training narrative report

TRAINING NARRATIVE REPORT

PERSONAL PRODUCTIVITY SKILLS TRAINING FOR CSOs IN WEST AFRICA

20-22, February 2013

Venue: WACSI, Secretariat, Accra

PERSONAL PRODUCTIVITY SKILL TRAINING

WACSI, SECRETARIAT, Accra, Ghana 20-22 February, 2013 Page 1 of 34

TABLE OF CONTENTS

ABOUT IMPLEMENTING PARTNERS...........................................................................................2 OPENING REMARKS ………………………………………………………………………………………………......3 MODULE I: LEADING YOUR TEAM………………………………………………………………………………….4 Session1: How to become an effective leader……………………………………………………………………….5

Session 2 - Roles and responsibilities of a team leader………………………………………………………….9

Session 3 - Building and developing a team ……………………………………………………………………….12

MODULE 2: BECOMING A MORE EFFECTIVE MANAGER……………………………………………….16

Session 4: The need to be effective …………………………………………………………………………………….16

Session 5: The ways to be effective……………………………………………………………………………………19

MODULE 3: COACHING AT WORK………………………………………………………………………………….

Session 6: Coaching and its benefits for the manager…………………………………………………………..23

Session 7: Tools and skills for coaching…………………………………………………………………………….27

Session 8: Four steps to successful coaching………………………………………………………………….28

TRAINING CONCLUSION………………………………………………………………………………….……………32

ANNEXES ………………………………………………………………………………………………………………………33

Participants List……………………………………………………………………………………………………………..33

Training agenda ……………………………………………………………………………………………………………34



INTRODUCTION

The training course module is divided into three different topics, and nine sessions. The first

module which is Leading Your Team is designed for any actor or practitioner holding

managerial or supervisory positions in civil society organizations (CSOs) whose job involves

leading and managing a group of people towards achieving a set objective. The second module

Becoming a More Effective Manager module is designed for those who manage groups of

people, including: Executive Directors of CSOs; Programme Managers and Programme Officers,

Project Officers and Team Leaders of CSOs and Managers at any level in CSOs. The third

module is designed for those in managerial positions in NGOs and CSOs. Their daily jobs

require them to assist their staff in solving problems, and they bear responsibility for managing

and supervising the outcome of subordinates work.

The training program is designed to lead participants through a participatory exercise, role

play, brainstorming and case study.

OPENING REMARKS

The training commenced with a welcome statement from the Communication and Information

Assistant of WACIS, Mr. Jimm Fomunjong. Mr. Fomunjong officially welcomes participants at

the training centre and informed them of the benefits that await them for attending the training

program. Mr. Fomunjong further outlined WACSI programs and activities , and the three areas

of focus, Policy Advocacy, Research and Documentation and Training and Capacity Building

and said , all of the programs and trainings are geared toward contributing to building and

strengthening the capacity of Civil Society Organizations and actors in the Sub region.

He highlighted some of the successes of WACSI, about the various training on policy advocacy in

the sub region, Research Commission on the Chieftaincy crisis in Ghana, in Sierra Leone; he

spoke about the Status of Women political participation in West Africa. Research on Civil

Society Organizations and development in Africa, E-directory of CSOs in Ghana which is

currently been upgrading.

Mr. Fomunjong urged participants should take advantage of information and resources that are

available on WACSI’s website. He said there are always information about civil society actor’s

career and professional development and other opportunities from WACSI partners. Mr.

Fomunjong mentioned about the Personal Productivity Skills Training program, and its

objectives, and further introduced Mr. Gilbert Atta-Boakye the trainer that was set to facilitate

the three day training program, and how the trainer have worked with WACIS over the years.

Mr. Gilbert Atta-Boakye mentioned about the relationship between his Organization CICADA

and WACSI, which he said goes back to over three years, and hope at the end of the training

participants would developed skills to effectively and efficiently managed their respectively

organizations and serve as effective managers.

Mr. Boakye informed participants about the training being interactive, practical and

participatory and how participants would get the best and be able to replicate the lesson leant in

their organizations.



Ground rules

The facilitator shared ground rules with participants that were to be observed during the

training period. They included:

All phones on silence;

No smoking;

All participants to be time conscience;

Practical and participatory;

No eating and frequent exist from the training hall.

Training Methodology

The training course was delivered using group discussion, presentation, experiential learning,

group work, share ideas, Role-play and case studies

Participants were given every day scenarios to analysis, so as to bring out experiences about

productivity challenges at their various work places.

The 3-day training course covered the following modules:

Leading your team; Becoming and Effective Manager; Coaching at Work

Participants’ expectations

Participants articulated their expectations as below expressed:

To learn effective techniques and skills and acquire new approach for organizational

development

To be a good leader and manager

To improve communication skills, and be an effective and efficient team member and leader

TRAINING SESSIONS

The training sessions began with the Facilitator Mr. Gilbert Atta-Boakye reading out some of the

expectations of the participants as stated above. He stated that he hope that all of the

expectations will be met at the end of the training program. Mr. Boakye urged participants to

take note and form part of the discussion as the training will be practical and he will only

facilitate the process of learning.

MODULE I: LEADING YOUR TEAM Objectives of the Module At the end of the training, participants will be able to:

Identify the desirable skills and qualities of a good team leader; Assess their own leadership qualities and skills; Describe methods to enhance their leadership skills; Identify the responsibilities of leader, and the roles to be played by a team leader; Explain ways of developing their team so that it becomes more efficient and effective.



Session 1 How to become an effective leader 1.1 Team Leader and Manager

The Facilitator introduced the session by asking for two volunteers, one would lead the team and

give direction and the other participant would follow the instructions from the team leader.

The exercise was geared toward opening the minds of participants, on how effective or

ineffective leader could be in terms of providing information and instruction, which could have

an adverse effect on the organization productivity.

EXERCISE 1:

Two participants volunteer to participate in the exercise. One participant was to represent a

team leader and another represent a team member. The team leader was giving instruction to

the team members, while the team member followed the instructions and performed the giving

task.

The success of this exercise heavily depended on the instructions provided by the leader, if he

communicated properly the exercise would be carried out perfectly otherwise, it became a

failure.

After the exercise the Facilitator asked participants questions, for participants to brainstorm and

give their inputs.

What did the leader do well?

