Manager’s Role in Capacity

Building
Objectives
Performance objective:
The participants will be able to draft a capacity building plan for his/her
office/division and assist in its implementation.
Enabling objectives
At the end of the course, the participants will be able to:
• Conceptualize and draft a capacity building plan for his/her work unit
• Identify the role of the manager and other stakeholders in developing
and implementing an HRD plan
• Discuss and apply different HRD and learning and development
concepts
What is capacity building?
Capacity refers to the ability of individuals and institutions to
make and implement decisions and perform functions in an
effective, efficient and sustainable manner.
At the individual level, capacity building refers to the process of
changing attitudes and behaviours, imparting knowledge and
developing skills while maximizing the benefits of participation,
knowledge exchange and ownership.
 At the institutional level it focuses on the overall organizational
performance and functioning capabilities, as well as the ability of an
organization to adopt to change. It aims to develop the institution as a
total system, including individuals groups and the organization itself.
 Capacity building is a long-term, continuing process, in which all
stakeholders participate (UNDP) (e.g., government agencies, local
authorities, non-governmental organizations, professional associations,
academics and others).
The concept of capacity building includes the following:
• Human resource development
• Organizational development
• Institutional and legal framework development
THE MANAGEMENT PROCESS
PLANNING

CONTROLLING GOALS ORGANIZING

LEADING

The management process differentiates the work of managers from the work of non managers
The management process
Management is a process because it moves progressively from one
stage to another in a consistent manner.
The supervisor plans the daily schedule , organizes the resources by
assigning people, activates the process by giving instructions and
finally, checks up on the results.
PLANNING

CONTROLLING GOALS ORGANIZING

LEADING
 MIDDLE
MANAGERS
Middle managers provide the vital linkage between
management goals and meaningful effort
THE MANAGER’S RESPONSIBILITIES

Responsibility to Top Management

MIDDLE MANAGEMENT’s primary MIDDLE

task is to serve as a “linking pin” to MANAGERS
make sure that management goals
are carried out by employees they
supervise.
THE MANAGER’S RESPONSIBILITIES

Responsibility to Employees

Employees expect their immediate MIDDLE

supervisors to provide direction and MANAGERS
training; to protect them from unfair
treatment; and to see that the
workplace is clean, safe and properly
equipped.
THE MANAGER’S RESPONSIBILITIES

Responsibility to Staff Personnel

The relationship between MIDDLE

management and staff departments MANAGERS
is one of mutual support. Staff
people are charged with providing
support and guidance to managers.
Managers, in turn, make good use of
their advice and readily provide their
support.
THE MANAGER’S RESPONSIBILITIES

Responsibility to Other Manager

Teamwork is essential in the middle MIDDLE

management ranks. There is a great MANAGERS
deal of interdependence. The goals
and activities must harmonize for the
greater good of the whole unit.
MANAGERIAL SKILLS
Technical Skills

Administrative Skills

Human Skills

• As you go up the ladder, the need for technical skills decrease

• Human skills are more demanded in the middle and supervisory
management
 What is the difference
between a manager and
a leader?
MANAGER VS LEADER
• The manager’s job is to plan, organize and coordinate; The leader’s
job is to inspire and motivate
• The manager administers, the leader innovates
• The manager maintains, the leader develops
• The manager focuses on systems and structure, the leader focuses on
people.
• The manager relies on control, the leader inspires trust
MANAGER VS LEADER
• The manager has a short-range view, the leader has a long-range
perspective
• The manager asks how and when, the leader asks what and why
• The manager has his or her eye always on the bottom line, the
leader’s eye is on the horizon
• The manager imitates, the leader originates
• The manager accepts the status quo, the leader challenges it
MANAGER VS LEADER
• Leadership and management must go hand in hand.
• Leadership and management are not the same thing.
• Leadership and management are necessarily linked and
complementary.
The manager as coach
What is coaching?

• A process that develops specific skills for the task, challenges and
performance expectations at work.
MOTIVATION
MASLOW’S PRIORITY OF NEEDS

BASIC THEORY: if one’s basic needs are not met, they claim priority, and efforts to
satisfy the higher needs must be postponed.
2 Types of Questions
• OPEN questions which encourage conversation
• ex: Who, what, where, when, why, or how?

• CLOSED questions which could block conversations.

