• Save
Leadership Training SLII Situational Leadership II
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

Leadership Training SLII Situational Leadership II

on

  • 5,979 views

This training, was the part 5 of a complete Module of Leadership, working as training and vivential workshop at the same time. In this case, we make an approach and in other modules exercises, using ...

This training, was the part 5 of a complete Module of Leadership, working as training and vivential workshop at the same time. In this case, we make an approach and in other modules exercises, using the Situational Leadership II developed by Ken Blanchard.

Statistics

Views

Total Views
5,979
Views on SlideShare
5,945
Embed Views
34

Actions

Likes
15
Downloads
0
Comments
0

5 Embeds 34

http://vrreservations.talentlms.com 27
http://www.linkedin.com 4
http://www.slashdocs.com 1
https://twitter.com 1
https://www.linkedin.com 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • El factor tarea (conducta directiva) se refiere a los comportamientos del líder para comunicarlo que debe hacerse, el qué, el cuando, el cómo y el dónde.El factor relación (conducta de apoyo) incluye la comunicación bilateral y el apoyo emocional.El factor madurez expresa el grado de aptitud y voluntad del colaborador. Es la capacidad(competencia) y disposición (motivación) para dirigir el comportamiento. Siempre, por tanto, esun concepto relacionado con la madurez para desarrollar una tarea y no con la madurez mentaldel individuo. Esta madurez del colaborador indica el estilo de liderazgo con mayor posibilidadde eficacia y base de poder a utilizar para influir.
  • Flexibility: give everyone according to their particular needs. “there is nothing so unequal as the equal treatment of unequals”Diagnosis : we need to learn how to diagnose the needs of the people you work for us
  • Flexibility: give everyone according to their particular needs. “there is nothing so unequal as the equal treatment of unequals”Diagnosis : we need to learn how to diagnose the needs of the people you work for us
  • Flexibility: give everyone according to their particular needs. “there is nothing so unequal as the equal treatment of unequals”Diagnosis : we need to learn how to diagnose the needs of the people you work for us
  • Flexibility: give everyone according to their particular needs. “there is nothing so unequal as the equal treatment of unequals”Diagnosis : we need to learn how to diagnose the needs of the people you work for us
  • Flexibility: give everyone according to their particular needs. “there is nothing so unequal as the equal treatment of unequals”Diagnosis : we need to learn how to diagnose the needs of the people you work for us
  • Flexibility: give everyone according to their particular needs. “there is nothing so unequal as the equal treatment of unequals”Diagnosis : we need to learn how to diagnose the needs of the people you work for us
  • Flexibility: give everyone according to their particular needs. “there is nothing so unequal as the equal treatment of unequals”Diagnosis : we need to learn how to diagnose the needs of the people you work for us
  • Flexibility: give everyone according to their particular needs. “there is nothing so unequal as the equal treatment of unequals”Diagnosis : we need to learn how to diagnose the needs of the people you work for us
  • Flexibility: give everyone according to their particular needs. “there is nothing so unequal as the equal treatment of unequals”Diagnosis : we need to learn how to diagnose the needs of the people you work for us
  • Flexibility: give everyone according to their particular needs. “there is nothing so unequal as the equal treatment of unequals”Diagnosis : we need to learn how to diagnose the needs of the people you work for us
  • Flexibility: give everyone according to their particular needs. “there is nothing so unequal as the equal treatment of unequals”Diagnosis : we need to learn how to diagnose the needs of the people you work for us
  • el nivel M-1 expresa baja madurez técnica y baja madurez psicológica. En este nivel losindividuos no son competentes para hacer un determinado trabajo (conseguir unobjetivo concreto) y no están motivados para el logro del mismo.• El nivel M-2 se refiere a los individuos con baja madurez técnica y alta madurezpsicológica. No son competentes (conseguir un objetivo concreto), pero si estánmotivados para el logro del mismo.
  • Directing (S1)is for people who lack competency but are enthusiastic and committed (D1) They need direction and frequent feedback to get them started.Coaching (S2) is for people who have some competence but lack commitment (D2) They need direction and feedback because they’re still relatively inexperienced. They also need support and praise to build their self-esteem and involvement in decision-making to restore their commitment.Supporting (S3) is for people who have some competence but lack confidence or motivation (D3) They do not need much direction because of their skills, but support is necessary to bolster their confidence and motivationDelegating (S4) for people who have both competence and commitment (D4) Theu are able and silling to work on a project by themselves with little supervision or support
  • Maisonneuve 1966
  • Maisonneuve 1966

