Management Development Programme - Assignment Example

Management Development Programme The success of every business or organisation often relies on or begins from the type of management being practiced within the organisation. Managers must thereby endeavour to accomplish the business objectives, visions or missions through proper understanding of their responsibilities, determined performance and implementation of the business set strategies. High quality management at the Globalink computer retail stores will thereby mean better performance, and hence success of the entire company. In businesses and organisations, management refers to the functions that serve to coordinate the efforts by employees in order to accomplish the organisational goals and objectives through effective and efficient utilisation of the scarcely available resources. According to Stephen (2013), management can be defined, explored or divided into diverse components depending on its roles. These elements (roles of management) include planning, staffing, organising, controlling, leading, directing and motivating. In order to become effective and efficient managers, the newly upcoming Globalink retail managers must thereby be equipped with the knowledge and skills in such undertakings for the accomplishment of goals and success of the organisation. Since a business is a system within which management endeavours to create architecture for the production system, the roles of new managers in organisational design will be central and hence they must be able to understand their general responsibilities within the Glabalink organisation (Humphrey, 2009, pp. 189). This proposal thereby presents a chronological plan on how the management development programme will be piloted in order to best equip the new Globalink store managers with adept knowledge of management. Contextual Factors The Organisation Structure Globalink Organisation is an organisation that offers computer accessories but majors on computing solutions and services such as networking of home PCs and corporate networking solutions. For about a decade, the company has been operating majorly as an online organisation, offering computer networking solutions and other related services. Nonetheless, for the past few years, the company has been restructuring, opening a number of chains or retail stores within Europe, and is currently spreading its roots into other continents such as America and Asia. Research by the company’s customer service department revealed that both home and organisational PC customers demanded some retail and physical interactions with the company’s service providers. This necessitated a physical evidence of the company’s relationship with its customer rather than the on-going online customer assistance. In response, the company’s Chief Executive Officer (CEO) - Kenneth Kerley has called for a management devilment training programme for the new managers of the newly intended retail stores. These managers will fit into the new structure of the company at different retail stores in different geographical regions. Organisation Culture Upon the anticipated restructuring in six months, the organisation’s structure will significantly change due to the introduction of new managers and relocations of the retail stores in different geographical areas. Consequently, this will possibly lead to the organisation’s cultural changes since the employment or recruitments at diverse store locations will involve people from different origins and races. The changes in the organisation’s culture should however, not lead to cultural vices but preserve the organisation’s cultural norms and values, such as integrity and honesty, respect for everyone, and joint work for continuous improvement. The management development training will thereby serve to instil such values to employees via their managers. Moreover, there will be a need for common language that every employee is able to use fluently without any difficulty; probably the best common language shall be English. This language strategy will aid a better communication, interaction, and understanding among employees for a better performance and customer relation. Stakeholders Analysis The company’s stakeholders will thereby include: (i) the senior management (with Kerley at the top leadership rank). (ii) Business schools such as CIPD and IITD (that keep the reputation and standards of training for the future managers and business employees). (iii) The training managers who will serve or perform their duties for personal success, personal career and experience development, job security, as well as for the success of the entire company. (iv) Employees who work jointly to achieve the company’s objectives and goals. (v) Customers who buy the company’s services and leave feedbacks that the management can use constructively in implementing objectives. Resources The training will take place six months prior to opening, and will require relevant costing for the activity performance and success. It will offer the trainees the knowledge of accountability and awareness of the external business environment. Learner Characteristics However, the basic requirements for the trainees will be that: (i) they must be comfortable with ICT, (ii) must have at least basic retail experience, (iii) must have held a supervisory position within the Globalint call centres, (iv) has undertaken a little formal education or training on business management, (v) be between 20 – 30 years of age, and (vi) must have worked at the company’s call centre. New Roles/Skillsets After the finishing of the training programme, the newly upcoming managers will be equipped with full management skills, knowledge and adroit understanding of their management roles (Marie, 2003, pp. 