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Southeast and East Asia Sub-RegionalLeadership Course for Young Leadersin Governance

Facilitators Manual

Prepared by Gillian Martin Mehers and Gitanjali BediLEAD International April 2006


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Table of Contents

Welcome to Facilitators 3

Introduction to the Facilitators Manual 4

Master Materials List 5

Overall Schedule 7

Day 1 Day 1: Agenda 9

Facilitators Notes: Session-by-Session Guide 11

Resource - Session 4: Leadership Style Survey 23

Resource - Session 4: Towers Activity Instructions 27

Resource - Session 5: Learning Journal 29

Day 1: Slide set 31



Day 2: Slide set 75



Resource - Session 13: Matching Values to Behaviour 167

Resource - Session 14: Culture in Context 169

Resource - Session 15: Intercultural Skills 171

Resource - Session 15: Cultural Assumptions 173

Resource - Session 16: The Milton Bennett Model 177

Resource - Session 16: Applying the Model of Intercultural Sensitivity 179

Day 3: Slide set 181


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Contents



Resource - Session 18: Reframing Positions into Interests 243

Resource - Session 19: Role Descriptions 245

Resource - Session 19: Menehune Bay Simulation Teaching Note 285

Resource - Session 19: Leading A Same Role Meeting 293

Resource - Session 19: Observing and Debriefing A Simulation 297

Resource - Session 19: Appendix A 303

Resource - Session 19: Appendix B 309

Resource - Session 19: Appendix C 311

Resource - Session 19: Appendix D 327

Resource - Session 19: Appendix E 337

Resource - Session 19: Appendix F 345







Resource - Session 31: Sample Evaluation 424



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Welcome to Facilitators

Introduction

This Facilitators Manual is a handy guide for facilitators who are implementing the six-day Leadership Course for Young Leaders

in Governance. This Manual aims to provide the information necessary to deliver it in its pilot stage. This is an evolving

programme and all facilitators are encouraged to use this document as a springboard for adaptation of the interconnected set of

events and modules at the country level. We are excited that others will continue to refine the current design, celebrate itsmerits and continue to improve and adapt it.

We are eager for this Manual to be easy to follow and useful to you in your work with the UNDP Leadership for Young Leaders in

Governance Programme in your country and region. As such, comments, suggestions and amazing new insights from you are

requested as you work through the programme. We will be sharing our experiences and stories through our online

communication and future training events, and these opportunities will help us all to deepen our understanding and practice

using these materials.

Please send your input and ideas to Gillian Martin Mehers ([email protected]) at any point in the programme. They will be most

appreciated.

Welcome to our team!

The LEAD Training Team

April 2006


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How to Use This Manual

Introduction

This Manual has been prepared by LEAD International for facilitators to use as a reference document and resource throughout the

six-day workshop. The result is a relatively comprehensive description of the objectives and process behind facilitation of the

thirty one interconnected sessions that make up the current workshop.

Within each of the session descriptions, you will find the following information:

Time schedule

Objectives and Goals for the session

Materials

Preparation

Process

Facilitators Notes

The materials in this book include the overall schedule, daily agendas, the session-by-session descriptions, a master materials

list, and resources, and the slide set. Separate to this manual is a PowerPoint slide set (with facilitator notes in the notes view)

for use in training.

The goal of the Manual is not to provide necessarily an in-session resource, but to allow Facilitators to have a resource to read in

advance of each session which explains the rationale, objectives and process which has been suggested for each session. This

should help them to then adapt it for their own purposes. Facilitators are encouraged to adapt the materials to their specific

region and audience using their own examples where possible for the cartoons, case studies and stories in the slideset. Finally,

each Facilitator will make the materials his/her own and deliver them as they see most appropriate.

As you read through this manual, you will no doubt wish to create your own short hand agenda, or notes to follow using the

process with which you are most familiar. This manual is a way to pass along the design ideas, and eventually the learning from

the pilot; to other professional facilitators in order that they can adapt their sessions based on thorough knowledge of what was

envisaged for each event and their own magnificent creativity!


