Facilitator's Guide - Leadership - Training Materials …library.tephinet.org/.../leadershipfacilitatorguide.doc · Web viewleadership, facilitator guide Last modified by ifu5 Created

FACIL ITATOR’S GUIDE

Introduction to LeadershipLeading to Achieve Optimal Performance

COUNTRY PROGRAM NAME

Sustainable Management Development Program

INTRODUCTION TO LEADERSHIP

Introduction to LeadershipCONTENTS

Introduction to LeadershipSustainable Management Development Program.................................................................. iv

Course OverviewAbout this Facilitators Guide...................................................................................................v

Target Audience...................................................................................................................... v

Learning Objectives.................................................................................................................v

Materials and Equipment........................................................................................................vi

Workshop Schedule............................................................................................................... vii

Classroom Preparation Checklist...........................................................................................vii

ResourcesInternet Sites......................................................................................................................... viii

Textbooks............................................................................................................................. viii

Instruction NotesIcon Glossary......................................................................................................................... ix

Course InstructionIntroduction............................................................................................................................. 1

Introduction to Leadership.......................................................................................................4

Traits of a Leader.................................................................................................................... 6

Leadership in the Work Environment......................................................................................9

Communication.....................................................................................................................18

Conclusion............................................................................................................................ 21

INTRODUCTION TO LEADERSHIP | iii


Introduction to Leadership

Sustainable Management Development Program

SMDP works with ministries of health, educational institutions, nongovernmental organizations, and other partners to strengthen leadership and management skills and systems to improve public health in low resource countries.

Program Strategy

SMDP strengthens leadership and management skills and systems through—

Integration with country public health priorities Strategic partnerships Technical assistance and training Policy and systems development Advocacy and education Evaluation

For more information, visit http://www.cdc.gov/globalhealth/SMDP/.

iv | INTERNET SITES


Course OverviewAbout this Facilitators Guide

This guide is designed to provide you the materials and direction to successfully deliver the Introduction to Leadership course in a classroom environment. It assumes the instructor has functional proficiency in the subject matter. Use the Resources section of this guide for further research into the topic.

This guide includes instructions for you to say and do during the class, as well as materials to help you prepare and conclude the course.

Please read the description of the target audience carefully, as well as the learning objectives. By correctly positioning the course you can set reasonable expectations for the participants.

Target Audience

This course is designed for supervisors in public health services. It is expected that they have responsibilities as leaders in public health. There are no prerequisites to this course.

Important! This workshop is intended as an introduction to leadership. Its purpose is to provide opportunities to reflect and discuss basic components of effective leadership. It can serve as an excellent introduction to additional topics such as Advocacy, Conflict Management, Decision Making, Performance Management, or Team Building.

Learning Objectives

When participants complete this course they will be able to: Explain the role of the leader in setting the tone of the

work environment

ICON GLOSSARY | v


Identify the necessary factors which motivate others to follow a leader

Explain the importance of effective communication with teams and work units

Materials and Equipment

MATERIALS EQUIPMENT

For the Instructor: Sticky dots Flip Chart paper

For the Instructor: Personal computer LCD projector

For the Participant: Leadership Participant

Workbook Article: Leadership can be

learned, but can it be measured?

For the Participant: None required

vi | INTERNET SITES


Workshop Schedule

TIMES DAY 1

8:30 – 11:00 Welcome - 10 minIntroduction to Leadership - 15 minExercise 1 - 10 minTraits of Leaders - 5 minExercise 2 - 15 minExercise 3 - 20minLeaders in the work environment - 10 minMotivation Types - 10 minCommunication Discussion - 10 minExercise 4 - 15 minConclusion -10 min

Note timings are approximate and should be verified during classroom preparation. Be sure to allot time for breaks.

