good afternoon I am Amanda Neiman Peters and until recently I was the Dean of
and until recently I was the Dean of
and until recently I was the Dean of Dubai campus at a hold International
Dubai campus at a hold International
Dubai campus at a hold International Business School now this was pretty
Business School now this was pretty
Business School now this was pretty confusing for a lot of people because
confusing for a lot of people because
confusing for a lot of people because according to their perception the Dean
according to their perception the Dean
according to their perception the Dean of a Business School is kind of supposed
of a Business School is kind of supposed
of a Business School is kind of supposed to look something like this if you go to
to look something like this if you go to
to look something like this if you go to Google Images this is what you’ll find
Google Images this is what you’ll find
Google Images this is what you’ll find and certainly the Dean of a Business
and certainly the Dean of a Business
and certainly the Dean of a Business School is supposed to be a lot taller
School is supposed to be a lot taller
School is supposed to be a lot taller right but all jokes aside I was the Dean
right but all jokes aside I was the Dean
right but all jokes aside I was the Dean of Dubai campus when we implemented the
of Dubai campus when we implemented the
of Dubai campus when we implemented the program that I’m going to be referring
program that I’m going to be referring
program that I’m going to be referring to today and so it’s very exciting for
to today and so it’s very exciting for
to today and so it’s very exciting for me in fact in my new role now in
me in fact in my new role now in
me in fact in my new role now in research strategy still at halt to be
research strategy still at halt to be
research strategy still at halt to be able to share with you the results of
able to share with you the results of
able to share with you the results of the program that we implemented now I am
the program that we implemented now I am
the program that we implemented now I am the leader for a research challenge
the leader for a research challenge
the leader for a research challenge called transforming behavior and what
called transforming behavior and what
called transforming behavior and what that means is this all of our faculty
that means is this all of our faculty
that means is this all of our faculty members globally are invited to
members globally are invited to
members globally are invited to contribute research which identifies the
contribute research which identifies the
contribute research which identifies the interventions that will result in
interventions that will result in
interventions that will result in improved business outcomes through
improved business outcomes through
improved business outcomes through changing the behavior of organizations
changing the behavior of organizations
changing the behavior of organizations and individuals a very important and
and individuals a very important and
and individuals a very important and sensual foundation of the transforming
sensual foundation of the transforming
sensual foundation of the transforming behavior challenge is this knowing is
behavior challenge is this knowing is
behavior challenge is this knowing is not the same as doing knowing how to do
not the same as doing knowing how to do
not the same as doing knowing how to do something is not at all the same as
something is not at all the same as
something is not at all the same as being able to do it yourself for example
being able to do it yourself for example
being able to do it yourself for example when I watch Serena Williams at
when I watch Serena Williams at
when I watch Serena Williams at Wimbledon on television I know exactly
Wimbledon on television I know exactly
Wimbledon on television I know exactly what she’s doing I understand and I can
what she’s doing I understand and I can
what she’s doing I understand and I can explain to you how she crosses the court
explain to you how she crosses the court
explain to you how she crosses the court so elegantly and returns the ball back
so elegantly and returns the ball back
so elegantly and returns the ball back across with great speed and sometimes I
across with great speed and sometimes I
across with great speed and sometimes I actually come to believe that I could do
actually come to believe that I could do
actually come to believe that I could do that myself but it only takes a few
that myself but it only takes a few
that myself but it only takes a few short minutes of being out on a court
short minutes of being out on a court
short minutes of being out on a court with a tennis racquet for me to realize
with a tennis racquet for me to realize
with a tennis racquet for me to realize that knowing what she is doing is not at
that knowing what she is doing is not at
that knowing what she is doing is not at all the same as being able to do it now
all the same as being able to do it now
all the same as being able to do it now the fact that knowing is not the same as
the fact that knowing is not the same as
the fact that knowing is not the same as doing is also a problem for business
doing is also a problem for business
doing is also a problem for business schools you see business school
schools you see business school
schools you see business school education is set up to provide knowledge
education is set up to provide knowledge
education is set up to provide knowledge and business school students are
and business school students are
and business school students are assessed on their ability to demonstrate
assessed on their ability to demonstrate
