CHAPTER THIRTEEN

Management
Development
 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
 CORE MANAGERIAL
ROLES
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
 CORE MANAGERIAL
ROLES
B. Informational Role
 Managers must monitor the environment
 Disseminate information to others
 Act as a spokesperson
 CORE MANAGERIAL
ROLES
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
 MANAGERIAL
FUNCTIONS
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
 MANAGERIAL
FUNCTIONS
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-awareness
2. Self-control
3. Motivation or drive
4. Empathy
5. 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
 MODELS OF MANAGEMENT
SKILLS DEVELOPMENT

A. Skills Assessment
 Identifies skill level of the manager before
development
 Builds self-awareness
 Contributes to training motivation
 Identifies managers’ learning and behavioural
styles
 MODELS OF MANAGEMENT
SKILLS DEVELOPMENT

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
 MODELS OF MANAGEMENT
SKILLS DEVELOPMENT

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
 MODELS OF MANAGEMENT
SKILLS DEVELOPMENT

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
 METHODS OF MANAGEMENT
DEVELOPMENT

 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
 METHODS OF 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
 METHODS OF MANAGEMENT
DEVELOPMENT

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

Challenges
1. 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
 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