Dr. Anniqua Rana
Summer Leadership Institute 2014
2014
Final Report
Government of Pakistan
Ministry of Education and Training
National Talent Pool
Submitted to
Dr. Muhammad Shafique Bhatti, Chairman, Department of Philosophy,
Bahauddin Zakriya University Multan
http://summerleadership2014.wordpress.com/
&
http://eportfoliosforlanguagelearning.wordpress.com
CONTENTS
Account of work activities/outputs and detailed schedule including persons met and worked with 3
Defining Leadership........................................................................................................................................................... 4
Philosophy and Ground Rules ....................................................................................................................................... 6
Tasks and Relationships .................................................................................................................................................. 7
Tasks and Relationships .................................................................................................................................................. 9
Developing Leadership Skills....................................................................................................................................... 11
Creating a Vision ............................................................................................................................................................... 14
Setting the Tone ................................................................................................................................................................ 16
Communicating.................................................................................................................................................................. 18
Handling Conflict .............................................................................................................................................................. 19
Overcoming Obstacles .................................................................................................................................................... 22
Ethics ..................................................................................................................................................................................... 23
List of Participants ........................................................................................................................................................... 25
Identification and analysis of problem areas and issues ...................................................................................... 27
Participant comments..................................................................................................................................................... 28
Recommendations to address problems and meet requirements set forth in the work programme,
and arrangements for implementation and follow-up advisory services through correspondence. . 30
Comments on the Programme and suggestions to curtail ill effects of brain drain ................................... 31
Appendix: Offer letter ..................................................................................................................................................... 32
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ACCOUNT OF WORK ACTIVITIES/OUTPUTS AND DETAILED
SCHEDULE INCLUDING PERSONS MET AND WORKED WITH
The main project for this visit was the two-week Summer Leadership Institute, but on the request
of the English Department, a two-day training in CALL and ePortfolios was also offered. Details of
both projects are available at the links below:
http://summerleadership2014.wordpress.com/
&
http://eportfoliosforlanguagelearning.wordpress.com
Further details along with the daily details and curriculum of the Summer Leadership Institute, are
provided in this document.
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DEFINING LEADERSHIP
Click here to provide information about yourself
Read the responses here
Defining Leadership
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In your team
1) Write your definition of leadership on a sheet of paper. Then create an image that represents
your definition. You will have 15 minutes to create this definition and image.
2) Each team will present their conceptualization of leadership to the class (15 minutes).
3) After the team presentations, the class will discuss the similarities and differences between the
teams’ conceptualization of leadership and attempt to derive a common class definition of
leadership.
To do: Post your definition of Leadership in Education and the image of your concept here.
To do: Copy and paste the following outcomes of the Institute on a google document.
As a result of attending the Summer Leadership Institute, participants will:
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Become effective leaders in a wide variety of situations related to the improvement of
student outcomes.
Develop and implement initiatives that address the motivation and success of students.
Recognize and address gaps, needs, opportunities, and strengths related to teaching and
learning in a range of educational settings.
Engage the campus community in professional learning inquiry.
Design, implement, and evaluate effective learning environments based on relevant
research.
5. Edit them according to your needs.
Post the link to the documents here:
READING
Understanding Change
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PHILOSOPHY AND GROUND RULES
Traits and Philosophy and Style
What are some ground rules necessary for this institute?
With a partner, click here to post two of the most important rules that need to be followed by all
participants.
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TASKS AND RELATIONSHIPS
Description: We will explore traits and their relationship to leadership, including describing and
discussing eight historical leaders and their traits. Using historical examples, this exercise will
illustrate the role traits play in leadership performance through an in-depth exploration of the
traits and characteristics of a single, well-known leader.
Objectives:
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To recognize the unique traits of selected historical leaders
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To explore the similarities and differences of these leaders and their traits
Directions:
1) As a team, choose a historical leader.
2) Develop a creative and engaging 3-5-minute presentation discussing this historical leader and
their leadership traits. Each group will share its presentation after lunch
3) In preparing this presentation, consider including PowerPoint slides, YouTube videos, movie
clips, lecture, role-play, or other presentational methods that are compatible with the technology
available in the classroom.
4) Allow time following the presentation for a 5-10 minute question-and-answer session.
