BUILDING HUMAN RESOURCE MANAGEMENT SKILLS Management Skills for Success DELEGATING AND EMPOWERING

Transcription

1 BUILDING HUMAN RESOURCE MANAGEMENT SKILLS Management Skills for Success DELEGATING AND EMPOWERING The University of Mississippi University, Mississippi

2 ACKNOWLEDGMENTS Sincere appreciation is expressed to the following people who contributed their time and expertise in reviewing the human resource modules during various stages of development. Dee Baker, Executive Director, Child Nutrition Programs Section Oklahoma Department of Education, Oklahoma City, Oklahoma David Bowman, Program Administrator, Summer Food Service Program Nutrition Education Training, Delaware State Department of Education, Dover, Delaware Carla Broadnax, Associate, Child Nutrition Program Administration New York State Department of Education, Albany, New York Barbara Chang, RD, School Lunch Director Massapequa Schools, Massapequa, New York Lynne Fellin, School Foodservice and Nutrition Specialist School Nutrition Programs, Virginia Department of Education, Richmond, Virginia Mary Jane Getlinger, Program Coordinator, Nutrition Education and School Meal Programs USDA Food & Nutrition Service, Midwest Regional Office, Chicago, Illinois Rosie Jackson, Interim Director, Child Nutrition Programs New Orleans Public Schools, New Orleans, Louisiana Gail M. Johnson, Administrative Director, Child Nutrition Programs East Baton Rouge Parish School System, Baton Rouge, Louisiana Sandra Kangas, Director, Child and Adult Nutrition Services Department of Education and Cultural Affairs, Pierre, South Dakota Linda Miller, RD, Staff Specialist, Nutrition and Transportation Services Maryland State Department of Education, Baltimore, Maryland Lorita T. Myles, Director, Child Nutrition Services Ohio Department of Education, Columbus, Ohio Peggy Reich, Area Coordinator, Food and Nutrition Service Cobb County Schools, Kennesaw, Georgia Cynthia Sevier, Director of Child Nutrition Stokes County School District, Danbury, North Carolina Bill West, Regional Consultant Ohio Department of Education, Columbus, Ohio ii

3 PROJECT TEAM This project was developed under contract between the National Food Service Management Institute and The Steritech Group, Inc., Charlotte, North Carolina. Jane Logan, PhD Executive Director Ellen Leppa, MEd, CFCS Project Coordinator The Steritech Group, Inc. Mary Anne Hogue, MS, RD, LDN, FADA Administrator Technical Expert and Content Design: Kathleen Moloney-Tarr Leadership Dynamics, Charlotte, North Carolina Nay Malloy Howell CR8VE Solutions, Charlotte, North Carolina Pamela Bullard Vaughan Florence School District One Food Services, Florence, South Carolina Libby Post, MS, RD, LDN Rowan/Salisbury Child Nutrition Program, Salisbury, North Carolina This project has been funded, at least in part, with Federal funds from the U.S. Department of Agriculture, Food and Nutrition Service through a grant agreement with the University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U. S. Department of Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. The University of Mississippi complies with all applicable laws regarding affirmative action and equal opportunity in all its activities and programs and does not discriminate against anyone protected by law because of age, color, dis ability, national origin, race, religion, sex, or status as a veteran or disabled veteran. iii

4 INTRODUCTION The developed this series of modules on human resource management to meet a need for relevant materials that would provide directors and supervisors the tools to teach managers effective management skills. Learning to work with and lead employees is a never-ending journey. These materials were designed to assist the learner in developing effective people skills in the Child Nutrition Programs. A task force of state agency personnel, food service directors, and university faculty identified the topics to include in this resource. was designed by a team of experienced child nutrition and adult learning professionals. A group of volunteer reviewers from the task force also made significant contributions to the development of this project. We are most grateful to them for sharing their time and expertise. All of the human resource modules have been approved for continuing education credits by the American School Food Service Association. Steps to follow in using materials: Step 1. Review the entire module and think about its relevance to the participants. There may be resources within the community that you may want to use to enhance the learning experience. A lesson plan template has been provided for your use to facilitate teaching the human resource module content. Step 2. Check the Trainer s Toolbox section in the modules for a list of materials planned for the session. The modules may require the use of policies and procedures, job descriptions, form, or standards specific to Child Nutrition Program personnel. Step 3. Review the Suggested Time Frames and Comments to determine time allotted for each topic in the modules. Step 4. Ensure that the learning environment, media center, classroom, cafeteria, or auditorium is comfortable for adults and conducive to learning and discussions. Step 5. The purpose of the videotapes provided in the kits is to model practices, inspire discussion, and stimulate thoughts about personal practices. Always review videotape at least once before using in class to be familiar with the content and to determine how to use it with the group. Consider the following options: Use the tape to focus on a specific point during the session. Encourage interaction by showing all or part of the tape, and divide the group into comfortable discussion groups of no more than 6-7 per group. The tapes were created to provide real-life practice situations and to precipitate discussion. There are no right or wrong answers, but better and best ways to handle human relations in Child Nutrition Programs. iv

