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http://www.weforum.org 26.07.2011Programme of the Global Leadership Fellows Programme at the World Economic Forum. For more information go to http://www.weforum.org/glf
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World Economic Forum 1
Global Leadership Fellows
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…join a three-years leadership development that integrates
job experience at the Forum and an executive education
delivered by the world‟s foremost thought leaders
and practitioners.
Global Leadership Fellows
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Vision
The executive leadership programme will develop
tomorrow‟s leaders of global institutions in both the private
and public spheres.
Fellows will complete the
programme with a
greater self awareness,
insights into global, regional
and industry agendas,
unique networks,
externally recognized as
leaders with a global mindset.
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Mission
To foster and accelerate the
development of the Global
Leadership Fellows in their
knowledge and skill domains,
through an integrated
programme of work
experience,
teaching and personal
development with the highest
level of exposure to leaders in
the private and public sectors.
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Top talent: The Fellows
Fellows are mid-career professionals, who will have completed
3 years in Forum’s front line positions, benefiting from:
3 years of leadership training, co-delivered by:
in parallel with
Connecting the
dots:
Understanding
global inter-
dependencies
Thought
leadership:
Exposure to
global, regional,
industry issues,
shaping the
agenda for various
communities
Leading the
leaders:
Facilitating top
leaders‟ meetings
Unique
network:
Developing
relationships and
engaging
stakeholders
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Who are the Fellows?
The programme recruits the most promising leaders to join the annual cohort
and immerses them in a development experience that will increase each
individual‟s capacity to improve the state of the world.
Diverse: 26 Fellows (2008 cohort), 19 nationalities
Gender Mix: Males 40% , Females 60%
Average Age: 34
Broad Intellectual BackgroundAll Fellows have at least one Master‟s degree
PhD degree 16%
MBA degree 32%
More than one Master‟s degree 40%
Strong Work Experience
Average of 8 years (45% „for profit‟; 55% „not for profit‟ sector)
Typical education from
INSEAD, IMD, HEC, LSE, Harvard Kennedy School of Government, Columbia University; Oxford University, Cambridge University
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Recruitment and career paths
• Hired for specific front line positions
by a line manager and the Dean
• Entrance to the organization at the
„Senior Manager‟ level with a three
year contract
• Pending a solid performance
Associate Director position within
two years
• A promotion to Director is expected
between 1-3 years from completion
of the programme
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• Highly competitive selection 2500 applications p.a.
• Selection process:
• Screening of CVs and essays
• Behavioral, competency based interviews
• Realistic job preview
• Emotional intelligence testing
Recruitment
• Looking for:
• Service orientation
• Results drive
• Synthesizing
• Collaboration
• Managing self
• Managing projects
• Problem solving
• Shaping agenda
• Values alignment
• Motivational fit
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Where do they go after the programme?
Corporations:
• Middle manager with line management responsibility (Marcello, Expedia)
• Adviser /Chief of staff/ Executive assistant to the CEO (Sumeet, Fortis)
• External Affairs/Public policy/Communication (Cristine, MMC)
• Strategy (Arun, McKinsey)
Governments
• Adviser (to the Minister of Finance, Nigeria; Yemi)
• Head of an office (Head of competitiveness, Guatemala, Julio)
NGOs and International Organizations
• Economist (Preeti, African Development Bank)
• Regional responsibility (Dezhi, IMF)
• High impact programmes (Francesca, British Council)
The Forum
• Director of Media and Entertainment Industries (Diana)
• Director Head of Asia (Sushant)
• Chief of staff, Centre for Global Industries (Helena)
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About the programme: in the media
"Training for Leading Roles"Patricia Cohen, 9 July 2010
"Manager training at the
super league level" Andrew Baxter, 26 January 2009
"Leaders-to-Be"Ben McGrath, 2 August 2010
"The Complicated Lives of
Today's Leaders"20 September 2010
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About the programme: Foundation Board
"What a tremendous
pool of diverse talent!"
Nooyi
(PepsiCo) "If you [The Forum], don‟t know
what to do with them [the Fellows],
send them to us!"
