Dynamic delegation mindset

Dynamic delegation
Workout coaches’ notes

Edition 2.3.0 (February 2017)
English (US)
1 | Page Dynamic delegation 2.1.0

The big idea: Dynamic delegation
When we entrust a task or responsibility to another person we are delegating. Delegation is
hard and we can often talk ourselves out of doing it before we even try to do it. The best
delegators adopt the right mindset before they start, and then use different approaches to
delegation dependent on the person, the situation and the task. As a result they get time
back, trust is built in the relationship, the delegate can learn new skills and take on more
responsibility. Done really well, it can mean that the outcome is better than we would have
achieved alone.
We can view the many different ways to delegate on a spectrum. At one end delegation
looks and feels very transactional. The delegate is given clear instructions and parameters in
which to complete the task. At the other end of the spectrum delegation looks more
relational. Here, the delegate is given the end goal and the freedom to get there as they
choose. There isn’t a point on the spectrum where perfect delegation occurs every time. The
best delegators flex their delegation up and down the spectrum depending on the task, the
person and the situation.
We all tend to default to the same delegating tools time and time again. No matter which end
of the spectrum we want to delegate on, we can become much more successful if we
choose the right tactic for the right situation. We can do this by considering the person—
what do they want to achieve/care about/are good at; the task—what support do they need;
and finally the situation—what’s the bigger picture/have they understood what you’ve asked?
No matter how well we delegate, we can’t control the other person’s response. When the
delegate doesn’t want to do the task, we might be faced with a blank face, anger, shock, or
an explanation of why they can’t take on the task. While we can’t stop these responses
happening, if we can become familiar with them they won’t catch us by surprise, and we can
handle them in the moment.
To go with these notes

● Process overview grid—a one-page grid overview of the workout, which includes
workout timings, section messages and delivery options, found in your pack.
● Workout brief—details of the participants you will be delivering this workout to,
which can be found in your portal.
Room Setup
Standard room setup, no additional preparation.

0–5 (5 minutes)
SECTION 1: Introduction to Mind Gym, you and Dynamic delegation workout.
SLIDE 1 SLIDE 2
SLIDE 3 SLIDE 4
SLIDE 5
SECTION MESSAGE: AT MIND GYM, WE DO THINGS DIFFERENTLY. WE’RE FAST-PACED, AND

USE SCIENCE AND PSYCHOLOGY TO HELP YOU THINK DIFFERENTLY. TODAY WE’RE
LOOKING AT DYNAMIC DELEGATION, WHICH IS ABOUT CHOOSING BETWEEN A DIRECTIVE
METHOD OF DELEGATION AND A FACILITATIVE METHOD, DEPENDING ON THE SITUATION,
THE PERSON AND THE TASK.

KEY POINTS AND OPTIONS FOR DELIVERY
1. Mind Gym believes time is precious so everything we do is short and fast-paced; there is a
host of psychology and related science which can help us in our everyday lives, at home, at
work and in between; by using this, we can give participants one or two practical things to
take away, and use their minds more effectively; learning should be participative so please
get involved; and, don’t worry about taking notes as a handout is provided.
2. Introduce the virtual environment.
SHARE SLIDE 1. As participants arrive in the session ask them to go onto mute and introduce
them to the holding slide. This will be two questions to get them thinking about delegation,
specifically about how they delegate and how they like to be delegated. Ask them to think
about these two questions, and share their thoughts using the Chat function. Let them know
when you’ll be getting started. SHARE SLIDE 2. Introduce the virtual environment.
EXERCISE. SHARE SLIDE 3. POINTER. CHAT BOX. GREEN TICK. TEXT. HANDS UP.
Suggested timings and process:
a. (1 MIN) Provide a brief introduction to yourself.
b. (3 MINS) SLIDE 3. Introduce and get participants to practice the Pointer, Text, Hands
Up, Green tick and Chat. Today’s session will be interactive, and due to the nature of
the technology we will ask questions by name. Different icons will appear in the top
right-hand corner of the slides, depending on what participants need to do. If they need
to think, they’ll see the “brain” icon. If they need to do something (write in Chat, use
their pointer, talk out loud, etc.) they’ll see the “clipboard” icon. The handout will be
transferred after the session.
c. (1 MIN) SLIDE 3. Share the ground rules. Finally, ask participants to select a Green tick
if they feel comfortable using the basic functions, have clear expectations of their role in
the session, understand how to communicate with you and the others.
3. Introduce Dynamic delegation and the journey for the next 90.
STORY. SLIDE 4—Introduce Dynamic Delegation, and use a personal story to bring this to life
and build your credibility.
SHARE SLIDE 5 to explain the journey.

