documentation report lbsnaa to t dec 2014
TRANSCRIPT
LeadinServin Leaders Training Documenta
6‐7 Decemb
Workshop L
ng withng Peo
ship Dev
g of Tra
ation Repor
ber 2014, LB
Lead Facilit
h Passple by
velopm
ainers
rt
BSNAA Mus
ator: Mr M
sion any Leadi
ent Pro
ssoorie
ohan Dham
nd Purpng Sel
ogramm
motharan
pose:lf and O
me for IA
Others
AS Office
s
ers
Tableo
Background
Welcome a
Introductio
Foundation
Cultural Co
Leadership
Understand
Cognitive, E
Leadership
Co‐creating
Facilitating
Facilitating
Leadership
Bringing To
Exploring V
Journaling .
Wrapping U
Annex 1 – W
Annex 2 – L
ofConten
d ................
and Introduc
on of partici
n of Leaders
ntext of Lea
Triangle ....
ding Transfo
Emotional a
‐Followersh
g a Shared V
Leadership
Team Solut
in Teams (W
omorrow‐To
Values & Va
..................
Up, Q/A & C
Workshop A
List of Work
nts
..................
ction ..........
pants (Exer
ship Develo
adership ....
..................
ormation ...
and Conativ
hip (House T
Vision (Visio
p Developm
tions (Huma
Wooden Pla
o‐day (Sculp
lue Dilemm
..................
Clarification
Agenda
kshop Partic
...................
...................
rcise: Photo
pment Prog
...................
...................
...................
ve Dimensio
Tree Tiger E
on Mandala
ent Program
an Knot Exe
ank Exercise
pting Exercis
ma (Value Di
...................
ns ................
cipants
...................
...................
o In‐sights) ..
gramme .....
...................
...................
...................
ons of Leade
Exercise) .....
Exercise) ..
mmes .........
ercise) ........
e) ...............
se) .............
amond Exe
...................
...................
...................
...................
...................
...................
............ Erro
............ Erro
...................
ership .........
...................
...................
...................
...................
...................
...................
rcise) .........
...................
............ Erro
...................
...................
...................
...................
or! Bookma
or! Bookma
...................
...................
...................
...................
...................
...................
...................
...................
...................
...................
or! Bookma
..................
..................
..................
..................
ark not defin
ark not defin
..................
..................
..................
..................
..................
..................
..................
..................
..................
..................
ark not defin
2 | P a g e
..... 3
..... 4
..... 5
..... 5
ned.
ned.
..... 6
..... 8
..... 8
..... 9
... 10
... 13
... 13
... 14
... 14
... 14
ned.
e
BackgroThe CICM pframeworkconcept of use of self‐& purpose After a serthe senior Passion andDistrict MaLBSNAA shMagistrate leadership The co‐desat LBSNAA 2014.Basedthe most efinduction toffered in Administra To cater torequested which was for Decemb This TOT w
AprHentastat Lthei
DeccollehelpincrhelpandIn Dwel
ound
project team for Actioncompetencreflection f‐ was also s
ies of meetGIZ expertsd Purpose gistrate. hared a listto have, tmodule aro
igning workhappened
d on the exffective perraining for Decembertive Service
the large gCICM to mheld in Decber 8‐10th, 2
as different
il 2014: Dunce, the woting the posLBSNAA hadir own. Hen
cember 201ected the fped LBSNAAreased confped decisio newer oneDecember Tl. Hence, th
m was in con Learning ce developmfor developishared.
tings and ds, LBSNAA afor the offi
of 8 comphrough a sound those
kshop took in April 20periences oriod of the othe civil ser 2014, to es, Indian Po
group of 286make anothcember – 62014.
t from the i
uring the imrkshop inclssible tools d been trainnce, tools li
14: the LBSfeedback froA to form thfidence. Moon making oes like coachTOT workshhe facilitato
ontact withand Exposment was ding the resp
iscussions, and CICM aicer trainee
petencies wsurvey. GIZ4 competen
place in Fe014. The mof the leadeofficers’ traervice officea group
olice Service
6 OTs, it beer TOT and6 & 7, 2014
mmersion w
mmersion wuded a comand agreeied in basic ke Zin‐Obel
SNAA traineom both traheir decisioost of the toon the modhing and coop, a clear ors found it
h LBSNAA wure Progradiscussed wponsible lea
and a studagreed to ces at LBSNA
which theyZ was askencies.
