1. The document describes a workshop co-designed by GIZ and LBSNAA to develop a leadership module for newly appointed IAS officers in India. 2. GIZ has experience developing competency-based leadership programs, while LBSNAA provides leadership training for IAS officers. Representatives from both organizations met to leverage their collective expertise. 3. Over two days, GIZ shared experiences from its climate and global governance leadership programs. LBSNAA shared its current leadership offerings. The groups discussed frameworks for leadership competencies and designed a customized module focused on leadership challenges in India.

1. 1….
GIZ and LBSNAA
New Delhi
Dates: 5th and 6th February 2014

2. 2….
Background:
The Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH in cooperation
with the Department of Economic Affairs (DEA), Ministry of Finance is implementing a
bilateral cooperation projects “Strengthening management capacities for International
Cooperation (CICM)”. The project has 3 field of actions.
The Field of Action 3 (FOA3) of the CICM focusses on promoting “Knowledge Sharing Network
for Training Providers”. Under this FOA, the project envisages co-designing competence based
innovative training offers for partners of CICM. This workshop for co-design the leadership
development programme is anchored in this FOA.
Context:
While conceptualizing the ‘Action Learning and Exposure Programme’, the core programme
team of CICM met LBSNAA to understand the leadership challenges of the senior
administrative officials of the Government of India. During this discussions, the Director of
LBSNAA expressed interest of LBSNAA to designing leadership development module with
support of GIZ.
LBSNAA representatives met up with CICM team several times and in October 2013, a
delegation comprising of Mr S.Chopra and Mr Tejveer Singh participated in a study cum
exposure tour to Germany and met the GIZ leadership group to learn and share the practices
and experiences in developing competency based learning solutions.
This co-design workshop is a direct outcome of this visit.
 For CICM, the co-designed leadership module would be offered to senior officials of
partner institutions and also to the Alumni of the ALEP.
 For LBSNAA, the co-designed leadership module would be offered as part of the
induction programme to the newly positioned IAS officers towards the end of phase I,
before they move out for the 1 year district training. The proposed module would
build on the already existing Leadership module, which was developed with support
of CCL and offered as 3-day Leadership module in Foundation Course. Further, the
proposed leadership module would contribute in nurturing the leadership capabilities
required for the newly positioned IAS officer, who normally gets posted at the District
level position and becomes District Magistrate within the next few years.
The co-designing workshop aimed at:
 Creating space for intense dialogues about leadership and leadership development;
 Engaging in a peer dialogue with a focus on developing a contextualised approach to
leadership development.
The participants from both the organisations are as follows:
LBSNAA GIZ
o Mr. Tejveer Singh (IAS)
o Mr. Prem Bogzi (IAS)
o Mr. Ram Kakani
o Fr. P.T Joseph
o Ms. Christine Bigdon
o Mr. Hinrich Mercker
o Mr. Mohan Dhamodaran
o Ms. Anita Sharma
o Mr. Ziaul Hoda

3. 3….
Workshop process:
Keeping the workshop as a co-design platform, the focus was on:
1. Sharing the experiences of GIZ on leadership programmes implemented under different
umbrellas –
a. Climate leadership programmes;
b. Managing Global Governance,
c. the CICM being offered with DEA, Ministry of Finance in India, etc
2. Sharing by the LBSNAA on their leadership experiences – especially the newly offered basic
leadership module from the CCL, Getting better understanding from the LBSNAA on
a. The positioning of the leadership module being constructed with GIZ
b. Getting insight of the target group who would be undertaking the leadership module
– their challenges, dilemmas, and the responsibilities they would be expected to
undertake in near future;
3. Creating a common understanding of the basic terms and phrases –
a. competency, capacity and capability;
b. the understanding on the 4 competencies selected to form the base of the
programme;
4. Agreeing on the larger framework of the leadership module - its vision, the intent, etc
5. Sharing the module and discussing each component in details. Where required, a short
exercise was undertaken to give taste of the session (for example, peer review and coaching
was experienced). The day was planned in such a way that the LBSNAA team could get
sufficient time to immerse in the detailed shared.
6. Feedback, suggestions, fears, challenges…. Were discussed only on day 2, when the LBSNAA
team had time to review the presented design;
7. Agreements on dates and other modalities were made only after the acceptance and
appreciation of the module by LBSNAA; and them finding it useful and advanced as
compared to the already existing offers.

