Documente Academic
Documente Profesional
Documente Cultură
Authors Aarti Mohan, Ritu Kaliaden, Abhineet Singh Malhotra, Tulshe Chowdhury and Kanika Kandoi
(Sattva Knowledge)
Production Palagati Lekhya Reddy, Radhika Mitra, Swati Kumari (Sattva Knowledge)
10 Top 5 General and Context-specific competencies where senior leaders and middle managers need support 37
11 Top 5 General and Context-specific competencies where cross over leaders and social sector leaders need support 37
12 Strategies employed by SPO leaders to allocate resources for leadership and organisation development 50
14 Suggestions emerging from the study for creating effective networks that can help support leaders 56
15 Areas respondents believe would be useful to learn about, through a structured programme or course 59
17 Structured Learning programmes (categorised as per mode of engagement) currently being offered in the ecosystem 60, 61
Sl. Page
Description of the figure
No. No.
1 Research Plan and Phases 24
2 Top challenges in pursuing leadership development by senior leaders and middle managers of SPOs 32
4 Distribution of competencies that senior leaders deem important and where they need support 39
7 Current approaches for learning and development as experienced by leaders through organisation-facilitated and 53
self-initiated opportunities
8 Uptake of structured programmes and courses for leadership development 53
10 Preferred approach and duration of structured learning programme of respondents who have attended such programmes 58
previously
11 Factors considered important while applying for a structured Leadership Development Programme 58
Akanksha Agarwal Founder and Product Design Lead Tarkeybein Education Foundation
Malini Malikarjun Project Director & Core Team Member Kaivalya Education Foundation
Priyaka Nagpal Dhingra Portfolio Advisor A.T.E and Chandra Philanthropic Foundation
Santhosh Ramadoss Director, India Programs Michael and Susan Dell Foundation
We are also grateful to 85 SPOs who have responded to study and helped build this research project for the sector. We extend our
heartfelt thanks to the ISDM family who have supported us in developing and shaping this report through tireless efforts, detailed
comments and discussions on the report. We are grateful to the entire team and leadership at Sattva for their support in reaching out to
leaders, constructive comments, reviews, and discussions that have shaped this publication.
HR Human Resources
OD Organisation development
Leaders who have transitioned from other industries and sectors into the
Crossover leaders
social sector in leadership roles
“…organizations where people continually expand their capacity to create the results
they truly desire, where new and expansive patterns of thinking are nurtured, where
Learning organisation collective aspiration is set free, and where people are continually learning to see the
whole together.” - Peter Senge (1990) The Fifth Discipline: The art and practice of the
Learning Organisation
Senior leadership Core leadership team of a social purpose organisation (reporting directly to the CEO)
Term used to describe the development sector encompassing SPOs, funders and
Social sector
support organisations of various kinds.
Leaders who have grown organically into leadership roles while being in the
Social sector leaders
social sector
Transformative Impact Systems and cultural shifts towards enabling sustainable social change
India has made tremendous progress over the past few de-
cades in terms of economic development, universalisation
of access to education, health indicators, life expectancy,
to name a few, however, there are sizeable sections of the
population that have been left behind in the Indian growth
story. India ranks at 131 out of 188 countries on the United
Nations Development Programme's new Human Develop-
ment rankings for 20164 , placing it in the category of medi-
um human development ranking countries.
India has made tremendous progress over the past few Social challenges have grown at a disproportionately greater
decades in terms of economic development, universalisation pace compared to the rate at which the sector has responded
of access to education, health indicators, life expectancy, with solutions. For social impact organisations looking to
and so on, yet there are sizeable sections of the population make a dent in the uphill task of enabling communities move
that have been left behind in the Indian growth story. out of poverty, this entails grappling with well-entrenched
systemic and cultural issues. This inherent complexity of
India ranks at 131 out of 188 countries on the United development work is what makes social impact leadership
Nations Development Programme's new Human distinctive and critical. Social sector leaders increasingly
Development rankings for 201613 , placing it in the category need to develop their ability to understand and work within
of medium human development ranking countries. India this evolving context of complexity and uncertainty,20 given
that there could be multiple, equally intricate and complex
pathways to finding appropriate solutions to scale impact.
ii. “If you think of a social-change effort as a fraction, the denominator represents the size of a given social need, while the numerator
exemplifies what a given organization is currently accomplishing to reduce that need” -The Bridgespan Group. 2017. “The Denominator
Mindset for Scaling Social Change.” Stanford Social Innovation Review. Accessed June 2018.
https://www.bridgespan.org/insights/library/global-development/the-denominator-mind-set-for-scaling-social-change.
iii. Swami Vivekananda Youth Movement serves over 2.5 million people, including indigenous population and the rural and urban poor
Research Design
Table 4: Lenses to examine social impact leadership encompassing profile of leader and context of organisation
iv. Leading oneself in this frame engages with questions on “What do I need to Be, How do I need to Think, and What do I need to Do
to create paradigm shifts?” – Sharma, Monica. 2017. Our innate capacities to shift the Paradigm. Pp. 31 in Radical Transformational
Leadership – Strategic Action for Social Change
One of the insights gained from phase one of the study 4. The study limits itself to non-government organisations
is the critical role of funders and enabling organisations with a defined social purpose. Religious organisations,
in supporting organisational development and role of political groups, schools or hospitals have not been
leaders in social purpose organisations. Semi-structured included in this study.
interviews with 15 funders and enabling organisations
were undertaken to capture their perspectives on,
Analysis
Synthesis
Competencies leaders deem Competencies where leaders Most important contextual and
most important need support technical skills
Stakeholder Engagement
People development Ability to deal with uncertainty
(across stakeholders)
Table 6: The Top 5 most important competencies and skills identified by leaders
• Most existing leadership programmes (CSIP Strategic Non- Every one of the 30 CEOs
profit Management India, Dasra Leadership Programme,
Aritra Leadership Accelerator Programme, Anubhav spoken to for the research
Lectures Series, Echoing Green, etc.) conducted in India have study, belonging to
seen consistent influx of applications because of increased organisations of varying
interest in leadership development.
ages and sizes, concurred
There is a need to nurture Leadership across the that developing their leaders
organisation
is critical to achieve the
CEOs recognise a need to nurture leaders across the envisioned long-term growth
organisation. A commitment to sustainability of social and scale of impact
change initiatives, as the SPO scales, requires leadership
development at all levels of the organisation including
While there is recognition that leadership and organisational or no resources to leadership development, reflects the
development are key to scaling the impact of organisations, scarcity mind-set that leaders have and face in nurturing
the historical focus on programmes pushes the sector others and themselves within the organisation.
back in many ways from realising this need. Data from
this research shows that programme implementation,
fundraising and last-mile delivery still take up the majority of
senior leadership and CEO time in SPOs.
