Book Review: Reflective Assignment! I added the book to files word limit is 700-1000 I will upload all the instructions which the instructor himself uploaded as a file! please check it

Do you require help with your paper? Use our custom writing service to achieve better grades and meet your deadlines. Trust our team of writing experts with your work today, and enjoy peace of mind.


Order a Similar Paper Order a Different Paper

Book Review: Reflective Assignment!

I added the book to files

word limit is 700-1000

I will upload all the instructions which the instructor himself uploaded as a file! please check it

Book Review: Reflective Assignment! I added the book to files word limit is 700-1000 I will upload all the instructions which the instructor himself uploaded as a file! please check it
The S ym bol The N ew O ne M in ute M an ag er’s sy m bol is in te n ded to re m in d each o f u s t o t a k e a m in ute o ut o f o ur d ay t o l o ok i n to t h e f a ces o f th e p eo ple w e le ad a n d m an ag e. A nd to re aliz e th at th ey a re o ur m ost i m porta n t r e so urc es. Conte n ts T he S ym bol A M essa g e f ro m t h e A uth ors T he S to ry o f T he N ew O ne M in ute M an ag er T he S earc h T he N ew O ne M in ute M an ag er T he F ir s t S ecre t: O ne M in ute G oals O ne M in ute G oals : S um mary T he S eco nd S ecre t: O ne M in ute P ra is in gs O ne M in ute P ra is in gs: S um mary T he A ppra is a l T he T hir d S ecre t: O ne M in ute R e-D ir e cts O ne M in ute R e-D ir e cts : S um mary T he N ew O ne M in ute M an ag er E xpla in s W hy O ne M in ute G oals W ork W hy O ne M in ute P ra is in gs W ork W hy O ne M in ute R e-D ir e cts W ork A noth er N ew O ne M in ute M an ag er T he N ew O ne M in ute M an ag er’s G am e P la n A G if t t o Y ours e lf A G if t t o O th ers A ck now le d gm en ts T ak e t h e N ex t S te p A bout t h e A uth ors A ls o b y K en B la n ch ard a n d S pen cer J o hnso n C opyrig ht A bout t h e P ublis h er A M essa ge f r o m t h e A uth ors T he w orld h as c h an ged s in ce t h e p ublic atio n o f t h e o rig in al O ne M in ute M anager . T oday, o rg an iz atio ns m ust re sp ond fa ste r, w ith fe w er re so urc es, to k eep u p w ith e v er- c h an gin g t e ch nolo gy a n d g lo baliz atio n. T o h elp y ou le ad , m an ag e, a n d s u cceed in th is c h an gin g w orld , w e’re h ap py t o o ff e r y ou T he N ew O ne M in ute M anager . S in ce t h e u nderly in g p rin cip le s i n t h e n ow -c la ssic s to ry r e m ain t h e s a m e — an d h av e h elp ed s o m an y m illio ns o f p eo ple a ro und th e w orld — a g ood deal o f t h is s to ry a ls o r e m ain s t h e s a m e. B ut, ju st a s th e w orld h as c h an g ed , s o h as th e O ne M in ute M an ag er. H e has a n ew , m ore c o lla b ora tiv e a p pro ach t o l e ad in g a n d m otiv atin g p eo ple . W hen h e fir s t s ta rte d te ach in g h is T hre e S ecre ts , to p-d ow n le ad ers h ip w as a w ay o f l if e . T hese d ay s e ff e ctiv e le ad ers h ip is m ore o f a s id e-b y-s id e re la tio nsh ip . Y ou’ll s e e t h at r e fle cte d i n T he N ew O ne M in ute M anager. T oday, p eo ple lo ok fo r m ore fu lf illm en t in th eir w ork a n d th eir liv es. T hey w an t to fe el e n gag ed a n d m ak e a m ean in gfu l c o ntr ib utio n. T hey ’re le ss w illin g t o t r a d e t im e o n t h e j o b t o s a tis fy n eed s o uts id e o f w ork . T he N ew O ne M in ute M an ag er unders ta n ds th is , an d tr e ats peo ple a cco rd in gly — know in g th ey are key co ntr ib uto rs to th e org an iz atio n’s s u ccess. H e r e aliz es t h at a ttr a ctin g a n d k eep in g t a le n t i s a t o p p rio rity . T he k ey i s h ow h e u se s h is n ew a p pro ach . A s th e a n cie n t s a g e C onfu ciu s a d vis e s, “ T he e sse n ce o f k now le d ge is , h av in g i t, t o u se i t.” W e tr u st y ou’ll c o nsid er u sin g th e T hre e S ecre ts y ou’ll d is c o ver in T he N ew O ne M in ute M anager to su cceed in y our c h an gin g w orld — not o nly w ith co lle ag ues an d asso cia te s at w ork , but als o w ith your fa m ily an d frie n ds. If y ou d o, w e’re c o nfid en t th at y ou a n d th e p eo ple y ou w ork a n d liv e w ith w ill e n jo y h ealth ie r, h ap pie r, a n d m ore p ro ductiv e l iv es. K en B la n ch ard , P hD Spen cer J o hnso n, M D The S ea rc h O NCE th ere w as a b rig ht y oung m an w ho w as lo okin g fo r a sp ecia l k in d o f m an ag er w ho c o uld l e ad a n d m an ag e i n t o day ’s c h an gin g w orld . H e w an te d t o f in d o ne w ho e n co ura g ed p eo ple t o b ala n ce t h eir w ork a n d th eir l if e , s o t h at e ach b ecam e m ore m ean in gfu l a n d e n jo yab le . H e w an te d t o w ork f o r o ne a n d h e w an te d t o b eco m e o ne. H is se arc h h ad ta k en h im o ver m an y y ears to th e fa r c o rn ers o f th e w orld . H e h ad b een i n s m all t o w ns a n d i n t h e c ap ita ls o f p ow erfu l n atio ns. H e h ad sp oken w ith m an y m an ag ers w ho w ere tr y in g to d eal w ith a ra p id ly ch an gin g world : ex ecu tiv es an d en tr e p re n eu rs , govern m en t ad m in is tr a to rs a n d m ilita ry p ers o nnel, u niv ers ity p re sid en ts a n d f o undatio n dir e cto rs ; w ith m an ag ers o f sh o ps an d sto re s, o f re sta u ra n ts , b an ks, an d hote ls ; w ith m en a n d w om en — yo ung a n d o ld . H e h ad g one in to e v ery k in d o f o ff ic e, la rg e a n d s m all, lu xurio us a n d sp ars e , w ith w in dow s a n d w ith ou t. H e w as beg in nin g to se e th e fu ll sp ectr u m of how peo ple m an ag e peo ple . B ut h e w asn ’t a lw ay s p le ase d w ith w hat h e s a w . H e h ad se en m an y “ to ugh” m an ag ers w hose o rg an iz atio ns se em ed to w in w hile t h e p eo ple w ork in g t h ere l o st. S om e t h ought t h ey w ere g ood m an ag ers . M an y t h ought o th erw is e . A s th e y oung m an sa t in each o f th ese “to ugh” p eo ple ’s o ff ic es, h e ask ed , “ W hat k in d o f a m an ag er w ould y ou s a y y ou a re ?” T heir a n sw ers v arie d o nly s lig htly . “ I’m a b otto m -lin e m an ag er— I k eep o n to p o f th e situ atio n,” h e w as to ld . “ H ard -n ose d .” “ R ealis tic .” “ P ro fit- m in ded .” T hey sa id th ey h ad a lw ay s m an ag ed th at w ay a n d sa w n o re aso n to c h an ge. H e h eard t h e p rid e i n t h eir v oic e s a n d t h eir i n te re st i n r e su lts . T he y oung m an a ls o m et m an y “ n ic e” m an ag ers w hose p eo ple s e em ed to w in w hile t h eir o rg an iz atio ns l o st. Som e o f th e p eo ple w ho re p orte d to th em th ought th ey w ere g ood m an ag ers . T hose t o w hom t h ey r e p orte d h ad t h eir d oubts . A s th e y oung m an sa t a n d lis te n ed to th ese “ n ic e” p eo ple a n sw er th e sa m e q uestio n, h e h eard : “I’m a partic ip ativ e man ag er.” “S upportiv e.” “C onsid era te .” “ H um an is tic .” T hey a ls o s a id th ey h ad a lw ay s m an ag ed th at w ay a n d s a w n o r e aso n to c h an ge. H e h eard t h e p rid e i n t h eir v oic e s a n d t h eir i n te re st i n p eo ple . B ut h e w as d is tu rb ed . It w as a s th ough m ost m an ag ers in th e w orld w ere s till m an ag in g th e w ay th ey h ad a lw ay s d one a n d w ere p rim arily in te re ste d e ith er in r e su lts o r in p eo ple . M an ag ers w ho w ere in te re ste d in re su lts o fte n se em ed to b e la b ele d “ au to cra tic ,” w hile th e ones in te re ste d in peo ple w ere ofte n la b ele d “ d em ocra tic .” T he y oung m an th ought e ach o f th ese ty pes— th e “ to ugh” a u to cra t a n d th e “n ic e” d em ocra t— was o nly p artia lly eff e ctiv e. I t’s lik e b ein g h alf a m anager, h e t h ought. H e r e tu rn ed h om e t ir e d a n d d is c o ura g ed . H e m ig ht h av e g iv en u p h is se arc h lo ng ag o, b ut h e h ad o ne g re at a d van ta g e. H e k new e x actly w hat h e w as l o okin g f o r. I n th ese ch angin g tim es, he th ought, t h e m ost effe ctiv e m anagers m anage th em se lv es a nd th e p eo ple th ey w ork w ith s o th at b oth th e p eo ple a nd t h e o rg aniz a tio n p ro fit f r o m t h eir p re se n ce. T he y oun g m an h ad lo oked e v ery w here fo r a n e ff e ctiv e m an ag er b ut had f o und o nly a f e w . T he f e w h e d id f in d w ould n ot s h are t h eir s e cre ts w ith h im . H e b eg an t o t h in k m ay be h e w ould n ev er f in d w hat h e w as l o okin g f o r. T hen h e b eg an h earin g m arv elo u s s to rie s a b out a s p ecia l m an ag er w ho liv ed , s u rp ris in gly , i n a n earb y t o w n. H e h eard t h at p eo ple l ik ed t o w ork f o r th is m an a n d t h at t h ey p ro duced g re at r e su lts t o geth er. H e a ls o h eard t h at w hen p eo ple a p plie d t h e m an ag er’s p rin cip le s t o t h eir p ers o nal l iv es, t h ey g ot g re at r e su lts a s w ell. H e w ondere d if th e sto rie s w ere re ally tr u e an d, if so , w heth er th is p ers o n w ould b e w illin g t o s h are h is s e cre ts w ith h im . Curio us, h e p honed th e a ssis ta n t to th is sp ecia l m an ag er to se e if h e m ig ht g et a n a p poin tm en t. T o h is s u rp ris e , th e a ssis ta n t p ut h im th ro ugh to t h e m an ag er i m med ia te ly . T he y oun g m an a sk ed w hen h e m ig ht b e a b le to m eet w ith h im , a n d th e m an ag er s a id , “ A nytim e th is w eek is f in e, e x cep t W ed nesd ay m orn in g. Y ou pic k t h e t im e.” T he y oun g m an w as p uzzle d . W hat k in d o f m an ag er h ad th at k in d o f tim e a v aila b le ? B ut h e w as f a sc in ate d a s w ell, a n d w en t t o s e e h im . The New One M in ute M anager W HEN th e y oun g m an a rriv ed a t th e M an ag er’s o ff ic e, h e fo und h im l o okin g o ut th e w in dow . T he M an ag er tu rn ed a n d in vite d h im to s it d ow n. “W hat c an I d o f o r y ou?” “I’v e h eard g re a t th in gs a b out y ou a n d w ould lik e to k now m ore a b out th e w ay y ou m an ag e.” “ W ell, w e’re u sin g o ur p ro ven m eth ods i n s e v era l n ew w ay s t o d eal w ith a ll th e c h an ges th at a re h ap pen in g, b ut w e c an g et to th at la te r. L et’s b eg in w ith t h e b asic s. “ W e u se d to b e a to p-d ow n m an ag ed c o m pan y, w hic h w ork ed in its t im e. B ut to day th at s tr u ctu re is to o s lo w . It d oesn ’t in sp ir e p eo ple a n d it s tif le s in novatio n. C usto m ers d em an d q uic k er s e rv ic e a n d b ette r p ro ducts , so w e n eed e v ery one to c o ntr ib ute th eir ta le n t. T he b ra in pow er is n ’t o nly in t h e e x ecu tiv e o ff ic e— it c an b e f o und t h ro ughout t h e o rg an iz atio n. “S in ce s p eed i s a c u rre n cy o f s u ccess n ow , l e ad in g w ith c o lla b ora tio n i s f a r m ore e ff e ctiv e t h an t h e o ld c o m man d-a n d-c o ntr o l s y ste m .” “ H ow d o y ou l e ad w ith c o lla b ora tio n?” “ I m eet w ith o u r te am o nce a w eek o n W ed nesd ay m orn in gs— th at’s w hy I c o uld n’t m eet w ith y ou th en . A t th ose m eetin gs I lis te n a s o ur g ro up re v ie w s a n d a n aly zes w hat th ey a ch ie v ed th e p re v io us w eek , th e p ro ble m s th ey h ad , w hat r e m ain s t o b e a cco m plis h ed , a n d t h eir p la n s a n d s tr a te g ie s t o g et t h ose t h in gs d one.” “ A re th e d ecis io ns m ad e a t th o se m eetin gs b in din g o n b oth y ou a n d your t e am ?” “Y es, t h ey a re . T he p urp ose o f t h e m eetin g i s f o r p eo ple t o p artic ip ate i n m ak in g k ey d ecis io ns a b out w hat t h ey ’re g oin g t o d o n ex t.” “ T hen y ou’re a p artic ip ativ e m an ag er, are n ’t y ou?” ask ed th e y oung m an . “N ot re a lly . I b elie v e in fa cilita tin g, b ut n ot in p artic ip atin g in m ak in g oth er p eo ple ’s d ecis io ns.” “ T hen w hat i s t h e p urp ose o f y o ur m eetin gs? ” “ D id n’t I j u st t e ll y ou t h at? ” The y ou ng m an fe lt u nco m fo rta b le an d w is h ed h e h ad n’t m ad e th at m is ta k e. T he M an ag er p au se d a n d to ok a b re ath . “ W e’re h ere to g et re su lts . B y dra w in g o n t h e t a le n ts o f e v ery one, w e’re a l o t m ore p ro ductiv e.” “ O h, s o y ou’re m ore r e su lts -o rie n te d t h an p eo ple -o rie n te d .” T he M an ag er g ot to h is fe et an d b eg an to w alk ab out. “T o su cceed so oner, m an ag ers m ust b e b oth r e su lts -o rie n te d a n d p eo ple -o rie n te d . “H ow o n e arth c an w e g et re su lts if it’s n ot th ro ugh p eo ple ? S o I c are a b out p eo ple a nd r e su lts , b ecau se t h ey g o h an d i n h an d. “T ak e a l o ok a t t h is .” T he M an ag er p oin te d t o h is c o m pute r. “ I k eep t h is a s m y s c re en s a v er t o r e m in d m e o f a p ra ctic al t r u th .” * Peo ple W ho F eel G ood A bout T hem se lv es P ro duce G ood R esu lts . * As t h e y oung m an l o oked a t t h e s c re en , t h e M an ag er s a id , “ T hin k a b out yours e lf . W hen d o y ou w ork b est? I s i t w hen y ou f e el g ood a b out y ours e lf ? O r w hen y ou d on’t? ” T he y oung m an n odded a s h e b eg an to se e th e o bvio us. “ I g et m ore d one w hen I ’m f e elin g g ood a b out m yse lf .” “ O f c o urs e y ou d o, a n d s o d oes e v ery one e ls e .” “ S o,” th e v is ito r s a id , “ h elp in g p eo ple fe el g ood a b out th em se lv es is a k ey t o p ro ductiv ity .” “ Y es. H ow ev er, r e m em ber— pro ductiv ity is m ore th an ju st th e q uantity o f w ork d one. It is a ls o th e q uality .” H e w alk ed o ver to th e w in do w a n d sa id , “ L ook a t t h is .” W hen th e y oung m an re ach ed th e w in dow , th e M an ag er p oin te d to a re sta u ra n t b elo w . “ D o y ou s e e h ow m an y c u sto m ers t h at r e sta u ra n t h as? ” T he y oung m an s a w p eo ple lin ed u p o uts id e th e r e sta u ra n t d oor. “ M ust b e a g ood l o catio n f o r a r e sta u ra n t,” h e o bse rv ed . T he M an ag er a sk ed , “ If th at’s tr u e, w hy a re n ’t p eo ple lin ed u p in f ro nt of th e o th er re sta u ra n t tw o d oors a w ay ? W hy d o p eo ple w an t to e at a t th e fir s t r e sta u ra n t a n d n ot a t t h e s e c o nd?” T he y oung m an r e p lie d , “ B ecau se t h e f o od a n d s e rv ic e a re b ette r? ” “ Y es. I t’s p re tty s im ple . W ith out g iv in g p eo ple a q uality p ro duct a n d t h e se rv ic e t h ey w an t, y ou w on’t s ta y i n b usin ess f o r l o ng. “It’s e asy to m is s th e o bvio us. T he b est w ay to a ch ie v e th ese s u ccessfu l re su lts i s w ith peo ple ! I t’s t h e p eo ple i n t h e b est r e sta u ra n ts t h at a re c re atin g th eir s u ccess.” T his p iq u ed th e y oung m an ’s in te re st. A s th ey s a t b ack d ow n, h e s a id , “Y ou’v e a lr e ad y sta te d th at y ou’re n ot a p artic ip ativ e m an ag er. Ju st h ow w ould y ou d esc rib e y ours e lf ? ” “T hey c all m e a N ew O ne M in u te M an ag er.” T he y oung m an ’s f a ce s h ow ed s u rp ris e . “ A w hat? ” T he M an ag er la u ghed an d sa id , “T hey call m e th at becau se w e’re f in din g n ew w ay s t o g et g re at r e su lts i n v ery l ittle t im e.” A lth ough t h e y oung m an h ad s p o ken w ith m an y m an ag ers , h e h ad n ev er h eard o ne ta lk lik e th is . It w as h ard to b elie v e— so m eo ne w ho g ets g ood re su lts w ith out t a k in g a l o t o f t im e. S eein g t h e d oubt o n t h e y oung m an ’s f a ce, t h e M an ag er s a id , “ Y ou d on’t b elie v e i t, d o y ou?” “I m ust a d m it i t’s h ard f o r m e e v en t o i m ag in e.” T he M an ag er l a u ghed a n d s a id , “ L is te n , i f y ou r e ally w an t t o k now w hat k in d o f m an ag er I a m , w hy d on ’t y ou ta lk w ith s o m e o f th e p eo ple o n o ur te am ?” T he M an ag