#Speak-up series 4: How to prepare and conduct a speak-up conversation

Ethical problems can be complex and difficult to resolve. If we want to address an ethical issue with another person, we can easily give that person the feeling that we question their moral identity (“You are a bad person!”). Therefore, we have a tendency to avoid the topic, if we have not practiced facing them effectively before. That is why preparing, practicing and rehearing a speak-up conversation is so important. Yes, I do recommend that you rehearse your critical ethics conversation with a trusted person.

Here is a guideline on how to prepare well:

  • Research the facts:
    It is crucial to not prepare a meeting on a sensitive issue, if you are already convinced that the other side has bad motives. The other person will sense this and automatically get defensive. Thus, effective solution finding is blocked. So do look at the facts like in a documentary film and try to understand the other side without judging. No interpretations, no judgement! Imagine you are a doctor and need to come up with a diagnose. For example: Somebody cuts you off your parking spot. You assume that the person is a selfish jerk. Then this person comes up to you and apologizes: His wife is in the shopping center and needs to go to the hospital. (This process of automatic judgment of others’ behavior is called the «Ladder of Inference». You can watch this TED video clip that explains it beautifully)
  • Improve your power:
    Show your boss that you are a valuable and loyal employee not a trouble-maker and that you have a legitimate concern. We all can improve our power even in the most powerless of situations.
    This anecdote about Nelson Mandela perfectly illustrates this idea: When Nelson Mandela was in prison on Robben Island he got up every morning at 4 a.m. to do his boxing exercise. He was a trained boxer and staying fit gave him a source of strength and dignity in his unfree and humiliating prison situation. He also had studied all the rules and policies of the prison organization. He knew all his rights and privileges but also the limitations of what his guards were allowed to do. This enabled him to cite the exact numbers and wordings of these rules in situations of conflict.
  • Proper timing and place:
    We all know that there are times where we are just not receptive for critical comments. Think about the time when you wanted to talk to your patents about a bad grade…You did not do that when they were tired, in a bad mood or watching the news. Chose the right moment. Furthermore, private meetings are better than team sessions. If possible, meeting at a neutral place can help, too.
  • Problem and solution always go together:
    Try to already have ideas on potential solutions for the problem when you address an ethics and compliance issue. For this, you need to have thought through possible options, consequences and their pros and cons.
    If you do this well, addressing your boss can actually be an opportunity: You show that you care about the success and well-being of the company and want to avoid unethical decisions and prevent harm.

If you prepare your speak-up talk like this, you will already feel much more confident and professional, than if you just stumble into your boss’s office and denounce an ethical problem.

Let’s now see what is important during the speak-up situation:

  • Show up with confidence:
    Sure, voicing an ethics and compliance topic with a colleague or even your boss can be scary and challenging. That is exactly why you need to show up with confidence, because otherwise it will be much more difficult to be taken seriously and convince others of your arguments. Here are some techniques that are helpful: Speak slowly, avoid qualifiers (like actually, only, I just thought…), take breaks to think, don’t be afraid of silence, silence is your friend.
  • Understand the other side first… If you start such a sensitive conversation with an accusation, the other person will quite naturally shut down and become defensive. This is completely normal. Anybody would do that. Therefore, it is much more effective to start by asking questions like:
    • «Have you thought about…?»
    • “Can you help me understand…”
    • “Why have you decided…?”

Trying to fully understand the other side first and concentrating on a common interest is crucial, because it is possible that the other side just did not think about the ethical dimension of a situation (e.g. due to time and performance pressure). If they just overlooked the problem and you already accuse them of being an unethical person, unnecessary damage is done and the conversation is over.

  • Explain your perspective:

Only if you have completely understood the other side and you still think that there is an ethics and compliance problem, share your opinion in a non-accusative way. You could e.g. say:

  • “I want to share my perspective.
  • I’m worried /uncomfortable/feel uneasy about….”

Ideally, the other person will see your point and be open to finding a better solution and/or change her behavior.

  • Agree on next steps:

In order to make sure that your brave act of speaking- up will have the wanted consequences it is a good idea to agree on the next steps necessary.

  • Have a withdrawal strategy ready :

If the other person is not responsive, you can say things like:

  • “I just asked because I’m concerned about you and I wouldn’t want you to get in trouble” or
  • “I wanted to be sure we protect the organization’s reputation.” (see Amy Gall in the resources below)

This way you can withdraw gracefully from the conversation and decide if you need to escalate the issue to your boss, your boss’s boss, HR or Compliance.

In summary, we see that speak-up is not easy to do, but good preparation and a confident and respectful delivery help. It is crucial that the person who dears to speak up concentrates on a critical but respectful mind-set that focuses on common goals.

At the same time it is clear that the most skillful speak up communicator will fail if the leadership and the culture of an organization does not encourage a climate of open feedback. As we have seen in recent corporate scandals like Volkswagen or Wells Fargo, an organizational climate characterized by fear, high performance pressure, and an authoritarian leadership style is poisonous for speaking-up.

