- War Child Holland

LEADERSHIP
SKILLS
HOW CAN I BE MOTIVATING, SUPPORTIVE
AND INSPIRING AS A LEADER?
War Child Holland believes no child should be part of war. Ever. Nevertheless,
millions of children and young people worldwide grow up in conflict-affected
areas. Children and young people’s rights to be protected from violence,
abuse and neglect, to live a dignified life and be supported in their healthy
development are violated on a massive scale.
We empower children and young people to change their own future by protecting them from
the effects of war, promoting psychosocial support and stimulating education. We enable them
to strengthen their self-confidence and to build positive relationships with their peers, family
and wider community. We unleash children’s inner strength with our creative and involving
approach. We inspire as many people as we can.
War Child Holland is an independent and impartial, international nongovernmental organisation
investing in a peaceful future for children affected by armed conflict. Our work is based on the
United Nations Convention on the Rights of the Child. An up to date list of countries where we
work can be found on our websites: www.warchildholland.org
LEADERSHIP SKILLS
Module 2 of 3 Big Deal – War Child life skills method
Concept and development: War Child Holland, Endry van den Berg, Rachel Newbery
Contributors: Elise Griede, Ylva van den Berg
Design, art direction, technique: Butterfly Works
Editing: Laura Miller
Illustrations: Robert Baumann
Graphic design: Ingrid Sewpersad
Photography: War Child Holland, Geert Snoeijer
For more information, please contact War Child Holland:
T: +31 20 422 7777
E:[email protected]
W: www.warchildholland.org/deals
© War Child Holland, 2014
This publication may be copied and distributed freely, provided War Child Holland is acknowledged
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TABLE OF CONTENTS
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THEME INTRODUCTION
Goals of this module
What is leadership?
What qualities and skills does a good leader have?
Leadership styles
Leadership and Conflict
SESSION 1 WHAT IS LEADERSHIP?
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Exercise 1: Who’s the leader?
Exercise 2: Leading the blind
Exercise 3: The skills and qualities of a good leader
Exercise 4: What is your skill?
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Exercise 1: No leader
Exercise 2: Leadership styles
Exercise 3: Tie a knot
Exercise 4: Pass the beat
SESSION 2 LEADERSHIP STYLES
SESSION 3 PRACTICING LEADERSHIP
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Exercise 1: Dancing sticks
Exercise 2: Different groups, different leaders
Exercise 3: Different situations, different leaders
Reflection: Module evaluation
Exercise 4: Exercise 4: What skill or quality do you need?
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Annex 1: Leadership Styles: Directive, Hands-off and Participatory
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THEME INTRODUCTION
GOALS OF THE MODULE ‘LEADERSHIP SKILLS’:
Participants understand different leadership styles and have gained the skills to put them into
practice in different situations.
In this module, young people learn how to recognise different leadership styles and identify
the styles that support, inspire and positively influence a group or activity. Participants
practise the skills in different contexts gaining a practical understanding of the interaction
between leadership styles and group dynamics.
SESSIONS:
1. What is Leadership?
2. Leadership styles
3. Practising Leadership
SESSION 1: What is Leadership?
GOAL: Participants understand what
leadership means and are familiar
with skills and qualities of effective
leadership.
SESSION 3: Practising Leadership
GOAL: Participants practise and analyse
the interaction of leadership styles in
different situations.
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SESSION 2: Leadership styles
GOAL: Participants have gained insight on
the impact of different leadership styles.
WHAT IS LEADERSHIP?
A leader initiates and inspires actions, motivating a group of people towards a common
goal. Leadership can take the form of sharing new knowledge, giving advice or suggestions,
overseeing and monitoring activities, making decisions, providing assistance, lending approval
and giving support. Good leaders are familiar to and well-liked by group members and possess
a combination of qualities and skills that make others feel comfortable following their
direction. Good leaders are followed because people trust and respect them.
