A LEADERSHIP DEVELOPMENT

PROGRAM
FOR GREEN-KENYA

TAILORED TOT TRAINING MANUAL

ON LEARSHIP DEVELOPMENT

I
Table of Contents
EXECUTIVE SUMMARY .................................................................................................................................. 1
SESSION ONE: THIS SESSION SHOULD TAKES 4 HOURS ................................................................................ 2
1. LEADERSHIP........................................................................................................................................... 3
1.1. Definition ...................................................................................................................................... 3
1.1.1. Leadership ............................................................................................................................. 3
1.1.2. A Leader ................................................................................................................................ 3
1.2. Qualities of and effective Leader .................................................................................................. 3
PART 2 OF SESSION ONE: DURATION 2 HOURS ............................................................................................ 5
1.3. Attributes of a true leader ............................................................................................................ 5
1.4. Roles of a Leader ........................................................................................................................... 5
SESSION TWO: THIS SESSION SHOULD TAKE 4 HOURS ................................................................................. 6
1.5. Key elements for the success of a leader...................................................................................... 7
1.5.1. Trust. ..................................................................................................................................... 7
1.5.2. Coherence ............................................................................................................................. 7
1.5.3. Competence .......................................................................................................................... 7
1.5.4. Competition .......................................................................................................................... 7
1.5.5. Contribution. ......................................................................................................................... 7
1.5.6. Collaboration......................................................................................................................... 7
1.6. The Tasks of Leadership: ............................................................................................................... 8
PART 2 OF SESSION TWO: DURATION 2 HOURS ........................................................................................... 9
1.7. Leadership Styles .......................................................................................................................... 9
1.7.1. Transactional Leadership ...................................................................................................... 9
1.7.2. Autocratic Leadership ........................................................................................................... 9
1.7.3. Bureaucratic Leadership ....................................................................................................... 9
1.7.4. Charismatic Leadership ....................................................................................................... 10
1.7.5. Democratic/ Participatory Leadership ................................................................................ 10

II
 1.7.6. Laissez- Faire (Free style) Leadership.................................................................................. 11
1.7.7. Task- Oriented Leadership .................................................................................................. 11
1.7.8. People Oriented/Relations-Oriented Leadership ............................................................... 12
1.7.9. Servant Leadership.............................................................................................................. 12
1.7.10. Transformational Leadership .............................................................................................. 13
SESSION 3: THIS SESSION SHOULD TAKE 4 HOURS ..................................................................................... 13
2. POSITIVE LEADERSHIP ......................................................................................................................... 14
2.1. Definition .................................................................................................................................... 14
2.2. Attributes of a positive leader .................................................................................................... 14
2.3. How to live a positive life as a leader ......................................................................................... 14
PART 2 OF SESSION THREE: DURATION 2 HOURS....................................................................................... 16
SESSION 4: THIS SESSION SHOULD TAKE 6 HOURS ..................................................................................... 16
3. MANAGEMENT SKILLS......................................................................................................................... 17
3.1. Definition .................................................................................................................................... 17
3.1.1. Management ....................................................................................................................... 17
3.1.2. Manager .............................................................................................................................. 17
3.2. Qualities of an effective Manager............................................................................................... 17
3.2.1. Integrity ............................................................................................................................... 17
3.2.2. Empower ............................................................................................................................. 17
3.2.3. Motivation........................................................................................................................... 17
3.2.4. Delegate .............................................................................................................................. 17
3.2.5. Adaptable ............................................................................................................................ 18
3.2.6. Takes action ........................................................................................................................ 18
3.2.7. Networker ........................................................................................................................... 18
3.2.8. Understand the business Culture ....................................................................................... 18
3.2.9. Role model .......................................................................................................................... 18
3.2.10. Values People above all else ............................................................................................... 18
PART 2 OF SESSION 4: DURATION 2 HOURS ............................................................................................... 20
3.3. A model of effective management ............................................................................................. 20

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 3.3.1. Understanding Team Dynamics and Encouraging Good Relationship................................ 20
3.3.2. Selecting and Developing the Right People ........................................................................ 20
3.3.3. Delegating Effectively ......................................................................................................... 20
3.3.4. Motivating People ............................................................................................................... 21
3.3.5. Managing Discipline and Managing Conflict ....................................................................... 21
3.3.6. Communicating ................................................................................................................... 22
3.3.7. Planning, Problem Solving and Decision-Making ................................................................ 22
LEARNING ACTIVITY .................................................................................................................................... 22
SESSION 5: THIS SESSION SHOULD TAKE 6 HOURS ..................................................................................... 22
4. TEAM WORK........................................................................................................................................ 23
4.1. Definition .................................................................................................................................... 23
4.1.1. Teamwork: .......................................................................................................................... 23
4.1.2. A Team ................................................................................................................................ 23
4.2. Common elements of a successful team .................................................................................... 23
4.2.1. A Team goal......................................................................................................................... 23
4.2.2. Productive Participation of all Members ............................................................................ 24
4.3. Communication ........................................................................................................................... 24
4.4. Trust ............................................................................................................................................ 24
4.5. A sense of Belonging ................................................................................................................... 25
4.6. Diversity ...................................................................................................................................... 25
4.7. Creativity and Risk taking ............................................................................................................ 25
4.8. Evaluation ................................................................................................................................... 25
4.9. Change Compatibility .................................................................................................................. 26
4.10. Participatory Leadership ......................................................................................................... 26
4.11. Importance of Team Work ...................................................................................................... 26
4.11.1. Problem Solving .................................................................................................................. 26
4.11.2. Communication ................................................................................................................... 27
4.11.3. Cohesion.............................................................................................................................. 27
4.11.4. Learning............................................................................................................................... 27

IV
 4.11.5. Efficiency ............................................................................................................................. 27
4.11.6. Support................................................................................................................................ 27
4.12. Group dynamics (Life Stages of a team) ................................................................................. 28
4.12.1. Stage 1 Forming .................................................................................................................. 28
4.12.2. Stage 2 Storming ................................................................................................................. 28
4.12.3. Stage 3 Norming.................................................................................................................. 28
4.12.4. Stage 4 Performing.............................................................................................................. 29
4.12.5. Stage 5. Adjourning. ............................................................................................................ 29
PART 2 OF SESSION 5: DURATION 2 HOURS ............................................................................................... 30
LEARNING ACTIVITY: CASE STUDY: BUILDING A TEAM ............................................................................... 30
SESSION 5: THIS SESSION SHOULD TAKE 6 HOURS ..................................................................................... 31
5. COACHING AND MENTORSHIP............................................................................................................ 31
5.1. Definition .................................................................................................................................... 31
5.1.1. What is coaching? ............................................................................................................... 31
5.1.2. What is Mentorship?........................................................................................................... 31
5.2. Qualities of an effective Coach ................................................................................................... 31
5.2.1. A coach is a master question asker ..................................................................................... 31
5.2.2. A Coach is sensibly direct .................................................................................................... 31
5.2.3. A Coach has sensory acuity ................................................................................................. 31
5.2.4. A Coach is a master listener ................................................................................................ 32
5.2.5. A coach is Inspirational ....................................................................................................... 32
5.2.6. A coach challenges you ....................................................................................................... 32
5.2.7. A Coach has high Integrity .................................................................................................. 32
5.3. Skills and qualities of a mentor ................................................................................................... 32
PART 2 OF SESSION 5: DURATION 2 HOURS ............................................................................................... 35
5.4. Mentoring Techniques ................................................................................................................ 35
5.4.1. Accompanying ..................................................................................................................... 35
5.4.2. Sowing ................................................................................................................................. 35
5.4.3. Showing ............................................................................................................................... 35

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 5.4.4. Catalyzing ............................................................................................................................ 36
5.4.5. Harvesting ........................................................................................................................... 36
PART 3 OF SESSION 5: DURATION 2 HOURS ............................................................................................... 36
LEARNING ACTIVITY: ................................................................................................................................... 36
SESSION 6: THIS SESSION SHOULD TAKE 4 HOURS ..................................................................................... 37
6. GOVERNANCE ..................................................................................................................................... 38
6.1. Definition .................................................................................................................................... 38
6.2. Eight Major Principles ................................................................................................................. 38
6.2.1. Participation ........................................................................................................................ 38
6.2.2. Rule of Law .......................................................................................................................... 38
6.2.3. Transparency....................................................................................................................... 38
6.2.4. Responsiveness ................................................................................................................... 38
6.2.5. Equity and Inclusiveness ..................................................................................................... 39
6.2.6. Consensus Oriented ............................................................................................................ 39
6.2.7. Effectiveness and Efficiency ................................................................................................ 39
6.2.8. Accountability ..................................................................................................................... 39
PART OF SESSION 6: DURATION 2 HOURS .................................................................................................. 40
LEARNING ACTIVITY .................................................................................................................................... 40
ANNEXURE .................................................................................................................................................. 41
Annexure 1: Leadership self-assessment................................................................................................ 41
Annexure 2: Training evaluation form .................................................................................................... 46

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EXECUTIVE SUMMARY
Green-Kenya is a local Organization working in Shauri Moyo, Bahati, Mukuru are of Nairobi. It has
developed “leadership development training of trainers” to enhance the leadership skills and roles of the
youth leader by empowering selected youth leaders to become role models/trainers.