5) After all the teams present, there will be a discussion of the similarities and differences in traits
of the different leaders and how traits play a role in effective leadership?
Create a google website
READINGS
Casimir, G. & Waldman, D. A. (2007). A cross cultural comparison of the importance of leadership
traits for effective low-level and high-level leaders: Australia and China. International Journal of
Cross Cultural Management, 7, 47-60. The article discusses the importance of 18 traits for effective
low-level and high-level leaders.
1. How did the Australian and Chinese employees in the study differ on the traits they valued
in leaders? How do those trait preferences relate to underlying cultural values?
2. Why is it important for leaders to be aware of followers’ expectations for leadership?
3. When cultural expectations for leadership clash, which culture should adapt to the
preferences of the other?
4. How did the Australian and Chinese employees in the study differ on the traits they valued
in leaders? How do those trait preferences relate to underlying cultural values?
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5. Why is it important for leaders to be aware of followers’ expectations for leadership?
6. When cultural expectations for leadership clash, which culture should adapt to the
preferences of the other?
7. Based on the four pairs of questions in the article, are you more of a Theory X or a Theory Y
leader? What life experiences shaped your beliefs about the true nature of people?
8. How does a person become intrinsically motivated?
9. As participants in the U.S. higher education al system, where do you see the need for more
creativity in the system? What would be the intended outcomes?
READINGS
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Steyrer, J. (1998). Charisma and the archetypes of leadership.Organization Studies, 19,
807-828. Based on the concept of ‘archetypes’ of leadership, four types of charismatic
leadership are defined: the hero, the father, the savior, and the king. The article uses dozens
of technical terms, which should be explained in class before discussing the questions
below.
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Mattaliano, A. (1982). Theory X or Theory Y: What Is Your Style? NASSP Bulletin, 66, 37-40.
This brief article makes the case for why a Theory Y approach is needed to “save” higher
education.
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TASKS AND RELATIONSHIPS
Description: This session examines task-oriented and relationship-oriented leadership and the
effect these behaviors have on followers.
Write the answers to the following questions:
What are some of the tasks you must attend to as a leader?
Does that affect your ability to handle relationships?
Do you spend more time on tasks or dealing with relational issues when you lead?
Post your responses here. You might want to work with a partner if you have similar
responsibilities.
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Group activity (45 minutes):
Formal orientations are one way to build relationships and specify tasks and responsibilties.
For the academic year of 2014/2105, your group is responsible to plan, implement, and assess
orientations for one of the following groups:
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Freshmen (first year) students
Graduate/Post graduate students
Faculty
Administrators
Classified/office staff
Create a plan keeping in mind the following:
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What are the outcomes of the orientations?
What resources will be needed?
How will the orientations be implemented?
How will they be assessed?
Document your plan in a google document that you will share with your group members. You can
post this document on your site and on this link:
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DEVELOPING LEADERSHIP SKILLS
Objective:
• To develop an understanding of the importance of leadership skills
• To learn to distinguish the three types of leadership skills
• To explore ways in which leadership skills can be acquired
Situational Leadership
Situational Leadership
Scan the following information about Situational Leadership.
With a partner, or on your own, write a discussion question related to the image or the reading that
contextualizes the theory of Situational Leadership to your campus.
Work with your team members on the orientation plans . After the break, your group will present
the plan in five minutes, with five minutes for follow-up discussions.
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1.
Leadership Style Questionnaire
2. Task and Relationship Questionnaire
Now write a reflection on your Leadership philosophy and style on your and post it on your site
Developing Leadership Skills Powerpoint
Description: Here we will explore leadership skills, which are learned competencies leaders
demonstrate in their performance. These skills are grouped into three categories: administrative
skills, interpersonal skills, and conceptual skills. This exercise addresses the primary leadership
skills demonstrated by today’s leaders.
READINGS
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Herman, J. L. & Herman, J. L.(1995). Defining administrative tasks, evaluating
performance, and developing skills. NASSP Bulletin,79,16-21.The authors present an
evaluation system and personal improvement plan to improve administrative performance.
1. What are the CSFs for your job? Are these the factors you are actually evaluated on?
Who should be responsible for determining the CSFs for
a given job?
