Delegate Like Moses

I am not a micro-manager, nor do I try to do everything.  I have learned (sometimes in humiliating fashion) that there are many who have far more knowledge and much greater ability than I do.  And so I have also learned the value of asking questions and letting other people do what they do well.  At times, though, that has not prevented me from trying to control, manage, or do everything, usually because of the mistaken assumption that only I can do what needs to be done in the way it needs to be done.  The result, typically, is that I become exhausted or overwhelmed, others are deprived of the opportunity to grow and excel, and there are things that get missed, all because I did not delegate.

Exodus 18:13-27 provides a fantastic example of the lesson of delegation.  What’s described in this passage is the story of how Moses, the leader of Israel’s exodus from Egypt, was hard at work doing what leaders often do:  managing conflict.  His father-in-law came to visit and observed Moses’ leadership activity, and this is what he saw: 1) Moses was the primary decision-maker, and 2) it was consuming him (v. 13).  In fact, it is worth noting that he was so committed to the task of ministry that he was unable to tend to his family (verse 2 says that Moses had sent his wife and children to stay with her parents during this time).  When his father-in-law observed this, he decided to step in, paint a picture of what was happening, and provide some counsel to teach Moses the value of delegating.

A verse-by-verse analysis of that passage in Exodus provides a wealth of information that helps us understand this principle of delegation.  First, we see the problem with Moses’ failure to delegate (vv. 14-16), and the resulting impact (vv. 17-18). Moses’ method of leadership revealed:

  1. Micro-management – he was trying to do it all, by himself;
  2. Over-commitment – it was consuming his entire day, to the neglect of other needs;
  3. Self-importance – he believed he was the only one who could do it; and
  4. Spiritual justification – he justified his behavior as an important task for God.

The effect of this method included:

  1. Collateral damage – it impacted the people around him who were trying to help;
  2. Burnout – he was literally wearing himself (and others) out;
  3. Over-burdened – he was carrying too much weight and responsibility, which would make him ineffective; and
  4. Isolation – he was trying to do all this by himself, which left him alone.

Then we see the proposed solution (vv. 19-22) and the expected benefit (vv. 22-23) of changing his method.  A change in leadership style, specifically by learning to delegate, would involve six components:

  1. Advocating – establishing himself as the representative of the people;
  2. Communicating – expressing expectations and instructions;
  3. Selecting – choosing additional leadership, people who were capable, had integrity, and feared God;
  4. Delegating – assigning tasks and responsibility;
  5. Empowering – providing the authority to serve and lead in the assigned roles; and
  6. Regulating – establishing the hierarchy, division of responsibilities, and process of managing and supervising.

The result of this type of delegation would make the work of the ministry much easier.  Because the load would be shared, it would produce these benefits for both Moses and the people:

  1. It would be God’s work, not Moses’ work;
  2. As a result, the direction would be more clear;
  3. The burden would be bearable; and
  4. The customers would be satisfied.

Moses did listen to his father-in-law (demonstrating a teachable spirit) and incorporated these suggestions into his leadership practice.  This passage in Exodus concludes with a description of how he did this, by selecting competent leaders and giving them their responsibilities. They fulfilled their responsibilities well, while Moses continued to manage the most difficult issues and conflicts.  This is a powerful lesson and example for us as leaders.  All too often, under the guise of “serving God,” we do too much and do it by ourselves, believing that this behavior is a mark of spirituality and a servant’s heart.  In reality, it makes us ineffective for God, and most of the time, it damages relationships (particularly those closest to us – our families).  Learning to delegate is a valuable principle and practice of leadership, demonstrated by Moses.  Let’s follow that example.

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Quote Your Dad

“The mind can absorb no more than the seat can endure.” (Pastor Jack McMaster on why he didn’t preach long sermons)

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Podcast episode 8 – Give People a Chance to Try

This week’s episode builds on Monday’s article on the same topic: the importance of giving people the opportunity to try. Here is the transcript of the podcast:

Have you ever thought, “If only someone would give me a chance”? I have, and on today’s episode, that’s the question we are going to explore. Whether it’s fear of failure or of how it might make you look, unrealistic expectations or perfectionism, or for some other reason, often we are looking for a chance but don’t take the opportunity when it presents itself. So today, we are going to talk about why it matters to try something that is new or that scares you, and why it’s important to give the people you work with the opportunity to try as well. 