5–20 (15 minutes)
SECTION 2: What does good delegation look like and what stops us doing it?
SLIDE 6 SLIDE 7
SLIDE 8 SLIDE 9
SLIDE 10

SECTION MESSAGE: WHEN WE ENTRUST A TASK OR RESPONSIBILITY TO ANOTHER
PERSON WE ARE DELEGATING. DELEGATION IS HARD AND WE CAN OFTEN TALK
OURSELVES OUT OF DOING IT BEFORE WE EVEN TRY TO DO IT. THE BEST DELEGATORS
ADOPT THE RIGHT MINDSET BEFORE THEY START, AND THEN USE DIFFERENT
APPROACHES TO DELEGATION DEPENDENT ON THE PERSON, THE SITUATION AND THE
TASK. AS A RESULT, THEY GET TIME BACK, TRUST IS BUILT IN THE RELATIONSHIP, THE
DELEGATE CAN LEARN NEW SKILLS AND TAKE ON MORE RESPONSIBILITY. DONE REALLY
WELL, IT CAN MEAN THAT THE OUTCOME IS BETTER THAN WE WOULD HAVE ACHIEVED
ALONE.
1. Delegation is the process of giving another person authority to carry out a task. We need
to delegate in order to get things done, however it can be tricky to get it right. Done well,
the outcome is often better than what we could have achieved alone, but done badly it
can lead to lack of clarity and a breakdown of relationships.
DISCUSSION. SLIDES 6 AND 7. CHAT. Suggested timings and process:
a. (2 MINS) Ask the group what we mean by delegation? Ask them to share their thoughts
using the Chat box. SHARE SLIDE 7. Share the definition of delegation—Delegation is
about giving another person authority to carry out a task, but what makes for poor or
successful delegation? Ask the group to share their thoughts on the benefits of getting it
right and why it’s important.
b. Ask participants to think about what makes for successful/poor delegation—from the
point of view of the person being delegated to and the person doing the delegating.
c. (3 MINS) SHARE SLIDE 8 and ask them to share their insights using the Chat box and
link this back to the holding slide. Debrief that when delegation is done well, both parties
are satisfied and the outcome is often better than could have been achieved alone. Poor
delegation leads to a lack of clarity and eventually a breakdown in relationships. Finally,
if we choose not to delegate when there is too much to do, we end up feeling stressed
and resentful.
STORY. One coach tells a story of having the same task delegated to them by two different line
managers. The first manager delegated in such a way that the coach didn’t want to do the task,
felt like they were being barked orders at, and felt no responsibility to carry it out. The second
manager delegated in a such way that the coach felt very bought into the task, felt responsibility
for it and wanted to do it too.
2. It can be really hard to delegate, and often we can stop ourselves even attempting to try
and do it by succumbing to our concerns. To overcome these concerns, which are our
own mental blocks, we need to adopt the mindset of an effective delegator and remind
ourselves if we do it well, we will ultimately get a better outcome.
EXERCISE. SLIDE 9. TEXT. ASK BY NAME. CHAT. POINTER. Suggested timings and
process:
a. (1 MIN) Lots of things get in the way of us delegating effectively, and even the best
delegators occasionally have concerns (fears/challenges/worries) and get stuck. It’s
important to identify what our concerns about delegation might be, and then try to identify
alternative better thinking to get over them. Ask participants to recall a time when they
had too much to do and not enough time to do it. What stopped them delegating, or

made it hard for them to delegate? What were their concerns? Ask them to capture these
concerns using the text on the slide.
b. (2 MINS) Give them time to do the exercise and chat through their answers as they write
them down. Ask by name for one participant to explain their answer in more detail.
c. (1 MIN) Ask them to challenge themselves and come up with better ways of thinking
about their concerns—what could they do to release or overcome these concerns? For
example, a fear could be “I feel like I could do the task better” and a better way of
thinking might be to think “If I delegate, they will learn and get quicker in time.”
d. (2 MINS) Give them time to do the exercise and invite them to share their answers with
text on the slide. Ask by name for one participant to explain their answer in more detail.
e. (4 MINS) Debrief by sharing SLIDE 10 with examples of commonly encountered
concerns and the better thinking we can use to overcome these. Ask participants to put
their pointer over the concern they relate to the most. The releases are all part of the
mindset which we need to adopt to approach delegation effectively. Ask the group what
types of thoughts and beliefs might make up an effective delegation mindset? Ask for
ideas using the Chat function, and share our ideas:
● People who delegate well tend to start from a place where they believe they are
equal, even if they are not equal in terms of organizational status.
● They delegate knowing what is in it for both parties.
● They believe asking is a powerful tool. Only through asking can we know what is
going on with another person.
● They see each delegation as a chance to make future delegations easier and to build
their relationship with the delegate.
● They believe if they can get the delegate on board with the purpose of the task, they
are more likely to do a good job.
STORY. One coach uses this story to demonstrate the right mindset in action. A large
international business was launching a major new product across five countries. The launch was
going to cost the business many millions of dollars. The CEO of the company knew he had to
delegate the task, but had a number of fears about it. He was worried about not being in control
and also felt that he would be able to do it better than anyone else. After some thought, he
realized that he simply had to delegate and was able to adjust his mindset to thinking that he
couldn’t be in control all the time if he wanted to drive the business forward, and also that his team
wouldn’t learn if he was the one to do everything. As a result, he asked one of his board directors
to organize the launch, to which the board director agreed with gusto. Unfortunately, the launch
didn’t go well, and the product flopped. The director walked into the Chief Executive’s office,
expecting to get fired. Instead, the Chief Executive asked what the director believed had gone
wrong and what he would have done differently, and then he listened intently to the answers. At
the end of the meeting the director asked when he should clear his desk and who the CEO was
thinking of to replace him. The CEO looked slightly shocked from behind his desk and replied,
“Are you crazy? I’ve just invested $5 million in your training. Do you think I want that to go to
waste?” The relaunch was a success. The delegation went wrong but due to the mindset shift, the
CEO was able to see it as a learning experience, and ultimately benefit from it.
SCIENCE. (Stanford Graduate School of Business, The Miles Group, 2013)

