高效管理技巧

（罗伯特 L.卡茨，哈佛商学院出版社，1993）

     选拔和训练优秀管理者虽然被广泛认为是美国工业最迫切的问题之一，但是，对于怎样才能成为一个优秀的管理者，出人意料的是在职业经理和教育家之间极少有一致意见。一些国内龙头企业和高校的职业经理人发展项目反映出了在该项目上看法的的巨大差异。

很多公司对职业经理人类型的需求变得如此紧迫，以致使面临着这样的风险-----真正关注的不再是一个人能做什么，包括职业经理人的特点和品质。

本文着重强调了什么方法可能是选拔和培养管理者有实际用途的，这个方法不是建立在优秀管理者具有什么，例如他们的本来特点、品质，而是他们能做什么-----他们具有的某种高效完成他们的工作技能。正如本文所言，一种技巧应当包括这样一种能力----它可以通过培养获得而不是必须与生俱来；它可以在日常表现中展现出来而不是仅仅存在于潜力中。所以，富有技巧的主要标准必须是管理者能够在各种环境条件下高效地完成任务。

    三种技巧方法

    此处假定一名管理者通过努力能够左右他人的活动或者为达到某个目标承担的相应责任，据此而言，成功的管理者在我们所说的技术能力、人文技能和概念技能这三种基本技巧上展现出来。

技术技能：技术技能包含了对一种特殊工作的理解能力和熟练水平，尤其是包括其中的方法、程序、步骤和工艺。对我们来说，当外科医生、音乐工作者、会计或工程师在各自专业领域发挥作用的时候，我们能够形象地加以说明。技术技能包括在相关专业和设备的专业知识和分析能力，以及具体专业工具技术的应用。

本文描述的三种技巧中，技术技能可能是大家最熟悉的，因为它最具体，或是由于现在是专业化的时代，它是要求绝大多数人掌握的技术。我们的多数职业和在职培训广泛关注专业技能的提高。

人文技能：作为一个团队的成员，人文技能是指高效工作的职业能力和在他领导的团队推进合作的努力。相对于技术技能主要关注干事（过程和具体事件），人文技能主要关注的目标是人。这种技能表现的是他对于上层人员、同事和下属的个体行为方式（或个人的感觉）和随后他表现出的方式。

具有高级人文技能的人很少对其他人和组织有自己的态度、假设和信仰，他们能够清晰这些感觉的实际作用和有限性。由于认同了他们各自不同的观点、感觉和信仰，他们在理解其他人言语行为的真正意图方面更具有技巧。在与其他人用他们自己的语言沟通交流上，这样的管理者充满了智慧。

这样一个人能够创造一个相互包容、畅所欲言的工作氛围，在这样的环境里，每一个下属都可以轻松的表达自己的看法，不必担心求全责备，而且能够鼓励他们分享彼此的计划和完成工作任务，并对此产生积极地影响。由于他/她对所在组织中的他人的需要和动机非常明晰，所以，他/她能够对所采取的各种各样的行动产生的结果和反应做出一个判断。拥有这样的敏感性，他/她能够或者情愿将对他人的感觉和认知纳入到自己的考虑范围。

同他人工作的真实技能必须是一种自然地、可持续表现出来的能力，由于它具有的公众敏感性，不仅表现在你做出决策的时候，还存在于每一个人的日常行为中，因为，一个人的行为不可能仅仅是一个“有时候”。由于他/她说的做的或未说未做的每一件事都会对他/她的顾客产生影响，技巧不可能随意应用，也不能像个人披上脱下一件外罩那样随心所欲。他/她的真实个人意愿会立即全部表露出来，所以，为更加具有成效，这种技巧的培养必须顺其自然、不知不觉、潜移默化地在每一个的行动中体现出来。它必将成为他/她整个人生阅历中的有机组成部分。，

概念技能：

概念技能包含这样的能力，能够将事业看做一个整体。包括能够清晰他所依据的一个或另一个组织的不同功能，以及组织中的一个部分对其他部分的影响是怎样发生变化。进而扩展到将个人事业与企业、社区和政治、社会及国家的经济能力看做一个整体。在任何情况下认识到这种关系和感悟到不计其数的种种情况，管理者应当能够采取一定的方式提高整个集体的全民福利。

因此，任何人决策的成功都是取决于决策者概括技能和对相关决策采取的实际行动。例如，当对一个市场政策做出重要改变时，对产品、营销、财务、研究以及能够考虑的人的影响至为关键，又赋予这位必须实施新管理政策的现任经理关键的权利。如果每一位经理人认识到改革的关系和意义，在操作这些改革措施时，他/她几乎一定会更加有效。

管理者依据掌握的概念技巧不但能够有效地协调指挥事业的各个组成部分，而且能够把握整个组织的未来方向和基调。整个组织的特点模式带有总经理的性格色彩，也确定了有别于其他公司的管理方式。这些态度是管理者概念技能的一个反映，

附：原文（节选）

Skills of an Effective Administrator

(Robert L. Katz, Harvard Business School Press, 1993)

      Although the selection and training of good administrators is widely recognized as one of American industry's most pressing problems, there is surprisingly little agreement among executives or educators on what makes a good administrator. The executive development programs of some of the nation's leading corporations and colleges reflect a tremendous variation in objectives.

