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					Custom Programs for a Rapidly Changing World

Table of Contents
Columbia Custom Programs: Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 The Columbia Difference: Faculty Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2-3 Program Design and Development Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4-5 Program Delivery and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7-9 Success Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Client List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Columbia Custom Programs: Approach
Columbia Business School Executive Education is committed to developing the tools and talents that business leaders need to perform and excel under pressure. Leadership in action defines our approach, and our teaching is deeply rooted in the philosophical tenets of pragmatism. Our work is guided by a simple belief: that an idea, no matter how brilliant, has ultimate value only when it is put into action. This approach holds that life is the classroom for the adult learner and reinforces the concept that people learn best through, and from, real-life experiences. Maximizing this approach, we will partner with you to design, develop and deliver a program that addresses your company’s unique challenges, applying state-of-the-art research and thought leadership to develop and implement solutions that will achieve results. Teaching Philosophy Columbia Business School Executive Education faculty believe the greatest retention of learning occurs when learners teach each other and put the learning to immediate, practical application. The majority of the learning occurs through active case application, role plays, group discussion and knowledge sharing, often augmented by focused short lectures and dialogue. Senior Leadership Engagement We often invite and include a company’s senior executives to work with our faculty, whenever this adds value, with the goal of modeling leadership behavior, promoting greater networking and enhancing outreach skills.

Challenges a Custom Program Can Address
• Building sustainable leadership capacity in your organization • Repositioning your firm within a shifting industry landscape • Aligning your corporate culture with your strategic vision • Leveraging the intellectual capital of your organization • Managing change caused by growth or post-merger integration • Addressing the challenges and opportunities of globalization • Balancing short-term results with long-term growth • Making the leap from strategy formulation to implementation

If you are struggling with a strategic or management issue that affects an entire division or company, a Columbia Business School Executive Education custom program may be the right solution for you.


The Columbia Difference: Faculty Involvement
Our custom programs offer your organization something unique, right from the start: a Columbia Business School professor who becomes the architect of the program. A Columbia faculty director, in partnership with you, creates a global educational objective that reflects your goals, and then sculpts the program accordingly: developing curriculum and recruiting contributing faculty in the required areas of expertise.

Columbia Business School Professor Willie Pietersen The faculty director has three primary responsibilities: 1. Serves as the program architect. As the architect, the faculty director works with the client to establish objectives for the program. We must be able to answer the question, “How do these participants act differently after this experience?” 2. Recruits faculty from within Columbia Business School, Columbia University, and the world at large to bring the program’s content to life. 3. Weaves the “golden thread” of the program. Arguably the most important part of the role, the faculty director lives with the program and the participants, laying out the road map for them and demonstrating how each aspect of the program builds to achieve the objective. Adaptations in design and approach are completed in real time.


In addition to a faculty director, Columbia will assign an account team, led by a senior account manager, to each program, ensuring that all administrative and logistical tasks are accomplished seamlessly. The account management team fulfills several roles: • Supervises the account to ensure the highest quality customer service • • • • • • • • Upon contract, manages initial design and development phase Becomes an ongoing contact for new program needs or follow-up activities Assists faculty director in faculty scheduling Schedules design team communications Oversees program fees and expenses Prepares all program materials Coordinates logistics, include venue planning and faculty travel Resides on site during program to ensure a smooth and successful delivery

Benefits of a Columbia Business School Executive Education Custom Program
• • Generates tangible and measurable results that impact your bottom line and deliver a lasting competitive advantage. Equips your organization and staff for success in a rapidly changing, globally competitive environment by embedding learning systems and a common business language in your culture. • Establishes a continuing brain trust, which grows in value over the long term through follow-up modules, after-action reviews and in-depth knowledge of the organization. • • • Develops a thorough situational analysis of your own realities. Exposes your executives to the latest self-assessment, project management and financial analysis tools, often developed by Columbia’s own faculty. Maximizes the impact via impeccable client service from dedicated Columbia project-management teams.


Program Design and Development Process
Creating a custom program includes several steps, all of which we undertake jointly with you to ensure that we are meeting your specific requirements. Integration of content, context and learning process form the basis for program development.



Learning Process

In each custom program we design, we strive to include these pedagogical strategies: • “Hands-on” and interactive sessions, with limited passive learning. • Contextual learning that is grounded in the realities of your company and participants’ immediate business area. • “Whole person” learning that fosters the development of key mindsets (cognitive), temperaments (affective), and actions (behavioral). • Alternating cycles of action and reflection with increasing contextual and cognitive complexity.


