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What Great Managers Do-Small assignment help

Question Description

Please make sure that each part of this assignment is addressed...Absolutely no PLAGIARISM!!! I have attached the article but please also use another academic source. Must include in-text citations, as well as references at the end…

What Great Managers Do

Think of the best manager you’ve ever had. What were the qualities, characteristics, and behaviors that made him or her so great? How did this manager employ the three levers” that are discussed in the article “What Great Managers Do”?

In crafting your answer, include headings for each of the three levers to clearly delineate your analysis for each one.

Remember - citing assigned course materials is encouraged to demonstrate tie-in to concepts covered, but it is not considered outside research for the purposes of our discussions in graduate courses. Please use at least one other reference…Prior to the article attached and add the free link for the article.

Things about my favorite manager:

She's is not a micro manager and allows me autonomy to complete tasks/projects.

She gives me credit for work or tasks completed.

She acknowledges my strengths and weaknesses.

She recognizes that I am very capable of handling any tasks assigned to me.

She understands that I am a "doer" as has no issues in assigning me difficult tasks with minimal instructions.

She is confident that I am able to ask or seek help when needed.

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For the exclusive use of L. Fizzell, 2017. Great leaders tap into the needs and fears we all share. Great managers, by contrast, perform their magic by discovering, developing, and celebrating what’s different about each person who works for them. Here’s how they do it. What Great Managers Do by Marcus Buckingham Included with this full-text Harvard Business Review article: 1 Article Summary The Idea in Brief—the core idea The Idea in Practice—putting the idea to work 2 What Great Managers Do 11 Further Reading A list of related materials, with annotations to guide further exploration of the article’s ideas and applications Reprint R0503D This document is authorized for use only by Lisa Fizzell in GMGM201 - Principles of Management-1 taught by Danielle Foley, New England College of Business from September 2017 to February 2018. For the exclusive use of L. Fizzell, 2017. What Great Managers Do The Idea in Brief The Idea in Practice You’ve spent months coaching that employee to treat customers better, work more independently, or get organized— all to no avail. A closer look at the three tactics: How to make better use of your precious time? Do what great managers do: Instead of trying to change your employees, identify their unique abilities (and even their eccentricities)—then help them use those qualities to excel in their own way. You’ll need these three tactics: • Continuously tweak roles to capitalize on individual strengths. One Walgreens store manager put a laconic but highly organized employee in charge of restocking aisles—freeing up more sociable employees to serve customers. COPYRIGHT © 2005 HARVARD BUSINESS SCHOOL PUBLISHING CORPORATION. ALL RIGHTS RESERVED. • Pull the triggers that activate employees’ strengths. Offer incentives such as time spent with you, opportunities to work independently, and recognition in forms each employee values most. • Tailor coaching to unique learning styles. Give “analyzers” the information they need before starting a task. Start “doers” off with simple tasks, then gradually raise the bar. Let “watchers” ride shotgun with your most experienced performers. The payoff for capitalizing on employees’ unique strengths? You save time. Your people take ownership for improving their skills. And you teach employees to value differences—building a powerful sense of team. CAPITALIZE ON EMPLOYEES’ STRENGTHS First identify each employee’s unique strengths: Walk around, observing people’s reactions to events. Note activities each employee is drawn to. Ask “What was the best day at work you’ve had in the past three months?” Listen for activities people find intrinsically satisfying. Watch for weaknesses, too, but downplay them in your communications with employees. Offer training to help employees overcome shortcomings stemming from lack of skills or knowledge. Otherwise, apply these strategies: • Find the employee a partner with complementary talents. A merchandising manager who couldn’t start tasks without exhaustive information performed superbly once her supervisor (the VP) began acting as her “information partner.” The VP committed to leaving the manager a brief voicemail update daily and arranging two “touch base” conversations weekly. • Reconfigure work to neutralize weaknesses. Use your creativity to envision more effective work arrangements, and be courageous about adopting unconventional job designs. ACTIVATE EMPLOYEES’ STRENGTHS The ultimate trigger for activating an employee’s strengths is recognition. But each employee plays to a different audience. So tailor your praise accordingly. IF AN EMPLOYEE VALUES RECOGNITION FROM. . . PRAISE HIM BY. . . His peers Publicly celebrating his achievement in front of coworkers You Telling him privately but vividly why he’s such a valuable team member Others with similar expertise Giving him a professional or technical award Customers Posting a photo of him and his best customer in the