Several sequences of HRD strategies that center on training and education have frequently been used with considerable success. One sequence, which I have used extensively in a variety of organizations, involves the use of both the training and education strategy, and coaching (Strategy Ten). One or more basic five-day management development workshops are offered. These workshops focus on interpersonal and group skills, exploration of assumptions, values and philosophies associated with management, and specific training in the use of decision-making and helping skills.
A subset of the first group of managers to complete the program is invited to participate in a second training program that focuses on peer-based coaching. After finishing the training, these newly minted coaches complete a brief practicum, during which they try out and receive feedback regarding their coaching performance. Once they have completed the practicum, these peer coaches begin to work with those who are conducting the management development workshops. The peer coaches assist graduates of the five-day training program in their understanding, retention and application of the concepts and tools that were presented in this intensive workshop. As I noted above, coaching can significantly increase the value of a training or education program.
There is a second way in which training and education are interwoven with the fifth strategy (mentoring/coaching). This second sequence makes use of mentoring, rather than coaching, but begins, as does the first sequence, with a five-day management development program. When at least ten percent of the managers have participated in this training program, a mentorship program is engaged—often with the assistance of a Human Resource Bank (see previous set of essays in this series). Contracts are established between those managers who want to explore certain areas in greater depth that is possible in the five-day program and those managers with extensive experience and expertise in these areas.
A match might be drawn between two managers with regard to increased worker involvement in problem solving. The experienced manager, as mentor, may provide informal, just-in-time advice to the less experienced manager. The mentor might even sit in on meetings being conducted by the manager she is mentoring, so that she might provide feedback regarding this manager’s attempts to increase worker involvement. Another mentoring relationship might focus on supervision or delegation. The mentor could sit in on performance review sessions being conducted by the manager he is mentoring. He could instead review the written communication between this manager and her subordinates. In either case, the mentor broadens the perspective of the manager being mentored, while also reinforcing concepts learned in the management development workshop.
