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Topics cover the following themes:
- Organizational Agility, how to install a Learning Organization?
- Preventable but unpredictable. How to prepare?
- Anticipating performance and poor performance
- What governs succeeding with projects? What to care for?
- What can be done about mindset impacting KM projects?
- How Mindset impacts Productivity, Quality and Safety, and so what?
- From Creativity to Innovation
- Psychosocial Risk and its Cost
- Acquiring safely: reducing the Psychosocial Risk
- Should one integrate acquisitions ?
- Measuring managerial performance
- Locating the source of Poor Performance and addressing it
- Leading a company integration, leading Change
Rene Rupert recommends institutions which are genuinely offering modern management ideas to their post grade students.
- Haute École d’Ingénierie et de Gestion (HEIG-VD) in Yverdon
- University of Geneva
- École Centrale in Lyon
- École Curien in Bourges
- SKEMA in Sophia Antipolis
- EUROSAE in Paris
- Pädagogische Hochschule Tirol in Innsbruck
This list is not exhaustive but we have identified many institutions that say:
“As long as our clients buy our training sessions, it means we respond to the need of the market.” And they happily continue to offer the same topics and the same solutions that obviously lead nowhere.
We think that professors Warren G. Bennis and James O'Toole are right to alert the community in their paper in the Havard Business Review of May 2005, “How Business Schools lost their way”.
Too focused on scientific research, business schools are hiring professors with limited real-world experience and graduating students who are ill equipped to wrangle with complex, unquantifiable issues - in other words, the stuff of management.
BUSINESS SCHOOLS ARE ON THE WRONG TRACK
For many years, MBA programs enjoyed rising, respectability in academia and growing prestige in the business world. Their admissions were ever more selective, the pay packages of graduates ever more dazzling. Today, however, MBA programs face intense criticism for failing to impart useful skills, failing to prepare leaders, failing to instil norms of ethical behaviour –and even failing to lead graduates to good corporate jobs. These criticisms come not just from students, employers, and the media but also from deans of some of America's most prestigious business schools, including Dipak Jain at Northwest University's top-ranked Kellogg School of Management. One outspoken critic, McGill University professor Henry Mintzberg, says that the main culprit is a less-than-relevant MBA curriculum. If the number of reform efforts under way is any indication, many deans seem to agree with this charge. But genuine reform of the MBA curriculum remains elusive.
Further: “When applied to business, where judgments are made with messy, incomplete data, statistical and methodological wizardry can blind rather than illuminate.”
And it does.
Our partners all have 30 years of field management experience. We walk away from institutions that tend to be academic for the sake of it. Our students leave the room with a real grasp of what managing is all about: creating the conditions for federating energies on the project of the community.