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The four roles of
Responsible Leadership
in management education
Implications for business
Dr. Katrin Muff
Dean
www.bsl-lausanne.ch
katrin.muff@bsl-lausanne.ch
What could Responsible Leadership (RL) mean for business?
1) The 50+20 vision “management education for the world”
as a concrete framework
2) Can this be translated for business?
3) And if so, what would it mean… a practical example
The Agenda
What could Responsible Leadership (RL) mean for business?
1) The 50+20 vision “management education for the world”
as a concrete framework
2) Can this be translated for business?
3) And if so, what would it mean… a practical example
The Agenda
A Strategic Partnership of Founded with the Support of
2015-10-09
www.50plus20.org |
@50plus20
4
• In June 2012 the 50+20 vision was
launched at the Rio+20 Summit,
as a result of a 18 months global
stakeholder-driven visioning process
(more than 350 active contributors)
• A blueprint of the future of management
education: www.50plus20.org
– open space resource, films, agenda,
book, best practices, collaboratory
• Growing recognition as a landmark in
setting a new direction in response to the
malaise surrounding the relationship
between education, business and society.
Management Education FOR the World
Vision:
Responsible
leadership for a
sustainable world
The collaboratory is the
integrative philosophical
approach to combine the
three roles – it is about
creating and holding the
space for engaged
citizens and concerned
stakeholders to address
burning societal issues,
as a learning field for
students and supported
by future-oriented
research
A Strategic Partnership of Founded with the Support of
A new mindset is required
• Reconnecting
business to society
• Reinforcing globally
responsible leaders
and leadership
• Management
Education FOR the
World
7
What could Responsible Leadership (RL) mean for business?
1) The 50+20 vision “management education for the world”
as a concrete framework
2) Can this be translated for business?
3) And if so, what would it mean… a practical example
The Agenda
Four dimensions of globally
responsible leaders
Core enabling
dimension:
A shift in
consciousness
triggered by a highly
developed capacity
for self-reflection, a
capacity called
“reflective
awareness”
Reflective Awareness
Reflective Awareness is expressed by the universal
perspective of the leader, reflected in the way she
relates to herself, her environment and various aspects
of the world.
This dimension is defined by an evolved level of
consciousness and personal awareness, clarity, focus
and commitment on a personal and organizational
level, deep values and ethics, humility and humanity,
empathy and resonance with others.
This perspective represents the entry ticket for future
leaders and forms a fundamental, non-negotiable
foundation of a globally responsible leader.
Sustainable Entrepreneurship
Sustainable Entrepreneurship is reflected in a
visionary and long-term perspective.
This dimension is defined by an advanced capacity for
creative, critical, and divergent thinking, both street-
smarts and an evolved intellect, the ability to question
the status quo and to dismantle complexity, a facility
to handle general management challenges and to
solve problems integrally, the ability to lead
organizational change and sustainability
transformations including implementation skills, and
advanced mastery of all relevant subject knowledge to
get any given job done.
The sustainability aspect is reflected in the ability to
think and act for the long term and the capability to
integrate sustainability aspects into the organization.
Holistic Leadership
Holistic Leadership is reflected in an ethical and
inclusive perspective that integrates the demands of
different stakeholders.
This dimension is defined by strategic skills,
extraordinary communication skills, an excellent
adaptability and attitude towards learning, a talent as
a motivator, enabler and team stakeholder, an
awareness of patience vs. impatience or doing vs.
being.
The capacity to span boundaries and bear tension, an
interest in uncovering unintended consequences of
actions taken, respect for diversity, adhesion to ethics
and human values.
Enlightened Statesmanship
Enlightened Statesmanship is demonstrated through a
societal and political perspective.
It includes:
• the ability to formulate an inspiring higher-order
vision,
• a sensitivity and awareness for societal concerns,
• a capacity to talk to the general public in clear
language,
• to serve a cause larger than oneself,
• a drive to serve the common good,
• the ability to create and function within broad
stakeholder networks,
• fluency with all aspects of sustainability, and
• a profound desire to be of service.
