Special Supplement _ Volume 06 _ Issue 03 2012

www.efmd.org Special supplement | Volume 06 | Issue 03 2012

A GLOBAL FOCUS SPECIAL SUPPLEMENT

Excellence in Practice 2012Recognising outstanding Learning and Development partnerships

Special supplement | Global Focus Vol 06 | Issue 03 2012

The Excellence in Practice AwardsIntroduction

1 www.efmd.org/globalfocus

In a tough economic climate Learning and Development (L&D) departments have successfully positioned their contributions as investments rather than expenses.

That means that for each L&D project there needs to be a sound (learning) business case – a practice all L&D players have become more and more familiar with – thus increasing the attention to alignment with strategic priorities and underlining the importance of impact.

EFMD’s Excellence in Practice Awards intends to put the spotlights on these practices and how they lead to the most effective L&D interventions.

As you will gather as you read about the 2012 Awards winners, the most successful cases are typically examples of creative and flexible settings or “eco-systems”, working with multiple stakeholders, varying partnerships (sometimes changing throughout the project phases), continuous alignment and elaborate governance structures.

This changing L&D landscape is probably instigating more creativity, change and impact throughout the life-cycle of an intervention than changes in the roll-out and deployment of programmes (such as technology and innovative designs).

An L&D landscape with business schools, alternative providers and corporate L&D departments working alongside each other in continuously evolving partnerships is a theme that will be further explored in EFMD’s forthcoming Executive Education Conference, where a mixed audience of L&D professionals will explore current and future practices in an open dialogue.

Meanwhile, we hope the featured cases in this Global Focus supplement will inspire further debate and action. And maybe next year we will see your practice documented in the competition?

2012 Winners

Lonza AG & University of St. Gallen

Merck & Co., Inc. & The Wharton School (University of Pennsylvania)

BAE Systems Inc & Saïd Business School (University of Oxford)

Siemens AG Corporate Department for Manufacturing & Siemens AG Learning Campus

Goldman Sachs (Foundation) & Leeds University Business School

Highly commended

BSH Bosch und Siemens Hausgeräte GmbH & Axialent Europe Ltd

Nexus (Tyne & Wear Passenger Transport Executive) & Newcastle Business School

Airbus S.A.S & AirBusiness Academy & The Open University Business School

DTEK & DTEK Academy & Kyiv-Mohyla Business School (KMBS)

UBS AG & UBS Business University

Novartis International AG & Novartis Corporate Learning

This changing L&D landscape is probably instigating more creativity, change and impact throughout the life-cycle of an intervention than changes in the roll-out and deployment of programmes

2 EFMD Global Focus | Volume 06 | Issue 03 2012

Free TrialFree trial of Strategic Direction for three monthsFeaturing reviews of the 2012 EFMD Excellence in Practice Award Winning Papers, Volume 28, Issue 11 of Strategic Direction will be available for three months from the 5th October 2012. Strategic Direction is an essential management information resource for today’s strategic thinkers. As a unique service, we scan through the best 400 management journals in the world and distil the most topical management issues and relevant implications for senior managers out of the cutting-edge research. We regularly present case study reviews of the Fortune 500 companies.

To access your free trial, go to: www.emeraldinsight.com/sd.htm and enter the following details in the top left hand corner of the page:

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For more information about the journal, please contact the Publisher, Gareth Bell at [email protected]



Excellence in Practice Awards 2012Observations and Trends

Learning and development: unique investments in the futureThe EFMD Excellence in Practice (EIP) Awards focus on the impact and successes of learning and development (L&D) – with the core question being: “Is this L&D initiative solving what it is intended to solve?”

A very important aspect of the Awards is the focus on the entire eco-system, both inside and outside the client organisations, while recognising and promoting outstanding partnerships between companies and L&D providers.

The area of learning and development is defined in a broad sense, with a specific intervention that can be situated in the domains of leadership development, professional development, talent development or organisation development. An international judging panel composed of representatives from EFMD, corporate, business schools and alternative providers reviewed the case studies submitted for the EIP Awards.

Since its launch by EFMD in 2007, the EIP initiative has focused on highlighting sustainable partnerships between providers and clients. It is very clear from these six years that successful partnerships equal a permanent joint effort through a process of engagement based on consultation and continuous improvement. However, a partnership does not necessarily need to be with an external provider. More and more it is with organisations’ own L&D function.

Often, the learning intervention is treated asa strategic investment, with the longer-term objective of driving innovation and growth. Increasingly indeed, the L&D initiatives are part of performance management processes and strategic plans.

Jury members have also observed a trend moving away from sponsoring or championing towards “ownership” of the L&D intervention. This is often done through the establishment of a governing body that oversees and permeates every step of the learning process.

Impact measurement is not a stand-alone (post) intervention activityThe concept of alignment with corporate strategy is also shifting. In some of the cases, the L&D intervention is entirely driven by the “receiving” organisation with measures of success defined prior to the launch of the initiative. Common elements here are improved competencies, the value of the project outcomes or career progression. Most interesting is the growing importance of project work, leading to ever more sophisticated selection processes for such action learning activities.

The cases confirm, moreover, the width and depth of the investment required by all stakeholders since an L&D intervention also encapsulates the process of creating understanding, excitement and commitment. The overall trend here is that learning and development is an on-going journey, with the blurring of lines between a specific learning intervention and pre and post activities, especially given technological advances.

More specific – as observed by jury members over the years – is the importance of pre-programme phases, going far beyond reading-up, with assessment, individualised support or guidance on action learning projects in practice merging diagnostic and design activities.

Savings from projects are twice the L&D investment costSeveral of the cases illustrate how the overall L&D initiative is financed through savings from the projects undertaken, for instance in terms of internal matches for vacancies or productivity enhancements. This combines with highly cost-conscious approaches in design and delivery. An overall design challenge, which has been growing in importance over the years, is scalability of interventions – several of the cases offer tools to broaden audiences and impact while containing costs.


The overall trend here is that learning and development is an on-going journey, with the blurring of lines between a specific learning intervention and pre and post activities, especially given technological advances


Special supplement | Global Focus Vol 06 | Issue 03 2012 Excellence in Practice Awards 2012Observations and Trends

Most impactful design does not necessarily equal the most innovative pedagogical approachSeveral levels of learning outcomes are often observed, for instance providing management training for local experts or building change management capacity leading to efficiency increase in processes and faster transformation.

Face-to-face interaction and project work are the most common components in recently submitted cases while ongoing flexibility and agility are seen as a given.

For an approach with modules as the centrepiece surrounded by “other” activities, the balance is definitely shifting. And yet another blurred borderline is between methods focused on mindset and methods for skill building. In a complex environment the “being” level and the “doing” level are not (to be) separate.