The development process can be broken down into four basic steps:

Needs Assessment/ Contextual Analysis

Program Blueprint

Program Development

Pilot, Evaluate and Refine

Step One: Needs Assessment/Contextual Analysis At the outset of any executive education engagement, Columbia Business School Executive Education conducts a thorough needs analysis: • Interview program participants to gain insight into their baseline skills, professional development needs, learning preferences, and the context, content, and conduct of various scenarios they routinely encounter. • Review relevant business documents to gain understanding and become conversant with the business lexicon. Step Two: Program Blueprint Columbia develops each program as a collaborative effort among our faculty members, designated representatives from your organization and the Columbia account management team. Working closely with your organization, we design a program that will meet your performance and learning objectives and allow you to measure the program’s success. In this part of the process, we develop a blueprint that includes several important details: • Program snapshot • Learning objectives • Target population • Pre-work • Overview of content and learning process via an annotated agenda • An evaluation strategy Step Three: Program Development Design teams from your organization and from Columbia meet to determine the program’s structure: • Develop the content and learning process, including case studies, simulations, role plays, and supporting materials. • Design a tool kit and coaching process to ensure consistent program delivery and learner experience, anywhere in the world. Step Four: Pilot, Evaluate and Refine Toward the end of the development phase, Columbia can conduct a pilot version of the program to test and refine content and pedagogy prior to the formal program launch. This is an optional part of the development process. During the pilot program, we collect information from your representatives as well as the Columbia Business School faculty director. In addition, we gather feedback from participants throughout the pilot and then refine the module design accordingly.


Program Delivery and Evaluation
We recommend three program evaluation methods to assess the program’s efficacy and business impact—and to make necessary adjustments—at key program junctures: during the pilot program, throughout the program itself, and following the program. Pilot Evaluation During and after the optional pilot program, we talk with your company representatives, our faculty director and the program participants, and we review scores and written comments from an evaluation form. Ongoing Program Evaluation During the program, we will continue to use an evaluation form to capture participants’ thoughts on their learning experience and the program’s relevance to their current and future role. We also ask for their suggestions for improvement. After-Action Reviews (AAR) After each program delivery, an After-Action Review, or AAR, will be held to assess what went well, what could be done better, and what specific steps we can take to retain what went well and improve what could be done better. The AAR is performed with the faculty director, account management team and the key client stakeholders. Over the longer term, we also can evaluate the program’s impact six months after the program, and up to two years following the program’s completion: to assess competency development over time, application of key course concepts, and business impact, both financial and non-financial.


Case Study: Deutsche Bank
Faculty Director: Professor Paul Ingram, Columbia Business School Goal: To create a program for Deutsche Bank analysts and associates that provides them with the education and skills necessary to move from their current position into a more sophisticated and strategic role within the company. Results: In its first run, more than 100 Deutsche Bank employees, from offices around the world, completed the intense two-week program, which was held in residence on the Columbia University campus. The sessions on strategy and “soft skills,” such as conflict management and negotiation, received particularly high marks from the participants. Many also appreciated the exposure to MBA-type coursework taught by Columbia Business School professors. The program is currently ongoing. Program Description: The program was designed to assist third-year analysts and associates in making the transition from a technical position to one in which they can create greater value in their career with Deutsche Bank. With a balanced mix of session topics, the program helps the participants achieve a new perspective: understanding how their clients do business, as well as how their clients view Deutsche Bank’s role within their business. The program covers four main areas: strategy from the client's perspective, advanced financial analysis, macro and capital markets, and managing internal and external clients. In their upcoming roles with Deutsche Bank, the participants will need to be equipped to offer strategic advice to clients, and they also will assume management responsibilities—both of which are major transitions for them. To that end, the program also covered broader topics related to leadership, strategy and management. Each session demands preparation by the Deutsche Bank analysts and associates—i.e., reading cases and reviewing background materials—as well as active participation in class. The schedule also allows participants time for networking among their international colleagues, as well as one day of leisure to explore New York City. Sample session titles: • • • • Fitting Services to Strategy: Mergers and Acquisitions Advanced Valuation: Methods and Applications Communicating and Innovating in Teams Building Social Capital Inside and Outside the Bank


