FM - Leadership Scenarios

8/14/2019 FM - Leadership Scenarios

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Friday 14 JulyBangkok, Thailand

ScheduleDay 5: Leadership for Young Leaders in Governance

TIME08:30

08:45

09:45

10:00

11:00

12:00

12:30

14:00

16:00

18:00

EVENTSession 22 -

Road Map

Session 23 -

Using our Leadership

Tools: Part I

Coffee Break

Session 23 -

Using our Leadership

Tools: Part II

Session 24-

Sectoral Group

Discussions

Session 25 -

Peer Feedback

Lunch

Session 26 -

Development Modules:

Assessing and Developing

Leadership Capacities

Session 27 -

Development Modules:

Anti-Corruption and

Leadership

Free Evening

CONTENT• This brief session will review progress of the week

and provide an overview of the final two days.

• Poor Leadership Scenarios – video role play

• Storytelling and preparing the scenarios

• Filming scenarios

• Poor Leadership videos: briefing and viewing.

• Debrief leadership scenarios – What could be

different and what works

• In our sectoral groups – small groups will synthesizethe learning from the week, reflecting their learning,

how they can use the tools and how things could be

different in their own contexts. A facilitated plenary

discussion will gather together learning.

An activity will structure feedback for everyone.

UNDP experts will lead this session.

UNDP experts will lead this session.

FACILITATOR/CHAIR



Session 22Plenary Road Map

Facilitator’s NotesDay 5: Leadership for Young Leaders in Governance

OBJECTIVE

To review progress of the week.

This brief session will review progress of the week and

provide an overview of the final two days.

TIME SCHEDULE

08:30 Session 22

08:45 Session 23

09:45 Coffee Break

10:00 Session 23 (cont.)

GOALS FOR SESSION

• To remind people of progress so far in the week and

introduce them to the structure and goals of the final day.

MATERIALS REQUIRED

None

PREPARATION

Think through key points of the week to share.

PROCESS

You can run this session as appropriate for the group. A goodway to start is to walk them briefly through the week, “You

will remember on Day 1 we started with ….” And then goover the high points. Refer to, if possible, some of the visual

outputs from the various sessions. For example when you are

walking them through Day 2 and systems, point to a causal

loop diagram that is posted on the wall, etc. This should be

short and energizing, and at the same time, help people feel

how far the group has come in the week and how much they

have accomplished.

You can ask at the end of this story of the week for any

highpoints people want to add. However, make certain to

have enough time to let the Learning Partners have their

Walk to discuss progress they have made during the week.

For the Learning Partners Walk, tell people that they will have

10 minutes to go for a walk, anywhere they wish, to talk to

their Learning Partners about their individual learning this

week. Make sure that people know when they are to return

to the room for the next session.

FACILITATOR NOTES

If you feel that people have reflected enough on the weekand don’t need further discussion, you could also use this

Learning Partners Walk to help people prepare for the next

session. During the next session people will be telling stories

of good or bad leadership that they have experienced. If you

want to help people get a head start on that conversation,

you could show them the slide briefing that exercise (titled:

Learning from Leadership Practice) and have them think of a

story with their Learning Partner to share with their small

group in the next session. Sometimes stories get better when

they are told several times!



Session 23Using Our Leadership Tools: Part I


OBJECTIVE

Through use of story telling and video role play, to learn from

“poor” leadership scenarios.

Participants in small groups will devise role play scenarios of

“poor” leadership (or leadership situations that could have

been better!) These role plays will be rehearsed and prepared

for before filming on video camera to be played back to the

plenary for briefing and discussion. The debriefing session will

focus on what could be different and what worked well, as

well as the role of all parties to the situation in the outcome.

TIME SCHEDULE

08:45 Session 23

09:45 Coffee break

10:00 Session 23 (cont.)

11:00 Session 24

GOALS FOR SESSION

To help people start to apply the tools from the week to their

own experiences, in this case a past leadership experience

that did use one of the tools, or could have benefited from

using one or more of the tools.

MATERIALS REQUIRED

• Video camera

• Computer, speakers and projector screen

• Note: This is also possible to do without filming, butinstead as role play sketch.

PREPARATION

• If you are filming you will need a separate filming room

set up for the coffee break (or for whenever people are

ready) It is also useful to have a way to designate the Groups

(A,B, C/1,2,3 etc.). The number should be written on a

flipchart and be filmed prior to filming the group, so that the

different sketches can be identified.

• It is important for each group to have a private space to

design and practice their scenario, so breakout rooms or

space will be important.

• Consider in advance how many groups you want to have.

Do not have groups that are too large that most people are

inactive. At the same time, do not have too many groups, as

it gets boring to watch and feedback after a while. As advice,

groups of 8-10 can design interesting scenarios, and people

can stand to watch 4 (max 5 if they are not too long and on

video, 4 if they are sketches).

PROCESS

Use the slides to brief the activity. Divide the group (see

advice in Preparation above). For the discussion part of theexercise the groups can stay in the plenary room. However,

once they are ready to start practicing they will need to

move to a private breakout space. Tell the groups where they

will go, so that as soon as they are ready they can move.

They may wish to move immediately after the briefing.

In this session on Learning from Leadership Practice,

participants think back to their experience to identify a

leadership situation or scenario that was either good or poor

to share with their group. It can be an example that

demonstrated the successful use of one or more of theleadership tools that have been discussed this week, or it



could be an example of a leadership situation which could

have potentially had a different (better) outcome if one or

more of the tools had been applied.

Once people have a story in their mind, they share their

stories with their group. (Here again, a large group will take

longer to share). The group them selects the one they would

like to role play into a 2 minute video or sketch. Tell people

that you will have to be firm on the timing. People will get to

frame the scenario for the group when it is presented, and it

is best if the person’s whose story it is does not play

him/herself.

At the coffee break, the scenarios will be filmed (if filming)

and then in plenary they will be watched and discussed.

When the Facilitator debriefs each scenario, ask people to

identify:

• What leadership tools were used in this situation? Howwere they used?

• What additional tools could have been helpful OR

• What leadership tools might have helped this situation

have a different/better outcome? How might they have been

applied?

FACILITATOR NOTES

You will have to watch the timing on this activity, as there

are several aspects that can easily take more time:

storytelling (if a large group), or filming (if people want to do

something fancy or if they need to have a couple of takes). If

you are doing the exercise as a sketch, it takes some time for

people to move and set up their scenarios. One option might

be to shorten Session 26 (thematic discussions) or lunch.

