delegation: the power of letting go
The previous blog, Delegating with Purpose: Linking Tasks and Goals, focused on the importance of delegating in a way that supports staff in achieving their goals. This blog addresses the same concept as well as risks that sometimes accompany delegation.
If delegation were easy, we would all be doing it. Unfortunately, for some, delegation is a risky business. When I ask directors to discuss the risks of delegating tasks and decisions to individuals and/or groups, they mention a myriad of consequences, as evident in the following table. As you read the list, consider whether or not you have ever hesitated to delegate a task based on each.
Risks of Delegating
Time (spent providing instructions or support; “fixing” or redoing work)
Lack of understanding
Resistance
Unresolved decision(s)
Over budget
Incomplete work
Poor outcome
Lack of control over final product
Desire, or need to redo the final product
Final product is better than previous version, or what director could have done
These anticipated consequences can cause a variety of feelings such as fear, dread, distrust, and anxiety. Some people refrain from delegation for reasons of jealousy, such as being threatened that the end product may be better than something they could have done, or the power and authority given to someone else will give that person power over them. When jealousy prevails, the delegator may sabotage the task by holding back necessary information or not assisting as much as possible. On the other hand, if you enjoy delegation, you probably recognize its benefits and experience feelings such as relief, hope, appreciation, joy, and pride. When pride for empowering others prevails, the delegator may demonstrate an overwhelming amount of encouragement to ensure the success of the task and promote shared leadership.
Pause and Reflect
Have you ever refrained from delegating a task or decision for any of the reasons listed above? __ Yes __ No
List three tasks or decisions you delegated with in the last month.
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_______________________________________________________________
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Review the Risks of Delegating in the previous table as you consider each task or decision you delegated and identify what risks actually occurred.
Risks that Occurred
____________________________________________________________________
____________________________________________________________________
If “time lost in providing instructions and/or support” was one of the risks that came true, consider actual or possible time saved for completing this task in the future. In many instances, we must invest time upfront providing instructions and support to save time in the end, when we no longer need to provide such assistance or at least less of it. Reflect on steps you can take in the future to prevent those risks from happening again. Hopefully, you experience less consequences of delegation than you anticipate.
Steps to Override Future Risks of Delegation
___________________________________________________________________
___________________________________________________________________
Same Situations, Different Approaches
The following are two stories about a director who had good intentions when it came to delegating, yet struggled with letting go. The first story represents the challenges that came with wanting to delegate but not being able to give up control. The second rendition represents a more inclusive model of delegating. In both scenarios, giving up control was a challenge for the director.
Read the following scenario and reflect on the situation as well as your own experience with delegation.
After meeting with Sabrina and Iliana, two lead teachers at Giving Tree Early Learning Lab, Brittany, the director, was left wondering how they could gain more experience to fulfill both of their goals of gaining more leadership skills. Realizing the fall season was nearing, she decided taking responsibility for the Harvest Day Festival might be just the right way for them to learn more about the different facets of leadership. This event was a cherished tradition since the program began. Brittany was a little hesitant to turn the organization of the event over to the lead teachers because it was such a celebrated occasion, yet she knew it was the perfect opportunity for them to gain knowledge and skills in a variety of areas.
Brittany met with the lead teachers and described how she took what they shared to heart and had thought of a way they could grow their leadership knowledge and skills. When asked if the event was something they might want to spearhead, Sabrina and Iliana seemed delighted to be given the opportunity and accepted the role of co-chairs. Brittany scheduled a meeting with them to go over the details. Before the meeting Brittany thought about what information they might need to help them lead the event. During their meeting, Brittany shared details about what was involved in planning the event and as Sabrina and Iliana asked her questions, Brittany began to worry that they were in over their heads.
Over the next few months Brittany met with the lead teachers several times. And each time, she wished she had not turned the event over to them. They seemed naïve about so much. Brittany knew now was the time to ask them reflective questions and help them critically think about the tasks at hand, yet she could not help but share some of what she learned over the years and give them direct advice on what would work best. When the Sabrina and Iliana proposed some new activities for the children and families to do, Brittany heard herself saying she tried some of those same ideas before and explaining to them why they would not work. She saw their expressions become sullen, but she wanted them to benefit from her own lessons learned. When Iliana shared the budget she had put together, Brittany offered to add other categories to the spreadsheet—and did the next day. Brittany was telling and doing more than she was asking during their check-in meetings.
During one of the final meetings, the lead teachers shared a detailed agenda with each of their roles during the event and a script for those parts of the day where they would be addressing the large group. Brittany noticed she was not on the agenda to speak and was taken aback. As the director of Giving Tree Early Learning Lab, she felt it was important for the families to hear from her. She told Sabrina and Iliana she would edit the agenda. When she gave it back to them, Brittany had added time for her to speak during the opening and closing remarks.
Consider the scenario above as you answer the following questions.
How do you think Sabrina and Iliana felt throughout this experience?
What are some of the feelings that Brittany may have been experiencing?
What did Brittany do to support Sabrina and Iliana?
What did Brittany do that may have negatively impacted their experience?
