One minute manager

Conversation between the entrepreneur and one minute manager.

Perceptions of others:

Entrepreneur goes to meet with larry mckenzie – people development

- This is a more mentorship/coaching vibe

- Larry very self aware about not being ready for the role, growing into it
- Happy to be in the role

Goes to meet with Cindy Liu – accounting manager

- Together they collaborate as colleagues

Meets with John DaLapa – director of operations

- Blended style – leaves john alone for operations, but insists on

consultation when implementing new programs or policies that affect
people.
- John sometimes not the most interpersonal
- John defines him as a situational leader

Three skills of a situational leader:

- Set clear goals

- Diagnose the development levels of the people you work with on their
goals
- Learn to use a variety of leadership styles to provide folks with what
they need from you
- Goal setting, diagnosis, matching

Entrepreneur meets with randy from talent development group SET CLEAR
GOALS

- Three parts of performance management

o Performance planning
o Day-to-day coaching – v important and overlooked
o performance evaluation
- Alignment conversation – agree not only on your goals but the
performance standards for each goal as well
o (agreeing on what a good job looks like)
o SMART goals
 o Specific, motivating, attainable, relevant, trackable
-
- Specific
- • What exactly is the goal or task?
- • When does the goal or task need to be accomplished?
- Motivating
- • Is the goal or task meaningful for the individual?
- • Will working on this goal build competence and commitment?
- • Will working on this goal add or drain energy?
- Attainable
- • Is the goal realistic, reasonable, and achievable?
- • Is the goal within the individual’s control?
- Relevant
- • Is the goal or task meaningful work for the organization?
- • Is the goal or task aligned with organization and work team goals?
- • Is the goal or task a high priority in relation to other goals?
- Trackable
- • What does a good job look like, at each level of development?
- • How will progress and results be measured and tracked?
- The ‘leave alone-zap’ leadership style,” said Randy with a smile. “The One Minute Manager now calls it ‘seagull
management.’ After goal setting, seagull managers are never around until you make a mistake. Then they fly in, make a lot of
noise, dump on everybody, and fly out.”

Entrepreneur meets with Kathy Gupta to speak about DIAGNOSIS in

situational leadership

- After setting goals; diagnose an individual’s development level on a

specific goal or tas
- “Competence is a function of demonstrated knowledge and skills,
which can be gained through learning and/or experience,”

- “Another aspect of competence,”, “involves transferable skills like planning, problem

solving, and time management skills.”
- “Commitment is a combination of confidence and motivation.
- there are different combinations of competence and commitment. To
be precise, four combinations of competence and commitment make
up what we call the four development levels. Second, it’s important to
recognize that development level is goal- or task-specific. It is not an
overall rating of an individual’s skills or attitude. People can be at one
level of development on one task and at another level of development
on the next task.”
 -

- When you are D1 on a particular goal or task, you are known as an

enthusiastic beginner,
- “Don’t be surprised if you soon become a D2—or what we call
a disillusioned learner,”
- We call D3s capable but cautious contributors. They have
demonstrated some competence and experience in doing the task, but
they lack confidence in doing that task by themselves. They can be
self-critical and unsure. They can also be bored with a particular goal or
task and lose commitment that way.”
- “If you become a D4 in your learning to be a situational leader you’ll be
a self-reliant achiever. You will have both high competence and
commitment.”
- The difference between a D4 and a D3 is commitment. If there’s low
confidence, a D3 needs good questions. They need someone to listen
to them. They need to hear their own voice so they begin to trust their
knowledge and skills. They need support and encouragement. If the D3
has low motivation, the leader needs to listen even more and facilitate
problem solving. The person probably knows why he or she is no longer
motivated. You must enlist them in figuring out what’s wrong and
coming up with a solution. They need to know how important their
contributions are.

Matching

- A whole manager is flexible and able to use the four different

leadership styles
- STYLE 1—DIRECTING
- High Directive Behavior and Low Supportive Behavior
 - The leader provides specific direction about goals, shows and tells how, and closely monitors the individual’s performance in
order to provide frequent feedback on results.

- STYLE 2—COACHING
- High Directive Behavior and High Supportive Behavior
- The leader continues to direct goal or task accomplishment but also explains why, solicits suggestions, and begins to
encourage involvement in decision making.

- STYLE 3—SUPPORTING
- Low Directive Behavior and High Supportive Behavior
- The leader and the individual make decisions together. The role of the leader is to facilitate, listen, draw out, encourage, and
support.

