1

2
Climate Setting
Greeting
Name
Educational status & position
Experience regarding to the
topic

3
Expectations
Ground rule/norms

4
5
Daily Reporters and Energizer
Team

6
Class mangers
facilitate the overall training
program

Training program

7
 Ginbot 28, 2007 Ginbot 29, 2007 Ginbot 30, 2007

Climate setting Steps to succeed  Session Four: the

Morning 2፡30፡4:30 Session one: Basic in leadership roles of a leader in a
concepts of leadership. Levels of Change and
Leadership meaning
leadership performance
Management systems.
4:30፡5፡00 Tea break

5:00-6:30 Leadership Session Three: Leadership and

meaning Qualities and skills performance
continued… of transformational management
Leadership models leaders activities

6፡30-8፡00 Lunch break

Leadership roles in
Afternoon 8፡00-9:30 Leadership and Team building planning processes.
management

9፡30:10፡00 Tea break

 Session Two: Team building Leadership roles in

10:00-11:30 Leadership continued… planning processes.
development Concluding Remarks
Training Methodology
 Facilitation
 Reflection

 Self assessment checklists

 Video lesson

9
Therefore we are expected to
be open, free, active
participant and honest in all
training sessions.

10
General Objective
The general objective of this
training program is to enable
participants develop their
leadership skills and knowledge.

11
The course specifically
will help participants to:
Appreciate different leadership
theories, definitions and identify
their common elements.
Differentiate leadership and
management.
12
Explain the different components
of transformational Leadership
style.
Grasp the Practices of
transformational leaders
Identify leadership skills and
competences

13
Explain the roles of
transformational Leader in a
change process and in
performance management
systems

14
 Introduction
Among all the ideas and writings
about leadership, three aspects
stand out – people, influence
and goals.
There has been growing interest
on the issue of leadership among
the public, the organizations,
and academic institutions
15
Most organizations now realize
that they must embark on
searching and understanding
leadership. The reason behind is:
The concern of performance

16
Look at any great team or
organization and you see great
leadership.
Leadership drives everything
else.
Winning sports teams provide
good examples.
17
And numerous examples exist in
the public, private, and non-profit
sectors.
Our Regional Parliament has
approved a Growth and
Transformation Plan.

18
The key to achieving the goals of
this plan is to put in place a
leadership that truly believes in
and supports the plan.
Therefore, capacity building for
leaders at different level is
indispensible.
19
SESSION ONE: BASIC CONCEPTS OF LEADERSHIP

Session objectives
On completion of this session, participants will
be able to:
Define what leadership means.
Describe the features of varies leadership
theories.
Discuses the benefits and limitations of different
leadership styles.
Explain the factors that differentiate leadership
from management.
20
Definition of Leadership
Reflection- 1 Do the following in
groups.
Time: 10 minutes
Instruction: Be in small group at your
place and exchange ideas.
How do you define Leadership?
Mention two/three people that you
consider as best leader

21
 Definition of Leadership
Leadership can be defined in a
number of ways, for example:
In terms of personal qualities &
characteristics.
By the kind of leadership style
that person should adopt whether
or not it would be successful
In terms of different Function of
Leadership.

There is no one single

definitions of leadership.

23
" Leadership is the process of
influencing the activities of an
organized group toward goal
achievement “
(Rauch and Behling, 1984)

24
" Leadership is a process to
influence, motivate, and enable
others to contribute toward the
effectiveness and success of the
organization”
(Stamford, CT: JAI, 1999)

25
" Leadership is a process
whereby an individual influences
a group of individuals to achieve
a common goal”
(Peter Northouse, 2001)

26
Reflection- 2 Do the following in
groups.
Time: 15 minutes
Instruction: Be in small group at your
place and discuses on the following question
and present your point to the plenary.

