Human Resource Development

(Specialization)

TY BBA Sem-5

Dr. Vandana Desai

STERS -SASCMA
Unit-3 Management Development Programmes (20%)
● Introduction and Objectives of MDP

● MDP Process
● Techniques of MDP (On the Job and Off the Job)

● Evaluation of MDP (Kirk Patrick Model – 4 Level)

UNIT: 3 MANAGEMENT DEVELOPMENT PROGRAMS

What is Management Development?

Management development means helping managers to grow and improve their skills. It happens not only
through training classes but also by learning from real job experience. The main aim is to make managers
work better by giving them chances to learn and develop.

Evolution of Management Development

Earlier, efficient and loyal workers were promoted to supervisory or managerial positions. But soon it was
realized that good workers are not always good managers. This showed the need for proper programs to
select, train, and develop managers.

Formal management development programs began to grow in the late 1940s and 1950s.

Several reasons led to the expansion of these programs, such as:

1. The shift from owner-managed businesses to professionally managed enterprises.

2. Recognition of management as a separate occupation that requires special skills and a proper body of
knowledge.

Objectives of Management Development

Management development programs are organized with the following aims:
1. To improve and modernize the management system.
2. To enhance managers’ performance.
3. To give specialists a broad view of the organization and help them coordinate better.
4. To identify talented people and prepare them for higher roles.
5. To boost the morale of managers.
6. To make managers more versatile.
7. To keep executives updated with new changes in their fields.
8. To ensure proper succession planning for future leadership.
9. To sharpen thinking and analytical skills.
10. To broaden executives’ outlook regarding their role and responsibilities.
11. To understand economic, social, and technical issues.
12. To improve human relations and interpersonal skills.
 13. To encourage creative thinking.
14. To develop decision-making and problem-solving skills.
15. To build leadership qualities and a sense of responsibility.

Achieving all these objectives is difficult, as certain factors can limit the management development process.

Steps of Management Development Programs

1. Identification of Organizational Development Needs

2. Assessment of Current Managerial Capabilities
3. Management Workforce Inventory Analysis
4. Formulation of Individual Development Strategies
5. Execution of Development Programs
6. Program Evaluation and Continuous Improvement

(1) Identification of Organizational Development Needs: Once the decision to introduce a management
development program is taken, the first step is to carefully examine the present and future needs of the
organization. It is important to determine how many managers will be required and what kind of skills
and abilities they should possess to meet both current and upcoming demands. By reviewing the
organizational structure in line with future plans, the organization can identify the necessary functions,
departments, and managerial positions that must be developed.
With the collected information, it becomes easier to prepare job descriptions and specifications for
all managerial positions. This helps in identifying the required education, experience, training, skills,
and personal qualities needed for each role. By comparing the existing managerial talent, along with
the abilities that can be further developed internally, with the projected requirements, top
management can decide whether to fill future positions through internal promotions or by hiring from
outside the organization.

(2) Assessment of Current Managerial Capabilities: This involves making a detailed assessment of the
abilities of existing managers and also estimating their potential for future growth. Only after adding
this potential to their current abilities can the organization compare the available talent with the
projected managerial requirements.
(3) Management Workforce Inventory Analysis: This is created to maintain complete details about
every executive in each position. For every member of the management team, a record is prepared that
includes information such as name, age, years of service, educational qualifications, work experience,
training programs attended, health reports, psychological test results, and performance appraisal data.
The selection of individuals for management development programs is based on their background, and
the organization may establish specific standards for each of these factors as eligibility criteria.
 When such information is analyzed, it highlights both the strengths and the shortcomings of managers
in relation to the organization’s future requirements
(4) Formulation of Individual Development Strategies: Based on performance appraisal results that
reveal the strengths and weaknesses of subordinates, the executive undertakes the task of planning
personalized development programs. Since every individual has distinct physical, intellectual, and
emotional traits, development plans should be specifically designed to suit each person. While it is
possible to provide knowledge, build skills, and bring about changes in behavior, altering the core
personality and temperament of an individual becomes difficult once they reach adulthood.
(5) Execution of Development Programs: The HR department is responsible for creating thoughtful
growth opportunities. The HR division must determine each executive's current ability, knowledge,
etc. level and compare it to the criteria of their individual positions. As a result, it recognizes
developmental needs and will create tailored development programs, such as management games,
leadership classes, and sensitivity training. Reputable management institutes may be able to provide
development programs for top-level executives that the department may not be able to. In these
circumstances, senior management assigns specific personnel to executive development programs run
by reputable organizations.