2. How would you assess your effectiveness on each of the factors?
3. Develop a hypothetical Personal Improvement Plan based on yourCSFs.
4. From a student’s perspective, how useful do you think this plan is for improving
teacher performance?
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CREATING A VISION
Objectives:
• To illustrate the importance of planning in reaching a goal
• To show how teamwork and delegation of labor help to implement a vision
• To demonstrate how every team member contributes to a vision
Creating a Vision powerpoint
What needs to be changed in your classes, department, or institution? You will want to be able to
reference some qualitative or quantitative data that supports the need to change. This might be in
the form of institutional data, surveys, or meeting minutes.
Post your response here.
Guide to creating a vision statement
Do this exercise with a partner or a group. You will post it on your website.
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Choose FIVE words that represent your vision of what you hope your institution (or
department) will become twenty years from now.
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Then draw an image that demonstrates the relationship between these words. Be as
creative as possible.
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You can take a photo of the image you create and I will demonstrate how to post it on your
website.
Post all the following exercises on your site:
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Introduction
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Definition of Leadership
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Orientation planning outline
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Vision for your department or college with an image to represent it
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Any other relevant professional information
Description: This discussion describes the importance of creating, articulating, and implementing a
vision. Having a picture and a map of the vision are important aspects of carrying out a vision. This
exercise allows students to envision a tower and map out a strategy to build it.
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SETTING THE TONE
Preparing for the week
1. From last week, what information do you think will be helpful and applicable for you?
2. What challenges did you face?
3. What do you hope to cover this week?
Either post your responses on this link, or write them on a piece of paper. You may work with a
partner.
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How do you set the tone by providing guidelines for the following:
1. Providing Structure
2. Clarifying norms
3. Building cohesiveness
4. Promoting Standards of Excellence
Share this information with your partner.
Winning Ways to Set the Tone
BREAK
In groups, prepare a google presentation regarding setting the tone. Create one slide for each
category, with a maximum of four points for each slide. Share the Powerpoint with everyone in
your group. Nominate a note-taker and a presentor for your group.
In five minutes, you will be expected to present the information and give a one-minute summary of
how you divided the responsibilities in your group.
Post the presentation to your sites and make them available here:
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COMMUNICATING
Complete assessment from yesterday.
Present information about creating a tone.
BREAK
Logic Models: An Introduction
http://www.uwex.edu/ces/pdande/evaluation/evallogicmodelworksheets.html
Now create your own logic model and post it on your site:
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Logic Model Table format – Word document (1 page, 15 KB)
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Logic Model Table format – PDF (1 page, 16 KB)
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Logic Model Flowchart – Word document (1 page, 15 KB)
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Logic Model Flowchart -Excel format (1 sheet 18 KB)
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HANDLING CONFLICT
10:00 Based on the needs for your classes, department, and institution that you identified last week,
list some outcomes you would like to achieve by the end of the academic year 2014-2015. Post your
outcomes here
10:30 In groups of three, choose three outcomes from the list above and identify at least three
activities that will help achieve those outcomes.
Now identify the resources needed for the activities.
Also include ways to assess the activities. These assessments might include grades, surveys, focus
groups, institutional data etc.
Types of data: http://www.canadacollege.edu/prie
List the information using one of the following three resources and then post the information on the
site of all the group members:
1. https://bubbl.us/
2. http://www.prezi.com
3. google docs
11:45
Review these two images:
Types of Conflict
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In your experience, what are the most common types of conflicts? Please provide specific examples
without compromising privacy. How are these conflicts resolved, and how should they be
resolved? What kind of professional development can help to improve conflict resolution?
Handling Conflict
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OVERCOMING OBSTACLES
Description: This discussion is about how leaders can help followers overcome obstacles for
effective performance. Leaders must first establish what is causing the obstacles and then
determine ways to help resolve these challenges.
Overcoming Obstacles
You are the Chief Executive Officer of your institution and you would like to address the problems
around technology. To this end, you would like to organize a committee that will work with you to
set up at five year technology plan for the campus. You would like to include representatives from
all constituents to this committee. Draft an email that you will send out to the campus inviting
committee members. Consider the following aspects that should be included in your email:
Purpose of the committee in relation to institutional vision or strategic plan
Number of committee members
Process for nominating committee members
Number and duration of meetings throughout the year
Level of commitment from committee members
Post a copy of it on your site
Work in groups to finalize the email and send it to all the Institute participants.