More than 200 CEOs, board directors, and senior executives of North American public and private
companies were polled in the 2013 Executive Coaching Survey that Stanford University and The
Miles Group conducted. The research studied what kind of leadership advice CEOs and their top
executives are—and aren’t—receiving and the skills that are being targeted for improvement. The
top two areas board directors said their CEOs needed to work on were “mentoring
skills/developing internal talent” and “sharing leadership/delegation skills.” In fact, when asked
“What leadership skills or behaviors are you currently working to develop? What are the biggest
areas for your personal development?” 37% of CEOs said they were currently working on their
“leadership sharing/delegation skills” with 35% of Chief Executives saying that they needed to
improve on them.
STRETCH QUESTIONS:
● Out of all the skills we need as managers, why is it that delegation is often the one we find
hardest? ANSWER. There are many at factors play here, and it’s quite subjective. A few common
reasons are: Trust—it’s hard to suddenly trust others to do the work you’ve been so in control of;
Articulation of the end goal—it’s hard to describe exactly what it is we want to see as we might not
be 100% clear ourselves; Time—while in the long run delegations will prove quicker, in the short
term we can get things done when we need them.

20–40 (20 minutes)
SECTION 3: The spectrum of delegation: transactional vs relational.
SLIDE 11 SLIDE 12
SLIDE 13 SLIDE 14
SECTION MESSAGE: WE CAN VIEW THE MANY DIFFERENT WAYS TO DELEGATE ON A

SPECTRUM. AT ONE END DELEGATION LOOKS AND FEELS VERY TRANSACTIONAL. THE
DELEGATE IS GIVEN CLEAR INSTRUCTIONS AND PARAMETERS IN WHICH TO COMPLETE
THE TASK. AT THE OTHER END OF THE SPECTRUM DELEGATION LOOKS MORE
RELATIONAL. HERE, THE DELEGATE IS GIVEN THE END GOAL AND THE FREEDOM TO GET
THERE AS THEY CHOOSE. THERE ISN’T A POINT ON THE SPECTRUM WHERE PERFECT
DELEGATION OCCURS EVERY TIME. THE BEST DELEGATORS FLEX THEIR DELEGATION UP
AND DOWN THE SPECTRUM DEPENDING ON THE TASK, THE PERSON AND THE SITUATION.
1. There are many different ways in which we can delegate. We can be precise, matter-of-
fact and issue step-by-step instructions, or at the other extreme we can focus on the
other person’s capability, share the end goal and let them decide how to get there.
DISCUSSION. SLIDE 11. ASK BY NAME. CHAT. Suggested timings and process:
a. (1 MIN) This exercise is designed to imagine what it is like to be delegated to, including
the benefits and potential drawbacks of delegating in different ways. Ask participants to
imagine the scenarios on the slide.
b. (2 MINS) Give them time to think through the benefits and potential drawbacks of both of
these approaches.
c. (3 MINS) Ask by name for a couple of participants to give their thoughts on these
benefits and drawbacks, and their reasoning behind it. Invite others to share their
thoughts in Chat also if they would prefer.
d. (4 MINS) Debrief, by summarizing the following. Link these points to the ideas of the
participants:
● Advantages of A include:
○ Giving specific instructions helps us maintain quality control. This is
similar to flat-pack furniture.
○ Creates transparency and clarity for both parties.
● Disadvantages of A include:
○ Because the delegate is not being asked to actively participate in
problem-solving, there is the danger they will lose the interest and
motivation needed to achieve the task.
○ Specific instructions leave the delegate “out of the loop” when
something goes wrong. Because they have not worked through the
reasons behind what they are doing, it makes it much harder to sort
out difficulties.
● Advantages of B include:
○ The delegate has to think about what they are doing and draw on
ideas and principles not specified in the brief. This often means they
develop as an individual and the task benefits from a broader skill
base.
○ Because the learning is easily generalized, this method often reduces
the need for external support and lengthy explanations next time.
● Disadvantages of B include:
○ If we don’t give enough guidance we can leave the delegate feeling
unclear. That might result in this method taking more time.
○ There is little control over how the outcome is achieved.
2. We can plot the different types of delegation on a scale from transactional (step by step)
to relational (sharing the end goal). There are pros and cons to each approach, and the
best delegators are people who can flex up and down the scale dependent on the
situation, the task, and the person they are delegating to, to get the best result.
DISCUSSION. SHARE SLIDE 12. POINTER. ASK BY NAME. CHAT. The previous exercise
was a simplistic demonstration to illustrate the different approaches to delegation, which we can
describe as the spectrum of delegation.
a. (1 MIN) Each side of the spectrum is associated with different pros and cons. Transactional
delegation is on the left, and this is similar to the first set of instructions that are more
specific. Relational delegation is on the right and this is similar to the second set of
instructions that were more general.
b. (2 MINS) Ask participants to place their pointer on the point of the scale they think is the
best when delegating team members. Ask by name for a participant to explain why they
have put their pointer in the position they have.
c. (1 MIN) SHARE SLIDE 13. Ask the question how might we use each delegation approach
most effectively? Ask by name or ask participants to share in the Chat function.

d. (5 MINS) SHARE SLIDE 14. Debrief by discussing the differences between transactional
delegation and when each would be useful:
Transactional delegation is:

● Characterized by: Tightly specified terms: this is what I want and this is how I want it
done; Limited personal involvement: I want you to do this my way, not yours; Short-
term: the instructions concentrate on the present and on the immediate—what needs
to be done, when, how and by whom.
● For example: Please can you lay the table for supper? Here is one setting laid out
just how I want it; all the others need to be the same. We also need salt and pepper,
four mats for hot dishes, two at each end, and two jugs of water—use the glasses in
the cupboard.
● Ask by name for a participant to think when it would be useful. The commander in the
battlefield, the huddles in football, the surgeon in the operating theater, the movie
director organizing a camera crew, the team leader briefing a temporary member of
staff and when a task is very complex or has a very specific outcome.
● Ask by name why we would use it. It’s quick, it’s clear, there’s little room for
ambiguity or misinterpretation, it’s a simple way to transfer knowledge from expert to
novice, it can reduce risk, it keeps control with the person delegating.
● Drawbacks: We lose sight of the big picture, confronted with rigid commands our
brains switch off and we go into autopilot, it can be unpleasant to be on the receiving
end of, it doesn’t build good will or skills in the long term, it doesn’t invite insights
from the other person.
Relational delegation is:

● Characterized by: Both parties thinking and engaging with the task; Communicating
what needs to be done and allowing the other person to decide how to go about it;
Decision latitude: this is the amount of choice we offer the delegate about how to go
about doing the task.
● For example: Please could you set the table? I’ve made soup tonight, the main
course is salad and we’re going to have white wine.
● Ask by name when it would be useful. When the person has high capability, when
the outcome is complex and the route to get to it isn’t clear, and when there are
longer term benefits or it’s more than a one-off task, when you have a long-term
relationship.
● Ask by name why we would use it. It makes the task more enjoyable and engaging, it
increases the chance of success if something unexpected happens along the way, it
generates enthusiasm and discretionary effort, you may discover better solutions, it
builds strong relationships, it ensures future delegation is quicker and successful.
● Drawbacks? It will ease an immediate problem, but the benefits tend to be longer
term, it can only be used where the other person has capability, you have limited
control of the route to outcome, the outcome might not be 100% as you expected.
The two approaches represent extremes on a spectrum. In the real world the optimum strategy
doesn’t lie at either end of the spectrum, more that we need to move up and down to create the
right mix of transactional and relational delegation.
e. Ask the group to share in the Chat function: what factors determine the right mix of
transactional and relational terms to use when delegating? Debrief that the situation, the
task and the person we are delegating to all determine the right mix of transactional and
relational delegation. This can take time and practice.
SCIENCE. (Robinson and Rousseau, Professors of Psychology, 1994)
The concept of transactional and relational delegation has developed from research into the
psychological contracts—the unwritten set of expectations and understandings that exist
between one individual and another. Psychologists have explored the characteristics of
contracts and found that transactional contracts usually involve limited personal involvement, a
close-ended timeframe and clearly specified parameters. In contrast, the relational contract is
characterized by open-ended relationships, considerable investment by both parties and
commitment to personal growth and development.
SCIENCE. (Blanchard & Hersey, Author and Professor, 1985)

In the 1980s and in contrast to many other leadership models which assumed that leadership
style is hard to change—the Hersey-Blanchard situational leadership model suggests that
successful leaders do need to flex their styles. The Hersey-Blanchard Situational Leadership
Theory was created by Dr Paul Hersey, a professor and author of The Situational Leader, and
Ken Blanchard, author of the best-selling One-Minute Manager, among others. Their theory
states that instead of using just one style, successful leaders should change their leadership
styles based on the needs of the people they're leading and the details of the task. Using this
theory, leaders should choose to either use: Task behavior (the extent to which a leader
engages in one-way communication by explaining what each follower is to do as well as when,
where and how tasks are to be accomplished) or Relationship behavior (the extent to which a
leader engages in two-way communication by providing socioemotional support, “psychological
strokes” and facilitating behaviors), depending on what's needed to get the job done
successfully. As delegation is one of the four key parts of their situational leadership, this theory
underlines the purpose of the relational /transactional spectrum.
STORY. One coach used the following story to highlight what happens when transactional
delegation goes wrong. He had been asked (very nicely) by his father to organize some trees to
be planted. His father gave him very specific instructions, along with a diagram and details
about the types and ages of the trees he wanted. He also wrote down the number of a company
that would come and plant the trees. The coach thought very little of the task and did as he had
been instructed. The day after the trees had been planted his father called him up to say that
the trees had been planted too shallowly and would need to be replanted at an additional cost.
His father asked in a slightly annoyed tone, "Did you not think to check how deep they planted
them?" His reply was, "No, I didn’t really think at all, I thought your instructions were sufficient to
get the job done." This story illustrates a dilemma that often occurs when we delegate. The
person being delegated to becomes detached from the task and feels no need to engage or
think about what they are doing.
STRETCH QUESTIONS:
● Is transactional or relational delegation better? ANSWER. Both techniques are effective—it just
depends on the situation and the person we are delegating to. Ideally we want to get the right
balance between the two. Trying to delegate in a relational way, when the task calls for very clear
instructions, or is very complicated, could end up in disaster, and vice versa.
● How do I delegate upwards? ANSWER. When we delegate up, we effectively delegate the
responsibility and accountability for a task. For example, if I ask my boss to edit an important letter,
I expect him to take responsibility and accountability for the quality of that letter. I might retain
responsibility for ensuring he does it, but that is all. Given this shift, the skills necessary to delegate
up are slightly different from those we use to delegate in other situations. We would argue that the
ability to influence and persuade others, as well as to manage upwards, are the key skills in this
situation
● What’s the difference between relational delegation and coaching? ANSWER. They are very
similar, but the key difference is that in relational delegation you are specifically asking someone to
do something. Coaching then comes into play as it’s a two-way, facilitative approach to get them
there.

