Page 234 - DMGT518_TRAINING_AND_DEVELOPMENT_SYSTEM

Unit 13: Management Development

development needs typically required by an executive position. In each of these categories, a Notes
number of alternative methods are available to achieve the designated goal. Decision-making
skills can be enhanced through the use of such techniques as the in-basket, business games, and
case analysis. The much needed interpersonal skills can be promoted through a variety of
means, including role play, behaviour modelling, sensitivity training, transactional analysis,
and structured insight. Obviously, the executive requires job knowledge in the assigned position,
and thus the methods of on-the-job experience, coaching and understudies are available. The job
is performed within an organisational environment, and such required organisational knowledge
can be obtained through position orientation and multiple management.
Figure 13.5: Executive Development Needs

Job Decision-
knowledge Making
Skills

Organisation Inter-
Knowledge personnel
skills

Other Specific
Needs Individual
Needs
General
Knowledge

In the interest of a long-run general development of executive talent, efforts are often allocated
to the acquisition of general knowledge. It is here that a variety of educational organisations is
usually involved in offering special courses, meetings, and selective reading lists. In adapting to
the principle of individual differences, analysis of managerial candidates may reveal specific
individual needs unique to them. Special projects and selected committee assignments are often
utilised to attach to these development problems.

The trainer must have good interactive skills to handle a participative group successfully, unlike
the straight lecturer, being able to draw out the shy and control the talkative, but, in return, he
will have a much more accurate idea of the trainee’s ability. Whether it be lesson or lecture a
general rule of thumb guide to input for the trainer is to limit his concepts to not more than four
per hour (expressed diagrammatically in Figure 13.6). This is difficult to achieve, but is the key
to successful knowledge-type instruction.

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