Lack of time for reflection “Periodically stepping away from the moment and
thinking of the bigger picture is a critical area where
58.5% of senior and middle managers quote lack of time support is needed. CEOs don’t do this enough.”
as the main hurdle to pursuing leadership development. - VK Madhavan, CEO, WaterAid
CEOs and enabling organisations concur that lack of time for “Leaders get into an activity trap, with their entire focus
critical reflection is a significant shortcoming for leadership on 1-2 top programmes. There is very little bandwidth in
development in SPOs. Leadership development literature small SPOs to look at building systems and processes or
points to ‘reflection-on-action’ as a key process of enabling sustaining talent. The entire space of reflective learning
individuals to effectively learn from their practice and evolve has to be enabled for leaders. It makes the difference
as a leader.32 This builds their competence to function well between acquiring a few perspectives and applying it
in complex and uncertain environments.33 However, leaders repeatedly to get better at it. Deep reflection doesn’t
quote how they are unable to step away from routine to come naturally to many leaders in the social impact
reflect on their practice. space. The Artitra Programme designs it through
learning journals, monthly coach meetings, reflecting
Lack of exposure to structured Leadership Development on success and failure every month, and then enabling
the embedding of that learning in the organization.”
Most leaders have grown through the experience of - Shilpa Diwakar, Director, Phicus Social Solutions
implementing programmes and have had (close to) no
“I see the importance of structured learning, but we
exposure to structured leadership development.
observe our partner SPOs not having the time to take
a pause from programme management. Social impact
Conversations with leaders of Enabling organisations
leaders are always running from one funding cycle to
reveal that the sector has developed credible leaders with
the next, one project to the next, without a moment’s
deep thematic area expertise and significant commitment
break.”
to impact. However, building competencies, skills and
- Nidhi Pundir, CEO, HCL Foundation
knowledge such as people leadership, systems and
processes design for sustainable shifts has not been the “We would love to sit together and understand what
norm due to various constraints SPOs encounter. Majority we did well as an organisation, what we missed, what
of the leaders who responded to the survey report that the behaviours we have to change and so on. There is never
practice has been that of learning from experience and from enough time for this.”
their peers rather than structured leadership development - Anjaiah Pandiri, CEO, Childline India Foundation
opportunities.
N=118
Figure 2: Top challenges in pursuing leadership development by senior leaders and middle managers of SPOs
N=118
Figure 3 : Learning to Lead: Most conducive methods of learning for leaders so far
As can be seen from the graph, overall there is an agreement • General leadership competencies — essential leadership
among senior leaders and middle managers (of both competencies that apply across roles, domains, and
origins – cross over leaders and social sector leaders) about organisation types. These competencies have been
‘Learning from peers’ being the most conducive method of identified in 3 categories: Leading Oneself,vi Leading the
learning for leaders, followed by ‘Learning by doing’ and Team and others, and Leading the Organisation
‘Mentoring/ Coaching’. The majority of leaders report that
their leadership learning has come from peers, reporting • Context-specific competencies — skills and competencies
managers and from experience of working in the sector. The required to engage with the intersectionality that is
data seems to indicate that the existing structured courses characteristic of the social sector, diverse stakeholders,
and programmes are least conducive methods of learning domains such as education/livelihood etc., geographies
for leaders in SPOs. and cultures. This includes role-specific competencies or
technical knowledge and skills required to perform a given
The Leadership Attributes frame— Individual role or function within an organisation
Leadership Competencies, skills and knowledge
• Values and beliefs — embodied to anchor oneself in, so that
This section attempts to understand and frame leadership a leader can lead authentically and achieve sustainable impact
attributes through a common and comprehensive
vocabulary that manifests through 4-factor leadership • Competencies required for leaders to co-create shared visions
framework. These include: of change, set direction and influence the development
ecosystem
vi. Leading oneself in this frame engages with questions on “What do I need to Be, How do I need to Think, and What do I need to Do to
create paradigm shifts?” – Sharma, Monica. 2017. Our innate capacities to shift the Paradigm. pp. 31 in Radical Transformational Leader-
ship – Strategic Action for Social Change
% of Respondents
% of Respondents
% of Respondents
% of Respondents
• While 90.6% of Senior leaders identify Systems thinking as an important competency for support in the sector, only 38.5%
of middle managers consider Systems think as a competency where they need support.
- Middle managers and senior leaders point to Ability to deal - On an average 82.2% of all leaders consider People
with uncertainty as the competency where they need most Development as one of the most important competencies for
support (100% and 81.1 % respectively), however the scale of working in the sector. However, only 61% of leaders identify it
importance attributed to this competency lies at 35.4% and as a competency for which they require support.
Monitoring
Conflict
88.7 Fundraising 47.2 Growth Mindset 76.9 and 58.5
resolution
Evaluation
Entrepreneurial Monitoring and Strategic Design
84.9 45.3 70.8 49.2
Mindset Evaluation thinking Thinking
Design Thinking,
Ability to deal
81.1 Leveraging 45.3 Problem solving 70.8 Fundraising 41.5
with uncertainty
Technology
Table 12: Top 5 General and Context-specific competencies where senior leaders and middle managers need support.