assessed on their ability to demonstrate that knowledge the problem here is that
that knowledge the problem here is that
that knowledge the problem here is that when Business School candidate
when Business School candidate
when Business School candidate graduate and they go out into the
graduate and they go out into the
graduate and they go out into the workforce they are no longer assessed on
workforce they are no longer assessed on
workforce they are no longer assessed on what they know but on what they can
what they know but on what they can
what they know but on what they can actually do now if you look into the
actually do now if you look into the
actually do now if you look into the literature on this topic you’ll actually
literature on this topic you’ll actually
literature on this topic you’ll actually find that there are many studies which
find that there are many studies which
find that there are many studies which show that academic scores representing
show that academic scores representing
show that academic scores representing knowledge are a very poor predictor of
knowledge are a very poor predictor of
knowledge are a very poor predictor of how people will perform in the workplace
how people will perform in the workplace
how people will perform in the workplace and you know people in industry are
and you know people in industry are
and you know people in industry are aware of this lack of alignment and they
aware of this lack of alignment and they
aware of this lack of alignment and they are responding in 2015 and 2016 three of
are responding in 2015 and 2016 three of
are responding in 2015 and 2016 three of the UK’s biggest employers of university
the UK’s biggest employers of university
the UK’s biggest employers of university graduates PricewaterhouseCoopers Ernst
graduates PricewaterhouseCoopers Ernst
graduates PricewaterhouseCoopers Ernst and Young and penguin Random House all
and Young and penguin Random House all
and Young and penguin Random House all dropped the requirement for a specific
dropped the requirement for a specific
dropped the requirement for a specific level of university performance as a
level of university performance as a
level of university performance as a prerequisite for hiring managers after
prerequisite for hiring managers after
prerequisite for hiring managers after years of collecting their own data on
years of collecting their own data on
years of collecting their own data on the people applying to their jobs how
the people applying to their jobs how
the people applying to their jobs how about what how they perform when they
about what how they perform when they
about what how they perform when they were hired they found that how somebody
were hired they found that how somebody
were hired they found that how somebody performed at university was just not a
performed at university was just not a
performed at university was just not a sufficiently good enough predictor of
sufficiently good enough predictor of
sufficiently good enough predictor of how they would go on to perform on the
how they would go on to perform on the
how they would go on to perform on the job now if you talk to business school
job now if you talk to business school
job now if you talk to business school professors and business school leaders
professors and business school leaders
professors and business school leaders and there are quite a few of them in the
and there are quite a few of them in the
and there are quite a few of them in the room they are all aware that they need
room they are all aware that they need
room they are all aware that they need to develop the leadership behavior of
to develop the leadership behavior of
to develop the leadership behavior of their MBA candidates they know that they
their MBA candidates they know that they
their MBA candidates they know that they need MBA candidates to be strong leaders
need MBA candidates to be strong leaders
need MBA candidates to be strong leaders good at team working good at resolving
good at team working good at resolving
good at team working good at resolving conflict good at managing stress and I’m
conflict good at managing stress and I’m
conflict good at managing stress and I’m sure many of them believes that this is
sure many of them believes that this is
sure many of them believes that this is actually exactly what they’re doing
actually exactly what they’re doing
actually exactly what they’re doing they’re taking graduates into the
they’re taking graduates into the
they’re taking graduates into the program at the beginning of the year and
program at the beginning of the year and
program at the beginning of the year and graduating them a year or two later as
graduating them a year or two later as
graduating them a year or two later as stronger leaders however as we said
stronger leaders however as we said
stronger leaders however as we said before Business School education is not
before Business School education is not
before Business School education is not focused on behavior it is focused on
focused on behavior it is focused on
focused on behavior it is focused on knowledge and so in actual fact it’s far
knowledge and so in actual fact it’s far
knowledge and so in actual fact it’s far more likely that this is what they’re
more likely that this is what they’re
more likely that this is what they’re doing taking people into the school at
doing taking people into the school at
doing taking people into the school at the beginning of the program and
the beginning of the program and
the beginning of the program and graduating them a year or two later as
graduating them a year or two later as
graduating them a year or two later as people who know more things are they
people who know more things are they