ebruary 201module waership moduining, LBSNers. Hence,of 286 traes, Indian F
ecame neced 18 accred. The roll‐o
workshop o
workshop, mponent of ng to its usleadership lix exercise
ers had alreainees and n on re‐usinools were adule packagmmunicatiomodule wacomfortabl
while workinmme. Duith the seniader, who is
y tour to Gco‐design a AA, to prep
had identd to pick 4
14 and the s rolled ouule in May AA propose the leaderainees – worest Servic
ssary to tradited traineout of the Le
of April 2014
no concretfacilitators’se in the rotraining bywas part of
eady rolledtrainers. Tng the sameavailable ange. The tooon exercise as availablele to offer a
ng on draftring one oior officials s grounded
Germany to leadership are them f
ified as ess4 from the
immersionut to 188 o2014 and ted to offer trship moduwhich incluces, Indian R
ain more traers participeadership M
4 as:
te module ’ training, bll‐out works CCL, they if the roll‐ou
d‐out the leThe successe in Decemd feedbackols like Zinwere adde and the taa better stru
ing of the cf these meof LBSNAAin values a
interact wmodule: Leor being a
sential for list and co
workshop officer traino position tthe same asle was propded OTs fRailway Ser
ainers. Henpated in theModule was
design wabut more stshop. Also,ncluded a fut in May 20
eadership m was quite ber; and thk from April ‐Obelix wed. ask of TOT wuctured TOT
3 | P a g e
competencyeetings, theA, where thend meaning
with some oeading withresponsible
the Districto‐design the
for trainersees in Maythe same ins part of theposed to befrom Indianrvices, etc.
nce, LBSNAAe workshops scheduled
as availableress was on, as trainersfew tools on014.
module andhigh, whichat too, with2014 batchre removed
was definedT.
e
y e e g
f h e
t e
s y n e e n
A p d
e. n s n
d h h h d
d
This documthe experiexplained ifacilitators
Welcome aThe workshfollowed bManager, Cthe worksh She mentiofollowing fo
Lead
the session
mentation isences madin detail inparticipatin
and Introduhop startedby a short Competencehop.
oned that our compet
ding others
n – Facilitati
s an effort tde. Most n the Facilitng in the To
uction d with a wintroductioe in Motion
the Leadetencies:
s, People Fi
ng LDPs.
to capture of the exetator’s HanoT.
elcome noton to GIZ an, GIZ India
rship Deve
rst, Managi
the sessionercises mendbook com
te by Mr Sand the Ga. Ms Sharm
elopment P
ing Self and
ns for easy ntioned in mpiled by L
Sanjeev ChoIZ team byma also sha
Programme
d Integrity
TtttgsTpd
reference athis docu
LBSNAA and
opra, Directy Ms Anitared the obj
has been
The agendathat the pataste of fewthe depth getting in thsession. This designparticipantsdiscussion
and plug leamentation d handed o
tor, LBSNAAa Sharma, jectives and
designed
a was drawarticipants cw tools andof reflect
he depth of
n would as in a more while goin
4 | P a g e
arning fromreport areover to the
A. This wasProgrammed agenda o
around the
wn in a waycould get a experiencetion beforef facilitation
lso engagemeaningfung through
e
m e e
s e f
e
y a e e n
e ul h
Leadershipsights) Mr Mohanworkshop, photographwere spreparticipant
sele
assosele
Some of tdestinationetc.
Thesent
Facilitator’As a facilitabring themof this tooagreed thatthe responmaking theparticipate
FoundationAs it is impbeen drawGIZ.
Manmanuncunc
Leadnav
Visireal
A le
Ubuthe
Leadsoci
p as I see it
n Dhamothaled the grohs (from theead on ths were aske
ect a photog
ociate one ected photothe words n, uncharte
e participantence.
s reflectionator, the pa to the stagl as opposet using the tnsibility, froe process and expres
n of Leadersportant for wn, Mohan s
nagement nagement iertainty. Leertain situa
ders are drigate in an
on is not slisation. It h
eadership pr
untu philosoindividual p
dership coniety and app
: (using the
aran, lead oup to the ne tool box –he floor (ed to:
graph, and
word relatograph. associatedred waters
nts were th
n: articipants ge that theyed to usingtool in this om facilitatomore incluss themselv
ship Develothe facilitashared fou
involves ds about redeadership isations in wh
iven by a vunknown sp
something whas to be inc
rogramme c
ophy defineplaced by w
ncepts are plying them
e tool ‐‐ Ph
facilitator next room, – Photos‐In‐see image
ted to lead
d by the p, co‐existen
hen asked
could use ty think aboug a PowerPomanner engor to the psive. It crees.
opment Proators to be ndation of
different peducing coms about chahich we do n
ision anchopace.
which will clusive; it is
creates a sp
es human bwestern phil
anchored m in another
oto‐In‐
of the where ‐Sights) e) and
dership whi
participantsnce, hope,
to consolid
the tool – “ut Leadershoint presengages the mparticipantseates a pro
ogramme aware of tLDP (leade
eople collaplexity, theange and trnot know th
ored in cert
be fulfilled a trajector
pace for you
beings as inosophy).
in societiesr can be tric
ich comes
s with leadteam build
date their
“Photo‐In‐Sip. The parntation at tmind and givs, for bringocess in w
the foundatership Deve
aborating te domain ofransformatihe result of
ain values.
in ten yeay which imp
u to reflect
nter‐depend
s. Thereforecky.
to their m
dership weding, nurtu
reflection
ights” to urticipants alshe start ofves a chancing in theihich everyo
tion on whelopment P
together tof leadershipon and invour actions
The values
ars. It is a plies transfo
on your inn
dant (as op
e, taking th
ind on loo
ere as folloring, vision
on leaders
nfreeze theso reflectedf the worksce to reflectr perspectione gets a
ich the conrogramme)
o take actp is about dvolves takins.
