GLP Oct 2022

KENYATTA UNIVERSITY
DIGITAL SCHOOL OF VIRTUAL AND OPEN LEARNING
IN COLLABORATION WITH
THE DIRECTORATE OF CAREER DEVELOPMENT AND MENTORING

PROGRAMMES
UNIT TITLE: CERTIFICATE IN LEADERSHIP DEVELOPMENT AND

MENTORSHIP
DIRECTOR:
DR. MARGARET MUTURI
SEPTEMBER 2022
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Introduction
Welcome to the revised e-module on Leadership Development and Mentorship. This is an

interactive module through which you will learn more on leadership and management. The main
thrust of this course is to enable you to learn more on the values of transformative leadership and
be able to understand the global dynamics as you exit into the job market. The course will
complement your other learnings at the University through equipping you with the requisite
knowledge, skills and appreciation of transformative leadership for social, economic and political
change in line with the current Constitution and the country’s Vision 2030. It is therefore
envisaged that this programme on Leadership Development and Mentorship Certificate
Programme will help the graduating students to become critical and creative thinkers who are
more disciplined and respectful as they work in their respective counties, regions and the nation at
large.
Programme Goal:
The training programme in Leadership and Management aims at developing transformative
leaders from among the graduating Kenyatta University students in line with the vision and
mission of the University.
Programme Vision:
To be innovative in producing transformational leaders among all graduating students of Kenyatta
University
Programme Mission:
To create a critical mass of young leaders who will inspire, bring positive change and introduce a
paradigm shift by offering new ways of addressing social, economic and political challenges facing
our nation
Expected Course Outcomes:
By the end of this e-module the learners will be able to:
i. Utilize the tenets of transformative leadership.
ii. Identify and describe the soft skills critical for the 21st Century.
iii. Develop a comprehensive portfolio portraying their personal brand.
iv. Take action on Climate change as agents of Sustainable development
v. Critically discuss the cross-cutting issues that affect effective leadership.
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Mode of Delivery:
This course will use e-learning methods – which include asynchronous and synchronous methods
such as chats, discussion forums, online assignments and quizzes, and where the University
guidelines dictates, the classes will also be offered physically.
Course Requirements:
This course will be both taught online and face to face as circumstances dictate and being guided by the
University policy. The learning materials and instructions are uploaded in the KUSOMA portal for the
learners easy access. The course requires 30 instructional hours which translates into five instructional hours
per week. You will be required to participate and interact online with your peers and the facilitator.
Guidelines for the online activities (which we shall keep referring to as e-tivities) will be provided whenever
there is an e-tivity. Please note that since the online e-tivities are part of the learning process, they will be
graded at the discretion of your facilitator as part of the formative assessment. The e-tivities include but not
be limited to online activities, assessment quizzes, assignments and discussions. There are also assessment
questions that you can attempt at the end of every lesson to test your understanding of the lesson. The
answers to all the assessment questions are at the end of the module. All the resources that have been used
in this module are available under the resources section. The final assessment for this course shall be offered
a week after the teaching as per the University guidelines.
Course Assessment
Students will undertake:
1. Formative assessment contributing to 40%
2. Summative assessment that will be scored out of 60%;
3. Pass mark will be 50% consisting of both formative and summative assessments
Overview of the Course
Week Topic
Week 1 Foundations of Leadership and Management Practice
Week 2 Mentoring Coaching and Counseling in Leadership
Week 3 and 4 Diversity and Sustainable Development
Week 5 Leadership and Climate Change
Week 6 Life Skills
Week 7 Examination
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Table of Contents
MODULEONE: FOUNDATIONS OF LEADERSHIP AND MANAGEMENT PRACTICE

Session One: Foundations of Leadership and Management ................................................ 5
Session Two: Leadership Theories .................................................................................. 12
Session Three: Effective Leadership and Management Skills........................................... 21
Session Four: Transformational Leadership ..................................................................... 39
MODULETWO: MENTORING, COACHING AND COUNSELLING IN LEADERSHIP

Session Five: Mentoring and Coaching ............................................................................ 45
Session Six: Basic Skills and Techniques in Counselling ................................................. 54
Session Seven: Lifestyle and Wellbeing in Leadership……………………………………62
Session Eight: Emerging Diseases………………………………………………………….71
Session Nine: Wellness Screening ................................................................................... 80
MODULE THREE: DIVERSITY AND SUSTAINABLE DEVELOPMENT

Session Ten: Different Cultures, One People ................................................................... 85
Session Eleven: Ethics and Integrity in Leadership .......................................................... 90
Session Twelve: Conflict Resolution and Peacebuilding……………………………………96
Session Thirteen: Gender Dynamics…………………………………………………………101
Session Fourteen: Youth Leadership in National Development and Related Challenges…108
Session Fifteen: Weapons of Mass Destruction…………………………………………….112
Session Sixteen: Sustainable Development…………………………………………………..121
MODULE FOUR: LEADERSHIP AND CLIMATE CHANGE

Session Seventeen: Introduction to Climate Change .......................................................128
Session Eighteen: Causes and Impacts of Climate Change ..............................................133
Session Nineteen: Management of Climate Change ........................................................136
Session Twenty: The Role of Leadership in Climate Change ..........................................142
MODULE FIVE: LIFE SKILLS

Session Twenty One: Public Relations………………………………………………………147
Session Twenty Two: Communication Skills………………………………………………155
Session Twenty Three: Personal Branding……………………………………….…………159
Session Twenty Four: Successful Interviewing Skills……………………………………….168
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MODULE ONE
FOUNDATIONS OF LEADERSHIP AND MANAGEMENT
SESSION 1: FOUNDATIONS OF LEADERSHIP AND MANAGEMENT
1.1 Introduction
The concepts of leadership and management have often been mistaken as the same thing but in
principle, they are very different although they complement each other. For any organization or
business to succeed it needs people that can plan, organize and coordinate its staff, while also
inspiring and motivating them to perform to the best of their ability. In this first session we are
going to discuss the meaning of leadership and management; distinguish between leadership and
management; distinguish the different roles played by leaders and managers; discuss the
characteristics of leaders and managers and finally, describe the different skills leaders and
managers must develop and the set of behaviors they have to depict.
1.2 Session Learning Outcomes
By the end of this lesson, you will be able to:

1.2.1 Define leadership and management;
1.2.2 Distinguish between leadership and management;
1.2.3 Understand the skills and behaviours that leaders and managers need to develop.
1.2.1 Definition of Leadership and Management
Leadership is the process of directing the behavior of others towards accomplishment of

objectives. It is the art or process of influencing people so that they strive willingly and
enthusiastically towards the achievement of group goals. Leadership is also defined as a process
in which an individual influences a group to achieve common goals.
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Management is the coordination and administration of tasks to achieve a goal. It is the act of
getting people together to accomplish desired goals and objectives using available resources
efficiently and effectively. The different resource types within management are human, financial,
technological or natural) human, financial, technological or natural. Management operates through
five basic functions: planning, organizing, coordinating, commanding, and controlling for the
purpose of accomplishing a goal.
E-tivity 1.2.1: Definition of Leadership and Management
Numbering, pacing and sequencing 1.2.1

Title Definition of Leadership and Management
Purpose The purpose of this e-tivity is to enable you to
define the concepts of leadership and
management
Brief summary of overall task Watch Video1and Video 2
Spark
Individual task In a sentence develop your own definition of

leadership and management.
Interaction begins a) post the key themes that are common in the
Definition leadership and management.
b) Provide positive and constructive feedback on the
team learners views and ideas. Do this on the
discussion forum 1.2.1
E-moderator interventions 1 Ensure that learners are focused on the contents
and context of discussion.
2 Stimulate further learning and generation of
new ideas.
3 Provide feedback on the learning progress.
4. Close the e-tivity
6
Schedule and time This task should take 30 minutes
Next Distinction between leadership and management
1.2.2 Distinction between Leadership and Management
Is a good manager automatically a good leader? What is the difference between leadership
and management?
The words leadership and management are among the most commonly used words in organizations
and are often used interchangeably, but they have different meanings. The primary difference
between management and leadership is that leaders don’t necessarily hold or occupy a
management position. Simply put, a leader doesn’t have to be an authority figure in the
organization; a leader can be anyone. More so, leaders have people who follow them while
managers have people who work for them. Thus, leadership is about getting people to understand
and believe in your vision and to work with you to achieve your goals while managing is more
about administering and making sure the day-to-day things are happening as they should. In this
lesson we shall look at the differences between leadership and management.
Numbering, pacing and 1.2.2

sequencing
Title Distinction between of Leadership and Management
Purpose The purpose of this e-tivity is to enable you to distinguish

between leadership and management
Brief summary of overall task Watch this video 1 and video 2 and video 3
Spark
Individual task Using a table with two columns, distinguish between

leadership and management
Interaction begins Provide positive and constructive feedback on the team
learners views and ideas. Do this on the discussion forum
1.2.2
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E-moderator interventions 1. Ensure that learners are focused on the contents and
context of discussion.
2. Stimulate further learning and generation of new ideas.
3. Provide feedback on the learning progress.
Schedule and time This activity takes one hour
Next Skills and behaviours that leaders and managers need to
develop
1.2.3: Essential skills/Qualities of Effective leaders and managers
We manage things such as programs, budgets, contracts, projects and processes, but we should be
leading people. Many of us wear both hats, but we need to understand the difference so that we
appropriately flex within and between the two roles. There are people who are great leaders but
horrible managers, and there are people who are great managers and horrible leaders. How can this
be? Because these two competencies require different skillsets. Leaders and managers are required
to develop certain kind of skills and behaviours to enable them achieve the objectives of their
organizations. This session, we will look at the skills that leaders and managers must possess.
E-tivity 1.2.3: Essential Skills/ Qualities of Effective leaders and managers

Title Essential Skills/Qualities of Effective leaders and
Managers
Purpose The purpose of this e-tivity is to help you understand

the skills/qualities that great leaders and managers
must possess.
Brief summary of overall task Watch this Video 1 and Video 2 and Video 3
Spark
Individual task Describe 7 essential qualities of great leaders and

managers and five skills that leaders and managers
must develop.
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Interaction begins Provide positive and constructive feedback on the
team learners’ views and ideas. Do this on the
E-moderator interventions 1. Ensure that learners are focused on the contents
2. Stimulate further learning and generation of
new ideas.
Next Sources of Power for Leaders and Managers
1.2.4: Sources of Power for Leaders and Managers
Power refers to the possession of authority and influence over others. Power is the ability to cause
or prevent an action, make things happen; the discretion to act or not act. It is the capacity or ability
to direct or influence the behavior of others or the course of events. It is the capacity that A has to
influence the behavior of B so that B acts following A’s wishes.” Depending on who has power
and how that power is used, both positive and negative outcomes can result from the use (or abuse)
of power. The more power you have, the more carefully it needs to be exercised. But in general,
we all want more power: it gives us a bigger say in decision-making and more control over our
environment. Sociologists John French and Bertram Raven (1959) identified five types of social
power namely, legitimate, reward, coercive, referent, and expert power. In this session we will
discuss where does power come from and what is it that gives an individual or a group influence
over others?
E-tivity 1.2.4: Sources of Power for Leaders and Managers

Title Sources of Power for Leaders and Managers
Purpose The purpose of this e-tivity is to help you understand the

different sources of power available to leaders and
managers.
Brief summary of overall task Watch this video 1
Spark
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Individual task In your own words define the term power and
describe the 5 sources of power giving relevant
examples.
new ideas.
Next Application of leadership and Management skills
1.3 Assessment Questions

1. Management is about coping with complexity while Leadership is about coping with change
a. True
b. False
c. Not necessary
d. Not sure
2. Which of the following best defines the word leadership?
a) Being in charge of an office or institution

b) Exercising authority over others
c) The art or process of influencing people towards realization of goals
d) The capacity to make people do what you want them to do
3. Which one of the following is true about managers?
(a) Managers are people who do the right things
(b) Managers are people who do things right
(c) In modern organizations managers and leaders are not used interchangeably.
(d) Managers are people who at times do not do things right.
4. Which of the following describes the three sources of power available to a leaders?
a) Referent, reward, coercive power

b) Reward, coercive, diligent power
c) Referent, Submissive, Reward power
d) Reward, diligent, Referent power
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1.4 References
1. Richard Rierson (2014, July 14). What is Leadership? Retrieved from
https://www.youtube.com/watch?v=zpNWDekfGog&t=601s
2. EasyMBA (2018, April 16). Definition, concept & importance of management. Retrieved
from https://www.youtube.com/watch?v=0GyKxRYx1tQ
3. Project Management Videos (2018, October 8). Leadership vs Management, What's the
Difference? Retrieved from https://www.youtube.com/watch?v=to6dPqKQan0
4. Tutorials Point (India) Ltd. (2017, February 7). Soft Skills - Leadership Vs Management.
Retrieved from https://www.youtube.com/watch?v=DwwBZn5duk8
5. Leadership & Management 101—Defining and Applying the Principles. Retrieved from
https://www.youtube.com/watch?v=y_K_Ej-knDE&t=406s
6. Brian Tracy (2013, October 4). 7 Essential Qualities of All Great Leaders. Retrieved from
https://www.youtube.com/watch?v=eG16EmA2Fe0
7. EasyMBA (2018, March 2). Managerial Skills. Retrieved from

https://www.youtube.com/watch?v=nFSeS1MeSeY
8. EPM (2017,July 7).The 5 Types of Power. https://www.youtube.com/watch?v=VJztnIFPO4o
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SESSION 2
LEADERSHIP THEORIES
2.1 Introduction
We are going to introduce you to leadership theories. There are several theories that explain the
concept of leadership. You will learn different types of leadership theories to gain valuable insights
about leadership. You will also learn reasons why these leadership theories are important.
2.2 Learning outcomes

2.2.1 Identify the various theories in leadership;

2.2.2 Describe both ancient and contemporary leadership theories;
2.2.3 Distinguish between transformation and transactional leadership styles
2.2.4. Personality Tests : Myers Briggs and the Enneagram
2.2.1 E-Tivity identifying various theories in leadership

sequencing
Title Leadership Theories
Purpose The purpose of this E-Tivity is to enable the learners to identify the
various theories in leadership
Brief summary of - Watch and listen to video one, two and three
overall task - Make brief summaries
Spark
License information
Individual task • Listen to the video carefully and make notes on various theories of
leadership in your own words
Interaction begins • Post your definition of motivation in the discussion forum 2.2.1
• Read two of your colleague’s posts and comment on their
contributions
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E-moderator • Ensure learners keep focus on contents of subject under discussion
interventions • Guide the interaction on the discussion forum
• Provide feedback on learning progress
• Close the E-Tivity
Schedule and time The task will take 20 minutes
Next ancient and contemporary leadership theories
2.2.2 E-Tivity Describing ancient and contemporary leadership theories

sequencing
Purpose The purpose of this E-Tivity is to enable the learners to describe both
ancient and contemporary leadership theories
overall task - Make brief summaries
Spark
License information
Individual task • Explain various ancient and contemporaries theories on leadership.
Explain what is leadership?
contributions
Next Transformation and Transactional leadership styles
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2.2.3 E-Tivity Distinguish between transformation and transactional leadership styles

sequencing
Purpose The purpose of this E-Tivity is to enable the learners to Distinguish
between transformation and transactional leadership styles
overall task - Make brief summaries on various definitions
Spark
License information
Individual task • Listen and make notes to explain how to apply theories of leader
giving examples
contributions
Next
2.2.4. Personality Tests
Personality tests are critical for leaders, because they enable one to recognize their strengths and
weaknesses. This knowledge enables a leader to work on their weaknesses in order to ensure a
balanced outlook as one performs their leadership roles.

sequencing
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Title Personality Tests
Purpose The purpose of this E-Tivity is to enable the learners to learn and use
the two main personality tests.
Brief summary of - Watch and listen to video one, two
overall task - Make brief summaries on your personality traits
Spark
Individual task • Listen and make notes to explain how personalities are
shaped/formed.
Interaction begins • Post your probable personality in the discussion forum 2.2.4
contributions on their personalities.
Next
Effective Leadership and Management Skills
2.2.5. TEMPERAMENTS
There are “reasons” for everything we do as human beings, though it is often difficult for us
to understand why we think like we think, feel like we feel, or act like we act in life. Many of the
answers for human behavior can be found in people’s temperaments or personalities
Temperament is biologically determined where personality is a product of the social

environment.
Extroverted Personalities: The Choleric and Sanguine personality-types are more “out-going,”
more sociable, and more comfortable in a crowd, even standing out in a crowd.
Introverted Personalities: The Melancholy and Phlegmatic personality-types are more shy and
“reserved” and feel anxious about being in crowd, especially at being singled-out in a crowd.
It should be noted that all human beings have a degree of each of these four personality types
within them, though each person will definitely test out higher in one, with another being a
close second.
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No individual only possesses one personality type, and most of us have a very strong
secondary temperament.
It should be noted that there are varying degrees of Extroversion and Introversion — in other
words, some Phlegmatics and Melancholies “border” on being out-going, and some Cholerics
and Sanguines “border” on being shy.
The following are the various temperaments, and some characteristics. The learners should
discuss which temperament identifies them.
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2.2.6. Understanding Intelligence
Gardner describes Intelligence as "a bio-psychological potential to process information that can
be activated in a cultural setting to solve problems or to create products that are of value in
a culture" (Intelligence Reframed, Basic Books. 1999. 33-34).
According to Gardner, Effective Leaders, have multiple intelligence because : “They are gifted
with language; they can tell effective stories and often can write skillfully, too. Second,
they display strong interpersonal skills; they understand the aspirations and fears of other
persons, whom they can influence. Third, they have a good intrapersonal sense – a keen
awareness of their own strengths, weaknesses, and goals – and they are prepared to reflect
regularly on their personal course. Finally, the most effective leaders are able to address
existential questions: They help audiences understand their own life situations, clarify
their goals, and feel engaged in a meaningful quest.”
Fig. 1: Illustration of the seven types of intelligence.
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Emotional Intelligence = EQ, by psychologist Daniel Goleman in 1995 book called 'Emotional
Intelligence'
Two key aspects of theory:
Ø personal competence - self-awareness, self-regulation, self-motivation
Ø social competence - social awareness, social skills
Goleman identified the five 'domains' of EQ as:
Ø Knowing your emotions.
Ø Managing your own emotions.
Ø Motivating yourself.
Ø Recognizing and understanding other people's emotions.
Ø Managing relationships, ie., managing the emotions of others.
2.2.6. Assessment questions
Indicate which is true in each of these 2 statements in each of the following statements [Answers
in red colour and bold]
1. Trait Approaches to Leadership is;

a) Based on the assumption that effective leaders acquire natural talents inherited qualities.
b). Based on the assumption that effective leaders possess naturally inherited qualities.
2. According to Behavioural Leadership Theory;

a) Task performance; Group maintenance and decision making are 3 categories of leadership
behaviour.
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b) Task performance; Group maintenance and participative decision making are 3 categories
of leadership behaviour.
3. 3 key Leadership Styles Approaches are;

a) Autocratic; democratic and laissez faire leadership styles.
b) Benevolence; democratic and laissez faire leadership styles
4. Situational Theory is premised on;

a) Constant situations
b) Variations of situations
5. Path-Goal Theory asserts that;

a) A leader’s responsibility is to enhance the motivation of his followers in attaining both
personal and organizational goals
b) A leader’s responsibility is to enhance the confidence and trust of his followers in attaining
both personal and organizational goals
6. Classical leadership models say that;

a) The leader has some desirable characteristics like personality, abilities and aptitudes to get
success as leader.
b) The leader has some physical characteristics like personality, abilities and aptitudes
to get success as leader
7. Discuss why it is important for leaders to know their temperament.

8. Describe Gardners theory on multiple intelligence.
9. Transformational leadership is generally regarded as superior on the scale of effectiveness than
transactional leadership.
a) True
b) False
2.2.6. E-References
1. Ten leadership theories https://onlineleadershipnetwork.com/ten-leadership-theories-in-

five-minutes/
2. Leadership styles https://www.tes.com/lessons/Nrr13i9UCJa4dg/leadership-styles
3. democratic leadership https://www.youtube.com/watch?v=RmqsV1293Rk
4. leadership and management https://praewnasita.wordpress.com/2016/06/10/leadership-
vs-management/
5. watch videos on 5 leadership theories
https://www.youtube.com/watch?v=WOtBp0D85LI
6. watch video on 10 leadership theories https://www.youtube.com/watch?v=xB-YhBbtfXE
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7. watch video on transactional leadership
https://www.youtube.com/watch?v=gloSgEV9lLU
8. watch video on transformational leadership
https://www.youtube.com/watch?v=60O2OH7mHys
9. watch video on transformational leadership theory
https://www.youtube.com/watch?v=yOkqygQA6jY
10. watch video on Contemporary leadership theories

https://www.youtube.com/watch?v=6XSx_uGVe5g or
https://www.youtube.com/watch?v=pLeSB8VYd-A
11. leadership styles https://ctb.ku.edu/en/table-of-contents/leadership/leadership-
ideas/leadership-styles/main
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SESSION 3: EFFECTIVE LEADERSHIP AND MANAGEMENT SKILLS
3.1. Introduction: Time Management

In this lesson, we will discuss time management, planning for effective time management,
strategies and accruing benefits. I hope the lesson will enable you understand the fundamentals of
time management especially at this prime time of your career.
3.2 Lesson Learning Outcomes

3.2.1. Explain the benefits of time management
3.2.2. Explain team management and performance
3.2.3. Attitudes and Change management
3.2.4. Problem solving techniques and Decision making
3.2.1. The concept of Time management

Time management is ‘the process of improving an individual or group’s ability and productivity
through more efficient use of time. It is the ability to accomplish given tasks and goals within a
given time frame. This is based on the premise that time is a resource everyone has in equal
measure yet the most misused (12 of light and 12 of darkness). Time management therefore
means efficient use of time to accomplish critical tasks that build your life goals.
Planning for effective use of time

It is possible to manage time by adopting several techniques. Effective time management is
crucial to accomplishing organizational tasks as well as to avoiding wasting valuable personal or
organizational assets. Try adopting the following strategies in your day to day activities in the
next I month and make a brief report on your time management:
Better planning- identify time wasters (visitors, procrastination, inability to say NO, Transport,
phone calls, Television, radio, social media, not getting started, burn outs, and meetings etc.
Prioritizing- make a list of things to do in a specific time starting with most important
Delegating tasks to avoid getting overwhelmed and give others a chance to learn and take pride
Exercising control over your environment to avoid being swept off by crisis
Understanding oneself or organizations' habits, mastering routines and attitudes that require to
change
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Note; you don’t have as many days as the calendar has; you only have as many as you can make
use of this you can only achieve through self-discipline.
Benefits of Effective Time Management

Once you are able to manage your time you are bound to realize the following benefits:
• Making key decisions; this helps in meeting targets in a timely manner

• Job Satisfaction allocating time to tasks and accomplishing them in time enhances your
performance
• Improved performance promotes personal and professional growth
• Reduced anxiety makes your work tress free
• Helps to avoid crisis doing the right thing at the right time; no procrastination
• Better interpersonal relations having met expectations of those who depend on you
gives you an easier time with your boss and in other relations.
E-tivity 3.2.1 – Effective time Management

Title Effective time management and the benefits at personal and
organizational level
Purpose The purpose of this e-tivity is to enable you appreciate
the fundamentals of time management.
Brief summary of overall task Watch Video 3.1 on this link by Career Lunch & Learn:
Managing Your Time Like a CEO
Spark
Individual task (a) Using bullet points outline four practices for
effective time management.
(b) In a sentence, develop your own definition of time
that can be accessed by your facilitator if required.
3.2.2. Introduction: Team management and performance

In this lesson, we introduce you to the topic of leadership and team performance in the team
context. A leader’s effectiveness is measured by his/her impact upon team members. Providing
leadership that improves team success includes not only the ability to articulate and convey a vision
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and adjust to various circumstances but also the ability to listen, respond to feedback, and even
delegate responsibility where appropriate.
As explained earlier, Leadership is a multidisciplinary concept whose definition and use varies. It
has been variously defined as the process of influencing followers to do things that they would
have not ordinarily done. These followers form teams that must be directed to produce intended
results. A leader who can’t define and communicate a vision properly will not produce intended
team results.
In this lesson, we shall explore effective leadership in team performance. It is hoped that you will
be inspired towards modeling the right leadership for organizational team effectiveness.
Characteristics of a highly effective team leader

Leaders and especially in the 21st century are faced with changes in technology, market
uncertainties, and emerging crisis such as the COVID-19. These require leaders and teams to be
innovative and operate at breakneck speed. Leaders have therefore to have the courage to break
new grounds and reinvent alternative ways of doing things. This does not only instruct and delegate
tasks but to lead teams to navigate challenging situations. Such will call for leadership skills that
leaders must adopt. A leader should have Self-Awareness (knowledge of one’s strengths and
weaknesses), Awareness of others (Strengths and weaknesses, individual emotions and culture),
and Self-Direction (ability to direct oneself effectively) and dedication to a vision.
E-tivity 3.2.2. Characteristics of highly effective team leaders

sequencing
Title characteristics of highly effective team leaders
Purpose The purpose of this e-tivity is to enable you to explain
the various characteristics of highly effective team
leader
Brief summary of overall task Watch videos on these links
Read the attached material on leadership and highlight of
15 characteristics of a good leader.
Read this extract attached
Listen to the video provided on team leadership
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Spark
Individual task (a) Using bullet points, outline five qualities of a good
leader
(b) In a sentence, develop your own definition of a good
leaders
Interaction begins a) Post two reasons why it is not easy to define leadership
b) Differentiate a leader from team leader
c) Post five qualities of a good leader
d) Post five characteristics of a good team leader
E-moderator interventions • Ensure that learners are focused on the contents and
• Stimulate further learning and generation of new ideas.
• Provide feedback on the learning progress.
• Round-up the e-tivity
Schedule and time This task should take 1hour
Next Team and Team Performance
Teams and Team Performance

A team is two or more individuals who regularly communicate and work in collaboration to
achieve common goals. A team is led by a team leader who provides direction, support and
encouragement. The team-leader relationship defines the degree to which specified goals are
achieved. A group is composed of three or more individuals who identify themselves as a separate
unit or department but function individually to achieve organizational objectives
Team performance refers to the degree to which a team achieves defined goals and team success
is the outcome of leadership confidence variable. A team is also said to be just as strong as its
leader, since the leader is setting the tone. Indeed, a group of highly intelligent people may work
together but do so in such total discord that their collective performance is disastrous. In deciding
group success the team leader plays a central role. Biech (2010) believes that a team's growth and
stability happens only when there is a sense of mutual leadership among the participants. Team
leaders can in turn empower and encourage people to improve
E-tivity - 3.2.2 Team and Team Performance.
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Title Team and Team Performance
Purpose The purpose of this e-tivity is to enable you to describe
team and team performance.
Brief summary of overall task Read the materials on these links
and Summarize the characteristics of performing teams.
Watch the video which differentiates team from group
https://www.youtube.com/watch?v=uG-FLOi4OOU
Spark
Individual task a) In a sentence define a team

b) Explain five characteristics of performing teams.
c) On a table differentiate a team from a group.
Interaction begins Post your answers in the discussion forum 3.2.2
E-moderator interventions a) Ensure that learners are focused on the contents
b) Stimulate further learning and generation of new
ideas.
c) Provide feedback on the learning progress.
1. Round-up the e-tivity
Schedule and time This task should take two hours
Next Strategies of building strong teams
Strategies of Building Strong Teams

