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Asia Pacific Leadership Program

Generation Twelve (G12)

2012–2013

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Table of Contents A. Program Introduction 1. Introduction to the APLP............................................ .......................2 1.1 Vision ...............................................................................................2 1.2 Mission ............................................................................................2 1.3 Individual Outcomes .......................................................................2 1.4 Values ..............................................................................................2 1.5 Competencies .................................................................................3 1.6 Program Narrative ...........................................................................4 1.7 First Semester Outline ....................................................................5 1.8 Key Dates Calendar (2012–2013) ..................................................7 B. The Three Questions 1. The Three Questions ........................................................................25 1.1 Navigating Change .........................................................................25 2. What’s Going On? .............................................................................26 2.1 RCI Approaches ..............................................................................26 2.2 Themes ...........................................................................................28 2.3 Modeling Pathways of Changes .....................................................30 2.4 The “I” Diagram ...............................................................................31 2.5 Summary of RCI Introduction ..........................................................32 2.6 Some Final RCI Rules of the (Learning) Road ...............................33 3. What Types of Leadership Are Required? ........................................33 3.1 Navigating Change .........................................................................33 3.2 Foundations ....................................................................................34 3.3 Unique Aspects of the APLP ...........................................................34 3.4 Can Leadership Be Taught? ...........................................................35 3.5 Why Should Anyone Be Led by You? .............................................35 3.6 Adaptive Leadership .......................................................................36 3.7 Learning to Lead .............................................................................36 3.8 Diversity: Leading Difference ..........................................................37 3.9 Leading Through Adversity: Developing Resilience .......................37 3.10 Leadership for What Purpose? .....................................................38 3.11 Learning Outcomes........................................................................38 4. Where Do I Fit? .................................................................................39 4.1 Introduction .....................................................................................39 4.2 Community Engagement ................................................................39 4.3 Informational Interviews ...................................................................39 4.4 Personal Action Plans .....................................................................39 4.5 PAP Process ...................................................................................40 4.6 Learning Lab Project........................................................................41 4.7 LLP Process.....................................................................................41 4.8 LLP Outcomes and Outputs.............................................................42 C. Program Elements 1. Introduction .......................................................................................44 2. “News” ...............................................................................................44 2.1 Introduction .....................................................................................44 2.2 Content and Style ...........................................................................44 2.3 It’s a Team Thing ............................................................................44

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2.4 Questions Please! ...........................................................................44 2.5 Topics ..............................................................................................44 3. Discussion Groups.............................................................................45 3.1 How Discussion Groups Work ........................................................45 4. Film as Case Study ...........................................................................45 5. Skills Workshop ................................................................................45 6. Wednesday Evening Seminar ...........................................................46 6.1 Introduction .....................................................................................46 6.2 History .............................................................................................46 7. Groups and the APLP .......................................................................46 7.1 Task Forces ....................................................................................47 D. Participant Evaluation 1. Assessment of Performance .............................................................50 1.1 APLP Evaluation and Permanent Record .......................................50 2. G12 Assignments, First Semester ....................................................51 2.1 Writings ...........................................................................................51 2.2 Presentations ..................................................................................51 2.3 Conversations .................................................................................52 2.4 Outcomes/Projects ..........................................................................52 3. Portfolio Details .................................................................................52 3.1 Deadlines ........................................................................................52 3.2 Format .............................................................................................52 3.3 Portfolio Structure ...........................................................................53 4. Spring Assignments ...........................................................................54 E. Field Study: “East and West” 1. Introduction to the APLP Term One Field Study ...............................56 1.1 Field Study Objectives ....................................................................56 1.2 Participant Outcomes ......................................................................56 1.3 Assignments ...................................................................................57 2. Content ..............................................................................................57 2.1 Specific Regional Themes ..............................................................57 2.2 Intersecting Learning Lab Themes .................................................57 2.3 Competencies .................................................................................57 3. Logistics and Design .........................................................................58 4. Field Study Expectations ..................................................................58 F. Second Semester 1. Introduction .......................................................................................60 1.1 The Hub/Technology Access ..........................................................60 1.2 Time Commitment ...........................................................................61 2. G12 Second Semester Assignments and Activities ..........................61 2.1 Description of Requirements ...........................................................61 2.2 Spring Planning for Success............................................................61 2.3 Revised Personal Action Plan..........................................................62 2.4 Capstone Project .............................................................................62 2.5 Ports of Call .....................................................................................62 2.6 Spring Portfolio ................................................................................63 2.7 Other Ports of Call ...........................................................................63 3. Second Semester Options ................................................................63

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3.1 GIST—Group Independent Study Travel ........................................63 3.2 Continuing or New Employment .....................................................64 3.3 Internships ......................................................................................64 3.4 Coursework .....................................................................................64 3.5 Applied Leadership Projects ...........................................................65

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Asia Pacific Leadership Program Generation Twelve (G12)

2012–2013

A. Program Introduction

Photo by Monte Costa

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1. Introduction to the APLP

The Asia Pacific Leadership Program (APLP) is the center of excellence for leadership education in the Asia Pacific region. The program links advanced and interdisciplinary analysis of emergent regional issues with experiential leadership learning. We aim to nurture individual development within the context of community growth. This balance is the fulcrum of the program. The APLP is premised on the idea that diversity can build strength, insight, creativity, and innovation as participants move out of “comfort zones.” Diversity is found in the backgrounds of participants, topics addressed, and learning approaches. The APLP embraces multiple forms of learning, including: peer-to-peer sharing, team activities, lectures, workshops, discussion seminars, field studies, field exercises, and personal reflection. However, the diversity that characterizes the program is not an end in itself, but a stepping-stone to achieving potential. We seek to synchronize the various diverse components of the program toward collective achievement and concrete outcomes. The final measurement of success is based on what is achieved individually and collectively by the year’s end and onward. Outcomes matter. 1.1 Vision In harmony with the goals of the East-West Center, the overarching vision of the APLP is to support the growth of a peaceful, prosperous, and just Asia Pacific community. 1.2 Mission We will achieve our vision through the development of a diverse, informed, and collaborative community of action comprised of our participants and alumni. We will build this community of action through a shared educational experience that also promotes individual outcomes. 1.3 Individual Outcomes The primary individual outcomes of the program are for participants to come to a greater understanding of the answers to three questions:

• What’s going on? • What types of leadership are required? • Where do I fit?

The APLP is about the knowledge, skills, experiences, and supportive community needed to successfully navigate personal and regional change in the 21st century. We aim to empower participants to act on new perspectives and catalyze positive change. 1.4 Values The APLP is proud to be part of a larger team that includes the East-West Center’s researchers, staff, degree fellows, affiliated students, and 57,000 alumni. The APLP has several core values that reflect the East-West Center’s mission and support leadership success. As a program we value:

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Inclusiveness: Having an openness to alternative views, extending support to others, and appreciating diversity

Honesty: Maintaining personal integrity and earning the trust of others Humility: Recognizing one's own weaknesses and the need to learn Compassion: Valuing others and exhibiting concern for creating social good Innovation: Embracing creativity, risk taking, and problem solving Rigor: Paying attention to outcomes and the pursuit of excellence 1.5 Competencies Competencies are a meeting place for values, knowledge, and skills.

Competencies cannot be taught, but can be learned through experience as they involve application. The four core competencies we are striving to develop are: Navigating Change We learn to navigate change together on both personal and regional levels, including how to mobilize people to tackle adaptive challenges, how to energize and refine individual visions and capacities, and how to enhance resilience in the face of uncertainty and adversity. Interpreting and Communicating We examine complex issues from diverse perspectives, with an eye to problem solving. We interpret, synthesize, and communicate the implications of medium- and long-term regional and global trends effectively.

Competencies

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Building Community To build a community of learning and action, participants envision preferred and alternative futures and recognize how they fit within diverse contexts. We forge deeper intercultural communication skills and develop the ability to map and “weave” social networks. Leading We are a leadership program—this means that developing leadership capacity underpins and informs all our activities. We strive to understand the leadership needs presented by diverse contexts and by each individual’s personal leadership strengths, weaknesses, and biases. Authentic leadership requires a deep understanding of self and the ability to connect through relationships, teams, and networks. The APLP believes that leadership is developed “inside-out.” It begins with self-awareness. 1.6 Program Narrative The APLP G12 narrative will follow the path of an ocean voyage with the following components: Pre-Arrival Through “Planning for Success” and preparatory readings, participants identify personal goals, leadership strengths and challenges, and support networks, and they begin to engage regional trends in preparation for the journey ahead. First Semester The “in-residence” portion of the APLP is structured as follows: Manifest (Module One) Building a base, mapping who we are and where we are going (EWC Community Building Institute and APLP Week 1). Mapping (Module Two) Developing a shared language and broad understanding of key themes in regional issues and leadership content (Weeks 2–7). Exploring (Module Three) Deepening self-awareness and the application of leadership ideas. Encountering new places, leaders, and challenges in the field. Fieldwork on the US East Coast or in China (Weeks 8–11). Charting (Module Four) Conduct team projects, analyze and interpret critical themes, and attend master classes with multiple experts, taking specific topics to more depth. Share learning with other participants and the broader community (Weeks 12–14). Navigating (Module Five) Discuss leadership issues with eminent leaders from the Asia Pacific region. Gauge process of learning to mid-point of APLP experience. Share insights and visions with others, design and launch next phase (Weeks 15–17).

