Management Competence and Science graduates: A selected sample analysis

Management Competence and Science graduates: A selected sample analysis

This paper attempts to estimate the required level of management competence for a science undergraduate and expectation from the industry who have recruited science graduates for their companies for management jobs.

There are at least two different approaches used to conceptualize management competence. The first approach concerns the identification of characteristics that differentiate effective managers from less effective managers. The second approach concentrates on measuring the actual performance of managers in order to be effective. That mean simply, what managers actually do rather than what they can do. One advantages of the management competence approach is that the correct identification and explicit definition of competence statements and their underlying components reflect the complete domain of management. (Row, 1998) Boyatsis (1982) differentiate between the basic competence, including a generic knowledge, motive, trait, self-image, social role or skill required to perform a job satisfactorily and optimal competence that result in superior performance. Burgoyne (1988) advocates a model whereby situation-specific and basic analytical decision making skills. Rush and Evens (1993) provide another model with their skills pyramid. They emphasize the importance of literacy and innumeracy skills as being the most basic skills required for competency development.

Management education based upon the management competence approach have several components. Rush and Evers (1993) indicate that basic literacy and numerical skills should be acquired before the development of core competence. They also argue that technical skills may remain redundant without the development of core competence. The last few years have seen a rapid expansion in the number of courses offered by Sri Lankan universities, like management and accountancy studies. In 1980 to 1985 period there were 20 management related courses, now it is estimated that figure has grown to approximately 250 . Although the context and emphasis pf these course differ, they are usually combined with other subject areas and offered as with management or and management related subjects of their degree programs.

The most popular combination subjects include the science, (eg, Mathematics, Computing, Chemistry, Physics) Arts (economics, Sociology) and engineering degree.

This mixed degree format suggests that the study of management is viewed as being complementary if not supplementary to these traditional subject areas. The introduction of these courses could be viewed as an attempt to meet the needs of industry and commerce. Further courses containing management components pear to be highly attractive to potential students.

The quantitative data analyzed in this research were obtained through the use of competence. Statements incorporated into a questionnaire. The questions were connected to the relevant the management subjects which were very useful to the development of the companies 25 employers were contracted and directly questioned about the skills, knowledge and understanding requirements of science graduates. Very simple technique was used during interviews with very senior managers of the companies. 10 to 15 graduates from both science and management were worked  under these managers. First asked from them to mark the propriety numbers (1 to 10) of the list in order to make a efficiency of the organization. Then after that again asked from them to mark the property numbers according to same list what skills present science graduate in development of the organization.