Newly updated and backed by decades of research, this classic guide will equip leaders and team members alike to unleash the power of teamwork. [Free] The One Minute Manager Builds High Performing Teams New And Revised Edition [PDF]. [EPUB] Connect with APSC. The Australian. In The One Minute Manager Builds High Performing Teams, the authors (Ken Blanchard, Donald Carew and Eunice Parisi-Carew) reveal the whole process of .
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Change Your Life! The One will also know how to apply them to your own situation remind each The One The One-Minute Cure: The Secret to Healing. caite.info - Download as PDF File .pdf), Text File .txt) or read online. One good management book. caite.info - Download as PDF File .pdf), Text File .txt) or read online.
The danger to ateam occurs when this euphoric feeling prevents a loss of productivity that comes from disagreement. Don Carew is an accomplished and respected management consultant, trainer and educator, and a dynamic motivational speaker. For information please write: Louise and the One Minute Manager joined him. It's atime of turbulence. Systems that can pit teamplayer against team player must be changed sothat the priorityof each teammember becomes the accomplishment of the team's mission.
They seemed to be challenging you and each other or withdrawing from the group. And then you congratulated the team at the end even though you had criticized them earlier. It's why That group seemed less productive and less friendly than the team you said was at Stage 1. That's why wecall itthe Dissatisfaction Stage. It's what happens after the honeymoon is over. This card will describe what's going on inthis stage. I said this was Stage 2, but I didn't say it was an unproductive stage.
It's a stage that all teams go through on their way to being productive. It is astage that is rarely, if ever, avoided. It's just the process that we have to go through as the team develops.
Although this stage is characterized by power struggles and conflict, it also is the seedbed of creativity and valuing differences. They weren't liking each other and the morale inthe teamwas low. Dissatisfaction "Yes," said the One Minute Manager, "that happens over and over again inteams. There's adip inmorale or commitment as people realize that the team's task isharder than they initiallyexpected.
As you read on the card, people get dissatisfied with the team's chairperson or often with each other. They often have negative reactions because the goals seem too high.
They may have feelings of confusion or incompetence. As a result of those feelings, morale often takes a dip. In fact, some groups start in this stage. This is especially true when it's an undesirable task like downsizing in an organization. If team members are not there voluntarily or if the committee assignment just feels like extra work, then the group may start with low morale and low productivity, that is, Stage 2.
It is important, though, that you remember: Dissatisfaction "Groups need towork through the issues inherent in the Dissatisfaction Stage," continued the One Minute Manager. It might give you some ideas about what might happen next as groups develop. Dan awoke early, curious about what the group he would be observing would be like. After a hurried breakfast he got inthe car.
Then it happened. The car would not start. Despite all his efforts the motor refused to tum over. Time was slipping by. Finally in desperation he called ataxi. B ythe time he reached the company, the shipping meeting had been in progress for ten minutes.
Quietly he slipped in the door and sat inthe back of the room. However, his entrance did not go unobserved. All 15 members stopped their work and each member in tum introduced himor herself and welcomed Dan. They wanted him to sit at the round table but Dan refused. Upon completion of the introductions, the group went back to work. Production As Dan observed, he noted how enthusiastically they approached the task.
They were working on a way to cut the time acertain procedure took by 15 percent. They pointed to the charts and graphs on the walls. Dan was fascinated at their system for tracking progress toward their 15percent reduction goal and made a promise to explore this process further withthe shipping department manager. One thing that puzzled him was: Who was leading the team? Hewas totally baffled. The teamworked quickly, sharing information and proposing ideas.
People differed with each other, even argued, but always seemed to resolve their differences. There was joking and teasing among team members. At one time the team split into three subgroups to come upwith asolution to aprocedural issue.
Then they joined together and reached consensus. The atmosphere was one of high energy and productivity. But who was the leader?
