Leadership and management development

 Some people are born great, some achieve greatness, some face greatness. (Shakespeare "Twelfth Night")

prologue
Organizations are increasingly realizing that they need to invest in leadership and management development in order to be competitive. Over the past decade, organizations and their leaders have witnessed profound changes in the workplace, including rapid technological change, increasing globalization, changing organizational structures, and profound shifts in career dynamics. Executives and managers are considered to be a highly influential group in building high-performing organizations. Organizational performance at the organizational management level is considered essential to improve competitiveness and ensure future growth. Organizations that take a proactive and systematic approach to management and leadership development generally produce more leadership talent, and best practice companies are characterized by the intensity and quality of their management and leadership development efforts. You can We do pretty much what others do, but we do it with greater precision and consistency.
The purpose of this chapter is to provide an overview of the leadership and management development process. We begin by considering how leadership development differs from management development. It then focuses on the changing landscape of leadership and management development. We focus on the question of whether we can develop leaders. This chapter discusses the value of the leadership competence model and also examines various organizational and leadership-oriented approaches that can be used to facilitate the development of leadership and management competencies. The chapter concludes with a discussion of issues to consider when assessing leadership and management development.

Management and Leadership Development:
Are they the same or are they different?
Leaders and managers have been increasingly studied in the context of human resource development (New, 1996; Hall and Moss, 1998; Feldman, 2002), indicating that they are expected to initiate development without organizational leadership. increase. Additionally, leadership careers are becoming increasingly market-oriented and specialization is seen as a negative. There is also the risk of management becoming “core rigid” by overinvesting in core competencies that are relevant to the business but have no market value. Leaders and managers must participate in a wide range of learning situations that are both behaviorally and cognitively complex (Karaevli and Hall, 2006), learn rapidly and adaptively (Hall, 2002), and perform well. is important. Provided. Leaders and managers are also expected to continuously adopt voluntary career management strategies (McCall and Hollenbeck, 2007).
There are important differences between management, leadership and leadership development (Day, 2000). Management development focuses on managers working on the process or "hard" aspects of management such as planning, execution, prioritization and control processes. Leadership development is the development of the confidence and self-image of a leader or manager. Leadership development focuses on the social aspects of leadership and includes topics such as interpersonal awareness and skills, team development processes, and the processes necessary to gain commitment to vision and strategy. In this chapter, we use the term “leadership development” to encompass both leadership and leadership development.
Leadership and management development in an organization takes many forms. It may be systematically driven and consists of a variety of formal interventions such as coaching, mentoring, formal programs, and feedback-intensive programs. These activities are organized by the organization and are usually based on a competency model (Garavan, Hogan, Cahir-O'Donnell, 2008). However, organizations also recognize that they need to develop managers and leaders and rely on them to engage in voluntary leadership development (DeRue and Ashford, 2010). Moreover, in times of economic hardship, both formal programs 

 

For example, Cunningham (1986) identifies three different perspectives on the relationship between leadership and management. The first position assumes that leadership is the range of competencies necessary for effective management. His second position, argued by Bennis and Nanus (2003), suggests that the two concepts are separate but related, and his third position is that both concepts partially overlap. I see that There is evidence among academics that there is a need to distinguish conceptually between leadership and management, often at the expense of the latter. Management as an activity and concept is often viewed as a "second-class citizen" that is highly transactional in nature. Kotter (1988) argued that leaders and managers differ in their roles and functions. In his view, management means planning and organizing, while leadership means creating and managing change and helping organizations adapt to turbulent times. In two other recent posts he also emphasizes that the two concepts are different. Boydell, Burgoyne, and Pedler (2004) assume that management is about execution, order, efficiency, and effectiveness. They defined leadership as an interest in future direction in uncertain times, and argued that while management may suffice in times of stability, organizational conditions are complex, unpredictable, and rapid. It argues that it is insufficient when it is characterized by significant changes. 