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Second Semester: Navigating in New Waters (see fuller description later in these materials) The second semester of the APLP has two main objectives:

• To provide the time, space, and institutional support for you to pursue individual goals

• To build on and activate the outcomes of the first semester All participants complete a Second Term Capstone Project, join online discussions, and complete a final report (revised Action Plan). Most participants will attend final workshops and graduation in May in Honolulu. 1.7 First Semester Weekly Outline Overall Program Flow (Major Weekly Themes)

MODULE ONE: MANIFEST (Building Our Base) !"#$%& Community Building Institute Week 1 (Getting settled in Hawai‘i and the

EWC community) '("#$%& Community Building Institute Week 2 (Including G12 self-introduction

presentations) )*"#$%& Week One: APLP Manifest (Introducing the program, working with each

other, and key ideas) MODULE TWO: MAPPING (Charting Contexts) )!"#$%& Week Two: Demography and Diversities ("+,-& Week Three: Culture and Questions '*"+,-& Week Four: Technologies and Change '!"+,-& Week Five: Environment and Self )."+,-& Week Six: Economics and Social Enterprise '"/01& Week Seven: Politics and Power

MODULE THREE: EXPLORATIONS (Widening Engagement, Testing Ideas) 2"/01& Week Eight: Leadership '."/01& Week Nine: Field Study ))"/01& Week Ten: Field Study )3"/01& Week Eleven Field Study

MODULE FOUR: CHARTING (Depth and Action) 4"567& Week Twelve: Projects, Master Classes (Selection of Classes / Topics with

Guests to More Depth) ')"567& Week Thirteen: Projects, Master Classes (Selection of Classes / Topics

with Guests to More Depth) '3"567& Week Fourteen: Projects, Portfolio Completion (Thanksgiving Break)

MODULE FOUR: NAVIGATING )8"567& Week Fifteen: Project Culmination, Major Events (e.g., Leaders Series,

Capstone Workshops, Community Events)

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("9,0& Week Sixteen: Major Events (e.g., Leaders Series, Capstone Workshops, Community Events)

'*"9,0& Week Seventeen: Midway (Transitioning from Term One to Term Two) &

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1.8 Key Dates Calendar (2012–2013) Fall Semester 2012

Arrival in Hawai`i Monday, August 6 Community Building Institute Begins Tuesday, August 7 APLP Program Fees Due Monday, August 20 First Day of Instruction, APLP Term One Monday, August 20 Holiday, Labor Day (APLP Beach Retreat) Monday, September 3 GIST Proposals Due Tuesday, September 18

“East & West” Field Study Sunday, Oct 14 – Friday, Nov 2

Holiday, Thanksgiving Thursday, Nov 22 End of APLP Term One Monday, December 17

Spring Semester 2013

Holiday, New Year’s Day Tuesday, January 1

APLP Term 2 Activities Monday, January 7 – Sunday, May 5

APLP Spring Reunion/Finale Wednesday, May 1 – Sunday, May 5

EWC/APLP Graduation Thursday, May 2

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B. The Three Questions

Asia Pacific Leadership Program Generation Twelve (G12)

2012–2013

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1. The Three Questions Within our collective enterprise, the primary individual outcomes of the APLP are for participants to come to a greater understanding of the answers to three questions:

• What’s going on? • What types of leadership are required? • Where do I fit?

We call this process “navigating change.” 1.1 Navigating Change The concept of navigation implies “informed action” and, therefore, requires understanding changing contexts and one’s own evolving personal attributes. The art of navigation (or “way-finding” as Nainoa Thompson, one of our mentors, puts it) is a key leadership skill. You will be learning various ways of reading the landscapes of change, peril, and opportunity that you will navigate. It is a complex and fluid environment. There are four main dimensions of program design that reflect our emphasis on navigating change (see figure below). Part of the content of the APLP involves examining the emerging issues that will likely come to change the region (#1, below). It is our belief that through an advanced and interdisciplinary engagement of regional processes, coupled with intensive personal leadership development, participants (you!) will have altered worldviews and new perspectives (#2). The learning (and unlearning) elements of #2 open the door for transformative experiences and challenges, which are the bases for planning future actions (#3). The APLP aims to inspire you as a leader not just to adapt to change, but also to lead it (#4)—and thus affect Box 1. In turn, this process requires answers from each of you to one of our program’s central questions: leadership for what purpose?

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2. What’s Going On?

Although the program is designed in an integrative manner, the focus on “what’s going on” occurs mostly under the heading of Regional Core Issues (RCI). The APLP’s RCI elements provide a sense of context for interpreting and navigating regional and personal change. The RCI content spans the four areas in the Navigating Change graphic (above), but the emphasis is on mapping, exploring, and charting. 2.1 RCI Approaches Where to start? Water Shortages, Floods, Corruption, Neo-Nationalism, Social Inequity, Autocracy, Decline of the ‘American Empire’/ Decline of the ‘West,’ Rise of China/Rise of ‘The Rest,’ Pandemics, Clashes of Civilizations, Climate Change, Cyberwar, Nano-Technologies, Terrorism, Privacy, Aging/Longevity, Digital Divide, Debt, Network Risks, Nuclear Proliferation, The IT ‘Cloud,’ BRICs, Health Care, Communalism, Digital Migrants, Climate Refugees, Diasporas, Synthetic Biology, Sea Level Rise, Capital Imbalances, Food System Crash, Type Two Diabetes, Energy Supply, Deforestation, Failed States, State Capitalism, Youth Bulges, Black Swans, Critical Infrastructure, Transnational Crimes, Ethnic Cleansing, Shadow Markets, Language Disappearance, Information Overload, Peak Oil, Cosmopolitanism, Sovereign Wealth Funds, World Risk Society, Long Tales and Fat Tales, Piracy, Fundamentalism, Urbanization, Bio-diversity, The Bottom Billion, Protein Crisis, Poverty, Network Conflicts, The Singularity, Cognitive Enhancement, Trade De-liberalization, De-population, Ocean Acidification, Geo-engineering, Cloning. Yes, this is quite a litany. And it is only a partial list of issues at that!

Our engagement with Regional Core Issues is an ambitious undertaking. Just to get you warmed up, consider that we will be covering cultural, social, economic, political, demographic, technological, and environmental trends within a region spanning half the globe, holding more than 60 percent of the world’s population…and that we are looking into the future! How can we “teach you” to conquer such a huge content area? We cannot. Fear not. We are starting with a set of navigational approaches, themes, and models that will inform our exploration and consequent mapping of regional issues. The conclusion that it is neither possible to fully convey nor to even grasp all the possible issues at hand has led to a number of approaches that are embedded in the design of the APLP’s RCI activities.

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Imaging: Accepting Fuzziness The entirety of the Asia Pacific region’s core issues will never be completely before us or clearly delineated. Our “final portrait” will be something more of a chiaroscuro (painting with shadows) or Indonesian Wayang Kulit (shadow puppet ) than of a high-definition image. It is important to the success of our RCI activities that you realize and internalize this point: our portraits will be “fuzzy” and incomplete (but they may also have the texture and depth that shadows can yield). In our work in the APLP, we will strive neither to oversimplify complex interdependent processes, nor to identify “magical keys” of determinist cause-and-effect relationships. Rather, the goal of our work is to bring highlighted elements to the fore in an intelligible way in order to enhance your own understanding of the processes of change. Understanding the matrix of your own world view is a key to understanding the region and to enhancing your leadership success. Such an understanding requires consistent questioning. Questioning: Asking Directions Can Be the Best Map Given the fluidity and complexity of the topics we will address, it will likely prove more fruitful to develop the capacity for asking the key questions rather than formulating a series of temporary answers. As a result, RCI will develop skills for modeling possible futures as a route to identifying the areas needing further exploration and the types of questions we should be asking. The process of developing effective questions is often a collective one.

Sharing: Too Much for One Brain The scope of our concerns is too great for any one individual to embrace. As a result of this challenge, the diversity of our group and the power of conversations will go a long way to helping us map out emerging issues. Mapping regional issues is a collective task that requires contributions from all. Thus, RCI activities (and the APLP as a whole) are based on a cooperative learning model that draws upon the wide range of knowledge within Generation Twelve. We will need this diversity to assist in mapping out the critical connections between the issues we face and our individual areas of expertise.

Connecting: Linkages Between Issues The main thrust of RCI is about drawing connections across traditional disciplinary, thematic, or regional boundaries. For example, how might climate change affect financial markets (and the reverse)? How do shifting information systems affect the sources and forms of conflict? How could China’s energy needs come to affect India’s geopolitical niche? Thus, rather than knowing a great deal about a specific issue in isolation, we focus on how one development might come to affect others. To build this kind of perspective, we will use a network form of analysis that emphasizes interconnections and multiple causalities in examining the very real and grounded issues facing the region.

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Framing: Global Themes / Asia Pacific Dimensions While the issues we examine tend to be global ones, we concretize matters by considering how the Asia Pacific region (especially actual communities) will affect and reflect the identified developments. How do general trends find roots and manifestations “on the ground”? Our focus is the real world and how we and our communities can navigate various forms of change. It is through this frame that we connect most directly to the leadership and “where do I fit” dimensions of the APLP.

2.2 Themes There are several themes that run across all sections of APLP content, connect with the above approaches, and resonate especially strongly in terms of how we map regional issues. We will begin with four main foundational themes. These themes are: networks, diversity, futures, and resilience. These four themes are, in turn, highly interconnected and lead to many other linked ideas (they are what we will come to see as “idea hubs”). What do we mean by these terms? Networks Our program is infused with a perspective that looks at the world not only as a set of categories (such as a nation-state or an institution), but also as chains of relationships. Networks are chains of relationships. A network perspective on interrelations can yield insights into critical patterns found in:

• Organizations and other social groupings (such as our class, alumni groups, civil society, governments, companies, or nongovernmental organizations)

• Knowledge (ideas are built upon interconnections with one another) • Futures (events are caused by a web of multiple incidents and decisions, much like

networks)

The apparent rising importance of social and communication networks reflects new patterns of connectivity and introduces new and important questions regarding diversity. The intersections of increasing connections and diversities may be seen at the global scale in terms of the tensions between globalization and cultural differentiation. As social groupings increasingly interact, there can emerge a growing identification of, and emphasis on, differences. This process can be both negative and positive. New levels of

Social Network (Source: Orgnet)

Interlinked ‘Issues’ (Source: World Economic Forum)

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interconnections can create a wellspring for communal tensions (or “clashes of civilizations”) and/or they can provide new forms of strength and innovation. Diversity In RCI specifically, and in the APLP more generally, we believe that the diversity of G12 can empower us all to:

• Experience the fact that we have different and often fragmented views of the region as a whole and its emergent issues, and that as leaders we need to embrace this plurality.

• Identify broad connecting patterns and local variations in many of the issues we will be examining by sharing diverse perspectives from multiple “homes” across the region.

• Develop novel insights beyond our traditional individual disciplines, specializations, and professions.

We are a coalition of diverse individuals soon to be connected by the shared experiences of the coming weeks and months. The outcome of this amalgam is yet to be written—it lies in the future, our third theme. Futures In RCI we try to develop skills not to “know it all” but to articulate questions to ask. Such questions can help us gain a better understanding of both the present and the future.

