There are some slides of HRM Ch 9 e10

1. ASSIGNMENT
ON
HUMAN RESOURCE MANAGEMENT
• Topic
• Management and Organizational Development
• Presented By:
• Group II
• Group Members
• Muhammad Waris 3512
• Danial Yousaf 3570
• Muhammad Farhan 3510
• Junaid ur Rehman 3591
• BBA (Hons.) 6th Semester (A)
University Of Education Lahore, Multan Campus

3. CHAPTER N0. 9

5. Organizational
Objectives
Changes in the
management team
Management
inventory and
succession plan
Net management
requirements (Quality
and quantity of
managers needed)
Needs assessment

6. Evaluation of
programs
Management
development
objectives
Management
development
programs

7. MANAGEMENT DEVELOPMENT PROCESS
process concerned with developing the experience, attitude, and skills necessary to become or
remain an effective manager.
DETERMINING THE NET MANAGEMENT REQUIREMENTS
1- Organizational Objective:
An organization’s objectives play a significant role in determining the organization’s
requirements for managers. For instance, if an organization is undergoing a rapid expansion
program, new managers will be needed at all levels. If, on the other hand, the organization is
experiencing limited growth, few new managers may be needed, but the skills of the present
management team may need to be upgraded.

8. 2- Management inventory and succession plan:
A management inventory, which is specialized type of skills inventory,
certain types of information about an organization’s current management
team. Management inventories often include information such as present
position, length of service, retirement date, education, and past
evaluations.
Table 9.1 illustrates a simplified management inventory.
A management inventory can also be used to develop a management
succession plan, sometimes called a replacement chart or schedule. A
management succession plan records potential successors for each
within the organization.

9. Name Present position Length of
service
Retirement year Replacement
positions
Pervious
Training
Received
James W. Burch Industrial
relations
manager,
Greenville plant
5 years 2007 Corporate
industrial staff
B.B.A,
University of
education,
middle
management
program
Judy S. Chesser Engineering
trainnee
9 months 2017 Plant
engineering
manager,
corporate
engineering
staff
B.E.E ,
Tech

10. 3- Changes in the Management Team:
Certain changes in the management team can be estimated fairly accurately and
easily, while other changes are not easily determined.
Changes which are easily estimated
1- Retirement (It can predicted from information in the management inventory)
2- Transfer and promotion (It can predicted from objective of the organization)
Changes which are not easily estimated
1- Death
2- Resignation
3- Discharge
However, when these changes do occur, the management inventory and succes
Plan can be used to help fill these vacancies.

11. Conclusion:
1- Analysing the organization’s Objectives
2- Studying the management inventory and succession plan
3- Evaluating changes in the management team
Both can give the HR Department a good picture of both the quantity and quality
managers the organization will need.
NEEDS ASSESSMENT:
‘’Needs assessment is a systematic analysis of the specific management developme
activities the organization requires to achieve its objectives’’.
Every organization has physical, financial, and HR needs. Needs relate to what the
organization must have to achieve its objectives. A fundamental need of any organ
is the need for an effective management team.

12. Vice president
–
Administration
Accounting
Department
manager
Finance
Department
manager
Personnel
Department
manger
Planning
Department
manager
Wage and
salary
Department
manager
Employee
Benefits
manger
Employment
Department
manager
Labour Relation
manager
Training and
Development
Department
manager
Figure: 9.2
Replacement plan for Administrative
Division of a Typical organization

14. Establishing Management Development
Objectives
Objectives for the overall management
development program and for individual
programs must be
• Expressed in writing
• Measurable
Management development objectives can
categorized as
• Instructional
• Organizational and departmental
• Individual performance and growth

15. Establishing Management Development
Objectives
 Instructional objectives – Might incorporate
• 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
Organizational and departmental
• Concern the impact programs will have on organizational and
departmental outcomes, such as absenteeism, turnover, safety, and
number of grievances
Individual performance and growth
• Concern impact on behavioral and attitudinal outcomes of individual
• May involve impact on personal growth of individuals participating
 Individual program objectives specifying skills, concepts, or attitudes
that should result must be identified
Course content and method of instruction can be specified after

16. Methods Used in Management
Development
•The list of conditions for effective learning apply
management development programs
• As with employee training, management
development can be achieved both on and off the
job

17. Selected Methods Used in Management
Development

18. Understudy Assignments
 On-the-job training in which one individual, designated as the heir to
to a job, learns the job from the present job holder
• Used to develop an individual’s capabilities to fill a specific job
Advantages
• Heir realizes purpose of the training
• Can learn in a practical and realistic situation without being
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
 If used, it should generally be supplemented with one or more of
the other management development methods

19. Coaching
 Management development conducted on the job that
involves experienced managers advising and guiding
in solving managerial problems
• Emphasizes responsibility of all managers for developing
employees
 Advantage
• Trainees get practical experience and see results of
their decisions
 Disadvantage
• Danger of the coach neglecting training
or pass on inappropriate management practices
 The coach’s expertise and experience are critical with
method

