Module 7 - LEADERSHIP Revised Dec 19

Module 7LeadershipIntroduction

In this module, women will have the chance to develop themselves as leaders who will be able to influence others and direct their group. This module will equip socially disadvantaged women with the knowledge and skills of an effective leader.

Module ObjectivesThis module aims to:

1. Provide an opportunity for the participants for self-awareness in preparation for leadership roles;

2. Impart information on personal effectiveness;

3. Develop the participants as leaders; and

4. Teach group building and maintenance.

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Table of Contents

Topic Page

Session Flow 3Session 1:Self-Disclosure 6Session 2:Personal Effectiveness 18Session 3:Basic Leadership 28Session 4:Group Building and Maintenance 41Annex A:Johari Window 64Annex B:Goal Rating Table 70Annex C:Roles and Responsibilities 71Annex D:Stages of Maturity 76Annex E:Filters to Effective Communication 79Annex F:Why Do Geese Fly in V-Form 86

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Session Flow

Topics Methodology

Materials Needed

Time Allotment

Session 1:Self-Disclosure

Activity1:Object Representation Exercise

Lecture-Discussion

Activity2:Perception Exercise

Lecture-Discussion

handouts,Powerpoint, LCD, laptop, chalk, whiteboard marker, indigenous materials which can represent women’s world/experiences in life

1.5 hours

Session 2:Personal Effectiveness

Activity 1:Goal Rating Exercise

Lecture-Discussion

handouts,Powerpoint, LCD, laptop, chalk, whiteboard marker,Goal Rating forms

1 hour

Session Activity 1: handouts, 2 hours3

http://rds.yahoo.com/_ylt=A0WTbx_OErtMH1kA0yGjzbkF/SIG=127eugemm/EXP=1287414862/**http%3A/seasidecheftoys.com/images/cartoons/wave.jpg

Topics Methodology

Materials Needed

Time Allotment

3:Basic Leadership

Building a House ExerciseLecture-Discussion

Activity 2:Identification of Responsibilities of Officers and Members Workshop

Lecture- Discussion

Powerpoint, LCD, laptop, chalk, whiteboard marker cardboard, scissors, masking tape, newsprint, pentel pens

Session 4Group Building and Maintenance

Activity 1:Find Your Soulmate or Trust Walk Exercise

Lecture-Discussion

Activity 2: Broken Square

handouts,Powerpoint, LCD, laptop, chalk, whiteboard marker handkerchief, flaglets, puzzles/ broken

2 hours

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Topics Methodology

Materials Needed

Time Allotment

Puzzle - Communication Exercise

Lecture-Discussion

Activity 3:Conflict Management

Lecture-Discussion

squares

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SESSION 1 SELF-DISCLOSURE

Introduction

This session will provide opportunity to deepen awareness and appreciation of oneself by sharing one’s characteristics to other members of the group.

Session Objectives

At the end of the session, the participants should be able to:

1. Select an object that can represent them;

2. Disclose information about themselves to co-participants; and

3. Identify their strengths and weaknesses which can affect their membership in the group.

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Estimated time

1 Hour and 30 Minutes

Methodology

Individual exercise Lecture/Discussion

Materials

Handouts Powerpoint, LCD, laptop Chalk, whiteboard marker Indigenous materials which can represent

women’s world and experiences in life

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Procedure

Activity 1: Object Representation

1. Ask the participants to think of and choose an object which represents them. The object should have the qualities that characterize their strengths and weaknesses as a person.

2. Ask the participants to share with the group the object they have chosen by stating the following:a. The object that represents them

b. The qualities and features of the object they have chosen

c. The use/function of the object they have chosen

d. How the object relates to their strengths and weaknesses

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Processing

1. Ask the participants the following questions:

a. Affective Level

While you are doing the object representation, what was your reaction?

b. Cognitive Level

What was the difficult part in choosing an object?

What are your discoveries about yourself?

What are your discoveries about others in the group?

What did you learn from the activity?

2. Synthesize the responses and proceed to the discussion of the Key Learning Points.

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?!

Key Learning Points

1. Having an awareness of oneself (knowing one’s strengths and weaknesses) will help the participants establish interpersonal relationship with other members of the group.

2. The Johari Window is one of the most useful models describing the process of human interaction. A four paned "window,” divides personal awareness into four different types, as represented by its four quadrants: open, hidden, blind, and unknown. The lines dividing the four panes are like window shades, which can move as an interaction progresses. Refer to Annex A (Johari Window).

Johari Window

Known to Self

Not Known to Self

Known to Others

Open(arena)

Blind Spot

Not Known to Others

Hidden(façade) Unknown

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The meaning of the quadrants

a. Open – I know about myself and people know about me, too (also called Public Area.

b. Blind - Things people know about me but I am not aware of (also called Blind Spot)

c. Hidden – Things I know about myself that people do not know (also called Hidden Area)

d. Unknown - Things that neither I know about myself nor other people know about me

3. The Open Window can be widened by sharing and soliciting feedback. The more they open, the more they will be understood, the more they become cohesive and the more chances of having good relationships.

4. To widen the public area, they need to do the following:

a. Self-assessment and reflectionb. Interaction with othersc. Giving and receiving feedback from

others

5. Characteristics of an Effective Feedback

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a. It is descriptive rather than evaluative.

b. It is specific rather than general.

c. It is focused on behavior rather than on the person.

d. It is directed toward changeable behavior.

e. It is solicited rather than imposed.

f. It is well-timed.

g. It involves sharing of information, rather than giving advice.

h. It is clear communication.

Note to the Facilitator

Some participants may not be ready to share sensitive information with the group. Inform the participants that it is up to them what information to share with the group. Assure them that the group upholds the principle of confidentiality.

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Procedure

Activity 2: Perception Exercise

1. Show the participants some confusing pictures and sentences. (Annex A)

2. Ask them what they see or read.


Key Learning Points

1. Perception is a process of making sense out of the jumble of so many sensations. As objects are grouped into sequential patterns, the individual easily organizes what she perceived into a meaningful whole, and the result is a unitary experience.

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2. Illusion is a misinterpretation of perceived stimulus. Factors which may explain optical illusions are:

a. Mental expectancies of the individuals

b. Extent of their leaning backgrounds

c. Presence of differences that exist among the senses and expansion as represented by the amount by which the curve departs from the baseline

.3. Emphasize the following points based on the picture/words presented:

Pictures/Sentence Key Learning Points

Picture 1 1. People have different perception for the reason that people have different experiences from the past and concerns at the moment. Perception is

Picture 2

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limited to self and cannot be imposed to others, thus respect others perception. Uniqueness must be respected.

