Situational Leadership

Donna Shea, M.Ed.

Objectives

By the end of this presentation you should be able to:

• Discuss the four leadership styles• Discuss how Situational Leadership

applies to staff management• Asses your teachers for their

developmental level• Apply the appropriate leadership style for

individual teachers and task groups

Conventional Leadership

What’s wrong with this picture?

• Hands-on: The Micromanager

• Hands-off: The Democrat

Leadership Style

How you influence performance:

• Directive Behavior – Clearly stating who, what, when, where, how, and why

• Supportive Behavior – Listening, supporting, encouraging, facilitate problem-solving, and decision-making

Situational Leadership

Four Leadership Styles derived from combinations of Directive and Supportive Behavior:

• S1 Directing

• S2 Coaching

• S3 Supporting

• S4 Delegating

S1 Directing

• Provide specific, clear instructions• Provide very close supervision

S2 Coaching

• Continue to provide direction and close supervision

• Offer rationale and explain decisions

• Solicit Suggestions

• Give support for progress

S3 Supporting

• Facilitate and support task accomplishments

• Share decision-making responsibility

S4 Delegating

• Relinquish decision-making and problem-solving

Summary of Leadership Styles

High Supportive

And

Low Directive

S3

Supporting

High Directive

And

High Supportive

S2

Coaching

Low Supportive

And

Low Directive

S4

Delegating

Hi Directive

And

Low Supportive

S1

Directing

S

U

P

P

O

R

T

I

V

E

D I R E C T I V ELOW HIGH

HIGH

Developmental Needs

Performance Variables:

• Competency – function of knowledge and skills

• Commitment – function of confidence and motivation

Developmental Levels

Four Developmental Levels derived from combinations of competence and commitment:

High Competency

High Commitment

High Competency

Variable

Commitment

Some Competency

Low

Commitment

Low Competency

High Commitment

D4 D3 D2 D1

Developed Developing

Role of Instructor:

To do for the teacher what the teacher can’t do for him or

herself!

D1 Beginner

• Very Enthusiastic• Little or no skills

S1 Directive Behavior• Structure, control and supervise

Role of the Supervisor -• Utilize demonstration, step-by-step hand

outs, and guided practice

D2 Quitter – D2 Wall

• Little or no skills

• Discourage, disillusioned, lost enthusiasm, harder than expected

S2 Coaching

• Direct and Support

Role of Supervisor:

• Close supervision with assistance

• Moral support and encouragement

D3 Reluctant Participant

• Good skills• No confidence

S3 Supporting• Praise, listen, and facilitate

Role of Supervisor:• Reinforcement• Help only when requested• Provide moral support and encouragement

D4 Delegating• Good to excellent skills with good to high

confidence and self-esteem

D4 Delegating• Turn over responsibility for day-to-day

decision making and practice

Role of Supervisor:• Independent practice• Performance evaluation

Leadership Style Game Plan

• Competency and/or commitment in one area does not ensure equal competency or commitment in all areas

• Achieving competency and/or commitment does not ensure maintaining competency or commitment

Situational Leadershipand Group Interaction

Characteristics of a well oiled workgroup:

• Purpose and Values• Empowerment• Relationships and Communication• Flexibility• Optimal Performance• Recognition and Appreciation• Morale

Elements of Group Interaction

GroupInteraction

ContentWhatTask

ProcessHow

Group Function

Group Development

Four stages of group development correlate to Situational Leadership

• Stage 1 – Orientation

• Stage 2 – Dissatisfaction

• Stage 3 – Production

• Stage 4 - Integration

What to Observe

• Communication and Participation• Decision making• Conflict• Leadership• Goals and Roles• Group Norms• Problem Solving• Group Climate• Individual Behavior

Stage 1 - Orientation

CharacteristicsEagerness, unrealistic expectations,

Anxiety about roles, acceptance, trust, demandsPolite, conforming behavior

Lack clarity about purpose, goals, structure

NeedsCommon purpose, values, norms

Agreement on roles, goals, standardsDecision-making authority/accountability

Structure, boundaries, information

IssuesPersonal well-being

AcceptanceTrust

Stage 2 - Dissatisfaction

CharacteristicsDiscrepancy between expectations and reality,

Confusion/frustration around roles/goalsFeelings of incompetence, confusion, low confidence

Lack clarity about purpose, goals, structureCompetition for power, authority, attention

NeedsRedefine purpose, roles, goals, structureDevelop open communication process

Mutual accountability/responsibilityEncouragement and recognition

IssuesPowerControlConflict

Stage 3 - IntegrationWe rather than me

CharacteristicsIncreased clarity and commitment

Increased productivityGrowing trust, cohesiveness, harmony, respect

Understanding and valuing differences

NeedsContinued skill development

Encouragement to share perspectivesContinue building trust

Shared leadership responsibility

IssuesSharing Control

Avoidance of Conflict

Stage 4 - Production

CharacteristicsEmpowerment frees team energyTrust, mutual respect, openness

Flexibility, recognition, appreciationOptimal productivity, High Morale

NeedsContinued focus on productivity

Autonomy within boundariesRecognize/celebrate accomplishment

Individual acknowledgment

IssuesNew Challenges

Continued Growth and Learning

Summary of Leadership Styles

High Supportive

And

Low Directive

S3

Collaborating

High Directive

And

High Supportive

S2

Resolving

Low Supportive

And

Low Directive

S4

Validating

Hi Directive

And

Low Supportive

S1

Structuring

S

U

P

P

O

R

T

I

V

E

D I R E C T I V ELOW HIGH

HIGH

1 step forward 2 steps backwards

Development is not a straight line

AssessNeed

MatchLevel

SetObjective

DeliverLeadership

Thank you for your attention.Good luck!