training narrative report personal productivity

WACSI Secretariat, Accra-Ghana May 16-18, 2012

WEST AFRICA CIVIL SOCIETY INSTITUTE

TRAINING NARRATIVE REPORT

PERSONAL PRODUCTIVITY SKILLS TRAINING FOR

CSOs IN WEST AFRICA

May 16 – 18, 2012,

Venue: WACSI Secretariat, Accra-Ghana


TABLE OF CONTENTS

INTRODUCTION……………………………………………………………………………………………………………..1

OPENING REMARKS……………………………………………………………………………………………………….1 MODULE I: LEADING YOUR TEAM………………………………………………………………………………….2

Session1: How to become an effective leader……………………………………………………………………….2

Session 2 - Roles and responsibilities of a team leader………………………………………………………….6

Session 3 - Building and developing a team ………………………………………………………………………..8

MODULE 2: BECOMING A MORE EFFECTIVE MANAGER……………………………………………….13

Session 4: The need to be effective …………………………………………………………………………………….13

Session 5: The ways to be effective……………………………………………………………………………………16

MODULE 3: COACHING AT WORK………………………………………………………………………………….19

Session 6: Coaching and its benefits for the manager…………………………………………………………..19

Session 7: Tools and skills for coaching…………………………………………………………………………….21

Session 8: Four steps to successful coaching……………………………………………………………………….26

TRAINING CONCLUSION………………………………………………………………………………….……………27

Appendix…………………………………………………………………………………………………………………………28

WACSI/IFC Personal Productivity Skills Training


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INTRODUCTION

The West Africa Civil Society Institute (WACSI) in collaboration with the International Finance

Corporation (IFC) Business Edge programme organised a 3-day training course on Personal

Productivity Skills. The training was held on May 16-18, 2012 at the WACSI Secretariat. The

training was specifically designed for civil society actors operating at managerial levels. The

course aimed to equip participants with leadership, managerial and coaching skills to become

more effective managers and maximise their productivity at work.

Introduction of Resource Persons and Participants

The Personal Productivity Skills commenced with an introductory word from the WACSI

Capacity Building Officer, Charles Vandyck, who welcomed the participants.

Charles provided some basics housekeeping information related to the Internet service andother

participants‟ needs related to the training and venue. He briefly presented the Facilitator before

handing over to the Executive Director, Nana Afadzinu who officially addressed and welcomed

the participants.

Opening Remarks

Nana reiterated that WACSI was created to build the capacity of CSOs in the sub-region with the

focus on institutional and operational strengthening. Nana explained that the training course

was organised in collaboration with the IFC-Business Edge training programme. Nana

mentioned that IFC has excellent accredited Facilitators who work with WACSI as part of the

partnership. Nana thanked the participants for setting aside their busy schedules and warmly

welcomed them. She reiterated to the participants that once they step inside WACSI premises

they become part of the organisation‟s ambassadors. In conclusion, Nana encouraged the

participants to actively participate in the training, utilise the Institute‟s facilities and provide

their feedback at the end of the day for further improvement of the organisation‟s services.

Introduction of the Facilitator Daniel Andoh took the floor to once more welcome the participants and introduced his professional background to the participants including his experience at KPMG and the United Nations Development Programme (UNDP). He stated that he currently is a managing partner at CICADA Consulting which is an accredited IFC Business Edge training institution. Daniel emphasized that he had strengthened his experience in the civil society field mainly through WACSI‟s interventions. He stated that WACSI‟s interventions are comprehensive because they promote national and regional experience sharing. He concluded by encouraging the participants to learn from one another and have a productive training.



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Training objectives At the end of the course, participants will be able to:

Define the key concepts associated with personal productivity; Identify the main obstacles that prevent you from maximizing your productivity; Lead Teams; Become a More Effective Manager; and Coach at work.

Learning Methods

The training course was delivered using interactive, learner-centred methods, audio visual tools,

experiential learning, and practical exercises through group work, Role-play, case studies and

games.

Participants were encouraged to use real life experiences to address personal productivity

challenges.

The 3-day training course covered the following modules:

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

MODULE I: LEADING YOUR TEAM

Objectives of the Module After completing this module, participants were able to:

• Identify the desirable qualities and skills of an effective team leader;

• Assess your own leadership qualities and skills;

• Describe methods to enhance your leadership skills;

• Identify the responsibilities of leaders, and the roles to be played by a team leader;

• Explain ways to develop your team so that it becomes more efficient and effective.