Classroom Preparation Checklist

TASK Obtain & test projector & personal computerTest video The Age of AIDS AGE_OF_AIDS.m4vPrepare flip chart for Exercise 3, see Appendix ACopy participant materials. For each participant:

- Participant Workbook- (optional) WHO Leadership & Management

strengthening framework: FrameworkBrochure.pdf

Obtain & test PowerPoint® file leadership_smdp.ppt

ICON GLOSSARY | vii


Resources

Internet Sites

Management Sciences for Healthhttp://www.msh.org/

Public Health Leadership Societyhttp://www.phls.org/home/

World Health Organization Management for Health Services Deliveryhttp://www.who.int/management/en/

World Health Organization Building Leadership for Healthhttp://www.who.int/en/

Textbooks

Buckingham, M. Coffman, C. First Break all the Rules: What the World’s Greatest Managers Do Differently Pocket Books, 2005.Capper S., Ginter, P. Leadership & Management: Cases and Context. Thousand Oaks, Sage. 2002.Collins, J. Good to Great: Why Some Companies Make the Leap…and Others Don’t, New York, Collins Business. 2001Collins, J. Good to Great and the Social Sectors: A Monograph to Accompany Good to Great, New York, Harper Collins. 2005Kouzes J., Posner B. (2003) The Leadership Challenge. San Francisco, CA: Jossey-Bass. 2003McClelland, D. Human Motivation. Glenview, IL Scott Foresman. 1985Rowitz, L. Public Health Leadership. Gaithersburg, Maryland: Aspen Publications. 2001

viii | INTERNET SITES


Instruction NotesThe following notes refer to slides in the PowerPoint presentation: Leadership_SMDP.ppt. Suggested actions and script for the instructor are located in the Script/Key Points section of each slide. Also included are references to the slide number and page number in the participant workbook, as well as instructions on when and how to use the exercises. Use these materials as you prepare for your session and to guide you during the workshop. Be sure to refer participants to the appropriate page number in their workbook throughout the session.

Script for the facilitator to SAY is written like this.Instructions for the facilitator to DO are written like this.

Icon Glossary

SPECIFIC SLIDE FOR USE DURING THE EXPLANATION

FLIPCHART USE

SUPPLEMENTAL INFORMATION TO HELP PERFORM A TASK MORE EASILY

SMALL GROUP EXERCISE

QUESTION FOR FACILITATOR TO ASK PARTICIPANTS

ICON GLOSSARY | ix

SlideImage


VIDEO PRESENTATION

x | INTERNET SITES


Course Instruction

Introduction

Workshop IntroductionExpected Time: 10 minutes

Introduction to LeadershipWORKBOOK CLOSED

SCRIPT/KEY POINTS Welcome class & introduce yourself.

Introduce any dignitaries.

Have participants introduce themselves & their expectations for the workshop.

Explain any housekeeping, such as break times, fire drill, and restroom location.

Explain their workbook: they will use it to complete exercises and take notes.

Copies of PowerPoint slides are not needed and should not be given out.

CONCLUSION | 1


The only definition of a leader is someone who has followers

WORKBOOK CLOSED

SCRIPT/KEY POINTS Important! To the facilitator: this workshop is intended as an

introduction to leadership. Its purpose is to provide opportunities to reflect and discuss basic components of effective leadership. The emphasis with all exercises should be on discussion, with the participant workbooks being used to guide the discussion and record points that resonate with each individual.

It is intended to be highly interactive, allowing participants to provide examples of good leadership from their personal observations. For this reason there are few examples of public figures, as it is difficult to deduce from public personas the actual work environment they had created.

What do you think of this quote?

You don’t have to be in a position of authority to be a leader. But you do have to have followers! Unlike a flock of geese, you will be leading a unique group of individuals.

As a leader, you will set the vision and the tone of the work environment, so the whole team is working toward the same goal.

2 | CONCLUSION


Learning Objectives

WORKBOOK PAGE: ii

SCRIPT/KEY POINTS Review Learning Objectives

When you complete this course you will be able to:

- Explain the role of the leader in setting the tone of the work environment-Identify the necessary factors which motivate others to follow a leader- Explain the importance of effective communication with teams and work units

Notice that today we are talking about leadership in the big picture sense-we are not talking about managing specific employee behaviors or leading a specific program.

CONCLUSION | 3


Introduction to Leadership

Introduction to LeadershipExpected Time: 25 minutes

The Age of AIDS

WORKBOOK CLOSED

30 minutes

SCRIPT/KEY POINTS Be sure the video is ready to run.

Let’s begin by watching a short video about an African woman. Her story began when her husband was struck with AIDS.

