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Leadership 101 gjj hfdsd jhhfd jkkf jhfdf .ppt
- 1. Leadership 101 The National Democratic Institute
- 2. • Introductions • Ground Rules • Ice Breaker Exercise INTRODUCTION/ GROUND RULES
- 3. • To develop self-awareness and self- confidence • To develop strategies for self-empowerment • To identify strategies to increase leadership skills LEADERSHIP 101 OBJECTIVES
- 4. • Leadership Types of Leaders Qualities of Leaders Gender and Leadership • Identifying the Leader Within Self-Assessment Developing your Leadership Addressing Challenges LEADERSHIP 101 TOPICS
- 5. • Leadership • Empowerment • Other terms? KEY TERMS Photo: National Democratic Institute
- 6. EXERCISE: CHARACTERISTICS OF A LEADER
- 8. • Autocratic • Fits and starts • Inclusive • Self-sacrificer • De facto leader TYPES OF LEADERSHIP
- 9. • Controlling • Popular but overcommitted • Never make a decision before it is time • Biting off more than we can chew • True leadership TYPES OF LEADERSHIP
- 10. • Integrity • Vision • Develop new leaders • Allow disagreement • Assume responsibility for the final decision • Know how to plan QUALITIES OF AN EFFECTIVE LEADER
- 11. DO WOMEN HAVE UNIQUE LEADERSHIP QUALITIES?
- 12. • Close your eyes and imagine your community led by women EXERCISE: Visioning Women in Leadership
- 13. • Measuring Levels of Empowerment • Strategies for Self-Empowerment EXERCISE: EMPOWERMENT
- 14. WOMEN ROLE MODELS “In societies where men are truly confident of their own worth, women are not merely tolerated but valued.” - Aung San Suu Kyi “Women are not free anywhere in this world until all women in the world are free.” - Leymah Gbowee
- 15. IDENTIFYING THE LEADER WITHIN • Which qualities do you have? • Which qualities do you feel you are lacking?
- 16. • Let’s complete an inventory of your leadership skills EXERCISE: LEADERSHIP SELF-SURVEY LEADERSHIP Creativity Ambition Energy Motivation Vision Strategy Management
- 17. CAN LEADERSHIP BE LEARNED? • If yes, through which activities/actions?
- 18. • Seek constructive feedback • Evaluate yourself • Seek out new roles and challenges • Practice leadership now DEVELOPING YOUR LEADERSHIP
- 19. • Seek training opportunities • “To teach is to learn twice” • Surround yourself with leaders • Set goals and work on them DEVELOPING YOUR LEADERSHIP
- 20. • Take a blank sheet of paper • Write your name on the top EXERCISE: REALIZING LEADERSHIP
- 21. • What are some of the challenges that come with a life of leadership? CHALLENGES OF LEADERSHIP
- 22. • Be aware of realities you may face • Maintain perspective • Nurture your network of support REALITIES OF LEADERSHIP
- 23. SELF-CONFIDENCE EXERCISE • Complete the Self-Confidence Quiz
- 24. BUILDING CONFIDENCE • Break your goals into smaller steps • Visualize success • Start a “Victory Wall”
- 25. BUILDING CONFIDENCE • Pick some “low-hanging” fruit • Maintain a positive outlook • Surround yourself with supportive people • Dare to dream, but be realistic
- 26. • Example: Asma Khader • Imagine what a network of women (and men) can do! ONE WOMAN CAN MAKE A DIFFERENCE…
- 27. • Types of leaders/leadership styles • Gender and leadership • Self-assessment/ Your leadership • Barriers to women’s leadership LEADERSHIP 101 CONCLUSION
Editor's Notes
- See the Trainer's Guide for overall guidance on using this presentation. The Trainer's Guide serves as a companion resource and outlines the objectives of the session and materials needed as well as provides additional guidance on conducting the training session. Please note that the Guide includes complete instructions on how to facilitate some of the exercises referenced in this PowerPoint presentation and additional information on the content of certain slides. Please adapt the PowerPoint presentation, exercises, examples and handouts in advance of your workshop. They have been created for a global audience and need to be adapted to better suit the local context, the background of your participants and their level of experience. Terms, images and examples from the participants’ country or region should be used as much as possible so that they are relevant and contextually appropriate. This presentation draws upon a number of NDI program resources, including resources from NDI Kuwait, Kyrgyzstan, the Regional Roma program and the regional Youth of Today, Leaders of Tomorrow (YOTLOT) program. This presentation and guide were developed by Crystal Rosario and Susan Kemp. NDI would also like to acknowledge those who contributed including, Amy Hamelin, Caroline Hubbard, Susan Markham, Allison Muehlenbeck and Rebecca Turkington.
