2. z
Description
This theory states that instead of using just one style, successful
leaders should change their leadership style based on the ”readiness”
of the people they're leading and the details of the task. (Schnilder,
2015)
Leaders need to evaluate the situation, the circumstances, and the
individuals involved in their group. Then they choose the most
appropriate type of leadership style to use for that given circumstance.
(Gaille, 2018)
3. z
Situational Leadership Styles
Situational Leadership is broken down into four
different categories of behaviors that are either
high or low in either directive or supportive
styles.
Each category determines what style needs to
be used based on the situation that is presented
and the four different developmental (or
”readiness”) levels of the follower.
4. z Situational Leadership Styles Explained
Directing
Associated with autocratic leaders.
Leaders make all the decisions without consulting followers.
Coaching
Leader is more receptive to input and feedback from followers.
They ”sell” their ideas and plans to their followers to obtain their cooperation.
Supporting
Leader participates in decision making, but most decisions made by the group.
Often appear to be “quiet”.
Delegating
Leader provides minimal direction and guidance.
More concerned with vision than day-to-day.
5. z
Underlying Assumptions
There is no one size fits all model of leadership.
That followers are at varying levels of “readiness”.
That leaders are able to accurately assess the followers
readiness and effectively change their leadership style
accordingly.
6. z
Main Authors
Dr. Paul Hersey: a professor
and author of "The Situational
Leader”.
Kenneth H. Blanchard: author
of the best selling "The One-
Minute Manager," among
others.
7. z
Time Period of Development
In 1969, Blanchard and Hersey developed Situational
Leadership Theory in their book Management of
Organizational Behavior.
This theory was first called the “Life Cycle Theory of
Leadership.” During the mid-1970s, it was renamed the
Situational Leadership Theory.
8. z
Pros of Situational Leadership
It’s simple. All the leader needs to do is evaluate the situation
and apply the correct leadership style.
It’s intuitive. With the right type of leader, this style is
comfortable.
Leaders have permission to change styles as they see fit.
It’s flexible. It adapts to the existing work environment and
the needs of the organization.
9. z
Cons of Situational Leadership
It requires a high level of judgment.
It requires the leader to be able to appropriately
assess the followers readiness.
Requires the leader to be versed in many different
styles of leadership.
Can be ineffective in task-orientated environments.
10. z
References
Gaille, B. (2018 December 10). 13 situational leadership advantages and disadvantages.
Retrieved from https://brandongaille.com/13-situational-leadership-advantages-and-
disadvantages/
Mcloughlin, M.J. (2016 February 10). Situational leadership in the classroom. Retrieved from
https://sites.psu.edu/leadership/2016/02/10/situational-leadership-in-the-classroom/
Models, F. (n.d). Situational Leadership. Retrieved from
https://www.researchgate.net/profile/Ljubomir_Jacic2/post/Which_style_of_leadership_describes
_your_approach_autocratic_or_democratic2/attachment/59d62e73c49f478072e9f086/AS:27357
5699779600@1442236937677/download/Situational+leadership.pdf.
Shnilder, D. (2015). The Hersey-Blanchard situational leadership theory: choosing the right
leadership style for the right people. Retrieved from https://www.donnaschilder.com/wp-
content/uploads/2015/09/The-Hersey-Blanchard-Situational-Leadership®-Theory.pdf
St. Thomas University. (2020). What Is situational leadership? How flexibility leads to success.
Retrieved from https://online.stu.edu/articles/education/what-is-situational-
leadership.aspx#history
Editor's Notes
Teachers are leaders to their students and need to be able to change their behaviors to fit the different situations they are presented with. Each one of their students may fall into a different level of readiness and teachers need to be able to adjust accordingly.
In the diagram, the x-axis indicates the degree of directive behavior that the leader exerts and that is the amount of Direction that they give their group. The higher the direction the less able the group is to make decisions for themselves.
The y axis indicates the degree of supportive behavior the leader uses. That is the amount of support they give their group. The higher the support the more the leader helps their team to make decisions and perform their job or their role
At the bottom of the diagram, the scale determines the development of an individual or how skilled and how motivated they are.
In the case of a teacher, if one student is able to complete their assignment then this would be follower directed and the teacher would only have to intervene minimally to give instructions on what needs to be done; this would be characterized as a level four or D4. On the other hand, the shy student in the corner may need a bit more coaxing so the teacher would have to switch behaviors and become more of a coach to the student. This would be a leader directed situation, similar to a D2.
In the late 1970s and early 1980s, the two developed their own styles.
Blanchard’s first book, The One-Minute Manager, came out in 1982.
Hersey further developed the Situational Leadership Model in his 1985 book, The Situational Leader.
In an education setting, this form of leadership is relatively easy to use. A teacher can switch between styles depending on the needs of their students. This is intuitive to teachers as they understand differentiation and are aware that each child will have a unique set of needs and come with a different ”readiness” to learn. This style of leadership also gives teachers autonomy in their teaching styles and allows them to be flexible and adapt to the needs of their class.
In the classroom, this style of leadership requires teachers to be skilled in judging multiple students needs at one time. This is difficult when there are 30 students in a class at a time. It also requires the teacher to be capable of leading using a variety of styles. For many teachers, they will tend to favor one style over another and being more delegative or directive may not come naturally to them.