The ever-broadening palette of delivery modes includes preparatory literature review, expert presentations, simulations, role play, mentoring, shop-floor exercises, case studies, reporting on projects, feedback, assessments, internships, company visits, immersion in target countries, coaching, webinars, job rotation, projects for business growth, reflection sessions, networking, peer-coaching, and rotation of location or learning portals.

Practices in evaluation are as broad as the expected outcomes can possibly be and can, for example, take the form of a test or an exam. Of growing importance here is the evaluation of business-critical projects, which can be both very specific and quantitative or more directed towards behavioural change or organisational transformation. Often the former are intertwined with career development and talent pool growth, again reflecting the double impact at individual and organisational levels.


Evaluation why and evaluation howThe more traditional steps of individual entry requirements and selection processes for possible participation in L&D interventions are losing ground towards a more integrated view of participants as enablers and a balanced view is emerging with personal development and learning project outcomes seen as equals.

This growing role of participants in the L&D interventions allows building on the existing strengths of individuals and the organisation as a whole. Moreover, the active involvement in design and delivery ensures engagement and commitment, additionally dealing with issues owned by the participants ensures relevance. The majority of cases will strive for geographical and gender diversity next to the intentional representation of different business units or companies in the group.

Self-application for participation in L&D interventions is on the increase. In several cases, criteria include recommendation from the potential participants’ manager, which are also prime examples of broadening engagement and diagnostics. Nomination by line and/or senior management reinforces this shift.

Designing with a double aimThe cases highlight design approaches with a double aim – namely solving business issues within the organisation and testing the potential of individuals and organisations. Designing to enhance experiences for personal learning and for organisational development requires in-depth understanding while growth activities designed around the work experience are a recognition of full ownership by the participants. The ultimate impact is in many cases a combination of revitalised organisational capabilities, ROI from growth projects and increased human performance.

Observations are based on the in-depth discussions in the various EIP 2012 jury sessions and prepared by Martine Plompen.

Face-to-face interaction and project work are the most common components in recently submitted cases while ongoing flexibility and agility are seen as a given


Lean Training Linking theory and practice in Siemens


Engineering group Siemens has used ‘lean training’ by a team of trained internal ‘experts’ to teach employees the principles of lean manufacturingSiemens is a long-established German engineering firm that produces a large range of products from semi-conductors to steam engines and has more than 320 production sites around the world. In 2005 a programme began to increase the competitiveness of production while focusing on the sustainable implementation of a lean philosophy.

Until then, there had been no coherent strategy for identifying areas for improvement and creating programmes to facilitate changes in production. Replicating training materials, procedures and protocols was wasteful of both time and intellectual energy. What Siemens needed was a common framework that could be used across the company to ensure that everyone was “singing from the same hymn sheet”.

Lean philosophyLean philosophy proposes that anything superfluous to the end result of customer satisfaction should be eliminated or reduced, thereby simplifying manufacturing, sales and distribution processes. Lean philosophy was first used by the Japanese car industry and although the concept was initially greeted with scepticism when introduced in the West, it is now a benchmark for good practice in manufacturing.

Siemens’ project team used the principles of lean philosophy to develop the Siemens Production System (SPS), a framework that could be used to improve production in all Siemens plants.

Lean philosophy proposes that anything superfluous to the end result of customer satisfaction should be eliminated or reduced thereby simplifying manufacturing, sales and distribution processes

While this was a positive step, it soon became clear that a major hitch in the implementation of SPS was the dearth of experts within the firm who understood lean philosophy well enough to implement it and train their colleagues in its use.

Despite the fact that consultants were and are still necessary for the start-up phase, the idea of contracting with external consultants in the long run was considered and rejected due to both cost and lack of long-term sustainability. What Siemens really needed was a group of “home-grown” experts who could act as trainers and facilitators in disseminating knowledge about lean philosophy across the company.

The Senior SPS Expert ProgrammeIn order to achieve this, Siemens developed the Senior SPS Expert programme. The role of the Senior SPS Experts was to act as facilitators, trainers, role models and ambassadors.

They needed to be employees with an in-depth understanding of lean philosophy as well as considerable experience in its implementation. In order to prepare people for this role, Siemens implemented a tripartite training programme to produce three levels of expertise. The first level was the “expert”, the second was the “senior expert” and the third was the “principal expert”.

After completing the programme SPS Experts were required to develop and implement lean processes in their area of manufacturing – for instance, on a particular production line. Senior SPS Experts had the responsibility for manufacturing processes on a plant-wide basis while the Principal SPS Expert had a broader focus, such as the complete manufacturing network.


Siemens anticipated that, depending on the size of the manufacturing plant, two to ten Experts would be required per plant along with up to five Senior Experts. Principal SPS Experts would be deployed at a rate of one or two per business unit.

Applying the lean philosophy to trainingTraining employees in the understanding and application of the SPS needed to be done as efficiently and cost effectively as possible in congruence with the avowed lean philosophy itself. To achieve this Siemens decreed that certain conditions must be met.

The first of these was speed of implementation. The firm set a nine-month target for the development and piloting of the Senior SPS Expert programme. Other conditions included standardisation and internationalisation.

Siemens wanted to ensure that the programme could be used throughout its plants and therefore the pilot programme required the inclusion of international participants. In addition, the programme had to be cost effective, which excluded the use of outside expertise or delivery in hotels or similar training centres.

Implementation of the SPS trainingTo maintain cost-effectiveness and sustainability, training had to be delivered in host plants coupled with on-going mentorship in participants’ own work environments. This had the added advantage of available expertise during the initial training and the facility to apply learning to actual work situations during the mentoring phase.

Learning and teaching methods congruent with lean philosophy were developed for the programme. These included training in research methods and literature searching, experiential and simulation learning, and practical exercises enabling participants to apply SPS principles in their own work environments.


Special supplement | Global Focus Vol 06 | Issue 03 2012 Lean Training: Linking theory and practice in Siemens

Siemens wanted to ensure that the programme could be used throughout its plants and therefore the pilot programme required the inclusion of international participants

Evaluating the SPS programmeThe programme outcomes have been very positive. In the first three years the number of experts expanded from 100 to 500 (all levels), while productivity increased by around 30% at relevant production sites.

This increase in productivity is highly sustainable, being matched, for example, with lower energy consumption and decreased C02 emissions.

However, the bottom line in any commercial change is always the customer. Returning to the basic principles of lean philosophy, increasing customer satisfaction is the overarching goal of improving manufacturing processes. Anything that does not contribute directly to this goal should be eliminated or reduced.

The SPS training enabled an integration of theory and practice by incorporating work-based projects and expert mentoring into the educational programme. The end result is a leaner, but happier not meaner, workforce and satisfied customers who will continue to look to Siemens for their engineering requirements.