This quest for the executive stereotype has become so intense that many companies, in concentrating on certain specific traits or qualities, stand in danger of losing sight of their real concern: what a man can accomplish.

It is the purpose of this article to suggest what may be a more useful approach to the selection and development of administrators. This approach is based not on what good executives are (their innate traits and characteristics), but rather on what they do (the kind of skills which they exhibit in carrying out their jobs effectively). As used here, a skill implies an ability which can be developed, not necessarily inborn and which is manifested in performance, not merely in potential. So the principal criterion of skillfulness must be effective action under varying conditions.

     THREE SKILL APPROACH

It is assumed here that an administrator is one who (a) directs the activities of other persons and (b) undertakes the responsibility for achieving certain objectives through these efforts. Within this definition, successful administrators appears to rest on three basic skills, which we call technical, human and conceptual.

Technical skill:

As used here, technical skill implies an understanding of, and proficiency in, a specific kind of activity, particularly involving methods, process, procedures or techniques. It is relatively easy to for us to visualize the technical skill of the surgeon, the musician, the accountant or the engineer when each is performing his/her own special function. Technical skill involves special knowledge, analytical ability within that specialty and facility in the use of the tools and techniques of the specific discipline.

Of the three skills described in this article, technical skill is perhaps the most familiar because it is the most concrete and because of our age of specialization, it is the skill required of the greatest number of people. Most of our vocational and on-the-job training programs are largely concerned with developing this specialized technical skill.

Human skill:

As used here, human skill is the executive's ability to work effectively as a group member and to build cooperative effort within the team he leads. As technical skill is primarily concerned with working with "things" (process or physical objects), human skill is primarily concerned with working with people. This skill is demonstrated in the way the individual perceives (and recognizes the perception of) his superiors, equals, subordinates and the way he/she behaves subsequently.

The person with highly developed human skill is aware of his/her own attitudes, assumptions and beliefs about other individuals and groups, and they are able to see the usefulness and limitations of these feelings. By accepting the existence of viewpoints, perceptions and beliefs which are different from their own, they are skilled in understanding what others really mean by their words and behavior. This administrator is equally skillful in communicating with others in their own contexts.

Such a person works to create an atmosphere of approval and security in which subordinates feel free to express themselves without fear of censure or ridicule, by encouraging them to participate in the planning and carrying out of those things each directly affect them. He/she is sufficiently sensitive to the needs and motivations of others in his/her organization so the he/she can judge the possible reactions and outcomes of various courses of action he/she may undertake. Having this sensitivity, he/she is able and willing to act in a way which takes these perceptions by others in to account.

Real skill in working with others must become a natural, continuous activity, since it involves sensitivity not only at times of decision making, but also in the day-by-day behavior of the individual. Human behavior cannot be a "sometime thing." Techniques cannot be randomly applied, nor can personality traits be put on or removed like an overcoat, because everything an executive says or does (or leaves unsaid or undone) has an effect on his/her associate. His/her true self will, in time, show through. Thus, to be effective, this skill must be naturally developed and unconsciously, as well as consistently, demonstrated in the individuals every action. It must become an integral part of his/her whole being.

Conceptual Skill:

As used here, conceptual skill involves the ability to see the enterprise as a whole. It includes recognizing how the various functions of the organization depend on one and other and how changes in any one part affect all the others. It extends to visualizing the relationship of the individual business to the industry, the community and the political, social and economic forces of the nation as a whole. Recognizing these relationships and perceiving the significant elements in any situation, the administrator should then be able to act in a way which advances the overall welfare of the total organization.

Hence, the success of any decision depends on the conceptual skill of the people who make the decision and those who put it in action. When, for example, an important change in marketing policy is made, it is critical that the effects on production, control, finance, research and the people involved be considered. It remains critical right down to the last executive who must implement the new policy. If each executive recognizes the overall relationships and significance of change, he/she is almost certain to be more effective in administrating it. Consequently, the chances for succeeding are greatly increased.

Not only does the effective coordination of the various parts of the business depend on the conceptual skill of the administrators involved, but so also the whole future direction and tone of the organization. The attitude of top executive color the whole character of the organization's response and determine the "corporate personality" which distinguishes one company's way of doing business from another's. These attitudes are a reflection of the administrator's conceptual skill (referred to by some as his creative ability" - the way he/she perceives and responds to the direction in which the business should grow, company objectives and policies, and stockholders and employees interests.