Management Skills Training for New & Experienced Managers

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. 

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.

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.

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

•Continuous Improvement

•The Scientific Method

•Unity of Purpose and People

•Challenge

Please Note: There are two certificates you can receive by completing this course. One is the automatic certificate of completion that Udemy will send you after completing all of the lectures. The second is the Green Belt Certification that you can earn from the Institute for Leadership Excellence. This is intended to recognize competence, which only comes from the application and practice of the skills. You demonstrate this by completing all of the assignment, with your team in your workplace, and sending me a complete portfolio of all of those assignments. I have attached both a Word and a PDF file with all of the required assignments. This is not intended to be easy. It is a recognition of hard work and I can tell when you have actually done that. Please send your portfolio of assignments to me at LMMiller@lmmiller.com.

Good luck and thank you,

Larry Miller

Lawrence Miller discusses the impact of the pandemic on the traditional work setting, leading to the rise of the "Great Resignation" where knowledge workers are quitting their jobs for remote work opportunities. He highlights the importance of designing a hybrid work system intelligently, which would differ from team to team, and how it is critical for new managers to consider this while applying their skills. Additionally, he presents findings from studies on remote work, revealing that it increases productivity, mental health, and relaxation. He further stresses the importance of a blended approach, where knowledge workers spend some days at home and others in the office.

Lawrence Miller discusses the downsides of remote work and the importance of social capital in maintaining the productivity and creativity of a corporation. He cites a Microsoft study that shows remote work caused collaboration networks to become more siloed, with fewer ties across formal business units or social structures, reducing creative communication and decreasing the bridging social capital that enables problem-solving and creativity. He highlights the need to address this issue, as it poses a challenge to managers who must maintain social capital and design a hybrid work system that encourages creativity and problem-solving.

Lawrence Miller shares the surprising results of a study conducted in 177 countries on the COVID-19 pandemic's impact. The study found that countries with higher levels of trust in the government and interpersonal trust, as well as less government corruption, had lower standardized infection rates. This demonstrates that trust is a form of social capital that contributes to economic activity and success. The author of the book Trust, Francis Fukuyama, found that high trust countries are more creative, have greater rates of growth, and more economic activity. Miller emphasizes that social relationships in companies are wealth and lead to economic activity, and fostering trust is essential whether working remotely or in person.

Lawrence Miller's lecture is focused on managers in the hybrid environment and their responsibility towards helping their team members become increasingly self-managing. The lecture highlights that employees must take responsibility for managing their own behavior, and the role of the manager is to help them become increasingly self-managing. There are technical and social aspects to both management and employee responsibility. The former involves organizing workflows and using technology effectively, while the latter is about behavioral issues. The employees have a responsibility to design their workspace and utilize their time effectively, while also contributing as effective team members. In summary, the lecture provides insights into managing a hybrid environment and the responsibilities of managers in this environment.

Lawrence Miller discusses the technical side of management responsibilities in a hybrid work environment. He emphasizes the importance of visualizing workflow and creating a team scoreboard to celebrate victories. Managers need to schedule personal time with each team member to check on their progress and ensure they have the necessary technology to work efficiently. Social behavioral issues, such as facilitating virtual meetings and engaging team members, are equally important. Managers must observe and coach team members to help them improve their performance. Miller encourages managers to share the responsibility of facilitating the team with team members to create a more adult-to-adult relationship. Finally, he stresses that employees have a significant responsibility in managing themselves in a remote environment.

In this lecture, Lawrence Miller discusses the responsibilities of team members in a hybrid work environment. He emphasizes the importance of taking responsibility for one's own performance in order to earn the privilege of working from home. Miller also stresses the importance of organization and standardization in one's workspace, as well as setting goals and celebrating successes. In terms of being a great team member, Miller advises contributing to team performance and helping to facilitate other team members, whether through team meetings or one-on-one conversations. Key SEO terms include hybrid work, team members, performance, organization, standardization, goals, team meetings, and facilitating.