This review is based on “Senior Siemens Production System (SPS) Expert Program” by Walter Liebisch and Ralf-Ulrich Gruhs.


30%The programme outcomes have been very positive. In the first three years the number of experts expanded from 100 to 500 (all levels), while productivity increased by around 30% at relevant production sites



Accelerating senior leaders’ development and driving growth strategy

Merck’s Executive Development Program developed with the Wharton School of the University of Pennsylvania integrates residential learning modules with high-return action learning projects.Merck, the second-largest healthcare company in the world, has been partnering with Wharton on a learning initiative to strengthen the strategic capabilities and leadership behaviours of its senior leaders since 2009.

The company, which merged with Schering-Plough in 2009, operates in more than 140 countries, with worldwide sales of around $48 billion in 2011. The merger aimed to create a new kind of healthcare company, one that improves health and well-being by providing innovative medicines, vaccines and other consumer and animal health products.

With greater global reach, the combined company could offer more diverse products through a broader range of businesses with a stronger development pipeline. These strategic shifts along with the rapidly changing healthcare environment demanded new skills from the company’s leadership and increased the need for a strong talent pool with a similar background of strategic knowledge, language and experiences.

The challenges of a tough business climateThe merger took place during an economic downturn, when the newly enlarged organisation was dealing with – an uncertain political and policy climate– globalisation and the increasing influence of emerging markets – consolidations taking place within the industry

In addition, the pharmaceutical industry was facing new healthcare models and rising competition from generics as patents reached maturity, leading to increased pricing pressures and shrinking margins.

Despite these challenges, Merck decided to design and implement an executive development programme in collaboration with the Wharton School of the University of Pennsylvania in America. What the company wanted to achieve from the Global Human Health (GHH) Executive Development Programme was to:– improve leaders’ capabilities in key competency areas– generate a significant return on investment (ROI) on projects within

the programme– strengthen succession planning by developing senior leadership talent

There were initially two key target populations: general managers (GMs) and managing directors (MDs).

140Merck, the second-largest healthcare company in the world, operates in more than 140 countries, with worldwide sales of around $48 billion in 2011.


A strategic shift of this scale demanded new skills from the combined company’s leadership and increased the need for a strong talent pool with a similar background of strategic knowledge, language and experiences

Designing a high-impact learning and development initiativeMerck put together an initial model of the core competences needed to fulfil these positions before joining with Wharton in February 2009 to conduct an in-depth needs assessment that would:– evaluate the initial competency model– add appropriate behavioural anchors– recommend a “best-in-class” learning

initiative to instil these competences into the people who were either in or destined for Merck’s commercial leadership roles

The learning initiative focused on accelerating the development of key capabilities needed to advance Merck’s business goals, so Wharton engaged with Merck’s top executives using them both as experts and as resources in association with the Wharton faculty. As Merck’s learning partner, Wharton developed a deep understanding of Merck’s objectives and strategic challenges.

The programme was customised to the needs of the business so that it would be effective in developing strategic capabilities in senior leadership roles. Meaningful growth projects were generated by drawing on Merck’s current business challenges with the aim of having significant business impact.

Before the launch of the learning initiative, measures of success were defined to include:– improved competencies, measured by

systematic debriefing and self-assessment against eight key capabilities

– the return on investment (ROI) on growth projects directly linked to Merck’s strategic objectives and their economic and organisational development impact

– the impact on participants in terms of their career progression within Merck


Special supplement | Global Focus Vol 06 | Issue 03 2012 Accelerating senior leaders’ development and driving growth strategy

Rolling out the programmeThree months after contracting to work with Wharton, Merck’s programme design was complete. During this time the Merck-Wharton team discussed details of each residential module, the design methodology and learning objectives in weekly conference calls, enhancing stakeholder commitment. An engagement session with Merck’s senior leaders enabled executive sponsors to review each content area and ask questions of Wharton’s faculty members about their approach to their sessions. At the same time the design team obtained insights and examples from the sponsors so that Merck’s strategic priorities could be encapsulated within the programme.

The first cohort of the Executive Development Programme took place between May 2010 and April 2011. One of the key factors in its success was the interactive dialogue between Merck’s most senior leaders and programme participants in “leaders teaching leaders” sessions, which focused on Merck’s strategic priorities and the associated leadership challenges. Feedback from Merck executives was incorporated into subsequent modules as a result of continuous monitoring of the programme and growth projects.

The programme interspersed four residential learning modules with action learning and use of an on-demand virtual learning package. Designed for the senior leaders with commercial strategy responsibilities around the world, its objectives were to:– use a formalised approach to develop and

strengthen skills, knowledge and behaviours– link the learning with Merck’s real, success-

critical issues– use in-house resources and outside expertise to

accelerate business outcomes for key projects– strengthen Merck’s benchmark for succession

planning

In the residential modules, Wharton, Merck and industry experts linked current thinking with key capabilities, covering:– reflection, self-discovery and laying the

foundation for project work– strategic perspectives and customer-centricity– global perspectives and talent management,

entrepreneurship and innovation– leadership and strategic execution

To heighten awareness of different perspectives on the healthcare industry, the third residential module took place in Mumbai, India. This allowed participants to observe local business practices, increasing their appreciation of what it means to do business in an emerging market.

Action learning project work continued throughout the 12-month period, together with an emphasis on personal reflection and application of developing skills. Five teams were assigned to projects aligned with Merck’s strategic growth drivers, each with a Merck executive sponsor and a Wharton faculty advisor. These projects were designed as the primary learning vehicle for the programme, driving growth, promoting appropriate risk-taking and challenging participants to take ownership of the direction and execution of Merck’s strategy.

One of the key factors in [the programme’s] success was the interactive dialogue between Merck’s most senior leaders and programme participants in “leaders teaching leaders” sessions, focused on Merck’s strategic priorities and the associated leadership challenges


Outstanding results have led to expansionParticipation in the programme brought a wide variety of successful outcomes, including:– a new approach to selling into emerging markets– faster decision-making processes leading to increased sales revenues– the use of more customer-centric approaches to establish a new

market for an existing Merck product

Entrepreneurial mindset and global perspective were reported as the capabilities where participants had shown the greatest improvement. Almost two-thirds of those taking part were promoted or moved into new leadership positions during or after the programme. In addition, the company reported significant achievements in terms of its business goals, with the growth projects resulting in new sources of revenue generation, expansion into new markets and more efficient decision making.

