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EMPOWERING AND DELEGATING CHAPTER 8 467

expected. No other oversight in the delegation

process causes more confusion than the failure

to delineate expectations regarding the level of

initiative expected or permitted. At least five

levels of initiative are possible, each of which

may vary in terms of the amount of empower-

ment available to subordinates. These initiative

levels differ in terms of the amount of control

permitted over the timing and content of the

delegated task. The five alternatives are:

❏ Wait to be told what to do. Take action only

after specific directions are given. This is the

least empowering form of delegation

because it permits no initiative on the part

of the subordinate. There is no control over

timing, that is, when the task is to be

accomplished, or content, that is, what is to

be done.

❏ Ask what to do. Some discretion is provided

to subordinates in that they have some

control over the timing of the task, but not

its content. Subordinates may formulate

ideas for approaching the task, but because

no action can be taken until the manager

gives approval, empowerment is highly

constrained.

❏ Recommend, then take action. This alterna-

tive is more empowering because subordi-

nates are given some freedom over both the

timing and the content of the delegated task.

However, at least three different types of

recommendations are possible, each with a

different level of empowerment. One is for

subordinates to simply gather information,

present it to the manager, and let him or her

decide what needs to be done. Another is for

subordinates to determine alternative courses

of action for each part of the task, leaving the

manager to choose which course will be fol-

lowed. Still another possibility is to outline a

course of action for accomplishing the entire

task and have the whole package approved at

once. Progressively more empowerment is

associated with each of these three recom-

mendation types.

❏ Act, then report results immediately. Subor-

dinates are given the freedom to act on their

own initiative, but they are required to

report to the manager immediately upon

completion to ensure that their actions are

correct and compatible with other organiza-

tional work. Subordinates may be permitted

to perform only one part of a task at a time,

reporting the results of each individual step.

Or, they may be given the discretion to per-

form the entire task, reporting only when

the final result has been accomplished. The

latter alternative, of course, is the most

empowering. But it may not be possible

unless subordinates possess the necessary

ability, information, experience, or maturity.

❏ Initiate action, and report only routinely.

Subordinates receive complete control over

timing and over content of the tasks

assigned. Reporting occurs only in a routine

fashion to maintain coordination. With suf-

ficient ability, information, experience, and

maturity among subordinates, this level of

initiative is not only the most empowering

but also the likeliest to produce high satis-

faction and motivation among subordinates

(Hackman & Oldham, 1980).

The important point for managers to

remember is that they must be very clear

about which of these levels of initiative they

expect of their subordinates.

3. Allow participation in the delegation of assign-

ments. Subordinates are more likely to accept

delegated tasks willingly, perform them compe-

tently, and experience empowerment when

they help decide what tasks are to be delegated

to them and when. Often, managers cannot

give subordinates complete choice about such

matters, but providing opportunities to decide

when tasks will be completed, how account-

ability will be determined, when work will

begin, or what methods and resources will be

used in task accomplishment increases employ-

ees’ empowerment. Such participation should

not be manipulative; that is, opportunities for

participation should not be provided merely to

convince subordinates of decisions already

made. Rather, managers should promote partic-

ipation when task requirements allow it and

when acceptance and personal development

can result.

Bernard (1938) formulated an “acceptance

theory of authority” in which he proposed that

people will accept and fulfill assignments only if

four conditions are met. First, subordinates

must understand what they are being asked to

do. Second, subordinates must perceive that

the assignment is consistent with the purpose

of the organization. Third, subordinates must

believe that the assignment is compatible with

their own interests. Fourth, subordinates must

be able to perform the assignment.

Bernard’s theory underscores the impor-

tance of two-way communication during the

delegation process. Not only should subordi-

nates be encouraged to ask questions and seek

information regarding delegated assignments,

but they should also feel free to express ideas

about the parameters of the work to be dele-

gated. Expecting subordinates to seek answers

to questions or providing guidance on every

aspect of the delegated assignment can perpetu-

ate overdependence if the manager answers

every detailed question or provides continual

advice. On the other hand, managers who

remain available for consultation and idea inter-

change, foster two-way communication, and

encourage a climate of openness and sharing

make the delegation process empowering.

