|
英国人力资源管理留学生论文范文：LMD Programme for Credit Suisse First Boston (CSFB)
Introduction
Leadership and management development (LMD) has attracted much interest from the fields such as the academics and practitioners alike recently. Pfeffer (2007) suggests that about 60% of all the companies over the world offer some form of leader or manager development. While there are some significant differences in the reports on the spending of LMD, and it is speculated that LMD will be a $400 billion worldwide industry. In the year 2012 alone, over $85 billion was spent on developing leaders and managers in the United States (Gomez, 2012). Gomez (2012) also presents the current conditions that the acceleration of spending in this area has increased by approximately 400% over the past twenty years. 领导和管理发展（LMD）已经引起了人们的兴趣等领域的学者和从业者的一致好评最近。普费弗（2007）表明，大约60%的公司在世界各地提供某种形式的领导人或经理发展。在对LMD的开支报告了一些显着的差异，并推测LMD将是一个400000000000美元的全球产业。在2012年，超过85000000000美元是在美国发展的领导者和管理者花了（戈麦斯，2012）。戈麦斯（2012）提出了在这方面的支出的加速增加了约400%，在过去的二十年，目前的条件。
Numerous organizations have expanded their leadership and management development activities. This expansion has taken place in many kinds of the ways. For example, through the creation of corporate academies, specialized leadership development positions, highly customized programs, on-the-job learning activities, multi-country initiatives, and systemic LMD programs. The growing emphasis on LMD for organizational success has also prompted the further development of talent pipelines and increasingly prolific succession planning programs.
Despite the leadership and management development (LMD) has the pervasive nature, it is clear that there is no one-size-fits-all approach. As for the different organizations, they will have a mix of needs, methods, standards, and unique values in some way. The answers to these questions such as ‘who should be developed, what should be covered, in what manner, for how long, and by whom?’ differ markedly according to an organization’s internal fabric and its external environment.
The following case study outlines the design and implementation of a targeted leadership development program ‘Culture, Spirit, Excellence: Leadership’ at the Credit Suisse First Boston (CSFB). An overview of the organization is presented prior to reviewing the background to initiative. Key features of the program, which focused largely on coaching for further promoting the enterprise culture, building consensus on enterprise values and enhancing the company’s cohesion. Finally, the key program success drivers and lessons learned are presented.下面的案例研究，概述了一个领导力发展计划的设计和实施的文化，精神，卓越：领导在瑞士信贷第一波士顿银行（CSFB）。该组织的一个综述回顾背景主动之前。该计划的主要特点，这主要是对教练的进一步推进企业文化建设，对企业价值共识，增强公司的凝聚力。最后，关键成功驱动程序和经验教训。
Leadership and management theory
According to the rule, Leadership is frequently different from management. From a recurring cross-definitional theme, the difference can be described like that leadership is about the direction that can set and inspire others to be content to make the journey to be an improved future state. Management, in contrast, is concerned with efficiently and effectively operating in the current set of circumstances, and planning in the shorter-term (Bennis, 1997). There is a widespread notion that leaders turn companies around, which is reflected in factors such as chief executive pay sales compared to ‘average workers’. Over the past ten years, data indicates that the executive pay of a chief has jumped from 100 times the pay of a typical worker to somewhere between 350 and 700 times the pay of a typical worker (Harris, 2008). Bennis (1997) is a key proponent of the distinction between leaders and managers, noting that “managers are people who do things right and leaders are people who do the right thing”. Bass (2008) share a complementary view in their 1200 page opus on leadership. The authors note that although the concepts of the leadership and management partially overlap, they are not synonymous; as we can get that leaders can manage and managers do lead, however, many do not do both. While not rejecting the distinction between the leadership and management, Pfeffer (2007) and Sutton argue in the papers that it is a dangerous divide. Some senior executives, as they propose, always use the distinction between leadership and management as a justification for not addressing them in terms of operational fundamentals. Pfeffer (2007) argues that as well, in order to ‘do the right thing’, a leader also needs to understand what needs to be done and ensure follow-up. In extolling leadership to the detriment of management, there are possible risks of falling to act on this message. While the focus areas and target groups may focus on ‘leadership’ and ‘management’ development initiatives, the menu of LMD processes for both ‘groups’ remain similar.