Leadership is more than giving directions and making decisions, it’s about empowering others
to fulfil their role(s) in a group. Leaders are not only presidents, chiefs or community leaders.
For example, young people can also become leaders of a youth group, a club or cooperative, or
an advocacy campaign.
WHAT QUALITIES AND SKILLS DOES A GOOD LEADER HAVE?
To be a good leader you need to have the qualities and skills to help a group to run smoothly,
grow strong and achieve its goals.
Some of these skills and qualities include:
• Honesty and patience
• Being open and friendly
• Problem solving and analysis
• Decision-making skills
• Organising and planning skills
• Ability to communicate and listen to others
• Modelling the behaviour that you expect from your group members
• Ability to keep secrets (confidentiality) and counsel others
• The ability to motivate others and build a team
• Knowing how to appropriately use your authority
It is important to remember that a leader is also a member of the group. A group cannot
be successful without a good leader, just as a leader cannot be successful without a hardworking and effective group. A leader shares in the credit for
the group’s successes and in the responsibility for the group’s shortcomings or mistakes.
Good leaders avoid getting frustrated with group members or showing negative emotions or
shouting, even if they feel very upset or angry. A leader never publicly blames someone else
for a mistake. “Praise loudly and discipline softly.”
Leaders, who are dedicated members of their group, model the behaviour they expect from
others and communicate effectively. They are respected by group members and peers.
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LEADERSHIP STYLES
There are many different styles of leadership. Good leaders adapt the style of leadership
they use depending on the situation. Such a leader may, for example, give clear and strong
direction during the formation of a group but take on a coaching
role when the group begins to function well. Effective leaders make a sound analysis of the
situation so that they can anticipate the needs of the group and select the
best leadership style for a particular situation.
The main leadership styles can be described as directive, hands-off and participatory.
DIRECTIVE LEADERSHIP
People who are new to leadership often feel pressure to lead in a directive or top down
way in order to prove that they are capable of leading. Behaving in an overly dominant way
can stimulate resistance and feelings of resentment amongst group members and start a
cycle of negative behaviours. If group members’ ideas and contributions are not taken into
consideration, they will fell unappreciated and the group’s performance will suffer.
At the same time, leaders do need to be able to make decisions or take decisive action in
certain situations. For example, when group members are not able to come to a decision or
move on to the next step. Sometimes a leader’s inability to make decisions can cause the
group to lose confidence in him or her.
HANDS-OFF LEADERSHIP
This style is the opposite of directive leadership and is characterised by a lack of structured
guidance by the leader. In this style, decisions are made by the group and the leader’s role
is largely symbolic. This lack of clear guidance can lead to confusion and a lack of cohesion
and direction. Group members may become frustrated if a leader appears too ‘hands-off’ and
therefore uninterested in the group’s programme. However, this can also be a good style if
group members who have high capacity and merely need guidance and support in the choices
they have already made.
PARTICIPATORY LEADERSHIP
Participatory leadership is a style in which every member of a group is deliberately consulted
during group processes. Participatory leaders encourage all members
to be fully involved in group affairs and grow in their capacity by keeping them informed,
delegating tasks and having open discussions. At the same time a participatory leader also
gives direction, support, makes decisions and coordinates the group. Although participatory
leadership allows for all group members to be involved, it also slows down decision making
and may make group members feel frustrated if they feel that other group members with
lower capacity are holding the group back.
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Table 1 Advantages and disadvantages of different leadership styles.
