© 2013 by Nelson Education Ltd. 1 Management Development CHAPTER FOURTEEN

© 2013 by Nelson Education Ltd. 1

Management

Development

CHAPTER FOURTEEN


LEARNING OUTCOMES

Define management and management development and explain how it is different from employee training

Describe the main roles, functions, and critical skills of managers

Discuss emotional intelligence and its relevance for management

Describe the models of management skill development Describe the use of error-management training for

management development Describe the content of management skills development

programs


LEARNING OUTCOMES

Discuss the different types of management development programs

Describe outdoor wilderness training programs and their effectiveness for management development

Define job rotation and coaching and discuss the characteristics of great coaches, the five conditions that are necessary to ensure the development of managers, and the challenges of coaching

Discuss the research on the effectiveness of management development programs


WHAT IS MANAGEMENT?

The process of getting things done, efficiently and effectively, through and with other people

Roles Functions Skills Programs


WHAT IS MANAGEMENT?


MANAGEMENT DEVELOPMENT VS. EMPLOYEE TRAINING

Differences: Managers work mainly through other people Training design techniques tend to be different Managerial personalities must be taken into

account Management development is a longitudinal process Unique strategic significance of developing

managers


MANAGEMENT DEVELOPMENT

Complex process by which individuals learn to perform effectively in managerial roles

Is Management Development Important?

One of the most important Per capita training expenditures are greater for

managers Prudent business investment A manager’s role is the pivotal role in organizations


LEADERSHIP

The qualities and behaviours required to shape the direction of the organization and that inspire others to pursue that direction in the face of obstacles and constraints


CORE MANAGERIAL ROLES

Major roles of managers:

A. Interpersonal role

B. Informational role

C. Decisional role



A. Interpersonal Role: Refers to the relationships that managers develop with other people

Managers can provide leadership to help to attain group goals

Are liaisons within and outside the unit Act as figureheads



B. Informational Role

Managers must monitor the environment Disseminate information to others Act as a spokesperson



C. Decisional Role

Managers must make decisions about people, goals, and the means to attain them

In this capacity, they act as entrepreneur, resource allocator, negotiator, and troubleshooter


MANAGERIAL FUNCTIONS

Major Functions of Management

Controlling Organizing Planning Leading



Controlling Activities of the organization and its members are

monitored to ensure they contribute positively to the attainment of organization goals and objectives

Organizing Establishing systems that ensure that the efforts of

individuals working on major tasks are efficiently and effectively coordinated and organized



Planning Defining the direction toward which the efforts of

individuals are to be directed

Leading Influencing the actions of others such that these actions

are coordinated to produce the desired outcomes• Acting as a role model• Inspiring a shared vision• Challenging the status quo and encouraging others to

do so• Recognizing contributions


MANAGEMENT SKILLS

A set of actions that individuals perform and that lead to certain outcomes


EMOTIONAL INTELLIGENCE

Ability to manage your own and others’ emotions and your relationships with others

Five sets of skills:

1. Self-awareness2. Self-control3. Motivation or drive4. Empathy5. Interpersonal skills

PROJECT MANAGEMENT AND EI

Most managers are involved with the management of projects

Managing a project requires managers control, organize, plan, and lead

Project management refers to the day-to-day functioning of manager in the accomplishment of the plan



MODELS OF MANAGEMENT SKILLS DEVELOPMENT

All management development programs should include:

1. Initial skills assessment

2. Skill acquisition

3. Skill practice

4. Skill application on the job



A. Skills Assessment Identifies skill level of the manager before

development Builds self-awareness Contributes to training motivation Identifies managers’ learning and behavioural

styles



B. Skill Acquisition (Learning) Instead of being taught specific procedures or

steps, managers learn how to recognize the need for the skill in a diverse number of circumstances

Usually involves group discussion of opportunities, obstacles, and strategies pertaining to skill use

Focus on learning principles, not specific approaches• Objective is to promote procedural learning



C. Skill Practice Practice serves three fundamental purposes:

• Reinforces learning and shifts learning from the declarative to the procedural learning stage

• Enhances self-efficacy• Maintains trainees’ interest, attention, and

motivation



D. Skill Application on the Job (Transfer) During training managers establish specific

plans for the application of learning

Follow-ups, coaching, and reinforcement are frequently required to ensure transfer


