Leadership- Course for Non-Governmental organizations

A Learning Material for Students in Public Administration and NGOs

1. Aaron David, PhD, FIHRM(US), CHRP, Subject Matter Expert LEADERSHIP SKILLS

2. What has been your experience of leadership?

3. Change will not come if we wait for some other person or some other time. We are the ones we've been waiting for. We are the change that we seek.

4. Choose 1 leader What have they done that inspires you?

5. What is Shared Leadership? Leadership is not restricted to those who hold designated leadership roles Pearce and Conger A dynamic, interactive influencing process among individuals in groups There is a collective shared responsibility for success of the organisation and its services Acts of leadership can come from any individual in the organisation, as appropriate, at different times Self-leadership : feeling confident to contribute and act Emphasises teamwork and collaboration ; objective is to lead one another to achieve group goals

6. Conceptions of Leadership: Exercising power. Gaining and exercising the privileges of high status. Being the boss. Task orientation. Taking care of people. Empowerment. Providing moral leadership. Providing and working toward a vision.

7. LEADERSHIP SKILLS WHAT IS LEADERSHIP? DEFINITION OF LEADERSHIP • The ability to influence a group toward the achievement of goals” Robbins & Coulter (1999). Can anyone be a leader? YES!! What is Leadership? ■ The dictionary definition of Leadership is quite simply: The action of leading a group of people or an organization Class discussion on the three quotes below give views. Peter Drucker (one of the most influential thinkers on management): "the only definition of a leader is someone who has followers” ■ Really? This is so simplistic as to be dangerous. A new army captain is put in the command of 200 soldiers. He never leaves his room, or utters a word to the men and women in his unit. Perhaps routine orders are given through a lower ranking officer. By default, his troops have to “follow” orders. Is the captain really a leader? Commander yes, leader no. Drucker is of course a brilliant thinker of modern business but in my view his definition of leader is too simple.

8. Bill Gates (the second richest man): "as we look ahead into the next century, leaders will be those who empower others.“ ■ This definition includes “others” and empowerment is a good thing. But to what end? Gates’ definition lacks the parts about goal or vision. John Maxwell (American author with a prime focus on the topic leadership): "leadership is influence - nothing more, nothing less.“ ■ A thief with a gun has “influence” over his victim. A manager has the power to fire team members which provides a lot of influence. But does this influence make a thief or a manager a leader? Maxwell’s definition omits the source of influence. KEY LEADERSHIP FUNCTIONS • Drive the group to complete tasks (motivate) • Build and Maintain the group (manage conflict) • Develop the individual QUALITIES OF A GOOD LEADER

9. QUALITIES OF A GOOD LEADER Are Leaders Born or Created? Leadership Qualities ■ What qualities do you think a good leader should have? ■ Although there are lists and definitions of what qualities are required to be good leader these are the ones that I find to be the most important.

10. ■ One thing to consider is that strategic leadership is different for everyone. How your leadership characteristics manifest depends on the culture and existing frameworks, as well as your individual skills. ■ As a leader it is important to always try to improve yourself and always having a willingness to learn. ■ NEVER consider yourself as Mr. or Ms. Know it all. Qualities of a leader Honesty & Integrity Trustworthy Determination – Initiative & perseverance Humility – modesty; with focus on collective rather than personal recognition/achievement Competence & Initiative Sense of responsibility & Forward-looking Good Listener

11. How do you determine what is an appropriate style? Good leaders usually have a style that they consciously use most of the time, but they're not rigid. They change as necessary to deal with whatever comes up. Be consistent with what people in the organization expect. Your style needs to be consistent with the goals, mission, and philosophy of your organization.

12. How do you determine what is an appropriate style? Good leaders usually have a style that they consciously use most of the time, but they're not rigid. They change as necessary to deal with whatever comes up. Be consistent with what people in the organization expect. Your style needs to be consistent with the goals, mission, and philosophy of your organization.

13. HOW EFFECTIVE LEADERS MOTIVATE TEAMS Work with members to understand their motivational /satisfaction needs Effectively manage conflict and difficulties Regularly review with the team the how of team work Regularly review and reinforce the team purpose and objectives WHAT ARE THE DIFFERENT TYPES OF LEADERSHIP STYLES? Leadership Styles ■ A leadership style refers to a leader's characteristic behaviors when directing, motivating, guiding, and managing groups of people. ■ Great leaders can motivate others to perform, create, and innovate. Types of Leadership Styles Democratic leadership ■ Autocratic leadership ■ Laissez-faire leadership ■ Servant leadership ■ Transformational leadership ■ Transactional leadership ■ Coach-style leadership ■ Bureaucratic leadership

14. Autocratic ■ Also called the authoritarian style of leadership, this type of leader is someone who is focused almost entirely on results and efficiency. They often make decisions alone or with a small, trusted group and expect employees to do exactly what they’re asked. ■ This leadership style can be useful in organizations with strict guidelines or compliance-heavy industries. Authoritarian leadership is best applied to situations where there is little time for group decision-making or where the leader is the most knowledgeable member of the group. ■ The autocratic approach can be a good one when the situation calls for rapid decisions and decisive actions. ■ It can also be beneficial when used with employees who need a great deal of supervision— such as those with little to no experience. ■ However, this leadership style can stifle creativity and make employees feel confined. It tends to create dysfunctional and even hostile environments, often pitting followers against the domineering leader.