When facilitating the feedback on each case, really try to ask

people questions that engage them in other people’s

experiences. You can also ask questions in plenary such as

“Have you ever experienced this? What did you do?” etc.

Make sure to have the same feedback time for each scenario,

and do the discussion directly after the sketch/video

otherwise people will forget. In terms of timing, you could

use 2 min for the video/sketch and 10 minutes of discussion

about it. This means with 4 groups, the whole reporting partof this activity takes about 1 hour.



Session 24Sectoral Group Discussions


OBJECTIVE

To synthesize and reflect on the week’s learning and to distil

tips and lessons to apply in home contexts.

In small groups, participants will synthesize the learning from

the week, reflect upon their learning, and consider how they

can use the tools and how things could be different in their

own contexts. A facilitated plenary discussion will gather

together this learning.

TIME SCHEDULE

11:00 Session 24

12:00 Session 25

12:30 Lunch

14:00 Session 26

GOALS FOR SESSION

• To allow people to anchor the leadership skills in a

particular thematic context with like-minded participants.

MATERIALS REQUIRED

• Table tents or signs for tables

PREPARATION

• For this session you need breakout rooms or separate

spaces, enough for the number of thematic groups that will

be working together. You can get this number from the sign-up list on Day 4.

• Count the numbers for each thematic group and make

sure there are enough chairs available.

• On each of the tables, prepare and put a table tent or

sign for the group name. You could also include the sign-up

sheet with the names of people who have committed to

attending this group.

PROCESS

For this exercise, people will be working in small, self-

selected thematic groups. Depending on the size of the initial

group, this can be traditional sectors: private, NGO,

government, academia, and media. Or you can use other

labels to divide the group. Each group should have a

facilitator, so that people can concentrate on the activity,

which has a number of steps.

In plenary you can use the slide that describes this activity.

This is a self-facilitated, open space discussion, so the

Facilitator(s) can go among the tables the help if need be,

but should not necessarily run the discussion. People haveone hour to talk about a theme that they are passionate

about, how can these tools be applied within the work the

participants are doing in this area. For example, one group

might be on HIV/AIDS and bring together people working in

this field. They could start the discussion by sharing the work

that they are doing in this area. How have they already

applied the tools (how?) and how have others? How might

they be applied? How is leadership demonstrated in this

field?



FACILITATOR NOTES

In this session, often people want more structure. However,

at this stage in the session, the participants need to be taking

more responsibility for the process and for meeting their

goals. This is an additional networking opportunity for people

and they should think about how they want to use it to the

best of their abilities.

If the group wants to continue their discussions they can

move the conversations to lunch, which immediately follows

this session.



Session 25Peer Feedback


OBJECTIVE

To enable participants to provide feedback to the facilitators

and each other about their experiences of the workshop.

An activity will provide structured feedback for everyone.

TIME SCHEDULE

12:00 Session 25

12:30 Lunch

14:00 Session 26

16:00 Session 27

18:00 Closing

GOALS FOR SESSION

• To structure a feedback session focused on individual

participants

MATERIALS REQUIRED

• Learning Journals

• Option 1: Talking object (stone, leaf, ball, anything that

can be passed around)

• Option 2: Sheets of A3 paper (one per person)

PREPARATION

• Ask people to bring along their Learning Journals

PROCESS

This session begins with a Learning Journal reflection and

then a discussion activity, for which two options have been

given below.

Learning Journal reflection: The session opens with an

individual exercise (10 minutes). People are asked to go back

to their first entry in their Learning Journals to review

personal goals set on Day 1, Session 5. People can keep this

insight in mind when doing the second part of the session,

and also for use at the end of the day reflection.

Peer Feedback: There are two options for this exercise (or

you can think of a third). Your choice will include factoring in

how well the group gets along, the culture of openness and

sharing, and whether direct or indirect communication has

been established during the training session.

Option 1: (For more direct/open groups) Ask people to find

their Learning Partners and then put groups of 3 Learning

Partners together for final groups of 6 persons. Each person

gets a turn to receive feedback from the group based on

these two questions and one question the personhim/herself creates:

• What is one thing that this person contributed or did very

well during the week?

• What is one change that you have seen in this person

(could be anything)?

• Optional: What question would the person like to ask the

group (e.g. I am working on being more assertive, did you

see any instances where you saw me be more affective by

being more assertive?)



Due to time limitations, each person will not hear from

everyone. He/she will take the talking object and pass it to

the first person from whom they want to hear. Then that

person will pass it to a second person of his/her choice (not

the person receiving the feedback), and then that second

person will do this again giving the talking object to a third

person, such that at the end of the exercise each person

receives feedback from 3 people in their group. NOTE: If time

is short, this can be two people instead of 3.

Option 2: (For less direct/open groups, and perhaps if there is

less time available) You can do the feedback letter writing

exercise (also called “Love Letters”.) For this exercise, if you

have 20 people or less you can do it as a group, if more, then

divide the group in half and run it for two groups in parallel.

For this exercise, give each person an A3 sheet of paper and

ask them to write their name in the middle of it (large). Then

ask everyone to put their papers into the centre of the circle

(people can be sitting outside, on the floor, at a large table –make sure there is a central place where the papers can be

collected and returned each time. Once the papers are in the

middle, each person writes on all of them (if possible, or cut

off the time at a certain point.) Each person takes the sheet

of someone else and writes them a note about something

they appreciated about them, something they did well during

the week, or a change or transition that was noticed and

appreciated by the writer. These notes can be signed or

anonymous, whatever the writer prefers.

Once people have finished one sheet, they put it back in the

middle and take another, and continue this process until they

have written on them all, or time is up. At the end of the

exercise, the Facilitator collects the sheets. It is nice if these

can be handed out at the end of the last day, when people

receive their participation certificates. You might want to tell

them to read them later, or save them for when they need

some feedback or a boost.

FACILITATOR NOTES

This session is about giving and receiving feedback and

helping people on their learning journeys notice and hitmilestones on their learning journeys. You can pick either

option based on the group and the time available. You will

have to watch time, as there is only 30 minutes allocated to

this session.



FACILITATOR’S MANUAL 401

Facilitator’s NotesDay 5: Development Modules

Session 26Capacity Assessment for LeadershipDevelopment

OBJECTIVE

Effective capacity development is crucial toensuring sustainability of developmentprogramming and development effectiveness.

