Management development
In principle anyone can become a manager, and
many do so without any formal training or development. However, graduates
typically aim for organizations with formally designated management trainee
positions, structured development programmes and steady progression through
the management ranks. General management traineeships are rare; most are
functionally based and applicants join functions such as marketing, production
or human resources. (...)
The trend has been away from long induction periods and work-shadowing towards
immediate 'real' jobs in which trainees perform useful activities, often with
management responsibilities. Traditionally, trainees remain in particular functions
for fixed periods of time - perhaps six months, a year or longer. Of late, competence-
driven development programmes have required trainees to achieve a certain standard
before moving on.
Storey (1995) justifiably observes that 'the panoply of HRM technology is seen
in its fullest form in the management of managers'.(...)
Management and professional education
Many development programmes
involve formal business education, including diplomas, business degrees
and, above all, the Master's in Business Administration (MBA). MBA programmes have
emphasized rational decision-making and a top-down strategic approach to business. It
is worth noting, as we observed in Chapter 1, that introduction on to the Harvard
MBA was crucial to the growth of HRM. (...)
Developing management competences
What are management competences? There are two main
perspectives on the skills necessary for management:
* 'One best way.' The generic approach assumes that there is a range of
competences or portable techniques which can be learned and used in a variety of organizational
settings.
* 'It depends.' The contingency view holds that running an organization
efficiently requires competences or methods unique to that enterprise. This approach emphasizes
common sense, experience, rule-of-thumb techniques and wisdom. It acknowledges the complexity
of the business environment. It also recognizes that what has worked once in a particular
situation is likely to work again. (...)
Developing the international manager
...the growth of international trade demands
managers who are able to function effectively in a range of countries and cultures. Rothwell (1992)
concluded that international managers have the following development needs:
* proficiency in their existing task or business specialism;
* language training;
* experience of living and working abroad;
* cultural awareness and interpersonal skills;
* knowledge and information. (...)
Developing senior managers
Where do senior managers come from? This section compares
results from cross-Europe studies of large companies that showed:
Not a single British chief executive was found with a production background - they tended to
be from finance, marketing or general management.
Conversely, German companies tended to be controlled by people with engineering or science
qualifications and a production background.
French senior managers tended to be grandes ecoles graduates, many having a state enterprise
background.
Developing women
The low numbers of women in management have produced a case for
special consideration to be given to the development needs of female managers. For example, the
provision of career breaks, refresher training, job-sharing and extended childcare facilities
can make a considerable difference in career progress. Hammond (1993) identified three critical
stages in women managers' careers:
* joining organizations;
* establishing competence in management jobs;
* strategies to progress up the management ladder into more senior jobs. (...)
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