Management Skills: New Manager Training in Essential Skills
Most new managers have the technical skills to succeed. What they often lack is the skill of managing, motivating and developing their employees. This course will provide those skills that are essential to your success as a manager.
This course is organized around three critical blocks of skills: First, managing and motivating individuals; second, leading high performing teams; and third, engaging their people in the continuous improvement of work processes. If a you can master these skills your success is virtually guaranteed.
The lessons in this course are strongly influenced by the instructor’s extensive background in lean management and in developing high performing teams. The course is ideally suited for new managers in companies wanting to develop lean culture. It is also perfect for young entrepreneurs who are just beginning their journey as managers. The instructor has 45 years of experience training managers and building a culture of teamwork at companies like Honda, Shell Oil, Corning, Honeywell and many others.
This course is structured to facilitate the relationship between the new manager and a coach. There are thirteen exercises that ask the student to put the lessons to work with their team or practice with their coach. The instructor employs an “action-learning” model, recognizing that the best learning occurs from applying the lessons to the student’s real work situation, and from receiving feedback from a coach. It is intended as a comprehensive model and curriculum for new managers.
Recognition and Celebration:
When you complete this course, you will receive a certificate of completion from Udemy. However, this is a demanding course and you are asked to demonstrate competence in managing people, teams and processes. The instructor believes that you deserve more recognition. If you complete the assignments and send a portfolio of completed assignments to the instructor you will be recognized with a Green Belt certification by the Institute for Leadership Excellence; and, the author will send you ebook copies of his three most recent books on coaching, team leadership, and developing lean organization and culture. You deserve it!
Note: this course duplicates much of the material in the instructor’s popular Team Leadership course. However, there is new material for new managers on employee discipline, communication and conflict resolution. In this course the instructor speaks to the needs and experience of newly promoted managers and entrepreneurs.
I recently received the following message from one of my students who just completed this course:
“Good morning Larry. I just finished your course and I did leave
a review but just wanted to message you, to tell you, thank you for the course.
I mentioned on the review but the company I work for went from a complete zoo
to a respectable place to work in just under 2 months and it was mainly because
of this course and your info. People have complemented me on the great job I
have been doing and I do owe it to you so thank you! I will be doing your other
course and you should continue doing more courses because you are a great
teacher!” Kevin Mohammed
Introduction to the Essential Skills
This introductory lecture introduces the structure of the course. That structure is three major blocks of knowledge and skill: Developing people, leading teams and managing the continuous improvement of work processes.
As you start your journey to develop your management skills, and particularly your team leadership skills, it is a good idea to self-assess the current functioning of the team you lead. Attached are two different self-assessments. They are both based activities that are effective in lean organizations. You can use them with your team, your coach, or simply by yourself.
This lecture defines three key words that will be used throughout the course: develop, lead and manage. It defines the components of the managers job and introduces the concept of continuous improvement.
Values are not separate from the task of leading and managing. All great leaders and great companies are accutely aware of their values, strive to live those values, and instill them in their followers. All organization cultures are build on the foundation of a value system and the new manager should be very aware of his or her own values and those of the organization.
The instructor asks the student to consider five values that he has found essential to great companies and at the heart of lean management. The values are...
•Respect for People
•The Scientific Method
•Unity of Purpose and People
Responsibilities: Communication, Boundaries and Delegation
The manager has a responsibility for both horizontal and vertical communications. This session discusses the horizontal communication between a leader of a team and the team that supplies the input to their process and with the customers who receive the output of this managers team.
This lecture discusses the communication requirements of a manager with his superiors and with his team members. It describes a set of the more common measures that the manager should communicate both upward and downward.
There is a skill to delegation. This lecture pressents nine steps in effective delegation.
1.Define the Objective/Outcome
2.Define the tasks (if you know)
5.Define boundaries & authority
6.State desired results (how will you know when it is successful?)
7.Time for completion
8.Reporting – Who, When?
9.Ask for understanding and agreement
There are both legal and ethical boundaries to every job. The manager has particular ethical responsibilities in terms of how he treats his or her employees. This lecture discusses those ethical issues and recommends some core principles that can guide the manager.
Please download the attached Word document that provides tables to define your communication responsibilities, both horizontally and vertically. Please fill this out and discuss it with your coach.
Developing Employee Skills
This lectures provides and overview of the essentials of developing skills and motivation of team members. It presents the "Mager Model" of performance analysis, the distinction between competence and motivation.
This lecture discusses steps in developing skills of competence of team members.