Create a space on your site and post the relevant information including the agenda for the first
meeting.
Shah, A. M. (2005). The foundations of successful strategy implementation: Overcoming the
obstacles. Global Business Review, 6, 293-302. This article spells out the factors that promote
successful implementation of management initiatives.
1. Why is strategy implementation “the most complicated and time-consuming part of
strategic management”?
2. How do the top seven major obstacles identified in this article compare to the seven
obstacles addressed in chapter 10 of our textbook? What new obstacles are identified?
3. Some of the identified obstacles are not completely within a manager’s control (e.g. getting
commitment from top managers). What can a manager, then, reasonably do to implement
company initiatives?
4. Thinking about your place of employment, or your school, how can information systems
better “link people efficiently and make them do their job together instead of performing
with indirect linkages”?
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ETHICS
After reading the information below, analyze the ethics of a decision that was made in your
institution.
Post your response here
When the ethics of critique, justice, and care are joined with an ethic of inclusive discourse,
educational administrators have a model of ethical decision-making. Traditional educational
discourse frequently favors the principle of benefit maximization (the greatest good for the greatest
number) at the expense of the principle of equal respect (people being treated as equals rather than
means).
With a decision-making model that rests on ethics and inclusive discourse, equal respect becomes
primary, she said, listing some questions in ethical decision-making:
Under the ethic of critique
- Who benefits from the outcome? – Are the demands on the university too great? – If benefit
accrues to the university, who in it benefits?
Under the ethic of justice
- Who suffers from the outcome? – Are demands on the individual too great? – If benefit accrues to
the individual, what happens to the group?
Under the ethic of care
- What happens to relationships? – Are relational demands being met? – How does the decision
weaken or strengthen relationships?
Under the ethic of discourse
- Who is excluded from the decision? – Are discourse demands met? – Is the quality of the discourse
changed? – Is the quality of the decisions changed?
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Adapted from: http://www.wihe.com/viewArticle.jsp?id=18199
Power Typology-French and Raven (1959)
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LIST OF PARTICIPANTS
Sr. No.
1
Name
Ms. Seerat Fatima
Department
Commerce
Specialization
Entrepreneurship/Management
2
Mr. Saif Ullah
Qureshi
Commerce
Management
3
Dr. Amjad Ali
CASPAM
Computational Mathematics/Parallel
Computing
4
Dr. Fiza Zafar
CASPAM
Computational Mathematics
5
Dr. Syed Nisar
Hussain Shah
Pharmacy
Pharmaceutics
6
Dr. Habib-urRehman Athar
Institute of Pure and Applied
Biology
Botany, Plant Physiology
7
Qamar Saeed
Faculty of Agricultural Science &
Technology
Entomology
8
9
Dr. Shaghef Ejaz
Prof. Dr. Tariq
Mahmood Ansari
Horticulture
Institute of Chemical Sciences
Vegetable Science
Analytical Chemistry
10
Shagufta Riaz
Multan College of Arts
Painting
11
Muneeza
manzoor Butt
12
Dr. Mubashrah
Jamil
Department of Education
13
Dr. Muhammad
Riaz
Food Science and Technology
14
Dr. muhammad
Mazhar Ayaz
Department of Pathobilogy
15
16
Zaida Aziz
Mr. Muhammad
Sajid Nadeem
17
18
19
Clinical Psychologist
Food Biotechnology
Sociology
Research Methods
Ms. Hina Fazal
Mr. Waqar Aslam
Ms. Sara batool
Syed
Sociology
Philosophy
Philosophy
Gender Studies
20
21
Sadia Malik
Dr. Shams ur
Rehman
English
Islamic Studies
22
Lubna Kanwwal
Pak. Studies
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24
25
Rehan Iqbal
Dr. Shafique
Saima Manzoor
History
Philosophy
Communication Studies
26
27
Riffat Iqbal
Usmat Batool
Philosophy
Islamic Studies
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IDENTIFICATION AND ANALYSIS OF PROBLEM AREAS AND ISSUES
The Summer Leadership Institute was attended by representative faculty members from a variety
of departments. The faculty attending this training including a majority of junior faculty. One
suggestion was to include more senior faculty and administrators in such trainings to ensure the
support of innovation and engagement on a campus-wide level.
