Executive Development

Meaning & Definition of Executive Development, Need for executive development, Methods of Executive Development, On the Job and Off the Job Methods of Executive Development.

1. Executive development Asst. Prof. Parasmani Jangid SDJ International College

2. Introduction The term ‘development’ implies multi-dimensional process for overall development in a person. Executive development or manager development is a systematic process of learning and growth by which managerial personnel gain and apply knowledge, skills, attitudes and insights to manage the work in their organization effectively and efficiently. Executive development helps to understand cause and effect relationship, synthesizes from experience, visualizes relationships or thinks logically. Executive development harnesses untapped potential.

3. Definition Michael J. Jucius has said, “Executive Development is the programme by which executive capacities to achieve desired objectives are increased.” Flippo has viewed that “executive/management development includes the process by which managers and executives acquire not only skills and competency in their present jobs but also capabilities for future managerial tasks of increasing difficulty and scope”.

4. Inaugurating the Tata Management Training Centre at Pune in 1965, Mr. J.R.D Tata extolled the importance of management training in these words.

5. Need for executive development To develop leadership qualities To meet shortage of trained managers Development of companies To cope up with rapid technological changes To fulfill social responsibility To develop managerial knowledge

6. Objectives/Importance of Executive Development Improve the performance of managers at all levels. Identify the persons in the organization with the required potential and prepare them for higher positions in future. Ensure availability of required number of executives / managers succession who can take over in case of contingencies as and when these arise in future. Prevent obsolescence of executives by exposing them to the latest concepts and techniques in their respective areas of specialization. Replace elderly executives who have risen from the ranks by highly competent and academi­cally qualified professionals. Improve the thought processes and analytical abilities. Provide opportunities to executives to fulfill their career aspirations. Understand the problems of human relations and improve human relation skills.

7. Methods of Executive Development The various techniques of executive development may be classified into two broad categories: - 1. On the job techniques: - On-the-job methods are most popular for developing executive talent. Here, both the trainee executive and trainer are not free from their daily chores and the pressure of their executive routine jobs. Some of the most commonly techniques of executive development which fall under the category of on-the-job techniques are as follows: It consists of: - o Coaching o Under study o Position/Job rotation o Special Project and Committee Assignment o Selected readings/ reading literatures

8. Coaching On-the-job coaching by a superior is an important and potentially effective approach if superior is properly trained and oriented. The technique involves direct personnel instruction and guidance, usually, with extensive demonstration and continuous critical evaluation and correction. The advantage is increased motivation for the trainee and the minimization of the problem of learning transfer from theory to practice. This technique is more appropriate for orientation of new employee and for helping disadvantaged employees to learn specific jobs . The supervisor must have interpersonal competence and be able to establish helping relationship with the trainee.

9. Understudy Also known as attachment method, under this system, a person is picked up and subjected to training so that he in future, assumes the full duties and responsibilities of the position currently held by is superior. It is necessary to ensure a fully-trained person to replace a manager (superior) during his long absence or illness or on his retirement, transfer or promotion. ‘Understudy’ method is aimed at providing a person who is going to replace the existing superior. The understudy method makes the trainee an assistant to the current job holder. The trainee learns by experience, observation and imitation . If decisions are discussed with the under study, he can be informed the policies and theories involved.

10. Job/Position Rotation ‘Job rotation’ is also known as the Channel Method . Under the job rotation method, the specialists are translated into generalises or all-rounder’ s because the executives are moved from one job to another on some planned basis in order to learn and develop all-round knowledge . As pointed out by H. Bedroslan, “Job rotation is designed for beginning level managers while planned progression is more likely to occur at higher managerial levels.” This method helps in injecting new ideas into different departments of the organization .

11. Special Projects Under this method, a trainee executive is assigned a special project involving heavy responsibility . The trainee is supposed to study the project, understand the problem issues, and prescribe appropriate solutions , and make a recommendation on the viability of the project . Trainees not only acquire knowledge about the assigned activities, but also learn how to work with others.

12. Committee Assignments This is similar to the special project method. Here the trainee executives become members of special committees designed to solve specific problems. Through committee assignments solve different problems; they may now be effective in bringing rapid executive development.

13. Selective Readings Some organizations maintain huge libraries involving a large collection of useful material on the subjects of interest to the enterprise. The executives go through the books, journals, articles, notes, and magazines and assimilate knowledge . The executives, during their leisure hours, try to exchange their views with others and in this process learn new ways to looking at things. For Example, Many organizations purchase some high level journals like the Commerce, the Capitalist, the Management in Govt., etc. And dailies like the Economic Times, the Financial Express, etc.

