MEP 2014 Digital Evolution | Claremont Graduate University | Getty Leadership Institute
An Introduction to MEP
The Museum Executive Program (MEP) through the prestigious Getty Leadership Institute is a unique intensive designed to enhance the leadership of experienced museum professionals and strengthen institutional capabilities. Through this program, we have devised several learning objectives for the participants to accomplish in order to reach a goal of agile, effective, and aligned leadership in the museum executive community.
In order to gauge the progress of these relationships, participants will contribute to cyclical self-assessments and skills evaluations as a process of aligning the program with participant strategic needs. At the heart of the content, the MEP will implement a series of subject modules which will cover a range of topics important to new museum leaders, including fundraising and strategic development. Group activities and interactions with faculty experts help to facilitate an exclusive community of “thought leaders,” allowing MEP participants to develop, expand upon, and execute actionable items which will contribute to their success as new museum executives. Lastly, case studies from notable sources like the Harvard Business Review provide methodology and real- world examples for executives to critically analyze and provide a framework for evaluating and managing their own organizations.
Self-Assessments
Self-assessments are an important form of measurement for this program because they provide the organization and the participants with information about progress, met learning objectives, strengths, weaknesses, and overall alignment with course subject matter. Self-assessments within the MEP will help to measure improvement in executive performance, knowledge and skills. They assess the most important concepts covered in the course and can be used to guide you while learning more about the MEP program.
Self-assessments are necessary to providing a skills timeline of where the individual is are now, what goals they have for the future, and how they plan to achieve them. It is good to make these plans and take assessments regularly, especially after completing important milestones in the MEP program and in individual careers because executives are able to track progress, learn from mistakes and improve abilities and skills.
Using self- assessments can also increase efficiency and productivity by enhance learning capabilities (Boud, 1995).
Self-assessment tests are highly dependent upon the executive’s own judgment and ability to objectively evaluate themselves. They are done in order to guide the executive, therefore entering inaccurate statements or estimates will be of no benefit, on the contrary – it will mislead learning process and develop unrealistic future expectations. Therefore we stress on the importance of unbiased answers to the self-assessment questions.
Evaluations and Rubrics
Developing evaluations and rubrics is important because they delineate the most important aspects of the learning process and point out the areas executives need to improve upon. Measuring progress throughout the course can help the GLI better address individual needs and tailor content according to the participants’ requirements and expectations. Feedback matters to the GLI and that is why it is our hope to engage judiciously in both self- assessments and evaluations this year.
Evaluations are grouped into several categories. First, GLI wants to know about individual levels of knowledge on certain topics that will covered in this program. This will give a better understanding of the audience and the interests of the participants. Second, opinion on the different course elements and modules are valued in order to adjust the presentations of the different learning topics. Third, it is expected that all executives will discover learning habits and competencies. Finally, we are opened to any comments or suggestions you may have for improving the course. It is important to learn more about each of the participants so that we can respond to existing requirements and expectations.
We propose such an evaluation to be done at least three times. The first one should be done in the beginning of the online portion of the MEP program. Output from it can be used as an input for the activities during the in-person mode. The second evaluation should be completed at the end of the two week on- campus period. It will be compared with the first one and some inferences will be made about the success of the course and the improvements on an individual basis. The third evaluation should sent to all participants between 4 to 6 months after completing the course to evaluate the long-term benefits of the education.
The rubrics used for developing sample surveys for evaluation were based on established practices and methodologies. We referred to instrument design and developed guidelines from Duke University and knowledge surveys created at Macalester College and the University of North Dakota. We used them as references to build upon. We suggest using a Likert scale for many of the questions because it is easier to understanding and data processing.
Lectures and Faculty Interactions
A centerpiece of the training will consist of faculty-led lectures on various topics of interest to assist in thought guidance and build leadership skill sets. These lectures will gravitate more towards peer reviews and discussions as opposed to an solely academic one way passing of information. Discussions of these topics allow participants to demonstrate knowledge gained in the program through readings and other program activities, share previous experiences that relate to the topics, and reinforce practiced skills learned in the program.
