PT XYZ

Leadership Competency Development

guide

A publication of Corporate Human Resources & Organisation Development

(CHR&OD)

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CONTENTS PAGE
1 Introduction 4
2 What are competencies? 4
3 How do you develop competencies? 4
4 PT XYZ Leadership Competency Model 5
5 Development per competency 5
5.1 Visioning 5
5.2 Innovating 7
5.3 Integrating diverse perspectives 9
5.4 Mobilizing the organization 11
5.5 Ensuring dialogue 13
5.6 Managing yourself 16
5.7 Coaching people 18
5.8 Creating successful teams 20
5.9 Creating customer value 22
5.10 Enhancing professionalism 24
5.11 Achieving results 26
5.12 Decision-making. 28
6 Appendix 1 30
6.1 PT XYZ Leadership Competency Model 30
7 Executive Programmes 32
7.1 Ashridge 32
7.1.1 Performance through People 32
7.1.2 Strategic Decisions 33
7.2 Center for Creative Leadership 34
7.2.1 Leadership at the Peak 34
7.2.2 Leadership and High-Performance Teams 35
7.2.3 Leading Creatively: navigating complex challenges 36
7.2.4 Looking Glass Experience 37
7.3 Columbia Business School 38
7.3.1 High Impact Leadership 38
7.4 DARDEN 39
7.4.1 Leading Growth Through Innovation 39
7.5 Harvard Business School 40
7.5.1 Advanced Management Programmes 40
7.5.2 Consumer Marketing Strategy 41
7.5.3 Leading Change and Organizational Renewal 42
7.5.4 Leadership Best Practices 43
7.5.5 Driving Corporate Performance- align scorecards, systems & strategy 44
7.6 Henley Management College 45
7.6.1 Leadership Programme 45
7.7 IMD . 48

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7.7.1 Building High Performance Boards 47
7.7.2 Business Marketing 47
7.7.3 Booster Programmes: accelerating business performance 48
7.7.4 High Performance Leadership 49
7.7.5 Mastering Top Management Dilemmas 50
7.7.6 Managing Corporate Resources 51
7.7.7 Mobilizing People 52
7.8 INSEAD 54
7.8.1 A.V.I.R.A. 54
7.8.2 Management of People 55
7.8.3 Advanced Management Programme 55
7.8.4 The Challenge of Leadership 57
7.8.5 Achieving Outstanding Performance 58
7.8.6 Consulting and Coaching for Change 59
7.8.7 Customer Focus: from Promise to Action 60
7.8.8 STOREWARS: The battle for Mindspace and Shelfspace 61
7.8.9 International Marketing Programme 62
7.9 Kellogg School of Management 63
7.9.1 Consumer Marketing Strategy 63
7.9.2 Energizing People for Performance 64
7.9.3 Soul of Leadership 65
7.10 London Business School 66
7.10.1 Senior Executive Programme 66
7.10.2 Driving Strategies 67
7.10.3 Decision Making for Leaders 67
7.10.4 Proteus 68
7.11 Templeton College 70
7.11.1 Oxford Strategic Leadership Programme 70
7.12 Michigan Business School – 71
7.12.1 Executive Programmes 71
7.13 Wharton 73
7.13.1 Executive Development Programme 73

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1 Introduction

Development is more than taking a course or attending a training programme, it includes ongoing mentoring,
coaching and feedback. If there is a ‘blockage’ in your development plan, it may be caused by inappropriate
development activities or un-clarity about the origin of your development needs. Just as competencies vary in
terms of how easy they are to observe and measure, they vary in the degree to which they are easy or difficult to
develop. Some “competencies” are easier to develop/change than others. When building a competency
development programme, you need to be clear where the problem lies: Is it a question of knowledge or skill
which can be met by a training programme, or is it a more deeply seated development need which should be
handled in a different way?

This manual is designed to:

- To help to select the right management training and coaching activities.

- To provide support for managers acting in a coaching role.
- To enable individual managers to take responsibility for their own competence development

2 What are competencies?

New leadership competencies have been defined to make explicit what to expect from leaders at all levels at PT
XYZ in a behavioural sense. These competencies focus on the required skills, knowledge and mindset of leaders
within our company to lead their people in an inspiring way. The model has been specifically designed to support
the realisation of the PT XYZ strategy: “To be the best in the industry by shaping the business, increasing
performance and building a challenging and supportive culture”.

3 How do you develop competencies?

Experience on Coaching Participating in Special Literature

the job courses assignments searches
Job enrichment Self-instruction with Acting as an Project group Summaries of
Foreign experience clearly set objectives instructor on management current literature in
Conjunction with Find a mentor who internal courses Involvement in the area of
certain tasks can guide you in Participation in project groups specialisation
your development, internal and
plans and actions external courses
Creativity exercises

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4 PT XYZ Leadership Competency Model

5 Development per competency

5.1 Visioning

Explore the unknown, envision and communicate long-term scenarios and their
consequences in a high-impact way while driving the action to create the desired future.

Competency Levels

Competent (Level 1) - Translates vision into own working environment.

Advanced (Level 2) - Builds a team-shared vision of differentiating improvements by redesigning key processes
with an impact within and across organizational units.

Master (Level 3) - Creates a shared long-term vision with an organization wide impact. Leads strategic scenario
planning processes throughout the organization.

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Role model (Level 4) - Explores the unknown. Develops and articulates a compelling vision, strategy and
challenges, supports and protects people in creating a vision for their own area of responsibility.

Basic themes

- This competency is primarily focusing on:

- Vision building and futuring
- New technology and trends
- Creativity management

Executive programmes offered at Business Schools

- IMD Driving Strategic Innovation
- INSEAD - AVIRA
- London Business School – Proteus
-
PT XYZ University programmes

- PT XYZ International Management Course (HIMAC)

Coaching others
- Ask the coachee to search for information on the internet with respect to the process of visioning (articles,
book references, etc.). Also ask the coachee to come up with examples of excellent visioning outside PT
XYZ (benchmarks), which can be used for modelling.

- Some suggestions as input for developing a vision: discussions with relevant people (role-models), reading
related literature, attending conferences etc. Ask the coachee to report on these activities. Have a discussion
with the coachee on the report: did it help to develop vision? If yes, how? If not, why?

- Use business cases that enable the coachee to practice his/her own visioning process and to reflect on
his/her own subjective thoughts during the process. Create awareness for the visioning process as an
intuitive process.

- Discuss part of the department/company strategic plan with the person. Give insight in how you as a
manager deal with visioning; show results. Ask for comments and how this would fit in his/her work situation
and objectives. Let him/her come up with suggestions and develop proposals.

- Ask the coachee to translate the overall PT XYZ vision into a vision for his/her own department/function.
Discuss this translation by asking many probing questions: “Which elements in the company vision are most
relevant for the department?”, “How can new technology help to accomplish the department’s goals?”, etc.

- Ask the coachee about his/her longer-term vision on the department/function and its consequences for the
near future. Does this match with present strategy? If not, ask the coachee to fill in any gaps. Ask many
probing questions, e.g. “What is the time-frame you have in mind?”, “How do you make sure everyone is
involved?”

- Let the coachee make a presentation for the department on his/her personal vision for the next several years
(including next year) based on trends and developments in the sector/industry. You might suggest using the
framework of the SWOT-analysis (strengths, weaknesses, opportunities and threats) as a template for the
presentation. Ask the coachee to create several “if – then” -scenario’s

- Make the coachee aware of the importance of having a shared vision as a department. Ask many probing
questions: “What happens if this vision is not shared by everyone in the department?”, “How can you prevent
that occurrence?”, “What can you do to involve people in the process?”, etc.

- Ask the coachee to start the process of visioning with the team (department). Make the coachee aware of
the role of stakeholders in the process of visioning (clients, suppliers, other departments, etc.). Suggest
using a dedicated workshop as a start-up for the process.

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- When the new vision for the department has been formulated, ask the coachee to make a plan for
implementing the changes. Ask many questions: ”How does the new vision translate into departmental
objectives?”, “How are you going to organise the new tasks?”, etc.

- Ask the coachee to analyse the strategic process and vision of competitors and relate this to the process and
content of visioning for the own department. What are the differences in the visioning processes and how do
these relate to differences in the outcome?

Self development

- Conduct a search for information on the internet with respect to the process of visioning (articles, book
references, etc.). Also look for examples of excellent visioning outside PT XYZ (benchmarks), which can be
used for modelling.

- Stimulate your right side of the brain, creativity and “out of the box”-thinking. Create a visioning process that
has at least one intuitive phase or tool and make yourself look at it from an “entire different perspective”. Use
alternative strategy development processes like “future search” and “appreciative inquiry” besides the
rational processes to make the vision into effective strategy.

- Analyse a person who you consider a great visionary person (e.g. Jules Verne). What does that person (not)
do and why is that effective? How can I relate this to my own personality and under what circumstances will
it be effective for me?

- Apart from reading related literature, attending conferences etc. networking is an important strategy for
developing vision. Networking can be very helpful in creating vision. Enable yourself to use your network as
a knowledge platform. Create your own vision by inviting other people (colleagues/clients) to give their
comments and adopting other peoples ideas

- Translate the overall PT XYZ vision into a vision for your own department/function. Discuss this translation
with relevant others (stakeholders).

- Make a presentation for the department on your personal vision for the next several years (including next
year) based on trends and developments in the sector/industry. You might use the framework of the SWOT-
analysis (strengths, weaknesses, opportunities and threats) as a template for the presentation.

- Be aware of the importance of having a shared vision as a team/department. Start the process of visioning
with the team (department). Organise the process by having a dedicated start-up workshop with all team
members.

- Professional peer groups also can be very helpful in creating vision. Organise “Dialogue groups” or
“Intervision groups” on specific topics with visioning as the central topic.

Literature and references

PT XYZ Leadership Competency Model brochure page 20- 25

http://www.futuresearch.net/
http://www.spiraldynamics.org/

5.2 Innovating

Develop and create innovative products, services and processes that enhance the performance

Competency Levels

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Competent (Level 1) - Implements innovations in own working environment.
Advanced (Level 2) - Stimulates others to innovate key processes.
Master (Level 3) - Embeds processes and policies to leverage tangible innovations.
Role model (Level 4) Leads innovation processes to ensure breakthroughs leading to (commercial/financial)
success.

Basic themes
This competency is primarily focusing on:
- Innovation systems
- Benchmarking
- Idea management
- Empowerment
- Entrepreneurship

Executive programmes offered at Business Schools

- Darden: Leading Innovation and entrepreneur ship

- Centre for Creative Leadership ; Leading creatively
- Harvard – Leading Change and Organisational renewal
- London Business School – Proteus
- IMD Booster programmes

PT XYZ University programmes

- Idea Management programme

Coaching others

- Discuss with the coachee the importance of continuous innovation in today’s business. The message is that
innovation has survival value both outside and inside the company. Refer to successful entrepreneurs, both
inside and outside PT XYZ. Ask the coachee which innovations might create a differential advantage in the
field of his/her department.

- Show your coachee how you deal with the subject of innovation yourself. Give examples of innovations,
preferably in the various areas of products & services, processes and organisation. If applicable, show how
being innovative can support your career. Make clear that being entrepreneurial and innovating for you as a
manager is important.

- Ask the coachee to search for information on the internet with respect to innovation (articles, book
references, etc.). Also ask the coachee to come up with examples of excellent innovation outside PT XYZ
(benchmarks), which can be used for modelling. Make sure the coachee understands that the concept of
innovation relates to products & services, processes and organisation.

- Innovating has a strong relation with creativity and external stimuli to take initiatives. Motivate the coachee to
think in alternatives and possibilities. Stimulate the coachee to think “out of the box”, ask how he/she would
act if there were no rules or procedures. Suggest exploring the concept of idea-management.

- Managing processes is about applying enough control but allowing the freedom to create an environment
and culture where people are challenged to innovate. Also job flexibility and job/task rotation have a positive
effect on creativity. In other words, create the conditions for innovation. Create means for innovation such as
time, money and information resources; consider those means as sunken costs.

- Ask the coachee to conduct an internet benchmarking with respect to new products, services and processes.
Let the coachee make a short report with his/her conclusions. Discuss the report with the trainee asking
many probing questions: “Which ideas are interesting enough for further investigation?”, “What new ideas
emerge as a result of the benchmark investigation?” etc.

- Empower your coachee: make agreements on the desired outcome, provide the means (time, money and
information) and allow the coachee to decide how to implement the specific innovation. Show your interest
without interfering.

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- Ask the coachee to come up with alternatives to improve the way things are done now. Discuss these
alternatives, ask probing questions, give constructive feedback and –if possible– reward by applying the best
initiatives.

- Stimulate the coachee to come up with innovative ideas, e.g. by making use of the good old idea box in a
new jacket (in a web based application). If possible implement and reward innovations.

- Stimulate the coachee to implement innovation as a team process. Suggest organising a separate workshop
with the department to start this process. In this workshop people can also get acquainted with several
creativity enhancing techniques and tools like brainstorming, mind-mapping, lateral thinking, etc.

Self development
- Be aware of the importance of continuous innovation in today’s business: innovation has survival value both
outside and inside the company. Being innovative can support your career and of those working for you.

- Search for information on the internet with respect to innovation (articles, book references, etc.). Try to find
examples of excellent innovation outside PT XYZ (benchmarks), which can be used for modelling. Be aware
that the concept of innovation relates to products & services, processes and organisation.

- Innovating has a strong relation with creativity and external stimuli. Stimulate yourself to think “out of the
box”. Make use of creativity enhancing techniques like brainstorming, mind-mapping, lateral thinking, etc.
Explore the concept of idea-management.

- Create the conditions for innovation. Organise the means for innovation such as time, money and
information resources; consider those means as sunken costs. Make sure the atmosphere on the
department is challenging and innovative.

- Empower yourself: make agreements on the desired outcome with your superior, get the means (time,
money and information) and organise a project team to implement the innovation.

- Be a team player: use your team as the carrier for innovations. Think of organising a separate workshop with
the department to start or boost the innovation process. In this workshop you and your employees can also
get acquainted with several creativity enhancing techniques and tools like brainstorming, mind-mapping,
lateral thinking, etc.

- Ask people from a completely different area of work to give their perspective on the issue so you can look at
it from different angles. Allow yourself to look at an issue from different perspectives. Dare to be impractical
in the idea-generating phase of the process.

- Participate in creative outdoor sessions, in which you are e.g. invited to paint your job or sculpture your
project etc.

- Try to make your working area as stimulating as possible, e.g. by using different colours, different office
concepts etc.

Literature and references

Examples:
Bench learning
Semler – The 7 days weekend

5.3 Integrating diverse perspectives

Create synergy by making active and explicit use of different perspectives and cooperation across
boundaries (discipline, organization, borders and culture)

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Competency Levels
Competent (Level 1) - Integrates diversity in own working environment
Advanced (Level 2) - Stimulates diversity within and across organizational units.
Master (Level 3) - Embeds synergy and diversity processes throughout the organization.
Role model (Level 4) - Ensures synergy by engaging the power of diversity.

Basic themes
This competency is primarily focused on:
Supply chain management
Culture management
Strategy (past-present-future).

Executive Programmes

: University of Michigan: The Executive Programmes

: Harvard; Advance Management Programmes
: IMD ; Leadership dilemma’s and profitable growth
: IMD Managing Corporate Resources
: London Business School – Senior Executive Programmes
: INSEAD Advance Management Programmes

PT XYZ University Programme

- HIMAC

Coaching others
- Ask the coachee to explore all the aspects of an issue or problem before coming up with suggestions or
solutions. Preferably he/she will need the cooperation of other people and departments for this exploration.
Discuss the outcome of this exploration. Ask probing questions to enhance his/her insight in the diverse
interests and perspectives involved.

- Ask the coachee to search for information on the internet with respect to the different perspectives related to
an issue or problem (articles, book references, etc.). Let him/her report to you his/her findings. Discuss these
findings and ask the coachee in what way this search has changed his/her view.

- Where decisions involve other departments or management levels, ask the coachee how these factors and
stakeholders have been taken into account. Let the coachee conduct a stakeholder-analysis beforehand.

- Make the coachee project leader in a multi-disciplinary project. Have regular progress meetings with the
coachee to discuss the various perspectives involved in managing the project. Pay special attention to
interference of the various aspects in the project. Evaluate crucial stages of the project: “What have you
learned?”

- Assign the coachee to another part of the PT XYZ organisation for a limited period of time (job rotation) and
discuss in what way this experience has changed the coachee’s point of view. Ask how the coachee thinks
how he/she is keeping up to date on what's happening outside his/her part of the organisation.

- Show how you deal with multidisciplinarity yourself. Be open and discuss your own difficulties in working
together with people from other trades and disciplines. Tell the coachee what you learned: what attitudes
and skills are important when working multidisciplinary.

- Give examples to the coachee in which a broad perspective has proven successful. Give also examples of
what happens when the perspective is too narrow. Make clear that being a (general) manager per definition
implies having an overall view on the business (finance, marketing, production, supply-chain, HRM, etc.)

- Let the coachee participate in a business-game or simulation in which various aspects of the business are
dealt with (e.g. the Brand Management Simulation covering marketing, sales, production and finance

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 aspects). Discuss the coachee’s learning-points afterwards. Ask questions about how the coachee is going
to apply these insights.

- Give the coachee specific feedback on his approach to issues, problems and decisions. Discuss this.

- Ask the coachee how his/her long-term planning marches with that of other departments and/or the
organisation as a whole.

Self development
- Explore all the aspects of an issue or problem before coming up with solutions or decisions. Seek the opinion
and points of view of others having a different background or representing another department.

- Make sure to routinely go out into other areas within the organisation on an informal basis, to get acquainted
with people and learn the informal influence network. Find opportunities to develop relationships with other
departments, even if they are not in your immediate geographic area.

- Listen when someone from another background, department, etc. approaches you to express his/her views
and thoughts. See this as an opportunity to learn: practice using open-ended probes, such as "Tell me more
about this," to make sure you fully understand the other person's point of view.

- See working with people from different cultural backgrounds as an opportunity. Try to recognise the new
perspectives and values involved when discussing issues.

- Search for information on the internet with respect to the different perspectives related to an issue or
problem (articles, book references, etc.). Ask yourself: what have I learned? What will I do differently as a
result of this knowledge?

- Where decisions involve other departments or management levels conduct a stakeholder-analysis

beforehand and –where possible– talk to these stakeholders to gain insight in their point of view.

- Apply for a role as project leader in a multi-disciplinary project. Find a mentor or experienced project
manager with whom you can discuss the various perspectives involved in managing the project.

- Find a good mentor, someone who is good at understanding the organisation and the environment. Discuss
your organisational and environmental observations and your ability or inability to assess what is going on in
and outside the organisation.

- Be aware that being a (general) manager per definition implies having an overall view on the business
(finance, marketing, production, supply-chain, HRM, etc.). Look for role-models in the organisation and let
them inspire you.

- Raise a 'sensitive issue' in a multi-disciplinary gathering and discuss it on the spot. Take notice of the
different perspectives and discuss them. Evaluate the session for yourself: what have I learned?

- Use techniques and methods in work that enable you and others to look at issues from different
perspectives, e.g. change the roles in a team-meeting or invite people from other departments to present
their view on an issue.

