Unit 5B - Everyday Leadership



Session 1.2 Developing Core Values

|[pic] | |

| |Total Session Time: 2 hours, 15 minutes (45 minutes for lecture/discussion, 95 minutes for activities) |

Learning Objectives:

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

• Describe the concepts of shared vision and core values.

• Articulate the importance of fostering shared vision and core values.

• List four qualities of an effective leader.

• Facilitate a visioning exercise with their teams.

Session Overview

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

| | |Method | |Needed |

|2 |25 minutes |Presentation, |Core Values and Leadership Qualities (Slides 3-8) |LCD or Overhead Projector, |

| | |Individual Activity, | |Handout 1.2.1 |

| | |Discussion | | |

|3 |15 minutes |Presentation |Qualities of an Effective Leader (Slides 9-13) |LCD or Overhead Projector |

|4 |85 minutes |Presentation, |Articulating Shared Vision (Slides 14-19) |LCD or Overhead Projector, |

| | |Individual Activity, | |Trainer Tool 1.2.1, Handout |

| | |Large Group Activity | |1.2.2, slips of paper |

|5 |05 minutes |Presentation |Key Points (Slide 20) |LCD or Overhead Projector |

|[pic] |Resources Needed |

|Flip Chart, paper, and markers |

|LCD or Overhead Projector |

|Slides |

|Handout 1.2.1: Core Values Exercise |

|Handout 1.2.2: Facilitating a Shared Vision Exercise |

|Trainer Tool 1.2.1: Activity – Creating a Shared Vision |

|Slips of paper, index cards, or self-stick notes for use in Step 4 |

|[pic] |Advance Preparation |

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

| |learning activities, and supporting materials. |

Sources/Bibliography:

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

• 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 (5 minutes) |

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

|Sli|[pic] |INTRODUCE Session 1.2 to participants. |

|de | |The aim of this session is to clarify the importance of |

|1 | |shared vision and core values in a workplace. |

| | |It takes dedication to a vision and organization of motivated|

| | |people to achieve results. This session focuses on these two|

| | |pieces of core values. |

| | | |

| | |INFORM participants that this session is scheduled to take |

| | |about 2 hours, 15 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 3-8 using the trainer notes and Handout 1.2.1: Core Values Exercise to guide the presentation, activity, and discussion.

