Preparing for Skill-Development Exercise 2 You should have read and understood the material on delegation. Doing Skill-Development Exercise 2 in Class Objective To experience and develop skills in delegating a task. The primary AACSB learning standard skills developed through this exercise are leadership and communication abilities. Experience You will delegate, be delegated to, and observe the delegation of a task, and then evaluate the effectiveness of the delegated task. You may also see a video example of how to delegate using the delegation model.
Procedure 1 (4–8 minutes) Break into as many groups of three as possible with the remainder in groups of two. Each person in the group picks a number 1, 2, or 3. Number 1 will be the first to delegate a task, then 2, and then 3. The level of difficulty of the delegation will increase with the number. Each person then reads his or her delegation situation below (1, 2, or 3) and plans how he or she will delegate the task. If you prefer, you can use an actual delegation from a past or present job. Just be sure to fully explain the situation to the delegatee. Be sure to follow the four delegation steps in this chapter. An observer sheet is included at the end of this exercise for giving feedback on each delegation. Delegation Situation 1 Delegator 1, you are a college student with a paper due in three days for your 10:00 a.m. class. It must be typed. You don’t type well, so you have decided to hire someone to do it for you. The going rate is $1.50 per page. Think of an actual paper you have written in the past or will write in the future. Plan to delegate. Be sure to include the course name, paper title, special typing instructions, and so on. Assume that you are meeting the typist for the first time. He or she doesn’t know you and doesn’t expect you. Delegator 2, assume that you do typing and are willing to do the job if the delegation is acceptable to you. Delegation Situation 2 Delegator 2, you are the manager of a fast-food restaurant. In the past, you have scheduled the workers. Your policy is to keep changing the workers’ schedules. You have decided to delegate the scheduling to your assistant manager. This person has never done any scheduling, but appears to be very willing and confident about taking on new responsibility. Plan your delegation. Delegator 3, assume that you are interested in doing the scheduling if the manager delegates the task effectively. Delegation Situation 3 Delegator 3, you own and manage your own business. You have eight employees, one of whom is the organization’s secretary. The secretary currently uses an old computer, which needs to be replaced. You have not kept up with the latest technology and don’t know what to buy. You can spend $1,200. You try to keep costs down and get the most for your money. Because the secretary will use the new machine, you believe that this employee should be involved or maybe even make the decision. The secretary has never purchased equipment, and you believe he or she will be somewhat insecure about the assignment. Plan your delegation. Delegator 1, assume that you are able to do the job but are somewhat insecure. Accept the task if the delegator “participates” effectively.
Procedure 2 (7–10 minutes) A. Delegation 1. Delegator 1 delegates the task (roleplay) to number 2. Number 3 is the observer. As the delegation takes place, the observer uses the form at the end of this exercise to provide feedback on the effectiveness of the delegator. Answer the questions on the form. B. Integration. The observer (or number 3) leads a discussion of the effectiveness of the delegation, although all team members should participate. Do not continue until you are told to do so.
Procedure 3 (7–10 minutes) A. Delegation 2. Follow procedure 2A, except number 2 is now the delegator, number 3 is the delegatee, and number 1 is the observer. B. Integration. Follow procedure 2B with number 1 as the observer. Do not continue until you are told to do so.
Procedure 4 (7–10 minutes) A. Delegation 3. Follow procedure 2A, except number 3 is now the delegator, number 1 is the delegatee, and number 2 is the observer. If you are in a group of two, be an additional observer for another group. B. Integration. Follow procedure 2B with number 2 as the observer. Conclusion The instructor may lead a class discussion and make concluding remarks. Apply It (2–4 minutes) What did I learn from this experience? When will I delegate using the model? Sharing In the group, or to the entire class, volunteers may give their answers to the “Apply It” questions. Note: Remember that the process does not end with delegating the task; you must control (check progress at control points and help when needed) to ensure that the task is completed as schedule