Have you ever delegated a series of decisions to someone on your staff?
Were you confident in the staff member(s) ability to make the decisions or did you worry something would not work out?
What were some of the feelings you experienced?
How did you support them through the process?
Looking back, do you think you provided enough support, too much support, or not enough support?
Was the decision(s) that you delegated intentional? How did the experience benefit their growth?
What was the end result?
What would you do differently if you could do it again?
Now read another version of this same story, one where Brittany releases a little more control while still struggling with the same trepidations. Reflect on the impact of these slightly different experiences on Sabrina and Iliana.
After meeting with Sabrina and Iliana, two lead teachers at Giving Tree Early Learning Lab, Brittany, the director, was left wondering how they could gain more experience to fulfill both of their goals of gaining more leadership skills. Realizing the fall season was nearing, she decided taking responsibility for the Harvest Day Festival might be just the right way for them to learn more about the different facets of leadership. This event was a cherished tradition since the program began. Brittany was a little hesitant to turn the organization of the event over to the lead teachers because it was such a celebrated occasion, yet she knew it was the perfect opportunity for them to gain knowledge and skills in a variety of areas.
Brittany met with the lead teachers and described how she took what they shared to heart and had thought of a way they could grow their leadership knowledge and skills. When asked if the event was something they might want to spearhead, Sabrina and Iliana seemed delighted to be given the opportunity and accepted the role of co-chairs. Brittany scheduled a meeting with them to go over the details. Before the meeting Brittany thought about what information they might need to help them lead the event. During their meeting, Brittany shared details about what was involved in planning the event and as Sabrina and Iliana asked her questions, Brittany began to worry that they were in over their heads.
**********
Brittany was tempted to give them step by step instructions and schedule multiple meetings so she could plan with them, but she knew that would defeat the purpose.
Brittany left the lead teachers and reflected on how she could support them with this task without micromanaging them. She had to take an honest look at her motives for wanting to be so involved. She was fearful the lead teachers would not do things “right.” She worried the event would be a letdown for families and children. She agonized over the idea that details would be missed.
Then Brittany refocused and thought about how the event had been carried out over the years. It was never perfect. Yes, it did seem to go more smoothly every year, but there were always “mistakes.” Some seemed like a big deal at the time, yet looking back, they were insignificant. Brittany thought about her own journey planning and facilitating the event. She learned new lessons every year. After all this thinking, Brittany knew she needed to change her mindset and accept the fact that the Harvest Day Celebration would be different this year, and different does not mean worse.
Over the next few months Brittany provided Sabrina and Iliana with some support, meeting with them every few weeks to get updates and serve as a thought partner. Each time, Brittany struggled a little with the new plans she was hearing about, the ways they tracked information, how they worded the flyer, and other pieces of the planning. Sometimes she wondered if she had made a mistake, but she also put her trust in the lead teachers who seemed energized by this new responsibility. She kept reminding herself that if she asked them questions, helped them to reflect, and was supportive, the event would be successful.
During their final meeting, the lead teachers shared a detailed agenda with each of their roles during the event and a script for those parts of the day where they would be addressing the large group. Brittany noticed she was not on the agenda to speak and was taken aback. As the director of Giving Tree Early Learning Lab, she felt it was important for the families to hear from her. She was about to suggest she be added to the opening remarks and then she remembered how this whole experience came about in order to build the leadership capacity of Sabrina and Iliana. She thought about all the work they had done and how this was a moment for them to shine and get the recognition they deserved. Brittany told Sabrina and Iliana the agenda looked perfect, and she was looking forward to Harvest Day.
Finally, it was time for the Harvest Day. Brittany was a little nervous before it began and thought about the nervousness she had experienced the first time she was responsible for the event. She imagined Sabrina and Iliana might be nervous too. She knew that regardless of nerves, the teachers had invested a huge effort into this responsibility and all the meetings and time spent reflecting on ideas would pay off. On the way to work Brittany stopped at the store and picked up two bouquets of flowers. When she arrived at work, she wrote Sabrina and Iliana each a note expressing how proud she was of their dedication and leadership. She left the notes and flowers on their desks and greeted them with a smile when they arrived at the program. She told them she was excited, and now she gave them some direct advice—to have fun and enjoy the day…and they all did.
Consider this second scenario along with the previous one as you answer the following questions.
What are some of the differences in how Sabrina and Iliana may have felt in the different scenarios?
What strategies did Brittany use to handle her doubts about a successful outcome?
How did Brittany offer support to the lead teachers?
Which scenario aligns most with your style of shared decision making?
What can or do you do to set yourself up for success as a leader delegating decisions?
It is not uncommon to experience apprehension when delegating tasks. If this happens, consider the future goal of individual and organizational growth. There is power in letting go and sharing leadership.
©Bella, J.M. (2025, July 31). Delegation: The Power of Letting Go. bella mattina. Retrieved from https://www.bellamattinaconsulting.com/blog/delegation-the-power-of-letting-go. This document may be printed, duplicated, and distributed freely with attribution. Permission for the inclusion in publications must be obtained in writing from the author.