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just far enough away from the pegs so that to toss a ring onto a peg co...
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gamblers,
conservatives,
must test themselves.
both competence- and achievement-oriented people spontaneously try to test the outer limits of their abilities.
objectives should be set at a point high enough so that even if the individual (or organization) pushes himself hard, he will still only have a fifty-fifty chance of making them.
The value system at Intel is completely the reverse. The Ph.D. in computer science who knows an answer in the abstract, yet does not apply it to create some tangible output, gets little recognition, but a junior engineer who produces results is highly valued and esteemed. And that is how it should be.
at the upper level of the need hierarchy, when one is self-actualized, money in itself is no longer a source of motivation but rather a measure of achievement.
The most important type of measure is feedback on his performance.
If performance indicators and milestones in a management-by-objectives system are linked to the performance of the individual, they will gauge his degree of success and will enhance his progress.
If a person got an electrical shock each time he threw a ring and missed, soon enough he would walk over to the peg and drop the ring from directly over it to eliminate the pain associated with failure.
bring them to the point where self-actualization motivates them,
Comparing our work to sports may also teach us how to cope with failure.
Yet we know that in any competitive sport, at least 50 percent of all matches are lost. All participants know that from the outset, and yet rarely do they give up at any stage of a contest.
the coach.
an ideal coach takes no personal credit for the success of his team, and because of t...
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he is tough on h...
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a good coach was likely a good player himself at one time. And having played the game well, h...
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Assuming we understand what motivates an employee, the question becomes: Is there a single best management style, one approach that will work better than all others?
task-relevant maturity (TRM)
combination of the degree of their achievement orientation and readiness to take responsibility, as well as their education, training, and experience.
confused the manager’s general competence and maturity with his task-relevant maturity.
communication, emotional support, and encouragement, in which the manager pays more attention to the subordinate as an individual than to the task at hand.
the difference between a supervisor’s delegating a task and abdicating it.
we are after what is most effective.
TASK-RELEVANT MATURITY OF SUBORDINATE CHARACTERISTICS OF THE EFFECTIVE MANAGEMENT STYLE low Structured; task-oriented; tell “what,” “when,” “how” medium Individual-oriented; emphasis on two-way communication, support, mutual reasoning high Involvement by manager minimal: establishing objectives and monitoring The fundamental variable that determines the effective management style is the task-relevant maturity of the subordinate.
The responsibility for teaching the subordinate must be assumed by his supervisor, and not paid for by the customers of his organization, internal or external.
once operational values are learned and TRM is high enough, the supervisor can delegate tasks to the subordinate, thus increasing his managerial leverage.
There is a huge distinction between a social relationship and a communicating management style,
giving such reviews is the single most important form of task-relevant feedback
improve the subordinate’s performance.
the skill level of the subordinate,
intensify the subordinate’s...
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if performance matters in your operation, performance reviews are absolutely necessary.
we can characterize performance by output measures and internal measures.
weighing long-term-oriented against short-term-oriented performance.
the performance rating of a manager cannot be higher than the one we would accord to his organization!
decision to promote is often linked, as it should be, to the performance review.
no action communicates a manager’s values to an organization more clearly and loudly than his choice of whom he promotes.
three L’s to keep in mind when delivering a review: Level, listen, and leave yourself out.
it is your responsibility to keep at it until you are satisfied that you have been heard and understood.
make certain your points are being properly interpreted by your subordinate’s brain.
the performance review is about and for your subordinate.
both positive and negative assessments.
First, consider as many aspects of your subordinate’s performance as possible.
look for relationships between the various items listed.
When you find such relationships, you can start calling them “messages” for the subordinate.
The Blast
any outcome that includes a commitment to action is acceptable.
“Andy, you will never convince me, but why do you insist on wanting to convince me? I’ve already said I will do what you say.”
