Capstone 11 04 boardroom education

Boardroom Education Michel Syrett and Jean Lammiman ■ Fast-track route to designing and delivering educational initiatives aimed at directors and board-level executives ■ Covers the key areas of defining the development needs of the Board, designing seminars and programs that inform and inspire their ability to make company strategy, capturing and integrating the contribution of independent directors and managing a wide range of suppliers from business school gurus to boardroom learning specialists businesses including Diageo, Lufthansa, GlaxoSmithKline, British Petroleum Exploration and Lego, and ideas from the smartest thinkers including Jay Lorsch, John Kotter, Charles Hampden Turner, John Adair, Chris Argyris, Richard Dawkins, and Bob Garratt resources guide 11.04 ■ Includes a glossary of key concepts and a comprehensive TRAINING & DEVELOPMENT ■ Examples and lessons from some of the world’s most successful Boardroom Education Michel Syrett and Jean Lammiman ■ Fast-track route to designing and delivering educational initiatives aimed at directors and board-level executives ■ Covers the key areas of defining the development needs of the Board, designing seminars and programs that inform and inspire their ability to make company strategy, capturing and integrating the contribution of independent directors and managing a wide range of suppliers from business school gurus to boardroom learning specialists businesses including Diageo, Lufthansa, GlaxoSmithKline, British Petroleum Exploration and Lego, and ideas from the smartest thinkers including Jay Lorsch, John Kotter, Charles Hampden Turner, John Adair, Chris Argyris, Richard Dawkins, and Bob Garratt resources guide 11.04 ■ Includes a glossary of key concepts and a comprehensive TRAINING & DEVELOPMENT ■ Examples and lessons from some of the world’s most successful Copyright  Capstone Publishing, 2003 The right of Michel Syrett and Jean Lammiman to be identified as the authors of this book has been asserted in accordance with the Copyright, Designs and Patents Act 1988 First Published 2003 by Capstone Publishing Limited (a Wiley company) Newtec Place Magdalen Road Oxford OX4 1RE United Kingdom http://www.capstoneideas.com All Rights Reserved Except for the quotation of small passages for the purposes of criticism and review, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except under the terms of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London W1T 4LP, UK, without the permission in writing of the Publisher Requests to the Publisher should be addressed to the Permissions Department, John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex PO19 8SQ, England, or emailed to permreq@wiley.co.uk, or faxed to (+44) 1243 770571 CIP catalogue records for this book are available from the British Library and the US Library of Congress ISBN 1-84112-445-1 Printed and bound in Great Britain by T.J International Ltd, Padstow, Cornwall Wiley also publishes its books in a variety of electronic formats Some content that appears in print may not be available in electronic books Websites often change their contents and addresses; details of sites listed in this book were accurate at the time of writing, but may change Substantial discounts on bulk quantities of Capstone Books are available to corporations, professional associations and other organizations For details telephone Capstone Publishing on (+44-1865-798623), fax (+44-1865240941) or email (info@wiley-capstone.co.uk) Contents Introduction to ExpressExec 11.04.01 11.04.02 11.04.03 11.04.04 11.04.05 11.04.06 11.04.07 11.04.08 11.04.09 11.04.10 Introduction What is Boardroom Education? Evolution of Boardroom Education The E-Dimension The Global Dimension The State of the Art In Practice Key Concepts and Thinkers Resources Ten Steps to Making it Work Frequently Asked Questions (FAQs) Index v 15 33 43 53 73 85 101 125 133 137 Introduction to ExpressExec ExpressExec is a completely up-to-date resource of current business practice, accessible in a number of ways – anytime, anyplace, anywhere ExpressExec combines best practice cases, key ideas, action points, glossaries, further reading, and resources Each module contains 10 individual titles that cover all the key aspects of global business practice Written by leading experts in their field, the knowledge imparted provides executives with the tools and skills to increase their