Ghosn
(Renault-Nissan Alliance)
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The perception of “leadership” is often in the eye of the beholder.
At the Forum, we see leadership as an interconnection of :
• Thought Leadership
• Constituent Leadership
• People Leadership
• Personal qualities
Personal
Qualities
Adhering
to values
Results
driven
Committed
to improving
the state of the
world
Thought
Leadership
Identifying
issues,
Foresight
Synthesising
Building
domain
knowledge
Structuring
problem
solving
Constituent
& Forum
Leadership
Shaping
agenda
Building
trust
Intensifying
constituent
engagement
Service
attitude
People
Leadership
Managing
teams &
projects
Mobilizing
people
Managing
self
Forum
development
Collaborating
effectively &
efficiently
Providing
feedback
& coaching
The leadership model
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Programme structure and content
Leadership in
global context
Me
as a leader
Leading teams
and organizations
Leadership
in
ACTION
2 years:
classroom and
experiential
training
3rd year:
project work,
mentoring and
coaching
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The programmeNov 1–5 Feb 14–18 Feb 21–25 July 5–9 July 11–15
General/Switzerland INSEAD/France Geneva/Switzerland Columbia/NY Wharton/PA
Behavioural Economics & International Relations
Leadership & Coaching Decision Making & NetworksTaking the Stage
(The School of Arts)Strategic
Persuasion & Influence
Emerging EconomiesAnil Gupta INSEAD (2d) The Leader within and
Leadership across culturesManfred Kets de Vries,
Elisabeth Engellau, Gianpiero Petriglerie,
Subramanian Rrangan, INSEAD (5d)
Decision MakingAnil Gaba, INSEAD (2d)
Leadership & Art and Art ofLeadership
Columbia UniversitySchool of Arts
Influencing and PersuadingPeter Cappelli, Richard Shell,
Mario MoussaWharton School
Simulation GameAlbert Angehm, ????MBTI and Action Learing
(1d)Voisit Cern/WPP
Meaning Making SystemsWharton
Swiss Leadership Journey(2d)
Leadership and Emerging Futures
Otto Sharmer, MIT (1d)
Action LearningWharton
Oct 4–8 Feb 21–25 Feb 28–Mar 4 July 5–9 July 11–15
LBS/Geneva LBS/Geneva Gemmi/Switzerland Columbia/NY Wharton/PA
Voice, Personal Presence & Power
Strategy for Leaders High Performance TeamsMobilizing the Science
(The Earth Institute)Global
Entrepreneurial Presence
Personal Power and Influence(2.5d)
Financial PoliciesChristopher Henessy, LBS (1d)
The Leadership JourneyGianpiero Petriglieri, team of
coachesINSEAD (2.5d) Columbia University
Earth Institute
EthicsRisk Management
Kunreuther et al, Wharton
Investor CapitalismMike Useem, Wharton
Social EntrepreneurshipMcMillan, Wharton+Business Game
Org. Politics:Alvarez, INSEAD/ ESADE
(0.5d)
EntrepreneurshipGray Dushinistrky (1d)
High Emergency OrganizationLynda Gratton, LBS (1d)
Team DynamicsRichard Jolly (1d)
Negotiation
Daniel Shapiro
Harvard Law School (2.5d)Coaching/Consulting Day
Strategy & InnovationJules Goddard, LBS (2d)
Perso Mar 7–12 June–May Oct–June
General/Switzerland Russia Geneva and NY Geneva and NY Geneva and NY
Career Change Leadership in Global Context Mentoring/Coaching Action LearningBusiness Workshops
(optional)
Personal Career ChangeHerminia IbarraINSEAD (2d)
Leadership in Different Cultures and Realities
(field visits with communities)
Experimental LearningExamples from the past:
Israel/Palestine, South Africa, Russia
Coaching sessions withprofessional coach
Mentoring with YGLs, including a shadowing
Team project on strategic, entrepreneurial & social aspect
of Forum's interest
Finance & Accounting forNon-Specialists
(optional and anytimewithin the 3 years)
Next Career StepsSteve Langton, Wolfgang Walter
Heidrick & Struggles (2d)
Personal BrandingSue Hodgkinson (1d)
Year
1Y
ear
2Y
ea
r 3
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Impact of development interventions development on the job: coaching/mentoring: classroom training, 70: 20:10,
Intervention/
impactKnowledge Skills Behaviours Motivation Values
Classroom x (x)
Self study x x (x)
Assignment(s) (x) x x
Job rotation x x x
Out of work (x) x (x)
Mentoring x x (x)
Coaching x x x
Blending different learning approaches
• Work assignments
• Classroom modules & Experiential modules
• Learning by observing
• Coaching and Mentoring
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Blending different learning approachesWork assignments: Full time, front line positions
Arun leads the Forum's Engineering & Construction Industry Community by providing CEOs with
strategic insights and emerging market trends. He manages 15 partnership accounts with multi-
billion dollar E&C corporations. During his tenure, he has developed relationships with ministries,
including India, multilateral development agencies, including the World Bank and enterprises such
as China Railway Construction.
