1 / 30

Dr Catherine Hannaway Durham University 29 th June 2012

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

dessa
Download Presentation

Dr Catherine Hannaway Durham University 29 th June 2012

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Dr Catherine HannawayDurham University29th June 2012 SITUATIONAL LEADERSHIP

  2. ………. all models are wrong, but some models are useful!!

  3. The Learning Cycle and Learning Styles Actual Experience (Activist) Testing Reflection Out Observation (Pragmatist)(Reflector) Conclusion (Theorist) Honey and Mumford

  4. NHS Leadership Qualities 360 Degree Assessment Framework

  5. Leadership Framework for Improvement 1. Set Direction: Mission, Vision and Strategy Make the future attractive Make the status quo uncomfortable • 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 • 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 2. Establish the Foundation • Reframe operating values • Build improvement capability • Prepare personally • Choose and align the senior team • Build relationships • Develop future leaders Source: Robert Lloyd Executive Director Performance Improvement Institute for Healthcare Improvement January 16, 2007

  6. Adopter categorisation 2.5% 13.5% 34% 34% 16% Innovators Early Adopters Early Majority Late Majority Laggards Source: Rogers

  7. Leading improvement Trust: Caring & Competency HIGH Adapted from P Scholtes (1998) The Leaders’ Handbook; McGraw Hill Extent to which I believe you care about me LOW HIGH Extent to which I believe you are competent and capable

  8. Transition and Change – William Bridges • 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 ENDING NEUTRAL ZONE BEGINNING

  9. Process of Transition

  10. 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

  11. Learning Objectives • 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

  12. The Three Skills of Situational Leadership • 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

  13. Diagnosis 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

  14. Diagnosis • Competence (can do) • Commitment (want to do)

  15. Competence (Can Do!) • Demonstrated goal- or task-specific knowledge and skills • Transferable knowledge and skills • How would you know someone has competence?

  16. Commitment (Want to Do!) • Motivation • Confidence

  17. Development Levels D1—The Enthusiastic Beginner - Low competence and high commitment D2— Disillusioned Learner - Low to some competence and low commitment D3—Capable, but Cautious Performer - Moderate to high competence and variable commitment D4—The Self-reliant Achiever - High competence and high commitment

  18. Development levels

  19. Flexibility in Leadership Styles The ability to use a variety of leadership styles comfortably

  20. Directive Behaviour • 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

  21. Directive Behaviour • Structure • Organise • Teach • Supervise • Evaluate

  22. Supportive 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

  23. Supportive Behaviour • Ask for input • Listen • Facilitate problem solving • Explain why • Encourage

  24. Leadership Behaviour • In all four styles, the leader • Makes sure goals and expectations are clear • Observes and monitors performance • Gives feedback

  25. A Leader Has Three Choices • Match • Over-supervise • Under-supervise

  26. Reflection • something I have learned • something I am going to reflect on • something I am going to do as a result of this session

More Related