FM - Leadership Overview Challenges and Styles

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

in Governance
Facilitator’s Manual
Prepared by Gillian Martin Mehers and Gitanjali Bedi

LEAD International • April 2006
Table of Contents
Welcome to Facilitators 3
Introduction to the Facilitator’s Manual 4
Master Materials List 5
Overall Schedule 7
Day 1 Day 1: Agenda 9

Facilitator’s 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


• 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
FAC I L I TATO R ’S M A N UA L 1
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
2 FAC I L I TATO R ’S M A N UA L
Introduction
Welcome to Facilitators
This Facilitator’s 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 its
merits 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 (Gillian@lead.org) at any point in the programme. They will be most
appreciated.
Welcome to our team!
The LEAD Training Team

April 2006
Introduction
How to Use This Manual
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!
Introduction
Master Materials List
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
Participant Session Schedule
Southeast and East Asia Sub-Regional Leadership Course for Young Leaders in Governance
10-15 July 2006 Bangkok, Thailand
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 DAY 6

10 JULY 11 JULY 12 JULY 13 JULY 14 JULY 15 JULY
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY
Session 1: Session 6: Session 11: Session 17: Session 22: Session 28:
Welcome Introduction to Introduction to the Introduction to the Plenary Road Map Development
Ceremonies Systems Thinking Day Day Session 23: Modules: Gender
Session 2: Session 7: Session 12: Session 18: Using our and Leadership
Introductions, Exploring What is Culture Key Concepts to Leadership Tools
Programme Behaviour Over Session 13: Negotiation
Overview and Time Matching Values to
Objectives Behaviour
Session 14:
Culture in Context
Identifying Facilitating Self- Intercultural Skills & Preparation for Thematic Group Development
Leadership Sustaining Change Cultural Simulation Discussions Modules:
Challenges – – Part I Assumptions Session 25: Indigenous Peoples
Discussion Session 16: Peer Feedback and Leadership
Attitudes & Cultural
Difference
Lunch Lunch Lunch Lunch Lunch Lunch
Session 4: Session 8 (cont): Field Activity Session 20: Session 26: Session 30:
Finding Your Own Facilitating Self- Multi-Party Development Leadership Panel
Leadership Style Sustaining Change Negotiation Modules: Assessing
– Part II Simulation and Developing
Leadership
Capacities
Session 5: Session 9: Field Activity Session 21: Session 27: Session 31:
Visualization Anticipating Free Evening Debriefing, Development Workshop Closing
Activity and Key Resistance Applying and Modules: Anti-
Leadership Session 10: Closing Corruption and
Attributes Applying Principles Leadership
Welcome Free Evening Evening Free Evening

Reception and Assessment
Dinner Meetings
Schedule
Day 1: Introduction to Leadership
Monday 10 July
Bangkok, Thailand
TIME EVENT CONTENT FACILITATOR/CHAIR

08:30 Session 1 - • Welcome by UNDP and local Indigenous Leader
Welcome Ceremonies (name, affiliation).
(Meeting Room)
09:00 Session 2 - • Introduction to the Southeast and East Asian Sub-
Introduction, Programme, Regional Leadership Course for Young Leaders in
Overview and Ojectives Governance and partners - objectives, methodology,
(Meeting Room) schedule, and facilitators.
• Presentations by Capacity 2015 Asia, Asia Regional
Governance Programme, Regional Indigenous
People’s Programme.
• Participant Introductions. “Postcards: Personal
Definitions of Leadership”.
10:30 Coffee Break
11:00 Session 3 – • Group Exercise: Identifying the challenges to good
Identifying Leadership leadership in different contexts.
Challenges • Learning Partner Gallery Walk.
12.30 Lunch
14:00 Session 4 – • Individual Leadership Style Survey.
Finding Your Own • Leadership styles review and discussion.
Leadership Style
14:30 Session 4 (cont) - • Towers activity.
Problem-solving Activity • Debrief according to survey results.
15:30 Coffee Break
15:45 Session 5 - • A visualization exercise: ‘Leadership’ and ‘Followship’.
Visualization Activity and • Group discussion.
Reflection • Learning Journal activity.
16:15 Closing Circle • Learning Partner discussion.
• Summary of day.
17:00 Close
18:30 Welcome Dinner Participants and some invited guests will be
welcomed with an opening dinner at the hotel.
Facilitator’s Notes
Session 1
Welcome Ceremony
OBJECTIVE PREPARATION
To welcome participants onto the Southeast and East Asia • Room set up and equipment in place for the day.
Sub-Regional Leadership Course for Young Leaders in • Seating could be small groups seated at round tables
Governance Course. (maximum 10 persons per table) if possible. For this first
session it could be more formal if you can move people into
The Southeast and East Asia Sub-Regional Leadership Course tables at the coffee break.
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 PROCESS
region.
This welcome session will take the character of the host
institution. It is a short session, and at the same time very
TIME SCHEDULE important to allow the guest speaker, host institution and
partners to speak and demonstrate the commitment of the
08:30 Session 1 partners to the process and outcome of the session.
09:00 Session 2
10:30 Coffee Break
11:00 Session 3 FACILITATOR NOTES
This is a rather ceremonial start to the workshop, and it