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Master Materials List

Introduction

Materials

Day 1 Session workbooks (required every day)

Slide set (required every day) LCD Projector and screen (required every day)

Flip chart, paper and markers

Name plates for guest speakers

Name badges, pen, note paper for all participants

Picture postcards for Session 2

Sticky stuff or tape to attach flip chart paper to walls (required every day)

Cards

Boards to pin cards on to

Three large, dark coloured dot stickers per person, cut into threes

Towers game instructions hand-out

Recycled or used paper for Towers activity (35 sheets per six participants)

Day 2 4 flip charts, paper and coloured markers

Ball or throwable object for Speed Catch game

Watch or timekeeper with a watch

Flipchart graph for Speed Catch

Sticky Post-it notes

Day 3 Flip chart, paper and markers

Hand-outs (see Resources at the end of Day 3)

Day 4 Two cards per person for Win-As-Much-As-You-Can game

Name plates for simulation roles Boards to pin flipchart paper onto

Hand-outs (see Resources at the end of Day 4)

Day 5 Video camera

Day 6 Name plates for leadership panellists

Biographies of leadership panellists to distribute to participants

Evaluation forms


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Southeast and East Asia Sub-Regional Leadership Course for Young Leaders in Governance

10-15 July 2006 Bangkok, Thailand

Participant Session Schedule

DAY 110 JULYMONDAY

Session 1:

Welcome

Ceremonies

Session 2:

Introductions,

Programme

Overview and

Objectives

Session 3:

Identifying

Leadership

Challenges

Discussion

Lunch

Session 4:

Finding Your Own

Leadership Style

Session 5:

Visualization

Activity and Key

Leadership

Attributes

Welcome

Reception andDinner

DAY 211 JULYTUESDAY

Session 6:

Introduction to

Systems Thinking

Session 7:

Exploring

Behaviour Over

Time

Session 8:

Facilitating Self-

Sustaining Change

Part I

Lunch

Session 8 (cont):

Facilitating Self-

Sustaining Change

Part II

Session 9:

Anticipating

Resistance

Session 10:

Applying Principles

Free Evening

DAY 312 JULYWEDNESDAY

Session 11:

Introduction to the

Day

Session 12:

What is Culture

Session 13:

Matching Values to

Behaviour

Session 14:

Culture in ContextSession 15:

Intercultural Skills &

Cultural

Assumptions

Session 16:

Attitudes & Cultural

Difference

Lunch

Field Activity

Field Activity

Free Evening

DAY 413 JULYTHURSDAY

Session 17:

Introduction to the

Day

Session 18:

Key Concepts to

Negotiation

Session 19:

Preparation for

Simulation

Lunch

Session 20:

Multi-Party

Negotiation

Simulation

Session 21:

Debriefing,

Applying and

Closing

Evening

AssessmentMeetings

DAY 514 JULYFRIDAY

Session 22:

Plenary Road Map

Session 23:

Using our

Leadership Tools

Session 24:

Thematic Group

Discussions

Session 25:

Peer Feedback

Lunch

Session 26:

Development

Modules: Assessing

and Developing

Leadership

Capacities

Session 27:

Development

Modules: Anti-

Corruption and

Leadership

Free Evening

DAY 615 JULYSATURDAY

Session 28:

Development

Modules: Gender

and Leadership

Session 29:

Development

Modules:

Indigenous Peoples

and Leadership

Lunch

Session 30:

Leadership Panel

Session 31:

Workshop Closing


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Monday 10 JulyBangkok, Thailand

ScheduleDay 1: Introduction to Leadership

TIME08:30

09:00

10:30

11:00

12.30

14:00

14:30

15:30

15:45

16:15

17:00

18:30

EVENTSession 1 -

Welcome Ceremonies

(Meeting Room)

Session 2 -

Introduction, Programme,

Overview and Ojectives

(Meeting Room)

Coffee Break

Session 3

Identifying Leadership

Challenges

Lunch

Session 4

Finding Your Own

Leadership Style

Session 4 (cont) -Problem-solving Activity

Coffee Break

Session 5 -

Visualization Activity and

Reflection

Closing Circle

Close

Welcome Dinner

CONTENT Welcome by UNDP and local Indigenous Leader

(name, affiliation).

Introduction to the Southeast and East Asian Sub-

Regional Leadership Course for Young Leaders in

Governance and partners - objectives, methodology,

schedule, and facilitators.

Presentations by Capacity 2015 Asia, Asia Regional

Governance Programme, Regional Indigenous

Peoples Programme.

Participant Introductions. Postcards: PersonalDefinitions of Leadership.

Group Exercise: Identifying the challenges to good

leadership in different contexts.

Learning Partner Gallery Walk.

Individual Leadership Style Survey.

Leadership styles review and discussion.

Towers activity. Debrief according to survey results.

A visualization exercise: Leadership and Followship.

Group discussion.

Learning Journal activity.

Learning Partner discussion.

Summary of day.

Participants and some invited guests will be

welcomed with an opening dinner at the hotel.

FACILITATOR/CHAIR


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Session 1Welcome Ceremony

Facilitators NotesDay 1: Introduction to Leadership

OBJECTIVE

To welcome participants onto the Southeast and East Asia

Sub-Regional Leadership Course for Young Leaders in

Governance Course.

The Southeast and East Asia Sub-Regional Leadership Course

for Young Leaders in Governance Course will be formally

opened by distinguished guests who will make some opening

remarks and will welcome the group of participants from the

region.