15. Laissez-faire or hands-off ■ This leadership style is the opposite of the autocratic leadership type, focusing mostly on delegating many tasks to team members and providing little to no supervision. Because a laissez-faire leader does not spend their time intensely managing employees, they often have more time to dedicate to other projects. ■ Managers may adopt this leadership style when all team members are highly experienced, well-trained and require little oversight. ■ However, it can also cause a dip in productivity if employees are confused about their leader’s expectations, or if some team members need consistent motivation and boundaries to work well. ■ It often results in groups that lacked direction where members blamed each other for mistakes, refused to accept personal responsibility, and produced a lack of progress and work.

16. Democratic ■ The democratic leadership style (also called the participative style) is a combination of the autocratic and laissez-faire types of leaders. ■ A democratic leader is someone who asks for input and considers feedback from their team before making a decision. Group members feel engaged in the process and are more motivated and creative. ■ Because team members feel their voice is heard and their contributions matter, a democratic leadership style is often credited with fostering higher levels of employee engagement and workplace satisfaction. ■ Democratic leaders tend to make followers feel like they are an important part of the team, which helps foster commitment to the goals of the group.

17. Servant ■ Servant leaders live by a people-first mindset and believe that when team members feel personally and professionally fulfilled, they’re more effective and more likely to produce great work regularly. Because of their emphasis on employee satisfaction and collaboration, they tend to achieve higher levels of respect. ■ A servant leader is an excellent leadership style for organizations of any industry and size but is especially prevalent within nonprofits. These types of leaders are exceptionally skilled in building employee morale and helping people re-engage with their work. Coach ■ A coaching leader is someone who can quickly recognize their team members’ strengths, weaknesses and motivations to help each individual improve. This type of leader often assists team members in setting smart goals and then provides regular feedback with challenging projects to promote growth. They’re skilled in setting clear expectations and creating a positive, motivating environment. ■ The coach leadership style is one of the most advantageous for employers as well as the employees they manage. Unfortunately, it’s often also one of the most underutilized styles— largely because it can be more time-intensive than other types of leadership.

18. Transformational ■ The transformational leadership style is similar to the coach style in that it focuses on clear communication, goal-setting and employee motivation. However, instead of placing the majority of the energy into each employee’s individual goals, the transformational leader is driven by a commitment to organization objectives. ■ Because these types of leaders spend much of their time on the big picture, this style of leading is best for teams that can handle many delegated tasks without constant supervision. ■ Research has revealed that this style of leadership resulted in higher performance and more improved group satisfaction than other leadership styles. One study also found that transformational leadership led to improved well-being among group members.

19. Change Leadership

20. Change Leadership The most challenging aspect is leading and managing change The library as cultural and business environment is subject to fast-paced economic and social change Modern libraries must adapt and be flexible to survive Problems in leading change stem mainly from human resource management

21. Transactional ■ A transactional leader is someone who is extremely focused on performance, under this leadership style, the manager establishes predetermined incentives—usually in the form of monetary reward for success and disciplinary action for failure. ■ While this type of leadership style is great for organizations or teams tasked with hitting specific goals, such as sales and revenue and Group members may be motivated to perform well to receive rewards but one of the biggest downsides is that the transactional style tends to stifle creativity and out-of-the-box thinking. Bureaucratic ■ Bureaucratic leaders are similar to autocratic leaders in that they expect their team members to follow the rules and procedures precisely as written. ■ The bureaucratic leadership style focuses on fixed duties within a hierarchy where each employee has a set list of responsibilities, and there is little need for collaboration and creativity. Although there a different leadership styles, a great leader is one that assesses the situation and uses that uses the right leadership style at that given time. Therefore, using a combination of the different styles will produce the best results.

22. THE DIFFERENCE BETWEEN LEADERSHIP AND MANAGEMENT Is Management and Leadership different? ■ Leadership is a quality of influencing people, so that the objectives are attained willingly and enthusiastically. ■ Management is a discipline of managing things in the best possible manner. It is the art or skill of getting the work done through and with others. ■ According to Peter Drucker : “management is doing things right; leadership is doing the right thing” ■ But I would insert the word good before management and leadership. Two major differences between leadership and management, is management is for formal and organized group of people only, whereas leadership is for both formal and informal groups. ■ Not every leader is a manager and not ever manager is a leader.

23. Leadership has nothing to do with seniority or one’s position in the hierarchy of a company. ■ Many of us refer to leadership as the senior most executives in a government or organization. They are just that, senior executives. Leadership doesn’t automatically happen when you reach a certain position pay grade. Hopefully you find it there, but there are no guarantees. Leadership has nothing to do with titles. ■ Similar to the previous point, just because you have a certain title, doesn’t automatically make you a “leader.” You don’t need a title to lead. In fact, you can be a leader in your place of worship, your neighborhood, in your family, all without having a title. Leadership has nothing to do with personal attributes . ■ Say the word “leader” and most people think of a domineering, take-charge charismatic individual. ■ But leadership isn’t an adjective. We don’t need extroverted charismatic traits to practice leadership. And those with charisma don’t automatically lead. Leadership isn’t management. ■ This is the big one. Leadership and management are not synonymous. ■ Managers need to plan, measure, monitor, coordinate, solve, hire, fire, and so many other things. ■ Typically, managers manage things. Leaders lead people.

24. Key Aspects of Leadership ■ Leadership stems from social influence, not authority or power. ■ Leadership requires others. ■ Personality traits, attributes, or even a title don’t necessarily make a leader; there are many styles, many paths, to effective leadership. ■ There must be a goal, not influence with no intended outcome. ■ So even though the definitions of leadership may vary, it is in essence the process or ability to influence others to achieve a goal through the maximization of their efforts.