Top 5 General and Context-specific Competencies where cross over leaders and
social sector leaders need support
% of % of % of % of
leaders leaders leaders leaders
Competency Competency Competency Competency
who need who need who need who need
support support support support
Systems Growth
53.1 Fundraising 40.8 54.6 Fundraising 47
thinking Mindset
Table 13: Top 5 General and Context-specific competencies where cross over leaders and social sector leaders need support.
n=53
Strategic Thinking
Collaboration
Commitment to Impact
Communication and Influence
Program Management
n=53
Figure 4: Distribution of competencies that senior leaders deem important and where they need support.
The top areas marked by middle managers as important have some overlap with CEO views but there are several compe-
tencies identified by middle managers which indicate an aspiration to develop skills in order to play a more comprehensive
leadership role (strategic thinking, conflict resolution, design thinking, financial management, etc).
n=65
Strategic Thinking
n=65
100
90
80
70
60
50
Outcome Orientation
40
Systems Thinking
30 Project Management
20
10
n=65
Source: Leadership Development Survey, 2018
SPO-government collaborations are not new in Indian Given that social problems are deeply entrenched systemic
civil society. Non-profits have partnered historically with challenges, no SPO can solve all problems by themselves.
the government. This includes community mobilisation, Our research study observes widespread recognition
affirmative action, awareness building and delivering among leaders that collaboration with other SPOs, with the
government schemes. Recently however, partnerships to community, government and other stakeholders, is critical
vii. The insights in this section draw from the interviews held with Senior Leaders, Middle Managers, and CEOs of SPOs.
reach out to 1 million for empow- • Recent non-profit leadership studies report significant
erment. Our leaders have to de- challenges in hiring senior talent. 40% of respondents in
velop people across the chain to a Bridgespan study (2017) reported that recruiting NGO
leaders is challenging due to limited organisational re-
make this vision happen.” sources, low compensation and an insufficient talent pool.
– Sohini Bhattacharya. President Non-profits also find transitioning leadership to be their
and CEO, Breakthrough second greatest challenge.39
viii. Natraj, Aditya. 2018. “Building internal leadership is the founder’s job.” India Development Review, 22 February. Accessed June
2018. http://idronline.org/building-internal-leadership-founders-job/.
• The
narrative around organisational strengthening for “It is a matter of continuously working with SPO lead-
impacting sustainable and meaningful social change ers. Recognition for developing leaders starts with a
needs to be actively pursued for appropriate funding flows certain mind-set change in the CEO.”
towards leadership development in the social sector. - Trivikram Sonni, General Manager, Azim Premji Phil-
anthropic Initiatives (APPI)
»»SPOs have garnered funds from various sources, from
funds offered by individuals to unrestricted institution- “Founder syndrome is a challenge, where leaders
al funding, in order to kick-start leadership development. simply follow rather than challenge the founder when
However, for sustained efforts in nurturing leaders in SPOs, necessary. Transitioning from older to newer lead-
the nature of funding support to organisations needs to ex- ers is even more challenging and requires a mindset
pand and get contextualised to the diverse leadership de- change.”
velopment needs of the organisation. - Ingrid Srinath, Director, CSIP
»»The following insights emerge from the experience of or- Converting the intent of the CEO into action requires dedi-
ganisations that nurture a strong learning culture cated funding and knowledge infrastructure to implement
leadership development strategies.
• Leadership development starts with the CEO and widens
across the organisation
Access to funding and knowledge infrastructure to
• CEOs face the challenge of access to appropriate exper- implement
tise for designing structured learning and development
programmes Domestic philanthropy has been growing in India
at a steady pace. However, resources committed to
• Irrespective
of organisation size, regular mentoring and organisation development and/or capacity building of
coaching are demonstrative of a support scaffolding to leaders for sustainable social change are still nascent.
nurture leaders Rajesh Tandon, founder and president of the Society for
Participatory Research in Asia (PRIA), writes that “…hardly
Building a shared understanding around Leadership Responses of a few funders interviewed during the study
Development in the ecosystem point to them being averse to a prescriptive approach to
utilisation of funds by SPOs. They speak of their trust in
During the Interviews with funders and CEOs of SPOs on organisations’ ability to plan and carry out activities as
the availability of funding for leadership development, necessary, including leadership development.
dichotomies in perspectives emerged. Funders point to
the lack of attention to organisation development (OD) and However, CEOs of SPOs such as Quest Alliance and Saajha
absorptive capacity of funds among SPOs as limiting factors. share that, “Such funders are far and few in between”,
On the other hand, non-profits report significant challenges remarking, that inherent assumptions about the mind-
in being able to convince funders to start committing funds set and expectations of funders could be leading factors
for OD. CEOs bemoaned the fact that operating from one contributing to hesitation among non-profits in asking for
project funding cycle to the next severely reduces the non-programmatic funding.
Reponses from the study point to the need for dialogue and
engagement among funders and SPOs towards building a
“There are administrative
shared perspective on allocation and utilisation of funds for functions in organisations that
leadership development. funders are not yet ready to
“We should educate funders about capacity building in order
support.
to increase the openness and flow of OD grants”, says Chintan We need more communication
Siriya, head of CSR at eClerx, a company that invests a large to move to a model in which
share of their CSR funding in skill development programmes.
He adds that, “…culture setting is also important, and
funders are able to give ‘X’
organisations need to ask from a position of strength. Both funding for Y time to build
parties bring value and expertise into the partnership, and it organisations. This funding
has to be an equal relationship”.
component is critical to meet
• Creating narratives at the ecosystem level organisational needs for
achieving the envisioned mision”.
Widespread awareness, and concerted action, needs to
be built at the ecosystem level towards increased donor
- CEO of a non-profit organisation
engagement and relative flexibility in spending norms, say working with the differently-abled
respondents from enabling organisations.
• Lack of credible options In case of leadership development, the funding is most effective
if it is in tune with the areas of priority of the organisation. These
A few funders interviewed during the study expressed could include hiring the right leadership talent, sponsoring
apprehension about the outcome of funding for leadership structured learning programmes, or a dedicated Learning and
development as the this space is still nascent. Development (L&D) fund.