40–55 (15 minutes)
SECTION 4: The spectrum of delegation: the tactics.
SLIDE 15 SLIDE 16
SLIDE 17 SLIDE 18
SECTION MESSAGE: WE ALL TEND TO DEFAULT TO THE SAME DELEGATING TOOLS TIME
AND TIME AGAIN. NO MATTER WHICH END OF THE SPECTRUM WE WANT TO DELEGATE ON,
WE CAN BECOME MUCH MORE SUCCESSFUL IF WE CHOOSE THE RIGHT TACTIC FOR THE
RIGHT SITUATION. WE CAN DO THIS BY CONSIDERING THE PERSON—WHAT DO THEY WANT
TO ACHIEVE/CARE ABOUT/ARE GOOD AT; THE TASK—WHAT SUPPORT DO THEY NEED; AND
FINALLY THE SITUATION—WHAT’S THE BIGGER PICTURE/HAVE THEY UNDERSTOOD WHAT
YOU’VE ASKED?
1. Once we’ve decided where on the spectrum we want to delegate, we need to consider
how to practically do it. There are a whole host of tools that we can use, which we can
tweak to work at any point on the spectrum. The key is to pick the right combination of
tools for every delegation—based on what we’re delegating and to whom—rather than
defaulting to the same tools every time.
EXERCISE. SHARE SLIDES 15 AND 16. POINTER. ASK BY NAME.
For every task we need to delegate, we need to consider where on the spectrum we should
choose, and then think about specific tactics which can help us which we will now explore. The

tactics might be more suited to transactional or relational delegation, or could be utilized across
the full spectrum.
a. (5 MINS) SLIDE 16. Share the definition of each of the 6 tactics.

Engage = Delegating by focusing on what the delegate will get out of it and the benefits
for them.
Support = Supporting the task and/or the person.
Review = Saying what you want and checking it has been understood.
Mobilize = Encouraging the delegate to draw on previous experiences and outside
resources.
Reinforce = Encouraging certain behaviors that will lead your delegate to success.
Contextualize = Very often delegation breaks down because the delegate can’t see why
they are doing the task, so this is about making it clear how the task fits into the bigger
picture.
b. (2 MINS) Ask participants to place their pointer over the tactic they find most challenging.
Ask by name for one or two participants to explain why.
c. (8 MINS) Divide participants into 6 groups by the month they were born in (January and
February, March and April etc) and assign each group a tactic. Give them some time to
think about how they will go about doing it. Invite ideas from each group and go through
each tactic. Debrief by sharing SLIDES 17 AND 18, explaining how to do each one.
● Engage.
○ How to do it? By identifying what matters to them and linking it to the task.
○ Example. You want to delegate the task of inducting a new member into the team, to
Joe. When you delegate to Joe you describe the skills he will gain and how it will help
him develop into a better team manager, which you know is his priority. “Please
induct the new team member—the task will help you develop your people
management skills and help you become a better coach.”
● Review.
○ How to do it? If the task is complicated, make sure you’re clear on what needs to be
done. Try saying it out loud first, as this can be an effective way to get things really
clear, and then send a follow-up email. Finally check understanding by asking others
to summarize back what they are going to do. This is especially important when the
task requires a very specific approach.
Joe. When you delegate to Joe you give him 3 action points, and follow up with an
email detailing them. Later in the day you ask him to summarize back what the action
points are. “Please could you summarize back what you are going to do?”
● Mobilize.
○ How to do it? Discuss the skills they might need to do the task, what they have done
before, then let them decide how to go about achieving the task.
Joe. When you delegate to Joe you discuss how he gave another team a brief
introduction to our team a few weeks ago, and what worked then. “The way you
introduced our team worked well. How could you use what you did then to induct the
new team member?”
● Support.