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

To initiate the training the Facilitator, Mr Daniel Andoh, invited two participants to act out what

leadership is all about, i.e. illustrate the correlation between a team leader and a team member

and underline the effectiveness of leadership within a team.



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Activity1:

One participant was to represent a team leader and another one the team member. The team

leader was to direct the blind-folded member to help him find his way to a given place in the

room. To achieve this, the member had to rely only on the instructions of his leader so as to

avoid obstacles including chairs and tables, turn the right direction, move carefully so as not to

get hurt, etc.

At the end of this exercise the Facilitator asked some questions to arouse discussions among

participants.

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

The member could have stumbled, fell down, been misdirected

What was the role of the leader?

The leader was guiding, directing, assisting, advising, protecting, coaching, instructing,

encouraging.

How did the member feel?

- Everything was dark

- Was confused about where to go

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

How did the team leader feel?

- Initially was finding it difficult

- Did not know the member and his ability to respond to the instructions, direction

- “As he was moving, I realised he was ready”

- “My confidence also grew”.

The purpose of this activity was to demonstrate why it is important to lead your team. The

Facilitator used an analogy of a newcomer in school who needs guidance, direction, to

emphasize on the need for any team member in an organisation to be led and encouraged by his

leader; so will grow a mutual trust that is key to performance.

The Facilitator then commented that most of the time, leaders assume you know. Instead, a

good team leader should know that team members are from different backgrounds and

characteristics; and it is important for the leader to learn all this. The team leader shall give

assistance, guidance, instructions; take the blame when things go wrong and protect his team

members.

Skills and qualities of a leader

The Facilitator stated the basic skills and qualities a team leader should have. Daniel explained

that one needs to have personal qualities as well as people skills, i.e. easy going person, good

listening skills, does not take things personal and is encouraging as well as open-minded (non-

judgemental), honest.



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Figure 1.0: Skills and qualities of a leader

* Leadership skills

Leadership skills are made up of management skills and people skills.

Management skills implies: Planning – Organizing – Controlling – Evaluating.

On the other hand People skills require five qualities that are spelt in as “GRACE” at work.

They are:

Goodwill: Creating a safe space for team members to flourish and keeping their best

interests in mind.

Results: Creating a shared sense of purpose and value in being together.

Authenticity: Being honest with yourself and others; keeping relationships real.

Connectivity: Finding ways to identify with, affirm and encourage the other person; i.e. be

sensitive to the goals and objectives of others.

Empowerment: Enabling success by helping to overcome obstacles and develop skills.

In addition, good communication, motivational techniques, negotiation skills, and counseling

skills are also useful people skills.

Commenting on the leadership skills, the Facilitator explained that certain persons sometimes

have high positions but do not have influence because they fail to learn and apply the above

listed skills. However, when applied appropriately these skills “reward the leader with success

as well as recognition and respect from his team members.

* Leadership qualities

Leadership qualities hinge the following:

- Personal qualities:

Ability to influence others; Ability to inspire confidence; Determination; Dependability; Integrity; Fairness; Being a good listener; Consistency; Interest in people;

- Personal achievements:

School merits; Success at work;

The team

leader

Personal achievements

People skills Managing skills

Personal qualities



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Activity 2: Self-assessment (Handout 1)

Participants were given a form to rate their attitude when they find themselves in leadership

positions. They were asked to individually identify their leadership approach by rating their

attitude in fourteen different situations as leadersThis was done to help participants be aware of

their leadership approach and explore possible avenues for improvement.

* Special requirements of a leader

As a leader two requirements have to be fulfilled as to establish the basics for leadership. First, a

desire should be demonstrated towards the job. In other words a leader must want to be a

leader. Second, the leader should have the technical skills in the field in which he wants to

lead.

1.2: Can leadership be learned?

Discussion

A discussion was initiated by the Facilitator on whether and how leadership abilities can be

learnt. The participants shared their opinions on this issue commenting differently according to

their perception and experience. One participant told his story on how he once declared to his

supervisor his desire to be like him. This prompted his supervisor to take him through a

guiding/learning process that led him to perform better.

As a result of this discussion the Facilitator mentioned that leadership can be learnt through

coaching. It is therefore important for the team leader to be dedicated to the uplifting of his

colleagues to help them gain the ability to become future leaders in their turn.

1.3: Principles of an effective leader

Five principles shall guide an effective leader:

* Find a role model

* Be yourself

* Keep your objectives clearly in mind

* Know your strengths and weaknesses

* Stick to your principles.