personal and business effectiveness, benefiting both employee and employer ExpressExec is available in a number of formats: » Print – 120 titles available through retailers or printed on demand using any combination of the 1200 chapters available » E-Books – e-books can be individually downloaded from ExpressExec.com or online retailers onto PCs, handheld computers, and e-readers » Online – http://www.expressexec.wiley.com/ provides fully searchable access to the complete ExpressExec resource via the Internet – a cost-effective online tool to increase business expertise across a whole organization vi BOARDROOM EDUCATION » ExpressExec Performance Support Solution (EEPSS) – a software solution that integrates ExpressExec content with interactive tools to provide organizations with a complete internal management development solution » ExpressExec Rights and Syndication – ExpressExec content can be licensed for translation or display within intranets or on Internet sites To find out more visit www.ExpressExec.com or contact elound@wileycapstone.co.uk 11.04.01 Introduction An overview of boardroom education BOARDROOM EDUCATION In 1990, a pioneer of modern boardroom education, Bob Garratt, wrote: ‘‘Directors are rarely given any induction into their new role or inclusion into their work teams No time or money is usually made available to them to develop themselves into their direction giving role, so after a few months’ struggle, they abdicate the direction giving role and, in their own minds, return to their old specialist job.’’ What is astonishing about this statement is that, even so recently as a decade ago, it needed to be made at all The gap in systematic boardroom development was generally unrecognized until the last decade of the twentieth century Prior to that, boardroom skills were deemed by senior executives to be something one picked up along the way to the top, either as a by-product of one’s professional education or experience in the ranks of middle or senior management or by virtue of an old-style high-flyer program The price of this neglect is very high As Garratt pointed out: ‘‘The lack of boardroom development means there is not enough energy, time, or diversity of thinking going into the direction-giving policies and strategies of the organization A vacuum is created where the focus of organizational learning should be.’’ Yet ironically, it was not was the urgent need for the board’s strategic decision making to be overhauled that led to better director development but the lack of transparency and accountability The poor stock market performance of a significant minority of firms in the wake of the October 1987 crash was accompanied by a series of high-profile clashes between shareholders and the boards of leading US and UK companies, spanning share fixing (Guinness), the travel and entertainment allowances of the chairman (Lone Star Enterprises), and the use of ‘‘poison pill’’ anti-takeover measures (Time Inc and Paramount) This led to a turnaround in the attitudes of institutional investors who by then (and still now) owned about three-quarters of the equity of publicly owned corporations Instead of ‘‘doing the Wall Street walk’’ by disinvesting from corporations whose ethical standards or management performance they had doubts about, they now acted as 128 BOARDROOM EDUCATION successful boardroom program called Alpha Plus in which chief executives and directors from different companies hosted meetings in their own boardrooms for a half-day of intense discussion Putting psychological distance between participants and their day-today surroundings is the point of the exercise The geographic location is only one factor in achieving this A different space and time can be created GETTING THE BUY-IN: MISS IT, MISS OUT One of the perquisites of seniority is the right to say no Top managers are fussy about what they learn and who they learn with They instinctively prefer expanding their existing knowledge and testing new ideas through their own personal networks with close professional colleagues they know and trust The more formal the mechanism and the less control they have over the agenda and participants, the more distrustful they tend to become Apply peer pressure If initially skeptical individuals become convinced that they are missing out because essential intellectual groundwork is being discussed in tandem with key company officers – who always