# data[].attributes.body
4. Operations Management (pg. 422)

# data[].attributes.body
3. Production and Productivity (pg. 417)

# data[].attributes.body
http://www.forbes.com/video/2590120835001/2.   Defining Power (pg. 396)

# data[].attributes.attachment_link.title
The World's Most Powerful People: Defining Power

# data[].attributes.attachment_link.description
The World's Most Powerful People: Defining Power

# data[].attributes.body
1.   Control (pg. 392) is used by managers to ensure that each goal and/or task given to an employee is completed and done according to the rule and regulations sent by the organization.

# data[].attributes.body
4.  Behavior Modification (pg. 331) – Reinforcement & Punishment

# data[].attributes.body
3. Motivation Skills (pg. 318)

# data[].attributes.attachment_link.readable_text
Motivation in the workplace in general terms is the process leaders use to get their employees to deliver high producing results. For success in today's difficult workplace environment. You better have a strong understanding of how to create long lasting performance and morale.

Many leaders think they understand how to create motivation in the workplace. The problem here is that many of us, my self included think we have have an idea of how it works. But actually we just don't have a strong enough understanding. Leaders who do understand will not make the following types of statements.
"Get it done or else" or "Your lucky to even have a job".
These statements may have worked in the past. In todays workplace they are simply counterproductive.

Employees contanstly hear of cost cutting tactics like payroll, benifits, and layoffs. Not to mention a bad economy. So we shouldn't be to surprised that morale is low. To make matters worse many leaders increase employees responsiblilties with little or no pay increases.

As leaders we can't really blame them for being unmotivated.

Never has there been a more important time to invest in our employees. It's a priority to look more closely at building positive motivation in the workplace. These employees are the engine that drives the car.
There are many ways to develope long lasting employee motivation in the workplace.
So what is your first step to motivate the workplace? Thats simple you need to determine if any barriers exist.

Another great way to motivate is to teach the importance of motivation to employees with self motivation tips and Maslow's theory on motivation.

Also a strong knowledge of how to handle and solve conflicts in the workplace will help. Use TKI for workplace conflicts and improved employee motivation.

The best way of course is to follow a proven process. Start by understanding the 7 stages of developing high performance through motivation. This process will allow you to create employee motivation in the workplace that gets results.
7 Stages Of Developing High Performance
1.Build A Strong Foundation This could be easy if your able to start with a new employee. Most likely you will be dealing with a seasoned employee. Whichever case, get to know them first then let them know What the ultimate outcome will be and how we will get there.

keep in mind that seasoned employees are set in their ways and will provide you challenges. This best way to handle this is to understand their personality and what makes them tick. This will allow you to find a good way to apporoach them. Use this to your advantage.

2.Employee Developement The key to this stage is positive reinforcent. It is here were Leaders will do a lot of training. A good way to make sure your efforts are working is to follow up on their progress.

Following up also allows you to learn if you need to make adjustments. Or simply say "great job".

3.Goal Setting Leaders often set individaul goals and business goals. This is great time to introduce a employee motivation recognition program. Offering awards to employees really makes a diffence. It also creates healthy competiton which helps performance. One tip to remember about goal setting. Make sure you have many small achieveable goals that build to your ultimate goal.

4.Have Fun This particular stage has the potential to be either the most effective or the most dangerous. SO BE CAREFUL ! We all spend more time with our coworkers, then we do our families. Having a little fun will do mainly two things: first It puts a spark into the day and secondly it allows employees to recognize when you are serious.
Having fun also cuts down on workplace stress.

The downside is that it may cause lengthy distactions. Leaders especially need to be careful here. Don't cross that dangerous line of being to freindly with coworkers. It may be percieved as you might play favorites. Or better yet question decisions you might make.

5.Review The Review Stage is pretty straight forward. Look back on everything you and your team have done. Put together an performance analysis on each employee. Then look at the goals you have set and detremine if the results are exceptable. If the results aren't close enough to were you want then make adjustments.

6.Coach After the review stage you should have a good idea of what needs to be done. Deveolpe a plan for coaching in areas of weakness using your performance analysis report. Then revert back to Stage 2: Employee Developement and start the process over.

Sometimes leaders forget to coach and develope strengths and not just weaknesses. These employees are assets to your company and they'll make your job easier. Spend quality time with strong employees to learn what they are looking for out of your company. Find out if they would be willing to help with some of your weaker areas. You may be sursprised what you learn.

