Engaging the Next Generation
Elisa M Mallis

Continuing the investigation of What differentiates Truly Global Leaders, this article focuses on another one of the key characteristics that defines their success. 
A substantial portion of the workforce who are the ‘doers’ in organisations today are part of what is referred to as generation Y (born mid 1970s to the mid 1990s).  Global leaders focused on future success are rightfully and proactively shifting their attention on to this next generation of managers and leaders.  In order for them to successfully engage and retain generation Y, there is one key characteristics of a Global Mindset that is required most  -  being open minded.  As simple as it sounds, evidence shows that it is in fact very difficult to master and can be the key limiting factor that makes a leader who is very successful in one setting, very ineffective as a global leader.  
In China generation Y is also referred to as the ‘Young Emperors’ who were born after the one child policy in China was implemented.  These young, educated Chinese not only make up a significant portion of the workforce, but their spending power has grown significantly in recent years and will grow substantially in the coming decade, making them one of the most important consumer groups to focus attention on as well.  A recent Accenture study highlights data suggesting that both multinational and domestic companies who want to be successful in China should be focusing their efforts on young consumers in 2nd and 3rd tier Chinese cities and must be very creative with distribution, use of internet channels, and methods of engagement that will truly resonate with this particular group.  Surely attracting this population both as employees and as consumers will require a radically different approach than the approach that worked with the previous two generations.  In recent interviews conducted with over 30 young, Chinese managers they themselves mention open mindedness as the most important characteristic of a Global Mindset.  Interestingly only 25% of those interviewed actually felt that they already had a global mindset, however 100% felt it was important to have a global mindset for future success. 
So what level of open mindedness differentiates truly global leaders and will be required for success in emerging markets like China?    Currently there is no clear answer in terms of a measured level, however what is clear is that much higher levels of open mindedness are required for global success.   Having the ability to suspend judgment in the initial phases of exposure to new people, environments and ideas in order to understand new perspectives and objectively consider new possibilities is key. 

Powerful coaching questions to consider in assessing your own level of open mindedness in the context of Global Leadership:

• How open minded do you feel you currently are (from 1 to 10)?  How open minded would you like to be (from 1 to 10)? 
• What would it be like to be more open minded as a leader? 
• What could you achieve by being more open minded that you struggle with today? 
• What are the activities that bring you into a state of open mindedness?
• What places or environments bring you more naturally into an open minded state?

Consider some actions you can take today to become more open minded:

• Replace the tendency to hastily judge a new person, solution, or situation with the habit of active listening and clarifying questions.  Make an effort to pay full attention to and understand the facts and overall context, rather than allowing your voice of evaluation to begin speaking too soon.  Practice on a daily basis in meetings and discussions where new problems or ideas are being explored or presented.  Pay attention to your thinking and bias that may be getting in the way of evaluation new information objectively and openly.

• Move away from “either/or” thinking.  Our mental wiring has a tendency to stop once we have identified two solutions or possibilities related to any problem or issue.  Often the first two solutions are not the best two.  Pay attention to when you consider a situation with the thinking that there are only two possibilities – EITHER this OR that.  Stop and try to come up with at least 3 to 5 more solutions.  Ask yourself if the solution could actually be this AND that.
• Make a list of people who you consider very open minded.  Consider some examples of things that they have said or done that exemplifies their open mindedness.  Reflect on and list more ways that you can practice being open minded. 

Future articles in the MDS Newsletter will continue to examine some of the other characteristics of successful global leaders – so please stay tuned!
Any comments or questions on this topic are welcomed – please send to elisa@mdsbeijing.com
References:
Borchardt, Wayne,  Daily, Jill, O’Harra Masamichi 2011.  Young Chinese in the Hinterland:  How to Tap this Blossoming Market, Accenture Outlook  http://www.accenture.com/us-en/outlook/pages/index.aspx