GOALS FOR SESSION 1 allows the partners to speak and provide their vision for the
session and this programme.
• Settle people down and make them feel comfortable.
• Welcome participants to the workshop by local leader. You will want to make sure and brief the speakers about their
• Introduce host institutions and partners 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
MATERIALS REQUIRED partners comes in Session 2.
• 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
Session 2
Introductions, Programme Overview
and Objectives
To provide participants with an introduction to the six day • Place the images/postcards on a table in the entrance
leadership workshop. area with a flipchart sign saying, “Please choose an image
that demonstrates your own definition of leadership”
Participants will be guided through the workshop objectives, • As people walk into the room, have one of the facilitators
the LEAD methodology and schedule for the following six drawing people’s attention to this so people can select a card
days. There will be an opportunity for participants to and have it already as they enter the room.
introduce themselves and get to know each other better Process
through an interactive exercise whereby personal definitions
of leadership will be explored. 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
TIME SCHEDULE introduction to their institutions (5 minutes each) using
several PowerPoint slides if wished.
09:00 Session 2
10:30 Coffee break After the partners, the participants should be introduced to
11:00 Session 3 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,
GOALS FOR SESSION 2 they can also be introduced at this time. This introduction can
be done using PowerPoint slides or other visual aids.
• Introduce the programme, the partners and the workshop
objectives, methodology, schedule and facilitators After this sequence, participants will introduce themselves
• To introduce the participants and their own views on using the postcards/images they selected on entering the
leadership. 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
MATERIALS REQUIRED activity, which is the participants’ introductions. At this time,
ask people to look at their card and take a few minutes to
• Postcards or images (enough for all participants and a think about the image they see and how it illustrates their
few extra) own personal definition of leadership. While people take a
• Flip chart paper and pens moment to think, you can tell people who did not take a card
to go and select one.
Once people are ready, if space permits, you can ask people FACILITATOR NOTES
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. The introductions exercise can easily get out of hand in terms
of timing if the first few people take a long time to introduce
Ask each person to VERY BRIEFLY, give you three pieces of themselves. You might want to either do the first one
information: yourself to set a good example, or have a few people whom
• Their name you have briefed in advance do this. If need be, you might
• Their institution need to repeat the three fields (if people are giving more or
• Describe their image and tell why it illustrates their leaving out something) or remind people to keep it very
personal definition of leadership 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
Go around the circle or room until each person has been able people quick and on task.
to speak.
Session 3
Identifying Leadership Challenges
To identify the challenges to good leadership in different • For this session you need breakout rooms or separate
contexts. spaces, enough for the number of sectors that will be
working in small groups.
By way of a facilitated discussion, this session will provide an • In each of the breakout rooms, create a space that people
opportunity for participants to consider the challenges that will use to post their ideas. This can be a blank wall, or a wall
exist to good leadership practice in a variety of professional, covered with flip chart paper, or pinboards (big enough for
social and cultural contexts. Participants will also explore the card exercise)
opportunities to overcome these and share some of their • Prepare your tape or sticky stuff in advance as you will be
personal leadership experiences. 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.
TIME SCHEDULE • Cut the dots in advance into 3 dots per person, so that it
is easier to hand them out at the end.
11:00 Session 3 • Make certain that you have enough group facilitators for
12:30 Lunch the small groups, if need be, select one or two participants to
14:00 Session 4 help and brief them in advance.
• Put all the participants names in a hat or box (for
selecting Learning Partners)
GOALS FOR SESSION 3
• To help people identify the challenges to good local PROCESS

