Republic of the Philippines
Catanduanes State University
COLLEGE OF BUSINESS AND ACCOUNTANCY
Virac, Catanduanes
Module on Training
and Development
VANESSA M. DELA CRUZ, LPT, CHRA
Instructor I
Employee and Management
Development
OBJECTIVE:
• Recognize the importance of management development for employees
DEFINING EMPLOYEE AND MANAGEMENT DEVELOPMENT
Development and Employee Development
Development – refers to formal education, job experiences, relationships, and assessments of personality and
abilities that employees prepare for the future.
- The growing capabilities that go beyond those required by the current job
- Represents the employees ability to handle a variety of assignments
- Helps the employee prepare for other positions and increase their ability to move into other jobs that
may be available in the future
- Prepares the employee for changes in current jobs due to changes in technology, work design, and
customers or new products, or new type of market
Management Development
- Links an individual’s development to the goals of the job and the organization
- Expanding management core competencies will enable managers to keep pace with the demands of a
changing organization
Management development activities can:
1. Encourage growth and career development of employees
2. Improve skills and knowledge that can be immediately applied at work
3. Increase motivation and job satisfaction
4. Create a network of colleagues for problem-solving and support.
5. Promote communication and planning throughout the organization and departments
APPROACHES TO MANAGEMENT DEVELOPMENT
Factors That Contribute to the Failure of Management Development Program
1. The program is designed purely from the organization’s viewpoint, with little or no thought to what’s in
it for the individuals involved.
2. The program is totally prescriptive and makes no allowance for flexibility on either its content or its
delivery
3. The program makes unrealistic time demands
4. The program has a highly developed theoretical content, but provides little in the way of guidance or
support to help participants practice using these theories, or apply them in the workplace
5. The program context is derived from what trainers want to teach, rather than from any real
understanding of what managers within the organization need to know and do
The best management development programs avoid those pitfalls in their design and implementation.
Based on management experience, critical design issues may include the following:
1. Flexibility – in the learning topics which can be studies and the learning methods available
2. Practicality – provide practical, tried and tested tools, techniques and strategies rather than just theories
and concepts
3. Integration – combine learning activities with actual problems and experience in the workplace
4. Ongoing support - making advice and coaching available on an ad hoc day-to-day basis as required
GENERAL OVERVIEW OF THE MANAGERIAL JOB
Primary Roles of a Manager
1. Develop, implement, and monitor training programs within an organization.
2. Supervise technical training for staff.
3. Conduct orientation sessions.
4. Create brochures and training materials
5. Develop multi-media visual aids and presentations
6. Create testing and evaluation processes.
7. Prepare and implement training budget.
8. Evaluate needs of company and plan training programs accordingly.
9. Conduct performance evaluations.
10. Provide training, demonstrations, on-the-job training, meetings, conferences, and workshops.
11. Manage staff of facilitators.
12. Provide performance feedback.
13. Conduct continuing education training.
14. Provide leadership development education.
15. Build solid cross-functional relationships.
16. Provide logistical support, development, delivery, evaluation, process measurement, and cost
management.
17. Plan the implementation and facilitation of activities and events, budget spending, material production
and distribution, and other resources to ensure that operations are managed within authorized budgets.
18. Assist with the development of strategic plans.
CHARACTERISTICS OF A GOOD MANAGER
Being a manager is tough and challenging job. Here are the attributes of an excellent manager.
1. A philosophical and strategic leader, provides guidance for tactical actions and is not averse to being directly
involved in or carrying out tactical actions personally.
2. Committed, willing to do whatever it takes to make the organization successful, even if it means cleaning the
toilets.
3. Highly principled, uncompromising in those principles, but otherwise very flexible.
4. Keeps options open, when possible, understands when and how firmly decisions need to be made, and is
unafraid to make them accept reasonable risk, and take the consequences.
5. Collaborative and open to suggestion, works together with others whenever possible to achieve better plans
and action.
6. Has high level of self-knowledge and is unafraid to ask for help when it is needed; brings together people
with complementary skills and experience
7. Uses positive interactions with others to create powerful teams.
8. Enables subordinates and others around them to do their best work, promotes people, products, the
organization, and humanity in general.
9. Holistically understands the big picture and how the details and smaller pictures fit into it.
10. Understands what can and can't be changed in any situation, and doesn't waste effort on the unchangeable.
11. Thinks long term and short term at the same, and understands how the latter creates the former.
12. Knows people are the most important thing in business, and that people want to do well and contribute
positively.
13. Knows that people's feelings are important, and people who feel positive about themselves, their jobs, their
organization, and those around them will always perform better.
