|
 



Ô
 

` Formal process
‡ Changes in job content
‡ Development process within a job
‡ Activities external to the job
‡ Self development
Ô
 

` Formal process
‡ Changes in job content
‡ Promotion to a new job
‡ Movement to a job at a similar level but in a different
function (Job Rotation)
‡ Stretching the boundaries of the job with additional
responsibilities (Job content)
‡ Secondment: movement outside the organization to a
different job
‡ Special projects
‡ Involvement with committees or task groups
‡ Making him a member of junior boards to preview
decisions required by the board proper
Ô
 

` Formal process
‡ Development process within a job
‡{
: Being deliberately taken through problems
and issues that are generally encountered in his job
‡ { 
Normally done in the context of
performance review or appraisal and about a particular
aspect of performance
‡  
 
Usually done by the boss
on specific action plans
‡  This is a advisory relationship between a
manager and a senior individual who provides guidance
Ô
 

` Formal Process
‡ Activities external to the job
‡ Internal courses
‡ External courses
‡ Work on external committees, associations,
voluntary or charity organizations
‡ Reading (providing books and facilities to read)
Ô
 

` Formal process
‡ Self development
‡ Modeling on boss, colleagues or outsiders
‡ Participation in groups of managers from different
organizations
‡ Reading (Obtaining books and reading material or
acquiring knowledge through internet)
Ô



` Formal Processes
‡ Planned and often away from normal managerial
activities
‡ Explicit intention is development
‡ Clear development objectives
‡ Structured for development by developers
‡ Planned beforehand and reviewed subsequently as
learning experiences
‡ Owned more by developers than by managers
Ô
 

` Informal process
‡ Informal learning is a byproduct of the variety of
managerial tasks, the dynamic nature of managerial
priorities, changes in the working environment,
changes in colleagues and bosses, all provide new
opportunities and stimuli
‡ Occurs within managerial activities
‡ Explicit intension is task performance
‡ No clear development objectives
‡ Unstructured in development terms
‡ Not planned in advance
‡ Owned by managers
Ô
 

` Many managers prefer informal processes

because:
‡ The content of development programs, especially
courses which is experienced as unreal, irrelevant to
the manager¶s priorities, or difficult to transfer from a
course to a managerial job
‡ Processes of learning which too often reflect the
interests of course designers and tutors rather than
managers
‡ Processes do not take into account different individual
learning preferences
Ô
 

` Informal accidental learning (Type 1 learning)

‡ Problem solving
‡ Project management
‡ Presentation
‡ Redundancy
‡ Selling
‡ Committee meeting
‡ Business Visit
‡ Observing
Ô
 

‡ There are some major deficiencies in a total reliance on

informal processes. They include:
‡ 


  ± Attitudes and behaviors which say that past
experience is so valued and appropriate that there is nothing more
to it. Effective learning involves building successfully on properly
understood past experience, not treating it as only process of
merit
‡ 
  ± Work experience may be narrow in terms of jobs,
functions, kinds of organizations, and sizes of organization.
Effective development needs to be more specific than the general
‡ 
  ± Acquired experiences of doing a job may
become out of date. Attitudes and behavior towards customers
have undergone a sea change
‡  
  ± Relationship between boss and colleagues vary
significantly even in the same organization. Bosses may be
excellent providers of advice and good models of behavior or they
may be neither
‡ 

 Acquired skills may not be the most appropriate.

Ô
 

` Retrospective learning (Type 2 learning)

‡ It is defined as the process of integrating learning and
managerial work
‡ Look back over your last four weeks of managerial work.
Pick out the most crucial, highest priority, the most
significant things with which you have been involved.
‡ What results were achieved from the managerial work
by you
‡ Have you learned from the results achieved, or from the
processes by which they were achieved
‡ Consider the list of learning opportunities you had in
your present or past job
‡ Whether you learnt something significant from one of
these activities
Ô
 

` Prospective learning (Type 3 learning)

‡ You think of some different managerial activities with
which you are going to be involved over next three to
four weeks, from which you might think to acquire new
knowledge or understanding, or you might test out a
new skill
‡ You can significantly benefit from prospective learning
if you plan in detail as to what your learning objectives
will be and how you propose to take advantage of the
opportunity
Ô
 