leadership in different contexts.
For this exercise, people will be working in small sectoral
groups. Depending on the size of the initial group, this can be
MATERIALS REQUIRED traditional sectors: private, NGO, government, academia, and
media. Or you can use other labels to divide the group. Each
• Cards (2 or 3 per participant) group should have a facilitator, so that people can concentrate
• Markers – one per 1 or 2 participants on the activity, which has a number of steps.
• Wallspace or flipchart paper on the wall, or pinboards
• Sticky stuff or masking tape Step 1:
• Dots, 3 per person Let people sit together either in a circle or around a set of
• Flip chart and paper 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 is
small, they can have 3. This will help you manage the
number of inputs you will using in the second step. Ask Optional Step:
people to think for a moment about the challenges they see With at least 20 minutes, you can take the top 3 priorities
to good local leadership in their sector. Give them a few and divide your sectoral group into 3 sub-groups and ask
minutes to think and ask them to write one challenge per them to have a conversation about “Their challenge”. They
card (just a few words). can have a short discussion about the following: “What can a
leader do, what have they tried and seen tried in their
Step 2: context to meet this challenge?” They can record some
Once people have filled in their cards, collect them and you thoughts if they wish and post it with their other materials.
will start to post them on your pinboard, wall or white space
area. Read them out as you post them and take a first If there is not enough time for this, go directly to Step 5
attempt at grouping them. When you see similar words or and 6:
items, start to cluster them. If in doubt ask the participants, or
involve them in helping you cluster them. Try not to turn your Step 5:
back on the participants during this. This session ends first with a 10-minute Learning Partner
Gallery walk so that the groups can see what kind of
Step 3: challenges have been identified for the different sectors.
Once the clusters are up, ask the group if they can help you
label the clusters with one or two word titles which Step 6:
exemplify the clusters. Ask people if things still need to be After the Gallery Walk, reconvene the plenary for a short
moved around. discussion about what people noticed. Ask the group, “when
you walked around the boards and talked to your Learning
Step 4: Partner about the challenges that the sectors faced, what did
Hand out 3 dots per person, remind people of the clusters you notice?” Probably people will reflect on how similar the
and ask people to vote for their top 3 challenges. Which of all challenges are, no matter what the sector. At the same time
these do people think are the three top ones. Once they vote, there might also be some useful differences. Noticing this
you can rank them. Rewrite these cluster titles, in their order helps the group understand some of the different perspective
of priority to the group on a flipchart. and contexts held by group members and should help them
be active listeners during the week.
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 FACILITATOR NOTES
them select the name of their Learning Partner from a hat.
People can select names until all the people have been In this session, one of the main goals is to get people to
selected. Once someone has been selected, they do not pick think about local leadership practice in their own context and
again. The Learning Partner Gallery Walk then involves to start to share some of their stories and experiences. As this
learning partner pairs going around the room together is a sectoral discussion to begin with, it helps people network
viewing the card exercise and discussing their observations. with others who have a similar background, and helps people
If you find you have extra time (at least 20 minutes) you can find affinities in the stories being told. At the same time, the
add this step: 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 applicable
across the diversity of the group.
Session 4
Finding Your Own Leadership Style
To enable participants to identify their own leadership style. • Have the materials centrally located and ready for the
exercise.
Participants will identify their own preferred leadership style • Draw the scoring preference for the Leadership Style
through use of an individual survey tool. There will be a Survey on a flipchart and hang up on wall when this exercise
review of the styles followed by an interactive discussion starts.
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 PROCESS
leadership styles.
Time Schedule This session has two activity components each followed by a
discussion component.
14:00 Session 4
15:30 Coffee Break For the first activity component, frame the activity, which is
15:45 Session 5 done individually. Distribute the hand-out on the Leadership
17:00 Close 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
GOALS FOR SESSION 4 15 – 20 minutes to discuss the group’s preferences.
• To explore participants’ individual leadership styles and For the discussion component, ask the following questions:
preferences • 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
MATERIALS REQUIRED of leadership may be required?
• Flipchart paper and different coloured markers. Note that different leadership styles are required for different
• Hand-outs for Leadership Style Survey. situations. We need to become aware of our own style and
• Flipchart with scoring preference for Leadership Style learn to adapt it if need be to differing leadership styles
Survey. different contexts may require.
• 35 sheets of paper per 6 people (so if you have 24
people, you need 140 sheets of paper) NOTE: This can be After the above discussion, immediately start the second
scrap or waste paper, and should be A4 or letter size, unbent activity component, which is the Towers Activity. For this
and uncut. activity, put together 3 Learning Partner Pairs (or you could
put the groups together randomly) and present each group
with the 30 sheets of paper.
Frame the Towers Activity using the slide set and give people FACILITATOR NOTES
the required amount of time to plan and build their paper
towers. At the end, wait for the minute, measure the Towers This session is about noticing our leadership style and
and announce the winners (to great applause). preferences and testing our assumptions about how we
operate in the world as leaders and team members with a
For the discussion component, ask people first to discuss the real problem-solving experience. Sometimes people identify
following questions in their small groups: incongruence between their preferences and their actions,
• What did you notice about your leadership in your Towers others find they have not thought so much about a “personal
team? style” and the action of naming qualities about themselves is
• How consistent were you with the leadership style you a useful one.
defined earlier?
• Is there anything else you noticed about your leadership This exercise could be complemented by a leadership styles
style and preferences when assuming leadership positions questionnaire, if the group would prefer a tool to analyse
and working in teams? their leadership styles in this way. Prior to selecting this
option, a conversation about cultural assumptions and
Then ask people to come back into plenary. Use the slides to leadership could help determine whether a generic tool could
start the discussion about the following: be useful in this context.
• What are some key reflections on this exercise? How did
it help us to explore our personal leadership styles- what new
insights did it give us
Directly after this discussion is the coffee break.
Session 5
Visualization Activity and Key
Leadership attributes
To use visualization to help participants identify their own None