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

|de | | |

|3 | |ASK participants: What do you think of when you hear the term|

| | |‘core values’? |

| | | |

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

| | | |

| | |WRITE participant responses on a flipchart. |

| | | |

| | |(Adapted from Management Sciences for Health, 2005. Managers |

| | |Who Lead Toolkit: Resources to Support Managers Who Lead.) |

|Sli|[pic] |PRESENT the slide, building upon the previous discussion. |

|de | | |

|4 | |FOCUS on core values as a foundation for leadership. |

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

|de | |activity will take approximately 10 minutes. |

|5 | | |

| | |REFER participants to Handout 1.2.1: Core Values Exercise on |

| | |page 61 in the Participant Handbook. |

| | | |

| | |REVIEW the instructions at the top of the page as a large |

| | |group. |

| | | |

| | |ALLOW 5 minutes for participants to work individually. |

| | | |

| | |BRING group back together. |

| | |DE-BRIEF the exercise: |

| | |Was it difficult to choose only 3 values from the list? |

| | |ALLOW time for a few responses. |

| | | |

| | |Adapted from Downer, Ann. International Training and |

| | |Education Center for Health. Lecture in ‘Global Program |

| | |Management and Evaluation, DGH 521,’ University of |

| | |Washington, Seattle. |

|Sli|[pic] |FACILITATE a brief discussion on values-based leadership. |

|de | | |

|6 | |ASK participants to reflect again on a good leader that they |

| | |know. |

| | |Did their values show in their work? |

| | |What qualities influenced your respect for them? |

| | | |

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

|Sli|[pic] |FACILITATE a brief discussion on values-based leadership. |

|de | |ASK participants: |

|7 | |Think of a time when you needed to act in a situation where |

| | |you had a different viewpoint from others. |

| | |What was important to you in the situation? |

| | |What values did you hold that made it so important to you? |

| | |What did the other people value? |

| | |How could all these values have affected your actions? |

| | |ALLOW a few participants to share. |

| | | |

| | |SUMMARISE by stating that our core values impact the way we |

| | |react to different situations, and go to the next slide. |

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

|de | |Successful leaders know and understand their values and the |

|8 | |beliefs that sustain them. |

| | |They are aware of the way in which their behaviour reflects |

| | |their values, and they intervene when this is not the case by|

| | |either adjusting their values or changing their behaviour. |

| | |Acting on your values can sometimes pose challenges. |

| | |Your actions can sometimes fulfill some values, but not |

| | |others. You may have to consider which are most important to |

| | |you. |

| | |To lead, you need to take a critical look at the values that |

| | |influence your actions. This will anchor your leadership, |

| | |influence how you lead, and build trust from your colleagues.|

|[pic] |Handout 1.2.1: Core Values Exercise |

Instructions

• Review the list of core values below, and chose 5 that you believe are “extremely important” to effective leadership.

• If you have a core leadership value that is not included on the list, add it to the bottom.

• Then select the “top 4”.

• Finally, select the “top 3” that you believe must be included.

|Authenticity |Intelligence |

|Community |Joy |

|Communication |Justice |

|Competence |Love |

|Courage |Loyalty |

|Creativity |Open-Mindedness |

|Decisiveness |Patience |

|Effectiveness |Peace |

|Faith |Power |

|Fame |Recognition |

|Family |Risk-Taking |

|Flexibility |Security |

|Friendship |Service |

|Growth |Status |

|Happiness |Strength |

|Humor |Success |

|Independence |Trust |

|Influence |Truth |

|Innovation |Wealth |

|Integrity |Wisdom |

| | |

List of “Top 5” List of “Top 4” Final List of “Top 3”