4. Establish parity between authority and responsi-

bility. The oldest and most general rule of thumb

in delegation is to match the amount of respon-

sibility given with the amount of authority

provided. Commonly, managers assign responsi-

bility for work to subordinates without furnish-

ing a corresponding amount of discretion to

make decisions and authority to implement

those decisions. If subordinates are to be success-

ful, they must have as much authority as they

need to accomplish the tasks assigned to them.

An important part of developing a sense of self-

determination and a sense of personal control—

both critical dimensions of empowerment—is

ensuring this match. Of course, managers also

must take care not to delegate more authority

than responsibility, thereby giving subordinates

more authority, discretion, resources, or informa-

tion than they can use. Such a mismatch leads to

lack of accountability, potential abuses of power,

and confusion on the part of subordinates. For

example, without the necessary responsibility,

providing a child with a loaded gun, or a $50 bill

in a candy shop, could result in actions that

would not lead to desirable outcomes.

Although managers cannot delegate ulti-

mate accountability for delegated tasks, they

can delegate prime accountability. This means

that “the buck stops,” eventually, at the man-

ager’s desk. Final blame for failure cannot be

given away. This is ultimate accountability. On

the other hand, managers can delegate prime

468

CHAPTER 8 EMPOWERING AND DELEGATING

accountability, which means that subordinates

can be given responsibility for producing

desired short-term results. Their accountability

is to the manager who delegated to them.

Giving subordinates prime accountability is an

important part of empowered delegation.

5. Work within the organizational structure.

Another general rule of empowered delegation

is to delegate to the lowest organizational level

at which a job can be done. The people who

are closest to the actual work being performed

or the decision being made should be involved.

They are usually the ones with the largest,

most accurate fund of information. By defini-

tion, this increases efficiency (lower labor and

information collection costs), and it frequently

increases effectiveness (better understanding

of problems). Whereas managers have a

broader overall view of problems, the detailed

knowledge needed to accomplish many tasks is

most likely to reside with those who are lower

in the organizational hierarchy.

In delegating a task down more than one

level in an organization, it is important that the

organizational chain of command be followed.

In other words, delegation must occur through

subordinates, not around them. If a senior

manager circumvents the formal hierarchy,

bypassing a manager to communicate directly

with that manager’s subordinate, the man-

ager becomes unempowered. The subordinate

now becomes accountable to the senior man-

ager, not the manager with direct responsibility

for the subordinate. The entire accountability

system is thus destroyed. Following the chain

of command by involving those at affected lev-

els of the hierarchy in delegation is important

for empowered delegation.

All individuals affected by a decision must

be informed that it has been delegated. This

applies to cross-functional coordination as well

as hierarchical coordination. If a subordinate

has been delegated responsibility, others who

may have needed information, who may influ-

ence the results, or who may implement the

recommendations must be notified of the dele-

gation. If delegation occurs but no one knows

about it, authority is essentially nullified.

6. Provide adequate support for delegated tasks.

When authority is delegated to subordinates,

managers must provide as much support to

them as possible. As discussed earlier, this

EMPOWERING AND DELEGATING CHAPTER 8 469

involves making public announcements and

presenting clearly stated expectations. It also

means continuously providing relevant infor-

mation and resources to help subordinates

accomplish tasks. Reports, recent news clip-

pings, customer data, articles, and even ran-

dom thoughts that pertain to the delegated

task should be passed on as they become avail-

able. This support not only aids task accom-

plishment but also communicates interest and

concern for subordinates. Managers should

help subordinates learn where to acquire

needed resources, since the manager alone

cannot be the sole source of all the support that

subordinates will need.

Agreeing on the limits of resource use is

also important. Since unlimited access to

resources is never possible, managers must be

clear about the limit beyond which no further

resources can be used. Formulating a budget or

establishing a set of specifications is a common

way to specify limits.

