Global Leadership Fellows Programme 2011

World Economic Forum 1

Global Leadership Fellows


…join a three-years leadership development that integrates

job experience at the Forum and an executive education

delivered by the world‟s foremost thought leaders

and practitioners.

Global Leadership Fellows


Vision

The executive leadership programme will develop

tomorrow‟s leaders of global institutions in both the private

and public spheres.

Fellows will complete the

programme with a

greater self awareness,

insights into global, regional

and industry agendas,

unique networks,

externally recognized as

leaders with a global mindset.


Mission

To foster and accelerate the

development of the Global

Leadership Fellows in their

knowledge and skill domains,

through an integrated

programme of work

experience,

teaching and personal

development with the highest

level of exposure to leaders in

the private and public sectors.


Top talent: The Fellows

Fellows are mid-career professionals, who will have completed

3 years in Forum’s front line positions, benefiting from:

3 years of leadership training, co-delivered by:

in parallel with

Connecting the

dots:

Understanding

global inter-

dependencies

Thought

leadership:

Exposure to

global, regional,

industry issues,

shaping the

agenda for various

communities

Leading the

leaders:

Facilitating top

leaders‟ meetings

Unique

network:

Developing

relationships and

engaging

stakeholders


Who are the Fellows?

The programme recruits the most promising leaders to join the annual cohort

and immerses them in a development experience that will increase each

individual‟s capacity to improve the state of the world.

Diverse: 26 Fellows (2008 cohort), 19 nationalities

Gender Mix: Males 40% , Females 60%

Average Age: 34

Broad Intellectual BackgroundAll Fellows have at least one Master‟s degree

PhD degree 16%

MBA degree 32%

More than one Master‟s degree 40%

Strong Work Experience

Average of 8 years (45% „for profit‟; 55% „not for profit‟ sector)

Typical education from

INSEAD, IMD, HEC, LSE, Harvard Kennedy School of Government, Columbia University; Oxford University, Cambridge University

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Recruitment and career paths

• Hired for specific front line positions

by a line manager and the Dean

• Entrance to the organization at the

„Senior Manager‟ level with a three

year contract

• Pending a solid performance

Associate Director position within

two years

• A promotion to Director is expected

between 1-3 years from completion

of the programme


• Highly competitive selection 2500 applications p.a.

• Selection process:

• Screening of CVs and essays

• Behavioral, competency based interviews

• Realistic job preview

• Emotional intelligence testing

Recruitment

• Looking for:

• Service orientation

• Results drive

• Synthesizing

• Collaboration

• Managing self

• Managing projects

• Problem solving

• Shaping agenda

• Values alignment

• Motivational fit


Where do they go after the programme?

Corporations:

• Middle manager with line management responsibility (Marcello, Expedia)

• Adviser /Chief of staff/ Executive assistant to the CEO (Sumeet, Fortis)

• External Affairs/Public policy/Communication (Cristine, MMC)

• Strategy (Arun, McKinsey)

Governments

• Adviser (to the Minister of Finance, Nigeria; Yemi)

• Head of an office (Head of competitiveness, Guatemala, Julio)

NGOs and International Organizations

• Economist (Preeti, African Development Bank)

• Regional responsibility (Dezhi, IMF)

• High impact programmes (Francesca, British Council)

The Forum

• Director of Media and Entertainment Industries (Diana)

• Director Head of Asia (Sushant)

• Chief of staff, Centre for Global Industries (Helena)


About the programme: in the media

"Training for Leading Roles"Patricia Cohen, 9 July 2010

"Manager training at the

super league level" Andrew Baxter, 26 January 2009

"Leaders-to-Be"Ben McGrath, 2 August 2010

"The Complicated Lives of

Today's Leaders"20 September 2010


About the programme: Foundation Board

"What a tremendous

pool of diverse talent!"

Nooyi

(PepsiCo) "If you [The Forum], don‟t know

what to do with them [the Fellows],

send them to us!"

Ghosn

(Renault-Nissan Alliance)


The perception of “leadership” is often in the eye of the beholder.