By going back to the basics of what is meant by leadership and management, the definition of LMD can be better understood. In the broadest sense, LMD refers to any activity or set of activities that enhances the quality of leadership and management across individuals and organizations (Zenger, Ulrich, & Smallwood, 2000). Day (2001) further implies that leader and manager development focus on the advancement of the individual (e.g. attributes, behaviors, competencies). Conversely, leadership and management development centre on the development of the leadership process, including collective practices, team dynamics, contextual factors, social networks, and systems.
Training needs and methods
The desired outcome from this program are following aspects: Credit Suisse First Boston (CSFB) wants to further promote and create a corporate culture; According to the development needs of the company, making some plans and implementing various training programs; In order to meet the development needs of the company, CSFB should establish and improve the corresponding training system, meanwhile, it also should enrich the training library of the company; In order to act in concert with company’s implementation of the major projects and goals, CSFB will provide the training support; With the program, CSFB can not only gradually develop the core competencies of staff, but also attract them and improve their loyalty to the enterprise; At the same time, one of the most important training needs is that CSFB wants to make every one of the company’s managers become job training coaches.
In order to achieve these objectives, the LMD program needs an executive and effective training approach. CSFB partners with external consultants to deliver the program in order to develop a three-pronged approach to achieving the above objectives. In particular, each of the three elements is described as follow.
The first step in the program is the completion of a bespoke 360 degree feedback survey and debrief. This is targeted to provide information around like following: leadership styles, coaching skills and the ability to provide feedback. Specially, Partners also completed online strengths-based talent assessment (Bass, BM& Bass, 2008). Each partner receive a 90 minute, on-on-one debrief on their results. Individual debrief takes place after the first module.
The second step is program modules. The program comprised four workshops space about five weeks apart. The modules cover four aspects: module 1 is the partner leadership. The intended outcome is to build awareness of own strengths and areas for development, which is including when and how to use flexible leadership approaches. Module 2 is called ‘core techniques’ which intended outcome is to build capability in techniques of performance coaching and authentic conversation. Module 3 is the performance coaching. It focuses on developing skills in coaching for the performance, including the management of stars, solid performers, and under-performers. Module 4 is called ‘authentic conversations’ which will apply skills in dealing successfully with the most critical conversations. A review session will be held two weeks after the completion of the final module to discuss strategies for embedding a performance culture using coaching skills.第二步是程序模块。该计划包括四个车间空间间隔五周。该模块包括四方面：一是合作伙伴领导模块1。预期的结果是为发展建立认识自身的优势和区域，包括何时以及如何使用灵活的领导方法。模块2是所谓的“核心技术”的预期结果是建立在技术能力绩效辅导与真实的对话。模块3绩效辅导。它着重于训练技能发展的性能，包括明星演员，固体的管理，并在表演者。模块4被称为“真实的对话”，将应用技巧，成功应对最关键的对话。一个审查会议将举行的最后一个模块来讨论嵌入绩效文化辅导技巧策略完成后的两个星期。#p#分页标题#e#
The third step is coaching. In this step, each partner will take part in three one-on-one coaching sessions held after each of modules 2, 3 and 4. The coaching sessions provide the partners with the chance to focus on specific challenging conversations they anticipate, or more broadly on their coaching conversation skills. Four partner groups of up to 15 participants complete the program over the course of a year. When sufficient time has elapsed, a follow-up 360 degree survey will be planned to evaluate the program and measure partner development and impact on staff. The first partner group to undertake the program consisted of the managing partner, board, practice group leaders and the directors of the CSFB People and Development and Business Development groups. Using the firm’s leadership team as the pilot group is intended to provide buy-in across the partnership and to engage ‘champions’ for the program.
Programme content
The LMD program content for CSFB is a very rich, covering all levels of staff and leaders. The specific content is listed as follows: budget management, talent development, corporate culture training, vocational skills’ training (including business training), basic skills training for employees, and customized training for employees. All of these contents are aiming at making CSFB to be a better and more competitive company.