office TAILOR COACHING TO LEARNING STYLE Adapt your coaching efforts to each employee’s unique learning style: IF AN EMPLOYEE IS . . . COACH HIM BY. . . An “analyzer”—he requires extensive information before taking on a task, and he hates making mistakes • Giving him ample classroom time • Role-playing with him • Giving him time to prepare for challenges A “doer”—he uses trial and error to enhance his skills while grappling with tasks • Assigning him a simple task, explaining the desired outcomes, and getting out of his way • Gradually increasing a task’s complexity until he masters his role A “watcher”—he hones his skills by watching other people in action • Having him “shadow” top performers. page 1 This document is authorized for use only by Lisa Fizzell in GMGM201 - Principles of Management-1 taught by Danielle Foley, New England College of Business from September 2017 to February 2018. For the exclusive use of L. Fizzell, 2017. Great leaders tap into the needs and fears we all share. Great managers, by contrast, perform their magic by discovering, developing, and celebrating what’s different about each person who works for them. Here’s how they do it. What Great Managers Do by Marcus Buckingham COPYRIGHT © 2005 ONE THING PRODUCTIONS, INC. ALL RIGHTS RESERVED. “The best boss I ever had.” That’s a phrase most of us have said or heard at some point, but what does it mean? What sets the great boss apart from the average boss? The literature is rife with provocative writing about the qualities of managers and leaders and whether the two differ, but little has been said about what happens in the thousands of daily interactions and decisions that allows managers to get the best out of their people and win their devotion. What do great managers actually do? In my research, beginning with a survey of 80,000 managers conducted by the Gallup Organization and continuing during the past two years with in-depth studies of a few top performers, I’ve found that while there are as many styles of management as there are managers, there is one quality that sets truly great managers apart from the rest: They discover what is unique about each person and then capitalize on it. Average managers play checkers, while great managers play chess. The difference? In checkers, all the pieces harvard business review • march 2005 are uniform and move in the same way; they are interchangeable. You need to plan and coordinate their movements, certainly, but they all move at the same pace, on parallel paths. In chess, each type of piece moves in a different way, and you can’t play if you don’t know how each piece moves. More important, you won’t win if you don’t think carefully about how you move the pieces. Great managers know and value the unique abilities and even the eccentricities of their employees, and they learn how best to integrate them into a coordinated plan of attack. This is the exact opposite of what great leaders do. Great leaders discover what is universal and capitalize on it. Their job is to rally people toward a better future. Leaders can succeed in this only when they can cut through differences of race, sex, age, nationality, and personality and, using stories and celebrating heroes, tap into those very few needs we all share. The job of a manager, meanwhile, is to turn one person’s particular talent into performance. Managers will succeed only when they can page 2 This document is authorized for use only by Lisa Fizzell in GMGM201 - Principles of Management-1 taught by Danielle Foley, New England College of Business from September 2017 to February 2018. For the exclusive use of L. Fizzell, 2017. What Great Managers Do identify and deploy the differences among people, challenging each employee to excel in his or her own way. This doesn’t mean a leader can’t be a manager or vice versa. But to excel at one or both, you must be aware of the very different skills each role requires. The Game of Chess Marcus Buckingham (info@ is a consultant and speaker on leadership and management practices. He is the coauthor of First, Break All the Rules (Simon & Schuster, 1999) and Now, Discover Your Strengths (Free Press, 2001). This article is copyright 2005 by One Thing Productions and has been adapted with permission from Buckingham’s new book, The One Thing You Need to Know (Free Press, March 2005). harvard business review • march 2005 What does the chess game look like in action? When I visited Michelle Miller, the manager who opened Walgreens’ 4,000th store, I found the wall of her back office papered with work schedules. Michelle’s store in Redondo Beach, California, employs people with sharply different skills and potentially disruptive differences in personality. A critical part of her job, therefore, is to put people into roles and shifts that will allow them to shine—and to avoid putting clashing personalities together. At the same time, she needs to find ways for individuals to grow. There’s Jeffrey, for example, a “goth rocker” whose hair is shaved on one side and long enough on the other side to cover his face. Michelle almost didn’t hire him because he couldn’t quite look her in the eye during his interview, but he wanted the hard-to-cover night shift, so she decided to give him a chance. After a couple of months, she noticed that when she gave Jeffrey a vague assignment, such as “Straighten up the merchandise in every aisle,” what should have been a two-hour job would take him all night—and wouldn’t be