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Using Educational Research Methods To Evaluate The Effectiveness Of Management Development Program Intervention

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Conference

1997 Annual Conference

Location

Milwaukee, Wisconsin

Publication Date

June 15, 1997

Start Date

June 15, 1997

End Date

June 18, 1997

ISSN

2153-5965

Page Count

7

Page Numbers

2.470.1 - 2.470.7

Permanent URL

https://peer.asee.org/6873

Download Count

13

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Paper Authors

author page

Hamid Khan

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2330

Using Educational Research Methods to Evaluate the Effectiveness of Management Development Program Intervention

Hamid Khan Ball State University

In the Harvard Business Review, Peter Drucker (1991, p.78) wrote about the importance of continuous learning and management development in strengthening managerial effectiveness: "Continuous learning must accompany productivity gains. ... Training is only the beginning of learning. Indeed, as the Japanese can teach us, ... the greatest benefit of training comes not from learning something new but from doing better what we already do well."

As Peter Drucker (1991) suggests, the management development function is at the forefront of helping organizations that are experimenting with new ways of doing business. Organizations call upon management development to invoke changes in managers by conceptualizing a particular type of intervention and by validating the effectiveness of such intervention for better organizational communication and effective behaviors.

Leaders of continuous learning organizations recognize that management development is vital to their own success and the success of the enterprise. The scope of management development is broadening to encompass the tasks of changing and reinforcing a firm's organizational structure. Training objectives include improving group effectiveness, re-invigorating burned-out managers, ensuring maximum [optimal] use of [appropriate]* technology, and developing high potential managers. (Chmura, Henton, and Melville, 1987, p.17)*[emphasis added to clarify the research objective]

It will be inaccurate to claim that functionalism and technical rationality, which have served as our guides for so long, have been superseded. Nonetheless the alternative approaches represented by reflective practice and critical theory have a logic and appeal that are attractive to the entrepreneurs as well as the social activists in CPE. (Novak, 1992, p.63)

Leadership training efforts within organizations are widespread but not highly researched, and focus on the productivity of the trained managers. Within these limited purviews, there has not been much research into the most efficacious ways of training leaders-managers. This statistical research provides a means of evaluating program effectiveness that are available to planners and educators using various criteria of effectiveness to define the relationships and intercorelation of importance of managerial skills, competence of managerial skills, managerial background variables, learning style inventory, and leadership style inventory.

Khan, H. (1997, June), Using Educational Research Methods To Evaluate The Effectiveness Of Management Development Program Intervention Paper presented at 1997 Annual Conference, Milwaukee, Wisconsin. https://peer.asee.org/6873

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