4. 4….
Workshop documentation:
February 5th, 2014 (Wednesday)
The workshop started with a short welcome note by Dr Christine Bigdon, Director,
Competence-in-Motion. Mohan Dhamotharan proposed the agenda for the one & half day
and sought agreement from the group.
09:30 – 10:00:
The first session started with a short introduction on “Leadership and Me”. Participants were
given 5 minutes to reflect on: what drives me? What does Leadership means to me?
10:00- 10:20:
The reflective session was followed by an introduction of leadership at climate leadership
programme by Hinrich Mercker. Hinrich mentioned that he has seen leadership in different
situations in different countries. Some of the highlights of Hinrich’s presentations were:
 Leadership absent in one place while highly visible in another. Why?
 Understand development cooperation as: how to save the mess we are in without
going crazy!
 Training is obsolete concept. We can’t transfer knowledge. One has to learn with
mind, body, heart, soul,….
 Capacity building requires no aid, no training and no assistance…
 Theory U entails leading from the future as it entails!
 Under the Climate Leadership Programme, he has realized that new leadership
concepts- multidisciplinary, multi-stakeholders using hand, head and body…. Is
possible
He further explained the stages of leadership development using theory U, which were being
used in the CLP programme. He ended the session by stating that “contributing to meaningful
vision requires time to reflect”

5. 5….
10:20 – 12:00
Mohan shared his experiences at Climate Leadership Programme.
 Focus of CLP was to co-create and shape the programme together. One of the success
factor of the programme was that it involved a strong team which together went
through the design workshop and therefore, had strong ownership as well as huge
relevance of the programme to their work context;
 What motivated, drove and supported building teams was the fact that cultural
specific needs were closely adapted.
 Capacitating the team to co-design the programme is essential. Of course, we brought
“no ready-made solutions”
 Our leadership programme focussed on creating sufficient safe spaces for the leaders
to reflect.
Mohan Dhamotharan mentioned that a leadership
programme is about handling the dilemma and wicked
problems. In a multi-stakeholder programme, the
multi-stakeholders have different perspective on
problem as well as solutions. The leadership
programme must have the scope to have multi-
perspective and multi-solution.
Sharing his experiences of CLP, he added:
 Leadership role model: reflected contexts
becomes internalized;
 Power: leadership without touching the issue
of power is hollow;
 Crisis: how to strengthen people put in
forefront to navigate disruptive processes without getting crazy
 We are in phase of great transformations. Leaders are faced with:
o Scenarios
o Dilemma
o Changes
o Visioning society in collaborative way
o Self-awareness and self-control
The leadership programme designed in partnership with LBSNAA must focus on ‘Why’ than
focusing on what and how. A leadership programme focusing on What and How becomes a
managerial capacity development programme and talks about tools and techniques
whereas a leadership programme must focus on Why. The programme must pay attention
to deal with aspects such as values and purpose.
While talking about the leadership development components, he mentioned that while
designing the leadership module for the IAS officers, it will be important to ensure that it is
not a repetition of what they have already covered in the other existing training programmes.
For example he shared that during the foundation course specifically while trekking they are
exposed to a lot of leadership challenges, then there is CCL module which focuses on
leadership and then we have another programme for two and half days on leadership. It will
be important to incorporate the components that are focused more on values and purpose
of their role. The session ended with a 5 minutes movie on CLP.

6. 6….
Sharing the experiences from the Managing Global Governance (MGG) programme, which
worked on Theory U from Otto Scharmar, Hinrich mentioned that leadership as a journey is
touched closely on 3 stages –
 kicked-off in the beginning of the 6 months programme with a reflection on – my
leadership journey up to now;
 is followed through a mid-term reflection; and
 final reflection at the end of the programme supplemented with a group building
exercise
12:00-13:00
Agreement on competency and competencies:
Continuing after a short tea break, Mohan shared the concepts on competencies as
understood and used in the CICM. He mentioned:
 Competencies are contextualized.
Professional domains define these;
 How competency development happens:
Competency is not a recipe. It requires
consistency over different conditions
 It is not possible to develop
competencies in 5 days, but provide a way to
work on the same;
 Competency is not just “Can do”, but also
supplemented by strong “Will do” – with in
larger frame
of “meaning
and
purpose”.
For defining competencies for professional domains,
following were presented with respect to professional
domain:
 Develop framework connected with professional
domain

