Delegation Course Storyboard

Aimee Windmiller-WoodWalden UniversityEIDT – 6910: Capstone Practical Application of Instructional Design

Storyboard Designer: Aimee Windmiller-Wood

Virtual Instructor-led Training (VILT): Delegation Client: RetailTech.com Implementation date: June 21, 2017

Course Goals:

Develop individual plans for delegating to team members based on skill, ability, and responsibility. Identify the performance gaps and skill opportunities for two team members. Analyze current workload and areas of responsibility to determine which responsibilities to delegate. Determine the level of responsibility and authority each team member will have. Create an action plan and follow-up plan to monitor progress during delegation in alignment with the

level of responsibility.

TimeDuration

Objectives Instructional Activity (Content) Methods & Tools

Visuals Measurement

Level 2 Evaluation

5 min. Welcome

Facilitator will introduce self and review the virtual classroom features: raise hand, mute & unmute, chat, and use video camera

Learning objectives will be discussed.

Learners will practice

Large group discussion

Room Layout: Chat box, Audio instructions, Slide deck, Participants

Slide: Title #1

Slide: Course objectives #2

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2 mins. Define Delegation including the difference between tasks and responsibilities

Define Delegation

Go Animate Video Script:

Scene one: Hello, let me ask you a question…How many of you have heard: You need to delegate more?I sure have! But, before we go there, let’s define it…

Scene two:Delegation is giving stuff to other people that you don’t want to do, right? Actually, delegation is the assignment of any responsibility or authority to another person.Responsibility being the key word here.

Scene three:

Let’s look at delegating tasks vs delegating responsibilitiesTasks are more short term…one and done. Responsibilities include tasks but are longer term and larger scope. Tasks mean you just need me to do this smaller thingResponsibilities mean “I own this”!

Scene four:

Let’s take a closer look at the difference between tasks and responsibilitiesTasks are more likely to be:One and done (more like I’m doing you a favor)Can also feel more like dumping (a friend once called delegation dele-dumping for just that feeling)Tasks are also less like to feel like they connect to the big-picture (we all

GoAnimate Video (2 mins.) Scene one:

Scene two:

Scene three:

Scene four:

Poll at the end of the video with Large Group Discussion

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3 mins.

want to feel like the work we do matters and helps the department or organization)Responsibilities are more likely to be on-goingBy giving me responsibilities, you are extending a sense of Trust and Ownership (it feels like a big deal)Responsibilities consist of multiple tasks

Scene five:Delegation is for development. If you give us cool responsibilities at a level that’s appropriate for our skills, we can do just about anything.

Poll 1:

Click the descriptions that best describe “responsibilities” when it comes to delegation (click all that apply).

o This is an on-going activityo It most like contains multiple taskso A request that is received when my boss can’t get

something done todayo Something that feels meaningfulo Something that could go on a job descriptiono A request to help out

Facilitator conducts a large group discussion to address inconsistencies in finding the correct answers (if necessary)

Adobe Connect Polling function

Scene five:

Slide: Poll #4

Graphics used to indicate activity on slide:

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Poll

12 mins.

Assess why delegation is a developmental opportunity.

Identify areas of work they are good at, are important to the organization, and they like doing.

Delegation as a developmental opportunity

Facilitator walks through main points to consider when delegating for development:

Delegate things you like doing Things that are important to the organization Things you are good at

Exercise – Fill out Part One on the worksheet: Have learners write down three things that take up time or that they are currently doing that are no longer the best use of their time. Something they:

Enjoy doing They are good at Is important to the organization

Then have them determine how much time per week those responsibilities take up

PDF worksheet sent with email and attached in Adobe Connect

Slide: Developmental opportunity #5

Slide: Analyze your workload #6

PDF Worksheet

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Facilitator brings up chat box and facilitates discussion via chat followed by voice to voice.

Facilitator asks: How might delegating things you like doing, are good at, and are important to the organization be more developmental than delegating tasks?

Facilitator probes for verbal explanation of some examples in chat pod

Adobe Connect Chat box with title of chat inserted into slide to fill white space

Slide: Chat Box #7

Graphics used to indicate activity on slide:

Chat

Chat responses and discussion

5 mins. Identify negative and positive contexts about delegation.

Context around delegation

Facilitator discusses that sometimes delegation has a negative reputation. We often have a context about delegation.

Images of negative contexts about

Slide: Context Overload #8

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Context: I don’t want to overload my people

Facilitator: They already have too much on their plate.

