TrainingSkillsGuide IFC

training skills guide
C O R P O R AT E g o v er n a n ce b oar d l ea d er s h i p
tra i n i n g re s o u rce s k i t
training skills guide
C O R P O R AT E g o v er n a n ce b oar d l ea d er s h i p
tra i n i n g re s o u rce s k i t
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TRAINING
SKILLS GUIDE
CONTENTS
UNIT I: Adult Education
Chapter One: Engaging Adult Learners ............................................................ 6
Chapter Two: Effective Communication............................................................. 9
Chapter Three: Abilities and Preferences......................................................... 19
Chapter Four: Experiential Learning ............................................................... 24
UNIT II: Training Design

Chapter One: Planning Experiential Learning................................................... 27
Chapter Two: Goals, Interests, Objectives ...................................................... 31
Chapter Three: Choosing Training Activities..................................................... 34
Chapter Four: Case Studies............................................................................ 40
UNIT III: Training Delivery

Chapter One: Opening the Training Session.................................................... 45
Chapter Two: Facilitation Skills........................................................................ 50
Chapter Three: Group Performance................................................................ 56
Chapter Four: Closing Training........................................................................ 62
TRAINING SKILLS GUIDE CORPORATE GOVERNANCE board LEADERSHIP 1

Training Skills
Guide
Introduction
Purpose Active engagement is the key to pragmatic learning
This Guide is designed to advance the quality and impact and to the positive transfer of director’s leadership abilities
of corporate governance training. It draws upon the best to corporate boards. Directors learn best when working
practices of adult educators and professional trainers to together to resolve increasingly challenging corporate board
provide you with practical, user-friendly instructional tools situations. The benefits of collaborative problem-solving
and techniques. include:
These best practices support the goals of the Corporate kk Access to relevant knowledge, tools, skills
Governance Board Leadership Training Resources by: kk Diverse sources of expertise
kk Improving understandings of corporate governance and kk Innovation and constructive feedback
board directors’ roles and responsibilities kk Constructive group deliberation in strategic planning
kk Developing the competencies that directors require to kk Leadership for effective board decision-making.
implement responsible corporate governance practices
kk Encouraging directors to exchange ideas, build networks As an instructor, your role is to work with directors to
with peers, and become agents of change. identify best practices, analyze risks and opportunities, and
propose recommendations. An open, constructive exchange
In practical ways, this Resources Kit addresses the ideas of ideas during training deepens directors’ understandings,
of shared leadership and responsibility. As highlighted in increases the range of innovation in solutions, and enhances
the King II Report on Corporate Governance for Southern success in implementation.
Africa: “Good governance is essentially about leadership.”1
Approach
This training program emphasizes an interactive, approach Trainer Tip
to adult learning and leadership. A unique feature of this Just as a business tailors its services
approach is the appreciation of directors’ diverse abilities to meet clients’ needs, a successful
and experiences. The tools and activities in this Guide instructor links training activities to a
prepare you to assess directors’ interests and enhance their director’s concerns and interests.
capacities for corporate board leadership, governance, and
collaborative problem-solving.
1 King Committee on Corporate Governance: King II Report on

Corporate Governance (Institute of Directors in Southern Africa,
2002).
2 CORPORATE GOVERNANCE board LEADERSHIP TRAINING SKILLS GUIDE

WH
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? The aim of aHdynamic
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orgANIZATIoN
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This Guide’s resources are organized into three units.
MO shapes the design, RE
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learning T IEN FL
as illustrated below. Each I AG
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governance to
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leadership learning:
NA
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kk Motivate-Unit I: Adult Education

kk Inform-Unit II: Training Design corporate boards.
kk Strategize-Unit III: Training Delivery
kk Apply-Positive Transfer to Corporate Boards
OR C
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EG C adult Aabilities, EG
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The first unit examines preferences,
AL
AT
AT
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and sources of motivation.
I
The second unit improves IZ E AN
understandings of how directors’ board experiences
combine with corporate governance knowledge to ensure
meaningful learning. The third unit describes tools and
activities that strengthen interactive learning and strategic
planning. Ultimately, the purpose of this dynamic model
of learning is the positive transfer of leadership and
governance abilities to corporate boards.
IMA MO
IC GI TI
AM N C E RE
FL
LY
RI
E UNIT I: Case for
NA T
P
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Positive Transfer to
AP
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Adult Education
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Corporate Boards
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A
GIC IZE IN UNIT II: Training Design

2 Adapted from: David A. Kolb, Experiential Learning: Experiences

as the Source of Learning and Development (Englewood Cliffs, NJ:
Prentice-Hall, 1984). Bernice McCarthy and D. McCarthy, Teaching
Around the 4MAT® Cycle (Thousand Oaks, CA: Corwin Press, 2005).
TRAINING SKILLS GUIDE CORPORATE GOVERNANCE BOARD LEADERSHIP 3

The following is a more detailed description of the units and chapter in the Training Skills Guide.
UNIT I: Adult Education

Chapter One: Engaging Adult Learners Motivation
Examines the benefits of adult education with respect to diverse Why assess the abilities and
learner and leadership skills. preferences of directors?
Chapter Two: Effective Communication

Offers tips for engaging adult in active listening, questioning,
analysis, and constructive feedback.
Chapter Three: Abilities and Preferences

Examines diverse intellectual abilities and learning preferences.
Chapter Four: Experiential Learning

Introduces an approach that appeals to diverse learners and
incorporates practical life experiences.
UNIT II: Training Design

Chapter One: Planning Experiential Learning Meaningful Knowledge
Presents a practical four-step tool for planning training events. What are best practices for
organizing information?
Chapter Two: Goals, Interests, Objectives
Demonstrates how goals and objectives contribute to relevance
and success.
Chapter Three: Choosing Training Activities

Outlines the benefits of various learning activities.
Chapter Four: Informal Case Studies

Describes case studies that improve creative problem-solving.

INTRODUCTION

Chapter One: Opening the Training Session Strategic Planning
Provides tools and guidance for starting a training session. How to engage in collaborative
problem-solving?
Chapter Two: Facilitation Skills
Explains how to increase participation in pairs and groups.
Chapter Three: Group Performance

Offers ideas for group leadership, cohesion, and performance.
Chapter Four: Closing Training Events

Describes action planning, evaluation, and celebration
of progress.
Corporate Boards
Are directors better prepared to shape the leadership and Application
corporate governance of their boards? Now What?
In training, you will observe the positive transfer of knowledge

as directors work together to develop innovative solutions to
complex board challenges.
Ultimately, directors are responsible for transferring their

leadership and governance capacities to corporate boards. As
a result of this interactive approach to training, they are better
prepared to work collaboratively to increase value and manage
risks.
Next Steps
The Guide’s tools are designed to influence the ways that you prepare
your instruction, and in turn, the ways that directors lead corporate
governance initiatives. To understand the fundamentals of adult
education, begin with the first unit. With an appreciation of the
diversity of directors’ strengths and preferences, you are better
prepared to apply the trainer tips and practical resources that follow.

UNIT I: Chapter One
Engaging Adult
Learners
k TOPICS k OBJECTIVES
Characteristics of adult learners Compare benefits and challenges of adult learning

Principles of adult education Apply five key principles of adult education
Approaches to adult learning Engage adults in participatory learning
T his first chapter of the Training Skills Guide examines

adult education with respect to diverse learner and
leadership skills. Five key principles – 5Rs – provide solid
When adult learners are confident and flexible,
regardless of expertise, they willingly work with each
other toward common objectives. Major barriers to adult
guidance as you proceed. Take time to discover the unique learning are related to attitudes or “mindsets.” Adults can be
features and benefits of adult learning before your training. close-minded, inflexible, critical of others, and impatient.
Executives in powerful positions may interrupt others or
Characteristics of Adult Learners dominate discussions. Some participants lack the confidence
The adults attending corporate governance training include to engage in open deliberations or unfamiliar tasks.
financial officers, accountants, board directors, managers,
and entrepreneurs. Typically, these board members are
pragmatic and goal-oriented. As directors, they bring varied
backgrounds and expectations to training. Some have in- Adult Learners
(+) (-)
depth knowledge of the challenges of managing board roles,
long-term strategies, and corporate performance. Others are
less experienced.
Experienced directors will offer valuable insights as Pragmatic Dominating
training participants grapple with complex issues, such as Goal-oriented Impatient
how stakeholder relations affect the company’s bottom line. Open-minded Judgmental
Less experienced participants are able to analyze corporate Flexible Biased
dilemmas with “fresh eyes.” Inexperienced participants Wise Defensive
contribute insights and fresh perspectives as they ask Accomplished
questions that challenge ineffective practices and false
assumptions. Notes from Corporate Governance
Leadership Training in Mauritius, 2007

1.1 EN G A G I N G A D U LT LEA RNERS
Adult Learning Principles

How to design training that encourages confident, goal-oriented performance?
Malcolm S. Knowles, a pioneer in the field of adult education, proposes that effective learning takes place when adults
gain the mutual trust and communication skills to share concerns and learn from each other’s experiences. Knowles values
open discussions, a general attitude of cooperation, and a willingness to accept responsibility. This philosophy of adult
learning is characterized by a deep respect for human potential. 1
The Training Skills Guide applies these principles to enhance director participation in leadership and learning. The
aim is to strengthen understandings of corporate governance standards and practices while addressing adult needs and
interests. To the greatest extent possible, directors in this program are encouraged to engage in open discussions, the
definition of local priorities, and the responsible formulation of solutions.
Five learning principles — 5Rs — provide a firm and flexible framework for activating adult learners as leaders or
“agents for change.” These principles guide the practice of adult education.
5Rs — Adult Learning Principles
Create a respectful, “safe” learning environment for adults to experiment

Respect with new skills and solutions. Build confidence through training
procedures that are fair and consistent.
Adult learners are goal-oriented. To engage directors, identify common

Reason
concerns and establish a shared vision for strong corporate governance.
Engage adults in leadership roles. Balance responsibility and authority

Roles
during planning, implementation, and monitoring of learning.
Encourage directors with diverse backgrounds, capabilities, and

Relationships
perspectives to exchange ideas and build networks with peers.
Formulate action plans and celebrate the positive transfer of learning to

Rewards
corporate board situations.
1
Malcolm S. Knowles, The Modern Practice of Adult Education: From Pedagogy to Andragogy (New York: Cambridge 1980).

Participatory Approaches
Adults find deep satisfaction when learning is collegial, with clear objectives and practical rewards. A participatory approach
emphasizes mutual respect, adult leadership, and interactive learning. Through a more flexible and participatory approach to
learning, adults are able to identify common concerns and exchange practical ideas. As adults gain new tools and information,
they are able to make significant changes in their business practices and career goals.
In contrast, formal approaches to education tend to be instructor-centered and authoritative. Formal education
is designed to prepare youth for future roles in society. Yet, adults have already assumed significant family and work
responsibilities.
The framework below highlights the distinctions between participatory learning and formal instruction.
Table 1: Formal Instruction vs. Participatory Learning
Formal Instruction Participatory Learning
Instructors are the content experts Adults learn from diverse sources, including each
Knowledge
and primary sources of knowledge. other’s practical experiences.
Adults are agents of change. They determine priorities

Instructors and administrators set the
Leadership and achieve objectives. Instructors are guides and
direction and make key decisions.
facilitators of learning.
The instructor has the authority to
Adults are confident in sharing beliefs and flexible in
Attitudes institute and reinforce values and
respecting others’ values and perspectives.
beliefs.
The instructor defines the skills
Adults define learning priorities, emphasizing practical
Skills that are required. Memorization of
skills, including strategic planning.
knowledge is valued.
Instructors are responsible for the

As adults engage in learning, they monitor their own
Errors diagnosis and correction of right and
progress, learn from errors, and make adjustments.
wrong answers.
Adult learning provides opportunities for you as the instructor to learn with the directors in the training program. Plan
group activities with adequate time for the participants to identify common problems and discuss potential solutions. To
the greatest extent possible, engage individuals with varied backgrounds (including less experienced directors) in leadership
roles.
The central challenge of this training program is to address in practical ways the ideas of shared leadership and
responsibility. As highlighted in the Institute of Directors Report on Corporate Governance for Southern Africa: “Good
governance is essentially about leadership.”2
The first step in building leadership abilities is to identify the director’s unique and diverse strengths. With a common
appreciation of the talents, expertise, and corporate experiences in the training group, directors are better prepared to seek
guidance from each other, discuss new options, and identify needed resources.
Next Steps
Thinking Point This chapter describes how participatory approaches to learning
Good governance is enhance corporate governance leadership. The next chapter offers
essentially about leadership. practical guidance for improving the communication and leadership
skills of directors.
2
King Committee on Corporate Governance, King II Report on Corporate Governance. (Institute of Directors in Southern Africa, 2002).

UNIT I: Chapter Two
Effective
Communication
First Impressions Create an engaging learning environment

Visual Aids Capture attention, show relevance
Active Listening Demonstrate interest in learner ideas and preferences
Questioning Elicit information, draw relations among the familiar and new
Sequencing Address increasingly challenging learning opportunities
Providing Feedback Encourage learning through useful observations
Addressing Conflicts Create opportunities for problem solving
T his chapter offers practical suggestions for engaging

adult learners in focused discussions. Mastery of
communication is a distinguishing feature of collegial adult
The time spent creating a positive first impression is
an investment with long-term dividends. Within the first
30 seconds of an encounter, participants make a quick
learning—and board leadership. To enhance each director’s appraisal of your appearance, the organization of resources,
ability to influence board colleagues: and your level of interest. Clothing, voice, posture, and other
kk Improve questioning, analytic, and feedback skills forms of body language are forms of communication. When
kk Promote cooperative attitudes and behaviors people hear you say, “Welcome,” they observe your facial
kk Facilitate mentoring relationships expressions, eye contact, and gestures, and they listen to the
tone of your voice. Your body language will communicate
FIRST IMPRESSIONS whether you are genuinely interested in meeting each
Effective communication begins with a first impression. individual, or distracted by other priorities.
Prepare for the adult learners in your sessions as if welcoming The suggestions below will help you create a positive
special guests. The objective is to create a welcoming and first impression, one in which learners feel respected,
respectful learning environment from the start. engaged, and welcome. Take time to add your own ideas
to this list. You never get a second chance to make a first
impression!
Thinking Point
You never get a second chance to
make a first impression!

First Impressions – TIPS
Your Body Language NOTES
kk Select professional clothing and be mindful of good grooming. _____________________________________

kk Arrive early and informally welcome participants. _____________________________________
kk Demonstrate relaxed confidence in your voice, posture, and
gestures. _____________________________________
kk Respect local cultures and customs (e.g., shaking hands, eye contact,
_____________________________________
crossing legs, exchange business cards, etc).
kk Introduce yourself formally to the group by citing two or three _____________________________________
relevant experiences. Demonstrate good eye contact, a clear strong
voice, and time management.
Learning Environment NOTES

Several weeks before training begins, be sure that participants receive
a package of information that describes the venue, agenda, goals, _____________________________________
and objectives, lists transportation options, and provides contact _____________________________________
information.
_____________________________________
Several weeks before training, meet with the training program manager
_____________________________________
to check the training room for appropriate size (usually 20-25
participants) and: _____________________________________
kk Adequate lighting
kk Clear acoustics _____________________________________
kk Display area for flip charts _____________________________________
kk Comfortable furniture, ventilation
kk Access to equipment _____________________________________
kk Adequate supplies
_____________________________________
An hour before the session begins, organize tables, chairs, and visual aids _____________________________________
so that participants can easily see one another and the visual aids.
kk Orient learners with visual aids with the agenda, goals, and objectives. _____________________________________
kk Promote self-directed learning with easy access to resources. _____________________________________
kk Ensure that the training program manager provides adequate
supplies: _____________________________________
ii Pens, paper, notebooks, binders
ii Flip charts, magic markers, masking tape
Your Level of Interest NOTES

Several weeks before the training begins, request details about the
_____________________________________
participants’ backgrounds and interests.
kk Learn the participants’ names. _____________________________________
kk Become familiar with their company affiliations, job title, board
affiliations, and professional qualifications. _____________________________________
ii Communicate with the training program manager to see _____________________________________
if participants have special needs or requests. Those with
difficulties hearing or seeing will need to sit near the front. _____________________________________
ii Provide key biographical and contact information in the
_____________________________________
orientation package (if prior permission has been obtained).