Therefore, the creation of a true speak-up culture always has to start at the leadership and corporate culture level.

Resources on Speak-up:

 Books

  • Peter T. Coleman and Robert Ferguson Simmons: Making Conflict Work: Harnessing the Power of Disagreement, 2015
  • Shari Harley: How to Say Anything to Anyone: A Guide to Building Business Relationships That Really Work, 2013
  • Kerry Patterson, Joseph Grenny : Crucial Conversations Tools for Talking When Stakes Are High, 2011

Articles

Prof.-Bettina-PalazzoAuthor: Dr. Bettina Palazzo
Professor at BSL

The future of education does not matter. The present does.

Yesterday I have attended yet another presentation about the future of education, and in the last 5 years I have attended probably just about twenty similar presentations, watched thirty or forty videos and read perhaps a hundred articles and blogs. Fascinating at the beginning, incredibly boring and upsetting today. While everybody seem to have something clever to say about the future of education, I hear so little or nothing about the present of education. Isn’t it easy to dream, imagine, envision and talk about the future of something? Easy and cool at the same time. “Wow, you are a visionary!”, “Yes, this is what everybody should do!”, “Finally, somebody who say it clear!” “Yes, Yes and Yes!”. These are the comments I hear or read for presentations on the topic of the future of education. And normally the contents that are strongly applauded are things like:

  • Technology is here to stay
  • Robots will take over many jobs
  • The 4th industrial revolution has started
  • Most jobs available in 5 years do not exist today
  • We need to make computing languages mainstream learning
  • We need mindfulness and empathy
  • Problem solving abilities will be very important
  • Collaboration will be central
  • Ethics are now more important than ever
  • Students must develop sensitivity to the problems of the world
  • Empathy must be encouraged
  • Reflection practices must be taught
  • In order to teach systemic thinking we need cross-curriculum topics
  • Students should learn in a flexible way and decide when, where, what and how to learn

I am sure there is more than that and apologies for forgetting one of those great applauses I should remember. Who does not like or agree with the above? Trust me, if you want to collect a good audience and a few applauses, just deliver your next talk around those topics and you will see plenty of heads nodding. Ok, so what is this article that I am writing about? I am writing to all courageous change agents in the education landscape. Stop thinking about the future, we got it. Here is the challenge for you, the present. What are the risks you are called to take if you want a better (for the world) education? Are you ready to disappoint some students? Their parents? Your Dean? Your Faculty? Do you believe in the future of education to the point that you will implement it today? How will you do it?

At Business School Lausanne in Switzerland, we are experiencing the lowest student intake in our recent history, congratulations to us! At the same time we are experiencing the most incredible and exciting transformation into the future of education, and we are doing it now! Am I worried about the student intake year? No, I am not. This place is full of courageous change agents who believe in what they are doing and are strongly pulled by a powerful purpose: educating business leaders for the good of the world. So, next year our student numbers will be good again, promised. I know you want to know more so here some scattered bullet points on what we are doing to change the present of education:

  • We have made it clear and loud what type of education we stand for. We want sustainable business and responsible leaders. If you are not interested, there are plenty of other business schools that are less interested in this.
  • We think hierarchical management belongs to the past and, approaching an incredibly powerful human age (beside the robots), will welcome new forms of organizations. We believe in self-organization principles and since 2015 we use a system called Holacracy to govern our business school. This is has generated a profound change in the way we act, make decisions, innovate and live our values. All on the positive side. Our students are learning alongside with us.
  • We have launched a new Millennial BBA where our students will take a full year outside the classroom and build a portfolio of experiences aimed at learning more about themselves and the world they live in. They also design their 3-years-experience picking up among a large number of elective courses.
  • We operate as a multi-stakeholder hub and run Collaboratories to generate business solutions for the wicked problems of the world.
  • We run every 3 months a Gap Frame Week where all our students from all our programs work together alongside the Professors to prototype businesses that tackle the 24 major issues of the world in line with the Sustainable Development Goals.
  • We have coding courses for our BBA program but they are not just coding courses, we run them through a NGO who provide such courses to refugees in Switzerland and we invite our students to merge their classes to create a truly multicultural and empathetic learning experience. Technology, business and empathy all in one room!
  • We also have a Master Degree in International Business with different specializations and capstone projects including:
    • Data analysis where students take a nanodegree from Udacity.
    • Aim2Flourish capstone project where students learn from great business stories that are changing the world in a positive way.
  • We have a MBA program where students can chose whether to do a thorough Management Report or go through a challenging 10 weeks experience in South Africa enrolled in the Emzingo program
  • We have a DAS and a DBA programs that train the most impactful change agents of the present to transform businesses in forces for good.
  • We work with great heroes and heroines Professors who today facilitate learning and moved away from the traditional teaching model. We embrace a pedagogical model that involve students in learning by exploring the I, We and All of Us dimensions.
  • We are publicly engaged in shaping business education and inspiring others to help business become an irresistible force for good.
  • We are ditching traditional economics and embracing the great work done by Kate Raworth and the Doughnut Economics

There is much more but, how is that to get started with the present of education?