ERROR TRAINING FOR MANAGEMENT DEVELOPMENT

EMT has been found to be more effective when trainee has to generalize learning to new tasks

Best for jobs that require problem-solving skills, where reproduction of learned behaviour is not sufficient

Management jobs require constant adaptation to an ever-changing environment

Managers must be able to use new skills flexibly in a variety of contexts (adaptive expertise)

EMT is more effective in producing adaptive expertise and therefore advisable to consider for management development programs


CONTENT OF MANAGEMENT DEVELOPMENT PROGRAMS

Management skills can be organized in three categories:

1. Conceptual skills• e.g., problem solving and decision making, planning,

and performance management

2. Technical skills• e.g., using Excel, PowerPoint, knowing tax laws

3. Interpersonal skills• e.g., communication, managing conflict and stress


METHODS OF MANAGEMENT DEVELOPMENT

Management training methods tend to rely on highly informational and highly experiential procedures

Informational Informational and focused on the principles and applications of the skill

or techniques being taught• Lectures, readings, informative videos, and group discussion

Experiential learning Learning experiences that include skill practice exercises that actively

engage and involve the learner• Role plays, active exercises, and simulations• Builds procedural knowledge & boosts self-efficacy



Informational and experiential components are present in most programs

Balance between the two is not always identical Business school DVD is mostly informational Outdoor education is mostly experiential Three general approaches:

• Management education• Management training programs• On-the-job management development



Management Education The acquisition of a broad range of managerial

knowledge and general conceptual abilities• Typically conducted by colleges and universities

– e.g., MBA programs–Examples and case studies key learning tools



Management Training Programs and activities designed to develop specific

managerial skills• e.g., Classroom-based and outdoor wilderness training

develops teamwork and leadership skills

On-the-Job Management Development Programs designed to provide individuals with managerial

learning experiences on-the-job• e.g., Job rotation• e.g., Coaching

JOB ROTATION

Exposing an individual to different areas and experiences throughout the organization• Once job mastered – move to another one• High levels of popularity• Learns about the organization



COACHING

Effective coaching characteristics include: Goal Orientation

• Great listeners, empathy, interest in helping people achieve their goals

Challengers• Able to “feel” the mood of learner and know when to listen and

when to challenge beliefs

Person focused• Help learners use their previous knowledge and experience to

develop their own perspective, understanding, and styles in dealing with the problems to be solved


COACHING

Coaches are maximally helpful when they structure their efforts to help managers develop: Insight

• Recognizing their own strengths and weaknesses

Motivation• Understanding and caring about changing the ways in which they

operate

Capabilities• Identifying resources/best practices for dealing with complex

decisions and situations and by exploring alternative ways of

dealing with them


COACHING

Real-World Practices• Identifies opportunities to implement, on a day-to-day basis, the little

changes that should be made and to develop the critical perspective needed to assess what works, what does not, and why

Accountability• Encourages the manager to demonstrate the new skills and

knowledge through commitment to specific actions


COACHING

Challenges1. Coach must act to gain trust of “coachee”

• Demonstrate confidentiality, discretion, honesty• With the developing trust it becomes easier for coach to provide

feedback

2. As applying new skills is fraught with obstacles and hurdles that can discourage the use of new skills, a coach needs to be attentive to these situations and help managerial persistence• Build self-efficacy • Construe obstacles as “problems” rather than failures • Provide emotional support


COACHING

3. Coaches who are in a position to do so sometimes intervene elsewhere in the organization to remove obstacles• Proactive• Internal coaches in better position to do this

Studies have shown that coaching is generally perceived as an effective tool for management development albeit these findings are drawn more from self-reports


MANAGEMENT DEVELOPMENT EFFECTIVENESS

A variety of studies as well as more formal meta-analysis indicate varying levels of effectiveness for management development programs and initiatives

On average results show that management development programs do contribute to organizational effectiveness

Over 1/3 of Canadian organizations have systematic coaching and mentoring programs and consider them effective leading

Future research studies will continue to explore the question of effectiveness


SUMMARY

Discussed roles, functions, and critical skills of managers and how they are developed

Presented overview of the management skills that management development programs are designed to teach

Described a model of management development (assessment, acquisition, practice, and application)

Discussed the content and most common delivery methods of management development programs

Discussed examples such as outdoor education, job rotation, and coaching

Documents

© 2013 by Nelson Education Ltd. 1 Management Development CHAPTER FOURTEEN