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Methods of Executive Development

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Methods of Executive Development

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Various techniques of executive development categories as shown in Fig 10.1 Executive Development Project Assig Committees Multiple Man: Selected Readings <7 Fig 10.1. Executive Development Techniques. i job training is most suitable wh a hen the aim is pehenoer of executives. Such training is inexpensive and om to learn is high as training takes place in the real job situation. ae ; 10 ecutive Development lilies an ponatrate | ates and de 1 leades qualities without ¢ oe eet er the trainer nor the trainee are free from the daily routty ar of their respective Jobs, On-the-Job Lralning! ts given through the followin Bering: In this method, the superior guides and instructs the trainee a coach, The coach or counseller sets mutually agreed upon goals, sugytests how t jhieve these goals, periodically reviews the trainec’s pro quired in behaviour and performance Coaching method offers several advantages: (1) It is learning by doing, (10) Ever ing. an effective budgetary control system. By working on this es earn the work procedures and techniques of budgeting. They ger Selection, Education and Training, pp. 169-70. are put together to group called project solutions. For instance, acco’ 10.9 vive evelopment « interrelationships betwe orn BF aining device d en accounts and espe ue to temporar other de $e ues, a smalcale Or team co eA he, pintssisia woos St Ea aE eee, i Fraback poate Dee ey spelt at ea ane Be Se eee rag seationtin terms of briefs cussed DY piel executive groups. In eee syndicate eae areas to facilitate Sto work full time analysing and Se eees eee report to be Me called action learntri solving See g preaiogeas inees are % committee Assignment. A other departments exes IS pea a ee carer ae ealiye. Through discussion in ces participate in th consisting of trainee rent viewpoints and alt ommittee ¢ deliberati ternative meetings th ions of the sonal skills. rncteCisteaeren eral get acquainted ¢, Multiple Manageme lem-solving. They also aed odormick of the Reese t. This technique earn ford of young executives i armoeatinnver cia developed by C Pee etch males recom is constituted. Major timore, USA. Under eae pom decision-makin ee Sey er ofthe executive team. ee and the Board Sear ei Dieta The ane the junior tard members who hat peer he oer Cl ee receives the ee see Committee: we received consid rectors can be fill ollective wisdom 's and unio iderable expo: led from the participants gain practi nm boards offer tl posure to problem: fe junior {i The committee a ical experience in grot he following advant is and issues. "the organisation. (iii) eg anivinates te the'c Gexisien eee (i) The system provides multi e method helps to Soe ane and team work, Beets method, iple judgement on pa Saly executive ea, relations in ‘The method suffi individual. (iv) It is Board rating development fers from so1 is relatively i dorapmental needs of execu me disadvantages: (1 hes eee (U0) Ts ves is not possible. (1) (® Specific atte academic debate: ¢ discussions in comn ) The method ntion to the participants. est Of pivonos aed ooeaibe dis not suitable for 7, Selective Re Saal Soa aetna ae ee t= Reedings. Mon ent on the hoo ¢ latest devel aging has becom: parce a i oe lopments in the fiel a specialised job ee rare N pete ars perenne ees kee managems with the professi Seer gain informed pacemeniaNoj executive istedl Cees nSEEN iterature h ovations can afford t coe) io lps to avoid man: in management. a rely solely on ne idual self-dev. agerial obsolescenc ing of curi maintain li lopment cence. Si rent ally read and ibraries for their it programme for Slee greadings te improve their eee and Bee ae Many . These . rs are oe are formally organised encouraged are essential when techni talks by. an i ided. Thesi schnical or speci instructor o1 se can be special infor mn specifi udio-visual supplem« mation iy SE of a complex peese iseuieidtuad iss suspic wey a simple way > 1010 Hm Hesource m1re6 Manageme, Corporate India ec Ic 10 elansroonie te 1 htoel snes abit pen lender hp SKA ty productivity at More and more corporaten are subscribing (o leadership) programmen at ut BRwith Vie trainers, According to Mr, Tam 9 Bt Lee Jerahip Mansinne | International's South india Hleeneee Laras, "Wi; have worked vith 200 companieg peel Ust five yearn,” Lava bain, Sveready, Cavinkare, Copntiany att SRE Amrutanyan and neverat other : While cynies may call such programmen occantonal ‘intellectual 1 fee don't mind being in the by CHO in mAs, | HUE Inehaden St, ¢ WOOK OF ong | ai ae | ty of le i wine in new bottle’, clearly those tn pi Mr, Mohapatra says, "The difference between a manayer and Jen! programmes have little to offer on leaders Conventic Soure, of imparting knowledge to a large number of persons within a short Ur The Keonomte Tunes, June 27, 200% ulitudes and problem 1 be presented within a given time d to introduce