Daniel furthermore advised that during meetings the leader should try and be the last person to

speak. He should as much as possible facilitate and provide direction.



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Handout 2: Self-assessment – Contd

During this activity participants were given the opportunity to select three of the areas

pertaining to their leadership attitude they highlighted in the first activity and state how they

intend to improve upon these attitudes.

To end this session, the facilitator drew participants‟ attention on the fact that all team leaders

have been team members before. If one remembers what he faced as a team member he can

know how best to behave as a team leader.

Session 2 - Roles and responsibilities of a team leader

2.1: The responsibilities

Responsibility 1 – The task

* The assigned task is the reason for the work team’s existence.

As a leader one must ensure that all the team members know the big picture, i.e. the

organisation‟s vision and the team‟s direction.

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

Responsibility 2 - The individual

A team leader has the following responsibilities towards their team members.

• Supporting and encouraging.

• Assigning tasks compatible to a member‟s ability.

• Making job roles clear to team members.

• Assessing members‟ performance.

• Protecting team members from others.

A team leader cannot assign tasks compatible to his team members if he does not know his team

members. It is therefore very important for the leader to know the strengths and weaknesses of

his members.

It is also imperative to make the job clear to team members. It is necessary to keep informed

other heads of units of a role delegated to a team member for their due cooperation.

However, it is critical to know the best time to transfer skills to team members or whether it is

prior to get the output ready.



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Responsibility 3 – The team

The team leader is responsible for demonstrating a commitment towards the team. He is also

responsible for setting up team objectives; helping to maintain team standards; and supporting

the team.

Handout 3 - Group work on a case study

This case study was about the situation of a newly appointed network coordinator, Sandra, who

faced both productivity and morale challenges with the network due to the lack of team

cohesion. Participants were first asked their insights on the requisite skills Sandra might need to

solve the issue. Then they were asked their impression about the action taken by Sandra to solve

the morale challenge through meetings and listening to other team members‟ suggestions.

The engagement among participants resulted in the following outcomes.

Answers to Question 1:

Sandra could solve the issue of productivity among the network thanks to the following skills:

technical skills, managerial skills, capacity building skills and the ability to identify the problem

of disintegration within group/team. Additionally, communication and facilitation skills would

also be important.

Answers to Question 2:

Listening to staff complaints addresses productivity issues. Sandra should have developed a

model for productivity, be consistent and fair and motivate the team as well. In addition to that,

Sandra could lead by example, encourage the team, and control its performance.

2.1: The Role

The Facilitator stated that the leader assumes different roles in different situations on day-to-

day work life. The leader achieves success or failure largely depending on the fortunes of the

team. Above all the leader is a central point of interest and activity within a team through which

the team, the management, and other teams communicate their wishes.

Handout 4 - The role of a 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 will support team members and the obstacles that they could face.

Coping with the role

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



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* Role ambiguity

-Unclear responsibilities; (participant shared the experience in his organisation where

roles and profile are adjusted as circumstances enforce change)

Unlimited expectations of work performance; and

-Undefined scope for advancement.

* Role conflict and role incompatibility

- Stand as a team leader or a organisation staff?

- Easy-going boss or tough manager?

The Facilitator explained that sometimes the leader has to make a decision and rather stand as

the manager than an easy-going boss. However it is imperative to try and keep a certain balance

between ensuring the task is implemented and being friendly. Most of the time, friends are the

ones who cause you to break the rules. However, professionalism must always be upheld. “The

rules are there, you can bend them but you must never break them”

* Role underload

It is important for the leader to personally respond to this question: is the job good enough for

you? From the answer to this question will depend the leader‟s approach to the role.

The Facilitator explained that as a leader, managerial skills will help you with implementing

tasks. But personal skills and leadership skills will help you with people (consistency,

confidence, fairness, among others).

Session 3 - Building and developing a team

3.1: The four stages

Four stages have to be fulfilled in the development of a team. They are: Forming, Storming,

Norming, Performing.

Handout 5 – Case studies

This case study narrates the story of Mr. Siaka, a team member, going through different stages

of teambuilding as time goes on.

Participants were to read each case, discuss it in the group and respond to the questions.

Scenario 1:

Siaka‟s team doesn‟t reach a solution for many reasons. This is likely due to:

- Lack of control by leader, weak leadership;

- No ground rules for meeting, no clear agenda;

- Lack of team spirit;

- Lack of respect for other views; and

- Lack of consensus building skills.



