Growing Leaders Certificate

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

PROGRAMMES
UNIT TITLE: CERTIFICATE IN LEADERSHIP DEVELOPMENT AND

MENTORSHIP
DIRECTOR:
DR. DANIEL MUTHEE
FEBRUARY 2021
INTRODUCTION
Directors Message
Welcome to the e-module on Leadership Development and Mentorship. This is an interactive

module through which you will learn more on Leadership and Management. The main thrust of
this course is to enable you to learn more on the values of transformative leadership and be able
to understand the global dynamics as you exit into the job market. The course will complement
your other learnings at the University through equipping you with the requisite knowledge, skills
and appreciation of transformative leadership for social, economic and political change in line
with the current Constitution and the country’s Vision 2030. It is therefore envisaged that the
programme on Leadership Development and Mentorship Certificate Programme will help
the graduating students to become critical and creative thinkers who are more disciplined and
respectful as they work in their respective counties, regions and the nation at large.
Programme Goal:
The training programme in Leadership and Management aims at developing transformative
leaders from among the graduating Kenyatta University students in line with the vision and
mission of the University.
Programme Vision:
To be innovative in producing transformational leaders among all graduating students of
Kenyatta University
Programme Mission:
To create a critical mass of young leaders who will inspire, bring positive change and introduce a
paradigm shift by offering new ways of addressing social, economic and political challenges
facing our nation
Expected Course Outcomes:
By the end of this e-module the learners will be able to:
i. Discuss the tenets of transformative leadership.
ii. Explain the best practices of effective leadership and management.
iii. Develop a good portfolio and CV
iv. Describe the principles of effective communication.
i
Mode of Delivery
This course will use e-learning methods – which include asynchronous and synchronous methods
such as chats, discussion forums, online assignments and quizzes.
Course Requirements:
Given the Covid restrictions, this course will be taught online, with no face to face instructions
with the facilitator. However, this is bound to be reviewed in accordance to the University
regulations. The learning materials and instructions will be given online and the lessons will be
guided by the lecturer online. The course requires 30 instructional hours, thus you shall
undertake five instructional hours per week. These five hours will be used for e-contact with
your facilitator and for online activities otherwise referred to as e-tivities in the lessons. You will
be required to participate and interact online with your peers and the e-moderator who in this
case is your lecturer. Guidelines for the online activities (which we shall keep referring to as e-
tivities) will be provided whenever there is an e-tivity. Please note that since the online e-tivities
are part of the learning process, they may be graded at the discretion of your e-moderator. Such
grading will however be communicated in the e-tivity guidelines and feedback given as soon as
possible after the e-tivity. The e-tivities will include but will not be limited to online assessment
quizzes, assignments and discussions. There are also assessment questions that you can attempt
at the end of every lesson to test your understanding of the lesson. The answers to all the
assessment questions are at the end of the module. All the resource that have been used in this
module in form of books are available under the resources section after the answers to the
questions
Course Assessment
Students will undertake:
1. Formative assessment contributing to 40%
2. Summative assessment that will be scored out of 60%;
3. Pass mark will be 50% consisting of both formative and summative assessments
Overview of the Course
Week Topic
Week 1 FOUNDATION OF LEADERSHIP AND MANAGEMENT
Week 2 LEADERSHIP AND MANAGEMENT PRACTICE
Week 3 MENTORING COACHING AND COUNSELING IN LEADERSHIP
Week 4 & 5 LEADERSHIP, NATIONAL UNITY AND DEVELOPMENT
Week 6 Life Skills
Week 7 EXAMINATION
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Table of Contents
MODULEONE: FOUNDATION OF LEADERSHIP AND MANAGEMENT

SESSION ONE: FOUNDATIONS OF LEADERSHIP AND MANAGEMENT
SESSION TWO: LEADERSHIP THEORIES
SESSION THREE: EFFECTIVE LEADERSHIP AND MANAGEMENT SKILLS
SESSION FOUR: TRANSFORMATIONAL LEADERSHIP
MODULETWO: LEADERSHIP AND MANAGEMENT PRACTICE

SESSION FIVE: LEADERSHIP AND TEAM PERFORMANCE
SESSION SIX: EFFECTIVE TIME MANAGEMENT
SESSION SEVEN: ATTITUDES AND CHANGE MANAGEMENT
SESSION EIGHT: PROBLEM SOLVING TECHNIQUES AND DECISION MAKING
MODULE THREE: MENTORING, COACHING AND COUNSELING IN

LEADERSHIP
SESSION NINE: MENTORING, COACHING AND COUNSELING IN LEADERSHIP MENTORING
SESSION TEN: BASIC SKILLS AND TECHNIQUES OF COUNSELING IN LEADERSHIP AND

MANAGEMENT
SESSION ELEVEN: STRESS MANAGEMENT IN LEADERSHIP AND MANAGEMENT
MODULE FOUR: LEADERSHIP, NATIONAL UNITY AND DEVELOPMENT

SESSION TWELVE: DIFFERENT CULTURES, ONE PEOPLE (LEADERSHIP, NATIONAL UNITY AND
DEVELOPMENT)
SESSION THIRTEEN: ETHICS AND INTEGRITY IN LEADERSHIP
SESSION FOURTEEN: CONFLICT RESOLUTION AND PEACE BUILDING
SESSION FIFTEEN: GENDER DYNAMICS IN MANAGEMENT AND LEADERSHIP
SESSION SIXTEEN: YOUTH LEADERSHIP IN NATIONAL DEVELOPMENT AND RELATED
CHALLENGES
MODULE FIVE: LIFE SKILLS

SESSION SEVENTEEN: PUBLIC RELATIONS
SESSION EIGHTEEN: COMMUNICATION SKILLS
iii
SESSION NINETEEN: PERSONAL BRANDING
iv
TABLE OF CONTENTS
INTRODUCTION..........................................................................................................................I
MODE OF DELIVERY...............................................................................................................II
MODULE ONE..............................................................................................................................1
FOUNDATIONS OF LEADERSHIP AND MANAGEMENT.................................................1
SESSION ONE: FOUNDATIONS OF LEADERSHIP AND MANAGEMENT....................1
1.1 INTRODUCTION.....................................................................................................................1
1.2 SESSION LEARNING OUTCOMES.............................................................................................1
1.2.1 Definition of Leadership and Management....................................................................1
1.2.2 Distinction between Leadership and Management.........................................................3
1.2.3: Essential skills/Qualities of Effective leaders and managers........................................4
1.2.4: Sources of Power for Leaders and Managers................................................................5
1.3 ASSESSMENT QUESTIONS.......................................................................................................6
1.4 REFERENCES...........................................................................................................................7
SESSION TWO : TRANSFORMATIONAL LEADERSHIP...................................................7
2.1: INTRODUCTION......................................................................................................................8
2.2 SESSION LEARNING OUTCOMES.............................................................................................8
2.2.1 Definition of Transformational Leadership....................................................................8
2.2.2: Distinction between Transformational and Transactional Leadership..........................9
2.2.3: Components (4I’s) of Transformational Leadership...................................................11
2.3 ASSESSMENT QUESTIONS.....................................................................................................12
2.4: REFERENCES........................................................................................................................13
SESSION THREE : LEADERSHIP THEORIES....................................................................14
3.1 INTRODUCTION.....................................................................................................................14
3.2 LEARNING OUTCOMES..........................................................................................................14
3.3 ASSESSMENT QUESTIONS......................................................................................................16
3.4 E-REFERENCES.....................................................................................................................17
SESSION FOUR : EFFECTIVE LEADERSHIP AND MANAGEMENT SKILLS.............19
4.1 INTRODUCTION.....................................................................................................................19
4.2 SESSION LEARNING OUTCOMES...........................................................................................19
4.2.1. Differences between Managers and Leaders...............................................................19
4.2.2. Organized Sets of Behaviors by Managers..................................................................20
4.2.3. Principal Skills that Managers Need to Develop.........................................................21
4.3. ASSESSMENT QUESTIONS....................................................................................................22
4.4. REFERENCES........................................................................................................................23
MODULE TWO...........................................................................................................................24
v
LEADERSHIP AND MANAGEMENT PRACTICE...............................................................24
SESSION 5: LEADERSHIP AND TEAM PERFORMANCE................................................24
5.1 INTRODUCTION.....................................................................................................................24
5.2 LESSON LEARNING OUTCOMES............................................................................................24
5.2.1 Characteristics of a highly effective team leader..........................................................24
5.2.2 Teams and Team Performance.....................................................................................25
5.2.3 Strategies of Building Strong Teams............................................................................26
5.4 E-REFERENCES.....................................................................................................................28
SESSION SIX: EFFECTIVE TIME MANAGEMENT...........................................................29
6.1 INTRODUCTION.....................................................................................................................29
6.3 THE CONCEPT OF TIME MANAGEMENT................................................................................29
6.4 PLANNING FOR EFFECTIVE USE OF TIME..............................................................................29
6.5 BENEFITS OF EFFECTIVE TIME MANAGEMENT....................................................................30
6.6 LESSON SUMMARY...............................................................................................................30
6.7 LESSON ASSIGNMENT...........................................................................................................31
6.8 E- REFERENCES....................................................................................................................31
SESSION SEVEN: ATTITUDES AND CHANGE MANAGEMENT...................................32
7.1: INTRODUCTION....................................................................................................................32
7.2.1. Defining Key Terms....................................................................................................32
7.2.2. Reasons for different attitudes towards change...........................................................33
7.3. LESSON ASSIGNMENT..........................................................................................................34
7.4. E-REFERENCES....................................................................................................................35
SESSION EIGHT: PROBLEM SOLVING TECHNIQUES AND DECISION MAKING..36
8.1 INTRODUCTION.....................................................................................................................36
8.2.1 Basic steps in problem solving.....................................................................................36
8.2.2 The Skills of Problem Solving..................................................................................38
8.2.3 Problem Solving Analytical tools..............................................................................39
8.2.4 Problem Tree and Solution tree.................................................................................40
8.4. E-REFERENCES....................................................................................................................42
MODULE THREE......................................................................................................................43
MENTORING, COACHING AND COUNSELLING IN LEADERSHIP.............................43
SESSION 9: DEFINITIONS AND CONCEPTS IN MENTORING AND COACHING.....43
9.1 INTRODUCTION.....................................................................................................................43
vi
9.2.1 The Concepts of Mentoring and Coaching in leadership and management.................43
9.2.2 Analyze the importance of mentoring and coaching in leadership and management. .45
9.2.3 Distinguish between mentoring and coaching in leadership and management............46
9.2.4 Best practices in mentoring and coaching, in leadership and management..................47
9.3 QUESTIONS...........................................................................................................................49
9.4 REFERENCES.........................................................................................................................50
SESSION 10.................................................................................................................................51
MENTORING, COACHING AND COUNSELING IN LEADERSHIP MENTORING.....51
10.1 BASIC SKILLS AND TECHNIQUES OF COUNSELING IN LEADERSHIP AND MANAGEMENT. .51
10.2 LESSON LEARNING OUTCOMES..........................................................................................51
10.2.1 Definition of the terms skills and techniques of counselling in leadership and
management...........................................................................................................................51
10.2.2 Classification of skills and techniques of counselling in leadership and management
...............................................................................................................................................52
10.2.3 Application of the skills and techniques of counselling in leadership and management
...............................................................................................................................................57
10.3 ASSESSMENT QUESTIONS...................................................................................................58
10.4 REFERENCES.......................................................................................................................58
SESSION 11: STRESS MANAGEMENT IN LEADERSHIP AND MANAGEMENT........59
11.1 INTRODUCTION...................................................................................................................59
11.2 EXPECTED LEARNING OUTCOMES.......................................................................................59
11.2.1. Causes of Stress.....................................................................................................59
11.2.2. Identification of Sources of Stress.........................................................................60
11.2.3. Symptoms of Distress................................................................................................61
11.2.4. Skills, Intervention and Stress Management Techniques......................................63
11.2.4 Stress Management Techniques............................................................................63
11.4 REFERENCES......................................................................................................................66
MODULE FOUR.........................................................................................................................68
LEADERSHIP, NATIONAL UNITY AND DEVELOPMENT..............................................68
SESSION 12: DIFFERENT CULTURES ONE PEOPLE (LEADERSHIP, NATIONAL
UNITY AND DEVELOPMENT)...............................................................................................68
12.1 INTRODUCTION...................................................................................................................68
12.2 LESSON LEARNING OUTCOMES...........................................................................................68
12.2.1 Different Cultures One People (Leadership, National Unity and Development).......68
12.2.1.........................................................................................................................................69
12.2.2 Embracing Cultural Diversity.....................................................................................69
12.2.2.........................................................................................................................................70
vii
12.3 ASSESSMENT QUESTIONS....................................................................................................71
12.4 REFERENCES...................................................................................................................71
SESSION THIRTEEN: ETHICS AND INTEGRITY IN LEADERSHIP.............................73
13.1 INTRODUCTION...................................................................................................................73
13.2.1 Ethical Principles applicable in Leadership................................................................73
13.2.2 Integrating Ethical Principles into Leadership...........................................................75
13.2.3 Building and maintaining Ethical Principles in Leadership.......................................76
13.2.4 Summary.....................................................................................................................77
13.2.5 Activity.......................................................................................................................77
13.3 ASSESSMENT QUESTIONS:..................................................................................................77
13.4 REFERENCES.......................................................................................................................78
SESSION 14: CONFLICT RESOLUTION AND PEACE BUILDING.................................80
14.1. INTRODUCTION..................................................................................................................80
14.2. EXPECTED LEARNING OUTCOMES....................................................................................80
14.2.1. Definition of Terms...................................................................................................80
14.2.2 Conflict Resolution.....................................................................................................81
14.2.3. The Role of Leaders and Youth in Conflict Resolution............................................82
14.3. ASSESSMENT QUESTIONS..................................................................................................83
14.4 REFERENCES.......................................................................................................................84
SESSION 15: GENDER DYNAMICS IN MANAGEMENT AND LEADERSHIP..............85
15.1 INTRODUCTION...................................................................................................................85
15.2 LESSON LEARNING OBJECTIVES........................................................................................85
15.2.1 Perception of women as leaders in the society...........................................................86
15.2.2 Gender Differences in Leadership Styles...................................................................87
15.3 SUMMARY..........................................................................................................................89
15.4 ASSESSMENT QUESTIONS:..................................................................................................90
LESSON 16: YOUTH LEADERSHIP IN NATIONAL DEVELOPMENT AND RELATED
CHALLENGES............................................................................................................................92
16.1 INTRODUCTION...................................................................................................................92
MODULE FIVE...........................................................................................................................94
LIFE SKILLS...............................................................................................................................94
LESSON 17: PUBLIC RELATIONS.........................................................................................94
17.1. INTRODUCTION..................................................................................................................94
17.2.1. Public Relations.........................................................................................................94
17.2.2. Interpersonal Relations..............................................................................................96
viii
17.4 REFERENCES.......................................................................................................................99
LESSON 18: COMMUNICATION SKILLS..........................................................................101
18.1 COMMUNICATION SKILLS AT THE WORKPLACE..............................................................101
18.3 ASSESSMENT QUESTIONS.................................................................................................104
18.4 E-REFERENCES...............................................................................................................106
LESSON 19: PERSONAL BRANDING..................................................................................107
DEFINITIONS AND CONCEPTS IN PERSONAL BRANDING.......................................107
19.1 INTRODUCTION.................................................................................................................107
19.2 LESSON LEARNING OUTCOMES........................................................................................107
19.2.1 THE CONCEPT OF PERSONAL BRANDING........................................................................107
19.2.2 WRITING AN EFFECTIVE CURRICULUM VITAE (CV).....................................................107
19.2.2.1 Importance of a good Curriculum Vitae................................................................108
19.2.2.2 Possible contents of a good Curriculum Vitae......................................................108
19.2.2.3 Structure of a Curriculum Vitae............................................................................108
19.2.2.4 Common Curriculum Vitae mistakes....................................................................110
19.3 WRITING AN EFFECTIVE COVER LETTER.........................................................................111
19.3.1 Types of Cover Letters.............................................................................................112
19.3.2 Parts of a Cover Letter..............................................................................................112
19.3.3 Attributes of a good cover letter...............................................................................113
19.4 ASSESSMENT QUESTIONS..................................................................................................115
19.5 E-REFERENCES.................................................................................................................116
LESSON 20: SUCCESSFUL INTERVIEW SKILLS............................................................117
20.1 INTRODUCTION.................................................................................................................117
20.2 LESSON LEARNING OUTCOMES.........................................................................................117
20.2.1 Concept of a Job Interview.......................................................................................117
20.2.2 Job Interview skills...................................................................................................117
20.2.3 Dos and Don’ts during the above stages of the interview process...........................119
20.3 JOB SEARCHING TECHNIQUES..........................................................................................120
20.4 ASSESSMENT QUESTIONS..................................................................................................121
20.5 E-REFERENCES.................................................................................................................123
ix
MODULE ONE
FOUNDATIONS OF LEADERSHIP AND MANAGEMENT
SESSION ONE: FOUNDATIONS OF LEADERSHIP AND MANAGEMENT

1.1 Introduction
The concepts of leadership and management have often been mistaken as the same thing but in
principle, they are very different although they complement each other. For any organization or
business to succeed it needs people that can plan, organize and coordinate its staff, while also
inspiring and motivating them to perform to the best of their ability. In this first session we are
going to discuss the meaning of leadership and management; distinguish between leadership and
management; distinguish the different roles played by leaders and managers; discuss the
characteristics of leaders and managers and finally, describe the different skills leaders and
managers must develop and the set of behaviours thy have to depict.
1.2 Session Learning Outcomes

By the end of this lesson, you will be able to:
1.2.1 Define leadership and management;
1.2.2 Distinguish between leadership and management;
1.2.3 Understand the skills and behaviours that leaders and managers need to develop.
1.2.1 Definition of Leadership and Management

Leadership is the process of directing the behavior of others towards accomplishment of
objectives. It is the art or process of influencing people so that they strive willingly and
enthusiastically towards the achievement of group goals. Leadership is also defined as a process
in which an individual influences a group to achieve common goals.
Management is the coordination and administration of tasks to achieve a goal. It is the act of
getting people together to accomplish desired goals and objectives using available resources
efficiently and effectively. The different resource types within management are human, financial,
technological or natural) human, financial, technological or natural. Management operates
1
through five basic functions: planning, organizing, coordinating, commanding, and controlling
for the purpose of accomplishing a goal.
E-tivity 1.2.1: Definition of Leadership and Management
Numbering, pacing and sequencing 1.2.1

