Frequently
asked questions with reference to the corporate university
Abstract: This article lists all the foundation
questions that are uppermost in people's minds when they are considering introducing the
corporate university development platform into their company or organisation. Some of the
questions are simple and direct whilst others are rhetorical in nature. All the questions
are those which have arisen most frequently in early discussions with client companies.
Answers to the questions are provided from a advisory point of view using references to
previously published articles to elaborate on the answer information provided.
The approach taken in this article is to
provide informative insights into the subject of the corporate university and to initiate
thought leadership that will result in the full realisation of the corporate university
concept.
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Managing
the corporate university learning curve
Abstract: This article reviews a Conference Process
that was introduced to help Companies, Regional Development Organisations and Universities
to evolve and share their perspectives on the active business led concept of the Corporate
University.
The conference forms part
of an evolving initiative launched by the Copenhagen Business School. The conference
entitled Trends in Corporate Universities - September 2001 - had an agenda that contained
state-of-the art presentations about the theory and practice of the corporate university
concept and also Company presentations about the progress they are making in evolving
their particular corporate university applications.
The conference objective
was aimed at raising the visibility of the potential of the corporate university and it's
capacity to renew and enhance organisational effectiveness and strategic development
processes. From these observations and discussions it was expected that delegates would be
in an informed position to evolve a realistic and sustainable vision of the corporate
university and fully grasp it's vital contribution as an engine for change and business
development.
This article focuses on a conference
process model the Corporate University Learning Curve concept that was introduced by
Intellectual Partnerships Consulting (www.ipc-ltd.co.uk) to ensure that a viable context
for unfolding the aims and objectives of corporate university best practice were fully
realised.
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Strategic
directions in the management of the corporate university paradigm
Abstract: This article sets the scene for the
exploration of corporate and company developments in the field of the corporate university
and related development paradigms. It identifies the driving forces promoting the growth
in corporate universities, corporate business schools and other similar styles of
intellectual asset management.
There are many emergent issues and
differences concerning the style, scope and culture of the emergent management programmes
and as a consequence some important changes could occur in the nature of the corporate
relationship with providers in the traditional intellectual supply chain. This article
acknowledges the evolutionary stage of these developments and engages with the main
subject areas as a platform for a methodology in examining future developments.
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Establishing
a methodology for appraising the strategic potential of the corporate university
Abstract: This article explores the potential and
organisational implications of integrated business led learning on achieving strategic
fit. It considers the consequences of these changes on the design and management of
corporate universities.
Finally it puts forward a comprehensive
management decision model as the basis for the objective examination of differences
between corporate universities in a planned series of real time case studies.
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Case
Research into corporate university developments
Abstract: This article describes a research
methodology for reviewing the effectiveness of corporate university developments. The
defined research approach is applied to a sample of five companies based in the UK and
USA, four of which are in global markets.
Differences between the vision for the new
generation of corporate universities and current company practice are identified and
commented upon.
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Case
Research into the evolution of a corporate university development process
Abstract: This article appraises the dynamics of
development at the mid-point in the evolution of the corporate university paradigm in a
large public company. It presents a summary of the key research findings that have been
derived from a detailed cross section analysis of the developments to date.
The methodology for the analysis is based
upon a progressive process model that highlights the developmental status of the main
corporate university decision strands that are essential for success. The author concludes
from the research findings and considers the state of organisational readiness in the
company to move further ahead into a comprehensive and viable manifestation of the
corporate university concept.
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Configuring
the corporate university - managing a portfolio of thinking schools
Abstract: This article reflects upon the journey so
far into the exploration and understanding of the potential of the corporate university
concept as a real time business development platform.
It challenges whether the
many and diverse ‘schools of thinking’ that are shaping the intellectual
architecture of corporate universities are innovating new processes of intellectual
development, are in fact functionally constrained, simply window dressing of existing
functions, or are engaged in retro-ego trips.
