Leadership Development in EMBA Programs - GMAC Leadership Conference, January 2011

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  • Teams formed at beginning of program Stay with the same team for the program Orientation is the first interaction and “get to know you Segue: What are the key dimensions of teamwork?”
  • Founded in 1969; Named for former chairman of American Express Consistently ranked among top business schools in the nation World class faculty, small student/faculty ration and spirit of teamwork Dean Jim Bradford joined Owen from Industry, where he was a former CEO Hit on modular set-up
  • We know from industry that every leader must be able to do three things! We focus on what they have to DO not what a leader IS And to do these three things, it requires three different types of skills – strategic, operating, personal and interpersonal Hence, our Owen Model. You can be stronger or weaker in any of these three skill areas BUT think of it like a multiplicative equation in that you can’t have a 0 in any of the three areas. And, while you will each have relative strengths and weaknesses, you can develop these skills with deliberate practice over time. This is what recruiter’s are looking for – a balance of all three. [tie in potential and being in the top box again? Can you do that here? Would help you carry out you’re theme] What skills fill out this model? [it may be worth it here to go into the issue of “where’s your model of the five traits of an effective leader”, and compare/contrast that kind of approach with ours. That is, we believe an effective leader must be able to DO three things well – create the new and different, etc. So, yes, there are three things that every leader must be able to DO. But, the question still remains of what skills/competencies/traits a leader must have? Much more complex than just five or six. Go back to those 67 KF competencies….many, many skills required to do these three things well. The question is – which of the myriad skills that are required for each piece of the pie should you work on? That’s where our relationship with KF really pays off….we have used their research to pinpoint, among the many skills that support each pie piece, which ones are MOST CRITICAL to success, and MOST IMPORTANT to develop now?....seque to next slide]
  • Because of Korn/Ferry’s research we are able to focus at Owen on THE competencies that will differentiate you as a 21 st century leader. How do we know they will give you a competitive advantage? Because they are… Correlated to performance and promotion Hardest to develop Hardest to find; scarcity – few people have them – high demand low supply The trick is that you have to come to Owen to actually know what the 15 competencies are that make up our Owen Competitive Advantage Model Not just about knowing the competencies – but about knowing how to develop We know what they look for and how they recruit ; correlated to performance and promotion, yet few people have them and they are hard to develop Which is why we KNOW that by developing these early, you position yourself well to be high-potential [I’d repeat it twice how we know that they are THE competitive advantage competencies, so they really get it…and really emphasize that this is why we call them the “competitive advantage competences” – if they are important to success, but very few have them, but YOU have them, they will set you apart, you will have a competitive advantage over your peers]
  • Here they are staged out for you. We have searched the market – picked tools that are widely used and respected in industry, highly rigorous Assembled best in class that can’t get anywhere else based on our unique partnerships You may find Hogan elsewhere but only in EMBA programs because no one has found a way to make it affordable to their day program K/F – access to developmental advice around what can do to get better ThinkBox – brand new tool, just introduced to market – really excited to bring this to you Exec Coach – hype quality of coaches Choicepoint here – for those that really want to dig-in and be rigorous in their leadership dev – high touch ; For those that want to do on their own, individually using the resources we provide at a slightly less intense manner – you can opt for the self-guided route Some of these boxes get smaller and smaller – it’s because some of these are available in limited supply Not just any assessment would do Two critical things assessments needed to do for us #1 -- Motivates students to ENTER HERE, start the process #1 – And, after they’ve come -- MOTIVATE THEM TO DO MORE, dig in, and do something with the insights from the assessments So, we looked for tools that were PERCEIVED AS VALUABLE -- gives students a feel that they were getting something “exclusive” and sought after – can’t be something you can get out of a Marie Claire or Vogue Magazine… RELEVANT – the personal insights had to tightly tied back to leader behaviors; particularly those we tell students are the ones that matter – “students can’t get the assessment results and say “so what”? RIGOROUS – well constructed, so as to offer deep, meaningful insights; I need them to get the results and say “oh shit, now what?”