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

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

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

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

leadership and management
Interaction begins Provide positive and constructive feedback on the team
learners views and ideas. Do this on the discussion forum
1.2.2
3
E-moderator interventions 1. Ensure that learners are focused on the contents and
context of discussion.
2. Stimulate further learning and generation of new ideas.
3. Provide feedback on the learning progress.
Schedule and time This activity takes one hour
Next Skills and behaviours that leaders and managers need to
develop
1.2.3: Essential skills/Qualities of Effective leaders and managers

We manage things such as programs, budgets, contracts, projects and processes, but we should
be leading people. Many of us wear both hats, but we need to understand the difference so that
we appropriately flex within and between the two roles. There are people who are great leaders
but horrible managers, and there are people who are great managers and horrible leaders. How
can this be? Because these two competencies require different skillsets. Leaders and managers
are required to develop certain kind of skills and behaviours to enable them achieve the
objectives of their organizations. This session, we will look at the skills that leaders and
managers must possess.
E-tivity 1.2.3: Essential Skills/ Qualities of Effective leaders and managers

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

understand the skills/qualities that great leaders and
managers must possess.
Brief summary of overall task Watch this Video 1 and Video 2 and Video 3
Spark
4
Individual task Describe 7 essential qualities of great leaders and
managers and five skills that leaders and managers
must develop.
Interaction begins Provide positive and constructive feedback on the
team learners’ views and ideas. Do this on the
E-moderator interventions 1. Ensure that learners are focused on the contents
and context of discussion.
2. Stimulate further learning and generation of
new ideas.
Next Sources of Power for Leaders and Managers
1.2.4: Sources of Power for Leaders and Managers
Power refers to the possession of authority and influence over others. Power is the ability to
cause or prevent an action, make things happen; the discretion to act or not act. It is the capacity
or ability to direct or influence the behavior of others or the course of events. It is the capacity
that A has to influence the behavior of B so that B acts following A’s wishes.” Depending on
who has power and how that power is used, both positive and negative outcomes can result from
the use (or abuse) of power. The more power you have, the more carefully it needs to be
exercised. But in general, we all want more power: it gives us a bigger say in decision-making
and more control over our environment. Sociologists John French and Bertram Raven (1959)
identified five types of social power namely, legitimate, reward, coercive, referent, and expert
power. In this session we will discuss where does power come from and what is it that gives an
individual or a group influence over others?
E-tivity 1.2.4: Sources of Power for Leaders and Managers

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

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

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

b) Exercising authority over others
c) The art or process of influencing people towards realization of goals
d) The capacity to make people do what you want them to do
3. Which one of the following is true about managers?
(a) Managers are people who do the right things
(b) Managers are people who do things right
(c) In modern organizations managers and leaders are not used interchangeably.
(d) Managers are people who at times do not do things right.
4. Which of the following describes the three sources of power available to a leaders?
6
a) Referent, reward, coercive power
b) Reward, coercive, diligent power
c) Referent, Submissive, Reward power
d) Reward, diligent, Referent power
1.4 References
Richard Rierson (2014, July 14). What is Leadership? Retrieved from

https://www.youtube.com/watch?v=zpNWDekfGog&t=601s
EasyMBA (2018, April 16). Definition, concept & importance of management. Retrieved from
https://www.youtube.com/watch?v=0GyKxRYx1tQ
Project Management Videos (2018, October 8). Leadership vs Management, What's the
Difference? Retrieved from https://www.youtube.com/watch?v=to6dPqKQan0
Tutorials Point (India) Ltd. (2017, February 7). Soft Skills - Leadership Vs Management.
Retrieved from https://www.youtube.com/watch?v=DwwBZn5duk8
Leadership & Management 101—Defining and Applying the Principles. Retrieved from
https://www.youtube.com/watch?v=y_K_Ej-knDE&t=406s
Brian Tracy (2013, October 4). 7 Essential Qualities of All Great Leaders. Retrieved from
https://www.youtube.com/watch?v=eG16EmA2Fe0
EasyMBA (2018, March 2). Managerial Skills. Retrieved from https://www.youtube.com/watch?

v=nFSeS1MeSeY
EPM (2017,July 7).The 5 Types of Power. https://www.youtube.com/watch?v=VJztnIFPO4o
SESSION TWO : TRANSFORMATIONAL LEADERSHIP

7
“You are not made a leader by your job title, you are made a leader by your influence.”
(Anonymous)
2.1: Introduction
As interest in the study of leadership has increased over the last 100 years, a number of different
leadership theories have been introduced to explain what it means to be a leader and why certain
people become great leaders. Transformational leadership theory is a relatively new approach to
leadership which was first introduced by James MacGregor Burns (1978) in his descriptive
research on political leaders. Burns, distinguished between transactional and transformational
leadership. He noted that transformational leadership focuses on how leaders create valuable and
positive change in their followers by inspiring them to achieve extra ordinary results, while
transactional leadership is based on leaders using rewards and punishments to gain compliance
from their followers in achieving expected goals. In this session, we shall look at the definition
of transformational leadership; difference between transformational leadership and transactional
leadership and the four components (4I’s) of transformational leadership.

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

"leaders and followers help each other to advance to a higher level of morale and motivation". It
is a leadership style in which leaders encourage, inspire and motivate employees to innovate and
create change that will help grow and shape the future success of the company. Transformational
leadership is when the behavior of a leader influence followers and inspire them to perform
beyond their perceived capabilities in order to achieve unexpected or remarkable results.
8
Thus, Transformational leaders are those who stimulate and inspire followers to both achieve
extraordinary outcomes and, in the process, develop their own leadership capacity. A
transformational leader must have a strong and positive vision that he/she intends to achieve,
which must be clearly communicated to followers for them to buy into it.
E-tivity 2.2.1: Definition of Transformational leadership

Title Definition of Transformational Leadership

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

understanding of transformational leadership

new ideas.
Schedule and time This activity takes one hour.
Next Distinction between transformational and
transactional leadership
2.2.2: Distinction between Transformational and Transactional Leadership
9
Different organizations have adopted either transformational or transactional leadership style,
while others apply both leadership styles depending on need, context or situation, in achieving
their objectives. However, studies have shown that organizations that adopt transformational
leadership style are more effective and successful since employees are intrinsically motivated.
Transformational leadership inspires and motivates followers, whereas transactional leadership is
based more on reinforcement and exchanges. In this lesson we will discuss the differences
between transactional and transformational leadership.
E-tivity 2.2.2: Distinction between Transformational and Transactional Leadership

Title Distinction between Transformational and
Transactional Leadership

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

between transformational and transactional
leadership.
discussion forum 2.2.2.
new ideas.
Next Components (4I’s) of Transformational Leadership
2.2.3: Components (4I’s) of Transformational Leadership

10
For a leader to be referred to as transformational there are certain characteristics/qualities that
he/she must possess when dealing with the followers. Bernard Bass identified four components
(4I’s) of transformational leadership namely:
1. Individualized Consideration
This refers to the extent to which a leader attends to each follower’s needs by being a mentor,
coach or guide to the follower. They listen to the concerns and needs of each follower and
provides support and empathy of each person’ situation. They are also aware of the unique
talents of each follower and support them in developing and demonstrating these key skills and
behaviors, which aspires followers to develop further.
2. Intellectual Stimulation
Transformational leaders challenge assumptions, take risks and solicit followers’ ideas. The
leader challenges followers to be innovative and creative and encourages them to think
independently so that they become autonomous.
3. Inspirational Motivation
This is where the leader articulates an appealing vision that inspires and motivates others to
perform beyond expectations. They believe in their followers’ ability to meet their goals which
encourages them to invest more effort in their tasks and to be optimistic.
4. Idealized Influence
Transformational leaders are role models for their followers because they engage in high
standards of ethical behavior. Followers identify with these leaders, and want to emulate them.
They are deeply respected by followers, who usually place a great deal of trust in them.
You can become a transformational leader by:
1. Creating an inspiring vision of the future.

2. Motivating people to buy into and deliver the vision.
3. Managing delivery of the vision.
4. Building strong, trust-based relationships with your people.
E-tivity 2.2.3: Components (4I’s) Transformational Leadership
11
Title Components (4I’s) of Transformational

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

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

transformational leadership. Using examples, show
how you can apply the 4I’s as a leader in an
organization.
discussion forum 2.2.3.

new ideas.
Next
Leadership Theories

1. Which of the following statement does not describe a transformational leader?
a) Setting a vision for the organization

b) Communicating the vision to the followers
12
c) Dictating to followers what they are supposed to do
d) Motivating followers to achieve the vision
2. Transformational leadership is premised on four main components. Which one is not?
a) Inspirational motivation
b) Internalized consideration
c) Idealized Influence
d) Intellectual stimulation
3. Transactional leadership mainly involves:
a) Inspiring followers to achieve beyond expectation

b) Encouraging followers to think individually and be innovative
c) Rewarding and punishing followers depending on performance
d) Setting a good example by being a role model that followers can emulate
2.4: References
Audiopedia (2017, February, 1). What Is Transformational Leadership? What Does
Transformational Leadership Mean? Retrieved From
Https://Www.Youtube.Com/Watch?V=4d4jgluubjc&T=75s
Richtopia (2016, June 20). Transactional vs. Transformational Leadership Definition. Retrieved
from https://www.youtube.com/watch?v=FtnFKLqhL-Y&t=344s
David Burkus (2020, March 3). Which Leader Are You?: Transformational Leadership vs
Transactional Leadership Retrieved from https://www.youtube.com/watch?
v=l8s8lHVMhO8
Ronald Riggio (2013, November 4). Transformational Leadership. Retrieved from
https://www.youtube.com/watch?v=ZvezV2Zhihg
13
SESSION THREE : LEADERSHIP THEORIES
3.1 Introduction
We are going to introduce you to leadership theories. There are several theories that explain the
concept of leadership. You will learn different types of leadership theories to gain valuable
insights about leadership. You will also learn reasons why these leadership theories are
important.
3.2 Learning outcomes

3.2.1. Identify the various theories in leadership;

3.2.2. Describe both ancient and contemporary leadership theories;
3.2.3. Distinguish between transformation and transactional leadership styles
3.2.1 E-Tivity identifying various theories in leadership

sequencing
Title Leadership Theories
Purpose The purpose of this E-Tivity is to enable the learners to identify the
various theories in leadership
Brief summary of - Watch and listen to video one, two and three
overall task - Make brief summaries
Spark
License information
Individual task  Listen to the video carefully and make notes on various theories of
leadership in your own words
Interaction begins  Post your definition of motivation in the discussion forum 3.2.1
 Read two of your colleague’s posts and comment on their
contributions
E-moderator  Ensure learners keep focus on contents of subject under discussion
interventions  Guide the interaction on the discussion forum
 Provide feedback on learning progress
 Close the E-Tivity
14
Schedule and time The task will take 30 minutes
Next Ancient and contemporary leadership theories
3.2.2 E-Tivity Describing ancient and contemporary leadership theories

sequencing
Purpose The purpose of this E-Tivity is to enable the learners to describe both
ancient and contemporary leadership theories
overall task - Make brief summaries
Spark
License information
Individual task  Explain various ancient and contemporaries theories on leadership.
Explain what is leadership?
contributions
Next Transformation and Transactional leadership styles
15
3.2.3 E-Tivity Distinguish between transformation and transactional leadership styles

sequencing
Purpose The purpose of this E-Tivity is to enable the learners to Distinguish
between transformation and transactional leadership styles
overall task - Make brief summaries on various definitions
Spark
License information
Individual task  Listen and make notes to explain how to apply theories of leader
giving examples
contributions
Next Leadership and Team performance
3.3 Assessment questions

Indicate which is true in each of these 2 statements in each of the following statements [Answers
in red colour and bold]
1. Trait Approaches to Leadership is;

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

a) Task performance; Group maintenance and decision making are 3 categories of leadership
behaviour.
b) Task performance; Group maintenance and participative decision making are 3 categories
of leadership behaviour.
16
3. 3 key Leadership Styles Approaches are;
a) Autocratic; democratic and laissez faire leadership styles.
b) Benevolence; democratic and laissez faire leadership styles
4. Situational Theory is premised on;

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

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

a) The leader has some desirable characteristics like personality, abilities and aptitudes to get
success as leader.
b) The leader has some physical characteristics like personality, abilities and aptitudes
to get success as leader
7. Transactional Leadership is based on ……………….and …………………

a) Rewards and Punishments
b) Ability and influence
8. Transformational Leadership focuses in bringing;

a) About organizational change by implementing a strategic vision
b) About change in development by implementing a strategic vision
9. Organizational rewards fall under two broad categories, namely:

a) Basic remunerations and extrinsic rewards through promotions
b) Intrinsic and extrinsic rewards
10. Transformational leadership is generally regarded as superior on the scale of effectiveness

than transactional leadership.
a) True
b) False
3.4 E-References
17
Ten leadership theories https://onlineleadershipnetwork.com/ten-leadership-theories-in-five-
minutes/
Leadership styles https://www.tes.com/lessons/Nrr13i9UCJa4dg/leadership-styles
Democratic leadership https://www.youtube.com/watch?v=RmqsV1293Rk
Leadership and management https://praewnasita.wordpress.com/2016/06/10/leadership-vs-
management/
Watch videos on 5 leadership theories https://www.youtube.com/watch?v=WOtBp0D85LI
Watch video on 10 leadership theories https://www.youtube.com/watch?v=xB-YhBbtfXE
Watch video on transactional leadership https://www.youtube.com/watch?v=gloSgEV9lLU
Watch video on transformational leadership https://www.youtube.com/watch?
v=60O2OH7mHys
Watch video on transformational leadership theory https://www.youtube.com/watch?
v=yOkqygQA6jY
watch video on Contemporary leadership theories https://www.youtube.com/watch?
v=6XSx_uGVe5g or https://www.youtube.com/watch?v=pLeSB8VYd-A
leadership styles https://ctb.ku.edu/en/table-of-contents/leadership/leadership-ideas/
leadership-styles/main
18
SESSION FOUR : EFFECTIVE LEADERSHIP AND MANAGEMENT SKILLS
4.1 Introduction
There are as many definitions of leadership as there are persons who have attempted to define the
concept. Drucker P. sums it up by defining a leader as someone who has followers while
management, on the other hand is a process that is used to accomplish/achieve organizational
goals through various functions; planning organizing, staffing and controlling. To gain followers,
one requires influence and integrity (Yukl, 1989).
Vision, Integrity, Trust, Selflessness, Commitment, Creative ability, Toughness,

Communication, Ability, risk-taking and Visibility (Capowski, 1994).

4.2.1. Differentiate between managers and leaders
4.2.2. Describe the organized sets of behavior by managers
4.2.3. Discuss the principal skills that managers need to develop.
4.2.1. Differences between Managers and Leaders
Are managers and leaders the same?

Leadership and management are used interchangeably and often are overlapping concepts. Bass
&Stogdill (1990) conclude that leaders manage while managers lead though the two activities are
not synonymous. Kotter (2001), in his article “What leaders really do”, suggests that one is not
better than the other and are indeed complementary systems of action, the difference being that;
 Management is about coping with complexity
 Leadership is about coping with change
3.2.1 E-tivity Difference between Leaders and Managers

sequencing
Title Difference between Leadership and Management
Purpose The purpose of this E-Tivity is to enable the learners to Distinguish
between management and leadership.
Brief summary of - Watch and listen to video one
overall task - Make brief summary on the video
Spark
19
Individual task  Listen and make notes to explain the difference between a leader
and a manager.
Interaction begins  Post your submission on the difference between a leader and a
manager in the discussion forum 3.2.1.
contributions
Next Sets of behaviors exhibited by managers.
4.2.2. Organized Sets of Behaviors by Managers

Mintzberg (2000) concluded from his observations and research that managers play three types
of roles or display “organized sets of behaviour”:
Interpersonal Roles: - They interact with people inside and outside their work units. These
notes include being a figurehead, leader and liaison officer.
Informational Roles: - This is the most important part of a managers’ job since accurate
information is vital for making intelligent decisions. Managers receive and communicate
information with people inside and outside the organization. These roles include being a monitor,
disseminator and a spokesperson.
Decisional Roles: - Managers use information to make decisions to solve problems or take
advantage of opportunities. These roles include being an entrepreneur, disturbance handler,
resource allocator and negotiator
4.2.2. E-tivity Organized sets of behaviors by managers
Numbering, pacing and 4.2.2.

sequencing
Title Organized sets of behaviors by managers
Purpose The purpose of this E-tivity is to enable the learners to understand
20
more on management and the sets of behaviors exhibited by the
managers.
Spark
Individual task  Listen and make notes to explain the role and behaviors of a
manager.
Interaction begins  Post your submission on the kind of behavior a manager should
exhibit in discussion forum 3.2.2.
contributions
Next Principal skills of managers
4.2.3. Principal Skills that Managers Need to Develop

Good managers need to work on developing the following principal skills:
Technical skills: The ability to perform well in a specialized field (specific job) within the
organization. Having requisite technical skills seems important at lower levels of management
(first-line managers) who spend much of their working time with operating employees. This is
important since they need to supervise them effectively.
Conceptual skills: This is the ability to think analytically, visualize an organization as a whole
and understand how the parts work together. They are particularly important for top managers,
who must deal with problems that are ambiguous and with far- reaching consequences.
Human skills: The ability to interact well in cooperation with other people to get things done
through others. They are equally important at all levels and are thought of as soft skills. They
include the ability to motivate, inspire trust and to communicate with others.
21
Diagnostic Skills: These are skills used to define and understand situations. They are most
important to top managers and moderately important to the middle level and first line managers.
3.2.3 E-tivity: Principal Skills by Managers

sequencing
Title Principal Skills by Managers
Purpose The purpose of this E-tivity is to enable the learners to understand the
principal skills by managers.
Spark
Individual task  Listen and make notes to explain the skills of a manager.
Interaction begins  Post your submission on the skills necessary for an effective
manager in discussion forum 3.2.3.
contributions
Next Leadership and Management practice
4.3. Assessment Questions