LEADERSHIP
STYLES
ADVANTAGES
DISADVANTAGES
DIRECTIVE
• Clear direction
• Clear roles
•Decisions are made
quickly
•Decisions are made with little or no
consultation
•Can lead to misuse of power
•Can lead to lack of motivation
HANDS-OFF
•Carefree
•Group members can play
many roles
• Driven by group interest
•Lack of clear decision making process
• Poor control and coordination
• Can lead to lack of initiative
PARTICIPATORY
•Consultative and inclusive • Slow decision making processes
•Care and concern for
•Difficult for variety of capacities to
group
contribute on the same level
•Promotes unity, respect
•People with limited capacity can hold
and dignity
back the group
LEADERSHIP AND CONFLICT
Conflict can arise for a variety of reasons, many of which stem from misuse of power or a lack
of clear group direction. Conflicts can be prevented or dealt with constructively by creating
a suitable forum for dealing with differences and tensions while setting up the group, its
mandate and procedures. This involves establishing clear group expectations, roles, system
of collaboration, decision making, and communication as well as creating an environment in
which openness, honesty and trust are valued. A good leader is someone who is able to react
to conflict situations early dealing with them positively and constructively, see also I DEAL
module ‘Conflict and Peace’:
LEVELS OF CONFLICT
Broadly speaking, we can distinguish four levels of conflict:
1 Intrapersonal: thoughts, ideas and emotions that conflict within an individual.
2 Interpersonal: a conflict between two or more individuals.
3 Intragroup: a conflict within a group, like a sports team, family, community or class.
4 Intergroup: a conflict between communities, gangs or ethnic groups.
Resolving a conflict requires the following stages:
1. Clarifying the needs
2. Identifying the main issue
3. Generating alternatives
4. Evaluating alternatives
5. Choosing a solution
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SESSION 1 WHAT IS LEADERSHIP?
GOALParticipants understand what leadership means
and are familiar with skills and qualities of
effective leadership.
RESOURCES Blindfold for each pair, ball.
EXERCISE 1
EXERCISE 2
EXERCISE 3
EXERCISE 4
Who’s the leader? (15 minutes)
Leading the blind (25 minutes)
The skills and qualities of a good leader (40 minutes)
What’s your skill? (10 minutes)
EXERCISE 1: WHO’S THE LEADER? (15 MINUTES)
GOAL OF THE EXERCISE: TO WARM UP AND INTRODUCE THE THEME.
WELCOME TO THE GROUP: Welcome everybody! Let’s start with a game to warm up. It
will introduce us to the theme for the coming sessions: leadership.
STEP 1. Ask the group to stand in a circle and ask for one participant to volunteer
to play the role of a detective. Ask the detective to move away from the
group, so that they cannot see or hear what is going on.
STEP 2. Explain to the group that they will choose a leader, who will make
different movements. For example, raising one arm up and down, dancing,
clapping their hands, etc. The leader has to change the movement they are
making every 20 seconds and the rest of the group has to try to copy the
movements of the leader exactly.
The movements can be increasingly silly and funny.
STEP 3.
Explain that the role of the detective is to try to find out who the leader
is. To prevent this, the group should copy the leader as quickly as they can
and try to not look directly at the leader, so that the detective cannot see
where the movements start.
STEP 4.
Let the group select a leader.
Let the group now practise copying the movements of the leader.
Ask the group to continue the movements directed by the leader, while you
ask the detective to come back and stand in the centre of the circle.
STEP 5.
Ask the detective to guess who the leader is. Let the detective try to guess
three times. Praise the detective if they guess right or for trying.
STEP 6.
Ask for another volunteer to become the detective. Let the group select
another leader. The game starts again. Repeat the game a few times with
different leaders and detectives, if time allows.
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GROUP TALK
TELL THE GROUP: In this warm up game some of you acted as a leader and others as
followers. A detective had to find out who the leader was.
ASK THE GROUP:
• Who can explain what a leader is?
•What makes someone a leader or what other think of someone as a leader?
For example, what things do leaders do or say, what attitude or type of behaviour
do they have? Do they have a certain type of experience?
• Let’s now think about your community: Who are the leaders there?
