領導學：在實踐中提升領導力（原書第10版）教案-指導手冊 第10章　追隨者的滿意度和敬業(yè)度

Chapter10–FollowerSatisfactionandEngagement

PAGE

10-

PAGE

1

Copyright2022?McGraw-HillEducation.Allrightsreserved.NoreproductionordistributionwithoutthepriorwrittenconsentofMcGraw-HillEducation.

Part3:FocusontheFollowers

Followers

Leader

Situation

Chapter10:FollowerSatisfactionandEngagement

LearningObjectivesforChapter10

LO10-01:Clarifyanunderstandingofinfluencingfollowersatisfaction.

LO10-02:Differentiatebetweenorganizationaljusticeandthetwo-factortheory.

LO10-03:Illustratehowtoimproveemployeeengagement.

Chapter10BriefOutline

Introduction

UnderstandingandInfluencingFollowerSatisfaction

Global,Facet,andLifeSatisfaction

TwoTheoriesofJobSatisfaction

OrganizationalJustice:DoesFairnessMatter?

Herzberg’sTwo-FactorTheory:DoesMeaningfulWorkMakePeopleHappy?

UnderstandingandImprovingEmployeeEngagement

Summary

ExtendedOutlineforChapter10

Introduction

AsdescribedinChapter09,jobsatisfactiondoesnothaveastrongrelationshipwithjobperformance

Researchersdeterminedthatemployeeengagement,aconcepthighlyrelatedtobutdifferentfromjobsatisfactionandmotivation,hasstrongerrelationshipswithfollowers’performancelevelsandteamororganizationaleffectivenessmeasures–seeFigure10.1

Whereasemployeesatisfactiontypicallyfocusesonattitudesaboutworkingconditions,stresslevels,payandbenefits,jobsecurity,promotionopportunities,diversity,ortopleadership

Employeeengagementfocusesmoreonfollowers’attitudestowardthetasksandworkactivitiestheyneedtoperform

Thischapterbeginswithanoverviewofthefollowersatisfactionresearch

Thechapterthenreviewshowemployeeengagementismeasured,whatweknowaboutthisconcept,andwhatleadersneedtodotocreatehighlyengagedemployees

UnderstandingandInfluencingFollowerSatisfaction

Thereareseveralreasonswhyjobsatisfactionisstillanimportantconceptforleaderstothinkabout

Researchhasshownthatsatisfiedworkersaremorelikelytocontinueworkingforanorganization

Satisfiedworkersarealsomorelikelytoengageinorganizationalcitizenshipbehaviors

Dissatisfiedworkersaremorelikelytobeadversarialwithleadershipandmayleavetheorganization.

Althoughthetotalcostsofdissatisfactionaredifficulttomeasure,therearedirectandindirectcostsofreplacingemployees

Employeesatisfactioncanhaveamajorimpactontheorganization’sbottomline

SeeHighlight10.1

Employeeturnoverhasthemostimmediateimpactonleaders

Althoughfunctionalturnoverishealthyforanorganization,dysfunctionalturnoverisnot

Dysfunctionalturnoveroccurswhenthelocaleconomyisgoodandjobsplentiful

Italsooccurswhendownsizingandmayhaveseveraldevastatingfactors

First,thoseindividualsinthebestpositiontoturnthecompanyaroundaregone

Second,thosewhoremainareevenlesscapableofdealingtheadditionalworkloads

Third,companiesthatdownsizehavetroublerecruitingpeoplewiththeskillsneededtoturnthecompanyaround

SeeHighlight10.2

Global,Facet,andLifeSatisfaction

Jobsatisfactionsurveysareusedtoassessglobal,facet,andlifesatisfaction

Table10.2presentsexamplesofthreedifferenttypesofitemstypicallyfoundonajobsatisfactionsurvey

Item1isaglobalsatisfactionitemassessingtheoveralldegreetowhichemployeesaresatisfiedwiththeirorganizationandjob

Items2through7arefacetsatisfactionitemsassessingthedegreetowhichemployeesaresatisfiedwithdifferentaspectsofwork,suchaspay,benefits,promotionpolicies,etc.