TIME SCHEDULE

08:30 Session 1

09:00 Session 2

10:30 Coffee Break

11:00 Session 3

GOALS FOR SESSION 1

Settle people down and make them feel comfortable. Welcome participants to the workshop by local leader.

Introduce host institutions and partners

MATERIALS REQUIRED

Session Workbook for participants

Name badges for all participants and facilitators

Pen and note paper for all participants

Name plates for guest speakers (if any)

LCD Projector, screen

PREPARATION

Room set up and equipment in place for the day.

Seating could be small groups seated at round tables

(maximum 10 persons per table) if possible. For this first

session it could be more formal if you can move people into

tables at the coffee break.

PROCESS

This welcome session will take the character of the host

institution. It is a short session, and at the same time very

important to allow the guest speaker, host institution and

partners to speak and demonstrate the commitment of the

partners to the process and outcome of the session.

FACILITATOR NOTES

This is a rather ceremonial start to the workshop, and it

allows the partners to speak and provide their vision for the

session and this programme.

You will want to make sure and brief the speakers about their

time. This session needs to be short and crisp and not run

over, as this will set the expectations for the rest of the

workshop in terms of timekeeping. More information on the

partners comes in Session 2.


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Session 2Introductions, Programme Overviewand Objectives


OBJECTIVE

To provide participants with an introduction to the six day

leadership workshop.

Participants will be guided through the workshop objectives,

the LEAD methodology and schedule for the following six

days. There will be an opportunity for participants to

introduce themselves and get to know each other better

through an interactive exercise whereby personal definitions

of leadership will be explored.

TIME SCHEDULE

09:00 Session 2

10:30 Coffee break

11:00 Session 3

GOALS FOR SESSION 2

Introduce the programme, the partners and the workshop

objectives, methodology, schedule and facilitators To introduce the participants and their own views on

leadership.

MATERIALS REQUIRED

Postcards or images (enough for all participants and a

few extra)

Flip chart paper and pens

PREPARATION

Place the images/postcards on a table in the entrance

area with a flipchart sign saying, Please choose an image

that demonstrates your own definition of leadership

As people walk into the room, have one of the facilitators

drawing peoples attention to this so people can select a card

and have it already as they enter the room.

Process

This session starts with a short introduction to the

programme, and the vision (if this was not covered in the

welcome). After this, the partners can present a short

introduction to their institutions (5 minutes each) using

several PowerPoint slides if wished.

After the partners, the participants should be introduced to

the actual objectives of the Leadership Course, the

methodology, the schedule for the week and the facilitators.

If there are table facilitators, or key logistics staff in the room,

they can also be introduced at this time. This introduction can

be done using PowerPoint slides or other visual aids.

After this sequence, participants will introduce themselvesusing the postcards/images they selected on entering the

room. Note: There will always be some late people, or people

who did not select an image. At this time, after the formal

presentation, you can be more informal and frame the next

activity, which is the participants introductions. At this time,

ask people to look at their card and take a few minutes to

think about the image they see and how it illustrates their

own personal definition of leadership. While people take a

moment to think, you can tell people who did not take a card

to go and select one.


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Once people are ready, if space permits, you can ask people

to stand in a circle with their cards, in order to show them

one at a time. If there is not enough space, you can also

have people stand where they are and speak.

Ask each person to VERY BRIEFLY, give you three pieces of

information:

Their name

Their institution

Describe their image and tell why it illustrates their

personal definition of leadership

Go around the circle or room until each person has been able

to speak.

FACILITATOR NOTES

The introductions exercise can easily get out of hand in terms

of timing if the first few people take a long time to introduce

themselves. You might want to either do the first one

yourself to set a good example, or have a few people whom

you have briefed in advance do this. If need be, you might

need to repeat the three fields (if people are giving more or

leaving out something) or remind people to keep it very

short. This activity precedes coffee so if need be, you can

take a few minutes off of the break, but it is better to keep

people quick and on task.


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Session 3Identifying Leadership Challenges

OBJECTIVE

To identify the challenges to good leadership in different

contexts.

By way of a facilitated discussion, this session will provide an

opportunity for participants to consider the challenges that

exist to good leadership practice in a variety of professional,

social and cultural contexts. Participants will also explore

opportunities to overcome these and share some of their

personal leadership experiences.

TIME SCHEDULE

11:00 Session 3

12:30 Lunch

14:00 Session 4

GOALS FOR SESSION 3

To help people identify the challenges to good local

leadership in different contexts.

MATERIALS REQUIRED

Cards (2 or 3 per participant)

Markers one per 1 or 2 participants

Wallspace or flipchart paper on the wall, or pinboards

Sticky stuff or masking tape

Dots, 3 per person

Flip chart and paper

PREPARATION

For this session you need breakout rooms or separate

spaces, enough for the number of sectors that will be

working in small groups.

