Empowerment and Delegation
Learning Objectives Distinguish between delegation & empowerment Utilize principles of effective delegation Develop and execute plans to empower others Copyright (c) 2005 Prentice Hall 2
DELEGATION The process of transferring the responsibility for a specific task to another member and empowering that individual to accomplish the task effectively.
Delegating Work 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 Copyright (c) 2005 Prentice Hall 4
Benefits of Delegation More involved, empowered workforce Increased productivity and quality Reduced costs More innovation Greater commitment
Formal structural dimensions: Control to Facilitating/support ◦ 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 Copyright (c) 2005 Prentice Hall 6
Organizational culture: Custodial vs. entrepreneurial ◦ 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 Copyright (c) 2005 Prentice Hall 7
Advantages of Delegation Increases manager’s discretionary time Develops subordinate capabilities Demonstrates confidence in delegates Enhances commitment of delegates Improves decision making Increases efficiency Copyright (c) 2005 Prentice Hall 8
Delegation Things to consider when delegating: Qualifications of subordinate Necessity of employee commitment Expansion of employee capabilities Evidence of shared values and perspectives Sufficient time for delegation Copyright (c) 2005 Prentice Hall 9
Barriers to Delegation n n Lack of confidence Fear Vanity Insecurity Self -importance
Delegation Steps 1. 2. 3. 4. 5. Decide what to delegate Decide who will do the task Assign responsibility Grant authority Establish accountability
Principles of Effective Delegation 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 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 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 Copyright (c) 2005 Prentice Hall 12
Guidelines for Effective Delegation Begin with the end in mind Delegate broadly Allow participation in delegation Work toward parity between authority and responsibility Work within the organizational structure Copyright (c) 2005 Prentice Hall 13
Guidelines for Effective Delegation (cont. ) Provide adequate support Focus accountability on results Delegate consistently Avoid upward delegation Clarify consequences of tasks, especially rewards Copyright (c) 2005 Prentice Hall 14
Delegate broadly 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 Copyright (c) 2005 Prentice Hall 15
Support Participation in Delegation 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 Copyright (c) 2005 Prentice Hall 16
Establish Parity Between Authority and Responsibility Delegate the authority along with the responsibility Ultimate accountability – cannot be delegated but can be shared with the manager Return Copyright (c) 2005 Prentice Hall 17
Work within the Organizational Structure 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 Copyright (c) 2005 Prentice Hall 18
Provide Adequate Support 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 Copyright (c) 2005 Prentice Hall 19
Focus Accountability on Results Specify the goal not preferred methods Do not micromanage Support subordinates in the choice of their own methods to accomplish results Return Copyright (c) 2005 Prentice Hall 20
Delegate Consistently Primary reason to assigning responsibilities & authority is to empower employees Assign both the pleasant and unpleasant tasks Delegate continuously, not just when overworked Return Copyright (c) 2005 Prentice Hall 21
Choose the right people Knowledgeable Motivated Able
Communicate Describe tasks/expected results Agree on standards and timetables Identify training needs Identify resources Prepare a report timetable Specify authority
Avoid Upward Delegation 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 Copyright (c) 2005 Prentice Hall 24
Empowerment—A psychological perspective 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 Copyright (c) 2005 Prentice Hall 25
Five Core Dimensions of Empowerment Self-efficacy Self-determination Personal consequences Meaningfulness Trust Copyright (c) 2005 Hall Prentice 26
Buy-in of supervision & operating personnel: Limited to extensive ◦ ◦ ◦ 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 Copyright (c) 2005 Prentice Hall 27
Self-Efficacy 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 Copyright (c) 2005 Prentice Hall 28
Self-determination 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 Copyright (c) 2005 Prentice Hall 29
Personal consequences 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 Copyright (c) 2005 Prentice Hall 30
Meaningfulness 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 Copyright (c) 2005 Prentice Hall 31
Trust 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 Copyright (c) 2005 Prentice Hall 32
Relationship Between Dimensions and Prescriptions for Empowerment Self-Efficacy (competence) Self-Determination (choice) Personal Consequence (impact) Meaningfulness (value) Vision and Values Personal Mastery Experiences Model Provide Support Emotional Arousal Provide Information Provide Resources Trust (security) Connect to Outcomes Create Confidence Copyright © 2002, Prentice Hall Copyright (c) 2005 Prentice Hall 33 33
Leadership processes: Passive to Active ◦ 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 Copyright (c) 2005 Prentice Hall 34
Behavioral Guidelines 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 Copyright (c) 2005 Prentice Hall 35
Begin with the end in mind Clearly articulate the desired results Explain why the task is important Point out the personal benefits Connection to the organization mission Return Copyright (c) 2005 Prentice Hall 36
Articulate a Clear Vision and Goals Specific Measurable Aligned Realistic/Reachable Time-bound Return Copyright (c) 2005 Hall Prentice 37
Supportive steps Provide resources needed for others to accomplish their work Connect others’ work to outcomes and effects Create confidence among others Follow the delegation model Copyright (c) 2005 Prentice Hall 38
Create confidence 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 Hall Prentice Return 39
Clarify Consequences of Tasks Especially Rewards Subordinates are usually more motivated if the consequences and rewards are clearly identified. Return Copyright (c) 2005 Hall Prentice 40
Dynamics of empowerment Structure (degree of delegation & resource support Development of personnel at each level (ability, experience & education Positive or negative Copyright (c) 2005 Hall Prentice 41
Relationships: Static to dynamic 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). Copyright (c) 2005 Prentice Hall 42
Interdependence of empowerment process 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. Copyright (c) 2005 Prentice Hall 43
Simultaneous Adjustments 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 supportivefacilitating 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. Copyright (c) 2005 Prentice Hall 44
One time or episodic reengineering Simpler to understand 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 Copyright (c) 2005 Prentice Hall 45
Where low levels of empowerment exist 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. Copyright (c) 2005 Prentice Hall 46
Dynamics of empowerment 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. Copyright (c) 2005 Prentice Hall 47
Frictions in the empowerment process 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. Copyright (c) 2005 Prentice Hall 48
Personnel turnover 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. Copyright (c) 2005 Prentice Hall 49
Скачать презентацию Empowerment and Delegation Learning Objectives Distinguish between
cda26a1885b5cbac0be69d07b59a531a.ppt