E-tivity 3.2.2 _ Theories of Entrepreneurship
Title Building strong teams
Purpose The purpose of this e-tivity is to enable you to understand how

leaders build strong teams
Brief summary of overall Watch video and read the materials on these links
task https://www.youtube.com/watch?v=3e3hRJvQFSg
Also you can read this book
25
Spark
Individual task Look at the spark and identify two things the insects are doing as a
team
Interaction begins a) Identify three ways a leader can make a team strong
b) Identify three habits of a leader that make teams strong
E-moderator interventions 1. Ensure that learners are focused on the contents and context of
discussion.
Schedule and time This task should take 1 hour
Next Attitudes and Change Management
ATTITUDES AND CHANGE MANAGEMENT
3.2.3.: Introduction
In the world we are living in today, change is inevitable and seems to be the order of the day.
Attitudes will determine how we react to change and consequently how we manage the change.
Attitudes help us to plan, organize and respond to change, and control the consequences of change.
Defining Key Terms
Change is any alteration in the current status of an individual; the status could be social, work
related, economic, physical, psychological or otherwise. Change may result from within for
instance change in your body. External change is triggered by the external environment such as
loss of a job.
Types of change
In this section we will examine the various types of change we are likely to experience:
26
Evolutionally change usually occurs gradually and most of the times it is expected. It evolves
naturally like marrying and having children.
Revolutionally change; is usually radical, major and may be expected or not expected. For
example becoming expectant when a student is a first year in the university after attending a
welcome bash and the student does not even know the father of the baby.
Planned Vs Unplanned change; Planned change is where the change is predictable, expected
and carefully analyzed. The outcomes are known and their timing. Unplanned change happen by
chance may be due an occurrence of a certain event. One of the tools for planning is The Three
Stage Change Process: (a) where are you now (present situation)? (b) Where would you like to
be (desired future)? (c) How do you get there (process)? This tool helps to demystify change by
having a breakdown of the importance of change.
Punitive Vs Reward oriented change; punitive change is where change is implemented to

punish an individual or a given stakeholders.
Rewarding change is where change is done to reward or compensate an individual, or to

reinforce certain behavior.
Formal Vs informal change; Formal change is intended, known, discussed and accepted by
stakeholders while informal change is where change occurs without plans.
Forced Vs Voluntary change; Forced change is where one is coerced by forces beyond ones
control, forced by circumstances.
Voluntary change is where one chooses to change after observing environmental dynamics.
THE CONCEPT OF ATTITUDE
There are various sources of attitudes varying from one person to another. Attitudes are based
on perceptions. A person acquires attitudes and if continuously reinforced, they form part of the
Individual’s behavior. Attitudes may come from the following sources:
Direct experience with the objects or stimulus; interaction with a drunkard parent may develop
in you a negative attitudes towards drinking.
Socio-cultural background- for example; a certain tribe may like or dislike certain things.
Learnt from peers or colleagues as we associate
Developed through affiliations; religious or professional associations etc.
REASONS FOR DIFFERENT ATTITUDES TOWARDS CHANGE
27
Majority of us see change as a threat until they identify that the change is for their benefit. Some
have an attitude that change is costly, time consuming, unnecessary, a threat or even a bother,
with right information is availed, it creates positive attitudes.
Positive attitudes can be developed by having different views towards change and getting
sufficient information about a certain occurrence, expectation, prediction or a future. Need to
appreciate change as part of life. Looking at the future benefits of change and comparing with the
current benefits. Identifying people with positive attitudes also help to develop positive attitudes.
Positive attitudes make you an indispensable in life, people want to be close to you and be part of
your life, and the opposite happens when one has negative attitudes.
E-tivity -3.2.3 Attitudes and Change Management

sequencing
Title Attitudes and change management
Purpose The purpose of this e-tivity is to enable you appreciate the value
of positive attitude in time of change
Brief summary of overall task Read these Material and Summarize the tips on how to change
your attitude gradually
Spark
Individual task a) In a paragraph, explain two types of change you have

gone through recently
b) Using two examples distinguish between evolutionally

and revolutionally change
28
Interaction begins 1. Post four reasons for negative attitude among youth in
modern society in forum 7
2. Provide suggestions on what you have planned to do to
develop positive attitude to life after campus in forum 7
Next Problem Solving
3.2.4. Introduction: Problem Solving Techniques and Decision Making

In this lesson, we look at good problem-solving skills which are fundamentally important for
success in your life and career. Thus, this lesson will expose you to a systematic approach that can
help you improve your problem-solving skills.
Basic steps in problem solving

Problem solving is a key skill that can make a huge difference to our lives and careers. At work,
and in team situations, problems often emerge as part of the day to day functioning of the members.
Being a confident problem solver is therefore important to your success as a leader. Much of that
confidence comes from having adequate mastery of the process of solving a problem(s). In this
lesson we are going to look at five basic steps in problem solving as given by Beecroft, Duffy, and
Moran (2003). They are:
i. Defining the problem;
ii. Generating alternatives;
iii. Evaluating and selecting alternatives;
iv. Implementing solutions; and
v. Getting feedback.
Defining the Problem

A problem exists when an obstacle prevents you from reaching an objective. Obviously, before
any action can be taken to solve a problem, you need to recognize that a problem exists, and to
29
diagnose the situation so that focus is on the problem, not just its symptoms. Avoid making snap
judgments based on a few symptoms but look for root causes whenever possible.
Generate Alternative Solutions

Once the problem has been identified and its causes determined, you will need to develop possible
solutions to the problem. Brainstorm, read, research, think, ask questions, discuss. Look for ideas
and solutions. Learn as much as you can about the problem. Avoid selecting one solution until
several alternatives have been proposed.
Evaluate and Select an Alternative

Once you have collected the facts and data, you can come up with several potential options. Review
the good and the bad of each option. Prospective solutions must be analyzed for their suitability to
determine which is best to handle the problem. Do careful analysis of the different possible courses
of action and then select the best solution for implementation.
Implement and Follow Up on the Solution

Once the best solution is determined, put it into practice. This may be done on a limited scale at
first to verify that the solution is indeed the best. Often times, it is necessary for leaders to “sell”
the solution to others or facilitate the implementation by involving the efforts of others. Involving
others in the implementation minimizes resistance to subsequent changes.
Get Feedback
It is helpful to continue getting feedback to verify that the solution is working as expected and to
find ways to adjust it if it is not working effectively.
30
E-tivity 3.2.4 – Basic Steps in Problem Solving
Numbering, pacing and 3.2.4.

sequencing
Title Basic Steps in Problem Solving
Purpose The purpose of this e-tivity is to enable you to identify
the basic steps to be followed when you are addressing
a problem
Brief summary of overall task Watch videos 1 and video 2 on these links
And note down the key steps in problem solving
Spark
Individual task (a) Using bullet points, outline the key steps in problem
solving in each of the two videos.
(b) Identify the steps that are common in the two videos
and share via this link
Interaction begins e) Read two responses from your colleagues and comment
on them
f) Post any new insight you have got on problem solving
steps and share on discussion forum 3.2.4
Schedule and time This task should take one 30 minutes
Next The Skills of Problem Solving
31
The Skills of Problem Solving
Problem solving requires two distinct types of mental skills: analytical and creative. Analytical
thinking includes skills such as ordering, comparing, contrasting, evaluating and selecting. It helps
to select the best alternative from those available by narrowing down the range of possibilities.
Creative thinking, on the other hand, uses the imagination to create a large range of ideas for
solutions. It requires us to look beyond the obvious, creating ideas which may, at first, seem
unrealistic or have no logical connection with the problem. There is a large element of creative
thinking in solving open problems. Effective problem solving requires a mixture of both analytical
and creative skills.
E-tivity 3.2.4 – The skills of problem solving
Numbering, pacing and sequencing 3.2.4.
Title The skills of problem solving
Purpose The purpose of this e-tivity is to enable you to identify and

explain the key skills of problem solving
Brief summary of overall task Watch videos 1 and read this slide
And note down the key steps in analytical problem solving
Spark
Individual task a) Using bullet points, outline the key steps in analytical
problem solving in each of the two videos.
b) Identify the steps that are common in the two videos and
share via this link
Interaction begins a) Read two responses from your colleagues and comment
on them
b) Post any new insight you have got on problem solving
steps and share on discussion forum 3.2.4.
E-moderator interventions 1 Ensure that learners are focused on the contents and
2 Stimulate further learning and generation of new ideas.
4 Close the e-tivity
32
Next Problem Solving Analytical tools
Problem Solving Analytical tools

In the previous section we saw that problem solving requires two analytical and creative mental
skills. In this section we are going to look at some tools (Fish bone & 5 Whys) that you can use
for analysing a given problem.
E-tivity 3.2.4 – Problem Solving Analytical tools
Numbering, pacing and 3.2.4.

sequencing
Title Problem Solving Analytical tools
Purpose The purpose of this e-tivity is to enable you to utilise
problem solving analytical tools
Brief summary of overall task Watch video 1 , video 2 and video 3 on these links
And note down the key steps in analysing a problem using
the given tools
Spark
Individual task (c) Using bullet points, outline how the fish diagram
relates the effect and the causes of a given problem.
(d) Explain the similarities between the Fish diagram
and the 5 Whys and share via this link
Interaction begins g) Read two responses from your colleagues and comment
on them
33
h) Think of a problem and use the Fish diagram to analyze
its effect and causes hare on discussion forum 3.2.4
i) Read one response from your colleagues and give your
comments
Next The Problem Tree and Solution tree
Problem Tree and Solution tree

In the previous section we saw how the fish bone diagram can be used to analyze the cause and
effect of a given problem. In this section we are going to learn how the tree diagram can be used
to analyze the cause and effects of a given problem. We are also going to learn how the problem
tree can be converted to a solution tree.
E-tivity 3.2.4. The Problem Tree and Solution tree

Title The Problem Tree and Solution tree
Purpose The purpose of this e-tivity is to enable you develop a problem
tree as well as a solution tree
Brief summary of overall task Watch videos 1 and videos 2 on these links
And note down the key steps in problem tree and solution
tree development
Spark
Individual task Identify the key differences between a problem tree and a
solution tree and share your responses via this link
Interaction begins j) Read two responses from your colleagues and comment
on them
k) Think of a problem, develop its problem and solution
trees and share on discussion forum 3.2.4
l) Read one response from your colleagues and give your
comments
34

Next Transformational Leadership
3.2.5. Assessment Questions
1. Which word best describes leadership

a) Motivation
b) Influence
c) Satisfaction
d) Forward
2. Which of the following does not differentiate team from group

a) Accountability
b) Purpose
c) Direction
d) Performance
3. In the book seven habits of effective managers, synergy has been defined as
a) Ability to demonstrate innovative problem-solving skills
b) Ability to make all team members to contribute
c) Ability to eliminate energy and time-wasting tendencies
d) Ability to develop outcome-oriented mindset
4. In times of team disintegration, a leader should have all of the following except
a) Self-awareness
b) Cultural awareness
c) Emotional awareness
d) Economic awareness
5. Attitudes help to control the consequences of change

(a) True
(b) False
6. Voluntary change is developed through affiliations
(a) True
(b) False
35
7. Formal change is intended, known, discussed and accepted by stakeholders
a) True
b) False
8. Attitude can be learnt from peers or colleagues as we associate
a) True
b) False
9. Time can be best managed by

a. Planning
b. Entertaining visitors
c. Ensure you do things yourself
d. Starting with easy tasks
10.Which of the following of the following is false about time in management
a. Managers manage their subordinates time
b. Its equal to all
c. Managing time helps to avoid crisis
d. Effective delegation can save time
11. Which of the following of the following is false about time in management
a. Managers manage their subordinates time
b. Its equal to all
c. Managing time helps to avoid crisis
d. Effective delegation can save time
12. Which of the following is not a benefit of effective time management?
(a) Making key decisions
(b) Job Satisfaction
(c) Improved performance
(d) Anxiety
13. Which of the following statement best describe a problem?

a) A problem is when some things go wrong
b) A problem is when a 100% results are not attained
c) A problem is when we are unable to reach the objective
14. What should be the first step in addressing a problem?

a) Searching for alternative solutions
b) Troubleshooting the system
c) Defining the problem
d) Stopping all other activities
36
15. How many types of mental skills are required for problem solving?
a) Two
b) Three
c) Four
d) Five
16. When using the Fish bone tool to analyse a problem, the “Effect’ comes before the ‘Cause’.
a) True
b) False
3.2.6. REFERENCES
• Attitude Change: Persuasion and Social Influence,

https://www.annualreviews.org/doi/full/10.1146/annurev.psych.51.1.539
• Time Management Skills: Definition and Examples, https://www.indeed.com/career-
advice/career-development/time-management-skills
• Time Management - Meaning and its Importance,
https://www.managementstudyguide.com/time-management.htm
• Attitude and change in education. Available online at www.sciencedirect.com
• Attitude change: The science of changing human attitudes and perspectives,
https://www.ckju.net/en/dossier/attitude-change-science-changing-human-attitudes-and-
perspectives
• CE&GS, N. (2018, October 05). Concept and Theories of Entrepreneurship. Retrieved
from https://fliphtml5.com/zroi/duvs/basic
• Decision Skills (2014). How to Solve a Problem in Four Steps. Retrieved from
https://www.youtube.com/watch?v=QOjTJAFyNrU
• Leanvlog (2018). What is Problem Solving - The 8 Steps of Toyota. Retrieved from
https://www.youtube.com/watch?v=gaibyX-bHik
• BNET Video (2011). 7 Step Problem Solving. Retrieved from
https://www.youtube.com/watch?v=bZXDGQSuF9I
• Infinity MFG (2017). Quality Part 2: Ishikawa Diagram. Retrieved from
https://www.youtube.com/watch?v=DZwajTjyPmA
• Digital E-Learning (2019). Fishbone diagram. Retrieved from
https://www.youtube.com/watch?v=p-qAON7R06c
• EPM (2019). The 5 Whys Explained-Root cause analysis. Retrieved from
https://www.youtube.com/watch?v=t7FcK8jV2yA&t=51s
• TolaData (2019). Step 1: Identifying the focal issue with ‘Problem Tree Analysis’
technique. Retrieved from https://www.youtube.com/watch?v=-j-_Y7D35H4
• ErasmusPlus (2014). How to write a project (Problem tree). Retrieved from
https://www.youtube.com/watch?v=S53DCEd6Avc
• Nicky Janmeda (2019). Problem solving techniques. Retrieved from
https://www.slideshare.net/nicky1989/problem-solving-techniques-141279025
• Covey, S. (1989). Seven habits of effective people. Retrieved from
https://en.wikipedia.org/wiki/The_7_Habits_of_Highly_Effective_People#/media/File:Th
e_7_Habits_of_Highly_Effective_People.jpg
37
• Salas, E. Stagl G. Burke, C.and Goodwin, G.F. (2007) Fostering team effectiveness in
organisations: Towards interactive Theoretical Framework. Retrieved from
https://books.google.co.ke/books?hl=en&lr=&id=pWMhhku8Ca4C&oi=fnd&pg=PA185
&dq=Burke+2007+team&ots=9rr6BRO_Ri&sig=wJLQMafWFp2nOGpNyJUZjJAxBgA
&redir_esc=y#v=onepage&q=Burke%202007%20team&f=false
• Tu Delft open course ware. Retrieved from https://ocw.tudelft.nl/course-lectures/1-2-1-an-
incentive-to-cooperate/
38
SESSION 4
TRANSFORMATIONAL LEADERSHIP
“You are not made a leader by your job title; you are made a leader by your influence.”
(Anonymous)
4.1: Introduction
As interest in the study of leadership has increased over the last 100 years, a number of different
leadership theories have been introduced to explain what it means to be a leader and why certain
people become great leaders. Transformational leadership theory is a relatively new approach to
leadership which was first introduced by James MacGregor Burns (1978) in his descriptive
research on political leaders. Burns, distinguished between transactional and transformational
leadership. He noted that transformational leadership focuses on how leaders create valuable and
positive change in their followers by inspiring them to achieve extra ordinary results, while
transactional leadership is based on leaders using rewards and punishments to gain compliance
from their followers in achieving expected goals. In this session, we shall look at the definition of
transformational leadership; difference between transformational leadership and transactional
leadership and the four components (4I’s) of transformational leadership.
4.2.Session Learning Outcomes

4.2.1. Define the concept of transformational leadership
4.2.2. Distinguish Transformational Leadership and Transactional Leadership
4.2.3. Understand the four components/characteristics and elements of transformational
leadership.
4.2.1. Definition of Transformational Leadership
"Good leadership consists of showing average people how to do the work of superior people."
(John D. Rockefeller)
According to James MacGregor Burns, transformational leadership is the process in which

"leaders and followers help each other to advance to a higher level of morale and motivation". It
39
is a leadership style in which leaders encourage, inspire and motivate employees to innovate and
create change that will help grow and shape the future success of the company. Transformational
leadership is when the behaviour of a leader influence followers and inspire them to perform
beyond their perceived capabilities in order to achieve unexpected or remarkable results.
Thus, Transformational leaders are those who stimulate and inspire followers to both achieve
extraordinary outcomes and, in the process, develop their own leadership capacity. A
transformational leader must have a strong and positive vision that he/she intends to achieve, which
must be clearly communicated to followers for them to buy into it.
E-tivity 4.2.1: Definition of Transformational leadership

Title Definition of Transformational Leadership

the concept of transformational leadership.
Brief summary of overall task Watch this Video 1
Spark
Individual task In a sentence define in your own words your

understanding of transformational leadership

new ideas.
Schedule and time This activity takes 30 minutes
Next Distinction between transformational and
transactional leadership
40
4.2.2: Distinction between Transformational and Transactional Leadership
Different organizations have adopted either transformational or transactional leadership style,

while others apply both leadership styles depending on need, context or situation, in achieving
their objectives. However, studies have shown that organizations that adopt transformational
leadership style are more effective and successful since employees are intrinsically motivated.
Transformational leadership inspires and motivates followers, whereas transactional leadership is
based more on reinforcement and exchanges. In this lesson we will discuss the differences between
transactional and transformational leadership.
E-tivity 4.2.2: Distinction between Transformational and Transactional Leadership

Title Distinction between Transformational and
Transactional Leadership
Purpose The purpose of this e-tivity is to help you distinguish

between transformational and transactional
leadership styles.
Brief summary of overall task Watch this Video 1 and video 2
Spark
Individual task In a table with 2 columns, discuss five differences

between transformational and transactional
leadership.
new ideas.
Next Components (4I’s) of Transformational Leadership
41
4.2.3: Components (4I’s) of Transformational Leadership
For a leader to be referred to as transformational there are certain characteristics/qualities that

he/she must possess when dealing with the followers. Bernard Bass identified four components
(4I’s) of transformational leadership namely:
1. Individualized Consideration
This refers to the extent to which a leader attends to each follower’s needs by being a mentor,
coach or guide to the follower. They listen to the concerns and needs of each follower and provides
support and empathy of each person’ situation. They are also aware of the unique talents of each
follower and support them in developing and demonstrating these key skills and behaviors, which
aspires followers to develop further.
2. Intellectual Stimulation
Transformational leaders challenge assumptions, take risks and solicit followers’ ideas. The leader
challenges followers to be innovative and creative and encourages them to think independently so
that they become autonomous.
3. Inspirational Motivation
This is where the leader articulates an appealing vision that inspires and motivates others to
perform beyond expectations. They believe in their followers’ ability to meet their goals which
encourages them to invest more effort in their tasks and to be optimistic.
4. Idealized Influence
Transformational leaders are role models for their followers because they engage in high standards
of ethical behavior. Followers identify with these leaders, and want to emulate them. They are
deeply respected by followers, who usually place a great deal of trust in them.
You can become a transformational leader by:
1. Creating an inspiring vision of the future.

2. Motivating people to buy into and deliver the vision.
42
3. Managing delivery of the vision.
4. Building strong, trust-based relationships with your people.
E-tivity 4.2.3: Components (4I’s) Transformational Leadership
Title Components (4I’s) of Transformational

Leadership

the four components of transformational leadership.
Brief summary of overall task Watch this and video 1
Spark
Individual task In your own words discuss the 4 components of

transformational leadership. Using examples, show
how you can apply the 4I’s as a leader in an
organization.

new ideas.
Next
Mentoring, Coaching and Counselling
43
1. Which of the following statement does not describe a transformational leader?
a) Setting a vision for the organization

b) Communicating the vision to the followers
c) Dictating to followers what they are supposed to do
d) Motivating followers to achieve the vision
2. Transformational leadership is premised on four main components. Which one is not?
a) Inspirational motivation
b) Internalized consideration
c) Idealized Influence
d) Intellectual stimulation
3. Transactional leadership mainly involves:
a) Inspiring followers to achieve beyond expectation

b) Encouraging followers to think individually and be innovative
c) Rewarding and punishing followers depending on performance
d) Setting a good example by being a role model that followers can emulate
4.4: References
1. Audiopedia (2017, February, 1). What Is Transformational Leadership? What Does

Transformational Leadership Mean? Retrieved From
Https://Www.Youtube.Com/Watch?V=4d4jgluubjc&T=75s
2. Richtopia (2016, June 20). Transactional vs. Transformational Leadership Definition.
Retrieved from https://www.youtube.com/watch?v=FtnFKLqhL-Y&t=344s
3. David Burkus (2020, March 3). Which Leader Are You?: Transformational Leadership vs
Transactional Leadership Retrieved from https://www.youtube.com/watch?v=l8s8lHVMhO8
4. Ronald Riggio (2013, November 4). Transformational Leadership. Retrieved from
https://www.youtube.com/watch?v=ZvezV2Zhihg
44
MODULE TWO
MENTORING, COACHING AND COUNSELLING IN LEADERSHIP
SESSION 5: MENTORING, COACHING AND COUNSELLING

5.1. Introduction
Leadership and management in any institutional setting is manifested through influential

relationship with the followers who look forward to changes and outcomes that reflect their shared
purposes, based on institutional vision and mission. In this context the leader is a person who
guides, directs, and influences mentoring others to bring about the desired changes in the
institution. For this to happen, the leader must focuses on the satisfaction, motivation and the
general well-being of the followers. Such leaders are said to be relationship-oriented as they focus
on supporting, motivating and developing the people they lead as well as the relationships within
them. This style of leadership encourages good skills development, teamwork, positive
relationships, good communication and a healthy working environment. There are many areas that
a good leader can focus on in order to ensure that the people being led develop their career and
also are able to perform effectively in line with the institutional vision and mission. This session
focuses on mentoring and coaching
5.2. Lesson Learning Outcomes

5.2.1 Explain the key concepts in mentoring and coaching in leadership and management
5.2.2 Analyze the importance of mentoring and coaching in leadership and management
5.2.3 Distinguish between mentoring and coaching in leadership and management.
5.2.4 Apply best practices in mentoring and coaching, in leadership and management
5.2.1 The Concepts of Mentoring and Coaching in leadership and management

Mentoring involves helping and supporting people to manage their own life in order to maximize
their potential, develop their skills, improve their performance and achieve their life goals.
Mentoring in leadership focuses on supporting and encouraging people to maximize their potential,
45
develop their leadership skills, improve their performance and become the leaders they aspire to
be.
Coaching refers to a collaborative, solution focused, result-orientated and systematic process in
which the coach facilitates the enhancement of work performance, life experience, self-directed
performance and personal growth of the coachee. Coaching therefore is a teaching, training or
development process through which an individual is supported while achieving a specific personal
or professional result or goal in the context of leadership. The individual receiving coaching is
referred to as the client or coachee. Coaching is thus applied between two individuals where one
has greater experience and expertise than the other and offers advice and guidance as the other
goes through a learning process.
E-tivity 5.2.1 - Concept of Mentoring and Coaching in leadership and management

Title Definitions and concepts in mentorship and coaching in leadership
and management
Purpose The purpose of this e-tivity is to enable you to explain the concepts
of Mentoring and Coaching in leadership and management
Brief summary of overall task Read the document provided on this link
Spark
What do you think about this image?

