TIAPS ALB_Module 2B. Managing People

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and enthusiasm pushes for change and innovation). Many styles are distinguished by the level of participation in the decision-making process, some of which are described below. Leadership Style Autocratic, authoritative, or dictatorial leadership. Democratic or participative leadership. Laissez-faire leadership. Delegative leadership. Transactional (or managerial) leadership. Description Leaders lead with limited consultation. Leaders engage stakeholders in important decisions. Literally meaning to allow to do, whereby a leader allows team members to operate with limited supervision or intervention and to make many of their own decisions. Leaders delegate tasks, autonomy, and authority to team members in a planned and structured fashion. Leadership relies on incentivization in which team members accept responsibilities on the basis of an explicit “give and take” in the form of rewards. When Appropriate When team members have limited experience, conformity is important, situation is high-pressured, and decisions needs to be made quickly. When team members have more experience, sharing information is helpful, and time allows for wider consultation. When situations are stable and team members are highly competent, often supported by a delegative style. In most situations with a focus on strengthening performance in the long term and developing individuals. Where there are well-defined and robust structures, routines, and processes. A leadership style may be unconsciously adopted due to personal characteristics, team dynamics, and cultural norms. A more reflective approach is recommended for better results and ensuring a leader has a range of styles to deploy according to circumstances. <strong>2B</strong>.1.2 Delegation Delegation is a very important skill. Section 2A.4 describes the importance of delegation for managerial accountability and successful internal control. It is equally applicable to managing the internal audit function. Sometimes managers can be reluctant to delegate. This can occur when the manager: • Believes delegating tasks may take longer to explain or result in poorer performance than if the manager simply completes the tasks. • Wishes to retain the more enjoyable and rewarding tasks. • Wishes to hold onto power and be indispensable. • Does not trust team members to complete the tasks to a satisfactory level. However, the consequences of not delegating can be very damaging. • Resources are poorly utilized. • Team members are demotivated. • Manager is unable to complete everything and so performance suffers. 31
• Manager has reduced time for leading, planning, directing, strategizing, monitoring, and supervising and so these essential functions are performed less well. • When the manager leaves it is hard to fill the knowledge gap left behind. Delegation requires an appropriate level of supervision – it is not the same as simply a laissez-faire approach – but managers should refrain from micro-management which occurs when the manager’s involvement is in excess of need, creating inefficiencies, slowing progress, and potentially weakening the outcome. The Harvard Business School offers the following tips for effective delegation: • Know what to delegate. This relates to the competencies and level of authority needed to complete the tasks. Delegation must be appropriate to seniority, competency, risks, goals, and resources. • Play to your employees’ strengths and goals. Every team member should have clear goals that have been agreed and are supported. Their personal and professional development are often enabled through delegation as a means of gaining experience and developing new skills and expertise. • Define the desired outcome. Delegation should be a careful and considered process. When responsibilities are assigned there needs to be clear objectives (SMART – specific, measurable, achievable, resourced, and within an agreed timeline). • Provide the right resources and level of authority. As described in section 2A.4, effective delegation must be supported with the autonomy, authority, and resources to execute the assigned tasks. The right tools to do the job may include training, time, input from others, IT support, and other resources. • Establish a clear communication channel. Supervision, monitoring, review, feedback, support, and, if necessary, intervention require timely and accurate updates on progress, as long as this does not become micromanagement. • Allow for failure. If there is no possibility of the team member getting it wrong and making mistakes, then they do not genuinely have authority and autonomy. Appropriate controls help to reduce the possibility and impact of bad luck, errors, or abuse of authority, but they cannot be eliminated. • Be patient. The manager may well be able to complete the assigned tasks more effectively and efficiently – at least at first – but must be able to “let go” to enable team members to develop and for performance to be optimized. • Deliver (and ask for feedback). Feedback should be constructive, recognizing achievement as well as providing coaching and guidance. Managers should also seek feedback from their team members. • Give credit where it’s due. A manager should resist taking the accolades for work completed by their team members. Instead, managers should be advocates for their team members. 18 <strong>2B</strong>.1.3 Leadership as Service The management guru Jim Collins set out to identify what makes the difference between leaders who achieve good results and those who achieve greatness. In his book Good To Great: Why Some Companies Make the Leap…And Others Don’t, he concluded that it was 18 “How to Delegate Effectively: 9 Tips For Managers,” Lauren Landry, Harvard Business School, 2020. 32
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Page 5 and 6: 2B.1: Reflection What characteristi
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TIAPS ALB_Module 2B. Managing People

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