S1.2 FG CoreValues Post-Pilot March2011

Session 1.
2 Developing Core Values
Total Session Time: 2 hours, 15 minutes (45 minutes for

lecture/discussion, 95 minutes for activities)
Learning Objectives:
By the end of this session, participants will be able to:
Describe the concepts of shared vision and core values.
Articulate the importance of fostering shared vision and core values.
List four qualities of an effective leader.
Facilitate a visioning exercise with their teams.
Session Overview
Activity/ Resources
Step Time Content
Method Needed
Introduction to Session,
LCD or Overhead
1 05 minutes Presentation Presentation of Learning Objectives
Projector
(Slides 1-2)
Presentation,
LCD or Overhead
Individual Core Values and Leadership
2 25 minutes Projector,
Activity, Qualities (Slides 3-8)
Handout 1.2.1
Discussion
Qualities of an Effective Leader LCD or Overhead
3 15 minutes Presentation
(Slides 9-13) Projector
Presentation, LCD or Overhead
Individual Projector, Trainer
Articulating Shared Vision (Slides
4 85 minutes Activity, Tool 1.2.1,
14-19)
Large Group Handout 1.2.2,
Activity slips of paper
LCD or Overhead
5 05 minutes Presentation Key Points (Slide 20)
Projector
Resources Needed
Flip Chart, paper, and markers

LCD or Overhead Projector
Slides
Handout 1.2.1: Core Values Exercise
Handout 1.2.2: Facilitating a Shared Vision Exercise
Trainer Tool 1.2.1: Activity Creating a Shared Vision
Slips of paper, index cards, or self-stick notes for use in Step 4
Leadership and Management Course Facilitator Guide

Session 1.2: Developing Core Values 77
Advance Preparation
Review the entire session prior to facilitating, to familiarize yourself
with the slides, speakers notes, learning activities, and supporting
materials.
Sources/Bibliography:
Refer to these materials for additional background reading, as needed.
Management Sciences for Health. 2005. Managers Who Lead: A Handbook for
Improving Health Services. Cambridge, Massachusetts: MSH.
Management Sciences for Health. 2001. Developing Managers Who Lead. The
Manager, Vol 10, No. 3. Cambridge, Massachusetts: MSH.
Available at: http://erc.msh.org/TheManager/English/V10_N3_En_Issue.pdf

Beginning the Session
Trainer Instructions: Step 1 (5 minutes)
Present Slides 1-2 using trainer notes to guide the presentation.

Slide 1
INTRODUCE Session 1.2 to participants.

The aim of this session is to clarify the
importance of shared vision and core
values in a workplace.
It takes dedication to a vision and
organization of motivated people to
achieve results. This session focuses on
these two pieces of core values.
INFORM participants that this session is

scheduled to take about 2 hours, 15
minutes.
ENCOURAGE participants to ask questions

at any time.
Slide 2
ASK a volunteer to read the learning

objectives aloud to the group.
ASK participants if they have any questions

before continuing.

Present Slides 3-8 using the trainer notes and Handout 1.2.1: Core Values Exercise to guide
the presentation, activity, and discussion.
Slide 3
FACILITATE brief discussion.
ASK participants: What do you think of

when you hear the term core values?
ALLOW a few moments for participants to

respond.
WRITE participant responses on a flipchart.
(Adapted from Management Sciences for

Health, 2005. Managers Who Lead Toolkit:
Resources to Support Managers Who Lead.)
Slide 4
PRESENT the slide, building upon the

previous discussion.
FOCUS on core values as a foundation for

leadership.

Slide 5
FACILITATE activity using the instructions
below. This activity will take approximately
10 minutes.
REFER participants to Handout 1.2.1:

Core Values Exercise on page 61 in the
Participant Handbook.
REVIEW the instructions at the top of the

page as a large group.
ALLOW 5 minutes for participants to work

individually.
BRING group back together.

DE-BRIEF the exercise:
Was it difficult to choose only 3 values
from the list?
ALLOW time for a few responses.
Adapted from Downer, Ann. International

Training and Education Center for Health.
Lecture in Global Program Management
and Evaluation, DGH 521, University of
Washington, Seattle.
Slide 6
FACILITATE a brief discussion on values-

based leadership.
ASK participants to reflect again on a good

leader that they know.
Did their values show in their work?
What qualities influenced your respect
for them?
ALLOW a few moments for participants to

respond.

