Unit 5B - Everyday Leadership€¦ · Web viewSource: John Whitmore, Coaching for Performance, London: Nicholas Brealey, 1996, pg. 49, with additional input from Mr. Kishore Bajaj,

Session 2.4 Coaching, Feedback, and Delegation Skills

Total Session Time: 2 hours (1 hour for lecture/discussion, 1 hour for activities)

Learning Objectives: By the end of this session, participants will be able to: Describe how coaching can help to develop staff capacity and problem-solving skills. Demonstrate giving effective feedback to staff. Delegate tasks to staff in a clear and effective fashion.

Session OverviewStep Time Activity/

Method Content Resources Needed

1 5 minutes Presentation Introduction to Session, Presentation of Learning Objectives (Slides 1-2)

LCD or Overhead Projector

2 40 minutesPresentation, Partner Activity

Coaching Skills for Supervisors (Slides 3-7)

LCD or Overhead Projector, Handout 2.4.1

3 40 minutes Presentation, Role Play

Giving Effective Feedback (Slides 8-15)

LCD or Overhead Projector, Handout 2.4.2, Handout 2.4.3

4 30 minutes

Presentation, Discussion, Individual Activity

Effective Delegation (Slides 16-21)

LCD or Overhead Projector, Handout 2.4.4, Handout 2.4.5

5 5 minutes Presentation Key Points (Slide 22)LCD or Overhead Projector

Resources Needed

Flip Chart, paper, and markers LCD or Overhead Projector Slides Handout 2.4.1: G-R-O-W-S Coaching Model Handout 2.4.2: Giving Effective Feedback Handout 2.4.3: Feedback Role Play Handout 2.4.4: Delegation Continuum Handout 2.4.5: Delegation Worksheet

Advance Preparation

Leadership and Management Course Facilitator GuideSession 2.4: Coaching, Feedback, & Delegation Skills 365

Review the entire session prior to facilitating, to familiarize yourself with the slides, speaker’s notes, learning activities, and supporting materials.

Sources/Bibliography:

Refer to these materials for additional background reading, as needed.

ACQUIRE Project/Engender Health. 2008. Facilitative Supervision for Quality Improvement: A Curriculum. Available at: http://www.acquireproject.org/fileadmin/user_upload/ACQUIRE/Facilitative-Supervision/default.htm

Management Sciences for Health. 2005. Managers Who Lead: A Handbook for Improving Health Services. Cambridge, Massachusetts: MSH.

Whitmore, John. 1996. Coaching for Performance, London: Nicholas Brealey, pg. 49 United Republic of Tanzania. United Republic of Tanzania. Teaching Methods &

Training Coordination: Training of Trainer’s Workshop. 2010.


Beginning the Session

Trainer Instructions: Step 1 (5 minutes)

Present Slides 1-2 using trainer notes to guide the presentation.

Slid

e 1 INTRODUCE Session 2.4 to

participants. INFORM participants that this session is scheduled to take about 2 hours.

ENCOURAGE participants to ask questions at any time.

All pictures and images in this session are from Microsoft Office Clip Art Gallery, unless otherwise noted.

Slid

e 2 ASK a volunteer to read the learning

objectives aloud to the group.

ASK participants if they have any questions before continuing.



Present Slides 3-7 using the trainer notes and Handout 2.4.1: G-R-O-W-S Coaching Model to guide the presentation and activity.

Slid

e 3 ASK participants:

• When you think of the word ‘coach,’ what comes into mind?

• What role does a coach play on a team?

PRESENT slide, using the following points: • Coaching is a conversation between

employee and supervisor, in which the coach is focused on the development and success of the other person.

• A coach helps a person to be clear about what they are trying to accomplish and the results they would like to achieve.

• A coach helps a person expand their vision so they can see things they did not see before. o This helps the employee see new

possibilities and approaches to consider as well as ways in which their own behaviour works against them and the results they are trying to achieve.