people who know more things are they different from what they were at the
different from what they were at the
different from what they were at the beginning of the program well of course
beginning of the program well of course
beginning of the program well of course they are and if you ask them many of
they are and if you ask them many of
they are and if you ask them many of them will say that they are better
them will say that they are better
them will say that they are better leaders than they were at the beginning
leaders than they were at the beginning
leaders than they were at the beginning of the program but
of the program but
of the program but we have no systematic evidence that they
we have no systematic evidence that they
we have no systematic evidence that they are any better at leadership than they
are any better at leadership than they
are any better at leadership than they would have been if they’d spent the last
would have been if they’d spent the last
would have been if they’d spent the last year working in Starbucks or backpacking
year working in Starbucks or backpacking
year working in Starbucks or backpacking around Europe or India you see for a
around Europe or India you see for a
around Europe or India you see for a start we don’t know if they’re any
start we don’t know if they’re any
start we don’t know if they’re any better in leadership development and
better in leadership development and
better in leadership development and leadership behavior because we don’t
leadership behavior because we don’t
leadership behavior because we don’t measure what their performance was like
measure what their performance was like
measure what their performance was like at the beginning of the program secondly
at the beginning of the program secondly
at the beginning of the program secondly it’s highly unlikely that they have
it’s highly unlikely that they have
it’s highly unlikely that they have systematically improved in their
systematically improved in their
systematically improved in their leadership behavior because typical
leadership behavior because typical
leadership behavior because typical leadership development activities in
leadership development activities in
leadership development activities in business schools don’t target behavior
business schools don’t target behavior
business schools don’t target behavior they target knowledge so if you look at
they target knowledge so if you look at
they target knowledge so if you look at the typical leadership development
the typical leadership development
the typical leadership development activities that you’ll find in business
activities that you’ll find in business
activities that you’ll find in business schools
schools
schools it’s as if they operate according to
it’s as if they operate according to
it’s as if they operate according to some kind of conceptual osmosis if we
some kind of conceptual osmosis if we
some kind of conceptual osmosis if we discuss ideas and concepts around
discuss ideas and concepts around
discuss ideas and concepts around students this will somehow soak in
students this will somehow soak in
students this will somehow soak in through their skin and change their
through their skin and change their
through their skin and change their behavior the two most common leadership
behavior the two most common leadership
behavior the two most common leadership behavior activities or leadership
behavior activities or leadership
behavior activities or leadership development activities that you’ll find
development activities that you’ll find
development activities that you’ll find in business schools are these one
in business schools are these one
in business schools are these one leadership courses where we watch videos
leadership courses where we watch videos
leadership courses where we watch videos of leaders and we talk about leaders and
of leaders and we talk about leaders and
of leaders and we talk about leaders and how they got to be great leaders so
how they got to be great leaders so
how they got to be great leaders so conceptual and theoretical and two we
conceptual and theoretical and two we
conceptual and theoretical and two we put students into teams and asked them
put students into teams and asked them
put students into teams and asked them to deliver an assignment now the logic
to deliver an assignment now the logic
to deliver an assignment now the logic here goes if we put them into teams
here goes if we put them into teams
here goes if we put them into teams they’ll learn team working skills but
they’ll learn team working skills but
they’ll learn team working skills but the unit of assessment remains the
the unit of assessment remains the
the unit of assessment remains the quality of the output of the assignment
quality of the output of the assignment
quality of the output of the assignment we don’t actually know that their team
we don’t actually know that their team
we don’t actually know that their team working skills are getting any better at
working skills are getting any better at
working skills are getting any better at all and in fact while they might be
all and in fact while they might be
all and in fact while they might be getting that what they may well be
getting that what they may well be
getting that what they may well be getting used to working in teams but it
getting used to working in teams but it
getting used to working in teams but it doesn’t matter that they’re and it
doesn’t matter that they’re and it
doesn’t matter that they’re and it doesn’t mean that they’re getting any
doesn’t mean that they’re getting any
doesn’t mean that they’re getting any better at it and the reason for that is
better at it and the reason for that is