There did not seem to be one. The team seemed to move as a unit with different people taking leadership at different times. Dan was puzzled. At I had another commitment," he said. Stage 4: The tall gentleman approached Dan. I'mNeil Henry. Howare you? I need to catch up on what's happened here so far in the meeting," said Neil. Dan was curious about this new delinquent member and how the team would handle a new person. To his surprise, work proceeded at the same pace. Neil contributed ideas, occasionally reinforced and praised, or disagreed.
His contributions were no different than others and were accepted inthe same way. Asthey filedout the door, the members expressed pleasure that Dan had been abletojoin them. Dan was impressed. He had never been to a meeting where so much had been accomplished so smoothly and with such a positive attitude. It was as though the teamacted as one unit and not a number of individuals.
He couldn't help thinking of the analogy of awell-oiled machine where all parts were functioning inperfect harmony to produce adesired outcome.
Histhoughts were interrupted asNeil approached. We've been working together for two years. They really don't need me here anymore.
Production Dan's eyes widened. We've had our rough times. My goal has been to work myself out of a job gradually as the team developed and I'd say we're there, wouldn't you? You have to change your leadership depending onthe stage of development the group is inandthe goal istoget the group tothe point where they are not only accomplishing the task efficiently but operating effectively as ateam.
He should be free shortly," smiled Dana, the One Minute Manager's executive assistant. As he waited, Dan reflected on his experiences over the past fewdays andjotted down some notes: Members on the performance appraisal committee were enthusiastic, yet concerned about how they fit in.
They were in Stage 1: They had little knowledge of the task. Ron Tilman provided alot of direction to clarify the purpose and values, set roles and goals and define tasks. There was little two-way interaction except at the end when he asked how people were feeling and if they understood the time Hnesand next steps.
Susan Schaefer's productivity team members were confused and disgruntled. They were inStage 2: They were making headway but it was slow. Sue was very assertive in the management of the group, but she also encouraged people to express their thoughts and opinions. The shipping department was operating so smoothly and with such efficiency that the absence of Neil, the department head, seemed to have little impact.
He said they were in the production stage. The team was enthusiastic and highly productive. Neil's contributions were no different from any other member's, but how did that group get there? Dan pondered this question. Instinctively, he knew there was apiece missing. A team could not just move from a disgruntled group of individuals into such asynergistic, productive unit.
Production Ashethought, the OneMinuteManager appeared. The teamleader was careful to layout all the groundwork and provide direction. The next group I observed was moving slowly, accomplishing the task, but seemed to be very fragmented. More like the meetings I'm used to. Susan did not appear disturbed by this.
She provided a lot of direction, both in terms of tasks and getting people to work together, and she listened patiently and encouraged people. They were in the production stage. They seemed to have it all together. They were enjoying each other and the work and the group was managing itself. My question is: How did they get there? Did I miss something?
Youwent straight fromdissatisfaction toproduction. Before I talk about the missing stage, let me give you a summary card for Stage 4: It's the bridge between the dissatisfaction you witnessed in Susan's team and the efficiency and excitement in Neil's.
This stage is often fairly brief," thought the One Minute Manager. Suddenly the intercom on the One Minute Manager's desk came alive. Should I have her call later? What can I do you for? As I've said, you have to trust the process. It works. By the way, how would you feel about a visitor in your meeting tomorrow morning?
He is afriend of mine who is interested in how groups develop and it sounds like your meeting would fill a missing gap. Hewill be there. Tomorrow you will attend astrategic planning meeting that Louise is running-that is, if you'd care to. The next morning Dan arrived early at the office. Hehad spent the cab ride thinking of howfortunate he was to have met such a special person who seemed to get real pleasure in sharing information with others.
Information is power and the One Minute Manager gave it freely. Louise Gilmore, the vice president of strategic planning, was sitting quietly at her desk when Dan arrived. She seemed to come cilivewhen he walked inand with abig smile and firmhandshake greeted him warmly. Dan was struck by her vitality and friendliness. Together they entered the meeting room where the six group members were chatting and joking amicably. Louise introduced Dan as he found a seat.
