Delegating. Put it at the top of the list of things I do badly. After five years of being chair I know this about myself and still haven’t figured out a way to do it better. So in this period of slowed-down summer timetables, I offer the following reflections on why academic chairs need to delegate and some strategies for how to do it.
The most obvious reason for delegating is to reduce or at least redistribute your workload. Even though we all know that we can’t do it all, we consistently behave otherwise. Call it micromanaging, call it control issues, but whatever you do, call an end to it. I doubt any of us need more to do.
Another reason to delegate is that your colleagues need to be both cognizant of and invested in the work of the department. If you do everything, magically and behind the scenes, you risk creating a faculty culture of disengagement where faculty don’t know, for example, the work that goes into identifying and recruiting students for the departmental honor society. Or the logistics of organizing an event with a visiting speaker. And what happens when you’re not chair anymore? There will be a profound lack of institutional knowledge and memory that will make your successor’s job that much more difficult. Further, as we know from our best classroom practices, the more students participate, the more they are invested in their education. So, too, with faculty. Delegating will help to create a participatory and engaged department culture.
Delegating also signals your confidence in your colleagues. Managing everything yourself may make others think that you don’t trust them with certain responsibilities. Even if that’s not the case, you don’t want to mistakenly foster that impression.
So, there are clearly benefits to delegating. But doing it should be purposeful and directed.
To begin with, delegate strategically. Simply going into a faculty meeting and asking for volunteers to work on various tasks or projects may not always be the best strategy. You may not get the best people for the job. Instead, try to match people well–play to the strengths and passions of your faculty. It’s no good assigning someone with poor organizational skills to a project that will involve managing complicated spreadsheets. Someone with a talent for chatting and conversation is the one you want to send to the open house for freshmen who are choosing a major. Such maneuvering can even be a way to get otherwise reluctant faculty to take on projects. If Dr. X has consistently expressed concerns about the declining number of majors then maybe Dr. X could work on designing an outreach program.
Next, build in some accountability. Delegating makes me nervous because it means releasing control of a task or project. I do much better when I release it with expectations like “Report back to me by such and a such a time,” or “Bring me a draft of the document in a week,” or “Please be prepared to make a report at the next faculty meeting. You get the idea.
Finally, be prepared for delegating to fail sometimes. Even the most strategic and deliberate delegation with clearly articulated expectations may flop if there is a failure of responsibility and follow through. And the buck does stop with you, so you will need to pick up the pieces. Try to figure out what didn’t work in that particular instance and apply it to future decisions. In all, the benefits of letting go will outweigh those instances where it doesn’t work.