Distinguish between delegation & empowerment Utilize principles of effective delegation Develop and execute plans to empower others Copyright (c)

Distinguish between delegation & empowerment

Utilize principles of effective delegation Develop and execute plans to empower others

Copyright (c) 2005 Prentice Hall 2

The process of transferring the responsibility for a specific task to another member and empowering that individual to accomplish the task effectively.

Refers to the assignment of a task - It is work focused

It is not turning over work that the manager dislikes

Empowerment is focused on the individual Increases productivity and the

organization’s ability to achieve goals


More involved,empowered workforce Increased productivity and quality Reduced costs More innovation Greater commitment

◦ Assignment of duties and responsibilities: Narrowly to broadly defined

◦ Delegation of formal authority: Limited (centralization) to extensive (decentralization)

◦ Constraints: Extensive (implementation within narrowly defined policies, procedures and rules) to limited (discretion in decision making and implementation)

◦ Resource support: Rigidly limited to broadly available


◦ Sustain status quo & avoid risk to press development & accept risk

◦ Downward initiative process vs. upward initiative process

◦ Theory X vs. theory Y axioms broadly defused in the organization


Increases manager’s discretionary time Develops subordinate capabilities Demonstrates confidence in delegates Enhances commitment of delegates Improves decision making Increases efficiency


Things to consider when delegating:Qualifications of subordinateNecessity of employee commitment

Expansion of employee capabilitiesEvidence of shared values and perspectives

Sufficient time for delegation


Lack of confidence Fear Vanity Insecurity Self -importance

1. Decide what to delegate2. Decide who will do the task3. Assign responsibility4. Grant authority5. Establish accountability


Deciding when:•Subordinates have needed information•Commitment is crucial•Common values are shared•Sufficient time is available•Subordinates capabilities will be expanded

Deciding to whom:•Involve no one•Consult with other individuals, but decide alone•Consult with a team but decide alone•Let the team decide•Participate as a member of the team

Deciding how:•Begin with the end in mind•Delegate completely•Allow for participation•Match authority with responsibility•Work within the structure•Provide support•Focus accountability on results•Delegate consistently•Avoid upward delegation •Clarify consequences

Effective outcomes of delegation:•Readily acceptable assignments•High morale and motivation•Organizational coordination and efficiency•Increased problem solving abilities•More discretionary time for managers•Stronger interpersonal relationships•Successful task completion

Begin with the end in mind Delegate broadly Allow participation in delegation Work toward parity between authority and re

sponsibility Work within the organizational structure


Provide adequate support Focus accountability on results Delegate consistently Avoid upward delegation Clarify consequences of tasks, especially re

wards


Wait to be told what to do – least delegation & empowering

Ask what to do – delegation & empowerment is constrained

Recommend then take action – more delegation & empowerment over time and content

Act, then report immediately Initiate action and report routinely –

highest level of delegation & empowerment


Return

Subordinates are given an opportunity to negotiate the roles (degree of acceptance of delegation)

Subordinates should feel free to express ideas about the parameters of the work

Managers should be available for consultation during the assignment on an exceptions basis


Return

Delegate the authority along with the responsibility

Ultimate accountability – cannot be delegated but can be shared with the manager


Return

Delegate through subordinates not around them in the chain-of-command

Establish the norm of delegation to the lowest level of the organization

Everyone affected by the decision to delegate should be informed.


Return

Provide relevant information Provide necessary resources to accomplish

the task Give credit for the task publicly When errors are made, focus on

the ;problem, not individuals.


Return

Specify the goal not preferred methods Do not micromanage Support subordinates in the choice of their

own methods to accomplish results


Return

Primary reason to assigning responsibilities & authority is to empower employees

Assign both the pleasant and unpleasant tasks

Delegate continuously, not just when overworked


Return

Knowledgeable Motivated Able

Describe tasks/expected results Agree on standards and timetables Identify training needs Identify resources Prepare a report timetable Specify authority

Occurs when the subordinate asks for help Manager says “Let me think about it; I’ll get

back to you later.” Manager now has to follow up with the

employee Manager signals upward delegation is OK


Return

Empowerment enables other people to act: it leaves them feeling strong, capable, and committed◦ “Get work done through other people”◦ Broad participation and accountability◦ Involvement in decision making◦ Flexible response


Self-efficacy Self-determination Personal

consequences Meaningfulness Trust


◦ Self efficacy: Limited to Extensive◦ Self determination: Limited to Extensive◦ Personal control: Limited to Extensive◦ Meaningfulness: Limited to Extensive◦ Trust in management: Limited to Extensive◦ Growth orientation: Limited to Extensive


A sense of personal competence Belief that they have the ability to perform

the task Belief that they are capable of putting forth

the effort Belief that no outside obstacles will prevent

them from accomplishing the task


Return

A sense of personal choice Choices about the methods used to

accomplish a task Choices about the effort to be expended Choices about the pace of the work Choices about the time frame