attend and who feed back conclusions and insights during routine boardroom or strategy meetings – it is surprising how suddenly they are able to find the time to attend Let them influence and shape the agenda, picking up unexpected themes and issues from previous sessions and building them into new topics, complete with the appropriate outside experts or case examples Capture the learning that emerges from the discussions and feed it back to the whole group and a wider audience Give the impression in all these activities that what takes place in these sessions will influence the future of the organization Then watch them queue up CHOOSING THE VENUE: WHERE THE FIVE STARS COUNT Selecting a venue for board-level directors, particularly from blue-chip organizations, is a more rigorous task than choosing one for a less senior group However grand the grounds and ‘‘listed’’ the building, and however well recommended the chef, a big-budget country house TEN STEPS TO MAKING IT WORK 129 or up-market conference center will not necessarily provide you with the support or service you need Flexibility and common sense are often in short supply Conference staff often trade on the classy looks of the rooms and assume that if they provide the basic off-the-shelf equipment and the standard pattern of meals and drinks receptions, they can leave you to your own devices and turn their attention to other matters Getting them, for example, to lay on a buffet supper in the conference room at short notice rather than the sit-down meal you had originally ordered, or keep staff on and facilities open after hours so an expectedly fruitful session can be extended, is often too much to ask Where truly first-grade venues earn their stars is their ability and willingness to put themselves out on your behalf, rather than fitting you around their own pre-planned logistical requirements This will not be evident from the glossiness of the brochure or the slickness of the conference manager’s patter Hard questioning is required to find out the limits of their resources and the training and experience of the staff who will actually come into contact with your top people Severe loss of face back at the office is the price you will pay if you take everything on trust Always visit, always ask to see the front-line staff, and preferably ask for (and follow up) references from previous users or organizations of a similar calibre BRIEFING SPEAKERS: HOW TO AVOID LOOSE CANNONS What counts for venues counts for guest speakers They also trade on good looks and reputation Their willingness to be flexible usually extends only to the length of time you want them to speak and their ability to throw in a few sector-specific examples and anecdotes, rather than demonstrating a genuine commitment to tailor the conclusions of their latest Harvard-published book or pet theory to the specific learning issues of the group Make experts earn their exorbitant fee Capture their interest by devising with them firm- or group-specific exercises or projects that will throw new light on their research or demonstrate new possibilities for their tools and techniques Encourage them to feed back insights and conclusions sparked by these exercises in the wider context of 130 BOARDROOM EDUCATION their global work Insist, wherever possible, that they not parachute in and jet out of the session but take part in resulting discussions Capture what emerges Otherwise you might just as well save yourself the money and hire a video FRAMING THE INITIATIVE: CONVERTING OFF-THE-SHELF THINKING However flexible the external contributors, the task of making the program relevant is down to you Short pre-course assignments, scenario-based exercises developed specifically for the event, and syndicate and plenary discussions should all be used to take the concepts or good practice on show and ask, ‘‘What does it mean for us?’’ Capture what emerges and use it to inform discussions in future sessions, so that over time you build up a valuable store of firm-specific concepts and techniques that are inspired by new ideas outside the organization but shaped and reconfigured by the firm’s own circumstances SUSTAINING THE MOMENTUM: COPING WITH THE BOREDOM THRESHOLD Boredom thresholds and attention spans diminish with seniority Keep them sustained by changing the format, approach, or location of each session Feed back the conclusions of early sessions and encourage key company officers to build them into fully fledged strategic initiatives Expand the scope and dimensions of the discussion over time so that it does not become mechanistic or samey Encourage everyone to see the initiative: a think-tank that is laying down the intellectual groundwork for the organization’s future INSIDER HELP: THE CHAIR OR CHIEF EXECUTIVE AS CHAMPION Boardroom education is no different from any other organizational initiative The inspiration may be sparked by someone else but unless the chair or chief executive work together championing and shaping it, nobody else will sign up TEN STEPS TO MAKING IT WORK 131 Encourage the chair to see him- or herself as the guardian of the boardroom’s education Convince the chief executive that this kind of development activity is essential if strategy is to be informed and inspired by the latest thinking and good practice Demonstrate to both officers that the board will work better for it Ensure that they take a lead in all consultations that inform the design, approach, and good running of the initiative Make sure that they attend regularly and are seen to take an active role, not only in formal presentations but also in the discussions and their evaluation 10 SECTION ON PERSONAL COACHING Insist that all newly appointed directors are given a formal induction outlining the essential activities of the organization and (if needed) spelling out the legal and fiduciary responsibilities that accompany the role Regularly appraise their role, in collaboration with the board chair Bear in mind always that shortcomings in performance and inappropriate management styles often mask personality problems that may not be resolved by conventional boardroom coaching Insist that every executive slated to receive coaching first receives a psychological evaluation Screen out those that are not psychologically prepared or predisposed to benefit from the process Hire independent mental health professionals to review coaching outcomes Frequently Asked Questions (FAQs) Q1: What makes directors and board-level executives any different to develop than other managers? A: They can say no They cannot be forced to take part They are picky about what they learn and who they learn with They often work for other organizations They bore easily and have the status to be able to show it You get it in the neck rather than them if the initiative is a failure Q2: How directors and board-level executives learn? A: Through demonstrated good practice in other comparable organizations Through the feedback of someone they trust and respect Through reflection prompted by personal reading or private leisure or community-based activities By making connections Q3: What role can the chief executive play? A: Seeing the initiative as an essential part of strategy determination Taking part regularly, not only in the formal proceedings but also in the design, syndicate discussions, and evaluation Briefing external experts 134 BOARDROOM EDUCATION and contributors Evaluating the conclusions in the wider context of the company’s strategy and/or main aims Taking part in feedback Building suggestions, insights, and new concepts or techniques into ‘‘follow-through’’ initiatives Q4: What role can the chair play? A: Taking the lead in setting up the initiative Integrating it into a broader program of boardroom development and activity Championing it as an essential prerequisite to good corporate governance Involving and engaging key stakeholders (e.g investors, regulators) in the process Q5: What role does the HR practitioner play? A: Pointing out the need Engaging the chair and chief executive Defining the group Overseeing or undertaking the design Choosing the timing and location Choosing and briefing the speakers Overseeing or directly facilitating the syndicate and plenary discussions Capturing the conclusions Feeding back and building on the output Ensuring that methods used, for example in coaching individuals, are appropriate to the circumstances and the participants Q6: What role external consultants play? A: Contributing methods, strategies, tools, and techniques or industry knowledge that are not available in-house These should be assessed and integrated into the initiative by either a front-line executive or an HR practitioner with the expertise to assess their effectiveness and the in-company knowledge to set them in context Often external consultants