MBA635 Week 7 Discussion

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PowerPoint Presentation for Managing Performance through Training and Development

Adapted by

Alan Saks

University of Toronto

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Chapter 13

Management and Leadership Development

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Learning Outcomes

After reading this chapter, you should be able to:

Define “management” and “management development” and explain how these differ from employee training

Describe the main roles, functions, and critical skills of managers

Discuss the issue of leadership development

Understand the differences between transactional, transformational, and authentic leadership

Explain emotional intelligence and its relevance for management and leadership

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Learning Outcomes

Describe the models of management skill development

Discuss how error-management training can be used for management development

Describe the content of programs used to develop conceptual, technical, and interpersonal managerial skills

Discuss the different types of management development programs, including management education, management training, and on-the-job management development

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Learning Outcomes

Discuss the relationship between After Event Reviews (AERs) and experiential training

Discuss the effectiveness of management and leadership development programs and how that can be improved

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Introduction

Developing managers is among the most important, complex, and difficult challenges faced by trainers today

Strong and effective leadership is a fundamentally important driver of organizational effectiveness

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Introduction

This chapter explores what managers do (roles and functions), the critical skills they need, and the techniques and guiding principles (training design and delivery) that create the training experiences

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Introduction

The chapter also describes several types of management development programs and their content, and it explores the issue of leadership development

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What Is Management?

Management is the process of getting things done, efficiently and effectively, through and with other people

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Managerial Roles, Functions, Skills, and Development Approaches

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Figure 13.1 describes what managers do: their roles (interpersonal, informational, and decisional) and the functions these roles serve (controlling, organizational, and planning)

However, an additional role has gained importance in the last decades—managers need to provide leadership

Management development is based on the premise that managerial skills and competencies are learnable and that they can and should be nurtured and developed through training

These experiences occur on and/or off the job with instructional systems that are informational and experiential

What Is Management?

It is self-evident to management development that managerial skills and competencies are learnable and that they can and should be nurtured and developed through training and related experiences

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Management Development vs. Employee Training

Management development differs from employee training because:

Management development focuses on “people skills”

Management development relies heavily on experiential techniques

Management behaviours are highly influenced by the manager’s personality and preferences

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This topic is separate from employee training because managers work mainly though other people (this is a difficult training task)

Also, managerial development relies heavily on experiential techniques

Management Development vs. Employee Training

Management development is a longitudinal and gradual process

Incompetent managers can have a catastrophic effect on an entire organization’s ability to survive

Management development has unique strategic significance

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Managerial behaviours are influenced by a manager’s personality and preferences—training needs to take into account these important individual differences

Managerial development is a long-term and gradual process by which the complex skills and competencies of managers are developed over time with training and experiences

An incompetent manager can have a catastrophic effect on the entire organization’s ability to survive—management development has unique significance

What Is Management Development?

The complex process by which individuals learn to perform effectively in managerial roles

Effective management requires extensive managerial skills that need strengthening and updating to retain their currency and effectiveness

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Managers’ jobs are not easy

Responsible for delivering results while tending to unforeseen problems and obstacles of all types; for example, supply problems, machinery breakdowns, and personnel issues in a context of change

Additionally, a diverse and sometimes international workforce, frequent technical changes, increased competition, shorter time frames, and a focus on efficiency, increased competition, and many more factors make the job more complex

Is Management Development Important?

Management development is without doubt one of the most important applications of training in organizations

An important business investment because managers are responsible for ensuring the organization operates effectively and efficiently

Organizations invest more heavily in managers and in their development because theirs is the pivotal role in organizations

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Managers’ jobs are not easy

Responsible for delivering results while tending to unforeseen problems and obstacles of all types; for example, supply problems, machinery breakdowns, and personnel issues in a context of change

Management Development

Managers play fundamental roles including interpersonal, informational, and decisional

Managerial roles are core for main functions of managers: controlling, organizing, and planning (COP)

However, leadership is also recognized as a fundamental skill of managers

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Management development is a multi-billion-dollar business and one of the most important applications of training in Canada

Per capita training expenditures are greater for managers than for any other category of employees

Development of managers is a prudent business investment

Leadership

The individual qualities and behaviours that define and shape the direction of the organization and that inspire others to pursue that direction in the face of obstacles and constraints

Many organizations believe that middle or even first-line managers need to exercise leadership

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Over the past 20 years, growing recognition of the exercise of leadership as a fundamental function of managers

Core Managerial Roles

According to Mintzberg, managerial activities involve three roles:

Interpersonal

Informational

Decisional

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Interpersonal: leadership (motivates others), liaison (with others within and outside the unit with the goal of securing information used to attain goals), and figurehead (representational role for routine, social, and legal contexts)

Informational: monitor the environment (internal and external), disseminator (informing others about the unit and the unit about developments outside the unit), spokesperson (informing others and “selling” them on plans, values, or goals of the unit)—managers require communication skills!