25. Key differences between leadership and management ■ The major difference between leadership and management are: ■ Leadership is visionary through influencing and inspiring persons within an organization. Whereas management is implementing policies and procedures to deliver results within an organization. ■ Leadership requires trust of the team, unlike management, which needs control over its team. ■ Leadership demands long term, strategic thinking (foresight), unlike management which has a short range vision. ■ In leadership, principles and guidelines are established, whereas, in the case of management, policies and procedures are implemented. ■ Leadership is proactive. Conversely, management is reactive in nature. ■ Leadership brings change. On the other hand, Management brings stability. ■ Recognize that not all leaders are good managers and not all managers are good leaders. Leaders and managers are both important and play significant roles in achieving the vision. ■ Therefore, it is important to recognize your strengths and know that one size does not fit all. Each person has their own style and own way of doing things, however the most important thing is to work together as a team, recognizing unity through diversity to achieve a common goal.

26. Remember ■ EVERYONE HAS THE POTENTIAL TO BE A LEADER . It is within all of us. It is up to you to choose whether you want to be a leader or a follower. ■ Not all leaders are born leaders, but leaders learn from everything around them, experience and knowledge is key. Learn something new every day, learn from your successes, learn from your failures, learn from those who like you and who don’t like you, learn from books, and learn via social media. Just keep on learning. ■ For those of us that are leaders we should aim to be good, upstanding persons whose focus is to empower and inspire those around us for the better. ■ For those of us who are followers, we should select leaders based on their honesty, integrity, selflessness, willingness to empower and impart knowledge, inspire and motivate. Do not select persons based just on their charism and ability to talk. Not all good talkers are good listeners. A good leader does not blow his own trumpet. Our legacy should always be to impart our knowledge and skills to others, in that way all that we have spent our time working to achieve doesn’t disappear once we are gone.

27. “If your actions inspire others to dream more, learn more, do more and become more, you are a leader” John Quincy Adams Leadership Definition

28. The best leaders are also good managers, although it is rare to find the best traits of both in one person The Ultimate Leader “ Everything rises and falls on leadership” John C. Maxwell

29. Being a Leader If you want to get ahead, be a leader, you must assume: That everything that happens to you results in a situation that is in your control That the attitude you convey is what you are judged on That what you think and do in your private life is what you will reap in your public or corporate life You are what you think and believe If you never meet a challenge you will never find out what you are worth

30. Recipe for being a Leader Take control of your life Assume responsibility for who you are Convey a positive and dynamic attitude in everything you do Accept blame: learn from your own mistakes as well as those of others. Take blame for everything that happens in your unit Give credit wherever it is due Be compassionate when you review your team members' progress or lack thereof

31. Recipe for Being a Leader Think great thoughts. Small thinking is why companies go broke Turn disasters into opportunities. Turn every obstacle into a personal triumph Determine your "real" goals then strive to achieve them When you want to tell someone something important, do it personally Don’t be afraid to get your hands dirty doing what you ask others to do. Make coffee

32. Recipe for Being a Leader Listen effectively Encourage teamwork and participation Empower team members Communicate effectively Emphasize long-term productivity Make sound and timely decisions Treat each person as an individual Know yourself and your team Protect your team Have vision, courage and commitment

33. ACTIVITY 1 Start the session with a short recap of what was previously completed and indicate briefly what this session will be about. What is leadership? 30 minutes • Ask the participants to share their definition of leadership. • Note the responses shared on flip chart paper. • Share your definition of leadership. • Ask participants to note the differences in your definition and that of theirs. • Ask participants to identify key leadership functions. ACTIVITY 2 Qualities of a Good Leader 30 minutes • Divide participants into groups of 4 or 5 . • Tell the participants to discuss whether leaders are born or made. • Tell the participants to list qualities of a good and bad leader in their groups. • Explain to participants that it is important for individuals to be able to identify both sets of qualities in a leader.

34. ACTIVITY 4 What are the different types of leadership styles? 40 minutes • Divide the participants in groups of 4 or 5 and ask them to discuss the different types of leadership. • Encourage participants to list and discuss the types of leadership styles. • Tell the groups for the next 10 minutes imagine and write down how you would fulfill the following. Imagine you have recently been made leader of a country or fortune five hundred company, how would you: • 1. Select your cabinet or board? • 2. Develop a new long term vision for country or company? • 3. Implement the new vision for the country or company? • 4. Ensure that the population or workforce are onboard? The difference between leadership and management 30 minutes • Ask participants to remain in their groups. • Tell participants that we will now discuss the major differences between leadership and management. • Encourage participants to identify the differences by using examples. • Ask participants to conduct a role – play identifying the differences.

35. SESSION OBJECTIVE To enable participants to identify the importance of team work. 8 CHARACTERISTICS OF TEAM DYNAMICS THAT MAKE A WINNING TEAM 1. Trust and Openness (Transparency) 2. Shared Purpose 3. Willingness to Correct Mistakes (Collective responsibility & Accountability) 4. Diversity and inclusion (Mutual respect) 5. Interdependence and a sense of belonging (We not me) 6. Consensus Decision Making 7. Participative Leadership 8. Effective Communication & Good Social Skills

36. TEAM T----Together E----Everyone A----Achieves M----More

37. Team Process Formation Development Renewal Definition Adjustment Cohesion Reinforcement Learning Transformation

38. Adjustment Revisions of the initial rules and goals A reality check of what can be accomplished Tensions usually come up here, must reach consensus, usually about personalities Breakpoint comes when the team gets mired in discussions about what to do and who should do what...