29). They will be in charge of staff hiring, skill recruitments, and contents suggestion at different retail stores. As well, they will perfect their basic management experience at job and learn more concerning their roles as managers. In the initial stages, the trained managers will be charged with selection and hiring of a team of sales persons who will work together in a given regional store. After the opening of retail stores, which are projected to open in the next six months, the trained managers will be charged with a responsibility of the day-to-day running of the regional retail stores. In addition, they will be in charge of cost controls, store operations and liaisons with the manufacturing sectors, as well as managing the teams that they selected (Marie, 2003, pp. 36). Therefore, these managers will be measured or rated with respect to their regional store’s sales figures, staff satisfaction, staff turnover, stock control, efficient use or utilisation of the limited resources, and feedback received from staff surveyors and regular customers. Programme/Learning Objectives Through the Management Development Programme, the Globalink Company aims at grooming its emerging leaders and equipping them with a comprehensive view of the fundamentals of management. This will enable them to effectively manage and lead towards a sustainable growth and profitability. The knowledge gained from the programme/training is expected to enable participants to network and interact with a diverse cohort encompassing executives from different governments, non-profit organisations, as well as private sector industry and commerce. The management programme is expected to provide management skills that can broaden and further the participants’ business perspective hence expanding their general business knowledge and management skills. Through interactive presentations, small group discussions, and real-world case studies, this programme will teach the learner managers on how to think beyond their own administrative areas, and lead in ways, which support and motivate everyone through the larger institutional goals and objectives. The Management Development Programme will also provide learners with the tools and insights to think more creatively and strategically hence balance the competing demands on their time and engage in forward leadership thinking. Management development programme is an educational programme designed to provide learners or trainees with knowledge and familiarity required to become future business managers or leaders. The programme will be comprehensive enough to equip the new managers at the middle management level with necessary competencies useful in the implementation of their organisation’s strategic objectives. Moreover, the programme aims at helping the managers develop a rudimentary understanding of the diverse fields of management, hence ensuring that managers do not perform or undertake their own management roles in isolation. The training will provide the managers with an adept understanding of leadership and management hence bring real-world business benefits to them, as well as their organisation. By the end of the Management Development Programme, the participants (learner managers) will be able to effectively utilise an array of external business environmental analysis tools, such as the Long-pest analysis. As a result, they will be capable of relying on the information acquired to plan in every planning cycle. The learner managers will be able to recognise the array of external environmental impacts on the retail computer trade hence be able to quickly identify the environmental changes, even during busy and hard business times. Regarding the selection and recruitment of employees, by the end of this programme, the learner managers will be able to prudently and sensibly select employees who will work in the retail stores using the recognised and most appropriate selection processes, in a way that individuals with relevant KSAs are selected for all employment positions. Programme Design Humphrey (2009, pp. 194) reveals that designing of the foundation for business success requires the knowledge and mastering of business fundamentals as well as the ability to know how utilise or apply them. The programme design model that was applied is instructional design that can be defined as a process that is systematic and it is applied to develop training and education programs in reliable and consistent manner (Reiser & Dempsey, 2007). In addition, it may be assumed as a framework for developing modules that:  Increasing and enhancing the chance of learning  Making the acquisition of knowledge and skill efficiently, appealing and effective, and  Encourages the engagement of learners so that they gain deeper levels of comprehending and learn faster The Six Components applied in the program design Define the Training Need Identify the skills and competencies that will improve performance. Training needs information can be obtained from interviews, feedback from the management, surveys, analyzing performance and employee as well. In addition, the learning needed to occur at the individual level, team level, or organisation level (Rose & Nicole, 1998). Designing the Learning to Fit the Need Devising a program plan, and applying methods that best facilitate the needed learning. Once you have identified the training needs, set the program objectives to meet these needs. Knowledge-based objectives would indicate that participants have gained information, facts, or theories as well. Behavioural-based objectives show that participants have acquired skills. Prepare to Conduct the Training It would be ensured that appropriate knowledge and an approachable style is needed to foster learners’ understanding of the training