Executive Development Programs - Requirements and Success Factors
The topic of this article is executive development programmes at business schools and other executive education institutes, which in principle are open to all executives and offer no academic qualifications (open, non-degree programmes). As it aims to analyse external training for senior executives, the target group of the paper is executives in senior positions.
Table of Contents
1 Executives as target group of EDPs
2 The Market of Executive Education – An Overview
3 Requirements placed on Executive Development Programmes
3.1 Selection criteria and objectives
3.2 Success factors
3.2.1. Overview
3.2.2. Quality of provider
3.2.3. Experimental learning and internationality
3.2.4. Applied approach
3.2.5. Environmental conditions
3.3 Newer concepts in Executive Education
4 Conclusion
Objectives and Topics
This work aims to analyze the requirements and critical success factors for external executive development programs (EDPs) intended for senior-level management. It explores how these programs can effectively address the need for technical, conceptual, and social skill development within an evolving global business landscape.
- Definition and identification of the target group for executive programs.
- Market overview and current trends in the executive education sector.
- Comprehensive analysis of selection criteria for training programs.
- Identification of core success factors including provider quality, experimental learning, and applied approaches.
- Examination of modern concepts such as modular learning and consultraining.
Excerpt from the Book
3.2 Success factors
Success factors are characteristics that are largely responsible for the success of Executive Development Programmes. In the following, success factors and requirements will be regarded as the same.
3.2.1. Overview
Numerous attempts exist in the literature to generate the success factors of external training events for senior executives. First, general statements about requirements for EDPs will be made, before a particular model will be applied.
The study of the Wall Street Journal and Bricker identify some EDPs’ outcome as particularly important: effectiveness, improving the skills of participants regarding their "ability to innovate and think in new ways, ..., leadership role, ..., personal skills and career potential." Also the initialization of contacts and networks, which both the participants and the companies can benefit from, has a significant role. According to Porter / McKibbin too, this represents a significant success factor; others were the introduction of new ideas, the generally very high quality and prestige of the institution.
Summary of Chapters
1 Executives as target group of EDPs: Defines the executive target group by hierarchical position and their strategic role in viewing the company as a holistic unit.
2 The Market of Executive Education – An Overview: Provides an analysis of the business education sector's reaction to economic downturns and current industry trends.
3 Requirements placed on Executive Development Programmes: Examines specific selection criteria and the multidimensional success factors required for effective executive training.
3.1 Selection criteria and objectives: Discusses the importance of reputation, program content, and instructor quality as primary factors for decision-makers.
3.2 Success factors: Investigates the core characteristics responsible for program effectiveness, utilizing a practice-induced model.
3.2.1. Overview: Introduces the literature on success factors and the significance of networking and effectiveness.
3.2.2. Quality of provider: Focuses on the impact of institutional reputation and teaching staff quality on program outcomes.
3.2.3. Experimental learning and internationality: Highlights the necessity of experiential exchange and the role of professional networks in learning.
3.2.4. Applied approach: Analyzes the balance between theoretical context and practical, problem-solving-oriented training methods.
3.2.5. Environmental conditions: Reviews the influence of program duration and learning environment on knowledge transfer.
3.3 Newer concepts in Executive Education: Explores emerging trends such as modular courses, "consultraining," and joint institutional programs.
4 Conclusion: Summarizes the interdependencies of success factors and the necessity for integrative, customer-specific educational approaches.
Keywords
executives, executive education, executive education programmes, selection criteria, success factors, management development, leadership, practical relevance, experimental learning, teaching methods, business schools, lifelong learning, organizational structure
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on analyzing the requirements and success factors associated with external executive development programs for top-level managers.
What are the central thematic fields covered?
The study covers the identification of target audiences, the state of the executive education market, program selection criteria, and the critical factors that drive the success of these programs.
What is the main objective of the paper?
The goal is to determine how training institutions can best satisfy the demand for advanced technical, conceptual, and social skill development for senior executives.
Which methodology is applied in this study?
The paper utilizes a practice-induced model to categorize and analyze various interdependent success factors identified through existing literature and empirical studies.
What is discussed in the main part of the document?
The main section evaluates specific success factors such as provider quality, experiential learning, the applied approach, and environmental conditions, alongside modern concepts like modular learning.
How would you characterize the work using keywords?
Key characterizations include leadership development, practical relevance, institutional reputation, experiential learning, and customer-specific training designs.
How does the "triple hurricane" concept influence executive education?
It describes the combined pressures of technology, globalization, and competition that necessitate continuous management learning to maintain competitive advantages.
Why is the "exchange of experience" considered a primary success factor?
It is essential for experiential learning, allowing executives to discuss cross-industry problems and develop social networks that extend beyond the program duration.
What is the significance of the shift towards "consultraining"?
It reflects an emerging trend where educational services and specific management consulting are fused to offer more integrated, company-specific implementation strategies.
- Quote paper
- Ph.D. Tobias Cramer (Author), 2012, Executive Development Programs - Requirements and Success Factors, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/201158