Participants were very positive about the programme, commenting that:– the project helped them to capitalise on experiences from each team

member– building up networks cut the time needed to generate contract pricing– working on the action-learning project jump-started one team’s

success in winning a multi-million dollar contract

The Evaluation Institute of the Learning Alliance, headed by Robert Brinkerhoff, confirmed these results through an online survey and in-depth behavioural interviews with a sample of participants. Their review concluded that the programme had a major impact in:– advancing competencies– influencing leadership behaviours in line with business goals and strategy– achieving high-value financial results

The success of this initiative meant that it has now been expanded to include a wider population of senior leaders from across the organisation. With design enhancements and more efficient delivery approach, the third programme was launched in March 2012. Growth projects continue to produce a high return on investment and participants continue to move into new leadership roles.

This review is based on “Merck Global Human Health Executive Development Program”, by Nancy Singer (Merck), Judy Kelley (Merck), Cara Stolarczyk (Merck) and Sandhya Karpe (The Wharton School) and A Janeen Pesiridis (The Wharton School).


How BAE Systems Inc and Saïd Business School built cultural awareness and a global mindset.

Set against the backdrop of increasing globalisation of markets, cultural awareness and a global mindset is fast becoming a key leadership quality that global organisations would wish their leaders to possess.

BAE Systems is an excellent example of this; committed to the delivery and support of advanced aerospace and defence systems, it is headquartered in Britain but with home markets in America, Britain, Saudi Arabia, India and Australia.

Anticipating a future where 50% of sales may come from beyond these home markets, BAE Systems Inc – an American subsidiary of BAE Systems – recognised the need for managers who have developed such a global mindset. In doing so, it placed a premium on the ability to understand customers and their cultural context and earn the credibility and respect necessary for continued success in overseas markets.

A bold initiative was therefore embarked upon to identify and retain future high-fliers and help them achieve global awareness early in their careers. BAE Systems Inc also hoped to reduce the attrition that can be a problem at this stage of the careers of bright graduates.

This attrition, coupled with the anticipated reduction in recruitment of new graduates, meant BAE Systems Inc needed to find a way to retain and motivate high-calibre entrants. Offering them recognition as potential future leaders while providing training in global awareness was an ideal solution.

While sending future leaders on international assignments is commonly used to build this type of capability – and BAE Systems Inc regularly


Building global mindsets for a global future

Attrition, coupled with the anticipated reduction in recruitment of new graduates, meant BAE Systems Inc needed to find a way to retain and motivate high-calibre entrants. Offering them recognition as potential future leaders while providing training in global awareness was an ideal solution

employs this strategy – using international assignments alone to build the required global mindset on the scale envisaged was thought unsustainable. An alternative was therefore sought to meet this challenge head on.

Early in 2010 the company approached Saïd Business School at the University of Oxford in Britain, an executive education provider that stood out as one of the elite schools in the rankings and that it was familiar with, to design a new development initiative to build global mindsets in future leaders.

The result of this was the Global Early Careers Development Programme, which would expose participants to the stimuli necessary to create a global mindset at a lower cost than deploying this population on international assignments.

This approach had another distinct advantage in reducing the risk created through the differences in depth and quality of these assignments. Therefore, the learning and development across cohorts was to be controlled and consistently applied throughout the talent pool. The following objectives were desired from this programme:– to provide a pool of talented future leaders

who have an understanding of the global issues that will be required for leadership in the years ahead

– to increase the profile, capability and visibility of early career leaders

– to engage participants in experiential learning– to understand how partner organisations

working in different contexts operate– to expose participants to senior business

leaders– to provide an intellectually challenging

experience through innovative approaches to engage gifted adult learners

In order to ensure the programme had the desired organisational, commercial and behavioural impact in terms of developing demonstrable global mindsets, the design



Special supplement | Global Focus Vol 06 | Issue 03 2012 Building global mindsets for a global future

was carefully co-created between a team from Oxford and BAE Systems Inc to inspire specific behaviours post-programme.

The programme allowed the space for participants to demonstrate the ability to build successful internal and external international business relationships; choose career paths that align with their interests as a result of deeper knowledge of BAE Systems’ reach and activities across the globe; make decisions that align with the challenges facing the company; and to seek and apply the advice and insights of internal mentors.

For the programme to achieve such behavioural impact it was recognised that learning in the classroom had only limited impact. For real awareness and understanding it was essential to utilise Discovery Visits in America and Turkey – the locations for the first two of the three programme modules.

These visits, which were facilitated by Oxford faculty, provided encounters with unfamiliar people and places. These self-contained high-impact “learning journeys” were designed to surface, test and shift key assumptions about the future of life and business and served as an essential mechanism to bring some of the more abstract content and themes of culture and difference to life.

The first visit took the group to the Office of Refugee Resettlement, a Government agency in Washington DC. Here the cohort spent several hours meeting a selection of those granted refugee status in America (victims of torture, human trafficking and political asylum seekers). The impact of this experience, learning directly of the often extreme situations from which the refugees sought safety, was very impactful emotionally, psychologically and intellectually.

The programme challenged the participants, inspired new and original thinking, and encouraged the creation of a more productive space for innovation and conversation

In Turkey, a visit to Istanbul’s Grand Bazaar was used to challenge participants to purchase 500g of Turkish Delight and a handmade inlaid jewellery box through negotiation with Turkish store owners. As before, the outcomes required were clearly tied to building global mindsets by giving participants first-hand experience of negotiating in a new culture and developing skills through the ability to transform acquired knowledge generated in the classroom to new situations.

This second module also leveraged its location by incorporating a visit to one of BAE Systems’ business partners in Turkey, joint venture partner FNSS in Ankara. Here, a day was spent meeting a variety of the company’s leaders and learning the specific dynamics of marketing defence systems and services in the Muslim world.

The capstone was a third module delivered virtually. In itself this brought enormous time and cost benefits with Telepresence technology allowing for perceptions of facial expressions and other body language to be “felt” by the cohort and the faculty team. Delivery of this module virtually also provided an ideal format to provide participants with exposure to senior executives globally, enabling access to their perspectives, insights into the future and experiences.

The programme challenged the participants, inspired new and original thinking, and encouraged the creation of a more productive space for innovation and conversation.

For example, the first cohort to complete the programme set up their own self-organising and self-directed learning group utilising the social media site LinkedIn.

This programme took a first and deliberate step towards the creation of a new generation of business leaders who can think creatively within the context of a global economy. It provided an important intervention at a crucial career point to engage them in applying a global perspective to their future work. An initial evaluation of the programme’s impact demonstrates promising results.

As the third cohort draws to an end, out of the 50 participants from the first two iterations, 32% have already gained promotion while 18% have taken on new roles and opportunities including overseas assignments and entry onto the next career progression-planning programme.

This review is based on “Trusted, Innovative, Bold: Building Global Mindsets for a Global Future” by Andrea Lewis (BAE Systems Inc) and Tim Sellick (for Saïd Business School).