This training manual is aimed to guide the trainers in empowering the youth to think positively and
constructive about leadership. It will provide the youth with the psychological tools and will also seek to
change the mind sets that have been an obstacle to the development of leadership amongst the youth
around Kamukunji.

Before making this training manual, Green-Kenya with the help of Excellent Operations Consultants a
management consulting firm based in Nairobi conducted a survey around the schools that Green-Kenya
work with and in community centers to try and identify the perception of the youths on leadership and
management. This survey was to identify a niche for training the youth in this region so that they can be
empowered on leadership matters.

This manual has been designed at first instant to be used for conducting a Training of Trainers (TOT) for
participants on leadership and development. The trained trainer will then be part of a big program of
training other youths in the region. This manual is based on the main elements that are entitled about
leadership and management. It also includes learning activities after each topic so that the facilitators
engage the participants fully during the training sessions. Under every session or topic included, there is
also a guest speaker who is invited to speak about the topic and give life experiences on the same to the
participants

The training methodology covers a period of ten days with different qualified facilitators assigned each
topic. The manual includes definitions of the main components of the topic such as Leadership, Positive
leadership, Managing Coaching, Mentorship and Governance, Characters traits, learning activities inform
of case studies, discussion and fully participatory at the end, the manual has also a compiled self-
assessment annexure on leadership that will give an overall assessment and report on Leadership and
Development.
MAIN CONTENT REMARKS/
DURATION

SESSION ONE: THIS SESSION SHOULD TAKES 4

HOURS
CONDUCTED BY THE FIRST FACILITATOR
PART 1 OF SESSION ONE: DURATION 2 HOURS

2
 The Definition of leadership and
qualities of an effective leader to be
1. LEADERSHIP covered in this session

1.1. Definition
1.1.1. Leadership
Leadership in the art of getting someone else to do something
you want done because he wants to do it.
1.1.2. A Leader
A Leader is a person who can convince people to do things
they ordinarily would not aspire to do. A Leader sets example
through his/her actions, coaches’ mentee and gets people to
perform no matter what conditions are. Cultivate Leadership Skills Dr.
Myles Munroe.
1.2. Qualities of and effective Leader
https://youtu.be/uQF2RnVNcp4
The following are requisites to be present in a good leader:

 Pleasing appearance- Physique and health appearance are

very important for a good leader
 Forward Looking- Vision and foresight- A leader cannot
maintain influence unless he exhibits that he is forward
looking. He has to visualize situation and thereby must
frame logical programs.
 Intelligence- A leader should be intelligent enough to
examine problems and difficult situations. He should be
analytical who weighs pros and cons and summarize the
situation, therefore a positive bent of mind and mature
outlook is very important.
 Communicative skills- A leader must be able to
communicate policies and procedure clearly, precisely and
effectively. This can be helpful in persuasion and
stimulation.
 Objectivity- A Leader has to be having a fair outlook
which is free from bias and which does not reflect his
willingness towards a particular individual. He should
develop his own opinion and should base his judgment on
fact and logic.
 Knowledge of Work- A leader should precisely know the
nature of work of his subordinates because.
 Sense of responsibility- Responsibility and accountability
towards an individual’s work is very important to bring a
sense of responsibility towards organizational goal
because only then he can get maximum of capabilities
exploited in a real sense. For this, only then he can
motivate the subordinates to the best.
 Self-Confidence and will-power- Confidence in him/

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 herself is important to earn the confidence of the
subordinates. He should be trustworthy and should handle
situation with full will power.
 Humanist- This trait to be present in a leader is essential
because he deals with human beings and is in personal
contact with them. He has to handle the personal problems
of his subordinates with great care and attention.
Therefore, treating human beings on humanitarian ground
is essential for building a congenial environment.
 Empathy- It is an adage “stepping into the shoes of
others”. This is very important because fair judgment and
objectivity comes only then. A leader should understand
the problem and complaints of employees and should also
have a complete view of the needs and aspirations of the
employees. This helps in improving human relations and
personal contacts with employees.

Duration or after the session whichever is ideal for the group DISCUSSIONS
the facilitators may ask the participants to add more of the
definitions/qualities from their experience

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PART 2 OF SESSION ONE: DURATION 2 HOURS
1.3. Attributes of a true leader
 A true leader understands and listen to people
 A true leader enlightens people
 A true leader guides, but does not dictate to, people.
 A true leader enables and empowers people
 A true leader motivates people
 A true leader inspires people
 A true leader credits people
1.4. Roles of a Leader
 Create an inspiring vision, establish shared values; give
direction and set stretch goals.
 Manage change strategically, take risks, create change;
lead change; manage resistance to change.
 Lead by example; practice what you preach; set an
example and share risks or hardship.
 Demonstrate confidence with respect and trust without
courting popularity
 Be enthusiastic; inspire and energize people; create a
positive work environment
 Empower people; delegate authority; be open to ideas;
have faith in the creativity of others
 Communicate honestly and openly; give clear
guidelines, set clear expectations
 Empathize; be willing to discuss and solve problems;
listen with understanding; support and help
 Use team approach; facilitate cooperation; involve
everyone; trust your group; rely on their judgment.
 Bring out the best in your people; have common touch
with them; Coach and provide effective feedback
 Permit group discussion; help your team reach better
decisions
 Monitor progress, but don’t micromanage, lead your
team; avoid close supervision; do not over boss; do not
dictate; lead
Duration or after the session whichever is ideal for the DISCUSSION
group the facilitator may ask the participants to add
more of the attributes/roles of a true leader from their
experience.

5
SESSION TWO: THIS SESSION SHOULD TAKE 4
HOURS
CONDUCTED BY THE SECOND/FIRST FACILITATOR
PART 1 OF SESSION TWO: DURATION 2 HOURS

6
 1.5. Key elements for the success of a leader Elements for success of a leader and
tasks of leadership should be
1.5.1. Trust. covered in this session
As a group Leader, you’ve got to establish confidence. Every
member of your team must trust you. It is your responsibility to
build that confidence towards you and towards every member of
your team.

1.5.2. Coherence
You’ve got to walk the talk. What you say is what you do.
Coherence between your teaching and your own actions will have
a significant effect on your team. It will have a direct influence
upon the trust of your team members towards you. The less your
team trusts you, the less your message will be heard.

1.5.3. Competence
No leader can survive incompetence. Knowing how to resource
you and knowing how to surround yourself are two qualities that
every leader possesses. What the leader don’t know, he learns it or
he makes someone who knows about it to execute the task.

1.5.4. Competition
Drive your team towards excellence. Be sure your team
understands the difference levels in your company. Diamond level,
Group leader level, director level and presidential level, whatever
your company names it. You got to drive the member of your team
towards the next level. Let your team know the success of
everyone. As soon as someone reach his own next level. Announce
it to your team. This will favor the development of your group.

1.5.5. Contribution.
This is the guard angel of the team spirit. If all the members of
your team contribute to bring the best out of themselves, you will
lead a group that has very good potential to hit hard as a team.
Every member must contribute in some ways. If they don’t work
their business, they will not make money and you won’t make
money. Help them build their business.