topics. Trainers and facilitators are expected to be more authoritative in the programs they are leading. Implement the Training Program plan will be followed closely. Learners will be informed that the facilitator is available during lunches, breaks, and after the program for one-on-one and small-group issues. Measure the Effectiveness The learner evaluations of objectives of the program, methodology, effectiveness of the instructors as well as content always collected and distributed. Following-up assignment will give a room for measuring learners’ performance difference after the training. Comparison of their performance to the performance of those who were not enrolled in the program. The programme Geared towards the fairly experienced professionals and those whore are new to the management roles, this programme offers an adept look at the fundamentals of business tools, alongside exposure to the contemporary ideas in management development. Every session of the programme will offer the learner managers an opportunity to learn critical business and management issues such as team building, business leadership, finance, marketing, consumer trends and satisfaction, and strategic management skills. The teaching or training methods for the programme will include the use of case studies, contemporary business articles, team projects and interactions, with the help of the head of Human Resource Department (HRD) – (Your Name). This will also be in assistance with a staff of three internal-training specialists, as well as other three external specialists.This personnel will lead the training managers to focus on the basic knowledge and skills needed by the trainees in order to acquire a comprehensive retail business understanding from a general perspective. In-class studies and team projects will offers learners or participants the opportunity to apply new management models to the organisation or their own business units, within which they are in charge. By the end of the programme, every successful participant will be equipped with sufficient knowledge in: (i) describing the basic functions of management and entrepreneurship, and be able to conduct a feasibility study on business opportunities that reflect a systematic approach to business management. (ii) Reading, understanding and analysing financial statements in order to determine the organisation’s financial health, and manage the retail budgets for profitability purposes. (iii) Developing a basic marketing plan. (iv) Drawing up a basic recruitment plan, selecting and motivating human resources, as well as managing his/her managerial performance. (v) Integrating the programme’s materials into a business plan for any other possible business opportunity. Programme Budget ACTIVITY or REQUIREMETS (for six months) COST (USD- $) 1 Training Specialists’ Remuneration 420,000 2 Training Materials and Equipment 135,000 3 Meals 316,500 4 Stationery 35,000 5 Training Allowances 50,000 6 Training Rooms/Hall 280,500 7 Accommodation 375,000 TOTAL 1,612,000 How will the Programme Work? The programme will consist of 20 modules, which will be ranging from about 3 to 4 days in duration. It will concentrate on the notion that leaders or managers must understand the forces that drive business changes hence be able to respond appropriately to such forces. Participants who successfully undertake all the training modules and accomplish the targeted duration will receive the company's certificate of recognition. In order to increase the access to employee development opportunities and provide greater customer service, various programme modules will be offered at certain executive offices. In-class programmes and team projects will run from 8: 30 a.m. to 3: 30 p.m. on the specified week days. The modules will be conducted and presented with assistance of the head of Human Resource Department, alongside other six management training specialists (three internal specialists and the other three from external). The training will also include interactive presentations, small group discussions, real-world case studies, and the aid of guest speakers who will bring their practical perspective to the training topics. The contents of every module and case study will undergo a regular and continuous review in order to ensure to ensure that the units of learning are current and relevant to the computer retail business. For this reason, the Globalink service initiatives such as competency framework, renewed value and vision, service excellence and business excellence will be incorporated into the most relevant modules in order to ensure the consistency and comprehensiveness of the programme (Bailey &Deen, 2002, pp. 59). The table below shows the programme modules, objectives (what will be learnt), and their intended durations. See Table. 1 below: MODULE OBJECTIVES DURATION 1 Achieving Positive Results through People Gain insights into the importance of positivity and practical strategies for achievement of positive outcomes through other people. 4 days 2 Building and Leading Effective Teams Focuses on how to build teams, lead them and enhance their commitment and productivity in order to improve the organisation’s performance. 3 days 3 Change Implementation Skills Provide tools, ideas and resources to assist through change, but with emphasis on practical applications. 3 days 4 Enhancing Leadership Skills Opportunity to dialogue and exchange ideas with everyone as a leader. 4 days 5 The Fundamentals of Managing Projects Equip participants with comprehensive techniques, tools, language, and processes of managing a project. 