32%As the third cohort draws to an end, out of the 50 participants from the first two iterations, 32% have already gained promotion while 18% have taken on new roles and opportunities


A collaboration between Goldman Sachs and Leeds University Business School has positively impacted hundreds of small and medium-sized UK businesses. What’s more, this number is growing.

Following the launch of 10,000 Small Businesses in the US in 2009 Goldman Sachs sought a partner to pilot the programme in the UK. Having identified Yorkshire as home to a high level of entrepreneurial activity, Goldman Sachs worked with a Leeds-based organisation, Ahead Partnership along with its national partner Oxford Saïd Business School to find a delivery partner in the region.

Following meetings with a number of institutions in Yorkshire, Goldman Sachs chose to work with Leeds University Business School (LUBS) to launch its 10,000 Small Businesses programme in Britain. LUBS is ranked among the top 100 business schools globally and is known internationally for the high quality of its research, teaching and facilities.

Its internationally recognised research expertise is coupled with a strong pedigree in leadership education and it has a wealth of experience in creating and delivering management, leadership and development training opportunities to the small and medium-sized enterprise (SME) sector.

Helping businesses growGoldman Sachs 10,000 Small Businesses is a programme of learning and development aimed at SMEs with growth potential. Government support for SMEs in Britain has reduced in recent years and the economic climate has meant that there are much fewer opportunities for low-cost training and development for business owners/managers.

In 2010, a report by Experian found that more than 50% per cent of British employment is provided by SMEs. It concluded that greater encouragement of SMEs could have a significant impact on employment and, ultimately, economic recovery.

It is against this backdrop that Goldman Sachs sought a partner with which to launch the 10,000 Small Businesses programme in the UK in 2010. The programme had already been successfully run in New York and is based on the view that greater access to a combination of business support services and leadership development opportunities provides the knowledge and impetus business leaders require to stimulate business growth. Its goal is to provide the tools, knowledge and resources to help participants lay foundations for long-term, sustainable business growth and job creation.


Unlocking business potential

Forging partnershipsFollowing the launch in late 2010, the close working relationship between the two organisations has since grown and matured. The success of the programme, due in no small part to the strength of the relationship, has led to the programme being rolled out to other regions of Britain.

Ahead Partnership continues to support the programme through assisting with the recruitment of business owners/managers. Oxford Saïd Business School has also been involved in the initiative since the beginning, ensuring consistency of the curriculum and providing feedback, insight and practical assistance to delivery partners across the country.

LUBS is currently delivering the programme to two cohorts of approximately 30 businesses each year in the Yorkshire region. Universities in other regions have now been recruited to deliver the programme locally: Manchester Metropolitan University began delivering the programme in March 2011; Aston University in Birmingham took on its first cohort in November 2011; and University College London joined the programme in February 2012. LUBS plays a major role in supporting these partners and has been instrumental in the creation of a network that meets regularly to share best practice and discuss experiences.

Developing a culturally appropriate curriculumThe original curriculum for Goldman Sachs 10,000 Small Businesses was developed by Babson College in America. LUBS, in partnership with Oxford Saïd Business School, has used this as a basis to develop a curriculum suitable for British SMEs.


50%A report by Experian found that more than 50% of British employment is provided by SMEs. It concluded that greater encouragement of SMEs could have a significant impact on employment and, ultimately, economic recovery


Special supplement | Global Focus Vol 06 | Issue 03 2012 Unlocking business potential

The LUBS approach to the curriculum was based on experience of working with SMEs in the past and draws upon research carried out at LUBS about how small businesses learn, which found that owners/managers require space in which to focus on strategic goals and that learning is most effective when it involves real-world issues.

The 10,000 Small Businesses programme includes a raft of unique networking and peer-learning opportunities, along with coaching, to assist with the practical issues of managing change – and growth – within the business environment.

During the programme, participants attend business and management education sessions. These sessions are taught by a mixture of experts drawn from LUBS and the business community and aim to provide both a theoretical and practical framework through which participants can develop a growth plan for their business.

The programme has no formal assessment as such, although every business is expected to produce a growth plan while undertaking the programme. Along with the taught sessions, there are workshops, tailored around the cohort’s needs, that support the main sessions.

The entire process, from selection to completion, represented a tangible opportunity to steer our business in a structured and informed fashion. It has provided us with much needed skills and wisdom. An amazing opportunityJanette Elliott Director Elliott Hygiene Ltd


The impactIn total, more than 250 businesses have participated in the 10,000 Small Businesses programme in Britain and more than 100 of these are based in Yorkshire.

Key tangible benefits of the programme include the development of new/different product or service offers, changes to business systems and procedures, and, in some cases, the securing of growth investment, all of which the participant businesses have reported as being as a direct result of their learning. While financial goals for each business are unique, in the longer term these will be monitored on a regular basis by Goldman Sachs and LUBS.

There are also numerous, less tangible – but nonetheless important - effects from undertaking the programme. For many, a growing confidence, coupled with a greater understanding of business potential, has provided the impetus for change and growth.

Another direct result of the programme has been the establishment of a social business. Called LEEP Forward (Legacy Ethical Entrepreneurship Projects), the organisation will invest time, skills and, where appropriate, finance, in organisations with social aims at their core. This new organisation, which will have a formal launch in the Autumn of 2012, was formed as a direct result of discussions following a taught module about connecting financial and social value.

This review is based on “Goldman Sachs 10,000 Small Businesses in Yorkshire & Humberside” by Deepak Jayaraman (Goldman Sachs), Sarah Hackett (Goldman Sachs) and Rob Whieldon (Leeds University Business School)

“Being the leader of a business can be a lonely place, where the weight of responsibility can sometimes make you question why you started your own business in the first place. The opportunity to openly discuss ideas and values and debate business problems is one no business owner should pass up.” Gareth McDonnell Managing Director F1 Print Ltd


How Lonza and the University of St Gallen revolutionised the company’s strategy development process.

Lonza is a leading international supplier to the pharmaceutical, health care and life science sector. With 11,000 employees and 12.3 billion in sales it has a strong presence in America, Asia and Europe and is listed on the Swiss and Singapore stock exchanges.

In 2010 the Lonza Management Committee identified a number of important challenges such as changing regulatory policies, very cautious customers, high volatility in currencies and raw material prices, and increasing speed in application development and growing R&D networks. These challenges called for a fundamental review of Lonza’s business positioning, market assumptions and forward strategy on a corporate as well as on a Business Unit level.

A firm believer in the importance of keeping decision power close to markets and clients, Lonza has established a decentralised structure with the Business Units having a high degree of autonomy. At the same time Lonza Business Units share the same production facilities to a large extent, thus requiring a highly co-ordinated resource allocation strategy.