7.Change or Stay The moment of truth has arrived. Here you will decide to scrap the whole motivation in the workplace thing and start over. Or will you stay on the path you haved paved. It will take a while to measure your results of coaching, so be patient. You may just need to match up the right tasks with the right employees.

Leaders should have a good idea what to do at this point. If you decide to start allover, fine it's not the end of the world. Just remember that building a strong foundation happens over time.
How to effectively use the 7 stages of creating high performance through motivation
Learning what the 7 stages are is only half the battle. To really create long lasting motivation in the workplace we need to understand what skills to use in each stage. A strong understanding of many different types of management skills will help you.
Ask yourself the following question Has everyone in my company including myself mastered these skills ?
Leadership, Team Building, Stress Management, Time Management, Performance Manaegement, Manageing Change, Manageing Conflict, Communication, Business Ethnics, Performaning Presentations, Project Management, Motivating employees, and Self Motivation

You may be surprised with your answer. When I was asked this question I know I was. I haven't meet a leader yet who has answered yes. The point here is that we all have strengths and weaknesses. We all need to work on weaknesses to achieve business success.

The same applies to life. We replace ineffective strategies of the past with new effective strategies. Many of us, may just need a refresher. Bottom line, to be successful you constantly need to be learning to stay ahead in this game. For more details on motivation in the workplace check out this article

Other Related Employee Motivation Articles
10 Employee Motivation Techniques That Will Pump Up Your Employees Importance of Motivation: Why It's Critical For The Workplace And Everyday Life Employee Motivation Ideas: The First Step How To Motivate Employees: 12 Employee Motivation Ideas For Immediate results
Return from Motivation In The Workplace to Employee Motivation Skills

# data[].attributes.attachment_link.title
Motivation In The Workplace: How To Create Success

# data[].attributes.attachment_link.description
Motivation in the workplace in general terms is the process leaders use to get their employees to deliver high producing results. For success in today's difficult workplace environment. You better have a strong understanding of how to create long lasting performance and morale. Many leaders think they understand how to create motivation in the workplace.

# data[].attributes.body
2.  Decisions (pg. 299)

# data[].attributes.body
1.   Leadership Skills (pg. 290)

# data[].attributes.headline
Module 6:  Managing Human Resources and Communications

# data[].attributes.subject
Module 6:  Managing Human Resources and Communications

# data[].attributes.body
4. Managing Work Groups (pg. 350)

# data[].attributes.headline
Module 6:  Managing Human Resources and Communications

# data[].attributes.subject
Module 6:  Managing Human Resources and Communications

# data[].attributes.body
3.     Communication Skills (pg. 265)

# data[].attributes.headline
Module 6:  Managing Human Resources and Communications

# data[].attributes.subject
Module 6:  Managing Human Resources and Communications

# data[].attributes.body
2. Recruitment (pg. 220)

# data[].attributes.attachment_link.readable_text
The Union Public Service Commission (UPSC) has released a notification for a recruitment drive as part of the Limited Departmental Competitive Examination to shortlist eligible candidates for vacancies for the post of Assistant Commandants (Executive) with the Central Industrial Security Force (CISF). The notification is for the vacancies for the year 2017.
Important dates:
Start of online application process: December 7, 2016

Last date to apply online: December 30, 2016 (till 6 pm) (After this time, link will be disabled)

Last date for printed form to reach CISF authorities: January 6, 2017
Eligibility criteria:
Experience:

Candidates should have experience of four years of regular service as on January 1, 2017 in the Sub Inspector (GD) / Inspector (GD) rank. This shall include a basic training period. It is also desirable that the candidate has a clean service record till the appointment offer date.

Age limit:

Candidates should be less than 35 years as on August 1, 2017, that is, they must have been born later than August 2, 1982. Age rule relaxation will be as per government rules.
Educational Qualification:
Candidates need to be graduates from a government recognised university, institute of college.

It is preferred if candidates have a NCC 'B' or 'C' certificate as these will be considered during the interview or personality test round. However, this is not a compulsory qualification.
Process of selection:
Candidates will have to pass a written test, followed by a physical and medical standard test as well as a personality test.
How to apply:
Log on to the UPSC website, upsc.gov.in and fill the form as well as make the fee payment. Print a copy of the form and send it through post or other route to the CISF authorities.