inspirational leaders and to explore key leadership attributes
through a brainstorming exercise.
PROCESS
Participants will be guided through a visualization activity that
will help them identify and analyse an important personal This final session in the day helps participants to pin the
leader. This sequence will include an exploration of key discussions on real life leaders that they watch and admire.
qualities, leadership and “followership” and what works in
different leadership contexts. 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
TIME SCHEDULE follow. Give them a few minutes to select someone I their
minds and think about them. Then ask them, at their tables
15:30 Coffee break to share the story of this person with their group. Then ask
15:45 Session 5 the group to consider the following questions:
16:15 Closing Circle – What were some of the qualities that this leader
17:00 End of the Day possessed that made you happy to follow this person?
– What did the leader DO that made you happy to follow
him/her?
GOALS FOR THE SESSION – How did you act in response to his/her actions?
• To anchor the previous discussion in the context of Depending on the group and the time, you could ask the
observed and appreciated leadership styles through a guided tables to continue this discussion or you could conduct it in
visualization exercise. Using an appreciative frame, this plenary. After the discussion (20-30 minutes) you can
session helps us learn from what works. introduce the Journaling questions and then leave people to
reflect on the questions:
MATERIALS REQUIRED • Take 15 minutes to reflect on that last exercise in your

Learning Journal.
• Learning Journals • 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 today’s discussions.
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.
Resources
SESSION 4:
Leadership Styles Survey

Towers Activity Instructions
SESSION 5:
Learning Journal
Leadership Styles Questionnaire
EXERCISE:
Below are ten descriptions or aspects of leadership. For each one, tick the box that is
closest to your own attitude and leadership practice or preference.
I am a I am fairly I am
firm keen on I am not strongly
believer this really opposed to
in this keen this
1. Closely supervising people at all times
2. Encouraging people to set their goals and

standards themselves
3. Allowing people to take on increasing

responsibility
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 in

complete detail
CAPACITY 2015 ASIA LEAD

7. Letting people plan their own work as much
as possible
8. Keeping worries about my organisation

to myself
9. Allowing people to make important decisions

themselves
10. Always seeking ways to extend people and

broaden their contributions

Scoring Sheet
Transfer your answers to this list by circling your choice in each case.
I am a firm I am fairly I am not I am

believer in keen on this really keen strongly
this on this opposed to
this
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
+ + + =

