Management Development 4879

Management Development
PCMB KIAMS
Gautam Ghosh
Definition: An organizations conscious effort to provide its managers (and potential managers) with opportunities to learn, grow, and change, in hopes of producing over the long term a cadre of managers with the skills necessary to function effectively in that organization.
Gautam Ghosh
Three main components or strategies used to provide management development: Management education
Management training On-the-job experiences
Gautam Ghosh
Describing the Managers Job

Several approaches have been used to understand the job of managing: Characteristics approach Managerial roles approach Process models
Integrated competency model Four-dimensional model
Holistic approach (Mintzberg)

Gautam Ghosh
Describing the Managers Job 2

Characteristics approach:

Long hours Primarily focused within the organization High activity levels Fragmented work Varied activities Primarily focused on oral communication Many contacts Much information gathering is conducted
Gautam Ghosh

Roles approach: Fayols observational approach
Planning, organizing, commanding, coordinating, and controlling Interpersonal Informational Decisional

Gautam Ghosh
Mintzbergs managerial roles

Process models: Integrated competency model (Boyatzis)
Competencies skills or personal characteristics that contribute to effective performance. These include:

Human resource management Leadership Goal and action management Directing subordinates Focus on others Specialized knowledge
Gautam Ghosh

Process models: Four-dimensional model (Schoenfeldt & Steger):

Six management functions Four roles Five relational targets Various managerial styles
Gautam Ghosh

Holistic approaches: Criticisms of earlier approaches by Mintzberg and Vaill
Managing as a performing art (Vaill)
Response by Mintzberg: A well rounded model of the managerial job:
The The The The
person in the job frame of the job agenda of the work actual behaviors that managers perform
Gautam Ghosh
Mintzbergs Well-Rounded Model
By Permission of Publisher: Mitzberg (1994)
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Determining the Content of Management Development

Issue: How to determine the content of a management development/training program. What would be recommended, based on the HRD process model?
Begin with:
Survey by Saari et al.:
Only 27% of organizations did any form of ___________________ before designing their management development programs.
Gautam Ghosh
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Determining the Content of Management Development 2

Issue: How does the increasingly global economy impact management development? 1. Bartlett and Ghoshal propose four categories or roles for managers:

Business manager Country manager
Functional manager
Corporate manager
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Issue: Impact of the global economy. 2. Adler and Bartholomew propose seven transnational skills or competencies:

Global perspective Local responsiveness Synergistic learning Transition and adaptation Cross-cultural interaction Collaboration Foreign experience
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Issue: Impact of the global economy. 3. Spreitzer et al. propose fourteen dimensions of international competency:
Eight end-state competency dimensions

e.g., sensitivity to cultural differences, business
knowledge, acting with integrity, insight
Six learning-oriented dimensions

e.g., use of feedback, seeking opportunities to
learn, openness to criticism, flexibility
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Making Management Development Strategic

Issue: How to insure that management development is linked to the organizations goals and strategies. 1. Seibert et al. propose four principles:

Begin by moving out and up to business strategy Put job experience before classroom activities Be opportunistic Provide support for experience-based learning
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Making Management Development Strategic 2

Issue: Linking to organizational strategies. 2. Burack et al. propose seven points:

A clear link to business plans and strategies Seamless programs A global orientation Individual learning occurs within a framework for organizational learning Recognition of the organizational culture A career development focus A focus on core competencies
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Management Education
Bachelors and masters programs at colleges and universities (B.B.A., MBA) Executive education e.g.,

Condensed MBA programs Short courses by:

Colleges and universities Consulting firms Private institutes Professional and industry associations
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Management Education 2
Although very popular, there are many challenges facing management education at present e.g.,
Ensuring timeliness
Just-in-time management education
Ensuring value-added
Linking classroom with on-the-job experiences Connecting education to real-life issues
Intense competition among providers

Gautam Ghosh
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Management Training and Experiences

Company-designed courses
e.g., General Electric
Company academies, colleges, and corporate universities
e.g., Motorola, Xerox
On-the-job experiences

Center for Creative Leadership research Action learning a living case approach
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Examples of Management Development Approaches

Leadership Training 1. Transformational leadership
Focus on leader qualities such as vision, inspiration, and charisma Transforming followers, creating vision of the goals that may be attained, and articulating for the followers the ways to attain those goals. (Bass, 1985)
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Examples of Management Development Approaches 2

Leadership Training 2. Leaders developing leaders
Involvement of CEOs and other senior managers in developing leaders within their own organizations. Example: Intel Effective leaders create engaging personal stories to communicate their vision for the future (Cohen & Tichy).
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Examples of Management Development Approaches 3

Behavior Modeling Training Typically includes five steps:

Modeling Retention Rehearsal Feedback Transfer of training
Demonstrated effectiveness for changing learning, behavior, and results

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Designing Management Development Programs

1. Management development must be
tied to the organizations strategic plan. 2. A thorough needs analysis is essential. 3. Specific objectives should be established for each component. 4. Senior management involvement and commitment in all phases is critical.
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Designing Management Development Programs 2

5. A variety of developmental

opportunities should be used.

Formal (programs) Informal (on the job)
6. Ensure that all participants are
motivated to participate. 7. The regular evaluation updating of all programs is essential.

Gautam Ghosh
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Management Development 4879

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Management Development

Describing the Managers Job

Integrated competency model Four-dimensional model

Holistic approach (Mintzberg)

Describing the Managers Job 2

Describing the Managers Job 3

Planning, organizing, commanding, coordinating, and controlling Interpersonal Informational Decisional

Mintzbergs managerial roles

Describing the Managers Job 4

Describing the Managers Job 5

Describing the Managers Job 6

Managing as a performing art (Vaill)

Response by Mintzberg: A well rounded model of the managerial job:

The The The The

Mintzbergs Well-Rounded Model

By Permission of Publisher: Mitzberg (1994)

Determining the Content of Management Development

Survey by Saari et al.:

Determining the Content of Management Development 2

Business manager Country manager

Determining the Content of Management Development 3

Determining the Content of Management Development 4

Eight end-state competency dimensions

knowledge, acting with integrity, insight

Six learning-oriented dimensions

learn, openness to criticism, flexibility

Making Management Development Strategic

Making Management Development Strategic 2

Condensed MBA programs Short courses by:

Intense competition among providers

Management Training and Experiences

e.g., General Electric

Company academies, colleges, and corporate universities

e.g., Motorola, Xerox

Examples of Management Development Approaches

Examples of Management Development Approaches 2

Examples of Management Development Approaches 3

Modeling Retention Rehearsal Feedback Transfer of training

Demonstrated effectiveness for changing learning, behavior, and results

Designing Management Development Programs

Designing Management Development Programs 2

opportunities should be used.

6. Ensure that all participants are

motivated to participate. 7. The regular evaluation updating of all programs is essential.

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