Individual task (a) Using bullet points, outline the key concepts of mentoring and
mediation leadership and management
(b) In a sentence, develop your own definition of mentoring and
coaching in leadership and management
Interaction begins a) Post two themes that are common in the definition of mentoring
and coaching leadership and management
b) Provide positive and constructive feedback on the team learners
‘views and ideas. Do this on the discussion forum 9.2.1.
E-moderator interventions 1. Ensure that learners are focused on the contents and context
of discussion.
Schedule and time This task should take two hour
Next Importance of mentoring and coaching in leadership and
management leadership and management
46
5.2.2 Analyze the importance of mentoring and coaching in leadership and management
Many organizations are adopting mentoring and coaching as a vital part of their professional and
institutional development plans, with tangible benefits such as faster, more effective integration of
new employees; retention of quality professionals; increased transfer of skills from one generation
to another; gains in productivity and performance; increased learning from professional
development activities; enhanced communication, commitment, and motivation; and a stabilizing
factor in times of change. Many successful leaders are mentors/coaches even as they themselves
still undergo mentorship, while still being mentored, making the process a continuous journey of
career development in leadership.
E-tivity - Importance of mentoring and coaching in leadership and management

Title Importance of mentoring and coaching in leadership and
management
Purpose Analyze the importance of mentoring and coaching
Brief summary of overall task Read material provided here and here to learn the
importance of mentoring and coaching in leadership and
management
Spark
Individual task Using bullets outline the importance of mentoring and coaching
Interaction begins 1. Post three reasons that make mentoring and coaching
important
2. Provide positive and constructive feedback on the
team learners the importance of mentoring and
mediation Do this on the discussion forum 5.2.2
2. Stimulate further learning and generation of new
ideas.
47
4. Closing the e-tivity

Next Difference between mentoring and coaching leadership
and management
5.2.3. Distinguish between mentoring and coaching in leadership and management.
Mentoring can be described as the following:
a. Seeks to provide a safe environment where the mentee shares whatever issues
affect his or her professional and personal success
b. Requires time in which both partners can learn about one another, build a climate
of trust and an environment in which the mentee can feel secure in sharing the
real issues that impact his or her success.
c. Is development driven: The purpose is to develop the individual not only for the
current job, but also for the future.
Coaching on the other hand is:
a. Task - oriented: The focus is on concrete skills, such as managing more effectively,
speaking more articulately, and learning how to think strategically.
b. Short term: coaching lasts for as long as is needed; may be even just a few sessions
depending on the purpose of the coaching relationship and the skills at hand.
c. Performance driven: The purpose of coaching is to improve the individual's

performance on the job.
5.2.4 E-tivity – The difference between mentoring and coaching
Title The difference between mentoring and coaching
Purpose Distinguish between mentoring and coaching
48
Brief summary of overall task Watch this video and read the material provided here to
gain more understanding.
Spark
Individual task Using bullets state the difference between mentoring and
coaching
Interaction begins 3. Post three ways in which mentoring differ from

coaching
4. Provide positive and
5. constructive feedback on the team learn on the

difference between mentoring and mediation Do
this on the discussion forum 5.2.3
E-moderator interventions b. Ensure that learners are focused on the contents

c. Stimulate further learning and generation of new

ideas.
d. Provide feedback on the learning progress.
e. Closing the e-tivity
Next Apply the best practice of mentoring and mediation
5.2.5 Best practices in mentoring and coaching, in leadership and management

It is important to practice the skills of mentoring and coaching as learnt in class. Some of the best
practices are grounded on the principle of mutual relationship, built on trust as well as a willing
mentor and mentee, in that:
49
• There is an agreed partnership between two people (more experienced and less experienced)
with shared experiences and interests.
• There is a helpful relationship based upon mutual trust and respect.
• A mentor and coach act as a guide who is willing to help the mentee/coachee to find the right
direction and develop solutions to leadership issues.
• Mentors and coaches empathize with the mentee/coachee and take time to understand their
issues while providing guidance and encouragement.
• Mentors/coaches provide the mentee/coaches with the opportunity to discover their potential
and decide where they want to be, depending on the reality on the ground.
• A mentor/coach helps the mentee/coachee to believe in self, boost their confidence and to
explore new ideas in confidence.
• A mentor should ask questions and challenge the status quo.
In addition mentor leaders can inculcate healthy relationships with their followers through
Mentoring and Coaching in the following ways:
1. Having abilities to relate to people

2. Showing interest in people
3. Building relationships opens the path for influence and persuasion:.
4. Taking the time to build relationships with the follower
5.2.6 E-tivity – Best practices in mentoring and coaching, in leadership and management
Title Best practices in mentoring and coaching, in leadership

and management
Purpose Apply practices in mentoring and coaching, in leadership

and management
Brief summary of overall task Read content provide here and here to learn more
Spark
Individual task Using bullets to explain ways of applying the best

practices in mentoring and coaching, in leadership and
management
50
Interaction begins 1. Post three ways of applying best practices in
mentoring and coaching, in leadership and
management
2. Provide positive and constructive feedback on

the team learn on the difference between
mentoring and mediation Do this on the

ideas.
Next Basic Skills and Techniques of counselling in leadership

and management
5.3. Questions
1. Tick T/F
A mentor and coach is someone
(a) Is a person of substantial experience talent and professional standing, willing to nurture the
Knowledge, skills, attitudes, preference of another person
(b) Helps a person to make career choices
(c) Is a person with less experienced followers and workers.
(d) Is a person who facilitates a sense of empowerment, and self-confidence among the fellow
workers.
2. Which of the following statements is not true about Mentoring
(a) Is helping people to manage their own lives’

(b) Helping people to develop their skills
(c ) Inspiring people to become leaders
(d) Supervising people to acquire skills
3. Which of the following is not true about Coaching
(a) Demonstrating to the followers how well you can perform tasks
(b) Teaching followers how to focuses on concrete tasks
(c) Helps people improve on their job performance
(d) Lasts as long as the learner needs it
4. One of the following is not one of the best practices in mentoring and coaching
51
(a) Have an agreement between the leader and the follower
(b) The mentee/ coachee do not ask questions but follows instructions to the later
(c) A mentor and a coach empathizes with the mentee/ coachee
(d) A mentor and a coach helps the coachee to believe in themslelves
52
5.4. References
• Alexa Michael and Technical Information Service , August 2008
https://www.cimaglobal.com/Documents/ImportedDocuments/cid_tg_mentoring_coachin
g_Aug08.pdf.pdf
• Kolbassia Haoussou https://www.youtube.com/watch?v=Ey43ocrkBrk
• https://phrenimos.com/coaching-mentoring-
important/#:~:text=Mentoring%2FCoaching%20helps%20to%20build,career%20growth
%20of%20their%20employees
• August 2018 https://www.ebsco.com/blog-corporate/article/top-tips-for-coaching-and-
mentoring-employees
• Office for Health Management (OHM)
https://www.lenus.ie/bitstream/handle/10147/42710/2091.pdf?sequence=1&isAllowed=y
53
SESSION SIX: BASIC SKILLS AND TECHNIQUES OF COUNSELING IN
LEADERSHIP
6.1. Introduction
This lesson will introduce you to the basic skills and techniques of counseling in leadership and
management. There are specific skills and techniques that need to be acquired in order to
facilitate wholeness and wellbeing of the individual. The mastery of the skills and techniques
leads to improved self-awareness that maximizes ones operation as a leader and a manager. The
skills and techniques assist the leader/mentor to know how to deal with people of all levels.

6.2.1 Define the terms skills and techniques of counselling in leadership and management
6.2.2 Classify the skills and techniques of counselling in leadership and management
6.2.3 Apply the skills and techniques of counselling in leadership and management
6.2.1: Skills and Techniques

Skills and techniques refer to the ability to do something well. It is an art that is learned. Counseling
skills and techniques are used by a counselor to facilitate the helping/counseling process. Skills
and techniques are an extension of the counselor’s humanity. Skills and techniques are used
simultaneously and interchangeably.
54
E-tivity 6.2.1: Definition of the terms skills and techniques of counselling in leadership and
management

sequencing
Title Definition of Skills and Techniques of counselling in leadership and
management
Purpose The purpose of this e-tivity is to define Skills and Techniques of
counselling in leadership and management
Brief summary of overall Read material provided here.
task
Spark
Individual task In a sentence, develop your own definition understanding of

skills and techniques of counselling in leadership and
management
Interaction begins a) Post two themes that are common in the definition of skills
and techniques in counselling leadership and management
‘views and ideas. Do this on the discussion forum 6.2.1.
E-moderator 1. Ensure that learners are focused on the contents and context
interventions of discussion.
Schedule and time This task should take two hour
Next Classification of skills and techniques of counselling in leadership
and management
55
6.2.2 Useful counselling skills and techniques for leaders
The following are some of the counselling skills and techniques which a leader should use when
confronted by a follower who requires some advice. These skills are useful because they empower
the leader to appreciate how to listen well to his/her followers to avoid any misunderstandings.
a. Structuring
Structuring is the interactive process between counsellor and client in which they arrive at
similar goals or perceptions. Structuring is a skill and technique done at the beginning of the
counselling process, usually referred to as contracting.
b. Attending Skills
S- Sitting Squarely
0-Open Posture
L-Leaning Forward
E- Eye Contact
R- Relaxed
Soler lays the basis for responding to facilitate exploration. Soler facilitates the attending skills in
that the counsellor/leader is there fully for the clients in all aspects i.e. physically, emotionally,
behaviourally and psychologically.
c. Observation Skills
This is the ability to see the clients’ behaviour and pick up his or her non- verbal messages, in
order to understand the way he or she experiences the world.
d. Responding Skills
This includes
i. Listening
This is ‘listening to’ and understanding the clients’ verbal messages and observing as well as
reading the clients’ non-verbal behaviour.
A counsellor listens to;
-Feelings or affection
-Content or experiences
-Behaviour and what is not being said
ii. Empathy
56
This means putting oneself in the shoes of someone else. Empathy is not only a skill but it is an attitude. It
is the ability of the counsellor/leader to get into the client’s world/experience as if they were the client.
Empathy communicates the counsellors/leaders understanding of the client and this fact alone may increase
the clients’ self esteem
e. Genuineness
This is the ‘state of being’ of the counsellor/leader when his or her outward response to his or her client
genuinely and consistently mirrors the inner feelings and sensations, he or she has in relation to the client.
f. Unconditional Positive Regard (UPR)
This is the ability of the counsellor/leader to suspend all judgment on the client and to help him or her
despite what he or she has done.
g. Paraphrasing
This is a restatement of the content of the clients’ communication. It is an attempt to convey

understanding either by simple repetition or by rephrasing the words.
h. Reflection of Feelings
This is an attempt to understand the clients’ point of view and communicate this understanding. It helps the
clients to think of their feelings as part of themselves. Reflection of feelings needs to be done in a non-
threatening way. It helps not only to surface clients’ feels and attitudes but also helps to bring problems
into awareness without making the individual feel they are being pushed by the counselor.
i. Immediacy
The counsellor’s/leader’s ability to discuss with the client where they stand, how the relationship has
developed and it is standing in the way of development. Immediacy is used when a session is directionless
and there is no progress; when there is tension between counsellor and client and when trust seems to be
flawed. Immediacy makes it possible for both counsellor/leader and client see what is going on and helps
the client to look at the interaction in the relationship.
j. Self -Disclosure
This is purposeful sharing of the counsellor’s/ leader’s personal experiences. The client feels that the
counsellor/leader is human like him or her. The purpose of self-disclosure is to manifest solidarity in the
human struggle. In self disclosure, the counsellor/leader shows genuineness. Self-disclosure is useful only
when it keeps the client on target and does not distract or become a burden on the client. Self-disclosure
should not be done too often.
k. Summarization
This is used to tie together all that has been talked about during part or of a whole of the counselling session.
It attempts to tie together the main threads of what the client has said. It takes away confusion from the
client’s mind when he or she has spoken a lot.
57
i). Summarization is used when a counsellor/leader realizes he or she cannot store or take in any
more information.
ii). When the client speaks much and seems lost in the story
iii). When the client is about to make a decision or make a choice
iv). At the beginning or at the end of a session
The purpose of summarization is:
1. To check with the client whether what he or she has said is what the counsellor/leader
heard:
2. To move a session forward or to begin a session
3. To help reflect feelings
4. To outline meaningful thoughts, feelings or insights
l. Confrontation
It is a special effort made by the counsellor/leader to help a client look at him or herself, as well
as his or her behaviour and the consequences. It is an invitation to a client to examine his or her
behaviour and become aware of some of his or her actions and consequences and do something
about it.
Confrontation focuses on negative thoughts, behaviours, games and discrepancies. Confrontation
challenges the client to provide accurate information and the counsellor to offer his or her
professional perspectives. Confrontation helps develop new perspectives and new challenges.
m. Concreteness
Concreteness means getting the clients’ to be specific in what they are saying. Clients are able to
pin point exactly what the issues are that need to be dealt with. Concreteness avoids generalizations
that lump together all things, leaving both the client and counsellor confused.
n. Focusing
This is getting a client to prioritize or explore in depth one issue at a time.
o. Minimal Prompts
These are encouraging gestures to the clients to enable them to talk about their issues.
p. Questioning
58
This refers to probing so as to get an answer. Questions asked by the counsellor should be open
ended. Counsellors should avoid ‘why’ questions.
q. Silence
Silence is a technique that gives clients space and encouragement to get more in touch with their
thoughts and feelings.
6.2.2. E-tivity - Classification of skills and techniques of counselling in leadership and
management

sequencing
Title Classification of skills and techniques of counselling in
Purpose Classify skills and techniques of counselling in leadership

and management
Brief summary of overall task Read material provided by link1 and link2
Spark
Individual task Outline the key skills and techniques of counselling in

Interaction begins 1. Post at least four classes of skills and techniques of

counselling in leadership and management
2. Provide positive and constructive feedback on the
team on skills and techniques. Do this on the
ideas.
59
Next Application of the skills and techniques of counselling
in leadership and management
6.2.3 E-tivity – Application of the skills and techniques of counselling in leadership and
management
sequencing
Title Application of the skills and techniques of counselling in

Purpose The purpose of this e - tivity is to enable you to apply the
skills and techniques of counselling in leadership and
management
Brief summary of overall task Read content provided on the topic here
Spark
Individual task Apply the skills and techniques of counselling in

Interaction begins 1. Post three ways in which of application of the
skills and techniques of counselling in leadership
and management
2. Give constructive feedback on the team learn on
the difference between mentoring and mediation
Do this on the discussion forum 6.2.3
60
4.Closing the e-tivity
Next Lifestyle and well-being in leadership and management
6.3. Questions
1. Differentiate between Empathy and sympathy

2. Explain the meaning of skills and techniques in Counseling in leadership and management
3. Attending skills include SOLER. What is the meaning of SOLER
6.4. References
April 2020 https://onlinecounselingprograms.com/resources/counseling-skills-techniques/
Kevin J. Drab, M.Ed., M.A., LPC,CAC Diplomate
https://www.people.vcu.edu/~krhall/resources/cnslskills.pdf
https://counsellingtutor.com/basic-counselling-
skills/#:~:text=Effective%20Counselling%20Skills,by%20the%20counsellor%20or%20listener.
61
SESSION SEVEN: LIFESTYLE AND WELLBEING IN LEADERSHIP
7.1. Introduction
In this Session, we shall examine critical aspects which have to do with the well-being of the
leaders and his/her followers. This is important because if the leader or the followers do not have
a good balance, mental, physical, spiritual and even emotional health, there will be challenges in
their productivity. In order to understand the various aspects of lifestyle and well-being, we shall
examine three main aspects, namely: Stress management, Wellness screening and Physical
wellbeing.
7.2.1. Describe the causes and effects of stress management
7.2.2. Discuss the various aspects of wellness screening.
7.2.3 Discuss the value of physical well-being.
7.2.1. STRESS MANAGEMENT

Introduction
Stress is the way human beings react both physically and mentally to changes, events, and
situations in their lives. People experience stress in different ways and for different reasons. The
reaction is based on your perception of an event or situation. Stress can be divided into two
categories distress and eustress. Distress happens when an individual views a situation negatively
is likely to experience the following feelings: being overwhelmed, oppressed or out of control.
Eustress results from a ‘positive’ view of an event or situation. This can also be known as ‘good
stresses’. Eustress helps you rise to a challenge and can be an antidote to boredom because it
engages on focused energy that can easily turn to distress and cause you to view the situation as
unmanageable or out of control. Many people regard public speaking or airplane flights as very
stressful—causing physical reactions such as an increased heart rate and a loss of appetite—
while others look forward to the event. It is often a question of perception: A positive stressor for
one person can be a negative stressor for another
7.2.2. Expected learning outcomes

By the end of the lesson, the student will be able to:
i. Analyze causes of stress to college student.
ii. Categorize sources of stress
iii. Assess symptoms of stress.
62
iv. Evaluate the skills, interventions and stress management techniques.
Causes of Stress
The most frequent reasons for “stressing out” fall into three main categories:
i. The unsettling effects of change.
ii. The feeling that an outside force is challenging or threatening you.
iii. The loss of personal control.
Life events such as marriage, changing jobs, divorce, or the death of a relative or friend are the
most common causes of stress. Although life-threatening events are less common, they can be the
most physiologically and psychologically acute. As a college student, you may find that the
demands of college life can create stressful situations. The National Institute of Mental Health
(NIMH) notes some of the more common stressors for college students:
• Increased academic demands

• Being on your own in a new environment
• Changes in family relations
• Financial responsibilities
• Changes in your social life
• Exposure to new people, ideas, and temptations
• Awareness of your sexual identity and orientation
• Preparing for life after graduation
E-activity 7.2.2.: Causes of Stress
63
This activity will take 2 hours
Numbering, 7.2.2.
pacing and
sequencing
Title CAUSES OF STRESS
Purpose This activity will enable the student to be able to evaluate and understand
the causes of stress in daily life.
Spark
Brief Watch video on causes of stress.

summary of Read article by Reddy, Meno and Thattil (2018) on causes of stress for
overall task students.
Also read the 18 most common causes of stress in students by Suzain
Lian.
Individual Watch video 1 and write down the causes of stress. Share your notes
contributio through discussion forum 11.1
n Read the article and write short notes on the causes of stress to university
students Share your findings through discussion forum 11.1
Interaction Interactions begin immediately the forum is open and materials are shared
begins online.
E- The moderator will ensure that the students discussion forum will be
moderator opened, provide feedback and summaries and lastly close the forum.
interventio
ns
Schedule This activity will require a minimum of two hours
and time
Next Read the article on sources of stress
64
Identification of Sources of Stress
Tracking stress can help the leader find out the causes of stress, amount and level of stress felt.
This can assist the leader to take steps to reduce the stress or handle them better. The following
are tips a leader can involve in tracking stress:
• Finding out what the causes of stress are

• Writing down the reactions and what how he/she dealt with the stress
• Looking for ways to reduce the amount/ level of stress.
• Learning healthy ways to relieve stress and reduce its harmful effects
E activity 7.2.2.: Sources of stress

Numbering, 7.2.2.
pacing and
sequencing
65
tle Sources of stress
Purpose This section will help the student in assessing the various sources of stress.
Spark Watch video 1.
Brief Watch video 2 on sources of stress.
summary of Read chapter 2 from pages 21 to 112 on sources of stress.
overall task
Individual Watch video 2 and highlight the main sources of stress and share with your
contribution colleagues through the discussion forum 11.2
After reading the chapter summarise the main sources of stress. Share with
your friends through the discussion forum number 11.2 the main sources of
stress in the workplace.
Interaction Interactions begin immediately the activity is uploaded on the KUSOMA
begins platform.
E-moderator The role of e-moderator will be to open the discussion forum, provide
interventions guidance, feedback and close once time is over.
Schedule This activity will take 2 hours.

and time
Next Read the article on symptoms of stress in leadership.
Symptoms of Distress
Symptoms of stress fall into three general, but interrelated categories—physical, mental and
emotional. If an individual finds themselves frequently experiencing these symptoms indicate that
they are most distressed
• Headaches
• Fatigue
• Gastrointestinal problems
• Hypertension (high blood pressure)
• Heart problems, such as palpitations
• Inability to focus/lack of concentration
• Sleep disturbances
• Sweating palms/shaking hands
• Anxiety
• Sexual problems.
66
Stress can cause or contribute to serious physical disorders. It increases hormones such as
adrenaline and corticosterone, which affect your metabolism, immune reactions, and other stress
responses. That can lead to increases in your heart rate, respiration, blood pressure, and physical
demands on your internal organs.
Behavioural changes are also expressions of stress. They can include:
• Irritability
• Disruptive eating patterns (overeating or under eating)
• Harsh treatment of others
• Increased smoking or alcohol consumption
67
E- Activity 7.2.2.: Symptoms of distress in leadership

Numbering, 7.2.2.
pacing and
sequencing
Title Symptoms of distress in leadership

Purpose By the end of this session the student will be able to evaluate the symptoms of
distress and how they manifest in leadership positions.
Spark
Brief summary of Watch video 1 on symptoms of stress in leadership.

overall task Read the article by the American Psychological Association on stress
management for leaders responding to a crisis.
Individual Highlight the main symptoms of stress as indicated in the video and share them
contribution with your friends in discussion forum 11.3. Try and generate more discussion
points from the article and share them through discussion forum 11.3.
Interaction Interactions begin immediately the e-activity is uploaded online.
begins
E-moderator The role of the E- moderators include opening the discussion forums, providing
interventions directions, feedback and summaries, and closing the forums.
Schedule and This activity will take 2 hours.

time
Next Read the article on symptoms and management of stress
68
7.2.2. Skills, Intervention and Stress Management Techniques
Stressors are part of our everyday life. How we deal and manage them is an important aspect to
living a healthy positive life. The following are examples of things to do in order to prevent stress:
• Avoid controllable stressors

• Plan major lifestyle changes
• Set limits
• Improve communication
• Exercise
• Eat and Sleep well
7.2.2. Stress Management Techniques

In many situations stressors are inevitable. You cannot control the loss of a job, loved one or the
outcome of an interview. The first step is to understand yourself better and how you react in
different situations, what causes you stress. It is important to understand and how you behave when
you feel stressed. The following are ways and techniques for managing stress:
Set priorities-Use time-management tips and make a to-do list. Decide what is really important
to get done today, and what can wait. This helps you to know that you are working on your most
immediate priorities, and you don’t have the stress of trying to remember what you should be
doing.
Practice facing stressful moments- Think about the event or situation you expect to face and
rehearse your reactions. Find ways to practice dealing with the challenge. If you know that
speaking in front of a group frightens you, practice doing it, perhaps with a trusted friend or fellow
student. If the pressure of taking tests causes you to freeze up, buy some practice tests at the school
bookstore or online and work with them when there is no time pressures.
Examine your expectations- Try to set realistic goals. It’s good to push yourself to achieve,
but make sure your expectations are realistic goals. Allow people the liberty to make mistakes, and
remember that mistakes can be a good teacher.
Live a healthy lifestyle- Find a relaxation technique that works for you—prayer, yoga, and
meditation.
Learn to accept change as a part of life-. Develop a support system of friends and relatives you
can talk to when needed.
69
E-activity 7.2.2. Skills, interventions and stress management techniques

Numbering, 7.2.2.
pacing and
sequencing
Title Skills, interventions and stress management techniques
Purpose This activity will enable the student to identify and evaluate the skills that can be applied
in management of stress in leadership positions.
Spark
Brief Read article1 on stress management.

summary of Secondly read module 04 chapter 3 on stress management strategies from pages 7 to 13.
overall task
Individual Read the two documents and using the discussion forum 11.5 highlight the main skills
contribution that can be used in stress management.
Interaction Interactions begin immediately the activity is uploaded on the KUSOMA platform.
begins
E-moderator The role of the e-moderator will include opening of the forum, providing feedback,
interventions summaries and closing of the activity once students are through.
Schedule This activity will take 3 hours.

and time
Next Read the research article on stress management .
70
71
SESSION EIGHT: EMERGING DISEASES
8.1. Introduction
At the turn of the new year 2020, the world became aware of a new disease affecting the
respiratory tract now termed coronavirus disease 2019 (COVID-19). This new disease first
appeared in Wuhan City, China and within four months had spread globally necessitating the
World Health Organization to declare it a pandemic. Initially the disease was termed Wuhan
Pneumonia and intense study determined that it was caused by a novel virus belonging to a group
termed Coronaviruses. The resulting global impact of this new virus has virtually affected every
sphere of our lives. COVID-19 joins a group of infections which have previously been termed
emerging infections (EIs). These can be defined as “infections that have not previously occurred
in a population or have existed previously in small/isolated populations but are rapidly increasing
in incidence or geographic range.
The emergence of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) the causative
agent of COVID-19 has brought to the fore (again) the threat emerging pathogens pose to
mankind. In the recent past, a number of viruses have ravaged the world often decimating
populations. For example, Smallpox, influenza and HIV have caused more casualties than all the
wars in the last two centuries. While emerging infectious diseases caused by viruses have
assumed great public health significance in the recent past, other pathogens such as antibiotic
resistant bacteria pose a significant threat.
It is also becoming evident that non-communicable diseases (NCDs), such as cardiovascular

diseases (CVD), diabetes, chronic obstructive pulmonary diseases (COPD) and cancers have
become an emerging pandemic globally. The trends of these emerging non-infectious diseases
show disproportionately higher rates in developing countries. It is currently estimated that the
number of deaths resulting from noncommunicable diseases comprises >70% of all deaths in
developing countries including Kenya.
It is clear that emerging diseases pose a serious threat to human growth and development and thus
are a barrier to development. In this module you will learn about emerging infectious diseases,
72
emerging noncommunicable diseases, factors associated with their emergence and mitigating
measures to curb their spread.
8.1. Learning Outcomes

At the end of this session you should be able to:
8.1.1. Identify the main emerging infectious and non-communicable diseases.
8.1.2 Describe the risk factors determining the spatial, temporal and social distributions of
emerging diseases.
8.1.2. Recognize appropriate prevention and control responses to emerging diseases
8.1.1. Emerging Infectious Diseases

An emerging infectious disease (EID) is a disease caused by an infectious pathogen that has
either appeared and entered a given population for the first time; or that has existed previously
but whose incidence, impact and/or geographic range has increased or is expected to increase
within a given time-frame. EIDs are serious public health threats globally since at their onset
humans have little or no natural immunity leading to increased deaths. Majority of EIDs are
zoonoses i.e they originally infect animals but cross the species barrier (often after evolution)
and infect humans. To put this in context, approximately 60% of all human infectious diseases
recognized so far, and about 75% of emerging infectious diseases that have affected people over
the past three decades, have originated from animals. Historically speaking, EIDs have killed
millions of people and have impacted human civilizations.
Emerging infectious diseases can broadly be described as diseases that (1) have not occurred in
humans before; (2) have occurred in humans previously but affected only a small number of
people in isolated places; or (3) have occurred throughout human history in isolated places but
have only recently been recognized as distinct diseases due to an infectious agent. Globally, 70%
of emerging infectious diseases (EIDs) originate from zoonotic pathogens i.e disease causing
microorganisms that are naturally transmissible from vertebrate animals to humans. Emerging
infectious diseases threaten the survival human populations by causing large declines and
altering life history traits and population demographics. As COVID 19 have shown, they have
the potential to affect not only disrupting the health care system but also every aspect of human
life.
A multiplicity of factors are responsible for the occurrence and transmission of emerging
infectious diseases by enabling their microbial causes to evolve in suitable ecological niches,
reach and adopt to vulnerable hosts, and spread more easily among their hosts. These factors can
be broadly be categorized as microbial, human and environmental.
E-tivity 8.1.1. - Introduction to emerging diseases

Title Introduction to emerging diseases and factors associated with their
emergence
73
Purpose The purpose of this e-tivity is to enable you to explain the concept of
emerging infectious disease and outline factors associated with their
emergence.
Brief summary of overall task Watch these two videos on emerging infectious diseases and
Infectious Diseases - New and Re emerging Infectious diseases.
Also read this article on Emerging and Re-Emerging Diseases
Spark
Individual task a) In a sentence using your own words, define the term emerging
infectious disease giving specific examples
b) In a sentence using your own words, define the term re-
emerging infectious disease giving specific examples
c) Identify the factors associated with the emergence and re-
emergence of infectious diseases.
Interaction begins a) Suggest and post one factor that has lead to the emergence and
spread of COVID-19.
b) Provide your feedback on the reasons given by your course
mates on the discussion forum 8.1.1
E-moderator interventions 1 Ensure that learners are focused on the contents and context of
discussion.
Next Prevention and control of emerging infectious diseases
8.1.2. Prevention and control of emerging infectious diseases.

As a consequence of the huge impact resulting from emerging infectious diseases, government
and institutions are expected to institute preventive and control strategies to palliate the impact of
these diseases. Prevention is largely impacted by the ability to detect the emerging pathogen and
thus surveillance and diagnostic capability is critical. Exploration of vaccines and treatment
modalities as well as trending strategic scenarios in the context and perspective of erstwhile
epidemics and pandemics provides valuable applications for the prevention, control and
treatment of emerging and reemerging infectious diseases.
74
E-tivity -8.1.2 Prevention and control of emerging infectious diseases.

