Leadership – Delegation, the ancient art of
communicating trust
1. Introduction
Sometimes, it seems we are reluctant to change. But do we really lack imagination or rather is it
difficult to let others be innovative?
During this training session we’ll be introduce to Leadership and work on how to build and
communicate trust to better succeed in delegation.
If you wish to expand your knowledge of the topics further than what is comprised in these handouts,
please check the references at the end which might be a good starting point.
2. Content
1. INTRODUCTION ..............................................................................................................................................2
2. CONTENT ..........................................................................................................................................................2
3. BASICS OF LEADERSHIP ..............................................................................................................................3
3.1. DEFINITION .................................................................................................................................................3
3.2. LEADERSHIP AND MANAGEMENT ................................................................................................................3
4. ABOUT DELEGATION ...................................................................................................................................4
5. DELEGATION AND SMART, OR SMARTER .............................................................................................4
6. STEPS OF SUCCESSFUL DELEGATION ....................................................................................................4
6.1. DEFINE THE TASK ........................................................................................................................................4
6.2. SELECT THE INDIVIDUAL OR TEAM ..............................................................................................................5
6.3. ASSESS ABILITY AND TRAINING NEEDS ........................................................................................................5
6.4. EXPLAIN THE REASONS ................................................................................................................................5
6.5. STATE REQUIRED RESULTS ..........................................................................................................................5
6.6. CONSIDER RESOURCES REQUIRED................................................................................................................5
6.7. AGREE DEADLINES ......................................................................................................................................5
6.8. SUPPORT AND COMMUNICATE .....................................................................................................................5
6.9. FEEDBACK ON RESULTS ...............................................................................................................................6
7. LEVELS OF DELEGATION ...........................................................................................................................6
7.1. COMPLEXITY AND GUIDANCE .....................................................................................................................6
7.2. AUTHORITY .................................................................................................................................................7
7.3. EXAMPLES ...................................................................................................................................................8
8. CONTRACTS.....................................................................................................................................................9
9. SOURCE .............................................................................................................................................................9
3 . B a s i c s o f L e a d e r sh i p
3.1. Definition
"The only definition of a leader is someone who has followers."
The Drucker Foundation, 1996
“Leadership is the lifting of a man’s vision to higher sights, the raising of a man’s
performance to a higher standard, the building of a man’s personality beyond its
normal limitations.”
Drucker, P. F. (1955)
“A Leader is a person you’d follow to a place you wouldn’t go by yourself.”
There are as many definitions as sources on internet.
3.2. Leadership and Management
The Basic Difference
As a broad generalization, managers concern themselves with tasks while leaders concerned themselves
with people. Leaders also focus on "the task." Indeed, the things that characterise a great leader include
the fact that they achieve. The difference lies in the leader realising that the achievement of the task
comes about through the goodwill and support of others, while the manager may not.
This goodwill and support originates in the leader seeing people as people, not as another resource for
deployment in support of "the task". The manager often has the role of organizing resources to get
something done. People form one of these resources, and many of the worst managers treat people as
just another interchangeable item. A leader has the role of causing others to follow a path he/she has laid
out or a vision he/she has articulated in order to achieve a task. Often, people see the task as
subordinate to the vision. For instance, an organization might have the overall task of generating profit,
but a good leader may see profit as a by-product that flows from whatever aspect of their vision
differentiates their company from the competition.
Differences in Detail
Here’s a detailed distinction between leaders and managers:
Managers Leaders
administer innovate
ask how and when ask what and why
focus on systems focus on people
do things right do the right things
maintain develop
rely on control inspire trust
have a short-term perspective have a longer-term perspective
accept the status-quo challenge the status-quo
have an eye on the bottom line have an eye on the horizon
imitate originate
emulate the classic good soldier are their own person
copy show originality
Things are not that simple
However, these two are an ideal separation and in practice leadership and management should never be
completely separated. While keeping a focus on people, a good leader should also concern himself with
planning, organizing and coordinating, activities that are commonly thought to be “manager’s job”.
4 . A b o u t d e l e g at i o n
Delegation is a very helpful aid for succession planning, personal development - and seeking and
encouraging promotion. It's how we grow in the job - delegation enables us to gain experience to take on
higher responsibilities.
Effective delegation is actually crucial for effective succession. For the successor and for the manager
too: the main task of a manager in a growing thriving organization is ultimately to develop a successor.
When this happens everyone can move on to higher things. When it fails to happen, the succession and
progression becomes dependent on bringing in new people from outside.
Delegation can be used to develop your people and yourself - delegation is not just a management
technique for freeing up the boss's time. Of course there is a right way to do it. These delegation tips and
techniques are useful for bosses - and for anyone seeking or being given delegated responsibilities.
As a giver of delegated tasks you must ensure delegation happens properly. Just as significantly, as the
recipient of delegated tasks you have the opportunity to 'manage upwards' and suggest improvements
to the delegation process and understanding - especially if your boss could use the help.