List some common elements from the

above or from your definition of leadership.
27
The following components can be
identified as central to the
phenomenon.
(a) Leadership is a process
(b)Leadership involves influence

28
 (c) Leadership involves in a
group context
(in leadership exercise there are
the Leader, the follower and
situation)
(d) leadership involves goal
attainment
29
Hence, we can take Leadership
as process of influencing,
inspiring and working with and
through people to accomplish
organizational goals
(Peter Northouse, 2001)
Common goal
30
 Leadership Theories
Researchers have developed a
number of leadership theories.
Trait theories – What type of
person makes a good leader?
Basically what the trait theory is –
people are born with certain
traits that make them a good
leader. 31
Trait theories promoted the idea
that leadership is an innate quality
that you either have or don't
have.
Determine specific traits that
differentiate leaders from followers.

32
Empathy, assertiveness, good
decision making, enthusiasm,
ability to see opportunities,
communication etc.
However, over the years this
theory has lost some credence.

33
Cont’d
Behavioral theories – What
does a good leader do? Focus on
how leaders behave.
The following styles are generally
identified under this theory

34
 a)The Autocratic Leadership
style:
keep the decision-making Power
to themselves, control responsibility.
Decisions made quickly as there is
no need to have a long consultation

35
This kind of decision making is
not going to be popular for the
long-term.
It can de-skill the workforce,
making them disheartened and
too reliant on the leader

36
b)The Democratic Leadership style:
Democratic leaders share the decision-
making – as well as the resulting
responsibility.
Team members are often more
dedicated to their work.

37
Since feedback is given and
received continually, in the long-
term, decision-making is improved.
However, since everyone is involved
in the decision-making process,
decision can take a long time to
make.

38
c)The bureaucratic leadership
style:
The focus for the leader is on
making certain that employees
follow the rules with
consistency.

39
Employees are rewarded for
being able to follow the rules
and producing consistently
rather than for innovation

40
It is also a good choice when work
is repetitive but must be done the
exact same way each time.
Over time it can de-humanize and
discourage the work force. You
can also end up without a well –
skilled work force.
41
d)The charismatic leadership style
Based on the leader’s ability to inspire
and influence the actions of others.
They do so through commitment to a
vision and communicating to their
team.

42
This type of leadership is
excellent for encouraging creativity
and forward- thinking decision
making.
The charismatic leader has to
invest a great deal of time in
fostering his relationship with the
team
43
Reflection- 3 Do the following in groups.
Time: 20 minutes
Instruction: Be in small group at your place
and discuses on the following question and
present your point to the plenary.
Which leadership style are you
applying now in your work setting?

Are you aware of using the style? what

criteria influence that decision?.

Which leadership style is the best?

Why? 44
Contingency theories – How
does the situation influence
good leadership
These theories try to predict
which leadership style is best in
which circumstance.

45
Tannenbaum and Schmidt
(1958). They suggest that an
appropriate style will be
contingent on four variables
The leader – his or her
personality and Preferred style.

46
The led -the needs, attitudes &
skills of the subordinates or
colleagues.
The task- the requirements and
goals of the job to be done.
The context- the organizational
values.
47
Tannenbaum and Schmidt (1958).
Leadership model

48
Telling: Leader decides on
course of action and announces it.
 High task, low relationship.

Selling: Leader decides on

course of action and sells it.
 High task, high relationship

49
Participating: Leader involves
followers in the decision making
process.
 High relationship, low task.

Delegating: Leader allows

followers to decide/implement.
 Low relationship, low task.

50
LEADERSHIP STYLE ASSESSMENT
CHECKLIST

Self ASSESSMENT

Score Interprtation

51
Transformational leadership
Components of transformational
leadership:
Charismatic leadership
Inspirational Motivation
Intellectual Stimulation
Individual Consideration
52
Charismatic leadership
Transformational leaders are
exemplary and considered as role
models by their followers.
Followers gave respect
admiration to the
transformational leaders.
53
These leaders are visionary,
they have a clear sense of
purpose and they are risk takers.
They consider the moral and
ethical values of the employees

54
Inspirational Motivation
Transformational leaders behave in
ways that motivate others, and
generate enthusiasm.
These leaders talk optimistically.
They clearly communicate
expectations and demonstrate
commitment to goals
55
They articulate a vision and
communicate that vision to the
followers to make them part of the
vision.

