corporate universities - opportunity or threat? keith patching cranfield school of management
TRANSCRIPT
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Corporate Universities - Opportunity or Threat?
Keith PatchingCranfield School of Management
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Agenda
The Corporate University challenge
Where are we/they now?
Building mutuality
Issues we need to address
Conclusions/actions - where do we
go from here?
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An analogy - The Information Centre
Mid 1980s - IT is the future
‘End user computing’ (euc) - releasing creativity
The Information Centre - ‘shrine’ for euc
Set up and run by internal IT people
Publicity, visibility, promise
Dead within 5-7 years
Focus on IC not on outcomes/benefits from euc
Lessons we can learn?
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The difference? - The Corporate University
Late 1990s - Learning is the future
‘The Learning Organisation’ - releasing creativity
The Corporate University - ‘shrine’ for ‘learning’
Set up and run by internal HR people
Publicity, visibility, promise
Dead within 5-7 years??
Focus on CU not on outcomes/benefits from learning
Lessons we can learn?
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The assumed model
Go ahead teach me….
The “teach me” assumption
Assuming a one-way street / right answer model
Reluctance to let go and join in the learning
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The Basic Grid
Transformational
Exploratory
Specific capabilities
Generic
Degre
e o
f org
an
isati
on
al ch
an
ge
Specificity to the Organisation
LowLow
High
High
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Transformational
Exploratory
Specific capabilities
Generic
Broad AimsD
egre
e o
f org
an
isati
on
al ch
an
ge
Specificity to the Organisation
LowLow
High
High
Gaining and sustaining competitive advantage by changing the styles and skills of managers
Experimentation and innovation in management by learning new behaviours of various kinds
Defending business position by increasing internal management effectiveness in core competences specific to business/industry
Increased efficiency through increased skills and abilities in general management
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Transformational
Exploratory
Specific capabilities
Generic
Driving ForcesD
egre
e o
f org
an
isati
on
al ch
an
ge
Specificity to the Organisation
LowLow
High
High
Management vision Corporate strategy Key business goals Desire for “culture
change”
Breaking down paradigms Desire for new models
and concepts Need for more “business”,
“innovative” or “entrepreneurial” thinking
Challenge the norm Business consolidation Integration of
processes, practices and behaviours
Need for common attitudes (e.g. “Quality”)
Specific competences to focus on core activities
Need for greater efficiency in management
Higher productivity and control
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Organisational and individual learning
Degre
e o
f org
an
isati
on
al ch
an
ge
Specificity to the Organisation
LowLow
High
High
Transformational
Exploratory
Specific capabilities
Generic
The organisation learning about
change vision new opportunities and
behaviours
Individuals learning about new ways of thinking/doing, but with no specific goal in mind
Individuals learning about the organisation
Individuals learning about systems and methods for management in general
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Typical kinds of programmeD
egre
e o
f org
an
isati
on
al ch
an
ge
Specificity to the Organisation
LowLow
High
High
Transformational
Exploratory
Specific capabilities
Generic
Tailored and linked to specific corporate direction and initiatives
Focused on key individuals likely to make strategy happen
“Culture change” programmes
Senior executive workshops
Almost anything, including:
Outward bound T-Group/encounter
group “Cross-cultural
exchanges” Standardised, tailored Open to most
managers at appropriate level
Proven methods and models
Induction programmes and other “Rites of Passage”
General management programmes
Open learning where appropriate
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Broad strategiesD
egre
e o
f org
an
isati
on
al ch
an
ge
Specificity to the Organisation
LowLow
High
High
Transformational
Exploratory
Specific capabilities
Generic
Top-down planning linking programmes to business strategy via CSF analysis, etc.
Senior management-driven involvement
Individual or departmental search for exciting new activities
No specific need for planning or co-ordination
Working in small groups with the very latest ideas in management development
Planned and managed as part of HR and other strategies
HR department as focal point
Funds-led with appropriate % age of turnover devoted to purchase of cost-effective methods of skill transfer
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Specifying the ActivitiesD
egre
e o
f org
an
isati
on
al ch
an
ge
Specificity to the Organisation
LowLow
High
High
Transformational
Exploratory
Specific capabilities
Generic
Value is split between the activity itself and the development of ‘ideal’ models
Suppliers as consultants Links to other activities
modified as procedures change to fit the future strategy
No specification at all: High risk but potential
reward Links to other
initiatives discovered as part of activity
Detailed specification and intimate knowledge of organisation required
On-the -job links Links with other
existing procedures
Less detailed specification - rely on suppliers to help identify areas of need and how to meet them
Filling in the knowledge/skills gaps
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Sources of supplyD
egre
e o
f org
an
isati
on
al ch
an
ge
Specificity to the Organisation
LowLow
High
High
Transformational
Exploratory
Specific capabilities
Generic
Leading business schools
High calibre consultants
Universities and polytechnics
“Fringe” consultancies Behavioural
psychologists Seminar/Conferences
etc.
In-house training dept.
