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Context 1
... suggests that the number of managers is rising eg from 3.3 million in 1995 to 3.6 million in 2000 in Great Britain. However, over this time employment generally has also risen and the proportion of managers in the overall employed workforce has remained broadly static at around 15 per cent (see Figure 3.1). ...
Context 2
... 1996 just over 23 per cent of managers had a degree which had increased to almost 30 per cent by 2001. The percentage of managers with no qualifications had declined over the same period (see Figure 3.2). Analysis of the relative qualification levels of managers and non-managers shows that percentages of individuals with degrees is rising faster among managers than non-managers. ...
Context 3
... NVQs are awarded at levels 3, 4 and 5. The overall trends have been increasing at level 3, relatively steady at level 4 and in sharp decline at level 5 (see Figure 3.5). Level 3 was only introduced in 1998 and has proved to be popular with a rapid increase in take up with in excess of 3,000 awards per year. ...
Context 4
... high level management NVQs have shown a decrease in the period studied, the numbers awarded MBAs have shown a steady increase over the same period (see Figure 3.6). In 1995 MBA graduates numbered just over 8,000 per year, whilst in 2000 numbers were approaching 11,000. ...
Context 5
... LFS has mixed messages with regard to the amount of training and development undertaken. The number of managerial respondents reporting that they had undertaken training in the Source: LFS Spring Quarter last 13 weeks shows a small increase over the period since 1995 (see Figure 3.7). However, those reporting training in the last four weeks has shown a decline, this may mean that training is becoming less frequent and therefore less likely to be picked up in shorter time periods (see Figure 3.8). ...
Context 6
... number of managerial respondents reporting that they had undertaken training in the Source: LFS Spring Quarter last 13 weeks shows a small increase over the period since 1995 (see Figure 3.7). However, those reporting training in the last four weeks has shown a decline, this may mean that training is becoming less frequent and therefore less likely to be picked up in shorter time periods (see Figure 3.8). ...
Context 7
... time spent on training by those who received training in the last week is shown in Figure 3.9 and indicates that shorter periods of training are becoming proportionally more popular compared to longer periods. A closer examination of data on the length of the training programme for those who completed training in the last four weeks, shows that much of this decline is associated with a decline in participation in shorter training programmes of less than two weeks. ...
Context 8
... training is undertaken shows a shift to on-the-job training (see Figure 3.10). Mixed delivery of training has also increased whilst off-the-job training has declined. ...
Context 9
... delivery of training has also increased whilst off-the-job training has declined. UCAS data on applicants to business management courses also shows a steady decline (see Figure 3.11) as does data on FE course enrolments (see Table 3.2). ...
Context 10
... the sample organisations ie those with more than 100 employees, policy statements on management development have become more popular (from 43 per cent of organisations in 1996, to 51 per cent in 2000). The priority given to management development is also increasing with more organisations describing priority as high than in 1996 (see Figure 3.14). Interestingly the survey provides an assessment of management development quality and; the success of management development and its impact (see Figures 3.15 and 3.16). ...
Context 11
... priority given to management development is also increasing with more organisations describing priority as high than in 1996 (see Figure 3.14). Interestingly the survey provides an assessment of management development quality and; the success of management development and its impact (see Figures 3.15 and 3.16). One in five respondents believed that management development had no or low achievement of objectives, around a third felt it had medium success/impact and just over a third reported high or full achievement of objectives. ...
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The report presents results from research, which aimed to develop a Barrier Indicator. It provides real-time data on the status of safety barriers in order to effectively manage the risk of fatalities on construction sites. The indicator consists of two parts: (1) a method for checklist-based assessment of the status of barriers in individual activ...
https://www.cesifo-group.de/DocDL/forum-2017-1-march.pdf
Citations
... наук, ananeva_anna@mail.ru степень, например, Ангела Меркель имела PhD по квантовой химии (Tamkin et al., 2002;Competing in…, 2003). ...
The analysis of the last 10-15 years trend of the need for obtaining a degree by managers of various levels is carried out. The problems of obtaining an academic degree and staffing in Russia are revealed. The article examines the American experience in this area. The need of the industry to hire candidates and doctors of sciences to strengthen competitiveness is substantiated.