20. Experience
• Individuals are promoted into management jobs and
allowed to learn on their own from daily experiences
• Advantage
• Individual, in performing a specific job, may
recognize need for management development and look
a means of satisfying it
• Disadvantage
• Employees allowed to learn management only
through experience can create serious problems by
mistakes
• Frustrating to attempt to manage without
necessary background and knowledge
• Serious difficulties can be avoided if experience method
supplemented with other management development
techniques

21. Job Rotation
• Designed to give an individual broad experience through exposure
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
• Large organizations frequently use this for training recent college
graduates
• Advantage
• Trainees can see how management principles can be applied
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
• Both of these disadvantages can produce negative attitudes

22. Special Projects and Committee
Assignments
• Special projects require trainee to learn about a particular subject
• For example, a trainee may be told to develop a training
program on safety
• Requires learning about organization’s present safety
policies and problems and safety training procedures used by other
companies
• Trainee must also learn to work and relate to other
employees
• Critical that they provide a developing and learning
for trainee and not just busywork
• Committee assignments (similar to special projects) – Used if
organization has regularly constituted or ad hoc committees
• 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

23. Classroom Training
• Most familiar type of training; can utilize several methods
• Used in
• Management development programs
• Orientating and training activities
• Include
• Lectures
• Case studies
• Role playing

24. Lectures
• Common method of instruction (teaching by spoken word)
• Can include other media such as transparencies, slides,
videotapes, or computer slides such as PowerPoint
• Strengths include
• Communicates intrinsic interest of subject matter
• Lecturer can communicate their enthusiasm for
subject, which should enhance the audience’s interest in learning
• Lectures can cover material not otherwise available
• Lecturers can reach many learners at one time
• Lecturers can serve as effective models for their audience
• Effective lecturers convey information and convey
what does and does not work in different settings
• Lecture method lets instructor control what will be covered,
the sequence in which it will be covered, and how much time will be
devoted to each topic
• Lectures pose a minimal threat to the learner

25. Lectures
• Weaknesses include
• Lectures often do not allow for feedback from
audience
• Listeners are often passive
• Length of lecture periods often does not match
listener’s interest spans
• Lecturing fails to allow for individual differences
ability or experience
• Lectures are unsuitable for certain higher forms
learning, such as analysis and diagnosis
• Lectures are partially dependent on the public
speaking skills and abilities of the lecturer

27. METHODS USED IN MANAGEMENT DEVELOPMENT
• Case Studies
• Method of classroom training in which trainee analyzes real or hypothetical situations
and suggests not only what to do but also how to do it.
• Advantages
• Cases emphasizes the analysis of a situation that is typical of the manager’s world
• The case study method improves the learner’s verbal and written communication
• Cases expose learners o a wide range of true to life management problems
• Cases inspire interest in otherwise theoretical and abstract training material

28. METHODS USED IN MANAGEMENT DEVELOPMENT
• Disadvantages
• Cases often focus on past and static consideration
• Case analysis often lacks emotional involvement on the part of student and thus is
unrealistic in terms of what the trainee would actually do in the situation
• Case analysis can sometimes confuse students who are used to definite solutions
• Incident method
• Form of case study in which learners are initially given the general outline of a
situation and receive additional information from instructor only as they request it.

29. METHODS USED IN MANAGEMENT DEVELOPMENT
• Role Playing
• In this method, participants are assigned
different roles and required to act out
those roles in a realistic situation
• The success of this method depends on
the ability of participants to assume the
roles realistically

30. METHODS USED IN
MANAGEMENT
DEVELOPMENT
• 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

31. METHODS USED IN MANAGEMENT DEVELOPMENT
• Web Based Training
• Method of training in which
material is presented on
computer video screens via
either the internet or company
internet: participants are
required to answer questions
correctly before being allowed
to proceed

32. METHODS USED IN MANAGEMENT DEVELOPMENT
• WBT takes the advantage of the
technology available in virtual
classrooms
• Virtual Classrooms can be
• Asynchronous
• Synchronous

33. METHODS USED IN MANAGEMENT DEVELOPMENT
• Asynchronous
• Asynchronous Classroom
allow students and
instructors to engage in
learning activities without
being online at the same
time

34. METHODS USED IN
MANAGEMENT
DEVELOPMENT
• Synchronous
• Synchronous classroom
allow students and
instructors to be online
simultaneously

35. METHODS USED IN MANAGEMENT DEVELOPMENT
• Business Simulations
• Method of training that simulates an
organization and its environment
and requires a team of players to
make operating decisions based on
the situations

36. METHODS USED IN MANAGEMENT DEVELOPMENT
• Decisions are made using less than
complete data
• Disadvantages
The participant simply attempt to
determine the key to winning
• Advantages
• They simulate reality
• Decisions are made in Competitive
environment
• Feedback is provided concerning
decisions