Literature and references

Examples:

Fons Trompenaars – Riding the waves of culture

st
Fons Trompenaars & Charles Hampden-Turner - 21 leaders for the 21 century; how innovative leaders manage
in the digital age.

5.4 Mobilizing the organization

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Take responsibility for journey, involve and motivate others to use their capabilities to achieve
common goals

Competency Levels

Competent (Level 1)- Achieves alignment of people in own working environment.

Advanced (Level 2) - Aligns people within and across organizational units.
Master (Level 3) - Initiates journeys throughout the organization.
Role model (Level 4) - Creates optimal conditions for the journey and protects initiators.

Basic themes
This competency is primarily focusing on:
- Change management
- Mobilizing people

Executive Courses
- Harvard : Leading Change and Organizational renewal
- IMD ; Mobilizing People
- IMD High Performance leadership
- INSEAD Management of people

PT XYZ University programme

- PT XYZ University Change management programme

Coaching others

- Ask the coachee to search for information on the internet with respect to managing change (articles, book
references, etc.). Let him/her report to you his/her findings. Discuss these findings and ask the coachee in
what way this knowledge has changed his/her view.

- Stimulate the coachee to follow courses on ‘managing change’, ‘influence with authority’ or other people-
management related issues. Discuss the learning-objectives for the course beforehand with the coachee and
evaluate the results afterwards. Make appointments about the after course follow-up.

- Stimulate the coachee to follow experimental programmes on group dynamics in order to understand
dynamics of people within groups, to understand the own position in groups and to use this knowledge more
effectively.

- Pay attention to the way the coachee mobilises others for change. Reflect on the way the coachee ‘invites’ or
‘challenges’ others. Give him/her specific feedback and discuss this.

- Be aware of yourself as a role model in mobilising people: be the living example in how to mobilise others or
other parts of the organisation. Show how you, as a manager, deal with these matters. Give examples of you
inviting or persuading others to change. Dare to be vulnerable: tell the coachee what and how you have
learned.

- Ask the coachee how he/she is going to get commitment for his/her plans. Ask probing questions: “How are
you going to involve others?”, and “What will you do when you meet resistance for your plans?”, “What is the
effect of resistance on you as a person?” etc.

- Let the coachee identify the people whose support he/she needs implementing a new idea, project, or plan.
Introduce the concept of stakeholder and the stakeholder-analysis as a tool for this purpose.

- Before formally presenting a proposal, let the coachee find out what each of the stakeholders thinks about it.
Stimulate the coachee to develop a plan to organise what is necessary to ensure the support he/she needs.
Make the coachee aware of the necessity that the proposal is ‘sold’ before he/she presents it formally.

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- Introduce the concept of ‘change agent’: someone who uses his/her own style of communication and
leadership as an instrument of change. Create awareness with the coachee for his/her dominant style, let the
coachee experiment with and reflect on alternative styles. Stimulate the coachee to improve flexibility in
style.

- Stimulate the coachee to talk to experienced change-masters in or outside the organisation (networking).

- Trigger the coachee to learn from public figures (politicians, opinion leaders, football coaches, etc.). How do
they mobilise others? What can you learn from them? Stimulate the coachee experimenting with these new
insights

Self Development
- Search for information on the internet with respect to managing change (articles, book references, etc.).

- Follow courses on ‘managing change’, ‘influence with authority’ or other people-management related issues.
Be aware of your learning-objectives for the course and discuss them with your superior beforehand and
evaluate the results afterwards. Make appointments about the after course follow-up.

- Follow experimental programmes on group dynamics in order to understand dynamics of people within
groups, to understand your own position in groups and to use this knowledge more effectively.

- Ask yourself how you are going to get commitment for your plans. Ask yourself probing questions.

- Conduct a stakeholder-analysis to identify the people whose support you need implementing a new idea,
project, or plan.

- Before formally presenting a proposal, find out what each of the stakeholders thinks about it. Develop a plan
to organise what is necessary to ensure the support you will need. Be aware of the necessity that the plan is
‘sold’ before you present it formally.

- Find yourself a mentor, preferable someone who has been successful as a change agent. Let this mentor
help you in finding out your dominant style in managing change. Experiment with new styles and reflect on
them. Improve style-flexibility. Be open for feedback.

- Talk to experienced change-masters in or outside the organisation (networking).

- Look at the person within the organization who is a role model for you. What does this person do to be seen
as a role model? How would this behaviour fit into your personality and what would you like to learn? You
could even discuss this with the person in question.

- Try to learn from public figures (politicians, opinion leaders, football coaches, etc.). How do they mobilise
others? What can you learn from them? Experiment with new insights.

Literature and references

Examples:

Don Beck - Spiral Dynamics

The work of Charles Baden Fuller or Waterman is on renewal, and the whole change management literature
(although this seems to focus on communications plus the more recent brand driven internal marketing).

5.5 Ensuring dialogue

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Take responsibility for creating a dialogue leading to an agreed actionable
conclusion. Dialogue involves speaking one’s own truth, realizing clarity on
boundaries and disagreements.
Competency Levels

Competent (Level 1) - Applies dialogue effectively in own working environment.

Advanced (Level 2) - Stimulates others to build and apply dialogue skills.
Master (Level 3) - Embeds dialogue as the way of communicating throughout the organization.
Role model (Level 4) - Is role model in critical circumstances demonstrating dialogue as the way of
communicating.

Basic themes
This competency is primarily focusing on:
Communication skills
Openness for diversity

Executive Courses
- Centre of Creative Leadership: Looking glass experience
- IMD : High Performance Leadership

PT XYZ University Programme

Examples:
Communication skills

Coaching others

- As listening is the most difficult part of the dialogue improve the coachee’s listening skills. Ask probing
questions: “What do you think is the real message?”, “Do you think this is what the sender intended to
communicate?” or more personal: “What is troubling you to hear the facts?”, “What appeal do you hear?” etc.

- Dialogue is also about being able to associate with the other. Stimulate the coachee to relate with the other
and put him/herself in the other persons’ place. Ask probing questions: “What are the other persons’
concerns?” and “How would you look at the issue from his/her position?”

- Make the coachee aware that listening and thinking do not combine (once thinking starts, listening stops).
Provoke the coachee to be open to what the other is trying to tell him/her and to put aside his/her own
associations when listening.

- Stimulate the coachee to catch the real message by asking probing questions referring to the context of the
sender and his/her non-verbal communication: “What was the sender’s body telling you?”, “What caused
you to think she was nervous?”, “How would you react in such circumstances?”, etc.

- As emotions are important in communication, make the coachee aware of his/her own emotions when
communicating. Ask probing questions: “What did you feel when he said he didn’t agree?”, “What did hinder
you to think clearly?” etc. Make the coachee aware that having sight at one’s own emotions is the key to
mastering them.

- Ask the coachee what emotions he/she senses in others when communicating with them. Ask probing
questions: “What emotion did you think you evoked in him with your announcement?”, “How can you be so
sure she liked the proposal?” etc. Teach the coachee to be more alert to emotional signals from the other
during communication.

- Stimulate the coachee to speak freely and to really express him/herself. More specific, the coachee should
learn to take his/her time to say what he/she has to say, not only during the coaching sessions, but also in
other more difficult circumstances. Provide support, advice and feedback.

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- When the coachee is not clear in his/her communication, help clarifying the issue and the underlying
communication problem: “What is it you are trying to say?”, “Is this the effect you wanted to accomplish?”,
“What makes it difficult for you to tell this?”, “What emotion is hindering you?” etc.

- Teach the coachee to pay attention to the effect of his/her words. Awareness of the effect is vital in
communication because it provides information whether the message –yes or no– came across. Using this
feedback mechanism gives the coachee the opportunity to clarify when needed.

- In dialogue different opinions are considered as a source for inspiration, but in management different
opinions are often considered as a source of irritation. Let the coachee reflect on the way he/she deals with
opinions that are different from their own.

Self Development
- Listening is the most difficult part of the dialogue. How do you receive information and is that the same as
the message the other intended to give? Be aware of the tendency to place messages in your own set of
ideas. Check whether the message you heard is what the other intended to say.

- Dialogue is also about being able to associate with the other. Try to relate with the other and put yourself in
the other persons’ place. Ask yourself: “What are the other persons’ concerns?” and “How would I look at the
issue from his/her position?”

- Be aware that listening and thinking do not combine (once thinking starts, listening stops). Provoke yourself
to be open to what the other tries to tell you and teach yourself to put aside your own associations when
listening.

- In dialogue different opinions are considered as a source for inspiration, but in management different
opinions are often considered as a source of irritation. Reflect on the way you deal with opinions that are
different from your own. Ask yourself: what is my pattern, for instance in situations where there is time
pressure on the desired output?

- Try to catch the real message by asking yourself probing questions referring to the context of the sender and
his/her non-verbal communication: “What was the sender’s body telling me?”, “What caused me to think she
was nervous?”, “How would I react in such circumstances?”, etc.

- As emotions are important in communication, be aware of your own emotions when communicating. Ask
yourself questions like: “What did I feel when he said he didn’t agree?”, “What did hinder me to think
clearly?” etc. Be aware that having sight at one’s own emotions is the key to mastering them.

- Try to be more alert to emotional signals from the other during communication. Ask yourself questions like:
“What emotion did I evoke in him with my announcement?”, “How can I be so sure she liked my comment?
“What does his body language tell me?” etc.

- Dare to speak freely and to really express yourself. More specific, learn and dare to take your time to say
what you have to say especially in difficult circumstances. Experiment and evaluate. Ask for feedback by
someone you trust.

- Pay attention to the effect of your words. Awareness of the effect is vital in communication because it
provides information whether the message –yes or no– came across. Using this feedback mechanism gives
you the opportunity to clarify when needed.

- In dialogue different opinions are considered as a source for inspiration, but in management different
opinions are often considered as a source of irritation. Reflect on the way you deal with opinions that are
different from your own.

Literature and references

Examples:
‘Bridges not Walls’
‘Reaching Out’

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 5.6 Managing yourself

Take responsibility for own mental, emotional and professional well-being and impact on others to
ensure ongoing value to the organization. Stay true to your self, bring in an assertive way the best of
yourself to any situation whilst respecting others.

Competency Levels

Competent (Level 1) - Takes care of own well being to perform own job and acts with integrity in own working
environment.
Advanced (Level 2) - Stimulates and supports well being of all team-members, authentic behaviour and integrity
within and across organisational units.
Master (Level 3) - Embeds policies to ensure well being throughout the organization and enables trust, respect
and integrity throughout the organisation even under pressure.
Role model (Level 4) - Protects core values, attracts and is a trusted advisor for senior leaders who ensure
culture of trust, respect and integrity.

Basic themes
This competency is primarily focusing on:
- Dealing with own emotions and perspectives
- Managing energy

Executive Courses
CCL Leadership at the peak
Kellogg : The Soul of leadership
INSEAD : The challenge of leadership

Training & Development

Stress tolerance can only be measured in periods of time pressure, disappointment, opposition or setback. Low
stress tolerance is measured in terms of reduced performance on other behavioural criteria during these periods.
Depending on the situation, task and individual, it involves almost every other behavioural criterion. It is a fact
that the cause of low stress tolerance is in the actual personality; the individual may have a serious lack of self-
confidence, he/she may be uncertain, and there may be a general over-sensitivity to stimuli.

There is a whole range of training courses to improve scores on this behavioural criterion. This list shows specific
courses for specific aspects of stress.

Coaching others

- Make the coachee aware of the PT XYZ company rules, policy statements and core values with respect to
sustainable development and other moral issues by asking questions like: “What would you do when you
were offered a gift like that by a local supplier?” , “How would you cope with the issue of water-shortage in
…?”, etc.

- Make the coachee aware of his/her personal set of values, for instance by letting the coachee work with the
‘e-learning tutorial on the business case for sustainable development’ (issued in 2004 by Corporate Affairs)
and discussing the effects of this programme on the coachee’s values and norms afterwards.

- Set the standard by living the standard. In other words, act as a role model for the coachee and others in
issues dealing with sustainable development: monitor compliance with rules, raise matters, address
subordinates, take corrective action, and demonstrate leadership. Be open about your trade-offs.

- Pre-discuss difficult situations with the coachee. What problems, opposition or time pressure does he/she
anticipate, and how does he/she propose to cope? Is this an effective strategy? Is this in compliance with
company rules and /or sound business practice?

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- Invite the coachee to discuss matters concerning the work-life balance. Create the right atmosphere by being
open and telling how you have been coping (or still struggle) with this difficult issue. Listen carefully and non-
judgementally. Summarise and support, and –when necessary– give alternative options for solving
dilemmas.

- Make the coachee aware of the principles in mastering stressful situations: better preparation in terms of
content, improving problem analysis, planning and organising more effectively, paying closer attention to
progress, showing greater empathy to any opponents and applying time management principles.

- Describe situations in which the coachee has displayed low 'stress tolerance'. Consider together the root
causes by asking questions like: “What triggered your less effective behaviour?”, “What were the other
behavioural options?”, “Are you capable of behaving differently the next time a similar situation arises?” etc.

- Give the coachee feedback as soon as he/she shows signs of low stress tolerance like chaotic working, self-
defence, focusing on the negative side. Give him/her a chance to make necessary adjustments and take a
step backwards. Help the coachee to detect these signals him/herself and to act appropriately.

- Stimulate the coachee to speak freely about situations in which he/she has difficulty being authentic. Use
probing questions and mental coaching to increase the self-awareness of the coachee: “What exactly is
blocking you?”, “Is this a fact or an assumption?”, “How realistic is this assumption?”, “On a scale of one to
ten”, etc.

- Ask the coachee to analyse his/her behaviour when things are going all right. See whether he/she can
reinforce successful behaviour and act in that way more often.

Self development

- Be aware of the PT XYZ company rules, policy statements and core values with respect to sustainable
development and other moral issues by asking yourself questions like: “What would I do when I was offered
a gift like that by a local supplier?” , “How would I cope with the issue of water-shortage in …?”, etc.

- Be(come) aware of your personal set of values, for instance by working with the ‘e-learning tutorial on the
business case for sustainable development’ (issued in 2004 by Corporate Affairs). Discuss the impact of this
programme with your manager.

- Seek role-models in and outside the organisation that can help you gain awareness in issues dealing with
sustainable development. In other words seek persons, who monitor compliance with rules, raise matters,
address subordinates, take corrective action, and demonstrate leadership. Be inspired.

- Discuss matters concerning the work-life balance with someone you trust and respect. Dare to show your
difficulties. Be open for feedback and suggestions.

- Stress has different causes, some are task related or related to the working environment, and others are
more people related. Do you know how this works for you? Are there external factors that disturb you and
how quickly do they disturb you? Are there conditions when these factors didn’t create stress? How do you
act in stressful situations? Is that effective and what are alternatives you can think of?

- Be aware of the principles in mastering stressful situations: better preparation in terms of content, improving
problem analysis, planning and organising more effectively, paying closer attention to progress, showing
greater empathy to any opponents and applying time management principles.

- Take notice of the situations in which you have displayed low 'stress tolerance'. Consider together with a
mentor the root causes and come up with alternative options for handling these situations. Be open for
feedback.

- Find a mentor to speak freely about situations in which you have difficulty being authentic. Allow to be
coached and guided by probing questions. This mental coaching is very effective. It helps you to get more
insight in your own mindset, your specific triggers and expectations and to relate this with causes of stress or
anxiety.

- In difficult and/or delicate matters you can also ask your partner in life or a dear friend for feedback. Quite
often these persons are the best advisors in these matters.

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- Be responsible for yourself and others: manage your own work-life balance and take care of your own
physical and mental health.

- Literature and references

- Examples:

- Jim Loehr - The Corporate Athlete

- Jim Loehr – The power of full engagement

5.7 Coaching people

Challenge (clear, mutual agreed targets), inspire and monitor the personal, professional and
career growth of employees by role modeling the desired behavior and applying appropriate
styles of leadership.

Competency Levels

- Competent (Level 1) - Supports others at peer level.

- Advanced (Level 2) - Coaches others to achieve results.
- Master (Level 3) Embeds professional coaching and career growth throughout the organization.
- Role model (Level 4) - Ensures personal trust relationships which inspire an stimulate personal
development of others.

Basic themes
- This competency is primarily focusing on:
- Communication skills

Executive Courses

INSEAD : Coaching, consulting and coaching for change

Training & development

PT XYZ University; Coaching for Performance

Coaching others

- Coaching is based on mutual trust between the coach and the person being coached. Ask the coachee what
makes him/her trust other people and what he/she does in order for other people to trust him/her? What
specific experiences can he/she share? How does he/she influence this process for the better?

- Coaching is a combination of being hands-on with respect to the output and hands-off with respect to the
process. Ask the coachee what his/her dominant style is and how this is influenced by the work relation with
the person coached? What difficulties does he/she experience? What are his/her personal development
points in this?

- Ask the coachee which professional sports coach he/she admires. Ask probing questions: “Why do you
admire this person?”, “What specific behaviour triggers you?”, “How would that work out for you and what do
you want to develop to become as effective?” etc.

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- Coaching is also about understanding the motives or drives of the other person. Ask how the coachee
manages to go in depth with the person coached. What situations are difficult? In what way can his/her skills
as a mental coach be improved?

- Ask the coachee what he /she does in order to align the company objectives with the development needs of
his/her coachee. What is difficult? Why? What can be improved? What tools are effective in this process?

- Ask the coachee to report on the development needs for one or more of his/her staff in relation to present
and future jobs. Ask the coachee to formulate a development plan for these people. Get the coachee to have
his/her subordinates to include personnel development activities in their own development plan.

- Ask the coachee whether he/she has identified coaching opportunities for each of his/her subordinates. Did
he/she also obtain the necessary resources for implementing these development plans? What problems
does he/she experience? What solutions did he/she find?

- Ask the coachee how he/she briefs the persons coached and how he/she monitors the task. In what way are
the results and the process reviewed and discussed. What is difficult in doing this? What are experiences?
What can be improved?

- Ask the coachee you are coaching how he/she introduces and supports new employees. What are the
experiences? What can be improved?

- Discuss the way the coachee conducts performance appraisal interviews with his/her subordinates. Do
training & development needs and plans get the discussion time they deserve?

- For a given period of time, get the coachee to supervise someone who is not performing too well - giving the
individual involved feedback at least once a day.

Self Development

- Coaching is based on mutual trust between the coach and the person being coached. Try to find out what it
is that makes you trust other people. Are you aware what you do to make other people trust you? What
specific experiences can you share? How do you influence this process for the better?

- Coaching is a combination of being hands-on with respect to the output and hands-off with respect to the
process. Ask yourself what is my dominant style and how is this influenced by the work relation with the
coachee? What difficulties do I experience? What are my personal development points in this?

- Coaching a sports team can be very helpful in developing coaching skills. An alternative is to look at a
professional sports coach who you admire. Ask yourself questions like: “Why do I admire this person?”,
“What specific behaviour triggers me?”, “How would that work out for me” and “what do I want to develop to
become as effective?” etc.

- Coaching is also about understanding the motives or drives of the other person. Be aware of your drives and
relate them to the objectives of the organisation. Being coached and relating this to your own style of
coaching can be very helpful.