The good news are that Business School Lausanne is not at all alone in building a great new present of education. There is a great network of inspired business schools coordinated by the UN PRME initiative. There is another great network of Thought Leaders coordinated by the GRLI. And there are many courageous new initiatives such as www.rita.global and OPEN among many others.

Ready to join the present of education? You are welcome and let me know how you have started!

The future of education does not matter. The present does.

Note: this article has been published by Carlo Giardinetti on Medium

Author: Carlo GiardinettiActive in Program Development, Holacracy and directing the E/MBA programs Business 

BSL – Reaching 30 and celebrating a new way of doing business

This year, BSL is 30.  Thirty is a good age for reflection: not too old to dwell overly on the past, but yet with a lot of learning under its belt upon which to build the future.  Because after all, BSL is both a learning institution and a future-thinking organization. BSL’s Aileen Ionescu-Somers reflects on new ways of doing business and the requisite leadership qualities for the future.

So many organizations, even the best minds out there, find it very difficult to predict the future. History is rife with poor predictions. The most glaring case in recent memory, though (apart from certain presidential elections!), was evidenced by a declaration by the IMF in 2007, just before the 2008 financial collapse, when the IMF declared:  “Overall risk to the (world economic) outlook seems less threatening than six months ago.” Not only did the IMF get it wrong. Most of the world’s multitude of economists, financiers, leaders and governments also did.

In some ways, this is a direct result of globalization. With it, the world became more complex and change accelerated. All the indicators show that the future will be even more unpredictable and uncertain than before. Yet, business does not like uncertainty. Uncertainty is associated with fear, anxiety and pessimism. Uncertainty can be the bearer of bad news. Stock markets are allergic to uncertainty. Business executives in global multinationals work so hard on cancelling out uncertainties that a senior executive told me once that “innovation does not come from big companies”, and that new ideas and “out of the box” innovations are often dead in global corporations before they are born.

Uncertainty breeds risk averse corporate cultures and risk mitigating instincts amongst managers. And the consequence is that we forget about the opportunities out there. Despite the feeling that there is a lot of bad news around, there are great things happening in the world. It is not fake news that life expectancy is still increasing. It is not fake news that income continues to go up for most of the world’s increasing population, and that illiteracy and poverty levels continue to go down.

These positive developments are actually huge opportunities for unleashing future potential for technological opportunity and development. And indeed, nowadays, much innovation is driven by technology. How accessible technology has become for ordinary citizens in my lifetime! The pace is set to increase exponentially over the course of our BSL student’s lifetimes. The future offers huge opportunities, giving future generations an unprecedented ability to do everything in new ways.

However, the down side is that with growing inequality, increasing numbers of now angry and vocal people feel left out. Indeed, they are either choosing not to participate – or are not empowered to participate – in building a better and more inclusive society. Another downside is the growing fragility of the complexity we have created in the world. When what happens in one place very rapidly affects everything else, this is what we call systemic risk.

System risks can convert into real life situations and then the system can start to break down; this is what we call systemic shock. By now, we have all either observed or experienced systemic shock first hand. We see it in financial crises, health risks such as ebola/pandemics, and in the major challenges related to migration in today’s world. Today, systemic risks and shocks are set to become much more virulent because of the interweaving of societies and sub-systems, re-enforced by technologies and accelerated by “just-in-time” management systems that push resilience and responsibility to its limits. As a result, the new realities we are living with are collapsing biodiversity, climate change, more pandemics, more financial crises…and ever more destructive systemic shocks.

Therefore, we need a new awareness of how to deal with these new realities. We need to understand how we can mobilize ourselves differently and come together as a community to manage systemic risks. We need to lessen the negative impacts of systemic shock and capture business opportunity for the greater good of society and celebrate new ways of doing business. How do we weave this complex tapestry together? How do we think about complex systems in entirely new ways? That is not only the challenge of scholars, but it is the challenge of all individuals engaged in thinking about the future. Business leaders are no exception.

Since business leaders are pragmatic, they need both frameworks and tools to guide their thinking. The UN Sustainable Development Goals (SDGs), for example, present business with a framework for understanding and mitigating future systemic risk.  Our BSL students are more than familiar with the SDGs, and what they represent. They are also familiar with the Gap Frame research, the conceptual basis for BSL’s thought leadership. The Gap-Frame is a normative framework that translates the SGDs into relevant issues and indicators for business. This BSL/University of St. Gallen research provides companies with a tool that helps translate the SDGs into workable steps to manage systemic risks around globalization more effectively and to achieve specific targets and objectives.