Candidates have to send their printed applications to the following address: Director General, Central Industrial Security Force, 13, CGO Complex, Lodi Road, New Delhi - 110003.
Important note:
Candidates are advised to log on to the UPSC website address mentioned above and read the full notification and instructions so as to understand the registration process and eligibility criteria fully.
For more recruitment news, click here
For all the latest Jobs News, download Indian Express App

# data[].attributes.attachment_link.keywords[]
upsc dept exam. upsc assistant commandant exam

# data[].attributes.attachment_link.title
UPSC CISF recruitment 2017: Apply for Assistant Commandant posts

# data[].attributes.attachment_link.description
The Union Public Service Commission (UPSC) has released a notification for a recruitment drive as part of the Limited Departmental Competitive Examination to shortlist eligible candidates for vacancies for the post of Assistant Commandants (Executive) with the Central Industrial Security Force (CISF). The notification is for the vacancies for the year 2017.

# data[].attributes.headline
Module 6:  Managing Human Resources and Communications

# data[].attributes.subject
Module 6:  Managing Human Resources and Communications

# data[].attributes.body
1.   Human Resource Management Skills (pg. 218)

# data[].attributes.headline
Module 5:  Organizational Structure and Processes

# data[].attributes.subject
Module 5:  Organizational Structure and Processes

# data[].attributes.body
4.  Types of Organizational Culture (pg. 370)

# data[].attributes.headline
Module 5:  Organizational Structure and Processes

# data[].attributes.subject
Module 5:  Organizational Structure and Processes

# data[].attributes.body
3.   Delegation (pg. 206)

# data[].attributes.headline
Module 5:  Organizational Structure and Processes

# data[].attributes.subject
Module 5:  Organizational Structure and Processes

# data[].attributes.body
2.   Structure (pg. 1810

# data[].attributes.headline
Module 5:  Organizational Structure and Processes

# data[].attributes.subject
Module 5:  Organizational Structure and Processes

# data[].attributes.body
1.   Organizing Skills (pg. 177) is also fundamental for managers as it gives them the necessary tools to implement, create and reach the goal set for that department.

# data[].attributes.body
4.   Strategic Planning (pg. 154) is done over a long period of time which focuses on the business long-term objectives and goals

# data[].attributes.body
3.  1.       Definition of Decision (pg. 133) is the outcome of making a plan or choice between two or more alternative actions. The decision-making process is done on a daily basis by managers which will affect the department and the employees. There are two types of decision: non-program decision which is usually made at the spur of the moment, while programmed decision are usually planned in which they become more routine, thus repetitive which is used to handle specific aspect of the business.

# data[].attributes.body
2.   P1.       Planning Tools (pg. 117 & 121) such as Forecasting helps to predict future environmental events that will impact any operations of an organization, while the Scheduling gives a more detail listing of each activities that would be included in the forecasting; as well as any other type of activities set in order to accomplish such goals set by the organization.

# data[].attributes.headline
Module 3:  Management within a Global Organization

# data[].attributes.subject
Module 3:  Management within a Global Organization

# data[].attributes.body
4. Transnational Organizations (pg. 95) also called global organization does business wherever they can, as long as it makes sense and is profitable.

# data[].attributes.body
1.  Planning Tools (pg. 117 & 121) such as Forecasting helps to predict future environmental events that will impact any operations of an organization, while the Scheduling gives a more detail listing of each activities that would be included in the forecasting; as well as any other type of activities set in order to accomplish such goals set by the organization.

# data[].attributes.headline
Module 3:  Management within a Global Organization

# data[].attributes.subject
Module 3:  Management within a Global Organization

# data[].attributes.body
3. 1.       Influencing People in a Multinational Corporation (pg. 92), this is key when adapting to the culture of that country as it will enable the manger to better understand the peoples attitude, motivate and acquire a working knowledge of that countries foreign operations.

# data[].attributes.headline
Module 3:  Management within a Global Organization

# data[].attributes.subject
Module 3:  Management within a Global Organization

# data[].attributes.body
2.   Workforce adjustments (pg. 86) in multinational corporation is challenging as it requires more adjustments within the organization and personnel in order to achieve adaptive of that countries culture and its laws, accruing license agreements, doing imports/exports, etc....

# data[].attributes.headline
Module 3:  Management within a Global Organization

# data[].attributes.subject
Module 3:  Management within a Global Organization

# data[].attributes.body
1. Multinational Corporation (pg. 83) is defined and a company that operates in more than one country, and does business at an international level.

