Learning Guide #: Pharmacy Level III

Pharmacy Level III
Learning Guide #46

Unit of Competence: - Lead Small Teams
Module Title: - Lead Small Teams
LG Code: HLT PHS3 M12 Lo-1 LG-46
TTLM Code: HLT PHS3TTLM 0919v1
LO1. Provide team leadership
Pharmacy Level III Vision :01 Sep. 2019: Page 1 of 43

Copyright Info/Author: Federal TVET Agency
Instruction Sheet Learning Guide #46
This learning guide is developed to provide you the necessary information regarding the
following content coverage and topics –
 Organizational requirements
 Identifying and implementing learning and development needs
 Developing and implementing learning plan
 Encouraging Individuals to self-evaluate performance.
 Identifying areas for improvement
Collecting feedback on performance of team members this guide will also assist you to
attain the learning outcome stated in the cover page. Specifically, upon completion of
this Learning Guide, you will be able to –
 systematically identified and implemented in line with organizational
requirements Learning and development needs
 Collaboratively developed and implemented to meet individual and group training
and developmental needs learning plan.
 Encouraged to self-evaluate performance and areas identified for improvement of
Individuals.
 collected from relevant sources and compared with established team learning
process feedback on performance of team members
Learning Instructions:
1. Read the specific objectives of this Learning Guide.
2. Follow the instructions described below
3. Read the information written in the information “Sheets respectively.
4. Accomplish the “Self-checks respectively
5. If you earned a satisfactory evaluation from the “Self-check” proceed .

Organizing health care team and organizational goal
Information Sheet-1
CONTENT-1
1.1. Definitions of Team
A team is a small number of consistent people committed to a relevant shared

purpose, with common performance goals, complementary and overlapping skills, and a
common approach to their work. Team members hold themselves mutually accountable
for the team results or outcome.
A group of people with different skills and different tasks, who work together on a
common project, service or goal, with a meshing of functions and mutual support. OR A
social aggregation in which a limited number of individuals interact on a regular basis to
accomplish a set of shared objectives for which they have mutual responsibility.
Teams are groups of people that share a common purpose, to which they are all
committed, and who are empowered to set goals, solve problems and make decisions.
Without these common traits they are not a 'team' - they are a group of people who
happen to work together in the same environment - a work group.
The WHO definition of Team Work states as “Team work is coordinated action carried out
by two or more individuals jointly. It implies commonly agreed goals, clear awareness of, and
respect for other’s roles and functions. It also implies that on the part of each member of the
team, adequate human and materials resources, supportive cooperative relationships, open,
honest and sensitive communications, and provision for evaluations is practiced”.
Health Team
The health team is a group of people who have common goal/objectives, determined by
the community health needs, to the achievements of which each member of the team
contributes, in accordance with his/her competence and skills and in accordance with
the functions of others.
Types of Health Team
Team can be classified in many ways. In this module, it is classified as:
1. Primary Work teams,
2. Executive or Management Leadership teams and
3. Ad-hock teams. Type of health team

1. Primary Work Teams
It comprises the basic structural unit in a team-based organization. When people refer
to self-directed work teams, they usually mean a primary work team.
Primary work team members are selected because they possess skills and talents
needed to help this team do its work. Team members don’t have another primary job
because this is their work.
Examples of primary work teams include patient care teams, a specialty team in the
operating room, or trauma team in the emergency department.
2. Executive or Management Leadership Teams
The primary purpose of executive and management teams is to provide management
and leadership at some level in the organization. Members of these teams often have
other primary work in the organization and may be members of many teams.
Leadership or management teams include the executive team or the department
leadership team. The University Management Committee is one example of execute
team. These teams exist to lead others or to manage specific functions or processes.
3. Ad-hoc Teams
Ad-hoc teams are teams that have shorter life spans and may be either problem-solving
teams, such as quality teams, or creative teams such as a design or project team.
These are temporary teams that are formed to meet a specific purpose. When the work
is finished the team disbands. These temporary teams may exist for years, but they are
not permanent organizational structures.
4. Integrated Health Care Team /IHCT/
It integrates a group of individuals with diverse training and backgrounds who work
together as an identified unit or system. Team members consistently collaborate to
health and health related problems of their clients that are too complex to be solved by
one discipline or many disciplines in sequence. In order to provide care as efficiently as
possible, an IHCT creates formal and informal structures that encourage collaborative
problem solving. Team members determine the team’s mission and common goals;

work interdependently to define and manage health problems; and learn to accept and
capitalize on disciplinary differences, differential power, and overlapping roles.
To accomplish these, they share leadership that is appropriate to the presenting
problem and promote the use of differences for confrontation and collaboration. They
also use differences of opinion and problems to evaluate the team’s work and its
development.
Health workers trained to follow the principles in team work are more responsive to the
needs of the community they serve. The services they provide are more cost effective
and are more satisfied in their career paths and their profession.
The terms team and group are not exactly the same.
A group is a collection of two or more individuals interacting and interdependent, which
has come to achieve a particular objective. It is characterized by frequent
communication among members over time and a size small enough to permit each
member to communicate with all other members on a face to face basis as a result each
group member influences and is influenced by others.
Basically a group is a collection of individuals who come together for a joint effort but
whose outcome relies primarily on individual contribution of its members. On the other
hand a team has members who work collectively in a way it magnifies the group’s
impact, above and beyond that generated only from individual effort. More specifically
we can see differences in the following table
Characteristics of Health Teams
Effective functioning health teams share similar characteristics with other teams and the
following eight basic characteristics are identified:
1. A clear, elevating goal. All members of the team should be able to visualize the
results of gaining the goal. The goal should be challenging and should make a
difference.
2. The team should be driven by the results of their efforts.
3. Competent members; the team should be made up of people who can perform the
roles in which they are functioning.