2. To look at the hidden things or meanings.

Picture 3

Sentences containing the following:1. Busy as a a beaver2. A bird in in the hand3. Keep off the the grass4. Colors printed in

1. Sometimes familiarity becomes a limitation to change and people think

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different color they know everything. It is hard for them to make adjustment that will make them better persons.

2. People must not be afraid to consider change and be flexible.

Application

For the participants to:

a) List down personal perception of oneselfb) List down perception of other people towards

selfc) Compare above and identify personal

characteristics or areas that need to be strengthened to be effective in dealing with others

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Synthesis

Awareness to one strengths and weaknesses make a person realize how one would approach and react to other people and establish interpersonal relationship. Continuous self-reflection and eliciting and receiving feedback to other people will help achieve continuous self development and acquisition of basic skills and knowledge in dealing and relating with other members of the group.

SESSION 2 PERSONAL EFFECTIVENESS

Introduction

This session will aim to open the mind of women to aim also for personal effectiveness by setting up a

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personal goal in life basing it from their own personal assessment of their own performance.

Session Objectives


1. Aim for personal effectiveness: and

2. Assess how effective they in accomplishing their goals in life.

Estimated time

1 Hour

Methodology

Individual Exercise Lecture/Discussion

Materials

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Handouts Powerpoint, LCD, Laptop Chalk, Whiteboard marker Goal Rating forms

Procedure

Activity 1: Goal Rating Exercise

1. Tell the participants that they have 10 minutes to undertake this activity.

2. Divide the participants into groups of five members.

3. Distribute the copies of Goal Rating Table. Refer to Annex B (Goal Rating Table).

4. Instruct them to fill out the table with three goals in their lives, their rating of their accomplishment of these goals (1 is the lowest and 5 is the highest), and the problems they encountered in trying to attain these goals.

5. Ask them to exchange papers with their group mates and to fill out the “suggestion” portion of the table, in relation to the corresponding problem encountered by their group mates in achieving their goal.

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6. Ask the groups to discuss their problems and to come up with suggestions.

7. Ask the participants to select a representative for their group who will summarize what has been discussed by sharing the following:

a. Most common problemsb. Most difficult problems that needed the

group members to suggest possible solutions

c. Suggestions made

Processing


a. Affective Level

While you are answering the Goal Rating Table, what was your reaction?

b. Cognitive Level

What did you learn from the exercise?


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?!

Key Learning Points

The information shared in this session is from the Civil Service Commission (CSC) materials on Supervisory Development Course – Track 1, 2003.

1. Effectiveness is maintaining the balance of getting the desired results and enhancing personal abilities and assets.

2. Personal Effectiveness is accepting yourself for what you are.

Goals of Personal Effectiveness

a. Accomplishing what you wantb. Actualizing your most important values

To be effective is to:

a. Assume authorityb. Accept responsibilityc. Make a choice

Three basic actions to reach personal effectiveness:

a. RE sponsibilityb. A uthorityc. CH oice

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3. Losers vs Winners

Ineffective persons end up as losers. Ineffective persons believe they are victims of circumstances, of bad luck or of fate.

Effective persons or the winners are internally-oriented.

The effective persons assume responsibility for whatever consequences will arise as a result of their decisions and actions.

The effective persons attribute success to their skills and competencies.Effective individuals make things happen. Effective individuals have “diskarte.”

4. Profile of an Effective Person and an Ineffective Person

The Winner

vs

The LoserIs always part of

the answer.Is always part of

the problem.Always has a

program.Always has an

excuse.Says “Let me do

it.”Says “That’s not

my job.”Sees an answer

to every problem.

Sees a problem to every answer.

Says “It may be difficult but it is

Says “It may be possible but it is

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possible.” difficult.”

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5. Personal Effectiveness is….

a. Managing your own Self-Esteem

Self-Esteem is an inner attitude of: Self-respect Sense of personal worth State of valuing yourself

Self-Esteem is a sense of:

Liking yourself Liking to relate with others Feeling secure Not having to prove yourself with

external symbol

b. Managing your need for Direct Control

c. Managing your own need to be liked

d. Managing your Constructed Self

The core of personal effectiveness is your constructed self.

Factors (PIECES) influencing the Constructed Self:

– Parenting– Interaction– Education– Culture– Experience– Self-talk

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Primary effect is based on initial perceptions of self-projection.

Self-efficacy is the belief in one’s capacity to perform in a specific situation.

“We are shaped by those who love us and those who refuse to love us.”

How to Strengthen the Constructed Self (ARCH) A ccept failure R ealign your constructed self C onvert negative thoughts and

control inappropriate reactions H ave a vision

Vision is the image of the future a person intends to create.

Effective Visioning is like the work of an architect:Vision without action is merely a dream. Action without vision merely passes

the time. Vision without action creates the

future and changes the world.

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e. Two Faces of Self-Talk

Self-Fulfilling Prophecy> Self-fulfilling prophecy is premised on the fact that our mind is like a powerful magnet.

To create positive self-fulfilling prophecy is to:

– Try to see more possibilities– Eliminate self-defeating thoughts– Direct your thoughts to the

positive“I may make a mistake but I am not a mistake.”

Self-imposed limitations

Ways to Change Negative Limiting Beliefs- Imagining- Experimenting- Affirming- Affirming can also be used to

inspire, encourage and energize your family and group.

f. Mood Control is the skill of maintaining a positive emotion in every situation you encounter.

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Application


1. To always aim for personal effectiveness.

Synthesis

Personal effectiveness is accepting oneself and able to maintain a balance of getting the goals in life through continuing to enhance personal abilities. To be effective is enabling oneself to assume authority, accept responsibility and make a choice in life to what you want and actualize your most important values.

The way to becoming effective in life is manage one’s self esteem through having inner respect to oneself, sense of personal self-worth and valuing oneself. Managing self esteem is also learning to appreciate oneself, liking to relate with others and feeling secure.

Personal effectiveness can also be achieved through self direct control, managing the constructed self, mood control and positive self-talk.

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SESSION 3 BASIC LEADERSHIP

Introduction

Leadership concepts shall be introduced to enable women to develop leadership qualities. This session will fully discuss the expected roles of a leader and the ingredients of good leadership.