Decisional: entrepreneur (move the unit in directions to take advantage of opportunities or shift the group to reduce threats), allocate resources (choose proposals and projects to fund and staff), negotiator (interact and bargain with others in the external and internal environment), trouble-shooter (react to unanticipated and unplanned environmental events)

Interpersonal Role

Interpersonal roles are the relationships that managers develop with other people because these people can provide significant help (or obstacles) to the attainment of group goals

This involves a leadership, liaison, and figurehead role

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Informational Role

Managers must monitor the environment, be a disseminator of information, and act as a spokesperson

Managers require communication skills

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Decisional Role

Managers must make decisions about people, goals, and the means to attain those goals

This involves being an entrepreneur, allocating resources, and being a negotiator and trouble-shooter

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Managerial Functions

COPL =

Controlling

Organizing

Planning

Leading

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Controlling: process by which activities of the organization and its members are monitored to ensure they contribute positively to the attainment of organizational goals and objectives

Organizing: coordinating and organizing the efforts and tasks of units efficiently and effectively

Planning: defining and developing goals for the organization and the departments/units for which the manager is responsible

Leading: influencing the actions of others such that these actions are coordinated to produce the desired outcomes

Leadership: A Critical Function of Management?

Leadership is a function of all management

Leadership does not replace good management; good leaders are also good managers

Managers need to demonstrate leadership because they are responsible for attaining goals and keeping employees committed to goals

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2014 Conference Board of Canada survey shows that for the majority (59 percent) of organizations sampled, the development of leaders is the top learning and development priority

Leadership: A Critical Function of Management?

Kouzes and Posner identify five key leadership success factors:

Role modelling

Inspiring a shared vision

Challenging the status quo

Encouraging others to do the same

Recognizing the contributions of others

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This seminal book on leadership practices, The Leadership Challenge, has been used in leadership development programs worldwide

Leadership and Its Development: A Work in Progress

Leadership development is among the very top priority for organizations

The development of leaders is very difficult and not always successful

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2014 Conference Board of Canada survey shows that for the majority (59 percent) of organizations sampled, the development of leaders is the top learning and development priority

Leadership and Its Development: A Work in Progress

Trait-based leadership

Behaviour-based leadership

Situational leadership

Transactional leadership

Transformational leadership

Charismatic leadership

Authentic leadership

Servant leadership

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Trait-based leadership—leaders were born and not made; only those who possessed the required personal characteristics (called traits) could be leaders (first half of 20th century)

Behaviour-based leadership—following WW2, research developed to suggest that behaviours (not traits) distinguished good from poor leaders and that behaviours could be learned; however, by the 1970s it was believed that the same behaviours could be effective in one context and not another

Situational leadership—effective leadership had to be analyzed as a function of the context in which it was displayed

Transactional leadership—leaders make clear to followers the behaviours and attitudes that are associated with rewards and punishment. Subordinates follow transactional leaders because the path is clear and leads to desired outcomes and/or avoids unpleasant outcomes

Transformational leadership—leaders inspire followers to forgo self-interest and pursue the common good because there is a greater purpose

Charismatic leadership—transformational leaders who are able to engage the emotions of the followers are called charismatic leaders. They present an idealized vision and communicate that vision with confidence

Authentic leadership—these leaders think and behave in ways that truly reflect what they believe to be true and morally right. They are self-aware, ethical, and transparent with regard to others

Management Skills

Skills are defined as sets of actions that individuals perform and that lead to valued outcomes

Two types of approaches have been used to identify the skills required of managers

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Emotional intelligence (EI) or emotional quotient (EQ) is based on the recognition that most human interactions have an emotional component; the success of these interactions often depends on how well emotions—one’s own and other people’s—are managed

Management Skills

Some authors rely on their extensive experience with management to infer the skills needed for effective management

Others have used empirical surveys of managers, sometimes within a single firm and sometimes across several, to guide their prescriptions

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Management Skills

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Table 13.1 represents a summary of the most frequently mentioned skills of effective managers

Many of these involve “people skills”

One of the most important aspects of management involves interacting, communicating, and dealing with people within and outside the organization

Emotional Intelligence (EI)

The ability to manage your own and others’ emotions and relationships with others

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Emotional Intelligence (EI)

Emotional intelligence involves five sets of skills:

Self-awareness

Self-control

Motivation or drive

Empathy

Interpersonal skills

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1. Self awareness: being aware of, and understanding, oneself and one’s emotions when interacting with others

2. Self-control: managing and regulating one’s emotions (both positive and negative) that arise from encounters and events

3. Motivation or drive: channelling emotions and energies in support of one’s goals

4. Empathy: reading and recognizing the emotions of others and responding to them appropriately

5. Interpersonal skills: the ability to manage interactions with others effectively through an understanding, integration, and management of emotions

Emotional Intelligence (EI)

EI is believed to be a learnable and changeable factor

It is believed that EI, like other “soft skills,” can be developed indirectly, through exposure and feedback about one’s conduct with others

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1. Self awareness: being aware of, and understanding, oneself and one’s emotions when interacting with others

2. Self-control: managing and regulating one’s emotions (both positive and negative) that arise from encounters and events

3. Motivation or drive: channelling emotions and energies in support of one’s goals

4. Empathy: reading and recognizing the emotions of others and responding to them appropriately

5. Interpersonal skills: the ability to manage interactions with others effectively through an understanding, integration, and management of emotions

Emotional Intelligence (EI)

Training in EI involves group and individual activities that include role-plays, assessments, and practical exercises, all of which serve to enhance self-management and empathy

Managers with higher levels of EI are more effective and successful than managers with lower levels of EI

EI is a critical factor in management development and effectiveness

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1. Self awareness: being aware of, and understanding, oneself and one’s emotions when interacting with others

2. Self-control: managing and regulating one’s emotions (both positive and negative) that arise from encounters and events

3. Motivation or drive: channelling emotions and energies in support of one’s goals

4. Empathy: reading and recognizing the emotions of others and responding to them appropriately

5. Interpersonal skills: the ability to manage interactions with others effectively through an understanding, integration, and management of emotions

Project Management and Emotional Intelligence (EI)

Project management requires managers to control, organize, plan, and lead (COPL) a project

Project management refers to the day-to-day functioning of the manager in the accomplishment of the plan

EI dimensions and success in project management are closely related

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Planning is one thing—getting it done is another!

Managing a project means managing feelings (frustration of workers, concerns of clients, anxieties for achieving results within tight timeframes, etc.)

Those who cope with emotions manage projects better and EI can be developed through structured training in the context of project management

Project Management and Emotional Intelligence (EI)

Leaders with high levels of both critical thinking skills (a traditional IQ dimension) and emotional intelligence are more likely to be successful

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Planning is one thing—getting it done is another!

Managing a project means managing feelings (frustration of workers, concerns of clients, anxieties for achieving results within tight timeframes, etc.)

Those who cope with emotions manage projects better and EI can be developed through structured training in the context of project management

Models of Management Skills Development

A model of management skills development is a basic blueprint that identifies the components or steps to be included in the development of training programs

Most models of management skill development share four basic commonalities

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1. Initial skills assessment—identifying where the people are

2. Skill acquisition—learning and understanding the basic principles associated with the specific skill of interest

3. Skill practice—developing procedural learning by integrating the principles into smooth behavioural actions

4. Skill application on the job—applying the learned principles in job situations that require the skills

Models of Management Skills Development

Four basic commonalities of management skills development programs:

Initial skills assessment

Skill acquisition

Skill practice

Skill application on the job

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1. Initial skills assessment—identifying where the people are

2. Skill acquisition—learning and understanding the basic principles associated with the specific skill of interest

3. Skill practice—developing procedural learning by integrating the principles into smooth behavioural actions

4. Skill application on the job—applying the learned principles in job situations that require the skills

Error Training for Management Development

Traditional models regard errors as undesirable and detrimental to learning

EMT allows and encourages trainees to make errors

For jobs requiring problem-solving skills, where reproduction of learned behaviours is not sufficient, EMT may be superior

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Specific relevance for management jobs, where constant adaptation to an ever-changing environment is the norm

Managers need to be able to use new skills flexibly in a variety of contexts (adaptive expertise)

EMT is more effective in producing adaptive expertise, and since that type of transfer is required for managerial jobs organizations might consider EMT when developing managers

Content of Management Development Programs

Management skills fall into three general categories: conceptual, technical, and interpersonal skills

These three clusters of skills are rarely independent

This categorization provides a useful way to organize management development programs

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Conceptual skills

Problem solving and decision making: usually programs consist of four basic steps (definition of problem, generate alternative solutions, evaluate and select solution, implementation and follow-up)

Planning skills: clarification of the goals the manager wishes to achieve, SWOT analysis, strategies and tactics for implementation, and evaluation

Performance management and goal setting: review, assess, and manage the performance of their units and the people in them (includes goal setting)

Technical skills: ensuring managers are knowledgeable about the departments they manage (marketing managers know something about marketing)

Content of Management Development Programs: Conceptual Skills

Managers require three especially important conceptual skills:

Problem solving and decision making

Planning skills

Performance management and goal setting

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Conceptual skills

Problem solving and decision making: usually programs consist of four basic steps (definition of problem, generate alternative solutions, evaluate and select solution, implementation and follow-up)

Planning skills: clarification of the goals the manager wishes to achieve, SWOT analysis, strategies and tactics for implementation, and evaluation

Performance management and goal setting: review, assess, and manage the performance of their units and the people in them (includes goal setting)

Technical skills: ensuring managers are knowledgeable about the departments they manage (marketing managers know something about marketing)

Content of Management Development Programs: Technical Skills

Specific courses instruct managers on very specific skills

Controlling budgets requires expertise in computer spreadsheet programs such as Excel

The informational role requires presentation skills

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Conceptual skills

Problem solving and decision making: usually programs consist of four basic steps (definition of problem, generate alternative solutions, evaluate and select solution, implementation and follow-up)

Planning skills: clarification of the goals the manager wishes to achieve, SWOT analysis, strategies and tactics for implementation, and evaluation

Performance management and goal setting: review, assess, and manage the performance of their units and the people in them (includes goal setting)

Technical skills: ensuring managers are knowledgeable about the departments they manage (marketing managers know something about marketing)

Content of Management Development Programs: Interpersonal Skills

Interpersonal skills refer to the manager’s ability to interact with others in a constructive manner. This includes skills in:

Communication

Managing conflict

Managing stress

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Interpersonal skills

Communication—central to most management positions. Managers must recognize their own biases and styles, understand their frame of reference, communicate their values, and ensure congruency, clarity, and comprehension

Managing conflict—conflict can be interpersonal or issue based. Managers must manage conflict effectively to deal with organizational problems including treating parties with respect, listening effectively so parties know they have been heard, and allowing parties to share their needs and feelings.

Managing stress—managers need to recognize stress reactions in themselves and in those they manage, because some stress reactions can be dysfunctional and damaging to one’s health and/or work performance

Methods of Management Development

All on-the-job/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)

Direct experience is the main crucible for managerial and leadership development

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Management development cannot consist of memorizing and applying a set of prescriptions

Managers operate in fluid and varied environments and individuals need to develop their own ways of applying the principles learned in training

By understanding and integrating the principles taught, managers can correctly apply them in a way that is aligned with them and their work group

Experiential Learning

Learning that includes skill practice exercises that actively engage and involve the learner

Direct job experiences (job rotation and special assignments)

Formal instructor-led courses including role playing and off-the-job experiences, e.g., outdoor wilderness training

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It is assumed that direct experience allows participants to derive personal lessons and understandings that shape future behaviours

Experiential approaches are thought to build procedural knowledge and motivation to transfer

Experiential Learning

Active exercises (doing) designed to engage the learner are the key component of these development efforts

Experiential approaches build procedural knowledge and motivation to transfer

However, the lessons learned from experiences are not always what learners should have learned

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It is assumed that direct experience allows participants to derive personal lessons and understandings that shape future behaviours

Experiential approaches are thought to build procedural knowledge and motivation to transfer

Experiential Learning

After Event Reviews (AERs) are formal, structured debriefings held immediately following an experiential learning situation

AERs significantly improve the value of experiential training, especially for trainees with certain personality characteristics (those with higher levels of openness to experience, conscientiousness, and emotional stability)

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It is assumed that direct experience allows participants to derive personal lessons and understandings that shape future behaviours

Experiential approaches are thought to build procedural knowledge and motivation to transfer

Methods of Management Development

There are three general approaches to, and techniques for, management development:

Management education programs

Management training programs

On-the-job management development

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It is assumed that direct experience allows participants to derive personal lessons and understandings that shape future behaviours

Experiential approaches are thought to build procedural knowledge and motivation to transfer

Management Education Programs

Management education is the acquisition of a broad range of managerial knowledge, principles, and general conceptual abilities

Often conducted by colleges and universities

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These programs target the development of the principles and techniques required to control, organize, plan, and lead effectively

Examples and case studies drawn from specific organizations are used

Principles and techniques of management are presented through lectures and discussions

Examples of content areas are accounting, organizational behaviour, and business statistics

Management Education Programs

They target the development of the principles and techniques required to control, organize, plan, and lead effectively

Examples include MBA programs, executive MBA programs, and corporate universities

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Although they tend to be highly informational, they typically include some experiential learning

They use many instructional methods including lectures, role plays, games, simulations, and behaviour modelling

Management Training Programs

Programs that involve activities and experiences designed to develop specific and immediately applicable managerial skills

Some take place in the classroom (workshops and seminars) or outside the classroom in alternative settings (outdoor wilderness training)

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Activities and experiences designed to develop specific, immediately applicable managerial skills (e.g., communication, decision making) in a particular organizational setting

Management Training Programs

Outdoor wilderness training is highly experiential and helps mangers develop life experience by engaging in physically and psychologically demanding tasks and activities

These programs appear to have their largest impact in increasing the participants’ self-efficacy and their ability to manage time

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Activities and experiences designed to develop specific, immediately applicable managerial skills (e.g., communication, decision making) in a particular organizational setting

Sources and Lengths of Management Training Sessions

In North America, training courses tend to be of relatively short duration

The HR departments of some companies develop their own proprietary training packages using their own resources or external consultants

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Activities and experiences designed to develop specific, immediately applicable managerial skills (e.g., communication, decision making) in a particular organizational setting

Sources and Lengths of Management Training Sessions

Other companies rely on training programs supplied by specialized firms

An increasing number of management development programs are available through electronic media

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Activities and experiences designed to develop specific, immediately applicable managerial skills (e.g., communication, decision making) in a particular organizational setting

On-the-Job Management Development

Programs designed to provide individuals with managerial learning experiences on the job

Two of the most common examples are:

Job rotation

Coaching

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Job rotation gives managers an opportunity to develop and use existing and new skills in a diversity of contexts, with different people, and in different functional contexts

It also helps the participant learn about the organization itself

On-the-Job Management Development: Job Rotation

A planned process that involves posting the manager to different jobs, areas, or functions of the organization

Job rotation develops managers by giving them the opportunity to use existing and new skills in a variety of ways, with different people, and in different functional contexts

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Job rotation gives managers an opportunity to develop and use existing and new skills in a diversity of contexts, with different people, and in different functional contexts

It also helps the participant learn about the organization itself

On-the-Job Management Development: Coaching

One-on-one structured learning experience to help the manager develop the insights and techniques pertinent to the accomplishment of specific aspects of his job

The key to successful coaching is the qualities of the coach and the manager’s openness to the coaching experience

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Job rotation gives managers an opportunity to develop and use existing and new skills in a diversity of contexts, with different people, and in different functional contexts

It also helps the participant learn about the organization itself

On-the-Job Management Development: Coaching

The coach interacts with, and provides feedback to, the manager with the intent of developing his insight, skills, attitudes, and motivation for dealing with more specific challenges

Coaches may be external or internal to the company

Managers are sometimes expected to serve as coaches

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Job rotation gives managers an opportunity to develop and use existing and new skills in a diversity of contexts, with different people, and in different functional contexts

It also helps the participant learn about the organization itself

On-the-Job Management Development: Mentoring

Helping less experienced managers understand and gain perspective on the general managerial problems and difficulties they confront

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Job rotation gives managers an opportunity to develop and use existing and new skills in a diversity of contexts, with different people, and in different functional contexts

It also helps the participant learn about the organization itself

On-the-Job Management Development: Coaching

Three key ingredients of a great coach:

Goal orientation

Challengers

Person-focused

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Job rotation gives managers an opportunity to develop and use existing and new skills in a diversity of contexts, with different people, and in different functional contexts

It also helps the participant learn about the organization itself

On-the-Job Management Development: Coaching

Coaches are most helpful when they structure their efforts to help managers develop five key elements:

Insight

Motivation

Capabilities

Real-world practices

Accountability

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On-the-Job Management Development: Coaching

Coaches face a number of challenges:

Must act to gain the trust of the “coachee”

Obstacles and hurdles

Coaching does help managers become more successful and more effective in accomplishing their tasks

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Is Management Development Effective?

Most organizations are not satisfied with the results of their leadership development practices

Differing findings on the effectiveness of management development programs

Some studies suggest programs are effective in increasing learning, yet moderately effective in building expertise

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Conference Board of Canada surveys show that most organizations are not satisfied with the results of their leadership development programs

Differing views throughout the literature regarding effectiveness overall

However, a 2014 Conference Board survey did conclude that organizations that have a stronger learning culture report greater success and satisfaction with their development efforts

Is Management Development Effective?

Burke and Day: Concluded that management training was, at best, “modestly” effective

Collins and Holton: Management training has a major impact on learning and a more modest impact on expertise and organizational outcomes

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Conference Board of Canada surveys show that most organizations are not satisfied with the results of their leadership development programs

Differing views throughout the literature regarding effectiveness overall

However, a 2014 Conference Board survey did conclude that organizations that have a stronger learning culture report greater success and satisfaction with their development efforts

Is Management Development Effective?

Taylor, Russ-Eft, and Taylor: In general, trainees and their supervisors tended to report reasonably high levels of transfer

Effective training programs are built on thorough needs analysis, and during training they provided significantly more practice of learned skills

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Conference Board of Canada surveys show that most organizations are not satisfied with the results of their leadership development programs

Differing views throughout the literature regarding effectiveness overall

However, a 2014 Conference Board survey did conclude that organizations that have a stronger learning culture report greater success and satisfaction with their development efforts

Leadership Training: What’s Wrong and What Is Needed?

Trainees do learn but for the most part this does not produce noticeable behaviour changes and performance improvements on the job

Several common organizational situations that prevent transfer of training in organizations

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Conference Board of Canada surveys show that most organizations are not satisfied with the results of their leadership development programs

Differing views throughout the literature regarding effectiveness overall

However, a 2014 Conference Board survey did conclude that organizations that have a stronger learning culture report greater success and satisfaction with their development efforts

Leadership Training: What’s Wrong and What Is Needed?

Unclear organizational priorities and strategies

Lack of commitment to change by upper management

A reluctance to allow honest discussions of problems

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Conference Board of Canada surveys show that most organizations are not satisfied with the results of their leadership development programs

Differing views throughout the literature regarding effectiveness overall

However, a 2014 Conference Board survey did conclude that organizations that have a stronger learning culture report greater success and satisfaction with their development efforts

Leadership Training: What’s Wrong and What Is Needed?

Inability to identify and nurture talented individuals

Manager’s reluctance (fear?) to tell the truth about barriers to behaviour change on the job

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Conference Board of Canada surveys show that most organizations are not satisfied with the results of their leadership development programs

Differing views throughout the literature regarding effectiveness overall

However, a 2014 Conference Board survey did conclude that organizations that have a stronger learning culture report greater success and satisfaction with their development efforts

Leadership Training: What’s Wrong and What Is Needed?

Leadership training and development needs to be tied to organizational development efforts

Senior management needs to be directly involved with the development of leadership

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Conference Board of Canada surveys show that most organizations are not satisfied with the results of their leadership development programs

Differing views throughout the literature regarding effectiveness overall

However, a 2014 Conference Board survey did conclude that organizations that have a stronger learning culture report greater success and satisfaction with their development efforts

Leadership Training: What’s Wrong and What Is Needed?

Major changes for the Human Resource departments are required

Trainers need to recognize that the display of newly learned behaviours can be difficult and provide on-the-job support

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Conference Board of Canada surveys show that most organizations are not satisfied with the results of their leadership development programs

Differing views throughout the literature regarding effectiveness overall

However, a 2014 Conference Board survey did conclude that organizations that have a stronger learning culture report greater success and satisfaction with their development efforts

Summary

Defined management and described roles, functions, and critical skills of managers and how they are developed

Defined management development and why it is important

Examined the development of leaders as a critical function of management

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Summary

Described models of management skills development and the content of management development programs

Described methods of management development that involve informational and experiential learning

Discussed management education programs, management training programs, and on-the-job development

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Summary

Reviewed research on the effectiveness of management development programs

Concluded with a review of what is wrong with leadership training and what is needed

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Key Terms

After Event Reviews (AERs)

Coaching

Emotional intelligence

Experiential learning

Functions of management

Job rotation

Leadership

Management

Management development

Management education

Management training

Mentors

On-the-job management development

Outdoor wilderness training

Skills

Transactional leadership

Transformational leadership

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