Peoplemaybesatisfiedoverallbutdissatisfiedwithcertainaspectsofwork

Leadersshouldbeawareofseveralimportantfindingsregardingglobalandfacetsatisfaction

First,peopletendtobehappywiththeirvocationbuttheymaynotlikethepay,benefits,ortheirboss

Second,thehierarchyeffectholdsthatingeneral,peoplewithlongertenureorinhigherpositionstendtohavehigherglobalandfacetsatisfactionratingsthanthosenewertoorlowerintheorganization

Frombelow,leadersareoftenappearna?veandoutoftouch

Fromabove,complaintsareperceivedaswhining

SeeHighlight10.3forcompaniesnottakingemployeesatisfactionveryseriously

Compensationisanotherfacetofjobsatisfactionwithimportantimplications

Thehierarchyeffectandthepaygapbetweenmenandwomencausedissatisfaction

Peoplehappierwiththeirjobstendtohavehigherlifesatisfactionratings

Lifesatisfactionconcernsaperson’sattitudesaboutlifeingeneral

Organizationsmayadministerjobsatisfactionsurveyseveryoneortwoyearstoassessworkers’attitudesaboutaspectsofwork,changesinpoliciesorworkprocedures,orotherinitiatives

Surveyresultsaremostusefulwhencomparedwithareferencegroup,suchaspreviousyear’sresults

Figure10.2showsthefacetandglobalsatisfactionresultsfor80employeesworkingatamedium-sizeairportintheU.S.

Scoresabove50onFigure10.2areareasofsatisfaction

Scoresbelow50areareasofdissatisfactionwhencomparedtonationalnorms

Leadersshouldneverassessemployees’attitudesaboutworkunlesstheyarewillingtosharetheresultsandtakeaction

Followerswillbelesswillingtofilloutsubsequentsurveysiftheyseedenialofresultsandlittlechangetotheworkplace

Therearethreeactionsleadersmusttakeiftheywishtoimprovescoresonfollowersatisfactionsurveys

First,theyneedtosharethesurveyresultswiththeirfollowers,butdonotinterpret

Second,leadersneedtocuriousandopentofeedback

Leadersandfollowersneedtobuildactionplanswithperiodicreviewstoassessprogress

TwoTheoriesofJobSatisfaction

AsshowninTable10.3,thefivetheoriesofmotivationdescribedinChapter09provideinsightintofollowers’levelsofjobsatisfaction

Twoadditionaltheories—organizationaljusticeandHerzberg’stwo-factortheory—offerdifferentexplanationsforjobsatisfaction

OrganizationJustice:DoesFairnessMatter?

Organizationaljusticeisbasedonthepremisethatpeoplewhoaretreatedunfairlyarelesssatisfied,productive,andcommittedtotheirorganizationsandarelikelytoinitiatecollectiveactionandengageincounterproductiveworkbehaviors

Organizationaljusticeconsistsofthreerelatedcomponents:

Interactionaljusticereflectsthedegreetowhichpeoplearegiveninformationaboutdifferentrewardproceduresandaretreatedwithdignityandrespect

Distributivejusticeconcernsfollowers’perceptionsofwhetherthelevelofrewardorpunishmentiscommensuratewithaperson’sperformanceorinfraction

Perceptionsofproceduraljusticeinvolvetheprocessbywhichrewardsorpunishmentsareadministered

Researchshowsthesedifferentcomponentsarerelatedtosatisfactionwiththeleader,pay,promotion,thejobitself,organizationalcitizenshipbehaviors,andcounterproductiveworkbehaviors

Theunderlyingprinciplefororganizationaljusticeisfairnessandinstancesofperceivedunfairnessareoftentheunderlyingcauseofjobdissatisfaction

Herzberg’sTwo-FactorTheory:DoesMeaningfulWorkMakePeopleHappy?

