Qualities of Leadership - Final Version of It

Leadership Qualities: Supervision and
the Scaling-up of Best Practices
By: Kinfe Abraha (PhD)
23 – 24 September 2017
Humera, Tigrai 1
Contents of my presentation
Four important parts are included:
◦Brief introduction …on why such a
training
◦The idea of supervision:
 We will relate it to other management tools
also
◦Scaling-up best practices, innovations or
creativities
◦Qualities of Leadership
2
I. Brief Introduction
Ethiopia is in a very fast rate of economic growth. On the
other hand, it also is with a fast population growth rate.
Ethiopia is one of the ten countries in our planet with fast
economic growth rate (top ten movers in terms of economic
development); and is also the second most populous country
in Africa, next to Nigeria (with a total population of about102
million people).
To what extent will this correlation continue? Or do we need
to curb the population growth rate?
What do researches tell us?
Why are we saying this?
◦ Because, all what we are working for is to the people and people are
the ultimate sources and beneficiaries of development. 3
Introduction . . . Cont’d
In this regard, we have three different
theories:
◦ The pessimistic theory
◦ The neutralistic theory
◦ The optimist theory
Understanding these concepts, really
matters for our day to day activities and
strategic interventions that we are going
to make.
4
The Pessimistic Theory
Robert Thomas Malthus was one of the most famous
demographers who held a pessimistic view.
Malthus sought to explain what he saw as “an
obvious truth” namely, “the population must always
be kept down to the level of the means of
subsistence” (1798: vii).
By this he did not mean that population should be
kept at the level of subsistence but; rather, that it
would inevitably be kept at this level as a result what
he termed the population “principle” (Morris 2009:
1). 5
The Pessimistic Theory . . . Cont’d
Malthus’s (1798) first essay on population stemmed from his
concern about the imbalance between population and the
supply of food at the time.
He pointed out that “the power of population is indefinitely
greater than the power in the earth to produce sustenance for
man” (Malthus 1798: 4).
He argued further that the expansion of the population would
be held in check by, “the grinding law of necessity, misery,
and the fear of misery” (1798: 56) his population “principle”.
According to Malthus (1798), population grows at a
geometric progression and economy grows at an arithmetic
progression and it is this that creates the large gap between
the population growth rate and economic development.
6
The conventional view of pessimism, which constitutes the seminal
work of Malthus (1798) on population dynamics, is that high levels
of population growth pose a problem for the world, as a whole, and
for the developing countries, in particular.
Many scholars argue that population growth depresses human
welfare because it reduces savings and, thus dilutes the quantity of
capital per person on which productivity, growth and livelihood
strategies depend.
According to the Malthusians, population growth absorbs
resources, spoils the environment, produces overcrowding and
exerts pressure on food supplies.
Thus, the solution to these problems depends primarily on
population control.
According to Malthus, it is essential that population always be kept
down to the level of means for subsistence (Malthus 1798: vii). 7
“Malthus presumed that the lower classes were incapable of
moral restraint and that vices were inadequate to restrain
population, so the wellbeing of a peasant, brought about by an
increase in productivity, would simply induce him to have more
children and, thereby, return to the level of subsistence” (Morris
2009: 1).
In addition, Solow (1956) stated that population growth would
have a negative impact on economic growth.
In spite of these evident improvements in human well-being,
Malthusian fears have repeatedly arisen and have repeatedly
been debunked. … As a result, neo-Malthusians have sought to
broaden the concern away from mere production of food to
various environmental concerns (though often production of
food is at the heart of these too) (Morris 2009: 1 – 2). 8
Malthus also opposed the ‘poor laws’ that existed in
England and said that the poor has to be checked by
the above checks.
According to Malthus:,
◦ Poor laws lead to increase in Population,
◦ An increase in population leads to an increase in the
demand,
◦ An increase in the demand leads to the decline in the
standard of living,
◦ The decline in standard of living leads to poverty
So,poor laws are leading the society to poverty and
have to be avoided. 9
The concern about over-population is not an exclusively modern
phenomenon (Morris 2009: 1) with the following quotation written
by a Carthaginian priest in 210 A.D quoted by Morris (2009: 1)
bearing testimony to this fact:
Our teeming population is the strongest evidence our numbers are
burdensome to the world, which can hardly support us from its
natural elements.
Our wants grow more and more keen and our complaints more
bitter in all mouths, while nature fails in affording us our usual
sustenance.
In every deed, pestilence, famine and wars have to be regarded as
remedy for nations as the means of pruning the luxuriance of the
human race (Terullian, Treatise of the Soul, cited in Morris 2009:1).
10
At the time the above quotation was written the
total world population was approximately 250
million (Morris 2009: 1) less than a quarter of the
current population of Africa.
However, the quotation demonstrates that the issue
of population dynamics and the various views on
the implications of population growth for
economic development are not new fields of study.
It also indicates that the pessimistic view of
population issues does not, necessarily, arise from
large absolute numbers of human population.
11
The Optimistic View
One of the prominent advocates of the optimist view of
population theory is Julian L. Simon. According to Simon
(1999: 41):
Trained intellects’ should have an assured position of control
in society. Their lack of confidence in the abilities of the poor
to run their own lives is a function of their own ignorance of
daily resourcefulness, creativity, and ingenuity of people in
day-to-day business, and that the uneducated and poor can
really create resources by way of creating new ideas.
Failing to understand these simple facts betrays a flawed
understanding of society and becomes yet another powerful
impediment to clear thinking about population and resources
issues (Simon 1999: 41).
12
The Optimistic View . . . Cont’d
Nevertheless, the reality is that “the average baby born in
England in 2009 can expect to live more than twice as
long as the average baby born in 1798, while benefiting
from considerably greater income and wealth, as well as
more affordable and better food, shelter and other basic
goods not to mention the proliferation of technologies that
make life more pleasurable.
With some notable exceptions, similar improvements have
occurred in much of the world” (Morris 2009).
Since the proposal of the Malthusian theory, the question
of population and availability of resources has remained
an issue of critical concern to world academia. 13
The optimists argue that population growth frequently
affects individual motivation and leads to changes in
production techniques that may overcome the negative
consequences of population growth.
In this connection, it is argued that the young age structure
of a country may render the country flexible to change, more
receptive to new ideas and more willing to shift resources
from low productivity to high productivity sectors.
Julian Lincoln Simon (1932–1998) is one of the well-known
demographers who held an optimistic view. “We now have
in our hands really, in our libraries the technology to feed,
clothe, and supply energy to an ever growing population for
the next seven billion years” 14
Explaining the impact of population growth on sustainable
development and the poverty reduction process, Simon (1980:
141) stated that:
◦ False bad news about population growth, natural resources, and the
environment is published widely in the face of contradictory evidence.
…The aggregate data show no longer run negative effect of population
growth upon the standard of living. Models that embody forces omitted
in the past, especially the influence of population size upon productivity
increases, suggest that a long-run positive effect of additional people.
In his interview with Science, New Series (1980: 208-209),
Julian Simon was asked the question: Why do false statements
of bad news dominate public discussion of the topic on
population growth? He offered the four possible reasons of
which two are paraphrased below: 15
There is a funding incentive for scholars and
institutions to produce bad news about population,
resources and the environment. The aid and the UN’s
Fund for Population Activities disburse more than a
hundred million dollars each year in an effort to
bring about fertility decline with much of this money
being spent on studies and publications which
explains the reasons why fertility decline would be
beneficial. However, there are no organisations that
fund studies showing that fertility decline would not
be beneficial.
. 16
Bad news sells books, news papers, and magazines while
good news is not nearly as interesting. It is a wonder that
there are so many “bad news” bestsellers warning about
population growth, and natural resource depletion but none
relating the facts about improvements in the situation.
Simon concluded by asking: “The question, then, is: who
will tell us the good and true news? How will it be
published for people to learn?
One of the recent views that discusses on the impact of
population growth in the sustainable development and
poverty reduction process is the neutralist view and is
presented as follows
17
The Neutralist View on Population Growth
The third view on the interrelationship between population
growth and economic development is termed the neutralist
view.
This theory explains that there is neither positive nor
negative significant correlation between population growth
and economic development.
Population neutralism, according to Bloom and Freeman
(1986) is a doctrine positing the absence of any significant
relationship between population growth and the rate of
economic growth.
It is a doctrine which, according to Kelley (2001), held sway
throughout the 1970s and 1980s based on the evidence from
those eras. 18
The Neutralist View . . . Cont’d
However, most developed countries have now
completed a demographic transition from high to low
fertility and mortality rates, so the demographic
fundamentals underpinning any link between
population and economic growth have changed.
This demographic shift has encouraged researchers to
revisit the issue of the population/economic growth
nexus.
The studies by Bloom and Canning (1999) and Bloom
and Williamson, (1998) are among several which
explore this relationship. (Felmingham et al 2004: 3).
19
20
What do Evidences tell us?
People are the ultimate resources irrespective of
the numbers.
However, this is true only if they are in good
health and well educated.
It is thus essential that countries invest in basic
social services such as health services, education,
supply of clean drinking water and other
infrastructure that are basic for enhancing the
quality of life of the citizens.
21
What do Evidences tell us? . . . Cont’d
The pessimists consider the money spent on social
services, such as health and education, as
consumption and not as investment.
However, the truth is that money spent on health
services and education is the best investment
possible as the final return is the ultimate resource,
people who have the capacity to solve the present
and future problems of the earth.
It is, thus, essential that each country invest a
significant proportion of its GDP in health and
education so that development may be sustained. 22
By 2050, the population of Africa will approximately be
equal to 2 billion and the world population will be about 9
billion. During this time, Africa will be the home of 22
percent of the world population and will have the capacity to
feed at least 60 percent of the world population.
