A@Training Objective

8/8/2019 A@Training Objective

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OBJECTIVES

• Identify the skills and qualities associated with the collaborative leadership practice of Assessing the Environment.

• Identify skills and qualities associated with the collaborative practice of Building Trust.• Identify the skills and qualities associated with the collaborative leadership practice of

Creating Clarity.• Examine the concept of Developing People as a practice of collaborative leadership.

• Examine the concept of Self-Reflection as a practice of collaborative leadership.

• Identify skills and qualities associated with the collaborative practice of Sharing Power and Influence.

METHODOLOGY

• Lecture-cum-discussion• Group Discussion

• Self-assessment questionnaires

DURATION: 6 days

Day-Wise Break Up

Day Content Time AllottedDay 1 Introduction

Assessing the EnvironmentSelf- Assessment Questionnaire

30 min30 min90 min

Day 2 Creating ClaritySelf- Assessment Questionnaire

90 min90 min

Day 3 Building TrustSelf- Assessment Questionnaire

90 min90 min

Day 4 Sharing Power and InfluenceSelf- Assessment Questionnaire

90 min90 min

Day 5 Developing peopleSelf- Assessment Questionnaire 90 min90 minDay 6 Self- Reflection

Self- Assessment QuestionnaireTraining Feedback Form

45 min90 min45 min

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Course content

UNIT TITLE CONTENTSUnit 1 Introduction Meaning of Collaborative

Leadership, WhyCollaborate, Differentiatingbetween Traditional &Collaborative Leadership, SixPractices of CollaborativeLeadership

Unit 2 Assessing theEnvironment

Understanding the Context of Collaboration

Unit 3 Creating Clarity Definition, Outcome, How,

Means, Creating ClarityFramework

Unit 4 Building Trust Features, Trust BuildingChecklist

Unit 5 Sharing power andinfluence

Eight Sources of Power

Unit 6 Developing people Mentoring, Coaching

Unit 7 Self-Reflection Why Self-Reflection is

required for CollaborativeLeadership?

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UNIT-I

INTRODUCTION

Meaning of Collaborative Leadership

Leadership shown by a group that is acting collaboratively to solve agreed upon issuesIs called Collaborative Leadership.

Why Collaborate?• Shared Concern• Pool Power • Add Diversity• Increase Ability to Handle Complex Issues

Differentiating between Traditional & Collaborative Leadership

Traditional CollaborativeTop down Self-governingFew make decisions Broad participationUnilateral action Guide & coordinate processWin or shift power Build relationshipsLinear thinking Systems thinkingPrograms & products ProcessCharisma VisionPersuasive EmpatheticGroup falls apart if leader leaves Group continues when leader leaves

Six Practices of Collaborative Leadership

• Assessing the Environment : Understanding the context for change before you act.• Creating Clarity : Defining shared values and engaging people in positive action.• Building Trust : Creating safe places for developing shared purpose and action.• Sharing Power and Influence : Developing synergy of people, organizations, and

communities to accomplish a shared vision.• Developing People : Committing to people as a key asset through coaching and

mentoring.• Self-Reflection : Understanding your own values, attitudes, and behaviors as they relate

to your leadership style and its impact on others.

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UNIT-II

ASSESSING THE ENVIRONMENT

This is the capacity to recognize common interests, especially the capacity to recognize andunderstand other perspectives. Collaboration seeks goal attainment around shared visions,purposes, and values. When he or she brings different points of views to an issue or problem, acollaborative leader facilitates connections and encourages group thinking that identifies clear,beneficial change for all participants. The goal is to set priorities and then identify barriers andobstacles to the achievement of priorities

Understanding the Context of Collaboration

Assessing the environment is about understanding the context of collaboration. Leaders mustcarefully analyze and understand the context for leadership before acting. As a preliminary step,it is necessary to understand this context in order to identify the appropriate people, designconstructive processes, and provide accurate information. There are several aspects to thesefirst steps:

1. Identify the problem type: First of all there is a need to identify that problem falls under which category.

2. Understand leadership challenges . Sometimes there are challenges that must be resolvedbefore collaboration can occur. They often have to do with: power and trust issues, lack of leadership initiative or capacity, hidden agendas, lack of vision, etc. These issues have little todo with the nature of the problem, but with how people work together. The primary focus of collaborative leadership needs to be on the process of how people work together, not on thecontent of the problem itself.

3. Identify stakeholders . A stakeholder is one who is affected by or affects a particular problemor issue. The stakeholders in collaborative initiatives need to define the problems and solutions,because it is their work that will lead to action. If they were to reach agreement, their strength asa group working together could achieve real results.

4. Assess the level of stakeholder agreement . A “war of solutions” is usually a starting pointfor groups who agree to work together. However, this leads nowhere. The following questionshelp to assess the level of stakeholder agreement:

• Have stakeholders agreed that there is a problem that needs attention?• Have stakeholders agreed to work together on the problem/issue?• Have stakeholders agreed on how to work together on the problem/issue?• Have stakeholders agreed on an implementation plan and action steps?

