Is there a need to provide "leadership training" opportunities for graduated and/or currently enrolled SYLFF fellows? If yes, what kind of "leadership training"? What are some examples of effective leadership training? If not, why?

　

Discussion during Sessions II and IV were reviewed. The convenor pointed out that participants did not come to an agreement regarding definitions of leaders and leadership. These definitions remain unclear even in the context of the SYLFF Program, which leaves leeway to reflect on these issues, but makes it difficult to identify future leaders.

Participants were asked to keep in mind the questions and answers in the questionnaire summary while thinking about and discussing the topic of leadership training.

　

A new approach to leadership education that is being co-developed by the Institute of Political Education "Pedro Arrupe", University of Deusto, and University of Palermo was introduced. This development-initiated in 2002 during the SYLFF Program administrators' meeting that was convened in San Diego, California-has as its goal the creation of an innovative program that will incorporate excellent research, innovative leadership education and training, and effective social transformations to fulfill the needs of local, regional and global communities.

　

The approach is based on the perspective of leadership as authorship, a perspective that "...reconsider[s] leadership formation as access to personal originality, i.e. the foundation of authority, its goal, and the inspiring criteria of its didactic practices. This implies the personalization of study as process, optionality, and style that unfolds as the invention [of] a personal itinerary within a web of propositions." The personal itinerary "...is anchored in the dialogue with an interlocutor (tutor)..." and is designed to promote the use of propositions from other local or international educational institutions via networking.

　

"This vision introduces a different point of view to our institutions, enabling a new approach to that which already exists." SYLFF Program administrators were invited to participate in the development of this new approach.

　

Based on discussion of "leaders" at INSEAD, the definition that a leader is someone who has followers was put forward. What about the training of leaders? They concluded that leadership comprises both inherent individual qualities and nurtured skills; this division must be taken into account when considering leadership training. The presenter and his colleagues also concluded that leadership can be collective; this kind of leadership can produce interesting results, such as setting a direction together, gaining commitment, creating alignment between people within the team, finding information from different sources, and filtering this information to a final solution that is acceptable to everyone concerned. A good leader should also ensure the following: clarity of purpose, right strategy, right structure, right people, the "glue" (i.e. attenuating personal differences within a team to achieve best results), performance measurement, discipline of execution (as the leadership is often judged by the ability to get things done), accountability, and a culture of coaching (i.e. surrounding one self with excellent people and helping them to become even better during the process). Good leaders also evolve, they depend on others, they are a product of their time, they are not defined by charisma alone, and leadership is culture contingent.　

　

From the business school point of view, there are different kinds of leadership training programs available around the world, such as:

　

1. Center for Creative Leadership: Leadership Development focusing on self-awareness

2. London Business School: Essentials of Leadership focusing on core leadership skills

3. Michigan: Managerial Leaders programs offered around the world

4. Stanford: Leadership and Strategy programs on corporate governance, and an Executive Program on Leadership and Leading Change and Organizational Renewal

5. IMD (Switzerland): Leadership and Strategy as a Program Family, cutting across general management as a whole

6. Wharton: The Leadership Journey: Creating and Developing Your Leadership

　

INSEAD also offers leadership training through a variety of different programs, such as:

　

1. Leadership in the context of emotional intelligence (EQ as opposed to IQ)

2. Leadership in High Performance Organizations

3. Business leaders' vision and behavioral change

4. Leadership development in a cross-cultural context

5. Leadership as it appears across a broad range of general management programs

　

The programs mentioned above may or may not fit the needs of widely diverse SYLFF fellows. Thus potential leadership training programs within the SYLFF context should embrace a variety of contexts (business, non-business, and others). A broad-based approach might work best, with a macro-to-micro approach, i.e. fundamental elements plus specialisms. Self-awareness might be a good starting point for these courses. These courses should also encompass several important features such as: (1)understanding the term "leader" and "manager", (2)how to guide and coach others, (3)working with others, (4)motivating and rewarding as a linking feature, and (5)loyalty.

　

Need for leadership training. The SYLFF Program focuses on fostering the best and brightest graduate students with leadership potential, who will bring wealth and prosperity to their own countries and regions and bring piece and happiness to the world. In that sense there is an urgent need of considering the possibility of leadership training within the SYLFF Program.

　

Purpose. The purposes of leadership training are to provide intensive and up-to-date training in leadership skills in the context of a changing society; to motivate leadership potential in SYLFF fellows; and create opportunities for promising young leaders to learn from each other.

　

Benefits and barriers. Globalization has influenced every corner of the world and has led to dramatic changes in all countries. Achieving sustainable development in these conditions requires appropriate leadership skills and organizing such a kind of a leadership training program will encompass certain benefits as well as barriers. The SYLFF Program has the advantage of having the potential to utilize such barriers as challenges and benefit from them by engaging in leadership training and knowledge exchange in an intercultural and diversified context. Such a program would contribute not only to familiarizing fellows with the most up-to-date leadership skills, but would also contribute towards motivation of their leadership potential and encouraging their on-going learning and professional development. With participants gathering from all of the world, the program would require specific reflection on applications in specific social contexts.

　

Existing leadership training programs in Asia:

　

1. Vietnam Women's Leadership Program by The Asia Foundation; focuses on leadership training, educational promotion, and empowerment, especially for women.