ENCOURAGE THE GROUP TO GO BEYOND NAMING THE OBVIOUS LEADERS (CHIEF, HEADMAN)
AND THINK ABOUT OTHER PEOPLE IN THEIR COMMUNITIES WHO ACT AS LEADERS. FOR
EXAMPLE, SOMEONE ORGANISING AN EVENT, A FOOTBALL COACH, SOMEONE RESPECTED BY
THE COMMUNITY AS A ROLE MODEL, ETC.
ASK THE GROUP: Can you come up with a definition of a leader?
TELL THE GROUP: Effective leadership includes consulting group members and taking
their views and opinions into consideration, making decisions for the benefit of the
group, and allowing group members to exercise their strengths.
WHEN TELLING THIS TO THE GROUP, REFER TO THE EXPLANATION OF LEADERSHIP IN THE
THEME INTRODUCTION
ASK THE GROUP: Have you ever acted as a leader? In which situations have you been a
leader?
TELL THE GROUP: So, leaders are not only people in positions of political power.
Everyone – men and women, boys and girls – can be a leader in their own way,
including you.
EXERCISE 2: LEADING THE BLIND (25 MINUTES)
GGOAL OF THE EXERCISE: THE PARTICIPANTS ARE INTRODUCED TO THE IMPORTANT
ROLE THAT TRUST PLAYS IN LEADERSHIP.
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STEP 1.Divide the group into pairs and hand out one blindfold to each pair.
Explain to the group that one person will be blindfolded so that they cannot
see anything. The person who can see will lead the blindfolded person by
the shoulder, directing every move.
Explain that at several moments during the exercise, you will ask the
participants to freeze so that you can explain the next step of the exercise.
STEP 2.
Ask one person to now tie the blindfold over their eyes. Let the pairs move
around the space and encourage the leaders with ‘sight’ to make sure their
blindfolded partner does not bump into anything or anyone.
STEP 3.
After two minutes, tell the participants to freeze and ask them to swap
roles and continue walking.
STEP 4.
After another two minutes ask the participants to freeze again. Explain that
the leader with ‘sight’ will not hold the ‘blindfolded’ person by the shoulder
anymore, but will only tap them on the shoulder to indicate where to go:
1. Both hands tapping the shoulders means: STOP!
2. One hand tapping left shoulder means: TURN LEFT!
3. One hand tapping right shoulder means: TURN RIGHT!
4. No hands at all means: CONTINUE!
THESE SIGNALS SHOULD ONLY BE MADE TO MAKE SURE THE ‘BLINDFOLDED’ PERSON DOES
NOT BUMP INTO SOMETHING OR SOMEONE. THE PAIRS CANNOT SPEAK WITH EACH OTHER
STEP 5.
Let everyone practise the signs while standing still. Make sure everyone
knows the signs, before they start moving around.
STEP 6.
Continue the exercise for two minutes, then tell the participants to freeze
and ask the pairs to swap roles again. Let them continue.
STEP 7.
Again, after two minutes ask the group to freeze. Explain that now
the person with ‘sight’ will stand on the side while the ‘blindfolded’
person walks around in the space. The person on the side can only give
instructions by talking to the ‘blindfolded’ person from afar. This means
that the ‘blindfolded’ person needs to pay very close attention to hear their
own partner.
THE PAIRS CAN AGREE ON CERTAIN SIGNS OR WORDS TO USE TO GIVE EACH OTHER
DIRECTIONS
STEP 8.
Continue for two minutes and then ask the pairs to swap roles for the last
time.
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GROUP TALK
ASK THE GROUP:
• What did you think of this exercise? (Nice, scary, etc.)
• What did you find easier, following or leading?
•Which ways of leading and following did you find easiest: holding the shoulder,
tapping the shoulder, or receiving directions from the sideline?
Make a connection to leadership styles
• What would happen if your partner did not lead you well?
•What would have happened if you did not trust the person who was leading you?
TELL THE GROUP: The same is true for the leader of a group: the members need to trust
the leader to be able to follow their instructions and guidance with confidence. At
the same time, the leader needs to know how much guidance to give in a particular
situation, and not give too much or too little.
