Effective Delegation And How to Assign Work PDF

Because learning changes everything. ® Chapter 14 Effective Delegation and How to Assign Work © 2020 McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the...

Because learning changes everything. ® Chapter 14 Effective Delegation and How to Assign Work © 2020 McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.  Learning Objectives Multiply personal effectiveness by delegating authority Know the rules for effective delegation Know how to give orders Know the types of skills needed at each level of management Understand the importance of person-position fit based on personality types and job families © McGraw-Hill Education 2  Introduction Leaders enlist energies and improve their group’s success Microsoft’s Bill Gates challenge to leaders: “Develop your people to do their jobs better than you can. Transfer your skills to them.” Effective leaders use the ability to delegate to develop others and achieve more success than would otherwise be possible © McGraw-Hill Education 3  Introduction, 2 Ways of exerting leadership strength: Pushing down through intimidation Pulling up through delegation Infinitely more effective Chosen approach of successful leaders © McGraw-Hill Education 4  Failing to Delegate Reasons leaders fail to delegate: Not knowing how Not thinking their employees will do the job as well as they themselves will Not trusting their employees to follow through Fearing their employees will show them up by doing a better job Reasons failure to delegate should be corrected: Delegation gives leaders time to carry out duties in the areas of establishing direction, aligning resources, and energizing people Delegation helps prepare employees for more difficult tasks and additional responsibility © McGraw-Hill Education 5  The Steps for Effective Delegation Select the person for the task Define the task Gain the person’s views Give authority and resources to perform the task Use checkpoints to review progress Hold accountable or rewarding results © McGraw-Hill Education 6  Rules for Effective Delegation, 1 Share power with employees Avoid delegating the bad jobs, saving the good ones for oneself Know one’s employees Use delegation as a development tool Back one’s employees if their delegated authority is questioned Let employees know what decisions they have authority to make and delegating decision-making to the lowest possible level © McGraw-Hill Education 7  Rules for Effective Delegation, 2 Delegate work fairly among all employees Delegate with consistency Delegate whole tasks so that employees can see projects through to completion, and allow sufficient time to get jobs done Insist on clear communication Make good use of questions when delegating work Explain the importance of assignments Learn to live with work styles that are not like one's own Avoid delegating tasks that are pets, personal, or petty © McGraw-Hill Education 8  Rules for Effective Delegation, 3 Follow the three D’s for all work Do assignments oneself Delegate work to competent employees as soon as possible Ditch unimportant tasks By applying the rules for effective delegation, leaders can: Multiply personal effectiveness Develop employee talents Have good leader-follower relations Obtain the highest possible level of job performance © McGraw-Hill Education 9  Assigning Work Effectively, 1 Consider the availability of the employee’s time and whether this is the ideal person to do the job Leaders can make the mistake of assigning a job to the one who can get it done, even if this is the same person over and over again Know exactly what one wants to communicate before giving an order, and use work assignments as a means of developing people Take responsibility for the orders one gives Failing to do so results in loss of respect from one’s employees, loss of confidence from one’s supervisor, and reduced commitment to follow one’s orders © McGraw-Hill Education 10  Assigning Work Effectively, 2 Follow oral communication with a note, and keep a copy of the note if many duties or steps are involved in an order Ask, rather than tell, but leave no doubt that one expects compliance Use the correct language for the employee’s training level Make assignments in a logical sequence, using clear and concise language Be considerate but never apologetic when asking someone to do a job Talk deliberately and authoritatively, but avoid shouting across a room or making an unnecessary show of power © McGraw-Hill Education 11  Assigning Work Effectively, 3 Give people the opportunity to ask questions and express opinions Employees may be confused by an assignment, and questions can help clarify instructions Employees may have information or know something one does not When one encourages questions and self-expression, one demonstrates respect for employees When one allows the opportunity to ask questions and express opinions, one will be rewarded with increased creativity and commitment from one's employees Follow up to make sure assignments are being carried out properly, and modify them if the situation warrants © McGraw-Hill Education 12  Person-Position Fit Rule to follow in selecting employees and assigning work is PAP Performance: Can the person do the work at the level required? Attitude: Does the person want to do the work? Psycho-social compatibility: Will work location, schedule, culture, and the like match individual and family needs? Performance, attitude, and psycho-social compatibility must be present for a positive person-position fit Payoff will be enormous