When Executive Education is a Process, Not a Program Marie Eiter UNICON Presentation, June 2006

Massachusetts Institute of Technology Sloan School of Management Executive Education@MIT Sloan

MIT Sloan School of Management Integrative Learning Process Leadership/Team Skills New insights Actionable results Innovative solutions Enabling experience Crystallize understanding of concepts, processes, tools Project/Problem Application Concepts/Tools

MIT Sloan School of Management Integrative Learning Objectives Application of learning – Use frameworks and tools learned during the residential sessions to reinforce learning and to see existing issues/opportunities through new lenses Opportunity for innovative thinking – Address current issues facing companies and develop recommendations to pose to management Create learning communities – Work in teams and learn from each other

MIT Sloan School of Management Integrative Learning Structure Team-based Projects span interval weeks of the program Teams focus on current company issues of interest to team members Application of concepts learned to important business issues Presentation of recommendations to class and company management Interterm One Data gathering, analysis, & diagnosis Presentation creation Week Two Presentation, feedback, new frameworks Interterm Two Recommendation generation, cost/benefit Presentation creation Week Three Presentation & feedback 6-Month Progress Report Week One Topic selection & initial plans January March May November

MIT Sloan School of Management Integrative Learning Support Workbook provides deliverables, dates, and guidance Faculty Mentors and scheduled check-ins On-line and conference call Facilitator Milestones Due Dates Week One: Framing the Problem Jan. 22 – Jan. 27, 2006 Team Formation and Project Launch Interterm One: Data Gathering and Diagnosis Jan. 27 – Mar. 26, 2006 Milestone 1: One-page project description MIT faculty mentor feedback via email Feb. 10, 2006 Milestone 2: First draft of presentation describing data gathered, analysis, and diagnosis. MIT faculty mentor feedback via conference call Mar. 10, 2006 Week Two: Developing a Recommendation Mar. 26 – March 31, 2006 Team Presentation, Feedback, and Planning Interterm Two: Solutions Generation and Looking Toward Implementation March 31 – May 21, 20056 Milestone 3: First draft of final presentation with recommendations, organizational considerations, possible implementation strategy Apr. 6 2006 Milestone 4: One-page executive summary for all participants & faculty May 19, 2005 Workbook / Guidance Provided

MIT Sloan School of Management Integrative Learning Resources Learning and Knowledge Management Company Professional Staff within Executive Education Faculty willing to act as advisors

Developing Faculty Resources for New Learning Models                                                                                                                       When Executive Education is a Process not a Program __________________________________ Wharton’s Learning Continuum IMPACT THROUGH EDUCATION Developing Faculty Resources for New Learning Models

Wharton’s Learning Continuum for Custom Programs Pre/During/Post 9-12 MONTH PROCESS SUPPORTS LEARNING OF INDIVIDUALS AND COMPANIES AFTER LEAVING THE PROGRAM

Wharton’s Learning Continuum PRE: Observable Outcomes--Definition and Tracking 3-5 key observable outcomes Managers' Briefings; clarify expectations and possible barriers to learning/application

CUSTOM PROGRAM DURING: REFINE PERSONAL LEARNING OUTCOMES PROJECT PLANNING RELEVANT CONTENT ACTION LEARNING

Wharton’s Learning Continuum POST-1: RECONVENING THE COHORT VIA VIRTUAL CLASSROOM (EVERY 2-3 MONTHS) TO COMPARE PROGRESS VS. GOALS FACILITATED BY FACULTY & STAFF FACULTY--ONLINE OFFICE HOURS

Wharton’s Learning Continuum POST-2: IMPACT REPORTS SUMMARIZE SUCCESS AND CHALLENGES IN ACHIEVING OBSERVABLE OUTCOMES (GROUP AND/OR INDIVIDUAL OUTCOMES) SHARE WITH PARTICIPANTS, MANAGERS OR BOTH

Wharton’s Learning Continuum POST-3: INDIVIDUAL COACHING PARTICIPANTS DESIGN FOLLOW-UP ACTIVITIES WITH COACH EXTEND LEARNING AND APPLICATION

Wharton’s Learning Continuum IN SUM… 9-12 MONTH LEARNING PROCESS PREPARATION FOR LEARNING BY PARTICIPANT AND MANAGER OUTCOMES BASED REINFORCEMENT THRU ONGOING COHORT MEETINGS & COACHING BLENDED LEARNING

When Executive Education is a Process not a Program OTHER EXAMPLES… DEVELOPING FACULTY RESOURCES FOR NEW LEARNING MODELS

Olin School-Washington University Charles F Olin School-Washington University Charles F. Knight Executive Education Center Olin Partners Series of 1 day workshops based on market demand--taught by senior faculty 30+ Regional companies Yearly Membership subscription Innovations: (1) Faculty video online to describe nature of workshop (2) Letter from faculty to participants with pre-work; invite to bring work issues to class.

Self-Leadership in Supply Chain Management - 3 day workshop The Broad School at Michigan State University The James B. Henry Center for Executive Development Self-Leadership in Supply Chain Management - 3 day workshop Pre-program goal setting-work and personal life Goal setting interview with faculty leader Telephone Coaching with faculty person 2-4 weeks after program to support application Led by non-MSU faculty (business executive)