5. Evaluate an organization’s capacity for change . There are a number of organizationalcapacity and readiness tools that can be used to systematically address this step.

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6. Identify where the problem/issue can be most effectively addressed . If the issues arecomplex and the responsibility and accountability are murky, it is important to determine wherethe problem can be most effectively addressed.

SELF ASSESSMENT EXERCISEFor each item, circle one rating under the "Behavior Frequency" column indicating your view of how often you exhibit that behavior. Your responses to this questionnaire are for your own use.You will not be asked to share your scores after you have answered. You will be asked to useyour score and your responses to help you develop a personal learning plan.

Written Comments:What do you think are your strengths in assessing the environment as a collaborative leader?

What do you think are your most important areas for improvement in assessing theenvironment?

UNIT-III5



CREATING CLARITY

Definition - Being clear about the goals, direction, and envisioned future of a community for a

particular issue.

Outcome - Committing to a cause that transcends the self; recognizing ethical or moralstandards that provide guidance.

How - Integrating personal vision into a shared vision by finding common ground.

Means - Mobilizing people through a shared vision and positive action and sustaining the visionin difficult times.

Creating Clarity Framework

Current Reality Mobilization Desired FutureEnvironmental assessment Identify key issues Shared vision

Develop Action Teams Common values

Develop Action Plans

Implement Plans

Evaluate

SELF ASSESSMENT EXERCISE

For each item, circle one rating under the "Behavior Frequency" column indicating your view of how often you exhibit that behavior. Your responses to this questionnaire are for your own use.

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You will not be asked to share your scores after you have answered. You will be asked to useyour score and your responses to help you develop a personal learning plan.

UNIT-IV

BUILDING TRUST7



“Creating safe places for developing shared purpose and action”

Features

• A two-way street—in order to build trust, you must be trustworthy.• Necessary for open expression of ideas, questions, and raising doubts.• To be successful this takes communication skills—those skills that enhancetrust and promote respect.

The capacity to promote and sustain trust is often overlooked in the Collaborative process.Leaders sometimes believe that, once individuals or groups are gathered together, a plan canbe made easily and commitment can be obtained. If a collaborative Leader fails to engender trust among participants; however, their involvement will wane, and the best ideas andinnovative approaches will not be shared. In this context, the Collaboration will have lost itscapacity to draw the best ideas from those involved.

Trust Building Checklist

Various ways of building Trust:

• Practice focused listening• Call each other by name• Clearly identify the purpose for gathering• Let people know what is expected of them• Identify the time frame team will work within• Balance process with product • Ensure everyone has an opportunity to speak• Use fair processes to get things done• Have diverse representation of types of people• Create working agreements

SELF ASSESSMENT EXERCISE

For each item, circle one rating under the “Behavior Frequency” column indicating your view of how often you exhibit that behavior. Your responses to this questionnaire are for your own use.

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You will not be asked to share your scores after you have answered. You will be asked to useyour score and your responses to help you develop a personal learning plan.

UNIT-V

SHARING POWER AND INFLUENCE

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Developing the synergy of people, organizations and communities to accomplish a sharedvision. The capacity to share power and influence is an uncommon trait among leaders.Collaboration cannot be achieved through a solo effort. Participants in the decision-makingprocess need to feel empowered in order to contribute fully. Too often it is only the head of anorganization who receives public accolades, despite the fact that the success was only possible

through the shared effort and wide range of experience of a large team of people. Rather thanbeing concerned about losing power through collaboration, leaders need to see that sharingpower actually generates power…that power is not a finite resource.

Eight Sources of Power

1.Position power (authority): Positions confer certain levels of formal authority (i.e., professorsassign grades, and judges decide disputes). Positions also place incumbents in more or lesspowerful locations in communications and power networks. It helps to be in the right unit as wellas the right job: a lofty title in a backwater department may not mean much, but junior membersof a powerful unit may have substantial clout .

2. Information and expertise: Power flows to those who have information and know-how tosolve important problems. It flows to marketing experts in consumer products industries, to thefaculty in elite universities, and to superstar conductors of symphony orchestras.

3. Control of rewards: The ability to deliver jobs, money, political support, or other rewardsbrings power.

4. Coercive power: Coercive power rests on the ability to constrain, block, interfere, or punish.A union's ability to walk out, students' ability to sit in, and an army's ability to clamp down allexemplify coercive power.

5. Alliances and networks: Getting things done in organizations involves working through acomplex network of individuals and groups. Friends and allies make that a lot easier.A keydifference between more and less successful senior managers was attentiveness to buildingand cultivating links with friends and allies. Managers who spent too little time building their networks had much more difficulty getting things done.