56
Intellectual Stimulation
Intellectual stimulating leaders
challenge the status quo by
questioning assumptions, and
approaching old situation in new
ways.

57
Followers under this leadership
are encouraged to try new
approaches and to be creative.
Transformational leaders actively
search for new ideas and new ways
of doing business.

58
Individual Consideration
Individual considerate leaders
gave individual consideration and
spent time to teach and coach
followers needed for growth and
achievement of common goal

59
These leaders understand their
followers’ strengths and
weaknesses while they provide
coaching and mentoring.

60
Leadership vs Management
Reflection 4
Is there a difference between
management and leadership?

If Yes, What is the difference? If No,

why?

What do you think your organization

needs, a leader or a manager?
61
Leadership vs Management
Healthy organizations are the
results of effective leadership
and good management.
Leadership theorists say that
“all leaders can be managers but
not vice versa.

62
On the other hand, management
theorists put their own statement in the
opposite way.
Others see leadership and
management from the view points of
different activities.

63
This means, one person can be a
leader and manager at the same
time depending on the nature of
activity
Organizations need both leaders
and managers, but the reality is
managers dominate most
organizations.
64
Here is a quick list that highlights
some of the differences between
leadership and management

65
Managers Leaders
Administer Innovate
Seek to maintain the Develop it
environment
Rely on control Inspires trust
Focus on the process and Focus on the people behind
systems the processes and systems.

Are short-term thinkers Have a much longer term

perspective.

66
Managers Leaders

Routinely ask: How and Ask: What and Why

When
Push Pull
Command Communicate
Do things right Do the right things
Have their own eyes on Have their own eyes on
the bottom line the horizon
Accepts the status quo Challenges it
03/25/23 06:41 AM 67
Leadership vs management
self assessment test
Self test answers

68
Session Two Leadership
development
Session objectives
On completion of this session, participants
will be able to:
Describe how leaders are made through a
process.
Explain the different levels of individual
development in a leadership ladder.
Identify the steps of leadership practice
and development.
69
Leadership Development
Reflection 5
Are Leaders born or made?

video lesson

70
Leadership development is the
expansion of a person’s capacity
to be effective in leadership roles.
Leadership competency doesn’t
come naturally, but are acquired
through continual work and
study.
71
Three components, in particular,
should be part of your plan for
personal leadership development:
a. Leadership learning: Can
be achieved through reading,
attending college or university
courses, or training
72
b. Leadership experience. These
experiences fall into five categories:
Job transitions
Creating change
Taking on a high level of
responsibility
Dealing with obstacles.
73
C. Developmental
relationship.
Activities like:-
Coaching and mentoring,
action learning
360-degree feedback.

74
Coaching Involves practical, goal-
focused forms of one-on- one
learning and, ideally, behavioral
change (Hall, 1999).

75
Mentoring Is typically defined as a
committed, long-term relationship
in which a senior person supports
the personal and professional
development of a junior person

76
Action learning Is a set of
organization development
practices in which important real-
time organizational problems are
tackled

77
360-degree feedback. This is
perhaps the most remarkable
trend in the field of leader
development over the past 20
years has been the popularity
and growth of 360- degree
feedback.
78
 Steps to succeed in
leadership
Step 1: Think the Talk
Our thoughts guide our words,
Our words guide our actions,
Our actions guide our habits,
Our habits guide our character
(personality),
Our character guides our life!
Attitude of a leader
79
Step 2: Talk the Talk
Look like a leader, and
communicate our Vision & Goals!
Mean what you Say and Clearly
Articulate your Thoughts
Use Action-oriented Words!

80
Step 3: Walk the Talk
Live by a Code of Conduct – Based
Upon Honesty, Respect, and
Integrity!
Develop and Implement a
performance-based culture!
Recognize & Reward Outstanding
Performance!
81
Step 4: Execute Performance
Plans
Pay attention to both the Big
Picture & the critical details!
Do what you said you were going
to do!
Meet or exceed your performance-
based requirements.
82
Step 5: Build Leaders at Every
Level
Provide Leadership
opportunities for all team
members!
Create and implement Individual
Professional Leadership
Development Plans!
83
Develop Succession Plans and
Provide Leadership Training.