- Ask yourself: “How do I give feedback to others and when do I do this?”, “What makes it effective and what
can I do to become even more effective?”

- Ask yourself whether you have identified enough coaching opportunities for yourself. Did I also obtain the
necessary resources for implementing my personal development plans? What problems do I experience?
What are solutions?

- For a given period of time, get to supervise someone who is not performing too well - giving the individual
involved feedback at least once a day.

- Literature and references

- Examples:

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- O Mink - Developing High Performance People : The Art of Good Coaching
- Hardgrove – Masterful coaching

5.8 Creating successful teams

- Lead and work as an effective team member creating a high-performance team synergy,
bringing the best of oneself to the team and challenge other team members to give their
best.

Competency Levels

- Competent (Level 1) - Brings out the best of one self and challenges others to do the same.
- Advanced (Level 2) - Builds and leads cohesive and dynamic teams.
- Master (Level 3) - Embeds effective team work throughout the organization.
- Role model (Level 4) - Fine-tunes difficult relationships between senior leaders to ensure connection within
and between multidisciplinary teams.
- Basic themes
This competency is primarily focusing on:
- Team dynamics

Executive Courses
- Centre for Creative Leadership; Leadership and High performance teams
- Templeton Oxfort; leadership programmes
- Henley: Leadership programmes
- IMD Building High Performance boards
- Columbia University High Impact Leadership

Training

- All courses on team building, team management, team role management and meeting techniques will help
develop this behavioural criterion.

Coaching others

- Ask the coachee to search for information on the internet with respect to creating successful teams (articles,
book references, etc.). Make him/her find examples of excellent teambuilding and synergy outside PT XYZ
(benchmarks), which can be used for modelling.

- Make the coachee aware of the fact that good performing teams are not a matter of coincidence or plain
luck. Clarify him/her with examples that synergy in a team can only be attained when the team itself is seen
as a small organisation, i.e. having a shared purpose, is based on division of labour, has ground rules and
procedures, etc.

- Stimulate the coachee to make sure that the team has a clear purpose and that the team members are
committed to it. Goal setting by the team itself can be very effective as a teambuilding process. So make the
coachee understand that the (future) team members should be involved in shaping plans, strategies and
decisions which affect the team.

- Make sure the coachee understands the importance and role of leadership in providing focus, direction and
inspiration in a team. Ask the coachee how he/she sees himself in terms of leadership. Ask probing
questions: “What are your strengths as a team leader?”, “What skills need more attention?”, “What are you
inclined to do when the going gets tough?” etc.

- Ask the coachee how the roles and tasks in the team will be clarified. Ask probing questions: “What is the
work to be done”, “How are tasks and responsibilities divided”, “Who is going to perform which role”, “How is
coordination attained?” etc.

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- Make the coachee aware of the development stages in a team: forming, storming, norming and performing.
Make sure the coachee recognises each of the stages from his own experience by asking questions and
giving examples.

- In some case the use of examples from the world of sport teams can be helpful in explaining the dynamics in
teams. Ask the coachee him/herself for striking examples.

- Let the coachee become acquainted with the theory (Belbin) and practice of team roles. Discuss the various
roles and ask questions: “Which roles are more natural for you?”, “What roles are missing in the present
team?”, “How to make sure each team role is fulfilled?” etc.

- Stress the importance of good communication in a team. Ask questions to make this principle more specific:
“How can information be shared”, “Which intervention is needed right now?”, “What can you do to discuss
this issue in the team”, “How are you going to tell that?” etc.

- Make the coachee aware of the importance of good conflict handling. Show him/her that conflicts aren’t per
se negative, if properly handled: address conflicts within the team productively and responsively so that team
members have a chance to change behaviour effectively.

- Tip for the coachee: take all possible opportunities to encourage group problem solving and brainstorming on
issues; strive for consensus when involved in group decision making.

- Make the coachee aware of the importance of evaluating a team meeting. Evaluating = learning.

- Suggest the coachee to organise a separate project start-up meeting when initiating a new project or
initiative in order to discuss the why, what and how of the team.

Self development

- Search for information on the internet with respect to creating successful teams (articles, book references,
etc.). Find examples of excellent teambuilding and synergy outside PT XYZ (benchmarks), which can be
used for modelling.

- Be aware of the fact that good performing teams are not a matter of coincidence or plain luck: synergy in a
team can only be attained when the team itself is seen as a small organisation, i.e. having a shared purpose,
is based on division of labour, has ground rules and procedures, etc.

- Make sure that the team has a clear purpose and that the team members are committed to it. Goal setting by
the team itself can be very effective as a teambuilding process: the (future) team members should be
involved in shaping plans, strategies and decisions which affect the team.

- Understand the importance and role of leadership in providing focus, direction and inspiration in a team.
Plan, do, reflect and ask for feedback. Learn the tricks of the game.

- Be aware of the development stages in a team: forming, storming, norming and performing. Each stage has
its own different requirements to be fulfilled.

- Be aware of the importance of good conflict handling. Realise that conflicts aren’t per se negative, if properly
handled: address conflicts within the team productively and responsively so that team members have a
chance to change behaviour effectively.

- Enable diversity, use diversity to give people different roles which match their talents and create teams of
individuals with different talents. This will help the team become more effective and motivates the team
member as a person with a unique and desired quality.

- Outdoor exercises can be an effective alternative to enable people to become more effective team players.
Attention: the quality of the outdoor activity is not in the activity itself but in the process of reflecting and the
transfer of learning to the daily situation at work.

- Take all possible opportunities to encourage group problem solving and brainstorming on issues; strive for
consensus when involved in group decision making.

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- After a project or piece of work has been completed, review with team colleagues what went well/not so well
about the way you handled it as a team. Evaluating = learning.

- Organise a separate project start-up meeting when initiating a new project or initiative in order to discuss the
why, what and how of the team.

Literature and references

- Examples:
- Belbin
- Working in trans-national teams?

5.9 Creating customer value

Consumer and customer (external and internal) dedication focused on true value adding.
Create opportunities (including taking calculated risks) to drive growth. Continue to search for the most effective
and efficient way to deliver.

Competency Levels

Competent (Level 1) - Continuously creates value for consumers and customers in own working environment.
Advanced (Level 2) - Stimulates others to drive value growth for consumers and customers in the most effective
and efficient way in any situation.
Master (Level 3) - Demonstrates entrepreneurial drive to seek and shape opportunities for value growth for
consumers and customers and take calculated risks throughout the organization.
Role model (Level 4) - Significantly leverages the value potential of the organization to consumers and
customers.

Executive Courses
- IMD – Business Marketing
- INSEAD: International Marking
- Harvard: Consumer Marketing Strategy
- London Business School “Marketing Driving Strategies”
- INSEAD; Customer Focus
- INSEAD; Store wars
- Kellog Marketing Strategy

PT XYZ University programmes

By definition these programmes should give an overview of customer-orientated action; they can also focus on
attitude and skills.

- Commercial Excellence programmes

- BREW sessions

Coaching others

- Make the coachee aware of the fact that –in order to be effective in the commercial field– creating customer
value is about focussing on client needs. Message: one has to think in terms of value added for the client
based on a pull from the client (instead of a push by products / services).

- Discuss customer meetings in advance with the coachee. Attend several meetings to observe the coachee in
interaction with the customer. Incorporate your observations in the evaluation afterwards and give

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 constructive feedback. Ask also questions like: “What is according to you the real issue at stake?”,” What
signals support that vision?”, etc.

- Ask what the coachee has learned about the customer's situation from conversations with colleagues,
customers, reports, newspapers, etc. Give him/her relevant tasks and tips. Involve the coachee also in
problems with customers. Seek his/her ideas on approaches and/or solutions. Evaluate these.

- Get the coachee to give a presentation or write an account on his/her customers. This should comprise
developments and problems to be taken into account, similarities and differences between customers - and
the empathetic response.

- Be a role-model for the coachee in client matters. Make the coachee aware to be a role model in client
matters for his/her subordinates.

- Stimulate the coachee to discuss customer meetings with his/her subordinates, broadly and in detail. Asking
and answering questions like: “What did the customer say?”, “What signals did they 'send'”, “How are we
going to pursue this?”, ”Should the customer have any influence on this course of action?” etc.

- Get the coachee to organise a customer satisfaction survey; then get him/her to make proposals for
improvement based on the results. Discuss these proposals and make appointments with respect to next
steps.

- Rehearse difficult customer situations with the coachee. Act out possible variations (you can role-play the
difficult customer). Also ask the coachee to put him/herself in the customer's shoes (shift to the other point of
view).

- Have the coachee make regular checks/reports on a particular customer's situation. Ask him/her to devise
services for customers, on his/her own initiative, without specific request from the customer.

- Ask the coachee to think of and implement an extra service for the best customers.

Self development

- Be aware of the fact that –in order to be effective in the commercial field– creating customer value is about
focussing on client needs. Message: one has to think in terms of value added for the client based on a pull
from the client (instead of a push by products / services).

- Every person is a costumer in certain situations. Look at yourself as a customer. What values are important
to you in terms of client intimacy and what do you learn of that in relation with your own clients

- Discuss customer meetings in advance with the people involved. Evaluate afterwards and ask questions like:
“What is according to you the real issue at stake?”,” What signals support that vision?”, etc.

- Ask yourself what you have learned about the customer's situation from conversations with colleagues,
customers, reports, newspapers, etc.

- Give a presentation or write an account on your customers. This should comprise developments and
problems to be taken into account, similarities and differences between customers - and the empathetic
response.

- Seek a role model in client matters inside the organisation. Also make sure you are a role-model in client
matters for others in the organisation.

- Discuss customer meetings with your subordinates, broadly and in detail. Asking and answering questions
like: “What did the customer say?”, “What signals did they 'send'”, “How are we going to pursue this?”,
”Should the customer have any influence on this course of action?” etc.

- Organise a customer satisfaction survey. Make proposals for improvement based on the results. Discuss
these proposals with people involved and make appointments with respect to next steps.

- Rehearse difficult customer situations with someone you trust and respect. Act out possible variations (you
can role-play both the client - and the supplier-role).

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- How do you manage client intimacy and what are your values in the relationship with the client? How do you
build up relationships with your clients? Do you treat internal clients the same way as external clients, why
(not)?

- Organize meetings with important clients to find out what the image of the organisation is with these clients
and what the clients appreciate in the relationship with the company.

- Upgrading and updating the client information system is important to be able to build up knowledge (history
and developments) on client needs.

Literature and references

5.10 Enhancing professionalism

Develop world-class professionalism focused on significant business impact. Create conditions and stimulate
others to continuously drive smart and tangible improvements.

Competency Levels
Competent (Level 1) - Achieves the skill level necessary to ensure high performance in own job.
Advanced (Level 2) - Stimulates professional development of others and the integration of own discipline with
other professions.
Master (Level 3) - Embeds policies and processes to leverage business impact through professional
development throughout the organization.
Role model (Level 4) - Reinvents the profession.

Basic themes
This competency is primarily focusing on:
- Quality standards and norms
- Drives and motivation for success

Executive Courses

IMD – High performance leadership

Harvard: Driving Corporate performance (Kaplan)
Astridge “performance through people”
INSEAD; Achieving outstanding performance

PT XYZ University programmes

Several training courses on the market show how to build in procedures and monitor progress. Specific areas
covered include personnel management, budgeting, cost controls and market research.
Consider all training activities which cover "dealing with change" and "dealing with opposition". Note the level at
which the inflexible behaviour or inability to adapt becomes apparent. Is it particularly acute at the interpersonal
relationship level, or at a structural level such as allocation of duties, project management or departmental
structure? This will enable a more accurate focus of training towards interaction or dealing with organisational
changes and structures.

Coaching others
- Talk with the coachee about your own standards in the professional field. Discuss these standards and come
to a common vision with respect to these professional standards. Ask the coachee to follow your example.

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- The job assignments of the coachee should be in line with his/her ambitions and should be challenging
enough to be helpful in enhancing his/her professionalism. Also make sure that the supportive role is
organised and executed in a way that fits both your own and the coachee’s needs.

- Formulate –together with the coachee– challenging objectives with respect to the professional development
of the coachee for the coming year and monitor and discuss progress.

- Ask the coachee about possible improvements in the professional field and how these can be achieved. Ask
the coachee to implement such improvements. Pay attention to the follow-up.

- Make the coachee aware of the fact that professionalism has a strong relation with openness for learning
and learning capabilities. Stimulate his/her curiosity and motivate the coachee to learn and grow.

- Stimulate the coachee to attend seminars, workshops and training sessions which contribute to the
mastering of the profession. Discuss the learning objectives beforehand, and evaluate the results afterwards.
Ask probing questions: “What new developments are important for us?”, “What can we learn?” etc.

- Make the coachee aware that managing professionals (= managing brainpower) is a trade in its own. One
can not tell a professional how things have to be done! To achieve the desired results, the manager has to
act as an enabler for the professionals in order for them to do their work in the way they think is most
appropriate. More specifically, the job to be done should be translated in mutually agreed objectives, the
manager giving full support and backing during the execution of the job.

- Make the coachee aware of the ethical standards that are connected with the professional field. Ask probing
questions on potential dilemmas: “How do the professional standards interfere with corporate policy?”, “How
do you personally cope with dilemma X” etc.

- Tip for the coachee: feedback talks should be held regularly to discuss work progress and results. Paying
attention to other people’s well being and taking other people serious also enhances professionalism. People
are more committed when they have the feeling that their manager cares. More committed people are more
open for enhancing professionalism and performance.

- The annual appraisal and review meetings are the most important instruments for the coachee to enhance
professionalism. The performance agreement can be a very effective tool to make agreements on enhancing
professionalism. Be sure that you do not keep it with the formal conversations, but also have frequent
informal chats about the progress and how you can be supportive.

Self development
- Look for role models in your field of expertise and check your own standards with theirs. Be inspired.

- Your job should be in line with your ambitions and should also be challenging enough to be helpful in
enhancing your professionalism. Also make sure that the supportive role is organised and executed in a way
that fits both your own and the manager’s needs.

- Formulate –together with your superior– challenging objectives with respect to your professional
development for the coming year.

- Think of possible improvements in the professional field and how these can be achieved. Make a plan to
implement these improvements. Pay attention to the follow-up.

- Be aware of the fact that professionalism has a strong relation with openness for learning and learning
capabilities. Stimulate your own curiosity. Learn and grow.

- Attend seminars, workshops and training sessions which contribute to the mastering of the profession.
Discuss the learning objectives beforehand with your boss, and evaluate the results afterwards.

- Be aware that managing professionals (= managing brainpower) is a trade in its own. One can not tell a
professional how things have to be done! To achieve the desired results, the manager has to act as an
enabler for the professionals in order for them to do their work in the way they think is most appropriate.
More specifically, the job to be done should be translated in mutually agreed objectives, the manager giving
full support and backing you during the execution of the job. Play your role.

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- Be aware of the ethical standards that are connected with the professional field. Ask yourself , your
colleagues and your superior probing questions on potential dilemmas: “How do my professional standards
interfere with corporate policy?”, “How do I personally cope with dilemma X” etc.

- Be open for feedback. Paying attention to other people’s well being and taking other people serious also
enhances professionalism. More committed people (colleagues) are more open for enhancing
professionalism and performance.

- The annual appraisal and review meeting is an important occasion for you to enhance professionalism. This
can be a very effective moment to make agreements on enhancing your professionalism.

- Professionalism is also an attitude. Real professionals are self reflective and self critical; open for feedback,
accountable for their actions and critical and demanding towards their working environment.

Literature and references

Examples:
- Gubman - The talent solution

5.11 Achieving results

Set the standard of excellence. Continuously stimulate people to plan, execute, monitor and evaluate
actions to deliver results beyond expectations. Ensure active involvement and engagement of others.

Competency Levels

Competent (Level 1) - Achieves results beyond expectations in own working environment.

Advanced (Level 2) - Stimulates and demands from others achievements beyond expectations.
Master (Level 3) - Sets high-level standards throughout the organization and supports people in achieving results
beyond expectations.
Role model (Level 4) - Leads people in transcending boundaries to reinvent the standards of excellence.

- Basic themes
- This competency is primarily focusing on:
- Managing performance

Executive Courses

- Wharton : Implementing Strategy

- Harvard: Achieving: breakthough Value
- Kellogg: “energizing people for performance”
- INSEAD: Achieving outstanding performance

Training & development

- It is difficult to influence or develop this behavioural criterion.

- There are no training courses. Company pep-talk type events could be organised (focus on the importance
of working harder, being the best, being successful, seeking quality etc). The effects are usually short term -
especially if the 'teachers' come from outside the company.
- In meetings, state the purpose, outline the objectives and key steps involved in the work. Clearly state the
consequences of succeeding or failing. Give a clear goal or objective for follow-on action in projects or work
period;

Coaching others

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- Be a role-model in making clear what is expected from the coachee in terms of performance. Talk with the
coachee about your own standards with respect to achievement orientation and way of working (plan-do-
check-act). Ask the coachee /to follow your example.

- In order to set the stage for the coachee communicate the overall vision and goals. Create the strategic
focus and challenge the coachee to come up with options for improvement.

- Ask the coachee to prepare a plan in order to attain his/her main objectives. Discuss the plan with the
coachee. Make sure you focus on objectives and standards, not on the way reaching these objectives.

- Make the coachee aware of the need to organise and exercise control, e.g. by encouraging team members
to inform him/her immediately if there is a chance that they may not be able to complete the assignment in
the given time frame, budget, etc. Stimulate the coachee to analyse the deviation cause and take corrective
action.

- Teach the coachee to be consistent in appraising employees' work so they can self-assess and improve their
performance. Teach to give frequent constructive feedback (both positive and negative) on work progress
and results and to link the employee’s performance with work objectives to ensure that his/her judgements
are not personalised.

- Make the coachee aware of the power of transparency: make him/her present the team’s vision to his/her
subordinates and explain the ‘what and why’ of it. Let him/her clearly communicate how each person's role
contributes to the overall success of the project /task and of the team.

- Tip for the coachee: sharing information and successes with others also helps in creating a result-oriented
atmosphere.

- Ask the coachee about possible improvements to results and how these can be achieved. Give the coachee
the assignment to implement these improvements.

- Together with the coachee, formulate challenging development objectives (check the coachee’s objectives;
discuss them and adjust upward if too low) for the coming year and monitor and discuss progress.

- Show the coachee –based on your own experience– that better results are achieved if there is also attention
for the less successful experiences. Looking at things that have gone wrong can be a very strong learning
experience that enables you to prevent missteps in the future.

- Suggest the coachee using employee surveys to measure job satisfaction and analyse results. There is a
proven relationship between job satisfaction and performance. Is there something he/she can do to improve
job satisfaction?

Self-development

- Actively seek the standard with respect to achievement orientation and way of working. Talk with your
superior about your own standards in this area.

- Identify other managers who are very good at coaching and observe how they communicate their
performance expectations. Practice two or three of those new behaviours that you feel comfortable with,
gradually incorporating these new skills into your management style.

- Prepare a plan in order to attain your main objectives. Discuss the plan with your superior. Get commitment
for the plan.

