1. Effective Delegation and How to Assign Work Chapter 14 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

2. Learning Objectives  After studying Part Seven, you will be able to:  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 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 14-2

3. Learning Objectives  Understand the importance of person-position fit based on personality types and job families  Deal effectively with different types of people  Know the strengths and needs of your own personality - traditional, participative, or individualistic © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 14-3

4. Introduction  Leaders enlist the energies and improve the effectiveness of the group  Bill Gates, Microsoft - “Develop your people to do their jobs better than you can. Transfer your skills to them”  Successful leadership is picking the right people for the right assignments and developing them © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 14-4

5. Introduction  Effective leadership involves:  Seeing unknown qualities in others  Treating others in a way to bring out the best © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 14-5

6. Introduction  Effective leaders use delegation:  To develop others  To achieve more success than would otherwise be possible © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 14-6

7. Introduction  There are two ways to exert leadership strength:  Pushing down through intimidation  Pulling up through delegation More effective The chosen approach of the successful leader © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 14-7

8. Delegation  Reasons leaders fail to delegate:  Do not know how  Do not think employees will do the job effectively  Do not trust employees  Fear employees will show them up © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 14-8

9. Delegation Success Story  Two reasons failure to delegate should be corrected:  Gives the leader time to carry out more important responsibilities  Prepares employees for more difficult tasks and additional responsibilities 14-9 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

10. The Steps for Effective Delegation © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 14-10 Figure 14-1

11. Rules for Effective Delegation  Share power with employees  Don’t delegate the bad jobs, saving the good ones for yourself  Know your employees  Use delegation as a development tool  Delegate work fairly among all employees  When you delegate authority, be sure to back your employees if that authority is questioned © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 14-11

12. Rules for Effective Delegation  Let employees know what decisions they have authority to make, and delegate decision making to the lowest possible level  Delegate with consistency  Delegate whole tasks so that employees can see projects through to completion  Insist on clear communication © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 14-12

13. Rules for Effective Delegation  Make good use of questions when delegating work  Explain the importance of assignments  Learn to live with work styles that are not like your own  Avoid delegating tasks that are pets, personal, or petty  Follow the three D’s for all work—do it, delegate it, or ditch it © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 14-13

14. Rules for Effective Delegation By applying the delegation rules, leaders can:  Multiply personal effectiveness  Develop employee talents  Have good leader-follower relations  Obtain the highest possible level of job performance 14-14 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

15. Assigning Work Effectively  Consider the availability of the employee’s time and whether this is the ideal person to do the job  Use work assignments as a means of developing people  Know exactly what you want to communicate before giving an order 14-15 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

16. Assigning Work Effectively  If many duties or steps are involved in a an order, follow oral communication with a note and keep a copy  Ask rather than tell, but leave no doubt that you expect compliance  Use the correct language for the employee’s training level © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 14-16

17. Assigning Work Effectively  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 14-17 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

18. Assigning Work Effectively  Take responsibility for the orders you give  Give people the opportunity to ask questions and express opinions  Follow up to make sure assignments are being carried out properly, and modify them if the situation warrants 14-18 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

19. Person-Position Fit  Performance – Can the person do the work at the level required?  Attitude – Does the person want to do the work?  Psychosocial Fit – Will work location, schedule, and culture match individual and family needs? 14-19 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

20. Person-Position Fit  When all three elements are present, a positive fit exists between the person and the position, and the payoff will be enormous in both high morale and work performance. 14-20 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

21. Holland’s Model of Personality and Occupational Types 14-21 Figure 14-2 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

22. Personality and Occupational Types  Realistic  like working outdoors and working with their hands  prefer to deal with concrete physical tasks rather than with people  Investigative  enjoy the research and discovery process  detail-oriented and prefer working alone 14-22 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

23. Personality and Occupational Types  Artistic  thrive in artistic settings that offer opportunities for self-expression  Social  like to work with other people and are concerned with their welfare  have little interest in machinery or physical exertion 14-23 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

24. Personality and Occupational Types  Enterprising  enjoy leading, speaking, and convincing others  impatient with routine and detail work  Conventional  prefer highly ordered activities, both verbal and numerical, that characterize detail work  have little interest in artistic or physical skills 14-24 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

25. Management Roles and Skills  Top managers  Establish the organization’s goals, strategy, and operating policy  Represent the organization to the external environment 14-25 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

26. Management Roles and Skills  Middle managers  Implement policies and plans established by top managers  Supervise and coordinate activities of lower-level managers  Front-line managers  Supervise and coordinate activities of operating employees  Coordinate, facilitate, and support the work of subordinates 14-26 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

27. Management Roles and Skills 14-27 Figure 14-3 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

28. Type of Skill  Technical Skill  Having knowledge about and being proficient in a specific-type of work  Detailed job knowledge, hands-on expertise, and ability to use equipment, techniques, and procedures 14-28 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

29. Type of Skill  Relational Skill  Having knowledge about and being able to work with people  Ability to motivate, coordinate, and advise other people, as individuals or as a work group 14-29 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

30. Type of Skill  Conceptual Skill  Having knowledge about and being able to work with concepts and ideas  Long-range planning, strategic decision making, and weighing of ethical considerations  Includes the ability to think abstractly 14-30 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

31. Normal Distribution of a Manager’s Time © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 14-31

32. The Vital Shift  U.S. workplace:  The reward for being an outstanding producer is promotion  Success is measured by status  Rest of the world:  Mobility is less the norm  Management positions are filled on the basis of education or social standing  The opportunity to become manager is not as common as it is in the U.S. 14-32 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

33. The Vital Shift  Promotion can be a culture shock  Progression through career stages isn’t always smooth  Most difficult times are periods of vital shift- moving from one type of work to another 14-33 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

34. Vital Shifts © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 14-34 Figure 14-5

35. The Vital Shift  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  The organization is harmed because the individual lacks competence  In effect, the individual has been promoted to his level of incompetence 14-35 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

36. The New-Job Tryout  One of the best ways to make a vital shift  Allows one to work at a different type of job for an interim period of time  Solves the problem of embarrassment or unwillingness to hurt a person’s feelings 14-36 © 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.