The implementation of this African model, will however,
need preparations and the main preparation is that the various
African nations have to avoid conflicts, ensure peace and
stability and then develop policies and strategies that enable
them integrate the population dynamics with the sustainable
development and poverty reduction process.
Hence, there is a need for promoting the indigenous
knowledge and skills of dispute resolution in Africa in
general and the specific countries in particular. 23
Both the health and educational level and the
work status of females are key variables that
play a significant role in the enhancement of the
status of women.
Accordingly, special emphasis should be
accorded these key variables so that countries
are able to sustain their development by
enhancing the participation of females in both
the health services and educational systems and
in the workforce.
24
So what?
All of the interventions that we are going to make:
◦ Supervision activities,
◦ Managerial works,
◦ Leadership roles; and
◦ Scaling-up of the best practices, innovations and
creativities;
Have to be guided by the thinking that people are
the ultimate resource; people are resource creators
and not resource destroyers.
With this in mind, let us now proceed to what
Supervision is all about. 25
II. Leadership, Management and Supervision
Leadership is making people like to follow
you.
It is not about explaining, describing,
convincing or making the goals crystal clear.
It is about inspiring and creating a vision!
◦ “I really don’t know why – but I’d like to
follow him!”
That’s leadership – the rest is management.
26
Leadership, Mgt and Supervision . . .Cont’d
Leadership is being original , creative ,
challenge the status quo , challenging
procedures etc.
Management is working within
established procedures to meet
organization’s objectives.
Supervision is when you interact with
people on a one to one basis.
27
Leadership (መሪሕነት) is all about on how to
deal with people.
◦ Is a good leader born or made?
For me, it’s made because it depends on how
you trained him/her and nobody knows that
the baby was born he/she become a leader
when he/she growing up.
In an organization a good leader must have a
brilliant decision so that the people will be
recognizing them.
28
Management (ኣመሓድራ) and administration (ምምሕዳር)
are at times used interchangeably; however, they are two
different levels of the organization.
The administration is the top level of the organization
with the decisive functions.
They are responsible for determining the policies and
objectives of the organization or the firm.
Management, on the other hand is the middle level
executive function.
They implement the policies and objectives as decided by
the administration.
29
In a private organization, for example, the
administration includes the people who are either
owners or partners of the firm. They usually
contribute to the firm’s capital and earn profits or
returns on their investment.
The main administrative function is handling the
business aspects of the firm, such as finance.
Other administrative functions usually include
planning, organizing, staffing, directing, controlling
and budgeting.
Administration must integrate leadership and
vision, to organize the people and resources, in
order to achieve common goals and objectives for 30
Management usually incorporates the
employees of the firm who use their skills
for the firm in return for remuneration.
Management is responsible for carrying
out the strategies of the administration.
Motivation is the key factor of a
management.
Management must motivate and handle the
employees.
It can be said that management is directly
under the control of administration. 31
Management, administration and supervision
On the other side, management, administration and supervision are all
leadership roles.
No matter whether you’re at the top, in the middle, or supervising
people on the front lines, as a leader you first need to make sure that
everybody is clear on goals.
The first secret of The One Minute Manager is One Minute Goal
Setting.
All good performance starts with clear goals, which is the vision and
direction part of leadership.
The next thing you need to do is to help people accomplish those goals.
That brings to mind the second and third secrets of The One Minute
Manager.
The second secret is One Minute Praising. After people are clear on
what they are being asked to do, you need to wander around and see if
you can catch them doing something right. 32
Ifsomeone does something wrong, but is a learner, don’t
punish the person.
◦ Just say, “Maybe it wasn’t clear about what we were working on,”
and redirect.
However, if you are dealing with an experienced person who
for some reason has a lousy attitude, give the person a One
Minute Reprimand, which is the third secret of The One
Minute Manager.
That’s where you make clear what the person did wrong: “You
didn’t get your report in on Friday, and I really needed it. Let
me tell you how I feel – I’m really upset about it.”
Be sure, though, that you always end with a reaffirmation:
“The reason I’m upset is that you’re one of my best people and
I always count on you for that.” 33
Management, administration and
supervision . . . Cont’d
Every level of leadership starts with
clear vision and direction and then
moves to implementation.
Remember that managers,
supervisors, and CEOs are all
leaders.
Don’t let yourself get hung up on
labels.
34
Now, let us make the distinction very clear
What is "Management"?: Traditional
Interpretation
◦ There are a variety of views about this term.
◦ Traditionally, the term "management" refers to
the set of activities, and often the group of
people, involved in four general functions,
including planning, organizing, leading and
coordinating activities. (Note that the four
functions recur throughout the organization
and are highly integrated.) 35
Management . . . Cont’d
Another Interpretation
◦ Some writers, teachers and practitioners assert that the
above view is rather outmoded and that management
needs to focus more on leadership skills, e.g.,
establishing vision and goals, communicating the vision
and goals, and guiding others to accomplish them.
◦ They also assert that leadership must be more
facilitative, participative and empowering in how visions
and goals are established and carried out.
◦ Some people assert that this really isn't a change in the
management functions, rather it's re-emphasizing certain
aspects of management.
36
What Do Managers Do?
Both of the above interpretations acknowledge the major
functions of planning, organizing, leading and
coordinating activities -- they put different emphasis and
suggest different natures of activities in the following four
major functions. They still agree that what managers do is
the following:
1. Planning: includes identifying goals, objectives,
methods, resources needed to carry out methods,
responsibilities and dates for completion of tasks.
Examples of planning are strategic planning, business
planning, project planning, staffing planning, advertising
and promotions planning, etc. 37
2. Organizing resources: to achieve the goals in an optimum
fashion. Examples are organizing new departments, human
resources, office and file systems, re-organizing businesses, etc.
3. Leading: Including to set direction for the organization, groups
and individuals and also influence people to follow that direction.
Examples are establishing strategic direction (vision, values,
mission and / or goals) and championing methods of
organizational performance management to pursue that direction.
4. Controlling, or Coordinating: This occurs with the
organization's systems, processes and structures to effectively and
efficiently reach goals and objectives. This includes ongoing
collection of feedback, and monitoring and adjustment of
systems, processes and structures accordingly. Examples include
use of financial controls, policies and procedures, performance
management processes, measures to avoid risks etc. 38
Another common view is that "management" is getting things
done through others.
Yet another view, quite apart from the traditional view, asserts
that the job of management is to support employee's efforts to
be fully productive members of the organizations and citizens
of the community.
To most employees, the term "management" probably means
the group of people (executives and other managers) who are
primarily responsible for making decisions in the organization.
In a nonprofit, the term "management" might refer to all or any
of the activities of the board, executive director and/or
program directors.
39
What is "Supervision"? What Do Supervisors Do?
What is "Supervision"?
◦ There are several interpretations of the term "supervision",
but typically supervision is the activity carried out by
supervisors to oversee the productivity and progress of
employees who report directly to the supervisors.
◦ For example, first-level supervisors supervise entry-level
employees. Depending on the size of the organization,
middle-managers supervise first-level supervisors, chief
executives supervise middle-managers, etc.
◦ Supervision is a management activity and supervisors have
a management role in the organization.
40
What Do Supervisors Do?
• Supervision of a group of employees often includes
1. Conducting basic management skills (decision making,
problem solving, planning, delegation and meeting
management)
2. Organizing their department and teams
3. Noticing the need for and designing new job roles in the group
4. Hiring new employees
5. Training new employees
6. Employee performance management (setting goals, observing
and giving feedback, addressing performance issues, firing
employees, etc.)
7. Conforming to personnel policies and other internal
regulations
41
CORE SKILLS IN MANAGEMENT &
SUPERVISION
A. Problem Solving and Decision Making
◦ Much of what managers and supervisors do is solve problems and make
decisions.
◦ New managers and supervisors, in particular, often solve problems and
decisions by reacting to them.
◦ They are "under the gun", stressed and very short for time.
◦ Consequently, when they encounter a new problem or decision they must
make, they react with a decision that seemed to work before.
◦ It's easy with this approach to get stuck in a circle of solving the same
problem over and over again.
◦ Therefore, as a new manager or supervisor, get used to an organized
approach to problem solving and decision making.
◦ But, the wisest of all, and what the management and the supervision are
supposed to do is preventing before problems occur. But, this demands that
we need to be able to forecast it. 42
43
CORE SKILLS . . . Cont’d
Not all problems can be solved and decisions made by the
following, rather rational approach.
However, the following basic guidelines will get you
started.
Don't be intimidated by the length of the list of guidelines.
After you've practiced them a few times, they'll become
second nature to you -- enough that you can deepen and
enrich them to suit your own needs and nature.
(Note that it might be more your nature to view a
"problem" as an "opportunity".
Therefore, you might substitute "opportunity" for
"problem" in the following guidelines.)
44
1. Define the problem
◦ This is often where people struggle. They react to what they think the problem is.
Instead, seek to understand more about why you think there's a problem.
Defining the problem: (with input from yourself and others)
◦ Ask yourself and others, the following questions:
a. What can you see that causes you to think there's a problem?
b. Where is it happening?
c. How is it happening?
d. When is it happening?
e. With whom is it happening? (HINT: Don't jump to "Who is causing the
problem?" When we're stressed, blaming is often one of our first reactions. To be
an effective manager, you need to address issues more than people.)
f. Why is it happening?
g. Write down a five-sentence description of the problem in terms of "The
following should be happening, but isn't ..." or "The following is happening and
should be: ..." As much as possible, be specific in your description, including
what is happening, where, how, with whom and why. (It may be helpful at this
point to use a variety of research methods. 45
Defining complex problems:
◦ If the problem still seems overwhelming, break it down by repeating steps
a-f until you have descriptions of several related problems.