Title Prevention and control of emerging infectious diseases.
Purpose The purpose of this e-tivity is to enable trace the landmarks in the
history of diagnostic virology
Brief summary of overall task Read this paper and this video and review the prevention and
control of emerging infectious diseases.
Spark
Individual task a) What makes traditional disease surveillance systems not

suitable for real time monitoring for emerging diseases?
b) What are some of the measures that would be critical to
control an emerging infectious disease?.
Interaction begins 1. Post your thoughts on why vaccines are the first line of
defence in controlling a emerging viral disease
2. Provide your feedback on the reasons given by your course
mates on the discussion forum 1.2.2
of discussion.
Next Session 2 Emerging non communicable diseases
8.2. EMERGING NON COMMUNICABLE DISEASES
8.2. Introduction
While traditionally infectious diseases have caused the most significant level of morbidity and
mortality in developing countries, in recent years non-communicable diseases have steadily
increased their impact in human populations. This trend is expected to continue. A non-
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communicable disease (NCD) is a disease that is not transmissible directly from one person to
another. NCDs include Parkinson's disease, autoimmune diseases, strokes, most heart diseases,
most cancers, diabetes, chronic kidney disease, osteoarthritis, osteoporosis, Alzheimer's disease,
cataracts, and others. Cardiovascular diseases (CVD) account for most NCD deaths, or 17.9
million people annually, followed by cancers (9.3 million), respiratory diseases (4.1 million), and
diabetes (1.5 million).These four groups of diseases account for over 80% of all NCD deaths.
8.2. Learning Outcomes

By the end of this session, you will be able to:
8.2.1 Describe emerging NCDs, their risk factors and socioeconomic impact.
8.2.2 Describe strategies for prevention and control of emerging NCDs
8.2.1 Emerging NCDs, their risk factors and socioeconomic impact

According to the World Health Organization (WHO), NCDs are the leading cause of death
worldwide, responsible for 71% of the total number of deaths each year. People of all ages and
geographical regions are affected by NCDs. These conditions are often associated with older age,
but recent data shows that more than 15 million of all deaths attributed to NCDs occur between
the ages of 30 and 69 years. Of these "premature" deaths, 85% are estimated to occur in low- and
middle-income countries. Children, adults and the elderly are all vulnerable to the risk factors
contributing to NCDs, whether from unhealthy diets, physical inactivity, exposure to tobacco
smoke or the harmful use of alcohol.
These diseases are driven by forces that include rapid unplanned urbanization, globalization of
unhealthy lifestyles and population ageing. Unhealthy diets and a lack of physical activity may
show up in people as raised blood pressure, increased blood glucose, elevated blood lipids and
obesity. These are called metabolic risk factors that can lead to cardiovascular disease, the
leading NCD in terms of premature deaths.
E-tivity 8.2.1 Emerging NCDs, their risk factors and socioeconomic impact
sequencing
Title Emerging NCDs, their risk factors and socioeconomic impact
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Purpose The purpose of this e-tivity is to enable you describe the the emerging
NCDs, their risk factors and socioeconomic impact
Brief summary of overall task Watch the following video on noncommunicable diseases and also this
video on NCDs in Kenya.
Spark
Individual task ü Name the NCDs causing the highest mortality in Kenya
ü Propose the risk factors leading to the NCDs named above.
Interaction begins a) Post your answers of the individual task in discussion forum 2.2.1
b) Provide your feedback on the answers given by your course mates on the
discussion.
Schedule and time This task should take one hour 30 minutes
Next Prevention and control of emerging NCDs
8.2.2 Prevention and control of emerging NCDs

The newly formulated Sustainable Development Goals (SDGs), which form the core of the
United Nations' (UN) Post-2015 Development Agenda aims to promote prosperity while
protecting the planet. To this end, 17 goals are formulated as a call for action by all countries –
poor, rich and middle-income. Under SDG 3, the UN calls to action countries to “reduce by one
third premature mortality from non-communicable diseases through prevention and treatment
and promote mental health and well-being.” Based on the preventive knowledge and skills
obtained by the WHO in western populations, detailed cost-effective practicable guidelines have
been formulated in developing populations.
Such guidelines include opportunities of physical exercise in the environment, campaigns and
regulations to counteract advertisements and attractiveness of unhealthy diets, public education
about unhealthy and healthy lifestyles, and collaborations between political, commercial, and
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health-care sectors as well as investments by these organizations for the prevention, screening,
and treatment of NCD.
E-tivity 8.2.2 Prevention and control of emerging NCDs

sequencing
Title Prevention and control of emerging NCDs
Purpose The purpose of this e-tivity is to enable you describe prevention and control
of emerging NCDs
Brief summary of overall task Watch the following video on burden, causes and prevention of NCDs and
read this article on Management and Prevention Strategies for Non-
communicable Diseases (NCDs) and Their Risk Factors
Spark
Individual task ü Outline the various behavioral risk factors that would lead to prevention
and control of cardiovascular diseases
ü How can cancer screening programs aid in reducing the cancer burden?
Interaction begins a) Post your answers of the individual task in discussion forum 2.2.2
b) Provide your feedback on the answers given by your course mates on the
discussion.
Schedule and time This task should take one hour 30 minutes
Next End of module assessment
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8.3 ASSESSMENT QUESTIONS
1. All the following factors are associated with occurrence of emerging infectious diseases
EXCEPT
A. increasing number of human populations

B. Improved sanitation in most cities
C. fast and intense international traveling
D. changes in the handling or processing of food
2. Which of the following would NOT be considered a reemerging disease?
A. Drug-resistant tuberculosis
B. Drug-resistant gonorrhea
C. Malaria
D. COVID-19
3. Why are emerging diseases with very few cases the focus of concern?
A. They tend to be more deadly

B. They are increasing and therefore not controlled
C. They naturally have higher transmission rates
D. They occur more in developed countries
4. An interdisciplinary approach bringing together human, animal, and environmental health

professionals to address complex global health problems to combat emerging infectious
disease is commonly termed
A. Mixed health
B. Single health
C. One health
D. Total health
5. Which of the following are causes of emerging and re-emerging diseases?
i. mutations in microorgaisms
ii. increase in travel
iii. ecological changes
iv. changes in human behavior
v. mass food production
A. i, ii, iii, iv, v

B. i, ii, iii, v
C. i, iii, iv, v
D. ii, iii, iv
6. Which of the following diseases have been associated with sedentary lifestyle?
A. Diabetes
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B. stroke
C. cardiovascular disease
D. all of the above
7. Which of the following techniques are used for early screening of breast cancer?
A. breast self-examination
B. mammography
C. clinical breast examination
D. all of the above
8. Regarding cancer, what gives people the BEST possible chance of survival?
A. chemotherapy
B. cancer screenings
C. healthy lifestyle choices
D. early diagnosis
9. Which of the following is NOT a contributing factor to the high rates of hypertension (high blood
pressure) in Kenya
A. Poor diet
B. Reduced physical activity
C. Stress
D. Expensive medication
10. What is the approximate proportion hospital deaths due to NCDs in Kenya ?
A. 50%
B. 80%
C. 20%
D. 10%
8.4. E-References
1 Public Health Lectures (August 23 2021). Emerging of infectious diseases. Retrieved from
https://www.youtube.com/watch?v=d0_QVU6aMUA
2 Public Health Lectures (January 7 2021). Infectious Diseases - New and Re emerging Infectious
diseases. Retrieved from https://www.youtube.com/watch?v=00sOEdJyhGg
3 Wang, W.-H., Thitithanyanont, A., Urbina, A. N., and Wang, S.-F. (2021) Emerging and Re-Emerging
Diseases, Pathogens 10, 827
4 S. Khaddaj and H. Chrief. (2020) Prevention and Control of Emerging Infectious Diseases in Human
Populations, 19th International Symposium on Distributed Computing and Applications for Business
Engineering and Science (DCABES), doi: 10.1109/DCABES50732.2020.00092
80
5 Institute of International and European Affairs (November 8 2017). Addressing Health Emergencies
Around the Globe. Retrieved from https://www.youtube.com/watch?v=JA9TLGryLcM
6 Heidelberg Institute of Global Health (April 4 2016). Non communicable diseases presentation.
Retrieved from https://www.youtube.com/watch?v=cc8NQPSHskw
7 Y24 channel (September 7 2020). Global week for action on NCDs. Retrieved from
https://www.youtube.com/watch?v=rIlImbNNpwo
8 Taavi Tillmann (November 20 2020). Non-Communicable Disease: Burden, causes and prevention.
Retrieved from https://www.youtube.com/watch?v=x07W14ukxFg
9 Budreviciute, A., Damiati, S., Sabir, D. K., Onder, K., Schuller-Goetzburg, P., Plakys, G., Katileviciute, A.,
Khoja, S., and Kodzius, R. (2020). Management and Prevention Strategies for Non-communicable
Diseases (NCDs) and Their Risk Factors. Frontiers in Public Health 8
SESSION NINE: WELLNESS SCREENING
9.3. Biometric Testing/Wellness Screening

Biometric testing, or wellness screening involves clinical screening to measure some physical
characteristics, aimed at giving a snapshot of ones health and alerting one of any changes in their
health status. It includes testing for blood pressure, blood glucose and blood cholesterol. It may
also include wellness counselling and education, risk assessments, and exercise programs.
Biometric screening isn’t a substitute for a regular medical physical examination. It doesn’t
diagnose disease, but it may indicate possible risk factors.
Biometric test measurements can act as early warning signals that something is not quite right, and
the odds of developing potentially fatal chronic diseases go way up. Wellness screening is a
foundational aspect of every successful wellness program, which allows identification of early
indicator signals. Among adults, there are a lot of indicator signals arising from high blood
pressure, high blood cholesterol and high blood glucose.
Wellness screening programs focus on four risk factors which are testing for blood pressure, blood
glucose, blood lipids, and body mass index or body fat in order of priority.
Why Do Biometric Testing/Wellness Screening?

Epidemiological studies over the past 100 years conclude that elevated health risks are associated
with the prevalence and incidence of major chronic diseases. A very strong association between
high levels of blood pressure, blood cholesterol, blood glucose, body fat and chronic diseases such
as heart disease, cancer, and diabetes has been arrived at.
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The correlations between elevated health risks and chronic disease are strong. It is thus advisable
to assist people with elevated health risks with the right education and counselling on healthy
behaviours.
Wellness programs should help individuals identify their health risks and improve their health
behaviours thus impacting on the length and quality of life. Wellness screening and intensive
follow-up are probably the single most important thing wellness programs can do to improve
individual health.
In addition to the health advantages of having lower health risks, biometric screenings aid people
in tracking their own personal health thus the screenings become personal health dashboard.
It is advisable to do the wellness screening yearly.
What’s measured?
A biometric screening assesses the following:
i. Height, weight, and waist measurement
ii. Body mass index (BMI), an estimate of one’s body fat based on height to weight ratio
iii. Blood pressure and pulse measurement
iv. Fasting blood glucose levels
v. Blood cholesterol levels and triglycerides
Note: Some screenings may also include some or all of the following; a complete blood count
(CBC), aerobic fitness, tobacco use and exercise habits.
9.3. E-tivity on Wellbeing
This activity will take 1 hour

Numbering, 9.3
pacing and
sequencing
Title Well-being
Purpose By the end of this session the student will be able to evaluate their wellbeing
based on the variables described in this section.
Spark
Brief summary of Watch video one and two and three on the foods we eat and their effect to our
overall task wellbeing.
Individual Highlight how the foods we eat affect our well being.
contribution
Interaction Interactions begin immediately the e-activity is uploaded online.

begins
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E-moderator The role of the E- moderators include opening the discussion forums, providing
interventions directions, feedback and summaries, and closing the forums.
Schedule and This activity will take ` hours.

time
9.4. Assessment Questions

Q1. Which of the following statements is true
a) In small quantities, stress is good
b) Too much stress is harmful
c) All stress is bad
d) Only “a’ & ‘b’ are right
Q2. Stress management is about learning

a) How to avoid the pressures of life
b) How to develop skills that would enhance our body’s adjustment when we are subjected
to the pressures of life
c) Both ‘1’ & ‘2’ are true
d) None of the above
Q3. Which of the following statements is true about stress management
a) Stress management is learning about the connection between mind and body
b) Stress management helps us control our health in a positive sense
c) Stress management teaches us to avoid all kinds of stress
d) Only ‘1’ & ‘2’ are right
Q4. Which of the following are the basic sources of stress
a) The Environment
b) Social Stressors
c) Physiological
d) Thoughts
e) All of the above
Q5. Examples of environmental stressors are
a) Weather
b) Traffic
c) Financial problems
d) Substandard housing
e) Only ‘1’ , ‘2’ & ‘4’ are right
Q6. Examples of social stressors are
a) Financial problems
b) Divorce
c) Loss of a loved one
d) Job interviews
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e) All of the above
Q7. Examples of physiological stressors are
a) Menopause
b) Giving birth
c) Sleep disturbances
d) Relationship problems
e) Only ‘1’, ‘2’, & ‘3’ are true
Q8. The following are the characteristics of Positive Stress
a) It improves performance
b) It feels exciting
c) It motivates
d) All of the above
Q9. The following are the characteristics of Negative Stress
a) It causes anxiety
b) It feels unpleasant
c) It decreases performance
d) All of the above
Q10. Discuss the parameters used in testing one’s well-being.

Q 11. Critically discuss the politics of food and wellbeing.
9.5. References
Reddy K. J, Menon K. R, Thattil A. Academic Stress and its Sources Among University
Students. Biomed Pharmacol J 2018; 11(1).
Lian S. (2018) 18 most common Causes of Stress in Students retrieved on 15th September 2020
from https://www.smulweb.nl/blog/suzain_lian335/36559/18-common-causes-stress-students
American Psychological Association (2020) Stress management for Leaders responding to a
crisis Retrieved on 16th September 2020 from https://www.apa.org/topics/covid-19/stress-
management-crisis.pdf
Holman, D., Johnson, S., & O'Connor, E. (2018). Stress management interventions: Improving
subjective psychological well-being in the workplace. In E. Diener, S. Oishi, & L. Tay (Eds.),
Handbook of well-being. Salt Lake City, UT: DEF Publishers. DOI:nobascholar.com
Kelty Mental Health Resource Centre (No date) Stress management Resources for Children,
Youth and Families Retrieved on 16th September 2020 from
https://keltymentalhealth.ca/sites/default/files/resources/toolkit_for_professionals-_module_4_-
_stress_management.pdfcedia-
Chinaveh M. (2013) “The effectiveness of multiple stress management interventions on the level
of stress, and coping Responses among Iranian students” in Journal of Procedia- Social and
Behavioral Sciences 84, pages 593-600.
Marjorie Hecht, March 11, 2020, What to Know About a Biometric Screening published by
Healthline https://www.healthline.com/health/womens-health-tests#s-and-s Medically
reviewed by Kevin Martinez, M.D.
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Dr. Steve Aldana Feb 25, 2022, The Best Way to Conduct Biometric Testing and
Wellness Screening 2022, Published by Wellness Steps
https://www.wellsteps.com/blog/2020/01/02/biometric-testing-wellness-screening/
85
MODULE THREE
DIVERSITY AND SUSTAINABLE DEVELOPMENT
SESSION TEN: DIFFERENT CULTURES ONE PEOPLE (INCLUSION,

EQUITY/EQUALITY)
10.1 Introduction
Cultural diversity affects the way leaders go about defining their roles and applying themselves to
the responsibilities of leadership. It is important to understand that what people do and say in a
particular culture, whether it is yours or that of your host, are not arbitrary and spontaneous, but
are consistent with what people in that culture value and believe in. By knowing people’s values
and beliefs, one can come to expect and predict their behaviour. Leaders must therefore understand
their people and their cultural orientations for meaningful and productive interactions to occur.
10.2 Lesson learning outcomes

By the end of the lesson, you will be able to;
10.2.1. Appreciate the fact that diversity brings innovation, fresh perspective, and
creative problem solving to an institution or group of people with diverse
cultural orientations.
10.2.2. Demonstrate an understanding of the need to appreciate cultural diversity
through dialogue.
10.2.1. Different Cultures One People (Leadership, National Unity and Development)
In this lesson we will deal with the definition of Culture including the fact that culture is the sum
total of the learned behaviour of a group of people that are generally considered to be the tradition
of that people and are transmitted from generation to generation. We will also look at the link
between values and behavior. The values prescribed by a given culture therefore greatly influence
the behaviour of the people in that society.
E-tivity- 10.2.1 Different Cultures One People (Leadership, National Unity and
Development)
86
Numbering,
pacing and 10.2.1
sequencing
Title Different Cultures One People (Leadership, National Unity and
Development)
Purpose This lesson will enable you understand culture, the link between values
and behavior and how to live and work with people from different
cultures.
Brief summary of Watch videos on these links:
overall task Video 1
Video 2
Video 3
Read Notes on the following links:

Notes 1
Notes 2
Spark
Individual task a) Read notes provided

b) Watch the videos on the links provided
c) In two paragraphs, summarize the meaning of culture and the link
between values and behavior.
Interaction begins a) Post your findings on discussion forum 10.2.1
b) Constructively comment on your fellow team learners work
c) Embrace etiquette in your online interactions with classmates.
E-moderator 1. Keep the learners focused on the learning process
interventions 2. Summarize the main points of the lesson
3. Give feedback to individual learners on their posts
4. Close the E-tivity
Schedule and time This activity should take 1 hour
Next Embracing Cultural Diversity
8.2.1 Embracing Cultural Diversity
87
In this lesson we shall look at the advantages of having cultural diversity. Cultural diversity tends
to bring enmity but if well managed can lead to a lot of good in the society. We need to put a strong
filter in our minds to block two very damaging tools: propaganda and stereotypes. Embracing
cultural diversity also starts with one’s own willingness to change their thoughts and behaviour
toward those who are different from him/her.
10.2.2 E-tivity- Embracing Cultural Diversity

Numbering,
pacing and 10.2.2.
sequencing
Title Embracing Cultural Diversity
Purpose This lesson will enable you to demonstrate an understanding of the need for
appreciation of cultural diversity.
Brief summary of
overall task Watch videos on the links:
Video 1
Video 2
Video 3
Read Notes on the following link:

Notes 1
Notes 2
Notes 3
Spark
Individual task a) Read notes from the sites provided

b) Watch the you tube videos provided
d) In three paragraphs, summarize how to avoid propaganda and stereotypes
and outline advantages of cultural diversity.
Interaction a) Post your findings on discussion forum 4.2.2
begins b) Write short notes on embracing cultural diversity
c) Comment on your fellow team learner’s work.
d) Embrace etiquette in your online interactions with classmates.
E-moderator 1. Keep the learners focused on the learning process.
interventions 2. Summarize the main points of the lesson.
3. Give feedback to individual learners on their posts.
4. Close the E-tivity.
88
Schedule and This activity should take 1 hour
time
Next Ethics and integrity in Leadership
10.3 Assessment questions

i. Which culture is better?
a) American
b) Chinese
c) Kenyan
d) None of the above
ii. In communicating with people from a different culture which statement is most relevant
a) Be respectful and tolerant
b) Be patient and understand hierarchy
c) Learn about their culture and share with them yours
d) Expect differences
e) All the above
iii. Having clear values (what we believe) does not mean you have a clear culture (behavior).
a) True
b) False
iv. Culture is the:
a) Integrated System of learned behavior patterns that are characteristic of members of any
given society
b) Total way of life for a particular group of people
c) Systems of knowledge shared by a relatively large group of people
d) Sum total of the learned behavior of a group of people
e) All the above
v. Embracing cultural diversity helps to:
a) Run faster in a marathon race
b) Increase racial discrimination
c) Bring together the resources and talents of many people for the shared benefit of all.
d) Solidify propaganda and stereotypes
10.4 References
89
i. Bass, B. (1990). From transactional to transformational leadership: Learning to share the
vision.
Organizational Dynamics, 18, (3), Winter, 1990, 19-31.
ii. Bass, B. M. (1996). A new paradigm of leadership: An inquiry into transformational
leadership.
Alexandria, VA: U. S. Army Research Institute for the Behavioral and Social Sciences.
iii. Commission for Investigation of Post-Election Violence (CIPEV) or Waki Report
Source: http//www.communication.go.ke
iv. Independent Review Commission (IREC) or Kriegler Report
Source: https://kenyastockholm.com/2008/09/21/download-the-kriegler-report-on-2007-
election/
v. Kouzes, J. M. & Posner, Barry Z. (1987).The leadership challenge. San Francisco: Jossey-
Bass.
UNESCO, Convention for the safeguarding of the intangible cultural heritage,
vi. Uraia Trust (2017). National Values Booklet. Embassy of Sweden and Diakonia – Nairobi.
vii. Attorney-General (2012). National Cohesion and Integration Act. National Council of
Law.
90
SESSION ELEVEN: ETHICS AND INTEGRITY IN LEADERSHIP
11.1 Introduction
“Leaders don't create followers; they create more leaders”, Tom Peters
Ethics is at the heart of all human relationships and hence at the heart of the relationship between
leaders and followers. Leadership is essentially an influence process. Leaders have more power
and control than followers and thus more responsibility for how they use power and influence. For
that reason, the conduct and character of the leader has an impact on the organization’s integrity
and ethics.
The following are basic concepts that you need to understand that relate to Ethics and Integrity.
Values: Core beliefs or desires that guide and motivate attitudes and actions. Values are
“constructs representing generalized behaviours or states of affairs that are considered by the
individual to be important.”In other words, these are representations of our behaviour based on
what we see as important. Values play a fairly central role in one’s overall psychological makeup
and can affect behaviour in a variety of situations.
Morals: Customs and personal beliefs of individuals about what is right and wrong.
Ethics: Standards of conduct that indicate how one should behave based on principles about right
and wrong.
Integrity: Integrity has to do with your own personal moral code or ethics. Everyone has a
standard of what is moral or right. Some of these standards are personal ones that we hold for
ourselves, and some are imposed by society. For example, you personally may not think it is wrong
to cheat on your taxes, because you feel the government takes too much to begin with. However,
external forces (the law) state that it is ethically wrong to do so, regardless of how you personally
feel. Integrity is the adherence to the moral code whatever the source is. Loosely defined it would
mean that you are willing to 'do the right thing'.
11.2 Lesson learning Outcomes
By the end of this session you will be able to:
9.2.1. Identify the ethical principles applicable in leadership

9.2.2. Demonstrate how ethical principles can be integrated into leadership.
9.2.3. Discuss how to build and maintain ethical principles in leadership.
11.2.1 Ethical Principles applicable in Leadership

Leaders face dilemmas that require choices between competing sets of values and priorities to
satisfy multiple stakeholders. Leaders set a moral example to others that becomes the model for
91
an entire group or organization, for good or bad. Leaders should internalize a strong set of ethics,
principles of right conduct, or a system of moral values. Good leaders tend to align the values of
their followers with those of the organization or movement.
E-tivity 11.2.1 Ethical Principles applicable in Leadership
Numbering, 11.2.1
Pacing and
Sequencing
Title Ethical Principles applicable in Leadership
Purpose The purpose of this e-tivity is to enable you to identify the ethical
principles applicable in leadership.
Brief Summary Follow these links and watch the video to identify the ethical principles
of Overall Task applicable in leadership:
https://sites.psu.edu/leadership/2012/12/09/ethics-principles-of-
leadership/
https://yscouts.com/10-ethical-leadership-characteristics/
https://www.indeed.com/career-advice/career-development/ethical-
leadership
https://www.cleverism.com/ethical-leadership-guide-definition-qualities-
pros-cons-examples/
https://youtu.be/rl0IFKegANo
Spark
Individual Task Using bullet points, highlight the ethical principles applicable in
leadership.
Interaction a) Mention the key aspects and invite the students to give details.
Begins b) Provide positive and constructive feedback on the learners’ views and
ideas. Do this on the Discussion Forum 11.2.1.
E-Moderator a) Ensure that learners are focused on the content and context of
Interventions discussion.
b) Stimulate further learning and generation of new ideas.
d) Close the e-tivity.
Schedule & This task should take 20 minutes
Time
Next Integrating Ethical Principles into Leadership
9.2.2 Integrating Ethical Principles into Leadership

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Values often influence how leaders define problems, their perceptions of individual and
organizational successes as well as the manner in which these successes are achieved. They also
help leaders choose right from wrong, and between ethical and unethical behaviour. It has been
noted that leaders tend to like followers with similar values and dislike those with dissimilar values.
As such, it is important for leaders to surround themselves with followers who possess divergent
values. Leaders are motivated to act in ways consistent with their values, and they typically spend
most of their time engaged in activities that are consistent with the values they believe in.
E-tivity 11.2.2 Integrating Ethical Principles into Leadership
Numbering, 11.2.2
Pacing and
Sequencing
Title Integrating Ethical Principles into Leadership
Purpose The purpose of this e-tivity is to enable you to demonstrate how ethical
principles can be integrated into leadership.
Brief Summary Follow these links and demonstrate how ethical principles can be
of Overall Task integrated into leadership:
https://www.theworkplacecoach.com/the-importance-of-ethical-
leadership/
https://www.businessnewsdaily.com/5537-how-to-be-ethical-leader.html
Spark
Individual Task Using continous prose, demonstrate how ethical principles can be
integrated into leadership.
Interaction a) Invite the students to give their ideas.
Time
Next Building and maintaining Ethical Principles in Leadership
11.2.3 Building and maintaining Ethical Principles in Leadership
“It is important that people know what you stand for. It is equally important that they know what
you won’t stand for” By Mary Waldrop
93
Organizational values represent the principles by which employees get work done and treat other
employees, customers, and vendors. The top leadership’s collective values play a significant role
in determining organizational values and culture. Research has shown that employees with values
similar to those of the organizations are more satisfied and likely to stay; those with dissimilar
values are likely to leave. It is therefore vital for a leader to set a personal example of value-based
leadership to make sure that clear values guide everyone’s behaviour in the organization. If there
is indifference or hypocrisy toward values at the highest levels, then it is fairly unlikely that
principled behaviour will be considered important by others throughout the organization.
People with strong value systems tend to behave more ethically, unless situations are highly
competitive and unsupervised or there is no formal ethics policy governing behaviour. Leaders
with a strong sense of values and moral reasoning will be more effective.
E-tivity 11.2.3 Building and maintaining Ethical Principles in Leadership
Numbering, 9.2.3
Pacing and
Sequencing
Title Building and maintaining Ethical Principles in Leadership
Purpose The purpose of this e-tivity is to enable you to discuss how to build and
maintain ethical principles in leadership.
Brief Summary Follow this link and discuss how to build and maintain ethical principles
of Overall Task in leadership:
https://ctb.ku.edu/en/table-of-contents/leadership/leadership-ideas/ethical-
leadership/main
Spark
Individual Task Using continous prose, discuss how to build and maintain ethical
principles in leadership.
Interaction a) Invite the students to give their ideas.
Time
Next Conflict Resolution and Peace Building
94
11.2.4 Summary
Leadership practitioners should expect to face a variety of challenges to their own system of ethics,
values, or attitudes during their careers. Interacting with individuals and groups holding divergent
and conflicting values is inevitable. Therefore, Leaders in particular have a responsibility not to
let their own personal values interfere with professional leader-subordinate relationships.
11.2.5 Activity
As a leader, how can you better support ethical behavior among your colleagues, team members,
and others in your organization?
11.3 Assessment Questions:
1. What do you understand by the term Ethics?
a) Customs and personal beliefs

b) Standards of conduct that indicate how one should behave
c) Core beliefs or desires that guide and motivate attitudes and actions
d) The knowledge of right and wrong
2. The following show why Integrity is important in leadership; which one does not?
a) It leads to adherence to the moral code

b) It shows willingness to do the right thing
c) It portrays the leader as invincible
d) It sets a good example to the followers on the importance of respecting law and order
3. Which Chapter in the Kenyan Constitution addresses the issue of Ethics and Integrity?
a) Chapter 6
b) Chapter 5
c) Chapter 1
d) Chapter 3
11.4.References
95
Brincat C. A. and Wike, V.S.(2000)Morality and the professional life: Values at work. Prentice
Hall Inc., (2000). The ideas in this book were very helpful in the preparation of this article.
Barker, R. A. (1997).How can we train leaders if we do not know what leadership is?,Human
Relations, 50(4) pp. 343-362.
Burns, J. M. (1978).Leadership, New York: Harper and Row.
Halley, A. A. (2002). ‘Teaching leadership as engaged 21stcentury social science: A Portfolio of
transitional learning ecologies.International Journal of Public Administration 25(9/10): 1035–
1077.
Hopkins, B. (2009). Cultural differences and improving performance: How values & beliefs
influence
organizational performance. Burlington, VT: Ashgate.
Thomas, J. C. (2008). Ethical integrity in leadership and organizational moral culture.Leadership