In this lecture, Lawrence Miller talks about the transitions that have occurred in work management throughout history, and how they have led to the current trend of increasing self-management and autonomy. He mentions the shift from controlling workers to relying on teams and individuals to make decisions and solve problems, as well as the transition from making physical objects to processing information and knowledge. Miller emphasizes the importance of incorporating these transitions into future work and team processes, and creating a collective wisdom among team members to ease the job of the manager. He suggests taking into account these changes as people continue to mature and become more capable of self-management. SEO keywords include work management, self-management, team processes, and collective wisdom.

Lawrence Miller provides key lessons for successfully leading and managing remote and hybrid teams. The first lesson is to be a great team leader who facilitates trust among team members by creating a high-performing team that self-manages. Miller suggests sharing information, establishing clear routines, and encouraging open dialogue to build problem-solving activities. He also emphasizes the importance of fostering positive reinforcement through praise, approval, and celebration of team success. Additionally, Miller suggests having a common purpose to ensure team members are centered on their goals, which leads to high performance, trust, problem-solving, and sharing experiences.

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)

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

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. 

Lawrence Miller discusses the importance of developing skills and competence in managing and improving human performance. He explains that human performance is a combination of both the ability to do something and the motivation to do it. To develop skills, training is required, and he emphasizes that managers need to be involved in coaching and helping their team members develop competence. Miller introduces the Mager model, which outlines the importance of defining the desired behavior or performance and differentiating between the ability to do and the willingness to do. He encourages managers to provide basic training and practice and to be actively involved in helping team members develop the necessary skills.

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

Lawrence Miller, a former prison counselor in Raleigh, North Carolina, recognized that inmates needed fundamental life skills to help them succeed once they were released. He observed that many lacked basic interview skills, so he created a role-playing exercise to help them practice. Miller broke down the process of interviewing into pinpointed behaviors and had inmates observe and model those behaviors. They practiced and received feedback, and over time, their confidence grew. By helping inmates develop this core skill, Miller hoped to improve their chances of finding and keeping jobs once they left prison. This approach demonstrates the importance of training and developing skills, which can increase employee performance and make a manager's job easier. SEO terms: skills training, inmate rehabilitation, role-playing exercise, feedback, confidence building, job skills.

In this lecture, Lawrence Miller discusses motivation as a critical factor in determining human performance, in addition to competence. He offers a simple model of motivation that focuses on optimizing potential sources of motivation for employees and creating a hierarchy of motivation that includes the spiritual nature, social interaction, and situational motivation. Miller emphasizes that while we cannot manage some theories of motivation, we can manage the social and situational impacts on motivation. He believes that understanding and applying this model will help managers maximize the motivation of their team members.

Lawrence Miller discusses the importance of purpose in our work lives, and how it translates to the workplace. He believes that the purpose of business is to create wealth and increase the wealth of society. Businesses create something of value, whether it's connecting people or saving lives. Employees should meditate on the value of their work and find meaning in it. Sacrificing time, energy, and money for something noble and worthy makes employees feel more noble and worthy, and it is the job of managers to help employees connect their work to their higher self. Meaningful work is essential in life, and everyone should strive for it.

In this lecture, Lawrence Miller discusses the role of social motivation in work systems. He explores the idea that certain behaviors and tendencies may be genetically endowed in humans, which have contributed to our survival as a species. Miller points out that throughout history, humans have worked in small family units, where they knew each other well and relied on each other for survival. However, with the advent of the industrial revolution, workers became isolated and divided, violating the natural psychology of human beings. Miller argues that people need to feel bonded and part of a team in order to be motivated and productive at work. He emphasizes the importance of social capital in creating effective teams and leaders.

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. 

In this lecture, Lawrence Miller discusses the ABC model of situational motivation, which involves antecedents, behaviors, and consequences. He emphasizes the importance of antecedents, or prompts, in eliciting desired behaviors from employees. For example, visual displays of performance and standard work prompts can be used to cue employees to perform certain tasks. Miller also notes that consequences, or rewards and punishments, condition our response to the antecedents. He encourages managers to consider whether their antecedents are effective and if not, to identify why and what can be done to improve them. This is called stimulus control and can influence the behavior of employees in the workplace.

