The Foreign Service Journal, January-February 2015

THE FOREIGN SERVICE JOURNAL | JANUARY FEBRUARY 2015 25 theory (yes, an understanding of theory is important), language and culture—are important, and the practitioner must be able to incorporate these, albeit at a level di erent than that of the academic. e practitioner, however, can also focus on the core intellectual components—the ability to identify critical issues, to synthesize information and data, to extrapolate from history and precedent to craft policy—to understand the decision-making process and players. e role of the practitioner-in-residence is not to replace, but to complement, the academic. Two Approaches to the Bridge ere are two approaches that can bridge the divide between theory and games: case studies and policy task forces/work- shops (known as PTF/PWS). Both can be used to convey the importance of historical context, contain a measure of structure and patterns drawn from academic theory, and include impor- tant lessons on the complex development of policy and the limitations of its implementation. Case studies elevate the value of the storyteller-in-residence beyond their personal experiences. e case study approach has proved e ective in other graduate professional schools, includ- ing law and business, and is equally applicable and e ective in teaching the practice of diplomacy. Georgetown University’s Institute for the Study of Diplomacy, for example, developed over several decades about 300 case studies covering decades of post–World War II diplomatic history that can be used either as core or supplemental readings. A course on “Invention: Limita- tions and Opportunities” can draw on studies of Somalia, the Philippines, the Shah’s Iran and the Balkans. e better case studies include su cient back story to pro- vide necessary, but not burdensome, context, as well as foot- notes for further research. e great ones include teaching notes. Task Forces/Workshops: Lessons in Leadership, Collaboration and Policy Trade-o s To underscore this notion of process, and to borrow from Marc Grossman’s introduction to e Embassy of the Future (Center for Strategic and International Studies, 2007), diplo- macy is not the result of a single person’s actions or work, even a “Great Man” or an ambassador. It is a collaborative process over time involving a number of players with di ering perspectives and strengths. How does a practitioner convey that in a classroom? One model, used successfully for years at the Woodrow Wilson School, is based on policy task forces/workshops. is format reinforces core competencies, the concept of process, the role of collaboration and the importance of strong writing skills, and plays to the strengths and unique perspective of the practitioner- in-residence. e format provides a framework that is more practical than the conventional academic approach and more conceptual, structural and historical than simulations or even case studies. It is also considerably more labor-intensive than conventional teaching. e objective is not to create one-semester experts on a spe- ci c region or issue, but to convey the sense of diplomacy as an incremental process, the complexity of factors that go into policy formulation and implementation, the give-and-take of compet- ing interagency interpretations of national policy objectives, the need to understand “the persistence of political culture” and familiarization with policy writing (as opposed to academic writing)—all lessons that can be applied to other policies, other regions and in any department or agency. Each PTF/PWS focuses on a single major, ongoing policy issue: e.g., childhood obesity, rogue states, rebalancing U.S. policy in the Arab Gulf states, or crafting a comprehensive strat- egy for fragile states. Students focus on one facet of the issue, and produce both a two-page executive summary and a 25-page policy paper. e former exposes students to the rigors of the short-version paper; the latter reinforces the rigors of academic research and analysis. Because this is an academic environment, far more space is devoted to history and strategic context than would be found in a proper policy paper, even one issued by a think-tank. Papers must re ect an understanding of the broad policy issue and its relevance for U.S. national interests; how the elements t into the broader policy issue, current policy and programs; and recommendations for new policy and programs (strategic and programmatic). In the process, students must A tool dependent on access to credible and sucient data, and sucient time for analysis, is of marginal direct utility to the policymaker.