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Learning Never Stops: Learning Strategies for Senior Executives EMEN Network September 13, 2006

Learning Never Stops: Learning Strategies for Senior Executives EMEN Network September 13, 2006. Kai Peters Chief Executive Ashridge Business School. Psychomotor. Cognitive. Affective. Interpersonal. Self Knowledge. Learning Strategies Domains or areas of learning behaviour.

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Learning Never Stops: Learning Strategies for Senior Executives EMEN Network September 13, 2006

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  1. Learning Never Stops:Learning Strategiesfor Senior ExecutivesEMEN NetworkSeptember 13, 2006 Kai Peters Chief Executive Ashridge Business School

  2. 002206pp Kai Peters

  3. Psychomotor Cognitive Affective Interpersonal Self Knowledge Learning StrategiesDomains or areas of learning behaviour (Mainly manual skills) (Knowledge) (Attitudes and feelings) (Person to person skills) (Personal growth) Source: Mike Pedler (1974) 002206pp Kai Peters

  4. Lectures Talks Programmed learning Algorithms Checklists Information maps Learner can recall facts, definitions, procedures, actions, behaviours. He can identify, define and describe. Talk Discussion Case study Business games In tray exercises Incident studies Action maze Information maze Group feedback analysis Assignments Projects Learner has grasp of concepts, ideas procedures and techniques. He can explain, compare and justify. Learning Methods by Level of LearningCriteria for method selection Learning methods Level of learning Description Off-the-job On-the-job 1 Memory 2 Understanding Source: Andrzej Huczynski (1983) 002206pp Kai Peters

  5. Demonstration and practice Role play Some case studies Simulations In tray exercises Discussion Demonstration and practice Supervised practice Coaching Assignments Projects Job rotation Learner can use the concepts, ideas, techniques etc. in standard situations. He can use or apply things in the ‘correct’ prescribed way. From all the concepts, ideas, procedures and techniques ever learned, the learner can select the one most appropriate to a new, non-standard situation. He can modify or create new theories, ideas or tools to cope with unique situations where there are no ‘right’ answers. Experimental learning situations Discovery learning Brainstorming Discussion Dialogue Group exercises Sensitivity training Diagnostic instruments and feedback Counselling Job rotation Assignments Self diagnostic instruments Process consultation Discovery learning Learning Methods by Level of LearningCriteria for method selection Learning methods Level of learning Description Off-the-job On-the-job 3 Application 4 Transfer Source: Andrzej Huczynski (1983) 002206pp Kai Peters

  6. Gain feedback Alone/Self study Assess needs Dialogue sessions Set goals Work with a mentor/coach Determine priorities Work with peers Books Web site Case studies Articles Network of subject matter experts Review best practices Frameworks/ Models External interviews The Adult Learning ProcessExamples of Interventions Intern rotations On-the-job practice Teams Courses and training programs Project assignments Concrete Experience Apply Learning & Plan New Steps Observations and Reflections Insights Concepts & Theories Adapted from Dr. David Kolb 002206pp Kai Peters

  7. Leadership Development Method % Using Self-study (books and web-based learning) 64% 360° Feedback 64% Custom Internal Program 62% Special Projects/Action Learning 60% Job Rotation 55% Executive Coaching 48% External Education (B-School) 45% Formal Mentoring 42% Business Scenario Simulation 19% Development Methods Used by LargestGlobal Companies 002206pp Kai Peters Source: Economist/Mercer Delta Global Leadership Index

  8. How the “Top 20” Develop Leaders Source: Hewitt “Top 20” study 002206pp Kai Peters

  9. 80 70 60 50 Traditional external training Special projects 40 Way jobs are structured Speed of job moves Individual Learning 30 360-degree Feedback Mentoring Traditional internal training 20 10 Coaching & Feedback Development Plans 0 0 10 20 30 40 50 60 70 80 90 Maximizing Executive Leadership Development Involves a Portfolio of Integrated Activities Effectiveness of Company: Rated Excellent or Very Good Perceived Importance to Leadership Development Adapted from Helen Handfield-Jones, ‘War for Talent’, McKinsey & Co. 002206pp Kai Peters

  10. individual effectiveness organisational dynamics context and strategy functional skills University students Senior executives Career Stages and Business Education Managerial Needs Change • Different career stages have different educational needs • They also have different delivery mechanisms • Qualifications, executive education and individual interventions allhave a role 002206pp Kai Peters

  11. Age Educational Philosophy Purpose Class Size Faculty Faculty Drivers Audience Success Teaching Style Setting Food Undergraduate 20 Content Judgement/Maturing/Job Up to 600 Professor Peer to peer research Individual Entertainment Lecture Concrete Cardboard MBA/Masters -28- Integration Job 75 Practical Professor or Professor of Practice P2P Research or Professional Journals Individual Entertainment Case Studies Concrete++ 002206pp Kai Peters Source: Peters/Ridderstrale (2006)

  12. Age Educational Philosophy Purpose Class Size Faculty Faculty Drivers Audience Success Teaching Style Setting Food Executive Education 35 Action Career Progress 30 Professor of Practiceor Practical Professor Client Satisfaction/ Business Impact Organisation Impact Live Cases Luxury - One-to-one 45+ Reflection Making Choices 1 Psychologist w Business insight Business Impact Organisation via the Individual Results Dialogue Luxury Caviar 002206pp Kai Peters Source: Peters/Ridderstrale (2006)

  13. Senior Executive Learning in more detail In structured interviews with 25 CEOs, research was conducted into learning styles applied over time. Learning strategies were divided into: • formal learning (planned) • informal learning (unplanned) 002206pp Kai Peters

  14. Formal Learning • Courses, workshops • Structured benchmarking • Networking • Conferences …Leads to making sense-making, the conversation of tacit knowledge into explicit knowledge “the confirmation of gut feel” Formal Learning plus sense-making leads to self-confidence (Laljani, 2005) 002206pp Kai Peters

  15. Informal Learning • Experience, incremental learning over time • Mentors and role model • Stretch assignments • Risk-taking • Effort • Collaboration …is tremendously powerful and has greater effect than formal learning in many cases, especially once self-confidence is achieved (Laljani, 2005) 002206pp Kai Peters

  16. A Complete Executive Leadership Approach Uses a Multi-Dimensional Portfolio • Experience • Special assignments • Stretch targets with coaching • Challenging situations • Position changes • Other people • Coaching • Positive role models • Dialogue and storytelling • Training • Leadership workshops • Online learning • Self-directed learning Training 10% Experience70% Other People 20% “Leadership cannot be taught, but it can be learned” Morgan McCall University of Southern California 002206pp Kai Peters

  17. 0 0 0 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 6 6 6 7 7 7 8 8 8 9 9 9 10 10 10 8.1 6.6 6.4 6.3 6.1 8.6 Amount of decision-making authority Turning around struggling business 6 Working with new functional areas 5.6 Working in foreign countries 5.5 Working with new lines of business 5.5 Launching new businesses 5.4 Number of direct reports 5.2 Quality of direct reports 4.9 People management skill courses 5.7 Offsite seminars in business skills 4.8 Technical skills courses 4.7 Business skills courses 4.6 Most Effective Executive Development Strategies Focus On... Distribution of Importance Scores for Executive Development Programs Creating leadership development plan Interacting with peers Coaching Meeting with executive coach Meeting with a mentor Feedback Job Assignments Courses Source: Corporate Leadership Council 2001 Leadership Survey 002206pp Kai Peters

  18. The Global Leadership ImperativeDeveloping “Whole” Leaders Companies most often use: Training for Head • Self-directed learning (69% of companies) • Custom-designed programs (65%) • Open-enrollment programs (47%) Coaching for Heart • 360º feedback (65%) • Executive coaching (51%) • Formal mentoring (41%) Experiences for Guts • Action learning (62%) • Job rotation (55%) • Business scenario simulation (22%) Regional differences reveal that North Americans (64%) are more likely than their counterparts in Western Europe (46%) and Asia-Pacific (56%) to have identified the next generation of leaders and targeted them for development. 002206pp Kai Peters Source: Mercer Delta Consulting

  19. Enterprise Manager Passage Six Group Manager Passage Five Business Manager Passage Four Functional Manager Passage Three Manager of Managers Passage Two Manager of Others Passage One Leadership Development There are skill, time, and value development needs at each “leadership turn.” Source: The Leadership Pipeline, by Ram Charan, Stephen Drotter, and James Noel 002206pp Kai Peters

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