In a lecture, Lawrence Miller discusses the importance of precise definitions in the field of behavior analysis and modification. Miller explains that positive reinforcement, which is defined as a stimulus that increases the strength or rate of behavior, is often misunderstood as simply being praise or rewards, but it is empirical in nature and must actually increase behavior to be effective. Miller also discusses negative reinforcement, punishment, and extinction, highlighting the need to substitute positive behaviors when trying to reduce negative ones. Additionally, Miller touches on the balance of consequences and the importance of positive-to-negative feedback ratios in optimizing employee performance. Finally, he teases the concept of intrinsic and extrinsic motivation, which he will discuss in a future lecture.

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

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.

Lawrence Miller, in his coaching course, emphasizes the importance of good communication skills in coaching. He sits down in this section of the course to model good communication behavior while coaching. Miller stresses the need to be self-aware of one's communication patterns and how they can either add to or detract from one's effectiveness as a communicator. He shares a story of a client who was having trouble getting his team to participate in meetings. Miller observed that the client's behavior of asking closed-ended questions was the reason for the lack of engagement. Miller highlights the importance of coaching to make people more self-aware of their communication patterns and give feedback to improve them.

Lawrence Miller, in his coaching course, stresses the importance of body language in effective communication. Miller emphasizes that we react to visual stimuli, and our physical behavior impacts how others perceive us. He urges coaches to be attentive to body language and make their clients feel comfortable and open during coaching sessions. Miller provides examples of body language that draws people in, such as leaning forward, nodding, and smiling. He highlights the significance of attending to clients and making them feel heard and understood. By incorporating positive body language, coaches can create a safe and inviting environment for clients to share and receive feedback.

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.”

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?”

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.” 

In this lecture, Lawrence Miller emphasizes the importance of using silence as a technique in coaching. He explains that silence is not nothing, but rather a vacuum that draws things in. However, in North American culture, there is a great need to talk and a dislike of silence, which can hinder deep thinking. As a coach, it is important to resist the temptation to jump in and fill the void with ideas and solutions, and instead, give the client time to think and let something come from them. Miller advises coaches to listen to themselves and determine if they are too anxious to fill in the void, suggesting that sometimes silence is more effective than words.

Lawrence Miller discusses the use of brainstorming in one-on-one coaching sessions. He explains that brainstorming is a form of problem-solving and encourages coaches to put aside judgments and come up with wild and crazy ideas that can stimulate new, better ideas. Miller suggests that coaches can ask clients if they would like to brainstorm an issue they are struggling with and to ensure that they both understand what brainstorming is. The coach and client go back and forth with ideas without judgment, and after a few minutes, the coach asks if any of the ideas sound like they could work. If so, they proceed to action planning and creating accountability.

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.”

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.

In this lecture, Lawrence Miller discusses the meaning of discipline and justice in creating a disciplined and just culture within an organization. Miller emphasizes that discipline is not just punishment, but rather, it involves creating self-control and predictability in behavior. He notes that discipline is related to justice, and people are more likely to feel undisciplined when they perceive a lack of justice in the workplace. To create discipline in the organization, managers need to treat everyone equally, have clear expectations, and establish a culture of peer discipline. Miller also outlines a process for discipline that involves feedback, coaching, and accountability.

In this lecture, Lawrence Miller presents a process for discipline in a team or organization. He emphasizes the importance of the ABC model (antecedent, behavior, consequence) and the role of antecedents, such as codes of conduct and employee training, in guiding behavior. Miller outlines eight steps for discipline, including building knowledge of rules and desired performance, creating effective feedback systems, providing immediate feedback, and escalating consequences gradually. He emphasizes the importance of problem-solving and involving human resources in cases of termination. Miller stresses that discipline should be fair, just, and follow company policies, and that effective feedback systems and a disciplined workforce can be achieved through a visual display of performance and a focus on goals and objectives.

In this lecture, Lawrence Miller reminds his audience of the importance of analyzing whether a behavior problem is a skill or motivation issue before engaging in disciplinary actions. He introduces Robert Maker and Peter Pipe's model for thought analysis, which involves asking whether a person is incapable or unwilling to perform a task. If it is a skill problem, the employee should be given the necessary training or resources to develop the skill, while if it is a motivation problem, the focus should be on antecedents, consequences, and providing positive reinforcement. Miller emphasizes the importance of using positive reinforcement rather than punishment to shape behavior and improve performance.

