A comparison of in-company and university training programs as a means of attaining the objectives of executive development. - Page 51 |
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(development. The Initiation of the program, the Initial j i |
Jenthusiasm, and the maintenance of support ! begin with this i'
|group. If top management is indifferent in its attitude i
! toward executive development and the benefits to be derived
(therefrom, little can be expected from lower levels of
I
(management. In fact, without top management * s support and j
(Iendorsement, such programs will at best be ineffectual. j
j Adequate enthusiasm and support on all levels of
management depend upon periodic and sincere evaluation of
;the program and its achievements. Regular follow-up is
(necessary to insure that policies are being followed and ;
i ’ :
I' objectives are being accomplished. T. his evaluation and *j
follow-up must be practiced on all levels, but particularlyi ! I
I on the executive level.33 |
1
Equally important in the development of support for
executive development is the proper functional placement of
the basic responsibility. The responsibility for executive
II development is clearly and distinctly a responsibility of
i!jthe line organization, from top management down. It is the
jline organization who must conduct reviews, hold interviews,
and appraise subordinates. It Is the line organization
!wh© must plan development programs in accordance with their
3%exford Hershey, "Case 18: A Composite Case Report
•on Individualized Executive Selection, Training, and Fol- jlow-up," The Development of Executive Talent, A Handbook of Management Development Techniques and Case Studies, New
.York: American Management Association, 1952, pp. 51T~38.
Object Description
Description
| Title | A comparison of in-company and university training programs as a means of attaining the objectives of executive development. - Page 51 |
| Repository email | cisadmin@lib.usc.edu |
| Full text | (development. The Initiation of the program, the Initial j i | Jenthusiasm, and the maintenance of support ! begin with this i' |group. If top management is indifferent in its attitude i ! toward executive development and the benefits to be derived (therefrom, little can be expected from lower levels of I (management. In fact, without top management * s support and j (Iendorsement, such programs will at best be ineffectual. j j Adequate enthusiasm and support on all levels of management depend upon periodic and sincere evaluation of ;the program and its achievements. Regular follow-up is (necessary to insure that policies are being followed and ; i ’ : I' objectives are being accomplished. T. his evaluation and *j follow-up must be practiced on all levels, but particularlyi ! I I on the executive level.33 | 1 Equally important in the development of support for executive development is the proper functional placement of the basic responsibility. The responsibility for executive II development is clearly and distinctly a responsibility of i!jthe line organization, from top management down. It is the jline organization who must conduct reviews, hold interviews, and appraise subordinates. It Is the line organization !wh© must plan development programs in accordance with their 3%exford Hershey, "Case 18: A Composite Case Report •on Individualized Executive Selection, Training, and Fol- jlow-up," The Development of Executive Talent, A Handbook of Management Development Techniques and Case Studies, New .York: American Management Association, 1952, pp. 51T~38. |
