TRAINING NARRATIVE REPORT PERSONAL PRODUCTIVITY SKILLS TRAINING FOR CSOs IN WEST AFRICA

20-22, February 2013 Venue: WACSI, Secretariat, Accra

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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

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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.

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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.

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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

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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 Personal achievements

People skills

The team leader

Managing skills

Personal qualities

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 :

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PERSONAL QUALITIES Ability to influence others Be able to inspired others Confident building Dependability Have integrity Good listener Consistency - Have interest in people MANAGEMENT SKILLS -

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Planning Organizing Controlling Evaluating.

PERSONAL ACHIEVEMENTS - School merits - Success at work - Award , national and international

MANAGING PEOPLE 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.

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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.

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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

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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

THE TEAM LEADER

Representing management to the team

Coordinating with Others

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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.

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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 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?

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

* 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.

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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 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?

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

* 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

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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. * Characteristics of the team Team member questions • 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 • Cooperativeness • Ignoring disagreements • Conformity to standards and expectations • Obedience to directions given by the leader • Heightened interpersonal attraction • Commitment to a team vision

* 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. * Characteristics of the team Team member questions • 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? WACSI, SECRETARIAT, Accra, Ghana •

Interpersonal relationships • High mutual trust • Unconditional commitment to the team • Multi-faceted relationships among team members • Mutual training and development • Entrepreneurship • Self-sufficiency 20-22 February, 2013 Page 13 of 34

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* 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;

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▪ ▪ ▪ ▪

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.

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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.

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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

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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 There are many ways to learn, not simply attending class Sharing experience and knowledge with others allows everyone to exchange and learn from each other 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 Change can be difficult, but can also be an opportunity If you decide to do it, you should do it well Where there is difficulty there is opportunity If we don’t solve the problem, it will become worst Difficulty is a challenge Don’t postpone today’s work for tomorrow

What will be, will be. No need to worry I can learn only when someone teaches me If I teach others what I know, they may better than me Why do I have to work relentlessly for a salary that is much below my worth What I day might be stupid Do it as it was done previously. Why should we have to change? It will tire us out Someone else will solve this problem That’s not my business! Asking question will show that you don’t know. The best way is to guess and hope it would be right No need to worry because there is plenty of time

I believe my colleagues are willing to learn, I can Employees are lazy and don’t want to learn guide them when they don’t understand

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Any single contribution can help the organization My task is not important grow up, I should not overlook my duties 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

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* 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.

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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, roleplaying 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

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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?

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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 • •

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

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TRAINING • •

Not linked to a specific job Intended to add or enhance skills and knowledge

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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

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The EDAC tool Explain

Consolidate

Demonstrate

Apply 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.

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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.

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4p’s MODEL -

What is your position? POSITION

- PROBLEM

What problem are you encountering?

What are some possible solutions?

How do you plan to solve the 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

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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

- Do • • • •

DONT’S

- Don’t Ask clear, precise questions; • Ask vague or unnecessarily broad questions; Concentrate on one issue; • Pose simplistic questions; Pose suggestive questions that trigger the participants’ thinking; and • Give a question that the learner can’t answer; and Give questions suited to participants’ knowledge. • 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

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,check and verify mutual understanding the situation.

and make enquire, ask for more information about

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.

EDAC – coaching 4P’s – Problem solving LACE listening FBI – Feedback. Feedback can be used as a tool for appraisal, when facing challenges, limitation, and need some guidance to complete their task

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EXERCISE 10 Facilitator asked two volunteers to demonstrate the process of receiving and giving feedback.

Receivers of the feedback: Receiver tried to give reason for his actions Was defensive

Giver of the Feedback: Encourage experience

receiver

and

recognized

past

Started from the positive size Manager, did not show interest in the Objective of the discussion was not stated well employee work 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 2: Create a coaching plan Step 1: Identify coaching needs • Identify the coaching objectives • Observe the employee • Establish the implementation period • Identify areas for improvement • Prepare for implementation (review • Prioritize the employee’s needs skills, knowledge, and attitude • Consider the role of coaching 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 Step 2: Follow-up and provide feedback open and encouraging • Check progress • Use skills and tools for coaching • Provide feedback • Remain flexible and choose activities • Give guidance, advice, and that fit the employee’s learning style. 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

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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

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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

1

FASEHUN ANTHONY OLUSOLA

Organizations Don Bosco Life Choices VCt Centre Akure

E-mail [email protected]

2

ABDUL-KARIM ZIBLIM

Wuni Zaligu Development Association

[email protected] om

3

ISSAHAKU ALHASSAN NEINDOW

Wuni Zaligu Development Association

wunzalga2004@yahoo .com

4

NANTOMAH E.K. MAHAMADU

PAPADEV

[email protected] m

5

SAMUEL ZAN AKOLOGO

National Catholic Secretariat - Dept. of Human Development

6

CHIBUZO NWOGU

Center for public enlightenment & civic education

7

BUKUOLA OGUNLEYE

Eruobodo Home for Children with Special needs,IjebuOde,Nigeria.

8

TAIWO ADESOJI ADETUNJI

Attwool School

WACSI, SECRETARIAT, Accra, Ghana

[email protected]

[email protected]

ogunneyeoluwabukuno [email protected] yemi_taiwo2003@yah oo.co.uk

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Appendix 2

PROGRAMME AGENDA

PERSONAL PRODUCTIVITY SKILLS TRAINING FOR CSOs IN WEST AFRICA February 20-22, 2013, Venue: WACSI Secretariat, Accra-Ghana

TIME 8:00-9:00

DAY 1

DAY 2

Registration , Arrival & Introduction of Resource Persons and Participants

9:00-9:30 Becoming an effective leader & Understanding Leadership 9:30-10:15 10:1510:30 10:3011:00 11:0012:30

DAY3

Highlights of day one Necessity for effectiveness

Coaching and its benefits for the manager Coaching and employee performance

TEA BREAK Principles of an effective leader Roles and responsibilities of a team leader

12:30-1:30

Positive attitudes and behaviors

Tools and skills for coaching

LUNCH BREAK

1:30-2:00 2:00-2:45

Self-assessing effectiveness

Combining the tools

Choosing development method

Steps to successful coaching plan

Building and developing a team 2:45-3:45

3:45-4:00 4:00-4:45 4:45-5:00

TEA BREAK Working in teams Evaluation of Day 1

TEA BREAK Implementing selfdevelopment plan

Evaluation of the Training Closing Ceremony

Evaluation of Day 2 END OF Session

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