The document discusses various topics related to management development including definitions, processes, needs assessment methods, program design, and evaluation. It provides definitions of management development from different sources. It also describes common methods used in management development programs including on-the-job methods like understudy assignments, coaching, and job rotation as well as off-the-job methods like classroom training, business simulations, and university programs. The document outlines processes for determining management needs, establishing objectives, and evaluating the impact and effectiveness of development activities.

1. Management
Development

2. MANAGEMENT DEVELOPMENT:
DEFINTIONS
• The continuous process of developing managers’
knowledge, skills and attitudes through instruction,
demonstration and planned experience to meet the
present and future needs of the business.”
(Tom Roberts 1974)
• An attempt to improve managerial effectiveness
through a planned deliberate learning process.
(Training Services Agency 1977)
• An attempt to improve managerial effectiveness
through a learning process.
(Alan Mumford 1989)

3. The Management Development Process
• Is concerned with developing the
experience, attitudes, and skills
necessary to become or remain an
effective manager
• It must have the full support of the
organization’s top executives

4. The Management Development Process

5. Management Inventory and Succession
Plan
• Management inventory – Specialized, expanded form of
skills inventory for an organization’s current
management team
• Includes basic types of information, and brief
assessment of past performance and potential for
advancement
• Can be used to fill vacancies that occur unexpectedly
• Can be used in planning development needs of
individual managers
• Can be used to develop a management succession
plan, sometimes called a replacement chart or schedule

6. Management Inventory and Succession
Plan
• Management succession plan – Chart or
schedule showing potential successors for each
management position within the organization
• It may simply be a list of positions and potential
replacements
• Both are generally kept confidential and can be
computerized
• Maintained by human resource department for
use of top executives

7. Sample of a Simplified Management
Inventory

8. Replacement Plan for Administrative
Division of a Typical Organization

9. Determining The Net Management
Requirements
• Organization’s objectives - Play a
significant role in determining the
organization’s requirements for
managers.
• Changings in management team should
be considered while determining Net
Management Requirements

10. Changes in the Management Team
Some can be estimated fairly accurately and easily
•Retirements – Predicted from information in management inventory
•Transfers and promotions – Estimated from planned retirements of
individuals in specific jobs and objectives of the organization
Some are not so easily determined
•Deaths, resignations, and discharges
Management inventory and succession plan can be used to help fill
vacancies when changes occur

11. Needs Assessment
• Before management development activities are
undertaken, specific development needs of managers in
the organization must be determined
• Needs assessment – A systematic analysis of specific
management development activities the organization
requires to achieve its objectives
• Management development needs of any organization
result from overall needs of organization and development
needs of individual managers

12. Needs Assessment
• Four methods exist to determine 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
• Task analysis
• Concerned with what tasks are required in
performing managerial job
• Performance analysis
• Deals with job performance requirements in
performing managerial job

13. Need Assessment:
Training Needs Survey
•Asks key people what knowledge and skills they think
or feel performers require to do their job
•Prioritizes the knowledge and skills recommended
and summarizes them as a training agenda or
curriculum.
This method is likely to be useful in the following
circumstances:
•when new business opportunities arise
•when a new system/work technology must be
implemented
•when existing training programs must be revised or
updated

14. Needs Assessment Questionnaire

15. Needs Assessment Questionnaire

16. Need Assessment:
Competency Studies
• Asks key people what competencies they think performers
require to do the job
• Determines the knowledge and skills required to attain the
stated competencies
• Prioritizes the knowledge and skills recommended and
summarizes as a training agenda or curriculum.

17. Need Assessment:
Competency Studies
Most effective under the following circumstances:
•Competencies for management, supervisory, or professional
jobs must be identified
•A credible system or template for recruiting, hiring,
developing, and promoting must be developed.

18. Need Assessment:
Task Analysis
• Determines what tasks are required of the
performer for the job to be performed correctly
and successfully
• Determines the knowledge and skills required to
correctly perform the tasks
• Identifies priorities among the tasks, and thereby
the knowledge and skills, and summarizes as a
training agenda or curriculum.