Verifying your understanding of the problems:
◦ It helps a great deal to verify your problem analysis for conferring with a
peer or someone else.
Prioritize the problems:
◦ a. If you discover that you are looking at several related problems, then
prioritize which ones you should address first.
b. Note the difference between "important" and "urgent" problems.
◦ Often, what we consider to be important problems to consider are really
just urgent problems.
◦ Important problems deserve more attention. For example, if you're
continually answering "urgent" phone calls, then you've probably got a
more "important" problem and that's to design a system that screens and
prioritizes your phone calls. 46
Understand your role in the problem:
◦ Your role in the problem can greatly influence how
you perceive the role of others.
◦ For example, if you're very stressed out, it'll
probably look like others are, too, or, you may resort
too quickly to blaming and reprimanding others.
◦ Or, you are feel very guilty about your role in the
problem, you may ignore the accountabilities of
others.
47
2. Look at potential causes for the problem
a) It's amazing how much you don't know about what you don't
know. Therefore, in this phase, it's critical to get input from other
people who notice the problem and who are effected by it.
b) It's often useful to collect input from other individuals one at a
time (at least at first). Otherwise, people tend to be inhibited about
offering their impressions of the real causes of problems.
c) Write down what your opinions and what you've heard from
others.
d) Regarding what you think might be performance problems
associated with an employee, it's often useful to seek advice from
a peer or your supervisor in order to verify your impression of the
problem.
e) Write down a description of the cause of the problem and in terms
of what is happening, where, when, how, with whom and why. 48
3. Identify alternatives for approaches to
resolve the problem
◦ At this point, it's useful to keep others involved (unless
you're facing a personal and/or employee performance
problem).
◦ Brainstorm for solutions to the problem. Very simply
put, brainstorming is collecting as many ideas as
possible, then screening them to find the best idea.
◦ It's critical when collecting the ideas to not pass any
judgment on the ideas -- just write them down as you
hear them.
49
50
4. Select an approach to resolve the problem
◦ When selecting the best approach, consider:
a) Which approach is the most likely to solve the problem for
the long term?
b) Which approach is the most realistic to accomplish for now?
Do you have the resources? Are they affordable? Do you
have enough time to implement the approach?
c) What is the extent of risk associated with each alternative?
(The nature of this step, in particular, in the problem solving
process is why problem solving and decision making are
highly integrated.)
51
52
5. Plan the implementation of the best alternative
(this is your action plan)
◦ Carefully consider "What will the situation look like when
the problem is solved?“
◦ What steps should be taken to implement the best
alternative to solving the problem? What systems or
processes should be changed in your organization, for
example, a new policy or procedure? Don't resort to
solutions where someone is "just going to try harder".
◦ How will you know if the steps are being followed or not?
(these are your indicators of the success of your plan)
◦ What resources will you need in terms of people, money
and facilities? 53
How much time will you need to implement the solution?
Write a schedule that includes the start and stop times,
and when you expect to see certain indicators of success.
Who will primarily be responsible for ensuring
implementation of the plan?
Write down the answers to the above questions and
consider this as your action plan.
Communicate the plan to those who will involved in
implementing it and, at least, to your immediate
supervisor.
(An important aspect of this step in the problem-solving
process is continually observation and feedback.) 54
55
6.
Monitor implementation of the plan
Monitor the indicators of success:
a) Are you seeing what you would expect from the
indicators?
b) Will the plan be done according to schedule?
c) If the plan is not being followed as expected, then
consider: Was the plan realistic? Are there sufficient
resources to accomplish the plan on schedule? Should
more priority be placed on various aspects of the plan?
Should the plan be changed?
56
7. Verify if the problem has been resolved or not
◦ One of the best ways to verify if a problem has been
solved or not is to resume normal operations in the
organization. Still, you should consider:
 What changes should be made to avoid this type of problem in
the future? Consider changes to policies and procedures,
training, etc.
 Lastly, consider "What did you learn from this problem
solving?" Consider new knowledge, understanding and/or skills.
 Consider writing a brief memo that highlights the success of the
problem solving effort, and what you learned as a result. Share it
with your supervisor, peers and subordinates.
57
B. Planning
Quick Look at Some Basic Terms
◦ Planning typically includes use of the following basic terms.
◦ NOTE: It's not critical to grasp completely accurate definitions of each
of the following terms. It's more important for planners to have a basic
sense for the difference between goals/objectives (results) and
strategies/tasks (methods to achieve the results).
◦ 1. Goals: Goals are specific accomplishments that must be
accomplished in total, or in some combination, in order to achieve
some larger, overall result preferred from the system, for example, the
mission of an organization.
◦ 2. Strategies or Activities: These are the methods or processes required
in total, or in some combination, to achieve the goals. (Going back to
our reference to systems, strategies are processes in the system.)
58
3. Objectives: Objectives are specific accomplishments that
must be accomplished in total, or in some combination, to
achieve the goals in the plan. Objectives are usually
"milestones" along the way when implementing the strategies.
4. Tasks: Particularly in small organizations, people are
assigned various tasks required to implement the plan. If the
scope of the plan is very small, tasks and activities are often
essentially the same.
5. Resources (and Budgets): Resources include the people,
materials, technologies, money, etc., required to implement the
strategies or processes. The costs of these resources are often
depicted in the form of a budget. (Going back to our reference
to systems, resources are input to the system.)
59
Basic Overview of Typical Phases in Planning
◦ Whether the system is an organization, department, business, project,
etc., the basic planning process typically includes similar nature of
activities carried out in similar sequence.
◦ The phases are carried out carefully or -- in some cases -- intuitively,
for example, when planning a very small, straightforward effort.
◦ The complexity of the various phases (and their duplication
throughout the system) depend on the scope of the system.
 For example, in a large corporation, the following phases would be carried out
in the corporate offices, in each division, in each department, in each group, etc.
◦ NOTE: Different groups of planners might have different names for
the following activities and groups them differently. However, the
nature of the activities and their general sequence remains the same.
◦ NOTE: The following are typical phases in planning. They do not
comprise the complete, ideal planning process. 60
1. Reference Overall Singular Purpose ("Mission"): or Desired Result
from System. During planning, planners have in mind (consciously or
unconsciously) some overall purpose or result that the plan is to achieve.
For example, during strategic planning, it's critical to reference the
mission, or overall purpose, of the organization.
2. Take Stock Outside and Inside the System: This "taking stock" is
always done to some extent, whether consciously or unconsciously. For
example, during strategic planning, it's important to conduct an
environmental scan. This scan usually involves considering various
driving forces, or major influences, that might effect the organization.
3. Analyze the Situation: For example, during strategic planning,
planners often conduct a "SWOT analysis". (SWOT is an acronym for
considering the organization's strengths and weaknesses, and the
opportunities and threats faced by the organization.) During this
analysis, planners also can use a variety of assessments, or methods to
"measure" the health of systems. 61
4. Establish Goals: Based on the analysis and alignment
to the overall mission of the system, planners establish a
set of goals that build on strengths to take advantage of
opportunities, while building up weaknesses and
warding off threats.
5. Establish Strategies to Reach Goals: The particular
strategies (or methods to reach the goals) chosen depend
on matters of affordability, practicality and efficiency.
6. Establish Objectives Along the Way to Achieving
Goals: Objectives are selected to be timely and
indicative of progress toward goals.
62
7. Associate Responsibilities and Time Lines With Each
Objective: Responsibilities are assigned, including for
implementation of the plan, and for achieving various
goals and objectives. Ideally, deadlines are set for
meeting each responsibility.
8. Write and Communicate a Plan Document: The
above information is organized and written in a
document which is distributed around the system.
9. Acknowledge and Celebrate Accomplishment of the
Plan: This step is frequently forgotten, which can lead to
increasing frustration and skepticism on the part of those
people who are responsible to carry out the plan. 63
Guidelines
to Ensure Successful Planning and
Implementation
◦ A common failure in many kinds of planning is that the
plan is never really implemented.
◦ Instead, all focus is on writing a plan document.
◦ Too often, the plan sits collecting dust on a shelf.
◦ Therefore, most of the following guidelines help to ensure
that the planning process is carried out completely and is
implemented completely -- or, deviations from the
intended plan are recognized and managed accordingly.
64
1.Involve the Right People in the Planning
Process
◦ Going back to the reference to systems, it's critical that all
parts of the system continue to exchange feedback in
order to function effectively.
◦ This is true no matter what type of system.
◦ When planning, get input from everyone who will
responsible to carry out parts of the plan, along with
representative from groups who will be effected by the
plan.
◦ Of course, people also should be involved if they will be
responsible to review and authorize the plan. 65
2. Write Down the Planning Information and Communicate
it Widely
◦ New managers, in particular, often forget that others don't know what
these managers know.
◦ Even if managers do communicate their intentions and plans
verbally, chances are great that others won't completely hear or
understand what the manager wants done.
◦ Also, as plans change, it's extremely difficult to remember who is
supposed to be doing what and according to which version of the
plan.
◦ Key stakeholders (employees, management, board members, funders,
investor, customers, clients, etc.) may request copies of various types
of plans.
◦ Therefore, it's critical to write plans down and communicate them
widely. 66
3. Goals and Objectives Should Be SMARTER
◦ SMARTER is an acronym, that is, a word composed by joining
letters from different words in a phrase or set of words. In this case, a
SMARTER goal or objective is:
◦ Specific:: For example, it's difficult to know what someone should be
doing if they are to pursue the goal to "work harder". It's easier to
recognize "Write a paper".