Another form of support that managers

can provide is to bestow credit—but not

blame—publicly. Even though prime account-

ability has been delegated, pointing out mis-

takes or faults in front of others embarrasses

workers, creates defensiveness, fosters the

impression that the manager is trying to pass

the buck and get rid of final accountability, and

guarantees that workers will be less willing to

initiate action on their own in the future.

Correcting mistakes, critiquing work, and pro-

viding negative feedback on task performance

of subordinates should be done in private,

where the probability of problem solving and

training can be enhanced.

7. Focus accountability on results. Once tasks are

delegated and authority is provided, managers

generally should avoid closely monitoring the

way in which subordinates accomplish tasks.

Excessive supervision of methods destroys the

five dimensions of empowerment: self-efficacy,

self-determination, personal control, meaning-

fulness, and trust. Successful accomplishment

of a task, after all, rather than use of the man-

ager’s preferred procedures, is the primary goal

of delegation. To be sure, harmful or unethical

means for accomplishing tasks cannot be toler-

ated, nor can methods be used that obstruct

other employees or subvert organizational

rules. For the most part, though, managers

should focus primarily on results achieved by

subordinates, rather than on the techniques

used to achieve those results.

In order for accountability to be main-

tained, there must be agreement on acceptable

levels of performance. Managers must clearly

specify what level of performance is expected,

what constitutes unacceptable performance,

and what requirements are associated with the

result. Without such specifications, it becomes

difficult for managers not to worry about

means as well as ends. By allowing subordi-

nates to exercise initiative regarding how to

tackle a task, their sense of empowerment is

enhanced, and innovation and originality are

more likely as well.

8. Delegate consistently. The time for managers to

delegate is before they have to. Sometimes, when

managers have time to do work themselves, they

do just that, even though that work could and

should be delegated. Two problems result. First,

delegation becomes simply a method for relieving

the manager’s workload and stress. A primary rea-

son for delegation—empowering subordinates—

is forgotten. Employees begin to feel that they are

merely “pressure valves” for managers rather

than valued team members. Secondly, when

delegation occurs only under pressure, there is no

time for training, providing needed information,

or engaging in two-way discussions. Clarity of

task assignments may be impaired. Workers’

mistakes and failures increase, and managers

are tempted to perform tasks alone, in order

to ensure quality. When managers delay dele-

gating until they are overloaded, they create

pressure on themselves to perform delegatable

tasks personally, thereby increasing their own

overload.

Another key to consistent delegation is for

managers to delegate both pleasant and unpleas-

ant tasks. Sometimes managers keep for them-

selves the tasks they like to perform and pass

less-desirable work along to subordinates. It

is easy to see the detrimental consequences

this has on morale, motivation, and perfor-

mance. When individuals feel that they are

being used only to perform “dirty work,” fol-

low-through on delegated tasks is less likely.

On the other hand, managers must not be

afraid to share difficult or unpleasant tasks with

subordinates. Playing the role of martyr by

refusing to involve others in disagreeable tasks

or drudgery creates unrealistic expectations for

employees and isolates managers. Consistency

of delegation, then, means that managers dele-

gate tasks continuously, not just when over-

worked, and that they delegate both pleasant

and unpleasant tasks.

9. Avoid upward delegation. Although it is cru-

cial for subordinates to participate in the dele-

gation process in order to become empowered,

managers must conscientiously resist all so-

called upward delegation, in which subordi-

nates seek to shift responsibility for delegated

tasks back onto the shoulders of the superior

who did the initial delegating. Managers who

fail to forestall upward delegation will find

their time being tied up doing subordinates’

work rather than their own.

Suppose a worker comes to a manager

after delegation has occurred and says, “We

have a problem. This assignment just isn’t turn-

ing out very well. What do you suggest I do?”

If the manager replies, “Gee, I’m not sure. Let

me think about it, and I’ll get back to you,” the

original delegated task has now been shifted

from the employee back to the manager. Note

that the manager has promised to report to the

employee, that is, to maintain prime account-

ability, and the employee is now in a position

to follow up on the manager’s commitment,

that is, supervising the manager. Thus, the sub-

ordinate has become the manager, and the

manager the subordinate. Managers, in the

hope of being helpful to, and supportive of

their subordinates, often get caught in the trap

of upward delegation.