provide th
continuousormation.
ner self.
pposed to th
he concept
5 | P a g e
oking at the
ows: team, happiness
ship in one
e group andd on the useshop. It was, passing onve, therebya chance to
ncepts have) as used at
tion. Whiledealing withg actions in
he rudder to
s process o
he focus on
ts from one
e
e
, s
e
d e s n y o
e t
e h n
o
f
n
e
Leadcallemuldiffe
Valuvalubad
The
ParticipantLeadership been the soThree parasimilar lead
1. Cononlylangsociownwe we valuis thAs a
2. Humwhiconwhicon
3. Futu
Witdea
All the absustainabiliand transfo
Understand
dership added as Call/lti‐cultural, erent cultur
ue dilemmaue dilemma so that com
e key principo Appreco Autono
s were iApproacheoul of this pdigms on wdership prog
nstructivist y commguage but ial construn constructare not conthink that wues. Values he paradigma leader, we
manistic Pach goes bestruction bch is univetext.
ure/Hope Phout hope,lers in hope
bove threeity. The varormation.
ding Transf
dresses the Purpose inmulti‐religral, social a
a: Values aras. Values (nmpetencies
ples of leadeiative compomy and self
informed es at GIZ, wprogrammewhich GIZ angrammes re
Paradigm: unicate each woct. We hated truth/renscious of owhat we bewhich werem that whate are expect
aradigm (Reeyond the cbesides reflersally impo
Paradigm: , we will noe”. Leadersh
e paradigmrious aspect
formation
overall ‘ca Christianitious contexnd religious
e social connormative ds are applied
ership incluparison and f‐directed le
of the hich has as well. nd other est:
we can through rd is a ave our eality. If ur construcelieve is thee valid ten ytever our mted to const
esponsibilitcognitive decting on tortant but it
defines huot be able thip involves
ms belong ts of the le
ll’ and ‘purpty, Tableeghxt in India,s contexts o
nstructs. Leadimension) d in a good
ude: leveraging earning
ction then ite right thingyears ago mmind constrtantly de‐co
ty‐Value): rimension. the cognitivt has many
man beingto change ts future‐orie
together fadership tr
pose’ of huh in Islam, , it is impeof leadershi
aders requihelps the lleadership
diversity
t can lead tog. Construcmay no longucts is onlyonstruct an
represents Leadership ve construcy shades acc
gs. Hope is things. Accentation, vi
for the priangle help
man beingsDharma in
erative to tp.
re the abiliteader in demanner.
o a problemctivism is thger be validy ‘maya’, it d co‐constr
the normais about r
ction. For ecording to
what driveording to Nsioning and
rocess of us co‐evol
s. It has been Hinduismtake into a
ty to deal weciding wha
matic situatie base to cd today. Conneed not bruct the rea
ative, valueeflecting oe.g. Respectthe cultura
es us to taNapoleon, “d co‐imagina
co‐evolutiove and lead
6 | P a g e
en variously. Given theaccount the
with internaat is good o
ion becauseco‐constructnstructivisme the truthlities.
e dimensionn the valuet is a valueal and socia
ake actions“leaders areation.
on towardsd to change
e
y e e
al r
e t m .
n e e al
s. e
s e
Transformaknown or unknown. Vision andrespectivelypath can bwhether thcombinatio
1. Whsitu
2. Whsituwithapp
3. Whno cprocolledeevaluThis
4. Wh Different bLeaders rewell as a vsuccessfullyacted insideCompetenc
Uncawa
Conawa
Concom
com
Uncthe situintrapp
Onion modCompetenconion whic
ation is abunknown;
path werey. (figure tbe known hey are knons are possen vision isation of chaen path isation in whout knowiplicable in then both paconsensus iblem and itective procep (hence raue, mind‐ses involves inen both vis
between Coquire a strvalue base.y under impe out, it is acy developm
conscious iare that a co
nscious incoare of the la
nscious commpetency t
mpetency)
conscious ccompetenation demainsic to youplication). del cies can bech has mult
bout changethe path c
e mapped to be checor unknowown or unsible: s known butange manags known bwhich a song whetherhe given conath and visin society abts potential cesses to agadical) chant, attitude, nsecurity, adsion and pat
mpetency arong base, . Competenperfect conta way to be ment stages
ncompetenompetency
ompetency ack of the co
mpetency (wto use, m
competencycy and apands, it beu, hence yo
e representiple layers.