- Be aware of the need to organise and exercise control, e.g. by encouraging team members to inform you
immediately if there is a chance that they may not be able to complete the assignment in the given time
frame, budget, etc.

- Be consistent in appraising employees' work so they can self-assess and improve their performance. Give
frequent constructive feedback (both positive and negative) on work progress and results and link the
employee’s performance with his/her work objectives to ensure that your judgements are not personalised.

- 27 -
- Be aware of the power of transparency: present the team’s vision to your subordinates and explain the ‘what
and why’ of it. Communicate clearly how each person's role contributes to the overall success of the project
/task and of the team.

- Sharing information and successes with others also helps in creating a result-oriented atmosphere.

- Think of possible improvements to results and how these can be achieved. Make a plan to implement these
improvements. Execute the plan. Check the results. Take corrective action, if necessary.

- Better results are achieved if there is also attention for the less successful experiences. Looking at the things
that have gone wrong can be a very strong learning experience that enables you to prevent missteps in the
future. Organise “blooper days” where people share learning experiences from things that went wrong.

- Stay alert on the process of realising the result, bearing in mind that a too strong focus on the result can also
demotivate people.

- Make use of employee surveys to measure job satisfaction and analyse the results. There is a proven
relationship between job satisfaction and performance. Is there something he/she can do to improve things?

Literature and references

Examples:
- Kaplan & Norton –
- Michael Treacy & Fred Wiersema – The discipline of market leaders

5.12 Decision-making.

- Combine relevant data, ensure proper analysis, consult relevant people, rely on own judgment to
make sound decisions under conditions of uncertainty and (time) pressure.

Competency Levels

- Competent (Level 1) - Applies decision-making processes in own working environment

- Advanced (Level 2) - Improves the quality of the decision-making process within and across organizational
units.
- Master (Level 3) - Embeds decision-making processes throughout the organization.
- Role model (Level 4 )- Ensures adequate and timely decision-making of high-impact dilemmas under (time)
pressure.

Basic themes
- This competency is primarily focusing on:
- Fact based decision making
- Dealing with uncertainties

Executive Courses

- IMD ; Mastering Top Management Dilemmas

- London; Business School Decision Making for Leaders
- Wharton; Critical Thinking: real-world, real-time
- Asthridge; Strategic Decisions

Training & Development

- There are no general training courses for this competence. However, courses on time management, result-
orientated management and project management may help. Such courses are also designed to improve the
basis of decision making and cover aspects like problem analysis and assessment, plus the effective
structuring of the overall decision making process (planning/action).

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- Fact based decision making
- interpretation and observation
- working with facts and figures

Coaching others
- Assuming that the coachee recognises the need for greater decisiveness make the coachee aware of and
understand that what often matters is the best decision under the circumstances, rather than a perfect one.

- Make the coachee aware of the importance of actually taking a decision. This can be as vital as the
underlying reasoning.

- Suggest that the coachee makes lists of clear criteria for the decision (such as pro’s and cons): which are the
most important factors? The same applies to the advantages and disadvantages of possible alternatives.
This creates clarity and a foundation for sound decision taking.

- Make sure that the coachee is aware that two out of every ten decisions turn out wrong in retrospect. No one
is perfect, and we don't have a crystal ball. All we can do is to take decisions based on what we know and
understand at this moment in time.

- Help the coachee by giving him/her a framework or phase-model for systematic problem solving and
decision making, e.g. problem statement, analysis, alternatives and decision. Stress the importance of
making a sharp distinction between facts and opinions when taking decisions. Teach him/her to always ask:
what are the facts?

- Suggest that the coachee talks with effective decision makers (to see how they acted in similar situations).
Discuss what lessons were learned. Did they behave very differently from the coachee? What were the
criteria and how sure were they of what they were doing? Also, share some of your own examples.

- If the coachee lacks self-confidence, show understanding and try to find out what is the root cause of this
behaviour by asking probing questions and being supportive: “What makes it so difficult to take a decision?”,
“What can go wrong?”, “What if things go wrong?”, “Is that really a disaster?”, etc.

- Ask the coachee to write down the most extreme possible outcome of a decision. Look for the facts. Ask
him/her to consider whether this justifies delay. Delay can also be dangerous! Ask how he/she sees the
outcome if no decision is taken - will it be better or worse than positive action?

- Evaluate with the coachee: discuss decisions taken in a particular period. Examine how decisions were
arrived at and received and especially whether they were taken on time. Let the coachee list items due for
decision within a given period. Check progress and discuss delays.

- Instruct the coachee to record how long it took to reach a final decision in each case. Ask him/her to try to
reduce his/her 'thinking time'. Evaluate his/her progress over a particular period. Have decision times been
cut? How was this achieved? Is he/she pleased with the improvement? Was the quality of decisions worse?

- After a certain period of time, question the coachee explicitly about decisions taken. Do not accept any
rejection of responsibility. See if he/she stands by the decisions and copes with possible consequences. If
this situation has developed positively, test determination by criticising a decision.

- Make the coachee aware of the fact that enabling others to make their own decisions is far more difficult than
to make the decision for them. However it is far more effective. Ask the coachee: “What position do you take
when the other has to decide and you are in your own work dependent on this decision?”, “How does this
work out for you and why is that so?”, “What can you do to improve?” etc.

Self development
- Be aware of and understand that what often matters is the best decision under the circumstances, rather
than a perfect one.

- Be aware of the importance of actually taking a decision. This can be as vital as the underlying reasoning.

- 29 -
- Make sure you know your responsibilities: a lack of clarity on personal responsibilities and authority (defining
the person's decision-making range) may cause indecisiveness.

- Make lists of clear criteria for the decision (such as pro’s and cons): which are the most important factors?
The same applies to the advantages and disadvantages of possible alternatives. This creates clarity and a
foundation for sound decision taking.

- Be aware that two out of every ten decisions turn out wrong in retrospect. No one is perfect, and we don't
have a crystal ball. All we can do is to take decisions based on what we know and understand at this
moment in time.

- Use a framework or phase-model for systematic problem solving and decision making, e.g. problem
statement, analysis, alternatives and decision. Make a sharp distinction between facts and opinions when
taking decisions. Always ask: what are the facts? Try to create overview of the different aspects of the issue
that has to be decided on. Use alternative techniques like mind mapping for creating this overview.

- Talk with effective decision makers (to see how they acted in similar situations). Discuss what lessons were
learned. Did they behave very differently from you? What were the criteria and how sure were they of what
they were doing? Also, share some of your own examples.

- Write down the most extreme possible outcome of a decision. Look for the facts. Consider whether this
justifies delay. Delay can also be dangerous! What will happen if no decision is taken - will it be better or
worse than positive action?

- Make a personal logbook to reflect on situations where decision-making was an important aspect of your
work. How did you make the decision, what were the effects and what were the (negative/positive) side
effects that weren’t intentional? What do you learn from this considering your own style of decision making?

- Not to make a decision is also a decision. Some people have the tendency to postpone difficult decisions
were others have the tendency to take difficult decisions as quick and easy as a simple decision. How do
you handle in difficult situations? What would happen if you use an alternative way of decision-making?

- Record how long it took to reach a final decision in each case. Try to reduce your 'thinking time'. Evaluate
your progress over a particular period. Have decision times been cut? How was this achieved? Are you
pleased with the improvement? Was the quality of decisions worse?

- Be aware of the fact that enabling others to make their own decisions is far more difficult than to make the
decision for them. However it is far more effective. Ask yourself: “What position do I take when the other has
to decide and I am in my own work dependent on this decision?”, “How does this work out for me and why is
that so?”, “What can I do to improve?” etc.

Literature and references

- Mintzberg

6 Appendix 1

6.1 PT XYZ Leadership Competency Model

The three broad clusters and connections are broken down into more specific competencies, or sets of
behaviours. There are twelve competencies which are listed below.

- Shaping the future

Understanding where the company is going and linking personal leadership qualities to the demands from PT
XYZ. Demonstrate initiative and entrepreneurship in defining and completing a group project that brings value to
the company.

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- Visioning
Explore the unknown, envision and communicate long-term scenarios and their consequences in a high-impact
way while driving the action to create the desired future.

- Innovating
Develop and create innovative products, services and processes that enhance the performance

- Integrating perspectives
Create synergy by making active and explicit use of different perspectives and cooperation across boundaries
(discipline, organization, borders and culture).

- Mobilizing the organization

Take responsibility for journey, involve and motivate others to use their capabilities to achieve common goals

2. Developing and inspiring people

Experiencing the power of feedback and reflection. Facing personal preferences, weaknesses and talents.
Obtain coaching skills and building a successful team.

- Ensuring dialogue
Takes responsibility for creating a dialogue leading to an agreed actionable conclusion. Dialogue involves
speaking one’s own truth, realizing clarity on boundaries and disagreements

- Managing yourself
Take responsibility for own mental, emotional and professional well-being and impact on others to ensure
ongoing value to the organization. Stay true to your self, bring in an assertive way the best yourself to any
situation whilst respecting others
- Coaching people
Challenge (clear, mutual agreed targets), inspire and monitor the personal, professional and career growth of
employees by role modelling the desired behavior and applying appropriate styles of leadership.

- Creating successful teams

Lead and work as an effective team member creating a high-performance team synergy, bringing the best of
oneself to the team and challenge other team members to give their best.

3. Driving high performance

Taking the time to identify obstacles, experimenting with new attitudes and behaviours and improving impact,
results and professionalism as a leader. Finally, applying the new skills and attitudes in everyday work.

- Decision-making
Combine relevant data, ensure proper analysis, consult relevant people, rely on your own judgment to make,
sound decisions under conditions of uncertainty and (time) pressure.

- Achieving results
Set the standard of excellence. Continuously stimulate people to plan, execute, monitor and evaluate actions to
deliver results beyond expectations. Ensure active involvement and engagement of others

- Enhancing professionalism
Develop world-class professionalism focused on significant business impact. Create conditions and stimulate
others to continuously drive smart and tangible improvements.

- Creating customer value

Consumer and customer (external and internal) dedication focused on true value adding.
Create opportunities (including taking calculated risks) to drive growth. Continuous search for the most effective
and efficient ways to deliver.

Important note:
Each competency has four levels, which describe different levels of behaviour demonstrated for each
competency. The highest level, level four, represents roll-model benchmark with other senior global managerial
models. Level one is the ‘base-line’ for the competency.

- 31 -
 It is impossible to list every behaviour which might fall under each competency. Similarly, managers who work
within a specific culture may demonstrate the competencies somewhat differently. The following example
illustrates how the behaviours may be adjusted to become more appropriate for a specific culture

In North America, Courage and Integrity means being prepared to speak frankly, whereas in parts of Asia,
Courage and Integrity behaviours may be less blunt, or the person may speak bluntly only to those individuals
with whom he or she has established a deep, trusting relationship
Influencing in Asia requires greater effort in long term building local relationships before influencing can be
effective

7 Executive Programmes

7.1 Ashridge

7.1.1 Performance through People

Participant Profile
Managers and team leaders wanting to maximise their own performance and that of their team

Objectives
gain the greater confidence that hands-on experience brings in tackling performance issues
be able to coach and develop people
be better able to lead and manage performance improvement initiatives
be able to deliver results through teamwork
be able to manage performance through change
understand the organisational context of delivering performance.

Content
Performance management styles
Understanding yourself and others
Developing an appropriate leadership style
The leader as coach and developer of others

Realising results through others

Getting the best from people and helping them to get the best from themselves through coaching and
development
Understanding how to motivate and deliver results through others

Integrated teams
Managing the performance of teams, empowerment and team development
Working with a range of team structures

Successful change
Understanding and communication change
Managing performance through change and uncertainty

Managing the organisation

Creating a high performance culture
Understanding the impact of the business environment on performance.

Special features

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Pre-programme preparation activities, including using a 360-degree questionnaire, enable learning to be tailored
to individual needs
A model of performance management informs the design and delivery of the programme
Tutors coach participants to build on their coaching skills and develop their team
One-to-one feedback is available for all participants
Learning from the experience of others is key, providing the opportunities for problem solving and coaching.

Learning Methods
Pre-programme preparation activities, including using a 360-degree questionnaire, enable learning to be tailored
to individual needs. Formal sessions, support-and-challenge groups and self-development encourage a
stimulating atmosphere. The programme culminates in a major practical exercise and preparation of an action
plan.

Faculty
A team of Ashridge faculty led by Pam Jones

Dates
Start date End date, other modules or other date info: City
7 February 2005 11 February 2005 Berkhamsted GB
25 April 2005 29 April 2005 Berkhamsted GB
27 June 2005 1 July 2005 Berkhamsted GB
3 October 2005 7 October 2005 Berkhamsted GB
21 November 2005 25 November 2005 Berkhamsted GB

Other Info
Fee per person GBP 3,350
Section: Leadership / People Management
Subject Category: Experienced Managers
Contact: Ashridge Course Information
Phone: +441 442 841 026
E-mail: [email protected]
Internet: www.ashridge.com

7.1.2 Strategic Decisions

Participant Profile
Senior Managers involved in making strategic decisions, either in a general management position or a senior
functional role.

Objectives
The participants will:
- Gain a better understanding of the tools and techniques of strategy analysis
- Improve their ability to manage the strategic decision-making process
- Learn how to develop strategies that will deliver sustained competitive advantage
- Have the opportunity to discuss strategic issues with a wide range of participants from other organisations.

Content
Strategic appraisal
Analysing industry attractiveness and profitability
The sources of competitive advantage
Cost and differentiation drivers
Core resources and competences
Critical success factor analysis
Value chain analysis
Competitor group analysis

Financial appraisal
Using discounted cash flow analysis to make decisions
Linking financial analysis and strategic analysis

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Strategic Choices
Selecting a strategy to build competitive advantage
Designing a value chain that fits the market opportunities
Identifying decisions that are critical for advantage

The decision process

Characteristics of a good decision-making process
Typical problems that occur in decision-making
The roles that managers play in the decision-making process
Generating realistic options, dealing with uncertainty, and identifying the best solution

Organisation design and management styles

The impact of organisational structure and style on decisions
Defining the business unit
The role of the centre, the divisions and the businesses
Selecting a style and structure that fits the business portfolio and the strategy of the company .

Learning Methods
This participative programme features in-depth case studies to complement lectures and discussions about the
key concepts. It also provides opportunities for participants to discuss issues from their own companies

Faculty
A team of Ashridge faculty led by Marcus Alexander and Stephen Bungay

Dates
Start date End date, other modules or other date info: City
9 May 2005 13 May 2005 Berkhamsted GB
14 November 2005 18 November 2005 Berkhamsted GB

Other Info
Fee per person GBP 4,600
Section: Business Management
Subject Category: Senior Executives
Contact: Ashridge Course Information
Phone: +441 442 841 026
E-mail: [email protected]
Internet: www.ashridge.com

7.2 Center for Creative Leadership

7.2.1 Leadership at the Peak

Participant Profile
Executives with 15-plus years of management experience, who have leadership responsibility for 500 or more
people and/or executive staff functions.

Objectives
This programmes focuses exclusively on the demands of senior-most leaders, guaranteeing a comfortable,
secure environment in which they can evaluate their leadership style and effectiveness and focus on high-level
challenges in the company of their peers. It blends self-discovery, self-development and fitness activities and sets
it all against a backdrop of contemporary business themes.
During this programmes, participants:
Assess who and where they are as leaders and benchmark themselves against others at the same professional
level.
Explore immediate and long-range impact of communications skills and leadership styles by participating in a
simulated television interview session that focuses on public image.

Content
- Executive 360-degree assessment.

- 34 -
- Public image for leadership.
- Peak Selection Simulation
- Fitness exercise - assessment - evaluation results
- Organizational climate
- Personality and leadership style.
- Personal leadership feedback.
- Team problem solving.
- Staff and peer feedback.
- Goal setting. Using information gathered during the week, participants create an action plan for further
development.

Learning Methods
Each participant will have an individual executive coach assigned to him/her. Their coach will contact them before
the programmes and will conduct one follow-up coaching session after the programmes.
Each participant receives intensive personalized feedback from colleagues in the programmes and feedback
from direct reports back home, delivered by the Center's professional staff.
The Peak Selection Simulation replicates the leader selection process, and a simulated television interview
allows leaders to focus on their public image and improve communication skills.
Each participant receives a thorough fitness evaluation, with an emphasis on how to handle stress and workplace
health issues. The programmes also includes light aerobic workouts.

Faculty
Members of the faculty hold advanced degrees in such disciplines as behavioural psychology, organisational
development, business and education.
They also bring substantial practical expertise from earlier careers.

Dates
Start date End date, other modules or other date info: City
14 March 2005 18 March 2005 Davos CH
1 - 2 x per month, throughout the year 5 days Colorado Springs - CO US

Other Info
Fee per person USD 9,800 (European sessions: EUR 9,100)
Section: Leadership / People Management
Subject Category: Top Executives
Contact: Client Services CCL
Phone: +1 336 545 2810
E-mail: [email protected]
Internet: www.ccl.org

7.2.2 Leadership and High-Performance Teams

Participant Profile
For leaders of high-level teams and individuals responsible for creating team-based approaches

Objectives
This innovative, hands-on programmes teaches team leaders how to work through conflicting agendas,
personalities and cultures, and channel their collective energies and skills to get the results their organizations
desire. Participants typically return to the workplace with the momentum and support needed to turn an average
team into a cohesive, high-performing team.
During this programmes, participants:
Learn how to better manage relationships among team members and the larger organization, including methods
for conflict resolution.
Learn how to assess teams in real time, using diagnostic tools.
Develop strategies and achievable goals.
Establish a hands-on knowledge of specific factors that affect morale, effectiveness and results.
Understand the impact of multiple cultures on team dynamics.
Establish a plan of action for improving leadership skills and the performance of their team.

- 35 -
Content
An extensive team simulation involving 'orienteering' is the vehicle for delivering the programme outcomes. This
simulation culminates in an outdoor experience finding points with a map and compass in the beautiful Rocky
Mountain Front Range.

Participants will receive coaching from our experienced faculty on both their involvement in the programmes team
and their leadership and operating issues in their back-home team. They will also receive feedback from the pre-
course surveys about how they and their team members view the functioning of their back-home team. These
surveys are tied to the research-based conceptual model on which the programmes is anchored.

Getting a Team Up and Running

Critical Elements of Team Design
Identifying Root Causes of Team Performance
Performing the Team Task
Working Through Team Termination / Re-entry.

Learning Methods
Tating instruments, team-building exercises and feedback - from the team back home as well as from Center
professionals and programmes peers.

Dates
Start date End date, other modules or other date info: City
13 December 2004 17 December 2004 Colorado Springs - CO US
7 February 2005 11 February 2005 Colorado Springs - CO US
25 April 2005 29 April 2005 Colorado Springs - CO US
24 October 2005 28 October 2005 Colorado Springs - CO US
6 February 2006 10 February 2006 Colorado Springs - CO US

Other Info
Fee per person USD 5,400
Section: Leadership / People Management
Subject Category: Experienced Managers
Contact: Client Services CCL
Phone: +1 336 545 2810
E-mail: [email protected]
Internet: www.ccl.org

7.2.3 Leading Creatively: navigating complex challenges

Participant Profile
Managers and professionals who confront the unique leadership challenges caused by the expanding complexity
and chaos of organizational life.

