This report explores executive learning and development among 182 executives across various regions and sectors, identifying six key dimensions: strategic, experiential, networking, self-directed, structured, and participative. Results indicate a preference for informal over formal learning methods, with a notable reliance on networking for strategizing and problem-solving. The study highlights the need for organizations to better align executive development programs with strategic goals while considering cost-effective, informal learning avenues.

1. Executive learning & development review – Implications for developing executive
human capital
Solomon Akrofi MBA, PMP, MSP
This report presents a refreshing insight into executive learning and development based on a survey of
182 executives from America, Africa, Europe, Middle East, Pacific Region and Asia (above map indicates
the geographical locations of respondents). Participants were also drawn from a diverse range of sectors
/ industries such as the services, aerospace and aviation, financial services, manufacturing, retailing,
education, mining and heavy industrials. The table below provides job functions / profiles of participants.
Primary Job function of participants No Percent
Management (Senior/Corporate) 34 18.7%
Human resources management 33 18.1%
Sales/Marketing 13 7.1%
Consulting 12 6.6%
Other 8 4.4%
Operations/Logistics 7 3.8%
Accounting/Finance/Banking 5 2.7%
Education 4 2.2%
Science/Technology/Programming 4 2.2%
Buying/Purchasing 3 1.6%
Planning (Meeting, Events, etc.) 2 1.1%
Research 2 1.1%
Customer Service 1 0.5%
Unspecified 60 33.0%
Total Responses: 182 100.0%
The deployed survey instrument measured executive learning and development from 6 perspectives
(strategic, experiential, networking, self-directed, structured and participative dimensions) reflecting a
holistic consideration of the competencies required for the effective discharge the executive. Highlights
of the results are briefly discussed with recommendations offered to aid organisational development of
executive human capital.
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2. Logarithmic scale comparison of the 6 Executive L & D dimensions
100
10
1
Strongly Moderately Slightly Neutral Slightly agree Moderately Strongly
disagree disagree disagree agree agree
Experiential Structured Netw orking Participative Self-directed Strategic
Fig 1 – Comparison of the 6 executive Learning & development dimensions
Figure 1, above depicts a roll-up summary and comparison of the six executive learning and development
components. Of the six dimensions, four of these; strategic, networking, experiential and participative
were considered highly prevalent by participants amongst executives in their organisations. On the other
hand, self-directed and structured learning and development were found to be due to a number of
factors. Whilst this outcome remains unclear and falls outside the scope of this study, it is possible to
propound some assumptions. It could be that these two components have low priority, underestimated or
even considered irrelevance to the discharge of the executive job scope. This may warrant further
investigation to unearth the possible causalities.
Average Scores for the 6 dimentions of executive L & D
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Strategic Experiential Netw orking Participative Self -directed Structured
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3. Fig 2 – Average scores of the 6 executive learning & development components
Alternatively analysis is presented by normalising the results according to average scores which offers a
slightly different slant as depicted in figure 2 above. But again, the incidence of strategic, experiential
and networking in organisations is quite high whilst participative, self-directed and structure learning and
development attract lower support from respondents.
It is quite obvious that the ability to craft and implement effective strategies is a key enabler of
organisational value creation and therefore the zenith of the executive job scope. It is therefore not
surprising that it attracted the highest scores compared to the other dimensions of executive learning and
development examined in the study. Furthermore, this could suggest that organisations and for that
matter executives are placing a higher premium on developing and maintaining strategic competencies
required to deliver business results. Equally well, the higher scores attributed to networking related
learning and development is a possible indication that executives are becoming more reliant on
networking ties as a means of navigating organisational challenges and problems. In effect interactions
that occur amongst internal and external executive peers are becoming a vital source of executive
intellectual capital creation. Also, the high incidence of experiential learning and development could
suggest higher levels of emotional intelligence which may be important for the effective discharge of
executive level duties.