e. The visican also be
out on x cked) Bothwn and depknown, the
t path is nogement. but not theolution is r the solutiontext or notion are unkbout what tsolution. In
gree on thenges (transforganisatioddressing wth are know
and Valuewhich needncy is the texts. Leadeand cannots can be cap
ncy (when is lacking)
(you makeompetency
when you cmake effor
y (when yoply it effoecomes a rou are unco
ted using The super
on can bee known or
and y axisvision andpending one following
ot known: a
e vision: abeing soldon might bet. known: thisthe problemn this situate challengesformation).onal culturewhich requirwn: a situat
ds competeability to pership is a ft be copied.ptured as fo
you are no
e progress a)
onsciously rts to app
ou have martlessly wheflex state onscious ab
the imageficial layers
e r
s d n g
a
a d e
s representm is; intensetion, transfos and the so This deep e, societal vres dialogueion of imple
ency as perform function . ollows:
ot even
and are
put the ply the
astered hen the and is
bout its
e of an s of the
s the ‘wicke negotiatioormational olutions, inchange has
vision and pe and trust. ementation
ed problemon is needeleadership cluding brins to addrespatterns of f
n managem
7 | P a g e
ms’. There isd about theis needed –nging aboutss individuafunctioning
ent.
e
s e – t al g.
onion repreof the onioalso plays universal vais linked to It was agreabout our rThe world ‘ Cognitive, EBesides thdimension power. Somdo not engpower (conLeadership the body (ride a bicdeveloped It was also of the parti TEASER: Utrap: The Mobiuthe reflecNormally hlike to consde‐mystifyino connectoutcome isconnection Before discthe tools totools were
TOOL 1: LeThe particineeds to beTree and Tpatterns ofOne of theeach other
esent the bon) consists a role sincalue, it is unage, but in
eed that eacrole and val‘training’ or
Emotional ae cognitiveof leadershmetimes, peage in anytnative). is a lot abconative) –ycle but cand containagreed thaticipant.
sing the M
s Strip exerction whichumans getsider a parting cooperation and ths difficult tn, the zone o
cussing the o the particexperience
adership‐Fopants wente dealt withTiger holdif leadershipe pairs dispr’s compet
behaviour. Inof values a
ce it gives nderstood aothers, succh of us, anues. riginates fro
and Conative and emohip: conativeople knowhing that b
bout tacit k– for instancannot desned at an int the fun ex
Mobius strip
rcise was dih followed entangled ticular sequation, it washerefore theto predict of reference
“Facilitatincipants so ted.
ollowershipt through th in the wong the sam and followlayed ‘situatencies. Th
n the middand the socanother coaccording toch as Germand especiall
om the dom
ve Dimensiotional aspeve dimensiow everythingrings about
knowledge, nce, a perscribe it. Tntrinsic levexercise touc
p to unrave
splayed by d focussedin a seque
uence. Usis stated thae complexi(like in the becomes
ng of Leadethat they co
p (House Trthe exercisorkshop. Pame pen anwership. ational leadey delegat
le are the ccialisation eonnotation o the culturany, respectly the leade
main of anim
ons of Leadects of leaon. Conativg (cognitivet change an
which is ton knows This knowleel. ches the beh
el the sequ
the facilitatd on behencing trap ng this cont if we do nty is less. Ie case of bigger and
ership Progrould know
ree Tiger Exe to experarticipants wd without
dership’. Boed the wo
competencixperience gto values. ral context. t is not assoers, are exp
mal husband
dership adership, the dimensioe), are emotd transform
here in how to edge is
haviour
uencing
tor and haviour. – they
ncept in not connect f we connethe entangmore comp
ramme”, it what they
ercise) ience the swere askedtalking. Di
oth partnersork without
es which wgained in eaFor instanIn some cuociated withpected to co
dry.
here is a ton is about tionally ancmation – the
parties threct parties gled Mobiuplex (sequen
was thougneeded to
same and u to form paifferent pa
s took turnt power st
we use. The arly childhoce, while rltures (suchh age. onstruct ou
third, oftenthe body achored (emey do not h
ough dialogthrough di
us Strip). Tnce trap).
ht to give tfacilitate.
understandairs and drairs exhibite
s to draw, truggle in
8 | P a g e
core (insideood. Culturerespect is ah as India) it
r narratives
n neglectedand the wilotional) buthave the wil
gue, there isialogue, theThrough the
the taste oHence, two
the way itaw a Houseed different
working ona mutually
e
e e a t
s
d l t ll
s e e
f o
t e, t
n y
accommodresult of coprocess optManagemepeople. In the caseperson. TheThe importextent of mfun activity
Co‐creatingParticipantdivided intcrystallise ifor better uMohan inforight state there is notexercise tathat reflectconcentratA vision styour visiosomething video clips and challen
ating way. ollaborationtimisation. ent often fo
e of anothee division oftance of effmentioning y.
g a Shared Vs practicedo four grot into a visiounderstandiormed thatof mind anthing in thekes these etive and cre our energtatement inn. It is swhich inspfrom the M
nges discuss
Drawing thn is not so ocuses on t
er pair, a sf work was fective reflethat refect
Vision (Visi the vision ups and ason statemeing of the sat there is cid slow dowe inner sancelements toreative staggy towards rntrigues yosomething pires you. May‐roll oused.
he tiger wagood‐looki
he outcome
ingle persobased on trection at thion on beha
on Mandalmandala e
sked to visuent. After thame. ircumambuwn in preparctorum – it o create a ge (in ordereflection).ou to arriveto be livAs an insig
ut were sha
s the challeing – the fo
e/product.
