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In order to illustrate the transformation of values into commitments,the LDP began with the experiences of SOM alumni. During the summerbefore their arrival at SOM, members of the Class of 2009 watchedvideos of Mark Walton ’79, Nancy Yao Maasbach ’99, and Charlie Zelle’83 discussing their career paths, and then considered how eachconverted his or her values into specific commitments. Then, over thecourse of the first semester, students worked to define their ownvalues, the commitments that result from those values, and the actionsthat are necessary to follow through on those commitments.
Kim Yerino ’09 says that the process proved to be both more challengingand more rewarding than she expected. “I consider myself a prettypurpose-driven person, but when you give me a piece of paper and tellme to write down my purpose and what actions I need to take in order tomake it happen, it’s really difficult to do.”
But, she adds, “I started to look forward to the LDP meetings assomething that was a real refresher. SOM is such a fast-pacedenvironment that you really have to stop, take a deep breath, andthink.”
For the LDP, the first-year class is divided into groups of about 20students, each of which is led by a faculty member and two second-yearadvisors. The groups meet several times each semester, and each studentmeets individually with his or his or her faculty advisor and asecond-year advisor.
The same groups travel together on the International Experience tripthat takes place in January of the first year — a link that enhancesboth programs, according to Yerino. “It was really helpful to go to aforeign country with people to whom I already felt close,” she says.“It made me confident enough to take advantage of the experience.”
The LDP is a work in progress, Brooks says; the program will evolve asshe gathers student reactions and, eventually, data on how success inarticulating values and commitments correlates to success in theprofessional world. But, she says, “we’re on the right track” inpairing the LDP with the Yale Management Integrated Curriculum. “Ithink if our students can learn to articulate what matters to them andunderstand that in the context of a complex curriculum, theirleadership will be more effective.”
“I would like their time at SOM to be a high-water mark,” she adds.“I’d like them to say, ‘I was at my best at SOM. I discovered at SOMwhat my best could look like.’” |
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