39. Development Cohesion Reinforcement

40. Cohesion Comes together as a team High energy High interest Progress is made Team is supportive Develop relationships

41. Reinforcement Cohesion builds Homogeneity builds Team members are comfortable with each other Start to be interested in self-preservation and self-perpetuation Goals should be on creativity and exploration

42. Renewal Learning Transformation

43. Learning Team learns new skills Build relationships to accomplish task Commitment and mutual accountability Now, team may be confrontational over issues

44. Transformation Results are produced from team activities Innovative To sustain energy, must stress and press the team Needs new challenges, new members, new tasks, new relationships or…...

45. Team Culture Team Values Team Rituals Team Learning

46. Team Values Commitment to task and team members Accountability Lead to trust between team members and take into account all the crucial factors

47. Team Rituals How to add new members How to provide information to new members How a member exists Work rituals How the team celebrates!

48. Team Learning Continuous improvement process How team resolves conflict How the team handles diversity Harness team creativity

49. A Group of two or more interdependent individuals who interact with one another to achieve a common goal. TEAM WORK The process of a diverse group of individuals pooling their resource and skills to work together and achieve a common goal. What is Team Work? Webster's New World Dictionary says: “a joint action by a group of people, in which each person subordinates his or her individual interests and opinions to the unity and efficiency of the group” • This does not mean that the individual is no longer important. • However, it does mean that “effective and efficient teamwork goes beyond individual accomplishments.” • The most effective teamwork is produced when all the individuals involved harmonize their contributions and work towards a common goal.

50. Group vs Teamwork Group: Members work independently and they often are not working towards the same goal. Members focus mostly on themselves because they are not involved in the planning of their group's objectives and goals. Members are given their tasks or told what their duty/job is, and suggestions are rarely welcomed. Team: Members work interdependently and work towards both personal and team goals, and they understand these goals are accomplished best by mutual support. Members feel a sense of ownership towards their role in the group because they committed themselves to goals they helped create. Members collaborate together and use their talent and experience to contribute to the success of the team's objectives. What is needed from team members? Team members must be flexible, adaptable and able to work together to further their companies’/organization’s goals to succeed and stay competitive where necessary.

51. In storming stage conflicts and completion are at its greatest. Such issues can relate to things like the group’s tasks, individual roles and responsibilities or even with team members themselves. The storming stage is where the most dominant member of the team emerges. All members have an increased need for clarification. Once a team receives the clarity that is needs it can move on to the third stage of team development

52. Morale of team members is high. They acknowledge the talents, skills and experience that each individual brings to the team. Roles and responsibilities are clear and accepted. Commitment and unity is strong. Agreements forms among the team

53. Work and progress commences on the basis of a relatively stable structure. Team members are focused on task completion and achievement. Productivity, Action, Results, Moving towards the completion of goals and Team unification and identity. DISINTEGRATION ADJOURNING STAGE Completion and disengagement. Separation and endings from tasks and members. Some describe this stage as Mourning or Deforming.

54. Absence of trust The fear of being vulnerable with team members prevents the building of trust within the team Fear of conflict The desire to preserve artificial harmony stifles the occurrence of productive ideological conflict Lack of commitment The lack of clarity or buy-in prevents team members from making decisions to which they will stick Avoidance of accountability The need to avoid personal discomfort prevents team members from holding one another accountable Inattention to results The pursuit of individual goals and personal status erodes the focus of collective success Dysfunctional teams may not prevent achieving team goals, but they are likely to be ineffective teams 5 Dysfunctions of a Team

55. Team Building Key take-away messages Building effective teams takes time and effort as they evolve through different stages of development High performing teams consists of individuals with diverse personalities aligned and committed around a unified goal accountable, individually and as a team who have open communication & use conflict to their advantage who seek expertise outside of themselves who trust each other who are results-oriented

56. Time Management refers to the act or practice of managing and supervising time effectively. It is using the time available to you and allotting it to the right activity Time Management– The Soft Skill Soft skills can be defined as our “people” skills. They are the personal attributes and personality traits which we possess that can help us to succeed in various aspects of our life. Why is it important for us to be early? Being early or on time: • Is a sign of RESPECT for the other persons time. • Shows that you are a RELIABLE individual. • Indicates that you value opportunities which have been given.

57. The Importance of Time Management Time Management is important as it helps us to utilize the time we have available in the best possible manner to complete tasks and goals. Time Management: • Be more efficient • Saves Time • Reduces Stress • Helps us to function effectively • Increases our work output • Helps us to have more control of our lives Good Time Management can often be hindered by various problems • Procrastination • Not wanting to say “No” • Poor Delegation • Interruptions

58. Great Time Management Techniques: These are some great tips we can use for managing our time effectively: • Prioritizing activities and tasks – complete most important job first • Planning our day – draw an action plan • Setting personal goals • Working with others to save time • Scheduling our activities • Making a To-Do List • Delegating Tasks • Utilize technology and tools available Setting personal DEADLINES will help us to manage our time better.

59. The Four Quadrant To-Do List Quadrant 1 Represents things that are both “urgent” and “important” Quadrant 2 Includes activities that are “important, but not urgent”- Quadrant of Quality Quadrant 3 Includes things that are “urgent, but not important” - Quadrant of Deception Quadrant 4 Reserved for activities that are “not urgent, not important”

60. Working session: My Time Management Plan

61. “Be quick to manage/resolve conflicts before they mature to become wars. Remember the energetic crocodile was once a delicate egg!”