a subject, to reduce olving, skills are: 1 bY any othe, xteLY about fo present basic mater) application of rues, principle useful when facts, concept: be taught, More material ¢ method, Lectures can be upeoming training programmes or organisational chang that will provide a common background and to illustrate the and principles. The lecture method, however, suffers from the following Umitations: (0) Lechire There 1s no participation and fecdback from the wre passive listeners, The plication of knowledge is a one-way communication audience. (i) The audience loses attention quickly as the: focus is on ac orisalion her than or (ii) It requires a great deal of preparation and speaking skill for which executives may lack lime. (v) The presentation of material has to be geared to a common level of knowledge. (v) It becomes un, ale to the audience when (oo much information is packed in the lecture Lecture method can be made effective in the following ways: (a) A lecture should be well-planned as to its purpose and contents. (b) The lecturer should be competent and a good speaker. (c) He should keep in mind the liste (d) The lecture should not be for more than an hour. {e) The lecture should be made ing through leading questions, guided discussions and audio-vis 9. Group Discussions, It is a variant of the lecture method, Under it, paper! prepared and presented by one or more trainees lected topic. This is followe by acrilical discussion. The chairman of the discussion or seminar summarises contents of the papers and the discussions which follows. Often the material to discussed {s distributed in advance, Seminars and conferences enable exeeilives learn from the experiences of each other and haye become quite popula : 10. Case Study Method. Under this method, a real or hypothetic problem or situation detnanding solution is presented in writing tot umulation and m ts. paceutive Development 10 qheyare required to identify and analyse the problem, suggest and evaluate alternatt Uurses of action and choose the most appropriate solution ‘The trainer guides the Gyscussion and ensures that no relevant fact is overlooked Peer-to-Peer Learning Methods scearningis passe, We-learning isin, Organisations, tired of assimilating knowleda theo» Bk yuional means, are turning fo peer-L0-peer (P2P) learning methods. They are do teaesimilate Knowledge faster, Though the concept is in its nascent stage, but compar Wier Reddy's, Wippro and IBM are pioneering its adoption, In P2P learning, emp! wos all hierarchical levels share knowledge freely with cach other. They either meet # acfaon m specially designated forums, meet online or exchange ideas through In-house pe nnical journals, P2P can only reinforce the traditional mode of learning, but not earlier, coordinating and exchanging ideas among thousands of employees at dispersed Jocations was a problem but technology available today takes care of that. Take for exa {has online tool for peer-to-peer learning called Expert-and-Knowledge Tracker t ts collaboration, knowledge re-use and question answering, It safe juailability by providing them with control over when they appear available syd expertise sharing Via their favourite instant massaging client. ‘Source: The Economic Times, March 6, 2007 ‘Avariant of the case method is incident process, wherein only an 0° than full details of a situation is given. The trainees find out what inform: and seek it out from the trainer through questions. Case study method w developed at Harvard Business School whereas incident method was developed MIT, USA. ‘The advantages of case method are: (i) It promotes analytical thinking and solving Skills. (ii) It encourages open-mindedness and provides a means of sntegrating interdisciplinary knowledge. (itt) The trainees become aware of managerial concepts and processes and their application to specific situations. (iv) Detailed descriptions of real life situations help to create interest of trainees. (uv) It makes trainees aware of obscurities, contradictions and uncertainties involved in business This method is widely used in professional schools of law and management. and in supervisory and executive training programmes in industry. Case study method suffers from the following disadvantages: (i) A case may degenerate into a dreary history undermining analytical reasoning. (it) It may suppress the critical faculties of mediocre trainees. (iii) The cases may be used indiscriminately as permanent precedents. (iv) It is time saving and expensive to prepare good case {v) A real life case may not be useful in different cultural situations. case method can be made more effective in the following ways: (i) The group must consist of person who can understand quickly. (ii) The case should representation of the issues involved. It should be objective without om the case writer. (iii) It should be well documented with history, facts ) It should be based on first hand information so as to be realistic ion leader should allow full opportunity to the learners to think anc > MAUMAN NCSOUrCe 1.12 ian 11. Conference