PART THREE – TRAINING AND DEVELOPING EMPLOYEES
Chapter
Management
and
Organizational
Development
10
Chapter 10 Overview

The Management Development Process

Determining the Net Management Requirements

Needs Assessment

Establishing Management Development Objectives

Methods Used in Management Development

Evaluation of Management Development Activities

Assessment Centers

Organizational Development

Approaches to Management and Organizational
Development
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 The
Management Development Process 
 Determining
the Net Management Requirements
 Organizational
Objectives
 Management Inventory and Succession Plan  
 Changes in the Management Team
 Needs
Assessment  
 Establishing
McGraw-Hill/Irwin
Management Development Objectives
© 2004 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 3
Figure 10.1
The Management Development Process
|
McGraw-Hill/Irwin
© 2004 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 4
 The
Management Development Process 
 Determining
the Net Management Requirements
 Organizational
Objectives
 Management Inventory and Succession Plan  
 Changes in the Management Team
 Needs
Assessment  
 Establishing
McGraw-Hill/Irwin
Management Development Objectives
© 2004 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 5
Table 10.1
Name
James
W.
Burch
Sample of a Simplified Management Inventory
Present Position
Length Retireof
ment
Service Year
Industrial relations 5 years
manager, Greenville
Plant
Replacement
Positions
Previous Training
Received
B.B.A, University of
2007 Corporate
industrial relations South Carolina;
middle management
staff
program, Harvard
Judy Engineering trainee 9 months 2017 Plant engineering B.E.E, Georgia Tech
S.
manager, corporate
Chesser
engineering staff
Thomas Supervisor, receiving 15 years 2001 Department
High school diploma,
R.
department, night
manager, shipping supervisory skills
Lackey shift
training
and receiving
Brenda Eastern regional
C.
marketing manager
Sabo
McGraw-Hill/Irwin
8 years
2010 Vice president,
marketing
© 2004 The McGraw-Hill Companies, Inc. All rights reserved.
B.B.A, UCLA;
M.B.A., USC;
executive
development
program, Stanford
10 - 6
Figure 10.2
Replacement Plan for
Administrative Division of a Typical Organization
|
McGraw-Hill/Irwin
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10 - 7
 The
Management Development Process 
 Determining
the Net Management Requirements
 Organizational
Objectives
 Management Inventory and Succession Plan  
 Changes in the Management Team
 Needs
Assessment  
 Establishing
McGraw-Hill/Irwin
Management Development Objectives
© 2004 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 8
Figure 10.3
Management Development Program
Needs Assessment Questionnaire
Source: Axel R. Granholm, Human Resource Director’s Portfolio of Personnel Forms, Records, and Reports (Englewood Cliffs, N. J.: Prentice Hall, 1988), pp. 237-39.
Employee _____________________________________ Social Security No. _____________________________
Position Title __________________________________________________________________________________
Organization ___________________________________ Location ______________________________________
Supervisor (Name & Title) ___________ ____________________________________________________________
Employee: Please review each “Supervisory/Managerial Function” to assess you need for improving related skills
through appropriate developmental opportunities. Your evaluations are to be shown in the “Employee” portion of the
“Developmental Requirement” section. One of the following codes should be entered in each box: O = No Need, S =
Some Need, or N = Need. Immediate Supervisor: Please review the employee’s assessments to indicate your
findings in respective boxes (“Manager” portion of the “Developmental Requirement” section).
Developmental Requirement
Employee
Manager
Supervisory/Managerial Function
A. Helping Workers with Problems
1. Help employees with job adjustment problems
2. Help subordinates improve performance
3. Help employees solve personal problems
4. Listening skill development
5. Conflict resolution
6. Employee assistance referral techniques
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(Continued)
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Figure 10.3
Management Development Program
Needs Assessment Questionnaire
Developmental Requirement
Employee
Manager
B. Giving Information to Employees
1. Keeping employees informed
2. Conducting effective meetings
3. Responding to employee suggestions
C. Receiving Information from Employees
1. Responding to productivity concepts
2. Encouraging employee participation
3. Consulting with employee concerning work procedures and activities
to improve working conditions
D. Labor-Management Relations
1. Employee rights under agreement
2. Handling employee grievances
E. Leadership
1. Participative management concepts
2. Encouraging employees to assume personal responsibility for work performance
3. Promoting employee cooperation
F. Safety and Health
1. Promoting employee understanding of health services and occupational health hazards
2. Promoting adherence to safety regulations
G. Representing Company Management
1. Defining and defending company goals and objectives
2. Communicating employee views to company management
3. Assuming responsibility for work group’s problems
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(Continued)
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Figure 10.3
Management Development Program
Needs Assessment Questionnaire
Developmental Requirement
Employee
Manager
H. Employee Development
1. Providing detailed work instruction
2. Introducing change
3. Teaching and coaching skills
4. Encouraging employee skill development
I. Employee Utilization
1. Assessing individual abilities to more effectively assign work
2. Matching individuals with jobs
3. Considering individual interests
4. Understanding employee feelings about their assignments
J. Planning, Scheduling, and Organizing
1. Division of labor assignments
2. Planning strategies and policies
3. Time management
4. Setting priorities
5. Following up to ensure work completion
K. Controlling Work Progress
1. Assessing daily developments and progress
2. Reviewing individual progress in carrying out orders
3. Correcting employee work problems
4. Early detection of productivity problems
5. Employee participation in setting goals and associated deadlines
L. Appraising Performance
1. Establishing job performance standards
2. Effective employee discussion techniques; feedback on good or poor performance
3. Constructive criticism
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(Continued)
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Figure 10.3
Management Development Program
Needs Assessment Questionnaire
(concluded)
Developmental Requirement
Employee
Manager
M.Cooperation
1. Ensuring that employees have required equipment and materials through obtaining
cooperation from other company units
2. Effective coordination with other members of management to resolve problems
N. Resource Utilization
1. Effective budgeting techniques
2. Financial management
O. Administration
1. Properly prepare paperwork in a timely manner
2. Administrative policies and procedures
3. Preparation and maintenance of records
4. New employee interviewing techniques and selection criteria
P. Equal Employment Opportunity and Affirmative Action Plan Implementation
1. Equal treatment of employees in work
2. Equal treatment of employees in advancement decisions
Q. Disciplinary Actions
1. Verbal and written disciplinary actions
2. Resolving employee conduct problems
R. Personal
1. Psychological concepts—understanding human behavior
2. Self-analysis for improving effectiveness
3. Coping with stress
4. Improving communication skills (oral and written)
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© 2004 The McGraw-Hill Companies, Inc. All rights reserved.
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Comparison of Four Approaches to Determining
Management Development Needs
Table 10.2
Source: George S. Odiorne and Geary A. Rummler, Training and Development: A Guide for Professionals (Chicago: Commerce Clearing House, 1988), pp. 148-49.
Starting
Point
General
approach
Advantages
of this
approach
Disadvantages
of this
approach
Training Needs Survey: What
Competence study: What
Knowledge/Skill (K/S) is
Competencies Are Required?
Required?
1. Ask key people what competencies they think/feel the
1. Ask key people what K/S they
trainee/performer require to do his or her job.
think/feel the trainees/performers
2. Determine the K/S required to attain the stated
require to do their job.
competencies.
2. Prioritize the K/S recommended and 3. Prioritize the K/S recommended and summarize as a
summarize as a topical list, a
training agenda, or curriculum.
training agenda, curriculum, etc.
 Relatively fast, inexpensive.
 Fast, inexpensive.
 Broad involvement.
 Broad involvement.
 Consensus.
 Low risk.
 In addition to training needs, articulation and agreement
 Low visibility.
on a success profile for the performer.
 Identify generic training needs covering a broad population (first-time supervisors, first-time managers, etc.)







