Session 1.3.1: Leadership in a humanitarian context
Learning objectives
At the end of this session, participants will be able to:
o
o
o
Know why leadership behaviours are relevant to all staff in humanitarian response
List and describe leadership behaviours in humanitarian response
Examine their own leadership strengths and skills
Timing and methods
Method
1. Presentation
2. Facilitator input
3. Self-assessment
questionnaire
4. Facilitator input
5. Paired discussions
6. Wrap up
Total
Content
Time
Introduction to the session and leadership
10
ALNAP Leadership in Action report
10
Individually complete short questionnaire on
15
situational leadership
Introduce the Situational Leadership concept and
20
the importance of adaptability and flexibility
Active listening to share what each has learnt about
25
their leadership styles
Reinforcement of key messages
10
90
Resources needed
Files
 PowerPoints
 Attachment 1 – Executive Summary
ALNAP Leadership in Action
 Attachment 2 – Leadership Styles
background notes
Equipment and supplies
 Workbooks
 Video player (optional)
Preparation
 Familiarise yourself with the Leadership Questionnaire in the workbook, and the
description of the different leadership styles.
 Read the ALNAP Leadership In Action report and watch the video.
http://www.youtube.com/watch?v=x4LoIBqYRL8&feature=player_embedded
Key messages
 Leadership skills are important at all levels in an agency - drawing upon the
capabilities and motivations of a wide range of staff to perform quality results.
 Humanitarian leadership: requires strategic leadership and vision; strong
relationship and communication skills (especially active listening skills); decisionmaking and risk-taking; management and organisational skills; and strong personal
qualities.
 Flexible, situational leadership styles are key.
Session 1.3.1 Leadership in humanitarian context
1
Instructions
_________________________________________________________________________
Activity 1: Introduction to the session – plenary discussion
10 mins
Introduction to
the session –
plenary
discussion
10 mins
Show Slide #2 – session objectives

Know why leadership behaviours are relevant to all staff in
humanitarian response

Be able to list and describe leadership behaviours in
humanitarian response

Examine your own leadership strengths and skills
Ask participants in plenary: Think of good leaders in your organisation.
What do they do really well? (i.e. behaviours / evidence of the qualities).
List on flipchart.
Show Slide# 3 – Definition of Humanitarian Leadership behaviours
Ask participants: What skills are particularly needed for leadership in
humanitarian response?
What happens in situations where there is not good leadership?
Ask for examples from current work experiences, too.
Reinforce: You may not be a ‘formal’ leader in the organisation or have
manager or leader in your formal title BUT you have responsibility to
show leadership in the role you have.
Activity 2: Facilitator input - ALNAP Leadership in Action findings
10 mins
Leadership
skills
10 mins
Optional video
Show Slides #4 – 6 Findings from the ALNAP study on Leadership.
(see Attachment 1 and Workbook page #)
Leadership behaviours and skills are things you can learn, copy and
model. Self-awareness is a key part of leadership.
You could also show the video on this study http://www.youtube.com/watch?v=x4LoIBqYRL8&feature=player_embedded
Session 1.3.1 Leadership in humanitarian context
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Activity 3: Exercise – Leadership Styles questionnaire
15 mins
SelfAsk participants to turn to page x in their workbooks.
assessment
questionnaire
Introduce the Leadership Questionnaire and explain how to complete
15 mins
it and score it.
Everyone then completes and scores their own questionnaire.
Participants will finish at different times, but walk around, check who is
struggling, who needs help with the scoring, and talk to those who have
finished early, engaging them in what they think of the findings.
Activity 4: Facilitator input – Leadership Styles
15 mins
Situational
Show Slide #7 —Situational Leadership Styles
Leadership
Styles
Explain that the purpose of the exercise is to highlight the different
20 mins
styles of leadership and the importance of using the right style at the
right time.
Describe the model and the thinking behind it, using the PowerPoint –
i.e. that no one style of leadership is right – that you need to adapt to the
circumstances and the individuals you are leading. (see Attachment 2
and Workbook #)
Link with their flipcharts on the expectations of good leaders.
The balance of time will need to be in ‘participating’ though there will, at
times, be a need for all styles. However, it is important to recognise
one’s own preferences and tendencies, and to compare them with the
key requirements. Be prepared to address own areas of weakness.
Also stress that the questionnaire is only a tool to encourage selfreflection.