14. Self Development on the job Learning from experience Need Expert in company Very slow result Not generally used by large companies

15. 2. Off-the-job technique: - On-the-job methods of executive development just discussed above may not be adequate because of the complexities of management process and inadequate facilities, environment and teaching experience, calling for more sophisticated and comprehensive methods of development. Off-the-job training methods aim at placing the executives in a highly maneuvered and stimulated atmosphere so that they are exposed to new ideas, new ways of analysis and are in a position to introspect themselves by studying their own behaviour . It consists of : - o Lectures/Special classes o Simulation-Case studies, Role Playing, Business games, In Basket Technique o Structured Insight o Conference and special meetings o Multiple Management o Sensitivity training

16. Lectures/Special Classes/Courses Special courses and lectures can be established by business organisations in numerous ways as a part of their development programmes . First, there are courses which the organisations themselves establish to be taught by members of the organisation . Some organizations have regular instructors assigned to their training and development departments such as Tata and Hindustan Lever in private sector, Life Insurance Corporation, State Bank of India and other nationalised commercial banks, Reserve Bank, Hindustan Steel, Fertilizer Corporation and many others in public sector. A second approach to special courses and lectures is for organisations to work with universities or institutes in establishing a course or series of courses to be taught by instructors of these institutes . A third approach is for the organisations to send personnel to programmes established by the universities, institutes and other bodies , Such courses are organised for a short period ranging from 2-3 days to a few weeks. such courses are organised frequently by the Institute of Management, Administrative Staff College of India, National Productivity Council, NITIE, All India Management Association and some other organisations

17. Simulation Simulation is a special training technique conducted in a duplicate environment which is a mock up of a real life environment. Under the simulation method a single hour may be equated for a month, or a quarter of a month in real life. Like this, several events may be experienced in a relatively short span of time. Simulation is a useful technique of executive development because the decisions taken are reversible (if wrong decisions are taken) and less costly o the enterprise. One long-standing deficiency of the simulation technique is that it is difficult to duplicate the reality (specially the presses and problems) of actual decision-making on jobs . Quite truly, individuals might act differently in real life situations than the, actions in simulation exercises.

18. Case Study This technique, which has been developed and popularised by the Harvard Business School, U.S.A. is one of the most common form of training. The case study method involves diagnostic and problem solving study of usually a written description of some event or set of circumstances on organisational problems providing relevant details. The method is appropriate for developing analytical and problem solving orientation and skill, providing practice in applying management concepts, tools and techniques and enhancing awareness of the management concepts and processes. The method is relevant for developing o- generational, conceptual and functional skills among top and senior level executives. Cases may be used in either of the two ways:- ( i ) They can be used after exposing the formal theory under which the trainee applies their skill to specific situation, or (ii) They may be assigned to the trainees for written analysis or oral discussion without any prior discussion of the theory .

19. Role Playing Role playing is used in helping trainees to diagnose human relations problems , to develop insight through in-depth analysis of problems relating to human interaction and to acquire skills in interpersonal communication with particular emphasis on empathy and listening. Under this method, two or more trainees are assigned different roles to play by creating an artificial conflict situation . No dialogue is given before hand. The role players are provided with the written or oral description of the situation and the role to play. Sufficient time is given to the role players to plan their actions and they must act their parts before the class. E.g. For instance role playing situation may be a supervisor discussing grievances with his subordinate.

20. In Basket Technique In-Basket on In-Tray technique involves simulation of a series of decisions a trainee might have to make in real life. The trainee is presented with pack of papers and files in a tray containing administrative problems and is asked to take decisions within specified time limit. The decisions taken by several trainees are recorded and compared with one another. Learning occurs as trainees reflect and evaluate the decisions taken on priorities, customer’s complaint, superior’s demand, irrelevant information and the like.

21. Business Games Also termed as ‘management games’, these games refer to the classroom simulation exercises in which different teams consisting of individual executives are required to compete with one another in order to achieve a given objective. Here, an artificial atmosphere close to the real life situation is created in which the participant executives play a dynamic role and enrich their skills through involvement and simulated experience. The teams usually consist of two to six members and each team takes decisions on production, prices, research expenditure, advertisement expenditure, marketing, and the amount of expected profits under hypothetical conditions. Management games are aimed at teaching the executives how to take useful and profitable managerial decisions and make the executives aware of the existence of various group processes, conflicts, leadership problems, and ways of maintaining ties of friendship with peers in other departments or functional areas. Gaming involves several teams, each of which is given a firm to operate for a number of periods. Usually the period is a short one, one year or so . In each period, each team makes decisions on various matters such as fixation of price, level of production, inventory level , and so forth'. Since each team is competing with others, each firm's decisions will affect the results of all others. All the firm's decisions are fed into a computer which is programmed to behave somewhat like a real market. The computer provides the results, and the winner is the team which has accumulated largest profit. In the light of such results, strengths and weaknesses of decisions are analysed .