The strategy process had thus far also been decentralised with significant differences in quality and relevance of the resulting strategy papers. Lonza now was looking for a way to have a more structured and aligned process while keeping the advantages of a decentralised approach such as market closeness and commitment. Lonza’s experience with a consultant-led approach a few years before had not been satisfactory.


Linking Executive Education and Strategy Development

A well-structured and highly customised process makes sure that the programme participants develop valuable results. Close interaction between participants and top management assures the constant support and a close fit to Lonza’s business needs

The ‘deep-customising’ approachAfter evaluating different options Lonza opted for an innovative, deeply customised action-learning approach together with the University of St Gallen in Switzerland. Combining managerial learning and corporate development, Lonza’s 150 most senior managers embarked on a learning journey not only leading them to understand the essence of strategy development and implementation but also to develop their own strategy as an action-learning project.

A well-structured and highly customised process makes sure that the programme participants develop valuable results. Close interaction between participants and top management assures the constant support and a close fit to Lonza’s business needs. This way participants keep the ownership of the process and develop not only valuable strategy documents but also a high commitment towards their strategy.

Lonza Corporate HR and the University of St Gallen worked closely in the diagnostic and design phase to jointly develop and adapt the process to Lonza’s specific needs. In a joint half-day workshop with Lonza’s Management Committee, the programme was then discussed in depth and aligned with Lonza’s long-term goals.

Among others, Lonza’s vision and mission were discussed and refined in order to fit the process. Through this workshop the programme achieved unanimous support from Lonza’s Management Committee.

At this point it was decided that Lonza’s established annual strategy process would be suspended and replaced by the programme. This created a very close and vital link between the programme and Lonza’s business reality.

The in-class part of the learning journey was divided into three short modules.


11kWith 11,000 employees and €2.3 billion in sales Lonza has a strong presence in America, Asia and Europe and is listed on the Swiss and Singapore stock exchanges


Special supplement | Global Focus Vol 06 | Issue 03 2012 Linking Executive Education and Strategy Development

The first module – lasting two days - guided the participants through the fundamentals of strategy and provided input on the leadership challenges in developing and implementing strategy. The strategy development process was explained and participants received a set of relevant templates for their strategy work. Then the participants worked on their respective strategic challenges for 45 days. Coaching was offered on an optional basis and two Business Units made use of this offer.

In the first transfer phase the teams analysed their Business Unit gaps and their critical success factors as well as their environmental assumptions in order to generate strategic options. They returned to class for a day to present their progress to their peers and to engage in a process of friendly peer consulting. Some additional guidance on the way going forward was also given.

The teams worked a further 45 days mainly on product, customer, regional and channel strategies before coming up with a final strategy document. In the last one-day session they presented the final documents. Feedback was given by the faculty and a member of the Management Committee.

After the last stream the results were presented to the Management Committee and were an excellent basis to assess the different Business Unit strategies, to prioritise projects and investments and consolidate the input from the Business Units into the corporate strategy. The outcomes of this exercise were adopted by the Management Committee, incorporated into the corporate strategy and then approved by Lonza’s board.

Focus

Approach

Process

Degree of customisation

Ownership

Commitment

Facilitators

TRADITIONAL CUSTOM BUSINESS

Management learning

Deliver programmes to improve participants’ knowledge in a defined field of expertise (ie strategy)

Different approaches but often top-down with limited link to the company’s strategy

Moderate

External – faculty

High with the participants but often low at top management

Experienced and knowledgeable faculty

CONSULTING

Corporate development

Conduct a thorough strategic analysis and come up with a analytically sound strategy and implementation plan

Mainly top-down (top management buy-in)

High

External – consultants

High at top management but often low with other participants

Consulting teams with a mix of experienced and junior consultants

DEEP CUSTOMISING: PROCESS-ORIENTED EXECUTIVE EDUCATION

Management learning with corporate development

Develop a committed strategy and improve the participants’ strategic skills based on a well-structured action-learning process

Top-down and bottom-up through multiple learning and feedback loops

High

Internal and External: participants for strategic content, faculty for strategy know-how, process and coaching

High at top management and all participants

Experienced and knowledgeable faculty with sound business experience and coaching and consulting skills

Fig. 1: Differentiating factors of the deep customising approach(description of traditional custom business and consulting are archetypes and may differ in concrete cases)

The resultsThe programme was central to Lonza’s future course of action. It led to concrete tangible results such as the acquisition of a major competitor and to the reinforcement of the existing joint venture strategy. It revolutionised the strategy formulation process and outcome.It revitalised Lonza’s organisational capabilities and individual competencies.

Being a driving force in a large acquisition typically is not part of a customised programme but this programme proved that executive education can provide extraordinary value if it is willing to leave the beaten paths of traditional teaching-oriented programmes and take a “deep-customising” approach.

This programme was not only successful but also very rewarding for the participants, top management and the faculty. Being in the driver’s seat of one’s own strategy development in a safe and supportive setting has been pointed out consistently by the participants as being highly motivating and effective at the same time.

This review is based on “Business Unit Strategy at Lonza – Linking Executive Education and Strategy Development” by Uwe Boehlke (Lonza) and Philipp Guthof (University of St Gallen).


Focus

Approach

Process

Degree of customisation

Ownership

Commitment

Facilitators

DEEP CUSTOMISING: PROCESS-ORIENTED EXECUTIVE EDUCATION

Management learning with corporate development

Develop a committed strategy and improve the participants’ strategic skills based on a well-structured action-learning process

Top-down and bottom-up through multiple learning and feedback loops

High

Internal and external: participants for strategic content, faculty for strategy know-how, process and coaching

High at top management and all participants

Experienced and knowledgeable faculty with sound business experience and coaching and consulting skills

APPLICATION IN LONZA PROGRAMME

Improved the strategy and leadership skills of the participants and developed sound and harmonised Business Unit strategies

Participants learned the essence of strategy and leadership and directly applied them in their action-learning project. A structured process, relevant Excel and PowerPoint templates and coaching ensured positive results

Throughout the design meetings, the roll-out and the final meetings top management was present and assured a constant exchange of ideas between participants and top management

The process was developed and agreed upon in detail in a series of design meetings with Lonza HR and senior management so that it would fit the Lonza culture and key challenges

The participants were the sole owners of the content of their strategy and what they were going to present to and discuss with senior management. The University of St Gallen facilitated this by framing the process, providing input on strategy, and by offering leadership training and coaching

The ownership and the constant interaction with the Management Committee ensured a high degree of commitment

The Academic Director is a professor and the founder of a consulting company at the interface of strategy and IT (which he sold when it was 800 employees strong). The Programme Director could draw upon more than 15 years of in-company leadership experience, including at C-level, in different industries

Fig. 2: Implementation of ‘deep-customising’-approach at Lonza



Highly Commended Brief executive summaries of the six Highly Commended cases

Category: Executive Development

BSH Bosch und Siemens Hausgeräte GmbH & Axialent Europe Ltd

BSH Leadership Development ProgrammeBSH and Axialent have been working since 2009 in designing and delivering a new Leadership Qualification Programme across the BSH Group.

