Situational Leadership suggests that leaders should interact with staff in differing ways depending upon perceived maturity and motivational levels. After thinking about these strategies, read the following questions and respond in a short paragraph.

v What is your general reaction to Hersey and Blanchard's theory? Do you agree, or have some reservations? Why or why not?

v What, if any, of these strategies will you utilize as an ECE educator, whether in the classroom, front office or kitchen?

v Based on Hersey and Blanchard's theory, how would you rank yourself in your current position? Why?

Situational Leadership introduction According to Hersey and Blanchard (1996), situational leadership theory is based on the interaction among the dimensions of task behavior and relationship behavior, as well as follower readiness/maturity for performing a certain task. In their view, followers are the most critical factor in leadership proceedings. As followers differ. so does the suitable method of management. Thus, a \"one size fits all\" style of management does not exist. Situational leadership examines \"how leaders can become effective in many different types of organizational settings involving a wide variety of organizational tasks\" (Northouse. 2001, p. 55). Leadership style is \"how you behave when you are trying to influence the performance of someone else and is a combination of directive and supportive behaviors (Blanchard. Zigarmi & Zigarmi. 1985, p. 46). According to Blanchard, Zigarmi and Zigarmi (1985) directive behavior involves \"clearly telling people what to do, how to do it. where to do it, and when to do it, and then loosely supervising their performance while supportive behavior \"involves listening to people. providing support and encouragement for their efforts, and then facilitating their involvement in problem-solving and decision making\" (p. 46). According to Blanchard (1991), styles are divided into four primary directive and supportive behaviors: - High directive/low supportive leader is referred to as directing. The leader tells the subordinate what, how, when and where to do various tasks. - High directive/high supportive behavior is referred to as coaching. In this style the leader still provides a great deal of direction, but he/she also attempts to hear the employee's feelings about a decision as well as their ideas and suggestions. - High supportive/low directive leader behavior is called supporting. In this style the leader's role is to provide recognition and to actively listen and facilitate problem-solving/decision making on the part of the employee. - Low supportive/low directive leader behavior is labeled delegating. Employees are allowed greater autonomy because they have both the competence and confidence to do the task on their own\" (p. 22). According to Northouse (2002), \"effective leadership occurs when the leader can accurately diagnose the development level of subordinates in a task situation and then exhibit the prescribed leadership style that matches that situation (p. 73). Blanchard (1991) explains that the key to being a situational leader rests primarily on two variables which are the degree of difficulty of the task and the development level of the person doing the task. Development level is \"the degree of competence and commitment an employee has to perform a particular task without supervision. 'Competence is a function of knowledge or skills which can be gained from education, training or experience; Commitment is a combination of confidence (self-assuredness) and motivation (interest and enthusiasm)\" (p. 22). Thus, the amount of direction provided will depend on the development level of the employee and the task at hand. Potential Benefits of Situational Leadership Positives of situational leadership reside primarily in its simplicity (which is viewed by some academics as a drawback). It is a straightforward theory to which 'many managers and leaders can understand and relate. In a 1997 article by Fernandez & Vecchio, it was noted that situational leadership had been implemented in 400 of the Fortune 500 companies and more than a million individuals experience training on situational leadership each year. Within the context of a leadership development experience, it is easy to explain and relate to concrete experience. Further, the theory provides a simple approach to management and encourages leaders and mangers to look at their environment and gauge their response given the context: an important skill for a leader to posses. Potential Drawbacks of Situational Leadership The primary drawback of situational leadership is the conflicting research that has 'been conducted on the topic (Cairns, Hollenback. Preziosi & Snow, 1998; Blank & Weitzel, 1990; Fernandez & Vecchio, 1997; Graeff, 1997; Goodson, McGee, & Cashman, 1989; Hambleton & Gumpert, 1982; Vecchio, 1987). In addition, Graeff (1997) notes that problems with \"all versions is the continued lack of sound theoretical foundation of the hypothesized relationships among variable in the model\" (p. 164). In addition, there is a great deal of confusion over multiple versions of the theory (Graeff, 1997). Article 2 Review and summary : Leadership and the One Minute Manager Leadership and the One-Minute Manager stresses that there is no single, best method of leadership, but are in fact four styles: directing, delegating, coaching and support. Whichever style is employed depends on the situation to be managed. 