BEYOND SUCCESS COACHING
LEA DER S HIP MO DULE
U N I T 7 : S I T U AT I O N A L
LEADERSHIP
Unit Objectives
At the end of this Unit, you will be able to:



Explain the basic elements of situational leadership;
Name and describe the four 'styles' of situational leadership behaviour;
Define the relationship between 'directive' and 'supportive' leadership
behaviour;


Define and understand the development level of team members, and;
Relate your own leadership style to your role at work.
“The leadership instinct you are born with
is the backbone.
You develop the funny bone
and the wish bone that go with it.”
Elaine Agather
Unit 7 – Situational Leadership / Page 1
The Situational Leadership Model
The concept of situational leadership was first popularised in the 1960s and
1970s through the writings of Paul Hershey and Kenneth Blanchard. According
to their model:
1. A leader’s style should be matched to the developmental level of those he
or she leads;
2. Neither autocratic nor democratic 'leadership' styles are wholly right or
wrong in themselves, the key variable is the situation of the followers; and
3. An effective leader will adapt his or her style to the total circumstances.
For example, John F. Kennedy became a hero when he rescued the crew of his
navy PT boat in the Pacific during World War II. When asked what made him
heroic, he simply replied, "My boat was sinking."
It has been said that “there are no great people, only circumstances that create
them”. It could also be said that great leaders are those who can best adapt
themselves to the situation, and can also lead others to success.
There are many examples where some leaders’ habitual styles are better suited
to some situations than they are to others.
For example, Lee Iacocca's
outspoken manner and entrepreneurial spirit ultimately kept him from gaining the
presidency of the Ford Motor company. However, these qualities helped him
revive Chrysler Corporation.
The measure of your successful leadership relationship with individuals or a team
will be how well you can adapt to their situation (ability, experience and
motivation) and in turn lead them to achieve the goals of the organisation.
Unit 7 – Situational Leadership / Page 2
Direction, Support and Development
Situational leadership theory emphasises the relationship between:



The need for the leader to give direction;
The need for the leader to give support; and
The development level (maturity) of team members.
Directive behaviour is the extent to which leaders are likely to engage in oneway communication to:

Tell an individual or group what, when, where or how to do a task or tasks,
and the consequences of not doing it well;

Explicitly define, organise and co-ordinate the roles and goals of team
members; and

Closely supervise individual and team performance.
Supportive behaviour is the extent to which leaders are likely to engage in twoway communication to maintain and strengthen personal relationships between
themselves and members of their team by:


Involving them in decision-making;
Opening up channels of communication (listening, giving feedback,
facilitating interaction); and

Coaching, supporting and directly assisting team members.
Unit 7 – Situational Leadership / Page 3
The Four Key Leadership Styles
Hershey and Blanchard developed a model of the four key leadership styles,
based on the levels of supportive and directive behaviour demonstrated by a
leader.
Supportive Behaviour
High
Participating
Coaching
High Supportive and
Low Directive Behaviour
High Directive and
High Supportive Behaviour
S3 S2
S4 S1
Delegating
Directing
Low Supportive and
Low Directive Behaviour
High Directive and
Low Supportive Behaviour
Low
High
Directive Behaviour
S1 or Directing (high task/low relationship) – The leader makes the decision and
then expects the followers to carry it through.
S2 or Coaching (high task/high relationship) – The leader makes the decision
and explains it to the followers. This style is both directive and supportive.
S3 or Participating (low task/high relationship) – The leader and followers share
decision-making. The leader encourages and assists followers.
S4 or Delegating (low task/low relationship) – The followers make the decision.
The leader provides little direction or support.
Unit 7 – Situational Leadership / Page 4
Individual Development Levels
Hershey and Blanchard then use the ability of followers and their willingness to
develop a four-stage continuum of follower readiness, from low (D1) to high (D4):
High
Moderate
Low
High Competence
High Competence
Low Competence
Low Competence
High Commitment
Variable Commitment
Some Commitment
Low Commitment
D4
D3
D2
D1
Developing
Developed
D1: Followers are unwilling and unable to take responsibility for performing tasks.
D2: Followers are unable but willing to do job task(s).
D3: Followers are able but unwilling to perform the task(s).
D4: Followers are willing and able to do what is asked of them. They feel
confident about their ability to perform.
An individual’s development level is defined as a combination of his or her:


Commitment (willingness, confidence); and
Competence (education, skills, knowledge and experience).
Committed people:




Can set high but attainable goals;
Value personal achievement as a key reward;
Desire constructive feedback; and
Prefer a moderate degree of risk.
Unit 7 – Situational Leadership / Page 5
Now let’s look more closely at how to pick each of the four types of individual
readiness. Here’s how to pick them:
D1:
A new starter, or someone who needs a lot of direction and close
supervision, uses phrases like:

I don't know

Can someone else do it?