Проведен анализ тенденции последних 10-15 лет потребности получения учёной степени руководителями различного уровня. Выявляются российские проблемы в получении ученой степени, в подборе и расстановке кадров. Исследуется американский опыт в этой области. Обосновывается потребность промышленности в привлечении кандидатов и докторов наук в компании для увеличения конкурентоспособности.
... In terms of the size of the companies, there were 48,400 small companies (71%), 15,400 medium enterprises (23%), and 4400 large companies (6%). The percentage of employees who are managers in these companies was assumed on the basis of [34] at the level of approximately 13%. Moreover, the authors simplified the average managerial structure in the companies as follows: ...
The COVID-19 pandemic drew the attention of all industries and organizations to the importance of comprehensive preparation for various types of crises and disruptions. Without proper risk management for crisis situations, it is impossible to talk about organizational resilience, maintaining organizational continuity, or ensuring the company’s ability to protect workers’ lives and health in a crisis. While the COVID-19 pandemic is rapidly reshaping the work environment, significant challenges related to risk management are emerging. The purpose of this research paper is to examine the impact of a pandemic on the risk perception in an organization by managers of all three levels (strategic, operational, and line level) and to examine the impact of broadly understood risk management on organizational performance. For the examination of operational risk perception, empirical research was conducted in Polish enterprises. The methodology of the survey is based on a questionnaire of operational risk and risk management perception in a post-COVID-19 work environment. According to the survey results, risk management was generally perceived better than the level of operational risk, compared to the period before the pandemic. Therefore, a substantial improvement in risk management during the crisis allowed the surveyed organizations to cope with the pandemic, and even slightly enhance their performance. Organizations have been able to achieve their goals mainly by slightly reducing risk appetite and lowering the tolerable risk level threshold. Even so, organizations have improved their ability to adapt and seize opportunities.
... According to [23] it should be the responsibility of top management to introduce new products/technologies. Another key management capability which influences the ERP system implementation is the leadership [20] [19].Another study [24] confirms this stating, organizations solid leadership qualities have a higher capability to adopt technologies. Further, leaderships should provide the required training in timely manner in order to upgrade employee skills for successful ERP implementation [25]. ...
... Hillage, R . Willison [14] описывают способность к управлению на основе ряда специальных показателей, таких как развитие управленческого потенциала, способность к управлению собой, применение управленческих способностей, деловой активности и результата . Психологическая готовность к управлению определяется и как интегративное системное качество [10], и как психодинамическое психолого-акмеологическое образование личности [6] . ...
The paper presents outcomes of a research on psychological readiness for management in students (future managers). Psychological readiness for management is understood as one’s general predisposition towards administrating himself/herself and other people that is based on the system of relevant values. The extent of manifestation of the components of psychological readiness is considered as the basis of potential competitiveness in university graduates.Our empirical research involved students majoring in management (n = 98) aged 18-23 years.The study revealed that management values are highly significant for the respondents and that there are gender differences in value hierarchies.The components of psychological readiness for management were found to be related with indicators of life satisfaction, time perspective and basic values in the students.The outcomes if this research may be applied in higher education, management and career counselling in schools and universities.
... From the perspective of innovation adoption, researchers like Jackson, Farndale and Kakabadse (2003) and Lester (2014) share the meaning of capability with competencies (e.g., Vincent, 2008). Apart from competencies, capability has been associated with technical abilities (e.g., Beerel, 2009); ability to perform a particular task, activity or skill (e.g, Fitjar, Gjelsvik and Rodriguez-Pose, 2013), knowledge or aptitudes (e.g., Tamkin, Hillage and Willison, 2002), ability of firms to use their resources (e.g., Barney , 2001) or the way people act and what they know (Luoma, 2000). Meanwhile from the context of construction SMEs, the managerial decision making capability refers to the ability of top managers to make judgement in deciding whether to adopt new technology or not. ...
The slow adoption of new technology within construction SMEs is influenced by the capability of managers in making decisions. Therefore, this paper aims to report the development of a conceptual framework related to managers’ decision making capability in adopting technological innovation; specifically referring to Building Information Modelling (BIM). The primary data collection involves semi-structured interview, while the multiple-case (holistic) design was used for developing the managerial decision making capability framework.. The development of the framework was analysed using comparative analysis (cross-case ) of thirteen (13) top managers within the construction SMEs organisations. Comparisons were made between existing theories and new concepts raised by top managers. The findings revealed that regardless of various views obtained from top managers, the adoption of BIM software has been influenced by managerial non-behavioural and behavioural capability, that have been categorised into five (5) main themes.