The logistics and location were generally well planned; however, sporadic power failures and
internet breakdowns hindered a flow of discussions and portfolio creations.
Some suggestions for improvement on the campus include:
COMMUNICATION
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Better communication skills and regular meetings
Administration should play an active role in getting the feedback, suggestion and problems
(if any) from the faculty.
GUIDELINES
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Clear cut norms for faculty as well as for students should be developed and make clear to all
Various administrative committees should be constituted to engage every faculty members
without any discrimination.
Implementation of already existing rules
SUPPORT
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There should be a counseling center in the department
We can resolve the issues regarding students by changing our teaching strategies(fair
division of sessional marks, by creating liaison with students) and if a complaint is received
a fair inquiry should be conducted
Some mechanism should be developed to judge the scripts as well as assignments and
projects.
A center to be established where conflicts are reported which may try to resolve the issues
after investigating the matters
DATA-INFORMED DECISION MAKING
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A data base should be generated at university level which gathers the information of
conflicts for all the categories stated above.
Merit based promotions
Explicit rules and merit criteria should be developed and followed even for minor rewards.
PROFESSIONAL DEVELOPMENT
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Workshop for management skills
Training regarding objective assessment and evaluation of teachers and students
Professional training/guidelines for each management task e.g., DSAs, Program
coordinators
Different training programs to break inertia
Professional guidelines/circulars should be provided.
PARTICIPANT COMMENTS
WHAT DO YOU HOPE TO ACCOMPLISH DURING THE TWO-WEEK SUMMER LEADERSHIP
INSTITUTE?
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I hope that these two weeks will help me to learn about and analyse the characteristics of a
leader. Although, I don’t hope to be a perfect leader at the end of two weeks, but at least
want to begin the process to know and bring out the capabilities in me that would help me
improve working environment, build relationships and lead the students and support staff
to a productive outcome.
Professional skills to comprehend different issues in administration and academics.
Hope to learn some skills to organize some innovative ideas and how to convert those ideas
into reality. how to connect the globalized world of ideas and innovations and determine my
place in this world
I hope to get some good teaching strategies and technology to equip myself with clear vision
to utilize them in my teaching-learning experience. As it might help me to play the role of
teacher-leader: to impart knowledge and forethought of it, to organize and motivate myself
and the students, to be flexible in approach and to be responsible and evoke the sense of
responsibility among my learners.
Hope to learn about how to motivate/mobilize students, group members, subordinates and
how to tackle difficult situations during research/administrative jobs.
I should be able to create and work on portfolio. The leadership qualities of a teacher should
be groomed and skills to teach a larger class. Interaction management and conflict
management along the class management as well
To understand what we need to do as a teacher leader
To understand that how to lead the group
I might get better presentation skills.
Good Communication Skill
I always believe in the teaching philosophy that everyone can learn and everyone must
learn. But the idea is applicable only in a learning and managed environment. I hope that by
the end of this workshop I would be well trained to overcome the obstacles and conflicts
that I face as a teacher as well as an administrator.
I hope that these two weeks will help me to learn about and analyze the characteristics of a
leader. Although, I don’t hope to be a perfect leader at the end of two weeks, but at least
want to begin the process to know and bring out the capabilities in me that would help me
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
improve working environment, build relationships and lead the students and support staff
to a productive outcome.
Professional skills to comprehend different issues in administration and academics.
ASSESSMENT
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We learnt a lot about the strategies of resolving conflicts ahead of time. We learnt to set the
guidelines and rules beforehand to ensure a healthy learning environment in a
class/workshop or in any capacity.
Everything was useful as I learned some of the very useful and practical techniques to be
utilized in the classroom and especially in my research experience with research students.
Thank you.
Drawing rules/guidelines for the rest of this workshop.
Using Google documents.
Today I become familiar with Google docs, Padlet
Teacher as class manager to resolve class conflicts by defining class rules
It was the second time in my life-first being for my PhD thesis- that I defined any term
(Leadership in this case) on my own without knowing its previous definitions or studying
its concepts. So, constructing a line from so many scattered points was a good exercise.