Other faculty interactions with executives will take place throughout the program as well as after the three-week program has ended in the form of mentorship. These interactionswill include face-to-face discussions, online activities and communications. Face-to-face interactions will take place during the two residential weeks that participants will spend in the program and will be training related as well as social in nature. Both types of face-to-face interactions will allow the executives to build relationships and beginning networking with fellow participants as well as faculty members.
Online interactions will begin during the online program week and will continue throughout and after the program ends. These interactions will allow participants to begin getting to know their colleagues and faculty and continue to share information and network after the program ends.
Group Activities
Participation in this program will include many group activities, some online and some face-to-face. As part of the learning objectives are to increase the relationship of the executive with themselves and their peers, the MEP has incorporated plenty of activities for participants to network around important topics that affect the museum industry today, and possibly in the future. These activities will include discussions of the topics that your training will cover, small group assignments and meetings, online group meetings, and social events.
Conducting thorough analysis and discussions with MEP peers will help to discover innovative perspectives, share ideas, and to untangle challenges in diverse team environments. Although all of the participants will hail from similar industries and backgrounds, each attends the MEP for their own strategic challenge; it is important for participants to share these challenges with each other to encourage creative thinking about their unique home issues.
Modules
The modules of MEP are a guiding mechanism created to ensure that executives are able to master each subject by following key steps. These steps may include completing case study readings, providing feedback, watching videos, participating in discussions or video conferences, and group activities. The module tasks are not meant to constrain, but rather to increase confidence and leadership skills in these particular areas. The ordering of the modules will help to guide the executive through a cycle of learning, applying, and reflecting, similar to the “build-measure- learn” cycle as described in The Lean Startup (Eric Ries.)
Each day in the MEP will consist of a new topic and task. “Week 1 – Online” for example, will begin with introductory videos from GLI staff and faculty, and self-assessments. By following the different steps outlined in the primary modules, executives will achieve a firm understanding of the MEP program, current skill levels and professional goals, and how the MEP will contribute to these skills and goals. Although the majority of this week will be introductory, this will by no means be a “slow” week. Subject modules begin as early as Wednesday and will include greetings from faculty, discussion boards, and case studies.
The Subject Modules are: Strategy, Fundraising, Thought Leadership, Strategic Challenges Planning: Managing Resources, Mergers & Alliances, Innovation, Brand Marketing / Social Media, Strategic Alignment, Tribal Leadership / Leadership Teams. These subject modules have been carefully chosen to cover topics which will make the executive an effective leader upon returning to their home museum. Following each subject module is an opportunity to reflect on your original strategic challenge and how any newly acquired skills are aligned with the ability to tackle this challenge.
Case Studies
Learning by the “case study method” is a proven effective way to analyze real-world issues and solutions in existing companies. There is an enormous amount of information to be gathered from case studies; especially in areas of problematic leadership. The case study allows readers to dissect how the leadership, organizational design, and strategy of an organization are aligned with their goals from a birds-eye view, and allows room for discussion and multiple solutions.
The case studies chosen by the faculty and staff of GLI are specifically designated to help visualize and discover perspectives on a given topic. The majority of the subject modules will feature a case study from the Harvard Business Review and a chance to discuss complications and methods in the case with faculty and peers. Many of the case studies will challenge preconceived notions of common business principles; this is a great example of the need for leaders to be agile and creative in their thinking process. Executives will find that the case studies to their corresponding subject module are excellent points for discussion and analysis, and will motivate them to consider the challenges affecting their team and organization.
Looking Forward: Life After MEP2014
Social media offers valuable opportunities for participants and GLI to stay connected after the program. GLI would create a LinkedIn Group, Google+ Page, Facebook Page and Twitter handle that participants can follow. Participants would connect to these resources as well as to each other individually through LinkedIn connect invitations, following on Twitter and creating Circles on Google+.