EXERCISE 3: THE SKILLS AND QUALITIES OF A GOOD LEADER (40 MINUTES)
GOAL OF THE EXERCISE: THE PARTICIPANTS HAVE IDENTIFIED THE SKILLS AND
QUALITIES THAT A GOOD LEADER NEEDS.
STEP 1.
Ask participants to think individually of one person they admire as a leader.
This leader can be someone from their community, someone from outside
the community, or a global figure. To help the group, give an example of a
person you admire as a leader.
STEP 2.
Divide participants into small groups of four to five people. Ask the groups
to share which people they admire as leaders with each other and discuss
why they admire this person. Give them 5 minutes for this.
STEP 3.
Now ask the groups to discuss the following question:
What skills and qualities do these people have that make them good
leaders? Give the groups 5 minutes for this.
STEP 4.
Now ask each group to choose a quality or skill that they think is the most
important in a good leader.
STEP 5.
Tell the groups express this skill or quality in a group image, using all
members of the group. Tell the groups that they have 5 minutes to prepare
their image.
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STEP 6.
Ask the first group to show their image to the others. While the group is
standing in their image:
a. Ask the other participants to describe the quality or skill that they see.
b. Let the group explain the quality or skill that their image portrayed.
Repeat the same process with each of the groups. Allow 3 minutes per
group.
RECORD THE SKILLS AND QUALITIES IDENTIFIED BY THE AUDIENCE AND SHOWN IN THE
IMAGE
STEP 7.
Finish the exercise by summarising the important skills and qualities
identified and add any that have not been mentioned (see: Theme
Introduction).
ASSIGNMENT FOR NEXT TIME
TELL THE GROUP: Think about what sort of leader you are or want to be, and which
skills you still need to learn.
EXERCISE 4: WHAT IS YOUR SKILL? (10 MINUTES)
GOAL OF THE EXERCISE: PARTICIPANTS REINFORCE WHAT THEY HAVE LEARNT ABOUT
LEADERSHIP SKILLS.
STEP 1.
Ask everyone to stand in a circle. Start by asking the group to come up with
a few leadership skills along with gestures that can express these skills.
Ask for two or three volunteers to suggest a skill and a gesture.
STEP 2.
Explain that one by one, the participants are going to step into the circle
and make a gesture expressing a leadership skill that they have.
STEP 3.
To demonstrate, step into the circle and make gesture for a skill that you
have.
STEP 4.
Repeat this process until everyone has had a turn.
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I LEARNED HOW TO BE A GOOD LEADER
FOR MY YOUTH GROUP!
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SESSION 2 LEADERSHIP STYLES
GOAL:Participants have gained insight on the impact
of different leadership styles.
RESOURCES1 copy each of the three leadership styles pictures
(Annex 1), 3 five-meter-long ropes.
EXERCISE 1
EXERCISE 2
EXERCISE 3
EXERCISE 4
No leader (15 minutes)
Leadership styles (45 minutes)
Tie a knot (20 minutes)
Pass the beat (5 minutes)
EXERCISE 1: NO LEADER (15 MINUTES)
GOAL OF THE EXERCISE: TO WARM UP AND EXPLORE WHY LEADERS ARE NEEDED.
STEP 1.
Ask the participants to all get into the exact same position.
STEP 2.
Make it clear that it is up to the group to decide how to do this.
STEP 3.
When you are satisfied with the efforts of the group or after 5 minutes,
start the group talk.
ALL THE PARTICIPANTS MUST BE IN THE POSITION, INCLUDING ARMS, LEGS AND FACIAL
EXPRESSIONS. HOWEVER, DON’T GIVE THEM ANY INSTRUCTIONS OR SUGGESTIONS: IT IS UP
TO THEM AS A GROUP TO DECIDE ON A POSITION.
GROUP TALK
ASK THE GROUP:
• Who was eventually copied by everyone else and why?
