Aeschwartz | School For Managers

School For Managers Advanced

Eective managing is an ongoing process, and the best managers recognize that training is necessary in order to utilize the innovations in management that are constantly being made. We would like to invite you to test and apply yourself at the next level of professional development: The Advanced School For Managers -- designed especially for managers who have attended other programs like our School For Managers who would like to move beyond their present skill level.

This intensive training program picks up where other sessions stop, and takes advantage of the newest developments inleadership and management training. It combines our learn-by-doing techniques with special diagnostic tools, self -evaluation, in-class exercises and immediate feedback.

It offers heavy emphasis on the team process. Participants will work in teams and will be challenged to apply what they have and will learn in this session to build the "model" organization. Additionally, videos, role playing and group discussions will be utilized to maintain a fast pace and informationally rich program.


Leadership/Communication Styles

Offering Constructive Feedback

Change and Time Management

Conflict Resolution

Team Building

For more information regarding our on-site training programs e-mail                                               Request for a Proposal Form


"Excellent! Very effective, well organized, interesting, and fun. I have tangible practices to go back to work with."
Louise Limentani, Human Relations Manager Boston Scientific

"This was a very good program and I would recommend it to other people in my organization. Every minute throughout the whole program was full of information and Andrew is outstanding."
Edward Trainer, Senior Detailer Leader Barker Steel Group

"I find each and every segment extremely beneficial."
Marlone Apone, Manager, Computer Operations Want Ad Publications, Inc.


Realize that employees’ first loyalty is to their own needs, not to the organization’s. -- Utilize the motivational powers of peer pressure by encouraging teamwork and group cooperation. -- Be generous with praise and rewards for excellent work. -- Take the time to do the extra little things that show your employees you value them as people also. -- Try to stimulate your employees with a welcome change when things are in a slump. -- Try motivational strategies such as job rotation or productivity contests. -- Be specific about goals, expectations, and standards.


The employee must demonstrate genuine interest and concern about the job. -- The employee must help set the climate of trust and mutual respect. -- The employee must recognize that the appraisal is a joint exploration, and the performance management system a joint process. -- Both the supervisor and the employee must be willing to examine problems, attitudes, and feelings. A threatening relationship may bring temporary conformity, but it will not induce the changes in attitudes or behavior necessary for sustained development and improvement.


It is easy to spot the difference between a work team that is “motivated” and one that just goes through the motions. The motivated team produces at or above the level expected by top management, has only occasional absences or tardiness, and low employee turnover. The second group has trouble meeting its goals, greater absenteeism, and higher turnover. In addition, members of the latter work team may be more apt to argue with one another or to band together against their supervisor. Can a supervisor who is also a good coach really make a difference? The answer is a definite “yes” with a few qualifiers.


It insures the goal’s own achievement. Effective goal setting provides a platform for the continuous coaching process that necessarily follows it. By using a clear-cut and measurable goal as a starting point, the techniques of coaching are greatly facilitated. If a supervisor follows the well set goal in progress, he can quickly catch any errors that may endanger or stall the goal's completion. To put this idea in a different perspective, it is far easier for a supervisor to perform a good coaching job when both the employee and the supervisor know in advance what is expected in the way of performance.


Supervisors must demonstrate genuine interest and concern and be able to put themselves in the employee’s shoes to see things from the employee’s perspective. -- Supervisors must maintain and foster a climate of mutual acceptance and trust. -- The supervisor must develop a non-threatening atmosphere. -- Supervisors need to recognize that the performance management system and the performance appraisal meeting are joint explorations and efforts.