OFFER the following example: • Think about a football coach watching

a football team play on the field. • Since the coach is not in the middle of

the game, they can observe options and errors that the individual players may not have noticed as they were playing.

• The coach can help the team strategize about how to correct mistakes, take advantage of opportunities, and score a goal.


Slid

e 4 PRESENT slide, using the following

points: • In order to be an effective coach,

supervisors must build a relationship of trust with an employee.

• The employee must have no doubt that the supervisor WANTS them to succeed and believes that he/she can.

• Your team will be stronger and perform better when members can effectively do their work and solve problems without a lot of direction from you.

• When coaching staff, there are some things to avoid:o Giving solutions: The goal of

coaching is to help the employee improve their own judgment and skill so that they can eventually succeed on their own. By jumping in with the solution, the supervisor does not support the employee to develop the ability to problem-solve on their own.

o Blame and criticism from a supervisor undermines an employee’s perception that the supervisor is confident in their ability to solve the problem. This can undermine the employee’s self-confidence.

Source: Management Sciences for Health. 2005. Managers Who Lead. Cambridge, Massachusetts: Management Sciences for Health.

Slid

e 5 PRESENT slide:

• It may not be possible to use coaching techniques with every employee.

• An employee has to want to learn and change.

• They must be open to feedback, not defensive and resistant.

• They need to be willing to take responsibility for their own actions, especially actions that result in negative consequences.

ASK if participants have any questions or comments on coaching before continuing.

Source: Management Sciences for Health. 2005. Managers Who Lead. Cambridge, Massachusetts: Management Sciences for Health.


Slid

e 6 REFER Participants to Handout 2.4.1:

G-R-O-W-S Coaching Model on page 275 of the Participant Handbook.

EXPLAIN to participants that: • The GROWS methodology offers a

useful set of questions that you can follow when coaching an employee.

REVIEW the questions with participants.

Source: John Whitmore, Coaching for Performance, London: Nicholas Brealey, 1996, pg. 49, with additional input from Mr. Kishore Bajaj, PATH India.


Slid

e 7

Speaker notes continued here:

ASK participants to switch roles, and repeat the process. (1-2 minutes for describing challenge, 7-8 minutes for coaching.) ASK participants to take a moment to share constructive feedback on coaching with one another. ASK participants to return to plenary. DEBRIEF activity using these questions: • How did it feel to be the person being coached? • How did it feel to be the coach? Was it hard not to

offer solutions? • Any other observations about the exercise?

Adapted from: Management Sciences for Health. 2005. Managers Who Lead. Cambridge: Management Sciences for Health.

FACILITATE activity using instructions below. This activity should take 30 minutes.

REMIND participants to refer to Handout 2.4.1: G-R-O-W-S Coaching Model for this activity.

Note: It will be important for the Facilitator to be a good time keeper during the exercise. DIVIDE participants into pairs. Ask participants to pair up with someone who is not from the same work team if possible. ASSIGN each person in the group a letter: • Person A is the coach. • Person B is the person being coached.

EXPLAIN the activity as follows: • Person B will come up with a

challenging situation from their own life, and briefly describe it to Person A (the coach).

• This situation could be an obstacle that stands in the way of achieving a result that the person cares about, in their work or personal life. For example:o Waking up earlier in the morning

so they have fewer traffic delays on the way to work, or more time to take tea or read the newspaper.

o Spending less time looking for specific messages in their email inbox.

• Person A (the coach) will listen to the story without interrupting. Then, they will ask questions, and will not provide solutions.

• We will switch roles so that all people have an opportunity to observe, coach, and be coached.

INSTRUCT Person B to spend 1-2 minutes describing a challenging situation to Person A (Coach).

ALLOW 7-8 minutes for the coach to ask questions.

CONTINUE with speaker notes in left-hand column.



Handout 2.4.1: G-R-O-W-S Coaching Model

Follow this sequence of questions to provide coaching to help employees resolve work issues and foster learning.

Step Question(s)

Goal What do you want to have happen? What would success look like?

RealityWhat is going on now?

What factors favour success? What obstacles might be encountered?