done very well. But if she gave him a more specific task, such as “Put up all the risers for Christmas,” all the risers would be symmetrical, with the right merchandise on each one, perfectly priced, labeled, and “faced” (turned toward the customer). Give Jeffrey a generic task, and he would struggle. Give him one that forced him to be accurate and analytical, and he would excel. This, Michelle concluded, was Jeffrey’s forte. So, as any good manager would do, she told him what she had deduced about him and praised him for his good work. And a good manager would have left it at that. But Michelle knew she could get more out Jeffrey. So she devised a scheme to reassign responsibilities across the entire store to capitalize on his unique strengths. In every Walgreens, there is a responsibility called “resets and revisions.” A reset involves stocking an aisle with new merchandise, a task that usually coincides with a predictable change in cus- tomer buying patterns (at the end of summer, for example, the stores will replace sun creams and lip balms with allergy medicines). A revision is a less time-consuming but more frequent version of the same thing: Replace these cartons of toothpaste with this new and improved variety. Display this new line of detergent at this end of the row. Each aisle requires some form of revision at least once a week. In most Walgreens stores, each employee “owns” one aisle, where she is responsible not only for serving customers but also for facing the merchandise, keeping the aisle clean and orderly, tagging items with a Telxon gun, and conducting all resets and revisions. This arrangement is simple and efficient, and it affords each employee a sense of personal responsibility. But Michelle decided that since Jeffrey was so good at resets and revisions— and didn’t enjoy interacting with customers— this should be his full-time job, in every single aisle. It was a challenge. One week’s worth of revisions requires a binder three inches thick. But Michelle reasoned that not only would Jeffrey be excited by the challenge and get better and better with practice, but other employees would be freed from what they considered a chore and have more time to greet and serve customers. The store’s performance proved her right. After the reorganization, Michelle saw not only increases in sales and profit but also in that most critical performance metric, customer satisfaction. In the subsequent four months, her store netted perfect scores in Walgreens’ mystery shopper program. So far, so very good. Sadly, it didn’t last. This “perfect” arrangement depended on Jeffrey remaining content, and he didn’t. With his success at doing resets and revisions, his confidence grew, and six months into the job, he wanted to move into management. Michelle wasn’t disappointed by this, however; she was intrigued. She had watched Jeffrey’s progress closely and had already decided that he might do well as a manager, though he wouldn’t be a particularly emotive one. Besides, like any good chess player, she had been thinking a couple of moves ahead. Over in the cosmetics aisle worked an employee named Genoa. Michelle saw Genoa as something of a double threat. Not only was she adept at putting customers at ease—she remembered their names, asked good questions, page 3 This document is authorized for use only by Lisa Fizzell in GMGM201 - Principles of Management-1 taught by Danielle Foley, New England College of Business from September 2017 to February 2018. For the exclusive use of L. Fizzell, 2017. What Great Managers Do was welcoming yet professional when answering the phone—but she was also a neatnik. The cosmetics department was always perfectly faced, every product remained aligned, and everything was arranged just so. Her aisle was sexy: It made you want to reach out and touch the merchandise. To capitalize on these twin talents, and to accommodate Jeffrey’s desire for promotion, Michelle shuffled the roles within the store once again. She split Jeffrey’s reset and revision job in two and gave the “revision” part of it to Genoa so that the whole store could now benefit from her ability to arrange merchandise attractively. But Michelle didn’t want the store to miss out on Genoa’s gift for customer service, so Michelle asked her to focus on the revision role only between 8:30 AM and 11 AM, and after that, when the store began to fill with customers on their lunch breaks, Genoa should shift her focus over to them. She kept the reset role with Jeffrey. Assistant managers don’t usually have an ongoing responsibility in the store, but, Michelle reasoned, he was now so good and so fast at tearing an aisle apart and rebuilding it that he could easily finish a major reset during a fivehour stint, so he could handle resets along with his managerial responsibilities. By the time you read this, the Jeffrey– Genoa configuration has probably outlived its usefulness, and Michelle has moved on to design other effective and inventive configurations. The ability to keep tweaking roles to capitalize on the uniqueness of each person is the essence of great management. A manager’s approach to capitalizing on differences can vary tremendously from place to place. Walk into the back office at another Walgreens, this one in San Jose, California, managed by Jim Kawashima, and you won’t see a single work schedule. Instead, the walls are covered with sales figures and statistics, the best of them circled with red felt-tip pen, and