- SLIDE CONTENT: To begin the session, introduce yourself and other staff, trainers and resource persons. Provide the participants an opportunity to introduce themselves and establish ground rules for the training. TRAINER NOTE: It will be important to establish a rapport among participants. If this is the first presentation of a training workshop, be sure to build in time for participants to get to know one another and establish ground rules for their interaction and participation. Guidance on ice breakers and ground rules can be found in the “Training and Facilitation” folder. Below is a suggested ice breaker for this session. You might also establish ground rules by asking participants to give suggestions and agreeing as a group. You can write the rules on a flip chart and hang it on the wall for reference during the training session. HANDOUT 1: Leadership quote sheet for ice breaker exercise (if you decide to use it).
- SLIDE CONTENT: The objectives for this session are to: Develop self-awareness and self-confidence Develop strategies for self-empowerment Identify strategies to increase leadership capacities TRAINER NOTE: Provide an overview of the session’s objectives so that participants understand its purpose and have realistic expectations about what to expect. You may also wish to ask participants what expectations they have for the session. What do they hope to get out of it? You can then relate their expectations to the objectives and suggest how unrelated expectations might be met in other ways.
- SLIDE CONTENT: The topics we will cover today include: Leadership: We’ll start by talking about leadership types, the qualities good leaders possess, and whether gender has an impact on leadership. Identifying the Leader Within: Next, we’ll do some self-assessment of our leadership abilities and our self-confidence, as well as discuss some strategies for developing our leadership and addressing challenges to our leadership. TRAINER NOTE: Give the participants a brief overview of the topics to be covered so they have a sense of where we are heading in the presentation. Summarize the main concepts that will be addressed.
- SLIDE CONTENT: There are a few key terms to define as we begin so that we share a common understanding throughout our discussions. We need to start by defining leadership – a common term but we may have different things in mind when we use it. Leadership: "The only definition of a leader is someone who has followers." (Peter Drucker); “Leadership is influence - nothing more, nothing less.” (John Maxwell); "Leadership is a function of knowing yourself, having a vision that is well communicated, building trust among colleagues, and taking effective action to realize your own leadership potential.” (Warren Bennis) Empower: Empower is to give someone official authority or the freedom to do something; to invest with power; to equip or supply with an ability; to enable Empowering - Something that is empowering makes you more confident and makes you feel that you are in control of your life TRAINER NOTE: See Trainer's Guide for more information. Ask the participants to define the terms first and then decide on a common definition. What do these terms mean in the context of the lives and work of the participants? You might also ask them to suggest other terms that they think need to be defined at the onset. You should let them know that they are welcome to stop and ask for clarification at any point during the session if there is an unfamiliar term or one which they believe requires further discussion.
- SLIDE CONTENT: There are many strong leaders that come to mind when we think about leadership. Pictured here are just a few – Mahatma Gandhi, leader of the Indian independence movement; Nelson Mandela, a political leader in South Africa who fought against apartheid; Mother Theresa, a Catholic nun who served among the poor in Calcutta; and Barack Obama, US President and recipient of the Nobel Peace Prize (2009). TRAINER NOTE: Have each participant identify one person whom they consider a ‘good’ leader, either living or dead. It can be a sports figure, a religious figure, a political figure, etc. Go around and ask each person to identify their leader. Then, break the participants into small groups. Have them decide on one of the leaders that they identified as a ‘good’ leader and work together to answer the following questions about that individual (write these on a flip chart in advance): EXERCISE: See Trainer's Guide for list of questions. Have each small group briefly report on their discussions and their conclusions about leaders and leadership.
- SLIDE CONTENT: Raise your hand if the leader you identified was a man. Raise your hand if the leader was a woman. TRAINER NOTE: Were more men mentioned than women or a fairly equal gender balance? Discuss with the group why this was the case. (pictured above from left to right Tawakkol Karman; Ellen Johnson Sirleaf, Aung San Suu Kyi)
- SLIDE CONTENT: We saw in our discussion of strong leaders that there are many different types of leaders. Different situations may call for different types of leadership. As we discuss the different types of leadership think about situations when those traits may be most useful. Different types of leadership include: autocratic, fits and starts, inclusive, self-sacrificer, de factor leader. TRAINER NOTE: See Trainer's Guide for description of each type of leader. Have a discussion with participants about what kind of leaders exist and what kind of leader they want to be. Leadership styles come in many shapes and sizes. Talk about the different leadership examples on the slide. Ask participants to describe the types of leadership – what are the characteristics for each type? Alternate giving examples and asking for examples from the country/region of the different styles. The examples can be famous figures or people they know personally (it may be difficult to ID examples for all).