` Who can Help in type 2 & type 3 learning

‡ Boss
‡ Mentor
‡ Peers
‡ Subordinates
‡ Network contacts
Ô
  


` Action learning
‡ Learning to take effective action
‡ Does not mean analysis of problem or recommending
action
‡ Best action learning is to work on a defined project of
reality and significance to managers themselves
‡ Managers have responsibility for all actions and
resulting achievements
‡ The process is achieved through regular meetings of
managers to discuss their individual projects
‡ The role of people who help is not to teach but to help
manager learn from exposure to problems
Ô
 

` Learning culture of an organization

‡ Encourages managers to identify their own learning needs
‡ Provides regular review of performance and learning
‡ Encourages managers to set challenging goals for themselves
‡ Provides feedback on both performance and achieved learning
‡ Assists managers to see learning opportunities on the job
‡ Seeks to provide new experiences from which managers can
learn
‡ Provides or facilitates the use of training on the job
‡ Tolerates some mistakes, provided managers learn from them
‡ Encourages managers to review, conclude and plan learning
activities
‡ Encourages managers to challenge traditional ways of doing
things
Ô
 

` Learning Cycle
Having the experience
(Activist)

Planning next step Reviewing the experience

(Pragmatist) (Reflector)

Concluding from the experience

(Theorist)
Ô
 

` Activists:
‡ Try anything once
‡ Tend to revel in short-term crises, firefighting
‡ Tend to thrive on the challenge of new experiences
‡ Are relatively bored with implementation and longer term consolidation
‡ Constantly involve themselves with other people

` Reflectors:
‡ Like to stand back and review experiences from different perspectives
‡ Collect data and analyze it before coming to conclusions
‡ Like to consider all possible angles and implications before making a
move
‡ Tend to be cautious
‡ Actually enjoy observing others in action
‡ Often take a back seat in meetings
Ô
 

` Theorists:
‡ Are keen on basic assumptions, principles, theories, models, and
systems thinking
‡ Prize rationality and logic
‡ Tend to be detached and analytical
‡ Are unhappy with subjective and ambiguous experiences
‡ Likes to make things tidy and fit them into rational schemes

` Pragmatists:
‡ Positively search out new ideas or techniques which might apply in
their situation
‡ Take the first opportunity to experiment with new applications
‡ Respond to problems and opportunities µas a challenge¶
‡ Are keen to use ideas from management courses
‡ Like to get on things with clear purpose
 Ô
 

` Effectiveness triangle in management development

  

   
 

Ô 
           

  
 Ô
 

` [ 

   

Effectiveness focus

Perceived relevance

Immediate application

Rewards from application

Enthusiasm for further learning

Ô
 

` Vicious learning sequence

‡ Generalized knowledge / skills

‡ Transfer to own situation

‡ Difficulty in application

‡ Absence of rewards for learned processes

‡ Full stop
Ô
 

` How do you start?

‡ A review of priorities and objectives
‡ Area of significance and novelty
‡ A job description
‡ When in a new job or changed responsibilities
‡ An activity list
‡ Reminders,
‡ Note on actions to be taken
‡ Follow ups to be done
‡ A work diary
‡ Important events on daily basis
‡ Significant activities
Ô
 

Contd«
` A development plan
‡ Developed through an appraisal or previous exercise
` A learning log
‡ Manager keeps a review of learning experiences and opportunities
` Discussion with colleagues
‡ One or more colleagues identify similar activities and experiences that
provide learning
` Individual discussions with boss
‡ Discussions regarding some specific activity that provides learning
opportunity
` Learning review
‡ Review of activity and learning as in type 2
Ô
 

` What stimulates learning on the job?

‡ New Job
‡ Recognition of significant problems in
performance
‡ Problems in relationships
‡ Unsuccessful attempt to influence others
‡ Failure of others to respond to your initiatives
‡ Failure to meet managerial targets
Ô
 

` Three factors that are important in work context.

‡   : The extent to which managers¶
activity contained opportunities for self
initiative
‡  : How far rewards communication
and feedback encourage learning
‡  : Boundaries, limits and constraints
that affect managerial effort and energy
{


` Managers are not born, they are not made, but they can be
developed
` Managers should carry out their responsibility for the
development of other managers
` Organizations must set up systems for management
development through which the process of developing
managers are organized and planned
` Effectiveness of such systems depend to a large degree on the
commitment of top management
` Management must encourage both formal and informal process
for development of managers
` Effective management development is clearly vital to the
success and continuing prosperity of the group, and to the
security and quality of employment and morale of its staff.