better at it and the reason for that is this is that behavioral change is
this is that behavioral change is
this is that behavioral change is actually hard it’s hard to do do people
actually hard it’s hard to do do people
actually hard it’s hard to do do people do not change in their behavior
do not change in their behavior
do not change in their behavior significantly and quickly because we
significantly and quickly because we
significantly and quickly because we just discuss ideas and concepts so in
just discuss ideas and concepts so in
just discuss ideas and concepts so in order to illustrate that to you I’m
order to illustrate that to you I’m
order to illustrate that to you I’m going to share with you this study that
going to share with you this study that
going to share with you this study that was done on 97 undergraduates and the
was done on 97 undergraduates and the
was done on 97 undergraduates and the purpose of this study the researchers
purpose of this study the researchers
purpose of this study the researchers wanted these undergraduates to adopt one
wanted these undergraduates to adopt one
wanted these undergraduates to adopt one positive health-related behavior and
positive health-related behavior and
positive health-related behavior and have that become a habit on a daily
have that become a habit on a daily
have that become a habit on a daily basis so in this study there were a
basis so in this study there were a
basis so in this study there were a variety of different behavior
variety of different behavior
variety of different behavior is that the participants could choose
is that the participants could choose
is that the participants could choose and the first was this very simple eat a
and the first was this very simple eat a
and the first was this very simple eat a piece of fruit with breakfast
piece of fruit with breakfast
piece of fruit with breakfast the second was this drink a bottle of
the second was this drink a bottle of
the second was this drink a bottle of water with lunch and the third was this
water with lunch and the third was this
water with lunch and the third was this go for 20 minute run before dinner now
go for 20 minute run before dinner now
go for 20 minute run before dinner now what I want to highlight to you about
what I want to highlight to you about
what I want to highlight to you about this behavioural change is that it’s
this behavioural change is that it’s
this behavioural change is that it’s very straightforward
very straightforward
very straightforward the people who are participating in the
the people who are participating in the
the people who are participating in the program were very positively disposed
program were very positively disposed
program were very positively disposed towards these behaviors the behavior is
towards these behaviors the behavior is
towards these behaviors the behavior is very simple I think you and same
very simple I think you and same
very simple I think you and same interpretation of drinking a bottle of
interpretation of drinking a bottle of
interpretation of drinking a bottle of water with lunch right it’s not complex
water with lunch right it’s not complex
water with lunch right it’s not complex it’s not open to interpretation what’s
it’s not open to interpretation what’s
it’s not open to interpretation what’s also really important is that these
also really important is that these
also really important is that these candidates have the opportunity to
candidates have the opportunity to
candidates have the opportunity to perform this behavior every single day
perform this behavior every single day
perform this behavior every single day because every single day we think about
because every single day we think about
because every single day we think about having breakfast having lunch having
having breakfast having lunch having
having breakfast having lunch having dinner and that’s not necessarily the
dinner and that’s not necessarily the
dinner and that’s not necessarily the same as when it comes to say resolving a
same as when it comes to say resolving a
same as when it comes to say resolving a conflict right so simple behavior I have
conflict right so simple behavior I have
conflict right so simple behavior I have the chance to perform every day how long
the chance to perform every day how long
the chance to perform every day how long on average does it take 97
on average does it take 97
on average does it take 97 undergraduates to adopt that behavior as
undergraduates to adopt that behavior as
undergraduates to adopt that behavior as a regular daily habit well it’s a simple
a regular daily habit well it’s a simple
a regular daily habit well it’s a simple answer to that in 66 days over two
answer to that in 66 days over two
answer to that in 66 days over two months to learn to adopt that behavior
months to learn to adopt that behavior
months to learn to adopt that behavior so it just became a habit without me
so it just became a habit without me
so it just became a habit without me thinking about him but imagine this
thinking about him but imagine this
thinking about him but imagine this imagine that now my objective is not on
imagine that now my objective is not on
imagine that now my objective is not on average across the cohort now my
average across the cohort now my
average across the cohort now my objective is every single one of those
objective is every single one of those
objective is every single one of those undergraduates needs to adopt that
undergraduates needs to adopt that
undergraduates needs to adopt that behavioural change how long would that
behavioural change how long would that
behavioural change how long would that take what is the range the individual
take what is the range the individual