The Value of Blended Learning

According to a recent leadership development study, “Only about one-fourth of the leaders in China reported that their organisation’s leadership development programme was effective.”  Especially for development of leadership or management skills, blended learning is far more effective compared to traditional classroom learning.  The term ‘blended learning’ seems quite elusive and vague to many people.  Blended learning simply means using a mixing of different learning environments; combining traditional face-to-face classroom delivery with other more modern learning methods.  There are many shapes and forms of blended learning depending on which learning methods are used and how they are delivered. 
At MDS our blended learning approach usually includes some combination of the following:

• Psychometrics assessment – taken online and reviewed with a credentialed coach or trainer to raise awareness of personality type, leadership style, and overall skills and competencies.
• Interactive learning modules – delivered face-to-face in a classroom by professional trainers, including around 15 participants.  Compared to traditional face-to-face classroom delivery, these learning modules encourage more interaction through the use of case studies, group discussion, role- play and are delivered in a more facilitative style.  When a learning event is over 2 days in duration, interactive learning modules are delivered over time (i.e. 1 or 2 days per week or per month – rather than 3, 4 or 5 days in a row). 
• Learning circles – delivered in small groups of up to 6 people by a professional trainer or coach to reinforce the learning from an interactive learning module – two to four short sessions over a period of 2 4months.
• Group coaching – delivered in small groups of up to 6 people by a professional coach and includes several short sessions spread over 3 to 12 months – focusing on specific leadership or management topics.
• One-to-one coaching – delivered one-to-one either in person or over the phone by a professional coach and includes several short sessions spread over 3 to 12 months – can focus on leadership development, cross-cultural competence, career development, spousal support and other management topics.
• Workplace assignments – reading and reflection as well as on the job actions and assignments designed to reinforce and practice learning between any of the above mentioned methods.

Today many organisations also use e-learning as a learning method.  E-learning comprises all forms of electronically supported learning and teaching and includes web-based learning, computer-based learning, virtual education opportunities and digital collaboration.  When it comes to the development of leadership and management competencies web-based learning and computer-based learning done individually has not been particularly effective.  However, the use of virtual education opportunities and digital collaboration can be effective and provide more flexible and cost effective ways to deliver interactive learning sessions across multiple locations. 
Compared to traditional classroom training, using the right combination of learning environments and methods produces far more impactful and longer term results and thus a much higher return on training investment.  
So what makes blended learning more effective?

• To move from awareness to actual behavioural change people need opportunities to practice.  Or more simply put – people learn best by doing.  Smaller groups or one-to-one interventions provide more opportunity to get involved and actually practice.  And used in conjunction with actual work opportunities to systematically practice what has been learned through real workplace assignments is far more effective.
• The human brain can actually only pay full attention for small periods of time.  Especially in the case of busy managers and executives, breaking learning down into smaller chucks makes it far easier to focus on and digest. 
• Setting a level of anticipation and excitement for the learning intervention can make a big difference in how seriously the learning is taken by the participants.  Pre-course preparation including pre-reading, questions to consider, other assignments and completion of online assessments are all effective in setting the stage for a great learning intervention.  Having key leaders in the organisation talk about the value and importance of the learning intervention as part of a kick-off can also be energising and inspiring and add a level of commitment from participants. 
• In order for lasting change to take place, learning must be reinforced over time.  Accountability and follow-up are required for objectives and goals to be met.  One-off learning interventions usually include very little follow-up over time.  One study by the Corporate Executive Board shows that the productivity impact of sales training, when used in conjunction with follow-up coaching over time produced a four-fold return compared to the use of training alone.  Creating a personal development plan and then having a mechanism to ensure the time is taken to review it on a regular basis is key.  

There is quite a bit of data suggesting companies are frequently dissatisfied with the outcomes from their internal learning and development solutions.  When we consider that especially in China, most of those learning solutions use only traditional face-to-face classroom delivery, the lack of impact and satisfaction is not all that surprising. 
References:
Boatman, Jazmine & Wellins, Richard 2011.  Global Leadership Forecast 2011, DDI report http://www.ddiworld.com/DDIWorld/media/trendresearch/globalleadershipforecast2011_chinahighlights_tr_ddi.pdf
Sales Executive Council Research 2005.  Building a World Class Coaching Program:  Partial Overview of 2005 Strategic Research Findings, Corporate Executive Boardwww.sec.executiveboard.com