Creative Workshop for the design of the Social Leadership Programme

1. Creative Workshop for the design of the Social Leadership Programme Facilitator: Lic. Bernardo Blejmar Santiago de Chile, October 11th, 2004

2. Estudio Bernardo Blejmar & Asociados “Reference Framework” • Materials: Results Equation • Performance Formula

3. RESULTS RESPONSE CAPACITY OFFER PROCESS COMPLEXITY OF SOCIAL CHALLENGE incidence Subject Player System Organization Group Team 1- Results Equation COMPLEJIDAD DE DESAFIO

4. 2 – Performance Formula Performance = Competence – Interference + Stimulation Internal / External

5. Estudio Bernardo Blejmar & Asociados “PLDS Design Rationale” For Kellog Foundation Material: General Design

6. 6 CONCEPTUAL FRAMEWORK FOR TRAINING • Training activities for leadership do not refer to any given general issue, but to those that deal with building a shared vision and also to specific issues that may facilitate the process of positive transformation of those groups in the places they exercise such leadership. On the other hand, it is not just a matter of only training them, but to give them and their respective groups permanent support for concrete, everyday actions and to generate the necessary links with the steering of proposed changes. What is being proposed is not the traditional training, but one that is a double and simultaneous strategy: • The one that can be called naturaltraining and that is determined by taking advantage of the learning potential that the institutional practices imply and which would include the following actions: • Reflection and self training made by players either in an isolated manner, or horizontally, among them, among “peers”. • Seeing “how the doers do”, or the “apprentice” model, the same way of medieval craftsmen training. • Suggestions and remarks received from more experienced people or from project directors.

7. The second strategy is the designed training that is implemented in two ways: • Systematic advisory or preparation of the supervisor for the individual development of supervised people. • Systematic training programmes; which, in our experience, recognise three dimensions. While these dimensions constantly interact in reality, it is possible to distinguish them from a conceptual point of view in order to attain a better understanding:

8. The subject – In this dimension, work on the self awareness of each potential leader is included: strengths and weaknesses, their story of choices and the development of their personal projects. This has to do with the fact that behind any role (role to be performed) there is a subject that uses this space, with his history, affection, his personality structure, his flaws and thus, this must be dealt with by a training programme, not with “therapeutic” goals, but as support to the development of his own goals, by means of exercises, laboratories and workshops, among other techniques.

9. Conceptual dimension_ This dimension includes work on political, scientific and cultural reference frameworks, the conceptions of health and adolescence regarding leading, power, other people, participation, interdisciplinary aspects, etc. This dimension attempts to cover also spaces for information, reflection and awareness towards building a shared vision, specially about the meaning of youth and the approach for breaking the poverty circle. Classes, reading, discussions, panels, reflection groups, papers, would be the tools to circulate these contents.

10. Instrumental dimension_ In this level, the management tools required by leadership are found. They are linked to the efficiency of acts in aspects such as team development, negotiation, efficient communication, supervision and organizational design. These would be offered through active methods with the possibility of transferring them to their working spheres. In a graphic manner, the reference model for systematic training programs would look like this (refer to next page scheme), grouping together their necessary link with the environment and the work context: Also, the effects expected within the organizations –specially at youth organizations- due to the promotion of leadership, in accordance to the routes described herein, would be reflected at least in the three following dimensions:

11. ASSUMPTION: Managerial competence is educated and developed. The leadership attribute is stimulated Conceptual knowledge is transmitted and debated. Fields and areas for Leadership and Managerial Competence Development. Dimension III C O N T E X T E N V I R O N M E N T INSTRUMENTAL Leadership Programme Dimension II CONCEPTUAL Dimension I THE SUBJECT

12. Personal growth of members: as they –being supported by behaviour proactive criteria- privilege challenges, exploration and strategic attitudes to overcome problems. Defining leadership as a function that goes through all the roles and which is situational – since the different situations require different profiles- involves multiple players: not only the leader that becomes strengthened, as it could be thought in traditional terms, but also the others. Leadership as an attribute is transferable as it is exercised within a group, organization or youth programme, to the attitudes and skills required in other social spheres, such as work, education and family. Thus, the “educational” component of the leadership promotion process is a relevant element.