Slide 7
FACILITATE a brief discussion on values-
based leadership.
ASK participants:
Think of a time when you needed to act
in a situation where you had a different
viewpoint from others.
What was important to you in the
situation?
What values did you hold that made it so
important to you?
What did the other people value?
How could all these values have affected
your actions?
ALLOW a few participants to share.
SUMMARISE by stating that our core

values impact the way we react to different
situations, and go to the next slide.
Slide 8
PRESENT slide using the following points:

Successful leaders know and understand
their values and the beliefs that sustain
them.
They are aware of the way in which their
behaviour reflects their values, and they
intervene when this is not the case by
either adjusting their values or changing
their behaviour.
Acting on your values can
sometimes pose challenges.
Your actions can sometimes fulfill
some values, but not others. You
may have to consider which are
most important to you.
To lead, you need to take a critical look
at the values that influence your actions.
This will anchor your leadership,
influence how you lead, and build trust
from your colleagues.

Handout 1.2.1: Core Values Exercise
Instructions
Review the list of core values below, and chose 5 that you believe are extremely
important to effective leadership.
If you have a core leadership value that is not included on the list, add it to the bottom.
Then select the top 4.
Finally, select the top 3 that you believe must be included.
Authenticity Intelligence
Community Joy
Communication Justice
Competence Love
Courage Loyalty
Creativity Open-Mindedness
Decisiveness Patience
Effectiveness Peace
Faith Power
Fame Recognition
Family Risk-Taking
Flexibility Security
Friendship Service
Growth Status
Happiness Strength
Humor Success
Independence Trust
Influence Truth
Innovation Wealth
Integrity Wisdom
List of Top 5 List of Top 4 Final List of Top 3
(1)_________________________ (1)_______________________ (1)__________________

(2) ________________________ (2)_______________________ (2)__________________
(3) ________________________ (3)_______________________ (3)__________________
(4)_________________________ (4)_______________________
(5)_________________________

Present Slides 9-13 using the trainer notes to guide the presentation,
Slide 9
PRESENT the slide, using the following

points.
There are some personal qualities that
are highly valued in leaders.
These qualities include integrity and
commitment, respect and trust, healthy
risk-taking, and openness to learning.
INFORM participants that we will explore
each of these in further detail.

Slide 10
ASK participants:
What do we mean by integrity and
commitment?
Why are integrity and commitment
important for effective leadership?
ALLOW a few moments for discussion.
REVIEW main points:

While people can achieve results
without integrity, those who are able to
build long-term relationships of mutual
trust generally value integrity in
themselves and others.
People respect leaders for their ethics
and personal commitment. When you
are honest and ethical, you are credible
to others
If you strongly believe in serving a
greater good, you can often avoid the
temptations that come with power. When
you dedicate yourself to achieving a
goal, you attract others with similar
commitment to work with you in
creating a better future
Though no one is perfect, good leaders
strive to have their words and actions
match their values and aspirations.
Sources:
Management Sciences for Health. 2005.
Managers Who Lead: A Handbook for
Improving Health Services.
Developing Managers Who Lead. The
Manager, Vol 10, No. 3.

Slide 11
ASK participants:
How do respect and trust apply to
leadership?
Can trust be mandated? How does trust
develop?
REINFORCE participant responses using

the points below:
Strong working relationships are the
foundation for achieving results.
You need to continually nurture existing
work relationships and create new ones.
Respecting others means being willing
to listen to their points of view and their
needs.
Respect builds trust over time, and trust
is the foundation for developing
productive relationships.
When you lead, you nurture respectful
work relationships with your
subordinates, colleagues, and superiors.
You create new connections to broaden
your own network and mend existing
relations that are problematic.
Sources:

Slide 12
ASK participants:
What is meant by calculated risks? or
healthy risks?
Why is this important?
ASK participants:
What makes risk-taking difficult? What
can make risk-taking easier?
REVIEW main points below:

One job of leaders is to set an example
for taking calculated risks that do not
endanger the organization, its mission,
or individuals.
People who lead do not give up if they
fall down. They get up, dust themselves
off, and find the courage to re-engage.
In their persistence they never lose sight
of the positive future they are trying to
create.
As you learn about the challenges your
organization or work group faces, you
need to take risks to address some of
these challenges and make needed
changes.
When you create networks of trusting
relationships, you find support and
courage to take necessary chances, make
tough decisions, and face criticism or
personal failure. By example, you
encourage others to take risks as well.
Sources:

Slide 13
ASK participants:
How does being open to learning apply
to leadership?
How can it help a workgroup or team?
REVIEW main points below:

Good leaders are committed to
continually learning and encouraging
others to do the same.
When you have an open mind, you are
eager for knowledge and information.
You recognize new opportunities and
find ways to deal with obstacles. You
initiate approaches to learning with
others. This openness to learning
prepares you for ever-changing realities.
ASK if participants have any additional
questions or comments.
WRAP-UP the discussion.
Sources:

Present Slides 14-19 using the trainer notes and Trainer Tool 1.2.1: Activity Creating a
Shared Vision and Handout 1.2.2: Facilitating a Shared Vision Exercise to guide the
presentation and activities.
Slide 14
EXPLAIN that this section will focus on

Vision.
Effective leaders must mobilize others to
create the future.
The true test of effective leadership is
the visible progress towards the
realization of a vision, and the
achievement of results that inspire others
to follow your lead.
ASK a volunteer to read the definition of
Vision on the slide out loud.
ASK participants:
What is the difference between
Vision and your organizations
mission?
ALLOW a few minutes for discussion.
Source: Management Sciences for Health.

2005. Managers Who Lead: A Handbook for
Slide 15
PRESENT the slide.
ASK a volunteer to read the examples of the

MOHSW mission statement and vision out
loud.
ASK participants if they have any comments

or questions before continuing.
Source: Management Sciences for Health.

2005. Managers Who Lead: A Handbook for

Slide 16
EXPLAIN that this series of quotations
begins with the statement: People are
motivated most not by fear or reward, but by
ideas that capture their imagination.
After presenting the slide, FACILITATE a

brief discussion.
ASK participants:
How does vision affect a teams ability
to work together toward a common
goal?
What is the impact of not having a
shared vision?
ALLOW a few responses.
Possible responses may include:

Without shared vision, you may see:
Low productivity
Lack of common work plan
Struggles with team work
Lack of sharing resources
Difficulty monitoring what is being done
Difficult or impossible to achieve goals
or complete products and deliverables

Slide 17
FACILITATE activity using the instructions
below. This activity will take approximately
10 minutes.
Note: setting the mood for reflection is
important for this exercise. Use a calm,
quiet voice, and allow time for thought and
reflection.
EXPLAIN that this activity will focus on

our personal vision imagining what we
want for our own lives.
ENCOURAGE participants to set any

papers, handouts, etc. aside and close their
eyes if they wish.
Speaker notes continued here: ASK participants:

ASK participants to open their eyes and jot down a few Think about your personal life. What do
notes about what they saw in their minds eye. you want your state of health or level of
fitness to be? Imagine yourself and your
ASK participants to find one other person and share body exactly the way you want it to be.
their vision in the present tense, using sentences like: I What activities and hobbies do you want
am.., or I have. to be doing? Imagine yourself doing
those activities. [Pause and allow time
ALLOW a few minutes for sharing, and ask for reflection.]
participants to return to their seats. Think about your family, friends, and
relationships. Imagine yourself and
DE-BRIEF the activity: others doing things and being exactly the
Did you feel a change in the energy in this room? way you most want yourself and them to
Why do you think the energy in the room shifted? be. See a picture of yourself and them
Creating a picture of the future and sharing it can together in this happy state. [Pause and
be very powerful and inspiring. allow time for reflection.]
Think about your work. Imagine where
THANK participants for active participation. you most want to be working. Who are
you working with? Who are you
Adapted from Management Sciences for Health. 2005. serving? What are you doing? [Pause
Managers Who Lead: A Handbook for Improving and allow time for reflection.]
Health Services. Think about your contribution to the
world. What would you most like to
contribute, to give back? What does it
look like when you are giving something
to society or your organization that you
are proud of? [Pause and allow time for
reflection.]
ALLOW a few minutes for quiet reflection.
CONTINUE with speaker notes on left-

hand column.

Slide 18
FACILITATE activity using Trainer Tool
1.2.1, found on pages 95-97 of the
Facilitator Guide.
This activity will take approximately 60

minutes.
Source: Managers who Lead: A Handbook

for Improving Health Services. Management
Sciences for Health. 2005. pp. 185-186.