I don't understand

How do I do this?

I can't do it
D2: Someone who needs more training or experience, and lacks confidence
may use language like:

Can you check this?

Show me, then I’ll have a go

I'm not sure, but I'll see what I

I don't know exactly how, but I
can do
think I can work it out
D3: Someone who you know is able, but whose confidence and willingness
varies is likely to use words such as:

Can we talk about it?

I'll let you know

What do you think?

I'll do it later

It must be someone else's turn

It might take a while
D4: Finally, a person who you know is able will use language such as:

I've already done it

You'll have it by Friday

I'll do it - leave it to me

I'll let you know when it's done

Let me get on and finish it!
Unit 7 – Situational Leadership / Page 6
Using The Hershey-Blanchard Model
According to Hershey and Blanchard, leaders are involved in the development
cycle of an individual or team when they are attempting to increase development
or performance beyond a level already reached. Team members move through
the ‘willingness’ cycle (D1 to D4) while leaders move through the ‘leadership’
cycle (S1 to S4).
In trying to increase development for a given task or job, a wise leader will first
delegate some responsibility, autonomy and decision-making and then reward as
soon as possible the slightest movement in behaviour or performance in the
desired direction (empowerment). In particular, close supervision should reduce
as effective autonomy increases (progressively moving through the four
quadrants of the leadership table, from ‘directing’ through to ‘delegating’).
This is a two-step process:


A reduction in directive behaviour (structure and overt control); and
An increase in supportive behaviour (delegation, joint decision-making).
In a regressive cycle, in which team members begin to behave in a less
developed way than they have in the past, (i.e. their performance or
effectiveness begins to decrease), again there is a two-step process the reverse
of the developmental cycle process (progressively moving, for example, from low
supportive and low directive behaviour through to high supportive and low
directive behaviour, until performance changes for the better).
Unit 7 – Situational Leadership / Page 7
One of the basic differences between the two cycles is that once an appropriate
change in leadership style has been made in the regressive cycle, the leader
may often be able to return to his/her previous style performance quickly
because the team member has previously demonstrated that he or she is able to
perform at the higher level.
It is important to remember that any leadership 'style' may prove to be effective
or ineffective, again, depending on its appropriateness to a given situation. At all
times, the leadership style should reflect underlying concern for maintaining both
the individual and team relationship and the need for task achievement in line
with organisational goals.
“A good objective of leadership is to
help those who are doing poorly to do
well and to help those who are doing
well to do even better.”
Jim Rohn
Unit 7 – Situational Leadership / Page 8
Factors Influencing Leader Styles
Telling (Directing)
Style

Leader says what is to be done, how, when

Presented as directions and set objectives

by when) after inviting comment and opinions

Explains why, and the consequences
things get done the right way

Sells team member(s) on the benefits

I decide

We'll talk - I'll decide

Little time to implement decision

Team members' understanding, cooperation

Good in an emergency or when there are
and commitment are important for success

critical legal or other requirements
Factors


is not negotiable

High support / high direction
Most appropriate also where the team

Team member needs to sell idea to staff
member needs or expects a high directive /

high trust
low support style

leader confident of persuasive abilities

leader has facts
Autonomy (Delegating)

Leader states goal

The leader states the desired outcomes

Leader allows free input from staff

The team members set their own objectives
Description 
Situational
Leader has time to answer questions and find
out benefits important to team members
Appropriate where implementation of decision
Consulting (Participating)
Style
Leader says what is to be done (and how and
Coercion used if necessary, to make sure
Description 
Situational
Selling (Coaching)
and decide how they should be implemented
Obtaining a range of views, all make the
decision together as to what, how and when