Business schools/consultants as subcontractors to HR
On-the job mentoring
Training establishments Cheaper consultants and
business schools Open university/distance
learning organisations “Teach yourself” methods In-house training/mentoring
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Our potential roles - and CUs’ focus
Degre
e o
f org
an
isati
on
al ch
an
ge
Specificity to the Organisation
LowLow
High
High
Transformational
Exploratory
Specific capabilities
Generic
Taking an external, leading-edge approach to transformational change
Working as partners
‘Experimental’ and challenging new ways of developing senior people
Watching and learning what might work ‘back home’
Consulting on curriculum design, etc.
Taking the lead in maintaining links to other aspects of corporate strategy
Broad portfolio of open programmes - providing the mix
Sourcing the most cost effective approaches for each requirement
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Key issues for us:
Broad views on scoping and curriculum
design
Developing an evaluation strategy
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Outcomes - oriented aims
From
Learning AimsLearning Aims
Program ObjectivesProgram Objectives
Current situationCurrent situation Program objectivesProgram objectives
Current situationCurrent situation Desired situationDesired situationGAPGAPTo
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Management development value chain
Organisation Development
Change Programme
Intervent
ion OutcomesInte
rvention Design
Depth of relationship/outcomes value added
Time
Intervention
* Point of entry determines scope of impact/share of responsibility for change
Points of entry
* Point of entry determines scope of evaluation
Points of evaluation
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Management development components
MMotivation - what’s the point, what’s in it for me?
UUnlearning - surfacing previously held
assumptions/paradigms
SSkills, knowledge, attitudes - the focus of what needs to
be done differently
IImplementation - transfer of learning
CContinuous improvement - ongoing application of learning
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The ‘Extended’ GridC
han
ge
Specificity to the Organisation
LowHigh
Transformational
Exploratory
Specific capabilities
Generic
Con
solid
ati
on
Motivating
Motivating
Motivating
Motivating
Unlearning
Unlearning
Implementing
Implementing
Skills (learni
ng)
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Measures/evaluation - basesD
egre
e o
f org
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isati
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al ch
an
ge
Specificity to the Organisation
LowLow
High
High
Transformational
Exploratory
Specific capabilities
Generic
Achievement or movement towards KPIs as drawn up from CSFs
Changes in procedures, systems, language, behaviour
A “new culture”
New ideas tested/proven “Bootlegging” activities Unexpected behaviours Challenges to status quo
Common language and behaviour
Problem avoidance
Collaboration and co-operation across the business
Measurable skills increase
Efficiencies
R.O.I.
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The “learning diamond”
UNDERSTANDING
Models Tools
Frameworks
INTELLECTUAL
PERSONALENGAGEMENT
What am I going to do?
Commitment Changing attitudes/
behaviours/ habits
PERSONAL
Brick wall - this is where most courses end
KNOWLEDGE Checklist Examples
Information
FACTUAL
DataData
LogicLogic
BELIEVING IN... Motivation
Energy Enthusiasm
Passion
UNIVERSAL
EmotionsEmotions
IdeasIdeas
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Learning:Four elements Can ‘model’
situations where it’s needed &
adapt rules to meet the unexpected
Know how this fits with other tools & concepts into holistic framework
Have internalised the behaviours
into belief systems & values
Want to make it work for self & for others
Have the determination/
will/robustness to push aside barriers to implementation
Know what to do when
situation arises
Know why it makes sense/works
Can articulate evidence to
‘prove’ the efficacy of this way
Have explored &
challenged unconscious
assumptions & habits preventing learning
Can empathise with and care about others who are/will be impacted
Have embedded into the unconscious the
‘new’ habits & will consciously do it every
time
Ideas, patterns,
there-and-then possibilities,
model-centred
generalisations
Affective, subjective, value-centred, right-brain,
significant
Cognitive, objective,
intellectual, left-brain,
logical
Facts, taxonomies,
here-and-now, realities, data-centred
specifics
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Learning by…
UNDERSTANDING
BELIEVING IN
DOING
KNOWLEDGE
Ideas, patterns, there-and-then possibilities, model-centred generalisations
Affective, subjective, value-centred,
right-brain, significant
Cognitive, objective,
intellectual, left-brain,
logical
Facts, taxonomies,
here-and-now, realities, data-centred
specifics
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Using the Diamond
11.. Themes and Topics: what do they need to learn?
2.2. Learning methods: how can we help them to learn this?
3.3. Learner styles: how will individuals feel/respond to different elements?
4.4. Tutor style: how are my colleagues and I going to approach all this?
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Levels of inference
11.. Matters of measurable ‘fact’ :Held three team meetings in January
2.2. Opinions/perceptions: The meetings were well-managed/a tedious waste of time
3.3. Motives and beliefs: Does/not really buy into the leadership values
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Influencing the types
NTMakingsense
ST Proof Commitment ST
Caring
SF
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Learning: Two axes
Ideas, patterns, there-and-then possibilities, model-centred generalisations
Facts, taxonomies,
here-and-now, realities, data-centred
specifics
Axis of
disc
overy
Affective, subjective, value-centred,
right-brain, significant
Cognitive, objective,
intellectual, left-brain,
logical
Axis of convergence
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The experiential learning journey
Making(intellectual)sense of the experience - what are the
lessons of (the)experience?
