Marketing – Experiential Assignment

Marketing – Experiential Assignment

Instructions (Experiential Individual Assignment)
Please write a 4-5 page report answering the following questions regarding the reading “Experiential Learning for Leadership Development” that I’ve attached
What did you learn about Experiential Learning in this reading?How would you apply this reading to Consumer Behavior?Why would you use Experiential Learning in a business?Which of the Cases did you find more interesting and why?

ExperientialLearning for LeadershipDevelopmentApproaches, Best Practices and Case Studies© BERSIN & ASSOCIATES RESEARCH REPORT | V.1.0Kim Lamoureux,Principal AnalystMay 2010Experiential Learning for Leadership Development 2Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialThe Bersin & AssociatesMembership ProgramThis document is part of the Bersin & Associates Research Library. Ourresearch is provided exclusively to organizational members of the Bersin& Associates Research Program. Member organizations have access tothe largest library of learning and talent management related researchavailable. In addition, members also receive a variety of products andservices to enable talent-related transformation within theirorganizations, including:• Research – Access to an extensive selection of research reports,such as methodologies, process models and frameworks, andcomprehensive industry studies and case studies;• Benchmarking – These services cover a wide spectrum of HR andL&D metrics, customized by industry and company size;• Tools – Comprehensive tools for benchmarking, selection andimplementation, and measurement;• Analyst Support – Via telephone or email, our advisory services aresupported by expert industry analysts who conduct our research;• Strategic Advisory Services – Expert support forcustom-tailored projects;• Member Roundtables® – A place where you can connect withother peers and industry leaders to discuss and learn about the latestindustry trends and best practices; and,• IMPACT® Conference: The Business Of Talent – Attendance atspecial sessions of our annual, best-practices IMPACT® conference.For more information about our membership program, please visit us atwww.bersin.com/membership.Experiential Learning for Leadership Development 3Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialTABLE OF CONTENTSIntroduction 4Current State of Experiential Learning 7Approach 1: Simulations 10Case in Point: Sun Microsystems 13Approach 2: Job Rotations 16Case in Point: HP 18Case in Point: A Global Packaging Firm 20Approach 3: Action Learning 22Case in Point: Cisco Systems 23Case in Point: An Information Services Firm 26Challenges of Experiential Learning 29Requires Time; Must Be a Compelling Experience 29Tracking Progress Is Difficult 29Job Rotations and Expatriate Assignments Are a Lotto Manage 29Requires a Lot of Coordination and Commitment atan Organizational Level 30Managers Must Be Fully Prepared to Support the Process 30Difficult to Formalize and Measure Results 31A More Targeted Investment 31Key Success Factors 32Conclusion 33Appendix I: Table of Figures 36About Us 37, 38Experiential Learning for Leadership Development 4Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialIntroductionOur research from The Blended Learning Book1 shows that individualsretain only five percent of what they hear, 10 percent of what they read,20 percent to 30 percent of what they see and almost 50 percent ofwhat they learn through discussion and interaction. When we add directexperience to that mix (i.e., on-the-job experience with the real risks anddangers of making mistakes), the retention and application levels of newskills and information go up to 75 percent or more.This makes intuitive sense; as people put new information and skillsinto practice, they are able to fine-tune their practices and move upthe learning curve, based on their own experiences of what does anddoes not work. While initially learners’ practice of new skills might beweak, over time they will improve. This principle holds not only forindividual employees – but also for workgroups, departments and evenorganizations as a whole.Ultimately, as learning professionals, our goal should not only be toprovide the building blocks from which employees can construct alearning curve, but also to catalyze a faster movement up this curve. Ourresearch shows that this can best be accomplished through a dedicatedfocus to what we call “experiential learning.”21 For a detailed discussion of all the options for the design of blended-learningprograms, The Blended Learning Book: Best Practices, Proven Methodologies, and LessonsLearned, Josh Bersin, Pfeiffer, October 2004. Available for purchase at www.bersin.com.2 For more information, High-Impact Learning Practices: The Guide to ModernizingYour Corporate Training Strategy through Social and Informal Learning, Bersin &Associates / David Mallon, July 2009. Available to research members at www.bersin.com/library or for purchase at www.bersin.com/hilp.Experiential learning isthe process of makingmeaning from directexperience. KEY POINTExperiential Learning for Leadership Development 5Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialExperiential learning is the process of making meaning from directexperience.3 Opportunities for experiential learning can come in avariety of forms, both structured and unstructured. For example, aproject assignment that is worked on and completed during a leadershipprogram is an example of a structured format. An unstructuredopportunity could take the form of a leader volunteering to give apresentation or a manager being asked to lead a department meeting ofhis / her peers.We have also found that on-the-job training is one of the best sourcesor methods for sustained learning by the employee and for creating alearning culture4 in general. However, this kind of intervention requiresa great deal more coordination, communication and organizationalsupport to be successful.3 Source: http://en.wikipedia.org/wiki/Experiential_learning.4 A “learning culture” is an organizationwide belief that the organization’s strategy,mission and operations can continuously be improved through an ongoing process ofindividual and organizational learning. It includes a set of investments, programs andprocesses to study areas of weakness, explore causes and exploit opportunities to improveand learn at all times and at all levels.5%10%30%50%75%90%Retention RateLectureReadingCD-ROMDiscussion GroupExperiential LearningTeaching OthersTraining Media or Delivery ModeFigure 1: Value of Experiential LearningSource: Bersin & Associates, 2009.Experiential learningrequires organizationcoordination,communication andsupport to be successful. KEY POINTExperiential Learning for Leadership Development 6Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialIn this research report, our goal is to first examine the current extent towhich organizations engage in experiential learning. We will detail threespecific approaches to experiential learning – simulations, job rotationsand action learning, providing several case studies for each. Then, wewill discuss some of the challenges for increasing the mix of experientiallearning in your organization’s learning programs. Finally, we highlightkey success factors to help you ascertain whether your experientiallearning programs are successful.Experiential Learning for Leadership Development 7Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialCurrent State of ExperientialLearningWhile