dozens of photographs of sales contest winners, most featuring a customer service representative named Manjit. Manjit outperforms her peers consistently. When I first heard about her, she had just won a competition in Walgreens’ suggestive selling program to sell the most units of Gillette deodorant in a month. The national average was 300; Manjit had sold 1,600. Disposable cameras, toothpaste, batteries—you name it, she could sell it. And Manjit won contest after contest despite working the graveyard shift, from 12:30 AM to 8:30 AM, during which she met significantly fewer customers than did her peers. Manjit hadn’t always been such an exceptional performer. She became stunningly suc- The Research To gather the raw material for my book The One Thing You Need to Know: About Great Managing, Great Leading, and Sustained Individual Success, from which this article has been adapted, I chose an approach that is rather different from the one I used for my previous books. For 17 years, I had the good fortune to work with the Gallup Organization, one of the most respected research firms in the world. During that time, I was given the opportunity to interview some of the world’s best leaders, managers, teachers, salespeople, stockbrokers, lawyers, and public servants. These interviews were a part of largescale studies that involved surveying groups of people in the hopes of finding broad patterns in the data. For my book, I used this foundation as the jumping-off point for deeper, more individualized research. In each of the three areas targeted in the harvard business review • march 2005 book—managing, leading, and sustained individual success—I first identified one or two people in various roles and fields who had measurably, consistently, and dramatically outperformed their peers. These individuals included Myrtle Potter, president of commercial operations for Genentech, who transformed a failing drug into the highest selling prescription drug in the world; Sir Terry Leahy, the president of the European retailing giant Tesco; Manjit, the customer service representative from Jim Kawashima’s topperforming Walgreens store in San Jose, California, who sold more than 1,600 units of Gillette deodorant in one month; and David Koepp, the prolific screenwriter who penned such blockbusters as Jurassic Park, Mission: Impossible, and Spider-Man. What interested me about these high achievers was the practical, seemingly banal details of their actions and their choices. Why did Myrtle Potter repeatedly turn down promotions before taking on the challenge of turning around that failing drug? Why did Terry Leahy rely more on the memories of his working-class upbringing to define his company’s strategy than on the results of customer surveys or focus groups? Manjit works the night shift, and one of her hobbies is weight lifting. Are those factors relevant to her performance? What were these special people doing that made them so very good at their roles? Once these many details were duly noted and recorded, they slowly came together to reveal the “one thing” at the core of great managing, great leading, and sustained individual success. page 4 This document is authorized for use only by Lisa Fizzell in GMGM201 - Principles of Management-1 taught by Danielle Foley, New England College of Business from September 2017 to February 2018. For the exclusive use of L. Fizzell, 2017. What Great Managers Do cessful only when Jim, who has made a habit of resuscitating troubled stores, came on board. What did Jim do to initiate the change in Manjit? He quickly picked up on her idiosyncrasies and figured out how to translate them into outstanding performance. For example, back in India, Manjit was an athlete—a runner and a weight lifter—and had always thrilled to the challenge of measured performance. When I interviewed her, one of the first things out of her mouth was, “On Saturday, I sold 343 low-carb candy bars. On Sunday, I sold 367. Yesterday, 110, and today, 105.” I asked if she always knows how well she’s doing. “Oh yes,” she replied. “Every day I check Mr. K’s charts. Even on my day off, I make a point to come in and check my numbers.” Manjit loves to win and revels in public recognition. Hence, Jim’s walls are covered with charts and figures, Manjit’s scores are always highlighted in red, and there are photos documenting her success. Another manager might have asked Manjit to curb her enthusiasm for the limelight and give someone else a chance. Jim found a way to capitalize on it. But what about Jim’s other staff members? Instead of being resentful of Manjit’s public recognition, the other e ...
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Final Answer



What Great Managers Do
Institution Affiliation




Management involves the administration of bodies, organizations and even businesses.
For any of these institutions mentioned to succeed, there must be a great manager at the helm to
foresee the activities that take place. Management is not an easy task. The best manager that I
ever had had some of the qualities, behaviors, and characteristics that would make any manager
great (Buckingham & Coffman, 2014). Moreover, he had in-depth knowledge of the three levers
which are very useful in management.
Best Manager Traits
Any great manager must have the qualities, characteristics, and behaviors that are needed
in sound management. The best manager that I ever had ...

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