Mark your score on the line below to show your preference within a range of possible
styles of leadership
Directing Style Delegating Style

Design and Build a Paper Tower
Team Briefing
Your team is required to use the 40 pieces of paper to build a FREE STANDING
structure, as high as possible.
The structure can be of any design but must be stable enough to be measured 2
minutes after the 5 minute construction period ends. You must NOT use a wall or any
other object to support the structure at any time. You must not use any instrument
other than your hands to fold and stack the pieces of paper.
During the planning phase you must agree and produce a set of written and
diagrammatic instructions that would enable another team to produce the structure
exactly and within the proposed timescale, using a specified amount of paper. Each
team will be sited in a separate place for the planning phase of this exercise.
As part of your plan you must specify the exact height of the structure you plan to
build. You must also specify the number of sheets of paper you plan to use.
Following the briefing period your team will have 20 minutes in which to plan your
structure and up to 5 minutes in which to build it.
The written and diagrammatic instructions must be handed to the facilitator before
the end of the planning phase, using some of the sheets provided.
If teams have built towers of equal height, then the winning team will be judged to be
the team that has match the design specification it developed most accurately.
Note:
• Only whole pieces of paper may be used – the paper cannot be torn into smaller
pieces.
• The use of paperclips, spittle, or any other material is STRICTLY PROHIBITED.
• Avoid accidents.
• Avoid draughts.
• The structure must NOT be supported by any other object.
• Espionage will NOT be tolerated.
• Violence must NOT be used against other teams or individuals, or against
property.

Your Journal
Throughout 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:

• 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, or
other 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…

Slide 1
Regional Workshop for Young

Leaders in Governance
A Leadership for Environment and Development (LEAD) Workshop
for Capacity 2015 Asia, ARGP, APGMP, and RIPP
Date, Year
Venue, Place, Country
LEAD is a global network of individuals and organisations committed to sustainable development.
Copyright, 2006 -- LEAD International
Slide 2
SESSION 1
Welcome
Ceremonies
31
Slide 3
SESSION 2
Introduction to the
Programme
•Introduction to the Partners

•Overview of the Asian Young Leaders for Governance
Programme
•Introduction to the Regional Training Workshop –
objectives, methodology, schedule and facilitators
•Participant Introductions
•Postcards: Personal Definitions of Leadership
Slide 4
Introduction of the Partners
• UNDP Capacity 2015

• UNDP Asia Regional Governance
Programme (ARGP)
• UNDP Regional Indigenous People’s
Programme (RIPP)
• Asia-Pacific Gender Mainstreaming
Programme (APGMP)
32
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 Regional

Training Workshop
Aims of the Workshop
– To focus on the role of leadership within
our own social and professional contexts
– To explore our own leadership style and
preferences in different contexts
– To strengthen a set of key leadership skills
including: systems thinking, cross-cultural
communications, and negotiation
– To build a community of practice which
allows us to share our views on leadership
opportunities and challenges in the region.
33
Slide 7
Workshop Schedule
• Day 1: Introduction to Leadership
• Day 2: Systems Thinking for
Transformational Change
• Day 3: Cross-cultural Communication and
Field Visit
• Day 4: Problem-solving and Negotiation
• Day 5: Leadership for Young Leaders in
Governance
• Day 6: Development Modules
Slide 8
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6
10 July 11 July 12 July 13 July 14 July 15 July
Monday Tuesday Wednesday Thursday Friday Saturday
Welcome Introduction to Introduction to Introduction Plenary Road Development
Ceremonies Systems the Day to the Day Map Modules:
Session 2: Thinking Session 12: Session 18: Session 23: Gender and
Introductions, Session 7: What is Culture Key Using our Leadership
Programme Exploring Session 13: Concepts to Leadership
Overview and Behaviour Over Matching Values Negotiation Tools
Objectives Time to Behaviour
Session 14:
Culture in
Context
Identifying Facilitating Self- Intercultural Skills Preparation Thematic Group Development
Leadership Sustaining & Cultural for Discussions Modules:
Challenges – Change – Part I Assumptions Simulation Session 25: Indigenous
Discussion Session 16: Peer Feedback Peoples and
Attitudes & Leadership
Cultural
Difference
Lunch Lunch Lunch Lunch Lunch Lunch
Session 4: Session 8 Field Activity Session 20: Session 26 Session 30
Finding Your Own (cont) Multi-Party Development Leadership
Leadership Style Facilitating Self- Negotiation Modules: Panel
Sustaining Simulation Assessing and
Change – Part Developing
II Leadership
Capacities
Session 5: Session 9: Field Activity Session 21 : Session 27: Session 31:
Visualization Anticipating Debriefing, Development Workshop
Activity and Key Resistance Applying and Modules: Anti- Closing
Leadership Session 10: Closing Corruption and
Attributes Applying Leadership
Principles
Welcome Free Evening Free Evening Evening Free Evening
Reception and Assessment
Dinner Meetings
34
Slide 9
Facilitation Team
• Facilitation:
• Organisation:
• Website:
Slide 10
Methodology
• Experiential
• Peer Learning
• Participatory and Interactive
• Individual and Group Focused Reflection
35
Slide 11
Experiential Learning
There is a world of difference between knowing that
something is true, because one has been told it by
some authority and knowing that it is true, because
one 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
36
Slide 13