Leader confirms decision, monitors progress

We'll talk - we'll decide

You decide - I'm available if you need me

Time not critical

Need for a range of views/specific information
Atmosphere of trust, honesty and openness
 Plenty of time
to be considered.
Factors

High interaction, high support, low direction

Development levels of team members
moderate to high

Different ways of implementing choices exist

High two-way trust

High willingness to be involved

Leader may need more information to better

Both parties have an open mind

Team members have high levels of
knowledge, skill and experience to contribute

Leader is prepared to listen and learn

Leader trusts expertise of team members, and
so has no fixed ideas

Leader needs help, information

Demonstrates that the team member is valued
understand consequences, difficulties of
decisions
Unit 7 – Situational Leadership / Page 9
Six Action Shoes: Edward de Bono
Edward de Bono, one of the great “thinkers on thinking” of our time, has
developed a situational leadership philosophy based on the idea of donning a
pair of shoes ideal for the situation at hand.
The starting-point for de Bono’s framework was a lunch in London with some
senior police officers, who complained it was difficult to train people to deal with a
variety of situations: paperwork; looking after a lost child; traffic duty; armed
crime; domestic disputes; major disasters and crises, etc.
The Six Action Shoes separate action into six basic styles: such as 'routine
action'; 'crisis action'; 'entrepreneurial action', etc. The action pattern for each
style can be learned. It then becomes a matter, in training, of identifying the style
– and then slipping on the shoes when you need to.
The Six Action Shoes are:





Navy formal shoes – symbolising routines and formal procedures;
Grey sneakers – for exploration, investigation and collection of evidence;
Brown brogues – worn when practicality and pragmatism are needed;
Orange gumboots – for danger and emergency action;
Pink slippers – slipped on when care, compassion and attention to human
feelings and sensitivities are required; and

Purple riding boots – an emblem of authority and command.
Navy Formal Shoes

Ideal for drills, routines and formal procedures;

'Slip in' to this action mode whenever it is most appropriate to follow an
established routine, and to 'stick with the job' until it is completed;

A routine just sets out the best way of doing something. It reduces the risk
of error, and you don't have to 'reinvent the wheel' every time;
Unit 7 – Situational Leadership / Page 10

Go through your routine step-by-step, phase-by-phase. If you need to be
more flexible for a short time, do so, then get back into the routine as soon
as you can;

Of course, routines need to be reviewed, adjusted, updated and fine-tuned
from time to time. Keep this as a separate process; and

Although routines can seem restricting, they confine the necessary
actions, freeing your mind to concentrate on other issues.
Grey Sneakers

Worn when in 'grey matter' thinking and investigation mode;

Think of casual, quiet and unobtrusive movement to describe this action
mode;

It involves collecting information and thinking about it to clear up the 'fog
and mist' obscuring the facts;

Sometimes following a procedure to collect information in a systematic
way can be useful; at other times you may prefer to act on a hunch, theory
or hypothesis, and use this as your guide. It depends entirely on the
nature of your investigation;

When collecting information you should seek to be as comprehensive and
neutral as possible. Suspend your judgement at this stage;

Initial information collected may lead you to a hypothesis which will help
you with gathering further information;

It is a useful habit to keep at least two hypotheses in mind to guard
against possible bias or 'tunnel vision' (especially in the fog); and

The final stage is to compare the information with your hypotheses, and
settle on the most likely explanation.
Unit 7 – Situational Leadership / Page 11
Brown Brogues

Best worn when a sensible and practical approach is needed;

Down-to-earth, hard-working, hard-wearing shoes for most situations.
Useful for a practical approach in accord with basic values and principles;

If there’s no formal routine or ‘master plan'. Control maintained through a
sensitive, moment-by-moment adjustment to a changing situation;

Clear goals and priorities are balanced with personal initiative; and

Simplicity and effectiveness is important in combining existing ways of
doing things in the best way (doing the obvious, unless and until the
element of surprise or departure from the norm is deemed useful to get
the desired results; a pragmatic approach!).
Orange Gumboots

Worn when there is likely to be ‘explosions’ or danger;

Often worn by fire fighters and emergency crews;

Useful to slip on in a crisis or emergency!

