The Development of Management and Leadership Capability and its ...

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Although there has been a significant amount of research and evidence collection to allow for the conclusions summarised here to be drawn, it is, with the benefit of hindsight, and with an eye to what should be done in the future, not as good as it could or should be. Key general points for useful research to improve the evidence base for both policy and practice are: • Research needs to be more coordinated, conceptually, operationally and in terms of shared databases to allow for conclusions and knowledge generated to be cumulative. • There needs to be more longitudinal and longer term research to improve understanding of how effects unfold over time. There is a special opportunity to follow up companies about which data has been collected a number of years ago and sometimes over a number of years. • Research needs to be more comparative across situations, organisations and nation/state cultures to address the challenge of understanding what works, in what way, and how in different situations. For example, at the level of organisations, effective leadership approaches, and ways of developing these, may vary with sector, size and life-stage of organisations, and at the national level UK practices and their effects on productivity and other performance indicators could be better understood by benchmarking against other nation states. • More evaluation research needs to be built into management and leadership development initiatives themselves, so that evidence is used to steer and improve, on the base of evidence, their effectiveness, and so that they generate knowledge that can be transferred to other situations. • More research is needed to understand how management and leadership capability contributes to performance, and how the different channels through which this operates are activated in different contexts. This will help to target management and leadership development effort. • More research is needed to understand the education, training and development processes that are effective in developing management and leadership capability, not in terms of finding universally effective methods, but in terms of finding out what works for what purpose in what situations, and how to fine tune the precise design of management and leadership development in particular situations. • Useful research for the future needs to be more concerned with understanding the effects of initiatives as well as describing the situation in relation to management and leadership capability. The most up to date and theoretically well informed research methods need to be used, and policy makers and practitioners concerned with management and leadership development need to know how to make the best use of research to optimise the use of the evidence base for their decisions. • Investments in the development of management and leadership capability are made in a complex combination of ways by individuals, employing organisations and the state. The state is involved directly through education, through its policy setting for the public sector as employers, through indirect measures such as taxation and financial policies that encourage or discourage forms of development investment, and 4
initiatives like Investors in People and the Management Standards that are intended to support and encourage good practice. Another kind of research, is needed to help consider what combination of these forms of investment and initiative are of most use. This would involve developing and testing a model of the multi-stakeholders investing in, owning, and drawing economic benefit from, management and leadership human capital. The model would be used to consider whether the incentives to invest in this human capital are best distributed to achieve the general good, and draw any appropriate policy conclusions. 5
Page 1 and 2: The Development of Management and L
Page 3 and 4: ACKNOWLEDGEMENTS This report has be
Page 5 and 6: 4.3.1 Impact of HRM and management
Page 7 and 8: 1: Executive Summary The executive
Page 9: Although it is clear that performan
Page 13 and 14: concerns the forms of management an
Page 15 and 16: 3: The Nature and Current State of
Page 17 and 18: programmes or work and often staff
Page 19 and 20: qualities. It is important to think
Page 21 and 22: National Management Standards and g
Page 23 and 24: different levels and in different t
Page 25 and 26: there is a significant perceived op
Page 27 and 28: countries, such as Germany, rely on
Page 29 and 30: Development for senior managers and
Page 31 and 32: 4: Does Management and Leadership D
Page 33 and 34: choose such courses largely for voc
Page 35 and 36: Johnson and Winterton (1999) report
Page 37 and 38: Management development and organisa
Page 39 and 40: Training and organisational perform
Page 41 and 42: (Pfeffer, 1998). One of his seven h
Page 43 and 44: • Hoque's study (1999) of over 20
Page 45 and 46: competence ('skills needed for new
Page 47 and 48: may make the organisational benefit
Page 49 and 50: Impact of business and management d
Page 51 and 52: Given that, on average, Business an
Page 53 and 54: Business and management HE and indi
Page 55 and 56: 5: How can Management and Leadershi
Page 57 and 58: Simulations There are several kinds
Page 59 and 60: Managers report high levels of pers
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The ‘entrepreneurial imagination
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who are able to create an environme
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Involvement of line managers in dev
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One example is a thorough and stron
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Insufficient evidence about the imp
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direct reports indicated that the m
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that that terms like management and
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5.7.3 What managers need to learn A
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Outcomes in the voluntary sector ar
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organisational success. He draws bo
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For the purposes of this review we
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7: Priorities for Future Policy and
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Both of these are difficult to inve
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• Research on the effectiveness o
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Bibliography AGR (2001). Graduate S
Page 91 and 92:
Burke M and Day R (1986). A cumulat
Page 93 and 94:
Dunbar, R (1996) Grooming, Gossip a
Page 95 and 96:
Jennings, D. (2002). Strategic mana
Page 97 and 98:
NHS (2003). Leadership Qualities Ca
Page 99 and 100:
Senge, P (1990). The fifth discipli
Page 101:
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