Padlet and Google docs are a good addition to my armory of EDUCATION TECHNOLOGY.
Although I have to figure out the implementation of these tools in the class where not all the
students have access to computers or internet.
I learned that conflict may act as an energizing pill if the conflicting parties have good moral
values (good intentions and actions).
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RECOMMENDATIONS TO ADDRESS PROBLEMS AND MEET
REQUIREMENTS SET FORTH IN THE WORK PROGRAMME, AND
ARRANGEMENTS FOR IMPLEMENTATION AND FOLLOW-UP
ADVISORY SERVICES THROUGH CORRESPONDENCE.
Participants of the Summer Leadership were guided to create ePortfolios to document their
progress and challenges. All the materials were made available on the site.
To assess the outcome of this training, the portfolios can be reviewed in a year to identify progress.
Similarly participants have planned to offer department-level trainings on leadership to support
instructional and administrative needs.
Sample sites:
Shaghef Ejaz
Dr. Fiza Zafar
Sadia Malik
Saif Ullah Qureshi
Samia Manzoor
zahida aziz
Ramna Fayyaz
Qamar saeed
Amjad Ali
Saima Akram Rana
Nisar Shah
lubna kanwal
Seerat Fatima
Sara Batool
Qamar Saeed
RIFFAT IQBAL
Dr Mubashrah Jamil
Mubashrah
Aqsa Iram
Dr Habib R Athar
Usmat Batool
https://sites.google.com/site/summerleadershipinstituteejaz/
https://sites.google.com/site/slizafar/
https://sites.google.com/site/ehanbadar2014/
https://sites.google.com/site/wwwqureshiscom1/
https://sites.google.com/site/wwwsamiamanzoorcom/
https://sites.google.com/a/bzu.edu.pk/deartment-of-educaion/
https://sites.google.com/site/ramnafayyaz2014/
qamarsaeed.com
https://sites.google.com/a/bzu.edu.pk/amjad116/
https://sites.google.com/site/saimarana2014/
https://sites.google.com/a/bzu.edu.pk
https://sites.google.com/site/slilubnak/
https://sites.google.com/site/wwwsfseeratfatimacom/
https://sites.google.com/site/philosophyin21stcentury/home/setting-the-tone
https://sites.google.com/site/qamarsaeedcom/
https://sites.google.com/site/philosophytoday2014/home/setting-the-tone
https://docs.google.com/presentation/d/1lpj3r1lc9hG6JEKx9QbHk2njKHLetLgepx0kp
AKf41s/edit#slide=id.p
https://docs.google.com/drawings/d/1R0Jgqhpn3WbUu3j6cRfN2FCmT2c6sfEiGuvv0O
UZknw/edit
https://sites.google.com/site/aqsairamshahzadi/
https://sites.google.com/site/habibathar/home
https://sites.google.com/site/usmatbatoolsyed/
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COMMENTS ON THE PROGRAMME AND SUGGESTIONS TO CURTAIL
ILL EFFECTS OF BRAIN DRAIN
The Summer Leadership Institute 2014 at Bahauddin Unviersity, Multan campus was an
opportunity for upcoming leaders in education to discuss and problematize teaching, learning, and
administration to help support student needs. For two weeks faculty met to discuss and plan how
to improve instructional opportunities on campus. These discussions led to some key suggestions
to support the professional growth of faculty, support staff, and administrators in the institution in
particular, but can be generalized to Pakistan in general. Some suggestions include:
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Data-informed decision making
Clear and consistent guidelines in processes
Transparency in communication and decision-making at the campus and national level,
especially in relation to policy impacting students
On-going opportunities for professional development
Updated and maintained technology
Improved infrastructure to teach in an environment to prepare students to compete
globally on a local level.
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It has
APPENDIX: OFFER LETTER
From: Muhammad Owais
Tele: 92-51- 9257107
Fax: 92-51-4436580
E-mail: directorgeneral@ppqp.gov.pk
Website: www.ppqp.gov.pk
No.NTP/6-1699/ 12 (U.SA) R-1550
Government of Pakistan
Ministry of Education and Training
National Talent Pool
Plot No. 39, Sector H-9
P.O. Box No: 1095
Director General
Islamabad, the 30th May, 2014.
