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Learning Objectives

Learning Objectives. After studying this chapter, you should be able to: Define management development. Describe a management inventory. Describe a management succession plan. Define the in-basket technique. Describe a business simulation. Learning Objectives (cont.).

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Learning Objectives

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  1. Learning Objectives After studying this chapter, you should be able to: Define management development. Describe a management inventory. Describe a management succession plan. Define the in-basket technique. Describe a business simulation

  2. Learning Objectives (cont.) Describe adventure learning. Define an assessment center. Describe organizational development (OD). Outline the four phases in organizational development.

  3. Management Development Process • Management development • Process concerned with developing the experience, attitudes, and skills necessary to become or remain an effective manager.

  4. The ManagementDevelopment Process Figure 9.1

  5. Determining the Net ManagementRequirements

  6. Determining the Net ManagementRequirements • Management inventory • Specialized, expanded form of skills inventory for an organization’s current management team • in addition to basic types of information, it usually includes a brief assessment of past performance and potential for advancement

  7. Management Inventory Can be used to fill vacancies that occur unexpectedly Planning development needs of individual managers Pinpointing development activities for the total organization

  8. Determining the Net ManagementRequirements • Management succession plan • Chart or schedule that shows potential successors for each management position within the organization.

  9. Needs Assessment • Needs assessment • A systematic analysis of the specific management development activities required by the organization to achieve its objectives

  10. Determining Management Development Needs • Training needs survey • Focuses on knowledge and skills required in performing the job • Competency studies • Examine the competencies required in performing the managerial job

  11. Determining Management Development Needs • Task analysis • Concerned with what tasks are required in performing managerial job • Performance analysis • Deals with job performance requirements in performing managerial job

  12. Establishing Management Development Objectives Management development objectives can be categorized as: • Instructional • Organizational and departmental • Individual performance and growth

  13. Establishing Management Development Objectives • Instructional objectives • Targets relating to number of trainees to be taught • Hours of training • Cost per trainee • Time required for trainees to reach a standard level of knowledge • Objectives needed for principles, facts, and concepts to be learned

  14. Establishing Management Development Objectives • Organizational and departmental • Concern the impact programs will have on organizational and departmental outcomes • absenteeism, turnover, safety, and number of grievances • Individual performance and growth • impact on behavioral and attitudinal outcomes of individual • involve the impact on personal growth of individuals participating

  15. Selected Methods Used in Management Development Table 9.3

  16. Methods Used in Management Development • Understudy assignments • Method of on-the-job training in which one individual, designated as the heir to a job, learns the job from the present jobholder

  17. Understudy Assignments • Advantages • Heir realizes purpose of the training • Can learn in a practical and realistic situation without being directly responsible for operating results • Disadvantages • Understudy learns the bad as well as the good practices of incumbent • Understudy assignments maintained over a long period can become expensive

  18. Methods Used in Management Development • Coaching • Method of management development conducted on the job that involves experienced managers advising and guiding trainees in solving managerial problems.

  19. Coaching • Advantage • Trainees get practical experience and see results of their decisions • Disadvantage • Danger of the coach neglecting training responsibilities or pass on inappropriate management practices

  20. Experience • Experience • Individuals are promoted into management jobs and allowed to learn on their own from daily experiences

  21. Experience • Advantage • Individual, in performing a specific job, may recognize need for management development and look for a means of satisfying it • Disadvantage • Employees allowed to learn management only through experience can create serious problems by making mistakes • Frustrating to attempt to manage without necessary background and knowledge

  22. Job Rotation • Job rotation • Designed to give an individual broad experience through exposure to many different areas of organization • Trainee goes from one job to another within the organization, generally remaining in each from six months to a year

  23. Job Rotation • Advantage • Trainees can see how management principles can be applied in a cross section of environments • Training is practical and allows the trainee to become familiar with entire operation of company • Disadvantage • Trainee is frequently given menial assignments in each job • Tendency to leave trainee in each job longer than necessary • Can produce negative attitudes