1. Identify and describe any three differences between a manager and a leader.
2. Discuss any three roles that an effective manager should play in his/her organization.
3. Critically discuss any three principal skills that managers should be competent in.
22
4.4. References
Bass, B. M. &Arolis, B.J. (Eds). (1994). Improving organizational effectiveness through
transformational leadership. Thousand Oaks, C.A. Sage Publications.
Bass, B. M. &Riggio, R. E. (2008).Transformational Leadership. Mahwah, N.J.: Lawrence
Erlbaum Associates.
Bass, B. M. (1998).Transformational leadership: Industrial, militancy and educational impact,
Mahwah, NJ: Eribaum.
Burns, J. M. (1978) Leadership. NY: Hoper and Row N.
Leadership beyond the leader. Retrieved at: https://www.youtube.com/watch?v=MX4Qg6QLBtc
Management Skills. Retrieved at: https://www.youtube.com/watch?v=8AqRjpzyR5o
McShane, Sl& Von Glinow, M. A. (2000).Organizational behaviour. Boston Irwins: McGraw
Hill.
Northouse, P. G. (2001). Leadership theory and practise. CA: Sage Publications
What it means to be a manager, Retrieved at: https://www.youtube.com/watch?v=e57tjs0Vdg0
23
MODULE TWO
LEADERSHIP AND MANAGEMENT PRACTICE
SESSION 5: LEADERSHIP AND TEAM PERFORMANCE
5.1 Introduction
Welcome to lesson five. You have now learned what leadership and management are all about.
In this lesson, we introduce you to the topic of leadership and team performance in the team
context. A leader’s effectiveness is measured by his/her impact upon team members. Providing
leadership that improves team success includes not only the ability to articulate and convey a
vision and adjust to various circumstances but also the ability to listen, respond to feedback, and
even delegate responsibility where appropriate.
As explained earlier, Leadership is a multidisciplinary concept whose definition and use varies.
It has been variously defined as the process of influencing followers to do things that they would
have not ordinarily done. These followers form teams that must be directed to produce intended
results. A leader who can’t define and communicate a vision properly will not produce intended
team results.
In this lesson, we shall explore effective leadership in team performance. It is hoped that you will
be inspired towards modeling the right leadership for organizational team effectiveness.
5.2 Lesson Learning Outcomes

5.2.1 Identify the characteristics of highly effective team leaders.
5.2.2 Describe the terms team and team performance.
5.2.3 Discuss strategies to make teams strong
5.2.1 Characteristics of a highly effective team leader
Leaders and especially in the 21st century are faced with changes in technology, market
uncertainties, and emerging crisis such as the COVID-19. These require leaders and teams to be
innovative and operate at breakneck speed. Leaders have therefore to have the courage to break
new grounds and reinvent alternative ways of doing things. This does not only instruct and
delegate tasks but to lead teams to navigate challenging situations. Such will call for leadership
skills that leaders must adopt. A leader should have Self-Awareness (knowledge of one’s
strengths and weaknesses), Awareness of others (Strengths and weaknesses, individual
emotions and culture), and Self-Direction (ability to direct oneself effectively) and dedication
to a vision.
E-tivity 5.2.1 – Characteristics of highly effective team leaders
24
sequencing
Title Characteristics of highly effective team leaders
Purpose The purpose of this e-tivity is to enable you to explain
the various characteristics of highly effective team
leader
Brief summary of overall Watch videos on these links
task Read the attached material on leadership and highlight
of 15 characteristics of a good leader.
Read this extract attached
Listen to the video provided on team leadership
Spark
Individual task (a) Using bullet points, outline five qualities of a good
leader
(b) In a sentence, develop your own definition of a
good leaders
Interaction begins a) Post two reasons why it is not easy to define leadership
b) Differentiate a leader from team leader
c) Post five qualities of a good leader
d) Post five characteristics of a good team leader
Post all your responses to Discussion forum 5.2.1.
E-moderator interventions  Ensure that learners are focused on the contents and
 Stimulate further learning and generation of new
ideas.
 Provide feedback on the learning progress.
 Round-up the e-tivity
Schedule and time This task should take 1hour
25
Next Team and Team Performance
5.2.2 Teams and Team Performance

A team is two or more individuals who regularly communicate and work in collaboration to
achieve common goals. A team is led by a team leader who provides direction, support and
encouragement. The team-leader relationship defines the degree to which specified goals are
achieved. A group is composed of three or more individuals who identify themselves as a
separate unit or department but function individually to achieve organizational objectives
Team performance refers to the degree to which a team achieves defined goals and team success
is the outcome of leadership confidence variable. A team is also said to be just as strong as its
leader, since the leader is setting the tone. Indeed, a group of highly intelligent people may work
together but do so in such total discord that their collective performance is disastrous. In deciding
group success the team leader plays a central role. Biech (2010) believes that a team's growth
and stability happens only when there is a sense of mutual leadership among the participants.
Team leaders can in turn empower and encourage people to improve
E-tivity -5.2.2 Team and Team Performance.

Title Team and Team Performance
Purpose The purpose of this e-tivity is to enable you to describe
team and team performance.
Brief summary of overall Read the materials on these links
and Summarize the characteristics of performing teams.
task
Watch the video which differentiates team from group
https://www.youtube.com/watch?v=uG-FLOi4OOU
Spark
Individual task a) In a sentence define a team

b) Explain five characteristics of performing teams.
c) On a table differentiate a team from a group.
Interaction begins Post your answers in the discussion forum 5.2.2
E-moderator interventions a) Ensure that learners are focused on the contents
b) Stimulate further learning and generation of new
ideas.
c) Provide feedback on the learning progress.
1. Round-up the e-tivity
Schedule and time This task should take two hours
Next Strategies of building strong teams
26
5.2.3 Strategies of Building Strong Teams
E-tivity 5.2.3 _ Theories of Entrepreneurship
sequencing
Title Building strong teams
Purpose The purpose of this e-tivity is to enable you to understand how

leaders buld strong teams
Brief summary of overall Watch video and read the materials on these links
task https://www.youtube.com/watch?v=3e3hRJvQFSg
Also you can read this book
Spark
Individual task Look at the spark and identify two things the insects are doing as
a team
Interaction begins a) Identify three ways a leader can make a team strong
b) Identify three habits of a leader that make teams strong
E-moderator interventions 1. Ensure that learners are focused on the contents and context of
discussion.
4. Round-up the e-tivity
Schedule and time This task should take 1 hour
Next Time management
27
1. Which word best describes leadership
a) Motivation
b) Influence
c) Satisfaction
d) Forward
2. Which of the following does not differentiate team from group

a) Accountability
b) Purpose
c) Direction
d) Performance
3. In the book seven habits of effective managers, synergy has been defined as
a) Ability to demonstrate innovative problem-solving skills
b) Ability to make all team members to contribute
c) Ability to eliminate energy and time-wasting tendencies
d) Ability to develop outcome-oriented mindset
4. In times of team disintegration, a leader should have all of the following except
a) Self-awareness
b) Cultural awareness
c) Emotional awareness
d) Economic awareness
5.4 E-References
1 Covey, S. (1989). Seven habits of effective people. Retrieved from
https://en.wikipedia.org/wiki/The_7_Habits_of_Highly_Effective_People#/media/
File:The_7_Habits_of_Highly_Effective_People.jpg
2 Salas, E. Stagl G. Burke, C.and Goodwin, G.F. (2007) Fostering team effectiveness in
organisations: Towards interactive Theoretical Framework. Retrieved from
https://books.google.co.ke/books?
hl=en&lr=&id=pWMhhku8Ca4C&oi=fnd&pg=PA185&dq=Burke+2007+team&ots=9rr6BR
O_Ri&sig=wJLQMafWFp2nOGpNyJUZjJAxBgA&redir_esc=y#v=onepage&q=Burke
%202007%20team&f=false
3 Tu Delft open course ware. Retrieved from https://ocw.tudelft.nl/course-lectures/1-2-1-an-
incentive-to-cooperate/
28
SESSION SIX: EFFECTIVE TIME MANAGEMENT
6.1 Introduction
In this lesson, we will discuss time management, planning for effective time management,
strategies and accruing benefits. I hope the lesson will enable you understand the fundamentals
of time management especially at this prime time of your career.

6.2.1 Explain the concept of time management
6.2.2 Explain the strategies for time management.
6.2.3 Explain the benefits of time management
6.3 The concept of Time Management

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

It is possible to manage time by adopting several techniques. Effective time management is
crucial to accomplishing organizational tasks as well as to avoiding wasting valuable personal or
organizational assets. Try adopting the following strategies in your day to day activities in the
next I month and make a brief report on your time management:
Better planning- identify time wasters (visitors, procrastination, inability to say NO, Transport,
phone calls, Television, radio, social media, not getting started, burn outs, and meetings etc.
Prioritizing- make a list of things to do in a specific time starting with most important
Delegating tasks to avoid getting overwhelmed and give others a chance to learn and take pride
Exercising control over your environment to avoid being swept off by crisis
Understanding oneself or organizations' habits, mastering routines and attitudes that require to
change
Note; you don’t have as many days as the calendar has; you only have as many as you can make
use of this you can only achieve through self-discipline.
29
6.5 Benefits of Effective Time Management
Once you are able to manage your time you are bound to realize the following benefits:
 Making key decisions; this helps in meeting targets in a timely manner

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

No matter the knowledge, skills and attitudes that you may possess, your ability to manage time
affects how successful you will be. Time is one of the most important resources that we possess.
This resource cannot be stored, hired or bought. Once time has passed, it cannot be restored. It is
therefore imperative that we use it to enrich our personal and organizational lives.
E-tivity 6.2.1 – Effective time Management

sequencing
Title Effective time management and the benefits at personal
and organizational level
Purpose The purpose of this e-tivity is to enable you appreciate
the fundamentals of time management.
Brief summary of overall Watch Video 6.1 on this link by Career Lunch & Learn:
task Managing Your Time Like a CEO
Spark
Individual task (a) Using bullet points outline four practices for
effective time management.
(b) In a sentence, develop your own definition of time
that can be accessed by your facilitator if required.
30
6.7 Lesson Assignment
1. Time can be best managed by
a. Planning
b. Entertaining visitors
c. Ensure you do things yourself
d. Starting with easy tasks
2.Which of the following of the following is false about time in management
a. Managers manage their subordinates time
b. Its equal to all
c. Managing time helps to avoid crisis
d. Effective delegation can save time
3.Which of the following of the following is false about time in management
a. Managers manage their subordinates time
b. Its equal to all
c. Managing time helps to avoid crisis
d. Effective delegation can save time
4. Which of the following is not a benefit of effective time management?
(a) Making key decisions
(b) Job Satisfaction
(c) Improved performance
(d) Anxiety
6.8 E- References
Time Management Skills: Definition and Examples, https://www.indeed.com/career-advice/career-
development/time-management-skills
Time Management - Meaning and its Importance, https://www.managementstudyguide.com/time-
management.htm
31
SESSION SEVEN: ATTITUDES AND CHANGE MANAGEMENT
7.1: Introduction
In the world we are living in today, change is inevitable and seems to be the order of the day.
Attitudes will determine how we react to change and consequently how we manage the change.
Attitudes help us to plan, organize and respond to change, and control the consequences of
change.
7.2.1 Define the term the terms attitude and change
7.2.2 Identify reasons for different attitudes towards change
7.2 3 Explain the importance of having positive attitudes towards change.
7.2.1. Defining Key Terms

Change is any alteration in the current status of an individual; the status could be social, work
related, economic, physical, psychological or otherwise. Change may result from within for
instance change in your body. External change is triggered by the external environment such as
loss of a job.
Types of change
In this section we will examine the various types of change we are likely to experience:
Evolutionally change usually occurs gradually and most of the times it is expected. It evolves
naturally like marrying and having children.
Revolutionally change; is usually radical, major and may be expected or not expected. For
example becoming expectant when a student is a first year in the university after attending a
welcome bash and the student does not even know the father of the baby.
Planned Vs Unplanned change; Planned change is where the change is predictable, expected
and carefully analyzed. The outcomes are known and their timing. Unplanned change happen by
chance may be due an occurrence of a certain event. One of the tools for planning is The Three
Stage Change Process:
(a) Where are you now (present situation)?
(b) Where would you like to be (desired future)?
(c) How do you get there (process)?
This tool helps to demystify change by having a breakdown of the importance of change.
32
Punitive Vs Reward oriented change; punitive change is where change is implemented to
punish an individual or a given stakeholders.
Rewarding change is where change is done to reward or compensate an individual, or to

reinforce certain behavior.
Formal Vs informal change; Formal change is intended, known, discussed and accepted by
stakeholders while informal change is where change occurs without plans.
Forced Vs Voluntary change; Forced change is where one is coerced by forces beyond ones
control, forced by circumstances.
Voluntary change is where one chooses to change after observing environmental dynamics.
The concept of attitude
There are various sources of attitudes varying from one person to another. Attitudes are based
on perceptions. A person acquires attitudes and if continuously reinforced, they form part of the
Individual’s behavior. Attitudes may come from the following sources:
Direct experience with the objects or stimulus; interaction with a drunkard parent may develop
in you a negative attitudes towards drinking.
Sociocultural background- for example; a certain tribe may like or dislike certain things.
Learnt from peers or colleagues as we associate
Developed through affiliations; religious or professional associations etc.
7.2.2. Reasons for different attitudes towards change

Majority of us see change as a threat until they identify that the change is for their benefit. Some
have an attitude that change is costly, time consuming, unnecessary, a threat or even a bother,
with right information is availed, it creates positive attitudes.
Positive attitudes can be developed by having different views towards change and getting
sufficient information about a certain occurrence, expectation, prediction or a future. Need to
appreciate change as part of life. Looking at the future benefits of change and comparing with
the current benefits. Identifying people with positive attitudes also help to develop positive
attitudes. Positive attitudes make you an indispensable in life, people want to be close to you and
be part of your life, and the opposite happens when one has negative attitudes.
Lesson summary
It is important to understand that as long as you are alive, change is inevitable. As an individual,
as an organization or as a society or the world at large, change is a continuous phenomenon. If
there is no change in a given individual, he /she will become obsolete. If there is no change in a
33
given society, that society becomes extinct. If an organization does not change, it will eventually
die. To avoid or reduce stress in life, it is important to develop positive attitudes towards change
and this will help to manage different changes in life.
E-tivity -6.2.2 Attitudes and Change Management

sequencing
Title Attitudes and change management
Purpose The purpose of this e-tivity is to enable you appreciate the

value of positive attitude in time of change
Brief summary of overall task Read these Material and Summarize the tips on how to change
your attitude gradually
Spark
Individual task a) In a paragraph, explain two types of change you have

gone through recently
b) Using two examples distinguish between evolutionally

and revolutionally change
Interaction begins 1. Post four reasons for negative attitude among youth in
modern society in forum 6.2.2.
2. Provide suggestions on what you have planned to do to
develop positive attitude to life after campus in forum
6.2.2.
Next Problem Solving
34
7.3. Lesson Assignment
1. Attitudes help to control the consequences of change
(a) True
(b) False
2. Voluntary change is developed through affiliations
a) True
b) False
3. Formal change is intended, known, discussed and accepted by stakeholders
a) True
b) False
4. Attitude can be learnt from peers or colleagues as we associate
a) True
b) False
7.4. E-References
Attitude Change: Persuasion and Social Influence,
https://www.annualreviews.org/doi/full/10.1146/annurev.psych.51.1.539
Attitude and change in education. Available online at www.sciencedirect.com
Attitude change: The science of changing human attitudes and perspectives,
https://www.ckju.net/en/dossier/attitude-change-science-changing-human-attitudes-and-
perspectives
35
SESSION EIGHT: PROBLEM SOLVING TECHNIQUES AND DECISION MAKING
8.1 Introduction
In this lesson, we look at good problem-solving skills which are fundamentally important for
success in your life and career. Thus, this lesson will expose you to a systematic approach that
can help you improve your problem-solving skills.

8.2.1 Discuss the basic steps in problem solving
8.2.2 Exhibit Problem Solving skills
8.2.3 Make use of problem solving tools
8.2.4 Develop a problem tree and a solution tree
8.2.1 Basic steps in problem solving

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

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

Once the problem has been identified and its causes determined, you will need to develop
possible solutions to the problem. Brainstorm, read, research, think, ask questions, discuss. Look
36
for ideas and solutions. Learn as much as you can about the problem. Avoid selecting one
solution until several alternatives have been proposed.
8.2.1.3 Evaluate and Select an Alternative

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

Once the best solution is determined, put it into practice. This may be done on a limited scale at
first to verify that the solution is indeed the best. Often times, it is necessary for leaders to “sell”
the solution to others or facilitate the implementation by involving the efforts of others.
Involving others in the implementation minimizes resistance to subsequent changes.
8.2.1.5 Get Feedback

It is helpful to continue getting feedback to verify that the solution is working as expected and to
find ways to adjust it if it is not working effectively.
E-tivity 8.2.1 – Basic Steps in Problem Solving

sequencing
Title Basic Steps in Problem Solving
Purpose The purpose of this e-tivity is to enable you to identify
the basic steps to be followed when you are addressing
a problem
Brief summary of overall Watch videos 1 and video 2 on these links
task And note down the key steps in problem solving
Spark
Individual task (a) Using bullet points, outline the key steps in problem
37
solving in each of the two videos.
(b) Identify the steps that are common in the two
videos and share via this link
Interaction begins e) Read two responses from your colleagues and comment
on them
f) Post any new insight you have got on problem solving
steps and share on discussion forum 8.2.1
Schedule and time This task should take one 30 minutes
Next The Skills of Problem Solving
8.2.2 The Skills of Problem Solving

Problem solving requires two distinct types of mental skills: analytical and creative. Analytical
thinking includes skills such as ordering, comparing, contrasting, evaluating and selecting. It
helps to select the best alternative from those available by narrowing down the range of
possibilities. Creative thinking, on the other hand, uses the imagination to create a large range of
ideas for solutions. It requires us to look beyond the obvious, creating ideas which may, at first,
seem unrealistic or have no logical connection with the problem. There is a large element of
creative thinking in solving open problems. Effective problem solving requires a mixture of both
analytical and creative skills.
E-tivity 8.2.2 – The skills of problem solving

sequencing
Title The skills of problem solving
Purpose The purpose of this e-tivity is to enable you to identify and

explain the key skills of problem solving
Brief summary of overall task Watch videos 1 and read this slide
And note down the key steps in analytical problem solving
Spark
Individual task a) Using bullet points, outline the key steps in

analytical problem solving in each of the two
videos.
38
b) Identify the steps that are common in the two videos
and share via this link
Interaction begins a) Read two responses from your colleagues and
comment on them
b) Post any new insight you have got on problem
solving steps and share on discussion forum 8.2.2
E-moderator interventions 1 Ensure that learners are focused on the contents and
2 Stimulate further learning and generation of new ideas.
4 Close the e-tivity
Next Problem Solving Analytical tools
8.2.3 Problem Solving Analytical tools

In the previous section we saw that problem solving requires two analytical and creative mental
skills. In this section we are going to look at some tools (Fish bone & 5 Whys) that you can use
for analysing a given problem.
E-tivity 8.2.3 – Problem Solving Analytical tools

sequencing
Title Problem Solving Analytical tools
Purpose The purpose of this e-tivity is to enable you to utilise
problem solving analytical tools
Brief summary of overall Watch video 1 , video 2 and video 3 on these links
task And note down the key steps in analysing a problem using
the given tools
Spark
39
Individual task (c) Using bullet points, outline how the fish diagram
relates the effect and the causes of a given problem.
(d) Explain the similarities between the Fish diagram
and the 5 Whys and share via this link
Interaction begins g) Read two responses from your colleagues and comment
on them
h) Think of a problem and use the Fish diagram to analyze
its effect and causes hare on discussion forum 8.2.3
i) Read one response from your colleagues and give your
comments
Next The Problem Tree and Solution tree
8.2.4 Problem Tree and Solution tree

In the previous section we saw how the fish bone diagram can be used to analyze the cause and
effect of a given problem. In this section we are going to learn how the tree diagram can be used
to analyze the cause and effects of a given problem. We are also going to learn how the problem
tree can be converted to a solution tree.
E-tivity 8.2.4 – The Problem Tree and Solution tree

sequencing
Title The Problem Tree and Solution tree
Purpose The purpose of this e-tivity is to enable you develop a
problem tree as well as a solution tree
Brief summary of overall Watch videos 1 and videos 2 on these links
And note down the key steps in problem tree and solution
task
tree development
Spark
Individual task Identify the key differences between a problem tree and a
solution tree and share your responses via this link
40
Interaction begins j) Read two responses from your colleagues and comment
on them
k) Think of a problem, develop its problem and solution
trees and share on discussion forum 8.2.4
l) Read one response from your colleagues and give your
comments
E-moderator interventions 5 Ensure that learners are focused on the contents and
6 Stimulate further learning and generation of new
ideas.
Next MENTORING & COACHING IN LEADERSHIP
1. Which of the following statement best describe a problem?