# data[].attributes.headline
Module 2:  Organizational Ethics and Corporate Governance

# data[].attributes.subject
Module 2:  Organizational Ethics and Corporate Governance

# data[].attributes.body
4.   Strategic Planning and Strategy (pg. 153) deals with making decisions’ as well as plans on a long-term basis that is beneficial for the organization. There is a five-step process in the management process: environmental analysis, establishing organization directions, strategy formulation, strategy implementation, and strategic control.

# data[].attributes.headline
Module 2:  Organizational Ethics and Corporate Governance

# data[].attributes.subject
Module 2:  Organizational Ethics and Corporate Governance

# data[].attributes.body
3.  Making Decisions (Ch. 6) is a key function of the management process of the day-to-day activities. Been able to a rational decision through different thought process will not only resolve any issues that will arise but it will also lead to the most beneficial alternative for finical gains.

# data[].attributes.headline
Module 2:  Organizational Ethics and Corporate Governance

# data[].attributes.subject
Module 2:  Organizational Ethics and Corporate Governance

# data[].attributes.body
2.  1.       Define diversity (pg. 53), is set to provide and assist with determining different characteristics of an individual and how to deal with them.

# data[].attributes.attachment_link.readable_text
Some people who have been well represented and unquestioningly included in "majority culture" all their lives are starting to feel attacked by the push for diversity. Suddenly, it's not okay to just surround yourself in the workplace by people who are similar to you, or to write the stories that include people like you without including anyone else, or to basically do anything in your life without thinking about whether you've alienated someone from another group. Some of them feel it means they're being called worthless, or that they're bad for being typical and very similar to "the standard," or that people pushing for more diversity believe they have no problems and have easy lives because of their privilege. They feel compelled to both downplay the importance of diversity since the problems are invisible to them AND emphasize aspects of their lives that aren't perfect to share in the rallying cry of "I'm downtrodden too!"

In other words, instead of realizing that diversity is about other people, they still think it's about them. About shaming them, erasing them, taking away from them something that was theirs. They don't want to be asked to question why they think their spaces are only theirs, and they don't want to examine why a culture that privileges them is still hurting them (and hurting other people more).

To justify their position, some of them are taking potshots at movements that seek to increase diversity--including in fiction--and they downplay the involvement of people whose race, nationality, gender, sexual orientation, creed, ability/illness status, or class is different from theirs by claiming these folks are tokens, PC pleasers, Affirmative Action beneficiaries, or evidence of someone "playing the diversity card." It's the assumption that there is no authentic way for those people to participate that is the problem here. Their mere existence in a space is automatically politicized and thought to mean something. If you can't see their presence in your books, your entertainment, your workplace, or your everyday life as anything but a political statement or a quota filled, you still aren't seeing them as people. You're still seeing them as someone who can only be there by taking a slot away from someone you think is more deserving--someone you automatically assume deserves it because they're more like you. Someone whose competence and presence you wouldn't question. Someone you wouldn't accuse of getting a position because she was attractive, or being included because they needed an Asian person to diversify the cast, or being put on the roster because someone wants to be able to point at that person as evidence that they DO hire "their kind."

I can think of three major reasons why diversifying workplaces and media is very important, none of which have anything to do with punishing, erasing, or stealing fire from "majority" culture.

1. Representation is inspiration for the next generation. If you don't see people like you doing a thing, you often grow up thinking it isn't for you. My little sister, writing from a journal prompt in elementary school about what she wanted to be when she grew up, said she thought she might like to be President. It was a hopeful entry about becoming a world leader, and then it ended with some startling awareness: an admission that this probably wouldn't be possible because she is a girl and also Jewish, and none of the presidents have been girls or Jewish. I'm sure nobody ever told my sister she couldn't be President because of these things. Nevertheless, she "knew" the cards were stacked against her if she wanted to be President. And she knew this in elementary school.

Nobody even has to specifically TELL you that people like you don't do that; you figure it out, and you figure it out young. Add to that the fact that sometimes people DO tell you--and the fact that entering those fields against all the adversity leads to people doubting your competence implicitly and explicitly, resulting in an exhausting, demoralizing daily battle against microaggressions that more "traditional" practitioners of that field don't have to face--and the cards are stacked heavily against you succeeding or being happy in those fields. But when you see someone on a TV show, in a book, or holding a position, you get the idea that people of your description can and do do that thing. It might mean more than you think for someone who never sees people like them doing what they'd like to do. It also has the lovely little side effect of everybody else getting the idea that said people can do that thing--getting used to seeing them there and not processing them as exceptions or tokens.