14. Knows that quality is what satisfies the customer, and repeat customers are the essence of business
success.
15. Never discounts serendipity - knows, for example, that the custodian could ask a "dumb" question that
would suggest or illuminate the "next big thing".
16. Always gives credit where it is due, never tries to take it or hoard it, and understands intellectual property
rights.
17. Thinks positively, finds the bright side to any situation, "makes lemons into lemonade".
18. Generally cheerful and kind, respectful of all people.
19. Genuine and uncomplicated, yet worldly, sophisticated, and refined.
20. Honest to a fault (but tactful).
21. Empathetic but understands reasonable limits to what can be done for others.
22. Highly creative, understands that tomorrow’s great idea usually sound crazy today and that failure incites
far higher levels of creativity than success, works to stimulate and encourage creativity in others.
23. Understands that people learn far more from failure than from success, and that minimizing the pain of
failure permits learning that can spawn many future successes.
24. Encourages creative and constructive dissonance, yet quickly and decisively acts to stop destructive
conflict.
25. Understands systems theory and the dynamics of organization.
26. Has a good understanding of human nature and how people respond to perceived expectations.
27. Understands how measurement affects people's behavior and results, the differences between public and
private results, and between measuring oneself and being measured by others.
28. Understands Maslow's Hierarchy of Needs (link) and works to elevate everyone around them including
employees, peers, superiors, customers, and suppliers.
29. Knows who the stakeholders are in any endeavor and how they differ from participants, understands that,
ultimately, all life forms on the planet are stakeholders at some level.
30. Understands that risks are always present, and is adept at perceiving and managing them.
31. Stays balanced and cool-headed: doesn't get overwhelmed by tough times, and doesn't let good times lull
them or the organization into complacency or carelessness.
32. Always eager to learn, and never stops learning, from everyone and anyone, at every opportunity. Also
encourage these attitudes in others.
33. Understands that the good of all supersedes the good of the one or the few, including their own good.
34. A visionary and skilled planner, also expert at communicating visions and plans.
35. Good at explaining complex matters to people who may not have the background to readily understand
them.
36. Gives assignments that challenge, but ensures that the assignments are possible, that the right people are
chosen for the challenge, and that all involved including the manager collaborate to provide the highest possible
probability of success.
37. Understands that people want to contribute positively, and enables people to do this at every opportunity.
38. Understands that most jobs have built in "down time" that is unavoidable, but works to help people find
ways to contribute when the demands of their work are at a minimum.
39. Understands the emphasis problem - the idea that the words of a superior are always taken and repeated
with added emphasis, so that an off-hand Comment by a higher manager may cause serious effort to be
expended at lower levels of the organization even though that was not intended.
40. Understands the de-emphasis problem-the idea that since nobody wants to report bad news to a superior,
the worst to report bad news to a superior, the worst possible news will become increasingly positive or possibly
disappear as it is reported upward from the bottom of the organization. A smart manager knows that a problem
that could be a company-killer may never be reported at a higher level where it could be addressed, and good
communications, not filtered trough level upon level of the organization, can save a company.
INTEGRATION STRATEGIES
- Used to cross-train management and employees, reduce ineffective communication, and cut supplier
costs
- Helps to streamline operations and can reduce overhead as well as personnel costs by reducing the
need for additional staff and the resources they use.
• Personnel Integration – managers and employees become more important to the company when they are
integrated with the company
- a manager needs to know how his department works in conjunction with the rest of the company
Example: logistics manager should understand what the Accounts Payable manager has to do
- Integrating employees means cross-training employees to do each other’s jobs.
• Vertical Integration – is when the company owns one or more parts of the supply chain that gets the product
to the end user
o Backward Integration – having control of the manufacturing and assembly but leaving the
distribution and sales to others
o Forward Integration – leaving the manufacturing to others but having control of the assembly of
the products and distribution to the end user
• Data Integration - occurs when companies bring in new systems to replace old ones or when companies
merge and must integrate their computer networks.
Example: When two companies merge, the resulting company will need to integrate the two billing systems
to make sure customers are still billed and accounts receivables are still charted.
