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• Identify the skills and qualities associated with the collaborative leadership practice of
Assessing the Environment.
• Identify skills and qualities associated with the collaborative practice of Building Trust.
• Identify the skills and qualities associated with the collaborative leadership practice of
Creating Clarity.
• Examine the concept of Developing People as a practice of collaborative leadership.
• Identify skills and qualities associated with the collaborative practice of Sharing Power
and Influence.
METHODOLOGY
• Lecture-cum-discussion
• Group Discussion
• Self-assessment questionnaires
DURATION: 6 days
Day-Wise Break Up
1
Course content
2
UNIT-I
INTRODUCTION
Leadership shown by a group that is acting collaboratively to solve agreed upon issues
Is called Collaborative Leadership.
Why Collaborate?
• Shared Concern
• Pool Power
• Add Diversity
• Increase Ability to Handle Complex Issues
Traditional Collaborative
Top down Self-governing
Few make decisions Broad participation
Unilateral action Guide & coordinate process
Win or shift power Build relationships
Linear thinking Systems thinking
Programs & products Process
Charisma Vision
Persuasive Empathetic
Group falls apart if leader leaves Group continues when leader leaves
• Assessing the Environment: Understanding the context for change before you act.
• Creating Clarity: Defining shared values and engaging people in positive action.
• Building Trust: Creating safe places for developing shared purpose and action.
• Sharing Power and Influence: Developing synergy of people, organizations, and
communities to accomplish a shared vision.
• Developing People: Committing to people as a key asset through coaching and
mentoring.
• Self-Reflection: Understanding your own values, attitudes, and behaviors as they relate
to your leadership style and its impact on others.
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UNIT-II
ASSESSING THE ENVIRONMENT
This is the capacity to recognize common interests, especially the capacity to recognize and
understand other perspectives. Collaboration seeks goal attainment around shared visions,
purposes, and values. When he or she brings different points of views to an issue or problem, a
collaborative leader facilitates connections and encourages group thinking that identifies clear,
beneficial change for all participants. The goal is to set priorities and then identify barriers and
obstacles to the achievement of priorities
Assessing the environment is about understanding the context of collaboration. Leaders must
carefully analyze and understand the context for leadership before acting. As a preliminary step,
it is necessary to understand this context in order to identify the appropriate people, design
constructive processes, and provide accurate information. There are several aspects to these
first steps:
1. Identify the problem type: First of all there is a need to identify that problem falls under
which category.
2. Understand leadership challenges. Sometimes there are challenges that must be resolved
before collaboration can occur. They often have to do with: power and trust issues, lack of
leadership initiative or capacity, hidden agendas, lack of vision, etc. These issues have little to
do with the nature of the problem, but with how people work together. The primary focus of
collaborative leadership needs to be on the process of how people work together, not on the
content of the problem itself.
4. Assess the level of stakeholder agreement. A “war of solutions” is usually a starting point
for groups who agree to work together. However, this leads nowhere. The following questions
help to assess the level of stakeholder agreement:
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6. Identify where the problem/issue can be most effectively addressed. If the issues are
complex and the responsibility and accountability are murky, it is important to determine where
the problem can be most effectively addressed.
For each item, circle one rating under the "Behavior Frequency" column indicating your view of
how often you exhibit that behavior. Your responses to this questionnaire are for your own use.
You will not be asked to share your scores after you have answered. You will be asked to use
your score and your responses to help you develop a personal learning plan.
Written Comments:
What do you think are your strengths in assessing the environment as a collaborative leader?
What do you think are your most important areas for improvement in assessing the
environment?
UNIT-III
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CREATING CLARITY
Definition - Being clear about the goals, direction, and envisioned future of a community for a
particular issue.
Outcome - Committing to a cause that transcends the self; recognizing ethical or moral
standards that provide guidance.
How - Integrating personal vision into a shared vision by finding common ground.
Means - Mobilizing people through a shared vision and positive action and sustaining the vision
in difficult times.
Implement Plans
Evaluate
For each item, circle one rating under the "Behavior Frequency" column indicating your view of
how often you exhibit that behavior. Your responses to this questionnaire are for your own use.
6
You will not be asked to share your scores after you have answered. You will be asked to use
your score and your responses to help you develop a personal learning plan.
UNIT-IV
BUILDING TRUST
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“Creating safe places for developing shared purpose and action”
Features
The capacity to promote and sustain trust is often overlooked in the Collaborative process.
Leaders sometimes believe that, once individuals or groups are gathered together, a plan can
be made easily and commitment can be obtained. If a collaborative Leader fails to engender
trust among participants; however, their involvement will wane, and the best ideas and
innovative approaches will not be shared. In this context, the Collaboration will have lost its
capacity to draw the best ideas from those involved.