JOB INSTRUCTION TRAINING (JIT) METHOD
Step 1: Define the Skill and Break it Down (Pinpoint)
Step 2: Prepare the Student
Step 3: Present/Model the Skill
Step 4: Practice Behavior
Step 5: Practice the Skill
Step 6: Follow-up/Reinforce
This is a very real, although somewhat humorous, story of training inmates to develop some very basic skills. It does illustrate the system of skill building.
Motivating Your Team Members
The job of management is to optimize all available sources of motivation to increase those behaviors that contribute to the success of the organization.
The author argues against choosing one theory of motivation over another, but rather illustrates a hierarchy of motivation from the spiritual, higher purpose; to social bonds or team motivation; to the situational motivation of antecedents and consequences.
Social motivation is inherent in all well functioning human beings. It is developed by the bonds of mother and child, family, friends, community, teams. It is the basis of motivation for all work groups and the manager needs to understand and nurish this powerful source of motivation.
•Strengthen the bonds of your own team.
•Build trust between your team and others.
•Demonstrate empathy and mutual interest.
•Recognize the team, large and small.
•Celebrate together as a team.
This is an interesting diversion. The instructor and author of the best selling Barbarians to Bureaucrats describes the life cycles of civilization and the parallel rise and fall of companies. At each stage there is a shift in leadership and in motivation.
Behavior analysis is the study and practice of applying learning theory, the science of behavior, the study of antecedents and consequences to behavior. In the daily life of the manager, he or she can most immediatel influence situational motivation.
- It defines influences on behavior as those that come before a behavior – Antecedents
- And those that come after the behavior, Consequences.
- It is a “Learning Theory” that describes how we acquire and strengthen behavior.
Antecedents are cues that trigger a behavior - a traffic light, stop sign, or safety notice. Stimulus control is the process by which antecedents gain control over a behavior. Whether they know it or not, managers practice stimulus control. They can be more effective by understanding the process.
Intrinsic reinforcement is derived from the work itself. There are a number of ways you can increase the degree of intrinsic reinforcement in your work:
1.Don’t use Extrinsic when someone is already Intrinsically motivated
2.Take the Challenge
3.Self-control – autonomy
4.Wholeness of Work – Making Chairs
6.Decision making and engaging in CI
8.External praise can increase Intrinsic
9.Competency increases Intrinsic
Coaching and Communication Skills
Every manager of people has a responsibility not only to direct and motivate, but to connect with employees in a meaningful and personal way that will allow them to provide feedback and understand their needs.
None of us see ourselves exactly as others see us. We all see ourselves in a distorted mirror. In this lecture I describe a case in which a well intentioned manager behaved in a way that had the opposite of the intended affect and the need for direct and helpful feedback.
Body language, your posture, facial expressions and movement of your hands, are all powerful forms of communication. In this lecture the instructor illustrates some aspects of body language the engages and attracts the person to whom you are communicating.
Effective Listening Skills
Effective listening skills are comprised of five component skills. These are asking questions, expressing empathy, rephrasing, acknowledging, and the use of silence.
There is no more important skill you can learn, whether as a coach, facilitator, parent, spouse, or friend. This is a “Life-skill” as much as a coaching skill.
§“We have two ears and one mouth so that we can listen twice as much as we speak.”
§“You cannot truly listen to anyone and do anything else at the same time.” H. Scott Peck
Asking Open-Ended Questions
The skilled coach knows when to use different types of questions. There are two types of questions: open-ended and closed-ended questions.
- Closed-ended questions can be answered with a simple “yes” or “no.” Such as “do you live here?” “Are you interested in ….?” “Would you like to participate on this team?” All these questions are a dead end street and will elicit little information.
- Open-ended questions require the other person to think and offer some of their own thoughts. The other person is free to take the conversation where they would like for it to go.
Powerful questions are open ended questions that lead the client to a commitment to action toward the target condition or challenge.
- “When performance improved, what were team members doing differently?”
- “What could you do to elicit that same behavior today.”
- “What is the greatest obstacle to team member motivation that you can impact?”
An open-ended question usually begins with what, where, why or how.
- How can we help you?
- What seems to be the problem?
- What happened last night?
- Why are you upset?
- Where were you when you first felt this way?
Rephrasing, is also called reflective listening. It is a way of checking out your understanding of what you think the other person meant. It is holding up a mirror to say “This is what I heard. Is that right?” Then the other can agree or clarify. They will feel like you are really listening.
- To clarify the client’s statements. “It sounds as if you are ready to move on to the next subject.”