This module will introduce to the participantsthe concept of leadership for humandevelopment, UNDP’s capacity developmentand capacity assessment approach, and theirapplication to leadership development. Aleadership assessment exercise will beconducted at the end of the session (Slide 2).

PROCESS

This thematic module is divided into three maincomponents (Slide 3):

• Capacity Development and Leadership Understanding key concepts of capacity

development Understanding role of effective

capacity assessments in formulatingcapacity development programmes

Understanding leadership capacities ascatalytic components in sustainablecapacity development

• Group exercise on assessing institutionalleadership capacities

• Open Forum and Discussions

Three major reference materials produced bythe UNDP Capacity Development Group (CDG)were used in this module:

• The Capacity Development Practice Note

• The Capacity Assessment Practice Note

• The Leadership for Human DevelopmentResource Guide

TIME SCHEDULE

The overall schedule for this module is twohours, as follows:

• Capacity development and leadership (30minutes)

• Group exercise and discussions (1 hour)

• Open Forum and plenary discussions (30minutes)

MATERIALS REQUIRED

• LCD Projector

• Flip charts and marker pens

• Leadership capacity assessment matrix





MODULE CONTENT

A. Capacity Development for What?

What is sustainable capacity development andhow can we achieve it?

All professional development practitionersperform capacity development in one way oranother. How are you passing on your capacityto others? Are you doing it consciously or iscapacity transfer something that you take forgranted would inevitably happen whenever you

communicate, write a paper, conductconsultation meetings, or formulate andmanage a project? This session will presentUNDP’s definition of capacity (the ability of individuals, institutions, and societies to perform functions, solve problems, and set and achieve objectives in a sustainable manner )and briefly describe the UNDP framework forcapacity development. It will emphasize theimportance of both short-term and long-termcapacity development investments andstrategies, and the importance of analyzing andstrengthening capacities at the individual,

institutional, and societal levels to empowerchoices and chart sustainable developmentcourses (Slides 4-6).

What capacities?

We are all equipped with our own technical,professional capacities that we individuallyfocused in. You may be an engineer, aneconomist, a lawyer, a teacher, or engaged inanother profession that you specialized in incollege or through post-graduate degrees,trainings, or courses. In capacity development,we have to understand what capacities wereally want to strengthen, a question that isdirectly linked to the further question of “capacities for what?”. Capacity developmenttherefore begins with two questions: whosecapacities do we want to strengthen, and whatdo we want to achieve out of strengtheningthese capacities.

UNDP’s capacity development frameworkfocuses on key functional capacities – the softcapacities that are often not taught in formalschools. Through years of active developmentwork, UNDP and other development actors haverealized that such soft capacities (versushard/technical capacities) are equallyimportant in ensuring developmenteffectiveness. These include capacities for: 1)effective engagement and facilitation of multi-stakeholder processes; 2) mobilizing andanalyzing information and knowledge; 3)strategic planning, policy and programme

formulation; 4) implementation, effectivemanagement and service delivery; 5)monitoring, evaluation, accountability andlearning (Slides 7-8).

B. Systematizing Capacity Assessments: Keyto Effective, Sustainable Capacitydevelopment

In your own programming experience, how haveyou incorporated capacity development?

Let us dispel some common mis-understandingsof capacity development. One, capacitydevelopment does not equate to training. Two,providing individual trainings will automaticallysolve the knowledge and skills gap in anorganization. Three, as professionaldevelopment practitioners, we already fullyknow the capacity issues that need to beaddressed.

How can a systematic capacity assessmentimprove the empowerment of capacities in anorganization, ministry, or country? A capacityassessment is defined by UNDP as “an analysisof the state of current capacities against

desired future capacities; this assessmentgenerates a view to capacity gaps which in turnleads to capacity development strategyformulation and costing”. It is a set of “systematic, facilitated processes applied onlarger systems, organizations, departmentsor ministries, using pre-formulated tools thatlead to the generation of capacity maps and baselines from which to build and target





future capacity developmentinterventions….”. In short, an effectivecapacity assessment will allow decision makersto identify and prioritize critical capacity gapsto attaining theinstitution’s/ministry’s/government’s targets,formulate short-term and long-term capacitydevelopment strategies to address those gaps,and integrate monitoring mechanisms tomeasure changes in capacity over time.

How then do you go about doing capacityassessments?

Figure 1 on the next page defines the majorsteps in doing capacity assessments (Slide 9).Step 1 is the capacity diagnostics exercise,which should define the entry point for thecapacity assessment, the functional capacitiesto strengthen, and the core capacity issues thatneed to be addressed. There are various toolsdeveloped by UNDP and other UN agencies, aswell as other development and privateconsulting firms, that can be used in doing suchcapacity assessment exercise. The key isadapting available tools to the need andobjective of the exercise, as well as theavailable resources. Very critical is the processundertaken in facilitating the exercise,particularly in engaging the stakeholders inself-assessment exercises, to ensure ownershipof the assessment results. Once results are in,capacity development strategies and actionscan be defined (Step 2), to include both short-term or quick responses, and other longer-terminitiatives. Costing these capacitydevelopment actions (Step 3) not only withinproject budgets but particularly within long-term budgetary frameworks is critical to ensureeffectiveness and sustainability of the capacity

development strategies.

The benefits resulting from a comprehensiveand well executed capacity assessments aresignificant. However, it should be noted thatcapacity assessment is a tool, not a solution. Itrequires a prior understanding of the politicalcontext within which capacity is deployed anda clear rationale for why certain capacities are

desired in the future. The inputs into acapacity assessment will determine the gapsidentified. Equally the “desired” capacities donot emerge from the capacity assessment butmust be defined prior to undertaking theassessment. Inappropriate inputs andidentification of desired capacities will limitthe value of the tool for solution design.

C. Leadership Capacities

The present concern for leadership comes from

the drive for participatory governance and therealization that the effectiveness of development practitioners depends on locallevel ownership and links with nationaldevelopment policies, plans and budgets.Participatory governance calls for the creationof new roles and leadership at all levels fromlocal to national and across sectors (Slide 10).