4 (4): 419–442.
Wheatley, Margaret J. (1999) Leadership and the New Science. San Francisco: Berrett-Koehler
Publication.
Ethics Principles of Leadership: https://sites.psu.edu/leadership/2012/12/09/ethics-principles-of-

leadership/
10 Ethical Leadership Characteristics: https://yscouts.com/10-ethical-leadership-characteristics/
Complete Guide to Ethical Leadership: https://www.indeed.com/career-advice/career-

development/ethical-leadership
Ethical Leadership Guide: https://www.cleverism.com/ethical-leadership-guide-definition-

qualities-pros-cons-examples/
The Practice of Ethical Leadership: https://youtu.be/rl0IFKegANo
The Importance of Ethical Leadership: https://www.theworkplacecoach.com/the-importance-of-

ethical-leadership/
How to Be an Ethical Leader: 4 Tips for Success: https://www.businessnewsdaily.com/5537-

how-to-be-ethical-leader.html
Ethical Leadership: https://ctb.ku.edu/en/table-of-contents/leadership/leadership-ideas/ethical-

leadership/main
96
SESSION TWELVE: CONFLICT RESOLUTION AND PEACE BUILDING
12.1 Introduction
“Peace is the only battle worth waging” - Albert Camus
Conflict is an escapable fact of life. It is normal and it is continuously present in human

relationships. It is as old as humanity. There are frequent statements on the desirability or necessity
of conflict, violence and war. For example, unbearable conditions such as structural violence or
impossible threats may make such option understandable. Too often, however, the results of war
negate the very hope for a better future that may initially have motivated the war.
A closer look indicates that the parties in dispute will not cease their actions until there is some
movement on the issues which sparked the dispute. The issue refers to incompatible positions or
goals taken by the parties, motivating their actions. When parties in conflict adjust their demands
or when the incompatible positions or goals are transformed to be compatible, the conflict then
disappears. This is what conflict resolution means. Thus, conflict resolution implies that the deep-
rooted sources of conflict are addressed and transformed. This implies the behaviour is no longer
violent, attitudes are no longer hostile, and the structure of the conflict has been changed. The
theme of conflict and conflict resolution therefore seeks to examine what is understood by peace
and conflict, what causes conflict and how conflict can be resolved if and when it occurs.
12.2 Lesson learning Outcomes
10.2.1. Describe and demonstrate a clear understanding of the concepts of conflict, conflict
resolution and peace building.
10.2.2. Discuss the role of youths in peace and conflict resolution
12.2.1. Understanding Conflict and Peace
Peace
Peace is a very tricky term to define as it depends on individual perception, socio-cultural

orientation and the national values. Peace may be understood as a state of well-being that is
characterized by trust, compassion and justice. This understanding of peace has been described
as positive peace. But in a negative sense, has been described as absence of war, a situation of
temporary ceasefire, ostensibly because of a set of social structures that provide security and
protection from acts of direct physical violence committed by individuals, groups or nations.
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Conflict
The word conflict has often been used interchangeably with the word dispute. While conflict is a
natural and inevitable human experience, it becomes a problem and a threat to development
when it degenerates into violence, be it physical, psychological or structural. Physical and
psychological forms of conflict are most common and usually occur between individuals or
families while structural violence may be brought about by the very nature of a system or
structure of an organization, institution or a government.
Causes of Conflict
As already stated, conflict is always present in human society and it is almost inevitable. What
normally happens is that people always work towards minimizing it by way of addressing it in the
various ways deemed effective. In most African countries, there have been conflicts due to poor
governance and leadership. This poor leadership and governance is manifested in lack of
democracy, accountability, integrity, unity, and a culture of impunity.
Conflict Resolution
Conflict resolution is a range of methods for alleviating or eliminating sources of conflict. The
term “conflict resolution” is sometimes used interchangeably with the term dispute resolution or
alternative dispute resolution. The method or approach adopted depends on the nature and
magnitude of the conflict. Processes of conflict resolution generally include negotiation,
mediation and diplomacy. Successful conflict resolution usually involves fostering
communication among disputants, problem solving and drafting agreements that meet their
underlying needs. In these situations, it is widely accepted worldwide today that conflict resolution
involves finding a win-win formula or mutually satisfying scenario for everyone involved. To
arrive at this, there must be reconciliation.
Reconciliation has been defined as a process which includes the search for truth, justice, an over-
arching forgiveness and healing (IDEA, 2003). It means finding a way to live alongside former
adversaries (not necessarily to love them or forget the past in any way), to co-exist with them to
develop the degree of cooperation necessary in a society in which all have better lives than they
had separately. Effective reconciliation is the best guarantee that the violence or disagreements of
the past will not recur.
12.2.2. The Role of Leaders and Youth in Conflict Resolution

Role of Leaders
Leaders may need to approach conflict resolution in such a way that when a conflict involves a
controversial or unpopular decision, they should resist the temptation to ignore or avoid it. By
defining the root cause of the problem, encouraging active listening, negotiating a resolution and
reminding participants to forgive each other once the conflict is over, you can foster a productive
team. However, effective leaders also recognize that delegating conflict resolution to a third party,
such a facilitator or mediator can be effective in a situation where emotions remain high even after
lengthy discussion.
98
Role of the Youth
The world is today an environment full of tension, violence, declining values, injustices, reduced
tolerance and respect for human rights. The culture of violence has already taken a dominant
position in most of the developing countries, threatening the future of the youth who deserve a
peaceful and better quality of life.
One important role which the youth can play in peace and conflict resolution is for them to be the
change they want. They can do this by changing their attitudes towards people, traditions, religion
and beliefs. They should learn to combine their enthusiasm with patience, realizing the importance
of living together, and should be ready to defend the frontiers of peace and non-violence. The
youth should equally develop their leadership capacity by educating themselves in community
leadership and development programmes, especially in rural areas because lack of knowledge
about basic decision making impedes progress and therefore results in conflicts. In addition, the
youth should learn new skills to deal with conflict in non-violent ways and create a community
that lives by a credo of non-violence and multicultural interaction, appreciation and
interdependence.
E-tivity 12.2.2 Understanding Peace and Conflict
Numbering, 12.2.2
Pacing and
Sequencing
Title Understanding Peace and Conflict
Purpose The purpose of this e-tivity is to enable you to describe Peace and
Conflict Resolution
Brief Summary Discuss the key aspects of Peace building after watching video one and
of Overall Task two
Spark
Individual Task Using bullet points, highlight the key aspects in peace building
Interaction a) Mention the key aspects and invite the students to give details.
99
Time
12.3. References
• John Paul Lederach (2003) The Little Book of Conflict Transformation. Good Books.
https://www.beyondintractability.org/essay/transformation
• Ramsbotham, Oliver, Hugh Miall, and Tom Woodhouse (2006). Contemporary Conflict
Resolution. (Cambridge, UK, Polity), pp: 78-105.
• https://drive.google.com/file/d/1AxzKy-Y-
A80WoHHSBb6XSYWkfNfq0lLN/view?usp=sharing
• Johan Galtung (1990) Cultural Violence. Journal of Peace Research, Vol. 27, No. 3, 291-
305.
• https://drive.google.com/file/d/1qC9gxitSahlcAan5BdjcsiVvRTYzKOw4/view?usp=sharing
United Nations Youth Strategy
• https://www.un.org/youthenvoy/wp-content/uploads/2018/09/18-00080_UN-Youth-
Strategy_Web.pdf
• How do you define peace? https://ymp4.download/en3/
• Johan Galtung's negative and positive peace.
https://www.youtube.com/watch?v=jpw6ypVg0qE
• Restorative practices to resolve conflict/build relationships.
https://www.youtube.com/watch?v=wcLuVeHlrSs&frags=pl%2Cwn
• Adler, R.B. & Towne, N. (1990) Looking out looking in, Interpersonal Communication Holt,
• Rinehart & Winston, Forth Worth.
• International Institute for Democracy and Electoral Assistance, (2003). Reconciliation after
violent conflict - A Handbook Series
• Knapp M.L., Putnan L.L. & Davis L.J. (1988). Measuring interpersonal conflict in
organizations: Where do we go from here? Management Communication Quarterly 1, 414–
429
• Nwonko, R. L. and Nzelibe C. G: Conflict management in African development. Journal of
Black Studies, Vol.20 No.3.Sage Publications.Inc.
• Wall, J. & Callister, R. (1995) Conflict and it’s management. Journal of ManagementVol.21,
515-558
100
12.4. Assessment
1. What is your understanding of peace?
2. Sources of conflict in Kenya. And what are the roles of leaders and youth in addressing the
stated sources of conflicts?
3. Describe a conflict in your community, country, region or globally and how it can be resolved.
101
SESSION THIRTEEN: GENDER DYNAMICS IN MANAGEMENT AND LEADERSHIP
13.1 Introduction
The topic of gender equity in leadership has in recent years become of great interest to researchers
in the fields of psychology, management, and sociology, as women have increasingly assumed
more leadership positions. For instance, the field of politics has globally seen a change in gender
roles as more women are running for political offices. Organizations are now faced with the need
for reconsidering gender expectations in leadership. This creates the need for redefining effective
leadership in terms of gender, stereotyping and role expectations.
The central concern of research and discourse in gender equity in leadership have been about
whether indeed there are any inherent differences in the way men and women function as leaders
and, if so, whether these differences are gender based. To begin with, it is notable that even though
women have become an increasingly large proportion of the work force, they still do not hold a
proportionate share of the top administrative positions of most countries’ workforces, which points
to barriers that hinder women from climbing the organizational ladder(s). The issue has been
whether the continued comparative women disadvantage is related to gender differences in
leadership style. Consequently, research has examined the personality characteristics and
behaviour patterns of women as possible explanations for their lower status in higher echelons of
the work force.
The following basic terms need to be defined:
a) Gender: A collection of qualities labelled as man or woman and which are created culturally
b) Gender Roles: The social and behavioural norms that are generally considered appropriate for
either a man or a woman in a social or interpersonal relationship
c) Management: The act of getting people together to accomplish desired goals. Management
includes planning, organizing, resourcing, leading or directing, and controlling an organization (a
group of one or more people) or effort for the purpose of accomplishing a goal.
d) Leadership: The process of influencing people while operating to meet organizational
requirements and improving the organization through change. A leader is therefore understood as
a change agent who guides his followers into new heights while, along the way, they develop and
grow their followers.
13.2 Lesson Learning Objectives

By the end of the lesson, you will be able to:
13.2.1 Examine ways in which women have been viewed as leaders and managers in the society.
13.2.2 Evaluate explanations for gender differences in management and leadership styles.
102
13.2.1 Perception of women as leaders in the society
Although more women are assuming leadership roles today than before, the notion of a woman as
a leader is still foreign to many individuals, male and female alike. In most societies, leaders have
customarily been males. Consequently, the assumption that leadership equates with maleness is
deeply embedded in both our thinking and language. Leaders are often described with adjectives
such as “competitive,” “aggressive,” or “dominant,” which are typically associated with
masculinity. A female leader is frequently regarded as an aberration and “women who become
leaders are often offered the presumed label of acting like men” (Hearn & Parkin, 1986-87, p. 38).
These stereotypes still exert a powerful influence and are at least partially to blame both for
women’s difficulty in attaining leadership positions and for society’s struggle to accept them.
Because women do not fit the stereotypical leader mold, those who want to be leaders usually need
to be extremely well qualified, have proven records of accomplishments, and be over-prepared for
their positions. Once these positions are attained, women are often expected to “behave just like
their male counterparts rather than enhancing their roles with the new and varied talents and fresh
perspectives they might bring” (Shavlik &Touchton, 1988, p. 101).
E-tivity13.2.1
Numbering, 13.2.1
Pacing and
Sequencing
Title Perception of women as leaders in the society
Purpose The purpose of this e-tivity is to enable you to examine ways in which
women have been viewed as leaders and managers in the society.
Brief Summary Follow these links and watch the video to examine ways in which women
of Overall Task have been viewed as leaders and managers in the society:
http://agendapublica.elpais.com/evolving-perceptions-on-women-and-
leadership/
https://www.psychologicalscience.org/news/minds-business/positive-
perceptions-of-women-may-empower-female-leaders.html
https://youtu.be/u3wS4xLWdb4
Spark
103
Individual Task Using bullet points, highlight the perceptions people have on women
leadership in different cultural contexts.
Interaction a) Invite the students to give suggestions.
Time
Next Gender Differences in Leadership Styles
13.2.2 Gender Differences in Leadership Styles

The relationship between gender and leadership style is rooted in the idea of socialization in which
it is argued that people behave according to societal expectations about their gender roles.
Accordingly, it is argued that because of the socialization process, women have developed values
and traits which result in leadership qualities that are different from the traditional competitive and
aggressive leadership qualities of men. For instance, women’s involvement in managing
households and raising children gives them leadership qualities that men do not process. As such,
through lack of exposure to the situations that women commonly face, men do not possess such
psychological qualities. There are, however, a number of studies which have established that
leadership style is independent of gender since there is little or no demonstrated difference in the
managerial traits and abilities between professional women and men.
13.2.2.1 Gender and Transformational Leadership

Studies have indicated that men are more likely to use power that comes from their organizational
position while women have been found to be “transformational’’ leaders. They are skilled at
getting subordinates to transform their own self interest into the interest of the larger group. In this
way, women ascribe their power not to their position within the organization, but to their own
personal characteristics. Further, studies have established that transformational leaders are more
successful and achieve better results. This has often been attributed to the fact that the modern
organization has to be fast and flexible. Leaders have to create an environment that encourages
self-motivated people who learn and adapt quickly. Transformational leadership is fast becoming
the standard for great leadership. As this happens, women, who demonstrate greater propensity for
104
this type of leadership, are being noticed as well. Consequently, as men and women take advantage
of increased opportunities to participate in roles once reserved for the “other” sex, gender
stereotypes, including those about leadership, are and will continue to fade.
13.2.2.2 Gender and Transactional Leadership

Transactional leadership refers to the bulk of leadership models, which focus on the exchanges
that occur between leaders and their followers. For example, managers who use rewards and
sanctions to achieve compliance of employees with stated performance objectives are exhibiting
transactional leadership .Transactional leadership behaviours are aimed at monitoring and
controlling employees through rational or economic means. Using contingent rewards,
transactional leaders focus their attention on exchange or trade relationships providing tangible or
intangible support and resources to followers in exchange for their efforts and performance and
sanctioning undesired behaviours or unattained performance levels. To deal with unexpected
surprises or non - routine events, transactional leaders may also rely on management by exception,
revising and updating standards and monitoring deviations from these standards. In the passive
version of management by exception, leaders take an inactive approach, intervening only when
problems become serious. Active management by exception characterizes enhanced monitoring
activities by transactional managers who initiate corrective actions and intensely evaluate progress
toward achieving desired performance levels.
Transactional leadership therefore consists of leaders and followers “exchanging gratifications.”

Managers and employees define the terms of the work to be completed and the amount and type
of compensation for finishing the work on time. Transactional leaders establish the norms and
measures of employee behaviour and then observe employees for any missteps and deviations.
They set objectives, assign tasks, and clarify expectations so that employees can achieve the
desired outcomes of the organization. Transactional leadership is not a bad form of leadership, per
se. In fact, it is part of the skill set needed of any effective leader. Transactional leadership,
however, is not sufficient when it comes to creating significant change in an organization or
inspiring followers to achieve at higher levels. What is needed in these instances is
transformational leadership.
Although men more frequently exhibit traits that are conducive to transactional leadership styles,
these traits are not mutually exclusive to men, and are not necessarily found only in men leaders.
The fact that women usually exhibit traits associated with transformational leadership does not
necessarily mean that they are better leaders than men, as there are many male leaders who exhibit
these “feminine” traits, and equally many female leaders who exhibit “masculine” traits more
associated with transactional leadership styles.
A successful blending of personality traits is far more important to successful leadership than
gender-specific traits, especially since none of these traits is actually specific to one gender
Successful leaders, whether their style is transformational or transactional, are conscientious,
extroverted, open to new ideas, experiences and challenges, emotionally stable, and agreeable.
E-tivity13.2.2 Gender Differences in Leadership Styles
105
Numbering, 13.2.2
Pacing and
Sequencing
Title Gender Differences in Leadership Styles
Purpose The purpose of this e-tivity is to evaluate explanations for gender
differences in management and leadership styles.
Brief Summary Follow these links and evaluate explanations for gender differences in
of Overall Task management and leadership styles:
https://trainingindustry.com/magazine/issue/gender-barriers-and-
solutions-to-leadership/
https://www.pewsocialtrends.org/2015/01/14/women-and-leadership/
https://hbr.org/2018/11/how-women-manage-the-gendered-norms-of-
leadership
https://en.wikipedia.org/wiki/Sex_differences_in_leadership
https://www.pewsocialtrends.org/2015/01/14/chapter-2-what-makes-a-
good-leader-and-does-gender-matter/
https://www.pewsocialtrends.org/2015/01/14/women-and-leadership/
Spark
Individual Task Using continuous prose examine the different leadership styles exhibited
by both men and women.
Time
Next Youth Leadership in National Development and Related Challenges
13.3 Summary
In the foregoing session, it has been observed that the under-representation of women in certain
levels of leadership is based on the kinds of the attitudes we hold regarding the abilities of women
106
and leadership, many of which have no scientific basis. The session ends up advocating some form
of transformational leadership in which those women who demonstrate the ability to get
subordinates to transform their own self-interest into the interest of the larger group should be
encouraged to take up such leadership positions.
13.4 Assessment Questions:

1. What is your understanding of the term Gender?
a) Being male or female in terms of orientation
b) One’s sex as evidenced by physical attributes
c) Culturally created qualities and expectations of both man and woman
d) Issues in society that majorly touch on women
2. Which of the following best describes women leaders?
a) They are more of transformational leaders

b) They are more of transactional leaders
c) They serve best in subordinate roles
d) They are both transformational and transactional leaders
13.5 References
Perschel, A. (2009). Women in Leadership: From Politically Correct to Competitive Advantage.
Moran, B. (1992).Gender differences in leadership, LIBRARY TRENDS, Vol. 40, No. 3,

Winter, pp. 475-91
Steven, H. A.,Lynda, A. and Joanne, C.(2003).Miller Gender and leadership? Leadership and
gender?A journey through thelandscape of theories in Leadership & Organization
Development Journal 24/1 [2003] 43-5.
Appelbaum, S.H. and Shapiro, B.T. (1993), Why can’t men lead like women?,Leadership&
Organization Development Journal, Vol. 14 No. 7, pp. 28-34.
Hearn, J., & Parkin, P. W. (1986-87). Women, men, and leadership: A critical review of
assumptions,
practices and change in the industrialized nations. International Studies of Management and
Organization, 16(3-4).33-60.
Shavlik, D. L., &Touchton, J. G. (1988). Women as leaders.In M. F. Green (Ed.), Leaders for a
new era(pp. 98-117). New York: American Council on Education and Macmillan Publishing Co.
107
Rosener, J. B. (1990). Ways women lead. Harvard Business Review, 68(6), 119-125
Nahavandi, A. (2009). The Art and Science of Leadership (5th Ed.) Upper Saddle River, NJ:
Prentice-Hall
Bono, J.E. & Judge, T.A. (2004). Personality Transformational and Transactional Leadership: A
Meta-Analysis, Journal of Applied Psychology, 89 (5), 901-910.
Evolving perceptions on Women and Leadership: http://agendapublica.elpais.com/evolving-

perceptions-on-women-and-leadership/
Positive perspectives of women may empower female leaders:

https://www.psychologicalscience.org/news/minds-business/positive-perceptions-of-women-
may-empower-female-leaders.html
Women in Leadership: Expanding Influence and Leading Change:

https://youtu.be/u3wS4xLWdb4
Gender barriers and solutions to leadership: https://trainingindustry.com/magazine/issue/gender-

barriers-and-solutions-to-leadership/
Women in leadership: https://www.pewsocialtrends.org/2015/01/14/women-and-leadership/
How Women Manage the Gendered Norms of Leadership: https://hbr.org/2018/11/how-women-

manage-the-gendered-norms-of-leadership
Sex differences in leadership: https://en.wikipedia.org/wiki/Sex_differences_in_leadership
What Makes a Good Leader, and Does Gender Matter?:

https://www.pewsocialtrends.org/2015/01/14/chapter-2-what-makes-a-good-leader-and-does-
gender-matter/
Women and leadership: https://www.pewsocialtrends.org/2015/01/14/women-and-leadership/
108
SESSION FOURTEEN: YOUTH LEADERSHIP IN NATIONAL DEVELOPMENT AND
RELATED CHALLENGES
14.1. Introduction
The active engagement of youth in sustainable development efforts is central to achieving

sustainable, inclusive and stable societies by the target date, and to averting the worst threats and
challenges to sustainable development, including the impacts of climate change, unemployment,
poverty, gender inequality, conflict, and migration. Young people have aspirations that are far
broader and that need to be valued and supported.
Approaches that focus on prioritizing youth participation, respecting youth rights, and addressing
youth aspirations are key. Rather than rating the success of programmes on narrow measures of
educational or employment attainment, it is crucial that institutional, programme and policy
evaluations be more firmly grounded in young people’s own accounts of what they value for their
human development and for the sustainable development of their communities and this shared
planet. Although past decades have seen advances in terms of policy commitments to youth
development, both nationally and regionally, such gains have not always been matched by actions
on the ground. Far too many young people are still jobless, and struggle to access public resources
and quality social services.
They are barely involved in policy formulation and programme design as their participation in
politics and decision-making is limited and often ad hoc. Youth leadership is part of the youth
development process and supports the young person in developing leadership abilities necessary
to guide or direct others on a course of action, influence the opinions and behaviours of others, and
serve as a role model. In this regard, youth leadership has always sought to enable youth leaders
to envision and execute strategic leadership processes and to apply effective management
techniques. Accordingly, promoting youth leadership development is a crucial way of promoting
national development.
14.1. Lesson learning Outcomes
14.1.1. Identify the role of the youth in National Development

14.1.2. Demonstrate an understanding of the challenges of youth leadership in National
development.
14.1. Challenges in Youth Leadership and Development

Democracy and Governance
109
In terms of democracy and governance, the youth feel acutely disempowered by existing
governance structures and procedures, where they often have only token representation, and
where policies are not implemented as stated due to a high level of corruption. In other words,
young people are still denied adequate representation in the places where power is exercised,
from Parliament and local councils to businesses and voluntary organizations. There is lack of
appropriate information about policies, programs, and opportunities, as well as a good deal of
misinformation. This is despite the constitution making provision for the representation of youth
in various governance levels through direct nomination. They include: the National Assembly
(Article 97 c); Senate (Article 98c); and the County Assemblies (Article 177c). Further than this,
Article 55 states the specific obligations towards the youth, including ensuring they have; access
to relevant education and training, opportunities to associate, representation and participation
in political, social, economic and other spheres of life, access to employment, and protection
from harmful cultural practices and exploitation.
Lack of trust
Organizations and adults often do not think young people are capable of demonstrating
leadership. Being young in this generation comes with a lot of opportunities and challenges but
in a developing country, the youth believe they all have various issues they would like to change
if given the mandate. However, the older generation tends to be sceptical about how the youth
would do this and what the impact of their actions would be.
Lack of Resources
One major issue that puts the youth in Kenya in a disadvantaged position to even seek leadership
opportunities is unemployment. According to the census report released in 2009, only 39% of
about 11 million youth are absorbed in the job market and the remaining 61% are left jobless and
many of them are living below the poverty line of less than one US Dollar per day. Youth potential
in various sectors has not been effectively tapped and thus many of the youth end up very
frustrated. These situations create much anxiety among them youth, leading to the many
demonstrations that we see. And when these demonstrations occur, they further entrench the low
regard for the youth’s capacity for leadership on the part of the adult generation.
Youth Awareness of Policies and Programmes
Most young people are also unaware of youth related government policies and programmes.
They need to be educated on the existing programmes, policies and legislative frameworks in
order for them to adequately access services and participate adequately.
Empowering the Youth in Leadership and National Development
Considering the role the youth are expected to play in national development, there is need
to make deliberate and concerted efforts to empower them. This can be done in a number
of ways that may include the following:
Employment Creation
110
There are about 500,000 youth who graduate from various tertiary institutions ready to enter
the job market every year. However, due to the slow economic growth, corruption, nepotism and
demand for experience by potential employers, 75% remain unemployed. There is need to
develop policies that will address unemployment problems and create an environment where
the youth can exploit their potential through value adding initiate
14.2. Empowerment and Participation

One of the greatest challenges in youth empowerment and participation is how to ensure that young
people are passionate about causing transformation in Kenya. Young people need a platform from
where they can speak freely and powerfully, take appropriate action, and inspire belief that will
have a catalytic impact all over the country through youth-led development initiatives. Overall, it
is anticipated that the outcome of youth empowerment and participation will be a strong
contribution to national prosperity, economic competition and reduced unemployment. When
empowered, young people can be the missing catalyst for national development, if they were to
occupy their rightful place in development and governance initiatives.
E-tivity14.2.2 Youth in National Development
Numbering, 14.2.2
Pacing and
Sequencing
Title Youth in National Development
Purpose The purpose of this e-tivity is to evaluate the role of youth in national
development.
Brief Summary Read these links and discuss the role of youth in national development.
of Overall Task https://www.un.org/youthenvoy/wp-content/uploads/2018/09/18-
00080_UN-Youth-Strategy_Web.pdf
https://www.youtube.com/watch?v=hjh0prBX6tQ
https://www.youtube.com/watch?v=WTu8anoi9U4
Spark
Individual Task Using continuous prose discuss the challenges of youth involvement in
national development.
111
Time
Next
14.3. References
• Republic of Kenya (2007).Vision 2030 Strategy for National Transformation: Accelerating

Equitable Economic and Social Development for a Prosperous Kenya, Ministry of State for
Planning, National Development, Nairobi. (Online)
• UN Security Council Resolution 2250: Youth, Peace and Security (UN website)
• UN (2018) Youth and the 2030 Agenda for Sustainable Development. New York: UN. African
Youth Charter (AU website)
• UN (2017) Africa’s Youth and Prospects for Inclusive Development: Regional Situation
Analysis Report. New York: UN.
• Derue, D. S., Nahrgang, J. D., Wellman, N., and Humphrey, S. E. (2011) Trait and
behavioural Theories of leadership: An integration of meta-analytic test of their relative
Validity. New York: Wiley Periodicals
• Government of Kenya (GoK), (2007 b).Ministry of Youth Affairs, Strategic Plan 2007-2012.
• Nairobi: Government PrinterGovernment of Kenya (GoK), (2007a). Ministry of Youth
Affairs, Kenya National Youth Policy 2007. Nairobi: Government Printer.
• Njonjo, S. K. (2010). Youth fact book: Infinite possibility or definite disaster? Nairobi:
Instituteof Economic Affairs.
• Republic of Kenya (2007).Vision 2030 Strategy for National Transformation: Accelerating
equitable economic and social development for a prosperous Kenya, Ministry of State for
Planning, National Development, Nairobi.
• Republic of Kenya (2008).First Medium Term Plan: Kenya Vision 2030—A globally
competitive and prosperous Kenya, Nairobi: Office of the Prime Minister, Ministry of
State for Planning, National Development and Vision 2030
• Zepeda, E., L. Ndirangu, F. Leigh, and J. Omollo (2012, forthcoming).Kenya’s Youth