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

a) Searching for alternative solutions
b) Troubleshooting the system
c) Defining the problem
d) Stopping all other activities
3. How many types of mental skills are required for problem solving?
a) Two
b) Three
c) Four
d) Five
4. When using the Fish bone tool to analyse a problem, the “Effect’ comes before the ‘Cause’.
a) True
b) False
41
8.4. E-References
CE&GS, N. (2018, October 05). Concept and Theories of Entrepreneurship.
Retrieved from https://fliphtml5.com/zroi/duvs/basic
Decision Skills (2014). How to Solve a Problem in Four Steps.
Retrieved from https://www.youtube.com/watch?v=QOjTJAFyNrU
3. Leanvlog (2018). What is Problem Solving - The 8 Steps of Toyota.
Retrieved from https://www.youtube.com/watch?v=gaibyX-bHik
BNET Video (2011). 7 Step Problem Solving
Retrieved from https://www.youtube.com/watch?v=bZXDGQSuF9I
Infinity MFG (2017). Quality Part 2: Ishikawa Diagram.
Retrieved from https://www.youtube.com/watch?v=DZwajTjyPmA
Digital E-Learning (2019). Fishbone diagram.
Retrieved from https://www.youtube.com/watch?v=p-qAON7R06c
EPM (2019). The 5 Whys Explained-Root cause analysis.
Retrieved from https://www.youtube.com/watch?v=t7FcK8jV2yA&t=51s
TolaData (2019). Step 1: Identifying the focal issue with ‘Problem Tree Analysis’ technique.
Retrieved from https://www.youtube.com/watch?v=-j-_Y7D35H4
ErasmusPlus (2014). How to write a project (Problem tree).
Retrieved from https://www.youtube.com/watch?v=S53DCEd6Avc
Nicky Janmeda (2019). Problem solving techniques.
Retrieved from https://www.slideshare.net/nicky1989/problem-solving-techniques-141279025
MODULE THREE
MENTORING, COACHING AND COUNSELLING IN LEADERSHIP
SESSION 9: DEFINITIONS AND CONCEPTS IN MENTORING AND COACHING
9.1 Introduction
42
Leadership and management in any institutional setting is manifested through influential
relationship with the led/followers who look forward to changes and outcomes that reflect their
shared purposes, based on institutional vision and mission. In this context the leader is a person
who guides, directs, and influences mentoring others to bring about the desired changes in the
institution. For this to happen, the leader must focuses on the satisfaction, motivation and the
general well-being of the led/followers. Such leaders are said to be relationship-oriented as they
focus on supporting, motivating and developing the people they lead as well as the relationships
within them. This style of leadership encourages good skills development, teamwork, positive
relationships, good communication and a healthy working environment. There are many areas
that a good leader can focus on in order to ensure that the people being led develop their career
and also are able to perform effectively in line with the institutional vision and mission. Session
nine focuses on mentoring and coaching

9.2.1 Explain the key concepts in mentoring and coaching in leadership and management
9.2.2 Analyze the importance of mentoring and coaching in leadership and management
9.2.3 Distinguish between mentoring and coaching in leadership and management.
9.2.4 Apply best practices in mentoring and coaching, in leadership and management
9.2.1 The Concepts of Mentoring and Coaching in leadership and management

Mentoring involves helping and supporting people to manage their own life in order to maximize
their potential, develop their skills, improve their performance and achieve their life goals.
Mentoring in leadership focuses on supporting and encouraging people to maximize their
potential, develop their leadership skills, improve their performance and become the leaders they
aspire to be.
Coaching refers to a collaborative, solution focused, result-orientated and systematic process in
which the coach facilitates the enhancement of work performance, life experience, self-directed
performance and personal growth of the coachee. Coaching therefore is a teaching, training or
development process through which an individual is supported while achieving a specific
personal or professional result or goal in the context of leadership. The individual receiving
coaching is referred to as the client or coachee. Coaching is thus applied between two individuals
where one has greater experience and expertise than the other and offers advice and guidance as
the other goes through a learning process.
E-tivity 9.2.1 - Concept of Mentoring and Coaching in leadership and management

sequencing
Title Definitions and concepts in mentorship and coaching in
Purpose The purpose of this e-tivity is to enable you to explain the
concepts of Mentoring and Coaching in leadership and
43
management
Brief summary of overall task Read the document provided on this link
Spark
What do you think about this image?

Individual task (a) Using bullet points, outline the key concepts of mentoring
and mediation leadership and management
(b) In a sentence, develop your own definition of mentoring
and coaching in leadership and management
Interaction begins a) Post two themes that are common in the definition of
mentoring and coaching leadership and management
b) Provide positive and constructive feedback on the team
learners ‘views and ideas. Do this on the discussion forum
9.2.1.
E-moderator interventions 1. Ensure that learners are focused on the contents and context
of discussion.
Schedule and time This task should take two hour
Next Importance of mentoring and coaching in leadership and
management leadership and management
44
9.2.2 Analyze the importance of mentoring and coaching in leadership and management
Many organizations are adopting mentoring and coaching as a vital part of their professional and
institutional development plans, with tangible benefits such as faster, more effective integration
of new employees; retention of quality professionals; increased transfer of skills from one
generation to another; gains in productivity and performance; increased learning from
professional development activities; enhanced communication, commitment, and motivation; and
a stabilizing factor in times of change. Many successful leaders are mentors/coaches even as they
themselves still undergo mentorship, while still being mentored, making the process a continuous
journey of career development in leadership.
E-tivity - Importance of mentoring and coaching in leadership and management

sequencing
Title Importance of mentoring and coaching in leadership and
management
Purpose Analyze the importance of mentoring and coaching
Brief summary of overall task Read material provided here and here to learn the
importance of mentoring and coaching in leadership and
management
Spark
Individual task Using bullets outline the importance of mentoring and

coaching
Interaction begins 1. Post three reasons that make mentoring and coaching
important
2. Provide positive and constructive feedback on the
team learners the importance of mentoring and
mediation Do this on the discussion forum 9.2.2
E-moderator interventions 1. Ensure that learners are focused on the contents and
2. Stimulate further learning and generation of new
ideas.
45
4. Closing the e-tivity
Next Difference between mentoring and coaching leadership
and management
9.2.3 Distinguish between mentoring and coaching in leadership and management.

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

performance on the job.
E-tivity – The difference between mentoring and coaching

sequencing
Title The difference between mentoring and coaching
Purpose Distinguish between mentoring and coaching
Brief summary of overall task Watch this video and read the material provided here to
gain more understanding.
46
Spark
Individual task Using bullets state the difference between mentoring and
coaching
Interaction begins 3. Post three ways in which mentoring differ from

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

difference between mentoring and mediation Do
this on the discussion forum 9.2.4
E-moderator interventions b. Ensure that learners are focused on the contents

c. Stimulate further learning and generation of new

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

It is important to practice the skills of mentoring and coaching as learnt in class. Some of the
best practices are grounded on the principle of mutual relationship, built on trust as well as a
willing mentor and mentee, in that:
 There is an agreed partnership between two people (more experienced and less experienced)
with shared experiences and interests.
 There is a helpful relationship based upon mutual trust and respect.
47
 A mentor and coach act as a guide who is willing to help the mentee/coachee to find the right
direction and develop solutions to leadership issues.
 Mentors and coaches empathize with the mentee/coachee and take time to understand their
issues while providing guidance and encouragement.
 Mentors/coaches provide the mentee/coaches with the opportunity to discover their potential
and decide where they want to be, depending on the reality on the ground.
 A mentor/coach helps the mentee/coachee to believe in self, boost their confidence and to
explore new ideas in confidence.
 A mentor should ask questions and challenge the status quo.
In addition mentor leaders can inculcate healthy relationships with their followers through
Mentoring and Coaching in the following ways:
1. Having abilities to relate to people

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

sequencing
Title Best practices in mentoring and coaching, in leadership
and management
Purpose Apply practices in mentoring and coaching, in leadership

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

practices in mentoring and coaching, in leadership and
management
Interaction begins 1. Post three ways of applying best practices in

mentoring and coaching, in leadership and
management
48
2. Provide positive and constructive feedback on
the team learn on the difference between
mentoring and mediation Do this on the
E-moderator interventions 1. Ensure that learners are

focused on the contents and
2. Stimulate further learning
and generation of new
ideas.
3. Provide feedback on the
learning progress.
4. Closing the e-tivity
Next Apply Basic Skills and Techniques of counselling in

9.3 Questions
1. Tick T/F
A mentor and coach is someone
(a) Is a person of substantial experience talent and professional standing, willing to

nurture the knowledge, skills, attitudes, preference of another person
(b) Helps a person to make career choices
(c) Is a person with less experienced followers and workers.
(d) Is a person who facilitates a sense of empowerment, and self-confidence among the
fellow workers.
2. Which of the following statements is not true about Mentoring
(a) Is helping people to manage their own lives’

(b) Helping people to develop their skills
(c ) Inspiring people to become leaders
(d) Supervising people to acquire skills
3. Which of the following is not true about Coaching
(a) Demonstrating to the followers how well you can perform tasks
(b) Teaching followers how to focuses on concrete tasks
(c) Helps people improve on their job performance
(d) Lasts as long as the learner needs it
4. One of the following is not one of the best practices in mentoring and coaching
(a) Have an agreement between the leader and the follower

49
(b) The mentee/ coachee do not ask questions but follows instructions to the later
(c) A mentor and a coach empathizes with the mentee/ coachee
(d) A mentor and a coach helps the coachee to believe in themslelves
9.4 References
Alexa Michael and Technical Information Service , August 2008
https://www.cimaglobal.com/Documents/ImportedDocuments/cid_tg_mentoring_coaching_Aug
08.pdf.pdf
Kolbassia Haoussou https://www.youtube.com/watch?v=Ey43ocrkBrk
https://phrenimos.com/coaching-mentoring-important/#:~:text=Mentoring%2FCoaching
%20helps%20to%20build,career%20growth%20of%20their%20employees
August 2018 https://www.ebsco.com/blog-corporate/article/top-tips-for-coaching-and-

mentoring-employees
Office for Health Management (OHM)

https://www.lenus.ie/bitstream/handle/10147/42710/2091.pdf?sequence=1&isAllowed=y
50
SESSION 10
MENTORING, COACHING AND COUNSELING IN LEADERSHIP MENTORING
10.1 Basic Skills and Techniques of Counseling in Leadership and Management

This lesson will introduce you to the basic skills and techniques of counseling in leadership and
management. There are specific skills and techniques that need to be acquired in order to
facilitate wholeness and wellbeing of the individual. The mastery of the skills and techniques
leads to improved self-awareness that maximizes ones operation as a leader and a manager. The
skills and techniques assist the leader/mentor to know how to deal with people of all levels.

10.2.1 Define the terms skills and techniques of counselling in leadership and management
10.2.2 Classify the skills and techniques of counselling in leadership and management
10.2.3 Apply the skills and techniques of counselling in leadership and management
10.2.1 Definition of the terms skills and techniques of counselling in leadership and
management
Skills and techniques refer to the ability to do something well. It is an art that is learned.
Counseling skills and techniques are used by a counselor to facilitate the helping/counseling
process. Skills and techniques are an extension of the counselor’s humanity. Skills and
techniques are used simultaneously and interchangeably.
E-tivity 10.2.1: Definition of the terms skills and techniques of counselling in leadership
and management

sequencing
Title Definition of Skills and Techniques of counselling in leadership and
management
Purpose The purpose of this e-tivity is to define Skills and Techniques of
counselling in leadership and management
Brief summary of overall Read material provided here.
51
task
Spark
Individual task In a sentence, develop your own definition understanding of

skills and techniques of counselling in leadership and
management
Interaction begins a) Post two themes that are common in the definition of skills
and techniques in counselling leadership and management
b) Provide positive and constructive feedback on the team learners
‘views and ideas. Do this on the discussion forum 10.2.1.
E-moderator  Ensure that learners are focused on the contents and context of
interventions discussion.
 Stimulate further learning and generation of new ideas.
 Close the e-tivity
Schedule and time This task should take two hour
Next Classification of skills and techniques of counselling in leadership
and management
10.2.2 Classification of skills and techniques of counselling in leadership and management

a. Structuring
Structuring is the interactive process between counsellor and client in which they arrive at
similar goals or perceptions. Structuring is a skill and technique done at the beginning of the
counselling process, usually referred to as contracting.
b. Attending Skills
S- Sitting Squarely
0-Open Posture
52
L-Leaning Forward
E- Eye Contact
R- Relaxed
Soler lays the basis for responding to facilitate exploration. Soler facilitates the attending skills in
that the counsellor/leader is there fully for the clients in all aspects i.e. physically, emotionally,
behaviourally and psychologically.
c. Observation Skills
This is the ability to see the clients’ behaviour and pick up his or her non- verbal messages, in
order to understand the way he or she experiences the world.
d. Responding Skills
This includes
i. Listening
This is ‘listening to’ and understanding the clients’ verbal messages and observing as well as
reading the clients’ non-verbal behaviour.
A counsellor listens to;
-Feelings or affection
-Content or experiences
-Behaviour and what is not being said
ii. Empathy
This means putting oneself in the shoes of someone else. Empathy is not only a skill but it is an
attitude. It is the ability of the counsellor/leader to get into the client’s world/experience as if
they were the client. Empathy communicates the counsellors/leaders understanding of the client
and this fact alone may increase the clients’ self esteem
e. Genuineness
This is the ‘state of being’ of the counsellor/leader when his or her outward response to his or her
client genuinely and consistently mirrors the inner feelings and sensations, he or she has in
relation to the client.
f. Unconditional Positive Regard (UPR)
This is the ability of the counsellor/leader to suspend all judgment on the client and to help him
or her despite what he or she has done.
g. Paraphrasing
53
This is a restatement of the content of the clients’ communication. It is an attempt to convey
understanding either by simple repetition or by rephrasing the words.
h. Reflection of Feelings
This is an attempt to understand the clients’ point of view and communicate this understanding.
It helps the clients to think of their feelings as part of themselves. Reflection of feelings needs to
be done in a non-threatening way. It helps not only to surface clients’ feels and attitudes but also
helps to bring problems into awareness without making the individual feel they are being pushed
by the counselor.
i. Immediacy
The counsellor’s/leader’s ability to discuss with the client where they stand, how the relationship
has developed and it is standing in the way of development. Immediacy is used when a session is
directionless and there is no progress; when there is tension between counsellor and client and
when trust seems to be flawed. Immediacy makes it possible for both counsellor/leader and client
see what is going on and helps the client to look at the interaction in the relationship.
j. Self Disclosure
This is purposeful sharing of the counsellor’s/ leader’s personal experiences. The client feels that
the counsellor/leader is human like him or her. The purpose of self disclosure is to manifest
solidarity in the human struggle. In self disclosure, the counsellor/leader shows genuineness. Self
disclosure is useful only when it keeps the client on target and does not distract or become a
burden on the client. Self disclosure should not be done too often.
k. Summarization
This is used to tie together all that has been talked about during part or of a whole of the
counselling session. It attempts to tie together the main threads of what the client has said. It
takes away confusion from the client’s mind when he or she has spoken a lot.
i). Summarization is used when a counsellor/leader realizes he or she cannot store or take in
any more information.
ii). When the client speaks much and seems lost in the story
iii). When the client is about to make a decision or make a choice
iv). At the beginning or at the end of a session
The purpose of summarization is:
1. To check with the client whether what he or she has said is what the counsellor/leader
heard:
54
2. To move a session forward or to begin a session
3. To help reflect feelings
4. To outline meaningful thoughts, feelings or insights
l. Confrontation
It is a special effort made by the counsellor/leader to help a client look at him or herself, as well
as his or her behaviour and the consequences. It is an invitation to a client to examine his or her
behaviour and become aware of some of his or her actions and consequences and do something
about it.
Confrontation focuses on negative thoughts, behaviours, games and discrepancies. Confrontation
challenges the client to provide accurate information and the counsellor to offer his or her
professional perspectives. Confrontation helps develop new perspectives and new challenges.
m. Concreteness
Concreteness means getting the clients’ to be specific in what they are saying. Clients are able to
pin point exactly what the issues are that need to be dealt with. Concreteness avoids
generalizations that lump together all things, leaving both the client and counsellor confused.
n. Focusing
This is getting a client to prioritize or explore in depth one issue at a time.
o. Minimal Prompts
These are encouraging gestures to the clients to enable them to talk about their issues.
p. Questioning
This refers to probing so as to get an answer. Questions asked by the counsellor should be open
ended. Counsellors should avoid ‘why’ questions.
q. Silence
Silence is a technique that gives clients space and encouragement to get more in touch with their
thoughts and feelings.
55
E-tivity – 10.2.2 Classification of skills and techniques of counselling in leadership and
management

