Competence

Case study from Barry du Plessis
Why delegation?
Barry’s workload increased to the point that he could no longer manage the number of projects. As a team they identified the need to delegate.
Which individual career would benefit the most?
Elsabie was identified as the person to whom they would entrust a number of projects. She was presently functioning as a PA. She had experience in customer care but had no formal project planning knowledge or experience.
She was identified because she was someone who could grow from this opportunity. Her current workload could be rearranged with others to afford her the time availability. She had the potential to succeed.
What to delegate?
Barry identified those projects that he could assign to Elsabie that he did not need to be directly involved in.
How to delegate?
The following process of situational coaching took place between Barry and Elsabie:
Directing: Structure, close supervision, clarification of understanding
Delegatee has low competence, high motivation
Barry and Elsabie had an initial meeting in which the specific responsibilities Elsabie would be handling were detailed. The success parameters were also identified. In other words it was clearly outlined what the project would look like when it was completed and successful.
Barry and Elsabie initially met daily and on occasion bi-daily to discuss her progress. For these meetings Elsabie was required to bring five questions. The questions had to be written and there had to be five. This was hard for Elsabie at first but Barry refused to engage with her until she had got into this habit. In this way only the issues relevant to where Elsabie was at her stage of development and knowledge required were addressed.
Barry dealt with these questions mainly by asking further questions! He also asked questions that made her aware of possible issues she may not have thought of that she needed to address at that stage. Barry’s meetings with Elsabie were an investment of his time but he was motivated by the longer term value of Elsabie’s role in managing projects in the company. They also were innovative in finding time, sometimes talking while doing gym at the office gym, or telephonically, or via email.
Coaching: Some directing and some supporting
Delegatee has some competence, some motivation
Barry and Elsabie continued the method of using Elsabie’s five questions to guide their discussions. The number of their meetings decreased however, over the months, as she gained confidence and competence. They began to meet two or three times a week rather than daily.
Supporting: Listening and giving positive feedback
Delegatee has increased competence, sometimes lacks confidence
Elsabie began running with the projects. She began moving in the direction of the success parameters set for her. She increased her value to the company step by step. She would still occasionally phone Barry and ask some questions. He would occasionally check in to see how she was doing.
Delegating: Task is being handled on a day to day basis by delegatee
Delegatee has high competence and high motivation.
Over a period of four to five years Elsabie increased her earnings from R60 000 pa to R280 000 pa. She was promoted to the position of Senior Project Manager. Every now and again she will give Barry call as he remains a resource for her, but this happens rarely.
Read more on delegation
Read a coaching session

Case study from Barry du Plessis

Why delegation?

Barry’s workload increased to the point that he could no longer manage the number of projects. As a team they identified the need to delegate.

Which individual career would benefit the most?

Elsabie was identified as the person to whom they would entrust a number of projects. She was presently functioning as a PA. She had experience in customer care but had no formal project planning knowledge or experience.

She was identified because she was someone who could grow from this opportunity. Her current workload could be rearranged with others to afford her the time availability. She had the potential to succeed.

What to delegate?

Barry identified those projects that he could assign to Elsabie that he did not need to be directly involved in.

How to delegate?

The following process of situational coaching took place between Barry and Elsabie:

Directing: Structure, close supervision, clarification of understanding

Delegatee has low competence, high motivation

Barry and Elsabie had an initial meeting in which the specific responsibilities Elsabie would be handling were detailed. The success parameters were also identified. In other words it was clearly outlined what the project would look like when it was completed and successful.

Barry and Elsabie initially met daily and on occasion bi-daily to discuss her progress. For these meetings Elsabie was required to bring five questions. The questions had to be written and there had to be five. This was hard for Elsabie at first but Barry refused to engage with her until she had got into this habit. In this way only the issues relevant to where Elsabie was at her stage of development and knowledge required were addressed.

Barry dealt with these questions mainly by asking further questions! He also asked questions that made her aware of possible issues she may not have thought of that she needed to address at that stage. Barry’s meetings with Elsabie were an investment of his time but he was motivated by the longer term value of Elsabie’s role in managing projects in the company. They also were innovative in finding time, sometimes talking while doing gym at the office gym, or telephonically, or via email.

Coaching: Some directing and some supporting

Delegatee has some competence, some motivation

Barry and Elsabie continued the method of using Elsabie’s five questions to guide their discussions. The number of their meetings decreased however, over the months, as she gained confidence and competence. They began to meet two or three times a week rather than daily.

Supporting: Listening and giving positive feedback

Delegatee has increased competence, sometimes lacks confidence

Elsabie began running with the projects. She began moving in the direction of the success parameters set for her. She increased her value to the company step by step. She would still occasionally phone Barry and ask some questions. He would occasionally check in to see how she was doing.

Delegating: Task is being handled on a day to day basis by delegatee

Delegatee has high competence and high motivation

Over a period of four to five years Elsabie increased her earnings from R60 000 pa to R280 000 pa. She was promoted to the position of Senior Project Manager. Every now and again she will give Barry call as he remains a resource for her, but this happens rarely.

Read more on delegation

Read a coaching session

What is meant by delegation?
Why delegation is important
Every person has unique and valuable qualities that are for the benefit of the world. When we entrust responsibly we allow those qualities to flourish.
Our team’s capacity and abilities expand as we increase each other’s skills and experience.
Stephen Covey (7 Habits of Highly Effective people) says, “Trust is the highest form of motivation.” Delegation entrusts people with tasks deemed important – this can motivate and energize your team.
Why we do not entrust others with our work
“It would be quicker to do it myself” – short term view
“I don’t have anyone I can trust to delegate it to” – short term view: training required
“I can do it better myself” – perfectionist view
“If that’s what I am told to do that’s what I do.” – abdicating
“I don’t know how to delegate.” – abdicating: personal training required
When to delegate
When your diary is full (i.e. at least 60% scheduled) of right actions.
Organize your diary by asking key questions:
What am I doing now that doesn’t’t need to be done at all?
What am I doing that could be done by someone else?
What am I doing now that only I can do?
What to hand over
We keep what we are passionate about and what only we can do.
Who would gain the most if they were given responsibility
Someone who can grow and is available.
Someone who is competent, whose job it is and who has time or must make time.
Someone who you want to learn from – exchange in value exchange transaction.
How to delegate to someone you want to train
Situational Coaching
Process relative to task and relationship. Delegation therefore involves balancing directive and supportive functions.
The process of delegation begins with DIRECTING.
The person to whom the task has been entrusted with has low competence but is highly motivated to learn and grow from the experience as it increases their skills and responsibility in the company.
Directing involves close accompaniment with the delegatee, being specific about expectations, identifying measurable outcomes, clarifying understanding.
The next step involves COACHING.
At this stage the delegatee has some competence and some confidence but still needs some directing and some support. The process will involve asking questions, getting feedback and offering guidance.
The next stage involves SUPPORTING.
The individual has reached the stage of greater competence and is on the whole managing the task well. There may however be some lack of confidence when it comes to unexpected situations and new information. The person may make mistakes, need reassurance, and require problem solving skills. The delegating role will be supportive by listening and encouraging and giving specific and helpful feedback.
The final stage is that of actually DELEGATING.
At this stage the delegatee is not only competent but confident. They are managing the task well on a day to day basis with only the occasional monitoring.
Reflective coaching
As delegation moves through this process the task of the delegator is to guide the growth of the delegatee’s self concept through goal-directed behavior. This involves the following:
Setting mutually agreed goals starting with something relatively simple and as progress moving towards more complex goals.
As each goal is achieved reflecting on the process that led to this achievement. I t also asks where the gaps are in achieving the next goal and how these gaps are going to be bridged.
The reflection process will involve honest self-analysis and self-evaluation.
Through achieving goals and reflecting on the process the delegatee grows in their concept of self.
Keep the monkey on their back
Don’t take the entrusted tasks back.
Don’t rescue them.
Turn issues back to them by asking: “What are you going to do?”
Ask questions like: “What do you suggest?”
“What are the feasible alternatives?”
Case studies
Barry du Plessis’s experience with delegation
Leigh Harrison – “My failure to delegate”

What is meant by delegation?

w&t_question

I Ask

Please explain to me why delegation is important?

w&t_exclamation

I Answer

Every person has unique and valuable qualities that are for the benefit of the world. When we entrust responsibly we allow those qualities to flourish.

Our team’s capacity and abilities expand as we increase each other’s skills and experience.

Stephen Covey (7 Habits of Highly Effective people) says, “Trust is the highest form of motivation.” Delegation entrusts people with tasks deemed important – this can motivate and energize your team.

Why we do not entrust others with our work

  • “It would be quicker to do it myself.” – short term view
  • “I don’t have anyone I can trust to delegate it to.” – short term view: training required
  • “I can do it better myself.” – perfectionist view
  • “If that’s what I am told to do that’s what I’ll do.” – abdicating
  • “I don’t know how to delegate.” – abdicating: personal training required

When to delegate

  • When your diary is full (i.e. at least 60% scheduled) of right actions.
  • Organize your diary by asking key questions:
    • What am I doing now that doesn’t need to be done at all?
    • What am I doing that could be done by someone else?
    • What am I doing now that only I can do?

What to hand over

  • We keep what we are passionate about and what only we can do.

Who would gain the most if they were given responsibility

  • Someone who can grow and is available.
  • Someone who is competent, whose job it is and who has time or must make time.
  • Someone who you want to learn from – exchange in value exchange transaction.

How to delegate to someone you want to train

Situational Coaching

Process relative to task and relationship. Delegation therefore involves balancing directive and supportive functions.

  • The process of delegation begins with DIRECTING.

The person to whom the task has been entrusted with has low competence but is highly motivated to learn and grow from the experience as it increases their skills and responsibility in the company.

Directing involves close accompaniment with the delegatee, being specific about expectations, identifying measurable outcomes, clarifying understanding.

At this stage the delegatee has some competence and some confidence but still needs some directing and some support. The process will involve asking questions, getting feedback and offering guidance.

  • The next stage involves SUPPORTING.

The individual has reached the stage of greater competence and is on the whole managing the task well. There may however be some lack of confidence when it comes to unexpected situations and new information. The person may make mistakes, need reassurance, and require problem solving skills. The delegating role will be supportive by listening and encouraging and giving specific and helpful feedback.

  • The final stage is that of actually DELEGATING.

At this stage the delegatee is not only competent but confident. They are managing the task well on a day to day basis with only the occasional monitoring.

Reflective coaching

As delegation moves through this process the task of the delegator is to guide the growth of the delegatee’s self concept through goal-directed behavior. This involves the following:

  1. Setting mutually agreed upon goals starting with something relatively simple and progressing to more complex goals.
  2. Reflect on the process that led to the achievement as each goal is completed. This leads to reflection on where the gaps are in achieving the next goal and how these gaps are going to be bridged.
  3. The reflection process will involve honest self-analysis and self-evaluation.
  4. Through achieving goals and reflecting on the process the delegatee grows in their concept of self.
w&t_elephant

I Explain

Keep the monkey on their back

Don’t take the entrusted tasks back.

Don’t rescue them.

Turn issues back to them by asking: “What are you going to do?”

Ask questions like: “What do you suggest?”

“What are the feasible alternatives?”

Case studies

Barry du Plessis’s experience with delegation

Leigh Harrison – “My failure to delegate”

Transformation process
Transforming my career into a thriving career
Chapter 5
p.8
I really want to grow in my job and as a person become a real “World Class Champion” in everything I do. How do I go about it?
The Walk and Talk Process provides ample opportunity for growing your personal and job related skills to a level that will enable you to achieve excellence in everything you do.
Once you become aware of your current level of competence your transformation into a “World Class Champion” not only depends on how you utilize opportunities to learn but also on how you choose to deal with the feelings involved in this process of transformation.
Through learning from feedback and practicing and monitoring it, you can grow from a position of being “unconscious of your incompetence” to a position where you can do your job so well that you become “unconscious of your competence” – it just becomes the way you do things. It will, however, depend largely on how you choose to deal with feedback and the pain caused by it.
The following diagram illustrates the “Process of Transformation” as steps that we have to climb in the process of growing in our job.
Feedback can cause pain. If you ignore the signal, make excuses or go into denial, you follow the path of fools as no growth will occur.
Rather pay attention to painful signals and acknowledge them as Motivational Tools for growth.
“Incompetence” does not imply a value judgement… it refers to skills to be learned… “Competence” on the other hand refers to skills used.

Transforming my career into a thriving career

Chapter 5 p.8

w&t_question

I Ask

I really want to grow in my job and as a person become a real “World Class Champion” in everything I do. How do I go about it?

w&t_exclamation

I Answer

The Walk and Talk Process provides ample opportunity for growing your personal and job related skills to a level that will enable you to achieve excellence in everything you do.

Once you become aware of your current level of competence your transformation into a “World Class Champion” not only depends on how you utilize opportunities to learn but also on how you choose to deal with the feelings involved in this process of transformation.

Through learning from feedback and practicing and monitoring it, you can grow from a position of being “unconscious of your incompetence” to a position where you can do your job so well that you become “unconscious of your competence” – it just becomes the way you do things. It will, however, depend largely on how you choose to deal with feedback and the pain caused by it.

The following diagram illustrates the “Process of Transformation” as steps that we have to climb in the process of growing in our job.

w&t_ch7_b_the_process_of_transformation

w&t_binoculars

I Explain

Feedback can cause pain. If you ignore the signal, make excuses or go into denial, you follow the path of fools as no growth will occur.

Rather pay attention to painful signals and acknowledge them as Motivational Tools for growth. This is especially true for someone considering a midlife career change, you needs lots of input and feedback before you make the change.

w&t_elephant

I Advise

“Incompetence” does not imply a value judgement… it refers to skills to be learned… “Competence” on the other hand refers to skills used.