Managers development

 INTRODUCTION

•      Management development is the process in which managers/executives acquire not only skills and competencies in their present jobs but also capabilities for future managerial tasks of increasing difficulties and scope.

•       To be useful and productive, managers need to develop their capabilities at frequent intervals.

•      Managers are the indispensable resources, the priceless assets of an organization.

•      They generate creative ideas, translate them into concrete action plans and produce results.

•      When they succeed, they are able to keep everyone in good humor – including shareholders, employees and the general public. They are hailed as ‘invincible corporate heroes’ and even treated as prized possessions of a country. When they fail, they destroy the scarce corporate resources and make everyone cry.

•       The outcomes of managerial actions, thus, are going to be deep, profound and decisive. To get ahead in the race especially in a complex, dynamic and ever-changing world, managers need to develop their capabilities that go beyond those required by the current job.

Definition

•      Executive or management development is a planned, systematic and continuous process of learning and growth by which managers develop their conceptual and analytical abilities to manage.

•      It is the result of not only participation in formal courses of instruction but also of actual job experience.

•      It is primarily concerned with improving the performance of managers by giving them stimulating opportunities for growth and development.

Importance

•      Executive Development has become indispensable to modern organizations in view of the following reasons:

•      i. For any business, Executive Development is an invaluable investment in the long run. It helps managers to acquire knowledge, skills and abilities (KSAs) required to grapple with complex changes in environment, technology and processes quite successfully. They can have a better grip over market forces and get ahead of others in the race in a confident manner.

•      ii. Developmental efforts help executives to realize their own career goals and aspirations in a planned way.

•      iii. Executives can show superior performance on the job. By handling varied jobs of increasing difficulty and scope, they become more useful, versatile and productive. The rich experience that they gain over a period of time would help them step into the shoes of their superiors easily.

•      iv. Executive Development programs help managers to broader their outlook, look Developing Managers into various problems dispassionately, examine the consequences carefully, appreciate how others would react to a particular solution and discharge their responsibilities taking a holistic view of the entire organization.

•      v. The special courses, projects, committee assignments, job rotation and other exercises help managers to have a feel of how to discharge their duties without rubbing people (subordinates, peers, superiors, competitors, customers, etc.) the wrong way.

STEPS IN THE ORGANISATION OF A MANAGEMENT
DEVELOPMENT PROGRAMME

•                The following are the important steps in the organization of a management development program:

•      i. Analysis of organizational development needs: After deciding to launch a management development program, a close and critical examination of the present and future development needs of the organization has to be made. We should know how many and what type of managers are required to meet the present and future requirements.

•      ii. Appraisal of present management talents: In order to make the above suggested comparison, a qualitative assessment of the existing executive talents should be  made and an estimate of their potential for development should be added to that. Only then can it be compared with the projected required talents.

•      iii. Inventory of management manpower: This is prepared to have a complete set of information about each executive in each position. For each member of the executive team, a card is prepared listing such data as name, age, length of service, education, work experience, health record, psychological test results and performance appraisal data, etc. The selection of individuals for a management development program is made on the basis of the kind of background they possess.

•      Such information, when analyzed, discloses the strengths as well as weaknesses or deficiencies of managers in certain functions relating to the future needs of the organisations.

•      iv. Planning of individual development programs: Guided by the results of the performance appraisal that indicates the strengths and weaknesses of each of the executives, this activity of planning of individual development program can be performed.

•      iii. Inventory of management manpower: This is prepared to have a complete set of information about each executive in each position. For each member of the executive team, a card is prepared listing such data as name, age, length of service, education, work experience, health record, psychological test results and performance appraisal data, etc. The selection of individuals for a management development program is made on the basis of the kind of background they possess.

•      Such information, when analyzed, discloses the strengths as well as weaknesses or deficiencies of managers in certain functions relating to the future needs of the organisations.

•      iv. Planning of individual development programs: Guided by the results of the performance appraisal that indicates the strengths and weaknesses of each of the executives, this activity of planning of individual development program can be performed.