Dear Dr. Anniqua Rana,
I am to refer Bahauddin Zakriya University email of 23rd May, 2014 and to inform that
your visit has been approved to undertake assignment at Bahauddin Zakriya University, Multan for
a period of 02 weeks during 2nd June, 2014 onward (atleast of 14 days) on a mutually agreed
work plan under the “President’s Programme for Care of Highly Qualified Overseas Pakistanis
(PPQP)”. The following terms and conditions are offered under the programme:a.
Most direct economy class return air-ticket for the professional only,
if the same has not been provided by any other agency.
b.
Daily subsistence allowance @ Rs. 50,000/- per week
(to be paid through host agency).
2.
In the light of your consent and arrival plan, travel arrangements are usually being made
through M/s OEC Travels, 1&1-A Potohar Plaza, Fazal-e-Haq Road, Blue Area, IslamabadPakistan (Contact Persons are: Mr. Ali Gohar or Mr. Sajid Masood Tel: 92-51-9219085- 92-519219515, Fax No. 92-51-9219092, E-mail: oectravels@yahoo.com). In case you have arrange
and purchase most direct economy class return airticket at own. In such a case reimbursement of
its cost would be made subject to provision of following document/s in original:
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Original e-ticket receipt
Receipt of payment made to travel agent
Copies each of CNIC/POC and Passport
Bank account number in Pakistan with name of bank/ branch
Original used boarding passes/ folios of the journey
3.
Your time is most precious and in case any problem crops up please discuss immediately
with the head of the host organization besides your counterpart. Such a matter should also be
brought to the notice of this office. Before relinquishing charge of the assignment in partial
fulfillment of the requirement of the assignment, you are required to submit a detailed report
(three copies) about the assignment covering the following:
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Account of work activities/outputs and detailed schedule including persons met
and worked with.
Identification and analysis of problem areas and issues you have been asked to
look into.
Recommendations to address problems and meet requirements set forth in the
work programme, and arrangements for implementation and follow-up advisory
services through correspondence.
Manage video film / CDs of the activities, where applicable, for the benefit of
other related institutions/organizations.
Encourage all other related organizations/ universities in the activities to get
maximum benefit through seminars/workshops/training courses.
Any comments on the Programme and suggestions to curtail ill effects of brain
drain.
4.
Host organization will facilitate for preparation of the report. The report should be
designed so as to serve a technical document for future guidance in host agency and other
related/similar organizations in the country. The report should specifically discuss whether the
purpose of assignment as stated in job description was achieved.
5.
It is further requested that you may please furnish following information soon after
joining the assignment through the requisitioning agency:a.
b.
c.
Date of joining the assignment.
Last date on the assignment.
Detailed work plan in consultation with requisitioning agency.
With best regards.
Yours sincerely,
(Muhammad Owais)
Dr. Anniqua Rana,
Coordinator, CIETL
ESL/ English Canada College
4200 Farm Hill Blvd,
Redwood City ca 94061, USA E-mail: rana@smccd.edu
Copy to:Dr. Muhammad Shafique Bhatti, Chairman, Department of Philosophy, Bahauddin Zakriya
University Multan. Tele: 061 9210446 / 061 9210071-4 ext. 3604 Fax: 061 9210068041muhammadshafiq@bzu.edu.pk with the request to maximize benefits through sharing of
wisdom to the maximum possible extent and to associate related organizations in the activities of
the professional in the light of decision made vide para 5 and 6 of the minutes of meeting of
“Programme Management Committee” held on 13-05-2014. A list of participants of the BZU
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alongwith the name of institutions may also be provided for preparation of a report on the visit. It is
requested that video films /CDs / Photos of the activities of the professional may be prepared for
benefit of other related institutions/ organizations and a copy be forwarded to National Talent
pool. A detailed day by day work plan may also be forwarded to this office. It is privilege of host
institution to provide hospitality worth status of state guest to such highly qualified overseas Pakistani.
It is also requested to forward this office bank account number with name of bank/ branch of BZU
through which amount of Daily Subsistence Allowance (DSA) for the professional may be drawn
from Accountant General of Pakistan Revenues (AGPR), Islamabad.
(Muhammad Owais)
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