dr catherine hannaway durham university 29 th june 2012

Dr Catherine HannawayDurham University

29th June 2012

SITUATIONAL LEADERSHIP

………. all models are wrong, but some models are useful!!

The Learning Cycleand Learning Styles

ActualExperience(Activist)

Testing Reflection

Out Observation(Pragmatist) (Reflector)

Conclusion(Theorist)

Honey and Mumford

NHS Leadership Qualities 360 Degree Assessment Framework

Leadership Framework for Improvement 1. Set Direction: Mission, Vision and Strategy

Make the status quo uncomfortableMake the future

attractive

3. Build Will

• Plan for improvement• Set aims/allocate resources• Measure system performance• Provide encouragement• Make financial linkages• Learn subject matter

5. Execute Change

• Use Model for Improvement for design and redesign

• Review and guide key initiatives• Spread ideas• Communicate results• Sustain improved levels of performance

4. Generate Ideas

• Understand organisation as a system

• Read and scan widely, learning from other industries and disciplines

• Benchmark to find ideas• Listen to patients• Invest in research & development• Manage knowledge

2. Establish the Foundation•Prepare personally•Choose and align the senior team

•Build relationships•Develop future leaders

•Reframe operating values•Build improvement capability

Source: Robert LloydExecutive Director Performance Improvement

Institute for Healthcare Improvement January 16, 2007

Innovators

EarlyAdopters

EarlyMajority

LateMajority Laggards

Source: Rogers

2.5% 13.5% 34% 34% 16%

Leading improvement Trust: Caring & Competency

Affection Trust

Distrust Respect

Extent to which I believe

you care about me

Extent to which I believe you are competent and capable

LOW

HIGH

HIGH

Adapted from P Scholtes (1998) The Leaders’ Handbook; McGraw Hill

Transition and Change – William Bridges

NEUTRAL ZONE

BEGINNING

ENDING

transition starts with an ending the neutral zone is the no-man’s-land between old reality and new transitions end with a new beginning

Process of Transition

Shape of the Session

• Your leadership challenges• Your leadership style in meeting those

challenges• Situational leadership model• Reflect on your leadership style• How a situational leadership approach can

help address your leadership challenges

• 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

• 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

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

Diagnosis

• Competence (can do)• Commitment (want to do)

• Demonstrated goal- or task-specific knowledge and skills

• Transferable knowledge and skills

How would you know someone has competence?

Competence (Can Do!)

• Motivation

• Confidence

Commitment (Want to Do!)

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

Development levels

The ability to use a variety of leadership styles comfortably

Flexibility in Leadership Styles

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 Behaviour

• Structure• Organise• Teach• Supervise• Evaluate

Directive 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

Supportive Behaviour

• Ask for input

• Listen

• Facilitate problem solving

• Explain why

• Encourage

Supportive Behaviour

In all four styles, the leader• Makes sure goals and expectations

are clear

• Observes and monitors performance

• Gives feedback

Leadership Behaviour

• Match

• Over-supervise

• Under-supervise

A Leader Has Three Choices

Reflection

• something I have learned

• something I am going to reflect on

• something I am going to do as a result of this session