Session Objectives


1. Understand basic leadership concepts; and

2. Identify specific roles, responsibilities and duties as member or leader of the group.

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Estimated time

2 Hours

Methodology

Workshop Lecture/Discussion

Materials

Handouts Powerpoint, LCD, laptop Chalk, Whiteboard marker Cardboard Scissor Masking tape, pentel pen Newsprint

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Procedure

Activity 1: Building a House Exercise

1. Tell the participants that they have 15 minutes to do the exercise.

2. Divide the participants into small groups of five members.

3. Give the members of the group their roles which have been written in pieces of paper. Tell them not to reveal their role with co-members.

Roles to include:

a. Aggressive member - insist what you want to do

b. Mere looker - an observerc. Person who sets the rules on how to

finish the taskd. A person who is impatient - directs

everybody to do it faste. Cooperative memberf. Architect of the houseg. Follower - mimic everything that co-

workers are doing

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h. A person who stop working when he / she is not heard

3. Finished houses will be judged according to the following criteria:

Strength - 35%Aesthetics - 30%Height - 35%

-----------Total - 100%

Processing

1. Ask the participants the following questions focusing on the roles/tasks performed:

a. Affective Level

While you are performing the role assigned to you, what was your reaction?

b. Cognitive Level

How did you build the house? Are there sets of structure? Guidelines?

Who set the guidelines? How did the others respond? Who acted as a leader?

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?!

How do you assess your group as a whole?

What did you learn about groups? What did you learn about leadership?


Key Learning Points

Mimeographed materials on Styles of Leadership, Leadership Training and Development and Leadership Functions, as well as Group by Matthew B. Miles are used as reference materials in the discussion of the Key Learning Points.

1. Ingredients of Good Leadership

a. Generally, women who prove to be successful leaders possess the following:

A Sense of Mission. A belief in her own ability to lead, a love for the work of leadership itself, and a devotion to the people and the organization she serves.

Self-Denial. The willingness to forego self-indulgences such as “blowing her top” and the ability to bear the people and the organization she serves.

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High Character. Honesty and sincerity as well as courage to face hard facts and difficult situations, criticisms or one’s own errors.

Job Competence. Suitability for the job in terms of technical skill and managerial capability.

Good Judgment. The ability to prioritize and wisdom to look into the future and plan for it.

Energy. Has a dynamic drive for work.

b. Kinds of Leadership

Autocratic Leadership. The leader makes the decisions, demands obedience from the people she supervises.

Democratic Leadership. The leader discusses, consults, draws ideas from the people she supervises; in decisions making; lets them help set policy. The most popular type of leadership today, it makes for strong teamwork through participation.

Free-Reign Leadership. The leader acts as an information center and exercise minimum control. She depends upon the employees’ sense of

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responsibility and good judgment to set things done. It is the most difficult to use.

.c. Followership

A good leader must also be a good follower. She may be the leader of a work group, but she must never lose sight of the fact that there is someone superior to her to whom she owes respect.

d. Leadership and Modesty

Some leaders are good but proud and vain and, therefore, are not popular with their followers. There is always a place for modesty in leadership. A leader who is quick to give credit where it is due and who does not brag about her accomplishments become bigger in the eyes of her followers and closer to their hearts.

.e. Winning the Loyalty of Followers

A leader may win the loyalty of her followers by:

Supporting their best interests Defending their actions to others

who would discredit them Serving as an example in loyalty to

one’s superior

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f. Group Psychology Approach to Leadership and Leadership Functions

Leadership can be made more effective through group-centered activity.

For a group to function effectively, certain kinds of functions must be performed by the members of the group. These functions can be classified in two categories:

Task Functions - are those functions that relate directly to the task, the project or problem the group is working on, the content of the discussion, and the goal of the group is working toward.

Maintenance Functions - relate more directly to the process, keeping the group together as an effective problem-solving unit and working toward the achievement of the goal.

Self-Oriented Functions - decreases the effectiveness of, and if persisted may destroy the group. The goal of the individual is not in harmony with that f the group, and the group provides a setting for the

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existence of the self-oriented functions.

g. Five Broad Categories of Leadership Functions

Initiating - keeping the members of the group moving, or getting it going. (e.g. suggesting the action step, pointing out the goal, proposing procedure, clarifying)

Regulating - influencing the direction of the group’s work. (e.g. summarizing, pointing out the time limit, restating goal)

Informing - giving information or voicing out opinion to the group.

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Supporting - creating emotional climate which holds the group together makes it easy for members to contribute to the work and to the task. (e.g. harmonizing, relieving tension, voicing group feeling)

Evaluation - helping the group evaluate its decisions, goal or procedures. (e.g. testing for consensus, noting group process)

Procedure

Activity 2: Identification of Responsibilities of Officers and Members Workshop

1. Tell the participants that they have 30 minutes to do the workshop.


3. Using the format below, ask them to list down the responsibilities of the officers and members of the group.

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Roles ResponsibilitiesPresident

Vice PresidentSecretary

Treasurer

Auditor

Members

4. Ask the participants to identify a representative who will share the output of their group.

5. Encourage other participants to give their comments and inputs after each presentation. The facilitator will also give her inputs.

Processing

1. Ask the participants the following questions:a. Affective Level

While you are undergoing the exercise, what was your reaction?

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?!

b. Cognitive Level

What did you learn about the responsibilities of the different officers?

What did you learn about the responsibilities of the members?


Key Learning Points

1. Present and compare the other identified roles and responsibilities of each officer and member Refer to Annex C (Roles and Responsibilities).

Application


1. Prepare the final list of responsibilities of each officer and member based on group outputs and comments as well as the inputs provided by the facilitator.

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Synthesis

Good leadership are characterized by having a sense of mission, willingness to forego oneself, has high character, has job competence, has good judgement and energy in life.

Kinds of leadership include autocratic leadership, democratic leadership and free-reign leadership. The democratic leader is the most popular type of leadership today; it makes for strong teamwork through participation. The leader discusses, consults, draws ideas from the people she supervises in decision-making and in setting a policy. A good leader is also a good follower and modest and quick to give due credit to the members of the group.

Note to Facilitator

The whole Module on Leadership, specifically the discussion on the responsibilities of leaders will prepare the participants in electing their officers, if the group has no officers yet. The election will happen during the conduct of a session in the Module on Community Participation.

