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

More documents

Recommendations

Info

5.2 Formal and informal development approaches 5.2.1 Mentoring and coaching Mentoring and coaching are referred to throughout this report in the context of other issues. However, it is difficult to find evidence assessing their independent value. They generally form part of a wider portfolio of development opportunities offered by large companies, consultancies and Business Schools. Recent research by the School of Coaching at the Industrial Society indicates that coaching for senior staff has become very common but that the benefits are seldom evaluated (see box). Use of coaching for top team managers Coaching was used by 60% of the respondents to the survey. In large organisations (over 2,500 employees) as many as 80% were using coaching for senior managers. However, only 27% of firms undertook any evaluation of the benefits of coaching. (Reported in Anon 2002). The very fact of the popularity of mentoring and coaching is evidence of demand and suggests that managers do find them useful. One example of a study of mentoring in Business Schools which undertook research into outcomes did find positive results (see box). Mentoring of students One example of a study of mentoring of students in US Business Schools (Schlee 2000) found improvement both in students’ knowledge and in their attitudes as the result of mentoring programmes. The measures used were, however, limited and there is a need for better and more quantifiable measures which can be used to assess the outcomes of mentoring experiences (Bennis and Thomas 2002). A recent study in UK of undergraduate business management programmes found similarly positive satisfaction with the experience from both students and academics (Stewart & Knowles 2003). Another study of a group of managers undertaking a coaching programme also found that participants reported a number of important gains in competence (Wales 2003). Other research also suggests that managers feel very positive about mentoring and coaching activities (Clutterbuck & Megginson - see box). More research is needed to widen the evidence-base beyond that of subjective self-report so that the effectiveness of coaching and mentoring can be better assessed. 52
Managers report high levels of personal satisfaction with mentoring Clutterbuck and Megginson (1999) provide narrative accounts of the impact of mentoring for senior managers. Individuals were able to point to critical incidents in the relationship, and critical aspects of their performance which they believed were affected. 5.2.2 Management development and organisational strategies Mabey and Thomson in a recent survey (2000) found that there had been a shift from informal to formal methods of management development in large organisations over the four years since their previous study in 1996. These trends have been discussed in Chapter 3. However, this shift may now have peaked and informal methods such as coaching may be increasing. Evidence for this is so far anecdotal and more ongoing research would be useful in this context. Mabey and Thomson also found that low organisational priority for management development was an important barrier to take-up (2000 - see box) and identified the importance of both individual and organisational drivers to development. Mabey and Thomson (2000) The research found than the drivers for management development were: having a company strategy that placed a high priority on management development; the individual’s need to be able to do the job; and the motivation and desire to progress. Barriers to development were time and low organisational priority. Finally, the study found evidence that management development was rated by HR professionals as having had a high impact on the organisation in 42% of responses. Organisations that reported improvements in management development also reported improved financial turnover compared with other organisations in their sector. Mabey and Thomson also found in a subsequent survey (2001 - see box) that many firms do not have a management development budget. Other studies have also shown that in many companies the link between executive development and business strategy is weak (Siebert & Hall 1995). Looking at kinds of development, Mabey and Thomson (2001) also found that most managers preferred a mixture of structured and unstructured development, with some on-thejob elements and some external courses and seminars. 53
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 and 10: Although it is clear that performan
Page 11 and 12: initiatives like Investors in Peopl
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: Simulations There are several kinds
Page 61 and 62: The ‘entrepreneurial imagination
Page 63 and 64: who are able to create an environme
Page 65 and 66: Involvement of line managers in dev
Page 67 and 68: One example is a thorough and stron
Page 69 and 70: Insufficient evidence about the imp
Page 71 and 72: direct reports indicated that the m
Page 73 and 74: that that terms like management and
Page 75 and 76: 5.7.3 What managers need to learn A
Page 77 and 78: Outcomes in the voluntary sector ar
Page 79 and 80: organisational success. He draws bo
Page 81 and 82: For the purposes of this review we
Page 83 and 84: 7: Priorities for Future Policy and
Page 85 and 86: Both of these are difficult to inve
Page 87 and 88: • Research on the effectiveness o
Page 89 and 90: 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: Copies of this publication can be o
show all

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

Create successful ePaper yourself

Delete template?

Save as template?