GPRD-Geilivable Final PPT

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Group Geilivable Final PPT, APIEL-GPRD 2011

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  • Lectures provide the foundation of related knowledge, including regional economy, geography, statistical data, historical background, culture and language, and academic theories.Excursion works towards outside and also with local people. Students are expected to be active to collect information.Group work is the central part of APIEL. It requires students various skills to have consensus.
  • Prof. Furumai, “Needs of Environmental Leaders and Sustainable Society”Prof. G.H. Chen, “The Innovative Sewage Treatment Technology of Sulphate Reduction, Autotrophic Denitrification and Nitrification Integrated Technology for Sanitation, Water Scarecity and Sustainable Sewage Treatment in Coastal Areas around the World”Prof. Gerald R. Patchell, “Economic Geography: Industrial Organisations”Prof. Alexis Law, “How Urban Planning Can Help Brting Fundamental Change in Environment, China’s Recent Effects in Trying to Reduca
  • I am going to talk about the EL development process as we experienced from the GPRD program. We identified five milestones in the GPRD program that contributed to the development of environmental leadership. These are 1) knowledge creation/recreation….
  • First, we recognize that the GPRD program enhanced EL at the level of knowledge creation and recreation, particularly in relation to the environmental problem in the GPRD region. We observed that the effectiveness of the program in reinforcing this comes from its combination of different types of learning—from expert-driven learning in the form of lectures, on-site learning through excursions, P2P learning through group work, simulation through stakeholder role-playing, and self-regulated learning such as Internet research. These combination of learning methodologies, as mentioned by Shogo earlier, provided the basis for the foundation of our knowledge, without necessarily making the whole process boring and uni-dimensional. Keeping the motivation high of the participants and ensuring that everyone has a common understanding of the situation is very important, given the variegated background of the participants. Moreover, the GPRD Program also covered the problem from multiple disciplines, which has led to our critical understanding and balancing of perspectives, allowing us to weigh the normative value of all the information that we gathered. ON the downside, we observed that there is the danger of information overload, as well as the challenge to deal with uncertainties.
  • The second important step in the EL development was visioning. This allowed us to exercise two things: Imagine and Aspiration. As a result, we were able to come up with our own vision for GPRD in the year 2020. To facilitate this process, we tried answering some key questions as to how we envision GPRD by 2020 in terms of its built and natural environment, economy, society, and government.
  • Our visioning exercise resutled in the formulation of the following version, and I quoute, that By 2020, the GPRD is China’s leading international gateway powered by a globally competitive workforce, strong tertiary industry, reliable public services, inter-connected circular economy, environment-friendly innovation companies, and close cooperation among cities, with all of its people enjoying a clean and secure environment and good quality of life. We also identified some guiding principles that should chracterize the solution that we plan to achieve the vision, such as that the solution should be strategic, cross-cutting, and in line with the national planning cycle to ensure political buy-in from the national government, among others.
  • The third step in the development of EL was Integration. This is the phase where we had to look at the big picture, and consider the gap between the current situation and our vision. That is to say that at this point, we had to see the forest, not just the trees. Critical at this stage is the enhancement of systems thinking. To facilitate this stage, we tried to make use of simple yet effective methodologies such as problem tree analysis and meta-card technique.
  • This just shows the results of our problem tree analysis indicating the inter-relatedness of the four elements in our vision, and the key issues that need to be addressed.
  • After ensuring that we are on the same page, we then moved on to the fourth stage, the decision-making process. Here, we learned how to identify and justify priority issues amidst all other competing issues. We learned that it was not enough that we were able to reason out or justify our choices, but more importantly, we must be able to persuade the other members of our group. Our unwritten agreement was that while we assigned Cluster Leaders for each sector to lead in the discussion of issues, decision-making had to be based on consensus. The decision as to which actions to take ultimately rests on the whole group.
  • Following this process, we were able to come up with our proposal, that is, a Strategic Plan for Sustainable Industrial Relocation in GPRD, over a 10-year period or covering two national planning cycles in China, the 12th and13th plans. Our proposal has two phases, and it involves the development of clean, high-tech indisutry and R&D enterprise cluster in GPRD’s 3 metropolitan areas, and the relocation of clean manufacturing in underdeveloped areas in East, West and Central GPRD
  • Our strategic plan will be executed with the following priority activities per cluster. The details of each activity were later threshed out in the next stage, which Shogo will discuss.