Aims;
• To set the context for discussions about

leadership in the region;
• To focus on leadership styles, both our own
and those of others, in an innovative way;
and
• To explore the dimensions and dynamics of
leadership within our social and professional
contexts.
Slide 14
Day 1 Schedule
Session 1: Welcome Ceremonies
Session 2: Introduction to the Asian Young Leaders for

Governance Programme and the Regional
Leadership Workshop
Break
Session 3: Identifying Leadership Challenges
Lunch
Session 4: Finding your Own Leadership Style

Break
Session 5: Visualization Activity and Reflections on the Day
37
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 your

name, country, and institution.
• Also briefly explain to the group why you selected

the card, and how it reflects your definition of
leadership.
Slide 16
Introductions by “Speed Meeting”
• We will have the opportunity to introduce

each other through this activity.
• Using the questions provided, we will have
seven, 3 minute rounds.
• At the end, you will pick your Learning
Partner for the week.
38
Slide 17
SESSION 3
Identifying Leadership
Challenges
•Group Exercise: Identifying the challenges to good

leadership in different contexts
Slide 18
Leadership Challenges
A brainstorming exercise around the challenges
to good leadership, and opportunities to
overcome these in your profession.
• Think about the leadership challenges (social,
political, economic, environmental, institutional, etc)
that are faced in your profession.
• What are the most serious challenges that you see
to good leadership in your profession?
• Write the 3 most important challenges you perceive
on cards.
• We will do this exercise by sectoral groups.
39
• Ask each participant to think of 3 to 5 challenges. These should be recorded on

cards – one per card.
• The cards should be pinned to a pinboard and grouped by the facilitators, based
on suggestions from the participants.
• Each group should then be named and given a title by the participants. A card
recording this title should be pinned over the group to which it relates.
• All participants should then be given three stickers – coloured dots – numbered
1, 2 and 3. They should be asked to place the sticker with #3 on on the category
of challenge that they prioritise as most important, the #2 on the second highest
priority, and #1 on the third priority.
• The numbers allotted to each category should then be added up and the group
priorities identified. This is an example of a ranking exercise, and will be
discussed further at the end of session 11 when prioritisation is discussed.
• The categories of challenges should then be written onto flip-charts and a
brainstorming session undertaken to identify ways in which these challenges
present opportunities to the participants in their leadership roles. Can the
participants 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 the
challenge.
• Write clearly in large letters – the card should
be clearly readable when displayed on a pin-
board.
• Use a dark coloured marker pen.
40
Slide 20
• The challenges you identify will be pinned to a
board, and grouped with similar challenges
identified by other participants.
• All participants will then consider the groupings

and suggest titles for each.
• The titles that are agreed will then be written on

different coloured cards and used to label each
grouping.
Slide 21
Prioritizing the Challenges

• You will then be given three stickers –
coloured dots.
• You are going to use these stickers to label
the challenges that you consider to be most
important.
• Identify the challenges that you think are
most important and place stickers on the title
cards.
• If you think that one challenge is far more
important that the others, you can place more
than one sticker on that grouping.
41
Slide 22
Leadership Opportunities
• The number of stickers allocated to each
category will then be added up and the
priority groups identified.
• Working in teams, you will be given one of
the four most important challenges to write
onto a flip-chart.
• Your team will then brainstorm ways in which
these challenges present opportunities for
leadership. Can the group identify positive
ways of countering the challenges?
Slide 23
Gallery Walk
• The sectoral groups will post their challenges

and opportunities work
• Participants will have the chance to walk and
look at the various contributions to the
discussion on leadership in the region.
• When people have viewed the work, a 10
minute reflection time with Learning Journals
will help people capture what they are
noticing.
42
Slide 24
SESSION 4
Finding Your Own