Management Characteristics
1. Management is a goal-oriented process
2. Management is all pervasive
3. Management is multidimensional
a. Management of work
b. Management of people
c. Management of operations
4. Management is a continuous process
5. Management is a group activity
6. Management is a dynamic function
7. Management is an intangible force
8. Management is a composite process
9. Management is balancing effectiveness and efficiency
MANAGEMENT DEVELOPMENT IMPLICATIONS
1. Shortage of trained managers
2. Complexity of management jobs
3. Technological and social changes
4. Social responsibility of management
5. Unending process
SOURCES OF KNOWLEDGE/SRILLS ACOUISITION
The main sources are of knowledge acquisition are:
1. Customers - Customer knowledge comes in different forms which are:
a. Knowledge for customer - The knowledge that the customers can gain in order to satisfy their knowledge
needs. It can include product, market, and supplier knowledge. It can be sourced from our company or
from other external sources like other customers and competitors.
b. Knowledge about customer - The kind of knowledge that enables firms to know the customer better, to
understand their motivations, and to address them better which includes requirements, expectations,
and purchasing activities.
c. Knowledge from customer - The kind of knowledge that deals with products, suppliers, and markets. It can
be used to improve our products and services.
2. Suppliers - Here are the classification for supplier knowledge based on the:
a. Knowledge for suppliers - This is the knowledge that suppliers require and includes production needs and
forecasts, inventory, products, customers, and markets.
b. Knowledge about suppliers - This is knowledge that is used to understand how the supplier can match the
requirements of the organization; provide insight regarding quality, delivery, defects, financial risks etc.
c. Knowledge from suppliers - This refers to the knowledge that suppliers have gathered from their dealings
with the organization.
3. Competitors - It simply involves collecting, organizing and presenting the data, information, and knowledge
that the firm has acquired in such a way that one can search, retrieve, and analyze it.
4. Partners/alliances - Alliances intended to increase knowledge are a valuable potential resource. However,
these must be properly managed. Key Success factors include fostering trust, learning from your partner,
and effectively managing the creation of knowledge relevant to both parties.
a. Knowledge for partners - Knowledge which satisfies their needs, including knowledge about products,
markets, and suppliers.
b. Knowledge about partners- Knowledge acquisition focused on understanding the ability of partners to
perform their role in the relationship which includes distribution channels, products, services, and others.
c. Knowledge from partners- The knowledge that partners have accumulated from dealing with the
organization. IT can be used in this case very similarly to the way it is used inside the organization for
knowledge sharing and knowledge creation (including data/ information analysis).
5. Mergers & Acquisitions - Dealing with mergers and acquisitions (M&A) is an extremely complex task that
has led to numerous failures. Within the scope of knowledge acquisition, the area related to Knowledge
Management (KM) is how to pass on the most amount of relevant knowledge from the previous two
organizations to the new, combined firm.
6. Other expertise – This refers to the other sources of external knowledge available to a firm, and includes
hiring new personnel or acquiring the services of consultants.
TRAINING FOR CORPORATE EXECUTIVE
Managers should reliably expect to translate their learning experience into tangible results on a personal and
organizational level by:
1. Sharpening analytical skills and strategic leadership abilities.
2. Understanding how to best tackle challenges facing the business.
3. Ensuring the company stays abreast of the latest business developments.
4. Laying groundwork for boosting individual and team performance.
Pointers when choosing high-quality corporate executive training:
1. Start with a top-ranked school
2. Focus on needs
3. Tap into a global perspective
4. Effective mix of learning tools
5. High-impact learning
ACTIVITY
Employee and Management Development
NAME DATE
COURSE/YEAR/BLOCK SCORE
Leading into the New Decade
Tom never begins his management development sessions with tired niceties such as, “Good
morning. I can’t hear you. Good morning!” In the Providence workshop, for example, he began with
a wake-up challenge. In a halting, head-shaking, and seemingly confused manner, Tom addressed
the 40 leaders as they sat at round tables comfortably sipping their coffee:
“I’ve been with you for a couple days. Seeing you all in action. Very instructive. But, but...I’m
a bit confuse…Why the HECK...would ANYONE…want to follow YOU as a leader?”
The coffee-sippers suddenly stopped sipping. Tom had fired the starter’s gun, but who would
be first out of the blocks? Tom’s provocative opening question was met with a combination of
stares, surprise, and a few smiles. He vowed, to himself, not to be the one to break the silence, no
matter how deafening it became.
After a few awkwardly quiet moments, one woman realized that Tom’s question was not
rhetorical – he was waiting for an answer. She volunteered, ‘They follow me because I
communicate clearly. People know where I stand. Then another response, then a third. The race
was on!
In less than a minute, Tom had gained the group’s unanimous and undivided attention. Only
three hours and 59 minutes to go.
Case Questions:
1. What can you say about the tactics of Tom in conducting training for leaders?
2. Based from this experience of Tom in training leaders of companies, is it tough to train people
in the executive level? Why? Why not?
3. If you are Tom, as a trainer how will you handle trainings for executives?
Note: Copy the template in a separate sheet and answer the activity. Your output will be submitted in
hard copy (either printed or hand written) on December 16, 2024 together with all the other outputs
in this course.