Activity 5: Paired Exercise – Leadership Styles
25 mins
Paired
Remind participants that listening skills are key for leaders (as
discussions
highlighted in their discussions on leadership skills in Activity 1; in the
25 mins
ALNAP study, and in the Core Competencies):
-
‘Demonstrate active listening to encourage team collaboration’
Introduce the active listening skills
 Restating / Paraphrasing
 Summarising
 Asking good questions / probing questions
 Non-verbal cues
Ask the participants to work in pairs, and use Active Listening to
Session 1.3.1 Leadership in humanitarian context
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discuss, one at a time:


What have you learned from this session, and from this
workshop, about your leadership style – strengths, preferences
and limitations?
What might you do to develop your effectiveness as a leader?
After 10 minutes, ensure they have changed over, and allow the other
person to talk.
Activity 6: Wrap up
5 mins
Summarise and
review key
learning points
5 mins
Reinforce the key messages:
 Leadership skills are important at all levels in an agency drawing upon the capabilities and motivations of a wide range of
staff to perform quality results.
 Humanitarian leadership: requires strategic leadership and
vision; strong relationship and communication skills; decisionmaking and risk-taking; management and organisational skills,
and strong personal qualities.
 Flexible, situational leadership styles are key.
Encourage each to identify which skills they want to practise and
develop during the rest of the programme.
Attachments
___________________________________________________________________
Attachment 1 - EXECUTIVE SUMMARY – ALNAP Leadership in Action
A consistent finding across all the case studies was the significance of personal authority as
the determining factor of effective leadership, as opposed to the authority vested in position
or status. The qualities and experience of the individual leader matter as much as, or more
than, their job title. Five main areas of leadership qualities emerged from the case studies:
(i) Strategic leadership skills that relate to the bigger picture, comprising:
a. the ability to understand the context and dedicating time to
contextual analysis
b. a clear and strategic vision of what the humanitarian operation is attempting to
achieve, beyond short-term funding horizons, and building ownership around that
vision
c. a focus on the affected population and their needs, for the long-term vision and in
day-to-day decision-making
(ii) Relational and communication qualities, comprising:
a. the ability to listen and to learn from others
b. the ability and willingness to share information and be transparent
c. the preparedness and ability to speak out, to have courageous conversations
d. the ability to build relationships with key political stakeholders
Session 1.3.1 Leadership in humanitarian context
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e. connecting with staff
f. presentational skills
(iii) Decision-making and risk-taking skills, comprising:
a. the ability to make decisions rapidly when needed, according to the situation on the
ground, and knowing when to end consultation
b. being able to make decisions on the basis of incomplete, unreliable and sometimes
contradictory information
c. the flexibility to change decisions as the situation changes
d. the willingness to be held accountable for decisions taken
e. a mature and balanced approach to risk-taking, prepared to innovate, yet quickly
learning from and correcting mistakes
(iv) Management and organisational skills, including:
a. putting together a strong team in the spirit of distributed leadership, leading by
example and mentoring staff
b. being a good manager, with an eye for detail, as well as being a good leader with
visionary and strategic skills
(v) Personal qualities, such as:
a. being principled and acting with integrity
b. being self-aware as well as having an inner self-confidence
c. humility – willing to credit and to learn from others
d. tenacity and determination
e. energy and enthusiasm
Taken together, these qualities point to the importance of ‘relational leadership’ based on
networking, communication and team-building that brings out the leadership potential of
others. The relational nature of operational humanitarian leadership is underscored by the
finding that the ability to build consensus across agencies is critical to effective leadership;
however, it is equally important for those in leadership positions to know when to bring
consultation to an end in order to make a clear decision. This requires judgement, courage,
and being comfortable with dissent.
Attachment 2 - LEADERSHIP STYLES - Background Reading
Introduction and Definition
Most leaders think very little about their own leadership style. They "do what comes
naturally" when leadership is needed. If they are successful leaders, their instincts usually
serve them well. To develop your leadership ability, however, you need to be more aware of
how you lead.
A leader is someone who influences others. We all have an image of a leader, often
described by words such as intelligent, courageous, persuasive, skilful, and powerful. You
may have heard the myth that “Leaders are born, not made!” However, numerous leadership
studies and programmes have shown that individuals with a desire to do so can take steps
to learn, practise and improve their leadership capabilities and develop into leaders.
In this course, our working definition for leadership is the following: Leadership refers to
the initiative or ability of a person (or group) to mobilise and/or influence internal
and/or external stakeholders to achieve desired results.
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Teamwork -- A leader cannot achieve success alone. The old notion that a leader is "the top
of the pyramid" is false. An effective leader is involved and in touch with group members,
enabling them to act by providing technical assistance, emotional support and vision. Effective
leaders insist on the support and assistance of those affected by the project. They think in
terms of "we" not "I".