Definingwhat,
precisely,I am going to
dodifferently
(Action plan) Having anexperience
(which touches me personally/
emotionally)
Wanting tolearn from
that experience
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Strategy
Tactics
Nurture
Ambition/values
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NTWouldn’t it
be interesting
if…. STIsn’t it
interestingthat...
SFIsn’t it
nice that...
NFWouldn’t it
be niceif...
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Understandthe principles -focus on users/ business. Able tointerpret situation
by situation Know that the
issue is perception
more than theservice itself The
courage totry these new
skills in a dauntingsituation
Wantto deal with
the situation in the
new way; believe in theneed to meet
usersconcerns/
wants
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Choices
Integrated, Participant-
centered Learning Design
Structures &
Locations
Topics/ Themes
Learning Methods
Facultymembers
- topic-
expertise- style- “fit”
Sequencing
1, 2, 3, 4…. Understandin
g how managers
learn
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Tech-Test - mini case study
3-module program Pre program interviews
AIMS
AGENDA
Clear aims, well-structured agenda
fed into design
Enthusiastic response from participants
Competent and energetic tutor team
Course
evaluation
5
5
Very good
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Tech-Test - follow up evaluation
Phase 1Phase 11.5 years on
Projects
All stopped bar 1
2 focus groups
E F
Momentum lostFocus group
evaluation
4
5
GOOD
Phase 2Phase 22.5 years on
We’re worse off than before - now we know how good we ought to be but can’t!
Secret meetings - hostility & resentment
Interviews and focus groups
Downsized & demoralized
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Some pitfalls in practice
Influence of personality on perceived barriers to implementing learning:
- usefulness of transition/ team - role models (J/P)
- organisational commitment / support (INTJ, ESTJ)
- review of personal strategies (I-TJ)
only
- manager as barrier (T/F)
- lack of follow-up (E/I)• • • etc.
Impact of interviewer on interviewee’s perceptions
• Whoever asks the questions changes/ influences the answers
Influence of tutors/ learners on style / depth of learning and impact
Back to Tech-Test
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OPIT - A sample public event
“Organisational Politics and IT management”
IMMEDIATE
- One to one coaching
- link to vision/values….(relevance & purpose)
FOLLOW-UPS- Three months:
One day workshop
- E-mail network
- “Advanced” OPIT
EVALUATIONEVALUATION
Relationships not “measures”
What’s the problem
Stereotyping as barriers
Developmental goals for individuals
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Design and Development
Conceptual design
Micro design
Program Participan
ts
Client Sponsor
Management
Development
Consultant
ClientCo-
ordinatorFaculty Team
Choices
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The Kirkpatrick model of evaluation (1959)
Level Key questions Possible methods of evaluation1.1. Reaction & Did individual value the - Questionnaire planned actionlearning? Did learning - Individual interviews improve? What next?
2.2. Learning Did individual learn - Paper & pencil test concepts, skills & - (pre & post) Performance tests behaviours? - Questionnaire
3.3. Behaviour Did individual apply - Interview/Survey managers,what he/she learned peers, customers, staff on the job? (analyse feedback)
4.4. Business Did individual & the - Follow-up questionnaire resultscompany experience - Interview/survey managersmeasurable benefit? - Collect anecdotes (evidence)- Track performance - Financial cost accounting
5.5. Ultimate How do results affect - Evaluation of organisation value* or ROI the organisation & the strategy individual over time?- Evaluation of career progress Investment vs ROI
Participantevaluation
Tests
OJ Demos
Expertresearch
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Influencing the types
NTMakingsense
ST Proof Commitment NF
Caring
SF
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Establishing Rapport
Ask questions
Options
Match, pace and lead
1st, 2nd, and 3rd positions
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How to influence NTs
Patronising!
Makes sense
Waste of space
Get to the point
Clarity/ focus
Your Credibility
DetailedLow
Simple
High
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A ‘map’ of directive and relationship behaviours
Relationship behaviour
Directive Behaviour
Learning Maturity
Mutuality
Warmth
Respecting
Withdrawing
Encouraging
Responding
Recognising
Supporting
Sustaining
Distancing
CollaboratingResourcing Helping Prompting SellingDirectingGuidingConsultingReleasingParticipating
High Low
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The Lancaster Model
Conceptualising
Hypothesising
Feedback
Action
REFLECTION DISCOVERY
Receipt of input
INNER WORLD OUTER WORLD
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Management Development Hierarchy of
NeedsRelevance- Understanding- Relating- Connecting- Believing inCredibility
- Respect for tutors- Reputation of establishment- “Reality” of learning
Interest- Enthusiasm- Entertainment- Excitement
- Humour- Performance
Basic Hygiene- Mobile phones and other
distractions- Chairs, heating
- Effective room layouts- Quality materials - effective use of media
IMPACT
- Making a difference- Long-term effectiveness- Permanent/beneficial change