Requirements and Methods for Management Development Programmes in the Least Developed Countries in Africa

Perry, Chad

doi:10.1177/135050769302400310

Cited by 6 publications

(8 citation statements)

References 13 publications

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“…The veneration with which facilitators/teachers are held often leads to additional expectations of the teacher/facilitator role. People in such roles are expected to be older, better educated, appear more prosperous, have children, and have more status than the participants[31]. Whether or not these expectations are met may in some cultures make the difference between the participants learning something or nothing.…”

Section: Stages Of True Globalizationmentioning

confidence: 99%

“…Hence, where necessary, such expectations must be accommodated. Perry[31] goes on to note that the trainer′s authority may also be augmented by other authority figures, like government ministers or prominent business people officially opening and closing the training programme.…”

Section: Stages Of True Globalizationmentioning

confidence: 99%

“…Also, admitting to weakness and mistakes before one′s colleagues is cause for loss of face and shame. Third, information gleaned from external workshops and programmes is a source of status and prestige within an enterprise′s hierarchy[ 31]. And the presence of others from one′s own organization means that status thus derived would be subject to sharing with these others.…”

Section: Stages Of True Globalizationmentioning

confidence: 99%

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Globalization of business and the Third World

Kotyada

1995

Journal of Management Development

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Globalization of business is bringing in seasoned competitors from the developed countries into the growing markets of the Third World. Consequently, the survival of local enterprises and entrepreneurs is being threatened. Third World managers need to develop a global mindset in order to take advantage of the changed new world order in business. Elucidates the notion of global mindset and examines some typical management training methods and techniques for their adequacy to develop this orientation among Third World managers. Discusses relevant cultural, organizational and macro‐environmental issues. Presents conclusions and recommendations for Third World contexts in respect of Western training methods and business school curricula for broadening the managerial horizons in this era of globalized business.

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Section: Stages Of True Globalizationmentioning

confidence: 99%

Section: Stages Of True Globalizationmentioning

confidence: 99%

Section: Stages Of True Globalizationmentioning

confidence: 99%

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Globalization of business and the Third World

Kotyada

1995

Journal of Management Development

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“…Western management training models and approaches should be checked rigorously for appropriateness. They will almost certainly have to be adapted and refined to fit the cultural context of the recipient country (see, for example, Perry, 1993). Any assumption that the recipient culture will have to try to come to terms with, and understand, the donor's culture in order to capitalise on the aid resources is bound to lead to ineffective aid delivery.…”

Section: Implications and Conclusionmentioning

confidence: 99%

Improving Technical Education in Egypt: management development, international assistance and cultural values

Humphreys

Oxtoby

1995

The Vocational Aspect of Education

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Technical and vocational education in developing countries has expanded rapidly during the last 20 to 30 years, often with the help of international donor agencies. There are now growing doubts about the effectiveness of this investment. As resources have become less plentiful and student numbers have increased, quality has deteriorated. This paper examines one particular aspect of the problem and the way in which, with external support, one particular country, Egypt, has sought to respond to the problem by promoting management development and training for principals of its many technical schools. Based on a survey of attitudes towards certain items of work-related and managerial behaviour by Egyptian and British college principals, it draws attention to the significance of culture difference as a factor affecting successful aid delivery. We conclude that this factor may still be all too frequently overlooked in internationally assisted projects aimed at improving technical and vocational education.

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“…Lundberg stated that one of the options for an educator is the adoption of the academic approach (where knowledge is presented before an experience) or the adoption of the experiential approach. The second approach, experience before knowledge, involves sharing experiences first and then having students work with the educator to tease out the underlying theory and constructs (Perry, 1993).…”

mentioning

confidence: 99%

Using Conflict-Management Surveys to Extricate Research Out of the “Ivory Tower”: An Experiential Learning Exercise

Anakwe

Purohit

2006

Journal of Management Education

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Management scholars have encouraged newer approaches to management education combining cognitive lessons with active experiential activities. This article describes how surveys, originally intended for collecting conflict-management data, can be introduced in the classroom to catalyze a deeper understanding of conflict. This article exemplifies advances in management education paradigms using a data collection instrument to promote experiential classroom learning. It focuses on helping educators step out of their responsibilities as researchers and build bridges between their research and teaching roles. The article provides all information vis-à-vis the conflict-management activity: the survey, exercise guidelines, and detailed debriefing notes including PowerPoint supplements.

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Requirements and Methods for Management Development Programmes in the Least Developed Countries in Africa

Cited by 6 publications

References 13 publications

Globalization of business and the Third World

Globalization of business and the Third World

Improving Technical Education in Egypt: management development, international assistance and cultural values

Using Conflict-Management Surveys to Extricate Research Out of the “Ivory Tower”: An Experiential Learning Exercise

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