○ How to do it? We can support the task by sharing insights and suggesting resources,
and we can support the person with issues like prioritizing, dealing with difficult
conversations and persuading others.
○ Example.
■ Task: You want to delegate the task of inducting a new member into the team,
to Joe. When delegating to Joe you offer support by sharing an induction plan
that was used by another member of your team. “You might want to use this
document to plan the induction.”
■ People: You want to delegate the task of inducting a new member into the
team, to Joe. When you delegate to Joe you offer support by helping him
work out how he can influence the team of directors to each spend 20
minutes with the new recruit. “These conversations will be hard, let me know
how I can help you.”
● Reinforce.
○ How to do it? Explain why you have chosen to delegate to them, and what factors
they have which made them stand apart from others. Share what they’ve done well in
the past and how that relates.
Joe. When you delegate to Joe explain that you are giving him the task of leading the
induction because he demonstrated great coaching skills on a recent project and
received great feedback from the rest of the team. “I am delegating the induction to
you because you have shown great coaching skills.”
● Contextualize.
○ How to do it? Describe the reasons for the task, then describe the implications and
consequences of the task.
Joe. When you delegate to Joe you describe the fact that a new team member is
joining and they need to know how the team operates and how things work. You
explain that giving a good induction means the new employee will be able to start
adding value sooner and contribute to the success of the team. “The new team
member needs to know how the team operates and how we do things. If you do this
well, they will add value sooner, contributing to the success of the team.”
Summarize that all the tactics are useful, and the key is to pick the right tactic, or
combination of tactics based on the person you’re delegating to, the situation and the
task.
STRETCH QUESTIONS:
● Are some of these tactics more suited to relational or transactional delegation? ANSWER. Overall,
all these tactics can be used across the spectrum, however it can be argued that some are more
suited to one end or the other. For example, Mobilize is more commonly used with Relational
delegation, as it’s about getting the delegate to think for themselves. If the task you’re delegating is
absolutely transactional, and a one-off, then there is probably no point bringing Mobilize into play,
however, if the task will be recurring and you want someone to learn something from doing it,
Mobilize becomes useful. The key is to think about what you actually want the delegate to achieve
and which tactics will help you get there.

● What if the task just needs to be done, and you can’t find a way to engage them in the task?
ANSWER. Then you should be clear that the task needs to be done, and don’t overcomplicate it
by trying to find reasons or outcomes that don’t exist. It can be extremely demotivating to be
delegated to by someone who is giving us benefits and reasoning that we know are simply not
true. In this case we can use Support and Review to make sure the task gets done.
● Should I just make sure I use all of these tactics, every time I delegate? ANSWER. No, most
delegations don’t require this, and you’d be overcomplicating the task. The majority of things that
we delegate on a daily basis are relatively simple, and quick, so we should pick the tactics that will
be most effective in getting it done.

55–80 (25 minutes)
SECTION 5: How can we manage reactions?
SLIDE 19 SLIDE 20
SLIDE 21 SLIDE 22
SLIDE 23 SLIDE 24
SLIDE 25

SECTION MESSAGE: NO MATTER HOW WELL WE DELEGATE, WE CAN’T CONTROL THE
OTHER PERSON’S RESPONSE. WHEN THE DELEGATE DOESN’T WANT TO DO THE TASK, WE
MIGHT BE FACED WITH A BLANK FACE, ANGER, SHOCK, OR AN EXPLANATION OF WHY THEY
CAN’T TAKE ON THE TASK. WHILE WE CAN’T STOP THESE RESPONSES HAPPENING, IF WE
CAN BECOME FAMILIAR WITH THEM THEY WON’T CATCH US BY SURPRISE, AND WE CAN
HANDLE THEM IN THE MOMENT.
1. Even the best delegators will be faced with the occasional difficulty, as the only person
we have control over in the delegation is ourselves. Handling reactions from the delegate
is a natural part of delegation.
DISCUSSION. SHARE SLIDES 19 AND 20. ASK BY NAME. CHAT. POINTER.
a. (3 MINS) Ask participants how do people typically respond to delegation? Ask by name
or invite to reply in the Chat function. Debrief by sharing SLIDE 21, and outlining the 4
typical responses.
Emotional responses: this is when the response is accompanied by shocked expressions and
raised or hushed voices—"I can’t believe you are asking me to do this!”
Logical responses: this is when they respond with logical reasons as to why the work can’t be
done—“I have too much on,” “This isn’t possible in the time available.”
Uncertain responses: this is when their response leaves you wondering if the request has
been understood—“Oh right…okay then,” “I’ll have a go.”
No response: this is when you make a request but no attempt is made to acknowledge your
request—“silence” or “blank face expressions.”
b. (2 MINS) Ask participants which reaction do you encounter the most? Ask them to place
their pointer over the reaction. Ask by name a participant if they ever respond in this
way.
STORY. A coach tells this story to bring to life the uncertain response. They spent quite a lot of
time working with a member of their team bringing them up to speed on a new project. At the
end of a workshop together, the coach delegated the remaining work to the individual. The team
member responded with “Yes, sure, no problem.” A week later when they met back up to check
progress, the team member had not done the work they had been delegated. After a bit of
probing it became quite clear to the coach that the response which they had initially thought was

positive, was in fact an uncertain response—which had been delivered in a very confident
manner.
2. We can’t control the responses we get back from the other person, but we can prepare to
handle them in the moment.
EXERCISE. BREAKOUT GROUPS. ASK BY NAME. Suggested timings and process:

a. (3 MIN) Split the participants into 4 breakout groups. Give each of the groups one of the
responses and ask them to think about how they could deal with it in the moment. While
they are waiting for the breakout slide to be uploaded encourage them to start thinking
about this.
b. (10 MINS) Give them time to do the exercise.
c. (5 MINS) Ask the groups to share back their ideas. Build on them and debrief using the
ideas below on SLIDES 22–25.
● Emotional responses: How we deal with this response will depend on our
relationship with the individual concerned, however here are some guidelines we can
use in these situations:
● Explain the reasoning. They might not understand why it is necessary to do
the task. If this is the case, then give the rationale behind the task.
● Challenge. Sometimes it is necessary to challenge their view of the situation;
it won’t be as unpleasant or time-consuming as you think.
● Give it time. Sometimes it is best to allow the tension to die down before you
take the conversation any further.
● Logical responses. Remember, we can’t change the facts of a situation, so this

might mean redistributing their existing workload or getting more people to do the
task.
● Prioritize. Help the individual to prioritize their existing tasks.
● Negotiate. Help the individual negotiate longer deadlines on other projects.
● Speed. Explore whether there is any way they could work faster or more
efficiently.
● Uncertain responses.
● Check understanding. Ask them to summarize back their understanding of
the task.
● Do you have any concerns? Give them space to share their concerns.
● Jointly agree a deadline. Getting commitment helps to clarify expectations.
● No response.
● Explain—Why it is necessary to acknowledge requests.
● Foreseen difficulties—Ask them if they foresee any difficulties getting the
task done on time.
d. (2 MIN) Ask participants how do you keep yourself in check for these reactions? Ask by
name for a participant to share their thoughts.
STRETCH QUESTIONS:

● Does an emotional response mean you’ve got the delegation wrong? ANSWER. Sometimes
the other person might have an emotional reaction no matter how great your delegation has been.
It could also be that you’ve chosen the wrong tactics for the wrong situation. However, this is all
part of learning how to delegate, and just like a great sports coach we can learn from our mistakes
and adopt another strategy the next time.

80–90 (10 minutes)
SECTION 6: Putting it in your context, five rules for success, further sources, feedback and close.
SLIDE 26 of 30 SLIDE 27 of 30
SLIDE 28 of 30 SLIDE 29 of 30
SECTION MESSAGE: WHETHER WE CAME TO SOLVE A SPECIFIC PROBLEM OR NOT, WE ALL

BENEFIT FROM PLANNING HOW WE CAN INTEGRATE WHAT WE HAVE NOW THOUGHT
ABOUT IN THE LAST 90 MINUTES INTO OUR LIVES. WE’LL LEAVE YOU WITH SOME QUICK
TIPS TO HELP YOU REMEMBER WHAT WE’VE COVERED, AND HOW TO FIND OUT MORE.
THANKS FOR PARTICIPATING, WE’D APPRECIATE YOUR FEEDBACK ON THE WORKOUT.
1. It’s useful to spend a few minutes thinking about what we’re going to do after the
workout to ensure we can apply the tactics we’ve learned to our own situations.
EXERCISE. SHARE SLIDES 26 AND 27. CHAT. ASK BY NAME. Suggested timings and
process:
a) (1 MIN) Ask participants what one thing will you do differently from today in order to become a
dynamic delegator?
b) (1 MIN) Ask participants to type in their thoughts in to Chat.
c) (3 MINS) DEBRIEF and ask by name for someone to share their answers further.
d) There is space to answer this on the interactive handout which will be transferred in a moment
2. All the information from today’s session is in the interactive handout.
TRANSFER HANDOUT. Ask participants to show you a Green tick once they’ve saved it.
3. There are 5 tips for success in the handout to help remind and refresh participants’
memories at a later date.
SHARE SLIDE 28.

01: Always consider the person, the task and the situation, and pick your delegation approach
accordingly.
02: Decide on a relational or transactional approach depending on the outcome you want.
03: Improve your delegation skills by varying your style in different situations.
04: Combine the right tools to make the most impact.
05: Make sure you ’re prepared to manage reactions in the moment.
4. If participants would like to find out more there are a number of workouts and books
that we would recommend.
SHARE SLIDE 29.

Wasmund, S. (2016). Do less, get more—guilt-free ways to make time for the things (and people)
that matter. Shaa Wasmund has an MBE for services to business and entrepreneurship and this
book is about how to adopt simple techniques to survive a busy life.
Brown, C. (1997). Essential Delegation Skills. This book looks at how great business leaders use
delegation to achieve great things. This is an interesting book with some fascinating stories and
suggestions.
Heller, R. (1999). How to delegate. This book discusses some of the management theory
surrounding what to delegate and who to. This text takes a traditional approach to delegation,
covering all the basics we would expect to find.
5. We’d like to gather confidential feedback.
SHARE FEEDBACK LINK. CHAT.

Explain before you close today’s session, you would welcome any feedback the group has to offer.
This will be kept anonymous. Filling in the form also gives an opportunity to sign up for three
helpful reminder emails that provide further facts and top tips on today’s topic.
SHARE Feedback link in Chat. After participants have completed the feedback link, transfer any
useful whiteboard annotations and the workout slides to the group (as PDFs).