many organizations incorporate experiential learning programsinto their core curricula, the overwhelming trend is to do so sparingly,with limited experiential efforts focused primarily at the senior andexecutive levels.Our current research5 (see Figure 2) shows that core leadership programsfor managers at all levels primarily consist of instructor-led training (ILT),which constitutes 43 percent of total learning for executives and as muchas 59 percent for first-level managers. Additionally, nearly one-quarterof first- and mid-level leadership development consists of online training(e.g., virtual classroom and online self-study).5 For more information, Leadership Development Factbook® 2009: Benchmarks andAnalysis of Leadership Development Spending, Staffing and Programs, Bersin &Associates / Kim Lamoureux and Karen O’Leonard, October 2009. Available to researchmembers at www.bersin.com/library or for purchase at www.bersin.com/ldfactbook.59% 56% 53%43%23%21%9% 10%1% 3%3% 1%7% 8%15%22%10% 13%20%24%0%10%20%30%40%50%60%70%First-Level Mid-Level Senior-Level ExecutiveInstructor-LedVirtual Classroom / Online Self-StudyFormal CoachingExperientialOtherFigure 2: Percent of Learning Type in Core Leadership Programs by Leader LevelsSource: Bersin & Associates, 2010.Experiential Learning for Leadership Development 8Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialConversely, senior-level leadership curricula include higher proportions ofstructured coaching and experiential learning (e.g., action learning, projectassignments, mentoring). However, even for these executives, experientiallearning only provides 24 percent of the core leadership curriculum.Eighty-two percent of surveyed companies indicated that mentoringat the executive level has “become institutionalized and is no longerformalized”; but this number dropped precipitously for levels belowexecutive (see Figure 3). When coupled with answers indicating thatupward of 66 percent of companies do not offer formalized mentoringfor senior, mid-level or first-level managers, it becomes clear that thereis an absence of mentoring (either formalized or institutional) for themajority of organization leaders.6 For more information, Leadership Development Factbook® 2009: Benchmarksand Analysis of Leadership Development Spending, Staffing and Programs, Bersin &Associates / Kim Lamoureux and Karen O’Leonard, October 2009.Our conversations withcompanies have showna shift toward moreinformal methods.Companies are usingmore coaching, mentoringand experiential activitiesin their developmentprograms.6 ANALYSISSource: Bersin & Associates, 2009.Figure 3: Percent of Companies with Formalized Mentoring ProgramsFirst-Level Mid-Level Senior-Level ExecutivesFormalized program in place lessthan 2 years 12% 14% 8% 8%Formalized program in place 2 ormore years7% 10% 16% 10%Mentoring has becomeinstitutionalized within companyand is no longer formalized6% 4% 11% 82%No formalized mentoring program 75% 73% 66% 0%Experiential Learning for Leadership Development 9Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialFormalized job-rotation programs are used even more sparingly forall levels of management. Like mentoring, executives are the mostlikely targeted audience for job-rotation programs, with twice as manycompanies indicating that a program is in place, as compared with lowerlevels (see Figure 4).This research indicates that there is ample opportunity to expandexperiential learning programs – not only to senior-level managers andexecutives already receiving some experiential content, but also to firstandmid-level leaders. While experiential learning is often reserved forsenior-level leaders, companies should not reserve experiential learningbased on the level of the leader but, rather, invest in this type of learningfor high-performing7, high-potential8 leaders – at all levels.7 A “high performer” is an employee who is a key contributor, demonstrateshigh performance, is capable of a lateral move, may be qualified for a broader rolewithin the same profession; and, has reached the potential to move “upward’ in amanagement capacity.8 A “high-potential employee” is an employee who has been identified as having thepotential, ability and aspiration for successive leadership positions within the company.Often, these employees are provided with focused development as part of a successionplan and are referred to as “HiPos.”Source: Bersin & Associates, 2009.Figure 4: Percent of Companies with Formalized Job-Rotation ProgramsFirst-Level Mid-Level Senior-Level ExecutivesFormalized program in place lessthan 2 years 4% 4% 4% 8%Formalized program in place 2 ormore years4% 4% 4% 10%No formalized jobrotation program 91% 92% 92% 82%Because experientiallearning can be morecostly and requireshigher degrees oforganizational support,it should be targeted athigh-performing, highpotentialleaders. ANALYSISExperiential Learning for Leadership Development 10Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialApproach 1: SimulationsNow that we have detailed the current lack of experiential learningprograms, let us move on to discussing a few approaches which you canuse to create experiential content for your employees. The first approachwe will discuss is simulations – which offer the opportunity for anemployee to grapple with a “real-world” challenge without the potentialrepercussions of making a “real-world” mistake. But, as we all knowwell, no matter how accurate the simulation, it is never able to trulymimic a real-world problem, such as the sales environment, a dissatisfiedcustomer, a mismanaged budget or even the common pressures of dayto-dayactivities.When we researched organizational experiences with software-basedand real-world simulations, we found a very high correlation betweenan organization’s experience with creating accurate simulations andits ability to achieve a business impact in the marketplace.9 This wasnot because simulation-creation itself was a technical skill that led tohigher impact – but, rather, because the organization first had to fullydecompose and understand the business processes and problems itwas seeking to model in order to create an accurate simulation. Thisunderstanding then gave the organization a platform from which toobjectively evaluate those processes and improve them.In our research, we have found that approximately 60 percent of allrespondents have very little to no ability to simulate their own businessenvironments. High-impact organizations, by contrast, had far moreexpertise – 38 percent had excellent skills in process simulations and 43percent had excellent skills in soft-skills simulations (see section, “Casein Point: Sun Microsystems.”) Not surprisingly, when we analyzed thebusiness impact of the 60 percent with little to no simulation ability, wefound their overall impact was 39 percent lower than that of the highimpactorganizations.10Business impact can be dramatically improved by developing a deepunderstanding of the actual processes and experiences that drive success.9 For more information, Collaborative Learning: Formalizing Informal Learning,Bersin & Associates / Josh Bersin, May 2008. Available to research members atwww.bersin.com/library.10 Ibid.Simulations offer theopportunity for anemployee to grapple witha “real-world” challengewithout the potentialrepercussions of making a“real-world” mistake. KEY POINTExperiential Learning for Leadership Development 11Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialFocus on trying to build a “simulation” experience in your learningprograms, and the value of those programs is likely to go up by a factorof five or more. How do you do this? Building a simulation experience inyour learning programs can be accomplished by investing in performanceconsulting11, and by taking the time to focus on the “high-impact”learning programs with deep levels of performance consulting andinstructional design.Our Training Investment Model (see Figure 5) gives one example ofhow training resources might be allocated within an organization. Italso indicates that it is highly unlikely a given organization will havethe time or money to build a simulation experience for every trainingprogram. With this in mind, it is best to focus your simulation efforts onthose programs that you would place in the upper right quadrant of thisModel. You will find the returns are tremendous.11 “Performance consulting” is a needs assessment process that must be completedto identify the root cause of the business problem. Working with the line of business,performance consultants diagnose the business problem and assess the needs, and thenwork with instructional designers to develop, launch, manage and assess the trainingsolution. Performance consulting does not presume that the solution is training.12 For more information, The Training Investment Model: How to Allocate TrainingInvestments for Optimum Business Impact, Bersin & Associates, November 21, 2008.Available to members at www.bersin.com/library.The business impactof simulations can bedramatically improvedby developing a deepunderstanding of theactual processes andexperiences thatdrive success. ANALYSISFigure 5: Training Investment Model12Source: Bersin & Associates, 2007.OperationalRun the BusinessStrategicWIN in the MarketCustomProgramsOff-the ShelfBasedProgramsIT TrainingDesktop SkillsGeneral ManagementProject ManagementSales TechniquesCustomer Service TechniquesBanking Regulations…ERP RolloutCall Center Application TrainingProduct IntroductionHigh ImpactProgramsBusiness CriticalSkills, Competencies,and processesfor your organization40%10% 20%30%HighestROIProjectsFigure 2: The Training Investment Model6Source: Bersin & Associates, 2007.Experiential Learning for Leadership Development 12Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialApart from a strict focus on the quantitative ROI, our qualitative researchhas found that simulations can provide a high degree of intrinsicvalue, as well. In leadership-based simulations, for example, differentmanagement styles can be tested and a leader’s decision-making abilitycan be enhanced. Within a risk-free environment, leaders can practiceand experiment with various decision scenarios among differentfunctional areas of the business.We should note that it is a best practice to follow simulations with“debriefing” sessions, during which participants then take what theyhave learned in the simulated environment and apply it to their realworldsituations. This is often the most powerful piece of the process –and the point at which learning actually emerges and the “aha”moments occur. Further, because the application process happenssimultaneously with the instruction, the entire learning processis accelerated.To further support this concept is David A. Kolb’s13 four-stage frameworkof experiential learning (see Figure 6), which includes:1. Concrete experience;2. Reflective observation;3. Abstract conceptualization; and,4. Active experimentation.This model illustrates that observation and reflection are necessary toform an understanding of the general concept or principle, which canthen be tested in new or different environments. Indeed, the learningactivities must be primarily based upon direct confrontation withpractical, real-world problems.13 Source: http://en.wikipedia.org/wiki/David_A._Kolb.Simulations shouldbe followed with“debriefing” sessions inwhich learning actuallyemerges and the “aha”moments occur.? BEST PRACTICEExperiential Learning for Leadership Development 13Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialCase in Point: Sun Microsystems14Sun Microsystems, a subsidiary of Oracle15, is a global leader innetwork software, systems, services and microelectronics thatpower everything from home appliances to advanced mobiledevice applications.At Sun Microsystems, a program called “Leadership Connections”includes a custom-designed, award-winning business simulation(see Figure 7). This sophisticated program presents real-lifebusiness cases to senior-level executives, who work in teams to runa fictional company that looks very much like Sun itself.14 For more information, Enabling Talent Mobility: Business Simulation at SunMicrosystems Builds Organizational Leadership and Collaboration, Bersin & Associates /Kim Lamoureux, May 2009. Available to research members at www.bersin.com/library.15 Source: http://www.sun.com/acquisition/company.jsp.ConcreteexperienceTesting in newsituationsObservation& reflectionFormingabstractconceptsFigure 6: Kolb’s Experiential Learning CycleSource: Bersin & Associates, 2009.“Leadership Connections”presents real-life businesscases to senior-levelexecutives, who work inteams to run a fictionalcompany that looks verymuch like Sun itself. KEY POINTExperiential Learning for Leadership Development 14Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialIn several extensive planning sessions, the CEO and executiveleadership team worked with Sun’s learning organization(referred to as “Sun Learning Systems”-SLS) and two consultingorganizations to design a business simulation that was realistic,authentic and closely mirrored to Sun. Additionally, thesimulation was fully integrated with tightly aligned skills-buildingsessions. The goal was not to have Sun directors experience ageneric business simulation but, rather, to give them a chanceto act as CEOs of a company just like Sun. This experience wasdesigned to enable a deeper understanding of Sun CEO’s newstrategic imperatives, which were incorporated into the heart ofthe simulation.Similarly, all the data, concepts, financials and initiatives camefrom the executive team, which was able to contribute to thesimulation in a very personal way. Each member of the executiveteam gave one-on-one interviews to the program’s developers,participated in concept presentations and tested the simulation.They also agreed to be videotaped while sharing their insightson various Sun strategies. Participants watch the interviews asthe strategies are addressed in the workshop experience. Thefinal step in assuring authenticity was a test-run at an offsite withSun’s top 50 executives. SLS and partners incorporated the group’sfeedback before SLS presented the final model to the CEO andexecutive leadership team (ELT)16 for approval.Sun found that 99 percent of directors rated their understandingof Sun’s strategy as high after the simulation, with just 30 percentgiving that ranking before the program began. e16 The executive leadership team (ELT) refers to the CEO and his direct reports.Case in Point: Sun Microsystems (cont’d)Executive involvement inthe simulation includedone-on-one interviews,participation in conceptpresentations and testingthe simulation.? BEST PRACTICEExperiential Learning for Leadership Development 15Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialFigure 7: Leadership Connections WorkshopSource: Sun Microsystems, 2009.Pre-WorkshopExperience(virtual)Workshop Experience96-100 ParticipantsPost-WorkshopExperience(virtual)Supported by ELT and VPs624 24 24 246 6 64.5 day Business