corporate universities - opportunity or threat?

Corporate Universities - Opportunity or Threat?

Keith PatchingCranfield School of Management

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?

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?

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?

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

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

Transformational

Exploratory


Generic

Broad AimsD

egre

e o

f org

an

isati

on

al ch

an

ge


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

Transformational

Exploratory


Generic

Driving ForcesD

egre

e o

f org

an

isati

on

al ch

an

ge


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

Organisational and individual learning

Degre

e o

f org

an

isati

on

al ch

an

ge


LowLow

High

High

Transformational

Exploratory


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

Typical kinds of programmeD

egre

e o

f org

an

isati

on

al ch

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ge


LowLow

High

High

Transformational

Exploratory


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

Broad strategiesD

egre

e o

f org

an

isati

on

al ch

an

ge


LowLow

High

High

Transformational

Exploratory


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

Specifying the ActivitiesD

egre

e o

f org

an

isati

on

al ch

an

ge


LowLow

High

High

Transformational

Exploratory


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

Sources of supplyD

egre

e o

f org

an

isati

on

al ch

an

ge


LowLow

High

High

Transformational

Exploratory


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

Our potential roles - and CUs’ focus

Degre

e o

f org

an

isati

on

al ch

an

ge


LowLow

High

High

Transformational

Exploratory


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

Key issues for us:

Broad views on scoping and curriculum

design

Developing an evaluation strategy

Outcomes - oriented aims

From

Learning AimsLearning Aims

Program ObjectivesProgram Objectives

Current situationCurrent situation Program objectivesProgram objectives

Current situationCurrent situation Desired situationDesired situationGAPGAPTo

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

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

The ‘Extended’ GridC

han

ge


LowHigh

Transformational

Exploratory


Generic

Con

solid

ati

on

Motivating

Motivating

Motivating

Motivating

Unlearning

Unlearning

Implementing

Implementing

Skills (learni

ng)

Measures/evaluation - basesD

egre

e o

f org

an

isati

on

al ch

an

ge


LowLow

High

High

Transformational

Exploratory


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.

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

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

Learning by…

UNDERSTANDING

BELIEVING IN

DOING

KNOWLEDGE

Ideas, patterns, there-and-then possibilities, model-centred generalisations

Affective, subjective, value-centred,

right-brain, significant



logical

Facts, taxonomies,


specifics

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?

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

Influencing the types

NTMakingsense

ST Proof Commitment ST

Caring

SF

Learning: Two axes

Ideas, patterns, there-and-then possibilities, model-centred generalisations

Facts, taxonomies,


specifics

Axis of

disc

overy

Affective, subjective, value-centred,

right-brain, significant



logical

Axis of convergence

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

Strategy

Tactics

Nurture

Ambition/values

NTWouldn’t it

be interesting

if…. STIsn’t it

interestingthat...

SFIsn’t it

nice that...

NFWouldn’t it

be niceif...

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

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

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

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

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

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

Design and Development

Conceptual design

Micro design

Program Participan

ts

Client Sponsor

Management

Development

Consultant

ClientCo-

ordinatorFaculty Team

Choices

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

Influencing the types

NTMakingsense

ST Proof Commitment NF

Caring

SF

Establishing Rapport

Ask questions

Options

Match, pace and lead

1st, 2nd, and 3rd positions

How to influence NTs

Patronising!

Makes sense

Waste of space

Get to the point

Clarity/ focus

Your Credibility

DetailedLow

Simple

High

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

The Lancaster Model

Conceptualising

Hypothesising

Feedback

Action

REFLECTION DISCOVERY

Receipt of input

INNER WORLD OUTER WORLD

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

corporate universities - opportunity or threat?

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