1.5.6. Collaboration
The more successful people in your team, the more success YOU
will be, but. BE CAREFUL. As your member gets bigger and
bigger, makes sure they treat their down line with respect. Never
let your people by themselves. Always bring them to their best. Be
sure you make that statement duplicable; otherwise your down-line
will stop growing at some point making you lose maybe thousands
of dollars. Make sure the heavy- hitters of your team knows about

7
this.
1.6. The Tasks of Leadership:
 Leadership establish vision and set direction;
 Leaders affirm and articulate values;
 Leaders have high standards and high expectations;
 Leaders are accountable;
 Leaders motivate;
 Leaders achieve unity;
 Leaders involve others in in decision making;
 Leaders serve as a role model;
 Leaders listen and explain
 Leaders represent the Organization;
 Leaders guide constituents and maintain their support;

Duration or after the session which is the ideal for the DISCUSSION
group, the facilitator may ask the participants to add
more CONTENT from their experience

8
PART 2 OF SESSION TWO: DURATION 2
HOURS
1.7. Leadership Styles Leadership styles should be
discussed in this session
1.7.1. Transactional Leadership
This leadership style starts with the idea that team members agree
to obey their leader when they accept a job. “The transaction”
usually involves the organization paying team members in return
and compliances. The leader has a right to punish members if their
work does not meet an appropriate standard.
The downside of this leadership is that the team members can do
little to improve their job satisfaction. It can feel stifling, and it can
lead to high staff turnover.
12 principles for developing your
Transaction leadership is a type of management, not a true personal leadership – Dr. Myles
leadership style, because the focus is on short-term tasks. It has Munroe
serious limitations for knowledge based or creative work. https://youtu.be/BKqOSjvcKCk
However, it can be effective in other situations.

1.7.2. Autocratic Leadership

Autocratic is an extreme form of transactional leadership, where
leaders have complete power over their people. Staff and team
members have little suggestions to make suggestions, even if these
would be in the team’s or the organization’s best interest. The
benefit of autocratic leadership is that it is incredibly efficient.
Decisions are made quickly, and work gets done.

The down side is that most people resent being treated this way.
Therefore, autocratic leadership often leads to high level of
absenteeism and high staff turn-over., However, the style can be
effective for some routine and skilled jobs. In this situation, the
advantages of control may outweigh the disadvantages.

Autocratic leadership is best used in crisis, when decisions must be

made quickly without dissent, for instance, in military, top
commanders are responsible for making quick and complex
decisions, which allows troop to focus their attention and energy
on performing their allotted tasks and missions.

1.7.3. Bureaucratic Leadership

This is an appropriate leadership style for work involving serious
safety risks (such as working with machinery with toxic
substances or at dangerous heights) or where large sums of money
are involved. Bureaucratic leadership is also useful in
organizations where employees do routine tasks (as in

9
manufacturing). The downside of this leadership is that it is
ineffective in teams and organizations that rely on flexibility,
creativity, or innovation.

Much of the time, bureaucratic leaders achieve their position

because of their ability to conform to and uphold rules, not
because of their qualities or expertise. This cause resentment when
team members don’t value bureaucratic leader’s work “by the
book”. They follow rules rigorously, and ensure that their people
follow procedures precisely.

1.7.4. Charismatic Leadership

A charismatic leadership style can resemble transactional
leadership because these leaders inspire enthusiasm in their team
and are energetic in motivating others to move forward. This
excitement and commitment from teams is an enormous benefit.
The difference between charismatic leadership and transactional
leadership lies in their intentions. Transformational leaders want to
transform their teams and organization. Charismatic leaders are
often focused on themselves and may not want to change anything.
The downside of charismatic leaders is that; they can believe more
in themselves than in their teams. This can create a risk that a
project that a project or even an entire organization might collapse
if the leader leaves. A charismatic leader might believe that she
can do no wrong, even when other are warning her about the path
she’s on; this feeling of invincibility can ruin a team or an
organization.

Also, in the follower’s eyes, success is directly connected to the

presence of the charismatic leaders. As such, charismatic
leadership carries great responsibility and it needs long term
commitment from the leader.

1.7.5. Democratic/ Participatory Leadership

Democratic leadership makes the final decisions, but they include
team members in decision making process. They encourage
creativity, and team members are often highly engaged in projects
and decisions.

There are many benefits of democratic leadership. Team members

tend to have high job satisfaction and are productive because they
are involved in decision making. This style also help develop
people’s skills. Team members feel in control of their destiny, so
they are motivated to work hard more than just financial reward.

Because participation takes time, this approach can slow decision

making, but the result is often good. The approach can be most

10
suitable when working as a team is essential and when quality is
more important that efficiency or productivity.

The down side of democratic leadership is that it can always

hinder situations where speed or efficiency is essential, for
instance during a crisis, a team can waste valuable time gathering
peoples input, another down side is that some time members might
not have the knowledge or expertise to provide high quality inputs

1.7.6. Laissez- Faire (Free style) Leadership

This French phrase means “leave it be” and it describes leaders
who allow their people to work on their own. This type of
leadership can also occur naturally, when managers don’t have
sufficient control over their work and people. Laissez- faire
leaders may give their teams’ complete freedom to do their work
and set their own deadlines. They provide team support with
resources and advice. If needed, but otherwise don’t get involved.

This leadership style can be effective if the leader monitors

performance and gives feedback to team members regularly. It is
most likely to be effective when individual team members are
experienced, skilled, self- starters.

The main benefit of laissez-faire leadership is that it gives team

members so much autonomy that can lead to high job satisfaction
and increased productivity. The downside is that it can be
damaging if team members don’t manage their time well or if they
don’t have the knowledge, skills, or motivation to do their work
effectively.

1.7.7. Task- Oriented Leadership

Task-oriented leader focus only on getting the job done and can be
autocratic. They actively define the work and the role required, put
structures in the place, and plan, organize, and monitor work.
These leaders also perform other keys tasks, such as creating and
maintaining standards for performance.

The benefit of task-oriented leadership is that it ensures that

deadlines are met, and its especially useful for team members who
don’t manage their time well.

However, because task-oriented leaders don’t tend to think much

about their team’s well-being, this approach can suffer many of the
flaws of autocratic leadership, including causing motivation and
retention problem.

11
 1.7.8. People Oriented/Relations-Oriented
Leadership
With people- oriented leadership, leaders are totally focused on
organizing, supporting and developing the people on their teams.
This is a participatory style and tends to encourage good team
work and creative collaboration. This is the opposite of task-
oriented leadership.

People- oriented leaders treat everyone on the team equally.

They’re friendly approachable, thy pay attention to the welfare of
everyone in the group, and they make themselves available
whenever team members need help or advice

The benefit of this leadership style is that people-oriented leaders

create teams that everyone wants to be part of. Team members are
often more productive and willing to take risk, because they know
that the leader will provide support if they need it.
The downside is that some leaders can take this approach too far;
they may put the development of their team above tasks or
project directives.

1.7.9. Servant Leadership

This term, created by Greenleaf in the 1970s, describes a leader
often not formally recognized as such. When someone at any level
within an organization leads by simply meeting by simply by
meeting the needs of them, he or she can be described as a
“servant leader”.

Servant leaders often lead by example. They have high integrity

and lead with generosity. In many ways, servant leadership is a
form of democratic leadership because the whole team tends to be
involved in decision making. However, servant leadership always
“lead from behind” preferring to stay out of the limelight and
letting their team accept recognition for their hard work.

Supporters of the servant leadership model suggest that it’s a good

way to move ahead in a world where values are increasingly
important, and where servant leaders can achieve power because
of their values, ideas, and ethics. This is an approach that can help
to create a positive corporate culture can lead to high morale team
members.

However, other people believe that in competitive leadership

situation, people who practice servant leadership can find
themselves left behind by leaders using other leadership styles.
This leadership style also takes time to apply correctly: it’s ill-
suited in situations where you must make quick decisions or

12
meeting tight deadlines

Although you can use servant leadership in different situations, it’s

often most practical in politics, or in positions where leaders are
elected to serve a team, committee, organizations, or community.

1.7.10. Transformational Leadership

As we discussed earlier in this article, transformation leadership is
often the best leadership style to use in business situations.

Transformational leaders are inspiring because they expect the best

from everyone from the team as well as themselves. This leads to
high productivity and engagement from everyone in their team.

The downside of transformational leadership is that while the

leader’s enthusiasm is passed onto the team, he or she can need to
be supported by “detail people”

That’s in many organizations; both transactional and

transformational leadership styles are useful. Transactional leaders
find ways to connect with their people and help them fulfill their
potential.