Objectives
During this programmes, participants:
- Become more effective in dealing with complexity and ambiguity in the business environment.
- Gain an understanding of the six creative leadership competencies that increase effectiveness in facing and
solving complex challenges.
- Identify environmental factors that encourage or inhibit creativity and innovation in their organizations.
- Learn about a new leadership model that encompasses the whole person' the rational logic side and the
creative intuitive capabilities.

Content
Because self-awareness is a key aspect of our programmes, participants will be asked to fill out several
assessment surveys prior to attending. In addition, certain surveys require that evaluations be completed by the
participant's direct reports, peers, and superiors.

- 36 -
Day 1 - Creativity and Business
Day 2 - Creativity and Leadership
Day 3 - The Power of Inquiry
Day 4 - The Creative Environment
Day 5 - Setting a Creative Course.

Special features
Participants gain insight and avenues for action around a specific, high-priority challenge that they choose to
work on throughout the programmes.
A small battery of self-assessment and 360-degree feedback tools is woven into the programmes, including the
Center's own KEYS to Creativity, which assesses the creative climate of the participants' organization.
Participants gain access to an annual conference for alumni of the programmes that offers leadership support,
networking and renewal.

Learning Methods
Visual arts, dialogue and shared inquiry, creative problem solving tools, poetry and music.

Dates
Start date End date, other modules or other date info: City
6 March 2005 10 March 2005 Greensboro - NC US

Other Info
Fee per person USD 5,400
Section: Leadership / People Management
Subject Category: Senior Executives
Contact: Client Services CCL
Phone: +1 336 545 2810
E-mail: [email protected]
Internet: www.ccl.org

7.2.4 Looking Glass Experience

Participant Profile
Experienced managers of people and/or projects who would benefit most from a hands-on learning environment.

Objectives
This programmes offers managers a realistic but neutral environment for finding out how well they make tough
decisions under fire and to clearly see how their leadership style impacts their organization, those they work with,
and their own success.

Through this programmes, participants:

- Develop the ability to recognize opportunities and avoid pitfalls, plot strategic possibilities, balance tactical
concerns and become better decision-makers.
- Gain a more complete view of themselves, including strengths and weaknesses within the context of their
organizations.
- Set specific goals that can help them more successfully navigate complex, high-pressure leadership
situations.
- Gain additional insights into organizational change and the impact on productivity.
- Learn to take on new roles, communicate cross-functionally and receive constructive feedback.

Content
Day 1: Programmes Overview
- Introduction to the Center and other participants
- Assessment tools - a look into personality preferences and interpersonal needs
- Participants prepare for their roles in the Looking Glass simulation.

Day 2: Looking Glass

- Participation in the Looking Glass simulation

- 37 -
- During the simulation, staff members observe and document participants' behaviours; along with other
participants, they provide feedback later during debrief sessions.
- An introduction to feedback, its necessity and usefulness as a development tool

Day 3: Feedback
- Discussion of the Looking Glass simulation, giving participants a chance to reflect on what they did, how well
they did it, and the implications of their actions.
- Participants exchange feedback based on their observations during the simulations.

Day 4: Reinforcement
- The Looking Glass simulation is revisited, with additional insights offered about organizational change.
- Overview of Center research into 'derailment factors' and how the careers of successful managers
encompass a range of key learning events.
- Feedback from questionnaires completed prior to the programmes, for perspectives on
leadership/management skills from the participant's immediate boss, direct reports, peers and others.

Day 5: Momentum
Participants develop a series of actionable, attainable goals to sustain the momentum created during the week.

Dates
Start date End date, other modules or other date info: City
16 February 2005 19 February 2005 Tokyo JP
2 - 3 times per month 5 days Greensboro - NC and San Diego - CA
US
4 x per year 5 days Victoria AU

Other Info
Fee per person USD 5,700 (AUD 7,294 in Australia)
Section: Executive Skills
Subject Category: Personal Development
Contact: Client Services CCL
Phone: +1 336 545 2810
E-mail: [email protected]
Internet: www.ccl.org

7.3 Columbia Business School

7.3.1 High Impact Leadership

Participant Profile
Upper-level executives seek to advance their leadership capabilities by enhancing their own skills and
management effectiveness within their organization's context.

Objectives
The programmes provides a profound understanding of how participants are perceived as a leader and enables
them to define themselves and their values effectively and consistently. Through 360-degree feedback, intensive
one-on-one coaching, self- assessment tools and small group work, they will develop a realistic path to more
effective leadership. They will learn how to establish and communicate direction and inspiration that aligns people
and objectives to forge change, and achieve success.

Content
- Understand how you are perceived by peers, direct reports and supervisors.
- Empower subordinates to enhance their performance.
- Build and lead effective teams.
- Manage change to maximize effectiveness and minimize resistance.
- Manage trust
- Understand key factors that have an impact on team climate, individual motivation and organizational
performance.

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- Understand the difference between leaders and managers, and know when each is necessary.
- Develop an agenda for improving the effectiveness of your individual style.

Learning Methods
Before the course, each participant and his or her organizational peers, direct reports and supervisor complete
questionnaires about the participant's current approach and the organization's specific climate. Faculty members
analyze the data, identify specific issues and develop detailed feedback reports. With faculty members acting as
consultants, participants develop an action plan to address specific issues. Assessment instruments and
individual counseling sessions improve self-awareness and help set attainable goals to emphasize strengths and
overcome weaknesses. Team-leadership and group-dynamics exercises are combined with a solid conceptual
framework to enhance individual and organizational performance.

Faculty
Faculty Director: Joel Brockner, Philip Hettleman Professor of Business, Columbia Business School
Faculty Team: Caryn J. Block, Robert N. Bontempo, Robert F. Hurley, Mark Kiefaber, Debra Noumair.

Dates
Start date End date, other modules or other date info: City
5 December 2004 10 December 2004 New York US
19 June 2005 24 June 2005 New York US
18 September 2005 23 September 2005 New York US
4 December 2005 9 December 2005 New York US

Other Info
Fee per person USD 7,500
Please note: the fee will be USD 7,750.00 as of 1 Jan 2005
Section: Leadership / People Management
Subject Category: Experienced Managers
Contact: Columbia Business School Executive Education
Phone: +1 212 854 3395
E-mail: [email protected]
Internet: www.gsb.columbia.edu/execed

7.4 DARDEN
7.4.1 Leading Growth Through Innovation

Participant Profile
- Middle and senior-to-middle managers responsible for top- and bottom-line growth from new businesses.
- General managers interested in promoting an innovative and entrepreneurial organization.
- Individuals engaged in the process of creating new businesses in an established firm.

Objectives
- Identify and create new business opportunities for corporate growth.
- Match opportunities with corporate resources and capabilities.
- Identify the sources of resistance to new ideas and how to overcome them.
- Start businesses with very little resources.
- Create and manage a portfolio of new products and businesses.
- Create a nurturing climate for continuous innovation.

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Content
Developing an Entrepreneurial Mind-Set in the Individual and the Firm
- Focusing on the opportunity as opposed to resources controlled: how to create an opportunity from existing
capabilities, under-utilized resources, and company assets
- How to harness risk and uncertainty for profit as opposed to avoiding them
- How to anticipate and overcome common objections to new ideas
- How to leverage other people's money, time, and resources
- How to attract corporate resources and capabilities to ideas and people
- Cultivating a bias for action as opposed to a bias for analysis
- How to resolve the tension between personal risk and reward and corporate risk and return

Developing a New Venture

- Managing the innovation process
- Applying discovery-driven planning
- Writing effective business plans
- Staging investments and commitment
- Integrating stakeholder expectations in the development process
- Leading the development process 'from the middle'
- Error correction and failure management

Creating the Innovative Firm

- How to get an organization to pursue opportunities effectively and with speed
- How to invest under uncertainty: using real-options framework and staging capital investments
- How to harness the power of a portfolio of projects
- What structures, incentives, practices, and processes you should use to promote innovation.

Faculty
Sankaran Venkataraman, Robert F. Bruner, R. Edward Freeman, Elizabeth Olmsted Teisberg.

Dates
Start date End date, other modules or other date info: City
19 September 2005 23 September 2005 Charlottesville, VA US

Other Info
Fee per person USD 6,100
Section: Functional Management
Subject Category: Innovation / New Product Development
Contact: Darden Executive Education
Phone: +1 434 924 3000
E-mail: [email protected]
Internet: www.darden.virginia.edu/execed

7.5 Harvard Business School

7.5.1 Advanced Management Programmes

Participant Profile
Candidates typically have 25 or more years of management experience and a significant background in general
management. They work in companies with annual revenues in excess of USD 100 million, represent widely
diverse industries, and come from more than 30 countries across all continents.

Intended participants include:

Top corporate executives;
Managing directors of major business units;
Senior executives poised to take on significant corporate leadership positions;
Executives leading governmental agencies and non-profit organizations.

- 40 -
Objectives
To provide the frameworks, plus the technology, and the strategic tools for executives to overcome outside
barriers and enhance their capacity to lead in what has become the most formidable and dynamic business
environment ever.

Participants will focus on:

- Developing and implementing effective corporate strategies
- Understanding and managing general management processes
- Expanding management focus to a global perspective.
- Aligning their organization to compete more effectively.
- Creating and sustaining shareholder value
- Understanding the responsibilities of the CEO
- Responding to the change that reshapes organizations and their competitors

Content
Participants are immersed in the study of key management topics integral to their futures as corporate leaders.
They also have the opportunity to examine leadership and corporate renewal as they impact the competitive
structure of businesses. The last three days are devoted to a special programmes for spouses or guests.

The core courses are:

- Foundations of Accounting and Finance
- Business, Government, and the International Economy
- Competitive and Corporate Strategy
- Financial Management
- Financial Reporting & Control
- General Management Processes and Action
- Managing Organisational Effectiveness
- Marketing leadership
- Elective Seminars

Learning Methods
The primary form of instruction at Harvard Business School is the case study method, which encourages
participants to assume the roles of the managers involved as they analyse and discuss the management
challenges presented.

Faculty
Stephen P. Bradley, William E. Fruhan Jr, John J. Gabarro, David A. Garvin, Robert S. Kaplan, John A. Quelch,
Debora L. Spar.

Dates
Start date End date, other modules or other date info: City
29 March 2005 26 May 2005 Boston - MA US
6 September 2005 27 October 2005 Boston - MA US

Other Info
Fee per person USD 52,500
Section: Business Management
Subject Category: Senior Executives
Contact: Executive Education Programmes HBS
Phone: +1 617 495 6555
E-mail: [email protected]
Internet: www.exed.hbs.edu

7.5.2 Consumer Marketing Strategy

Participant Profile
A broad mix of marketing executives, managers

- 41 -
Other professionals who already are familiar with traditional concepts of consumer marketing

Typical participants include:

- Senior marketing executives having significant brand stewardship roles in product/service organizations of all
sizes
- Senior managers in advertising/communications, public relations, design, and market research firms that
support the brand-development efforts of consumer product/service organizations
- Consultants engaged in crafting and honing consumer marketing strategies on behalf of their client
companies
- Entrepreneurs who are well versed in the fundamentals of marketing and whose new ventures depend on
building a strong consumer brand franchise.

Objectives
- Reverse engineer several classic brands to illuminate the management models, concepts, and principles that
have guided their growth;
- Gain exposure to research findings that belie conventional wisdom and introduce novel approaches;
- Consider alternative perspectives of how brands acquire and sustain value;
- Apply a strategic lens for looking at the consumer marketing process in fresh, counterintuitive ways
- Acquire a set of assessment tools to deconstruct current marketing practices and determine whether
changes need to be made;
- Develop a more structured way to analyze non-traditional marketing strategies
- Examine the role of consumers, culture, and marketing systems in brand evolution;
- Explore the dynamics associated with managing products and services in the context of fast-moving
environments;
- Gain insights into how managers can effectively manage brands over time.

Content
- Consumer innovation and what is required to build a new product or service category from the ground up.
- The onset of success and what it takes to acquire customers amidst growing competition.
- Sustainable success and what it takes to retain an existing customer base while attracting new buyers.
- 'Brand crisis' and proven ways to revitalize a product or service that appears to be in decline.

During the examination of each lifecycle stage, case studies are used to illustrate both successful and
unsuccessful marketing strategies associated with highly recognizable brands.

Faculty
Frances X. Frei, Youngme E. Moon.

Dates
Start date End date, other modules or other date info: City
26 June 2005 30 June 2005 Boston - MA US

Other Info
Fee per person USD 6,300
Section: Functional Management
Subject Category: Commercial Management
Contact: Executive Education Programmes HBS
Phone: +1 617 495 6555
E-mail: [email protected]
Internet: www.exed.hbs.edu

7.5.3 Leading Change and Organizational Renewal

Participant Profile
Executives in diverse industries who operate in fast-paced business environments and who are grappling with the
issues of winning through innovation and responsive organizational change. It is beneficial for a wide range of
product and service organizations' from market leaders to fast-growing, mid-size organizations to dynamic
emerging companies.

- 42 -
Objectives
Participants acquire new, updated perspectives and develop tangible action plans for leading change and
renewal in their own organizations.
Specifically, they learn to:
- Develop communication/influence networks and product championship skills to drive innovation and change;
- Embrace strategic experimentation and learning without risking financial jeopardy;
- Analyze how disruptive technologies are threats to today's business' and how to take advantage of these
opportunities;
- Implement both incremental and discontinuous organizational change associated with innovation streams;
and
- Create ambidextrous organizations that drive innovation.

Content
- Organizational architectures for short- and long-term access
- Organizational problem solving
- Dynamics of innovation and organizational change
- Organizational culture
- Leadership styles
- Competencies to play the dual-management game
- Winning through innovation: the senior team's role
- The efficiency game; game of organizational renewal

Special features
Every participant will receive the programmes, a newly developed CD-ROM for enabling executives to extend
and apply their on-campus learning directly to their own organizational issues. The series features four modules:
'Solving Today's Problems,' 'Culture as Competitive Advantage,' 'Building the Ambidextrous Organization,' and
'Leading Change and Renewal.' Each module includes a facilitator's guide, faculty videos, animated problem-
solving models, a documentation workbook, and real-world video cases.

Learning Methods
In addition to case studies, faculty members use multiple learning approaches tailored to fit their teaching
objectives. These include a variety of methodologies from lectures and guest speakers, to multimedia
presentations, computer simulations, and Internet explorations, to group discussions and special exercises.

Faculty
Tiziana Casciaro, Clayton M. Christensen, Amy Edmondson, Charles A. O'Reilly, W. Earl Sasser, Michael L.
Tushman.

Dates
Start date End date, other modules or other date info: City
6 March 2005 11 March 2005 Boston - MA US

Other Info
Fee per person USD 10,500
Section: Leadership / People Management
Subject Category: Senior Executives
Contact: Executive Education Programmes HBS
Phone: +1 617 495 6555
E-mail: [email protected]
Internet: www.exed.hbs.edu

7.5.4 Leadership Best Practices

Participant Profile
Senior executives with significant corporate responsibility in the areas of leadership and leadership development

Appropriate participant titles include:

Senior vice president; General manager; Human resources officer and Divisional director/leader.

Objectives

- 43 -
- Incorporating a powerful mix of lectures, case studies, class discussions, small-group interactions, and
informal gatherings, the programmes provides an important opportunity for participants to:
- Gain early access to groundbreaking research on leadership;
- Examine leadership best practices within complex organizations;
- Build relationships with other organizational change agents for ongoing collaboration;
- Strengthen their individual capacity to position contemporary organizations with the leadership edge by
rethinking their approaches to leadership and leader development;
- Learn to bridge the gap between research theory and practical application;
- Develop an implementable action plan for applying innovative concepts and best practices within their own
workplaces.

Content
The meaning of leadership
Do your company's leaders enhance the lives of others?

Diversity and its impact on performance

Is your company benefiting from its cultural differences?

Differentiating on customer service

Is your company capitalizing on the power of its customers?

Building a foundation of confidence

Does your company foster the confidence necessary to create a culture of success?

Launching businesses from within: the challenge of corporate entrepreneurship.

Does your company champion or shun emerging business opportunities?

Ambidextrous organizations for innovation and performance

Are your company's leaders adept at exploiting the present and exploring the future?

Extraordinary leadership in an era of turbulence and change

In what ways do you inspire others to reach their maximum potential?

Learning Methods
- Lectures
- Case studies
- Class discussions
- Small-group interactions
- Consultations with the faculty
- Informal gatherings.

Faculty
Robin J. Ely, Frances X. Frei, David A. Garvin, Rosabeth Moss Kanter, John P. Kotter, Joel Podolny, Michael L.
Tushman.

Dates
Start date End date, other modules or other date info: City
24 January 2005 28 January 2005 Boston - MA US

Other Info
Fee per person USD 9,250
Section: Leadership / People Management
Subject Category: Senior Executives
Contact: Executive Education Programmes HBS
Phone: +1 617 495 6555
E-mail: [email protected]
Internet: www.exed.hbs.edu

7.5.5 Driving Corporate Performance- align scorecards, systems & strategy

- 44 -
Participant Profile
Senior financial managers in publicly held companies who are actively engaged in the accounting and control
function or who are responsible for other areas related to corporate financial performance.

Objectives
The programmes provides a comprehensive, in-depth analysis of the tools available to CFOs and COOs, and
helps them master the skills they need to gain - and sustain - a competitive advantage for their organization.

Participants will improve their capacity to:

- Formulate and implement strategy
- Translate mission and strategy into a comprehensive set of performance measures;
- Use management systems to stimulate profitable growth;
- Develop techniques for balancing innovation and control;
- Leverage activity-based cost information for operational improvements and strategic decision-making;
- Measure and manage customer profitability; Manage business risk.

Content
The programmes provides the tools and concepts that today's senior financial executives need to do their jobs
effectively. Using examples from some of today's most successful organizations, the programmes incorporates
case discussions, lectures, and group projects to help participants tackle the challenges of corporate
performance.

Key areas that will be addressed include:

- Using the levers of control to maximize return-on-management
- Installing diagnostic control systems to ensure strategy implementation according to plan;
- Establishing information networks to track strategic uncertainties in competitive environments;
- Linking the benefits from excellent internal capabilities and investments in people, systems, and procedures
to targeted customer value propositions and financial performance
- Cascading and communicating strategic objectives throughout the organization;
- Integrating planning and budgeting; setting strategic priorities; creating the new management meeting and
reporting system;
- Integrating activity-based cost management with budgeting and reporting;
- Activity-based pricing and supply chain management;
- Customer profitability and customer relationship management

Faculty
Robert S. Kaplan, Tarun Khanna, V. G. Narayanan, Robert Simons.