er t u rn ed t o h is c o m pu te r, p rin te d o ut a l is t, a n d g av e i t t o t h e young m an . “ T hose a re th e n am es, p ositio ns, a n d p hone n um bers o f th e s ix p eo ple w ho r e p ort t o m e.” “ W hic h o nes s h ould I t a lk t o ?” t h e y oung m an a sk ed . “T hat’s y our d ecis io n. P ic k a n y n am e. T alk to a n y o ne o f th em o r a ll o f th em .” “ W ell, I m ean , w ho s h ould I s ta rt w ith ?” “ A s I s a id e arlie r, I d on’t m ak e d ecis io ns f o r o th er p eo ple ,” t h e M an ag er sa id fir m ly . “M ak e th at d ecis io n y ours e lf .” T hen h e w as q uie t fo r w hat se em ed l ik e a l o ng m om en t. T he y oung m an sta rte d to fe el u nco m fo rta b le , an d w is h ed h e h ad n’t a sk ed th e M an ag er to m ak e a d ecis io n fo r h im th at h e co uld ’v e m ad e him se lf . T he M an ag er s to od u p a n d w alk ed h is v is ito r to th e d oor. “ Y ou w an t to k now a b out l e ad in g a n d m an ag in g p eo ple , a n d I a d m ir e t h at. “ If y ou h av e a n y q uestio ns a fte r ta lk in g w ith s o m e o f th e p eo ple o n o ur te am ,” h e a d ded , “ co m e b ack a n d s e e m e. “I w ould , in fa ct, lik e to giv e you th e co ncep t of O ne M in ute M an ag em en t a s a g if t. S om eo n e g av e it to m e o nce a n d it’s m ad e a b ig d if f e re n ce. W hen y ou c o m e to u nders ta n d it, y ou m ay w an t to b eco m e a m an ag er y ours e lf s o m ed ay.” “ T han k y ou,” t h e y oung m an s a id . A s h e l e ft t h e o ff ic e, h e p asse d C ourtn ey, t h e M an ag er’s a ssis ta n t. S he s a id , “ I c an s e e f ro m y our t h oughtf u l e x pre ssio n t h at y ou’v e a lr e ad y ex perie n ced o ur M an ag er.” T he y oung m an , s till t r y in g t o f ig u re t h in gs o ut, s a id , “ I g uess I h av e.” “ Is t h ere a n y w ay I c an h elp y ou ?” s h e a sk ed . “Y es, t h ere i s . H e g av e m e t h is l is t o f p eo ple I m ig ht t a lk t o .” S he lo oked a t th e lis t. “ T hre e o f th ese p eo ple a re tr a v elin g th is w eek . H ow ev er, T ere sa L ee, P au l T re n ell, a n d J o n L ev y a re h ere to day. I ’ll p hone ah ead a n d h elp y ou g et i n t o s e e t h em .” “ I’d a p pre cia te i t,” s a id t h e y oung m an . The F ir st S ecre t: O ne M in ute G oals W H EN th e y oun g m an a rriv ed a t T ere sa L ee’s o ff ic e, s h e r e m oved h er re ad in g g la sse s a n d s m ile d . “ I h ear y ou’v e b een to s e e o ur M an ag er. H e’s q uite a g uy, i s n ’t h e?” “H e s e em s t o b e.” “ D id h e s u ggest y ou t a lk w ith u s a b out t h e w ay h e m an ag es? ” “ H e s u re d id .” T ere sa s a id , “ It’ s a m azin g h ow w ell it w ork s. I ’m s till s u rp ris e d a t h ow little t im e h e n eed s t o s p en d w ith m e s in ce I ’v e l e arn ed h ow t o d o m y j o b.” “ Is t h at t r u e?” “Y ou’d b ette r b elie v e i t i s . I h ard ly e v er s e e h im n ow .” “ Y ou m ean y ou d on’t g et a n y h elp f ro m h im ?” a sk ed t h e y oung m an . “N ot a s m uch a s I d id w hen I s ta rte d . A lth ough h e d oes s p en d t im e w ith m e a t t h e b eg in nin g o f a n ew t a sk o r r e sp onsib ility . T hat’s w hen h e a n d I s e t o ur O ne M in ute G oals .” “ O ne M in ute G oals ? W hat a re t h ey ?” “ T hat’s th e fir s t o f th e T hre e S ecre ts to O ne M in ute M an ag em en t,” T ere sa s a id . “T hre e S ecre ts ? ” t h e y oung m an a sk ed , w an tin g t o k now m ore . “ Y es,” s a id T ere sa . “ S ettin g O ne M in ute G oals is th e b eg in nin g o f O ne M in ute M an ag em en t. Y ou s e e, in m ost o rg an iz atio ns w hen y ou a sk p eo ple w hat th ey d o a n d th en a sk th eir b oss, a ll to o o fte n y ou g et tw o d if f e re n t an sw ers . “ In f a ct, i n s o m e o rg an iz atio ns I ’v e w ork ed i n , a n y r e la tio nsh ip b etw een w hat I th ought m y jo b r e sp onsib ilitie s w ere a n d w hat m y b oss th ought th ey w ere w as p ure ly c o in cid en ta l. A nd t h en I w ould g et i n t r o uble f o r n ot d oin g so m eth in g I d id n’t e v en t h in k w as m y j o b.” “ D oes t h at e v er h ap pen h ere ?” a sk ed t h e y oung m an . “N o!” T ere sa s a id . “ It d oesn ’t h ap pen h ere . O ur M an ag er w ork s w ith u s to m ak e it c le ar w hat o ur re sp o nsib ilitie s a re a n d w hat w e a re b ein g h eld a cco unta b le f o r.” “ Ju st h ow d oes h e d o t h at? ” t h e y oung m an w an te d t o k now . “M ore e ff ic ie n tly th an e v er,” T ere sa sa id w ith a sm ile . “ In fa ct, th ese d ay s I c all h im th e N ew O ne M in ute M an ag er, b ecau se h e’s d oin g th in gs in n ew w ay s t h at a re e v en m ore e ff e ctiv e n ow .” “ H ow s o ?” S he ex pla in ed , “F or ex am ple , in ste ad o f se ttin g o ur g oals fo r u s, h e lis te n s to o ur in put a n d w ork s s id e-b y-s id e w ith u s to d ev elo p th em . A fte r w e a g re e o n o ur m ost i m porta n t g oals , e ach i s d esc rib ed o n o ne p ag e. “ H e fe els th at a g oal a n d its p erfo rm an ce s ta n dard — what n eed s to b e done a n d b y w hat d ue d ate — sh ould ta k e n o m ore th an a p ara g ra p h o r tw o to e x pre ss, s o i t c an b e r e ad a n d r e v ie w ed i n a b out a m in ute . “ O nce w e’v e w ritte n th e g oals o ut c o ncis e ly , it’s e asy to lo ok a t th em o fte n a n d s ta y f o cu se d o n w hat’s i m porta n t. “ F in ally , I e -m ail m y g oals to h im a n d k eep c o pie s, so e v ery th in g is c le ar a n d w e c an b oth p erio dic ally c h eck m y p ro gre ss.” “ If y ou h av e a o ne-p ag e d esc rip tio n f o r e v ery g oal, w ould n’t th ere b e a lo t o f p ag es f o r e ach p ers o n?” “N o, th ere re ally a re n ’t. W e b elie v e in th e 8 0/2 0 ru le . T hat is , 8 0% o f your r e a lly im porta n t r e su lts w ill c o m e f ro m 2 0% o f y our g oals . S o w e s e t O ne M in ute G oals o n o nly t h at 2 0% — th at i s , o ur k ey a re as o f r e sp onsib ility — may be t h re e t o f iv e g oals . O f c o urs e , i n t h e e v en t a s p ecia l p ro je ct c o m es u p, w e s e t s p ecia l O ne M in ute G oals .” S he c o ntin ued , “ S in ce e ach g oal c an b e r e ad in a b out a m in ute , w e a re e n co ura g ed to ta k e a m om en t e v ery n ow a n d th en to lo ok a t w hat w e’re d oin g a n d s e e i f i t m atc h es o ur g oals . “ If n ot, w e a d ju st w hat w e’re d oin g. I t h elp s u s s u cceed s o oner.” T he y oung m an o bse rv ed , “ S o yo u lo ok to s e e if y ou’re d oin g w hat’s e x pecte d , r a th er t h an w aitin g f o r y our m an ag er t o t e ll y ou.” “ Y es.” “ S o, i n a w ay, y ou’re m an ag in g y ours e lf .” “ E xactly ,” T ere sa s a id w ith a n od. “A nd it’s e asie r,” s h e a d ded , “ b ecau se w e k now w hat o ur jo b is . O ur M an ag er m ak es s u re w e k now w hat g ood p erfo rm an ce lo oks lik e b ecau se h e s h ow s u s. I n o th er w ord s, e x p ecta tio ns a re c le ar t o b oth o f u s. “ H ow ev er, m an y o f u s w ork re m ote ly , a n d o ur M an ag er is n ’t a lw ay s ab le t o s h ow u s i n p ers o n, b ut h e d oes s o i n o th er w ay s.” “ C an y ou g iv e m e a n e x am ple ?” “S ure ,” s a id T ere sa . “ O ne o f m y g oals w as to id en tif y a p ro ble m a n d co m e u p w ith a s o lu tio n th at, w hen im ple m en te d , w ould tu rn th e s itu atio n aro und. “E arly o n, w hen I s ta rte d to w ork h ere , I w as tr a v elin g a n d s p otte d a p ro ble m th at n eed ed to b e s o lv ed , b ut I d id n’t k now w hat to d o. S o I c alle d h im . W hen h e a n sw ere d th e p hone, I sa id , ‘I h av e a p ro ble m .’ B efo re I c o uld g et a n oth er w ord o ut, h e s a id , ‘ G ood! T hat’s w hat y ou’v e b een h ir e d to s o lv e.’ T hen t h ere w as d ead s ile n ce o n t h e o th er e n d o f t h e p hone. “ I d id n’t k now w hat to s a y. I e v en tu ally s p utte re d , ‘ B ut, b ut . . . I d on’t k now h ow t o s o lv e t h is p ro ble m .’ “ ‘T ere sa ,’ h e s a id , ‘ o ne o f y our g oals f o r t h e f u tu re i s f o r y ou t o i d en tif y a n d s o lv e y our o w n p ro ble m s. B ut s in ce y ou a re n ew , le t’s ta lk . S o te ll m e what t h e p ro ble m i s .’ “ I th en tr ie d to d esc rib e th e p ro ble m th e b est I c o uld . B ut I w as a ll o ver th e p la ce, f e elin g n erv ous a n d d efe n siv e. “ M y M an ag er p ut m e a t e ase w hen h e g en tly s a id , ‘J u st te ll m e w hat p eo ple a re d oin g, o r n ot d oin g, t h at’s c au sin g t h e p ro ble m .’ “ H earin g th at m ad e m e th in k a b o ut th e re al p ro ble m in ste ad o f m yse lf a n d I d esc rib ed t h e p ro ble m t h e w ay h e a sk ed m e t o . “H e s a id , ‘ T hat’s g ood, T ere sa ! N ow te ll m e w hat y ou w ould lik e to b e hap pen in g.’ “ ‘I’m n ot s u re I k now ,’ I s a id . “‘T hen c all m e b ack w hen y ou k now ,’ h e s a id . “I j u st f ro ze i n a m azem en t f o r a f e w s e co nds. I d id n’t k now w hat t o s a y. H e m erc if u lly b ro ke t h e s ile n ce. “‘If y ou c an ’t te ll m e w hat y ou’d lik e to b e h ap pen in g,’ h e s a id , ‘y ou don’t h av e a p ro ble m y et. Y ou’re j u st c o m pla in in g. A p ro ble m o nly e x is ts i f t h ere is a d if f e re n ce b etw een w hat is a ctu ally h ap pen in g an d w hat y ou desir e t o b e h ap pen in g.’ “ B ein g a q uic k le arn er, I s u dden ly r e aliz ed I k new w hat I w an te d to b e hap pen in g. A fte r I to ld h im , h e ask ed m e to ta lk ab out w hat m ay h av e cau se d t h e d is c re p an cy b etw een t h e a ctu al a n d t h e d esir e d . “A fte r I d id t h at, h e s a id , ‘ N ow , w hat a re y ou g oin g t o d o a b out i t? ’ “ ‘W ell, I c o uld d o A ,’ I s a id . “‘If y ou d id A , w ould w hat y ou w an t to h ap pen a ctu ally h ap pen ?’ h e ask ed . “‘N o,’ I s a id . “‘T hen y ou h av e a l o usy s o lu tio n. W hat e ls e c o uld y ou d o?’ h e a sk ed . “‘I c o uld d o B ,’ I s a id . “‘B ut if y ou d o B , w ill w hat y ou w an t to h ap pen re ally h ap pen ?’ h e co unte re d a g ain . “‘N o,’ I r e aliz ed . “‘T hen t h at’s a ls o a b ad s o lu tio n,’ h e s a id . ‘ W hat e ls e c an y ou d o?’ “ I t h ought a b out i t f o r a c o uple o f m in ute s a n d s a id , ‘ I c o uld d o C . B ut i f I d o C , w hat I w an t w on’t h ap pen , s o t h at’s n ot a s o lu tio n, i s i t? ’ “ ‘R ig ht. Y ou’re s ta rtin g to c o m e a ro und,’ h e jo ked . ‘Is th ere a n yth in g els e y ou c o uld d o?’ “F eelin g r e lie v ed , I la u ghed a n d s a id , ‘ M ay be I c o uld c o m bin e s o m e o f th ese s o lu tio ns.’ “ ‘T hat s o unds w orth t r y in g,’ h e s a id . “‘In fa ct, if I d o A th is w eek , B n ex t w eek , a n d C in tw o w eek s, I’ll h av e it s o lv ed . T hat’s fa n ta stic . T han ks s o m uch . Y ou s o lv ed m y p ro ble m fo r m e.’ “ ‘I d id n ot,’ h e in sis te d . ‘Y ou so lv ed it y ours e lf . I ju st a sk ed y ou th e kin ds o f q uestio ns y ou c an a sk y ours e lf i n t h e f u tu re .’ “ I k new w hat h e h ad d one, o f c o urs e . H e’d sh ow n m e h ow to so lv e pro ble m s s o t h at I c o uld d o i t o n m y o w n.” “ Is th at w hat y ou m ean b y s e ein g w hat g ood p erfo rm an ce lo oks lik e?” th e y oung m an a sk ed . “Y es. M y M an ag er s h ow s m e h ow to d o it s o I c an u nders ta n d it a n d d o it m yse lf . “ T hen a t th e e n d o f th e c all, h e s a id , ‘Y ou’re g ood, T ere sa . R em em ber th at t h e n ex t t im e y ou h av e a p ro ble m .’ ” T ere sa le an ed b ack in h er c h air a n d lo oked a s if s h e w ere re liv in g h er fir s t e n co unte r w ith t h e M an ag er. “ I r e m em ber s m ilin g a fte rw ard . I r e aliz ed w hat h e w as d oin g m ean t h e w ould n’t h av e t o p artic ip ate s o m uch w ith m e i n t h e f u tu re .” “ T hat’s b ecau se y ou c o uld l e arn t o s o lv e p ro ble m s b ette r y ours e lf .” “ Y es. H e w an ts e v ery one o n o ur t e am t o e n jo y d oin g o ur j o bs b ette r a n d so oner.” T he y oung m an th ought fo r a m om en t a n d sa id , “ I c an se e h ow th is w ould m ak e th e o rg an iz atio n m ore re sp onsiv e, w ith m ore p eo ple o n th e te am a b le t o a ct o n t h eir o w n. “D o y ou m in d i f I w rite a b rie f s u m mary o f w hat I ’v e l e arn ed s o f a r? ” Tere sa r e sp onded , “ I t h in k t h at’s a g ood i d ea.” T hen t h e y oung m an w ro te : One M in ute G oals : S um m ary O NE M INUTE G OALS W ORK W ELL W HEN Y OU : 1. P la n th e g oals to geth er a n d d esc rib e th em b rie fly a n d c le arly . S how peo ple w hat g ood p erfo rm an ce l o oks l ik e. 2 . H av e p eo ple w rite o ut e ach o f th eir g oals , w ith d ue d ate s, o n a s in gle p ag e. 3 . A sk th em to r e v ie w th eir m ost im porta n t g oals e ach d ay, w hic h ta k es o nly a f e w m in ute s t o d o. 4. E nco ura g e p eo ple to ta k e a m in ute to lo ok a t w hat th ey ’re d oin g , a n d se e i f t h eir b eh av io r m atc h es t h eir g oals . 5 . If it d oesn ’t, e n co ura g e th em to re -th in k w hat th ey ’re d oin g s o th ey c an r e aliz e t h eir g oals s o oner. T he y oung m an s h ow ed h is s u m m ary t o T ere sa . “ T hat’s i t! ” s h e s a id . “ Y ou’re a f a st l e arn er.” “ T han k y ou,” h e s a id , f e elin g g ood a b out h im se lf . “ If se ttin g O ne M in ute G oals is th e F ir s t S ecre t to b eco m in g a O ne M in ute M an ag er, c an I a sk w hat t h e o th er t w o a re ?” T ere sa g rin ned , lo oked a t h er w atc h , a n d s a id , “ W hy d on’t y ou a sk P au l T re n ell? Y ou’re s c h ed ule d t o s e e h im a fte r w e f in is h , a re n ’t y ou?” H e w as im pre sse d th at T ere sa a lr e ad y k new h is sc h ed ule . H e ro se to s h ak e h er h an d a n d s a id , “ Y es, a n d t h an k y ou s o m uch f o r y our t im e.” “ Y ou’re w elc o m e. T im e is o ne th in g I h av e a lo t m ore o f n ow . A s y ou can p ro bab ly t e ll, I ’m b eco m in g a N ew O ne M in ute M an ag er m yse lf .” “ Y ou m ea n y ou n otic e w hat’s c h an gin g, a n d l o ok f o r n ew w ay s t o a p ply t h e T hre e S ecre ts ? ” “Y es. A dap tin g t o c h an ge i s o ne o f m y m ain g oals .” The S eco nd S ecre t: O ne M in ute P ra is in gs A S th e y ou ng m an le ft T ere sa ’s o ff ic e, h e w as s tr u ck b y th e s im plic ity o f w hat h e’d h eard . H e th ought, I t m akes s e n se . A fte r a ll, h ow c a n y o u b e an ef fe ctiv e m anager u nle ss y o u a nd y o ur te a m a re c le a r a bout g oals a nd w hat g ood p erfo rm ance l o oks l ik e ? W hen h e g ot to P au l T re n ell’s o ff ic e, h e w as s u rp ris e d to m eet s o m eo ne so y oung. P au l w as i n h is l a te t w en tie s o r e arly t h ir tie s. “ S o y ou’v e b een t o s e e o ur M an ag er. H e’s q uite a g uy, i s n ’t h e?” T he y oung m an w as a lr e ad y g ettin g u se d to th e M an ag er b ein g c alle d “ q uite a g uy.” “ I g uess h e i s .” “ D id h e t e ll y ou a b out h ow h e m an ag es? ” “ H e d id . Is it tr u e?” ask ed th e y oung m an , w onderin g if h e’d g et a d if f e re n t a n sw er f ro m T ere sa ’s . “ It s u re is . M y b oss a t th e la st p la ce I w ork ed w as a m ic ro m an ag er, b ut our N ew O ne M in ute M an ag er d oesn ’t b elie v e i n t h at s ty le .” “ Y ou m ean y ou d on’t g et h elp f r o m h im ?” “N ot a s m uch a s I d id w hen I w as f ir s t l e arn in g. H e t r u sts m e m ore n ow . “H ow ev er, h e s p en ds a g ood a m ount o f tim e w ith m e a t th e b eg in nin g of a n ew p ro je ct o r r e sp onsib ility .” “ Y es, I ju st le arn ed a b out se tti n g O ne M in ute G oals ,” in te rje cte d th e young m an . “A ctu ally , I w asn ’t th in kin g a b out O ne M in ute G oals . I w as r e fe rrin g to O ne M in ute P ra is in