Urgent action is required where situations are unstable, unpredictable,
dangerous and likely to get worse quickly. Take action fast - although
waiting may have strategic value in the case of purely people issues;

The main aim is to reduce the danger (attending to the source, or
removing people from the area). Determine who is in charge, consult
those who know or can help as soon as possible, pull in extra resources
and information, and get communication going between the key parties;

A guiding strategy with carefully worked out steps is needed, as is
constant assessment and reassessment. As emotions can get heavy, an
action plan is a good tool here, outlining who is to do what, when, and how
much authority they have;

Back-up, follow-through and fall-back positions should be worked out as
well within and between teams (have contingency plans developed!); and

Allow some flexibility, and take decisions and carry them out with courage
and conviction (leave hindsight to those with such luxury!).
Unit 7 – Situational Leadership / Page 12
Pink Slippers

These shoes evoke warmth and relaxed comfort and domesticity. Pink is
gentle and exudes 'feminine' qualities;

Wear when human caring is uppermost: sympathy, compassion,
understanding and giving help and support. It is not just feeling for others;
it is putting that feeling into action. Even the intention to act in a caring
way without having the feelings as such should still result in caring
behaviour - an important part of this is listening and responding
empathically (giving and receiving feedback effectively);

Caring may be the prime purpose of the 'pink slipper mode', or it may
simply serve to modify in a more caring way other types of action which
affect people; and

Get to know what 'makes people tick', especially those you work closest
with. Understanding the perceptions and values of others is a key part of
taking truly informed and caring action.
Purple Riding Boots

Purple is the traditional colour of authority (royalty, ancient Rome);

'Purple riding boot mode' means playing an official authority role. The
person wearing these boots acts consistently within the obligations and
expectations of the role, not as they would in a normal relationship; and

Signal to others when you are going to move into your official role. Act
consistently, and don't keep switching back and forth between roles.
Within the official role you are empowered to take initiatives you might not
otherwise take - you may slip on a pink slipper to replace one riding boot
to soften the kick, but remember, duty must be performed! Of course,
there is no official obligation to perform duties that are illegal, immoral,
unethical or a crime against humanity!
Adapted from "Six Action Shoes", Edward de Bono, Fontana, 1992
Unit 7 – Situational Leadership / Page 13
With Edward de Bono’s framework and your own work situation in mind, when
could you use the Six Action Shoes?
Navy formal shoes
Grey sneakers
Brown brogues
Orange gumboots
Pink slippers
Purple riding boots
Unit 7 – Situational Leadership / Page 14
Assessing Your Preferred Style
Because of job insecurity in the emerging age of uncertainty, leaders need to be
adaptable to the changing personal, professional and performance needs of
followers.
This means being responsive, anticipating change, helping others
cope with change, and empowering them to perform to the best of their potential.
It also means that neither the 'authoritarian' nor 'gentle helper' style is solely
appropriate. In this era of shrunken hierarchies and 'flatter structures' everyone
from the CEO to the front-line 'supervisor' needs to learn how to lead.
There are no 'quick-fix solutions' to complex problems. The personal challenge
to all workplace leaders is to integrate the best of the old with the best of the
new, joining both the art and the science of leadership. Self-understanding is
critical. What is your own preferred leadership style?




Supporting people with their

responsibilities by helping them
responsibilities and making
think through problems
decisions based on their input
Asking questions to help others

Giving people recognition for
Giving people recognition for
making contributions to problem
seeking or accepting support
solving
Giving people responsibility,
their own

Making decisions on your own
without input from others

Giving information about what to
Maintaining limited
do, how to do it and why it should
communication through
be done
briefings and updates

Seeking information
analyse and solve their problems 
letting them make decisions on

