empowerment
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Chapter 8Empowerment and
DelegationKristopher Blanchard
North Central University
Copyright (c) 2005 Prentice Hall
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Learning Objectives
• Distinguish between delegation & empowerment
• Utilize principles of effective delegation
• Develop and execute plans to empower others
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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
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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
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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
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Advantages of Delegation
• Increases manager’s discretionary time
• Develops subordinate capabilities
• Demonstrates confidence in delegates
• Enhances commitment of delegates
• Improves decision making
• Increases efficiency
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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
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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
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
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
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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
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Guidelines for Effective Delegation (cont.)
• Provide adequate support
• Focus accountability on results
• Delegate consistently
• Avoid upward delegation
• Clarify consequences of tasks, especially rewards
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Five Core Dimensions of Empowerment
• Self-efficacy• Self-determination • Personal conseque
nces • Meaningfulness • Trust
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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
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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
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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
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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
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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
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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
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Relationship Between Dimensions and Prescriptions for Empowerment
Self-Efficacy (competence)
Self-Determination (choice)
Personal Consequence(impact)
Trust (security)
Meaningfulness (value)
Vision and Values
Personal Mastery Experiences
Model
Provide Resources
Provide Information
Provide Support
Emotional Arousal
Connect to Outcomes
Create Confidence
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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
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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
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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
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Articulate a Clear Vision and Goals
• Specific• Measurable• Aligned• Realistic/Reachable• Time-bound
Return
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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
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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
Return
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Clarify Consequences of Tasks Especially Rewards
• Subordinates are usually more motivated if the consequences and rewards are clearly identified.
Return
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Dynamics of empowerment
Positive or negative
Structure (degree of delegation & resource support
Development of personnel at each level (ability, experience & education
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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).
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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.
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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 supportive- facilitating 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.
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One time or episodic reengineering
• Simpler to understand and 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
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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.
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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.
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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.
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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.
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