Management and Organizational Development

1. Management and Organizational Development

2. The Management Development Process • Developing Experience, Attitudes, and Skills to become -- or remain -- an effective manager. • Should be based on: • Organization’s Objectives • Individual Managers’ Needs • Anticipated Changes in MGMT team 9-2

3. Management Inventory A Skills Inventory for management team: • Basic info + Assessment of performance and Potential for advancement. Used to: • Fill Vacancies • Plan for Development needs • Develop a management Succession Plan 9-3

4. Management Succession Plan • Potential successors for each position • Management Inventory and Succession Plan are generally kept confidential • Maintained by HR for use of top executives. 9-4

5. Changes in the Management Team • Some easily estimated: • Retirements • Transfers and Promotions • Some not easily estimated: • Deaths, resignations, and discharges 9-5

6. Needs Assessment • Management development needs result from overall needs of organization and development needs of individual managers. 9-6

7. Assessing Management Development Needs: 4 Methods • Training Needs Survey: • Knowledge and skills required • Competency Studies: • Competencies required • Task Analysis: • Tasks required in performing job • Performance Analysis: • Job performance requirements? 9-7

8. Management Development Objectives • Must be: • Expressed in Writing • Measurable • MGMT Development Objectives: • Instructional • Organizational & Departmental • Individual Performance & Growth 9-8

9. Management Development Objectives • Instructional Objectives: • Targets - Number of trainees to be taught • Hours of training • Cost per trainee • Time required for trainees to reach a standard level of knowledge • Objectives needed for principles, facts, and concepts to be learned 9-9

10. Management Development Objectives • Organizational and Departmental: • Impact programs will have on outcomes, such as absenteeism, turnover, or safety. • Individual Performance and Growth: • Behavior and Attitude outcomes • Personal Growth of participants. 9-10

11. Management Development Methods: On-the-Job • Understudy Assignments • Coaching • Experience • Job Rotation • Special Projects & Committee Assignments 9-11

12. Management Development Methods: Off-the-Job • Classroom Training and Lectures • Case Studies and Role Playing • In-Basket Technique • Adventure Learning • Business Simulations • Seminars • Web-based Training 9-12

13. Understudy Assignments • On-the-Job training: “Heir” to a job learns from incumbent job holder. • Advantages: • Heir realizes purpose • Learning in practical, realistic situation. • Disadvantages: • Learns badpractices of incumbent. • Can be expensive. 9-13

14. Coaching • On-the-Job: Experienced managers advise and guide trainees. • Advantage: • Trainees get practical experience and see results of their decisions • Disadvantage: • Coach may neglect training duties or pass on poor management practices. 9-14

15. Experience • Promoted into management job and allowed to learn from experiences. • Advantage: • Individual may recognize need for MGMT development and find ways to satisfy it. • Disadvantage: • Mistakes can create problems. • Frustrating to attempt to manage without necessary background. 9-15

16. Job Rotation • Broad Experience through Exposure to different organizational areas. • Trainee goes from one job to another, remaining in each from 6 months - a year. • Often used to train recent college graduates. 9-16

17. Job Rotation • Advantages: • MGMT concepts applied in different environments. • Training is practical; trainee becomes familiar with entire operation. • Disadvantages: • Often given menial assignments. • Often leave trainee in each job longer than necessary. • Both can produce negative attitudes. 9-17

18. Special Projects & Committee Assignments • Projects: learns about specific subject. • Example: Trainee told to develop a training program on safety. • Committee Assignments: • Develops skills in working with others and learns through committee activities. 9-18

19. Management Development Methods: Off-the-Job • Classroom Training and Lectures • Case Studies and Role Playing • In-Basket Technique • Adventure Learning • Business Simulations • Seminars • Web-based Training 9-19

20. Classroom Training • Used in: • MGMT Development programs • Orientation and Training activities • Includes: • Lectures • Case studies • Role playing 9-20

21. Lectures • Strengths: • Communicates intrinsic interest of subject. • Can reach many learners at one time. • Lecturers can be role models. • Lectures pose minimal threat to learner. 9-21

22. Lectures • Weaknesses: • Often do not allow for audience feedback. • Listeners (students) often passive. • Length of lecture often exceeds listener’s interest span! • Fails to allow for individual differences in ability or experience. • Unsuitable for higher forms of learning, such as analysis and diagnosis. • Partially dependent on the public speaking skills and abilities of lecturer. 9-22

23. Case Studies • Trainee analyzessituations. • Case study should force trainee to: • Think through problems • Propose solutions • Choose among solutions • Analyze consequences of decision • Incident Method – Given general outline of situation; receive more info only as requested. 9-23

