【正文】 es feel they?re forced to do the work their supervisor doesn?t want to do? How can these problems be avoided? 你認為上司分配工作最大誤區(qū)是什么？分配時是否規(guī)定了期望的結(jié)果？是不是沒有最后期限？又或者是否同任務(wù)本身有關(guān) 員工是否感到他們被安排做一些上司不愿意做的工作？這些問題應(yīng)如何避免？ 5. Have there been munication bottlenecks in your department? Which of the munication aspects in the video (planning, asking openended questions, listening, setting goals, asking for feedback) were neglected in that situation? After seeing this video, what would you do differently to correct the problem? 在你部門是否有溝通的困難段？錄像中溝通的那一部分（計劃，提特殊疑問句，聆聽，詢問反饋和意見）受到了忽視？在看過錄像后，你會有什么不同的做法以便糾正該問題？ 6. Think back to your presupervisory days, can you share a positive example of how a boss coached you for a disciplinary problem? What did he or she do to help you change your behavior without making you feel defeated or angry? Did he/she include the steps in the video (give facts and figures, get agreement there?s a problem, explain consequences, help employee find his/her own solution?) In what ways did you learn from that example? 回想一下你做督導(dǎo)之前，你的上司是如何處理你的紀律問題的？她 /他做了什么來幫助你改變行為模式，而又不讓你感覺受到挫傷和變得生氣？他 /她是否使用了錄像中的步驟（提供事實和數(shù)據(jù)，對問題的客觀存在達成共識，闡明后果，帶領(lǐng)員工自己找到問題的解決方案？ ）從這個例子中，你學(xué)到了哪些方面的知識？ 7. As a supervisor, when did you first realize that you can?t motivate your staff? What did you try and with what results? 作為督導(dǎo)，你什么時候首次意識到你不能激勵你的員工？你做了哪些努力，結(jié)果如何？ 8. It?s been said that the only way to get employees to motivate themselves is to create a “climate for motivation,” to provide chance for growth and achievement in the work environment. What programs or opportunities are provided in our pany/your department that could do that? What are some ways you could set that motivational climate in your department? 有人曾說唯一的讓員工自我激勵的辦法是創(chuàng)造一種“激勵的氛圍”，既在工作中為員工的成長和成就提供機會？你的單位 /或部門有什么樣的機會和活動來達到此目的的？你有沒有其它一些辦法來在你的部門創(chuàng)造這種“激勵的氛圍”？ EVERYTHING YOU WANT TO KNOW ABOUT SUPERVISION OHP 6 Wele to our Supervisory Skills Workshop! EXERCISE 練習(xí) 1 Objective: to help participants begin the habit of task anization and to help them learn prioritizing from one another. 目標：幫助學(xué)員養(yǎng)成組織安排工作的習(xí)慣并幫助他們學(xué)會按工作的輕重緩急來安排完成的先后順序。 Instructions指導(dǎo) : 1. Read appendix A, “The $25,000 List” to participants. 給學(xué)員閱讀附 錄 A“ 25,000英鎊的清單”。 2. Hand out paper and pens. 發(fā)放紙和筆。 3. Ask them to list the six most important things they have to acplish today. 讓他們列出六件他們今天必須完成的任務(wù)。 4. Have them rank those six in priority order and assign each a deadline date or time, whichever is appropriate. 讓他們按先后順序排列工作，并給每一項任務(wù)規(guī)定最后完成期限或所需完成時間（具體視宜而定） 5. Ask for two or three volunteers who are willing to share their ranking with the group. Have each read his or her list and explain the order they assigned the tasks. How did they choose to put them in the order they did? How do the ranking meet anizational or departmental goals? Ask the group if they would have ordered the tasks any differently. 提問兩到三個自愿者，讓他們同大家分享分享他們的排序方式及原理。以及他們的排序是如何滿足酒店或部門的目標的？問其他人是否會排序不同，以及為什么？ EXERCISE 練習(xí) 2 Objective: to help participants apply the delegation steps they?ve learned from the video. 目標：幫助學(xué)員學(xué)以致用錄像中的分配工作技巧 Instructions指導(dǎo) : 1. Ask the participants to form groups of three. During this roleplaying exercise, one participant will act as supervisor, one as employee, and the third, as observer. Give each group a copy of Appendix B, page 12, and assign each one of the following situations. Encourage them to have fun – this is a time for relaxed, enjoyable sharing and learning. 讓學(xué)員三人一組。在這個角色扮演練習(xí)中，一個學(xué)員做督導(dǎo)，一個做員工，第三個做觀察員。給每一組一份附錄 B的復(fù)印件，第 12頁， 并分配下列的每一個案例。鼓勵她們開心 這是一個輕松、享受的分享知識和學(xué)習(xí)時間。 2. If you haven?t already, hand out copies of the desk reminder cards. Ask the “supervisors” to spend ten minutes preparing to delegate the following responsibilities. Let them know they are free to make up whatever information they need to, ., deadlines, authority lines, results, etc. 分發(fā)課程要點的 handout。讓‘督導(dǎo)’花十分鐘準備分配下列職責(zé)。讓他們知道他們可以編造任何需要的細節(jié)，如最后期限、權(quán)限，期望的結(jié)果，等等。 3. Ask the “employees” to respond to the delegation as they feel the employees in each vigte EVERYTHING YOU WANT TO KNOW ABOUT SUPERVISION OHP 7 Wele to our Supervisory Skills Workshop! would. While they should keep in mind the “supervisor” is the boss, they are free to raise any objections they think would likely e up. 讓‘員工’按員工的身份相應(yīng)回應(yīng)‘督導(dǎo)’的對答。他們應(yīng)記住‘督導(dǎo)’是老板，他們可以視實際情況提出任何反對意見。 4. Ask the participants playing “observers” to watch how the steps from the video are implemented and, when the exercise is over, to report to the whole group how it went. 讓扮“觀察員”的學(xué)員仔細觀察錄像中的步驟是如何得到實施的并且當(dāng)練習(xí)結(jié)束時，負責(zé)向整個班解釋該角色扮演的進展情況。 Situation 情景 A You?ve just moved your file room across the hall and in the process, the tax records for fiscal years ?63 through ?68 have gotten very mixed up. You need someone to pletely refile all the information. The one you feel is most qualified for the job, Chris Imbertson, loathes filing. As much as you?d like to give it to someone else, you know that Chris? experience and work style will get the job done quickly. 你剛巧搬遷文件室到對面大廳時， 63年度到 68年度的稅收記錄都混在了一起。你需要一個人重新歸檔這些文件。你感覺最合適做這項工作的人是 Chris Imbertson，但碰巧他厭惡文件歸檔。你正在猶豫是否給別人時，你知道 Chris的經(jīng)驗和工作方式會使該工作迅速得到解決。 Situation 情景 B You?ve been put in charge of assembling a training manual for your division. Although you enjoy this kind of work, there aren?t enough hours in the day to do it, so you?ve decided to delegate part of the task to Mike/Michelle Callahan. His/her skills in writing and anization will be invaluable, but there is a small problem. Mike/Michelle tends to be overly aggressive, often pushy, when deadlines get close and you know his/her work relationships have suffered in the past because of this abruptness. 你被委派負責(zé)做你們部門的培訓(xùn)手冊。盡管你喜歡這種工作，但是白天的時間不夠，所以你想決定布置部分工作給 Mike/Michelle Callahan。他 /她的寫作和組織能力十分寶貴，但有一個小問題。 Mike/Michelle 太過激進，常常犯急，當(dāng)期限接近時，你知道她 /他的工作關(guān)系會由于急躁和言語的失當(dāng)而變得很緊張。 Situation 情景 C You?ve been giv