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You will not be asked to share your scores after you have answered. You will be asked to use
your score and your responses to help you develop a personal learning plan.
UNIT-V
SHARING POWER AND INFLUENCE
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Developing the synergy of people, organizations and communities to accomplish a shared
vision. The capacity to share power and influence is an uncommon trait among leaders.
Collaboration cannot be achieved through a solo effort. Participants in the decision-making
process need to feel empowered in order to contribute fully. Too often it is only the head of an
organization who receives public accolades, despite the fact that the success was only possible
through the shared effort and wide range of experience of a large team of people. Rather than
being concerned about losing power through collaboration, leaders need to see that sharing
power actually generates power…that power is not a finite resource.
1.Position power (authority): Positions confer certain levels of formal authority (i.e., professors
assign grades, and judges decide disputes). Positions also place incumbents in more or less
powerful locations in communications and power networks. It helps to be in the right unit as well
as the right job: a lofty title in a backwater department may not mean much, but junior members
of a powerful unit may have substantial clout .
2. Information and expertise: Power flows to those who have information and know-how to
solve important problems. It flows to marketing experts in consumer products industries, to the
faculty in elite universities, and to superstar conductors of symphony orchestras.
3. Control of rewards: The ability to deliver jobs, money, political support, or other rewards
brings power.
4. Coercive power: Coercive power rests on the ability to constrain, block, interfere, or punish.
A union's ability to walk out, students' ability to sit in, and an army's ability to clamp down all
exemplify coercive power.
5. Alliances and networks: Getting things done in organizations involves working through a
complex network of individuals and groups. Friends and allies make that a lot easier.A key
difference between more and less successful senior managers was attentiveness to building
and cultivating links with friends and allies. Managers who spent too little time building their
networks had much more difficulty getting things done.
7. Framing: control of meaning and symbols: Elites and opinion leaders often have
substantial ability to define and even impose the meanings and myths that define identity,
beliefs, and values. When the powerless accept the myths promulgated by the powerful, overt
conflictand power struggles may disappear.
8. Personal power: Individuals with charisma, energy and stamina, political skills, verbal
facility, or the capacity to articulate visions are imbued with power independent of other sources.
SELF-ASSESSMENT EXERCISE
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For each item, circle one rating under the "Behavior Frequency" column indicating your view of
how often you exhibit that behavior. Your responses to this questionnaire are for your own use.
You will not be asked to share your scores after you have answered. You will be asked to use
your score and your responses to help you develop a personal learning plan.
UNIT-VI
DEVELOPING PEOPLE
Mentoring
A process in which an experienced individual helps another person develop his or her goals and
skills through a series of time-limited, confidential, one-to-one conversations and other learning
activities; long-term career development focus.
Coaching
An activity that results in the improvement of skills, capacity, and performance; short-term skills
focus.
From To
Self-Assessment Exercise
For each item, circle one rating under the "Behavior Frequency" column indicating your view of
how often you exhibit that behavior. Your responses to this questionnaire are for your own use.
You will not be asked to share your scores after you have answered. You will be asked to use
your score and your responses to help you develop a personal learning plan.
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Unit VII
SELF-REFLECTION
Being aware of and understanding your values, attitudes, and behaviors as they relate to your
own leadership style and its impact on others.
• At “the heart” of all the other practices: Self-reflection is internal while the others are
external.
• The ability to gain insight from one’s own experience or action to try to assess the
significance of what has happened.
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• Personal CQI—Continuous Quality Improvement: the capacity to engender a never-
satisfied attitude that supports setting goals for personal development and learning.
Self-Assessment Exercise
For each item, circle one rating under the "Behavior Frequency" column indicating your view of
how often you exhibit that behavior. Your responses to this questionnaire are for your own use.
You will not be asked to share your scores after you have answered. You will be asked to use
your score and your responses to help you develop a personal learning plan.
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LOGO XYZ PVT LTD
Company Address
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TRAINING FEEDBACK FORM
Department :
Dates on which the training was conducted : From Date Month Year
Venue :
How would you rate the following (on a scale of 1-4 - 1 being the lowest & 4 being the
highest rating)?
1 2 3 4 1 2 3 4
Course structure Course content
Quality of exercise 1
Handout & Training aids 2 3 4
1 2 3 4
Duration of the 1
Training co-ordination
2 3 4
1 2 3 4
Training programme and organization
Training environment 1 2 3 4
Trainer Feedback :
1 2 3 4
Subject Knowledge / Conceptual Clarity
Presentation methodology 1 2 3 4
Based on the training course description, how did your learning experience compare to
what you expected
Learned much more than I expected Learned somewhat less than I expected
Learned somewhat more than I expected Learned much less than I expected
Do you think this Seminar/ training would help you in you current job responsibilities?
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Probably to some extent Definitely not
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