Develop Your Employees Through Questions, not Answers

When a child ask for help with work, tell the child answers, and do the work for the student? Of course not! Most adults know that to do so should raccorciare learning € ™ s of the childâ. Instead, help children to learn by their applications that drive with the process for solving problems. The aim is to help them learn to think and solve their problems for them, simply for failing to provide them with the answers. After all, how could a child possibly do well on the test if a well-meaning adult gave the child that responses during the study minutes?  if help with the questions is so evident for example parenting, because of € ™ t isnâ of it as evident when € ™ of the weâ with reference to help colleagues adults? The fact is that in many companies, managers are far too quick jump in and fix their problems of their € ™ of the employeesâ for. Rather than making employees to a series of questions designed to develop the process of thinking € ™ s of the employeeâ and to allow all'impiegato resolve the problem himself, many managers to give employees the answers, or, more defective still do the job for the employee.  acting because so many managers make the mistake of providing their employees the answers to all their questions? Part of the problem lies in the fact that most of the € ™ t of havenâ makers trained as cars. They are simply doing the best we can to put off the inevitable brush fires and keep projects moving forward. Consequently, we can easily understand why those responsible way possible to stabilize it easier and faster troubleshooting. Well – intentioned as this model of the expertâ of € œ of the â € administration is the long-term results to be of helpfulâ of € œ of the â € are equally horrific. Consider the following facts and consequences of this style of administration: Done for  Â: A manager can often provide a faster solution would take to discuss the problem and to make the outside ™ s € employeeâ thinking of solutions. Effect: Answers to the first step of knee problems to € ™ t of the arenâ often the best answers. As someone said, € ™ s of the Thereâ € œ of the â nothing more dangerous good idea when € ™ s of itâ that only you did,  € of have.â: In high-pressured the workplace of € ™ s of todayâ provide rapid responses takes away the tension that problems unresolved generate. Effect: The thought of short duration sometimes creates problems longer term. By providing easy solutions to employees without invite to think for himself generates dependence and undermines the motivation and capacity of € ™ s of the employeeâ solve the future problems on its own. Done of Â: Many managers have been promoted by the different positions of contributor where they excelled once. Effect: When the leaders enjoy the technical functions of the work we monitor, easily give priority to their interest in the problems and their solutions over the employees of development. The solution of the problems is part of the work of € ™ s of the managerâ; develop employees is harder to do, but arguably more important for the long term. Done of Â: The provision of solutions makes touch astute manager. When the head suggests how to treat a problem not solved, € ™ s of the employeeâ, the head psychologically is affirming its own knowledge and experience. Effect: The person responsible is held, but the employee gets the message that he or she € ™ t of the wasnâ capable or fairly informed solve the problem. Those responsible are sometimes motivated by the wrong things. Done of Â: Those responsible are generally more experience and knowledge that derive from their employees. Effect: If a working group counts only on experience and knowledge of the € ™ s the managerâ probably continue to do things the sense that the controller has done things in the past. This deprives the organization of innovation and creativity that could emerge from a deeper complete the problem and possible solutions. Strategies for questioners to  ManagementFortunately effective, you need the € ™ t of the donâ an advanced degree or an intense training in the methods of preparation to start to change that dynamic. Neither you have to forget everything € ™ VE of the youâ already learned about the people in charge. A change nell'enfasi and some simple tips for making applications in daily jobs, will go a long way towards changing the pattern of dependence and develop your employees. Here are some strategies that will help questioners: Strategy  # 1: Take applications that help employees see the problem differently. You may ask, œ, â € of what was different last week in which it was working? of the â € œ or of the â € as a point of view of the person X's strengths this problem? of the â € œ or the â € of what should be different so that this does not become a problem? and the â € of these questions help to broaden the view of € ™ s of the employeeâ dell'edizione. Strategy # 2 of Â: Armies discipline to find, with your two and preferably three alternatives employees, at least. Put the first solution on the shelf. So sfidi your employee saying that the approval of the œ â € the great idea of the SA ™ of the thatâ €. Now, you can provide another viable option? With two ideas, of the ll € ™ of the weâ has a real strategy # 3 of the  € of choice.â: Ask the œ of the â € why? â € of the five times in a row. Aid investigation of this method moving the conversation about an issue to the discovery of the cause of origin of the € ™ s the problemâ. Each time the employee responds to a demand of the whyâ of € œ of the â €, the controller calls the œ of the â € why? â € of the still searching for the layers of causation. Finally, going deeper and deeper with the layers, you can get to the cause of origin of the € ™ s the problemâ, which is really good solution because recalls. Let me be clear that you are trying to help the employee to solve the problem, not cocendolo grilled or are not trying to affix blame. € ™ of the Youâ with reference simply to share a technical investigation. Strategy # 4 of Â: Consider how you approached to similar problems in the past. Use the problem as an opportunity to make requests of the employees who lead with a process for solving problems you previously used. You may ask all'impiegato, œ, â € of information that could help him close down the problem? of the â € œ or the â € of who else was busy before this? of the â € œ or of the â € tools or technologies that could offer a new method that no one has tried? of the â € of these questions obtained by the employee who thinks both the resources and the process of approaching the problem. Strategy # 5 of Â: Use the questions asked in the contribution of € ™ s employeeâ of the problem. Generally, if a person can think of the meaning in which he or she is helping to generate the problem in the first place, the employee is just a starting point of figuring out what he or she can do to fix it. Asking, œ of the â € what did you think that you could make them mad? of the â €, can lead to: œ of the â € could be less critical of his efforts; € ™ s new on the heâ € of the job.â similarly, asking, œ of the â € What are you usually do when the error rates go up? of the â €, could lead to: œ of the â € assume that the error rates are higher when the VE of € ™ of Iâ not calibrated machine of a  € while.â of the bottom line is that employees engaging in solving their own problems values of their intelligence, cultivate their independence and increases their chances for solving problems independent. Doing so requires a certain investment in precious time and a complacency experiment with your method as responsible. But the investment is certainly worth it. You can reduce the dependency, boost morale, build more capable employees and find the best solutions. In the long term, affect nell'intelligenza of all is simply common sense.

Doug Silsbee

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