The future is, indeed, in question. How this question is answered will be a matter of leadership—good or bad. In RCI, you will be thinking about “emerging issues.” These are topics that we believe will be of great importance to the region in the coming 10 to 25 years and will characterize the context of your future leadership actions. We will engage in many exercises to develop your skills at seeing alternative futures. While these futures need to be firmly based in an understanding of today, they cannot be seen as mere extensions of today’s problems or patterns. Creating visions of alternative futures requires the kind of creative thinking that comes from questioning accepted norms. Indeed, APLP mentor Jim Dator’s second law of futures work is this: “To be useful, any idea about the future must appear to be ridiculous.” The main benefits we see in the process of creating ideas about possible alternative futures include the following:

• The future is where leadership occurs. • Conversations about how we see the future actually serve to highlight our current

biases and conceptions and help in “unlearning” and developing new key questions. • Understanding the future benefits from gathering a diversity of inputs (i.e., people

from diverse backgrounds and roles). • Understanding possible alternative futures allows us to work toward our preferred

futures. But navigating change entails more than striving for preferred outcomes. In what seems to be an increasingly unstable world full of surprises, we must also prepare for the unknowable futures that lie before us. We need adaptability. The process of thinking about future possibilities helps in preparation. However, there is also a wider need to develop personal

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and organizational capacities and systems for adaptation. We call this adaptability resilience in the face of the “inevitable surprises” that characterize our global milieu.

Resilience Our final introductory theme is resilience. We can take our cue for defining this idea by reviewing a passage by Jamais Cascio, which was included in your pre-arrival reading pack. “Such a world would be more than simply sustainable; it would be regenerative and diverse, relying on the capacity not only to absorb shocks like the popped housing bubble or rising sea levels, but to evolve with them. In a word, it would be resilient.1” Resilience is a system or personal trait that reflects positive and effective adaptation to change—effective navigation. As we will see over the coming months, resilience can be nurtured by developing a futures-oriented outlook, weaving and maintaining healthy social networks, and valuing diversity (our other three themes). Resilience as active adaptation highlights the ongoing tensions between our “agency” (ability to affect the world) and the structures and/or systems in which we find ourselves. In RCI, we attempt to systematize an understanding of these interrelationships through what we call the “I Diagram.” It is a model for understanding and affecting change. 2.3 Modeling Pathways of Changes Think of yourself. How have you come to join the APLP? There were likely multiple elements that affected your decision and ability to join this program. For some participants, family or social form (see definitions, next page) is of central importance to joining the program, while for others economics predominated in the pathway to the APLP. For most people, there has likely been a mix of reasons. We will call the elements that affect our actions “structures.” Structures provide the context for individual actions. Individuals do make the world—but not always just as they choose or from circumstances of their own choosing. Our Regional Core Issues activities are shaped around examinations of key issues facing the region that are, in turn, reflective of the structural contexts of individual action. We are all embedded in various structures that limit and empower our personal capacities. These structures are diverse and intertwined, but as a beginning, it is useful to simplify the structural contexts of individual action as follows:

1 Jamais Cascio, “The Next Big Thing: Resilience,” Foreign Policy, May/June 2009.

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2.4 The “I Diagram”

For introductory purposes, we will begin with the following definitions for these structural elements:

• Culture: patterns of belonging, identity, communication, and values • Social Form: organizational patterns from family dynamics (such as demographic

change) to village hierarchies to corporate structure • Economics: the marketplace and patterns through which resources are distributed • Environment: ecological patterns and flows • Politics: systems of access to power, conflict, and regulatory frameworks (e.g.,

laws), including not only public but also organizational governance • Technology: new tools that change patterns of movement, interconnection, and

human impact

A survey of a group like G12 would likely reveal that each of the structures would receive an equal vote as the predominant one (but we will see). Of course, no answer is universally

Tech

Politics

Envir-

onment

Econ

Social form

Culture

I

When considering the world around you, what do you generally think are the key “structures” (e.g., economics, politics, culture….)? Does one have preeminence for you?

The “I” in the middle is the individual agent (you!)

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right, but you need to know about your interpretative biases as they are integral to how you come to frame regional issues and to your work as a leader. Filters Matter Understanding current trends can help you be empowered to affect positive change—that is, exercise leadership. Perception matters a great deal because no one can see the nature of our structural contexts with complete fullness or clarity. Your biases shape your reality. Perception is shaped by filters.

We interpret the vast complexities and volumes of information flows about our world and the structures affecting our actions through filters (if we did not filter, our brains would likely overload). There are many forms of filters that affect how we come to see the world (see the Leadership section below). As leaders, understanding the nature of the biases and heuristics (shortcuts for sorting data in our mind) is fundamental to understanding how we come to read and, thus, affect change. Interlinked Structures In the final analysis, the art of understanding global and regional trends lies in accepting the varying importance of the structures affecting actions. For example, in certain situations, social form or cultural preferences may seem to override economic logic. During the Asian economic boom, many investments were made based on “face” and/or personal relationships, even though they may have made little economic sense. In other cases, cultural biases (e.g., values of hierarchy) may come to shape social forms (e.g., corporate structure). This said, giving primacy to one set of structures in isolation can be dangerous. The various “structures” are deeply interconnected and, rather than the tidy hub-and-spoke model presented above, real systems are complex webs (or networks). For example, it seems likely that the political development of the Thai Rak Thai (Thais Love Thais) party of Taksin Shinawatra is a cultural expression of Thai identity spurred on by the calamity of the Asian economic crisis, which itself had political and social roots. While all this interconnection may seem a bit confusing, it is in fact through the interdisciplinary engagement of connections across these structures that most key insights arise. In the coursework this term, we will strive to develop the skills to see things with a wider lens (i.e., outside traditional disciplinary or thematic categories). One way we attempt to step beyond theory is by activating the abstract constructs outlined above with the dynamic of change. We have done this through creating a system of “starting places” for engaging change that is based on the “I Diagram.” 2.5 Summary of RCI Introduction We have introduced a number of ideas that will accompany us through the time ahead. These include: 1. How RCI links to the four main dimensions of the APLP model of navigating change 2. The approaches we have developed to deal with the scale, complexity, and pace of change in regional issues (fuzziness, questioning, sharing, connecting, framing)

What are your dominant filters, where do they come from, and how do they influence your behavior?

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3. Four themes that are emphasized in the APLP (networks, diversity, futures, and resilience). 4. An initial analytical model for engaging agency and structures (I Diagram) 2.6 Some Final RCI Rules of the (Learning) Road Getting Lost Is Good RCI is a unique opportunity to move into topic areas outside of one’s usual area of work. It is a chance to explore. As such, one of our primary mottos concerns the importance of being willing to get lost. If you never get lost, you are unlikely to discover something new. Less Can Be More The topic areas covered in RCI are huge. The large volume of resources we make accessible to you is provided as a service (and for your future reference) and as a way to keep an ongoing map of issues we are dealing with—not to drown you. We don’t want people reading all the time. Pick your spots, absorb what you can. The more relaxed you are about how much you can gather, the more connections you will see and make. Leadership Is Not Just a “Leadership” Topic Your engagement with RCI content is also a venue for honing and/or (re)learning your leadership capacities. You will need to manage information, identify your own pathway of inquiry, and formulate and communicate your direction and vision. Handling RCI activities is leadership in action. G12 = You + All We greatly value and respect the opportunity that our time together presents. This means we expect committed involvement from all G12 members. The power of G12 is awesome, but only if all of its members bring the fullness of their capacities to the fore and commit to excellence. Rigor is one of the APLP values, and it yields great benefits in RCI. You do not need to do everything (see above), but what you do, do well. 3. What Types of Leadership Are Required? 3.1 Navigating Change Leadership pervades all parts of the APLP. Oscillating back and forth with regional core issues and professional development, the leadership components of the APLP embrace each part of the Navigating Change model over the course of nine months:

• Mapping: Learn about Change • Exploring: Be Changed • Charting: Plan Change • Navigating: Lead Change

Understanding Leadership We begin by asking what is leadership and (equally important) what is not leadership? There are literally hundreds of thousands of books and resources on leadership, and a bewildering number of definitions, often contradictory, ranging from convoluted equations to the distilled essence of leadership guru Margaret Wheatley, who defines leadership as “stepping forward.” We will explore frameworks that have proved valuable over time, as well as important contemporary trends. Since leadership is contextual and situational, we

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will help you formulate a practical understanding of leadership that works best in the settings in which you live, work, and lead. At the same time, we will work together to develop your “global leadership” capacity for an increasingly interdependent world. Exponential Change Our central premise is that the world is changing and leadership is changing as well, although not as quickly. Different times require a different script, hence the question, what types of leadership are required? As we navigate change, what do we need to retain, discard, and innovate when we imagine leadership in the future? Who are the pioneers, what exactly is taking place, where, and why? Are top-down, hierarchical, command-and-control approaches to leadership being replaced by more distributed, open, collaborative, peer-based leadership styles that are differently hierarchical? Are different generations learning leadership in different ways? Do millennials, for instance, conceptualize failure differently as a result of practicing leadership via online gaming? Our Goal The goal of leadership activities in the APLP is to help prepare you for contextually sensitive and effective leadership in the Asia Pacific region. Building on regional issues work and linked to professional development, leadership-focused activities are designed to equip, challenge, and motivate G12 participants to lead adaptively in diverse sectors and communities, and to become collaborative change-agents in an era of global citizenship. 3.2 Foundations Foundational principles of leadership in the APLP (or starting points for discussion) include:

• Leadership makes a difference. • Leadership encompasses all aspects of life, from personal to professional. • Leadership can be learned and should be taught. • All human beings, regardless of background, have leadership potential. • Leadership is a choice. • You lead out of who you are. • Excellent leaders are excellent learners. • Leadership is contextual and culturally nuanced. • Leadership is situational. Different leaders should emerge based on situational needs. • Leadership takes many forms. There is no best style of leadership. • Leadership is a relational process. • Leadership is conferred not claimed. Leadership is more than a title or position of authority. • Leadership is about influence not control. • Leadership involves mobilizing people. • Progress (positive change) lies at the heart of leadership. • Leadership is never mastered. New learning is always required. • To lead others you must first learn to lead yourself.