What could Responsible Leadership (RL) mean for business?
1) The 50+20 vision “management education for the world”
as a concrete framework
2) Can this be translated for business?
3) And if so, what would it mean…
The Agenda
An example in practice
Score
200
400
600
800
1000
Framework to measure the score of the
company in the constitutional dimensions:
• Human dignity
• Solidarity
• Social justice
• Ecologic sustainability
• Democracy
The journey of transforming a
business school
The resulting 244 questions were split to overlapping
groups to assure accuracy according to their knowledge
and involvement.
Companies (3)
5 questions
Number of questions: 244
Number of participants: 91
The questionnaire was conducted
anonymously
Management (1), President (1)
244 questions Students (30)
56 questions
Professors, Faculty (15)
67 questions
Employees, Staff (5)
62 questions
Alumnis (28)
16 questions
Parents (4)
4 questions
Assessment results
Good
Sufficient
Insufficient
Critical
Excellent
20/90
30/90
10/30
30/50 10/30 50/60 20/90
20/50 35/70 45/90 25/30 25/30
50/90 20/40 5/70 50/60 20/30
0/-550 0/-500 0/-450 0/-750 -100/-250
Common Good Points: 365/1000
Assessed according to the «Handbook»
Not reviewed by the Economy for the Common
Goods
Project Group
Evaluation:
Prioritize
Evaluate the ideas in regards to impact and effort
Impact
Effort
Implement
1st priority
Implement
(nice to have)
Ignore
Plan
(Project)
Suggestion
SuggestionSuggestion
Suggestion
– +
+
–
Low hanging fruits
Human Dignity Solidarity
Ecological
Sustainability Social Justice
Co-Determination &
Transparency
Levels of change @ BSL
Education
as core competence and biggest leverage
of BSL to make an impact
Vision / Leadership
as powerful instruments
to align thoughts, believes and action (change)
Supporting activities
to proof importance, raise awareness and demonstrate coherent picture
Projects of our stakeholder teams
Green team projects
Writing a new BSL vision and mission statement that truly reflects our ambition.
Developing a concrete and highly visual communication plan where we share our progress in all
critical areas compared to our vision (with a big regularly updated board at the entrance as well
as in other medias)
Developing a concrete strategy for offering sustainability, responsibility and entrepreneurship
courses to our region (commune, businesses, NGOs, civil society etc.)
Measuring the footprint of BSL (company students, faculty, staff, key suppliers and stakeholders)
and communication of the results
Saving energy at BSL (e.g. install motion-sensor light switches, low energy lighting, thermostat to
heat/cool to a max/min temperature, etc. (e.g. with Cleaner Product Assessment)
Improve recycling at BSL (add. recycling bins, new solutions for water cups, etc.)
Developing and introducing an easy-to-manage way to subsidize public transportation by
charging parking lot spaces
Developing a feasible solution for our staff to partially work at home (where possible and
highlighting how we can thus improve our service level)
Evaluating options to provide healthy and organic nutrition at BSL (understand need and come
up with a feasible solution)
Results of the new vision team
Our mission
To provide a learning platform that enables both students
and organizations to thrive by creating viable business
solutions for our planet and its people.
Force for good
Collaborative innovation
Solution-oriented partnership
Professional engagement
Courageous leadership
Lifelong learning
Our values and cornerstones
How our values relate to our 3 cornerstones
Conclusions & Recommendations
The importance of alignment and vision
• Just about everybody wants to be part of a higher purpose
• Careful selection of who we work with (professors, students,
staff)
The culture is the foundation for everything
• An inclusive bottom-up process is key
• Changing is a continued process
• There is no room for errors or exceptions
Role models – walking the talk every day
• Admitting an inauthenticity (“mistake”) are key to change
• Alignment of incentives – for everybody (professors, students,
staff)
LOOKING FORWARD TO
QUESTIONS AND DIALOGUES
THANK YOU!