5 HUMAN RESOURCE MODULE LESSON PLAN Date: Module No.: 1.5 Module Title: Delegating and Empowering Instructor: Estimated Time: 1.5 Hours Certification Credits: 1.5 Category: U Management Skills for Success Course Title: Building Human Resource Management Skills Module Content: What is to be taught? At the completion of the module, participants will be able to meet the following objectives: Instructional Aids, Materials, or Tools Needed: Check Trainer s Tool Box Instructional Procedures: Personal Check-In Icebreaker Video Segment (if applicable) Group activities and role playing Checking Out Suggested Readings: Use Suggested Readings to increase knowledge base concerning a given module topic. Evaluation Procedures: How the instructor will determine if the material has been learned. Participants can complete evaluation form included in handout packet. Notes: Insert notes as to revisions, additions, and deletions. What went wrong/right with the module lesson plan? v

6 Table of Contents Overview, Objectives, Definitions...2 Suggested Time Frames and Comments...3 Outline and Trainer s Tactics...4 Handouts...13 Transparency Masters Listing

7 Trainer s Notes Be prepared to share your experiences to clarify the key learning points. If you have the opportunity, ask participants to complete the Personal Check-In prior to the program. If they have not had much experience with delegation or are new to the manager role, ask them to interview one or two managers and to bring their findings to the class to share with others. Ground Rules Share from own experiences, feelings, opinions. Listen to understand, not to judge. Respect others opinions and feelings. Keep an open mind. Keep confidentiality. Accept the option to pass. Trainer s Toolbox Materials: Flip Chart and Stand Paper and Markers Overhead Projector Transparencies and Markers Handouts Overview To create the conditions for successful delegation, managers must recognize the role they play in setting the stage. Empowerment is the creation of a work environment which allows each individual to work to her highest capacity. Employees thrive on chances to apply and extend their skills in new or challenging experiences. Managers have the chance to use small tasks or assignments to enrich jobs and encourage workers. The Personal Check-In may be completed prior to the inservice program. Objectives At the completion of this module, participants will be able to: Determine elements of an empowering work environment. Identify steps for successful delegation. Recognize the importance of work climate and trust when delegating tasks. Recognize manager characteristics that increase the success of delegation. Definitions Delegation- a way to accomplish job tasks with each person taking a part of the work and responsibility which best uses and extends her skills. Empowerment- creation of a work environment which allows each individual to work to her highest capacity. An empowered workplace is a safe climate for people to work together with freedom to take initiative, to create, to solve problems, and to assume the responsibility of completing the task. Integrity- others know to expect honest, direct interactions because the individual has predictable competence, commitment, and follow-through. 2

8 Suggested Time Frames and Comments Total Time = 1 hour 30 minutes Topic Comments Time Allotted Review Purpose Set the stage by emphasizing key points in the 2 minutes and Objectives overview. Personal Check- Personal reflection with possible discussion; may want 8 minutes In: Delegation Assessment* to assign as a pre-workshop task. Icebreaker: Empowering Workplace After small groups create lists, bring group together for discussion and select key qualities of empowering environment. 10 minutes groups (5)** and large group(5)** Characteristics Definitions Review keywords and meanings. 7 minutes Empowerment Review trust. Discuss examples from food service 8 minutes Skills and Jobs: Review 2 processes; discuss examples from food 15 minutes Making the Match service. Steps for Review steps, ask for and use examples. 20 minutes Delegation Reality Practice: Discuss case studies. 12 minutes Case Study Checking Out: Delegation Preparation Worksheet Individuals complete, share with partner. 15 minutes * The Personal Check-In may be completed prior to the inservice program. **Note: The numbers in parenthesis ( ) refer to the estimated number of minutes. 3

