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As the academic year begins, many faculty members and administrators are stepping into new leadership roles as supervisors. It’s an ideal time to revisit some foundational principles for assigning tasks to subordinates or colleagues.
Workplace dysfunction often stems from unrealistic expectations placed on team members, particularly when priorities and deadlines are not communicated effectively. Planning, communications, and respect are three keys to successful working relationships.
One essential planning principle, borrowed from the military, is the one-third/two-thirds rule. This rule outlines that leaders should allocate only one-third of the available planning time to themselves, leaving two-thirds for their subordinates to execute the tasks. Ignoring this principle can lead to unrealistic demands. For instance, an office manager might receive a long list of tasks at the last minute, when those tasks could have been communicated much earlier. This poor planning creates unnecessary stress and diminishes productivity. It can harm a relationship if the subordinate doesn’t think that the supervisor values their time as much as their own. Assigning major tasks at the end of a day or before a break can sometimes send such a message.
Job descriptions provide a starting point for developing a functional work relationship between supervisors and office staff. These descriptions should outline clear expectations and goals. However, when the balance between workload and resources tips, tensions can arise. Continuous communication is vital to maintaining a positive work environment and ensuring that both parties are invested in program initiatives.
Another key leadership concept is rooted in LEAN management, which emphasizes the importance of specifying value. When assigning complex tasks, leaders should clearly identify the most critical components of the deliverables. For example, if hard copies of materials are required, this preference should be communicated upfront to avoid last-minute panic.
Effective communication is a two-way street. Leaders who treat subordinates as mere tools miss valuable opportunities to advance both personal and professional goals. A team environment, where “Together Everyone Achieves More,” remains a powerful approach. When communication falters and individual interests overshadow collective goals, negative dynamics can inhibit progress across all projects.
Leaders should regularly check in with their assistants to ensure workloads are manageable, especially when faced with tight deadlines. Subordinates should feel empowered to communicate when their capacity is stretched too thin. Leaders should regularly check in to make sure tasks are being properly managed. This is particularly important when staff have multiple departments or people to support, and one leader might not fully understand a staff member’s workload. With the current fiscal issues in many higher education institutions, it is becoming much more common for staff to have to report to multiple supervisors or departments. Open, honest communication fosters a work environment where people are prioritized over tasks, leading to more effective and sustainable productivity.
Respect and emotional tone underpin the entire communication process. Disrespect and hidden power structures often lead to workplace dysfunction. It is important for leaders to remember that office managers are often long-term employees themselves who have a wealth of institutional knowledge to share. Leaders need to take advantage of that knowledge when possible. When tensions arise, it is the leader’s responsibility to identify and address the underlying causes. Awareness and proactive management are crucial in creating a harmonious and productive work environment.
Ultimately, leadership is about more than just task delegation; it involves building a trusting and respectful relationship with staff. Leaders should lead by example, ensuring that tasks assigned are within the realistic capabilities of their team and that the well-being of their team members is always a priority. Leaders need to communicate effectively and make sure they are open to two-way communications with staff. It is important that leaders show their staff respect for their roles within the institution as well.
Dr. Steve Baule is a faculty member at Winona State University (WSU), where he teaches in the Leadership Education Department. Prior to joining WSU, Baule spent 28 years in K-12 school systems in Illinois, Indiana, and Iowa, and two years teaching in the University of Wisconsin System. For the 13 years prior to moving to the university level, Baule served as a public school superintendent. Baule earned an advanced diversity and equity certificate while in the UW system. He holds a doctorate in instructional technology from Northern Illinois University and a doctorate in educational leadership and policy studies from Loyola University Chicago.
Dr. Ray Martinez is a faculty member and chair at Winona State University (WSU), where he teaches in the Physical Education and Sport Science Department. Prior to joining WSU, Dr. Martinez taught at the University of Wisconsin at La Crosse and the University of Northern Colorado. He taught public school in Texas and Minnesota. Dr. Martinez has 29 years of teaching experience.
Casey Pronschinske is the office manager for the Counseling Education and Leadership Education Departments at Winona State University (WSU). She is currently a master’s student at Minnesota State University Moorhead where she is majoring in Educational Leadership with an Emphasis in Student Affairs and Higher Education. She is a US Army Veteran.
Dr. Rhea Walker is a Professor at Winona State University (WSU) where she is Chairperson of the Education Studies Department. Rhea has 39 years of teaching experience beginning in Career and Technical Education and Training and Development. She later transitioned into teacher education, which is her current assignment at WSU.
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