•      v. Establishment of development programs: It is the duty of the HR department to establish the developmental opportunities. The HR department has to identify the existing level of skills, knowledge, etc., of various executives and compare them with their respective job requirements. Thus, it identifies developmental needs and requirements and establishes specific development programs, like leadership courses, management games, sensitivity training, etc.

•      vi. Evaluation of results: Executive development programs consume a lot of time, money and effort. It is, therefore, essential to find out whether the programs have been on track or not. Program evaluation will cover the areas where changes need to be undertaken so that the participants would find the same to be relevant and useful for enriching their knowledge and experience in future. Opinion surveys, tests, interviews, observation of trainee reactions, rating of the various components of training, etc., could be used to evaluate executive development programs.

THE RESPONSIVE MANAGERS-ON THE JOB AND
OFF THE JOB DEVELOPMENT TECHNIQUES AND
SKILLS

•      Management development programs help in acquiring and developing different types of managerial skills and knowledge.

•      Different types of techniques are used to acquire and develop various types of managerial skills and knowledge

Decision-making Skills

•      The main job of a manager is to make both strategic and routine decisions. His ability to take effective decisions can be enhanced by developing decision-making skills through various techniques, as explained below:

•      i. In-basket: In this method, the participant is given a number of business papers such as memoranda, reports and telephone messages that would typically cross a manager’s desk. The papers, presented in no particular sequence, call for actions ranging from urgent to routine handling. The participant is required to act on the information contained in these papers. Assigning a priority to each particular matter is initially required.

•      If the trainee is asked to decide issues within a time-frame, it creates a healthy competition among participants. The method is simple and easy to follow. Trainees learn quickly as they have to list priorities, make assumptions, assign work to others and get things done within a time-frame.

•      ii. Case study: This is a training method that employs simulated business problems for trainees to solve. The individual is expected to study the information given in the case and make decisions based on the situation. If the student is provided a case involving an actual company, he is expected to research the firm to gain a better appreciation of its financial condition and corporate culture. Typically, the case method is used in the class room with an instructor who serves as a facilitator.

•      Experienced trainers readily point out that the case study is most appropriate where:

•      l analytic, problem-solving and thinking skills are most important.

•      l the KSAs are complex and participants need time to master them.

•      l active participation is required.

•      l the process of learning (questioning, interpreting etc.) is as important as thecontent.

•      l team problem solving and interaction  are possible.

•      iii. Business games: Simulations that represent actual business situations are known as business games. These simulations attempt to duplicate selected factors in a specific situation, which are then manipulated by the participants. Business games involve two or more hypothetical organizations competing in a given product market.

•      The participants are assigned such roles as Managing Director, General Manager,

•      Marketing Manager, etc. They make decisions affecting price levels, production volume and inventory levels. The results of their decisions are manipulated by a computer program, with the results simulating those of an actual business situation.

•      Participants are able to see how their decisions affect the other groups and vice versa.

Interpersonal Skills

•      A manager can achieve results only when he is able to put individuals on the right track. He must interact with people actively and make them work unitedly. Managerial skills in the area of interpersonal relations can be enhanced through various techniques, viz., Role Play and Sensitivity Training.

•      1. Role play: This is a technique in which some problem – real or imaginary – involving human interaction is presented and then spontaneously acted out. Participants may assume the roles of specific organizational members in a given situation and then act out their roles. For example, a trainee might be asked to play the role of a supervisor who is required to discipline an employee smoking in the plant in violation of the rules. Another participant would assume the role of the employee. The individual playing the supervisory role would then proceed to take whatever action he deems appropriate. This action then provides the basis for discussion and comments by the groups.

•      2. Sensitivity training: This is a method of changing behaviour through unstructured group interaction. Sensitivity training is sought to help individuals toward better relations with others. The primary focus is on reducing interpersonal friction.

•      In sensitivity training, the actual technique employed is T-group (T stands for training). It is a small group of ten to twelve people assisted by a professional behavioral scientist who acts as a catalyst and trainer for the group. There is no specified agenda. He merely creates the opportunity for group members to express their ideas and feelings freely. Since the trainer has no leadership role to play, the group must work out its own methods of proceeding. A leaderless and agendum free group session is on. They can discuss anything they like. Individuals are allowed to focus on behavior rather than on duties. As members engage in the dialogue, they are encouraged to learn about themselves as they interact with others.