Specific contexts make specific demands onleaders. Linking leaders to global knowledge(e.g. networks, international think-tanks) isinstrumental for facilitating change. The skills

needed for leadership of human rights-basedleadership of capacity development are likelyto include personal and interpersonal attitudesand skills—e.g. self-awareness, empathy, andskills such as the ability to lead groups insystems thinking for strategic analysis. Abilityto bridge the communications gap betweenpeople of different worldviews and cognitiveability is likely to be vital. These skills can becoached and learned.





Figure 1. Integration of Capacity Assessment and Planning & Programming

As a leader, what leadership skills can andshould you learn?

Much is asked of a leader. The table below

shows some of the leadership skills that arevery important to respond to and anticipate theemerging development issues, particularly incontributing to the attainment of theMillennium Development Goals (MDGs) (Slide11).

LeadershipSkills

What is it about?

Evoking allcontributions

ability to create anatmosphere of trust andawareness. Inclusion of, andrespect for, different values

perspectives and legitimateinterests may be essential tofinding resolution. The abilityto generate a productivetension without undue stressis a major leadership skillrequirement.

Reality testing requires the ability to leadpeople to seek, absorb, andfind valid interpretation of

facts; using exposure andorchestration of dissonance/conflict asleverage for learning; testing

the relationship betweenmeans and ends.

Bridgingcognitive and values gaps

the ability to communicate toothers whose cognitivedevelopment and worldviewsare significantly different

Leadingreflection

on values, worldviews,behavior, and the demands of integrity. Getting people toclarify what matters most.Balancing tradeoffs is acentral task.

Learning requires the ability to

formulate significantquestions.

Strategizing requires the ability to leadothers in open systemsthinking.

Understandingand workingeffectively with

Leaders must be able not totake things personally anddefensively and to managetheir ego—using it to serve

Cost CapacityDevelopment Actions

Define CapacityDevelopment

Strategies/Actions

Assess Capacity

Descri tion An assessment thatincludes needsassessment,environmental andgender analyses,economic and financialanalyses, amongothers.Conducted along threedimensions: point of entry, functional

capacities and coreissues.

The development of anstrategy suggested bycapacity assessmentdata, evidence andanalysis.Includes medium- tolong-term strategicinitiatives and short-term quick impactinitiatives.

Costings of theproposed strategies /actions.Could includediscussion of partnerships, resourcerequirements andsource of funds.

Process Ste s





projection the task not using the task toserve the ego.

Exercisingresponsibility

following through oncommitments andagreements, and not abusingprivilege.

Exercisingauthority

requires the ability toestablish and maintainboundaries that serve thetask, as well as the ability tomobilize and direct the use of resources to support andcarry out the task.

Managing power shifts requires the ability to acceptand ease the recasting of roles to preserve the dignityand significance of peopleand groups.

Meetingconstituency needs and elevating them

implies empathy andcompassion and sensitivity tothe needs and developmentof healthy social systems.

Coachingteams

whose job is to organizesystem-wide dialogue throughmulti-level networks of workgroups assigned tasks in

the design andimplementation of change.

Managing theManagers

while leadership needs to belinked to effectivemanagement, the leadershiprole is one of direction andthe management capacitythat is necessary to giveeffect to direction need notbe in the same person.

Assessing Leadership Capacities

What then makes a good leader?

We start by asking who should be performingwhat leadership roles. Institutions and systemsat different stages of development will providedifferent answers to this question. Leadershipdevelopment programmes, designed to developthe leadership capacity of consultativemanagerial systems rather than transforming

them to become participatory, may be all thatwill be supported in a given context. In such acase, existing processes—and who plays whatroles in them—may need to be largelyaccepted. Leadership development will coachkey managers especially in imaginative andsystems skills. Where there are opportunitiesfor bringing to bear influence from outside theorganization, the support of champions mayalso be effective (Slide 12).

Leadership Assessment Exercise

Each participant will be given four matrices [ i)organizational direction and visioning; ii)management systems; iii) motivation and staff support; iv) partnerships) to assess theleadership capacity in his/her ownorganization. If applicable to you, you mayalso opt to assess your own leadershipcapacities using this matrix. Each matrix hasspecific indicators (Slide 13), and eachparticipant should provide a rating for eachindicator, as follows:

Rating

0 No evidence or only anecdotalevidence of an approach

1 An approach is planned

2 An approach is planned andimplemented

3 An approach is planned,implemented and reviewed

4 An approach is planned,implemented and reviewed on thebasis of benchmarking data andadjusted accordingly

5 An approach is planned,implemented, reviewed on thebasis of benchmarking data,adjusted and fully integrated intothe organisation





Session 27Anti-Corruption and Leadership

TIME SCHEDULE

• Introduction: 5 min

• Group Exercise 1: 25 min (15 min group

work + 10 min report back to plenary)• Presentation: 30 min

• Group Exercise 2: 60 min (40 min groupwork + 20 min report back to plenary)

PURPOSE OF MODULE

The purpose of the module is to:

• Give participants an understanding of whatcorruption is and its underlying causes

• Challenge participants preconceivednotions on corruption

• Give participants an understanding of thelink between corruption and development

• Provide participants with brief backgroundon the successful elements of an anti-corruption strategy

• Challenge participants to think about whatthey themselves can do to support the fightagainst corruption.

MATERIALS REQUIRED

• LCD Projector

• Flip chart paper and pens (one flipchart/break out group)

PROCESS

• Participants will first be introduced to basicconcepts of corruption.

• This is followed by the first group exerciseduring which participants are asked toreflect on a number of statements, listedon Slide 6, about corruption. The purposeof this is to challenge participants to thinkabout their perceptions and attitudestowards corruption based on a couple of commonly held misconceptions regardingthe nature and impact of corruption.Participants will discuss in groups andreport back to plenary.

• The first group exercise is followed by theremainder of the presentation discussingthe impact of corruption on development,different approached taken to combatingcorruption and what participantsthemselves can do to help in the fightagainst corruption.

• The session closes with group exercise 2during which participants are challenged tothink about what they themselves can do interms combating corruption, whatchallenges they expect to face, and what

the possibilities for coalition building andcross-sector cooperation are. The groupswill be asked to answer the questionslisted on Slide 24. Participants will discussin working groups and report theirfindings/conclusions in plenary for furtherdiscussion.





SLIDE BY SLIDE NARRATIVE

1. What is corruption?

(SLIDE 2) Corruption takes many forms andoccurs in all sectors. This presentation willmainly deal with Public Corruption, oftendefined as the misuse of public office forprivate gain.