• Ex: Is, can, if, shall and Do, did – and so on
The Manager as a Mentor

Who Is A Mentor?
Mentoring
Mentoring is a professional relationship in which an experienced
person (the mentor) assists another (the mentee) in developing specific
skills and knowledge that will enhance the less experienced person’s
professional and personal growth.
What Does A Mentor Do?
• Teaches the mentee about specific issues
• Facilitates the mentee’s growth by sharing resources and networks
• Challenges the mentee to move beyond his/her comfort zone
• Creates a safe learning environment for taking risks
• Focuses on the mentee’s total development
COACHING vs MENTORING
• Mentoring and coaching are related but they are not the same.
• A mentor may coach, but a coach is not a mentor
BENEFITS OF MENTORING
• Mentoring benefits the organization
• Enhances strategic organization initiatives
• Encourages retention
• Reduces turnover costs
• Improves productivity
• Elevates knowledge transfer
• Enhances professional development
BENEFITS OF MENTORING
• Links employees with valuable knowledge and information to other
employees in need of such information
• Using your own employees, instead of outside consultants, as internal
experts for professional development
4 Communication Styles
• DIRECTOR
• ANALYZER
• SOCIALIZER
• SUPPORTER
DIRECTOR
• Commander
• Values getting the job done
• Decisive risk taker
• Good at delegating work to others
• Not shy but private about personal matters; comes on strong in
conversation
• Likes to be where the action is
• Take charge, enterprising, competitive, efficient approach
• Fearless; no obstacle is too big to tackle
• Results Oriented
ANALYZER
• Assessor
• Values accuracy in details & being right
• Plans thoroughly before deciding to act
• Prefers to work alone
• Introverted; quick to think and slow to speak; closed about personal
matters
• Highly organized; even plans spontaneity!
• Cautious, logical, thrifty approach
• Thoughtful; no problem is too big to ponder
• Ideas Oriented
PROMOTER
• Entertainer
• Values enjoyment and helping others with the same
• Full of ideas and impulsive in trying them
• Wants to work to be fun for everyone
• Talkative and open about self; asks other’s opinions; loves to
brainstorm
• Flexible; easily bored with routine
• Intuitive, creative, spontaneous, flamboyant approach
• Optimist; nothing is beyond hope
SUPPORTER
• Harmonizer
• Values acceptance and stability in circumstances
• Slow with big decisions; dislikes change
• Builds networks of friends to help do work
• Good listener; timid about voicing contrary opinions; concerned for
other’s feelings
• Easy-going; likes slow, steady pace
• Friendly & sensitive; no person is unlovable
• Relationship Oriented
Other Terms
• Adult-Learning : Art of teaching mature men and women. Men and
women who are of the age of working, marrying, and voting.
• Andragogy: Art and science of teaching adults. Teacher-student
directed and centered model
• Pedagogy: Art and science of teaching children. It is teacher-directed
and centered model.
• Techagogy: Art and science of teaching and learning using
technology-based education
PRINCIPLES OF ADULT LEARNING
• Adults need to know the reason for learning something (Need to Know).
• Experience (including error) provides the basis for learning activities
(Foundation).
• Adults need to be responsible for their decisions on education;
involvement in the planning and evaluation of their instruction (Self-
concept)
• Adults are most interested in learning subjects having immediate relevance
to their work and/or personal lives (Readiness).
• Adult learning is problem-centered rather than content-oriented
(Orientation)
• Adults are motivated by internal and external motivators (Motivation).
LEARNING ABSORBS OR LEARNS
STYLE BEST BY:
VISUAL seeing and association

AUDITORY hearing and talking about it

KINESTHETIC actually doing

ECLECTIC a combination of two or three styles

LEARNING STYLES
VISUAL AUDITORY KINESTHETIC

• Neat • Talk to themselves while • Touch people to get

• Speak quickly
• Observant
• Not easily distracted by
noise
• Fast readers
• Know what to say but
cannot think of right words
• Doodle during meetings
working attention
• Easily distracted by noise • Stand close when talking to
• Move their lips and someone
pronounce the words as • Respond to physical reward
they read • Physically-oriented and
• Enjoy reading aloud and frequently move around
listening • Memorize by walking and
• Frequently eloquent seeing
speakers • Gesture a lot
• Cannot sit still for a long
period of time.
DALE’s CONE OF LEARNING
Writing Training Objectives
 Terminal Objective: what the learner (participant) will be able to do after going
through the training program

Example: By the end of the three-day training program, participants will be able
to apply all the guidelines for coaching

• Enabling or Specific Objective: learning steps that learners must undergo to

accomplish terminal objectives

Example: During the first day of the programs, participants will be able to:
 Discuss the four principles of coaching and how this can be used to motivate
staff
• Explain and practice the three communication techniques to be used in coaching
WHAT IS A TRAINING INTERVENTION?
A learning opportunity to support a business plan and/or solve a
business problem
Writing Training Objectives
Summary Guidelines
• Should have an action verb that is measurable and observable

Measurable/
Vague
Observable
• Know
• Enumerate
• Appreciate
• Describe
• Comprehend
• Explain
• Understand
• Choose
Bloom’s Taxonomy
• More than one type of learning – 3 domains:
• Cognitive: development of intellectual skills.
• Affective: manner in which we deal with things emotionally (feelings, values,
attitudes).
• Psychomotor: physical movement, coordination, motor-skill areas.
• Bloom developed taxonomy (hierarchy) of Cognitive learning skills:
• “Allows educators to evaluate learning of students systematically”