All team members greeted him cordially but with abit of reserve. Dan couldn't help feeling that his presence made them abit uncomfortable. Integration The meeting began with Louise reviewing the struggle the team had had in determining next year's direction and goals and then the outcomes they had finally agreed upon. There was much joking and laughing during the review and friendly kidding of one another. It seemed that they enjoyed and valued each other's company in spite of or because of the prior disagreements Louise had mentioned.
Louise laughed along with them. Today's agenda began with new decisions to be made. The group engaged immediately, listening to one another, building on each other's ideas and often agreeing readily.
Dan watched in fascination at how smoothly things were proceeding. After opening the meeting, Louise gave control of the meeting to other members as the topics of discussion changed. There was an air of respect and politeness inthe group. Dan noticed some members became less vocal as time went on. Much to his surprise, just as Dan assumed a decision was made, Louise spoke up. Are you having some reservations?
At first the others protested and then the group began a heated discussion of the pros and cons of the new points Bill had made. Dan thought to himself, "Uh, oh, she's lost it.
The team had been working well before this. Others began to do likewise. Somewhat tentatively Bill spoke up again. Bill then asked if there was aconsensus on the decision. All team members responded enthusiastically. Shortly after, the meeting adjourned. There was afeeling of accomplishment and eagerness in the air. The team members sauntered out, each stopping to shake hands with Dan.
Team members seemed to feel confident and productive. Dan heard comments like: Also, I noticed you opened the meeting, then let them manage it, but youjumped back inand helped them out as necessary. It's likeinanew marriage when neither spouse wants to disagree even when they don't agree.
Later after they work through some differences, their marriage can be stronger. The danger to ateam occurs when this euphoric feeling prevents a loss of productivity that comes from disagreement.
The result can be atendency toward Groupthink. Irving J anis discovered that, often, social pressure prevented members from disagreeing. My role at this point is to encourage disagreement and to help the team work through the conflict. I'm concerned about the team developing the confidence to manage disagreement and to value differences. These are all important activities in the Integration Stage-the stage this group is in. If I continue tobe inthere directing, however, that would never happen.
My role at this stage is to support their efforts at self-management and to model effective membership. You've helped me alot. Morale is high, though, as everyone is excited about being part of the team and has high expectations. The fourth stage is production, where the team is humming. Productivity is high as team members have the knowledge, skills and morale to be a high-performing team.
In between those two extremes are two stages: On the other hand, morale or enthusiasm started high in orientation and then took a dip in dissatisfaction, but then it began to increase again inintegration and production. It looks something like this," he said as he drew the chart onthe flipchart. Noticehowtheproductivity andmoraledimensions change," saidthe One Minute Manager.
Termination does occur in ad hoc teams or temporary task forces, so team members need to be prepared for its outcomes.
Productivity and morale may increase or decrease as the end of the experience draws near. Team members feel sadness or loss-or, on the other hand, a rush to meet deadlines. The challenge at this stage is to maintain productivity and moralewhile managing closure. Any other insights? Here's where I want more information. Howdoes ateam leader know the verybest waytoworkwith ateamduring each stage? With autocratic leadership the emphasis was on telling your people what to do, howto do it, where to do it, and when to do it.
Team performance was paramount. With democratic leadership the emphasis was on listening to your people, praising their efforts and facilitating their interactions with each other. Team morale was deemed to be the best way to maximize the group's performance.
There were two problems with these two extremes of leadership. If you were too autocratic, people would complain after awhile and say: You're stifling creativity,' and, 'You're controlling everything. There is too much socializing, or meetings are taking too long. I'vecertainly seen that. When he finished labeling the boxes, he handed it to Dan: When applied to leadership situations, the four styles are called directing 51 , coaching 52 , supporting 53 and delegating When it came to applying these concepts to group leadership, as we're doing here, itwas felt that those labels needed to be modified to more directly reflect what groups needed at each stage of the teamdevelopment.
I used to be aschool teacher when I first got out of college," continued the One Minute Manager. One approach assumed that kids come to class with their barrels empty of knowledge and experience.