One way to avoid upward delegation is to

insist that workers always take the initiative for

developing their own solutions. Instead of pro-

mising the subordinate a report on the manager’s

deliberations, a more appropriate response would

have been, “What do you recommend?” “What

alternatives do you think we should consider?”

“What have you done so far?” “What do you

think would be a good first step?” Rather than

sharing problems and asking for advice, subordi-

nates should be required to share proposed solu-

tions or to ask permission to implement them.

Managers should refuse to solve delegated tasks.

That is why specifying the expected level of ini-

tiative (see Rule 2) is so important. Not only does

this avoid upward delegation, but it also helps

470

CHAPTER 8 EMPOWERING AND DELEGATING

managers train employees to become competent

problem solvers and to avoid working on tasks

for which someone else has prime account-

ability. Yielding to upward delegation does not

empower subordinates but, rather, makes them

more dependent.

10. Clarify consequences. Subordinates should be

made aware of the consequences of the tasks

being delegated to them. They are more likely

to accept delegation and be motivated to take

initiative if it is clear what the rewards for

success will be, what the opportunities might

be, what the impact on the ultimate customer

or the organization’s mission may be, and so

on. In particular, managers should help employ-

ees understand the connection between suc-

cessful performance and financial rewards,

opportunities for advancement, learning and

developmental opportunities, informal recogni-

tion, and so forth. Most specific delegated

assignments do not result in a direct payoff

from the formal reward system, of course. But

associating some desirable consequence—as

minor as a pat on the back or a congratulatory

mention in a staff meeting or as major as a

financial bonus or incentive—enhances suc-

cessful delegation.

Clarifying consequences also can help

ensure an understanding that delegation not

only implies task accomplishment, but enhance-

ment of interpersonal relationships as well.

Relationships with others in the organization,

on the team, or with the manager individually

should be strengthened as a result of task

accomplishment. Accomplishing assignments in

the course of damaging or destroying relation-

ships creates more long-term costs than any

organization can bear. Therefore, a desirable

consequence of any delegation experience is the

enhancement of interpersonal relationships and

a strengthening of the organization.

REVIEW OF

DELEGATION PRINCIPLES

The 10 principles summarizing how to delegate, pre-

ceded by the five criteria for determining when to

delegate, and the four questions for identifying to

whom to delegate, provide guidelines for ensuring not

only that subordinates will experience a sense of

empowerment but that other positive consequences

EMPOWERING AND DELEGATING CHAPTER 8 471

will result as well. In particular, research results clearly

show that empowered delegation leads to the follow-

ing consequences:

❏ Delegated tasks are readily accepted by

subordinates.

❏ Delegated tasks are successfully completed.

❏ Morale and motivation remain high.

❏ Workers’ problem-solving abilities are increased.

❏ Managers have more discretionary time.

❏ Interpersonal relationships are strengthened.

❏ Organizational coordination and efficiency are

enhanced.

Figure 8.3 summarizes the relationships among

these principles.

International Caveats

Empowerment and empowered delegation are some-

times misinterpreted as a soft approach to management,

an abrogation of responsibility by leaders, an invitation

to the inmates to run the asylum, and a prescription for

chaos. Strong leadership, visionary managers, and

take-charge bosses are usually the ones we read about

in the newspapers and business magazines. A great

deal of attention is given to people who “take com-

mand of the situation” and “stay out front of the

troops.” With such a definition, empowerment is not a

popular alternative in many cultures where, for exam-

ple, an emphasis on universalism, individualism,

specificity, and ascription are dominant. (Recall from

Chapter 1 that the Trompenaars [1996, 1998] model

differentiates cultures on the basis of seven dimen-

sions: universalism versus particularism, individualism

versus communitarianism, neutrality versus affectivity,

specificity versus diffuseness, achievement versus

ascription, internal versus external control, and past,

present, or future time orientation.)

