• OUR STUDY SYSTEM
• VALUE OF STUDIES TO THE COMPANY
• DEVELOPMENT PRINCIPLES
Over many years of working with large companies we have gained unique experience in creating programs that fully meet all customer requirements. From the very beginning of interaction a dedicated SSE academic director negotiates all the nuances of the request in order to fill the courses for the listeners with really practically useful information. Such painstaking work takes time, so we try not to take more than 2-3 requests a year. This allows us to immerse ourselves in the atmosphere of the company, conduct dozens of meetings with managers of different levels, polish the program and eventually offer an educational product that no one has done before.
What is our specific, this product will not be in LEGO format, assembled from ready-made and many times repeated courses. Teachers will adapt their material to your goals and specifics of corporate culture, they will select relevant examples. We will reflect in the program all the nuances, which can be useful to assess the effectiveness of the training - the proportion of theory and practice in the schedule, the system of control over the training, options for feedback and much more.
OUR STUDY SYSTEM
We follow the Swedish education system, which is ranked the 5th in quality in the world for 2020* and is based on:
- Interactive format
You can't expect from a lecturer a complete immersion into your company’s specific processes. Their role is mainly to introduce new work and thinking principles to participants. The connection between theory and case studies and the actual practice of your company is achieved through an ongoing dialogue in the classroom. It involves not only exchanging opinions, but also using real-life examples of participants to solidify knowledge through specific situations.
- Equity of participants in the study process
There are no supervisors or managers in the study room. The main principle is respect for each other and willingness to accept everyone’s right to have their own opinion. Thanks to this approach, participants become more open-minded, behave more actively and are encouraged to engage in lively discussions.
Feedback from the manager or tutor is often subconsciously perceived by people as rebuke or reprimand. The person becomes protective, trying to defend their point of view, and no longer hears the arguments of the interlocutor. In a team, equal partner’s comments are perceived as encouragement and therefore carry a strong educational component. Knowledge acquisition in a team with support from other participants is much more effective. At the same time, teamwork forms common culture, bringing people closer together even more.
- Priority of result over personal emotions
In day-to-day work, there often exists a kind of hidden sabotage because of an internal resistance to working with specific people, especially in situations where personal responsibility for the outcome is negligible or absent. Collaborative task solving in small groups, when there are strict time limits, a clear understanding of the expected result, and a healthy competition with other teams, teaches the participants to focus primarily on achieving the goal. By mixing up teams and repeating situations with task preparation, participants learn the habit of achieving results with available resources.
- Lecturer as a moderator
The hierarchical system encourages people to answer to the question "what is right from the boss's point of view?" above all else. This greatly impedes their own initiative and forces employees to look primarily for ways to protect themselves in case of the unfavorable outcome. As a result, organizations stagnate, while every decision is made at the top. When the lecturer works as a moderator, using the team approach, it forces the participants of the program to look for answers on their own, to get involved in discussions and to defend their point of view.
- Focus on the system of evidence, not just the correct answer.
This approach is closely linked to the previous one. Often decisions are made automatically on the basis of previous experience. At the same time, employees often forget that the business situation is constantly changing and the once correct data may become outdated. That's why a participant's answer to a question is not considered correct if there are no proven facts and clear convincing logic throughout the answer.
VALUE OF STUDIES TO THE COMPANY
The most difficult thing for any company is the organization of group study process for the managers on different levels. These are experienced people who have taken many courses and achieved plenty of success. We know and understand this because all our programs are designed for these exact people. In designing each course, we first and foremost believe that we need to convince smart people to study, to make them interested in learning. This is why we use our own principles of program development.
For questions related to programs of the Stockholm School of Economics, please contact Vsevolod Krylov, the Head of Corporate Programs Unit