  • Expand and up the rigor on measures Attitude Change –personal agency in leader development, motivation to learn Behavior Change – did plan, implemented plan, as well as did they get better?
  • Leadership Development in EMBA Programs - GMAC Leadership Conference, January 2011

    1. 2. Models for Assessing and Developing Leadership Competencies <ul><li>Lee Konczak </li></ul><ul><li>Senior Lecturer, Leadership and Organizational Behavior </li></ul><ul><li>Olin Business School, Washington University in St. Louis </li></ul><ul><li>Jeffrey Kudisch </li></ul><ul><li>Managing Director, Office of Career Services </li></ul><ul><li>Robert H. Smith School of Business, University of Maryland </li></ul><ul><li>Neta Moye </li></ul><ul><li>Principal Research Scientist, PDRI </li></ul><ul><li>Former Faculty Director, Leadership Development Programs </li></ul><ul><li>Owen Graduate School of Management, Vanderbilt University </li></ul>
    2. 3. How well do business schools meet expectations? <ul><li>Rubin & Dierdorff (2009) – “Business schools are out of touch with the real world.” </li></ul><ul><li>Graduate Management Admission Council (2006) – MBA programs can enhance their relevancy by devoting more attention to people-focused competencies – leadership, communication and interpersonal skills </li></ul><ul><li>Wall Street Journal (September 2010): “[EMBA] students are increasingly paying their own way and searching for new jobs even while they’re still enrolled.” </li></ul><ul><li>“ Newly minted MBAs lack essential leadership skills, teamwork, critical thinking, creativity and innovation, and cultural awareness” (Dater, Garvin & Cullen, 2010). </li></ul>
    3. 4. Developing Leadership Competence <ul><li>How are programs addressing the need to develop leadership competencies? </li></ul><ul><li>What role do assessments play and how are they incorporated into programs? </li></ul><ul><li>What are the key factors to consider in curriculum/program design? </li></ul>
    4. 5. Assessing and Developing Leadership Competencies <ul><li>Lee Konczak </li></ul><ul><li>Senior Lecturer, Leadership and Organizational Behavior </li></ul><ul><li>Olin Business School, Washington University in St. Louis </li></ul>
    5. 6. Olin Executive MBA Program <ul><li>Objective </li></ul><ul><li>To prepare global leaders capable of solving complex, cross-functional business problems at the C-level. </li></ul><ul><li>Class Profile </li></ul><ul><li>38 peer professionals , 70% male, 30% female </li></ul><ul><li>Average age : 41, 15 years of professional experience </li></ul><ul><li>Professional Background : Business, arts and sciences, professional schools (medicine, law, architecture) and engineering </li></ul><ul><li>Company size : Family business to Fortune 100 </li></ul><ul><li>Industry : Aerospace, Agricultural Chemicals, Banking/Financial, Consumer Products, Farm Products, Industrial Equipment and Components, Industrial Metals and Minerals, Pharmaceutical, Technology, Utilities </li></ul><ul><li>Geography : 30 percent come from outside the metropolitan St. Louis region </li></ul>
    6. 7. Principles of Management Development at Olin: An Integrated Approach <ul><li>Principle #1: Management development must involve both management (“hard”) and execution (“soft”) skills </li></ul><ul><ul><li>Management skills: the skills of figuring out what to do (e.g., finance, statistics, operations, marketing) </li></ul></ul><ul><ul><li>Execution skills: the skills of getting things done (e.g., building a team, negotiating effectively, leading others, communicating a vision) </li></ul></ul><ul><li>Effective leaders must be skilled in both of these areas </li></ul>
    7. 8. Principles of Management Development at Olin: An Integrated Approach <ul><li>Principle #2: Management development must be grounded in valid measurement and assessment </li></ul><ul><li>Why? </li></ul><ul><ul><li>Stimulates self-awareness </li></ul></ul><ul><ul><li>Allows for personalized learning efforts </li></ul></ul><ul><ul><li>Facilitates development planning and goal-setting </li></ul></ul>