Dates
Start date End date, other modules or other date info: City
17 July 2005 22 July 2005 Boston - MA US

Other Info
Fee per person USD 8,000
Section: Functional Management
Subject Category: Financial Management
Contact: Executive Education Programmes HBS
Phone: +1 617 495 6555
E-mail: [email protected]
Internet: www.exed.hbs.edu

7.6 Henley Management College

7.6.1 Leadership Programme

Participant Profile
- Senior executives and directors who have responsibility for leading individuals,
- Teams or groups of people through organisational or strategic change
- Functional heads seeking to broaden their leadership skills and knowledge

- 45 -
Objectives
- To enhance individual leadership capability by:
- Enhancing participants' awareness of their own leadership abilities and preferences
- Building participants' capability to assess the business context in which their leadership is exercised
- Applying appropriate tools and techniques
- Developing skills and confidence

Content
- The content of the programme falls under the following key subject areas:
- Leading change initiatives
- The context of leadership
- Vision and values
- Self-awareness
- Emotional intelligence
- Inspirational Leadership
- Coaching for performance

Learning Methods
A variety of learning methods are used with the emphasis on practical application back at the workplace. These
include lectures, discussion groups, experience- based learning and individual feedback and coaching. Many
people learn by modelling the behaviour of other people. For this reason, and to develop further the
understanding of the importance of the context of leadership, top executives with an impressive track record in
business are invited to talk with the group and share their perspectives. To give an indication of the calibre of
external speakers who have participated on the programme, some of those who have taken part in the recent
past are:
Charles Miller- Smith, Chairman of ICI
Dame Steve Shirley, Chairman, Xansa
Sam Younger, Chairman, Electoral Commission
Humphrey Walters, CEO, IDC

The emphasis of the learning methodology is participation, with a view to pragmatic solutions rather than on
enhanced academic or theoretical models of leadership.
Workplace feedback is sought from people who can assess the participant's leadership behaviour at work via a
360-degree feedback process, together with some self- report questionnaires. This forms part of the pre-work for
the programme.

Faculty
Dr Suzanne Pollack has worked at Henley Management College in a number of roles, including, Director of
Corporate Qualifications Programmes and Director of Open Executive Programmes. She is now a Client Director
within Henley's Company (bespoke) Programmes area. Suzanne is a member of Henley's Human Resources
and Organisation Design/ Development Faculty Group.

Dates
Start date End date, other modules or other date info: City
6 February 2005 11 February 2005 Henley on Thames GB
26 June 2005 1 July 2005 Henley on Thames GB
2 October 2005 7 October 2005 Henley on Thames GB

Other Info
Fee per person GBP 3,685
Please note: the fee will be GBP 3,950.00 as of 1 Jan 2005
Section: Leadership / People Management
Subject Category: Senior Executives
Contact: Chris Gilbert
Phone: +441 491 571 454
E-mail: [email protected]
Internet: www.henleymc.ac.uk

- 46 -
 7.7 IMD
7.7.1 Building High Performance Boards

Participant Profile
Both the experienced and the newly appointed directors, executive and non-executive,
who are members of supervisory boards, or boards of management.

Objectives
Participants will discuss external changes in laws and regulations, how 'best practice' boards function, and the
delicate balance of power between the board and management, the critical questions that all board members
should be asking and how to effect on their boards.

Content
The crisis in corporate governance and what is being done about it. The programme starts with addressing ways
in which boards of directors can transform themselves to insure their corporations are effectively governed. It
examines the new laws and regulations being promulgated around the world, and then goes inside the
boardroom to explore how the best performing boards function. Striking the delicate balance between the board
and management. Participants will explore, through case studies and discussions, the critical questions to pose
to management in order to understand the risks inherent in important decisions and to establish appropriate
control mechanisms. The group will study real-life board dilemmas in attempting to preserve and build
corporations for the long-term. Assessing your board's effectiveness. Participants will discuss ways to evaluate
their own board's effectiveness. New assessment tools for the board and the CEO will be introduced and
participants will debate how to handle the complex board problems they face.

Learning Methods
Concept learning: through faculty presentations, discussions of real-life situations, as well as through
presentations by fellow participants and guest board personalities. Experience sharing/concept elaboration: in
plenary sessions and in study groups, participants will enrich the concepts by exploring them in different industry
and business settings. Personal application: participants will be prompted to explore how concepts learned and
elaborated in discussion might be applied to their own board situation.

Faculty
Programmes Director: Ulrich Steger. Other faculty: Jean Philippe Deschamps, Stewart Hamilton, Peter Lorange.

Dates
Start date End date, other modules or other date info: City
27 April 2005 29 April 2005 Lausanne CH
5 October 2005 7 October 2005 Lausanne CH
3 May 2006 5 May 2006 Lausanne CH

Other Info
Fee per person CHF 10,000
Section: Business Management
Subject Category: Top Executives
Contact: IMD Programmes Information
Phone: +412 161 803 42
E-mail: [email protected]
Internet: www.imd.ch

7.7.2 Business Marketing

Participant Profile
For experienced managers and executives from a wide variety of marketing, sales and related positions who
have responsibility for helping to develop or implement winning marketing strategies for products and services

- 47 -
targeted at business-to-business markets. For managers and executives in business-to-consumer companies
facing business-to-business marketing issues and challenges.

Objectives
Provides participants with the tools and concepts to build winning marketing strategies and implementation plans.

Content
Important challenges will be explored in a variety of contexts, including traditional industrial products, service
businesses, and companies marketing products and services based on new technologies.

The following challenges will be addressed:

- Markets that are commoditizing
- Disruptive business models and products that are affecting business
- Customers are becoming more powerful and sophisticated
- Global competition moving faster than ever before
- New technologies that are changing how products are designed and made, and change also how to interact
with customers
- Margins under unrelenting pressure

Today it's not uncommon to be facing all of these challenges. The programme helps participants develop a
systematic approach to successfully respond to these challenges and to the many opportunities in their markets.
These issues will be explored in a variety of contexts, such as traditional industrial products, service businesses,
and the marketing of products and services with the latest scientific and technological advances.

Learning Methods
- Case studies
- Practical lectures and discussions
- Interaction with other participants
- Hands-on learning exercises, where you can apply tools and concepts to your own issues and challenges
- Small group and classroom discussions

Learning is intensive and the workload substantial. Participants are rotated regularly between different work
groups to ensure that they benefit from the full cultural and professional diversity of the class.

Faculty
Programmes Director: Adrian Ryans.
Other faculty: Jacques Horovitz, Jean-Pierre Jeannet,
Kamran Kashani, Sean Meehan, Dominique Turpin, John Walsh.

Dates
Start date End date, other modules or other date info: City
17 April 2005 22 April 2005 Lausanne CH
25 September 2005 30 September 2005 Lausanne CH
23 April 2006 28 April 2006 Lausanne CH
24 September 2006 29 September 2006 Lausanne CH

Other Info
Fee per person CHF 11,000
Section: Functional Management
Subject Category: Commercial Management
Contact: IMD Programmes Information
Phone: +412 161 803 42
E-mail: [email protected]
Internet: www.imd.ch

7.7.3 Booster Programmes: accelerating business performance

Participant Profile
The Booster Programmes is a team-based programmes that focuses on major corporate projects and initiatives.
Recommendation: teams made up of at least 3 people, and no more than 8.

- 48 -
The participants will vary depending on the project. In all cases, a senior IMD representative will be available to
counsel on the best combination for the team.

Objectives
Each company sends its team with a clear mandate. By focusing the company's effort on the 6 days of the
Booster, the company can afford to put its best people to work on the problem or opportunity.

To-date teams have worked on the following projects among others:

- The reorganization, alignment and new strategy for a Europe-wide organisation
- A growth plan for a global brand, allocating resources across markets, technologies and channels
- The development of a strategy for licensing out of a new technology
- The European product launch of a newly acquired brand and product range
- An entry strategy for Asia

Content
An intensive mix of faculty coaching and presentations with project work carried out by each corporate team.
Plenary sessions in the mornings will address strategic issues while in the afternoons, emphasis will be on the
development of the team projects. As the week progresses and the team projects gain momentum, the practical
emphasis of the programmes increases and academic input decreases.

Sessions may include short interventions on:

- The Strategy; reading the terrain, developing a project strategy, breakthrough customer value, growth
strategies, creating a customer-oriented organization, evaluating the financial implications of business plans,
competitive analysis, pan-European strategies, outsourcing and financial analysis.
- The Team: decision-making, team-work, managing internal entrepreneurs, WOW projects, and managing
teams virtually.
- Execution: managing the launch process, communicating the message: the storyboard approach, sudden
impact action planning and implementing change.

Learning Methods
- Plenary sessions every morning
- Project work by the corporate teams (this is the main focus of the programmes)
- Coaching by the teams assigned IMD professor, additional help from other IMD professors who will be 'on-
call' as expertise coaches.

Faculty
Programmes Directors: Peter Lorange, Thomas Malnight

Dates
Start date End date, other modules or other date info: City
8 May 2005 14 May 2005 Lausanne CH
30 October 2005 5 November 2005 Lausanne CH
23 April 2006 29 April 2006 Lausanne CH
29 October 2006 4 November 2006 Lausanne CH

Other Info
Fee per person CHF 100,000
Section: Business Management
Subject Category: Senior Executives
Contact: IMD Programmes Information
Phone: +412 161 803 42
E-mail: [email protected]
Internet: www.imd.ch

7.7.4 High Performance Leadership

Participant Profile
Experienced general managers with demonstrated success as leaders at multi-functional team levels and above,
and whose jobs now call for even greater leadership performance at individual, team and company-wide levels.

- 49 -
This programmes will work best for participants who already have good self-understanding, perhaps through
previous leadership training, 360-degree feedback, systematic performance appraisal or similar. Participants
should expect to take an active role in the classroom, discussing their own leadership patterns and receiving
input from others.

Objectives
The programme will help participants:
- Develop a set of personal patterns to ensure success as high-performing leaders.
- Lead effective dialogue with individuals, teams, and large groups.
- Apply excellence in leadership in various contexts, including leading in a network and in cases where the
leader has little or no formal authority.

Content
The programme will:
- Introduce the concept of the 'mind's eye' and then analyze and assess it.
- Look at how to manage physical and mental states for effective leadership.
- Analyze individual patterns of high performance leadership from personal history.
- Examine the relationship of past experiences to present behaviour and future expectations.
- Help participants develop a set of personal patterns to ensure success as high-performing leaders.
- Further participants' understanding of the role of emotions in successful leadership.
- Explore the leader's world of inner dialogue.
- Bridge the gap between the leader's inner world and the external world.
- Investigate gender differences, as seen by the 'mind's eye' and their roles in high performance leadership.
- Probe the relationship between inner and external authority.
- Illustrate the power of transactions to influence others' 'state of mind'.
- Show participants how to lead effective dialogue with individuals, teams, and large groups.
- Offer practical applications for excellence in leadership (e.g., leading in a network with little or no formal
authority).
- Assess each participant's level of leadership performance.
- Guide participants in diagnosing their critical leadership tasks.
- Guide participants in creating a plan for personal and professional development as well as a personal
identity statement of themselves as High Performance Leaders.

Faculty
George Kohlriesser, Preston Bottger and James J. Dowd.

Dates
Start date End date, other modules or other date info: City
8 May 2005 13 May 2005 Lausanne CH
23 October 2005 28 October 2005 Lausanne CH

Other Info
Fee per person CHF 11,000
Please note: the fee will be CHF 11,500.00 as of 1 Jan 2005
Section: Leadership / People Management
Subject Category: Senior Executives
Contact: IMD Programmes Information
Phone: +412 161 803 42
E-mail: [email protected]
Internet: www.imd.ch

7.7.5 Mastering Top Management Dilemmas

Participant Profile
Executives at the helm of large complex organizations, who are charged with ensuring the sustained and
profitable growth of their firms.

Objectives

- 50 -
The corporate histories of many firms suggest that sustaining profitable growth over long periods of time is a
major leadership challenge. This programme is designed specifically to help senior executives address the
associated strategy, organization and people dilemmas in order to sustain profitable growth.

Content
Sustaining profitable growth is becoming a daunting challenge for many firms, especially in today's dynamic
environment. Winning strategies are quickly challenged and distinctive competencies either imitated or
substituted. The experience of many large firms shows that initiatives aimed at growth can hurt profits; and those
aimed at profits can stifle growth. Achieving two equally desired but at times opposing goals, like growth and
profits, poses a dilemma for top management.
Underlying the firm's performance dilemma are a host of other interconnected strategy, organizational and people
dilemmas. For example:

Strategy
- How should the firm meet the firm's obligations both to its shareholders and other key stakeholders?
- What is the balance between strategies addressing and relating directly to today's core business and those
that take advantage of growth opportunities in the future?
- How should organic growth be balanced with growth through acquisitions and mergers?

Organisation
- Where should the focus be? On geographic markets, businesses, functions?
- How can a firm both build and exploit new capabilities?
- How can it nurture internal entrepreneurship without hurting its operating performance?

People
- How should a company balance its need for experts with its need for generalists, who can integrate the work
of these experts?
- How can it foster diversity without losing its focus?

Globalization and the fast changing economic-political-social environment facing businesses today tend to
exacerbate these dilemmas. Mastering these dilemmas requires a special mindset and a new approach to
leadership.

Faculty
Programmes Director: Bala Chakravarthy.
Other Faculty: George Kohlrieser, Jean-Pierre Lehmann, Thomas W. Malnight, Jean-Francois Manzoni.

Dates
Start date End date, other modules or other date info: City
10 April 2005 13 April 2005 Lausanne CH
30 October 2005 2 November 2005 Lausanne CH
2 April 2006 5 April 2006 Lausanne CH

Other Info
Fee per person CHF 12,500
Please note: the fee will be CHF 14,000.00 as of 1 Jan 2005
Section: Business Management
Subject Category: Top Executives
Contact: IMD Programmes Information
Phone: +412 161 803 42
E-mail: [email protected]
Internet: www.imd.ch

7.7.6 Managing Corporate Resources

Participant Profile
More than half of the participants have recently taken on general management responsibility for a business unit,
division, region, or country; others are senior corporate or business unit staff members with functional

- 51 -
responsibilities. A typical group consists of: 60 executives from 25 countries with 20 mother tongues. Average
age: 44; 12 years of management experience and representing a broad cross-section of industries.

Objectives
The programme will help participants to:
- Align market development, operations and organizational resources
- Assess profit potential and future skill requirements Direct, develop and control internal and external
operations
- Assess opportunities for leveraging information technology
- Complement their own functional expertise with an understanding of issues, tools and current thinking in
other functional areas of their choice
- Recognize their leadership style and approach to negotiation and team mobilization.

Content
Week 1: Capturing Industry and Market Challenges - Develop a better understanding of internal and external
forces shaping competitive environments - Relate this knowledge to key operational and organizational decisions
and investment requirements to support positioning opportunities - Identify the resulting strategic challenges
arising from each participant's project
Week 2: Designing Integrative Strategies Tie-in functional or organizational policies with integrative strategies to
deal with issues such as changing market requirements, pressing operational constraints, knowledge/resource
management, outsourcing control and organizational design and incentives. Participation in developing strategies
for diverse industry, cultural and market contexts.
Week 3: Leading the Business Unit Implement strategic change, including appraising the broader strategic
options in the light of corporate objectives, dealing with varied stakeholder concerns and mobilizing the team.

Special features
Prior to arrival at IMD, participants will have already completed a guided diagnostic of the competitive conditions
facing their operations and supplied their findings to IMD for further data gathering and preparation of on-campus
work.

Learning Methods
Participants will learn through:
- Case studies
- Small-group discussions
- Faculty presentations
- Guest speaker presentations
- Role-playing

Faculty
Programme director: Ralf Boscheck.

Dates
Start date End date, other modules or other date info: City
13 February 2005 4 March 2005 Lausanne CH
29 May 2005 17 June 2005 Lausanne CH
9 October 2005 28 October 2005 Lausanne CH

Other Info
Fee per person CHF 25,000
Section: Business Management
Subject Category: Top Executives
Contact: IMD Programmes Information
Phone: +412 161 803 42
E-mail: [email protected]
Internet: www.imd.ch

7.7.7 Mobilizing People

Participant Profile

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Managers from different functional backgrounds, experiences and levels of responsibility
Function: Marketing/Sales, General Management, Finance, Technology, Operations, Strategic Planning, HR.

A typical programmes brings together some 48 participants from 22 countries, 15 mother tongues. The average
age is 43; typically with at least 10 years' management experience.

Objectives
- To improve the understanding of team dynamics
- Improve your skills in managing people.
- Participants will enhance their ability to work with individuals with different strengths, values, priorities and
cultural backgrounds. Participants will also learn how to focus and sustain motivation and initiative,
particularly during periods of change. They will return to their organization with a plan of action to improve
their human relations skills.

Content
Module 1: Developing Individual Energy.
Recognize differences between individuals and explore cases where businesses have used their human talent to
effectively lead and implement change. Enhance their own skills in communication, listening, personal
effectiveness and people management.

Module 2: Leading Successful Teams.

Explore leadership style and leader-follower dynamics under various stressful conditions. Teams undertake
management tasks designed to develop leadership skills. Turn a loose group into an effective team, rejuvenate a
'sleeping' team, and recognize chemistry, behaviour and processes that impede or catalyze success.

Module 3: Mobilizing the Organization.

With intensive Faculty coaching, participants will apply the tools learned in the programmes to the challenge of
mobilizing people in the context of teams and networks in their own organization. Preparation of an action plan
for immediate implementation.

Special features
One critical tool which is used in order for participants to develop a personal action plan is the 'Leadership
Profilor', a proprietary 360-degree feedback instrument. The information is combined with feedback from the
faculty coach and peers in each participant’s small team as well as inputs from programme exercises and
questionnaires, which take place throughout the programme.
Another specific benefit of this programme comes from being part of a small team with its own dedicated Faculty
Coach. Each day of the programmes, the team and the coach work intensively together.

Faculty
Programmes Director: Preston C. Bottger.
The faculty is complemented by a team of international private consultants with extensive experience in
coaching, team building and training.

Dates
Start date End date, other modules or other date info: City
7 March 2005 17 March 2005 Lausanne CH
23 May 2005 2 June 2005 Lausanne CH
5 September 2005 15 September 2005 Lausanne CH
7 November 2005 17 November 2005 Lausanne CH
20 March 2006 30 March 2006 Lausanne CH

Other Info
Fee per person CHF 20,000
Section: Leadership / People Management
Subject Category: Senior Executives
Contact: IMD Programmes Information
Phone: +412 161 803 42
E-mail: [email protected]
Internet: www.imd.ch

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 7.8 INSEAD
7.8.1 A.V.I.R.A.

Participant Profile
A group of no more than 20 top executives
Heterogeneous: representing diverse backgrounds, cultures and sectors. Homogeneous: exclusively Chairmen,
CEO's, COO's, Managing Directors, Senior and Executive Vice-Presidents.

Objectives
- To help top executives master an increasingly complex management task in an uncertain global environment
by:
- Expanding their understanding of themselves
- Challenging their vision as leaders
- Developing more insight into the complex interdependency between responsibility and action at the top
corporate level.

Content
AVIRA stands for: Awareness, Vision, Imagination, Responsibility, Action

The following areas will be covered:

- The leader in uncertain times: managing 'contention', short-term changes versus long-term transformation:
the practice at top level.
- Assessing one's own 'paradigm'
- Beyond the 'economist's vision': is there an alternative?
- Ways to manage the business-society interface
- An alternative competitive logic: Confucius and organisations
- Accountability and responsibility in the global corporation: where to start and stop?
- From AVIR to Action: the path.

