Didactics

Research has shown that experienced managers learn best by reflective thinking and practice.

We think corporate learning requires a systematic interplay of individual learning and organizational learning. Learning should fostering strategic change, and in a careful corporate setting, learning can be also a source of strategic change. A careful corporate setting includes:

  •  an iterative process of input – action – reflection
  •  dealing with real-world problems, perceptions and experiences
  •  and assuring the commitment of faculty, participants and executive management.

What is crucial is an open dialogue modus based on trust and leading to commitment. Such a corporate learning environment is creating certainty in dealing with uncertainty (the constant companion of change) and thus keeping the change process adaptive. We believe that the value of executive education lies in the degree to which a coach or facilitator can identify, leverage and foster the group‘s and individuals knowledge for further development during an educational set up. Therefore traditional learning concepts have to be enhanced with new methods and approaches (i.e. action learning). The more senior the managers in an organization the more learning is focusing not so more on training of basic skills but more on a reflective side and exchange of ideas, also the individual components of developments increase with the experience. Our approach therefore brings together a learning process which has to be defined for each target group together with the right learning coaches, either faculty (latest input from reserach) or experienced practioners (latest input from professional practice). To facilitate and maximize the learning or development process, we have a professional team of program managers, who plan, execute and monitor the intended program, who‘s business is program management and not research.

Action learning

A didactical process whereby the participants study their own actions and experience in order to improve performance. This is done in conjunction with others, in small groups called action learning sets. It is proposed as particularly suitable for adults, as it enables each person to reflect on and review the action they have taken and the learning points arising. This should then guide future action and improve performance. The method stands in contrast with the traditional teaching methods that focus on the presentation of knowledge and skills. Action learning focuses on research into action taken and knowledge emerges as a result that should lead to the improvement of skills and performance. It has strong links to various philosophies relating to existentialism, the psychology of self-development, and the sociology of group based learning.