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

2. Massachusetts Institute of Technology Sloan School of Management
Executive Sloan

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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