Show video. The video is 20 minutes.

Ask for initial questions or comments. Then proceed immediately to the exercise.

4 | CONCLUSION


Exercise 1 – The Age of AIDS

WORKBOOK PAGE: 1

10 min

SCRIPT/KEY POINTS Complete the questions on page 5 of your workbook. Then turn to your

partner next to you, and explain your answers. You have 5 minutes.

Debrief by asking each table to answer a different question.

CONCLUSION | 5


Traits of a Leader

Behaviors and traits of leadershipExpected Time: 40 minutes

What do you expect of a leader?

WORKBOOK PAGE: 2

SCRIPT/KEY POINT Call on individuals and ask them for an adjective that describes a

leader.

We certainly ask a lot of our leaders, don’t we!

It may seem difficult to define what it takes to make a great leader. Some may say “I know one when I see one.” But there are common traits or behaviors even though each leader is unique. By observing the behaviors of leaders who have been successful, we can decide how to incorporate those behaviors in our own situations.

Can one person have all these attributes? Are some more important than others?

We would probably agree that all public health leaders should always have some of these characteristics, such as honesty and being respectful.

In some circumstances, however a leader may exhibit different characteristics. For example, would it be appropriate for a leader to be decisive in some cases and cooperative in others?

6 | CONCLUSION


Exercise 2 – Traits of Leaders

WORKBOOK PAGE: 2

15 minutes

SCRIPT/KEY POINTS We all know of great leaders in history and in current events. Who are

some great leaders in history?

Sample answers: Nelson Mandela, Martin Luther King, Mahatma Gandhi.

But there are also great leaders all around you. We can read about the workstyle of the great leaders of history, but we can also learn from the day-to-day behaviors of the great leaders we encounter in our own work.

Take 5 minutes to think about people in your work environment and personal life who exhibit great leadership and record your thoughts in your workbook.

Allow 10 minutes for discussion. Probe further by asking what types of challenges they faced and how they responded. It is likely that powerful examples will arise that demonstrate that leaders are all around us. Emphasize that these are the people that we can learn from as we observe them on a regular basis.

CONCLUSION | 7


Exercise 3 – Common Leader Characteristics

WORKBOOK PAGE: 3

20 minutes

Source: Characteristics of admired leaders, Public Health Leadership: Putting Principles into Practice, p. 22-23

SCRIPT/KEY POINTS Turn to page 3 of your workbook and take 2 minutes to review the list

of characteristics. Choose the 5 that you think are most important. If you want, you can use the empty boxes to prioritize behaviors that are not listed.

While participants are working, move the flip chart with the behaviors into a central location in the room. Distribute sheets of sticky dots, 5 per person.

After you have finished, take 5 sticky dots and come to the flip chart and mark the behaviors you chose.

Ask for an assistant to help you compile the results. Debrief the activity by noting the top 5 that the class selected, and also any traits that were not at all selected.

What do you think of your classmates’ responses? There is something to be said for group wisdom—so circle the 5 behaviors that came out as most important.

Studies were done in 1987 and 1995. In 1987 the top 5 responses were honesty, forward-looking, inspiring, competent and fair-mindedness. In 1995 honesty was still first, but the order of the remaining four changed to competent, forward-looking, intelligent and fair-minded. Can any of these characteristics be learned, or are they unchangeable?

8 | CONCLUSION


Leadership in the Work EnvironmentLeadership in the work environmentExpected Time: 10 minutes

Leaders influence the work environment regardless of their presence

WORKBOOK PAGE: 4

SCRIPT/KEY POINTS The leader’s style and behavior can strongly influence the environment

of the rest of the workforce.

If you have a leader who is never around, what would that say to you?

Allow discussion. Point out that some could feel neglected and that she does not care about them, while others could feel empowered and that she trusts them to run the operation without oversight.

So whether a leader is physically in the office or not, as a leader he is making a statement.

A decision such as how often you are in the office, or how much you stay in your office sets the tone and can affect the work environment. There’s an acronym in management in American business: MBWA—Manage By Walking Around. Leaders and managers who maintain regular contact with employees gain tremendous insight about how work is actually done.

