The Global Citizen Leaders Program

Impact Report

Sarah Stawiski, Ph.D. & Anand ChandrasekarThe Evaluation Center, CCLMay 30, 2015

TABLE OF CONTENTS

3 Program Overview

4 Executive Summary

5 Highlights

6 Challenges

9 Solution

13 Impact–Job Competitiveness

23 Conclusions

24 Evaluation Methods

25 About the Organizations

26 Resources

17 Impact–Career Effectiveness

15 Impact–Career Planning

Global Citizen Leaders Program

A Global Citizen Leader (GCL) is a self and socially aware individual who is able to

work courageously and collaboratively to take on

complex, boundary-spanning challenges. A GCL is

someone who can transform organizations—be they

small family businesses, large global corporations, or

emerging social enterprises—while transforming themselves.

A GCL is a continual and agile learner who is able to step

into new environments and empathize from multiple

perspectives. A GCL is someone who seeks to transform the

world from a positive and collaborative mindset. A GCL acts as a representative of the global

community—someone not confined by local paradigms –

when developing solutions.

3

Does GCL help students with

their career planning and competitiveness

on the job market? Starting in 2012, a partnership was formed between the

Leadership Beyond Boundaries initiative at Center for Creative Leadership (CCL),

Design Impact, and two Business Schools in India, Welingkar Institute of

Management Development (WeSchool) in Mumbai, India, and at the Institute for

Future Education Entrepreneurship and Leadership (iFEEL) in Lonavala, India to

transform business school students into Global Citizen Leaders through an

immersive program on leadership and innovation.

Executive Summary Some of the questions we sought to answer:

CCL’s Evaluation Center has measured the impact of the

program since it began. This report focuses on the program’s success in preparing

students to be more competitive job applicants and more effective in their careers.

Now in it’s third year, close to 1,000 students have completed the

program. There were three major components to the program: classroom learning,

team projects and mentoring.

4

Is the program helping students develop

the “right” skills?

Does GCL help students and

program alumni to be more effective

once they start working?

Improved Career Planning: Students report improvements in career planning, for example with 88% reporting

an improvement in their ability to build professional relationships.

Report highlights based on perspectives of students, alumni, faculty and organizational sponsors:

Improved Job Competitiveness: 80% of program alumni report that the GCL experience

made them more competitive job applicants. Teamwork & collaboration was rated as the skill they developed the

most as a result of GCL and as the most important skill needed to be effective in the workplace. Corporate sponsors described

alignment between what they were looking for in early career entrants and the skills developed in the GCL program.

Improved Leadership Confidence: Students report GCL helped them develop in multiple areas

related to career effectiveness, for instance, 88% reported improved confidence in themselves as leaders. Students reported that

they developed in all 4 areas of the program framework, including leading self, collaboration, innovation & taking action.

88%

Improved Innovation: 93% of GCL students reported that the program helped them generate creative

solutions and create vision. But not only did they hone their creativity skills; they also developed courage to persist in

the face of obstacles and a willingness to experiment with new approaches to get results.

88%

80%

93%

5

Competition for jobs is getting tougher globally.

Unemployment is on the rise, and the situation for youth is

especially problematic with 75 million youth currently

unemployed, making them three times more likely to be out of a

job than adults. Students in India seeking higher education are

also experiencing the impact of a highly competitive job market.

By 2030, it is predicted that India will be among the youngest

nations in the world and one in every four graduates in the world

will be a product of the Indian higher education system. A recent

article titled “MBA Graduates in India Struggle As Economy

Continues to Slow” argues that there is now a surplus of

business students in India, but graduates

are struggling to find work or reporting

salary decreases.

To address the challenge of a

competitive job market,

the top business schools in India

are doing what they can to help

differentiate their graduates in the

market and to equip them with the

skills they need to be successful

in their careers.

Competitive Job Market

6

What challenges do young people in India face?