4. Unified commitment; all members of the team agree on the goal and feel a strong,
urgent, and personal commitment to reach the goal.
5. A collaborative climate; To create a good relation and working environment,
members of a team need to maintain honesty, openness, consistency, competence
and respect.
6. Standards of Excellence: involve standards from many different sources.
7. External Support and Recognition: A team functions much better when it is
recognized for its accomplishments by the greater organization or by the society. It is
important to have ways to provide this recognition.
8. Principled Leadership: The right person in a leadership role can add tremendous
value to any collective effort. Leaders are responsible for sustaining the vision of the
team. They empower the members of the team to enhance their creative and
functioning abilities. They establish trust in their leadership by showing honesty,
openness, consistency and respect. The leader must have high energy and intellect
as well as good social skills to relate to the team members
In general all teams need:
1. Clear roles and accountabilities.
2. An effective communication system.
3. Methods for monitoring individual performance and providing feedback.
4. An emphasis on fact-based judgments.
Advantages of Team Work
There are at least five advantages of teamwork in health care setting, which are listed
below:
1. Improves performance outcomes
Improved performance outcomes are the most important reason to implement team
functions. When the work to be accomplished requires a collective effort (i.e. more
than one person to do it), the best outcomes occur when there is synergistic
teamwork, with each team member contributing to the effort and each team
member’s quality of contribution being improved or enhanced as a result of ideas
and stimulus others bring to the process.

2. Increases employee’s acceptance of responsibility
Teams have the capability of increasing employees’ level of responsibility
acceptance for several reasons. When real responsibility and authority is
transferred to the team, members feel more ownership.
3. Empowers teams
Acceptance of accountability, responsibility and authority increase in a team-based
organization.
Leaders who have shared responsibility with employees in the past can transfer
more responsibility and authority to a team.
4. Frees Managers for other functions
If teams take over responsibilities of the manager in a day to day operation,
managers can focus on long neglected aspects of their jobs such as coaching,
mentoring and teaching employees, or developing long-term plans for their work
area.
5. Creates higher employee satisfaction
When teams have real responsibility and authority, the decisions they make are
theirs. The feelings of increased ownership and control within their work life lead to
higher levels of employee satisfaction
Advantages of having teamwork approach for individuals, managers and
organizations
Individual Advantages Managerial Advantages Organizational
Advantages
Increases self-esteem, self- - More flexibility to do own job - Less affected by staff
actualization - Can concentrate on turnover
- Opportunity to learn new “managing” - Increases productivity
skills - Can draw from a variety of - Better ideas/decisions
- Greater ability to affect perspectives due to work group synergy
decisions - Problems solved at “local” - Increases accountability
- Greater job satisfaction level - Input broader
- Increases autonomy - A way to share the load and perspective, diversity,

- Sharing of knowledge responsibility multidimensional
- Increases peer respect - No longer wasting time - More goal consistency
- Increases creativity - Increases time for - Less expense
- Increases sense of coaching/mentoring - Improves value
belonging - Wealth of experience - Ownership, shared
- Increases feeling of control broadened responsibility
- Improved flexibility - Less confusion andaccountability,
- Increases confidence - Less blaming, we/they collectiveproblem solving
- Increases appreciation of behavior - Increases commitment
other’s efforts - Increases learning - More heads better than
- Moved from I/me concept opportunities one
- Better utilization of skills - Increases creativity - Improves quality
- Give a new perspective - Increases client
- Moved from being a director satisfaction
to a facilitator -Decisions, well through-
- Freedom to concentrate on out
other things -Uniformity
-Able to do more
Members of Health Team

There is no universally applicable composition of a health team. The composition could
be defined by many factors: task to be performed, the nature of the working place,
quality of the expected outcome, availability of particular professionals, etc. The
members of health team include all those working together; e.g. health workers and the
supporting staff: clerks, drivers, and cleaners are all parts of the team. It may also
include a community health worker chosen by the village people. It is important that
their work and contributions be recognized as those of the technical staff. For example,
the Gondar ‘Health Center Team’ comprises of health officers, environmental health,
nurse and laboratory departments.
Development of Health Team

For team development to occur, members need to learn to handle the various feelings
and behaviors in each of the different stages. To help them, the coach needs to make
them aware of the stage they are in and what needs to be done in order to move on.
Another term for team development is team building. High performing teams do not just
spring up ready to go. Teams generally need to pass through several developmental
stages before they become productive or a well-functioning unit.
Team development can be seen in terms of persons’ life span; toddler hood to
childhood to young adulthood to maturity. Things happen at each stage, but it is only at
the maturity stage where performance takes off. Teams move like these stages in a few
months.
 There are five stages of team development
1. Forming
 When a team is forming, members cautiously explore acceptable group behavior.
People’s role change from “individual” to “member”.
 They may change the authority of the leader to coach, but they also tend to be
dependent on them for orientation and direction.
 When a group is just being formed, members generally have these feelings:
 Excitement, anticipation, optimism.
 Pride in being cohesion for the project.
 Tentative initial achievement to the team.
 Anxiety, fear, or even suspicion about the job ahead… and demonstrate these
behaviors.
 Polite, fairly formal interactions with other members.
 Attempt to define the task and decide how it will be accomplished.
 Attempt to figure out what is acceptable group behavior and how to deal with
group problems.
 Make first decisions about what information need to be gathered.

 Discuss concepts and issues.
 Discuss issues not relevant to the task; difficulty in identifying relevant problems.
 Complain about the organization and barriers to the task.

Useful activities/tools the team leader can use to help forming groups are:
 Introduction/inclusion activities.
 Clarify the mission
 Establish ground rules for team behavior.
 Provide any needed training.
2. Storming
 The Storming stage is critical to effective group development, but usually is a difficult
time for the team.
 The task seems harder than they expected. They become impatient and
argumentative.
 They resist collaborating with each other. At the same time, as a result of conflict,
individuals establish their own expertise within the group, they forge ways of working
with one another, and they learn to respect one another’s point of view.
 If the team gets stuck here and does not resolve its interpersonal and role issues, it
will never reach optimal performance.
 At the Storming stage, members generally have these feelings:
 Resistance to the task and to Quality Assurance approaches.
 Varying (though often negative) attitudes about the team, the team members and
the project’s chance of success and demonstrate these behaviors.
 Arguing among members, even when they agree o the real issues.
 Defensiveness, competition, withdrawal.
 Questioning the purpose of the project.
 Unrealistic goal setting; concern about excessive work.
 Useful activities/tools in the Storming phase are:
 Conflict management techniques.
 Clarification/teaching of QA concepts, tools, team dynamics, meeting methods,
and roles
3. Norming
 During this stage, members begin to accept the team, their roles on the team, and
the individuality of fellow members. Conflict is reduced as members become more
cooperative. If the team stalls here, effectiveness may be reduced because of the
members’ new desire to please one another. At this point, the team leader needs to
manage team dynamics-such as balancing participation-and also continue to
provide necessary training and feedback.
 At the Norming stage, members generally have these feelings:

 Acceptance of membership in the team.
 Relief that everything is going to work out…and exhibit these behaviors.
 Commitment to working out differences.
 Giving and receiving feedback constructively.
 More expression of feelings.
 “Playful” interactions.
 Useful activities/tools the team can use in the Norming phase are:
 Continue the fostering of shared responsibility.
 Refocus on the agenda or purpose (when necessary).
 Provide training in QA tools or group process as needed.
4. Performing
 At this stage, the team starts diagnosing and solving problems, and choosing and
implementing changes. Members accept each other’s strengths and weaknesses,
and know what their own roles are. They gain insight into personal and group
processes.
 The coach helps the team to perform more self-evaluation and accept more
leadership responsibilities.
 During the Performing stage, group members generally have these feelings:
 Satisfaction with the team’s progress.
 Trust in one another… and exhibit these behaviors:
 An ability to anticipate group problems and prevent them or to work through them
constructively.
 A willingness to take risks.
 Commitment to process and goals.

 Useful activities/tools for the Performing phase are:
Training in QA tools or concepts as needed.
5. Transforming
 This stage is often called a stage of change and it is added here to reflect the truly
synergistic result of highly performing team. In this stage, functions are loosely
defined with team members moving freely among those responsibilities. There may
be change, such as losing a team member or redefining the teams’ mission.
Roles of Agents in a Health Team The number and type of people or professionals in a
team may depend on the nature of the tasks to be performed and the goals to be achieved.
The members of a team include all those working together. There are about four agents that
have roles in achieving successful teamwork to undertake which are also true for a health
team. These are the institutions, facilitator, team leader and team members. The duties/
activities and responsibilities of each agent are discussed below:
The Institution
The institution is represented by the manager who has set up or empowered the team.
An institution is not actually a member of the team, but has the following responsibilities:
 Remove barriers
 Give permission to training
 Ensure implementation
 Monitor performance and
 Provide long-term support, recognition and rewards.
define leader ship
Leadership theories
There are three leadership theories:
1 Transformational leaders: - lead employees by aligning employee with their goals.
Thus, employees working for transformational leaders start focusing on the
company’s well-being rather than on what is best for them as individual employees.
2 Transactional leaders: - ensure that employees demonstrate the right behaviors
because the leader provides resources in exchange.

3 Servant Leadership: - defines the leader’s role as serving the needs of others.
According to this approach, the primary mission of the leader is to develop
employees and help them reach their goals. Servant leaders put their employees
first, understand their personal needs and desires empower them and help them
develop their careers.
Defining leadership
Leadership defined in different ways.
 Leadership is not domination, but the art of persuading people to work toward a
common goal. Goleman and Daniel,1995.( Transformational L)
 Fiedler and Chemers (1974) defined it as “unequal influence and power relationship”
in which followers accept the leaders’ right to make certain decisions for them.
( Transactional L)
 Holt (1999) leadership is “the process of influencing others to behave in preferred
ways to accomplish organizational objectives.”( servant leader)
 Jago(1982) leadership is the process that uses non coercive influences as a means
of directing and coordinating the activities of the members of a group toward
attaining the group’s objectives.
o Management sciences for health (2006) defines
 Leadership is Enabling Groups to Make Progress in Complex Conditions.
 It is helping groups of people to identify their critical challenges, and mobilizing them
to learn and take effective action.
 Leadership is an activity that takes place at all levels, not a position of authority
 Leadership is a set of practices, behaviors and values that enable work groups and
organizations to face challenges and achieve results.
 Leadership is always exercised in relationship with others, both inside and outside
the organization or the workgroup that is being led.
 The true test of effective leadership is the visible progress towards the realization of
a vision, whether small or large, and the achievement of results that inspire others to
follow.
Yukl (1998) provided one of the most comprehensive definitions of leadership:

 As the process where in an individual members of a group or organization influences
 the interpretation of events,
 the choice of objectives, and strategies,
 the organization of work activities,
 the motivation of people to achieve the objectives,
 the maintenance of cooperative relationships,
 the development of skills, and
 the enlistment of support and cooperation from people outside the group or
organization.
 Yulk definition includes individuals, groups, organizations, goals/objectives,
influences, and acceptance.
It emphasizes
 determining what is to be accomplished by others
 influencing others to contribute to achieving objectives
 For him leadership focuses on what specific individuals or group and/or at the level
of organization or system to be accomplished.
 His definitions also imply that those being led must accept the leader’s role and
influence over them.
 In general Leadership: can be defined as the process in which one engages self
and others to set and achieve a common goal, often an organizationally defined
goal.
 Who is a leader?
 A leader is someone who has a vision, and ability to see it through to reality,
while keeping everyone else concerned on board. A good leader is always ready
to learn and be led.
( Executive Director of a clinical research centre)
 A leader is essentially someone who at a point in time is able to direct or influence
certain types of activities when there is a definite goal that we are working towards.
( Regional Health and Nutrition Advisor for World Vision International )
Leadership at All Levels

 When people think of leaders they often think about highly placed public figures in
governments or organizations that are admired for their extraordinary, and often
charismatic, qualities.
 The assertion, however, is that there are people at all levels in both the public and
private sectors who are leading their teams, large or small, towards the realization
of a specific vision that is important to themselves and to their organizations. We
call these people "managers who lead."
 They are the ones who accept a challenge and are working with their
organizations, programs, departments, or teams to face this challenge, and in
doing so are able to remove obstacles that stand in the way of achieving the vision
and improving organizational results.
 A nurse at a rural health post in Egypt commented on how her views on leadership
have changed: “When we first came to attend the leadership development
meeting, we thought that the clinic director will be the leader, but we realized that
every one of us is a leader.”
 Facing challenges such as high maternal and infant mortality rates, the continuing
effect of poverty on peoples' health, poor quality services, insufficient human
resources, or stressed health workers require people with leadership abilities.
 Organizations need managers who can lead to provide guidance and inspiration to
the teams that have to address those challenges.
 Managers who can lead are critical to achieving sustainable results, adapting to
change, and strengthening their institutions to improve the health of those they
serve.
Six Key Elements of Leading:
1. Honesty and Integrity

