Situational Leadership

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Situational Leadership
Victoria Clayton
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In a nutshell

• Leadership theory developed by Paul Hersey and
  Ken Blanchard
• Effective leadership is task relevant and is most
  successful when adapted to the maturity of the
  individual/group.
• Developed a Situational Leadership model of 4
  distinct Leadership Styles based on the amount of
  direction required and the amount of support
  required.
• 4 Development Levels based on the level of
  competence and level of commitment of the
  individual/group.
• The effective leader will adopt the most
  appropriate leadership style to the
  situation/task and the development level of the
  specific individual/group.

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4 Development Level Characteristics

• D4
• High Competence
• High Commitment
• Recognised by others
• as an expert
• Consistently competent
• justifiably confident
• Trusts own ability to work
• independently self-assured
• Inspired inspires others
• Proactive may be asked to
• do too much

• D3
• High Competence
• Variable Commitment
• Is generally self-directed,
• but needs opportunities
• to test ideas with others
• Sometimes hesitant,
• unsure, tentative
• Not always confident self
• critical may need help
• in looking at skills
• objectively
• May be bored with
• goal or task
• Makes productive
• contributions

• D2
• Some Competence
• Low Commitment
• Has some knowledge
• skills, not competent yet
• Frustrated
• Discouraged,
• overwhelmed, confused
• Developing and learning
• needs reassurance that
• mistakes are part of the
• learning process
• Unreliable, inconsistent

• D1
• Low Competence
• High Commitment
• New to task or goal,
• inexperienced
• Eager to learn, willing
• to take direction
• Enthusiastic, excited,
• optimistic
• Confidence based on
• hopes and transferable
• skills, not reality

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4 Leadership Styles Behaviours
HIGH
S3-Supporting Asking/listening Reassuring Facilita
ting self-reliant problem solving Collaborating En
couraging feedback Appreciating

• S2-Coaching
• Exploring/asking
• Explaining/clarifying
• Redirecting
• Sharing feedback
• Encouraging
• Praising

Supportive Behaviour
S4-Delegating Allowing/trusting Confirming Empower
ing Acknowledging Challenging
S1-Directing Defining Planning Orientating Teachin
g/showing telling how Checking/monitoring Giving
Feedback
Directive Behaviour
LOW
HIGH
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How can the model be used by the coach?

• As part of the diagnostic stage to determine
  whether coaching is the most appropriate
  intervention for the individual given their stage
  of development in relation to the task/situation
  competence/commitment?
• To assist the coach in clarifying the purpose of
  the coaching session/s developmental,
  performance or transitional?
• If the coach has an understanding of the
  individuals development level in relation to
  role/the task the coach can adopt the most
  appropriate style of coaching - the continuum
  from directive to non-directive (pure).
• The coach can use the model to develop the
  coachee by using successive leadership styles.

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How can the model be used with the coachee?

• To explore with the coachee their own level of
  competence and level of commitment for an
  upcoming task or a task that they are finding
  challenging. Are they getting what they need
  from their own manager? How can they influence
  this?
• To facilitate discussion with the coachee about
  their own development journey using the
  development level characteristics and descriptors
  What is their level of self awareness? How
  does this fit with the other evidence they have
  available? e.g. 360 degree feedback, appraisal,
  manager feedback. How will they move through the
  quadrants is it competence or commitment? Gap
  analysis.
• To consider with the coachee how they might want
  to approach a forthcoming task with a group or
  individual have they considered the leadership
  style that will be most appropriate? How did they
  arrive at that judgement? Use the model to
  provide structure for experiment and review.
• To explore with the coachee how the model may
  help to explain the current behaviours of a
  group/individual in response to their leadership
  style. How can they adapt their leadership style
  to drive the required results?
• To work with the coachee to identify their
  dominant/preferred leadership style where are
  they most comfortable?/do they have an
  over-reliance on a particular leadership
  style?/how adaptable are they?