Reference: S. Abdullah, et. al “Bloom’s Taxonomy in

Engineering Education”
Bloom’s Taxonomy of
Cognitive Learning Skill
ACTIVITY
Writing Learning Objectives
• Individually, write the learning
objectives for the training program
that you will implement in your
organization
• You have 10 minutes to think of 3
objectives
• Share your objectives with your small
group
The 70 / 20 / 10
Principle
THE 70 / 20 / 10 RULE
• True development will be about 70%
from on-the-job experiences, working
on tasks and problems 10%

• About 20% will come from feedback 20%

and working around good and bad
examples
70%
• While 10% of development will come
from courses and reading
YOUR ROLE
Development happens on the job, but it doesn’t happen on its own. It’s
up to the current leaders to guide the development of future leaders
by:

• Helping them identify the skills (competencies) that they need to

develop
• Identifying opportunities to learn those skills
• Providing the critical feedback and mentorship they need to get
better.
10 % - STRUCTURED LEARNING
Training And Education

• Face-to-face or Classroom training, Web-

based or e-learning programs

• Continuing education (higher studies)

• Professional conferences

• Reading books
20 % - SOCIAL LEARNING
Interaction with people
• Coaching / Mentoring
• Behavior modeling
• Feedback / Performance discussions
• Recognition of good performance
• Interpersonal and Interdepartmental
conversations / meetings
70 % - WORKPLACE LEARNING
Hands-on Learning
• Shadowing
• Job enlargement
• Cross-training / Job rotation
• Benchmarking
• Exposure/Field visits
• Work Improvement Teams
• Special Job Assignments
SHADOWING
• At training method where an employee
desiring to become familiar with a different
job, follows and observes a trained and
experienced employee.

• Job shadowing allows the observer to see and

understand the nuances of a particular job.
The job shadowing employee is able to
observe how the employee does the job, the
key deliverables expected from the job, and
the employees with whom the job interacts.
JOB-ENLARGEMENT
• Increasing the scope of duties and
responsibilities of an individual by
adding the related activities to his
existing job profile without any change
in his authority and level in the
organization.

• Increase employee flexibility and

reduces monotomy
CROSS-TRAINING / JOB ROTATION
• Cross-training is training an employee to do
a different part of the organization’s work.
Training worker A to do the task that worker
B does and training B to do A’s task

• Helps employees learn new skills, increase

their value to their firm and combat position
fatigue.
BENCHMARKING
• Organizations use benchmarking as a way to
help become more competitive. By looking
at how other companies are doing, they can
identify areas where they are
underperforming without having to recreate
the wheel.
• Accelerates process of change because they
have models from other companies in their
industry to help guide their changes.
• Two types of benchmarking are Best
Practices and Peer Benchmarking
WORK IMPROVEMENT TEAMS
• The sole purpose of WITs is to make
improvements at work.
• Team members working together and
focus on tackling problems facing their
common work areas. Problems refer to the
hindrances to performance, obstacles to
work flow, defects, complaints, accidents,
wastes, disruptions and so on.
INTERVENTION SELECTION CONSIDERATION
LEARNING OBJECTIVE

10%
EXPECTED OUTPUTS

20%
PROFILE OF TARGET GROUP

70%
AVAILABLE TIME

AVAILABLE RESOURCES
LEVELS OF EVALUATION

DONALD KIRKPATRICK
• Author of Evaluating Training Programs
– first published in 1994
• His model is the “gold standard” for
training evaluation all over the world
SIMPLE EVALUATION TOOLS
Level 1: Reaction
Trainee Reaction/Satisfaction Sheet
Level 2: Learning
Pre-tests and Post-tests
Level 3: Behavior
Interview
Survey Questionnaire
Level 4: Results
Business Results
Incident Report
EVALUATION TIMELINE
LEVEL 1 During and right after the intervention.

LEVEL 2 During and right after the intervention.

LEVEL 3 3 to 6 months after the intervention.

LEVEL 4 6 to 12 months after the intervention.

Capacity Building Plan
• Strategic Directions (Goals, Objectives, Strategies of your organizational unit)
to increase number of new accounts by 30% by the end of 3rd Quarter of 2017
• Target Participants: All Sales Personnel
Workplace Learning Social Learning Structured Learning
(Who will you ask to help and
(Experience-based Assignment) (Formal Training and Self-Study)
Competencies/Skills how)
70 % 20% 10%
Sales and Marketing
Shadowing, Job rotation, Coaching, Sales Conference, Digital
benchmarking Mentoring Marketing Seminar

Support/Resources SC – P3000 *2 PAX

None None
Needed DM Seminar - P4000
Persons Responsible (Roles of
key offices/units, point persons Supervisor, Senior
in designing, executing, Supervisor Supervisor
monitoring and evaluating employee 1
Capacity Building Plan)

Shadowing, JR – from June

2017 Week 1 to Week 3 Weekly, every Monday
Targets/Timeline By June week 4
Benchmarking – July Week afternoon
1