상세정보

Management development has become a key issue for many companies to ensure that managers have the key skills and competencies required for future strategic development and success in a rapidly changing environment. This text is based upon the design and delivery of programmes to a range of clients and the approach that management learning and development and organization learning and development are the same process or two sides of the same coin. It is also based upon the view that this learning about management and organizations must go beyond the superficial treatment with arrows, boxes and circles on a flipchart to the deeper, more complex underlying processes.

정보제공 :

CONTENTS

List of Figures and Tables = ⅸ

Acknowledgements = ⅹ

Preface = xi

Introduction = 1

 WHAT THIS BOOK IS ABOUT = 1

 THE PURPOSE OF THE BOOK = 2

 THE SCOPE OF THE BOOK = 3

 MANAGEMENT AND ORGANISATION DEVELOPMENT IN CONTEXT : WHY DO WE DO IT? = 7

1 Management Development : Organisation Development = 10

 INTRODUCTION = 10

 A TEMPORARY MODEL FOR GETTING ANSWERS TO ORGANISATIONAL QUESTIONS = 16

2 An Overview of the Management and Organisation Development Process = 32

 1 ORGANISATION WANTS TO DO SOMETHING DIFFERENTLY(STRATEGY) OR SOLVE SOME CURRENT PROBLEM = 33

 2 ORGANISATION RECOGNISES ROLE FOR MANAGEMENT AND ORGANISATION DEVELOPMENT IN HELPING ACHIEVE STRATEGIC GOALS = 33

 3 ORGANISATION SELECTS A PARTNER TO HELP WITH THE MANAGEMENT AND ORGANISATION DEVELOPMENT ASPECTS OF THE STRATEGY = 38

 4 ORGANISATION AND PARTNER CHECK THEIR MUTUAL UNDERSTANDING OF THE CHALLENGES AHEAD = 39

 5 PERSON OR PERSONS TAKE PRIMARY RESPONSIBILITY FOR MANAGING THE MANAGEMENT AND ORGANISATION DEVELOPMENT PROGRAMME OR PROJECT = 46

 6 DEFINITION OF THE 'DESIRED STATE'(WHAT MANAGERS WILL NEED TO DO DIFFERENTLY IN ORDER TO HELP ACHIEVE THE CHANGE DEFINED IN 1) = 47

 7 'CURRENT STATE' EXPLORED, WITH REVIEW OF THE GAP BETWEEN DESIRED AND CURRENT STATES = 51

 8 BROAD AIMS FOR A PROGRAMME DRAWN UP AND AGREED PROGRAMME POSITIONED = 51

 9 BROAD CONCEPTUAL I `EARNING DESIGN DRAWN UP AND AGREED = 53

 10 MICRO DESIGN(OF SEPARATE 'COMPONENTS') BY 'EXPERTS' = 54

 11 LEARNING INTEGRATION, BOTH BEFORE THE INTERVENTION(DESIGN), AND DURING THE INTERVENTION, AS NEW INSIGHTS ARE ACHIEVED = 54