Leadership education is a long-term project or journey. Personal development is hard work and requires perseverance, commitment, and humility. Building on your individual strengths and past leadership experiences, our aim is to help you develop your leadership capacity in an empowering learning environment. 3.3 Unique Aspects of the APLP The APLP offers several distinctive opportunities:

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Time Most professional leadership training is brief (a few hours or days, a week at most), especially in corporate settings. You will spend over four months together in a multicultural living and learning community at the East-West Center. This investment in yourself is an extraordinary opportunity for significant personal and professional development, self-reflection, future planning, transition and advancement, and leadership growth. Make the most of it and use the time valuably. As with RCI, you don’t have to do everything, but what you do, do well. Institutional Environment Aside from the geographic and institutional advantages of living in Hawai`i, at the crossroads of East and West, you have a supportive environment at the East-West Center in which to learn, practice, and apply leadership. You are encouraged to be creative, to experiment, to step out of your comfort zones, to take reasonable risks, and to challenge and test yourself in order to enhance self-awareness, acquire new knowledge, learn new skills and competencies, understand group dynamics and practice team work, envision preferred futures, and catalyze individual and community change. Learning Community You also have a remarkable opportunity to capitalize on the myriad skills, knowledge, talents, connections, and experiences of your fellow APLP participants as you build a “Third Culture.” The challenge is to learn both from and for each other, to network and build an international community of action housed within wider East-West Center partnerships, and to maximize the potential of diversity to create something new and innovative. The challenge of your cohort, G12, is to create a legacy that will positively impact the APLP, the EWC community, and wider society. As Margaret Mead said: “Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it is the only thing that ever has.” 3.4 Can Leadership Be Taught? We are all born with individual gifts or traits, and sometimes with privileged positions, but ultimately leaders are developed or “made”—by self, family and peers, education and mentors, experience, and society. This does not mean leadership can be taught—at least not easily—but it does mean leadership can be learned and therefore should be taught. Within leadership education, the challenge is to create successful learning opportunities, within the classroom, within our learning community as a whole, and via practical application in real-world situations. In the APLP, we take a holistic approach to leadership education. The overarching goal is to help you bring out the best in yourself, to build on your strengths as you learn from your failures. (Winston Churchill once characterized leadership success as “the ability to go from one failure to another with no loss of enthusiasm.”) Leadership is you, here, now: engaged and trying to make a positive difference in a positive way. Throughout this process, leadership itself often needs to be demystified and taken off a pedestal, at least in mainstream Western models. Rather than heroism, leadership usually involves ordinary people doing extraordinary things. 3.5 Why Should Anyone Be Led by You? We will take a predominantly “inside-out” approach to leadership education, developing individual leadership capacity in a collaborative learning community based on who you are. Attention is paid equally to:

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• Content (knowledge and skills acquisition) • Process (how you do what you do) • Outcomes (what you take away)

In leadership education, the major challenge is transferability. How do you transfer knowledge from the classroom or wider learning environment to operational leadership? The assumption is that people learn best (the odds of transferability increases) if they learn from experience and practice. But experience alone is not enough. Experience can empower and imprison. The key is what you do with experience, how you intentionally learn from success and failure alike. To address this, we will incorporate a wide variety of pedagogies, ranging from traditional lectures to case studies (including leadership films), facilitated conversations, debates, individual and group presentations, exercises, outdoor learning activities, mentoring and peer coaching, supportive feedback, teamwork and group dynamics, narrative (particularly storytelling), and case-in-point, where the social system in which you operate provides the raw material for both leadership and learning to lead. G12 leadership activities will encompass a wide range of approaches to and opinions about leadership. The course will be anchored by key topics, such as adaptive leadership, diversity (filters), and resilience, which will be examined in depth and run as themes throughout the semester. These topics overlap and are closely integrated with regional issues and professional development work. 3.6 Adaptive Leadership Adaptive leadership involves mobilizing people to make progress on their most difficult challenges. It is an approach to leadership particularly well-suited for a globalizing world of accelerating, nonlinear change, which also allows for contextual difference, whether by location, sector, or circumstance. Adaptive leadership is grounded in two key distinctions: between leadership and authority, and technical problems versus adaptive challenges (or put another way, problems versus predicaments). Adaptive work requires new learning and leading people through processes of disequilibrium, as leaders learn when to step forward and when to step back, regardless of positional authority or their place in a hierarchical social system. Deep change involves preservation, loss, and innovation, as people sift through what is essential and expendable, before embarking on a series of experimental interventions toward an uncertain outcome. Adaptive leadership is not a science, but an improvisational art that can be learned, practiced, and applied. In sum, it involves knowing what to do when you don’t know what to do. 3.7 Learning to Lead If one of our goals is to develop adaptive intelligence, how do you go about learning leadership? As all leaders know, there are no easy answers or simple solutions. From an educational perspective, the danger of teaching to expectations (provision of transactional managerial skills, for instance) is ever-present. Learning leadership takes place over a lifetime and is never fully mastered, partly because the context of leadership is always evolving. The APLP offers a chance to step back and explore the deeper questions of leadership—to navigate in deep-sea waters.

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Different people learn to lead in different ways, and we all start from different places. Leadership approaches (and pedagogies) that worked in the past do not always work in the present. Leadership experience might even be a hindrance, inducing paradigm blindness or paralysis. How then do we shift paradigms? A starting point is learning how to learn leadership. Using the framework of learning, unlearning, and relearning, we will discuss processes of learning (how you know what you know about leadership), unlearning (letting go of outdated ideas, stereotypes, or myths about leadership), and relearning new approaches for a globalizing world. Often the most effective leadership and leadership learning takes place in a productive zone of disequilibrium. Within a safe holding environment, this requires a regulated degree of discomfort and disorientation—operating outside immediate comfort zones. Amidst the G12 learning cohort, this will involve a personal journey, incorporating discovery, reflection, and intentional learning from individual experience. 3.8 Diversity: Leading Difference Although it sounds paradoxical, a critical feature of globalization is an increasing emphasis on difference. Consequently, how leaders handle difference and the heterogeneous communities in which they live, work, and lead, has become an important challenge and competency to develop. As we saw earlier with the I Diagram in RCI, we all perceive and interpret the world through “filters” (or lenses), notably culture, generations (age), and personality, as well as race, gender, class, religion, and sexual orientation, among others. By examining these filters, we enhance self-awareness about the ways we individually view the world, especially our biases, triggers, and blind spots. We also learn to recognize the ways other people perceive human existence in order to find common ground and learn how to collaborate at higher levels. Philosophically, the APLP model of difference distinguishes between variety (the simple fact of difference) and diversity (thriving within and learning from differences). Our premise is to both value difference and add value to difference by shifting from being different “from” one another to being different “for” one another. That is, to find ways to contribute to the common good based on who you are (processes of self-actualization). Learning to lead diversity involves mobilizing people to make mutual contributions to shared welfare and the coalescence of difference into an interdependent whole. This takes time and effort. We live and work in an intentionally diverse community at the East-West Center. The ongoing challenge is to build community at the local level as a stepping-stone to building community at a regional level. 3.9 Leading Through Adversity: Developing Resilience Resilience is the ability to withstand severe shock and stress and recover quickly afterwards. All leaders experience uncertainty, adversity, chaos, failure, and sometimes crisis in pursuit of their goals, yet few are adequately prepared. Adversity takes many forms: some are situational and beyond our control; others are self-inflicted, the result of bold choices and calculated risks; a third type of adversity is inherent or built in. Leading adaptive change, for example, involves asking people to take losses and move through disequilibrium, which in turn generates resistance. Leaders are often attacked, marginalized, seduced, or diverted as a result.

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Developing individual and organizational resilience is a critical component of leadership, both for surviving crises and thriving during turbulence. Characteristics of resilience that can be learned and applied include: accepting reality, taking responsibility, identifying locus of control and self-efficacy, learning intelligently from failure, discovering meaning in what you do, and brokering pragmatic optimism without succumbing to the pitfalls of false hope. Building linkages with emerging regional challenges, we will explore these and other components of leading through adversity. 3.10 Leadership for What Purpose? What is the purpose of your leadership? Why do you wish to serve as a leader? Leadership is never an entitlement, while leadership for its own sake is not authentic leadership. What motivates you so strongly that you feel compelled to step forward and lead positive change? The APLP curriculum includes “futures” work on regional, cohort, and individual levels. In the leadership domain, we invest time developing Personal Action Plans (PAPs). When conducted holistically (the personal and professional), with a playful seriousness, visioning alternative and preferred futures is an important transferable skill. The future cannot be predicted or determined (hence futures), but through processes of imaginative forecasting, we can influence our trajectory in life, set goals, and be more intentional in our leadership behavior, while remaining true to our values, open to change, and able to improvise. Purpose orients the leader in the present and gives meaning to daily activities. It also shapes and enables legacies that outlive their creators. Cultivating a sense of purpose that moves one to action is a critical part of effective leadership. 3.11 Learning Outcomes Upon successful completion of the APLP, G12 fellows will be able to:

• Compare and contrast various leadership styles and approaches • Define and apply leadership skills and competencies • Assess personal leadership style, including strengths and weaknesses • Identify personal, work, and lifestyle values, and explain how they influence decision

making • Envision and plan preferred futures • Articulate the advantages and challenges of diversity, and demonstrate ways to lead

diverse groups • Work collaboratively and build effective teams • Demonstrate ways to enhance group performance through attention to process,

consensus decision making, and articulation of purpose and desired outcomes • Identify common leadership challenges, and articulate ways to overcome adversity

and build resilience • Navigate change

J.F. Skinner once suggested that “education is what survives when what has been learned has been forgotten.” Ten years from now, we hope the leadership growth you accomplish in the APLP will survive, and that you will see your G12 experience as an important step in a lifelong process of developing leadership capacity.

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4. Where Do I Fit?

4.1 Introduction The third driving question of APLP is “Where Do I Fit?” Intertwined with Regional Core Issues and Leadership, the Professional Development elements of the APLP curriculum help you answer this question through a combination of a team project, community activities, professional interviews, and reflective futures planning (Personal Action Plans). In the Navigating Change model, Professional Development (PD) focuses on the later stages, namely Exploring: Be Changed, Charting: Plan Change, and Navigating: Lead Change. 4.2 Community Engagement By engaging directly with the local community in Hawai‘i, participants enhance networks, gain knowledge of local contexts, practice leadership and professional skills, and better understand what and how they can contribute in society. After we map G12 knowledge, skills, experience, and interests in Week One (Manifest), a road map for community engagement will be co-designed that builds on East-West Center partnerships and activates individual and group learning. 4.3 Informational Interviews Fellows will select at least two professionals and arrange a meeting to discuss their area of expertise, leadership, and/or career path. The purpose of the Informational Interview is to find connection points with a professional in your field, learn about your topic of interest directly from an expert, learn from the personal and professional experiences of a leader you admire, and/or get advice on next educational or professional steps. Informational Interviews are purely information-gathering, not to make job, funding, or recommendations requests. That said, by being an engaging and interested interviewee and showing professionalism throughout the process, fellows in the past have been offered new opportunities after Informational Interviews. 4.4 Personal Action Plans As highlighted in Leadership (above), building on your Planning for Success (P4S) and one-year plans, the Personal Action Plan (PAP) process will provide the time and space for you to imagine future possibilities, set goals, plan how to get there, and take action. PAPs begin with the past, map the present, and then venture beyond emergent futures by tackling long-term scenarios and life as a whole. The PAP process is best conducted holistically, with the personal and professional fully integrated. This is a life plan, not just a career plan, filtered through a leadership lens. A series of tools and exercises will be provided to informally structure the process, but ultimately it is up to you how you do this, what you create, what you take away from the experience, and how you use your PAP after the APLP. You are encouraged to be creative and explore your own voice and path, while also being open to experimenting with new ways of learning. PAPs involve significant reflective work, part of the APLP’s “inside-out” approach to developing leadership capacity by intentionally learning from personal experience, success and failure alike. You lead out of who you are. This is an opportunity to delve deeper, clarify purpose, and become increasingly intentional about your future. Hopefully, it will be another step forward in your leadership journey.

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Objectives • Enhance self-awareness • Maximize potential and help you get the best out of yourself • Clarify purpose and identify values • Imagine future scenarios • Articulate short-, medium-, and long-term goals and aspirations • Create plans • Commit to action • Activate support networks

Self-Actualization Self-actualization is a Western term with attendant cultural biases about construction of self and the value of individualism. That said, whoever you are, self-actualization involves fulfilling your potential, being the best you can be, leading your life, and, ultimately, making a positive difference in whichever field or arena you choose to serve. Almost always, self-actualization must occur in leaders before authentic leadership can take place. To lead others you must first learn to lead yourself. Intentional personal development of this nature requires asking challenging, sometimes uncomfortable questions that only you can answer: who am I, where have I come from, who do I wish to become, how do I wish to contribute, what is the purpose of my life? It requires deep self-awareness. The deeper you excavate the better.

Flexibility Part of the Personal Action Plan process is to make visible the invisible: that is, to identify your filters (or lenses), biases, and blind spots, and to recognize how these affect the way you perceive, interpret, and act in the world. By envisioning future scenarios and making plans, you are neither making a formal contract with yourself (unless you find this helpful), nor are you trying to predict or control the future—which is impossible. At its core, the PAP has to be a flexible framework: live, emergent, and dynamic. Not only will your PAP change, it must change. Visioning and planning will always be important, but as the world changes, and as you change, your PAP will require built-in flexibility and regular revision. Anne Morrow Lindbergh once said, “Only in growth, reform, and change, paradoxically enough, is true security to be found.” In times of rapid, unpredictable change, a well-conceived, adaptable plan acts as an anchor, providing direction and support, amidst uncertainty and transition. What matters most is that your PAP is meaningful and useful to you. 4.5 PAP Process You will create a Personal Action Plan incorporating the short-term (1–2 years), medium-term (3–5 years), and long-term (5–10 years). Although some people are more inclined to set goals in one of these particular time frames, it is a critical to think in reference to each of these time frames in order to fulfill your PAP. Short-Term (1–2 years) Your short-term plan will cover your time in the APLP—your immediate future—and the transitional period after graduation. This should include several scenarios (at least a Plan A and Plan B). Detailed focus will help you achieve your goals. As always, flexibility is paramount. By the end of the APLP experience, your plans and path in life might have changed.

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Medium-Term (3–5 Years) Thinking beyond the short term is important to develop life and career trajectories that help you progress and get ahead, while living a balanced life. Medium-term plans usually develop out of optimal short-term scenarios, but also forecast new ventures and directions. Long-Term (5–10 years) A decade is a long time in planning terms; however, it is recommended as a time frame for several reasons:

• 10 years is widely acknowledged as the length of time necessary to achieve something of real significance.

• 10 years is beyond most people’s comfort zone (normally 3–5 years) for future planning. Our goal is to step into this void to experiment and stretch yourself by imagining a variety of preferred futures. You might choose 15 or 20 years; that’s fine. Here, the process is often the outcome. Marriott once created a 200-year corporate plan as a foundation for long-term success. From the start, participants harvested the ideas, creativity, and innovation that emerged as people learned to think differently. The journey was more important than the destination.

• Thinking long term invites you to imagine stages in life, as well as life as a whole. 4.6 Learning Lab Project The Learning Lab Project (LLP) helps fellows answer the question “Where do I fit?” by leveraging their international professional experience, engaging in the community, and applying new APLP content knowledge. LLPs are based on project-based learning models developed in medical and business schools. By engaging the material through direct application, the learning outcomes are more substantial and long-lasting. LLPs are relevant to APLP competency development, which must be learned through experience and application. For the first APLP competency, Navigating Change, the outcome is the ability not only to understand and cope with change, but also to lead it. Through LLPs, fellows practice leading change in Hawai‘i from the first weeks of the program. APLP focuses on application mostly in the spring semester, but through LLPs, fellows can apply learnings immediately and create a pilot project, which can be further developed as a spring GIST Project and/or Capstone Project if desired. LLPs also incorporate program components of service learning, leadership application, and working with diverse groups to affect positive social change through Hawai‘i-based field activities. LLPs give fellows the opportunity to practice leadership concepts such as servant leadership, and place-based and contextual leadership. Lastly, LLPs are in line with the APLP goal of creating a community of action. 4.7 LLP Process The Learning Lab Project follows the APLP’s Plan>Act>Reflect Cycle. First, fellows will create a LLP plan, then implement the plan, and, finally, reflect on the results and learning. Smaller cycles of plan>act>reflect will happen continuously during the process as well.

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Fellows in Learning Labs will complete a project for a Hawai‘i business, government agency, nonprofit organization, or school that addresses a problem they face. Fellows will follow the LLP Steps below to achieve the following Outcomes and Outputs. 4.8 LLP Outcomes and Outputs The Outcomes of the Learning Lab Projects are:

1. APLP G12 Learning Labs create positive change through direct engagement in the community.

2. Fellows refine competencies and professional skills (i.e., project management,

teamwork, and communication skills) by completing a project for a Hawai‘i organization.

3. Fellows utilize knowledge from Regional Core Issues (social enterprise,

networks, resilience and change, culture) and Leadership (servant, contextual leadership) curriculums.

4. Fellows gain a better understanding of the Hawaiian context, professional

networks, and community life.

5. G12 team building and group cohesion strengthened by focusing and accomplishing an external, community goal that contributes to the public good.

6. Fellows serve as East-West Center ambassadors in the community.

7. Improved community organizations through G12 contributions (for example,

fundraising, membership base, sharing best practices from other countries, capacity building, increased understanding of international context on issues of relevance, grant or award applications submitted).

8. Pilot project to consider developing as a spring semester Capstone project or

GIST proposal. For those returning to employer, a potential project to be utilized by home organization.

To achieve the above goals, the following Outputs will be achieved by Learning Labs:

1. Project Plan 2. Completed Project 3. Presentation at Final G12 Event to publicly share project 4. Documented Reflection on team and individual lesson

A step-by-step guide and calendar will be provided separately. In addition to Informational Interviews, Personal Action Planning, and Learning Lab Projects, the program offers one-on-one consultation and networking opportunities to help fellows find an answer to the question “Where do I fit?”

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C. Program Elements

Asia Pacific Leadership Program Generation Twelve (G12)

2012–2013

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1. Introduction

There are many different elements to the APLP that will quickly become familiar. This section introduces several features, including: News, Debates, Personal Action Plans, Discussion Groups, Case Studies, Skills Workshops, the Wednesday Evening Seminar, and, last but definitely not least, a variety of Program Groups.

2. “News”

2.1 Introduction The “News” activity of the APLP is not really about current affairs (though it can be). It involves members of the class bringing insights and information that is “new” to the rest of the class. News is an opportunity to widen the range of topics we discuss, and to help participants further develop their presentation and audience engagement skills. News consists of 10 two-hour sessions spread throughout the term on Friday mornings, in which G12 participants make presentations. Each session has a “theme”, but how you focus the theme is up to you. There will be up to 8 presentations in each session. Over the course of the semester, each G12 member will give two 4-minute presentations. Each speaker has 4 minutes to present and 4 minutes for Q&A (total 8 minutes). 2.2 Content and Style Content is the most important aspect of News. Your presentation should convey important ideas and information and be well-researched (provide references for your talk). With that said, style matters as well; the News activity is also about presentation skills. Please do not read your presentation (i.e., use notes or prepared remarks), or rely too much on a PowerPoint screen—the presentation is about sharing matters of importance to you with the class. As this activity has tight time constraints and we wish to be fair to everyone, speakers will be stopped at 4 minutes. Please practice and time your presentation accordingly. You will be evaluated on how clearly and succinctly you can articulate your topic in 4 minutes, and how well you respond during Q&A. 2.3 It’s a Team Thing Presentations are delivered individually, but they are also part of a package. Each News session will become the responsibility of the group presenting that week. Please share ideas and themes (making connections across presentations is a good thing). If using PowerPoint presentations or other digital materials, they must all be loaded on one memory stick that is tested and ready to go well before the start of the News session. Make especially sure that any multimedia files are working. No group time will be given for setup purposes, and missed presentations cannot usually be redone. A volunteer “Tech Director” will be recruited each session. 2.4 Questions Please! The quality of the News activity is also driven by the acuity and brevity of questions asked by the audience at the end of each presentation. Question time should be seen as central to the whole activity. 2.5 Topics News topics link directly to the major theme of the week and are accompanied by guiding questions or objectives. The full schedule of News topics and dates will be uploaded to the

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“Sign Ups” area of the Hub and you will be given the opportunity to indicate your top three selections. A final schedule will then be released, representing the two presentations each G12 participant will complete throughout the term. Speakers are required to meet with Nina Dutra in advance to discuss specific details of their presentation.