Duration or after the sessions, whichever is ideal for the group, DISCUSSIONS
the facilitators may ask the participants to add CONTENT
from their experience

SESSION 3: THIS SESSION SHOULD TAKE 4

HOURS
CONDUCTED BY THE SECOND FACILITATOR
PART 1 OF SESSION 3: DURATION 2 HOURS

13
 Definition, attribute and how to live
a positive life as a leader should be
2. POSITIVE LEADERSHIP covered in this session.

2.1. Definition
A positive leader is someone who inspires, motivates, energizes
and unites, while generating loyalty and producing results.

2.2. Attributes of a positive leader

Not all leaders have attributes for positive leadership. This varies
from one leader to another depending on the type of leadership
style chosen to be used. The following are some of the attributes
that positive leaders have;

 Give more than you expect other to give you

 Combine optimism and perseverance
 See everyone as diamond in the rough
 Express appreciation, accept responsibility
 Keep your ego in check
 Show respect for the people around you
 Treat team members as family
 Be a source of inspiration
 Stress cooperation not competition
 Maintain a sense of humor

2.3. How to live a positive life as a leader

If one can sincerely act and adopt certain behavioral prescriptions,
each one can or would influence the organizational dynamics to
the benefit of all stake holders, ultimately enabling each one to be
a contented person, able to deliver effectively and ultimately be
successful both personally and professionally.

This will include;

1. Personal discipline. There is no substitute to this trait that

is very hard to develop and then sustain.
2. Be Organized. Allocate time to everything and the stick
to that/honor that
3. Prioritize tasks and address them to complete as per one’s
predetermined priority
4. Do not promise something when one is sure that you not
be able to deliver
5. Be upfront and straight forward in saying NO, if one is
sure that one cannot do or one is not responsible
6. Do not feel and live with the feelings that “If I am not in

14
 the position to give some benefits, the other side will
never accept or recognize me as a leader” Gratis is always
a bane not a boon!
7. Create right organization of people, mentor and make
them succeed: the guiding philosophy is to recruit smarter
and better subordinate than one for one to succeed.
8. Delegate and monitor; educate, handhold for sometimes
and if not improve, change them.
9. Do not do other’s work, make them do or change them:
This will only help one to become a leader.
10. Spend time with them, individually and in groups, to
understand the whole activities and their personalities.
11. Spent time to understand history or the genesis of the
current situation from the existing or former employees.
12. Spend time to review the activities of them periodically
with clear agenda
13. Feel and act as one is in “full control” of the team and its
activities and is the ultimate decision maker and is fully
accountable to the consequences.
14. Do not feel that “whether she or he will accept me” or
“listen to me” this feeling comes from lack of personal
confidence and clarity of thoughts and understanding of
the issues: invest time in understanding the dynamic of the
activities which one is responsible.
15. Do not blame the system and the history: history is past,
blaming somebody or something is the reflection of one’s
inability or weakness.
16. Do not talk loosely; always be business oriented as every
gesture and word is heard, seen and interpreted by one’s to
make their assessment of one.
17. Believe that learning is a continuous process and always
be ready to learn from any source, irrespective of the
education, environment, experience, gender, level,
organization.

Duration or after the session which is ideal for the group,

the facilitator
May ask the participants to add more CONTENT from
their experience

15
PART 2 OF SESSION THREE: DURATION 2
HOURS
LEARNING ACTIVITY:

Discuss on question to consider when finding a leader

 Does the person question the existing system and
push for improvement?
 Do they offer practical ideas?
 When they speak, who listen?
 Do others respect them?
 Can they create or catch a vision?
 Do they show a willingness to take responsibility?
 Do they finish the job?
 Are the emotionally strong?
 Do they possess strong people skills?
 Will they lead others with a servant’s heart?
 Can they make?

SESSION 4: THIS SESSION SHOULD TAKE 6

HOURS
CONDUCTED BY THE THIRD FACILITATOR
PART 1 OF SESSION 4: DURATION 2 HOURS

16
 Definition of management and
qualities of a manager should be
3. MANAGEMENT SKILLS covered in this session.

3.1. Definition

3.1.1. Management
Management and leadership are closely linked, and the
complement each other. To be a great manager, you must have an
extensive set of skills- from planning and delegation to
communication and motivation

3.1.2. Manager
A manager is person who can convince people to do things the
ordinarily would not aspired to do. A leader sets the example
through his/her action, coaches mentor and gets people to perform
no matter the conditions.

3.2. Qualities of an effective Manager

3.2.1. Integrity
Integrity foster trust, which in turn builds loyalty. A manger with
loyal staff has the capability to be very effective. They have staff
that they know they can rely on and, in turn, there is confidence in
their abilities to deliver knowing they have the support of their
manager.

3.2.2. Empower
An effective manger empowers his/her staff to perform at their
best. This mean creating an effective environment for success:
setting boundaries so that people can take responsibility, creating
opportunities that allows people to change their abilities,
motivating people to find new and innovative ways, all while
ensuring that support structure are in place.

3.2.3. Motivation
People perform at their best when they are happy and motivated.
But there is much more to motivation than salary or bonuses. A
manager that understands his/her employees can set challenging
yet achievable goals and rewards in a variety of ways. People can
be motivated by interesting work, by being part of an effective
team, by the prospect of learning new skills or by the knowledge
that their hard work will be recognized and appreciated.

3.2.4. Delegate

17
An effective manager understands the skills and abilities of his/her
staff, and know how to delegate. Effective delegation is selecting
the right person to do the work, given the constraints of skill
requirements and time. Delegation is entrusting the person with
the responsibility to complete the work. It includes setting clear
guidelines and expectations as well as boundaries for decision
making responsibilities.

3.2.5. Adaptable
The business environment is an ever-changing one. All managers
must be able to quickly adjust, understanding the implications of
the changes and adjusting goals and strategies accordingly. An
adaptable manager sets an example to his/her employees and leads
the way in demonstrating new ways of working and or behaving

3.2.6. Takes action

An effective manger takes action. If they see a problem they
address it. This may seem obvious, but often there are decisions
that managers find too difficult to take, so they put if off till a later
date. Or perhaps they move the problems for someone else to
solve, such as poor performing employee that gets moved around
the organization

3.2.7. Networker
Anyone can obtain the organization chart, but what is more useful
for any manger is to understand the real network within the
business. Who are the key people that can make things happen?
It’s about understanding who can affect the decision you make
today and in the future and ensuring that you have a good
relationship with them.

3.2.8. Understand the business Culture

For any manager to be successful in any business they need to
understand its culture. This means they understand the goals and
strategic drivers, they appreciate the future vision for the business
and they know how things happen. Understanding the “wheels
turn” within a business helps a manager work more effectively and
equally helps them contribute to the overall strategy and goal.

3.2.9. Role model

An effective sets an example to all staff, of appropriate behavior
and performing standards. It may seem obvious, but it is extremely
difficult to expect others to behave in a particular way, if you do
not set that example

3.2.10. Values People above all else

18
A job well done is not about systems, processes or figures; it is
about people. An effective manager recognizes the importance of
people in business and show everyone respects regardless of the
role the play. An effective manager listens to people; is fair and
understanding. This does not mean that they can keep everyone
happy; because as a manger this is not the case, however if a
decision is reached through a fair process people understand how
the outcome was reached even if they don’t necessarily agree with
the results.

19
PART 2 OF SESSION 4: DURATION 2 HOURS
3.3. A model of effective management Models of effective management
By covering these basics, you’ll enjoy more success as a team should be discussed in this session
manager:
 Understanding team dynamics and encouraging good
relationships.
 Selecting and developing the right people
 Delegating effectively.
 Motivating people.
 Managing discipline and dealing with conflict
 Communicating.
 Planning, making decisions and problem solving.
We’ll explore these in detail.

3.3.1. Understanding Team Dynamics and

Encouraging Good Relationship
Good management means understanding how teams operate. It’s
worth remembering that teams usually follow certain pattern of
development: Forming, norming, storming, and performing. It’s
also important to encourage and support people through this
process; so, that you can help your teams become fully effective as
quickly as possible.