Leadership Training SLII Situational Leadership II Presentation Transcript

  • 1. WELCOME!
  • 2. Situation• Youve just finished training the newest member of your team. Now that hes ready to start working, you give him the data that you need him to enter into the companys database, and then you hurry off to a meeting.
  • 3. Situation• When you return later that afternoon, youre disappointed to find that he hasnt done anything. He didnt know what to do, and he didnt have the confidence to ask for help. As a result, hours have been lost, and now you have to rush to enter the data on time. Although you may want to blame the worker, the truth is that youre as much to blame as he is.
  • 4. Situation• How can you avoid situations like this?
  • 5. Contents• Management experts Paul Hersey and Ken Blanchard argue that these things happen because leaders dont match their style of leadership to the maturity of the person or group theyre leading. When style and maturity arent matched, failure is the result.
  • 6. Contents• In this training, well review the Hersey- Blanchard Situational Leadership® Theory, and well explain how its used in different leadership situations.
  • 7. Contents
  • 8. Hersey-Blanchard Situational Leadership Theory• The Hersey-Blanchard Situational Leadership Theory was created by Dr Paul Hersey, a professor and author of "The Situational Leader," and Ken Blanchard, author of the best selling "The One-Minute Manager," among others.
  • 9. Hersey-Blanchard Situational Leadership Theory• The theory states that instead of using just one style, successful leaders should change their leadership styles based on the maturity of the people theyre leading and the details of the task. Using this theory, leaders should be able to place more or less emphasis on the task, and more or less emphasis on the relationships with the people theyre leading, depending on whats needed to get the job done successfully.
  • 10. Methodology There is NO ONE BEST leadership style or strategy. We need to use different styles/strategies for different people/situations. In some cases, we need to use different approaches with the SAME person, depending on the given situation.
  • 11. States–We’re always looking for equality, but for Situational Leadership….“Against what we usually think, there is nothing so unequal as the equal treatment of unequals”
  • 12. Considerations–Situational Leadership Model is DYNAMIC Model.
  • 13. Considerations• Situational Leadership is NOTsomething you do to people, butsomething you do with People.
  • 14. Considerations• Takes into consideration 3 factors: –Task Factor (Directive Conduct) –Relationship Factor (Supportive conduct) –Follower Maturity/Readiness factor.
  • 15. Considerations–For Hersey and Blanchard the key issue in making these adjustments is follower maturity, as indicated by their readiness to perform in a given situation. “Readiness,” in this sense, is largely based on two major factors – follower ability and follower confidence.
  • 16. SLII Skills
  • 17. SLII SkillsIt’s about to use in a natural way,different styles of leadership
  • 18. SLII SkillsIt’s about determinate the needs ofone person (development level in frontof a goal or task) considering directionand support.
  • 19. SLII SkillsIt’s to establish agreements aboutwhat the leader and that person needsone from each other.
  • 20. SLII Skills
  • 21. SLII• How many types of leadership are there?
  • 22. SLII• According to Hersey-Blanchard (SLII) there are 4 types of Leadership. – Supporting (Participating Style) – Coaching (Selling Style) – Delegating Style – Directing (Telling Style)
  • 23. SLII• This 4 styles are composed by the combinations of 2 factors: – Directive Behavior: This is tell and show the people what they have to do, how to do it and provide them frequent feedback. – Supportive Behavior: Which means listen, facilitates the autonomy in problem-solving, encourage , praise, and permit everybody’s participation in decission making.
  • 24. SLII• In other words:• Conduct factor: (Directive behavior) It’s referred to leaders behavior about what to do, when, how and where.• Relationship factor: (Supportive behavior) It includes bi-lateral communication and emotional support.
  • 25. Leadership Styles 2x2(HIGH) Supportive Behaviors SUPPORTING COACHING HIGH supportive and HIGH directive and LOW directive HIGH supportive S3 S2 DELEGATING DIRECTING LOW directive and HIGH directive and LOW supportive LOW supportive S4 S1 (LOW) (HIGH) Directive Behaviors
  • 26. Leadership Styles 2x2(HIGH) Relationship Behaviors SUPPORTING COACHING Participative Style Selling Style Share Ideas S3 Explain Decisions S2 DELEGATING DIRECTING Delegating Style Telling Style Turn Over decisions Give Instructions S4 S1 (LOW) (HIGH) Task Behaviors