1.2 Ef f Ec TI vE c o m m UNI cAT I oN
vIsUAl AIDs Compare the two visuals in Figure 1. The key points in
An obvious indicator of your training expertise is the way both visuals are similar. The first visual would be difficult
you prepare and use visual aids. Place the agenda, goals and to read from a distance. This format is most appropriate
objectives, posters, maps, and other key information in a for documents. Note that the second display has a title
central location. They activate learner curiosity. Visuals with and lists the main points. It is easy to read, and when the
thought-provoking images, proverbs, diagrams, flow charts, trainer speaks, the attention is on the learners—not the
and puzzles will appeal to diverse learning preferences. text’s details.
The objective is to capture learners’ attention and show the Flip charts, overhead projectors, and PowerPoint slides
sessions’ relevance. are basic training tools. By preparing the pages in advance,
The key to effective use of visual aids is simplicity. When you organize your ideas, save training time, and ensure
using flip charts, overhead projectors, and PowerPoint neatness. To recall important details, write notes in pencil
equipment, observe the following Trainer Tips: in the margins of the flip chart page, and refer to them as
kk Title on each page needed. Or, if you are using PowerPoint, print the slides in
kk Focus on three to five main points on each slide, using advance to review the content and write your own notes in
key words the margins.
kk No more than eight lines of text on each slide to ensure Flip charts are often used to focus participants’
that words can be read from a distance attention during discussions. Record key words quickly;
kk Use two to three colors for text; avoid pale or light colors don’t write the details in entire sentences. Check to be sure
kk Highlight key points with shapes and graphics (various that key words accurately reflect the speaker’s ideas. Because
colors) they are mobile, flip charts can be used to better organize
small group discussions. A list of four to five progressively
difficult questions will help to focus deliberations as adult
learners analyze case studies.
Figure 1: Comparing Visual Aids
The key to an effective visual aid is

simplicity. The title will focus on one
Keep it SIMPLE
idea. Include only 3-5 main points. kk 3-5 main points
Write 8 lines of text, or fewer. Use 2-3 kk Fewer than 8 lines of text
colors for text (not pale). Highlight kk 2 - 3 colors for text
points with graphics… kk Highlight main points
BETTER

ACTIVE LISTENING Make skillful use of questions. For example, if you
The way that you attend to others – active listening – disagree with the speaker’s perspectives, ask for clarification.
demonstrates your level of interest in their ideas and Do not try to impose your beliefs. Demonstrate the skills
preferences. Effective trainers know how to engage others required for clarification, and the diplomatic skills to
through their body language. disagree without being disagreeable.
When facilitating group discussions, demonstrate the
same active listening skills required for individual speakers
With an individual speaker, demonstrate full (listed above). In addition, show full attention to the group by:
kk Moving around the room, to have easy access to all
attention by: sections of the group
kk Leaning slightly toward the person kk Offering diverse group members balanced opportunities
kk Smiling, nodding, and other facial to express ideas
kk Recording key ideas on flip charts to demonstrate their
expressions that demonstrate interest
significance
kk Eye contact that is culturally appropriate kk Participating in group activities by leaning slightly toward
kk Posture and gestures that are relaxed the group, and listening
and confident (avoid crossing arms) kk Managing group behaviors so that each speaker can be
heard without distractions
kk Maintaining focus on the speaker, even
kk Encouraging participants to paraphrase or summarize
when distracted by others each other’s ideas
kk Waiting patiently in silence while the kk Asking questions, paraphrasing, and summarizing
speaker is considering what to say
Paraphrasing is an active listening skill used to clarify
and reinforce what you heard. When you paraphrase, you
Active listening may seem easy, especially when restate someone else’s ideas in words that seem easier to
compared with public speaking, creative writing or other understand. A few common phrases signal that you are
communication skills. In fact, this skill is deceptively clarifying:
challenging. To maintain attentive interest, you need to kk I think that what you said is… Is that correct?
manage your thoughts and attitudes. Perhaps you have kk Perhaps I misunderstood. Did you suggest..?
other priorities on your mind, or have heard these ideas kk Your experiences have been… Is that right?
before. No daydreaming! You may disagree or want to
correct a statement. Don’t interrupt! It’s not easy to withhold
judgments while gathering information, especially when the
speaker’s views are contrary to your own.
Thinking Point
Demonstrate the diplomatic
skills to disagree without
being disagreeable.

1.2 EFFEC TI V E COMMUNI CAT I ON
Summarizing is an active listening skill used to review

ideas, make a transition, and confirm agreements. Summary
statements confirm your interest in developing shared
understandings. Phrases that summarize main points
include:
kk From what I heard, we have agreed to . . .
kk She is considering three options . . .
kk There seem to be two points of view on . . .
Adults will test your assumptions as they summarize “Practice, not innate
lectures and group activities. Don’t be surprised by
observations, such as: From my experience, there is a big ability, is the critical
gap between these ideas and the realities of board practice.
This level of critical thinking enriches the group’s learning,
and it demonstrates that participants are actively engaged.
factor in determining
Demonstrate your interest in learning about local realities.
Ask for examples and involve other participants in the
performance.”
discussion.
Learning, Remembering, Believing:
Questioning is an active listening skill that elicits additional Enhancing Human Performance (National
ideas. Levels of questioning will be discussed in the next Academy of Science, 1994)
section. To demonstrate active listening, particularly when
you do not understand a statement or want to explore ideas
in greater detail, it is appropriate to ask questions such as:
kk Could you give me an example of..?
kk How did you feel when..?
kk Where can I find more information about..?
QUESTIONING
Trainers use many forms of questioning to clarify, confirm
understandings, and facilitate learning. Some questions
provoke limited responses, and others encourage thinking
that is increasingly critical and challenging. To understand
the importance of this communication skill, first notice the
ways that your questions may restrict or encourage learner
responses.
Consider the continuum of questions on page
14. The first few are CLOSED questions, which restrict
participant’s responses. They are used to manage, guide,
and clarify. In contrast, more OPEN -ended questions
allow for deliberations, analysis, investigation, and
recommendations.

Open and Closed Questions
CLOSED Negative questions prompt learners to respond with “yes.”

Questions The trainer may be encouraging the learner, or limiting options.
Examples:
kk Don’t you agree?
kk Won’t that lead to other …?
Tag Questions include the statement and short (tag) question at the end.
They are relatively closed. The trainer is either clarifying, or suggesting a favored
“yes” or “no” answer.
Examples:
kk That doesn’t make sense, does it?
kk This is the best choice, isn’t it?
Yes or No questions request one of two responses (yes or no).

Trainers use these to manage, guide, and link one point to another.
Examples:
kk Is the group ready to report?
kk Will that suggestion cause problems?
Either/Or-questions offer two choices.

The trainer controls and limits the responses.
Examples:
kk Should the board dismiss the manager, or wait until he retires?
kk Is it more important to make a profit, or to act responsibly?
Open-ended questions (who, why, what, when, where, how) elicit information, in-
depth analysis, and new ideas.
OPEN
Questions Examples:
kk Why did he invest in…?
kk What are the sources of…?
kk What recommendations would you provide?
kk How would you react to this situation if you were the chairman?
trainer tip
Are your questions OPEN or CLOSED?
k OPEN questions encourage a free exchange of ideas.
k CLOSED questions imply and limit responses.

Be cautious. If your goal is to engage adult learners Sequencing

in the discussion of specific issues, manage the degree of Instructors facilitate transitions from familiar to thought-
control or openness that is implied in your questioning. provoking questions through the careful sequencing of
Organize learning experiences and questions so that the questions and topics. The objective is to build learner
topics and required skills are progressing from familiar to confidence as activities progress from familiar to
unfamiliar, and from less difficult to more complex. Provide increasingly complex assignments.
opportunities for participants to consult with each other as The following sequence is an example of progressively
issues become more challenging. more challenging questions. These are relevant to
Be judicious, too, in the types of questions that you experiential learning activities, such as case study analysis.
ask and the amount of time that you allocate for group
discussions. If the time provided for peer discussion is too 1. What do you notice about …?
short, it may signal your disinterest in the participants’ 2. How does this relate to your own experience?
thoughts. If too much time is allotted, conversations may 3. What are some of the causes of…?
stray far from the session’s focus. You need to strike a 4. How can we address these issues?
balance that affords sufficient time to examine key points 5. Is there resistance to these ideas? Why?
without sacrificing the momentum that sustains learner 6. What is our first priority?
interest.
The sequence begins with questions about personal
observations and experiences, which are familiar. Then
questions shift from questions of recall and comprehension
to those that require increasingly advanced thinking skills.
The sequence from familiar to more complex topics is a
logical progression.
Bloom’s Taxonomy
SIX LEVELS LEARNING OBJECTIVES
Demonstrate recall of learning or memory of experiences

1. KNOWLEDGE k Action verbs: list, define, describe, identify
Example: “List the primary responsibilities of the corporate secretary.”
Demonstrate understanding of meaning

2. COMPREHENSION k Action verbs: classify, summarize, differentiate, compare
Example: “Compare the audit and remuneration committees.”
Use new knowledge and skills to solve problems

3. APPLICATION k Action verbs: demonstrate, examine, show, solve, discover
Example: “Examine the ethics code to identify a fair course of action.”
Make inferences from principles, evidence, and relationships

4. ANALYSIS k Action verbs: relate, arrange, infer, explain, deduce
Example: “Consider how recent company law changes protect the interests of minority shareowners.”
Integrate knowledge to create a new way, pattern or proposal

5. SYNTHESIS k Action verbs: infer, predict, extrapolate, what if...?
Example: “Predict shareowner’s reactions to the energy efficiency policy.”
Assess evidence and criteria to present and defend conclusions
6. EVALUATION k Action verbs: prioritize, evaluate, explain, measure, recommend
Example: “Prioritize your recommendations to the chairman.”
Source: Adapted from Benjamin Bloom, ed, Taxonomy of Educational Objectives: The Classification of Educational Goals (New York: Longman, 1956, 1984).
A helpful guide for sequencing questions and learning objectives is the Taxonomy developed by educational
psychologist Benjamin Bloom. This classification system is adapted above. Note that learning objectives begin with action
verbs such as list, define, describe, or identify.

Addressing Conflict Behaviors - What can be accomplished?
Conflicts pose opportunities and risks. Ideally, the directors The quality of each individual’s performance is influenced
increase each other’s understandings as they offer differing by the group’s norms and the organization of training, as
views. While discussing opposing perspectives, they practice noted above. Each adult in the training is responsible for
the leadership skills required for board decision-making, his or her actions and contributions to group learning.
such as questioning, active listening, and joint problem- Ultimately, each is also responsible for transferring
solving. To resolve tensions, directors generate solutions leadership and governance capacities to corporate boards.
that address common concerns and differing interests.
To encourage collaborative problem-solving during
training (and in board meetings), proactively address three
sources of conflict:1 trainer tip
Attitudes – prejudiced values, beliefs Disruptions? Focus on how
Structures – discrimination in norms, rules, policies, laws reasonably the training is
Behaviors – aggressive actions with harmful results organized before focusing on
who may be causing problems.
Attitudes - What do the participants have in common?
To influence directors’ attitudes, take time to discuss Ask for suggestions and make
experiences and concerns early in the training. As the adjustments.
participants exchange ideas, they discover common values,
increase understandings, and build relationships.
Be prepared for the normal tensions of group
Structures - How to organize ourselves? development during training. Disagreements over
Next, develop a consensus on basic rules of conduct for preferences or judgments are normal features of group
the training. Consider punctuality, time management, cell decision-making. At times, however, tensions may escalate.
phone use, and other potential disruptions. As participants Behaviors that interfere with learning, such as insults
consider options for managing distractions, practice active or blaming, are unacceptable. When you observe disruptive
listening. Document preferences and commitments using behaviors, you have three choices:
key words, agree to a limited number of norms or rules, and kk Avoidance – ignoring or avoiding
confirm that everyone agrees to the group’s expectations. kk Aggression – hostile or threatening action
If there is no consensus, ask for suggestions and discuss kk Problem-solving – creative search for solutions
alternatives.
If you decide to ignore or avoid a significant disruption,
The fundamentals of building a successful business are tensions may escalate. Avoidance does not resolve serious
just as applicable in training. Agree to a limited number of issues or problems. On the other hand, an aggressive
rules and act consistently within those rules. If distractions response by the trainer could spark a major disruption and
consistently interfere with progress, re-examine the rules increase hostility.
and training structures: “…95% of the time it’s a process
problem, not a people problem.”2
1
Johan Galtung, Peace by Peaceful Means: Peace and Conflict, Devel-
opment and Civilization (London: Sage Publications, 1996).
2
Verne Harnish, Mastering the Rockefeller Habits: What You Must Do
to Increase the Value of Your Fast-Growth Firm (New York: Select-
Books, 2002).

In rare situations, it may be necessary for you to facilitate a problem-

solving discussion. The aim is to help directors resolve their own issues.
Meet first with individuals to explore the reasons for antagonism and
to ensure that each person truly wishes to find a resolution. Once you have
confirmed that each person is interested in solving the problem, agree
to a convenient time and comfortable place for discussions. To begin,
establish an agreement to respect each other’s opinions. Emphasize active
listening and agree not to interrupt, blame, or demonstrate other aggressive
behaviors.
To manage the discussion, introduce an impartial process—one that
“You cannot direct
provides fair,balanced opportunities for each person to communicate.
the winds, but you
Questions to address during the facilitated
can adjust the sails”
discussion include:
Pacific proverb
kk From your perspective, what happened and why?
(Define the problem.)
kk What was your reaction? (Describe personal
emotions.)
kk Do you have suggestions for improving this situation?
(Identify options.)
kk Which of these solutions are useful? (Prioritize.)
kk Whar changes in behavior are necessary? What are the
next steps. (Confirm solutions.)
This exchange of viewpoints provides an opportunity for each person to

express concerns and clarify intentions. The discussions may result in clear
understandings. It may be helpful to write down the terms of an agreement
so that everyone is clear about proposed changes in behavior.
The benefits of facilitating collaborative problem-solving include
improved understandings and enhanced leadership skills. Be positive and
yet realistic in your expectations. Generally, it is easier for people to agree to
changes in behavior than to changes in values or deeply held beliefs.

Constructive Feedback
It is important to know when and how to offer guidance and feedback. The aim of constructive feedback is to build
confidence and improve performance. This communication skill involves diplomacy, and it improves with practice.
Here are some suggestions:
1. Begin with positive statements.

First, recognize positive factors, and explain why they are noteworthy. As you give constructive feedback, build upon
strengths. Be concise, and provide specific examples. Adult learners will appreciate, and be better able to act on, statements
with clear examples. A statement such as “I enjoyed your presentation” isn’t as effective as saying, “Your presentation
included practical tips. The diagram provides a useful framework for making strategic decisions.”
2. Describe what you saw or heard, and do not judge.

Use “I” statements, so that the receiver understands that it is your opinion and not a statement of universal truth. You are
sharing your personal observations, and other’s perceptions may be different. Phrases that reflect this awareness include:
“I noticed….”
3. Limit the number of negative observations (two or three).

Adults will appreciate your genuine interest in their performance. Start with positive observations: “You captured my
attention with your examples of the company’s financial exposure.” Then present suggestions: “The process would be easier
for me to understand if you used phrases like… ‘The first… The second…’. Consider using a chart to clarify steps.”
Caution! At times, participants will not see the value of your feedback, no matter how carefully you phrase your thoughts.
People can become defensive and argumentative for several reasons, including circumstances beyond your control. In such
cases, acknowledge that others may have a different view. You offered your perspective based upon your experience. Stay
calm and professional, working diplomatically to defuse tension. You may offer to meet at another time, when emotions
have cooled, to continue the discussion.
NEXT STEPS
This chapter described communication skills that
facilitate participatory adult learning. The next chapter
Thinking Point
Your performance speaks louder
describes how various types of intelligence and diverse
than words.
learning styles enrich understandings and lead to
strategic action.

UNIT I: Chapter Three
Abilities and
Preferences
Forms of Intelligence Examine assumptions about learner abilities

Learner Preferences Design study aids that appeal to various learners
Learning Styles Identify own learning preferences
T his chapter examines diverse intellectual abilities and

learning style preferences. The knowledge will help
you to understand why adults seek variety in their training
Blind Men and the Elephant
Once upon a time, there was a certain raja who called
experiences. Consider the short time you spend on this
chapter as an investment in risk management. The more to his servant and said, “Go and gather together in
you understand about intellectual abilities and learning one place all the men of Savatthi who were born
preferences, including your own, the higher the probability blind... and show them an elephant.” The servant did
that you design and facilitate successful adult learning. as he was told and said to the blind men assembled
To begin, recognize that there are many things that you there, “Here is an elephant.”
know about corporate governance, and the challenges of When the blind men had felt the elephant, the
training adults. You may also be blind to important details raja went to each of them and said, “Tell me, what
about team leadership, yourself, and the varied abilities and sort of thing is an elephant?”
preferences of others. Thereupon the men who were presented with
To illustrate this point, recall the parable of The Blind the head answered, “Sire, an elephant is like a pot.”
Man and the Elephant.1 (Take a moment to read the story in And the men who had touched the ear replied, “An
the box to the right.) elephant is like a winnowing basket.” Those who had
This classic story serves as an introduction to this
been presented with a tusk said it was a ploughshare.
session’s objectives: to examine assumptions about diverse
Those who knew only the trunk said it was a plough;
perspectives, types of intelligence, and learning style
others said the foot, a pillar; the tuft of the tail, a
preferences.
brush…
Then they began to quarrel, shouting, “Yes it is!”
“No, it is not!” “An elephant is not that!” “Yes, it’s like
that!” and so on, till they came to blows over the matter.
1
Adapted from Udana 68-69, Buddhist Canon.