It identifies the main
development connections between the corporate university concept and the developmental
thinking domains of intellect, organisation and business. It examines where blockages are
taking place in its evolution and puts forward a thinking schools integrator process
methodology as a basis for moving forward into a more complete articulation of the
concept.
A constructivist methodology is summarised
introducing the idea of well considered choice for the integration of diverse
developmental 'schools of thinking' to determine a comprehensive 'configuration school of
thinking'. It suggests the first phase of an approach into how the emergent paradigm can
be managed to unfold a bespoke corporate university architecture.
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How to
configure the corporate university for success
Abstract: This article explores ideas and processes
that can bring the corporate university concept to fruition as a dynamic business
development platform. It builds upon the empirical research findings presented in previous
articles and the new ways of thinking that are beginning to surface concerning the
configuration of corporate university properties and attributes to achieve intellectual
leadership in different business sectors.
It describes one approach to making
intellectual relationships more productive and manageable in the context of achieving
strategic fit, by combining a dynamic strategic learning approach with the resource
capabilities offered by the growing portfolio of corporate university schools of thinking.
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Managing
intellectual leadership in corporate value
Abstract: This article takes a further step forward
in defining the strategic role of the corporate university. It describes an approach for
appraising and managing the consequences of management’s present style of
intellectual leadership on a company’s market value.
It describes two robust
management indices that are being used to facilitate this process of appraisal and
management. The Intellectual Equity Index (IEI) and the Intellectual Capital Index (ICI)
which when combined together provide a basis for defining the quality of intellectual
leadership in a company, i.e. the Intellectual Leadership Indicator (ILI). The ILI
directly reflects the quality, direction and trend in the company’s ability to
achieve or maintain intellectual leadership in its business sectors. This is the state of
development upon which its competitive position and future business success depends.
The outcome of the ILI appraisal produces a
penetrating insight into the state of management’s business orientation and
organisational readiness. It also defines the baseline position from which a bespoke
portfolio of corporate university properties can be properly formulated and managed.
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Managing
the transition to the corporate university - a synthesis of client research
Abstract: This article is a synthesis of consulting
experience in managing the reality of the corporate university transition. It provides an
objective context for this development and outlines the nature of the intellectual vacuum
that exists between a company's strategic learning needs and the provision available in
the institutional intellectual supply chain. The emergent role of the corporate university
in filling the gap is identified and a project management approach that facilitates and
administratively enhances a highly networked corporate university development process is
described.
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Managing the
Issue of Learning Relevance in the Formation of Corporate University Strategies
Abstract: Previous articles in this series, on the
evolution of the corporate university as a dynamic future state business development
platform, have described processes and methodologies for achieving both organisation and
strategic learning re-orientation for success. Ref. 1 - Managing the Corporate University
Learning Curve, in particular revealed the innovative nature and challenge facing
corporate university executives in their quest to achieve customised structures, flexible
learning processes and time durable intellectual properties in a new or amended company
educational paradigm, defined as Model 3. This derivative model espoused business
excellence, focused business education processes and timely executive action.
A key dynamic strand in the
evolution of the corporate university concept in Model 3 was identified as the
‘management of learning’ strand. This article takes an overview on the current
state of the art in corporate learning management and the issue tensions that can arise in
the preparation of a progressive and satisfying learning strategy.
It relates to the main issues surrounding
the energising of learning in organisations, the consequences of corporate learning policy
and an outline methodology for appraising the main determinants of corporate learning
strategy.
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Managing
the corporate university watershed
Abstract: This article emphasises the need to
achieve thought leadership and a proactive response in the evolution of the corporate
university concept during times of business turbulence. It describes process innovations
to enhance corporate university performance during those adverse periods in the corporate
decision environment when the consequences of top management’s contemporary strategic
thinking and aspirations are undermined by the reality of the market place and economic
factors.