Return

Sense of having impact Feeling of active control – brings the

environment into alignment with wishes Feeling of passive control – whishes are

brought into alignment with the environment


Return

Sense of value in the activity Value the purpose or goals of the activity It ‘counts’ in the individual’s value system Creates a sense of purpose, passion, or

mission This is not the same as personal benefit


Return

Sense of security Feeling that they will be treated fairly and

equitably Encourages the development of

relationships Allows people to act in a confident and

straightforward manner


Return


Self-Efficacy (competence)

Self-Determination (choice)

Personal Consequence(impact)

Trust (security)

Meaningfulness (value)

Vision and Values

Personal Mastery Experiences

Model

Provide Resources

Provide Information

Provide Support

Emotional Arousal

Connect to Outcomes

Create Confidence

Copyright © 2002, Prentice Hall 33

◦ Vision & values: Defuse to clearly defined◦ Personal mastery experiences: Limited to incrementally

scaled (small wins)◦ Modeling: Limited ideal models vs. broad modeling of

desired behavior◦ Support: Limited to extensive (both psychologically &

institutionally)◦ Emotional arousal: Passive to active (systematically

addressed)◦ Information: Limited (need to know) to extensive (broad

accessibility) ◦ Resources: Constrained and rigid to broadly available &

flexible◦ Connection to outcomes: Limited feedback to broad

scale feedback on consequences◦ Confidence: Limited generation to broad generation


Articulate a clear vision and goals for others Foster personal mastery experiences Successfully model the behaviors you want

others to achieve Provide needed support to other people Arouse positive emotions among others Provide information needed by others to

accomplish their work


Clearly articulate the desired results Explain why the task is important Point out the personal benefits Connection to the organization mission


Return

Specific Measurable Aligned Realistic/Reachable Time-bound


Return

Provide resources needed for others to accomplish their work

Connect others’ work to outcomes and effects

Create confidence among others Follow the delegation model


Reliability – consistent, dependable, and stable

Fairness – standards are clear and enforced consistently

Caring – show concern for the workers

Openness – no harmful secrets exist Competence

Copyright (c) 2005 Prentice Hall 39Return

Subordinates are usually more motivated if the consequences and rewards are clearly identified.


Return

Positive or negative


Structure (degree of delegation & resource support

Development of personnel at each level (ability, experience & education

Over time, the interdependence between empowerment and ability/experience/education may support a continuous expansion of the interrelationship, or a contraction.

These relationships may move to an equilibrium over time (less and less influence each cycle),

Or continuous expansion of influence Result: Implosion (deteriorating

performance), or explosion (an exponential improvement of performance).


The degree that the dynamics of empowerment creates an increasing higher level performance turns on

Structure, development of personnel and buy-in of personnel at all levels.

If there is a lack of buy-in at any level, this potentially brings the process to a halt.

If performance doesn’t improve over time, the experiment in empowerment is likely to be abandoned.


The empowerment process requires a simultaneous adjustment◦ Between higher and middle level management

and staff groups and lower management & operating groups.

◦ Management & staff groups must shift from a control- directing focus to a supportive- facilitating focus.

◦ Lower level management & operating groups must move from an implementing within formal constraints focus to exercising decision discretion

◦ Accept the associated responsibility for success or failure.


Simpler to understand and achieve than a sustained reengineering and continuous dynamic process of empowerment.

In a static approach, the level of empowerment is shaped by management judgments of the ability and experience of the lower level personnel

The level of lower level buy-in on the process


The judgments are likely to be that lower level personnel have neither the ability, experience nor orientation to accept broader empowerment.

Initial efforts at empowerment are likely to support this perspective ◦ A transition period is required for employees to

test out the integrity of management◦ And to explore how they are to utilize the

expanded scope for decisions.


Both the process and end points are unstructured. ◦ As greater empowerment occurs, is accepted,

and personnel develop to meet the new opportunities and demands, this supports further empowerment processes.

◦ This requires a continuous shift in the roles of management and staff groups as they relax controls, and shift to a supportive, facilitative role.

◦ It requires on the part of lower level personnel Continuous growth and development to deal with the

expanded opportunities and discretion Acceptance of responsibilities for performance.


Managers that retain a theory X assumptions about personnel,

Or have difficulty shifting from control to supportive roles

Operating personnel that are unable to deal with the unstructured environment of continuous redefinition of roles and responsibilities inhibit the empowerment process.


Some degree of personnel turnover is likely to be associated with empowerment.

These who cannot deal with the demands of empowerment drop out of the system ◦ Either by quitting, transferring or are terminated. ◦ New employees can be selected who are a better

fit and socialized in the process.


Documents

Distinguish between delegation & empowerment Utilize principles of effective delegation Develop and execute plans to empower others Copyright (c)