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Scenario 2:

Team members‟ inability to express their disagreement/disappointment can be justified by the

fact that:

- There is problem of communication;

- The Leader is dictatorial;

- The team is disintegrated; and

- There is no commitment.

Scenario 3:

Consensus is reached means:

- The leader has people skills;

- Avenue for open discussions and brainstorming;

- Clear assignment;

- Full participation

- Good communication – clear objective; and

- Team owning the process.

Moreover, team members are getting familiar with each other.

Scenario 4:

The team is at the consensus stage. The team should be developed with competent members; set

the objectives and let them own the process.

3.2: Stages in team development, Forming, Storming, Norming, Performing

Stage 1: Forming a team

* Definition

The stage when the team is faced with the need to become acquainted with its members, its

purpose, and its boundaries.

* Characteristics of a team

* Tasks of a team leader

• Selecting members;

• Setting objectives and briefing the team;

• Setting up communication channels;

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?



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• Getting the team involved; and

• Encouraging team identity.

* Behaviours of an effective team leader

• Make introductions;

• Answer questions;

• Establish a foundation of trust;

• Model expected behaviors; and

• Clarify goals, procedures, rules, and expectations.

Stage 2: Storming

* Definition

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

manage conflict.

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


• Identifying conflicts

• Resolving conflicts


• Identify a common enemy and reinforce the vision;

• Generate commitment among team members;

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?



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• Turn learners into trainers;

• Be an effective mediator;

• Provide individual and team recognition; and

• Foster win-win thinking.

Mr. Andoh explained that „storming is a time of conflict and exploration. Thus, it can be used to

help a team discover its identity.

Stage 3: Norming

* Definition

Norming is a time when a team is faced with the challenges of creating cohesion and unity,

differentiating roles, identifying expectations for members, and enhancing commitment.



• Encouraging positive norms; and

• Making plans for the team.


• Facilitate role differentiation among team members;

• Show support to team members;

• Provide feedback;

• Articulate a vision of the future for the team; and

• Help generate a commitment to the vision.

Stage 4: Performing

* Definition

Performing is the stage when a team is faced with the need for continuous improvement,

innovation, speed, and capitalization of core competencies.

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?



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• 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.


• 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.

Having explained the stages of developing a team the Facilitator added that two essential

activities go along with the above four stages, that are:

- Provide team members with feedback;

- Maintain coordination with other teams or units within the organisation so as to avoid

isolation and information break-up, hence prevent further conflicts.

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?



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DAY 2

MODULE 2: BECOMING A MORE EFFECTIVE MANAGER

Objectives of the Module

After finishing 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.

Participants’ expectations for the Module

Participants expressed their expectations of the day session as being:

- Manage conflicts and egos at work;

- How to manage time and multiple tasks simultaneously;

- How to deal with people in a multicultural environment;

- Learn to link individuals objectives with organisation goals;

- How to delegate effectively;

- How to manage different type of characters and effectively manage different teams;

- How to obtain behaviour change; and

- How to communicate effectively and motivate team members.

Session 4 - The need to be effective

4.1: What is effective?

To define and understand well what is effective participants were given a case study.

Handout 7 – Case study

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

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

planning and programmatic delivery Officer became Executive Director as the organisation 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.



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The discussion led to other experience sharing from participants in their respective contexts.

Amongst others, how to take up a new position given to an employee who has been promoted.

Do you need preparation from within the organisation? According to the Facilitator there are

many ways to adjust; you mostly have to gravitate on your own. However it is important for a

newly promoted team member to get support from his former team leaders.

* Who are the effective managers?

Effective managers use resources as well as work with people to achieve objectives. The

effectiveness of managers is translated in the way they manage these resources and people.

Therefore, they have to manage effectively:

▪ Time;

▪ Plans and activities;

▪ Quality;

▪ Financial and physical resources;

▪ People;

▪ Information and communication; and

▪ Decision making.

* Effectiveness vs efficiency

While effectiveness is about doing the right job, being result oriented and giving tasks for others

to do; efficiency means doing the job right.

Effective managers are people who do the right job and let others do the job right.

Their main tasks are planning, coaching, and motivating staff members. Thus the Facilitator

emphasized that managers should not waste their time executing tasks that should be done by

their staff.

Handout 8 – Attitude cards

Participants were distributed „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 work/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 enumerate 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



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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 organisation

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

4.2: Why do managers need to be effective?

Most of the work place challenges have to deal with attitudes.. One should not view things as a

problem but as a challenge.