Dr. Katrin Muff
Dean
www.bsl-lausanne.ch
katrin.muff@bsl-lausanne.ch

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Dr. Kathrin Muff: "The four roles of Responsible Leadership in management education" - Zurich Behavioral Economics Network

  • 1. The four roles of Responsible Leadership in management education Implications for business Dr. Katrin Muff Dean www.bsl-lausanne.ch katrin.muff@bsl-lausanne.ch
  • 2. What could Responsible Leadership (RL) mean for business? 1) The 50+20 vision “management education for the world” as a concrete framework 2) Can this be translated for business? 3) And if so, what would it mean… a practical example The Agenda
  • 3. What could Responsible Leadership (RL) mean for business? 1) The 50+20 vision “management education for the world” as a concrete framework 2) Can this be translated for business? 3) And if so, what would it mean… a practical example The Agenda
  • 4. A Strategic Partnership of Founded with the Support of 2015-10-09 www.50plus20.org | @50plus20 4 • In June 2012 the 50+20 vision was launched at the Rio+20 Summit, as a result of a 18 months global stakeholder-driven visioning process (more than 350 active contributors) • A blueprint of the future of management education: www.50plus20.org – open space resource, films, agenda, book, best practices, collaboratory • Growing recognition as a landmark in setting a new direction in response to the malaise surrounding the relationship between education, business and society.
  • 5. Management Education FOR the World Vision: Responsible leadership for a sustainable world The collaboratory is the integrative philosophical approach to combine the three roles – it is about creating and holding the space for engaged citizens and concerned stakeholders to address burning societal issues, as a learning field for students and supported by future-oriented research
  • 6.
  • 7. A Strategic Partnership of Founded with the Support of A new mindset is required • Reconnecting business to society • Reinforcing globally responsible leaders and leadership • Management Education FOR the World 7
  • 8. What could Responsible Leadership (RL) mean for business? 1) The 50+20 vision “management education for the world” as a concrete framework 2) Can this be translated for business? 3) And if so, what would it mean… a practical example The Agenda
  • 9. Four dimensions of globally responsible leaders Core enabling dimension: A shift in consciousness triggered by a highly developed capacity for self-reflection, a capacity called “reflective awareness”
  • 10. Reflective Awareness Reflective Awareness is expressed by the universal perspective of the leader, reflected in the way she relates to herself, her environment and various aspects of the world. This dimension is defined by an evolved level of consciousness and personal awareness, clarity, focus and commitment on a personal and organizational level, deep values and ethics, humility and humanity, empathy and resonance with others. This perspective represents the entry ticket for future leaders and forms a fundamental, non-negotiable foundation of a globally responsible leader.
  • 11. Sustainable Entrepreneurship Sustainable Entrepreneurship is reflected in a visionary and long-term perspective. This dimension is defined by an advanced capacity for creative, critical, and divergent thinking, both street- smarts and an evolved intellect, the ability to question the status quo and to dismantle complexity, a facility to handle general management challenges and to solve problems integrally, the ability to lead organizational change and sustainability transformations including implementation skills, and advanced mastery of all relevant subject knowledge to get any given job done. The sustainability aspect is reflected in the ability to think and act for the long term and the capability to integrate sustainability aspects into the organization.
  • 12. Holistic Leadership Holistic Leadership is reflected in an ethical and inclusive perspective that integrates the demands of different stakeholders. This dimension is defined by strategic skills, extraordinary communication skills, an excellent adaptability and attitude towards learning, a talent as a motivator, enabler and team stakeholder, an awareness of patience vs. impatience or doing vs. being. The capacity to span boundaries and bear tension, an interest in uncovering unintended consequences of actions taken, respect for diversity, adhesion to ethics and human values.
  • 13. Enlightened Statesmanship Enlightened Statesmanship is demonstrated through a societal and political perspective. It includes: • the ability to formulate an inspiring higher-order vision, • a sensitivity and awareness for societal concerns, • a capacity to talk to the general public in clear language, • to serve a cause larger than oneself, • a drive to serve the common good, • the ability to create and function within broad stakeholder networks, • fluency with all aspects of sustainability, and • a profound desire to be of service.