When forming teams, managers must create a balance so that

there’s a diverse set of skills, personalities and perspectives. You
might think it is easy to manage a group of people who are likely
to get a long, but truly effective teams invite many viewpoints and
use their differences to be creative and innovative.

Here, your task is to develop the skills needed to steer those

differences in a positive direction. This is why introducing a team
charter and knowing how to resolve team conflicts are so useful
for managing your team effectively.

3.3.2. Selecting and Developing the Right People

Finding great new team members and developing the skills needed
for your team’s success is another important part of team
formation.

3.3.3. Delegating Effectively

Having the right people with the right skills is not sufficient for a
team’s success. Must also know how to get the job done
effectively. Delegation is the key to this. Some managers,

20
especially those who earn their positions based on their technical
expertise, try to do most of the work themselves. They think that,
because they’re responsible for the work, they should do it
themselves to make sure it’s done right.
Effective managers recognize that by assigning work to the right
people (not just those with the most time available), and clearly
outlining expectations, teams can accomplish much more. But it is
often difficult to trust others to do the job. As a manager,
remember that when your team members have the right skills,
training and motivation, you can usually trust them to do the job
right.

3.3.4. Motivating People

Effective motivation to a productive and successful team. Your
people may have all the expertise in the world, but if they are not
motivated, it is unlikely that they will achieve their true potential.
On the other hand, when people are motivated, work seems easy,
motivated people have a positive outlook, they’re excited about
what they are doing and they know that they are investing their
time in something that is truly worthwhile. In short, motivated
people enjoy their job and perform well.

All effective leaders what their team to be filled with people in this
state of mind. That is why it is vital that you, as a leader and
manager, keep your team motivated and inspired. But of course,
this can be easier said than done.

We are all motivated by different things, and we all have a

different level of personal motivation. So, getting to know your
team members on a personal level allows you to motivate your
people better. Providing feedback on a regular basis is a very
powerful strategy to help you stay informed about what is
happening with individual team members.

3.3.5. Managing Discipline and Managing Conflict

Sometimes, despite your best effort, there are problems with
individual performance. As a manager, you have to deal with these
promptly. If you do not discipline, you risk negative impacts on
the rest of the team, as poor performance, and it hurts the team and
everything that the team has accomplished. It is very demotivating
to work beside someone who consistently fails to meet
expectations, so if you tolerate it, the rest of the team will likely
suffer.

Team performance will also suffer when differences between

individual team members turn in to outright conflict, and it is your
job as manager to facilitate a resolution. However, conflict can be

21
positive when it highlights underlying structural problems- make
sure that you recognize conflict and deal with it is causes, rather
than just suppressing its symptoms or avoiding it.

3.3.6. Communicating
An element that is common to all of these management skills is
effective communication. This is critical to any position you hold
but as a manager, it is especially important to let your team know
what is happening and keep them informed as much as possible.
Team briefing is a specific communication skills that managers
should improve. Also, develop the ability the ability to facilitate
effectively, so that you can guide your team to a better
understanding and serve as moderator when necessary.

3.3.7. Planning, Problem Solving and Decision-

Making
Many managers are very comfortable with planning, problem
solving and decision making, given that they are often specialists
who have been promoted because of their knowledge and
analytical abilities. As such, one of the most important issue that
managers experience is that they focus so Intensely on these skills
when they think of self-development that they fail to develop their
people skills and team management skills making sure that you do
not focus on these skills too much.
Delegating, motivating, communicating and understanding team
dynamics are some of the key skills needed, with those skills along
with patience and a strong sense of balance, you can become a
very effective manager.
Group the participants to do a
learning activity
LEARNING ACTIVITY
Discuss on how you as a leader will apply different models of
management at your work place

SESSION 5: THIS SESSION SHOULD TAKE 6

HOURS
CONDUCTED BY THE FOURTH FACILITATOR
PART 1 OF SESSION 5: DURATION 4 HOUR

22
 Definition of team work and
dynamics within a team
4. TEAM WORK

4.1. Definition

4.1.1. Teamwork:
The ethic of leadership in learning societies demands that we
work, communicate, and grow as a team. Teamwork is the nature
of learning organizations. Team work involves respect for others,
appreciation of diversity, and generosity at the individual level and
the ability to resolve conflict, bring people together in decision
making and decision- implementations and build teams at the
organization level. But it is more. It is within the team that we
learn the essentials of leadership in learning.

4.1.2. A Team
A team is a group of people coming together to collaborate. This
collaboration is to reach a shared goal or task for which they hold
themselves mutually accountable.
A group of people is not necessarily a team. A tam is a group of
people with a high degree of interdependence geared towards the
achievement of a common goal or completion of a task rather than
just a group for administrative convenience. A group, by
definition, is a number of individuals having some unifying
relationship.

4.2. Common elements of a successful team

4.2.1. A Team goal
Although your team might have a number of goals, one of them
must stand out. For example, “To produce 10% more sales pieces
than last year without hiring additional personnel.” A supporting
goal might be “To provide 40 hours of training of yearly training
for each member.” Everyone must know, agree upon, and be
committed to accomplishing the team goal.

It is common that when individuals first come together to form a

team, each individual member has his/ her own goal and
objectives. The role of the team leader is to ensure that the team
focuses around common goals and objectives. He or She does this
by getting the team to agree on the goals for the project and
develop a strategy for reaching those goals. Agreeing on a
common goal does not mean that individual goals need to be
pushed a side. A strong leader can help marry individual goals to
the common goal to benefit the individual team members and the

23
team as whole. Following a common goal helps provide direction
to the team and set the stage for moving forward.

4.2.2. Productive Participation of all Members

This has four levels:
i. Contributing data and knowledge
ii. Sharing in the decision and making process and
reaching consensus
iii. Making the decision; and
iv. Making an imposed decision work
4.3. Communication
Open, honest, and effective exchange of information between
members. Efficient communication mechanisms are crucial to
develop effective teams. In order to understand the scope of a goal
and agree upon a path to reach that goal, team must develop an
effective method of communication. Indicators of effective team
communication include:
- Mellow conversation tones.
- Willingness to consider all opinions
- Desire to enhance communication frequency.
- Effective conflict resolution
- Efficient decision-making process.
furthermore, to foster team cohesion, employee satisfaction, and
motivation, organization should implement a formal conflict
resolution process in cases where a team cannot effectively resolve
conflict internally.

4.4. Trust
Mutual trust is considered to be the most important element of
successful teamwork. As part of a team’s self-direction, it is trust
that enables the team to engage in open debate and decision
making that leads to “a commitment of action” on the part of
individual members of the team.
At times, it is easier to instill and establish trust than it is to sustain
it. Building high of trust requires openness that allows team
members to know and understand the benefits and behavior of all
members of the team, so that team actions can be structured to take
advantage of each member’s uniqueness and talent. As per the
process it is important for team members understanding of how
individual members of the team view themselves and hoe each
respond to others within the team.
Teams thrive on trust. One of the main dynamics of self-directed
team is that part of its structure, practice and principles require that
members ask for and offer help to one another to initiate and
maintain mutual caring and sharing. Having open, frank and
supportive discussions generates a strong bond and a sense of

24
connection and trust among members.
Sometimes elements of trust become formalized with in a team
guidelines and standards, which help to sustain it. But often this
element simply remains “what everyone knows” about good and
positive team practice. In the course of helping each other and
sharing ideas and collectively solving problems, “everybody tens
to become a trusted group of equal peers

4.5. A sense of Belonging

Cohesiveness by being committed to an understood mandate and
team identity. Team members see themselves belonging to the
team. They are committed to group goal above and beyond their
personal goal and agendas. A double win is accomplished if team
members find themselves valued by the organization and also
achieve ancillary benefits. This can include growing and
developing their skills and career by participating on the team.
Making new contacts and perhaps finding new mentors who are
committed to their growth is a plus, too.

Team members want to feel as if they are part of something bigger

than themselves. They need to understand where their team
mission falls in the bigger organizational scheme, the overall
leadership vision. Team commitment comes from members
knowing the expected outcomes and where the outcomes fit in the
whole organization’s strategic plan.

4.6. Diversity
This must be valued as an asset. It is a vital ingredient that
provides the synergetic effect of a team. Diversity includes not just
race, gender or cultural differences: but also diversity in
experiences and skills. Diversity among team members is essential
to ensure that members have the skills and experience necessary to
manage the tasks they are assigned and meet their goals. A diverse
team in the sense of race, gender and cultural differences,
especially for goal projects, enables a broader perspective on the
project.

