Management Skills: Essentials for The New Manager

Leading People and Teams to Engage in Continuous Improvement
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  • Lectures 82
  • Length 11 hours
  • Skill Level All Levels
  • Languages English
  • Includes Lifetime access
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About This Course

Published 12/2016 English

Course Description

The Challenge: 

Most new managers have the technical skills to succeed. What they most often lack is the skill of managing, motivating and developing their employees. 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 new manager can master these skills their 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.

Action-Learning:

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 instructors 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. 

What are the requirements?

  • There are no requirements for this course other than the desire to become a highly successful manager.

What am I going to get from this course?

  • Motivate your employees and create high engagement and empowerment.
  • Provice specific job training for your team members and motivate your employees.
  • Lead teams to become high performing teams engaged in continuous improvement.
  • Understand and develop "lean management" problem-solving and process improvement.
  • Resolve conflicts with others and among team members.

Who is the target audience?

  • New managers or recently promoted managers who want to learn the basic skills of managing people, leading teams and improving work processes.
  • Any manager wanting to improve their people management skills.

What you get with this course?

Not for you? No problem.
30 day money back guarantee.

Forever yours.
Lifetime access.

Learn on the go.
Desktop, iOS and Android.

Get rewarded.
Certificate of completion.

Curriculum

Section 1: Introduction to the Essential Skills
09:00

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. 

04:22

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.

10:28

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.

07:20

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.

07:51

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

•Continuous Improvement

•The Scientific Method

•Unity of Purpose and People

•Challenge


Management Essentials - Exercise 1
01:02
The Essential Skills
5 questions
Section 2: Responsibilities: Communication, Boundaries and Delegation
10:02

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. 

05:21

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.

10:22

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)

3.Assign individual/team

4.Provide resources

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


08:30

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. 

00:20

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. 


Communication, Boundaries and Delegation
5 questions
Section 3: Developing Employee Skills
07:16

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.



08:29

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

10:54

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. 

Exercise 3: Create a Skill Development Plan
00:25
Developing Employee Skills
5 questions
Section 4: Motivating Your Team Members
08:07

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. 

The Power of Purpose
07:19
12:47

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.


21:52

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. 

14:55

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. 


05:08

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.

Keys to Effectiveness
10:17
15:55

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

5.Job Rotation

6.Decision making and engaging in CI

7.Teamwork

8.External praise can increase Intrinsic

9.Competency increases Intrinsic

Exercise 4: Develop a Plan to Improve Situational Motivation
00:07
Motivating Your Team Members
10 questions
Section 5: Coaching and Communication Skills
03:56

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.

06:47

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. 

08:18

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. 

10:54

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? 
08:07

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.”

Reflecting:

  • “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?”
08:08

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.”
03:38
  • 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.” 
03:44

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. 

04:57

We think of brainstorming as a group process. But, it can also be used in a one-on-one coaching situation.

Exercise 5: Coaching and Communication Skills
00:31
Coaching and Communication Skills
5 questions
Section 6: Difficult Conversations - Giving and Receiving Feedback
08:37

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

  1. Ask permission (“I would like to share an observation, if you don’t mind.”)
  2. When… (Describe the circumstance, time, etc.)
  3. What happens (describe the specific behavior)
  4. It makes me feel… (why it is a problem for me and possibly for others)
  5. 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.
  6. Check it out. “Does this make sense to you”, or “how do you feel about that.”
07:24

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. 

00:57

Please download the attached exercise. It asks you to meet with your coach and practice the skills of giving and receiving feedback.

Section 7: Discipline - Justice, Discipline and Self-Control
Justice and the Meaning of Discipline
10:01
The Process of Discipline
10:28
Solving Behavior Problems
05:48
Standard Work
13:04
Leader Standard Work - Setting the Example
07:15
00:37

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. 