24. Case Studies • Advantages: • Emphasize analysis of typical management situation. • Improves communications skills. • Exposed to true-to-life management problems. 9-24

25. Role Playing • Act out roles in a realistic situation. • Success depends on ability of participants to assume roles realistically. • Videotaping: for review and evaluation of exercise to improve its effectiveness. 9-25

26. In-Basket Technique • Simulates handling a manager’s mail and phone calls. • Important duties mixed with routine matters. • Participants Analyze Situations and suggest Alternatives: Evaluated on number and quality of decisions, and priorities given to each situation. • Often used for MGMT Development and in Assessment Centers. 9-26

27. Web-Based Training (WBT) • Presented on computer via Internet or intranet; must answer questions correctly before allowed to continue. • Can take courses either independently or in real time with web-based instructor. • Allows work-life balance for employees due to flexibility. 9-27

28. Business Simulations • Simulates organization and its environment; requires team to make operating decisions. • Must work with other group members, in an atmosphere of competition within industry. 9-28

29. Business Simulations • Advantages: • Simulates reality. • Decisions made in a competitive environment. • Feedback is provided from decisions. • Decisions made using incomplete data. • Disadvantage: • Keys to winning may become the focus. 9-29

30. Adventure Learning(Experiential-Learning Programs) • Challenging outdoor activities -- often with physical risk. • Group-Focused Objectives: • Better communication • Creative problem solving • Effective teamwork • Improved leadership 9-30

31. Adventure Learning(Experiential-Learning Programs) • Personal Growth Objectives: • Improved self-esteem • Improved risk-taking skills • Increased self-awareness • Better stress management • Examples : “Electric Rope” and “The Wall” 9-31

32. University and Professional Seminars • Colleges offer credit and non-credit courses for management development. • Range from “principles of management” to executive management programs. • Professional Associations (e.g. AMA) offer variety of MGMT development programs. • Programs use many of previously discussed classroom techniques. 9-32

33. Evaluation Of Management Development 4 Alternatives for Evaluating: • Alternative I – Are trainees happy with course? • Alternative II – Does course teach concepts? • Alternative III – Are concepts used on the job? • Alternative IV – Does concept application positively affect organization? 9-33

34. Assessment Centers • Formal evaluation of an individual’s potential as a manager. • Trained observers evaluate participants. 9-34

35. Assessment Centers • Exercises used include: • In-Basket exercises • Business Simulations • Group Discussions • Cases • Interviews • Paper-and-pencil Tests 9-35

36. Assessment Centers • Involve participants in situations requiring: • Decision Making and Leadership • Written and Oral Communication • Planning and Organizing • Assessors: • Observe participants in exercises. • Evaluate performance. 9-36

37. Organizational Development • Goal: Increasing organizational performance. • Looks at human side of organizations. • Seeks to changeattitudes, values, organizational structures, and managerial practices to improve organizational performance. 9-37

38. Organizational Development • Ultimate goal: Structure organizational environment so Managers and employees can use skills and abilities to fullest. • Initial phase: Management recognizes that organization performance can and should be improved. 9-38

39. Phases of Organizational Development • Diagnosis – gather and analyze information to determine areas needing improvement: • Questionnaires or Attitude Surveys. • Change Planning– develop a plan for organization improvement based on data. • ID specific problem areas and outline steps to resolve. 9-39

40. Phases of Organizational Development • Intervention/Education – share diagnostic info with people affected and help them realize need for change. • Outside consultants work with individuals or groups. • Use of MGMT development programs. • Evaluation – Repeats diagnostic phase. • Data gathered to determine effects of OD effort on total organization. • Can lead to more planning and education. 9-40

41. Diagnosis • Does organization have talent and time to conduct diagnosis, or should outside consultant be hired? • Frequently used data collection methods: • Available Records • Survey Questionnaires • Personal Interviews • Direct Observation 9-41

42. Strategy Planning • Data from diagnosis stage used to determine best plan for organizational improvement. • If similar diagnosis performed before, data comparison can reveal differences. • End result: ID specific problem areas and outline steps for resolving problems. 9-42

43. Education • Share Information from diagnostic phase with affected employees: • Helps them realize need for change. • Intervention/Education Methods include: • Direct Feedback • Team Building • Sensitivity Training 9-43

44. Evaluation • Basic Question: Did OD process produce desired results? • To evaluate, OD must have explicit objectives: • Outcome-oriented objectives; help in development of measurable criteria. 9-44

45. Evaluation • OD effort should be evaluated using objective data. 2 Approaches: • Compare data collected Before and After OD effort. • Compare “before” and “after” data with similar data from a Control Group: • Helps rule out changes resulting from factors other than OD intervention. 9-45