So the conceptual research at BSL closely relates to the SDGs, and I hope I have made the point that the SDGs relate to both systemic risk and shock mitigation. But they also relate to business opportunities. The SDGs are an underlying theme for the BSL Gap Frame Innovation Week (GFW) which we ran 4 times in the 2016/17 academic year.  Indeed, some of our students and even our faculty are far from their comfort zones during those weeks. During the GFWs, our students choose a problematic global issue linked to the SDGs and develop a start-up or innovation initiative to contribute to dealing with the problem. The GFW presents our students with a small concentrated “piece of the action” on leadership learning for the future.

And what are the key facets of leadership learning for the future? There can be no doubt that professional business acumen and expertise are as important as they ever were, if not more. But a sense of purpose directed by an ethical compass and a developed sense of both local and global responsible citizenship are also key prerequisites. The latter leads to levels of global knowledge and understanding that are also essential to, I would say, the very survival of organizations of the future.

We have recognized at BSL that much leadership learning today is reasonably strong on developing hard business acumen and expertise, but focuses too little on  multiple other essential albeit “softer” aspects of leadership learning. With this in mind, we can ask ourselves: What will be one of the most important traits of a future leader?  I would say, “curiosity”. The global business leader of today has to have a high level of global knowledge and understanding. Without curiosity, we will not have an effective or indeed knowledgeable leader. The SDGs, the BSL Gap Frame research and the BSL Gap Frame Week, provide current and future business leaders with routes or paths to satisfy curiosity, take action on what is learnt, direct ethical compasses, glean global knowledge and understanding from local and global committed citizenship and – actually – to prepare our students for their future.

For example, during our last BSL GFW on governance issues, our activities brought deeper knowledge and recognition to our students that the world’s governance systems are fossilized and cannot begin to cope with the changes that are currently happening and that will happen in the future. To celebrate new ways of doing business for the future, we simply have to develop new ways of managing the planet collaboratively, using collective wisdom. As I have pointed out at the beginning of each GFW, truly amazing things can happen when individuals come together to change their future.

Ionescu-AileenPICTURE-150x150Author: Dr. Aileen Ionescu-Somers

Active in thought leadership, consulting, applied research, teaching and supervising DBA candidates in sustainability & responsibility.

Are you interested in having your community of learners fully engaged?

Three dimensional learning — I, WE and ALL OF US, pedagogy for Sustainability and Responsibility.

Are you interested in having your community of learners fully engaged? A good start could be to spell out the purpose of the education you want to be part of.

For us at Business School Lausanne (BSL) the purpose of education is to support and foster responsible leadership and sustainable business. Responsibility and sustainability are in no way similar to the typical functional business and management education areas such as finance, marketing, human resources, strategy, operations or others. In fact they add a layer of learning, even more than a layer, you can think of it as part of the DNA of the learning. How can you learn about business and management if you want responsibility and sustainability to be in the DNA of the learning you design?

I think most of us have experienced some great learning in our life. If such learning has stayed with you for long and has somehow helped your transformation, evolution, development, it may well have been what I call a three dimensional learning. The three dimensions I am talking about are the I, WE and ALL OF US. What does this mean?

It means that the transformational learning can only happen when we discover how what we are learning is connected to the three dimensions:

The I — How is this relevant to me? What are my own struggles with the topic? What is my emotional connection to it? Do I have personal experiences?

The WE — What are the main stakeholders related to the topic? What is their perspective? What do they know and how do they use their knowledge? Are there competing or collaborating views, or both? How do I work with them so that there is not them but only we?

The ALL OF US — What is the systemic use and impact of the topic? What scenarios does the topic create? How does it impact our world in some or all four dimensions — planet, society, economy and governance?

Learners that are taken through the three dimensions develop a comprehensive understanding of the topic from the systemic level (ALL OF US) down to the personal relevance (I), through the application in the relevant communities (WE).

Learning through the I dimension ensures that the learner explores and uncovers the areas of personal relevance of the topic. Here some suggestions for learning designers/facilitators who want to ensure a good dive into the I space:

  • Using blocks of 3 or more hours of learning experience ensure the right variety of activities can take place including reflective spaces.
  • Being a role model in the “I” space and finding the balance with neutral facilitating energy
  • Organizing regular self-awareness gathering for Faculty and Students (breakfasts, lunches, apero’, walks, etc.)
  • Circle sharing of personal check-in into the session/lecture/course with questions like:” What do I expect from this session?” (1 minute per person)
  • Trio-walks where 1 person in the middle has 5 minutes to share his/her personal reflections around the topic and 2 persons on the side are listening and providing 2 minutes feedback each (total 10 minutes)
  • Pair talks around deep questions where strangers get to know something very meaningful about the other (15 mins each). Each will then present the other in front of the audience (up to 90 minutes)
  • Speed dating with a few personal questions with 1 minute per exchange (30 mins)
  • Journaling activities to support acknowledgment of learning and walk-aways (ongoing)
  • Storytelling where a person stands in front of a semi-circle and share an insightful personal story around the topic (10 minutes per story + 10 minutes Q&A)
  • Group brainstorming using post-it to gather what each individual expect to learn and then cluster learning macro-areas
  • MANY OTHERS!!!