Types of Intelligence
First, consider assumptions about individual abilities and various forms of intelligence. Among the participants in your
training are directors, managers, accountants, and academics. Each has developed unique talents and professional
skills. Howard Gardner,2 an educator at Harvard University, proposes that individuals draw strength from various kinds
of intelligence, and he has identified at least seven types. Corporate board benefits relate to each type of intelligence, as
outlined below in Table 1.
Each form of intelligence enriches adult learning and corporate governance. Linguistic intelligence is associated
with effective communication and the clarity required for transparency. Logical and mathematical strengths are required
for rigorous analysis, effective decision-making, and corporate accountability. Those with spatial intelligence, such as
engineers and architects, illustrate patterns, create innovations, and improve efficiencies. Interpersonal skills are required
for board leadership, conflict mediation, and professional networks. Musical, kinesthetic, and intrapersonal abilities provide
inspiration and increase confidence in achievements.
Few individuals are gifted in all forms of intelligence. As you engage adult learners in a variety of collaborative problem-
solving activities, highlight the advantages of combining teams of individuals with varied types of abilities. Note the diverse
qualities and skills required for corporate decision-making, and encourage directors to seek team members with diverse
strengths.
Table 1: Types of Intelligence, Their Strengths and Benefits
INTELLIGENCE STRENGTH CORPORATE BENEFITS
Linguistic Acquire language Strategic communication, information processing
Logical/mathematical Reason abstractly Analysis, strategic decisions, financial management
Spatial See patterns Innovative design, efficient production and distribution
Musical Hear and replicate sounds Artistic achievement, inspiration, observation
Kinesthetic Body coordination Athletic achievement, team work, inspiration
Interpersonal Deal effectively with others Leadership, marketing, mobilizing, networking
Intrapersonal Understand oneself Confidence, commitment, responsible leadership
2
Howard Gardner, Leading Minds: An Anatomy of Leadership (New York: Basic Books, 1995).

1.3 A B I L I TI ES A N D PR EFERENCES
Learner Preferences
Experienced trainers appeal to diverse learning preferences by preparing learning aids that appeal to the different senses.
For example, learners with musical abilities are attuned to sounds and learn easily by listening to lectures, whereas those
with spatial intelligence may learn more easily with the support of graphics, diagrams, and other visual aids.
The illustration below (Table 2) provides a visual aid for trainers. It reminds you to consider three types of learning aids.
Review these to identify the aids that you tend to favor and rely upon.
Table 2: Learning Aids
❏ Are you a visual learner? k Charts

Do the images presented in charts, k Photos
Visual graphs, photos, videos, and drawings k Graphs
help you to learn? k Videos
k PowerPoint graphics
❏ Are you an auditory learner? k Lectures

Auditory Do you learn easily by listening to k Discussions
lectures, music, and stories? k Sound clips
❏ Do you learn best by doing? k Demonstrations

Will you excel in role-plays, k Role-playing exercises
Doing
demonstrations, model building, and k Movement, music
outdoor activities?
Perhaps you prefer charts, photos, and graphic organizers. Others may prefer the excitement and drama of role-play
activities. One particular learning preference is not innately superior to another. Different people learn best in different
ways, and instructional approaches should vary, depending on the topic, audience, and situation.
Caution! While it is natural to want to guide others using your own preferred learning strategies or aids, over-reliance
on your personal likes and dislikes will limit the appeal and benefits of your training. The participants in your sessions will
accomplish their objectives with greater ease when you prepare a variety of learning aids. Request suggestions to improve
their appeal.
trainer tip
Over-reliance on your learning
preferences will limit the appeal
and benefits of your training.

Learning Styles
The earlier that you can detect directors’ attributes and
preferences and then tailor your training, the stronger your
instructional support as you progress through the material.
A variety of sophisticated tools exist for assessing
different learning-style preferences, and you are encouraged Intellectual differences
to explore the many options. The practical self-diagnosis
on the next page lends itself to training design and session can have powerful
planning. This assessment of four basic learning styles
has been adapted from the work of various prominent influences on learning
educators, including Kurt Lewin,3 David Kolb,4 and Bernice
McCarthy.5
To prepare, think about the challenges of developing a
when managed
corporate governance leadership program. How to achieve
the goals and objectives of training?
constructively.
By reading this Training Skills Guide, you are
demonstrating your interest in learning how to motivate and
guide the directors in your sessions. But given a choice, how
would you prefer to improve your trainer skills? Consider
the four learning style options in the Self-Diagnosis. Each
description refers to a general preference. There are no right
or wrong answers.
Learning-style preferences are not exclusive or fixed Next Steps

with people. If people are imaginative, and prefer to learn by Following the analysis of your own learning style
watching and listening to others, this doesn’t mean that they preferences, explore the preferences of colleagues and
are incapable of strategic action. It simply means that these family members. Think about the strategic advantages
learners prefer to observe and weigh the benefits first before of building teams and making strategic decisions with
taking action. If learners are analytic and tend to organize individuals that have varied strengths. As you appreciate
ideas in logical categories, this does not mean that they differing ways of learning, you may also recognize the
cannot learn from role-plays or group planning. advantages of recruiting diverse learners to be board
directors.
In the following chapter “Experiential Learning”,
you will learn more about how this knowledge of learner
Thinking Point abilities and preferences can be used to develop practical,
To engage directors with experience-based training that appeals to diverse learners.
diverse abilities and
preferences, prepare a variety
of learning aids for each of
your sessions.
3
Kurt Lewin and G. W. Lewin (ed.), Resolving Social Conflicts; Se-
lected Papers on Group Dynamics (New York: Harper & Row, 1948).
4
David A. Kolb, Experiential Learning: Experience as the Source of
Learning and Development (Englewood Cliffs, NJ: Prentice-Hall
1984).
5
Bernice McCarthy and D. McCarthy, Teaching Around the 4MAT ®
Cycle (Thousand Oaks, CA: Corwin Press, 2005).

1.3 A b I l I TI Es A N D Pr Ef Er ENcEs
Self-Diagnosis
Directions: Using a scale of 1 - 4, rank the four learning styles in terms of your
own preferences and interests. Use each number (1 - 4) only once, with #1
indicating the learning style with the highest appeal for you:
Just do it! Observe others first…
LEARNING
PREFERENCES
Strategize with others. Analyze the facts and options.
___ Do you excel in situations calling for action?

Dynamic learners are ready to implement solutions. The special skills of these learners
include mobilizing groups, fostering creativity, and cultivating openness. Dynamic
learners are at ease with people and often found in action-oriented jobs such as
community mobilization, international development, sales, and marketing.
___ Do you tend to observe others first before acting?

Imaginative learners seek meaningful activities and often have broad cultural interests.
The special skills of these learners include: questioning, visualizing, imagining, and
viewing complex situations from many perspectives. Artists, human resource developers,
writers, and mediators tend to have this learning preference.
___ Do you prefer to analyze facts and options before you begin training?
Analytic learners appreciate logical, well-organized presentations of information.
They are interested in facts that lead to general understandings. Skills include seeing
patterns and relationships, prioritizing, classifying, and comparing. This learning style is
characteristic of professionals who examine data, prioritize options, and evaluate.
___ Do you prefer to plan with others?

Strategic learners are pragmatists. They learn best when activities include the practical
application of ideas, and they try to ensure that plans are useful. Their common
sense skills include joint problem-solving. Strategic learners specialize in systems
development, engineering, planning, and applied sciences.

UNIT I: chAPTEr foUr
Experiential
Learning
k ToPIcs k objEcTIvEs
Experiential learning cycle identify four phases of participatory learning

learning by reflecting view experiences from different perspectives
WH
T? O?
HA
learning by Analyzing improve understandings, explanations, evaluations
learning by Planning strengthen joint problem-solving skills
MO
W
WH
LY
learning by Doing TI increase practical implementation MO
NO W
LY T
P
VA
IMA
Y?
AP
C GI
MI
TE
IV
AP
AT E
CE RE
NA
NA
EN FL
RI
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TIV
DY
EC
EXP
T
STR
E
STR
Z
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IC
STR
LY A
A
M
T
GIZ AN
T
Figure 1: Experiential LearningA Cycle
E
his chapter introduces the experiential learning cycle, TE
STR
EG
OR
M
LY
AT
IZE that appealsINtoF diverse learners

A
GIC AN
OR
a model of instruction EG NF
AT
and incorporates practical experiences from life. This four- Four phasesIof I
ZEexperiential learning:
W?
WH
step learning process relates directly to adult learning. It also 1) Having an experience
AT
forms the basis for program design and session planning.
?
2) Reﬂecting on the experience
3) Analyzing to form generalizations
HO
ExPErIENTIAl lEArNINg cyclE 4) Strategizing to apply understandings
How to ensure that your training has practical benefits? to a relevant experience
David Kolb proposes that people learn best when given
an opportunity to acquire knowledge and skills relevant
to specific experiences. According to Kolb, experiential
MO CE RE
LY spiral
learning occurs in a circular or process that T involves EN FL
C
IMA
GIN 1 RI
MI
four interrelated phases, as illustrated at right:
P
IV I V E
EC
AP
EXP
AT
NA
T
AT
E
DY
OR C
STR
TI
TE
STR
STR
E
M
LY
A
A
GI
YZ
AN
EG C F EG
AL
AT
AT
1 I IN Source of
ZE Experience as the
David A. Kolb, Experiential Learning: IZ E AN
Learning and Development (Englewood Cliffs, NJ: Prentice-Hall,
1984).
24 CORPORATE GOVERNANCE BOARD LEADERSHIP TRAINING SKILLS GUIDE

STR
T I
TE
STR
M
LY
A
A
GI AN
OR
EG C F
AT
IZE IN
1.4 Ex PEr I EN TI A l lEA r NI Ng
Each phase in the learning cycle is related to and builds upon what Figure 2: Experiential Learning Cycle
happened before. Learners can begin at any one of the four phases of the cycle, and Learning Styles
yet the learning process most often begins with a specific experience.
First, learners reflect upon an experience, considering what they observed,
who was involved, and why it was significant. Next, they analyze the experience
IMA
to identify patterns, causes, results, and options. Using these generalizations, IC GI
pairs and groups strategize to plan for relevant situations. Facing similar AM N C E RE
FL
E
RI
NA T
N
Po
DY
situations, learners will begin this process anew.
TIV
EC
E
EXP
The four phases of Kolb’s experiential learning cycle align with four phases Co
E
of learning and learning styles identified by educator Bernice McCarthy.2 Each
of the four phases in the cycle draws upon the strengths of individuals with
particular learning preferences.
STR
AL Z E
IC
TE
LY
ST
A
A
G
YT
TE I Z E AN
R
AN
A
lEArNINg by rEflEcTINg
GIC
UN
The earliest phase in the experiential learning cycle
is associated with watching and listening (reflective
observation). Features of this learning experience include: lEArNINg by PlANNINg
kk Looking for significant meanings The third phase in the experiential learning cycle is
kk Viewing experiences from different perspectives associated with strategic planning (active experimentation).
kk Observing others before taking action Features include:
kk Organizing useful information with others
Imaginative learners will kk Systematic preparations with various stakeholders
appreciate the opportunity to cAUTIoN
kk Team practice in problem-solving
learn from other director’s board Imaginative
experiences. They will reflect learners wish to Strategic learners seek
understand the opportunities to plan solutions. cAUTIoN
upon the significance of what
significance of They excel in collaborative problem If the training
they observe. As they consider
activities before solving and in formulating group
activities are
possibilities, questions include:
they engage. too theoretical,
Why is that meaningful? How is plans. Interests include: Who are the
strategic learners
that director’s experience relevant to decision-makers? How to organize
will push for
my own? How do others relate to his ourselves? What are our first steps?
practical benefits.
or her story?
lEArNINg by DoINg
lEArNINg by ANAlyZINg
The fourth phase in the experiential learning cycle is
The second phase is associated with learning by thinking
associated with active learning. Features of learning by
(abstract conceptualization). Features of analytic learning
doing include:
include:
kk Risk taking
kk Establishing facts and priorities
kk Influencing people and events through action
kk Logical analysis of ideas
kk Getting results!
kk Generalizing to develop understandings
Dynamic learners seek results. They
Analytic learners excel in
cAUTIoN are ready to test new understandings cAUTIoN
determining which facts fit
Analytic learners and skills in real world situations. If your explanation
together in a logical framework.
get restless if They synthesize information and act is not useful,
They understand abstract
they think too to achieve. Interests include: How dynamic learners
concepts. Questions for analysis will disregard it.
much time is best to address the challenges? What
include: What are the categories
being spent on can be created? Which ideas result in
of facts? Causes? Effects? Where to
unstructured solutions?
find valid, reliable information?
‘games’.
2
Bernice McCarthy and D. McCarthy, Teaching Around the
4MAT ® Cycle (Thousand Oaks, CA: Corwin Press, 2005).

Experiential learning strengthens the four learning and
leadership skills: reflection, analysis, strategic planning, “Adults have well-
and practical application of learning. Encourage those who
favor abstract analysis to improve group leadership skills, established though often
and motivate those who tend to be dynamic leaders to
take some time for reflective observation. This professional inadequate strategies
development is supported naturally through the variety of
activities that you prepare and facilitate. for dealing with complex
Next Steps
This chapter introduced a dynamic model of learning and
materials, and they can
leadership. The next chapter applies this four-step model to
the design of training.
be defensive about
their learning abilities.
Thinking Point Activities need to be
Experiential learning
strengthens directors’
leadership skills.
carefully scripted in
order to encourage
adults to enhance their
learning, thinking and
communication skills.”
Learning, Remembering, Believing: Enhancing
Human Performance (National Academy of
Science, 1994)

UNIT II: chAPTEr oNE
Planning
Experiential
Learning T
HA
MO
W
k ToPIcs k objEcTIvEs LY TI
NO W
P
VA
AP
TE
Planning Tool Organize four types of experiential learning activities
motivate Engage adults by incorporating relevant experiences
Inform improve knowledge and understandings
strategize strengthen leadership and planning skills STR
Apply Transfer effective practices to corporate boards
STR
EG
OR
AT
IZE F
IN
A
WH
AT
?
T his first chapter of Unit II presents practical guidance for

planning training events. A four-step planning tool serves as
a useful reminder to organize activities that lead directors from
Figure 1: Four Steps in Session Planning
reflective analysis to strategic corporate board action.

The four-step model relates to Kolb’s experiential learning cycle. MO
Bernice McCarthy developed this planning tool to appeal to and LY IMA T
C GIN
MI
P
IV I V E
AP
strengthen diverse learning styles.1 The four steps of experiential

AT
NA
AT
E
DY
learning are:
kk Motivate – discuss relevant experiences during opening activities

kk Inform – analyze general situations, causes, barriers, solutions
OR C
STR
TI
TE
STR
STR
kk Strategize – engage pairs or groups in planning next steps
M
LY
A
A
GI AN
kk Apply – use newly acquired abilities in relevant situations EG C F
AT
IZE IN
1
Bernice McCarthy and D. McCarthy, Teaching Around the 4MAT® Cycle
IMA
(Thousand Oaks, CA: Corwin Press, 2005). IC GI
AM N C E RE
FL
E
RI
NA T
N
DY
A
TIV
EC
E
EXP
Corporate Boards
E

S
PlANNINg Tool
The four-step planning tool serves as a guide for the sequencing of
learning activities. To begin, draw the four-quadrant circle on a piece of
Trainer Tip
paper. Next to each quadrant, write the key questions shown in Figure 2.
Address key questions:
The key questions relate to the four stages of experiential learning.
Who? Why? What? How? Now what?
1. moTIvATE Figure 2: Four-step Planning Tool

kk Who are the participants? Why is the topic
WH
significant? Elicit relevant experiences and interests.
AT? O?
H
MO
W
2. INform
WH
TI
LY improve understandings? MO
NO W
kk What information will
LY T
P
VA
Y?
AP
What are the priorities?

TE
IV
AP
AT
E
3. sTrATEgIZE
kk How effectively do directors work with each other?
How to enhance problem-solving skills?
STR
STR
4. APPly EG
OR
M
AT
F
kk Now what? What areIZthe IN next steps
OR
E action ideas and EG F
AT
IZ E IN
for transferring learning to corporate boards.
?
AT
W
HO
? H
W
1. MOTIVATE eXperienTial learning who? why?

