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ANNOTATED OUTLINE

Introduction
The basic purpose of executive development is to improve managerial
performance by imparting knowledge, changing attitudes or increasing skills.
Training certainly helps in improving job-related skills but when the intent is to
enhance executives¶ ability to handle diverse jobs and prepare them for
future challenges the focus must shift to executive development.

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Training vs. executive development

Tr i i It D l t
L r s cific i rs F c s U rst i t r r tk l ;
cti s; str t t c iq s D l t; E c citi s
r c ss s. f r ri ssi ts.
S rt t r . Ti Fr L t r .
Tri s t i r s cific skill Pr c ss Ai s t i r i t t t l rs lit
r l ti t ( stl t c ic l f i i i l (l r l l tic l
c ic l). c c t l iliti s).
M t c rr t r q ir ts f G l M t f t r c ll s ft
; i s ti r i l t i i i l; i s t r i i
rf r c c rr tl l l r i rt iti s si t l
. l s r .
P rf r c r is ls, c st- Q lifi l il l
Eff cti ss
fit l sis, ssi t sts , r ti fr it i
M s r s
r c rtific ti . ssi l , HR- s c titi
t .

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 eatures of executive development

A It is a planned effort to improve executives¶ ability to handle a variety of

assignments

A It is not a one-shot deal, but a continuous, ongoing activity

A It aims at improving the total personality of an executive

A It aims at meeting future needs unlike training, which seeks to meet

current needs

A It is a long term process, as managers take time to ac uire and improve their
capabilities

A It is proactive in nature as it focuses attention on the present as well as future

re uirements of both the organisation and the individual

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Importance of executive
development
A Invaluable investment in the long run as it helps managers to ac uire re uisite
knowledge, skills and abilities needed to handle complex situations in business
A nables executives to realise their own career goals and aspirations
A elps executives to step into superior positions easily
A ssists executives in enhancing their people-management skills,
taking a holistic view of various problems.

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Executive Development
Programmes: Ôteps
Ôteps in the organisation of an
executive development programme
A nalysis of organisational development needs
A ppraisal of present managerial capabilities
A Inventory of executive talent(in terms of age, service, education, experience etc
A lanning of individual development programmes
A evising appropriate development programmes
A valuating results

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›ethods/techniques

Yarious methods are employed to develop managerial skills and knowledge,

such as:

›ethods of executive development

. D cisi - ki skills ( ) I - sk t
( ) B si ss
(c) C s st
2. I t r rs l skills ( ) R l l
( ) S siti it tr i i
(c) B i rM lli
3. J k l ( ) O -t - ri c s
( ) C c i
(c) U rst
4. Or is ti l k l ( ) J r t ti
( ) M lti l t
5. G r l k l ( ) S ci l c rs s
( ) S ci l ti s
(c) S cific r i s
6. S cific i i i l s ( ) S ci l r cts
( ) C itt ssi ts

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›ethods/techniques

A &'() The trainee is asked to look into a number of papers such as

memoranda, reports, telephone messages that typically confront a
manager and respond appropriately.

+Trainees learn uickly, as they have to do everything within a time frame

+ reates healthy competition between participants allows them to grow
-The method is somewhat academic and removed from real life situations.
- articipants rarely respond to such imaginary situations in an enthusiastic manner

A
''*+) The participant is asked to take up a simulated business

problem and take appropriate decisions.

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Mhen is a case study most appropriate?

A Mhen the problem re uires problem solving, thinking skills

A The K s are complex and participants need time to master them
A ctive participation is re uired
A The process of learning is as important as the content
A Tem problem solving and interaction are possible.

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›erits and demerits of the case study

method
M rits D rits
A |
  
 
        
  
   A                           
          
       !               
A       

   
  
     
      "       
      |                
                            
A #                 
 
A
                  
  
  
                                  
     
              

         A                         
          
A         
              A                  


     
                      

                                 
                         
   A |                                

A |                    

 
 
                          
                        
      
 
              
   
           A $                                   
           
A                                
                
          
         

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Mhen using case studies

A ae clear about learning objectives and explore possible ways to realise the
objectives
A ecide which objectives would be best served by the case method
A ind out the available cases that might work or consider developing your own
A et up the activity ± including the case material, the room and the schedule
A bserve the principles that guide effective group interactions
A rovide an opportunity to all trainees to participate meaningfully and try to keep the
groups small.
A top for process checks and get set to intervene when interactions go out of hand
A llow for different learning styles
A larify the trainer's role as a facilitator
A aridge the gap between theory and practice

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›ethods/techniques

A -''' .') It is a learning exercise representing a real-life

situation where trainees compete with each other to achieve specific
objectives.

›erits and demerits of the business

game method
›   %  
A B si ss s c r ss ti ; ts t t t k A Diffic lt si t l s
i f ll l ti r t cc r i tt r f si ss s.
rs.
A T r ft f r r fr r lit . I r l lif ,
A O c l r fr ist k s, t k iff r t c rs c ti t li it c c s t fi is
f cti l ki t t c s q c s
t r t l , i is t l
i r rf r c .
k - (i st fc si fr i i ti
A T r t i cr s r st i list f lt r ti s).
fc l r l ti s i s r is ti l its.
A P rtici ts c s r ss i s i
A ³T l tr i s l t ir r l s l i t rs t t ll t t t f il t r s t
skills s ll s t f c s tt ti l i r t r
rl i t ri ci l s i t t.
t st tti t fir s.´
A Cr ti it t k ck s t rt
A Pr tf ck f cilit t s q ick l r i .
str t i s c i ti rtici ts
t fi cc t c fr t rs i t r c .

