The University of Texas as Dallas runs the Institute for Excellence in Corporate Governance , which offers board training, events, future trends and board dynamics, best practices, networking, board referrals and volunteer opportunities and the latest research. Several events, conferences, forums and certificate programs are offered throughout the year. In , the Institute for Excellence in Corporate Governance will offer a six-module executive certificate in nonprofit governance program, as well as the 18th annual corporate governance conference in April.
Location : Programs and events are offered in-person and online. Wharton Executive Education offers a corporate governance program for directors and C-suite executives to help them build the necessary knowledge to be a successful board member. The program is Boards that lead: Corporate governance that builds value — a two-day course that takes place in Philadelphia.
The course is based on the book Boards that lead: When to take charge, when to partner, and when to stay out of the way. One is to schedule regular training sessions several times a year - maybe 3 or 4.
What kind of training will go on at those sessions might depend on what the issues are that year, or on who's available at the scheduled times to do a workshop, presentation, etc.
Thus, everyone on the Board knows when trainings are going to be, and can schedule around them accordingly. Another way to do it is as needed. A problem comes up, Board members say "we need help here,"and you arrange, or go look for someone to provide, training on the issue at hand. A third possibility is to organize trainings around predetermined topics each year Board responsibilities, tax-exempt issues, conflict of interest, etc. Finally, trainings don't always need to happen in the flesh -- a lot of smaller things your organization does can contribute to ongoing learning.
For example:. These ideas are certainly easier to carry out in many ways than live Board trainings, and might have their place in your organization. For trainings done together, one key point is to attract the largest number of Board members to trainings. One possibility is to include a brief training - perhaps half an hour - at each Board meeting, so that it is seen as a regular part of the business of the Board. Another issue is how to conduct trainings.
They definitely don't all have to be the same. You can bring in people to conduct some of the training, and you might do others internally, depending upon the resources and expertise available, and the form you want sessions to take.
For example, training sessions can be self-generated and -conducted, using discussion and peer supervision to address issues. They can also conducted by program participants or staff members, depending on the topic. An accountant on the Board could do a training on tax issues, a lawyer on legal responsibility, a doctor on health issues, etc. Sometimes, you will have new Board members who may need more than a simple orientation.
This is especially true if your organization asks participants or other people with less formal education to be Board members. The Literacy Project Board always included students, and they always had trouble figuring out what they were doing there, how the Board worked, what was expected of them, etc. Most of them had not only never been on a Board before, they had never been part of a deliberative body of any kind before - no committee, no PTA The result was they had no idea what was going on, and were often too diffident to say so.
They would nod their heads, speak when spoken to, and generally feel lost and stupid. They also often felt caught between two worlds because of their position. Most students saw the Board as part of another world: it was the body that ran the organization, and was made up of "important" people actually most of them were human service types and teachers, but one person's "important Thus a student on the Board took on an aura that she didn't necessarily want.
The point is that all of this needs to be addressed if you have participants or other low-income or less-educated people on the Board, and it isn't easy. Even after we figured out what was going on and tried to deal with it, we found it really hard to devise orientation and training that spoke to the problem in a way that students could respond to.
We were still trying when I left, although we had made some progress. It's important that your organization thinks about these issues if you have similar people coming onto the Board. Other, similar issues may come up if new members join who:.
Certainly, there are no easy answers to questions like these. However, it's important that these issues aren't ignored, and that they don't come as a complete surprise to organizations that are trying to be inclusive.
We've described what represents a fairly formal look at Board training. Many Boards, certainly, are much less structured and conventional than we've talked about here.
So when you're developing your game plan for training, make sure it's just as loose, informal, and light-hearted as your organization. A well-defined, well-run training will go miles in making your Board's work outstanding -- but leavening it with a few laughs will help to make the Board itself a wonderful creation to be a part of. The Board Cafe is an electronic newsletter for members of nonprofit boards of directors.
Boardsource is a large site, with catalog and on-line ordering, lots of links, resources of various kinds, FAQs, etc. Nonprofit G. Support Centers of America links to topics of interest to nonprofits, including Board management. Carver, J. Boards that make a difference. San Francisco: Jossey-Bass. Marinelle, F. July-August, Encouraging visionary board leadership. Nonprofit world, vol Nonprofit Board Resource Catalog. Telephone or , Email: ncnb ncnb. Stoesz, E. Doing good better! How to be an effective board member of a nonprofit organization.
Intercourse, PA: Good Books. Wood, M. Nonprofit Boards and leadership: Cases on governance, change, and board-staff dynamics. Skip to main content. Toggle navigation Navigation. Developing an Organizational Structure for the Initiative » Section 5. Chapter 9. Chapter 9 Sections Section 1. Organizational Structure: An Overview Section 2. Developing an Ongoing Board of Directors Section 5. Maintaining a Board of Directors Section 7. Delivery: Live-online Location: Online.
Delivery: In-person Location: Greenlands campus. In-person delivery will take place in accordance with, and subject to, the latest government guidance and measures put in place by the University of Reading. The Board Directors' Programme equips you with the knowledge and skills needed to become an effective board member. It will debunk the myths and provide you with a comprehensive understanding of the role. Informed by Henley's extensive global research, the programme empowers you to diagnose and respond to your board's specific challenges.
Small yet diverse learning groups give you a confidential forum in which you can share your experiences. You will also learn through stimulating practitioner-led sessions and high profile guest speakers.
Develop the skills and knowledge to facilitate others to fulfil both their individual and collective potential. Develop board members who fully understand their roles and obligations, and who appreciate the value of shared goals. Develop an approach that supports your organisation's reputation and is in line with your values and ethics. The programme is delivered both live-online and in person. Both formats allow an engaging and stimulating experience that will give you a unique insight into the boardroom.
Led by Professor Andrew Kakabadse , the programme is based around practitioner-led experiences and research. Over the sessions you will be introduced to a number of high-profile board experts who will share their knowledge and expertise in frank and open conversations and presentations.
Through confidential group discussion, questioning and sharing your own challenges, you will get an in depth understanding of what really goes on in the boardroom and how you can make the best contribution. Both learning styles offer a personal approach, with close interaction with the Programme Director. On the live-online version, this is delivered through a virtual one-to-one coaching session.
Participant groups are small, with a maximum of people. Live-online: Delivered over 6 weeks, including 1 x 90 min session per week and 1 x 45 min one-to-one coaching session.
This research informs the Board Directors' Programme, giving you additional insight into your unique board challenges. Set dates have been allocated for the one-to-one coaching sessions and will be confirmed at the time of booking. Unless otherwise specified, live-online sessions take place between
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