SimulationTeams make over 100 decisions per round while running the businessA session represents 1 year; teams run 3 sessionsTeams compete for market share and growthPlenary sessions with ELT and guest speakersMarket winners present winning strategiesVPs assess each team and give feedback on leadershipOW coaches assess the VPs and give feedbackSimulation WorldsSimulation TeamsFacilitatorsCoachesFigure 7: Sun Microsystems’s Leadership Connections ProgramSource: Sun Microsystems, 2009.Experiential Learning for Leadership Development 16Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialApproach 2: Job RotationsJust as simulations can allow employees to use new skills in a virtualsetting, job rotations and apprenticeship programs can allow employeesto gain new experiences and skills in a real setting that is tailoredspecifically for their learning needs. These immersion programs giveparticipants a more holistic understanding of the company, and itsvarious operations and functions. The experience broadens their overallbusiness acumen, as well as giving them a better view of potential careeropportunities throughout the company. If the rotations are conductedin different geographic regions, participants can also gain a greaterunderstanding of different cultures and business practices, which can beinvaluable as a leader.Research results indicate that organizations which successfully use jobimmersion programs are more likely to succeed at the measures of themodern high-impact learning organization.17 Our qualitative analysis ofexemplary organizations uncovered that these programs are a powerfulmeans of deepening the social networks within the organization –building lasting connections between people and functions.Of special note, job-rotation programs that bring business leaders intothe learning function are an extremely effective way to build the capacityof the learning function, raise the profile of learning in the organizationas a whole and deepen the business expertise of the specialistlearning staff.When implementing a job-rotation program, it is important that youhave a clear understanding of the specific development goals andwhich jobs are appropriate for such an approach. Examples of idealreasons to use job rotations for employees would be to broaden theirknowledge of other functions or departments, or to prepare them forcareer advancement. It is also important that you clearly lay out thejustifications for the inclusion of employees into such programs (whetherbased on specific organizational positions) or a more inclusive approachbased on employees meeting predefined performance standards.17 For more information, High-Impact Learning Practices: The Guide to ModernizingYour Corporate Training Strategy through Social and Informal Learning, Bersin &Associates / David Mallon, July 2009.18 “Talent mobility” refers to a dynamic internal process for moving talent from role torole – at the leadership, professional and operational levels. Job rotation broadensleaders’ overall businessacumen, as well asgiving them a betterview of potential careeropportunities throughoutthe company. ANALYSISJob rotation encouragesmanagers to share anddevelop talent, andpromotes a culture oftalent mobility18. ANALYSISExperiential Learning for Leadership Development 17Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialIt is also critical to consider the impact of job-rotation programs onemployees. The prospect of a job rotation can often be intimidating.Employees will typically be more willing to participate once theyunderstand how and why the rotation can benefit their careers. Similarly,it is important to clearly communicate whether a particular rotation isvoluntary or involuntary. Without clear communication, there is the riskof a morale issue if an employee feels forced into a nebulous job change.Timing is also a critical concern on both sides to ensure that the jobrotation results in a stronger organization and a more capable employee.From a process and governance standpoint, things to consider and definewhen forming a job-rotation program include the following:• Process ownership / accountability;• The degree of executive and organizational support required;• Roles of the key players (employee, manager, HR / training andbusiness leader);• Length of job-rotation period;• Developmental objectives;• Business objectives;• Expected value / impact to the business;• Associated costs (e.g., relocation, bonuses); and,• Communication plan (informing managers and employees).The prospect of a jobrotation can often beintimidating. Employeeswill typically be morewilling to participate oncethey understand howand why the rotation canbenefit their careers. KEY POINTExperiential Learning for Leadership Development 18Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialCase in Point: HP19Hewlett-Packard (HP) is a technology company that operatesin more than 170 countries around the world.20 The executivecouncil-sponsored “Director Rotation” program at HP focuseson building a leadership pipeline. By enabling participants totake on a new job in a different business, function or geography,the rotation program helps to ready high potentials for theirnext roles.HP’s center for leadership excellence, in partnership with thepeople development group, manages the program. Beforeimplementation, however, the company had to take a number ofsteps, as follows.1. Defining Rotational Positions• The team first had to find available positions appropriatefor a two-year rotation.• Each business has to generate an expected number ofpositions relative to its size and operation.• Team members questioned business leaders about thepositions that were currently open at the director leveland, of those positions, determined which ones could befilled by someone without a lot of expertise.2. Identifying Participants• Then, high potentials must be identified and selectedto participate in the program. Nominations are made atdifferent levels and each nominated group goes throughsubsequent approval gates.19 For more information, Global Leadership Development: Accelerating BusinessTransformation at HP, Bersin & Associates / Kim Lamoureux, February 2009. Available toresearch members at www.bersin.com/library.20 Source: http://www.hp.com/hpinfo/abouthp/.By enabling participantsto take on a new jobin a different business,function or geography,the director rotationprogram helps to readyhigh potentials for theirnext roles. KEY POINTExperiential Learning for Leadership Development 19Bersin & Associates © May 2010 • Not for Distribution • Licensed Material3. Moving into Rotational Positions• Next, participants must be matched to the available jobs.According to the former CLO, “The people do not haveto have experience or be an expert in the area for the jobthey are being considered.”• Participants are given three or four preselected positionsfrom which to choose. Then the participants go throughan interview process with the hiring manager. This processhelps the participant to fully comprehend the role that he /she may be taking and it provides the hiring manager withan understanding of this person’s capabilities.4. Ensuring Success in the New Role• Each participant has a sponsor who is an executive councilmember. One goal of this relationship is to make sure that,when the time comes to “rotate” the participant out ofthis role, he / she will have support from the executive andget placed more easily into a new position.