3. Discussion Groups

3.1 How Discussion Groups Work Discussion Groups (DGs) are mostly used in Regional Core Issues, but can be employed throughout the program. Each discussion group will have between 6 and 12 members. Everyone must be fully prepared and participate. If for some reason you cannot prepare, do not come. As DGs often occur close to one another, please prepare well in advance. Resources will be distributed three weeks before each session. Due to time constraints, please be sure to share the speaking space and keep comments concise. Each session will be led by a facilitator. One of the facilitator’s mandates is to talk as little as possible. The facilitator will work with staff and participants to develop reading selections, identify rapporteurs, and assure that a summary of discussions is circulated. You can attend more than one session if they are at different times and there is room in the group of your second choice. A full description of DG topics and schedule dates will be distributed separately during The Community Building Institute. 4. Film as Case Study Documentary film is used in the APLP as a form of leadership case study to illustrate topics discussed in class, deepen knowledge of a particular issue, and activate multiple intelligences. Documentary case studies are structured around a framework or model, the case itself, a facilitated debrief, and personal application. In addition to these program screenings, fellows are encouraged to select favorite films and invite G12 to view and discuss on free evenings. Films include:

• The Gate of Heavenly Peace (Tiananmen Square incident) • Burma VJ (Video journalists in Rangoon) • The Inside Job (Global financial crisis) • The Day After Peace (Peace One Day movement) • WhaleRider (leadership and succession among the Maori in New Zealand) • Smile Pinki (Operation SmileTrain in India) • JonesTown (Cult leader Jim Jones) • Last Lecture (Reflections on life by Randy Pausch) • Touching the Void (Adversity and resilience in the Andes)

5. Skills Workshops

Skills Workshops are optional sessions offered by EWC staff, APLP alumni, and G12. They are short, targeted sessions for the purpose of gaining specific transferable skills for

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professional and personal use. Skills workshops take place on designated times in the schedule and, depending on G12, evenings and weekends throughout the first semester. Skills Workshops are organized by G12 volunteer coordinators. They are an important way for participants to practice training others in a specific skill and to share expert knowledge with their cohort.

6. Wednesday Evening Seminar

6.1 Introduction The Wednesday Evening Seminar (WES) is a required weekly gathering for all new Center participants in the fall and spring semesters. APLP participants only attend the fall semester. WES brings together fellows from diverse academic disciplines, geographic areas, life experiences, and East-West Center programs to learn and debate issues of common concern that impact the United States and the Asia Pacific region. The Wednesday Evening Seminar challenges EWC fellows to explore regional issues that may extend beyond their range of expertise or comfort zones. Issues are explored through invited speakers, films, and facilitated small-group discussions. Through this process, EWC fellows forge bonds among themselves that ultimately strengthen the Center’s diverse, global community. For APLP members, the WES is an important opportunity to share ideas and meet new people from outside the APLP community, thus benefitting the program and the individuals within it. The first Wednesday Evening Seminar is on September 12. Sessions take place in Keoni Auditorium in the Imin International Conference Center on the EWC campus. 6.2 History As with many innovative activities at the East-West Center, this seminar series emerged from student recommendations and student-led action. Graduate degree fellows perceived the need for a unifying intellectual experience in an increasingly diversified student program. The Wednesday Evening Seminar began as a series of Center-wide discussions to explore the concept, and emerged as a student leadership project that developed into a distinctive, ongoing feature of the student program. Currently, the seminar is planned and organized by EWC degree-fellow interns, with the support of staff in the Center’s Education and Research programs. The Seminar is required for all participants during their first fall and spring semesters, and fall semester for APLP fellows. Continuing fellows are welcome to attend and often continue to participate in the seminar series. For further information please see http://www.eastwestcenter.org/education/student-programs/wednesday-evening-seminar/

7. Groups and the APLP

G12 fellows will be part of different groups in the APLP. This ensures a diversity of in-depth conversations and collaborations. Fellows may self-organize other groups around special interests (i.e., a marathon training group), but the two main program groupings are: 1. Learning Labs—5 to 8 people; based on common professional interests; duration of APLP (see below). Learning Labs will complete the LL Consulting Project during the term. They

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meet once a week on Friday mornings to debrief program content. Each week one LL will reflect and present back to G12 about the week. 2. Task Forces—size varies, based on volunteering; groups work in various areas to support program health and growth; duration of APLP (see below). 7.1 Task Forces There is an abundance of talent in G12. There is also a great deal of work to be done to make the year as successful as possible, both inside and outside the classroom. Task forces are groups of volunteers working in specific areas. There will be a chance to sign up for one of the following. The sign-up date will be September 2. TF 1: Community Building Alumni: Develop the existing APLP alumni newsletter, alumni chapters, and website. Act as a liaison between current APLP fellows, APLP alumni, and the East-West Center Alumni Office. Build on G1 partnerships. Protocol: Prepare the Hawaiian lei ritual for visiting speakers, including establishing a standard lei protocol and coordinating fellows to offer the lei to each visiting speaker. Coordinate and mail thank-you cards to each speaker. Greet and take care of program visitors. Media: Communicate directly with EWC External Affairs and provide monthly news releases on APLP activities and accomplishments. Recruitment: Identify and utilize various media and channels to convey APLP opportunity to diverse audiences. TF 2: Production/Events Events: Coordinate APLP events, set up event logistics and supplies, make introductions, and design programs. Assist with APLP end-of-semester and holiday celebrations, and organize excursions to local events. Production: Can G12 make the best APLP cohort T-shirt yet? TF 3: Leader Series 50th Anniversary Leader Series: Design and coordinate this series incorporating community leaders. Work with Learning Labs on how they will share Project results with the public through the series. TF 4: Info Mavens Employment: Track internship, employment, and fellowship opportunities. Update Hub Career Resources folders. Memories: Maintain and develop the library of readings by topic on The Hub (E-Annalects). Further develop bibliography. Collect and organize class photos or other materials on Hub or elsewhere for special productions, such as the alumni newsletter, Burns Hall boards, and final slideshow. Publications: Assist with the development of a new APLP book.

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TF 5: Esprit de Corps Greening: Collaborate with EWC and UH staff and students on current initiatives to green the campus community, with the potential to influence policy and programs. Academic and professional projects in the field of sustainability and environmentalism are possible. Network with local leaders of Hawai`i initiatives. Potlucks: Coordinate which culinary dishes fellows bring to social events. Organize set up/clean up in Hale Halawai or other venues with assistance from all fellows. Label foods for vegetarian and extra-spicy alerts. “Get Active” Champions: Set up weekly sports and games (for example, volleyball, basketball, football, swimming). Utilize UH Leisure Center scheduled activities and equipment and UH Intramural Sports equipment check-outs, including camping. Final Event: Work with other task forces to develop an event to mark the end of the first semester in December (the final time the group will all be physically together).

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D. Participant Evaluation

Asia Pacific Leadership Program Generation Twelve (G12)

2012–2013

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o 1. Assessment of Performance

Feedback and assessment are essential for development. APLP participants formally evaluate the program every three weeks. Participants also receive feedback and evaluation throughout the semester by staff and peers, as well as through self-evaluation. Evaluation of work conducted during the APLP is a way to see if you are meeting your specific learning goals and the program’s standards. 1.1 APLP Evaluation and Permanent Record Assessment in the Asia Pacific Leadership Program does not follow the traditional examination or research report method one might expect in a graduate level program. In the APLP, participation and commitment to personal development are the cornerstones of how APLP fellows are evaluated. For this reason, you will notice an absence of the traditional weighted system of grading and an emphasis on assignments that develop writing, professional networking, individual reflection and group project skills. As an individual, it is essential that all fellows complete the components listed below in order to achieve a successful progression through the personal and professional development objectives set out in the program. These assignments are designed to connect directly into each fellow’s individual professional development needs. For this reason, failure to complete these assignments is less of an administrative matter than it is a personal disadvantage. Many assignments correspond to time-specific program elements; others can be done at any time. Intermediary deadlines, self-identified by each fellow, may be necessary to ensure maximum learning during the program and stress-free Portfolio completion. In May 2013, pending completion of all program elements, APLP G12 fellows will receive a graduate level certificate from the East-West Center to verify completion of the program. Fellows may also request customized verification letters, which record their participation and activities completed in the program and status as an East-West Center fellowship alumnus. These letters may be useful as components of professional portfolios or for submission to supervisors or HR offices upon return to employment positions. Verification letters are different from Letters of Reference, which can be requested from individual APLP staff or faculty for academic or professional purposes. On completion of the program in May, participants are given a performance review. The evaluation remains in permanent files at the East-West Center and serves as a basis for future reference letters. East-West Center evaluations are based on the following scale: First with Distinction, First, Second, and Third. Evaluations are based on:

• Coursework • Achievement of customized individual goals (self- and staff-assessment of progress) • Community involvement • Project results • Overall development over the nine months • Submission of final portfolio

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Portfolio Most of your assigned work during your time in the APLP will be collected in a single document, your “Portfolio.” The Portfolio is a nine-month compilation of your personal learning in the APLP. It is a tangible outcome—a “deliverable”—from your work in the program and symbolizes the entire APLP experience, as opposed to being just the sum of its parts. More than a collection of class notes, projects, and assignments, the Portfolio is a representation of your engagement with the APLP curriculum, the field studies, and life at the East-West Center and in the local community, as well as the Asia Pacific region. Your Portfolio brings together and captures your learning, helps chart your progress, and represents the depth and breadth of your time in the APLP. Details of the Portfolio appear below after the description of specific assignments.

2. G12 Assignments, First Semester

2.1 Writings a) 3 Questions

Refining questions for each of the APLP’s three questions

b) Short Pieces - complete five (5) from the following • Think Pieces (Opinion)

Engaging a topic of interest without research – just thinking – about the world. • Leadership Reflections

Thinking about and learning from past or present experiences • Memos (Analytics)

Concise, data-rich, and business-like analysis of a situation or issue (global, organizational, or personal)—include implications for actions

c) More Depth • Planning for Success

Evolving pre-arrival document • Personal Action Plan

As developed in coursework • Field Study Travel Journal

Reflection on team travel, APLP competencies, content, and themes

d) Others/Optional (discuss with staff) • Journal • Proposal • Research Paper

2.2 Presentations

a) 2 x News Presentations Select from provided topics, 4 minute presentations + Q&A

b) 1 x “Other” presentation EWC brown bag, Public, APLP TEDtalks, G12 skills, etc.

c) Field Study Presentation 20 slide/20 minute summary done with fellow travelers

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Others/Optional • Imagery, photo / drawing essay of APLP experience (7 images max) • G12 photo essay for term’s end (discuss with staff)

2.3 Conversations

a) Two interviews Individually or in pairs; set up, carry out, and summarize two interviews of your choice (on professional, leadership, or thematic interests)

b) Participation Recognizing initiative, contributions to community, active preparation and participation for class and field activities, punctuality and professionalism, etc. Will be a combination of peer and staff evaluation (midterm and end term)

2.4 Outcomes/Projects

a) Capstone Reflection (rather than Exam!) One end-of-term take-home exercise synthesizing your thoughts on the three questions. May include oral component b) Learning Lab Project

Teams will create a project plan with goals, members roles and timeline. Written and verbal reflections will document learnings during community engagement activities. Learning Labs will share results and experiences at the project’s conclusion

3. Portfolio Details 3.1 Deadlines There are three substantive deadlines for the Portfolio: (1) before the Field Studies, (2) toward the end of the first semester, and (3) end of the second semester. The dates are: October 12, 2012: Portfolio Part 1 Completed/ Progress Review November 23, 2012: First Semester Portfolio Completed

Please submit one electronic copy (to your Hub folder) and one hard copy (to Nina Dutra)

April 30, 2013: Final Portfolio Electronic Copy to Hub Folder The Portfolio must be a single, integrated document. There will be no exceptions to the deadlines indicated above. 3.2 Format Front cover: Put your name and a color photograph of yourself taken in Hawai`i on the front cover, along with the title (APLP Portfolio), and your class, Generation Twelve (G12), 2012–2013.

