Chapter 14 - Summary Managing Performance Through Training and Development PDF

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BUS 358 Chapter 14 Management and Leadership Development -

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Successful training and development involves four key aspects:  The identification of training needs, which requires an understanding of the jobs and an identification of the skills people need to do them  The choice of training design and delivery techniques  An integration, within the training experience, of elements that contribute not only to learning, but also to other psychological forces such as motivation and self-efficacy  On-the-job practice and support To grasp management training, it is important to explore what managers do and the critical skills they need Management: the process of getting things done, efficiently and effectively, through and with other people  Responsible for delivering tangible results while tending to unforeseen problems and obstacles of all types  Management’s purpose to define objectives and ensure they are achieved on time and with acceptance levels of quality Management Development vs Employee Training  Managers work mainly through other people – they are effective when those they manage are effective  Most management training programs focused on the development of people skills  Managerial development relies more heavily on experiential techniques  Managerial behaviours are highly influenced by the manager’s personality and preferences, so training needs to take into account these individual differences  Management development is a longitudinal and gradual process by which the complex skills and competencies required of managers are built over time with training and experience  Incompetent managers can have a catastrophic effect on an entire organization’s ability to survive  Different from employee training because it has unique strategic significance Management Development: the complex process by which individuals learn to perform effectively in managerial roles  An important business investment because managers are responsible for ensuring the organization operates effectively and efficiently  Core managerial roles: o Interpersonal Roles: the relationships that managers develop with other people because these people can provide significant help to the attainment of group goals o Informational Roles  Managers must monitor the environment to accumulate info pertinent to the attainment of organizational goals

BUS 358 Chapter 14 Management and Leadership Development

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 Manager acts as a spokesperson, informing others and selling them on the plans, values or goals of the unit  Disseminator of info by informing others about the unit and informing the unit about relevant development occurring outside the unit o Decisional Role  Managers must make decisions about people, goals and the means to attain those goals  Manager is an entrepreneur – moving the unit in directions that take advantage of opportunities/shifting the activities of the group to reduce threats  Allocates resources  Manager acts as a negotiator, interacting and bargaining with others in the external and internal environments Leadership: the qualities and behaviours that shape the direction of the organization and that inspire others to pursue that direction in the face of obstacles and constraints o Critical function of all management o Managers need to demonstrate leadership because they are responsible for attaining goals and keeping employees committed to their goals o Kouzes and Posner identify five key leadership practices:  Role modelling  Inspiring a shared vision  Challenging the status quo  Encouraging  Recognizing the contributions of others o Trait-based Leadership: selecting a leader who has a particular set of skills or behaviours that make them a good fit in the organization o Behaviour-based Leadership: training people to display specific behaviours and attitudes o Situational Leadership: leadership that changes based on the situation at hand o Transactional Leadership: the styles adopted by some, in which leaders make clear to the followers the behaviours and attitudes that are associated with rewards and punishment  Strong managerial capacity; focused on getting things done  Subordinates follow these leaders because the path to be followed is clear and leads to desirable personal outcomes and/or avoids unpleasant ones

BUS 358 Chapter 14 Management and Leadership Development

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o Transformational Leaders: influence their followers by inspiring them into engaging wilfully in the attainment of goals  Investing in individual people to work on attaining the organizational vision o Charismatic leaders  Display two fundamental characteristics: o They present an idealized vision, an overarching goal that promises a better future that matters to the followers o They communicate that vision with confidence that it can be achieved  Motivate others by enhancing their self-efficacy, they use their own behaviours to exemplify their personal commitment to the vision, and they communicate that vision through words and actions that engage the emotions of the followers o Authentic Leadership: people that think and behave in ways that truly reflect what they believe to be true and morally right, especially in their relationships with other members of the organization  Starting point is the identification of training needs; to define these, a thorough understanding of the managerial job is required Functions of Management  Controlling: the process by which the activities of the organization and its members are monitored to ensure they contribute positively to the attainment of organizational goals and objectives  Organizing o Requires the efforts of the diversity of units, each composed of many individuals o Managers job is to ensure these efforts are coordinated and organized efficiently and effectively o Major activities identified, components are assigned to units and individuals  Planning: where the efforts of individuals are to be directed o Defining objectives and developing goals for the organization and the departments/units for which the manager is responsible o Scope of goals and objectives depend on the level of management  Leading o Critical people-oriented function of management o Influencing the actions of others Management Skills  Skills: sets of actions that individuals perform and that lead to valued outcomes  Fall into four basic clusters: o Human Relations Skills – skills such as providing support, communication and team building

