Situational
Leadership
Victoria Clayton
In a nutshell …
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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.
4 Development Level Characteristics
D4
D3
D2
D1
High Competence
High Commitment
High Competence
Variable Commitment
Some Competence
Low Commitment
Low Competence
High 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
•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
•Recognised by others
•Is generally self-directed,
as an expert
but needs opportunities
•Consistently competent;
to test ideas with others
justifiably confident
•Sometimes hesitant,
•Trusts own ability to work
unsure, tentative
independently; self-assured •Not always confident; self
•Inspired; inspires others
critical; may need help
•Proactive; may be asked to
in looking at skills
do too much
objectively
•May be bored with
goal or task
•Makes productive
contributions
4 Leadership Styles & Behaviours
HIGH
S2-Coaching
S3-Supporting
Supportive Behaviour
LOW
Exploring/asking
Explaining/clarifying
Redirecting
Sharing feedback
Encouraging
Praising
Asking/listening
Reassuring
Facilitating self-reliant problem solving
Collaborating
Encouraging feedback
Appreciating
S4-Delegating
Allowing/trusting
Confirming
Empowering
Acknowledging
Challenging
S1-Directing
Defining
Planning
Orientating
Teaching/showing & telling how
Checking/monitoring
Giving Feedback
Directive Behaviour
HIGH
How can the model be used by the coach?
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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 individual’s development
level in relation to role/the task the coach can adopt the most
appropriate style of coaching - the continuum from directive to nondirective (pure).
The coach can use the model to develop the coachee by using
successive leadership styles.
How can the model be used with the coachee?
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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?