Furthermore, in light of the most recent advancements in management education, the HR department
must continue to suggest particular executive and individual development programs.
(6) Program Evaluation and Continuous Improvement: Since management development programs
require significant investment of money, time, and effort, top management naturally seeks to
determine whether the outcomes justify the resources spent. All activities undertaken to assess this
value are collectively referred to as program evaluation. If the stated objectives of a program are
achieved, it can be considered successful. However, measuring outcomes or changes against objectives
is often challenging.

For instance, when a group of executives participates in a course on human relations, their behavior
may be observed afterward, but subtle changes in attitudes and conduct may not be immediately
noticeable. Some program outcomes are only visible in the long run and in a broader context, while
others may yield short-term, specific results. The effectiveness of such programs is typically
measured against the particular needs for which they were introduced—such as reducing costs,
minimizing grievances, or improving skills like report writing.

Process of Management Development

1. Learning Process:
Development is essentially a process of learning. It enables executives to utilize their abilities
effectively for achieving organizational goals and equips them to handle increasingly complex
 managerial responsibilities.
2. Planned Process:
Development does not occur by chance; it is a systematic and deliberate process designed to achieve
specific objectives.
3. Behavioural Change:
Management development focuses on altering the behavior and attitudes of executives towards their
roles and the organization. It is aimed at creating positive changes through structured learning
experiences.
4. Conceptual and Human Skills:
While executives require conceptual, human, and technical skills, management development
particularly emphasizes conceptual and human skills, as these are crucial for leadership and effective
decision-making.
5. Continuous Process:
Development is not a one-time activity. It is an ongoing, long-term process that continues throughout
an executive’s career.
6. Self-Development:
Executive development also enhances individual growth. As executives improve themselves, they
become more capable, effective, and valuable to the organization.

Techniques of Management Development

Managers can acquire the necessary knowledge, skills, and attitudes through two primary methods: formal
training (off-the-job) and on-the-job experiences.

• On-the-job training plays a crucial role as real learning occurs when knowledge is applied in practice.
The proverb “An ounce of practice is worth tons of theory” emphasizes this point. However, classroom
training is also important since it provides broader concepts, new techniques, and updated knowledge.

• True learning occurs when theory (classroom training) is effectively combined with practice (on-the-
job training).
On-the-Job Techniques Off-the-Job Techniques
1. Coaching 1. Case Study
2. Job Rotation 2. Incident Method
3. Understudy 3. Role Playing
4. Multiple Management 4. In-Basket Method
5. Business Games
6. Sensitivity Training (T-Group Training)
7. Simulation
8. Managerial Grid Training
9. Conferences
10. Lectures
11. Behaviour Modelling
A. On-the-Job Techniques

These are the most widely used methods because they take place in the real work environment, making learning
more practical. Their effectiveness largely depends on the immediate supervisor’s ability to teach. Though
initial costs seem low, hidden wastage may increase expenses if not managed well. Ideally, these methods
should be supplemented with other techniques for maximum effectiveness.

The key on-the-job techniques include:

1. Coaching

• Coaching is a management development method in which an experienced manager or supervisor

provides continuous guidance, instruction, feedback, and support to an employee or trainee to
improve their knowledge, skills, and job performance.

• The trainee works under a supervisor who acts as a guide and instructor.

• The supervisor explains tasks, demonstrates how to perform them, monitors progress, and corrects
mistakes.

• Coaching should not be confused with counselling.

o Coaching focuses on job-related skills and decision-making.

o Counselling addresses personal issues, aspirations, and emotions, requiring high skill from the
counsellor.