  24. Special Projects and Committee Assignments • Special projects require trainee to learn about a particular subject • Critical that they provide a developing and learning experience for trainee and not just busywork • Committee assignments • Individual works with committee on its regularly assigned duties and responsibilities • Person develops skills in working with others and learns through the activities of the committee

  25. Classroom Training

  26. Lectures • Strengths • Communicates intrinsic interest of subject matter • Can cover material not otherwise available • Can reach many learners at one time • Lecturers can serve as effective models for their audience • More control for the instructor • Lectures pose a minimal threat to the learner

  27. Lectures • Weaknesses • Lectures often do not allow for feedback from the audience • Listeners are often passive • Length of lecture periods often does not match listener’s interest spans • Lectures are partially dependent on the public speaking skills and abilities of the lecturer

  28. Case Study • Case study • Method of classroom training in which the trainee analyzes real or hypothetical situations and suggests not only what to do but also how to do it.

  29. Case Study • Advantages • Emphasize analysis of a situation that is typical of manager’s world • Improves learner’s verbal and written communications skills • Expose learners to a wide range of true-to-life management problems • Inspire interest in otherwise theoretical and abstract training material

  30. Case Study • Weaknesses • Often focus on past and static considerations • Case analysis often lacks emotional involvement on the part of the student • Case analysis can sometimes confuse students who are used to definite solutions

  31. Case Study • Incident method • Form of case study in which learners are initially given the general outline of a situation and receive additional information from the instructor only as they request it.

  32. In-basket Technique • In-basket technique • Method of training in which the participant is required to simulate the handling of a specific manager’s mail and telephone calls and to react accordingly.

  33. Web-based Training • Web-based training • Method of training in which material is presented on computer video screens via either the Internet or company intranet • participants are required to answer questions correctly before being allowed to proceed.

  34. Business Simulation • Business simulation • Method of training that simulates an organization and its environment and requires a team of players to make operating decisions based on the situation.

  35. Adventure Learning • Adventure learning • Programs that use many kinds of challenging outdoor activities to help participants achieve their goals • Also called experiential learning • Group-focused, personal growth

  36. University and Professional Association Seminars • Colleges and universities offer both credit and noncredit courses intended to help meet management development needs of various organizations • Offerings range from courses in principles of supervision to advanced executive management programs

  37. Evaluation Matrix Table 9.4

  38. Evaluation Of Management Development Activities Alternative I – Are trainees happy with the course? Alternative II – Does the training course teach the concepts? Alternative III – Are the concepts used on the job? Alternative IV – Does application of the concepts positively affect the organization?

  39. Assessment Centers • Assessment center • Formal method used in training and/or selection and aimed at evaluating an individual’s potential as a manager by exposing the individual to simulated problems that would be faced in a real-life managerial situation

  40. Assessment Centers

  41. Organizational Development • Organizational development (OD) • Organization wide, planned effort managed from the top, with the goal of increasing organizational performance through planned interventions and training experiences.

  42. Phases of Organizational Development

  43. Phases of Organizational Development • Diagnosis • Involves gathering and analyzing information about organization to determine areas in need of improvement • Strategy planning • Involves developing a plan for organizational improvement based on data obtained

  44. Phases of Organizational Development • Intervention/education • Involves sharing diagnostic information with people affected by it and helping them realize need for change • Evaluation phase • Data are gathered to determine the effects of the OD effort on the total organization

  45. Diagnosis

  46. Strategy Planning • Data collected in diagnosis stage must be carefully interpreted to determine the best plan for organizational improvement • If similar diagnosis has been done before, data comparison can reveal obvious differences, if any • The key to interpreting data is to look for trends and areas of general agreement

  47. Education • Direct feedback • Process in which the change agent communicates the information gathered through diagnosis directly to the affected people • Sensitivity training • Method used in OD to make one more aware of oneself and one’s impact on others.

  48. Education • Team building • Process by which a work group develops awareness of conditions that keep it from functioning effectively and takes action to eliminate these conditions.

  49. Evaluation • Probably the most difficult phase in the OD process • Basic question to be answered is – Did the OD process produce the desired results? • Evaluation effort should be methodologically sound

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