【正文】 們?cè)谶@些句子的左邊畫下一個(gè)符號(hào)。 Instructions指導(dǎo) : 1. Hand out copies of Appendix E. 發(fā)出附錄 E。 EXERCISE 練習(xí) 6 Objective: to help participants learn what motivated them. While they shouldn?t assume that what motivates them will motivates others, it?s helpful to bee aware of the influence of what can seem to be neutral factors. 目標(biāo)：幫助員工學(xué)會(huì)能提升他們士氣的因素。 5. Ask them to write the action steps they?ll take to bring this about and plan the dates on which they will take them. 讓他們建立激勵(lì)氛圍的行動(dòng)計(jì)劃并且行動(dòng)時(shí)間。 3. With the answers to the above questions in mind, in what ways have you built or helped to tear down this employee?s motivation? 在上述問(wèn)題記在心中，你曾如何建立和摧毀員工的士氣和動(dòng)力的？ 4. Either write on the board or on an overhead the four motivators mentioned in the film: 在白板上或投影片上寫下錄像中的四個(gè)激勵(lì)因數(shù) Acplishment 成就感 Responsibility 責(zé)任感 Discretion 判斷力 Learning and growth 學(xué)習(xí)和提高 Ask participants, keeping this list and their answers to questions two and three in mind, to write down three things to do that can increase the motivational climate of that employee. Allow adequate time for them finish, perhaps 5 to 10 minutes. 讓學(xué)員保持住該單，記住問(wèn)題 2和 3的答案，寫下三件能建立激勵(lì)員工的氛圍的事情。大部分原因是因?yàn)槎綄?dǎo)有困難創(chuàng)造一種自我激勵(lì)的氛圍。 a. What do you know about the personal/professional goals of this unmotivated employee? 你對(duì)這些沒(méi)有動(dòng)力的員工的個(gè)人 /職業(yè)目標(biāo)所知多少？ b. What does this person enjoy most about his/her job? 這個(gè)人最喜歡他工作的哪些部分？ c. What does this person enjoy lease about his/her job? 該員工最不喜歡他工作的那部分？ d. What three things does this person seem excited about when talking about his/her personal time? 當(dāng)他談到他的個(gè)人時(shí)間時(shí)有哪三件事讓他最激動(dòng)？ e. What kinds of tasks have this person volunteered to do? With what results? What can this tell you about him/her? 有哪些任務(wù)是該員工主動(dòng)要做的？結(jié)果將是怎么樣？這能給你什么提示呢？ Participants may find they have trouble answering these questions. Often not knowing enough about employees is the reason supervisors have difficulty setting a climate that motivates. Encourage them to spend time with the people reporting to them。記住該員工，但不要說(shuō)出他的名字或具體狀況，讓他們把下列問(wèn)題的答案寫下來(lái)。 EXERCISE 練習(xí) 5 Objective: to help participants identify ways to build a motivational climate for their employees. 目標(biāo)：幫助學(xué)員發(fā)掘?yàn)閱T工創(chuàng)造“激勵(lì)氛圍”的途徑。兩周前當(dāng)你同他談他的工作表現(xiàn)時(shí)，他做出了一個(gè)真誠(chéng)的保證。本月他錯(cuò)過(guò)了三個(gè)最后期限并且他的工作質(zhì)量也非常地臃腫。 5. Robert Kramer has always been one of the best performers in your department. He?s highly results oriented and yet is a “team player,” always there when his coworkers need a helping hand. Lately, his performance has slipped. He?s missed his three deadlines this month and the work he has gotten in has been sloppy. His last report had four calculation errors and was missing the executive summary for which you had asked. When you talked to him two weeks ago about the change in his performance, he made an earnest pledge to change. Unfortunately, that?s not happening, and today he missed another deadline. 你部門表現(xiàn)最好的員工之一 Robert Kramer 是一個(gè)追求結(jié)果的人，同時(shí)也是一個(gè)富有‘團(tuán)隊(duì)精神’的人，在別人需要時(shí)總是能提供協(xié)助。 4. Discuss with the participants how they?d handle this situation. Reinforce what they?ve learned form the video, and stress any steps they omit. 同學(xué)員討論他們處理案例的方法。 2. Ask participants to read through the example, keeping in mind the teaching points from the “discipline” section of the video. 讓學(xué)生閱讀例子，記住錄像中有關(guān)‘紀(jì)律’的教學(xué)要點(diǎn)。 EXERCISE 練習(xí) 4 Objective: to help participants apply the video?s teaching points on discipline. 目標(biāo)：幫助學(xué)員學(xué)以致用錄像中有關(guān)紀(jì)律的要點(diǎn)。 2. For those situations that didn?t work out as well as they could have, discuss what steps in the “munication” section were missed or inappropriately handled. 對(duì)于那些沒(méi)有處理好和可以處理得更好的情況，討論“溝通”部分缺損或處理不 當(dāng)?shù)牟襟E。 Instructions指導(dǎo) : 1. Ask participants to share up to five of the touchiest workrelated munication problems they?ve encountered or with which they?ve heard of others dealing. Ask them remember as much as they can about how the situation were handled. 讓學(xué)員分享五個(gè)最棘手他們遇到的同工作有關(guān)的溝通問(wèn)題或者聽見別人在處理的溝通問(wèn)題。你相信他 /她會(huì)出色完成任務(wù)，為此需要讓他們領(lǐng)導(dǎo)其它同事一段時(shí)間，但同時(shí)你擔(dān)心會(huì)因此造成一些問(wèn)題。你知道如果你能從相關(guān)部門得到文字處理的內(nèi)容，你就可以騰出手來(lái)做其它的任務(wù)。你準(zhǔn)備把基礎(chǔ)工作布置給 Jay，盡管你知道 Jay的經(jīng)歷可以幫你找到你的需要，但你還是有點(diǎn)擔(dān)心他做過(guò)了，浪費(fèi)了許多時(shí)間做一些沒(méi)必要的工作。 Situation 情景 C You?ve been given the task of picking a new puter system for your sales department. In order to make the best decision, you need information on prices, patibility, software, hardware, and maintenance agreements, among a host of other variables. You choose to delegate the groundwork to Jay, your department?s resident puter buff. Although you know Jay has the background to find out what you need, you?re a little concerned that he/she will go overboard and collect much more information than you need, wasting time in the process. 你受命為銷售部挑選一種新的電腦系統(tǒng)。他 /她的寫作和組織能力十分寶貴，但有一個(gè)小問(wèn)題。 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(fù)責(zé)做你們部門的培訓(xùn)手冊(cè)。你感覺(jué)最合適做這項(xiàng)工作的人是 Chris Imbertson，但碰巧他厭惡文件歸檔。 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(duì)面大廳時(shí)， 63年度到 68年度的稅收記錄都混在了一起。他們應(yīng)記住‘督導(dǎo)’是老板，他們可以視實(shí)際情況提出任何反對(duì)意見。讓他們知道他們可以編造任何需要的細(xì)節(jié)，如最后期限、權(quán)限，期望的結(jié)果，等等。 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 r