Participants’ input:

- The leaders tried to acknowledged the efforts of the team member;

- Mentioned her past success as an encouragement;

- Communicate and motivate the team leader;

- Acknowledge commitment;

- Give specific direction, and monitor the team leader; and

- Team spirit and good leadership skills.

What would have happened without the assistance of the team leader?

The team member could have gone wrong, and being misled. The team member was not

comfortable and failed the exercise and was not taking the direction properly.

What was the role of the team member?

The team members follow instructions and follow up.

How did the member feel?

- Everything was dark;

- Was confused about where to go; and



- Step by step grew in confidence (trust in the team leader).

How did the team leader feel?

- Comfortable;

- Provided acknowledgement of the past successes of the team member;

- The team leader was prepared; and

- Had confidence in the team member.

The facilitator summarizes the exercise by further stressing the need to be a good team leader.

Mr. Atta-Boakye stated that the success and failure of the group depends on the leader. The

Facilitator explained that the team work is both ways, the team leaders should be able to

perform the leadership role the team members are looking for, motivate and communicate with

team members effectively, facilitate the process by providing leadership.

The Facilitator closed the session by mentioning that team leaders should be trustworthy, have

good leadership abilities, track record of achievements, communicate clearly, motivate and be

comfortable with their team members.

Skills and qualities of a leader

With respect to the basic skills and qualities that are required of a team leader, the Facilitator

explained that personal achievements of the leader add more values to his skills for followers or

team members to believe in the leader. The facilitator added that it is key for the team leader to

get the confidence of subordinates, provide inspiration to team members and have personal

qualities as well as people skills.

The team leader has to know their team member skills in order to facilitate the process of

organizational and personal growth. The leader has to have personal achievements, personal

qualities, people skill and managing skills in order to be an effective team leader.

Diagram 1.0: Skills and qualities of a leader

As stated above, leadership skills are made up of four basic qualities, i.e. personal

achievements, managing skills, personal qualities and people skills.

The Facilitator stated that these skills enable the leader to be dependable, consistent and

reliable. They include :

The team

leader

Personal achievements

People skills Managing skills

Personal qualities



PERSONAL QUALITIES PERSONAL ACHIEVEMENTS

- Ability to influence others

- Be able to inspired others

- Confident building

- Dependability

- Have integrity

- Good listener

- Consistency

- Have interest in people

- School merits

- Success at work

- Award , national and international

MANAGEMENT SKILLS MANAGING PEOPLE

- Planning

- Organizing

- Controlling

- Evaluating.

People skills have five characteristics , together

they are called GRACE,

Goodwill: better relationship , positive

mindset trust and confident and caring

Results: positive, achievements , interrelated

Authenticity: Honest with yourself and

others; keeping relationships, clear and real

Connectivity: Relationship, identify ways to

affirm and encourage the other person

criticized

Empowerment: Delegate, allow mistakes,

motivate, corrections, counseling and

negotiation.

The facilitator proceeded by explaining that organizations die a nature death due to the kind of

leadership they have. Motivational techniques, negotiation skills, and counseling skills are also

useful components of the four characteristics.

The facilitator cautioned that leadership skills are very crucial for the growth of an

organization. Mr. Atta-Boakye explained that sometimes certain people have high positions but

do not have influence because they fail to learn and apply the above requisite skills. However,

when applied appropriately these skills reward the leader with success as well as recognition

and respect from his team members.

EXERCISE 2: Self-assessment (Handout 1)

The Facilitator asked participants to rate their attitude and leadership skills, this was to allow

participants to see and evaluate themselves in leadership positions. Participants were to

individually identify their leadership approach and skills by rating their attitude and skills in

fourteen different aspects as a leader.



The exercise was aimed at helping participants know their skills and attitudes and find ways to

improve upon it, in order to be effective at work.

Upon completion of the exercise the facilitator encouraged participants to always have patience

with people, and be aware of the challenges. Believing in yourself is the first step to solving a

problem, as leadership does not come by mistake but by training.

Special requirements of a leader

The Facilitator mentioned two requirements as being the bedrock for a good leader. A good

leader must demonstrate interest for the job; he must want to be a leader. And secondly he

should have technical skills in the field in which he wants to lead.

Can leadership be learned?

Group Discussion

The Facilitator asked participants whether leadership ability and skills be learnt, if so how?

Participants brainstormed on the question by sharing their experience. A sizable number of

participants responded affirmatively by observing that leadership can be learnt and others.

Others however defended that leadership cannot be learnt.

Following this discussion the facilitator stated that leadership skills and qualities can be learnt

through several means including coaching and mentoring. It is always good to know the

strength and weakness of your team members as a leader. It is also the duty of the leader to

dedicate time and energy to inspire his colleagues in order to gain the aptitude to become good

leaders.

Principles of an effective leader

The Facilitator mentioned five principles that are crucial to being an effective leader. They

include:

* Role model - coaching and learning;

* Be yourself - being frank about yourself;

* Keep your objectives clearly in mind;

* Know your strengths and weaknesses; and

* Stick to your principles.

The Facilitator stressed the need for a leader to always be a good listener that facilitate the

process of learning for his team members and provide direction to them, and follow a set of

principles.

Handout 2: Self-assessment 2

Participants were given the chance to select three areas of leadership attitude they have

previously mentioned and state how they would improve those attitudes and skills or make a

plan to improve their skills.



To end the session, the Facilitator provided some facts about being a team leader and a member.

All team leaders have been a member before, and leadership is different from managing.

Leaders take a go through several challenges, and find solutions to them. To be a good leader

you must have good qualities, e.g. personal skills, personal achievements, people skills and

managing skills.

Session 2 - Roles and responsibilities of a team leader

2.1: The responsibilities Framework

The responsibilities framework shows how and why we form a team.

Responsibility 1 – The task to be perform

* The assigned task is the reason why the work team is established.

The leader has to lead with all the team members on board. The team leader must ensure his

members know about the organization aims and objectives and the direction the organization is

leading for the successful implementation of the task assigned.

* Achieving the task is the team leader’s main responsibility.

Responsibility 2 - The individual as a leader

A leader should have the following responsibilities towards his team members.

• Supporting and encouraging team members

• Define clear roles for team members

• Defined job description and role of each team member

• Find means of assessing members’ performance.