4.7. Creativity and Risk taking

If no one individual fails, then risk taking becomes a lot easier.

4.8. Evaluation
The ability to self-control. The development of appropriate and
relevant methods for appraising the performance of individuals
working in teams and performance of teams as a unit are critical
for organizational success. While these methods should focus on
the desired behavior for the team as a whole, it is important to

25
differentiate between behaviors relevant to individual team
members and behaviors relevant to team performance.

4.9. Change Compatibility

Being flexible and assimilating change also team members must
be prepared to check among themselves to assure progress and
overcome obstacles to progress. Ad hoc meetings may be
necessary to coordinate actions between departments or groups to
assure progress.

4.10. Participatory Leadership

An effective team consists of team members who are actively
involved and engaged in the work and focus of the team. This
requires all team members emotionally commit to actively and
openly participate in the team’s processes and in the pursuit of the
team’s goal. Each separate team members must be willing to
commit and carry out action plans that are necessary for the team
to reach its defined goals.
Each must also be dependable and willing to carry the full weight
of personal responsibility to complete his or her individual
commitments according to deadline.

An actively engaged team members tends to enthusiastically

support others, which add great value to the team itself. When
enthusiasm becomes combined into a high level of synergy, it is
much easier to prepare and implement team process. Because of
team’s ability to engage everyone in positive manner, it also
become part of the team’s self-directed focus to find solution to
issues and challenges both from an individual and standpoint. All
members will constantly seek to improve themselves for the
benefit of the team and will refuse to quit or give up until the goal
is attained

4.11. Importance of Team Work

4.11.1. Problem Solving

Team work is important due to the problem-solving synergy
gained from multiple minds working on solutions. When one
person work on a specific company problem, that person only has
her personal experience and knowledge from which to pull for
solutions. Using teamwork, team members pool their collective
ideas together to generate unique ideas for dealing with problems.
Problems in this case are not purely negative. The problem could
be developing a product for a consumer to address a need that the
consumer does not know that she has.

26
 4.11.2. Communication
Teamwork is the backbone for effective communication with a
company. When employees work as an individual or
independently on projects, they may not ready share the
knowledge or new information. This lack of information increases
the time it takes to complete projects, tasks or the development of
solution. Team work promotes conversation between employees
regarding the task at hand, possibly preventing the employees
from working in opposite directions. For example, if one employee
does not communicate that one method of addressing a problem is
a dead end, and another employee is still try to use that method,
productivity is lowered.

4.11.3. Cohesion
Cohesion is an important by product of team work within a
company or Organization. This Cohesion could be the result of
increased chemistry, trust or both from working on projects as a
team. Cohesive employees are less likely to be confrontational
toward one another and more accepting of each other’s discussion.
Cohesion from team work can greatly increase the work-flow
speed of an organization or company.

4.11.4. Learning
When employees work together as a team within an organization,
every employee learn from one another. This knowledge is not
limited to the personal experiences of coworkers; employees from
different department may learn information from each other
regarding the limitations and possibilities of those departments.
For example, if a marketing department constantly makes demands
with unrealistic deadlines to another department, the marketing
department, may see through team work why it’s request are
unreasonable.

4.11.5. Efficiency
Work group and teams develop systems that allow them to
complete tasks efficiently and quickly. When a task is handed to a
well –trained and efficient team, the team work pace assures that
the task will be completed quickly and accurately. This allows the
organization to take more work and generate more revenue
without adding more staff. This become helpful when efficient
teams from different departments work together. Each team is
aware of its abilities and the groups can work effectively as
opposed to disjoined groups of employees who may not be
familiar with how to work together.

4.11.6. Support

27
There are challenges each day in any working place, and a strong
team environment can act as a support mechanism for staff
members. Work group members can help each other improve their
performance and work together towards improving their
professional development. Team members also come to rely on
each other and trust each other. These bonds can be important
when the team faces a particularly difficult challenge or if the
group is forced to deal with the loss of a team member while still
trying to maintain productivity.

4.12. Group dynamics (Life Stages of a team)

When developing a team, it helps a great deal to have some basic
sense of the stage that a typical team moves through when
evolving into a high-performing team. Awareness of each team
stage helps leaders to understand the reasons for member’s
behaviors during the stage, and to guide members to behaviors
required to evolve the team in to the next stage.

4.12.1. Stage 1 Forming

Members first get together during this stage, individually; they are
considering questions like “What am I here for?” “Who else is
here” and “who am I comfortable with” It is important for
members to get involved with each other, including introducing
themselves to each other. Clear and strong leadership is required
from the team leader during this stage to ensure the group
members feel the clarity and comfort required to evolve to the next
stage.

4.12.2. Stage 2 Storming

During this stage, members are beginning to voice their individual
differences, join with others who share the same beliefs and jockey
for a position in the group. Therefore, it is important for members,
to continue to be highly involved with each other including
introducing themselves to each other. Clear and strong leadership
is required from the team leader during this stage to ensure the
group members feel the clarity and comfort required to evolve to
the next stage.

4.12.3. Stage 3 Norming

In this stage, members are beginning to share a common
commitment to the purpose of the group, including to its overall
goals and how each of the goals can be achieved. The leader
should focus on continuing to clarify the roles of each member,
and a clear and workable structure and process for the group to
achieve its goal.

28
 4.12.4. Stage 4 Performing
In this stage, the team is working efficiently toward achieving its
goal, during this stage, the leadership style becomes more indirect
as members take on stronger participation and involvement in the
group process. Ideally, the style includes helping members to
reflect on their experiences and to learn from them.

4.12.5. Stage 5. Adjourning.

Adjourning is the break- up of the group, hopefully when the task
is completed successfully, its purpose fulfilled; everyone can move
to a new thing, feeling good about what has been achieved. From
an organizational perspective, recognition of and sensitivity to
people’s vulnerabilities particularly if members of the group have
been closely bonded and feel a sense of insecurity or threat from
this change. Feeling of insecurity would be natural for people with
high “steadiness” attributes and with strong routines and empathy
style.

N/B DRAW A SKETCH OF STAGES OF A TEAM HERE

Forming

Performing Storming

Norming

29
 Discussion on the case study to be
conducted
PART 2 OF SESSION 5: DURATION 2 HOURS

LEARNING ACTIVITY: CASE STUDY: BUILDING

A TEAM
Joe is Maintenance coordinator for a public university. Joe is
responsible for all the building maintenance and physical systems
on campus. He has several departments to assigned workload. He
has several departments, a plumbing department, an HVAC
Department, a Carpentry Department, and a painting Department.
The workload for his departments has increased in the last several
years as the physical plant continues to age. Joe requested to hire
additional workers, but the budget did not allow for it. It became
apparent that Joe needed to find more creative ways to better
utilize his current resources to get more accomplished.

Joe has observed that his departments were not working together
well, or even at all, in some cases. It was common for one
department to go into a building, “fix” a problem, and then leave a
mess for the next department coming in behind them to do their
part of the work. Workers seems to think only about maximizing
the output of their own department and fishing their own work
quickly, with little regard for the impact on other departments and
the long-term impact on the university.

What could Joe do to better coordinate the work of his

departments and make better use of the resources he has, so that
more work can be accomplished with the limited budget?

Allow your groups to discuss this and come up with strategies.

After discussion of the case, ask the question: How could these
same ideas can be applied in our organization.

30
 Definition of coaching and
mentorship, qualities of an effective
SESSION 5: THIS SESSION SHOULD TAKE 6 coach, skills and qualities of a
HOURS mentor should be covered in this
session
CONDUCTED BY THE FIFTH FACILITATOR
PART 1 OF SESSION 5: DURATION 2 HOURS

5. COACHING AND MENTORSHIP

5.1. Definition
5.1.1. What is coaching?
Coaching is a useful way of developing people’s skills and
abilities, and of boosting performance. It can also help deal with
issues and challenges before they become major problems.
A coaching session will typically take place as a conversation
between the coach and the coachee (person being coached), and it
focuses on helping the coachee discover answers for themselves.
After all, people are much more likely to engage with solutions
that they have come up with themselves, rather than those that are
forced upon them!
It is a positive and proven approach for helping others explore
their goal and ambitions, and then achieve them.