7. 7….
 Don’t stick to “now” but work towards “desired or emerging future”
 Check it out with theoretical or generic framework
 Then work out the required competencies!
Competency Framework:
While explaining the competency, Mohan Dhamotharan shared that, Competencies are
deeper seated abilities of individuals to successfully handle different situations. He further
said, to simplify it more, competency is a combination of “can do” and “will do”.
It is important that the programme offers the participants a space where participants reflect
about their future and have a reflection about what they are supposed to do as IAS officers,
what their position demands them to do.
He also shared the video of Mr. Viktor Frankl in which Mr. Frankl said, “If we work towards
what individuals should do, we help them to do what they can do”.
While further talking about competency cycle he shared that as an individual one has to
reflect and find out his/her whereabouts in these stages and act on it, in order to improve the
competencies. The stages described are as follows:
 Unconscious Incompetency
 Conscious Incompetency
 Conscious Competency
 Unconscious Competency.
While it is important to realise and reflect on these levels, there is a strong chance of slipping
back to Unconscious Incompetency even after reaching to Conscious Competency stage. The
idea is to keep providing professionals with spaces where they reflect and realise their stage
and work towards moving on to the next level.
He further shared the levels of competencies as defined in the competency development
framework, they are:

8. 8….
 Curious Novice: The curious novice represents somebody new in a professional
domain and is curious to expand his/her learning to deal with relevant professional
challenges. He/she may have been extremely competent and successful in other
professional domains and has the ability to reflect on how previous experiences and
knowledge can be applied in this
new domain or how new and
relevant competencies can be
developed. This stage also refers to
a person, who may have a tacit
understanding of the new domain
and deals with the challenges in an
intuitive way. In specific contexts,
for example in a team with an
experienced mentor, this
competency stage may be fully
sufficient to perform successfully.
 Compassionate Learner: The
passionate learner has the ability to
learn quickly and systematically
acquire relevant knowledge and
skills. This could be somebody joining a new profession with a sound academic
knowledge and extensive know-how on methods and instruments without much
practical experience in the new domain. In specific contexts, for example in a team
with experienced practitioners, such a passionate learner may perform successfully.
 Skilful Master: The skilful master is capable of blending his/her vast experiences with
knowledge and skills for achieving high quality results. His/her ability to deliver
sustained results is appreciated by superiors and recognised by the peers. If there is a
change in the position or new demands arise, he/she is capable of quickly moving
through the stages of a curious novice or passionate learner to become a skilful
master. In a specific context, a skilful master, utilising the strengths of a curious novice
and a passionate learner can achieve bigger results.
 Compassionate Guru: The compassionate guru is a skilful master, who has the
additional ability to mentor and coach other colleagues to leverage potential of teams
to the maximum. This stage is characterised by the ability to reflect on one’s own
competencies and nurture others to develop their competencies by finding
appropriate interventions. Such persons play a key role in connecting and nurturing
competencies of individuals thereby achieving desired organisational goals.
 Engaged Co-creator: This stage is characterised by a holistic understanding of issues
and the ability to develop trustful relations for translating a greater purpose into
organisational practice. People at this stage are capable of reflecting deeply on their
own values, attitude, knowledge and skills. They engage with others to develop
innovative ideas and interventions enabling relevant changes. This stage is crucial in
contexts where individuals, organisations and societies are challenged to change and
transform. In a new domain, a person at this stage may have to start as a curious
novice or passionate learner.

9. 9….
The self-assessment tools developed as part of the Action Learning and Exposure Programme
under CICM were briefly shared and discussed. As some of the LBSNAA participants had tried
the self-assessment e-tool, they provided the following feedback:
 The competencies were directed towards persons working in the area of International
cooperation;
 The options given were lengthy – each having almost two and half lines and many
words;
 The profile generated was quite relevant and valid;
It was explained that the instruments for self-assessment – like the e-tool, competency
chakra, etc were only to trigger & motivate people to take competence development journey
in their hands. Meta competency to competency development is our task as well as the
challenge.
13:00-13:30: sharing experiences by LBSNAA
Fr. Joseph shared his leadership training experiences with the group. The challenges he
shared included:
 Lack of interest of the participants in the training (especially as the other colleagues
of these participants were involved in other more interesting activities in the
vicinity);
 Participants were quite fresh into the administrative services and after have been
selected through a very rigorous screening, they came with the attitude that they are
already good leaders – there was no session which challenged them in their
leadership skills;
 The programme was a package of a number of exercises and the reflection of results
was on very external level. It did not prick the participant from inside;
 The activities included in the programme were very fixed, with each step clearly laid
out – and there was no flexibility allowed. Hence, no scope of adaptation;
 Though the participants liked the programme, there is no means to measure the
impact of the programme in their lives at any further stage;
 The focus of the programme was on individual and not on the larger social well-
being
Post lunch, the session continued with LBSNAA sharing their experiences of leadership
programmes. Fr. P T Joseph shared the power-point
consolidating the results of the competency questionnaire
administered under their basic leadership module. The
questionnaire was developed by LBSNAA, using the sources
provided by CLP. The presentation was discussed in depth,
especially for generating better understanding on the use of
results of these assessments. LBSNAA mentioned that there
was a large scope of improvements in the assessment test as
well as the use of its results. I was also stated that the
advanced leadership module being co-designed might be able
to support improvement on the same.