Method. A conferc fs a formal meeting cong, PTR : \ accordance with an organised plan, Problems of con witig reir {eas and experience (od sate le The participants pool A conierence may be divided into small groups (buzz sessions) fo, | “tn oups report back to the conference. This Methog ay discussions. These small Upon small group interactions and active participation of the trainees, int Suited for analysing problems and issues and examining them fron, aut viewpoints. It helps in developing conceptual knowledge, reducing dogmayi "hy Phe trainee actively participates and his interest jy ean arn, modifying attitudes. maintained. ey The conference method is suitable only for a small group of 15 to 99, © participation of all the Tearnen,™ 8.7 ant | ‘arners haye because a larger group otien discourages ac allowed to speak and irreloy, progress is usually slow because everyone easily creep in. The method can be effective provided: (a) the le Knowledge of the subject to be discussed at the conference; (b) conference lead 00d and stimulating so that he can summarise material at appropriate times dine @ discussion, encourage members to express thems i Ives without fear, contro, m verbose members and ensure a general consensus without forcing agreement; ‘cial Size of the group is small enough to allow everyone to par te Ise, 12. Role Playing. In this method, the trainees act out a given role as they woug in a stage play. Two or more trainees are assigned parts to play before the rest Of the class. Thus, it is a method of human interaction which involves realistic behaviour in an imaginary or hypothetical situation. Role playing primarily involves employe employee relationships, hiring, firing, discussing a grievance procedure, conducting @ post appraisal interview or disciplining a subordinate or a salesman making, Presentation to a customer. Role playing offers several benefits: (a) Trainees learn to accept criticism from others, and the group soon recognises that sound suggestions benefit everyone. (b) When a trainee criticizes another's performance, that individual has an incentive not to perform similarly later. (ec) Role players practice introspection through participating in the appraisal their own performances. Videotaping makes self-criticism even more beneficial and objective. (d) The free-wheeling nature of role playing is conducive to generating ne ideas and approaches. Defects inberent in stereotyped solutions become apparent. (e) In role-playing sessions for mixed groups, junior people have a chance to learn yaluable tricks, and experienced personnel are kept alert as a matter of personal pride. a (N Role players gain acting experience, which may help later in handling dill selling situations. i pment 10.13 pateh useful method of developing interpersonal or human relations pont’, ‘about desired corte in attitudes and behaviour. Trainees be t ft ofeis © vement trends pee er we . learning by doing and immediate ie 4 sooo degree ig by observing and listening, Each trainee P78" ppere 82 se competitive atmosphere. Role playing involves simulation, eee to tament similar to real work situation, Two she necmns oo 4 aD ee, are inbasket and management games, ie oe e. In this method, the trainee is provided with a basket or : 4 files related to his functional area. He is expected to carefully ake his own recommendations on the problem situation. The ropservations of different trainees are compared and conclusions ee are put down ia the form of a report. at. ethod offers the following advantages: (i) The method is simple and riiigpe trainees get a better appreciation of different functional areas ie ants learn problem-solving skills due to their active interest and ras jnter-departmental conflicts can be reduced. it i shod suffers from the following disadvantages: (i) The solution mel ts tend to be abstract devoid of real life bet articipan problems. (ii) The ee ‘and it difficult to adapt themselves to rigid situations and may lack =e cet exercise is appropriate as a selection tool if the vacancy is at a high spinbes policy decisions and for promotions from within. An “in-basket” is a oa ich might come to an executive desk. The candidate is expected to ade iscussion on each of those papers. These decisions may be discussed Bs" the candidates themselves or with the selectors. The decisions are 2 paicate executive competence as well as values. ri Management Games. Management or business games are designed to be oe tie of real life situations. These are classroom simulation exercises in vs of individuals compete against one another or against an environment vn achieve a given objective. In these exercises, the participants play a i and enrich their skills through involvement and simulated exercise. : games can be of interacting or non-interacting types. In the interacting es, the decisions of one team influence the performance of other teams. ‘eracting games, each team is independent and its performance entirely upon its own competence. nt India Inc Uses Games sare playing games with their employees, literally. After