- SLIDE CONTENT: Leadership Types, Continued TRAINER NOTE: See Trainer's Guide for description of each type of leader. Have a discussion with participants about what kind of leaders exist and what kind of leader they want to be. Leadership styles come in many shapes and sizes. Talk about the different leadership examples on the slide. Ask participants to describe the types of leadership – what are the characteristics for each type? Alternate giving examples and asking for examples from the country/region of the different styles. Note that these are characteristics and not necessarily styles to emulate. We’ve noted positive aspects and challenges associated with each.
- SLIDE CONTENT: There is no single recipe for true leadership. However, there are some qualities that many great leaders do share, such as integrity, vision, developing others, handling disagreements, taking responsibility and planning. TRAINER NOTE: See Trainer's Guide for description of each quality of a leader. You can also provide the Ten Rules of Leadership Handout for participants to have a copy of these (it roughly mirrors the points on the slide). It is not necessary to spend time going through the handout, just for participants to have it as a reference. HANDOUT 2: Ten Rules of Leadership
- SLIDE CONTENT: Gender and leadership is a topic of debate and academic research. Research shows that women’s leadership and conflict resolution styles embody democratic ideals and that women tend to work in a less hierarchical, more participatory and more collaborative way than male colleagues. Women are also more likely to work across party lines, even in highly partisan environments. TRAINER NOTE: Ask the group for their thoughts on this – do women have unique leadership qualities? They may say no, that women possess the same leadership qualities as men, that women can be worse and more autocratic, or they may identify particular traits that they feel are stronger/more distinct among women. It is worth talking about gender stereotypes around leadership (strong leadership qualities being perceived as “male” characteristics, such as assertiveness, decision making, ability to be less emotional, etc.). It is also important to discuss some of the ways in which women’s leadership styles/strategies may or may not differ from men’s, and how this may be an advantage or a challenge for women. The trainer’s guide has findings from a couple of additional studies that you may want to discuss with the group on qualities of women leaders and the “double bind” women in leadership can face.
- SLIDE CONTENT: Let’s think about the difference having women in leadership can or cannot make. TRAINER NOTE: Have participants complete a short exercise to envision women in leadership. Have each participant close her eyes and imagine her community led by women. Slowly read the following questions aloud leaving long pauses between each question for participants to really think about each one: What projects and programs would you implement? What strategies would you use to overcome any difficulties? What would this women-led community look like in 10 years? How would it be different from the current male-led community? Would it be more or less peaceful? Would government priorities be the same or different? If her community is already led by women she can take the time to consider how it has been different than previous leadership or imagine her country, party, etc. led by a woman. After a few minutes, ask the group to open their eyes and have the participants take turns describing their vision of the community in the large group or organize the participants into small groups to do the presentations.
- SLIDE CONTENT: At the start of the session we defined empowerment as giving someone the freedom to do something, or even more specifically providing someone with the skills, tools or resources to achieve a certain goal. How empowered do you feel in your own life? TRAINER NOTE: Distribute the handout on Measuring Levels of Empowerment and read each of the headings aloud. Ask the participants to think about how much empowerment she has in each area and record a mark out of 10. Have each participant take turns sharing what she was thinking and feeling during this exercise. There are no right or wrong answers and many people will score themselves differently based on the different areas of their lives. The goal of this activity is to help participants realize areas of their life where they need more control. EXERCISE: Strategies for Self-Empowerment - Ask each woman to select the three to five areas where she had the lowest marks from the previous exercise (Measuring Levels of Empowerment) and think of self-empowerment strategies for herself. Have the women share and discuss their areas and strategies with a partner, then with the group. HANDOUT 3: Measuring Levels of Empowerment
- SLIDE CONTENT: Women are role models in their communities, countries, and worldwide. Here are a couple of quotes from women role models. TRAINER NOTE: Read the quotes above and share an example of a woman who has been a role model to you. Ask the group to identify a woman who has been a role model to them/their community. See Trainer's Guide for facilitation questions. You will also find an optional activity suggestion that could be used here, where women leaders from the community are invited to speak to the group in a panel discussion. Remind participants that role models don’t have to look just like them, as long as they are individuals who inspire them. It doesn’t matter if they are a different ethnicity, race or gender. If we all waited for a role model who looked just like us we would have no women in leadership at all. EXAMPLE: Some women role models you might mention: Sandra Day O’Connor (1st female Supreme Court Justice in the US), Serena Williams (tennis player), Queen Rania of Jordan, your mother, a teacher who had an influence on your life, etc. Try to use some examples that will resonate with your participants, such as those from the community, country or region who are active at various levels (not just the top level). Being authentic and honest will resonate best.
