Delegation is the only way a manager can help his or her people grow. By giving out assignments that challenge the knowledge and skill of their staff members, a boss encourages people to extend their ability. This forces employees to learn new things and expand their capabilities. There is no better way to do that than through purposeful delegation.
Here is one example of how delegation can help an employee work on a behavior issue that is seriously limiting his career progress into a more responsible role:
Suppose you have a capable, knowledgeable employee who has no patience with staff members who are not as smart as he is. Bob Pryor is prone to broadcasting his displeasure over others’ mistakes using colorful and insulting language. He enjoys ridiculing other staff members over their stupidity. His loud outbursts and angry, caustic language have rendered him unfit for promotion. You would like to change that through the strategy of delegation.
Last week, you and Bob had a conversation about his verbal behavior and how it was holding him back career-wise. Bob agreed to take on the challenge of training Beth Anderson, your newest employee. It is your intention that eventually Beth will be responsible for all the data reporting from your department. Beth is a graduate of a community college and not the brightest bulb in the pack. However, the job you want her to do is nothing but a clerical function that utilizes the computer. It will not require a genius to do it. Beth’s training began this morning. Ten minutes ago, Bob reduced Beth to tears. Sobbing loudly, she ran out of the office and headed for the ladies room. You decide to use this occasion for a performance feedback conversation with Bob while everything is still fresh in his mind.
You: Bob, what just happened out there?
Bob: What do you mean?
You: I saw you working quietly with Beth, and the next thing I knew, she was running out of the department in tears, and you were calling out to her in a loud and angry voice in words that would have been bleeped out on the television. So, what happened?
Bob: That…that female is so stupid. How could you have hired such a dope?
You: Tell me what happened.
Bob: I showed her three times how to input data into the system, and she was still making mistakes.
You: So what you are telling me is that Beth was so upset over her mistakes that she burst into tears and ran out of the office. Is that correct?
Bob: Well…no, not exactly. She became upset when I pointed out that she had done the procedure wrong…again
You: How exactly did you give her that feedback?
Bob: I told her she was a dumb *&!* and a few other things.
You: How could you have given Beth that feedback in a more effective manner?
Bob: I could have used stronger language.
You: I’m sure you could have. Let me put it to you this way. How could you have given her the feedback about her mistakes in a way that would have encouraged her to learn how to do the input procedure correctly?
Bob: I don’t know. Beth is dumber than dirt. I’d already gone through the procedure with her three times, step by step and she still couldn’t get it. My patience ran out. I told her she had a head full of mushrooms instead of brains.
You: How helpful was it to learning the procedure for Beth to hear that you think she is stupid?
Bob: It probably wasn’t helpful at all, but it sure felt good.
You: I get that. Beth still has to learn the input procedure. How do you suppose that can be accomplished?
Bob: Get someone else to train her.
You: That is not an option. This is your responsibility. Why exactly did I give you the training of Beth as your assignment?
Bob: To help me get a handle on my temper, use of foul language, and impatience.
You: Right! And how do you think you are doing with that?
Bob: Not very well, I guess. But I didn’t expect that I would be dealing with the most dim-witted person on the planet.
You: What are you going to do to create a better outcome with Beth?
Bob: Look, I cannot teach an ass to sing. It annoys the ass and frustrates me.
You: Very nice, Bob. However, I am not letting you off the hook. What are you going to do to create a better outcome with Beth?
Bob: (Sigh) One thing I haven’t tried is to make Beth attempt the procedure on her own, without input from me, while she explains what she is doing and why she is doing it at each and every step.
You: That sounds like a plan. How will you convince her to continue working with you?
Bob: Oh, you think she will refuse to work with me because I upset her?
You: It’s a possibility. What will you do to make sure that doesn’t occur?
Bob: Maybe you could speak to her and explain that I behave that way to everyone. It means nothing. That’s just my way. She shouldn’t take it personally.
You: Let me get this straight. You want me to explain your behavior to Beth as “that’s the way Bob operates around here”? You’ll just have to get used to it?
Bob: Well…yes.
You: Who created this situation?
Bob: You did when you gave me this assignment.
You: This was an assignment to which you agreed in order to accomplish what?
Bob: To learn how to control my impatience and my nasty mouth.
You: Right! So how will my explaining your behavior as that’s just Bob’s way going to help you learn anything?
Bob: You’re telling me I have to apologize to Beth.
You: After what happened, how will that work for you?
Bob: She will spit in my face. If I bring her flowers, she will toss them out. You have to talk with her.
You: I’m not going to do that because I did not create this situation. You have to find a way to handle this yourself.
Bob: This is not going to be easy. I hate apologizing for my behavior. Beth ought to have thicker skin.
You: This is not about the thickness of Beth’s skin. What is it about?
Bob: It’s about my insulting her lack of intelligence and hurting her over-sensitive feelings.
You: So what are you going to do now?
Bob: I know she likes coffee. I will bring her a cup of coffee as a peace offering. Then I will explain how sorry I am for losing it. I will tell her that I was just very frustrated over her inability to get the procedure right. However, if she gives me another chance, I will approach the training with a different strategy.
You: Good! Let me know how it turns out. Let’s meet again tomorrow, same time.
Strategy Summary
Here are the special requirements for setting up a delegated assignment that has the goal of guiding an employee into learning from their own experience:
- Design and create the assignment together.
- Obtain the employee’s full commitment to work the exercise.
- Ensure the employee knows the educational purpose of the assignment.
- The assignment must be short in duration—one to three days at most.
- The assignment should include very few other people—one to three at most.
- Select something that is low risk for you and the organization.
- You and the employee evaluate the results of the assignment immediately upon its completion using a coaching (open-ended questions) technique.
Excerpt from “Management’s Fatal Flaw” by DeAnne Rosenberg (Tate Publishing). For more information, visit: www.TatePublishing.com and www.Amazon.com
DeAnne Rosenberg established her business in 1971. For more than 35 years, she has been consulting and speaking professionally at business meetings and conventions in the United States, and around the world. A graduate of Bryn Mawr College, Rosenberg was the first woman to speak under the auspices of the American Management Association. Rosenberg’s clients have included both large and small companies in many different industries, and she has consulted with several Federal agencies of the U.S. and Canadian governments. “Management’s Fatal Flaw” is Rosenberg’s fourth book. Her other publications include “Skills for Success,” “A Manager’s Guide to Hiring the Best Person for Every Job,” and From Rage to Resolution.
