The qualities that will set future leaders apart are shifting. As artificial intelligence becomes embedded across professional life, human judgement — not automation — will be the true differentiator, according to new research by CEMS, the Global Alliance in Management Education.
The report, Augmented Leadership: Navigating the New Age of Intelligence, explores how generative AI is reshaping decision-making, and warns that “cognitive offloading” to machines could weaken critical thinking, curiosity, and ethical reasoning. It calls for a conscious effort to preserve these human capacities as the foundation of leadership.
Contributors from multinational businesses and leading universities describe AI as a potential “copilot” — a tool to extend, not replace, insight. They emphasise that the value of leadership lies not in technical skill alone, but in discernment, reflection, and the ability to ask better questions.
“Within our new report, expert contributors reveal an optimistic truth: when used responsibly, AI can amplify human potential, enhance creativity, and unlock new possibilities for leaders, educators, and early-career professionals,” said Nicole de Fontaines, Executive Director of CEMS.
“However they also highlight that overreliance on AI can have consequences: detachment, reduced confidence, and a diminished sense of purpose. This is precisely why we have redefined the CEMS Graduate Profile: to ensure our graduates cultivate not only digital fluency and curiosity, but also the ethical judgment, self-leadership, and human depth required to navigate intelligent technologies responsibly and keep high-quality human thinking at the centre of leadership.”
Balancing innovation and humanity —
The study draws on insights from CEMS’s alliance of 33 business schools and over 70 corporate partners, which together deliver the CEMS Master in International Management. It outlines practical steps for leaders, educators, and early-career professionals seeking to harness AI as a catalyst for human potential.
For leaders, the report advises: “Learn what’s ‘under the hood.’ AI tools are immensely useful, but they also have limitations. Structure your own thinking before turning to AI and encourage others to do the same.” For educators, it recommends using AI as “a reflective teaching aid,” balanced by authentic assessments that test genuine understanding. For early-career professionals, the advice to avoid ‘vibe work’ by leaning on whatever AI tools produce and to instead think first and prompt second.
Sherif Kamel, Dean of the Onsi Sawiris School of Business at The American University in Cairo and Deputy Chair of CEMS, said: “Every wave of innovation in history has sparked fears of displacement yet ultimately created new opportunities and I believe that AI will be no different, if we embrace it wisely. As we navigate this future, we must remember that technology may change the tools we use, but it does not change who we are. Our ability to think critically, adapt resiliently, and connect meaningfully remains our greatest advantage.”
Guillaume Delacour, VP and Global Head of People Development at ABB, added: “AI can unleash your creativity, innovation and problem solving, but it can also crush it. The key to working well with AI is to apply curiosity and critical thinking. GenAI will always generate something. It is designed to do that. But the danger is in taking it as-is.
“We tell our people: think first, prompt second. Build your own ideas, structure your thinking, and only once you’ve hit your limits, then turn to AI. That’s when it becomes a truly valuable partner.”
De Fontaines said business and higher education must now play “a vital role in preparing students for an AI-integrated world,” ensuring graduates learn “not only how these systems work, but also when and why to use them.”
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