• Protect team members from others.

• Demonstrate commitment toward team members

• Set objectives and team standard.

The facilitator explained that a leader should always make sure to have a common

understanding of the task at hand and assign task to team members that fits within their areas

of work. The leader has to know each team member strengths and weaknesses before assigning

tasks and responsibilities to a team member. This is very important for good leaders to take note

of.

Ambiguous task and responsibilities to team member, may discouraged them , and make them

lose interest in the work. It is always advisable for leaders to be cautious and assign the right

task for effectiveness and productivity of a team member

Responsibility 3 – The team

The team leader is responsible to create the driving force and the direction for the team, with

clear vision, aims and objectives and with a commitment towards the team. It is the



responsibility of the leader to facilitate and maintain team values; and support the team in every

form and shape.

Handout 3 - Case study

The facilitator introduced a case study about the situation of a Non-Government Organization

(NGO) that started ten years ago and its Executive Director, Fatimata who has been heading the

organization as an informal structure since its inception. Initially, the Executive Director was

responsible for the strategic planning and programmatic delivery. However because of the

expansion of the organization in the last two years; Fatimata hired new staff for programmatic

and thematic delivery. But she still continues to be involved in the programmatic work and

make final decision.

Participants were asked to give their impression about the attitude of Fatimata.

The engagement among participants resulted in the following outcomes.

Fatima did not do an effective job Informal structure –no straight lay down rule and regulation Lack of coordination Lack of trust and delegation of duties Lack of communication and information sharing Poor time management Poor managerial skills, time planning and people management

The facilitator appreciated the responses from participants and observed that ss a team leader,

there are several key roles you are to perform and play. Mr. Atta-Boakye emphasized that

communication, delegation of duties and time management among other issues are vital

components of leadership skills.

2.1: The Role

The Facilitator noted that a leader takes on different types of roles and reponsibilities in

different situations at a given point in time. A leader is only successful as his team, and his

achievements or failure depending on his team members, Mr. Atta-Boakye added. The leader is

usually the focus of the organization and is surrounded by his team mate. The outcome of his

team largely depends on the effectiveness and caliber of the leader.

Handout 3 - The role of a team leader

Diagram 3

Representing Team to

Management Representing

management to the team

Coordinating with Others

THE

TEAM

LEADER



Participants were given the opportunity to think through their daily work and describe current

issues related to teamwork that they might be facing. In relation to that they were to state how

they think they would support their team members and the obstacles that they could face at

their workplace.

This was also to help participants describe their role as team leaders in their organization and

how to support and encourage team members individually.

Coping with the role

To adequately cope with his role the team leader has to deal with:

* Role ambiguity

Unclear responsibilities (where roles and profile are adjusted as situation change in the

organization);

Unlimited expectations of work performance (Board Chair persons seeking

remuneration for their services;

Vague scope for advancement.

Team leaders or company staff

Easy –going ,tough boss

Is the job good enough for you?

Leaders are always faced with such difficult questions. It is prudent for team leaders before

taking up assignments to personally respond to the above mentioned question. This might be a

break or loss point for the leader. His answers to the question will depend on his approach,

attitude and role.

The Facilitator closed the session by stating that leaders are to make decision rather than go

with anything. His responsibilities are to make decisions that are relevant to the growth of the

organization, at the same time, keep a friendly environment at the work place. Be flexible and

stick to your principles and set a standard. The Facilitator urged participants to manifest their

leadership skills and their managerial skills which will help them implementing tasks effectively.

While personal and people skills will help leaders to be consistent, confident, fair and relate

properly to other team members

Session 3 - Building and developing a team

3.1: The four stages

The Facilitator opened the session by introducing participants to the four stages that are

cardinal for a team development. The facilitator emphasised that a leader cannot lead without a

team, team is an important component of leadership. The four stages in a team development

process are Forming, Storming, Norming and Performing.



Handout 4 – Exercise 3

Prior to going through the stages the facilitator invited the participants to look at their respective organisations in order to examine their current status, identify key challenges they are facing and relate it to the work situation.

This exercise aimed at putting participants in a position that will better enable them to understanding the major characteristics of each stage in the team growth process, establish the link to their organisations and develop insights towards improving the situation in relation to their overall organisational performance. The exercise proved worth it to set the stage for the session.

Stage 1: Forming stage

The facilitator explained that this is the early development process of the organization. The team is faced with challenges both external and internal including familiarization with its members, core values, aims and objectives and boundaries.

* Characteristics of a team

* The task of the leader during this stage, involves:

• Selecting and recruiting members;

• Setting objectives and briefing the other team members;

• Setting up of communication channels;

• Team involvement;

• Supporting team identity.

* Behaviours of an effective team leader • Create awareness and make introduction;

• Be open to answer questions;

• set up a basis for trusting each other ;

• Model expected behaviours; and

• Clearly state goals, procedures, rules, and expectations.

Stage 2: Storming

The stage when a team is faced with disagreements, counter-dependence, and the need to

manage conflict.

Interpersonal relationships • Silence • Self-consciousness • Dependence • Superficiality • Reactivity • Uncertainty

Team member questions • Who are these other people? • What is going to happen? • What is expected of me? • Where are we heading and why? • Who is the leader? • What are our goals? • How do I fit in? • How much work will this involve?



The Facilitator explained that this is where the leader’s true self comes out, where ego,

competence, roles and others will have to clash. He added that at this stage conflict management

becomes very important. As a leader you will have to play the role of the referee; and judge

fairly.

* Characteristics of the team

* Tasks of a team leader during this stage include:

• Be able to recognized triggers of conflicts

• Be able to resolving conflicts

* Behaviors’ of an effective team leader

• Identify team members with common interest and reinforce the vision;

• Seek commitment among team members;

• Turn learners into trainers;

• Be an effective mediator;

• Provide individual and team recognition; and

• Foster win-win thinking.

Following the lay down of the main factors characterizing this stage, participants shared their impression by mentioning that usually team members leave organizations, during storming stage. They are confused and do not know who to trust. It is also the time when they easily align with groups and cliques. The Facilitator agreed with the observations made by participants and confirmed that the stage

of storming is a time of conflict and exploration. Mr. Atta-Boakye however urged participants to

be resolute about staying in an organization even at the stage of storming. It is the time an

organization faces disagreements, counter –independence and need to manage conflicts. The

storming stage allows organizations to have a check and balance of their institutional capacity,

but the leaders should also be able to take charge and control, he reinstated. It is not a time to

leave an organization, as storming takes place in every organization. It can be useful to help a

team discover its identity.