on was drawrust and cohe end of taviour, if no
a Exercise) exercise (asualise an imhe visions w
lation in teration towabrings us fmind‐set for to
e at ved; ght, ared
enging partocus is not
The focus o
wing, with mpetency. he activity ot done eff
is given inmage for ‘Iere drawn a
emples, shrards reachinface to faceor focussing
t. Usually, aso much o
of leadersh
full follow was emphafectively, ca
n the tool‐bIndia 2040’and shared,
rines etc. song the innere with ourseg our energ
a product won the prod
hip is on pro
ership from
asised. It wan reduce t
box). Partici’, share the, a tool was
o that we cr sanctorumelves. Visiogy towards
9 | P a g e
which is theduct but on
ocesses and
m the othe
went to thehe tool to a
ipants weree same ands introduced
come in them. Howeveron Mandalaentering in
e
e n
d
r
e a
e d d
e r, a n
FacilitatingFacilitationFacilitationtransformaapproach focreating antransformacontribute suitable sol Facilitatorstheir leadepurpose an Leadership about leadfuture for patterns. Chave becom
Leaddwetom
Locain a
The Themeinfluenced the followinthe needs oneeds. Succthree aspecsuppressedfind out theAccording tchange behuntil now). Leadership constructs,to catalyse the princip
g Leadershipn for promo has been rative learnior promotinnd maintaination. It proto supportlutions to co
systematicrship base nd shaping t
developmeership and self and soConsidering me the key s
dership invelling too mmorrow (dim
al and glob small world
e‐Centric Min team actng three maof human bcessful andcts. The rold and find ae reason whto David Bhaviour to t
developm mental moself‐transfoles and insig
p Developmoting Leaderrecognised ing, whichng leadershning a safe omotes collaing each otomplex issu
cally drive aby developthe overall i
ent is less more abou
ociety inspirthis, it is nstrands for
olves actingmuch on itmension of t
al spaces ard (dimensio
Model was itivities, whain aspects beings as we productivee of the facppropriate hy the actorohm’s boothe extent t
ent prograodels, frameormation inghts develo
ment Prograrship Develas a neces is regardhip developmenvironmeaborative lether in widues.
reflection ing competidentity as a
about masut reflectingred by hopenot a surprishaping lea
g in the nowt, not becotime: tempo
re blended on of space:
ntroduced,ich is predocalled “I, ITell as for the interactiocilitator is tmechanismr is doing wk ‘On Dialothat emotio
ammes creaeworks andn organisatioped in the
ammes lopment sary and poded as a ment. Facilint for indivearning amening persp
and learnintencies, strea responsib
stering factg on one’s e and chanise that traadership de
w by being oming a slaoral dimens
and intertw: spatial dim
aaccordingominant in T (theme, tohe behavioun in a grouo strengthe
ms to establihat he is doogue’, brainon influence
ate sanctuad core assumons, netwodomain of t
owerful catsuitable litation is heviduals for imong peers pectives, di
ng process eengthening le leader.
s, tools, coexperiencenging emotinsformativvelopment
conscious ave of it) sion).
wined. It is mension).
g to which,project woropic) and Wurs displayep happens en the type ish or re‐estoing. This crn research es behaviou
aries for inmptions. Leorks and soctransformat
talyst of earning elpful in introspectioby designinscovering b
enabling thethe value b
oncepts or es. It is aboional, attitue learning processes.
of the past but also w
impossible
, human berk or in coll
We.” These td by them tif there is aof behaviotablish a bareates a spaproves thaur (contrary
ntense reflearning intecieties. For tive learnin
on, reflectiong intervenblind spots
e participanbase, explo
theoretical ut imagininudinal and and reflect
(at the samwith the ins
to lead an
eings are clective actiothree aspecto fulfil thea balance aour that is nalance. A leaace for dialot knowledgy to what w
ection on orventions asuch types g have high
10 | P a g e
on and selftions whichand finding
nts to shapering the life
knowledgeng a desiredbehaviouraive practice
me time notspiration o
isolated life
ontinuouslyons throughcts stand foese differentmong theseneglected oader tries toogue. ge does notwas thought
one’s valuere designedof learningh relevance.
e
f‐h g
e e
e d al e
t f
e
y h r t e r o
t t
e d g, .