As we know, budget management is the financial analysis of the amount of money present in correspondence to the amount of money allocated for the performance of various duties (Bolden, R, Gosling, R&Adarves-Yorno, 2008). Once the correspondence is made then the money allocated is used for that particular operation. To manage a budget, one needs to know exactly how much one is willing to spend on whatever commodity one wishes to purchase. Good budget management involves gaining the best quality and quantity of the required purchases at the best price possible. With considering to the LMD program of CSFB, the following questions will be discussed: how to manage a budget, how to budget in the management accounting, how to manage a grocery budget, or what are the duties of a budget manager? All of these questions will be answered during the training process.
Talent development, as a part of human resource development, is the process of changing an organization, its employees, its stakeholders, and groups of people within it, using planned and unplanned learning, in order to achieve and maintain a competitive advantage for the organization. In the special case, Rothwell notes that the name may well be a term in search of a meaning, like so much in management, and suggests that it be thought of as selective attention paid to the top 10% of employees, either by potential or performance (Clarke, M, Butcher, D& Bailey, 2004). While talent development is reserved for the top management it is becoming increasingly clear that the development of the career is necessary for the retention of any employee, no matter what their level in the company. Research has shown that some type of career path is necessary for job satisfaction and hence job retention. Perhaps organizations need to consider with this area in their overview of employee satisfaction. The term talent development is becoming increasingly popular in several organizations, as companies are now moving from the traditional term training and development. Talent development encompasses a variety of components such as training, career development, career management, and organizational development, and training and development (Giber, D, Carter, L & Goldsmith, 2000). It is expected that during the 21st century more companies will begin to use more integrated terms such as talent development. In addition, CSFB will define two logical laws of talent development in the LMD program: First the law of talent development: “The beginnings of any technology-rich business are all characterized by a shortage of large numbers of technically trained people needed to support ultimate growth”; Second the law of talent development: “The resources will come when the business becomes attractive to the best-and brightest who adapt skills to become part of an exciting opportunity”.
Organizational culture is the behavior of humans who are part of an organization and the meanings that the people attach to their actions. Culture includes the organization values, visions, and norms, working language, systems, symbols, beliefs and habits (Groves, 2007). It is also the pattern of such collective behaviors and assumptions that are taught to new organizational members as a way of perceiving, and even thinking and feeling. Organizational culture affects the way people and groups interact with each other, with clients, and with stakeholders. Ravasi and Schultz state that organizational culture is a set of shared mental assumptions that guide the interpretation and action in organizations by defining the appropriate behavior for various situations. At the same time, although a company may have "own unique culture", however, in the larger organizations, there is a diverse and sometimes conflicting cultures that co-exist due to different characteristics of the management team (Janson, 2008). To be more important, the organizational culture may also have the negative and positive aspects. And this content is for all the staff of CSFB, especially for the newcomers, aiming at further promoting corporate culture, building consensus on corporate values, unified company’s external publicity caliber, and enhancing the cohesion of the company.
Vocational skills’ training is for all member of the company. Vocational education (education based on occupation or employment) (also known as vocational education and training or VET) is described as the education that can prepare people for specific trades, crafts and careers at various levels from a trade, a craft, technician, or a professional position in engineering, accountancy, nursing, medicine, architecture, pharmacy, law etc (Kanji, 2002). In particular, Vocational education is related to the age-old apprenticeship system of learning. Apprenticeships are designed for many levels of work from manual trades to high knowledge work. However, as the labor market becomes more specialized and economies demand higher levels of skill, governments and businesses are increasingly investing in the future of vocational education through publicly funded training organizations and subsidized apprenticeship or traineeship initiatives for businesses. According to operational needs for the employees of different positions, CSFB arranges this training project, so that every employee can update the required business knowledge, understand the business policy changes, and become the excellent business compound talent who can meet the working requirement.
Basic skills’ training is for all member of CSFB. And for all we know, Basic skills can be compared to the higher order thinking skills. Facts and methods are highly valued under the back-to-basics approach to education. Most local, state and federal education agencies are committed to standards based education reform, which is based on beliefs which conflict with the outcomes of traditional education (Kesner, 2003). Teaching methods that emphasize the basic skills tend to be compatible with traditional education rather than student-centered standards based education reform. Materials that are primarily marketed to homeschoolers such as Saxon math and Modern Curriculum Press are based on emphasis on basic skills (Leskiw, S & Singh, 007). Such curricula typically require much less teacher training, less expensive and smaller books, and do not require purchasing expensive expendable materials such as scissors, paste, paint, beads as is required by reform mathematics curricula such as Investigations in Number, Data, and Space. In a word, the training for CSFB is aiming at making every employee master a wider range of knowledge and become a compound talent.