◦ Measurable: It's difficult to know what the scope of "Writing a
paper" really is. It's easier to appreciate that effort if the goal is
"Write a 30-page paper".
◦ Acceptable: If I'm to take responsibility for pursuit of a goal, the goal
should be acceptable to me. For example, I'm not likely to follow the
directions of someone telling me to write a 30-page paper when I
also have to five other papers to write. However, if you involve me in
setting the goal so I can change my other commitments or modify the
goal, I'm much more likely to accept pursuit of the goal as well. 67
◦ Realistic: Even if I do accept responsibility to pursue a goal that is
specific and measurable, the goal won't be useful to me or others if, for
example, the goal is to "Write a 30-page paper in the next 10 seconds".
◦ Time frame: It may mean more to others if I commit to a realistic goal
to "Write a 30-page paper in one week". However, it'll mean more to
others (particularly if they are planning to help me or guide me to
reach the goal) if I specify that I will write one page a day for 30 days,
rather than including the possibility that I will write all 30 pages in last
day of the 30-day period.
◦ Extending: The goal should stretch the performer's capabilities. For
example, I might be more interested in writing a 30-page paper if the
topic of the paper or the way that I write it will extend my capabilities.
◦ Rewarding: I'm more inclined to write the paper if the paper will
contribute to an effort in such a way that I might be rewarded for my
effort.
68
69
4.
Build in Accountability (Regularly Review Who's Doing
What and By When?)
◦ Plans should specify who is responsible for achieving each result,
including goals and objectives. Dates should be set for completion of
each result, as well. Responsible parties should regularly review status
of the plan. Be sure to have someone of authority "sign off" on the
plan, including putting their signature on the plan to indicate they
agree with and support its contents. Include responsibilities in policies,
procedures, job descriptions, performance review processes, etc.
5. Note Deviations from the Plan and Replan Accordingly
◦ It's OK to deviate from the plan. The plan is not a set of rules. It's an
overall guideline. As important as following the plan is noticing
deviations and adjusting the plan accordingly.
70
6. Evaluate Planning Process and the Plan
◦ During the planning process, regularly collect feedback from
participants. Do they agree with the planning process? If not, what don't
they like and how could it be done better? In large, ongoing planning
processes (such as strategic planning, business planning, project
planning, etc.), it's critical to collect this kind of feedback regularly.
◦ During regular reviews of implementation of the plan, assess if goals
are being achieved or not. If not, were goals realistic? Do responsible
parties have the resources necessary to achieve the goals and
objectives? Should goals be changed? Should more priority be placed
on achieving the goals? What needs to be done?
◦ Finally, take 10 minutes to write down how the planning process could
have been done better. File it away and read it the next time you
conduct the planning process.
71
7.Recurring Planning Process is at Least as Important as
Plan Document
◦ Far too often, primary emphasis is placed on the plan document.
This is extremely unfortunate because the real treasure of planning
is the planning process itself. During planning, planners learn a
great deal from ongoing analysis, reflection, discussion, debates
and dialogue around issues and goals in the system. Perhaps there
is no better example of misplaced priorities in planning than in
business ethics. Far too often, people put emphasis on written
codes of ethics and codes of conduct. While these documents
certainly are important, at least as important is conducting ongoing
communications around these documents. The ongoing
communications are what sensitize people to understanding and
following the values and behaviors suggested in the codes 72
8. Nature of the Process Should Be Compatible to Nature of Planners
◦ A prominent example of this type of potential problem is when planners don't
prefer the "top down" or "bottom up", "linear" type of planning (for example,
going from general to specific along the process of an environmental scan,
SWOT analysis, mission/vision/values, issues and goals, strategies, objectives,
timelines, etc.) There are other ways to conduct planning.
9.Critical -- But Frequently Missing Step -- Acknowledgement and
Celebration of Results
◦ It's easy for planners to become tired and even cynical about the planning
process. One of the reasons for this problem is very likely that far too often,
emphasis is placed on achieving the results. Once the desired results are achieved,
new ones are quickly established. The process can seem like having to solve one
problem after another, with no real end in sight. Yet when one really thinks about
it, it's a major accomplishment to carefully analyze a situation, involve others in a
plan to do something about it, work together to carry out the plan and actually see
some results. So acknowledge this -- celebrate your accomplishment!
73
Basics of Internal Communications in Supervision
Effective communications is the "life's blood" of an

organization.
Organizations that are highly successful have strong
communications.
One of the first signs that an organization is
struggling is that communications have broken
down.
The following guidelines are very basic in nature,
but comprise the basics for ensuring strong ongoing,
internal communications.
74
Internal Communications . . .Cont’d
1. Have all employees provide weekly written
status reports to their supervisors
◦ Include what tasks were done last week, what tasks are
planned next week, any pending issues and date the
report.
◦ These reports may seem a tedious task, but they're
precious in ensuring that the employee and their
supervisor have mutual understanding of what is going
on, and the reports come in very handy for planning
purposes.
◦ They also make otherwise harried employees stand back
and reflect on what they're doing.
75
2.Hold monthly meetings with all employees
together
◦ Review the overall condition of the organization and
review recent successes.
◦ Consider conducting "in service" training where employees
take turns describing their roles to the rest of the staff.
◦ For clarity, focus and morale, be sure to use agendas and
ensure follow-up minutes.
◦ Consider bringing in a customer to tell their story of how
the organization helped them.
◦ These meetings go a long way toward building a feeling of
teamwork among staff. 76
3.Hold weekly or biweekly meetings with all employees
together if the organization is small (e.g., under 10
people); otherwise, with all managers together
◦ Have these meetings even if there is not a specific problem to
solve -- just make them shorter. (Holding meetings only when
there are problems to solve cultivates a crisis-oriented
environment where managers believe their only job is to solve
problems.) Use these meetings for each person to briefly give an
overview of what they are doing that week.
◦ Facilitate the meetings to support exchange of ideas and questions.
◦ Again, for clarity, focus and morale, be sure to use agendas, take
minutes and ensure follow-up minutes. Have each person bring
their calendar to ensure scheduling of future meetings
accommodates each person's calendar. 77
4.Have supervisors meet with their direct
reports in one-on-one meetings every month
◦ This ultimately produces more efficient time management
and supervision.
◦ Review overall status of work activities, hear how it's
going with both the supervisor and the employee,
exchange feedback and questions about current products
and services, and discuss career planning, etc.
◦ Consider these meetings as interim meetings between the
more formal, yearly performance review meetings.
78
Supervision - Meaning
What is supervision?
If ‘vision’ implies seeing, the word ‘supervision’ can be
read as:
◦ over-seeing,
◦ looking over someone’s shoulder to check on them; and also
◦ ‘super’ in the sense of outstanding or special, helping someone to
extend their professional skills and understanding.
Both of these aspects will be relevant to varying degrees
in supervision, depending on the context.
It can be helpful to think about supervision both in terms
of development (which is related to ongoing professional
learning) and performance (which is related to clinical
governance and standard setting). 79
What do supervisors do? Supervisors
Translate the policies and objectives of the ministry or bureau into specific
work duties and timelines;
Select the jobs to be completed;
Assign workers who will complete the jobs;
Determine when the jobs will be completed;
Review whether or not the work is being completed and up to agency
standards;
Evaluate employees;
Educate workers on the goals and objectives of the ministry or bureau;
 Introduce new workers to the agency and help new workers find their place;
 Act as liaison between various agencies sharing policy and solving problems in terms of such things as client
referral.
Assure that employees behave in a manner as though they accept them;
Resolve conflict: between workers; Between the ministry or bureau and
workers; Between units within the ministry or bureau ;
The supervisor is the bridge between higher levels of administration
and the worker.
80
81
Why do people want to become supervisors?
Prestige and Status
Increased Salaries
A Desire to Be a Change Agent
Increased Opportunity for
Creativity
Increased Capacity to Give
A Desire to Control People
82
What is Leadership?
Leaders are an essential part of any company, helping to expand
its horizons through new ideas while leading team members down
a productive path.
Meanwhile, supervisors help to ensure an organization's processes
run smoothly.
Leadership is:
◦ The ability to influence the behavior of individuals or groups.
◦ There are two types of leadership: formal and informal.
◦ Formal Leaders
 Individuals who occupy organizational offices or positions which have power as part of the
position.
◦ Informal Leaders
 Individuals who have power with an organization because other personal charisma or other
characteristics but do not hold an official position of power.
◦ Power: The force that allows an individual the ability to induce another
person to carry out his/her directives or any other value(s) she/he
supports. 83
Five Kinds of Power: Reward Power
Reward Power
◦ Remunerative (money)
◦ Or normative (a pat on the back).
◦ BEWARE OF NORMATIVE COMPLIANCE
Coercive Power:
◦ The threat of harm or punishment; public humiliation.
Legitimate Power
◦ The power that comes from holding the position. The source of the powers in the
position (formal power).
Earned Power
◦ The power that comes from earned respect.
◦ What happens if you have legitimate power but no earned power?
◦ What happens if you have earned power but no legitimate power?
Expert Power
◦ Power that comes from having special knowledge and/or skills.
84
A good leader and supervisor:
 Fosters trust;
 Builds people rather than tears them down;
 Is supportive;
 Is consistent;
 Is caring;
 Uses time wisely;
 Is persistent to their goals;
 Is willing to compromise;
 Allows as much freedom is possible;
 Is creative.
85
Differences between Leaders and Supervisors
Supervisors and leaders are alike in many ways, but they

are not necessarily the same.