Moving onessential eassumptionreflection eTransformatacit constframeworkcollaborativdominant aunderstand Mezirow asleadership can change
Transformaarray of proThese incluas hypnosisIn order toperson comreligious wthough refbetter undassessing thmultiple po Tool: Rope This exercparticipantobservers).the participin a circulamore than was also no
Dur
Theand
to the traelements fons, mental enhanced thative learnintruction of s and inteve action. and preferding of reali
s well as bydevelopmee or develop
Elabora
Learnin
Transfo
Transfo
ative learninocesses canude art, muss. o shape collmmunicatinorld view, sflective diserstanding he evidenceoints of view
Exercise
cise involves (all o. A rope wpants and tr pattern. Tone hour fot perfect.
ring the long
e challenge keep pace
nsformativor enabling and moral hrough emong enables emotional
entions anSuch learnred narratity.
y Habermasent programp new cogni
ating existin
ng new fram
orming poin
orming habi
ng advocaten and shoulsic, empath
ective leadg—includinsupporting scourse, enof issues oe, and beingw and belief
ed blindfolother thwas handedhey were pThey were tfor the part
g reflection
is that we uwith the fa
e learning, critical intframewor
otional alignadults to beand cogn
nd to use tning enableves or stor
s were indimmes. Accoitive structu
ng frames of
meworks of
ts of view
ts of the mi
es that in add be appliehy experienc
ership, the ng the self. the justificanabling a or beliefs, g open to fs.
ding the an five d over to positioned told to creaticipants to
made after
underestimaact that thin
the doubletrospection ks by shiftinment in a gecome awaitive realitithese insiges leaders ries about
cated as caording to Mures:
f reference
reference
ind
ddition to ced to triggerces, awaren
leader is cAssumptioation of no
ate a perfecdeclare the
r the exerci
ate the dynngs are cons
e and tripleand reflecing perspecgroup of divre of – theiies, implicitghts to catto construthemselves
an be cruciaMezirow, th
cognitive pror reflectionness exercis
critically refns include rms, etc. Tr
ct square fremselves as
se, followin
namics of a stantly chan
e loop learnction whichctives and verse peersr own and tt assumptioalyse shareuct, deconss and othe
al in designhere are fou
ocesses of ss on our deses, kinaest
flective of tintent, conransformati
rom the cirs having ac
ng were som
social systenging.
ning were dh catalyses triggering c. those of othons, value ed underststruct and rs and to
ning and imur main pat
self‐reflectieeper core dhetic, aesth
he assumptnventional wive learning
cle. The exhieved the
me of the co
em. We can
11 | P a g e
discussed asrevision ocritical self
hers – oftenconstructsanding andreconstructexpand the
mplementingths how we
on, a wholedimensionshetic as wel
tions of thewisdom andg is fostered
xercise tookgaol, which
omments:
not capture
e
s f f‐
n s, d t e
g e
e s. ll
e d d
k h
e
Thisothe(likeandlimi
The Facilitator’ As a facilitwith a soft The followobserved in
‐ Partcircand
‐ Diffther
‐ DiffResponsibito ensure t
‐ Therope
‐ Thewith
Hope ‐ Seve
the It was men The last acdevelopme
1. Wh2. Wh3. Wh
wel
s exercise aers’ shoes. e in this exe we need toted informa
e group also
s reflection
ator, one svoice (whowing elemn the rope eticipants asle even afte shifting ficulty in core ficulty in forlity: It is thhat: e participane e participanth all particip
eral participgroup abou
tioned that
ctivity of thent was discich behavioich behavioat can I dol for me to
also evidenOften, the ercise, wheo give the oation, so th
o reflected t
n:
should try t do not spe
ments of exercise: ssume thater they hav
onstructing
rming a squhe responsib
nts do not t
ts do not lepants.
pants proviut how best
t the facilita
he day wascussed in deour I showedour of mine in future tbehave mo
nced that cother persoen the partiother persoat the grou
hat listenin
to give spaeak up oftenconstructiv
t the patteve been mov
how many
are vs a recbility of the
trip/entang
eave out an
ded hope bt to execute
ator should
s Journalingetails. Threed today to hI observed to support re effective
communicaton is in a sticipants cann the chancp as a whol
g skill was m
ce to thosen). vism were
ern is still aving around
people are
ctangle. e moderato
gle with the
yone, the g
by taking the the task.
start questi
g. The impe questionshelp the grotoday the group ely
tion involvtate in whicnnot see ance to exprese can move
missing dur
e
e
a d
e
r
e
group has th
he initiative
ioning and c
portance ofs were usedoup move fo
move forw
es being ach he/she hnd have incss themselve forward.
ring the exe
he responsi
to provide
clarifying th
f journaling for the samorward;
ard in mor
ble to put has limited complete inves even in t
rcise.
ibility to for
ideas and
he concepts
g as part ofme:
e construct
12 | P a g e
yourself ininformationnformation)this state o
rm a square
direction to
s.
f leadership
tive way; as
e
n n , f
e
o
p
s
DAY 2: Dec
The secondprevious dfeedback w
‐ Som‐ The
prog‐ Less
hav
FacilitatingThe men’s gwomen’s gguidance o In a secondfrom the wIt was obsemuch longethe group rthe solutio(communicthis exerciexercise.