According to the different personality characteristics of employees, the LMD customized training will select some employees to study inside and outside in the way of the full-time education, help employees expand their horizons, increase knowledge, and develop an international talent for the company. The customized training for CSFB, based on corporate strategy, stresses that the training must serve the organization’s strategic objectives, allocation the training resources reasonably according to organizational development needs, and make the training implement into practice. Produce value is the fundamental starting point system.
Evaluation
Evaluation is the final phase of LMD, which is the point where the organization can gain insight into the effectiveness (or otherwise) of the program. At this stage, organizations generally seek to determine what have been the beneficial impacts of LMD on individuals and on the organization itself. Insights on how to revise and strengthen a program can also be gleaned. The classic work on evaluation of LMD stems from Kirkpatrick (1994) who, in the 1950s, set out four levels of training and evaluation outcomes that could be achieved: the first level is reaction. It means participant reactions to the program; the second level is learning, which shows the changes in learner’s skills, knowledge, or attitudes. For example, change in measured competency over time; the third level is transfer. After the LMD program, it will demonstrate the application of knowledge in participants’ workplace; the fourth level is results. It is expressed in the impact of competency development on the organization.#p#分页标题#e#
Phillips (in Tyler, 2004) maintains that return on investment (ROI), or placing a financial value on impact, is the rational next step to Kirkpatrick’s model and ROI measurement is a failure or inability to connect outcomes with the original LMD, or to link with organizational processes or systems. This, along with assumptions that trainers and developers are accountable for effectiveness and that the type of measures available are often poor indicators of success, exacerbate the problem of measuring ‘impact’ effectively. Tyler introduces the concept of ‘building organizational capacity’ through evaluation, arguing that organizations themselves ‘need to build their own capacity in order to leverage the new knowledge and thinking that are brought into the workplace’. She states that traditional evaluation methods, such as data obtained for Kirkpatrick’s four stages, can be compiled with measures of specific support factors that enhance the application and appropriation of learning. These measures may include ratings with regard to the following aspects: line manager support, top leader support, provision of timely opportunities to apply skills, organizational ability to transfer knowledge quickly, and effective professional development methods.
Evaluations are frequently used by organizations to calculate the cost-benefits of LMD. ROI figures, however, are retrospective, and hide what organizations may really need to know (Kanji, 2002). That is, financial measures do not focus on systems and processes that are at the core of LMD effectiveness. Such factors are difficult to measure, but it is important to note that the effectiveness of LMD is ingrained in organizational factors such as organizational politics that can confound or elevate the results.
In this LMD program for CSFB, a more obvious effect will be reflected in the performance management. Performance management (PM) includes activities which ensure that goals are consistently being met in an effective and efficient manner. Performance management can focus on the performance of an organization, a department, employee, or even the processes to build a product of service, as well as many other areas. PM is also known as a process by which organizations align their resources, systems and employees to strategic objectives and priorities. Performance management as referenced on this page in a broad term coined by Dr. Aubrey Daniels in the late 1970s to describe a technology (i.e. science imbedded in applications methods) for managing both behavior and results, two critical elements of what is known as performance. Managing employee or system performance and aligning their objectives facilitates the effective delivery of strategic and operational goals. There is a clear and immediate correlation between using performance management programs or software and improved business and organizational results (Mole, 1996). This LMD program is very benefit for employee performance management. By using integrated software, rather than a spreadsheet based recording system, may deliver a significant return on investment through a range of direct and indirect sales benefits, operational efficiency benefits and by unlocking the latent potential in every employees work day (i.e. the time they spend not actually doing their job). Benefits may include: direct financial gain, motivated workforce, and improved management control.
The multifaceted approach may work well. Feedback on the program can be excellent, and there will be a significant increase in reported and effective performance coaching compared to pre-program survey results. The 360 degree survey will give the partners insights into their strengths, leadership styles, and coaching skills. The modules can provide them with the opportunity to plan, role-play, and debrief real situations through coaching. They can embed the skills and desired behavior in a real and tangible way. Using the leadership team as the pilot group will show that CSFB has a high level of support and leverage for the program across the rest of the partnership. CSFB may feel lucky to be working with consultants who work effectively within the firm’s cultural framework and objectives.
