50. How far should a supervisor go in criticizing the performance of a subordinate? Some highly successful managers have been known to rely on verbal abuse and intimidation.
Do you think that this is an effective means of communicating expectations? If not, what alternative should a manager use in dealing with someone whose work is less than satisfactory? Explain your views on this issue. Be sure to support your position with reasons and/or examples from your own experience, observations, or reading.
Unsatisfactory employee performance demands appropriate response from a manager or supervisor. The question is what is appropriate? Some managers might claim that verbal abuse and intimidation are useful in getting employees to improve. While this may be true in exceptional cases, my view is that the best managerial responses generally fulfill two criteria: they are respectful; and they are likely to be the most effective in the long run.
Treating employees with respect is important in all contexts. Respect, in the most basic sense, involves treating a person as equal in importance to oneself. For a manager or supervisor, this means recognizing that occupying a subordinate position does not make a worker a lesser person. And it means treating subordinates as one would want to be treated―honestly and fairly. Using threats or verbal abuse to elicit better employee performance amounts to treating a worker like the office copy machine―as an object from which to get what one wants.
Moreover, while verbal abuse might produce the desired reaction at a particular time, it is likely to backfire later. Nobody likes to be abused or intimidated. If such methods were the general practice in an office or division, overall morale would probably be low. And it is unlikely that employees would give 100 percent to managers who so obviously disregarded them.
More beneficial in the long run would be careful but clear feedback to the worker about specific deficiencies, along with ideas and encouragement about improvement. In addition, supervisors should allow employees to explain the problem from their point of view and to suggest solutions. Of course, a supervisor should never mislead a subordinate into thinking that major problems with work performance are insignificant or tolerable. Still, an honest message can be sent without threats or assaults on self-esteem.
In conclusion, supervisors should avoid using verbal abuse and threats. These methods degrade subordinates, and they are unlikely to produce the best results in the long run. It is more respectful, and probably more effective overall, to handle cases of substandard work performance with clear, honest and supportive feedback.
2017届高考英语一轮复习北师大版写作专题讲座课件:第九讲 记叙文(一)写人记叙文
2017届新课标高考一轮复习英语人教版 浙江专版课件:part1 选修7 unit3
2017届新课标高考一轮复习英语人教版 浙江专版课件:part1 必修5 unit1(2)
2017届新课标高考一轮复习英语人教版 浙江专版课件:part1 必修3 unit4(1)
2017届新课标高考一轮复习英语人教版 浙江专版课件:part1 必修4 unit5
2017届新课标高考一轮复习英语人教版 浙江专版课件:part1 选修7 unit5
江苏省无锡新领航教育咨询有限公司高中英语《主语从句》练习
江苏省无锡新领航教育咨询有限公司高中英语《宾语从句》练习
2017届高考英语一轮复习北师大版写作专题讲座课件:第二十讲 开放性作文
2017届新课标高考一轮复习英语人教版 浙江专版课件:part1 选修8 unit5
2017届新课标高考一轮复习英语人教版 浙江专版课件:part1 必修5 unit5(2)
2017届高考英语一轮复习北师大版写作专题讲座课件:第六讲 状语从句的写作与训练
2017届新课标高考一轮复习英语人教版 浙江专版课件:part1 必修3 unit3(2)
江苏省无锡新领航教育咨询有限公司高中英语语法专题》(1)主谓一致
2017届新课标高考一轮复习英语人教版 浙江专版课件:part1 必修3 unit2(2)
2017届新课标高考一轮复习英语人教版 浙江专版课件:part1 选修6 unit4
江苏省无锡新领航教育咨询有限公司高中英语语法专题(3)语态
2017届新课标高考一轮复习英语人教版 浙江专版课件:part1 必修4 unit4
2017届新课标高考一轮复习英语人教版 浙江专版课件:part1 必修5 unit3(2)
2017届新课标高考一轮复习英语人教版 浙江专版课件:part1 选修7 unit1
2017届新课标高考一轮复习英语人教版 浙江专版课件:part1 选修7 unit4
2017届新课标高考一轮复习英语人教版 浙江专版课件:part1 必修3 unit4(2)
2017届新课标高考一轮复习英语人教版 浙江专版课件:part1 必修5 unit5(1)
2017届新课标高考一轮复习英语人教版 浙江专版课件:part1 必修5 unit1(1)
2017届新课标高考一轮复习英语人教版 浙江专版课件:part1 选修6 unit3
2017届新课标高考一轮复习英语人教版 浙江专版课件:part1 选修8 unit4
2017届高考英语一轮复习北师大版课件:必修二 Unit4《Cyberspace》
2017届高考英语一轮复习北师大版写作专题讲座课件:第七讲 高级词汇和较复杂结构的写作与训练
2017届高考英语一轮复习北师大版写作专题讲座课件:第八讲 句子间、段落间的衔接、过渡的写作与训练
2017届新课标高考一轮复习英语人教版 浙江专版课件:part1 选修6 unit2
| 不限 |
| 英语教案 |
| 英语课件 |
| 英语试题 |
| 不限 |
| 不限 |
| 上册 |
| 下册 |
| 不限 |