* Corporate environment

The technological developments and general changes transform the environment of many

organisations.

These changes can include, but are not restricted to:

• changes in products and services offered;

• changes in management style;

• changes in human resources.

Tasks are done not only by workmen but also thinkers.

For workmen, we only need to look at their efficiency. Efficiency of 'labor workers' is reflected in

their ability of doing the job right. Workers are assessed on quantity and quality of their

products.

'Knowledge workers' on the other hand cannot be managed by the same way. They must push

themselves to achieve the needed effectiveness.

* Managers’ job realities

Managers‟ time belongs to everybody. Their time tends to be divided between their superiors,

subordinates, and peers. Managers are often obliged to organize other people‟s tasks. Some



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managers still make marketing plan or other middle management strategies even if they are at

the top managing position in their organisation. Managers become effective only when other

people use what they contributed.

How to acquire effectiveness?

To acquire effectiveness it is important to manage your time effectively and focus on essential

subjects. One must also concentrate on achieving organisation‟s objectives, make effective

decisions and promote his strengths.

Session 5 - The ways to be effective

5.1: Positive attitudes and behaviours

* Positive attitudes

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

dispositions to act in certain way.

* Positive behaviours

There are three types of positive behaviours: Submissive; Assertive; and Aggressive.

* Circle of Concern

They are the problems which attract your attention or which you want to have an impact on.

For instance, explained the Facilitator, inside the organisation, one might have concerns about

an unsuitable accounting system, bad administration, improper work stations,

improper use of time in meetings, or unclear information. On the other hand, externally, you

might have concerns about social evils, city transportations, or housing policy for people with

low income.

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

* Circle of influence

These are problems you are interested in, but they are different from the problems of the Circle

of Concern. You can have an impact or influence on them.

Example

Lately, you‟ve found that department meetings are taking too much time. Some employees have

the habit of talking too much or are not prepared for the meeting. You are concerned about this

and want to improve the situation. As the manager of the organisation, you may want to:

1) Prepare an agenda for the topics to be discussed in the meeting and distribute it in

advance of the meeting,

2) Make short and concise statements,

3) Insist that attendees focus on the topic in the agenda, and

4) Require people to be punctual.



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By doing so, you will have a positive impact on the way meetings in your organisation are

conducted.

To be more effective managers should not wait for change to come from above. They should try

to change the situation themselves.

* Essential skills for the effective managers

An effective manager requires the essential following skills: Planning, Communication and

decisions making and taking. It is however key to know how to motivate staff.

Participants debated on the different ways to motivate staff: 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.

5.2: Self-assessing 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.

* Ways to improve your effectiveness

Handout 9a - b

Participants were asked to state which attitude can match the behaviours listed in the table

provided on handout a. Referential answers were fully provided on handout b.

* Learning styles

Handout 10 – Learning styles questionnaires

A questionnaire was given out to participants to self-assess and identify their individual learning

styles based on eighty (80) questions to be answered individually with a tick (yes) or a cross sign

(no).

At the end of this exercise a sheet summarizes the total number positive responses (ticked

boxes). The score obtained by each participant determines his dominant learning style. There

are four main learning styles that are: Activist – Reflector – Theorist – Pragmatist. A recap table

provides more details on the level of preference for each style.

Basically, Activists are the people who learn more through experience and practice-based

activities. Reflectors are more comfortable with activities that focus on thinking and analysing;

they can implement thoughtful research and investigations. Theorists are those who analyse



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issues based on principle, theory and model; they can analyse and summarize reasons for

success and failure. Then, is Pragmatist somebody who has predisposition in applying

techniques to achieve concrete outcomes in a timely manner.

An additional document support was distributed to participants so as to provide them with more

details on each learning style and how to improve on each.

5.3: Choosing development method

Personal development methods are:

- Training programs

Training alone can be a reward, a motivator.

- 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 'drivers' of the personnel development.

▪ New knowledge and skills will never be learnt if they are not applied at work.

Handout 11– Case study on Fatima – Contd

Based on a previous case related to Fatima, participants were invited to discuss on how Fatima

could solve her work issue.

Participants identified Fatima‟s capacity needs in the following areas: Project management,

Leadership, Personal productivity skills, Organisational development, Time management,

Delegation and Communication. Then they advised that Fatima should envisage a Capacity

Building Training programme for her personal development and productivity.

5.4: Implementing self-development plan

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

▪ Planning

▪ Implementing

▪ Evaluating

▪ Action plan



Page | 19

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

Discussion

The Facilitator stated that there many ways to uplift an employee. Coaching is just one method.