• Participants are assigned an external executive coach whotakes them through a two-hour behavioral interview,which is then followed by the creation of a developmentand coaching plan.• The hiring manager also assigns a mentor to help get theindividual up to speed as quickly as possible. Althoughthis is a job rotation, the participant is still held to topperformance expectations. There is some leeway, however;the expectation is that he / she is a quick learner.5. Managing the Program• In its first year, there are currently 50 people in the rotationprogram. HP’s vice president of leadership developmentestimates that there will be approximately 25 people in thesecond year.• Ideally, the goal is to enlist 30 people each year; however,this will be driven by the position opportunities availablefor rotation.Requiring that aparticipant be interviewedfor a rotational roleforces each person tothink through his / hercapabilities and providesthe hiring manager withan opportunity to get toknow this person. ANALYSISCase in Point: HP (cont’d)Experiential Learning for Leadership Development 20Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialThe breadth of exposure to different businesses helps participantsglean fundamental and universal business principles that buildtheir own philosophies about business leadership. HP’s directorof worldwide IPG marketing (and also a former job-rotationparticipant) shared,“The whole body of managementknowledge gets a lot clearer when you areable to look at different businesses.”In addition, the exposure to other leaders and the ability tohave conversations with peers in other parts of the businessprovide invaluable networking experience, which helps to buildrelationships across functional lines between the future leaders ofthe organization. eCase in Point: A Global Packaging Firm21A global packaging firm that is expanding its operations intoChina and Russia has faced significant challenges in recruiting,developing and retaining managers to run operations in theseemerging markets. Developing managers is not only importantat the local level, but is part of the company’s overall strategy tobuild a strong and diverse leadership pipeline.To develop talent in these emerging markets, the companyinitiated a job-rotation program in which high-potentialemployees and managers in key operational roles work up to 18months at a more established facility in one of the company’sother locations around the world. The objective is to haveparticipants learn best practices and processes first-hand fromestablished, successful facilities.21 For more information, Global Learning and Talent Solutions: Best Practices acrossNorth America, Europe and Asia, Bersin & Associates / Karen O’Leonard, July 2008.Available to research members at www.bersin.com/library.Case in Point: HP (cont’d)To develop talent inemerging markets, theglobal packaging firminitiated an 18-monthjob-rotation programfor managers to work atestablished facilities inother locations aroundthe world. KEY POINTExperiential Learning for Leadership Development 21Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialLocal managers and executives nominate participants for thisprogram. Participants come from many different disciplines (e.g.,engineering, production, sales and project management) andmay work in more than one discipline during the rotation periodbefore returning to their sponsoring organizations.In addition to the hands-on experience gained by participants(and the expertise returned to the sponsoring facilities), theprogram is extremely attractive to job seekers. This has provento be a great “selling point” to job candidates for this lesserknownfirm. Thus, the job-rotation program has helped thecompany to recruit, as well as retain and develop, key talent inemerging markets. eCase in Point: A Global Packaging Firm (cont’d)Local managers andexecutives nominateparticipants for thisprogram. KEY POINTExperiential Learning for Leadership Development 22Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialApproach 3: Action LearningA third approach to experiential learning is commonly known as actionlearning – a process in which groups of learners collaborate to solveactual workplace problems. In this way, organizations benefit fromgaining solutions to critical challenges and participants benefit bylearning from their experiences.The collaborative element is important to action learning projects. Thegroup exercise (a core element of action learning) helps learners workthrough the problem as a team, helping them to build communicationand collaborative skills, as well as social connections. When groupsare formed with members from different functional areas within theorganization, these connections can foster future communicationbetween those areas, resulting in a tighter, more cohesive organization.In speaking with many companies about action-learning programs, wehave found that action-learning projects require a great deal of businessleader involvement. Action learning-programs are most beneficialwhen they are solving real business issues. Therefore, it is prudent fororganizations to work with business leaders to identify timely challengescurrently facing the organization. In addition, these business leadersmust be involved in the action-learning projects as sponsors, and provideguidance and feedback throughout the duration of the project. Theirinvolvement should include:• Identifying and scoping the project;• Coaching participants;• Offering the time of subject matter experts (SMEs) from various partsof the business, as needed;• Assessing and tracking progress;• Reviewing problem solutions or recommendations; and,• Supporting the execution of these solutions or recommendations(which may include process change or new product development).In many cases, the action-learning team will see the project throughto completion. In other cases, this team will make recommendationsthat are carried out by the appropriate business team responsible forthe initiative. Either way, action-learning programs allow individualsAction learning is aprocess in which groupsof learners collaborateto solve actual workplaceproblems. KEY POINTAction-learning programsare most beneficial whenthey are used to solvereal-time, critical businessissues identified bybusiness leaders.? BEST PRACTICEExperiential Learning for Leadership Development 23Bersin & Associates © May 2010 • Not for Distribution • Licensed Materialto experience a true leadership experience while, at the same time,executing company strategy. This type of development is truly a win-winfor both individual leaders and the company.Another real benefit of action learning is that it can be done quite costeffectively.The program can be managed entirely by internal resourcesand leaders do not have to be pulled away from their jobs for any longperiod of time. As a matter of fact, in some instances, the leader maybe participating in an action-learning project that is directly relevant tohis / her current role. Even better, the programs can result in increasedrevenue for the company. For example, the creation of new products orservices (see section, “Case in Point: Cisco Systems”) or reducing the cycletime of a new product launch (see section, “Case in Point: An InformationServices Firm”) or improving market positions. The benefits of actionlearning can vastly surpass that of a traditional training program.Case in Point: Cisco Systems22Cisco Systems, Inc. is a $37 billion company headquartered in SanJose, California. With more than 65,000 employees, the companydoes business in 83 countries