Stage 3: Norming

Interpersonal relationships • Polarization of team

members

• Coalitions or cliques

being formed

• Competition among team

members

• Disagreement with the

leader

• Challenging others’

points of view

• Violating team norms

Team member questions

• How will we handle

disagreements?

• How will we communicate

negative information?

• How can the team be changed?

• How can we make decisions

amidst disagreement?

• Do we really need this leader?

• Do I want to maintain my

membership in the team?



At this stage of organization development, a team is faced with the challenge of creating

cohesion fostering unity, identifying roles, responsibilities and expectations for members, and

enhancing commitment.


* Tasks of a team leader

• Encouraging positive norms; and

• Develop plans for the team.

* Behaviors of an effective team leader

• Facilitate separation of roles and responsibilities team members;

• Encourage team members;

• offer feedback;

• clearly state vision of the future for the team; and

• Generate a commitment to the vision.

Stage 4: Performing

This is the stage of delivery. Everyone at this stage understands the goal, objectives of the

organization and is working along. The Facilitator, ended by saying, winning next time is more

important than winning last time.


Interpersonal relationships • Cooperativeness

• Ignoring disagreements

• Conformity to standards

and expectations

• Obedience to directions

given by the leader

• Heightened interpersonal

attraction

• Commitment to a team

vision


• What are the norms and

expectations?

• How much should I conform?

• What role can I perform?

• Will I be supported?

• Where are we heading?

• How much should I invest and

commit?

Interpersonal relationships • High mutual trust

• Unconditional

commitment to the team

• Multi-faceted

relationships among

team members

• Mutual training and

development

• Entrepreneurship

• Self-sufficiency


• How can we continuously

improve?

• How can we foster innovation and

creativity?

• How can we build on our core

competences?

• What improvements can be made

in our processes?

• How can we maintain a high level

of energy and commitment to the

team?

•



* Tasks of a team leader

• Capitalize on core competences;

• Foster continuous improvement;

• Anticipate the needs of customers and respond in advance to requests;

• Enhance speed and timeliness; and

• Encourage creative problem-solving.

* Behaviours of an effective team leader

• Foster innovation and continuous improvement simultaneously;

• Advance the quality culture of the team;

• Provide regular, ongoing feedback on team performance;

• Play sponsor and orchestrator roles for team members; and

• Help the team avoid reversing back to earlier stages.

The facilitators asked participants to match their answers with a previous exercise done,

(Handout 4-Exercise3) as an assessment to see whether their responses were correct. Using

previous scenarios, participants observed that sometimes is good for the leader to know that the

team might be on different levels; it is always important for the leader to motivate others.

Participants also noticed that a leader should never be envious or threatened by the present of a

team member, otherwise it becomes a problem.

After the Facilitator explained about the four stages of development, he mentioned very

essential activities that go along with the above four stages. They include:

- Providing feedback sessions ;

- Providing knowledge sharing opportunities

- Maintain coordination with other teams or units within the organization

- Provide information clearly, hence prevent further conflicts.

The Facilitator ended the session by re-emphasizing that the four stages of development should

be a cardinal focus of the leader. Team leader must recognize the stages of their organization

development.

DAY 2

MODULE 2: BECOMING A MORE EFFECTIVE LEADER/ MANAGER

Objectives of the Module

Upon completion of this module, participants will be able to:

▪ Recognize the needs to be effective at work;

▪ Explain the positive attitude and behavior that should be followed in the workplace;



▪ Assess their own effectiveness;

▪ Identify the skills needed to improve their own effectiveness;

▪ Choose appropriate forms of development;

▪ Set a plan for personal development.

Session 4 - The need to be effective

4.1: Who is a leader?

To better understand the notion of a leader the facilitator assigned the below case study.

Case study

The Facilitator tasked participants to draw their perception of a leader or manager, representing

what they think a leader is. Participants were divided into two groups, below is the presentation

by the two groups.

Group Presentation

Group 1

The group put forth an argument about their perception of a leader

as someone who gives instructions, makes corrections; follow up;

monitors and controls. The group explained that their diagram shows

a leader at a construction site, giving instruction to a host of team

members. This, for them, translates the concept of leadership or the

leader.

Group 2

The group presented their perception using a diagram of a stream as depicted below. They

explained that their perception of a leader is like a stream flowing

that provides direction to a host of things.



At the end of the exercise the facilitator explicated that leaders should be able to use available

resources including people, materials and time in order to be effective. He further stressed that a

leader should be seen as a problem solver, and said the exercise was aimed at allowing

participants visualize who a leader is.

Managing Effectively

* Who are effective managers?

An effective manager or a leader uses resources wisely, work with people, planned and achieve

objectives. The productivity of a leader or manager is in the way he works with resources and

people. Therefore, the effectiveness is determined by the way he uses the below listed resource.

Above all of the resources, people are critical to being an effective leader.

▪ Time;

▪ Plans and activities;

▪ Quality;

▪ Financial and physical resources;

▪ People;

▪ Information and communication; and

▪ Decision making

Case study

The case study below is about a founder of an NGO, Madam Fatima who performed almost all

the tasks in the organization frustrating her colleagues. Madam Fatima, initially the Strategic

planning and programmatic delivery Officer became Executive Director as the organization grew

ten years later.

The Facilitator stated that everybody can be a “Fatimata. Sometimes you are so eager to succeed

that you feel you have to execute all the tasks. It is easy to become Fatimata. One has to be aware

of this and learn to rather delegate than micro-manage, to achieve effectiveness.

As the participants highlighted on the resignation of the Programs Officer, the Facilitator

explained he was doing his work. He resigned because there was a ‘role ambiguity due to the fact

that the ED was doing his work.

* Effectiveness versus efficiency

The Facilitator stated that effectiveness is doing the right job, being result oriented and giving

tasks for others team members to do. Efficiency means doing the job right.

Facilitator maintained that effective managers are people who do the right job and let provide

directions and guidance for other team members do the job right.