I have to admit, I’m a little bit of a perfectionist.  Or maybe a lot of a perfectionist. For that reason, and mixed with my people-pleasing tendency, I will sometimes resist trying something that I think  I might not do right the first time, especially if someone else is watching. But I’ve also learned I need to try anyway.  I once tried to sing in the choir at church, and the director asked me to narrate the program because my singing was throwing off everybody around me (think “Barney Fife” in the Andy Griffith episode where the church choir was singing in a competition).  But I also remember the first time I was offered a head of school role. I felt unqualified and unprepared, but I also knew it was what God was calling me to do, so I tried, and God blessed the work and grew me.

Clearly, I was not successful in everything I tried, but if I hadn’t tried, I wouldn’t have been successful in anything. A big part of the learning is in the doing, and if I waited until I was perfect and knew everything before trying, chances are I would never try.  Along the way, I found some things I could learn to do well and others that were not in my wheelhouse.  But even in the things I learned to do well, I made a lot of mistakes along the way, so I needed to give myself permission to make those mistakes, or else I might have quit trying.

There is a learning curve in everything new that you do, and research shows that the first part of a learning curve is actually a dip in performance before the improvement and growth begin to happen.  Often, people will experience this initial decline, assume it means failure, and quit before the upswing in growth.  You need to understand this in yourself, but you also need to understand it in others. It is in the trying and the doing that you will learn, grow, and develop.  Likewise, it is in the trying and the doing that those you are mentoring or leading will learn, grow, and develop, so it actually becomes your responsibility to find ways for them to try. Side note here:  like I said on the last episode, if you don’t make it safe for them to fail, you probably won’t be able to convince them to try.

So here’s what you need to take away:  I have often told students when dealing with a discipline situation, that if I were perfect, I could expect the same from them, but I’m not, so I can’t.  In the same way, you will not be perfect the first time you try something, nor will others that you are leading or developing.  However, you – and they – will learn in the process, therefore, it is so important that you be willing to try, and that you give others the opportunity to try as well. 

The bottom line is this – you need to be willing to try, and willing to give others a chance to try as well.  As I already mentioned when I referenced the last episode, making it safe to fail is a critical factor in getting people to be willing to try.  If they – and you – don’t try, you will never know if you can, and you jeopardize your own learning and growth.  So give yourself and others a chance to try.

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Give People a Chance to Try

I vividly remember one particular day in my 8th grade math class. I don’t remember what concept the teacher was teaching, and I don’t remember many of the details, but I remember the specific experience. The teacher was reviewing concepts from the previous night’s assignment and called me up to the chalkboard to work out one of the problems. The next few moments were terrifying for me. I was so scared to stand in front of my classmates and demonstrate a math concept that my hands began to visibly shake as I walked to the front of the room, and then . . . I don’t remember anything else until I sat back down. What happened between standing up and sitting down was and is a complete blank. I knew at that moment that I could never do something that would require me to be in front of people.

So, there is great irony (and providence) in the fact that my career has required extensive interaction with and in front of people. I would never have imagined that I would have had the opportunity and experience of leading organizations, speaking in front of people, and developing other leaders. When I think about this, I can see that there are several important factors that played a role in my development, but one of those was simply the opportunity to try. My church asked me to teach a class, an administrator gave me some responsibilities, a student group asked me to speak at an event, and a variety of other opportunities were provided that helped me to grow as a leader and helped me to develop skills.