Job Knowledge

•      In addition to decision-making skills and inter-personal skills, managers should also possess job knowledge to perform their jobs effectively. Trainers acquire job knowledge through on-the-job experience, coaching and understudy.

•      1. On-the-job experience: On-the-job techniques are most widely used. No other technique may interest the trainee so much as the location of the learner is not an artificial one in the classroom techniques. The success of these techniques depends on the immediate supervisor and his teaching abilities. On-the-job techniques are especially useful for certain groups like scientific and technical personnel.

•      Though the costs of training initially appear to be low, they may turn out to be high when wastages of all kinds are considered under this type of training.

•      2. Behavior modeling: This is an approach that demonstrates desired behaviour, gives trainees the chance to practice and role-play those behaviours and receive feedback. The basic behavior modeling involves the following steps :

•      i. Learning points: At the beginning, the essential goals and objectives of the program are stated. In some cases the learning points are a sequence of behaviors that are to be taught.

•      ii. Modeling: Trainees watch films or videotapes in which a model manager is portrayed dealing with an employee in an effort to improve his performance. The model shows specifically how to deal with the situation and demonstrates the learning points.

•      iii. Role playing: Trainees participate in extensive rehearsal of the behaviors shown by the models.

•      iv. Social reinforcement: The trainer offers reinforcement in the form of praise Developing Managers and constructive feedback based on how the trainee performs in the roleplaying situation.

•      v. Transfer of learning: Finally, trainees are encouraged to apply their new skills when they return to their jobs.

•      3. Coaching: In coaching, the trainee is placed under a particular supervisor who acts as an instructor and teaches job knowledge and skills to the trainee. He tells him what he wants him to do, how it can be done and follows up while it is being done and corrects errors. The act of coaching can be done in several ways. The executive, apart from asking trainees to do the routine work, may ask them to tackle some complex problems by giving them a chance to participate in decision making.

•      For effective coaching, a healthy and open relationship must exist between employees and their supervisors. Many firms conduct formal training courses to improve the coaching skills of their managers.

•      4. Understudy: An understudy is a person who is in training to assume at a future time, the full responsibility of the position currently held by his superior. This method supplies the organization a person with as much competence as the superior to fill his post which may fall vacant because of promotion, retirement or transfer.

•      An understudy is usually chosen by the head of a particular department. The head will then teach him what all his job involves. The superior involves him in decision making by discussing the daily operating problems as well.

Organizational Knowledge

•      In addition to job knowledge, managers should also possess knowledge of various jobs, products, markets, finances creditors of the organization, etc. The techniques of imparting organisational knowledge are job rotation and multiple management.

•      a. Job rotation: The transferring of executives from job to job and from department to department in a systematic manner is called job rotation. The idea behind this is to give them the required diversified skills and a broader outlook, which are very important at upper management levels. The management should provide a variety of job experiences for those judged to have the potential for higher ranks before they are promoted. Job rotation increases the inter-departmental cooperation and reduces the monotony of the work.

•      b. Multiple management: Multiple management is a system in which permanent advisory committees of managers study problems of the company and make recommendations to higher management. It is also called a Junior-board of executives. These committees discuss the actual problems and different alternative solutions after which the decisions are taken. Multiple management technique offers

•      several advantages: it helps board members to gain first hand experience in various important aspects of business; it becomes easy to spot people with talent; juniors get a chance to improve their problem solving skills; and more importantly it is an inexpensive way of training a good number of executives to do things on their own and develop fast.

General Knowledge

•           In addition to job knowledge and organizational knowledge, managers should possess general knowledge, as the external environment interacts with and influences the business.

•      The general knowledge includes the knowledge about the economic conditions of the country and the world in general, in respect of major areas such as prices, GNP per capita income, various other industries, other sectors of the economy, political conditions, social factors, etc. General knowledge can be acquired through special courses, special meetings and specific readings.

•      i. Special courses: Special courses – like the workshops or executive development programs organized by the institutes, universities and colleges – help the trainees to acquire general knowledge.