The main tasks of a manager are planning, coaching, and motivating staff members. A manager

becomes ineffective when he waste resource and time executing tasks that should be done by

other team members.



Why do managers need to be effective?

Mangers need to shift from manual workers to knowledge workers .Most of the work place

challenges have to deal with attitudes. Innovation is the key to knowing what to do at a

particular point in organization.

* Corporate environment

Technological developments and knowledge transform is the key message in the work

environment of many organizations.

Some of the new development initiatives include:

• changes in products and services offered;

• changes in management style;

• Changes in human resources.

Thinkers are leading the world and work places. As a result only efficiency and effectiveness can

get the job done. Workers are assessed on quantity and quality of their products.

* Managers’ job realities

Every manager’s time belongs to everybody in the organization. A manger that is able to balance

his time between his superiors, subordinates, and peers is an effective leader. Manager is as

good as their support to their team members.

How to acquire effectiveness?

Time management makes a manger effective and focus on productive things to drive the

organization to greater level. Decision making is crucial for a manger; concentrate on achieving

organization’s objectives, these are all done with positive idea and self confidence.

Below are few tips for acquiring effectiveness:

Manage time

Focus on activities

Concentrate on achieving organization vision mission

Promote your strength

Focus on essential issues

EXERCISE 5

Facilitator asked participants to work in their respective groups; to put down, five reasons or

why manager needs to be effective

To achieve organizational goal and be competitive

Deliver quality services and lead professional team with confidence

Make good decision



Session 5: Ways to become an effective leader

Facilitator introduced the session by saying. Attitude is a leader metal state that involves their

belief, feelings, values and disposition to act in certain state. Attitude is very important for the

work, and is a driven force; it can motivate or devastate a team or an organization.

Handout 5 – Attitude cards

Participants were given an attitude cards, i.e. a table with both positive and negative attitudes

towards job. Positive attitudes are thinking, feeling and tendency that can be encouraging and

motivating to execute diligently and effectively a task assigned. Negative attitudes in their turn

are any setback that prevents an employee from achieving or delivering on time.

Beyond the provided lists of positive and negative attitudes participants were given the

opportunity to list some attitudes that they consider positive and negative.

Positive attitudes Negative attitudes

I need to have goals and objectives for my tasks I have many certificates and working

experience, so I don’t need to learn any more

I might fail, but what is important is to learn from

such failure What will be, will be. No need to worry

There are many ways to learn, not simply

attending class I can learn only when someone teaches me

Sharing experience and knowledge with others

allows everyone to exchange and learn from each

other

If I teach others what I know, they may

better than me

It’s better to promise to complete things within a

week but delivery them within three days, than

promise three days but deliver within a week

Why do I have to work relentlessly for a

salary that is much below my worth

Change can be difficult, but can also be an

opportunity What I day might be stupid

If you decide to do it, you should do it well Do it as it was done previously. Why should

we have to change? It will tire us out

Where there is difficulty there is opportunity Someone else will solve this problem

If we don’t solve the problem, it will become worst That’s not my business!

Difficulty is a challenge

Asking question will show that you don’t

know. The best way is to guess and hope it

would be right

Don’t postpone today’s work for tomorrow No need to worry because there is plenty of

time

I believe my colleagues are willing to learn, I can

guide them when they don’t understand Employees are lazy and don’t want to learn



Any single contribution can help the organization

grow up, I should not overlook my duties My task is not important

Types of Behaviors

Facilitator: Behavior and attitudes are critical for any manager to be successful. Attitude is

what you tell yourself, and behavior is what you do. The three types of behaviors are:

Submissive; Assertive; and Aggressive.

Submission –feel lost and lack of caring

Aggressive- feel being better than others, offensive, win at any cost, lack of respecting others

Assertive – feet free, open, respective, considerate, and corporative

Positive attitudes and behaviors

* Positive attitudes

The attitude of a person is their mental state that involves their beliefs, feelings, values and

dispositions to act in certain way. Attitude shape behavior and better achieve results.

* Circle of Concern

They are the problems you want to solve or which you want to have an impact on as a manager.

There are lot of issues and problems that surfaced as circle of concerns for a leader. It might be

and issues with policy, program scheduling, meeting schedule, transportation etc. These

problems attract your attention and you may want to do something about them.

* Circle of influence

Facilitator mentioned some of the circle of influence problems as your interest in short meeting

minutes and format for taking minutes. As a manager, you are concerned and want to improve

the situation. Manager should always try to effect positive change.

* Essential skills for the effective managers

As an effective manager, you are requires having the following essential following skills:

Planning, and decisions making, communication, time management, self organization and job

planning. It is however key to know how to motivate staff.

The facilitator allowed Participants brainstorm on the different ways of motivating staff:

Some input included; staff retreats/teambuilding sessions, success celebration, a day-off for

hard working staff once a while, monthly award, recognition, bonus among others.

However, it is essential to know what will actually motivate your staff. Otherwise it can produce

a contrary effect.

Assessing your own effectiveness



* Assessing your own effectiveness

- Management of activities and quality;

- Management of financial and physical resources;

- Management of people and relationships; and

- Management of information and communication.

Mr. Atta-Boakye observed that CSO leaders have to be innovative in managing their

organization; it is very important to manage NGOs in the right way. Managing activities and

resources, which include physical and financial, which are the most crucial resources to deal

with. People, relationship, information and communication are all tide around these two

resources.

Strengthen and Weaknesses

Capacity building of a leader and his team members are vital components of being effective and productive. Leaders have to build their skills to focus on their ability and strengthen to success. Self –awareness or assessment are key component of notifying your weaknesses and working on them, and also observing your strength and using them wisely for the good of the organization

Choosing Personal development method

There are a number of personal development methods, as a manger you have to choose the one

that is suitable for the organization context and working condition. Personal development

methods include:

- Training programs

Training alone can be a reward, a motivator, and acknowledgement

- On-the-job training

If done well it’s a very good source of learning for staff

- Self-training

- Work-based project

As you are doing the job you pick up

▪ The learning method should be suitable for the civil society context.

▪ The participants must be the owners of the development methods.

▪ New skills and knowledge must be applied at work for, for easy transfer of knowledge to

other team members, if nor it will be difficult to learnt

- Learning types of development.

Learning preferences and styles, this will allow participants to review the learning styles and

preference

EXERCISE 6

Facilitator asked participants to state or (tick/ cross) their individuals learning styles or

preference based on the eighty questions.



