Leading your People

1. Leading your People Situational Leadership Approach

2. Overview Situational Approach Perspective Leadership Styles Developmental Levels How Does the Situational Approach Work?

3. Situational Approach Description (Hersey & Blanchard, 1969) “Leaders match their style to the competence and commitment of subordinates” • Focuses on leadership in situations • Emphasizes adapting style - different situations demand different kinds of leadership • Used extensively in organizational leadership training and development Perspective

4. Situational Approach Description, cont’d (Hersey & Blanchard, 1969) • Comprised of both aDirective dimension& Supportive dimension: • Each dimension must be applied appropriately in a given situation • Leaders evaluate employees to assess their competence and commitment to perform a given task Definition

5. Leadership style - the behaviour pattern of an individual who attempts to influence others It includes both: Directive (task) behaviours Supportive (relationship) behaviours Leadership Styles Definition

6. Directive behaviours - Help group members in goal achievement via one-way communication through: Giving directions Establishing goals & how to achieve them Methods of evaluation & time lines Defining roles Leadership Styles, cont’d. Dimension Definitions

7. Supportive behaviours - Assist group members via two-way communication in feeling comfortable with themselves, co-workers, and situation Asking for input Problem solving Praising, listening Leadership Styles, cont’d. Dimension Definitions

9. S1 - Directing Style • Leader focuses communication on goal achievement • Spends LESS time using supportive behaviours S 1 Directing HighDirective Low Supportive

10. S1- Directing Style

11. S2 - Coaching Style • Leader focuses communication on BOTHgoal achievement and supporting subordinates’ socioemotional needs • Requires leader involvement through encouragement and soliciting subordinate input S 2 Coaching High Directive High Supportive

12. S2: Selling / Coaching

13. S3 - Supporting Style • Leader does NOTfocus solely on goals; uses supportive behaviours to bring out employee skills in accomplishing the task • Leader delegates day-to-day decision-making control, but is available to facilitate problem solving S 3 Supporting High Supportive Low Directive

14. S3: Participating / Supporting

15. S4 - Delegating Style • Leader offers LESS task input and social support; facilitates subordinates’ confidence and motivation in relation to the task • Leader lessens involvement in planning, control of details, and goal clarification • Gives subordinates control and refrains from intervention and unneeded social support S 4 Delegating LowSupportive Low Directive

16. S4: Delegating / Observing

17. The degree to which subordinates have the competenceand commitment necessary to accomplish a given task or activity Development Levels Definition Dimension Definitions LowCompetence High Commitment D1 Some Competence Low Commitment D2 Mod-High Competence Low Commitment D3 High Competence High Commitment D4 High Moderate Low D4 D3 D2 D1 Developed Developing Developmental Level Of Followers

18. How Does the Situational Approach Work? Focus of Situational Approach Strengths Criticisms Application

19. Centered on the idea subordinatesvacillatealong the developmental continuum of competence and commitment Leader effectiveness depends on - assessingsubordinate’s developmental position, and adaptinghis/her leadership style to match subordinate developmental level “The Situational approach requires leaders to demonstrate a strong degree of flexibility.” Situational Approach Focus

20. Adapt their Style • To prescribed Leadership style in the SLII model • Leadership style must correspond to the employee’s development level How Does The Situational Approach Work? Using the SLII model – • In any given situation the Leader has 2 tasks: 1st Task 2nd Task Diagnose the Situation • Identify the developmental level of employee • Ask questions like: • What is the task subordinates are being asked to perform? • How complicated is it? • What is their skill set? • Do they have the desire to complete the job?

21. How Does The Situational Approach Work? Employees Developmental level Leaders Leadership style LowCompetence High Commitment S1 – Directing High Directive-Low Supportive D1 S2 – Coaching High Directive-High Supportive Some Competence Low Commitment D2 Mod-High Competence Low Commitment S3 – Supporting High Supportive-Low Directive D3 High Competence High Commitment S4 – Delegating Low Supportive-Low Directive D4

22. Manager VS Leader Things right or right thing? You might have heard the saying that“Managers do things right, leaders do the right thing. ” To put it another way, managers concentrate on tasks, rules and compliance (that is, doing things right) while leaders concentrate on people, principles and purpose (that is, doing the right thing).

23. COACHING YOUR TEAM 1) Building the relationship. It’s easier to learn from someone you trust. Coaches must effectively establish boundaries and build trust by being clear about the learning and development objectives they set, showing good judgment, being patient and following through on any promises and agreements they make. 2) Providing assessment. Where are you now and where do you want to go? Helping others to gain self-awareness and insight is a key job for a coach. You provide timely feedback and help clarify the behaviours that an employee would like to change. Assessment often focuses on gaps or inconsistencies, on current performance vs. desired performance, words vs. actions and intention vs. impact.

24. 3) Challenging thinking and assumptions. Thinking about thinking is an important part of the coaching process. Coaches ask open-ended questions, push for alternative solutions to problems and encourage reasonable risk-taking. 4) Supporting and encouraging. As partners in learning, coaches listen carefully, are open to the perspectives of others and allow employees to vent emotions without judgment. They encourage employees to make progress toward their goals, and they recognize their successes. 5) Driving results. What can you show for it? Effective coaching is about achieving goals. The coach helps the employee set meaningful ones and identify specific behaviors or steps for meeting them. The coach helps to clarify milestones or measures of success and holds the employee accountable for them.

25. The following 20 items point out some of the main differences between training and development: 1. Training blends to a norm – Development occurs beyond the norm. 2. Training focuses on technique/content/curriculum – Development focuses on people. 3. Training tests patience – Development tests courage. 4. Training focuses on the present – Development focuses on the future. 5. Training adheres to standards – Development focuses on maximizing potential. 6. Training is transactional – Development is transformational. 7. Training focuses on maintenance – Development focuses on growth. 8. Training focuses on the role – Development focuses on the person. 9. Training indoctrinates – Development educates. 10. Training maintains status quo – Development catalyzes innovation.

26. 11. Training stifles culture – Development enriches culture. 12. Training encourages compliance – Development emphasizes performance. 13. Training focuses on efficiency – Development focuses on effectiveness. 14. Training focuses on problems - Development focuses on solutions.15. Training focuses on reporting lines – Development expands influence. 16. Training places people in a box – Development frees them from the box. 17. Training is mechanical – Development is intellectual. 18. Training focuses on the knowns – Development explores the unknowns. 19. Training places people in a comfort zone – Development moves people beyond their comfort zones. 20. Training is finite – Development is infinite.