Herzbergdevelopedthetwo-factorytheory,labelingthefactorsthatledtosatisfactionasworkmotivators,andthefactorsthatledtodissatisfactionasworkhygienefactors

ThemostcommonmotivatorsandhygienefactorsarebelowandlistedinTable10.4

Hygienefactors:supervision,workingconditions,coworkers,pay,jobsecurity,andpolicies/procedures

Motivators:achievement,recognition,theworkitself,responsibility,advancementandgrowth

Accordingtothistheory,effortstoimprovehygienefactorswillnotincreasefollowers’motivationorsatisfaction

SeeHighlights10.4and10.5–wherethetermsroleambiguityandroleconflictareintroduced

Thekeytoincreasingfollowers’satisfactionlevelsistoadequatelysatisfythehygienefactorswhilemaximizingthemotivatorsforaparticularjob

Itisimportantforworkingconditionstobeadequate,butevenmoreimportant(forenhancingmotivationandsatisfaction)toprovideplentyofrecognition,responsibility,andpossibilitiesforadvancement–seeFigure10.3

Therearetwocriticismstothistheory

ThereisnoempiricalsupportbeyondHerzberg’sownresults

TheoriginaldataHerzbergusestobasethetheory

Heusedonlytwooccupations–accountantsandengineers

Hissubjectsattributedjobsatisfactiontotheirskilloreffort,yetblamedtheirdissatisfactiononcircumstancesbeyondtheircontrol

ThissoundslikethefundamentalattributionerrordescribedinChapter02

Despitesuchlimitations,thetheoryprovidesinsightintowhatfollowersfindsatisfyinganddissatisfyingaboutworkaswellasthefactorsdrivingemployeeengagement

UnderstandingandImprovingEmployeeEngagement

Employeeengagementpertainstofollowers’attitudesabouttheorganizationandtheirworkactivities

Fullyengagedfollowersarebelievedto

Bemorecommittedtoteamandorganizationalsuccess

Putforthmorework-directedeffort

Putinthehoursnecessarytocompleteassignedtasks

Disengagedfollowers

Donotcareaboutorganizationalsuccess

Aremoreinterestedincollectingpaychecksthanincompletingworkassignments

Surveysaretypicallyusedtoassessfollowers’engagementlevels,andTable10.5listsitemsusedinmanysuchsurveys

Organizationsarelookingformoraleandproductivitykillerssuchaspresenteeismorthoseatworkwhiletheirbrainisnotfullyengaged–some51percentofU.S.workers

Yet,thereisampleevidencethatthewayemployeeengagementismeasuresandreportedneedstobetakenintoaccount–reallyunderstandtheresultsforcorrectinterpretation

Onereasonemployeeengagementissopopularistheengagement-shareholdervaluechain

Theideathatorganizationswithhigherpercentagesofengagedandactivelyengagedfollowersshouldgeneratehighershareholderreturns

Butthefactsdonotlineupwiththehype–seeHighlight10.6

Thereareseveralconcernswheninterpretingemployeeengagementorsatisfactionsurveyresults

Thoughpositiverelationshipsexistbetweenemployeeengagement,jobperformance,andcompanyrevenues,thecausalityhasyettobedetermined

Insomeorganizations,surveyshavebecomeanHRhammertofixemployeeengagement“problems”–soemployeesprovideinflatedresults

Resultsonlyrepresentasnapshotintime

Situationalfactorscananddoimpactemployeeengagement

Surveyfrequencycanmaketrackingprogressdifficult

Anonymityandreferencegroupsareconcernswithsuchsurveys

Mostaskraterstoprovidedemographicinformation,whichcanbeusedtoidentifysurveyrespondents–againrespondentswillinflateresults

Thenatureoftheworkperformed

Somejobsaredull,repetitive,andboring–nothingwillenhanceengagement

Thepersonalitiesoffollowers

Somefollowersarehardwiredtobedisengaged

Followersscoringloweronextraversionandconscientiousnessandhigheronneuroticismarelesslikelytobeengagethanthosewithoppositescores

Whatshouldleadersdooncetheyhavebeenprovidedtheresultsandconsideredthepotentialfactorsaffectingemployeeengagement?