  • 27. DELEGATING STYLE
  • 28. DELEGATING STYLEAllowing the group to take responsibility for taskdecisions; this is a low-task, low-relationshipstyle.Leaders pass most of the responsibility onto thefollower or group.The leaders still monitorprogress, but theyre lessinvolved in decisions.
  • 29. SUPPORTING STYLE
  • 30. SUPPORTING STYLEEmphasizing shared ideas and participativedecisions on task directions; this is a low-task,high-relationship style. Leaders focus moreon the relationship and less on direction.The leader works with theteam, and sharesdecision-makingresponsibilities.
  • 31. COACHING STYLE
  • 32. COACHING STYLEExplaining task directions in a supportive andpersuasive way; this is a high-task, high-relationship style.Leaders still provide information anddirection, but theres morecommunication withfollowers. Leaders "sell"their message to getthe team on board.
  • 33. DIRECTING STYLE
  • 34. DIRECTING STYLEGiving specific task directions and closelysupervising work; this is a high-task, low-relationship style.Leaders tell their peopleexactly what to do, andhow to do it.
  • 35. STYLESAs you can see, styles S1 and S2 are focusedon getting the task done. Styles S3 and S4are more concerned with developing teammembers‘s abilities to work independently.
  • 36. SLII Skills
  • 37. SLII Skills
  • 38. DIAGNOSIS• Development Level it’s a combination of 2 factors:• Competence• Commitment
  • 39. DIAGNOSIS• Competence: – It’s composed by skills and specific knowledge demonstrated and transferable, relative to a goal or a task.
  • 40. DIAGNOSIS• Commitment: – Motivation and self-confidence relative to a task or a goal.
  • 41. DIAGNOSIS• VERY IMPORTANT! – Development Level is relative to an specific TASK OR A GOAL!!!!
  • 42. DIAGNOSIS MODERATE SOME TOCompetence HIGH TO HIGH LOW LOWCommitment HIGH VARIABLE LOW HIGH D4 D3 D2 D1 Developed Developing
  • 43. Developmental Level D4 D3 D2 D1 Autonomous Capable but Disappointed Enthusiastic Collaborator Cautious Apprentice Beginner
  • 44. Situational Application Developmental level Suitable style D1 DIRECTING S1 Low Competence High Commitment Structure, organize, teach and supervise D2 Moderate to Low COACHING S2 Competence Low Commitment Direct and support D3 Moderate to SUPPORTING S3 High Competence Praise, listen Variable Commitment and facilitate D4 DELEGATING S4 High Competence Assign day-to-day High Commitment decision making responsibility
  • 45. Situational Application HIGH HIGH directive supportive and and HIGH LOW directive supportive LEADERSHIP STYLE S3 S2Supportive S4 S1 LOW directive HIGH and LOW directive and supportive LOW supportive High Directive Low Moderate DEVELOPMENT D4 D3 D2 D1 LEVEL Developed Developing
  • 46. 3 STEPS DIAGNOSISStep 1: Diagnosis of employee’s performance (specific tasks)Step 2: Determine employee’s developmental level (competence and commitment)Step 3: Determine leadership style to be used
  • 47. 3 STEPS DIAGNOSIS• COMPLIMENTS: – Used to improve development levels of individuals. – Managers need to gradually change leadership style from more direction (directing) to less direction and more support (coaching and supporting), and finally to less direction and support (delegating).• REPRIMANDS: – Used to stop poor performance. – Managers may have to move back to more support (supporting) or more direction (coaching and directing) from less direction and support (delegating).
  • 48. SLII Skills
  • 49. SLII Skills
  • 50. START Goal setting (Need agreement with the person performing the task) Area of Performance responsibility Standards Measures ASK 1. What area of responsibility or goal do I need to influence? 2. How will I know that the job is being done? 3. What constitutes good performance?
  • 51. DIAGNOSE Developmental level (Need agreement with the person performing the task) Competence Commitment D4 D3 D2 D1
  • 52. MATCH Situational Leadership Style (Need agreement with the person performing the task) D4 D3 D2 D1DELEGATING SUPPORTING COACHING DIRECTING S4 S3 S2 S1
  • 53. DELIVER GOOD POORPERFORMANCE PERFORMANCE Progress made Temporary Setback Proceed to Go back to More Support More Support Less Direction Delegating (S4) to Supporting (S3) Directing (S1) to Coaching (S2) or or Coaching (S2) to Supporting (S3) More Direction or Supporting (S3) to Coaching (S2) Eventually or Less Support Eventually Less Support Supporting (S3) to Delegating (S4) Proceed with Coaching (S2) to Directing (S1) success If Necessary Set new Goals Return to start, Review Clarify and Agree on the Goal (s)
  • 54. SUITABILITYExcess supervisionE1 or E2 with D3 or D4Insufficient supervisionE3 or E4 with D1 or D20
  • 55. SUITABILITYExcess supervisionE1 or E2 with D3 or D4Insufficient supervisionE3 or E4 with D1 or D20
  • 56. END OF PART 5
  • 57. END OF PART 5