In each of the breakout rooms, create a space that people

will use to post their ideas. This can be a blank wall, or a wall

covered with flip chart paper, or pinboards (big enough for

the card exercise)

Prepare your tape or sticky stuff in advance as you will be

posting cards quickly. Line up small balls of sticky stuff on one

side of your wall space, or make tape rolls. Enough for the

whole exercise.

Cut the dots in advance into 3 dots per person, so that it

is easier to hand them out at the end.

Make certain that you have enough group facilitators for

the small groups, if need be, select one or two participants to

help and brief them in advance.

Put all the participants names in a hat or box (for

selecting Learning Partners)

PROCESS

For this exercise, people will be working in small sectoral

groups. Depending on the size of the initial group, this can be

traditional sectors: private, NGO, government, academia, and

media. Or you can use other labels to divide the group. Each

group should have a facilitator, so that people can concentrate

on the activity, which has a number of steps.

Step 1:

Let people sit together either in a circle or around a set of

tables in a room. Hand out 2-3 cards per person and a

marker. If you have a large group, give people 2 cards, if it issmall, they can have 3. This will help you manage the



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number of inputs you will using in the second step. Ask

people to think for a moment about the challenges they see

to good local leadership in their sector. Give them a few

minutes to think and ask them to write one challenge per

card (just a few words).

Step 2:

Once people have filled in their cards, collect them and you

will start to post them on your pinboard, wall or white space

area. Read them out as you post them and take a first

attempt at grouping them. When you see similar words or

items, start to cluster them. If in doubt ask the participants, or

involve them in helping you cluster them. Try not to turn your

back on the participants during this.

Step 3:

Once the clusters are up, ask the group if they can help you

label the clusters with one or two word titles which

exemplify the clusters. Ask people if things still need to bemoved around.

Step 4:

Hand out 3 dots per person, remind people of the clusters

and ask people to vote for their top 3 challenges. Which of all

these do people think are the three top ones. Once they vote,

you can rank them. Rewrite these cluster titles, in their order

of priority to the group on a flipchart.

NOTE: If time is short for any reason, this exercise can end

here, and then finish up with the Learning Partner Gallery

Walk and short Plenary discussion (20 minutes). Have people

them select the name of their Learning Partner from a hat.

People can select names until all the people have been

selected. Once someone has been selected, they do not pick

again. The Learning Partner Gallery Walk then involves

learning partner pairs going around the room together

viewing the card exercise and discussing their observations.

If you find you have extra time (at least 20 minutes) you can

add this step:

Optional Step:

With at least 20 minutes, you can take the top 3 priorities

and divide your sectoral group into 3 sub-groups and ask

them to have a conversation about Their challenge. They

can have a short discussion about the following: What can a

leader do, what have they tried and seen tried in their

context to meet this challenge? They can record some

thoughts if they wish and post it with their other materials.

If there is not enough time for this, go directly to Step 5

and 6:

Step 5:

This session ends first with a 10-minute Learning Partner

Gallery walk so that the groups can see what kind of

challenges have been identified for the different sectors.

Step 6:

After the Gallery Walk, reconvene the plenary for a shortdiscussion about what people noticed. Ask the group, when

you walked around the boards and talked to your Learning

Partner about the challenges that the sectors faced, what did

you notice? Probably people will reflect on how similar the

challenges are, no matter what the sector. At the same time

there might also be some useful differences. Noticing this

helps the group understand some of the different perspective

and contexts held by group members and should help them

be active listeners during the week.

FACILITATOR NOTES

In this session, one of the main goals is to get people to

think about local leadership practice in their own context and

to start to share some of their stories and experiences. As this

is a sectoral discussion to begin with, it helps people network

with others who have a similar background, and helps people

find affinities in the stories being told. At the same time, the

conclusions should help people recognize that although

people are very different within the participant group, they

are dealing with some very similar issues, and therefore, the

discussions during the week should be widely applicableacross the diversity of the group.


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Session 4Finding Your Own Leadership Style


OBJECTIVE

To enable participants to identify their own leadership style.

Participants will identify their own preferred leadership style

through use of an individual survey tool. There will be a

review of the styles followed by an interactive discussion

about the situations for which different styles are best suited.

The discussion will be followed by a small group problem-

solving activity that will help highlight the discussion about

leadership styles.

Time Schedule

14:00 Session 4

15:30 Coffee Break

15:45 Session 5

17:00 Close

GOALS FOR SESSION 4

To explore participants individual leadership styles and

preferences

MATERIALS REQUIRED

Flipchart paper and different coloured markers.