 

There is a growing recognition that all managers, including senior managers, possess some level of leadership skills and need to understand leadership concepts. However, the higher the organizational level, the more complex leadership becomes and the more deeply committed it is to broader and overarching long-term goals. In some organizations, they may be high-level professionals, such as doctors or scientists, but are not defined as managers (at least in terms of formal organizational hierarchies). But it would be naive not to consider them leaders, or potential leaders.
It is therefore not surprising that there are conflicting interpretations of management and leadership development. Wexley and Baldwin (1986) argue that management development remains the least defined and most misunderstood concept in the management literature. HRD has expanded thinking about the purpose and methods of management and leadership development. Most early definitions focused on formal aspects, viewing both management and leadership development as systematic and structured processes. Cullen and Turnbull (2005) argue that most definitions view managers as resources and assume that their development is driven by functional performance principles. Similarly, many definitions emphasize the development of managerial skills, which depend on organizational needs rather than individual needs.  

 

In practice, the terms management and leadership development are used interchangeably and both describe a set of processes used by organizations and individuals to increase the effectiveness of various managerial and leadership roles. The distinction between the two terms is becoming increasingly blurred, with 'management development' being associated in the UK and Ireland, while 'leadership development' being preferred in the US.

Background on Management and Leadership Development
The context in which management and leadership development takes place is complex and dynamic. We will focus on four aspects of context here.
Globalization, structural change, knowledge-based economy, diversity.  

Structural change

Globalization is understood to mean increasing ties between nations and increasing functional integration of national economies. This is driven by strong economic factors such as market cost and competitive market factors such as growing consumer preference, and is primarily driven by global branding success. From a cost standpoint, globalization offers economies of scale and benefits from standardization. For example, cost advantages in advertising, procurement of materials, and economies of scale due to greater market potential. In addition, globalization has reduced the need for manual labor and facilitated the acquisition of new types of skills such as customer service and call centers. This allows administrators to work across spatial boundaries and increasingly take advantage of forms of virtual teamwork. Leadership and management development will focus less on manager engagement than on winning manager engagement and loyalty. Managers are also expected to be able to act decisively and make sometimes difficult decisions. 

 

Structural change
Changes in organizational structures, such as downsizing and delays, place great demands on managers. They are empowered to respond quickly to changing conditions, ensure that they meet customer expectations while aligning labor supply and quality with the demand cycle, and recognize and reward their work to achieve productivity gains. It is hoped that it can be done. Advances in information technology are also changing organizational structures. One result of this is the blurring of lines between management and other employee categories. Evidence suggests that employee empowerment is even stronger. Team environments required information to be shared, and structures became much less hierarchical.  

 

knowledge economy
The growth of the knowledge economy and knowledge management initiatives is having a significant impact on managers and executives. Leaders play a key role in building and supporting an organizational culture that fosters knowledge sharing, utilization, and development. When a knowledge management strategy focuses on building social capital for managers and knowledge workers, it makes the most sense to provide appropriate management development instruments. Garvey and Williamson (2002) found that the most valuable management training and development efforts are those designed to encourage reflexivity, learning by experiment, and skills to engage in critical dialogue with others. I point out that there is. Knowledge workers also need to be managed in different ways. Horwitz, Heng, and Quazi (2003) point out that there is a set of HR practices that are effective in motivating and retaining knowledge workers. These HR practices place great demands on leaders, requiring them to be granted a high degree of autonomy, offered interesting work assignments, and set aside significant opportunities for personal development. 

Diversity
Leadership diversity within organizations is a major concern, and it has long been recognized that gender and racial inequalities are concerns when it comes to leadership for many organizations (Ayman and Korabik, 2010). Women and minorities are grossly underrepresented in leadership positions. Eagly and Chin (2010) found that discrimination remains common within organizations, especially in more subtle, covert, and unintended ways, and that most leadership positions are masculinized. claim. As a result, certain groups, including women and minority groups, are excluded from leadership positions because of their race, ethnicity or sexual orientation. Individuals in these categories have fewer opportunities for networking, mentoring, and leadership development (Ardichvilli and Manderscheid, 2008).  