Great leaders create an organizational culture built on these two core values and hold
all employees accountable to them. Without honesty and integrity as fundamental
cornerstones of an organization, they will rarely succeed long term. And creating such a

culture starts at the top of the organization. Everyone watches the leader and takes their
cues as to what is acceptable behavior.
Effective leaders must also be trustworthy. They are recognized for always telling the
truth and for practicing the highest standards of ethical conduct. Subordinates believe
them and do not feel that their leader has hidden agendas. Good leaders readily admit
their mistakes. Although difficult to do, this shows they are honest and can be trusted.
Great leaders show they have the best interests of the company in mind rather than
their own personal gain, by making good on their commitments. They hold themselves
accountable for their actions and decisions, and encourage their employees to do
likewise.
Transparency is also important, even when there is bad news to share. Employees
know when things are not going well. Trying to put a positive spin without
acknowledging the organization’s difficulties will cost the leader his or her credibility.
Sharing both the bad and the good creates deeper trust and respect.
2. Outstanding Self Awareness
A leader must understand their own strengths and weaknesses. All of us have faults
and instinctive behaviors that produce unintended results and/or consequences. It is
critical for a leader to really know themselves, admit their shortcomings and ask for their
help in addressing them. This demonstrates humility and humanizes the leader. No one
is perfect and if a leader acts like they are, they will lose credibility and trust. In the
worst case they will be seen as arrogant and intimidating.
Great leaders seek and welcome feedback and dissenting opinions. They encourage
different perspectives and challenge conventional thinking. They create healthy
discussions and debates,but also know when to move the conversations forward. And
they are able to maintain their composure in difficult/stressful situations.
Effective leaders practice servant style leadership, trusting subordinates to do their jobs
and providing them the necessary resources and guidance that allows them to do their
jobs successfully and efficiently. Obviously different situations may require different
management styles. An authoritative style may be necessary in some situations,
especially during a crisis. But more often, a servant leadership style that demonstrates

that leaders are there to help rather than simply telling others what to do, produces far
better results.
Great leaders demonstrate empathy, show humility and genuinely care about others.
Taking time to listen to associates and their ideas, learning something personal about
subordinates and their families and asking for their opinions are wonderful examples of
how to do this well.
Finally, getting 360 degree feedback from your team about your leadership strengths
and weaknesses is essential to creating good self awareness.
3. Vision
Outstanding leaders see the whole picture and do not get too focused on specific tasks
or initiatives. They have deep knowledge of related industries/organizations and are
seen as strategic thinkers. They often have strong networks and consistently identify
important trends early in their life cycle. They are very good at communicating a vision
of the future and getting organizational buy-in. Strong leaders know their target
customers, understand the organization's value proposition and also, its competitive
weaknesses. They focus on enhancing core competencies of the organization and
developing the skills and capabilities that will enhance their value proposition.
They are excellent at establishing clear goals and objectives for the organization, and
for their direct subordinates. Importantly, they are also able to provide clear and
convincing rationale that supports their vision of the future.
4. Courage
To have courage requires confidence. The best leaders are very confident in
themselves and their ideas, which allow them to be decisive. But, they must be able to
exude that confidence without conveying arrogance or intimidation!
Great leaders have the ability to make tough decisions and are willing to take risks,
even when conventional wisdom would dictate otherwise. They must be willing to stand
alone if they believe in their convictions. This is directly related to their visionary skills,
strategic thinking and their self confidence.
They are also able to recognize when they need the expertise or knowledge of others
and are not afraid to admit it.

5. Communication Skills
Great leaders do not have to be great orators or exceptional writers. What is required is
that they are inspirational and persuasive. They can speak and write to the audience’s
level, focusing on the WIFM (“What’s in it for me”). They communicate in a way that
generates buy-in and willing followers. Because if you can’t succeed in doing those two
things, you cannot effectively lead.
Good leaders must always be truthful, even delivering the bad news when appropriate.
But, they generally exude a positive attitude and are seen as optimistic, even in the
most troubling of times.
Even if they do not have a professional background or training in sales, leaders often
exhibit elements of effective selling skills. They have the ability to advance their ideas in
a logical and understandable way to all levels of the organization.
6. Team Builder
Great leaders must have outstanding team building skills. This requires first and
foremost the ability to attract and retain top talent.
Every great leader knows they cannot do it alone and that having the best talent
enhances the opportunity for success. They know they need to build a team with
complementary skill sets and experiences and constantly look to bring in people that
know more than they do (this is because
they are confident).
Importantly, they also understand that a team performs best when its members have
differing personalities and styles, to expand perspectives when problem solving and
avoid getting caught up in “group think.”
A good leader is often more of a facilitator of the team, able to generate healthy
discussions and generate consensus. Great leaders know that if the team believes in,
and is committed to a strategy or plan, the chance of success goes up immensely. The
team becomes passionate about doing what they said they would do. Conversely, when
a team feels that the leader will force them to do what he or she thinks is best,
innovation is lost and there is little passion.

