Luke gets employed by company A as a junior accounts assistant. He is proud that he has been able to
secure an employment chance straight after school and vows to give the job his all. Company A has an
in-house program that identifies talent early in its employees and avails all necessary tools to develop
them. Luke is one of the beneficiaries of this program, and he is given thorough training that sees him
rise through the ranks. Five years down the line, he is a senior manager at company A. The managerial
escalator refers to this process of training and skill improvement that helps to impart managerial skills in
individuals to the point they become managers in various organizations.
Luke and Sharon are managers of companies A and B, respectively. Company A deals in software
development and their manager; Luke is an Accounts graduate with no knowledge of how software is
coded. Company B, on the other hand, sells medical radiography equipment. Its manager, Sharon, is a
Radiography graduate and before taking up her current role, attended business school to get a better
understanding of how business works. In this example, Luke, with only the business knowledge and not
the technical skills of coding software, is but an ordinary manager. Sharon, on the other hand, with
knowledge of how radiography machines are made and how they work plus an additional background in
business, is a hybrid manager.
Company A, headed by Luke, is becoming concerned that the software its engineers are coding is not
working as expected, and therefore their stocks are dwindling. The board sits down and decides to
outsource experts to determine what the issue could be. In the analysis that follows over some time, the
experts establish that Luke’s lack of software knowledge has cost the company. The board, therefore,
decides that it will mold one of the software engineers with business knowledge to take over after
Luke’s tenure is over. The managerial gap is therefore an analysis that establishes the skill disparity
between what a company needs for the future and what it has currently.
After extended mediations, the board of company A decides that they will give Luke a chance and offer
him the necessary learning resources to give him a footing in software development. The method of
learning, however, turns out to be too hectic for a manager as it involves long lectures that clash with
his schedule. All available remedial strategies are reviewed, and it is decided the best way for Luke to
learn would be by actively working on a software project as he learns. This rethinking of the teaching
model is what is called a remedial strategy.