W. David Rees

The use of case studies in management training and development. Part 1

The authors draw on their considerable experience in writing and using case studies both in the UK and abroad to explain the potential benefits of using the case study method in management teaching. In this, the first of two articles on the subject, they elaborate on the potential benefits of using the case study method but also the ways in which the method can be misused. They go on to explain how case studies can be used effectively in developing management skills. In the second article they will deal with the topics of writing case studies, their use in assessment and cross‐cultural issues in using case studies. Details of the on‐line access to over 40 management case studies and exercises, with supporting teaching notes, are contained in the 5th edition of their book Skills of Management (http://thomsonlearning. co.uk).

Appraisal pitfalls and the training implications: part 1

In this two‐part article the problems of operating employee appraisal schemes effectively are identified. Appraisal of formal appraisal schemes suggests that most do not operate satisfactorily. Multi‐purpose schemes can be cumbersome and include conflicting objectives. The feedback process can also cause major problems. Such problems can be exacerbated with schemes of 360‐degree appraisal according to their complexity and the role conflicts they can precipitate. In the second part of the article the level of organisational investment needed for schemes to operate effectively is considered. The ways in which competencies, self‐appraisal, and peer audit can be constructively used are examined. Competencies developed for selection purposes may be usefully applied in appraisal, provided they are accurate. The crucial link between formal and informal appraisal processes is considered as is the importance and skills involved in informal appraisal. Finally, the way in which the training needs of appraisees need to be realistically identified and assessed is explained.

Managerial stress ‐ dealing with the causes, not the symptoms

Defines job stress. Explains why managerial stress is likely to be on the increase. Notes the increased attention to managerial stress, e.g. attempts to measure stress and relaxation techniques. Warns about the dangers of concentrating just on the symptoms, which may be counterproductive. Emphasizes the need to identify and deal with basic causes. Explains the technique of “Role set analysis” as a means of stress reduction by “load management”. Individual management skills also need assessing as lack of these can cause or exacerbate managerial “overload”. Organizational realities are that managers often have to work out their own salvation and the technique of role set analysis can be directly applied by individual managers. It can also be used on a departmental workshop basis and as a strategic concept at organization level.

Employee participation and managerial style (the key variable)

Employee participation is in the news because of the stakeholder concept and European legal developments. Argues that for most employees what matters is the working relationship with their boss, rather than indirect forms of representation, such as works councils. If employers are genuine about participation, the prime area of attention needs to be the day‐to‐day behaviour of line managers. This necessitates reviewing the performance, selection and training of line managers. This is also necessary if indirect forms of participation are to work as they too depend on effective and co‐operative line management. Participation also needs to be examined in the context of organisational and national culture and the pressures on an organisation at particular points in time. Too often the topic is addressed as though the objectives can be achieved simply through mechanistic/legal imposition.

Management by panacea: the training implications

The various pressures that managers are under to accept ready‐made solutions to problems that they face are identified. However, if the causes of the problems are not carefully diagnosed in the first instance it can be a matter of luck whether the solutions work or are actually counter‐productive. Management training needs to include an emphasis on diagnostic techniques and to enable managers to look beyond departmental boundaries for both the causes of and solutions to problems. Managers also need to learn how to deploy the right mix of people to tackle problems and in so doing demonstrate to others the importance of a diagnostic and integrated approach to problem solving.

Negotiation ‐ mystic art or identifiable process? Part 2

Looks at the sequel to the article about running negotiating workshops for managers. Explains relevant theory and the practice of negotiations. Issues include the context of negotiations, offers and counter‐offers, avoidance of deadlock, the use of third parties and “back channels”, cultural aspects and the maintenance of agreements. Gives particular attention to the issue of internal team differences. Presents relevant examples from a range of situations.

Matrix structures and the training implications

Matrix structures are increasingly used in organisations as they become more complex and as the pace of change increases. They are similar to project management arrangements, although matrix structures may be a permanent feature. Matrix structures, like project management, involve the creation and management of multi‐disciplinary teams. The team leaders have a dual reporting relationship. For the structures to work effectively they should only be introduced when appropriate and even then after careful planning. An important aspect is the training of multi‐disciplinary team leaders. However, it can also be crucial to ensure that those other key members of management who need to monitor and support matrix structures are properly selected and have received appropriate management training.

The re‐branding of management development as leadership development – and its dangers

Purpose – The purpose of this paper is to examine the re‐branding of much management education and development under the heading of leadership and to identify the dangers this may bring particularly if it results in key management skills being neglected.Design/methodology/approach – The authors use their extensive background in management education and development in the UK and abroad to consider the implications of the increasing emphasis on leadership as opposed to management education and development. Recent trends are identified as is both the distinction between and overlap between the terms leadership and management. Relevant literature is examined and the potential dangers of the re‐branding process identifiedFindings – Increasing use is being made of the term leadership. Whilst there is considerable overlap between the concepts of leadership and management, the market appeal to providers and users of qualification and short course programmes implies that leadership is a higher level of organisatio...

Corporate strategy development and related management development: the case for the incremental approach, part 1 – the development of strategy

Purpose – The purpose of this paper is to examine the case for the incremental development of corporate strategy and related issues of management development.Design/methodology/approach – A background in consultancy and management development in the UK and abroad is used to examine the potential dangers of radical and comprehensive innovations in corporate strategy and the potential benefits of an incremental approach. In addition, recent developments and examples are referred to as well as relevant literature.Findings – The paper finds that there are two main potential dangers with the development of a comprehensive corporate strategy. The first is that the exercise may prove to be so daunting that it is effectively abandoned. The second is that comprehensive strategy innovations are based on too narrow a consideration of the issues and may be counter‐productive. A broad based consideration of corporate strategy may create a greater emphasis on the incremental approach.Research limitations/implications –...

Management training for international students

Management training for international students is an increasingly large, but competitive and volatile, global market. Training providers need to ensure that they are market‐oriented and avoid an ethnocentric approach. Programme delivery needs to take account of the national context in which students are, or will be, working. Potential action points are identified that may help improve the quality of management training in particular. Developing a positive reputation is part of the marketing process. In‐house training of lecturing staff in the special needs of international students may be necessary.