This document discusses management development. It defines development as having a long-term focus on preparing employees for future roles, unlike training which focuses on short-term skills. Development helps improve individual and organizational performance. Several methods of management development are outlined, including supervisor training, leadership development, modeling, coaching, mentoring, and executive education. Common problems with development efforts include failing to analyze needs properly and encapsulated development where new skills are not applied on the job. Evaluation of programs is important for improving future efforts.

1. MANAGEMENT
DEVELOPMENT

2. INTRODUCTION
• Although development is important for all
employees it is essential for managers.
• Without appropriate development, managers may
lack the capabilities to best deploy and manage
resources (including employees) throughout the
organization.

3. WHAT IS DEVELOPMENT?
• While Training focuses on improving an employee’s
skill level, development has a more long-term focus
intended to help an employee prepare for future jobs.
• It helps the organization to achieve its mission and
goals by improving individual and, ultimately,
organizational performance.
• The major objective of development is managerial
effectiveness through a planned and a deliberate process
of learning.

4. DIFFERENCE BETWEEN
TRAINING AND DEVELOPMENT
• Training:
• 1.It's a short term process.
• 2.Refers to instruction in technical and mechanical problems.
• 3.Targeted in most cases for non-managerial personnel.
• 4.Specific job related purpose .
• Development:
• 1.It is a long term educational process.
• 2.Refers to philosophical and theoretical educational concepts
• 3.Managerial personnel.
• 4.General knowledge purpose.

5. OBJECTIVES OF MANAGEMENT
DEVELOPMENT
• Improving performance of managers
• Identifying employees with executive talent
• Motivating managers
• Updating managers
• Improving analytical skills
• Improving human relational skills
• Providing insights into economic, social and
technical areas.

6. EXPERIENCE PLAYS A
CENTRAL ROLE IN
MANAGEMENT DEVELOPMENT
• Experience often contributes more to the
development of senior managers than
does classroom training, because much of
it occurs in varying circumstances on the
job over time.

7. MANAGEMENT LESSONS LEARNED
FROM JOB EXPERIENCES
LESSONS
MANAGERS NEED
TO LEARN
-SETTING AGENDA
-HANDLING
RELATIONSHIPS
MANAGEMENT VALUES
-PERSONALITY QUALITIES
-SELF AWARENESS
JOB TRANSITIONS
-NEW JOBS
-PROBLEMS
-CHANGES IN
RESPONSIBILITIES
CHALLENGES
-STARTING OR CHANGING SOME MAJOR
ORGANISATIONAL FEATURE
-HAVING DECISION- MAKING RESPONSIBILTY
-INFLUENCING OTHERS WITHOUT FORMAL
AUTHORITY
OBSTACLES
-A BAD JOB
SITUATION
-A DIFFICULT BOSS
-DEMANDING
CLIENTS
-UNSUPPORTING
PEERS
-NEGATIVE
ECONOMIC
CIRCUMSTANCES

8. MANAGEMENT DEVELOPMENT
METHODS
A number of approaches are used to mold and enhance
the experience that managers need to be effective.
The most widely used methods are:
• Supervisor development
• Leadership development
• Management modeling
• Management coaching
• Management mentoring
• Executive education

9. SUPERVISIOR DEVELOPMENT
• The new supervisors who are used to functioning as
individual contributors often require new skills and
mind sets to be successful supervisors.
• A number of employers conduct pre supervisor training.
This effort is done to provide realistic job previews of
what supervisors will face and to convey to individuals
that they cannot just rely on their current job skills and
experience in their new positions.
• The usual materials for supervisor training and
development include several topics: Basic management
responsibilities, Time management, Human relations

10. HUMAN RELATIONS TRAINING
• This type of training attempts to prepare supervisors
to deal with “people problems” brought to them by
their employees.
• The most common reason employees fail after being
promoted to management is poor teamwork with
subordinates and peers. Other common reasons for
management failure include not understanding
expectations, failure to meet goals, difficulty
adjusting to management responsibilities, and
inability to balance work and home lives.

11. • The training focuses on the development of human
relations skills a person need to work well with
others. Most human relation programs are aimed at
new or relatively inexperienced first-line supervisors
and middle managers. They cover
• motivation,
• leadership,
• employee communication,
• conflict resolution,
• team building, and other behavioral topics.

12. LEADERSHIP DEVELOPMENT
• Organizations are aware that effective leaders create
positive change and are important for organizational
success.
• While it is difficult to develop good leaders in one’s
home country, it is even more difficult to do so in
another country. Also, although universities produce
smart, ambitious graduates with good technical
skills, many graduates face a very steep learning
curve when making the change from school in to
leadership positions.