You see, leadership development doesn’t happen in a vacuum. It involves both knowledge and practice, both learning and doing. You learn a lot by studying, by having someone teach you, but you also learn a lot by doing. Therefore, a critical component of leadership development takes place when people are given the opportunity to try by getting the chance to do. That’s why John Kotter, when he speaks about creating a culture of leadership, says that “people who provide effective leadership in important jobs always have a chance, before they get into those jobs, to grow beyond the narrow base that characterized most managerial careers. . . . The breadth of knowledge developed in this way seems to be helpful in all aspects of leadership” (What Leaders Really Do, in HBR’s 10 Must Reads on Leadership (2011)). This is why you need to take opportunities that are presented to you, even if it is a little outside of your comfort zone. You need to be willing to overcome your fears and stretch yourself, knowing that you won’t do everything well and you’ll make mistakes, but you will learn and improve.

While this is true for you, it’s also true for those you are leading. George, Sims, McLean, and Mayer, in an article discussing Authentic Leadership, explain that “authentic leaders . . . know the key to a successful organization is having empowered leader at all levels, including those who have no direct reports. They not only inspire those around them, they empower those individuals to step up and lead” (Discovering Your Authentic Leadership, in HBR’s 10 Must Reads on Leadership (2011)). You will be a much better leader if you intentionally look for opportunities for those you lead, opportunities for them to step up and take some leadership, to stretch themselves, and to grow their abilities. Perhaps it involves leading a project or a task; maybe it’s leading a discussion, study, or meeting; it could be taking the lead on learning a new concept to share with others. It can be a variety of ways, but regardless of what path you use, be purposeful about providing growth experiences.

The simple truth is that growth and development take place when you have the opportunity to try. Therefore it makes sense that you must be intentional about taking those opportunities, and it also makes sense that – if you want to be a leader who develops others and you want an organization with a culture of leadership development – you become intentional about giving others those opportunities. Take advantage of experiences that will help you grow, and give your people a chance to try.

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Quote Your Dad

“Given the right circumstances, any one of us is capable of any failure”

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Make it Safe to Fail

Have you ever seen someone’s spirit get crushed? I have. I can remember sitting in a fast food restaurant when I was young, when a boy at a nearby table spilled his soft drink. His mother immediately reacted by loudly and harshly belittling him with her words, and by publicly humiliating him. He was visibly crushed. If he learned anything from that experience, it most likely was that accidents are unforgivable and should never happen. He learned that, in his world, it was not safe to make a mistake.

When people believe that it is not safe to make a mistake or to fail, they will stop putting themselves at risk. They will stop taking chances, putting in effort, and growing. Instead of taking a risk, or learning something new, or stepping up to the plate, they will revert to a place of self-preservation. They do this to protect themselves from the consequences that could come with failure, by removing the risk of failure altogether.

We need to remember that failure plays an important role in the development of leadership. In fact, it plays an important role in the development of all people. For that reason, leaders need to have the right perspective regarding failure, so that they can intentionally harness its power for good, and a right perspective on failure includes three important ideas.

  1. Failure is certain. We are imperfect people, living in an imperfect world. We each have particular strengths, but we also each have particular weaknesses. We learn by experience. This combination of factors guarantees us that we will make mistakes and that, at some point, we will fail. You can see illustrations of this everywhere you look – babies learning to walk, teenagers learning to drive, students taking tests, professional football quarterbacks throwing interceptions, and countless other examples (think about this:  a really good professional baseball player fails at the plate at least 2/3’s of the time!). The reality is that people make mistakes, and this will always be true. And while failures and mistakes sometimes have the potential to be fatal, generally, failure is defeating only when you let it keep you down. As it has been said, “It’s not how many times you get knocked down that count, it’s how many times you get back up.”
  2. Failure is valuable. Thomas Edison famously said, “I have not failed. I’ve just found 10,000 ways that won’t work.” Clearly, he viewed every mistake, every setback, as a learning opportunity. That’s what makes failure valuable. It provides an opportunity to learn, to change, and to grow. By implication, if you don’t learn from your failures, you won’t change and grow; rather, you will continue to make the same mistakes. This differentiation is one of the attributes that characterize leaders – they are able to learn from their mistakes and improve. However, the underlying context that makes this work is an environment that allows someone the opportunity to learn from mistakes. It only makes sense, then, that if it is not safe to make mistakes and learn from them, people will avoid behaviors that bring the possibility of failure, and, therefore, will miss the opportunity for growth that comes from those same failures.
  3. It can be safe to fail. Given both the certainty and the value of failure, it becomes important for leaders to cultivate a culture that makes it safe to try and fail, and there are three steps that can be taken to help ensure this.
    • First, provide opportunities for people to try. Experience is such an important part of growth and development, but experience only comes when someone has the opportunity to try – to lead a project, manage a task, facilitate a discussion, plan an event, and so on. What we have to keep in mind is that (like a baby learning to walk) people will stumble in the process of learning something new and stretching themselves.
    • Therefore, the second step is to have a response that is instructive, not destructive. Use it as a teachable experience, one from which they can learn. Take time to evaluate the causes and contributing factors, the mistakes that were made, and provide guidance that will ultimately produce greater growth, confidence, and development.
    • Finally, the third step is to give people a chance to get back up after they have fallen, to “get back in the saddle” and try again. The goal is that they have learned from their failures and become more competent and skilled, which will be better for everyone. And if they don’t learn, then you have; you now know that they are beyond their limits of performance, at least at this point in their personal development, and therefore you, the leader, can choose not to give them those opportunities again.