Education: University of Chicago, Iowa State University of Science & Technology, National
Institute of Technology
Previous employers: Sargent & Lundy, LLC; IOWA State University
Arturo works for the Latin American Community where he develops relationships with government,
business, and civil society. Over the past three years he has worked on several reports, including
Mexico Competitiveness Report with Harvard‟s CID and Adapting to the Rise of China with the
OECD.
Education: Nuevo León State University, Harvard University, Kennedy School of Government,
Monterrey Institute of Technology
Previous employers: CEMEX; The World Bank; Harbor Consulting
Viviane works for the Schwab Foundation of Social Entrepreneurs, where she identifies,
evaluates and selects social enterprises in Asia. She builds local partnerships and liaises with
other strategic relationships.
Education: INSEAD, Stanford University,
Previous employers: Gallivan, Gallivan & O‟Melia; Keystone Strategy; Silicon Storage
Technology; Hewlett Packard; AMD; UPS
Art
uro
Aru
n
Viv
ian
e
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Blending different learning approachesClassroom and experiential modules
Understanding
Understanding
Understanding
• Corporate strategy, finance, entrepreneurship
• The emergence of India and China, economics,
international relations
• Earth Institute on water, energy, sustainability,
urbanization
• Language training in Mandarin, French, Arabic
• Negotiation, power and influence, organizational politics,
emotional intelligence, feedback giving & receiving
• Leading high performance teams: training in the Swiss Alps, 2500m above the sea
level
• Taking the stage with the School of Arts; personal presence, power of voice, power of
gesture
• Leading in the global context: 3rd year leadership retreat in an emerging economy
Experiential training
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Blending different learning approachesLearning by observing/imitation
Shadowing external mentors; eg successful entrepreneurs, politicians, business leaders
Exposure to numerous leaders through day to day job and face to face meetings with, e.g.:
• FitzGerald (Unilever, Thomson Reuters)
• Brabeck (Nestle)
• Piot (UN)
• Gadiesh (Bain)
• Al Gore
• Coelho (writer)
• Phelps (Nobel price for economy)
• Peres (President, Israel)
• Fayyad (PM, Palestine)
• Fursenko (Minister of Education, Russia)
• Amamou (Secretary of state, Tunisia)
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Blending different learning approachesIndividualized interventions
Coaching:
• Peer coaching, during 2 years, learning model
designed by INSEAD
• Facilitated peer exchange, during 3 years
• Executive coaching, during 1 year; a pool of 15 top
executive coaches internationally
Mentoring:
• Interaction with a successful leader from outside of
the organization during a year, pool of 750 leaders to
choose from
• Senior colleague mentoring a new Fellow during on-
boarding and beyond;
• Improved efficiency of the on-boarding, increased
motivation
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Content providers
Academic partners:
• INSEAD
• Columbia University (School of Arts, Earth Institute)
• London Business School
• University of Pennsylvania (Wharton)
Training and development from corporations:
• Heidrick & Struggles
• Deloitte
• Egon Zehnder International
• Boston Consulting Group
Selected thought leaders from:
• Harvard, Kennedy School of Government
• London School of Economics
• ESADE
• IMD
Pool of coaches and mentors
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Measuring impact (on the organization)
Organizational performance
• Increased internal collaboration
• Increased expectations from the Fellows and line managers
• Increased value added through top talent
• Robust leadership pipeline (leadership surplus)
Recruitment
• Strong employers brand
• Employer of choice - increased quality and quantity of applications
Retention
• Controlled attrition
• Increased motivation
• Mentoring (Dean)
Training and Development
• Structured and measured development
Contribution to the organizations mission
• Building a community of future global leaders and citizens
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Measuring impact (on an individual)