Types of corruptionBribery (i.e. an offer of money or favours toinfluence a public official) is what often comesto mind when thinking about corruption.However, bribery is only one form of corruption.

It also includes:

• Nepotism (i.e. favouritism shown by publicofficials to relatives and close friends;

• Fraud (i.e. cheating the government orother actors through deceit); and

• Embezzlement (i.e. stealing money orother government property).

(SLIDE 3) When thinking about corruption it isalso necessary to distinguish between:

• Administrative Corruption (defined ascorruption that alters decisions and theimplementation of policies); and

• Political Corruption (defined as corruptionthat influences the formulation of laws,regulations and policies).

Finally corruption may be Grand (i.e.corruption involving substantial amounts of money and usually high-level officials) andPetty (i.e. corruption involving smaller sumsand typically more junior officials).

2. State of corruption

Transparency International – CorruptionPerceptions Index 2005

World Bank – Control of Corruption 2004

(SLIDES 4+5) The two maps above representtwo different datasets on corruption in theworld, each using a different methodology.Although the classification of countries differssome what it is evident that corruption isindeed a serious challenge in Asia. In fact,according to Transparency Internationals

Corruption Perceptions Index, of the 5 mostcorrupt countries in the world 3 are in Asia(Bangladesh, Myanmar and Turkmenistan).





3. Thinking about corruption

(SLIDE 6) GROUP EXERCISE 1

The purpose of the first group exercise is tochallenge participants to think about their perceptions and attitudes towards corruptionbased on a couple of commonly held misconceptions regarding the nature and impact of corruption.

Corruption is a part of the culture inmany countries across Asia. It is the

way things have always been done. Corruption is primarily the result of individuals lacking in morals/ethics.

Corruption can be beneficial, or atleast not detrimental to development.Corruption can serve to “grease-the-wheels” of the economy, i.e. speed upprocesses and help avoid excessivebureaucracy and regulations.

The groups will be asked to reflect on each of these statements and give a motivation for why they believe the statements to be either true or false.

4. Dispelling the myths

Corruption, cultural values and incentives(SLIDE 7) Although there are different culturesof gift-giving etc across the world all cultureshave a notion of corruption although it maydiffer from country to country. The differencebetween what is culturally accepted and whatis not can be thought of as what can be doneopenly without causing offence or outrage.Corruption in developing countries does nothappen because people there are different

from people in the developed world butbecause the conditions for corruption exist. However, the social and cultural context mustbe taken into account if any strategy to combatcorruption is to be successful.

The factors usually contributing to corruptioninclude:

• Clear opportunities (e.g. statemonopolies or complex rules andregulations for importing goods into thecountry);

• Low risk of getting caught (combination of lack of transparencyand weak enforcement);

• Bad incentives (e.g. insufficientsalaries or job insecurity – in extremecases individuals “buy” their jobs withthe understanding that they will makemoney through bribes); and

• Attitudes or circumstances that make

individuals disregard the law (e.g.trying to get around laws of agovernment they see as illegitimate).

Thus it is not simply about the ethics andmorale of the individual but rather about theway that the government/state is set up andmanaged.

Corruption and development

(SLIDE 8) Rather then working as a “grease”that lubricates the “squeaky wheels” of rigid

administration corruption fuels the growth of excessive and discretionary regulations, asthese increase the opportunities for extractingmoney.

Corruption is today commonly accepted asone of the most serious threats to growth anddevelopment in the world in general and inAsia in particular.

(SLIDE 9) The below chart illustrates therelationship between perceived levels of corruption, as measured by TransparencyInternational, and human development, asmeasured by UNDP’s Human DevelopmentIndex, in 19 countries in Asia and the Pacific.Although this is a very simple statisticalcomparison and it doesn’t provide informationon trends over time it does illustrate whatappears to be a relatively strong relationshipbetween low levels of corruption and higherlevels of human development.





Corruption and Human Development

0.000

0.200

0.400

0.600

0.800

1.000

0 2 4 6

Corruption Perceptions Index

H u m a n D e v e l o p m e n t

I n d e x

(SLIDE 10) Some of the reasons why corruptionhurts development are that:

• Decisions are not taken for the publicbenefit but serve private interests

• High-cost overly complex andprestigious projects are favoured overcost-efficient development projectsmaking use of the mostrelevant/appropriate technology

• A private ‘levy’ is imposed on publicinvestment. These inflated costs often

add to the national debt.• Instead of fair competition based on

price, quality and innovation corruptionleads to competitive bribery – harmingtrade and deterring new investment.

(SLIDE 11) These distortions caused bycorruption leads to:

• Social and economic developmentbeing distorted; and

• Erosion of the provision of essentialpublic services and undermining the

proper functioning of the State.

(SLIDE 12) The bottom line is that corruptionis explained by systemic failures, not simplyculture or the individual. Corruption hurtseveryone in society, deepens poverty,increases income inequality and acts as adeterrent to development. Furthermorecorruption tends to hurt the poor the most.

5. Fighting corruption

(SLIDE 13) As was illustrated previouslycorruption is primarily a governance issue – afailure of institutions and a lack of anappropriate legal framework.

(SLIDE 14) It needs to be addressed throughthree separate approaches i.e.: (1) Prevention;(2) Education; and (3) Enforcement – oftentermed the three-pronged approach. This is theapproach that has been adopted in most of the

countries that have been successful incombating corruption (e.g. Hong Kong, NewSouth Wales and Singapore).

Emphasis is often placed on enforcement.However, experience from across the world hasshown that no approach has been successfulwithout also addressing prevention andeducation. Incentives, prevention, andsystematic change within institutions play atleast as important a role as traditional case-by-case enforcement.

A model for combating corruption that hasbeen held up as a successful example is theestablishment of an independent anti-corruption commission/agency – e.g. in HongKong, New South Wales and Singapore. Thisapproach is however very input intensive andmany countries in the region do not have theresources needed in order to establish aneffective and functioning institution.

Furthermore, not enough attention is given tothe other reforms that accompanied theestablishment of an anti-corruption body in thecountries that have been successful in

combating corruption. If it had not been for thebroader economic and institutional reformsthat were undertaken simultaneously it is notlikely that the ant-corruption body would havebeen successful.

(SLIDE 15) Although there will be differentpriorities in different countries depending on





the challenges faced, anti-corruption reformstypically include:

• Economic reforms (that reduceopportunities for corruption)

• Institutional reforms (that promoteaccountability and transparency)

• Administrative reforms (that improveincentives for public officials)

• Awareness raising campaigns (thatencourage citizens to resist as well asplay an active role in the fight againstcorruption)

Institutional reform relates to the full range of institutions that are involved in the fightagainst corruption – what is often referred to asthe National Integrity System. These includeAnti-corruption agencies, the judiciary,prosecutors, ombudsperson, audit institutions,national assemblies, etc.

The fight against corruption is often triggeredby a specific event prompting governments totake immediate, often short-term, action.When the issue looses its newsworthiness

attention often tends to subside.

(SLIDE 16) For any anti-corruption strategy tobe successful it must be long-term and havefull support at the highest political level as wellas involve all stakeholders. Stakeholdersinclude amongst others Citizens,Governments, the Private Sector, CivilSociety Organizations and the Media.Remember that fighting corruption is not onlyabout laws and institutions but also aboutchanging minds and perceptions.

6. What can you do?

(SLIDE 17) In looking at what the YoungLeaders can do in fighting corruption the focuswill be on Parliaments, Civil Society, andMedia (with Research Institutions as part of both Civil Society and Media) as these are themost likely participants of future trainings of young leaders.

The main aim of this section of the module is tohighlight the contribution that participants canmake in terms of:

• Advocacy (including the importance of data on corruption)

• Awareness-raising (including theimportance of data on corruption)

• Oversight

• Coalition building

Areas where you can contribute to the fightagainst corruption:

• Advocacy

• Awareness-raising

• Oversight


(SLIDE 18) As noted above political will at thehighest levels is crucial for any strategy forfighting corruption to be successful. As you mayremember we also discussed the fact thataction against corruption is often taken with ashort-term perspective caused by an eventleading to public outrage. Often however the

public’s attention will fade and consequently sowill efforts on the part of governments to pushthrough difficult reforms.

It is in view of this that advocacy andawareness-raising have an important role toplay. When there is a lack of political will itmay still be generated, in the long-term, byefforts to enhance public awareness andmobilizing civil society to support anti-corruption efforts.

Role of the various sectors/actors:

(SLIDE 19) MediaMedia has an important role to play in terms of awareness-raising as well as oversight. Oftenthe two will go hand-in-hand. Throughinvestigative journalism media can act touncover and report to the public cases of corruption and wrongdoing. However, theyserve an important additional role in that theycan perform the role of watching the





watchdogs, i.e. provide oversight over theinstitutions that are charged withcombating/preventing corruption.

(SLIDE 20) CSO/NGOAn important role for CSOs/NGOs is to advocatefor placing corruption firmly on the politicalagenda as well as for change, be it to theinstitutional or legal framework in place forfighting corruption. In advocating for changeCSOs/NGOs will need to mobilize theirconstituents/public around the issues, thusclosely linking advocacy to awareness-raising.

CSOs/NGOs play the role of raising awarenessamongst their constituents on the ills of corruption as well as what the public can do tosupport the fight against corruption, i.e. enlisttheir support in the fight against corruption.

CSOs/NGOs can also play the role of watch-dogs. There are many ways that this can bedone, including through collection of data,social audits, citizen report cards etc. Inparticular CSOs/NGOs can play a crucial role atthe local level in monitoring service delivery,as centralized institutions set up to preventcorruption often lack the capacity to performthis role at the local level.

The United Nations Convention AgainstCorruption (UNCAC) is an important tool for both media and CSOs/NGOs to hold Government accountable in terms of taking itsresponsibility for combating corruption.

(SLIDE 21) ParliamentariansThe main role of parliamentarians is to performan oversight function. It is the Parliamentwhich approves budgets and thus also fills thefunction of reviewing it. Furthermore

Parliament can in several countries act tocensure members of Government believed tobe involved in corruption.

Parliamentarians, being at the ‘centre’ of power also have an opportunity to advocate forplacing corruption on the political agenda,making it a priority area.

(SLIDE 22) Necessary preconditionsHowever, in order for the various sectors to beable to contribute effectively to the fightagainst corruption certain considerations needto be taken.

What is the legal framework that mediaand CSOs/NGOs have to work within, inparticular as regards to Freedom of Information and Access to Informationlegislation? FOI and A2I legislation isoften considered as necessary for theactors to be able to perform their

oversight role effectively.

What is the legal and institutionalframework in place for combatingcorruption, i.e. what are thestrengths/weaknesses and which arethe areas that need improvement?

Is there sufficient data available oncorruption in your country? It isnecessary to have the relevant datain order to identify the sectors mostvulnerable to corruption as well as toknow the extent of corruption in acountry. CSOs/NGOs, together withthe public, have an important role toplay also in this regard as they canplay an active role in collecting data.

(SLIDE 23) Coalition buildingBuilding coalitions between civil society andmedia has the potential of strengtheningefforts to combat corruption. It allows thevarious stakeholders from government as wellas civil society to coordinate their efforts, poolscarce resources, and together establishpriorities and strategies. If the stakeholders

can speak with one voice it is more likelythat they will be listened to!

The young leaders taking part in the training,representing the various sectors have anopportunity to start discussing how they couldwork together in combating corruption. Alsowhen they return to their countries they, asyoung leaders, have an important role to play





in advocating for the various stakeholders tocome together in the crucial fight againstcorruption.

(SLIDE 24) GROUP EXERCISE 2

The purpose of the second group exercise is tochallenge participants to think about whatthey themselves can do in terms combatingcorruption, what challenges they expect to face, and what the possibilities for coalitionbuilding and cross-sector cooperation are.Participants will discuss in working groups and

report their findings/conclusions in plenary for further discussion.



415

Slide 1

Copyright, 2006 -- LEAD International

Day 5

LEAD is a global network of individuals and organisations committed to sustainable development.

Leadership for Young Leaders in Governance

A Leadership for Environment and Development (LEAD) Workshop for Capacity 2015 Asia

Slide 2


Schedule

Session 22: Road Map

Session 23: Using our Leadership Tools: Part I

Break

Session 23: Using our Leadership Tools: Part II

Session 24: Sectoral Conversation Cafés

Session 25: Peer Feedback

Lunch

Session 26: Assessing and Developing LeadershipCapacities

Session 27: Anti-Corruption and Leadership



416

Slide 3


S E S S I O N 22

Road Map

•Review of the week’s progress•Overview of the final day

Slide 4


S E S S I O N 23

Using our Leadership Tools:Part I

•Bad Leadership Scenarios – video role play

•Storytelling and preparing the scenarios



417

Slide 5


• Think of an example of poor leadership that youhave experienced.

