Management development is a long term project set for the employees who are managers or have great potential to be managers in an organization. The purpose of it is to improve employee¡¦s ability and organization¡¦s performance. Taking the functional approach on which the competency model method was based, this study utilized job analysis, structured interview, and survey to explore the needs of management development for a steel company. Manager¡¦s major managerial activities were investigated first followed by identifying the abilities needed to accomplish each of the activities. Accordingly, this study proposed the required training in conjunction with the promotion path. The results indicated that the crucial management competencies needed to be developed for the (1) top level managers was planning, (2) middle level managers were analysis and planning, and (3) operational level managers were oral communication, coordination, planning, leadership, control, and analysis. The findings of this study not only provide an empirical basis on which promotion decisions could be made in identifying whether the candidates possess the required management competencies, but also provide a practical guideline for the organization¡¦s training needs of management development.

Redes Universiteit Maastricht. / Met lit. opg.

This study investigated management development as a task of school managers by focusing on: • the need for a new education management development approach in South African schools; • the nature and scope of management development; • the international and national perspectives on the education management development practice; • current education management development activities in Gauteng schools; and • an education management development model for Gauteng schools. The literature study exposed the need for a new education management development approach in South African schools, the nature, scope and major aspects of management development. Furthermore, management development approaches, techniques and methods as well as guidelines for a new holistic approach are described. The investigation into the education management development practice for school managers exposed advanced levels in this regard in the UK and USA. Malaysia, Zimbabwe and Namibia are engaged in customising effective programmes for school managers. South Africa is focusing on a holistic approach, with a significant step taken being, the establishment of the National Institute for Education Management Development. The empirical study consisted of a structured questionnaire distributed to a sample population of I 08 school principals, 80 deputy principals and 210 heads of departments to investigate their management development needs, experiences and activities. Main findings revealed a lack of training for school management, uncoordinated education management development programmes, with existing ones being reactions to crisis situations, and ill-defined management roles for school managers. School principals seem solely responsible for school management, thus exposing a need for a school-based management development approach. The management development model developed for Gauteng schools focuses on whole-school development, recognises the participatory management vision of the new education system, includes stakeholder involvement in education management development and provides school managers with a model that employs the ODE Quality Assurance Framework. The major recommendations flowing from this study include customising education management linguistics for South Africa, defining job descriptions for school managers, preparing and inducing school managers, setting education management qualifications for education management posts and institutionalising the National Institute for Education Management Development. / Thesis (PhD)--PU for CHE, 1999

This study investigated management development as a task of school managers by focusing on: • the need for a new education management development approach in South African schools; • the nature and scope of management development; • the international and national perspectives on the education management development practice; • current education management development activities in Gauteng schools; and • an education management development model for Gauteng schools. The literature study exposed the need for a new education management development approach in South African schools, the nature, scope and major aspects of management development. Furthermore, management development approaches, techniques and methods as well as guidelines for a new holistic approach are described. The investigation into the education management development practice for school managers exposed advanced levels in this regard in the UK and USA. Malaysia, Zimbabwe and Namibia are engaged in customising effective programmes for school managers. South Africa is focusing on a holistic approach, with a significant step taken being, the establishment of the National Institute for Education Management Development. The empirical study consisted of a structured questionnaire distributed to a sample population of I 08 school principals, 80 deputy principals and 210 heads of departments to investigate their management development needs, experiences and activities. Main findings revealed a lack of training for school management, uncoordinated education management development programmes, with existing ones being reactions to crisis situations, and ill-defined management roles for school managers. School principals seem solely responsible for school management, thus exposing a need for a school-based management development approach. The management development model developed for Gauteng schools focuses on whole-school development, recognises the participatory management vision of the new education system, includes stakeholder involvement in education management development and provides school managers with a model that employs the ODE Quality Assurance Framework. The major recommendations flowing from this study include customising education management linguistics for South Africa, defining job descriptions for school managers, preparing and inducing school managers, setting education management qualifications for education management posts and institutionalising the National Institute for Education Management Development. / Thesis (PhD)--PU for CHE, 1999

The purpose of this study was to identify the learning styles of Malaysian managers and executives and specifically to determine whether the alignment training methods with trainees' learning styles can improve the effectiveness of learning in Employee Development programmes. A comprehensive literature review was done and a sample survey approach was adopted. Past studies in the research area were summarized and hypotheses were made for empirical testing.