Slide 19
EXPLAIN that:
Together, we have modeled a great way
to begin developing a shared vision.
Many groups may have more work to do
with their vision statement, or should do
the exercise with additional
representatives after the workshop. To
do this well takes time.
REFER participants to Handout 1.2.2:

Facilitating a Shared Vision Exercise,
found on page 63 in the Participant
Handbook.
REVIEW the steps that the group went

through, according to the list above.
Speaker notes continued here: 1. Imagine the future.
REINFORCE key points from this activity: We did this by reflecting individually,
Creating a shared vision is a process of asking our and writing an individual vision
teams: statement. (In this exercise, that was the
o What are we committed to doing? Who do we newspaper headline.)
serve now and who do we want to serve? 2. Integrate your vision with another one.
o What kind of work climate do we want, and We did this by working in pairs, and
what values do we want to practice? then small groups, to combine and
o What sort of future do we want to create for reshape our vision statements.
our community? 3. Record the key elements of all the vision
Visioning exercises take time and patience! statements.
Each small group did this by writing
REFER participants the instructions for facilitating elements on notecards, and then placing
this activity in the handout. They can refer to this the elements in categories with other
handout if they would like to recreate this activity with groups key elements.
their own staff after the workshop. 4. Prioritize the elements.
If the list of key elements is very long,
Source: Management Sciences for Health, 2005. the group may have to vote to prioritize
Managers who Lead: A Handbook for Improving the top three. The group should aim to
Health Services. pg 25-27. build consensus around the prioritized
Images used from Microsoft Office Clip Art Gallery. elements.
5. Synthesize and present the vision
statement.
After the process of categorizing and
prioritizing, elements should be
combined into a draft vision statement.
This statement should be shared with the
group for additional feedback and fine-
tuning.
ASK participants if they have any questions
or comments about the process of creating a
shared vision.
CONTINUE with speaker notes in left-hand

column.

Trainer Tool 1.2.1: Activity Creating a Shared Vision
Time: 1 hour
Purpose of Activity: This activity provides an opportunity for participants to work together
in a shared visioning exercise. After participating in this exercise, participants can re-create
this activity within their workgroups and organizations.
Notes:
This activity works best if participants can draw on their own professional experiences
and work with their colleagues to create a vision for their own organization. However, the
workshop may include participants from many different organizations, resource centres,
and institutions. It may be helpful to create a scenario for a fictional organization. (For
example, Lets imagine that we are all working within a health training institution that
provides pre-service training for Clinical Assistants and Clinical Officers.)
The process of creating a shared vision is divided into 5 steps. Trainers may choose to
omit Step 5 during this workshop.
Introduction
INTRODUCE the activity:

A shared vision is a critical component of an effective team and of an effective
organization.
This activity will give us an opportunity to work in teams to create a shared vision.
You can use a similar process to create a shared vision within your own team or
organization after this training.
EXPLAIN that:
This activity is intended to model a shared vision activity. It is only an introduction. After
this workshop, you will work together to create a more well thought-out vision one that
you can all fully commit to.
DIVIDE participants into small groups, based on their workgroup/organization (if possible).
This activity begins with individual work, then pairs, then small group work, and finishes
with large group work.
INFORM participants:
We are going to create a shared vision. This is the picture of what we want to create in
the future together. We are not going to discuss the obstacles now, but what we most want
to see happen.
Continued on next page.

Step 1: Imagine the Future
ASK participants to begin by reflecting individually.

Think about a time in the future. Imagine it is two or more years from now and we are
looking back. We have accomplished all that is important to us. What picture do you see
in your mind that represents that accomplishment?
ALLOW a moment for participants to reflect on their own.
ASK each participant to write a newspaper headline reporting on their groups

accomplishments in the year 20__ (whichever year is two or more years from now). Each
individual should write a statement to describe what she or he is most proud of.
Step 2: Integrate your vision with a colleagues vision
DIVIDE participants into pairs (or groups of 3), reflecting their workgroup.
Each person should share their vision, and the pair should work together to create a
shared vision statement that reflects the best aspects of both.
Step 3: Record key elements of all vision statements
ASK the pairs to match up with another pair (to create a group of 4), staying in their
workgroups if possible.
The small groups of 4 should compare the two vision statements, and discuss the
combined visions. Next, the group of 4 should work again to combine their 2 vision
statements into a shared vision statement.
DISTRIBUTE 6-8 slips of paper or self-stick notes to each group.
ASK each group to record the key elements or phrases of their vision statement on a card.
(One element or key phrase per card.)
Step 4: Prioritize the elements of the vision statements in a large group

