2. day 2 (why leadership)
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The document provides instructions for the Marshmallow Challenge, which involves building the tallest freestanding structure possible using only spaghetti, string, tape and a marshmallow within 18 minutes. Participants are instructed to have the entire marshmallow on top of the structure and are allowed to use as much or as little of the provided materials. They are not allowed to hold the structure once time runs out. The document then discusses different leadership paradigms such as hierarchical, heroic, technical, servant, situational, autocratic, paternalistic and democratic leadership. It provides examples of each paradigm and discusses their strengths and weaknesses. Finally, it provides homework assignments involving reading about personal vision, journaling about leadership paradigms used in the
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HOME MARK MURPHY / LEADERSHIP IQ BLOG QUIZ: WHAT'S YOUR LEADERSHIP STYLE?
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dependable, loyal and helpful, and they provide a
stabilizing and calming force for their employees. They
value rules, process and cooperation. They believe that a
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other divisions. For the appropriate people, it’s a great
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/ /
https://www.leadershipiq.com/cart
https://www.leadershipiq.com/
https://www.leadershipiq.com/
https://www.leadershipiq.com/blogs/leadershipiq
https://www.leadershipiq.com/blogs/leadershipiq/36533569-quiz-whats-your-leadership-style
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Pragmatists have high standards, and they expect themselves, and their team
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The document outlines key concepts related to leadership including:
1. It defines leadership and discusses various leadership theories such as trait theory, situational theory, and transformational theory.
2. It identifies important traits and skills of effective leaders such as character, vision, communication skills.
3. It describes different types of leadership roles including interpersonal roles like leader and liaison roles, and decision-making roles like entrepreneur and resource allocator roles.
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The document provides an overview of leadership including definitions, qualities, factors, styles, and theories of leadership. It defines a leader as someone who sets direction and influences people to follow that direction. It lists qualities like visionary, humane, broadminded, and integrity. It describes factors like the leader, followers, communication, and situation. It outlines leadership styles such as autocratic, bureaucratic, democratic, laissez-faire, and charismatic. Finally, it discusses theories including great man, contingency, relationship, and trait theories.
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Tom Hood led the process with alumni form AICPA's leadership academy who have been taught the i2a: Insights to Action - Strategic Thinking System. They led table discussions and used sticky notes to make their ideas portable and their thinking visible to others. The results are on slides 17-26.
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The document discusses six leadership styles: authoritarian, democratic, laissez-faire, paternalistic, transactional, and transformational. For each style, the document provides definitions of the approach, common characteristics, potential advantages and disadvantages, examples of when each style may be most effective, and high-profile leaders who exemplified that style.
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The document outlines materials for a training session on teen leadership. It includes:
1) An agenda for the day that focuses on understanding communication, training future leaders with 4-H, and learning tools for teen leaders.
2) Descriptions of activities to teach communication cycles and characteristics of effective teen leaders.
3) A definition of leadership as the ability to motivate and inspire participation for community betterment.
4) Examples of how and where teen leaders can demonstrate their skills through organizing community projects, mentoring, and holding leadership positions.
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This document discusses several leadership theories including trait theories and behavioral theories. It describes Kurt Lewin's behavioral theory which identified three leadership styles: autocratic, democratic, and laissez-faire. It also discusses Tannenbaum and Schmidt's model of delegation and team development which shows how a manager's authority decreases as a team's freedom increases through seven levels. The document provides an overview of several important leadership theories but does not analyze them in depth.
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2. Visionary style inspires people through an appealing vision for the future, encourages creativity but leaders struggle to delegate.
3. Affiliative style harmonizes people and builds relationships, ideal for team building but difficult to give critical feedback.
4. Democratic style creates buy-in through participation, effective for consensus but slow for quick decisions.
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This document provides tips for giving effective presentations. It emphasizes telling a visual story over long blocks of text by using images and media. Presenters should speak slowly and make eye contact with the audience. Thorough rehearsal is important to avoid filler words and speak confidently. The use of large, clear fonts and engaging pictures or videos can help audiences follow along and stay interested.
1. introduction to market research (need d.light)
This document provides guidance on conducting market research. It discusses the importance of market research to understand the market, identify competitors and complementary partners, and learn about customer needs. It uses the example of d.light, a company that makes solar-powered lamps, to illustrate how market research could help them determine whether people can afford their lamps and which regions might be interested. The document offers tips on how to search online for this type of information, such as using different search terms and languages. It concludes by having students conduct market research on their own solutions.
5. solution statements
The document discusses how to package solutions in a solution statement. A solution statement follows a formula: if [proposed solution] is implemented to address [described need], then [user] gets/enjoys [desired results]. It provides examples of need statements, proposed solutions, and corresponding solution statements for three scenarios: helping Thandi break the cycle of poverty through education, providing a girl access to healthcare and education to start a family when ready, and establishing a pan-African leadership school to create a transformed Africa.