    8. 9. Principles of Management Development at Olin: An Integrated Approach <ul><li>Principle #3: Management development must combine theory and application </li></ul>Conceptual Learning Real-World Application <ul><li>Your organization </li></ul><ul><li>Real world cases </li></ul><ul><li>Group experiences </li></ul>Latest management thinking Refine Apply
    9. 10. Principles of Management Development at Olin: An Integrated Approach <ul><li>Principle #3: Leadership development must combine theory and application </li></ul>Conceptual Learning Real-World Application <ul><li>Your organization </li></ul><ul><li>Real world cases </li></ul><ul><li>Group experiences </li></ul>Latest management thinking Refine Apply <ul><li>Key Implications : </li></ul><ul><li>Assessment and development </li></ul><ul><li>should be tied to related courses </li></ul><ul><li>(where you can receive supporting </li></ul><ul><li>theory, illustrative cases, and application </li></ul><ul><li>exercises). </li></ul><ul><li>2. Assessment and development </li></ul><ul><li>takes time – it’s a process not an event </li></ul><ul><li>(spread across the curriculum). </li></ul>
    10. 11. Principles of Management Development at Olin: An Integrated Approach <ul><li>Principle #4: Management development should involve both faculty and peer feedback and coaching </li></ul><ul><li>Why? </li></ul><ul><ul><li>Faculty - are you applying concepts correctly? </li></ul></ul><ul><ul><li>Peers - provide real-time feedback as you apply frameworks and can help you understand your own strengths and weaknesses. </li></ul></ul><ul><ul><li>By providing feedback to one another, we refine and practice our coaching skills and reinforce our knowledge. </li></ul></ul>
    11. 12. EMBA Curriculum Map Orientation Core Reflection Advanced Executive Training Capstone Management Skills “ Figuring out what to do” Execution Skills “ Getting it done” Interpersonal & Team Competencies - Team skills - Coaching skills - Negotiation skills Leadership Competence - Leadership theme (your leadership profile, informal leadership, change management) Global Awareness - Part of Global theme General Management Literacies - Accounting & Finance - Operations & Quant. Analysis - Economics & Strategy - Marketing Top Management Challenges - Growth theme - Global theme - Innovation & creativity theme
    12. 13. Assessment at Olin Orientation Core Reflection Advanced Executive Training Capstone Management Skills “ Figuring out what to do” Execution Skills “ Getting it done” Interpersonal & Team Competencies Leadership Competence Global Awareness Management Skills Self-Assessment Team-Level Assessment Emotional Intelligence Conflict Styles Extensive battery of leadership assessments Cross-cultural sensitivity Multicultural awareness TDS and TBI Assessments
    13. 14. Management Skills Self-Assessment <ul><li>General Management Competencies </li></ul><ul><li>Part I: Accounting and Finance </li></ul><ul><li>Part II: Operations Management & Quantitative Business Analysis </li></ul><ul><li>Part III: Economics and Strategy </li></ul><ul><li>Part IV: Marketing </li></ul><ul><li>Executive Leadership Competencies </li></ul><ul><li>Part V: Interpersonal, Team and Leadership </li></ul><ul><li>Part VI: Managing Growth </li></ul><ul><li>Part VII: Managing in the Global Environment </li></ul><ul><li>Part VIII: Managing Innovation and Creativity </li></ul>