“A list of qualified options or suitable accreditations could Expanding the narratives of leadership needs and organisation
ease up the process of acquiring funding for leadership development in the ecosystem with committed encouragement
development”, says Ravichandran Natarajan, Head – from funders can go a long way in impacting sustainable social
Partnerships and Corporate Relations, Tata Trusts. change.
• Limiting potential of CSR funding SPOs have used mixed approaches to secure funding for
their Leadership Development needs
Section 135 of the Companies Act mandates that capacity
building can only extend upto 5% of CSR budgets,43 however, The study shows that SPOs have innovated when dedicated
SPOs say that the leading problem among CSR is not funding is not available for leadership development. All the 30
budget sizes, but the lack of appetite for non-programmatic CEOs spoken to have leveraged funding from different pools in
funding, where results are not directly in output numbers. order to strengthen leadership development and OD efforts.
Where awareness is high, capacity building and leadership The table on the following page captures different strategies
development has been supported through various means. employed by SPO leaders to allocate resources for leadership
For example, corporates such as Accentureix and Edelgive and organisation development:
ix. At the heart of the sustainability of CSR implementations at Accenture is the people involvement in the projects taking Accenture’s
role in CSR to being a lot more than a strategic funder. Accenture’s employees have the opportunity to serve their communities in three
different ways:
(a) the Pro-bono program, where the partner project is treated like any other business consulting assignment with employees involved in
co-creating roadmaps and solutions for their partners and supporting them through releasing this growth.
(b) Volunteer engagement, with employees spending their spare time to create technology solutions, facilitating workshops for the job-
seeker, and provide mentoring support on a weekly and monthly basis.
(c) Employee giving program, ensuring a flow of charitable donations to non-governmental organisations as part of individual social
responsibility investment. The giving programme is an additional way for Accenture employees who want to be involved in community
benefit but do not have the opportunity for pro-bono or volunteer work. In India, employees have given to over 27 non-profits to date
and impacted 20,000 people. (IICA-Sattva case study, 2016)
x. Edelgive Foundation employee engagement programme has each of its employees mentoring non-profits actively.
xi. Interview with Sagarika Ghosh of Godrej in March 2018
Per-employee development budget allocated from Dream-A-Dream, Sightsavers, Dr. Reddy’s Foundation,
unrestricted funding or annual budgets Samuha, Magic Bus Foundation, Quest Alliance, Vrutti
In-kind grants
Dedicated grants for LD
In-kind grants
Table 14: Strategies employed by SPO leaders to allocate resources for leadership and organisation development
Specialised OD grants: The philanthropic landscape for capacity building and leadership development remains nascent,
with fund flows still being directed largely to programmatic interventions. There has, however, been a recent rise of
specialised OD grants from funders. A few examples are listed here:
Azim Premji Philanthropic Initiatives (APPI) enabler grant: APPI plays three crucial roles as a funder: as a strategic
grant-maker for domains, as an enabler and an orchestrator. As an enabler, APPI44 offers capacity building grants for an
organisation to focus on 3 key aspects that will have the most impact in 5-7 years.xii
Packard Organisation Effectiveness Grants: The ‘Organisation Effectiveness Programme Funding’45 helps organisations
to strengthen their fundamentals, so that they can focus on achieving their missions. Currently, the Foundation supports
SPOs to build core strengths in areas such as strategic and business planning, financial management, board and executive
leadership, and communications. Foundation also supports capacity building among groups of leaders and cohorts of
SPO partners, through initiatives called Partnership Projects —so that non-profit leaders can share knowledge, learn from
their peers, and grow their networks.xiii
A.T.E Foundation grants: ATE Foundation invests in six key areas that help build capacity of organisations on (a)
Board & Governance, (b) Leadership, (c) Fundraising, (d) Monitoring & Evaluation, (e) Systems and processes, and (f)
Communications.
ATE Foundation funds leadership development through funding for hiring, direct budgetary support as sector-level
support through four strategic programmes.xiv
xii. Interview with Trivikram Soni, General Manager, Azim Premji Philanthropic Initiatives in March 2018
xiii. Interview with Sohini Bhattacharya, President and CEO, Breakthrough
Leadership development: Current approaches with the CEO. Archana Chandra, CEO of Jai Vakeel Foundation,
from design to implementation recalls how transformational the ‘Strategic perspectives in
non-profit management programme’ course conducted by
Leadership development practice in an organisation is a Harvard Business School at Boston was for her own leadership
complex process of identifying a frame of reference that development. It challenged her thinking about organisational
fits with the organisation’s culture, values, and vision for growth, helped her reflect on her leadership style, and opened
impact. This frame of reference is also customised to the her eyes to the pressing need of building an organisation that
individual leader’s needs and aspirations. During the process can grow stronger beyond programmatic excellence.
of conducting this research, an attempt has been made to
understand this frame of reference, current approaches, “On returning, I engaged an executive coach for my core team
considerations and challenges in designing and implementing members to anchor the transformational learning process for
leadership development within organisations across emerging, them, following which we built a blueprint to grow leaders at
expanding and mature organisation categories. The study also all levels within JVF”, she says.
recognises that no two organisations have identical needs:
learning approaches vary across organisations’ contexts and Understanding that leaders across organisations face similar
journeys. As organisations might choose to implement and challenges with their learning, Chandra has supported the
strengthen their strategies gradually over phases, an effort enablement of sector-level leadership courses in India —
has been made to capture leadership development initiatives Dasra’s Social Impact Leadership Programme (DSI LP),48 Dasra
as a combination of various methods: Accelerator Programme (DSI AP),49 and CSIP’s Strategic Non-
Profit Management-India programme (SNM-I).
• Informal methods - conducted occasionally without the
aid of structured curriculums or formats Designingstructured Learning & Development
(L&D) programmes is an area where CEOs face the
• Non-formal methods - conducted regularly within the challenge of access to expertise
organisation with the aid of semi-structured sessions and
content SPOs that have succeeded in designing systematic L&D
programmes for their organisations, either have an in-house
• Formal methods - structured formats, structured curriculum curriculum and content unit for programme delivery (which
and content, and conducted regularly by experts can also be leveraged for internal L&D) or have access to
HR experts/consultants. For others, who do not have access
The study also documents relevant solutions existing in the to either of these avenues, incorporating L&D initiatives
ecosystem as exclusive or combination of above methods. for organisational talent has been a challenge. The CEOs
interviewed have identified that the issue is one of supply,
Current organisational approaches for leadership credibility of HR experts/ consultants, and, the cost as
development biggest hurdles in pursuing structured and customised L&D
programmes for organisational talent.
