作业帮英译中翻译谢绝软件!Top management can and, in fact, mustsupport emplo
来源：学生作业帮 编辑：拍题作业网作业帮 分类：英语作业 时间：2024/04/29 00:31:57
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.
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.
高端领导人应该,事实上是必须对员工为提高个人和集体的水平所作的努力给予支持.
这种事例在高层管理机制中会起到重要的模范带头作用
这种积极的模式会激励员工产生这样的想法（我的老板一直在为了进步而努力,所以我也应该这么做.）
同时,这种模范事例能够使员工明白如何找到工作中的问题并倾注所有积极的态度给自己的团队
对于一些执行者来说,这种态度不是他们强加给员工的一个规定,而是指挥员工的一种方式
他们不断的努力提高业绩——他们自己的,也属于他们的团队的,
他们看到每件工作都在不断的进步
他们不停的努力去理解影响机构运作的的诱因
去识别能够产生价值的支点
这种模式之所以重要,是因为它已超出了一句简单的“你可以做得更多”等类似的说词
老板始终会要求“更多”,等到更多,但是他们没有必要将这种可以忍受和并不断增长的长期的价值的要求过分的夸大
（也就是说,他们经常获得过多的价值,只需要少量的支出,而同时其他方面得到的更多,)
执行者们在这样的模式下增加有效的价值同时也证明他们自己正不断的提高自己的学识
他们是自信的而不是实际善变的领导人,如果他们在自身和自己的信念里没有树立高度的自信心的话,
但是他们同样可以被改变,并能够在适当的时候改变自己的看法
当他们真的这样做的时候,他们可以清楚的了解他们改变了看法后的真相
在另一个效力范围内,许多领导人为掩饰自己没有能力学习而禁止他们周围的人学习的风气
虽然赞成的人居多,但是同样无效
一些领导人采取了拉拉队长式的态度
在没有重点寻求培养解决问题能力需要的要求的前提下,保持恰当的分配
这样的领导决不会因为现有制度的不完善而有所作为
这种事例在高层管理机制中会起到重要的模范带头作用
这种积极的模式会激励员工产生这样的想法（我的老板一直在为了进步而努力,所以我也应该这么做.）
同时,这种模范事例能够使员工明白如何找到工作中的问题并倾注所有积极的态度给自己的团队
对于一些执行者来说,这种态度不是他们强加给员工的一个规定,而是指挥员工的一种方式
他们不断的努力提高业绩——他们自己的,也属于他们的团队的,
他们看到每件工作都在不断的进步
他们不停的努力去理解影响机构运作的的诱因
去识别能够产生价值的支点
这种模式之所以重要,是因为它已超出了一句简单的“你可以做得更多”等类似的说词
老板始终会要求“更多”,等到更多,但是他们没有必要将这种可以忍受和并不断增长的长期的价值的要求过分的夸大
（也就是说,他们经常获得过多的价值,只需要少量的支出,而同时其他方面得到的更多,)
执行者们在这样的模式下增加有效的价值同时也证明他们自己正不断的提高自己的学识
他们是自信的而不是实际善变的领导人,如果他们在自身和自己的信念里没有树立高度的自信心的话,
但是他们同样可以被改变,并能够在适当的时候改变自己的看法
当他们真的这样做的时候,他们可以清楚的了解他们改变了看法后的真相
在另一个效力范围内,许多领导人为掩饰自己没有能力学习而禁止他们周围的人学习的风气
虽然赞成的人居多,但是同样无效
一些领导人采取了拉拉队长式的态度
在没有重点寻求培养解决问题能力需要的要求的前提下,保持恰当的分配
这样的领导决不会因为现有制度的不完善而有所作为