Some of the key differences are their focus, tasks and
outside perception in an organization.
The first major difference between supervisorsand leaders

is their set of primary goals.
According to Tom Searcy of Inc. Magazine, supervisors
focus on organizational accuracy, compliance and the
implementation of day-to-day tasks. Leaders, on the other
hand, put a heavier focus on resources, direction and goals
for a team or organization. 86
Differences between Leaders and Supervisors . . .
Cont’d
The tasks and responsibilities of supervisors and leaders
are the second major difference between the two.
◦ Supervisors must oversee the work being done to ensure that it
meets organizational standards and is completed on time.
◦ They often have to complete technical and administrative tasks,
many of which require job-specific expertise gained through
education or special training.
◦ While general leaders may have varying responsibilities, those
designated as team leaders often act as intermediaries between
supervisors and employees.
During a project, they may be responsible for delegating
tasks to certain members, developing a time line and
generally take responsibility for the team's progress. 87
Issues of Supervision in the Civil Service Sector
When you become a supervisor, you step

over a boundary.
You are no longer a line worker.
You may not be liked by many people
because you will have to tell people to do
things they may not like to do.
88
Quality supervision requires:
Clear and specific worker objectives.
Awareness of worker’s needs.
Willingness to facilitate the step-by-step
progression of workers.
A willingness to accept the diversity of
workers including:
◦ differences in viewing the role of working,
◦ differences in motivation,
◦ differences in interest and;
◦ differences in cultural perspectives.
89
The 10 aspects to better Supervision
1. Support staff development: Support Growth -
Provide support for employees development
through:
◦ Professional Development Plans,
◦ Strength Based Performance,
◦ Appraisal Systems
2. Team building: Unite Your Team - Building a
culture of care and concern by maintaining:
◦ Open door policy,
◦ Regular one-on-one supervisory meetings
90
The 10 aspects to better Supervision . . . Cont’d
3. Give credit where credit is due: Praise Others - Provide
praise and encouragement through: Formal recognition systems
4. Set high standards: Expect Excellence - Set high
expectations for employees through: Clear position
descriptions and Regular feedback sessions with staff
5. Require Accountability - Uphold individual responsibility by:
• Creating a culture where staff hold each other accountable

• Creating a culture where staff hold themselves accountable
6. Value What You Believe – Linking actions and behaviors to
values by: Ensuring understanding and buy-in to a shared
mission and vision; and Continuously reminding team of goals
and desired outcomes
91
The 10 aspects to better Supervision . . . Cont’d
7. Instill Independence - Allow autonomy of employee
through: Appropriate delegation and Encouraging risk taking;
8. Share Continuously - Establish two-way communication
through: Active listening and Being transparent
9. Optimize Ownership - Create opportunities for employees
to contribute by: Participatory strategic planning sessions and
Encouraging risk taking
10. Realign Your Efforts – Evaluate personal strengths and
weaknesses by: Evaluating yourself as a supervisor on a daily
basis and asking for Input – Reflect on areas of growth that
would help staff
92
Mentoring
Another method used to provide peer support involves
mentoring.
Mentoring has been found to be an effective method of orienting
new employees to the workplace and helping them to develop
appropriate workplace skills
Kaminski et al. (2000) studied the use of mentors to train
workers to act as workplace advocates and leaders.
They found that the best mentors repeatedly praised student
performance, gave trainees new tasks that involved greater
levels of responsibility, and encouraged them to develop their
own goals and tactics for producing results.
 An additional benefit of the mentoring process is that mentors
can help marginalized employees (for example, women and
people with disabilities) navigate difficulties in workplace
culture that could limit their ability to secure promotions or
become administrators.
Mentoring and supervision are also used to scale-up best
practices. 93
III. Scaling-up Best Practices
Most innovations and creativities start small
and stay small.
Between them, small interventions can create
huge social impact,
On the other hand, some other innovations
and creativities can be too context– specific to
scale up.
Thus, not all innovators and creativities want
to devote their time to spreading their
innovations.
94
Scaling-up Best Practices . . . Cont’d
But where innovations and creativities have the
potential to benefit a lot of people, there’s a strong
need for scaling up.
We’re simply not going to make a dent on some of
the problems facing our societies unless we think
big.
Scaling-up can be achieved in many ways – ideas
can be diffused (ምዝርጋሕ ወይ ምብታን), copied
(ምቕዳሕ), replicated (ብበዝሒ ምቕዳሕ ወይ
ምድቓል) and adapted (ንኵነታት ከምዝሰማማዕ፣
ከምዝሳነ ወይ ከምዝላመድ ጌርካ ኣመሓይሽካ ምድላው).
95
Anyone who’s developed an innovative and creative way of
doing things, that works should at least think about if and how it
could be shared more widely.
Besides, innovators who are attempting to scale have to get
benefitted from developing a more deliberate strategy for doing
so.
Innovations are new products, services and models that both
meet social needs and create new social relationships or
collaborations – they’re ‘social’ both in ends and means.
Social innovations can be generated from within any sector –
public, private or social – or from citizens and social movements.
They may generate financial value, but don’t have to.
96
Scaling-up Best Practices
In the social entrepreneurship literature, ’scaling’ is often used
to describe the growth of social ventures.
In our context, when we talk about scaling social innovation
we’re primarily thinking about how to increase the number of
people who benefit from a social innovation.
This might mean, for example, getting a set of principles or a
methodology adopted more widely, replicating a programme
or intervention in new areas or attracting more customers or
users for a product or service.
This type of scaling is likely to involve increasing reach
across a wider geographical area.
Some researchers have called this ‘quantitative scaling up’ 97
But social innovations aren’t developed in a vacuum and
the focus of scaling isn’t always on a single innovation.
Social innovators are also looking at how they can
iterate, build on and add to social innovations in order to
have more impact on a target population or a social
problem or need.
This might include developing complementary
innovations that address issues related to the same social
problem, innovating in other parts of the supply chain or
attempting to bring about policy or regulatory change.
This type of scaling is sometimes called ‘political’ or
‘functional’ scaling 98
Scaling up’ is a term borrowed from manufacturing, and
implies standardization and achieving economies of scale.
Other types of growth include diffusion (actively promoting an
idea in the hope that others will take it up); replication
(copying); and proliferation.
In nature things can grow upwards as well as downwards, or
towards greater complexity.
Many things change as they grow rather than growing in a
linear way.
Many of the most important social changes have come about as
much through the influence of social movements spreading
ideas and ways of thinking as they have through the spread of
particular products or services. 99
But social innovations aren’t developed in a vacuum and
the focus of scaling isn’t always on a single innovation.
Social innovators are also looking at how they can iterate,
build on and add to social innovations in order to have more
impact on a target population or a social problem or need.
This might include developing complementary innovations
that address issues related to the same social problem,
innovating in other parts of the supply chain or attempting
to bring about policy or regulatory change.
This type of scaling is sometimes called ‘political’ or
‘functional’ scaling
100
‘Scaling up’ is a term borrowed from manufacturing, and
implies standardization and achieving economies of scale.
Other types of growth include diffusion (actively promoting an
idea in the hope that others will take it up); replication
(copying); and proliferation.
In nature things can grow upwards as well as downwards, or
towards greater complexity.
Many things change as they grow rather than growing in a linear
way.
Many of the most important social changes have come about as
much through the influence of social movements spreading
ideas and ways of thinking as they have through the spread of
particular products or services. 101
Nevertheless, whichever growth metaphor
fits best, social innovators and innovators
thinking about how to spread an innovation
and creation face some common
challenges: how to understand supply and
demand, draw out and articulate the core of
the social innovation and think about how
to get the right skills and resources in place
to execute a growth strategy.
102
WHEN DOES SCALING HAPPEN?
◦ We see scaling as a distinct stage in the process of developing a
social innovation.
◦ This is because the skills needed and activities involved are
different from those required at other stages.
◦ In practice, some social innovators start scaling up their
innovations early on.
◦ Social tech innovators often aim to increase their reach rapidly,
while still developing their products and business models, for
example.
◦ Others grow their impact steadily over time, and others stay at
a small scale for years before actively embarking on a strategy
to expand reach. 103
The prize for scaling up is potentially huge.
Have a bigger impact on social problems or
needs – perhaps even solve those problems.
Scalable social innovations tend to be ones
that:
◦ Are relevant beyond their initial context.
◦ Are relatively simple.
◦ Are clearly better than the alternatives.
◦ Don’t rely solely on the talents of specific
individuals.
104
Cost is also important. Scalable innovations
need to provide value for money in relation to
existing solutions.
Ideas may appear ready to scale, but detailed
analysis of cost compared with competitors
from the buyer’s point of view shows that they
are too expensive.
The world is unfortunately full of ‘gold plated
pilots’ – projects that work well in a few places
but are simply too expensive ever to spread.
105
And scaling has drawbacks.
As it requires standardization and commitment to
the current operating model, some argue scaling
can get in the way of further innovation.
Others warn that if achieving scale becomes an
organization's priority, this can obscure the real
purpose of scaling and risk spreading a solution
that people don’t actually want or need.
So it’s worth considering whether scaling will be
feasible and valuable. 106
SETTING A SCALING-UP STRATEGY
◦ A scaling-up strategy involves:
 Establishing why, what and how you’re going
to scale-up.
 We’ve broken this down into four stages:
1. Clarifying aims and goals for scaling.-up
2. Establishing what to scale up.
3. Choosing a route to scale-up.
4. Gearing up to deliver a scaling strategy-up
107
These aspects are linked and they inform each other,
and the context social innovators are operating in is
always changing.
