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 

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
marymayenfish

Swiss Democracy: Strengths, Weaknesses and Threats

General outlines

In many countries people vote to elect the President or Members of the Parliament. Swiss people don’t vote for the President, but elect the MPs, the federal government members including the President being elected by the Parliament.

Unlike in most of other countries, Swiss citizens are requested in addition to vote quite frequently on a wide range of topics at different levels (federal, cantonal or even communal). That is called direct democracy. These votes are the consequences of either an initiative (proposal to amend the federal constitution) or a referendum (opposition to a new law voted by the Parliament). The number of valid signatures required for an initiative to be submitted to the vote is 100’000. This number is currently debated because many citizens consider it too low in comparison with the total population of the country (just above 8’000’000 inhabitants). Another point currently debated is the fact that initiatives are written in quite general terms and that the application laws have not to be designed at that stage. Continue reading

Should I get an MBA?

In recent years, the MBA has become a buzzword – ambitious professionals from around the world find themselves almost obliged to consider an MBA as a next step in their professional development. Putting myself in the shoes of potential candidates, I can easily understand the confusion and uncertainty about answering this deceptively simple question – “Should I get an MBA?”. Try googling this and you’ll see that there’s an awful lot of controversial opinions – from praising the MBA as still the most valued degree and panacea to all career advancement to stating it’s lost its magic. The reality is that there isn’t one right answer. Continue reading

Why do Swiss universities bother about sustainability?

Perhaps because Swiss institutions of higher education want to continue to be relevant in the distant future? Perhaps massive online learning is about to replace universities?  Maybe new industries of the future require training that universities do not supply? Or do universities just wash themselves green to be part of the trend in industry? These questions were raised at the annual conference where rectors, deans, administrators, professors and students participated.

Sustainable University Day is the annual Swiss conference for all institutions of higher education and was held this year on 18 March at the university of St. Gallen. Its aim was to address the issue of responsible leadership in the context of the universities’ contribution to sustainable development, and to ask how to educate future leaders who can combine economic success with social justice and the preservation of natural resources?[1] Continue reading

Is it better to be a big fish in a small pond or a small fish in a big pond?

I recently read a fascinating book by Malcom Gladwell entitled “David and Goliath”. The subtitle of the book “Underdogs, Misfits, and the Art of Battling Giants” gives a good idea of its content.

Malcom Gladwell "David and Goliath"

The introduction explains how David beat Goliath in the Old Testament by using a totally different approach to fighting; his was based on velocity and mobility. It would be very difficult to summarize the whole book, given its diversity and the numerous topics dealt with, from David Boies becoming a famous lawyer in spite of his dyslexia, to the crucial role played by a picture in the history of the American civil rights movement in the 1960s. How to use a disadvantage to win is the common element of the different chapters.
Continue reading

Business Schools for Impact

A pertinent conference – Business Schools for Impact – took place last week at the World Investment Forum in Geneva and Business School Lausanne was happy to be present. UNCTAD, the United Nations Conference on Trade and Development, initiated this innovative project and different business schools are working with them on this idea.

Business as usual in business schools?  No thanks!

The discussion which took place in the morning wondered about the ability of the present day business schools to deal with the problems the world is currently facing and will face in the future. A presentation by Professor Ted London from Ross School of Business, Michigan University looked at business at the bottom of the pyramid, so many opportunities and needs!  Robert Glaser from CARE, a global humanitarian organization, http://www.care.org/ talked about those needs and about private public partnerships that exist today and cited the work they do with Starbucks in education and healthcare. Continue reading

Sustainable Finance in Switzerland

When I was living and working on my PhD in Scotland, I was pleased to know that I lived in one of the world’s hubs of Socially Responsible Investments [1] (SRI). At the time (early 2000s), the institutional investors (pension or life assurance companies) were key players and as you all know Edinburgh is the northern home of pension houses. Companies such as Standard Life, Scottish Widows, Baillie Gifford all had some form of SRI fund in their portfolios to keep their ethical investors happy. These included churches, university superannuation funds [2] and charitable trusts. These SRI funds generally were “ethical funds”, that is to say they used exclusion criteria. They excluded “sin stocks” such as tobacco, alcohol, gambling, nuclear energy, or weapons manufacturers from their portfolios. Continue reading

Are lawyers an obstacle to progress on Corporate Responsibility and Sustainability?

About the author of this blog post

We welcome the first blog post of our BSL colleague Mary Mayenfisch-Tobin and grab the chance to introduce her briefly.

Mary Mayenfisch-Tobin is a lawyer, who specializes and teaches in the area of Law, Business and Human Rights. She is responsible for Stakeholder Relations and Student Counseling at Business School Lausanne.

Mary’s principle preoccupation in recent years has related to education, and particularly responsible education, not only as taught in business schools but in all educational institutions, including law schools. Continue reading