84
Step 6: Achieve Excellence
“To achieve excellence with
integrity, you must care more than
others think is wise, risk more than
others think is safe, & do more
than others believe is
possible!.”
- Gregory A. Garrett
85
Levels of Leadership

The process of leadership is

long, complicated.
Leadership potential can be
increased by understanding
and accepting the five levels of
leadership
86
Level One – Leadership From
Position
At this level, people follow you
because they have to.
Your ability to lead people is totally
geared to your position
Your security with the company is
based on title and position, not
talent 87
To be an effective leader at this
level, know your job, be prepared
to accept responsibility, assess
the strengths and short comings
of your people
every successful leader must pass
through this doorway
88
Level Two – Leadership from
Respect
At this level of leadership, people
follow you because they want to
People see you as a professional
partner.
To be effective at the respect level,
possess a genuine concern for
your people.
89
Level Three – Leadership from
Results
People follow you because of what
you have done for the
company.
People admire you for your
accomplishments.

90
To be an effective leader at this
level,
Develop accountability for
results, beginning with yourself and
ending with your people

corporate lesson
91
Level Four – Leadership from
People Development
People follow you because of what
you have done for them
People are loyal to you because
they see first hand personal
growth opportunities.

92
To be effective at this level, place a
priority on developing people.
Focus your attention on the fact
that people are your most
valuable asset

93
Level Five – Leadership from
Mentorship
People follow you because they
respect you
People seek you out after you have
left the company because you
have left a permanent mark on
the organization and the
employees. 94
It is important to keep in mind that
the higher you go up the
leadership scale, the longer it
takes to accomplish results, the
higher the commitment will be.

95
Group exercise
In a group discuses and Explain
where you are.

Support your explanation with

examples from your experience.
And Share to the large group
96
Session Three: Transformational
Leadership Skills and Qualities
Session objectives
On completion of this session, participants will be
able to:
Explain the different leadership skills and.
qualities that a good leader need to have.
familiar about team building processes.
Explain coaching and mentoring.
Discuses common mistakes in leadership
practices.

97
Leading yourself
One of the competencies that
leaders need to develop in order to
be effective leader is leading
yourself. To lead others firstly, we
have to lead ourselves as (Adair,
1986)

98
Competencies required in this
regard are the basic one.
Covey indicated the four
intelligences that are important for
personal leadership development
which other competencies rely on.
(The 8th Habit).
99
The teaching is, that if you develop
each of the intelligences (IQ, EQ, PQ
and SQ), then you will be more
influential and successful.

100
Integrity
It refers to having strong internal guiding
principles that one does not compromise.

Many specialist in the area believe that solid

senses of right and wrong and strong
guiding principles are the most essential
and basic of all leadership skills or
characteristics.
101
Motivating
It's part of the leader’s job to show
appreciation for people’s contribution
and to create a culture of celebration.
Encouragement is curiously serious
business.
Motivation Self Assessment
Score interpretation

102
Vision/strategy
A leader must have a clear idea where
his or her organization and unit are
going beyond this month’s results or
this year’s budget. Where is it going in
the long term? And need to refer
frequently to the vision, mission, and
values of the organization in their
communications with others. 103
Communication
The chief complaint of employees in
every organization is “lack of
communication.”
Communication in the context of
leadership refers to both interpersonal
communications between the leader and
followers and the overall flow of needed
information throughout the organization.
104
Adaptability
Adaptability and flexibility are not being
bound by a plan and are important
success factors in leadership today. The
leader must move easily from one set of
circumstances to the next even when
the circumstances are unexpected. The
good leader has to embrace change and
see it as opportunity. 105
Team building
No one person can do it all. That’s
why a team, comprised of others
with different skill sets, is essential.
A leader must know how to build
and nurture such a team.
THE GEESE
106
Coaching and Development
Developing others is an important
role for a leader. Encouraging
others to expand their capabilities
and take on additional assignments
is part of the leader’s responsibility.

107
Decision-making
Making decisions too quickly or too
slowly will impede your leadership
effectiveness. Decisiveness is
another essential leadership quality
that a leader required to develop.

108
Planning
Planning involves making certain
assumptions about the future and
taking actions in the present to
positively influence that future. To
plan means to focus more
strategically.
109
Session four: Transformational
Leadership and change
On completion of this session, participants
will be able to:
Know the role of leadership in change
management
Explain change management skills of
leadership
Understand the nature of change in an
organizational setting.

110
Transformational Leadership
and change
Organizations need continuous
changes because of different
internal and external factors.
changes in customer’s tastes
and preferences
changes in technology
111
changes in the nature of
competition
or other external factors beyond
the control of management

112
Changes in organizational size and
complexity as a result of growth
and market success create the
need for changes in organizational
structure, and possibly culture

113
These increasing environmental
and organizational changes have
made a tremendous impact on
capabilities of leaders for
successful implementation of
change initiatives.

114
Successfully implementing change
initiatives in their organizations are one of
the responsibilities of leaders.
Clearly, the success of a change program
is dependent on many things. However,
one factor that many writers cite as being
crucial is the qualities of leadership to lead
change.

115
Leading a change initiative is one of the
most crucial responsibilities of leaders
and it is difficult tasks that a leader can
face in many organizational change
initiatives

116
What do you think the roles of the
Leader in a change initiatives/ in
any change process?

117
The roles of Leaders in the context
of change

Flamholtz and Randle, (2007 explain

the roles of the Leader in a change
initiative as having two crucial
responsibilities
A) Set and Communicate the vision for
the change

118
leadership must first be able to have a
clear picture of what the future will look
like after the change.
Effective change, whether operational
or strategic, requires a vision of what
the leader is trying to achieve as the
end result of the change process.

119
This involves defining what the end
state will ‘’look like ‘’ Unless people can
‘’Visualize’’ What the end result of the
change will be, they will be uncertain.
They will also be more likely to resist
the change.

120
Once a positive vision for the future is
clearly outlined, a leader’s next
challenge is to communicate the change
to all levels of the organization in
positive terms in order to rally everyone
around the vision.

121
 The following five elements should be
communicated to facilitate
understanding and awareness of the
vision
What is the change
􀂃 Why are we doing it?
􀂃 How are we going to go about it?

122
􀂃How are we going to go about it?
􀂃How long will it take us to do it?
􀂃What will the role be for each
department and each individual?

123
b)Establish the support elements
necessary for the change
The second responsibility for a leader of
change is to ensure that support
elements have been installed that will
make the change process successful

124
 For most significant change initiatives,
those support elements include the
following:
a) A realistic change plan
b) An organization structure for
managing the change
C) Internal change agents
d) A formal communications
125
e) A formal training plan
f) Barrier removal
g) A supportive and aligned
management group
h) A system of periodic audits and
feedback
I) Overcoming Resistance to Change

126
Many writers cite that organizations face
resistance to implement change.
However researchers in the area have found
that if the leader paints and effectively
communicates a positive vision and
establishes the support elements listed above,
resistance to change can be minimized.

127
Judge and Piccolo, (2004) state that one
quick and easy model the leaders can use
to manage resistance to change is the
USEM model.
U = people must understand what
we’re doing and why
S = people must have the knowledge and
skills necessary to execute the change

128
E = we must remove barriers in the
environment that will prevent the change
from being successful
M = people must have motivation to change,
i.e., they must want to help achieve the
change.
if people have the Understanding, Skills and
proper Environment,then this will go towards
solving motivation and resistance issues.

129
j) Change needs to be embedded.
This is achieved by, for example by
institutionalizing the management and
reward systems
What leaders pay attention to, what
they measure and how they measure it,
are critical factors in transforming an
organization and embedding new ways
of thinking and acting.
130
Leadership and performance
management activities

What is performance management?