across 23 time zones.23Through its center for collaborative leadership (referred to as“C3”) and a high degree of executive engagement, Cisco has builtan extremely progressive and hands-on approach to leadershipdevelopment, referred to as the “Executive Action LearningForum” (E-ALF).This multiphased, executive action-learning program lastsapproximately 16 weeks and is organized into three phases(see Figure 8).22 For more information, Action Learning Facilitates Business Growth: A Lookinside Cisco’s Progressive Executive Development Approach, Bersin & Associates / KimLamoureux, October 2009. Available to research members at www.bersin.com/library.23 Source: http://newsroom.cisco.com/dlls/corpinfo/corporate_overview.html.Action-learning programscan result in increasedrevenue, including thecreation of new productsor a reduction in productlaunch-cycle times. KEY POINTExperiential Learning for Leadership Development 24Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialPhase I: Self-Directed LearningIn this phase, the approximately 60 participants attend severalWebEx conferences, from which they gain insights into their rolesas participants; they also take the Hogan Assessment24.Phase II: ImmersionOver the next 10 to 13 weeks, learning and leadershipdevelopment take place concurrently with the development of abusiness opportunity. The participants attend a five-day offsite,24 For more information, http://www.hoganassessments.com/.Copyright © 2007 Bersin & Associates. All rights reserved. Page 1Phase 1Self-Directed LearningResidential VirtualPhase 2ImmersionPhase 3Re-EntryGovernanceBoard Virtual Virtual• Frameworkintroduction• Coaching• Introduction tobusiness opportunity• Live faculty interaction• Business proposal development• Executive exposure• Team decision process practice• Individual and team coaching• Leadership Platform Development• Feedback onparticipation• Development planning• Present updateddevelopment plan toskip-level manager2-3 weeks @ 10% 9 weeks @ ~60% 2-3 weeks @ 10%Figure 8: Executive Action Learning Forum Program Design OverviewSource: Cisco Systems, 2009.Case in Point: Cisco Systems (cont’d)Experiential Learning for Leadership Development 25Bersin & Associates © May 2010 • Not for Distribution • Licensed Materialduring which they attend a lecture delivered by the vice presidentof C3. Six teams of 10 people each are formed. The teams areassigned to their projects and then dispersed to their businessunits, but they continue to work virtually on developing theirproduct or business idea. Teams gather again at the midpointof this development period to discuss dynamics, theories ofinnovation in existing structures, how to align groups to executetasks and how to tell the proposal story to the governance board.Ten to 12 weeks into the program, the participants give a finalpresentation to a group of senior executives, which lasts about90 minutes – with 30 minutes spent on the actual presentationand the following hour spent discussing the project openly withthe board.Phase III: ReentryThe first step in reentry is for the team to collectively debrief theE-ALF governance committee of the experience and then, for eachparticipant, repeat the debriefing with his / her coach individually.The second step in reentry is a “three-way” conversation betweenthe participant, his / her senior vice president and coach todiscuss the experience and key lessons learned. The participantwill receive feedback from the senior vice president on his / herdevelopment strategy – and also has the opportunity to solicitguidance and support to clear the path to movement, growthroles or promotion.The 16-week E-ALF program is designed specifically to fosterleadership in an innovation-oriented culture and to transformCisco’s business culture from entrepreneurial to collaborative.Using an approach that includes academic study, role playing, andthe development of a product or business idea that the companywill invest in or that will have a bottom-line impact, the E-ALFallows individuals to have a true leadership experience while, atthe same time, executing company strategy.Case in Point: Cisco Systems (cont’d)Experiential learningenables leaders to applywhat they have learnedand receive feedback inreal-time. It also providescompanies with theopportunity to observe,first-hand, the capabilitiesand potential oftheir leaders.? BEST PRACTICEExperiential Learning for Leadership Development 26Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialTo date, the E-ALF has resulted in the launch of several businesses.One such business is the widely publicized SmartGrid, in whichthe company will make communication devices for the electricitydelivery system. Cisco estimates the project is worth $20 billionover the next five years. eCase in Point: An Information Services Firm25A U.K.-based information services firm is continually looking todevelop innovative new products and services for a competitive,global marketplace. The company believes that innovation oftenemerges from collaboration between its operational units, whichtypically work independently.To address this need, the leadership development teamestablished a program for high-potential senior leaders (e.g.,directors, vice presidents and senior vice presidents). The programdevelops strategic planning and execution capabilities usingaction learning, combining classroom education with real-world,collaborative project work.Phase I: Pre-Work SessionsThe program begins by engaging participants and their managersin pre-work sessions that are designed to prepare them bothfor the entire program cycle. Managers of participants attenda webinar session, during which they review how they shouldprovide support before, during and after the program. Managersare given specific guidance on what they should be doing tosupport the learning process – a critical element in the success ofthe program.25 For more information, Global Learning and Talent Solutions: Best Practices acrossNorth America, Europe and Asia, Bersin & Associates / Karen O’Leonard, July 2008.Case in Point: Cisco Systems (cont’d)The high-potential seniorleaders program developsstrategic planning andexecution capabilitiesusing action learning,combining classroomeducation with realworld,collaborativeproject work. KEY POINTExperiential Learning for Leadership Development 27Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialPhase II: Week-Long RetreatFollowing the pre-work, participants attend a week-longeducation retreat. Attention is paid to the diversity ofparticipants, ensuring that the group includes leaders fromdifferent business units and geographies. This mixture is critical tothe program’s stated goal of breaking down organizational silosand establishing a culture of collaboration.The week-long session is a strategic leadership program thathas been customized by an outside provider specifically to fitthe company’s needs. The vendor facilitates the program withsome support from the company’s leadership developmentteam, at a cost of approximately $125,000 per session. The focusis on developing the strategic thinking, planning and coachingcapabilities required of senior leaders.Each retreat also includes a three-hour session with the company’sCEO, who emphasizes the strategic importance of innovationand collaboration. The CEO also highlights the key executiveswho have completed the program as a motivator for currentparticipants.Phase III: Action-Learning ProjectThe cornerstone of the leadership program is Phase III, in whichsmall teams