•      ii. Special meetings: Special meetings organised in Consumers’ Forums, Voluntary Organisations, etc., help the trainees develop their general knowledge.

•      iii. Specific readings: Specific articles published by various journals, specific portions of important books are provided to the trainees to improve their general knowledge.

Specific Individual Needs

•      Some trainees may be weak in some areas. Such trainees are provided with special facilities for development. These facilities include special projects and committee assignments.

•      i. Special projects: In this method, a trainee is put on a project closely related to the objectives of his department. For example, a new recruit in a property evaluation firm may be asked to do a small project reviewing the prospects of selling commercial space in satellite townships (like Gurgaon, Rohtak and Ghaziabad) near Delhi. The project will give a first hand experience of the problems and prospects in space selling to the new recruit.

•      ii. Committee assignment: In this method, an ad hoc committee is appointed to discuss, evaluate and offer suggestions relating to an important aspect of business.

Other Off-the-Job Methods

•      1. Conferences: The conference method is another commonly used method of executive development. Topics such as human relations, safety education, customer relations, sales training, are often discussed, debated, spoken about at conferences specially organized and designed for the purpose.

•      A conference is a meeting of people to discuss a subject of common interest. The conference is structured around a small group meeting wherein a leader helps the group identify and define a problem, guides the discussion along desired lines and summarizes the views that represent the consensus of the group in dealing with the problem.

•      2. Lectures: Lectures are formal presentations on a topic by an experienced and knowledgeable person. The presentation is generally supported by discussions, case studies, audio-visual aids and film shows.

•      It is a simple and inexpensive way of imparting knowledge on a topic of special importance to a large audience. There could be a speedy interchange of ideas on a specific topic. The method may often degenerate into a kind of one-way traffic where the presenter tries to get ahead without paying attention to the reactions of the audience.

•      3. Group discussion: In this method, papers are presented by two or three trainees on a selected topic, followed by a stimulating discussions. The topics for discussion are selected in advance and the papers concerning the same, written by various participants, are printed and circulated beforehand.

•      It is a variant of the lecture method and is generally preferred where the intention is to give wide circulation and participation to a number of experts sharing their experiences with a fairly large group of individuals.

•      4. Programmed instruction (PI): It is based on certain behavioural laws, particularly dealing with reinforcement. Reinforcement means rewarding a correct response and punishing a wrong one. A major feature of PI is that it offers immediate feedback on whether the trainee has answered questions correctly or not.

•      PI is a learner-oriented technique which presents subject matter to the trainees in small, sequential steps, requiring frequent responses from the trainee and immediately offering him of their accuracy or otherwise. If the response is accurate, he takes up the next level; if not, he is asked to go back and start again. The instructions are carefully planned moving from the simple to complex ones in a smooth way.

CD-ROMS

•      Some intranets can also support the delivery of CD-ROM-based training. As CD-ROM programs continue to become more sophisticated, trainers can learn more about them through the use of "authoring" software, which ranges in difficulty from straightforward, template-based programs to more complex applications requiring expert programming skills.

•      HRM practitioners and trainers should also have a working knowledge of multimedia technology. It enhances learning in individual and group settings with audio, animation, graphics, and interactive video delivered via computer. Those capabilities let trainees retrieve information when they want it and in the way that makes the most sense to them.

SUM UP

•          Managers are the indispensable resources, the priceless assets of an organisationJob Knowledge

•      In addition to decision-making skills and inter-personal skills, managers should also possess job knowledge to perform their jobs effectively. Trainers acquire job knowledge through on-the-job experience, coaching and understudy.

•      1. On-the-job experience: On-the-job techniques are most widely used. No other technique may interest the trainee so much as the location of the learner is not an artificial one in the classroom techniques. The success of these techniques depends on the immediate supervisor and his teaching abilities. On-the-job techniques are especially useful for certain groups like scientific and technical personnel.

•      Though the costs of training initially appear to be low, they may turn out to be high when wastages of all kinds are considered under this type of training.