ASK Group 1 to place their cards on the wall (or on flipcharts), with some space between the
cards.
ASK Group 2 to follow, placing their cards with similar elements near Group 1s.
For example, if both groups have quality as a key element, Group 2 should place their
card stating quality in the same place as Group 1s.
If a card does not fit with any other groups cards, it stands alone.
Continue this process (Group 3, Group 4, etc.) until all cards are on the wall.
When all cards have been posted, ASK participants to come up to the wall and move the
cards around, grouping similar messages and phrases together until they are arranged into
categories. The goal is to eliminate overlaps/duplicates, and consolidate the elements. For
example, all the cards related to serving clients should be in one category. Note: this part of

the activity can also be done in plenary, with participants suggesting how things should be moved and
a few volunteers moving cards.
ASK participants to suggest a name for each category, and write the names on a card and post
it above each group. (Note: if possible, this should be on a different coloured card.)
ASK a volunteer to read all of the categories aloud.

Note: If there are many categories, it may be necessary for participants to vote on the top 3
categories to simplify the vision statement.
Step 5: Synthesize and present the vision statement.

Note: completing Step 5 during the Leadership and Management Course is optional. Since
participants represent different organizations and workgroups, it may be more useful to
explain how the exercise should end, without actually spending any additional training time
on drafting and presenting the shared vision statement.
EXPLAIN to participants that at this stage, a small team should synthesize the messages that
pertain to each category, and draft a statement that reflects the shared vision. Remind
participants that the statement should retain the pride and feeling that the vision expresses.
De-Brief the Activity

EXPLAIN to participants that we have modeled the first steps towards articulating a shared
vision statement.
After working with a group to generate ideas, the next steps in creating a shared vision
statement with your team can proceed as follows:
A small team should synthesize the messages that pertain to each category, and draft a
statement that reflects the shared vision. Remind participants that the statement should
retain the pride and feeling that the vision expresses.
The draft statement should be presented to the entire group, and the small team should
solicit input for refining and fine-tuning.
The team should establish a plan and timeline for finalizing the vision statement, and
follow-through.
ASK participants:
Are you comfortable using an activity like this with your own teams?
What challenges do you anticipate?
How might this process be useful for your team?
FACILITATE a brief discussion.
THANK everyone for participating.

Source: Managers who Lead: A Handbook for Improving Health Services. Management Sciences for Health.
2005. pp. 185-186.

Handout 1.2.2: Facilitating a Shared Vision Exercise
Instructions
Use the following instructions to help facilitate a shared vision exercise with your team.
Creating a shared vision is a process of asking our teams:

What are we committed to doing? Who do we serve now and who do we want to serve?
What kind of work climate do we want, and what values do we want to practice?
What sort of future do we want to create for our community?
Introduction
EXPLAIN that sharing a vision is a critical component of an

effective team and even of an organization.
INTRODUCE this exercise an opportunity to work in teams on

a shared vision.
EXPLAIN that:
For this exercise, you will work in your teams/workgroups.
This is an introduction exercise.
After this workshop, you will work together to create a more
well thought-out vision one that you can all fully commit to.
ASK participants to rearrange themselves in the room so that they are sitting with their
workgroup.
INFORM participants,
We are going to create a shared vision. This is the picture of what we want to create in
the future together. We are not going to discuss the obstacles now, but what we most want
to see happen.
Step 1: Imagine the Future
ASK participants to begin by reflecting individually.

Think about a time in the future. Imagine it is two or more years from now and we are
looking back. We have accomplished all that is important to us. What
picture do you see in your mind that represents that accomplishment?
ALLOW a moment for participants to reflect on their own.
ASK each participant to write a newspaper headline reporting on their

groups accomplishments in the year 20__ (whichever year is two or more
years from now). Each individual should write a statement to describe what
she or he is most proud of.