Learning through the WE dimension ensures that the learner understand the complexity of the topic by exploring the different interest and perspective of the multiple stakeholders relevant to the topic. The learner also understand the optimal ways to interact in the community. Here some suggestions:

  • Role play where each group of three learners must impersonate the role of one different stakeholder. 1 hour is dedicated to researching key information to understand the crucial points of this stakeholder perspective. The facilitator uses the following hour to host and moderate a debate around key targeted questions among the stakeholders. Finally an additional hour is dedicated to reflection activities and harvesting the complexity of the topic. (3 hours)
  • World cafe with different tables for different stakeholder perspective and teams rotating to ensure maximum contribution and learning from the different perspectives
  • Running Collaboratory dialogues inviting different representatives from all the various stakeholders
  • Certainly this is the space where business is learnt from a customer perspective, service provider, product manufacturer and so on. Most of more “traditional” learning happens in this space
  • Business simulation, gamification, etc.
  • MANY OTHERS!!!

Learning through the ALL OF US dimension ensures the learner can see the systemic dynamics that the topic triggers. Dimensions like planet, society, economy and governance are explored in their interconnections and relevance to the topic. Typical activities that a facilitator can run include:

  • Watching documentaries that beautifully show the complexity and interconnections of our world
  • Working with interactive scenario simulations
  • Connecting via Skype or other platforms with other learners from very different areas of the world where the topic is experienced in radically different ways and exchange experiences in forms of reciproc questions
  • Using Issue Centered Learning where the starting topic is always a major issue of the world that can be picked for instance on www.gapframe.org a very useful, tool we have developed at BSL. Learners are then invited to explore their personal connection with the issue. Business is then looked at as being part of the solution and/or part of the problem. Functions of business and management are then identified as instrumental to drive the shift from being part of the problem to being part of the solution. Business is then understood and appreciated for what it is, an incredible generator of solutions and — unfortunately too often, problems
  • MANY OTHERS!!!

Clearly all the above introduced dimensions and activities can be complemented with other forms of active and passive learning. Expert views and lectures can and should still happen but should be well integrated in the three dimensions and serve the broader purpose of each dimension. When designing learning spaces you can start thinking of different roles that should be present in the space. For instance:

  • The Expert. These can be faculty, researchers, entrepreneurs, citizens, students that have a deep expertise relevant to the topic.
  • The Facilitator. These are skilled facilitators who can ensure learning continue to evolve from activity to activity in the best possible self-organized way. Facilitators refrain from interfering with opinions and expertise, it is not their role.
  • The Coach. Learning happens so differently within all of us and often encounters any sort of barriers on its way. Coaches can be peer learners that simply have earned some skills to support others in their individual learning journeys. Coaching is about asking the right questions in these cases and also offering a listening partner.
  • The Participant. You can think of this category as the one closer to the typical student. Yet, there is no way a participant would be engaged in passive learning. Learning is participative and contribution is expected. The great opportunity is that participant can switch to coach, to facilitator or to expert at any given opportune time.

Hey, how are you after reading this? Did it move something inside you? Do you also think it is time and it is possible to redesign modern learning spaces that can help us taking care of ourselves and our dear world? If you are curious to know more and join a vision for a new business and management education, go and visit www.50plus20.org.

Let me know what you think and I would love to engage in conversations around reinventing education together.

Let a new purposeful market grow around jobs and competencies that count and will make the world a better place!

Note: this article has been published by Carlo Giardinetti on Medium

Author: Carlo GiardinettiActive in Program Development, Holacracy and directing the E/MBA programs Business 

Hacking for chocolate

“Chocothon” hits sweet spot of collaborative innovation in Ghana

Key question….what went on in Ghana last weekend that might have something to do with BSL’s vision and mission, and especially its three pillars of entrepreneurship, sustainability and responsible leadership in a context of collaborative learning?

The first Chocothon, that’s what! BSL has partnered with Google, the International Trade Center, the Future Food Institute, Crowdfooding and a host of other cool organizations to promote a “techno” focus on the sustainability and business threats around world cocoa supply. How? By holding a hackathon for chocolate (hence the term “Chocothon”). For those not yet in the know, a hackathon is an event, typically lasting a few days, in which groups of people meet to engage in collaborative computer programming. The idea of “hacking for chocolate” was born some two years ago at the Google Food Innovation Lab (where BSL partner and thought leader Dr. Aileen Ionescu-Somers is an expert participant). The first Chocothon in a series became reality in Accra, Ghana this weekend!

img_9925Threats…around chocolate? What? When you look at supermarket shop shelves today, it is hard to believe there is a problem. After all, we seem to have a plentiful supply of cheap, delicious chocolate treats. But don’t be fooled; our business system is overly short-term oriented. The economics barely work for now and benefit too few stakeholders. Long-term, if the crucial farmer producer of cocoa is not protected, then it’s a zero sum game. In other words, no supply = no business (so bad news for companies) = very expensive Easters, Christmases, Valentine’s days and Birthdays in the future (so terrible news for consumers).