If that was the case, what would be the job of the teacher? That's exactly what is needed when ateam is inthe orientation stage of development. People are confused about roles and goals and there is ahigh need for information, skills and structure.
The reason alot of support is not needed inthis stage is that team members are already enthusiastic and committed. Their barrels were empty. In our teaching analogy, the second approach assumed that students bring to class a'full barrel' of knowledge and experience but it is not particularly organized. Therefore, it's the job of the teacher todrawthat knowledge andexperience out of the kids and then help them organize it.
Providing support is a"barrel drawing-out" activity. The leader listens, supports, and facilitates the team's interactions inacollaborating style. They didn't need alot of direction because they had developed the skills necessary to function as a team and had resolved some of the issues of the Dissatisfaction Stage. Since they were dissatisfied, morale was dropping and they needed to express their opinions and they needed support fromher.
The question iswhether it has to be the designated group leader or not. Task functions include activities such as setting the agenda, establishing goals, giving direction, initiating discussion, setting time limits, giving and seeking information and summarizing. Such activities focus on how the group is functioning. They include recognition, listening, encouraging participation, conflict management and relationship building.
Infact, as team members are able to take over these functions, it is best for the manager to move out of those roles.
In the Dissatisfaction Stage, team members are not high on either competence or commitment. They are struggling with the task aswell as how to work together so they need both direction and support Coaching-S2. In the Integration Stage, team members have the skills to perform well but still need to build their confidence or morale so they need support and encouragement Supporting-S3. And finally, when a team reaches the Production Stage they have high skills and morale so the leader can stand aside or join in and let them work with minimal interference Delegating-S4.
As a result, the burden for both often falls onthe leader. In the Integration Stage, the team is managing the task concerns but needs help on team maintenance.
Then, finally, inthe Production Stage both task and maintenance functions are being attended to by team members. Would you mind if 1joined you and sat back while you share those ideas? Let's call her right now and set the time. After ordering their meal, Dan pulled out a folder from his briefcase and began. I wanted some adviceabout howto convince you that what we were teaching was right.
To my surprise, he agreed with your comments about the importance of working in groups. He's been showing me how working in groups differs from managing one-on-one.
I've been spending some time observing teams inaction and talking with the One Minute Manager concerning his ideas about team development and leadership. I wanted to share with you what I've learned, so I put this Situational Leadership II diagram together that, I think, summarizes how aleader can best work with and develop agroup into ahigh performing team. First, I need to be clear about the team's goals and tasks. Second, I need to determine the stage of development of the group inrelation to that task.
InSl the leader is primarily responsible for providing direction. In S4the team sets direction and makes decisions. I'dliketotry some of your thoughts out and see how they work for me. Do you think we could meet again intwo weeks to discuss these ideas after I've had a chance to use them?
After you have tested the ideas, you may have some additional thoughts and questions.
Let's all get together the week after next, same time, same place. The first was aquality task force that had just recently been convened and it was easy to diagnose that they were in the Orientation Stage. They were not clear about goals and hadn't yet defined their individual roles or an action plan. Maria decided to focus the group's energy on understanding goals, establishing roles and defining the skills needed and the necessary first steps.
The meeting went well and Maria felt good about the progress made. It was harder for her to diagnose the stage this group was in. They seemed tolike, enjoy and support each other, but there was an underlying uneasiness and some tension between some of the members of the group.
She couldn't decide whether they were in the Dissatisfaction or Integration Stage and so she had more difficulty in deciding what leadership style would work best. Maria wasn't sure if her close connection withher group might be distorting her views.
As she reflected on her work in preparation for the meeting with Dan and the One Minute Manager, shejotted down several questions inher notebook: Can ateam move fromOrientation to Production without the help of ateam leader? Once I determine ateam's developmental stage and have decided on aleadership style, how long should I stay with that leadership style? Can amanager's involvement with the unit get inthe way of her ability to diagnose its stage of development?