simulations, StoBls and war games, it's now the turn of software-based games to enter the training While earlier, games were essentially associated with team-building and ee skills, they are now being used to teach employees specific skills, levels Oke red -s like Cheque M. nanagers, and RAD Alert less than seven seco s Incotpe For instance, ICICI Bank h: nch Processing stam, Aero Command for b detecting more than 20 errors in “Our objective is to prepare employees at the entry Our induction programmes. A like Cash Detect fake currency notes, from the first day they join. Similai managers are taught how to handle dynam: Ramkumar K. There is also a fun clement involved unlike simulations, such games are based on £3 competition, helps new recruits to learn as they Score in a game.~ says Tata Interactive Systems (TE Chandra Shekhar Ghildiyal, Source: Te Economic Times. April 3. Management games usually consist of several teams which represent com, companies. Each team consists of two to six members. Teams take decisions attempt to maximise hypothetical profits in this simulated environment. The Continues for six to twelve periods. At the end of that period, the final results worked out by each team and compared with those of others. Management gan. ke managerial decisions in an integra. ng problems and by making trial and, 00s. are intended to teach trainees how to & manner. The participants learn by anal decisions. Such games illustrate the existence of various group processes, includine communication, the resolution of conflicts, the emergence of leadership, and 2 development of friendly te: Simulation Training ‘You will have a realistic and enjoyable learning experience, where you actually manag: multi-million company and benefit with * Understanding the cro: jonships among various managemest functions. © Exposure of running a company in a simulated environment without causing damage to a live company. Honing operative and strategic decision-making skills under constraints of time, finances and information. Understanding the financial implications of the decisions taken. Helping in finding and employing the available information for the data analysis of their own and competitor's business. Understanding the importance of team work under trying business situations nd above all. Getting a synoptic view of a company’s operations and experience the thrill of running a company in a competitive environment. evelopment 10.15 ame O 7 ent games offer the following advant 1 agement games ¢ #8 advantages: (i) It helps to analyse and manage’ vant data from a mass of information and also helps to decide with of Oe ata. (di) IL is useful in develop! plete & Hoping tea HePSHCOH the foll pin guhod suffers {rom the following drawbacks: (1) 1 is very dificult and rhis Mefevelop and Implenient good games; i) ‘The games are artificial because we tescecutives are rewarded for creating new alternatives rather than [01 suifrom a given list of ay not be stucc 4g problem-solving skills, (Hi) It helps i jership skills and in fostering teamwork alternatives. (if) The trainees who are successful in stul on the job, pace pices toe al Peers rote S Formal Training and Development 4 MANAGERIAL LEARNING = Special Projects Job Rotations *. In-hou: © Exte Course Courses al Short + Unusual Job Events or Demands Relationships Coach, Mentor * Experts * Role Model + Networks 4. 10.2. How Managers Learn. source: Cynthia D. Fisher, op. cit.. p 407. 15. Programmed Instruction. This method incorporates a pre-arranged and proposed acquisition of some specific skills or general knowledge. Information is froken into meaningful units and these units are arranged in a proper way to form a'logical and requiential learning package. Each package is built upon the earlier ones and knowledge is imparted with the help of a textbook or a teaching machine. The package involves presenting questions, allowing learners to respond and instant feedback is given to indicate the accuracy of answers, ‘This method provides the following advantages: (i) Trainees learn at their pace as the materials are broken into small units, (ii) Learners take active part in the programme. (iti) Individual differences can be taken into consideration. (iv) The mnotivation to learn is high. (v) The teaching material is prepared by an expert and his expertise can be made available to a large number of trainees. (vi) Individuals can be trained more- economically and at the most convenient times. (vii) The instructor incharge can have accurate and quick measure of the rate of learning, (vil) Learners are given regular feedback on their progress and are encouraged to Jearn further through appropriate reveals. The disadvantages of this method are: (i) The learning atmosphere is impersonal. (if) Only factual topics can be programmed. (iii) Attitudinal and behavioural skills cannot be taught. (iv) The cost and time involved in creating such programmes is very high. (v) The more efficient trainee may get bored if he fecls the programme is too easy. This method is mainly used in teaching