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¢ ve "of the â, Iââ now that teaches techniques of management and administration for over 10 years to new managers and soprintendenti as well as experts in veterans. The ¢ ve "of the â, Iââ has worked with some of ¢ s direction" of the â, todayââ and researchers and leaders of thought of including Tom Peters, Dr. Warren Bennis and Dr. Henry Mintzberg. The ¢ ve "of the â, Iââ met, sought and has worked with some of the heads of renowned ¢ s" of the â, todayââ including captain Mike Abrashoff (author of direction bases and former Commander of USS Benfold), General Tommy Franks (former commander of CentComm and author of American soldiers) and Sir Richard Branson of Virgin Group. ¢ ve "of the â, Iââ communicated with thousands of employees and examined what they wanted the ¬", ââ; ¬ "of NECESSARY, ââ; makers who have considered ¢ t" â of the werenââ obtain, or dall'ottenere enough. And, perhaps more, are responsible. I assume, inforno, manage performance, istruisco, cajole and counsel. On the basis of my unique set of experiences, ¢ d "of the â, Iââ gradice share my belief most important managerial skill and ¢ d" of the â, Iââ gradice count down to that 'abilities way of Lettermanesque. You can see what abilities I have considered each and why I believe are important for proper law, but not the most important skills. 7 knows what motivates ¬ ", ââ people; Motivation is something intrinsic; ¢ t" of the â, canââ motivated theoretically someone that the ¢ t "of the beta, should doesnââ be justified. While I agree with that, effective leaders derive from various techniques to cajole, encourage, inspire, recognize and conversely create an environment where many people is justified. They recognize that every person is simply motivated by things other than have a job to contribute to something big. In addition rend contoere that what motivates someone tomorrow may be different that what motivates him today. Walk around 6 ¬ ", ââ; The best way to steer the ¬", ââ; order to know the ¢ s "of the â, whatââ that light, develop credibility that comes only from someone" Å of, ââ in ¬ ", ââ of the  of the knowââ; is regularly and frequently leaves us. More and more managers and soprintendenti are isolating for obtaining ¬ ", ââ things done; reports, updates, quotes, analyzes the ¬", ââ; quell'amministrazione higher is requesting. The effective leaders know that without the effective performance of their people, all auxiliary work is insignificant. The best way to see the ¢ s "of the â, ¬ whatââ go on", ââ; ¬ and to be "seen of, ââ; is MBWA, administration wandering around. 5 Using the right ¬ ", ââ dell'attrezzo; The effective persons may derive from a treasure box of tools to use one that is most suitable for the situation. The search for administration and management over the last 100 years has provided a single definitive conclusion when responding to demand, ¢ s "of the â, whatââ" of the Å, ââ the best method? On the  of, ââ the answer is, 'and of Å, ââ depends. of the Â, ââ depends on the circumstances, the ability of the head, from the needs of employees and only the interaction of the three. The effective managers have an arsenal of gear to get by and, moreover, have the ability to provide analysis to know what tools to use. The preparation, the answers, give advice, the answers, sharing of information, auto-detect, encouragement, recognition, problem solving, corrective action and other options that are effective manager can use at will. 4 learn and exercising in your ¬ ", ââ of the trade; How parenting, the newest position are underprepared for the responsibilities impressive. Like parenting, effective managers study the craft and art of control. While most of us have been promoted to positions of administration because of our technical capacity (and to some degree our ability to not strike in furniture or beat anyone out), what brought us here ¢ t ", â, of wonââ mantengali here. Indeed, many of our technical work against us as leaders and soprintendenti. Certainly, there is no shortage of books and courses on administration and direction. 3 Auto-Evaluate and moves the ¬ "correct, ââ; Almost all of the fault may be followed back to almost a conscious decision to ignore the realities of the situation. The leaders and the heads ineffective count much on hope as a strategy to achieve with this. The effective managers and leaders welcome the ¬ ", ââ, and the circles ¬", ââ; answers. The effective leaders and the heads are like guided missiles who know that the only meaning they can achieve their goal is whether to seek the answers in-progress and proceed to the records of in-progress. The effective leaders use the beginning of "Å of, ââ, the arrest of the method of  of continueââ evaluation of himself, for to increase my effectiveness: ¢ of, ââ what should I do that begins ¢ m "of the â, Iââ not currently making? ¢ of, ââ what should I stop doing the ¢ s "of the â, thatââ that do not work? ¢ of that, ââ what should I continue to do so is running? 