5.1.2. What is Mentorship?

Process for informal transmission of knowledge, social capital,
and the psychological support perceived by the recipient as
relevant to work, or professional development

5.2. Qualities of an effective Coach

5.2.1. A coach is a master question asker
The key is to know the right question to ask at the right time. This
takes practice, experience, patience and awareness.

5.2.2. A Coach is sensibly direct

A coach does not play office politics, crafting his words to elicit a
particular response from his team members. In fact, office politics
destroy teams. The coach is sensible however, and uses discretion
as needed.

5.2.3. A Coach has sensory acuity

A coach stays aware of his environment and those around him. He
watches body language, tonality and other nonverbal forms of
communication to better understand what others.

31
 5.2.4. A Coach is a master listener
An effective coach is highly empathetic and intuitively connected
to his team members. He listens intently- especially to what is not
being said.

5.2.5. A coach is Inspirational

Knowing that a business-as-usual attitude is an easy way to stifle
creativity, a coach is constantly looking for ways to uplift his
team. He provides moral support and is on the lookout for
inspiring quotes, ideas and events- anything to raise the team’s
spirit.

5.2.6. A coach challenges you

There is always room for growth and a coach is committed to
facilitating your development. Instilling certainty of purpose, the
effective coach provides meaningful direction.

5.2.7. A Coach has high Integrity

Honesty, trustworthiness and integrity are the cornerstone of a
coach’s state of being. Only after team members and associates
trust and respect their coach (or leader) will major progress be
achieved.
If you want to be an effective leader who brings your team to great
achievement, you will examine these seven qualities very carefully
and continually find areas for improvement.

5.3. Skills and qualities of a mentor

It is vital that those that agree to become mentors have the right
skills and qualities to make the relationship work. As such below
is a list of the skills and qualities we feel a mentor should have.

 Interested in being a mentor- if asked to be a mentor, you

must think carefully whether you want to do it, you can
say so. A mentor who does not exhibit enthusiasm about
his/her job will ultimately not make a good mentor.
Enthusiasm is catching and new employees want to feel as
if their job has meaning and the potential to create a good
life.
 Available time- mentoring will require a time commitment
so look at your existing time commitments and truly
evaluate whether you can spare the time. Share your most
limited resources. Agree to meet, not just when it is
convenient for you but also when the mentee needs you.
 Appropriate knowledge and skills- you should be involved
in a similar field to that of the mentee in order than you
can provide guidance from an understanding of the area

32
 they are working by providing high standards of practices
all the time and pass on the knowledge.
 Listening skills- are you able to actively listen to others,
not interrupting but listening and reflecting back what the
mentee is saying. People do not always listen carefully to
each other, showing that you listen well will encourage
your mentee(s) to know that you respect their views.
Developing effective listening and questioning skills is a
key part of mentoring training.

 Patient and supportive- as the relationship is led by the

mentee, you will need to be prepared to support them
towards achieving their goals. You need them to reach
conclusion at their own pace and not impose your views.
Someone that is supportive and NOT controlling- a mentor
is a guide and not someone that tells you what to do. A
mentor should challenge you to look at all aspects and
guide you to make your own decision. A mentor is NOT
someone who criticizes you for your mistakes. Is someone
who can support and encourage you in your endeavor to
develop your skills even if you make mistakes along the
way.

 Trustworthy- The issues discussed during mentoring

sessions must be treaded in the strictest of confidence and
their fore the mentee needs to believe that they can trust
you.

The mentor can build trust, by maintaining

confidentiality, providing candid feedback and honoring
commitments you make, like meeting times. By
demonstrating these capabilities, mentors make those they
guide feel uniquely seen, and this allows for an open and
mutually trusting relationship to develop.

 Role of a mentor- As a mentor you will be viewed as a

more experience member of staff who is willing and able
to pass on the benefits of that experience. However, your
role is not simply to tell the mentee what to do, the role of
the mentor is to:
 Listen and be supportive
 Provide non-judgmental support
 Provide guidance on issues raised
 Clarify goal of mentee
 Pass on knowledge and experience

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34
PART 2 OF SESSION 5: DURATION 2 HOURS

Mentoring techniques should be

covered in this session
5.4. Mentoring Techniques

5.4.1. Accompanying
Making commitment in caring take part in the learning process
which involves taking part in the learning process side-by-side
with the learner. Mentors and coaches provide someone for new
employee s to collaborate with as they begin working with a
company. These individuals’ help employees learn to navigate an
organization and how to complete tasks completely. Additionally,
mentor and coaches may be called in work with a team project,
help keep team members on the same page and making sure they
communicate effectively

Mentoring helps employees plan, develop and manage their

careers. It also helps them become more resilient in times of
change, more self-reliant in their career and more responsible as
self-directed learners.

5.4.2. Sowing
Mentors are often confronted with difficulty to prepare the learner
before he or she is ready to change. Sowing is necessary when you
know that you say may not be understood or even acceptable to
learners to first sight but will make sense and have value to the
mentee when the situation requires it. When younger employees
are early in their careers, they need help what it means to be a
professional in their working environment. Professionals embody
the profession and are self-initiating and self-regulating. Mentors
play a key role in defining professional behavior for new
employees. This is most important when employees first enter the
federal workforce.

5.4.3. Showing
Use own example to demonstrate a skill or activity for enhancing
understanding. This is making something understandable, or using
your own example to demonstrate a skill or activity. You show

35
what you are talking about, you show by your own behavior.

5.4.4. Catalyzing
Provoking mentee to think positively, mentor is often confronted
with the difficulty of preparing the learner before he/she is ready
to change.

5.4.5. Harvesting
Creating awareness of what have been learned by asking what was
learned. Here the mentor focuses on “picking the ripe fruit”: it is
usually learned to create awareness of what was learned by
experience and to draw conclusions. The key questions here are:
“What have you learned?” “How useful is it”

PART 3 OF SESSION 5: DURATION 2 HOURS

LEARNING ACTIVITY:
CASE STUDY: WORKPLACE VACUUM
Ricky was technical whiz who knew his ways around a keyboard
and hard drive. He also had a penchant for shooting off his mouth.
In fact, he could not keep quiet about his after- hours
moonlighting. That is Ricky clued his coworkers in on exactly
how he was supplementing his office job income. And how he was
earning a few extra dollars was for lack of a better word0 illegal.

Ricky was, in fact, stealing merchandise from big box retailer. But
he wanted his peers to appreciate his ingenious thievery. In a
nutshell, Ricky would switch barcodes from cheaper store
products with more expensive alternatives. His preferred item was
the vacuum cleaner. He’d clip barcodes from $75 machines and
affix them to $400 machines. And when he checked out, cashier
noticed nothing untoward. He was purchasing vacuum cleaner and
had vacuum cleaner. Ditto the security people who looked at his
receipts. Ricky subsequently sold his ill- gotten gains- news in
box- on eBay. Ouch!
Naturally, word of Ricky’s antics quickly spread through the office
tiers, reaching the ear of Caitlin, his manager and coach. She was
confronted with an awful dilemma. Were Ricky’s actions outside
her purview- a personal matter, even though they were plainly
illegal and could land the man in jail? In fact, she reasoned it

36
would eventually land him to that because surveillance cameras
and other security measures are always on the lookout for this kind
of scams. But what exactly could Caitlin say or do in her standing
as Ricky’s boss?

She could not deliver ultimatum- Stop your outside thievery or

you are, because it was essentially and empty threat. How could
she know that he was not engaging in the practice anymore?
Caitlin could, however, call Ricky into her office and talk it out.
And that is what she did; She expressed disbelief at what she was
hearing and hoped that it was not true. She asked Ricky to cease
and desist from his felony moonlight- if, in fact, it was the case-
and told him to put a lid on his flapping tongue. She also made it
clear how much she valued Ricky’s job performance and asked
that he not do anything to jeopardize his position. Lastly, Caitlin
made it known that she will not tolerate any more of such office
gossip, because it was fast becoming a larger workplace issue. She
told Ricky that if it did not stop- and right away- it would be a
moral matter of great import that the she would have to deal with
accordingly. Not another word from Ricky’s mouth was ever
uttered on his subject again. Coach Caitlin prayed that Ricky was
indeed on the straight and narrow, putting a premium on his highly
paid office job

Why do you think Caitlin mentorship was of help to Ricky?