working with an HR practitioner who is acting in an internal consultancy capacity (and can therefore step back a pace and see the organization’s needs in a broader perspective) is the best combination Q7: What role coaches and counselors play? A: Providing non-critical feedback and support to enable individual executives to assess and resolve personal issues that are affecting their performance This often touches on deeply rooted personality problems that may not be easily resolved by conventional coaching It is therefore very important that someone with the right expertise assesses whether the individual is ‘‘coachable’’ and whether the methods used by the provider are appropriate FAQs 135 Q8: How can boardroom learning be sustained? A: Through follow-up sessions and e-mail or intranet exchanges Unfortunately this can be hampered, at board level, by the fact that some directors are still technology-shy and that an unwillingness to follow through can be easily masked behind a busy schedule that no subordinate can question Q9: How should initiatives be assessed? A: By the quality of the output and their value to the organization By the number of further initiatives they inspire By the way they inform and inspire future strategic discussions By the better interaction, cohesion, consultation, and inclusiveness they inspire in routine board behavior By the transparency and trust – and thus good corporate governance – they bring to routine boardroom dealings By the greater self-confidence they inspire in individuals Q10: Is this approach transferable? A: Yes It is applicable to anyone in a position of trust, including charitable trustees, school governors, directors of non-profit organizations, executives on health care trusts or police boards, partners in professional practices, and members of government quangos Index accountancy 16 action-centered leadership 19 Adair, John 11–12, 19, 29 address list 113–23 adviser role 38 Amazon.com 35 Ambrosetti, Alfredo 94, 110 appraisals Argyris, Chris 67, 86, 97 Beachcroft Stanley case study 80–82 Belbin, Meredith 12, 25, 65 benchmarking 55–6 Berglas, Steven 68–9 big management houses 20–22 black boxes 64, 69, 70 books 102–6 BPX case study 77–8 brain opening 64 brainstorming brokers 69 business schools 113–23 Cadbury, Sir Adrian 88 case studies Beachcroft Stanley 80–82 BPX 77–8 ITT London & Edinburgh 74–7 Leadership U 41–2 Royal Ulster Constabulary 74, 78–80 chairs 13–14, 76–7, 130–31 change management 64, 74 Charity Commission Click2 41–2 coaching 6, 12–14, 62–71, 106, 131, 134 collective learning 126–7 concepts 85–99 conferences 128–9 conflicts 92, 104, 134 consensus 44–5 consultancy 21, 56, 134 continuous learning 31, 58 corporate governance see governance counseling 62–71, 106, 134 courses 109–10 Cranfield School of Management 90–91, 93–4 creativity 103–4 crisis stage 51 cultural issues 44–8 culture of politeness 75 customer service 35 cybernetic loops 97 138 BOARDROOM EDUCATION Dawkins, Richard 95 de Bettignes, Henri-Claude 94, 110 Desparture, Joseph 52 Development Dimensions International 41–2 diaspora 50 dining clubs 54–5 directors 2, 6, 16 see also non-executive directors development 63–4, 70 dot.coms 36–41 influence 89 performance 86–7 roles 37–9, 92 teamwork 90 discretionary leaders 79 dot.coms 33–42, 103–4 double-loop model 86 e-commerce 36 e-dimension 33–42 e-learning providers 110–13 e-strategy 34–5 Earle, Nick 103–4 early selection 23 easy access 35 emotional intelligence 67 employee assistance programs 70 Enron 9, 89, 92 entrepreneurialism 25, 30, 36, 49, 51 event sponsors 76 executioner role 39 executive directors Executive MBAs 40 experience 11–12 family businesses 45–6, 49–52, 105 fast-track schemes 22–5, 29, 31 First Direct 35 flexibility 57 focus groups 57 forums 55–8, 74–7 foundation programs 63–4 frequently asked questions (FAQs) 133–5 functional specialists 25–6 Fuqua School of Business 40 Garratt, Bob 2, 12, 86–7, 102 General Matriculation Admissions Council (GMAC) 20, 22 GlaxoSmithKline globalization 43–52 GMAC see General Matriculation Admissions Council Goleman, Daniel 65, 67 governance 2, 48 books 102, 104–5 chairs 77 education 6–9 family firms 49–52 NEDs 8–9, 30, 87–8, 104 partnerships 80 scandals 9, 89, 92 teamworking 89–91 Grand Metropolitan 46 granularized content 41 group work 126 growth stage 51 guest speakers 129–30 Guinness 2, gut feelings 10–11 Hamel, Gary 9–10 Hampden Turner, Charles 96–7, 