9 Outline Personal Check-In: Delegation Assessment Part I Think back to a task you delegated recently and consider the following questions: 1. What was the task? 2. Were you satisfied with the results achieved? 3. What did you do or say as you made this assignment? 4. What did you do that worked or did not work? 5. What would you do differently next time? Personal Check-In: Delegation Assessment Part II Ask a mentor or someone else who delegates to answer these questions. Compare your responses. (See attached handout on page 15.) Trainer s Tactics Personal Check-In: Delegation Assessment Part I and Part II There are two parts to the Personal Check-In. The first part is a self-assessment. The second part requires the participant to ask a mentor or someone else who delegates the same questions and compare the answers. The best learning will come from participants taking time to reflect on the questions and to complete their responses prior to the workshop. Although discussion is possible, you may want to ask questions to focus on individual learning, such as: How would you most like to improve your delegation skills? What habits of delegation would you like to change? Which of your delegation practices do you feel good about? 4

10 Outline Icebreaker: Empowering Workplace Characteristics In small groups, create a shopping list of all the qualities found in an empowering work environment. Share with the large group and look for common responses that the group believes are most significant. Trainer s Tactics Icebreaker: Empowering Workplace Characteristics Delegation is more than telling people what to do. Believing that individuals want to work at a satisfying job where they can contribute their abilities is the first step. The mental model or paradigm one has about how and why people work sets the stage for creating an empowering environment and establishing delegation practices which help individuals grow and move an organization toward success. Examples of an empowered work environment include: q Employees have a say in decisions at work. q Employees are trained to do all assigned tasks. q Employees are willing to help each other. q Managers respect employees. q Employees respect managers. q Employees believe that their work makes a difference. Use the handout on page 16. 5

11 Outline Definitions Delegation- a way to accomplish job tasks with each person taking a part of the work and responsibility which best uses and extends her skills. Empowerment- the creation of a work environment which allows each individual to work to her highest capacity. An empowered workplace is a safe climate for people to work together with freedom to take initiative, to create, to solve problems, and to assume the responsibility of completing the task. Integrity- others know to expect honest, direct interactions because the individual has predictable competence, commitment, and follow-through. Trainer s Tactics Definitions Review meanings and connect the practices of delegation and empowerment to your workplace. These definitions are found on page 14. 6

12 Outline Empowerment Managers who create a workplace where people enjoy their work are more likely to have an enthusiastic and creative team. People are energetic when they can combine work with fun. People who establish strong interpersonal relationships work to build trust with others in the workplace because they: Believe in the best of others. Treat others with respect. Act consistently with loyalty, honesty, and integrity. Communicate clearly. Seek ideas from and listen carefully to others. Managers check frequently to be sure that the policies and processes for doing the work do not hinder individuals' abilities to be trustworthy and to trust each other. Successful managers know that one of their most important functions is to establish a workplace where people want to work together and to develop professionally. Trainer s Tactics Empowerment Trust is the foundation for building a successful work environment where individuals combine unique work abilities to achieve organizational goals. When managers have integrity, model excellence and enthusiasm, recognize positive efforts, and encourage cooperation for organizational goals, workers feel more willing to give their best efforts. Without trust, the relationships experience conflict, tasks hit obstacles, and people dislike the work experience. Effective managers check frequently to be sure that work policies and processes do not hinder individuals abilities to be trustworthy and to trust each other. Successful managers know that one of their most important functions is to establish a workplace where people want to work together and to develop professionally. Ask participants to give an example from their workplace for each characteristic found in people who establish strong interpersonal relationships at work. A master copy of the handout on page 17 summarizes this information for participants. 7