Management and Leadership Competency Model
Many organizations today use competencies and behavioral frameworks to develop managers and leaders. They are hugely popular in multinational organizations. However, it is not without its problems and is often viewed as a one-size-fits-all strategy. There is some confusion about the difference in meaning between the words "competence" and "competence". 'Ability' can be defined as a minimum acceptable standard of performance and refers to the aspects of a job that must be performed efficiently. “Competencies” refer to what a leader or manager must demonstrate in their role in order to work effectively. It shows competence and competence and deals with the behavioral repertoire that underlies good performance.
In other words, it is what managers really demonstrate when performing their role.  

Competence modeling is widespread. Models describe the specific competencies that individuals need to perform their jobs effectively. It provides a consistent framework for unifying human capital management systems, aligns employee behavior with the organization's common strategic goals, and drives performance improvement through competency-based development processes. Organizations love these systems. The competency model is based on the idea that to be the best performer in any position, the person in that role must possess certain competencies. 

Competency models are popular in organizations, but they are adopted based on belief rather than actual contribution to business performance. Relatively few studies have demonstrated a link between organizational performance and competency-based approaches to management and leadership development. They do not necessarily lead to greater transmission of learning or increased leadership effectiveness. Other issues associated with using a competency-based approach to leadership development include:
It doesn't take context into account. They are often developed with limited research into the behaviors required for effective performance. They are considered static concepts rather than dynamic concepts. Lack of clarity about competencies. Additionally, many competency frameworks contain duplication and lack of contractual validity. 

Choosing Management and Leadership Development Strategies
Organizations have a variety of choices when it comes to management and leadership development strategies. These range from formal to informal and from organizational to voluntary. Table 19.1 provides an overview of management and leadership development strategies.
It is generally accepted that most management and leadership development activities in organizations are driven by formality and method. These interventions are expected to lead to changes in leadership. However, most management learning actually takes place informally in the workplace (Dawes et al., 1996) and is implicitly and culturally embedded through the work practices of people in organizations, groups and other communities. There is strong evidence that it does (Lave and Wenger, 1991). . . The product of learning from experience in these environments is tacit knowledge (Nonaka and Takeuchi, 1995), which is believed to be one of the most important factors that distinguish successful managers from other managers. (Wenger and Snyder, 2000). Formal management and leadership development definitions suggest:
It deals with clear goals and highly structured interventions. Where the base of control is outside the manager, learning can be real or disjointed and artificial in nature. Executives and managers tend to see formal development opportunities as a mechanism for developing more transferable skills and maintaining marketability and employability (Garavan, Hogan, and Cahir-O' Donnell, 2008). Managers do not necessarily see formal development interventions as the basis for promotions and promotions. Rather, it is about managers maintaining their worth in the labor market (Carbery and Garavan, 2007).  

Formal learning and development interventions can enhance organizational skills development. Specific competency aspects that are increasingly being valued by organizations include work planning, resource organization and restructuring, crisis management, risk taking, problem solving and decision making skills. Having organizational capabilities helps an organization gain a competitive advantage. There is evidence that executive recruitment and retention follows from the provision of formal learning and development opportunities, and managers are strongly attracted to organizations that can provide formal development opportunities.
Informal and non-formal management and leadership development activities are typically voluntary. Such growth happens naturally through your daily work routine. Rather than seeing formal and informal leadership and management development as competing paradigms, today's perspective is to see them as two sides of the same learning process. Garavan, Hogan, and Cahir-O'Donnell (2008) point out that at the management level, formal and informal learning activities are linked and contribute to knowledge and capacity building in different ways. increase. 