• Table of contents and page numbers should be included. This is important. Your Portfolio must be easy to navigate.

• Text should be single-spaced. • Double-sided pages suggested.

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Content and Creativity The content of the Portfolio is not limited to the listed assignments (see above). You may add other APLP projects, or work you have completed, or anything important to you from the APLP experience. But—please remember, quality always wins over quantity. In the words of one APLP alumnus: “If I had more time, I would write less!” We encourage you to be creative, to personalize your Portfolio, and to make it look attractive, but not at the expense of content. Preparation Aside from completing assignments, collating all your finished work will take much longer than you think. Please plan accordingly and allow extra time for this and for printing/binding. We suggest at least three days. Time has been set aside for this during Interregnum. Portfolios can be bound at Kinko’s/FedEx or UH Campus Center. Online Professional Portfolio (Alternative) You may propose that your Portfolio contents be presented as an online professional document. This may be especially useful to those who are professionally marketing themselves online or communicating with organizations about the APLP. Please approach staff by October 12 (Portfolio Part 1 completion date) if you wish to do this. 3.3 Portfolio Structure You are free to organize and structure the contents of your Portfolio in a way that works best for you. For example, this might include, but is not limited to, the following:

• Introduction to Portfolio • Pre-Arrival: Planning for Success • Individual Work: Personal Action Plans (PAPs) • Team: Work you have done in small groups or teams, such as Learning Labs, Field

Studies, etc. • Networks and Interviews: Community engagement, Interviews (PD) • Think Pieces • Leadership Reflections • Memos • Presentations by You: Self-Introduction, News (if including PPT, put 6 slides/page) • Field Study Journal • Project Outcomes • Capstone Reflection • Community and Outreach: volunteering events and contributions, EWCPA activities • APLP G12 ‘Ohana: APLP activities, your best or favorite G12 photos, memories and

memorabilia • Your “refined” APLP 3 Questions and your Answers • The Last Page: Final words

Or, you could organize your Portfolio around the three questions of the APLP:

• What’s going on? • What types of leadership are required? • Where do I fit?

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These are just suggestions. The important thing is that your Portfolio is complete (all assignments), well-structured, and coherent so that readers can easily navigate through the contents. 4. Spring Assignments See Second Semester section for spring Assignments and Deadlines.

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E. Field Study “East and West”

Asia Pacific Leadership Program Generation Twelve (G12)

2012–2013

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1 Introduction to the APLP Term One Field Study: “East and West” Dates: Oct 14–Nov 2, 2012 Description: G12 will divide into two groups, each of which will travel on one of the following Field Studies: East: US East Coast: Washington, DC and New York City

West: China: Beijing and Yunnan

The Field Study is integrated into the overall flow, content, and themes of the APLP. The Field Study marks the one-quarter distance mark in the overall APLP process. It is a chance to leave the East-West Center campus and to activate both individual and group strengths built in the first phase of the program. The Field Study acts as a catalyst for the deepening of our discussions in the second half of the first term. The Field Study provides a venue for seeing program content in action. Topics as diverse as demographic shifts, leadership frameworks, Enneagram filters, energy dependency, or great power rivalry will be observed and tested in situ. The Field Study is also an excellent opportunity to deepen understanding of the overarching program themes of competencies, futures, adaptive leadership, diversity, and networks. During the Field Study, we will examine the APLP’s content and themes through meetings with high-level leaders, workshops with top graduate students, visits to communities, and multiple interactions with “average folks.” 1.1 Field Study Objectives The Field Study is a major investment on the part of the East-West Center. The Center’s objectives in funding this activity may be categorized into two groupings: Relationships: Deepen G12 group relations through experiences off campus and extend and refresh the Center’s and participants’ networks. Knowledge: Activate and deepen participants’ learnings in Honolulu and further develop competencies. These objectives are mirrored in the outcomes for participants. 1.2 Participant Outcomes G12 members will:

• Experience personal, leadership, and intercultural challenges through travel • Advance understanding of APLP’s three questions and engage APLP themes in

context • Widen contact bases through meeting new people • Deepen relations within G12 • Understand complexities and variability of change through localized lenses

The above outcomes provide the basis for the Field Study assignments.

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1.3 Assignments

1.3.1 Individual: Travel Journal (a daily ongoing activity), including: • Experiences in team travel • Reflections on APLP competencies, content, and themes as outlined below • Other learnings or questions you develop “on the road”

1.3.2 Team: Fellow Travelers (e.g., East or West): Slide Show (20 images and 20 minutes

per show). To be completed in advance of the group’s return to Honolulu. 1.3.3 Team: Learning Labs: Group debrief and findings presentation (5 minutes plus

discussion—no PPT needed). To be completed after the group’s return to Honolulu. 2. Content Both field study options will examine:

• Key emerging issues affecting each location set • Linkages between the local contexts and leadership forms and styles • How individuals in each location navigate change (with a focus on generational

differences) These three themes mirror the APLP’s three learning outcome questions: (a) What’s going on? (b) What types of leadership are required? (c) Where do I fit? 2.1 Specific Regional Themes In addition to these common themes, specific topics will be addressed in each location (to be further refined in G12 group discussions):

East: Washington, DC, various East Coast locations, and New York City • Leadership in Turbulence • US Foreign Policy Formation and Trends vis-à-vis the Asia Pacific • Changing Nature of Multilaterals and INGOs

West: China (Beijing and Yunnan)

• Leadership Traditions, Social Change, and Crises • Rise of China: Inside Out • Social Complexity and Diversity • Minority Groups and Resilience

2.2 Intersecting Learning Lab Themes Finally, focus group members will investigate trends in their thematic focus area to share upon return. These areas include: 1) Complex Emergencies; 2) Poverty; 3) Social Enterprise; 4) International Education; and 5) International Relations. It is hoped that at least one member from each Learning Lab will be on each Field Study option. 2.3 Competencies During the Field Study experience, participants will utilize and enhance a number of competencies. Competencies are abilities that are only developed through actual experience, such as Field Study, and through reflection, not in a classroom. Competencies include the following:

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• Conceive main investigation goals and desired outcomes • Strategize research and travel plans to achieve these goals • Lead in the face of the challenges of travel and research • Build teams in shifting environments and amidst potential sources of stress • Problem-solve challenges that arise while on the road • Create new opportunities and understandings from travel • Bridge cultural differences within the team and in diverse locations • Observe and research in localities where information may not be abundant • Converse with people who are navigating national and personal change in China • Document and distill the experience of new locales and people • Engage and compare the nature of change across localities • Reflect and analyze through journaling and “Navigate Change” debriefing sessions

3. Logistics and Design Participants have selected the area to which they wish to travel. Approximately half of the group will travel to each location with APLP staff. The groups will travel together, and group tickets and reservations will be made. The October Field Study is a group/team experience. Each Field Study option will include a combination of meetings with experts, networking with practitioners, and workshops with graduate students, as well as free time to explore. It is expected that participants will take substantial responsibility for the success of each field study. 4. Field Study Expectations Codes of Travel While on the Field Study, you are also part of the wider G12 and EWC community. All East-West Center, APLP, and Field Study Codes of Conduct apply. Please take time to re-familiarize yourself with these (see Section B, Guidelines and Policies). Values to Travel By As a team, we will rely on each other to ensure an effective and enjoyable trip for all. Past experiences have shown that the core APLP values are also important elements for effective travel. The APLP values are summarized below. Consider how they affect travel.

Inclusiveness: Being open to alternative views, extending support to others, and appreciating diversity.

Honesty: Maintaining personal integrity and earning the trust of others.

Humility: Recognizing one's own weaknesses and the need to learn.

Compassion: Valuing others and a concern for creating social good.

Innovation: Creativity, risk taking, and problem solving.

Rigor: Attention to outcomes and pursuit of excellence.

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F. Second Semester

Asia Pacific Leadership Program

Generation Twelve (G12)

2012–2013

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1. Introduction

The second semester is about navigating in new waters and leadership in practice. The main objectives of the spring term of the APLP are:

• To apply learning from the first semester and take action • To provide the time, space, and institutional support for you to pursue personal and

professional goals • To build on and activate answers to the three questions: What’s going on? What

types of leadership are required? Where do I fit? • To continue to explore and develop APLP concepts through a Capstone Project

The second semester will be a different experience from the first term. We will be physically dispersed as a community. Staying connected, engaging meaningfully, activating diversity, leading change, and strengthening our community will be priorities for the G12 ‘ohana as we move forward. You will also see each other in a new light—as professional colleagues and leaders in local communities around the Asia Pacific region. Recognize and strive to understand these new roles and the wealth of knowledge, skills, experience, and relationships they bring. Expansion of the G12 network, combined with our individual and collective experiences in the second term, will strengthen who we are as a community. Regardless of your individual pursuits, there are core activities that everyone will undertake:

• Spring Planning for Success • Revised Personal Action Plan • Capstone Project • Ports of Call (where we check in monthly as a community and update each other

on progress) • Final Portfolio

Before the detail, a quick word on how we will maintain excellent communications... 1.1 The Hub/Technology Access G12 can choose their preferred online communication platform for the second semester. All fellows must be able to access this from their locations. Regardless of your preferred online communication platform, you are expected to check The Hub at least twice per week. You can access The Hub directly via the Internet at: http://thehub.aplp.eastwestcenter.org (note: no “www” in the address). If you have problems with Hub access, contact Lawrence Wu, our Hub IT specialist (based in Vancouver) at [Lwu@thehub.aplp.eastwestcenter.org]. Email Lawrence from your personal email account. You are encouraged to have access to a digital camera with video-making capacity. Ideally, you should have access to Skype with video capacity. Send G12 your Skype address in your first second-semester communication.

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1.2 Time Commitment It is expected that you will spend about 3 hours per week to fulfill APLP commitments. Please check The Hub at least twice per week.