To motivate directors, elicit their experiences, concerns,
and interests. Do this at the beginning of each training
MO CE RE
LY orC“warmI Mup”
session. You will find orientation T
activities in EN FL
I
the modules of the Corporate Governance
A
BoardG I Leadership
RI
P
IV I V E
M N
E
EC
AP
EXP
AT
NA
Training Resources Kit. Activities include the discussion T

AT
E
DY
of director’s experiences or current events relevant to

the module’s content. Imaginative learners appreciate
opportunities to consider how local examples relate to the
OR C
STR
objectives of instruction.
T I
TE
STR
STR
E
M
LY
A
A
GIC
YZ
AN
E F E
AL
AT
AT
Activities that motivate: GIZ IN ExAmPlE GIZ AN

E E
kk Relate topic to current events (newspaper, radio, TV) Part One Module One “Corporate Governance”
kk Discuss corporate board issue in pairs In the first module of the Resources Kit, activities that
kk Observe demonstration by a subject matter expert motivate participants include:
kk Brainstorm to identify board-related practices kk Orient participants to program’s goals and structure
kk Observe and discuss a short story or video clip kk Participants introduce selves and expectations
kk Introduce training session’s objectives
kk Agree to group norms (use of cell phones, etc.)
kk Discuss quote – leadership and corporate governance
Trainer
MI
C Tip IMA
GI kk Relate own leadership
M corporate
experiencesOto
TI
A N C E
A larger proportion R
ofE Ftime should be LY
IE L governance UNIT I: Case for
NA T
P
N
VA
dedicatedRto activities that motivate in the Positive Transfer to

AP
DY
TIV
Adult Education
TE
EC
E
EXP
early sessions of the training program. Corporate Boards

E
STR
AL Z E
IC
TE
STR
LY
ST
28 CORPORATE NA
GOVERNANCE BOARD LEADERSHIP TRAINING SKILLS GUIDE
A
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TE I Z E A
R
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OR
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AN F
A
GIC IZE IN UNIT II: Training Design

2.1 PLANNING EX PER I EN TI A L LEA RNI NG
2. INFORM EXPERIENTIAL LEARNING

Next, the trainer incorporates participants’ experiences in
the presentation of subject matter information. Training
activities improve knowledge and comprehension through
various forms of generalization (e.g., comparison, cause,
effect).
Activities that strengthen analytic skills include:

kk Short lecture followed by analysis What?
kk Defining basic terms
kk Organizing concepts into categories
Example
kk Ranking priorities
Part One Module One “Corporate Governance”
kk Reading for comprehension
Activities that inform and build understandings include:
kk Analyzing causes, barriers, and solutions
kk Define key corporate governance terms
kk Discuss relations among stakeholders
kk Identify benefits of corporate governance
trainer tip kk Analyze positive and negative case descriptions
Clarify key terms before kk Discuss drivers of corporate governance system
addressing complex issues.
3. STRATEGIZE EXPERIENTIAL LEARNING

With improved understandings, participants are ready to
test the relevance of new ideas and techniques through
group problem-solving. In this phase of learning, adults
practice team leadership, effective communication, and
strategic planning.
Activities that build leadership and strategic planning

skills include:
kk Negotiating roles and responsibilities How?
kk Problem-solving in pairs and groups
kk Addressing conflicts Example
kk Preparing responses following a case analysis Part One Module One “Corporate Governance”
kk Formulating plans and recommendations Activities that engage participants in strategic “learning by
doing” include:
When adults engage in problem-solving, provide kk Develop consensus on group assignment and roles
adequate time for group discussions, particularly when the kk Discuss case and stakeholder priorities
assignment is challenging. Professionals are more likely to kk Develop consensus on categories of priorities
examine points and prepare viable responses when roles are kk Agree to common stakeholder concerns and tensions
clear and there is adequate time for assignments. among groups
trainer tip
Adult learners are more likely to work
effectively in groups when assignments
are clear and there is adequate time to
complete tasks.

4. APPLY EXPERIENTIAL LEARNING Now what?
Now that participants have improved their understandings
and skills, what can they apply in corporate board settings? In
the closing phase of each training session, prepare directors
to identify and implement useful ideas and practices.
Activities that foster leadership in corporate board

situations include:
kk Identify Action Ideas
kk Persuade others
kk Offer useful tips
kk Evaluate and recommend Example
kk Apply skills in corporate situations Part One Module One “Corporate Governance”
Activities that foster leadership and action include:
kk Summarize the session’s main points
trainer tip kk Complete Action Ideas worksheet, including obstacles

kk Elicit final questions and comments
Create opportunities to discuss
kk Prepare for next session
board practices that are
effective in local situations.
NEXT STEPS
This chapter introduced a four-step planning tool with
examples and activities. The next chapter, “Goals, Interests,
Objectives,” describes how they contribute to the success
of your training.
Thinking Point
Engage directors early in each
session to improve motivation
and performance.

UNIT II: Chapter Two
Goals, Interests,
Objectives
Training Goals Describe the general aims of the program

Explore Interests Identify job titles, qualifications, concerns, priorities
Learning Objectives State the achievements planned for each session
H ow often have you been puzzled by the lack of focus

in meetings, group discussions, and conference
events? Invariably, you want to know the practical benefits
Thinking Point
What’s the goal? Why are we doing this?
of the time, tuition, and effort that you invest in training or
professional development.
This chapter demonstrates how goals and objectives You will find the goals and rationale for this program
contribute to the relevance and success of training. A careful in the Training Program Providers Manual to the Corporate
assessment of participants’ backgrounds and interests Governance Board Leadership Training Resources Kit. There are
is recommended. The aim is to ensure that adults are three program goals:
motivated, actively engaged in learning, and able to monitor 1. Improve understandings of corporate governance
their own progress. and board directors’ responsibilities.
2. Develop the competencies directors require to implement
TRAINING GOALS
responsible corporate governance practices.
The first step in meeting the training objective is to ask: Why
3. Share director experiences and build networks with peers.
is this instruction needed? What are the issues? What is to
be achieved? Interview training managers and review their Goals are broad statements establishing general aims.
toolkits and other resources to understand the origin and Session objectives and activities contribute to the achievement
focus of the training. Do this before you begin your session of goals. To achieve the first goal, the directors demonstrate
planning. knowledge and comprehension of the subject matter. To
achieve the second goal, they demonstrate understandings
and specific leadership and analytic skills. The third goal calls
for the application of new knowledge, skills, and confidence in
board situations. Directors practice the leadership capacities
required to build team consensus and improve board
performance.

EXPLORE INTERESTS LEARNING OBJECTIVES
Goals are visionary and achievable, but only when adult Once you are familiar with your participants’ background
learners are motivated. To more fully engage participants and interests, you are prepared to fine-tune the objectives
in training activities, ask questions about their company and activities in your sessions. Whereas goals are general
affiliations and professionals’ interests. What do you know aims, objectives are observable achievements. Learning
about the participants? Who are the participants? Why are objectives propose specific outcomes in terms of knowledge,
they attending corporate governance leadership training? Are skills, and attitudes. Each session’s objectives contribute to
you addressing a chairman, an accountant, a manager, or…? the overarching goals of the training program. Participants
Prior to training, review the Application Forms will be able to demonstrate progress through observable
submitted by each participant. These will provide essential actions.
information about their backgrounds, expertise, and
interests. Review these forms carefully, as they include:
kk Name and personal information
kk Job title, company, responsibilities, and achievements trainer tip
kk Description of company (mission, products, and Use action verbs to write objectives.
services) Examples: Identify, Define, Compare,
kk Previous corporate governance training and other Demonstrate, Prepare
experience
kk Motivation for attending and areas of interest
The objectives are clearly stated at the beginning of each
Prior to training, learn the participants’ names and session. The Corporate Governance Board Leadership Training
become familiar with titles, responsibilities, and the types Resources Kit lists the objectives at the beginning of each
of businesses represented. What types of products do they module. For example, from Part One Module One:
manufacture or services do they provide? What is the local or
international scope of their business? How many employees By this session’s end, participants will be able to:
work for the company? Are the companies listed or non- kk Define and explain the key principles and elements of good
listed? The background information provides advanced corporate governance systems
warning of the issues that may surface during discussions. kk Explain how a corporate governance framework works
effectively within a company
When you first meet, demonstrate your interest in each kk Respond to corporate governance concerns and
individual participant. This is your opportunity to make a challenges
positive first impression. Use his or her name and refer to
familiar experiences. This knowledge demonstrates your The first objective relates to goal one: participants
awareness of personal backgrounds, qualifications, and improve their knowledge of corporate governance
interests. responsibilities by describing key principles and elements.
“Define” and “explain” elicit statements of knowledge. To
more fully engage participants, the second objective applies
concepts of corporate governance to business realities.
Encourage participants to ask more experienced directors
trainer tip about their concerns, challenges, and effective board
Be curious. Why are the directors practices.
attending corporate governance As you state the objectives early in the session, remind
leadership training? participants of their progress in gaining knowledge and
abilities. Note the transition to increasingly challenging
activities and skill requirements. Adult learners gain
confidence and become increasingly motivated and engaged
when the objectives are signposts for observable results.

2.2 GOALS, INTERESTS, OBJECTIVES
Key words associated with objectives are organized in Table 1 below. These examples are organized by categories
to show how objectives relate to goal statements. This list is based upon Bloom’s Taxonomy of Education Objectives.1 A
progression of thinking levels is implied, from familiar to more advanced.
Table 1: Sample Goals and Objectives
GOALS OBJECTIVES
General aims Observable achievements
By this module’s end, participants will be able to:

Improve knowledge and
list, define, describe, identify, show, examine, discuss, summarize, compare,
understandings
analyze, classify, divide, explain, generalize
Develop competencies By this module’s end, participants will be able to:

(knowledge, skills and attitudes) show, demonstrate, select, plan, design, illustrate, formulate, negotiate, facilitate,
mediate
Build support networks and apply By this module’s end, participants will be able to:
abilities prepare, convince, recommend, create, discover, invent, decide, judge,
NEXT STEPS
Thinking Point This chapter demonstrated how goals, participants’

interests, and learning objectives are related. It also outlined
Fill in the blank: how objectives are sequenced to encourage increasingly
challenging achievements. The next chapter, “Choosing,
Training, Activities,” describes a variety of experiential
learning activities to achieve the goals and objectives of a
are general aims. training program.
are observable achievements.
1
Benjamin Bloom, ed., Taxonomy of Educational Objectives: The Classification of Educational Goals (New York: Longman, 1956, 1984).

UNIT II: Chapter Three
Choosing
Training
Activities
• Brainstorming • Elicit familiar and innovative ideas

• Demonstration • Show steps in a process by example
• Lecture • Communicate one’s expertise to a group
• Fishbowl • Discuss experiences and ideas within a group
• Readings • Increase knowledge of a text
• Priority Ranking • Determine relative importance within a list
• Force Field Analysis • Identify strengths and sources of resistance
• Role Play • See next chapter!
T his chapter describes training activities that engage

learners in a variety of interactive learning experiences.
These activities provide opportunities for adult to discuss
BRAINSTORMING
To generate a wide variety of ideas, try brainstorming. Ask
participants to address a question or topic by generating
concerns, prioritize options, compare strategies, and as many suggestions as possible. There are no correct
identify local resources. or incorrect answers when brainstorming. Be sure that
everyone feels comfortable and explain the benefits of an
open, spontaneous exchange. For example, early in the
training program, ask groups of participants to brainstorm
Brainstorming the words that they associate with the term, “corporate
governance.” They may suggest positive experiences or
Generates many ideas
express skepticism. This activity will help you to identify
Everyone able to contribute common concerns, and it will provide examples and ideas
for the discussions that follow.
No discussions or judgments
Active listening

2.3 CHOOSING TRAINING ACTIVITIES
For brainstorming, the following steps are recommended: If ideas are flowing quickly, ask another trainer or a
1. Be sure that all can see the flip chart or board participant to assist you. One person facilitates the flow of
2. Introduce the topic and instructions (see box below). ideas, and the other person writes key words on flip charts. If
3. Capture all ideas using key words the training has more than 15 individuals, consider dividing
4. Encourage participation the participants into smaller groups.
5. Thank participants for their ideas
6. Ensure that key words accurately reflect ideas
Follow Up: Use the list of words to facilitate discussion and analysis. Ask participants to organize the words in
general categories, identify barriers, prioritize options, and recommend next steps. The open exchange of ideas helps
to identify common concerns and generate potential solutions. Incorporate this knowledge of participant’s ideas and
experiences in future discussions.
DEMONSTRATION
To show the steps in a process, prepare a demonstration. This activity is used to motivate and inform. For example, a trainer
may demonstrate how an effective director manages a board meeting. In a place where all can see, show participants the
steps and skills that are required to achieve results. The following procedure is recommended:
1. Prepare 2. Start Simply 3. Instruct 4. Demonstrate 5. Engage
Organize Introduce the activity and Describe the steps in Do it! Ask participants
resources. Relate the benefits. the activity. Show the steps and to identify the
the activity to the Provide clear model the skills required. steps in the
objectives. instructions. demonstration.
Analyze features,
benefits, and
risks.
Trainer Tip Trainer Tip Trainer Tip Trainer Tip Trainer Tip
Practice! Raise interest with a Use a visual aid to Reveal the actions and Elicit
relevant story or work display steps or results. suggestions for
experience. instructions. improvement.
Follow Up: Manage time so that participants can practice the demonstrated behavior in pairs or groups. Ideally,
they also have time to provide each other with constructive feedback. Include group activities that reinforce the
importance of these skills in the sessions that follow, and encourage participants to transfer useful skills to work
situations.

INTERACTIVE LECTURE Interactive lectures engage participants. The trainer uses
To convey knowledge in a limited amount of time, various communication techniques to elicit questions and
prepare a lecture. Lectures are organized in traditional or examples, clarify understandings, and reinforce ideas. To
interactive styles. Traditional lectures present information organize a 7-20 minute lecture that engages participants,
to passive observers. Communication is one-way, from the consider the Checklist below.
expert to the audience. Participant input is not expected;
comprehension is not verified. For example, a trainer may
prepare a lecture to introduce roles and responsibilities of
corporate board members.
Follow Up: Throughout the presentation, attention is primarily centered on the lecturer. Follow up with activities that
encourage adult learners to share their own experiences and expertise. Through pair and group work, participants may con-
sider how the lecture topic relates to their own work situations to incorporate the new knowledge in a more meaningful way.
Checklist: Interactive Lecture
❏ Introduce the topic Trainer TipS

kk Capture the participants’ attention kk Manage time!
kk State the topic and objectives kk Use narratives (stories)
kk Show the topic’s relevance kk Use visual aids
kk Describe how the lecture is organized
❏ Present the material Trainer TipS

kk Structure content in a logical way kk W
rite three to five key
kk Give correct, precise information points on a flip chart.
kk Incorporate participants’ concerns
kk Verify that participants understood
kk Ask questions
kk Paraphrase key points with examples
❏ Summarize key points Trainer TipS

kk Ask participants for significant ideas kk Ask for examples
kk Add to their ideas to summarize kk Pause for questions
kk When participants ask questions, kk Value contributions
encourage them to respond to each other kk Note ideas on flip chart

FISHBOWL
The fishbowl is a small group activity that others observe. Attention is focused on the participants that are engaged in
a conversation. Ask for volunteers for this activity. Participants must feel comfortable communicating their ideas and
experiences in front of their peers. The trainer introduces the topic of conversation, and four to eight volunteers engage
in a participant-to-participant conversation.
O O O O O
O O O O O O O
Organizing Fishbowl
The fishbowl is so named because everyone O O O P P P O O O
sitting outside the circle observes the
O O O O O O
participants in the circle, in the same way
that people watch fish in a fishbowl.
O O O P P O O O
O O O O O O O
O O O O O
This activity requires adequate space to arrange the chairs so that the participants in the inner circle can see each other.
Organize an inner group of active participants (Ps) and an outer group of observers (Os) so that everyone can see. Remind
the participants in the fishbowl to speak up loudly so that observers can hear their conversation.
Fishbowl assignments may be informal or structured:

kk Informal – Discuss topic by sharing ideas, experiences, and suggestions freely, without documenting results.
Participants are familiar with the topic.
kk Structured – Participants receive clear instructions. They choose group leaders, discuss the topic, document ideas,
and present results.
Assign a discussion topic that is familiar. For example, directors in the fishbowl may address a general question: “From
your experience, what are the characteristics of an effective chairman?” The directors in the fishbowl discuss the assigned topic
or questions. Remind these leaders to speak clearly and with strong voices. Observers (including the trainer) do not interrupt.
They may take notes and then ask questions or add comments after the fishbowl deliberation!
Follow-Up: Some of the participants observing the fishbowl discussions may be anxious to ask questions or contribute ideas.
After an appropriate length of time, thank the fishbowl participants for their ideas. Manage time so that observers have the
opportunity to ask questions and express ideas, (immediately following the discussion and again in related activities).

READINGS
Reading selections increase participants’ knowledge and improve their Caution
comprehension of the subject matter. A silent reading activity of five to eight Do not violate copyright laws! In
minutes will appeal to reflective and analytic learners. The trainer does not talk or general, do not reproduce, photocopy,
interrupt during this silent reading time. or distribute copyrighted© materials
Prepare reading assignments with sensitivity to the English vocabulary and or news articles without permission
reading comprehension levels of those in your program. Some participants may from the publisher. Unauthorized users
request a translation or review of technical terms. Others will finish quickly. Invite violate the law and may be fined. It is
competent readers to assist peers, as needed, or challenge them with a “puzzle” your responsibility to know the copyright
question related to the assignment. See Table 1 for procedures used before, laws and restrictions that apply.
during, and after the reading assignment include:
Table 1: Organize Reading Activities
Before During After

1. Assess the participants’ 1. Raise curiosity 1. Facilitate discussion
skills and experience 2. Distribute the text k Surprises?
2. Select an appropriate 3. Relate text to objectives k Observations?
reading assignment
4. Provide instructions k Understandings?
k High-interest topic
5. Offer support k Challenges?
k Easy to read
k Preview k Application?
k Relevant objectives
k Technical terms 2. Relate to objectives
k One to three pages
k Elicit questions 3. Link to follow-up
3. Prepare instructions activities
6. Allow time for reading
4. Develop tasks
7. Provide assistance to
5. Organize visual aids, glossary, individuals, as needed
directions, and other support
resources
Follow-up: In the example above, silent reading takes place during the session, and participants exchange
ideas through group discussions. In addition, supplemental readings may be offered outside of training. See the
Corporate Governance Board Leadership Training Resources Kit for useful references. Many adult learners appreciate
supplemental readings, particularly when they are relevant to work situations. However, be prepared for the
possibility that some participants do not have the time, skills or inclination to read assignments on their own.