    14. 15. The Management Skills Self-Assessment: Competencies <ul><li>General Management Literacies : </li></ul><ul><li>Part I: Accounting and Finance </li></ul><ul><ul><li>Strategic Cost Accounting and Control </li></ul></ul><ul><ul><ul><li>Utilize financial statement information to conduct cost and profit analyses </li></ul></ul></ul><ul><ul><ul><li>Appropriately utilize established approaches to transfer pricing </li></ul></ul></ul><ul><ul><li>Financial Accounting </li></ul></ul><ul><ul><ul><li>Read and interpret financial statements – balance sheets, income statements, statements of stockholders’ equity, and statements of cash flows. </li></ul></ul></ul><ul><ul><ul><li>Utilize (i.e., calculate and interpret) conventional accounting tools including free cash flows, profitability and risk ratios, and pro forma financial statements. </li></ul></ul></ul><ul><ul><ul><li>Etc. …………… </li></ul></ul></ul>
    15. 16. The Management Skills Self-Assessment: Measurement <ul><li>Professional development: </li></ul><ul><ul><li>Given your mid-term career goals (5 years out), in which domains/courses do you need to focus during the EMBA program? </li></ul></ul><ul><ul><li>Based on strengths and developmental gaps </li></ul></ul><ul><li>Dimensions: </li></ul><ul><ul><li>Experience: How many years of experience in jobs that require regular use of this competency? [years] </li></ul></ul><ul><ul><li>Perceived proficiency: How proficient are you? </li></ul></ul><ul><ul><li>Targeted proficiency: How proficient do you need to be given your 5-year goal? </li></ul></ul>
    16. 17. EMBA 35 Team Development Process Coaching Workshop January ‘10 Orientation Week – Team Formation --- September ‘09 Team Development Workshop --- November ‘09 Team Development Survey --- February ‘10 Team Behavior Inventory --- June ‘10 Reflection (including TBI feedback) --- July 30-31 ’10 <ul><li>Building a team – Life Styles Inventory (LSI) </li></ul><ul><li>Lencioni – Five Dysfunctions of a Team </li></ul><ul><li>Team charter </li></ul><ul><li>Revisit Lencioni framework and LSI </li></ul><ul><li>Lencioni team assessment </li></ul><ul><li>Re-visit team charter </li></ul><ul><li>Team Development Survey (TDS) </li></ul><ul><li>Team feedback sessions – schedule March & April </li></ul><ul><li>Team Behavior Inventory (TBI - peer assessment) </li></ul><ul><li>Feedback during Reflection Weekend </li></ul><ul><li>Review TBI group results and distribute individual feedback reports </li></ul><ul><li>Team and 1:1 follow-up and coaching as needed </li></ul>
    17. 18. M A B C D F
    18. 19. Regulatory Agency Executive Team M A B C D F E M A B C E M A B C M I I I I I I I I I M A B C Your Firm Partner Firm Supplier Firm E E CEO E E E M A B C Professional Association Board of Directors CHR D D D D D S S S Shareholders Society
    19. 20. Leadership and Influence in Organizations <ul><li>Formal Leadership </li></ul><ul><li>What makes some leaders more effective than others when it comes to: </li></ul><ul><li>Setting direction, </li></ul><ul><li>gaining alignment around key objectives, </li></ul><ul><li>engaging direct reports, </li></ul><ul><li>creating a climate for superior performance, and </li></ul><ul><li>leading change? </li></ul><ul><li>Informal Leadership </li></ul><ul><li>What makes some leaders more effective than others at getting things done within the informal organization when it comes to: </li></ul><ul><li>Navigating organizational politics, </li></ul><ul><li>Developing and exercising “power”, </li></ul><ul><li>Gaining buy-in from key stakeholders, </li></ul><ul><li>Exercising effective influence to achieve organizational objectives? </li></ul>
    20. 21. Leadership and Influence in Organizations Pre-Work Consultants’ Preparation In Class Consultation September 25 th Portfolio - Due October 9th Class Discussions, Cases & Simulation Assessments Assessment Results Leadership Context Consultants’ Feedback Leadership Development Consultation <ul><li>Leadership Context </li></ul><ul><li>Assessment Results </li></ul><ul><li>Personal Application Essays </li></ul><ul><li>Consultants’ Feedback </li></ul><ul><li>Response to Consultants </li></ul><ul><li>Leadership Development Plan </li></ul>Provide Context Statement, Assessment Results, Application Essays and Reflected Best Self Summary to your Coaches by September 18th