National Development and Related Challenges
14.4. Assessment
Based on the readings, the session introduction and the films, please share your reflections on:
1. What leadership role can youth take towards achievement of sustainable development
goals?
2. What do you think are obstacles hindering youth from attaining their aspirations and full
potential?
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3. Potential solutions to overcome the obstacles you have mentioned above?
SESSION FIFTEEN: WEAPONS OF MASS DESTRUCTION
15.1 INTRODUCTION
We are delighted to welcome to this module on weapons. You probably have heard about the two
terms and you could have formed and developed your own versions of what the term constitutes.
As a person training as leadership, you will be expected to understand the need for peace, the
extent to aggression can stretch in society and how to keep yourself and others safe, as well as be
aware of weapons of mass destruction (WMD). In this module, we will introduce you to the basic
concepts in security, why you should study and practice it. This is an interactive instructional
module that uses both action and collaborative learning styles that provide you with diverse online
learning experiences and effective learning processes. The key purpose of this module is to expose
you theoretically to the various types of WMDs that are there, and how you raise awareness about
them.
In this module, we shall define the basic concepts in WMD and encourage you to develop your
own understanding of the same. The module also introduces the types of weapons of mass
destruction and the effort to eliminate and discourage the development and use of these weapons.
It will equip you with skills to participate effectively in your skills laboratory unit and in your
future career.
We hope that you will find this module motivating, educative, and engaging. We also hope that it
stimulates your mind can be more aware of these issues and how to contribute positive to the
challenge of WMD.
15.1 LESSON LEARNING OUTCOMES

14.2.1 Outline the concept of weapons of mass destruction.
14.2.2 Describe the types of weapons of mass destruction
14.2.3 Explain the international treaties against WMD.
15.2.1 DEFINITIONS, CONCEPTS AND TYPES OF WEAPONS OF MASS

DESTRUCTION
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The modern world is experiencing continued advancement in technology, which has created
more room for organized criminal actions. Weapons of Mass Destruction are hazardous as they
can cause widespread devastation and loss of life. The WMDs are the greatest threat to public
safety and instill fear in the world citizens. The proliferation of weapons of mass destruction
(WMD) and their delivery systems could have vast consequences for national, regional and
global security. The potential effects of these types of weapons – which include nuclear devices,
radiological material, biological pathogens and chemical substances – are some of the greatest
threats that the world faces. Therefore, emerging leaders need to be aware of the WMD and how
they should be prevented through an active political agenda of arms control, disarmament and
non-proliferation, while at the same time strengthening its capabilities to defend against attacks.
This session will introduce you to WMD concerns - examining the basics of definitions, types and
prevention. It will help you understand how to you can lay a role in supporting nonproliferation.
In this first lesson, we lay the base of this course by defining the concept WMD, and other related
terms. In order for you to understand this course you must familiarize with the types of WMDS
and relevant examples. The purpose of this lesson is to enable you understand fundamental
concepts, types and use of WMD in society.
15.2.1 The concept and Types of Weapons of Mass Destruction
A weapon of mass destruction (WMD) is something capable of inflicting mass casualties and/or
destroying or rendering high-value assets as useless. Although chemical, biological, nuclear, and
radiological weapons often serve as examples of WMD, many things can be used as a WMD.
This became painfully true from the 9/11 attacks.
The term weapon of mass effect (WME) describes the human reactions and events surrounding
the use of a WMD that may result in limited or no casualties or physical damage. The mass effect
may be sensationalized media reporting, panic, and social and political change. The range of
potential WMD attacks depends on the creativity of the enemy. Examples include blowing up a
train filled with toxic chemicals as it travels near a town while the wind is blowing toward the
town, or placing a radiological device, disguised as HVAC equipment, near the intake vents of a
crowded building. The number of “soft” targets capable of being targeted is enormous. The term
weapon of mass effect (WME) describes the human reactions and events surrounding the use of a
WMD that may result in limited or no casualties or physical damage. The mass effect may be
sensationalized media reporting, panic, and social and political change.
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In World War I, Germany invented and debuted the world’s first weapons of mass destruction —
poison gas artillery shells and pressurized tanks that wafted the deadly toxins over the battlefield.
They killed and wounded thousands. The Germans first attempted two attacks in October 1914
and January 1915 that failed due to technical reasons. But the first successful attack came in April
1915. That gas attack took place at Ypres, Belgium, where German troops released hundreds of
tons of chlorine gas through buried pipes across a four-mile front. Over 1,000 Allied soldiers were
killed and another 7,000 were injured. The British military responded with its own chlorine attack
in September 1915 at the Battle of Loos. The Germans introduced mustard gas into the fighting in
1917 and America joined the war — and chemical warfare — in 1918. The war ended with
approximately 100,000 chemical weapons deaths and 1 million wounded.
The greatest threat comes from the four principal categories of weapons of mass destruction
(WMDs) which include chemical, biological, radiological/nuclear, and explosive (CBRNE). These
hazards must now be allotted the same attention and consideration as the myriad natural and
technological hazards that have menaced communities for decades and in some cases centuries.
These hazards present a unique challenge due to the fact that much less is known about them, and
they are created with intent.
E-tivity 15.2.1 - Concepts of and Types of Weapons of mass Destruction (WMD)

sequencing
Title Definitions and Types of Weapons of mass Destruction
Purpose The purpose of this e-tivity is to enable you to explain the
fundamental concepts of weapons mass destruction as well
as the types od WMD
Brief summary of overall task Watch the video on weapons of mass destruction by the
United Nations and Read page I -2 on Definitions and
concept of BBS on this link Types of WMD by UNODA.
Define the concept of weapons of mass destruction.
Spark
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Individual task (a) In a sentence, develop your own definition of WMD.
(b) Write down Types of WMD.
Interaction begins a) Post two definitions of as applied to weapons of mass

destruction
b) Give Two examples of weapons of mass destruction
from each of the four categories
c) Provide positive and constructive feedback on the
team learners ‘views and ideas. Do this on the
Schedule and time This task should take one hour
Next Types of weapons of mass Destruction
15.2.2 Types of Weapons of mass destruction

At the beginning of the lesson, we defined WMD. We also mentioned the types of WMD. We are
now going to learn about the different types of weapons of mass destruction. Chemical weapons
Chemical Weapons: A Chemical Weapon is a chemical used to cause intentional death or harm
through its toxic properties. Munitions, devices and other equipment specifically designed to
weaponize toxic chemicals also fall under the definition of chemical weapons. A common
conception of a chemical weapon (CW) is of a toxic chemical contained in a delivery system such
as a bomb or artillery shell. Nerve gas, tear gas and pepper spray are three modern examples of
chemical weapons.
Biological weapons disseminate disease-causing organisms or toxins to harm or kill humans,

animals or plants. They generally consist of two parts – a weaponized agent and a delivery
mechanism. In addition to strategic or tactical military applications, biological weapons can be
used for political assassinations, the infection of livestock or agricultural produce to cause food
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shortages and economic loss, the creation of environmental catastrophes, and the introduction of
widespread illness, fear and mistrust among the public.
Radiological Weapon — weapons that disperse radioactive agents to inflict injury or cause
contamination or damage. A dirty bomb using a conventional explosion to disperse radioactive
contaminants is one such type of weapon, but this could also encompass other ways to disperse
nuclear contaminates, such as through a food or water source.
A nuclear weapon is a device that uses a nuclear reaction to create an explosion. This explosion is
much more powerful than that of conventional explosives (like TNT). Nuclear weapons are the
most dangerous weapons on earth. One can destroy a whole city, potentially killing millions, and
jeopardizing the natural environment and lives of future generations through its long-term
catastrophic effects. The dangers from such weapons arise from their very existence.
Explore more from the e-tivity 1.2.2.
E-tivity -15.2.2 Identify Biosafety levels

sequencing
Title Types of Weapons of mass destruction.
Purpose The purpose of this e-tivity is to enable you to distinguish
between the various types of weapons for mass destruction.
Brief summary of overall task Watch Video 2 on this link by labs for life project and
summarize the characteristics of the various biosafety levels.
Read defining the “weapons of mass destruction “by Carus

Seth and chemical weapons on this link
Explain four factors taken in to consideration when

designationg biosafety levels.
Spark Look at
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Individual task a) In a paragraph, explain the differences between the
biosafety levels
b) Using a table with four columns, distinguish between

the various biosafety. Save this work in your portfolio.
Interaction begins 1. Discuss two factors that could provide a basis of

biosafety level designation
2. Provide positive and constructive feedback on the team
learners ‘views and ideas. Do this on the discussion
forum 15.2.2
Next International laws on nonproliferation
15.2.3. International laws on non-proliferation

Chemical Weapons: Long-sought efforts to globally eliminate Chemical weapons of mass
destruction finally came to fruition with the conclusion in 1993 of the Chemical Weapons
Convention. The Convention aims to eliminate an entire category of weapons of mass destruction
by prohibiting the development, production, stockpiling, transfer and use of chemical weapons; to
prevent their re-emergence; to ensure the elimination of existing stocks of such weapons; and, in
so doing, to make the world safe from the threat of chemical warfare.
Biological Weapons: Long-sought efforts to globally eliminate these weapons of mass destruction
finally came to fruition with the conclusion in 1972 of the Biological Weapons Convention. The
Biological Weapons Convention (BWC) effectively prohibits the development, production,
acquisition, transfer, stockpiling and use of biological and toxin weapons. It was the first
multilateral disarmament treaty banning an entire category of weapons of mass destruction
(WMD).
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Nuclear weapons are the most dangerous weapons on earth. One can destroy a whole city,
potentially killing millions, and jeopardizing the natural environment and lives of future
generations through its long-term catastrophic effects. The dangers from such weapons arise from
their very existence. The UN has sought to eliminate such weapons ever since its establishment.
The first resolution adopted by the UN General Assembly in 1946 established a Commission to
deal with problems related to the discovery of atomic energy among others. The Commission was
to make proposals for, inter alia, the control of atomic energy to the extent necessary to ensure its
use only for peaceful purposes. Several multilateral treaties have since been established with the
aim of preventing nuclear proliferation and testing, while promoting progress in nuclear
disarmament.
These include the Treaty on the Non-Proliferation of nuclear weapons (NPT), the Treaty Banning
Nuclear Weapon Tests In The Atmosphere, In Outer Space And Under Water, also known as the
Comprehensive Nuclear-Test-Ban Treaty (CTBT), which was signed in 1996 but has yet to enter
into force, and the Treaty on the Prohibition of Nuclear Weapons (TPNW). The Treaty on the
Prohibition of Nuclear Weapons (TPNW), or the Nuclear Weapon Ban Treaty, is the first legally
binding international agreement to comprehensively prohibit nuclear weapons with the ultimate
goal being their total elimination. It was adopted on 7 July 2017, opened for signature on 20
September 2017, and entered into force on 22 January 2021.
E-tivity 15.2.3 _ International laws on nonproliferation
sequencing
Title International laws on nonproliferation
Purpose The purpose of this e-tivity is to enable you to understand the
international laws on nonproliferation.
Brief summary of overall Watch this video and read these materials and then analyze the
task laboratory hazards and risks.
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Spark
Individual task After reading and watching respond to the following questions
a. Using bullet points identify six legislative provisions establishing
offences and penalties for activities relating to biological weapons that
are prohibited under the BWC Convention.
b. Write a paragraph to describe article IV of CWC
c. In a paragraph of 200 words, summarize the NPT treaties discussion
forum 15.2.3
Interaction begins a) Post your analysis here in discussion forum 15.2.3
‘views. Do this on the discussion forum 15.2.3
E-moderator 1. Ensure that learners are focused on the contents and context of
interventions discussion.
Sustainable Development
15.3. Assessment Questions
1. What is a weapon of mass destruction?

a. A weapon that has the ability to kill or harm huge numbers of people.
b. Any weapon that can be used at a distance.
c. A weapon that can destroy whole cities at once.
d. Any weapon that involves explosions.
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2. Which of the following types of weapon of mass destruction is banned worldwide
under a 1993 agreement that is legally binding?
a. Chemical weapons
b. Biological weapons
c. Nuclear weapons
d. Explosive weapons
3. Which of the following types of weapon of mass destruction is banned worldwide
under a 1972 agreement that is legally binding?
a. Chemical weapons
b. Biological weapons
c. Nuclear weapons
d. Explosive weapons
4. One advantage of a biological weapon is that ___________________
a. It is odorless, colorless, and tasteless
b. It has a small attack area
c. It will immediately result in massive cases of human illness
d. It will usually kill the perpetrator of the release
5. Which of the following is not true about chemical weapons:
a. A chemical weapon is any toxic toxin that can cause death, injury, or
incapacitation
b. Chemical weapons are considered weapons of mass destruction
c. Use of chemical weapons in armed conflict is a violation of international law
d. Primary forms of chemical weapons include nerve agents, blister agents,
choking agents, and blood agents.
6. Which of the following microorganism can use as biological weapons___________
a. Bacillus anthracis
b. Lactic acid bacteria
c. marijuana
d. yeast
7. States which admitted to having secret chemical weapon programs are________
a. India, China, France, Britain, South Korea
b. Japan, Spain, and Russia
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c. United States, Africa, Iran
d. Pakistan, Afghanistan, Germany, Italy
15.4. References
1 Biological and Toxin Weapons convection, 1972, Retrieved from
http://www.opbw.org/convention/documents/btwctext.pdf
2 The Biological Weapons Convention (BWC) by UNOG. Retrieved from
https://www.un.org/disarmament/wmd/bio/
3 “Abolishing Chemical Weapons: Progress, Challenges, and Opportunities” in November
2010 Arms Control Today, By Paul Walker
4 https://www.armscontrol.org/act/2010-11/abolishing-chemical-weapons-progress-
challenges-opportunities
5 NBC- Weapons of Mass Destruction at www.youtube.com/watch?v=p_pFk2nQsUQ
6 Convention on the prohibition of the development, production, stockpiling and use
of chemical weapons and on their destruction, Paris 13 January 1993.
7. Congressional research service 2022 Resurgence of Chemical Weapons Use:
Issues for Congress
SESSION SIXTEEN: SUSTAINABLE DEVELOPMENT
16.1 Learners’ understanding of Sustainable Development:

(Give learners opportunity to share their understanding of SD
16.2 Definition of concepts:
§ Sustainable development – “development that meets the needs of present generations

without compromising the ability of future generations to meet their own needs.”
(Bruntland Commission Report, World Commission on Environment and Development,
1987)
§ This view of sustainable development is informed by the fact that in a world of 7 billion
people, with limited natural resources, there is need for individuals and societies to learn
to live together and act more sustainably in the interest of not only the current generation
but also the future generations.
§ Sustainability:
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Sustainability is a paradigm for thinking about a future in which environmental, social
and economic considerations are balanced in the pursuit of development and an improved
quality of life.
16.3 Sustainability paradigm

§ The sustainability paradigm is a major change from the previous paradigm of economic
development which focused narrowly on economic benefits/returns while paying little
attention to its damaging social and environmental consequences. The global community
has come to realize that major damage or serious threats to the well-being of humans and
the environment in pursuit of economic development have no place within the
sustainability paradigm. This has led to the distinction between Good growth and Bad
growth. Good growth is that which brings economic returns without compromising the
social and environmental spheres. Bad growth is that which brings economic returns but
destroys the society and the environment.
§ Sustainable development cannot be achieved through technological solutions, political

regulations or financial instruments alone. It requires a fundamental change in the way
individuals and societies think and act and, consequently, a transition to sustainable
lifestyles.
16.4.Difference between sustainability and sustainable development:

§ Sustainability is thought of as a long-term goal (i.e. a more sustainable world), while
sustainable development refers to the many processes and pathways to achieve it (e.g.
sustainable agriculture and forestry, sustainable production and consumption, good
government, research and technology transfer, education and training, etc.).
16.5 Pillars of sustainability

a) Three Classical dimensions of sustainability:
Sustainability is anchored on three spheres/pillars that are intertwined: society, environment and
economy
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Environment
al
Social Economic
Figure 1: Classic dimensions of sustainable development

An undertaking can only be sustainable if it strikes a good balance among the three spheres. They
are intertwined and what happens in one affects the other. Good business is that which pursues
profit (economic returns) without compromising the society and the environment. For example, a
business that brews cheap alcohol and disposes its waste into the nearby river is not a sustainable
one. Despite creating employment to some people and giving profits (economic returns) to the
investor, it has direct negative effects to both the society (the youths who consume the liquor suffer
poor health and become unproductive) and the environment (the effluent dumped into the river
affects aquatic life as well as the people downstream who rely on that water for their domestic
use).
b) Political dimension of sustainability
However, following growing awareness of the crucial importance of good governance, a political
dimension can be added to the traditional three dimensions of sustainable development, which
helps underscore the role of public participation in community and governmental decision-making.
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Figure 2: Dimensions and main goals of sustainable development. Source: Curriculum
Framework ESD, Schreiber and Siege (eds.) (2016) p. 89
16.4.Sustainability perspectives
While addressing these dimensions of sustainability, the following key perspectives guide the
global sustainability dialogue:
§ Using systems thinking approach, rather than an approach that looks at problems in
isolation as sustainability issues are linked and part of a “whole.”
§ Understanding local issues in a global context and recognizing that solutions to local
problems can have global consequences.
§ Realizing that individual consumer decisions affect and give rise to resource extraction and
manufacturing in distant places.
§ Considering differing views before reaching a decision or judgement.
§ Recognizing that economic values, religious values, and societal values compete for
importance as people with different interests and backgrounds interact.
§ Seeing all humans as having universal attributes.
§ Knowing that technology and science alone cannot solve all of our
problems.
§ Emphasizing the role of public participation in community and governmental decision-
making. People whose lives will be affected by decisions must be involved in the process
leading to the decisions.
§ Calling for greater transparency and accountability in governmental
decision-making.
§ Employing the precautionary principle – taking action to avoid the possibility of serious or
irreversible environmental or social harm even when scientific knowledge is incomplete or
inconclusive.
Learner Reflection: Discussion 1
125
- Do you know of any business in your locality/country that has harmful effects to the society and
the environment? Discuss the positive benefits of this firm to the community as well as the negative
consequences to both the society and the environment
- What are your views on the following businesses from a sustainability perspective: Betting, Drug
peddling, Arms manufacturing
16.7 Principles of Sustainable Development

The sustainability agenda as articulated by United Nations has its roots in the Rio Declaration
that emerged from the United Nations Conference on Environment and Development, also called
the Earth Summit, which was held in Rio de Janeiro in 1992. Agenda 21 is the official document
of the Earth Summit. Some of the key principles of sustainable development are:
§ People are entitled to a healthy and productive life in harmony with nature;
§ The right to development must be fulfilled so as to meet developmental and environmental
needs of present and future generations in an equitable way;
§ Eradicating poverty and reducing disparities in living standards in different parts of the
world are essential to sustainable development.
§ Environmental protection is an integral part of the development process and cannot be
considered in isolation from it.
§ International actions in the fields of environment and development should also address the
interests and needs of all countries.
§ To achieve sustainable development and a higher quality of life for all people, countries
should reduce and eliminate unsustainable patterns of production and consumption and
promote appropriate demographic policies.
§ Women play a vital role in environmental management and development. Their full
participation is therefore essential to achieving sustainable development.
§ Warfare is inherently destructive to sustainable development. Peace, development and
environmental protection are interdependent and indivisible.
16.8 Values within the Sustainability Paradigm
The sustainability agenda is underpinned by the following values:

§ Human dignity,
§ Fundamental freedoms,
§ Human rights,
§ Equity,
§ Care for the environment.
§ Valuing biodiversity and conservation along with human diversity, Inclusivity and
participation.
§ Embrace sufficiency for all
§ Equity of economic opportunity.
§ Earth Charter, a declaration of fundamental ethical principles for building a fair,
sustainable, and peaceful global society.

i. What is the role of a leader in promoting sustainability?
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ii. When you reflect on your life as an individual to what extent do you practice
sustainability in your activities?
16.9 Sustainable Development Goals

In a meeting held in 2015 under the auspices of the United Nations, the global community agreed
on the 2030 Agenda for Sustainable Development (United Nations, 2015). The 2030 Agenda for
Sustainable Development agenda which was adopted by 193 UN Member States had at its core 17
Sustainable Development Goals (SDGs) which reflected the shared global ambition and
intergovernmental commitment up to 2030. The goals are:
GOAL TITLE
1 No Poverty- End poverty in all its forms Everywhere
2 Zero Hunger- End hunger, achieve food security and improved nutrition and
promote sustainable agriculture
3 Good Health & Well-Being- Ensure healthy lives and promote well-being
for all at all ages.
4 Quality Education- Ensure inclusive and equitable quality education and
promote lifelong learning opportunities for all
5 Gender Equality- Achieve gender equality and empower all women and girls
6 Clean Water & Sanitation- Ensure availability and sustainable
management of water and sanitation for all.
7 Affordable & Clean Energy- Ensure access to affordable, reliable,
sustainable and clean energy for all.
8 Decent Work & Economic Growth- Promote sustained, inclusive and
sustainable economic growth, full and productive employment and decent
work for all
9 Industry, Innovation & Infrastructure- Build resilient infrastructure, promote
inclusive and sustainable industrialization and foster innovation
10 Reduced Inequalities- Reduce inequality within and among countries.
11 Sustainable Cities & Communities- Make cities and human settlements
inclusive, safe, resilient and sustainable
12 Responsible Production & Consumption- Ensure sustainable consumption and
production patterns
13 Climate Action- Take urgent action to combat climate change and its impacts
14 Life Below Water- Conserve and sustainably use the oceans, seas and marine
resources for sustainable development
15 Life on Land- Protect, restore and promote sustainable use of terrestrial
ecosystems, sustainably manage forests, combat desertification, and halt and
reverse land degradation and halt biodiversity loss
16 Peace, Justice & Strong Institutions- Promote peaceful and inclusive societies
for sustainable development, provide access to justice for all and build
effective, accountable and inclusive institutions at all levels
17 Partnerships for the Goals- Strengthen the means of implementation and
revitalize the global partnership for sustainable development
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i. Do you think that the SDGs will be achieved by 2030?
ii. What could be some of the obstacles to the attainment of these goals by 2030?
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MODULE FOUR
LEADERSHIP AND CLIMATE CHANGE
SESSION 17: INTRODUCTION TO CLIMATE CHANGE
17.1 Introduction
Welcome to session fourteen on introduction to climate change. In this session you will learn about
climate change phenomenon which has caused a global challenge and requires to be addresses
through effective leadership and management. This lesson introduces various concepts on climate
change to enable you to comprehend the phenomenon.
In this lesson, we shall define climate related concepts, distinguish between climate variability and
change. It is hoped that you will be inspired and share your experiences on changing climate.
17.2 Learning Outcomes

17.2.1 Define concepts in climate change.

17.2.2 Distinguish climate change and climate variability.
17.2.3 Share your experience on changing climate
17.2.1 Concepts in climate change

Climate is defined as the average weather over a long period of time (approximately 30-50 years).
It is a statistical description of weather conditions and their variations including both averages and
extremes. The climate has natural variations which may not denote a change. The
Intergovernmental Panel on Climate Change defines climate change as “a change in climate that
is attributed directly or indirectly to human activity that alters the composition of the global
atmosphere and that is in addition to natural climate variability observed over comparable time
periods”. Climate change is what we experience when the climatic conditions permanently shift
either upwards or downwards of the average shifts in the start or end of the rainfall season, the
length of the season, the number of rainy days, the number, length and intensity of dry spells.
Changes in the total seasonal rainfall, among others, can also signify climate change.
Greenhouse gases (GHGs) are those gases that have potential of cause warming of the atmosphere,
they include carbon dioxide, black carbon, methane, fluorinated gases and nitrous oxides among
other pollutants in the air. The GHGs have varying global warming potential – ability to retain
heat in the atmosphere. Carbon dioxide has global warming potential of 1 while other GHGs such
as black carbon has 3200 times more potential compared to carbon dioxide. However, such gases
that have high potential have short life span in the atmosphere since they react with other elements
to form different compounds – thus they are referred to “short-lived climate pollutants. The general
increase in the Earth’s near surface air and ocean temperatures due to rising GHGs emissions
attributed to industrialisation, fossil fuel consumption, land use conversion, deforestation and other
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human influences since the mid-twentieth century is global warming. This warming contributes
to changing climate.
The changing climate presents a situation that makes physical, social and economic systems
susceptible since it disrupts their balance. The degree to which a system is susceptible to, and
unable to cope with adverse disruptions of climate change including its variability and extremes is
referred to vulnerability. The capability to anticipate, prepare for, respond to, and recover from
significant threats with minimum damage to social well-being, the economy, and the environment
is resilience.
17.2.1 E-tivity Concepts in climate change

sequencing
Title Concepts in climate change
Purpose The purpose of this e-tivity is to enable you to explain the various
concepts in climate change
Brief summary of overall task Watch video clip on climate change on this link
Spark “What is a Change?”

Individual task (a) In sentences, explain concepts of climate change in captured
in the video clip that you watched.
(b) In a sentence, develop your own definition of Climate
change.
Interaction begins a) Post two concepts of climate change identified from the
video.
b) Post all your responses to Discussion forum 17.2.1.
E-moderator interventions • Ensure that learners are focused on the contents and
• Stimulate further learning and generation of new ideas.
• Provide feedback on the learning progress.
• Round-up the e-tivity
Schedule and time This task should take 1hour
Next Climate change and Variability
17.2.2 Climate Change and Variability
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Climate variability is an indicative of natural breathing system of the climate. It is what we experience on
an hour-to-hour, day-to-day, month-to month, season-to-season, year-to-year basis, with one hour being
more or less cloudy than the other, one day being either wetter or drier than the other, one season being
either cooler or warmer than the other, and perhaps one year being either more or less rainy than the
other. Climate variability refers to time scales ranging from months to decades, falling between the
extremes of daily weather and the long-term trends associated with climate change.
The difference between climate change and climate variability is the permanency nature denoted by
“Change”. The shifts in statistical averages of parameters such as rainfall and temperature is permanent
in case of climate change. Thus to determine climate change there is need to study the trends of the
parameters over a long period of time (30-50 years). The shifts above or below the means of parameters
may be experienced often but the trend may fail to show “permanency” in that case we refer to it at
climate variability. The effects of the change and variability are synonymous and thus same strategies are
employed in addressing them.
17.2.2 E-tivity Climate change and Variability

Title Climate change and variability
Purpose The purpose of this e-tivity is to enable you differentiate
between climate change and climate variability
Brief summary of overall task Watch the following short video to learn more on climate
variability and climate change
https://www.youtube.com/watch?v=zL83rDrS8Ec
Spark
Source: Kenya Climate Change Strategy (2010)

Individual task d) In a sentence differentiate between climate change and
climate variability
Interaction begins Post your answers in the discussion forum 14.2.2
E-moderator interventions d) Ensure that learners are focused on the contents and
e) Stimulate further learning and generation of new
ideas.
f) Provide feedback on the learning progress.
Schedule and time This task should take 1 hours
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Next Experience Sharing on changing climate
17.2.3 Experiences on changing climate

E-tivity 14.2.3 _ Experience on changing climate
Title Experience sharing on changing climate
Purpose The purpose of this e-tivity is to enable share your experience on

changing climate
Brief summary of overall task Create a short audio clip on your experience on changing climate
Spark
“CLIMATE CHANGE IS A HOAX”
Individual task (a) Post your audio clip on this section of the module
(b) Review at least two clips from other participants in the course
Interaction begins c) Identify at least one issue highlighted in the clip that you closely
associate with.
d) Post these issues in discussion forum 17.2.3.
discussion.
Next Causes and Impacts of climate Change

5. Which word best climate change
e) Permanent shift
f) Variability
g) Change
h) Resilience
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6. Which of the following refer to vulnerability?
e) Susceptibility
f) Resilience
g) Adaptive Capacity
h) Performance
7. Global warming refers to:

e) Warming of the earth
f) Warming of the air
g) Warming of the atmosphere
h) Warming of ionosphere
8. Which of the following is not a greenhouse gas?

e) Methane
f) Carbon
g) Particulate Matter
h) Fluorinated gases
17.4 E-References
1. Alex, B et al. (2020). What is climate Change? Retrieved from
https://www.youtube.com/watch?v=tMwFNMfjFuU
2. FAO. (n.d). MODULE 1: Understanding climate variability and climate change.
https://www.fao.org/3/a1247e/a1247e02.pdf
3. Republic of Kenya. (2010) Climate Change Response Strategy. Retrieved from
http://www.environment.go.ke/wp-
content/documents/complete%20nccrs%20executive%20brief.pdf
4. United Nations. (n.d) What Is Climate Change? https://www.un.org/en/climatechange/what-is-
climate-change
5. Watch these video on what is climate change

https://www.youtube.com/watch?v=QlQ-MEZgRGY
https://www.youtube.com/watch?v=-n4A0BssFd0
https://www.youtube.com/watch?v=ko6GNA58YOA
https://www.youtube.com/watch?v=ifrHogDujXw
6. Watch this video on How Do Greenhouse Gases Actually Work?
https://www.youtube.com/watch?v=sTvqIijqvTg
7. Watch this video on Understanding Greenhouse Gases and Greenhouse Effect
https://www.youtube.com/watch?v=066-eumKxS8
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SESSION 18: CAUSES AND IMPACTS OF CLIMATE CHANGE
18.1 Introduction
In this lesson, we will discuss causes and impacts of climate change. I hope the lesson will enable you
discuss causes and impacts of climate change.

