| Conventional management training typically consists of | | | | The corporate world needs a new training model |
| single, time-limited workshops or seminars. The length | | | | specifically tailored to the needs of new and recently |
| of the event varies by position level, function or | | | | appointed managers. This model should:o Focus on |
| business discipline, and size and structure of the | | | | universal management principles. At the more senior |
| employer organization. | | | | management levels, issues are more situation-specific, |
| For new managers, this model has inherent | | | | but the problems facing new managers are universal in |
| shortcomings:o The large amounts of new information | | | | nature. These problems and their solutions should be |
| that must be crammed into a short time is | | | | the focus of the training.o Provide for ongoing |
| overwhelming and often leads to feelings of panic.o | | | | on-the-job learning. One-time programs, whether they |
| Participants can't put the new learning into practice until | | | | last for half a day or two weeks, leave participants |
| the course is over, leaving no opportunity to ask | | | | wondering how to put the techniques into practice |
| questions of instructors or colleagues after they try | | | | while "putting out the fires" of everyday workplace life. |
| the techniques in the course of their jobs.o In-house | | | | An effective training program will allow managers |
| management training often incorporates | | | | opportunities to implement the newly learned practices |
| company-specific material. Although well-intentioned, | | | | and techniques and discuss the results.o Make use of |
| this practice confuses the issues, and too often | | | | technology where appropriate, but also of the human |
| fundamental management skills don't receive adequate | | | | element so essential to effective learning.o Cover |
| attention.o Courses take new managers away from | | | | practical skills for management tasks such as running |
| their tasks at exactly the time when they need to give | | | | meetings, interviewing job applicants, planning and goal |
| all their energies to the job. Not only does this dilute | | | | setting, etc., as well as conceptual subjects such as |
| their concentration, but when the course is finished, the | | | | emotional intelligence and leadership.o Explore the |
| urgency of the day-to-day job activities leaves little | | | | concept of career management. This should include |
| time or opportunity to implement the new learning.o | | | | the importance of taking responsibility for their careers, |
| There is an emphasis on "leadership skills", including | | | | and the best practices on how to do so.o Follow the |
| concepts like authenticity, cultural fit, conceptual thinking. | | | | principles of adult learning by first conveying information |
| These are, of course, important, but inexperienced | | | | about a subject, then providing examples of real-world |
| managers are struggling with the practical challenges | | | | application, and finally giving guidance on how to |
| of running meetings, making presentations, managing | | | | implement the ideas in the workplace. |
| difficult employees, hiring and firing team members and | | | | When it comes to management training, one size does |
| a plethora of other everyday management activities. | | | | not fit all. If they are to fulfill their promise, those who |
| New managers can strongly relate to the old | | | | are new or recently appointed to management need |
| expression, "When you're up to your ears in alligators, | | | | separate training that provides specific education in the |
| it's hard to concentrate on draining the swamp!" | | | | universal skills of management. |
| New managers need a new approach. | | | | |