I've written my questions down onthis sheet of paper. One of the units in my plant has been functioning beautifully for six months, but last week when I was there they seemed to be very tentative in their behavior, reluctant to speak out, and I felt some unspoken tension.
It didn't seem like the same team I'd met with last month so my question is: If so, why, and what can be done to prevent it? I think wecould work better with aflipchart and room to spread out our work. My primary job is to continue to change my style whenever possible to help the group move through the stages to Stage4and sometimes Stage 5, where they will be ahigh performance team. Matching involves gradually turning over the responsibility for direction and support to the team.
In many groups today matching starts at the first meeting when they do not have a former leader. When that does occur, the organization has to provide the group with help during the chartering process so the group can stay on a course that is helpful to the organization. So matching involves managing the journey from dependence onaleader or some outside sponsor to interdependence, from external control to internal control.
I can illustrate this best by referring back to the four basic Situational Leadership II styles. If you want to get from Style 1to Style 4, what two stations do you have to stop at along the way? In other words, you couldn't go right from Orientation to Production. No matter how sophisticated team members are about the task or how experienced they are ingroup dynamics, they still have to create a team and the process of developing a high performing team requires going through those states.
That also means that your leadership style has to follow this same track-you can't skip a style. Then, not knowing what I was doing, I would get angry and move straight from a supporting Style 3 to a directing Style 1.
And that really made the group more angry and more unhappy. But if you assume ateamisfurther alongthan itisandyoustart off too participative and supportive and you have to back up and be more directive, members will resent it, even if it is appropriate. If she started off as Ms. Human Relations and wanted to be the kids' friend right away and they didnot perform, itwould be murder to retain control. It's astart-up style and should be used to build the TeamCharter, share necessary information, explain initial goals and tasks and help the teamdevelop the skillsnecessary tobecome more effective.
If aleader stays in a highly directive style for long, however, teammembers will soon feel resentment about being told over and over what to do and howto do it They will be less inclined to contribute their ideas and opinions. Productivity, satisfaction and creativity will all suffer as aresult. People begin to feel empowered when their ideas are valued. R emember, agroup can have process goals such as open communication and shared leadership as well as task goals.
Stating those goals is often a good way to move to a resolving style and to encourage input fromteam members. Appropriateleadership behavior attheright timecancertainlyreducetheamount of dissatisfaction, but it will never eliminate it. As people begin to express their opinions and state their needs, differences will emerge. As a result, some members get competitivewith one another and engage in power struggles, others withdraw andstill others get discouragedandfrustratedwith the difficultyof the task.
The reality of the hard worksets inafterthehoneymoonisover. Theteam is struggling duringthe DissatisfactionStagefor a sense of purpose and independence. It's atime of turbulence. It sounds like something to avoid if possible," saidMaria. As I mentioned to Dan, it is the adolescent stage in a team's life. The team has to go through this awkward period before it can move to adulthood and the Production Stage.
Unfortunately, lots of groups get stuck inthis stage and that's what leads to the negative feelings about groups that is so common. I have found that just knowing that this stage is inevitable helps me keep my commitment to persevere and to progress to the next stage. Morale is declining and so we need to find ways to catch the team doing things right as well as to continue to help build skills and knowledge.
The team needs to learn how to manage their communication and decision making. It needs to develop ground rules for listening and managing conflict and encouraging everyone's input. Remember, we need to try to provide the kind of behavior that the team is not able to provide for itself. Youdon't just jump froma directing to a delegating style. Don'tforget, inaddition toincreasingsupport andreducingdirectionyou're also increasing team involvement in the decision making process.
This by itself is a supportive behavior, an empowering behavior. Team responsibilityfor both the task and the process is increasing and consequently the team should becomeless dependent ontheformal leader. I know that the most devastating situations in my career are those times when I have no say in important decisions that affect me at work.
When that happens the leader is no longer making decisions for the team, but rather participating in these decisions. The team with the leader as a member is now aself-directed team. Remember, a high performing team is more creative and better at problem solving than any individual functioning alone. You can expect it. T hat would be the ultimate derailment.