Informal management and leadership development differ from formal activities in that they are part of a routine effort. It may be learner-led or supported by friends and colleagues, and may take place within the workplace, family, community, or peer network. In these situations, learning can be a byproduct of another activity, such as management meetings or project teamwork, and can be planned, unintentional, or interdependent learning, experiential and on the part of the individual. almost voluntarily. Informal learning is a multidimensional and multifaceted concept that takes place in a variety of settings. The effectiveness of informal learning in the context of leadership and management development depends on the broader organizational, social, cultural and political context in which it is set and the learning practices used. 

The term “experiential learning” is increasingly used to describe the informal or non-formal nature of reflective experiential learning. This rubric change was caused by the shift from 'teaching' to 'learning' (Margerison, 1991). An example is the situational learning theory of Lave and Wenger (1991). This emphasizes the interplay between individual learning, practice and daily work tasks. Another example is the theory of community of practice by Brown and Duguid (1991), which emphasizes the concept of community and social relationships around learners. Following Polanyi's (1966) distinction between explicit and tacit knowledge, the latter is considered the most valuable knowledge for a successful managerial career (Wenger, McDermott, & Snyder, 2002). It is also considered one of the most important factors that distinguish successful managers from tacit knowledge. Others (Argyris, 1999; Wenger and Snyder, 2000). Tacit knowledge is knowledge that can only be derived from experience and is essentially unaware of people. Leaders often use a variety of other informal strategies such as observation, reflection, questioning, interpersonal interaction, and learning from mistakes. 

 

Assessment of management and leadership development
Evaluation of management and leadership development activities has many specific challenges (Chapter 18 contains a discussion of evaluation in general). Some issues can be clarified here. The general nature of most evaluation models makes them difficult to apply to leadership and management development. The higher up in the organizational hierarchy, the less important the nature of development becomes. Soft skills, which play a role in developing leaders and managers, are much more difficult to measure than hard skills. Most evaluation models for education and training focus on highly structured, formal events and thus ignore the context in which leadership and management development takes place.  

 

Defining learning objectives for leadership and management development programs is generally more difficult than more task-specific training and tends to be vague and objectively imprecise. These are learning objectives, not goals.
There is also a major challenge in terms of management and leadership development impacting bottom line. The combination of imprecise leadership and management development and the complex and dynamic circumstances in which organizations operate results in a particularly tenuous causal link between leadership and management development and organizational performance. , will be difficult to establish.
Management and leadership development have limited direct impact on organizational performance. However, it can indirectly have a significant impact on aspects of organizational culture, such as: B. A better work ethic, more flexibility and adaptability, and a more responsive leadership style. While assessment models may provide a limited direct return on investment from leadership and management development programs, their activities have significant indirect impacts on the workplace that many assessment models overlook. may give 

An increasing number of companies are emphasizing the "expected rate of return" rather than the rate of return on investment. Such an approach requires that various stakeholders clearly articulate their expectations of management and leadership development. The task of the evaluation process is to gather evidence to determine whether these expectations have been met. Such an approach favors a satisfactory evaluation approach over optimization.
Diploma
Management and leadership development are important human resource development activities in an organization. Given the complex and dynamic external environment in which organizations operate, management and leadership development activities are considered critical to improving leadership competencies and leadership pipelines. Management power is a key source of competitive advantage, and companies use a variety of management and leadership development strategies to develop this workforce. It is based on the belief that investment in management and leadership development yields significant benefits for both individual leaders and organizations. Individual benefits include enhanced leadership skills, increased self-awareness and self-confidence, enhanced interpersonal and emotional management skills, and expanded horizons. Specific organizational benefits highlighted include productivity, financial performance, and competitive advantage.  

Managers are increasingly being asked to take responsibility for their own development. However, organizations also have responsibilities in this regard and use different development strategies to further develop their managers. These organization-driven strategies include:
Feedback from multiple sources, formal in-house programs, coaching, mentoring, acceleration centers, and a variety of scheduled work assignments. Voluntary methods include:
Reflect, observe, question, and learn from your mistakes. Evaluating management and leadership development is a difficult task. Traditional assessment models are difficult to apply to development activities that are less specific, poorly defined, and lack clear learning objectives.