- SLIDE CONTENT: Every leader started somewhere. Let’s think about the leaders within each of us. We all possess qualities that can help us be effective leaders, but there may also be areas where we need to strengthen our leadership skills. TRAINER NOTE: Lead the participants in a discussion about what qualities they have and which they feel are lacking. Spend a few minutes having participants think about this individually and encourage them to write a list of each. After giving them 5-10 minutes to do this individually, ask participants to volunteer to give an example of a quality they already possess and one that they need to further develop. Depending on the participants’ experience, you may need to help them identify skill areas. You could brainstorm these as a group using the “Developing Leadership Skills” handout and put them on a flipchart/white board, and then give them time to assess their skill levels and make their lists. HANDOUT 4: Developing Leadership Skills
- SLIDE CONTENT: To help us think further about our leadership skills, we will complete a short leadership self-survey. There are 12 questions. Some are open-ended and others require that you circle the number that best represents how you behave on a scale of 1 to 10 (1=Not True and 10=True). Please be candid in your assessment. When you have finished the inventory, review your answers. Think: Where are my leadership skills strong? What areas could I improve? TRAINER NOTE: Give the participants the handout and allow time for them to complete the 10 questions. Emphasize that there are no right or wrong answers to the skills inventory and it is best to be candid in your self-assessment. Participants may not be comfortable sharing specifics about the results, but you might ask something non-threatening like, “What did you learn about yourself from the survey?” and those that are comfortable answering can share. See the Trainer's Guide for additional resources and guidance. HANDOUT 5: Leadership Self-Survey
- SLIDE CONTENT: Now that we’ve talked about some leaders and thought about our leadership abilities, we come to the question– can leadership be learned? Are you simply born a leader– or NOT a leader– or are these qualities and skills that can be learned? TRAINER NOTE: Lead a discussion on this question among the group and encourage participants to identify what types of activities/actions could be used to help them cultivate their leadership skills (which leads into the next slide). EXAMPLE: Some examples for activities/actions that might be mentioned include: mentorship programs; internships/fellowships; further self-assessment to identify strengths/growth areas; take leadership risks/try new things/take on additional responsibilities; develop a support network; take advantage of opportunities to learn about leadership models and build skills (communications, team building, project planning, etc.).
- SLIDE CONTENT: Most of us aren’t born leaders. We all have to work on developing our leadership. Ask for and receive constructive feedback Evaluate yourself regularly and honestly Seek out new roles and new challenges Start practicing leadership skills in your family TRAINER NOTE: Distribute copies of the Strategies for Building Leadership Capacity handout and review with participants. Go around the circle and assign each of the points to a different participant. Have each participant read her point out loud and explain how this strategy can develop leadership capacity. For example, by asking for and using constructive feedback, we can understand our weaknesses and work to improve on them. Ask why it would be important for leaders to develop leadership skills among others who are not yet leaders. HANDOUT 6: Strategies for Building Leadership Capacity
- SLIDE CONTENT: Developing leadership, continued. TRAINER NOTE: Distribute copies of the Strategies for Building Leadership Capacity handout and review with participants. Go around the circle and assign each of the points to a different participant. Have each participant read her point out loud and explain how this strategy can develop leadership capacity. For example, by asking for and using constructive feedback, we can understand our weaknesses and work to improve on them. Ask participants to give examples of how they have taken steps to develop their leadership. Ask why it would be important for leaders to develop leadership skills among others who are not yet leaders. HANDOUT 6: Strategies for Building Leadership Capacity
- SLIDE CONTENT: This is a short exercise on realizing leadership potential in all of us. TRAINER NOTE: See Trainer’s Guide for activity instructions.
- SLIDE CONTENT: Successful women leaders are highly dedicated to their causes and to others. This dedication is the fuel you need to organize and motivate others to inspire change. But what happens when the challenges – personal, professional and political – get in the way of the change you’re trying to inspire and instead create a sense of powerlessness? We call these challenges and setbacks the “realities of leadership”. TRAINER NOTE: Ask participants to give examples of some of the challenges that women can face in leadership. EXAMPLE: Some examples you might raise if they don’t come up among participants: Family issues; Trying to advance your education; Fatigue (mental and physical “burnout”); Financing; Relationships (both starting and ending them); Dealing with bureaucracy; Moving; Changing jobs; Criticism; Self-doubt; Backlash
- SLIDE CONTENT: Now that we’ve identified some of the challenges, let’s think about the realities of leadership and what we can do to maintain leadership momentum even when dealing with challenges. Be aware of two realities: The bad news: Setbacks are inevitable. You will at times become depressed. You will feel overwhelmed. You will face adversity. You will be told “no.” You will lose your confidence. You will make mistakes and be tempted to give up. You will feel paralyzed by the lack of answers, support and resources. And when you look at all the women you admire and who have been successful, you will think that somehow they had it easier. The good news: Every woman feels this way at times and experiences the realities of leadership in her own context. This means you are never alone in facing the challenges of your reality. By understanding what these leadership realities are, you will increase your capacity to sense accomplishment in the future. See Trainer's Guide for talking points on Maintain perspective and Nurture your Network of Support. TRAINER NOTE: After discussing the slide, give participants the opportunity to share examples of some of the realities they have faced as well as some of the ways they have dealt with these challenges.
