Ẹgbẹ́ tí ó ń ṣíṣe lórí ìdàgbàsókè adarí/Àkóónú
Ojú ewé yìí ní àwọn àkóónú tí àjọ kọ ránpẹ́. O lè ní àkóónú ránpẹ́ tí wọ́n fi sọ ìtumọ̀ adarí, ìlànà ìdàgbàsókè adari, àwọn ohun tí a lè kà, ati bẹẹ bẹẹ bẹẹ lọ.
Ẹgbẹ Ṣiṣẹda Idagbasoke Aṣáájú ṣe atẹjade itumọ asọye kan ni Oṣu Kẹsan 2022 ati gbalejo ipe fun esi. O le wo itumọ akọkọ. Ẹgbẹ ti n ṣiṣẹ ṣafikun awọn esi ati ṣe itumọ asọye ti a tunṣe eyiti iwọ yoo rii ni isalẹ. Itumọ atunwo yii jẹ atẹjade ni Oṣu Kẹwa Ọdun 2022.
Àwa, ẹgbẹ́ ìdàgbàsókè àwọn olùdarí ti kọ oríkì ìdarí tí a ṣe fún àwọn ọmọ ẹgbẹ́ wa káàkiri àwọn ìpele, ìrírí àti ojú-ìwòye. A wòye láti ṣàwárí oríkì fún ìdarí tí á dúró fún oríṣi ìṣèto-kíkà àti àṣà, tí á sì fi àwọn ohun tó níṣe pẹ̀lú ẹgbẹ́ Wikimedia hàn kedere. Ó máa ṣiṣẹ́ atọ́nà fún ìmúṣẹ àwọn ètò ìdarí láàrín ẹgbẹ́ náà, àti láti dúró gẹ́gẹ́ bí àwọn àbá fún ìgbìyànjú yín lọ́nà yìí.
Ìtumọ̀ tó jẹ́ ìlú-mọ̀ọ́ká.
Òye ipò olórí ni níní ọgbọ́n àti ìtọ́nisọ́nà, gígún ènìyàn ní ṣẹ́kẹ́, níní ìgbẹ́kẹ̀lé nínú ara ẹni, fífún àwọn ènìyàn ní ìwúrí àti ríru àwọn ọ̀wọ́ ènìyàn kan tí wọ́n ní àfojúsùn kan náà.
A kò lè fojú ìtumò kan wo ipò olórí: Ìtumò rẹ̀ máa ń dálé ìmọ̀ -ẹ̀dá-èdè àti ìgbéayé- agbègbè kan.
Ipò olórí kì í ṣe àdánìkanṣe: Bí ó tilẹ̀ jẹ́ pé ọgbọ́n àti àmì ìdáyàtọ̀ olórí ṣe kókó, bí àwọn olùbáṣiṣẹ́ ti ṣẹ ń ṣiṣẹ́, ṣe ń gbé ìgbésẹ̀ àti bí wọ́n ṣe ń pín ojúṣe ṣe pàtàkì sí bí wọ́n ṣe máa ṣiṣẹ́ lórí àfojúsùn wọn.
Ní ilé-iṣẹ́ Wikimedia, òye ipò olórí lè tẹ̀lé ìlànà tí kìí ṣe ti onítunmọ̀ kan, ṣùgbọ́n kò pin sí gbígbé ìgbésẹ̀ láì fi tí ọmọ ẹgbẹ́ ṣe àti ní ìlànà òde-òní. Ní èrò yìí, 'olórí' jẹ́ ènìyàn, ipò àti ọ̀wọ́ tí ó ní àròjinlẹ̀ láti dá sí àfojúsùn kan pàtó.
Ìpínsísọ̀rí mẹ́ta ọ̀tọ̀ọ̀tọ̀ tí ìṣedárí túnbọ̀ pín sí
Ìṣẹsí àwọn olùdarí
- Ìṣàkóso ètò alábàápín ìran nípa èrò ìjìnlẹ̀, ìjìròrò àti ìṣèpinnu.
- Ìtọ́nasọ́nà àti ṣíṣe ìrànlọ́wọ́ fún àwọn ìpinnu àjọṣe kí ẹgbẹ́ náà ṣe ìlànà láti mú kí ìran náà já sí àṣeyọrí.
