Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Chapter 11Traditional Employee and Management Development Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Employee Development Responsibilities Organization Climate for development Resources and support HR unit Creation and maintenance of emp. development systems: HRIS Training process systems (needs analysis, etc.) Supervisor Performance feedback Special assignments OJT, Coach Motivating employee to develop Employee Motivated to be effective performer Ask for feedback and be open to areas of improvement Take on new work and request stretch assignments Make it known that development is desired Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Mintzberg’s Managerial Roles Formal Authority & Status Interpersonal Roles Informational Roles Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Decisional Roles Interpersonal Roles Roles Activities Figurehead Meets obligatory, social, and political duties (e.g. social functions, meeting with politicians, buyers, or suppliers) Leader Maintains, develops, and motivates the human resources necessary to meet the needs of the unit Liaison Networks with individuals outside the unit to acquire information and actions to benefit the unit Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Informational Roles Roles Activities Monitor Searches for and acquires information about the unit and its environment Disseminator Distributes information to others within or outside the unit Spokesperson Official voice of the unit regarding plans, values, activities, and image of the unit Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Decisional Roles Roles Activities Entrepreneur Manages unit to take advantage of opportunities or meet threats Disturbance handler Manages the concerns of the unit. (e.g., a wildcat strike, loss of a major customer) Resource allocator Integrates and authorizes activities and resource utilization Negotiator Bargains to acquire the resources to meet the needs of the unit Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Strategy, Technology, and Structure Technology Structure- Design Structure- Decision Making Market Leader Cost Leader Non Routine Routine Organic Mechanistic Decentralized Centralized Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Interpersonal Roles and Characteristics That Matter Knowledge and Skills Role Conceptual Technical Interpersonal Figurehead Traits Personal Yes Yes Leader Yes Yes Yes Liaison Yes Yes Yes Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Informational Roles and Characteristics That Matter Knowledge and Skills Conceptual Technica l Monitor Yes Yes Disseminator Yes Yes Yes Spokesperson Yes Yes Yes Role Interpersonal Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Traits Personal Yes Maybe Decisional Roles and Characteristics That Matter Knowledge and Skills Role Conceptual Technical Entrepreneur Traits Interpersonal Personal Yes Yes Yes Yes Disturbance handler Yes Yes Yes Yes Resource allocator Yes Yes Yes Yes Yes Yes Negotiator Yes Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Managerial Skills and Strategy Skills Technical Interpersonal Conceptual Market Leader Cost Leader More sophisticated and nonroutine Less sophisticated and routine Higher Lower Higher Lower Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Managerial Traits & Strategy Traits Drive Flexibility Leader motive Market Leader Cost Leader High High Higher Lower High High Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Management Styles & Strategy Style Market Leader Cost Leader Participative Higher Lower Supportive No difference No difference Achieve-ment Higher Lower Directive Lower Higher Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Sources of Management Development ➢Externally based ▪ Executive Education ▪ Consulting firms ➢Internal ▪ Corporate University ▪ Special Assignments ▪ Rotation Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Strategies for Execs and Future Execs ➢Mentoring ➢Coaching ➢Executive Development programs ➢Executive MBAs ➢Action Learning (special projects) ➢Rotation ➢Team Building Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall CHAPTER 11 CASE QUESTIONS –Will Teams Work? 1. What is the managerial context in which these managers will be operating? Do you think training designed to help managers understand the context they will be operating in will be helpful? Why or why not? The managerial context that APM is trying to create is team concept. The managers at APM have been selected for their ability to operate in a traditionally structured organization. Therefore, it will be necessary to provide training for these managers so they can learn how to function in an organization that operates in a team concept structure. There are many differences between a traditional structure and a team concept structure and the role of managers is very different in both. Typically managers are very resistant when changing from a traditional structure to a team concept, in fact, this resistance is considered to be a leading cause of team concept implementation failures. Therefore, training will be beneficial if resistance can be overcome. 2. What types of competencies should be developed in the management training? Give your rationale. The management training must include technical, interpersonal, and leadership training. It states in the case that the managers have little knowledge of the machinery. If managers are to function in a team concept, they must have the technical knowledge to be able to perform the work and contribute to problem solving. Additionally, managers must be trained in interpersonal skills. Up to now, managers have used a confrontational style in dealing with their subordinates. If they are to establish a team concept, they need to develop other ways of dealing with conflict and/or problem solving. Lastly, if the problem solving team initiative is to succeed, the managers cannot continue to perform their function from a traditional perspective. They need some training on leadership in order to evolve from a more transactional style of leadership to being able to participate as a member of the team. 3. What types of training should be used to provide the different competencies? How long will it take to provide this training? Give your rationale. The technical training can be provided through workshops and seminars. It may even provide an excellent team building opportunity if non-managers who had the technical knowledge were given the opportunity to help provide some of the training. OJT would also be beneficial if managers were allowed to perform some of the work on the machinery along side with non-management employees. Interactive skills training using simulations, feedback, and grid management should help develop the required interpersonal skills. Grid management training will develop the manager’s ability to display concern for work outcomes and concern for people. Leadership skills can be developed through simulations and role play. Effective feedback will be necessary so that managers can learn how to operate in a team concept effectively. 32 4. What are the alternatives to management development? Do you think one of these alternatives should be used? Why or why not? Two other alternatives are 1) try to improve quality without implementing problem solving teams and 2) hire a new management team who can function in a team concept environment. If resistance by managers is very high one of these options may have to be used. If it is thought that quality cannot be improved through traditional methods and team concept is the only solution, the second option may be required. It should be noted that the cost of replacing the management team would be very high. Training is probably the most economical approach assuming that supervisory resistance can be overcome. EXERCISES 1. Put your role as a student into the context of a job. What type of development would you like to get to make you a more effective student in terms of (1) your grades; (2) a teammate in group projects, and (3) a student in the classroom? Are you aware of any place at the university where these skills are offered? Answers will vary according to each student. Most students will probably cite skills such as time management, research skills, and communication (writing or reading) skills. Be prepared to bring university resources to their attention. Many universities offer online workshops for writing, plagiarism, APA styling, etc. Many of these resources may be available even to students who do not attend that university. 