Leadership Style
•Individual Leadership Style Survey

•Leadership Styles Review and Discussion
Slide 25
Leadership Style Questionnaire
• The questionnaire lists ten descriptions of, or

statements on, aspects of leadership.
• For each one, tick the box that is closest to your
own attitude or leadership practice.
• This questionnaire asks you to state what your
preferences are.
43
Slide 26
Leadership Styles
Autocratic Authoritarian Dynamic Participative Democratic
TELLS EXPLAINS CONSULTS SHARES DELEGATES
0 30
Slide 27
Problem Solving Activity
• Problem Solving Activity: ‘Towers’

• Debrief According to Survey Results
44
Slide 28
SESSION 5
Visualization Activity
•Visualization Exercise ‘Leadership’ and ‘Followership’
Slide 29
Visualization Activity
• Think about an important moment or

point in your life when you were a
‘follower’ of a leader you admired.
• Tell the story of this leader to your

group.
45
Slide 30
Visualization Activity cont.

• Discussion 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?
Slide 31
Learning Journal Activity

• 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 things that you
might follow-up on as a result of today’s
discussions.
46
Slide 32
Learning Partner Discussion

• This last exercise of the day will provide
us with the opportunity to meet with our
Learning Partners for a 10 minute
conversation about:
– What is one new insight I gained today
– What would I like to learn or practice
during this week
Slide 33
Closing Circle
• Summary and reflections of the

day
47

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Southeast and East Asia Sub-Regional

Leadership Course for Young Leaders

Prepared by Gillian Martin Mehers and Gitanjali Bedi

Day 1 Day 1: Agenda 9

Day 2 Day 2: Agenda 49

Day 3 Day 3: Agenda 147

Day 4 Day 4: Agenda 213

Day 5 Day 5: Agenda 391

Day 6 Day 6: Agenda 411

Welcome to our team!

The LEAD Training Team

How to Use This Manual

Master Materials List

Day 1 • Session workbooks (required every day)

Day 2 • 4 flip charts, paper and coloured markers

Day 3 • Flip chart, paper and markers

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

Day 5 • Video camera

Day 6 • Name plates for leadership panellists

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 DAY 6

Welcome Free Evening Evening Free Evening

TIME EVENT CONTENT FACILITATOR/CHAIR

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

• Session Workbook for participants

• To help people identify the challenges to good local PROCESS

Directly after this discussion is the coffee break.

To use visualization to help participants identify their own None

MATERIALS REQUIRED • Take 15 minutes to reflect on that last exercise in your

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

Leadership Styles Survey

1. Closely supervising people at all times

2. Encouraging people to set their goals and

3. Allowing people to take on increasing

4. Making sure people know that punishment for

5. Continually pushing people to meet targets

6. Spelling out all directions to people in

CAPACITY 2015 ASIA LEAD

8. Keeping worries about my organisation

9. Allowing people to make important decisions

10. Always seeking ways to extend people and

CAPACITY 2015 ASIA LEAD

I am a firm I am fairly I am not I am

CAPACITY 2015 ASIA LEAD

Directing Style Delegating Style

CAPACITY 2015 ASIA LEAD

CAPACITY 2015 ASIA LEAD

How to Use Your Journal

CAPACITY 2015 ASIA LEAD

Write in your Journal at least once a day

CAPACITY 2015 ASIA LEAD

Regional Workshop for Young

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

Copyright, 2006 -- LEAD International

Copyright, 2006 -- LEAD International

•Introduction to the Partners

Copyright, 2006 -- LEAD International

Introduction of the Partners

• UNDP Capacity 2015

Copyright, 2006 -- LEAD International

Overview: Asia Young Leaders for

• Rationale and goals for the programme

Copyright, 2006 -- LEAD International

Introduction to the First Regional

Copyright, 2006 -- LEAD International