leadership management development trainingIn our experience  businesses are looking for partners for their leadership management development training who can deliver a comprehensive solution. Leadership and management development is too important

The evidence suggests that organizations are looking for a complete solution. They want  a partnership which leads to better leadership management development training. What does this mean in practice? If we apply the ideas we developed in our article “management development training” , there are implications for business schools and other training providers .

Implications for Leadership Management Development Training

In what particular areas does a business school need to develop their capability? We’ll begin with three key needs we found businesses said they valued in a provider:

  • Customised solutions to meet their needs
  • Track record and expertise
  • Partnering approach

What would a business school or training provider be doing to meet these three needs?

Genuinely customized solutions means finding a provider who:

  • Adopts a consultancy approach
  • Listening to the client’s needs and designing bespoke learning solutions
  • Fits learning solutions to client’s time and availability demands
  • Responsive accreditation/validation processes to develop customised qualifications

This is in contrast to fitting client needs into existing programmes and accreditation and validation systems that are slow and geared to academic years.

Track record and experience means:

  • Being experts on how leaders and managers are developed.
  • Apply best practice management learning
  • Developing expertise in key areas of leadership and management
  • Assess internal strengths and express in terms of client needs and benefits

This is in contrast to research centres and research that is focused on the academic community with a lesser focus on business

A partner approach built on relationships means finding a provider who:

  • Seeks out as much knowledge about the client as possible
  • Takes time to become a “critical friend”
  • Provides support, challenge and encouragement.
  • Has a “can-do” attitude, making things happen and being responsive to changing client needs.
  • Develop capability to manage client relationships

This is in contrast to  lecturing staff delivering modules and a programme leader incorporating the client modules without building and growing an increased knowledge of the client and stronger relationships with key people in the organisation.

We have developed the Purposeful Engagement Model to help business schools and businesses realise the potential of a mutually beneficial relationship.

For more about discussion of business school and business engagement return to our pages on Academia in to Action.