Individuals

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

o What resources do I need access to?

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

o How do I find time to do this?

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

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

II. Ideas for the Organization

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

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

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

• Where can we get data to measure our results?

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

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

|[pic] |Trainer Instructions: Step 8 (2 minutes) |

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

|Sli|[pic] |REVIEW key points from this session. |

|de | | |

|31 | |MENTION to participants that it is important to continue |

| | |learning throughout our lives. |

| | | |

| | |ASK if participants have any comments or questions. |

| | | |

| | |THANK everyone for their attention and participation. |

Appendix A:

Photos for Trainer Tool 1.1: Activity – What’s Your Leadership Style?

Refer to Trainer Tool 1.1 for instructions.

[pic]

Lion

[pic]

Zebra

[pic]

Cheetah

[pic]

Giraffe

[pic]

African Elephant

[pic]

Snake

[pic]

Peacock

[pic]

Wildebeest

[pic]

Source: Andries3.

Buffalo

[pic]

Source: Zest-pk.

Impala (Antelope)

[pic]

Source: Andrew_Ross.

Rhinoceros

[pic]

Source: David Schenfeld.

Chimpanzee

[pic][pic][pic]

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