Hand-outs for Leadership Style Survey.

Flipchart with scoring preference for Leadership Style

Survey.

35 sheets of paper per 6 people (so if you have 24

people, you need 140 sheets of paper) NOTE: This can be

scrap or waste paper, and should be A4 or letter size, unbent

and uncut.

PREPARATION

Have the materials centrally located and ready for the

exercise.

Draw the scoring preference for the Leadership Style

Survey on a flipchart and hang up on wall when this exercise

starts.

PROCESS

This session has two activity components each followed by a

discussion component.

For the first activity component, frame the activity, which is

done individually. Distribute the hand-out on the Leadership

Style Survey. Give participants 10 minutes to complete the

survey and ask them to mark their scoring preference on a

chart you will have posted on a flipchart. Take the remaining

15 20 minutes to discuss the groups preferences.

For the discussion component, ask the following questions:

What does the group notice?

What do the results say about this group of participants? Can you imagine a situation where a more directing style

of leadership may be required?

Note that different leadership styles are required for different

situations. We need to become aware of our own style and

learn to adapt it if need be to differing leadership styles

different contexts may require.

After the above discussion, immediately start the second

activity component, which is the Towers Activity. For this

activity, put together 3 Learning Partner Pairs (or you couldput the groups together randomly) and present each group

with the 30 sheets of paper.


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Frame the Towers Activity using the slide set and give people

the required amount of time to plan and build their paper

towers. At the end, wait for the minute, measure the Towers

and announce the winners (to great applause).

For the discussion component, ask people first to discuss the

following questions in their small groups:

What did you notice about your leadership in your Towers

team?

How consistent were you with the leadership style you

defined earlier?

Is there anything else you noticed about your leadership

style and preferences when assuming leadership positions

and working in teams?

Then ask people to come back into plenary. Use the slides to

start the discussion about the following:

What are some key reflections on this exercise? How did

it help us to explore our personal leadership styles- what newinsights did it give us

Directly after this discussion is the coffee break.

FACILITATOR NOTES

This session is about noticing our leadership style and

preferences and testing our assumptions about how we

operate in the world as leaders and team members with a

real problem-solving experience. Sometimes people identify

incongruence between their preferences and their actions,

others find they have not thought so much about a personal

style and the action of naming qualities about themselves is

a useful one.

This exercise could be complemented by a leadership styles

questionnaire, if the group would prefer a tool to analyse

their leadership styles in this way. Prior to selecting this

option, a conversation about cultural assumptions and

leadership could help determine whether a generic tool could

be useful in this context.


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Session 5Visualization Activity and KeyLeadership attributes


OBJECTIVE

To use visualization to help participants identify their own

inspirational leaders and to explore key leadership attributes

through a brainstorming exercise.

Participants will be guided through a visualization activity that

will help them identify and analyse an important personal

leader. This sequence will include an exploration of key

qualities, leadership and followership and what works in

different leadership contexts.

TIME SCHEDULE

15:30 Coffee break

15:45 Session 5

16:15 Closing Circle

17:00 End of the Day

GOALS FOR THE SESSION

To anchor the previous discussion in the context ofobserved and appreciated leadership styles through a guided

visualization exercise. Using an appreciative frame, this

session helps us learn from what works.

MATERIALS REQUIRED

Learning Journals

PREPARATION

None

PROCESS

This final session in the day helps participants to pin the

discussions on real life leaders that they watch and admire.

The visualization activity starts with a reflection and story

telling process. Using the slides, participants are asked to

consider a leader that they know, that they were happy to

follow. Give them a few minutes to select someone I their

minds and think about them. Then ask them, at their tables

to share the story of this person with their group. Then ask

the group to consider the following questions:

What were some of the qualities that this leader

possessed that made you happy to follow this person?

What did the leader DO that made you happy to follow

him/her?

How did you act in response to his/her actions?

Depending on the group and the time, you could ask thetables to continue this discussion or you could conduct it in

plenary. After the discussion (20-30 minutes) you can

introduce the Journaling questions and then leave people to

reflect on the questions:

Take 15 minutes to reflect on that last exercise in your

Learning Journal.

Did the exercise give you any new ideas, or reinforce any

thoughts you have had about yourself as a leader?

Try to note down three goals as a leader that you wish to

work towards as a result of todays discussions.


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After the 15 minutes reflection and recording, the last activity

is a 10 minute conversation between the Learning Partners.

Learning Partners should discuss:

What are my goals as a leader?

What is one new insight I gained today?

What would I like to learn or practice during this week?

FACILITATOR NOTES

This session ends the day on a reflective note and with a

goal articulation conversation based on a set of exploration

exercises. You may wish to summarise what we have learnt

and covered today. This would normally take 2 3 minutes.