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

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

Interaction begins 6. Post at least four classes of skills and techniques

of counselling in leadership and management
7. Provide positive and constructive feedback on the
team on skills and techniques. Do this on the
E-moderator interventions f. Ensure that learners are focused on the contents
g. Stimulate further learning and generation of new
ideas.
h. Provide feedback on the learning progress.
i. Closing the e-tivity
Next Application of the skills and techniques of counselling
in leadership and management
56
10.2.3 Application of the skills and techniques of counselling in leadership and
management
Skills and techniques include:
1. Attending Skills
S- Sitting Squarely
0-Open Posture
L-Leaning Forward
E- Eye Contact
R- Relaxed
2. Active listening
3. Questioning
4. Summarising
5. Paraphrasing
6. Reflection to feelings
E-tivity 10.2.3 – Application of the skills and techniques of counselling in leadership and
management
sequencing
Title Application of the skills and techniques of counselling in

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

Interaction begins 1. Post three ways in which of application of the
skills and techniques of counselling in leadership
and management
57
2. Give constructive feedback on the team learn on
the difference between mentoring and mediation
Do this on the discussion forum 10.2.3
E-moderator interventions  Ensure that learners are focused on the contents and
 Stimulate further learning and generation of new
ideas.
 Closing the e-tivity
Next

1. The counsellor should Listening to the clients’s
(a) Feelings or affection
(b) Content or experiences
(c) Behaviour and what is not being said
(d) Only what is the client is saying
2. Differentiate between Empathy and sympathy
3. Explain the meaning of skills and techniques in Counseling in leadership and management
4. Attending skills include SOLER. What is the meaning of SOLER
10.4 References
April 2020 https://onlinecounselingprograms.com/resources/counseling-skills-techniques/
Kevin J. Drab, M.Ed., M.A., LPC,CAC Diplomate
https://www.people.vcu.edu/~krhall/resources/cnslskills.pdf
https://counsellingtutor.com/basic-counselling-skills/#:~:text=Effective%20Counselling
%20Skills,by%20the%20counsellor%20or%20listener.
58
SESSION 11: STRESS MANAGEMENT IN LEADERSHIP AND MANAGEMENT
11.1 Introduction
Stress is the way human beings react both physically and mentally to changes, events, and
situations in their lives. People experience stress in different ways and for different reasons. The
reaction is based on your perception of an event or situation. Stress can be divided into two
categories distress and eustress. Distress happens when an individual views a situation negatively
is likely to experience the following feelings: being overwhelmed, oppressed or out of control.
Eustress results from a ‘positive’ view of an event or situation. This can also be known as ‘good
stresses’. Eustress helps you rise to a challenge and can be an antidote to boredom because it
engages on focused energy that can easily turn to distress and cause you to view the situation as
unmanageable or out of control. Many people regard public speaking or airplane flights as very
stressful—causing physical reactions such as an increased heart rate and a loss of appetite—
while others look forward to the event. It is often a question of perception: A positive stressor for
one person can be a negative stressor for another
11.2 Expected learning outcomes

By the end of the lesson, the student will be able to:
11.2.1 Analyze causes of stress to college student.
11.2.2 Categorize sources of stress
11.2.3 Assess symptoms of stress.
11.2.4 Evaluate the skills, interventions and stress management techniques.
11.2.1. Causes of Stress
The most frequent reasons for “stressing out” fall into three main categories:
i. The unsettling effects of change.
ii. The feeling that an outside force is challenging or threatening you.
iii. The loss of personal control.
Life events such as marriage, changing jobs, divorce, or the death of a relative or friend are the
most common causes of stress. Although life-threatening events are less common, they can be
the most physiologically and psychologically acute. As a college student, you may find that the
demands of college life can create stressful situations. The National Institute of Mental Health
(NIMH) notes some of the more common stressors for college students:
 Increased academic demands
 Being on your own in a new environment
 Changes in family relations
59
 Financial responsibilities
 Changes in your social life
 Exposure to new people, ideas, and temptations
 Awareness of your sexual identity and orientation
 Preparing for life after graduation
11.2.2. Identification of Sources of Stress

Tracking stress can help the leader find out the causes of stress, amount and level of stress felt.
This can assist the leader to take steps to reduce the stress or handle them better. The following
are tips a leader can involve in tracking stress:
 Finding out what the causes of stress are
 Writing down the reactions and what how he/she dealt with the stress
 Looking for ways to reduce the amount/ level of stress.
 Learning healthy ways to relieve stress and reduce its harmful effects
E activity 11.2.2: Sources of stress

Numbering, pacing 10.2.2
and sequencing
60
title Sources of stress
Purpose This section will help the student in assessing the various sources
of stress.
Spark Watch video 1.
Brief summary of Watch video 2 on sources of stress.
overall task Read chapter 2 from pages 21 to 112 on sources of stress.
Individual Watch video 2 and highlight the main sources of stress and share
contribution with your colleagues through the discussion forum 11.2
After reading the chapter summarise the main sources of stress.
Share with your friends through the discussion forum number 11.2
the main sources of stress in the workplace.
Interaction begins Interactions begin immediately the activity is uploaded on the
KUSOMA platform.
E-moderator The role of e-moderator will be to open the discussion forum,

interventions provide guidance, feedback and close once time is over.
Schedule and time This activity will take 3 hours.
Next Read the article on symptoms of stress in leadership.
11.2.3. Symptoms of Distress
Symptoms of stress fall into three general, but interrelated categories—physical, mental and
emotional. If an individual finds themselves frequently experiencing these symptoms indicate
that they are most distressed
 Headaches
 Fatigue
 Gastrointestinal problems
 Hypertension (high blood pressure)
 Heart problems, such as palpitations
 Inability to focus/lack of concentration
 Sleep disturbances
 Sweating palms/shaking hands
 Anxiety
 Sexual problems.
61
Stress can cause or contribute to serious physical disorders. It increases hormones such as
adrenaline and corticosterone, which affect your metabolism, immune reactions, and other stress
responses. That can lead to increases in your heart rate, respiration, blood pressure, and physical
demands on your internal organs.
Behavioural changes are also expressions of stress. They can include:
 Irritability
 Disruptive eating patterns (overeating or under eating)
 Harsh treatment of others
 Increased smoking or alcohol consumption
62
E- Activity 11.2.3. : Symptoms of distress in leadership
This activity will take 4 hours

Numbering, 11.2.3.
pacing and
sequencing
Title Symptoms of distress in leadership

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

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

time
Next Read the article on symptoms and management of stress
63
11.2.4. Skills, Intervention and Stress Management Techniques
Stressors are part of our everyday life. How we deal and manage them is an important aspect to
living a healthy positive life. The following are examples of things to do in order to prevent
stress:
 Avoid controllable stressors
 Plan major lifestyle changes
 Set limits
 Improve communication
 Exercise
 Eat and Sleep well
11.2.4 Stress Management Techniques

In many situations stressors are inevitable. You cannot control the loss of a job, loved one or the
outcome of an interview. The first step is to understand yourself better and how you react in
different situations, what causes you stress. It is important to understand and how you behave
when you feel stressed. The following are ways and techniques for managing stress:
Set priorities-Use time-management tips and make a to-do list. Decide what is really important
to get done today, and what can wait. This helps you to know that you are working on your most
immediate priorities, and you don’t have the stress of trying to remember what you should be
doing.
Practice facing stressful moments- Think about the event or situation you expect to face and
rehearse your reactions. Find ways to practice dealing with the challenge. If you know that
speaking in front of a group frightens you, practice doing it, perhaps with a trusted friend or
fellow student. If the pressure of taking tests causes you to freeze up, buy some practice tests at
the school bookstore or online and work with them when there is no time pressures.
Examine your expectations- Try to set realistic goals. It’s good to push yourself to achieve,
but make sure your expectations are realistic goals. Allow people the liberty to make mistakes,
and remember that mistakes can be a good teacher.
Live a healthy lifestyle- Find a relaxation technique that works for you—prayer, yoga, and
meditation.
Learn to accept change as a part of life-. Develop a support system of friends and relatives you
can talk to when needed.
64
E-activity 11.2.4. Skills, Interventions and Stress Management Techniques
Numbering, pacing and 11.2.4.
sequencing
Title Skills, interventions and stress management techniques
Purpose This activity will enable the student to identify and evaluate the skills that
can be applied in management of stress in leadership positions.
Spark
Brief summary of overall Read article1 on stress management.

task Secondly read module 04 chapter 3 on stress management strategies from
pages 7 to 13.
Individual contribution Read the two documents and using the discussion forum 10.2.4. highlight
the main skills that can be used in stress management.
Interaction begins Interactions begin immediately the activity is uploaded on the KUSOMA
platform.
E-moderator interventions The role of the e-moderator will include opening of the forum, providing
feedback, summaries and closing of the activity once students are through.
Schedule and time This activity will take 3 hours.
Next Read the research article on stress management .
65
Q1. Which of the following statements is true
a) In small quantities, stress is good
b) Too much stress is harmful
c) All stress is bad
d) Only “a’ & ‘b’ are right
Q2. Stress management is about learning

a) How to avoid the pressures of life
b) How to develop skills that would enhance our body’s adjustment when we are subjected
to the pressures of life
c) Both ‘1’ & ‘2’ are true
d) None of the above
Q3. Which of the following statements is true about stress management
a) Stress management is learning about the connection between mind and body
b) Stress management helps us control our health in a positive sense
c) Stress management teaches us to avoid all kinds of stress
d) Only ‘1’ & ‘2’ are right
Q4. Which of the following are the basic sources of stress
a) The Environment
b) Social Stressors
c) Physiological
d) Thoughts
e) All of the above
Q5. Examples of environmental stressors are
a) Weather
b) Traffic
c) Financial problems
d) Substandard housing
e) Only ‘1’ , ‘2’ & ‘4’ are right
Q6. Examples of social stressors are
a) Financial problems
b) Divorce
c) Loss of a loved one
d) Job interviews
e) All of the above
Q7. Examples of physiological stressors are
a) Menopause
b) Giving birth
c) Sleep disturbances
d) Relationship problems
e) Only ‘1’, ‘2’, & ‘3’ are true
Q8. The following are the characteristics of Positive Stress
a) It improves performance
b) It feels exciting
c) It motivates
d) All of the above
Q9. The following are the characteristics of Negative Stress
66
a) It causes anxiety
b) It feels unpleasant
c) It decreases performance
d) All of the above
Q10. Which of the following statements is true

a) Positive stress is short-term
b) Negative stress can be short or long-term
c) Negative stress can lead to mental as well as physical problems
d) Negative stress is perceived within our coping abilities
e) All of the above
f) All except ‘4’ is true
11.4 References
Reddy K. J, Menon K. R, Thattil A. Academic Stress and its Sources Among University
Students. Biomed Pharmacol J 2018; 11(1).
Lian S. (2018) 18 most common Causes of Stress in Students retrieved on 15th September 2020
from https://www.smulweb.nl/blog/suzain_lian335/36559/18-common-causes-stress-students
American Psychological Association (2020) Stress management for Leaders responding to a
crisis Retrieved on 16th September 2020 from https://www.apa.org/topics/covid-19/stress-
management-crisis.pdf
Holman, D., Johnson, S., & O'Connor, E. (2018). Stress management interventions: Improving
subjective psychological well-being in the workplace. In E. Diener, S. Oishi, & L. Tay (Eds.),
Handbook of well-being. Salt Lake City, UT: DEF Publishers. DOI:nobascholar.com
Kelty Mental Health Resource Centre (No date) Stress management Resources for Children,
Youth and Families Retrieved on 16th September 2020 from
https://keltymentalhealth.ca/sites/default/files/resources/toolkit_for_professionals-_module_4_-
_stress_management.pdfcedia-
Chinaveh M. (2013) “The effectiveness of multiple stress management interventions on the level
of stress, and coping Responses among Iranian students” in Journal of Procedia- Social and
Behavioral Sciences 84, pages 593-600.
67
Answers
Lesson 9
Q1 a) – T , b) – F, c) – F, d) – T
Q2) d
Q3) a
Q4) b
Lesson 10
Q1) d
Q2) Empathy means putting oneself in the shoes of the client while sympathy means feeling
sorry for the client and thus making them feel sorry for themselves
Q3) Skills and techniques in Counseling in leadership and management extension of the
counselor’s humanity.
Q4) S- Sitting Squarely

0-Open Posture
L-Leaning Forward
E- Eye Contact
R- Relaxed
Lesson 11
Q1 -d,
Q2-b,
Q3-d,
Q4-e,
Q5-e,
Q6-e,
Q7-e,
Q8-d,
Q9-d,
Q10-d
MODULE FOUR
LEADERSHIP, NATIONAL UNITY AND DEVELOPMENT
SESSION 12: DIFFERENT CULTURES ONE PEOPLE (LEADERSHIP, NATIONAL
UNITY AND DEVELOPMENT)
12.1 Introduction
68
Cultural diversity affects the way leaders go about defining their roles and applying themselves
to the responsibilities of leadership. It is important to understand that what people do and say in a
particular culture, whether it is yours or that of your host, are not arbitrary and spontaneous, but
are consistent with what people in that culture value and believe in. By knowing people’s values
and beliefs, one can come to expect and predict their behaviour. Leaders must therefore
understand their people and their cultural orientations for meaningful and productive interactions
to occur.
12.2 Lesson learning outcomes

By the end of the lesson, you will be able to;
12.2.1. Appreciate the fact that diversity brings innovation, fresh perspective, and
creative problem solving to an institution or group of people with diverse
cultural orientations.
12.2.2. Demonstrate an understanding of the need to appreciate cultural diversity
through dialogue.
12.2.1 Different Cultures One People (Leadership, National Unity and Development)
In this lesson we will deal with the definition of Culture including the fact that culture is the sum
total of the learned behaviour of a group of people that are generally considered to be the
tradition of that people and are transmitted from generation to generation. We will also look at
the link between values and behavior. The values prescribed by a given culture therefore greatly
influence the behaviour of the people in that society.
E-tivity- 12.2.1 Different Cultures One People (Leadership, National Unity and
Development)
Numbering,
pacing and 12.2.1
sequencing
69
Title Different Cultures One People (Leadership, National Unity and
Development)
Purpose This lesson will enable you understand culture, the link between values
and behavior and how to live and work with people from different
cultures.
Brief summary of Watch videos on these links:
overall task Video 1
Video 2
Video 3
Read Notes on the following links:

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

b) Watch the videos on the links provided
c) In two paragraphs, summarize the meaning of culture and the link
between values and behavior.
Interaction begins a) Post your findings on discussion forum 12.2.1
b) Constructively comment on your fellow team learners work
c) Embrace etiquette in your online interactions with classmates.
E-moderator 1. Keep the learners focused on the learning process
interventions 2. Summarize the main points of the lesson
3. Give feedback to individual learners on their posts
4. Close the E-tivity
Schedule and time This activity should take 1 hour
Next Embracing Cultural Diversity
12.2.2 Embracing Cultural Diversity

In this lesson we shall look at the advantages of having cultural diversity. Cultural diversity tends
to bring enmity but if well managed can lead to a lot of good in the society. We need to put a
strong filter in our minds to block two very damaging tools: propaganda and stereotypes.
Embracing cultural diversity also starts with one’s own willingness to change their thoughts and
behaviour toward those who are different from him/her.
12.2.2 E-tivity- Embracing Cultural Diversity

70
Numbering,
pacing and 12.2.2.
sequencing
Title Embracing Cultural Diversity
Purpose This lesson will enable you to demonstrate an understanding of the need for
appreciation of cultural diversity.
Brief summary
of overall task Watch videos on the links:
Video 1
Video 2
Video 3
Read Notes on the following link:

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

b) Watch the you tube videos provided
d) In three paragraphs, summarize how to avoid propaganda and
stereotypes and outline advantages of cultural diversity.
Interaction a) Post your findings on discussion forum 12.2.2
begins b) Write short notes on embracing cultural diversity
c) Comment on your fellow team learner’s work.
d) Embrace etiquette in your online interactions with classmates.
E-moderator 1. Keep the learners focused on the learning process.
interventions 2. Summarize the main points of the lesson.
3. Give feedback to individual learners on their posts.
4. Close the E-tivity.
Schedule and This activity should take 1 hour
time
Next Ethics and integrity in Leadership

i. Which culture is better?
a) American
71
b) Chinese
c) Kenyan
d) None of the above
ii. In communicating with people from a different culture which statement is most relevant
a) Be respectful and tolerant
b) Be patient and understand hierarchy
c) Learn about their culture and share with them yours
d) Expect differences
e) All the above
iii. Having clear values (what we believe) does not mean you have a clear culture (behavior).
a) True
b) False
iv. Culture is the:
a) Integrated System of learned behavior patterns that are characteristic of members of any
given society
b) Total way of life for a particular group of people
c) Systems of knowledge shared by a relatively large group of people
d) Sum total of the learned behavior of a group of people
e) All the above
v. Embracing cultural diversity helps to:
a) Run faster in a marathon race
b) Increase racial discrimination
c) Bring together the resources and talents of many people for the shared benefit of all.
d) Solidify propaganda and stereotypes
12.4 References
i. Bass, B. (1990). From transactional to transformational leadership: Learning to share the
vision.
Organizational Dynamics, 18, (3), Winter, 1990, 19-31.
ii. Bass, B. M. (1996). A new paradigm of leadership: An inquiry into transformational
leadership.
Alexandria, VA: U. S. Army Research Institute for the Behavioral and Social Sciences.
iii. Commission for Investigation of Post-Election Violence (CIPEV) or Waki Report
Source: http//www.communication.go.ke
iv. Independent Review Commission (IREC) or Kriegler Report
72
Source: https://kenyastockholm.com/2008/09/21/download-the-kriegler-report-on-2007-
election/
v. Kouzes, J. M. & Posner, Barry Z. (1987).The leadership challenge. San Francisco:
Jossey-Bass.
UNESCO, Convention for the safeguarding of the intangible cultural heritage,
vi. Uraia Trust (2017). National Values Booklet. Embassy of Sweden and Diakonia –
Nairobi.
vii. Attorney-General (2012). National Cohesion and Integration Act. National Council of
Law.
73
SESSION THIRTEEN: ETHICS AND INTEGRITY IN LEADERSHIP
13.1 Introduction
“Leaders don't create followers; they create more leaders”, Tom Peters
Ethics is at the heart of all human relationships and hence at the heart of the relationship between
leaders and followers. Leadership is essentially an influence process. Leaders have more power
and control than followers and thus more responsibility for how they use power and influence.
For that reason, the conduct and character of the leader has an impact on the organization’s
integrity and ethics.
The following are basic concepts that you need to understand that relate to Ethics and Integrity.
Values: Core beliefs or desires that guide and motivate attitudes and actions. Values are
“constructs representing generalized behaviours or states of affairs that are considered by the
individual to be important. “In other words, these are representations of our behaviour based on
what we see as important. Values play a fairly central role in one’s overall psychological makeup
and can affect behaviour in a variety of situations.
Morals: Customs and personal beliefs of individuals about what is right and wrong.
Ethics: Standards of conduct that indicate how one should behave based on principles about
right and wrong.
Integrity: Integrity has to do with your own personal moral code or ethics. Everyone has a
standard of what is moral or right. Some of these standards are personal ones that we hold for
ourselves, and some are imposed by society. For example, you personally may not think it is
wrong to cheat on your taxes, because you feel the government takes too much to begin with.
However, external forces (the law) state that it is ethically wrong to do so, regardless of how you
personally feel. Integrity is the adherence to the moral code whatever the source is. Loosely
defined it would mean that you are willing to 'do the right thing'.
13.2 Lesson learning Outcomes