  • The first lesson that we learned is about resource management. And by this, we found 3 things to be important; time, people and information. With limited time esp. for group work, we had to devise ways to lessen the strain by providing a structured framework of how we should tackle the problem. We also had to make sure that everyone is happy not only while working (e.g. No one’s hungry), but happy with the decisions that we make. We specifically had to support one member whose hands were full throughout, as he also happened to the be coordinator for the logistics in SYSU. We also learned that it is very important to be able to handle and organize information effectively and efficiently, given the different learning modes of the program.The 2nd learning for us is about Attitude and Thinking. This includes being open minded to other people’s ideas and opinions, being able to work as a team, in a way that the sum of our individual thinking becomes greater than the whole group, being able to consider both international and local perspectives, and lastly, being able to exercise systems thinking.
  • Our 3rd learning relates to communication. Some of the things we found to be important are the ability to listen, not just hear; the ability to persuade, not just reason out or argue; the ability to facilitate exchange of ideas, not just lead the discussion, and last but not the least, the ability to inject humor from time to time to lighten up the work load.Finally, we also observed that being an EL requires some basic practical skills in notes-taking and facilitating group work, as well as the ability to communicate ideas visually.
  • GPRD-Geilivable Final PPT

    1. 1. Enhancing Environmental Leadership: The GPRD Experience<br />KristofferBerse (UE) Shogo Kudo (GPSS)Lisa Liu (HKUST)<br />Fiona (HKUST)Jim (SYSU)<br />APIEL-GPRD Unit Group D (Geilivable)<br />Final Presentation <br />16 May 2011<br />
    2. 2. Presentation Outline<br />The APIEL-GPRD Unit<br />1.1 Three Main Activities<br />1.2 Lectures, Excursions and Group Work<br />Environmental Leadership (EL) Development Process<br /> 2.1 Knowledge Re/Creation<br /> 2.2 Visioning<br /> 2.3 Integration<br /> 2.4 Decision-making<br />2.5 Action Planning<br />Insights on Environmental Leadership<br /> 3.1 Obstacles AND Solutions<br /> 3.2 Group Work: Process<br /> 3.3 Lessons Learned on EL<br />Group D(Geilivable)<br />
    3. 3. 1. APIEL-GPRD Unit<br />Program: Asian Program for Incubation of Environmental Leaders<br />Field Course: “Sustainable urban relocation and regeneration of industrial regions in the Greater Pearl River Delta (GPRD), China”<br />Organizers: Hong Kong University of Science and Technology (HKUST), Sun Yat-SenUniversity (SYSU), University of Tokyo<br />Date: Feb 21-Mar 1, 2011<br />Participants: 22 students from various academic backgrounds<br />
    4. 4. 1.1 Three Main Activities<br />22 students from 3 different universities.<br />Diverse background<br />5 groups formed.<br />Discussion / Negotiation<br />EL Development<br />Vision Statement <br />Propose Solutions<br />Foundation of Knowledge<br />Understanding the Reality<br />9 lectures by professors from<br /> 3 universities,<br />Lectures on GPRD from different angles.<br />3 days for excursion.<br />6 places visited.<br />Q&A sessions with local staff.<br />
    5. 5. Lectures, Excursions and Group Work<br />
    6. 6. Lectures, Excursions and Group Work<br />
    7. 7. Lectures, Excursions and Group Work<br />
    8. 8. 1.2 Lectures, Excursions and Group Work<br />
    9. 9. 2. EL Development Process<br />16/05/2011<br />9<br />
    10. 10. 2.1 Knowledge Re/Creation<br />10<br />Group work<br />(Peer-to-peer learning)<br />Society<br />Leadership<br />Sustainability<br />Technology<br />Environment<br />Economy<br />Governance<br />Stakeholder role-playing <br />(Simulation-based learning)<br />Lectures <br />(Expert-driven learning)<br />Excursions <br />(Experiential or on-site learning)<br />Internet research <br />(Self-regulated learning)<br />