37. METHODS USED IN MANAGEMENT DEVELOPMENT
• Adventure learning
• Programs that use many kinds of
challenging outdoor activities to help
participants achieve their goals.
• Group focused objectives
• Better communication
• More creative problem solving
• More effective teamwork
• Improved leadership
• Personal growth objectives
• Improved self esteem
• Improved risk taking skills
• Increased self awareness
• Better stress management

38. METHODS USED IN MANAGEMENT DEVELOPMENT
• University and Professional Association Seminars
• Some college and Universities offer both credit and noncredit courses intended to
help to meet the management development needs
• These offerings range from courses in principles of supervision to advance executive
management programs
• Professional associations such as the American Management Association also offer a
wide variety of Management Development Programs

39. EVALUATION OF MANAGEMENT DEVELOPMENT
ACTIVITIES
• Four alternatives exits for evaluating management development activities.
• Alternative I- are the trainees happy with the course?
• Alternative II- Does the training course teach the concept?
• Alternative III- Are the concept used on the job?
• Alternative IV- Does the application of the concept positively affect the organization

40. EVALUATION OF MANAGEMENT DEVELOPMENT
ACTIVITIES
What We Want To Know
• Are the trainee happy with the course? If not why? If
not why?
• Concepts not relevant
• Format of the presentation
• Do the material teach the concepts? If not why not?
• A concepts too complex
• Examples not relevant
• Exercises not relevant
• Format of the presentation
What Might Be Measured
• Trainee reaction during workshop
• Trainee reaction after workshop
• Trainee performance during
workshop
• Trainee performance at end of
workshop

41. EVALUATION OF MANAGEMENT DEVELOPMENT
ACTIVITIES
What We Want To Know
• Are the concept used? If not, why not?
• a Concept
• Not relevant
• Too complex
• b Environment not supportive
• Does the application of concepts
positively affect the organization? If
not, why not.
What Might Be Measured
• Performance improvements
• Performance improvements

42. METHODS USED IN
MANAGEMENT
DEVELOPMENT
• Assessment Centers
• 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
situations

44. ORGANIZATIONAL DEVELOPMENT
• Definition
• Organization wide, planned effort managed
from the top to increased performance
through interventions and training.
• Phases of organizational development
• Diagnosis
• Strategy planning
• Education
• evaluation

45. ORGANIZATIONAL
DEVELOPMENT
• Diagnosis
• The first decision to be made in
the OD process is whether the
organization has the talent and
available time necessary to
conduct the diagnosis.
• If not, an alternative is to hire
an outside consultant.
• Once the decision has been
made regarding who will do
the diagnosis, the next step is
to gathered and analyse
information.

46. ORGANIZATIONAL DEVELOPMENT
• Methods of diagnosis
• Available record:
• The first step is to review any available record or documents that may be pertinent.
• Personal records and financial reports are two types of generally available records that
can be useful
• Survey questionnaires:
• The most popular method of gathering data is through questionnaires filled out by
employees.
• Usually the questionnaires are intended to measure employee attitudes and
perception about certain work-related factors.

47. ORGANIZATIONAL DEVELOPMENT
• Personal interviews:
• In this approach, employees are individually interviewed regarding their opinions and
perceptions and certain word-related factors.
• Direct observation:
• In this method, the person conducting the diagnosis observes first hand the behaviour
of organizational member at work.
• One advantage of this method is that it allows observation of what people actually do
as opposed to what they say they do.

48. ORGANIZATIONAL DEVELOPMENT
• Strategy planning
• The strategy planning process is to
identify specific problems areas and
outline steps for resolving problems

49. ORGANIZATIONAL DEVELOPMENT
• Education:
• The purpose of the education is to share
the information obtained in the diagnostic
phase with the effected employees and
help them realize the need for change.
• Methods of education:
• Direct feedback:
• Process in which the change agent
communicates the information
gathered through diagnosis directly
to the effected people.

50. ORGANIZATIONAL DEVELOPMENT
• 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
• Specific Activities used in team building:
• Clarifying employee roles
• Reducing conflict
• Improving interpersonal relations
• Improving problem solving skills

51. ORGANIZATIONAL DEVELOPMENT
• Sensitivity Training:
• Method used in OD to make one more
aware of oneself and one’s impact on
others.

52. ORGANIZATIONAL DEVELOPMENT
• Evaluation
• Probably the most difficult phase in the OD
process is the evaluation phase
• The basic question to be answered is
• Did the OD process produce the desired
results ?
• Before any OD effort can be evaluated ,explicit
objective must be determined
• Objective of an OD effort should be outcome
oriented
• An even better approach is to compare “before”
and “after” data with similar data from a control
group

53. THE ENDThank You for
Your Attention
Any Question
?