By the end of this session you will be able to:
13.2.1 Identify the ethical principles applicable in leadership

13.2.2 Demonstrate how ethical principles can be integrated into leadership.
13.2.3 Discuss how to build and maintain ethical principles in leadership.
13.2.1 Ethical Principles applicable in Leadership

Leaders face dilemmas that require choices between competing sets of values and priorities to
satisfy multiple stakeholders. Leaders set a moral example to others that becomes the model for
an entire group or organization, for good or bad. Leaders should internalize a strong set of ethics,
74
principles of right conduct, or a system of moral values. Good leaders tend to align the values of
their followers with those of the organization or movement.
E-tivity13.2.1 Ethical Principles applicable in Leadership
Numbering, 13.2.1
Pacing and
Sequencing
Title Ethical Principles applicable in Leadership
Purpose The purpose of this e-tivity is to enable you to identify the ethical
principles applicable in leadership.
Brief Summary Follow these links and watch the video to identify the ethical principles
of Overall Task applicable in leadership:
https://sites.psu.edu/leadership/2012/12/09/ethics-principles-of-
leadership/
https://yscouts.com/10-ethical-leadership-characteristics/
https://www.indeed.com/career-advice/career-development/ethical-
leadership
https://www.cleverism.com/ethical-leadership-guide-definition-qualities-
pros-cons-examples/
https://youtu.be/rl0IFKegANo
Spark
Individual Task Using bullet points, highlight the ethical principles applicable in
leadership.
Interaction a) Mention the key aspects and invite the students to give details.
Begins b) Provide positive and constructive feedback on the learners’ views and
ideas. Do this on the Discussion Forum 13.2.1.
E-Moderator a) Ensure that learners are focused on the content and context of
Interventions discussion.
b) Stimulate further learning and generation of new ideas.
d) Close the e-tivity.
Schedule & This task should take 20 minutes
Time
Next Integrating Ethical Principles into Leadership
75
13.2.2 Integrating Ethical Principles into Leadership
Values often influence how leaders define problems, their perceptions of individual and
organizational successes as well as the manner in which these successes are achieved. They also
help leaders choose right from wrong, and between ethical and unethical behaviour. It has been
noted that leaders tend to like followers with similar values and dislike those with dissimilar
values. As such, it is important for leaders to surround themselves with followers who possess
divergent values. Leaders are motivated to act in ways consistent with their values, and they
typically spend most of their time engaged in activities that are consistent with the values they
believe in.
E-tivity13.2.2 Integrating Ethical Principles into Leadership
Numbering, 13.2.2
Pacing and
Sequencing
Title Integrating Ethical Principles into Leadership
Purpose The purpose of this e-tivity is to enable you to demonstrate how ethical
principles can be integrated into leadership.
Brief Summary Follow these links and demonstrate how ethical principles can be
of Overall Task integrated into leadership:
https://www.theworkplacecoach.com/the-importance-of-ethical-
leadership/
https://www.businessnewsdaily.com/5537-how-to-be-ethical-leader.html
Spark
Individual Task Using continous prose, demonstrate how ethical principles can be
integrated into leadership.
Interaction a) Invite the students to give their ideas.
Time
76
Next Building and maintaining Ethical Principles in Leadership
13.2.3 Building and maintaining Ethical Principles in Leadership

“It is important that people know what you stand for. It is equally important that they know what
you won’t stand for” By Mary Waldrop
Organizational values represent the principles by which employees get work done and treat other
employees, customers, and vendors. The top leadership’s collective values play a significant role
in determining organizational values and culture. Research has shown that employees with
values similar to those of the organizations are more satisfied and likely to stay; those with
dissimilar values are likely to leave. It is therefore vital for a leader to set a personal example of
value-based leadership to make sure that clear values guide everyone’s behaviour in the
organization. If there is indifference or hypocrisy toward values at the highest levels, then it is
fairly unlikely that principled behaviour will be considered important by others throughout the
organization.
People with strong value systems tend to behave more ethically, unless situations are highly
competitive and unsupervised or there is no formal ethics policy governing behavior ur. Leaders
with a strong sense of values and moral reasoning will be more effective.
E-tivity13.2.3 Building and maintaining Ethical Principles in Leadership
Numbering, 13.2.3
Pacing and
Sequencing
Title Building and maintaining Ethical Principles in Leadership
Purpose The purpose of this e-tivity is to enable you to discuss how to build and
maintain ethical principles in leadership.
Brief Summary Follow this link and discuss how to build and maintain ethical principles
of Overall Task in leadership:
https://ctb.ku.edu/en/table-of-contents/leadership/leadership-ideas/ethical-
leadership/main
Spark
Individual Task Using continous prose, discuss how to build and maintain ethical
principles in leadership.
Interaction a) Invite the students to give their ideas.
77
Time
Next Conflict Resolution and Peace Building
13.2.4 Summary
Leadership practitioners should expect to face a variety of challenges to their own system of
ethics, values, or attitudes during their careers. Interacting with individuals and groups holding
divergent and conflicting values is inevitable. Therefore, Leaders in particular have a
responsibility not to let their own personal values interfere with professional leader-subordinate
relationships.
13.2.5 Activity
As a leader, how can you better support ethical behavior among your colleagues, team members,
and others in your organization?
13.3 Assessment Questions:

1. What do you understand by the term Ethics?
a) Customs and personal beliefs

b) Standards of conduct that indicate how one should behave
c) Core beliefs or desires that guide and motivate attitudes and actions
d) The knowledge of right and wrong
2. The following show why Integrity is important in leadership; which one does not?
a) It leads to adherence to the moral code
b) It shows willingness to do the right thing
c) It portrays the leader as invincible
d) It sets a good example to the followers on the importance of respecting law and order
3. Which Chapter in the Kenyan Constitution addresses the issue of Ethics and
Integrity?
a) Chapter 6
b) Chapter 5
c) Chapter 1
d) Chapter 3
78
ANSWERS
1. B
2. C
3. A
13.4 References
Brincat C. A. and Wike, V.S.(2000)Morality and the professional life: Values at work. Prentice
Hall Inc., (2000). The ideas in this book were very helpful in the preparation of this article.
Barker, R. A. (1997).How can we train leaders if we do not know what leadership is?,Human
Relations, 50(4) pp. 343-362.
Burns, J. M. (1978).Leadership, New York: Harper and Row.
Halley, A. A. (2002). ‘Teaching leadership as engaged 21stcentury social science: A Portfolio of
transitional learning ecologies.International Journal of Public Administration 25(9/10): 1035–
1077.
Hopkins, B. (2009). Cultural differences and improving performance: How values & beliefs
influence
organizational performance. Burlington, VT: Ashgate.
Thomas, J. C. (2008). Ethical integrity in leadership and organizational moral culture.Leadership

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

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

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

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

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

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

leadership/main
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SESSION 14: CONFLICT RESOLUTION AND PEACE BUILDING
14.1. Introduction
“Peace is the only battle worth waging” - Albert Camus
Conflict is an escapable fact of life. It is normal and it is continuously present in human

relationships. It is as old as humanity. There are frequent statements on the desirability or
necessity of conflict, violence and war. For example, unbearable conditions such as structural
violence or impossible threats may make such option understandable. Too often, however, the
results of war negate the very hope for a better future that may initially have motivated the war.
A closer look indicates that the parties in dispute will not cease their actions until there is some
movement on the issues which sparked the dispute. The issue refers to incompatible positions or
goals taken by the parties, motivating their actions. When parties in conflict adjust their demands
or when the incompatible positions or goals are transformed to be compatible, the conflict then
disappears. This is what conflict resolution means.
14.2. Expected Learning Outcomes

By the end of the session, students should be able to:
14.2.1. Demonstrate a clear understanding of the concepts of peace and conflict and conflict
resolution.
14.2.2. Discuss the involvement of youth in conflict resolution.
14.2.1. Definition of Terms

Peace
Peace is a very tricky term to define as it depends on individual perception, socio-cultural

orientation and the national values. Peace may be understood as a state of well-being that is
characterized by trust, compassion and justice. This understanding of peace has been described
as positive peace. But in a negative sense, has been described as absence of war, a situation of
temporary ceasefire, ostensibly because of a set of social structures that provide security and
protection from acts of direct physical violence committed by individuals, groups or nations.
Conflict
The word conflict has often been used interchangeably with the word dispute. While conflict is a
natural and inevitable human experience, it becomes a problem and a threat to development
when it degenerates into violence, be it physical, psychological or structural. Physical and
psychological forms of conflict are most common and usually occur between individuals or
families while structural violence may be brought about by the very nature of a system or
structure of an organization, institution or a government.
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14.2.2 Conflict Resolution
Conflict resolution is a range of methods for alleviating or eliminating sources of conflict. The
term “conflict resolution” is sometimes used interchangeably with the term dispute resolution or
alternative dispute resolution. The method or approach adopted depends on the nature and
magnitude of the conflict. Processes of conflict resolution generally include negotiation,
mediation and diplomacy. Successful conflict resolution usually involves fostering
communication among disputants, problem solving and drafting agreements that meet their
underlying needs. In these situations, it is widely accepted worldwide today that conflict
resolution involves finding a win-win formula or mutually satisfying scenario for everyone
involved. To arrive at this, there must be reconciliation.
Reconciliation has been defined as a process which includes the search for truth, justice, an over-
arching forgiveness and healing (IDEA, 2003). It means finding a way to live alongside former
adversaries (not necessarily to love them or forget the past in any way), to co-exist with them to
develop the degree of cooperation necessary in a society in which all have better lives than they
had separately. Effective reconciliation is the best guarantee that the violence or disagreements
of the past will not recur.
14.2.2 E-tivity on Conflict Resolution
Numbering, 14.2.2.
Pacing and
Sequencing
Title Conflict Resolution
Purpose The purpose of this e-tivity is to enable you to understand the conflict
cycle and the mitigation strategies.
Brief Summary Do watch this video and this TED talk video which will enable you
of Overall Task understand Conflict more better.
Spark
Individual Task Using bullet points, highlight the key aspects about Conflict as learnt
from the two Videos.
Interaction a) Invite the students to give suggestions.
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Schedule & This task should take 30minutes
Time
Next Role of Leaders in Conflict Resolution
14.2.3. The Role of Leaders and Youth in Conflict Resolution
Role of Leaders
Leaders may need to approach conflict resolution in such a way that when a conflict involves a
controversial or unpopular decision, they should resist the temptation to ignore or avoid it. By
defining the root cause of the problem, encouraging active listening, negotiating a resolution and
reminding participants to forgive each other once the conflict is over, you can foster a productive
team. However, effective leaders also recognize that delegating conflict resolution to a third
party, such a facilitator or mediator can be effective in a situation where emotions remain high
even after lengthy discussion.
Role of the Youth

The world is today an environment full of tension, violence, declining values, injustices, reduced
tolerance and respect for human rights. The culture of violence has already taken a dominant
position in most of the developing countries, threatening the future of the youth who deserve a
peaceful and better quality of life.
One important role which the youth can play in peace and conflict resolution is for them to be
the change they want. They can do this by changing their attitudes towards people, traditions,
religion and beliefs. They should learn to combine their enthusiasm with patience, realizing the
importance of living together, and should be ready to defend the frontiers of peace and non-
violence. The youth should equally develop their leadership capacity by educating themselves in
community leadership and development programmes, especially in rural areas because lack of
knowledge about basic decision making impedes progress and therefore results in conflicts. In
addition, the youth should learn new skills to deal with conflict in non-violent ways and create a
community that lives by a credo of non-violence and multicultural interaction, appreciation and
interdependence.
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14.2.3. E-tivity on role stakeholders play in conflict resolution
Numbering, 14.2.3.
Pacing and
Sequencing
Title Role of Stakeholders in Conflict resolution
Purpose The purpose of this e-tivity is to enable you to examine the various ways
leaders, youths and other stakeholders get involved in Peace building.
Brief Summary Watch this video and this video which will enable you understand how
of Overall Task the youths and youth leaders can participate in peace building.
Spark
Individual Task Using bullet points highlight the main aspects you have picked on how
young people can get involved in peace building initiatives at the local
and even international level.
Time
Next Gender Dynamics in management and leadership
14.3. Assessment Questions
i. What is the meaning of peace?

ii. What are the Sources of conflict in Kenya? And what are the roles of leaders and youth in
addressing the stated sources of conflicts?
iii. Identify a conflict in your community, country, and region or globally and how it can be
resolved.
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14.4 References
 Conflict Resolution, Retrieved at: https://www.youtube.com/watch?v=KY5TWVz5ZDU
 How do you define peace? https://ymp4.download/en3/
 https://drive.google.com/file/d/1AxzKy-Y-A80WoHHSBb6XSYWkfNfq0lLN/view?
usp=sharing
 https://drive.google.com/file/d/1qC9gxitSahlcAan5BdjcsiVvRTYzKOw4/view?
usp=sharing
 https://www.beyondintractability.org/essay/transformation
 https://www.un.org/youthenvoy/wp-content/uploads/2018/09/18-00080_UN-Youth-
Strategy_Web.pdf
 Johan Galtung (1990) Cultural Violence. Journal of Peace Research, Vol. 27, No. 3, 291-
305.
 Johan Galtung's negative and positive peace. https://www.youtube.com/watch?v=jpw6ypVg0qE
 John Paul Lederach (2003) The Little Book of Conflict Transformation. Good Books.
 Ramsbotham, Oliver, Hugh Miall, and Tom Woodhouse (2006). Contemporary Conflict
Resolution. (Cambridge, UK, Polity), pp: 78-105.
 Restorative practices to resolve conflict/build relationships.
https://www.youtube.com/watch?v=wcLuVeHlrSs&frags=pl%2Cwn
 The Beauty of Conflict, Retrieved at: https://www.youtube.com/watch?v=55n9pH_A0O8
 Youth Leader Lourd Hanna on her initiative in Iraq, Retrieved in:
https://www.youtube.com/watch?v=H2hS-6wyF10
 Youth Led Peacebuilding: Participatory Action research, Retrieved in:
https://www.youtube.com/watch?v=pvsNeKlbbss
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SESSION 15: GENDER DYNAMICS IN MANAGEMENT AND LEADERSHIP
15.1 Introduction
The topic of gender equity in leadership has in recent years become of great interest to
researchers in the fields of psychology, management, and sociology, as women have increasingly
assumed more leadership positions. For instance, the field of politics has globally seen a change
in gender roles as more women are running for political offices. Organizations are now faced
with the need for reconsidering gender expectations in leadership. This creates the need for
redefining effective leadership in terms of gender, stereotyping and role expectations.
The central concern of research and discourse in gender equity in leadership have been about
whether indeed there are any inherent differences in the way men and women function as
leaders and, if so, whether these differences are gender based. To begin with, it is notable that
even though women have become an increasingly large proportion of the work force, they still
do not hold a proportionate share of the top administrative positions of most countries’
workforces, which points to barriers that hinder women from climbing the organizational
ladder(s). The issue has been whether the continued comparative women disadvantage is related
to gender differences in leadership style. Consequently, research has examined the personality
characteristics and behaviour patterns of women as possible explanations for their lower status in
higher echelons of the work force.
The following basic terms need to be defined:
a) Gender: A collection of qualities labelled as man or woman and which are created culturally
b) Gender Roles: The social and behavioural norms that are generally considered appropriate
for either a man or a woman in a social or interpersonal relationship
c) Management: The act of getting people together to accomplish desired goals. Management
includes planning, organizing, resourcing, leading or directing, and controlling an organization (a
group of one or more people) or effort for the purpose of accomplishing a goal.
d) Leadership: The process of influencing people while operating to meet organizational
requirements and improving the organization through change. A leader is therefore understood as
a change agent who guides his followers into new heights while, along the way, they develop and
grow their followers.
15.2 Lesson Learning Objectives

By the end of the lesson, you will be able to:
15.2.1 Examine ways in which women have been viewed as leaders and managers in the society.
15.2.2 Evaluate explanations for gender differences in management and leadership styles.
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15.2.1 Perception of women as leaders in the society
Although more women are assuming leadership roles today than before, the notion of a woman
as a leader is still foreign to many individuals, male and female alike. In most societies, leaders
have customarily been males. Consequently, the assumption that leadership equates with
maleness is deeply embedded in both our thinking and language. Leaders are often described
with adjectives such as “competitive,” “aggressive,” or “dominant,” which are typically
associated with masculinity. A female leader is frequently regarded as an aberration and “women
who become leaders are often offered the presumed label of acting like men” (Hearn & Parkin,
1986-87, p. 38).
These stereotypes still exert a powerful influence and are at least partially to blame both for
women’s difficulty in attaining leadership positions and for society’s struggle to accept them.
Because women do not fit the stereotypical leader mold, those who want to be leaders usually
need to be extremely well qualified, have proven records of accomplishments, and be over-
prepared for their positions. Once these positions are attained, women are often expected to
“behave just like their male counterparts rather than enhancing their roles with the new and
varied talents and fresh perspectives they might bring” (Shavlik &Touchton, 1988, p. 101).
E-tivity 15.2.1- Perception of women as leaders in the society
Numbering, 15.2.1
Pacing and
Sequencing
Title Perception of women as leaders in the society
Purpose The purpose of this e-tivity is to enable you to examine ways in which
women have been viewed as leaders and managers in the society.
Brief Summary Follow these links and watch the video to examine ways in which women
of Overall Task have been viewed as leaders and managers in the society:
http://agendapublica.elpais.com/evolving-perceptions-on-women-and-
leadership/
https://www.psychologicalscience.org/news/minds-business/positive-
perceptions-of-women-may-empower-female-leaders.html
https://youtu.be/u3wS4xLWdb4
Spark
Individual Task Using bullet points, highlight the perceptions people have on women
leadership in different cultural contexts.
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Time
Next Gender Differences in Leadership Styles
15.2.2 Gender Differences in Leadership Styles