PRIORITY RANKING
Priority ranking is used to determine the relative importance of topics on a list. This group activity appeals to analytic
learners and strategic planners. It helps to clarify levels of interest, urgency, options for action, and potential sources of
support. Group participants generally indicate their priorities by voting. The participants have equal voting rights.
Priority ranking generally takes place following a discussion of an issue or dilemma. The participants respond to a specific
question with a list and then prioritize options.
1. To generate a list of options:
kk Brainstorm ideas and list on flip chart
kk Write ideas on index cards or pieces of paper and display
2. To prepare for the vote:
kk Clarify the ideas before each person votes
kk Take local practices into account before ranking the items on the list
kk Discuss equal voting rights and the number of votes per person (one or several).
3. Develop a consensus on a preferred technique for ranking top priorities. Options include:
kk Raising one’s hand
kk Marking items with a pen or pencil
kk Placing adhesive dots or other items next to the top three to five priorities
kk Voting secretly by writing priorities on paper and placing votes in a box or envelope
4. Identify top priorities and discuss reasons for these choices.
Follow-up: Discuss the benefits of developing a consensus, in contrast to voting, which tends to divide groups into
winners and losers. Encourage participants to discuss other decision-making tools or priority-ranking techniques
that may be useful for board decision-making.
FORCE FIELD MODEL

Force Field analysis is used to identify strengths and address
Force Field Model
(+) (-)
sources of resistance. This activity has been adapted from
the work of Kurt Lewin1 and others who use this model to
illustrate the balance between forces that change the status
quo and those that resist change.
To implement, draw a force field model on a flip chart.
First, create a list of factors that advance the proposed change
effort. These are the positive forces. Then, create a list of
negative forces. These are the factors that resist or hinder the
initiative. Discuss these factors, comparing and adding to the
list of positive and negative forces as new ideas are suggested.
Follow-up: Draw upon the wealth of knowledge that professionals bring to training. Follow up in the session by
eliciting strategies for addressing barriers. This activity is also useful as a step in preparation for action planning.
Again, encourage collaborative problem-solving. As participants consider strengths and resources, remind them of
professional associations and their peers expertise.
1
Kurt Lewin, Resolving Social Conflicts; Selected Papers on Group Dynamics. G. W. Lewin (ed.). (New York: Harper & Row, 1948).

UNIT II: Chapter Four
Case Studies
• Exploratory Incident • Address challenges in low-risk settings

• Illustrative Scenario • Communicate subject-matter knowledge
• Role Play • Demonstrate communication skills, subject matter
knowledge, problem-solving strategies
T his chapter describes case studies that foster

collaborative problem solving. Case studies are
descriptions of situations requiring counsel and decisions.
This chapter provides guidance for the design and
facilitation of practical case studies. The three types of
case studies are organized from lower to higher levels of
There are two general types: complexity in terms of the knowledge and skills that are
kk Academic case studies are associated with in-depth required. The features and advantages of the informal case
documentation of financial, management, and labor studies are described in more detail below, following the
information. The instructor leads prescribed steps in a general description of their components.
detailed case analysis.
kk Practical case studies describe key features of work-
related issues and conflicts. They are designed to improve
Case Study Components
knowledge, skills, and confidence. Training participants
take leadership roles to identify appropriate local Title: Name that identifies the case and issue
solutions as they engage in creative problem-solving. Trainer Notes: Includes objectives, key terms and con-
Types of practical case studies include: cepts, recommended preparation, proposed time frame.
kk Exploratory incidents Narrative: A general description of the case provided
kk Illustrative scenarios for the instructor and the participants. The narrative
kk Role-plays (story) includes information about the company, its
products and services, and its size and location.
Practical case studies can be implemented within a Questions to Focus Discussion, Key Discussion Points,
typical three-hour session. Benefits include active adult Participant Assignment: Provides the learning objective
participation, leadership in group planning and the of the activity, instructions, and questions for analysis.
application of board-related knowledge and skills. Roles: Provides the names of the characters
and information about their backgrounds,
accomplishments, attitudes, interests, and concerns.

2.4 CASE STUDIES
EXPLORATORY INCIDENTS Recommended Steps

Exploratory incidents present challenges and elicit 1. Preparation
participants’ ideas. Brief incidents illustrate familiar questions kk Distribute the case study to participants before the session
or problems, and participants propose practical responses. begins and encourage them to read it beforehand.
Each case description provides short background information, kk Introduce the case incident and learning objectives,
and it may include a dialogue among characters. relating to participants’ experiences.
First, participants become familiar with the concepts, kk Allow adequate time for participants to read the case.
principles, and frameworks relevant to the case. Second, kk First, scan for the issue’s main points.
they review the case, including the background and kk Second, read more carefully to clarify issues, causes, and
dialogue. Next, groups respond to the challenge in the case. relevant facts.
Finally, the trainer and participants analyze and refine kk Formulate the problem in clear terms.
options for responding to the challenge. kk Ask for a brief summary of the case assignment. Clarify
terms and concepts.
2. Group Leadership
trainer tip kk Groups identify participants to take lead roles in
response to the assignment.
Review each case study carefully. If necessary,
kk Groups prepare their representatives to present their
modify the words and situation to reduce
ideas.
language and cultural barriers. Use familiar
words and concepts, and simplify sentences 3. Proposals and Action
(maximum 16 words). Define technical terms. kk Each group’s representative presents the group’s ideas to
address the case.
Be sure that the names of people and companies kk The instructor responds to the proposals, offering
are imaginary and easy to recall. comments and suggestions.
kk Other participants add observations and suggestions
when the trainer summarizes main points.
Part One Module Two – The Business Case for Corporate Governance
INTRODUCTION
A consultant is meeting with Abdul, one of the founders of Organica Futura™, to discuss corporate governance.
The consultant understands that Abdul is opposed to developing corporate governance, even though he is open to
eventually taking the company public to obtain capital for expansion. The consultant will explore the benefits of
corporate governance with Abdul and try to persuade him to change his views.
INSTRUCTOR NOTES
In this exercise, participants act as consultants to the board of Organica Futura™. You take the role of Abdul, one of
the founders of Organica Futura™.
Divide the participants into three consulting groups and ask them to review the case study. (You may wish
to save time by issuing the case study in advance.) Explain that one of the founders of Organica Futura™, Abdul,
questions the separation of ownership from control, the obligations of directors to the company, and the inadequacy
of his country’s compliance resources.

ILLUSTRATIVE SCENARIO Recommended Steps
Scenarios are brief events that set the stage for a course 1. Preparation
of action. This form of case study uses a scene to engage kk Distribute the case study before the session begins.
participants in developing strategies and policies for an Encourage participants to read beforehand.
uncertain future. The aim is to prevent critical mistakes, kk Introduce the scenario and the activity’s learning
overcome resistance to action, or resolve a conflict. Benefits objectives.
of scenarios include better understandings and practice in kk Allow time for participants to read the scenario’s details.
strategic planning. kk Participants summarize the case’s main points.
First, participants become familiar with the concepts, kk Clarify technical terms and concepts.
roles, and responsibilities addressed in the case. Second,
2. Group Leadership
they review the case to become familiar with the scene,
kk Form groups and present assignments.
characters, and emerging conflict. Next, participants
kk Groups develop recommendations for action.
prepare and propose recommended actions. Finally, the
kk Lead actors recommend strategies and action steps.
trainer and participants analyze and refine strategies and
other recommendations. 3. Proposals and Action
kk Group leaders propose recommendations to the training
group.
kk Trainer and participants discuss the benefits and risks of
recommendations.
kk Directors take lead roles in transferring learning to board
situations.
Part One Module Three: Disclosure and Transparency

Divide participants into two groups. One side aligns with the non-executive director and favors greater transparency
for related-party transactions and financial statement disclosures. The other is aligned with the founders and opposes
greater transparency in disclosure policies.
Ask each group to list five reasons for their support or opposition of the board’s adoption of disclosure practices.
Each group designates one person to present their recommendations. After 10 minutes, bring the two groups together
to make their presentations. Focus discussion on the benefits and risks of more transparent disclosure policies.

2.4 CASE STUDIES
ROLE-PLAY
A role-play is an unrehearsed “acting out” of a case issue. It is the most
trainer tip interactive and potentially entertaining approach to a case issue. There
Ask for volunteers. Encourage is no script. Instead, the trainer provides a safe environment, sets
dynamic learners to perform! the stage, and encourages participants to volunteer as characters in
hypothetical situations.
To engage in problem-solving, participants draw upon what they
have already learned from the training program, their knowledge of
the situation, and their creativity, imagination, and professional skills.
Dramatic performances fully engage role actors and the observers.
Part Two Module One:
- The Effective Board: Recommended Steps
Composition and Structure 1. Preparation
kk Distribute the case description and short descriptions for each actor in
In this role-play, directors analyze the role-play.
the advantages of separating the kk If the situation is complex, prepare the case for as a reading assignment
chairman and CEO roles, particularly (homework) in preparation for the session.
if the company plans to go public. kk In advance, encourage volunteer actors. Consider those familiar with the
Three participants perform, and their roles and their responsibilities. Be sensitive to participant’s personalities.
roles are quite challenging. Each has To dramatize ideas with humor, consider asking a chairman to act as
unique concerns and interests. the CEO, and vice versa. Their insights (and misperceptions) can be
Participants are divided into three surprising!
groups to help prepare the performers. kk Arrange space for the scene so that everyone can observe the drama.
In these groups, they discuss roles, kk Set the stage by explaining the objectives, setting, and roles.
interests, and questions before the role-
play begins. 2. Leadership
In turn, each of the three kk Call for volunteers, or ask the group to suggest volunteers. Distribute
participants meets with an Institute role descriptions.
of Directors (IoD) staff member (the kk Performers have 10 minutes to meet with their groups and prepare
instructor) to discuss the benefits and for their roles. Each group should prepare three talking points and
disadvantages of separating the role anticipate questions.
of the CEO from that of the board kk Prepare the observers for active listening. Focus attention on one or
chairman. two questions.
Communication skills include kk Start the drama (typically seven-10 minutes).
persuasion and negotiation, as
directors will try to identify advantages
3. Debriefing
and disadvantages in order to
kk Stop the role-play at an appropriate point. (Avoid serious
influence the other directors.
confrontation.)
kk Immediately after the role-play, thank the actors and ask for their
observations. Use their actual names. Do this before you or others
provide feedback.
kk First, debrief the actors. Ask, “Any surprises?” Encourage them to reflect
trainer tip upon what worked and what might improve.
Give actors time to prepare for kk Ask observers for questions, comments, and constructive feedback
their roles.
In closing, discuss how the role-play relates to the session
If the case is complex, provide the objectives. Reintroduce the performers as participants in training. Be
background for reading prior to explicit. Say, “You are no longer performing!” Use actual names while
the session. thanking participants for their performances. This debriefing is essential,
as there are conflicts among actors in most dramas.

Next Steps
This chapter demonstrates how practical case studies “As goes the leadership
engage directors in constructive problem-solving. It
relates these activities to the ways that directors lead board team goes the rest of the
governance deliberations. The next chapter addresses
training delivery with recommendations for opening firm. Whatever strengths
sessions and motivating directors.
or weaknesses exist within
the organization can be
Thinking Point
As directors exchange ideas and traced right back to the
develop constructive solutions,
they are enhancing the team cohesion of the executive
skills and confidence required to
seize business opportunities and team and their levels
manage risks.
of trust, competence,
discipline, alignment, and
respect.”
Verne Harnish. Mastering the Rockefeller
Habits: What You Must Do to Increase the
Value of Your Fast-Growth Firm. (New York:
SelectBooks, 2002)

UNIT III: Chapter One
Opening the
Session
Systematic Planning Prepare the objectives, materials, and activities

Action Items Use a checklist to manage required tasks
Principled Leadership Demonstrate your commitments as a group leader
Introductions Build rapport
Orientation Establish expectations
Group Management Influence group dynamics and potential distractions
T his chapter provides tools and guidance for starting a

training session. The first section proposes principles
of leadership, while the second one provides a systematic
The pillars of good governance introduced in the
Corporate Governance Board Leadership Training Resources
Kit serve as a useful resource for facilitating cooperation and
approach to session planning and a checklist of action participatory learning. To begin, consider your own practices
items. The third section discusses options for orienting and as a trainer.
energizing the participants. By this chapter’s end, you will
understand how to use the pillars of good governance to Responsibility – Plan ahead, use good judgment, and fulfill
engage diverse adults in active learning. your commitments.
Among the adults in your training are specialists in Fairness – Be impartial and equitable in providing learning
finance, management, law, marketing, and human resources. opportunities.
Each professional is able to contribute a unique perspectives, Transparency – Communicate using words that are easily
judgment, and set of skills. Technical and social affiliations understood. Acknowledge limitations in your expertise.
may also influence the formation of groups according to Accountability – Assure the quality of your training
professional background, socio-economic status, ethnicity, materials and instructional services.
religion, gender, and race.
trainer tip
As you open training, create a learning
environment that encourages networking
among diverse participants.

SYSTEMATIC PLANNING
Your commitment to high-quality instruction is communicated through careful planning and attention to detail. Do the
participants know the session’s title and the objectives? What is the agenda? When do activities begin and end? Set the stage,
in advance, with visible indicators of time management, and proposed achievements.
As you prepare for each session, customize the training to address participants’ unique needs. Become familiar with the
participants’ language skills before you begin, and prepare materials using words that are easily understood.
The Training Module template below (Figure 1) outlines Part One, Module One of the Corporate Governance Board Leadership
Training Resources Kit. The agenda shows a three-hour session. Since this is the first training session, a relatively large proportion of
time is dedicated to activities that are designed to motivate the participants, establish credibility, and identify common interests.
Each template includes the module’s title, objectives, time requirements, and a reminder about materials and other
preparation. The substantive section of the Training Module is the “Schedule.” This describes a sequence of steps for
implementing the training plan. These step-by-step procedures relate directly to the session title, objectives, and agenda.
Included are practical descriptions of experiential learning activities and participant instructions.
Experienced trainers have produced the “Schedule” notes for each module in the toolkit. They are intended as a helpful
resource, not as a script. Each training event is unique, with diverse participants and their unique concerns and situations.
trainer tip
If you adapt the schedule of
plans in the module, be sure that
Figure 1: Training Module
any changes correspond to the
module’s title and objectives.
1.1 Corporate Governance
1 2 3
Define and explain Explain how a Respond to corporate
the key principles corporate governance governance concerns
and elements of framework works and challenges
good corporate effectively within
governance systems a company
Agenda total time 3 hours
Time Topic
40 min. Overview, Introduction, Orientation
15 min. Defining Corporate Governance
15 min. Five Elements
15 min. Coffee Break
15 min. OECD Principles of Corporate Governance
15 min. Elements of Corporate Governance
15 min. Interests of Shareowners, Directors, Managers
35 min. Case Study: Organica Futura™
15 min. Summary, Action Ideas, Closure

3.1 OPENING THE SESSION
ACTION ITEMS
A detailed checklist is useful for organizing the many tasks required in preparation for each session. Study the Training
Module Template to anticipate tasks. In the first column, identify general categories. Specify the action items, which vary for
each session, and include a due date. Below is a sample.
Figure 2: Sample Checklist
Category Tasks Due
✓ Review participants’ backgrounds and interests

Participants __ Learn their names
__ Take a group photo
Objectives ✓ Review session objectives in relation to expected results
✓ Invite and orient guest speaker (10 min. presentation)

✓ Review local articles for relevant background information
Activities
✓ Plan the fishbowl discussion with guest
✓ Prepare the handouts

__ Flip chart paper and a variety of felt tip markers
Materials __ Journal notebooks and pens
__ Trainer and participant biographies
__ Check PowerPoint projector and other equipment

__ Write the agenda, goals, and objectives on flip charts
__ Write the four pillars of good governance on flip chart #3
Preparation
__ Bring tape to post flip charts before the session begins
__ Learn greetings and other key words in local dialects
Activities ✓ Reduce lecture time to allow for group discussion in fishbowl
Other __ Inform coordinator of the timing of the refreshment break

PRINCIPLED LEADERSHIP
In your own commitment to high quality training, you
serve as a role model for the participants. To demonstrate
trainer tip
principled leadership:
Start on time!
kk Prepare the room, equipment, materials, and other resources.
kk Engage with the participants.
kk Learn names. Start on time! Five minutes before the scheduled opening,
kk Start on time! prepare to begin. You may forewarn the participants that the
kk Offer a warm welcome. session will begin in a few short minutes. Ideally, most have
kk Establish standards. arrived early. Perhaps some are just entering the room.
Don’t be surprised to discover that some adult learners
Be organized. Once you have addressed the tasks on your are not present. Should you wait, or start the session?
checklist, you are ready to begin. Arrive one hour before the Generally, unless there are extraordinary reasons to delay,
session is scheduled to start so that you can organize the start on time! This is your first opportunity to establish
room with visuals that attract and build curiosity. Display standards of practice.
the four pillars of good governance in a prominent place.
Offer a warm welcome to the participants. References
Engage with the adults in the training program. Greet each to time management will come later. For now, introduce
individual as he or she enters the room. You are familiar with yourself with one phrase, your name and title. State the
their names and backgrounds, but you may not recognize name of the training program and describe the program
their faces or remember all their names. goals in a few short sentences.
Learn names! Ask participants for the preferred names to Establish standards. Refer to the four pillars of good
be used in training. The best way to learn names is through governance on display and ask if any of the participants
association. Link the unfamiliar to the familiar, and do so in recognize these terms. Elicit a few definitions, descriptions
various ways. “Tips for Learning Names” (below) provides or examples for each. Clarify the meaning, and relate
some techniques that will help. these aspirations to your own commitments. Explain that
principles of action apply to good governance, and that they
shape your standards and practice throughout the training.
The first demonstration will take place during participant
trainer tip introductions.
k As you meet, repeat the name immediately.
k Associate some feature of the name with the face INTRODUCTIONS
(e.g., Mary is merry). Introductions help to build rapport among the participants
k Associate the person with someone that has a and with the trainer. They also provide information that is
similar name. useful when starting conversations.
k Create a rhyme to remember the name (e.g., tall In their introductions, ask participants to provide:
Paul). 1. Name and title or position
k Remind yourself of the name a few minutes after 2. Employer’s name
you meet the person. 3. Preferred name in training
k Later, review the list of names and add symbols, 4. Tip to help us remember the preferred name we use
comments or drawings. 5. I would consider today a success if ___________________.
k Take a group photo, note names. Distribute copies
of the photo and names to the participants. To demonstrate, introduce yourself using this same
guidance. No more than four sentences! Don’t worry about
your credibility. You have included a professional biography
in the training orientation package, and you will have ample
time to demonstrate your expertise.
Your ability to organize a high-quality learning
experience says more about your expertise than any
introductory remarks.