gs.” “ O ne M in ute P ra is in gs? I s t h at t h e S eco nd S ecre t? ” “ Y es. In fa ct, w hen I fir s t sta rte d to w ork h ere , m y M an ag er m ad e it v ery c le ar t o m e w hat h e w as g o in g t o d o.” “ W hat w as t h at? ” “H e s a id i t w ould b e a l o t e asie r f o r m e t o d o w ell i f h e g av e m e c ry sta l- c le ar f e e d back o n h ow I w as d oin g. H e s a id i t w ould h elp m e s u cceed — th at I h ad ta le n t a n d h e w an te d to k eep m e. H e a ls o w an te d m e to e n jo y m y work a n d t o b e a b ig h elp t o t h e o rg an iz atio n. “T hen h e s a id h e w ould le t m e k now in very s p ecific te rm s w hen I w as d oin g w ell a n d w hen I w asn ’t. H e c au tio ned m e th at it m ig ht n ot b e v ery c o m fo rta b le a t f ir s t f o r e ith er o f u s.” “ W hy?” “B ecau se , a s h e p oin te d o ut to m e th en , m ost m an ag ers d on’t m an ag e th at w ay. H e a ssu re d m e t h at i f s u cceed in g i n m y j o b w as i m porta n t t o m e, I w ould s o on r e aliz e t h at f e ed back i s a n i n valu ab le t o ol.” “ C an y ou g iv e m e a n e x am ple o f w hat y ou’re t a lk in g a b out? ” “ S ure ,” P au l r e p lie d . “ W hen I s ta rte d w ork in g h ere , I n otic ed th at a fte r m y M an ag er a n d I s e t o ur O ne M in ute G oals , h e s ta y ed i n c lo se c o nta ct.” “ H ow d id h e d o t h at? ” “T w o w ay s. F ir s t, h e o bse rv ed m y a ctiv itie s. E ven i f h e w as f a r a w ay, h e w ould lo ok at vario us data th at sh ow ed how I w as doin g. S eco nd, he re q uir e d m e t o s e n d h im r e p orts o f m y p ro gre ss.” “ H ow d id y ou f e el a b out t h at? ” “A t fir s t, it w as u nse ttlin g. T hen I re calle d th at h e’d s a id h e w ould b e w atc h in g m e i n t h e b eg in nin g i n o rd er t o c atc h m e d oin g s o m eth in g r ig ht.” “ C atc h y ou d oin g s o m eth in g rig ht ?” s a id t h e y oung m an . “Y es. W e h av e a s a y in g a ro und h ere t h at e v ery m an ag er l iv es b y.” * Help P eo ple R ea ch T heir F ull P ote n tia l. C atc h T hem D oin g S om eth in g R ig ht. * The y oun g m an h ad n ev er h eard o f a m an ag er d oin g th at, e v en th ough he’d m et m an y m an ag ers . P au l co ntin ued , “In m ost o rg an iz atio ns th e m an ag ers sp en d m ost o f th eir t im e c atc h in g p eo ple d oin g w hat? ” T he y oung m an s m ile d k now in g ly a n d s a id , “ D oin g s o m eth in g w ro ng.” “ R ig ht! ” P au l s m ile d . “ N o p un i n te n ded . “H ere w e put th e accen t on th e positiv e by catc h in g peo ple doin g so m eth in g r ig ht, e sp ecia lly a s t h ey b eg in a n ew t a sk .” T he y oun g m an m ad e a f e w n ote s, t h en g la n ced u p a n d a sk ed , “ S o, w hat h ap pen s w hen h e c atc h es y ou d o in g s o m eth in g r ig ht? ” “ T hat’s w hen h e g iv es a O ne M in ute P ra is in g,” P au l s a id w ith d elig ht. “ W hat d oes t h at m ean ?” t h e y oung m an a sk ed . “W hen h e n otic es y ou h av e d one s o m eth in g r ig ht, h e t e lls y ou p re cis e ly w hat y ou d id r ig ht, a n d h ow g oo d h e f e els a b out i t. “ H e p au se s f o r a m om en t s o y ou c an f e el it, to o. T hen h e r e in fo rc es th e pra is e b y e n co ura g in g y ou t o k eep u p t h e g ood w ork .” “ I d on’t th in k I ’v e e v er h eard o f a m an ag er d oin g th at,” th e y oung m an sa id . “ T hat m ust m ak e y ou f e el p re tty g ood.” “ It c erta in ly d oes, a n d fo r s e v era l re aso ns. F ir s t, I g et a P ra is in g s o on afte r I ’v e d one s o m eth in g r ig ht.” P au l l e an ed f o rw ard a n d c o nfid ed , “ I d on’t h av e t o w ait f o r a p erfo rm an ce r e v ie w , i f y ou k now w hat I m ean .” “ I k now ,” th e y oung m an s a id . “ It’s a w fu l to h av e to w ait to k now h ow you’re d oin g.” “ I a g re e . S eco nd, s in ce h e s p ecif ie s e x actly w hat I d id r ig ht, I k now h e know s w hat I a m d oin g a n d i s s in cere . T hir d , h e i s c o nsis te n t.” “ C onsis te n t? ” e ch oed t h e y oung m an . “Y es. H e p ra is e s m e w hen I ’m d oin g m y j o b w ell a n d d ese rv e i t, e v en i f t h in gs a re n ot g oin g w ell f o r h im p ers o nally o r h ere a t w ork . I k now h e m ay b e an noyed a b out th in gs h ap pen in g e ls e w here . B ut h e r e sp onds to w here I a m , n ot j u st t o w here h e i s a t t h e t im e. I r e ally a p pre cia te t h at.” “ D oesn ’t all th is p ra is in g ta k e u p a lo t o f th e M an ag er’s tim e?” th e young m an a sk ed . “N o. R em em ber, y ou d on’t h av e to p ra is e so m eo ne fo r v ery lo ng fo r th at p ers o n t o k no w y ou n otic e h ow t h ey ’re d oin g. I t u su ally t a k es l e ss t h an a m in ute .” T he young m an sa id , “A nd th at’s w hy it’s calle d a O ne M in ute P ra is in g.” “ R ig ht,” s a id P au l. “ S o i s h e a lw ay s t r y in g t o c atc h y ou d oin g s o m eth in g r ig ht? ” “ N o, o f c o urs e n ot,” P au l a n sw ere d . “ It’s m ostly i n t h e b eg in nin g, w hen y ou s ta rt w ork in g h ere a n d w hen y ou b eg in a n ew p ro je ct o r r e sp onsib ility . A fte r y ou g et to k now th e ro p es, y ou k now h e h as co nfid en ce in y ou becau se l a te r o n y ou d on’t s e e h im t h at o fte n .” “ R eally ? I s n ’t t h at a l e td ow n a fte r a ll t h e a tte n tio n?” “ N ot r e a lly , b eca u se y ou a n d h e h av e o th er w ay s o f k now in g w hen y our jo b p erfo rm an ce i s p ra is e w orth y. Y ou b oth c an r e v ie w t h e d ata t h at h as b een p oste d — sa le s f ig ure s, e x pen ditu re s, p ro ductio n s c h ed ule s, a n d s o o n. “In tim e,” P au l a d ded , “ y ou b eg in to c atc h y ours e lf d oin g th in gs r ig ht. Y ou s ta rt p ra is in g y ours e lf . Y ou w onder w hen h e m ig ht p ra is e y ou a g ain — w hic h h e s o m etim es d oes— an d th at k eep s y ou g oin g e v en w hen h e’s n ot aro und. It’s u ncan ny. I’v e n ev er w ork ed so h ard a t a jo b in m y lif e . O r en jo yed i t s o m uch . “H ere ’s w hy: I k now w hen I g et a P ra is in g, I’v e e a rn ed it. I’v e se en h ow i t b uild s c o nfid en ce, w hic h t u rn s o ut t o b e v ery i m porta n t.” “ W hy d o y ou t h in k t h at’s s o i m porta n t? ” “ B ecau se c o nfid en ce th at is e a rn ed h elp s y ou d eal w ith a ll th e c h an ges th at a re o ccu rrin g. W e’re e x pecte d to b e c o nfid en t e n ough to in novate in o rd er t o s ta y a h ead .” “ Is t h at w hy y our M an ag er g iv es y ou t h e o pportu nity t o s o lv e a p ro ble m y ours e lf , r a th er t h an p artic ip atin g i n y our d ecis io n?” “ Y es. P lu s, it s a v es a m an ag er tim e. I d o th e s a m e w ith th e p eo ple o n m y t e am , s o t h ey, t o o, b eco m e m ore c ap ab le .” “ I’m b eg in nin g to s e e a p atte rn h ere . Y ou c o nnect O ne M in ute G oals to P ra is in gs, w hic h b rin gs o ut t h e b est i n p eo ple .” “ E xactly .” “ C ould y ou g iv e m e a m om en t to m ak e s o m e n ote s a b out h ow to u se O ne M in ute P ra is in gs? ” “C erta in ly ,” P au l s a id . T he y oung m an w ro te : One M in ute P ra is in gs: S um mary A O NE M INUTE P RAISING W ORKS W ELL W HEN Y OU : T H E F IR ST H ALF-M IN UTE 1. P ra is e p eo ple a s s o on a s p ossib le . 2 . L et p eo ple k now w hat t h ey d id r ig ht— be s p ecif ic . 3 . T ell p eo ple h ow g ood y ou f e el a b out w hat th ey d id r ig ht, a n d h ow it h elp s. P A USE 4 . P au se fo r a m om en t to a llo w p eo ple tim e to fe el g ood a b out w hat th ey ’v e d one. T H E S E C O ND H ALF-M IN UTE 5. E nco ura g e t h em t o d o m ore o f t h e s a m e. 6 . M ak e i t c le ar y ou h av e c o nfid en ce i n t h em a n d s u pport t h eir s u ccess. “ S o, if O ne M in ute G oals an d P ra is in gs are th e F ir s t an d S eco nd S ecre ts , m ay I a sk w hat t h e T hir d S ecre t i s ? ” P au l ro se fro m h is c h air. “ M ay b e y ou’d lik e to a sk Jo n L ev y th at. I u nders ta n d y ou’re p la n nin g t o t a lk w ith h im n ex t.” “ Y es, I a m . I w an t t o t h an k y ou s o m uch f o r y our t im e.” “ T hat’s O K. T im e i s o ne t h in g I h av e m ore o f. Y ou s e e, I ’m b eco m in g a N ew O ne M in ute M an ag er m yse lf .” T he v is it o r n odded . T his w as n ot th e fir s t tim e h e’d h eard th at in th is o rg an iz atio n. H e le ft th e b uild in g a n d to ok a w alk a m ong th e tr e es n earb y to th in k ab out w hat h e w as d is c o verin g. He w as s tr u ck a g ain b y th e c o m mon s e n se a n d s im plic ity o f w hat h e had h eard . H ow c a n y o u a rg ue w ith th e e ffe ctiv en ess o f c a tc h in g p eo ple d oin g so m eth in g rig ht? th e y oung m an th ought. I s n ’t th at w hat e very o ne w ould l ik e t o e xp erie n ce? B ut d o O ne M in ute P ra is in gs r e a lly w ork ? h e w ond ere d . D oes th is O ne M in ute M anagem en t s tu ff r e a lly g et b otto m -lin e r e su lts ? A s h e w alk ed a lo ng, h is c u rio sity a b out r e su lts i n cre ase d . S o h e r e tu rn ed to th e M an ag er’s a ssis ta n t a n d a sk ed if it w ould b e p ossib le to re sc h ed ule h is ap po in tm en t w ith Jo n Lev y fo r so m etim e th e nex t m orn in g. H e ex pla in ed th at b efo re h e ta lk ed to J o n, h e w an te d to s p eak w ith s o m eo ne w ho w ould h av e i n fo rm atio n o n a ll t h e d if f e re n t d iv is io ns i n t h e c o m pan y. “ Jo n s a y s to m orr o w m orn in g is f in e,” C ourtn ey s a id a s s h e h ung u p th e phone. T hen s h e c alle d d ow nto w n a n d m ad e th e n ew a p poin tm en t th e y oung m an had re q ueste d . H e w as to se e L iz A quin o. C ourtn ey sa id , “I’m c o nfid en t s h e w ill b e a b le t o g iv e y ou t h e d ata y ou’re l o okin g f o r.” H e th an k ed h er an d, fe elin g h ungry , w en t acro ss th e str e et to h av e so m eth in g t o e at a n d t o p re p are f o r h is n ex t m eetin g. The A ppra is a l A FT ER lu nch , th e yo ung m an w en t dow nto w n an d m et w ith L iz A quin o. F ollo w in g a p olite d is c u ssio n a b out w hy h e w as t h ere , h e g ot d ow n to busin ess by ask in g, “B ase d on th e data you hav e, w hat is th e best m an ag ed o f a ll y our o pera tio ns i n t h e c o m pan y?” A m om en t la te r h e la u ghed a s h e h eard L iz sa y, “ Y ou w on’t h av e to l o ok v ery f a r, b ecau se i t i s t h e N ew O ne M in ute M an ag er’s . H is o pera tio n i s t h e m ost e ff ic ie n t a n d e ff e ctiv e o f a ll o f o ur fa cilitie s— an d it’s b een th at w ay fo r y ears . N o m atte r h ow th in gs c h an ge, h e a d ap ts . H e’s q uite a g uy, is n ’t h e?” “R em ark ab le ,” s a id th e y oung m an . “ D oes h e h av e th e b est e q uip m en t an d t e ch nolo gy?” “N o,” s a id L iz . “ In f a ct, h e’s g ot s o m e o f t h e o ld est.” “ W ell, h e c an ’t b e p erfe ct,” sa id th e y oung m an , still p uzzle d b y th e N ew O ne M in ute M an ag er’s s ty le . “ D oes h e h av e m uch t u rn over? ” “ C om e t o t h in k o f i t,” L iz s a id , “ h e d oes h av e t u rn over. P eo ple d o l e av e his d iv is io n.” “ A ha,” t h e y oung m an s a id , t h in kin g h e w as o nto s o m eth in g. “W hat h ap pen s a fte r th ey le av e th e N ew O ne M in ute M an ag er? ” th e young m an a sk ed . “W e u su ally g iv e th em th eir o w n o pera tio n,” L iz re sp onded . “ H e’s o ur best d ev elo per o f p eo ple . W hen ev er w e h av e a n o pen in g a n d n eed a g ood m an ag er, w e c all h im . H e a lw ay s h as s o m eb ody w ho i s r e ad y.” F asc in ate d , h e t h an ked L iz f o r h er t im e— but t h is t im e h e g ot a d if f e re n t re sp onse . “I w as g la d I c o uld f it y ou in to day,” s h e s a id . “ T he r e st o f m y w eek is r e ally ja m med . I w is h I k new h ow h e c o ntin ues to d o it. I ’v e b een m ean in g to g o o ver t h ere a n d s e e h im , b ut I j u st h av en ’t h ad t im e.” S m ilin g, th e y oung m an s a id , “ I’ll g iv e y ou h is S ecre ts a s a g if t w hen I f in d t h em o ut m yse lf . J u st l ik e h e’s s h arin g t h em w ith m e.” “ T hat w ould b e a p re cio us p re se n t,” L iz s a id w ith a s m ile . S he l o oked a t h er c lu tte re d o ff ic e a n d s ig hed . “ I c o uld u se w hate v er h elp I c an g et.” He le ft L iz ’s o ff ic e a n d w alk ed o ut o f th e b uild in g, s h ak in g h is h ead . T he M an ag er w as a b so lu te ly f a sc in atin g t o h im . That n ig h t th e y oung m an h ad a v ery re stle ss s le ep th in kin g a b out th e nex t d ay — ab out l e arn in g t h e T hir d S ecre t. The T hir d S ecre t: O ne M in ute R e-D ir e cts T H E n ex t m orn in g h e a rriv ed a t J o n L ev y’s o ff ic e a t th e s tr o ke o f n in e. H e g ot t h e u su al “ H e’s q uite a g uy, i s n ’t h e?” r o utin e, b ut b y n ow t h e y oung m an w as g ettin g t o t h e p oin t w here h e c o uld s in cere ly s a y, “ Y es, h e i s !” J o n sa id , “ H e’s a m azin g. H e’s b een a ro und fo r y ears b ut h e’s m oved w ith th e tim es. H e k eep s th in gs n ew an d fre sh . H e’s ev olv ed an d h e’s s h arp er t h an e v er. “ O ne o f th e m ost r e m ark ab le th in gs h e d oes d if f e re n tly n ow is h ow h e re sp onds t o u s w hen w e’v e d one s o m eth in g w ro ng.” “ W hen y ou d o so m eth in g w ro n g? I th ought a k ey m otto a ro und h ere w as C atc h P eo ple D oin g S om eth in g R ig ht .” “ It i s ,” s a id J o n. “ B ut— “ Y ou n eed t o k no w I ’v e b een w ork in g h ere f o r a g ood w hile a n d I k now th is o pera tio n in sid e an d o ut. A s a re su lt, m y M an ag er d oesn ’t h av e to s p en d m uch tim e w ith m e o n O ne M in ute G oals o r P ra is in gs. In fa ct, I u su ally w rite o ut m y g oals b efo re I m eet w ith h im . T hen w e g o o ver t h em .” “ D o y ou w rite e ach g oal o n a s e p ara te p ag e?” “ Y es. N o lo nger th an a p ara g ra p h o r tw o, w hic h ta k es o nly ab out a m in ute t o r e v ie w . “I lo ve m y w ork an d I’m go od at it. I’v e le arn ed to giv e m yse lf P ra is in gs. In fa ct, I b elie v e if y ou’re n ot fo r y ours e lf , w ho is ? ” T hen h e ad ded , “ A nd I ’m f o r o th ers , t o o.” “ S o, d oesn ’t y our M an ag er p ra is e y ou?” “ S om etim es. B ut h e d oesn ’t h av e t o v ery o fte n b ecau se I b eat h im t o t h e punch . W hen I d o s o m eth in g e sp ecia lly g ood, I m ig ht e v en a sk h im fo r a P ra is in g.” “ H ow w ould y ou e v er h av e t h e n erv e t o d o t h at? ” a sk ed t h e y oung m an . “It’s lik e m ak in g a b et w here I e ith er w in o r b re ak e v en . I f h e g iv es m e th e P ra is in g, I w in . B ut if h e d o esn ’t, I b re ak e v en . I d id n’t h av e it b efo re I a sk ed .” T he y oung m an s m ile d . “ I l ik e t h at i d ea. “ B ut w hat a b out w hen s o m eth in g g oes w ro ng?” “W ell, m is ta k es do hap pen . If I or so m eo ne on m y te am m ak es a sig nif ic an t m is ta k e, t h at’s w hen I m ay g et a O ne M in ute R e-D ir e ct.” “ A w hat? ” t h e y oung m an a sk ed . “A O ne M in ute R e-D ir e ct. It’s th e n ew v ers io n o f th e im porta n t T hir d S ecre t. “ P ra is in g p eo ple d oesn ’t alw ay s w ork if it is n ’t co m bin ed w ith R e- D ir e cts t o c o rre ct m is ta k es w hen t h ey o ccu r. “ W hile I d on’t a lw ay s lik e so m eo ne p oin tin g o ut m y m is ta k es, a R e- D ir e ct c an h elp m e g et b ack o n tr a ck a n d a ch ie v e m y g oals . A nd th at h elp s both m e a n d o ur o rg an iz atio n s u cceed . “B ack w hen w e w ere a to p-d ow n m an ag ed c o m pan y, th is T hir d S ecre t w as c all e d th e O ne M in ute R ep rim an d, w hic h w as r e m ark ab ly e ff e ctiv e f o r its tim e. B ut th e N ew O ne M in ute