  • 14. What could Responsible Leadership (RL) mean for business? 1) The 50+20 vision “management education for the world” as a concrete framework 2) Can this be translated for business? 3) And if so, what would it mean… The Agenda
  • 15. An example in practice Score 200 400 600 800 1000 Framework to measure the score of the company in the constitutional dimensions: • Human dignity • Solidarity • Social justice • Ecologic sustainability • Democracy The journey of transforming a business school
  • 16. The resulting 244 questions were split to overlapping groups to assure accuracy according to their knowledge and involvement. Companies (3) 5 questions Number of questions: 244 Number of participants: 91 The questionnaire was conducted anonymously Management (1), President (1) 244 questions Students (30) 56 questions Professors, Faculty (15) 67 questions Employees, Staff (5) 62 questions Alumnis (28) 16 questions Parents (4) 4 questions
  • 17. Assessment results Good Sufficient Insufficient Critical Excellent 20/90 30/90 10/30 30/50 10/30 50/60 20/90 20/50 35/70 45/90 25/30 25/30 50/90 20/40 5/70 50/60 20/30 0/-550 0/-500 0/-450 0/-750 -100/-250 Common Good Points: 365/1000 Assessed according to the «Handbook» Not reviewed by the Economy for the Common Goods Project Group Evaluation:
  • 18. Prioritize Evaluate the ideas in regards to impact and effort Impact Effort Implement 1st priority Implement (nice to have) Ignore Plan (Project) Suggestion SuggestionSuggestion Suggestion – + + – Low hanging fruits
  • 19. Human Dignity Solidarity Ecological Sustainability Social Justice Co-Determination & Transparency Levels of change @ BSL Education as core competence and biggest leverage of BSL to make an impact Vision / Leadership as powerful instruments to align thoughts, believes and action (change) Supporting activities to proof importance, raise awareness and demonstrate coherent picture
  • 20. Projects of our stakeholder teams Green team projects Writing a new BSL vision and mission statement that truly reflects our ambition. Developing a concrete and highly visual communication plan where we share our progress in all critical areas compared to our vision (with a big regularly updated board at the entrance as well as in other medias) Developing a concrete strategy for offering sustainability, responsibility and entrepreneurship courses to our region (commune, businesses, NGOs, civil society etc.) Measuring the footprint of BSL (company students, faculty, staff, key suppliers and stakeholders) and communication of the results Saving energy at BSL (e.g. install motion-sensor light switches, low energy lighting, thermostat to heat/cool to a max/min temperature, etc. (e.g. with Cleaner Product Assessment) Improve recycling at BSL (add. recycling bins, new solutions for water cups, etc.) Developing and introducing an easy-to-manage way to subsidize public transportation by charging parking lot spaces Developing a feasible solution for our staff to partially work at home (where possible and highlighting how we can thus improve our service level) Evaluating options to provide healthy and organic nutrition at BSL (understand need and come up with a feasible solution)
  • 21. Results of the new vision team Our mission To provide a learning platform that enables both students and organizations to thrive by creating viable business solutions for our planet and its people. Force for good Collaborative innovation Solution-oriented partnership Professional engagement Courageous leadership Lifelong learning
  • 22. Our values and cornerstones How our values relate to our 3 cornerstones
  • 23. Conclusions & Recommendations The importance of alignment and vision • Just about everybody wants to be part of a higher purpose • Careful selection of who we work with (professors, students, staff) The culture is the foundation for everything • An inclusive bottom-up process is key • Changing is a continued process • There is no room for errors or exceptions Role models – walking the talk every day • Admitting an inauthenticity (“mistake”) are key to change • Alignment of incentives – for everybody (professors, students, staff)
  • 24. LOOKING FORWARD TO QUESTIONS AND DIALOGUES THANK YOU! Dr. Katrin Muff Dean www.bsl-lausanne.ch katrin.muff@bsl-lausanne.ch