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Management Development

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 Management Development – Concept
and need
 Designing, Implementing and
Evaluating the Management
Development Program

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Management Development
Definition:
“An organization’s 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.”
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 The training for management level employee
is not same as that of other employees in the
organization.
 Character of work is the main differentiation
between both levels
 Lower level in organization generally have to
perform physical task where as middle
management and upper management
basically deals with strategy formulation
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Management Skills required
 Analytical thinking
 Behavioral flexibility
 Decision making
 Leadership
 Oral communication
 Personal Impact
 Planning and Organizing
 Resistance to stress
 Self objectivity
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Professional Competencies
1.Interpersonal Domain
 Building Customer Loyalty
 Effectively meeting customer needs;
building productive customer
relationships; taking responsibility for
customer satisfaction and loyalty.
 Communication
 Expressing thoughts, feelings, and ideas
in a clear, to the point, and convincing
manner in both individual and group

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Professional Competencies
 Gaining Commitment
 Using appropriate interpersonal styles and
techniques to gain acceptance of ideas or
plans; modifying one’s own behavior to
accommodate tasks, situations, and
individuals involved
 Building Strategic Working Relationships
 Developing and using collaborative
relationships to facilitate the
accomplishment of work goals

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Professional Competencies
2 Management Domain
 Decision Making
 Identifying and understanding issues,

problems, and opportunities; comparing


data from different sources, to draw
conclusions; using effective approaches
for choosing a course of action or
developing appropriate solutions; taking
action that is consistent with available
facts, constraints, and probable
consequences.
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Professional Competencies
 Planning and Organizing
 Establishing courses of action for self and
others to ensure that work is completed
efficiently
 Technical/Professional Knowledge
 Having achieved a satisfactory level of technical
and professional skill or knowledge in position-
related areas; keeping up with current
developments and trends in areas of expertise.

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Professional Competencies
3 Personal Attributes Domain
 Adaptability
 Maintaining effectiveness when experiencing
changes in work tasks or the work environment;
adjusting effectively to work with new structures,
processes, requirements, or cultures.
 Continuous Learning
 Actively identifying new areas for learning; regularly
creating and taking advantage of learning
opportunities; using newly gained knowledge and
skills on the job and learning through their
application.
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Professional Competencies
 Innovation
 Generating innovative solutions in work
situations; trying different and novel ways to
deal with work problems and opportunities.
 Results Orientation
 Commits to achieving goals within guidelines
and values of organization; drives continuous
improvement in all organizational processes;
tackles problems directly and efficiently.

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Professional Competencies
4. Quality Work Standards
 Setting high standards of performance
for self and others; assuming
responsibility and accountability for
successfully completing assignments or
tasks; self-imposing standards of
excellence rather than having
standards imposed.

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Professional Competencies
5 Job Fit
 The extent to which job activities and

responsibilities, the organization’s mode


of operation and values, and the
community in which the individual will
live and work are consistent with the
type of environment that provides
personal satisfaction; the degree to
which the work itself is personally
satisfying.
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Management Development
Three main components or strategies
used to provide management
development:
1. Management education
2. Management training
3. On-the-job experiences

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Management Education
 Bachelor’s and Master’s programs at colleges
and universities (B.B.A., MBA) for e.g.-IIM,
XLRI, MDI provides courses in MDP.
 Executive education e.g.-ISB, Hyderabad
 Condensed MBA programs
 Short courses by:
 Colleges and universities
 Consulting firms
 Private institutes
 Professional and industry associations
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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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Designing Management
Development Programs - 1
1. Management development must be
tied or joined to the organization’s
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.
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Describing the Manager’s Job
Several approaches have been used to
understand the job of managing:
1. Characteristics approach
2. Managerial roles approach
3. Holistic approach (Mintzberg)

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Describing the Manager’s Job
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
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Describing the Manager’s Job
Managerial Roles approach:
 Fayol’s observational approach
 Planning, organizing, commanding,
coordinating, and controlling
 Mintzberg’s managerial roles
 Interpersonal
 Informational
 Decisional

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Describing the Manager’s Job
Holistic approaches:
 Response by Mintzberg: A “well rounded”
model of the managerial job:
 The person in the job

 The frame of the job

 The agenda of the work

 The actual behaviors that managers


perform

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Determining the Content of
Management Development - 1
Issue: How to determine the content
of a management development/training
program.
 What would be recommended, based
on the HRD process Model?
 Begin with Needs Assessment

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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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Determining the Content of
Management Development - 2
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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Determining the Content of
Management Development - 3
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 - 1
Issue: How to insure that management
development is linked to the organization’s
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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Examples of Management
Development Approaches - 1
Leadership Training
1. Leader Match Program (Fiedler)
 Self-administered workbook.
 Based on the Least Preferred Co-Worker
(LPC) Scale.
 High LPC leader: stronger need for
relationships.
 Low LPC leader: stronger need for task
accomplishment.

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Examples of Management
Development Approaches - 2
Leadership Training
2. 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 - 3
Leadership Training
3. Leaders developing leaders
 Involvement of CEOs and other senior
managers in developing leaders within
their own organizations. Example: Dell.
 Effective leaders create engaging
personal stories to communicate their
vision for the future (Cohen and Tichy).
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HR Role in Management
Development
1 Translating business strategies into HR
practices
 Aligning HR and business strategy
 Executing strategy
 Strategic Partner
2 Continual reengineering of the work
processes you administer
 Reengineering organizational processes
 Building an efficient infrastructure
 Administrative Expert
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HR Roles
3 Finding ways to provide employees with
resources that meet their changing demands
 Listening and responding to employees
 Increasing employee commitment and capability
 Employee Champion
4 Identifying and framing problems, building
relationships of trust, solving problems, and
creating & fulfilling action plans
 Managing transformation and change
 Creating a renewed organization
 Change Agent
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Preparing for a Management
Career: The Five Disciplines
 Mental Models
 Semi-permanent tacit "maps" of the world
which people hold in their long-term
memory, and the short-term perceptions
which people build up as part of their
everyday reasoning process
 Deeply ingrained assumptions,
generalizations, or mental images that
influence how we understand the world
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Preparing for a Management
Career: The Five Disciplines
 Personal Mastery
 Continually clarifying and deepening our personal
vision, of focusing our energies, of developing
patience, and of seeing reality objectively
 Mastery means a special level of proficiency;
people with a high level of personal mastery
consistently realize the results that matter most to
them
 A commitment to excellence, holding yourself to a
high standard of performance
 Self-insight into what really matters to you
 What do you think deserves your best effort?
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Preparing for a Management
Career: The Five Disciplines
 Team Learning
 Team learning is vital because teams, not
individuals, are the fundamental learning
unit in modern organizations
 Unless teams can learn, the organization
cannot learn

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Preparing for a Management
Career: The Five Disciplines
 Systems Thinking
 Methods, tools, and principles, all oriented
to looking at the interrelatedness of forces,
and seeing them as part of a common
process (a system)
 A system is a perceived whole whose
elements "hang together" because they
continually affect each other over time and
operate toward a common purpose
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Management Education
CHALLENGES
 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

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Summary
 An enormous amount of time and money
are spent on management development
efforts.
 Not enough of this is truly “strategic.”
 Success is most likely when there is an
appropriate combination of:
 Management education
 Management training
 On-the-job experiences
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