• Limitation: The trainee’s growth is restricted by the capabilities of the supervisor.

2. Job Rotation

• Job Rotation is a management development technique in which employees or managers are

systematically moved between different jobs or departments for a specified period to gain
exposure to various functions and responsibilities. This method develops diverse managerial skills, a
broader organizational perspective, and cross-functional understanding.

• Helps reduce monotony, provides exposure beyond specialization, promotes cooperation among
departments, and prepares managers for higher-level positions by enhancing their overall managerial
competence.

3. Understudy

• The Understudy Method is a management development technique in which a junior employee is

selected to work closely with a senior manager to learn the duties, responsibilities, and skills required
 for a higher position. The understudy is trained to take over the senior manager's role whenever
required.

• The senior manager provides guidance, mentoring, and practical exposure to decision-making,
planning, problem-solving, and leadership.

• This method ensures continuity in management by preparing capable successors for key positions. It
develops confidence, managerial competence, and job readiness while minimizing disruption when
vacancies arise due to promotion, retirement, transfer, or resignation.

• The understudy method is widely used in succession planning and leadership development programs.
Ensures continuity of competent leadership within the organization.

4. Multiple Management

• The Multiple Management Method is a management development technique in which a group of

junior or middle-level managers is formed to analyze organizational problems, discuss solutions,
and make recommendations to top management. Although the group does not have the authority to
make final decisions, it gains valuable experience in managerial thinking and decision-making.

• Also known as the Junior Board of Executives system.

• Involves permanent advisory committees of managers who study company problems and make
recommendations to top management.

• Advantages:

1. Members gain exposure to multiple aspects of business.

2. Helps identify potential managers with strong leadership qualities.

3. Provides hands-on experience in group decision-making.

4. Cost-effective compared to other methods.

5. Allows development of many executives within a short span of time.

B. Off-the-Job Techniques

Since on-the-job training has its own limitations, off-the-job techniques are equally important in management
development. These methods expose managers to broader concepts, knowledge, and problem-solving
approaches beyond their routine workplace situations.

The major off-the-job techniques are:

1. Case Study

• A Case Study is a management development technique in which trainees are given a real or
hypothetical business situation and asked to analyze the problem, evaluate alternative solutions,
and recommend the most appropriate course of action. This method develops analytical thinking,
decision-making, problem-solving, and critical thinking skills.

• Helps managers apply theoretical concepts to practical business situations, broadens their perspective,
and improves their ability to handle complex managerial challenges. It also encourages teamwork,
active participation, and deeper learning.

2. Incident Method

• The Incident Method is a management development technique in which trainees are given a real or
simulated business incident (problem or situation) and asked to analyze it, identify the issues,
evaluate alternative solutions, and recommend the best course of action. This method develops
analytical thinking, decision-making, and problem-solving skills.

• Helps develop intellectual ability, practical judgment, and social awareness.

3. Role Playing

• Role Playing is a management development method in which participants assume different roles in
a simulated work situation and act out the roles to understand, analyse, and resolve managerial
or interpersonal problems. No scripts are given—participants act based on their understanding of the
role.

• This allows participants to think independently and react naturally based on their understanding of the
role.

• After the activity, the performance is discussed, and constructive feedback is provided. In many cases,
the session is recorded so participants can review their behaviour and identify areas for improvement.

• Role playing helps develop communication, leadership, negotiation, conflict resolution, decision-
making, empathy, and human relations skills by providing practical learning experiences in a risk-free
environment.

4. In-Basket Method

• The In-Basket Method is a management development technique in which trainees are placed in a
simulated managerial role and given a basket (physical or electronic) containing documents such
as emails, letters, memos, reports, complaints, and meeting requests. They must review, prioritize,
 and decide how to handle each item within a limited time.

• Skills developed:

o Decision-making, situational judgment, time management, and social sensitivity.

5. Business Games

• Business Games are a management development technique in which trainees participate in a

simulated business environment. They work individually or in teams, make managerial decisions
related to various business functions, and observe the consequences of their decisions in a risk-free
setting.

• Participants are grouped into teams representing competing companies.