M an ag er ad ap te d it w hen th in gs ch an ged .” “ A dap te d i t? ” “Y es. T oday w e n eed to g et m ore d one so oner w ith fe w er re so urc es. A nd p eo ple w an t t o f in d m ore s a tis fa ctio n a n d v alu e i n t h eir w ork . “N ow , e v ery body n eed s to b e a le arn er b ecau se th in gs a re c h an gin g s o m uch . E ven if I ’m a n e x pert, th e n ex t d ay m y a re a m ig ht b e e lim in ate d . A O ne M in ute R e-D ir e ct h elp s m e l e arn , b ecau se i t c an l e t m e s e e w hat I n eed to d o d if f e re n tly .” T he v is ito r a sk ed , “ H ow d oes i t w ork ?” “ It’s s im ple ,” s a id J o n. “I f ig ure d y ou’d s a y t h at.” J o n la u g hed a n d c o ntin ued , “ If I m ak e a m is ta k e, m y M an ag er is q uic k to r e sp ond.” “ W hat d oes h e d o?” “F ir s t, h e m ak es s u re h e’s m ad e th e g oal w e’v e s e t c le ar. If it is n ’t, h e ta k es r e sp onsib ility f o r t h at, a n d c la rif ie s t h e g oal. “ T hen h e p ro vid es m e w ith a O ne M in ute R e-D ir e ct in tw o p arts . I n th e fir s t h alf h e f o cu se s o n m y m is ta k e. I n t h e s e co nd h alf h e f o cu se s o n m e.” “ S o w hen d oes h e d o t h is ? ” “A s s o on a s h e b eco m es a w are o f th e m is ta k e. H e c o nfir m s th e fa cts w ith m e a n d w e r e v ie w w hat’s g one w ro ng. H e’s v ery s p ecif ic . “ T hen h e t e lls m e h ow h e fe els a b out t h e m is ta k e a n d i ts p ossib le i m pact o n o ur r e su lts , s o m etim es i n n o u ncerta in t e rm s. “A fte r h e te lls m e h ow h e fe els , h e’s q uie t fo r a fe w s e co nds to le t it s in k i n . T hat q uie t p au se t u rn s o ut t o b e s u rp ris in gly i m porta n t.” “ W hy?” “B ecau se a q uie t m om en t g iv es m e tim e to fe el c o ncern ed a b out m y m is ta k e an d th in k ab out th e im pact it m ig ht hav e on m e an d th e org an iz atio n.” “ H ow l o ng i s h e q uie t? ” “O nly a f e w s e co nds, b ut s o m eti m es i t s e em s l o nger w hen y ou’re o n t h e re ceiv in g e n d.” J o n c o nti n ued . “ In th e s e co nd p art o f th e R e-D ir e ct, h e r e m in ds m e th at I’m b ett e r th an m y m is ta k e a n d th at h e h as c o nfid en ce a n d tr u st in m e. H e sa y s he doesn ’t ex pect a re p eat of th at m is ta k e an d lo oks fo rw ard to w ork in g w ith m e.” “ It s o unds to m e th at th e R e-D ir e ct m ak es y ou th in k tw ic e a b out w hat y ou’v e d one.” J o n n odded . “ It d oes.” “ C ould y ou t e ll m e m ore a b out t h e k ey p arts o f u sin g a O ne M in ute R e- D ir e ct? ” “S ure . H e s p ecif ie s e x actly w hat w en t w ro ng s o I k now th at h e’s o n to p of th in gs a n d th at h e d oesn ’t w an t m e o r m y te am to b e k now n f o r p oor o r m ed io cre w ork . “S in ce h e e n ds th e R e-D ir e ct b y r e aff ir m in g th at h e v alu es m e a n d m y te am , it’s e asie r fo r m e n ot to re act n eg ativ ely a n d b eco m e d efe n siv e. I d on’t t r y t o r a tio naliz e a w ay m y m is ta k e b y f ix in g b la m e o n s o m eb ody e ls e . “ O f c o urs e , it h elp s to k now th at h e w ill ta k e re sp onsib ility if a g oal is n ’t c le ar t o e v ery one. B ecau se o f t h at, I k now h e’s b ein g f a ir. “ T he R e-D ir e ct o nly ta k es a b out a m in ute , a n d w hen it’s o ver, it’s o ver. B ut y ou r e m em ber i t, a n d s in ce i t e n ds i n a s u pportiv e w ay, y ou w an t t o g et b ack o n t r a ck .” “ I k now w hat y ou’re ta lk in g a b out,” th e y oung m an s a id . “ I’m a fra id I a sk ed h im — ” Jo n i n te rru pte d , “ I h ope y ou d id n ’t a sk h im t o m ak e a d ecis io n f o r y ou.” T he y oung m an w as e m barra sse d . “ I d id .” J o n c h uck le d . “ T hen y ou k now a little a b out w hat it’s lik e to b e o n th e re ceiv in g e n d o f a O ne M in ute R e-D ir e ct, a lth ough I s u sp ect y o u g ot a m ild o ne. “A ro und h ere w e’re a w are th at if y ou a re n ew to o ur c o m pan y’s c u ltu re b ut you need a R e-D ir e ct, it sh ould be a m ild one so you don’t get d is c o ura g ed . O ur g oal is to b uil d c o nfid en ce in p eo ple to h elp u s g et b ette r re su lts .” “ It m ay h av e b een a m ild o ne,” th e y oung m an s a id , “ b ut I d on’t th in k I’ll a sk h im t o m ak e a d ecis io n f o r m e a g ain .” T hen h e a sk ed , “ D oes h e e v er m ak e a m is ta k e? H e s e em s a lm ost to o perfe ct.” J o n la u gh ed . “ O f c o urs e h e m ak es m is ta k es. H e’s h um an . B ut h e’s th e fir s t t o a ck now le d ge i t. “ In fa ct, h e e v en e n co ura g es u s to sp eak u p if w e n otic e h e m ay b e m is ta k en a b out s o m eth in g. I t d oesn ’t h ap pen o fte n , b ut h e s a y s it h elp s h im p re v en t a n e rro r h e m ig ht m ak e in th e f u tu re . I t’s o ne o f th e m an y r e aso ns w e l ik e w ork in g w ith h im . “H e c an b e g ru ff s o m etim es, b ut h e h as a g ood s e n se o f h um or, a n d t h at h elp s. “ F or e x am ple , h e’s re ally g ood a t c atc h in g a m is ta k e I’v e m ad e, b ut so m etim es h e f o rg ets t o g iv e m e t h e s e co nd h alf o f t h e R e-D ir e ct.” “ T he p art w here h e t h in ks w ell o f y ou a s a p ers o n?” “ Y es. W hen h e f o rg ets , I p oin t i t o ut t o h im a n d k id h im a b out i t.” “ Y ou r e ally d o t h at? ” “W ell, I m ig ht f ir s t ta k e s o m e tim e to u nders ta n d w hat I d id w ro ng a n d th in k a b out w hat I n eed t o c h an ge. “Ju st th e o th er d ay I p honed h im to sa y I k new I w as w ro ng an d w ould n’t le t it h ap pen a g ain . T hen I la u ghed a n d s a id I ’d r e ally lik e to g et th e r e aff ir m in g p art o f th e R e-D ir e ct, w hic h h e f o rg ot to d o, s o I c o uld f e el b ette r.” “ A nd w hat d id he d o?” “H e la u ghed , th en ap olo giz ed an d sa id h e m ean t to sa y h e still h as c o nfid en ce a n d t r u st i n m e. W hen w e h ung u p, I d id f e el b ette r.” “ T hat a m azes m e,” t h e y oung m an s a id . “Y es, w hen h e k eep s h is se n se o f h um or, it h elp s h im a n d e v ery one aro und h im . H e’s ta u ght u s to la u gh a t o urs e lv es w hen w e m ak e a m is ta k e, a n d g et o ver i t b y d oin g b ette r w ork .” “ W ow ! S o h ow d id y ou l e arn t o d o t h at? ” “ B y w atc h in g him d o i t.” The y oung m an w as b eg in nin g to r e aliz e h ow v alu ab le s u ch a m an ag er c o uld b e. “I n otic e t h e T hir d S ecre t c o ntin ues a p atte rn i n t h is O ne M in ute s y ste m o f l e ad in g a n d m an ag in g. G oals m ak e c le ar w hat i s m ost i m porta n t t o f o cu s on, P ra is in gs build co nfid en ce th at help s you su cceed , an d R e-D ir e cts a d dre ss m is ta k es. A nd all th re e of th ese help peo ple fe el bette r ab out th em se lv es a n d p ro duce g ood r e su lts . “ W hy d oes u sin g a co m bin atio n o f G oals , P ra is in gs, an d R e-D ir e cts w ork s o w ell? ” “I’ll l e t y ou a sk o ur N ew O ne M in ute M an ag er t h at,” J o n s a id a s h e r o se fro m h is c h air a n d w alk ed h im t o t h e d oor. T he y oung m an t h an ked h im f o r h is t im e. Jo n s m ile d . “ Y ou a lr e ad y k now w hat m y r e sp onse to th e s u bje ct o f tim e is g oin g t o b e.” T hey b oth l a u ghed . T he y oung m an w as b eg in nin g t o f e el l ik e a n i n sid er ra th er t h an a v is ito r, a n d i t f e lt g o od. A s so on as h e w as in th e h all , th e y oung m an re aliz ed h ow m uch in fo rm atio n J o n h ad g iv en h im i n t h e l ittle t im e t h ey ’d s p en t t o geth er. H e m ad e n ote s to re m in d h im se lf h ow to u se a O ne M in ute R e-D ir e ct w hen a p ers o n h as m ad e a m is ta k e. One M in ute R e-D ir e cts : S um mary IF T HE G OAL I S C LEAR , A O NE M INUTE R E-D IRECT W ORKS W ELL W HEN Y OU : T H E F IR ST H ALF-M IN UTE 1. R e-D ir e ct p eo ple a s s o on a s p ossib le . 2 . C onfir m t h e f a cts f ir s t, a n d r e v ie w t h e m is ta k e t o geth er— be s p ecif ic . 3 . E xpre ss h ow y ou fe el a b out t h e m is ta k e a n d i ts i m pact o n r e su lts . P A USE 4 . B e q uie t f o r a m om en t to a llo w p eo ple tim e to f e el c o ncern ed a b out w hat t h ey ’v e d one. T H E S E C O ND H ALF-M IN UTE 5. R em em ber to le t th em k now th at th ey ’re b ette r th an th eir m is ta k e, a n d t h at y ou t h in k w ell o f t h em a s a p ers o n. 6. R em in d t h em t h at y ou h av e c o nfid en ce a n d t r u st i n t h em , a n d s u pport th eir s u ccess. 7 . R ealiz e t h at w hen t h e R e-D ir e ct i s o ver, i t’s o ver. T he y oung m an m ay n ot h av e b elie v ed in th e e ff e ctiv en ess o f th e O ne M in ute R e-D ir e c t if he had n’t pers o nally ex perie n ced its eff e ct. E ven th ough h e k new h e g ot a m ild o ne, h e a ls o k new h e d id n ot lo ok f o rw ard to a n oth er o ne. H ow ev er, e v ery on e m ak es m is ta k es, a n d h e k new if h e e v er w ork ed f o r su ch a m an ag er a n d m ad e a m ajo r m is ta k e, h e p ro bab ly w ould g et a m uch str o nger R e-D ir e ct. B ut i t d id n’t w orry h im . H e k new i t w ould b e f a ir. As h e h ead ed b ac k to w ard th e M an ag er’s o ff ic e, h e k ep t th in kin g a b out th e su rp ris in g p ow er o f O ne M in ute M an ag em en t, an d h ow it h ad b een im pro ved f o r a c h an gin g w orld . A ll th re e o f th e S ecre ts s e em ed to m ak e s e n se . B ut w hy d o th ey w ork ? h e w ondere d . A nd w hy is th e N ew O ne M in ute M anager s till th e m ost p ro ductiv e a nd adm ir e d m anager i n t h e c o m pany? The New One M in ute M anager E xp la in s W HEN h e a rriv ed a t th e M an ag er’s o ff ic e, C ourtn ey s a id , “ H e’s b een w onderin g w hen y ou’d b e b ack t o s e e h im .” A s th e y oung m an e n te re d th e o ff ic e, h e n otic ed a g ain h ow c le ar a n d unclu tte re d i t w as. T he M an ag er g re ete d h im w ith a w arm s m ile . “ W hat d id y ou f in d o ut i n y our t r a v els ? ” “A g re at d eal! ” “ T ell m e w hat y ou d is c o vere d .” “ I fo und o ut w hy y ou’re calle d th e N ew O ne M in ute M an ag er. It’s b ecau se y ou k eep a d ap tin g y our T hre e S ecre ts . Y ou a n d y our te am s e t O ne M in ute G oals to geth er to m ak e su re e v ery one k now s w hat th ey ’re b ein g held a cco unta b le f o r a n d w hat g ood p erfo rm an ce l o oks l ik e. “ T hen y ou c atc h p eo ple d oin g so m eth in g rig ht a n d g iv e th em a O ne M in ute P ra is in g. “A nd w hen y ou n otic e p eo ple h av e m ad e a m is ta k e, y ou p ro vid e th em w ith a O ne M in ute R e-D ir e ct.” “ W hat d o y ou t h in k a b out a ll t h at? ” “ I’m s u rp ris e d a t h ow l ittle t im e i t t a k es, a n d y et i t s e em s t o w ork .” T he y oung m an h esita te d a n d t h en s a id , “ I h ope I ’m n ot b ein g r u de w ith t h is q uestio n, b ut d o y ou re ally th in k it ta k es o nly a m in ute to d o a ll th e th in gs y ou n eed t o d o a s a m an ag er? ” T he M an ag er la u ghed . “O f co urs e not. B ut it’s a w ay to m ak e a co m plic ate d jo b m ore m an ag eab le . It o fte n ta k es o nly a m in ute to re fo cu s on g oals a n d g iv e p eo ple i m porta n t f e ed back o n h ow t h ey ’re d oin g. “U sin g th e T hre e S ecre ts p ro bab ly r e p re se n ts o nly 2 0% o f th e a ctiv itie s w e e n gag e in , y et th ey h elp u s a ch ie v e 8 0% o f th e o utc o m e w e’re lo okin g fo r. I t’s t h e o ld 8 0/2 0 l a w .” T he M an ag er a d ded , “ W hat e ls e h av e y ou n otic ed ?” “ W ell, p eo ple o bvio usly e n jo y w ork in g h ere a n d y ou c o lla b ora te w ith e ach o th er t o g et g re at r e su lts . I ’ m c o nvin ced i t w ork s f o r y ou.” T he M an ag er a ssu re d h im , “ A nd i f y ou d o i t, i t w ill w ork f o r y ou, t o o.” “P erh ap s, but I th in k I w ould be m ore lik ely to do it if I co uld u nders ta n d m ore a b out w hy i t w ork s.” “ S ure . T hat’s tr u e o f e v ery one, y oung m an . T he m ore w e u nd ers ta n d w hy s o m eth in g w ork s, t h e m ore a p t w e a re t o u se i t. “ L et m e s h ow y ou o ne o f t h e r e m in ders I k eep o n m y c o m pute r.” T he y oung m an t u rn ed a n d s a w : * The B est M in ute I S pen d Is T he O ne I I n vest In P eo ple . * “It’s ir o nic th at m ost co m pan ie s sp en d so m uch o f th eir m oney o n peo ple ’s s a la rie s, a n d y et t h ey s p en d o nly a s m all f ra ctio n o f t h eir b udget t o d ev elo p p eo ple . In fa ct, m ost c o m pan ie s sp en d m ore tim e a n d m oney o n m ain ta in in g th eir b uild in gs, te ch nolo gy, an d eq uip m en t th an th ey d o o n dev elo pin g p eo ple .” “ I n ev er th ought o f th at,” th e y oung m an ad m itte d . “B ut if it’s th e peo ple w ho g et th e re su lts , th en it m ak es g ood se n se to in vest m ore in p eo ple .” “ E xactly .” T he M an ag er th en r e v eale d , “ I w is h I ’d h ad s o m eo ne in vest in m e s o oner w hen I f ir s t w en t t o w ork .” “ W hat d o y ou m ean ?” t h e y oung m an a sk ed . “W ith mo st o f th e o rg an iz atio ns I w ork ed in , I o fte n d id n’t k now w hat I w as su ppose d to b e d oin g. N o o ne b oth ere d to te ll m e. If y ou a sk ed m e wheth er I w as d oin g a g ood jo b , I w ould sa y e ith er ‘I d on’t k now ’ o r ‘I th in k so .’ If y ou a sk ed w hy I th ought so , I w ould re p ly , ‘I h av en ’t b een c h ew ed o ut b y m y b oss l a te ly ’ o r ‘ N o n ew s i s g ood n ew s.’ I t w as a lm ost a s if m y m ain m otiv atio n w as t o a v oid p unis h m en t.” T he y oun g m an s a id , “ I c an s e e w hy y ou m an ag e d if f e re n tly . B ut I s till w onder w hy t h e T hre e S ecre ts a re s o e ff e ctiv e. “ F or e x am ple , w hy d oes s e ttin g O ne M in ute G oals w ork ?” Why O ne M in ute G oals W ork “ Y OU w an t to know w hy se ttin g O ne M in ute G oals w ork s,” th e M an ag er e ch oed . “ F in e.” H e g o t u p a n d b eg an to p ace s lo w ly a ro und th e ro om . “L et m e giv e you an an alo gy th at m ig ht help . I’v e se en a lo t of unm otiv ate d peo ple at w ork in th e vario us org an iz atio ns I’v e been e m plo yed in o ver th e y ears . B ut I h av en ’t se en th at m an y u n m otiv ate d p eo ple a fte r w ork . “O ne n ig ht, y ears a g o, I w as b ow lin g a n d I s a w s o m e o f th e ‘p ro ble m e m plo yees’ f ro m m y p re v io us o rg an iz atio n. O ne o f t h e r e al p ro ble m p eo ple , w ho I r e m em bere d a ll to o w ell, a p pro ach ed th e lin e a n d r o lle d th e b ow lin g ball. S oo n h e s ta rte d t o h oot a n d h olle r a n d j u m p a ro und. W hy d o y ou t h in k he w as s o h ap py?” “B ecau se h e k nock ed d ow n a ll t h e p in s.” “ E xactly . W hy d o y ou th in k h e a n d o th er p eo ple d on’t h av e th at s a m e le v el o f e x cite m en t a t w ork ?” T he y oung m an g av e it s o m e th ought. “ B ecau se th ey d on’t k now w here th e p in s a re — what t h ey ’re a im in g a t. I g et i t. H ow l o ng w ould t h ey w an t t o b ow l i f t h ey c o uld n’t s e e t h e p in s? ” “ R ig ht,” sa id th e O ne M in ute M an ag er. “I belie v e m an y m an ag ers a ssu m e w ro ngly t h at t h e p eo ple o n t h eir t e am k now w hat t o a im f o r. “ W hen y ou a ssu m e th at p eo ple k now w hat’s e x pecte d o f th em , y ou a re c re atin g a n in eff e ctiv e f o rm o f b o w lin g. Y ou p ut th e p in s u p, b ut w hen th e bow le r g oes to ro ll th e b all, h e n otic es th ere is a s h eet a cro ss th e p in s. S o w hen h e ro lls th e b all a n d it slip s u nder th e sh eet, h e h ears a c ra ck b ut doesn ’t k n ow h ow m an y p in s h e k nock ed d ow n. W hen y ou a sk h im h ow h e did , h e s a y s ‘ I d on’t k now . B ut i t f e lt g ood.’ “ It’s lik e p la y in g g olf a t n ig ht. A lo t o f m y f rie n ds h av e g iv en u p g olf , a n d w hen I ask ed th em w hy, th ey sa id , ‘B ecau se th e co urs e s are to o cro w ded .’ “ W hen I s u ggeste d t h ey p la y a t n ig ht, t h ey l a u ghed , b ecau se w ho w ould e v er p la y g olf w ith out b ein g a b le t o s e e w here t o h it t h e b all? “It’s th e sa m e w ith w atc h in g te am sp orts . H ow m an y p eo ple w ould w atc h t w o t e am s c o m pete i f t h ere w as n o w ay t o s c o re ?” “ Y eah . W hy i s t h at? ” a sk ed t h e y o ung m an . “It’s a ll b ecau se th e n um ber o n e m otiv ato r o f p eo ple is fe ed back o n re su lts . T hey w an t t o k now h ow t h ey ’re d oin g. “In fa ct, w e h av e a n oth er s a y in g h ere th at’s w orth n otin g: F eed back I s th e B re a kfa st o f C ham pio ns . I t’s f e ed back t h at k eep s u s g oin g. “U nfo rtu nate ly , ev en w hen so m e m an ag ers le arn th at fe ed back on re su lts is th e n u m ber o ne m otiv ato r o f p eo ple , th ey u su ally s e t u p a th ir d f o rm o f b ow lin g. “W hen th e b ow le r g oes to th e lin e to ro ll th e b all, th e p in s a re s till u p an d th e s h eet is in p la ce b ut n ow th ere is a n oth er in gre d ie n t in th e g am e— a su perv is o r sta n din g b eh in d th e sh eet. W hen th e b ow le r ro lls th e b all, h e hears th e c ra sh o f fa llin g p in s, a n d th e s u perv is o r h old s u p tw o fin gers to s ig nif y h e k nock ed d ow n tw o p in s. A ctu ally , d o m ost m an ag ers s a y, ‘Y ou got t w o’? ” “N o,” th e y oung m an s a id w ith a s m ile . “ T hey u su ally s a y, ‘ Y ou m is se d e ig ht.’ ” “ T hat’s r ig ht! T he q uestio n I a lw ay s u se d to a sk w as, ‘ W hy d oesn ’t th e m an ag er “ lif t u p th e s h eet” s o b oth o f y ou c an s e e th e p in s? ’ T he a n sw er w as th at h e h ad th e g re at b usin ess tr a d itio n o f p erfo rm an ce r e v ie w c o m in g up.” “ B ecau se h e h ad p erfo rm an ce r e v ie w c o m in g u p?” w ondere d th e y oung m an a lo ud. “W hy is it,” th e M an ag er a sk ed , “ th at m ost p eo ple d on’t k now h ow th ey ’re d o in g u ntil th ey g o th ro ugh th eir p erfo rm an ce r e v ie w , a n d le arn a ll t h e t h in gs t h ey d id n’t d o r ig ht? “ T hen w hen th e pers o n is to ld th ey are not up fo r a bon us or a pro m otio n, h ow d oes th at p ers o n f e el? H ow lo ng w ill it b e b efo re th ey s ta rt w is h in g t h ey w ork ed s o m ew here e ls e ?” “ I k now t h e a n sw er. O ne m in ute !” t h e y oung m an j o ked . T he M an ag er l a u ghed . “W hy d o y ou su ppose m an ag ers w ould p ut so m eo ne th ro ugh th at? ” a sk ed t h e y oung m an . “S o t h ey c an l o ok g ood,” s a id t h e M an ag er. “ W hat d o y ou m ean ?” “H ow d o y ou th in k y ou w ould b e v ie w ed b y y our b oss if y ou ra te d e v ery one th at re p orte d to y ou at th e h ig hest le v el o n y our p erfo rm an ce re v ie w s c ale ?” “P ro bab ly a s a so ft to uch — so m eo ne w ho c an ’t d is c rim in ate b etw een g ood p erfo rm an ce a n d p oor p erfo rm an ce.” “ P re cis e ly ,” s a id th e M an ag er. “ In o rd er to lo ok g ood a s a m an ag er in m ost o rg an iz atio n s, y ou h av e to c atc h so m e o f y our p eo ple d oin g th in gs w ro ng. Y ou h av e to h av e a fe w w in ners , a fe w lo se rs , a n d e v ery one e ls e so m ew here i n t h e m id dle . “I r e m em ber o ne t im e w hen v is it in g m y s o n’s s c h ool, I o bse rv ed a f if th – gra d e te ach er g iv in g a g eo gra p h y te st to h er c la ss. W hen I a sk ed h er w hy sh e d id n’t a llo w t h e k id s t o u se m ap s d urin g t h e t e st, s h e s a id , ‘ I c o uld n’t d o th at b ecau se a ll th e k id s w ould g et 1 00% .’ A s th ough it w ould b e b ad fo r ev ery one t o d o w ell a n d g et a n A . “E very one m ig ht n ot d o a g re at jo b o f u sin g th e re so urc es a t h an d, s o th ey m ay n ot g et a n A , b ut w hy n ot s e t it u p s o th at e v ery one h as a c h an ce to b e a w in ner? ” T he M an ag er co ntin ued , “I re m em ber o nce re ad in g th at b ack w hen p ra ctic ally ev ery one k new th eir o w n p hone n um ber, so m eo ne ask ed th e gen iu s A lb ert E in ste in w hat h is n um ber w as a n d h e w en t t o t h e p hone b ook to l o ok i t u p. “H e sa id h e n ev er c lu tte re d h is m in d w ith in fo rm atio n h e c o uld fin d so m ew here e ls e . “N ow , if y ou d id n’t k now b ette r, w hat w ould y ou th in k o f s o m eo ne in t h ose d ay s w ho h ad to lo ok u p h is o w n n um ber? W ould y ou th in k h e w as a w in ner o r a l o se r? ” T he y oung m an g rin ned a n d s a id , “ P ro bab ly a l o se r.” “ S ure ,” t h e M an ag er r e sp onded . “ I w ould , t o o. B ut w e’d b oth b e w ro ng, w ould n’t w e?” T he y oung m an n odded h is a g re em en t. “ It’s e asy f o r a n y o f u s to m ak e th is m is ta k e,” th e M an ag er s a id . T hen h e s h ow ed h is v is ito r s o m eth in g o n h is c o m pute r. “ L ook a t t h is .” * Every o ne Is A P ote n tia l W in ner. S om e P eo ple A re D is g uis e d A s L ose rs. D on’t L et T heir A ppea ra nces F ool Y o u. * “Y ou se e,” th e M an ag er sa id , “y ou re ally hav e th re e ch oic es as a m an ag er. F ir s t, y ou c an h ir e w in ners . T hey a re h ard to fin d a n d th ey c o st m oney. O r, s e co nd, if y ou c an ’t fin d a w in ner, y ou c an h ir e s o m eo ne w ith t h e pote n tia l to be a w in ner. T hen you sy ste m atic ally help th at pers o n beco m e a w in ner. “ If you are not w illin g to do eith er of th e fir s t tw o— an d I am c o ntin ually a m azed a t t h e n um ber o f m an ag ers w ho w on’t s p en d t h e m oney to h ir e a w in ner o r t a k e t h e t im e t o d ev elo p s o m eo ne t o b eco m e a w in ner— th en t h ere i s o nly t h e t h ir d c h oic e l e ft: p ra y er.” T hat s to pped t h e y oung m an c o ld . “ P ra y er? ” T he M an ag er la u ghed q uie tly . “ T hat’s ju st m y a tte m pt a t h um or, y oung m an . B ut w hen y ou t h in k a b out i t, t h ere a re m an y m an ag ers w ho a re s a y in g th is p ra y er d aily : ‘ P le ase l e t t h is p ers o n w ork o ut.’ ” T he y oung m an la u ghed a n d s a id , “ If y ou h ir e a w in ner, it’s r e ally e asy to b e a O ne M in ute M an ag er, i s n ’t i t? ” “ S ure ,” s a id th e M an ag er w ith a s m ile . “ A ll y ou h av e to d o w ith p eo ple w ho a re w in ners i s s e t O ne M in ute G oals a n d l e t t h em r u n w ith t h e b all.” “ I u nders ta n d f ro m J o n L ev y y ou a lm ost d on’t e v en h av e t o d o t h at w ith h im .” “ Y ou’re rig ht,” sa id th e M an ag er. “H e’s fo rg otte n m ore th an m ost p eo ple k now a ro und h ere . B ut w ith e v ery one, w in ner o r p ote n tia l w in ner, s e ttin g s tr a te g ic O ne M in ute G oals i s a b asic t o ol f o r p ro ductiv e b eh av io r.” “ Is it tr u e th at n o m atte r w ho in itia te s s e ttin g th e O ne M in ute G oals ,” t h e y oung m an a sk ed , “ each g oal a lw ay s n eed s t o b e d esc rib ed o n o ne p ag e, in clu din g d ue d ate s? ” “Y es, i t’s t r u e.” “ W hy i s t h at? ” “S o peo ple can quic k ly re v ie w th eir goals daily an d ch eck th eir p erfo rm an ce a g ain st t h ose g oals .” “ I u nders ta n d y ou h av e th em w rite d ow n o nly th eir m ajo r g o als a n d re sp onsib ilitie s a n d n ot e v ery a sp ect o f t h eir j o b,” t h e y oung m an s a id . “Y es. T hat’s b ecau se I d on’t w an t a lo t o f g oals f ile d a w ay s o m ew here a n d lo ok ed a t o nly o nce a y ear w hen it’s tim e f o r a p erfo rm an ce r e v ie w o r se ttin g n ex t y ear’s g oals . “ A s you m ig ht hav e se en , peo ple on our te am keep th is valu ab le r e m in der n earb y.” H e h an ded h im a c ard t h at r e ad : * Ta ke a M in ute T o L ook A t Y o ur G oals . T hen L ook A t W hat Yo u’r e D oin g A nd S ee I f I t M atc h es Y o ur G oals . * The y oung m an w as a m azed a t t h e p ow erfu l s im plic ity o f t h ose w ord s. “ C ould I g et a c o py o f t h at? ” h e a sk ed . “S ure ,” t h e M an ag er s a id . A s h e w as ta k in g n ote s o n w hat h e w as le arn in g, th e a sp ir in g y oung m an ag er s a id , “ Y ou k now , it’s d if f ic u lt to g ra sp e v ery th in g th ere is to le arn a b out O ne M in ute M an ag em en t i n s u ch a s h ort t im e. “T here ’s c erta in ly m ore I’d lik e to le arn a b out O ne M in ute G oals , b ut co uld w e m ove o n t o d is c u ss O ne M in ute P ra is in gs? ” “ S ure . Y ou’re p ro bab ly w onderin g w hy t h ey w ork , t o o.” “ W ell, I th in k ev ery one lik es to b e p ra is e d . B ut afte r a w hile d on’t p eo ple s ta rt t o f e el l ik e t h e P ra is in gs a re f a k e?” T he M an ag er re sp onded , “T hat dep en ds on w heth er th e P ra is in g is m erite d a n d s in cere .” Why O ne M in ute P ra is in gs W ork “ L ET’S l o ok a t a f e w e x am ple s. M ay be t h en i t w ill b e c le ar t o y ou w hy O ne M in ute P ra is in gs w ork s o w ell.” “ I’d l ik e t h at,” s a id t h e y oung m an . “O ne e x am ple i s w hen p are n ts f ir s t h elp c h ild re n l e arn t o w alk . C an y ou im ag in e s ta n din g a c h ild u p a n d s a y in g, ‘W alk ,’ a n d w hen h e fa lls d ow n you p ic k h im u p a n d s p an k h im a n d s a y, ‘ I t o ld y ou t o w alk ’? “ In ste ad , y ou s ta n d th e c h ild u p a n d th e f ir s t d ay h e w obble s a little b it, a n d y ou g et a ll e x cite d a n d s a y, ‘ H e s to od, h e s to od!’ a n d y ou h ug a n d k is s th e c h ild . T he n ex t d ay h e s ta n ds f o r a m om en t a n d m ay be w obble s a s te p , an d y ou a re a ll o ver h im w ith k is s e s a n d h ugs. “ F in ally , t h e c h ild , r e aliz in g t h at t h is i s a p re tty g ood d eal, s ta rts t o s ta n d on h is l e g s m ore a n d m ore u ntil h e e v en tu ally w alk s. “ T he s a m e t h in g g oes f o r t e ach in g a c h ild t o s p eak . S uppose y ou w an te d a c h ild to s a y, ‘G iv e m e a g la ss o f w ate r, p le ase .’ If y ou w aite d u ntil th e ch ild sa id th e w hole se n te n ce b efo re y ou g av e h er an y w ate r, th e ch ild w ould d ie o f t h ir s t. “ S o y ou s ta rt o ff b y s a y in g, ‘ W ate r, w ate r.’ A ll o f a s u dden o ne d ay th e ch ild s a y s, ‘ W all e r.’ Y ou j u m p a ll o ver t h e p la ce, h ug a n d k is s t h e c h ild , a n d get G ra n d m oth er o n th e p hone s o th e c h ild c an s a y, ‘W alle r, w alle r.’ T hat w asn ’t ‘ w ate r,’ b ut i t w as c lo se . “N ow , y ou d on’t w an t a k id g oin g i n to a r e sta u ra n t a t t h e a g e o f t w en ty – one a sk in g f o r a g la ss o f ‘ w alle r,’ s o a fte r a w hile y ou o nly a ccep t t h e w ord ‘ w ate r’ a n d t h en y ou b eg in o n ‘ p le ase .’ “ T hese e x am ple s illu str a te th at th e m ost im porta n t— an d n atu ra l— th in g to d o to h elp p eo ple b eco m e w in ners is to c atc h th em d oin g so m eth in g appro xim ate ly r ig ht i n t h e b eg in nin g. T hen y o u m ove o n t o w ard t h e d esir e d re su lt.” “ S o th e key in th e beg in nin g ,” th e young m an sa id , “is to catc h so m eb ody d oin g so m eth in g a p pro xim ate ly rig ht u ntil th ey c an e v en tu ally l e arn t o d o i t r ig ht.” “Y ou’v e g ot it,” s a id th e M an ag er. “ B y s e ttin g u p a s e rie s o f g o als , th ey a re e sta b lis h in g t a rg ets t h at c an b e m ore e asily a ch ie v ed . “A t w ork , a n d i n l if e , t o o, y ou d o n’t h av e t o c atc h a w in ner d oin g t h in gs rig ht v ery o fte n , b ecau se g ood p erfo rm ers c atc h th em se lv es d oin g th in gs rig ht. B ut p eo ple w ho a re le arn in g b en efit fro m p ra is e a n d e n co ura g em en t fro m o th ers .” T he y oun g m an a sk ed , “ Is th at w hy y ou o bse rv e n ew p eo ple a lo t in th e beg in nin g, or w hen your m ore ex perie n ced peo ple are sta rtin g a new p ro je ct? ” “Y es. M ost m an ag ers w ait until peo ple do so m eth in g ex actly rig ht befo re t h ey p ra is e t h em . A s a r e su lt, m an y p eo ple n ev er g et t o b eco m e h ig h perfo rm ers becau se th eir m an ag ers co ncen tr a te on catc h in g th em doin g th in gs w ro ng— th at is , an yth in g th at fa lls sh ort of th e fin al desir e d p erfo rm an ce.” “ T hat d oesn ’t so und lik e it w ou ld b e v ery e ff e ctiv e,” th e y oun g m an su ggeste d . “It i s n ’t,” s a id t h e M an ag er. “ S ad ly , th at is w hat to o m an y o rg an iz atio ns d o w ith n ew , in ex perie n ced p eo ple . T hey w elc o m e th em a b oard , ta k e th em a ro und to m eet e v ery body, a n d t h en l e av e t h em a lo ne. N ot o nly d o t h ey n ot c atc h t h e n ew p eo ple d oin g an yth in g a p pro xim ate ly rig ht, b ut p erio dic ally th ey z ap th em ju st to k eep th em m ovin g. “T his h as b een a p opula r m an ag em en t s ty le f o r a lo ng tim e. I c all it th e le av e-a lo ne-z ap sty le . You le av e a pers o n alo ne, ex pectin g good perfo rm an ce f ro m t h em , a n d w hen y ou d on’t g et i t, y ou z ap t h em .” “ W hat h ap pen s t o t h ese p eo ple ?” a sk ed t h e y oung m an . “If y ou’v e b een in a n y o rg an iz atio n, a n d I u nders ta n d y ou’v e v is ite d m an y, y ou k now b ecau se y ou’v e s e en t h em . T hey d o a s l ittle a s p ossib le .” T he y oung m an la u ghed . “ Y ou’r e rig ht. I’v e s e en it.” T hen h e a d ded , “W ork in g w ith th at k in d o f a m an ag er, y ou c an u nders ta n d w hy s o m an y peo ple d on’t e n jo y t h eir w ork .” T he M an ag er a g re ed . “ T hat’s s o tr u e. A nd th ey ’re a ls o n ot e n gag ed in w hat t h ey ’re d oin g o r v ery i n te re ste d i n d oin g g ood w ork .” T he young m an sa id , “I’m beg in nin g to se e w hy th e O ne M in ute P ra is in g s e em s to w ork s o w ell. It’s c erta in ly b ette r th an fo cu sin g o nly o n w hat’s w ro ng.” Then h e ad ded , “It’s fu nny, b ut th at re m in ds m e o f so m e frie n ds o f m in e. T hey to ld m e th ey h ad a n ew p et, a n d a sk ed w hat I th ought o f th eir g re at i d ea f o r h ouse -tr a in in g t h e d og.” “ I’m a lm ost a fra id to a sk ,” s a id th e M an ag er. “ H ow w ere th ey g oin g to d o i t? ” “T hey s a id if th e d og h ad a n a ccid en t o n th e ru g, th ey w ere g o in g to t a k e th e d og, s h ove h is n ose in it, p ound h im o n th e b utt w ith a n ew sp ap er, a n d th ro w th e d og o ut th e o pen k itc h en w in dow in to th e b ack yard — where th e d og w as s u ppose d t o d o h is j o b.” T he M an ag er l a u ghed . “T hen th ey a sk ed m e w hat I th ou ght w ould h ap pen w ith th is m eth od. I la u ghed , b ecau se I k new w hat w ould h ap pen — an d i t d id . “A fte r a b out t h re e d ay s, t h e d og p ooped o n t h e f lo or a n d j u m ped o ut t h e w in dow . T he d og d id n’t k now w hat to d o, b ut h e k new h e h ad b ette r c le ar th e a re a.” T he M an ag er r o are d h is a p pro val. “ T hat’s a g re at sto ry . P unis h m en t d oesn ’t w ork w hen y ou u se it w ith s o m eo ne w ho’s l e arn in g. “R ath er th an p unis h in ex perie n ced p eo ple w ho are still le arn in g, w e need to re -d ir e ct th em . T hat in volv es re se ttin g c le ar O ne M in ute G oals to m ak e su re th ey unders ta n d w hat’s ex pecte d of th em an d w hat good perfo rm an ce l o oks l ik e.” T he y oun g m an a sk ed , “ S o, a fte r y ou h av e d one t h at, d o y ou t r y t o c atc h th em d oin g s o m eth in g a p pro xim ate ly r ig ht a g ain ?” “ P re cis e ly . In th e b eg in nin g y ou’re a lw ay s tr y in g to n otic e situ atio ns w here y ou c an g iv e a l e g itim ate O ne M in ute P ra is in g.” T hen , lo okin