OptionsGiven your goal and the current reality, what options could you try?

What choices do you have? Generate at least seven options!

Will Which of the options will you pursue? When?

Support What support or encouragement will help you implement your decision?

Source: John Whitmore, Coaching for Performance, London: Nicholas Brealey, 1996, pg. 49, with additional input from Mr. Kishore Bajaj, PATH India.




Present Slides 8-15, using the trainer notes, Handout 2.4.2: Giving Effective Feedback and Handout 2.4.3: Feedback Role Play to guide the presentation, activity, and discussion.

Slid


• What is feedback?

ALLOW time for a few responses. ASK a volunteer to read the definitions out loud.

EXPLAIN to participants that: • Related words include: information,

response, input, evaluation• The Swahili word is: mrejesho


Slid

e 9 Note: slide contains animation.

SHOW Part 1 of slide (heading and picture).

ASK participants: • Why is feedback important for

supervision? • Why should a good supervisor provide

timely feedback?

SHOW Part 2 of slide (text boxes).• Feedback is a valuable tool for:

o Getting the results you want from your staff

o Motivating employeeso Improving employee skill and

performanceo Fostering growtho Identifying solutions to problemso Being “hard on the problem, soft

on the people”.

ASK participants: • What makes it difficult to give

feedback?

ALLOW a few minutes for participants to discuss.

WRITE responses on a flipchart or board.


Slid

e 10 FACILITATE activity using instructions

below. This activity should take 5 minutes.

ASK participants: • Has everyone in the room received

feedback from a supervisor at some point in your work life?

• Raise your hand if you have.

Note: most people in the room should have their hands raised.

ASK participants: • If you have ever received feedback

that was NOT helpful to you, stand up.

• Now, if you have ever received feedback that was HELPFUL to you, stay standing (or stand up) and wave your hands in the air.

THANK participants and ask them to sit back down.

EXPLAIN to participants that: • Feedback is a powerful tool that

supervisors can use. • Many of us who have received

feedback in our careers have experienced this firsthand.

• We will spend some time learning about how to give effective feedback.

Adapted from: Management Sciences for Health. 2005. Managers Who Lead: A Handbook for Improving Health Services. Page 231.


Slid

e 11 PRESENT slide, using the following

points: • Supervisors are often called upon to

evaluate the performance of staff and the quality of work they produce.

• There are four types of feedback: negative, positive, punitive and constructive.

• Negative and punitive feedbacks are ineffective for supervisors if the goal is to improve performance and help to solve problems. o Negative and punitive feedback

does not help to solve the problem of poor performance.

o It may cause employees to make excuses or avoid the problem, rather than foster accountability and pro-actively solve problems.

o It can cause hurt feelings, depression or anger and decreased confidence and self-esteem.

• Positive, constructive feedback is the best way for supervisors to achieve the goal of improving performance.

EMPHASIZE that: • Supervisors should ALWAYS give

both positive and constructive feedback to ensure two-way communication.

• Employees must always be treated with respect

• A supervisor’s job is to help employees solve problems and correct mistakes.

Source: ACQUIRE Project/Engender Health. Facilitative Supervision for Quality Improvement: A Curriculum. Module 10: Working Effectively with Staff.


Slid

e 12 EXPLAIN to participants that:

• This slide provides a good visual image of why we give positive and constructive feedback.

• Often when we receive feedback, it is the negative comments that stick with us and can really discourage us if they are not outweighed by positive comments that will encourage and motivate us.

• It takes many positive comments to outweigh one negative comment.

Slid

e 13 EXPLAIN to participants that:

• In a feedback sandwich, the first slice of bread is a positive observation.

• Then you place a small but tender piece of meat in the middle—this is the suggestion for improvement.

• Finally, you add another nice soft slice of bread—a final positive comment.

SHARE an example of a “Feedback Sandwich”: • I liked the way you used people’s

names when calling on participants. • You may want to consider speaking

more loudly, and facing the audience rather than reading the slides on the screen.