• Teams make decisions on production, pricing, marketing, R&D, etc., and get immediate feedback.

• Advantages:

o Improves teamwork, decision-making, and leadership under stress.

o Provides cross-functional exposure.

• Limitations: Expensive, time-consuming, and sometimes unrealistic.

6. Sensitivity Training (T-Group Training)

• Sensitivity Training (T-Group Training) is a management development technique in which

participants learn about their own behaviour and its impact on others through open discussions,
feedback, and group interactions. It helps managers improve communication, teamwork, leadership,
and interpersonal [Link]:

o Greater openness, tolerance, empathy, and listening skills.

o Better understanding of group dynamics and interpersonal sensitivity.

• Limitation: Can be emotionally draining for participants.

7. Simulation

• Simulation is a management development technique in which trainees are placed in a realistic but
risk-free work environment that closely resembles actual workplace situations. Participants perform
managerial tasks, make decisions, and solve problems as if they were in a real organization. Simulation
enables managers to gain practical experience without affecting the organization's actual operations.
 • Limitation: Complete replication of real workplace pressures is difficult.

8. Managerial Grid Training

• Managerial Grid Training is a management development technique developed by Robert R. Blake

and Jane S. Mouton. It helps managers improve their leadership style by balancing concern for
people and concern for production (results). The goal is to develop an effective leadership style that
promotes both high employee satisfaction and high organizational performance.

• Phases include managerial skill upgrading, group improvement, inter-group relations, corporate
planning, implementation, and evaluation.

9. Conferences

• A conference is a management development method in which a group of managers or trainees

meet to discuss, analyse, and solve a common problem or topic through the exchange of ideas
and experiences. It promotes collaborative learning and improves managerial knowledge and
decision-making abilities.

• The method develops communication skills, critical thinking, problem-solving ability, and teamwork.
• An effective conference requires a skilled leader or moderator who guides the discussion, ensures equal
participation, maintains focus on the objectives, and summarizes the key conclusions.
• Conferences are widely used to encourage attitude change, broaden perspectives, and improve
managerial effectiveness through collective learning.

10. Lectures

• The Lecture Method is a management development technique in which an instructor or expert delivers
information, concepts, principles, and theories to a group of participants in a structured and systematic
[Link] suited for transmitting concepts, principles, and policies to large groups.

• Advantages:

• The lecture method is the simplest and most widely used approach in management development
programmes.

• It is particularly effective for introducing new concepts, explaining organisational policies, and
providing theoretical knowledge to a large number of participants within a short period.

• The trainer presents the subject matter verbally, often supported by visual aids such as presentations,
charts, or videos.

• Limitations: Passive method, lacks interaction, not useful for practical skill-building.
11. Behaviour Modelling

• Behaviour Modelling is a management development technique in which trainees learn desirable

managerial behaviours by observing the actions of an expert or role model, practicing those
behaviours through role-play, and receiving feedback. It is based on the principle that people learn
effectively by observing, imitating, and practicing positive behaviours. Involves four components:

1. Learning points (specific behaviors identified).

2. Model (demonstrated through films/videos).

3. Practice (trainees role-play desired behaviors).

4. Feedback (performance evaluated and improved).

• Effective for developing leadership, communication, and interpersonal skills.

Evaluation of Management Development Programs

Evaluating management development programs (MDPs) is essential to determine whether their objectives
have been achieved. The effectiveness of an MDP can be judged by the extent to which it contributes to
organizational, group, and individual goals.

Responsibility for Evaluation

The responsibility for evaluating such programs should be entrusted to a senior manager in the HRD
department. The evaluation specialist must clearly understand the objectives and performance standards
against which the program will be assessed. Evaluation should be systematic, specific, and continuous,
with trainees informed in advance about the content, objectives, scope, and methods of evaluation.

Areas of Evaluation

The evaluation must be objective-oriented and realistic. The key areas include:

• Managerial skills (leadership, communication, problem-solving).

• Technical knowledge and skills relevant to the role.

• Conceptual knowledge and skills for strategic and analytical thinking.