Managing the way you receive and agree to do delegated tasks is one of the central skills of 'managing
upwards'. Therefore while this page is essentially written from the manager's standpoint, the principles
are just as useful for people being managed.
5 . D e l e g at i o n a n d SM A R T, o r S MA R T ER
A simple delegation rule is the SMART acronym, or better still, SMARTER. It's a quick checklist for proper
delegation. Delegated tasks must be:
Specific
Measurable
Agreed
Realistic
Time bound
Ethical
Recorded
Traditional interpretations of the SMARTER acronym use 'Exciting' or 'Enjoyable', however, although a
high level of motivation often results when a person achieves and is given recognition for a particular
delegated task, which in itself can be exciting and enjoyable, in truth, let's be honest, it is not always
possible to ensure that all delegated work is truly 'exciting' or 'enjoyable' for the recipient. More
importantly, the 'Ethical' aspect is fundamental to everything that we do, assuming you subscribe to such
philosophy.
6 . S t e p s o f su c c e s sf u l d e l e g at i o n
6.1. Define the task
Confirm in your own mind that the task is suitable to be delegated. Does it meet the criteria for
delegating?
6.2. Select the individual or team
What are your reasons for delegating to this person or team? What are they going to get out of it? What
are you going to get out of it?
6.3. Assess ability and training needs
Is the other person or team of people capable of doing the task? Do they understand what needs to be
done? If not, you can't delegate.
6.4. Explain the reasons
You must explain why the job or responsibility is being delegated and why to that person or people? What
is its importance and relevance? Where does it fit in the overall scheme of things?
6.5. State required results
What must be achieved? Clarify understanding by getting feedback from the other person. How will the
task be measured? Make sure they know how you intend to decide that the job is being successfully
done.
6.6. Consider resources required
Discuss and agree what is required to get the job done. Consider people, location, premises, equipment,
money, materials, other related activities and services.
6.7. Agree deadlines
When must the job be finished? Or if an ongoing duty, when are the review dates? When are the reports
due? And if the task is complex and has parts or stages, what are the priorities?
At this point you may need to confirm understanding with the other person of the previous points, getting
ideas and interpretation. As well as showing you that the job can be done, this helps to reinforce
commitment.
Methods of checking and controlling must be agreed with the other person. Failing to agree this in
advance will cause this monitoring to seem like interference or lack of trust.
6.8. Support and communicate
Think about who else needs to know what's going on, and inform them. Involve the other person in
considering this so they can see beyond the issue at hand. Do not leave the person to inform your own
peers of their new responsibility. Warn the person about any awkward matters of politics or protocol.
Inform your own boss if the task is important, and of sufficient profile.
6.9. Feedback on results
It is essential to let the person know how they are doing, and whether they have achieved their aims. If
not, you must review with them why things did not go to plan, and deal with the problems. You must
absorb the consequences of failure, and pass on the credit for success.
7 . L eve l s o f d e l e g at i o n
The rate and extent of responsibility and freedom delegated to people is a fundamental driver of
organisational growth and effectiveness, the growth and well-being of your people, and of your own
development and advancement.
7.1. Complexity and Guidance
Delegation isn't just a matter of telling someone else what to do. There is a wide range of varying freedom
that you can confer on the other person. The more experienced and reliable the other person is, then the
more freedom you can give. The more critical the task then the more cautious you need to be about
extending a lot of freedom, especially if your job or reputation depends on getting a good result. Take
care to choose the most appropriate style for each situation. For each example the statements are
simplified for clarity; in reality you would choose a less abrupt style of language, depending on the person
and the relationship. At the very least, a "Please" and "Thank-you" would be included in the requests.
Support provided
(explanations)
3. 2.
Time flows along the curve
4. 1.
Guidance
You are experienced manager and you get a new person to manage
1. You tell details (=guide), but don’t explain too much (=support) – person just need to get
hooked on the tasks, like it. A lot of explanations would overwhelm him and kill his
motivation (=it is sooo complex, I don’t want to do it – I don’t feel secure!!! – less details -
better)
2. You tell less and less details, and explain more (person starts to grab what is happening,
and naturally we need to explain why he does what he does)
3. You tell less details, explain less (person starts to try taking own initiatives, as he knows
most of the things) – trust is maintained – as only result is checked, and not given all the
details of the work to be done – he knows how to do stuff.
4. You don’t tell at all, and don’t explain. Person is completely on his own, and is capable of
taking his own trainees.
Possible problems you would face
• If one starts in 2nd stage
- Person becomes demotivated with too many details
• If one starts in 3rd stage
- Person cannot make his work, as it is too tough, not enough details
• If one starts in 4th stage
- Person is lost – no details, no explanations – on own only.
• If person keeps till the end in 3rd, –or even worse – in 2nd or 1st –
- trust is lost (manager does not trust, therefore still supervise and explain, while person
can handle on own)
The model above should not prevent you to be creative in choosing levels of delegated responsibility, and
always check with the other person that they are comfortable with your chosen level. People are generally
capable of doing far more than you imagine.
