Stop dumping tasks, start developing owners

I will never forget a conversation I had with a volunteer one Sunday morning between services. He walked up to me with a half-smile and asked, “Hey Pastor, where’s Tonka?” I paused. “Tonka? Who’s Tonka?” He mentioned one of my staff members, and I just stared at him, confused. He said, “We call him Tonka because he’s like a Tonka Truck. He pulls up, dumps a load of tasks on you and drives off.”

I laughed … and then I cringed. Because I knew exactly what he meant.

That volunteer didn’t feel empowered. He felt used. And sadly, that kind of “drive-by delegation” is far too common in ministry.

WHY IT HAPPENS SO OFTEN

Why do so many leaders delegate like that? First, because most of us were never taught how to delegate. We were thrown into leadership roles with little more than a job description and a prayer.

But second, and more importantly, we underestimate the power of delegation to develop people. We think delegation is about getting tasks done. But done well, delegation is one of the most powerful tools you have to develop owners, not just doers.

THE BIG DISTINCTION MOST LEADERS MISS

Before we get into how to delegate well, we need to clear up a huge misunderstanding. Most leaders treat delegation as a one-size-fits-all practice. But there’s a major difference between delegating a task and delegating a role.

Delegating a task: You’re asking someone to complete something specific, usually one time or short term. “Can you create the sermon slides for this weekend?”

Delegating a role: You’re entrusting someone with ongoing responsibility — something that carries influence, decision-making and ownership. “Would you consider becoming a small group leader?”

If we treat roles like tasks, we frustrate people. If we treat tasks like roles, we overcomplicate the handoff. The key is to match your approach to the level of what you’re delegating — and who you’re delegating it to.

THE 3 WHATS OF DELEGATION

When I delegate — whether it’s a task or a role — I filter it through three essential questions. It’s simple, visual (just hold up three fingers to form a “W”) and incredibly effective.

Here’s how it works:

1. What is the purpose?

Every person wants to know what they’re doing matters. When you clearly communicate the purpose behind a task or role, you infuse it with meaning.

If it’s a task — Let’s say you’re asking someone to create your sermon slides.

“The reason I want your help with this is because I believe visual impact increases both attention and retention for the message. This isn’t just about making things look good — it’s about helping people remember God’s truth.”

If it’s a role — Now let’s say you’re asking someone to become a small group leader.

“We believe spiritual growth happens best in community. As a small group leader, you won’t just facilitate discussion; you’ll help shape the spiritual lives of people in your group. You’ll be a shepherd, an encourager and a guide. That’s why this role matters so much.”

Purpose fuels motivation. People don’t buy into tasks — they buy into meaning.

2. What is their proficiency?

I filter proficiency through three stages:

• Learning — New to the task or role
• Growing — Has experience, needs coaching
• Mastering — Highly competent, needs freedom

Let’s apply that:
If it’s a task (like creating sermon slides):

• Learning — You act as a guide: provide detailed direction, examples and clear boundaries.
• Growing — You act as a coach: ask more questions, offer feedback and let them problem-solve.
• Mastering — You act as a champion: give them freedom, trust their decisions and look for ways to stretch them.

For example, I recently asked someone on my team to lead an AI research project. They’re mastering that space, so I said, “You’re great at this. If there’s a certification or course you want to pursue, let me know, I’d love to support you.” That’s championing, not just delegating.

If it’s a role (like leading a small group):

• Learning — Be highly directive. Model the role. Let them observe before they lead.
• Growing — Let them lead in small ways while you coach and observe.
• Mastering — Empower them to lead others and even multiply by training new leaders.

Delegation without evaluating proficiency leads to frustration — for you and for them.

3. What are the parameters?

Every person needs to know:

• What does success look like?
• What are the nonnegotiables?
• What decisions are mine vs. theirs?
• How and when will we check in?

If it’s a task (slides):

“I need the slides by Thursday at noon so we can run rehearsal. Please use the series branding and make sure the Scripture slides are readable on screen. You can take creative liberty with layout — but I’ll do a quick review before Sunday.”

If it’s a role (small group leader):

“You’ll be responsible for leading weekly discussions, following up with your group and raising up a co-leader. We’ll meet once a month for leader huddles, and I’ll be available for support or feedback anytime.”

Clarity creates confidence. Ambiguity creates anxiety.

FROM TONKA TRUCKS TO TRANSFORMATION

Too many leaders are driving around like Tonka Trucks — dumping tasks and driving off.

But when you delegate with clarity, purpose and a development mindset, everything changes. You stop filling spots. You start forming people.

You’re not just getting stuff done, you’re building spiritual owners who carry vision, take initiative and multiply influence.

So, the next time you delegate something — whether a task or a role — pause. Hold up your three fingers. Ask the Three Whats:

1. What is the purpose?

2. What is their proficiency?

3. What are the parameters?

Because when you delegate well, you don’t just grow your ministry. You grow your people. And that’s the kind of leadership that multiplies.

Mac Lake leads The Multiply Group, an organization dedicated to helping churches and businesses build intentional leadership development cultures. The author of seven books, he is a former pastor and church planter and previously served as a leadership strategist with the North American Mission Board.