He then asked participants on the need to practice coaching? Participants responded that

coaching will improve cohesion among the team members. It also gives confidence to team

members.

How many have been coached?

6.1: Manager and employee performance

* The manager implements work via others.

As a manager what do you do?

- Supervise assignments

- Give instructions

- Review documents

- Controlling

* The manager’s performance depends on staff performance



Page | 20

The manager has the responsibility to maintain and improve the staff‟s performance.

Remark: The staff performance is a critical role of the manager. The manager should make it an

important part of his duties.

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

• Dismiss the employee;

• Increase staffing for the employee‟s position;

• Change the employee‟s role or tasks;

• Create incentives through salary or benefits;

• Do the employee‟s work; and

• Train or re-train the employee.

In addition to above approaches in responding to under-performing staff, the participants came

up with the following alternatives according to their respective contexts/ experience:

• Discipline the member;

• Understand the situation;

• Send him/her to HR;

• Frustrate you so you leave;

• Dismiss; and

• Queries.

61.2: Coaching and employee performance?

* What is coaching?

Coaching is a manager-employee hands-on process. It involves seeing the employee through a

step-by-step guidance 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



Page | 21

Coaching in the context of work provides many opportunities for “learning by applying”. Both

the employee and the manager see the result of their efforts immediately. This immediate

reward can be a great motivator for employees who lack self-confidence.

Unlike training, which is intended to teach new skills or introduce new tools, coaching is a way

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

* Benefits of coaching

Coaching benefits both the manager and the employee.

- For the manager

• Improve staff performance; and

• Enhance the manager‟s reputation.

The most important benefit to the manager is improved employee performance. The manager‟s

role in boosting employee performance can also enhance his or her reputation as an effective

problem solver and mentor.

- For the employee

• Refine skills;

• Build self-confidence; and

• Encourage proactivity.

By interacting directly with the manager, the employee gains valuable feedback and learns to

work in the most effective, efficient way while solving work-relevant problems. Positive

feedback from the manager for the progress made through coaching will lead to greater self-

confidence and a more proactive attitude.

Session 7: Tools and skills for coaching

* When to use coaching?

The manager 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;

• Lacks the confidence needed to solve problems and work independently; and

• Fails to do a job as required.

In each of the above cases, the manager may use coaching to:

• Show an employee how best to do a particular job;

• Help the employee solve problems independently and build confidence; and

• Provide feedback that helps the employee to improve performance.

The appropriate tools applied accordingly will help the manager implement coaching in the

cases mentioned above.



Page | 22

7.1: EDAC

Figure 2.0: The EDAC tool

* Explain

• Explain the purpose

• Explain the process

Explaining why‟ is very important because employees should not only be interested in knowing

„what‟ and „who‟ but when one understands the reason behind the execution of an assigned duty,

he gets more insight and is more willing to fit into the principles and procedures.

Participants also discussed the importance to follow the instructions as they are, not to use

shortcuts that can drive to certain risks or unwanted implications. However, in some

circumstances, lazy people might find an easy way to perform the same result.

* Demonstrate

• Demonstrate each step that must be taken;

• Identify key steps or ideas;

• Provide criteria for assessment;

• Respond to employee‟s questions; and

• Share past experiences.

* Apply

• Help the employee repeat the process;

• Give the employee opportunities to practice the new skills; and

• Follow up with the employee to monitor progress.

* Consolidate

• Achievements;

• Room for improvement; and

• Plan of action.

Explain

Demonstrate

Apply

Consolidate



Page | 23

It is advised to use the EDAC tool when the employee lacks a skill required for adequate

performance; or when he does not know how to perform a job or else performs a job incorrectly.

This tool is useful when teaching an employee a single skill, like writing a report, arranging a

file, using a computer program, or preparing a presentation.

After the process is complete it can be sometimes necessary to provide some more explanations

and applicable examples.

Handout 12 – Coaching activity in groups

In order to demonstrate how coaching works, participants were gathered into groups of three.

Each group was to represent alternatively a coach, an employee and an observer. The coach had

to demonstrate something particular that the employee should imitate and the observer

comment on the teaching/ learning process based on the EDAC tools.

7.2: The 4 P’s

The 4P‟s tool is advised when the employee lacks in confidence when solving work-related

problems; or when the employee does not know how to solve work-related problems.

* Innovative thinking

The Facilitator introduced a practical exercise to participants on innovative thinking.