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SESSION 4 GROUP BUILDING AND

MAINTENANCE

Introduction

This session will provide discussion on the importance of group building and maintenance; specify values essential in a group as well as management of conflict in a group.

Session Objectives


1. Identify the components of building and maintaining a group;

2. Adopt the values that are essential in a group;

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3. Use communication effectively in the group; and

4. Manage conflict that can arise in a group.

Estimated time

2 hours

Methodology

Structured learning exercise Lecture/Discussion

Materials

Handouts Powerpoint, LCD, laptop Chalk, Whiteboard marker Handkerchief Flaglets Puzzles

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Procedure

Activity 1: Find Your Soulmate or Trust Walk Exercise

There are two activities to choose from for the session on Building and Maintaining a Group as follows:

Find Your Soulmate

1. Make sure that there are enough handkerchiefs in order that all the participants will be blindfolded.

2. Ask the participants to roam around the room until they find a partner whom they like to be with. It should be a mutual choice.

3. After finding their partners, they will sit down until all are seated and have partners.

4. Instruct one of the partners to take off the blindfold. Then give the following instructions for her partner to follow and vice versa:

a. If the hand is placed at the back, the partner should walk straight.

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b. If tapped on the right shoulder, the partner turns right.

c. If tapped on the left shoulder, partner turn turns left.

d. If tapped on the top of the head, the partner stops.

Processing


a. Affective

While you are blindfolded, what was your reaction?

When you do not have a partner yet, what was your reaction?

While you are the one giving the instructions for your partner to follow, what was your reaction?

While you are the one who has to follow the instructions of your partner, what was your reaction?

b. Cognitive

What did you consider in choosing your partner?

What did you learn from the activity?44

?!


Trust Walk

This is an alternative activity for Finding Your Soulmate Exercise.

1. Divide the participants into two big groups.

2. The goal of the game is for the group to find the flaglets and the banners, which the co-facilitator placed in selected places.

3. Give the following instructions to the participants:

a. Choose a leader who will not be in the line and will not be blindfolded. She will be the one to give the instructions (message) that will be passed on from the first person to the last person on the line.

b. Form a line.

c. Identify the person who is in the middle of the line. She will be tasked to do a special role.

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d. Blindfold everybody. Make sure there are enough handkerchiefs for the activity.

e. While in the line, hold the person infront of you on the safe parts of the body (e.g. shoulders).

f. Listen to the instruction of the person infront of you while walking to find and get the flaglets.

g. The leader together with the assigned co-facilitator shall lead the team to the places where the flaglets are positioned.

h. The middle person shall get the flaglets and banner through the instruction and guidance of the leader.

i. Recite the group chant once the middle person is able to get the flaglets.

3. On the way to get the flaglets, they will encounter some obstacles that the co-facilitators have prepared earlier, such as having to pass through few steps of the stairs and under the chairs.

4. The culmination of the exercise will be marked by each participant making a big jump after the final obstacle.

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They should listen carefully to the instruction of the leader who will guide them individually. After the jump, the blindfold of the participants will be removed.

Processing


a. Affective

While you are blindfolded, what was your reaction?

When you are given the task to perform for the group, what was your reaction?

For the leaders, what was your reaction to be the leader?

For the middle person, what was your reaction when you are given the responsibility of getting the flaglets/banner?

For the person next to the leader, what was your reaction for being the next to the leader?

While you are about to make the big jump after the final obstacle, what was your reaction?

After you jumped and your blindfold removed, what was your reaction?

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?!

b. Cognitive

For the leader, what was your greatest challenge?

What did you learn from the exercise? What group building and maintenance

values can you identify from the exercise?


Key Learning Points

1. Group

A group is a collection of individuals who have regular contact and frequent interaction, mutual influence, common feeling of camaraderie, and who work together to achieve a common ser of goals.

Functions of a group: socialization into customs, norms, values, social control, and social change.

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Group processes include: bond, cohesion, conflict and conflict-resolution, contagion, and decision-making.

Leadership is one of group structures.

2. Building and Maintaining Group Components:

a. A climate of trustb. Trust oneself before you can trust othersc. Past experiences affect trust in others

3. Values

The following are essential to enhance group values:

a. Cooperation (Bayanihan Spirit/Tulungan)b. “Tayu-tayo”c. Need to belongd. Contribution - helping a friend when in

need in times of death or crisis (Ambagan)e. Stewardship in line with financial

managementf. Smooth interpersonal relationship

g. Deference - getting suggestions from other

h. Endurance - working hard and finishing the task

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i. Intraception - analyzing ones motives and feelings in order to understand others better

j. Conformity - doing what is socially correct

k. Benevolence - doing things for other people and sharing with them.

4. Ingredients of Effective Team

(IQ) G - Goal(IQ) R - Roles/Responsibilities(EQ) I - Interpersonal relationship(IQ) P - Procedures, System,

Strategies, ProcessesGive emphasis on one’s interpersonal relationship. Emotional Quotient (EQ) should be enhanced to develop harmonious relationships and be able to work more effectively with others. A relationship is very hard to built, very fragile, easily destroyed so it should be nurtured.

5. Stages of Team Maturity and Its Behaviors

Refer to Annex D (Stages of Team Maturity and Its Berhavors)

Stage 1: Forming - Initial Awareness: Why are we here?Stage 2: Storming - Sorting Out Processes – Bidding for Control and Power

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Stage 3: Norming - Self-organization

Stage 4: Performing – Maturity and Mutual Acceptance

Procedure

Activity 3: Broken Square/Puzzle – Communication Exercise


2. Give the different pieces that will form the squares or puzzle to each group.

3. Each group will form the square or the puzzle with the pieces they have. The members are not allowed to talk. The group will clap their hands once they have formed five squares or puzzle.

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Processing


a. Affective

What was your reaction, when your group has not formed the squares/puzzle yet?

What was your reaction, after completing the squares/puzzles?

b. Cognitive

What was the difficult part in assembling the squares/puzzle?

What made the group finished the task of forming the squares/puzzle?

What did you learn from this exercise?


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?!

Key Learning Points

Information for this session came from The Process of Communication by David K. Berlo and Why Am I Afraid to Tell You Who I am by John S. Powell.