While competition is getting tougher, skills needed by entrants

to the job market are also changing; work is becoming more complex,

requiring more innovation and interdependence than ever before. It is not enough

to learn facts and skills; students also need to develop a lifelong passion for

learning, adapting and developing over time. It is not enough for students to “get

along well with others,” they need to be able to truly empathize with others to

solve the toughest problems.

There is also evidence of critical gaps between the skills needed and the skills

possessed by leaders at work. For instance, in research conducted at CCL,

managers from India identified key leadership gaps such as participative

management (involving others in critical initiatives), as well as building and

mending relationships (responding to others diplomatically; gaining trust from

peers, treating people fairly). These key gaps were considered both

highly important to the future of the company

and weaker in terms of current skill level.

“The ability to stall jumping to conclusions in the initial stage I think will be the most useful thing to take

away in their careers, because this is what will encourage them to discover

deeper, discover different and innovate. And the not jumping to conclusions is not just about project ideas but also

applies to dealing with people.”

Quote from faculty member7

Skills GapWhat challenges do young people in India face? (cont.)

These gaps are not unique to India.

For example, The Conference Board reports that based on a

sample of U.S. managers, leadership is considered

“deficient” in college graduates entering the workforce.

With India having such a large population of young people and

having one of the fastest growing economies,

it will be critical for institutions

of higher education to develop

industry-ready graduates

with the necessary skills.

Skills Gap

Leadership0%

20%

40%

60%

80%

100%

82%

15%

% who report skill is very important for new entrants

% who rate new entrants as "excellent" in skill

* Conference Board Data (U.S. Sample) 8

What challenges do young people in India face? (cont.)

Starting in 2012, a partnership was formed between Leadership Beyond Boundaries effort at Center for Creative Leadership, Design Impact, and two Business Schools in India, Welingkar Institute of Management Development (WeSchool) in Mumbai, India, and at the Institute for Future Education Entrepreneurship and Leadership (iFEEL) in Lonavala, India to design and deliver a 6 month leadership and innovation program for business students.

Now in it’s third year (2014-2015), close to 1,000 students have completed the GCL program. There were three major components to the program: three multi-day, interactive classroom learning sessions, team innovation projects in an organizational setting and mentoring from faculty and organizational sponsors.

CCL’s Evaluation Center has measured the impact of the program since it began. This year’s evaluation has focused on the program’s success in preparing students to be more competitive job applicants and more effective in their careers using data from multiple sources including students, alumni, organizational sponsors and faculty.

What was done to address the challenges?

Overview

Program Goals: The four-part framework is

designed to help students build their capability to:

lead themselves, work effectively with others,

and enact creative and conscientious change. 9

What was done to address the challenges?

Classroom Learning

Session 1 highlights included exercises about the importance of active observation,

drawing maps of their life journey and sharing it with others to understand how they have

grown during hard times and to build empathy and relationships, and adopting a growth

mindset and forming a team charter.

Session 2 highlights included working in teams on challenging tasks to learn about

Direction, Alignment Commitment in leadership, providing one another with 360 degree

feedback, brainstorming techniques and prototyping.

Session 3 highlights included presenting their team projects, conducting after action

reviews, focusing on their own personal brands and presenting elevator pitches about

themselves.

All students attended three 3-day sessions focused on leading self, collaboration, innovation and taking action. The students were actively

engaged in the learning experience. Classroom sessions were facilitated by faculty, not

taught. All three sessions focused on different aspects of innovation through design thinking

and leadership.

10

“The techniques taught by you to look at the problem are not only helping me with my internship

project but also my daily life personal and professional problems. For all the problems now, a

miniature version of GCL keeps going on in my head. Things look so sorted and it won’t be an

exaggeration to say GCL has solved my biggest personal life problem, i.e., of assuming things just in

a go without observing and empathizing.”

Quote from student

What was done to address the challenges?

Team & Project-based Learning

“The team project done for GCL is almost perfectly

planned for preparing us for challenges in corporate life.”