3.1 OPENING THE SESSION
After participants introduce themselves, express your SELF-ORGANIZATION

appreciation for the diversity of backgrounds in the group. Features of good corporate governance serve as a useful
Explain that the training is designed for active learning, and reference for managing group dynamics and potential
there will be many other opportunities to share background distractions. Relate effective board practices to your own
information and professional experiences. professional standards, and discuss the benefits of agreeing
How do board governance practices relate to to principles of action for managing training.
interactions during training? Take a few suggestions and Referring to the four pillars of good governance,
then add ideas, such as: formulate expectations of behaviors that facilitate adult
kk Be prepared to speak when it is your turn. Use good learning. Create a concise list of commitments using key
judgment. (Responsibility) words. Steps for eliciting ideas include:
kk Limit the time for your statement, following the 1. Brainstorm suggestions and note every idea that is made.
instructions. (Fairness) 2. Encourage participants who have not contributed to
kk Use words are easily understood. Speak clearly, with a express their preferences.
strong voice. (Transparency) 3. Note that time is a valuable resource, and time
kk How should the group respond if a participant ignores management a priority.
the instructions? (Accountability) 4. Consolidate ideas and agree to priorities.
5. Confirm that everyone agrees to the group’s norms. If not,
ORIENTATION discuss alternatives.
Next, orient the participants to the training goals, module 6. Display a concise agreement, using key words. The list
objectives, agenda, and expectations. may include:
1. Distribute materials with the program title, goals, module kk Begin the session promptly
objectives, and agenda. Respond to questions, and clarify kk No cell phones ringing
terms. Discuss the module objectives and agenda. Ask if kk Read emails during the refreshment and lunch breaks,
there are any questions or recommendations. Document not during the session
any changes or questions that are pending on flip charts. kk Others?
2. Note that the participants have now addressed the first
objective: Identified themselves, their companies, and Refer back to the four pillars of good governance and
their preferences. emphasize your own professional standards. Offer two
3. Discuss other resources that are available, including or three appropriate options for receiving participant’s
independent study resources, the organization of suggestions and feedback, such as meeting after the session
materials in binders, and table displays. and using a suggestion box.
4. Describe the training facility, noting the emergency fire
and evacuation exits and procedures. Add other logistical NEXT STEPS
details, such as the location for water and the bathrooms. This chapter (Facilitation Skills) applies the pillars of good
governance to the organization of group dynamics during
the opening of training. It includes practical tools and
guidance. The next chapter, “Facilitation Skills,” focuses
trainer tip on group leadership and problem-solving. A variety of

facilitation techniques are described.
Note emergency evacuation exits
and procedures!
Thinking Point
Your leadership in training
shows the benefits of the four
pillars of good governance:
k Responsibility
k Fairness
k Transparency
k Accountability

UNIT III: Chapter Two
Facilitation Skills
Facilitator Commitments Responsibility, fairness, transparency, accountability

Cooperating in Pairs Increase opportunities for peer leadership and practice
Transition to Groups Combine pairs to build consensus in groups
Building Consensus Develop common commitments and next steps
Managing Disruptions Intervene to improve attitudes and behaviors
T his chapter provides guidance for the practice and

application of facilitation skills. By this chapter’s end,
you will understand how to increase levels of participation
Facilitator Roles
Trainers have a wide variety of roles and responsibilities.
In preparation for each session, trainers design technical
and leadership within pairs and groups. The aim is to resources and manage logistics. At the program’s beginning,
increase opportunities for active learning and the practice of the trainer offers participants a warm welcome and builds
decision-making, mentoring, and networking skills. rapport. Early in each session, he or she directs, orients, and
Facilitation is derived from the Latin word facile, which motivates adult learners. Each session usually includes an
means “to make easy.” In your role as a facilitator, you are educational presentation or short lecture. To the greatest
responsible for making learning easier and more productive. extent possible, the trainer facilitates adult learning through
Effective facilitation is a skill, and it takes practice. One of participatory group activities. The purpose of facilitation
its distinguishing features, and a major challenge, is the skills is to make it easier for professionals to learn with each
requirement of flexibility – the ability to adapt to changing other.
expectations and opportunities.
In the following pages, four facilitation techniques
are presented in a progressive sequence, beginning with
working in pairs and ending with a more complex challenge, trainer tip
that of managing disruptions. Before considering each Effective facilitation is a skill,
technique, it is useful to discuss facilitator roles in relation to and it takes practice.
adult learning and group development.

3.2 FACILITATION SKILLS
To facilitate adult learning, you need to know when to manage and how to relinquish control. It may not be easy.
Manage the tendency to dominate discussions, provide answers, and solve participant’s problems. To improve your
facilitation skills, develop a principled approach:
kk Trust that adult learners know how to take responsibility for their own decisions and learning.
kk Be fair and impartial in the facilitation of assignments, decision-making, and confrontations. Do not show favoritism to
particular individuals or groups.
kk Practice open and transparent decision-making and effective communication, including clear guidance, active listening,
constructive feedback, and visual aids.
kk Facilitate self-monitoring and evaluation. Adults that observe meaningful results are more accountable for progress and
more likely to transfer learning to work.
One of the first opportunities to demonstrate principled leadership is in the opening of training, following the
introduction and orientation (see Unit III, Chapter 1 “Opening the Session”). Facilitate inclusive and impartial consensus
building as you encourage adult learners to organize themselves for respectful group interactions.
Cooperating in Pairs
At times, consensus is not the priority. Instead, the participants need to assess specific situations, determine unique strengths
and gaps, and/or identify particular needs. In such cases, peer cooperation is an effective facilitation technique. Pair work is
one of the most interactive of adult-learning options.
Through pair dialogue, partners are able to gain personal insights for other’s experiences, professional skills, and
interests. Individuals who may not speak up in larger groups enjoy the opportunity to become acquainted and learn about
the work challenges of their peers.
Pair activities are fairly easy to initiate. Following a whole group orientation to the session topic and objectives, ask that
two participants help each other with an assignment. There are three pair formation options:
kk Random pairs are formed when participants sitting next to each other are asked to work on an assignment together.
kk Voluntary pairs are formed when participants are given the opportunity to work with any partner in the training group.
kk Assigned pairs encourage mentoring. Assign partners with different abilities, backgrounds, and levels of experience.
To encourage future networking, assign partners from the same region. Be sensitive to interpersonal dynamics, and try
to enhance collegiality within groups. Anticipate the social skills that participants might need to practice, including active
listening and constructive feedback.
It can be beneficial to have participants with higher levels of experience work with those who need assistance. These
complementary pairs benefit from the exchange of perspectives, particularly when the partners represent diverse cultural
backgrounds, technical interests, and learning style preferences.
trainer tip
Encourage the integration of
differing perspectives into a
superior solution.

The following is an example of an activity that is enhanced through pair cooperation. In this case, the assignment is to use a
“relevance rating” tool to analyze the extent to which corporate governance policies exist and may need revision. Individuals
assess specific situations to determine unique strengths and gaps.
The instructions and a sample relevance-rating instrument are found on the following page. First, the facilitator
introduces background information, key terms, concepts, and the relevance-rating tool. Begin with a plenary group
discussion so that participants are familiar with terms, concepts, the tool, and references.
Example: Relevance Rating Part 1 Module 2

INSTRUCTIONS
Consider each of the items listed below in relation to a specific company.
Classify the company’s policies in one of five categories:
1. We already have a policy in this area and it does not need to be revised.
2. We already have a policy in this area, but it is in need of revision.
3. We need a policy in this area and need to develop one urgently.
4. We need a policy in this area, but it is not an urgent or high priority need.
5. We do not require a policy in this area.
POLICIES AND PROCEDURES 1 2 3 4 5
Dealing with the media
Employee and customer privacy
Confidential information
Insider trading
Etc.
To facilitate pair cooperation during this activity, take the

following steps: Sample open-ended questions include:
1. Describe the assignment’s objective so that the kk Are there any terms that we need to clarify …?
participants know in advance what they are expected to
kk Could you give us an example of …?
do. Include the length of time for this assignment.
2. In plenary, take a few minutes to clarify the terms for kk What are your recommendations for … ?
policies and procedures. kk Does anyone else have a suggestion…?
3. In pairs, ask partners discuss the policies and procedures.
They share experiences, note questions, and alert each Paired assignments offer many advantages. As a result
other to difficulties. of this technique, participants with different capabilities
4. Individually, each participant may take a few minutes to increase each other’s understandings and develop
classify their own company’s policies in the five categories. relationships that may provide future support. Because this
The results are a confidential reference for study purposes technique increases personal interactions, it is important to
and use in their board roles. This is not intended for public use discretion when planning pair activities.
review, although participants may volunteer observations. To avoid conflicts, structure pair activities so that the
As the facilitator, walk around and observe how well assignments are challenging at all levels, the time frame
partners work with each other. Respond to questions and is appropriate, and pair activities are combined with
provide feedback, but only as needed. After the assigned time, other group activities. Observe participants to be aware of
bring the pairs together for a group discussion. Elicit questions mismatched pairs. At times, personalities clash, or successful
and examples. To the greatest extent possible, encourage professionals have little patience with lower achievers. If there
discussion and exchanges of information among participants. are problems, it may be necessary to intervene.

Transition to Groups
Structure training so that diverse adults are actively engaged in both pair and small group activities. It
is easy to sequence activities so that pair work is followed by small group interactions. Following a pair
assignment, ask two or three random sets of pairs to form a small group. The members of each group sit
in a circle so that each person can easily hear and see one another.
Generally, small groups are comprised of three to six participants. Within these groups, participants
take leadership roles as they exchange ideas, generate strategies, or engage in problem-solving. Ideally,
each small group has access to a flip chart to document key points.
As the facilitator, orient groups to the subject and the assignment. Draw upon what participants
have already discussed and provide new information. Once you provide detailed instructions, group
leadership begins.
The transition from pair to small group work is illustrated below. The following small group activity
takes place following a pair analysis of policies and procedures. Suggested steps:
1. Form small groups. Ask two or three sets of pairs to join a small group of four to six participants.
2. Orient the groups. Introduce the objectives. Summarize topics associated with the corporate
governance framework and bridge to the next topic, “Roles of the Board.” Introduce the roles and
functions. Ask for examples of positive experiences for each. Recognize that there are also common
problems associated with each. Each group will document major challenges.
3. P rovide detailed instructions to the small groups, including a time frame (e.g., 15 minutes) for the
assignment. Sample instructions:
kk First, identify a group chair to facilitate discussions and report results.
kk Brainstorm common problems with boards. Record these ideas.
kk Next, prioritize five to seven common board problems. Prepare to report these challenges in
plenary.
4. In turn, ask each group to present five to seven major challenges. Allow time for short questions to
clarify information.
Use open-ended questions to summarize:

kk What did you notice? Any surprises?
kk Any contradictions? How do you explain…?
kk What is missing?
kk How do we categorize these problems?
kk Under each category, what are a few examples?
kk What can we say, in general, about this situation?
Summary discussions help to validate issues that participants have experienced individually.
As they compare experiences, they develop generalizations. The organization of these findings into
categories helps to synthesize ideas. With the summary of participants’ experiences, the facilitator is
better prepared to address future training objectives.
trainer tip
How is the training organized?
• Clear objectives?
• Sequence of topics logical?
• Groups understand roles and responsibilities?
• Any individuals overlooked or marginalized?
• Adequate time to process information?
• Able to observe progress or achievements?

Managing Disruptions
Do not be surprised by confrontations during pair or group activities. You should expect honest differences in
judgment, opinion, and style during group deliberations. The participants in corporate governance leadership
training represent a variety of interests and experiences. At times, differences in beliefs and communication
styles will cause tension and misunderstandings.
What is the best way to facilitate adult learning and leadership during interpersonal disruptions? First,
acknowledge the scope (and limits) of your facilitator role. You are responsible for managing the learning
environment and the quality of instruction However, there are limits to your sphere of control.
As you consider sources of problems, re-assess the organization of your training. Are the tasks
challenging? Do participants complain that they are wasting time?
Consider the questions listed in the “Trainer Tip” (below) and review the session evaluations for feedback
from the participants.
To more fully engage participants, it may be necessary to adjust the timing, sequencing, and organization
of training activities.
It is important to be fair as you analyze sources of disruptive or aggressive behavior. Begin with the
examination of your own planning and management. You may also need to work with individuals whose
behaviors consistently disrupt training sessions. Demonstrate good judgment in determining a timely,
appropriate response. To manage disruptions, consider the following options:
kk If one participant demonstrates a pattern of disruptive behavior, ask to meet with him or her after the
training session, and discuss your observations in a private setting. (See “Constructive Feedback,” Unit I,
Chapter Four.)
kk If disruptive behavior is a persistent problem in the training group, it may be necessary to review the
group’s expectations and the rules of order. Important commitments include: “Disagree without being
disagreeable.”
kk When participants act hostile towards each other, monitor their behavior carefully. It may help to walk
casually toward these participants.
kk In most cases, adults resolve their own differences. If not, an intervention may be required before the
participants become more disruptive.
Do not allow disruptive participants to interrupt progress in training! To

intervene during a training session, demonstrate a calm demeanor and strong
voice. Monitor your emotions, and remain impartial in your behavior. In other
trainer tip
Save face!
words, do not behave in a way that favors or defends one participant. Above all,
save face. Do not embarrass a participant.
You should be able to diffuse any tension by listening carefully. Begin with an initial statement indicating
your interest. Follow with statements that relate to the assignment and acknowledge strong opinions.
Examples include:
kk Allow me to clarify the instructions. At this stage, everyone is exchanging ideas. It is not necessary to agree…
kk Let’s take time now to list your concerns on the flip chart. We will return to these ideas later as they relate to
our session’s objectives.
If the situation is highly emotional or contentious, it may be necessary to call a short break while you talk to
the participants outside the training room. Use communication skills such as active listening, and paraphrasing
to elicit perspectives. The aim is to identify concerns and, ultimately, to develop common ground.
If necessary, plan to meet with the participants after the training session. Be realistic about your own
abilities, recognizing the limits of your influence. Your role as a trainer is to facilitate learning in training and
good governance in corporations. It is unlikely that you will transform deeply held prejudices or beliefs.

Building Consensus
Consensus-building takes place when the group’s members discuss a topic or question, engage in deliberations, and come
to a voluntary agreement. Consensus-building is especially important when diverse groups of participants work together. By
design, the decision-making process is transparent.
To facilitate consensus-building, the trainer uses open-ended questions, practices active listening, and elicits agreements.
To confirm that all of the participants have agreed, the facilitator asks if there are any objections to the commitments. If any
participant expresses concerns, the facilitator elicits additional ideas and alternatives. Proposals may be set aside, or they may
be practiced on a trial basis. When there are no objections, the facilitator announces the resulting agreement.
All the group’s members have an opportunity to contribute to consensus building.