- To help the client express their emotions. “What I hear you saying is that you feel strongly about this and it has caused you considerable pain.”
- To get at a deeper understanding of the issue than may have been expressed. “So, it sounds like this is not merely about what time and place we meet, but about what is most important to us.”
- “It sounds like you feel committed to…”
- “I am hearing two possible directions that you could take…”
- “In other words you don’t feel ready to discuss this with your team, is that right?”
With an empathy statement you express how you think the other person feels and why. Showing empathy towards another person helps that person feel safe, understood, and connected to you. We all have a strong need to know that our feelings are understood.
A coach may use empathy statements…
To help reduce strong emotions that may prevent rational thinking and conversation. Making an empathy statement to someone who is expressing pain or anger can diffuse those feelings. Empathy is like someone holding your hand, letting you know that they understand. For example, “I can see that you are really hurt that when your ideas were rejected.”
“Its sounds as if you feel… (put in a feeling word) … because… (reason).”
- For example: “It sounds as if you feel that we don’t have the resources for this project because everyone is too busy.”
“It must be…(feeling word)…when…(reason).”
- For example: “It must be frustrating to work so hard on a project when no one else appears to recognize that work.”
“I can understand that…(reason)…would make you…(feeling word).”
- For example: “I can understand that the amount of time it took us to make a decision would make you upset.”
- Acknowledging is a form of positive reinforcement intended to strengthen the behavior of communicating by the other person.
- Acknowledging may be a simple as nodding your head in understanding. Leaning forward. Or simply saying “I can understand that” or, “That’s a good point.”
Believe it or not, silence is an important part of listening and facilitaton skills. The instructor explains how to use silence to enhance your communication.
We think of brainstorming as a group process. But, it can also be used in a one-on-one coaching situation.
Difficult Conversations - Giving and Receiving Feedback
Guidelines for Giving Feedback
1.Be sure that your intention is to be helpful to the other person or team.
2.Think it through. Be clear about what you want to say.
3.Emphasize the positive alternative to the undesired behavior. You care about your client and you want to help them improve. Tell them why you care.
4.Be specific -- Avoid general comments or exaggerations. Don’t say “You always…” This will cause the other person to be defensive. Be specific about what and when the person or group does something.
5.Focus on pinpointed behavior rather than the person.
6.Own the feedback -- Use ‘I’ statements to indicate that this is how “I feel and others may not experience the same thing.”
7.Your manner and the feelings you express are important. Be direct, but be kind and helpful. Be sincere.
A Model for Giving Feedback
- Ask permission (“I would like to share an observation, if you don’t mind.”)
- When… (Describe the circumstance, time, etc.)
- What happens (describe the specific behavior)
- It makes me feel… (why it is a problem for me and possibly for others)
- A suggestion. It is always best not to act as if you know the right course of action, but it is helpful to have a suggested course of action.
- Check it out. “Does this make sense to you”, or “how do you feel about that.”
Guidelines for Receiving Feedback
1.Understand that the person giving you feedback is attempting to be helpful. Try to receive the feedback as a gift given to you by this person who wishes to help you succeed.
2.Listen for actionable feedback. Ask yourself “What can I do differently in the future based on this feedback?” Do not focus on the person giving you the feedback or how you feel about that individual.
3.Ask for clarification. Ask when or under what circumstances you do something. Ask for examples that can clarify the situation or behavior. Ask the other person what you might do as an alternative in that situation. Seek to understand.
4.Engage in problem-solving. Think together about the problem.
5.Summarize what you have heard. Reflect back to the person giving you feedback your understanding of what you have heard.
6.Take responsibility for your behavior and demonstrate a willingness to modify your own behavior.
7.Remember that this feedback is not an evaluation of how good a person you are, but how your behavior is perceived by others at certain times.
Please download the attached exercise. It asks you to meet with your coach and practice the skills of giving and receiving feedback.
Discipline - Justice, Discipline and Self-Control
Exercise 7: Developing Standard Work
Please see the attached downloadable Word and Excel documents.
A disciplined team member is one who behaves in ways that are acceptable and predictable. The antecedent to disciplined behavior is standard work and a code of conduct for your team. All continuous improvement is built on standard work.
The exercise for this section is to develop standard work for one job function and leader standard work for your own position. Use the Excel spreadsheet that is attached as a resource. Consider this only a starting point for customizing standard work to your team and your organization.
Once you have developed these share them with your coach and get his or her feedback. Use them for a month and then share what you have learned with your coach and revise the standard work and leader standard work.