Empowerment is sometimes viewed as contrary to

some of these values in that maintaining consistency

with rules and procedures (universalism) rather than

encouraging experimentation and team innovation may

Deciding When

Subordinates have

needed information.

Commitment is crucial.

Subordinates'

capabilities will be

expanded.

Common values are

shared.

Sufficient time is

available.

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.

Deciding to Whom

(Alternatives)

Figure 8.3 Relationships Among Principles of Effective Delegation

seem to make empowerment less desirable. Focusing on

individual performance (individualism) rather than team

or collective effort may be viewed as contrary to

empowerment. Involving only a limited amount of the

self in the work setting or task assignment (specificity)

rather than engaging multiple roles and in-depth rela-

tionships with individuals with whom one is working

also may be interpreted as inconsistent with empower-

ment and empowered delegation. A focus on ascribed

status, title, and traditional position (ascription) rather

than a blurring of hierarchical lines and focusing on

merit or contribution also appears to contradict the aims

of empowerment. Hence, empowerment may seem to

be a concept that is more acceptable in cultures with a

strong orientation toward particularism, collectivity, dif-

fuseness, and achievement orientation.

On the other hand, the principles of empower-

ment and empowered delegation that we have dis-

cussed in this chapter are applicable across most, if not

all, cultures. It is a misconception to believe that these

principles do not work effectively in Eastern cultures

as well as Western cultures, in Western Europe as well

as South America, in Africa as well as the Polynesian

Islands. Principles of empowerment are relevant to old

and young, male and female, foreign and domestic.

This is because the five principles of empowerment are

connected to fundamental human needs that tran-

scend national or ethnic cultures. Virtually everyone

has needs for, and performs better when they are

exposed to, an environment in which they: (1) feel

capable, confident, and competent, (2) experience

freedom, discretion, and choice, (3) believe they can

make a difference, have an impact, and achieve a

desired result, (4) sense meaning, value, and a higher

purpose in their activities, and (5) trust that they will

not be harmed or abused, but honored and respected.

In other words, the keys to effective empowerment

are also keys to effective human performance at a

very fundamental level. Strong leaders are not lone

rangers so much as they are savvy individuals who

know how to mobilize those they lead and manage.

Therefore, whereas individual differences must cer-

tainly be taken into account, and the pace at which

empowerment and empowered delegation can be fully

implemented may vary with the circumstances, these

principles of empowerment are essential to effective

managerial performance.

Summary

Empowerment means helping to develop in others a

sense of self-efficacy, self-determinism, personal control,

meaning, and trust. The current business environment

472

CHAPTER 8 EMPOWERING AND DELEGATING

is not particularly compatible with the principles of

managerial empowerment. Because of the turbulent,

complex, competitive circumstances that many orga-

nizations face, managers frequently experience a ten-

dency to be less, rather than more, empowering. When

managers feel threatened, they become rigid and seek

more control over other people, not less. However,

without empowered employees, organizations cannot

succeed in the long run. Learning how to be a compe-

tent empowering manager is therefore a critical skill for

individuals who probably will face a predilection not to

practice empowerment.

Nine prescriptions that managers can use to

empower others were discussed. We also offered a

series of principles and criteria for ensuring empowered

delegation, which results in better acceptance of dele-

gated tasks by subordinates, enhanced motivation and

morale, improved coordination and efficiency, better

development of subordinates, increased discretionary

time, strengthened relationships, and successful task

performance. Producing a sense of empowerment in

others and delegating in a way that empowers subordi-

nates also brings desirable outcomes for organizations

as well as employees. Empowered employees are more

productive, psychologically and physically healthy,

proactive and innovative, persistent in work, trustwor-

thy, interpersonally effective, intrinsically motivated,

and have higher morale and commitment than employ-

ees who are not empowered. Figure 8.4 illustrates

the relationships among the various elements of

empowerment and delegation.