How would the manner in which the leader directs the work affect the environment?

Lead short discussion. Refer to the WHO job aid on supportive work environments.

CONCLUSION | 9


How might the manner in which the leaders directs the work change depending on the situation?

This could include how employees are chosen for job assignments, how much direction they are given in how to complete the work, what work gets done.

A leader can also affect the environment by the coalitions and partnerships he forms, both within and outside the organization. He could convey an attitude of mistrust of others, or of collaboration and cooperation.

How does a leader set the work tone?

By how he handles relationships with his subordinates, the honesty he demonstrates, the work ethic he promotes.

What do we mean by work ethic? It’s the manner in which you get your work done and demonstrate work/life balance. Are you there to do the minimum possible, watching the clock until it’s time to go home? Do you go the extra mile, work late or on weekends if needed, and seek creative solutions to problems that others give up on?

10 | CONCLUSION


MotivationExpected Time: 20 minutes

You can’t lead without followers.

WORKBOOK PAGE: 4

SCRIPT/KEY POINTS How does a leader motivate the team to follow her?

Have you had a position in a positive work environment that encouraged high performance? If you have, you probably felt energized, motivated, and excited about your work. Contrast that situation with one many people confront in their jobs, that is, a neutral or negative environment that does not encourage high performance. People in these environments are more likely to feel bored, dissatisfied and unmotivated, and to contribute less to the organization than they could.

One way to motivate employees is to provide them opportunities: opportunities to learn and grow. This helps your accomplished performers remain energized and interested, and helps minimize boredom. It also helps to encourage the less successful employees to take risks if they know they will not be punished for mistakes. You can encourage them to make their own decisions and take responsibility for their actions.

What are some opportunities you have been given in the past? What are opportunities you have given others?

CONCLUSION | 11


As a leader it is also your job to remove obstacles that block the performance of your staff. How do obstacles affect employee motivation? What are some obstacles you have encountered? How did you resolve them?

Allow discussion—these concepts do not require lecture. Encourage class to share their best practices.

And what do we mean by model the behavior?

Allow discussion—these concepts do not require lecture. Encourage class to share their best practices.

12 | CONCLUSION


Motivation Types

WORKBOOK PAGE: 5

SCRIPT/KEY POINTS There is much that has been written about motivation and human

needs, and there are many models describing human behavior.

Today we will take a simple model and talk about three categories of motivation. This can help you as you develop your own leadership style, but also can help you as you try to encourage and motivate others.

Source: McClelland Human Motivation.1985

CONCLUSION | 13


Motivation Types-Affiliation

WORKBOOK PAGE: 5

SCRIPT/KEY POINTS People who are considered to be motivated by affiliation:

Are concerned about being liked and perceived as good people

Help and support others

Smooth out tensions in meetings

Seek opportunities to interact with individuals and groups

Work easily with othersAvoid confrontations

Click

Can an affiliation type be a good leader?

Any type can be a good leader.

14 | CONCLUSION


Motivation Types-Achievement

WORKBOOK PAGE: 5

SCRIPT/KEY POINTS People who are considered to be motivated by achievement:

Need specific goals and parameters for success

Strive for their personal best

Work well alone

Seek responsibility

Like to solve problems

Want concrete feedback and tangible rewardsTake calculated risks to achieve goals

Click

Do you recognize this type in someone you know?

CONCLUSION | 15


Motivation Types-Influence

WORKBOOK PAGE: 5

SCRIPT/KEY POINTS People who are considered to be motivated by influence:

Like to exercise power and authority

Need to impact and influence others

Focus on reputation

Are concerned with position and titles

Need to persuade and win arguments

Can work alone or with a groupKeep an eye on overall goals

Click

Which of these motivation types do you think is the most common among leaders?

Let’s say you are about to launch a new project in your area. This will require cooperation and dedication of the whole team. What type of assignments would you give a person who is a motivated by affiliation? Achievement? Influence? Would your own motivation type affect your decision?

Now, let me present a few situations to you, and you can tell me which motivational type would probably be most energized or interested. You can use your workbook for reference.