So inevitably, the reality will look far messier than a
neat, linear strategy can represent.
But a clear message from the social innovators we
spoke to was that it’s really important to identify your
goals, what’s not negotiable and where you’re willing
and able to be flexible.
It is strongly suggested that thinking about these
areas can help that process. 108
WHAT ARE YOUR GOALS FOR SCALING?
◦ Leaders should “start with why”.
◦ In order to get mass acceptance of an idea, you have to get people to
believe what you believe, so you have to know why you’re doing it.
◦ “People don’t buy what you do; they buy why you do it.”
◦ A clear vision is an ‘enabler’ in scaling up.
◦ Being clear on goals is essential in navigating the tangled jungle of
opportunities that will face you as you try to spread your social
innovation.
◦ Social innovators need to be clear on their goals for the type and
scale of social impact they want to achieve, but it’s also good to be
aware of more personal goals, preferences and needs.
◦ These include values, personal aspirations as a leader and financial
considerations. 109
One of the things that can help in setting
goals is to determine the ‘addressable
market’.
This means thinking about the number of
people who could benefit from the innovation
and working out what is realistically possible
to achieve.
Sometimes, social innovators don’t
immediately recognize the full potential of
their idea.
110
WHAT ARE YOU GOING TO SCALE UP?
◦ You can think of the link between supply and demand at the level of ideas
– finding out which ones are most compelling, attractive and have the
best fit with needs and aspirations.
◦ Or you can think of it in terms of economics – looking at whether what’s
being supplied is effective, is provided at the right cost and whether there
is sufficient demand.
◦ Thinking rigorously through both sides of the supply and demand
equation is essential to scaling strategies.
◦ You’ll only achieve scale if what you are offering is in significant respects
superior to the alternatives – this is what we mean by ‘effective supply’.
◦ And you’ll only scale-up if someone is willing to pay attention to what
you have been doing, whether that’s public bodies willing to practice
what was already practiced earlier.
111
This framework also helps in thinking about sequencing.
If demand is strong, then social innovators need to work
out – using their scarce time and resources to really show
that their innovation works.
If the supply is adequate but there is little demand, then
advocacy becomes a higher priority.
This was a process of exploring supply and demand and
identifying the core elements.
Thus, it has to be economically viable and able to create
positive social impact.
112
FRAMING THE SOCIAL INNOVATION TO SCALE UP
◦ Social innovations that have potential to scale up often need refining to get them
into a scalable form.
◦ Part of this is deciding how to frame a model to grow or replicate.
◦ This isn’t always straightforward or obvious, as most social innovations can be
‘framed’ in several different ways.
◦ Greg Dees and colleagues (2002) give the example of a childhood learning
centre teaching maths to young children.
◦ This innovation could be defined as a programme of activity – a maths
curriculum for use in similar centres.
◦ On the other hand, if its success depends on the particular environment in which
it was developed, it might be better spread as part of an organisational model,
perhaps a new kind of pre–school learning centre.
◦ Or perhaps it’s neither the organisation nor the specifics of the curriculum that
are most important, but the way in which teachers, students, and parents interact.
◦ This could be distilled into, and shared as, core principles that could potentially
be applied in other subjects or with different age groups.
113
The focus for scaling could even be at the level of
concepts or propositions rather than (or as well as)
activities, organizations or ways of working.
Social innovations start with a central idea.
The central proposition is to reimagine later life as
an ‘encore phase’ in which people live with
‘passion and purpose’.
This idea places a strong emphasis on spreading the
central idea and encouraging others to find ways to
realise it, as well as scaling up its own programmes.
114
FINDING THE CORE
◦ In order to frame a social innovation and define a model to scale up,
you need to understand what’s fundamental to achieving social
impact and making the model work in practice.
◦ Educators, for example, identified the quality of interaction between
teachers and children as essential in making pre–school education
effective.
◦ Some researchers call this understanding the ‘core’ of the
innovation.
◦ Knowing what’s essential makes it easier to strip out costs and
transfer knowledge to others.
◦ Having identified what made the model work, educators realized it
could strip out other elements (such as a requirement for a school
building) and develop a model that could be delivered at a very low
cost, enabling it to scale rapidly. 115
Identifying the core can also help in deciding what needs to be
tightly defined and which aspects of the model can be left more
flexible for local adaptation.
National Citizen Service is scaling a programme of activities
for young people that has a clearly defined five–phase structure.
The focus and objectives of each phase are set, but the content –
for example, the activities and facilitation methods that
providers can use – is relatively open.
This is a conscious decision that allows the organisations
providing National Citizen Service to adapt activities to local
circumstances and to reflect their particular expertise –
encouraging innovation as much as possible.
116
Working out what is and isn’t core to effectiveness can help with the
common challenge social innovators face in adapting processes in order to
operate at a larger scale, such as working out whether and how to automate
systems that had previously had more personal input.
Sometimes, the core is partly values–based.
Gram Vikas, an Indian rural development organisation, has developed a
programme called MANTRA that provides villages with water and
sanitation systems.
It will only deliver this intervention in villages where 100 per cent of
residents have signed up to participate.
This is partly an ideological position: ‘inclusion’ is one of Gram Vikas’ core
values.
But it’s also fundamental to MANTRA’s theory of change, because the
intervention is about bringing clean water to a whole village.
If some houses don’t have sanitation, the village can’t have a clean water
system 117
Criteria for selecting a best Practice?
Some of the criterion used to select a best
practice
New and useful which can help us to solve
our problems
Cost effective (Efficiency),
Participatory,
Effectiveness and can help us to arrive at a
consensus,
Sustainable,
118
Methodologies for selecting the best practice
Tours and field visits (Direct personal
observation)
Visiting documents
Continuous discussions with stake
holders,
In-depth-interview with knowledgeable
persons,
Focus Group Discussion
119
Strategies for Scaling-up best practice
Make it part of your plan,
Tour of all stake holders
Use the already existing government
structure
Discussions and forums,
Media (Television, Radio, Newspapers)
120
CONCLUSIONS
Scaling is often written about in simplistic ways.
It tends to be presented as the answer to everything: if only we
scaled up the methods that worked, the world would be free of
problems like unemployment or ill–health.
Skeptics point out that this ignores the structural factors that
lie behind these problems: inequalities of power and wealth;
policies and laws.
Yet scaling and structural change are likely to be mutually
reinforcing.
The growth of better ways of teaching, healing, employing or
caring improves the conditions for structural change;
conversely structural change improves the conditions for good
ideas to spread. 121
CONCLUSIONS . . . Cont’d
SCALING STRATEGIES ARE IMPORTANT
◦ That’s why we think better strategies for scaling are important.
◦ Scale can achieve a lot – more reach, lower costs, more impact.
◦ But it’s important to analyze whether the nature of the service or
activity makes it feasible or desirable and what type of scaling
makes most sense.
◦ Is it best to scale the organization; the delivery mechanism; a
supporting platform; or the organisation?
◦ What’s the best route to scale? We also think there is a need to get
more disciplined and deliberate in translating great ideas into
impact at a large scale.
◦ We believe active scaling strategies are preferable to simply
hoping others will pick up and copy your good practice. 122
CONCLUSIONS . . . Cont’d
THERE ARE MANY ROUTES TO SCALE
◦ There are a range of routes to scaling social
innovation.
◦ Successful examples will share the same essential
features: being better than the alternatives and being
seen to be better by people with the money to pay.
◦ But there’s more to learn about which routes work
best in which circumstances.
◦ Thus, there is more potential for learning how they
work in practice.
123
IV. Qualities of Leadership
There are different forms and types of leaderships.
◦ Conventional leadership
◦ Lateral Leadership ……. Are two of them.
In order to discuss what the characteristics of an effective
leader is, first let’s compare it with what we call
‘conventional leader’.
The conventional leader is easily recognized as a goal-
oriented, decisive person who is well suited to a
structured environment such as mature corporation,
government department or the military.
Lateral leaders – on the other hand, adopt a different
perspective to reaching goals – they are much more
focused on the creativity and innovation of the team. 124
Qualities of Leadership . . . Cont’d
The conventional leader – is focused on
action, results, efficiency and process
improvement.
The lateral leader – is focused on
inspiring the team to find new and better
ways of doing things.
Let’s compare and contrast the style and
approach of the two types of leaders.
125
Conventional leaders Lateral leader
Qualities ofLead
Lead from the front Leadership
from along side . . . Cont’d
Direct Inspire
Use conventional methods and seek to Develop new methods and seek to change the rules,
mprove effectiveness and efficiency change partners or change the approach of the problem
Think they know best (and often do) Harness that abilities of others
Have a strong sense of direction and Have a vision and use it to inspire others
purpose
Are numbers oriented and analytical Are ideas oriented, analytical and intuitive (ናይ
ተፈጥሮኣዊ ግንዛበ)
See technology as a means to do things See technology as a means to do things entirely

better, faster, cheaper differently
Overrule ideas and initiatives they see Encourage initiative and often implement ideas or
as flawed or wrong suggestions over which they have doubts
Look for ideas from their own Look for ideas from any where.
experience 126
Conventional Leaders Lateral Leaders
Look for greater efficiency, more productivity, Look for new ways to do things, new
Qualities
and faster development
of Leadership
Spend more time on improving day-to-day
. . . Cont’d
approaches and new solutions
Spend more time on finding new strategic
operational matters than on strategic issues. initiatives and partners than on solving or
operational or day-to-day matters
Treat staff as subordinates Treat staff as colleagues
Are directive, often without prior consultation Solicit views and inputs before making
decisions
Use analytical, critical, and logical thinking Use lateral thinking
Build an effective team of managers who can Build a team of creative, entrepreneurial
execute policy and implement plans individuals
Focus on actions and results Focus on direction and innovation to achieve
results
Communicate through memos and e-mail Communicate through open discussion
Instruct Empower
Higher based on experience, proven track Higher based on talent, potential and creativity
record and qualifications
Discourages dissent (opposition or disagreement) Encourages constructive dissent
Cherish result first, people second Cherish ideas, innovation and people
Promote themselves as leaders and figureheads Share exposure and prestige with the team
127
with the press, customers and the outside world
Successful leaders combine the qualities of the
conventional leader and the lateral leader.