• Overall, your manner with the audience and your big smile really made me feel engaged!


Slid

e 14 REFER Participants to Handout 2.4.2:

Giving Effective Feedback on page 277 of the Participant Handbook.

REVIEW the handout.

EXPLAIN to participants that: • Managers and supervisors can help

prepare an employee to receive feedback, and engage the employee in the behaviour change process.

• The main purpose of constructive feedback is to help people understand where they stand in relation to expected or productive job behaviour.

• Recognition for effective performance is a powerful motivator. Most people want to obtain more recognition, so recognition fosters more of the appreciated actions.

For feedback to have its desired effect: • Feedback must indicate that change is

necessary • The employee must see that there is a

need to change their behaviour• The employees must have a positive

orientation to receiving feedback• The employee must react positively to

the feedback• The employee must believe that

change is possible• The employee must set appropriate

goals to change their behaviour• The employee must take actions that

lead to skill and performance improvement.

Adapted from: • ACQUIRE Project/Engender Health.

Facilitative Supervision for Quality Improvement: A Curriculum. Module 10: Working Effectively with Staff.

• Harvard Manage Mentor eLearning program.

• United Republic of Tanzania. Teaching Methods & Training Coordination: Training of Trainer’s Workshop. 2010.


Slid



DIVIDE participants into pairs.

REFER Participants to Handout 2.4.3: Feedback Role Play on page 279 of the Participant Handbook.

ASSIGN one participant to play the role of employee, and one to play the role of supervisor. These roles will change in the next role play.

INSTRUCT participants: • Read only the information about their

role (employee or supervisor).• Begin the role play when you have

read your role.

ALLOW 5 minutes to role play Scenario 1: Tough Day, K.M.? . ASK participants to stop the role play, and change roles for Scenario 2: Great Day, J.D.!

INSTRUCT participants: • Read only the information about their

role (employee or supervisor).• Begin the role play when you have

read your role.

ALLOW 5 minutes to role play Scenario 2: Great Day, J.D.!

THANK everyone for their participation.

DEBRIEF role play: • Each group had a scenario offering

critical feedback, and a scenario offering positive feedback.

• What was challenging about giving feedback?

• When you were in the role of the employee, how did you feel?

ALLOW a few minutes for discussion.

ASK if participants have any comments or questions before continuing.


Handout 2.4.2: Giving Effective Feedback

1. Be specific, not general.

Example: “The report you turned in yesterday was well-written, understandable, and made your points about the budget very effectively.”

Not, "Good report."

2. Focus on a specific behaviour, not on a person, their intentions, or their character. Effective feedback involves what or how something was done, not why. What did you like/dislike specifically? Why did you like/dislike it? Constructive feedback alerts an individual to an area in which his/her performance could improve. Constructive feedback is not criticism; it is descriptive and should always be directed to the action, not the person.

Example: “When you held a sidebar conversation during the meeting, while Mary had the floor, you distracted the other people in the room who were trying to pay attention.”

3. Be sincere, honest, and gentle. People will know if you are giving insincere feedback or false praise.

4. Describe actions or behaviour that the individual can do something about. Offer reasonable and practical suggestions for improving. Focus on solutions, and offer support or assistance as appropriate.

5. Ask permission to provide feedback. Feedback that is requested is more powerful.“I'd like to give you some feedback about the presentation, is that okay with you?"

6. Share information and observations. Do not offer advice unless you have permission or advice was requested.

7. Use respectful statements. For example, “you may want to consider…” Avoid using the words “should,” or “you always…”

8. Choose appropriate timing and location. Provide the information as closely tied to the event as possible, for both positive & constructive comments. Do not critique serious issue in public.

9. Check to make sure the other person understands. Ask questions, ask them to re-phrase your advice, or observe a change in behaviour.

10. Be consistent. If the actions are great today, they're great tomorrow. If the policy violation merits discipline, it should always merit discipline.