2. Bring a recent article (no more than a year old), which identifies KSAs that will be critical for managers in the immediate future. Be prepared to discuss the article and its management development implications in small groups or with the entire class. Tips: There are usually many such articles in newspapers or training journals. Another source can be advertisements for training by vendors. These can make for interesting discussion about their relevance to different industries. Asking them questions such as relevance to cost leader vs. market leader organizations, line vs. middle vs. upper management, etc. will help students understand the contingency approach we are suggesting. Be sure to specify if you are requiring a scholarly source (such as a peer reviewed article, or if you are willing to accept marketing and/or advertising material for commercial training programs. 3. Interview two managers with at least two years of management experience with their company. One manager should come from a company whose strategy is more toward the cost leader side, the other more toward the market leader side. If possible they should both be in the same functional area. Determine the management development they have received from 33 their company. Determine how satisfied they are with the development they have received so far. Bring this information back to class and be prepared to share it with others, providing an analysis of how consistent these two experiences are with what the text proposes. Tips: An alternative to this is to have each student interview only one manager. To make this more interesting, you can have different students interview managers from different industries. Assessing differences between industries can lead to interesting discussions around which type of strategy is more appropriate in different industries. 4. How does management education prepare a manager for his/her role? What are the ways in which management education occurs? Do some seem better to you than others? Why or why not? Can other forms of training substitute for management education? Why or why not? Tips: This exercise is worded as four questions. To make it into an exercise ask the students to interview different managers asking them these questions. Then they can get together, share responses, and discuss their own views. To get more interesting results, have some interviewing accounting department managers and others interviewing marketing managers, and so forth. This will help them identify the similarities and differences in training requirements. 5. Interview a manager with five or more years of experience. Record the manager’s current position, previous positions, and education. Identify the manager’s roles and responsibilities. a. How do the roles and responsibilities compare to those described in the text? b. Identify the KSAs required to meet this manager’s roles and responsibilities. c. How has the manager’s previous experience and education prepared them for their current roles and responsibilities? Tips: To get the full potential here once again it is useful to have the students interview managers in different industries and different departments and share their findings. This will help them to note both the similarities, and sometimes subtle differences that occur. 6. Interview an HR person from a company and ask how they develop their executives and how they prepare their managers to move into executive positions. If they have a succession planning process, ask how it works and how often it is reviewed. If they do not, ask how they determine whom to promote to executive positions when one comes available. From the interview answer the following. a) How many different methods do they use for developing executives, managers? b) If they have a succession plan, how does it work? Do they think it prepares their managers for the higher-level management positions? Tips: This exercise is likely to be difficult to implement as access to HR personnel with sufficient understanding of management and executive development strategies is limited. In 34 addition, many companies view these strategies as proprietary information. The reason it is included is that it provides excellent real world examples of how companies approach the development of their top people. The instructor might want to use his/her personal network to provide access, or ask the class to see if access would be possible. If students have difficulty accessing this information from an organization, the instructor might want to provide them with the alternative of researching different ways in which succession planning may be undertaken. QUESTIONS FOR REVIEW Why is employee development so important in today’s organization? • Employees have less loyalty to organizations and may be willing to move to another organization if there is no opportunity to advance their careers • There is currently a shortage of skilled workers in the labor pool • Skilled employees are becoming more and more important in today’s competitive marketplace. • To attract and retain high quality employees, organizations must offer quality employee development. • Having employees who are able to do more than one job provides flexibility for the organization • Employee development leads to potentially lower voluntary turnover and more committed employees 1. Why is it necessary to have so much of this chapter devoted to management training? Management training and development is a very important part of the organizational community and environment. Evidence indicates that those companies that align their management development with their strategic planning are generally more competitive. Also, managers get a lot of training, are accountable for success, and have complex jobs. 2. Compare and contrast the skills, traits, and management style for the manager in a cost leader vs. market leader organization. Table 10-4 describes the differences between effective cost leader and market leader managers. Effective managers, regardless of market strategy possess technical, interpersonal and conceptual skills. Market leader managers require more technical sophistication because they operate on the leading edge of technology. These managers also need more interpersonal skills because they use a more organic, less formalized design that requires managers to interact with more levels within the organizational. These interactions are critical to coordinating activities within their units. Again, market leader managers need greater conceptual skills to be able to adapt to non-routine situations. 35 Other factors such as drive, flexibility and leader motives are important traits for a manager to be effective. No compelling evidence suggests that managers high in these traits will be more or less effective in any particular organizational context. There are four different management styles: participative, supportive, achievement and directive. Participative styles are more effective in market leader organizations because a decentralized structure promotes higher levels of participation in decision making. A supportive leadership style is effective in both market leader and cost leader environments. The market leader needs a higher achievement style compared to the cost leader. Market leaders need to reduce some of the ambiguities of their unit’s tasks. They are able to clarify goals, parameters and performance expectations. The directive leadership style is more important for the cost leader. It is important for the manager of a cost leader to monitor and ensure that the right people are doing the right things at the right time. 36
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