g th e y oung m an str a ig ht in th e ey e, th e M an ag er sa id , “Y ou a re a v ery e n th usia stic a n d r e cep tiv e l e arn er. T hat m ak es m e f e el g ood ab out s h arin g t h e S ecre ts o f O ne M in ute M an ag em en t w ith y ou.” T hey b o th s m ile d . T hey k new a O ne M in ute P ra is in g w hen th ey h eard o ne. “I’d ra th er h av e a P ra is in g th an a R e-D ir e ct,” th e y oung m an s a id . “ I u nders ta n d n ow w hy O ne M in u te G oals a n d P ra is in gs w ork . T hey m ak e good s e n se . “B ut w hy d o O ne M in ute R e-D ir e cts w ork ?” Why O ne M in ute R e-D ir e cts W ork T HE M an ag er e x pla in ed , “ T here a re s e v era l re aso ns w hy O ne M in ute R e-D ir e cts w ork s o w ell. “ T o b eg in w ith , t h e f e ed back h ap pen s i n s m all d ose s, b ecau se y ou c atc h th e m is ta k e e arly o n. “M an y m an ag ers gunnysa ck th eir fe ed back . T hat is , th ey sto re up obse rv atio ns o f p oor b eh av io r u n til f ru str a tio n b uild s. “ W hen p erfo rm an ce re v ie w tim e c o m es, th ese m an ag ers a re a n gry in g en era l b ecau se t h eir s a ck i s r e ally f u ll. S o t h ey c h arg e i n a n d d u m p i t a ll a t o ne t im e. “T hey te ll p eo ple e v ery s in gle th in g th ey h av e d one w ro ng fo r th e la st se v era l w eek s o r m onth s o r m ore . “It’s n ot fa ir to p eo ple to sa v e u p n eg ativ e fe elin gs a b out th eir p oor perfo rm an ce, a n d i t’s n ot e ff e ctiv e.” T he y ou ng m an b re ath ed a d eep s ig h. “ S o tr u e. A nd th at o fte n h ap pen s at h om e, t o o.” “ Y es, s o m e p are n ts a n d s p ouse s d o t h at, t o o, a n d t h ey g et t h e s a m e p oor re su lts . “ W hat h ap pen s th en is p eo ple u su ally en d u p d is a g re ein g ab out th e fa cts , o r th ey sim ply k eep q uie t a n d b eco m e re se n tf u l. O fte n , th e p ers o n re ceiv in g th e f e ed back b eco m es d efe n siv e. T hey d on’t o w n w hat th ey h av e done w ro ng. “T his i s a n oth er v ers io n o f t h e l e a v e-a lo ne-z ap w ay o f c o m munic atin g. “If m an ag ers w ould ad dre ss th in gs earlie r, th ey co uld d eal w ith o ne beh av io r a t a tim e a n d th e p ers o n w ould n ot b e o verw helm ed . T hey ’d b e m ore l ik ely t o h ear t h e f e ed back t h e w ay i t w as i n te n ded . T hat’s w hy I t h in k perfo rm an ce re v ie w s h ould b e a n o ngoin g p ro cess, n ot s o m eth in g y ou d o only o nce a y ear.” “ S o is th at w hy th e R e-D ir e ct w ork s? B ecau se th e m an ag er d eals f a ir ly a n d cle arly w ith one beh av io r at a tim e, so th e pers o n re ceiv in g th e fe ed back c an h ear i t? ” “Y es. Y ou w an t to g et r id o f th e b ad b eh av io r b ut k eep th e g ood p ers o n, so y ou d on’t a tta ck t h e p ers o n j u st b ecau se t h ey ’v e m ad e a m is ta k e.” “ Is th at w hy y ou m ak e it a p oin t to p ra is e p eo ple in th e s e co nd h alf o f th e R e-D ir e ct? ” “Y es. T he g oal i s n ot t o t e ar p eo ple d ow n, b ut t o b uild t h em u p. “W hen our se lf -c o ncep t is under atta ck , w e fe el a need to defe n d ours e lv es a n d o ur a ctio ns, e v en to th e e x te n t o f d is to rtin g th e fa cts . W hen p eo ple b eco m e d efe n siv e, t h ey d on’t l e arn . “S o y ou w an t to s e p ara te th eir b eh av io r fro m th eir w orth . R eaff ir m in g th em a fte r y ou’v e a d dre sse d th e m is ta k e f o cu se s o n th eir b eh av io r w ith out atta ck in g t h em p ers o nally . “ W hen y ou w alk a w ay, y ou w an t th e p ers o n a w are o f a n d c o ncern ed a b out w hat t h ey d id , i n ste ad o f t u rn in g t o a c o w ork er a n d t a lk in g a b out h ow th ey w ere m is tr e ate d o r w hat t h ey t h in k o f y our l e ad ers h ip s ty le . “ O th erw is e , th e p ers o n ta k es n o re sp onsib ility fo r th e m is ta k e a n d th e m an ag er b eco m es t h e v illa in .” T he y ou ng m an a sk ed , “ W hy w ould n’t y ou g iv e th e P ra is in g p art o f th e R e-D ir e ct f ir s t a n d t h en t h e c ritiq u e?” “ F or s o m e r e aso n, it ju st d oesn ’t w ork th at w ay. S om e p eo ple , n ow th at I th in k o f it, s a y th at I a m n ic e a n d to ugh a s a m an ag er. B ut to b e m ore a ccu ra te , I ’m a ctu ally t o ugh a n d n ic e.” “ T ough a n d n ic e?” e ch oed t h e y oung m an . “Y es. In th at o rd er. T his is a n o ld p hilo so phy th at h as w ork ed w ell fo r lite ra lly th ousa n ds of years . T here ’s a sto ry fro m an cie n t C hin a th at illu str a te s t h is . “ O nce u p on a tim e, a n e m pero r a p poin te d a se co nd-in -c o m man d. H e calle d h im th e p rim e m in is te r a n d, in e ff e ct, s a id to h im , ‘W hy d on’t w e div id e u p th e ta sk s? W hy d on’t y ou d o a ll th e p unis h in g a n d I ’ll d o a ll th e re w ard in g?’ T he p rim e m in is te r s a id , ‘ F in e. I ’ll d o a ll t h e p unis h in g a n d y ou do a ll t h e r e w ard in g.’ ” “ I t h in k I ’m g oin g t o l ik e t h is s to ry ,” t h e y oung m an s a id . “Y ou w ill,” t h e M an ag er s a id w it h a k now in g s m ile . “ N ow , t h is e m pero r s o on n otic ed t h at w hen ev er h e a sk ed s o m eo ne t o d o so m eth in g, th ey m ig ht d o it o r th ey m ig ht n ot d o it. H ow ev er, w hen th e prim e m in is te r s p oke, p eo ple m oved . “S o th e e m pero r c alle d th e p rim e m in is te r b ack in a n d s a id , ‘ W hy d on’t w e d iv id e th e ta sk s a g ain ? Y ou h av e b een d oin g a ll th e p unis h in g h ere f o r quite a w hile . N ow le t m e d o th e p unis h in g a n d y ou d o th e r e w ard in g.’ S o th e p rim e m in is te r a n d t h e e m pero r s w itc h ed r o le s. “ W ith in a m onth th ere w as a re v olt. T he em pero r h ad b een a n ic e p ers o n, re w ard in g a n d b ein g k in d to e v ery one; th en h e sta rte d to p unis h p eo ple . P eo ple s a id , ‘W hat’s w ro ng w ith th at o ld c o dger? ’ a n d th ey th re w h im o ut o n h is e ar. “ W hen th ey cam e to lo ok fo r a re p la cem en t, th ey sa id , ‘Y ou k now w ho’s re ally sta rtin g to c o m e a ro und n ow ? T he p rim e m in is te r.’ S o th ey m ad e h im e m pero r.” “ Is t h at a t r u e s to ry ?” t h e y oung m an a sk ed . “W ho k now s? ” t h e M an ag er s a id w ith a l a u gh. “ S erio usly ,” h e a d ded , “ I d o k now th is : if y ou a re f ir s t to u gh o n th e b eh av io r, a n d th en s u pportiv e o f th e p ers o n, i t w ork s b ette r.” “ D o y ou h av e a n y m odern -d ay e x am ple s o f w here a O ne M in ute R e- D ir e ct h as w ork ed , m ay be o uts id e t h e b usin ess w orld ?” “ S ure . A th le tic c o ach es a ll o ver th e c o untr y u se th e e q uiv ale n t o f a R e- D ir e ct to im pro ve th eir a th le te s’ p erfo rm an ces. F or e x am ple , a w ell- k now n co lle g e b ask etb all c o ach t o ld m e h e u se s i t t o c re ate c h am pio nsh ip t e am s.” “ H ow s o ?” “H e to ld m e a b out a tim e w hen h is b est p la y er w as p la y in g s o p oorly in a n im po rta n t g am e th at u nle ss h e q uic k ly im pro ved h is g am e, th e te am w ould p ro bab ly l o se . S o h e t o ok t h is p la y er o ut o f t h e g am e a n d h ad h im s it o n t h e b en ch .” “ H is b est p la y er? ” a sk ed t h e y oung m an . “H ow c o uld h e a ff o rd t o t a k e h im o ut o f a n i m porta n t g am e?” “ H e c o u ld n’t a ff o rd not to . U nle ss th e p la y er p la y ed h is A g am e, th e te am w asn ’t g oin g t o w in a n d w ould m is s c o m petin g i n t h e c h am pio nsh ip . “S o a s th e p la y er s a t o n th e b en ch , th is c o ach to ld h im e x actly w hat h e w as d oin g w ro ng. ‘Y ou’re m is s in g easy sh ots , y ou’re n ot g ra b bin g an y re b ounds, a n d y ou’re lo afin g o n d efe n se . I’m a n gry w ith y ou b ecau se y ou don’t l o ok l ik e y ou’re e v en t r y in g !’ “ H e w aite d a m om en t, t h en a d ded , ‘ Y ou’re b ette r t h an t h at. Y ou n eed t o s it o n t h e b en ch u ntil y ou’re r e ad y t o p la y t h e w ay y ou’re c ap ab le o f.’ “ A fte r w hat s e e m ed lik e fo re v er, th e p la y er s to od u p, w en t o ver to th e co ach , a n d s a id , ‘ I’m r e ad y t o g o i n , C oach .’ “ T he c o ach r e sp onded , ‘ T hen g et b ack in th ere a n d s h ow m e w hat y ou can d o.’ “W hen t h e p la y er g ot b ack i n , h e w as a ll o ver t h e c o urt, d iv in g f o r l o ose b alls , g ra b bin g r e b ounds, a n d m ak in g h is u su al s h ots . T han ks to h is e ff o rt, t h e r e st o f t h e t e am a ls o i m pro ved t h eir p la y a n d t h ey w on t h e g am e.” “ S o b asic ally ,” th e y oung m an s a id , “ th e c o ach d id th e th re e th in gs th at Jo n L ev y to ld m e a b out e arlie r: te ll p eo ple w hat th ey d id w ro ng; te ll th em h ow y ou f e el a b out i t; a n d r e m in d t h em t h ey a re b ette r t h an t h at. “ In o th er w ord s, t h eir p erfo rm an ce i s b ad , b ut t h ey a re g ood.” “ P re cis e ly . Y ou s e e, it is v ery im porta n t w hen y ou a re le ad in g p eo ple to r e m em ber th at b eh av io r a n d w orth a re n ot th e s a m e th in gs. W hat is re ally w orth w hile i s t h e p erso n w ho’s m an ag in g t h eir o w n b eh av io r. “ It a p plie s e q ually t o u s w hen w e’re m an ag in g o ur o w n b eh av io r. “ In f a ct, if y ou r e aliz e th is ,” th e M an ag er s a id a s h e b ro ught u p a n oth er sc re en on his co m pute r, “y ou w ill know th e key to pro vid in g a re ally s u ccessfu l R e-D ir e ct.” * We A re N ot J u st O ur B eh avio r. W e A re T he P erso n M anagin g O ur B eh avio r. * The y oung m an s a id , “ It s o unds lik e th ere ’s r e sp ect a n d c arin g b eh in d a R e-D ir e ct.” “ I’m g la d y ou n otic ed t h at, y oung m an . Y ou’ll b e m ore s u ccessfu l w hen y ou r e sp ect t h e i n div id ual y ou’re r e -d ir e ctin g.” T he y oung m an w as h esita n t to ask th e n ex t q uestio n. “W hile O ne M in ute P ra is in gs a n d O ne M in ute R e-D ir e cts a re e ff e ctiv e, c o uld th ey b e se en a s w ay s t o m an ip ula te p eo ple a n d g et t h em t o d o w hat y ou w an t? ” “ T hat’s a g re at q uestio n. M an ip ula tio n in volv es d ecep tiv ely c o ntr o llin g peo ple fo r your ow n ad van ta g e. If you’re tr y in g to m an ip ula te peo ple , y ou’re d oin g a p oor j o b, a n d i t w ill c o m e b ack t o b ite y ou. “Y our jo b is to s h ow p eo ple h ow to m an ag e th em se lv es a n d e n jo y it. Y ou w an t t h em t o s u cceed w hen y ou’re n ot a ro und. “T hat i s w hy i t i s s o i m porta n t t o l e t p eo ple k now u p f ro nt w hat y ou a re d oin g a n d w hy. “ It’s l ik e a n yth in g e ls e i n l if e . T here a re t h in gs t h at w ork a n d t h in gs t h at d on’t w ork . B ein g honest w ith peo ple w ork s bette r. A s you m ay hav e notic ed , b ein g d is h onest e v en tu ally l e ad s t o f a ilin g w ith p eo ple .” “ I ca n se e now ,” th e young m an sa id , “w here th e pow er of your m an ag em en t s ty le c o m es f ro m — you c are a b out p eo ple .” “ Y es, I d o. A nd I a ls o c are a b out r e su lts !” T he y oung m an w as b eg in nin g to s e e m ore c le arly h ow c lo se ly r e la te d p eo ple a n d r e su lts w ere . H e re m em bere d h ow g ru ff h e th ought th is s p ecia l M an ag er w as w hen h e f ir s t m et h im . It w as a s th oug h th e M an ag er c o uld re ad h is m in d. “ S om etim es,” h e sa id , “ y o u h av e to c are e n ough to b e to ugh— th at is , to ugh o n th e p oor perfo rm an ce b ut n ot o n t h e p ers o n. “A s y ou u ndoubte d ly k now , m ak in g m is ta k es i s n ot t h e p ro ble m . I t’s n ot le arn in g f ro m t h em t h at c au se s r e al p ro ble m s.” T he y oung m an a sk ed , “ W hat h ap pen s w hen a p ers o n k eep s m ak in g sim ila r m is ta k es, a fte r y ou’v e a lr e ad y p ro vid ed t h em w ith a R e-D ir e ct? ” “ W ell, le t m e a sk y ou, h ow d o y ou th in k a m an ag er fe els w hen th at h ap pen s? ” “P ro bab ly u nhap py, a n noyed , o r e v en a n gry .” “ Y es. T hat’s w hen y ou n eed to ta k e a b re ak an d calm ly lo ok at th e situ atio n, s o y our e m otio ns d on’t c au se y o u t o m ak e a m is ta k e. “A O ne M in ute R e-D ir e ct is in te n ded to h elp p eo ple le arn . H ow ev er, w hen a p ers o n h as le arn ed so m eth in g a n d h as sh ow n th ey ca n d o it, b ut th ey hav e a w on’t do attitu de, you need to lo ok at th e co st to th e org an iz atio n, an d w heth er y ou can aff o rd to k eep su ch a p ers o n o n th e te am .” T hat m ad e s e n se t o t h e y oung m an . B y n ow h e h ad g ro w n to lik e th e N ew O ne M in ute M an ag er, a n d k new w hy p eo ple e n jo yed w ork in g t h ere . T hey w ork ed w ith h im , n ot fo r h im . The y oun g m an s a id , “ M ay be y ou w ould fin d th is in te re stin g. I w ro te t h is to r e m in d m e o f h ow g oals a n d c o nse q uen ces a re r e la te d a n d h ow O ne M in ute G oals , P ra is in gs, a n d R e-D ir e cts w ork to geth er.” H e s h ow ed h im a p ag e f ro m h is n ote s: * Goals B eg in B eh avio rs. C onse q uen ces In flu en ce F utu re B eh avio rs. * “T hat’s g ood!” t h e M an ag er s a id . “D o you th in k so ?” th e you ng m an ask ed , w an tin g to hear th e co m plim en t a g ain . “Y oung m an ,” th e M an ag er s a id lig hth earte d ly , “ it is n ot m y r o le in lif e to b e a h um an t a p e r e co rd er. I d o n ot h av e t im e t o r e p eat m yse lf .” J u st w hen th e y oung m an th ough t h e m ig ht b e p ra is e d a g ain , h e f e lt h e w as i n f o r a n oth er O ne M in ute R e-D ir e ct. B ut t h e b rig ht y oung m an k ep t a s tr a ig ht f a ce a n d s a id s im ply , “ W hat? ” T hey lo oked at each oth er fo r a m om en t an d th en both bro ke in to l a u ghte r. “ I lik e y ou, y oung m an ,” th e M an ag er sa id . “ H ow w ould y ou lik e to w ork h ere ?” T he y oung m an sta re d in a m azem en t. “ Y ou m ean w ork fo r y ou?” h e ask ed e n th usia stic ally . “ N o. I m ean w ork f o r y o urse lf , l ik e t h e o th er p eo ple o n o ur t e am . I d on’t b elie v e a n ybody e v er re ally w ork s fo r a n ybody e ls e . D eep d ow n, p eo ple l ik e t o w ork f o r t h em se lv es. “ T he p eo ple o n o ur te am w ork a s p artn ers a n d to geth er w e lo ok fo r w ay s to im pro ve. I d o m y b est to h elp th em w ork b ette r, a n d in th e p ro cess w e a ll e n jo y o u r w ork a n d liv es m ore . A nd w e’re a g re at b en efit to o ur org an iz atio n.” T his w as, o f c o urs e , w hat t h e y ou ng m an h ad b een l o okin g f o r a ll a lo ng. “I’d l o ve t o w ork h ere ,” h e s a id . A nd s o h e d id . O ver tim e, h e b en efite d g re atly fro m w ork in g w ith s u ch a n in novativ e m an ag er. A nd e v en tu ally , t h e i n ev ita b le h ap pen ed . Anoth er New One M in ute M anager H E, t o o, b ecam e a N ew O ne M in ute M an ag er. He b ecam e o ne, n ot b ecau se h e th ought lik e o ne, o r ta lk ed lik e o ne, b ut becau se h e l e d a n d m an ag ed l ik e o ne. H e k ep t t h in gs s im ple . H e s e t O ne M in ute G oals . H e g av e O ne M in ute P ra is in gs. H e p ro vid ed O ne M in ute R e-D ir e cts . H e a sk ed b rie f, im porta n t q uestio ns; sp oke th e sim ple tr u th ; la u ghed , w ork ed , a n d e n jo yed . A nd p erh ap s m ost im porta n t o f a ll, h e n ot o nly m an ag ed , h e a ls o le d p eo ple to b e c re ativ e a n d d o n ew th in gs. H e e n co ura g ed th ose a ro und h im t o d o t h e s a m e f o r t h e p eo ple t h ey w ork ed w ith . H e e v en c re ate d a p ock et- s iz ed G am e P la n to m ak e it e asie r f o r p eo ple t o b ec om e a N ew O ne M in ute M an