White Paper 1:
A Curriculum For Change

I. Introduction

This white paper describes how organizational change can be managed
through a systematic process of defining behaviors and disseminating them
through a curriculum of development. “Curriculum” in the broadest sense is
an integrated program of experiences designed to develop organizational
capabilities over time. Done properly, a management development
curriculum can impact the direction of an organization, providing a cadre of
managers at all levels who understand the priorities of the business and
who, in their daily work and contact with others, will act in a way that
consistently reinforces the strategy. Proficiency and ability can become
valued traits of managers; individuals who can teach others through a
variety of means, from formal training to coaching and mentoring, can
become organizational role models. This orientation to valuing proficiency is
also reflected in the systems and structures which support performance—
appraisals, promotions, succession, hiring, coaching, etc. To achieve this
“culture of development”, a number of conditions and systems have to be
put in place over time. These are discussed below, and they represent the
complete set of conditions for a successful initiative.

II. Elements Of An Effective, Integrated Management Development
Curriculum

There has to be a clear link between management behavior (competencies)
and corporate strategy

Not only do managers have to understand what the organization is
attempting to accomplish, they have to understand how their competent
behavior produces those results. In this way, competencies are not
perceived as merely useful traits a manager should possess for
professional advancement or personal interest. Rather, proficiency in
management competencies is viewed as critical, if not vital, to success in
the marketplace. The consistent practice of management competencies
becomes an organizational imperative. This presents a very different
picture than training individual managers to perform a set of job skills.

Competencies have to represent top management’s expectations

As a corollary, the organization needs to define those behaviors which are
vital to success. These few, broad behaviors or competencies serve as a
baseline guide to all levels of management, communicating a clear picture
of what the organization expects from its management group. These
competencies are a foundation for all other activities associated with
Management Development, from training to performance appraisal,
succession planning, promotion and selection, coaching and mentoring, to
evaluation of training and developmental experiences.

Development must encompass training as well as other activities

A training curriculum comprised of performance-based courses with
appropriate instructional methods is the definitive cornerstone to
Management Development. In a sense, training initiates the development
experience. Through case analysis, readings, simulations, and interactive
exercises of all kinds, individuals learn to apply the skills inherent in
competencies to situations which are relevant to them. So, it is in the
classroom where competencies are clarified and skills are practiced.
Proficiency, however, is learned through experience, extended practice and
feedback in work settings. A successful integrated curriculum calls for
special assignments, projects, independent research and readings directed
to resolving actual organizational issues under the guidance of mentors or
experts. The type of these proficiency development activities depends on a
manager’s job level as well as the organization’s needs.

Training is appropriate to a manager’s immediate or next job, generating a
perception of high value in the organization

Different levels of managers experience the same competencies in
different ways. While the principles of decision making, for example, apply
to all levels of management, the problems a level 25 manager face are
significantly different from those of the level 29 manager. To make training
and developmental experience relevant and useful to the individual
learner, the training must accommodate these differences. In other words,
managers must practice concepts in scenarios and settings which are
meaningful to their work. Otherwise, training becomes academic and
abstract as opposed to practical and immediately applicable. This suggests
curriculum tracks which are aligned to management levels. With this in
place, managers can not only take courses for their current levels, they can
enroll in courses at their next level, allowing them to prepare to make the
transition.

Performance-based training is delivered in a consistent manner, using the
most appropriate instructional technology for the type of competencies
being learned

All programs, regardless of the level of the audience, must deliver
consistent, repeatable results in terms of behavior change. An important
element in achieving those results is the deployment of varied instructional
technologies—methods, media, formats—so as to maximize efficiency in
delivering learning experiences. In addition to traditional classroom
settings, methods and media can include the use of computers for a variety
of analytical learning experiences, intranet web sites where relevant data
resides, and even visiting experts and university courses.

There is a clear statement of policy reflecting the importance of
Management Development and a visible commitment to other development
initiatives in addition to a training curriculum that support the ongoing effort

To implement a culture of competency-based development, top
management must endorse and fund new management development
policies in addition to a training curriculum throughout the organization.
These policies can initiate changes in how the performance of individuals is
managed, i.e., performance appraisal process, compensation, promotion,
succession planning as well as how the training function operates. The
implementation of these other development initiatives can be phased in
over time after a training curriculum is in place.

In addition to functional administration of development activities, there is a
standing oversight board which monitors and maintains the viability of the
curriculum

A curriculum is a flexible, adaptable and dynamic entity. Using data and
feedback from managers, a cross-organizational, multi-level board of
advisors can monitor the implementation of the curriculum, ensuring quality
standards are met and changes are timely. A diverse board representing
different audiences can influence the kinds of changes made as well as
provide access to consitutencies. This monitoring function presumes a
methodology for measuring the effectiveness and efficiency of the
development investment. While techniques for this kind of evaluation are
far from perfect, selected measures should be gathered and used for
decision making.

III. Summary

The description above represents the elements of an ideal case, a fully
matured management development culture with infrastructure and value
systems that support it. To move from an environment in which training is an
ad-hoc, individually focused effort to a culture which nurtures managements
and rewards proficiency in both the practice of competencies and the
mentoring of others requires a significant organizational effort.

The first phases of that effort involve defining the scale of the Management
Development effort, both initially and long term. Based on that level of
commitment, an appropriate management development curriculum and
supporting elements can be designed.

Copyright © 2002 Singularity Group, Inc.
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