Let’s focus on the challenges. Undercompensating farmers for quality cocoa ultimately leads to too low an income for farmers to bother staying in the business. It creates a rather vicious cycle: no money = low or no investment in new technologies, new trees or desperately needed training = increasingly lower yields and environmental degradation = lower quality cocoa = even less compensation. Then there are government policy threats, such as lack of knowledge and certainty about land rights and ownership leading to insecurity in land tenure. Macroeconomic issues such as inflation and defective exchange rate regimes also take their toll. So farmers in Ghana and Côte d’Ivoire and other cocoa producing countries are not only exiting cocoa farming and/or switching to other less challenging crops, but they do not want their children to stay in cocoa farming either.  Farming cocoa is a grueling task. If the economics do not work, it is even harder to make a business case to the increasingly literate children of farmers who, after all, may have other options.

So what does the Chocothon set out to do? Well, can the best of modern day high tech ingenuity contribute to resolving the problems around cocoa production? Can this be done in a context where illiteracy is widespread and access to Smartphones extremely limited? We agree…its a pretty tough call. But the technology landscape is changing rapidly. The Chocothon team figured that if we could get young Ghanaians excited about problems in their own country, through collaboration they could be empowered to focus their ingenuity on thinking forward and fixing them. After all, the problems we mention are man-made, so let’s get some man (and woman)-made solutions!

Need more convincing?  Well, if you get enough stakeholders together in one room with some hackers to work on a problem, you can literally start… hacking away at it.  So, for example, at the Chocothon, we invited government representatives to not only contribute their knowledge as “knowledge brokers” but to also raise awareness with them of the importance of increasing internet and Smart phone technology access, or of increasing institutional knowledge about land sizes, ownership and security. After all, knowing what you didn’t know makes for better decision-making. Looking forward, we can expect that young farmers in Ghana will be – as all young people are – ingenuous about assuring their own access to technology; every single trend in the world indicates that this is the case.

Therefore, the idea of designing collaborative platforms to share farming equipment or expertise to increase quality of work and efficiency and thus productivity, is not a pipe dream.  To set up systems empowering farmers to demand and get the best prices on the market is not a hallucination either. To enable mobile direct payments to farmers – faster cashless money transactions – coupled with now fast developing services like mobile insurance or other business transactions for tools or fertilizers are totally feasible future options for Africa, as they have been for other countries. Micro-financing of farmer investments, even by crowd-sourcing funds from all the chocolate lovers out there might be another possibility. Creating training platforms, or indeed tools that help young farmers with assessing soil fertility, tree age, crop diseases…all this is possible today. We can also look at optimizing transportation platforms to allow for better transport of cocoa beans – a big headache for Ghanaian farmers today. Get it? Good!

So from Saturday to Sunday 20-21 January, 2017 a group of young and talented hackers – IT developers and social innovators – got together with other stakeholders at the Impact Hub n Accra, Ghana. Representatives and knowledge brokers joined from multiple organizations such as the Ghanaian government, Google, Barry Callebaut (Swiss B2B cocoa supplier), the International Trade Center and the Future Food Institute. The Chocathon team assigned the hackers to working groups and provided food, drinks, and even mattresses (yes!) for the all night hack.

img_9852-2The teams had a task of building up a prototype and uploading deliverables step by step during the hackathon. Sounds familiar? It is pretty much the techie version of what the students of BSL did by designing start-ups to tackle social issues during the last Gap-Frame week last December… Yes, this kind of collaborative learning is taking hold in more sectors than one! The Ghanaian Chocothon hackers get tempting prizes to encourage innovation and even conversion of their prototypes into working businesses, such as a co-working space for one year at the Impact Hub or for six months at ISpace, or indeed a cash prize.

Watch this space for the next blog about the Chocothon where we will tell you about some of the cool ideas the hackers came up with. This is the first of a series of Chocothons that will ultimately contribute to saving YOUR treasured chocolate from gradual extinction. Tune in to #chocothon hashtag to find out more. Even better…how about supporting our next Chocothon? Here is our crowd-funding site link:  https://www.crowdfooding.co.uk/deal/188/Chocothon

Why should you get involved? Because YOUR chocolate needs YOU!

Ionescu-AileenPICTURE-150x150Author: Dr. Aileen Ionescu-Somers

Active in thought leadership, consulting, applied research, teaching and supervising DBA candidates in sustainability & responsibility.