It describes the
development of an organisational process model intervention as a stimulant for new
thinking and action when scaling the corporate university learning curve in a turbulent
decision environment. It describes the need to apply real-time methodologies and dynamic
models by which means the benefits of the overarching integration role of the corporate
university can be sustained in a very positive business orientated vision.
The outcome of the
corporate university organisational development intervention brings many benefits.
Including increasing levels of confidence by top management in it’s role and purpose
both for the good times and the bad, through demonstrable assurances that the firm’s
key strategic and organisational issues are being comprehensively identified and
thoroughly managed.
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The
realtime corporate university becomes a reality
Abstract: This article looks at the evolving
character of the corporate university and the emergent nature of its real-time development
practices. It demonstrates how the capacity of some traditional management tool-sets are
being extended and combined with the new learning process models to meet the ever present
challenge of changing circumstances.
It emphasises the growing importance of
conceptualist thinking bridging strategic theory and real-time learning practice in the
role and responsibilities of corporate university faculty.
It also engages with the need for a
significant change in intellectual style from that employed in traditional educational
paradigms and demonstrates the role of image simulations and the use of meta-management
thinking to accelerate the building of essential manager skills in the real-time strategic
learning transfer process.
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Issues
relating to learning accreditation in corporate university management
This article considers the role of learning validation and accreditation systems in
relation to the demand for more co-creative quality assurance solutions in corporate and
organisational learning management. It explores the need to emphasise the organisational
demand side in the management of quality new learning by applying a more holistic
development perspective. It looks at the subject of credit frameworks from the point of
view of both providers and consumers of learning programmes and develops a more radical
four dimensional management perspective that extends the reach of considerations beyond
the two dimensions of academic and professional practice.
It introduces a leadership inspired career
based accreditation system that engages with the middle and upper tiers in organisational
learning. It provides this as a basis for developing a methodology and a forward thinking
guideline for learning portfolio practice and quality assurance accreditation management
in the organisational setting.
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The new
generation of corporate universities - co-creating sustainable
enterprise and business development solutions
This article
captures the researches, experience and current thoughts of two
leading professional corporate university and corporate academy
solutions designers and developers, Ian Campbell and Richard
Dealtry. It provides a provocative commentary on the quality of
current management perspectives and practice in the area of
corporate university management.
The
article comments upon some of the popular mis-conceptions of what
the corporate university is all about and how these fault-lines in
corporate university management styles present barriers to further
development along the learning curve and the full realisation of the
concept's potential.
From a
critique perspective it then moves forward with comments on a
pro-active modality for configuring intellectual properties and
implementing intervention programmes. This process involves the
development of dynamic scenarios around 'thinking schools'
properties and their manifestation through management processes
defined as the BLU Way.
It
emphasises the vital strategic management role being undertaken by
the new generation of corporate university managers and the nature
of the skills and competencies necessary in renewing and sustaining
intelligence-based enterprise cultures in organisations.
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The savvy
learner
This article defines the cultural nature and scale of change
in learning consciousness that has to take place when the organisationally based adult
learner makes the transition from formal prescriptive learning practice to self-owned
self-directed learning. It articulates some of the learning-to-learn process models that
introduce, accelerate, enhance and facilitate the adult person's understanding of the
evolutionary journey. It also provides practical guidelines in progressively shaping their
endeavours to take effective ownership of their own managerial learning at work.
It draws on experience in delivering learning-to-learn
programmes to suggest that the management learner in particular has to be increasingly
aware and more discriminating in how they spend their time and learning energy if they are
to arrive where they want to be and at the same time satisfy all the stakeholders
investments in these process events. It illustrates, using a portfolio of
learning-to-learn process management practice ideas how the individual and groups of
learners can effectively and progressively begin to manage the quality of their experience
in learning-to-learn.
The author advises that in the long term taking
responsibility for learning-to-learn is not something that can be absolved by the learner
manager; it has to become a self-determined series of personally managed events. Adult
learners have to have a heightened state of alertness to the dynamics of gradualism in
managing the new learning process itself - to become Savvy about the dynamics of the
learning process and the key decision areas that will make a difference between learning
satisfaction and success or failure in achieving their personal objectives.