Behavioral Guidelines

As you practice empowering others and carry out

empowered delegating, you will want to use the fol-

lowing guidelines as cues. To ensure empowerment in

others, follow these guidelines

1. Foster self-efficacy or a sense of competence by

fostering personal mastery experiences and

pointing out successful role models.

2. Foster self-determination or a sense of personal

choice by providing alternatives and informa-

tion to people.

3. Foster personal consequence or a sense of per-

sonal impact by allowing people to see the

effects of their work on end users or on those

affected by the results.

4. Foster meaningfulness or a sense of value by

clarifying vision and values and connecting to

something of inherent value.

EMPOWERING AND DELEGATING CHAPTER 8 473

5. Foster trust or a sense of security by providing

support and creating confidence, primarily by

being consistent, honest, open, and fair.

6. Delegate work effectively by using the guide-

lines provided in the chapter to determine to

• Mastery experiences

• Modeling

• Support

• Emotional arousal

• Information

• Resources

• Connect to outcomes

• Confidence

• Deciding when to

delegate

• Deciding to whom to

delegate

• Deciding how to

delegate

• Self-efficacy

• Self-determinism

• Personal consequence

• Meaningfulness

• Trust

• Task acceptance

• Motivation and morale

• Coordination and

efficiency

• Subordinate

development

• Discretionary time

• Strengthened

relationships

• Successful

performance

• Productivity

• Psychological and

physical health

• Proactivity and

innovativeness

• Persistence in work

• Trustworthiness

• Interpersonal effectiveness

• Intrinsic motivation

• High morale and

commitment

Guidelines for

Empowering

Experienced

Empowerment

Desired Outcomes

Delegation

Principles

Empowered

Delegation

Figure 8.4 Relationships Among the Elements of Empowerment

and Empowered Delegation

whom the work should be delegated and

when it should be delegated.

474 CHAPTER 8 EMPOWERING AND DELEGATING

SKILL

ANALYSIS

CASES INVOLVING EMPOWERMENT

AND DELEGATION

Minding the Store

On January 1, Ruth Cummings was formally named branch manager for the Saks Fifth

Avenue store in a suburb of Denver. Her boss, Ken Hoffman, gave her this assignment on

her first day: “Ruth, I’m putting you in charge of this store. Your job will be to run it so

that it becomes one of the best stores in the system. I have a lot of confidence in you, so

don’t let me down.”

One of the first things Ruth did was to hire an administrative assistant to handle

inventories. Because this was such an important part of the job, she agreed to pay her

assistant slightly more than the top retail clerks were making. She felt that having an

administrative assistant would free her to handle marketing, sales, and personnel

matters—areas she felt were crucial if the store was to be a success.

Within the week, however, she received a call from Hoffman: “Say, Ruth, I heard

that you hired an administrative assistant to handle inventories. Don’t you think that is

a bit risky? Besides, I think paying an assistant more than your top sales clerk is dam-

aging to morale in the store. I wish you had cleared this with me before you made the

move. It sets a bad precedent for the other stores, and it makes me look like I don’t

know what is going on in the branches.”

Three weeks later, Ruth appeared on a local noontime talk show to discuss new

trends in fashion. She had worked hard to make contact with the hosts of the show,

and she felt that public exposure like this would increase the visibility of her store.

Although the TV spot lasted only 10 minutes, she was pleased with her performance

and with the chance to get public exposure.

Later that night at home, she received another phone call from Hoffman: “Don’t

you know the policy of Saks? Any TV appearances made on behalf of the store are to

be cleared through the main office. Normally, we like to have representatives from the

main store appear on these kinds of shows because they can do a better job of plug-

ging our merchandise. It’s too bad that you didn’t notify someone of your intentions.

This could be very embarrassing for me.”

Just before Easter, Ruth was approached in the store by one of the sales clerks.

A customer had asked to charge approximately $3,000 worth of china as a gift for

his wife. He had been a customer of the store for several years and Ruth had seen

him on several occasions, but store rules indicated that no charge could be made for

more than $1,000 for any reason. She told the customer that she was not authorized

to okay a charge of that amount, but that if he would visit the main store in Denver,

maybe arrangements could be made.

