You Have Just Attended A Manager's Meeting About Esta 056098

You Have Just Attended A Managers Meeting About Establishing Self Dir

You have just attended a manager's meeting about establishing self-directed, high-performing teams. The company is concerned because some of the managers are having success building self-directed, high-performing teams while others are not. A discussion occurred that identified the characteristics of the successful team building elements and compared them to those managers that have not been successful. This is a situation where those who are struggling need to learn from those who are doing well. The discussions included identifying what could be going wrong and what steps might be taken for success.

You have been asked to write a research report that summarizes the meeting and offers some recommendations that might be helpful to those managers who are struggling. Specifically, your report must include: Identification of the difficulties the managers may be having in establishing self-directed, high-performing teams Identification of the successful characteristic of establishing self-directed, high-performing teams Recommendations for success A designed plan that might help guide the struggling managers and improve negotiation and conflict resolution skills.

Paper For Above instruction

Effective team building in organizations is crucial for achieving organizational goals, especially in the context of developing self-directed, high-performing teams. The recent management meeting highlighted critical differences between successful and struggling managers in their ability to establish such teams, emphasizing the need for a comprehensive understanding of both challenges and best practices. This report summarizes the key discussions from that meeting and offers targeted recommendations to support managers who face difficulties in nurturing autonomous and efficient teams.

Difficulties Faced by Managers

One of the primary challenges identified was a lack of clarity in team roles and expectations. Managers who struggle often fail to communicate clear objectives or empower team members adequately, leading to confusion and decreased motivation (Hackman & Wageman, 2005). Additionally, resistance to delegation can impede autonomy; some managers tend to micromanage, undermining the very concept of self-directed teams. Emotional factors such as fear of loss of control or accountability issues may hinder their willingness to trust team members (Katzenbach & Smith, 1993). Furthermore, a deficiency in conflict management skills often results in unresolved disputes, which destabilize team cohesion and hinder performance (Jehn & Mannix, 2001). Lastly, a lack of training or experience in team development techniques can leave managers ill-equipped to facilitate team dynamics effectively, reducing the chances for success.

Characteristics of Successful Self-Directed, High-Performing Teams

Successful managers exhibit several key characteristics that foster high-performing teams. Foremost among these is the ability to foster psychological safety, where team members feel comfortable sharing ideas and expressing concerns without fear of ridicule (Edmondson, 1999). They also demonstrate excellent communication skills, ensuring transparency about goals, roles, and responsibilities (Larson & LaFasto, 1989). Delegation and empowerment are central; effective managers trust team members to make decisions within their areas of expertise, promoting ownership and accountability (Spreitzer, 1995). Moreover, successful managers promote collaboration and build a shared sense of purpose, aligning team goals with organizational objectives (Katzenbach & Smith, 1993). Conflict is viewed as a natural element of team dynamics and is addressed constructively through negotiation and mediation strategies (Thompson, 2009). These managers also invest in team development by providing ongoing training, feedback, and recognition, which sustain motivation and continuous improvement.

Recommendations for Success

To foster self-directed, high-performing teams, managers should first focus on building trust and psychological safety within their teams. A participative leadership style that involves team members in decision-making processes helps cultivate ownership and commitment (Goleman, 2000). Managers should clarify roles, expectations, and performance metrics to eliminate ambiguity and establish shared goals. Providing training on team dynamics, conflict resolution, and negotiation skills is essential to empower managers and team members alike, enhancing their capacity to handle disagreements constructively (Fisher & Brown, 1988). Encouraging open communication and active listening further enhances team cohesion. Regular feedback, recognition, and opportunities for professional development motivate teams and reinforce high-performance standards. Developing a structured process for conflict resolution, including mediation and negotiation frameworks, aids managers in addressing disputes effectively, maintaining team harmony (Ury, Brett, & Albert, 1988). Emphasizing coaching and mentorship can further support struggling managers in acquiring the necessary leadership competencies to sustain high-performing teams.

A Designed Plan for Improving Managerial Skills

A practical plan to guide struggling managers involves several interconnected steps. First, initial assessment through surveys and feedback can identify specific gaps in skills and team functioning. Subsequently, targeted training programs should be implemented, covering areas such as leadership, negotiation, conflict management, and team facilitation. These programs can include workshops, role-playing exercises, and coaching sessions to develop practical skills (Hargie, 2011). Concurrently, establishing mentorship relationships with successful managers can provide real-time guidance and support, fostering experiential learning. To reinforce these skills, managers should set measurable goals related to team performance, conflict resolution, and leadership behaviors, reviewed periodically through performance evaluations. Creating a regular forum for managers to share best practices and challenges cultivates a community of continuous learning and support. Additionally, implementing structured team development initiatives, such as team-building activities and strategic planning sessions, can strengthen cohesion and alignment (Tuckman, 1965). This comprehensive approach ensures that struggling managers acquire the necessary competencies to lead self-directed, high-performing teams effectively.

Conclusion

Establishing self-directed, high-performing teams is a multifaceted process that requires clear communication, trust, empowerment, and effective conflict management. The meeting underscored the importance of recognizing existing challenges and leveraging successful characteristics as models for improvement. By implementing tailored training programs, fostering a culture of openness and collaboration, and developing structured plans for skill enhancement, organizations can better support managers in overcoming difficulties. Ultimately, cultivating these teams enhances organizational agility, innovation, and performance, benefiting the entire enterprise.

References

• Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350-383.
• Fisher, R., & Brown, M. (1988). Getting to yes: Negotiating agreement without giving in. Penguin Books.
• Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78(2), 78-90.
• Hackman, J. R., & Wageman, R. (2005). A theory of team coaching. Academy of Management Review, 30(2), 269-287.
• Hargie, O. (2011). Skilled interpersonal communication: Research, theory and practice. Routledge.
• Jehn, K. A., & Mannix, E. A. (2001). The dynamic nature of conflict: A longitudinal study of intragroup conflict and group performance. Academy of Management Journal, 44(2), 238-251.
• Katzenbach, J. R., & Smith, D. K. (1993). The wisdom of teams: Creating the high-performance organization. Harvard Business Press.
• Larson, C. E., & LaFasto, F. M. J. (1989). Teamwork: What must go right/what can go wrong. Sage Publications.
• Spreitzer, G. M. (1995). Psychological empowerment in the workplace: Dimensions, measurement, and validation. Academy of Management Journal, 38(5), 1442-1465.
• Thompson, L. (2009). The mind and heart of the negotiator. Pearson Education.
• Ury, W., Brett, J. M., & Albert, R. (1988). Getting disputes resolved: Designing systems to cut the costs and reduce the conflicts. Jossey-Bass.
• Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384-399.