'Situational leadership is not something you do to people, but something you do with people'. Accordingly the Situational Leadership theory developed by Dr Paul Hersey's teaches of a method that can be used to groom and develop an individual so that he/she may accept responsibility, delegation and even empowerment. The method to apply this theory in day today management is simple. The individual who is to be developed will be catagorized in to one of the following categories (The hardest part is deciding what category a person fits into, therefore the best option would be to start from D1): D1: Low Competence, High Commitment - They generally lack the specific skills required for the job in hand. However, they are eager to learn and willing to take direction. D2: Some Competence, Low Commitment - They may have some relevant skills, but won't be able to do the job without help. The task or the situation may be new to them. D3: High Competence, Variable Commitment - They are experienced and capable, but may lack the confidence to go it alone, or the motivation to do it well or quickly. D4: High Competence, High Commitment - They are experienced at the job, and comfortable with their own ability to do it well. They may even be more skilled than the leader. The Situational Leadership Model shown below allows managers to easily determine what level of supportive/directive behavior a manager needs to provide to the individual concerned base solely on the individuals development level. Shown below are the levels of supportive/directive behavior a manager should provide to the individual. S1: Directing/Telling Leaders define the roles and tasks of the 'follower', and supervise them closely. Decisions are made by the leader and announced, so communication is largely cne-way. S2: Coaching/Selling Leaders still define roles and tasks, but seek ideas and suggestions from the follower. Decisions remain the leader's prerogative, but communication is much more two- way. 3: Supporting/Participating Leaders pass day-to-day decisions, such as task allocation and processes, to the follower. The leader facilitates and takes part in decisions, but control is with the follower. S4: Delegating Leaders are still involved in decisions and problem-solving, but control is with the follower. The follower decides when and how the leader will be involved. RIS n DI i |zoom + | 2 SITUATIONAL LEADERSHIP 1l (High) THE FOUR LEADERSHIP STYLES High Supportive and Low Directive SUPPORTIVE BEHAVIOUR (LoW) DIRECTIVE BEHAVIOUR (High) Figure 1:Four Leadership Styles Maturity Levels The right leadership style will depend on the person or group being led - the follower. The Hersey-Blanchard Situational Leadership Theory identified four levels of Maturity M1 through M4: = M1 - They generally lack the specific skills required for the job in hand and are unable and unwilling to do or to take responsibility for this job or task. = M2 - They are still unable to take on responsibility for the task being done; however, they are willing to work at the task. RS S = M3 - They are experienced and able to do the task but lack the confidence to take on responsibility. * M4 - They are experienced at the task, and comfortable with their own ability to do it well. They are able and willing to not only do the task, but to take responsibility for the task. Maturity Levels are also task specific. A person might be generally skilled, confident and motivated in their job, but would still have a Maturity level M2 when asked to perform a task requiring skills they don't possess. Developing people and self-motivation A good leader develops \"the competence and commitment of their people so they're self-motivated rather than dependent on others for direction and guidance.\" (Hersey 91)[6] According to Hersey's "the situational book.,"[7] the leader's high, realistic expectation causes high performance of followers; the leader's low expectations lead low performance of followers. According to Ken Blanchard, "Four combinations of competence and commitment make up what we call 'development level." = D1 - Low competence and low commitment[8] D2 - Low competence and high commitment = D3 - High competence and low/variable commitment = D4 - High competence and high commitment In order to make an effective cycle, a leader needs to motivate followers properly. Additionally, there are 5 basic steps to training a learner to be a good performer: 1. Tell what to do 2. Show how to do 3. Let the person try 4.Observe performance 5.Praise progress or redirect There is also the PRICE method. PRICE stands for Pinpoint, Record, Involve, Coach, Evaluate Pinpoint. A process of defining key performance areas for people in observable measurable terms. (In essence, one-minute goals) Record. You want to be able to measure present performance and keep track of progress in that area. You are able to make sure the problem is real and not \"just a feeling\". Involve. Share feedback without judgment and in a spirit of RS S |zoom + | learning. Feedback is the breakfast of champions. Also, involve him in establishing activators. One minute management doesn''t work unless you share it with your staff. Also decide what are the positive consequences when goals are achieved. Coach. Observe performance and manage consequences. Evaluate. Track performance progress and determine future strategies. Evaluate performance for periods of no longer than 6 weeks. (Whereas, other organizations do quarterly, or yearly evaluations). These methods of grooming and preparing individuals to be performers may sound simple enough, but in real life it can be intensely time consuming and requires mountains of patience. This is due to the simple fact that one individual is totally different to the other. Never ever expect the same level of understanding and co-operation from the each individual. Written by negativepositivity April 5, 2010 at 10:40 am Posted in Leadership Tagged with Delegating, Leadership, One Minute Manager, Performance Management, Situational L eadership