... The trend has continued over the last few years. In 1996 23% of managers had a degree, while in 2001 that went up to 30% (Tamkin et al., 2002) and the number of MBAs grew from 8,000 per year in 1995 to 11,000 in 2000 (CEML, 2002). ...
... The trend has continued over the last few years. In 1996 23% of managers had a degree, while in 2001 that went up to 30% (Tamkin et al., 2002) and the number of MBAs grew from 8,000 per year in 1995 to 11,000 in 2000 (CEML, 2002). ...
... There is also some evidence that UK organisations prefer to use these work-based methods more than their continental neighbours (Tregaskis, 1997). AIM Management Research Forum: Summary Report However a major issue we came across is the lack of evidence of the impact of management development activities on organisational performance (CEML, 2002). In a recent survey of companies, 80% of HR participants said their organisation had yet to build frameworks to gauge the impact of management development on their business (Staunton and Giles, 2001). ...
... 3. Ability to handle information 4. Ability to motivate employees and deal with problems or conflicts 5. Ability to solve strategic problems Tamkin et al. (2002), also outlined 'education and qualification', 'ongoing training and development', 'experience' and the 'management of rules and systems' as the main indicators of management capabilities of SMEs. The human resources aspect (attitudes, behavior and intelligence) are critical to improve performance according to the RBV theory. ...
... Capability is the embodiment of skills, knowledge and aptitudes that are relevant to management role (Tamkin et al., 2002). It has a direct impact on management practices It has been argued that organizations' is not about the physical edifices and structure of the organization but rather the human elements within the outward structures. ...
... f a firm in terms of managerial and leadership capacity. As the number of talented and competent managers is high, it is expected of managers to exhibit required skills and impact massively towards the attainment of set goals and objectives. The indicators of management capabilities consists of management knowledge, expertise, skills and aptitudes.Tamkin et al. (2002), explained that management capabilities (knowledge, skills and aptitudes) when positively directed towards management practices leads to the achievement of positive business impacts (innovation, new product development, customer satisfaction, productivity, profit, shareholder value and employee satisfaction). ...
... Management capability is a set of knowledge, experience, ability and skills that let the firm applied the technology base and its outcome into an organized and consistent structure to support operational and transactional activities. This set of capabilities let the firm innovate, creating new management methods, new agreements, better and most effective strategies, which will be focused on better coordination mechanisms and reduction of the interfuncional-friction (Whitley, 1989;Tsoukas, 1994;Tamkin, Hillage & Willison, 2002;Mintzberg, 2009). ...
... Other changes of less impact have also been mentioned by interviewees, such as implementing new pricing methods; implementing new ERP (enterprise resource planning) system; implementing an international standardized quality management system. In this direction, firms did not mention management innovation, which may be explained by the fact that most of them operate under traditional market structures with little variation what was also observed byTsoukas (1994),Tamkin et al. (2002),Mintzberg (2009), among other authors.The main innovations appointed by the firms with regards to the technology development capability are related to new products development. They are related to final products, such as the development, some decades ago, of the first knee-high boots without any zipper, as mentioned by Firm D (footwear); to the development of colored shoes in a time where they used to be all in black or brown pallets; to the development of printed furniture doors. ...
Among these four groups, low-technology industry is still commonly regarded as
unusual suspects in the modern process of innovation and economic change. However, we
believe that innovation may happen in all different types of industries and companies,
including low-technology firms. The aim of this paper is to analyze the types of innovation in
low-tech intensity industries of emerging markets. We conduct an exploratory study in 21
low-tech companies, located in the southern region of Brazil. The results suggest that every
type of innovation is an outcome that could be explained by the predominant innovation
capability in the firm.
... The trend has continued over the last few years. In 1996 23% of managers had a degree, while in 2001 that went up to 30% (Tamkin et al., 2002 While qualifications and educational participation are one measure of management development, many other informal routes exist such as coaching and mentoring. Storey et al., (1997) found that more of these activities were also being used compared to previous years. ...
... Furthermore, national data from the Workplace Employee Relations Survey (1998) shows that employees feel there are still notable skill deficits e.g. 24% of managers were classed as poor at dealing with work problems and 34% as poor at responding to suggestions from employees (Tamkin et al., 2002). Inadequate management skills have also been pointed out by other studies as significant contributors to lost working days and poor relative adoption of lean manufacturing practices in the UK (EEF, 2001; Proudfoot Consulting, 2002). ...