In this lecture, Lawrence Miller discusses the concept of standard work and its importance in any work setting. He explains that standard work is the best way we know how to perform a task or job and that it is essential for continuous improvement. Miller uses the example of a sports team executing a play to illustrate that standard work provides a basis for improvement by allowing us to identify what works and what doesn't. Miller provides a spreadsheet for developing standard work and suggests steps for its development, including brainstorming with employees, practicing and modifying the standard work, and constantly seeking improvement. He concludes that developing standard work is a major part of any first-level manager's job and is necessary for employees to know how to do their jobs effectively.

In a lecture, Lawrence Miller emphasizes the importance of modeling standard work for leaders and managers. He believes that if you want a disciplined organization, you must display discipline yourself, and no one should be exempt from this standard, including plant managers, team leaders, or even company presidents. Standard work creates consistency, removes uncertainty, and helps define a leader's job, and it also assures activities that will encourage first-level employees. Miller recommends doing a Gemba walk, observing processes and flow, and thinking about where there is waste, as part of the leader's standard work. He suggests creating a spreadsheet and modifying it over time, with the help of a coach.

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. 

Lawrence Miller, in his lecture on team leadership, emphasizes the importance of creating a high-performing team in order to make one's job easier. He notes that managing people individually is like herding cats, whereas managing a well-functioning team means that people will self-manage, motivate each other, and work together towards common goals. Miller argues that the foundation of a lean organization is the team, and that natural work teams should occur at every level in the organization, from the first level work team to the board of directors. He also discusses the history of teams, including the development of self-managing teams in the coal mining industry in Scotland in the 1950s and 1960s, and the importance of multi-skilled team members who can rotate between different tasks for more interesting and satisfying work.

Lawrence Miller discusses the importance of team organization and structure in creating a high-performing team. He emphasizes the concept of customer and supplier relationships in team structures, which involve both internal and external customers and suppliers. Miller suggests that a team should consist of 5-15 members and be co-located to facilitate feedback and problem-solving. He also explains the different team structures and the role of subject matter experts. Miller stresses the need to optimize team performance by providing necessary information, skills, tools, motivation, rewards, and decision-making authority to encourage autonomy and continuous improvement. In conclusion, he highlights the stages of team development, which include forming, storming, norming, performing, and adjourning.

Lawrence Miller discusses team development stages and provides a model that describes the maturation of a team becoming mature and autonomous. He highlights the four stages of team development: forming, storming, norming, and performing. The forming stage involves figuring out roles, responsibilities, and relationships, while the storming stage involves conflicts and rebellions against responsibility. The norming stage is where people settle into their roles, and the performing stage is where they perform at a higher level. Miller emphasizes that it is important to move the team through these stages as quickly as possible and coach them to the performing stage. He also relates this model to parenting and the need to develop autonomous children.

Lawrence Miller suggests that teams should create a team charter which outlines the team's purpose, principles, process, and essential ways of functioning. A charter is a contract among team members that defines how they will work and treat each other, as well as with the manager above and other stakeholders. Miller recommends starting with defining the SIPOC (Supplier, Input, Process, Output, and Customer) and then brainstorming with the team to create a statement of purpose, identify team members and their roles, determine the team's sponsor, define the process and boundaries, clarify the team's basic responsibility for performance, agree on the team's code of conduct, and identify communication channels. The charter is a critical tool that helps teams work together and communicate effectively.

Lawrence Miller emphasizes the importance of delegating roles and responsibilities on a team, even as the team leader. He gives the example of a president who facilitated every meeting, and how he was able to relieve himself of that burden and allow other team members to take on that role. Miller stresses that other roles, such as note taker, timekeeper, and subject matter expert, can also be delegated among team members. By sharing responsibility, it not only makes the team more efficient, but also helps to build a stronger team dynamic. Miller advises consulting with the team to decide on the best way to handle these roles and responsibilities.

Lawrence Miller discusses the importance of having an effective agenda for team meetings. He recommends having a daily 10-15 minute huddle in manufacturing plants and weekly virtual meetings for other teams, both with a clear agenda to ensure efficient meetings. Miller provides an Excel spreadsheet as a gift, which includes a standard agenda with items such as safety, recognition, action plan review, and scorecard review. The spreadsheet also allows for tracking action items, responsible individuals, and meeting time allocation. Miller stresses the importance of reviewing action items in subsequent meetings and keeping everyone accountable. He also suggests ending meetings with a summary of action items and a quick meeting critique. Miller emphasizes the need for facilitation skills in leading effective team meetings.

