Columbia Business School - Custom Programs

8/4/2019 Columbia Business School - Custom Programs

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www.gsb.columbia.edu/execed

Custom Programs

for a Rapidly Changing World


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Table of Contents

Columbia Custom Programs: Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

The Columbia Difference: Faculty Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-3

Program Design and Development Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-5

Program Delivery and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-9

Success Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Client List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11


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If you are struggling with a strategic or management issue that affects an entire division or company,

a Columbia Business School Executive Education custom program may be the right solution for you.

Challenges a Custom Program Can Address

Building sustainable leadership capacity in your organization

Repositioning your firm within a shifting industry landscape

Aligning your corporate culture with your strategic vision

Leveraging the intellectual capital of your organization

Managing change caused by growth or post-merger integration

Addressing the challenges and opportunities of globalization

Balancing short-term results with long-term growth

Making the leap from strategy formulation to implementation

Columbia Custom Programs: Approach

Columbia Business School Executive Education is committed to developing the tools and talents

that business leaders need to perform and excel under pressure. Leadership in action defines ourapproach, and our teaching is deeply rooted in the philosophical tenets of pragmatism.

Our work is guided by a simple belief: that an idea, no matter how brilliant, has ultimate value only

when it is put into action. This approach holds that life is the classroom for the adult learner and

reinforces the concept that people learn best through, and from, real-life experiences.

Maximizing this approach, we will partner with you to design, develop and deliver a program that

addresses your companys unique challenges, applying state-of-the-art research and thought

leadership to develop and implement solutions that will achieve results.

Teaching Philosophy

Columbia Business School Executive Education faculty believe the greatest retention of learning

occurs when learners teach each other and put the learning to immediate, practical application.

The majority of the learning occurs through active case application, role plays, group discussion

and knowledge sharing, often augmented by focused short lectures and dialogue.

Senior Leadership Engagement

We often invite and include a companys senior executives to work with our faculty, whenever this

adds value, with the goal of modeling leadership behavior, promoting greater networking and

enhancing outreach skills.


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The Columbia Difference: Faculty Involvement

Our custom programs offer your organization something unique, right from the start: a Columbia

Business School professor who becomes the architect of the program.

A Columbia faculty director, in partnership with you, creates a global educational objective that

reflects your goals, and then sculpts the program accordingly: developing curriculum and recruiting

contributing faculty in the required areas of expertise.

The faculty director has three primary responsibilities:

1. Serves as the program architect. As the architect, the faculty director works with the

client to establish objectives for the program. We must be able to answer the question,

How do these participants act differently after this experience?2. Recruits faculty from within Columbia Business School, Columbia University, and the

world at large to bring the programs content to life.

3. Weaves the golden thread of the program. Arguably the most important part of the role,

the faculty director lives with the program and the participants, laying out the road map

for them and demonstrating how each aspect of the program builds to achieve the

objective. Adaptations in design and approach are completed in real time.

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Columbia Business School Professor Willie Pietersen


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Benefits of a Columbia Business School Executive Education

Custom Program

Generates tangible and measurable results that impact your bottom line and

deliver a lasting competitive advantage.

Equips your organization and staff for success in a rapidly changing, globally

competitive environment by embedding learning systems and a common

business language in your culture.

Establishes a continuing brain trust, which grows in value over the long termthrough follow-up modules, after-action reviews and in-depth knowledge of

the organization.

Develops a thorough situational analysis of your own realities.

Exposes your executives to the latest self-assessment, project management

and financial analysis tools, often developed by Columbias own faculty.

Maximizes the impact via impeccable client service from dedicated Columbia

project-management teams.

In addition to a faculty director, Columbia will assign an account team, led by a senior account manager,

to each program, ensuring that all administrative and logistical tasks are accomplished seamlessly.

The account management team fulfills several roles: Supervises the account to ensure the highest quality customer service

Upon contract, manages initial design and development phase

Becomes an ongoing contact for new program needs or follow-up activities

Assists faculty director in faculty scheduling

Schedules design team communications

Oversees program fees and expenses

Prepares all program materials

Coordinates logistics, include venue planning and faculty travel

Resides on site during program to ensure a smooth and successful delivery


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Program Design and Development Process

Creating a custom program includes several steps, all of which we undertake jointly with you to

ensure that we are meeting your specific requirements.

Integration of content, context and learning process form the basis for program development.

In each custom program we design, we strive to include these pedagogical strategies:

Hands-on and interactive sessions, with limited passive learning.

Contextual learning that is grounded in the realities of your company and participants

immediate business area.

Whole person learning that fosters the development of key mindsets (cognitive),

temperaments (affective), and actions (behavioral). Alternating cycles of action and reflection with increasing contextual and cognitive complexity.