- Dídásí agbègbè ìrannilọ́wọ́ kan kí àwọn ọmọ ẹgbẹ́ ṣe ìmújáde àwọn àbá àti àwọn ọ̀nà ìgbàṣe nnkan ọ̀tun.
- Ṣíṣèpèsè àti mímú ìgbàgbọ́ àwọn ọmọ ẹgbé ggbòòrò si láàrin ẹgbé náà láti pasẹ̀ àkọyawọ́, ìjùmọ̀ṣe àti òmìnra ẹgbẹ́ náà.
- Gbígbàlérò, gbígbaniníyànjú àti rírọ àwọn ènìyàn lágbègbè, láti ṣe àgbéyẹ̀wò àti láti rí i wípé wọ́n ń ṣe ìgbìyànjú tó yẹ.
- Ṣíse àfihàn àti pé tí ó bá ṣe é ṣe, kí wọ́n ṣe íyọkúrò àwọn nnkan ìdènà, láti rí i wípé kò jẹ́ nnkan bàbàrà sí àwọn mìíràn.
- Àti láti mọ ìṣọwọ́ ṣíṣe àti ìfẹ́ àwọn ènìyàn, léyìí tí ò ran iṣẹ́ wọn lọ́wọ́ àti láti rí àrìdájú pé gbogbo rẹ̀ yóò dùn yànmùnyànmùn.
Àwọn àmúyẹ fún olórí
- Àìní ìrẹ̀wẹ̀sì ọkàn: Èyí ni agbára láti máa forí tì ìpènijà àti ìdojúkọ nípa wíwá ọ̀nà àbáyọ, lílo oríṣiṣíri ọgbọ́n àti ọpọlọ, àti níní sùúrù díẹ̀.
- Dídìgbà sókè díẹ̀ díẹ̀: Ipa láti gbìyànjú ọ̀nà mìíràn fún ṣíṣe nnkan àti láti kẹ́kọ̀ọ́ nínú àwọn àsìṣe ìṣáájú.
- Jíjẹ́ Olótìítọ́: Eyí ni làti jẹ́ olótìítọ́ àti gbígbà sí àwọn òfin àti ìlànà lẹ́nu.
- Ìfojúsùn: Ṣíṣe ìwọ̀ntúnwọ̀nsìn àwọn ohun-àìní ẹgbẹ́ náà pẹ̀lú ètò ìgbà díẹ̀ àti ètò ọlọ́jọ́ pípẹ́, àti níní ìfẹnukò sí àwọn ètò náà, kó ba lè jẹ́ àṣeyọrí.
- Ìgboyà: Ìfẹ́ láti tẹ́rí sí ìpènijà láìbẹ̀rù àṣìṣe rárá. Dídáàbò bo àwọn ọmọ ẹgbẹ́ tí wọ́n wà ní ìpele láti máa kẹ́kọ̀ọ́ lára àwọn àṣìṣe wọn. Àti ìgbélárugẹ àṣeyọrí àwọn ẹlòmìíràn.
- Ìmọ̀lára: Agbára láti mọ ẹ̀dùn ọkàn, àìní àti ìfẹ́ àwọn ẹlòmìíràn, àti láti hùwà pẹ̀lú ọpọlọ pípé.
- Ìjíyìn: Gbígba ojúṣe fún àwọn iṣẹ́ lóríṣiríṣi, fífí àkókò, agbègbè àti àwọn ènìyàn tó jẹmọ́ iṣẹ́ náà sọ́kàn.
- Ìbánisọ̀rọ̀ lọ́nà tó yanjú: Kí a gbọ́ ọ̀rọ̀ lágbọ̀ọ́yé, kí a sì fi ojúlówó ìròyìn ránṣẹ́ sí ibi tí ó yẹ, kí a sì ri dájú wípé wọ́n gbọ́ ìròyìn tí a fi ránṣẹ́ náà yé yékeyéké kí ìbánisọ̀rọ̀ náà lè kẹ́sẹjárí.
Àwọn àbájáde tó wáyé nítorí ìṣèdarí
- Àwọn ènìyàn ní ìfọ̀kànbalẹ̀ láti jíròrò nípa àwọn àṣìṣe, ronú lórí àwọn kùdìẹ̀-kudiẹ, kẹ́ẹ̀kọ́ àti láti ṣe àtúnṣe.