of participants (five to seven people) from differentbusiness units and geographies are assigned to tackle realworldissues facing the company. Each team has three to fourmonths to collaboratively work on the issue, and report therecommendations to the CEO and executive staff. These projectsprovide significant opportunity to improve the performance ofthe business – while allowing participants to collaborate, andutilize new strategic thinking and leadership skills.Action learning provides acollaborative environmentfor building strategicplanning, execution andinnovation capabilitiesamong leaders. KEY POINTCase in Point: An Information Services Firm (cont’d)Experiential Learning for Leadership Development 28Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialOne project, for example, resulted in an innovative solution toreduce the cycle time for a new product launch by nine months,providing a significant competitive advantage and additionalrevenues. These types of results often serve as proof of theeffectiveness of this program. eAction-learning projectsprovide significantopportunity to improvethe performance ofthe business – whileallowing participants tocollaborate, and utilizenew strategic thinkingand leadership skills.? BEST PRACTICECase in Point: An Information Services Firm (cont’d)Experiential Learning for Leadership Development 29Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialChallenges of Experiential LearningAlthough experiential learning programs have the potential to offergreat business impact to organizations, they also engender some uniquechallenges when compared to other learning and development (L&D)program types. In this section, we detail some of the most importantchallenges involved in creating experiential learning programs.Requires Time; Must Be a CompellingExperienceExperiential learning, if done outside of a classroom (e.g., a simulation),is often woven into the participant’s daily activities. Whether actionlearning, job rotation or an expatriate assignment, experiential learningis real-time and competes with the participant’s current responsibilities.To ease this burden, it is important that companies create experientiallearning solutions that are worthwhile, relevant and productive for boththe leader participant, as well as the company.Tracking Progress Is DifficultAs with any informal learning process, there is not always a definitivebeginning or end. During the process, you may find learners and theirmanagers asking, “Is it done yet?” For action learning, the project mayend once a recommendation has been presented to solve the businessissue. Other times, the project may continue until the solution has beenfully implemented. We suggest that companies create clear objectivesand establish key milestones when possible, allowing participants totrack and measure their accomplishments along the way.Job Rotations and Expatriate AssignmentsAre a Lot to ManageJob rotations require a great deal of coordination from a number ofdifferent business areas. Quite often, job rotations require movingpeople into and out of different functional areas, business units andgeographies. Expatriate assignments are often preceded with logisticaldetails, such as living arrangements, language training and even selling Experiential learningis real-time andoften competes withthe leaders’ currentresponsibilities. Therefore,the experience should beworthwhile and relevantto the leader in terms ofhis / her current role orfuture career plans. KEY POINTExperiential Learning for Leadership Development 30Bersin & Associates © May 2010 • Not for Distribution • Licensed Materiala home. Although this challenge cannot be completely alleviated,companies can identify specific roles that are best-suited for job rotation.Doing so will enable better planning to occur.Requires a Lot of Coordination andCommitment at an Organizational LevelFor many companies, unstructured learning activities that are embeddedinto an overall learning program but completed outside of a classroomenvironment are a real challenge to manage. For example, identifyingprojects that solve real business issues and can be completed in a specific(typically short) amount of time is difficult – but not impossible.For instance, to select a business challenge at Amway (a global directmarketingcompany) that is conducive to an action-learning approach,the global talent development (GTD) team interviews senior executivesto identify current challenges they are facing. Not all executives mayhave a challenge that is appropriate for this program. For example, theprogram is eight months long and ends in August. If the executive needsa solution by June, this would not work. From there, GTD creates a listand then narrows it down to just two or three challenges. The teamconsiders which projects will lend themselves to a learning experience(i.e., is it broad enough and global enough for the participants to workon). The recommended projects are brought to the executive team whichmakes the final selection of the business challenge. The business ownerof the challenge selected becomes the “action-learning” sponsor.26Managers Must Be Fully Prepared toSupport the ProcessAnother area of difficulty, on-the-job activities require the leader’smanager to be involved and to be very supportive of his / herdevelopment. The manager should provide coaching, establishperformance expectations, remove barriers for development, andinstill motivation and accountability for learning. However, the leadermust also see the benefit for himself / herself. For example, are leadersrewarded for developing their direct reports? Companies with a strong26 This information is based on a case study, due to be published summer 2010.Unstructured learningactivities that areembedded into an overalllearning program butcompleted outside of aclassroom environmentare a real challengeto manage. KEY POINTExperiential Learning for Leadership Development 31Bersin & Associates © May 2010 • Not for Distribution • Licensed Materiallearning culture27 acknowledge that their best leaders are those whosedirect reports are continuously being promoted and moved aroundwithin the company.To create a culture that supports and creates an expectation formanagers to develop others, senior management must be involved.Senior management must hold leaders accountable not only to developthemselves, but to develop others, as well.Difficult to Formalize and Measure ResultsLearning has always been a difficult function to measure. Add to itthe informality that often accompanies experiential learning and L&Dleaders want to “pull their hair out.” Key metrics and milestones must beintegrated into the design process at the outset.We asked a number of HR leaders how they calculate ROI. The director ofglobal talent development at Amway responded,“I ask the senior leaders, do you believe that what weare doing in terms of development is good and thatdevelopment of people will build the business? If theanswer is yes, then why are you asking for financialROI? If the answer is no, in which case I won’t give youan ROI because no matter what I give you, you aregoing to shoot it down.”A More Targeted InvestmentUnlike classroom training for which hundreds of leaders can participatethroughout a year, experiential learning is often targeted at a smallernumber of leaders, typically at more senior levels. The investment canbe large – whether designing a custom simulation or relocating anexecutive; there is a need to be discerning of the investment. Targetinga specific segment of leaders, however, does not mean only senior-levelleaders. Programs, such as action learning and job rotation, should betargeted at high-potential individuals at all levels of the company whoare considered to be the future leaders of the company.27 This information is based on our current research on the topic of learning culture,the report for which is due to be published spring 2010.Companies with astrong learning cultureacknowledge that theirbest leaders are thosewhose direct reportsare continuously beingpromoted and movedaround within thecompany. KEY POINTExperiential-basedprograms should betargeted at high-potentialindividuals at all levelswho are considered to befuture leaders. KEY POINTExperiential Learning for Leadership Development 32Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialKey Success FactorsAs with any programmatic change, it is important to constantly evaluateyour experiential learning programs to ensure that they are achievingthe desired impact. Key success factors for experiential learning programsare described as follows.