2. Leveling the playing field. Some people think this means we need to make it "easier" for people who aren't as qualified to get these positions, and that this leads to less competence in favor of more diversity, or that we're demonizing people with advantages if we say disadvantaged people should get a leg up. Well, no. Look at it this way: I'm 4'11" tall. If I enter a contest to see how high I can jump, it wouldn't make much sense to grade me on the highest target I can touch if some of my opponents could literally walk over and touch those targets without jumping. Does that mean they're better jumpers? No, it means they're taller in the first place. If I can jump two feet off the ground, that's two fifths of my body. If someone else can jump two feet off the ground, that's less effort for them, but it gets their hand at the end of their longer body much higher. I have to somehow make up the distance just to equal them, which means I actually have to be a better jumper to be seen as equal. Some people who don't have to jump at all are getting the "best jumper" medals, and then they turn around and ask me why I, a short person, would bother to enter a contest that's "for" taller people. (I thought it was for jumpers, but hey, why would I enter the field if it was so stacked against me, right? Why am I even here? It's not that the contest might be grading jumping ability unfairly; it's that I should have understood that I can't hope to compete.)

So, when the critics solemnly intone that they still need people to be able to jump and touch the target regardless of it being harder for some of us, they insist that asking for accommodations would require us to lower the target and decrease expectations, resulting in overall less competence just so we can say we gave people a chance. We're not asking you to lower the target, though. We're asking you to give the shorter people access to platform shoes, stools, or trampolines if that's what we need. Whining about how that's cheating makes no sense, because we're probably already jumping farther proportionately than you are, but all you can see is that I have a stool and you don't, and you perceive that you should have a stool too or nobody should because that is fair. Well, what's "fair" about me living in a world that expects me to touch the same target tall people do but I was born with very short legs? Why is that "unfairness" something you don't want to worry about?

When I was born, my parents weren't rich, but they had the resources--time and money-wise, most of the time--to help me develop a love for reading. They read to me, and other relatives read to me. I entered kindergarten so far ahead of my classmates in reading that they didn't even bother to put me in a reading group and sent me to the computer lab with the fifth graders during reading time. When I was in college, I tutored a little boy who was seven and still having a lot of trouble with basic reading. He lived with his little sister and single mother in government housing. His mom worked all the time and had very little time to spend with him on anything schoolwork-related, and she certainly didn't have time or energy to read to/with him often. I bought some paperback books to use during the tutoring and when I let him have one he said "I can HAVE it? I don't have any books at home." He felt incredibly fortunate to own a book. I had probably a hundred at his age.

We learned to read in very different environments. I was always ahead of the game and expected to excel, and I had resources to push me even farther because my achievements suggested I'd "earned" it. The boy I tutored was sitting there at the beginning of his life already being regarded as remedial. If he ever did "catch up," he probably spent his whole youth being expected to try harder just to achieve that baseline, even though he had fewer resources and fewer people who thought he was worth the investment because he wasn't a huge achiever. And yet, if he ever did get up to average, people would not treat it like the overcoming of adversity it was; they'd just treat it like it was expected, and continue to give opportunities to people who'd gotten objectively farther--attributing it to talent, hard work, creativity, responsibility--and reminding less advantaged people that really, their failure to achieve is just laziness, inherent mediocrity, lack of initiative, and unreliability. What can fix this? Well, sometimes, extending an advantage to people in this situation. Like a scholarship. Or a special opportunity designed to help someone in poverty or from a traditionally less represented demographic. We shouldn't be saying we only want people who came from backgrounds that don't as often lead to success if they overcame waaaaaay more than the rest of us to get on what's perceived to be even ground.

It's not always perfect, but we need to pull away from assuming the world is a meritocracy. People in the majority culture set the goalposts, and they (without necessarily realizing it) rig the game to be more easily won by people from their backgrounds. We're asking for several routes to the goal to be established, assistance being offered to those who need it to get to the goal, and different forms of success to be acknowledged. Not to mention we really want people from the majority groups to stop regarding disadvantaged and "diverse" folks as having only "made it" because someone wanted to check a diversity box. Imagine overcoming all that nonsense and expecting to finally be equal only to be told you must have gotten in on the diversity card.