62. DEFINITON OF CONFLICT Conflict is a disagreement between individuals as a result of a perceived or a real difference in thought process, attitude, understanding, interest, requirements and sometimes perception. DEFINITION OF CONFLICT MANAGEMENT Conflict Management is the practice of identifying and handling conflict in a sensible, fair and efficient manner

63. TYPES OF CONFLICT Functional and Dysfunctional Conflict Functional conflict leads to an open discussion, a better understanding of differences, innovative solutions and greater commitment. Functional conflict contributes to the achievement of organizational goals and enhances relationship-building. Dysfunctional conflict tends to be more focused on emotions than on the goal/task at hand known as affect conflict/interpersonal conflict, it is destructive when a solution is not reached, energy is diverted away from the core problem and morale is negatively affected. Dysfunctional conflict is detrimental to relationships within the team and team performance. NATURE (LEVELS) OF CONFLICT 1. Intra-personal Conflict 2. Inter-personal Conflict 3. Inter-Group Conflict 4. Intra- Organisational Conflict 5. Inter- Organisation Conflict 6. Conflict with Society

64. SOURCES/CAUSES OF CONFLICT 1. Competition for limited resources 2. Diversity of goals 3. Difference in values/perception 4. Poorly defined goals and roles 5. Introduction of change 6. Lack of co-operation/trust 7. Aggressive nature of individuals 8. Poor Communication POTENTIAL OUTCOMES OF CONFLICT • Can motivate us to try harder to “win”. • Can increase commitment, enhance group loyalty. • Increased clarity about the problem. • Can lead to innovative breakthroughs and new approaches. • Conflict can clarify underlying problems, facilitate change. • Involvement in conflict can sharpen our approaches to bargaining, influencing and competing. • Can focus attention on basic issues and lead to solutions. • Increased energy level; making visible key values.

65. POTENTIAL NEGATIVE OUTCOMES OF CONFLICT • Withholding of critical information. • Consume huge amounts of time-loss productivity. • Lower productivity from wasteful conflict. • Careers can be side-tracked; relationships ruined. • Disrupted patterns of work. • Can lead to anger, avoidance, shouting, frustration, fear of failure, sense of personal inadequacy.

66. TYPICAL POSITIVE IMAGES OF CONFLICT • A thrill • Excitement • An adventure • A challenge • An opportunity to know each other • Growth Remember the old saying - “Every cloud has a silver lining”

67. AVOID - TURTLES The objective of a turtle is to avoid having to deal with conflict. Withdrawing  Retreat into their comfort zone  Stay away from issues  Stay away from people they are in conflict with The Posture  “I am neutral on these issues”  “Let me think about it”  “I am not getting involved” Supporting Rationale  Disagreements are inherently bad because they create tension. Likely Outcome  Interpersonal problems don’t get resolved, causing long term frustration which is manifested in many ways.

68. ACCOMMODATING - TEDDY BEAR The Objective is don’t upset the other person. Smoothing  Wants to be accepted and liked by all  Avoid Conflict  Favour Harmony  Thinks conflicts will destroy relationships  Likes to smooth things over The Posture  “How can I help you feel good about this issue?”  “My position is not that important that it is worth bad feelings between us” Supporting Rationale  It is better to risk causing a few bad feelings than to abandon an issue you are committed or give up on something you want. Likely Outcome  You feel vindicated but other parties feels defeated and possibly humiliated.

69. COMPETING – SHARK The Objective is to get his/her way. Forcing  Overpower  Forces others to accept their solution  Seeks to achieve their goals at all cost  Not concerned with the needs of others  Sees conflict as win or loss The Posture  “I know what is right don’t question my ability, judgement , or authority”.  “Let’s search for a solution we can both live with so we can get on with our business.” Supporting Rationale  Maintaining harmonious relationships should be our top priority.  Prolonged conflict takes up a lot of time which can be better utilised and nurtures bitter feelings. Likely Outcome  The participants are looking for quick solutions instead of the best solution.  Other person is likely to take advantage.

70. COMPROMISING – Fox The Objective is to use their strength of communication and a willingness to find win-win or lose-lose compromises. The Posture  I am willing to give up some of my goals as long as you are ready to do the same.  Concerned with both goals and relationships. Likely Outcomes  Often the fox is able to craft intelligent intermediate solutions.  The struggles are deceptiveness and manipulation. People may feel “outfoxed” and cheated by foxes.

71. COLLABORATING - OWL The Objective is to solve the problem together. Confronting  Views conflict as a problem to be solved  Solutions are sought, to achieve both parties’ goals  Able to maintain a relationship through-out conflict The Posture  “This is my position what is yours?”  “I am committed to finding the best possible solution”  “What do the facts say?” Supporting Rationale  The position of both parties are equally important (not necessary equally valid).  Equal emphasis should be placed on the quality of the outcome, and fairness of the decision making process. Likely Outcome  The problem is most likely to be resolved.  Also both parties are committed to the solution and satisfied that they have been treated fairly.

72.  Allow time for cooling out.  Analyse the situation.  Discuss the point of conflict/problem with the other person.  Focus on behavior and events, not on personalities.  Listen carefully.  Identify points of agreement and disagreement.  Prioritize the areas of conflict.  Develop a plan to work on each conflict.