2. G12 Second Semester Assignments and Activities

2.1 Description of Requirements We have monthly “ports” at which we will stop during our voyage this semester. At each port, we will assess progress and communicate with the G12 home ship. 2.2 Spring Planning for Success To launch a successful spring semester, please answer the following questions in detail:

• What will you be doing in the second semester and why did you choose this activity? Answers should expound upon your selected spring activity (GIST, Leadership Project, coursework, or new or continuing employment) and your selected Capstone Project (Futures Scenario, Network Analysis, Workshop, Publication).

• How do your spring semester activities relate to your goals in your Personal Action

Plan?

• How do they relate to the APLP curriculum?

• What parts of the APLP curriculum, including concepts and experiences, will you explore in your second semester activities? Be specific.

For example: Exploring how networks can be used in NGO management, practicing communication/public speaking skills, seeing US trends in your professional field firsthand to better understand possible regional futures.

• What are your specific goals or objectives in the spring semester? List at least five in

order of priority. Remember to give specific details of exactly what you will accomplish and when.

For each goal, list three specific action steps that will help you achieve this goal.

Given your new activity and project, answering this may require you to talk with colleagues, supervisors, or advisors.

Note: If you have already described a particular goal and action steps in your Personal Action Plan, you may simply revise and update it. If the goal is new, go through the process of goals clarification.

• Besides your main activity, what other people, organizations, networks, or places will

you connect with in the second semester to further your goals?

Examples: In Washington, DC, I will join the United National Associate for Young Professionals, attending monthly networking sessions. I will explore my Chinese art interests at the Smithsonian Museum and book a guided tour with curators. I will meet Anny Wong from RAND think tank to discuss her publications on Asia Pacific

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security. I will attend at least one talk each week at the EWC in Washington or other research offices while there.

• In one sentence, what does a successful second semester look like for you?

2.3 Revised Personal Action Plan A revised version of your PAP should be completed before graduation in May (deadline April 28, 2013). Pay particular attention to updating your plan for the next 12 months. 2.4 Capstone Project Individually or in teams, fellows will create and execute a Capstone Project. This may be, but is not required to be, a continuation of Preparations begun in the first semester. These projects are intended to stretch your application of APLP learning into tangible professional outcomes with broader meaning for organizations and communities. You may also create your own Capstone Project with a detailed plan of purpose, goals, and action steps.

• Futures Scenario Create a futures scenario using knowledge and resources from the APLP for your organization or a group of which you are a key member. Group members can be included in the visioning process. The scenario should be communicated professionally in a report or public presentation.

• Network Analysis Conduct a network analysis using knowledge and tools from the APLP for your organization or a group of which you are a key member. Those selecting this option should attend the UCInet training and utilize resources presented by Wendi Backler in the fall semester. Typically, surveys followed by software manipulation of the data create a Network Analysis.

• Publication Publish an article in a magazine, newspaper, or peer-reviewed journal that draws upon your experience and knowledge from the APLP. Apply this to a topic of interest to your professional or community group.

• Workshop Conduct a workshop or lecture (series) using resources from the APLP. Past examples include an Enneagram workshop for an organizational department, a roundtable series with senior leaders in a fellow’s professional field, and a leadership training workshop for emerging female leaders.

2.5 Ports of Call In addition to the Capstone Project and updated Personal Action Plan, “ports of call” are check-ins during the second semester. Each port and required activity is listed below.

First Port—Saturday, January 12 Second Semester Goals (includes identifying your Capstone Project) Answer the 8 questions regarding your goals and post.

Second Port—Saturday, February 16

Postcard to G12

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Send a digital postcard to G12 from wherever you are now. Include a picture or video to give us a realistic idea of where you are, who you interact with, and what occupies your time.

Third Port—March 16–23

Midterm Conferences You will join an online conference with APLP staff and a small group of fellows. You will give a short presentation on your progress and activities (News style), followed by questions from staff and fellows. Details and instructions for connecting will be provided closer to conference time.

Fourth Port—April 28

Revised Personal Action Plan and Spring Portfolio due 2.6 Spring Portfolio Update your digital Portfolio by adding all your spring work and anything else you would like to include. Deadline: April 28. Staff will review your Portfolios on The Hub. 2.7 Other Ports of Call There are numerous other possibilities for interaction during the spring based on your common interests and goals. Ideas will emerge from within G12 during the fall semester, and we encourage you to be creative and innovative. Groups will emerge to collaborate on projects that link work, goals, challenges, and shared interests. In the past, participants have started organizations, led international service trips, and created alumni networking tools. You might also link to EWC alumni in your community and host a gathering to meet incoming APLP G12 before they depart for Hawai`i. Final Destination APLP G12 All G12 fellows are invited to attend the APLP Graduation Reunion in Honolulu from May 1–5, 2013. Graduation day for all EWC fellows is May 2, when the EWC Ho‘opuka ceremony will take place. If time is tight, suggested arrival day is May 2 and departure May 5. Schedule details will be provided nearer the time. The APLP will provide official letters of invitation to help with visa arrangements, if needed. With advance notice (to Ms. Nina Dutra and Lori Concepcion), accommodation can also be reserved in Hale Manoa/Hale Kuahine.

3. Second Semester Options

There are five options available in the spring semester. Prior to your arrival, we asked you to indicate which option you would most likely choose. Final deadlines to decide are explained after each option. Visa Matters Please note: Visa restrictions apply in the US and other countries that APLP cannot override. Most non-US citizens will not be able to remain in the United States. in the second term due to visa restrictions. Fellows are responsible for knowing their individual visa status. If you have questions, please see Ms. Nina Dutra or Ms. Valerie Wong. 3.1 GIST—Group Independent Study Travel (See separate document) The Group Independent Study Travel (GIST) component of the APLP involves APLP “Delegates” carrying out specific travel, research, and small-scale community support

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activities in Southeast Asia. GIST is a way for APLP participants to activate their learning from the first semester, meet members of the EWC community in-country, carry out personal research and professional development activities, work on small-scale community projects, and share experiences with fellow “GISTers” while on the road. GIST occurs in the second semester, from mid-January to late April. The estimated out of pocket cost for this activity is $3,000 USD. This amount should cover all basic costs. Those accepted to take part in GIST will receive support from the APLP in the form of some accommodation costs, health insurance, and small stipends. Acceptance into GIST is by application, and numbers are limited. Information sessions will be held prior to the application deadline for anyone interested in this spring semester option. GIST Proposal Due: Tuesday, September 18 Staff Contact: Scott Macleod 3.2 Continuing or New Employment Continuing Employment APLP fellows may choose to return to their previous position after the fall term. They return with new skills and fresh ideas from the program. Promotion on return is not uncommon. New Employment Fellows transitioning to a new position find the East-West Center opportunity network a rich resource. The EWC Alumni Associates and APLP staff encourage fellows to connect with alumni in their professional or regional area of interest. 3.3 Internships Fellows may choose to apply for short-term positions or internships in the second semester to experiment in a new field or location. If you seek an internship beginning in January 2013, you will need to start this process immediately upon arrival in August, as securing a position can take time. Paid internships are increasingly uncommon and you should have a backup plan in case it is not possible to secure a paid or unpaid position that begins in January. Fellows on internships must pay for health insurance (required), flights/transportation to the internship, visa costs, and accommodation and living expenses. For those seeking new employment, the APLP has a Career Resources folder on The Hub, providing links to jobs, fellowships, and other professional resources. Internship Application Due: Monday, September 24 Staff Contact: Christina Monroe 3.4 Coursework It is not uncommon for APLP participants to undertake coursework during the spring semester either to finish an advanced degree (begun prior to APLP), explore a new field, or for professional development. Some participants elect to undertake such coursework at institutions in the Asia Pacific region, and some wish to remain in the United States. Specifically for participants considering a PhD, coursework during the spring semester can be a rewarding experience.

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Regardless of the location, APLP participants are responsible for making sure selected coursework is directly connected to professional development needs. A short written notification including a justification, selected courses, institution, and progress of admission status should be given to Ms. Nina Dutra by the deadline indicated. APLP participants are also responsible for managing the process of admission, visas (if applicable) and tuition. The only exception would be coursework undertaken at the University of Hawai’i, for which the Senior Program Officer can offer guidance and administrative assistance. University of Hawai`i Coursework Participants choosing this option in the spring take graduate courses from across the University of Hawai`i spectrum, including Asian and Pacific Island Studies, language training, leadership education, etc. The University has one of the strongest schools of Asia Pacific studies and language courses in the United States: School of Pacific and Asian Studies (SPAS): http://manoa.hawaii.edu/asianstudies/ Fellows pay tuition fees directly to the EWC to ensure that they receive in-state tuition at UH (which is substantially less expensive than the out of state tuition rate). A minimum of 8 credits is required, which costs approximately $4,500 USD or more, depending on which courses are selected. Additional costs include accommodation, living expenses, and health insurance (required) in Honolulu. Participants are responsible for managing these costs. Spring semester 2013 starts on Monday, January 7. Course registration for unclassified graduate students is from January 2–January 6, 2013, only. Deadline for Coursework Notification: November 12* (*Please note that some institutions may have registration dates far earlier than this date.) See Nina Dutra well before the deadline to discuss your selection and details regarding the registration process, including seeking written permission for courses from professors. Staff Contact: Nina Dutra 3.5 Applied Leadership Projects Applied Leadership Projects (ALPs) are self-organized, team-based projects that are usually service-based. They combine real-world experience with internal reflection to form action-based learning activities that develop leadership capacity. The purpose of ALPs is to positively impact a community or organization, apply lessons learned in the fall semester, and reflect on leadership performance, success and failure alike, throughout the life cycle of the project. Past examples include the Hokule‘a Education Project, which coordinated educational outreach for the Polynesian Voyaging Society during its historic voyage to Micronesia and Japan; the Habitat for Humanity Project, which raised funds and built houses in Sri Lanka after the Asian tsunami; and the Peace and Conflict Resolution Working Group, founded in 2003, which organized a number of events, including a televised Town Hall forum on the war in Iraq. Further details on these projects can be found on the APLP website at:

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http://www.eastwestcenter.org/education/aplp/aplp-experience/second-semester/spring-project/ Applied Leadership Projects are self-designed and self-funded, and teams are self-selected. A project proposal is required, and all projects are subject to acceptance. If based in Honolulu, costs will include accommodation, living expenses, and health insurance (required). ALP applications due: Rolling deadline until November 12 Staff contact: Nick Barker