Special features
AVIRA is designed in response to an international survey carried out by INSEAD into the personal development
needs of top executives. It revealed that they want to be inspired towards deeper insight into their own concerns,
rather than have knowledge and solutions proposed to them.

The traditional 'classroom' environment is replaced by a 'Socratic' approach, where the participant is responsible
for his/her own learning. This five-day programme takes place over a long weekend to minimise time away from
the office.

Learning Methods
AVIRA's learning process represents a significant break from tradition. It is learning by sharing, by questioning
(and probing) and then by assimilating.

Faculty
Henri-Claude de Bettignies, Mary O'Sullivan, W. Chan Kim.

Dates
Start date End date, other modules or other date info: City
20 January 2005 24 January 2005 Fontainebleau FR
9 June 2005 13 June 2005 California - CA US

Other Info
Fee per person EUR 11,950
Section: Business Management
Subject Category: Top Executives
Contact: Liz Ciccarella
Phone: +33 1 607 242 03
E-mail: [email protected]
Internet: www.insead.edu

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 7.8.2 Management of People

Participant Profile
- General managers and other senior line executives who are concerned with the people implications of
business driven change
- Human resource/personnel executives who are committed to facilitating organisational change in their firms
- Line executives who have recently assumed human resource management responsibilities with a change
mission.

Objectives
- Creating multicultural and multifunctional teamwork
- Managing organisational effectiveness
- How to build a competitive culture

Content
- Business strategy and human resource management: an overview of the challenges
- Competitive human resource strategy
- Competitive advantage through human resource management
- Leading change and organisational renewal
- Managing cultural diversity
- The changing face of leadership
- Global teamwork
- Managing radical change in corporate culture
- Managing the paradoxes and dualities

Learning Methods
Working sessions of interest groups are created to run in parallel with the course sessions. They provide a forum
for in-depth exchange and analysis on a range of participant concerns. These groups of 5-7 participants are
formed early in the seminar on the basis of common interest. The groups facilitate experience sharing among
participants and faculty, further exchange of perspectives between line and personnel managers and the working
through of the underlying challenges of change management. Here participants can also tap into the experience
of resource persons - participants in other teams - as well as INSEAD faculty who are not teaching on the
programme. The groups are expected to present their conclusions to the plenary group and to a panel of faculty
and outside executives in the concluding sessions of the seminar.

Faculty
Paul Evans, Programme Director.

Dates
Start date End date, other modules or other date info: City
18 April 2005 22 April 2005 Fontainebleau FR

Other Info
Fee per person EUR 7,750
Section: Leadership / People Management
Subject Category: Senior Executives
Contact: Liz Ciccarella
Phone: +33 1 607 242 03
E-mail: [email protected]
Internet: www.insead.edu

7.8.3 Advanced Management Programme

Participant Profile

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Senior executives, head of a product division, a geographical region, a corporate function or a major joint
venture.
At least 15 years' management experience. Budget responsibility ranges from USD 50 million to several billions
and they are destined for the top. Candidates are carefully selected along three dimensions: their past
achievements, their current level of responsibility and their upward mobility.

Objectives
- Learning: confront challenges of change, innovation, globalisation and the growth of e-business; develop
your leadership qualities.
- Reflection: time out for self-assessment; take stock of your personal and professional life.
- Exchange: experience different cultural beliefs and systems; network and debate with peers.

Content
Theme 1 - Understanding our evolving environment
- The trends and pressures shaping corporate life today
- Changes in the world and their impact on daily management tasks.
- Pressures from organisations and their interpersonal aspects
- Global economy
- IT
- The geo-political scene
- Industrial (r)evolution: still ongoing?
- Interpersonal skills and teams' behaviour

Theme 2 - Has anything changed?

Examination of the state of corporate governance today
What is expected of today's corporation?
Value Creation:
- Customer value
- Value chain analysis
- Value innovation
- Economic value added
- Sensitive issues in global organisations

Theme 3 - Orchestrating and leading change

- How top management must create a compelling vision, mobilise commitment, develop and grow the
necessary resources and make change happen.
- New product development
- Managing change in organisations
- Change simulation

Theme 4 - Planning and committing to agendas

From reflection to action
Participants are encouraged to propose concrete steps, for their corporation's role in society and for themselves.
- Executive as human beings
- Personal brief
- Setting your business agenda
- Managing your self

Learning Methods
Acquisitive, Interactive, Strategic Focus, Pragmatic, Customised, Self-Assessment.

Faculty
Ludo Van der Heyden (Belgium), Programme Director.

Dates
Start date End date, other modules or other date info: City
21 February 2005 18 March 2005 Fontainebleau FR
4 July 2005 29 July 2005 Fontainebleau FR

Other Info

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Also available in: French
Fee per person EUR 24,950
Please note: the fee will be EUR 26,000.00 as of 1 Jan 2005
Section: Business Management
Subject Category: Top Executives
Contact: Liz Ciccarella
Phone: +33 1 607 242 03
E-mail: [email protected]
Internet: www.insead.edu

7.8.4 The Challenge of Leadership

Participant Profile
The programme is designed for top executives who are already in a senior phase of their career and occupy a
significant leadership role.
The nature of the seminar makes it essential for executives to be ready to participate fully in the process of self-
exploration: to discuss their own achievements, fears, anxieties, etc. To ensure a committed and well-balanced
mix, candidates are asked to detail their objectives and personal profile in the confidential application form.
Acceptance will be influenced very much by the replies to these questions.
Average age: 46.

Objectives
The programme aims to improve senior executive’s understanding of how human behaviour affects the
functioning of their organisation. It will help them understand, and therefore deal with, the irrational and
dysfunctional processes in their companies.

Content
The Executive Life
Psychological pressures on leadership
Authority problems in management
Regressive behaviour in organisations
Defensive reactions
Stress symptoms
Organisational Diagnosis and Change
Understanding national and corporate culture
Group dynamics and team building
The process of personal and organisational change
Interpretation of non-rational processes
Emphatic listening
Role of transference/counter-transference

Practical Problem Solving and Career Planning

Organisational transformation
Salient organisational problems
Appropriate plans of action
Life and career planning
Establishing a life balance.

Special features
A central feature of the programme is the use of concepts from psychoanalysis, developmental psychology,
cognitive theory, dynamic psychiatry and family system theory, applied to the organisational system.

Learning Methods
Intervals of around eight weeks between modules allow participants to test intangible classroom concepts in
business situations. Acceptance to the programme implies a full commitment to be present for the duration of the
three modules.

Faculty
Programme Director: Manfred Kets de Vries, Raoul de Vitry d'Avaucourt Chaired Professor of Leadership
Development; Clinical Professor of Management and Leadership, Director of INSEADs Global Leadership

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Centre.
Kets de Vries is a consultant on organizational design/transformation and strategic human resource management
to leading U.S., Canadian, European, African, and Asian companies.

Dates
Start date End date, other modules or other date info: City
10 January 2005, 14 January + 14 - 18 March + 16 - 20 May + 1 - 3 December 2005 at Fontainebleau FR

Other Info
Fee per person: EUR 27,000
Section: Leadership / People Management
Subject Category: Top Executives
Contact: Liz Ciccarella
Phone: +33 1 607 242 03
E-mail: [email protected]
Internet: www.insead.edu

7.8.5 Achieving Outstanding Performance

Participant Profile
Senior managers of companies in manufacturing and service industries. It will be particularly helpful to executives
whose organisations have already mounted performance improvement initiatives and suspect that further
progress will entail a more integrated and radical approach.
Typical participants include General Manager, Managing Director, Manager Human Resources, Financial
Director, Head of Planning, Senior Advisor, Business Development Manager and Quality Director.

Objectives
- Total view of the issues at stake
- Change management without 'slash and burn' techniques
- The secrets of self-sustaining improvements.

Content
Processes
- Core processes of the organisation: identification of value-added processes
- Benchmarking key processes and learning from best practices
- Information technology and process redesign
- Streamlining and reengineering processes

Activities
- Viewing the organisation from a value-added perspective
- Cost of performing key activities
- Deriving key performance indicators from activity analysis
- Role of activity-based cost information in process improvement
People
- Role of employee empowerment
- Performance measurement, evaluation and reward systems
- Organisation structure and control systems to facilitate coordination
- Reengineering managerial behaviour

Learning Methods
Significant and sustained performance improvement cannot be obtained without changing the mindset and
behaviour of people. Processes can be reengineered or activity based management introduced, but if the human
dimension is neglected or mishandled, benefits will be at best modest and probably non-existent.

By stimulating meaningful exchange on both the practical and conceptual levels around carefully chosen case
studies, the faculty will clearly demonstrate the theories relating to the three themes, enabling you to realise the
importance of managing them simultaneously.

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Faculty
Deigan Morris, Programme Director,
Albert Angehrn, Soumitra Dutta, Jean-Francois Manzoni, Heinz Thanheiser.

Dates
Start date End date, other modules or other date info: City
4 April 2005 8 April2005 Fontainebleau FR
6 June 2005 10 June 2005 Singapore SG

Other Info
Fee per person EUR 7,250
Section: Business Management
Subject Category: Senior Executives
Contact: Liz Ciccarella
Phone: +33 1 607 242 03
E-mail: [email protected]
Internet: www.insead.edu

7.8.6 Consulting and Coaching for Change

Participant Profile
Executives focusing on the human factor in organisations. It will be of particular interest to executives from high
growth, intensive people management industries, from HR professionals to consultants.

Objectives
- To broaden the behavioural repertoire for organisational investigation, enabling those working with individual,
groups and organisations to acquire clinically oriented organisational methodology that will help them be
more effective in:
- Fulfilling the role of internal/external consultant
- Managing client relationships
- Creating effective coaching and mentoring programmes
- Guiding change processes.

Content
The main perspectives for the modules are as follows:
Module 1 - Reflective: establishing a theoretical and methodological foundation.
Module 2 - Interpersonal: reading organisations as networks of interpersonal and intra-personal interactions.
Module 3 - Leadership: the dynamics of leadership in diverse organisational contexts.
Module 4 - Groups and teams: understanding the psychosociodynamics of groups and teams through theoretical
frameworks and an experiential learning situation.
Module 5 - Cultural and cross-cultural: looking at organisations as cultural products, reflecting patterns of their
wider society/national environment and as original cultures, created by their members.
Module 6 - Organisational: learn how to think strategically and systematically by examining the elements of
organisational defensiveness and organisational resilience.
Module 7 - Transformational: the clinical approach to managing change. Understanding the intricacies and
interactions between the individual, group, and organisational and environmental levels in the process of change.
Module 8 – Synthesis: the application of the clinical; perspective to coaching and consulting. Building a
community of practice; new horizons in the clinical paradigm; selected topics in the coaching and consulting
practice.

Learning Methods
The pedagogical process used is primarily based on active cases of participants, presenters and faculty.

A web site learning space had been developed especially for the programme, and will be used for sharing course
materials, submission of pre and post module assignments but also to extend the learning space beyond the
class room. This will facilitate interaction throughout the duration of the programme, in particular in the time
between modules.

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Faculty
Programme Directors: Erik van de Loo, Manfred Kets de Vries, Roger Lehman.

Dates
Start date End date, other modules or other date info: City
13 April 2005 16 April 2005 Fontainebleau FR
23 June 2005 25 June 2005 Fontainebleau FR
22 September 2005 24 September 2005 Fontainebleau FR
24 November 2005 26 November 2005 Fontainebleau FR
25 January 2006 28 January 2006 Fontainebleau FR
30 March 2006 1 April 2006 Fontainebleau FR
1 June 2006 3 June 2006 Fontainebleau FR
7 December 2006 9 December 2006 Fontainebleau FR

Other Info
Fee per person EUR 33,000
Please note: the fee will be EUR 34,000.00 as of 1 Jan 2005
Section: Functional Management
Subject Category: Human Resources Management
Contact: Liz Ciccarella
Phone: +33 1 607 242 03
E-mail: [email protected]
Internet: www.insead.edu

7.8.7 Customer Focus: from Promise to Action

Participant Profile
Managers who recognise that customer orientation is not only important for their business as a whole but also
crucial to the sucessful achievement of their own role in the organisation.
It will immediately appeal to companies in the services sector with external customers, but every organisation can
benefit from understanding the concept of internal Customers and how this can deliver greater productivity and
enhanced job satisfaction.

Objectives
- Better understanding of what customer focus means to the participants
- Better integration of their function with the rest of the firm
- Creating value within their function and to their own career.

Content
Classroom sessions deal with:
- Why customer focus is at the heart of great companies
- How you create, select and deliver customer value
- How you move from vicious circles to virtuous circles in serving customers
- How you identify the symptoms of a competitive customer-oriented culture
- How you mobilise the organisation for customer value delivery

Simulation sessions will show how to create and deliver customer value by:
- Investing in innovation to improve the benefits of brands and better satisfy your customers
- Understanding the different customer roles:
- Influencer, buyer, gatekeeper and end-user
- Understanding the links between customer value, customer satisfaction, customer retention and shareholder
value
- Adapting to the evolution of market and competitive conditions

Workshop sessions will allow to prepare and discuss customer-centric action programmes relevant to a personal
business case.

The ValueStrat Business Simulation:

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Allows managers to confront market challenges and competition that closely mirror reality
Is based on actual market data but enables participants to test ideas and learn from mistakes in a risk-free
environment
Spans a series of increasingly complex decision rounds, which are integrated with concept sessions and
exercises that address strategic and tactical issues.

Faculty
Jean-Claude Larréché (Programme Director).

Dates
Start date End date, other modules or other date info: City
2 May 2005 6 May 2005 Fontainebleau FR

Other Info
Fee per person EUR 7,700
Section: Functional Management
Subject Category: Commercial Management
Contact: Liz Ciccarella
Phone: +33 1 607 242 03
E-mail: [email protected]
Internet: www.insead.edu

7.8.8 STOREWARS: The battle for Mindspace and Shelfspace

Participant Profile
Senior executives involved in consumer goods marketing. As a general rule, they would have a minimum of 10
years' management experience and will be 35-50 years old.

Participants come from three distinct segments of the consumer goods market:
Manufacturing: senior marketing executives with responsibility for major trade negotiations
Retailing: senior managers with major merchandising/buying responsibility and general managers of retail stores
Advertising: senior account directors and planning directors.

Objectives
- Getting to grips with the key challenges in FMCG marketing
- Flexible strategy allowing essential tactical moves
- Understanding and maximising the power of brands

Content
Marketing Strategy and Tactics
- Differential advantage and target market selection
- Above and below-the-line spending
- Customer profitability
- Marketing intelligence
- Efficient consumer response

The Brand as a Central Concept

- Building/acquisition of brands
- Brand equity
- Brand extensions
- Brand loyalty/switching
- Euro branding and globalisation

The Retailer as a Major Player

- Retailer strategy
- Merchandising, shelf space, DPP
- Manufacturer- retailer negotiation

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Special features
The Storewars simulation is a unique laboratory to implement marketing concepts and tools.

The simulation recreates the most crucial challenges facing the consumer goods industries:
- Analysis of complex marketing situations
- Development of efficient, effective and coherent retailer and consumer marketing strategies
- Implementation of these strategies through the marketing mix
- Participation in retailer-manufacturer negotiations

Learning Methods
Lectures, case-studies, STOREWARS simulation game and group-work.

Faculty
Marcel Corstjens, Programme Director.
Top executives will be invited as guest speakers to present their views on the changes in the market place, and
to discuss them with participants.

Dates
Start date End date, other modules or other date info: City
9 November 2005 16 November 2005 (to be confirmed) Fontainebleau FR

Other Info
Fee per person EUR 9,900
Section: Functional Management
Subject Category: Commercial Management
Contact: Liz Ciccarella
Phone: +33 1 607 242 03
E-mail: [email protected]
Internet: www.insead.edu

7.8.9 International Marketing Programme

Participant Profile
The International Marketing Programme is designed primarily for executives between 30 and 55 years of age
whose responsibilities require a solid grasp of marketing, but whose past education and career have not provided
them with a complete and systematic mastery of marketing tools.

Objectives
- Accelerated learning on international marketing
- Tools and concepts to analyse your intuition
- Latest developments and technologies plus future opportunities

Content
The International Marketing Programme employs a systematic approach to giving a comprehensive boost to your
current marketing experience.
Among the major themes covered are the following:
- Marketing concepts
- Segmentation and targeting
- Value creation
- Customer analysis
- Product positioning
- Competitive strategy
- Customer satisfaction and maintaining loyalty
- Customer relationship management techniques (CRM)
- Strategic brand management
- Crisis management
- Marketing resource allocation

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Learning Methods
Learning is through class lectures and discussions, case-study work in small groups and experience-sharing with
peers from a great diversity of countries and businesses. Furthermore, a strategic marketing simulation will allow
you to review all marketing tools and apply them in an integrated manner. This cements what you have learnt in a
hands-on practical style and facilitates the transformation in your working environment.

Faculty
Reinhard Angelmar (Programme Director).

Dates
Start date End date, other modules or other date info: City
4 April 2005 15 April 2005 Fontainebleau FR
22 August 2005 2 September 2005 Fontainebleau FR

Other Info
Fee per person EUR 11,600
Please note: the fee will be EUR 10,500.00 as of 1 Jan 2005
Section: Functional Management
Subject Category: Commercial Management
Contact: Liz Ciccarella
Phone: +33 1 607 242 03
E-mail: [email protected]
Internet: www.insead.edu

7.9 Kellogg School of Management

7.9.1 Consumer Marketing Strategy

Participant Profile
Product managers, upper and middle-level marketing managers responsible for consumer products and services,
individuals who have recently assumed marketing responsibilities, and those who wish to develop a marketing
mentality so that they can work more effectively with marketing people.

Objectives
- Assess opportunities in the marketplace
- Analyze competitive strategies
- Develop a product/service positioning and marketing strategy that capitalizes on the most attractive
opportunities
- Learn to build and leverage brand equity
- Translate marketing strategy into sound marketing tactics.

Content
Gain insight into consumers' consumption habits and goals to create a well-defined marketing strategy for
competitive advantage.
- Analyzing competitive strategies
- Gaining consumer insight
- Designing a marketing strategy through effective segmentation, targeting and positioning
- Developing and sustaining brand equity
- Adapting marketing strategy to the local culture
- Developing an effective approach to pricing
- Developing and evaluating advertising and promotion strategies
- Responding to retailing/distribution trends
- Orchestrating elements of the marketing programmes.

Learning Methods
Senior members of the Kellogg School of Management's world-renowned marketing faculty, in conjunction with
leading marketing experts, lead this intensive and interactive seminar which blends cutting-edge theory with
sound marketing practice to provide winning strategies and tactics. Through discussions, case studies, and
exercises you will develop a well-defined marketing strategy for identifying attractive targets and effectively

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positioning products and services to these targets? and translate your strategy into appropriate tactics for
branding, service delivery, communications, pricing, and channels.

Faculty
Alice M. Tybout, Bobby J. Calder, Anne Coughlan, John F. Sherry Jr., Brian Sternthal.