There are several well-documented frameworks for leadership
learning, however, the one used in the present study is the Irrespective of organisation size, regular mentoring
popular 70-20-10 framework46 of leveraging challenging and coaching are predominant methods of
assignments (70%), developmental relationships (20%), and leadership development
coursework and training (10%) for leadership development.47
The research study finds that SPOs have engaged their The role of regular mentoring and coaching, from leaders within
leaders in informal and semi-formal methods of development. the organisations as well as experts and mentors from outside,
Structured programmes and courses have been availed of in cannot be over-emphasised for their importance in leadership
cases where funding assistance has been provided. development. Role-modelling and personal coaching both
within and outside the organisation are opportunities to
The following summarise our key insights from the study learn from diverse experiences of peers and leaders within
on design and implementation of leadership development the ecosystem. Respondents from the study say that in the
initiatives in SPOs: absence of structured leadership coaching in the non-profit
sector, there is a need to explore alternative approaches for
Leadership development starts with the CEO and CEOs. One of the suggestions from respondents is to consider
widens across the organisation active engagement of board members towards building such
a support system for the CEO.
Organisational leadership need to recognise and commit to
nurture leaders in the organisation. This commitment begins Shilpa Diwakar, Director, Phicus social solutions recounts,
xiv. Interview with Priyaka Dhingra, Portfolio Advisor, A.T.E and Chandra Foundation in April 2018
xv. Interview with Dipa Nag Chowdhury, Deputy Director, MacArthur Foundation India in April 2018
Emerging SPOs (INR 0-10 crores budget) Expanding SPOs (INR 10-30 crores budget)
N=118 N=118
Source: Leadership Development Survey, 2018 Source: Leadership Development Survey, 2018
N=118
Source: Leadership Development Survey, 2018
Figure 7: Current approaches for learning and development as experienced by leaders through organisation-facilitated and self-initiated
opportunities. Survey responses highlight that leaders have grown predominantly through challenging assignments: 78.6% of leaders from
emerging SPOs and 71.4% from expanding SPOs have grown as leaders through challenging assignments on-the-job, while in mature
organisations, 79.2% have been able to avail of some form of formal capacity building mechanisms within their organisations
N=118
Source: Leadership Development Survey, 2018
Figure 8: Uptake for structured programmes and courses for Leadership Development
In case funding is available, structured programmes and courses are availed of by SPOs. Less than half (43%) of leaders have enrolled in
structured programmes and courses, of which 36% have been able to complete the same.
Executive leadership coaching Regular mentoring in areas such Informal coaching and mentoring
as fundraising by experts in the from within the organisation as and
Jai Vakeel Foundation, MagicBus, field. when required.
PATH India, Shankara Foundation Youth Dreamers Foundation,
Saajha, being a young organisation Tarkeybein Education Foundation,
Mentoring and Sightsavers has engaged individual with limited resources, has its core Breakthrough, Akshara Foundation
Coaching coaches from ICF for each of its 35 se- team and CEO being mentored by
nior leaders. These coaches provide philanthropists in key areas of assis-
sustained one on one coaching and tance.
mentoring support for a period of 10 CRY has engaged frequently in its
months. early years with experts to build fund-
raising capacities.
Regularly run structured training Peer mentoring to establish a
programmes based on OD plan and support group to leverage knowl-
people needs, conducted by external edge not limited to roles.
trainers. Deshpande Foundation, MagicBus
Saajha
ATMA collates common technical Breakthrough and Magic Bus Saajha engages employees through
interest areas for its employees and engage their internal curriculum regular social sharing of learning
conducts monthly webinars by teams to create content and resources such as documentaries,
engaging experts. deliver via regular workshops, AV videos and readings.
sessions and webinars.
Knowledge sharing sessions are Childline India Foundation (CIF)
conducted twice a year over a week Digital Green and Samuha run senior leaders engage informally
by WaterAid. They are then applied workshops across locations for with Board members to further
in practice through structured ap- employees and teams who want to understanding on organisation relat-
proaches. learn about specific thematic areas. ed issues.
Quest Alliance conducts monthly Breakthrough’s quarterly off- Deshpande Foundation, Samuha
learning days, an open plat- sites serve as forums for leaders to and TEF organise exposure visits to
form for learning, where com- table organisational issues, discuss different organisations and projects
mon interest areas are discussed strategies and work better with each to enable cross-pollination of ideas
and competency-based learning is other as a leadership team. and learning.
Webinars/ addressed — e.g., facilitation skills,
Workshops/ team management, decision making, Quest Alliance organises Art of Play enables experiential
Learning change management etc. Annual workgroup meetings at the learning through practice for its
retreats learning retreats are 5-6 days long behest of teams, to examine their leaders. Expert sports and devel-
and attended by all staff. work through fresh eyes, discuss opment coaches are on-boarded to
innovations and ensure that they are hone the technical abilities of the
constantly evolving as a leadership team.
team. At times, workgroup meetings
also become forums to share Daksh trains newly hired judges at
learnings from project executions. judicial academies through simula-
tion of hearings, procedures while
Dream-A-Dream hosts ‘Influencer enabling them to reflect on their
Talks’ featuring external speakers. learning through trackers.
Their annual learning retreat -
Change The Script, is a deep Dream-A-Dream has a 10-day
reflection and learning process with learning leave policy which employ-
key members in the ecosystem. ees may use as they deem fit. People
have leveraged it for exposure visits,
technical trainings, and retreats.
