Transcript Situational Leadership

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
S2
S3
S4
Directing
Coaching
Supporting
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 problemsolving
Summary of Leadership Styles
HIGH
S
U
P
P
O
R
T
I
V
E
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
LOW
HIGH
D I R E C T I V E
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
Competency
Some
Competency
Low
Competency
High
Commitment
Variable
Commitment
Low
Commitment
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 Leadership
and 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
Group
Interaction
Content
What
Task
Process
How
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
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•
•
•
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•
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Communication and Participation
Decision making
Conflict
Leadership
Goals and Roles
Group Norms
Problem Solving
Group Climate
Individual Behavior
Stage 1 - Orientation
Characteristics
Eagerness, unrealistic expectations,
Anxiety about roles, acceptance, trust, demands
Polite, conforming behavior
Lack clarity about purpose, goals, structure
Needs
Common purpose, values, norms
Agreement on roles, goals, standards
Decision-making authority/accountability
Structure, boundaries, information
Issues
Personal well-being
Acceptance
Trust
Stage 2 - Dissatisfaction
Characteristics
Discrepancy between expectations and reality,
Confusion/frustration around roles/goals
Feelings of incompetence, confusion, low confidence
Lack clarity about purpose, goals, structure
Competition for power, authority, attention
Needs
Redefine purpose, roles, goals, structure
Develop open communication process
Mutual accountability/responsibility
Encouragement and recognition
Issues
Power
Control
Conflict
Stage 3 - Integration
We rather than me
Characteristics
Increased clarity and commitment
Increased productivity
Growing trust, cohesiveness, harmony, respect
Understanding and valuing differences
Needs
Continued skill development
Encouragement to share perspectives
Continue building trust
Shared leadership responsibility
Issues
Sharing Control
Avoidance of Conflict
Stage 4 - Production
Characteristics
Empowerment frees team energy
Trust, mutual respect, openness
Flexibility, recognition, appreciation
Optimal productivity, High Morale
Needs
Continued focus on productivity
Autonomy within boundaries
Recognize/celebrate accomplishment
Individual acknowledgment
Issues
New Challenges
Continued Growth and Learning
Summary of Leadership Styles
HIGH
S
U
P
P
O
R
T
I
V
E
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
LOW
HIGH
D I R E C T I V E
1 step forward
2 steps backwards
Development is
not a straight
line
Set
Objective
Assess
Need
Deliver
Leadership
Match
Level
Thank you for your attention.
Good luck!