People might be quite tired at the end, so this final session

does not necessarily need to be concluded in plenary.

However, you should brief the next day so that people know

what to expect.


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Resources


SESSION 4:

Leadership Styles Survey

Towers Activity Instructions

SESSION 5:

Learning Journal


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CAPACITY 2015 ASIA LEAD

Leadership Styles Questionnaire

EXERCISE:

Below are ten descriptions or aspects of leadership. For each one, tick the box that isclosest to your own attitude and leadership practice or preference.

I am afirmbeliever

in this

I am fairlykeen onthis

I am notreallykeen

I amstronglyopposed to

this

1. Closely supervising people at all times

2. Encouraging people to set their goals andstandards themselves

3. Allowing people to take on increasingresponsibility

4. Making sure people know that punishment for"non-performing" is severe

5. Continually pushing people to meet targets

6. Spelling out all directions to people incomplete detail


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7. Letting people plan their own work as muchas possible

8. Keeping worries about my organisation

to myself

9. Allowing people to make important decisionsthemselves

10. Always seeking ways to extend people andbroaden their contributions


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Scoring Sheet

Transfer your answers to this list by circling your choice in each case.

I am a firmbeliever inthis

I am fairlykeen on this

I am notreally keenon this

I amstronglyopposed tothis

1 0 1 2 3

2 3 2 1 0

3 3 2 1 0

4 0 1 2 3

5 0 1 2 3

6 0 1 2 3

7 3 2 1 0

8 0 1 2 3

9 3 2 1 0

10 3 2 1 0

+ + + =


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Mark your score on the line below to show your preference within a range of possible

styles of leadership

Directing Style Delegating Style


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Your JournalThroughout the First Regional Leadership Workshop you will be keeping a Learning

Journal. This Journal will be one way that you reflect on your experiences on an ongoing

basis and will provide a means for you to document your story and journey through the

Programme. For this you will be given a blank book to use to record your thoughts,

ideas, reflections etc. in any form you wish (text entries, pictures, cartoons, found

objects, photos, sketches etc.) and in any language you wish. This Journal will be a

private place to record these thoughts.

From time to time in the workshop you will be given some open-ended questions to

consider and then to write some words on the topics in your Journal. In some cases the

information you record will be useful for discussions with your Learning Partner, other

participants, or other people around you. You can always decide how much of your

Journal you wish to share.

The purpose of this Journal is to provide a consistent format for documenting your

development through the training and capturing information about how you are applying

what you have gained from the various activities in the programme. The intent of this

reflective process is to track the different ways that your experiences influence change in

your understanding and practices as well as the challenges to change and application of

what you are learning. As such, your Journal should provide you a baseline for your

personal journey. For example, the way you answer certain questions now at the onset

of the training could change over the course of the programme. The way you see the

world and your role as a leader in it might transform, and the way you deal with diversity,ask questions, notice and listen might shift. All these things we will be considering

through the Journaling exercise and early entries, as you look back at them, will help you

see this change more clearly.

If you have any questions about how to keep your Journal or use it to help you see

change and progress, you can speak to your Facilitator.

How to Use Your Journal

Below are some suggestions on how to use your Journal to capture reflections and ideas

that you have throughout the programme.

You have been given a blank book for your Journal to allow for maximum flexibility and

creativity in the way you use it. However from time to time you will need to go back to

entries to compare or reflect on your thinking. In order to be able to find earlier entries,

you might wish to use the following technique to help you organise your information:


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Leave the first few pages free to create a Table of Contents. At the top of those

pages create the following columns on the top of each page: Page Number,

Date, Subject, Notes (or others you prefer.)

Number the pages throughout the Journal in the upper right hand corner. You

can number every other page. This will help you keep track of specific entries

and find them again quickly.

You will begin to write in your Journal and whenever you have an important one,

then you can add that to the Table of Contents at the beginning, which you will

build up over time. You can also log into the Table of Contents whenever you

start a new week or month, depending on how often you are recording your

thoughts.

Write in your Journal at least once a day

You may write more frequently if you wish. We have given you some questions

throughout the workshop for specific reflections. Otherwise this is your personal Journal

and you should feel free to capture any thoughts, reflections or ideas as frequently as

you wish. The usefulness of this learning tool for you depends on your diligence!

Be creative!

You may want to add to the written part of your journal with sketches, photographs, orother illustrations that help you remember or explain your reflections. Imagine that you

would use your Journal to tell stories to your children or other young people in your life


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Slide 1

Copyright, 2006 -- LEAD International

Date, YearVenue, Place, Country

LEAD is a global network of individuals and organisations committed to sustainable development.