LeadershipParticipantgiven a woand was asresults wedelivery. We cannotstakeholdeexercise in much greatmembers wThe groupsjust the pro
cember 7, 2
d day startay in relatiwas receivedme real life ce ToT is too gramme) s content ae been bett
g Team Solugroup was agroup serven how to di
d round, thwomen’s groerved that ter than the rather thanon cannot cation) are ise was he
p in Teams (s were divioden instrusked to drawre judged
t simulate tr setting. which the ter difficultworking alons reflected oduct but al
014
ted with a on to howd: case studiesshort to pr
and more ter.
utions (Humasked to maed as exteisentangle t
e men’s group. the first rousecond rou
n having oucome fromimportant feld, facilita
(Wooden Plided into twument (see w the contoon the ba
he actual cThis was group (why as compane. that the pllso the peop
recap of Dw they see t
s to preparerepare for a
window fo
man Knot Exake the humrnal observthe knot.
roup was as
und of disenund. The antside peoplm within tfor devisingated the r
lank Exerciswo groups.image) witour map ofasis of accu
context of wdone throuile workingared to the
anning shople and pro
Day 1. Parttheir own
e for facilitaactual facilit
or reflection
xercise) man knot, wvers who p
sked to dise
ntangling (inalysis was le, consultathe groupg solutions.eflection o
se) Each grouth attachedf India. The uracy and
working in mugh this sg together)individual g
ould concerocesses.
ticipants wupcoming r
ation wouldtation (even
n would
while the provided
entangle by
n which exthat it is eaants etc. deall the ti
. Prof. Ramof this
up was ropes group timely
multi‐imple faces group
n not
were requesrole as faci
have helpen though it
y itself, wit
ternal guidasier to findevise solutiome. Dialogm Kakani, w
sted to refilitators. Th
ed is a very we
hout seekin
ance was sd solutions fons for yougue and cwho was pre
13 | P a g e
flect on thehe following
ell designed
ng guidance
ought) tookfrom within. Howeveronversationesent when
e
e g
d
e
k n r, n n
Bringing ToParticipantas well as product).
Exploring V The leaderparticipantParticipantasked to se Value DebrIn pairs, pselected (m
Q: W
Q: W
Q: Wand
This exercistopic. This to other asIn the contto a particuin to the deThe aim of
To b
how
howimp
how
howindi
To b
Journaling Journaling things whicleaders. Byhelps in bri
omorrow‐Tos were askeprofessiona
Values & Va
rship base s a grasp ofs were askeelect the thr
rief & Reflearticipants
most import
Who or wha
What does t
What are th embody thse involves is because ypects of youtext of Civil ular value bemands of tthe exercis
become aw
w do you pr
w, when anportant;
w were they
w often havcation that
become aw
originated ch cannot b recording tnging the re
o‐day (Sculed to form al aspects).
alue Dilemm
needs to f the values ed to writeree most im
ection went for ant) value w
at influence
this value m
he challenghis value? walking anyou are focur environmServices, thut are threatheir superioe was:
are of how
ioritise thes
nd in which
y cultivated;
ve you madthese value
are of how
from create shared intheir thougeflection to
pting Exercpairs and v. This was
ma (Value D
be cut andimportant
e down ten mportant val
a ‘dialoguewith their p
ed you such
mean to you
es you face
nd talking, wussing not jment as welhe officers fatened withors and the
you have b
se values;
h context
;
de efforts tes are of im
you have n
tive writingn public sphghts in a jouo a deeper le
cise) isualise thefollowed b
Diamond Ex
d polished to them. values whilues from th
e walk’ to partners:
that this va
u?
e in persona
which bringjust on the ll. face a ‘clash transfers e system.
been socialis
(social and
to safeguarmmense sign
urtured you
. It provideere. Journaurnal, they wevel.
eir ‘Life in 1by a reflect
xercise)
(like a dia
ich are imphe list and t
discuss the
alue became
al and profe
gs a certaintopic at han
sical dilemmand other c
sed – which
other con
rd, protect nificance to
ur own valu
es a space faling has bewere better
0 years’ usiion on the
amond). Th
portant for then the mo
e following
e important
essional life
n lightness tnd but are f
ma’, whereconsequenc
h values are
ntexts) did
and upholyou).
ues.
for you to den followedr able to dig
ing clay (boprocess (a
his exercise
them. Theyost importa
g questions
t to you?
e in order t
to an otherforced to pa
in they wances if they d
important
these valu
ld these va
document fd as a practgest what h
14 | P a g e
oth personaand not the
e gives the
y were thennt value.
s about the
to live up to
rwise heavyay attention
nt to live updo not given
for you;
ues become
alues (as an
for yourselice by greathappened. It
e
l e
e
n
e
o
y n
p n
e
n
f t t
The followithrough jou
‐ ‐ Wh
hav‐ Refl
you‐ Wh‐ Wh
proc‐ Refl
direpos
‐ In omov
Yatra PatraThe tool ‘Yathey would The use of dimension LBSNAA. Special afteThe final af
Goa
Rea
Opt
Wh Following w
Offi
Leadthouund
A te
Men
ing are theurnaling:
at did you e you behalecting on yr actions anich things dat has irritacesses follolecting on ection you itive changeorder to achve in the de
a atra Patra’ d use it for t
music in leto the disc
ernoon sessfternoon se
al setting
lity checkin
tions
at next
were provid
cer Trainee
dership neeught that derstanding
eacher/train
ntoring/Coao A ment
lookingo A coac
motivataccompsafe en
journaling
do in the lved with thyesterday and behavioudid you apprated you inowed etc.? yesterday would like e). hieve this chesired direct
was explainhe participa
eadership dussion. Use
sion: Introdssion of the
ng
ded as introd
es can receiv
eds to be leaders arof leadersh
ner is involv
aching/Thertor is a sub for a solutich does notes you. ‘Cpanies his/hvironment.