The best leaders are highly organized and trust the team members to do their
respective jobs. The leader becomes a delegator, setting clear expectations and
providing on-going feedback.
Finally, effective leaders regularly and publicly recognize others. They are quick to
accept blame for failures, even when they may have not been directly responsible. And
are just as quick to give others credit for successes rather than themselves.
Characteristics of Effective Leadership

1. Risk taker
An effective leader attempts to bring about great changes. These changes are not
without risks. Facing changes and challenges, as we get older is a part of life. How we
deal with changes and challenges reflects on who we are and how we will grow as a
leader. A strong leader is very creative. They will try new approaches even if it presents
possible failure. Effective leaders recognize that failure is only a temporary setback that
gives a clear understanding of what not to do in the future.
2. Has self control
Strong leaders know that their ability to stay calm, even in the worst of conflicts, is a
character trait that must be nurtured and grown. The effective leader’s mantra is, “When
you lose your temper, you lose.” Stephen Covey pointed out that there is a well-defined
character of those who express self-control. He said, “You have to decide what your
highest priorities are and have the courage – pleasantly, smilingly, non-apologetically –
to say ‘no’ to other things. And the way to do that is by having a bigger ‘yes’ burning
inside. The enemy of the ‘best’ is often the ‘good.”Self-control will determine what is
most important.
3. Caring Individuals
Strong leadership can never take place if those we lead think we do not care. Leaders
should show a caring attitude about the mission of their organization. However, their
concern for each individual team member must take priority over everything else. An
effective leader, who cares, is who maintains eye contact during a conversation.

When a leader cares about those they lead they show behavior that is consistently
acknowledging others.
A effective leader who cares, is one who maintains eye contact during a conversation.
This type of leader asks many questions and listens more than they talk. A caring leader
desires the feedback and opinions of those they lead.
Due to the caring nature of this type of leader they regularly compliment people in public
and private settings. This type of leader also expresses genuine interest in the lives of
those they lead.
4. An effective leader is modest
Self-evaluation is a strong characteristic of an effective leader. A good leader does not
have a problem in being evaluated or receiving criticism. No one enjoys being corrected
but an effective leader sees it for what it is: an opportunity for personal growth.
5. An effective leader is balanced
A good leader does not ignore any area of their personal life. They understand that to
do well they must keep up good health, physically, spiritually, emotionally and mentally.
An effective leader understands that to be a balanced leader it is necessary to:
 Rest and get enough sleep
 Eat a healthy diet
6. An Effective Leader is Resolute
Strong leader must make wise decisions. They must also be willing to listen to wise
counsel. A strong leader is determined and admirably purposeful. There is a strong
character of unwavering determination. The word resolute describes a characteristic of
firmness and determination. This type of person is clear especially in purpose and
belief. A resolute leader can also be characterized by quickness.
7. Motivational
A motivational leader enjoys their task. They are optimistic about their purpose. Change
Requires taking risks, personal growth and challenges.
A motivational leader does not back down from a challenge but is willing to lead the
way as an inspirational leader.
8. A clear communicator

It is important to understand that communication is not solely conversation. A good
Communicator aims to make sure that their message is understood. The skill of
communication is grown upon the skill of listening. Listening is as important as talking.
An effective leader listens more than they talk.
9. An Effective Leader is a Visionary
A leader must be a dreamer. A productive leader is someone who can see into the
future. The challenge for every visionary leader is not to get so far ahead of the team in
what they see that they leave them behind. This behavior causes a team to feel lost and
wondering about the future direction. A visionary is a dreamer but they are also a strong
communicator of their dream.
Effective leadership has certain, basic, visionary, characteristics. The aim of a strong
leader is to translate their “vision” into reality.
10. A sense of Humor
Good leaders take their work seriously. However, they do not mind laughing at
themselves. A healthy leader does not have a problem in finding humor in their
mistakes or blunders. A productive leader knows that laughter is good for the soul. A
humorous person can lead a team even through the most challenging times.
11. An Effective Leader is Ethical
A strong leader has a strong moral base. There is no question about their character.
What you see is what you get. There is nothing more defeatist than a dishonest or lying
leader. A strong leader has strong convictions. Ethical living and leadership will take
courage and conviction. It means doing the right thing, even when the right thing isn’t
popular or easy to accomplish. When a leader makes decisions based on core values,
then it makes a clear statement that they cannot be bought. The effective ethical leader
leads by example. Being an effective leader is not easy. However, it is necessary for the
success of any organization or team. Dedication is key. Being able to convey
commitment to a clear purpose and cause is essential. The strong leader will
communicate the “cause” as often as possible.
Real dedication is fueled by the passion of the cause. If there is no passion then there is
no motivation for the cause. Every successful team needs an EFFECTIVE LEADER! All

leaders should ask a simple question of themselves, “Am I being an effective leader?”
This question can be answered by considering these 12 characteristics of an effective
leader
Differences between leadership and management
Nor is leadership necessarily better than management or a replacement for it;
Leadership and management have different functions and activities, both necessary for
success in an increasingly complex setting.
Not everyone has the ability to both lead and manage equally well; some people are
excellent managers but not good leaders. Others have a great capacity for leadership
but cannot be successful as executives because they are not skilled or effective
managers.
Smart organizations value both leadership and management and encourage personnel
to develop their skills in both areas.
People who are good managers are able to develop a sound plan and make sure that it
will be carried out by competent personnel who will have access to the needed
resources.
 Managers are skilled in using the major management practices:

 Planning, organizing, leading controlling and monitoring, and evaluating.
 On the other hand, people who are good leaders are able to develop a convincing
vision that is ultimately shared with everyone.
 They can focus organizational efforts on achieving that vision, come together
people around the vision, and keep them moving in the right direction. Such leaders
inspire and encourage staff to overcome obstacles that obscure the vision.
 Successful organizations should have both good leadership to move toward a
better future and good management to make sure that current operations run
smoothly, efficiently, and produce the intended results.
 That is why we advocate the notion of "managers who lead," to make sure that
both areas are covered.
Five management functions
Effective managers carry out five essential management practices:
1. Planning
2. Organizing

3. Leading
4. Controlling
5. Monitoring and Evaluation.
1. Planning
 It is the process of establishing goals and a suitable course of action to achieve
the goals.
 Helps to deal with the present and anticipate the future.
 It involves what to do, how to do and when to do
 Planning is a primary management function. Why?

Because:
• Through planning managers clearly put and outline exactly what organizations must
do to be successful.
2. Organizing
 Creates a mechanism to put plans into action. How?
 Through Assigning the tasks developed during planning to individuals/groups within

the organization.
 Is the process of arranging and allocating work, authority and resources among
organization members to achieve goals.
 It involves establishing authority & responsibility relationships; division of work,

job design, coordination, information and feedback systems in the organization.
Organize: Managers who lead makes sure that sufficient resource are available to
implement the planned activities, and that the necessary structures, systems, and
processes exist and run smoothly to facilitate the work.
3. Leading
• Primarily concerned with people in the organization.
 It is the process of directing and influencing the task-related activities of group

members or an entire organization.