Involving people in your
Giving people recognition for

Giving people recognition for
following your directions
accepting responsibilities
Unit 7 – Situational Leadership / Page 15
Self Assessment Instrument
Read each case on the following pages and imagine yourself as the leader in
that situation. If one action stands out as describing you, give 5 points to that
action by writing the number 5 in the space beside it.
If no single action
describes how you would handle the situation, you can divide the 5 points in any
combination that adds up to 5: (4+1; 3+2; 2+2+1).
Be sure that your responses for every case add up to exactly 5 points, no more
and no less. For example:
Responses
A
4
B
C
1
D
Case 1
Antonio has recently joined your project team and seems nervous about his new
work. He is reluctant to take on too much responsibility because he is not sure
his skills are right for the job. You are confident that he will be fine once he
learns the job.
Actions
A
B
C
D
Response
Ask him to identify the skills he brings into the job, then tell
him how to use them in productive ways
Give him a full orientation to his new job and tell him what he
needs to do to get started
Keep an eye on him from a distance to see what he can
figure out on his own
Ask him to identify the skills he brings to the job and help
him discover his own ways to apply them
Unit 7 – Situational Leadership / Page 16
Case 2
Marnie was assigned to you after a difficult experience in another work team.
She is talented and confident, but she resists learning the new job requirements
and wants to work with colleagues entirely in her own way.
Actions
A
B
C
D
Response
Ask her about her past experience, then tell her how work
here should be done
Ask her about her past experience, then help her think
through a plan for getting started here
Review the team task list with her and tell her what to do to
get started
Give her a chance on her own before saying anything
Case 3
Chi has just joined your team. He is enthusiastic and confident, has a proven
track record in another similar position, and is in tune with your team’s goals. He
just needs to become oriented to the specifics of his new responsibilities.
Actions
A
B
C
D
Response
Help him to think through the new assignment and develop
his own training plan
Let him know that you are confident that he can learn the job
on his own
Explain the job requirements, then tell him what he should
do and why
Explain the job requirements, then seek his input as you
develop a training plan for him
Unit 7 – Situational Leadership / Page 17
Case 4
Jane is a team squad leader who consistently makes you and the team look
good. Usually, you just stay out of her way, but lately you have thought that you
should let her know that you are still the manager of the division.
Actions
A
B
C
D
Response
Give her recognition for doing so well and remind her that
you're there if she needs anything
Ask her to update you on her activities, then tell her which
ones you think she should pursue
Ask her what seems to be working best for her and listen to
her plans for the near future
Review her staff list and tell her what she should be doing
with each person
Case 5
Evan has worked in your department for the last five years. He is technically
sound but does not understand the big picture. He has difficulty relating to other
staff members and doesn’t seem to gel with his team members, either personally
or professionally.
Actions
A
B
C
D
Response
Redirect him so that he understands exactly what he needs
to do differently
Listen to his concerns, then help him think through the steps
he wants to take
Be patient and wait for him to come around on his own
Listen to his concerns, then redirect him so that he
understands exactly what he needs to do differently
Unit 7 – Situational Leadership / Page 18
Case 6
You have assigned Cassandra, one of your best employees, to analyse technical
data required for your division’s upcoming strategy meeting.
She has been
working diligently to get the assignment done on time. Your boss just requested
the data a week early, and you know she will be really upset.
Actions
Response
A
Let her know the boss is looking for the data
B
Give her a deadline and outline the steps for her to complete
the assignment
Ask her what has been done on the assignment, then
outline the steps for her to complete it
Ask her what has been done on the assignment and help
her to create a plan for finishing it
C
D
Case 7
Nick has been in your area for many years. He is normally a self-starter, and you
have always been able to rely on him to get the toughest of jobs done. He has
deadlines for several major maintenance and mechanical upgrading projects
approaching rapidly.
You are concerned about whether he can meet the
deadlines in time.
Actions
A
B
C
D
Response
Ask him about his assignments and give him your support
on them
Anticipate that he might need support but wait for him to
approach you first
Ask him about his assignments, then lay out clear
expectations for each one
Lay out clear expectations for each of his assignments and
be explicit about what he should be doing
Unit 7 – Situational Leadership / Page 19
Case 8
Nada is frustrated with her job in your office and is actively looking for a transfer
to a similar job in a different division. She knows all her required tasks well, but
has a tendency to be careless even under normal circumstances.
Actions
A
B
C
D
Response