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

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

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

Managers and employees define the terms of the work to be completed and the amount and type
of compensation for finishing the work on time. Transactional leaders establish the norms and
measures of employee behaviour and then observe employees for any missteps and deviations.
They set objectives, assign tasks, and clarify expectations so that employees can achieve the
desired outcomes of the organization. Transactional leadership is not a bad form of leadership,
per se. In fact, it is part of the skill set needed of any effective leader. Transactional leadership,
however, is not sufficient when it comes to creating significant change in an organization or
inspiring followers to achieve at higher levels. What is needed in these instances is
transformational leadership.
Although men more frequently exhibit traits that are conducive to transactional leadership styles,
these traits are not mutually exclusive to men, and are not necessarily found only in men leaders.
The fact that women usually exhibit traits associated with transformational leadership does not
necessarily mean that they are better leaders than men, as there are many male leaders who
exhibit these “feminine” traits, and equally many female leaders who exhibit “masculine” traits
more associated with transactional leadership styles.
A successful blending of personality traits is far more important to successful leadership than
gender-specific traits, especially since none of these traits is actually specific to one gender
Successful leaders, whether their style is transformational or transactional, are conscientious,
extroverted, open to new ideas, experiences and challenges, emotionally stable, and agreeable.
E-tivity15.2.2 Gender Differences in Leadership Styles
Numbering, 15.2.2
Pacing and
Sequencing
Title Gender Differences in Leadership Styles
Purpose The purpose of this e-tivity is to evaluate explanations for gender
differences in management and leadership styles.
Brief Summary Follow these links and evaluate explanations for gender differences in
of Overall Task management and leadership styles:
https://trainingindustry.com/magazine/issue/gender-barriers-and-
solutions-to-leadership/
https://www.pewsocialtrends.org/2015/01/14/women-and-leadership/
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https://hbr.org/2018/11/how-women-manage-the-gendered-norms-of-
leadership
https://en.wikipedia.org/wiki/Sex_differences_in_leadership
https://www.pewsocialtrends.org/2015/01/14/chapter-2-what-makes-a-
good-leader-and-does-gender-matter/
https://www.pewsocialtrends.org/2015/01/14/women-and-leadership/
Spark
Individual Task Using continuous prose examine the different leadership styles exhibited
by both men and women.
Time
Next Youth Leadership in National Development and Related Challenges
15.3 Summary
In the foregoing session, it has been observed that the under-representation of women in certain
levels of leadership is based on the kinds of the attitudes we hold regarding the abilities of
women and leadership, many of which have no scientific basis. The session ends up advocating
some form of transformational leadership in which those women who demonstrate the ability to
get subordinates to transform their own self-interest into the interest of the larger group should
be encouraged to take up such leadership positions.
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15.4 Assessment Questions:
15.4.1 What is your understanding of the term Gender?
a) Being male or female in terms of orientation
b) One’s sex as evidenced by physical attributes
c) Culturally created qualities and expectations of both man and woman
d) Issues in society that majorly touch on women
15.4.2 Which of the following best describes women leaders?
a) They are more of transformational leaders

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

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

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

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

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

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

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

https://www.pewsocialtrends.org/2015/01/14/chapter-2-what-makes-a-good-leader-and-does-
gender-matter/
Women and leadership: https://www.pewsocialtrends.org/2015/01/14/women-and-leadership/
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LESSON 16: YOUTH LEADERSHIP IN NATIONAL DEVELOPMENT AND RELATED
CHALLENGES
16.1 Introduction
The active engagement of youth in sustainable development efforts is central to achieving
sustainable, inclusive and stable societies by the target date, and to averting the worst threats and
challenges to sustainable development, including the impacts of climate change, unemployment,
poverty, gender inequality, conflict, and migration. Young people have aspirations that are far
broader and that need to be valued and supported. Approaches that focus on prioritizing youth
participation, respecting youth rights, and addressing youth aspirations are key. Rather than
rating the success of programmes on narrow measures of educational or employment attainment,
it is crucial that institutional, programme and policy evaluations be more firmly grounded in
young people’s own accounts of what they value for their human development and for the
sustainable development of their communities and this shared planet. Although past decades
have seen advances in terms of policy commitments to youth development, both nationally and
regionally, such gains have not always been matched by actions on the ground. Far too many
young people are still jobless, and struggle to access public resources and quality social services.
They are barely involved in policy formulation and programme design as their participation in
politics and decision-making is limited and often ad hoc. Youth leadership is part of the youth
development process and supports the young person in developing leadership abilities necessary
to guide or direct others on a course of action, influence the opinions and behaviours of others,
and serve as a role model. In this regard, youth leadership has always sought to enable youth
leaders to envision and execute strategic leadership processes and to apply effective management
techniques. Accordingly, promoting youth leadership development is a crucial way of promoting
national development.
To have this session complete, you are expected to review the learning resources presented in
sub-sections A-B and then share your reflections and analysis in forum C.
A. Required Readings
1. Republic of Kenya (2007).Vision 2030 Strategy for National Transformation:

Accelerating Equitable Economic and Social Development for a Prosperous Kenya,
Ministry of State for Planning, National Development, Nairobi. (Online)
2. United Nations Youth Strategy (Online)
https://www.un.org/youthenvoy/wp-content/uploads/2018/09/18-00080_UN-Youth-
Strategy_Web.pdf
3. UN Security Council Resolution 2250: Youth, Peace and Security (UN website)
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4. UN (2018) Youth and the 2030 Agenda for Sustainable Development. New York: UN
5. African Youth Charter (AU website)

6. UN (2017) Africa’s Youth and Prospects for Inclusive Development: Regional Situation
Analysis Report. New York: UN.
B. Documentaries
1. The Role of Youth in Achieving the SDGs - 2019 ECOSOC Youth Forum
https://www.youtube.com/watch?v=hjh0prBX6tQ
2. High-Level Event “Youth 2030" https://www.youtube.com/watch?v=WTu8anoi9U4
Forum: Youth Leadership in National Development and Related Challenges
Based on the readings, the session introduction and the films, please share your reflections on:
1. What leadership role can youth take towards achievement of sustainable development
goals?
2. What do you think are obstacles hindering youth from attaining their aspirations and full
potential?
3. Potential solutions to overcome the obstacles you have mentioned above?
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MODULE FIVE
LIFE SKILLS
LESSON 17: PUBLIC RELATIONS
17.1. Introduction
In this lesson, you will describe three important life skills that are of crucial importance in an
organization. These are: Public relation Skills, Communication Skills , and skills of Personal
Branding. The focus of this lesson is to inculcate and develop these skills so as to become a
transformational leader in your society.

17.2.1 Explain the importance of good public relations
17.2.2 Discuss the role of communication skills in the workplace
17.2.1. Public Relations

In this lesson, we shall discuss the concept of Public relations (PR). I am sure you have had of
organizations who have a particular on PR, or even the politicians will have a full secretariat on
PR. The Institute of public Relations defines Public Relations as the planned and sustained effort
to establish and maintain goodwill and mutual understanding between an organization and its
public. The purpose is to establish and maintain mutual understanding in such a way that the
organization is well understood by its public. Public Relations is more than just conducting
relationships and managing reputation. It involves communication, that is the art of presenting
an organizations views and interests in as a favorable a light as possible.
It is also about persuasion, persuading customers or users of a product/service to make choices

and once they decide, they are made to understand that they have made the best choice. Lastly, it
is good to note that PR deals with the management of the relationships that an organization has
with various publics on whom its success or failure depends.
Publics in PR are those groups of people, internally and externally with whom an organization
communicates. That is, any group that has an actual or potential interest in an organization’s
ability to achieve its objectives. Each public will have a different communication requirement
although the information given to each must not conflict.
In PR, Publics are not static groups that exist all the time; rather they are created by specific
situations and problems. It is important to note that PR is never directed to the general public but
at specific groups in explicit and different ways.
There are four categories of publics,

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1. Non- publics – These are groups of people who will not be interested in or affected by your
organization. It is good to recognize this to avoid waste of time on them.
2. Latent publics – These are the groups that face a problem as a result of an organization’s
actions without really knowing it.
3. Aware publics – These are the groups that recognize that a problem exists. They normally
have been made aware through reading a story in the newspapers.
4. Active public – These are groups that do something about a problem
Other broad publics include: The community (local Publics); Potential employees; Suppliers;
Distributors; Consumers; opinion leaders; and Media.

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

2. What are the main aspects any good PR
should factor on?
Interaction begins 1. Post your definitions to the discussion
forum.
2. Share your responses on the key aspects
of a good PR.
Do this on the discussion 17.2.1
E-moderator interventions 1. Ensure the learners are focused on the

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new ideas.
4. Close the e-tivity.
Schedule and time 2 hours

Next Human relations: Interpersonal relations
17.2.2. Interpersonal Relations

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

 Stereotyping – unduly fixed mental impressions
 Prejudices – preconceived opinions and bias.
 Logical error
 Job error/status.
 Regency – from recent = not long established
 Naïve paternalism – innocent, unaffected, unconsciously and amusingly simple, thereby
limiting the freedom of the subject.
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 Gender
 Culture
How to Win Others
One of the critical skills in the development of interpersonal skills is understanding how not to
cause animosity or conflict with others. The following are some of the skills you need to practice
so that you can grow healthy relationships with others.
 Fighting back especially in an argument is not acceptable

 Accept criticism – its proof you are growing.
 Ignore all the pettiness of people
 Revenge puts you at par with your friend but forgiveness puts you above him/her.
 Know everyone by name and personalize relationships.
 Be a comfortable person to work with.
 Be easy not tense with people
 Don’t be know it all person
 Be interesting not boring
 Know yourself fully before relating with others
 Apply Christian Virtues
 Practice liking people
 Congratulate achievement and share people’s sorrow.
Factors Influencing Interpersonal Relationships
The following are some of the factors that influence interpersonal relationships:
1. Effective Communication: The receiver and the sender of any message must be able
to understand one another effectively. The sender must encode the message and the
receiver has to decode the same message the sender intended it to be.
2. Organizing Skills: Well organized such that the office routines are reliable and
produce effective results at all times.
3. Discretion initiative: Capable of working in one’s own initiative and using discretion
without having to wait for instructions from seniors.
4. Tact and Diplomacy: Tact, Confidentiality and diplomacy in handling all types of
workers and visitors.
5. Punctuality: Particularly to the submission of works, attendance at meetings
6. Loyalty and commitment to the job essential qualities in establishing the ideal
relationship with employers
7. Personality:
- Pleasant and approachable manner in dealing with situations
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- Be able to identify situations and acting skillfully, think quickly as situations
demand and make decisions.
8. Courtesy: A courteous and sympathetic manner gathers approved and cooperation of
all
9. Adaptability and Willingness:
- A willingness to be helpful at all times and especially in times of stress and
need.
- Adaptable to change concerning the nature of work
10. Anticipation
- The ability to anticipate the needs of the organizations and especially so with
one immediate supervisor
- Impartiality
- Must be able to treat all subordinates impartially to win their respect and
confidence
17.2.2. E-tivity on Interpersonal relations

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

- What are the main aspects any good IR
should factor on?
Interaction begins - Post your definitions to the discussion
forum.
- Share your responses on the key aspects
of a good IR.
- Do this on the discussion 17.2.2
E-moderator interventions - Ensure the learners are focused on the
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- Stimulate further learning and
generation of new ideas.
- Provide feedback on the learning
progress.
- Close the e-tivity.
Schedule and time 2hours

Next Communication Skills
1. Critically discuss the value of publics in public relations.

2. Identify and discuss the four categories of publics.
3. Which are the various dimensions of personality which are important for leaders to
appreciate?
4. Which four obvious errors do people make in interpersonal relations?
5. Discuss any focus factors influencing interpersonal relationships.
17.4 References
Fitzgerald, C. (2015) Interpersonal Communication in the future world. Retrieved at:
https://www.youtube.com/watch?v=KlI2qDO0J6s&t=37s TEDxCarletonUniversity
Hirshon, Jonathan (2017). Don’t Exxagerate. Don’t Bullshit. Do not Lie. Retrieved at:
https://www.youtube.com/watch?v=CwOwFSB0Q_Y SLUSH
Heath, R., Coombs, T. (2006). Todays Public Relations: An introduction. Retrieved at:
https://books.google.co.ke/books?hl=en&lr=&id=D-peK2-
ceM4C&oi=fnd&pg=PP1&dq=public+relations&ots=6XI59odgA5&sig=YNdSDSJ_STdr-
RclsiyHK50CLT0&redir_esc=y#v=onepage&q=public%20relations&f=false
Bambacas, M. & Patrickson, M. (2008). Interpersonal Communication Skills that enhance
original commitment. Retrieved at:
https://www.emerald.com/insight/content/doi/10.1108/13632540810854235/full/pdf
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Responses
1. Critically discuss the value of publics in public relations.

– Being aware of the various types of publics enables PRs to keenly focus on
addressing the needs of each public with a goal of building sustainable relations and
in essence enabling a positive environment for the organization.
2. Identify and discuss the four categories of publics.
a. Non- publics – These are groups of people who will not be interested in or
affected by your organization. It is good to recognize this to avoid waste of
time on them.
b. Latent publics – These are the groups that face a problem as a result of an
organization’s actions without really knowing it.
c. Aware publics – These are the groups that recognize that a problem exists.
They normally have been made aware through reading a story in the
newspapers.
d. Active public – These are groups that do something about a problem
3. Which are the various dimensions of personality which are important for leaders to
appreciate?
a. Introverts - Phlegmatic and Melancholic
b. Extroverts - Sanguine and Choleric
4. Which four obvious errors do people make in interpersonal relations?
a. Halo error-package – glory around idolized persons.
b. Stereotyping – unduly fixed mental impressions
c. Prejudices – preconceived opinions and bias.
d. Logical error
e. Job error/status.
f. Regency – from recent = not long established
g. Naïve paternalism – innocent, unaffected, unconsciously and amusingly
simple, thereby limiting the freedom of the subject.
h. Gender
i. Culture
5. Discuss any focus factors influencing interpersonal relationships.
a. Punctuality
b. Personality
c. Courtesy: A courteous and sympathetic manner gathers approved and
cooperation of all
d. Adaptability and Willingness
e. Anticipation
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LESSON 18: COMMUNICATION SKILLS
18.1 Communication Skills at the Workplace

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

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

2) Physiological.
3) Psychological.
4) Semantic (Connotative).
5) Stored experience.
E-tivity -18.1 Communication Skills at the Workplace.
Numbering, pacing and 18.1

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

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

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

communication
2. Provide positive and constructive feedback to
responses from other students in Forum 1.2.2 in
here.
E-moderator 1. Ensure that learners are focused on the contents and

interventions context of discussion.
2. Stimulate further learning and generation of new
ideas.
4. Closing the e-tivity.
Schedule and time This task should take three hours.
Next Personal Branding.
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1. Explain the different types of barriers of communication’ (20 Marks)
Answer
Types of Noise
Physical or External Barriers
This includes those factors outside the receiver and the communicator that makes it difficult
to communicate or hear and any other distractions. They include;
- noise from moving vehicles
- loud music
- Noise from construction sites
- Echoes
- Singing birds
- Extreme temperatures (too hot or cold)
- Uncomfortable seats
- Poor Network (phone)
- Poor reception (TV or Radio)
- Low network (for internet) etc
2) Physiological Barriers
They involve biological factors in the receiver or communicator that interfere with accurate
reception of information. They include; - Sickness or illness
- Fatigue
- Poor hearing
- Poor sight etc
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3) Psychological barriers.
Refers to forces within the receiver or communicater that interfere with the ability to express
or understand a message accurately. Mental issues include;
- Superiority complex
- Inferiority complex
- Ego related factors
Example: A football player exaggerating the number of goals he scored in order to convince
that he is a good player. Such a person either suffers from inferiority or superiority complex
4) Semantic/Connotative barriers.
There are two types of meanings for words:
(a) Denotative meaning which is the dictionary meaning for a word. Every word has
denotative meaning
(b) Connotative meaning is associated with stereotypes and cultural settings.
- Connotative meaning arouses qualitative judgments and personal reactions which could be
favorable or unfavorable.
Example; The words noble, honest, cowardly could elicit favourable or unfavourable
reactions.
5)Stored Experience.
This occurs when the receiver interprets the message in terms of his frame of reference.
Each person has stored experience consisting in part of his individual ego related beliefs and
values in part of the beliefs and values of groups to which he belongs. These groups could
be;
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 Family
 Job
 Peer group
 Church etc.
A message which challenges these beliefs and values may be rejected, distorted or
misrepresented.
18.4 E-References
1. Oxford Dictionaries. (2015). Emotional intelligence.
http://www.oxforddictionaries.com/definition/english/emotional-intelligence
2. Psychology Today. (2015). Emotional intelligence.

https://www.psychologytoday.com/basics/emotional-intelligence
3. U.S Department of Labor's ODEP. (nd). Skills to pay the bills: Mastering soft skills for
workplace success. http://www.dol.gov/odep/topics/youth/softskills/softskills.pdf
4.. Susan Caldwell (2013) Verbal versus Non-verbal Communication
From: https://www.youtube.com/watch?v=I9i5_xwRE_U
5. Teaching English (2020) What are the barriers to communication? | Oral Communication in
Context-SHS
Retrieved From:
https://www.youtube.com/watch?v=C_EYFqccsts
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LESSON 19: PERSONAL BRANDING
DEFINITIONS AND CONCEPTS IN PERSONAL BRANDING
19.1 Introduction
In this lesson we will delve into a major domain in life skills known as personal branding.
Personal branding can be defined as the practice of people marketing themselves and their
careers as brands. It is essentially the ongoing process of establishing a prescribed image or
impression in the mind of others about an individual, group, or organization. A personal brand
can be what you are known for and how people experience you; your brand is your reputation,
either in person, on paper and online.
In this and the next lesson, to help you the learner better understand the concept of personal
branding, we will seek to familiarize ourselves with three key activities closely related to
personal branding. These are, C.V writing, Cover letter writing and job interview skills.

