Situational leadership

‘Kunle Obadina

Situational Leadership

[email protected] 6/11/2014 1

2

The Purpose of Situational Leadership 1

Content

The Context of Situational Leadership 2

Leadership 3

Situational Leadership 4

Leadership Styles 6

Levels of Development 5

Development and Regression Cycles 7

6/11/2014

The Purpose of Situational Leadership

Open up communication—increase the frequency and quality

of conversations about performance and development

between you and the people you work with.

Help others develop competence and commitment.

Teach others how to provide their own direction and support.

Value and honour differences.

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The Context of Situational Leadership

What changes

does the

consumer market

face?

What changes

does your

company face?

What challenges

do you face as a

leader?

What changes

does your

workgroup face?

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Leadership…

It is an influence process. Not coercion

nor manipulation.

It is working with people to accomplish

their goals and the goals of the

organization. Not self interest.

Emotional intelligence distinguishes

between great leaders and merely good

ones.

It is about effective decision making.

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Beliefs and Values about People

People can and want to develop.

Leadership is a partnership.

People value involvement and communication.

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Situational Variables…

Goal or Task Variables.

Organization Variables.

Leader Variables.

Development level of the

individual.

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Situational Leadership…

Situational Leadership isn’t something you do to people; it’s

something you do with people.

It’s not about what happens when you’re there; it’s about what

happens when you’re not there.

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The 3 Skills of a Situational Leader

Diagnosis: the willingness and ability to look at a situation and

assess others’ developmental needs in order to decide which

leadership style is the most appropriate for the goal or task at

hand.

Flexibility: the ability to use a variety of Leadership styles

comfortably.

Partnering for Performance: reaching agreements with others about the leadership style they need.

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The 4 levels of Employee Development

D1: low competence and high

commitment (enthusiastic

beginner).

D2: low to some competence

and low commitment

(disillusioned learner).

D3: Moderate to high

competence and variable

(capable but cautious

performer).

D4: High competence and high

commitment (the self reliant

achiever).

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The needs of a D1

Recognition of enthusiasm

and transferable skills.

Clear goal and roles.

Standard for what a good job

looks like.

Timelines.

Priorities.

Information on how data about

performance will be collected

and shared.

Action plans: specific direction

about how, when and with

whom.

Boundaries and limits.

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The needs of a D2

Clear goals.

Perspectives.

Frequent feedback.

Praise for making progress.

Help in analyzing successes

and failures; assurance that it

is ok to make mistakes.

Explanations of why the goal

or task is important

(explanations of how).

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The needs of a D3

An appropriate mentor or

caoch.

Opportunities to test

ideas.

Opportunities to express

concerns and share

feelings.

Support and

encouragement to

develop self-reliant

problem solving skills.

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The needs of a D4

Variety and challenges.

A leader who is more of a

mentor and colleague

than a manager.

Acknowledgement of

contributions.

Trust.

Opportunities to share

knowledge and skills with

others.

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Development level Descriptor

D3 • Self-critical

• Cautious

• Doubtful

• Capable

• Contributing

• Insecure

• Tentative/unsure

• Bored/apathetic

D4 • Justifiably confident

• Consistently competent

• Inspired/inspires others

• Expert

• Autonomous

• Self-assured

• Accomplished

• Self-reliant/self-directed

D2 • Overwhelmed

• Confused

• Demotivated

• Demoralized

• Frustrated

• Disillusioned

• Discouraged

• Flashes of competence

D1 • Hopeful

• Inexperienced

• Curious

• New/unskilled

• Optimistic

• Excited

• Eager

• Enthusiastic

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Model for Diagnosing Development Level

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Model for Diagnosing Development Level

The Key Diagnosis

Questions

What is the specific goal or

task?

How strong or good are the

individual’s demonstrated

task knowledge and skills?

How strong or good are the

individual’s transferable

skills?

How motivated, interested,

or enthusiastic is the

individual?

How confident/self-assured

is the individual?

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Leadership Style…

The pattern of

behaviours you use with

others, over time, as

perceived by them.

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The Leadership Styles : Style 1

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The Leadership Styles : Style 2

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How Style 2 is Different from Style 1

More support, praise, and two-way conversation;

more involvement in decision making and problem

solving.

More explaining, instead of defining.

More clarifying, instead of telling.

More emphasis on why, instead of how and what.

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The Leadership Styles : Style 3

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How is Style 3 Different from Style 2

The individual takes lead in planning how; more self-direction.

The leader listens to make sure the individual understands what needs to be done.

The leader listens to make sure he or she understands the individual’s approach, so that assistance and resources can be provided if needed.

The leader asks more than tells.

The leader becomes more of a colleague or peer: engaging in joint problem solving and decision making.

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The Leadership Styles : Style 4

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How is Style 4 Different from Style 3?

The individual provides his or her own direction and

support.

There is less interaction between the leader and the

individual.

The individual has more autonomy to set goals,

develop action plans, create opportunities to perform,

and collect and share feedback on performance.

The leader’s focus is less on day-to-day problem

solving and more on the future.

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The 4 Leadership Styles

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Directive Behaviour

The extent to which a leader…

Sets goals and clarifies expectations.

Tells and shows an individual what to do, when, and

how to do it.

Closely supervises, monitors, and evaluates

performance.

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Supportive Behaviour

The extent to which a leader…

Engages in more two-way communication.

Listens and provides support and encouragement.

Involves the other person in decision making.

Encourages and facilitates self-reliant problem

solving.

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Style Descriptor

S3 Message: You want others to believe

in themselves and their competence

Asking/listening

Reassuring

Facilitating self-reliant problem solving

Collaborating

Encouraging feedback

Appreciating

S4 Message: You want them to go

beyond what they thought possible

Allowing/trusting

Confirming

Empowering

Affirming

Acknowledging

Challenging

S2 Message: Show that you care

Exploring/asking

Explaining/clarifying

Redirecting

Sharing feedback

Encouraging

Praising

S1 Message: You want to develop

their competence

Defining

Planning/prioritizing

Orienting

Teaching/showing and telling how

Checking/monitoring

Giving feedback

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Leader Behaviour

In all four styles, the leader…

Makes sure goals and expectations are clear.

Observes and monitor performance.

Gives feedback.

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Development Cycle…

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The 6 Steps for Developing Competence & Commitment

Tell the individual what to do.

Show him or her.

Let the person try.

Observe performance closely.

Praise progress or redirect.

Change your leadership style over time as

competence and commitment change.

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The Regression Cycle…

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The 4 Steps for Managing Regression

Do your homework. Use Style 3 to explore what is

going on.

If necessary, use Style 2 to renegotiate goals or

redirect.

Spend more time observing and monitoring

performance and giving feedback.

Describe the consequences of continued low

performance, if necessary.

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Reflections

How can you apply

what you’ve learnt

about coaching with

your employees?

What actions do you

plan on taking?

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Thank you

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Resources Materials

Aras, M.C (September 2008). Principles of

Management [PowerPoint Slides]. Lagos, Nigeria

Udoji, U (July 2012). What Greater Managers

Do/PPT. Lagos Business School, Lagos, Nigeria.

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