Each module is more challenging for the participants, and the slow build to the most challenging (the module centering on being authentic in the most difficult conversations) can be obviously effective. The feedback from participants on the value of Module 4 may be consistently positive.
In addition to the expected achievements from the LMD program, there will be some challenges, too. The most challenging part of the program is the logistics. Organizing over 150 partners to undertake the following projects will be an extremely challenge: a 360 degree survey, four half-way modules, a review session, a 360 degree debrief, and three coaching sessions. They may be difficult to accomplish. The firm need to run the programs in overlapping schedule, so there will be times when three of the four groups are actively undertaking the program at the same time. The program involves a group of time-poor, in-demand, client-focused people, so the development of modules that maximized their ability to attend is difficult. CSFB will settle on half-way modules beginning early in the morning, which maximized attendance but do not overcome all the challenges associated with accommodating client demand versus professional development.
Conclusions
In distilling the difference between successful versus unsuccessful LMD programs, several elements can be drawn from theory and practice. One of the key benefits of an investment in the on-going leadership development of the CSFB partners through this program is the flow-on effect. After the training, every employee will have the chance to update the required business knowledge, understand the business policy changes, master a wider range of knowledge and become a compound talent. Through the program, the firm will build on its focus on excellence and it is better that CFSB intends to continue to do so in the future.
References
Bass, BM& Bass, 2008, The Bass handbook of leadership: Theory, research, and managerial applications, 4th edn, New York: Free Press.
Bennis, W 1997, Learning to lead : A workbook on becoming a leader. Perseus Books/ Addison Wesley.
Bolden, R, Gosling, R&Adarves-Yorno, I 2008,’High performance Leadership: Narratives of Identity and Control in Corporate Leadership Development and performance Management’, Business and leadership Review, 5(1), http://www.mbaworld.com/blr-archive/scholarly/4/index.htm.
Clarke, M, Butcher, D& Bailey, C 2004, ‘Strategically aligned leadership development’. In J storey (Ed.), leadership in organizations: Current issues and key trends (pp. 271-292). London; Rutledge.
Giber, D, Carter, L&Goldsmith, M 2000, Best practices in leadership development handbook. San Francisco, CA: Linkage Press.
GomeZ, D 2007,’ Practitioner’s corner: The leader as learner’. International Journal of Leadership Studies, 2 (Issue 3), sourced online at http://www.regent.edu/acad/global/pubications/ijls/new/vol2iss3/.
Groves, K 2007, ‘Integrating leadership development and succession planning best practices’, Journal of http://www.ukassignment.org/ Management Development, 26(3), 239-260.
Harris, D 2008, ‘What’s wrong with executive compensation?’, Journal of Business
Ethics, 85(1), 147-156.
Janson, A 2008, ‘Extracting leadership knowledge from formative experiences’.
Leadership, 4(10), 73-94.
Kanji, G 2002, ‘Performance measurement system’, Total Quality Management, 13(5), 715-728.
Kesner, IF 2003, ‘Leadership Development: Perk or Priority?’, Harvard Business Review Case Study.
Kirkpatrick, D 1994, Evaluating training programs. San-Francisco: Berrett-Koehler.
Leskiw, S & Singh, P 2007, ‘Leadership development: learning from best practices’, Leadership & Organization Development Journal, 28(5), 444 – 464.
Mole, G 1996, ‘The management training industry in the UK: a HRD director’s critique’, Human Resources Management Journal, 6(1), 19-26.
Pfeffer, J 2007, ‘A modest proposal: How we might change the process and product of managerial research’. Academy of Management Journal, 50, 1334-1345.
Zenger, Z, Ulrich, D, Smallwood, N 2000, ‘The new leadership development’. Training and Development, 54 (3), 22-27.
Appendix
Programme outline:
People Training Cost
All members of CSFB Corporate culture training £100,000
All members of CSFB Vocational skills’ training (including business training) £400,000
All members of CSFB Basic skills training £300,000
Part of members of CSFB Customized training £200,000
Middle managers Budget management £300,000
Supervisors Talent development £300,000
|
 |
|||
| 网站地图 |