Stay close to the situation and be sure that standards are
maintained
Ask her about her concerns, then give her a plan for
maintaining standards during the interim
Ask her about her concerns and help her develop her own
plan for the interim
Let her know that she is needed to handle the work
Case 9
Your department has embarked on a major Quality Assurance initiative. You
have been assigned to lead a Continuous Improvement Team whose members
represent all of the internal areas that have a direct interface with yours. The first
meeting is today.
Actions
A
B
C
D
Response
Lead action group discussions that help the members define
the team's mission and their roles
Let the members outline the improvements they are
planning to make in their own departments
Clarify the team's mission and explain member's roles and
responsibilities
Incorporate members' suggestions as you determine
operating principles and procedures
Unit 7 – Situational Leadership / Page 20
Case 10
You are leading a team that has performed really well in the past. The members
are experienced and have always handled responsibilities well. Recently they
have seemed 'burned out' and you are afraid their interest will drop off completely
if something isn't done to address this.
Actions
A
B
C
D
Response
Leave them on their own for a while before you take any
formal action
Redefine their responsibilities clearly and work closely with
them until the group is back on track
Ask the group for ideas about changes that are needed and
use their input to make improvements
Lead discussions about the current situation and help the
group decide what changes are needed
Unit 7 – Situational Leadership / Page 21
Compiling Your Results
S1
S2
S3
S4
Case 1
B
A
D
C
Case 2
C
A
B
D
Case 3
C
D
A
B
Case 4
D
B
C
A
Case 5
A
D
B
C
Case 6
B
C
D
A
Case 7
D
C
A
B
Case 8
A
B
C
D
Case 9
C
D
A
B
Case 10
B
C
D
A
Totals
Percentages
Add each column above to work out the total number of each points you have
allotted to each style. The totals should all add to 50 points. Then multiply the
total of each column by two to determine the percentage of each style you have
chosen – these four percentages should total 100 percent.
The style with the highest percentage figure is your main preferred style, the one
you are more naturally inclined to and thus may tend to overuse. Any other style
totalling 15 percent or more is a back-up style – these are styles you use
frequently, but are less likely to overuse. Anything less than 15 percent is a
‘limited style’ – meaning you rarely use this management style in situational
leadership.
Adapted from “The Leader’s Window”, John D. W. Beck & Neil M. Yeager, John Wiley & Sons, Inc, 1994.
Reprinted with permission.
Unit 7 – Situational Leadership / Page 22
Main Style
Style 1
Directing is your strength. You are decisive and don’t need a lot of input to make
a decision. You are good at giving clear directions and full explanations. You
follow up to make sure work is done properly and value people who do exactly
what you want. Your weakness is that you can be dominating when people
already know what to do or want more responsibility.
Style 2
Your strength is involving people in the problem solving process. You are good
at listening to team members’ problems and making decisions based on their
recommendations. You are also good at opening your problems to input from
others. Your weakness is that you can be over-involving by getting yourself or
others into the process unnecessarily.
Style 3
Developing people is your strength. You are good at giving followers challenges
that let them stretch and grow. You listen well and are good at helping them
think through problems without undercutting their sense of responsibility. Your
weakness is over-accommodation by listening too much and letting followers
make decisions that you should make.
Style 4
Delegating is your strength. You are good at giving followers meaningful
responsibilities, then letting go and allowing them to handle assignments on their
own. As long as your team members are prepared for this much authority, they
see you as a challenging and trusting leader. When they feel overwhelmed, they
are more likely to accuse you of abdicating.
Unit 7 – Situational Leadership / Page 23
Back-up Styles
Style 1
You can be directing when you need to be. Even though this is not your main
style, you are good at making decisions on your own, giving team members clear
assignments and providing them with close supervision if it is necessary. You
may come across as dominating at times if you tend to us this back-up style in
situations when less directing is needed.
Style 2
You are willing to involve yourself or others in the problem solving process
whenever it is necessary. While this is not your main style, you are good at
opening up problems, inviting input, and getting closure on decisions if you need
to. You might come across as over-involving at time is you use this back-up style
in situations that call for less participation.
Style 3
Developing is something you can do when you need to. While this is not your
main style, you know how to support followers with their responsibilities when it is
necessary.
You can listen well, ask challenging questions and offer helpful
suggestions. On the downside, you may become over-accommodating if you let
followers call the shots when you need to decide.
Style 4
When delegating is needed, you are comfortable giving followers full authority.
