Corporate Universities - Opportunity or Threat?

1. Corporate Universities - Opportunity or Threat? Keith Patching Cranfield School of Management

2. 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?

3. 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?

4. 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?

5. The assumed model • The “teach me” assumption • Assuming a one-way street / right answer model • Reluctance to let go and join in the learning Go ahead teach me….

6. The Basic Grid High Transformational Exploratory Degree of organisational change Specific capabilities Generic Low Low High Specificity to the Organisation

7. Broad Aims 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 Transformational Exploratory Degree of organisational change 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 Specific capabilities Generic Low Low High Specificity to the Organisation

8. Driving Forces High • Breaking down paradigms • Desire for new models and concepts • Need for more “business”, “innovative” or “entrepreneurial” thinking • Challenge the norm • Management vision • Corporate strategy • Key business goals • Desire for “culture change” Transformational Exploratory Degree of organisational change • 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 Specific capabilities Generic Low Low High Specificity to the Organisation

9. Organisational and individual learning High Individuals learning about new ways of thinking/doing, but with no specific goal in mind • The organisation learning about • change • vision • new opportunities and behaviours Transformational Exploratory Degree of organisational change Individuals learning about systems and methods for management in general Individuals learning about the organisation Specific capabilities Generic Low Low High Specificity to the Organisation

10. Typical kinds of programme High • 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” Transformational Exploratory Degree of organisational change • 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 Specific capabilities Generic Low Low High Specificity to the Organisation

11. Broad strategies High • 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 • Top-down planning linking programmes to business strategy via CSF analysis, etc. • Senior management-driven involvement Transformational Exploratory Degree of organisational change • Funds-led with appropriate % age of turnover devoted to purchase of cost-effective methods of skill transfer • Planned and managed as part of HR and other strategies • HR department as focal point Specific capabilities Generic Low Low High Specificity to the Organisation

12. Specifying the Activities High No specification at all: • High risk but potential reward • Links to other initiatives discovered as part of activity • 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 Transformational Exploratory Degree of organisational change • Less detailed specification - rely on suppliers to help identify areas of need and how to meet them • Filling in the knowledge/skills gaps • Detailed specification and intimate knowledge of organisation required • On-the -job links • Links with other existing procedures Specific capabilities Generic Low Low High Specificity to the Organisation

13. Sources of supply High • Universities and polytechnics • “Fringe” consultancies • Behavioural psychologists • Seminar/Conferences etc. • Leading business schools • High calibre consultants Transformational Exploratory Degree of organisational change • Training establishments • Cheaper consultants and business schools • Open university/distance learning organisations • “Teach yourself” methods • In-house training/mentoring • In-house training dept. • Business schools/consultants as subcontractors to HR • On-the job mentoring Specific capabilities Generic Low Low High Specificity to the Organisation

14. Our potential roles - and CUs’ focus High • ‘Experimental’ and challenging new ways of developing senior people • Watching and learning what might work ‘back home’ • Taking an external, leading-edge approach to transformational change • Working as partners Transformational Exploratory Degree of organisational change • 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 Specific capabilities Generic Low Low High Specificity to the Organisation

15. Key issues for us: • Broad views on scoping and curriculum design • Developing an evaluation strategy

16. Outcomes - oriented aims Current situation Program objectives From Current situation GAP Desired situation To Learning Aims Program Objectives

17. P r o g e r g a n m a h m C e Management development value chain Depth of relationship/outcomes value added D n o e i v t a e s l o i n p a m g e r n O t n o i O t u n t e c v o r m e t e n I s i o t n n e D v e r s e i t g n n I Intervention Points of entry Points of evaluation * Point of entry determines scope of impact/share of responsibility for change * Point of entry determines scope of evaluation Time

18. Management development components Motivation - what’s the point, what’s in it for me? Unlearning - surfacing previously held assumptions/paradigms Skills, knowledge, attitudes - the focus of what needs to be done differently Implementation - transfer of learning Continuous improvement - ongoing application of learning

19. The ‘Extended’ Grid Transformational Exploratory Implementing Motivating Motivating Change Unlearning Unlearning Skills (learning) Consolidation Motivating Motivating Implementing Specific capabilities Generic Low High Specificity to the Organisation

20. Measures/evaluation - bases High • New ideas tested/proven • “Bootlegging” activities • Unexpected behaviours • Challenges to status quo • Achievement or movement towards KPIs as drawn up from CSFs • Changes in procedures, systems, language, behaviour • A “new culture” Transformational Exploratory Degree of organisational change • Common language and behaviour • Problem avoidance • Collaboration and co-operation across the business • Measurable skills increase • Efficiencies • R.O.I. Specific capabilities Generic Low Low High Specificity to the Organisation

21. Brick wall - this is where most courses end The “learning diamond” INTELLECTUAL UNDERSTANDING • Models • Tools • Frameworks Logic Ideas BELIEVING IN... • Motivation • Energy • Enthusiasm • Passion KNOWLEDGE • Checklist • Examples • Information UNIVERSAL FACTUAL PERSONALENGAGEMENT • What am I going to do? • Commitment • Changing attitudes/ behaviours/ habits Data Emotions PERSONAL