- STYLE 4—DELEGATING
- Low Directive Behavior and Low Supportive Behavior
- The individual makes most of the decisions about what, how, and when. The role of the leader is to value the individual’s
contributions and support his or her growth.

directive behavior and supportive behavior. Four words can be used to

define directive behavior: decide, teach, observe, and provide frequent
feedback. Different words are used to describe supportive behavior: listen,
involve, facilitate, and encourage.”
- “Interesting,” said the entrepreneur. “So an S1 directing leadership
style is better with enthusiastic beginners (D1), whereas an S2
coaching is the right style for disillusioned learners (D2).”
- Cindy Liu. She responds well to an S3 supporting style on almost every
task she’s assigned, because even though she’s experienced and
competent, she’s sometimes a capable but cautious performer. When I
ask her to take on a project, she has a lot of ideas, but she’ll often
want to test her ideas out with me first. She wants to be involved in
decision making, but she sometimes doesn’t have as much faith in her
ideas as I do. She needs to build up her confidence or be re-excited
about the task, which a supporting style provides. And yet this style is
not a universally good style.”
- The entrepreneur smiled. “You’re getting to me,” she admitted. “But what about S4, delegating? When is that a match?”
- “Delegating is appropriate for people who are self-reliant achievers—people who are competent and committed. They don’t
need much direction, and they’re also able to provide their own support,” said the One Minute Manager.

-
 - “Directing (Style 1) is for enthusiastic beginners who lack competence
but are enthusiastic and committed (D1). They need direction and
frequent feedback to get them started and to develop their
competence.
- “Coaching (Style 2) is for disillusioned learners who have some
competence but lack commitment (D2). They need direction and
feedback because they’re still relatively inexperienced. They also need
support and acknowledgment to build their self-confidence and
motivation, and involvement in decision making to restore their
commitment.
- “Supporting (Style 3) is for capable but cautious performers who have
competence but lack confidence or motivation (D3). They do not need
much direction because of their skills, but support is necessary to
bolster their confidence and motivation.
- “Delegating (Style 4) is for self-reliant achievers who have both
competence and commitment (D4). They are able and willing to work
on a project by themselves with little direction or support.”

Developing competence and commitment (five steps)

-
- “We teach people five steps to follow when developing a person’s competence and commitment.”
- Tell people what to do (specific), show them how to do it (trackable)
o Show and tell are also directive behaviours
- Third step – develop competence and commitment
- Fourth step - Observe performance
o When you use a directing style you need to stay in touch with the
person and frequently monitor performance
- the fifth step in building people’s competence and commitment is first
to acknowledge their progress and then second, if no progress is being
made, redirection kicks in,” – acknowledge or redirect
It’s crucial to share/communicate your intention in situational
leadership – It is not something you do to people, it’s something you
do with people.

The six conversations:

1. Alignment conversations - where you get on the same page with the
person’s goals and development levels, as well as your leadership style
on each goal or task. These meetings happen when goals are set in
performance planning or when a new project, goal, or task is assigned.
a. purpose of an alignment conversation is to focus both the leader
and the individual on what is most important
b. Alignment conversations make sure the leader and the person the leader is working with are clear with each other
on the answers to these three important questions.”
c. “We start by looking at what my key responsibilities are going to be,” said Hishan. “One of the biggest obstacles to
high performance in organizations comes from unclear expectations and accountability.”
2. S1 conversation
a. In an S1 conversation, I’m clear that what I need is lots of
direction and a little support. If I get the direction I want, it feels
supportive. Because my motivation and confidence are high, I
need some acknowledgment but I don’t need the high support
someone at D2 needs
3. S2 conversation
a. “So an S2 conversation is high on both direction and support,”
4. S3 conversation
a. In an S3 conversation,” said the One Minute Manager, “if an issue is raised, my role would be to facilitate problem
solving by asking open-ended questions, helping David come up with his own solutions to the problems he’s facing.
An S3 conversation, if it’s a match, could start like this: ‘You just want me to listen, right, rather than offer advice?’
My role in ongoing Style 3 conversations would be to listen, facilitate self-reliant problem solving by asking good
questions, express confidence and encourage, help the D3 reflect on past successes, and acknowledge competence
and contributions. The goal over time with S3 conversations is to build his confidence in his competence, so he can
become a D4 in this area.”
5. S4 conversation
6. One-on-one conversations - These scheduled conversations permit you
and your team to reconnect. At these meetings team members bring
up whatever is on their minds—whether it’s personal or professional.
These conversations allow team members to request the leadership
response they want from you, be it direction, coaching, support—or
maybe they just need to keep you in the loop
a. I can talk about whatever is on my mind—goals, personal challenges, updates on projects—or my
personal life, problems, successes, questions, or concerns. I can share as much or as little as I
want. It’s my meeting. What I do is make a list of topics and then think about how I’d like the One
Minute Manager to respond. Do I need direction, advice, a sounding board? Or do I just want to
provide him with information? It’s a meeting that really builds a sense of partnership.
7.