The idea of a “corporate university” comes – like so much else – from the USA.
The first such institution in Germany is the Lufthansa School of Business. Later
companies like Bertelsmann, DaimlerChrysler and Merck followed suit. Basically,
it is about connecting the learning process with the company’s strategy, corporate
culture and the internal change management. It was also an effort to breathe life into
the new mega-phrase “knowledge management.” In the meantime, there are hundreds
of these company-owned universities.
Admittedly, some companies only changed the name of the responsible depart-
ment; the learning philosophy and classrooms for the employees stayed the same.
After all, “corporate university” sounds much more impressive than “human resources
development.” But I have the impression that the corporate universities have at least
sensitized companies to the subjects of leadership development and human capital
issues. Meanwhile, after the initial wave of founding these universities (especially
in the context of the cost-cuttings in the last few years), disenchantment followed.
The issues, however, remain highly relevant, and I warn against throwing out the
baby with the bathwater.
It is interesting to observe: whenever in recent years a major German company
was looking for a training program for its top executives or for a partner for its
corporate university, then it often turned to one of the leading business schools in
Europe or the USA. Topping the list were always the same names: the IMD in
Lausanne, INSEAD in Fontainebleau, the London Business School, the Harvard
Business School, and the Wharton Business School. These companies invited the
big names, hoping to receive a wealth of suggestions from the “gurus.” And this
was often very successful. For example Manfred Kets de Vries, whom I hold in high
esteem, is both a professor at INSEAD and leadership coach.
However, I also wonder if universities with their traditional teaching methods
(lectures, case studies and group work) always deal closely enough with relationship-
oriented leadership issues. For all their considerable professionalism, I believe that
in addition to the traditional topics such as strategy, delegation and finances, it is
especially important to reflect the perspective of the leaders themselves and to
develop corresponding methods for self-perception and self-control.
4.1.2.2 Learning the Right Way
In this context keep we must bear in mind that adults learn differently than children
and adolescents; after all, executives are usually over 30 and strongly established
individuals. Therefore lecture formats are not always suitable for sustainable learning.
I advise using the rule of thumb that an adult retains:
20% of what he or she hears,
30% of what he or she sees,
70% of what he or she talks about, and
90% of what he or she personally does.
196 4 More Than Just Talking or: The Instruments of Systemic Leadership