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Envisioning development
This article focuses upon an
important innovative development in new generation corporate university management. It
addresses the thematic area of visual learning that is captured in the term 'The Art of
Minds-eye Management'.
It reflects upon experiences with groups
of managers in enhancing perceptive competencies using visual awareness learning systems.
The envisioning of multi-functional concept scenarios is being widely realised as an
increasingly important highly adaptive skill-set in real-time management.
The envisioning medium being reviewed and
explored takes the form of narrative imagery. This is a form of quantitative and
qualitative envisioning which is now being applied by groups of managers in many different
formats to articulate and add new levels of learning and value to developmental themes.
The article reflects upon the mediocrity
of traditional flatland representations of classic management concepts and models
and explores the potential for delimiting conceptual design and the use of pictorial
display of data and information as a means of communication, managing personal performance
and accelerating organisational development. How to achieve a higher level of capability
in the creative design and presentation of perceptive insights using visual analysis and
explanation is designated as an area of management that is ripe for further development
and is increasingly important for the successful evolution of real-time management theory
and practice.
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ECUANET - European corporate
academies transnational best practice network
This article describes the formation and forward planning of an important and independent
transnational best practice networking development project, i.e. ECUANET. ECUANET's aims
are to track and disseminate the evolutions and revolutions that are taking place in the
creative management of corporate universities and small and medium enterprise academies. Both
categories are referred to in the text as Corporate Academies.
The article describes how and why this transnational
network has been originated by a combined group of professional practitioners and national
level clusters of corporate universities. It illustrates how it is intended that it should
grow in the future as a thematic social community dedicated to the creation and
appreciation of leading edge corporate academy knowledge.
It describes the planning of sequential and interlinked
work package activities to be shared by its members in building a sustainable
transnational network. Additionally it addresses the choice of case research reference
architecture and the conduct of related thematic action research processes to be employed
in defining world class best practice standards in corporate academy management.
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Integrating programme
and process performance QA
This
article reports on actions being taken at a practical level to innovate
performance quality assurance systems for real-time learning
environments. It commences with review on the consequences for
situational learning management as organisations adopt customer facing
organic strategic postures. It describes how naturally evolving and
progressive vocational and enterprise learning programme assessments are
being combined with performance quality reviews of process to produce
radical and very powerful QA systems for the performance management of
organisationally based enterprise learning
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The corporate universities'
role in managing an epoch in learning organisation
innovation
Purpose
- Following the author’s earlier editorial theme concerning the need for
exploration and innovation in organisational learning management, this
article sets the scene for some radical epochal thinking about the
approach and future strategic directions in the management of
organisational learning.
Design - The ideas for a more comprehensive and integrated thinking
paradigm that have surfaced are driven from experience in reviewing
current learning and knowledge management practice and related concept
development within organisations. The solution perspectives are derived
by taking a more holistic perspective on the total dynamics of
organisational capability, enterprise management and the way in which
different pathological conditions are resolved in many organisations.
Findings - The forces at work indicate that piecemeal and IT dominated
practices around learning processes can produce a lack of coherence
between learning investments and vision, strategic intent and
need-to-learn needs of individuals in an organisation. Solutions to
these conditions are invariably subject, technique or single discipline
driven without full consideration of the overall effect. It reveals that
those professionals who manage learning have to be open to new ideas and
to be equally receptive to new process learning in their professional
practice.
Research limitations – This article is an outline summary of extensive
strategic learning project work. There are limitations due to the
shortage of published information about the nature of the current epoch
in integrated performance management practice
Originality/Value - Some people who have a purist view of learning
management may find these ideas and propositions iconoclastic whilst
others will find that it provides a new gateway to out of the box
thinking about the future challenges of organisational learning
management at the strategic level.
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