Youhave to back track to Supporting Style3 and try to find out what's goingwrong. T hen you determine whether you need to move back to Coaching Style 2 and either redirect or reprimand to get the group back to proper functioning. Let's go to Maria's last question. Can amanager get so involved that he or she can't decide what stage a group is in? I'm particularly interested in that question because it involves the team leader's role of participant observer.
I was just aprocess observer. Whilethat member isplayingthat role, he or she cannot get involved in the content of the discussion. However, if at any time inthe discussion the process observer feels strongly about what is being discussed, that person can ask to be relieved of the process role so he or she can get involved in the content.
Someone else will then step out and assume the role. Being fully aware of our own behavior helps move the group through its developmental stages.
Energy was very high and tension was obvious. However questions were about roles and goals and strategies which 1 thought were orientation needs.
Nothing fit neatly. Who talks? Who talks to whom? Who follows whom? At the end of the hour she reported back. Much to our dismay she counted forty times in that one hour when we interrupted one another. All group members monitored their own interactions and we made great strides toward resolution," continued the One Minute Manager.
A strategy such as that promotes both awareness and mutual responsibility to monitor group functioning," smiledthe OneMinute Manager. Sometimes athird, uninvolved party can give straight objective feedback which amember could not do.
It could be just the stimulation the group needs. Inthose cases the process observer acts as an objective candid camera which removes any question of vested interest," said the One Minute Manager. It can bevery helpful to the group," said the One Minute Manager, "but I wouldn't depend on it as a steady diet. Remember, the important thing is to transfer the skills of participant observation to the group. Group members need to assume the responsibility of their own monitoring or they will never become ahigh performing team.
Your job as aone minute manager is to empower them. A pensivelook cameover his face. Then he spoke. One day I wascomplainingabout howoverloadedI felt. I was responsiblefor all that went on in my department andcouldn't keep up. Helistened patientlywhileI ranted and raved and then said simply, 'You're missing the point.
Your job is to educate your people, to help them developto the point where they can take responsibility for their work and to give them opportunities to perform. Seeingthis, hewent ontoexplain: As aleader you are ateacher. Your primary job is to develop your people. You can't depend on seminars or training sessions to do that for you. In every group there is awell of creativity and talent. Your job is to help all team members develop the skills and knowledge so they become self-directed and to provide an environment where they feel willing to risk, to grow, to take responsibility and to use their creativity.
Unless you do this, you will constantly feel behind the eight ball and what's worse, you will never be involved with self-directed teams. It's a self-fulfilling prophecy. If you believe groups can be high performing and you help them develop the appropriate skills and knowledge and the freedom to act, teams will respond both creatively and responsibly.
That will make your life awhole lot easier. In fact, they have to know that you want them to win. When they know that, teams will strive to be the best.
They will set stretching goals, assume responsibility and take risks.
Even critical feedback will be accepted if teams see it as part of their developmental process and if it is focused on helping them win. Both of you have been so helpful. The appropriate leadership style is directing. In this stage, the cold hard reality of the task at hand begins to register. The initial excitement starts to fade and the task is seen as being more challenging.
Team members begin to understand each other and feel comfortable working together to resolve differences. In turn, team members develop confidence in each other and s sense of cohesion develops. In this stage, disagreement is encouraged and the team works together to solve differences and begin to manage itself. Encouraging disagreement can help prevent groupthink where the members are afraid of disagreement, leading to stagnation and a loss of innovation.
The team is knowledgeable of its values, goals, responsibilities, and deliverables. There is no single best style of leadership. This is also referred to as situational leadership. It means that as a leader you start to view yourself as an educator as well as a leader.
Your job then becomes to empower your team members and give them opportunities to develop their skills and knowledge. This creates an environment where they can proactively take responsibility, be creative and feel free to take risks and make mistakes.
As a leader, you must be multi-skilled. You must be an enabler of people and a facilitator of teams.
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