At the Forum, we see leadership as an interconnection of :

• Thought Leadership

• Constituent Leadership

• People Leadership

• Personal qualities

Personal

Qualities

Adhering

to values

Results

driven

Committed

to improving

the state of the

world

Thought

Leadership

Identifying

issues,

Foresight

Synthesising

Building

domain

knowledge

Structuring

problem

solving

Constituent

& Forum

Leadership

Shaping

agenda

Building

trust

Intensifying

constituent

engagement

Service

attitude

People

Leadership

Managing

teams &

projects

Mobilizing

people

Managing

self

Forum

development

Collaborating

effectively &

efficiently

Providing

feedback

& coaching

The leadership model


Programme structure and content

Leadership in

global context

Me

as a leader

Leading teams

and organizations

Leadership

in

ACTION

2 years:

classroom and

experiential

training

3rd year:

project work,

mentoring and

coaching


The programmeNov 1–5 Feb 14–18 Feb 21–25 July 5–9 July 11–15

General/Switzerland INSEAD/France Geneva/Switzerland Columbia/NY Wharton/PA

Behavioural Economics & International Relations

Leadership & Coaching Decision Making & NetworksTaking the Stage

(The School of Arts)Strategic

Persuasion & Influence

Emerging EconomiesAnil Gupta INSEAD (2d) The Leader within and

Leadership across culturesManfred Kets de Vries,

Elisabeth Engellau, Gianpiero Petriglerie,

Subramanian Rrangan, INSEAD (5d)

Decision MakingAnil Gaba, INSEAD (2d)

Leadership & Art and Art ofLeadership

Columbia UniversitySchool of Arts

Influencing and PersuadingPeter Cappelli, Richard Shell,

Mario MoussaWharton School

Simulation GameAlbert Angehm, ????MBTI and Action Learing

(1d)Voisit Cern/WPP

Meaning Making SystemsWharton

Swiss Leadership Journey(2d)

Leadership and Emerging Futures

Otto Sharmer, MIT (1d)

Action LearningWharton

Oct 4–8 Feb 21–25 Feb 28–Mar 4 July 5–9 July 11–15

LBS/Geneva LBS/Geneva Gemmi/Switzerland Columbia/NY Wharton/PA

Voice, Personal Presence & Power

Strategy for Leaders High Performance TeamsMobilizing the Science

(The Earth Institute)Global

Entrepreneurial Presence

Personal Power and Influence(2.5d)

Financial PoliciesChristopher Henessy, LBS (1d)

The Leadership JourneyGianpiero Petriglieri, team of

coachesINSEAD (2.5d) Columbia University

Earth Institute

EthicsRisk Management

Kunreuther et al, Wharton

Investor CapitalismMike Useem, Wharton

Social EntrepreneurshipMcMillan, Wharton+Business Game

Org. Politics:Alvarez, INSEAD/ ESADE

(0.5d)

EntrepreneurshipGray Dushinistrky (1d)

High Emergency OrganizationLynda Gratton, LBS (1d)

Team DynamicsRichard Jolly (1d)

Negotiation

Daniel Shapiro

Harvard Law School (2.5d)Coaching/Consulting Day

Strategy & InnovationJules Goddard, LBS (2d)

Perso Mar 7–12 June–May Oct–June

General/Switzerland Russia Geneva and NY Geneva and NY Geneva and NY

Career Change Leadership in Global Context Mentoring/Coaching Action LearningBusiness Workshops

(optional)

Personal Career ChangeHerminia IbarraINSEAD (2d)

Leadership in Different Cultures and Realities

(field visits with communities)

Experimental LearningExamples from the past:

Israel/Palestine, South Africa, Russia

Coaching sessions withprofessional coach

Mentoring with YGLs, including a shadowing

Team project on strategic, entrepreneurial & social aspect

of Forum's interest

Finance & Accounting forNon-Specialists

(optional and anytimewithin the 3 years)

Next Career StepsSteve Langton, Wolfgang Walter

Heidrick & Struggles (2d)

Personal BrandingSue Hodgkinson (1d)

Year

1Y

ear

2Y

ea

r 3


Impact of development interventions development on the job: coaching/mentoring: classroom training, 70: 20:10,

Intervention/

impactKnowledge Skills Behaviours Motivation Values

Classroom x (x)

Self study x x (x)

Assignment(s) (x) x x

Job rotation x x x

Out of work (x) x (x)

Mentoring x x (x)

Coaching x x x

Blending different learning approaches

• Work assignments

• Classroom modules & Experiential modules

• Learning by observing

• Coaching and Mentoring


Blending different learning approachesWork assignments: Full time, front line positions

Arun leads the Forum's Engineering & Construction Industry Community by providing CEOs with

strategic insights and emerging market trends. He manages 15 partnership accounts with multi-

billion dollar E&C corporations. During his tenure, he has developed relationships with ministries,

including India, multilateral development agencies, including the World Bank and enterprises such

as China Railway Construction.

Education: University of Chicago, Iowa State University of Science & Technology, National

Institute of Technology

Previous employers: Sargent & Lundy, LLC; IOWA State University

Arturo works for the Latin American Community where he develops relationships with government,

business, and civil society. Over the past three years he has worked on several reports, including

Mexico Competitiveness Report with Harvard‟s CID and Adapting to the Rise of China with the

OECD.

Education: Nuevo León State University, Harvard University, Kennedy School of Government,

Monterrey Institute of Technology

Previous employers: CEMEX; The World Bank; Harbor Consulting

Viviane works for the Schwab Foundation of Social Entrepreneurs, where she identifies,

evaluates and selects social enterprises in Asia. She builds local partnerships and liaises with

other strategic relationships.

Education: INSEAD, Stanford University,

Previous employers: Gallivan, Gallivan & O‟Melia; Keystone Strategy; Silicon Storage

Technology; Hewlett Packard; AMD; UPS

Art

uro

Aru

n

Viv

ian

e


Blending different learning approachesClassroom and experiential modules

Understanding

Understanding

Understanding

• Corporate strategy, finance, entrepreneurship

• The emergence of India and China, economics,

international relations

• Earth Institute on water, energy, sustainability,

urbanization

• Language training in Mandarin, French, Arabic

• Negotiation, power and influence, organizational politics,

emotional intelligence, feedback giving & receiving

• Leading high performance teams: training in the Swiss Alps, 2500m above the sea

level

• Taking the stage with the School of Arts; personal presence, power of voice, power of

gesture

• Leading in the global context: 3rd year leadership retreat in an emerging economy

Experiential training


Blending different learning approachesLearning by observing/imitation

Shadowing external mentors; eg successful entrepreneurs, politicians, business leaders

Exposure to numerous leaders through day to day job and face to face meetings with, e.g.:

• FitzGerald (Unilever, Thomson Reuters)

• Brabeck (Nestle)

• Piot (UN)

• Gadiesh (Bain)

• Al Gore

• Coelho (writer)

• Phelps (Nobel price for economy)

• Peres (President, Israel)

• Fayyad (PM, Palestine)

• Fursenko (Minister of Education, Russia)

• Amamou (Secretary of state, Tunisia)


Blending different learning approachesIndividualized interventions

Coaching:

• Peer coaching, during 2 years, learning model

designed by INSEAD

• Facilitated peer exchange, during 3 years

• Executive coaching, during 1 year; a pool of 15 top

executive coaches internationally

Mentoring:

• Interaction with a successful leader from outside of

the organization during a year, pool of 750 leaders to

choose from

• Senior colleague mentoring a new Fellow during on-

boarding and beyond;

• Improved efficiency of the on-boarding, increased

motivation


Content providers

Academic partners:

• INSEAD

• Columbia University (School of Arts, Earth Institute)

• London Business School

• University of Pennsylvania (Wharton)

Training and development from corporations:

• Heidrick & Struggles

• Deloitte

• Egon Zehnder International

• Boston Consulting Group

Selected thought leaders from:

• Harvard, Kennedy School of Government

• London School of Economics

• ESADE

• IMD

Pool of coaches and mentors


Measuring impact (on the organization)

Organizational performance

• Increased internal collaboration

• Increased expectations from the Fellows and line managers

• Increased value added through top talent

• Robust leadership pipeline (leadership surplus)

Recruitment

• Strong employers brand

• Employer of choice - increased quality and quantity of applications

Retention

• Controlled attrition

• Increased motivation

• Mentoring (Dean)

Training and Development

• Structured and measured development

Contribution to the organizations mission

• Building a community of future global leaders and citizens


Measuring impact (on an individual)

Internal assessments

• On-the-job annual performance review: Management By Objectives

• Development assessment: 360 degrees feedback

• Dean‟s assessment: competency based at the end of the programme (3rd year) with

ongoing (annual) feedback

External assessments:

• Leadership potential assessed by Egon Zehnder; at the end of the 3rd year

Self-assessment:

• At the end of the programme to be co-signed by the respective executive coach

Feedback and specific assessments:

• Global Executive Leadership Inventory (INSEAD), Hermann Brain Dominance Instrument

(Wharton), Power and Influence instrument, Myers Briggs Type Indicator (MBTI), etc

Psychological assessments:

• Emotional Intelligence (MSCEIT)

• Mental complexity, assessment of meaning making systems/ development stages, based

on the adult development theory by R. Kegan – a study soon to be published; first results

available on a concept paper


• Top executive training by best schools (FT‟s top 5)

• Coaching

• structured peer coaching

• executive/professional coaching (1on1)

• Mentoring

• Interdisciplinary approach to leadership development

• Focus on psychological development (beside traditional K-S-A)

• Emotional intelligence

• Meaning making systems

• Top executive assessments

What makes the programme different ?


Back-up slides


"More leaders have been made by accident, circumstance,

sheer grit or will, than have been made by all the leadership

courses put together.

Leadership courses can only teach skills. They can’t teach

character or vision, and indeed they don’t even try. Developing

character and vision is the way leaders invent themselves."

Waren Bennis

On Becoming a Leader


"Minds at Work" methodology

Robert Kegan’s Adult Development Theory

Socializing

mind

Self-authoring

mind

Self-transforming

mind


Stage 3: Socializing Mind

Socializing

mind

Self-

authoring

mind

Self-

transforming

mind

• Can: reflect on the concrete to reason abstractly and think hypothetically,

internalize the feelings of others, orient to values and ideas that are

important to them and identify with the values of a group to which they are

loyal, draw their source of authority, self-assessment from external

sources

• Can not: reflect on or critique assessments, values or group positions

with which they are identified, mediate conflict between external

authorities, take responsibility for their internal reactions to others


Stage 4: Self-Authoring Mind

Socializing

mind

Self-

authoring

mind

Self-

transforming

mind

• Can: generate their own (and develop critiques of others‟) values,

commitments, and assessments, set limits or boundaries on relationships

or commitments where necessary, tolerate or welcome disagreement with

important others, take responsibility for their inner lives

• Can not: reflect on or critique their own ideologies or governing theories

of self and leadership


Stage 5: Self-Transforming Mind

Socializing

mind

Self-

authoring

mind

Self-

transforming

mind

• Can: reflect on their own and others‟ belief systems or ideologies to

identify larger patterns orient to the dialectical or paradoxical, welcoming

contradiction and oppositeness, understand their own selves and

leadership identities as always revisable, evolving


Monitoring psychological development

• An ongoing study to identify level of

psychological development in individuals

• Encouraging results from the pilot

Findings:

• Level of improvement somewhat exceptional

compared with total body of research:

Everyone who went through the 3 years

programme made a progress, i.e. "moved

up" towards the stage 5

• Fellows need a maturity at level 3 with some

evidence of attributes of level 4 in order to

succeed at the Forum

Next steps:

• Compare individuals‟ psychological

development stage (external assessment)

with their performance on the job, leadership

potential and career progression after 3

years

Global Leadership Fellows Programme 2011

Business

Transcript of Global Leadership Fellows Programme 2011