22. Structured Insight Under this method information about expectations of the managers from their superiors and their own behaviour with the subordinates is collected, inconsistency is found out and they are trained to remove this inconsistency This method is useful for changing the attitude and behaviour of managers towards their subordinates

23. Sensitivity or Laboratory Training Originally developed by a behavioural scientist Kurt Lewin and popularised by the National Training Laboratories, U.S.A ., sensitivity training (also known as T-group training ) is a “group experience designed to provide maximum possible opportunity for the individuals to expose their behaviour , give and receive feedback, experiment with new behaviour and develop awareness of self and of others,” (Chris Argyris ). The fundamental objectives of sensitivity training are: ( i ) To help the executives in improving their understanding of human behaviour and their ability to read others and predict actions of fellow- colleagues. (ii) To increase the participant’s awareness of the impressions created by him on others. (iii) To highlight the insensitivity of other executives for the actions and feelings (opinions) of him. (iv) To increase personal satisfaction from relationship with other executives. (v) To achieve greater behavioural effectiveness in transactions with one’s various environments. (vi) To develop concepts and theoretical insights that will serve as tools in linking personal values, goals and intentions to actions that area consistent with these inner factors and with the requirements of the situation under question. A T-group is a small group consisting of ten to fifteen executives who meet with no formal agenda and discuss on important problems. This is a leaderless group and the essence of T-group training is a self- examination and introspection of the behaviour of oneself and also there. This is a kind of behavioural training that is aimed at bringing about organisational development. . The trainer, usually a psychologist, neither leads the discussion nor suggests what should be discussed but only guides the discussion .

24. Multiple Management Under this system, a permanent advisory board or committee of executives study the problems of organisation and make recommendations to the higher management for final decision . There is another device, constituting a junior board of directors in a company for training the executives. The board is given power to discuss any problem which the senior board of directors (constituted by shareholders) could discuss. The utility of junior board is only to train the junior executives. Thus junior board discusses wide variety of subjects which a senior board can discuss or in other way, it is an advisory body.

25. Conference and special meetings The conference method is used to help employees develop problem- solving skills. Group discussions and Meetings are the two common techniques often made use of in organizations. The chairman or the trainer leads discussion, involves trainees in attempting to solve problems and in arriving at decisions. The conference leader must have the necessary skill to lead the discussion in a meaningful way without losing sight of the topic or theme. The conference method or group discussion effects changes in the participants through modification of their experiences due to sharing and reshaping of their views, thinking and attitudes. Conferences may of three types:- ( i ) The directed or guided conference, (ii) Consultative conference, and (ii) Problem solving conference. However guided conference is generally used for training purposes.

26. Other methods 1. Incident method : This method combines intellectual ability practical judgment, and social awareness of the executives. The group members are required to address certain questions to the discussion. The procedure is to ask general questions like what, when, where and how of the situation in which an incident developed and who was present at that time. Finally, the executives react why of the behaviour . 2. Apprenticeship : used in training for the professions, including medicine, law, dentistry, and teaching. Today's industrial organisations require large number of skilled craftsmen who can be trained by this system. Such training is either provided by the organisations or it is also imparted by governmental agencies. 3. Vestibule Schools : As far as possible, shop conditions are duplicated, but instructive, not output, are major objective, with special instructors provided. Vestibule schools are widely used in training for clerical and office jobs as well as for factory production jobs . 4. Programmed Instruction : It includes teaching machines, auto instruction, automatic instruction and programmed learning. It is an application of science of learning to the task of training and education. The core feature of programmed instruction is the participation by the trainee and immediate fed back by him. Programmed instruction machines include films, tapes, programmed books, illustrations, printed material, diagrams, etc.

27. Sr . Point of Difference Training Development 1 Meaning Theoretical and practical knowledge in particular field Developing all aspects of personality 2 To whom Operative employees (technicality) Managerial Personnel (mental abilities) 3 Who Imparts By supervisors By supervisors, outside experts and self 4 Time Period Short term Long term 5 At the center Job is at the center Future career is at the center 6 Costs Less expensive More expensive 7 Methods On-the Job Methods Off-the –Job Methods 8 Scope limited wide 9 Theory/practical Emphasis on Practical & Technical aspect Emphasis on Conceptual & Theoretical 10 Why For skill development & technical knowledge Overall includes mental abilities & inherent qualities.

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