- SLIDE CONTENT: It is critical to have self-confidence in your leadership abilities, particularly in light of the challenges you will encounter as a woman leader. TRAINER NOTE: Pass out the “Self-Confidence Quiz” and have participants complete the assessment individually (give them 10 minutes or so). After completing the quiz individually, ask participants for examples of ways they build their confidence in group discussion. You might note these strategies on a flip chart as they are identified. Ask participants if they notice any trends in their areas of high and low confidence. For example, a participant may score low points for physical/health confidence related questions, but scores high points for social confidence. After some discussion move on to the next slide for some strategies on building confidence. HANDOUT 7: Self-Confidence Quiz
- SLIDE CONTENT: Though there are challenges for women in leadership, here are some suggestions for building and maintaining your confidence: Outline your goals and break them into smaller parts: Focusing on the overall goal can be daunting, especially when it will take significant time and effort to accomplish. To avoid getting discouraged or giving up, break down the goal into smaller steps. You’ll feel a sense of achievement in completing them and making progress towards your goal, which can build your confidence. Visualize Success: Picture yourself being successful in whatever it is you are striving towards. This positive image can help build your confidence and inspire you. Others around you can also sense a positive attitude. Start a “Victory Wall”: Take the time to document successes somewhere, maybe on the wall at work or somewhere meaningful for you personally (in a journal, etc.). You might collect items such as certificates, photos, news articles, etc. You can draw encouragement and confidence from past successes that will help you in your current projects. This photo is of Barack Obama at an Obama for America campaign office. TRAINER NOTE: Pass out “Ten Steps to Build Self-Esteem” handout and talk through the examples from the slide (cont. on next slide). Ask participants to give examples of how they have used these or other strategies to build their confidence. You might also share a personal example of how you have built your confidence in the past. HANDOUT 8: Ten Steps to Build Self-Esteem
- SLIDE CONTENT: (cont. from previous slide) Here are some more suggestions for building and maintaining your confidence: Pick some “low-hanging” fruit: Sometimes there are opportunities to start small or to engage in a project that will not face much resistance. We sometimes call this “low-hanging” fruit - in other words, targets or goals that are fairly easy to achieve. This can help build your momentum and confidence to tackle some of your more difficult goals. Maintain a positive outlook: Stay positive! Be prepared for challenges and focus on the aspects that you are able to have some control over. Surround yourself with supportive people: Being around others that believe in you, your skills and abilities, and are encouraging you towards your goals will go a long way in building your confidence. Dare to dream, but be realistic: Reach for your goals, but build your strategies based on reality. This will help you prepare for challenges and focus on achievable steps. TRAINER NOTE: Pass out the “Ten Steps to Build Self-Esteem” handout and talk through the examples from the slide. Ask participants to give examples of how they have used these or other strategies to build their confidence. You might also share a personal example of how you have built your confidence in the past. HANDOUT 8: Ten Steps to Build Self-Esteem
- SLIDE CONTENT: Let’s look at a real-life example of how one woman can make a difference. TRAINER NOTE: Pass out the “One Woman Can Make a Difference” handout about Jordanian women’s rights advocate, Asma Khader. You may also consider giving a different example of a woman leader and her story if you have one from the country or region. See the Trainer's Guide for activity instructions and facilitation questions. HANDOUT 9: One Woman Can Make a Difference
- SLIDE CONTENT: Let’s summarize the main topics that we have covered today on leadership: Types of leaders/leadership styles Gender and leadership Self-assessment Barriers to leadership Are there any questions? TRAINER NOTE: Summarize the main points covered. Focus ion areas of particular interest to the group or areas that raised a lot of questions during the workshop. Address any particular areas about which the group had questions and allow time for final questions, feedback and evaluation of the workshop. You may ask participants to share one thing they learned. Or one way they plan to use what they learned in their life. HANDOUT: Evaluation form