Student Quote11

Students rated the team projects as the part of

the program that most contributed to the

students’ learning and development.

In teams, students were sponsored by local

organizations to take on an “innovation project” where they

got to practice applying what they learned in the classroom, including the

design thinking process.

Students researched, developed prototyped and presented a solution not

only to their organizational sponsors but to a panel of judges at an end-of-

program session. Working on the projects as teams, they also got to

practice teamwork, giving and receiving feedback, managing conflict,

holding one another accountable, and taking turns leading and

stepping back.

What was done to address the challenges?

Mentoring

Student teams received ongoing mentoring from faculty as they worked on their projects. Faculty

mentors helped students not only on the technical aspects of

their projects but also in the ups-and-downs of working as a

team and the students’ own leadership journeys. Student

teams also had mentoring from the organizational sponsors that

were overseeing the team projects.

Throughout the team projects, there were disappointments,

frustrations, set-backs and conflicts.

While the team projects are challenging

for students, mentoring provides

support to get through the challenge,

a critical element to development.

Click hyperlinkto watch a faculty member talking about her how her

experience mentoring students in GCL was enriching.

https://youtu.be/dQf4a8NA07412

The Impact: Competiveness on the Job Market

88 %of alumni who are currently working believe

that having the GCL experience made them a

more competitive job applicant.

“It is always beneficial to have a direct corporate connection before you even

start your career. Adaptability is a major issue in the corporate world and it helps us to get an edge over other students.

This is what GCL is providing us.” Quote from GCL Graduate

The # increases to 93% for alumni who completed the program for 2 years rather than one.

93%

88%

Program Alumni

13

Program alumni believe GCL has made

them more competitive job applicants. In

both surveys and focus groups, GCL alumni shared multiple

examples of how they discussed GCL during job interviews and

how they felt more confident about finding a job as a result of the

program. One alumnus shared a story of being part of a group

job interview process. One of the other applicants was constantly

interrupting others. The GCL alumnus had learned how to

effectively deliver feedback in the GCL program and decided

to practice in this situation! The interviewer informed her that she

was selected for the next round of the hiring process, in

part, because of the way she so tactfully provided feedback

during the group interview. She ultimately secured the position at

the organization.

The Impact: Competiveness on the Job Market (cont.)

Organizational Sponsors

Click hyperlink to watch what one corporate judge had to say about the

creativity and collaboration he saw demonstrated by the

students: http://www.youtube.com/watch?v=OhtmKEJ6glA 14

The organizational sponsors reported alignment between skills they are looking for in new entrants and skills developed through GCL. These sponsors played a key role for GCL students in this program. They worked directly with the students on the assigned team projects, providing feedback and mentoring throughout. They are also well suited to comment on whether the skills developed through GCL will help students be more marketable upon graduating.The sponsors who participated in the final presentations and in interviews were impressed with the students’ quality of work and willingness to learn. When asked about skills they are looking for out of new entrants they cited examples such as fresh thinking, strong work ethic and eagerness to learn.One sponsor stated that he is looking to hire people who have humility, who are not afraid to be wrong, who know what they don’t know. He also stated that he saw the GCL students exhibit this level of self-awareness and willingness to learn.

The Impact: Career Planning More than three quarters of students report

improvement in areas critical to career planning as a

result of GCL. They report increased confidence about finding a

fulfilling job and an improved ability to make decisions about their

careers and future plans.

In a focus group, one student described how through GCL, the students

learned more about themselves and helped them envision what was

important to them in their careers and what type of organization and

position to seek.

In particular, 88% reported improvements in ability to build

professional relationships which could be crucial in securing a job

after graduation. Establishing a professional network may be especially

useful in a hyper-competitive job market.

Current GCL Students

Ability

to b

uild p

rofe

ssional r

elatio

nships

Confidence

I will

find a

fulfi

lling jo

b afte

r gra

duation

Ability

to m

ake d

ecisio

ns about m

y car

eer and fu

ture

pla

ns

88%76% 75%

% of Students who report improvement or significant improvement as result of

GCL

15

16

GCL helps students become more competitive on

the job market and helps them with their career

planning, but does it help them to be more

effective once they start working?