• Was the task easy or difficult? Why?
• What would have made the task easier?
TELL THE GROUP: In order to achieve a group goal or aim, it is important
that someone in the group takes the lead. For example, this task was quite difficult
because no leader was assigned. But someone did take the lead.
Some people are naturally more comfortable in leadership roles. Those people often
take the lead and are often chosen as the leader by the group. We will look into
different leadership styles in the next exercise.
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EXERCISE 2: LEADERSHIP STYLES (45 MINUTES)
GOAL OF THE EXERCISE: THE PARTICIPANTS HAVE IDENTIFIED DIFFERENT
LEADERSHIP STYLES AND THEIR POTENTIAL IMPACT ON A GROUP.
STEP 1.
Place the three leadership style drawings (see Annex 1) around the room or
space.
STEP 2.
Divide the participants into three groups and ask the groups to walk around
for a few minutes to take a close look at each of the drawings.
STEP 3.
Give each group one drawing to work with. Ask the groups to discuss the
leadership style they see and come up with a name for this leadership style.
STEP 4.
Ask each group to prepare a short role play (maximum 3 minutes), which
expresses the leadership style depicted in the drawing. Give the groups 5
minutes to prepare.
STEP 5.
Invite the first group to present their role-play, beginning with sharing the
name they used to describe this style.
STEP 6.
Ask the audience what qualities and skills the leader portrays in the roleplay.
ASK THE CO-FACILITATOR TO RECORD THEIR CONTRIBUTIONS.
STEP 7.
Continue by asking the group the advantages and disadvantages of this
leadership style.
YOU CAN MAKE ADDITIONS AS NEEDED FROM: THEME INTRODUCTION, TABLE 1 “LEADERSHIP
STYLES”.
STEP 8.
Repeat steps 5-7 for the other two groups.
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EXERCISE 3: TIE A KNOT (25 MINUTES)
GOAL OF THE EXERCISE: THE PARTICIPANTS HAVE EXPLORED THE IMPACT OF
DIFFERENT LEADERSHIP STYLES.
STEP 1.
Divide the participants into three groups of five people. Select one leader
for each group. Ask the rest of the participants to act as observers.
STEP 2.
Take the leaders aside and explain to them that you are going to give them
each a leadership style; directive, hands-off or participatory.
STEP 3.
Give a piece of rope to the leaders. Show them how to make a simple
overhand knot with the rope (the kind that you tie your shoes with). Have
them practise the knot.
STEP 4.
Explain to the leaders that their task is to get their teams to tie an
overhand knot using the leadership style you gave them. But they can’t tell
their teams which style they have.
STEP 5.
Explain to the leaders that the four team members need to stand in a
straight line next to each other, holding on to the rope with one hand. The
teams should tie the knot without anyone releasing their hand from the
rope (see illustration). Give the leaders 5 minutes to try to get their teams
to tie the knot.
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GROUP TALK
ASK THE GROUP:
•Did you recognise the leadership styles?
• What worked and what did not?
ASSIGNMENT FOR NEXT WEEK
TELL THE GROUP: Over the next week, reflect on the sort of leader you wish to be.
EXERCISE 4: PASS THE BEAT (5 MINUTES)
GOAL OF THE EXERCISE: TO CLOSE THE SESSION WITH A POSITIVE FEELING.
STEP 1.
Ask the participants to stand in a circle. Explain that you are going to
pass a beat to the person standing next to you. The beat will be made by
clapping once. Explain that the beat can only be passed to another person
by making contact with them while you make the beat. That person should
receive the beat before passing it on to the next person.
STEP 2.
Pass the beat to the person next to you. They will pass it to the person next
to them until everyone in the circle has received and passed the beat and it
comes back to you.
STEP 3.
Pass the beat around the circle a few times and try to establish a consistent
tempo. When there is a clear tempo, encourage the participants to
gradually speed up. Continue to speed up until the beat is being passed
as quickly as possible without the participants losing contact when they
passing or receiving the beat.