They know when to focus on efficiency and results
and when to focus on vision, coaching and
inspiration.
But, most managers are in the left-hand,
conventional column.
They are ingrained with analysis, results, efficiency,
command and control.
As they rise through the organization they need to
take on more of the right-hand, lateral column.
128
Leaders take bold stands: Cowards (ጃጀዉቲ) on the
other hand avoid situations that challenge them.
Our life is not determined by where we are but what
we are.
We go along with people to get along because we are
looking for comfort and not accepting challenges.
We seek approval more than respect.
Standing at the middle of the road is dangerous; you
get nocked by the traffic from both sides.
-Margaret Thatche
129
Why are people afraid to take a stand?
◦ Because it is inconvenient. So long as
people prefer convenience to conviction
society always goes downhill. People who
are afraid to take a stand prefer to play it
safe all the time. They are wishy-washy and
hence not trustworthy.
◦ If a man hasn’t discovered something he
will die for, he is not fit to live.
-Martin Luther King
130
Some people do not want to accept responsibility or
the accountability that goes with it.
They find it easier to make excuses (ምኽኒት ወይ
ምስምስ) and blame the world.
It’s just never their fault.
They prefer security rather than struggle.
They feel “I am too weak and helpless and the problem
too strong. I cannot make a difference.”
They become comfortable with misery (ከርፋሕ ናብራ).
They put up with misery because they are afraid of
change. 131
As a Leader, you are supposed to Take a stand:
◦ No useful to society has ever been without taking a
stand.
◦ There is a fine line between firmness (ፅንዓት፣ ትረት) and
stubbornness (ሕንግድና፣ ንቕፅና፣ ክንብና) fame (ዝና፣
ሽም፣ ተፈላጥነት) and popularity (ህቡብነት፣ ተፈታዉነት፣
ግንኑነት).
◦ Taking a stand means that you take and maintain a firm
position for or against a issue.
◦ All through history when great leaders have taken a
stand, they have been willing to accept and suffer pain.
132
They have been tortured, burnt alive, exiled
(ማሕዩር፣ ስደት) and shot, but they have not
compromised on the larger interests of
society.
They believed in the philosophy that it is not
the number of years you live, but the
principles you stand for in your life that is
important.
Good leaders do what is right, rather than
what makes them look good or popular.
133
The search for cheap popularity at the expense
of morality, ethics and honesty amounts to
looking for honours (ክብሪ) without honour
(ቃሎም እንተይሓለዉ).
What is popular is not necessarily right and
what is right need not always be popular.
Stand with any body that stands right; stand
with him while he is right and part with him
when he goes wrong.
- Abraham Lincoln134
Churchill demonstrated great leadership and courage
during the second world war.
◦ “We shall go on to the end. We shall fight in France, we
shall fight on the seas and oceans, we shall fight with
growing confidence and growing strength in the air, we
shall defend our Island, whatever the cost may be. We
shall fight on the beaches, we shall fight on the landing
grounds, we shall fight in the fields and streets, we shall
fight in the fields and in the streets, we shall fight in the
hills; we shall never surrender”.
- Winston Churchill,
Address to the House of Commons, 4 June 1940 135
In an environment of uncertainty, people usually look
short-term gain.
They feel short-term gains prepares them to handle long-
term uncertainty.
People who select dishonest leaders to public offices for
financial gain don’t trust such leaders themselves. They
need to ask themselves two questions.
◦ Would they appoint these people as guardians of their children?
◦ Would they appoint these people as trustees of their state?
Ifthe answer is “NO” then anyone who supports a
dishonest leader is behaving irresponsibly, being anti-
social.
136
The concept of good leadership has not
changed over time. Given below are
elements of distinction between Pseudo
(ዘይሓቀኛ፣ ሓቅነት ዘይብሉ፣ ናይ ሓሶት፣ ናይ
ይምሰል፣ ፋልሶ) Leaders and Great Leaders
that guide their behavior.
137
Pseudo Leaders Great Leaders Pseudo Leaders Great
Leaders
Position Qualities
Action of Leadership
Intimidate . . . Cont’d
Coach
Control Support Drive Lead
Authority Mentoring Rely on reputation Rely on character
Technical expertise People expertise Look for short term Accept short-term
gain even at the pain for long-term
Talk Listen expense of long-term gain
Tell Ask pain
Self-centered Relating well to others

Gives order Gets input
Scare Inspire and motivate
Secretive Inform and enlighten
Wait for consensus Create consensus
Scheme (ይዉጥን) Plan
Manage things Lead people
Keep power Empower
138
How do we recognize a Pseudo Leader?
Pseudo leaders are generally without conscience (ሕልና፣
ኣስሓኮ፣ ዒብ).
Their greed prompts them to indulge (ድልየትካ ምፍፃም) in
misdeeds, causing irreparable (ዘይፅገን፣ ዘይዕረ፣ ዘይሓዊ)
damage to society.
Pseudo leaders are more like partners in crime.
They trust each other only out of convenience and self-
interest and prey (ይተሃዳደኑ) on each other during time of
crises.
Pseudo leaders take a stand till opposition appears and then
they change or run.
A Pseudo leader is like a wolf (ተዅላ) in sheep’s clothing.
He is wrong but he looks right. 139
How do we recognize a Pseudo Leader? . . .
Cont’d
To a pseudo leader power is potent (ዓቕሚ፣ ክእለት፣ ብርታዐ፣
ሓይሊ) and money is omnipotent (ኩሉ ዝኽእል፣ ከኣሊ ኹሉ፣
ኣልቦ ዘይሰኣኖ፣ (ኣምላኸ ወይ መለኮት))
Pseudo leaders will stoop (ክሳዕ ናብ ሓደ ነገር ምግባር ዝበፅሕ
ናብ ሕሱር ደረጃ ዝወርድ፣ ምሒር ዝመራሳሕ፣ ምሒር
ዝጨማለቕ) to any level for cheap popularity even when
that involves compromising on their morality, ethics and
integrity.
Pseudo leaders are part of our everyday life. You may
across them personally or professionally.
 They may even be too close for comfort – a friend or a
relative perhaps? 140
How do we recognize a Pseudo Leader? .
. . Cont’d
They are always looking to advance politically by
bribing (ብላዕ ወይ ጉቦ ብመሃብ), appeasing
(ብምቍዳስ), seducing (ብምሕባል), confusing,
manipulating, and threatening (ብምፍርራሕ)
people.
They think of securing their seat rather than
securing their country.
Their solutions are usually worse than their
problems.
141
Qualities of Great Leaders
Great leaders move us. They ignite our passion and
inspire the best in us.
When we try to explain why they are so effective, we
usually speak of strategy, vision, or powerful ideas.
But the reality is effective leadership works through the
emotions.
 No matter what leaders set out to do–whether it is
creating strategy or mobilizing teams to action–their
success depends on how they think and act.
 Remind yourself that you are not pulled to high levels
of success.
Rather, those people working beside and below you lift
you there. 142
Great Leaders. . . Cont’d
Achieving high-level success requires the support and
the cooperation of others.
And gaining this support and cooperation of others
requires leadership ability.
Success and the ability to lead others–that is getting
them to do things they would not do if they were not –
led go hand in hand.
When people feel good, they work at their best.
Feeling good lubricates mental efficiency, making
principles better at understanding information and using
decision rules in complex judgments, as well as more
flexible in their thinking. 143
Make people view others–or events–in a more positive
light.
That in–turn helps people feel more optimistic about
their ability to achieve a goal, enhances creativity and
decision-making skills, and predisposes people to be
helpful.
Good moods prove especially important when it comes
to teams: The ability of a leader to peach a group into an
enthusiastic, cooperative mood can determine its success.
On the other hand, whenever emotional conflicts in a
group bleed attention and energy from their shared tasks,
a group’s performance will suffer. 144
Great leaders are skilled in collaboration, can keep cooperation high
and thus ensures that the group’s decisions will be worth the effort
of meeting.
Such leaders know how to balance the group’s focus on the task at
hand with its attention to the quality of the members’ relationships.
They naturally create a friendly but effective climate that lifts
everyone’s spirits.
 Common wisdom, of course, holds that employees who feel
upbeat will likely go the extra mile to please customers and
therefore improve the bottom line.
But there’s actually a logarithm that predicts the relationship: For
every 1 percent improvement in the service climate, there is a 2
percent increase in revenue.
145
Ifclimate derives business results, what drives climate?
Roughly 50 to 70 percent of how employees perceive
their organization’s climate can be traced to the actions
of one person: the leader.
More than anyone else, the leader creates the conditions
that directly determine people’s ability to work well.
 In short, leaders’ emotional status and action do affect
how the people they lead will feel and therefore perform.
How well leaders manage their moods and affect
everyone else’s moods, then becomes not just a private
matter, but a factor in how well a business will do. 146
How well leaders manage and direct those feelings
to help a group meet its goals depends on their
level of emotional intelligence.
Their passion and enthusiastic energy resounds
through out the group.
On the other hand, if a leader lacks such a quality,
people may be going through the motions of their
work but doing merely a “good enough” job rather
than giving their best.
