| I personally struggle with the term
| |
| | way it really is. Discretion and careful
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| 'managing people' - because I firmly
| |
| | fact-finding are often required to get a
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| believe that people cannot be managed -
| |
| | true picture.6: Be willing to explore the
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| only processes and systems can. How many
| |
| | possibility that you have contributed to
|
| times have you heard it said - "Why won't
| |
| | the problemThis isn't easy, even if you
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| my employees just do as they are
| |
| | have reason to believe it's so, because
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| asked?"Despite all our best efforts at
| |
| | you may not be fully aware of what you
|
| 'managing', we have very little control
| |
| | have done to fuel the fire. Three helpful
|
| over other people's actions, including
| |
| | questions to ask yourself:- Is this
|
| the people that work with or for us. We
| |
| | problem unique, or does it have a
|
| can inspire, motivate, guide or threaten
| |
| | familiar ring as having happened
|
| them, but the choice to act in a certain
| |
| | before?,- Are others in my organization
|
| way is up to the individual.Today's
| |
| | exhibiting similar behaviors?, and
|
| workplaces are complex environments - it
| |
| | finally,- Am I partially the cause of the
|
| is a rare occasion when all employees get
| |
| | behavior I am criticizing in others?-
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| on together and work enthusiastically and
| |
| | Once you understand how you have
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| constructively to achieve the goals of
| |
| | contributed, you can decide to take
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| the business. Problem behavior on the
| |
| | action yourself to make sure it doesn't
|
| part of employees can erupt for a variety
| |
| | happen again.7: Plan your strategyStart
|
| of reasons.Here are ten tips for dealing
| |
| | by defining, for yourself, what changes
|
| with it.1: Recognize that problem
| |
| | you would like to see take place, then,
|
| behavior usually has a historyIt usually
| |
| | follow this sequence:Meet with the person
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| develops over time and seldom from a
| |
| | and let them know that there is a
|
| single incident. As a manager, it is your
| |
| | problem.
|
| responsibility to be alert to the early
| |
| | State the problem as you understand it
|
| warning signs and deal with the
| |
| | and explain why it is important that it
|
| underlying causes before the situation
| |
| | be resolved.Gain agreement that you've
|
| reaches a crisis.2: Ask yourself: "Am I
| |
| | defined the problem correctly, and that
|
| partly or wholly responsible?"If the
| |
| | the employee understands that it must be
|
| problem is in your team, then you are at
| |
| | solved.Ask for solutions, using
|
| least partly responsible for it. Perhaps
| |
| | open-ended questions such as:"What are
|
| you were blind to the signs the
| |
| | you willing to do to correct this
|
| individual was undoubtedly leaving you,
| |
| | problem?" In some cases, you may have to
|
| or you chose to ignore them and hope they
| |
| | make it clear what you expect.Get a
|
| would go away. Perhaps you hadn't been
| |
| | dedication that the employee will take
|
| managing that individual's performance on
| |
| | the required actions.Set deadlines for
|
| a regular basis, and so missed an
| |
| | finishing the actions. In the case of a
|
| opportunity to discover the problem
| |
| | repeated problem, you may want to advise
|
| earlier. Whatever the reason,
| |
| | the employee of the consequences of
|
| responsibility lies with you in some
| |
| | failing to take corrective action.Follow
|
| part.You would be surprised how
| |
| | up on the deadlines you've set8: Treat
|
| frequently it is the manager who has
| |
| | the employee as an adult and expect adult
|
| created, or at least contributed to
| |
| | behaviorTo some extent, expectation
|
| problems of employee behavior. Having an
| |
| | defines the result. If you treat the
|
| abrasive style, being unwilling to
| |
| | employee as a naughty child, then you
|
| listen, and being inattentive to the
| |
| | should expect a naughty child to respond.
|
| nuances of employee behavior are all
| |
| | If you indicate - by your actions or by
|
| factors that contribute to the manager's
| |
| | the content or tone of your voice - that
|
| need to thoroughly examine what is going
| |
| | you expect adult behavior, then that's
|
| on.3: Don't focus only on the overt
| |
| | what you're likely to get.9: Treat
|
| behaviorWhen confronted by an angry or
| |
| | interpersonal conflicts differentlyIf the
|
| upset employee, it's easy to attack the
| |
| | problem behavior stems from a personality
|
| person and target their behaviour rather
| |
| | conflict between two employees, have each
|
| than examine the factors that underlie
| |
| | one answer these questions:How would you
|
| the behavior. Often, this takes patience,
| |
| | describe the other person?How does he or
|
| careful probing, and a willingness to
| |
| | she make you feel?Why do you feel that
|
| forgo judgment until you really
| |
| | the other person behaves the way he/she
|
| understand the situation.4: Be attentive
| |
| | does?What might you be able to do to
|
| to the "awkward silence" and to what is
| |
| | alleviate the situation?What would you
|
| not saidWhen an employee is obviously
| |
| | like the other person to do in return?10:
|
| reluctant to communicate, it's almost a
| |
| | Gain agreement on the steps to be taken
|
| sure sign that more lurks beneath the
| |
| | and results expected A problem is not
|
| surface. Often, employees will hold back
| |
| | really "fixed" until it stays fixed.
|
| because they feel unsafe. They may test
| |
| | Everyone involved must agree that the
|
| the waters by airing a less severe or
| |
| | steps taken (or proposed) will
|
| kindred issue in order to see what kind
| |
| | substantially alleviate the problem. This
|
| of a response they get. In order to get
| |
| | includes you as manager, and the steps
|
| the full story and encourage
| |
| | you personally will take to ensure you
|
| forthrightness, the manager has to read
| |
| | are not contributing to similar problem
|
| between the lines and offer the concern
| |
| | in the future.Finally, agree how you will
|
| and support necessary to get the employee
| |
| | both monitor the issue. What needs to
|
| to open up.5: Clarify before your
| |
| | take place for you both to be satisfied
|
| confrontChances are, when an issue first
| |
| | that the issue has been completely
|
| surfaces, you will be given only a
| |
| | resolved. Write this down and use it as
|
| fragmentary and partial picture of the
| |
| | your measure of success.Megan Tough -
|
| problem. You may have to dig deep to
| |
| | published writer, coach, facilitator and
|
| surface important facts, and talk to
| |
| | speaker - works with people to create
|
| others who may be involved. One safe
| |
| | outstandingly satisfying and truly
|
| assumption is that each person will tend
| |
| | successful professional lives. Make more
|
| to present the case from his or her
| |
| | money - have more fun!
|
| viewpoint, which may or may not be the
| |
| |
|