 The process of guiding the activities of organization members in appropriate
direction.
4. Controlling
• The process of ensuring the actual activities in relation to planned activities.
A function for which managers:
 Establish standards of performance
 Gather information and Measure current performance
 Compare performance with standard
 Taking corrective action
 Rewarding
5. Monitoring and evaluation

Monitoring is the regular observation and recording of activities. Controlling is ensuring
that work has been accomplished according to plan. If your monitoring and control
activities indicate that you aren’t being very effective then you may have to change the
way that you are working or ask for extra help from your supervisors.
Leading Vs Managing
 Leading: means enabling others to face challenges, achieve results, and create the
positive future that people envision.
 Managing:-
means ensuring that sound strategies and approaches are in place and resources ar
e used effectively.

Self-Check -1 Written Test
Directions: Answer all the questions listed below. Use the Answer sheet provided in
the next page:
Multiple choose
1. Which one of the following stage of team is starts diagnosing and solving problems
and choosing and implementing changes?
A. Performing
B. Storming
C. Performing
D. Forming
2. Which of the following is Organizational Advantages of teams?
A. Increases self-esteem
B. self-actualization
C. Opportunity to learn new skills
D. Less affected by staff turnover

3. _____is a small number of consistent people committed to a relevant shared
purpose, with common performance goals.
A. Group
B. Team
C. Leader
D. Management
4. Which of the following is the Characteristics of Health Teams?
A. clear and elevating goal
B. Competent members
C. Unified commitment
D. All of the above
Note: Satisfactory rating - 3 points Unsatisfactory - below 3 points
You can ask you teacher for the copy of the correct answers.
Answer Sheet
Score = ___________
1. ______
2. ______ Rating: ____________
3. ______
4. ______

Name: _________________________ Date: _______________
Identifying and implementing learning and development

Information Sheet- 2
needs
Content -2
Identifying and implementing learning and development needs
 Identifying learning and development (L&D) needs involves the assessment of

employee capabilities alongside an understanding of current or anticipated gaps in
knowledge or skills.
 This analysis can be conducted at the individual, team or organizational level. In any
case, the outcomes can identify the appropriate learning provisions required to
enable sustained business performance and should be closely aligned to the overall
organization strategy.

 This factsheet examines the basics of identifying L&D needs, including guidance on
how to conduct a capability analysis and suggested methods for collecting and
making use of the data.
 It also provides insight for those operating in smaller organizations into addressing
their particular challenges in identifying learning and development needs.
Self-Check 2 Written Test
Directions: Answer all the questions listed below.

1. Define what learning development needs is.
2. What do people are doing when they are not responsible?
3. What is the importance of allocating duties and responsibilities?

Note: Satisfactory rating - 4 points and above Unsatisfactory - below 3 points
You can ask your teacher for the copy of the correct answers.
Name: _________________________ Date: _______________
Information Sheet- 3 Developing and implementing learning plan

Content -3
In order to develop a learning plan with a learner you will first need to identify their
learning needs. From these needs you will be able to formulate learning goals and
develop a plan to meet these goals. The learning plan should contain details on what
will be learned, how it will be learned, by when, what criteria will be used to evaluate the
learning and how the learning validated. a learning plan is best prepared by the learner
with the guidance and support of the mentor or facilitator.
Steps to develop learning plan.
The following steps will assist you to develop a learning plan with a learner.

1. Assessment of learning needs.
This is my include analysis of:
 learner’s value
 skills
 strength and weakness
 preferred learning style
 Suitability of learners work situation as a work based learning environment (is there
is a quiet place to read /write /consider? are study leave provisions available? is
management supportive of work based learning?
 A learning and development plan acts as a road map for employees and helps to
support their career and personal development. ... The plans can be used to
manage performance and demonstrates to staff that their employer is keen to invest
both time and resources in their career development.
2. identification of learning goals
It is important to identify learning objectives both from a learners perspective and

from an organizational perspective,. Those learners who are undertaking learning
as part of a process initiated by their organization may well have different needs
and motivations to those learners who have elected or volunteered to undertake
further learning. Once established learning goals can be reviewed against the
learning outcomes of the module s in this resource. This will assist the selection
of appropriate modules.
3. Identify learning resources, support and strategies. Evaluate the availability of the
following resources and the learner’s confidence in accessing them.
 People (facilitator, other learners, mentors, supervisors etc.)
 resources(e.g. text/library)
 technology (e.g. phones, internets,/e-email, video conferencing)

4. Specify what constitutes evidence of learning how will you and the learner know that
learning has occurred? Assessment of learning could include a portfolio , case notes
, role play and case studies .
5. specify target dates
Specify dates for progress reviews and for module / task completion. Agree on
how this will occur.
Mode of contact could include
 telephone call
 review of progress
 E-mail
 group teleconference (e.g. with other learners )
 face-to-face meetings
Multiple choose
1. Which of the following thing is considered during assessment of develop learning
plan?
A. learner’s value
B. skills
C. strength and weakness

D. preferred learning style
E. All
Short answer
2. List out Steps to develop learning plan.
Note: Satisfactory rating - 3 points Unsatisfactory - below 3 points
You can ask you teacher for the copy of the correct answers.
Answer Sheet
Score = ___________
1. ______
2. ______ Rating: ____________
_______
_______

_______
______
Name: _________________________ Date: _______________
Information Sheet- 4 Encouraging Individuals to self-evaluate

performance Content -4
To perform well, employees need to know what is expected of them. The starting point
is an upto-date job description that describes the essential functions, tasks, and
responsibilities of the job. It also outlines the general areas of knowledge and skills
required of the employee an employee to be successful in the job. Performance

expectations go beyond the job description. When you think about high quality on-the-
job performance, you are really thinking about a range of expected job outcomes, such
as
 What goods and services should the job produce?
 What impact should the work have on the organization?
 How do you expect the employee to act with clients, colleagues, and
supervisors?
 What are the organizational values the employee must demonstrate?
 What are the processes, methods, or means the employee is expected to use?
A successful team uses the individual skills and abilities of its members to work towards
the achievement of goals and to establish its own identity. This is called synergy.
However, being in a team does not mean that individuality is suppressed. The
contributions of each member of the team should be acknowledged and appreciated.
Each member of the team should also recognize and value their own individual
contribution to the identity and performance of the team. Team members should be
encouraged to think about what they are contributing – to self-assess their own input.
After you work through each section of this topic you will find a self-assessment
checklist. This is a time to pause and consider what you have learnt and ask yourself a
series of questions to check whether you have understood the main points.
Name: _________________________ Date: _______________

