In the spotlight: Leadership trainer of the year 2024

As part of the TSE exe – Executive Education Top Management Forum event, the leadership trainer of the year and the leader of the year are traditionally nominated. The nomination is based on the feedback received in the working position and meritorious and valued activities in the role. We interviewed Peter Zettinig from Turku School of Economics, who received the Leadership trainer of the year -nomination this year.

Q:
Peter Zettinig, you have just been nominated a leadership trainer of the year at TSE exe’s Top Management Forum event 2024. What does this title mean to you personally? What do you think it means from the point of view of your institution Turku School of Economics?

A:
On a personal note, this nomination is truly meaningful to me, marking 20 years since my commitment to executive education began with a course in International Business at Victoria University of Wellington’s EMBA program.

This journey is close to my heart, keeping me connected to current business and management practices and informed about the issues organizations face. My involvement in executive education is crucial for focusing my research on significant societal issues, inspiring projects that address urgent global challenges, such as those related to health behavior which we are currently pursuing, also with alumni who have attended EMBA and their organizations.

Being involved in EXE programs validates the relevance of our work and fosters meaningful collaborations through the executive education platform at TSE, making it not just personally rewarding but a cornerstone of my academic and professional identity.

From Turku School of Economics’ standpoint, this award underlines the importance of our engagement in executive education as a vital link to the business community and societal development. It highlights our commitment to addressing contemporary challenges through collaborative projects, such as our current focus on health behavior, nutrition, physical and mental health in ongoing large scale and also cross-disciplinary projects.

This recognition affirms TSE’s role in fostering innovations that contribute to a better and more sustainable world, showcasing our dedication to staying relevant, impactful and also responsible in the ever-evolving landscape of business and management education.

Q:
What do you think are the most important qualities of good teaching and what characteristics you consider crucial for a teacher/trainer in leadership training? 

A:
In reflecting on the essence of effective teaching, particularly within the realm of leadership training, my perspective diverges from conventional roles typically associated with education. I do not view myself strictly as a trainer or even a teacher, a distinction rooted in my philosophy on teaching and learning. Traditional teaching methodologies, while grounded in cognitive learning theories, offer valuable insights yet don’t fully encompass the dynamic needs of executive education. The core tenet of my approach is that learning is an inherently personal journey; the onus of learning resides squarely with the learner. Consequently, my role transcends conventional teaching, focusing instead on crafting a learning environment that is meaningful, and at times, intentionally challenging and uncomfortable.

Designing for learning is paramount, necessitating the creation of experiences that are action-oriented rather than solely reliant on passive absorption of information. This approach is exemplified in our collaboration with Pekka Stenholm, where we developed a course designed to embolden EMBA participants to foster innovative cultures within their organizations. Similarly, in partnership with Majid Aleem, we’ve designed learning experiences focused on leading, organizing, and managing Global Virtual Teams, placing participants in globally dispersed teams to tackle international consulting assignments. These initiatives exemplify our commitment to pushing learners’ boundaries, encouraging boldness, and facilitating the development of personal bravery.

In essence, my role aligns more closely with that of a coach than a traditional educator. It’s about creating opportunities for learners to confront and surpass their limits, aiding them in recognizing and refining their learning objectives, and bolstering their confidence in their capabilities. The ultimate goal is to equip participants with the insights and skills necessary to achieve their aspirations, embodying a philosophy that emphasizes the transformative power of tailored, experiential learning in leadership development.

Q:
You are quite experienced leadership trainer who has been training TSE exe’s EMBA students over the years. What do you think makes this target group unique – what are EMBA students like in general as learners and what kind of support do they need for their learning?

A:
My experience with TSE exe’s EMBA students, as well as those in the Global Innovation Management International Masters degree program, has led me to the understanding that learners, irrespective of their educational or professional background, are not monolithic. Each individual brings a unique ‘bag of experiences’—a blend of contextual influences, upbringing, and a spectrum of formal and informal qualifications and competencies. This diversity necessitates a learning environment that is not only flexible but also adaptive, catering to the personal motivations, connections, and developmental goals of each participant.

The distinctiveness of EMBA students, in my observation, lies less in their learning needs and more in the dynamics of the learner-educator relationship. The notion of entering an executive classroom can indeed be daunting for many academics, a sentiment that can be mirrored by the executive learners themselves. The critical challenge—and opportunity—lies in transcending these initial apprehensions to foster a collaborative learning atmosphere.

What differentiates EMBA learners, then, is the necessity for an educational approach that acknowledges and respects their extensive professional experiences. These are individuals who often seek not just knowledge but a redefinition of their professional selves through reflective and applied learning. Thus, the support they require is multifaceted: it involves facilitating a space where their experiences are valued, where they can critically engage with new concepts, and where they can actively apply these insights in practical, real-world contexts.

Establishing a collaborative learning atmosphere is paramount. It involves moving beyond traditional hierarchical teacher-student dynamics to a more egalitarian model of shared knowledge creation and exploration. This approach not only enriches the learning experience for EMBA participants but also challenges and expands the pedagogical boundaries for the educator, making the educational journey mutually beneficial and transformative.

Q:
What would you consider to be the most important things for future leaders to learn from you – please name 3 things?

A:
In  I believe there are three foundational lessons that stand paramount for future leaders, which we are trying to develop for instance in different modules in the EMBA program:

1. Reflective Practices: Leadership is as much about introspection as it is about action. I emphasize the importance of reflective practice, encouraging leaders to regularly assess their actions, decisions, and their impact on others, for instance in the Global Virtual Team course we organize at EMBA. This process of reflection enables leaders to recognize their strengths and areas for improvement, fostering a mindset of continuous personal and professional development. It’s about cultivating the habit of asking not just ‘What did I do?’ but ‘Why did I choose to do it this way, and how can I improve?’
2. Practicing Adaptive Leadership: The landscape of business and societal challenges is ever-evolving, and so must our approaches to leadership. I try to emphasize adaptive leadership — the ability to understand complex contexts, anticipate changes, and adjust strategies accordingly.  This is probably due to my disciplinary anchor in International Business, where contextual, institutional and cultural adaptation of more generally valid approaches is a key theme. This involves being open to learning and questioning accepted truths, fostering innovation, and being prepared to pivot when necessary. Adaptive leadership is not just about surviving changes but thriving through them, by leveraging new opportunities and navigating through uncertainties with confidence. Or, as we do together with Pekka, to even encourage experimentation that generate uncertainties in participants’ organizations, to find new ways for fostering innovative culture and activities.
3. Leaders’ Authentic Engagement: Authenticity in leadership creates trust, credibility, and commitment, both within teams and in the broader organizational context. I advocate for leaders to be genuine in their interactions, to lead with empathy, and to prioritize meaningful connections with their teams. Finnish leaders are very often highly task-oriented, you get what you measure. But we know, especially when we engage in international business, that also a relationship-orientation is critical for positive developments. This involves listening actively, valuing diverse perspectives, and engaging in transparent communication. Authentic engagement is about building relationships that inspire and empower individuals, driving collective success.