factual knowledge such as mathematics, physics, a foreign language, etc. 16. Sensitivity Training. This method is also called T-Group training and ratory training. The purpose is to increase self-awareness, develop interpersonal a eee al 10.16 Human Resource Manag , c Mey, competence and sharpen teamwork skills. The trainees are brought to; | free and open environment wherein participants discuss themselves, The alae : is lightly directed by a behavioural expert who creates the opportunity {9 esion their ideas, beliefs and attitudes. Presg Sensitivity training was developed by Kurt Lewin. According to Chris ay, “Sensitivity training is a group experience designed to provide maximum poet: opportunity for the individuals to expose their behaviour, give and receive fea experiment with new behaviour and develop awareness of self and of others» In this method, the focus is on a face-to-face interaction and confrontation Sensitivity training helps to make the trainees more open and sensitive Ing Tt however, a very controversial technique and has been criticised on the follows. grounds: (a) It involves stress situations which can cause serious psychologies damage (behaviour breakdown) to the participants. (b) The trainee may become , sensitive to the feelings of other that he is unwilling to take hard decisions,” The following steps may be taken to make sensitivity training more effectiy (@ The trainer must be able to translate emotional situations into constructive consequences. (ii) The participants with emotional stability and high tolerance fo, anxiety should be selected. (iii) The programme should be strictly voluntary, (iv) The participants should be told in advance what they are going to experience, (v) 4 mechanism for transferring the learning to the work situation should be created The appropriateness of different techniques of executive development are summarised in Table 10.2. Table 10.2: Suitability of Executive Development Techniques Technique Suitability a Understudy To develop competent successors to senior executives Job Rotation To broaden outlook and to create diversified skills in an executive. Committees/Multiple Management —_To provide knowledge and skills in different functional areas Lectures To provide conceptual knowledge in a short period to a larg number of persons Case Study To develop analytical and decision-making skills Role Playing To develop negotiating and selling skills Inbasket Exercise To develop situational judgement and social sensitivity Management Games To develop quick thinking, organising ability and leadership hls Sensitivity Training To develop awareness of self and its impact on others Conference To improve attitudes and behaviour Competency Models. Competency models are carefully derived organisalio® specific lists of the skills or competencies needed to manage effectively in thal organisation. The models are used to integrate HR practices so that seleclo® performance appraisal, 360-degree feedback instruments, and training programm are all aimed at building the same essential skills. Managers understand competencies valued by their organisation, receive appraisal and 360-degree fed on their possession of these competencies, attend formal training programmes?’ at improving key competencies, and can engage in self-directed learning ot individual coaching to build their standing on specific competencies. Action Learning. An increasingly common method of middle and he management development combines on-the-job and off-the-job learning: = ie Executive Development 10.17 is that formal training is good at conveyil rat teaching individuals to seck out and use knowled) P innovative ways . . . yet it is the latter that is most cruci ijction learning programmes usually feature some classroom instruction together ‘with an applied project tackled by a team of trainees They investigate and solve a real organisational problem that is outside their area of expertise and very complex. They struggle to analyse the problem—learning from fellow trainees and tutors. collecting data, and reading from the literature as necessary to discover a solution. In the process, they develop specific managerial competencics along with learning how to learn. Action learning programmes usually culminate in trainee presentations of their conclusions to an audience of senior executives. 10.6 Principles of Executive Development y for executive development. A { initiating and implementing ing factual knowledge but ‘0 Solve complex problems al for managerial success underlying idea 1. Top management should accept responsibilit senior executive should be made incharge 0 the company's executive development programmes. 2, Every manager must accept direct responsibility for developing the executives under his control on the job. 3. Executive development programmes must be geared to the needs of the company and the individual. 4, Executive development begins with the selection of the right man for executive < oS “y -cane ehauld be fed into executive

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