Adapted from: United Republic of Tanzania. Teaching Methods & Training Coordination: Training of Trainer’s Workshop. 2010. Heathfield, Susan. “Provide Feedback that has an Impact.” About.com: Human Resources.

http://humanresources.about.com/cs/communication/ht/Feedbackimpact.htm



Handout 2.4.3: Feedback Role Play

Instructions: Work in pairs. Assign one partner to play employee, and one to play supervisor for Scenario 1. Switch roles for Scenario 2.

Scenario 1: Tough Day, K.M.?

Role: Employee You’re the employee, K.M. Man, what a day! And now you have to talk to your boss! You think to yourself…

o Tough day? It’s been a tough year! With my mother’s illness right after the holidays it’s been hard on all of us. Plus, getting her to treatment has been difficult and paying for her nurse has been expensive.

o This morning I had an accident coming to work and the person who hit me yelled at me! Can you imagine? He was at fault and yet he was angry with me! What a jerk.

o I know I had a hard time getting my presentation ready for today’s meeting with the ministry. But the ministry kept changing their mind about what they wanted. I hate using PowerPoint. I wish someone had taught me how.

o I know I didn’t do a good job in the presentation. When Dr. L interrupted me and told me my facts were wrong, it was so embarrassing. Then he went on and on about what the facts as he knew them to be. I hope my irritation wasn’t obvious. His droning on was such a distraction. And, really, what difference did my mistake make anyway?

o I know it hasn’t been my best day or year. But, I’m still here on time every day, I get along with everyone, and I mostly do a good job.

Role: Supervisor You’re K.M.’s boss You’ve supervised K.M. for a year. In that time, K.M. has produced some good work and

some mediocre work. K.M.’s performance seems to go up and down based on K.M.’s mood and what’s happening at home.

You think to yourself…o Will K.M. ever learn to create a quality PowerPoint presentation? So many

words, so many bullet points, and so much confusion! Today’s presentation was very poor and did not make us look credible or competent. It was embarrassing when K.M. rolled their eyes when Dr. L interrupted. What’s more, Dr. L was right!

o If K.M. wasn’t ready, K.M. should have said something to me about it. Don’t they understand yet that what K.M. does with the ministry reflects on all of us? They must be very self-absorbed.

o I need to talk to K.M. They are capable of doing a much better job.

Continued on next page.


Scenario 2: Great Day, J.D.!

Role: Employee You’re the employee, J.D. It’s been a great day. You think to yourself…

o I did great at the ministry today. I think I finally used PowerPoint the right way. I was able to illustrate key points with plenty of examples. And, I didn’t read from the PowerPoint slide.

o Plus, the discussion was great. I really kept it moving. When Dr. L started to go on and on, I was able to summarize his key ideas and move the discussion along by shifting attention to another participant.

o At the end, everyone seemed to understand the issue and was ready to take action. It sure was nice to hear the ministry’s project leader say, “Nice job!” and really mean it.

Role: Supervisor You’re J.D.’s supervisor. J.D. just did a great job in delivering a presentation to the ministry today. You think to yourself…

o I was impressed by how well-prepared J.D. was, and that they just used just a few PowerPoint slides. I was happy that J.D. didn’t talk to the slides, but used the slides to punctuate the important points.

o Plus, what a top-notch job in facilitating the discussion that followed. What a rich exchange of ideas. And how skillful in handling Dr. L! He can be trying, but he’s so important to the project. I was impressed at how J.D. summarized Dr. L’s ideas then immediately asked someone else for their point of view.

o There was so much energy at the end of the meeting. It was great to hear how pleased the ministry’s project leader was with the presentation.

o J.D. made us look good!

Source: Wilkinson, Richard. Human Resources Director. International Training and Education Center for Health (I-TECH). Department of Global Health, University of Washington – Seattle.



Present Slides 16-21, using the trainer notes, Handout 2.4.4: Delegation Continuum and Handout 2.4.5: Delegation Worksheet to guide the presentation and activity.

Slid


• What is delegation?

ALLOW a few responses.

ASK a volunteer to read the definitions aloud.