Thebestapproachisforleaderstoshareresultswiththeirfollowersandjointlyidentifythefactorspotentiallyaffectingtheresultsaswellasareasofstrengthandimprovementintheengagementscores

Leadersandfollowersshouldthenbuildplanstoimproveemployeeengagement

Leadersthenneedtofollowuptoensurethatplannedactionsandperiodicprogressreviewstakesplace

Perhapsthebiggestobstacletoimprovingemployeeengagementisincompetentmanagement

Someleadershavenoideahowfollowersfeelaboutwork

Othersmistreattheirfollowersandcouldnotcarelesswhethertheyareengaged

Otherleaderssimplydonotknowwhatfollowerswantfromworkorhowtomakethingsbetter

Ifleadersbelievethatemployeeengagementisimportanttoteamororganizationaleffectiveness

Theyshouldtaketheresultsofengagementsurveysseriously

Andworkcollaborativelywithfollowerstodeviseandimplementimprovementprograms

Summary

Thischapterreviewedwhatweknowaboutjobsatisfactionandemployeeengagement

Jobsatisfactionisthesetofattitudespeoplehaveaboutwork,theircareers,andtheirlives

Jobsatisfactionisaleadingindicatorofemployeeturnover

Therelationshipbetweenjobsatisfactionandperformanceisnotstrong

Employeeengagementisabetterpredictorofjobperformance

Jobsatisfactionfocusesonoverallhappiness,butemployeeengagementisconcernedwith

Followers’specificattitudesabouttheworktheyperform

Theequipmenttheyuse

Theimpactoftheirwork

Recognitionandrewards

Andtheirimmediatesupervisors

Surveyresultsshowengagedoractivelyengagedemployeesisatanall-timehigh,whichshouldfeedintotheengagement-shareholdervaluechain

Argumentscanbemadethatbetterorganizationalresultsdrivehigheremployeeengagementscoresratherthantheotherwayaround

Leadersalsoneedtobeawareoffactorsaffectingsurveyresults

Remember,thebiggestreasonfordisengagedemployeesisincompetentbosses

BriefDefinitionsoftheKeyTermsforChapter10

Functionalturnover:peoplewholeaveorganizationsduetoretirementorpoorjobfit.

Dysfunctionalturnover:valuedemployeeswholeaveorganizationsduetodissatisfaction.

Globalsatisfaction:anemployee’soverallsatisfactionlevelforajoborcompany.

Facetsatisfaction:anemployee’slevelofsatisfactionforvariousaspectsofajob.

Hierarchyeffect:thefindingthatthehigheronegoes,thehappieronetendstobe.

Lifesatisfaction:one’sattitudeaboutlifeingeneral.

Referencegroup:agroupusedforcomparativepurposesinsatisfactionsurveys.

Organizationaljustice:atheorythatmaintainsthatpeoplewhoaretreatedunfairlyarelesssatisfied.

Interactionaljustice:thedegreetowhichpeoplearegiveninformationaboutrewardsandpunishmentsandaretreatedwithrespect.

Distributivejustice:thedegreetowhichrewardsandpunishmentsareperceivedtobecommensuratewithbehaviororperformance.

Proceduraljustice:perceptionsabouttheprocessinwhichrewardsandpunishmentsareadministered.

Two-factortheory:atheoryofjobsatisfactionconcernedwithmotivatorsandhygienefactors.

Motivators:joborworkfactorsthatleadtojobsatisfaction.

Hygienefactors:joborworkfactorsthatleadtojobdissatisfaction.

Roleambiguity:occurswheneverleadersorfollowersareunclearaboutwhattheyneedtodoandhowtheyshoulddoit.

Roleconflict:occurswhenleadersandfollowersaregivenincompatiblegoalstoaccomplish.

Presenteeism:(asopposedtoabsenteeism)isthenotionofbeingatworkwhileone’sbrainisnotfullyengaged;itiscommoninmanyorganizations.

Engagement-shareholdervaluechain:organizationswithhigherpercentagesofengagedandactivelyengagedfollowersshouldultimatelygeneratehighershareholderreturns.

