Posted April 1998
Special: Managing Agricultural Research
Management training
Cover page | Overview | The manual | Orientation | Case studies | Course content | Training | Programme planning | Ordering the manual
Aims for management training
An analysis of the major requirements for training managers and administrators
suggests that a training programme should aim at enhancing their capability
to (i) understand specific situations, (ii) orientate action, and (iii)
use effectively a problem solving approach which involves (a) defining problems,
(b) generating options to resolve the problems, (c) specifying the criteria
to select the best option, (d) assessing options on the specified criteria
and choice of option, (e) developing an action plan, and (f) developing
a contingency plan.
Enhancement of the above capabilities requires an improved knowledge base,
covering the organization and its functioning, the environment in which
it operates, a conceptual knowledge to explain actions of the organization
and the people forming it, and the theory, techniques and approaches for
resolving organizational problems. Besides such knowledge, decision-makers
would also need a variety of skills to diagnose situations, apply theories,
approaches and techniques, and both listen to others' opinions and convince
colleagues about their own inferences and decisions. Finally, in the absence
of complete information, appropriate values and attitudes would be most
useful in taking decisions, devising implementable action plans, and obtaining
support for implementing action plans.
Any training programme aims at improving a mix of the three elements of
learning: knowledge, skills and attitudes. As the level of responsibilities
increase, the importance of attitudinal development is enhanced and that
of gaining skills and acquiring knowledge reduces. Ironically, it is also
more difficult to impart and imbibe development of attitudes and values,
compared to gaining skills, and gaining of skills as compared to mere acquisition
of knowledge.
Some critical aspects of learning
Learning is a complicated process in general, and more so among managers
at different levels and in different functions of organizations. Besides,
each may have developed their own ways, which differ from those of others.
Yet, some general principles relating to the learner and the learning process
have been found to be helpful in improving adult learning. The level of
motivation of the learner is likely to affect learning positively. Three
elements of the learning process which help in improved learning are (i)
participative or active learning, (ii) reinforcement and feedback, both
positive and negative, and (iii) applicability of learning to the learners'
situation.
Motivation
Motivation is positively related to learning. There could be a variety of
motivations for individual learners: some want to learn merely for the sake
of learning, others learn to improve their status, still others to master
improved techniques and skills to do a job better, and still others learn
to safeguard their current position. Whatever the reason, motivation has
been found to be positively related to the extent of learning. The trainer
should understand the diversity in motivational bases to relate to the learners
for better individual and group learning. It may also be useful to pay adequate
attention to the learner's requirements of a nature other than academic,
i.e., comfort, food, timing, feelings of acceptance from the group and the
resource person, etc. This would allow true motivation to spur the participants
towards the goal of learning.
Participation and practice
Experience suggests that an active and participative method of learning
with some minimum repetition leads to improved learning of a variety of
knowledge and skills.
Feedback and reinforcement
It is well known that positively reinforced learning leads to retention,
whereas negatively reinforced learning leads to avoidance. In a training
programme, such reinforcement could come from test results, feedback from
colleagues (co-learners), feedback from resource persons, or the learner's
increasing confidence in their own learning. The last kind is akin to self-actualization
and would, most likely, work best for mature individuals. This, however,
is a lengthy process, and the time needed might not be available in SEDPs.
The learning method may, therefore, have to put more emphasis on other forms
of reinforcement.
Application of learning
The purpose of most training of managers and administrators is to improve
their decision making skills in actual work situations. Potential application
of the learning in real life situations significantly enhances their motivation
for learning. Further, if the process of learning is also similar to real
life situations, the training method would be still more motivating.
