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The purpose of this paper is to explore the challenges faced by first-time managers on their promotion and present suggestions for aiding successful transition.

The paper is based on 15 years’ experience of working with first-time managers and their employers’ organizations, designing and delivering training and development programs in a corporate environment, as well as informal study of research by academic and practising professionals in the management development field.

Newly promoted managers can face daunting challenges when they take on responsibility for managing others, which can adversely affect their own and others’ performance and engagement.

The paper provides practical suggestions for supporting first-time managers’ transition to their new role.

This paper is of value to HR and learning and development professionals, as well as senior managers who seek practical ways to enhance the development of their first-time managers.

The purpose of this paper is to discuss what could be done before the promotion to management to help first-time managers succeed in their new roles.

The paper reviews literature from scholarly and professional journals and magazines and uses the author’s professional experience as a training and development consultant.

The paper argues that organizations should offer support to first-time managers before they get promoted. This period could be called a preparation period. The paper suggests to differentiate between the preparation and transition periods because each has different goals. On the basis of the goals of the preparation period, the paper suggest activities that could be used by organizations.

Conversations about support of first-time managers to ease their transition to management usually evolve around either the ways newly promoted managers could help themselves by developing certain skills, knowledge base, and attitudes or the ways in which organizations could implement certain training and development activities after employees are promoted to managerial positions. Very little has been said about “the before” or the preparation period.

We examine personnel policies and careers in public agencies, particularly how wages and promotion standards can partially offset a fundamental contracting problem: the inability of public-sector workers to contract on performance, and the inability of political masters to contract on forbearance from meddling. Despite the dual contracting problem, properly constructed personnel policies can encourage intrinsically motivated public-sector employees to invest in expertise, seek promotion, remain in the public sector, and work hard. To do so requires internal personnel policies that sort “slackers” from “zealots.” Personnel policies that accomplish this task are quite different in agencies where acquired expertise has little value in the private sector, and agencies where acquired expertise commands a premium in the private sector. Even with well-designed personnel policies, an inescapable trade-off between political control and expertise acquisition remains.

To analyze the challenges and solutions in developing local employees for managing subsidiaries – the implementation of Thainization philosophy at Toyota Motor Thailand (TMT).

In‐depth interviews were conducted with Thai and Japanese employees, and Imai Hiroshi, one of the architects of Thainization philosophy.

For successful implementataion of Thainization philosophy in TMT, the management had to demonstrate respect for local employees and build trust between Thai and Japanese employees. Once the employees related to each other on the basis of mutual respect and trust, it was relatively easy to collaborate and find solutions.

CEOs of multi‐national companies, particularly Asian subsidiaries, can learn how to cope with challenges in developing local employees, building their technical and managerial capabilities.

Many international companies are struggling with the important issue of building capabilities of local employees for leveraging their global competitiveness. The successful implementation of Thainization philosophy of TMT offers a major breakthrough in this direction.

The purpose of this paper is to lament the poor quality of many managers and highlight four key skills that can help to improve their performance.

The paper emphasizes the importance of self‐awareness, delegation, communication and organizational skills.

Details the key role of training in helping to impart these skills.

The paper highlights the role of a supportive organizational culture in management development and draws attention to the cost to the economy as a whole of poorly performing managers.

The paper examines how middle managers' potential can be developed and maximized to benefit individual organizations and the economy as a whole.

Introduction What do the following people each have in common:

This case describes a newly promoted middle manager in a global, multi-cultural organization who is challenged by a number of factors in the workplace which are impacting her and her team's ability to perform to the expectations of her regional manager. While it would be easy to blame the new manager, deeper analysis in fact reveals that many forces are at work here in addition to her inexperience including communication of strategy and performance objectives, mismanaged team members, cultural inconsistencies, and a lack of leadership direction and/or skill from the very top to her supervising manager.

After reading and analyzing the case, students should be able to 1) analyze and diagnose unmet expectations for performance at work, 2) apply motivation theories and constructs to common behavioral and attitudinal challenges in a team setting, and 3) learn to avoid the fundamental attribution error described in the social psychological literature on judgment in decision-making.

In 1978 a review of the Management Training Programme being run by the Civil Aviation Authority revealed a need to change our method of approach in order to get the best out of the programme. Having clarified the course objectives, it involved writing new case study exercises and, above all, changing the style of teaching. At the end of the day an evaluation exercise indicated that not only had the participants gained new skills and effectiveness as line managers but many had also increased their self‐confidence to manage. In short we had achieved “a semi‐permanent change in behaviour”.

In this time of financial cutbacks, when the need to reduce costs of all kinds has become an obsession, it is extraordinary that many companies are still wasting vast amounts of money in staging ineffectual management seminars for their executives or sending them on long and expensive external courses. Is it not the perfect opportunity to look at one way in which, with the minimum of effort, time and cost, companies could begin to operate more efficiently, and managers could have more time to manage, to do the jobs for which they were appointed? I'm talking about the effective use of office staff and the need to reduce admin costs while at the same time getting the maximum return on investment in people and keeping them motivated and learning.