In this lecture, Lawrence Miller discusses the importance of facilitation and conflict resolution skills for managers who lead teams. He emphasizes the use of skills such as active listening, asking open-ended questions, and making empathy statements as essential for facilitation and problem-solving. Facilitation aims to enable others to participate and create collective wisdom from diverse perspectives. Miller shares a personal story of facilitating a diverse group where an elderly African American woman's contribution was overlooked until he invited her to share her thoughts. This story illustrates the value of diversity and the facilitator's role in making it easy for everyone to contribute. Miller stresses the importance of being sensitive to the needs of others and being aware of how behavior affects participation.

Lawrence Miller discusses the importance of facilitation skills in reducing conflicts within a team. He emphasizes the need for effective facilitation in promoting unity of purpose and problem-solving. Miller outlines eight facilitation skills, including organizing the agenda and clarifying the topic of discussion. He stresses the importance of reflecting back what one thinks they have heard to clarify the speaker's message. This is especially helpful when a topic has several opinions and views. By using reflective listening and rephrasing, the facilitator can bring the group back to the topic, making it easy for everyone to give their contribution to the discussion. Miller suggests that by employing these skills, the facilitator can reduce conflicts within the team.

Lawrence Miller discusses the skills required for effective facilitation, including motivation, comfort, control, and conclusion. Motivation involves subtle behaviors like making eye contact and acknowledging members' contributions, which can encourage participation. Comforting people and expressing empathy can help overcome emotional barriers and resolve conflicts. Control involves playing the role of a leader, setting boundaries, and keeping conversations focused. Finally, concluding involves summarizing decisions and making action plans, which helps meetings be efficient and productive. These facilitation skills can help managers and leaders improve their communication and team-building abilities, ultimately leading to better group dynamics and outcomes.

Lawrence Miller discusses the Enron case and the Abilene Paradox in his lecture, highlighting the importance of group facilitators and team members to avoid groupthink and acquiescing. He explains how Enron's board of directors failed to ask probing questions, leading to their acquiescence and ultimately contributing to the corporation's downfall. Miller then tells the story of the Abilene Paradox, in which a group of people ends up on a road trip to Abilene despite none of them wanting to go. He emphasizes the importance of being honest and sharing knowledge within a team, asking questions, and not acquiescing to groupthink. Miller encourages team members to help the team achieve its goals and perform well while satisfying the needs of all members.

Lawrence Miller discusses the importance of understanding decision-making styles and how they affect a team's effectiveness. He highlights the three types of decision-making styles: command, consultative, and consensus. Command decisions are made solely by one individual, while consultative decisions are made after consulting with others to gather information and expertise. Consensus decisions involve giving up the decision-making power to the team. Miller emphasizes that the most efficient decision-making style depends on the situation and that involving team members in the decision-making process can improve engagement and commitment. He also suggests using criteria such as who knows, who cares, who must act, and when must it be made to guide decision-making. Most decisions tend to fall into the consultative category, and consensus decisions tend to be reserved for long-term decisions.

In this lecture, Lawrence Miller discusses how to reach consensus in a team. He believes that while some teams reach consensus easily and naturally, others struggle with it. Miller presents two ways of thinking about consensus, an academic approach that requires everyone to agree and a practical approach that involves judgment and sacrifice. He defines practical consensus as the willingness to sacrifice personal opinions and support the group's decision. Miller shares some steps to reach consensus, including clarifying the issue, sharing all facts, weighing the pros and cons, and considering everyone's opinions equally. He also shares a practical exercise, known as the "Larry Miller method," to reach consensus quickly using a voting system.

In his lecture, Lawrence Miller discusses conflict resolution and presents nine principles that can help resolve conflicts effectively. Miller emphasizes that conflict is inevitable within teams and that empathy and listening skills can lead to effective conflict resolution. He urges the avoidance of false dichotomies, exaggerated statements, and the focus on unity and where the team is going. Additionally, he highlights the importance of understanding that everybody is right in their own perspective and that the conflict resolver's role is to understand each party's viewpoint and help them understand each other. Miller emphasizes the need for seeking win-win solutions and looking for solutions that benefit both parties.

