55. I agree that supervisors should under most circumstances merely tell subordinates
what to do, but not necessarily how to do it. Of course, employees need adequate
training in order to do a job. But beyond that, trusting employees to discover and
develop their own methods for meeting a supervisors expectations can produce
surprising rewards that outweigh any pitfalls of such an approach.
First of all, restraint in directing the how-to aspect of a project signals the
supervisors confidence in an employees intelligence and abilities. Sensing this
confidence, the subordinate will often respond with his or her best work. This
phenomenon lends truth to the adage that people rise to the level of what others expect
from them.
Secondly, by allowing a subordinate to decide how best to attain an objective, a
supervisor imparts a larger share of responsibility for the project to the subordinate. This
alleviates some of the burden from the supervisor, who may have more time for other
tasks as a result. At the same time, when the subordinate shares in the responsibility, he
or she will probably feel more accountable for how the job turns out. The result is likely
to be better job performance.
Thirdly, directing every step of a project often blocks a workers own creativity, as
well as creating animosity. Except in the training of a new worker with little or no
experience, it would be naive and arrogant for any supervisor to assume there is one and
only one best way--the supervisors own way--to get a job done. A bright, competent
subordinate is likely to resent being led by the hand like a child. Allowing employees to
choose their own means and methods will spark their ingenuity in ways that enhance
productivity now and in the future, and will foster goodwill and mutual respect in the
workplace.
In sum, telling a subordinate how to do a job is rarely the best management
approach. Instead, supervisors should assign tasks without directing each step. When
employees are left to choose methods for completing work, they will be bolstered by the
supervisors trust, motivated to greater creativity and inclined to feel accountable for
人教版小学英语二年级说课稿 go for it
牛津小学英语一年级说课稿 Unit6 At the zoo PartA
An Ad
Day after Day
老外的"亲戚关系"也复杂(cousin and removed)
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广州版小学英语一年级说课稿 Module1--Module5
The Snow-Daughter and Fire-Son
人教版小学英语二年级说课稿 Unit 6 At a Farm
Nightingale的故事
The Farmer and the Fox
The Wind and the Sun
The Hart and the Hunter
The Panda in China
英文名著精选阅读:《傲慢与偏见》第四十七章 (下)
牛津小学英语一年级说课稿 Lesson 13
英文名著精选阅读:《小妇人》第三章:劳伦斯家的男孩 第9节
人教版小学英语二年级说课稿 unit7
人教版小学英语一年级说课稿 Section B 3a, 3b &3c (Go for it 2A)
Asos bucks gloomy retail trend again
牛津小学英语二年级说课稿 Is This Your Skirt
牛津小学英语一年级说课稿 Let'spaint
英文名著精选阅读:《理智与情感》第七章 第2节
人教版小学英语二年级说课稿 Unit5 Part A Read and Write Part
不限 |
英语教案 |
英语课件 |
英语试题 |
不限 |
不限 |
上册 |
下册 |
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