Competencies that count: Where are Responsible Leadership and Sustainability proficiency listed in the job descriptions?

Recently, and through different announcements, a number of large global corporations have made public their intention to remove University Degree requirements from (some of) their job descriptions and requirements. They argue that the correlation between holding a degree and being good for certain jobs is weak and too many good candidates are discarded because of this wrong filter. They plan to use new and innovative online tests that will do a better filter job according to them.

I look at this with interest as I have never been convinced that current degrees, and business degrees in particular, are representative of the important skills our future leaders need (and by leaders I mean leader in whatever position they hold, not only senior management). Among the many important skills future and current leaders need are responsible leadership and sustainability proficiency. Or not?

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My feeling is that if you ask the question directly to a hiring manager, they will certainly answer yes. At the same time, have you ever seen these two competencies in any job description? I am trying hard but, unless I come across some very specific job related to sustainability, I have seen no trace of the demand for these two important competencies. I am embarrassed by this. At Business School Lausanne, we have made a clear commitment to facilitate learning around sustainability and responsible leadership all across our program and courses. We design innovative pedagogy around these crucial competencies as we believe that there is no way the world will progress toward the UN Sustainable Development Goals unless new practices are embedded within any single next decision that business people are required to make. What is the next ingredient you will source for your product? Will you ship it by train, track, plane, boat? Will you ask for a local production? How much money will you allocate budget for personal development of your team? Will you invest in a social venture? Will you close an eye on your current polluting factory? Will you ask for innovation toward sustainable practices? Will you engage with all relevant stakeholder when making impactful decisions? And the list can go on and on forever. Almost every single decision business people are asked to make, presents a choice to go for more or less responsible and sustainable solution. Do you want your employees to be conscious of that option? Do you want them to be fluent with the consequences wrong decisions can lead to (and clearly not only financial)? This is a call for every job seeker to add where they stand with their responsible leadership and sustainability proficiency on their CV. This is a call for all hiring manager to make sure they make it clear they demand such competencies.

Let a new purposeful market grow around jobs and competencies that count and will make the world a better place!

Author: Carlo GiardinettiActive in Program Development, Holacracy and directing the BBA, Masters and E/MBA programs Business 

Team Building Day – Summer 2016

22 August 2017 – It’s called Green Day and it was my first team-building event at Business School Lausanne.  It’s exactly one year since BSL started operating under Holacracy, and in this spirit, I would think of this day as a “Tribe Day” (“tribe” is a commonly used Holacracy term to describe our sacred space for social interactions).

My personal reflection of this day is that there seemed to be a magic mix of Doing, Being and Reflecting plus perfect blue skies.

What happened?
Doing
We started in the morning by entering the Escapeworld in Lausanne. One group got challenged to de-code Area 652 and the other one Délire du mandarin. Really tough teamwork in dark and hot conditions to be done in one hour – it was a team-building with “results” to be expected.

Being
After being totally immersed in the undergrounds of Escapeworld, we switched to another, totally different world: The Chaplin’s World museum in Corsier-sur-Vevey. We got inspired by strolling around in the Manoir where each room in this beautiful home speaks volumes about the family life of the legendary artist.

The day ended at the Lavaux Vinorama where we enjoyed wine of the region with even more “tribe” conversations.

Reflecting
Call it coincidence, but our weekly Tribe Space meeting was scheduled for the next day and we closed the team building experience with a powerful Appreciative Inquiry exercise where we exchanged notes of appreciation by indicating at least one positive trait/behavior that we had observed in each member the day before.

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To me, this day was of higher value than any other team-building day I experienced so far.

Why?

  1. The 1-hour Doing exercise went surprisingly smoothly relying on the collective intelligence to emerge. We reflected that for us it somehow seemed rather normal not to have a group leader any more (perhaps first signals of behavior change one year after we adopted Holacracy?)
  2. Tribe-trust developed in 6 hours of pure Being mode (no flip charts, no facilitator, nothing).
  3. Having an appreciative Reflecting phase the day after (to really sleep over the tribe-day).

So what?

It seems that Holacracy just made DOING, BEING and REFLECTING totally natural to us. A rough plan was developed and pre-scheduled for the day (thank you David!), but was kept totally fluid and self-organized by the Tribe at all times.

What a great green team-building it was, really proud to be part of this tribe!

Author: Jan Maisenbacher

“Don’t Learn to Do, But Learn in Doing”

I was recently asked to speak at the Impact Hub Zurich’s event on the future of education: trends and opportunities. I am no educationalist but I am educator, so I decided to speak on what I was comfortable with, my own experience in teaching that I have worked out through trial and error over the last 10 years. I cut my teeth teaching in Singapore to Executive Masters students who would come in the evening for 3 hours of lecturing after a full day at work. They were understandably tired and so I peppered my lectures with as many case study examples as I could in order to demonstrate the real-life applications of corporate social responsibility and sustainable development, especially in a place and time when CSR and SD were still very much theoretical ideas and not a day to day reality.

And so to my current class of Masters students at BSL, I continue to try and make my lectures as relevant to real life as I can, knowing that business students need all the practical tools they can to be competitive when they head into the workplace.

This term I decided to use the theme of food and agriculture to discuss as many facets as possible of sustainability and business responsibility, and there is no shortage of material in this sector – from farming practices, (labour, pesticide use, GMOs, animal welfare), to processing (use of palm oil, high fructose corn syrup), transport (carbon footprint), marketing (obesity, fast food, veganism), to food distribution and scarcity.

To learn by doing, I asked my students to interview someone who had something, anything to do with the food sector and get their take on sustainability issues. It could be a restaurateur, it could be their uncle who likes cooking, a farmer, a winemaker, an eminent professor or their mate who likes eating…I look forwards to sharing some of these interviews with you which they have written up in blog form (of course, as the blog is another practical tool the students must master).

And how best for students to learn than to meet people who are “doing”, who can speak with confidence about their career paths and what it’s like to be at the coalface of an organisation. So we were privileged to have some time with Mr Diarmuid O’Connor (Global Agrimaterials Sourcing Manager at Nestlé Nutrition) who captivated us because he didn’t give us the blarney but told us what he did and why, and how sustainability made business sense and that he’d been working for over 20 years to support farmers in producing high quality materials for Nestlé.

I’m looking forwards to some more straight-talking guest speakers coming into the classroom over the coming weeks including Mme Isabelle Chevalley, conseillère nationale in the Swiss parliament who will speak to us about GMOs in Switzerland and Mr Sebastien Kulling who is working on a start-up in the food sector.

Prof. Marina CurranAuthor: Marina Martin Curran PhD,
Professor at BSL

Enabling Inclusion in Business – Politicians and Business people need to talk!!

Getting ready for our Enabling inclusion in Business was a very interesting experience for me – it made me rethink the situation of women in business yet again!

Having been very involved in the area of women in politics in the Canton of Vaud for the last 10 months, you might like to have a  look at the initiative of the CLAFV (www.clafvd.ch) and ADF (www.adf-vaud.ch) where these 2 associations have worked together with the Bureau of Equality to encourage more women to go into Swiss politics (www.politiciennes.ch).

This interesting initiative made it very clear to me that there is very little contact between the women politicians I talk with regularly and the women in business in Switzerland today! And this is a big problem.

Have you seen the Economist gender gap index?  It is nothing short of horrifying. Switzerland performs very poorly in comparison with the OECD average and the 21 countries considered in this study.  One big problem is the cost of child care, over 40% of the revenue earned.  Is it worthwhile, one might ask to go back to work considering this high cost.

Looking forward to talking about this and lots more tomorrow in BSL.  Updates of that meeting to follow!

 

Author: Mary Mayenfisch-Tobin, BCL, LL.M, Solicitor
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A learning agenda designed to Boost Diversity & Inclusion – May 10 at BSL, it’s a full house

Unless you have been stuck in a Swiss nuclear bunker for the last 5 years, you will have at some point during your daily social media fix, come across the term Gender Bias. Whether you’re a man who craves more family time with his children (but your boss raises an eye brow when you want to work from home because your kid is sick) or a woman who has her eye on the next VP role but your tendency to under value yourself gets in the way of applying – the power of gender bias (commonly known as stereotypes) is a root cause that prevents men and women from being able to bring their full and true selves to work.

Gender stereotyping can influence perceptions of leadership competencies and most talent management systems can reinforce and perpetuate bias that favors men over women. There are many stakeholders involved in talent management systems, from HR to senior leadership teams, and a Catalyst study carried out in 2009 showed that there are three key compounding effects:

  1. Imperfect execution. When talent management practices and programs interact, gaps between the design and execution can introduce gender bias, even to systems already sensitive to the problem.
  2. Checks and balances. Few companies employ effective checks and balances that mitigate gender bias in talent management and decrease gender gaps in senior leadership.
  3. Perpetual loops. The cyclical structure of talent management appears to reward attributes based on bias inherent in the system, creating a perpetual cycle in which men dominate senior leadership positions.

Even though this study was published nearly a decade ago, these effects are still very much alive and kicking.

We believe effective talent management strategies which boost diversity and inclusion in the workplace, power performance and generate competitive advantage.  This builds reputation for being a great place to work and ultimately, a healthier bottom line.

On May 10 2016, I will be helping facilitate a conversation on empowering inclusion in business at Business School Lausanne with 30 business and diversity thought leaders living and working in Switzerland.  This collective intelligence session will be the first step in crafting programs which unravel the challenges we all face in the workplace daily and empower inclusive business within organizations.

 

Author: Natalie Wilkins,  BSL Professor