By the end of this lesson you, the learner, will be able to:
1.2.1 Define Personal Branding.

1.2.2 Design a good Curriculum Vitae.
1.3 Write an effective cover letter.
19.2.1 The concept of personal branding
In today’s marketplace, it’s tough to stand out. Good grades and lots of extra-curricular activities
won’t guarantee that you’ll land the job of your dreams, or that you’ll even land an interview.
There are many qualified candidates out there. The secret to standing out is to impress recruiters
with the unique and authentic you in person, on paper, and online.
Your personal brand matters. Your brand is your reputation. It’s your calling card. It’s what you
are known for and how people experience you. It’s about bringing who you are to what you do
and how you do it. Delivering your brand clearly and consistently will create a memorable
experience in the minds of those you interact with and can open doors to new opportunities. As a
job seeker, the competition to get jobs is intimidating; thousands of graduates are awarded
bachelors or master’s degrees every year and they enter the job market. How you brand yourself
as expressed in your resume/Curriculum Vitae (CV) determines whether you get that job
opportunity or you miss out. To enhance your personal brand, it is important to know how to
write effective CV’s, cover letters and how to prepare for successful employment interviews.
19.2.2 Writing an effective Curriculum Vitae (CV)
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A curriculum vitae is a written summary of personal, educational, working experience and
qualifications intended to demonstrate an applicant’s fitness for a particular position.
They are an opportunity to show an employer why you are an ideal candidate for the job.
A good CV will:
Stand out from the crowd.
Draw attention to your relevant skills, experience, achievements and potential.
Create an impression on the employer, such that they will not turn you down for the
interview.
There is no single way to write a CV. It is your document, and can be structured and
presented as you wish within a basic framework.
The important thing to remember is that this is the first impression an employer will have of
you. It is your marketing brochure through which you are trying to sell yourself.
19.2.2.1 Importance of a good Curriculum Vitae
CV provides serious intent to seek work and a willingness to do a little bit extra,
both of which are desirable characteristics in an employee.
Its major purpose is to obtain a job interview in the first place.
Because a CV is a personal advertisement that creates a first impression for the
client, it is important enough to spend time creating it.
When writing a CV it is important to attend not only to the content i.e. your
qualifications and experiences but also design and format.
A CV which is not pleasant to look at and easy to read is likely to receive scanty
attention from employers and therefore fail in its purpose.
19.2.2.2 Possible contents of a good Curriculum Vitae.
A good CV should have the following main content areas.

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

Using non-standard paper. A4 is appropriate.
Sending the CV folded not flat.
Printing double sided.
Omitting key information.
Burying accomplishments in long paragraphs.
Not customizing to the job applied for.
Printing in colored ink.
Using glossy paper.
Using non-professional email address.
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E-tivity 19.2.1- The concept of personal branding

Title The concept of personal branding.
learner, understand the concept of personal
branding from a life skills point of view and
learn how to prepare an effective curriculum
vitae.
Brief summary of overall task 1. Watch videos one, two, three and four to
better understand the concept of personal
branding and sharpen your Curriculum
Vitae writing skills.
2. Use links one and two to view sample
Curriculum Vitaes’.
Spark
Individual task 3. What are the do’s and don’ts in the making
of an effective Curriculum Vitae?
4. Prepare a CV for your dream job in your
area of specialization.
Interaction begins 1 Post your opinions on how long a good
Curriculum Vitae should be, giving reasons.
2 Provide positive and constructive feedback on
the learners ‘views and ideas’. Do this on the
discussion 19.2.1
new ideas.
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Schedule and time
Next Writing an effective cover letter.
19.3 Writing an effective Cover Letter
A cover letter is a self-marketing device that gives the employer a 1st impression of the job
seekers and usually accompanies a CV.
It highlights a few specific points in the job seekers experience and skills that march or
exceed the requirements of the job.
Its purpose is to entice the employer to read your CV. Each cover letter should be
individually tailored to the particular situation and should be addressed to a particular
officer.
It should be brief and to the point.
It should not go beyond one page.
The cover letter highlights your key skills and suitability for the job clearly, concisely and
positively. It is targeted at the job/sector you are applying for and complements and develops the
information in the CV rather than duplicating it.
19.3.1 Types of Cover Letters
a. Responsive applications i.e applying for a specific vacancy.

This type of cover letter gives the reasons why you are writing.
Gives the reasons why you want to work for the organization.
Highlights your motivation for wanting the job.
Illustrates your understanding of the job roles.
Provides evidence of your relevant skills/experience.
b. Speculative applications.
This type of cover letters on the other hand state why you are writing.
Are clear as to what you are asking for.
Need to be very convincing- convey a genuine interest in that organization
and sector.
Makes links between your skills/experience and the
job/sector/organization.
19.3.2 Parts of a Cover Letter
There are three main parts in a cover letter. These are;

• Opening
• Middle and
• Closing paragraphs.
Opening paragraphs.
The information to be put on these paragraphs depends on whether it is a responsive
or speculative cover letter. For responsive letters, name the specific job vacancy and
where advertised. In case of speculative letters, state the broad type of work you are
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interested in, on what basis (e.g. work placement, full time) and when you are
available.
Middle paragraphs.
Include details on why you prefer to be employed in that organization and why that
job\industry? Justify why you think you are the most qualifies candidate for the job.
Why should they hire you? What key strengths/skills can you offer? Support you
statements/assertions with evidence.
Closing paragraph.
Always remember to have a polite ending by conveying interest and enthusiasm in
the role. Indicate any times available/not available for the interview. For speculative
approaches, say that you will follow up your letter with a telephone call within a
certain period e.g. within a week.
19.3.3 Attributes of a good cover letter
Maximum one side of A4, word processed.

Consistent font size and type (and consistent with your CV).
Send to a named person where possible.
Correct spelling and grammar.
Formal business letter layout.
E-mailing- send the letter as an attachment with your CV.
E-tivity 19.3 Writing an effective cover letter.
Numbering, pacing and sequencing 19.3

Title Writing an effective cover letter.
learner, understand the importance of a cover
letter and be able to write an effective cover
letter to complement your CV.
Brief summary of overall task 1. Watch videos one, two and three to sharpen
your Cover letter writing skills.
2. Use links one and two to view sample cover
letters.
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Spark
114
Individual task 1. What are the do’s and don’ts in the making
of an effective cover letter?
2. What are the differences between a CV and
a Resume?
3. Prepare a cover letter to complement your
CV for your dream job in your area of
specialization.
Interaction begins 1. Post your opinions on the role played by
a cover letter, giving reasons.
2. Provide positive and constructive
feedback on the learners ‘views and
ideas’. Do this on the discussion 1.3.
new ideas.
Schedule and time

Next Interview skills.

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

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

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

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

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

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

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

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

a. True b) False
19.5 E-References
1. https://www.oercommons.org/courses/wil-module-7-1-career-portfolios-and-
personal-branding/view
2. https://www.careerpointkenya.co.ke/2019/04/best-sample-cv-for-attachment-you-can-
use/
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3. https://www.corporatestaffing.co.ke/2019/12/cv-sample/
4. https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.careerpoint-
solutions.com%2Ftop-8-ways-to-make-your-cv-stand-out
%2F&psig=AOvVaw1uUTnqnGMOewzTr6Gp9Dkn&ust=1600672816651000&sour
ce=images&cd=vfe&ved=0CAIQjRxqFwoTCND4_qmZ9-
sCFQAAAAAdAAAAABAL
5. https://www.corporatestaffing.co.ke/category/sample-cover-letter-kenya/
6. https://www.careerpointkenya.co.ke/category/cover-letters-in-kenya/
7. https://www.google.com/url?sa=i&url=https%3A%2F
%2Fwww.whatcareerisrightforme.com%2Fblog%2Fdos-and-donts-of-cover-letter-
writing
%2F&psig=AOvVaw1MRdZZgOBDsYqeIGcKZ5f3&ust=1600673513404000&sour
ce=images&cd=vfe&ved=0CAIQjRxqFwoTCIDJq96b9-
sCFQAAAAAdAAAAABAF
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LESSON 20: SUCCESSFUL INTERVIEW SKILLS
20.1 Introduction
In this lesson, a continuation of our very interesting and crucial study of personal branding, we
will now look at Interview skills. It is crucial to remember, that Interview skills are an important
aspect of Personal Branding just as a Curriculum Vitae and a Cover Letter are, as seen in the
previous lesson.
This lesson will help you, the learner, get acquainted with the required skills to see you ace any
interview you are called to. As such, it is expected that you, the learner, will understand and
internalize the skills learnt and the most appropriate ways to go through the interview process.
20.2 Lesson learning outcomes
By the end of this lesson you, the learner, will be able to:
2.2.1 Understand how to prepare for successful job interviews.
2.3 Acquaint yourself with various job search skills.
20.2.1 Concept of a Job Interview
An interview is a meeting with an objective. The employers’ objective is to find the best person
for the job. The employer reviews the candidates experience and abilities:
Can you do the job? (Skills, abilities, qualifications).
Will you do the job? (Interest, attitude and motivation).
How will you fit into the organization? (Personality).
Your objective as the interviewee is to impress the employer and asses the position on offer. You
need to determine:
What does this position offer me?
How does it fit with my career plans?
You must therefore seek to prove that you are the most suitable candidate for this position.
20.2.2 Job Interview skills
For better understanding of job interview skills, we will divide the interview process and the
skills required into three stages as followed:
Pre-Interview – Before the actual interview.
Interview – The actual interview.
Post- Interview- After the interview.
20.2.2.1 Pre-Interview stage
Preparation is the key to success. The onus is therefore on you to ensure that you get everything
during the pre-interview stage in order.
The following are important points to note at this stage.
Research the potential employer and acquaint yourself with the organization.
Note the exact time of the interview and the route you will take to get to the interview,
noting down a generous estimation of the maximum time it will take to get there.
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Review the job description and be able to match your experience and education with the
duties of the position.
Prepare a one to two minute script of yourself.
Make sure you have the appropriate interview attire.
 Tips regarding attire (Men).
o If possible, wear a suit to the interview.
o Belt and shoes should be the same color.
o Avoid ties with elaborate patterns or too many colors.
o A wedding ring and/or watch is generally the only jewelry that should be
worn.
o Head to toe: Hair should be well groomed and shoes should be polished.
 Tips regarding attire (Women).
o A suit or dress is preferable.
o Skirts should meet at the top of the knee or longer.
o The amount of jewelry should be minimized.
o Make up should be light.
o Avoid perfumes and scented powders.
20.2.2.2 Interview stage
a) Right before the interview stage, the following should be done and noted.
Arrive to the interview ten to fifteen minutes prior to its start.
Bring along a pen and paper.
Bring along two or more copies of your resume.
Remember to bring all your relevant original certificates.
b) During the interview stage, the following are key points to note.
Walk into the office briskly and greet the interviewer by name.
Take your cue from the interviewer; if the interviewer moves to shake hands, do so, but
not unless he or she makes the first gesture wait until you are offered a chair before you
sit down.
Your hand shake should be firm and dry. Make sure your right hand is free.
From time to time look the interviewer in the eye rather than stare at the floor, at the
ceiling or in the middle distance.
Smile at appropriate times, it makes you look friendly and confident.
Make sure you are energetic and enthusiastic.

Speak and articulate your responses clearly.
c) Standard interview questions.
Would you please tell me about yourself?
What is your greatest strength?
What is your greatest weakness?
Where do you see yourself in five years?
What about this position do you find most appealing?
Why do you want to work for our company?
Why should we hire you?
It is important to also remember to also ask questions that demonstrate your knowledge of
their company.
d) Ending the interview.
119
Be alert to signals that the interview is almost at an end; sum up your interest briefly and
stop.
Ask when the decision will be made regarding the position and whether you might
telephone on a particular date at a certain time to enquire about the decision.
Smile, express appreciation for the interviewer’s time and leave promptly.
Be sure to thank the employer’s secretary or receptionist on the way out.
20.2.2.3 Post Interview stage

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

Activate your college network, people who were ahead of you and in the same
profession.
Register with job recruitment agencies e.g. myjobsinkenya.com, brighter Monday, kama
kazi, careerpoint.com
Google and research about companies for jobs.
Use social media e.g. facebook, twitter, LinkedIn to make yourself visible.
Join your alumni to connect with people of your same profession.
Create your own web page and let your friends like you and recommend you.
Have a good and well written CV.
120
Stay informed about the economic trends, labor market, political situation, government
policy e.g. devolved government, affirmative action.
Form youth groups to benefit from loans for business startups from government, banks
and other institutions.
Join your profession association e.g. ACCA
Sources of job search.
 Published sources of job search

o Newspaper adverts.
o Ad post.
o Placing work wanted adverts.
 Unpublished sources of job search
o Networking.
o Volunteering.
o Internet.
o Bureaus/ HR consultants.
o Direct marketing.
o Blind application.
E-tivity 20.2.1- Interview skills.

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

interview at your preferred organization?
2. What do you think creates a bad impression
during an interview?
Interaction begins 1. Post examples of behavior-based
121
questions you would find in an
interview.
2. Provide positive and constructive
feedback on the learners ‘views and
ideas’. Do this on the discussion 20.2.1
new ideas.
Schedule and time

Next
1. In an interview the level of communication used will be?

a. Making Small Talk.
b. Telling Facts.
c. Bring Completely Honest.
d. Sharing Feelings
2. An Interviewee should speak?
a. Loudly
b. Quickly
c. Slowly
d. Pointedly
3. To actively listen a person should?
a. Ask lots of questions
b. Lean back in their seat
c. Use you-messages
d. Make eye contact
4. After writing an E-mail the author should?
a. Proofread
b. Click send
c. Save as draft
d. Ensure it is lengthy
5. When arriving for an interview the applicant should?
a. Practice in the parking lot.
b. Have a quick smoke
c. Be walking in at the time agreed
d. Come fifteen minutes early.
6. The proper professional zone of communication is?
122
a. 2-3 feet away
b. 4-5 feet away
c. 6-7 feet away
d. 8-9 feet away
7. Men should wear?
a. Tie
b. Shorts
c. Tennis Shoes
d. Lots of aftershave
8. Women should ware?
a. Skirt above the knee
b. Skirt below the knee
c. Lots of jewelry
d. Plenty of perfume
9. The interviewers’ first impression will determine?
a. If they like you
b. If you are knowledgeable
c. If you can do the job
d. If you look professional
10. A person’s poor posture can make you seem?
a. Lazy
b. Smart
c. Capable
d. Important
20.5 E-References
1. http://www.oercommons.org/courses/job-interviews-guidelines-and-frequently-asked-
questions/view
2. https://www.oercommons.org/courses/interviewing-skills-tutorial/view
3. https://www.oercommons.org/courses/interviewing-skills-2/view
4. https://www.skillsyouneed.com/ips/interview-skills.html
5. https://www.fip.org/files/ypg/Project%20Documents/career%20development/
CareerDevelopment-Interviews.pdf
6. https://www.google.com/url?sa=i&url=https%3A%2F%2Ffortune.com
%2F2017%2F04%2F04%2Fleadership-career-advice-find-job-interview-resume-tips
%2F&psig=AOvVaw3gC7bLSh_9u1UMnD3dlTRl&ust=1600673730162000&sourc
e=images&cd=vfe&ved=0CAIQjRxqFwoTCLDNhMqc9-
sCFQAAAAAdAAAAABAD
Answers to assessment questions.
Lesson X.
1: A, 2: C, 3: D, 4: A, 5: B, 6: A, 7: B, 8: D, 9: C, 10: B
123
Lesson Y.
1: B, 2: C, 3: D, 4: A, 5: D, 6: C, 7: A, 8: A, 9: D, 10: A
124

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KENYATTA UNIVERSITY

DIGITAL SCHOOL OF VIRTUAL AND OPEN LEARNING

THE DIRECTORATE OF CAREER DEVELOPMENT AND MENTORING

UNIT TITLE: CERTIFICATE IN LEADERSHIP DEVELOPMENT AND

DR. DANIEL MUTHEE

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

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

i. Discuss the tenets of transformative leadership.

ii. Explain the best practices of effective leadership and management.

iii. Develop a good portfolio and CV

iv. Describe the principles of effective communication.

Overview of the Course

Week 1 FOUNDATION OF LEADERSHIP AND MANAGEMENT

Week 2 LEADERSHIP AND MANAGEMENT PRACTICE

Week 3 MENTORING COACHING AND COUNSELING IN LEADERSHIP

Week 4 & 5 LEADERSHIP, NATIONAL UNITY AND DEVELOPMENT

Week 6 Life Skills

MODULEONE: FOUNDATION OF LEADERSHIP AND MANAGEMENT

MODULETWO: LEADERSHIP AND MANAGEMENT PRACTICE

MODULE THREE: MENTORING, COACHING AND COUNSELING IN

SESSION TEN: BASIC SKILLS AND TECHNIQUES OF COUNSELING IN LEADERSHIP AND

MODULE FOUR: LEADERSHIP, NATIONAL UNITY AND DEVELOPMENT

MODULE FIVE: LIFE SKILLS

SESSION ONE: FOUNDATIONS OF LEADERSHIP AND MANAGEMENT

1.2 Session Learning Outcomes

1.2.1 Definition of Leadership and Management

E-tivity 1.2.1: Definition of Leadership and Management

Numbering, pacing and sequencing 1.2.1

Individual task In a sentence develop your own definition of

Numbering, pacing and 1.2.2

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

Individual task Using a table with two columns, distinguish between

1.2.3: Essential skills/Qualities of Effective leaders and managers

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

Numbering, pacing and sequencing 1.2.3

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

1.2.4: Sources of Power for Leaders and Managers

Numbering, pacing and sequencing 1.2.4

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

1.3 Assessment Questions

a) Being in charge of an office or institution

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

(a) Managers are people who do the right things

(b) Managers are people who do things right

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

Richard Rierson (2014, July 14). What is Leadership? Retrieved from

EasyMBA (2018, March 2). Managerial Skills. Retrieved from https://www.youtube.com/watch?

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

SESSION TWO : TRANSFORMATIONAL LEADERSHIP

2.2 Session Learning Outcomes

2.2.1 Definition of Transformational Leadership

According to James MacGregor Burns, transformational leadership is the process in which

E-tivity 2.2.1: Definition of Transformational leadership

Numbering, pacing and sequencing 2.2.1

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

Individual task In a sentence define in your own words your

Interaction begins Provide positive and constructive feedback on the

2.2.2: Distinction between Transformational and Transactional Leadership

E-tivity 2.2.2: Distinction between Transformational and Transactional Leadership

Numbering, pacing and sequencing 2.2.2