13 Outline Skills and Jobs: Making the Match When managers choose to delegate, they must be sure to follow some guidelines for success. The three key processes for delegation are: q Identify the skills of the individual. q Clearly define the tasks to be completed. q Obtain feedback from individual to confirm assessment of skills. Success is achieved when the individual has most or all of the skills that are required for specific tasks and when the desired results are explained clearly. To check for a match between skills and jobs, consider the following: The individuals abilities to do the job. The importance of the job and timeline needed. The consequences of success and failure. The relationships with others who are involved. Commitment and loyalty of the individual. Before you delegate, ask: Is the individual capable of doing the job? Will she be committed to it and take it seriously? How important is this task to the total operations success? Is the timeline reasonable? Trainer s Tactics Skills and Jobs: Making the Match Many managers believe, To get it done right, I have to do it myself! They overwork or over manage and seem to never find relief from the stresses of managing others. Other managers have learned that by creating a workplace where individuals are valued for their skills, where abilities are matched with assignments, and where building relationships is as important an expectation as getting the job done, they can use their time and energies more efficiently and develop their employees at the same time. Creating an empowering environment and using effective delegation saves time and helps others build skills for the future. Here are a few good reasons to delegate: To build individual confidence and to increase motivation. To share the power and responsibility. To provide growth experiences and to model the value of skill development. To create a sense of importance and belonging for employees. To encourage independence, initiative, and creative problem solving. A master copy of the handout on page 18 summarizes this information for participants. 8

14 Outline Steps for Successful Delegation 1. Establish desired results. Clearly describe the results you want. Explain how results fit into the team s or organization's big picture. 2. Identify guidelines and deadlines for accomplishing the results. Together establish the boundaries and limitations of the work. State and agree upon the benchmark, checkpoints, and deadlines that will ensure successful accomplishment. 3. Define accountabilities and standards to measure accomplishment. Be sure to give the individual the authority to complete the task. Secure commitment from the individual; ask directly for it. Specify chain of command for problem solving. Trainer s Tactics Steps for Successful Delegation 1. Establish desired results. Consider the specific results you want. Look at the big picture of your organization or team s work and identify the results you want. 2. Identify guidelines and deadlines for accomplishing the results. Schedule time to meet together to establish the boundaries and limitations of the work. Discuss and state the benchmark, checkpoints, and deadlines which will ensure successful accomplishment. Be sure that you agree on these points. 3. Define accountabilities and standards to measure accomplishment. To be successful the employee and others need to know that you have given authority to the individual to complete the task. You also want to have clear commitment from the individual. Ask for it directly. Use the handout on page 19. 9

15 Outline Steps for Successful Delegation 4. List resources needed for successful completion of results. Who are the people who will be helping? What supplies or tools are needed? What outside people need to be notified that this individual will be taking on this job? Identify any financial or budget impact. 5. Determine consequences of achieving or not achieving the results. Be specific in detailing what success or failure will look like. What will be the impact of success in this task for the team, organization, and individual? What will be the impact of failure in this task for the team, organization, and individual? Trainer s Tactics Steps for Successful Delegation 4. List resources needed for successful completion of results. With the person accepting the assignment, decide who are the people who will be helping, what supplies or tools are needed, and what outside people need to be notified that this individual will be taking on this job. 5. Determine consequences of achieving or not achieving results. To ensure success, detail what success or failure will look like and describe the impact of success and of failure for the team. Use the handout on page

16 Outline Reality Practice: Case Study In small groups, ask participants to discuss the steps for successful delegation using the reality practice case study. Discuss findings in a large group. Cal has been promoted to manager of the Middle School and the High School. The schools share the same campus but operate independent kitchens serving over 1,200 meals per day. He cannot be in both kitchens at the same time. He must delegate effectively to manage both operations. For each task listed below, identify the steps he must take for successful delegation. Task #1 Potato Bar is offered once a month at the Middle School. Customers have requested that the potato bar be offered once a week with different toppings each week. Cal has completed a customer survey and determined the types of toppings the customers prefer. However, he does not have time to implement the changes. What steps does he need to follow for successful delegation? Task # 2 Food deliveries often come when Cal is busy with other duties. In order to meet the district policy for receiving, all items must be inspected and checked off prior to signing the invoice. Cal has identified a responsible employee who shows interest in management training. What steps does he need to follow for successful delegation? Trainer s Tactics Reality Practice: Case Study Divide the group into smaller groups for the reality practice. Remember, there are no right answers. Encourage them to use the steps in successful delegation as they work though the reality practice exercise. Use the handout on page

17 Outline Checking Out: Delegation Preparation Worksheet Before you delegate your next task, take a few minutes to draft a beginning for your discussion with the individual. Remember that you want to have a conversation and not just dump the task! When you have taken time to prepare your thinking, you will be pleased with the results of your conversation and the task! Describe a task you want to delegate. List the skills and abilities of the individual to whom you may delegate. Draft the desired results you want. Identify any known guidelines or deadlines. List resources you believe the individual may need. List the consequences of achieving the task. List the consequences of NOT achieving the task. Trainer s Tactics Checking Out: Delegation Preparation Worksheet Support the efforts of participants to complete the delegation-planning sheet. Help them identify the key elements for their situation. Encourage them to ask others for advice or ideas. Use the handout on page