Is GCL helping students develop the

“right” skills?

The Impact: Career Effectiveness

GCL Alumni

List of 10 Skills* Assessed

Critical Thinking/Problem Solving

Oral Communications

Written Communications

Teamwork/Collaboration

Diversity

Leadership

Creativity/Innovation

Lifelong learning/Self Direction

Professionalism/Work Ethic

Ethics/Social Responsibility

*Conference Board Skills

17

According to alumni data, the GCL program helps

develop students on all skills considered most

important to career success indicating that GCL is

effective in helping students develop skills that matter

most. Alumni were asked to rate 10 skills in terms of importance to

success in their current job and the extent they improved in each skill

as a result of GCL. Program alumni report, on average,

moderate to great extent of improvement in

all skills assessed, as a result of GCL.

The skill that students reported the greatest

improvement in as a result of GCL was “Teamwork

and Collaboration” which is also what they rated as the #1 most

important skill for success on the job. See Table 1 for the top 5 most

important skills and their connection to the GCL program.

Skills Most Important to Job Effectiveness Rated by GCL Alumni

Definition How GCL Develops Each Skill

(1) Teamwork & CollaborationBuild collaborative relationships with colleagues

and customers; be able to work with diverse teams, negotiate and manage conflicts.

Team-based projects; content and mentoring on working effectively with others, drafting

team charters.

(2) Oral CommunicationArticulate thoughts, ideas clearly and effectively;

have public speaking skills. Presenting solutions to a panel of judges and

their peers; practicing elevator speeches.

(3) LeadershipLeverage the strengths of others to achieve

common goals; use interpersonal skills to coach and develop others.

Taking turns in the team stepping up and stepping back; encouraging and coaching

others through tough times.

(4) Lifelong Direction and Learning

Be able to continuously acquire new knowledge and skills; monitor one’s own learning needs; be

able to learn from one’s mistakes.

Content and tools on resilience, reflection, self-awareness; mapping life journeys, the learning curve, adopting a growth mindset.

(5) Work Ethic/Professionalism

Demonstrate personal accountability, effective work habits; e.g., punctuality, working productively with others, and time and workload management.

Projects based in organizations, gaining exposure and experience in a professional

setting; managing challenging situations with the project team, holding self and one

another accountable.

Table 1. How GCL Develops the Top 5 Skills for Job Effectiveness

18

The Impact: Career Effectiveness

0%

40%

80%85% 88% 86% 78%

% of Students reporting Improvement or Significant Improvement as a Result of GCL

“GCL has helped to build stronger inter- personal relations with my team members,

think beyond various possibilities and work together to achieve various goals and

objectives. All this will help me to be a better person and leader as I enter the corporate

world.”

Student Quote

Current GCL students do not only see GCL as

helping them plan for their careers, but also helping

them become more effective in the workplace. They

have more confidence, more experience in a professional

setting and a greater ability to deal with business and

organizational challenges.

Clearly the team project in local organizations is a big contributor

to improvements in these areas. Additionally, the changes can be

attributed

to the support they receive from

mentors and peers, and the

opportunities they get to reflect on

their own strengths and resilience

as leaders.

19

Current GCL Students

The Impact: Career Effectiveness

Nearly all students report developing an ability to

learn from mistakes, effectiveness working in teams

and ability to empathize with others as a result of

GCL; all of these skills are critically important to career

effectiveness.

Some of the teams’ projects required them to do fieldwork in places

that they had not seen before or to interact with people they would

not typically interact with, with examples ranging from local people

in rural villages to neurosurgeons. All of these experiences

required stepping out of

comfort zones and promoted

empathy. Working with others

on the team itself also required

openness to and learning

from diverse perspectives.