EXPLAIN to participants that: • Related words include: handing over,

giving out, passing on, assigning, allocating, and entrusting.

• Improving delegation skills has the greatest potential for increasing your overall success as a manager, the productivity of the team, and the satisfaction of the employee.

• Delegation is the best way for you to manage your own time more effectively and to fully tap the talent of the people who work for you and with you.

• Delegation can be the most significant way you help people grow professionally.

• In fact, research by the Center for Creative Leadership in North Carolina concluded that the most significant way people learn is through challenging assignments. Not training! (Training ranked fifth.)

NOTE that: • We are focusing on delegating

specific tasks or projects to a staff member during everyday operations. This differs somewhat from handing over responsibilities and authority before leaving the office for some time; however, you may be able to use some of the same strategies and tools.


Slid

e 17 Note: slide contains animation.

SHOW Part 1 of slide (title and picture).

ASK participants: • Why do we delegate work to others?

ALLOW a few moments for participants to respond.

SHOW Part 2 of slide (text boxes).

PRESENT slide, building off participant responses:The reasons we delegate include: • Manage workload for ourselves, our

teams, and our organizations• Tap into the talent and skills

available to us• Clarify job responsibilities for our

staff• Meet deadlines, and stay on-target• Get the work done, and help others

transform an idea into an action or product

• Help people grow professionally and develop their skills and capacity.


Slid

e 18 ASK volunteers to read each quote on

the slide out loud.

ASK participants: • What are the key differences between

these examples? Why is the example on the right (the second example) more effective than the one on the left (the first example)?

EXPLAIN to participants that: • The first example shows ineffective

delegation because it is unclear about deadline, deliverables, authority, priority, resources, or purpose. The supervisor doesn’t consider what else the employee is working on.

• The second example shows effective delegation. The supervisor is clear about what is being requested, when it is needed by, and why. The supervisor keeps the door open to discuss the employee’s questions and concerns, and respects the employee’s workload by asking about their ability to get it done.

Source: Wilkinson, Richard. International Training and Education Center for Health (I-TECH). Department of Global Health, University of Washington – Seattle.


Slid

e 19 REFER participants to Handout 2.4.4:

Delegation Continuum on page 281 of the Participant Handbook.

PRESENT slide using the following points: • The delegation continuum is a tool

for managers. • It helps you visualize how much

authority the manger has, and how much freedom an employee has for any particular task.

• There are many appropriate places within the continuum that represent effective delegation.

• The continuum was developed in the 1960s and 1970s by Bob Tannenbaum and Warren Schmidt.

• We will discuss the delegation continuum in more detail in the next slide.


Image Source:Tannenbaum & Schmidt original continuum model; Alan Chapman review, code, design 1995-2009, www.businessballs.com


Slid

e 20 REFER participants to Handout 2.4.4:

Delegation Continuum on page 281 of the Participant Handbook.

PRESENT slide. • This continuum shows 7 levels of

delegation. • How you choose to delegate within

the continuum depends on the urgency and importance of the task, experience and track record of the employee, and complexity of the assignment.

• A less experienced employee is typically given less authority; an employee of proven accomplishment is given more authority.

• The “stakes” of the task may also play a part in delegation decisions. • For example, employees developing

a presentation for a funding agency or high-level official would typically be given less authority than a team developing a presentation for peers.

Levels of Delegation1. Tell: “Do exactly what I say.” 2. Research: “Look into this and tell me what you come up with. I’ll decide.”3. Recommend: “Give me your recommendation and other options, along with the pros and cons of each. I’ll decide and let you know.” 4. Consult: “Let’s discuss what you’ve learned and your views on the best approach. We’ll decide together.” 5. Check, then do: “Let me know your decision, then go ahead unless I say not to.”6. Inform: “Decide and take action, but let me know what you did.” 7. Empower: “Decide and take action; you need not check back with me.”

ASK if participants have any questions before continuing.

Source:Tannenbaum R, Schmidt WH. How to choose a leadership pattern. Harvard Business Review. 1973 May/June.