ag er. H e g av e it a s a u se fu l g if t to th ose w ho c o uld b en efit f ro m i t. I t r e ad : The New One M in ute M anager’s G am e P la n A G ift t o Y o urse lf M A NY y ears la te r, h e lo oked b ack o n th e tim e w hen h e fir s t h eard a b out O ne M in ute M an ag em en t. I t s e em ed l ik e l o ng a g o. T he n eed fo r h is o rg an iz atio n to b e m ore ag ile an d re sp onsiv e h ad b eco m e e v en g re ate r s in ce h e’d f ir s t m et th e N ew O ne M in ute M an ag er. S o he w as v ery g ra te fu l t h at t h e s p ecia l m an ag er h ad b een s o g en ero us w ith h is t im e a n d k now le d ge. I t h ad p ro v ed t o b e v ery v alu ab le . R em em berin g h is p ro m is e to sh are w hat h e’d le arn ed w ith o th ers , h e had e x pan ded th e n ote s h e’d ta k en lo ng a g o a n d h ad g iv en a c o py to e ach p ers o n o n h is t e am . They ’d re ad it a n d sa id th at u sin g th e T hre e S ecre ts h ad m ad e a re al d if f e re n ce. T hey fo und th at P ra is in gs, esp ecia lly w hen th ey w ere b ala n ced w ith e ff e ctiv e R e-D ir e cts , w ere a p ow erfu l w ay t o a cco m plis h G oals s o oner. S ev era l p eo ple a ls o r e v eale d t h ey w ere u sin g t h e p rin cip le s a t h o m e a n d w ere e n jo yin g c atc h in g e ach o th er d oin g s o m eth in g r ig ht. L iz A quin o h ad c o m e b y to s a y, “ T han k y ou f o r le ttin g m e k now a b out th e T hre e S ecre ts . I h av e m uch m ore t im e n ow .” H e’d r e sp onded , “ W e h av e th e N ew O ne M in ute M an ag er to th an k f o r th at.” S ittin g a t h is d esk , h e r e aliz ed h o w f o rtu nate h e w as. H e n ow h ad t im e t o t h in k a n d p la n , a n d t o g iv e h is o rg an iz atio n t h e k in d of h elp i t r e ally n eed ed . H e h ad m ore tim e to s p en d w ith h is fa m ily a n d p urs u e o th er in te re sts . H e ev en h ad tim e to re la x . H e fe lt lu ck y to h av e le ss str e ss th an o th er m an ag ers m ig ht e x perie n ce. B ecau se th e p eo ple o n h is te am w ere d oin g so w ell, h is d iv is io n h ad fe w er c o stly p ers o nnel p ro ble m s, l e ss i lln ess, a n d l e ss a b se n te eis m . As h e lo oked b ack , h e w as g la d h e h ad n’t w aite d to sta rt u sin g O ne M in ute M an ag em en t u ntil h e t h ou ght h e c o uld d o i t j u st r ig ht . H e’d a d m itte d to h is te am , “ I’m n ot u se d to te llin g p eo ple h ow g ood th ey a re o r h ow I f e el. A nd I ’m n ot s u re I c an a lw ay s r e m em ber to te ll y ou th at I v alu e a n d t h in k w ell o f y ou w hen I g iv e a R e-D ir e ct.” S o, h e h ad t o s m ile w hen s o m eo n e s a id , “ W ell, y ou c o uld a t l e ast g iv e i t a tr y !” B y sim ply ask in g peo ple if th ey w an te d to be m an ag ed by su ch a m an ag er, a n d a d m ittin g th at h e m ig ht n ot a lw ay s b e a b le to d o it r ig ht, h e’d a cco m plis h ed s o m eth in g i m porta n t. P eo ple k new u p f ro nt th at h e w as h onestly o n th eir s id e f ro m th e s ta rt, a n d th at m ad e a ll t h e d if f e re n ce. A G ift t o O th ers H E w as l o st i n t h ought, s o w hen t h e p hone r a n g, i t s ta rtle d h im . He h eard h is a ssis ta n t s a y, “ G ood m orn in g. T here is a y oung w om an o n th e p hone w ho w ould lik e to k now if sh e c o uld c o m e a n d ta lk w ith y ou ab out t h e w ay w e m an ag e h ere .” H e sm ile d , re m em berin g h is o w n e arly e x perie n ces. “ I’d b e h ap py to t a lk w ith h er,” h e r e p lie d . L ate r, w hen h e m et w ith t h e b rig ht y oung w om an , h e s a id , “ I’m h onore d to s h are w hat I ’v e l e arn ed a b out l e ad in g a n d m an ag in g.” A s h e o ff e re d h er a se at h e a d ded , “ I w ill o nly m ak e o ne re q uest o f you.” “ W hat i s t h at? ” t h e v is ito r a sk ed . “S im ply ,” h e b eg an , “ th at i f y ou f in d i t u se fu l, y ou w ill . . .” * Share I t W ith O th ers. * th e e n d Ackn owl ed gm en ts O ver th e y ears w e h av e le arn ed fro m an d b een in flu en ced b y m an y in div id uals . W e w ould l ik e t o a ck now le d ge a n d g iv e a p ublic p ra is in g t o : L arry H ughes f o r h is u niq ue, c re ativ e p ublis h in g o f t h e o rig in al e d itio n. D rs. G era ld N els o n a n d R ic h ard L eva k , fo r th e O ne M in ute S co ld in g, an a m az in gly e ff e ctiv e m eth od o f p are n ta l d is c ip lin e. W e’v e a d ap te d th eir m eth od i n to t h e O ne M in ute R e-D ir e ct. D r. E llio tt C arlis le f o r w hat h e t a u ght u s a b out e ff e ctiv e d ele g atio n. D r. T hom as C onnella n fo r w hat h e ta u ght u s a b out m ak in g b eh av io ra l c o ncep ts a n d t h eo rie s c le ar a n d u nders ta n dab le t o a ll. D r. P aul H erse y f o r w hat h e ta u ght u s a b out a p ply in g in sig hts f ro m th e beh av io ra l s c ie n ces. D r. D oro th y Jo ngew ard , Ja y S helo v , an d A be W agner fo r w hat th ey ta u ght u s a b out c o m munic atio n a n d t h e O K-n ess o f p eo ple . D r. R obert L orb er f o r w hat h e ta u ght u s a b out m an ag in g c o nse q uen ces in b usin ess a n d i n dustr y . D r. K en neth M aje r fo r w hat he ta u ght us ab out goal se ttin g an d perfo rm an ce. D r. C arl R ogers fo r w hat he ta u ght us ab out pers o nal honesty an d open ness. L ouis T ic e f o r w hat h e t a u ght u s a b out u nlo ck in g h um an p ote n tia l. W e a ls o w an t to th an k o ur m arv elo us lite ra ry a g en t M arg re t M cB rid e ; R ic h ard A ndre w s ; o ur e x celle n t e d ito rs N ancy C ase y a n d M arth a L aw re n ce ; o ur t a le n te d d esig ner P atr ic k P iñ a , a n d F aye A tc h is o n f o r a ll t h eir h elp . Ta ke t h e Next S te p Ava ila ble f r o m T he K en B la nch a rd C om panie s New One Minute Manager T raining The O ne M in ute M anager h as b een p art o f e v ery m an ag er’s e sse n tia l lib ra ry fo r o ver th re e d ecad es. N ow y ou can d ev elo p y our m an ag em en t pote n tia l b y e x plo rin g th e w is d om o f T he N ew O ne M in ute M anager a n d build in g th e p ra ctic al sk ills c ritic al to y our su ccess. L earn h ow y ou c an b eco m e a m ore e ff e ctiv e m an ag er a t k en bla n ch ard .c o m . The c o n cep ts in th is b ook a re so m e o f th e m an y w ay s th at T he K en B la n ch ard Com pan ie s ® help s org an iz atio ns im pro ve perfo rm an ce, e m plo yee en gag em en t, an d cu sto m er lo yalty aro und th e w orld . If you w ould lik e a d ditio nal in fo rm atio n a b out h ow to e x perie n ce th ese b en efits w ith in y our o rg an iz atio n, c o nta ct u s a t: T he K en B la n ch ard C om pan ie s T he L ead ers h ip D if f e re n ce® P hone: + 1-7 60-4 89-5 005 C onta ct: k en bla n ch ard .c o m /in quir e W eb site : w ww.k en bla n ch ard .c o m A va ila ble f r o m S pen cer J o hnso n , M D Spen cer J oh nso n ’s B ook s Y ou m ay d is c o ver m ore a b out D r. S pen cer Jo hnso n’s b ooks a t w ww.s p en cerjo hnso n.c o m . About t h e A uth ors K EN B LA NCH ARD , o ne o f th e m ost in flu en tia l le ad ers h ip e x perts in t h e w orld , is th e co au th or of th e ic o nic bests e lle r, T he O ne M in ute M anager , a n d 6 0 o th er b ooks w hose c o m bin ed sa le s to ta l m ore th an 2 1 m illio n c o pie s. H is g ro undbre ak in g w ork s h av e b een tr a n sla te d in to m ore th an 4 2 l a n guag es a n d i n 2 005 h e w as i n ducte d i n to A m azo n’s H all o f F am e as o ne o f t h e t o p 2 5 b ests e llin g a u th ors o f a ll t im e. H e is a ls o th e c o fo under w ith h is w if e , M arg ie , o f T he K en B la n ch ard C om pan ie s ® , a n in te rn atio nal m an ag em en t tr a in in g a n d c o nsu ltin g fir m in S an D ie g o, C alif o rn ia , an d L ea d L ik e Je su s, a w orld w id e org an iz atio n co m mitte d t o h elp in g p eo ple b eco m e s e rv an t l e ad ers . K en h as r e ceiv ed n um ero us a w ard s a n d h onors f o r h is c o ntr ib utio ns in t h e f ie ld s o f m an ag em en t, le ad ers h ip , a n d s p eak in g. T he N atio nal S peak ers A sso cia tio n a w ard ed h im its h ig hest h onor, th e C ouncil o f P eers A w ard o f E xcelle n ce. H e w as in ducte d in to th e H RD H all of F am e by T ra in in g m ag azin e an d he re ceiv ed th e G old en G av el A w ard fro m T oastm aste rs I n te rn atio nal. K en a ls o r e ceiv ed t h e T hought L ead ers h ip A w ard b y I S A –th e A sso cia tio n o f L earn in g P ro vid ers . W hen h e’s n ot w ritin g o r s p eak in g, K en te ach es s tu den ts in th e M aste r o f S cie n ce i n E xecu tiv e L ead ers h ip P ro gra m a t t h e U niv ers ity o f S an D ie g o. B orn in N ew Je rs e y an d ra is e d in N ew Y ork , K en re ceiv ed an M A deg re e f ro m C olg ate U niv ers ity a n d a B A a n d P hD f ro m C orn ell U niv ers ity . S P E N CER JO HNSO N, M D, is one of th e m ost ad m ir e d th ought le ad ers an d w id ely re ad au th ors in th e w orld . H is books hav e beco m e em bed ded i n o ur l a n guag e a n d c u ltu re . C alle d “T he K in g o f P ara b le s” b y U SA T o day , D r. Jo hnso n is o fte n re fe rre d to a s th e b est th ere is a t ta k in g c o m ple x su bje cts a n d p re se n tin g sim ple so lu tio ns th at w ork . H is b rie f b ooks c o nta in v alu ab le in sig hts a n d pra ctic al to ols th at m illio ns o f p eo ple u se to en jo y m ore h ap pin ess an d su ccess w ith l e ss s tr e ss. His th ir te en N ew Y ork T im es bests e lle rs in clu de th e #1 title s W ho M oved M y C heese ? A n A -M azin g W ay to D ea l w ith C hange a n d T he O ne M in ute M anager: T he W orld ’s M ost P opula r W ay t o M anage Y o ur W ork a nd L ife , c o au th ore d w ith K en B la n ch ard . In a t im e w hen m an y h av e l e arn ed t o b e s k ep tic al o f s im plis tic a n sw ers , m illio ns of re ad ers aro und th e w orld hav e fo und th e sim ple tr u th s in S pen cer J o hnso n’s p ara b le s t o b e i n valu ab le . D r. J o hnso n’s e d ucatio n in clu des a B A d eg re e in P sy ch olo gy fro m th e U niv ers ity o f S outh ern C alif o rn ia , a n M D d eg re e f ro m t h e R oyal C olle g e o f S urg eo ns, a n d m ed ic al c le rk sh ip s a t th e M ay o C lin ic a n d H arv ard M ed ic al S ch ool. H e h as s e rv ed a s R ese arc h P hysic ia n a t t h e I n stitu te f o r I n te rd is c ip lin ary S tu die s; L ead ers h ip F ello w a t th e H arv ard B usin ess S ch ool, a n d A dvis e r to t h e Cen te r fo r Public Lead ers h ip at Harv ard ’s Ken ned y Sch ool of G overn m en t. O ver 50 m illio n co pie s of Spen cer Jo hnso n’s books are in use w orld w id e i n 4 7 l a n guag es. D is c o ver g re at a u th ors , e x clu siv e o ff e rs , a n d m ore a t h c.c o m . Als o b y Ken B la nch ard a nd S pen cer J o hnso n Als o b y K en B la n ch ard , P hD TH E O NE M IN UTE M ANAGER ( w ith S pen cer J o hnso n) PU TTIN G T H E O NE M IN UTE M ANAGER T O W ORK ( w ith R obert L orb er) L EA DER SH IP A ND T H E O NE M IN UTE M ANAGER ( w ith P at Z ig arm i a n d D re a Z ig arm i) T H E O NE M IN UTE M ANAGER M EETS T H E M ONKEY ( w ith W illia m O nck en ) TH E O NE M IN UTE M ANAGER B U IL D S H IG H P E R FO RM IN G T EA M S (w ith D on C are w a n d E unic e P aris i- C are w ) RAV IN G F A NS ( w ith S held on B ow le s) G UNG H O! ( w ith S held on B ow le s) H IG H F IV E! ( w ith S held on B ow le s, D on C are w , a n d E unic e P aris i- C are w ) W HALE D ONE! ( w ith T had L acin ak , C huck T om pkin s, a n d J im B alla rd ) FU LL S T EA M A HEA D! ( w ith J e sse S to ner) T H E S E C RET ( w ith M ark M ille r) L EA DIN G A T A H IG HER L EV EL (w ith th e F oundin g A sso cia te s a n d C onsu ltin g P artn ers o f T he K en B la n ch ard C om pan ie s) T H E F O URT H S E C RET O F T H E O NE M IN UTE M AN AGER ( w ith M arg re t M cB rid e) T R U ST W ORK S! ( w ith C ynth ia O lm ste ad a n d M arth a L aw re n ce) A ls o b y S pen cer J oh nso n , M D TH E O NE M IN UTE M ANAGER ( w ith K en B la n ch ard ) PE A KS A ND V A LLEY S M ak in g G ood A nd B ad T im es W ork F or Y ou— At W ork A nd I n L if e T H E P R ESE N T T he G if t T hat M ak es Y ou H ap py A nd S uccessfu l A t W ork A nd I n L if e W HO M OVED M Y C H EESE ? A n A -M azin g W ay T o D eal W ith C han ge W HO M OVED M Y C H EESE ? f o r T een s W HO M OVED M Y C H EESE ? f o r K id s TH E O NE M IN UTE $ A LES P E R SO N YES O R N O T he G uid e T o B ette r D ecis io ns TH E O NE M IN UTE M OTH ER T he Q uic k est W ay F or M oth ers T o H elp C hild re n L ik e T hem se lv es A nd B eh av e T hem se lv es T H E O NE M IN UTE F A TH ER T he Q uic k est W ay F or F ath ers T o H elp C hild re n L ik e T hem se lv es A nd B eh av e T hem se lv es T H E O NE M IN UTE T EA CH ER H ow T o T each O th ers T o T each T hem se lv es (w ith C onsta n ce Jo hnso n, M Ed) TH E P R EC IO US P R ESE N T T he G if t Y ou G iv e Y ours e lf O NE M IN UTE F O R Y OURSE LF T ak in g C are O f Y our M ost V alu ab le A sse t T H E V A LU E T A LES S E R IE S F O R C H IL D REN Copyrig ht TH E N EW O NE M IN UTE M ANAGER . C opyrig ht © 2 015 b y B la n ch ard F am ily P artn ers h ip a n d C an dle C om munic atio ns, In c. All rig hts re se rv ed under In te rn atio nal an d Pan -A m eric an Copyrig ht C onven tio ns. By pay m en t of th e re q u ir e d fe es, you hav e been gra n te d th e nonex clu siv e, n ontr a n sfe ra b le r ig ht t o a ccess a n d r e ad t h e t e x t o f t h is e -b ook o n-s c re en . N o p art o f t h is t e x t m ay b e re p ro duced , t r a n sm itte d , d ow nlo ad ed , d eco m pile d , r e v ers e -e n gin eere d , o r s to re d i n o r i n tr o duced i n to a n y in fo rm atio n s to ra g e a n d re tr ie v al s y ste m , in a n y fo rm o r b y a n y m ean s, w heth er e le ctr o nic o r m ech an ic al, now know n or here afte r in ven te d , with out th e ex pre ss writte n perm is sio n of H arp erC ollin s e -b ooks. F IR ST E D IT IO N IS B N 9 78-0 -0 6-2 36754-9 E Pub E ditio n M AY 2 015 I S B N 9 780062389 152 15 1 6 1 7 1 8 1 9 O V /RRD 1 0 9 8 7 6 5 4 3 2 1 About t h e P ublis h er A ustr a lia H arp erC ollin s P ublis h ers A ustr a lia P ty . L td . L ev el 1 3, 2 01 E liz ab eth S tr e et S ydney, N SW 2 000, A ustr a lia w ww.h arp erc o llin s.c o m .a u C an ad a H arp erC ollin s C an ad a 2 B lo or S tr e et E ast – 2 0th F lo or T oro nto , O N M 4W 1 A 8, C an ad a w ww.h arp erc o llin s.c a N ew Z ea la n d H arp erC ollin s P ublis h ers N ew Z eala n d U nit D 1, 6 3 A pollo D riv e R ose d ale 0 632 A uck la n d, N ew Z eala n d w ww.h arp erc o llin s.c o .n z U nit e d K in gd om H arp erC ollin s P ublis h ers L td . 1 L ondon B rid ge S tr e et L ondon S E 1 9 G F, U K www.h arp erc o llin s.c o .u k U nit e d S ta te s H arp erC ollin s P ublis h ers I n c. 1 95 B ro ad w ay N ew Y ork , N Y 1 0007 w ww.h arp erc o llin s.c o m
Book Review: Reflective Assignment! I added the book to files word limit is 700-1000 I will upload all the instructions which the instructor himself uploaded as a file! please check it