18 Handouts: Table of Contents Handouts: Table of Contents Objectives and Definitions...14 Personal Check-In: Delegation Assessment...15 Icebreaker: Empowering Workplace Characteristics...16 Empowerment...17 Skills and Jobs: Making the Match...18 Steps for Successful Delegation...19 Reality Practice: Case Study...20 Checking Out: Delegation Preparation Worksheet...21 Evaluation Form...22 Suggested Readings

19 Handout: Objectives and Definitions Objectives At the completion of this module, participants will be able to: Determine elements of an empowering work environment. Identify steps for successful delegation. Recognize the importance of work climate and trust when delegating tasks. Recognize manager characteristics that increase the success of delegation. Definitions Delegation- a way to accomplish job tasks with each person taking a part of the work and responsibility which best uses and extends her skills. Empowerment- creation of a work environment which allows each individual to work to her highest capacity. An empowered workplace is a safe climate for people to work together with freedom to take initiative, to create, to solve problems, and to assume the responsibility of completing the task. Integrity- others know to expect honest, direct interactions because the individual has predictable competence, commitment, and follow-through. 14

20 Handout: Personal Check-In: Delegation Assessment Personal Check-In: Delegation Assessment Part I Think back to a task you delegated recently and consider the following questions: 1. What was the task? 2. Were you satisfied with the results achieved? 3. What did you do or say as you made this assignment? 4. What did you do that worked or did not work? 5. What would you do differently next time? Personal Check-In: Delegation Assessment Part II Ask a mentor or someone else who delegates to answer these questions. Compare your responses. 15

21 Handout: Icebreaker: Empowering Workplace Characteristics Icebreaker: Empowering Workplace Characteristics In small groups, create a shopping list of all the qualities found in an empowering work environment. Share with the large group and look for common responses that the group believes are most significant. 16

22 Handout: Empowerment Empowerment Trust is the foundation for building a successful work environment where individuals combine unique abilities to achieve organizational goals. When managers have integrity, model excellence and enthusiasm, recognize positive efforts, and encourage cooperation for organizational goals, workers feel more willing to give their best efforts. Without trust, the relationships experience conflict, tasks hit obstacles, and people dislike the work experience. Managers who create a workplace where people enjoy their work are more likely to have an enthusiastic and creative team. People are energetic when they can combine work with fun. People who establish strong interpersonal relationships work to build trust with others in the workplace because they: Believe the best of others. Treat others with respect. Act consistently with loyalty, honesty, and integrity. Communicate clearly. Seek ideas from and listen carefully to others. Managers check frequently to be sure that the policies and processes for doing the work do not hinder individuals' abilities to be trustworthy and to trust each other. Successful managers know that one of their most important functions is to establish a workplace where people want to work together and to develop professionally. 17

23 Handout: Skills and Jobs: Making the Match Skills and Jobs: Making the Match When managers choose to delegate, they must be sure to follow some guidelines for success. The three key processes for delegation are: q Identify the skills of the individual. q Clearly define the tasks to be completed. q Obtain feedback from individual to confirm accurate assessment. Success is achieved when the individual has most or all of the skills that are required for specific tasks and when the desired results are explained clearly. To check for a match between skills and jobs, consider the following: The individuals abilities to do the job. The importance of the job and timeline needed. The consequences of success and failure. The relationships with others who are involved. Commitment and loyalty of the individual. Before you delegate, ask: Is the individual capable of doing the job? Will she be committed to it and take it seriously? How important is this task to the total operation's success? Is the timeline reasonable? 18

24 Handout: Steps for Successful Delegation Steps for Successful Delegation 1. Establish desired results. Clearly describe the results you want. Explain how results fit into the team or organizations big picture. 2. Identify guidelines and deadlines for accomplishing the results. Together establish the boundaries and limitations of the work. State and agree upon the benchmark, checkpoints, and deadlines that will ensure successful accomplishment. 3. Define accountabilities and standards to measure accomplishment. Be sure to give the individual the authority to complete the task. Secure commitment from the individual; ask directly for it. Specify chain of command for problem solving. 4. List resources needed for successful completion of results. Who are the people who will be helping? What supplies or tools are needed? What outside people need to be notified that this individual will be taking on this job? Identify any financial or budget impact. 5. Determine consequences of achieving or not achieving the results. Be specific in detailing what success or failure will look like. What will be the impact of success in this task for the team, organization, and individual? What will be the impact of failure in this task for the team, organization, and individual? 19