4. costing & modeling
This document provides information on costing and modeling for an entrepreneurial venture. It defines fixed and variable costs, and provides an example of costing out a business idea of painting games on school playgrounds. The document estimates fixed costs such as website and supplies, variable costs like paint and transportation per game. It models the potential market size and revenue based on number of schools and percentage that may purchase. By estimating costs and potential earnings, it demonstrates how to calculate total costs and potential profit for a venture to evaluate viability.
3. site preparation
The document provides guidance for conducting site visit interviews. It recommends meeting interviewees in their natural environment to put them at ease and see relevant context. No more than 3 people should attend to avoid overwhelming interviewees. Conversations should be private to get honest responses. Interviewers should enter without agendas, refrain from judgments, ask permission before questioning, clarify doubts, avoid leading questions, be aware of body language, actively listen and allow thinking time, and remind interviewees there are no right answers. Roles like note takers, photographers, and quote-capturers can help capture information during interviews.
2. needs finalization & idea brainstorming
The document outlines the process of understanding community needs before designing solutions through empathy, needs mapping, and evaluating ideas. It discusses:
1) Building empathy to understand individuals and systems before designing solutions.
2) Mapping needs by category, location, users, and identifying root causes through different methods like the Six Hats technique.
3) Brainstorming solutions using Six Thinking Hats to consider information, emotions, flaws, benefits, creativity, and thinking about thinking.
1. impact assessment
The document discusses impact and how to measure it. Impact is defined as the tangible and intangible effects of one entity's actions on another. Examples provided include following a diet, going to the gym, taking SAT classes, and attending African Leadership Academy. For each example, potential metrics for measuring impact are outlined. These include things like weight lost, muscle mass gained, test scores improved, and professional or leadership positions attained by alumni. The document encourages thinking about how to measure the impact of products or services delivered, like through customer satisfaction surveys or assessing learning outcomes. It emphasizes the importance of defining relevant metrics to understand impact.
1. introduction to facilitation
This document provides information on facilitation, including defining what a facilitator is and their key skills. A facilitator guides group discussions to reach consensus or have two-way communication. They are objective and encourage all participants to contribute their perspectives. Key facilitation skills include managing context, designing meeting format, conducting the meeting, participating while also facilitating, noticing group dynamics, diagnosing if goals are being met, intervening if needed, and closing the meeting effectively. The document suggests facilitators wear a Blue Hat to think about thinking and direct the discussion.
2. intro to prototyping
This document discusses using failure as feedback to improve and learn. It provides examples of quotes about failure from Thomas Edison, Henry Ford, Winston Churchill, and Robert F. Kennedy. These quotes illustrate that failure can lead to success if one learns from mistakes. The document also explains that learning from failure requires putting oneself in challenging situations where mistakes can happen, admitting to mistakes, and having courage to make changes.
1. critical thinking
Edward DeBono's Six Thinking Hats method identifies six distinct thinking states represented by colored hats: white for facts, red for emotions, black for weaknesses, yellow for benefits, green for creativity, and blue for process control. Each hat represents a different perspective or way of thinking about a topic to allow for a comprehensive analysis.
3. needs identification (tools)
This document discusses approaches for identifying the needs of others, including empathy, beginner's mindset, interviews, questionnaires, shadowing, observation, and demonstration. It emphasizes putting oneself in another's shoes through empathy and entering situations without assumptions using a beginner's mindset. Specific techniques are outlined, such as observation without interpretation, listing possible reasons for behaviors, and asking to be shown how someone interacts with objects. The goal is to better understand people by developing relationships over time through active listening and flexibility.
2. needs identification (theory)
This document outlines the BUILD process for identifying needs through human-centered entrepreneurship. It discusses conducting observations and interviews over several weeks to deeply understand individuals and systems. Needs are defined as things that could improve experiences related to physiological, safety, love/belonging, esteem or self-actualization needs. Wants are desires that are unnecessary but fulfilling. The document emphasizes identifying needs before developing solutions and provides examples to distinguish needs-based versus wants-based approaches.