• Listen to all the examples of your group’smembers, and select one to turn into a role play.

• Devise a short (maximum 2 minutes) role play ofthe bad leadership experience

• The person who had the experience should notplay him/herself.

• Make the role play interesting and fun, and aboveall make sure it emphasises the example of badleadership.

Learning from Worst Practices –

Poor Leadership Scenarios

Slide 6


Learning from Worst Practices

– Poor Leadership Scenarios

• Once your role-plays are finished they will bevideotaped.

• This should be done independently of theother groups, who will have an opportunity toview the video later.

• Try to ensure that the video is as clear aspossible, and clearly relates the scenario.

• Practice before getting the role play filmed – you will only get one chance to film it.



418

Slide 7


Session 12 continued - Poor

Leadership Scenarios• Before the group sees each video the participant

who created that role-play should brief the group

on the context of the scenario.

• After the video has been shown, answer the

question ‘how could this situation have been

handled better by the leader and the follower?’

• The participants should also consider whether

the situation could have been turned into apositive learning experience.

Slide 8


S E S S I O N 24

Sectoral ConversationalCafés

•Synthesize and Reflect on Course Learning

•Application of Tools•Plenary Discussion



419

Slide 9


S E S S I O N 25

Peer Feedback

•Participants will engage in a structured feedback activity

Slide 10


S E S S I O N 26

Assessing and DevelopingLeadership Capacities



Capacity Assessment for

Leadership Development

Leadership Training of Trainers

3-8 July 2006, Bangkok, Thailand

Module objectives:

• introduce concept of leadership for human development

• introduce UNDP’s capacity development and capacity

assessment frameworks

• introduce leadership development as key component of

sustainable capacity development



Module components:

Capacity development and Leadership

understanding key concepts of capacity development

understanding role of effective capacity assessments in

formulating capacity development programmes

Understanding leadership capacities as catalytic

components in sustainable capacity development

Group exercise on assessing leadership capacities

Open forum and discussions

What is Capacity?

“Capacity is the ability of individuals, institutions and societies

to perform functions, solve problems, and set and achieve

objectives in a sustainable manner.”

What is Capacity Development?

“The process through which the abilities to do so are obtained,

strengthened, adapted and maintained over time.”

Capacity Development is not the same as “ Capacity Building” which

suggests a process starting with a plain surface and involving the step-by-step

erection of a new structure, based on a preconceived design.

Capacity Development: For Whom and For WhatCapacity Development: For Whom and For What



CD Methodologies/Format *

•• takes the form of consultations, meetings, seminars, etc.takes the form of consultations, meetings, seminars, etc.

•• takes place in closed and open venuestakes place in closed and open venues

•• supported by information and education materialssupported by information and education materials

•• using media toolsusing media tools

Campaigns/Campaigns/

Advocacies Advocacies

•• covers a subject intensively, under specialists or professorscovers a subject intensively, under specialists or professors

•• usually takes several days or weeksusually takes several days or weeks

ShortShort--termterm

training coursestraining courses

•• takes place outside of classroom or training environment, in thetakes place outside of classroom or training environment, in the

learnerlearner’’s own time and at his/her chosen paces own time and at his/her chosen pace

•• by correspondence, usually involving self by correspondence, usually involving self --study with short workshopsstudy with short workshops

•• supported by videos, audiotapes and written materialssupported by videos, audiotapes and written materials

Open learningOpen learning

•• delivered at workplace or under simulated conditionsdelivered at workplace or under simulated conditions

•• includes coaching and advisory inputs aimed at developing includes coaching and advisory inputs aimed at developing

professional/individual skills, expertise and knowledgeprofessional/individual skills, expertise and knowledge

OnOn--thethe--jobjob

trainingtraining

•• covers a subject extensively, under professors or specialistscovers a subject extensively, under professors or specialists

•• usually takes several weeks, months or yearsusually takes several weeks, months or years

Full/formalFull/formal

coursecourse

Extended duration * adapted from ITC 2005: Training the Trainers

•• web web--based open learning based open learning

•• using internet for interactive methods and practicesusing internet for interactive methods and practices

•• lacks essential catalyst for learning: human interaction and stlacks essential catalyst for learning: human interaction and stimulusimulus

EE--learninglearning

•• emphasis on interaction and exchange of information among emphasis on interaction and exchange of information among

participantsparticipants

•• venue for finding operational solutions to problems venue for finding operational solutions to problems

•• extends to learning skills through facilitated discussions and iextends to learning skills through facilitated discussions and interactionnteraction

Workshop Workshop

•• often with high theoretical content and academic in natureoften with high theoretical content and academic in nature

•• brings together a small group of learns for intensive course of brings together a small group of learns for intensive course of study study

SeminarSeminar

•• for specialists to discuss specific issues, through lectures orfor specialists to discuss specific issues, through lectures or panelspanels

allow discussion and debates on new concepts and ideasallow discussion and debates on new concepts and ideasColloquium orColloquium or

symposiumsymposium

•• lectures and presentations by invited speakers or participantslectures and presentations by invited speakers or participants

•• usually to present a new strategy or convey a very structured meusually to present a new strategy or convey a very structured messagessage

ConferencesConferences

andand

conventionsconventions

Shorter duration



Technical Capacities

• Associated with particular areas of professional

expertise or knowledge (e.g., agricultural extension,

financial management, health, education, etc.)

Functional Capacities

• Associated with “softer” capacities associated with

leadership, knowledge networking and learning,

innovation, and management of change; relevant in

all situations irrespective of sector/organization

UNDP focus

UNDP Focus on Functional Capacities:UNDP Focus on Functional Capacities: Policy andPolicy and ProgrammeProgramme

ImplicationsImplications

In addition to technical capacities, DPs need capacity for:

effective engagement and facilitation of multi-stakeholder

processes

mobilizing and analyzing information and knowledge

strategic planning, policy and programme formulation

implementation, effective management and service delivery

monitoring and evaluation for accountability and learning



A capacity assessment provides a systematic analysis of what key capacities exist, and a point of dialogue and

negotiation on what capacities may be further required to reach a desired development outcome. However, it is

understood that fulfilling such capacity needs as identified provides necessary but often not sufficient

conditions for the achievement of the development outcome.