While you prefer some level of involvement, you are willing to let team members
handle significant responsibilities in certain situations. Although this isn’t your
main style, you may come across as abdicating at times, especially if you are not
available when people need you.
Unit 7 – Situational Leadership / Page 24
Limited Styles
Style 1
Directing is not your favourite way of leading. As a result, you may not be a
decisive as you should in situations that don’t permit time for deliberation. You
may not be as clear as you could about what you want and how you expect it to
be done. On the other hand you are not likely to be dominating unless you use
this style at times when people don’t need it.
Style 2
Problem solving is not your most comfortable way to work with people.
Consequently, there may be times when you don’t get others involved enough
with your decisions. You also may not involve yourself with followers’ decisions
as quickly as you should. You are not likely to come across as over-involving
unless you use this style at the wrong times.
Style 3
Developing is not what you do best. You may leave followers alone to make
some decisions, but when you get involved you like to be the one who decides.
As a result, you may miss some chances to give followers the support they need
to handle their responsibilities.
You aren’t likely to be seen as over-
accommodating unless you use this limited style at the wrong times.
Style 4
Delegating is not easy for you. You are more comfortable with some level of
involvement. Consequently, you may not give team members full authority as
often as you could and may keep yourself more in control than you need to be.
You are not likely to come across as abdicating unless your limited use of this
style occurs when people need something from you.
Unit 7 – Situational Leadership / Page 25
In the space below, record your thoughts about your preferred style, your backup style and your limited style.
What actions could you take to improve your leadership style? Are there any
aspects of your limited style that you could adopt?
Unit 7 – Situational Leadership / Page 26
Discuss your results with your coach, who will help you formulate an action plan
to develop your limited style and reduce the weaknesses of your main style.
Key Case Study
Read the case study thoroughly and carefully, answering the following questions.
The Divisional Head has recently appointed Jacqui Westenra, a relatively
inexperienced but qualified manager from another department, to oversee your
project.
Jacqui’s only instructions were 'to get things moving quickly' and to
report progress to the Divisional Head. Even though her staff seem to want
change, each time Jacqui announces a new procedure, policy, or a suggestion,
an air of resentment descends with little co-operation from the team. Opposition
to each of her plans had risen more and more quickly from members, and very
little, if any, real change had taken place.
In the meantime, the Divisional Head is uneasy and becoming impatient.
Something to alleviate the situation must be done quickly, and everyone,
including Ms Westenra, realises this. Jacqui has come to you seeking advice.
Recalling the Hershey-Blanchard model of situational leadership, at which end of
the continuum of leadership behaviours does it appear Jacqui Westenra is
working?
Unit 7 – Situational Leadership / Page 27
At what point on the Continuum should Jacqui work?
Based on the little knowledge we have, what can you suggest Jacqui do to gain
support from her staff?
What things do you need to know about Jacqui Westenra, the team members,
and the overall situation to be able to solve this problem most effectively?
Unit 7 – Situational Leadership / Page 28
“I must follow the people.
Am I not their leader?”
Benjamin Disraeli
Unit 7 – Situational Leadership / Page 29
Summary
Situational leadership recognises the importance of leaders having the insight
and ability to respond flexibly to the needs of individuals, the situation and the
task.
Hershey and Blanchard espoused in their theory that there are essentially four
leadership styles: directing, coaching, participating and delegating. These styles
derive from different combinations of two key variables: the extent to which
leaders direct their staff (by telling people what, when, where and how to do
things) and the extent to which they support them (by encouraging input into
decision-making, communication, support, empowering, showing higher levels of
trust).
This combination is contingent on situational factors such as the development
level of the follower (e.g. readiness for autonomy and responsibility), the
circumstances and the task (urgency, complexity).
Unit 7 – Situational Leadership / Page 30
Evaluation Questions
What are alternative descriptions for each of the situational leadership styles?
What are some characteristics of each style?
Under what circumstances would participating behaviour be most appropriate in
terms of situational leadership?
Unit 7 – Situational Leadership / Page 31
Under what circumstances would directive behaviour be most appropriate in
terms of situational leadership?
What is a 'development' cycle?
What is a 'regression' cycle?
Unit 7 – Situational Leadership / Page 32
Insights into my life that have come to me as a result of this unit:
Actions I plan to take based on these insights:
Unit 7 – Situational Leadership / Page 33