gender differential paper IJCRB

ijcrb.webs.com
JUNE 2011
INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS VOL 3, NO 2
• Behavioral change and value diffusion
• Creating common identities
• Stretching managerial capabilities across various sectors
Ahead of this their work suggested three frameworks as an attempt to present a
system/interactive view of management development. These are as under;
• The “classic approach” portrays the management development as a system that
should primarily derives its input from organizational environment i.e. existing
plans and diagnosis of challenges being faced and generates outputs accordingly.
These outputs are usually training interventions, succession planning and sub
systems of HRD
• The contingency approach that nullifies universalistic nostrums and encourage
organization’s intrinsic templates as basis for MD Program designing.
• Alternative conceptualization goes along contingency approach to the extent of
executive’s involvement in program design and having greater regard for trainees’
innovation, self diagnosis and ultimately self development.
Thomson et al. (2001) regards the target competencies of management development to be
dynamic and highly contingent on specific organizational context particularly since mid of
1980s. Their study further present view of organizational spectrum on MD policy ranging
from weak to strong where there are mostly agreements on training issues but wide
disagreements on perceptions especially when the issues get more subjective.
Another perspective found in literature of MD, is of the leadership, i.e. use of MD
as tool of instilling leadership capabilities in individuals. Two studies of Perren &
Burgoyne (2002, 2005) worked out as much as 1013 individual competencies and
condensed them to 83 through content analysis. They could finally set 8 metagroups of
these competencies. These are strategic thinking, leading team, designing culture, self
management, relationship management, information management, resources management
and managing quality. Further work of the same authors show these abilities classified as
three main capabilities groups i.e. people abilities, thinking abilities and task abilities.
Contrary to the popular perception of management learning and development as
individual focus, it always recommends provision of overall learning adoption by
organization. The intended change ought to be evident in organization and not merely in
individual. Our discussion now moves to learn about learning organization.
Table 5. Theoretical Contributions to Understanding of Management Development
Theory Dominant
Disciplines
Primary
Unit of
analysis
Concerns Regarding
Management Development
Human capital
and labor
market
Organizational
Contingency
Macroeconomics
and political
science
State • National competitive
performance
• Constraints of government
policy
Microeconomics Sector • “Fit” between management
• development and corporate
strategy
• Constraints, structure, culture
technology
Favored
Methodologies
Broad surveys
Quantitative
analysis
COPY RIGHT © 2011 Institute of Interdisciplinary Business Research 767