Regional Workshop for Young

Leaders in Governance

A Leadership for Environment and Development (LEAD) Workshopfor Capacity 2015 Asia, ARGP, APGMP, and RIPP

Slide 2


S E S S I O N 1

WelcomeCeremonies


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Slide 3


S E S S I O N 2

Introduction to theProgramme

Introduction to the PartnersOverview of the Asian Young Leaders for GovernanceProgrammeIntroduction to the Regional Training Workshop objectives, methodology, schedule and facilitatorsParticipant IntroductionsPostcards: Personal Definitions of Leadership

Slide 4


Introduction of the Partners

UNDP Capacity 2015

UNDP Asia Regional GovernanceProgramme (ARGP)

UNDP Regional Indigenous PeoplesProgramme (RIPP)

Asia-Pacific Gender MainstreamingProgramme (APGMP)


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Slide 5


Overview: Asia Young Leaders for

Governance Programme

Rationale and goals for the programme

Profile of participants

Overall structure

Outcomes

Why this is an exciting programme

Slide 6


Introduction to the First RegionalTraining Workshop

Aims of the WorkshopTo focus on the role of leadership within

our own social and professional contexts

To explore our own leadership style andpreferences in different contexts

To strengthen a set of key leadership skillsincluding: systems thinking, cross-cultural

communications, and negotiationTo build a community of practice which

allows us to share our views on leadershipopportunities and challenges in the region.


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Slide 7


Workshop Schedule

Day 1: Introduction to Leadership

Day 2: Systems Thinking forTransformational Change

Day 3: Cross-cultural Communication andField Visit

Day 4: Problem-solving and Negotiation

Day 5: Leadership for Young Leaders in

Governance

Day 6: Development Modules

Slide 8


Free EveningEveningAssessmentMeetings

Free EveningFree EveningWelcomeReception andDinner

Session 31:WorkshopClosing

Session 27:DevelopmentModules: Anti-Corruption andLeadership

Session 21 :Debriefing,Applying andClosing

Field ActivitySession 9:AnticipatingResistanceSession 10:ApplyingPrinciples

Session 5:VisualizationActivity and KeyLeadershipAttributes

Session 30LeadershipPanel

Session 26DevelopmentModules:Assessing andDevelopingLeadershipCapacities

Session 20:Multi-PartyNegotiationSimulation

Field ActivitySession 8(cont)Facilitating Self-SustainingChange PartII

Session 4:Finding Your OwnLeadership Style

LunchLunchLunchLunchLunchLunch

Session 29:DevelopmentModules:IndigenousPeoples andLeadership

Session 24:Thematic GroupDiscussionsSession 25:Peer Feedback

Session 19:PreparationforSimulation

Session 15:Intercultural Skills& CulturalAssumptionsSession 16:Attitudes &CulturalDifference

Session 8:Facilitating Self-SustainingChange Part I

Session 3:IdentifyingLeadershipChallenges Discussion

Session 28:DevelopmentModules:Gender and

Leadership

Session 22:Plenary RoadMapSession 23:

Using ourLeadershipTools

Session 17:Introductionto the DaySession 18:

KeyConcepts toNegotiation

Session 11:Introduction tothe DaySession 12:

What is CultureSession 13:Matching Valuesto BehaviourSession 14:Culture inContext

Session 6:Introduction toSystemsThinking

Session 7:ExploringBehaviour OverTime

Session 1:WelcomeCeremoniesSession 2:

Introductions,ProgrammeOverview andObjectives

15 July

Saturday

14 July

Friday

13 July

Thursday

12 July

Wednesday

11 July

Tuesday

10 July

Monday

Day 6Day 5Day 4Day 3Day 2Day 1


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Slide 9


Facilitation Team

Facilitation:

Organisation:

Website:

Slide 10


Methodology

Experiential

Peer Learning

Participatory and Interactive

Individual and Group Focused Reflection


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Slide 11


Experiential LearningThere is a world of difference between knowing thatsomething is true, because one has been told it bysome authority and knowing that it is true, becauseone has experienced it (albeit in a simulated situation)for oneself.

(Elgood, Chris 1990)

When I hear, I forget.

When I see, I remember

When I do, I understand

Slide 12


Tools for Learning

Initiatives

Games/simulations

Individual activities/Questionnaire

Group discussions

Presentations

Video

Reading

Journaling


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Slide 13


Day 1: Introduction to Leadership

Aims;

To set the context for discussions aboutleadership in the region;

To focus on leadership styles, both our ownand those of others, in an innovative way;and

To explore the dimensions and dynamics of

leadership within our social and professionalcontexts.