6. Access and control of agendas: A by-product of networks and alliances is access todecision arenas. When decisions are made, the interests of those with "a seat at the table" arewell represented, while the concerns of absentees are often distorted or ignored.

7. Framing: control of meaning and symbols: Elites and opinion leaders often have

substantial ability to define and even impose the meanings and myths that define identity,beliefs, and values. When the powerless accept the myths promulgated by the powerful, overtconflictand power struggles may disappear.

8. Personal power: Individuals with charisma, energy and stamina, political skills, verbalfacility, or the capacity to articulate visions are imbued with power independent of other sources.

SELF-ASSESSMENT EXERCISE

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For each item, circle one rating under the "Behavior Frequency" column indicating your view of how often you exhibit that behavior. Your responses to this questionnaire are for your own use.You will not be asked to share your scores after you have answered. You will be asked to useyour score and your responses to help you develop a personal learning plan.

UNIT-VI

DEVELOPING PEOPLE

Bringing out the best in others11



• Realize and promote the potential present in other people;• Give up ownership or control;• Maximize the use of other people’s talents and resources;• Use coaching and mentoring to create power, which increases leadership capacities;• Build confidence by setting goals and receiving performance feedback.

Mentoring

A process in which an experienced individual helps another person develop his or her goals andskills through a series of time-limited, confidential, one-to-one conversations and other learningactivities; long-term career development focus.

Coaching

An activity that results in the improvement of skills, capacity, and performance; short-term skillsfocus.

Sage on the Stage Guide on the Side

From To

Learner’s Role Passive; chosen byhigher-up

Active Partner; Seeks anddevelops relationship

Developer’s Role Authoritarian-Directive Facilitating-Supportive

Relationship One-on-one Multiple mentors/coaches over alifetime; multiple models: peers,individual, group

Learning Process Developer responsible for learner’s learning

Self-directed; learner’sresponsibility

Length of Relationship

Calendar focused Goal focused

Focus Product-oriented;transferringknowledge

Process oriented; criticalreflection before application

Self-Assessment ExerciseFor each item, circle one rating under the "Behavior Frequency" column indicating your view of how often you exhibit that behavior. Your responses to this questionnaire are for your own use.You will not be asked to share your scores after you have answered. You will be asked to useyour score and your responses to help you develop a personal learning plan.

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Unit VIISELF-REFLECTION

Being aware of and understanding your values, attitudes, and behaviors as they relate to your own leadership style and its impact on others.

• At “the heart” of all the other practices: Self-reflection is internal while the others areexternal.

• The ability to gain insight from one’s own experience or action to try to assess thesignificance of what has happened.

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• Personal CQI—Continuous Quality Improvement: the capacity to engender a never-satisfied attitude that supports setting goals for personal development and learning.

Why Self-Reflection is required for Collaborative Leadership?Collaborative leaders are personally mature. To be successful leading a collaborative process,individuals must use self-reflection to examine and understand their values and think aboutwhether their behaviors are congruent with their values. At critical junctures in the collaborativeprocess, through reflection, successful leaders maketime to consider verbal and nonverbal communication within the group. They thinkcritically about the impact their actions and words have on the group’s progress towardachieving its goals. Great collaborative leaders have the ability to recognize the impact of their behavior and adjust accordingly.

Self-Assessment ExerciseFor each item, circle one rating under the "Behavior Frequency" column indicating your view of how often you exhibit that behavior. Your responses to this questionnaire are for your own use.You will not be asked to share your scores after you have answered. You will be asked to useyour score and your responses to help you develop a personal learning plan.

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LOGO XYZ PVT LTD

Company Address

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TRAINING FEEDBACK FORM

Employee Name: Employee Code:

Department :Name of the training programme attended :

Dates on which the training was conducted : From Date Month Year

To Date Month Year

Venue :

How would you rate the following (on a scale of 1-4 - 1 being the lowest & 4 being thehighest rating)?

Course structure Course content

Quality of exercise Handout & Training aids

Duration of the Training co-ordination

Training programme and organization

Training environment

Trainer Feedback :

Subject Knowledge / Conceptual Clarity

Trainer created and maintained an environment for learning

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1 2 3 4

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Rate the trainers training skills and competence

Presentation methodology

Guidance and support

What did you like best about the course/content?

What could have been done better?

Based on the training course description, how did your learning experience compare towhat you expected

when you began the training

Learned much more than I expected Learned somewhat less than I expected

Learned somewhat more than I expected Learned much less than I expected

Do you think this Seminar/ training would help you in you current job responsibilities?

Definitely to a large extent Not Sure

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Probably to some extent Definitely not

Would you recommend this training to your colleagues?

Definitely Not certain

Probably Definitely not

Participant's Signature : Date Month Year

Approved by : Date Month Year

Functional Head / Supervisor

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A@Training Objective

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