Lawrence Miller presents a seven-step process for resolving conflicts. The first step is to find agreement and define the problem. It is important to understand each party's perspective and agreement on shared goals. Active listening skills are crucial in this step. The second step is expressing empathy, which helps to relax and deescalate the situation. The third step is brainstorming alternatives, seeking alternatives to get to shared goals. The fourth step is to agree on criteria for a solution, deciding on the timeline and the number of people involved. The fifth step is to combine ideas and eliminate false dichotomies. The sixth step is to fulfill the criteria using a combination of the previously discussed ideas. Finally, the seventh step is to reach consensus by agreeing to try a solution and experimenting to see if it works.

Lawrence Miller discusses a model of conversation consisting of three types of conversation: debate, discussion, and dialogue. In debate, people are firmly entrenched in their positions and are trying to win. In discussion, people share information and listen to each other to some degree but are not acting as one. In dialogue, people think together and are trying to create a unified mind, acting as "we" instead of "me." Dialogue enables people to achieve outcomes that are not possible when they are stuck in their corners. Miller also explains that the purpose of conversation can range from winning to serving, and that the way people behave in a debate culture differs from how they behave in a dialogue culture.

In this lecture, Lawrence Miller presents a model of conversation based on three types of conversations: debate, discussion, and dialogue. He emphasizes the importance of dialogue, where people are able to think together, create a unified mind, and act as a team. Miller then breaks down six different behaviors that make up dialogue and debate cultures. These behaviors are effective listening, inquiring, suspending judgment, unifying appreciation, diverse input, and one right way. Miller suggests rating oneself or one's team on a scale of 1 to 10 for each behavior to determine where they stand on the dialogue-debate continuum. This exercise can help individuals and teams recognize dismissive, categorizing behaviors and appreciate diversity in the decision-making process.

In this lecture, Lawrence Miller discusses the importance of scorekeeping, visual display, and setting objectives and goals in the workplace. He emphasizes that these activities should be focused on the work process as well as engaging the team in decision-making. Miller notes that objectives and goals should be integrated across different levels of management and aligned with suppliers and customers. He highlights the motivational aspects of scorekeeping and visual display, noting that they should be big, bright, and fun with positive scores. Miller also provides examples of visual displays and encourages individuals to pick four or five key performance indicators that are balanced and suited to their work area.

Lawrence Miller discusses the concept of a balanced scorecard, which is a popular approach in business to evaluate the total performance of an organization by balancing financial measures with other aspects such as customer satisfaction, quality, business process, and learning and development. Miller emphasizes that the balanced scorecard should be tailored to an organization's specific needs and goals. He suggests consulting with the team to identify good measures for each component of the scorecard and establishing a process for defining measures, establishing baseline data, setting targets, engaging in problem-solving, evaluating results, and celebrating success. Miller also discusses the importance of measuring process flow, reducing variability, and improving productivity and innovation to achieve long-term success.

In this lecture, Lawrence Miller discusses the importance of goal setting, setting targets, and objective setting for managing others and managing oneself. He notes that while some people reject the idea of setting goals and objectives, it is an essential part of achieving success. Miller believes that everyone should have a big dream and operationalize it by breaking it down into smaller, achievable goals. He shares his personal experience of setting a goal to write a book and creating a visual display of his progress to hold himself accountable. Miller emphasizes the importance of social recognition and reinforcement to motivate oneself to achieve their goals.

Lawrence Miller discusses effective goal setting in his lecture. He starts by referring to Dr. Deming, who was against management by objectives, as he believed it was being employed in corporations in the wrong way. Miller then goes back to 1954, when Peter Drucker wrote The Practice of Management and introduced the concept of Management by Objectives and Self Control. Miller explains that effective goal setting involves engaging the team and allowing them to set their own objectives based on understanding data and current performance. Visualizing and setting baby-step targets with self-control and positive recognition is key. He also suggests reflecting on personal goals annually and working towards them. Miller shares a true story that highlights how effective goal setting can lead to improvement.