Integration of Capacity Assessment and Planning & Programming

Cost Capacity

Development Actions

Define Capacity Development

Strategies/ActionsAssess Capacity

Description

The development of a strategysuggested by capacity

assessment data, evidence

and analysis.

Includes medium- to long-term

strategic initiatives and short-term quick impact initiatives.

Costings of the proposedstrategies / actions.

Could include discussion of partnerships, resource

requirements and source of

funds.

Process

Steps

An assessment thatincludes needs

assessment,

environmental andgender analyses,

economic andfinancial analyses,

among others.

Conducted along

three dimensions:

point of entry,

functional

capacities and core

issues.

Why bother about leadership capacities?

• enhance capacity of a human collectivity to generate needed

decisions, actions and behavioral and/or role changes necessary for

the pursuit of a shared goal focus on the individual and the group

• participatory governance calling for evolving role of leaders,

supporting the advance away from non-inclusive processes for

decision-making and action.

• leadership skills therefore evolving, and needs continuous

emphasis



Organizing system-wide dialogue; designing and implementing positive

change.

Coaching teams

implies empathy and compassion and sensitivity to the needs and

development of healthy social systems.

Meeting

constituency

needs and

elevating them

accepting and easing the recasting of roles to preserve the dignity and

significance of people and groups

Managing power

shifts

establishing and maintaining boundaries that serve the task; mobilizing and

directing effective use of resources t

Exercising

authority

following through on commitments and agreements, and not abusing privilege.Exercising

responsibility

leading others in open systems thinking.Strategizing

communicating amidst varying cognitive development and worldviewsBridging cognitive

and values gaps

leading to seek, absorb, and find valid interpretation of facts; findingopportunities for learning; formulating significant questions; not taking things

personally and defensively and to manage their ego

Reality testing and learning

Creating trust and awareness; inclusion of and respect for different values,

perspectives and interests; generating productive tension without undue

Evoking all

contributions

What is it about?Leadership Skills

What leadership skills to learn?

Assessing leadership capacities

• Visioning, direction, communication and values

• Systems thinking and management

• Motivation and people support

• Partnerships and networking



An approach is planned, implemented,

reviewed on the basis of benchmarking

data, adjusted and fully integrated into

the organisation

5

An approach is planned, implemented

and reviewed on the basis of

benchmarking data and adjusted

accordingly

4

An approach is planned, implemented

and reviewed

3

An approach is planned and implemented2

An approach is planned1

No evidence or only anecdotal evidence

of an approach

0Rating

How do you (or your organization) rate in

terms of leadership?



MODULE ON CORRUPTION

Young Leaders Training

What is Corruption? (1)

Public Corruption: the misuse of public

office for private gain

Types of corruption:

• Bribery

• Nepotism

• Fraud

• Embezzlement



What is Corruption? (2)

Distinction needs to be made between:

Administrative vs. Political Corruption

and

Grand vs. Petty Corruption

State of Corruption (1)

Source: Transparency International Corruption Perceptions Index 2005



State of Corruption (2)

Source: World Bank Control of Corruption 2004

Thinking about corruptionGROUP EXERCISE 1

Corruption is a part of Asian culture – it’sthe way things have always been done

Corruption is caused by individual’s lack of

morals/ethics

Corruption can be beneficial todevelopment serving to “grease-the-wheels” of the economy



Dispelling the Myths (1)

Factors contributing to corruption include:

• Clear opportunities

• Low risk of getting caught (combination of lack

of transparency and weak enforcement)

• Bad incentives

• Attitudes or circumstances that makeindividuals disregard the law


Corruption is commonly accepted as

one of the most serious threats togrowth and development




Relationship between corruption and human development

Corruption and Human Development

0.000

0.200

0.400

0.600

0.800

1.000

0 2 4 6

Corruption Perceptions Index

H u m a n D e v e l o p m e n t

I n d e x


Corruption hurts development because:

• Decisions are not taken for the public benefitbut serve private interests

• High-cost overly complex and prestigious

projects are favoured over cost-efficientdevelopment projects

• A private ‘levy’ is imposed on publicinvestment, adding to the national debt

• It harms trade and deters investment




Corruption leads to:

• Social and economic development being

distorted

• Erosion of the provision of essential public

services and undermining the proper

functioning of the State


The bottom line is:

Corruption is explained by systemic failures, not

merely culture or the individual

Corruption hurts everyone in society, deepenspoverty, increases income inequality and is an

obstacle to development

Corruption hurts poor the most



Fighting Corruption (1)

Corruption is primarily a governance

issue – a failure of institutions and lack

of an appropriate legal framework


A 3-pronged approach to fighting corruption:

• Prevention

• Education

• Enforcement




Anti-corruption reforms typically include:

• Economic reforms

• Institutional reforms

• Administrative reforms

• Awareness raising campaigns


A successful anti-corruption strategy:

• Has a long-term approach

• Has full support at the highest

political level

• Involves all stakeholders



What can you do? (1)

Areas where you can contribute to the fight againstcorruption:

• Advocacy

• Awareness-raising

• Oversight



Political will can be generated, in the

long-term, by efforts to enhance public

awareness and mobilizing civil society to

support anti-corruption efforts




MEDIA

• Raise public awareness on corruption

• Through investigative journalism

uncover and report on corruption and

wrongdoing

• “Watch the watchdogs”

What can you do (4)

CSO/NGO

• Advocate for placing corruption on theagenda

• Advocate for change in institutional and legalframeworks for combating corruption

• Raise public awareness on corruption

• Act as “watchdog”, enlisting public support



What can you do (5)

PARLIAMENTARIANS

• Advocate for placing corruption on the

political agenda

• Provide budgetary oversight


Questions needing to be answered:

• Is there Freedom of Information or Access toInformation legislation in your country?

• What is the legal and institutional frameworkin place for combating corruption in your country?

• Is there sufficient data available oncorruption in your country?



What can you do ? (7)

Coalition building

Allows stakeholders to:

• Coordinate efforts

• Pool scarce resources

• Establish common priorities and strategies.

If stakeholders can speak with one voice it

is more likely that they will be listened to!

What action will you take?GROUP EXERCISE 2

What can you do to help in the fight

against corruption?

What are the main challenge you expect to

encounter?

What can you do in terms of promoting

cooperation across sectors?

FM - Leadership Scenarios

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