David Deegan, Executive Development Director at Cranfield School of Management, explains the value of lifelong learning and why overcoming the barriers to continued education opens up opportunities for individuals and organisations to grow and develop.
It’s a major step to go back into education as an experienced business leader. Why should someone take that step?
It’s a massive step and people worry about it for very genuine reasons. Most of us remember the pressure of exams, even those where we did well, and are reluctant to return to that world. What people don’t realise is that the majority of our programmes don’t feature any exams. We work in a very different way.
Another common reason is that it can be very difficult for someone who has been in business a long time, maybe running their own business, to admit there are things they don’t know.
One of the most successful programmes we’ve ever run was entitled 10 Questions About Finance You Are Too Senior To Ask and the response was amazing. As a leader, you’re not meant to know all the details, you have teams below you for that, but many feel that because they have been in business so long, with all that knowledge and experience, not knowing the answer to what might seem like a simple question is going to damage the confidence that people place in them.
Overall, I would say that programmes like ours are not only a way to gain new skills, but also a way to validate all the knowledge and skills and experience someone has developed over the years, and learn how to use them even more effectively.
What form do the programmes take?
There are three options, two for individuals and one for organisations.
■ Open programmes
These are short programmes of just a few days or weeks spread over a period of time, comprising set content that we deliver to any individual who is interested in furthering their understanding in one of the many practical topics we cover.
■ Customised programmes
Available to organisations that approach us because they have got some significant changes going on. One example might be a merger or restructure, where they need people to develop skills and work with a revised strategy or new performance models. Another example might be a need drive increased sales. Effectively, the organisation comes to us with a problem, and we work with them to find a solution. We agree the length and content of the programme, and each one is totally unique to that organisation.
■ MBAs and MScs
These are award-bearing programmes with set content. Some choose to do these programmes face-to-face during their weekends so that they can continue working. Others choose to learn at their own pace by accessing each of the modules online instead. Some people choose to do just a few online modules because the topics are interesting and useful to them, but every module gives them award-credits, so if, long term, they choose to do all of them, they ultimately build up to being a full Masters.
When any individual or organisation contacts us about any of our programmes, a two-way conversation begins. We start with why they are interested, and, very importantly, why now? From there we can help them work out what is right for them.
Is it more about formal learning or personal development?
It depends on the individual. It might be someone who is ready to move up to a management position, or who is new to management and needs to develop new skills. It could be a business owner or leader who is looking at their career and how they have progressed but who wants to learn something about themselves so they can approach things in a different way, to recognise their strengths. We tend to downplay our strengths, because they are part of our everyday lives, we forget how unique our skill-set is. Having that recognised and validated, and then learning how to build on it, is very valuable.
Another thing that comes out of learning is that someone gets the chance to reflect on ‘What is my purpose?’ It might be that you’ve been in the same role for a while and want a fresh perspective. The programmes are designed to challenge people and help them get a sense of why they are doing what they are doing. If they understand why what they do is motivating and engaging them, they are more likely to motivate and engage their teams.
Why is it important to continue to learn, even when you’re already successful in your career?
Firstly, we are learning throughout our lives, every single day. If you get a new car, you have to learn all about how it works; if you move house you have to find out about a new area; if you visit a new place you have to learn how to get around and what there is to see and do.
Secondly, it’s because the perfect job never stays perfect. You can be in a job that is perfect right now, but the requirements of that job might change; the technology you have to use might change; the world might change around you; or your own personal world might change, and so your circumstances or values might mean that it is no longer the perfect job.
When we see someone making a huge change in their lives, we tend to refer to it as a ‘mid-life crisis’. But actually, people often make those big changes in their lives because they have come to a sudden realisation, based on their years of experience, what it is they really love doing.
But that was in the days when people might only change jobs two or three times in their working lives. Years ago, if you left a job after about two years, you were seen as being a bit flighty. Nowadays, if you’re in a job for more than two years, you might be considered unambitious. The world of work is much more fluid. People are gaining more varied work experiences in their lives much quicker, so those big changes – the mid-life crises – are happening far sooner. I have heard them referred to now as ‘quarter-life crises’.
We can help people to use learning to navigate those big changes and move into the kind of work that really motivates them.
Other than qualifications or validation, what are the benefits of Cranfield’s programmes?
A lot of what we do is about leadership, and leadership can be a lonely place. All business leaders have things they can’t discuss with other people within the organisation. Those who join our programmes find themselves in a group of people from similar backgrounds, they learn together and also learn from one another.
Suddenly, they find themselves networking and connecting with people, and talking to them about what’s going on in their world: other people who have been through, or who are going through, the same issues.
Our slogan is ‘Knowledge into Action’ and all our programmes are interactive, they are not designed around lectures. Instead, we introduce topics, do related activities and exercises to bring them to life, and then explore the learning and how it relates to the individual’s current working environment and challenges, and how they might use it to make changes.
An important element in the learning process is when people go away and apply it in their business and then come back next time to discuss how it went, what worked and what didn’t. It’s important we work with people who are still actively working in their business because it needs to relate directly to what they are looking to achieve.
Where I think Cranfield is most different is in the atmosphere. This is no ivory tower university where it matters how many letters you have after your name. It’s very pragmatic and experiential; we are working with people who have enormous experience and skills already, to help them focus and recognise their skills and build on them, validating all they have learned and gained over the years.
There’s a real humility at Cranfield – helping someone run their business better, or to work better in their business.
This article was first published in All Things Business | UK Business News Publication