1. Emphasize the following in the Communication Process

a. The Process

Sender - one who transmit the message

Encoding - choosing signal how to transmit the code e.g. raises a hand to express she wants to excuse herself from the group activity

Message - the content (e.g. May I be excused from the group)

Channel - verbal, non-verbal, written

Receiver - end user of the message

b.Levels of Communication

Cliché Conversation This represents the lowest level of

self-communication. There is no

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sharing of persons. We talk in clichés.

Examples: “How are you?” “How is your family?” “I like your dress?” “When did you arrive?”

Report the Facts About Others (Tsismis) Having the interest to inform others

what others have said or what happened to other people.

Example: “You know Alice said…”

My Ideas and Judgment Talking and sharing about oneself by

telling your ideas, thoughts or judgments but cautiously. You want to be sure that you are accepted. If the person you are talking to does not listen to what you are saying and starts looking in other directions, you tend to change the topic or just stop talking again.

My Feelings (Emotions) Gut level or being ready/able to

express feelings regarding events, persons, etc.

Examples: “I feel good being with you.”

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“I feel being on top of the world.”

This is an honest, open, “gut level”

communication.

Peak Communication There is a complete emotional and

personal communication — you have the same vibrations, sometimes, you need not communicate. By just looking at each other, you already know what is in the other person’s mind.

2. Requirements of a Peak Communication

a. Gut level. Communication (emotional honesty and openness) must never imply a judgment of the other.

Example: “I was hurt when you told me you

did not like my dress.”

b. Emotions are not morals (good or bad). One must accept that emotions are factual; these are expressions of how we feel.

Examples: fear, annoyance, happiness, anger,

etc.

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c. Feelings must be integrated with the intellect and will.

We must experience, recognize and accept our emotions.

Examples: “I don’t know why, but I feel afraid to tell you something about what happened yesterday. The truth is…”

d. It must be reported. We either speak out or we act them out.

Examples: express joy or happiness by cuddling

your child.e. With rare expectations, emotions must be

reported at the time that they are being experienced.

3. Factors that Facilitate/Hinder Cooperative and Effective Communication

a. The Need for Cooperative Behavior

A woman’s over-all esteem is greatly influenced by her work team. Her self-esteem is affected by her satisfaction and competence in her work.

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Most people want to be accepted and to have smooth inter-relationships with at least one of the small groups to which they belong

A group cannot achieve maximum effectiveness if the leader always has to perform all the leadership and maintenance functions. Thus, group members must also assist in leadership functions. The leader must recognize the fact that she cannot do everything and that her members are capable of being effective if they are given participation in group activities.

Members should be allowed to express their feelings towards each other and be accompanied by the development of proper group skills in dealing with feelings.

Members’ level of interpersonal trust, support and cooperation must be strengthened.

Members should be encouraged to interact.

4. Filters to Effective Communication

Refer to Annex E (Filters to Effective Communication) for more information.

a. Self-image

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b. Image of othersc. Definition of the situationd. Expectations

Stereotyping Past experiences

e. Needs, motives, feelings, attitudes and values Hidden agenda Preoccupation Mind-wandering Emotional block Hostility

f. Beliefs/values

End the session by reading all together the story. Refer to Annex F (Why do Geese Fly in V Formation?)

Procedure

Activity 4: Workshop on Conflict Management

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1. Tell the participants that they have 30 minutes to do the workshop.

2. Divide the participants into groups of five members.

2. Ask the groups to give examples of conflicts at the individual, family and community levels that they have experienced and what did they do to resolve them.

3. Ask the groups to choose the representatives who will present their outputs.

Processing


a. Affective

When you have to cite examples of past conflicts and share how you resolved them, what was your reaction?

b. Cognitive

What was difficult in coming up with examples of conflicts?

What did you learn from the exercise?

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?!


Key Learning Points

1. Conflict Management Process

a. Make a clear diagnosis of the conflict.

Example : Walton’s conflict diagnostic technique

Elements of a Conflict Cycle

Diagnostic Objectives

1. Issues in conflict Differentiate basic from symptomatic issues and resolvable to irresolvable

2. Events or conditions that trigger/ manifest conflict

Identify barriers to conflict confrontation or management behavior and events that precipitate behavior

3.Manifest tactics or resolution initiatives

Understand how characteristics conflict behaviors can generate additional issues

4. Consequences and feelings produced by

Understand the feelings generated by

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Diagnostic Objectives

conflict conflict episodes, how they are coped with, whether they are fueling the next episode

b. Assess the level of motivation of all disputants to resolve or manage the conflicts, their power and the level of tension experienced.

c. After doing the first 2 steps, then be ready to make a decisive response to the manifested conflict with reference to the two matrices that follow:


Action Objectives

1.Issues In conflict Compromise or integration of substantive differences

2. Events or conditions Avoid triggering new episode

3. Manifest tactics or resolution initiative

Limit destructive tactics, encourage constructive tactic

4. Consequences and feelings

Assist principals to cope better

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Traditional Assumptions

Legitimate Rights

It is selfish to put your needs before others’ needs

Right to put yourself first sometimes.

Shameful to make mistakes. You should have appropriate response for every occasion

Right to make mistakes.

You cannot convince others that your feelings are reasonable so you must be wrong or going crazy.

You are the final judge of your feelings and accept them legitimately.

You should respect the view of person in authority. Keep your differences of opinion to yourself. Listen and learn.

Right to have your opinion

Always try to be logical and consistent.

Change your mind or decide a different course of action

You should never interrupt people. Asking question reveals your stupidity.

Right to interrupt in order to ask for clarification

Things could even get worse, do not rock the boat.

Right to negotiate the change

You should not bother others with your problems.

Right to ask for help or emotional support

People do not want to hear that you feel bad

Right to feel and express pain

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Traditional Assumptions

Legitimate Rights

so keep it to yourself.Knowing that you have done something well has its own reward. People do not like a show-off. Successful people are secretly disliked or envied. Be modest when complimented.

Right to receive formal recognition for your work and achievements

Do not be anti-social. People will think that you do not like them if you say you want be alone.

Right to be alone

Application


1. Consciously practice the values crucial in group building and maintenance.

Synthesis

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A group is a collection of individuals coordinating and interacting with one another with a common task and working towards achieving a common goal. In building and maintaining a group, there should be a climate of trust, trust to oneself and trust to others and the positive values that should prevail in a group are cooperation, belongingness, helping one another, good stewardship, endurance, conformity and smooth interpersonal relationship.