Leaders have enrolled and attended 4 kinds of programmes, enabled by the SPOs in some cases, and
self-initiated in others
• Social sector leadership programmes: The SNM-I course by CSIP-Ashoka University, Dasra Accelerator
Programme (DSI AP) and Dasra Leadership Programme (DSI LP), ISDM’s post graduate programme in de-
velopment leadership (PGP-DL), the Aritra Leadership Accelerator Programme by Phicus Social Solutions,
IIM-B and Dr. Reddy’s Foundation and the Common Purpose Meridien Leadership Programme.
Structured
• Business leadership/Social Enterprise programmes: E.g., Courses by the Amani Institute, the IIM-Duke
Programmes &
social entrepreneurship programme, Centre for Creative Leadership’s leadership programmes, the Amer-
Courses
ican Express Leadership Academy
• Technical programmes and courses across a wide range of relevant programmatic areas
• In addition, organisations have enabled leaders to access MOOCs and online courses through sponsor-
ship support. (Links to the courses are available in the Annexure 1)
Across organisations, the following processes typically map out opportunities for leadership develop-
ment:
• Mapping job roles, definitions, competencies and key development areas for leaders
• Charting individual development plans and goals, backed by processes for assessment and
further capacity building.
• Enabling constructive feedback mechanisms and regular inputs to enable leaders in their
learning journey.
Learning
management
A few practices stand out for their uniqueness:
systems
• At Quest Alliance and Dream-A-Dream, people own their development. They are supported at every step
of the journey with resources, funding, and enabling organisation culture.
• Railway Children India takes stock of competencies, roles, and outcomes every year in order to under-
stand trends and changes, both internal and external to the organisation. The framework of approaches,
competencies, roles etc. are revised as the organisation constantly evolves.
• At Dream-A-Dream and KEF, performance management systems are largely based on self-reflection. The
review process is also self-reflective, where individuals reflect on their work every quarter and annually,
to make individual plans in accordance with their capacity building needs.
Large-scale social change requires cross-sector co-ordination The number of conferences and convenings has significantly
and sustained collaboration between various stakeholders — increased in recent times. However, there is a need to create
non-profits, governments, funders, enabling organisations, thoughtfully designed spaces for co-learning, networking
and communities. Collaboration has become significant for and knowledge sharing among leaders.
the Indian social sector. Cultivating meaningful relationships
and spaces that facilitate co-learning, knowledge sharing,
and thought leadership, are essential for leaders aspiring to
lead their organisations confidently into the future.
Conversations bringing together leaders from similar backgrounds Taking power dynamics out of the picture in a room with donors
to discuss experiences is valuable. Functional exchanges are and SPOs is essential to create a safe space for conversation.
equally relevant. Developing a common vocabulary and facilitation of such a neutral
space is crucial for this to happen.
Networks bringing together a rich diversity of leaders have
supported discussions around need for leadership development to Networks have to be held together by strong ecosystem
a large extent. infrastructure organisations with clear purpose and means for
sustainability.
Networking platforms and sectoral dialogues can engender
conversations on funder-SPO relationships, leadership There is a need to foster conversations that are centered around
development and drive focus towards critical issues. failures as much as successes.
Table 16: Suggestions emerging from the study for creating effective networks that can help support leaders
Source: Leadership Development Survey, 2018
N=118
Source: Leadership Development Survey, 2018
N=118
Source: Leadership Development Survey, 2018
III. Structured Learning Programmes: These leaders have attended the following types of courses:
A further probing into experiences of leaders who have • Mainstream leadership/executive education programmes
joined / been part of a structured learning programme • Non-profit leadership focused programmes
reveal the following insights: • Technical and functional learning courses
Out of the 118 leaders who responded to the study, 38% Duration of structured programmes
(n=45) have completed structured learning programmes
and courses. 87% of them said they would like to avail The survey data reveals that 98% of leaders would like a
of opportunities to pursue structured programmes and staggered approach in learning programmes, with durations
courses again. All 30 CEOs of SPOs interviewed report ranging between 6 to 12 months.
sponsoring one or more of their leaders to attend courses Factors considered most important while applying for a
and programmes in the last 2-3 years. structured programme include course duration (68%),
faculty profile (68%), financial aid (65%), relevance of the
curriculum (46%), and affiliation (45%).
Figure 10: Preferred approach and duration of structured learning programme of respondents who have attended such
programmes previously
Affiliations
N=118
Source: Leadership Development Survey, 2018
Figure 11: Factors considered important while applying for a structured Leadership Development Programme
Leaders in each category interviewed in the study identify discrete learning needs for themselves. Social Impact Analysis and
Ability to Scale and Sustain emerge as common learning needs articulated by all leaders interviewed.
Learning needs identified by Middle managers are representative of an aspiration to grow into senior leadership roles.
Senior leaders identify Effective strategies for hiring, retention and promotion as well as building high performance teams as
key learning needs.
The data points towards the need for incorporating specific learning needs into design of programmes for different categories
of leaders. Since Mentoring and coaching is identified by leaders as one of the preferred methods of learning, structured
programmes of leadership development need to build in multiple opportunities for this method to be included.
A holistic 360-degree focus on the leader’s development, above and beyond skill and capacity building nurtures the leadership
capabilities to be aligned with a sense of purpose and shared values.
Table 17: Areas respondents believe would be useful to learn about, through a structured programme or course
Cross over Leaders Social Sector Leaders Senior Leaders Middle Managers
Social Impact Analysis Succession Planning Social Impact Analysis Succession Planning
We studied 60 programmes and courses in the Indian social sector landscape and analysed them on parameters of course duration,
cost, structure, delivery methods, networks enabled and post-course follow-ups, in order to understand the breadth of options offered
to leaders.xvi (An exhaustive list is present in Appendix). A snapshot of the landscape is presented in Figure 9a. As seen from the figure,
most options offer in-person leadership development with few courses offering blended models of learning. 31% of the programme
analysed under this study are anchored by international universities or organisations.