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›ethods/techniques

A / +) This is a techni ue that re uires the trainee to assume

different identities to learn how others feel under different circumstances

+ articipants develop interpersonal skills

+ They learn by doing things actually
+ The competitive environment compels participants to listen, observe, analyse and
improve their own performance by exploiting their potential fully
__lack of realism in this method comes in the way of enthusiastic participation
--not easy to duplicate the pressures and realities of actual decision making
--most trainees may not be very comfortable in role playing situations

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Trainer¶s responsibilities in role

playing situations
A cnsure that members of a role playing group get along with eachother
A elect and prepare the participants by introducing a specific situation
A sk participants to actually come out with potential characters
A ealise that volunteers make better role players
A repare observers by giving them specific tasks such as evaluation, feedback etc.
A uide the role play enactment over its bumps, since it is not scripted
A Keep it short
A iscuss the enactment and prepare bulleted points of what was learned

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›ethods/techniques

A 0'+ .) This is a method of changing behaviour through

unstructured group interaction. (also known as T-group training, where T
stands for training)

 eatures of T-group training

A T- roup consists of 10-1 persons.
A  leader acts as a catalyst and provides a free and open environment for
discussion
A There is no specified agenda
A embers express their ideas, feelings and thoughts freely and openly
A The focus is on behaviour rather than on duties
A The aim is to achieve behaviour effectiveness in transactions with one's
environment

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aenefits

A „articipants gain rich experience in getting along with people

A The exclusive focus on each others' behaviour helps participants to

observe, analyse and then respond appropriately

A Trainees can find out where they stand in comparison to others

A The agenda less discussions encourages the participants to come out

more openly and share their opinions with others

A The opportunity to take charge of the group is always inherently

present for the right candidate.

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osts

A onsiderable time is wasted in agenda-less, direction-less discussions

A T-group leaders may lack the skills to instil enthusiasm and confidence
in participants.

A There is an immoral and unjustified invasion of privacy, based on false

assumptions about the nature of human relationships at work.

A The interchange of opinions in an open manner may be punished by

superiors at a later stage, using some pretext or the other

A T groups may actually destroy team learning and team spirit as they
encourage participants to be hostile without feeling guilty during
training.

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›ethods/techniques

A   1& ) This is a kind of class room learning where

the trainee learns by actually doing things under the supervision of an
experienced supervisor. uch methods are highly useful for certain
groups like scientific and technical personnel

A - *.) This is an approach that demonstrates desired

behaviour and gives trainees the chance to practice and role-play
those behaviours and receive feedback.

A
.) This is a development activity in which a supervisor plays

an active role in imparting job knowledge and skills to the trainee. or
effective coaching, a healthy and open relationship must exist between
employees and their supervisors.

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›erits and demerits of coaching

+ Trainees learn uickly by actually doing a piece of work and obtain feedback
+Mhere the trainer and the trainee interact in an open manner, there is tremendous
scope for the trainee to grow by seeking clarifications continuously and rectifying
mistakes
__  lot depends on the interpersonal skills of the supervisor
---The learner, often, cannot develop much beyond the limits of his own supervisor

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›ethods/techniques

A *'*+) This is a development method wherein potential

managers are given the chance to temporarily relieve an
experienced manager of part of hi job and act as his substitute
during the period, giving him vital insights into the overall job
that would make him the automatic choice in the succession
process.
A & ) ›oving a trainee from job to job so as to offer
cross training is called job rotation. The idea behind this is to
give managers the re uired diversified skills and a broader
outlook.
A  .) It is a system in which permanent
advisory committees of managers study problems of the
company (thereby gaining first hand experience of various
important aspects of business) and make recommendations to
higher management.
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›ethods/techniques

A 0 ''2 .'2 *.') In addition to the above,

managers could also benefit by attending workshops organised
by academic institutions, attending special meetings organised
by various government and voluntary organisations and by
reading specific articles relevant to their respective fields.
A 0 1') In this method, a trainee is put on a project
closely related to the objectives of the department.
A
 ''.) In this method, an adhoc committee is
appointed to discuss, evaluate and offer suggestions relating to
an important aspect of business.
A
3')  conference is a meeting of people to discuss a
subject of common interest. The participants exchange notes,
opinions and ideas on the subject in a systematic and planner
manner.

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›ethods/techniques

A ') Vectures are formal presentations on a topic by an

experienced and knowledgeable person. The presentation is
generally supported by discussions, case studies, audio-visual
aids and film shows.

A · *''') In this method, papers are presented by

two or three trainees on a selected topic, followed by thought-
provoking discussions.

A
.* ') This is a learner-oriented
techni ue which presents subject matter to the trainees in
small se uential steps re uiring fre uent responses from the
trainee and immediately offering him of their accuracy or
otherwise.

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Ôelection Of A Ôuitable ›ethod

Mhile choosing a specific method, the following guidelines might be

kept in mind

Ôuitability of executive development

techniques
Te chn i ue uitability

Job otation To develop diversified skills and broaden the outlook of an executive
nderstudy To aid succession planning by developing the skills of juniors according to a pre-set plan
›ultiple ›anagement To assist managers in expanding their outlook and knowledge in various functional areas
ase tudy To develop analytical, reasoning and problem-solving skills
ole „laying To translate theoretical knowledge into action plans and to promote good human relations
skills among trainees
aehaviour ›odelling To teach inter-personnel and cognitive skills
In-basket To promote situational judgement and social sensitivity
ausiness ames To develop smart thinking, uick reactions, initiative, organising and leadership skills
ensitivity Training To promote self awareness and its impact on others
onference To improve and expand knowledge, attitudes and develop interpersonal skills
Vecture To impart conceptual knowledge to a large audience within a short span of time.

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