“GCL has taught me empathizing, if I can empathize with my customers well, I am successful in my

work. GCL taught me patience, confidence, observing and looking beyond obvious and all

these qualities seem… mandatory in (my) professional career.”

Student Quote

0%20%40%60%80%

100% 92% 90% 88%

% of Students Reporting Improvement or Significant Improvement as a Result

of GCL

20

Current GCL Students

“GCL gave me the confidence to think out of the box. It also help me understand how to

solve any problem and work systematically in any project.”

Student Quote

Ability t

o care

fully obse

rve th

e world

and see new th

ings

Ability t

o generate new id

eas and cr

eate a visio

n

Courage to

take

action eve

n when fa

ced w

ith obsta

cles

Willi

ngness to tr

y new appro

aches t

o get resu

lts0%

20%40%60%80%

100% 93% 90% 91% 91%

% of Students reporting Improvement or Significant Improvement as a Result of GCL

21

Current GCL Students

Nearly all GCL student respondents reported

improvements in skills related to innovation and

taking action; students learned how to see new

opportunities and generate new ideas. In open-ended

comments on the final survey, students reported that they

learned to look at problems differently, spot

opportunities and generate ideas. They also developed

the courage to persevere when facing challenges and a

willingness to try new approaches to get results.

These skills are critically important to solving tough, complex

problems within organizations.

The Impact: Career Effectiveness

Faculty believe the program is helping students prepare

for their careers. Faculty were key stakeholders in this program.

They facilitated classroom sessions and mentored student teams

throughout the life of the innovation projects. They got to know students

throughout this process and had a unique viewpoint to assess the impact

of the GCL program on students.

GCL Faculty

100% of faculty who responded to

the survey believe that the GCL program

has already or will positively impact

student careers.

They cited examples such as learning about team processes,

the Hero’s Journey, learning not to jump to

conclusions, confidence, empathy, tools such

as DAC, learning curve, SBI, design thinking,

observations, & stakeholder mapping as being

very helpful to the students’ career success.

“The program is beyond normal education, it is indeed a practical program where students have learned many important concepts in do-it-yourself-ways. They will be more confident, more concerned to the feelings of their team

mates, and also apply empathy, design (thinking) and SBI while at the work place.”

Quote from faculty member22

The Impact: Career Effectiveness

Conclusions

The GCL program focused on leading self, collaboration, innovation and taking action and was

clearly effective in developing students in key areas related to career competitiveness and

effectiveness.

Data from all groups (faculty, students, alumni, organizational sponsors) provide evidence that the GCL program has helped

and will continue to help set students up for success in securing jobs and in their careers. However, GCL has the

potential to do more than just help ambitious individuals succeed at work. It promotes coming together with others in new

ways. Building on capabilities of leadership and innovation is what India will need to reach it’s vast potential.

23

Classroom Sessions Through classroom sessions, they

learned the design thinking process, had

the opportunity to reflect on their life

journey and practiced techniques for

learning-from-experience.

Team Innovation ProjectsThe team projects allowed them to get

experience in a professional setting; they

used insights to identify opportunities and

ultimately generated solutions to tough

challenges. Through these projects they

also developed skills around empathy,

leadership and collaboration.

Mentoring The mentoring from faculty and

corporate sponsors allowed them to get

the support they

needed to persevere thorough

challenging times, while still focusing on

their personal development.

Summary of Evaluation Methods

Method # of Respondents

Survey of 2014-2015 GCL students 207

Survey of 2014-2015 GCL Faculty 8

Survey of GCL Alumni 123

Focus Group with GCL Alumni 14

Focus Group with 2014-2015 GCL students 45

Focus Group & Interviews with 2014-2015 GCL Faculty 8

Interviews with Corporate Sponsors 4

Observations of March sessions by CCL Evaluator N/A

* All data used in this report were collected in March 2015 24

About the Organizations

Leadership Beyond Boundaries, is an

initiative by the Center for Creative Leadership to

democratize leadership development and unlock

the power of human potential. By extending

leadership development to all, we’re expanding the

leadership equation. By helping individuals lead

themselves, work more effectively with others, and

enact inclusive change, we’re improving lives,

advancing organizations, and transforming

communities. We believe that leadership

development is a lever that can and will change the

world.