73. PSYCHOLOGICAL FACTORS THAT AFFECT NEGOTIATIONS  How comfortable each feels about the conflict.  The assumptions each makes about the other.  The expectations each makes about other.  The decisions each makes about: trust, about how important "winning" is, how important it is to avoid conflict, how much one likes or dislikes the other; how important it is to "not look foolish."

74. What is Effective Communication? • Effective Communication is a communication between two or more persons wherein the intended message is successfully delivered, received and understood. • Effective communication is more than just exchanging information. It’s about understanding the emotion and intentions behind the information. • Effective communication is imperative in a leadership role. As the saying goes, “It’s not what you say, but how you say it.” • Good communication is what separates a poor leader from an exceptional one. Having effective communication skills is one of the key to good leadership. • When you communicate well with your team, it helps eliminate misunderstandings and can encourage a healthy and peaceful personal and work environment. • Efficient and open communication with your team will also allow work to be done quickly and professionally. Methods of Communication • The standard methods of communication are speaking or writing by a sender and listening or reading by the receiver. • Most communication is oral, with one party speaking and the other listening.

75. However, some forms of communication do not directly involve spoken or written language. • Nonverbal communication (body language) consists of actions, gestures, and other aspects of physical appearance that, combined with facial expressions (such as smiling or frowning), can be powerful means of transmitting messages. • Although technology such as e‐mail and social media have lessened the importance of nonverbal communication, the majority of organizational communication still takes place through face‐to‐face interaction. • Every oral message comes with a nonverbal component. Receivers interpret messages by taking in meaning from everything available. • However, your mouth may be saying one thing and your body something completely different. • Verbal communication is the use of words to share information with other people. • It can therefore include both spoken and written communication. However, many people use the term to describe only spoken communication. The verbal element of communication is all about the words that you choose, and how they are heard and interpreted. • Written communication includes traditional pen and paper letters and documents, typed electronic documents, e-mails, text chats, SMS and anything else conveyed through written symbols such as language. • The effectiveness of written communication depends on the writing style, grammar, vocabulary, and clarity.

76. Oral Communication • The other form of verbal communication is the spoken word, either face-to-face or through phone, voice chat, etc. • The effectiveness of oral conversations depends on the clarity of speech pitch, volume, speed, and even non-verbal communications such as body language and visual cues. Nonverbal Communication • Nonverbal communication entails communicating by sending and receiving wordless messages. • These messages usually reinforce verbal communication, but they can also convey thoughts and feelings on their own. • Physical nonverbal communication, or body language, includes facial expressions, eye contact, body posture, gestures such as a wave, pointed finger, touch, etc. • Facial expressions are the most common among all nonverbal communication. For instance, a smile or a frown conveys distinct emotions hard to express through verbal communication. • Research estimates that body language, including facial expressions, account for 55 percent of all communication.

77. What messages are the persons in the photos below are sending?

78. Paralanguage • The way something is said, rather than what is actually said, is an important component of nonverbal communication. • This includes voice quality, intonation, pitch, stress, emotion, tone, and style of speaking, and communicates approval, interest or the lack of it. • Research estimates that tone of the voice accounts for 38 percent of all communications. • Other forms of nonverbal communication usually communicate one’s personality. These include: • Aesthetic communication or creative expressions such as dancing, painting, and the like. • Appearance or the style of dressing and grooming, which communicates one’s personality. • Space language such as paintings and landscapes communicate social status and taste. • Symbols such as religious, status, or ego-building symbols.

79. Visual Communication • A third type of communication is visual communication through visual aids such as signs, drawing, graphic design, color etc. • Visual communication with graphs and charts usually reinforces written communication, and can in many case replace written communication altogether. As the saying goes “a picture is worth a thousand words," • Visual communication is more powerful than verbal and nonverbal communication on many occasions. • A good understanding of the different types of communication and communication styles can help you know and deal with people better, clear up misunderstandings and misconceptions, and contribute to the success of the enterprise. THE COMMUNICATION PROCESS • The Communication Process is an eight stage communication model that can help you to improve your communication skills. • While the model may seem obvious and something most of us do naturally, breaking communication down into its specific steps and forcing yourself to think about each step can help you improve the effectiveness of each communication you originate. • Ensuring you receive feedback on each communication will also ensure your communication skills continue to improve over time. • Understanding the Communication Process can help you to communicate your message more effectively. • It can help ensure you construct and present your message to the best of your ability.

80. The Communication Process consists of eight stages and is shown in the diagram below:

81. 8 Stages of the Communication Process: • Sender: The person who wants to communicate. • Message: The information the sender wishes to communicate. • Encoding: How the message is to be communicated e.g. verbally or written. • Channel: How the message is sent e.g. face to face or by email. • Receiver: The person to whom the sender sends the message. • Decoding: How the receiver understands or interprets the message. • Feedback: The receiver’s response to the message. Noise : Anything that might interfere with communication or reduce the chance of successful communication.

82. There are four types of noise: • Psychological Noise: This type of noise comes from within us, for example, our preconceived stereotypes, our biases, our beliefs, and our assumptions. • Physical Noise: This is any type of noise that distracts us, for example, loud colleagues talking around you or listening to music. • Environmental Noise: This type of noise comes from the environment around us, for example, passing traffic. • Semantic Noise: This type of noise is created by the sender, for example, using technical language or verbose language. Semantic noise usually happens because the sender has failed to target their message or channel to the needs of the receiver.