4. introduction to feedback
The document provides an overview of the BUILD process for developing entrepreneurial solutions to social issues. The BUILD process involves five steps: Believe, Understand, Invent, Listen, and Deliver. It describes how each step was applied to develop solutions for improving curriculum and hygiene awareness at Ikageng Crèche in South Africa. Under the "Understand" step, community needs were identified in areas like curriculum, hygiene, and outdoor space. Under "Invent", potential solutions were brainstormed like new curriculum, games, and advertising. Through "Listen", feedback was gathered and solutions like new curriculum, games, and mats were selected. Under "Deliver", the solutions were implemented and their impact was
4. day 4 (proactivity & time management)
This document presents an "EL Journey Wheel" which is a tool used to help define concepts like proactivity and responsibility, and apply them to different scenarios. It does this using concentric circles to distinguish between factors that are within and outside of one's control ("Circle of Influence" and "Circle of Concern"). Several examples are given applying this framework to situations like traffic laws, school reputation, time management, and conflict resolution. The document emphasizes taking personal responsibility and initiative to address issues within one's influence, rather than focusing on external factors outside of control. Effective time management is identified as key to exercising proactivity and influence over one's circumstances.
3. day 3 (personal responsibility & proactivity)
This document provides an overview of the game "Beat My Match" and discusses the concepts of personal responsibility and proactivity. It includes:
1) The rules of "Beat My Match", a card game played in pairs where the goal is to get the highest number by subtracting cards played.
2) An example of how the scoring works in one round.
3) A scenario where the rules for one team are changed to allow communication while the other team cannot communicate or look at each other.
4) A discussion of self-awareness, personal responsibility, and being proactive rather than reactive to situations outside one's control.
1. day 1 (intro to el)
This document discusses entrepreneurial leadership. It provides an overview of opportunities for entrepreneurs in African industries such as retail, health, education, transportation, finance, and telecommunications. The document outlines six pillars for developing entrepreneurial leaders and shares the story of William Kamkwamba, an entrepreneurial leader from Africa. It also lists homework assignments which include reading about principles of personal vision, journaling about a leadership experience, defining leadership, and reflecting on reasons for attending a leadership program.
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2. day 2 (why leadership)
- 3. Instructions 1. Build the Tallest Freestanding Structure 2. The Entire Marshmallow Must be on Top 3. Use as Much or as Little of the Materials 4. Break up the Spaghetti, String or Tape 5. The Challenge Lasts 18 minutes 6. NO holding the structure when the time runs out
- 5. Who is the greatest leader of all time?
- 6. Mandela, Mother Teresa, Bill Gates, JFK
- 7. ALA Believes… • Leadership can be learned • No one is born a leader, though people may be gifted with some traits that lend themselves to leadership • Leadership traits can be practiced and honed • There are different types of leadership, called “leadership paradigms” • Different leadership paradigms are useful at different times • “Good leadership”=Effective leadership+Ethics Copyright © African Leadership Academy, 2013
- 8. What is a Leadership Paradigm? Copyright © African Leadership Academy, 2013
- 9. paradigm |ˈparəˌdīm| Noun A typical example or pattern of something; a model : there is a new paradigm for public art in this country. Also, a worldview underlying the theories and methodology of a particular subject : the discovery of universal gravitation became the paradigm of successful science. Copyright © African Leadership Academy, 2013
- 10. Simply, a Leadership Paradigm is a way of thinking of leadership and how leaders are ascribed/given authority. Copyright © African Leadership Academy, 2013
- 11. What are examples of Leadership Paradigms? Copyright © African Leadership Academy, 2013
- 12. Leadership Paradigms A few examples: Hierarchical Leadership – By virtue of position in a hierarchy Technical Leadership – By virtue of technical abilities Heroic Leadership – By virtue of accomplishments Servant Leadership – By follower service and deference Situational Leadership – By virtue of the moment/situation Autocratic Leadership – By imposing decisions/power as an autocrat Paternalistic Leadership – Leading as a parent, with followers treated as children Democratic Leadership – Leading by treating others as equal Level 5 Leadership – Builds enduring greatness through personal humility and professional will Copyright © African Leadership Academy, 2013
- 13. Leadership Paradigms Paradigm Hierarchical Strengths Weaknesses Authority is more given Clear authority; Ability to than earned; vulnerable move quickly to power struggles Not knowledgeable; Heroic act – license to relax? Examples Mugabe, military leaders, many CEOs Che Guevara, George Washington Heroic Inspirational, Catalytic Technical Effective knowledge base; Weak in any area without Mr. Penn, knowledge; could be Consultants, less likely to make difficult to challenge Accountants mistakes Servant Puts followers first and self last; looks out for those at the bottom Weak? Slow-moving Democratic Gives everybody a voice and say in decision making Decision making process Obama, Mbeki is slow Jesus, Mandela, Mahatma Gandhi, MLK
- 14. Mandela, Mother Teresa, Bill Gates, JFK
- 15. Homework: 1. Reading: Covey, Principles of Personal Vision & Mindmap (due tomorrow) 2. Journaling (20 mins suggested) • What leadership paradigm did you use in the Marshmallow Challenge? • What leadership paradigm do you usually use? • What do you hope to learn about leadership at ALA?
- 16. Mind-mapping