1.

Leadership
2. Planning to Evaluating
Fedri Ruluwedrata Rinawan, dr., MScPH., PhD
Dani Ferdian, dr., MKM
Dr. Ardini Saptaningsih Raksanagara, dr., MPH
Leadership and Manager
• Good leadership is important since it helps to develop teamwork and
the integration of individual and group goals. leadership has a
broader context and relates more to the quality of a person within a
job, rather than the job itself.

• Whilst the role of managers is concerned primarily with the

coordination of people working within organizations.
Leadership and Power
• Within an organization, leadership influence will be dependent on the type
of power you can exercise over others. Mullins (1999) identifies three main
sources of positional power related to leadership:
1. Reward power based on the perception that a leader can directly reward
those who comply with directives (such as pay, promotion or praise).
2. Legitimate power based on the perception that a leader has the right to
wield power which is based on authority and hierarchical position.
3. Coercive power based on fear and the perception that a leader can
punish or bring about undesirable outcomes for those who do not
comply with directives (such as withholding pay, withdrawing support or
even dismissal).
Personal power
Effective leadership in health care organizations is often based more on
personal power than on positional power, since the former is often more
effective in engendering belief and commitment. Mullins (1999) identifies
two distinct forms of personal power:
1. Referent power based on the degree of identification with a leader due
to their personal charm or charisma. Charismatic leadership, based on
esteem and respect, is often found amongst networks of health care
professionals where no single managerial authority exists.
2. Expert power based on the perception that the leader is the expert in his
or her field and provides credibility and knowledge. Expert power is
often limited to well-defined medical specialisms, or to expert
managerial tasks (such as personnel management or systems analysis).
Building and using managerial power

• There are no set rules for how managers should exert power and
leadership over others. Indeed, the five sources of leadership power
described above are inter-related and the use of one (such as
coercive) may significantly impact on your ability as a manager to
wield another (such as referent).
Model in program management work
The Mintzberg model
Planning
• PROCESSES AND ACTIVITIES OF PLANNING: THE RATIONAL APPROACH
IMPLEMENTATION PHASE: CARRYING
OUT THE PLAN
• Leadership, motivation and teamwork
Guidelines for effective project meetings
■ Always have an agenda—no matter how small and informal the meeting.
■ Know the meeting timelines and stick to them—put time limits against agenda items
and stick to them unless there is a very good reason not to.
■ The facilitator does not have to know the answer to every question—put difficult points
back to the meeting.
■ Keep things moving along—do not let participants ramble.
■ Encourage some people to speak.
■ Be prepared to shut others up—nicely!
■ Keep on track—don’t be taken off into irrelevant issues.
■ Look for answers to difficult problems.
■ Make sure every issue has an action—even if it is just ‘leave to next meeting’.
■ Make sure each action has someone who is responsible for making it happen.
■ Keep notes or minutes.
■ Make sure you revisit them at the next meeting and deal with any matters arising.
■ Keep a record of attendance.
USING THE PROJECT TO ACHIEVE CHANGE
• Participative approaches to implementing change
• Managing participation
• The politics of change: managing the shadow side
• The rationale of resistance
• Changing resistance
• Project bureaucracy and organisational change: a paradox
CONTROL AND MONITORING DURING
IMPLEMENTATION
• Keeping to the plan
• Controlling project scope and the schedule
• Controlling the budget and resources
• Managing quality
• Managing risk and contingency
WHEN THINGS GO WRONG: GETTING BACK
IN CONTROL
CLOSING AND EVALUATION: ACTION,
REACTION, REFLECTION, ACTION
• WHEN IS A PROJECT FINISHED?
• Acceptance and hand-over
• CLOSING DOWN A PROJECT: WHEN PROJECTS FAIL
• WHAT IS PROJECT SUCCESS?
• WHY DO EVALUATION?
A FRAMEWORK FOR PROJECT EVALUATION

• ■ Process evaluation measures the effectiveness of the strategies and

methods used in the project, and the skill of their execution. In a
health promotion project it will probably include the views of the
participants as to their satisfaction with the intervention.
• ■ Impact evaluation measures achievement of the program objectives
and sub-objectives. It focuses on the short-term impact and is usually
related to the project’s objectives but can also include unforeseen
and unanticipated events whether beneficial or detrimental.
• ■ Outcome evaluation measures achievement of the long-term
project goals.