(1)_________________________ (1)_______________________ (1)__________________

(2) ________________________ (2)_______________________ (2)__________________

(3) ________________________ (3)_______________________ (3)__________________

(4)_________________________ (4)_______________________

(5)_________________________

|[pic] |Trainer Instructions: Step 3 (15 minutes) |

Present Slides 9-13 using the trainer notes to guide the presentation,

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

|de | |There are some personal qualities that are highly valued in |

|9 | |leaders. |

| | |These qualities include integrity and commitment, respect and|

| | |trust, healthy risk-taking, and openness to learning. |

| | |INFORM participants that we will explore each of these in |

| | |further detail. |

|Sli|[pic] |ASK participants: |

|de | |What do we mean by integrity and commitment? |

|10 | |Why are integrity and commitment important for effective |

| | |leadership? |

| | |ALLOW a few moments for discussion. |

| | | |

| | |REVIEW main points: |

| | |While people can achieve results without integrity, those who|

| | |are able to build long-term relationships of mutual trust |

| | |generally value integrity in themselves and others. |

| | |People respect leaders for their ethics and personal |

| | |commitment. When you are honest and ethical, you are credible|

| | |to others |

| | |If you strongly believe in serving a greater good, you can |

| | |often avoid the temptations that come with power. When you |

| | |dedicate yourself to achieving a goal, you attract others |

| | |with similar commitment to work with you in creating a better|

| | |future |

| | |Though no one is perfect, good leaders strive to have their |

| | |words and actions match their values and aspirations. |

| | | |

| | |Sources: |

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

| | |Handbook for Improving Health Services. |

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

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

|Sli|[pic] |ASK participants: |

|de | |How do respect and trust apply to leadership? |

|11 | |Can trust be mandated? How does trust develop? |

| | |ALLOW a few moments for discussion. |

| | | |

| | |REINFORCE participant responses using the points below: |

| | |Strong working relationships are the foundation for achieving|

| | |results. |

| | |You need to continually nurture existing work relationships |

| | |and create new ones. |

| | |Respecting others means being willing to listen to their |

| | |points of view and their needs. |

| | |Respect builds trust over time, and trust is the foundation |

| | |for developing productive relationships. |

| | |When you lead, you nurture respectful work relationships with|

| | |your subordinates, colleagues, and superiors. |

| | |You create new connections to broaden your own network and |

| | |mend existing relations that are problematic. |

| | | |

| | |Sources: |

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

| | |Handbook for Improving Health Services. |

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

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

|Sli|[pic] |ASK participants: |

|de | |What is meant by “calculated risks?” or “healthy risks”? |

|12 | |Why is this important? |

| | |ALLOW a few moments for discussion. |

| | | |

| | |ASK participants: |

| | |What makes risk-taking difficult? What can make risk-taking |

| | |easier? |

| | |ALLOW a few moments for discussion. |

| | | |

| | |REVIEW main points below: |

| | |One job of leaders is to set an example for taking calculated|

| | |risks that do not endanger the organization, its mission, or |

| | |individuals. |

| | |People who lead do not give up if they fall down. They get |

| | |up, dust themselves off, and find the courage to re-engage. |

| | |In their persistence they never lose sight of the positive |

| | |future they are trying to create. |

| | |As you learn about the challenges your organization or work |

| | |group faces, you need to take risks to address some of these |

| | |challenges and make needed changes. |

| | |When you create networks of trusting relationships, you find |

| | |support and courage to take necessary chances, make tough |

| | |decisions, and face criticism or personal failure. By |

| | |example, you encourage others to take risks as well. |

| | | |

| | |Sources: |

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

| | |Handbook for Improving Health Services. |

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

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

|Sli|[pic] |ASK participants: |

|de | |How does being open to learning apply to leadership? |

|13 | |How can it help a workgroup or team? |

| | |ALLOW a few moments for discussion. |

| | | |

| | |REVIEW main points below: |

| | |Good leaders are committed to continually learning and |

| | |encouraging others to do the same. |

| | |When you have an open mind, you are eager for knowledge and |

| | |information. |

| | |You recognize new opportunities and find ways to deal with |

| | |obstacles. You initiate approaches to learning with others. |

| | |This openness to learning prepares you for ever-changing |

| | |realities. |

| | |ASK if participants have any additional questions or |

| | |comments. |

| | | |

| | |WRAP-UP the discussion. |

| | | |

| | |Sources: |

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

| | |Handbook for Improving Health Services. |

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

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

|[pic] |Trainer Instructions: Step 4 (85 minutes) |

Present Slides 14-19 using the trainer notes and Trainer Tool 1.2.1: Activity – Creating a Shared Vision and Handout 1.2.2: Facilitating a Shared Vision Exercise to guide the presentation and activities.

|Sli|[pic] |EXPLAIN that this section will focus on Vision. |

|de | |Effective leaders must mobilize others to create the future. |

|14 | |The true test of effective leadership is the visible progress|

| | |towards the realization of a vision, and the achievement of |

| | |results that inspire others to follow your lead. |

| | |ASK a volunteer to read the definition of ‘Vision’ on the |

| | |slide out loud. |

| | |ASK participants: |

| | |What is the difference between Vision and your organization’s|

| | |mission? |

| | | |

| | |ALLOW a few minutes for discussion. |

| | | |

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

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

|Sli|[pic] |PRESENT the slide. |

|de | | |

|15 | |ASK a volunteer to read the examples of the MOHSW mission |

| | |statement and vision out loud. |

| | | |

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

| | |before continuing. |

| | | |

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

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

|Sli|[pic] |EXPLAIN that this series of quotations begins with the |

|de | |statement: “People are motivated most not by fear or reward, |

|16 | |but by ideas that capture their imagination.” |

| | | |

| | |After presenting the slide, FACILITATE a brief discussion. |

| | |ASK participants: |

| | |How does vision affect a team’s ability to work together |

| | |toward a common goal? |

| | |What is the impact of not having a shared vision? |

| | |ALLOW a few responses. |

| | | |

| | |Possible responses may include: |

| | |Without shared vision, you may see: |

| | |Low productivity |

| | |Lack of common work plan |

| | |Struggles with team work |

| | |Lack of sharing resources |

| | |Difficulty monitoring what is being done |

| | |Difficult or impossible to achieve goals or complete products|

| | |and deliverables |

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

|de | |activity will take approximately 10 minutes. |

|17 |Speaker notes continued here: |Note: setting the mood for reflection is important for this |

| |ASK participants to open their eyes and jot down a few notes about what |exercise. Use a calm, quiet voice, and allow time for thought|

| |they saw in their mind’s eye. |and reflection. |

| | | |

| |ASK participants to find one other person and share their vision in the |EXPLAIN that this activity will focus on our “personal |

| |present tense, using sentences like: “I am…..,” or “I have….” |vision” – imagining what we want for our own lives. |

| | | |

| |ALLOW a few minutes for sharing, and ask participants to return to their |ENCOURAGE participants to set any papers, handouts, etc. |

| |seats. |aside and close their eyes if they wish. |

| | | |

| |DE-BRIEF the activity: |ASK participants: |

| |Did you feel a change in the energy in this room? Why do you think the |Think about your personal life. What do you want your state |

| |energy in the room shifted? |of health or level of fitness to be? Imagine yourself and |

| |Creating a picture of the future and sharing it can be very powerful and |your body exactly the way you want it to be. What activities |

| |inspiring. |and hobbies do you want to be doing? Imagine yourself doing |

| | |those activities. [Pause and allow time for reflection.] |

| |THANK participants for active participation. |Think about your family, friends, and relationships. Imagine |

| | |yourself and others doing things and being exactly the way |

| |Adapted from Management Sciences for Health. 2005. Managers Who Lead: A |you most want yourself and them to be. See a picture of |

| |Handbook for Improving Health Services. |yourself and them together in this happy state. [Pause and |

| | |allow time for reflection.] |

| | |Think about your work. Imagine where you most want to be |

| | |working. Who are you working with? Who are you serving? What |

| | |are you doing? [Pause and allow time for reflection.] |

| | |Think about your contribution to the world. What would you |

| | |most like to contribute, to give back? What does it look like|

| | |when you are giving something to society or your organization|

| | |that you are proud of? [Pause and allow time for reflection.]|

| | |ALLOW a few minutes for quiet reflection. |

| | | |

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

|Sli|[pic] |FACILITATE activity using Trainer Tool 1.2.1, found on pages |

|de | |95-97 of the Facilitator Guide. |

|18 | | |

| | |This activity will take approximately 60 minutes. |

| | | |

| | |Source: “Managers who Lead: A Handbook for Improving Health |

| | |Services. Management Sciences for Health. 2005. pp. 185-186. |

|Sli|[pic] |EXPLAIN that: |

|de | |Together, we have modeled a great way to begin developing a |

|19 |Speaker notes continued here: |shared vision. |

| |REINFORCE key points from this activity: |Many groups may have more work to do with their vision |

| |Creating a shared vision is a process of asking our teams: |statement, or should do the exercise with additional |

| |What are we committed to doing? Who do we serve now and who do we want to |representatives after the workshop. To do this well takes |

| |serve? |time. |

| |What kind of work climate do we want, and what values do we want to | |

| |practice? |REFER participants to Handout 1.2.2: Facilitating a Shared |

| |What sort of future do we want to create for our community? |Vision Exercise, found on page 63 in the Participant |

| |Visioning exercises take time and patience! |Handbook. |

| | | |

| |REFER participants the instructions for facilitating this activity in the |REVIEW the steps that the group went through, according to |

| |handout. They can refer to this handout if they would like to recreate this|the list above. |

| |activity with their own staff after the workshop. |Imagine the future. |

| | |We did this by reflecting individually, and writing an |

| |Source: Management Sciences for Health, 2005. Managers who Lead: A Handbook|individual vision statement. (In this exercise, that was the |

| |for Improving Health Services. pg 25-27. |newspaper headline.) |

| |Images used from Microsoft Office Clip Art Gallery. |Integrate your vision with another one. |

| | |We did this by working in pairs, and then small groups, to |

| | |combine and reshape our vision statements. |

| | |Record the key elements of all the vision statements. |

| | |Each small group did this by writing elements on notecards, |

| | |and then placing the elements in categories with other |

| | |groups’ key elements. |

| | |Prioritize the elements. |

| | |If the list of key elements is very long, the group may have |

| | |to vote to prioritize the top three. The group should aim to |

| | |build consensus around the prioritized elements. |

| | |Synthesize and present the vision statement. |

| | |After the process of categorizing and prioritizing, elements |

| | |should be combined into a draft vision statement. This |

| | |statement should be shared with the group for additional |

| | |feedback and fine-tuning. |

| | |ASK participants if they have any questions or comments about|

| | |the process of creating a shared vision. |

| | | |

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

|[pic] |Trainer Tool 1.2.1: Activity – Creating a Shared Vision |

Time: 1 hour

Purpose of Activity: This activity provides an opportunity for participants to work together in a shared visioning exercise. After participating in this exercise, participants can re-create this activity within their workgroups and organizations.

Notes:

• This activity works best if participants can draw on their own professional experiences and work with their colleagues to create a vision for their own organization. However, the workshop may include participants from many different organizations, resource centres, and institutions. It may be helpful to create a scenario for a fictional organization. (For example, “Let’s imagine that we are all working within a health training institution that provides pre-service training for Clinical Assistants and Clinical Officers.”)

• The process of creating a shared vision is divided into 5 steps. Trainers may choose to omit Step 5 during this workshop.

Introduction

INTRODUCE the activity:

• A shared vision is a critical component of an effective team and of an effective organization.

• This activity will give us an opportunity to work in teams to create a shared vision.

• You can use a similar process to create a shared vision within your own team or organization after this training.

EXPLAIN that:

• This activity is intended to model a shared vision activity. It is only an introduction. After this workshop, you will work together to create a more well thought-out vision – one that you can all fully commit to.

DIVIDE participants into small groups, based on their workgroup/organization (if possible). This activity begins with individual work, then pairs, then small group work, and finishes with large group work.

INFORM participants:

• “We are going to create a shared vision. This is the picture of what we want to create in the future together. We are not going to discuss the obstacles now, but what we most want to see happen.”

Continued on next page.

Step 1: Imagine the Future

ASK participants to begin by reflecting individually.

• “Think about a time in the future. Imagine it is two or more years from now and we are looking back. We have accomplished all that is important to us. What picture do you see in your mind that represents that accomplishment?”

ALLOW a moment for participants to reflect on their own.

ASK each participant to write a newspaper headline reporting on their group’s accomplishments in the year 20__ (whichever year is two or more years from now). Each individual should write a statement to describe what she or he is most proud of.

Step 2: Integrate your vision with a colleague’s vision

DIVIDE participants into pairs (or groups of 3), reflecting their workgroup.

• Each person should share their vision, and the pair should work together to create a shared vision statement that reflects the best aspects of both.

Step 3: Record key elements of all vision statements

ASK the pairs to match up with another pair (to create a group of 4), staying in their workgroups if possible.

• The small groups of 4 should compare the two vision statements, and discuss the combined visions. Next, the group of 4 should work again to combine their 2 vision statements into a shared vision statement.

DISTRIBUTE 6-8 slips of paper or self-stick notes to each group.

ASK each group to record the key elements or phrases of their vision statement on a card. (One element or key phrase per card.)

Step 4: Prioritize the elements of the vision statements in a large group

ASK Group 1 to place their cards on the wall (or on flipcharts), with some space between the cards.

ASK Group 2 to follow, placing their cards with similar elements near Group 1’s.

For example, if both groups have “quality” as a key element, Group 2 should place their card stating “quality” in the same place as Group 1’s.

If a card does not fit with any other group’s cards, it stands alone.

Continue this process (Group 3, Group 4, etc.) until all cards are on the wall.

When all cards have been posted, ASK participants to come up to the wall and move the cards around, grouping similar messages and phrases together until they are arranged into categories. The goal is to eliminate overlaps/duplicates, and consolidate the elements. For example, all the cards related to “serving clients” should be in one category. Note: this part of the activity can also be done in plenary, with participants suggesting how things should be moved and a few volunteers moving cards.

ASK participants to suggest a name for each category, and write the names on a card and post it above each group. (Note: if possible, this should be on a different coloured card.)

ASK a volunteer to read all of the categories aloud.

Note: If there are many categories, it may be necessary for participants to vote on the top 3 categories to simplify the vision statement.

Step 5: Synthesize and present the vision statement.

Note: completing Step 5 during the Leadership and Management Course is optional. Since participants represent different organizations and workgroups, it may be more useful to explain how the exercise should end, without actually spending any additional training time on drafting and presenting the shared vision statement.

EXPLAIN to participants that at this stage, a small team should synthesize the messages that pertain to each category, and draft a statement that reflects the shared vision. Remind participants that the statement should retain the pride and feeling that the vision expresses.

De-Brief the Activity

EXPLAIN to participants that we have modeled the first steps towards articulating a shared vision statement.

After working with a group to generate ideas, the next steps in creating a shared vision statement with your team can proceed as follows:

• A small team should synthesize the messages that pertain to each category, and draft a statement that reflects the shared vision. Remind participants that the statement should retain the pride and feeling that the vision expresses.

• The draft statement should be presented to the entire group, and the small team should solicit input for refining and fine-tuning.