More information at www.leadbeyond.org

Design Impact provides community leaders

with design, social enterprise, and creative

development services. The organization embeds

designers with nonprofits, develops social

enterprise capacity, and delivers design

consultations to development projects worldwide.

By spreading social innovation practices to leading

change-makers, Design Impact aims to create

more sustainable, desirable, and meaningful

solutions to some of society’s most pressing

needs.

More information at www.d-impact.org/

WeSchool, founded in 1977, is a top-ranked Indian business school that aims to transform management education. At WeSchool, the belief is that management education has

the potential to influence the country’s growth and development. In an era where unarticulated needs require new approaches, being a conventional b-school is not enough. The

WeSchool constantly renews its values, challenges convention, and collaborates with corporations, NGOs, and government to design innovative programs that equip today’s talent

to face tomorrow’s challenges. WeSchool has been ranked amongst the Top 10 Business Schools in India by the Times B-School 2015 survey also received the BMA Best

Management Institute of the Year Award, 2015.

More at www.welingkar.org/

Institute for Future Education,

Entrepreneurship and Leadership (iFEEL) is a

state-of-the art residential school located at

Lonavla offering specializations in HR, Marketing,

Finance, Operations and Information Systems

and Technology with a special focus on

Entrepreneurship and Leadership. iFEEL nurtures

managerial talent to think beyond the traditional

system of business and come up with innovative

ideas to transform the business environment.

More at http://www.ifeel.edu.in

25

Additional Resources

Unemployment data from the World Economic Forum

http://www3.weforum.org/docs/WEF_DisruptingUnemployment_Report_2015.pdf

CCL Leadership Gap Research

http://www.ccl.org/Leadership/pdf/capabilities/LeadershipGap.pdf

GCL Article

http://www.leadingeffectively.com/the-inconvenient-realities-of-learning-by-doing-lessons-from-rural-and-urban-india

/

Story of impact:Developing Global Citizen Leaders

http://leadbeyond.org/2013/10/03/global-citizens-leaders-impact-story/

GCL Blog Postings

Turning India’s B-School Students into Global Citizen Leadershttp://leadbeyond.org/2012/10/16/turning-indias-b-school-students-into-global-citizen-leaders/

Global Citizen Leaders Lessons Learned 2014http://leadbeyond.org/2014/08/11/global-citizen-leaders-lessons-learned-2014/

Global Citizen Leaders win National Entrepreneurship Challengehttp://leadbeyond.org/2015/03/20/global-citizen-leaders-win-national-entrepreneurship-challenge/

WeSchool Named Among India’s Top 10 B-schoolshttp://leadbeyond.org/2015/03/27/weschool-named-among-indias-top-10-b-schools/

Equipping B-Schools Students to Be the Changehttp://leadbeyond.org/2013/04/08/equipping-b-schools-students-to-be-the-change-3/

Living Life in Demohttp://leadbeyond.org/2013/03/04/living-life-in-demo/

MBA Students Talk About Transformational Changehttp://leadbeyond.org/2013/09/16/2747/

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For More Information on the Evaluation, contact Sarah Stawiski: stawiskis@ccl.org

For More Information on the Program, contact Lyndon Rego: Regol@ccl.org

http://www.p21.org/storage/documents/FINAL_REPORT_PDF09-29-06.pdf

The Conference Board, Partnership for 21st Century Skills, Corporate Voices for Working Families, Society for Human Resource Management. (2006).

Conference Board Report:

FICCI E&Y Report on Higher Education Vision 2030.http://www.ey.com/Publication/vwLUAssets/Higher-education-in-India-Vision-2030/$FILE/EY-Higher-education-in-India-Vision-2030.pdf

Predictions for 2030: