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Marketing, Myth or Mainstay: Can Business Schools Really Develop Leaders?

Marketing, Myth or Mainstay: Can Business Schools Really Develop Leaders?. Andrew Fenniman Vice President, Learning and Leadership Development Prudential Financial, Inc. March 25, 2002. Ground Rules. Treat Ideas as Guests Teach How You Learn All Questions Permissible. Objective.

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Marketing, Myth or Mainstay: Can Business Schools Really Develop Leaders?

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  1. Marketing, Myth or Mainstay: Can Business Schools Really Develop Leaders? Andrew Fenniman Vice President, Learning and Leadership Development Prudential Financial, Inc. March 25, 2002

  2. Ground Rules • Treat Ideas as Guests • Teach How You Learn • All Questions Permissible

  3. Objective #7. The Role of Graduate Business Schools in Worldwide Talent Development: How can executive education providers be a powerful, sought-after, driving force for effecting organizational change and developing talented business leaders?

  4. Definitions [OE. LEADv.1 + -ER1.]  One who guides others in action or opinion; one who takes the lead in any business, enterprise, or movement; one who is ‘followed’ by disciples or adherents; the chief of a sect or party. In early use occas. a chieftain, governor. [f. LEADER1 + -SHIP.] 

  5. Definitions [OE. f. LEADv.2 (? or n.1) + -ER1.]      A plumber.

  6. Survey Says… In the past 12 months, 159,245 executives attended programs at [121] schools – a 56% increase since 1996. Industry-wide, revenues from executive education more than doubled in the past academic year, to an estimated $800 million. The average schools’ take nearly doubled in that period, to more than $8 million. – BusinessWeek, October 15, 2001

  7. Survey Says… Vaguely titled courses on leadership and crises management are also showing increased enrollments at several business schools. --“MBA Schools Shift Focus to Jobs.” New York Times, January 1, 2002

  8. So What? • Leadership brand has a positive impact on the economic performance of a company and is deemed a valuable asset in today’s investment community. • Financial analysts take leadership into account 84% of the time when valuing a stock. • 35% of investors’ decisions about a firm’s value are based on non-financial data.

  9. 80 70 60 50 Traditional external training Special projects Effectiveness of Company: rated Excellent or Very Good 40 Way jobs are structured Speed of job moves 30 360-degree Feedback Mentoring Traditional internal training 20 Individual Learning 10 Informal coaching & feedback Development Plans 0 0 10 20 30 40 50 60 70 80 90 Development Drivers Percent of top 200 executives in 50 large US companies Importance to Personal Development: rated “absolutely essential” or “very important” Adapted from Helen Handfield-Jones, McKinsey & Co.

  10. Question of focus? • Zen Method of Instruction • Head on into Battle • Teams, Teams, Teams • Age-old Debate of Practice versus Theory

  11. Leadership as Learning • End of the Nature/Nurture Debate • Key to measurable effectiveness?

  12. Learning Changes a person makes in himself or herself that increase the know-why and/or know-what and/or the know-how the person possesses with respect to a given subject. – Peter B. Vaill

  13. The Three Know’s • Know-What: the ability to develop over time a fuller understanding of a subject • Know-Why: the ability to grow in under-standing of the meaning and value of a subject • Know-How: the ability to do something

  14. Know-What • How we learn • How we think the ability to develop over time a fuller understanding of a subject

  15. How we learn • Goal-oriented • Activity-oriented • Learning-oriented • Information acquiring preferences

  16. React Events - What’s just happened? • Anticipate Patterns & Trends - What’s been happening? Systemic Structures - What are the forces at play contributing to these patterns? • Design Mental Models - What about our thinking allows this situation to persist? • Transform How we think Leverage

  17. Know-Why • Leadership as a social relationship • Leadership as a role • Leadership in context the ability to grow in under-standing of the meaning and value of a subject

  18. Know-How • How do you take knowledge and convert to performance • Leaders take advantage of managerial opportunities. the ability to do something

  19. Leadership as Performance Leadership does matter, of course. But, alas, it is something different from what is now touted under this label. It has little to do with ‘leadership qualities’ and even less to do with ‘charisma.’ It is mundane, unromantic and boring. Its essence is performance. -- Peter F. Ducker

  20. Are we asking the right question? • Can, do, should? • Teach or develop? • Marketing, myth or mainstay?

  21. Customer Expectation • Differentiation • JIT Learning and Application • Measurability

  22. The University stands for • things forgotten in the heat of battle, • values that get pushed aside in the rough and tumble of everyday living • goals we ought to be thinking about but never do, • the facts we don’t like to face, • and the questions we lack the courage to ask. – John Gardner

  23. Marketing, Myth or Mainstay: Can Business Schools Really Develop Leaders? Andrew Fenniman Vice President, Learning Prudential Financial, Inc. March 25, 2002

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