Book Reviews ht t ps : // w r i t i ngc ent er . unc . edu/ t i ps -and -t ool s / book -r ev i ew s / What this handout is about This handout will help you write a book review, a report or essay that offers a critical perspective on a text. It offers a process and suggests some strategies for writing book reviews. What is a review? A review is a critical evaluation of a text, event, object, or phenomenon. Reviews can consider books, articles, entire genres or fields of literature, architecture, art, fashion, restaurants, policies, exhibitions, performances, and many other forms. This handout will focus on book reviews. For a similar assignment, see our handout on literature reviews . Above all, a review makes an argument. The most important element of a review is that it is a commentary, not merely a summary. It allows you to enter into dialogue and discussion with the work’s creator and with other audiences. You can offer agreement or disagreement and identify where you find the work exemplary or deficient in its knowledge, judgments, or organization. You should clearly state your opinion of the work in question, and that statement will probably resemble other types of academic writing, with a thesis statement, supporting body paragraphs, and a conclusion. Typically, reviews are brief. In newspapers and academic journals, they rarely exceed 1000 words, although you may encounter lengthier assignments and extended commentaries. In either case, reviews need to be succinct. While they vary in tone, subject, and style, they share some common fe atures: • First, a review gives the reader a concise summary of the content. This includes a relevant description of the topic as well as its overall perspective, argument, or purpose. • Second, and more importantly, a review offers a critical assessment of the content. This involves your reactions to the work under review: what strikes you as noteworthy, whether or not it was effective or persuasive, and how it enhanced your understanding of the issues at hand. • Finally, in addition to analyzing the work, a review often suggests whether or not the audience would appreciate it. Becoming an expert reviewer: three short examples Reviewing can be a daunting task. Someone has asked for your opin ion about something that you may feel unqualified to evaluate. Who are you to criticize Toni Morrison’s new book if you’ve never written a novel yourself, much less won a Nobel Prize? The point is that someone —a professor, a journal editor, peers in a stud y group —wants to know what you think about a particular work. You may not be (or feel like) an expert, but you need to pretend to be one for your particular audience. Nobody expects you to be the intellectual equal of the work’s creator, but your careful o bservations can provide you with the raw material to make reasoned judgments. Tactfully voicing agreement and disagreement, praise and criticism, is a valuable, challenging skill, and like many forms of writing, reviews require you to provide concrete evid ence for your assertions. Consider the following brief book review written for a history course on medieval Europe by a student who is fascinated with beer: Judith Bennett’s Ale, Beer, and Brewsters in England: Women’s Work in a Changing World, 1300 -1600, investigates how women used to brew and sell the majority of ale drunk in England. Historically, ale and beer (not milk, wine, or water) were important elements of the English diet. Ale brewing was low -skill and low status labor that was complimentary to w omen’s domestic responsibilities. In the early fifteenth century, brewers began to make ale with hops, and they called this new drink “beer.” This technique allowed brewers to produce their beverages at a lower cost and to sell it more easily, although wom en generally stopped brewing once the business became more profitable. The student describes the subject of the book and provides an accurate summary of its contents. But the reader does not learn some key information expected from a review: the author’s a rgument, the student’s appraisal of the book and its argument, and whether or not the student would recommend the book. As a critical assessment, a book review should focus on opinions, not facts and details. Summary should be kept to a minimum, and specif ic details should serve to illustrate arguments. Now consider a review of the same book written by a slightly more opinionated student: Judith Bennett’s Ale, Beer, and Brewsters in England: Women’s Work in a Changing World, 1300 -1600 was a colossal disappo intment. I wanted to know about the rituals surrounding drinking in medieval England: the songs, the games, the parties. Bennett provided none of that information. I liked how the book showed ale and beer brewing as an economic activity, but the reader get s lost in the details of prices and wages. I was more interested in the private lives of the women brewsters. The book was divided into eight long chapters, and I can’t imagine why anyone would ever want to read it. There’s no shortage of judgments in this review! But the student does not display a working knowledge of the book’s argument. The reader has a sense of what the student expected of the book, but no sense of what the author herself set out to prove. Although the student gives several reasons for the negative review, those examples do not clearly relate to each other as part of an overall evaluation —in other words, in support of a specific thesis. This review is indeed an assessment, but not a critical one. Here is one final review of the same book : One of feminism’s paradoxes —one that challenges many of its optimistic histories —is how patriarchy remains persistent over time. While Judith Bennett’s Ale, Beer, and Brewsters in England: Women’s Work in a Changing World, 1300 -1600 recognizes medieval w omen as historical actors through their ale brewing, it also shows that female agency had its limits with the advent of beer. I had assumed that those limits were religious and political, but Bennett shows how a “patriarchal equilibrium” shut women out of economic life as well. Her analysis of women’s wages in ale and beer production proves that a change in women’s work does not equate to a change in working women’s status. Contemporary feminists and historians alike should read Bennett’s book and think twi ce when they crack open their next brewsky. This student’s review avoids the problems of the previous two examples. It combines balanced opinion and concrete example, a critical assessment based on an explicitly stated rationale, and a recommendation to a potential audience. The reader gets a sense of what the book’s author intended to demonstrate. Moreover, the student refers to an argument about feminist history in general that places the book in a specific genre and that reaches out to a general audience . The example of analyzing wages illustrates an argument, the analysis engages significant intellectual debates, and the reasons for the overall positive review are plainly visible. The review offers criteria, opinions, and support with which the reader ca n agree or disagree. Developing an assessment: before you write There is no definitive method to writing a review, although some critical thinking about the work at hand is necessary before you actually begin writing. Thus, writing a review is a two -step p rocess: developing an argument about the work under consideration, and making that argument as you write an organized and well – supported draft. See our handout on argument . What follows is a series of questions to focus your thinking as you dig into the work at hand. While the questions specifically consider book reviews, you can easily transpose them to an analysis of performances, exhibitions, and other review subjects. D on’t feel obligated to address each of the questions; some will be more relevant than others to the book in question. • What is the thesis —or main argument —of the book? If the author wanted you to get one idea from the book, what would it be? How does it com pare or contrast to the world you know? What has the book accomplished? • What exactly is the subject or topic of the book? Does the author cover the subject adequately? Does the author cover all aspects of the subject in a balanced fashion? What is the approach to the subject (topical, analytical, chronological, descriptive)? • How does the author support her argument? What evid ence does she use to prove her point? Do you find that evidence convincing? Why or why not? Does any of the author’s information (or conclusions) conflict with other books you’ve read, courses you’ve taken or just previous assumptions you had of the subjec t? • How does the author structure her argument? What are the parts that make up the whole? Does the argument make sense? Does it persuade you? Why or why not? • How has this book helped you understand the subject? Would you recommend the book to your reader? Beyond the internal workings of the book, you may also consider some information about the author and the circumstances of the text’s production: • Who is the author? Nationality, political persuasion, training, intellectual interests, personal history, and historical context may provide crucial details about how a work takes shape. Does it matter, for example, that the biographer was the subject’s best friend? What difference would it make if the author participated in the events she writes about? • What is th e book’s genre? Out of what field does it emerge? Does it conform to or depart from the conventions of its genre? These questions can provide a historical or literary standard on which to base your evaluations. If you are reviewing the first book ever writ ten on the subject, it will be important for your readers to know. Keep in mind, though, that naming “firsts” — alongside naming “bests” and “onlys” —can be a risky business unless you’re absolutely certain. Writing the review Once you have made your observat ions and assessments of the work under review, carefully survey your notes and attempt to unify your impressions into a statement that will describe the purpose or thesis of your review. Check out our handout on thesis statements . Then, outline the arguments that support your thesis. Your arguments should develop the thesis in a logical manner. That logic, unlike more standard academic writing, may initially emp hasize the author’s argument while you develop your own in the course of the review. The relative emphasis depends on the nature of the review: if readers may be more interested in the work itself, you may want to make the work and the author more prominen t; if you want the review to be about your perspective and opinions, then you may structure the review to privilege your observations over (but never separate from) those of the work under review. What follows is just one of many ways to organize a review. Introduction Since most reviews are brief, many writers begin with a catchy quip or anecdote that succinctly delivers their argument. But you can introduce your review differently depending on the argument and audience. The Writing Center’s handout on introductions can help you find an approach that works. In general, you should include: • The name of the author and the book title and the main theme. • Relevant details about who the author is and where he/she stands in the genre or field of inquiry. You could also link the title to the subject to show how the title explains the subject matter. • The context of the book and/or your review. Placing your revi ew in a framework that makes sense to your audience alerts readers to your “take” on the book. Perhaps you want to situate a book about the Cuban revolution in the context of Cold War rivalries between the United States and the Soviet Union. Another review er might want to consider the book in the framework of Latin American social movements. Your choice of context informs your argument. • The thesis of the book. If you are reviewing fiction, this may be difficult since novels, plays, and short stories rarely have explicit arguments. But identifying the book’s particular novelty, angle, or originality allows you to show what specific contribution the piece is trying to make. • Your thesis about the book. Summary of content This should be brief, as analysis takes priority. In the course of making your assessment, you’ll hopefully be backing up your assertions with concrete evidence from the book, so some summary will be dispersed throughout other parts of the review. The necessary amount of summary also depends on your audience. Graduate students, beware! If you are writing book reviews for colleagues —to prepare for comprehensive exams, for example —you may want to devote more attention to summarizing the book’s contents. If, on the other hand, your audience has alre ady read the book —such as a class assignment on the same work —you may have more liberty to explore more subtle points and to emphasize your own argument. See our handout on summary for more tips. Analysis and evaluation of the book Your analysis and evaluation should be organized into paragraphs that deal with single aspects of your argument. This arrangement can be challenging when your purpose is to consider the b ook as a whole, but it can help you differentiate elements of your criticism and pair assertions with evidence more clearly. You do not necessarily need to work chronologically through the book as you discuss it. Given the argument you want to make, you ca n organize your paragraphs more usefully by themes, methods, or other elements of the book. If you find it useful to include comparisons to other books, keep them brief so that the book under review remains in the spotlight. Avoid excessive quotation and g ive a specific page reference in parentheses when you do quote. Remember that you can state many of the author’s points in your own words. Conclusion Sum up or restate your thesis or make the final judgment regarding the book. You should not introduce new evidence for your argument in the conclusion. You can, however, introduce new ideas that go beyond the book if they extend the logic of your own thesis. This paragraph needs to balance the book’s strengths and weaknesses in order to unify your evaluation. Did the body of your review have three negative paragraphs and one favorable one? What do they all add up to? The Writing Center’s handout on conclusions can help yo u make a final assessment. In review Finally, a few general considerations: • Review the book in front of you, not the book you wish the author had written. You can and should point out shortcomings or failures, but don’t criticize the book for not being som ething it was never intended to be. • With any luck, the author of the book worked hard to find the right words to express her ideas. You should attempt to do the same. Precise language allows you to control the tone of your review. • Never hesitate to challen ge an assumption, approach, or argument. Be sure, however, to cite specific examples to back up your assertions carefully. • Try to present a balanced argument about the value of the book for its audience. You’re entitled —and sometimes obligated —to voice strong agreement or disagreement. But keep in mind that a bad book takes as long to write as a good one, and every author dese rves fair treatment. Harsh judgments are difficult to prove and can give readers the sense that you were unfair in your assessment. • A great place to learn about book reviews is to look at examples. The New York Times Sunday Book Review and The New York Review of Books can show you how professional writers review books. Works consulted We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation s tyle you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback. Drewry, John. 1974. Wri ting Book Reviews. Boston: Greenwood Press. Hoge, James. 1987. Literary Reviewing. Charlottesville: University Virginia of Press. Sova, Dawn, and Harry Teitelbaum. 2002. How to Write Book Reports , 4th ed. Lawrenceville, NY: Thomson/Arco. Walford, A.J. 1986 . Reviews and Reviewing: A Guide. Phoenix: Oryx Press.

Writerbay.net

Our writing experts are ready and waiting to assist with any writing project you may have. From simple essays, research papers, lab reports, and dissertations, to online classes, you can be sure we have a service that perfectly matches your needs.


Order a Similar Paper Order a Different Paper