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SESSION 3 PRACTICING LEADERSHIP
GOALParticipants practise and analyse different leadership styles
in different situations.
RESOURCES Drawing paper, crayons, pens, six items to build a tower
(for example: marker, table, chair, chalk, dustbin, rocks,
sticks etc.). Per pair one stick of 20-50 cm (or pencil)
EXERCISE 1
EXERCISE 2
EXERCISE 3
REFLECTION
EXERCISE 4
Dancing sticks (10 minutes)
Different groups, different leaders (30 minutes)
Different situations, different leaders (30 minutes)
Module evaluation (10 minutes)
What skill or quality do you need? (10 minutes)
EXERCISE 1: DANCING STICKS (10 MINUTES)
GOAL OF THE EXERCISE: PARTICIPANTS LEARN TO COOPERATE.
STEP 1.
Ask the participants to make pairs.
STEP 2.
sk the pairs to stand next to each other side by side, facing the same
A
direction.
STEP 3.
Give each pair a stick, preferably between 20 and 50 cm long (if not
available use pencils).
STEP 4.
Ask the pairs to balance the stick on top of their index fingers (not using
two fingers to “pinch” it)
STEP 5.
Tell the pairs to walk around in the space without letting the stick fall.
TELL THE GROUP: We will explore how our own moods can affect the whole group in
the next exercise.
GROUP TALK
ASK THE GROUP:
•What does it take for this exercise to succeed?
• How does this relate to leadership?
TELL THE GROUP: The stick was an indicator of how well you were working together
with your partner. When it fell, it showed that there was room for improvement in the
communication and cooperation between you. Communication and cooperation is also
very important in leadership.
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EXERCISE 2: DIFFERENT GROUPS, DIFFERENT LEADERS (30 MINUTES)
GOAL OF THE EXERCISE: THE PARTICIPANTS HAVE REFLECTED ON AND PRACTICED
DIFFERENT LEADERSHIP STYLES.
IN PREPARATION FOR THIS EXERCISE, COMPILE SIX DIFFERENT ITEMS FOR THE
PARTICIPANTS TO BUILD A TOWER WITH.
STEP 1.
Make two groups of five people each. Ask one person from each group to
volunteer as ’leader’. The rest of the participants will act as observers.
FOR THIS EXERCISE, SELECT PARTICIPANTS FOR THE GROUPS FROM THOSE WHO WERE NOT
PART OF THE GROUPS IN THE ‘TIE A KNOT’ EXERCISE IN THE SECOND SESSION.
STEP 2.
Ask the two leaders to step away and wait somewhere where they can’t
overhear your instructions.
STEP 3.
Give the first group the instruction that they are to act passive and
obedient. Give the second group the instruction that they are to be
proactive and opinionated.
STEP 4.
Ask the leader from group one to return and ask them to lead their group in
building a tower using the six items provided. Their challenge is to adjust
their leadership style to fit the behaviour of their group. Allow 2 minutes
for this.
STEP 5.
Now ask the other leader to return and ask them to lead the second group
in building the tower using the six items. What leadership style does this
group need? Allow 2 minutes for this.
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EXERCISE 3: DIFFERENT SITUATIONS, DIFFERENT LEADERS (30 MINUTES
GOAL OF THE EXERCISE: THE PARTICIPANTS ARE FAMILIAR WITH THE DIFFERENT
LEADERSHIP STYLES AND UNDERSTAND HOW TO CHOOSE A LEADERSHIP STYLE
DEPENDING ON THE SITUATION.
STEP 1.
Divide the participants into three groups.
STEP 2.
Explain that you will read out a situation and then each group will discuss
the following questions:
• Which leadership style would best fit this situation?
•Why?
Situation 1:
You are in charge of establishing a youth group of 20 young people.