22. 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 Ideas, patterns, there-and-then possibilities, model-centred generalisations Cognitive, objective, intellectual, left-brain, logical • 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 Affective, subjective, value-centred, right-brain, significant Facts, taxonomies, here-and-now, realities, data-centred specifics

23. Learning by… Cognitive, objective, intellectual, left-brain, logical Ideas, patterns, there-and-then possibilities, model-centred generalisations UNDERSTANDING BELIEVING IN KNOWLEDGE Facts, taxonomies, here-and-now, realities, data-centred specifics Affective, subjective, value-centred, right-brain, significant DOING

24. Using the Diamond 1.Themes and Topics: what do they need to learn? 2.Learning methods: how can we help them to learn this? 3.Learner styles: how will individuals feel/respond to different elements? 4.Tutor style: how are my colleagues and I going to approach all this?

25. Levels of inference 1.Matters of measurable ‘fact’ :Held three team meetings in January 2.Opinions/perceptions: The meetings were well-managed/a tedious waste of time 3.Motives and beliefs: Does/not really buy into the leadership values

26. Influencing the types NT Making sense STProof Commitment ST Caring SF

27. Learning: Two axes Ideas, patterns, there-and-then possibilities, model-centred generalisations Cognitive, objective, intellectual, left-brain, logical Axis of discovery Axis of convergence Facts, taxonomies, here-and-now, realities, data-centred specifics Affective, subjective, value-centred, right-brain, significant

28. The experiential learning journey Making (intellectual) sense of the experience - what are the lessons of (the) experience? Defining what, precisely, I am going to do differently (Action plan) Wanting to learn from that experience Having an experience (which touches me personally/ emotionally)

29. Strategy Ambition/ values Tactics Nurture

30. NT Wouldn’t it be interesting if…. ST Isn’t it interesting that... NF Wouldn’t it be nice if... SF Isn’t it nice that...

31. Understand the principles - focus on users/ business. Able to interpret situation by situation Want to deal with the situation in the new way; believe in the need to meet users concerns/ wants Know that the issue is perception more than the service itself The courage to try these new skills in a daunting situation

32. Choices Topics/ Themes Learning Methods Structures & Locations Integrated, Participant-centered Learning Design Faculty members - topic - expertise - style - “fit” Sequencing 1, 2, 3, 4…. Understanding how managers learn

33. Course evaluation 5 5 Very good A success Tech-Test - mini case study Clear aims, well-structured agenda Pre program interviews 3-module program fed into design AGENDA AIMS Enthusiastic response from participants Competent and energetic tutor team

34. Phase 2 2.5 years on Interviews and focus groups Downsized & demoralized We’re worse off than before - now we know how good we ought to be but can’t! Secret meetings - hostility & resentment E Focus group evaluation 4 5 GOOD F Tech-Test - follow up evaluation 1.5 years on Phase 1 2 focus groups Projects All stopped bar 1 Momentum lost

35. Some pitfalls in practice Influence of tutors/ learners on style / depth of learning and impact • 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 Back to Tech-Test

36. Design around goals OPIT - A sample public event “Organisational Politics and IT management” EVALUATION ? What’s the problem FOLLOW-UPS - Three months: One day workshop - E-mail network - “Advanced” OPIT IMMEDIATE - One to one coaching - link to vision/values…. (relevance & purpose) Stereotyping as barriers Relationships not “measures” Developmental goals for individuals

37. Design and Development Client Sponsor Management Development Consultant Program Participants Conceptual design Micro design Client Co-ordinator Faculty Team Choices

38. The Kirkpatrick model of evaluation (1959) Level Key questions Possible methods of evaluation 1. Reaction & Did individual value the - Questionnaire planned action learning? Did learning - Individual interviews improve? What next? 2. Learning Did individual learn - Paper & pencil test concepts, skills & - (pre & post) Performance tests behaviours? - Questionnaire 3. Behaviour Did individual apply - Interview/Survey managers, what he/she learned peers, customers, staff on the job? (analyse feedback) 4. Business Did individual & the - Follow-up questionnaire results company experience - Interview/survey managers measurable benefit? - Collect anecdotes (evidence) - Track performance - Financial cost accounting 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 Participant evaluation Tests OJ Demos Expert research

39. Influencing the types NT Making sense STProof Commitment NF Caring SF

40. Establishing Rapport • Ask questions • Options • Match, pace and lead • 1st, 2nd, and 3rd positions

41. How to influence NTs Simple Makes sense Patronising! Clarity/ focus Waste of space Get to the point Detailed Low High Your Credibility

42. A ‘map’ of directive and relationship behaviours Responding Sustaining Mutuality Encouraging Supporting Relationship behaviour Warmth Recognising Withdrawing Distancing Respecting Collaborating Resourcing Helping Prompting Selling Releasing Consulting Guiding Directing Participating High Low Directive Behaviour Learning Maturity

43. The Lancaster Model INNER WORLD OUTER WORLD Feedback Conceptualising REFLECTION DISCOVERY Action Hypothesising Receipt of input

44. Management Development Hierarchy of Needs IMPACT - Making a difference - Long-term effectiveness - Permanent/beneficial change Relevance - Understanding - Relating - Connecting - Believing in Credibility - 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