13. Citizen participation is one of the sectors where those strengthened attitudes and skills are expected to have an impact, since leadership as a transforming factor is the expression of an organizational democracy, which turns conflicts into a development engine, where the respect for differences is an added value of the institutional collective. The new problem solving strategies management practices; taking advantage of opportunities; ethic considerations in decision making processes; and transparent and horizontal links encourage young people for replication of these processes at the social macro level as citizens; i.e., as bearers of rights and responsibilities.

14. Organizational efficiency is an undeniable supporting factor for the survival of a project or institution, reason why relevant impacts are expected here. If people improve and the links they set also improve, they will achieve their common objectives in a better manner; that is, products and results obtained by them will be high quality.

15. KNOWLEDGE REQUIRED BY LEADERSHIP • In this section, as an example, a distinction between the three types of knowledge in management and leadership is made, and a provisional inventory of contents to be integrated in the programme design are also provided. • KNOWING • State of the Art- Sustainable Development • Updated data and information • Political, social, economical, youth, educational (key indicator data) • Development strategies • Understanding of youth • Mapping of government, institutions and companies • Poverty, causes – determining factors • Multiple culture of institutions and society • Building of subjectivity and civic responsibility • Kellogg development framework • Other

16. TOWARDS A REQUIRED LEADERSHIP • KNOW HOW • Read – Identify - See • Plan • Budget allocation – Manage • Evaluate and diagnose projects – organizations • Communicate Institutionally • personally • Influence • Collect • Negotiate • Boost • Build teams • Get connected • Design and build organizations and • networks • HOW TO BE • Values – Ethics • Personality profiles • Strengths and weaknesses. Identification and acceptance for professional development) NOTE: The Know-How boxes correspond to the most significant competences to be trained from our particular view of leadership.

17. REORIENTATION OF TENSIONS IN PROGRAMME DESIGN • The following exercise presented refers to the tensional choice this consultant has made, based on prior documents and on the approach required by the group. • One must have in mind that the tensions exercise assumes values perceived as such in the design and that these maybe in conflict. • The closer one is from one, the more elements are lost from the other. • So, the right way for interpreting the following graphs is assigning a tension between the two poles, whose extremes are the ends. As a graphic example, the strengths would be seen as follows: • The reorientation accounts for what is pursued in the implementation of the programme (marked as a number in bold) Focus on Fellows Focus on Team individual participant 1 2 3 4 5 6 7 8 9 10

18. 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 TENSION SOLVING IN THE TEACHING DESIGN Focus on Focus on individual fellows team participant Expert Junior Expert Senior Career Career Heterogeneity of Homogeneity of Field task Field task Diverse Geography Localized Geography PARAMETRES FELLOWS

19. 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 CONTENTS Conceptual General Depth Concepts Micro Localization Regionalization (As possible by each (As possible by LAC region) Regions) Multiple approach Privileged approach (W.K.Kellogg Strategy)

20. 1 2 3 4 5 6 7 8 9 10 1 2 3 4 56 7 8 9 10 TEACHING TOOLS Practice Theory Self learning Hetero-learning by (Based on teachers) participant

21. PLDS REFERENCE TEACHING SCHEME Fieldwork 5 Tools – Practices (Know – How) Subject Player (How to be) Listening condition of intern 4 C O N T E X T Evaluation 2 Reflective condition Cases- projects Ideas - concepts (Knowing) Condition as 1 Training Student Intern Teaching (Social Discourse) Facilitating Coaching Socio Cultural Economical political Condition as reflective observer and exchange of experiences Self-training Reflective and proactive Condition 3

22. Estudio Bernardo Blejmar & Asociados Annex: “Process Ethics and results. Management as building of future” Material: Bernardo Blejmar Article