道道合击毒的伤害公式:英译中翻译谢绝软件！！！

Top management can and, in fact, must
support employees’ efforts to drive for
continuous performance improvement,
at the individual and organisational
levels. Top management leading by
example on this front is important for
symbolic and modelling purposes. The
symbolic dimension supports employee
motivation (“my bosses are constantly
striving for improvement, so I should
too”), while the modelling helps
employees understand how to
approach this issue and cascade the
attitude towards their own troops.
For some executives, this attitude is
not an act they put on for their staffs; it
is the way they lead their lives. They are
constantly striving to improve
performance – their own, and that of
their organisations. They look at
everything as a process that can be
improved. They strive constantly to
understand cause-effect mechanisms, to
identify leverage points that can be
productively activated. This dimension
is important because it goes beyond a
simplistic “you can do more”
exhortation. Bosses who keep
demanding “more” often get more, but
they do not necessarily get it for long
or through means that are sustainable
and enhance long-term value. (That is,
they often get more of what they were
asking for, but they also get more of
other, less desirable outcomes.)
Executives who add significant
value on this front also demonstrate an
unswerving commitment to their own
learning. They are self-confident –
leaders cannot be effective mobilisers if
they do not display a high degree of
confidence in themselves and in their
views – but they can also be influenced
and are capable of changing their
minds when necessary. When they do
so, they are explicit about the fact that
they changed their minds.
At the other end of the
effectiveness spectrum, many leaders
display an inability to learn that inhibits
learning around them. More
sympathetic but equally ineffective,
some leaders adopt a cheerleader
attitude and keep distributing pats on
the back without emphasising the need
to keep going and modelling problemsolving
skills to identify how to do so.
Such leaders do not contribute to
institutionalising dissatisfaction with
the status quo.