102–3 Harvard Business Review 106–7 Henkel KgaE 45–6 Henley Management School 40, 109 high-fliers 22–5, 29, 31 Hunt, James 106 INDEX IMD, Lausanne 50–52, 75, 109 individual development 6, 12–14 inductions 39 Innovation Exchange, The 40 Internet 34 internships 21, 22 intuition 10–11 investment houses 20–22 investor role 38 isolation 13, 27 ITT London & Edinburgh case study 74–7 Jensen, Michael 67, 97 Jones, Tom Glynn 23 journals 106–9 Kakabadse, Andrew 12, 44, 78–9, 90–91 Katzenberg, Jon 91–2, 126 Keen, Peter 103–4 Kennedy, Carol 103 Kets de Vries, Manfred 27, 31, 98 key aspects concepts 85–99 frequently asked questions 133–5 resources 101–23 ten steps 125–31 thinkers 85–99 knowledge transfer 46–7 Kochan, Nick 104 Kotter, John 19, 29, 93 Lank, Alden 50, 105 Lastminute.com 35 leadership 19, 25, 27, 41–2, 77–9, 93–5 Leadership U case study 41–2 learning boards 3, 87 learning leaders 87 legislation 87, 88 Leith, Prue 61–2 139 Leonard, Dorothy 104 Lie, David 45 location 127–9 London Business School 40, 75, 80–81 Lone Star Enterprises 2, Lorsch, Jay 88–9, 105 LSK Group 65–6 MacIver, Elizabeth 105 management houses 20–22 market crashes 2, 34 Master of Business Administration (MBA) 19–22, 29, 40 Mather, Michael 36, 37–41 mentors 6, 38, 64 mergers 80 military command 18–19, 29 Mintzberg, Henry 9–10 mixed contributions 57–8 Mogu, Kenzaburo 93 Munro, Malcolm C 36, 37–41 National Council for Voluntary Organizations NEDs see non-executive directors networking 40, 41, 54–5, 95 Neubauer, Fred 10, 14, 50–51, 77, 105, 109 non-business disciplines 93–5 non-executive directors (NEDs) 3, cultural issues 48 dot.coms 39–40 governance 8–9, 30, 87–8, 104 roles 26, 60–62 non-profit organizations oligarchies 27 Olivier, Richard 93–4 open management 88 Parikh, Jagdish 10 partnerships 18, 24, 80–82 140 BOARDROOM EDUCATION peers 77–8, 96, 128 Pensare and Caliber 41 performance 82, 86–7, 91–2 personality conflicts 64–71, 131 planned promotion 23 poison pills postgraduate qualifications 19–22, 29, 40 pre-work 57 prior research 56, 59 private research 55 PRO NED product champions 76 professional networks 54–5 professional qualifications 16–18 promotion 23 psychology 64–71, 98, 131 qualifications 16–18, 19–22, 29, 40 Redmond, Tony 56, 66 research 55, 56, 59 resources 101–23 richness 34–5 right of veto 13 Roffey Park Institute 54–5, 59–60, 76, 95 Royal Ulster Constabulary case study 74, 78–80 Salama, Eric 34 scandals 9, 89, 92 selection 23 self-awareness 64–71, 79 seminars 109–10 serendipity 54–6 shadowing share fixing shareholders 45–6, 51 Sheriff, Dorita 81–2 Sinetar, Marsha 25 SmartForce 41 SmithKlineBeecham 48 Sonnenfeld, Jeffrey 12, 92 speakers 129–30 specialism 25–6 sponsorship 58, 75, 76 stakeholder management strategist role 39 strategy determination 64, 103–4 e-dimension 34–5 education 6, 9–12 military command 18–19, 29 qualifications 17–18, 19–22 student role 38 Sturmer, Flora 36, 37–9 succession 23 Swap, Walter 104 synergy 80 talent scout role 38–9 teamworking 89–92, 126 think-tanks thinkers 85–99 Thinking Partnership, The 65–6 timelines 28–31 trust 7–8, 56 tutoring 6, 12–14 visionary role 38 Weaver, Peter 42 Weintraub, Joseph 106 Wendt, Henry 48, 92 Wharton School of Business Worldcom 89, 92 Zohar, Danah 65 40 EXPRESSEXEC – BUSINESS THINKING AT YOUR FINGERTIPS ExpressExec is a 12-module resource with 10 titles in each module Combined they form a complete resource of current business practice Each title enables the reader to quickly understand the key concepts and models driving management thinking today Innovation 01.01 Innovation Express 01.02 Global Innovation 01.03 E-Innovation 01.04 Creativity 01.05 Technology Leaders 01.06 Intellectual Capital 01.07 The Innovative Individual 01.08 Taking Ideas to Market 01.09 Creating an Innovative Culture 01.10 Managing Intellectual Property Marketing 04.01 Marketing Express 04.02 Global Marketing 04.03 E-Marketing 04.04 Customer Relationship Management 04.05 Reputation Management 04.06 Sales Promotion 04.07 Channel Management 04.08 Branding 04.09 Market Research 04.10 Sales Management Enterprise 02.01 Enterprise 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boardroom education need to start from a clean slate Anyone sponsoring, designing, or delivering a boardroom program will quickly discover that they are in different territory 11. 04. 