19. Need Assessment:
Task Analysis
Most effective under the following circumstances:
•when new or existing job descriptions or profiles for managerial and
non-managerial jobs must be developed as part of performance
management system
•when jobs must be redesigned and tasks (knowledge, skills, and
abilities) for each job indemnified
•when a consistent set of training requirements must be created,
especially those involving highly technical or specialized job
functions

20. Need Assessment:
Performance Analysis
• Determines what performance is required
• Determines the critical job output or accomplishments
• Determines what tasks are required of the developing-performer
to produce the job outputs or accomplishments
• Determines the knowledge and skills required to correctly perform
the tasks identified
• Determines the other factors (in addition to knowledge and skills)
that influence job performance - such as job design, resources,
and feedback
• Prioritizes the knowledge and skills required based on impact on
job performance and summarizes these as a training agenda or
curriculum
• Summarizes recommendations to modify negative influences on
performance as identified above

21. Need Assessment:
Performance Analysis
Most effective when:
•Identifying individual training needs
•when annual training plans need to be
developed
•when an organization has an effective
performance management process.

22. Comparison of Four Approaches to
Determining Management Development
Needs
9-22

23. 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 be
categorized as
• Instructional
• Organizational and departmental
• Individual performance and growth

24. Establishing Management Development
Objectives
Instructional objectives
•An instructional objective is a statement that will describe what the
learner will be able to do after completing the instruction
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

25. Design of Management Development
program
Management development program should be
designed, conducted, and evaluated on the basis of
•Objectives of the organization
•Needs of individual managers who are to be
developed
•Anticipated changes in organization’s management
team

26. Management Development Program
• Management development programs are
designed to improve managerial effectiveness of
employees
• Management development programs can be
divided into two categories on and off the job

27. Management Development Program
• On-the-job programs are provided at the
workplace itself, the employees produce
things while learning. In off-the-job
programs, the employees are away from
the work environment, that eliminates
stress, frustration and bustle of day-to-
day job

28. Selected Methods Used in Management
Development

29. Understudy Assignments
• On-the-job training in which one individual, designated as the heir
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
directly responsible for operating results
Disadvantages
• Understudy learns the bad as well as the good practices of
incumbent
• If used, it should generally be supplemented with one or more
of the other management development methods

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

31. Experience
• Developing 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 for a
means of satisfying it
• Disadvantage
• Employees allowed to learn management only through
experience can create serious problems by making
mistakes
• High risk involved
• Serious difficulties can be avoided if experience method is
supplemented with other management development
techniques

32. Job Rotation
• Designed to give an individual broad experience through
exposure to many different areas of organization
• Developing individual 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 new
management associates
• Advantage
• Allows the trainee to become familiar with entire operation of
company
• Reduces boredom and monotony through diversifying the
employees activities.
• Disadvantage
• Work is disrupted as rotated employees take time to adjust
to a new set up
• It can demotivate intelligent and ambitious individuals who
seek specific responsibilities in their chosen specialty.

33. 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
experience 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

34. Classroom Training
Most familiar method. It Includes
• Lectures
• Case studies
• Role playing

35. Lectures
• Common method of instruction . It is basically educational
talk to audience
• Can include media such as computer slides (PowerPoint)
• Advantages include
• Lecturers can reach many learners at one time
• Lectures appeal to those who learn by listening
• Lectures can present large amounts of information
• Lectures can be specifically organized to meet the
needs of particular audiences
• Less expensive

36. Lectures
Disadvantages
• Lectures often do not allow for feedback from the
audience
• Lectures emphasize learning by listening, which is a
disadvantage for individuals who have other learning
styles.
• Listeners are often passive
• Length of lecture periods often does not match
listener’s interest spans
• Lecturing fails to allow for individual differences in
ability or experience
• Lectures are unsuitable for certain higher forms of
learning, such as analysis and diagnosis
• Lectures requires effective speakers

37. Case Studies
Classroom training in which trainee analyzes real or
hypothetical situations and suggests not only what to do but
also how to do it Case study should force developing
individuals to
•Think through problems
•Propose solutions
•Choose among them
•Analyze consequences of decision
Success of this method depends heavily on skills of the
instructor. Asking probing questions and keeping everyone
involved in analysis of case are critical for its success

38. Case Studies
• Advantages of case method include
• 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
• Possible weaknesses of case method include
• It might be difficult to find an appropriate case study to suit to
all subjects
• Since there is no one right answer, the problem arises in
validation of the solutions because there are more than one
way to look at things
• Maturity of participants is required as they have to participate
in the case discussion.