Internal assessments
• On-the-job annual performance review: Management By Objectives
• Development assessment: 360 degrees feedback
• Dean‟s assessment: competency based at the end of the programme (3rd year) with
ongoing (annual) feedback
External assessments:
• Leadership potential assessed by Egon Zehnder; at the end of the 3rd year
Self-assessment:
• At the end of the programme to be co-signed by the respective executive coach
Feedback and specific assessments:
• Global Executive Leadership Inventory (INSEAD), Hermann Brain Dominance Instrument
(Wharton), Power and Influence instrument, Myers Briggs Type Indicator (MBTI), etc
Psychological assessments:
• Emotional Intelligence (MSCEIT)
• Mental complexity, assessment of meaning making systems/ development stages, based
on the adult development theory by R. Kegan – a study soon to be published; first results
available on a concept paper
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• Top executive training by best schools (FT‟s top 5)
• Coaching
• structured peer coaching
• executive/professional coaching (1on1)
• Mentoring
• Interdisciplinary approach to leadership development
• Focus on psychological development (beside traditional K-S-A)
• Emotional intelligence
• Meaning making systems
• Top executive assessments
What makes the programme different ?
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Back-up slides
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"More leaders have been made by accident, circumstance,
sheer grit or will, than have been made by all the leadership
courses put together.
Leadership courses can only teach skills. They can’t teach
character or vision, and indeed they don’t even try. Developing
character and vision is the way leaders invent themselves."
Waren Bennis
On Becoming a Leader
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"Minds at Work" methodology
Robert Kegan’s Adult Development Theory
Socializing
mind
Self-authoring
mind
Self-transforming
mind
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Stage 3: Socializing Mind
Socializing
mind
Self-
authoring
mind
Self-
transforming
mind
• Can: reflect on the concrete to reason abstractly and think hypothetically,
internalize the feelings of others, orient to values and ideas that are
important to them and identify with the values of a group to which they are
loyal, draw their source of authority, self-assessment from external
sources
• Can not: reflect on or critique assessments, values or group positions
with which they are identified, mediate conflict between external
authorities, take responsibility for their internal reactions to others
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Stage 4: Self-Authoring Mind
Socializing
mind
Self-
authoring
mind
Self-
transforming
mind
• Can: generate their own (and develop critiques of others‟) values,
commitments, and assessments, set limits or boundaries on relationships
or commitments where necessary, tolerate or welcome disagreement with
important others, take responsibility for their inner lives
• Can not: reflect on or critique their own ideologies or governing theories
of self and leadership
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Stage 5: Self-Transforming Mind
Socializing
mind
Self-
authoring
mind
Self-
transforming
mind
• Can: reflect on their own and others‟ belief systems or ideologies to
identify larger patterns orient to the dialectical or paradoxical, welcoming
contradiction and oppositeness, understand their own selves and
leadership identities as always revisable, evolving
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Monitoring psychological development
• An ongoing study to identify level of
psychological development in individuals
• Encouraging results from the pilot
Findings:
• Level of improvement somewhat exceptional
compared with total body of research:
Everyone who went through the 3 years
programme made a progress, i.e. "moved
up" towards the stage 5
• Fellows need a maturity at level 3 with some
evidence of attributes of level 4 in order to
succeed at the Forum
Next steps:
• Compare individuals‟ psychological
development stage (external assessment)
with their performance on the job, leadership
potential and career progression after 3
years