President Theodore Roosevelt once declared, “Far better is it to dare mighty things, to win glorious triumphs, even though checkered by failure, than to take rank with those poor spirits who neither enjoy much or suffer much, because they live in the gray twilight that knows not victory nor defeat.” Failure is an important part of life. Make it safe for people to fail and then to learn.

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Interview Questions with Jonno White from Clarity

I recently had the opportunity to answer a few questions on leadership with Jonno White, from Clarity, in the “7 Questions on Leadership” series. Take a look at my interview questions and answers here! These interview questions give a small picture of what I have learned in my leadership experience.

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Quote Your Dad

Life, you’ll notice, is a story.” John Eldredge

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The Importance of Story

“Life, you’ll notice, is a story ” (Eldredge, 2004).  This brief statement by #JohnEldredge, at the beginning of his short book Epic, seems to have captured in six words the realization for me that my life is a story.  This was not always my perspective or viewpoint.  In fact, when I first entered my journey into a doctoral leadership program, I believed I was quite strongly a “concrete sequential” thinker with a quantitative view of data and life.  Somewhere along the way in that process, a series of circumstances, events, and reflective moments drew me to connect with the concept of “story,” and led me to much more of a qualitative understanding of life.  My personal growth had changed me to the point that I would now describe my perspective much like Eldredge did when he followed that six-word statement by saying, “Life doesn’t come to us like a math problem.  It comes to us the way that a story does, scene by scene.  You wake up.  What will happen next?  You don’t get to know – you have to enter in, take the journey as it comes.  The sun might be shining. There might be a tornado outside.  Your friends might call and invite you to go sailing.  You might lose your job.  Life unfolds like a drama.  Doesn’t it?  Each day has a beginning and an end.  There are all sorts of characters, all sorts of settings.  A year goes by like a chapter from a novel.  Sometimes it seems like a tragedy.  Sometimes like a comedy.  Most of it feels like a soap opera.  Whatever happens, it’s a story through and through.”

A natural outgrowth of recognizing the emergence of my own personal story was the understanding that “everyone has a story,” and so, in my development as a leader, I transitioned from recognizing the importance of my story to recognizing the importance of story in others, and in leadership in general.  I see this now in the simple way that I will often ask questions of people I meet to draw out their stories, and look for connections between their stories and mine in order to build relationship in a way that will benefit and enhance the effectiveness of my leadership. This importance of understanding each person’s story is, for me, reflected in the research methodology of narrative inquiry.   I have learned from Clandinin and Connelly, in the book Narrative Inquiry (2000), that story, or narrative inquiry, is a very important component of research because it provides the context and history of a circumstance and an environment, which provides meaning to them.  Merriam (1998) describes it as “the meaning people have constructed, that is, how they make sense of their world and the experiences they have in the world” (p. 6).

