One of the loudest and most insistent requests from executives we receive is how to get people learning and changing faster. Businesses are facing increasing complexity, economic uncertainty, global and start-up competition, technological advancements and changing customer and employee demands, needs and expectations. And yet the majority of the workforce is still operating from original programs they learnt at school or further studies, from previous bosses or what was required in the past. In order to be agile, innovative, responsive and build exceptional relationships with our key customers and stakeholders, every single person requires new mind-sets, skills and behaviours. So how do organisations and communities create an environment that encourages curiosity, a thirst for exploration, learning and feedback, calculated risk taking, decisiveness and the ability to rapidly adapt and grow. — Debbie Craig, Catalyst Consulting,Author of Accelerated Learning for Breakthrough Results, published by KR
In this article, the author explores how organisational culture is fundamental to organisational performance and an agile workforce. In essence, there may be no more critical source of business success or failure than a company’s culture – it trumps strategy and leadership. Culture creates the foundation for strategy execution, people performance and customer delight, and will either be a company’s greatest asset or largest liability. — Conrad Brand – inavit iQ
As companies race towards digitisation, the expectation that people in organisations need to be permanently on-call is creating very human challenges. How well an individual copes depends on their personality. —Pawel Korzynski, Visiting Scholar at INSEAD and Assistant Professor, Kozminski University in Poland, Elizabeth Florent-Treacy, Senior Lecturer and Dutch Alumni Fund Research Fellow, Manfred Kets De Vries, Distinguished Clinical Professor of Leadership Development & Organisational Change at INSEAD and The Raoul de Vitry d'Avaucourt Chaired Professor of Leadership Development, Emeritus.
There is no shortage or theories on how to manage and lead – every day we witness new insights from the famous, talented or deceased. But how might we enact good management on a daily, hands-on basis – and, just as importantly, why? It turns out there is genuine science to this question, and if we understand and apply some basic neurobiological principles, the gap between mediocre and high performance becomes bridgeable quite quickly. Here’s why and how. — Michael McIntosh, Author, Behavioural Researcher and Consultant
“Relaunchers” as they are called, women who return from a long break to start afresh as corporate professionals. Women who take a break in their careers often fear acceptance when they return. In fact, according to a survey by London Business School, 70% of the women fear taking career breaks due to lack of opportunities. This isn’t because they turn incompetent over the years but because people’s view of them is frozen over a period of time accompanied by a dip in their own self-confidence levels. — Manvi Pant, Senior marketing professional, A.T. Kearney and Contributing Writer, Catalyst and Women to Watch
Urbanisation and today’s “digital” lifestyle promotes stress and a sense of alienation. Does nature hold the key to our inner peace and development? —Manfred Kets De Vries, Distinguished Clinical Professor of Leadership Development & Organisational Change at INSEAD and The Raoul de Vitry d'Avaucourt Chaired Professor of Leadership Development, Emeritus.
A business approach to learning: increasing profits through marketing methodologies
Training managers are challenged to “sell” the benefits of an intangible need to those wanting tangible results. External consultants understand this obstacle; however, when those responsible for training solutions, they often encounter significant resistance. Senior managers recognize the importance for training but, with limited resources. They are also concerned with accountability and results. T&D is also challenged by other stakeholders, employees and management alike, to overcome indifference and skepticism of any proposed learning initiative.
Coaching and Mentoring Diversity in Practice
In a diverse environment the definition of coaching / mentoring described in chapter 4 becomes more difficult as the term has become more diffuse in a large number of contexts. This is compounded by the many people using different media and where diverse meanings are applied (Nandram, 2003). So what does the mentoring / coaching research and practice describe in Chapter 3 add to our understanding of learning in collaboration in applied contexts?
Ten Recommendations for Strategic Engagement
Engage senior management. Create regular interactions or briefings. Better yet, join the senior management team. Create a position that requires representation at the highest levels of your organization. If that’s not possible, put together an executive council. Integrate your program with the overcharging objectives of the organization, and be ready to flex as they change.