Visioning -- A leader also develops a vision of the organisation's future. It is important to
communicate this vision to members of the group, allowing them to respond and become
part of the visioning process. You should build a vision with others. Visioning is a
collaborative effort! Your group will grow and prosper by building commitment to a vision or
dream that is shared by all. Telling others outside of the organisation about the vision is
important to the process of developing your own commitment to it.
Taking risks -- A leader is a risk-taker and an innovator. New ideas may come from you, from
others in the organisation, or from the community. A leader should recognise good ideas,
actively support them and encourage action. One may call them early adapters of innovation.
Just think of the first time you played, say, baseball. You probably were not perfect at hitting
the ball or running the bases. Leaders are learners and must be able to learn from their
mistakes as well as their successes. So they must encourage their group members and
support them through their mistakes. Without mistakes, there is no learning or growth. All
changes and innovations involve risk and challenge.
Recognition and encouragement -- An effective leader must take the time to recognise
and reward people for what they've done. Individuals may become tired, bored or frustrated
with a particular task or goal; they are often tempted to give up. A leader must provide the
encouragement that motivates members to carry on. Recognition comes in many forms; it
may be given to individuals or to groups. It may be as simple as a word of encouragement:
"You did a great job, thanks." Whatever the method, give credit and praise when and where
it is due. And do not forget to reward yourself. Celebrate when goals or milestones have
been reached. Showing a genuine concern and respect for your work, your people and your
community may be the best strategy in reaching your goal of outstanding leadership.
Leadership styles -- Most writing on leadership deals with three styles of leaders. These
three styles are called by different names; characteristics of each are included below. Each
column represents the different names used.
Directive
Initiates task
Direct others
Decisive
Participative
Democratic
Initiates process or discussion
Involves others
Facilitates building consensus
and decision-making
Delegative
Lets others take ownership of
the task
Group makes decisions
Uses expertise of others
When a leader is directive, that leader initiates action, structures activities, motivates others,
delegates responsibility, and praises or reprimands subordinates. A participative leader
gets results by leading discussions, asking questions to involve others, encouraging others
to volunteer for responsibilities, confirming commitments, and asking for a vote to get a
consensus decision or a majority decision. A delegative leader refuses to make decisions
for others, uses silence until someone in the group speaks out, gives non-verbal support
(nods or smiles) to others who show positive leadership, and gradually fades out of a group
when others in the group show an ability and a willingness to take over.
Session 1.3.1 Leadership in humanitarian context
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Different situations require different styles of leadership. A sudden change in the security
situation can call for directive leadership to ensure immediate action is taken. Deciding
among several suggestions for organising a needs assessment calls for participative
leadership, to ensure commitment to the process. Setting up technical or working groups
calls for delegative leadership – giving them clear responsibility and timeframes.
Leadership will be most effective if a leader can look at a situation, decide what style of
leadership is needed by the group and act accordingly. When a leader is able to use each of
the three leadership styles appropriately, we call that effective facilitator leadership. A
facilitator then may direct, use participative leadership or intentionally let the group provide
its own leadership. The style used will vary according to the leader's formal role within the
group, the size of the group, skills and experience of group members, motivation and goals
of group members. It also depends on group maturity. An effective facilitator leader will learn
to quickly consider all of these factors and choose the best leadership style for the situation.
Improving Facilitator Leadership Skills
If you aim to improve your facilitator leadership, try the following:
Directive Leadership - Before you "take command" of a group, think - Does the group need
directive leadership? Are you the best person to direct? Who in the group will compete with
you for leadership? How can you win that person's cooperation?
If you are sure it is the right style, communicate clearly and openly; explain the reasons for
your actions; motivate others by sharing the vision and benefits; allocate tasks fairly and
recognising individuals' contributions; give positive feedback; follow up to ensure actions are
carried out. When a decision you have made is wrong, admit it and reorganise.
Participative Leadership - Facilitation skills are key: ask questions to get others involved,
especially the quieter members. Use active listening; give clear direction on the process but
encourage others contribute ideas. Use a variety of techniques for decision-making
(consultation, majority voting, consensus, negotiation). Summarise agreements and
commitments.
Delegative Leadership - Be aware of the capacity of all participants and delegate
responsibility to match. Encourage the group(s) to make decisions for themselves, but
ensure agreement on the vision and framework. Have clear reporting lines and times.
In summary, a "Facilitator" Leader assesses the situation and chooses an appropriate
leadership style:
Directive
Initiates
Structures
Motivates
Delegates tasks
Gives direct
feedback
Participative
Asks questions to involve others
Leads discussion
Tests to see if consensus exists
Encourages others to take
responsibility
Session 1.3.1 Leadership in humanitarian context
Delegative
Delegates responsibility
Uses silence and non-verbal
support
Encourages the group or subgroups to make decisions
Uses the knowledge, skills and
experience of all group members
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