25 Handout: Reality Practice: Case Study Reality Practice: Case Study In small groups, outline the steps of delegation the manager should follow. Share your ideas with the entire group. Cal has been promoted to manager of the Middle School and the High School. The schools share the same campus but operate independent kitchens serving over 1,200 meals per day. He cannot be in both kitchens at the same time. He must delegate effectively to manage both operations. For each task listed below, identify the steps he must take for successful delegation. Task #1 Potato Bar is offered once a month at the Middle School. Customers have requested that the potato bar be offered once a week with different toppings each week. Cal has completed a customer survey and determined the types of toppings the customers prefer. However, he does not have time to implement the changes. What steps does he need to follow for successful delegation? Task # 2 Food deliveries often come when Cal is busy with other duties. In order to meet the district policy for receiving, all items must be inspected and checked off prior to signing the invoice. Cal has identified a responsible employee who shows interest in management training. What steps does he need to follow for successful delegation? 20

26 Handout: Checking Out: Delegation Preparation Worksheet Checking Out: Delegation Preparation Worksheet Before you delegate your next task, take a few minutes to draft a beginning for your discussion with the individual. Remember that you want to have a conversation and not just dump the task! When you have taken time to prepare your thinking, you will be pleased with the results of your conversation and the task. Describe a task you want to delegate. List the skills and abilities of the individual to whom you may delegate. Draft the desired results you want. Identify any known guidelines or deadlines. List resources you believe the individual may need. List the consequences of not achieving this task. List the consequences of achieving this task. 21

27 Handout: Evaluation Form Please check the response below that best describes your feelings about this program: Question Agree Unsure Disagree Comments 1. Topic is of interest to me as a manager. 2. Topic is important to my job. 3. Content is useful in my job as a manager. 4. Handouts help me understand the topic better. 5. List one or more tasks you plan to delegate in your job after attending this inservice: 6. List one or more ways you plan to empower your employees after attending this inservice: General Comments: Thank you for taking the time to complete the evaluation form. Have a great day! 22

28 Handout: Suggested Readings Suggested Readings Belasco, J.A. (1990). Teaching the elephant to dance: Empowering change in your organization. New York: Crown Publishers, Inc. Blank, W. (1995).. The nine natural laws of leadership. New York: American Management Association. Block, P. (1987). The empowered manager. San Francisco: Jossey-Bass. Covey, S.R. (1990). Principal-centered leadership. New York: Summit Books. DePree, M. (1989). Leadership is an art. New York: Doubleday. Fournies, F. (1987). Coaching for improved work performance. New York: McGraw-Hill. Hiam, A. (1999). Motivating and rewarding employees. Holbrook, MA: Adams Media Corporation. Maxwell, J.C. (1993). Developing the leader within you. Nashville, TN: Thomas Nelson Publisher. Miller, J.B., & Brown, P.B. (1993). The corporate coach. New York: St. Martin's Press. Morrison, E.K. (1994). Leadership skills: Developing volunteers for organizational success. Tucson, AZ: Fisher Books. Rausch, E., & Washburn, J.B. (1998). High quality leadership. Milwaukee, WI: American Society for Quality Press. 23

29 Transparency Masters Transparency Masters Transparencies are available in two formats. Landscape formatted transparencies are provided using Microsoft Word TM. A PowerPoint TM presentation format is also available. 1. Objectives 2. Definitions 3. Definitions 4. Personal Check-In: Delegation Assessment 5. Icebreaker: Empowering Workplace Characteristics 6. Empowerment 7. Why Delegate? 8. Skills and Jobs: Making the Match 9. Skills and Jobs: Making the Match 10. Skills and Jobs: Making the Match 11. Steps for Successful Delegation 12. Steps for Successful Delegation 13. Steps for Successful Delegation 14. Steps for Successful Delegation 15. Steps for Successful Delegation 16. Reality Practice: Case Study 17. Reality Practice: Case Study 18. Checking Out: Delegation Preparation Worksheet 24