Slide 14


Day 1 ScheduleSession 1: Welcome Ceremonies

Session 2: Introduction to the Asian Young Leaders forGovernance Programme and the RegionalLeadership Workshop

Break

Session 3: Identifying Leadership ChallengesLunch

Session 4: Finding your Own Leadership StyleBreak

Session 5: Visualization Activity and Reflections on the Day


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Slide 15


Participant Introductions

Personal Definitions of Leadership Select an image from the table that demonstrates

your own definition of leadership.

Introduce yourself to your partner, stating yourname, country, and institution.

Also briefly explain to the group why you selected

the card, and how it reflects your definition ofleadership.

Slide 16


Introductions by Speed Meeting

We will have the opportunity to introduceeach other through this activity.

Using the questions provided, we will haveseven, 3 minute rounds.

At the end, you will pick your Learning

Partner for the week.


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Leadership Challenges

Ask each participant to think of 3 to 5 challenges. These should be recorded oncards one per card.

The cards should be pinned to a pinboard and grouped by the facilitators, basedon suggestions from the participants.

Each group should then be named and given a title by the participants. A cardrecording this title should be pinned over the group to which it relates.

All participants should then be given three stickers coloured dots numbered1, 2 and 3. They should be asked to place the sticker with #3 on on the categoryof challenge that they prioritise as most important, the #2 on the second highestpriority, and #1 on the third priority.

The numbers allotted to each category should then be added up and the grouppriorities identified. This is an example of a ranking exercise, and will bediscussed further at the end of session 11 when prioritisation is discussed.

The categories of challenges should then be written onto flip-charts and abrainstorming session undertaken to identify ways in which these challengespresent opportunities to the participants in their leadership roles. Can theparticipants identify positive ways of countering the challenges?

Slide 19


Rules for Writing on Cards

Write one challenge per card.

Write only a couple of words to describe thechallenge.

Write clearly in large letters the card shouldbe clearly readable when displayed on a pin-board.

Use a dark coloured marker pen.


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Slide 20


The challenges you identify will be pinned to aboard, and grouped with similar challengesidentified by other participants.

All participants will then consider the groupingsand suggest titles for each.

The titles that are agreed will then be written on

different coloured cards and used to label eachgrouping.

Leadership Challenges

Slide 21


Prioritizing the Challenges

You will then be given three stickers coloured dots.

You are going to use these stickers to labelthe challenges that you consider to be mostimportant.

Identify the challenges that you think aremost important and place stickers on the title

cards. If you think that one challenge is far more

important that the others, you can place morethan one sticker on that grouping.


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Slide 22


Leadership Opportunities The number of stickers allocated to each

category will then be added up and thepriority groups identified.

Working in teams, you will be given one ofthe four most important challenges to writeonto a flip-chart.

Your team will then brainstorm ways in which

these challenges present opportunities forleadership. Can the group identify positiveways of countering the challenges?

Slide 23


Gallery Walk

The sectoral groups will post their challengesand opportunities work

Participants will have the chance to walk andlook at the various contributions to thediscussion on leadership in the region.

When people have viewed the work, a 10minute reflection time with Learning Journalswill help people capture what they arenoticing.


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Slide 24


S E S S I O N 4

Finding Your OwnLeadership Style

Individual Leadership Style SurveyLeadership Styles Review and Discussion

Slide 25


Leadership Style Questionnaire

The questionnaire lists ten descriptions of, orstatements on, aspects of leadership.

For each one, tick the box that is closest to yourown attitude or leadership practice.

This questionnaire asks you to state what your

preferences are.


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Slide 26


Leadership Styles

TELLS EXPLAINS CONSULTS SHARES DELEGATES

Autocratic DemocraticAuthoritarian Dynamic Participative

0 30

Slide 27


Problem Solving Activity

Problem Solving Activity: Towers

Debrief According to Survey Results


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Slide 28


S E S S I O N 5

Visualization Activity

Visualization Exercise Leadership and Followership

Slide 29


Visualization Activity

Think about an important moment orpoint in your life when you were afollower of a leader you admired.

Tell the story of this leader to yourgroup.


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Slide 30


Visualization Activity cont. Discussion Questions:

What were some of the qualities that thisleader possessed that made you happy tofollow this person?

What did the leader DO that made youhappy to follow him/her?

How did you act in response to his/her

actions?

Slide 31


Learning Journal Activity

Take 15 minutes to reflect on that lastexercise in your Learning Journal.

Did the exercise give you any newideas, or reinforce any thoughts youhave had about yourself as a leader?

Try to note down three things that youmight follow-up on as a result of todaysdiscussions.


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Slide 32


Learning Partner Discussion

This last exercise of the day will provideus with the opportunity to meet with ourLearning Partners for a 10 minuteconversation about:

What is one new insight I gained today

What would I like to learn or practiceduring this week

Slide 33


Closing Circle

Summary and reflections of theday


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fm - leadership overview challenges and styles

Documents