Without a healthy dose of heart, a supposed
“leader” may manage – but he/she doesn’t lead.
147
At this point we want to master five special leadership
rules or principles that can cause others to do things for us.
These five leadership rules or principles are:
1. Trade minds with the people you want to influence.
2. Think: What is the human way to handle this?
3. Think progress, believe in progress, and push for progress.
4. Take time out to confer with yourself.
5. See things from different view-points.
Practicing these rules produces results.
Putting them to use in everyday situations take the mystery
out of that gold–plated word, leadership.
Let us discuss the above four rules one by one.
148
1. Learn to Influence People
Trading minds with the people you want to influence is a magic
way to get others – friends, associates, customers, employees – to
act the way you want them to act.
 To get others to do what you want them to do you must see
things through their eyes.
When you trade minds, the secrete of how to influence other
people effectively shows-up.
Numerous political organizations lose elections because they fail
to look at themselves through the minds of the typical voters.
 Keep this question in mind, “What would I think of this if I
exchanged places with the other person?” It paves the way to
more successful action.
149
Learn to Influence People . . . Cont’d
Thinking of the interests of the people we want to
influence is an excellent thought rule in every situation.
Put the following three principles to work for you.
1. Consider the other person’s situation. Put yourself in his/her
shoes so to speak. Remember, his/her interests, income,
intelligence and background may differ from yours.
2. Now ask your self, “If I were in his/her situation, how would I
react to this?” (Whatever it is you want him/her to do).
3. Then take the action that would move you if you were the other
person.
150
2. Use the Human Way to handle Others
People use different approaches to leadership situations.
One approach is to assume the position of a dictator.
The dictator makes all decisions without consulting those
affected.
He refuses to hear his subordinates’ side of a question because,
down deep perhaps, he’s afraid the subordinate might be right
and this would cause him to lose face.
 Dictators didn’t last long. Employees may fake loyalty for a
while, but unrest soon develops.
Some of the best employees leave, and those remaining get
together and plot against the tyrant (oppressor).
The result is that the organization ceases to function smoothly.
This puts the dictator in bad light with his superior.
151
152
The Human Way . . . Cont’d
A second leadership technique is the cold, mechanical, I am–a–
rule–book operator approach.
The fellow using this approach handles everything exactly
according to the book.
He/she doesn’t recognize that every rule or policy or plan is only a
guide for the usual cases.
The would–be leader treats human beings as machines.
And of all thing people didn’t like, perhaps the most disliked is
being treated like a machine.
The cold impersonal efficiency expert is not an ideal.
The “machines” that work for him develop only part of their energy.
 Persons who rise to tremendous leadership heights use a third
approach that we call “Being Human.” 153
Here are two ways to use the “Be-human” approach
to make you a better leader.
◦ First, each time you face a difficult matter involving
people, ask yourself: “What is the human way to handle
this?” Ponder over this question when there is a
disagreement among your subordinates, or when an
employee creates a problem.
◦ Help others so that they can correct their mistakes. Avoid
being pessimistic.
 Avoid sarcasm (irony). Avoid taking people down a peg or two.
Avoid putting others in their place.
 Ask “What is the human way to deal with people?”
 It always pays – sometimes sooner, sometimes later, but it always
pays. 154
155
A second way to profit from the “Be-Human” rule is to let your
action show you put people first. Show interest in your
subordinates’ off-the-job accomplishments. Treat everyone with
dignity. Remind yourself that the primary purpose in life is to
enjoy it. As a general rule, the more interest you show in a
person, the more he/she will produce for you. And his
production is what carries you forward to greater and greater
success.
Praise your subordinates personally at every opportunity. Praise
them for their cooperation. Praise them for every extra effort
they put forth, praise is the greatest single incentive you can give
to people, and it costs you nothing. And you never know when
your subordinates can do you a turn by coming to your defense.
Rub people the right way. Be human. 156
157
3. Be progressive, not regressive
Promotions in all fields go to individuals who believe-in and push for-
progress.
Leaders, real leaders, are in short supply.
Join the leadership elite by developing a forward looking.
There are two special things you can do to develop your progressive
outlook.
◦ Think improvement in everything you do.
◦ Think high standards in everything you do.
Remember this: When you take over leadership of a group, the people in
that group immediately begin to adjust themselves to the standards you set.
Their big concern is to “clue” you in, zero you in, find out what you expect
of them. They watch every move you make.
They think:
◦ How does he want it done?
◦ What does it take to please him?
◦ What will he say if I do this or that? 158
159
Be progressive, not regressive
Once they know, they act accordingly. Use the old but
ever accurate question as a guide: What kind of world,
would this world be, If everyone in it, were just like me?
You can make it more meaningful by changing it to the
following question. What kind of organization would this
organization be, If everyone in it were just like me?
Think, talk, act, live the way you want your subordinates
to think, to talk, act, live–and they will. Over a period of
time, subordinates tend to become carbon copies of their
chief.
The simplest way to get high–level performance is to be
sure the master–copy is worth duplicating. 160
4. Confer with Yourself
We usually picture leaders as exceptionally busy people. And they
are.
Leadership requires being in the thick of things. But, while it is
usually overlooked, it is noteworthy that leaders spend considerable
time, alone with nothing but their own thinking apparatus.
 Check the lives of great religious leaders and you will find each
of them spent considerable time alone. Moses was frequently alone,
often for long periods of time. So was Buddha, Confucius, Gandhi –
every outstanding religious leader in history spent much time in
solitude away from the distraction of life.
 Many of the leaders of communism who have proved to be so
diplomatically skillful – Lenin, Stalin, Marx, and many others –
spent time in jail where they could, without distraction, plan their
future moves. 161
162
163
Confer with Yourself . . . Cont’d
Leading universities require professors to lecture as few as five or
six hours per week so that the professor has time to think.
 The successful person in any field takes time out to confer with
himself or herself.
Leaders use solitude to put the pieces of a problem together, to work
out solutions, to plan, and in one phrase, to do their super-thinking.
 Many people fail to tap their creative leadership power because
they confer with everybody and everything else but themselves.
You know this kind of person well. He is the fellow he goes to great
lengths not to be alone. He goes to extremes to surround him with
people. He cannot stand being alone in his office, so he goes
prowling to see other people. Seldom does he spend evenings alone.
He feels a compelling need to talk with others every waking
moment.
He eats greedily a huge diet of small talk and gossip. 164
165
166
When this person is forced by circumstances to be physically
alone, he finds ways to keep from being mentally alone. At times
like these he resorts to television, newspapers, radio, telephone,
anything that will take over his thinking process for him.
 Mr. I-cannot-stand-to-be-alone shuns independent thought.
He keeps his own mind blacked out. He is, psychologically
scared of his own thoughts.
As time goes by, Mr. I-cannot-stand-to-be-alone grows
increasingly shallow. He makes many ill-considered moves.
He fails to develop firmness of purpose, personal stability.
He is unfortunately, ignorant of the super–power lying unused
just behind his forehead.
 Don’t be an I-cannot-stand-to-be-alone. Successful leaders tap
their super-power through being alone. You can too.
167
168
Resolve now to set aside sometime each day (at least
thirty minutes) to be completely by yourself. Perhaps
early in the morning before anyone else is stirring about
would be best for you. Or perhaps late in the evening
would be a better time. The important thing is to select a
time when your mind is fresh and when you can be free
from distractions.
 You can use this time to do two types of thinking:
directed and undirected. To do directed thinking, review
the major problem facing you. In solitude your mind will
study the problem objectively and lead you to the right
answer. 169
To do undirected thinking, just let your mind select
what it wishes to think about. In moments like these
your subconscious mind taps your memory bank,
which in turn feeds your conscious mind. Undirected
thinking is very helpful in doing self-evaluation. It
helps you get down to the very basic matters like
“How can I do better? What should be my next
move?”
 Remember, the main job of the leader is thinking.
And the best preparation for leadership is thinking.
Spend some time in managed solitude every day and
think yourself to success. 170
171
172
5. See Things from Different Viewpoints
A normal person sees things often from only one
viewpoint – usually his or her own.
The creative and genius leaders can see things from
an infinite number of perspectives, angles and view
points.
This ability to see things from different points of
view is a necessary quality of genius in areas as
vastly and widely different as poetry, acting,
education and leadership.
Two wonderful illustration and example is given
below. 173
Case History of Martin Luther King
The great black Civil Rights leader in the 1950s
and 1960s campaigned tirelessly for social justice
and the end of racial discrimination and
segregation between blacks and whites in America.
His characteristic leadership and rousing speeches
inspired tens of thousands of people, both in
America and elsewhere across the world, to
participate in non-violent direct actions to stir the
conscience of those in government.
174
Martin Luther King . . . Cont’d
Martin Luther King was adept at seeing things
from the other person’s point of view:
◦ From that of poor jobless blacks trying to seek work on
the same terms as their white neighbors;
◦ From that of poor white laborers worried about
supporting their families; and
◦ From that of presidents and politicians trying to please
different sections of the voters.
Itwas because he could see others’ views and
problems that he was able to achieve so much.
175
See Things from Different Viewpoints . . . Cont’d
The above two examples illustrate the role of viewing
things from the others’ perspectives in leadership.
Whenever you see an animal, do as Ted Hughes did, and
try to see the world (and yourself) from its point of view.
Use your imagination to think yourself into the place of
things–
◦ what is the point of view of the people you are working with?
◦ What is the point of view of the people that you are leading?
◦ What is the point of view of your customers?
176
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188
Thank you,
all!!!
189

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Leadership Qualities: Supervision and

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