Slid



REFER participants to Handout 2.4.5: Delegation Worksheet on page 283 of the Participant Handbook.

EXPLAIN to participants that:• This worksheet was developed to

help supervisors complete delegation effectively.

• This worksheet helps you answer the key questions: what, when, and what level of authority an employee has with the task.

• There are 2 copies of the delegation worksheet in this handout.

• One copy is for you to keep and use for your own work.

• We will complete the other copy in class.

INSTRUCT participants: • Think of a task in your current job

that you would like to delegate to an employee.

• Work individually to complete the delegation worksheet for 5 minutes.

ALLOW 5 minutes for participants to complete the worksheet.

INSTRUCT participants to trade worksheets with a partner. • Everyone should review the

worksheet they received. Is it clear? Can you provide any constructive feedback to your partner?

ALLOW 5 minutes for partners to review worksheets and give feedback. WRAP-UP section on delegation.




Handout 2.4.4: Delegation Continuum

This scale was developed as a management tool. It helps supervisors consider how much authority the manager has, and how much freedom an employee has, for any particular task.

The Schmidt-Tannenbaum Scale

Developed by Bob Tannenbaum and Warren Schmidt.

Levels of Delegation1 Tell: “Do exactly what I say.”

Questions are okay; employee has no latitude in implementing direction.

2 Research: “Look into this and tell me what you come up with. I’ll decide.”This is asking for investigation and analysis, but no recommendation.

3 Recommend: “Give me your recommendation and other options, along with the pros and cons of each. I’ll decide and let you know.” Asks for analysis and a recommendation, but the supervisor will still make the final decision.

4 Consult: “Let’s discuss what you’ve learned and your views on the best approach. We’ll decide together.” Give and take is the hallmark of Consultative delegation. The employee is seen as an equal contributor to the final course of action.

5 Check, then do: “Let me know your decision, then go ahead unless I say not to.”Now the employee begins to control the action. This subtle increase in responsibility saves time.

6 Inform: “Decide and take action, but let me know what you did.” The supervisor defines the limits for an assignment, then the employee decides. Saves more time and allows a quicker reaction to wrong decisions.

7 Empower: “Decide and take action; you need not check back with me.”


Freedom

Employee functions within limits defined by the supervisor. This is the most freedom that we can give another person on a task. A high level of confidence is necessary, and needs good controls to ensure mistakes are flagged.

Factors to consider in delegation Experience, ability, urgency, availability, past performance, motivation, risks/rewards

Sources: Wilkinson, Richard. International Training and Education Center for Health (I-TECH). Department of Global Health. University of Washington, Seattle. Tannenbaum R, Schmidt WH. How to choose a leadership pattern. Harvard Business Review. 1973 May/June.



Handout 2.4.5: Delegation Worksheet

Tell the employee…Deliverable The result you want and why it matters

DeadlineWhen you want it

Check-InHow frequently you want to be updated

Authority How far the employee go on his or her own

Ask the employee…What obstacles does he or she anticipate?

How does this task fit with his or her other priorities?

What resources does he or she need? How confident is he/she that they will complete the task on time?


Tell the employee…Deliverable The result you want and why it matters

DeadlineWhen you want it

Check-InHow frequently you want to be updated

Authority How far the employee go on his or her own

Ask the employee…What obstacles does he or she anticipate?

How does this task fit with his or her other priorities?

What resources does he or she need? How confident is he/she that they will complete the task on time?

Developed by Richard Wilkinson. International Training and Education Center for Health (I-TECH). Department of Global Health, University of Washington, Seattle.



Present Slide 22, using the trainer notes to guide the presentation.

Slid

e 22 REVIEW key points from this session.

ASK if participants have any comments or questions.

THANK everyone for their attention and participation.



Documents

Unit 5B - Everyday Leadership€¦ · Web viewSource: John Whitmore, Coaching for Performance, London: Nicholas Brealey, 1996, pg. 49, with additional input from Mr. Kishore Bajaj,