dr catherine hannaway durham university 29 th june 2012
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Dr Catherine Hannaway Durham University 29 th June 2012. SITUATIONAL LEADERSHIP. ………. all models are wrong, but some models are useful!!. The Learning Cycle and Learning Styles. Actual Experience (Activist) Testing Reflection Out Observation - PowerPoint PPT PresentationTRANSCRIPT
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