No one is unfairly excluded. In the deliberations, participants have leadership
responsibilities. They take primary responsibility for the exchange of information,
trainer tip
prioritization of options, and decision-making. No one is forced to speak or
For consensus-building
agree, and no solutions are imposed. The aim is to build group confidence,
1. Orient the participants
understandings, and commitments. The participants’ responsibilities include:
2. Elicit ideas
kk Inquire, share ideas, concerns
3. Seek patterns
kk Practice active listening
4. Confirm agreement
kk Analyze and seek patterns
5. Display results
kk Generate solutions or options
kk Prioritize options
kk Agree to commitments
kk Monitor behaviors and adapt commitments, as needed.
Document the results of consensus-building. Recall that, traditionally, people have celebrated important agreements
and strengthened commitments by celebrating, shaking hands, and making public announcements.
People pay more attention to public commitments. One common approach is to write key words on a flip chart that is
displayed in a public area. If possible, plan refreshments or another social ritual after any important consensus-building activity.
Next Steps
This chapter described facilitation techniques that help
adults take responsibility for their own learning and Thinking Point
behavior. The next chapter discusses group management Facilitation is a form of leadership.
in greater detail, providing a variety of options for
organizing adult learners so that they are accountable for
the success of participatory learning.

UNIT III: Chapter Three
Group
Performance
Organizing Meetings Facilitate group leadership and productivity

Group Development Foster progress in credibility and cohesion
Constructive Dissent Challenge group’s assumptions and practices in a useful way
T his chapter describes the fundamentals of group

performance. It offers practical ideas for organizing
meetings, building group cohesion, and eliciting solutions
Organizing Meetings
Well-organized meetings offer greater potential for problem
solving and productivity than an individual working alone.
to bottlenecks and inefficiencies. By this chapter’s end, you In contrast, when participants in meetings are overburdened
will understand how to organize group activities that foster with irrelevant information, puzzled by the objectives, and
leadership, cohesion, and performance. The concepts in this confused about roles and responsibilities, problems arise.
chapter are relevant to training groups and board meetings.
How to organize group meetings that bring out the best in
performance and productivity?
trainer tip There is no simple formula for developing group

Apply the “5 Rs” of Adult cohesion and performance. There are, however, basic
Learning steps you can take to facilitate responsible leadership.
The “5Rs” of adult learning (introduced in Unit I Chapter
1. Respect
One, “Experiential Learning”) lead to five practical
2. Reason
recommendations that improve learning and productivity
3. Roles
in meetings.
4. Relations
5. Rewards

3.3 GROUP PERFORMANCE
To Organize Productive Meetings
Build credibility and trust

Respect Establish predictable norms and procedures with respect for
the principles of good governance.
Define objectives
REASON Be clear about the objectives of the meeting. Provide concise
information about the agenda and expected results.
Determine the right people for tasks

ROLES Groups select their leaders to achieve the best results.
Include the following tasks:
kF acilitator – clarify objectives and agenda, stimulate discussion,
summarize main points, prioritize next actions
k Manager – manage time, resources
kC orporate Secretary – document and organize key points
and disseminate meeting results
Foster cohesion
RELATIONS Encourage directors with diverse backgrounds, capabilities, and perspectives
to exchange ideas. Practice active listening and constructive feedback skills.
Ensure accountability
REWARDS Identify measures of success. Participants monitor their own progress
and report results. Display useful lists and illustrations. Indicators of performance
include the transfer of new ideas and skills to work situations.
Group Development FORMING

Once groups have been organized, it’s the responsibility of The first stage of group development is relatively
the group members to produce useful results. Each group harmonious. When group members first come together,
is unique, and yet all high-performing groups demonstrate they are primarily interested in getting to know each
increased levels of cohesion. Understanding the stages other. Individuals are usually polite, and they will begin to
of group development will help you to facilitate group communicate more openly in a friendly, non-threatening
cohesion and productivity. environment. At this stage, group members look to the
Group development is a process that is described in trainer as the leader. Your primary responsibilities include
four stages: forming, storming, norming, and performing. establishing common goals and expectations. To the
Bruce W. Tuckman1 and other educators and trainers greatest extent possible, encourage participants with diverse
have observed these general patterns in adult learning, backgrounds, capabilities, and perspectives to interact and
professional training, and academic settings. develop relationships.
trainer tip
Group Development
Forming • Storming • Norming • Performing
1
Bruce W. Tuckman, “Developmental Sequence in Small Groups.”
Psychological Bulletin 63, no. 6: pp. 384‑99.

STORMING PERFORMING
The next stage is one of transition. Participants are In the fourth stage, there is group cooperation and higher
becoming familiar with each other, communicating their productivity. Participants have now organized themselves
diverse preferences, and aligning into subgroups. Tensions to achieve objectives. They have addressed many of the
may surface as group members recognize differences sources of tension and refined procedures for decision-
in perspectives, interests, and personalities. Some making. The consensus on group norms facilitates high
confrontations are open and direct. Other tensions are performance. Participants feel free to exchange ideas, ask
shown indirectly, with behaviors that include the withdrawal probing questions, and express differing opinions. They
of individuals from the group. These conflicts are normal. draw upon each other’s expertise to identify bottlenecks and
Demonstrate active listening, and be patient! Allow address inefficiencies. As the members of a group monitor
adult learners to resolve their own disagreements. It is only and document results, each observable measure of progress
necessary to intervene when individuals in conflict are contributes to the group’s cohesion and productivity.
“stuck” in a disruptive spiral of increasing hostility. The four stages described above are general patterns;
it is not possible to predict each group’s dynamics. Some
groups harmonize easily, with no evidence of interpersonal
conflict or “storming.” Others must cope with members who
trainer tip seem energized by disruption and controversy. Compare
Notice a disagreement? your own experiences to these stages of development and
Be careful about intervening. be prepared for the challenges. With this knowledge, you
are better able to organize meetings and activities that
strengthen leadership and communication skills.
To the greatest extent possible, allow adequate time for
NORMING forming, storming, norming, and performing—and trust that
In the third stage, participants are building group cohesion. adult learners will navigate through the challenges.
Strategies that facilitate group cohesion include identifying
common concerns, clarifying roles and rules, acknowledging
differences of opinion, and the successful performance of
the group. trainer tip
Consensus-building activities help to create a climate of Demonstrate active listening.
trust. (See Unit III Chapter Two, “Facilitation Skills”.) When
participants disagree about priorities or procedures, such
conflicts can be addressed by refining communications
skills and group norms.
Expect that confrontations will occur, and be careful
about intervening. Your involvement communicates that
you do not have confidence in the participants’ ability to
settle their own issues.

Constructive Dissent
Ideally, the members of a team or working group are able to
ask probing questions, challenge assumptions, and make
suggestions in a constructive manner. In reality, when peer
consensus is expected, individuals may not feel free to
challenge the majority opinion.
Constructive dissent is the ability to disagree with a Avoid voting,
group’s ideas or practices in a useful way. The discussion of
various options takes place before a final group decision. which can be
The benefits of open inclusive deliberations include
the knowledge that a critical analysis of advantages,
disadvantages, and alternatives results in more informed
divisive. Instead,
decision-making.
Skills required to challenge a majority view include:
practice the skills
of consensus-
kk Offer concise proposal.
kk Offer factual support.
kk Provide clear examples.
kk Demonstrate active listening. building.
kk Respond with constructive feedback.
One way to practice the skills required for constructive
deliberations is to organize group meetings with leaders
having distinct yet interdependent responsibilities.
In the following activity (see the next two pages), the
participants examine roles and procedures in the conduct
of board meetings. This jigsaw activity organizes expert
groups and groups with varied backgrounds to identify good
practices, problems, and recommendations.
It is not necessary for group members to agree with

each other’s ideas. Guard against group pressure to
stifle new ideas (“That can’t be done,” “They would
never agree,” etc.).
The purpose of constructive discussions is to
identify possibilities and practical alternatives. As
group members challenge each other’s assumptions,
the constructive exchange of ideas sharpens and
enhances the relevance of decisions and builds the
confidence required to transform board practices.
In general, it is wiser to build consensus than to ask for

a vote, whether in training or board meetings. Consensus-
building is an incremental process of agreeing to shared
interests. In contrast, voting tends to split the participants.
Some win and some lose. Generally, a group facilitator or
board chairman will avoid voting to avoid splitting the group
into winners and losers.

Example: Board Practices Part II, Module 3
1. Introduce the topic, “Board Practices.”
Describe the objectives.
Board Groups
By this module’s end, participants will be able to: One two
kk Identify good practices for effective board meeting preparation,

conduct, and follow up.
kk Clarify board meeting roles and responsibilities of the chairman,
directors, and corporate secretary.
2. Prepare to practice constructive dissent. As individuals dis-

agree with the majority’s point of view, they practice the skills
required to challenge a group’s assumptions:
kk Be collegial, calm, and strategic in communicating disagreement.
kk Propose concise and factual information. Include examples that
three four
illustrate practical benefits.
kk Demonstrate interest in other’s ideas and preferences (active
listening).
kk Respond with useful observations (constructive feedback).
3. Form random groups of four. Bring together four participants with

trainer tip
Display the lists of good ideas.
varied backgrounds. Each group represents a corporate board. Boards
groups choose corporate names.
Task: Identify five good practices in the preparation of board meetings.

Time: Six minutes.
4. Facilitate as each group presents five good practices in the prepara-

tion of board meetings. Document these recommended practices on a
board or flip chart.
5. Present additional information.
6. Form four expert groups. Assign each board member a number, Expert Groups
from one to four. All of the “one’s” leave their respective board groups
to attend a meeting with an expert group of chairmen. All of the “two’s” chairman executive director
meet in another location, etc.

One two
Task: Identify three challenges in the conduct of board meetings and

three challenges in the meeting follow-up.
Time: 15 minutes.
7. Facilitate as each group presents the challenges in the conduct of

board meetings and follow-up. Document these issues on a board or flip
chart. Present additional information.
three four
trainer tip non-executive corporate

Display the lists of challenges. director secretary

8. Return to corporate board groups. Experts return to their respec-

Board Groups
tive corporate board groups to address the tasks from the perspectives and
interests of their roles (e.g., chairman, corporate secretary, etc.). chairman executive director
Tasks:
kk Who is responsible for the major tasks in preparing the board
meetings, conducting the meetings, and then meeting follow-up?
Use Handout H2.3A to identify board member’s responsibilities.
kk Compare group suggestions noted in Handout H2.3A to the
recommended board roles outlined in Appendix 1.
kk Add three ideas for improving board meetings.
Time: 15 minutes.
9. Facilitate each group’s presentation of recommendations. Document

key words on a flip chart, noting actions and persons responsible. Contin- non-executive corporate
director secretary
ue with each board group, adding to the list of recommendations on the
flip chart. Place a check (√ ) next to recommendations that are repeated.
10. Ask for the constructive feedback of corporate secretaries.

Questions include: trainer tip
kk What do these ideas mean to you? How realistic are they? Practice communication skills
kk What resources are required to meet these expectations? required for consensus-building.
kk What if you encounter problems? How do you challenge
problematic assumptions or plans? Do you have concise
suggestions and concrete suggestions?
Next Steps
This chapter introduced practical ideas for improving group cohesion
and productivity. The next chapter describes activities for monitoring
performance, celebrating accomplishments, and planning action steps to
transfer learning experiences to work situations.
Thinking Point
Each observable measure
of progress contributes to
the group’s cohesion and
productivity.

UNIT III: Chapter Four
Closing Training
k activity kobjectives
Close Sessions Summarize, plan, conclude

Monitor Performance Assess progress, give feedback
Plan for Action Prioritize tasks for transfer of learning
Evaluate, Celebrate, Follow Up Review and encourage achievements
T his chapter provides guidance for bringing training to a

close. The first section discusses recommendations for
ending daily sessions, while the second provides options for
At the end of each module, take time to consider the
practical benefits of the learning activities. Ask participants
to summarize main points and link the module’s objectives
monitoring progress. The third section describes personal to board decision-making.
tools for action planning, and the fourth includes ways to
evaluate and celebrate the program’s conclusion. Ask questions that include:
kk How will you apply what you have learned to
Closing Sessions your work?
This experiential learning program equips board directors kk What results can be expected?
with the knowledge and skills to improve corporate kk What are the risks? The opportunities?
governance practices. To achieve the first goal, the kk What factors will help you apply lessons learned?
participants demonstrate comprehension of corporate kk What obstacles might you encounter? What support?
governance and both the roles and responsibilities of board kk What resources are required?
directors. To achieve the second goal, participants practice
the skills required to implement responsible governance
practices. The third goal calls for directors to share practical
experiences and build networks with peers. Thinking Point
Transferring learning experiences to one’s work is a Now what? How to transfer new
distinguishing feature of experiential learning. The question knowledge and skills to corporate
asked at the end of each training event is, “Now what?” How governance practice?
does training influence the nature of corporate governance?
Each module’s objectives contribute to achieving the
program’s goals. These objectives are clearly stated when each
module begins, and achievements are reviewed at the end.

3.4 CLOSING TRAINING
At the end of each day, schedule at least 15 minutes for MONITORING PERFORMANCE
closing activities. Use this time for a summary, questions, Monitoring is the continuing assessment of progress.
and action ideas. Schedule this time before you outline Throughout each session, monitor participants’
the module planned for the next day, and be proactive in performance and ask questions to determine levels
protecting the time to process each day’s experiences. To of satisfaction and learning. In addition, offer varied
wrap up each day, practice active listening as you take final opportunities for participants to document progress and
questions, summarize main points, and conclude. Address offer constructive feedback. Options include suggestion
three priorities. boxes, daily evaluations, journals, and memos.
1. Recognize achievements
kk Summarize main points, write key words, repeat Suggestion Box
themes One option is to place a Suggestion Box in a highly visible
kk Review the objectives and link to previous learning location. As one of the first requests, ask for feedback in
kk Monitor performance (See section below.) response to the question: Are you satisfied with the logistics
2. Personalize learning and the facilities? Consider registration, travel arrangements,
kk Ask, “Any surprises?” lodging, meals, access to information, etc. This information
kk Reinforce main points with stories, examples is most useful early in the training, when poor lighting,
kk Elicit personal tips or recommendations noise, lack of ventilation, transportation concerns, or
3. Plan for action other logistics may distract the participants. Ensure
kk Request feedback for improving future sessions implementation of solutions, or report on future actions to
kk Assign tasks or readings remedy problems.
kk Document action ideas (see section below)
kk Link to the next session’s objectives Daily Evaluations
Conduct daily evaluations. At the end of each day, ask
Challenging group activities, such as role-plays and about the relevance of the module’s objectives, quality of
case studies, pose the greatest risk to the 15 minutes set presentations, and practical benefits of group activities and
aside for daily closure. Directors don’t like to be rushed resources. The sample assessment form below is useful for
when addressing corporate board dilemmas. During group monitoring the quality and relevance of each day’s training.
problem-solving activities, pay close attention to the pace
and progress.
Be prepared with alternatives for presenting group
findings and recommendations. Options include adjusting trainer tip
tasks, or requesting partial or voluntary presentations. Allow adequate time to for groups to
deliberate issues and propose solutions.
Daily
Evaluation: Monday, 10th July
Disagree Agree
1 2 3 4 5
Session 1
1. The session objectives were relevant.........................................................................O O O O O
2. Speaker was knowledgeable on subject....................................................................O O O O O
3. Activities were interesting and practical......................................................................O O O O O
4. Resources, readings, materials were practical. . ........................................................O O O O O
5. Opportunities for interaction with participants adequate.............................................O O O O O
6. Overall, this session was useful for my job.................................................................O O O O O
Add comments, including recommendations.

Journals To encourage the transfer of learning to work, elicit two
These private notes are useful for describing observations, or three examples of these action ideas at the end of each
monitoring progress, and recalling ideas. To encourage day. One or two sentences from various participants will
journal writing, provide notebooks. Periodically, set aside illustrate possibilities for others. Encourage constructive
time for participants to note: feedback so that participants exchange practical ideas for
kk Useful ideas for action at work refining their plans.
kk Issues to address
kk Skills to apply ACTION PLAN
kk Information or skills that are needed In each module there is time set aside for participants to
discuss action ideas with their peers. As directors explore
Memos options for implementing corporate governance change
To invite direct feedback, Memo with each other, they gain new insights about the potential
encourage participants to results, risks, and resources required.
Date: Today
write you a memorandum. At the end of the training program, introduce the
To: Trainer
This is an optional form Handout: H5.B Personal Action Plan for Leading Change.
From: Participant
of feedback; the memo is This worksheet is found in “Part Five: Leadership, Planning,
Subject: Constructive
not required. Journals are Improvement.” Encourage participants to prioritize their
Feedback
private records; memos are ideas and envision success in reaching their objectives.
1. Relevant learning
informal notes. The memo The top section of the handout reminds participants to
2. Questions
is addressed to the trainer. focus on the concrete details of successful action planning
3. Other comments
Questions may include: by clarifying:
kk What have you learned kk Action: What do you want to do?
that will influence your work? kk Purpose: Why take action? What is the problem?
kk Questions – any topics requiring clarification? kk Partners: Who will your partners be?
kk Other comments or suggestions? kk Resources: What resources are needed?
kk Timing: When is the action due?
3. Planning for Action
End the day’s training with an action idea! Organize these The second section of the handout links concrete
ideas in a place that can be reviewed regularly and easily. action-planning steps to John Kotter’s seminal study of the
Ideally, participants document their plans at the end of each barriers to progress and the elements leading to change.1
day, and they review their ideas to develop individual action It prepares directors to mobilize the forces required for
plans at the end of the training. Pair or group discussions of change, including a sense of urgency, team leadership,
action items will inspire new ideas, and participants build short-term wins, and the consolidation of gains into the
professional relationships as they assist each other with company culture.
suggestions for strategies and useful resources.
A wide variety of action-planning tools are available.
Handouts that simplify personal planning are useful for
daily notes. For example, the handout “Action Ideas”
encourages participants to envision possibilities and
brainstorm (see example below).
Action Ideas Complete three statements:

k I plan to take the following actions upon my return to my company _ _______________________________________
k O
bstacles that might prevent me from implementing these actions are ______________________________________
k A
ctions to overcome anticipated problems are _ __________________________________________________________
1
John Kotter, Leading Change (Cambridge, MA.: Harvard Business
School Press, 1996).