Minicase,“TheCaseoftheTroubledCasino,”SampleAnswers

Question1:HowcouldyouusetheCurphyandRoelligFollowershipmodeldescribedintheintroductiontoPart3toassessemployeesatthecasino?

Assesseachemployeeontwoindependentdimensions:criticalthinkingandengagement.Criticalthinkingisconcernedwithafollower’sabilitytochallengethestatusquo,askgoodquestions,detectproblems,anddevelopsolutions.Thosewithdevelopedcriticalthinkingskillscontinuallyidentifywaystoimproveproductivityorefficiency,drivesales,andreducecosts;whilethosewithlessdevelopedcriticalthinkingskillsbelieveitistheroleofmanagementtoidentifyandsolveproblems.Engagementisconcernedwiththelevelofeffortpeopleputforthatwork.Highscorersareoptimisticandhardworking,putinlonghourswhenneeded,areenthusiasticaboutbeingpartoftheteam,andaredriventoachieveresults;lowscorersarelazyanddisengagedandwouldratherbedoinganythingbutthetaskathand.

Followerswithlowengagementandlowcriticalthinkingskillsareslackers.

Followerswithlowengagementandhighcriticalthinkingskillsarecriticizers.

Followerswithhighengagementandlowcriticalthinkingskillsarebrown-nosers.

Followerswithhighengagementandhighcriticalthinkingskillsareself-starters.

Question2:Howcouldyouusethefiveapproachestomotivation(Chapter9),organizationaljustice,orthetwo-factortheorytoreduceturnoverandimproveemployeeengagement?

Whenapplyingthemotivesorneedsapproach,leadersneedtoensurethatpayissuesarenotasourceofdissatisfaction.Iffollowersfeeltheyareunderpaidthenanyeffortswillhavelittleimpact.Also,leadersneedtohaveaclearunderstandingofhowtominimizetherulesgoverningfollowers’behavior,whatfollowersspecificallyneedtodeveloporimproveinordertobebetterattheirrespectivejobs,andwhatispersonallymeaningfultotheirfollowers.

Whenapplyingachievementorientation,ensurethatthehiringprocessselectsindividualswithastrongneedforachievement.Leadersalsoneedtosetclearexpectations,provideopportunitiesforfollowerstosetandachievework-relatedgoals,andprovidefeedbackonprogresstowardgoals.Otherwisefollowersmayfinddifferentwaystofulfilltheirhighlevelsofachievementorientation.

Whenusingthegoalsettingtheory,bossesshouldworkwithfollowerstosetspecificandmoderatelydifficultgoals,expressconfidencethattheycanachievetheirgoals,andprovideregularfeedbackongoalprogress.Goalsettingworks,butleadersneedtobeverycarefulthatfollowers’goalsdrivetherightbehaviors.

Whenapplyingtheoperantapproach,leadersneedtoclearlyspecifywhatbehaviorsareimportant.Leadersalsoneedtodetermineifthosebehaviorsarecurrentlybeingpunished,rewarded,orignored.Next,leadersneedtofindoutwhatfollowersactuallyfindrewardingandpunishing.Rememberthatleadersshouldnotlimitthemselvestoadministeringorganizationallysanctionedrewardsandpunishments.Finally,leadersshouldadministerrewardsandpunishmentsinacontingentmannerwheneverpossible.

Whenempoweringemployees,leadersmustdelegateleadershipanddecisionmakingdowntothelowestlevelpossiblewhileequippingfollowerswiththeresources,knowledge,andskillsnecessarytomakegooddecisions.Leaderscouldrestructureworkprocessesandprocedures,whichinturncanincreasefollower’slatitudetomakedecisionsandaddmoremeaningtotheirwork.

Leaderswhowanttoimprovejobsatisfactionusingtheorganizationaljusticeapproachneedtoensurethatfollowersansweryestothesethreequestions:Areyoutreatedwithdignityandrespect?Arerewardscommensuratewithperformance?Arerewardsadministeredfairly?