    21. 22. Benefits, Challenges and Lessons Learned <ul><li>Benefits </li></ul><ul><li>High impact </li></ul><ul><li>Assessment and coaching value 10/10 from student point of view </li></ul><ul><li>Reflection – time to evaluate and “re-calibrate” </li></ul><ul><li>Professional development plans </li></ul><ul><li>Olin branding </li></ul><ul><li>Challenges and Lessons Learned </li></ul><ul><li>Relevance </li></ul><ul><li>Resources </li></ul><ul><ul><li>Time, budget, technology </li></ul></ul><ul><li>Uniqueness </li></ul>
    22. 23. What’s next? <ul><li>Technology platform </li></ul><ul><li>Coaching </li></ul><ul><li>Team assessments </li></ul><ul><ul><li>Repeated measures </li></ul></ul><ul><li>Validation of assessments </li></ul><ul><li>Enhance leadership development planning </li></ul><ul><li>Research on impact </li></ul>
    23. 24. Assessing and Developing Leadership Competencies <ul><li>Neta Moye </li></ul><ul><li>Principal Research Scientist, PDRI </li></ul><ul><li>Former Faculty Director, Leadership Development Programs </li></ul><ul><li>Owen Graduate School of Management, Vanderbilt University </li></ul>
    24. 25. Overview: Vanderbilt’s Owen Graduate School of Management <ul><li>The school offers the </li></ul><ul><li>following degrees: </li></ul><ul><li>Full-time MBA* </li></ul><ul><li>Executive MBA* </li></ul><ul><li>Master of Finance </li></ul><ul><li>Master of Accountancy* </li></ul><ul><li>Master of Management in Health Care* </li></ul><ul><ul><li>*Programs that include Leadership Development Programming </li></ul></ul>
    25. 26. Our Context: Like a VC Funded new product launch <ul><li>In a context where quant is king </li></ul><ul><li>Find a way to get students to do it, without requiring curriculum change </li></ul><ul><li>With the support of a donor, who sees this like seed $$ </li></ul><ul><ul><li>Five years to get to “proof of concept” </li></ul></ul><ul><ul><li>Budget increasing from $75,000 to $200,000 over three years </li></ul></ul><ul><li>To survive , make sure it “sells”; students and faculty </li></ul><ul><li>Make it consistent with Owen’s differentiation strategy: capitalize on the advantages of small </li></ul>
    26. 27. Our Objective: The END GOAL of our program Instill a habit of personal development
    27. 28. Our Objective: Taking the long view When it comes to having long-term success as a leader… “ Everyone wants to know the secret of success, and there is one. It’s called: continuously learning to do what you don’t know how to do” Lombardo and Eichinger, Leadership Machine “ Experience is the classroom of leadership” Morgan McCall, Jr. High Flyers: Developing the Next Generation of Leaders
    28. 29. <ul><li>Help students MAKE THE MOST of experiences as opportunities for development of critical leadership capabilities </li></ul><ul><ul><li>within the two years of the MBA program </li></ul></ul><ul><ul><li>and beyond the MBA program </li></ul></ul>Our Objective: Make experiences count
    29. 30. Our Approach: Give students a general framework Creating the new and different Figuring out how to get it done Engaging others to help get it done The three functions of leaders and the skills required to do them
    30. 31. Our Approach: Give students a “target” for development Creating the new and different Figuring out how to get it done Engaging others to help get it done *Those competencies that will help give you a competitive advantage. Based on research from Korn/Ferry’s Lominger
    31. 32. Our Approach: Give students tools/guidance to support development Take Action Recalibrate and check-in along the way MOD 1 MOD 2 MODS 3 & 4 1:1 Support with LDP Staff Self-awareness Hogan Leadership Assessment and Competitive Advantage Competencies Development Basics “ How To” workshops Korn/Ferry Intellectual Property Build your plan: Self-guided Hogan ThinkBox Where do I stand? What should I work on? Build your plan: High Touch KF Voices 360 Tool + Executive Coaching What’s my specific plan of action?