4 days 6 Government and External Environment Awareness of the major political and economic issues and how to go about them. 3 days 7 HR Management for a Team Basic skills and understanding of effective recruitment, engagement, development, and leading of a team. 4 days 8 Leading and Managing through Organisational Change Be able to deal with not only technical processes and operational aspects of change, but also understand the human side or psychology of change. 1 month 9 Leadership Challenges Further development of leadership potentials. 1 month 10 The Legal Environment Understanding of Globalink’s legal environment, including administrative, contract, and constitutional laws. 4 days 11 Management of Information through Technology An adept understanding of how the internet, alongside digital technologies impact the governance of the public retail sectors, both democratically and administratively. 3 days 12 Managing an Inclusive Workplace In this module, learner managers will gain a broader perspective on certain features of diversity and inclusion. The participants will be presented with techniques and tools, which will aid them not only in the analysis of their reactions to diversity, but also understand how to create and manage an all-inclusive workplace. 2 days 13 Negotiating for Results This element will focus on a wide array of negotiation environments, which range from deal-making with agencies, other firms and external departments to informal and formal work arrangements within every work unit. 3 days 14 Personal Wellness with the Work Environment This module encompasses the three areas of personal wellness: emotional wellbeing, exercise, and nutrition. Participants will learn how to promote a healthy diet at workplace, challenge personal attitudes toward exercise, and improve self-awareness. 3 days 15 Public Consultation and Communication This enables the participants to identify the key consultation questions, build trust, and build relationships, which are vital to a successful engagement of stakeholders, as well as the public program decisions and policy implementations. 4 days 16 Public Policy Provide an overview of public policy, Globalink public policy, and policy development process. The learners will gain a comprehensive understanding on what public policy means, explore processes involved in public policy development, and share perspectives on policy development process management (Rico, 2009, pp. 97). 2 days 17 The Social Environment Enhance the participants’ knowledge and awareness concerning the social environment in Globalink, hence consider the impacts of key social trends for the public computer retail. 3 days 18 Standards of Conduct Acquire knowledge and skills on how to deal with ethical dilemmas addressed in the Globalink’s values and vision statement, and codes of conduct. 2 days 19 Strategic Finance Understand the factors that influence the fiscal situations and legislations that govern retail financial roles and responsibilities. 3 days 20 Strategic Management Improve the effectiveness of learners as managers within the public service via the provision of tools used to think and act strategically. 4 days Table: 1 The above personnel will lead the training managers to focus on the basic knowledge and skills needed by the trainees in order to acquire a comprehensive retail business understanding from a general perspective. In-class studies and team projects will offers learners or participants the opportunity to apply new management models to the organisation or their own business units, within which they are in charge.The programme will teach the learner managers on how to think beyond their own administrative areas, and lead in ways, which support and motivate everyone through the larger institutional goals and objectives. The participants (learners) will gain a profound understanding on the functionality of diverse units, and be able to incorporate a wider strategic considerations into their management decisions. Generally, the programme will run through three rudimentary phases: Pre-programme phase, Residential phase, and Post-programme phase. A) Pre-programme Phase Here, the leaner managers will have to take various initial readings and undertake SDI self-assessment questionnaires in order to identify their personal strengths, preferences, and how well these aspects relate to the organisational values and activities. This phase will help the learner managers understand how to use their strengths effectively, and improve their working and personal relationship with the other colleagues and employees. B) Residential Phase At this phase, the programme will combine studies of diverse proven frameworks for the most appropriate business management practices, alongside experimental and experiential learning within a supportive environment. The learner managers will practice an array of effective management skills in team activities and performance, as well as role play situations among actors. Everything learned here will thereby be applied later in personal work situations through discussions and reflections. The entire programme will be built around a framework people, processes, and perspectives (Rico, 2009, pp. 103). The framework of “people” will encompass the definition of effective management through skills, knowledge, authenticity and attitudes, as well as building of a highly performing team (Bailey &Deen, 2002, pp. 63). The “processes” framework will involve a comprehensive marketing essentials, self-management, and management of the team’s performance. Finally, the framework of “perspectives” will deal with management strategies (understanding the organisational structure and management roles), and a comprehensive financial thinking (such as financial fundamentals, cost and profit drivers). The integration of the above three elements will help the learner managers in developing an action plan for certain issues within the workplace. C) Post-programme Phase