1. What do we mean performance expectation?
2. Define synergy
3. List identification of learning goals
4. Write assessment of learning needs
5. Write steps to develop a learning plan
Note: Satisfactory rating - 6 points and above Unsatisfactory - below 5points

Information Sheet-5 Identifying areas for improvement
Content-5
Identifying areas for improvement
Potential areas for improvement are identified through a proactive analysis to determine
areas that could address process performance shortfalls. Causal Analysis and
Resolution processes can be used to diagnose and resolve root causes. The output
from this activity is used to evaluate and prioritize potential improvements, and can
result in either incremental or innovative improvement suggestions as described in
specific goal.
Example Work Products Potential areas for improvement
Sub practices
1. Identify potential improvement areas based on the analysis of process performance
shortfalls. Performance shortfalls include not meeting productivity, cycle time, or
customer satisfaction objectives. Examples of areas to consider for improvement
include product technology, process technology, staffing and staff development,
team structures, supplier selection and management, and other organizational
infrastructures.
2. Document the rationale for the potential improvement areas, including references to
applicable business objectives and process performance data.
3. Document anticipated costs and benefits associated with addressing potential
improvement areas.
4. Communicate the set of potential improvement areas for further evaluation,
prioritization, and use.

Self-Check -5 Written Test
Name: _________________________ Date: _______________

1. What is the area for improvement ?
Note: Satisfactory rating - 2 points and above Unsatisfactory - below 1 points
Answer sheet
1. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Collecting feedback on performance of team members
Information Sheet-6
Content-6
Collecting feedback on performance of team members
Everyone – even the most accomplished leaders – has strengths and areas for
improvement. When I talked to organizational consultant Ed Poole about professionals
who rise quickly, he warned me of the danger of being “unconsciously incompetent,”
meaning you don’t know what you don’t know. You can avoid this by putting yourself in
a position to objectively evaluate your performance. This is easier said than done. In
fact, getting honest, helpful feedback from people with whom you have personal
relationships can be extremely difficult. This is because individuals who like us want to
be supportive and are also afraid of hurting our feelings.
The only way you will get feedback you can use is to be very strategic in asking the right
question in the forums and to develop a reputation as someone who takes constructive
criticism well.
Providing regular feedback to the student regarding his or her work with you is the most
powerful teaching tool you have. It is also the area most commonly cited as lacking
when students and residents evaluate medical faculty.
Quite simply, feedback is the sharing of information about the student's performance.
Positive feedback serves to sustain behavior that is appropriate and effective. Negative
or corrective feedback serves to change behavior that is inappropriate or ineffective.
Thus, the student should receive a mixture of positive and corrective feedback. The
feedback should be specific enough that the student understands which behaviors are
appropriate and which ones need to be changed. General comments such as "you're
doing a really super job!" may be pleasant to give, but do little in the way of teaching.
Feedback is most meaningful when it is based on solid data obtained while observing or
interacting with the student. This teaching skill quickly becomes easier with deliberate
practice. An experienced preceptor who has worked on developing this skill can
incorporate feedback comfortably and quickly into regular interactions with a student.
Definition
Feedback is giving specific information about a person's current behavior in order to
help him/her either continue the behavior or modify the behavior.
Purposes
Provides a basis for maintaining or improving performance
Provides a forum for assessing need and planning additional experiences
Timing and Setting
Most useful immediately following the experience
Process established during orientation

Brief, in-route encounters
 Characteristics of Effective Feedback
 It is specific and performance based.
 It is descriptive, not labeling.
 It focuses on the behavior, not the learner.
 It is based on observations, repeated if possible.
 It begins with "I" statements.
 It balances negative and positive comments.
 It is well-timed.
 It is anchored to common goals (for example, the learner’s learning or quality patient
care).
 It provides for two-way communication, soliciting, and considering the receiver’s
input.
 It is brief. (Be alert to signs of resistance).
 It is based on trust, honesty, and concern.
 It is private, particularly if it is negative.
 It is part of your regular teaching process, not an exception to the norm.
 It provides for follow-up.
Guidelines for Giving Constructive Feedback
All comments should be based upon observable behavior and not assumed motives or
intents.
Positive comments should be made first in order to give the student confidence and
gain his/her attention.
Language should be descriptive of specific behaviors rather than general comments
indicating value judgments.
Feedback should emphasize the sharing of information. There should be opportunities
for both parties to contribute.
Feedback should not be so detailed and broad so as to "overload" the student.
Feedback should deal with the behaviors the student can control and change.
Feedback requires the ability to tolerate a feeling of discomfort.

Following are some suggestions for approaching superiors, subordinates, and
clients/mentors:
Asking Your Superiors
The annual or bi-annual performance review is a great place to begin. Print out your
last review and look at the goals and/or action steps outlined. Then, set up a meeting
with your boss and anyone else who supervises your work on a regular basis.
The goal of these meetings should be soliciting concrete feedback on your progress,
and while they’re occurring, try to maintain a good balance between listening to what
your superior has to say and playing an active role in the conversation.
Don’t be afraid to ask specific questions about any feedback you receive so that you
know how to proceed. Once the cycle is complete, your managers might be perfectly
happy to forget about your performance until the next official review period. Don’t let
them. Be proactive about setting up follow up meetings to review your progress,
address potential problems, and incorporate new responsibilities and priorities.
When it comes time for your next official review, make sure your boss gives it to you.
This may sound silly, but you’d be surprised how many organizations de-emphasize the
importance of the official review. Remember, though, that it’s your right to request a
timely appraisal. Think of the official review as an opportunity to sell your manager on
your value to the company as well as collect up-to-date feedback on your performance.
To prepare, think about successful projects that demonstrate how you’ve improved in
previously identified weak areas. Also, brainstorm concrete examples that illustrate
outstanding work, and practice communicating them so they’re on the tip of your
tongue. Beware of asking for superior feedback too often, for if you are in your boss’ office
every ten minutes asking for reassurance on the most mundane task, he may begin to perceive
you as needy and irritating. It’s a fine line between appearing eager to learn and be guided and
becoming the person your manager dreads seeing in the hall

