Management development programme by ministry of education

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Management development programme by ministry of education

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Management development programme by ministry of education

  1. 1.  Administrative core of the ministry was organised into nine divisions.  The three central objectives were:-  To cope with an ever increasing workload with a shortage in staff .  Improve the ministry’s ability to adapt quickly to rapidly changing external demands.  To provoke professional management.
  2. 2.  Selection of persons having a real genuine impact on managerial processes.  General feeling among staff that something had to be done to professionalize management in the organization.  It was not a manager development programme but “a comprehensive management development programme.”  To establish “custom tailoring”, three things were done:  consultant conducted interviews individually as well as in group
  3. 3.  Consultants attended and observed a number of regular staff meetings in the organization.  A reference group was established for contact between consultant and participants.
  4. 4. The working paper having interview information gave three key points:  Top management team was not aware as a decision making and policy formulating body. Too much time was spent on exchanging information rather than discussing problems and devoloping general guidelines for the organization.  The culture of the organization was aware to be frindly and polite  conflicts was to be put an end.  Manager should focus more on general managerial problems.
  5. 5. This activities of the programme consisted of two main streams:  Management courses and individual projects. Each participant was asked to define a personal management project theme, which:  Content important, complex management problems of a specific, realistic nature.  Was of personal interest to the participant  Was of importance to the organisation
  6. 6.  Involved some degree of risk taking.  Necessitated joint effort by the participant and his or her subordinates.  Had a clear formulation of targeted end result.  Could be documented and evaluated.
  7. 7. The experiential learning model gave some points:  Learning is useful people are placed in experience loaded environment with a certain degree of risk taking and with high level of commitment to task performed.  Management- interpersonal process of influence and power.  Participants could choose a task which was known and new to them.  Project proposal had to be presented in writing and accepted by the top management team and the consultants.
  8. 8. The evaluation of the management development programme is divided into separate process, result and design evaluations.  Initial reception of the programme was quite positive.  Individual projects- Interesting, necessary, important but time consuming.  Motivation and energy with which the programme participants dealt with their projects varied a lot.
  9. 9. After and overall evaluation of the results of the programme:  Top management team enhanced its consciousness and ability to carry out its strategic management role.  The team had become more visible and significant in organization as well as frank and involved more fruitful discussion.  The management group as a whole (the 54 participants) had a common long lasting interaction.  There was an increased consciousness of the managers roles, task and possibilities.
  10. 10. Despite these positive results there were limits to the impact of the project.  The bureaucratic culture acted as a negative point on the more action oriented approach.
  11. 11. 1. National culture is feminine  emphasis on interpersonal processes, social skills, end of conflict.  no hierarchical level. 2. Individualism  A link between the participant and his or her subordinates.  Seen catalyst for organizational change.
  12. 12. 3. Power distance  Very low  Managerial staff goes through all the processes reducing the distance between organisational levels 4. Uncertainty avoidance  Ambiguity was built into the programme.  participants were encouraged for good learning experience.
  13. 13.  A ministry experienced an IT revolution, a design programme, an effectiveness programme and a change in organizational structure.  The idea of this programme was to discuss vision and objects of organization and relates to “psycologiacl contract” of each individual.  The vision reports based on close interaction with all layers of organization  The middle managers were doing a vital role as “ambassador” as well as collector of information from non managerial staffs and pass to top managers.  Athis case illustrates how the crucial role of middle manager run a management devolpoment programme.
  14. 14. http://www.unitedworld.edu.in/ Campus Ahmedabad Campus: Karnavati Knowledge Village, A/907,Uvarsad, S.G.Highway, Gandhinagar Kolkata Campus: Infinity Benchmark Tower 10th Floor, Plot - G1, Block - EP& GP, Sec -V, Salt Lake, Kolkata. Reg. Office: 407, Zodiac Square, 4th Floor Opp. Gurudwara, S.G. Road, Bodakdev, Ahmedabad.

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