Upon the programme completion, the trained managers will be obliged to keep track of the performance in their new areas of responsibilities. This may be possible through the use of learning diary for recording personal concerns, progress, and questions to the points that are still unclear for further clarifications from internal specialists. The Management Development internal specialists, in compliance with the Human Resource Department, will then focus on the key points of major concerns from every manager’s diary and arrange for discussion dates during the follow-up programme (Stephen, 2013). As well, every manager will be given a random and continuous access to an online programme portal for further support and learning opportunities available within the organisation. Evaluation Plan In evaluation, the following approaches would be employed: Behavioural Objectives Approach: This approach we focus on the extent to which the goals and objectives of a given program have been attained. We record the objectives of the training and as well as learning outcomes. We then develop a method to ascertain whether the trainees have acquired the required skills through observation. The Four-Level Model. In this approach, we concentrate on four levels of training outcomes: reactions, learning, behaviour, and results. We assess behaviour via the method of direct observation. We employ qualitative methods to determine the level skills acquired and collect already recorded data. In order to assess the skills and learning, we design a questionnaire in which the trainees provide details regarding learning outcomes. To determine learner’s reactions, we also provide questionnaires with a scale of 1-5, in order to depict the level of satisfaction at the end of training. The results training outcome, we depict the results by accepting reports or comments regarding the advantages perceived by trainees. Responsive Evaluation. This approach calls for those evaluating to be more responsible to the information needs of diverse stakeholders. Goal-Free Evaluation. In this approach, we focus on the actual results instead of the intended outcomes of a program. Thus, the person to evaluate has little contact with the staff and program managers and is not aware of the program’s stated objectives and goals. This programme has thereby been given relevant objectives that are appropriate to the topic herein (Management Development). The objectives include: (i) describing the basic functions of management and entrepreneurship, and be able to conduct a feasibility study on business opportunities that reflect a systematic approach to business management. (ii) Reading, understanding and analysing financial statements in order to determine the organisation’s financial health, and manage the retail budgets for profitability purposes. (iii) Developing a basic marketing plan. (iv) Drawing up a basic recruitment plan, selecting and motivating human resources, as well as managing his/her managerial performance. (v) Integrating the programme’s materials into a business plan for any other possible business opportunity. Generally, the evaluation process will be conducted in two forms or methods: the Formative evaluation and Context evaluation. The formative evaluation will assess the needs to be fulfilled by the programme, and the context evaluation will investigate the operation or the programme through social, physical, political, and economic environmental assessments (Bailey &Deen, 2002, pp. 67). The use of both of these two methods will help in a genuine rating of the programme. The programme duration of six months is long enough to allow for a proper training without any time deficit. For instance, the programme will consist of 20 modules, which will be ranging from about 3 to 4 days in duration. The in-class programmes and team projects will run from 8: 30 a.m. to 3: 30 p.m. on the specified week days. This time span is worth what it has been planned for. The modules will be conducted and presented with assistance of the head of Human Resource Department, alongside other six management training specialists (three internal specialists and the other three from external). Additionally, the cost of the programme may seem expensive, but it is worth the undertaking; considering the six month duration and quality of training to be offered. The six months internal and external trainers’ remunerations, training equipment and materials, stationery, meals, allowances, training rooms, and accommodation seem appropriate for the projected cost of the programme. References Bailey, J. &Deen, M. (2002). A Framework for introducing program evaluation to extension faculty and staff. Journal of Extension, 34(9), pp. 59-68. Humphrey, P. (2009). Designing a management development programme for procurement executives. Journal of Management Development, 56(14), pp. 188 – 196. Marie, S. (2003). Developing a competence-based management training programme. Management Development Review, 5(2), pp. 28-37. Rico, J. (2009). A business process outsourcing framework based on business process management and knowledge management. Business Process Management Journal, 12(5), pp.94-107. Kirkpatrick, D. (1994). Evaluating Training Programs: The Four Levels.San Francisco: Berrett-Koehler. Reiser, R.A., Dempsey, J.V. (2007). Trends and Issues in Instructional Designing (2nd ed). Upper Saddle River, NJ: Pearson Education, Inc. Rose, C., & Nicholl J. (1998). Accelerated Learning for the 21st Century: The Six- Step Plan to Unlock Your Master-Mind. New York: Dell. Stephen, G. (2013). Ashridge Business School: Management development programme. Retrieved on 25th Feb, 2015 from https://www.ashridge.org.uk/executive-organisation- development/open-programmes/management-development-programme/ Read More