Context: I can do a better job

Facilitator: I have been doing this a long time and I am an expert at it. If I delegate it, then it can’t possibly be done as well.

Context: I don’t trust them to do a good job

Facilitator: They have messed up before or their quality of work is not to my standards.

Context: They might leave

Facilitator: If we overload them with too much extra work, they may burn out and leave.

Context: They will think I am dumping stuff on them

Facilitator: This is why we want to start by delegating things

delegation

Slide: Context better job #9

Slide: Context distrust #10

Slide: Context might leave #11

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7 mins. Explore reasons why leaders don’t delegate.

we like doing, we are good at, and are important. We are much less likely to think we are being dumped on if we have the opportunity to take on a responsibility that fits that criteria.

Breakout Room Questions

Facilitator: Sets up instructions for breakout room discussion

Breakout Room Instructions

Facilitator:

Breakout rooms are randomly assigned

All participants should be able to talk with each other

Instructions and questions will be posted in the room

A place to capture notes that will be transferred into the large group space for debrief

Adobe Connect Breakout Rooms with notes

Slide: Context Dumping #12

Slide: Breakout Rm. Set-up #13

Graphic: Discussion Icon

Slide: Breakout Room instructions #14

Graphic: Breakout Room Icon

Break out room discussions with debrief

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5 mins.

2 mins.

Debrief: Transfer notes to large room

Have groups highlight one or two key points in their discussions

Benefits of delegation:

Focus on more of the things that matter most Developing your people You can’t do it all, all by yourself You can keep your team more motivated You can let go of some of the things that are not the

best use of you but may be a developmental opportunity for someone else

Notes from breakout rooms

Slide: Benefits #15

5 mins. Delegation Model

Facilitator talks through the features of each step:Independent Level Used for high performing employees with a clear track

record of strong decision making Employee is not required to report the results Employee fully owns the responsibility for the outcomes Allows the leader not to have to directly monitor the

progress o High level of trusto Leader give full credit to the employee

Partner level1. Used for employees with strong decision-making skills in

the subject area2. Employee makes decisions and takes full responsibility3. Employee reports results and details of work on a daily,

weekly, monthly, or quarterly basis, depending on need

Slide: Delegation Model #16

Graphics for Independent level:

Graphics for Partner level:

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5 mins.

4. Allows the leader to monitor results while still giving autonomy to the employee

Explorer level Used for employees who can research and make

decisions Employee develops plan with strong recommendations

or point of view Plan is delivered to the leader to review before

implementation Allows the leader to make changes to the plan prior to

launch and correct any lack of judgment or missesLearner level New responsibilities the employee is unfamiliar with Employee shadows and observes the responsibility being

carried out by another Leader makes the decisions Allows the leader to retain full control over the

responsibilityFacilitator gives an example of how the model would work delegating to one employee

Facilitator says:I would like for you to have more face time with the directors in operations. I would like to delegate attending future decision making and strategy sessions so you can learn about the decisions we are considering for next year. For the most part this is an opportunity to observe and learn. We will be making the decisions, but would like to hear from you if you have thoughts and ideas.

As we move forward with next year’s plans, I am going to ask you to take over the budget for your department. I am aware you don’t have budget planning experience, but I am here to support you. I would like to you conduct stakeholder meetings, analyze trends and put together your decision for a budget. Before we load that budget into the system, I am

Graphics for Explorer level:

Graphics for Learner level:

Slide: Delegation model (builds bottom up) #17

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5 mins.

doing to ask that you and I sit down and make certain it aligns with the overall organization budget. I may make some changes but believe you can take on this responsibility going forward.

Last year you and I worked on the leadership summit together. You worked with me at the Explorer level. You did such a great job, I am delegating this year’s full summit to you at the Partner level. You will manage the budget, make the final decisions, choose your team, etc. Because this is a highly visible event, I am going to ask for a weekly report to monitor progress. You don’t need to clear decisions with me, simply keep me informed.

Finally, you have been working closely with the change management team and they really work well with you. Up to now, you have been meeting with me to go over the details of your weekly meetings. I feel you are doing an outstanding job and I no longer need you to report to me about the outcomes. You are now fully independent with that responsibility. If you would like to talk with me you are always welcome, but you do not need to and you no longer need to cc me on your emails, unless something changes significantly.

Facilitator asks:What did you notice about that example?

Facilitator probes for verbal explanation of some examples in chat pod

Facilitator fills in any gaps in observation with tips for using

Adobe Connect chat pod

Slide: Chat pod #18 Large group discussion and chat

10

2 mins.

5 mins.

Classify which level to use when delegating responsibilities to each individual in relation to their skills and abilities.

the model

Levels are determined by the leadero Comfort levelo Experience of employeeo Track record of employeeo Importance of job (some things may never be

able to be delegated at above the Learner or Explorer level)

People are not “levels” Leaders should communicate clearly why the employee

is at the level Don’t choose only top performers The same person can be at all four levels depending on

the job Responsibilities don’t have to be the entire job, but a

portion of the job.

Poll 2: Which delegation level does this describe?Anna is an expert at writing documents for the meeting I am going to delegate the on-going meeting preparation to him at the _______ level1. Learner2. Explorer3. Partner4. Independent

Poll 3: Which delegation level does this describe?Jonathan is new to the team. He is performing well and it’s time to take on new responsibilities. You want him to be responsible for managing the next project your team is taking on. He is new to the organizations systems, but not to project management. You are going to delegate this at the ______ level.

Adobe Connect Polls

Adobe Connect Polls

Slide: Tips #19

Slide: Poll – what level? #20

Poll to test knowledge of levels

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Switch polls on the same slide

7 mins.

16 mins.

Apply a four-step model for delegation to one or two employees reporting to the learner.

Analyze employee’s skills and strengths.

Evaluate employee’s opportunities for development through taking on new responsibilities

Evaluate their delegation decisions in a peer discussion.

Putting together a plan

Facilitator walks the learners through the following instructions:

1. Recall your top three responsibilities that take up your time, you’re good at, enjoy doing, and are important to the organization.

2. Determine which of these responsibilities could be delegated (in whole or part).

3. Choose one employee to use for this exercise – suggestion: use a mid-level performing employee

4. Analyze their performance gaps: Strengths, emerging strengths, and opportunities.

Facilitator informs learners they will be sharing their worksheet in a break out room triad.

Learners fill out Part Two of the worksheet (7 mins.)

Facilitator asks learners to raise their virtual hand when they have completed the worksheet.

Breakout Room Triad Instructions:

In your triads, decide who will be A, B, and C Three rounds: 7 minutes each Share your delegation plan Coach your colleague

o Dig deep o Help them determine any barriers or concernso Make sure they identify what success looks like

Observe and give feedback You will receive notification when it’s time to change

partners and when it’s time to come back. There will be

PDF worksheet sent with email and attached in Adobe Connect – Part Two

Adobe Connect Breakout Room

Slide: Putting together a plan #21

Slide: Break Out Room Instructions #22

Facilitator joins each break out room to listen in and observe for a few minutes each

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5 mins.

5 minutes for each round.

Facilitator randomly assigns triads to each break out room. In the event of uneven numbers, assign one or two rooms with two people each.

Debrief:What do you plan to do with the new insights you have around delegation?

Facilitator probes with individual responses to dig deeper into the learner’s motivation and intent.

In Adobe Connect Chat pod

Slide: Break out Room Rounds #23

Slide: Debrief #24Chat pod responses and large group discussion

6 mins. Identify future areas of focus they would like to explore but don’t have time.

Apply an action and follow-up plan for each employee.

Assess progress and

Create An Action Plan

Fill out the remaining section in the worksheet – Part Three

Create plans for each of your direct reports - by when? What else do you want to delegate with a mind-set for

development? What criteria should you put into place to know when an

employee is ready to have more independence? How will you know you are successful? What do you want to take on now that you will soon

have more space in your schedule? In what ways would you like to be developed?

Facilitator instructs learners to fill out the worksheet (5

PDF worksheet sent with email and attached in Adobe Connect – Part Three

Slide: Action Plans #25

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Total Time

97 mins.

evaluate opportunities to be “promoted” to the next level.

mins.)

Facilitator answers questions

And wraps up with a quote:

As much as you need a strong personality to build a business from scratch, you also must understand the art of delegation. I have to be good at helping people run the individual businesses, and I have to be willing to step back. The company must be set up so it can continue without me.

Richard Branson

Slide: Final slide quote #26

Notes

This course is designed to run approximately 97 minutes long. Prior to testing, we can’t be certain about the amount of interaction and time that will take. We are anticipating that this course should be scheduled for 1 hour and 45 minutes. The course should have a minimum of nine participants and a maximum of 24. The course will be facilitated in the Adobe Connect platform so that the global employee audience can attend with their global peers.

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