BUS 358 Chapter 14 Management and Leadership Development Competitiveness and Control Behaviours that foster Individual Entrepreneurship and Innovativeness Order and Rationality In summary – effective managers support and encourage the work of their employees while focused on achievement and results. They encourage employees to display innovation and creativity, while maintaining control and rationality  Most frequently cited skills of effective managers: o Verbal communication (includes listening) o Managing time and stress o Managing individual decisions o Recognizing, defining and solving problems o Motivating and influencing others o Delegating o Setting goals and articulating a vision o Self-awareness o Team building o Managing conflict Emotional Intelligence: the ability to manage your own and others’ emotions and your relationships with others  Involves five sets of skills: o Self-awareness o Self-control o Motivation/drive o Empathy o Interpersonal Skills  Can be developed indirectly, through exposure and feedback about their conduct with others  Managers with higher levels of EI are more effective and successful, more likely to be promoted and rise to the highest levels of management in their organizations  More important than IQ in predicting a manager’s success  Critical factor in management development and effectiveness  Project Management and EI o Project management requires managers to control, organize, plan and lead a project o EI dimensions and success in project management are closely related o o o o

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BUS 358 Chapter 14 Management and Leadership Development -

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Models of Management Skill Development: a basic blueprint that identifies the components or steps to be included in the development of programs  Steps most likely to make management development programs successful: o Initial skills assessment  Serves the purpose of helping managers become self-aware of their own strengths and weaknesses relative to the skill in question  Identifies the learning and behavioural styles of managers that need to be taken into account when developing and implementing training programs o Skill acquisition  Most of these programs include substantial lectures/presentations that outline the reasons for the training and principles that will guide trainee’s future actions o Skill practice  The key to learning how to do most things well o Skill application on the job  Managers establish, during the training session, specific plans for the application of the learning on the job The Content of Management Development Programs  Conceptual Skills o Problem-solving and decision-making skills  Programs are organized into four basic steps: o Definition of the problem o Generation of alternative solutions o Evaluation and selection of a solution o Implementation of the solution and follow-up o Planning skills  Clarification and specification of the goals the manager wishes to achieve  SWOT analysis o Performance management and goal-setting skills  Involves two distinct steps: o Assessing the performance of people o Establishing goals and directions to encourage improved future performance  Goal setting an integral part of this process; to be motivational, they must be SMART  Technical Skills  Interpersonal Skills o Communication  Central to most management positions

BUS 358 Chapter 14 Management and Leadership Development

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 Understand frame of reference, how interpretations of what they hear and communicate are affected by their values, and their trusts/distrusts of others. This affects selective listening and filtering  Congruency (aligned with their actions), clarity, and comprehension o Managing conflict  Important because they are invariably competing for resources with other managers and because they may be involved in managing competition and conflict between employees  Five ways: avoidance, accommodation, forcing, compromise, and collaboration o Managing Stress Methods of Management Development  All on/off the job techniques have been used in some programs  Some are informational (focus on principles and skill/technique application)  Others are fully experiential (learning by experiences)  Experiential Learning: learning experiences that include skill practice exercises that actively engage and involve the learner o Job Rotation: exposing an individual to different areas and experiences throughout the organization o Special assignments o Formal instructor-led courses:  Outdoor wilderness training  Role-playing  Off-the-job experiences  After Event Reviews (AERs): formal structured debriefings held immediately following an experiential learning situation  Three approaches to and techniques for management development: o Management Education Programs: the acquisition of a broad range of managerial knowledge and general conceptual abilities  Target the development of the principles and techniques required to control, organize, plan and lead effectively  Often conducted by colleges and universities o Management Training Programs: programs and activities designed to develop specific managerial skills, inside or outside the classroom  Outdoor wilderness training  Highly customized training products can be very effective or not, depending on the degree to which they are: o Constructed around solid need analyses o Strongly respect adult learning principles o Integrate practice and other active learning experiences

BUS 358 Chapter 14 Management and Leadership Development

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 Some programs are supplied by specialized firms o On-the-job Management Development: programs designed to provide individuals with managerial learning experiences on the job  Job rotation  Coaching: one-on-one individualized learning experience in which a more experienced and knowledgeable person is formally called upon to help another person develop the insights and techniques pertinent to the accomplishment of their job o May be external or internal to the company o Interacts with and provides feedback to the manager with the intent of developing their insight, skills, attitudes, and motivation for dealing with more specific challenges o Great coaches are goal-oriented, challengers and personfocused o Help managers develop five key elements:  Insight  Motivation  Capabilities  Real-world practices  Accountability  Mentors: help less experienced managers gain insight and perspective on the general managerial problems and difficulties with which they are confronted Is management development effective?  Differing views  Training programs are highly effective in increasing learning levels, but moderately effective in building expertise  Managers and their bosses tend to view managerial training as being more effective than did the manager’s subordinates and his/her colleagues  Some programs are more effective than others  Effective training programs were built on thorough needs analysis, and during training the provided significantly more practice of learned skills o May show that organizations that invest more efforts into the development of skills are more successful at it...