Handout 6 – Learning styles questionnaires

After the exercise, participants read out their learning preference and styles, the score obtained

by each participant was a determining factor in knowing his style. There are four main learning

styles they include: Reflector, pragmatic, Theorist and an Activist.

The below diagram shows the learning styles selected by the participants at the training:

LEARNING TYPES NUMBER OF PARTICIPANTS

Activist 2

Reflector /Pragmatic 2

Theorist 1

Reflector 1

Pragmatic 2

Activists would learn better from an activity when you do the following:

Face new experiences, difficulties, or opportunities.

Concentrate on practical activities in workshops, such as business game, group activities, role-playing exercises.

There are challenges and changes that need to be solved.

Have influence over people,

Reflector would learn better from an activity when you do the following:

When you are allowed or encouraged to analyze, think, and plan for activities; are allowed to when you stand behind activities to listen and observe;

When you are allowed to reflect, and prepare before taking actions, and giving comments;

Can implement thoughtful research, investigations, and analysis;

Theorist would learn better from an activity when you do the following:

When you are given information that is part of a system, or that includes models and theory;

Spend your time to explore activities, relations between ideas, incidents and situations;

Have opportunities to ask probing questions on basic methods, assumptions and logic or inconsistencies;

When you are required to rationally analyze a complex situation, or to work with highly technical people. Pragmatic would learn better from an activity when you do the following:

Have clear connection between subjective issues and job-related issues;

Can present practical, time saving and impressive techniques to implement tasks;

Have opportunities to try to apply techniques through training and feedback from successful people, who can apply techniques by themselves;

Implementing self-development plan

Four guiding steps are necessary to achieve a self-development plan. There are:

▪ Planning

▪ Implementing

▪ Evaluating

▪ Action plan



Facilitator further stressed the importance of planning, implementing, and evaluating and

follow up action can be of benefit on activities.

DAY 3 MODULE 3: COACHING AT WORK

Objectives of the Module

At the end of the Module, participants were able to:

• Define coaching at work and explain its benefits for the manager;

• Apply coaching tools in the workplace;

• Formulate and implement long-term coaching strategies.

Expectations of the day

The expectations expressed by participants related to this Module were:

- Train subordinates on new methods and tools;

- Impact positively on team members;

- How to meet expectations of team;

- Train colleagues so they can function in the absence of their supervisor;

- Have a clear guide on how to coach;

- How to stimulate subordinates to think creatively;

- Get innovative coaching skills;

- How to transfer knowledge and skills effectively;

- How to deal with poor performance effectively;

- How through coaching one can keep their team motivated.

Session 6: Coaching and its benefits for the manager

This session began by the Facilitator observing that leaders and managers have to find methods

of providing support to their team members. He mentioned coaching as one of those methods.

He spoke about the differences between mentoring and coaching.

Mentoring is an ongoing process, free of charge and both parties agreed informalities. Mentor

are qualified than mentee.

Coaching and mentoring have some formalities, coaching have duration and is involving, is

specific on an areas of development and required specific skills.

The facilitator than asked participants on why should manager act as coach?

Participants responded that, manager work with team and units, so it important that manager

acts as coach because coaching is done on the job. Coaching will improve cohesion among the

team members. It also gives confidence to team member.

How can a manager respond to under-performing staff member?



Facilitator stated that being a manager, also means you are able to coach , because team

members look up to you most of the time for support and supervision . That coaching is a form

of training that allows the manager to enhance employee skills by treating real as a learning

opportunity.

• Fire or dismiss the employee;

• Know the state of mind of the staff

• Relocate /reassigned

• Set new roles

• Speak with the staff

• Increase incentive

Manager and employee performance

* The manager implements work through team others.

As a manager what we do a lot of things including, manager has the responsibility to

maintain and improve staff performance.

- Direct assignments

- Provide instructions

- Review documents

- Controlling

Coaching and employee performance

* What is coaching?

Coaching is a manager-employee ongoing process. It involves gilding the employee through a

step-by-step learning process. Otherwise coaching is usually applied one-on-one, in the

workplace, as the employee performs everyday tasks. Through coaching, the manager helps the

employee build or refine skills necessary to perform a job, and also works with the employee to

correct habits and practices that have a negative impact on performance.

Coaching is known as a form of training that allows the manager to enhance an employee’s skills

by treating real work as a learning opportunity. Coaching is a kind of on-the-job training in

which the manager plays the role of the teacher and the employee the role of a student.

The consequence of coaching is that the employee’s skills are expanded and improved, thereby

providing self-confidence that will ensure peak performance.

How is coaching different from training?

COACHING TRAINING

• In the workplace, linked with the job • Intended to improve performance

• Not linked to a specific job • Intended to add or enhance

skills and knowledge



Coaching at the worksite provides many opportunities for “learning by applying” for team

members. Both staff and manager see the result of their efforts immediately as they going along

the development stage. The result shown immediate can serve as a motivating factor or reward

for the employees who lack self-confidence and want to improve.

Trainings are good but lack immediate result, which is seen by the employee and the manger

immediately. They require teaching new skills or introducing new tools, coaching is a way to

quickly enhance performance by focusing on the way an employee does a specific job. And the

manager can proactively control and monitor the outcome when coaching.

Benefits of coaching

Coaching benefits both the manager and he employee. Two ways, if your team is forming well it

give you a lot of advantage, both external and internal you have a repetition and build standard.

It enhance the managers repetition, and self confidence, if a leader is accomplished, your role is

good.

- For the manager

• Improve staff performance; and

• Enhance the manager’s reputation.

- For the employee

• Refine skills;

• Build self-confidence; and

• Encourage proactively.

Session 7: Coaching skills and tools

This session will help leaders and managers learn and

practice the skills and tools of coaching. The content of the

session include: EDAC, 4PS and FBI.

* When to use coaching?

Leader may use coaching when the employee:

• Does not know how best to perform the job;

• Needs to develop critical skills;

• Has little experience with a particular job;

EXERCISE 7

The facilitator asked two volunteers to do practical sessions on coaching, upon the completion of

the sessions, participants were asked to make inputs. Participants shared their view about the

exercise.

EDAC-Teaching employees a new skill



The EDAC tool

The facilitator mentioned that the EDAC framework is a tool for helping employee learn new

skills, know how to solve problems and providing feedback for improved performance. The

framework has four stages, explain, demonstrate, apply and consolidate.

The Explanation aspect has two processes:

• The purpose

• The process

The purpose and process are very cardinal role that a leader needs to know in any exercise. The

process is the first role in an exercise which needs to be well done, understanding the purpose

and process gives you an understanding of the situation.

Participants noticed the importance of instruction during this kind of exercise. They noted that

if the leader knows the purpose, leading the process is easier and becomes an effective exercise.

During the demonstration stage, the leader has to demonstrate step that will be taken, indentify

steps and ideas, provide criteria for assessment response to employee questions and share past

experience.

In the application stage, give the employee opportunity to repeat the process, practice new skills.

Make follow up and monitor the progress.

The consolidation stage is also crucial. The leader highlights the achievements, future

improvement and draw out an action plan for the employee.

It is very importance for a leader to use the EDAC framework in coaching, it provides a tool for

assessment, planning, opportunity, and allows employee to apply what they have learnt.

Explain

Demonstrate

Apply

Consolidate



Leaders should also use the tool when employee lacks a skill required for performance; or when

staff needs to improved his performance at job. It can be useful for teaching employee skills in

writing report, concept note or presentation, etc.

Effective coaching through EDAC

Common mistake in coaching: A leader has to take note of some of the common mistakes

that that make coaching tool ineffective. Below are some of the mistakes:

Teaching too little or too much

Providing inadequate demonstration

Lack of patience, be tolerant of the coach mistakes

Tense and incomplete learning environment

Encourage feedback

EXERCISE 9

Facilitator asked participant to think about a job, and activities or task and provide a step or

material to performance the task. List the steps and explain the steps in brief.

Participants were divided into two groups to undertake the exercise. Each group had a coach,

coacher and an observer. The observer was to observe the process and see if the EDAC process

was carefully followed and give feedback in session.

Role play for EDAC framework

Observations from participants included:

- The coach was experienced, and explained the steps well;

- The coach followed instruction;

- The coach demonstrated well, coacher was asked to repeat the steps;

- Both parties celebrated the success, and tried to improve on what the coach did.

The session ended by the Facilitator urging participants to be able to recognized and understand

the situation and the problems within the organization. With this clear background, you can

understand and be able to lead the EDAC process with employees.

Session 8: The 4 P’s (Helping employee solve problem):

The 4P’s tool is use for employee who lacks confidence in solving work related problems. It is

also useful for to aiding employee who has no knowledge on solving problems that are work

related.



4p’s MODEL

- POSITION

- PROBLEM

- POSSIBLE

- PLAN

The 4P’S model tools have four ways of solving problem, and each one has a unique way of doing

so. The position talked about the manager in terms of the resolving the problem, what would,

could and must be attained.

The problem, what problems are you encountering now. When evaluating the problem the

manger should be objective, specific and open minded. Know the problem statement, impact

and the causes of the problem.

What are some way of solving the problem, the manager should be creative and innovative, find

some new ways of solving the problem which will meet your objectives. The right thing to always

do is to think outside the box. At the end of the day the employee is the owner of the process.

Diagram Innovative Thinking

What is your position?

What problem are you

encountering?

What are some possible

solutions?

How do you plan to solve the

problem?



Exercise:

Two Participants asked to act as volunteers to prepare a task as a manager and an employee. To

the 4P’S skills be able to identify the four stages, while other participants observe and listen.

Questioning skills

Facilitator’s Input: As a manger the way we ask our employees questions, give us more answers

and or questions, is always good to know what questions to ask when you need an answer for

any confirm, understand an issue or consider options.

- Closed-ended questions

They questions are used for confirming, checking and probing for specific details. It helps verify

issues or tasks that have been performed.

- Open-ended questions

These kinds of questions help a manager understand more on issues that they want to know.

How, why and wanting to have detailed, wanting in-depth information.

DO’S and Don’ts Questioning skills

Questioning skills: posing the question

• Ask clearly and precisely;

• Allow time for the listener to consider the response and present it fully; and

• Rephrase the question if the listener does not understand the question or does not

answer the question adequately

DO’S DONT’S

- Do

• Ask clear, precise questions;

• Concentrate on one issue;

• Pose suggestive questions that trigger

the participants’ thinking; and

• Give questions suited to participants’

knowledge.

- Don’t

• Ask vague or unnecessarily broad

questions;

• Pose simplistic questions;

• Give a question that the learner can’t

answer; and

• Try to trick the listener.

Listening skills

These are common problems associate with listening skills. Some of the problems of effective

listening include: Quite often do employees ask questions for clarity. Most of the common

mistake comes when, staff are not listening actively, do not understand the speaker very well,

carried away by emotions, and depend on their own thoughts rather than the speaker.

Is better to use the LACE formula to improve your listening skills, the LACE formula include:

Listen to what people say ,acknowledge them, demonstrate understanding of the information



,check and verify mutual understanding and make enquire, ask for more information about

the situation.

The FBI tool

The FBI tool is necessary for manager to use, to improve employees performance; the tool can

be use during the below listed period.

When the employee already performs well:

• The employee does not perform as well as required;

The employee does not respond appropriately to unsatisfactory performance or outcomes.

Facilitator asked participants, if they have given a feedback or receive feedback before. How do

you give feedback to your supervisor? One on one feedback.

When providing feedback, manager are urged to always present the facts, describe a specific

behaviors, identify clearly the impact of the behavior and ask the employee to spot out the

causes of the behavior and to propose options of solution.

Effective feedback has series of ways, it has clear objectives, comes at the right time

Understood by the employee, fair and with no bias, calm, focus on issues the employee can

control and not thing out of his control. Considers the opinions of the recipient, uses both verbal

and non-verbal cues.

When do we give feedback? , manager should provide feedback when, when employee are doing

well, not doing well, and when they are not responding satisfactorily.

When to combine coaching tools

When an employee lack certain skills is always advisable as a manager to know which skill to

combine to get a better result. Facilitator suggested that participants use the EDAC, 4Ps and

FBI when e employed lacks skills. However use 4Ps and FBI when employee lacks confidence.