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Content

Learning Process

Context


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The development process can be broken down into four basic steps:

Step One: Needs Assessment/Contextual Analysis

At the outset of any executive education engagement, Columbia Business School Executive

Education conducts a thorough needs analysis: Interview program participants to gain insight into their baseline skills, professional

development needs, learning preferences, and the context, content, and conduct ofvarious scenarios they routinely encounter.

Review relevant business documents to gain understanding and become conversant with

the business lexicon.

Step Two: Program Blueprint

Columbia develops each program as a collaborative effort among our faculty members, designated

representatives from your organization and the Columbia account management team. Working

closely with your organization, we design a program that will meet your performance and learning

objectives and allow you to measure the programs success.

In this part of the process, we develop a blueprint that includes several important details:

Program snapshot Learning objectives Target population

Pre-work Overview of content and learning process via an annotated agenda An evaluation strategy

Step Three: Program Development

Design teams from your organization and from Columbia meet to determine the programs structure:

Develop the content and learning process, including case studies, simulations, role plays,

and supporting materials.

Design a tool kit and coaching process to ensure consistent program delivery and learner

experience, anywhere in the world.

Step Four: Pilot, Evaluate and Refine

Toward the end of the development phase, Columbia can conduct a pilot version of the program to

test and refine content and pedagogy prior to the formal program launch. This is an optional part of

the development process.

During the pilot program, we collect information from your representatives as well as the Columbia

Business School faculty director. In addition, we gather feedback from participants throughout the

pilot and then refine the module design accordingly.

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Needs Assessment/Contextual Analysis

ProgramBlueprint

ProgramDevelopment

Pilot, Evaluateand Refine


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Program Delivery and Evaluation

We recommend three program evaluation methods to assess the programs efficacy and business

impactand to make necessary adjustmentsat key program junctures: during the pilot program,throughout the program itself, and following the program.

Pilot Evaluation

During and after the optional pilot program, we talk with your company representatives, our

faculty director and the program participants, and we review scores and written comments from an

evaluation form.

Ongoing Program Evaluation

During the program, we will continue to use an evaluation form to capture participants thoughts on

their learning experience and the programs relevance to their current and future role. We also ask

for their suggestions for improvement.

After-Action Reviews (AAR)

After each program delivery, an After-Action Review, or AAR, will be held to assess what went well,

what could be done better, and what specific steps we can take to retain what went well and

improve what could be done better. The AAR is performed with the faculty director, account

management team and the key client stakeholders.

Over the longer term, we also can evaluate the programs impact six months after the program, and

up to two years following the programs completion: to assess competency development over time,

application of key course concepts, and business impact, both financial and non-financial.

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Case Study: Deutsche Bank

Faculty Director: Professor Paul Ingram, Columbia Business School

Goal: To create a program for Deutsche Bank analysts and associates that provides them with the

education and skills necessary to move from their current position into a more sophisticated and

strategic role within the company.

Results: In its first run, more than 100 Deutsche Bank employees, from offices around the

world, completed the intense two-week program, which was held in residence on the Columbia

University campus. The sessions on strategy and soft skills, such as conflict management and

negotiation, received particularly high marks from the participants. Many also appreciated the

exposure to MBA-type coursework taught by Columbia Business School professors. The program

is currently ongoing.

Program Description: The program was designed to assist third-year analysts and associates in

making the transition from a technical position to one in which they can create greater value in

their career with Deutsche Bank. With a balanced mix of session topics, the program helps the

participants achieve a new perspective: understanding how their clients do business, as well as

how their clients view Deutsche Banks role within their business.

The program covers four main areas: strategy from the client's perspective, advanced financial

analysis, macro and capital markets, and managing internal and external clients. In their upcoming

roles with Deutsche Bank, the participants will need to be equipped to offer strategic advice to

clients, and they also will assume management responsibilitiesboth of which are major transitions

for them. To that end, the program also covered broader topics related to leadership, strategyand management.

Each session demands preparation by the Deutsche Bank analysts and associatesi.e., reading

cases and reviewing background materialsas well as active participation in class. The schedule

also allows participants time for networking among their international colleagues, as well as one

day of leisure to explore New York City.

Sample session titles:

Fitting Services to Strategy: Mergers and Acquisitions

Advanced Valuation: Methods and Applications

Communicating and Innovating in Teams

Building Social Capital Inside and Outside the Bank

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Case Study: Ericsson

Faculty Director: Professor Willie Pietersen, Columbia Business School

Goal: To align Ericssons top executives in a new business approach that can adapt to a newly com-

petitive environment, related to both the changing telecommunications industry and the

challenge of attracting superb young talent to the company.

Results: To date, more than 200 senior executives from Ericssons divisions around the world have

attended the program. Participants have noted that the program has helped to define a common

base for strategy creation and leadership. The program is ongoing.