SESSION 6: THIS SESSION SHOULD TAKE 4

HOURS
CONDUCTED BY THE SIX FACILITATOR
PART 1 OF SESSION 6: DURATION 2 HOURS

37
 Definition and major principles of
governance should be covered in his
6. GOVERNANCE session
6.1. Definition
Governance is the process of decision making and the process by
which decisions are implemented. It ensures that corruption is
minimized, the views of minorities and marginalized groups are
taken into account and that the voices of the most vulnerable in the
society are heard in decision-making. It is also respective to the
present and future needs of society

6.2. Eight Major Principles

Good governance has eight major principles:
6.2.1. Participation
Participation by both men and women is a key cornerstone of good
governance. Participation could be either direct or through
legitimate intermediate institutions or representatives. It is
important to put out that representative democracy does not
necessarily mean that the concerns of the most vulnerable in the
society would be taken into consideration in decision making.
Participation needs to be informed and organized. This means
freedom of association and express on the one hand and an
organized civil society on the other hand.

6.2.2. Rule of Law

Good governance requires fair legal frameworks that are enforced
impartially. It also requires full protection of human rights,
particularly those of minorities. Impartial enforcement of laws
requires an independent judiciary and an impartial and
incorruptible police force

6.2.3. Transparency
Transparency means that decision taken and their enforcement in a
manner that follow rules and regulations. It also means that
information is freely available and directly accessible to those who
will be affected by such decisions and their enforcement. It also
means that enough information is provided and that it is provided
in easily understandable forms and media.

6.2.4. Responsiveness
Good governance requires that institutions and processes try to
serve all stakeholders within a reasonable time frame. There are
several actors and as many viewpoints in a given society. Good
governance requires mediation of the different interests in society

38
to reach a broad consensus in society on what is in the interest of
the whole community and how this can be achieved. It also
requires a broad and long- term perspective on what is needed for
sustainable human development and how to achieve the goal of
such development. This can only result from an understanding of
the historical, cultural and social context of a given society or
community.

6.2.5. Equity and Inclusiveness

A society’s well-being depends on ensuring that all its members
feel that they have a stake in it and do not feel excluded from the
mainstream of society. This requires that all groups, but
particularly the most vulnerable in the society.

6.2.6. Consensus Oriented

Good governance has opportunities to improve or maintain their
wellbeing. Good governance means that processes and institutions
produce results that meet the needs of society while making the
best use of resources at their disposal. This concept of efficiency in
the context of good governance also covers that suitable use of
natural resources and the protection of the environment.

6.2.7. Effectiveness and Efficiency

Good governance means that processes and institutions produce
results that meet the needs of society while making the best use of
resources at their disposal. The concept of efficiency in the
concept of good governance also covers the sustainable use of
natural resources and the protection of the environment.

6.2.8. Accountability
Accountability is a key requirement of good governance. Not only
governmental institutions, but also the private sector and civil
society organization, must be accountable to the public and to their
institutional stakeholders. Who is accountable to who varies
depending on whether or actions taken are internal or external to
an organization or institution. In general, an organization or an
institution is accountable to those who will be affected by its
decisions or actions. Accountability cannot be enforced without
transparency and the rule of law.

39
PART OF SESSION 6: DURATION 2 HOURS
Discussions to be conducted in this
session
LEARNING ACTIVITY
In your own words describe on how you will make your
governance outstanding and results oriented as a leader

40
ANNEXURE
Annexure 1: Leadership self-assessment
Leadership Self-Assessment Activity

Use this assessment to help you to determine what skills and abilities you can continue to improve
(Strength) and what skills and abilities you need to develop (Opportunities for growth)
Circle the number on the scale that you believe comes closest to your skills or task level. Be honest about
your choices as there is no right or wrong answers- it is only for your own assessment.

Very Moderately Adequate Moderately Very Weak

Strong Strong Weak
5 4 3 2 1

1. I enjoy
communicating with
others
2. I am honest and fair

3. I make decisions with

inputs form others

4. My actions are
consistent

5. I give others
information they need
to do their job
6. I keep focused
through follow-up

7. I listen to feedback
and ask questions
Very Moderately Adequate Moderately Very Weak
Strong Strong Weak
5 4 3 2 1

41
8. I create an
atmosphere of growth

9. I have wide risibility

10. I show loyalty to the

organization and to
the team members
11. I give praise and
recognition

12. I criticize
constructively and
address problems
13. I develop plan for
myself and team

14. I have a vision on

where we are going
and set a long-term
goal
15. I set objectives and
follow them through
to complete
16. I display tolerance and
flexibility

17. I can be assertive

when needed

18. I am a champion of
change

19. I treat others with

respect and dignity

20. I make myself

available and
accessible
21. I want to take charge

22. I accept ownership for

team decision

42
 Very Moderately Adequate Moderately Very Weak
Strong Strong
5 4 3 2 1
23. I manage by “walking
around” (the front line
is the bottom line)
24. I am close to the
organization and have
a broad view of where
we are going
25. I set guidelines for
how others are to treat
one another.
26. I coach team
members.

27. I determine
manpower
requirement for my
department and write
job description for
them
28. I interview and select
the most qualified
candidate for an open
job position.
29. I provide new
employee with on-the-
job training
30. I determine resources,
materials, and supply
requirements for my
department
31. I develop a budget for
my department

32. I can respond to an

employee who is upset
with me or someone
else in the
organization
33. I have counseled
employees/ staff who
have personal
problems (family,
health, financial)

43
34. I react to situations in
which the quality of
an employee’s/staff
work goes into a
decline
35. I deal with staff with
employees who have
performance issues,
such as suspected of
substance abuse or
chronically late.
36. I reward staff for good
performance

37. I conduct formal staff

performance
appraisals.
Very Moderately Adequate Moderately Very Weak
Strong Strong
5 4 3 2 1
38. I write reports to be
distributed to a group
of peers and/or seniors
39.. I have deep-rooted
understanding of the
function of my
organization
40. I can make a
presentation to a
group of peers and/ or
seniors
41. I am curious

42. I know how to sell

43. I am a good learner

44. I know how to

influence people and
get support
45. I admit my mistake
and take responsibility
for my actions.

44
46. I like to talk to people

47. I am a good delegator

48. I can separate the

important issues from
inconsequential ones
49. I have integrity and
can be trusted

50. I am political only

when needed

Total score for all 5 columns: ------------------------ Final score

Scoring

Total each of the 5 columns and then add the five columns together for your final score. The maximum
score is 250 while the minimum score is 50.

As mentioned earlier, there is no right or wrong answers. This means there is no right or wrong scores.
This assessment is designed to show you the areas you need to improve in. Your lowest scoring answers
are the areas you need to improve.

Use the table for a general guideline of where you stand.

 175 and above- you are well on your way to becoming a leader
 125 to 174- you are getting close.
 124 and below- Don’t give up! Many before you have continued and become some of the finest
leaders around.

45
Annexure 2: Training evaluation form
A training evaluation form is a document that provides a set of questions and queries to be answered so as
to determine the effectiveness of a particular training course being done by some individuals. The form
should include feedback from the trainee so as to give a hint of the areas where the process might be
lagging, which the trainer and the respective organization can take care of.

Sample Training Evaluation Form

Name of the trainee: ------------------------------------------------------------

Age: -------------- years

Sex: ----------- (M/F)

Training being done in------------------------------------------------- (Course name)

Name of Trainer: ------------------------------------------------------

Organization name: ----------------------------------------------------

Evaluation conducted by: ---------------------------------------------

Date of evaluation: ------------------------------------------------

Kindly mark the proper options, as our evaluation is solely dependent on your responses.

1. Is the training course satisfactory?

a) Definitely ( )

b) Partially ( )

c) Not at all. It is way below my expectations ( )

46
 2. Is your trainer interactive? -------------------------------------------------------------------

a) Very much. We had regular doubt clearing session.

b) Not much but I’m fine

c) Not at all

3. Is the training area sufficiently equipped?.

a) Yes, it is just perfect.

b) I guess they should get some more devices

c) No, it does not even have basic equipment except for some two or three.

------------------------------------------------------------------------------------------------------ (Mention)

4. Which topics interested you the most?

5 Which topic do you need further training, if any?

6 How much will you rate the course out of 10? ( )

47