83. 1. Begin by organizing your thoughts • Before you start to construct your message you should clarify the reason for your communication, by answering these questions: • Who do you want your message to reach? • What action do you want your receiver to take after receiving your message? • What information your receivers need the message to contain? 2. Compose and encode your message • Determine how you are going to communicate your message e.g. face to face, by email, WhatsApp ? • Is your audience knowledgeable about the topic in question? • Does your audience prefer high-level big picture information or more detailed information? • Does your audience have any preconceived ideas or assumptions that could reduce the effectiveness of your message? 3. Deliver Your Message • Now that your message is ready it’s time to deliver your message. The following questions can help you to deliver your message effectively: • What is the right time to deliver your message? • Is there any way that you can reduce your receiver’s distractions? 4. Receive Feedback • Receiving feedback is an important stage in the communication process. If you fail to gather feedback, then you won’t obtain any insights into how to improve. • Have you included a process for collecting feedback? You could simply ask directly for feedback or create a form/questionnaire for everyone to complete.

84. The 7 Cs of Effective Communication

85. 1. Clear • Begin every message by asking the question, “What is the purpose of this communication? This will enable you to make the objective of your communication clear to the person receiving it. • If you’re not sure what the purpose of your communication is, then the chances are that your recipient won’t be either. • Clarity is also about avoiding the use of complex words, sentences etc. 2. Concise Make your message brief and to the point. • Why use 10 sentences to explain something when a single sentence will suffice. • Being concise will save time for both you and the person receiving your message. • To help make your communications more concise, avoid going over the same point several times, and avoid the use of filler words, sentences, and over wordy expressions. • Although we are trying to be concise, it is important to remember that we are not trying to lose completeness.

86. 3. Concrete • Concrete communication is about being specific and clear rather than vague, obscure, and general. • To be more concrete use sentences that cannot be misinterpreted. Include supporting facts and figures to underscore your message, but don’t allow anything that detracts from the focus of your message. 4. Correct • Incorrect information doesn’t help anyone and it does your credibility no good. Ensure that: • Your message is typo-free. • Your facts and figures are correct. • You are using the right level of language. • A correct message will also have a greater impact on the recipient than an incorrect one. 5. Coherent • Does your message make sense? Does it flow logically from one sentence to the next? • To ensure that your communication is coherent: Check that each sentence flows logically from one to the next. • Check that you haven’t tried to cover too many points or been distracted by side issues.

87. 6. Complete • Your message must contain all the necessary information to achieve the desired response. • To ensure that your message is complete think about questions the receiver might think of as they receive your message. Address these questions. • Ensure you have included a call to action so that your audience knows exactly what you expect them to do next. 7. Courteous • Be polite. You’re more likely to get what you want from your communication if you are courteous, as courtesy builds goodwill. • Check that your message is polite, shows respect for the feelings of the receiver, and is tactful.

88. Barriers to Effective Communication Some common barriers to effective communication include: • The use of jargon. Over-complicated or unfamiliar terms. • Emotional barriers and taboos. • Lack of attention, interest, distractions, or irrelevance to the receiver. • Differences in perception and viewpoint. • Physical disabilities such as hearing problems or speech difficulties. • Physical barriers to non-verbal communication. • Language differences and the difficulty in understanding unfamiliar accents. • Expectations and prejudices which may lead to false assumptions or stereotyping. People often hear what they expect to hear rather than what is actually said and jump to incorrect conclusions. • Cultural differences. The norms of social interaction vary greatly in different cultures, as do the way in which emotions are expressed.

89. Ways to overcome barriers • Active listening: This is a skill that can be acquired and developed with practice. However, this skill can be difficult to master and will, therefore, take time and patience. • 'Active listening' means, as its name suggests, actively listening. That is fully concentrating on what is being said rather than just ‘hearing’ the message of the speaker. • Active listening involves listening with all senses. As well as giving full attention to the speaker, it is important that the ‘active listener’ is also ‘seen’ to be listening - otherwise the speaker may conclude that what they are talking about is uninteresting to the listener. Use Simple Language: It’s important to remember the audience that you’re speaking to, and use language that can be easily understood. Avoid using complex terms, people are often intimidated by such language, and can be afraid to admit that they don’t understand the message being delivered. • An important tool to use when speaking is to pause occasionally and ask questions to ensure that your message is being understood as intended. You may also allow the listener to ask questions to clarify any points.

90. Give Constructive Feedback: Remember that feedback was part of the communication chain. • While the feedback that you give the speaker/sender may occasionally be negative, it is important that it be constructive in nature. • The intent of the feedback should be to further the abilities of the speaker. • This should strengthen the interpersonal relationship, and enhance future communications. Effective Listening Skills Maintaining eye contact • You need to prepare yourself to listen. Listening to a person while working on a computer screen or scanning the room will only result in giving the speaker a certain percentage of your divided attention. Therefore, it is essential to face the speaker and maintain an eye contact Remove distractions, be attentive and relaxed • After having established eye contact, it is important to relax. Distractions like phone, books, papers and other things should be put aside as this behavior will disrupt the process of listening and will give a message to the speaker that you are not interested. Keep an open mind • Listening skills will improve if it is done without judging the speaker or criticizing mentally the things spoken by the other person.