For a team or group to succeed, goal and roles should be clear, there is smooth interpersonal relationship and there should be an established procedures, systems, strategies and processes. Effective communication should also be established and effective conflict management should be undertaken to resolve disagreements and misunderstanding within a group.

Annex AJohari Window

A Graphic Model of AwarenessIn Interpersonal Relations

Known To Not Known Self to Self

IArea of

IIBlind

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Known to Self

FreeActivity

Area

Not Known toSelf

IIIAvoided orHiddenArea

IVArea ofUnknownActivity

Figure A. The Johari Window

Quadrant I, the Area of Free Activity, refers to behavior and motivation known to self and known to others.

Quadrant II, the Blind Area, where others can see things in ourselves, of which we are unaware.

Quadrant III, the avoided or Hidden Area represents things we know but do not reveal to others (e.g. a hidden agenda or matters about which we have sensitive feelings).

Quadrant IV, Area of Unknown Activity. Neither the individual nor others are aware of certain behaviors or motives. Yet, we can assume their existence because eventually some of these things become known, and it is then realized that these unknown behaviors and motives were influencing relationships all along.

In a new group, Quadrant I is very small; there is not much freedom and spontaneous interaction. As the group grows and matures, Quadrant I expand in size, and this usually means we are freer to be more

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like ourselves and to perceive others as they really are. Quadrant III shrinks in area as Quadrant I grows larger. We find it less necessary to hide or deny things we know or feel. In an atmosphere of growing mutual trust, there is less need for hiding pertinent thoughts or feelings. It takes longer for Quadrant II to reduce in size, because usually there are “good” reasons of psychological nature to blind ourselves to the things we feel or do. Quadrant IV changes somewhat during a learning laboratory, but we can assume that such changes occur even more slowly than shifts in Quadrant II. At any rate, Quadrant IV is undoubtedly far larger and more influential in an individual’s relationships than the hypothetical sketch illustrates.

The Johari Window may be applied to intergroup relations. Quadrant I means behavior and motivation known to the group, and also known to other groups. Quadrant II signifies an area of behavior of which a group is blind, but other groups are aware of this behavior, e.g., cultism or prejudice. Quadrant II, the hidden area, refers to things a group knows about itself, but which is kept from other groups. Quadrant IV, the unknown area, means a group is unaware of some aspects of its own behavior, and other groups are also unaware of this behavior. Later, as the group learns new things about itself, there is a shift from Quadrant IV to one of the other quadrants.

Model of Awareness in Interpersonal Relations

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I II

III IV Figure B. Laboratory Objectives

An enlarged area of free activity among the group members would immediately imply less threat or fear and greater probability that the skills and resources of group members could be brought to bear on the work of the group. It suggests greater openness to information, opinions and new ideas about oneself as well as about specific group processes. Since the hidden or avoided area, quadrant III, is reduced, it implies that les energy is tied up in defending this area. Since more of one’s needs are unbound, there is greater likelihood of satisfaction with the work, and more involvement with what the group is doing.

The Initial Phase of Group Interaction

Applying the model to a typical meeting of most groups, we can recognize that interaction is relatively superficial, that anxiety or threat is fairly large, that interchange is stilled and unspontaneous.

I II

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III IV Figure C. Beginning Interaction in a New Group

We also may note ideas or suggestions are not followed through and are usually left undeveloped that individuals seem to hear and see relatively little of what is really going on.

The Model May Depict Inter-group Process as Well as Intra-group Processes

The group may be treated as an entity or unit. Cattell (11), for instance, uses the term “syntality” to mean the quality of a group analogous to the personality of an individual. Lewin conceived of the group as an organized field of forces, a structured whole. In this model, a group may relate to the groups in a manner similar to the relationship between individuals. For instance, in Figure D, the first quadrant represents behavior and motivation of a group which is known to group members and also known to others. A seminar, for instance, may share certain knowledge and behavior about itself with other classes, such as requirements for the course, subject matter of the seminar, or amount of work it sets out to do. However, many things occur in a seminar that are known to its members, but not known to outside groups (Quadrant III).

Known to Group Not known to Group

Known to

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OtherGroups

I II

Not KnownTo OtherGroups

III IV

Figure D. Interaction Between Groups

An illustration of an area avoided behavior might be the feeling that their seminar is very special or quite superior to other classes. Or they might feel the course is a waste of time, but for some reasons they do not share this attitude with outsiders. Or sometimes a special event occurs, and this kept from outsiders. Quadrant II, the blind area, is characteristic of certain cults which are unaware of some aspects of their own behavior while outsiders seem able to discern the cultish qualities. Or, sometimes, the prejudices of a group may be perfectly apparent to outsiders but not to the group members themselves.

Quadrant IV might apply to attitudes and behavior which exist in the group but for some reason remain unknown to the group. An illustration of this might be an unresolved problem with regards to over-all goals of the group. If the group is covertly split and some members want to go off in different directions- and if this fact has never been recognized or brought out in the open- then we could see the development of difficulties which remain unknown to

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the group members and unknown to the members of other groups.

Annex BGoal Rating Table

Goal Rating of Accomplishm

ent (1-5)

Problems Encountere

d

Suggestions of

Groupmates

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Annex CRoles and Responsibilities

Katungkulan at Gawain ng mga Namumuno

Katungkulan Tungkulin Gawain1. Pangulo 1.1 Tingnan

ang pangkalahatang pagpapatakbo ng samahan.

1.2 Tumawag at mamuno sa pulong

1.3 Pakikipag-

1.1 Pagbibisita sa mga kasapi at proyekto upang malaman at masuri ang suliraning nakakaapekto sa takbo ng samahan at proyekto.

1.2 Pagpatawag

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Katungkulan Tungkulin Gawainugnayan sa DSWD o samahan na may kaugnayan sa pagpapaunlad ng kanilang layuning

1.4 Magbigay ng pagpapaliwanag tungkol sa proyekto

1.5 Aprubahan ang paglalagak at paglalabas ng pondo kung kinakailangan.

ng pulong at mamuno sa pagtalakay ng mga pangunahing gawain ng samahan.

1.3 Pagdalaw sa Unit Office ng DSWD at iba pang ahensiya para sa pakikipagtalakayan ng mga paksa na may kaugnayan sa kanilang layunin.

1.4 Pagpapaliwanagg n ma sumusunod:a. Layunin b. Mga suliranin ng samahank. Gawain d. Kasalukuyang takbo ng samahan

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Katungkulan Tungkulin Gawain1.5 Sumangguni sa pamunuan tungkol sa paglabas n pndo at makipag-ugnayan sa DSWD worker at kalihim sa paglabas ng pondo.