- Àwọn ènìyàn dábàá àwọn ìmọ̀ràn titun àti ṣètọ́jú ẹ̀mí ìtanpinpin.
- Àwọn ènìyàn ṣègbèkalẹ̀ ètò kan náà, wọ́n sì ṣàṣeyọrí.
- Awọn ènìyàn yóò lè mú àfojúsùn wọn ṣe pẹ̀lú ìfọwọ́sowọ́pọ̀ wọn.
How to make sense of the “leadership” definition
What is the intention and background of the definition?
Our goal was to find agreement and aspects of similarity in how we – members of different communities and regions – view, experience, and aim for leadership. We believe a unified view fosters alignment in the movement. So far, the movement has mainly grown out of many individual or local efforts, each in their own way, according to their knowledge of local circumstances (social, political, economical, cultural, etc). Through this effort, we have built something impressive, a mixture of bazaars and cathedrals that somehow work together. Though we have come far, the effort has been mostly separate. With this in mind, the Leadership Development Working Group is making a concerted effort to compare notes---so to speak---about the leadership process across the Wikimedia movement.
The definition is intended to clarify how effective leadership in the movement generally exists, and how it exists differently than in non-Wiki contexts (for instance, corporate leadership). To connect the definition with leadership theory, the theories that the draft definition is most influenced by are: Servant Leadership, Shared Leadership, Collaborative Leadership. In the definition, we explain that leadership in the movement is a collective, shared endeavor. While “leadership” can refer to one person, it does not have to and in our movement, we tend to view leadership in the collective sense. We revised the definition based on feedback to explicitly emphasize collective leadership, meaning groups of people leading.
Our intention is not to introduce a novel definition but to try to make explicit the kinds of leadership qualities, actions, and outcomes our movement values and aspires too. We hoped to identify what leadership looks like within our movement and then put that knowledge to use so that potential leaders and emerging communities don't have to reinvent the wheel.
Universality or culturally determined - what does this definition address?
We recognize that leadership can surface in different ways depending on context and situation. This is addressed directly in the definition.
We considered the specificity of the definition and drafted it to be broad enough to be used by various individuals and groups. We recognize that leadership initiatives will take place on a local level and do not believe that a definition can truly be universal. We aimed however to create a shared definition that can act as a movement-wide guide and enable cross-sharing of learnings across communities.
How can the definition be used?
We do not want to be prescriptive about how the definition is used. The use of this definition is not a demand but a recommendation and aspiration for better movement-wide coordination and alignment about how we view, value and develop leadership. It is also not a static definition. We expect it will evolve and improve with new movement insights and experiences.
The definition can be used to kickstart or prioritize conversations about leadership and community building; guide the design of leadership development initiatives; hold existing or emerging leadership accountable; and improve current leadership processes.
Next are some examples of how the definition can be used, including example reflection questions. (These are suggestions and do not represent a comprehensive list):
- You are seeking a grant for a new capacity building project: use it to help guide your project’s design and evaluation
- Ask: what are the best strategies to develop the qualities outlined in the leadership definition? Is the project addressing relevant and necessary leadership skills in your community?
- You are forming a new user group or project: use it to construct a “job description” of the group or project’s leaders; use it to determine group agreements, values, and culture; or use it to inspire discussion about what would help improve group collaboration and communication.
- Ask: how can we create a culture that embodies leadership qualities of collaborative design-making, trust, and accountability? What kind of leadership outcomes signal that we are working successfully? What do we value in our group or project’s leadership? What kind of leadership do we want to represent and show to others? What challenges do we face in acting according to the leadership qualities?
- You are an event or campaign organizer: use it as a reflection guide about your skills and impact as an organizer; or use it to reflect on your participants’ needs
- Ask: how can I improve my abilities as an organizer who enables participants to create and experiment? How can I host an event that inspires participants to continue contributing to Wikipedia after the event?
- You are an on-wiki functionary: use it to hold yourself and others accountable
- Ask: am I modeling leadership qualities of empathy and creating safety when I engage with others? Am I contributing to a supportive environment? Are there ways I can improve my leadership abilities or improve others’ leadership abilities?