The programme was born in response to changing market conditions and internal surveys that called for a new type of leadership to sustain the group’s competitive edge. A desired culture shift was agreed upon: from a predominantly task-focused, highly hierarchical and German-centric style to a more people oriented, empowered and diverse environment.

The purpose of the programme is two-fold:– Improve the quality of leadership across the BSH group – Equip executives to lead the culture transformation

mentioned above

The programme consists of 15 modules targeted at three different seniority audiences: Leaders of Employees, Leaders of Leaders and Leaders of Strategic Entities. Each target group has four to five modules and executives are expected to complete their journey in three to five years with approximately 15 training days total. The learning experience is strongly linked to the BSH business making it relevant to leaders’ day-to-day challenges, and has a very interactive and experiential approach. Pre-work, self-assessments and coaching complement the process.

Given the proliferation of vendors and modules in the previous programme, the choice of one strategic partner that could provide a holistic approach was key. In Axialent, BSH found an ally that integrated BSH technical content with a values-based leadership approach, provided a coherent roadmap for the overall programme, made it relevant to the business, and was able to deliver globally in multiple languages. The design process and ongoing improvements worked particularly well.

The programme has achieved great acceptance and is building momentum. More than 900 leaders have attended, a significant number given participation is voluntary, and feedback is extremely positive. Local entities are on the

drivers seat to roll out the programme and we are receiving requests for additional workshops and new content. Employee satisfaction with their leadership has increased and senior leaders attribute this to the new qualities they are displaying as a result of the programme.

Most significantly, the programme has become a symbol of the culture shift it is trying to achieve: integrating multiple perspectives, involving different countries and encouraging bottom-up dynamics.

Category: Executive Development

Nexus (Tyne & Wear Passenger Transport Executive) & Newcastle Business School

Meeting Strategic Challenges through Partnership

Nexus and the Corporate and Executive Development Centre at Newcastle Business School (NBS) came together in September 2008 when Nexus faced the biggest business challenge in its history. Fundamental changes to the operating structure; significant increase in capital investment and breaking new ground in legal and transport planning as well as the need to influence passenger behaviours all required Nexus to demand more of its management team, in particular in their ability to lead change, take strategic decisions and manage significant projects.

Through extensive organisational needs analysis NBS proposed a management competency framework that formed the basis for all learning modules. The framework along with the establishment of a project board enabled a joint ownership approach where all major stakeholders were involved in activities such as ensuring strategic alignment, relevance, application of real business case studies and shared facilitation of the workshops. The programmeme delivery was managed as a partnership with co-facilitation, question time events with academics and senior executives on the panel and student presentations to senior executives. On-going feedback from participants ensured continuous improvement of the intervention.

A comprehensive approach to measuring the impact of the


programmeme was taken by measuring managers’ competence pre and post programmeme and by holding evaluation events to examine progress against business specific issues highlighted during the diagnostic phase. Impact data shows that Nexus managers believe they are better equipped in the areas of change management, project management, strategic awareness and customer focus and cite specific improvements in their own competency levels while 37% of managers have progressed in their careers since starting the programmeme.

Category: Talent Development

Airbus S.A.S & AirBusiness Academy & The Open University Business School

Ju’MP – Creating a partnership for Engagement, Innovation, Integration & Internationalisation

Aligned with the Airbus 2020 vision consisting of the four pillars Innovation, Integration Internationalisation and Engagement, Airbus developed and introduced the Junior Manager Programmeme (Ju’MP) in 2005 to enhance leadership skills, management practices and cross functional and cross national capabilities of current and future high potential managers in the company. This case study will guide you through the key elements of the Ju’MP programmeme and demonstrate the development of a partnership between Airbus, AirBusiness Academy (ABA) and the Open University Business School (OUBS). The programmeme design and analysis of the current effects of Ju’MP on the participants and stakeholders is based on evaluations, which contain reviews of Airbus internal database, interviews with stakeholders involved, a quantitative survey and a reflection of the current process of Ju’MP.

All four of the pillars supporting the vision of the organisation can be seen to be positively impacted by the programmeme. The case further demonstrates a successful integration of the on and off the job training. It becomes evident that Ju’MP enables participants to put into practice knowledge gained in year one and in the work they do on business critical projects

in the second year. The success of their involvement in these business critical projects has helped to raise the profile and perception of the programmeme and cement it in the talent development strategy of Airbus.

The senior sponsor of one of the recent projects on which participants of the programmeme have worked, summarises the impact they had in the following words:

“They don’t work miracles, but they do act as accelerators – improving communication, cross functional working and looking at things from different perspectives.The competencies that they used to accomplish this were very much a combination of intellectual rigour and people skills. The clarification brought by the project work has enabled a higher level of confidence and comfort between the various parts of the programmeme organisation. This experience is relevant and re-usable throughout the organisation.”

Didier Evrard, Head of Programmeme A350

Category: Talent Development

DTEK & DTEK Academy & Kyiv-Mohyla Business School (KMBS)

Energy of Knowledge Programmeme: Developing Future Executives

This case describes a corporate programme designed to develop future executives of DTEK Corporation, the largest Ukrainian energy company employing more than 135,000 people. In 2007, the DTEK Board announced new corporate vision, which was to enter Russian and EU markets. To achieve this goal, it was necessary to strengthen a key success factor – the executive team.

DTEK understood that it was more cost-effective to train potential top managers from within rather than attract managers from outside. Therefore, the strategic goal was defined: to fill 80% of top-and middle-management vacancies by its own staff in 2013. In 2007, only about 20% of executive positions were occupied by internal talents of the company.

To ensure this goal is achieved, the corporate university – DTEK Academy – was established. Simultaneously, the main programme of the Academy was developed – the


Special supplement | Global Focus Vol 06 | Issue 03 2012 Highly Commended case summaries

“Energy of Knowledge”. It was designed to develop talented employees, who will later embrace key managerial positions at the corporation.

DTEK HR department identified key objectives of the “Energy of Knowledge” Programme:– To train managers to take into account the whole company,

not just their function;– To equip managers with both theoretical and practical

knowledge of management;– To test employees’ leadership potential in field conditions;– The Programme is to be completed by at least 250

managers by 2013.