13. • Leadership development is expanding a
person’s capacity to be effective in leadership
roles. This development occurs in many ways:
• classroom programs,
• assessments,
• modeling,
• coaching,
• job assignments,
• mentoring, and
• executive education.

14. MODELING
• A common adage in management development says
that managers tend to manage as they were
managed. In modeling managers learn by behavior
modeling, or copying someone else’s behavior.
• In this method management development efforts
take advantage of natural human behavior by
matching young or developing managers with
appropriate models and then reinforcing the
desirable behaviors exhibited by the learners.

15. • Modeling process involves more than
straightforward imitation or copying.
• For example one can learn what not to
do by observing a model who does
something wrong. Thus, exposure to
both positive and negative models can
benefit a new manager as part of
leadership development efforts.

16. COACHING
• Coaching involves a relationship between two
individuals for a period of time as they perform their
jobs.
• Effective coaching requires patience and good
communication skills. Coaching combines
observation with suggestions. Like modeling, it
complements the natural way humans learn.

17. An outline of good coaching pointer
will often include the following:
• Explain appropriate behaviors.
• Make clear why actions were taken.
• Accurately state observations.
• Provide possible alternatives/suggestions.
• Follow up and reinforce behaviors used.

18. APPLICATION
• A specific application of coaching is the use of leadership
coaching. Companies use outside experts as executive
coaches to help managers improve interpersonal skills or
decision making skills.
• Experts are used to help deal with problematic management
styles.
• Consultants serving as executive coaches predominantly
come from a psychology or counseling background and can
serve many roles for client by providing key questions and
general directions.

19. MANAGEMENT MENTORING
• A method called management mentoring is
relationship in which experienced managers aid
individuals in the earlier stages of their careers.
• Such a relationship provides an environment for
conveying technical, interpersonal, and
organizational skills from a more experienced
person to a designated less experienced person.
• Not only does the inexperienced employee benefit,
but the mentor also may enjoy having the
opportunity and change of sharing wisdom.

20. STAGES IN MANAGEMENT
MENTORING RELATIONSHIPS
LESS
EXPERIENCED
MANAGER
Admires the senior
manager’s
competence;
Recognizes him or her
as a source of guidance
Gains self
confidence, values,
and styles of
operation
STAGES AND
LENGTH OF
TIME
Initiation
6-12 months
Cultivation
2-5 years
MORE
EXPERIENCED
MANAGERS
Realizes younger
manager has
potential and “is
coachable”
Provides
challenging work,
coaching, visibility,
protection and
sponsorship

21. LESS
EXPERIENCE
D MANAGER
Experiences
independence but
at times has
feelings of anxiety
and loss
Responds with
gratitude for the
early years; finds
that the mentoring
reltionship become
a friendship
STAGES AND
LENGTH OF
TIME
Separation
6-12 months
Redefinition
ongoing
MORE
EXPERIENCE
D
MANAGERS
Knows when to
begin to move
away
Continues to be
supporter; takes
pride in younger
manager’s
accomplishments

22. EXECUTIVE EDUCATION
• In an effort to decrease turnover and increase
management development capabilities,
organizations are using specialized education for
executives.
• Executives in an organization often face difficult
jobs due to changing and unknown circumstances.
• “Churning” at the top of organizations and the
stresses of executive jobs contribute to increased
turnover in these positions.

23. • This type of method includes executive
education traditionally offered by university
business school and adds strategy
formulation, financial models, logistics,
alliances and global issues.
• Enrollments in executive masters of business
administration degree programs is also
popular.

24. PROBLEMS WITH MANAGEMENT
DEVELOPMENT EFFORTS
• Development efforts are subjected to certain
common mistakes and problems resulted from
inadequate HR planning and lack of coordination of
HR development efforts.
• Common problems include the following:
1. failing to conduct adequate need analysis
2. trying out fad programs or training methods
3. substituting training for selecting qualified
individuals.

25. encapsulated development problem
• Another common management problem is encapsulated
development which occurs when individual learns new
methods and ideas, but returns to a work unit that is
still bound by old attitudes and methods.
• the development was encapsulated in the classroom
and is essentially not used on the job.
• In this situation it is common for individuals who
participate in development programs paid for by their
employers to become discouraged and move to new
employers that allow them to use their new developed
capabilities.

26. EVALUATION OF MANAGEMENT
DEVELOPMENT PROGRAMS
• Finally it is the evaluation process which
determines the success or otherwise failure of
the desired program and results can be used
for further improving the future programs.
• The evaluation results should be provided to
trainees, their superiors, subordinates and
HRD department of the organization.

27. REFRENCES
• HUMAN RESORCE MANAGEMENT a South-Asian
perspective by ROBERT L. MATHIS, JOHN H.
JACKSON, MANAS RANJAN TRIPATHY (CENGAGE
learning)

28. THANK YOU!!