Multiple choose
1. _____ is giving specific information about a person's current behavior in order to

help him/her either continue the behavior or modify the behavior.
A. Feedback
B. Purposes
C. Timing
D. Setting
2. Which of the following is the Characteristics of Effective Feedback?
A. Well-timed.
B. performance based
C. It is descriptive
D. All
Answer sheet
1. _____
2. _____
Note: Satisfactory rating – 2 points and above Unsatisfactory - below 1 points
Name ___________________________ date ___________________
Reference

1. Bradley, J. H., & Frederic, J. H. (1997). The effect of personality type on team performance.
Journal of Management Development, 16(5), p. 337-353. Critchley, B., & Case, D. (1986).
2. Teambuilding – At what price and at whose cost? In A.Mumford (Ed.) Handbook of
Management Development. Gower Publishing Company Limited, University Press
Cambridge Fisher, S. G., Hunter, T. A., & Macrosson, W. D. K. (1997).
3. Team or group? Managers' perceptions of the differences. Journal of Managerial Psychology,
12(4), 232-242. Flynn, G. (1997).
4. How do you know if your work teams work? Workforce, 76 (5), May p. 7 Francis, D., &
Young, D. (1979).
5. Improving Work Groups. San Diego, California: University Associates. Harris, P. R., &
Harris, K. G. (1996).
6. Managing effectively through teams. Team Performance Management: An International
Journal, 2(3), 23-36. Johnson, D. W., & Johnson, R. T. (1995).
7. Social Interdependence - Cooperative Learning in Education. In B. Bunker & J. Z. Rubin
(Eds.), Conflict, Cooperation, and Justice (pp. 205-251). San Francisco: JosseyBass
Publishers. Johnson, D. W., & Johnson, R. T. (1999).
8. Learning Together and Alone: Cooperative, competitive, and individualistic learning ( 5th
ed.). Needham Heights: Massachusetts: Allyn and Bacon. Johnson, P. R., Heimann, V. L., &
O'Neill, K. (2000). The wolf pack: team dynamics for the 21st century. Journal of Workplace
Learning: Employee Counseling Today, 12(4), 159-164. Kets De Vries, M.F.R. (1999) High-
performance teams: Lessons from the Pygmies.
9. Organizational Dynamics, Winter, p. 66-77. Luca, J., & Tarricone, P. (2001). Does emotional
intelligence affect successful teamwork? Proceedings of the 18th Annual Conference of the
Australasian Society for developing e-learning environments that support knowledge
construction in higher education.
10. Presented at the 2nd International We-B Conference, p. 407 – 416. Perth, Western Australia. Parker, G. M.
(1990). Team Players and Teamwork. San Francisco, CA: Jossey-Bass. Scarnati, J. T. (2001). On becoming a
team player. Team Performance Management: An International Journal, 7(1/2), 5-10. Smith, K. (1996).
Prepared By
N Education LEVE Regio Phaone
Name College Email
o al L n Number

Backgroun
d
1 oromi Nagelle [email protected] 092179872
Debisa Taressa Pharmacy B a HSC om 8
oromi Nagelle 093067505
2 Tamene Galchu Pharmacy B a HSC [email protected] 5
3 Soma 091048018
Ebrahim Dawud Pharmacy A li Jigjiga HSC [email protected] 6
Alemseged 091373979
4 Workneh Pharmacy A Harari Harar HSC [email protected] 2
5 Habtamu BGR 091750409
Tarekegn Pharmacy B S Pawi HSC [email protected] 4


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Pharmacy Level III

Learning Guide #46

LO1. Provide team leadership

Pharmacy Level III Vision :01 Sep. 2019: Page 1 of 43

1. Read the specific objectives of this Learning Guide.

2. Follow the instructions described below

3. Read the information written in the information “Sheets respectively.

4. Accomplish the “Self-checks respectively

5. If you earned a satisfactory evaluation from the “Self-check” proceed .

Pharmacy Level III Vision :01 Sep. 2019: Page 2 of 43

1.1. Definitions of Team

A team is a small number of consistent people committed to a relevant shared

2. Executive or Management Leadership teams and

3. Ad-hock teams. Type of health team

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Members of Health Team

Pharmacy Level III Vision :01 Sep. 2019: Page 8 of 43

 Pride in being cohesion for the project.

 Tentative initial achievement to the team.

 Polite, fairly formal interactions with other members.

 Attempt to define the task and decide how it will be accomplished.

 Make first decisions about what information need to be gathered.

Pharmacy Level III Vision :01 Sep. 2019: Page 9 of 43

 Complain about the organization and barriers to the task.

Pharmacy Level III Vision :01 Sep. 2019: Page 10 of 43

 Relief that everything is going to work out…and exhibit these behaviors.

 Commitment to working out differences.

 Giving and receiving feedback constructively.

 More expression of feelings.

 Continue the fostering of shared responsibility.

 Refocus on the agenda or purpose (when necessary).

 Provide training in QA tools or group process as needed.

 Trust in one another… and exhibit these behaviors:

 A willingness to take risks.

 Commitment to process and goals.

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Yukl (1998) provided one of the most comprehensive definitions of leadership:

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Six Key Elements of Leading:

1. Honesty and Integrity

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Characteristics of Effective Leadership

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 Managers are skilled in using the major management practices:

Pharmacy Level III Vision :01 Sep. 2019: Page 22 of 43

 Helps to deal with the present and anticipate the future.

 It involves what to do, how to do and when to do

 Planning is a primary management function. Why?

Name: ___________ Date: _

Name: ___________ Date: _

Name: ___________ Date: _

Name: ___________ Date: _

Name _________ date _