The Shared Curriculum
A graduate-level framework designed to equip your most strategic talent with the technical and behavioral tools required to lead transformation from within.
3-Forces Model
A structural framework for innovation that identifies the three core drivers: Technology (the tools), People (the talent), and Company (the organizational context).
6-Skill Stack
A technical competency framework covering Navigation, Leadership, Awareness, Culture, Team Building, and Culture Hacking.
The Full Loop
A cyclical methodology for managing innovation: See it, Frame it, Hack it, Grow it, Own it — a repeatable process for scaling impact.
3-YEAR ON-THE-JOB MENTORING
Graduate Leaders (DiGP)
Designed for graduate-programme hires and early-career high-potentials, the DiGP program is a comprehensive 3-year trajectory that bridges the gap between academic theory and corporate reality.
- A dedicated company sponsor and both program coaches throughout the entire journey.
- Mapping disruptions and launching real digitization or corporate-startup pilot projects.
- Coaching graduates to lead from experimentation through scale and ownership.
- Outcome: A pipeline business leader with a completed real intrapreneurship project.


3-6 MONTH ENGAGEMENT
Emerging Professionals (DiEP)
Designed for mid-career professionals ready to lead a concrete digital initiative. This compressed engagement applies a graduate curriculum to a live organizational opportunity, delivering intensive workshops and targeted coaching on sponsor-finding and culture-reading.
Launch a pilot project and develop a repeatable personal playbook for future leadership.
Build a foundation for a 3-year mentoring trajectory with dedicated coaching.
Established Professionals (DiEsP)
Designed for senior leaders and executives who sponsor transformation from the top. This strategic engagement provides a focused workshop and advisory sessions to equip leaders with the skills to read organizational culture, time investment, and protect intrapreneurial pilots from resistance.