16 | CONCLUSION


Participating in a group to discuss organizational issues - - Affiliation

Persuading others to try new ideas - - Influence

Working independently to find more effective ways of achieving objectives - - Achievement

Confronting others on why things are done a certain way - - Influence and Achievement

If you are curious about your motivation type, after class you can complete the assessment in Appendix A on page 12 of your workbook.

If there is time and interest, you can have participants complete before or during class, then briefly summarize results through a show of hands of motivation types. Allow at least 15 minutes.

CONCLUSION | 17


CommunicationCommunicating as a leaderExpected Time: 25 minutes

How can leaders communicate

WORKBOOK PAGE: 6

SCRIPT/KEY POINTS This should be a discussion, not a lecture. Questions below are

suggested to encourage discussion.

We hear the words vision and mission a great deal. What do we mean by vision and mission?

Allow some discussion, then refer participants to the glossary, Appendix D, at the back of their book.

Mission: A short, succinct statement declaring what business you're in and who your customer is. The mission statement describes the products or services which contribute to achieving your organization’s vision.

Vision: The overall goal of an organization that all activities and processes should contribute toward achieving.

In what ways can leaders successfully communicate? What methods have worked best? What has not worked?

It depends on the situation, doesn’t it? Have you had an example where the communication method did not match the message?

18 | CONCLUSION


How often do you want to hear messages from your leader? Do you only hear from her when there’s a problem?

How should a leader handle communicating the decision to award a choice assignment to a specific employee, an assignment that each member of the team was hoping to get?

And what kinds of communications do you receive? Are they appropriate for the situation? Have you ever had a manager who insists on talking about the future and the ‘big picture’ when the details are what is falling apart?

How does the tone of the message affect the rest of the organization? What if you had a manager who constantly reminded you that you are replaceable? Write some ideas in your workbook of how a leader can set the tone.

To ensure effective interpersonal communications, Louis Rowitz, in his book Public Health Leadership: Putting Principles into Practice, recommends that public health leaders should:

- Converse with others in a meaningful way and on meaningful topics

- Be assertive, not aggressive

- Control hostile feelings

- Allow their expertise, not their title, to be the basis for paying attention to their message

You may want to note these in your book too.

If you had an important message to convey to an entire group of 30 employees, how would you do it? Would it be different if it were bad news compared to good news?

CONCLUSION | 19


Exercise 4: Communicating as a leader

WORKBOOK PAGE: 7

15 minutes

SCRIPT/KEY POINTS Turn to page 7 of your workbook and complete the exercise by

considering the questions that are given. Work on your own for 5 minutes, then discuss with your group. You have 10 minutes.

Assign each table a different scenario to work on. Tell them if they finish their scenario they are welcome to work on the others.

Debrief the exercise by beginning with question 5.

20 | CONCLUSION


Conclusion Workshop ConclusionExpected Time: 10 minutes

Summary

WORKBOOK PAGE: 8

SCRIPT/KEY POINTS It’s been said that public health leaders should think globally but act

locally. By being role models for the community, public health leaders can strengthen health at all levels.

Remember that as a leader, your followers are watching your example. They will notice if your actions do not match your words.

CLICK

And remember how we said at the beginning of our session that people have difficulty defining leadership. Based on our discussions today, how would you define it?

Before we conclude, take a few minutes and turn to page 14 of your workbook and complete your leadership action plan. Think about traits that we have discussed today and ways you can incorporate some of them into your own leadership style.

CONCLUSION | 21


Resources

WORKBOOK PAGE: 9

SCRIPT/KEY POINTS Let’s review the learning objectives and see if we have accomplished

the objectives of the workshop. Explain the role of the leader in setting the tone of the

work environment Identify the necessary factors which motivate others to

follow a leader Explain the importance of effective communication

with teams and work units Your workbook contains some resources on page 10 that you may find

useful.

Distribute article Leadership can be learned, but can it be measured?

Thank participants.

Thank any assistants.

Ask participants to complete course evaluation forms, on page 17 of their participant workbooks.

Collect completed forms from workshop participants.

22 | CONCLUSION

Documents

Facilitator's Guide - Leadership - Training Materials …library.tephinet.org/.../leadershipfacilitatorguide.doc · Web viewleadership, facilitator guide Last modified by ifu5 Created