... The result showed that there was "a otive culture" (p.419) shift required in order to move from being a professionally-driven, paternalistic organization towards one which aimed to empower individuals, groups and communities, and build their capacities. Tamkin, Hillage and Willison (2002) studied the factors that can develop capability in leadership development. They illustrate the framework of capability development using four main factors as inputs for management capability. ...
... The literature also shows that education and training are main factors of capability development (Tamkin et al., 2002;Sentell, 2006). In addition, another expert, who is a lecturer at a university in the Western region, expressed the same line, he said: I look at knowledge from education or their training. ...
... Cheetham and Chivers (2001) studied how professionals learn in practice and found that the experiences and events of participants help them become competent professionals. Some of the experts agreed with Tamkin et al. (2002) that the experience of the leader is a main factor of capability development. A lecturer at a university in the Central region felt: ...
This study explores questions of how Thai school leaders can be better prepared to respond to reforms that propose decentralization, devolution of authority and organizational structures that favor school-based management (SBM) (See Caldwell & Spinks, 1988). The implementation of SBM is a substantial departure from the historically hierarchical and centralized Thai education bureaucracy. The research explored what capabilities are required for this new environment and suggests a capability development model for professional school leaders in Thailand. The research explored literature on self-managing schools, school-based management and educational reform and found that successful reform was dependent on several factors. This included collaboration, participatory practices, leadership that utilized skills in involving staff, students and community. There is also a need for the system to recognize the need to support devolution and SBM. The research recognized the importance of systemic change and individual agency and used Anthony Giddens' notion of structuration as a theoretical tool to explore how leaders should be prepared to respond to systemic and professional changes.The study uses a qualitative methodology using interviews, focus group and reviews of documentation to answer two research questions, 1) What are the key capabilities that Thai school leaders should have in relation to the values and visions of multiple stakeholders in Thai education? 2) What forms of professional development are required for a capability development model which can sustain multiple stakeholders in a global world? The purposive sampling was employed to select fifty participants who were experts and the stakeholders.Consistent with the notion of structuration, the data indicated that the structural changes associated with education reform are strongly related to changes of the power and the responsibility of the individuals in the system. The data suggests that there is a need for shifts in behaviors that favors collaboration, participatory practices, visionary leadership and involvement of teachers and the community in school management. This is contradicted by a culture of compliance to superiors and a culture of deference that makes involvement difficult. The findings also showed that bureaucracy and strong hierarchies, which have characterized Thai public institutions, has had a strong influence on the national culture which in turn is a key influence on personality and character for Thais. This feature is seen in this study as an ongoing tension and future concern for Thai school leaders' capability development.The research found that there is strong support for SBM and that the need for reform is appreciated, there exists strong reservations about the capabilities required to implement change and SBM. The research focused on identifying the capabilities across the system as suggested by leaders, teachers and administrators and the research also looked at what capabilities were needed by these groups to implement SBM.The research also identified the need for more democratic and participatory structures that enabled school leaders to develop a wider repertoire of skills and capabilities. The research proposes a model of capability development, which identified areas for systematic and individual development.The data indicated that the three specific roles were considered essential for Thai school leaders, which are educational strategic thinking, building and managing a collaborative school culture, and providing educational leadership in school in these circumstances. The key findings showed that the nine domains of professional capability were required to support these new roles namely: change management; strategic thinking; pedagogical content knowledge; facilitating continuous learning and development; working collaboratively with others; communication and interpersonal skill; student and customer focus and quality; self efficacy; and personal integrity.The research identified the need for continuous professional development that included work-based learning, mentoring and features a modeling collaborative and participatory practice using communities of practice and authentic learning tasks. This is in contrast to current practice, which lacks professional development or favors passive modes of learning. The research finds that to foster and sustain capability development in this model, it requires the system development to create the ways or methods for school leaders' growth. Finally, the thesis suggests that the Thai government should establish the national program for school leaders' development, which works with the existing leadership-training providers in a networking system. Such a proposed network should focus on the development of the curriculum for serving the individual's needs and the techniques for school leaders' capability development in the attainment of such capabilities. Such programs should utilize a framework proposed in this research.