3. People from "diverse" populations bring valuable perspectives. So, some folks like to frame "diversity" as simply an issue of offering space to less represented people for the benefit of those people, but what they don't often realize is how vital it is to everyone to have a variety of backgrounds. An example: If you have a medical product and you only test it on one gender and one ethnic background, you can't conclude at the end of the test that it's safe for everyone just because it worked appropriately on your experimental group. There is a dangerous tendency to generalize the straight white cisgender able-bodied man as "standard," and it's dangerous in way more contexts than stuff like medical tests. When we take that perspective and present it as the baseline experience, everything else is compared to it and viewed as a deviation. Issues that primarily affect men become news; issues that primarily affect women are "women's issues" (and perceived to need a corner column on page ten because they're a special interest group). Transgender women of color experience violence at a much, much higher rate than the overall female population, but it's still primarily white cis women's experience of violent crime being circulated as "the" statistics. We need people from diverse backgrounds in spaces with people from less diversified backgrounds--people who are used to living, working, and being around people just like them--partly because if we don't create those interactions, the overall experience of being a person in this world is misrepresented by the people who are making and spreading our news.

Also, people who have been treated differently from the "standard" throughout their lives, have different lived experiences, and have inherently different perspectives can disrupt echo chambers in a positive way. Too many people who think alike working together on a project can limit its effectiveness, even if we're not talking about making it applicable and effective for everyone who might be affected by it. Including diverse voices on your panels, in your decision-making groups, in your management, on your creative teams, and as your leaders will not only make more accessible and inclusive worlds for us to live in, but will improve creativity and broaden horizons.

Ask not why you should push for diversity in your field and in your life; ask whether you can afford not to!

# data[].attributes.attachment_link.description
Some people who have been well represented and unquestioningly included in "majority culture" all their lives are starting to feel attacked by the push for diversity.

# data[].attributes.headline
Module 2:  Organizational Ethics and Corporate Governance

# data[].attributes.subject
Module 2:  Organizational Ethics and Corporate Governance

# data[].attributes.body
1. Code of Ethics (pg. 39), is put in place as a guide for ALL employees of an organization and it addresses such issues as conflict of interest, competitors, privacy of information, gift giving, and giving and receiving political contributions or

# data[].attributes.body
4.  Technical Skills (pg. 10), is necessary for anyone that is in the origination, however this skill is mostly used by supervisors or operational managers which give them more insight on how to apply their expertise and knowledge to the work.

# data[].attributes.attachment_link.readable_text
Technical Skills Defined

Your four subordinates are about to design a specialized computer program for one of the firm's clients. Things are going swimmingly until the test runs, at which point they discover that the program is not working and their debugging efforts have failed. Luckily, you have technical skills related to computer programming, so you are able to jump in and save the day.

Technical skills comprise the knowledge and capabilities to perform specialized tasks related to a specific field. In this example, the field is computer programming, and technical skills may include aspects like knowledge of computer languages, knowledge of advanced algorithms, or knowledge of assembly languages related to the basic functions of a computer.

Examples and Roles of Technical Skills Management

One of the major areas in which skills are needed is data analysis. A manager of data analysts needs to understand not only how to analyze data, but how to store it, code it, and retrieve it, because data analysts are engaged in all of these tasks. A manager needs to have a sufficient understanding of what the data analysts are doing so that he or she can coordinate the efforts. A pair of analysts might be working on different parts of the same problem separately, each producing a piece that the manager may need to cobble together. Alternately, a manager needs to know how the work that one person is doing will be the input for what another person is doing. Managers also need to have sufficiently strong technical skills so they can ascertain which analysts are better at which tasks and the work can be distributed effectively.

# data[].attributes.attachment_link.keywords[]
what are technical skills in management? - definition & examples - video & lesson transcript | study.com

# data[].attributes.attachment_link.title
What Are Technical Skills in Management? - Definition & Examples - Video & Lesson Transcript | Study.com

# data[].attributes.attachment_link.description
Your four subordinates are about to design a specialized computer program for one of the firm's clients. Things are going swimmingly until the test runs, at which point they discover that the program is not working and their debugging efforts have failed.

# data[].attributes.body
3.  Human Skills (pg. 10), is used by middle management when there are groups or teams that are needed for projects and this skill helps with understating how to effectively communicate with the team/employees.

# data[].attributes.body
2. Conceptual Skills (pg. 10), is mostly used by Top management but knowing what all the functions and areas of any company, will enable the manger to better fulfill his or her duties

# data[].attributes.body
1.  Management Skills (pg. 10), is important as it allows you to know what is required from the manager to obtain the required companies goal and how to achieve it.