The objective of this research is to evaluate Human Resources managerial/development effectiveness (HRM/DE) of frontline managers from the perspectives of managers themselves and stakeholders in the public health sector (PHS) of Ghana. The study did this through the development of a conceptual framework which combined the use of integrated organisational and management theoretical perspectives and contextual variables. The study employed the mixed methods research methodology which combined both empiricism and post post-positivists' views with critical realism as the underpinning philosophy. A total of 18 district directors of health, from two regions were purposively sampled and interviewed utilising an in-depth open ended questionnaire through the discussion. Additionally, key policy makers were interviewed and focus group discussions held and a structured questionnaire completed by another group of employees, who assessed managers' capabilities. Discourse analysis was used for the analysis with the aid of Nvivo 7 for the qualitative material whilst quantitative data were analysed using simple descriptive statistics. Findings were triangulated using Marquart and Zercher's (2000) cross-over track analysis framework. Findings show research questions were answered. Majority of district directors lack managerial competencies; are less interested in HRM/D activities, less confident of their human resource skills and less sure of the political and representational skills required of managers. In particular, it is necessary to take account of the political structure of the PHS of Ghana; significant differences exist in power, individual or group interests, values, assumptions and expectations. However, most district directors have tried to indigenise HRM/D practices as a way of motivating and retaining staff. Core Human resources managerial competencies from the perspectives of the three sampled groups have been compiled. It is the first time such a study has been conducted in the PHS of Ghana and which has therefore made inroads in the existing literature and has contributed to HRM/D literature information in Africa particularly Ghana. It also paves the way for understanding management in the African context and perspective and specifically in health care settings. This study has gone beyond the two groups of respondents and proved that the use of multiple respondents generates rich findings and unveiled what would normally have not been possible if single respondents were used.

The purpose of this study was to analyze the trends that have developed in middle management training and development since 1963. Both primary and secondary research data were used. The base data utilized were from a 1963 study by M. Gene Newport. Primary data were acquired from a questionnaire mailing to 251 members of the American Society for Training and Development (ASTD). Additional primary data were gained from personal and telephone interviews with various training and development personnel. The 251 questionnaires were mailed to companies within 12 different industries. There were 101 questionnaire respondents for a return percentage of 40 percent.

This study explores how reflection upon oneself and one's own behaviour assists people - and, in particular, managers - to develop. Reflective techniques are examined in the context of action-learning (Revans, 1980 and Marsick, 1992) and are argued to be a powerful means of creating self-understanding, which in turn creates opportunities for self-directed personal change. Reflective techniques are also examined as a means of developing the personal craft or praxis of those who try to assist the development of managers, and as a technique for use in action research (Lewin, 1946) and the development of collective knowledge. Schon's (1987) concept of the 'reflective practitioner' provided a major theoretical foundation for this work. The study employed action research and action learning methodologies. The researcher spent six years honing her understanding and application of reflective techniques in assisting the development of managers. She also applied self-reflection to the development of her own praxis over that time. One result of the study has been the enhancement of the practical, reflection-based techniques used by the writer to facilitate the development of managers - and more importantly, offered to them to facilitate their own continuing development. Hopefully, these techniques will be of value to other practitioners in this field. A second outcome has been the review and refinement of some of the theoretical constructs used by this writer and other practitioners and theorists which help to describe and explain the phenomenon of reflection-based behavioural change. A third outcome has been the documentation of a case-study in the application of reflective techniques to the development of personal praxis, tracking the integration of conceptual understanding and technique. Chapter 1 provides an overview of the rationale, scope, methodology and outcomes of this study. Chapter 2 explores reflection as a technique for research and the development of collective knowledge, and incorporates a review of the relevant literature. Chapters 3 and 5 examine reflection as a tool for learning, drawing on the literature and tracking the development of the researcher's own understanding. Chapter 4 describes how the researcher learned to use reflective learning techniques when working with others and follows the gradual integration of her understanding with her practice. Chapter 6 summarises and reflects upon both the processes and the outcomes of the research.

This study utilized an activity competency model (ACM) to investigate the perceived importance of managerial activities and skills/knowledge required of chief executive officer (CEO) from the healthcare industry. A survey instrument was designed based on the ACM for data collection that encompasses twenty initial managerial activities and fourteen managerial competences required to effectively perform these management activities. These activities were identified through a literature review, job analysis, and iterative personal interviews with domain experts. The results from this study have implications for healthcare management development, training, and management career planning. These results can also serve as guideline for recruiting the right healthcare CEO.

This study explores how managers are coping within a changing public healthcare service context and how the role of service managers and the nature of Management Development are being transformed. With the public healthcare sector in the UK facing complex challenges including financial constraint and increasing service demand, it is inevitable that collaborative partnership working and service integration are viewed as a means of addressing such challenges. Using the views and experiences of service managers from Scottish Community Health Care Partnership cases, the study highlights the experiences of managers in relation to partnership working and service integration and explores the potential implications of this for managerial learning, training and development. The research evidence establishes the importance of changing roles, responsibilities and relationships for managers in a changing healthcare service environment and takes on board a Service-Dominant approach and propositions from New Public Governance theory to explain these and to address attendant issues. Specifically, the challenges surrounding the learning, training and development of managers in an increasingly integrated services environment are explored and reconceptualised through a Services-as-Systems approach. The outcomes of this study allow for a better understanding of the changing nature of work that managers do and attempts to reframe Management Development in such a context for the future.