Role Play: How does the manager respond to issues with a new employee?

What is your position? Position

What problem are you encountering? Problem

What are some possible solutions? Posibilities

How do you plan to solve the problem? Plan



Page | 24

Two participants volunteered to play a role-play on how seek innovative ways to solve

managerial problems in the work place. This role-play is about a new employee who was getting

the boss favour; thus brought about some conflicts with other colleagues. When reporting to the

Director the other colleagues were not taken serious.

After the role-play, the Trainer asked for feedback from the other participants, their impression

on the attitude of the manager in the role-play. Mr. Andoh then provided further explanation,

emphasising on the importance of listening for managers and also the best way to question

issues in order to address them.

* Questioning skills

- Closed-ended questions

They are used to ask specific questions about issues. It helps confirm whether the required tasks

have been performed.

- Open-ended questions

These questions help managers understand more on issues that they want to know. It helps get

more details. If you do not ask the questions well you will not get the information required.

* 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

* Questioning skills: Do’s and Don’ts

- 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

Common “problems” when listening:

1. We are not listening actively;

2. We do not fully understand the speaker‟s idea;

3. We are affected by emotion; and

4. We pay more attention to our own thoughts than the speaker‟s words.

* Listening skills: The LACE formula



Page | 25

Listen: Listen to what people say

Acknowledge: Demonstrate understanding

Check: Verify mutual understanding

Enquire: Ask for more information.

7.3: The FBI tool

When to use this tool:

• 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.

* Providing feedback: FBI

• Present the facts

• Describe a specific behaviour

• Identify clearly the impact of the behaviour

o Ask the employee to identify the causes of the behaviour and to propose

solutions.

* Effective feedback

• Has clear objectives

• Comes at the right time

• Ensures understanding by the employee

• Is calm, fair, and objective

• Focuses on issues the employee can control

• Considers the opinions of the recipient

• Uses both verbal and non-verbal cues.

7.4: Combining the tools

* When to combine coaching tools

The Facilitator recommended that EDAC, 4Ps and FBI should be employed when the employee

lacks skills.

However when the employee lacks confidence only 4Ps and FBI are advisable.

EDAC – coaching

4P‟s – Problem solving

LACE listening

FBI – Feedback.



Page | 26

Session 8: Four steps to successful coaching

Step 1: Identify coaching needs

• Observe the employee

• Identify areas for improvement

• Prioritise 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.



Page | 27

Training Conclusion

The Personal Productivity Training sought to equip participants with relevant skills to be able to

add value to their effectiveness and efficiency; their productivity at work. It also focused on

enhancing their respective organisation‟s capacity in their service delivery.

At the end of the Training, Mr. Charles Vandyck thanked the participants on behalf of WACSI

for making it a point to be at this training notwithstanding their busy schedules. Charles also

thanked and commended the Trainer for his brilliant facilitation.

After him the Facilitator, Mr Daniel Andoh, thanked the participants for their endeavour and

active participation throughout the 3-day training course. Mr. Andoh thanked WACSI for

providing an important platform for the development of CSO capacity in the sub region.

After the interventions,eighteen (18) participants were given their certificates certified by IFC.

This training has ultimately contributed to improve the knowledge and skills of civil society

actors in team management and leadership. Also, the training course contributed in

strengthening the coaching skills of participants to boost their personal, team and

organisational productivity.

It was a useful and relevant experience, worth repeating.



Appendix

Appendix1.0: PROGRAMME AGENDA

PERSONAL PRODUCTIVITY SKILLS TRAINING FOR CSOs IN WEST AFRICA

May 16 – 18, 2012,

Venue: WACSI Secretariat, Accra-Ghana

DAY 1

MODULE 1: LEADING YOUR TEAM

TIME

ACTIVITY

8:30-9:00 Arrival & Introduction of Resource Persons and Participants

9:00-9:30

Session 1: How to become an effective leader /

1.1: Leader and Manager

9:30-10:15 1.2: Can leadership be learned?

10:15-10:30 TEA BREAK

10:30-11:00 1.3: Principles of an effective leader

11:00-12:30 Session 2 - Roles and responsibilities of a team leader /2.1: The

responsibilities

12:30-1:30

LUNCH BREAK

1:30-2:00 2.1: The Role

2:00-2:45 Session 3 - Building and developing a team /

3.1: The four stages

2:45-3:45 3.2: Stages in team development, Forming, Storming, Norming,

Performing

3:45-4:00 TEA BREAK

4:00-4:45 3.3: Coordinating with other teams

4:45-5:00 Conclusion of the Module

END OF DAY 1



DAY 2

MODULE 2: BECOMING A MORE EFFECTIVE MANAGER

TIME

ACTIVITY

9:00-9:30 Session 1: The need to be effective /

1.1: What is effective?