Case Study: Ericsson
Faculty Director: Professor Willie Pietersen, Columbia Business School Goal: To align Ericsson’s top executives in a new business approach that can adapt to a newly competitive environment, related to both the changing telecommunications industry and the challenge of attracting superb young talent to the company. Results: To date, more than 200 senior executives from Ericsson’s divisions around the world have attended the program. Participants have noted that the program has helped to define a common base for strategy creation and leadership. The program is ongoing. Program Description: The program consists of two modules (totaling 10 days) that build the strategic leadership capabilities necessary for Ericsson to achieve market leadership in this competitive environment. In addition, the program provides a powerful forum to develop the insights, practical frameworks and personal capabilities required to address key strategic challenges. This program is designed to strengthen participants’ strategic leadership capabilities in the following areas: • Gain insight into the forces that are shaping the global telecommunications industry; learn how to identify and exploit market discontinuities and emerging growth opportunities earlier and better than the competition. • • • • Use Strategic Learning to create and implement breakthrough strategies that strengthen the core business and take full advantage of emerging opportunities. Develop customer competence; learn methodologies for generating deep insight into customer needs. Build an ambidextrous organization that is able to maximize today while creating tomorrow simultaneously. Lead organizational change and renewal; build the capability for innovation-led growth; foster a culture of innovation.

The curriculum includes small-group work, assignments and case studies, as well as field visits to locations throughout New York City. Sample session titles: • Building an Innovative Organization • Developing Deep Customer Insight • Strategic Innovation • Driving Financial Performance


Case Study: Swiss Reinsurance Company (Swiss Re)
Faculty Director: Professor Rita Gunther McGrath, Columbia Business School Goal: To create a common understanding and commitment to Swiss Re’s strategic priorities as they apply to participants’ business units. Results: More than 160 high-level executives from Swiss Re have attended the program, many of whom reported that focusing solely on strategic priorities was beneficial. Program Description: Participants were asked to complete assignments before the four-day program began, most importantly to choose a topic for a personal case and prepare the case for presentation—with opportunities during the program to develop it further. In this pre-program period, participants were grouped into virtual teams to gain input from colleagues before arriving at the program. Structured around the Strategic Learning Cycle, the program allowed participants to focus on their personal case during individual work sessions and group sessions. For example, individually, participants were asked to conduct a situation analysis using tools provided to them, thereby synthesizing key insights related to the case. In the teamwork sessions, the groups initially were asked to meet three goals: facilitate the group discussion successfully, provide updates on the case since the groups met virtually (pre-program), and share the situation analysis and key insights in a way that would elicit deeper ideas and strategies. These sessions were followed by additional individual and teamwork periods, in which participants took the next steps related to their case: i.e., finding alternative solutions, writing a winning proposition, and then taking that winning proposition to execution. The Strategic Learning Cycle, around which the program was based, took participants from defining key insights in their personal case to developing an action plan. The curriculum includes small-group work, assignments and case studies, as well as field visits to locations throughout New York City. Sample session titles: • Strategic Learning Cycle: Dynamic Competition & Strategic Learning • Strategic Learning Cycle: Organizational Integration • External Perspective on Swiss Re • Six Key Principles to Executing Strategy & Application to Focal Cases


Success Stories

“We partnered with Columbia on a senior level strategy program. In addition to the
thought leadership in key content areas, I am impressed with Columbia's focus on our real business objectives and their team's adaptability. This Swiss Re's language, culture and goals.” Ms. Rosemarie Dissler Head of Strategy Development Swiss Reinsurance Company

is truly a custom program that embeds

“Our association with Columbia Business School Executive Education is moving into its 9th year. The Ericsson Executive program is designed for our most
senior executives, and the idea has been to get the best faculty from Columbia to design and deliver the program. The executives have been extremely pleased with the program, which has had a

positive impact on the culture of the company. For example, we have been able
to look at strategy from a much more integrated and focused perspective, and many executives from around the world have attended—more than 200. It

has been the most influential

executive development program we have ever run.”
Stephen Newman Executive Development Group Function Human Resources and Organization Ericsson

There are many more case studies and success stories that we would be happy to share with you, including those that may be directly relevant to your current initiatives. Please contact us, and will provide them to you.


Client List
Army War College Aviva Barnes Group Bovis LendLease Center for Curatorial Leadership Cheng Kuong Graduate School of Business Deloitte Deutsche Bank Deutsche Telekon Ericsson Fudan University Japan Bank for Internal Cooperation (JBIC) Kone Leading Concepts M&T Bank Novartis Oncology Novartis Pharma Siam Cement Societe General Standard & Poor (S&P) Swiss Re Telefonica Time Warner U-Place V Society Virgin Mobile


Contact Us
To learn more about what Columbia Business School Executive Education can do for your organization, please contact: Clayton Shedd Director of New Business Development Email: (212) 854-7154 Barbara Gydé Executive Director, Marketing and Business Development Email: (212) 854-6140 Columbia Business School Executive Education Telephone: (212) 854-1617 On the Web: