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Why, despite its relevance in today's world, is management development so problematical in its implementation

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Introduction

Why, despite its relevance in today's world, is management development so problematical in its implementation? Management development is taking place in the context of widespread organizational change. The importance of attracting and developing quality staff is recognized as a contributor to business success. Senior executives including chief executive officers, managing directors and Boards of Directors are key influencers of management development strategy. Human Resource practitioners are the key implementers of management development strategy. Nowadays, 95% percent of organizations claim a relationship between management development activity and organizational performance. And 87% percent of organizations report the use of performance management systems. Organizations report an equal contribution of informal and formal learning activities as the tools of management development. There is widespread use of coaching and mentoring at all levels of the organization. The term management development was used by over 72% of organisations to describe the range of activities that facilitate the development of managerial skills. The meaning attributed to the term varied by context in some companies, depending on whether the management development practices were relatively fixed (i.e. had been in place for a long time) or whether they were dynamic (i.e. evolving in response to specific organisational variables). Some respondents described management development as focused on specific work-based skills, whereas others referred to broader areas of concern including what they described as 'soft' skills, including leadership, and the use of tools such as coaching and mentoring. Qualitatively, it was clear that the culture of the organisation and/or the business environment facing a company affected management development practices. This context was further explored in the quantitative interviews, where respondents claimed their organizations had gone through, or were about to go through, some sort of organizational change. The types of changes referred to ranged from structure to growth and business focus to culture. Overall, structural change was the most frequently mentioned, followed by growth and change of management. ...read more.

Middle

The last-mentioned may represent either intended outcomes, as expressed in the programme objectives, or unintended outcomes, which the designers had not anticipated. A preordinate approach could well overlook such outcomes. An unintended outcome could be the improvement of communication or understanding between groups of colleagues on a programme, or uplift in individual motivation, for example. Following evaluation the programme is either dropped or improved. Improvements are fed back into programme aims or objectives and programme content. Apart, perhaps, from routine formative evaluation conducted by training staff, most evaluation exercises have to be agreed and planned between the trainers and the various interested parties. Having identified the course or programme to be evaluated, the responsible trainer will agree the aims and scope of the exercise with client managers and colleagues. The trainees concerned will be identified together with key issues raised by their managers, the training staff and the trainees themselves. Then methods of collecting relevant information have to be decided upon. Since this stage usually involves taking up the time of the parties involved, agreement needs to be sought to proceed. The central challenges of training can be defines to facilitate change in adults whose behaviour patterns and the ways of viewing the world are established. Enable to motivate learners to engage and learn someone else agenda. To demonstrate learning is relevant, important and valuable to individuals who are already skilled and experienced. To bring about long-lasting change in behaviour by means of a finite intervention and ensure change continues outsides the training context. The failure of training causes, training tries to be all things to all people. The reason for training is not clearly identified. The training budget is spread around to provide some training for everyone and the needs of the trainees are ignored or not taken into account. The training examples are unrelated or unrealistic and concentrated. The manager or supervisor of those being trained is not involved. ...read more.

Conclusion

Communicating with those to whom you have delegated frequently to check the progress of the task can help decrease this fear and give you some sense of control. Some leaders resist delegation because they do not have faith in their team members. If this is true of you, start by taking small risks. Early successes will encourage you to delegate more. Learn to see the potential in your team and make sure that you have adequately prepared your team members for the tasks you assign. The more prepared they are, the less worried you will be. You are not the only one that may be wary of delegation. Your team members may also have some anxieties of their own. Next, we describe several barriers to delegation from the members of your team. In conclusion, Management development is now seen as directly linked to enhanced organizational performance. Chief Executives, Managing Directors and Board members play a key role in setting strategy for management development and in determining the criteria for evaluating organizational outcomes. Key stakeholders, including Human Resource practitioners, business unit managers and line managers are significant contributors to the architecture of strategy and evaluation for management development as well as to its implementation. The essay mentioned few problems and difficulties in management development which are training, mentoring, coaching and delegation. The scope of management development activity is broad and there is an increasing recognition of the important role played by informal managerial learning in the development of capable managers. There has been a widespread increase in the use of non-classroom approaches such as coaching and mentoring in both formal and informal management development practices. Notes 1. R.Harrison. Employee Development 2nd edition 2. A. Momford: Management Development 3. A. Momford 4. Habits of highly effective people - Dr. Stephen Covey Resources CCH Human Resource Management (1999), CCH Australia Limited, Australia. Clutterbuck, D (1991) Everyone Needs a Mentor: Fostering Talent at Work, Institute of Personnel Management, UK. Daloz, L A (1986) Effective Teaching and Mentoring: Realising the Transformational Power of Adult Learning Experiences, Jossey-Bass, UK. ...read more.

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