Dates
Start date End date, other modules or other date info: City
24 April 2005 29 April 2005 Evanston - IL US

Other Info
Fee per person USD 7,500
Please note: the fee will be USD 7,900.00 as of 1 Jan 2005
Section: Functional Management
Subject Category: Commercial Management
Contact: Gayle Wells
Phone: +1 847 467 7000
E-mail: [email protected]
Internet: www.kellogg.northwestern.edu

7.9.2 Energizing People for Performance

Participant Profile
Middle to senior-level managers (managers, directors, and vice presidents) and high potential employees who
have (or will soon have) significant responsibility for managing and leading people - with several direct and/or
indirect reports

Objectives
Participants will:
- Explore the latest and most effective organizational processes that you can use to engage and energize your
work force to produce bottom-line results
- Discover ways to build a flexible and adaptable work force capable of constant change
- Learn how to design effective teams to solve problems
- Gain perspective on the most effective ways to measure and reward people performance

Content
- Energize your work force and maximize bottom-line results by implementing valuable people-related
strategies in your organization. Motivating and developing those who work for you involves more than good
leadership skills. It requires effective people-focused processes and motivational tools designed to unleash
the potential in others so they can achieve and sustain high levels of performance.
- Ways to build morale and increase commitment beyond compensation
- Strategies for building trusting relationships with employees' even in difficult times
- The most effective emerging human resource strategies and processes in a variety of industries and settings
- Optimally structured high-performance teams
- Gaining competitive advantage through people
- Pay-for-performance plans.

Learning Methods
- Interactive lectures
- Group discussions,
- Industry speakers
- Real world case studies

Faculty
Brenda Ellington Booth, Robert Dewar, Kenneth A. Lehman, David Messick, Denise M. Rousseau, Leigh
Thompson.

Dates

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Start date End date, other modules or other date info: City
22 May 2005 27 May 2005 Evanston - IL US

Other Info
Fee per person USD 7,000
Please note: the fee will be USD 7,500.00 as of 1 Jan 2005
Section: Leadership / People Management
Subject Category: Experienced Managers
Contact: Gayle Wells
Phone: +1 847 467 7000
E-mail: [email protected]
Internet: www.kellogg.northwestern.edu

7.9.3 Soul of Leadership

Participant Profile
Senior-level executives in a leadership role who desire to improve their leadership ability. Anyone who has the
desire to bring about an evolutionary transformation in the group they lead would benefit from this experience.

Objectives
Participants will learn:
- How they can become an effective leader on a practical level with the ability to actualize a vision that will
make a difference in their organization
- Techniques for conflict resolution and for cultivating emotional intelligence and non-local awareness
- How to draw upon their intuition and creativity to fulfill fundamental human needs
- How to master the entire hierarchy of group needs, from survival and achievement to vision and excellence.

Content
- Exploring the physical quantum and virtual domains of awareness
- Understanding the soul as a confluence of contexts, meanings, relationships, and archetypal themes
- Where and how do I fit in?
- Exploring the hierarchy of the seven natural human responses to situations
- Understanding of the seven fundamental human needs including survival, safety, creative expression,
achievement, belonging, self-esteem, and self-actualization
- Practical exercises for understanding how responses match needs and situations, and evoking these
responses spontaneously
- How the awareness of needs, responses and leadership styles create the cultural environment in which
leaders and followers co-exist and nurture each other
- What can go wrong? The shadow energies that emerge when needs are thwarted or not met. How these
shadow energies can foil the fulfilment of a shared goal despite the best intentions
- A deep understanding of the domain of spiritual intelligence. Non-locality will be explored from both the point
of view of quantum physics and the point of view of spiritual traditions. Non-locality is the key to
understanding meaningful coincidences, synchronicity, so-called

Faculty
Deepak Chopra, M.D. serves as the Director of Education at The Chopra Center for Well Being. Chopra is known
worldwide for his published works. The author of more than 35 books and more than 100 audio, video and CD-
ROM titles, he has been published on every continent, and in dozens of languages.

Dates
Start date End date, other modules or other date info: City
1 June 2005 3 June 2005 Evanston - IL US

Other Info
Fee per person USD 2,800
Please note: the fee will be USD 3,000.00 as of 1 Jan 2005
Section: Executive Skills
Subject Category: Personal Development

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Contact: Gayle Wells
Phone: +1 847 467 7000
E-mail: [email protected]
Internet: www.kellogg.northwestern.edu

7.10 London Business School

7.10.1 Senior Executive Programme

Participant Profile
Senior executives with responsibility for shaping future direction at company level. Likely to be leading a national
organisation, or running a division or corporate function of an international group. At least 15 years of managerial
responsibility, with a significant track record in general management.

Objectives
Participants will:
- Strengthen their confidence in their ability to lead by learning more about themselves as leaders
- Be exposed to new and diverse perspectives on the global world of business
- Equip themselves for successful international leadership by maximising their interpersonal sensitivity and
cultural awareness
- Improve their management skills to allow them to find the balance between work and their personal life
- Recharge their energy and commitment to lifelong learning. They will continue to learn as they implement
their strategies after the programme.

Content
The Strategy theme will teach you:
- What is strategy, deciding on the 'who-what-how' questions
- How to align strategic goals and financial intent and how to link strategy to action
- To identify the key social and economic trends and their impact on your business
- How to manage global customers and partnerships and create passion in your people
- How to create the 'organisational fabric' that promotes innovation

The Leadership theme will teach you:

- About your own individual goals, motivation and performance as a leader
- About your personal responsibilities as a leader and how change must start with you
- How leaders communicate their agendas with passion and impact
- How to win commitment to initiatives and the importance of the art of persuasion
- How to build a top team that can work together and personify shared vision & values
- How to mobilise the organisation and create the context for change

The Transformation theme will teach you:

- How to unleash the inspiration, creativity and excitement required to make transformation happen
- How successful organisations are going beyond strategy, structure and systems to a focus on purpose,
process and people
- About the obstacles to innovation in companies and how to overcome them
- About the what, why and how of radical innovation and the business and personal consequences of radical
change
- To lead your own corporate revolution and adopt a radical new innovation agenda
- To reconsider the emerging role of global citizenship and business in society.

Faculty
Programme Director: David Findley
Other faculty: Wolfgang Grulke, Gary Hamel, Harry Korine.

Dates
Start date End date, other modules or other date info: City
15 May 2005 10 June 2005 London GB
11 September 2005 7 October 2005 London GB

Other Info

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Fee per person GBP 18,490
Section: Business Management
Subject Category: Top Executives
Contact: Michelle Guest
Phone: +44 20 7706 6835
E-mail: [email protected]
Internet: www.london.edu

7.10.2 Driving Strategies

Participant Profile
General managers and senior marketing practitioners from large organisations. They will want to learn more
about how they can develop innovative marketing strategies to drive their companies and their industries forward.
Leaders of dynamic companies of any size will also benefit from attending the programme.

Crucially, their role will involve an element of responsibility for the strategic development of their company
including the marketing strategy.

Objectives
Market driving companies use radical innovation to change industry rules, by educating customers about their
offering, they can transform market place behaviour and gain competitive advantage.

This programme examines how enterprising companies can cultivate successful market driving innovations that
deliver a leap in value to their customers.

Content
Designed to re-invigorate strategic marketing thinking, Market Driving Strategies moves beyond the current logic
of market driven companies such as 'the customer is king' and 'relationship marketing'. Although listening to ones
customers is important, this programme explains how participants can also educate them to understand the leap
in benefits they are offering; driving the market forward rather than letting it drive you.

The programme covers three core themes:

- Identifying overlooked customer needs: redrawing industry segmentation to create new markets
- Reinventing the marketing mix: using vision to create value with the seven Ps
- Delivering a leap in customer value: overwhelming customer expectations with innovative solutions that
seize advantage.

Faculty
The Programme is directed by Nirmalya Kumar.
Nirmalya Kumar is Professor of Marketing at London Business School. He has previously taught at IMD, Harvard
Business School and Northwestern University.

Dates
Start date End date, other modules or other date info: City
24 April 2005 29 April 2005 London GB
13 November 2005 18 November 2005 London GB

Other Info
Fee per person EUR 4,950
Section: Functional Management
Subject Category: Commercial Management
Contact: Julia Titford
Phone: +44 20 7706 6835
E-mail: [email protected]
Internet: www.london.edu

7.10.3 Decision Making for Leaders

Participant Profile

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Those seeking frameworks and guidelines to help them make structured and informed decisions in a difficult
envoironment. Participants are likely to be at a senior functional level, making or about to make the transition into
general managment roles. They may be moving from a structured situation where the decision making
environment is clearly defined to having to structure their decision making for themselves.

Objectives
After attending Decision Making for Leaders you will be able to:
- Identify and tackle the right problem, ensuring you focus your energy in the right area
- Better define your success criteria within the context of your constraints, enabling you to set more realistic
objectives
- Decide who should be involved in the process, adopting an integrated and co-ordinated approach
- Guide and facilitate group decision making to help you move towards consensus and avoid disorganised,
time-consuming meetings
- Understand the importance of data gathering and identify critical information gaps and will have developed a
thorough understanding of the decision-making and implementing process and the ability to apply this to
your future decision-making.

Content
The programme helps you to discover and use a comprehensive structure for making complex decisions with
confidence and capability. It covers the entire skill set required:
- Data gathering
- Analysis
- Decision biases
- Group dynamics.

The programme is structured around three key stages:

Decision framing:
Establishing the most important factors and setting parameters for them identifying the risks and facing up to
uncertainty.

Intelligence gathering:
Evaluating what you know and avoiding bias.

Coming to conclusions:
Reaching a consensus and adopting a systematic approach in the group settings.

Learning Methods
Learning is predominantly experiential to ensure that skills become firmly embedded in your business ‘toolkit'.
Using case studies, scenario planning and group exercises we aim to challenge your preconceptions and
assumptions. You will have the opportunity to apply your learning to your own business challenges and discuss
common difficulties with an international peer group and leading faculty.

Faculty
Zeger Degraeve and Madan Pillutla.

Dates
Start date End date, other modules or other date info: City
10 April 2005 14 April 2005 London GB
18 September 2005 22 September 2005 London GB

Other Info
Fee per person GBP 4,500
Section: Executive Skills
Subject Category: Personal Development
Contact: Andrew Wilson
Phone: +44 20 7706 6835
E-mail: [email protected]
Internet: www.london.edu

7.10.4 Proteus

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Participant Profile
Open-minded and inquisitive top professionals that are leaders at or near the peak of their careers, or at
significant career transition point. They are leaders attracted to experimenting with new ideas, experiences and
perspectives willing to dedicate time and space to consider connections between crucial leadership themes and
their own situation.

Objectives
Participants will be able to:
- Explore key drivers and biases and how they relate to their leadership challenges and choices
- Make better business decision as a result of greater understanding of the competing demands of the global
economy
- Consider how scientific discovery translates into business innovation
- Use the visual and dramatic arts to examine how they can get the best out of talented people in their teams
- Review their life path and career goals and set objectives for the future development of themselves and their
organisations
- Discuss their role as agent of renewal and creator of value for their organisations and how they might
enhance their leadership legacy.

Content
The programme will involve field explorations and dialogue with experts in the realms of philosophy, economics,
biology, technology, science and the arts. The emphasis will be on stimulating, dynamic conversations and
encounters that encourage new thinking and the broadening of horizons.

Human Design
The human animal, our place and responsibilities in the web of life
Encounters in the field: London Zoo

Global development
The Challenge of globalization and economic transformation
Encounters in the field: London's East End and Docklands

Scientific discovery
The transforming power of science and technology
Encounters in the field: high tech businesses/laboratories

The creative spirit

Artistic invention and the theatrical ensemble as models for creative process
Encounters in the field: arts space visit

The leadership legacy

Roles and choices in building ethical, well-balanced societies
Encounters in the field: art gallery and school visit

Biography and destiny

Autobiography workshop
Conclusions.

Faculty
The programme is designed and led by Nigel Nicholson with Patricia Hodgins.
Other faculty includes: Saul Estrin and Anand Narasimhan

Dates
Start date End date, other modules or other date info: City
19 June 2005 25 June 2005 London GB

Other Info
Fee per person GBP 8,000
Section: Business Management
Subject Category: Senior Executives
Contact: Michelle Guest
Phone: +44 20 7706 6835
E-mail: [email protected]

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Internet: www.london.edu

7.11 Templeton College

7.11.1 Oxford Strategic Leadership Programme

Participant Profile
Executives who hold key leadership responsibilities, or direct major change management programmes.
Participants typically have 15-20 years management experience, and come from all industries, sectors and
countries.

Objectives
Participants will gain:
- Exposure to a broad span of leadership experience,
- New insights into analysing and interpreting the experience of leadership,
- The ability to integrate new ideas into current practice,
- Valuable insights from thinking through their leadership strategy in the company of a peer group facing
similar challenges,
- Enhanced ability to identify strategies and actions which increase their effectiveness as leaders.

Content
The first part of the programme sets out to open up new perspectives on leadership, drawing from a range of
classic texts (including Machiavelli, Rousseau and Pareto) and contemporary thinking in the arts, science and
management.

The second part focuses on practical implementation and individual application. The practical relevance of
various approaches is assessed in the course of group projects supported by a series of benchmarking sessions.

A wide range of material is used. This might include a post-modern deconstruction of some famous heroic
leaders - or the use of poetry to explore personal values and identities - or a session on power and negotiation.
One session each day is devoted to a prominent business figure talking about their personal experience of
leadership. Leading Oxford thinkers provide insights into key issues confronting society.

Individual tutorials are a vital part of the programme. Participants can also select from a range of optional
workshops on practical leadership topics.

Special features
The programme is the beginning of a lasting partnership with Templeton College. There is an alumni website and
annual reunion at the College. The programme model remains constant, but the content changes. Alumni are
invited to attend subsequent programmes at a significantly discounted rate.

Learning Methods
Individual and small group tutorials with key plenary sessions. Participants are encouraged to approach the
subject from the perspective of their own situation.

Faculty
Programme director: Marshall Young, Fellow in Strategic Management.
Other faculty: Sue Dopson, Ron Emerson, Keith Grint, Mike Harper, Elizabeth Howard, Janine Nahapiet.

Dates
Start date End date, other modules or other date info: City
15 May 2005 20 May 2005 Oxford GB
13 November 2005 18 November 2005 Oxford GB

Other Info
Fee per person GBP 9,000
Section: Leadership / People Management
Subject Category: Top Executives
Contact: Dorothy Cooke
Phone: +44 (0) 1865 422500

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E-mail: [email protected]
Internet: www.templeton.ox.ac.uk/executive

7.12 Michigan Business School –

7.12.1 Executive Programmes

Participant Profile
Senior executives whose past experience and success have been concentrated in a single functional area. The
programmes is designed to offer them both a deeper understanding of all functional areas and an appreciation of
a leader's role in integrating functional area activities and decisions.

Candidates should meet the following qualifications:

Proven maturity and the desire to be intellectually challenged by advanced-level instruction
A sincere commitment to the intensive study and active discussion that contribute significantly to the programmes
Fluency in the English language.

Objectives
To extend ones views on issues, policy and the competitive environment by focusing on three primary objectives:
Enhancing strategic decision-making ability to improve your competitiveness and add value for all your
stakeholders
Providing an interdisciplinary perspective within an international scope that integrates markets, competition, and
organizational issues, and
Investigating key issues and action plans pertinent to individual organizations.

Content
- Corporate Strategy
- The topic of strategic planning overlaps most of the subject matter covered in this programmes. Emerging
patterns of global competition and host/home government restrictions form the backdrop for firms competing
in the global marketplace.
Financial Analysis and Economics
- An understanding of the principles of economics, accounting, and financial analysis are essential for
managerial success.
Strategic Marketing Planning and Management
- Marketing management is an integral part of the strategic planning process.
Human Resource Management
- Strategic change demands modifications in organizational structure, human resource practices, and
leadership.
Information and Decision Technology
- Key issues facing senior management in the use of technology are discussed.

Learning Methods
- Active participation with others in case analyses
- Situational strategies
- Group computer simulations
- State-of-the-art industry presentations
- Reading assignments
- Small-group studies.

Faculty
C.K. Prahalad; Cindy Schipani; David Ulrich; Dennis Severance; Eugene Imhoff; George Siedel; Gordon Hewitt;
Gunter Dufey; J. Wayne Brockbank; Jan Svejnar; Jeff DeGraff; Jeoffery Stross; Joseph Priester; Kenneth
Lieberthal; Linda Lim; M.P. Narayanan; Martha Stavros-Kimball; Michael Johnson; Raymond Reilly; Robert
Kennedy; Robert Quinn; Ronald Inglehart; Stu James; Thomas Gladwin; Thomas Kinnear; Wayne Baker.

Dates
Start date End date, other modules or other date info: City
24 April 2005 20 May 2005 Ann Arbor - MI US
11 September 2005 7 October 2005 Ann Arbor - MI US

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Other Info
Fee per person USD 29,800
Section: Business Management
Subject Category: Senior Executives
Contact: Michigan Executive Education Center
Phone: +1 734 763 1000
E-mail: [email protected]
Internet: execed.bus.umich.edu

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 7.13 Wharton
7.13.1 Executive Development Programme

Participant Profile
Successful, functional, country, or unit managers who are moving or who will move into management positions
that require the integration of several different functions, products, regions, and operations can acquire a broader,
global perspective in this class.
With at least 40 percent of participants from outside the U.S., classmates offer perspectives from diverse regions
and industries.

Objectives
Participants will:
- Increase the business skills and leadership capabilities of managers who lead key parts of the business and
form the pool of future top leadership of the organization
- Improve the capacity for strategic decision making to think faster and more creatively about current
competitive strategies and solutions
- Deepen understanding of organizational dynamics to improve the design and implementation of new
initiatives and avoid destructive conflicts
- Build capabilities for leading cross-border teams across functions and countries
- Develop knowledge in core areas of business, including finance, marketing, management and strategy
based on current research and best practice.

Content
Gives managers the core business knowledge and organizational sunderstanding ot take on broader leadership
responsibilities and add more value to their organizations.

Finance
Creating Shareholder Value
Value-Driven Decision Making

Marketing
Marketing Strategy
Customer Relationship Management

Global Leadership
Local Adaptation in Global Markets
Faces of Globalization

Strategy
Thinking Strategically
Mergers & Acquisitions
Business Strategy Simulation

Leadership and Organization

Executive Negotiations Workshop
Decision Making and Leadership
Organizational Dynamics.

Learning Methods
- Interactive sessions
- Lectures
- Business simulations
- Personal discussions on leadership development

Faculty
John Percival, G. Richard Shell, Barbara Kahn, Tom Donaldson, Mike Useem, Harbir Singh, Kenwyn Smith,
Mauro Guillen, Zehavit Joseph, Chris DiPaolo.

Dates

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Start date End date, other modules or other date info: City
16 January 2005 28 January 2005 Philadelphia - PA US
8 May 2005 20 May 2005 Philadelphia - PA US
11 September 2005 23 September 2005 Philadelphia - PA US

Other Info
Fee per person USD 18,500
Please note: the fee will be USD 18,950.00 as of 1 Jan 2005
Section: Business Management
Subject Category: Experienced Managers
Contact: Course Consultant Wharton
Phone: +1 215 898 1776 (ext. 1408)
E-mail: [email protected]
Internet: execed.wharton.upenn.edu/1408

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