9:30-10:45 1.2: Why do managers need to be effective?

10:45-11:00

TEA BREAK

11:00-12:30

Session 2: The ways to be effective /

2.1: Positive attitudes and behaviours

12:30-1:30

LUNCH BREAK

1:30-2:30 2.2: Self-assessing effectiveness

2:30-3:15 2.3: Choosing development method

3:15-3:30

TEA BREAK

3:30-4:15

2.4: Implementing self-development plan

4:15-4:30 Conclusion of the Module

END OF DAY 2



DAY 3

MODULE 3: COACHING AT WORK

TIME

ACTIVITY

9:00-9:45 Session 1: Coaching and its benefits for the manager /

1.1: Manager and employee performance

9:45-10:30 1.2: Coaching and employee performance?

10:30-10:45

TEA BREAK

10:45-11:45

Session 2: Tools and skills for coaching /

2.1: EDAC

11:45-12:30 2.2: The 4 P’s

12:30-1:30

LUNCH BREAK

1:30-2:00 2.3: The FBI tool

2:00-2:30 2.4: Combining the tools

2:30-3:30

Session 3: Four steps to successful coaching

Step 1: Identify coaching needs

Step 2: Create a coaching plan

Step 3: Implement coaching

Step 2: Follow-up and provide feedback

3:30–4:00 Conclusion of the Module

4:00-4:30 Closing Ceremony

END OF TRAINING



Appendix 2.0: List of participants

S/N Participant’s Name Organization Country Position Email (Office & Personal) Telephone

1 Daniel Asare Korang

Human Rights

Advocacy Centre

(HRAC)

GHANA Programs

Manager

[email protected]

+233302768733

2 Esther Vou Yusuf Centre for Democracy

and Development NIGERIA Head of Admin

[email protected]

+234

8053913837

3 Gabriel Gbiel Benarkuu

MISSION OF HOPE

INTERNATIONAL

(MIHOSO), GHANA

GHANA CEO [email protected], [email protected]

0208500875 or

0352027118

4 Laura Gibson

Agence de Gestion

pour le Development

et l‟Environnnement

Burkina

BURKINA

FASO

Fundraising

Adviser [email protected] +226 77 531 298

5 Rita Yaa Ntoso Socioserve-Ghana (SSG)

GHANA Program

Manager

[email protected]

+233 244 955 578

6 Nana Oye Lithur HRAC GHANA Executive

Director [email protected] +233302768733

7 Wendy Naa Yaaboko

Abbey HRAC GHANA

Coordinator

HIV and

Reproductive

Rights

[email protected]

+233302768733

8 Patricia Porekuu Coalition of NGO in

Health GHANA

National

Coordinator [email protected] 0244824964

9 S. Raphael Ouedraogo Societe des Mines de

Belahouro Burkina

Chief HR

Officer

[email protected]

m

+226 76 35 89

55

10 Abdoul Aziz Tiemtore Societe des Mines de

Belahouro Burkina

Senior

Personnel

Officer

[email protected] +226 76 35 89

75



11 Konseiga Alli Societe des Mines de

Belahouro Burkina

Senior Safety

Supervisor [email protected]

+226 76 35 89

83

12 Sawadogo Guetawinde

Jean

Societe des Mines de

Belahouro Burkina

General

Services

Coordinator

[email protected] +226 76 35 89 4

13 Zongo Patrick Aimé Societe des Mines de

Belahouro Burkina

Mechanical

Foreman [email protected]

+226 76 65 65

47

14 Da Yantabo Simplice Societe des Mines de

Belahouro Burkina

Plant

Supervisor [email protected]

+226 74 83 69

45

15 Kokwagah Abasue

James

Societe des Mines de

Belahouro Burkina

General

Services

Manager

[email protected] +226 76 35 89

63

16 Shamsudeen Sidi Adam Golden Star (WASSA) GHANA

Occupational

Health and

Safety

Superintendent

[email protected] 0273619965

22 Barbara A. Sitti-Madjé WACSI GHANA Intern [email protected] 0241550213

23 Katherine Adarkwa WACSI GHANA Admin Officer [email protected] 0204380001

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