2. Pangalawang Pangulo

2.1 Gampanan ang mga tungkulin ng pangulo kung siya ay wala

3. Kalihim 3.1 Magtala ng mga akda o katitikan (minutes of the meeting) ng lupon ng patnugot at nagpupulong ng pangkalahatan.

3.2 Mag-ulat sa pagpupulong na pangkalahatan

3.1 Pagsusulat ng mga katitikan (minutes of the meeting) ng lahat ng pagpupulong.

3.2 Pag-uulat at pagpapaliwanag ng mga ulat.

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Katungkulan Tungkulin Gawainng buwanang ulat tungkol sa mga gawaing hindi nadaluhan.

4. Ingat-Yaman

4.1 Magpatala ng mga ulat tungkol sa pananalapi ng samahan.

4.2 Maglagak at maglabas ng pondo ng samahan sa kapahinulutan ng opisyal at mga kasapi.

4.1 Palikom ng lahat ng mga resibo at paglilista ng mga transaksiyon tungkol sa pananalapi ng samahan.

4.2 Sumangguni sa pamunuan ng tungkol sa palalabas ng pondo at pakikipag-ugnayan sa DSWD worker at kalihim sa pagpapalabas ng pondo.

5. Project Officer

5.1 Tumanggap ng project proposals at pag-aralan ito kung karapat-

5.1 Pagsusuri sa mga proyekto at pag-aralan batay sa mga pamantayan.

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Katungkulan Tungkulin Gawaindapat.

5.2 Tingnan, subaybayan at tulungan ang mga miyembro sa pagpapatakbo ng negosyo.

5.3 Makipag-ugnayan sa Project Evaluation Officer ng DSWD.

5.2 Pagdalaw sa mga proyekto at alamin ang mga suliranin nito.

5.3 Pagdalaw sa DSWD Office upang talakayin ang mga suliraning nakaaapekto sa mga proyekto.

6. Tagapagsuri 6.1 Magsagawa ng pagsusuri ng lahat ng may kinalaman sa pananalapi ng samahan gayundin ang mga ari-arian.

6.2 Mahanda ng ulat tungkol sa samahan na may kaugnayan sa pananalapi at pag-aari ng

6.1 Suriin ang mga papel, resibo at dokumento na may kaunayan sa paggamit ng salapi ng samahan.

6.2 Mag-ulat ngmga resulta ng pagsusuri sa pamunuan.

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Katungkulan Tungkulin Gawainsamahan.

7. Credit Collection Officer

7.1 Mangasiwa sa paglilikom ng salaping nauukol sa samahan tulad ng mga sumusunod:a. membership fee b. fixed depositk. processing fee d. balik puhunan

7.1 Mangolekta ng mga nauukol sa kabayaran ng bawat miyembro ng samahan.

7.2 Paggawa ng talaan.

7.3 Pag-uulat ng mga nakolekta sa pamunuan.

8. Membership Relations Officer

8.1 Tumanggap, pag-aralan at magrekomenda sa mga pamunuan tungkol sa mga bagong sumasapi sa samahan.

8.1 Magtala ng mga nakolekta sa pamunuan.

8.2 Makipag-ugnayan sa mga proyekto ng mga kasapi ng samahan.

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Annex DStages of Maturity

Stages of Team Maturity and its Behaviors

Stage I: FormingInitial Awareness: Why are we here? Behaviors- Testing- Dependence

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- Hesitant- Participation- Rationalizing - Suspicions/Fear/Anxiety- Minimal work accomplishment- Complaining- Simple ideas- Saying acceptable things- Avoid serious topics- Keeping feedback and shared feelings to a minimum- Avoiding disclosure

Stage II: StormingSorting Out Processes – Bidding for Control and Power

Behaviors- Infighting and defensiveness- Polarization of group members- Whining- Indifference- Concern over an achievable goals and

excessive work

- Minimal work accomplishment- Task demands perceived to interfere with

personal needs- Sharp fluctuations in relationship- Low-trust low-risk- Strongly expressed views and poor listening- Challenging leadership and authority

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- Withdrawal by some- Full expression of emotions- Lack of collaboration- Competing for control- Reacting defending

Stage III: NormingSelf-organization

Behaviors- Getting organized- Confiding in each other- Confronting issues- Common spirit and goal- Establishment and maintenance of team norms

and procedure- Moderate work accomplishment- Shared leadership- Methodical ways of working- Preparedness to change preconceived views- Receptiveness to ideas- Active participation by all- Mutual problem solving versus win lose

confrontation- Open exchange of ideas

Stage IV: PerformingMaturity and Mutual Acceptance

Behaviors- Practicing creativity/innovativeness- Unity of vision, purpose, goals- Constructive self-change

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- Observe closeness- Resourcefulness- Taking the initiative- High-trust, high-risk taking- Continuous exchange to feedback- Practicing new behavior- Most of the work accomplished- High flexibility of contribution- High creativity- Openness and trust- Shared leadership- Feelings of warmth towards other individual- Easy acceptance of differences of view

Team Building Workshop Module adapted by DSWD

Annex EFilters to Effective Communication

Filters to Effective Communication

Communication takes place basically through a reciprocal transaction of sending and receiving messages. At most times, however, though messages have already been sent and received, communication has not yet effectively and fully occurred because of certain circumstances.

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Messages are only partially sent or partially received as a result of environmental conditions, lack of verbal and/or a number of conditions present within the sender and receiver themselves.

Oftentimes, environmental conditions are easy to recognize. For instance, during the Women’s Welfare training, some children shouting within the premises of the place where the session is conducted or a carpenter hammering away can distract you from catching up with the facilitator’s instructions for the activity. Simple inarticulateness or lack of verbal skill may also distort the intention of the sender. You may want to raise a question but you find yourself unable to complete a sentence or find the right words to say. Then you realize that what you had said was not exactly what you meant. Oftentimes, the sender is aware of his own lack of verbal skill; but on the receiver’s side, if he is unaware of the sender’s difficulty, he may get a very different meaning f the message and both end up dissatisfied with the communication.

The conditions that are harder to recognize and detect are those which are present within the individuals who are themselves engaged in the transaction. Both sender and receiver use a number of filters in selecting what they will say, how they will say it, when they will say it, what they will receive, and how they will receive it. Following are a number of the nine common FILTERS in interpersonal communication.