Thewaytoincreasefollowers’satisfactionlevelsusingthetwo-factortheoryistojustadequatelysatisfythehygienefactors(supervision,workingconditions,co-workders,pay,policiesandprocedures,andjobsecurity)whilemaximizingthemotivatorsforaparticularjob(achievement,recognition,theworkitself,responsibility,advancementandgrowth).

Question3:Whatroledoyouthinktop,middle,andfirst-linemanagementhaveonemployeeturnover?Howwouldyouassesstheimpactleadershiphasonemployeeengagementandturnoveratthecasino?

Afterreadingthechapter,studentsshouldhavesomeideaofhowincompetentmanagersaffectemployeeturnoverandengagement.Theirassessmentofthecasinomanagementwillvary.

OverviewoftheLearningResourcesforChapter10

Exercise10-1:TheBalloonCompetition.Inthis10minuteexercise,studentsgetintosmallgroups,andamemberfromeachsmallgroupisaskedtoblowupaballoon.Instructorsaskthegroupshowtheyapproachedthetask,theirlevelofmotivationandsatisfactionwiththetask,differencesinachievementorientationandintrinsicmotivation,etc.

Exercise10-2:AchievementOrientationandValues.ThisexerciserequiresstudentstocompletetheMotives,Values,andPreferencesInventorydescribedinChapter6aspre-work.Inthe60minutedebriefinstructorsdiscusshowstudents’MVPIfeedbackrelatestotheirpersonalworkvaluesandlevelofachievementorientation.

Exercise10-3:EmpowermentInventory.Thisself-assessmenttakesabout10minutestocompleteandscoreandprovidesstudentswithfeedbackonhowtoeffectivelyempowerothers.

Exercise10-4:TheGolfBall.Inthis25minuteexperientialexercise,fourstudentsdemonstratedifferentsupervisorystylesandfourstudentsplayfollowerroles.Therestoftheclassobserveshowtheempowermentsupervisorystyleoftenresultsinthebestteamperformance.

CaseStudies:Theminicase,“TheCaseoftheTroubledCasino,”

Chapter10Exercises&Instructions

Exercise10-1

ExerciseTitle:TheBalloonCompetition

Purpose:Demonstrateshowpeoplereactdifferentlytodifferenttasks.

Summary:Dividetheclassintothirdsandhaveeachofthesubgroupscomeupwithateamname.Pickaleaderforeachsubgroupandgiveeachofthemaballoon.Onceallthreeleadershavebeengivenballoons,tellthemthattheirtaskistoblowintotheballoonuntilitpops.Theotherteammembersaretoprovidetheirleaderwithmoralsupportduringthetask.Givetheleadersandgroupsthirtysecondstogetready,andthenstartthetask.

Instructorsshouldwatchhowteamleadersandmembersapproachthetask.Mostgroupsapproachthistaskasacompetition,althoughthereisnothinginthepre-brieftoindicatethatthethreegroupsarecompetingagainsteachother.Instructorsshouldalsoaskgroupswhytheysaw(ordidnotsee)thistaskasacompetition.Itisalsointerestingtonotehowteammembersreactduringthetask--somearedisinterested,othersenthusiastic,andthoseclosetotheleadermayactuallybecoweringabitinanticipationoftheballoonpopping.Thesereactionsaresimilartothereactionsfollowershaveofleaders.

Thisexercisetakesabout10minutestosetupanddebrief.

Exercise10-2

ExerciseTitle:AchievementOrientationandValues

Purpose:Tohelpstudentsunderstandtheirlevelofachievementorientationandpersonalworkvalues.

Summary:AwriteupoftheMotives,Values,andPreferencesInventory(MVPI)andhowtoorderitcanbefoundinChapter6ofthismanual.Theinstrumentprovidesnormativefeedbackonaperson’slevelofachievementorientationaswellastheirpersonalworkvalues.TheMVPIshouldbeassignedaspre-workandcanbetakenon-line;instructorscanprintoutthefeedbackreportsanddiscusstheminclass.