Dynamic delegation pre-prompts
You are shortly going to be attending the Mind Gym virtual workout, Dynamic delegation.
The Mind Gym believes that time is precious, so the session will be delivered at pace. We
also believe that there are a host of tips, techniques and insights from the worlds of
psychology and related science that can help us in our everyday lives, at home, at work and
in between.
What is a virtual workout?

These days, you don’t even have to make it down to the gym to give your mind a workout.
Our virtual workouts are run from the comfort of your own desk, but with maximum
participation, so prepare to get involved throughout the session.
What is Dynamic delegation?

The delegator’s dilemma: shall I do it myself or give it to someone else?
Often we think it will be quicker, easier and more likely to be done properly first time if we do
it ourselves. And then we wonder why we’re always so busy and surrounded by less
competent people.
And so the short-term gain of getting on with something ourselves can lead to the long-term
pain of being overworked and overtaken by people who used to work for us (and didn’t enjoy
it much either). Equally, hasty delegation can be even worse leading to distressed teams,
half-finished work and busted deadlines. What to do?
Dynamic delegation helps us get the right mix of guidance, communication and direction so
that we can equip and trust others to excel at things that would otherwise be left to us.
By the end of this session you will be able to:

• Flex your delegation style depending on the person and the situation
• Boost your colleagues’ confidence and maintain strong working relationships
• Recognize thoughts and feelings that prevent you from delegating and feel confident
you can overcome them.
3 points to ponder before the session:

1. Which tasks do you currently delegate on a regular basis?
2. Thinking through your daily workload, what would you benefit from delegating?
3. What currently stops you from delegating as much or as effectively as you’d like to?

Suggested reads (for you)
i. Leadership: Art of delegation provides key to success. Jonathan Moules
FT.com, June 2013
http://www.ft.com/cms/s/0/a408b508-ce88-11e2-ae25-
00144feab7de.html#axzz4Df1YF1kU
Why read? The article starts by stating “Entrepreneurship is often presented as the
achievement of individuals...But there is a problem with this image...because the
world’s most successful companies have never been built on the achievements of
just one person.” It then discusses some high-profile entrepreneurs and the lessons
they learned along the way. An interesting take on delegation in a context where the
absence of delegation is still often accepted.
If a subscription blocker pops up for the above article, here is an alternative link
discussing similar content: https://www.growthbusiness.co.uk/art-delegate-secret-
key-business-success-2552637/
ii. My life as a task rabbit. Brad Stone

Bloomberg, September 2012
http://www.bloomberg.com/news/articles/2012-09-13/my-life-as-a-taskrabbit
Why read? The internet has brought us many things and the ability to delegate
anything is now part of that. This article highlights three businesses making money
from our desire to delegate tasks—from getting coffee to building flat-pack furniture.
The author gives us an insight into what delegation overdone might look like in our
social lives and provokes some questions about the line between outsourcing and
delegating.
iii. Accountability and delegation: what you need to know (UK) & 5 Rights of
delegation (US)
Royal College of Nursing, 2011 and Strategies for Nurse Managers, 2009
https://www2.rcn.org.uk/__data/assets/pdf_file/0003/381720/003942.pdf (UK)
http://www.strategiesfornursemanagers.com/content.cfm?content_id=233639&oc_id=
602 (US)
Why read? The nursing profession has its own way of formalizing the concept of
delegation and for very good reasons. For those where poor delegating comes with a
real cost, regulations exist to make accountability and the delegation process
transparent and simple to follow. These two links demonstrate the types of thinking
and decision-making that Nurses need to learn in order to do their jobs. A unique
example of best practice delegation in a high-risk environment.

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Dynamic delegation

Workout coaches’ notes

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To go with these notes

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SECTION MESSAGE: AT MIND GYM, WE DO THINGS DIFFERENTLY. WE’RE FAST-PACED, AND

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2. Introduce the virtual environment.

SHARE SLIDE 5 to explain the journey.

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SCIENCE. (Stanford Graduate School of Business, The Miles Group, 2013)

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SECTION MESSAGE: WE CAN VIEW THE MANY DIFFERENT WAYS TO DELEGATE ON A

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Transactional delegation is:

Relational delegation is:

SCIENCE. (Blanchard & Hersey, Author and Professor, 1985)

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a. (5 MINS) SLIDE 16. Share the definition of each of the 6 tactics.

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EXERCISE. BREAKOUT GROUPS. ASK BY NAME. Suggested timings and process:

● Logical responses. Remember, we can’t change the facts of a situation, so this

21 | Page Dynamic delegation 2.1.0

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SECTION MESSAGE: WHETHER WE CAME TO SOLVE A SPECIFIC PROBLEM OR NOT, WE ALL

2. All the information from today’s session is in the interactive handout.

SHARE SLIDE 28.

SHARE SLIDE 29.

5. We’d like to gather confidential feedback.

SHARE FEEDBACK LINK. CHAT.

24 | Page Dynamic delegation 2.1.0

What is a virtual workout?

What is Dynamic delegation?

By the end of this session you will be able to:

3 points to ponder before the session:

25 | Page Dynamic delegation 2.1.0

ii. My life as a task rabbit. Brad Stone

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