• The team should establish a plan and timeline for finalizing the vision statement, and follow-through.

ASK participants:

• Are you comfortable using an activity like this with your own teams?

• What challenges do you anticipate?

• How might this process be useful for your team?

FACILITATE a brief discussion.

THANK everyone for participating.

Source: “Managers who Lead: A Handbook for Improving Health Services. Management Sciences for Health. 2005. pp. 185-186.

|[pic] |Handout 1.2.2: Facilitating a Shared Vision Exercise |

Instructions

Use the following instructions to help facilitate a shared vision exercise with your team.

Creating a shared vision is a process of asking our teams:

• What are we committed to doing? Who do we serve now and who do we want to serve?

• What kind of work climate do we want, and what values do we want to practice?

• What sort of future do we want to create for our community?

Introduction

EXPLAIN that sharing a vision is a critical component of an effective team and even of an organization.

INTRODUCE this exercise an opportunity to work in teams on a shared vision.

EXPLAIN that:

• For this exercise, you will work in your teams/workgroups. This is an introduction exercise.

• After this workshop, you will work together to create a more well thought-out vision – one that you can all fully commit to.

ASK participants to rearrange themselves in the room so that they are sitting with their workgroup.

INFORM participants,

• “We are going to create a shared vision. This is the picture of what we want to create in the future together. We are not going to discuss the obstacles now, but what we most want to see happen.”

Step 1: Imagine the Future

ASK participants to begin by reflecting individually.

• “Think about a time in the future. Imagine it is two or more years from now and we are looking back. We have accomplished all that is important to us. What picture do you see in your mind that represents that accomplishment?”

ALLOW a moment for participants to reflect on their own.

ASK each participant to write a newspaper headline reporting on their group’s accomplishments in the year 20__ (whichever year is two or more years from now). Each individual should write a statement to describe what she or he is most proud of.

Step 2: Integrate your vision with a colleague’s vision

DIVIDE participants into pairs (or groups of 3 if there is an odd number), reflecting their workgroup.

• Each person should share their vision, and the pair should work together to create a shared vision statement that reflects the best aspects of both.

Step 3: Record key elements of all vision statements

ASK the pairs to match up with another pair (to create a group of 4), staying in their workgroups if possible.

• The small groups of 4 should compare the two vision statements, and discuss the combined visions. Next, the group of 4 should work again to combine their 2 vision statements into a shared vision statement.

DISTRIBUTE 6-8 slips of paper or self-stick notes to each group.

ASK each group to record the key elements or phrases of their vision statement on a card. (One element or key phrase on each card.)

Step 4: Prioritize the elements of the vision statements in a large group

ASK Group 1 to place their cards on the wall (or on flipcharts), with some space between the cards.

ASK Group 2 to follow, placing their cards with similar elements near Group 1’s.

(For example, if both groups have “quality” as a key element, Group 2 should place their card stating “quality” in the same place as Group 1’s.)

If a card does not fit with any other group’s cards, it stands alone.

Continue this process (Group 3, Group 4, etc.) until all cards are on the wall.

When all cards have been posted, ASK participants to come up to the wall and move the cards around, grouping similar messages and phrases together until they are arranged into categories. The goal is to eliminate overlaps/duplicates, and consolidate the elements.

(For example, all the cards related to “serving clients” should be in one category.)

(Note: this can also be done in plenary, with participants suggesting how things should be moved and a few volunteers moving cards.)

ASK participants to suggest a name for each category, and write the names on a card and post it above each group. (Note: if possible, this should be on a different coloured card.)

ASK a volunteer to read all of the categories aloud.

Note: If there are many categories, it may be necessary for participants to vote on the top 3 categories to simplify the vision statement.

Continued on next page.

Step 5: Synthesize and present the vision statement.

SELECT a small team to synthesize the messages that pertain to each category, and draft a statement that reflects the shared vision. The statement should retain the pride and feeling that the vision expresses.

The draft statement should be presented to the entire group, and the small team should solicit input for refining and fine-tuning.

The team should establish a plan and timeline for finalizing the vision statement, and follow-through.

Source: “Managers who Lead: A Handbook for Improving Health Services. Management Sciences for Health. 2005. pp. 185-186.

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

Present Slide 20 using the trainer notes and to guide the presentation.

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

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|20 | |ASK if participants have any comments or questions. |

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

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