    11. 11. 2.2 Visioning<br />What conditions do we want to prevail in the natural and built environments of GPRD? <br />What do we expect from the local governments in GPRD?<br />What is the desired state of economy we want for GPRD?<br />What are the aspirations of the people in GPRD?<br />What role do we desire for GPRD in relation to the country?<br />Imagination<br />+<br />Aspiration <br />=<br />Vision 2020 <br />11<br />
    12. 12. Vision and Guiding Principles<br />
    13. 13. 2.3 Integration<br />Seeing the forest, not just the trees.<br />16/05/2011<br />13<br />Systems Thinking<br />Problem Tree Analysis<br />Meta Card Technique<br />
    14. 14. 14<br />Results of Problem Tree Analysis<br />
    15. 15. 2.4 Decision-making<br />16/05/2011<br />15<br />Strategic prioritization<br />Justification<br />16/05/2011<br />15<br />
    16. 16. Our Proposed Strategic Plan<br />Phase 1 Development of clean high-tech industry in 3 metropolitan areas<br />Phase 2b<br />Relocation of clean manufacturing industry in underdeveloped cities of GPRD sub-regions<br />Phase 2a Development of R&D enterprise cluster in 3 metropolitan areas<br />Notes:<br /> Metropolitan Areas - Hong Kong-Shenzhen, Guangzhou-Foshan, Macao-Zhuhai<br />Sub-regions – Underdeveloped cities in the East, West, Central GPRD<br />Circum-PRD – including other areas in Guangdong <br />2011-2015<br />2016-2020<br />
    17. 17. Priority Action Agenda per Cluster<br />Legend:<br />Phase 1<br />Phase 2<br />
    18. 18. Vision<br />Objectives<br />2.5 Action Planning<br />1<br />2<br />“Attribution Gap”<br />3<br />4<br />Results-based Monitoring and Evaluation Framework*<br />5<br />6<br />Stakeholder 2<br />Stakeholder n<br />Stakeholder1<br />7<br />* Adapted with modifications <br />from Kusek and Rist (2004).<br />
    19. 19. Details of Phase 1, 2011-2015<br />19<br />
    20. 20. 16/05/2011<br />20<br />Details of Phase 2, 2016-2020<br />
    21. 21. 3. Insights on Environmental Leadership<br />The Experience of GPRD Unit<br />
    22. 22. 3.1 Obstacles AND Solutions<br /><ul><li>Work As a Group / Team
    23. 23. Use of “Resource Person”
    24. 24. Time Limitation
    25. 25. Limited Knowledge of GPRD
    26. 26. Remind and Restructure Tasks
    27. 27. Interactive Methods to Increase Participation of All Members
    28. 28. Keeping Motivation & Participation of members
    29. 29. Big Title
    30. 30. Consult with Specialists
    31. 31. Understand the Complexity / Needs for Holistic Approach
    32. 32. Lack of Knowledge in Different Majors
    33. 33. Multiple Ways of Communication
    34. 34. Rephrase Discussion
    35. 35. Meta card technique
    36. 36. Communication in English</li></li></ul><li>3.2 Group Work: Process<br />
    37. 37. 3.3 Lessons Learned on EL*<br />*Members’ Comments<br />Resource Management<br />Time management - divided / SHORT working schedule<br />Take NOTES as soon as possible (information)<br />Organisation of information - CAPTURE each piece of information<br />People<br />Attitude and Thinking<br />Open-mindedness<br />Working as a team, not as “individual experts”  synergy<br />International perspective, not just local<br />Systems thinking, inter-relatedness of environmental problems<br />
    38. 38. 3.3 Lessons Learned on EL*<br />*Members’ Comments<br />Communication<br />Listening, not just hearing<br />Language skills (English)<br />From reasoning to persuasion<br />Leading discussion  facilitating exchange of ideas; rephrasing<br />Humor, positive atmosphere<br />Practical Skills<br />Note-taking<br />Familiarity with simple yet effective methodologies for group facilitation (e.g. metacards, problem tree, mind mapping, etc.)<br />MULTIPLE communication means – drawing charts, graphs, showing pictures, videos, etc. <br />
    39. 39. The End<br />Thank you for listening<br />Group D(Geilivable)<br />

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