xvi. The study has not attempted to carry out any analysis on the quality or effectiveness of these courses and programmes
Offline Harvard Kennedy School Art and Practice of Leadership Development International 5
Harvard Kennedy School Strategies for Building and Leading Diverse Organi-
International 6
sations
SPJIMR Enhancing Performance through Coaching and
India 7
Mentoring
SPJIMR Enhancing Managerial Effectiveness-A Programme for
India 8
Emerging
IRMA Transformational Leadership and Managing Change India 9
Online Harvard Kennedy School Leading Non violent Movements for Social Progress International 45
Harvard Kennedy School Leadership, Organizing and Action: Leading Change International 46
Table 19: Structured Learning programmes (categorised as per mode of engagement) currently being offered in the ecosystem
14
11
21
9
32
L
eadership development is one of the key components to focus on internal growth of the organisation through
of an organisation’s strategic planning. It equips the various approaches is a key area that the ecosystem can
organisational leadership with the competencies to focus on.
be able to develop systems and processes grounded in
universal human values, engage in continuous reflection and Structured programmes that focus on recognition of and
learning cycle to plan for uncertainties, design interventions commitment to leadership development for a resilient OD
for complex scenarios, and learn to establish meaningful process in SPOs shall enable this shift by SPO leadership
collaborations to address complex social systems SPOs teams. Senge (1995) writes that "While top management
xvii
Our study points out that the CEO’s mindset, access to funding,
and resources to implement learning and development
programmes are key influencing factors when it comes
to enabling leadership development in an organisation.
While there is overwhelming recognition among CEOs that
leadership development is important, qualitative interviews
with CEOs points to the fact that efforts all too often are
xvii. "Organisation leaders must focus on the development of the employee as a whole person, not merely the particular knowledge and skills related to his or
her particular job. Bierema, L. L. 1996. Development of the individual leads to more productive workplaces." In R. W. Rowden Ed., Workplace learning: Debating
five critical questions of theory and practice. New Directions for Adult and Continuing Education. No 72 (winter). San Francisco: Jossey-Bass"
• Build a shared understanding of organisational • Adults need their learning to be located in their context.
leadership development
Work in the area of transformational learning is also relevant
• Need for building trust between SPOs, Funders and to the design of leadership development programmes
Enabling organisations particularly in the context of the felt need to change mindsets
and build visions (Mezirow,52 Cranton 53).These focus on the
• Development and creation of more appropriate / need to design transformative experiences that challenge
relevant support options for leadership development in current ways of being and doing to new ones.
the current ecosystem
Key insights for funders:
• Enable social sector talent with capabilities to build
enabling and appropriate systems, processes and Encourage and support organisation development
organisation culture which nurtures leaders initiatives among SPOs
• Nurture leadership with a vision and the wherewithal to The study shows that SPOs have leveraged funds for capacity
act on organisational strengthening for realising impact building and leadership development from unrestricted
pools of funding, portions of programme budgets, and, pro-
There is hence a need to convene ecosystem level bono, informal advisory support from board members and
conversations that can bring the diverse members of funders. The research study also brings forward experiences
the ecosystem together for a dialogue and meaningful wherein SPOs have been funded exclusively for capacity
collaborations. building initiatives for their organisational talent.
Leaders need contextual learning programmes that Most CEOs spoken to for the study admit to a struggle for
support holistic development through immersive raising funds for organisation development, especially
practice-oriented experiences when it comes to funds from CSR groups. CEOs also refer
to a lack of familiarity and expertise among SPOs to build a
Over 61% of the leaders who responded to the research study robust case for funders to fund organisation development
have reported that they undergo training through mentoring initiatives.
and coaching and other informal means. At the same time,
leaders have expressed the need for more technical courses Considering that investments in organisation development
that can nuance their knowledge, skills and competencies in Indian social sector is nascent but growing, there is an
in areas such as monitoring and evaluation, fundraising, emerging need for funders to encourage SPOs to focus on
technology, communication, and designing for complexity. nurturing leaders within their organisations. The overall
Leaders also report the need to invest in training on narrative of Leadership Development needs to shift from
competencies and skills of people development, succession being a ‘luxury’ to an essential component of designing and
planning, volunteering and volunteer management, and, so on. impacting sustainable, adaptive and scalable models of
social change.
While there is overwhelming appreciation of existing courses,
leaders expressed a strong need for follow-up post the course Funders can support leadership development in Social
period, including mentoring and coaching, opportunities for Purpose Organisations through:
learning with communities of practice, as well as ‘stretch
learning’ on the job. Crossover leaders particularly expressed • Encouraging SPOs to invest resources in Leadership
the need for immersive experiences and advisory support for development by organising, facilitating or supporting
transitioning into the sector and in organisations. strategies that enable cross pollination of successful
models/ experiences within and across organisations,
thus, creating a co-learning culture in the sector.
Build diverse pools of funding that can meet organisation Realise leadership potential within the organisation
development needs in the sector
The research study reveals that CEOs recognise that
The differing contexts of SPOs, organisation design and leadership development is critical to the growth of the
structures, and roadmaps for scale necessitates a closer look organisation and developing scalable models of sustainable
at customised funding models for SPOs. ATE Foundation for social change. Most of the challenges recorded by the study
example, consistently funds leadership talent through direct are related to garnering resources, obtaining funding,
budgetary support for senior hires. It also provides sector- or evaluating options in an informed manner to execute
level support through sponsoring senior leadership team leadership development strategies.
members in attending leadership development programmes
such as the Dasra Accelerator Programme or the CSIP SNMI CEOs and senior leaders need to tie leadership development
programme.54 APPI provides enabler grants wherein it helps strategies strongly to the envisioned growth plan of the
non-profits build organisational capacity through funding organisation as well as leadership development needs across
3 key initiatives identified by organisations that will enable all roles and functions within the organisation. Such holistic
them to enhance impact of their social change initiatives. approach shall enable synergistic planning for organisational
talent and future-readiness of the organisation to engage
There is a need to build such diverse pool of funds which with the complexity and uncertainties of the social sector.
can support an organisation build leadership development The leadership development strategies need to be further
strategies and execute plans of OD in alignment with its values, supported by building a deep-rooted learning culture within
mission and context. Some of the key insights emerging from the organisation that calls for CEOs and senior leadership
the study point to the need for Funders to: to foster a commitment for behavioural shifts among
organisational talent based on universal human values
• Support setting-up of key systems and processes within rather than a compliance approach to change.