Step 2: Integrate your vision with a colleagues vision
DIVIDE participants into pairs (or groups of 3 if there is an odd number), reflecting their
workgroup.
Each person should share their vision, and the pair should work together to create a
shared vision statement that reflects the best aspects of both.
Step 3: Record key elements of all vision statements
ASK the pairs to match up with another pair (to create a group of 4), staying
in their workgroups if possible.
The small groups of 4 should compare the two vision statements, and
discuss the combined visions. Next, the group of 4 should work again to
combine their 2 vision statements into a shared vision statement.
DISTRIBUTE 6-8 slips of paper or self-stick notes to each group.
ASK each group to record the key elements or phrases of their vision statement on a card.
(One element or key phrase on each card.)
Step 4: Prioritize the elements of the vision statements in a large group
ASK Group 1 to place their cards on the wall (or on flipcharts), with some space between the
cards.
ASK Group 2 to follow, placing their cards with similar elements near Group 1s.
(For example, if both groups have quality as a key element, Group 2 should place their
card stating quality in the same place as Group 1s.)
If a card does not fit with any other groups cards, it stands alone.
Continue this process (Group 3, Group 4, etc.) until all cards are on the wall.
When all cards have been posted, ASK participants to come up to the wall and move the
cards around, grouping similar messages and phrases together until they are arranged into
categories. The goal is to eliminate overlaps/duplicates, and consolidate the elements.
(For example, all the cards related to serving clients should be in one category.)
(Note: this can also be done in plenary, with participants suggesting how things should be
moved and a few volunteers moving cards.)
ASK participants to suggest a name for each category, and write the names on a card and post
it above each group. (Note: if possible, this should be on a different coloured card.)
ASK a volunteer to read all of the categories aloud.

Note: If there are many categories, it may be necessary for participants to vote on the top 3
categories to simplify the vision statement.
Continued on next page.

Step 5: Synthesize and present the vision statement.
SELECT a small team to synthesize the messages that pertain to each category, and draft a
statement that reflects the shared vision. The statement should retain the pride and feeling that
the vision expresses.
The draft statement should be presented to the entire group, and the small team should solicit
input for refining and fine-tuning.
The team should establish a plan and timeline for finalizing the vision statement, and follow-
through.
Source: Managers who Lead: A Handbook for Improving Health Services. Management Sciences for Health.
2005. pp. 185-186.

Present Slide 20 using the trainer notes and to guide the presentation.
Slide 20
REVIEW key points from this session.
ASK if participants have any comments or

questions.
THANK everyone for their attention and

participation.


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Session 1.

2 Developing Core Values

Total Session Time: 2 hours, 15 minutes (45 minutes for

Flip Chart, paper, and markers

Leadership and Management Course Facilitator Guide

Refer to these materials for additional background reading, as needed.

Leadership and Management Course Facilitator Guide

Trainer Instructions: Step 1 (5 minutes)

Present Slides 1-2 using trainer notes to guide the presentation.

INTRODUCE Session 1.2 to participants.

INFORM participants that this session is

ENCOURAGE participants to ask questions

ASK a volunteer to read the learning

ASK participants if they have any questions

Leadership and Management Course Facilitator Guide

FACILITATE brief discussion.

ASK participants: What do you think of

ALLOW a few moments for participants to

WRITE participant responses on a flipchart.

(Adapted from Management Sciences for

PRESENT the slide, building upon the

FOCUS on core values as a foundation for

Leadership and Management Course Facilitator Guide

REFER participants to Handout 1.2.1:

REVIEW the instructions at the top of the

ALLOW 5 minutes for participants to work

BRING group back together.

Adapted from Downer, Ann. International

FACILITATE a brief discussion on values-

ASK participants to reflect again on a good

ALLOW a few moments for participants to

Leadership and Management Course Facilitator Guide

SUMMARISE by stating that our core

PRESENT slide using the following points:

Leadership and Management Course Facilitator Guide

List of Top 5 List of Top 4 Final List of Top 3

(1)_________________________ (1)_______________________ (1)__________________

Leadership and Management Course Facilitator Guide

PRESENT the slide, using the following

Leadership and Management Course Facilitator Guide

REVIEW main points:

Leadership and Management Course Facilitator Guide

REINFORCE participant responses using

Leadership and Management Course Facilitator Guide

REVIEW main points below:

Leadership and Management Course Facilitator Guide

REVIEW main points below:

WRAP-UP the discussion.

Leadership and Management Course Facilitator Guide

EXPLAIN that this section will focus on

ALLOW a few minutes for discussion.

Source: Management Sciences for Health.

PRESENT the slide.

ASK a volunteer to read the examples of the

ASK participants if they have any comments

Source: Management Sciences for Health.

Leadership and Management Course Facilitator Guide

After presenting the slide, FACILITATE a

Possible responses may include:

Leadership and Management Course Facilitator Guide

EXPLAIN that this activity will focus on

ENCOURAGE participants to set any

Speaker notes continued here: ASK participants:

(1)_____________ (1)_ (1)________