questions,
last three mhe people inand today, ur (what yoreciate in th your own
and today,to go, and
hange, whation?
ned to the pants in the
evelopmene of multiple
ducing the Te ToT focuss
duction:
ve the best
understoodre born. Thip involves
ved in delive
rapy: bject matteion. ot know thCoaching’ cher client to
on which
months to n this instituwhat are tu did and dhe actions abehaviour
write dowd the thing
t are the th
participantsroll‐out.
t programme arts in the
TOOL ‐ GROsed on intro
support fro
d in relatioThis is no s the correla
ering conte
er expert –
he subject. comes fromo make a tra
the particip
make LBSNute? the things yid not do)?and behavioas well as i
wn things ygs you wou
hings you ha
s and they w
mes lends ae classroom
OW oducing the
om their pe
on to complonger theation of lead
nt.
an expert
He knowsm coach/wansformatio
pants were
NAA a “Peo
you apprec
our of otherin the beha
you would uld like to
ave to let g
were asked
an altogethem is encoura
e Peer Coach
ers (friends
petency: trae current dership wit
in the sub
s the basicwagon – in onal journey
encourage
ple‐First” p
iate about
rs? aviour of ot
like to chabring into
o and stop
to fill the s
er differentaged during
hing tool: G
s).
aditionally ithinking. Th competen
bject in wh
cs of psycthat sens
y from poin
15 | P a g e
ed to reflect
place? How
yourself, in
thers, in the
ange, whichyour life (a
so that you
same before
t, emotionag training at
GROW
it has beenThe currentncy levels.
ich you are
hology andse, a coacht A to B in a
e
t
w
n
e
h a
u
e
al t
n t
e
d h a
A coaching Will – Trust The last sesThe day en With this thout of the L
“For yothat a withoutthe cliebased oto widedimens
o Psychotsometh
session wa
t: the huma
ssion was oded with Q/
he ToT was Leadership
our informacoach usest intruding ent is good,on the basicen the perions. therapy is hing to get b
s conducte
an maze wa
n situationa/A + Clarific
concluded Developme
tion, I wous is to ask him/her wi, but can bec assumptiospective of
offered to back into th
d with a rea
as practiced
al leadershication
and the facent Program
uld like to aquestions
ith answerse made beton that thef the client
a person, e normality
al life case.
d, led by Par
p.
cilitators hamme for IAS
ask the folloin order t
s. Coaching tter (like in solution liet in terms
who is noty of function
rveen Kuma
ad an internOfficer Tra
owing questo explore operates o the case oes within thof spatial,
t able to funing.
ar Sinha.
nal session tinees from
tions” – ththe client’
on the assumof football the client. Atemporal
unction. He
to prepare 8‐10 Decem
16 | P a g e
e main toos dilemmasmption thatteams). It is coach triesand people
e/she needs
for the rollmber 2014.
e
ol s t s s e
s
‐
Review of tDate 10th D Participant
Deswith
TheHowthe
Theassunot was
It wund
Theinne
Theto d
Direproctrai
the LeadersDecember, 2
s: All the tra
sign of the leh CCL to get
e module cowever, it sereflection p
ere was big ured appropgood as thes proposed t
was proposederstanding
e CCL moduer‐self, is be
e trainers indo justice to
ector wrappcess traininning and ca
ship roll‐ou2014
ainers + Dir
eadership mt a good ba
omponents wems that thpart needs d
absenteeispriate actioe OTs had jthat such m
ed that an leadership
ule is good etter suited
formed thao the same.
ped up by ng and requan be done e
t _
rector – Mr.
module is mlance
were tried he compondifferent ty
sm in the con on the saust finishedmodule migh
attempt coconcepts e
for training for leaders
at the ‘peer‐
mentioninguired deep even witho
. Rajiv Kapu
more power
in combinatents were npe of temp
current rollame. It was d the tests aht be better
ould be maetc before th
g of managship role.
‐coaching’ t
g that the Linvolvemeut getting t
r
ful than the
tion with CCnot so well erament –
‐out, Direcproposed tand were prr placed soo
ade to havehis module
ger; while t
tool was fo
Leadership nt; while thoo much in
e CCL. Henc
CL module faccepted. not particip
tor condemthat the timreparing foron after the
e one day is rolled‐ou
his GIZ mo
und good, b
module (dhe CCL modto the topic
ce, this cou
for the leve The skills tpants, but fa
mned the pming of the tr their All‐Ine trek.
of cognitiveut.
dule, which
but they we
esigned widule is morc.
17 | P a g e
ld be mixed
el 4 trainingtraining andaculty’s.
practice andtraining wasndia tour. It
e training –
h pricks the
ere not able
th GIZ) is are cognitive
e
d
g. d
d s t
–
e
e
a e