The goal of the youth group is to become a strong group that meets
regularly and initiates activities in the community to build community
cohesion and increase safety. It is the first time that any of the young
people have participated in such an initiative.
STEP 3.
Ask one group to share which leadership style they chose and why. Ask
the other groups if they agree or if they chose another leadership style. If
they chose a different leadership style, let them share why.
STEP 4.
Now you will read out a different situation, and the groups will again decide
which leadership style they think would fit best, and why. Then repeat step
3.
Situation 2:
You are in charge of a carpentry workshop with fifteen employees.
The workshop is well established and the staff has clear roles and
responsibilities. The team works well together and most of the employees
have been working in this workshop for many years.
STEP 5. If there is time left, you can also repeat the exercise using a local example.
GROUP TALK
TELL THE GROUP: As you have seen, there is not just one particular leadership style
that is always the best. Your preference, based on your skills and qualities, might lie
more with one leadership style than with another. Choosing the best leadership style
also depends on the group you are working with and the task to be completed or
problem to be solved.
In general, however, the participatory style is most appreciated amongst groups and
yields the most results. Even within this style, it might be at times necessary for a
leader to be more directive if the group is not able to come
to an agreement. Or on the other hand, it might be necessary for the leader to be
more hands-off if the group is very clear about what needs to be done and is able to
do so without much guidance.
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REFLECTION: MODULE EVALUATION (10 MINUTES)
STEP 1.
Ask the participants to sit in a circle and explain that you are going to
quickly evaluate the module together.
STEP 2.
Explain that you are going to throw the ball to them one at a time in
random order, asking them questions to evaluate the module. Keep the pace
quick.
STEP 3.
Ask the questions in the order below. Ask each question to a few
participants. Cross check some questions by asking if other participants
have a different opinion they want to share.
IN SOME CASES THE PARTICIPANTS MIGHT FIND IT HARD TO SAY WHAT THEY DID NOT
LIKE. TRY TO FORMULATE THE QUESTIONS IN SUCH A WAY THAT THEY FEEL COMFORTABLE
RESPONDING.
STEP 4.
Take notes in the Module Evaluation Form.
THESE ARE THE QUESTIONS TO ASK:
0. What games or exercises do you remember?
YOU DON’T HAVE TO WRITE DOWN THE ANSWERS TO THIS QUESTION. THIS IS ONLY TO HELP
PARTICIPANTS REFRESH THEIR MEMORIES SO THAT THEY KNOW WHAT THEY ARE GOING TO
EVALUATE. HELP WHEN NECESSARY
1. What did you like?
2. What did you not like so much?
3. What is the most important thing you have learned?
4. What else would you have liked to learn about this theme?
EXERCISE 4: WHAT SKILL OR QUALITY DO YOU NEED? (10 MINUTES)
GOAL OF THE EXERCISE: THE PARTICIPANTS REFLECT ON SKILLS THEY NEED TO
DEVELOPFURTHER.
STEP 1.
Ask the participants to stand in a circle. Explain that one by one, everyone
is going to step into the circle and make a gesture expressing a leadership
skill that they would like to improve.
STEP 2.
Start by stepping into the circle yourself and make a gesture for a
leadership skill, for example, listening.
STEP 3.
Now the person on your right will step into the circle and act out the skill
they would like to improve or develop.
STEP 4.
Repeat this process until everyone has had a turn.
21
MY FRIENDS TELL ME THAT I COULD BE
A GOOD LEADER, BECAUSE I LISTEN WELL!
22
ANNEX 1
DRAWING 1
DRAWING 2
23
DRAWING 3
24
LET’S MOTIVATE AND
SUPPORT EACH OTHER!
LET’S MOTIVATE AND
SUPPORT EACH OTHER!
LET’S MOTIVATE AND
SUPPORT EACH OTHER!
LET’S MOTIVATE AND
SUPPORT EACH OTHER!
LET’S MOTIVATE AND
SUPPORT EACH OTHER!