Program Description: The program consists of two modules (totaling 10 days) that build the

strategic leadership capabilities necessary for Ericsson to achieve market leadership in this

competitive environment. In addition, the program provides a powerful forum to develop the

insights, practical frameworks and personal capabilities required to address key strategic challenges.

This program is designed to strengthen participants strategic leadership capabilities in the

following areas:

Gain insight into the forces that are shaping the global telecommunications industry;

learn how to identify and exploit market discontinuities and emerging growth opportunities

earlier and better than the competition.

Use Strategic Learning to create and implement breakthrough strategies that strengthen

the core business and take full advantage of emerging opportunities.

Develop customer competence; learn methodologies for generating deep insight into

customer needs. Build an ambidextrous organization that is able to maximize today while creating tomorrow

simultaneously.

Lead organizational change and renewal; build the capability for innovation-led growth;

foster a culture of innovation.

The curriculum includes small-group work, assignments and case studies, as well as field visits to

locations throughout New York City.


Building an Innovative Organization

Developing Deep Customer Insight

Strategic Innovation

Driving Financial Performance


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Case Study: Swiss Reinsurance Company (Swiss Re)

Faculty Director: Professor Rita Gunther McGrath, Columbia Business School

Goal: To create a common understanding and commitment to Swiss Res strategic priorities as they

apply to participants business units.

Results: More than 160 high-level executives from Swiss Re have attended the program, many of

whom reported that focusing solely on strategic priorities was beneficial.

Program Description: Participants were asked to complete assignments before the four-day

program began, most importantly to choose a topic for a personal case and prepare the case for

presentationwith opportunities during the program to develop it further. In this pre-program

period, participants were grouped into virtual teams to gain input from colleagues before arriving at

the program.

Structured around the Strategic Learning Cycle, the program allowed participants to focus on

their personal case during individual work sessions and group sessions. For example, individually,

participants were asked to conduct a situation analysis using tools provided to them, thereby

synthesizing key insights related to the case. In the teamwork sessions, the groups initially were

asked to meet three goals: facilitate the group discussion successfully, provide updates on the

case since the groups met virtually (pre-program), and share the situation analysis and key insights

in a way that would elicit deeper ideas and strategies.

These sessions were followed by additional individual and teamwork periods, in which participants

took the next steps related to their case: i.e., finding alternative solutions, writing a winning

proposition, and then taking that winning proposition to execution.

The Strategic Learning Cycle, around which the program was based, took participants from defining

key insights in their personal case to developing an action plan.

The curriculum includes small-group work, assignments and case studies, as well as field visits to

locations throughout New York City.


Strategic Learning Cycle: Dynamic Competition & Strategic Learning

Strategic Learning Cycle: Organizational Integration

External Perspective on Swiss Re

Six Key Principles to Executing Strategy & Application to Focal Cases


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Success Stories

We partnered with Columbia on a senior level strategy program. In addition to the

thought leadership in key content areas, I am impressed with Columbia's focus on our real business

objectives and their team's adaptability. This is truly a custom program that embeds

Swiss Re's language, culture and goals.

Ms. Rosemarie Dissler

Head of Strategy DevelopmentSwiss Reinsurance Company

Our association with Columbia Business School Executive Education

is moving into its 9th year. The Ericsson Executive program is designed for our most

senior executives, and the idea has been to get the best faculty from Columbia to design and deliver

the program. The executives have been extremely pleased with the program, which has had a

positive impact on the culture of the company. For example, we have been able

to look at strategy from a much more integrated and focused perspective, and many executives

from around the world have attendedmore than 200. It has been the most influential

executive development program we have ever run.

Stephen NewmanExecutive Development

Group Function Human Resources and Organization

Ericsson

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There are many more case studies and success stories that we would be happy to share with you,

including those that may be directly relevant to your current initiatives. Please contact us, and will

provide them to you.


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Client List

Army War College

Aviva

Barnes Group

Bovis LendLease

Center for Curatorial Leadership

Cheng Kuong

Graduate School of Business

Deloitte

Deutsche Bank

Deutsche TelekonEricsson

Fudan University

Japan Bank for Internal Cooperation (JBIC)

Kone

Leading Concepts

M&T Bank

Novartis Oncology

Novartis Pharma

Siam Cement

Societe General

Standard & Poor (S&P)

Swiss Re

Telefonica

Time Warner

U-Place

V Society

Virgin Mobile


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www.gsb.columbia.edu/execed

Contact Us

To learn more about what Columbia Business School Executive Education

can do for your organization, please contact:

Clayton Shedd

Director of New Business Development

Email: [email protected]

(212) 854-7154

Barbara Gyd

Executive Director, Marketing and Business Development

Email: [email protected](212) 854-6140

Columbia Business School Executive Education

Telephone: (212) 854-1617

On the Web: www.gsb.columbia.edu/execed

Documents

Columbia Business School - Custom Programs