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Conditions and Dimensions of Innovation in Executive Education

This presentation discusses the project on exploring innovations in teaching and learning in executive education, including products, programs, and philosophies. It outlines a draft framework of conditions and dimensions of innovation and engages in interactive group work.

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Conditions and Dimensions of Innovation in Executive Education

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  1. Conditions and Dimensions of Innovation in Executive EducationPresented by Bill Lee, Rice and Karl Johnson, Notre Dame

  2. Conditions and Dimensions of Innovation in Executive EducationBased on Research Performed by Shirine Voller and Sue Honoré Ashridge

  3. Session overview • Outline the project • Present a draft framework of conditions and dimensions of innovation in executive education • Interactive group work engaging with themes identified and described to date • Capture of in-room data as input for ongoing study

  4. The project • To explore innovations in teaching and learning in executive education – products, programmes, philosophies. • Aim “to improve the practice of executive development” through sharing. • Co-sponsored by UNICON and Ashridge.

  5. Project journey December 2007 Final report FINISH October 2007 EFMD seminar April 2008 UNICON Spring conference November 2007 UNICON Fall conference April 2007 UNICON Spring conference Telephone interviews March 2007 Project initated 6 case studies START E-survey Data collection, synthesis and writing

  6. Case studies • Transformational leadership programme supported by culture mapping and on-line narrative capture • Leadership and organisational development based on Integral theory and whole workforce engagement • Software tool to facilitate executive experience sharing • Alchemical learning – process-driven philosophy underpinning programme design • Using historical philosophies to inform current business practice • Future Leaders Experience - programme based on simulated critical incidents to develop muscle memory.

  7. Conditions and dimensions of innovation CONDITIONS AND DIMENSIONS OFINNOVATION

  8. Individual Based on both the case study project and from wider discussions with 70-80 people Usually this individual is based within the school versus the client and could be described as: • Passionate • Wide life experience • High personal drive • Triggering event/thought • Strategic • Early adopter

  9. Culture Cultures of the school and the client tended to focus on people and their development, innovation wasn’t emerging from “targets and budgets” Attributes included: • Risk-taking • No-blame • People-focused • Forward-looking • Experimental • Knows its strengths/niche

  10. Support None of these innovations happened with one person alone, they all needed both tacit and explicit support of colleagues willing to take and use risky approaches • Strong implementing team • Senior advocates in the school • Business long-term view • Colleagues & Associates • Financial fexibility • Risk-taking/adaptable faculty

  11. Learning The learning focused on leadership, although the definition of “leadership” varied • Experiential Analogies/links • Reflective Intense/high energy • Analytical/Critical Simulations • Discursive Blended • Storytelling/narrative capture Cross-discipline • Action learning

  12. Focus/strategy Very much big picture and future oriented, all tailored but all with real, practical ways to work in the future • Global Applied/embedded in the • Holistic business • Tailored/customised Continuous improvement • Emotional/human • Leadership/teamwork • Long term personal development

  13. Business Partnership Strong existent business relationships predated the work, generally some 18 months of relationship building up front with new clients • Expertise jointly owned by school/business • Faculty with business experience • Risk taking business partner • Flexibility

  14. Questions and discussion We would like you to now self-assemble into 6 teams, each focused on one of these conditions for innovation Choose a condition that you think you understand relatively well Begin with the upsides on each side of your flip chart As your team comes up with upsides, put them on a post-it and stick them onto the chart Then explore the downsides, use post-its, etc

  15. Questions and Discussion Now that you’ve explored the upsides and downsides, take a colored dot, and place it on the map to represent where you feel your organization lies on this spectrum

  16. Questions and Discussion Now, leave a reporter(s) behind from your group, someone you trust to explain your group results to others Go find a condition you don’t think you understand very well Learn about it from the reporter Now that you’ve explored the upsides and downsides as described by the prior group, take a colored dot, and place it on the map to represent where you feel your organization lies on this spectrum

  17. Questions and Discussion Having completed that exercise, what general themes did you see emerging?

  18. Contact us • Shirine Voller, Research Manager, Ashridge Email: shirine.voller@ashridge.org.uk Tel: +44 (0)1442 841170 • Sue Honore, Blended Learning Consultant, Ashridge Email: susan.honore@ashridge.org.uk Tel: +44 (0)1442 841234 • Karl Johnson, Associate Director, Notre Dame Email: karl.johnson.403@nd.edu • Bill Lee, Associate Dean, Rice Email: karl.johnson.403@nd.edu

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