YES: 1, 3, 4, 7, 9, 10, 16, 17, 18, 22, 23, 35, 28, 31, 39, 43, 45, 46, 47, 48, 49, 50, 51, 54, 58, 59, 60, 61, 62, 64, 65

NO: 2, 5, 6, 8, 13, 19, 24, 27, 30, 32, 37, 40, 42, 55, 56, 57,

5: not for the Conservatoire, but a worthwhile idea for the SYLFF network

　

UNCERTAIN: 38, 41

38: Could be offered to current fellows but only on an optional basis. Distributing leadership training material might be a good idea.

　

UNMARKED:

12: Leadership training courses and extra-curricular activities already abundant; however, SYLFF-sponsored international seminars/workshops would be welcome. Another approach would be to identify course modules or shorter programs at SYLFF institutions focusing on leadership/conflict resolution and peace building/intercultural communication, and to provide grants to SYLFF fellows to attend these courses. (refer to: http://www.uio.no/iss/)

23: The idea of leadership training needs further clarification; in the US, the leadership training programs that business schools provide for returning corporate executives are under something of a cloud because of the very serious corporate governance scandals.

29: As leadership is culture-bound to a considerable degree, the idea of leadership training requires further clarification.

　

CURRENT FELLOWS: 3, 7, 16, 35, 39, 43, 45, 46, 48, 50, 59, 64, 65

- current fellows more accessible: 7, 45, 48

- more practical: 59

- such a training is more pertinent to current fellows: 35, 46

- possibly extend it to graduated fellows depending on the conditions: 16

- combining this kind of training with academic work would be more efficient 65

　

GRADUATED FELLOWS: 9, 47

- fellows might benefit more of such a program after a few years of working experience: 9

　

BOTH CURRENT AND GRADUATED FELLOWS: 1, 4, 10, 17, 22, 25, 28, 51, 54, 58, 60, 61, 62

- but maybe start with current fellows for practical reasons; 1

- both groups would benefit from such a training: 10, 17, 28

- this would increase the current fellow-graduated fellow interaction: 22

- a significant, value-added opportunity for graduate students, particularly given the mix of cultures/countries: 25

- but with an emphasis on current fellows: 54

　

Workshops: 7, 10, 22, 25, 28, 39, 43, 46, 48, 49, 50, 51, 54. 58, 59, 60, 61

Training sessions: 17

Teleconferences or other web-based media: 28

Have fellows organize/moderate a forum: 48

Action-oriented activity: 48

Internship or other activity that requires active involvement: 51

Do not know: 3, 4

Depends on the objectives, background, and current activity of the fellows and of the foundation: 9

　

Less than 1 week (with follow-up workshops): 17, 54, 64

1-week: 7, 22, 25, 46, 47, 48, 59, 61

10 days: 10, 22, 59

2-week: 22, 25, 43, 47, 48, 49, 50, 54, 58, 60, 64

3 weeks: 47, 50, 58

4 weeks: 50, 58

3 months: 51

　

1: (a)An opportunity/instrument for setf-assessment; (b)full (360 degree) evaluation prior to the workshop (such as through questionnaires)

7: The role of leaders in a changing society; qualities as a leader, case studies of problems and issues and how leaders could deal with them; motivating techniques.

10: Training "by example."

16: (a)International in nature; (b)communication and technical skills development; (c)"institutional" knowledge development, with a focus on intercultural interfacing and country-specific legal regulations.

17: Leadership training from another country's perspective

22: Have an international human resources training institute organize the workshops.

28: The training should occur over the course of the academic year, but it should be delivered in carefully focused modules; if face-to-face via video conferences, 2-3 day modules delivered over 5-6 hours per day, with out-of-class (workshop) assignments requiring small group participation.

31: Intra- and inter-regional programs dealing with common objectives, and drawing from the diversity of the SYLFF network.

35: A multi-faceted approach to group-based activity, preferably during summer break periods.

39: Program didactically designed as a learning process to promote a vision of leadership as authorship (auctoritas) on a personal level, where existential involvement, intellectual journey, and ethical commitment represent the original springs of any other learning of leadership qualities and skills.

43: Draw on the model of the Salzburg Seminar.

46: Content of the training should be developed by experts in leadership and tailored to fellows' needs.

54: Training should involve scenario analyses, and should include: leading by example, fairness, integrity, positive assertiveness, explicit recognition or others' contributions, managements styles, and leaders among leaders.

58: Training should include: psychological training, new media, communication technology; each workshop should have a determined, up-to-date topic.

59: Role-playing exercises, study and discussion of carefully chosen examples of leaders in diverse fields.

60: Communication skills, Managing relationships in workplace, managing priorities, decision making, risk taking, strategic planning and development (setting goals), creative problem solving skills

61: Workshops should be based on group work which is to be planned before the workshop; preparations should be conducted by participants over the Web.

64: At some Schools at the University, general concept of leadership and workshops are already a part of the curriculum.

65: The Steering Committee will consider Franklin Covey Leadership Workshops.

　

1: An institution that has excellent results in leadership training is the Center for Creative Leadership in Greensboro, North Carolina, USA.

　

2: Leadership training courses already offered by the University programs for SYLFF fellows only would be too expensive.

5: Not clear how leadership training can be effectively integrated into the musicians' training.

6: Success of such a training doubtful.

8: Classes with leadership components already offered by the Institute; however, it is not up to the Institute to reject this opportunity on behalf of the SYLFF fellows, current and graduated.

13: Leadership is a personal, rather than art acquired trait.

18: Might change the stance depending on how the training is conceived.

19: Leadership is difficult to teach; the best way to develop leadership skills is natural leaders is to give them opportunities in real life, which is exactly what current SYLFF program is providing; interaction with other SYLFF fellows should be encouraged.

24: Students at the University have already demonstrated leadership skills; also, this kind of training would attract minimal interest, as the demanding course requirements do not leave students with sufficient leeway for activities not related to their studies.

27, 30: Leaders in will quickly be recognized within their fields, and it is the real life experiences and their chosen fields where they should develop their leadership skills.

32: Leadership training is necessary, which is why the University offers a multidisciplinary leadership studies program, which is open to all students, including SYLFF fellows; however, an international workshop might be a good idea.

37: Fellows already have other opportunities for leadership training

40: Leadership is not something that can be learned in classroom.

42: Leadership is too broad a concept and such training might not necessarily be useful. Also, the issue of leadership should not unnecessarily be formalized.

55: Leadership training per se is not necessary, but other forms of support for fellows might be desirable.

56; Leadership is an obscure term and it would be difficult to adjust such training to the personal needs of participants.

57: As the fellows need to demonstrate specialized leadership skills in their careers, general leadership training would not fit their needs. However, some aspects of leadership training might be useful, such as: structuring and organizing institutions, moderation, conflict management, management of programs and projects.