Not precise or specific.
Based on opinion, albeit “expert.”
Difficult to validate.
Difficult to set priorities.
Difficult to relate to output, to
evaluate importance of training.
Once you ask people what training
they feel is important, there is an
implicit expectation that you will
deliver it.
McGraw-Hill/Irwin




Difficult to relate to output, to evaluate training.
Difficult to assess relative importance of competencies
and therefore difficult to set priorities for K/S input.
Consensus will not necessarily identify the critical
difference between exemplary and average performance.
Does not address other factors influencing performance.
Can be highly visible.
© 2004 The McGraw-Hill Companies, Inc. All rights reserved.
(Continued)
10 - 13
Table 10.2
Comparison of Four Approaches to Determining
Management Development Needs
Task Analysis:
What Tasks Are Required?
1. Determine what tasks are required of the
trainee/performer in order for the job to
be performed correctly/successfully.
2. Determine the K/S required to correctly
perform the tasks identified.
3. Prioritize the tasks, and thereby the K/S,
and summarize as a training design
document, training agenda, or
curriculum.
1.
2.
3.
4.
5.
6.








Precise identification of tasks and
required K/S.
Is a form of output and can be measured.
Broad involvement.
Objective, validated by observation.
Takes time and skill.
Visible.
Difficult to assess relative importance of
tasks and therefore difficult to set
priorities for K/S input.
Does not address other factors affecting
performance.
McGraw-Hill/Irwin
7.






