First, the factors affecting the effectiveness of situational and task education
1. Simplification is not attractive enough. The traditional ways of education, such as holding meetings, studying documents, reading newspapers, etc., meet the requirements of principle and calling, with a single carrier, insufficient attraction and unsatisfactory educational effect.
2. The content of education is too rigid and its influence is not profound enough. This kind of education is mostly scripted, and there may be superficial problems in form and content. Empty and boring education methods will naturally have the adverse consequences of weak appeal and difficulty in mobilizing the enthusiasm of employees.
This style is too bureaucratic, so it is not very attractive. If education is always carried out in the way of "leadership arrangement" and "organizational decision" and the voices of employees are ignored, it will be difficult for employees to feel cordial and warm, let alone resonate.
4. The team is "weakened" and its fighting capacity is not strong. There are few full-time situation and task educators, their professional quality is not high, their innovation is not strong, and they can't take into account the differences of different types of employees, so they can only adopt the way of "one pot stew", which greatly reduces the educational role.
5. The behavior is "short-term" and does not last long. There is no long-term standard to carry out situation and task education, only paying attention to the "appearance" propaganda of work measures and business indicators at the beginning of the year, being satisfied with completing the tasks arranged by superiors and ignoring the persistence of education.
Second, the reasons that affect the effectiveness of situational and task education
1. Institutional problems. In the process of deepening internal reform and refining internal management of enterprises, the division of labor between technology and production departments is becoming more and more detailed, while that of political work departments is becoming more and more extensive. The scope of selecting talents and cultivating key objects in the political work department is relatively small, and it is difficult for top talents to enrich the political work team.
2. Learning problems. With the popularization and perfection of information technology such as TV, radio, Internet and mobile phone newspaper. Political workers, like other employees, mostly accept information under the same conditions. If ordinary employees get more information and understand a problem more thoroughly, but situational task educators know less about it, or because of their own limitations, they can't cope with the problem, which will make employees doubt the ability of situational task educators and even question the situational task education itself. On the contrary, if the situation and task educators are knowledgeable and comprehensive, and can combine the spirit of their superiors with the actual work of their own units, it will be refreshing and convincing from the bottom of their hearts.
3. innovation. In some cases and tasks, educators have a weak sense of innovation, and the idea of "being afraid of making contributions" is widespread. They are worried that "efforts are not flattering." It's better to be a "megaphone". I will convey whatever my superiors ask, just "what we say" and don't care what employees want to hear. Educators in individual situations and tasks do not follow the general law of preaching, do not take care of the characteristics of the educational objects in situations and tasks, and do not communicate with the objects regardless of object level, time and place, and suitability. They only know how to copy written materials, and the lecture content is less informative and poorly targeted. Employees know what they are doing, but they can't get into the heart, can't achieve the expected preaching effect, and even have disgust, resulting in "opposition" and "opposition"
Third, ways to improve the effectiveness of situational task education.
1. Innovate the carrier to make the situation and task education as "eye-catching" as possible. First of all, do a good job in the gradual transformation from traditional classroom education to multimedia education, or completely change the traditional education mode of one desk, one notebook and one bite a day, give full play to the intuitive and vivid advantages of multimedia, and seize the attention of employees. Secondly, let the boring text education gradually change into a vivid, three-dimensional and interactive education mode, strengthen the expansion and extension of situation and task education to the space outside the working environment, enhance the penetration and affinity of situation and task education, and make employees "happy to watch". Thirdly, do a good job in pure theoretical education, and gradually change to vivid and typical education, educate employees around us with typical education, and touch employees around us with examples, so that employees can "compare and have a look."
2. Enrich the forms and let the situation and task education "enter the brain". First, break the boundary between "teaching" and "listening" in situational and task education, and actively advocate zero-distance communication and face-to-face solution. Understand the ideological trends of employees, consult the development needs, ask employees, proceed from what employees think, think, expect and need, avoid problems and exaggerate, and adopt "practical" educational content and "face-to-face" educational form. This "zero distance" contact method reduces the information attenuation brought by "hierarchical" situational task education and improves the educational effect. The second is to break the traditional rigid mode of situational and task-based education, and actively advocate interactive communication and spontaneous participation. Thirdly, completely break the closed mode of "besieged city" in situation and task education, and advocate on-site visit and "brand" education.
3. True feelings, so that the situation and task education "into the heart". The first is to convince employees with emotional people. Situation and task education should not be cold, but warm. The most concerned, direct and realistic problems that employees encounter in their daily production and life are often the best and most favorable entry points for managers to carry out situation and task education. When employees' ideological fluctuation brings psychological imbalance and emotional changes, they can talk with employees in time, answer the hot, doubtful and difficult questions that employees care about in a popular and clear way, find out the problems together, find out the reasons, make clear the goals and determine the measures, so as to give full play to the effectiveness of situation and task education, and secondly, be moved by heart in time and make employees admire it. To impress people, the situation and task education must first impress the heart. To move people's hearts, we must go into the homes of workers who have difficulties in life, visit the poor and ask questions, solve problems, and closely link the units, workers and families, so that workers and their families can feel the care of the enterprise and treat the enterprise as a "home". At this time, talk about the prospect of the unit, practical difficulties, the focus of current work, etc. Employees feel the same way and can deepen their understanding. Thirdly, it is to help others and convince employees. The truly convincing situation and task education must be supported by practical actions. For those employees who have difficulties, we should actively take practical and immediate measures to help them, and often go to their homes to keep warm and solve their living problems; Often send messages to employees of families with unemployed children to solve employment problems; Often send care to employees with sick old people and children, solve problems such as difficulty in going to school and seeking medical treatment, and let employees feel that their lives are closely related to the development of enterprises. In this way, employees will pay more attention to and support the goals, visions and measures put forward by situational and task education, and can play a multiplier role in the implementation process.