Later in the day, an irate Hoffman called again: “What in the world are you think-

ing about, Ruth? Today we had a customer come into the main store and say that you

wouldn’t make a sale to him because the charge was too much. Do you know how long

he has been a customer of ours? Do you know how much he spends in the store every

year? I certainly hope we have not lost him as a customer because of your blunder. This

makes me very upset. You’ve just got to learn to use your head.”

EMPOWERING AND DELEGATING CHAPTER 8 475

Ruth thought about the conversation for several days and finally decided that

she needed to see Ken Hoffman. She called his secretary to schedule an appointment

for the following day.

Discussion Questions

1. What guidelines related to empowerment were violated by Ken Hoffman? By Ruth

Cummings?

2. What guidelines related to delegation were violated by Ken Hoffman? By Ruth

Cummings?

3. What should Ruth Cummings and Ken Hoffman discuss in their meeting? Identify

specific agenda items that should be raised.

4. What are the questions that Ruth should ask Ken to help her acquire the necessary

elements of empowerment? What questions should Ken ask Ruth to be better able

to ensure her success?

5. If you were an outside consultant attending the meeting, what advice would you

give Ken? What advice would you give Ruth?

Changing the Portfolio

You are head of a staff unit reporting to the vice president of finance. He has asked

you to provide a report on the firm’s current portfolio, including recommendations for

changes in the current selection criteria. Doubts have been raised about the effi-

ciency of the existing system given the current market conditions, and there is con-

siderable dissatisfaction with prevailing rates of return.

You plan to write the report, but at the moment you are perplexed about the

approach to take. Your own specialty is the bond market, and it is clear to you that

detailed knowledge of the equity market, which you lack, would greatly enhance the

value of the report. Fortunately, four members of your staff are specialists in different

segments of the equity market. Together, they possess a vast amount of knowledge

about the intricacies of investment. However, they seldom agree on the best way to

achieve anything when it comes to investment philosophy and strategy.

You have six weeks before the report is due. You have already begun to familiar-

ize yourself with the firm’s current portfolio and have been provided by management

with a specific set of constraints that any portfolio must satisfy. Your immediate prob-

lem is to come up with some alternatives to the firm’s present practices and to select

the most promising for detailed analysis in your report.

Discussion Questions

1. Should this decision be made by you alone? Why or why not?

2. If you answered the question, “Should I involve others?” affirmatively, which

alternative in Figure 8.2 should be used in making a decision? Justify your choice.

3. What are the most important considerations in deciding whom to involve in this

task?

4. If others are to become involved, how much empowerment should they have?

What would you do specifically to achieve the appropriate level of empowerment?

476 CHAPTER 8 EMPOWERING AND DELEGATING

EXERCISES FOR EMPOWERMENT

Executive Development Associates

Assume that you are Mary Ann O’Connell, General Manager at Executive Development

Associates. Your firm provides outplacement, training and development, career planning, and

head-hunting services for a large number of Fortune 500 companies. You have been at the

corporate board meeting for the last three days in the Rocky Mountains, and you relied on

your secretary to screen out all but the most important or urgent messages. You slipped into

the office on the way home from the airport Monday evening, just to check your electronic

messages and your mail. Aside from a host of phone calls to return, here is the collection

of messages that your secretary retrieved from your e-mail file and mail box.

Assignment

1. For each message, outline specifically the plan you will implement to empower

others effectively to solve these problems. Determine who should be involved,

what level of initiative should be taken, what actions you can take to ensure

empowerment, how accountability should be maintained, and so on.

2. Write out the actions you’d take in response to each item. A worksheet has been

provided on the next page to remind you of what you should consider as you

record your responses.

3. After you have completed your own responses to each item, form a team of fellow

students and share your plans. Provide feedback to one another on what is espe-

cially good, what could be improved, and what could be added to each person’s

action plan. In particular, what principles of empowerment are included, which

are omitted, and which are contradicted?

SKILL

PRACTICE