- You are an affiliate leader: use it to improve pathways and processes for supporting, evaluating, and recognizing leaders; use it to assess your organization’s skill sets and skill gaps; or use it to align your organization’s leadership with the values, culture, and mission with the broader movement.
- Ask: how do we support the development of leadership qualities? Which qualities, actions, and outcomes do we prioritize as an affiliate? How can we recognize leaders within our affiliate who demonstrate our priority leadership qualities? How do we change our recruitment strategy to recruit for certain leadership qualities?
- You are a new volunteer and want to become a community leader: use it to guide your skill development
- Ask: where can I demonstrate leadership? How can I improve my skills? Who can I get feedback from about the impact of my actions?
Community groups are welcome to use this definition how they see fit. We continue to welcome insights about how the definition is used, how it is contextually altered, and how it might be improved.
What is next for LDWG?
The LDWG plans to use this definition to inform a leadership development plan, which aims to determine practical actions and processes for leadership development Our hope is that the leadership definition and forthcoming leadership development plan can provide greater clarity, coordination and mobilization of leadership development initiatives.
In the upcoming months, LDWG will be looking into the leadership initiatives and needs that exist in the movement and begin drafting a leadership development plan that looks at leadership development priorities, pathways and structures. You can read more in the updates published each month.
The following content is a short summary of the Leadership Development Plan drafted by the Leadership development Working Group. You can read the full version of LDP.
Summary to the Leadership Development Plan
The Leadership Development Plan is a practical resource for emerging and existing leaders across the Wikimedia movement who want to develop themselves and others. Its purpose is to surface, encourage and grow effective leadership. Through a year of collaboration and community consultation, the Leadership Development Working Group – a global and diverse community working group responding to Movement Strategy’s “Invest in Skills and Leadership Development” recommendation – published a leadership definition and now the Leadership Development Plan. As volunteers ourselves, we know how precious and limited your time is, so we have created a resource that aims to be easy to use, practical, and flexible. The resource consists of tools, concepts, and recommendations for leadership development. It is written with a global and cross-movement lens and invites you to contextualize and localize it.
What to Expect
The resource contains three sections:
- Section 1: Understanding leadership roles and skills: This section provides an overview of leadership in the Wikimedia movement. It shares the definition of leadership, a framework to view leadership roles and skills, and a leadership skills self-assessment.
- Section 2: Navigating leadership situations: This section shares a few common situations and themes experienced by leaders. It shares overviews and practical suggestions to navigate the situations.
- Section 3: Starting a leadership development initiative: This section presents a step-by-step guide to creating a leadership development initiative. It includes templates and tools to help you define, develop and deliver an initiative.
Highlights from Section 1
- Definition: Effective leadership is “the ability to guide, inspire, build autonomy, encourage and motivate a group of people towards a shared goal or common vision.” It means demonstrating leadership qualities and actions such as empathy, trust-building, and abilities to create supportive environments for others to thrive. These leadership skills and qualities are attainable and available to everyone, no matter one’s position or experience level, and they are necessary for all leaders across the movement.
- Leadership skills: Leadership skills are a set of soft skills that allow one to encourage, motivate, and develop others. By soft skills, we mean personal attributes and social skills. These are different from hard skills, which are technical, administrative, task-specific, or role-specific skills. Though both soft and hard skills are necessary for effective leadership, in this resource, we focus on leadership (soft) skills and argue that they are relevant in all Wikimedia contexts where leadership appears, regardless of role or responsibilities. Based on the leadership definition, these leadership skills include internal qualities such as courage, resilience, focus, and accountability; and outward actions such as trust-building, setting a shared vision, and guiding collaborative decision-making. The Leadership Skills Diagram (see image) depicts a (non-comprehensive) list of Wikimedia leadership skills.
- Leadership roles: In the Wikimedia movement, leadership appears in different contexts and leaders hold different roles, whether formally or informally. In order to develop a common understanding of where and how leadership surfaces in the movement, we’ve identified a list of contexts and their respective roles. This is not an exhaustive or prescriptive list and acknowledges that there are many roles that overlap or aren’t visible.
|Affiliates and Informal Groups||
|On-wiki Extended Rights||
Extended rights holders (administrators, bureaucrats, stewards, check-users, etc.)
