Situational Leadership 6 th March 2013 Middlesbrough Leadership and Improvement Programme.

Situational Leadership 6th March 2013

Middlesbrough Leadership and Improvement Programme

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• Be able to diagnose others’ development levels and choose the appropriate leadership style

• Understand why there is no best leadership or coaching style

• Learn to use a common language for coaching and developing others

• Understand the negative impact of over-supervision and under-supervision on performance and morale

Learning Objectives

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Feedback

“People do what they do because of what happens to them when

they do it.”

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How much does our feedback influence other people’s behaviour?

1) If you spot someone doing something really well and give them positive feedback, how much do you think their performance improves by?

2) If you decide not to give any feedback, what do you think their performance drops by?

9% 17% 39% 9% 17% 39%

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Choker and Wallin 10 month study

Feedback given less frequently than every 2 weeks results in 17% drop in performance

Gallup Q12

In the last 7 days have I received recognition or praise for doing good work?

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Diagnosis—assessing development needs

Flexibility—using a variety of leadership styles comfortably

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

The Three Skills of Situational Leadership

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The willingness and ability to look at a situation and assess others’

development needs in order to decide which leadership style is the

most appropriate for the goal

or task at hand

Diagnosis

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Diagnosis

Competence (can do)

Commitment (want to do)

7/14/2011

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• Demonstrated goal- or task-specific knowledge and skills

• Transferable knowledge and skills

How would you know someone has competence?

Competence (Can Do!)

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• Motivation

• Confidence

Commitment (Want to Do!)

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D1D1—The Enthusiastic Beginner - Low competence and high commitment

D2D2— Disillusioned Learner - Low to some competence and low commitment

D3D3—Capable, but Cautious Performer - Moderate to high competence and variable commitment

D4D4—The Self-reliant Achiever - High competence and high commitment

Development Levels

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Development levels

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The ability to use a variety of leadership styles comfortably

Flexibility in Leadership Styles

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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

Directive Behavior

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• Structure

• Organise

• Teach

• Supervise

• Evaluate

Directive Behavior

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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

Supportive Behavior

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• Ask for input

• Listen

• Facilitate problem solving

• Explain why

• Encourage

Supportive Behavior

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In all four styles, the leader

• Makes sure goals and expectations are clear

• Observes and monitors performance

• Gives feedback

Leadership Behavior

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• Match

• Over-supervise

• Under-supervise

A Leader Has Three Choices

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Reflection

Something I have learned

Something I am going to reflect on

Something I am going to do as a result of today’s session