10. 10….
To understand clearly the
positioning of the basic and
the advanced leadership
module, LBSNAA shared the
training plan of the IAS
officers – the induction
programme and the different
phases of training.
ALP: Advanced leadership programme; BLP – Basic Leadership Programme
The e-self assessment tool developed under the (ALEP) was referred to once again and
LBSNAA asked if such self-assessment test was possible to create for their inductees.
However, as the task itself is a time and resource consuming activity, it was informed that it
lay outside the current scope of CICM.
16:00-18:00: Presenting the draft module for consideration of LBSNAA
Agreement on the vision:
Before the first draft of the design could be presented, Hinrich
shared the draft vision of the Leadership Development Module.
After a brief discussions, the vision was slightly modified and
the revised version read as follows:
A community of young, responsible and competent
leaders contributing to a profound shift towards
principle of sustainability throughout the country
It was agreed that the LBSNAA will review this vision and after
an internal discussion share the vision of the programme with
GIZ.
Agreement on the Intended outcomes of the Programme:
The intended outcome of the programme was also proposed and
discussed; and following were agreed:
1. National Well-being (instead of sustainability, which was
initially proposed by GIZ;
2. Value based and competency based.
Agreement on the meaning (as understood by all) of the
competencies:
Thereafter, focus was drawn on the understanding of the four
identified competencies that will remain the focus of the leadership
module. These were:
 Integrity,
 People First,
 Self-Awareness and self-control;
 Leading Others.
3 months
Foundation
course
6 months
Phase 1
1 year
District
Training
3 Months
Phase 2BLP
ALP
Figure 1Induction training at LBSNAA

11. 11….
The UNDP competency cluster and the definition of these four
competencies from the competency dictionary were referred to and
it was mentioned that somehow the definitions were not very clear;
as well as the way the levels/stages within each is also a bit
confusing.
It was clarified that though the four competencies have been used as
the base for the draft design, it would still be useful and essential to
have a clarity and definition about these competencies. In the jargon
used at GIZ, Integrity would have been a value, not a competency.
Also, the part – “self-control” was considered not a real positive
aspect.
Sharing and agreeing on the underlying principles:
Before presenting the design of the ‘Responsible Leadership Development Programme’
(RLDP), following were stated:
 Without being very overambitious, the effort of GIZ has been to bring out a draft which
is interesting and also can be seen as challenging for the target group;
 The draft is based on the fact that people are intrinsically smart. The Responsible
Leadership Development Programme should support them to internalize the key
leadership message
 The RLDP should be seen as trigger to start off and let the participants continue to
work on this as a learning or life

12. 12….

13. 13….
Presentation and Discussion of the Leadership Module
Title of the leadership module:
Leading with passion and purpose: Serving people and developing your leadership
capabilities
Day 1: Imagining a desired future – Exploring adaptive challenges – Reflecting on own
contributions.
The first day is designed to create urgency and explore the space for leadership and to
facilitate collaborative imagination of a desired future for the work domain of participants
and identify key challenges requiring their leadership response. The day provides space to
everybody to explore quickly what drives and inspires them in doing their job.
Session Topic/focus How Discussion points/Quotes
1st
ONE hour
(in smaller
groups)
Introduction to the
programme, agenda/
design of the
programme, intended
outcomes, etc.
Power-point
Presentation and
Video
exercise
Slides on "Why are you doing what you are
doing"; Photographs of leaders
Frankl video or similar inspiring videos
Broad framework and background of the
programme
Session 1
(in smaller
groups)
Experiences with
shaping better future
Key note:
Inspirational,
informative,
authentic
 Four speakers (4-5 years of experience)
who can highlight their vulnerability as a
leader – linking directly with the 4 key
competencies:
 Integrity, People First, Self-Awareness &
Self-Control, and Leading Others.
 Someone with whom the participants
connect their near future.
This would create "THE CRACK" – will
help in moving from unconscious
incompetency to conscious
incompetency
Session 2 Co- creating a
compelling future
Societal vision
and my role
Me as a leaders in
future:
Grounding
deeper in
meaning and
purpose
 Not to start with a personal journey, but
with vision for India as a whole.
 Connect vision of Preamble and reality of
today to create vision for tomorrow.
 Vision: what is India vis-à-vis vision of
today
 Identify role of self – what can I do to
make a change; move from “now” to
“then”:
Session 3 Responsible
leadership: Passion
and Purpose
Navigating
through value
based dilemmas;
 Value based dilemmas: navigating
through dilemma
 Red thread – competencies and values
Session 4  Journey Ahead:
Present life,
future goals
 Connecting
personal goals
with societal
vision
Sculpting Sculpting
What kind of future do you see for yourself as
an IAS officer in the next 6-8 years? (Aerial
view of yourself).
Me as a leader and different roles
Where do my personal goals meet the
society's needs
Journaling