2. Leadership Development Program by the University of General Education, Hong Kong; focuses on ethical education and aesthetic training, leadership skills training, civic education, and also comprises non-formal activities.

3. Asia Pacific Leadership Program by The East-West Center, Hawaii, in cooperation with the University of Hawaii; focuses on dialogues, cultural experiences and exchanges between young professionals and students from the US, Asia-Pacific countries, and emerging Japanese political, business, and NGO leaders.

　

Bearing the above in mind, it was suggested that SYLFF leadership training contains the following elements:

　

1. leadership styles and skills in the time of globalization and changing society

2. personal development (self-confidence, sensitivity, flexibility, creativity)

3. communication skills

4. management skills

5. interpersonal relations

6. problem-solving skills

7. decision-making skills

　

Activities within this leadership training could comprise scenario analyses, case studies of problems and issues, reflection and application on specific situations. Training could take the form of two-week workshops targeting both current and graduated fellows. Workshops should include lectures and discussions, with detailed methods of instruction to be decided in consultation with professionals in the field. Finally, sessions should be organized on both inter- and intra-regional bases, and should deal with common objectives.

　

The question of whether leadership training is necessary depends critically on the type of potential leaders (academic, political The unifying trait of all leaders is to actively pursue a goal, which may be determined to a greater or lesser degree. Leadership training must refrain from infiltrating ideological positions, i.e. teach how to lead, not where to lead. Several essential traits of leaders, as outlined by Steven Sample, President, University of Southern California, were shared (The Contrarian's Guide to Leadership, Jossey-Bass, San Francisco, 2002), including:

　

　

In conclusion, leaders are unconventional, daring people, i.e. they are "contrarians".

　

The convenor concluded by providing a personal example of an excellent leadership training program in the context of SYLFF, the JREX Selection Committee Program. The Program brings five SYLFF fellows to Tokyo for four days to discuss about 65 JREX applications and recommend up to 30 for US$5,000 awards each. These five fellows are from different academic, cultural, geographic, and political backgrounds, with both genders represented. As a JREX Selection Committee Adviser, whose role is not to take part in the decisions, but to help with the group dynamics, it has been observed that fellows learn to listen to the arguments of others, to express their thoughts distinctly, and not to become personally involved in the discussions. The Committee reconvenes the following year to review the reports and recommend up to two projects for the JREX Award of US$10,000.

　

In this program, leadership training is more of a side-effect, i.e. it is not the main purpose of the program. The role of the adviser is that of a leadership trainer, fulfilling this role without the fellows' knowledge through a one-to-few contact, and in the absence of a formal leadership training program.

　

In conclusion, if leadership refers to a wide community of people with responsibilities for others, then formal leadership training is meaningful. However, if leadership refers to the few with exceptional academic, political, or other responsibilities, there cannot be such a thing as a formal leadership training; leaders become leaders by infection from others.

　

Ramli Abdullah: In Malaysia, leadership is often confused with celebrity, and these terms need to be differentiated the same way as leadership and management. Also, the rewards Michael Jenkins touched upon should be given not only to trainees but also to the trainers of the trainees, if only in non-qualitative form.

Tim Sullivan: It is interesting that in spite of the fact that participants could not come up with a definition of leadership, the meeting is ending with a panel suggesting that leadership training is necessary. In terms of models for leadership training, business-school-type short-term workshops funded by the foundation could be a feasible solution. There is also the possibility of more long-term academic programs, which might be funded in the form of fellowships and possibly with some institutional support. The tutorial model that Peter Scheid mentioned, which might take the form of internships that would focus on tutoring the fellows rather than using them as free labor which often happens with internships. The tutorial model might seem far-fetched, but is a very interesting idea worth considering. As for the business-school-type model, there are already many such programs available, and thus there is no need to create new ones for the SYLFF Program, but SYLFF could simply use an already existing one.

Michael Frischenschlager: Although many SYLFF fellows might not become great leaders, they still need leadership training for their professional careers. However, leadership training should be approached not only in a strictly business manner, but also in a human way.

Helmut Papp: The University of Leipzig selects only doctoral students for SYLFF fellowships. In cases like ours, the best way to provide leadership training is to involve fellows' academic advisors in the process.

　

　

Michael Jenkins: Clarified that business-school-type of leadership training programs mentioned would need to be tailored to the needs of the SYLFF program and SYLFF fellows. The issue of leaders versus managers should be kept in mind; agree that both trainers and trainees should receive rewards. All three models mentioned by Tim Sullivan should be considered, and the human component should be incorporated.

Fernando Fava: Based on experience with students, leadership training received in the classroom does not necessarily work in real life; leadership can only be learned in real situations when trainees are in positions that allow them to exercise leadership. The human component of leadership meant respect for otherness, and that changes in society are brought upon not only by good leadership but are also contingent on people's desire for change.

Quang Duoc Truong: The tutorial model might be most appropriate for nurturing leadership, but it might be time-consuming and expensive. Also, the differentiation between managers and leaders must be made and different social contexts borne in mind; it is leadership that can be applied in different niches that we need to focus on, rather than business/managerial types of leadership.

Peter Scheid: The issue of leadership training is a difficult one, but Sessions II, III, and IV have shed light on the problem, and this last session offered one possible approach to leadership training, that is, leadership training may be considered in the context of three categories.

　

The convenor concluded by thanking the Scholarship Division on behalf of all the participants for meticulous preparations and smooth operation of the conference.