7.2. Authority
It's important also to ask the other person what level of authority they feel comfortable being given. Why
guess? When you ask, you can find out for sure and agree this with the other person. Some people are
confident; others less so. It's your responsibility to agree with them what level is most appropriate, so that
the job is done effectively and with minimal unnecessary involvement from you. Involving the other person
in agreeing the level of delegated freedom for any particular responsibility is an essential part of the
'contract' that you make with them.
These levels of delegation are not an exhaustive list. There are many more shades of grey between these
black-and-white examples. Take time to discuss and adapt the agreements and 'contracts' that you make
with people regarding delegated tasks, responsibility and freedom according to the situation.
7.3. Examples
1 "Wait to be told." or "Do exactly what I say." or "Follow these instructions precisely."
This is instruction. There is no delegated freedom at all.
2 "Look into this and tell me the situation. I'll decide."
This is asking for investigation and analysis but no recommendation. The person delegating retains
responsibility for assessing options prior to making the decision.
3 "Look into this and tell me the situation. We'll decide together."
This is has a subtle important difference to the above. This level of delegation encourages and enables
the analysis and decision to be a shared process, which can be very helpful in coaching and
development.
4 "Tell me the situation and what help you need from me in assessing and handling it. Then we'll
decide."
This is opens the possibility of greater freedom for analysis and decision-making, subject to both people
agreeing this is appropriate. Again, this level is helpful in growing and defining coaching and development
relationships.
5 "Give me your analysis of the situation (reasons, options, pros and cons) and recommendation.
I'll let you know whether you can go ahead."
Asks for analysis and recommendation, but you will check the thinking before deciding.
6 "Decide and let me know your decision, and wait for my go-ahead before proceeding."
The other person is trusted to assess the situation and options and is probably competent enough to
decide and implement too, but for reasons of task importance, or competence, or perhaps externally
changing factors, the boss prefers to keep control of timing. This level of delegation can be frustrating for
people if used too often or for too long, and in any event the reason for keeping people waiting, after
they've inevitably invested time and effort, needs to be explained.
7 "Decide and let me know your decision, then go ahead unless I say not to."
Now the other person begins to control the action. The subtle increase in responsibility saves time. The
default is now positive rather than negative. This is a very liberating change in delegated freedom, and
incidentally one that can also be used very effectively when seeking responsibility from above or
elsewhere in an organisation, especially one which is strangled by indecision and bureaucracy. For
example, "Here is my analysis and recommendation; I will proceed unless you tell me otherwise by
(date)."
8 "Decide and take action - let me know what you did (and what happened)."
This delegation level, as with each increase up the scale, saves even more time. This level of delegation
also enables a degree of follow-up by the manager as to the effectiveness of the delegated responsibility,
which is necessary when people are being managed from a greater distance, or more 'hands-off'. The
level also allows and invites positive feedback by the manager, which is helpful in coaching and
development of course.
9 "Decide and take action. You need not check back with me."
The most freedom that you can give to another person when you still need to retain responsibility for the
activity. A high level of confidence is necessary, and you would normally assess the quality of the activity
after the event according to overall results, potentially weeks or months later. Feedback and review
remain helpful and important, although the relationship is more likely one of mentoring, rather than
coaching per se.
10 "Decide where action needs to be taken and manage the situation accordingly. It's your area of
responsibility now."
The most freedom that you can give to the other person, and not generally used without formal change of
a person's job role. It's the delegation of a strategic responsibility. This gives the other person
responsibility for defining what changes projects, tasks, analysis and decisions are necessary for the
management of a particular area of responsibility, as well as the task or project or change itself, and how
the initiative or change is to be implemented and measured, etc. This amounts to delegating part of your
job - not just a task or project. You'd use this utmost level of delegation (for example) when developing a
successor, or as part of an intentional and agreed plan to devolve some of your job accountability in a
formal sense.
8. Contracts
This is the process of agreeing with the other person what they should do and the expectations linked to
the responsibility.
The point is that people cannot actually be held responsible for something to which they've not agreed.
The point is also that everyone is more committed to delivering a responsibility if they've been through the
process of agreeing to do it. This implies that they might have some feelings about the expectations
attached, such as time-scale, resources, budget, etc., even purpose and method. You must give the other
person the opportunity to discuss, question and suggest issues concerning expectations attached to a
delegated task. This is essential to the contracting process.
Certain general responsibilities of course are effectively agreed implicitly within people's job roles or job
descriptions or employment contracts, but commonly particular tasks, projects, etc., that you need to
delegate are not, in which case specific discussion must take place to establish proper agreement or
'contract' between you and the other person.
9. Source
- Leadership – VUB Student Representatives, LBG Brussels by Helena Belien
- Leadership, RM Kosice 2006 by Vlad Sladariu
- Building and managing your team, beREADY Tallinn 2005, by Bjørn Utgård and Tomas Tornyos
- Coordinators training, Board Summer Meeting Gdansk 2006, by Vilius Benetis
- www.buisinessball.com, delegation
- www.impactfactory.com, Delegation - It's easier just to do it myself
- www.answers.com