2 developments your ¬ ", ââ people; Calls Tom Peters of effective and responsible soprintendenti to move the ââ, Å" work of One.ââ,  know that are just as good people doing the work. The people of talent and committed is a good of ¢ s # 1 "of the â, companyââ. The responsible and effective soprintendenti find ways to develop the talents of their people. The training, teaching, the teaching of peers, cross-training, development of in-work, online learning, sharing of work and delegation are but some of the techniques that effective managers use to cultivate the potential of their people. In the process, advancing the commitment and increased yield. Not a bad deal for the investment of time and money. 1 provides the ¬ "normal and balanced, ââ response at all; While other skills are important, ¬", ââ more important, and that most employees are asking constantly over ¬ ", ââ ; Are the answers. "Å of, ââ as I do? of the Â, ââ I performed a survey of employees recently that employees ask their input on their skill of ¢ "of the â, bossesââ in a wide range of areas from the expectations of clearing regulatory create an environment optimistic. Three of ¬ ", ââ four of the most critical areas, areas that need the most attention of the second ¬", ââ employees; referring to responses: The ¢ of, ââ regularly provides specific positive reinforcement. The ¢ of, ââ gives me answers about my normal performance of work. The ¢ of, ââ tells me when I'm not meeting expectations. From the 20 questions asked in the survey, only these three relating to ¬ ", ââ of answers, and all three have appeared on the list" of the Å, ââ most of Â,, of neededââ. The provision of responses normal and balanced, discuterei, is the ability of management and administration more important for several reasons: Employees of the ¢, ââ want. During my 48 years of living, ¬ ", ââ lesson more important, by marriage to parenting to sales to ¬" of assistance, ââ of customers; involves 1) discovering that people want and 2) Dandolo them. ¢ of, ââ is free. As the leaders and heads, much of what we need to give our money real costs of employees. Writers, computers, health insurance, compensation, etc. all cost money. Giving the answers does not cost anything in real U.S. dollars, while investiate requires time to give the answers, is just that ¬ ", ââ, an investment that will collect huge dividends in performance and morale increased. ¢ of, ââ elevates the perception of ¢ "of the â, employeesââ as head of you. As conditions of General Tommy Franks, "of the Å, ââ you" ¢ â,,,, manageââ of the œ is of, ââ of ¢ t "of the â, canââ a troop of soldiers on a hill in firepower, you have to condurrli. of the Â, ââ giving the answers, you put in a role as one who knows and cares about. By setting a fire on the responses of PROVIDE ¢ s "of the â, employeeââ (as opposed to the PERSON), cemented your role as a doer. ¢ of, ââ increases performance. With a focus on performance, the answers are instrumental in improving the probability that the ¢ ll "of the â, youââ get more from your employees. The answers are the difference between an artillery projectile and a guided missile. The artillery projectiles are launched in a general sense and most of the successful coup can be attributed to planning the coup. Contrapponga this with ¢ s "of the â, whoââ missile guided the initial trajectory is very important that the answers continue as it receives grinder inside on its objective. ¢ of, ââ is motivational. Most of ¬ ", ââ employees, as ¢ ve" of the â, weââ seen investigate the apparent ¬ ", ââ; should know ¢ king" of the â, theyââ that makes ¬ ", ââ; answer is positive answers related to development. I ¢ s "of the â, itââ motivational motive is because most employees want to do effectively and efficiently work as possible. With your answers rightly expressed, you can create an environment where employees are motivated to perform. Tight on a second before scorriate fast outside to tell employees of ¢ king "of the â, youââ" of the Å, a ââ,  of the twoââ or as part of what ' appearance of answers. HOW given the answers are important (perhaps more important) as WHAT say. The answers must be useful, impartial, balanced and specific (HUBS). ¬ "useful, ââ; The answers are given for one reason and one ¬", ââ only motive; are thinking in the interests dell'impiegato. Want to help frankly the employee. Recognize the contribution and potential dell'impiegato. ¬ "the impartial, ââ; Effective fires Answers on performance and results. As a result, are relatively impartial. Others who observe the behavior or the results that the king of ¢ "of the â, youââ commenting above would agree with your interpretation. "When you raised your voice, several of the Å, ââ fl group

Terence R Traut

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