39. Role Playing
• Participants are assigned different roles and
required to act out those roles in a realistic
situation
• Idea is for participants to learn from playing out
the assigned roles
• Its success depends on ability of participants to
assume the roles realistically
• Videotaping allows for review and evaluation of
the exercise to improve its effectiveness

40. Role Playing
Advantages
•Keep participants attentive
•Participants can easily understand the problems and
consequences.
•Training becomes lively and interesting.
Disadvantages
•Participants often find it difficult to perform role play.
•If not perform properly, may turn to a fun; not a learning
experience.
•Sometime goes into other direction not intended.
•Require supportive environment

41. In-Basket Technique
This technique is used in identifying executive potential of developing
individual and for the purpose of management development. It can
also be utilized in teaching decision making skills.
Procedures of in-basket technique:
•Give the employees a description of their role (a current or future
job) and general information about the situation.
•Then give them a packet of materials (such as requests, complaints,
memos, messages, and reports) which make up the in-basket.
•They are asked to respond to the materials supplied within a
particular period of time.
•When the in-basket is completed, the trainer asks the trainee to
identify the processes used in responding to the information and to
discuss their appropriateness.
•The trainer then give feedbacks to the trainee

42. In-Basket Technique
In this technique participants analyze
situations and suggest alternative actions
• Evaluated on basis of number and
quality of decisions
• Evaluated on priorities assigned to
each situation

43. In-Basket Technique
Advantages

44. In-Basket Technique
Advantages
• Abilities can be developed encompass
• Situational judgment in being able to
recall details, establishes priorities,
interrelate items, and determine need for
more information
• Social sensitivity in exhibiting courtesy in
written notes, scheduling meetings with
involved personnel, and explaining
reasons for action taken
• Willingness to make decision and take
action

45. In-Basket Technique
Disadvantages
• Time consuming
• Technical
• Difficult
• Usually used in large organizations

46. Web-Based Training (WBT)
• 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
• Participants can take courses either
independently or in real time with an instructor,
through a network connection
• Online courses are most often given in
conjunction with instructor-led courses –
Employees have advantage of seeing hands-on
demonstrations
• Allows work-life balance for employees due to
flexibility of time, place and programs

47. Web-Based Training (WBT)
• Method takes advantage of technology available
in virtual classroom
• Virtual classrooms can be
• Asynchronous classroom - Allow employees and
instructors to engage in learning activities
without being online at same time
• Synchronous classrooms – Allow employees and
instructors to be online simultaneously
• It is likely that WBT will continue to grow both in
large and small organizations

48. Business Simulations
• Simulates an organization and its
environment and requires a team of
players to make operating decisions
based on situation

49. Business Simulations
Advantages
•Simulation offers trainee participation. Rather than
sitting through a training lecture, trainees can
practice what they have learnt and quickly learn
from any mistakes without serious implications.
•Simulation allows trainees to purposely undertake
high-risk activities or procedural tasks within a safe
environment without dangerous implications.

50. Business Simulations
Disadvantage
•Simulation is not always able to completely re-
create real-life situations.
•Simulators can be very expensive and require
constant updates and maintenance.

51. Adventure Learning
(Experiential-Learning Programs)
• Programs that use many kinds of challenging
outdoor activities (often involving physical risk) to
help participants achieve their goals
• Objectives of adventure learning Include
• Better communication
• More creative problem solving
• More effective teamwork
• Improved leadership

52. Adventure Learning
(Experiential-Learning Programs)
Following Personal growth objectives can be
achieved by using this method
• Improved self-esteem
• Improved risk-taking skills
• Increased self-awareness
• Better stress management

53. University and Professional Association
Programs
• Universities offer courses intended to help meet
management development needs of various
organizations
• Offerings range from courses in principles of
supervision to advanced executive management
programs
• Programs use many of the previously discussed
classroom techniques

54. Evaluation Of Management
Development Activities
• Four alternatives exist for evaluating management
development activities
• Each focuses on the following questions:
• Alternative I – Are trainees happy with the course?
• Alternative II – Does 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?
• For each of the four alternatives
• Organization must determine what might be measured
to answer questions posed by the alternative

55. Evaluation Matrix

56. END