Over time, I have come to see leadership as a process that occurs within a context.  It seems that many approaches to leadership focus on the attributes of the leader or the relationship between the leader and the followers, but I believe that it is also very necessary to take into account the context of that process.  This includes knowledge of the context/environment in which the leader and followers currently exist (present); knowledge of the organizational history (past); and organizational vision (future).  With this knowledge, the leader engages in the process that is a continuing cycle of analyzing past, present, and future in order to move people and organizations toward a desired growth, change, or direction.  In other words, the leader understands that the story of the organization and the stories of its people are necessary to an understanding of how to shape the organization, which means that “story” is critical for a leader to be effective as a change agent.  Therefore, in order for me to effectively make change within an organization, I must first understand its history, and to understand its history, I must hear stories.  I need to ask questions about the way things are done and why they are done in that way, build relationships with those around me, allowing me to best empower and encourage them.  I need to share the example of my own story, and listen to their stories.

The additional, essential thing that I need to realize as a Christian leader is that my story is also part of God’s Grand Story (to use the phrasing from the organization, Walk Thru the Bible).  God’s redemption story, which centers around Jesus Christ, has been in play since the beginning of His creation, and He has been intentionally weaving people, events, and circumstances into His perfect plan to carry out His perfect purpose.  I have a part in that story, as do you, because God loves us dearly and has a part for us in a chapter of His great story. My story has a role and a purpose in God’s story, and so does yours!

So then, a “plot” in my story, so to speak, is that I have learned the importance of story for leadership.  I have learned that knowing my own story is vital to understanding how I lead and why I lead the way I do.  I have learned the importance of knowing the story of the organization that I lead, which leads me to ask questions and listen before acting, in order to better understand and manage that organization.  I have learned the value of using stories as a tool to effectively teach, mentor, motivate, and bring about change.  I have learned that everyone has a story, and each person’s story, in turn, impacts how that person constructs meaning from life, and therefore – in order for me to influence and develop my followers – I need to understand each person’s story.  And most importantly, I have learned that, as a leader, a teacher/mentor, and a change agent: story matters!

Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass Publishers.

Eldredge, J. (2004). Epic:  The Story God is Telling. Nashville, TN: Thomas Nelson, Inc.

Merriam, S. B. (1998). Qualitative research and case study applications in education (2nd ed.). San Francisco: Jossey-Bass Publishers.

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Listen to the new podcast!

Leadership is hard, often overwhelming, and even intimidating.  There are so many different approaches and views on how to do it well, and so many different contexts, organizations, and issues in which it is happening.  Added together, this can result in significant struggle.  Often, we can feel like Solomon when his father David passed away, and he was about to become the king when he said,

“Now, Lord my God, you have made your servant king in place of my father David. But I am only a little child and do not know how to carry out my duties.  Your servant is here among the people you have chosen, a great people, too numerous to count or number.  So give your servant a discerning heart to govern your people and to distinguish between right and wrong. For who is able to govern this great people of yours?”  1 Kings 3:7-9

This website is intended to be a resource to help leaders with this, providing principles and practices that connect biblical truth with wisdom and applying it to the practice of leadership.  I want to connect those dots – Faith. Wisdom. Leadership. – so that I can help people lead well.  If you are new to leadership, or if you are struggling in your leadership, or if you simply want to learn more and grow in your leadership, here you will find counsel and insight to help you be more equipped to lead, and to do it in a godly way.   The goal is to help you lead like Ezra:  know God deeply, live by His Word, and apply that wisdom in your leadership of others.

I have added a new tool into the mix – a podcast! Appropriately titled “Leadership Ezra,” the podcast is all about connecting biblical truth with wisdom for the practice of leadership.  Aimed at Christians in leadership, including those who are leading in Christian schools and ministries, the podcast connects three dots of “Faith…Wisdom…Leadership” to help people lead well. Take a listen to the first five episodes here!

And don’t forget to order a copy of my book, “Leadership Ezra,” available on Amazon.

 “For Ezra had prepared his heart to seek the Law of the Lord, and to do it, and to teach statutes and ordinances in Israel.”  Ezra 7:10

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