Feedback can be used as a tool for appraisal, when facing challenges, limitation, and need some

guidance to complete their task

EDAC – coaching

4P’s – Problem solving

LACE listening

FBI – Feedback.



EXERCISE 10

Facilitator asked two volunteers to demonstrate the process of receiving and giving feedback.

Receivers of the feedback: Giver of the Feedback:

Receiver tried to give reason for his actions

Was defensive

Manager, did not show interest in the

employee work

Encourage receiver and recognized past

experience

Started from the positive size

Objective of the discussion was not stated well

Did not show how he would solve the problem

Session 8: Steps to successful coaching

In the process of coaching manager are to follow few steps and procedures to be successful.

They are identifying the coaching needs, create and implement the coaching plan and follow up

and provide feedback: The objective is to build a coaching plan.

The coaching object is the outcome attained by the employee as a result of the coaching process.

Step 1: Identify coaching needs

• Observe the employee

• Identify areas for improvement

• Prioritize the employee’s needs

• Consider the role of coaching

Step 2: Create a coaching plan

• Identify the coaching objectives

• Establish the implementation period

• Prepare for implementation (review

skills, knowledge, and attitude

requirements)

• Select the coaching tool(s) and the

activities to go with it.

• Meet with employee to set objectives

and method

Step 3: Implement coaching

• Create a learning environment that is

open and encouraging

• Use skills and tools for coaching

• Remain flexible and choose activities

that fit the employee’s learning style.

Step 2: Follow-up and provide feedback

• Check progress

• Provide feedback

• Give guidance, advice, and

encouragement.

Coaching Activity Coaching activities are important for manager to use as a guide. Reading material – Provide additional information Information gathering- study past experience and outcomes



Self assessment – encourage analysis and awareness of personal development Observing others-provide perspective on personal experience Supervised implementation –enhance confidence Apply feedback to work (as planned) - create condition for the employee to do the job, solve problems and make decision making independently Implement control and identify additional needs for coaching Writing reports or presentations- consolidate lessons learned and experience acquired Implementing Coaching Skills require for implementing coaching session. Include: Motivation, communication, influence, problem solving and decision making. If you are a manager with one of these skills you are going to be a successful and good leader. Training Conclusion

A three day training program titled Personal Productivity Skills was organized by WACSI and

IFC at the Secretariat in Accra, Ghana. The training brought together eight participants from the

Sub Region and lasted from February 20-22, 2013. The training was divided in to three

components Leading Your Team, Becoming a More Effective Manager, and Coaching at Work.

The training was aimed at equipping civil society actors with the relevant techniques and skills

to be able to add value to their organization governing structure and be effective and productive

at their work places. It also focused on strengthening their capacity to further enhance the

service delivery of their organizations, at the same time being effective at their work place.

The Facilitator Mr. Gilbert Atta-Boakye thanked participants for the level of involvement over

the last three days, and that the skills and lessons learnt will be use to their personal and

organizational development.

For and on behalf of WACSI, The Executive Director Nana Afadzinu

expressed thanks and appreciation both to the Facilitator and the participants for attending the

training program. She mentioned the work of WACSI as capacity building and strengthening

CSOs so as to become sustainable on a long term basis. Nana, also spoke about the various

programs at WACSI, and that participants should make use of the various opportunities for

buiding their capacity and enhancing their organizational performance.

Nana, urged participant to keep in touch and always visit the website, as there are a lot of

activities for capacity development of CSOs actors around the region. She encourage

participants to give feedback on the trainings and how it has helped them in re- organizing and

strengthening their capacities. She mentioned that WACSI works with Experts from the sub

region in providing a platform to facilitate the development and strengthening of CSOs capacity.

At the end of the training session participants were given the end of training evaluation form,

and were also asked to do a follow up action plan. This was to allow WASCI follow up on the



skills and knowledge gained during the training and how is being transferred to other members

of their respective groups. Participants were awarded a letters of commendation, desk pad,

WACSI’s course scheduled 2013 and promised to get the certificate of the training later.

Appendix 1

LIST OF PARTICIPANTS

S/N Names Organizations E-mail

1 FASEHUN ANTHONY OLUSOLA Don Bosco Life Choices VCt Centre Akure

[email protected]

2 ABDUL-KARIM ZIBLIM Wuni Zaligu Development Association

[email protected]

3 ISSAHAKU ALHASSAN NEINDOW

Wuni Zaligu Development Association

[email protected]

4 NANTOMAH E.K. MAHAMADU PAPADEV [email protected]

m

5 SAMUEL ZAN AKOLOGO National Catholic Secretariat - Dept. of Human Development

[email protected]

6 CHIBUZO NWOGU Center for public enlightenment & civic education

[email protected]

7 BUKUOLA OGUNLEYE Eruobodo Home for Children with Special needs,Ijebu-Ode,Nigeria.

ogunneyeoluwabukuno

[email protected]

8 TAIWO ADESOJI ADETUNJI Attwool School yemi_taiwo2003@yah

oo.co.uk

mailto:[email protected]







http://fr.mc1723.mail.yahoo.com/mc/[email protected]








Appendix 2 PROGRAMME AGENDA

PERSONAL PRODUCTIVITY SKILLS TRAINING FOR CSOs IN WEST AFRICA February 20-22, 2013,

Venue: WACSI Secretariat, Accra-Ghana

TIME DAY 1 DAY 2 DAY3

8:00-9:00 Registration , Arrival & Introduction of Resource Persons and Participants

9:00-9:30 Becoming an effective leader & Understanding Leadership

Highlights of day one Coaching and its benefits for the manager

9:30-10:15 Necessity for effectiveness

Coaching and

employee performance

10:15-

10:30 TEA BREAK

10:30-

11:00 Principles of an effective leader Positive attitudes and

behaviors Tools and skills for coaching 11:00-

12:30 Roles and responsibilities of a team leader

12:30-1:30 LUNCH BREAK

1:30-2:00

Building and developing a team

Self-assessing effectiveness

Combining the tools 2:00-2:45

2:45-3:45 Choosing development method

Steps to successful coaching plan

3:45-4:00 TEA BREAK TEA BREAK Evaluation of the

Training

4:00-4:45 Working in teams Implementing self-development plan Closing Ceremony

4:45-5:00 Evaluation of Day 1 Evaluation of Day 2

END OF Session

training narrative report

Documents