DTEK Academy has decided to introduce the “Energy of Knowledge” Programme in partnership with Kyiv-Mohyla Business School [kmbs]. The Programme scope, methodology and implementation were carried out in a very close cooperation of both partners. In the framework of the programme, the partners have applied a number of unique approaches:– Integration of theory and practice: each module of the

Programme was delivered in close cooperation of kmbs professors and DTEK top-management.

– Immersion into DTEK managerial approaches: for each programme module kmbs together with DTEK Academy prepared and solved “live” business case of the company.

– Real-time testing of leadership potential: participants dealt with company’s real innovative projects, which were presented to the Board at the end of training.

In 2011, the first 65 managers completed the “Energy of Knowledge” Programme making it possible to analyse the first results. The company achieved its KPIs in participant satisfaction and involvement of top-management into teaching the programme. 94% of the final projects were highly evaluated by the DTEK Board. The company has already allocated additional resources to develop these projects. Participants demonstrated a powerful ability to apply acquired managerial knowledge to practice.

Today, no promotion of DTEK managers is possible without completing the “Energy of Knowledge”. Programme became the key factor which brought the company closer to its strategic goal – as of 2011, 69% of management vacancies were filled by internal workforce. According to the company’s

estimations, the strategic goal of filling 80% of top-management positions by its own employees will be reached in 2012.

Category: Professional Development

UBS AG & UBS Business University

Client Leadership Experience: A Learning Initiative to Enhance Cross-Business Culture and Business Impact at UBSA Learning Initiative to Enhance Cross-Business Culture and Business Impact at UBS

The main strategic focus for UBS is to build on the strengths of all business divisions to offer clients holistic solutions to their needs. Initiatives promoting the Integrated Bank approach and the effective collaboration between business areas are crucial for the successful implementation of the company’s strategy and goals.

Mandated by senior leadership, the UBS Business University launched the Client Leadership Experience programme to facilitate the move from a silo-business working culture to an integrated bank approach and enhance the cross-divisional business offering at UBS.

This case study will introduce the Client Leadership Experience programme and the way it facilitates the implementation of the UBS strategy to deliver excellent results as an integrated firm. Key for the success of the Learning & Development initiative is strong business relationship between UBS Senior Management and the UBS Business University, as well as the commitment of both participants and business facilitators. The active sponsorship and strong alignment with corporate strategy make our programme an intriguing and valuable course to all UBS employees.

A thorough description of the structure of CLE is provided along with an overview of the key learning objectives and desired impact on the overall UBS performance. Participant satisfaction and the positive business impact have proven the success of CLE in supporting and improving cross-business collaboration within UBS.

Read more online:

The winning case studies and the highly commended executive summaries are available to read on the EFMD website. You can also find details on how to enter the 2013 Excellence in Practice Awards.

Visit: www.efmd.org/eip


Category: Others

Novartis International AG & Novartis Corporate Learning

The Novartis Entrepreneurial Leadership Program – Real World Learning to drive business and social impact

A majority of the world’s population has limited access to appropriate healthcare. The Entrepreneurial Leadership Programme (ELP) has been designed to contribute to the Novartis mission of caring and curing, addressing disadvantaged patients’ healthcare challenges in emerging markets by turning them into business opportunities and creating a platform for future growth for Novartis.

In 2009, the ELP was conceived within the Corporate Social Responsibility (CSR) function of Novartis in close collaboration with Corporate Learning and the business. The ELP is an action-based leadership development programme. It sends global teams of talent to emerging markets to develop a solution to country-specific health challenges – especially in under-served patient communities – that are intimately linked to Novartis global or local business priorities. The projects are defined and proposed by the local business in collaboration with the CSR and Corporate Learning functions. By design, the ELP focuses on three objectives. First, the ELP seeks to develop leaders who are more entrepreneurial, more inclusive and more effective in multicultural environments. At the same time, the programme helps Novartis develop its business by adapting to changing needs and accelerating growth in these markets. Finally, and most importantly, the ELP strives to improve access to medications among the poorest of the poor.

With the aspiration to better serve our patients, the ELP enables Novartis to generate new insights and design business models in emerging markets. Programme participants broaden their leadership skills, and ideas generated can potentially be of value for the healthcare environment in developed markets.

The ELP design team built a strong evaluation framework to measure whether the overarching goals of developing

future leaders, driving innovative business and reaching underserved patients are met. Impact evaluation of the first two years shows a strong impact in terms of improved leadership skills as well as with regards to be able to the development of innovative business models in untapped market segments.

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EFMD Excellence in Practice AwardsImpactful Partnerships in Learning & Development


EXCELLENCE IN PRACTICE WINNERS TO DATE INCLUDE:ArcelorMittal

Ashridge

BAE Systems Inc

Bentley University

Center for Creative Leadership (CCL)

Emerging World

Goldman Sachs (Foundation)

HSBC North America Learning and Development

Impact

ING

INSEAD

KickApps Startup

Lake Forest Graduate School of Management

Leeds University Business School

London Business School

Lonza AG

Lufthansa School of Business

MAN SE

Merck & Co

Microsoft

ORMIT

Pon Holdings,

Prism Venture Capital,

RBS (The Royal Bank of Scotland Group)

Royal Philips Electronics

Saïd Business School, University of Oxford

Siemens AG

Siemens Learning Campus

State Street Corporation

Swiss Re

The National Trust

The Wharton School / University of Pennsylvania

the world we work in

TMA World

University of Massachusetts Boston

University of St. Gallen (Executive School of Management, Technology & Law)

WHU – Otto Beisheim School of Management

The EFMD Excellence in Practice Awards recognise effective and impactful Learning and Development (L&D) interventions in the domains of Leadership, Professional, Talent and Organisation Development. These programmes can be deployed by an organisation either together with its in-house L&D unit or with external L&D providers.

Award winning interventions demonstrate:

– Strong Business Impact (alignment with corporate strategy, impact for company, integration in HR processes etc)

– Excellent Programme Management (design, delivery, evaluation, selection of participants etc)

– Operational Excellence (sustainable partnership, effective learning and development environment etc)

The jury-panel is composed of representatives from EFMD member Companies, Business Schools and Executive Development Centres, as well as representatives from Emerald Group Publishing.

The names of the 2012 winning cases will be announced in July 2013 and the authors will be invited to the Excellence in Practice award ceremony in the fall of 2013. Their interventions will get extensive international coverage and will be published in one of Emerald’s magazines.

Deadline for submission15 April 2013

How to participate in this awardPlease visit www.efmd.org/eip

Expression of interest:Mrs Florence Gré[email protected] Tel: +32.2.629.08.37

In partnership with:

Documents

Special Supplement _ Volume 06 _ Issue 03 2012