Committee members (Affiliations Committee, Regional Funds Committees, Board of Trustees, Movement Charter Drafting Committee, etc.)
|Program and Projects||
- Skills assessment: based on the leadership definition and skills, the Leadership Skills Assessment is a tool you can readily use to self-assess and reflect on your leadership strengths and areas for improvement.
Highlights from Section 2
- Burnout and managing stress: Burnout, a syndrome resulting from “chronic workplace stress,” is characterized by a decline in psychological, emotional, and physical well-being intensified by feelings of hopelessness. In the Wikimedia movement, burnout is a relevant issue for leaders, both in managing their own risks of burnout as well as those of colleagues. The section shares a few examples of Wikimedia initiatives addressing burnout as well as strategies for navigating and discussing burnout.
- Encouraging diversity, equity, and inclusion in leadership: Diversity, equity, and inclusion (DEI) are terms that refer to how power is distributed in any setting where human interactions take place. Diversity refers to the physical presence or representation of individuals with different backgrounds, identities, and experiences. Inclusion is the involvement of individuals and groups, particularly those who are excluded or prevented from using their voice, in policies, practices, and decision-making. Equity is about just treatment and fair access or distribution of resources for individuals and groups; it is the effort of transforming social, political, and economic systems of oppression and injustice. The section shares a few examples of Wikimedia initiatives addressing DEI as well as strategies for encouraging and discussing it.
- Toxic or ineffective leadership: Toxic or ineffective leadership refers to individuals or groups who have responsibility over a group or organization and abuses the leader-follower relationship. There are common traits to identify toxic leadership, such as possessing unrealistic expectations and dishonesty, acting in self-serving ways, and having a dependency on hierarchies. The section shares examples of the impact of such leadership and includes recommended strategies and tools for approaching toxic or ineffective leadership in oneself and others.
- Self-assessment and continuous learning: Self-assessment and continuous learning help leaders grow their capacities to lead. They allow you to routinely gain new knowledge and skills to adapt and improve the ways you support your communities. The section shares information about when to perform self-assessments as well as methods to do so, including 360-degree feedback, reflection journals, and creating personalized assessments based on your specific learning goals.
- Passing on knowledge and mentorship: When experienced leaders make efforts to capture and share knowledge, they ensure lessons are retained and prepare future leaders. There are several ways to pass on knowledge, including establishing onboarding processes, using knowledge-sharing platforms, and mentorship. To highlight one method, mentorship is a key and common way that knowledge is transferred in the Wikimedia movement. The section shares examples of mentorship and further resources to explore.
Highlights from Section 3
Do you want to create a leadership development initiative but don’t know how to begin? Or maybe you are an experienced mentor or trainer but haven’t found the time to document and share your learnings with others yet? If this resonates, then this section is for you. The section shares a process for creating a leadership development initiative – whether it be a program, workshop, guidebook, or any other format. It guides you through the steps of defining your initiative’s focus and audience, preparing materials, delivering the initiative, and following up afterward. Here are the steps:
- Define: Defining your initiative involves clarifying all its aspects, including the audience, outcomes, content, format, resources, and project plan. In this step, you are invited to use a Leadership Development Canvas and are guided to fill it out. You will find other tools such as a Leadership Development Syllabus Example to determine the contents of your initiative and a Learning Delivery Formats Selection Tool to make decisions about the delivery format.
- Prepare: once your initiative is defined, you prepare for delivery. This includes securing financial and human resources, developing learning materials, and creating a call for participants. You will find tools such as Application Guidelines to access funding through the WMF and a Job Description Template to determine the people you need in your team.
- Deliver: delivering your initiative is next. For synchronous initiatives, this is the moment learners experience your materials. For asynchronous initiatives, this is the moment you publish. You will find tools such as a guide for leading groups online and tips for effective facilitation.
- Follow up: after your leadership initiative is complete, it’s important to keep the momentum going through building learning networks, evaluation, improving the initiative for next time, and sharing your learnings. You will find tools such as a guide for sharing your learnings through case studies and a Sample Evaluation Survey to gain insights from your participants.