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1. Self-image

Both sender and receiver have images f themselves as well as feelings of self-worth, self-esteem, or self confidence. These are the values that they have of themselves in a transaction. At most times, the feelings and images that they have themselves are somehow related to their status. For instance, while in a meeting on supervision policies with your superiors, you may think of yourself as inadequate, especially in topics on supervision. In that situation, you lack of self confidence may make you reluctant to assert your own ideas. You will tend to speak less, and merely listen and keep quite rather than discuss the topic/issue even when you have some good ideas to contribute, or when the ideas your superiors express are incorrect.

2. Image of others

Both the sender and receiver also have images of others and attach certain values to them. Oftentimes, the image one gives to others is also related to the others’ received status. At the other times, it is the charisma of the sender that the receiver pays so much attention to and builds an image around. For instance, the facilitator may seem to be full charisma, speaking as if everything he says is new, important and true. You may build up

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an image of her as an expert on the topic such that you would be less likely to ask questions or to modify/supplement her ideas with your own.

3. Definition of the situation

Both the sender and receiver have their pictures f situation they are in. they may have different perceptions of the rules which govern the situation, or even its purpose. These perceptions remain unrecognized unless the question “What are we here for?” is asked. For instance, during the first activity of this training program a question was posed: “What do you know about the Women’s Welfare Program Orientation?” If you recall your answers, these would illustrate how differently a group of persons can define/perceive the same situation. These different perceptions then lead to different interpretations and reactions to what is said and done during the training activities.

4. Expectations

An individual may have expectations of himself and others based on the past experiences or preconceptions and stereotypes.

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a. Stereotyping — For instance, you may expect a conventional facilitator to appear and act like an authority and be rather aloof and distant. As a result, you may be initially uncomfortable listening to a facilitator who shares his own personal experiences and feelings with you.

b. Past Experience — if you feel that the previous training programs you have undergone have not really contributed to your knowledge and self-development, you may come to this Women’s Welfare Orientation Program expecting to be listening t people/topics that will only waste your time.

5. Needs, motives, feeling, attitudes, and values

Both sender and receiver bring into the communication transaction their various needs, motives, feelings, attitudes, beliefs, and values.

a. Hidden Agenda — An individual with a special interest or a “hidden agenda” may only hear messages which do not relate to his own interest.

b. Preoccupation — The receiver may be so focused on certain thins happening within herself that she fails to accurately and adequately grasp the sender’s messages. For

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instance, in group of eight persons where everybody is expected to share her own ideas, you may become so preoccupied with what you will be saying and how you will say it that you fail to listen to the person who is now speaking.

c. Mind—wandering — An individual may be unable to focus her attention for long for what the sender is saying, and her mind starts t wander. For instance, you may find yourself unable to finish reading this lecture because your mind starts to go back to whatever you have left behind for this 7—days training. You may be thinking of your loved ones back home and chores you have delegated to your daughter/husband, or tasks you have left unfinished.

d. Emotional block — Some words may be emotionally-charged for an individual due t certain circumstances in her life. For instance, you may have been frustrated because you were bypassed in being promoted, so that when someone else relates to you her own recent promotion, you are reminded of that frustrating experience and would therefore find it difficult to share her enthusiasm or even listen to her.

e. Hostility – This can occur during communication with an individual with whom you are angry. For instance, your superior

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has favored someone else for a promotion when you felt you were more deserving. Whenever she calls on you and talks with you, you become hostile and find it difficult to listen to her.

f. Beliefs/Values – both sender and receiver may be bringing into the situation their own beliefs and values or their reasons for doing or not doing certain things.

All of us have own set of filter, and these filters invariably influence the way we send and receive messages – the way we communicate. The more aware we are of our own filters to those with whom we interact, the more effective our communication will be. One concrete way of reducing or correcting our filters is through the process of feedback, or checking what message was received against what messages was intended.

Self- imageImage of othersDefinition of the situationExpectationsMotives/feelingsAttitudesBeliefs/Values

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Trainers’ Reading – A PRODED ERP Publication for the Bureau of Elementary Education, MECS by the DAP, 198

Annex FWhy do Geese Fly in V-Formation?

Why not in circles, in line like a platoon of soldiers, scattered, “kanya-kanyang lipad,” etc….?

Fact 1: It has been learned that as each bird flaps its wings it creates uplift for the bird immediately following. By flying in “V” formation, the whole flock

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adds at least 71% greater flying range than if each bird flew on its own.

Lesson 1: People who share a common direction and sense of community can get where they are going quicker and easier because they are traveling on the thrust (trust) of one another.

Fact 2: Whenever a goose falls out of formation, it suddenly feels the drag and resistance of trying to go through it alone and quickly gets back into formation to take advantage of the power of the flock.

Lesson 2: If we have as much sense as a goose we will stay in formation and share information with those who are headed in the same way that we are going.

Fact 3: When the lead goose gets tired he rotates back in the wings and another goose takes over. Heart rates of the birds were lower when flying in “V” formation rather than flying solo.

Lesson 3: It pays to share leadership and take turns doing hard jobs. As with geese, people are interdependent on each other’s skills, capabilities and unique arrangement of gifts, talents or resources.

Fact 4: The geese honk from behind to encourage those upfront to keep their speed.

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Lesson 4: We need to make sure our honking is encouraging. In groups where there is encouragement, the production is much greater. The power of encouragement (to stay by one’s heart or core values and encourage the heart and core of others) is the quality of honking we seek.

Fact 5: When a goose gets sick or wounded and falls out, two geese fall out of the formation and follow the injured one down to help and protect him. They stay with him until he is either able to fly again or until he is dead. Then they launch out with another formation to catch up with their group.

Lesson 5: When one of us is down, it is up to the others to stand by us in times of trouble.

ERGO: If we have the sense of a goose we will stand by each other when things get rough. We will stay in formation with those headed where we want to go.

So… the next time you see a formation of geese, remember their message that…

IT IS INDEED A REWARD, A CHALLENGE AND A PRIVILEGE TO BE A CONTRIBUTING MEMBER OF A TEAM.

NOW, WHAT WOULD WE RATHER DO or BE? LEARN FROM THE GEESE ? OR STAY WHERE WE ARE AND REMAIN “BONSAI-ized.”

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Documents

Module 7 - LEADERSHIP Revised Dec 19