    32. 33. Our Lessons Learned: Things we learned the hard way <ul><li>Voluntary is hard, but has its advantages </li></ul><ul><ul><li>“ prisoners” can be very distracting </li></ul></ul><ul><li>MUST create a compelling reason to motivate action -- the “pitch” really matters </li></ul><ul><li>Assessments can be a powerful motivator </li></ul><ul><li>Sustained commitment to development takes more touches, more often </li></ul><ul><li>Over communicate your value and success internally </li></ul>
    33. 34. What’s next? <ul><li>Continue to build and refine SELF-GUIDED path </li></ul><ul><li>Build SKILL BUILDING experiences into year two </li></ul><ul><li>Add more and more creative ACCOUNTABILITY aids </li></ul><ul><li>Expand and up the rigor on MEASUREMENT </li></ul>
    34. 35. Assessing and Developing Leadership Competencies <ul><li>Jeffrey Kudisch </li></ul><ul><li>Managing Director, Office of Career Services </li></ul><ul><li>Robert H. Smith School of Business, University of Maryland </li></ul>
    35. 36. Our Context: Start-Up (“Greenfield”) EMBA Program “ Do not go where the path may lead; go instead where there is no path and leave a trail.” Ralph Waldo Emerson “ Your competition can copy every advantage you’ve got – except one. That’s why the world’s best companies are realizing that no matter what business they’re in, their real business is building leaders.” Geoff Colvin Fortunate Magazine
    36. 37. Our Objective: An Integrated & Intensive Leadership Development Program Courses “ The Right Tools” Leadership Mastery Seminars “ Targeted Skill Development” (e.g., Building Team Charters; Promoting Collaboration by Actively Managing Conflict) Action Learning Projects “ Practice and Impact” (including use of team assessments based on Lencioni (2002) framework) Assessment & Coaching “ An Integrated, Personal Leadership Development Plan”
    37. 38. Here was our initial approach for our 1 st EMBA cohort… <ul><li>18 months of Data-driven 1:1 executive coaching </li></ul><ul><li>Paper and pencil psychological assessments </li></ul><ul><li>360-degree feedback </li></ul><ul><li>Leadership and development seminars </li></ul><ul><li>Action Learning Projects </li></ul>Here is where we are now as of our 10 th cohort… Our Approach: Dynamic with a Psychological & Behavioral Focus <ul><li>Assessment Center-driven 1:1 executive coaching (18 months) </li></ul><ul><li>Behavioral and paper and pencil psychological assessments (e.g., Hogan HPI, HDS, & Values; SDI, TKI, KAI, Watson Glaser CTA, etc.) </li></ul><ul><li>360-degree feedback </li></ul><ul><li>Targeted leadership development seminars </li></ul><ul><li>Action Learning Projects linked to team assessments and team coaching </li></ul>
    38. 39. <ul><li>Individuals participate in a series of situations that simulate the real world </li></ul><ul><li>Behaviorally-oriented process used for a variety of organizational/human resources purposes </li></ul><ul><li>Candidates evaluated on multiple competencies across multiple techniques </li></ul><ul><li>Use of multiple assessors (raters) and integration session to reduce rater bias and thus increase rating accuracy </li></ul><ul><li>Effective tools for predicting future overall job performance, management potential, performance in training, and career advancement; valid across cultures. </li></ul><ul><li>Entry-level to executive applications; used increasingly around the world. </li></ul><ul><li>Popular Simulations : </li></ul><ul><li>Written : </li></ul><ul><ul><li>In-basket exercise </li></ul></ul><ul><ul><li>Case analysis </li></ul></ul><ul><li>Interpersonal : </li></ul><ul><ul><li>Oral Presentation </li></ul></ul><ul><ul><li>Group Discussion exercise </li></ul></ul><ul><ul><li>Interview Simulation </li></ul></ul>Pictured: Stress Interview (OSS, WWII) A Brief Overview of Assessment Centers (ACs)
    39. 40. <ul><li>Learning Outcome Assessment </li></ul><ul><ul><li>1980’s AACSB partnered with Development Dimensions International (DDI) </li></ul></ul><ul><li>Undergraduate-Level Efforts </li></ul><ul><ul><li>Evaluating career readiness of business majors (Riggio et al., 1997) </li></ul></ul><ul><ul><li>Predicting early career success of business majors (Waldman & Korbar, 2004) </li></ul></ul><ul><li>Graduate-Level Efforts: Guiding Leadership Development </li></ul><ul><ul><li>University of Tennessee MBA and EMBA programs </li></ul></ul><ul><ul><li>University of Maryland EMBA program </li></ul></ul>Use of ACs in Business Schools
    40. 41. Smith School EMBA “Acceleration Center”: Mission & Process Overview The Smith School is using the AC, in conjunction with the other Executive Coaching components, to help you diagnose and enhance your leadership strengths and development needs . The data may also be used to facilitate administrative issues related to enhancing the effectiveness of your EMBA endeavors.