External networking input into organisational strategy formulation &
Implementation
35
30
25
20
15
10
5
0
Strongly Moderately Slightly Neutral Slightly agree Moderately Strongly
disagree dis agree dis agree agree agree
Fig 3 – Executive reliance of external networking as a source of shaping organisational strategies
Whilst some organisations may not attach significant importance to executive networking activities
(internal and external) it has been confirmed through this study that networking is becoming a crucial
source of intellectual capital that perhaps influences the whole cycle of strategy formulation and
implementation within organisations (See figure 3 above). This outcome highlights the greater need for
executives to broaden their wider industry knowledge, develop stronger networking ties and seek
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4. opportunities to cross fertilise ideas generated from peers from other industries sectors by employing
networking as a critical conduit for enhancing strategic capabilities. Needless to say that information
acquired from such sources should be subjected to the appropriate rigor of risk assessment to mitigate
exposure to possible strategic or operational failures.
Acquisition of stra tegic competencies from informa l source s
30
25
20
15
10
5
0
Strongly Moderately Slightly Neutral Slightly agree Moderately Strongly
dis agree dis agree dis agree agree agree
Fig 4 – Acquisition of strategic competencies from informal sources rather than formal
mechanisms
In terms of acquiring strategic skills (see figure 4 above) a large majority of participants preferred informal
methodologies to formal ones. This view ties in quite nicely with the already highlighted positive attributes
of networking related learning and development. Furthermore the outcome confirms the expectation that
executives by the nature of their jobs cope and level of seniority may be more inclined to learn from
informal sources than from formal routes. One possible explanation for this outcome is that, quite often,
executives are required to generate solutions to complex problems in real time which necessitates
access to up-to date information, much of which may reside in informal systems and sources.
Undoubtedly there are significant benefits to be gained from the multiple range of formal learning and
development methods most of which equip executives with valuable analytical tools, models and
techniques required for their jobs. These methods include professional qualifications, hybrids of
executive education programmes (delivered in-house or through external partners) and bespoke
programmes which may be designed to suite individual executives’ requirements. In deed, whilst such
didactic or structured methods of learning and development play a crucial role in shaping executives
capabilities, the fast pace of the modern business environment exposes such knowledge to a short self
life and executives may have to depend on other real time sources of information to keep abreast with
rapidly shifting demographical changes, economic vagaries, industry dynamics and other issues which
impinge on the ability to achieve strategic organisational objectives. Possible sources from which
executives can acquire such real-time knowledge include frequent attendance of selected industry related
conferences, professional association seminars and active participating in social and professional
networking activities.
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5. Alignment of Executive Development to organisational goals & strategic
business direction
25
20
15
10
5
0
Strongly Moderately Slightly disagree Neutral Slightly agree Moderately Strongly agree
disagree disagree agree
Alignment of Exec Development to organisational goals
Alignment of Exec Development to strategic business needs
Executive development strategies according to the study are becoming more aligned to organisation
goals and business implying that organisations are becoming smarter at designing effective executive
learning and development programmes commensurate with changing executive needs. It must be
cautioned that generalising such a notion could be problematic as the actual details in terms of content,
breadth, and quality consideration of individual organisation’s executive learning development activities.
Support for the view that executive human capital is a critical source of distinctive capability is
widespread and is often underpinned by a number of theories which includes the top echelon and the
resource based view concept. Hence the need for a systematic development and deployment of the
entire executive stock cannot be overemphasised. But most executive learning and development whether
formal or informal requires some level of financial investment and in the face of competing organisational
cost such investments needs to be properly justified.
In response to this, organisations should be exploring smarter approaches to developing their executives
stock by focusing much more on informal learning and development avenues augmented by carefully
selected, structured and defined formal interventions. To this end, organisations may benefit significantly
by undertaking rigorous gap analysis by measuring, monitoring and benchmarking executive learning and
development activities with industry peers.
This will allow specific interventions to be design and implement rather than deploying blanket
development interventions which although meet strategic objects come at exorbitant costs. This “lean”
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6. approach to executive learning and development could offer organisations a more cost effective
proposition in the current this financial melt down and beyond.
If you are interested in monitoring and benchmarking your organisation’s
executive learning & development with other organisations contact the author at
sakrofi@yahoo.com / +447976367314
May 2010 Page 6 of 6