(concluded)
Performance Analysis:
What Job Performance is Required?
Determine what performance is required.
Determine the critical job outputs or “accomplishments.”
Determine what tasks are required of the trainee/performer to
produce the job outputs or “accomplishments.”
Determine the K/S required to correctly perform the tasks
identified.
Determine what other factors in addition to K/S influence job
performance, such as job design, resources, consequences, and
feedback.
Prioritize the K/S required based on impact on job performance
and summarize as a training design document, training agenda, or
curriculum.
Summarize recommendations to modify negative influences on
performance, as identified in #4 above.
Links K/S requirements to job performance.
Can validate, evaluate.
Addresses other factors affecting performance.
Impact of job outputs is established and therefore can prioritize
K/S input.
Takes time and skill.
Visible.
© 2004 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 14
 The
Management Development Process 
 Determining
the Net Management Requirements
 Organizational
Objectives
 Management Inventory and Succession Plan  
 Changes in the Management Team
 Needs
Assessment  
 Establishing
McGraw-Hill/Irwin
Management Development Objectives
© 2004 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 15
 Methods
Used in Management Development 
 Understudy Assignments
 Coaching
 Experience
 Job
Rotation
 Special Projects and Committee Assignments
 Classroom Training







Lectures
Case Studies
Role Playing
In-Basket Technique
Programmed and Computer-Assisted Instruction
Web-Based Training
Business Games
 University
McGraw-Hill/Irwin
and Professional Association Seminars
© 2004 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 16
Table 10.3
Select Methods Used in Management Development
On the Job
Off the Job
Understudy assignments
Classroom training
Coaching
Lectures
Experience
Case studies
Job rotation
Role playing
Special projects and
committee assignments
In-basket technique
Programmed instruction
Business games
University and professional
association seminars
McGraw-Hill/Irwin
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 Methods
Used in Management Development 
 Understudy Assignments
 Coaching
 Experience
 Job
Rotation
 Special Projects and Committee Assignments
 Classroom Training







Lectures
Case Studies
Role Playing
In-Basket Technique
Programmed and Computer-Assisted Instruction
Web-Based Training
Business Games
 University
McGraw-Hill/Irwin
and Professional Association Seminars
© 2004 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 18
 Evaluation
of Management Development Activities 
 Assessment
Centers
 Organizational
Development
 Approaches
to Management and Organizational
Development
McGraw-Hill/Irwin
© 2004 The McGraw-Hill Companies, Inc. All rights reserved.
10 - 19
Table 10.4
Evaluation Matrix
Source: George S. Odiorne and Geary A. Rummler, Training and Development: A Guide for Professionals (Chicago: Commerce Clearing House, 1988), pp. 377-78.
What we
Want to Know
What Might
Be Measured
What to Look at
(sources of data)
I. Are the trainees happy?
If not, why?
a. Concepts not relevant
b. Format of the workshop
c. Trainees not properly
positioned
Trainee reaction
during workshop
Comments between trainees
Comments to instructor
Questions about exercises
“Approach Behavior” to exercises
“Approach Behavior” to project
Questions about project, concepts
II. Do the materials teach the
concepts?
If not, why not?
a. WS structure
b. Lessons:
 Presentation
 Examples
 Exercises
Trainee performance
during workshop
Trainee reaction after
workshop
Trainee performance
at end of workshop
Learning time
Performance on exercises
Presentations
Action plan for project
Use of tools on exercises
Presentations
(Continued)
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Table 10.4
Evaluation Matrix
(concluded)
Source: George S. Odiorne and Geary A. Rummler, Training and Development: A Guide for Professionals (Chicago: Commerce Clearing House, 1988), pp. 377-78.
What we
Want to Know
What Might
Be Measured
What to Look at
(sources of data)
III. Are the concepts used?
If not, why not?
a. Concepts
 Not relevant
 Too complex
 Too sophisticated
b. Inadequate tools
c. Environment not
supportive
Performance
improvements projects*
Discussion
Documentation
Results
Problem-solving technique
Discussion
Documentation
Results
Ongoing management
approach*
Discussion
Meetings
Documentation
IV. Does the application of
concepts positively affect
the organization? If not,
why not?
Problem-solving*
Discussion
Documentation
Results
Problem prediction and
prevention*
Discussion
Documentation
Results
Performance measures*
Performance data
* Specific to a particular workshop.
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 Evaluation
of Management Development Activities 
 Assessment
Centers
 Organizational
Development
 Approaches
to Management and Organizational
Development
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Questions
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