91. If what the speaker says alarms you, then feel alarmed but do not say to yourself, “this is was stupid”. The moment you start to make judgments; you compromise your effective listening skills. Do not try and jump to conclusions. Practice active listening and listen to the words of the speaker • Your brain will arrange the content and form a literal picture if you are focused and your senses are completely alert. • If you are listening for a longer duration, try to concentrate and keep in mind the key phrases and words. You need to concentrate and only think about what the speaker is saying even if it may not sound interesting. Do not interrupt and do not try to impose your “solutions” • The rate at which we think as well as speak differs from person to person. • In case you are a person who thinks quickly and speaks well, then you need to slow down, relax your pace and listen to the other person who might be having trouble in expressing himself or who might be a thoughtful communicator. • You should not interrupt the speaker as it sends a number of messages like making the speaker realize that you are more important than him, or you have something more interesting to say or you do not care about what the speaker thinks.

92. When somebody is talking about a problem, you should refrain yourself from offering solutions as people generally want to find their own solutions and would ask in case they need advice. • The other person usually wants you to listen and help him in figuring out his own solution. If you have a very good solution, then take the permission of the speaker by asking him if he would like to listen to your ideas and then offer him that solution. If you need to ask clarifying questions, then wait for the speaker to take a pause • If you are not able to understand anything, then you need to ask the speaker for an explanation. However, you need to be patient and instead of interrupting the speaker, you should wait for the speaker to take a pause and then ask him to clarify the point which you were not able to understand

93. Ask questions only for ensuring understanding • Often our questions lead to directions which are not related to where we had thought the discussion will go. • In such cases, it becomes important to work our way back to the topic which was originally meant to be discussed. When you realize that your question has resulted in the speaker going astray, you need to take the responsibility for bringing the conversation on the right track again. Try to feel what the speaker is feeling • Empathy is the heart as well as the soul of effective listening skills. If you are overcome with a feeling of sadness when the speaker is expressing sadness or if you feel joyful when the person to whom you are speaking expresses joy and you are able to communicate those feelings by means of your words as well as facial expressions, then your listening skills have definitely improved. • People will appreciate the fact that you really heard them and made an effort of understanding them. • This does not come easily but requires concentration along with energy. But it not only shows your effective listening skills but also helps in facilitating communication.

94. Give the speaker regular feedback • For effective listening skills, you need to show that you have an understanding of where the speaker is coming from by reflecting on their feelings. “You must have felt excited!” or “That must have been terrible for you.” • If the feelings of the speaker are not clear or hidden, you may also nod or demonstrate your understanding by means of facial expressions or an “uh huh” or “hmmm” that is well-timed. Pay attention to the cues that are nonverbal or to what has not been said • Listen not only with your ears but also with your eyes. You need to watch as well as pick up the additional information that is being transmitted by means of non-verbal communication such as facial expressions, eye movements, and posture. • When you are face to face with somebody, it is easy to detect irritation, boredom, and enthusiasm very quickly by looking at the expressions in the eyes, the way the mouth is set, etc.

95. ACTIVITY 4 7 C’s OF Effective Communication 45 minutes Divide the participants in groups of 4 or 5 and ask them to identify and discuss the 7 C’s of effective communication. • Tell the participants that coming out of their discussions, formulate a role play to demonstrate the 7C’s of effective communication in action. • Explain to the participants the importance of understanding the 7 C’s of effective communication.

96. 1 DEFINING SOCIAL MEDIA • Defining Social Media (What is Social Media) • The Emergence of Social Media (Why is it popular and has a high rate of penetration (digitize - faster, efficient, progressive) • Social Media platforms and their purposes - Facebook , Instagram , LinkedIn, Twitter, WhatsApp Snapchat etc. Particular social media platforms appear to have a higher level of penetration among youth. These include the ever popular and rising Facebook which has proven to be dominant across all audiences for promotional and personal purposes. Others include the developing Instagram which is now owned and controlled by Facebook and YouTube.

97. 2 MARKETING YOURSELF ON SOCIAL MEDIA • Marketing yourself and your business on social media • Creating personal profiles or business pages • Identifying your target Audience • Posting the right kind of content  Educational posts  Engagement posts  Information posts • Networking on Social Media • Social Media Marketing

98. 3 SOCIAL MEDIA AND EMPLOYMENT • How to use social media as a job market • How to market yourself to potential employers • Indicating interest in jobs on Social Media • Assessing and tailoring our social Media presence and the content we post to make yourself marketable 4 SOCIAL MEDIA ADVOCACY • How to use social media to advocate for causes • How to use social media as a means of showing support or speaking out • Campaigns • The use of hashtags and some popular hashtags representing various causes # MeToo # HeForShe # YouAreNotAlone

99. 5 RESPONSIBLE USE OF SOCIAL MEDIA • What does this mean? • Cyberbullying and its Characteristics • Experiences or instances of Cyberbullying • Consequences of Cyberbullying both legal and social • Tools and Tips to address Cyberbullying

100. 6 CREATIVE TOOLS FOR USING SOCIAL MEDIA • Canva • Hootsuite • Reporting Templates 7 TIPS FOR BUILDING A BETTER SOCIAL MEDIA PRESENCE • Understanding connectivity • Review before posting • Using artwork • Correct mistakes • Consider how employers might view your post • Don’t escalate issues on Social Media • Know which trends to follow on Social Media • Communicate positively, not negatively • Think Before you post T – Is it Truthful? H – Does it Help? I – Does it Inspire? N – Is it Nice or Necessary? K – Is it Kind?

101. Question Content before you share or post • Is the post TRUE or a rumor? • Is the post HELPFUL or harmful? • Is the post INFORMATIONAL or gossip? • Is the post NEEDED or irrelevant? • Is the post KIND or harsh?

102. “You don’t build a business, you build people and then people build the business”- ZigZiglar