15.2.1 Discuss causes of climate change.
15.2.2 Discuss impacts of climate change.
18.2.1 Causes of Climate change

The changing climate is caused by change in earth’s energy balance. This is determined by how much of
sun’s energy enters the atmosphere, is absorbed, reflected and radiated by the earth. The gaining of more
energy in the atmosphere is determined by the amount of solar energy reflected out to space – away from
the atmosphere. The natural causes of this change in energy balance include: biotic processes, plate
tectonic movement and volcanic activities, Variation of energy due to earth’s rotation and revolution
among others.
Human activities since industrial age have contributed to significant quantities of greenhouse gases (GHG)
in the atmosphere. These gases trap solar energy and heat within the atmosphere rather than aiding in
reflecting back into the space. High concentration of GHGs results to much heat and energy being trapped
thus causing atmospheric/ earth temperatures to rise off the range of natural variability. This leads to
climate variability and climate change in the long term, if unchecked.
The natural balance of carbon cycle may also be altered by human activities such as deforestation which
intern lead to more Carbon dioxide in the atmosphere. This increase contributes to trapping of the solar
energy and heat, warming of the atmosphere and in turn climate variability and change. Human activities
that largely contribute to emission of greenhouse gases are significant causes of climate variability and
change. Sectors that contribute to GHG emission include transport, agriculture among others.
18.2.1 E-tivity Causes of climate change

Title Causes of climate change
Purpose The purpose of this e-tivity is to enable you discuss causes of
climate change.
Brief summary of overall task Watch this video to learn more on the causes of climate change
134
Spark “The Cause is Human instigated”
Individual task (a) Using bullet points outline causes of climate change as
narrated in the video.
(b) In a paragraph, discuss one cause of climate change.
(c) Post the issues in discussion forum 18.2.1
of discussion.
4. Round-up the e-tivity.
Next Impact of climate change
18.2.2 Impacts of Climate change

Sectors such as agriculture, infrastructure, education, environment, energy, human resource
development labour and employment, land reforms, health, water and sanitation, urbanization and
housing are facing impacts of climate change. The changing climate has led to increased frequency and
magnitude of floods and droughts which have impacted on people, economy and environment. The other
impacts include food insecurity, social disruptions and related psychological impact which negatively
affects the economy and the environment, warming and rising sea level, rising global temperatures,
heatwaves, desertification, unpredictable weather patterns, hurricanes, tornadoes, increasing tropical
diseases, poverty, displacement.
18.2.2 E-tivity Impacts of climate change

Title Impacts of climate change
Purpose The purpose of this e-tivity is to enable you discuss impacts of
climate change.
Brief summary of overall task Watch this video by Met-Office Weather
135
Spark “THE IMPACT OF CLIMATE CHANGE IS GROSS”
Individual task (a) Using bullet points outline impacts of climate change as
narrated in the video.
(b) In a paragraph, discuss one impact of climate change.
(c) Post the discourse in discussion forum 18.3.1
(d) Review and contribute to discussions posted by fellow
participants
of discussion.
Next Management of climate change at global, regional, national

and local level
18.3 Lesson Assignment

1. Which of the following is not an impact of climate change / variability
a. Volcanic activity
b. Floods
c. Urban Heat island
d. Melting of the ice caps
2.Which of the following of the following is false about causes of climate change
a. They are unnatural
b. They are natural
c. They are human induced
d. They are as a result of energy imbalance in the atmosphere
18.5 E- References
1. Copernicus EU (2018). What is causing climate change?
https://www.youtube.com/watch?v=X5PBT59DLy8
136
2. Doctor ASKY (2019). Causes of climate change.
https://www.youtube.com/watch?v=hdAD3cjSRw4
3. National Geographic. (2017). Causes and Effects of Climate Change | National Geographic.
https://www.youtube.com/watch?v=G4H1N_yXBiA
4. Met Office (2017). Impact of climate change.
https://www.youtube.com/watch?v=u2UVmqrdC4I
5. Reach Educational Services. (2021). Anthropogenic (human) causes of Climate Change.
https://www.youtube.com/watch?v=LNVytY2jvoU
6. Watch this video on climate change (causes and effects).
https://www.youtube.com/watch?v=kO07Ldjacpg
SESSION 19: MANAGEMENT OF CLIMATE CHANGE
19.1: Introduction
The management of climate change is based on the appreciation of the reality of the causes and
impacts of a changing climate. It involves addressing the anthropogenic causes of climate change,
minimizing the socio economic and environmental impact and gradually reversing the
phenomenon. Mitigation focus on reducing the greenhouse gases that contribute to global warming
while adaption entails development of strategies and actions to cope with the effects of a changing
climate. The management options are broadly tied to mitigation and adaptation measures. They
are implemented at different scales-global, regional, local and individual levels. As in other
management strategies, there are multiple factors that mediate the implementation of the mitigation
and adaption actions. These include: indigenous knowledge, innovation, carbon trading, climate
financing, green economy and policy and legal frameworks. They act as enablers to effective
management of climate change impacts.

19.2.1. Explain climate change mitigation and adaptation strategies
19.2.2. Discuss the role of indigenous knowledge in climate change mitigation and adaptation
19.2.3. Discuss policy and legal framework in climate change mitigation and adaptation
19.2.1 Climate change mitigation and adaptation strategies

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Climate change impacts are addressed through mitigation or adaptation actions. Mitigation
strategies target greenhouse gas emissions that fuel global warming. These actions include
avoiding or minimizing greenhouse gas emissions and increasing carbon sinks. In this regard, a
range of mitigation actions can be adopted such as adoption of clean energy sources, energy
efficient technologies and increasing vegetation cover. Adaptation strategies provide coping
mechanisms against the negative impacts of climate change. They are social, economic,
environmental, cultural and technological. Adaption actions include resilient agricultural practices,
water conservation, climate insurance schemes, early warning systems etc. The effectiveness of
these strategies is paramount otherwise they may lead aggravate the impacts or cause further
vulnerability, a concept known as maladaptation.
E-tivity 19.2.1: Climate change mitigation and adaptation strategies

Title Climate change mitigation and adaptation strategies
Purpose The purpose of this e-tivity is to help you explain climate

change mitigation and adaptation strategies
Brief summary of overall task Watch this Video on climate change mitigation an
adaptation
Spark
Individual task Develop a list of climate change mitigation and

adaptation practices

learners’ views and ideas. Do this on the discussion
forum 16.2.1
new ideas.
Schedule and time This activity takes one hour.
138
Next Role of indigenous knowledge in climate change
mitigation and adaptation
19.2.2: Role of indigenous knowledge in climate change mitigation and adaptation

Indigenous knowledge is knowledge that is accumulated over years by generations living in a
particular environment (Egeru, 2012). This knowledge is valuable in the management of
environmental elements such as climate. In the context of climate change, it entails historical
information on climate variation, occurrence of extreme weather events, forecasting techniques,
climate change adaptation techniques. This knowledge is often threatened in the absence of
proper documentation and dissemination strategies. In this lesson, we discuss the various
sources of indigenous knowledge, means of harnessing this knowledge and its importance in
management of climate change.
19.2.2 E-tivity Role of indigenous knowledge in climate change mitigation and adaptation

Title Role of indigenous knowledge in climate change
Purpose The purpose of this e-tivity is to help you discuss the role
of indigenous knowledge in climate change mitigation
and adaptation
Brief summary of overall task Read this article on the role of indigenous people in
combating climate change and discuss the key threats
and opportunities for harnessing indigenous knowledge
in management of climate change.
https://www.nature.com/articles/palcomms201785
139
Spark
Individual task Document a case of how indigenous knowledge has been

used to address climate change in any part of the world.

forum 19.2.2.
new ideas.
Schedule and time This activity takes two hour
Next Policy and legal framework in climate change mitigation
and adaptation
19.2.3: Policy and legal framework in climate change mitigation and adaptation
In response to the climate change phenomenon, the government has developed policy and legal
framework at the county and national level. The international community has provided policy
guidelines to create a conceited effort in combating climate change and its negative impacts.
These policies include explicit and implicit policies and laws on climate change and sectoral
policies and laws e.g. policy on climate smart agriculture. The international policies entail
conventions, treaties, charters and multilateral agreements.
19.2.3 E-tivity Policy and legal framework in climate change mitigation and adaptation
140
Title Policy and legal framework in climate change mitigation

and adaptation
Purpose The purpose of this e-tivity is to help you discuss the policy
and legal framework governing climate change matters
Brief summary of overall task Read the Climate Change Act of Kenya, 2016
http://extwprlegs1.fao.org/docs/pdf/ken160982.pdf
Spark
Individual task Read the Climate Change Act of Kenya, 2016 and discuss
they key thematic areas that are addressed by the Act.

learners’ views and ideas. Do this on the discussion forum
16.2.3.

new ideas.
Schedule and time This activity takes two hour
Next
Role of leadership in climate change

1. Which of the following statement does not describe mitigation of climate change
e) Providing mechanisms to reduce greenhouse gas that contribute to global warming

f) Creating more carbon sinks
141
g) Developing capacity to manage the impacts of climate change
h) Developing strategies to avoid emission of greenhouse gas
2. Indigenous knowledge is only applicable in a rural context
a) No
e) Yes
3. Multilateral agreements on climate change are legally binding
e) False
f) True
g) In some cases, if they have been localized in the country’s laws.
19.4: References
1. Ajayi, O. C., & Mafongoya, P. L. (2017). Indigenous knowledge systems and climate change
management in Africa. CTA.
https://publications.cta.int/media/publications/downloads/2009_PDF.pdf
2. CFANS Understanding Climate Action: What are climate mitigation and
adaptation? Understanding Climate Action: What are climate mitigation

and adaptation? - YouTube
3. Eguru A (2012). The Role of Indigenous Knowledge i n Climate Change Adaptation: A case study
of the Teso Sub region, Eastern Uganda. Indian Journal of Traditional Knowledge. Vol 11
4. Microsoft Word - TK-4037.doc (niscair.res.in)
5. Etchart, L. (2017). The role of indigenous peoples in combating climate
change. Palgrave Communications, 3(1), 1-4.

https://www.nature.com/articles/palcomms201785
6. Government of the Republic of Kenya (2018). National Climate Change
Action Plan 2018-2022.

7. Ministry of Environment and Forestry, Nairobi. http://www.environment.go.ke/wp-
content/uploads/2020/03/NCCAP_2018-2022_ExecutiveSummary-Compressed-1.pdf
8. United Nations. (2014). Adapting to a changing climate.
https://www.youtube.com/watch?v=lGMx2xP3dcM
9. Watch this video on climate change adaptation strategies.
https://www.youtube.com/watch?v=oOvvAJfdXXY
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10. Watch this video on introduction to climate change adaptation.
https://www.youtube.com/watch?v=9Oq_Z7YoMfc
11. Watch this video on what is climate change mitigation?
https://www.youtube.com/watch?v=dSrUNM2d2ao
SESSION 20: ROLE OF LEADERSHIP IN CLIMATE CHANGE
20.1: Introduction
Leadership is an art and a process by which an individual influences a group of people to achieve
a common objective (Northhouse, 2016). Leaders use this skill to motivate action towards a
desired goal. It is therefore notable that global challenges such as climate change can be
addressed through effective leadership. Leaders can use their influence to draw the attention of
the society to climate change challenges and drive them towards individual and collective
mitigation and adaptation strategies.

20.2.1. Explain strategies for communicating climate change for action at individual, local and
national scale
20.2.2. Discuss participatory and inclusive approaches in climate change mitigation and
adaptation
20.2.3. Discuss the role of leadership in climate change mitigation and adaptation
20.2.1 Strategies for communicating climate change for action at individual, local and
national scale
Effective communication is one of the key attributes of a leader. This entails passing on relevant
information in a manner that motivates positive action. The role of a leader in communicating
matters climate change and the need for action is paramount. Leaders have various spheres of
influence including individuals, local, national and international scales. These spheres require
143
different communication strategies if one is to achieve significance change. The communication
strategy should take into consideration the targeted audience, socio cultural context, political
environment among other aspects. Further, climate change is a scientific phenomenon and
therefore the communication should be consistent with current ad verifiable research findings.
20.2.1 E-tivity Strategies for communicating climate change for action at individual, local and
national scale

Title Strategies for communicating climate change for action
at individual, local and national scale

strategies for communicating climate change for action
at individual, local and national scale
Brief summary of overall task Watch this video on the role of leaders in climate change
Spark RAIN DOES NOT COME FROM FORESTS IT

COMES FROM HEAVEN- politician X
Individual task Write a brief speech that you would make in a national
youth forum to motivate climate change mitigation and
adaptation at individual, county and national level.
forum 17.2.1.
new ideas.
Schedule and time This activity takes one hour.
Next Participatory and inclusive approaches in climate change
20.2.2: Participatory and inclusive approaches in climate change mitigation and

adaptation
Inclusivity is an important normative goal in formulating and implementing response to climate
change risks (Few et al., 2011). Action driven climate change responses should allow for
144
participation of diverse groups with the understanding that they each have a unique contribution
towards mitigating and adapting to climate change effects. Effective leadership entails having
knowledge of the nature of diversity within the society and ensuring representation of these
groups in decision making. The diversity relates to gender, political orientation, minority
tribes/races, marginal groups, indigenous communities etc. In this lesson, we learn how to
involve diverse groups in climate change action.
20.2.2 E-tivity Participatory and inclusive approaches in climate change mitigation and
adaptation
Title Participatory and inclusive approaches in climate change
Purpose The purpose of this e-tivity is to help you discuss

participatory and inclusive approaches in climate change
Brief summary of overall task Watch video 1 and video 2
Spark
Individual task Using the case of women and youth, discuss FIVE
approaches that can be used by a leader to ensure
inclusivity in climate change action.
forum 20.2.2.
new ideas.
Schedule and time This activity takes two hours
145
Next The role of leadership in climate change mitigation and
adaptation.
20.2.3: The role of leadership in climate change mitigation and adaptation

Climate change is a societal problem that spans beyond individual administrative boundaries. It
is a problem caused by humans on all levels (local, national, regional), and consequently in need
of collective action by all humans from all nations, at all levels in order to be solved. Many
scholars argue that in order to overcome the collective action problems associated with climate
change, leadership is essential (Astrom, 2017). Leaders are particularly well positioned to draw
the attention of people to the changing climate and its effects and motivate positive action at
individual, local national and international level. Further, they can influence the development of
policies and plans that safeguard people and economies from climate-related risks.
20.2.3 E-tivity The role of leadership in climate change mitigation and adaptation
Title The role of leadership in climate change mitigation and

adaptation
role of leadership in climate change mitigation and
adaptation
Brief summary of overall task Watch Video 1, Video 2 and Video 3 on the role of
leadership in climate change action.
Spark We have the solutions. We need the policies and the
political decisions and business decisions to implement
them."
Individual task Develop a two page strategy of how you will influence
climate change action as a leader at the community or
organization or national level.
146
learners’ views and ideas. Do this on the discussion forum
20.2.3.

new ideas.
Schedule and time This activity takes two hours
Next
Life SKills

1. In communicating climate change for action as a leader, one MUST
a) Basic knowledge on climate change causes, mitigation and adaptation

b) Consideration of the target audience
c) Have equipment for demonstrating climate change to the audience
d) Use of effective communication skills
2. Inclusivity in climate change management entails
a) Broad stakeholder participation in climate change decisions and action

b) Involvement of minority and marginal groups
c) Understanding the level of diversity within the target community
d) Providing a political platform for leaders to present their manifesto
3. The role of a leader in climate change mitigation and adaptation is to
a) Motivate positive action on climate change

b) Criticize all the government policies and programs on climate change mitigation and adaptation
c) Influence effective policy development to safeguard people and economies against climate
change risks
20.4: References
1. Astrom K. (2017) The need for leadership on Climate Change A study examining the framing of
leadership by the UNEP.
2. Climate change: Importance of youth participation. Retrieved From
147
3. Climate Change: Importance of Youth Inclusion | Rut Einarsdóttir | TEDxChoiceSchoolThiruvalla
- Bing video
4. Lacina, L. (2022) Al Gore: These are the skills climate leaders must build now.
https://www.weforum.org/agenda/2022/02/al-gore-climate-policy-leadership-skills-climate-
change/
5. TEDx Talks. (2021) Youth Activism: Activating Your Voice | Hannah Testa |
TEDxAlpharettaWomen. https://www.youtube.com/watch?v=D2xcoDM6EWw
6. UNICEF. (2020). Greta and eight young activists reveal how the climate crisis is shaping their
lives | UNICEF. https://www.youtube.com/watch?v=C7dwoqJzETA
7. United Nations Climate Change. Climate Leaders. https://unfccc.int/climate-action/momentum-
for-change/climate-leaders
8. Women Inclusion vital against climate change Retrieved from Women Inclusion Vital Against
Climate Change - UN Women. - Bing video
9. Watch this video on climate action now. https://www.youtube.com/watch?v=sAQDupZcM1k
MODULE FIVE
LIFE SKILLS
SESSION TWENTY ONE: PUBLIC RELATIONS

21.1. Introduction
In this lesson, you will describe three important life skills that are of crucial importance in an
organization. These are: Public relation Skills, Communication Skills , and skills of Personal
Branding. The focus of this lesson is to inculcate and develop these skills so as to become a
transformational leader in your society.
148
21.2.1 Explain the importance of good public relations
21.2.2 Discuss the role of communication skills in the workplace
21.2.3 Discuss the role of personal branding for a business
21.2.1. INTRODUCTION AND DEFINITION

In this lesson, we shall discuss the concept of Public relations (PR). I am sure you have had of
organizations who have a particular on PR, or even the politicians will have a full secretariat on
PR. The Institute of public Relations defines Public Relations as the planned and sustained effort
to establish and maintain goodwill and mutual understanding between an organization and its
public. The purpose is to establish and maintain mutual understanding in such a way that the
organization is well understood by its public. Public Relations is more than just conducting
relationships and managing reputation. It involves communication, that is the art of presenting an
organizations views and interests in as a favorable a light as possible.
It is also about persuasion, persuading customers or users of a product/service to make choices and
once they decide, they are made to understand that they have made the best choice. Lastly, it is
good to note that PR deals with the management of the relationships that an organization has with
various publics on whom its success or failure depends.
21.2 Lesson Learning Outcomes.

By the end of this lesson you, the learner, will be able to:
21.2.1. Define and explain the term Public Relations.

21.2.2. Discuss the various types of Publics a person deals with in an organization.
21.2.3. Develop an attitude that is accommodative
21.2.3. Apply the things that support good public relations.
21.2.1. PUBLICS
Publics in PR are those groups of people, internally and externally with whom an organization
communicates. That is, any group that has an actual or potential interest in an organization’s ability
to achieve its objectives. Each public will have a different communication requirement although
the information given to each must not conflict.
In PR, Publics are not static groups that exist all the time; rather they are created by specific
situations and problems. It is important to note that PR is never directed to the general public but
at specific groups in explicit and different ways.
CATEGORIES OF PUBLICS
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There are four categories of publics,
1. Non- publics – These are groups of people who will not be interested in or affected by your
organization. It is good to recognize this to avoid waste of time on them.
2. Latent publics – These are the groups that face a problem as a result of an organization’s actions
without really knowing it.
3. Aware publics – These are the groups that recognize that a problem exists. They normally
have been made aware through reading a story in the newspapers.
4. Active public – These are groups that do something about a problem
Other broad publics include: The community (local Publics); Potential employees; Suppliers;
Distributors; Consumers; opinion leaders; and Media.
E-tivity 21.2.1. The Concept of Publics

Title The concept of Public relations
Purpose The purpose of this e-tivity is to enable you, the
learner, understand the concept of Public
Relations and why it is an important aspect for
any successful leader.
Brief summary of overall task Watch this Video by Jonathan Hirshon
talking about PR in the Tech Industry.
Spark
Individual task 1. How would you define PR?

2. What are the main aspects any good PR
should factor on?
Interaction begins 1. Post your definitions to the discussion
forum.
2. Share your responses on the key aspects
of a good PR.
Do this on the discussion 1.2.1
150
E-moderator interventions 1. Ensure the learners are focused on the
contents and context of discussion.
new ideas.
4. Close the e-tivity.
Schedule and time 2 hours

Next Human relations: Interpersonal relations
21.2.2. INTERPERSONAL RELATIONS
Introduction
After our discussion on PR, you have realized how essential it is to establish a good relationship
with others, whether as an organization or as a leader. This is because PR is what will provide you
more visibility and opportunities.
Understanding human relations is therefore important because it makes it easier for us to get along
and to humanly relate. This becomes possible when people accept others as they are and they are
in turn accepted leading to a positive stable relationship. People decide to relate either voluntarily
by association or deliberately.
Understanding Human Relations
A Psychologist called Carl Jung divided human beings into two groups: the introverts and
extroverts. The introverts were further divided into two more groups namely, phlegmatic and
melancholic, who are supposed to be conservative, quiet and reserved.
The extroverts were also divided into two groups further namely, sanguine and choleric who are
more outgoing. These groups of people will behave differently but are supposed to complement
each other so that their strengths are used to the maximum and their weaknesses are covered and
work becomes enjoyable and efficiency is achieved.
Errors to Avoid In Interpersonal Relations:
151
Some of the errors we should avoid in interpersonal relationships include but not limited to the
following:
Ø Halo error-package – glory around idolized persons.

Ø Stereotyping – unduly fixed mental impressions
Ø Prejudices – preconceived opinions and bias.
Ø Logical error
Ø Job error/status.
Ø Regency – from recent = not long established
Ø Naïve paternalism – innocent, unaffected, unconsciously and amusingly simple, thereby
limiting the freedom of the subject.
Ø Gender
Ø Culture
How to Win Others

One of the critical skills in the development of interpersonal skills is understanding how not to
cause animosity or conflict with others. The following are some of the skills you need to practice
so that you can grow healthy relationships with others.
Ø Fighting back especially in an argument is not acceptable

Ø Accept criticism – its proof you are growing.
Ø Ignore all the pettiness of people
Ø Revenge puts you at par with your friend but forgiveness puts you above him/her.
Ø Know everyone by name and personalize relationships.
Ø Be a comfortable person to work with.
Ø Be easy not tense with people
Ø Don’t be know it all person
Ø Be interesting not boring
Ø Know yourself fully before relating with others
Ø Apply Christian Virtues
Ø Practice liking people
Ø Congratulate achievement and share people’s sorrow.
Factors Influencing Interpersonal Relationships
The following are some of the factors that influence interpersonal relationships:
152
1. Effective Communication: The receiver and the sender of any message must be able to
understand one another effectively. The sender must encode the message and the
receiver has to decode the same message the sender intended it to be.
2. Organizing Skills: Well organized such that the office routines are reliable and produce
effective results at all times.
3. Discretion initiative: Capable of working in one’s own initiative and using discretion
without having to wait for instructions from seniors.
4. Tact and Diplomacy: Tact, Confidentiality and diplomacy in handling all types of
workers and visitors.
5. Punctuality: Particularly to the submission of works, attendance at meetings
6. Loyalty and commitment to the job essential qualities in establishing the ideal
relationship with employers
7. Personality:
- Pleasant and approachable manner in dealing with situations
- Be able to identify situations and acting skillfully, think quickly as situations
demand and make decisions.
8. Courtesy: A courteous and sympathetic manner gathers approved and cooperation of
all
9. Adaptability and Willingness:
- A willingness to be helpful at all times and especially in times of stress and
need.
- Adaptable to change concerning the nature of work
10. Anticipation
- The ability to anticipate the needs of the organizations and especially so with
one immediate supervisor
- Impartiality
- Must be able to treat all subordinates impartially to win their respect and
confidence
When it comes to the work place, the following are some of the attributes which are critical
in work productivity:
1. Technical Attributes
- Technical knowledge
- Wide technical knowledge of company’s products with specialist
knowledge
2. Quality of work
- Always careful in carrying out duties and responsibilities.
- Avoid mistakes at all costs
3. Diligence
- Always working hard
- Always committed to accomplishing tasks and assignments on time
4. Cost Consciousness
153
- Always cutting down on cost of production resources
- Appreciate fully the importance of cost controls
5. Methodical
- Being methodical in the approach to any office task.
- An orderly brain helps one in solving business problems
- Helps in organizing and the work of the subordinates in a systematic way.
6. Self-Discipline
- As well – balanced attitude towards work and leisure
- Able to concentrate on tasks
21.2.2. E-tivity on Interpersonal relations

Title Interpersonal Relations
learner, understand the concept of interpersonal
relations because this forms the social relation
foundation for any good leader.
Brief summary of overall task Watch this Video by Celine Fitzgerald on
Interpersonal relationships especially critical to this
digital age.
Spark
Individual task - Why is IR important for leaders?

- What are the main aspects any good IR
should factor on?
Interaction begins - Post your definitions to the discussion
forum.
- Share your responses on the key aspects
of a good IR.
- Do this on the discussion 1.2.1
E-moderator interventions - Ensure the learners are focused on the
154
- Stimulate further learning and generation
of new ideas.
- Provide feedback on the learning
progress.
- Close the e-tivity.
Schedule and time 2hours

Next
21.3.Assessment Questions
1. Critically discuss the value of publics in public relations.

2. Identify and discuss the four categories of publics.
3. Which are the various dimensions of personality which are important for leaders to
appreciate?
4. Which four obvious errors do people make in interpersonal relations?
5. Discuss any focus factors influencing interpersonal relationships.
21.4.References
Fitzgerald, C. (2015) Interpersonal Communication in the future world. Retrieved at:

https://www.youtube.com/watch?v=KlI2qDO0J6s&t=37s TEDxCarletonUniversity
Hirshon, Jonathan (2017). Don’t Exxagerate. Don’t Bullshit. Do not Lie. Retrieved at:
https://www.youtube.com/watch?v=CwOwFSB0Q_Y SLUSH
Heath, R., Coombs, T. (2006). Todays Public Relations: An introduction. Retrieved at:
https://books.google.co.ke/books?hl=en&lr=&id=D-peK2-
ceM4C&oi=fnd&pg=PP1&dq=public+relations&ots=6XI59odgA5&sig=YNdSDSJ_STdr-
RclsiyHK50CLT0&redir_esc=y#v=onepage&q=public%20relations&f=false
Bambacas, M. & Patrickson, M. (2008). Interpersonal Communication Skills that enhance original
commitment. Retrieved at:
https://www.emerald.com/insight/content/doi/10.1108/13632540810854235/full/pdf
155
SESSION TWENTY TWO: COMMUNICATION SKILLS
22.1. Communication Skills at the Workplace

Communication skills are skills that are needed to use language (spoken, written, sign) or
otherwise communicated to interact with others. Good communication skills involve:
• The ability to speak in public
• To make presentations
• To write letters, reports, memos, etc
• To chair meetings e.g. board, committee meetings.
• To conduct negotiations, etc.
There are two main types of communication skills: Verbal and non-verbal cues of communication.
Verbal communication involves all forms of writing and spoken language. Non-verbal
communication involves “Oral and nonoral messages expressed by other than linguistic
means.” There are seven types of non-verbal communication. These are:
1. Proxemics
2. Haptics
3. Chronemics
4. Kinesics
5. Artifacts
6. Vocalics or Paralanguage
7. Environment
A transformative leader needs to develop skills of these non-verbal cues of communication.