    41. 42. Sample Acceleration Center Report Behaviors Observed 7 Competencies Measured
    42. 43. <ul><li>Positive participant reactions </li></ul><ul><ul><li>“ Jolts”; high impact insights – “Ah hah” moments </li></ul></ul><ul><li>Accelerated coaching </li></ul><ul><ul><li>Tapping “Can Do” Behavior vs. “Would Do” </li></ul></ul><ul><ul><li>Richer development plans </li></ul></ul><ul><li>Cohort-level needs assessment data </li></ul><ul><li>Accelerated on-the-job leadership development </li></ul><ul><li>Enhanced Smith Brand </li></ul><ul><ul><li>Driving applications to our EMBA program </li></ul></ul><ul><ul><li>#22 EMBA Program Worldwide, #15 Management Skills Rank ( Wall Street Journal, 2010) </li></ul></ul>Benefits
    43. 44. <ul><li>Investment Cost </li></ul><ul><ul><li>As high as $10-14K for executive-level assessments </li></ul></ul><ul><li>Time </li></ul><ul><li>Staff Resources </li></ul><ul><li>Top Management Commitment </li></ul><ul><li>Intellectual Capital </li></ul><ul><li>Demonstrating ROI </li></ul>Challenges
    44. 45. <ul><li>Organizational change easier because “start-up/Greenfield operation” </li></ul><ul><li>Custom Program Success with Fortune 500 firm </li></ul><ul><ul><li>Top Management Intrigue & Buy-In </li></ul></ul><ul><ul><li>Saw as a unique value proposition </li></ul></ul><ul><li>Narrowed the focus to key competencies </li></ul><ul><li>Used fewer exercises </li></ul><ul><li>Leveraged In-house expertise </li></ul><ul><li>Raised EMBA tuition </li></ul>How We Overcame These Challenges & Lessons Learned
    45. 46. <ul><li>Expanding our assessment center methodology and coaching </li></ul><ul><ul><li>Leveraging technology/internet </li></ul></ul><ul><li>Using more assessment methodology in our EMBA admissions process </li></ul><ul><li>Using more assessment methodology in our full-time and part-time MBA programs </li></ul><ul><ul><li>Importance of handling feedback in a culturally sensitive manner given student diversity (40% FT MBA International) </li></ul></ul><ul><li>More systematically exploring our ROI </li></ul><ul><ul><li>Smith Executive Coaching Consortium </li></ul></ul>What’s on the Smith Horizon…
    46. 47. <ul><li>How do you determine which assessment tools to include in your leadership development toolbox? </li></ul><ul><li>What are some of the more common challenges and dilemmas that program designers might encounter when using assessments to develop leadership competence? </li></ul><ul><li>In terms of confidentiality and use, should assessment information be shared with Program Administrators? Faculty? What are the pros and cons? </li></ul><ul><li>When, if ever, should assessment data be used for other purposes beyond student coaching and development? </li></ul>Q&A - Thought starters

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