'How to' Management training

Management training: A focus on 'How to' yields better results. By Dr William Lightfoot

Management training and executive education programs are designed to help managers, executives, and rising professionals develop the skills, insights, and analytical abilities that help their firms become more successful. Both universities and independent firms run a wide range of courses from basic computer skill development to change management - often offering certifications, and diploma's attesting to the student's record of participating in the programs. In the case of University based executive education, the local community supports these efforts - particularly on behalf of public institutions, where there may be formal - and legal ties that connect the institutions together. In the best cases, these centers fulfill their missions by becoming the source of innovation, creativity, and skill development for their client firms. In the worst of cases, they become a drain on organizational resources that leave a dissatisfied taste in the mouths of all parties involved. Too often, the latter is the case - especially when the focus becomes 'too' academic - too focused on theory, with little focus on the application of theory to the real working conditions and lives of the client organizations.

'Executive Seminars' become mini masters degree courses complete with qualified professors, loads of Microsoft PowerPoint slides, and cases. They also become sources of frustration - for professors and students alike, as the connection between theory and practice is often assumed, occasionally stated, seldom directly applied. It is the lack of 'how to' that sinks what can otherwise be very successful programs, with excellent academic premise and rigor.

In the best cases, students leave the courses having already applied the new found knowledge both in practice and in their own situations. The general premise for programs that deliver this level of education is that for students to maximize their learning, they need to apply it immediately after they have learned about it. According to the National Training Laboratories in the United States, in order for students to maximize their retention of information, they should read source material, listen to lectures, discuss and debate the theories, frameworks, and models, and then apply what they have learned in a simulated environment, and then ultimately, apply what they have learned in their own work (or life) environments. This has been shown to increase retention of key concepts by up to 90% - a phenomenal amount when you consider the classic lecture generally results in a retention rate of closer to 10 - 15%.

LEARNING RETENTION: The Prepare-Discuss-Apply Model

Preparatory Reading  0-10% 
Prepare: Reading, Lecture.  Retention Rate 15%

Classroom Session  11-60%  
Discuss: Visual, Demonstration, Discussion.   Retention Rate 50% 

Written Assignment  61-90% 
Apply: Practise and Immidiate Use.  Retention Rate 90% 

(source: SCILS Management Training Centre (see www.scils.eu) and the National Training Laboratories)

Applying the Model: The Case of SCILS Management Training Centre

One company that uses the Training Laboratories model is SCILS Management Training Centre in Finland. This company has decided to fully embrace the focus on the 'how to's' of doing business in an effort to connect theory to practice in a meaningful, purposeful manner. The SCILS class modules are designed to accelerate the careers of senior managers and executives. The goal is for students to leave the SCILS class room already having moved down the path of applying the new found knowledge to their own situations. A typical class module will include:

• Advance reading to engage learners in the subject;
  
• In class demonstrations and case analysis to emphasize key points;
  
• Facilitated discussions to explore fundamental and modern theories;
  
• Extensive simulations, and role playing to practice skills and techniques;
  
• Assignments designed to encourage learners to put to immediate use lessons learner.

These highly interactive, facilitated sessions ensure that learners will return the maximum on their investment through the successful retention of knowledge, skills, and insight.

To full accomplish this, SCILS attracts a range of managers and executives from throughout Northern Europe, plus faculty from around the world, each with their own set of unique qualifications in business and life that ensure diversity. SCILS see this as a critical element - and in fact, the key to the success of their programs.

Diverse Range of People = Key to Success

• Managers from different positions
  
• A mix of gender  and ages         
  
• Best-practice international business literature
  
• Professors from different business schools         
  
• Managers from  different industries
  
• Managers from  different foundations 
  
• Professors with experience from different industries
  
• International Case studies from different industries          
  
• People from different cultures
  

In the Negotiations course, as an example, a dozen students ranging in age from 30 to 50 representing 8 companies, and the full spectrum of functional business roles read two books on the subject of negotiations, power, and influence as preparatory reading for the 3 day seminar. They then spent the first day reviewing and discussing key concepts, as well as identifying the strengths and weaknesses of their own approach to negotiations - including intimate discussions on their recent success and failures. The key in this class is ultimately the experience of the students and professors - through a series of simulations, role plays, and case analysis/discussion, different approaches based on different scenarios are discussed and debated to help students clarify what works best and what doesn't. Ample time is given to discussing their own 'real time' situations and a follow on assignment ensures that they will use the class to better prepare for their next major negotiation.

The Leading Change course also had major impact as many students returned to work the following Monday after the intensive seminar, immediately implementing ideas gleaned from the course. Short term successes are usually reported back to the professors and the class - with further brainstorming and discussion carrying over into the next intensive seminar.

By taking a sequence of five courses, students can earn an Executive Certificate in Business Administration ('eCBA'). This intensive, 5 month long program featuring a blend of three day seminars and distance learning targets busy executives and senior managers who want to learn the key elements of a post graduate, masters degree in business, but whom typically do not have the time to take a full, 2 year Masters in Business Administration.

At the end of the 5 month sequence, the majority of students have typically already implemented a number of changes and improvements in their own work places.  As an added bonus, students are issued grades and a transcript, which may enable them to receive transfer credit towards an MBA at other, high quality Universities in Europe.

Does the focus on the 'How To' work?
The ultimate testimony comes from the students, graduates, and employers themselves - companies including Wartsila, Vacon, Altia, as well as multi nationals including SAP, and AMGEN have repeatedly sent students through the eCBA - with students commenting on the SCILS approach as follows:

"The program design was effective and intense, and I especially enjoyed the three days interactive classroom sessions. The rewarding part of the training was the personal feedback and challenging discussions and debates in class. The professors managed to create an open atmosphere in the group, which supported the exchange of ideas and also developed our skills to respect and make use of different viewpoints. Transferring this type of team spirit to daily work would for sure enhance the creativity and productivity." Vice President.

"The CBA course was marketed to me as one that would change my whole life by a friend who had previously attended the same course. It did change - if not my whole life - my conception of business administration and even of myself. The lecturers were superb, and the learning concept ideal. It was a lot of hard work but worth every effort. Given the opportunity to meet extremely interesting people from different business areas, I can highly recommend the course to all who want to improve their skills in their current positions or wish to take a step forward in the career." Product Manager.

It has been said that the key to any successful educational experience is to have motivated students, and excellent faculty. This is true regardless of the age, experience, and level of the students. In management education, especially given the demands of time, and money - as well as the constant scrutiny by key stakeholders on the value add of training - developing courses that ensure a high degree of learning takes place is the key to success. The retention model presented by the National Training Laboratories, coupled with its application as highlighted by the case of SCILS Management Training Centre provides insight into a model that works. 

Dr William. S. Lightfoot, Ph. D. is Dean of Business and Mass Communication at Brenau University in Gainesville, Georgia, USA