take what is the range the individual range in days
range in days
range in days that it takes for every one of the
that it takes for every one of the
that it takes for every one of the ninety seven to adopt that behavioral
ninety seven to adopt that behavioral
ninety seven to adopt that behavioral change and this is the answer between 18
change and this is the answer between 18
change and this is the answer between 18 and 224 days 224 days to learn to eat a
and 224 days 224 days to learn to eat a
and 224 days 224 days to learn to eat a piece of fruit
piece of fruit
piece of fruit turns out behavioral change is harder
turns out behavioral change is harder
turns out behavioral change is harder than we thought now back in 2014-15 we
than we thought now back in 2014-15 we
than we thought now back in 2014-15 we launched a major leadership development
launched a major leadership development
launched a major leadership development curriculum it put behavioral change at
curriculum it put behavioral change at
curriculum it put behavioral change at the absolute core of the program and let
the absolute core of the program and let
the absolute core of the program and let me be clear about this this is no
me be clear about this this is no
me be clear about this this is no conceptual osmosis this is a major
conceptual osmosis this is a major
conceptual osmosis this is a major investment of
investment of
investment of I’m resources energy stress okay and we
I’m resources energy stress okay and we
I’m resources energy stress okay and we were highly stressed about it
were highly stressed about it
were highly stressed about it this program is an eight month program
this program is an eight month program
this program is an eight month program it runs in parallel to all of the core
it runs in parallel to all of the core
it runs in parallel to all of the core courses and in 2014-15 it had 57 hours
courses and in 2014-15 it had 57 hours
courses and in 2014-15 it had 57 hours of workshops 58 hours of team working
of workshops 58 hours of team working
of workshops 58 hours of team working and leadership simulations number two
and leadership simulations number two
and leadership simulations number two important future leadership was not some
important future leadership was not some
important future leadership was not some vague idea out there I don’t know did
vague idea out there I don’t know did
vague idea out there I don’t know did they improve in leadership I don’t know
they improve in leadership I don’t know
they improve in leadership I don’t know depends on your definition of leadership
depends on your definition of leadership
depends on your definition of leadership leadership was very specifically defined
leadership was very specifically defined
leadership was very specifically defined we have a leadership behavioral
we have a leadership behavioral
we have a leadership behavioral competency model with three key
competency model with three key
competency model with three key foundations adaptive thinking
foundations adaptive thinking
foundations adaptive thinking interpersonal influence team working
interpersonal influence team working
interpersonal influence team working skills and on each of those three
skills and on each of those three
skills and on each of those three foundations there are specific
foundations there are specific
foundations there are specific behavioral competencies like resolving
behavioral competencies like resolving
behavioral competencies like resolving conflicts constructively third important
conflicts constructively third important
conflicts constructively third important feature of this program it has dedicated
feature of this program it has dedicated
feature of this program it has dedicated faculty members so we did not simply
faculty members so we did not simply
faculty members so we did not simply tack this on to the workload of our
tack this on to the workload of our
tack this on to the workload of our professors of entrepreneurship or
professors of entrepreneurship or
professors of entrepreneurship or managerial economics we hired dedicated
managerial economics we hired dedicated
managerial economics we hired dedicated faculty members to teach this program
faculty members to teach this program
faculty members to teach this program the program also has a significant
the program also has a significant
the program also has a significant amount of peer-to-peer behavioral change
amount of peer-to-peer behavioral change
amount of peer-to-peer behavioral change coaching and professional coaching and
coaching and professional coaching and
coaching and professional coaching and on top the students adopted many of the
on top the students adopted many of the
on top the students adopted many of the best practices from industry like
best practices from industry like
best practices from industry like writing a personal development plan
writing a personal development plan
writing a personal development plan tracking their progress measuring and
tracking their progress measuring and
tracking their progress measuring and reporting on it now how do we assess
reporting on it now how do we assess
reporting on it now how do we assess their progress on this particular
their progress on this particular
their progress on this particular program well we did two key things one
program well we did two key things one
program well we did two key things one we took their self-assessment and we
we took their self-assessment and we
we took their self-assessment and we took peer assessment of their
took peer assessment of their
took peer assessment of their performance of these behavioral
performance of these behavioral
performance of these behavioral competencies so when I say let me
competencies so when I say let me
competencies so when I say let me actually discover we did this at the
actually discover we did this at the
actually discover we did this at the start of the program three months in and
start of the program three months in and
start of the program three months in and eight months in so that’s at the end of
eight months in so that’s at the end of
eight months in so that’s at the end of the program and when I say peer
the program and when I say peer
the program and when I say peer assessment what we mean is this the
assessment what we mean is this the
assessment what we mean is this the performance of the behavioral
performance of the behavioral
performance of the behavioral competencies was assessed for each
competencies was assessed for each
competencies was assessed for each individual by the group of people they
individual by the group of people they
individual by the group of people they were working with at the time and of
were working with at the time and of
were working with at the time and of course at the beginning of the program
course at the beginning of the program
course at the beginning of the program three months in and eight months in that
three months in and eight months in that
three months in and eight months in that group of people changes right now if I
group of people changes right now if I
group of people changes right now if I take how people’s behavior was rated on
take how people’s behavior was rated on
take how people’s behavior was rated on average by their peers and co-workers at
average by their peers and co-workers at
average by their peers and co-workers at the end of the program after eight
the end of the program after eight
the end of the program after eight months
months
months and compare that to the how their
and compare that to the how their
and compare that to the how their behavior was rated at the beginning of
behavior was rated at the beginning of
behavior was rated at the beginning of the program did they improve well thank
the program did they improve well thank
the program did they improve well thank goodness yes they actually did okay so
goodness yes they actually did okay so
goodness yes they actually did okay so what’s really important is about the
what’s really important is about the
what’s really important is about the dancer that I’m going to show you here
dancer that I’m going to show you here
dancer that I’m going to show you here is this this represents 635 MBA students
is this this represents 635 MBA students
is this this represents 635 MBA students they came from 79 different countries
they came from 79 different countries
they came from 79 different countries the total group was about 60 percent
the total group was about 60 percent
the total group was about 60 percent male forty percent female and they took
male forty percent female and they took
male forty percent female and they took their MBA program full-time at one of
their MBA program full-time at one of
their MBA program full-time at one of our five campuses internationally and
our five campuses internationally and
our five campuses internationally and what you can see on this chart and
what you can see on this chart and
what you can see on this chart and particularly where you see the great big
particularly where you see the great big
particularly where you see the great big bars over there you can see that the
bars over there you can see that the
bars over there you can see that the pattern of improvement leadership
pattern of improvement leadership
pattern of improvement leadership behavior improvement was the same
behavior improvement was the same
behavior improvement was the same irrespective of the campus on which they
irrespective of the campus on which they
irrespective of the campus on which they did their MBA now what I’ve done there
did their MBA now what I’ve done there
did their MBA now what I’ve done there with that blue line is I’ve taken out
with that blue line is I’ve taken out
with that blue line is I’ve taken out the effective campus and I’ve just put
the effective campus and I’ve just put
the effective campus and I’ve just put the average across the total school and
the average across the total school and
the average across the total school and you can see a significant amount of
you can see a significant amount of
you can see a significant amount of leadership behavioral improvement when
leadership behavioral improvement when
leadership behavioral improvement when we ran the program again in 2015 16 now
we ran the program again in 2015 16 now
we ran the program again in 2015 16 now everybody has got a year of experience
everybody has got a year of experience
everybody has got a year of experience we could improve it we could make it
we could improve it we could make it
we could improve it we could make it better we actually managed to shift that
better we actually managed to shift that
better we actually managed to shift that line purple line now so that now more
line purple line now so that now more
line purple line now so that now more people showed more behavioral
people showed more behavioral
people showed more behavioral improvement and leadership development
improvement and leadership development
improvement and leadership development fantastic that’s really great so what
fantastic that’s really great so what
fantastic that’s really great so what we’ve now been able to show is that if
we’ve now been able to show is that if
we’ve now been able to show is that if we put our MBA candidates through an
we put our MBA candidates through an
we put our MBA candidates through an eight-month intensive behavioral change
eight-month intensive behavioral change
eight-month intensive behavioral change program they will develop in their
program they will develop in their
program they will develop in their leadership behavior at least in the
leadership behavior at least in the
leadership behavior at least in the perception of their peers but that’s not
perception of their peers but that’s not
perception of their peers but that’s not really the issue here’s the real issue
really the issue here’s the real issue
really the issue here’s the real issue it didn’t work quickly this didn’t work
it didn’t work quickly this didn’t work
it didn’t work quickly this didn’t work overnight three months into the program
overnight three months into the program
overnight three months into the program I’d say actually progress was pretty
I’d say actually progress was pretty
I’d say actually progress was pretty disappointing and this table here what
disappointing and this table here what
disappointing and this table here what you can see is the three pillars of
you can see is the three pillars of
you can see is the three pillars of leadership behavior that we mentioned
leadership behavior that we mentioned
leadership behavior that we mentioned adaptive thinking interpersonal
adaptive thinking interpersonal
adaptive thinking interpersonal influence and team working skills and on
influence and team working skills and on
influence and team working skills and on the table you can see the average of how
the table you can see the average of how
the table you can see the average of how peers rated individuals at the start the
peers rated individuals at the start the
peers rated individuals at the start the program three months in and eight months
program three months in and eight months
program three months in and eight months in now here’s at the start of the
in now here’s at the start of the
in now here’s at the start of the program this is a five-point scale so
program this is a five-point scale so
program this is a five-point scale so three is sort of roundabout neutral okay
three is sort of roundabout neutral okay
three is sort of roundabout neutral okay and what happened at the start of the
and what happened at the start of the
and what happened at the start of the program is people rated their peers as
program is people rated their peers as
program is people rated their peers as you know just like a little bit better
you know just like a little bit better
you know just like a little bit better than new
than new
than new that’s kind of what you would expect
that’s kind of what you would expect
that’s kind of what you would expect this is the very very start of the
this is the very very start of the
this is the very very start of the program before they’ve done anything
program before they’ve done anything
program before they’ve done anything well three months in those numbers have
well three months in those numbers have
well three months in those numbers have gone up but not that much if I wanted to
gone up but not that much if I wanted to
gone up but not that much if I wanted to say that on average across my cohort
say that on average across my cohort
say that on average across my cohort people had significantly developed in
people had significantly developed in
people had significantly developed in their leadership behavior I would want
their leadership behavior I would want
their leadership behavior I would want that number to go from an about neutral
that number to go from an about neutral
that number to go from an about neutral to at least like a four out of five
to at least like a four out of five
to at least like a four out of five right which is quite a bit of the time
right which is quite a bit of the time
right which is quite a bit of the time well it turns out they did go to a four
well it turns out they did go to a four
well it turns out they did go to a four out of five but it took eight months
out of five but it took eight months
out of five but it took eight months it’s okay months for them on average to
it’s okay months for them on average to
it’s okay months for them on average to demonstrate this behavioral change but
demonstrate this behavioral change but
demonstrate this behavioral change but here’s an even more important point and
here’s an even more important point and
here’s an even more important point and it’s this it didn’t work for everyone
it’s this it didn’t work for everyone
it’s this it didn’t work for everyone after eight months of this program 18
after eight months of this program 18
after eight months of this program 18 percent of our students globally in 2014
percent of our students globally in 2014
percent of our students globally in 2014 15 did not show any improvement in
15 did not show any improvement in
15 did not show any improvement in leadership behavior as assessed in the
leadership behavior as assessed in the
leadership behavior as assessed in the eyes of their peers now we know from
eyes of their peers now we know from
eyes of their peers now we know from this study of undergraduate
this study of undergraduate
this study of undergraduate banana-eating that we just looked at
banana-eating that we just looked at
banana-eating that we just looked at that people take different amounts of
that people take different amounts of
that people take different amounts of time to change their behavior right now
time to change their behavior right now
time to change their behavior right now I don’t personally have the data on why
I don’t personally have the data on why
I don’t personally have the data on why these 18 percent of people did not
these 18 percent of people did not
these 18 percent of people did not change but what I want to put to you is
change but what I want to put to you is
change but what I want to put to you is this if after an eight month intensive
this if after an eight month intensive
this if after an eight month intensive leadership behavioural change program
leadership behavioural change program
leadership behavioural change program they did not change their behavior then
they did not change their behavior then
they did not change their behavior then all we can really include conclude is
all we can really include conclude is
all we can really include conclude is that it’s highly unlikely that typical
that it’s highly unlikely that typical
that it’s highly unlikely that typical MBA programs with their conceptual
MBA programs with their conceptual
MBA programs with their conceptual leadership development actually improve
leadership development actually improve
leadership development actually improve leadership skills in the majority of
leadership skills in the majority of
leadership skills in the majority of their students to any significant degree
their students to any significant degree
their students to any significant degree and therefore I conclude that this is
and therefore I conclude that this is
and therefore I conclude that this is indeed the model that is in operation
can we really expect our students to
can we really expect our students to improve in complex leadership skills
improve in complex leadership skills
improve in complex leadership skills through simple exposure to leadership
through simple exposure to leadership
through simple exposure to leadership concepts it’s actually far more likely
concepts it’s actually far more likely
concepts it’s actually far more likely that they don’t and in fact a recent
that they don’t and in fact a recent
that they don’t and in fact a recent study of highly celebrated CEOs found
study of highly celebrated CEOs found
study of highly celebrated CEOs found that those with an MBA were far more
that those with an MBA were far more
that those with an MBA were far more likely than the others to take
likely than the others to take
likely than the others to take self-serving decisions with short term
self-serving decisions with short term
self-serving decisions with short term results at the expense of the people in
results at the expense of the people in
results at the expense of the people in the environment around them and that is
the environment around them and that is
the environment around them and that is exactly the paradigm that’s in play when
exactly the paradigm that’s in play when
exactly the paradigm that’s in play when we put people into a team working
we put people into a team working
we put people into a team working situation and our
situation and our
situation and our them to produce an assignment if you’re
them to produce an assignment if you’re
them to produce an assignment if you’re made to work in a team to produce an
made to work in a team to produce an
made to work in a team to produce an assignment but the unit of assessment
assignment but the unit of assessment
assignment but the unit of assessment remains the assignment itself then the
remains the assignment itself then the
remains the assignment itself then the incentive is simply to do whatever it
incentive is simply to do whatever it
incentive is simply to do whatever it takes to get the best short-term result
takes to get the best short-term result
takes to get the best short-term result and so we have three major
and so we have three major
and so we have three major recommendations for business schools
recommendations for business schools
recommendations for business schools that want to improve the leadership
that want to improve the leadership
that want to improve the leadership capability of their students the first
capability of their students the first
capability of their students the first is this if you want to improve
is this if you want to improve
is this if you want to improve leadership behavior then you need
leadership behavior then you need
leadership behavior then you need programs that directly target leadership
programs that directly target leadership
programs that directly target leadership behavioral development the second is
behavioral development the second is
behavioral development the second is this you need dedicated faculty you
this you need dedicated faculty you
this you need dedicated faculty you cannot expect that a faculty member who
cannot expect that a faculty member who
cannot expect that a faculty member who has been hired for his or her expertise
has been hired for his or her expertise
has been hired for his or her expertise in accounting can also teach leadership
in accounting can also teach leadership
in accounting can also teach leadership and frankly you’re not really taking the
and frankly you’re not really taking the
and frankly you’re not really taking the concept seriously if you think any old
concept seriously if you think any old
concept seriously if you think any old person can teach leadership skills
person can teach leadership skills
person can teach leadership skills you wouldn’t think any old person can
you wouldn’t think any old person can
you wouldn’t think any old person can teach accounting finally you need to
teach accounting finally you need to
teach accounting finally you need to change the unit of assessment the unit
change the unit of assessment the unit
change the unit of assessment the unit of assessment needs to include behavior
of assessment needs to include behavior
of assessment needs to include behavior and not just knowledge thank you for
and not just knowledge thank you for
and not just knowledge thank you for your time and attention
your time and attention
your time and attention [Applause]
”
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