 12 CHECKING AS WE GO HOW REALITY IS MATCHING DESIGN FOR LEARNING = 55

 13 PLANNING FOR IMPLEMENTATION = 56

 14 RE-ENTRY - DEBRIEFING AND LEARNING TRANSFER STRATEGIES = 56

 15 MONITORING, REINFORCING AND EVALUATING AGAINST STEP 1 = 57

 CONCLUSIONS = 59

3 Types of Management and Organisation Development Interventions = 60

 INTRODUCTION = 60

 DEVISING A SHARED LANGUAGE = 61

 THE 'MANAGEMENT DEVELOPMENT GRID' = 62

 THE MANAGEMENT DEVELOPMENT GRID : BASIC PRINCIPLES = 64

 THE MANAGEMENT DEVELOPMENT GRID : BASIC STRUCTURE = 65

 THE MODEL EXPLORED : DRIVING FORCES = 68

 TYPICAL KINDS OF PROGRAMME IN EACH SECTOR = 70

 JUSTIFICATION AND EVALUATION = 72

 BROAD STRATEGIES FOR MANAGEMENT AND ORGANISATION DEVELOPMENT ACTIVITIES = 74

 SPECIFYING AND PROVIDING ACTIVITIES = 80

 A PORTFOLIO APPROACH TO MANAGEMENT AND ORGANISATION DEVELOPMENT = 83

 GETTING PROGRAMMES CORRECTLY POSITIONED = 88

 THE TECH-TEST PROGRAMME AND THE MANAGEMENT DEVELOPMENT GRID = 90

 CONCLUSIONS = 95

4 Key Components and Assumptions = 96

 'MUSIC' IN MANAGEMENT AND ORGANISATION DEVELOPMENT = 97

 THE KEY ELEMENTS = 98

 HOW THESE ELEMENTS MAP ONTO THE MANAGEMENT DEVELOPMENT GRID = 100

 SOME PRACTICAL LEARNING TRANSFER TECHNIQUES PLAY 'MUSIC' IN THE GRID = 102

 GENERIC PROGRAMMES = 102

 SPECIFIC CAPABILITIES PROGRAMMES = 107

 TRANSFORMATIONAL PROGRAMMES = 114

 EXPLORATORY PROGRAMMES = 124

 APPROACHES DO NOT ALWAYS TRANSLATE = 130

 'MUSIC' AND THE TECH-TEST PROGRAMME = 131

 SUMMARY = 133

5 Starting front Where? = 134

 INTRODUCTION = 134

 CURRENT STATE IS NOT A TRAINING NEEDS ANALYSIS = 135

 CURRENT-STATE INVESTIGATION AS SOCIAL SCIENCE = 144

 COLLATING AND 'ANALYSING' THE DATA = 161

 REVIEW OF THE GAP BETWEEN DESIRED STATE AND CURRENT STATE = 168

 CONCLUSIONS = 169

6 Aiming for Learning = 171

 INTRODUCTION = 171

 CURRENT-STATE ANALYSIS = 171

7 The Myth of the 'Empty Vessel' = 177

 INTRODUCTION = 177

 CONSCIOUSNESS AND LEARNING = 188

 EMOTIONS AND RATIONALITY = 189

 UNCONSCIOUS 'TEMPLATES' IN THE MIND = 192

 STOCKTAKE = 196

 UNDERSTANDING SOMETHING = 197

 THE RATIONAL MIND OF THE MANAGER = 207

 LEARNING WITH MORE THAN INTELLECT - PRELIMINARY CONCLUSIONS = 215

8 Is Outdoor Development a 'Clever Trick'? = 228

 INTRODUCTION HOW DO YOU EVALUATE SUCH LEARNING? = 228

 RAISING THE STAKES - GENERATING STRESS = 232

 OUTDOOR DEVELOPMENT AS RITE OF PASSAGE = 236

 WHAT MIGHT WE BE ABLE TO LEARN FROM RITES OF PASSAGE? = 241

 MAKING SENSE - BUILDING LINKS = 246

 CONCLUSIONS - OUTDOOR DEVELOPMENT AS A VEHICLE FOR LEARNING = 249

9 Personality Types = 250

 INTRODUCTION = 250

 THE FOUR FUNCTIONS WORKING TOGETHER = 256

 'IDEALS' GET EMBEDDED IN ORGANISATIONAL CULTURES = 261

 APPLYING THE LEARNING TO MANAGEMENT AND ORGANISATION DEVELOPMENT INTERVENTIONS = 266

10 Designing for learning = 268

 INTRODUCTION = 268

 WHERE DOES LEARNING TAKE PLACE? = 269

 LEARNING DESIGN SOME BASIC PRINCIPLES = 283

 THE DESIGN DIAMOND - A MODEL FOR LEARNING = 293

 DESIGNING IN LINEAR TIME = 315

 DESIGN. LIKE LEARNING. IS A CONTINUING PROCESS = 318

 CONCLUSIONS = 318

11 Managers as People = 320

 INTRODUCTION = 320

 PERSONAL GROWTH - THE MANAGER AS DEVELOPING PERSON = 322

 ORGANISATIONS AND THE PURSUIT OF INDIVIDUATION = 328

 THE ORGANISATION AS OPPORTUNITY FOR PERSONAL GROWTH = 334

 DEVELOPING PEOPLE WITHIN ORGANISATIONS = 340

 CONCLUSIONS = 349

Appendix : Tech-Test - A Case Study = 350

Bibliography = 376

Index = 385