organisations in alignment with their organisational needs
“We didn’t just want new behaviours. We wanted new
• Sponsor leadership development courses and behaviours for the right reasons—because people
programmes for organisational teams to enable shifts genuinely believed that ‘openness,’ ‘localness,’ ‘merit,’ and
in organisational culture and practice of leadership our other guiding values would really lead to a healthier
development within SPOs and more productive work environment” (“Moral Formation
for Managers: Closing the Gap Between Intention and
• Enable dedicated coaching and mentoring for Practice,” in Character and the Corporation, MIT Center for
development leaders Organizational Learning Research Monograph, 1994.)” –
quoted from Senge (1995)xviii
• Support peer networks and learning platforms for
development leaders Enable effective integration of crossover leaders into
the organisation
• Support enhancement of governance and management
systems and processes within organisations towards Hiring and transitioning organisational talent at senior
developing organisational capabilities for collaboration levels as well as retention of this talent through building an
with key stakeholders organisation culture of integration and collaboration has
xviii. P. Senge. 1995. Leading Learning Organizations. MIT Center for Organizational Learning Research Monograph, Cambridge, Mass.:
MIT Center for Organizational Learning.
Senge further says, “Hierarchical authority, as it has been used traditionally in Western management, tends to evoke compliance, not
foster commitment. The more strongly hierarchical power is wielded, the more compliance results. Yet there is no substitute for com-
mitment in bringing about deep change. No one can force another person to learn if the learning involves deep changes in beliefs and
attitudes and fundamental new ways of thinking and acting.”
xix. Interview with core team member of KEF team in May 2018
Leaders and CEOs from 85 SPOs participated in the research. 118 senior leaders and middle managers responded to
our survey.
N=118
Source: Leadership Development Survey, 2018 N=118
Source: Leadership Development Survey, 2018
Figure 15: Education qualification of survey respondents-Senior Leaders and Middle Managers
Figure 16: Average time spent by survey respondents in Figure 17: Size of the team reporting to the
the development sector survey respondents
CEOs from the following 30 SPOs were interviewed for the study:
Age Website
Leadership Development Survey (85 SPOs and 118 leaders), semi-structured interviews with 12 senior
leaders and middle managers, 30 CEOs of SPOs and 15 CEOs of enabling organisations and funders.
A Billion Dreams Foundation KIRAN Society
Action for Agricultural Renewal in Maharashtra (AFARM) Kotak Education Foundation
Aga Khan Foundation Lend A Hand India
Agastya International Foundation Magic Bus India Foundation
ATMA PATH
Axis Bank Foundation Piramal Foundation for Education Leadership
The Consortium for DEWATS Dissemination (CDD) Society Rural Economy Development India
CHILDLINE India Foundation Saahas
Gramalaya TechnoServe
Habitat for Humanity India The Association of People with Disability (APD)
HelpAge India Trust for Retailers & Retail Associates of India (TRRAIN)
Janaagraha Vatsalya
"http://aritra.org/apply/
http://iimb.ac.in/eep/product/252/ Ari-
18 months with 3
Aritra Leadership Accelerator Phicus Social Solutions tra-Leadership-Accelerator-Pro-
3 weeks of residential
Program and IIM-B gram?management=Leadership/HRM&ad-
coaching
durl=098A01&Ref=IIMBsite
"
https://www.hks.harvard.edu/educa-
Art and Practice of Leader- Harvard Kennedy
4 1 week tional-programs/executive-education/
ship Development School
art-and-practice-leadership-development
http://www.isdm.org.in/professional-de- vel-
5 Continuing Education ISDM Sessions over 2-3 days
opment/overview
Enhancing Managerial
http://www.spjimr.org/content/en-
Effec- tiveness - A Pro-
11 SPJIMR 3 days hancing-managerial-effectiveness-pro-
gramme for Emerging
gramme-emerging-leaders
Leaders
Enhancing Performance
http://www.spjimr.org/mdp/enhancing-per-
12 through Coaching and SPJIMR 2 days
formance-through-coaching-and-mentoring
Men- toring
"https://courses.philanthropyu.org/ courses/
"Essentials of Nonprofit course-v1:PhilanthropyU+Strat- egy_000+1_1.
13 Philanthropy University 8 weeks
Strategy" 0_20180402_20180527/
about"
Integrated Sustainable
Four 7 days over 2
21 Leadership Development Lead http://www.leadindia.org/application/
years
Program
https://www.hks.harvard.edu/education-
Leadership, Organizing and Harvard Kennedy
22 15 weeks al-programs/executive-education/leader-
Action: Leading Change School
ship-organizing-and-action
"https://www.hks.harvard.edu/educa-
tion- al-programs/executive-education/
Leading Nonviolent Move- Harvard Kennedy
23 5 week lead-
ments for Social Progress School
ing-nonviolent-movements-social-prog-
ress"
http://commonpurpose.org/leadership-pro-
25 Meridien Common Purpose 6 month
grammes/meridian/
"Harvard Business
Strategic Nonprofit Man- https://www.exed.hbs.edu/programs/ snmi/
33 School with 5 days
agement—India Pages/default.aspx
Ashoka University"
"https://www.hks.harvard.edu/education-
Strategies for Building and
Harvard Kennedy al-programs/executive-education/strate-
35 Leading Diverse Organiza- 1 week
School gies-building-and-leading-diverse-organiza-
tions
tions-0"
Transformational Lead-
https://www.irma.ac.in/imdp/calendar-
39 ership and Managing IRMA 2 days
details.php?pid=20172018&mid=6
Change
4 weeks - Spread
Young Connectors of the https://si.se/en/apply/leadership-pro-
40 Swedish Institute across 2 modules (2
Future grammes/ycf/
weeks each)
Four 2-day
41 Aspire Circles Aspire Circle http://aspirecircle.org/
re- treats
International Consortium
46 of Social Development: http://www.socialdevelopment.net/
Network
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