HANDOUT H5C Personal Action Plan for Leading Change

This worksheet applies the forces for leading change, as identified by Harvard Professor John Kotter, to your personal action
plan. Use this tool to develop appropriate support networks and mechanisms for implementing corporate governance
change within your company.
Instructions: Review the Action Ideas that you identified at the end of each module of the training program. What are your
top priorities? Identify three actions that you will take following this training program and address the questions below.
Personal Action Plan for Leading Change

Action Questions Action Idea #1 Action Idea #2 Action Idea #3
What do you want to do?
Why take action? What is the problem?
Who will you involve as your partners?
What are the incentives?
What are the obstacles?
What resources are needed?
When is the action due? Due: __________ Due: _________ Due: _________
Forces leading to change
How will you establish a sense of urgency?
How will a change program team be

established?
How will a vision and a strategy for the

change program be developed?
How will the change program vision be

communicated?
How will empowerment issues within the

company be identified and managed?
What short-term wins can be anticipated?
How will the gains be consolidated and

anchored into the company culture?
SOURCE: Adapted from John Kotter, Leading Change (Cambridge, MA.: Harvard Business School Press, 1996).

EVALUATE, CELEBRATE, FOLLOW UP
The last day of the training provides closure. The group is preparing for the positive transfer from learning to work. This is
the time to discuss action plans, evaluate the training program, and celebrate achievements. Through group discussions and
the final evaluation, elicit recommendations for follow-up activities. The checklist below provides suggestions for planning
the last day of training.
CHECKLIST: Last Session of Training

Category Tasks Due
___ Confirm participants’ contact information for the report

___ Gain permission to distribute email addresses within the group
Participants
___ Involve participants in planning the closing celebration

___ Describe action ideas in their Personal Action Plans
Objectives ___ Contact their colleagues following the training program
___ Evaluate the training program and provide constructive feedback
___ Celebrate achievements!
___ Participants develop Personal Action Plans

___ Distribute contact information and list of regional associations
___ Complete evaluation forms
Activities
___ C
elebrate with guest speaker, certificates, dinner, and contribution by
participants
___ Training certificates prepared and signed

___ Final evaluation forms (See example)
Materials ___ Flip chart paper and a variety of felt tip markers
___ List of relevant professional associations in the region
___ Invite guest speaker (a few weeks before the event)

___ Identify a venue and refreshments for the celebration
Preparation ___ Arrange microphone, etc. for the keynote speaker
___ Write the session objectives and agenda on flip charts
___ Check for dietary restrictions

Other
___ Bring a camera

PROGRAM EVALUATION
At the end of training, participants evaluate the program’s overall quality. They assess achievements in relation to the
program’s goals and the quality of learning activities. In addition, they provide recommendations, and describe the results
that can be expected and sources of support that may be needed.
Disagree Agree
1 2 3 4 5
Program Results
1. Program contents matched the stated objectives O O O O O
2. Program achieved the stated objectives O O O O O
3. Program materials were useful O O O O O
4. Schedule was full and productive O O O O O
5. Overall, the program was useful and will help me do my job O O O O O
Achievements
1. I improved my understanding of corporate governance O O O O O
2. We developed skills required to implement corporate governance practices O O O O O
3. We shared experiences and built networks with peers O O O O O
4. I am motivated and prepared to improve corporate governance. O O O O O
Comments and Recommendations
1. What did you find most useful about the program?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. Are there topics you would add to enhance the program?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. What type of follow-up support would you need? (Additional courses, case studies, more work in groups, more specific plans
for implementation, sharing of best practices)
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
4. Other recommendations for improvement of the program?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
5. I will recommend this program to a colleague: _______ Yes ______ No
Thank you for providing this important feedback!

Application and Benefits
This last chapter suggests a sequence of activities to facilitate the positive transfer of
learning to corporate board practices. Participants document action ideas at the end
of the modules, and they offer each other practical suggestions through pair and group
discussions. The Personal Action Plan is a tool for organizing specific action steps within the
context of an overarching purpose, six-week goal, and principles of action. Action planning
is not intended as a training exercise; it is a management skill. Encourage participants to
review and update their action plans regularly.
The final day of training provides an opportunity to review and celebrate achievements.
Participants have monitored their own progress and provided regular information about
the quality of training, the relevance of learning, levels of satisfaction, and opportunities for
improvement. The final evaluation provides feedback on the overall quality of the training.
Highlight remarkable progress to date and acknowledge the challenges. Encourage
continuous learning through follow-up activities. Distribute the contact information, and
remind directors to communicate with colleagues to review plans and discuss options.
Describe any follow-up plans for the coming weeks and months, including the distribution
of the training report (with the evaluation results) and future support options. Prepare
participants to respond to a questionnaire that will be sent to them to assess changes in
practices and observable results.
In closing, congratulate and thank the participants for their leadership and active
engagement during the training. Remind participants that they have developed the
knowledge and skills to serve as board members whom shareowners and other stakeholders
can trust to “do the right thing.” Draw attention to the long-term benefits of principled
leadership, noting that responsible corporate governance attracts capital, reduces risks to
investors, and generates community development and confidence. As summarized by the
Global Corporate Governance Forum, corporate governance leads to “better companies,
better societies.”
Thinking Point
Effective corporate board
governance is about collective
leadership.

References and Further Reading
You may wish to obtain further information on a particular issue. The following references are included to assist you.
Please note that the Global Corporate Governance Forum cannot provide assistance in the provision of books or articles.
When using information for training activities, please remember to comply with all national and international copyright
requirements and any associated intellectual property rights of the authors and publishers.
BOOKS Knowles, M. S. 1980. The Modern Practice of Adult Education: From

Allen, D. 2001. Getting Things Done: The Art of Stress-Free Productiv- Pedagogy to Andragogy. New York: Cambridge University Press.
ity. New York: Penguin Books.
Knowles, M., E. Holton, and R. Swanson. 2005. The Adult Learner.
Augustine, S. 2005. Managing Agile Projects. Tokyo: Prentice Hall. 6th ed. San Diego, CA: Elsevier / Butterworth / Heinemann.
Bloom, B., ed. 1956, 1984. Taxonomy of Educational Objectives: The Kolb, D. A. 1984. Experiential Learning: Experience as the Source of
Classification of Educational Goals. New York: Longman. Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.
Druckman, D. and R. A. Bjork, ed. 1994. Learning, Remembering, Kolb, D. A., J. S. Osland, and I. M. Rubin. 1995. Organizational
Believing: Enhancing Human Performance. United States: National Behavior: An Experiential Approach to Human Behavior in
Academy of Sciences. Organizations. Englewood Cliffs, NJ: Prentice Hall.
Eraut, M. 1997. Developing Professional Knowledge and Competence. Kotter, J., Leading Change. Cambridge, MA: Harvard Business
2nd ed. London: Falmer Press. School Press, 1996.
Foley, G. 2004. Dimensions of Adult Learning: Adult Education and Larson, M.J. and X. Tian. 2004. Advancing Women’s Leadership:
Training in a Global Era. Maidenhead: McGraw Hill. Training of Trainers Guide. Washington, DC: CEDPA.
Galtung, J. 1996. Peace by Peaceful Means: Peace and Conflict, Devel- Leach J. and B. Moon. 1999. Learners and Pedagogy. Sage: London.
opment and Civilization. London: Sage Publications.
Lewin, K. 1948. Resolving Social Conflicts; Selected Papers on Group
Gardner, H. 1995. Leading Minds: An Anatomy of Leadership. New Dynamics. G. W. Lewin (ed.). New York: Harper & Row.
York: Basic Books.
Maxwell, J. C. 2002. Leadership 101. Nashville, TN: Thomas Nelson, Inc.
Global Corporate Governance Forum. 2003. Module 3: Training. In
Toolkit I: Building Director Training Organizations. Washington, DC: Maxwell, J. C. 2003. The 17 Indisputable Laws of Teamwork.
The International Bank for Reconstruction and Development, The Nashville, TN: Thomas Nelson, Inc.
World Bank. Available at: www.gcgf.org.
McCarthy, B. and D. McCarthy. 2005. Teaching Around the 4MAT®
Harnish, V. 2002. Mastering the Rockefeller Habits: What You Must Do Cycle, Thousand Oaks, CA: Corwin Press.
to Increase the Value of Your Fast-Growth Firm. New York: Select-
Books. Rogers, A. 2002. Teaching Adults. Maidenhead: McGraw Hill.
Honey, P. and A. Mumford. 1986. Using Your Learning Styles. Lon- Senge, P. 1990. The Fifth Discipline: The Art and Practice of The
don: Peter Honey Publications. Learning Organization. Sydney: Currency Doubleday.
Jarvis, P. 2004. Adult Education and Lifelong Learning: Theory and Silberman, M. 1995. 101 Ways To Make Training Active. San Diego:
Practice, 3rd ed. London: RoutledgeFalmer Press. Pfeiffer & Co.
Johnson, D. W. 1993. Reaching Out: Interpersonal Effectiveness and Sirkin, H. L., P. Keenan, and A. Jackson. 2005. The Hard Side of
Self-actualization, 6th ed. Needham Heights, MA: Allyn & Bacon. Change Management. In Closing the Talent Gap. Cambridge, MA:
Harvard Business Review.
Johnson, D. W., R. T. Johnson, and M. B. Stanne. 2000. Cooperative
Learning Methods: A Meta-Analysis. Minneapolis: University of Shell, G. R. 1999. Bargaining for Advantage: Negotiation Strategies
Minnesota. for Reasonable People. New York: Penguin.
Sternberg, R. J. and E. L. Grigorenko. 2001. A Capsule History of

King Committee on Corporate Governance. 2002. King II Report on Theory and Research on Styles. In Perspectives on Thinking, Learn-
Corporate Governance. Institute of Directors in Southern Africa. ing, and Cognitive Styles, edited by R. J. S. a. L.-f. Zhang. Mahwah:
Lawrence Erlbaum Associates.
Kirkpatrick, D. L. and J. D. Kirkpatrick. 1998. Evaluating Training
Programs: The Four Levels, 3rd ed. San Francisco: Berrett-Koehler.

References Continued
Stone, D., B. Patton and S. Heen. 1999. Difficult Conversations: How Consultative Group to Assist the Poor (CGAP) On Line Training of
to Discuss What Matters Most. New York: Viking Penguin. Trainers http://www.cgap.org/direct/training/conduct_training.
php
Tannen, D. 1998. The Argument Culture: Moving from Debate to John Dewey Project on Progressive Education, University of Ver-
Dialogue. New York: Random House. mont http://www.uvm.edu/~dewey/reflection_manual/
Thorpe, M., R. Edwards and A. Hanson. 1993. Culture and Processes
of Adult Learning. London: Routledge. Udana 68-69: Buddhist canon.
http://www.cs.princeton.edu/~rywang/berkeley/258/parable.html
Tuckman, B. W. 1965. “Developmental Sequence in Small Groups.”
Psychological Bulletin 63, no. 6: pp. 384‑99. Global Excellence in Management
http://www.geminitiative.org/
White, J., McMillen, M.C., & Baker, A.C. (2001) Challenging Tradi-
Kolb, D.A. 1985. Learning Style Inventory. Boston, MA: McBer and
tional Models: Toward an Inclusive Model of Group Development.
Co. http://trgmcber.haygroup.com/Products/learning/bibliogra-
Journal of Management Inquiry 10 no. 1: pp. 40- 57.
phy.htm
World Bank Glossary – education terms

Useful Websites http://lnweb18.worldbank.org/eca/eca.nsf/Attachments/
American Society of Training and Development (ASTD) website Education+Glossary/$File/glossary.pdf
– members and non member access – Resources to purchase and
basic training information online. Also has monthly Periodical.
www.astd.org
Appreciative (positive and constructive) approaches to learning and

change.
http://appreciativeinquiry.cwru.edu

USING THE CORPORATE GOVERNANCE BOARD
LEADERSHIP TRAINING RESOURCES KIT CD-ROM
A CD-ROM is packaged with each part of the Corporate
Governance Board Leadership Training Resources Kit.
Your computer must be equipped with a CD-ROM drive.
Insert the disk into your computer’s CD-ROM drive.

Open it and then follow instructions to begin.
Note that the Resources Kit contents are provided in Adobe

Acrobat “PDF” format while the PowerPoints are provided in
Microsoft’s PowerPoint format (1997-2003 version).
OUR MISSION OUR FOCUS
kk Raising awareness, building consensus
Established in 1999, the Global kk Disseminating best practices
Corporate Governance Forum is an kk Sponsoring research
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IFC multi-donor trust fund facility.
capacity-building
Through its activities, the Forum
aims to promote the private sector OUR DONORS
as an engine of growth, reduce the kk Canada
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vulnerability of developing and
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transition economies to financial kk The Netherlands
crises, and provide incentives to kk Norway
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corporations to invest and perform
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efficiently in a socially responsible kk International Finance Corporation
manner.
The Forum sponsors regional OUR FOUNDERS
and local initiatives that address the kk World Bank
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corporate governance weaknesses of Cooperation and Development
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in the context of broader national or
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training skills guide

UNIT II: Training Design

UNIT III: Training Delivery

TRAINING SKILLS GUIDE CORPORATE GOVERNANCE board LEADERSHIP 1

1 King Committee on Corporate Governance: King II Report on

2 CORPORATE GOVERNANCE board LEADERSHIP TRAINING SKILLS GUIDE

kk Motivate-Unit I: Adult Education

GIC IZE IN UNIT II: Training Design

2 Adapted from: David A. Kolb, Experiential Learning: Experiences

TRAINING SKILLS GUIDE CORPORATE GOVERNANCE BOARD LEADERSHIP 3

UNIT I: Adult Education

Chapter Two: Effective Communication

Chapter Three: Abilities and Preferences

Chapter Four: Experiential Learning

UNIT II: Training Design

Chapter Three: Choosing Training Activities

Chapter Four: Informal Case Studies

4 CORPORATE GOVERNANCE board LEADERSHIP TRAINING SKILLS GUIDE

UNIT III: Training Delivery

Chapter Three: Group Performance

Chapter Four: Closing Training Events

In training, you will observe the positive transfer of knowledge

Ultimately, directors are responsible for transferring their

TRAINING SKILLS GUIDE CORPORATE GOVERNANCE board LEADERSHIP 5

Characteristics of adult learners Compare benefits and challenges of adult learning

T his first chapter of the Training Skills Guide examines

6 CORPORATE GOVERNANCE board LEADERSHIP TRAINING SKILLS GUIDE

Adult Learning Principles

5Rs — Adult Learning Principles

Create a respectful, “safe” learning environment for adults to experiment

Adult learners are goal-oriented. To engage directors, identify common

Engage adults in leadership roles. Balance responsibility and authority

Encourage directors with diverse backgrounds, capabilities, and

Formulate action plans and celebrate the positive transfer of learning to

TRAINING SKILLS GUIDE CORPORATE GOVERNANCE board LEADERSHIP 7

Table 1: Formal Instruction vs. Participatory Learning

Formal Instruction Participatory Learning

Adults are agents of change. They determine priorities

Instructors are responsible for the

8 CORPORATE GOVERNANCE board LEADERSHIP TRAINING SKILLS GUIDE

First Impressions Create an engaging learning environment

T his chapter offers practical suggestions for engaging

TRAINING SKILLS GUIDE CORPORATE GOVERNANCE board LEADERSHIP 9

Your Body Language NOTES

kk Select professional clothing and be mindful of good grooming. _____________________________________

Learning Environment NOTES

Your Level of Interest NOTES

10 CORPORATE GOVERNANCE board LEADERSHIP TRAINING SKILLS GUIDE

Figure 1: Comparing Visual Aids

The key to an effective visual aid is

TRAINING SKILLS GUIDE CORPORATE GOVERNANCE BOARD LEADERSHIP 11

12 CORPORATE GOVERNANCE board LEADERSHIP TRAINING SKILLS GUIDE

Summarizing is an active listening skill used to review

TRAINING SKILLS GUIDE CORPORATE GOVERNANCE board LEADERSHIP 13

CLOSED Negative questions prompt learners to respond with “yes.”

Yes or No questions request one of two responses (yes or no).

Either/Or-questions offer two choices.

14 CORPORATE GOVERNANCE board LEADERSHIP TRAINING SKILLS GUIDE

Be cautious. If your goal is to engage adult learners Sequencing

Demonstrate recall of learning or memory of experiences

Demonstrate understanding of meaning

Use new knowledge and skills to solve problems

Make inferences from principles, evidence, and relationships