What look like your experience

131
 Organizational transformation models
Business Processes

Jobs and Values

Structure and Beliefs

Management and
Measurement System
Overview
Performance management is the systematic
process by which an agency involves its
employees, as individuals and members of a
group, in improving organizational
effectiveness in the accomplishment of
agency mission and goals.

133
Employee performance management
includes:
Planning work and setting expectations,
Continually Monitoring performance,
Developing the capacity to perform,
Periodically Evaluating performance in a
summary fashion, and
Rewarding good performance

134
Planning
Planning means setting performance
expectations and goals for groups and
individuals to channel their efforts
toward achieving organizational
objectives.
In an effective organization, work is
planned out in advance.
135
Getting employees involved in
the planning process will help
them to understand:
The goals of the organization.
what needs to be done.
Why it needs to be done and how
well it should be done.
136
The regulatory requirements for
planning employees' performance
include establishing the elements and
standards of their performance
appraisal plans.
Performance elements and standards
should be measurable, understandable,
verifiable, equitable, and achievable.
137
Through critical elements, employees
are held accountable as individuals for
work assignments or responsibilities.

Employee performance plans should

be flexible so that they can be adjusted
for changing program objectives and
work requirements.
138
When used effectively, these plans
can be beneficial working documents
that are discussed often, and not
merely paperwork that is filed in a
drawer and seen only when ratings of
record are required.

139
Monitoring
In an effective organization, assignments
and projects are monitored continually.

Monitoring well means consistently

measuring performance and providing
ongoing feedback to employees and work
groups on their progress toward reaching
their goals.
140
Ongoing monitoring provides the
opportunity to check how well employees
are meeting predetermined standards and
to make changes to unrealistic or
problematic standards.

141
And by monitoring continually,
unacceptable performance can be
identified at any time during the
appraisal period and assistance
provided to address such performance
rather than wait until the end of the
period when summary rating levels are
assigned.
142
Developing
In an effective organization, employee
developmental needs are evaluated and
addressed.
Developing in this instance means
increasing the capacity to perform through
training, giving assignments that introduce
new skills or higher levels of responsibility,
improving work processes, or other
methods.
143
Providing employees with training
and developmental opportunities
encourages good performance,
strengthens job-related skills and
competencies, and helps employees
keep up with changes in the workplace,
such as the introduction of new
technology.
144
Carrying out the processes of
performance management provides
an excellent opportunity to identify
developmental needs.
During planning and monitoring
of work, deficiencies in
performance become evident and
can be addressed.
145
Areas for improving good
performance also stand out, and
action can be taken to help
successful employees improve even
further.

146
Rating
From time to time, organizations find
it useful to summarize employee
performance.
This can be helpful for looking at and
comparing performance over time or
among various employees.
Organizations need to know who their
best performers are. 147
Within the context of formal
performance appraisal requirements,
rating means evaluating employee or
group performance against the
elements and standards in an
employee's performance plan and
assigning a summary rating of record.

148
The rating of record is assigned
according to procedures included in
the organization's appraisal
program.
It is based on work performed
during an entire appraisal period.

149
The rating of record has a
bearing on various other personnel
actions, such as granting within-
grade pay increases and
determining additional retention
service credit in a reduction in
force.
150
Rewarding
In an effective organization,
rewards are used well.
Rewarding means recognizing
employees, individually and as
members of groups, for their
performance and acknowledging
their contributions to the agency's
mission. 151
A basic principle of effective
management is that all behavior is
controlled by its consequences.
Those consequences can and should
be both formal and informal and both
positive and negative.

152
Good performance is recognized
without waiting for nominations for
formal awards to be solicited.
Recognition is an ongoing, natural
part of day-to-day experience. A lot of
the actions that reward good
performance like saying "Thank you"
don't require a specific regulatory
authority. 153
Nonetheless, awards regulations
provide a broad range of forms that
more formal rewards can take, such as
cash, time off, and many nonmonetary
items.
The regulations also cover a variety
of contributions that can be rewarded,
from suggestions to group
accomplishments. 154
155