•      2. Behavior modeling: This is an approach that demonstrates desired behaviour, gives trainees the chance to practice and role-play those behaviours and receive feedback. The basic behavior modeling involves the following steps :

•      i. Learning points: At the beginning, the essential goals and objectives of the program are stated. In some cases the learning points are a sequence of behaviors that are to be taught.

•      ii. Modeling: Trainees watch films or videotapes in which a model manager is portrayed dealing with an employee in an effort to improve his performance. The model shows specifically how to deal with the situation and demonstrates the learning points.

•      iii. Role playing: Trainees participate in extensive rehearsal of the behaviors shown by the models.

•      iv. Social reinforcement: The trainer offers reinforcement in the form of praise Developing Managers and constructive feedback based on how the trainee performs in the roleplaying situation.

•      v. Transfer of learning: Finally, trainees are encouraged to apply their new skills when they return to their jobs.

•      3. Coaching: In coaching, the trainee is placed under a particular supervisor who acts as an instructor and teaches job knowledge and skills to the trainee. He tells him what he wants him to do, how it can be done and follows up while it is being done and corrects errors. The act of coaching can be done in several ways. The executive, apart from asking trainees to do the routine work, may ask them to tackle some complex problems by giving them a chance to participate in decision making.

•      For effective coaching, a healthy and open relationship must exist between employees and their supervisors. Many firms conduct formal training courses to improve the coaching skills of their managers.

•      4. Understudy: An understudy is a person who is in training to assume at a future time, the full responsibility of the position currently held by his superior. This method supplies the organization a person with as much competence as the superior to fill his post which may fall vacant because of promotion, retirement or transfer.

•      An understudy is usually chosen by the head of a particular department. The head will then teach him what all his job involves. The superior involves him in decision making by discussing the daily operating problems as well.

Organizational Knowledge

•      In addition to job knowledge, managers should also possess knowledge of various jobs, products, markets, finances creditors of the organization, etc. The techniques of imparting organisational knowledge are job rotation and multiple management.

•      a. Job rotation: The transferring of executives from job to job and from department to department in a systematic manner is called job rotation. The idea behind this is to give them the required diversified skills and a broader outlook, which are very important at upper management levels. The management should provide a variety of job experiences for those judged to have the potential for higher ranks before they are promoted. Job rotation increases the inter-departmental cooperation and reduces the monotony of the work.

•      b. Multiple management: Multiple management is a system in which permanent advisory committees of managers study problems of the company and make recommendations to higher management. It is also called a Junior-board of executives. These committees discuss the actual problems and different alternative solutions after which the decisions are taken. Multiple management technique offers

•      several advantages: it helps board members to gain first hand experience in various important aspects of business; it becomes easy to spot people with talent; juniors get a chance to improve their problem solving skills; and more importantly it is an inexpensive way of training a good number of executives to do things on their own and develop fast.

General Knowledge

•           In addition to job knowledge and organizational knowledge, managers should possess general knowledge, as the external environment interacts with and influences the business.

•      The general knowledge includes the knowledge about the economic conditions of the country and the world in general, in respect of major areas such as prices, GNP per capita income, various other industries, other sectors of the economy, political conditions, social factors, etc. General knowledge can be acquired through special courses, special meetings and specific readings.

•      i. Special courses: Special courses – like the workshops or executive development programs organized by the institutes, universities and colleges – help the trainees to acquire general knowledge.

•      ii. Special meetings: Special meetings organised in Consumers’ Forums, Voluntary Organisations, etc., help the trainees develop their general knowledge.

•      iii. Specific readings: Specific articles published by various journals, specific portions of important books are provided to the trainees to improve their general knowledge.

Specific Individual Needs

•      Some trainees may be weak in some areas. Such trainees are provided with special facilities for development. These facilities include special projects and committee assignments.

•      i. Special projects: In this method, a trainee is put on a project closely related to the objectives of his department. For example, a new recruit in a property evaluation firm may be asked to do a small project reviewing the prospects of selling commercial space in satellite townships (like Gurgaon, Rohtak and Ghaziabad) near Delhi. The project will give a first hand experience of the problems and prospects in space selling to the new recruit.

•      ii. Committee assignment: In this method, an ad hoc committee is appointed to discuss, evaluate and offer suggestions relating to an important aspect of business.