in both high morale and work performance © McGraw-Hill Education 13  Personality and Occupational Types, 1 Realistic people Traits: Like working outdoors and dealing with physical tasks Sample occupations: Engineer, surveyor, farmer, electrician, and mechanic Typical high-stress activity: Making a speech © McGraw-Hill Education 14  Personality and Occupational Types, 2 Investigative people Characteristics: Enjoy the research and discovery process, detail-oriented, and prefer working alone Sample occupations: Biologist, chemist, physicist, anthropologist, and geologist Typical high-stress situation: Parties and small talk © McGraw-Hill Education 15  Personality and Occupational Types, 3 Artistic people Traits: Thrive in artistic settings that offer opportunities for self-expression and tend to be original, impulsive, and creative Sample occupations: Artist, writer, decorator, actor, and composer Typical high-stress activity: Following rules and regulations © McGraw-Hill Education 16  Personality and Occupational Types, 4 Social people Traits: Like to work with others, tend to be concerned with their welfare, and have little interest in machinery or physical exertion Sample occupations: Teacher, counselor, social worker, advisor, and therapist Typical high-stress activity: Performing maintenance and repairs © McGraw-Hill Education 17  Personality and Occupational Types, 5 Enterprising people Traits: Enjoy leading, speaking, and convincing others and tend to be impatient with routine and detail work Sample occupations: Salesperson, business executive, producer, promoter, and lawyer Typical high-stress situation: Restricted freedom of action © McGraw-Hill Education 18  Personality and Occupational Types, 6 Conventional people Traits: Prefer highly ordered activities that characterize detail work Sample occupations: Accountant, assembler, banker, cost estimator, and tax expert Typical high-stress situation: Ambiguity and clutter © McGraw-Hill Education 19  Management Roles and Skills, 1 Top managers: Determine the overall direction of the organization and establish the organization’s goals, overall strategy, and operating policy Represent the organization to the external environment © McGraw-Hill Education 20  Management Roles and Skills, 2 Middle managers: Implement the policies and plans developed by top management and supervise and coordinate the activities of lower-level managers Require relational skills more than conceptional and technical skills Are significant sources of innovation and productivity when given the autonomy to make decisions affecting their operating units © McGraw-Hill Education 21  Management Roles and Skills, 3 Frontline managers: Supervise and coordinate activities of operating employees Coordinate, facilitate, and support the work of subordinates © McGraw-Hill Education 22  Types of Skills, 1 Technical skill: Refers to having knowledge about and being proficient in a specific type of work or activity Includes detailed job knowledge, hands-on expertise, and the specialized use of equipment, techniques, and procedures © McGraw-Hill Education 23  Types of Skills, 2 Relational skill: Refers to having knowledge about and being able to work with people Includes the ability to motivate, coordinate, and advise other people, either as individuals or as a work group © McGraw-Hill Education 24  Types of Skills, 3 Conceptual skill: Refers to having knowledge about and being able to work with concepts and ideas Includes the ability to think abstractly Is required for long-range planning, strategic decision making, and the weighing of ethical considerations in employee, customer, and government relations © McGraw-Hill Education 25  Figure 14.4: Normal Distribution of a Manager’s Time Jump to Figure 14.4: Normal Distribution of a Manager’s Time, Appe ndix © McGraw-Hill Education 26  Management Processes or Functions Planning includes charting a direction, determining strategies to succeed, and making policy decisions Organizing involves aligning structure, people, and resources to achieve goals Directing entails supervising, facilitating, coaching, and developing people Controlling focuses on tracking progress against plans and making corrections © McGraw-Hill Education 27  Moving from Doer to Coordinator to Thinker, 1 In the workplace in the United States, reward for being an outstanding producer is often promotion into management and success is measured by status in the organization Moving from a period of doing things, through a period of coordinating people, to a period of thinking about ideas can be difficult © McGraw-Hill Education 28  Moving from Doer to Coordinator to Thinker, 2 Result of an unsuccessful transition is the overpromotion syndrome According to the Peter Principle, the individual may be dissatisfied because the new work is not interesting or may feel inadequate because needed skills are missing Organization and those it serves are harmed because the individual lacks competence in performing the tasks of the position © McGraw-Hill Education 29  The New-Job Tryout One of the best ways to make a vital shift from doer to coordinator to thinker Allows an individual to work at a different type of job or level of responsibility for an interim period of time to see if the work is agreeable and can be performed effectively Helps solve the problem of retaining a person in an unsuitable position © McGraw-Hill Education 30  End of Main Content Because learning changes everything. ® www.mheducation.com © 2020 McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.