• Participants are engaged.• Program or project must be relevant (e.g., directly tied to one’s job orhave a clear benefit in the future).• Learning objectives are defined for each program.• Organizational goals are clear.• Senior management is supportive and committed to the program;they buy into the process and investment.• Where possible, learning is structured and formalized.• Key stakeholders are supportive and aware of their roles in makingthe program a success.• The program is measurable and results-oriented.• Participants’ managers are involved and prepared to conduct regular,formal development discussions.• The company is willing to take risks with talent.It is important toconstantly evaluate yourexperiential learningprograms to ensure thatthey are achieving thedesired impact.? BEST PRACTICEExperiential Learning for Leadership Development 33Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialConclusionExperiential learning is a critical element in a company’s leadershipdevelopment strategy and program design. More than training,experiential learning enables leaders to apply learning and receivefeedback in real-time. It provides companies with an opportunity toobserve, first-hand, the capabilities and potential of their leaders.In the case of simulations, companies have the opportunity to alsoobjectively evaluate key business processes. Figure 10 summarizes someof the benefits and challenges of experiential learning as discussed inthis report.28 “Job fit” refers to the assessment of current knowledge, skills, competencies andother key qualifications of an individual against the requirements of a specific role,current or future.Figure 9: Summary of Benefits and Challenges of Experiential LearningBenefits Challenges• Enables networking and relationship building• Facilitates collaboration• Offers time to reflect, “What did I learn andhow can I apply this?”• Results in higher learning retention• Exposes leaders to other parts of the business• Promotes career development• Drives efforts to merge business cultures• Assesses capabilities and confirms behaviors of leaders• Gives leaders the opportunity to determine job fit28• Time is required of participants; must be a compellingexperience• Progress is difficult to track; participants ask,“Is it done yet?”• Job rotations and expatriate assignments are a lotto manage• Much coordination and commitment at an organizationallevel is required• Managers must be fully prepared to support the process• An investment is oftentimes made on the part of a few• Results are difficult to formalize and measureSource: Bersin & Associates, 2010.Experiential Learning for Leadership Development 34Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialSince experiential learning programs require a significant degree ofinvestment, coordination and involvement from organizational leaders,they are often sparingly developed and deployed – and frequentlyare reserved for senior management. However, as our research showsand as we have detailed in this study, the end results more than justifythe effort. Expansion of experiential learning programs is not just anoption; for organizations eager to improve their performance in themarketplace, it is both an opportunity and, ultimately, a necessity.Expansion of experientiallearning programs isnot just an option;for organizationseager to improve theirperformance in themarketplace, it is bothan opportunity and anecessity. ANALYSISExperiential Learning for Leadership Development 35Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialAppendix ITable of FiguresExperiential Learning for Leadership Development 36Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialAppendix I: Table of FiguresFigure 1: Value of Experiential Learning 5Figure 2: Percent of Learning Type in Core Leadership Programs by Leader Levels 7Figure 3: Percent of Companies with Formalized Mentoring Programs 8Figure 4: Percent of Companies with Formalized Job-Rotation Programs 9Figure 5: Training Investment Model 11Figure 6: Kolb’s Experiential Learning Cycle 13Figure 7: Sun Microsystems’s Leadership Connections Program 15Figure 8: Executive Action Learning Forum Program Design Overview 24Figure 9: Summary of Benefits and Challenges of Experiential Learning 33Experiential Learning for Leadership Development 37Bersin & Associates © May 2010 • Not for Distribution • Licensed MaterialAbout UsBersin & Associates is the only research and advisory consulting firmfocused solely on WhatWorks® research in enterprise learning andtalent management. With more than 25 years of experience in enterpriselearning, technology and HR business processes, Bersin & Associatesprovides actionable, research-based services to help learning and HRmanagers and executives improve operational effectiveness andbusiness impact.Bersin & Associates research members gain access to a comprehensivelibrary of best practices, case studies, benchmarks and in-depth marketanalyses designed to help executives and practitioners make fast, effectivedecisions. Member benefits include: in-depth advisory services, access toproprietary webcasts and industry user groups, strategic workshops, andstrategic consulting to improve operational effectiveness and businessalignment. More than 3,500 organizations in a wide range of industriesbenefit from Bersin & Associates research and services.Bersin & Associates can be reached at http://www.bersin.com or at(510) 654-8500.About This ResearchCopyright © 2010 Bersin & Associates. All rights reserved. WhatWorks®and related names such as Rapid e-Learning: WhatWorks® and TheHigh-Impact Learning Organization® are registered trademarks ofBersin & Associates. No materials from this study can be duplicated,copied, republished, or re-used without written permission from Bersin &Associates. The information and forecasts contained in this report reflectthe research and studied opinions of Bersin & Associates analysts.Experiential Learning for Leadership Development 38About UsBersin by Deloitte delivers research-based people strategies designed to helpleaders and their organizations in their efforts to deliver exceptional businessperformance. Our WhatWorks® membership gives FORTUNE 1000 and Global2000 HR professionals the information and tools they need to design andimplement leading practice solutions, benchmark against others, develop theirstaff, and select and implement systems. 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