Itusuallytakesabout60minutestoprovideanoverviewanddiscusstheresultsoftheMVPI.Oneinterestingactivityistohavestudentsorderthemselvesonsomeofthetenvaluesfromhighesttolowestscores,andthendiscusstheimplicationsformotivationforstudentsateachendofthevalue.

Exercise10-3

ExerciseTitle:EmpowermentInventory

Purpose:Toprovideselfand/orfollowerratingsofempowerment.

Summary:BoththeselfandfollowerversionsoftheEmpowermentInventorytakeaboutfiveminutestocomplete.Toobtainself-ratingsofempowerment,studentsshouldcompletetheselfversionoftheEmpowermentInventoryandreviewtheimplicationsoftheirscoresintheScoringGuide.StudentsininformalorformalleadershippositionscanalsoobtainfeedbackfromothersbyadministeringthefollowerversionoftheEmpowermentInventory.TheScoringGuideprovidesinterpretivecommentsforfollowers’ratingsaswellasacharttoplotself-followerperceptionsofempowerment.Studentsshouldnoteareasofagreementanddisagreementandunderstandthatfollowersareprobablyinthebestpositiontojudgetheirempowerment.Studentsshouldgetintosmallgroupsandspend15minutesdiscussingtheirfindings.Instructorsshouldconcludetheexercisewithadiscussiononempowerment,motivation,andjobsatisfaction.

Ittakes10minutestocompleteandscoretheself-versionoftheEmpowermentQuiz,andanother15minutestodiscussthefindingsinsmallgroups.

EmpowermentInventory(SelfVersion)

by

GordonJ.Curphy,Ph.D.

Usethefollowingscaletorespondtotheitems:

12345

Never Occasionally Sometimes Often Always

1.Iprovidepositivefeedbacktodirectreportsonaweeklybasis. _____

2.Isendmydirectreportstotrainingprogramsasneeded. _____

3.Mydirectreportshavedevelopmentplansthatarereviewedregularly. _____

4.Developmentplansformydirectreportsareregularlyupdated. _____

5.Iprovideconstructivefeedbacktodirectreportsasneeded. _____

6.Ipurposelyassigntaskstodirectreportsthatwilldeveloptheirskills. _____

7.Mydirectreportshavealltheresourcestheyneedtobesuccessful. _____

8.Iamnotdoingtasksthatcouldbedonebymydirectreports. _____

9.Theperformanceexpectationsfordelegatedtasksareagreeduponandclear. _____

10.Wehavesetcleartimelinesforthecompletionofdelegatedtasks. _____

11.Ioutlinetheactionstepsfordelegatedtasksforlessexperiencedfollowers. _____

12.Moreexperiencedfollowershavemorelatitudetodecidehowthey

wanttoaccomplishassignedtasks. _____

13.IpurposelycutbackontheamountofcontrolIhaveoverdelegated

tasksasfollowersgainknowledgeandexperience. _____

14.Idonottakebackdelegatedtaskswhendirectreportsexperienceproblems. _____

ScoringGuidefortheEmpowermentInventory

Empowermentconsistsoftwocomponents,whichincludedevelopingdirectreportsanddelegatingdecisionstothelowestlevelpossible.Items1–7focusonthedevelopmentalcomponentofempowermentandaskleadersiftheyaredoingalltheycantoincreasetherelevantknowledgeandskillsoftheirfollowers.Items8–14focusonthedelegationcomponentofempowermentandaskleaderswhethertheyaredelegatingalltheycan,settingclearexpectationsandtimelines,andgivingfollowersanappropriateamountoflatitudefordelegatedtasks.Themostempoweringleadersarethosewhobuildthebenchstrengthoftheirfollowersanddelegatetaskscommensuratewiththeirknowledge,skills,andexperience.Leaderswhodelegatetasksthatfollowersareill-equippedtocompletemaybeabandoningordumpingontheirstaff.Ontheotherhand,someleadersareguiltyofunder-delegatingtaskstofollowers.Theseleaderseitherdotoomuchthemselvesortheyprovidesomuchdetailonhowtogetdelegatedtasksaccomplishedthattheyallowlittleroomforinnovation.Thele