Other Off-the-Job Methods

•      1. Conferences: The conference method is another commonly used method of executive development. Topics such as human relations, safety education, customer relations, sales training, are often discussed, debated, spoken about at conferences specially organized and designed for the purpose.

•      A conference is a meeting of people to discuss a subject of common interest. The conference is structured around a small group meeting wherein a leader helps the group identify and define a problem, guides the discussion along desired lines and summarizes the views that represent the consensus of the group in dealing with the problem.

•      2. Lectures: Lectures are formal presentations on a topic by an experienced and knowledgeable person. The presentation is generally supported by discussions, case studies, audio-visual aids and film shows.

•      It is a simple and inexpensive way of imparting knowledge on a topic of special importance to a large audience. There could be a speedy interchange of ideas on a specific topic. The method may often degenerate into a kind of one-way traffic where the presenter tries to get ahead without paying attention to the reactions of the audience.

•      3. Group discussion: In this method, papers are presented by two or three trainees on a selected topic, followed by a stimulating discussions. The topics for discussion are selected in advance and the papers concerning the same, written by various participants, are printed and circulated beforehand.

•      It is a variant of the lecture method and is generally preferred where the intention is to give wide circulation and participation to a number of experts sharing their experiences with a fairly large group of individuals.

•      4. Programmed instruction (PI): It is based on certain behavioural laws, particularly dealing with reinforcement. Reinforcement means rewarding a correct response and punishing a wrong one. A major feature of PI is that it offers immediate feedback on whether the trainee has answered questions correctly or not.

•      PI is a learner-oriented technique which presents subject matter to the trainees in small, sequential steps, requiring frequent responses from the trainee and immediately offering him of their accuracy or otherwise. If the response is accurate, he takes up the next level; if not, he is asked to go back and start again. The instructions are carefully planned moving from the simple to complex ones in a smooth way.

CD-ROMS

•      Some intranets can also support the delivery of CD-ROM-based training. As CD-ROM programs continue to become more sophisticated, trainers can learn more about them through the use of "authoring" software, which ranges in difficulty from straightforward, template-based programs to more complex applications requiring expert programming skills.

•      HRM practitioners and trainers should also have a working knowledge of multimedia technology. It enhances learning in individual and group settings with audio, animation, graphics, and interactive video delivered via computer. Those capabilities let trainees retrieve information when they want it and in the way that makes the most sense to them.

SUM UP

•          Managers are the indispensable resources, the priceless assets of an organisation. They generate creative ideas, translate them into concrete action plans and produce results. When they succeed, they are able to keep everyone in good humor – including shareholders, employees and the general public. Executive or management development is a planned, systematic and continuous process of learning and growth by which managers, develop their conceptual and analytical abilities to manage. Management development programs help in acquiring and developing different types of managerial skills and knowledge. In addition to job knowledge, managers should also possess knowledge of various jobs, products, markets, finances creditors of the organization, etc.

•       Some intranets can also support the delivery of CD-ROM-based training. As CD-ROM programs continue to become more sophisticated, trainers can learn more about them through the use of "authoring" software, which ranges in difficulty from straightforward, template-based programs to more complex applications requiring expert programming skills. The success of any management development program largely depends on the selection of the method. The objectives of the program should be kept in mind while choosing a particular method.

 . They generate creative ideas, translate them into concrete action plans and produce results. When they succeed, they are able to keep everyone in good humor – including shareholders, employees and the general public. Executive or management development is a planned, systematic and continuous process of learning and growth by which managers, develop their conceptual and analytical abilities to manage. Management development programs help in acquiring and developing different types of managerial skills and knowledge. In addition to job knowledge, managers should also possess knowledge of various jobs, products, markets, finances creditors of the organization, etc.

•       Some intranets can also support the delivery of CD-ROM-based training. As CD-ROM programs continue to become more sophisticated, trainers can learn more about them through the use of "authoring" software, which ranges in difficulty from straightforward, template-based programs to more complex applications requiring expert programming skills. The success of any management development program largely depends on the selection of the method. The objectives of the program should be kept in mind while choosing a particular method.