Page 55 - Global Focus, Issue 2, 2018

The Digital Revolution in Executive Education | Olga Alonso Pelegrín and Sergio Vasquez Bronfman

ne area undergoing a true digital revolution
Oin Executive Education is custom/bespoke We must go beyond the face-to-face/
programmes, since this is where technology is online dichotomy and look deeper into
making a very deep impact in response to the the changes that the digital age is
highly dynamic environment in which companies imprinting on content, methodologies,
and organisations are operating. This revolution channels and even the role of the
applies to both training concept and training teacher/trainer in custom programmes
approach, since it affects management content,
leadership models for training and the importance
of the "learning experience" concept. Furthermore,
digitisation increases the cost efficiency and
return on investment of these programmes. with a true experience during the training
Custom programmes are the tool that has process. ‘Learning technologies’, with their
been used by companies for years to develop variety of resources and channels (synchronous/
their executives’ and managers’ talent, and they asynchronous, collaborative, ‘anytime/anywhere’,
are always aligned with strategic objectives. Internet-based) allow for an attractive, flexible and
Precisely because they work with strategic stimulating environment to be created, which
resources, such as key professionals, custom makes the experience much more enriching.
programmes are reinventing themselves to This experience is also enriched by the fact
adapt to the digital contexts in which executives that technology opens up the possibility for the
and managers carry out their everyday work and custom programme to reach global, culturally-
in which the internet, apps and social networking diverse groups, greatly enhancing the participants’
are an integral part of their daily activities. communication and interaction processes.
We must go beyond the face-to-face/online Furthermore, digitisation increases the ability
dichotomy and look deeper into the changes of custom programmes to "personalise" learning,
that the digital age is imprinting on content, which also increases the participants’ perception
methodologies, channels and even the role of of having a ‘positive experience’.
the teacher/trainer in custom programmes. The fourth change relates to cost efficiency.
The first change affects management content. The possibility of designing custom programmes
The content of any custom programme must now based on the combination of digital and non-digital
incorporate information about the ways in which resources significantly improve cost efficiency,
digitisation is transforming business processes. In because it requires fewer hours in person from
this area, most interest is focused upon the digital the expert teacher and reduced use of physical
client’s experience. spaces. Likewise, it greatly reduces the demand for
The second change affects the leadership executives and managers to be present in person,
models which are part of training in many outside of their ‘working habitat’.
custom programmes: the ability to "embrace" The fifth change is concerned with return on
digitisation and disruptive technologies and investment and the possibility of bringing down
the influence to make the organisation absorb barriers between learning and application to
this change are the new challenges that digital daily work of what has been learned or acquired.
transformation now requires from leaders. The disappearance of the space/time concept
The third change refers to the importance from traditional training programmes with the
of the "learning experience" concept. Custom introduction of "learning technologies" allows
programmes, in which executives and managers professionals to see, in real time, the way in which
participate, require stimuli which provide them their learning impacts on their job; this is because

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