02 What is Boardroom Education? » Corporate governance-related education » Strategy-related education » Individual coaching and tutoring 6 BOARDROOM EDUCATION As we saw in the Introduction, boardroom education. .. laid out in the chapter ‘‘State of the Art.’’ 11. 04. 03 Evolution of Boardroom Education » » » » » » Professional qualifications Military command MBAs and other postgraduate qualifications High-flyer programs The new entrepreneurialism Filling in the cracks 16 BOARDROOM EDUCATION The best starting point for any look at how boardroom education has evolved is to point out that prior to the 1980s it just... as it is of ‘‘solo’’ leaders who surround themselves with acolytes Much of the challenge of boardroom education, explored in more detail in the chapter ‘‘State of the Art’’ is how specialists in boardroom learning, who are often in subordinate or supplier roles, work their way around the denial 28 BOARDROOM EDUCATION KEY LEARNING POINTS » The specific needs of directors and boards are complicated by... decision makers (see the chapter ‘‘Evolution of Boardroom Education ’) A third gap, as we have already seen in this chapter, is lack of understanding of the basic legal and fiduciary responsibilities that set directors apart from managers As outlined in the chapter ‘‘Resources,’’ there are any number of courses offered by specialist professional WHAT IS BOARDROOM EDUCATION? 13 institutes or business schools... Concepts and Thinkers,’’ most effective boardroom education initiatives have resulted from the partnership of an enlightened HR practitioner and a chair with the foresight and authority to gain the support of other, more skeptical directors This has been a significant step forward The characteristic that most distinguishes conventional management development from boardroom education is the participants’ right... require boardroom education initiatives which enable directors (individually and collectively) to test new ways of seeing or doing business against the insight of their own practical experience » Personal gaps in knowledge or experience, or in confidence or self-esteem, may require individual tutoring or coaching This is subject, however, to the strictures laid out in the chapter ‘‘State of the Art.’’ 11. 04. 03... about their future prompted commentators like Gary Hamel and Henry Mintzberg in the early 1990s to argue that strategy as a management discipline was dead (see the chapter ‘‘Evolution of Boardroom Education ’) 10 BOARDROOM EDUCATION Of course, they didn’t mean that change alleviated the board or senior management team of the need to make strategy Quite the opposite Determining a vision for the future has... managers who are now in boardroom positions, who have a homogeneous perspective of the future of the company, and who still nurse elitist views about what kinds of development are valued, and for whom This is particularly true of professional partnerships where ‘‘the halo effect’’ is deep rooted and where the kind of general manage- EVOLUTION OF BOARDROOM EDUCATION 25 ment education provided by an... through experience But experience only teaches the teachable, and it is a school which charges large fees Strategic leadership is 12 BOARDROOM EDUCATION better learned by experience and reflection or thought which, in turn, informs or guides further action.’’ Boardroom education initiatives also center around directors’ and executives’ ability to work as a group Advocates of team-driven leadership like... the confidence to take the lead in proposing strategies that make the most of the external perspective they bring to the board’s affairs STRATEGY-RELATED EDUCATION If the revolution in corporate governance has been one cause of the explosion in boardroom education products and initiatives, then the need to find new ways to inform and formulate strategy has accounted for almost all the rest The realization ... (info@wiley -capstone. co.uk) Contents Introduction to ExpressExec 11. 04. 01 11. 04. 02 11. 04. 03 11. 04. 04 11. 04. 05 11. 04. 06 11. 04. 07 11. 04. 08 11. 04. 09 11. 04. 10 Introduction What is Boardroom Education? ... www.ExpressExec.com or contact elound@wileycapstone.co.uk 11. 04. 01 Introduction An overview of boardroom education 2 BOARDROOM EDUCATION In 1990, a pioneer of modern boardroom education, Bob Garratt, wrote:... Boardroom Education? » Corporate governance-related education » Strategy-related education » Individual coaching and tutoring 6 BOARDROOM EDUCATION As we saw in the Introduction, boardroom education