Exercise Five
We are all guilty __0__ trying to change people: from a mother trying to __31__ her children eat something they don’t like, to a husband wanting his wife to wear something she doesn’t think suits her. The world of management is no different. We recruit individuals we believe have talent and potential and we try to make them something they aren’t. This __32__ called development. Senior managers and trainers attempt to transform their juniors __33__ the high fliers of the future. A good idea, but not uniformly successful. The most successful managers seem to be those __34__ treat subordinates as inferiors. If excellent management performance is the target, __35__ seems we must treat our junior mangers as excellent performers. The responsibility for this falls on the shoulders of senior management, who must develop and, __36__ all, believe in their people. Two of the most effective activities of management development are learning through experience (also known as experiential learning) and performance management. Understanding rather __37__ knowledge is the focus of experiential learning. There is a saying: “I hear, I forget; I see, I remember; I do, I understand.” We all benefit from being involved __38__ the learning process. Curiosity appears to be a powerful motivating force. Unfortunately the education system is often responsible for knocking this curiosity out of many of us. Performance management is basically a way __39__ obtaining better results through closely monitoring trainees’ performance. This is done by working within, and trying to meet, an agreed range of targets and planned goals. Effective performance management and experiential learning are only possible through good coaching. As Einstein once said: “I never teach my pupils, I only attempt to provide conditions in __40__ they can learn.” |