• Training process aspects, such as:

o Methodology and delivery style.

 o Course content and relevance.

o Input vs. output effectiveness.

o Infrastructure, teaching aids, and physical facilities.

Timing of Evaluation

Evaluation should be carried out not only immediately after the completion of the program but also at
regular intervals in the long term. This helps in assessing the sustained impact of the training on job
behavior, efficiency, and overall performance.

Skills Measured

Depending on the content of the MDP, evaluation may measure:

• Improvement in decision-making.

• Enhanced interpersonal relationships.

• Development of strategy formulation and implementation skills.

• Role modelling and leadership abilities.

Utilization of Results

The findings from evaluation should be shared with trainees, their supervisors, subordinates, and the HRD
department. These insights can serve as feedback for refining future management development programs,
ensuring continuous improvement in organizational learning.

Training Evaluation (Krick Patric Model)

Training Evaluation – Kirkpatrick Model

Training evaluation is the process of systematically assessing whether a training program has achieved its
objectives and delivered value to both participants and the organization. Among the various frameworks, the
Kirkpatrick Model (1959, updated in 1994 and 2009) is the most widely adopted approach for evaluating
training effectiveness. It evaluates training across four levels, ranging from participant reactions to
organizational results.
Level 1 – Reaction
• Focus: Measures participants’ immediate responses to the training.
• Key Questions:
o Was the training engaging, enjoyable, and relevant?
o Were the training materials, facilities, and delivery effective?
o Did participants feel their expectations were met?
• Evaluation Methods: Feedback forms, post-training surveys, interviews, Likert-scale questionnaires.
• Purpose: Helps determine learner satisfaction and identifies areas for improvement in training design
and delivery.
Level 2 – Learning
• Focus: Measures the extent to which participants acquired new knowledge, skills, or attitudes (KSAs).
• Evaluation Methods:
o Pre- and post-training tests or quizzes.
o Skill demonstrations or role-play activities.
o Practical assignments or projects.
• Purpose: Confirms whether the learning objectives were achieved and pinpoints gaps in the
instructional design.
• Additional Note: This stage emphasizes cognitive, affective, and psychomotor learning outcomes.
Level 3 – Behavior
• Focus: Examines the extent of behavioral change and application on the job.
• Key Questions:
o Are participants applying what they learned in the workplace?
o Have their work habits, decision-making, or interpersonal skills improved?
• Evaluation Methods:
o Observation by supervisors.
o 360-degree feedback (self, peers, subordinates, and managers).
o Performance appraisals.
• Purpose: Determines whether the training transfer is successful (i.e., knowledge is applied in real work
contexts).
• Challenge: Behavior change may also depend on organizational support, work culture, and motivation
— not just the training program.
Level 4 – Results
• Focus: Measures the final outcomes of training for the organization.
• Examples of Results:
o Increased productivity and efficiency.
o Reduced costs and error rates.
 o Higher customer satisfaction and service quality.
o Improved employee retention and morale.
o Growth in sales, profitability, or shareholder value.
• Evaluation Methods: ROI analysis, KPI tracking, benchmarking performance before and after
training.
• Purpose: Demonstrates the strategic value of training and its contribution to business objectives.
• Challenge: Isolating the exact impact of training from other factors (e.g., market conditions, new
technologies, or management practices).

The Kirkpatrick Model provides a comprehensive framework for training evaluation, ensuring that
organizations move beyond measuring short-term satisfaction and knowledge gain, to assessing
behavioral transfer and long-term business results. It helps align training investments with
organizational goals and establishes accountability for training effectiveness.
Questions

Short Questions:

1. What is management Development Program?

2. What are the four Levels of Kirk Patric Model.

3. State four on the job methods of MDP.

4. State four off the job methods of MDP.

5. State any four Objectives of MDP.

Long Questions:

1. Explain in detail On the Job methods of management development.

2. Explain in detail Off the Job methods of management development.

3. Explain in detail the Steps of management development program.

4. Explain in detail Process of management development.

Short Notes:

1. Krick Patric Model/ Training Evaluation Model

2. MDP