Good communication skills also entail having emotional intelligence.
This is; a."...the ability to understand your emotions and those of other people and to behave
appropriately in different situations" (Oxford Advanced Learners Dictionary)
b. "...the capacity to be aware of, control, and express one's emotions, and to handle
interpersonal relationships judiciously and empathetically (Oxford Dictionary).
156
There is perhaps no known causative connection between someones Intelligent Quotient ( IQ )
and Emotional Intelligence( EI). EI falls under two main categories of competencies: personal
competence and social competence.
As a leader, one should ensure that they communicate effectively by overcoming any barriers of
communication. These barriers are also regarded as noise and they include the following:
1) Physical or external barriers.

2) Physiological.
3) Psychological.
4) Semantic (Connotative).
5) Stored experience.
E-tivity -22.2.2 Communication Skills at the Workplace.

sequencing
Title Communication Skills at the Workplace
Purpose The purpose of this e-tivity is to enable you to apply good

communication skills at the workplace.
Brief summary of overall Watch this video on the distinction between verbal and non-
task verbal communication
Watch this video and make notes on different barriers of
communication
157
Spark
Individual task a) Describe any five non-verbal cues of communication.

Use examples.
b) Point out ways of removing barriers of
communication in an organization
Interaction begins 1. 1. Post a summary of the non-verbal cues of

communication
2. Provide positive and constructive feedback to
responses from other students in Forum 22.2.2 in
here.
ideas.
4. Closing the e-tivity.
Schedule and time This task should take three hours.
158
Next Personal Branding.

1. Explain the different types of barriers of communication’ (20 Marks)
22.4 E-References
1. Oxford Dictionaries. (2015). Emotional intelligence.
http://www.oxforddictionaries.com/definition/english/emotional-intelligence
2. Psychology Today. (2015). Emotional intelligence.

https://www.psychologytoday.com/basics/emotional-intelligence
3. U.S Department of Labor's ODEP. (nd). Skills to pay the bills: Mastering soft skills for
workplace success. http://www.dol.gov/odep/topics/youth/softskills/softskills.pdf
4. Susan Caldwell (2013) Verbal versus Non-verbal Communication
From: https://www.youtube.com/watch?v=I9i5_xwRE_U
5. Teaching English (2020) What are the barriers to communication? | Oral

Communication in Context-SHS
Retrieved From:
https://www.youtube.com/watch?v=C_EYFqccsts
159
SESSION TWENTY THREE: PERSONAL BRANDING
23.1 Introduction.
In this lesson we will delve into a major domain in life skills known as personal branding.
Personal branding can be defined as the practice of people marketing themselves and their
careers as brands. It is essentially the ongoing process of establishing a prescribed image or
impression in the mind of others about an individual, group, or organization. A personal brand
can be what you are known for and how people experience you; your brand is your reputation,
either in person, on paper and online.
In this and the next lesson, to help you the learner better understand the concept of personal
branding, we will seek to familiarize ourselves with three key activities closely related to
personal branding. These are, C.V writing, Cover letter writing and job interview skills.
23.2 Lesson Learning Outcomes.

23.2.1. Define Personal Branding.

23.2.2. Design a good Curriculum Vitae.
23.2.3. Write an effective cover letter.
23.2.1 The concept of personal branding.
In today’s marketplace, it’s tough to stand out. Good grades and lots of extra-curricular activities
won’t guarantee that you’ll land the job of your dreams, or that you’ll even land an interview.
There are many qualified candidates out there. The secret to standing out is to impress recruiters
with the unique and authentic you in person, on paper, and online.
Your personal brand matters. Your brand is your reputation. It’s your calling card. It’s what you
are known for and how people experience you. It’s about bringing who you are to what you do
and how you do it. Delivering your brand clearly and consistently will create a memorable
experience in the minds of those you interact with and can open doors to new opportunities. As a
job seeker, the competition to get jobs is intimidating; thousands of graduates are awarded
bachelors or master’s degrees every year and they enter the job market. How you brand yourself
as expressed in your resume/Curriculum Vitae (CV) determines whether you get that job
opportunity or you miss out. To enhance your personal brand, it is important to know how to
write effective CV’s, cover letters and how to prepare for successful employment interviews.
23.2.2. Writing an effective Curriculum Vitae (CV).

A curriculum vitae is a written summary of personal, educational, working experience and
qualifications intended to demonstrate an applicant’s fitness for a particular position.
160
They are an opportunity to show an employer why you are an ideal candidate for the job.
A good CV will:
Stand out from the crowd.
Draw attention to your relevant skills, experience, achievements and potential.
Create an impression on the employer, such that they will not turn you down for the
interview.
There is no single way to write a CV. It is your document, and can be structured and
presented as you wish within a basic framework.
The important thing to remember is that this is the first impression an employer will have of
you. It is your marketing brochure through which you are trying to sell yourself.
Importance of a good Curriculum Vitae.
CV provides serious intent to seek work and a willingness to do a little bit extra,
both of which are desirable characteristics in an employee.
Its major purpose is to obtain a job interview in the first place.
Because a CV is a personal advertisement that creates a first impression for the
client, it is important enough to spend time creating it.
When writing a CV it is important to attend not only to the content i.e. your
qualifications and experiences but also design and format.
A CV which is not pleasant to look at and easy to read is likely to receive scanty
attention from employers and therefore fail in its purpose.
Possible contents of a good Curriculum Vitae.
A good CV should have the following main content areas.
Personal Details.
Personal profile/Career objective or ……….
Other headings….. Summary, achievements …..
Education and qualifications.
Work experience.
Skills profile.
Interest/ extra-curricular activities.
References.
Structure of a Curriculum Vitae.

a) Personal Detail
161
Name.
Address.
Telephone number.
Email.
Nationality.( Optional)
Date of Birth.( Optional)
Gender.( Optional)
Photograph. ( Optional)
b) Personal profile
Optional.
Might also be called ‘career objective’ or ‘summary’.
Purpose is to highlight key points that you want an employer to know about you(eg,
skills, experience and career objective.
Less is more. One to three sentences, with a maximum of four.
Strong, positive language.
Avoid a list of superlatives.
c) Education
Should be in reverse chronological order i.e. most recent first.
For oversees qualifications, show the name of the qualification and indicate a Kenyan
equivalence.
Get school names correct.
d) Work experience
Include fulltime, part time and voluntary work and work placements.
Generally list in reverse chronological order (most recent first).
Show dates you were there and your job title.
Show the employer organization name, broad location and if helpful, the nature of their
business.
Avoid giving a list of mundane duties e.g. tidying floor, photocopying. Focus on the
skills you used and your achievements.
Use positive language.
162
If you have had several similar jobs, you can group this together to avoid repetition of
duties.
Consider using bullet points rather than lengthy paragraphs.
e) Skills profile
Include skills which are relevant and of interest to the job/employer/sector.
Always provide evidence for skills.
Make links between your skills and the job- show how you are a good match with the job
requirements.
You can identify relevant skills through the job description, the person specification, the job
advert, the organizations website, occupational research and sector research.
f) Interests and achievements
Optional. Don’t include this section on your CV for the sake of it. Think about what the
information adds to your CV. What are you trying to get across? How will it help to
persuade the employer to interview me?
Avoid using the heading ‘hobbies’.
Avoid a simple list.
Only include things which you are happy to be questions about in an interview.
Convey your skills, attributes and/or personal development.
g) References
They are often used in the final stages of the selection.
Provide the contact details of your references. ( name, address, job title, telephone no.
mail address) Rather than a standard reference letter.
It is usual to provide two referees- one academic and the other preferably work related.
Out of courtesy, always check with the referees first.
If you prefer not to include details on your CV, you can say ‘References available on
request’.
1.2.2.4 Common Curriculum Vitae mistakes

Using non-standard paper. A4 is appropriate.
Sending the CV folded not flat.
Printing double sided.
Omitting key information.
Burying accomplishments in long paragraphs.
Not customizing to the job applied for.
163
Printing in colored ink.
Using glossy paper.
Using non-professional email address.
E-tivity 23.2.1- The concept of personal branding

Title The concept of personal branding.
learner, understand the concept of personal
branding from a life skills point of view and learn
how to prepare an effective curriculum vitae.
Brief summary of overall task 1. Watch videos one, two, three and four to
better understand the concept of personal
branding and sharpen your Curriculum Vitae
writing skills.
2. Use links one and two to view sample
Curriculum Vitaes’.
Spark
Individual task 3. What are the do’s and don’ts in the making
of an effective Curriculum Vitae?
4. Prepare a CV for your dream job in your area
of specialization.
Interaction begins 3. Post your opinions on how long a good
Curriculum Vitae should be, giving
reasons.
4. Provide positive and constructive
feedback on the learners ‘views and
ideas’. Do this on the discussion 23.2.1
164
new ideas.
Schedule and time

Next Writing an effective cover letter.
23.3 Writing an effective Cover Letter
A cover letter is a self-marketing device that gives the employer a 1st impression of the job
seekers and usually accompanies a CV.
It highlights a few specific points in the job seekers experience and skills that march or
exceed the requirements of the job.
Its purpose is to entice the employer to read your CV. Each cover letter should be
individually tailored to the particular situation and should be addressed to a particular
officer.
It should be brief and to the point.
It should not go beyond one page.
The cover letter highlights your key skills and suitability for the job clearly, concisely and
positively. It is targeted at the job/sector you are applying for and complements and develops the
information in the CV rather than duplicating it.
23.3.1 Types of Cover Letters.
a. Responsive applications i.e applying for a specific vacancy.
This type of cover letter gives the reasons why you are writing.
Gives the reasons why you want to work for the organization.
Highlights your motivation for wanting the job.
Illustrates your understanding of the job roles.
Provides evidence of your relevant skills/experience.
b. Speculative applications.
This type of cover letters on the other hand state why you are writing.
165
Are clear as to what you are asking for.
Need to be very convincing- convey a genuine interest in that organization
and sector.
Makes links between your skills/experience and the
job/sector/organization.
23.3.2 Parts of a Cover Letter.
There are three main parts in a cover letter. These are;
• Opening
• Middle and
• Closing paragraphs.
Opening paragraphs.
The information to be put on these paragraphs depends on whether it is a responsive

or speculative cover letter. For responsive letters, name the specific job vacancy and
where advertised. In case of speculative letters, state the broad type of work you are
interested in, on what basis (e.g. work placement, full time) and when you are
available.
Middle paragraphs.
Include details on why you prefer to be employed in that organization and why that
job\industry? Justify why you think you are the most qualifies candidate for the job.
Why should they hire you? What key strengths/skills can you offer? Support you
statements/assertions with evidence.
Closing paragraph.
Always remember to have a polite ending by conveying interest and enthusiasm in

the role. Indicate any times available/not available for the interview. For speculative
approaches, say that you will follow up your letter with a telephone call within a
certain period e.g. within a week.
23.3.3 Attributes of a good cover letter.
Maximum one side of A4, word processed.

Consistent font size and type (and consistent with your CV).
Send to a named person where possible.
Correct spelling and grammar.
Formal business letter layout.
166
E-mailing- send the letter as an attachment with your CV.
E-tivity 23.3 Writing an effective cover letter.
Numbering, pacing and sequencing 23.3

Title Writing an effective cover letter.
learner, understand the importance of a cover
letter and be able to write an effective cover letter
to complement your CV.
Brief summary of overall task 1. Watch videos one, two and three to sharpen
your Cover letter writing skills.
2. Use links one and two to view sample cover
letters.
Spark
Individual task 1. What are the do’s and don’ts in the making
of an effective cover letter?
2. What are the differences between a CV and a
Resume?
3. Prepare a cover letter to complement your
CV for your dream job in your area of
specialization.
Interaction begins 1. Post your opinions on the role played by
a cover letter, giving reasons.
167
ideas’. Do this on the discussion 23.3.
new ideas.
Schedule and time

Next Interview skills.
23.4 Assessment questions.

1. Personal branding is defined as the process by which individuals and entrepreneurs
differentiate themselves and stand out from a crowd by identifying and articulating their
unique value proposition, whether professional or personal, and then leverage it across
platforms with a consistent message and image to achieve a specified goal.
a. True b) False.
2. Which of the following is a type of a Curriculum Vitae?

a. Chronological CV.
b. Skills CV.
c. All of the above.
d. None of the above.
3. Which of the following skills is not sought by potential employers?

a. Flexibility and adaptability.
b. Problem solving skills.
c. Interpersonal skills.
d. None of the above.
4. Which address format is best in a cover letter?

a. Block Address Format. b. Slanted Address Format.
5. Yours Faithfully is used in the signing off section of a cover letter when
168
a. When you know who the letter is addressed to.
b. When you do not know who the letter is addressed to.
c. When the one addressed in the letter is a close relative or friend.
d. When the one addressed in the letter is younger than you are.
6. A good personal brand,

a. Gets you bullied.
b. Helps advance your career.
c. Helps people identify your skills.
d. Helps establish reputation and credibility.
7. A resume is longer than a curriculum vitae.

a. True b) False
8. Identification of relevant skills for a job can be identified through;

a. The job advert.
b. Sector research.
c. The organizations website.
d. All of the above.
9. Who should accompany you to an interview?

a. A friend.
b. Your mentor.
c. Nobody.
d. Your former employer.
10. A good clear picture of you is compulsory in a CV.

a. True b) False
23.5 E-References.
1. https://www.oercommons.org/courses/wil-module-7-1-career-portfolios-and-
personal-branding/view
2. https://www.careerpointkenya.co.ke/2019/04/best-sample-cv-for-attachment-you-can-
use/
3. https://www.corporatestaffing.co.ke/2019/12/cv-sample/
4. https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.careerpoint-
solutions.com%2Ftop-8-ways-to-make-your-cv-stand-
out%2F&psig=AOvVaw1uUTnqnGMOewzTr6Gp9Dkn&ust=1600672816651000&s
169
ource=images&cd=vfe&ved=0CAIQjRxqFwoTCND4_qmZ9-
sCFQAAAAAdAAAAABAL
5. https://www.corporatestaffing.co.ke/category/sample-cover-letter-kenya/
6. https://www.careerpointkenya.co.ke/category/cover-letters-in-kenya/
7. https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.whatcareerisrightfor
me.com%2Fblog%2Fdos-and-donts-of-cover-letter-
writing%2F&psig=AOvVaw1MRdZZgOBDsYqeIGcKZ5f3&ust=160067351340400
0&source=images&cd=vfe&ved=0CAIQjRxqFwoTCIDJq96b9-
sCFQAAAAAdAAAAABAF
SESSION TWENTY FOUR: SUCCESSFUL INTERVIEW SKILLS.
24.1 Introduction.
In this lesson, a continuation of our very interesting and crucial study of personal branding, we
will now look at Interview skills. It is crucial to remember, that Interview skills are an important
aspect of Personal Branding just as a Curriculum Vitae and a Cover Letter are, as seen in the
previous lesson.
This lesson will help you, the learner, get acquainted with the required skills to see you ace any
interview you are called to. As such, it is expected that you, the learner, will understand and
internalize the skills learnt and the most appropriate ways to go through the interview process.
24.2 Lesson learning outcomes.
2.2.1 Understand how to prepare for successful job interviews.

2.3 Acquaint yourself with various job search skills.
24.2.1 Concept of a Job Interview.

An interview is a meeting with an objective. The employers’ objective is to find the best person
for the job. The employer reviews the candidates experience and abilities:
Can you do the job? (Skills, abilities, qualifications).
Will you do the job? (Interest, attitude and motivation).
How will you fit into the organization? (Personality).
170
Your objective as the interviewee is to impress the employer and asses the position on offer. You
need to determine:
What does this position offer me?
How does it fit with my career plans?
You must therefore seek to prove that you are the most suitable candidate for this position.
24.2.2 Job Interview skills.

For better understanding of job interview skills, we will divide the interview process and the
skills required into three stages as followed:
Pre-Interview – Before the actual interview.
Interview – The actual interview.
Post- Interview- After the interview.
24.2.2.1 Pre-Interview stage.
Preparation is the key to success. The onus is therefore on you to ensure that you get everything
during the pre-interview stage in order.
The following are important points to note at this stage.
Research the potential employer and acquaint yourself with the organization.
Note the exact time of the interview and the route you will take to get to the interview,
noting down a generous estimation of the maximum time it will take to get there.
Review the job description and be able to match your experience and education with the
duties of the position.
Prepare a one to two minute script of yourself.
Make sure you have the appropriate interview attire.
• Tips regarding attire (Men).
o If possible, wear a suit to the interview.

o Belt and shoes should be the same color.
o Avoid ties with elaborate patterns or too many colors.
o A wedding ring and/or watch is generally the only jewelry that should be
worn.
o Head to toe: Hair should be well groomed and shoes should be polished.
• Tips regarding attire (Women).
o A suit or dress is preferable.

o Skirts should meet at the top of the knee or longer.
o The amount of jewelry should be minimized.
o Make up should be light.
171
o Avoid perfumes and scented powders.
24.2.2.2 Interview stage.
a) Right before the interview stage, the following should be done and noted.
Arrive to the interview ten to fifteen minutes prior to its start.

Bring along a pen and paper.
Bring along two or more copies of your resume.
Remember to bring all your relevant original certificates.
b) During the interview stage, the following are key points to note.
Walk into the office briskly and greet the interviewer by name.
Take your cue from the interviewer; if the interviewer moves to shake hands, do so, but
not unless he or she makes the first gesture wait until you are offered a chair before you
sit down.
Your hand shake should be firm and dry. Make sure your right hand is free.
From time to time look the interviewer in the eye rather than stare at the floor, at the
ceiling or in the middle distance.
Smile at appropriate times, it makes you look friendly and confident.
Make sure you are energetic and enthusiastic.
Speak and articulate your responses clearly.
c) Standard interview questions.
Would you please tell me about yourself?

What is your greatest strength?
What is your greatest weakness?
Where do you see yourself in five years?
What about this position do you find most appealing?
Why do you want to work for our company?
Why should we hire you?
It is important to also remember to also ask questions that demonstrate your knowledge of
their company.
d) Ending the interview.
Be alert to signals that the interview is almost at an end; sum up your interest briefly and
stop.
Ask when the decision will be made regarding the position and whether you might
telephone on a particular date at a certain time to enquire about the decision.
Smile, express appreciation for the interviewer’s time and leave promptly.
172
Be sure to thank the employer’s secretary or receptionist on the way out.
24.2.2.3 Post Interview stage.

As soon as possible after finishing an interview, analyze what happened.
Write a brief note to the interviewer expressing appreciation for the time he or she gave
you and explaining in as few words as possible your continuing interest in the position.
Certainly if you arranged to do so, and even if you did not, telephone the interviewer a
few days later and inquire about the status of your application.
24.2.3 Dos and Don’ts during the above stages of the interview process.
Dos.
Be confident
Arrange your documents well and neatly
Listen to the questions well
Be calm
Ask questions to be repeated when not clear
Ask for time to organize your answers when necessary
Be honest and consistent in your answers
Look prepared throughout the session
Be neat and tidy
Don’ts.
Never take anyone with you to the interview.
Don’t try to be funny, and don’t chew gum or smoke even if the interviewer invites you
to.
Don’t pile your belongings on the interviewer’s desk or move the chair around when you
sit down.
Don’t say “I’ll do anything” or ask someone to employ you because you need a job.
Never make a slighting reference about a former employer, professor, acquaintance or
anyone else.
Don’t volunteer negative information about yourself.
Avoid discussing topics unrelated to the job
Avoid showing strong feelings.
Don’t argue with the interviewer
24.3 Job Searching techniques.

Activate your college network, people who were ahead of you and in the same
profession.
Register with job recruitment agencies e.g. myjobsinkenya.com, brighter Monday, kama
kazi, careerpoint.com
173
Google and research about companies for jobs.
Use social media e.g. facebook, twitter, LinkedIn to make yourself visible.
Join your alumni to connect with people of your same profession.
Create your own web page and let your friends like you and recommend you.
Have a good and well written CV.
Stay informed about the economic trends, labor market, political situation, government
policy e.g. devolved government, affirmative action.
Form youth groups to benefit from loans for business startups from government, banks
and other institutions.
Join your profession association e.g. ACCA
Sources of job search.
• Published sources of job search

o Newspaper adverts.
o Ad post.
o Placing work wanted adverts.
• Unpublished sources of job search
o Networking.
o Volunteering.
o Internet.
o Bureaus/ HR consultants.
o Direct marketing.
o Blind application.
E-tivity 24.2.1- Interview skills.

Title Interview skills.
Purpose • The purpose of this e-tivity is to enable
you, the learner, understand the interview
process and gain skills necessary for a
smooth interview process.
Brief summary of overall task • Watch videos one, two, three and four to
better understand the interview process and
gain skills required during the interview
process.
• Use links one and two to sharpen your
interview skills.
174
Spark
Individual task 1. How would you prepare when called for an

interview at your preferred organization?
2. What do you think creates a bad impression
during an interview?
Interaction begins 1. Post examples of behavior-based
questions you would find in an interview.
ideas’. Do this on the discussion 2.2.1
new ideas.
Schedule and time

Next
24.3 Assessment questions.
1. In an interview the level of communication used will be?
a. Making Small Talk.

b. Telling Facts.
c. Bring Completely Honest.
d. Sharing Feelings
175
2. An Interviewee should speak?
a. Loudly
b. Quickly
c. Slowly
d. Pointedly
3. To actively listen a person should?
a. Ask lots of questions

b. Lean back in their seat
c. Use you-messages
d. Make eye contact
4. After writing an E-mail the author should?
a. Proofread
b. Click send
c. Save as draft
d. Ensure it is lengthy
5. When arriving for an interview the applicant should?
a. Practice in the parking lot.

b. Have a quick smoke
c. Be walking in at the time agreed
d. Come fifteen minutes early.
6. The proper professional zone of communication is?
a. 2-3 feet away

b. 4-5 feet away
c. 6-7 feet away
d. 8-9 feet away
7. Men should wear?
a. Tie
b. Shorts
c. Tennis Shoes
d. Lots of aftershave
8. Women should ware?
a. Skirt above the knee

b. Skirt below the knee
c. Lots of jewelry
d. Plenty of perfume
176
9. The interviewers’ first impression will determine?
a. If they like you

b. If you are knowledgeable
c. If you can do the job
d. If you look professional
10. A person’s poor posture can make you seem?
a. Lazy
b. Smart
c. Capable
d. Important
24.4 E-References.
1. http://www.oercommons.org/courses/job-interviews-guidelines-and-frequently-asked-
questions/view
2. https://www.oercommons.org/courses/interviewing-skills-tutorial/view
3. https://www.oercommons.org/courses/interviewing-skills-2/view
4. https://www.skillsyouneed.com/ips/interview-skills.html
5. https://www.fip.org/files/ypg/Project%20Documents/career%20development/Career
Development-Interviews.pdf
6. https://www.google.com/url?sa=i&url=https%3A%2F%2Ffortune.com%2F2017%2F
04%2F04%2Fleadership-career-advice-find-job-interview-resume-
tips%2F&psig=AOvVaw3gC7bLSh_9u1UMnD3dlTRl&ust=1600673730162000&so
urce=images&cd=vfe&ved=0CAIQjRxqFwoTCLDNhMqc9-
sCFQAAAAAdAAAAABAD
177

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KENYATTA UNIVERSITY

DIGITAL SCHOOL OF VIRTUAL AND OPEN LEARNING

THE DIRECTORATE OF CAREER DEVELOPMENT AND MENTORING

UNIT TITLE: CERTIFICATE IN LEADERSHIP DEVELOPMENT AND

DR. MARGARET MUTURI

Welcome to the revised e-module on Leadership Development and Mentorship. This is an

By the end of this e-module the learners will be able to:

i. Utilize the tenets of transformative leadership.

iii. Develop a comprehensive portfolio portraying their personal brand.

iv. Take action on Climate change as agents of Sustainable development

v. Critically discuss the cross-cutting issues that affect effective leadership.

Overview of the Course

Week 1 Foundations of Leadership and Management Practice

Week 2 Mentoring Coaching and Counseling in Leadership

Week 3 and 4 Diversity and Sustainable Development

Week 5 Leadership and Climate Change

Week 6 Life Skills

MODULEONE: FOUNDATIONS OF LEADERSHIP AND MANAGEMENT PRACTICE

MODULETWO: MENTORING, COACHING AND COUNSELLING IN LEADERSHIP

MODULE THREE: DIVERSITY AND SUSTAINABLE DEVELOPMENT

MODULE FOUR: LEADERSHIP AND CLIMATE CHANGE

MODULE FIVE: LIFE SKILLS

1.2 Session Learning Outcomes

By the end of this lesson, you will be able to:

1.2.1 Definition of Leadership and Management

Leadership is the process of directing the behavior of others towards accomplishment of

E-tivity 1.2.1: Definition of Leadership and Management

Numbering, pacing and sequencing 1.2.1

Individual task In a sentence develop your own definition of

1.2.2 Distinction between Leadership and Management

Numbering, pacing and 1.2.2

Purpose The purpose of this e-tivity is to enable you to distinguish

Individual task Using a table with two columns, distinguish between

1.2.3: Essential skills/Qualities of Effective leaders and managers

E-tivity 1.2.3: Essential Skills/ Qualities of Effective leaders and managers

Numbering, pacing and sequencing 1.2.3

Purpose The purpose of this e-tivity is to help you understand

Individual task Describe 7 essential qualities of great leaders and

1.2.4: Sources of Power for Leaders and Managers

E-tivity 1.2.4: Sources of Power for Leaders and Managers

Numbering, pacing and sequencing 1.2.4

Purpose The purpose of this e-tivity is to help you understand the

1.3 Assessment Questions

a) Being in charge of an office or institution

3. Which one of the following is true about managers?

(a) Managers are people who do the right things

(b) Managers are people who do things right

(d) Managers are people who at times do not do things right.

a) Referent, reward, coercive power

7. EasyMBA (2018, March 2). Managerial Skills. Retrieved from

8. EPM (2017,July 7).The 5 Types of Power. https://www.youtube.com/watch?v=VJztnIFPO4o

2.2 Learning outcomes

2.2.1 Identify the various theories in leadership;

2.2.1 E-Tivity identifying various theories in leadership

Numbering, pacing and 2.2.1

2.2.2 E-Tivity Describing ancient and contemporary leadership theories

Numbering, pacing and 2.2.2

Numbering, pacing and 2.2.3

2.2.4. Personality Tests

Numbering, pacing and 2.2.4

Effective Leadership and Management Skills

Temperament is biologically determined where personality is a product of the social

Fig. 1: Illustration of the seven types of intelligence.