14. 14….
Dinner Dinner over future
image/envisioning
our future
Special arrangement – example: A quote on
each table
DAY 2: Value based dilemmas; navigating through dilemma
Session Content How Discussion points/Quotes
Recap of Day 1
Session 5 Leadership: Value &
Dilemmas
Input
PPT, facilitators
note
great leaders’ picture and association with
their value set
5 dimensional journeys: space, society, Inside
you...
Session 6 The quest for
integrity: Exploring
values, value
dilemmas
Value Diamond
PowerPoint
Presentation
Identify 10 value set; zero down on three and
further one.
Ask questions relating to action undertaken
to save this value in the last four weeks.
Followed by group exercise, dialogue walk in
pairs
Session 7 Supporting case
owner to find suitable
solution for dealing
with dilemmas
Peer Coaching Peer-peer review/coaching:
 Trusts and willingness to be open
 Remain with rules
 Culture of listening
 Sets a seed for life-time results
Session 8 My leadership base Journaling There will be guiding question to help the
exercise
DAY 3: Crafting Leadership Communities – Crafting Community of Practice
Session Content How Discussion points/Quotes
Recap of Day 2
Session 9 Leading Teams (find a
new name)
Pair/Group
exercise
input on communication, exercise in pairs
How did you like the module (open questions,
deep listening, empathetic listening and vice
versa)
Session 10 Mapping my
leadership
development path
Journaling
sharing in pairs
ask the participant:
 Support required from LBSNAA?
 Will there be a link between this plan and
its alignment with the aspiration for the
society on day 1?
Done in pair. 7-7-7 (seven weeks, seven
months and seven years)
Process recap…. By the facilitator
Session 11 Sharing insights
Celebration
Evaluation
One person from each group can share
his/her insights my take away - short elevator
speech
Closing in a common group (all 180
participants are together).

15. 15….
February 6th, 2014 (Thursday)
Prof Ram Kakani, to ensure that he had captured the essence of the presentation yesterday,
ran through the entire programme with his colleagues. Sharing their thought on the
presented module, Mr Prem mentioned that GIZ module is more intense and deep; and
require quality facilitators. CCL Basic Leadership Module: all was very structured and any one
could pick any paper and train. GIZ responded by submitting that efforts could be made to
structure the module to a large extent. The discussion led to the compilation of support
material and trainers’ hand-outs which might be required for effective delivery of the same.
Details are annexed.
Other agreements:
Schedule for each day: While designing the day-wise agenda for the programme, LBSNAA
representatives suggested following this timeline
Day Timing
Day 1 9:30-11:30AM (Session 1)
11:30-12:00 (Tea Break)
12:00-14:00 (Session 2)
14:00-15:00 (Lunch Break)
15:00-16:30 (Session 3)
20:00-21:00 (Dinner)
Day 2 9:30-11:30AM (Session 1)
11:30-12:00 (Tea Break)
12:00-14:00 (Session 2)
14:00-15:00 (Lunch Break)
15:00-16:30 (Session 3)
Day 3 It was mentioned very specifically that closing time for day 3
has to be 17:00
Regarding the next steps, following were agreed to in consultation with LBSNAA:
1. Dates for the Immersion Programme: April 14-16, 2014 at LBSNAA
2. Dates for the final roll out Leadership Programme at LBSNAA: May 5-7, 2014
3. Participants for the immersion programme would be:
a. Key faculty of LBSNAA
b. Preferably 12 members
c. All would be required to participate fully
4. Approach for Immersion would be to:
a. share the philosophy of the programme;
b. focus on coaching, facilitation
c. reflection and journaling

16. 16….