Discipline - Justice, Discipline and Self-Control
5 questions
Section 8: Team Formation and Organization
Teams - The Foundation of Organization
14:06
Defining Your Team Structure
10:41
Stages of Team Development
09:24
Writing A Team Charter
05:39
Roles and Responsibilities on A Team
08:04
The Agenda
10:21
Leading Teams
5 questions
Exercise 8: Team Formation and Organizaton
00:37
Section 9: Team Facilitation & Decision Making
Team Facilitation - Why It Matters!
10:12
Team Facilitation Skills - 1
07:30
Team Facilitation Skills 2
09:13
The Enron Story and the Abilene Paradox
08:38
Clarifying Decision Styles
14:00
How To Gain Consensus
08:59
Team Facilitation
5 questions
Section 10: Conflict Resolution
Principles of Conflict Resolution
10:54
A Model of Conflict Resolution
08:40
Conflict Resolution: Debate or Dialogue?
05:07
Conflict Resolution: Behavioral Characteristics of Debate or Dialogue
11:46
Conflict Resolution
5 questions
Exercise 9: Conflict Resolution
01:33
Section 11: Keeping Score and Goal Setting
Developing Your Team Scorecard
12:59
The Balanced Scorecard
11:03
Targets, Goals and Objectives
09:01
MBO & Self-Control
09:13
Exercise 10: Keeping Score and Goal Setting
00:38
Keeping Score and Goal Setting
5 questions
Section 12: Problem Solving Process Improvement
Attitudes of Problem Solving
Preview
12:16
Root Cause Analysis
06:41
Plan-Do-Check-Act Problem Solving Model
09:34
A3 - Lean Problem Solving
12:54
The Skills of Brainstorming
11:34
Exercise 11: Solving Problems
00:26
Solving Problems, Improving Performance
5 questions
Section 13: Improving Your Work Process
What Are Processes and Capabilities?
10:44
Listening to Your Customer
11:28
Exercise 12: Know Your Customer's Requirements
00:17
Defining Your Process
12:28

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Instructor Biography

Lawrence M. Miller, Lean Leadership Coach

For the past forty years Lawrence M. Miller has worked to improve the performance of organizations and the skills of their leaders. His expertise is derived from hands on experience creating change in the culture of hundreds of organizations.

He began his work in youth prisons after recognizing that the learning system in the organization had exactly the opposite of its intended effect – increasing, rather than decreasing, dysfunctional behavior. For four years he worked to redesign the prison system by establishing the first free-economy behind prison walls, where each inmate had to pay rent, maintain a checking account, and pay for everything he desired. This was his first application of organizational transformation.

He has been consulting, writing and speaking about business organization and culture since 1973. After ten years with another consulting firm, he formed his own firm, the Miller Howard Consulting Group in 1983. In 1998 he sold his firm to Towers Perrin, an international human resource consulting firm and became a Principal of that firm. In 1999 he left that firm to focus on solo consulting projects.

He and his firm were one of the early proponents of team-based management and worked with many clients to implement Team Management from the senior executive team to include every level and every employee in the organization. The Team Management process created a company of business managers, with every employee focused on continuous improvement of business performance. In addition to directing the overall change process, Mr. Miller personally coached the senior management team of many of his clients.

The implementation of Team Management led to the realization that the whole-system of the organization needed to be redesigned to create alignment so all systems, structure, skills, style and symbols support the same goals and culture. From this realization he developed the process of Whole System Architecture that is a high involvement method of rethinking all of the systems, structures and culture of the organization. Among his consulting clients have been 3M, Corning, Shell Oil Company, Amoco and Texaco, Shell Chemicals, Air Canada and Varig Airlines, Eastman Chemicals, Xerox, Harris Corporation, McDonald's and Chick-fil-A, Merck and Upjohn Pharmaceuticals, United Technologies, Metropolitan Life and Landmark Communications.

Mr. Miller has authored ten books, among them American Spirit: Visions of A New Corporate Culture, which was the text for Honda of America's course on their values and culture; and Barbarians to Bureaucrats: Corporate Life Cycle Strategies, which draws on the history of the rise and fall of civilizations to illustrate the patterns of leadership and evolution in corporate cultures. Most recently he authored Getting to Lean – Transformational Change Management that draws on the best change management practices such as socio-technical system design, appreciative inquiry, and systems thinking or learning organizations to provide a road map to transforming organizations. He has also authored Team Kata - Your Guide to Becoming A High Performing Team, the core human process of lean organizations. Most recently he published The Lean Coach that corresponds to his course on Coaching Leaders for Success. He has appeared on the Today Show, CNN, made numerous appearances on CNBC, has written for The New York Times and been the subject of a feature story in Industry Week magazine.


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