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Situational Process Training, Coaching, Consulting, Support Model

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Situational Leadership concepts applied to a process support organizational.

Published in: Business, Education

Situational Process Training, Coaching, Consulting, Support Model

  1. 1. Situational Leadership Applied to Process Training, Coaching, Consulting, Support Christian Nguyen Senior Business Manager IT AT&T Mobility
  2. 2. Table of Contents <ul><ul><li>Reference </li></ul></ul><ul><ul><li>Purpose of Situational Leadership </li></ul></ul><ul><ul><li>Three Skills of a Situational Leader </li></ul></ul><ul><ul><li>Diagnosing Development Level </li></ul></ul><ul><ul><li>Development Level Descriptors </li></ul></ul><ul><ul><li>Five Key Diagnosis Questions </li></ul></ul><ul><ul><li>Diagnosing Development Level Chart </li></ul></ul><ul><ul><li>Choosing the Appropriate Leadership Style </li></ul></ul><ul><ul><li>Leadership Style Descriptors </li></ul></ul><ul><ul><li>Situational Leadership Model </li></ul></ul><ul><ul><li>Partnering for Performance </li></ul></ul><ul><ul><li>Conversation Starters </li></ul></ul><ul><ul><li>Applying SL to WSCI Team </li></ul></ul><ul><ul><li>WSCI Team – Situational Support Model </li></ul></ul>Page
  3. 3. <ul><ul><li>Blanchard, Ken. 2000. Situational Leadership II. </li></ul></ul><ul><ul><ul><li>San Deigo, CA: The Ken Blanchard Companies. </li></ul></ul></ul><ul><ul><ul><li>www.kenblanchard.com </li></ul></ul></ul>Reference Page Return to Table of Contents
  4. 4. Purpose of Situational Leadership <ul><li>Situational Leadership (SL) is a model for developing individuals, over time, so they can reach their highest level of performance on a specific goal or task. </li></ul><ul><li>It is a process for helping individuals become self-motivated and self-directed. </li></ul><ul><li>SL is based on the relationship between an individual’s development level (competence and commitment) on a specific goal or task and the leadership style (direction or support) the leader provides. </li></ul><ul><li>Effective leadership lies in matching the appropriate leadership style to the individual’s development level. </li></ul><ul><li>The purposes of SL are to: </li></ul><ul><ul><li>Open up communication – increase the frequency and quality of conversation about performance and development. </li></ul></ul><ul><ul><li>Help others develop competence and commitment. </li></ul></ul><ul><ul><li>Teach others how to provide their own direction and support. </li></ul></ul><ul><ul><li>Value and honor differences. </li></ul></ul>Page Return to Table of Contents
  5. 5. Three Skills of a Situational Leader <ul><ul><li>Diagnosing </li></ul></ul><ul><ul><ul><li>Assessing an individual’s need (development need) for direction and support </li></ul></ul></ul><ul><ul><li>Flexibility </li></ul></ul><ul><ul><ul><li>Using a variety of leadership styles comfortably </li></ul></ul></ul><ul><ul><li>Partnering for Performance </li></ul></ul><ul><ul><ul><li>Reaching agreements on what the leader and the individual need from each other as they work together </li></ul></ul></ul>Page Return to Table of Contents
  6. 6. Diagnosing Development Level <ul><li>Development Level is a combination of two factors: </li></ul><ul><ul><li>Competence </li></ul></ul><ul><ul><ul><li>The individual’s demonstrated task-specific and transferable knowledge and skills on a goal or task </li></ul></ul></ul><ul><ul><li>Commitment </li></ul></ul><ul><ul><ul><li>The individual’s motivation and confidence on a goal or task. </li></ul></ul></ul><ul><ul><li>Development Level is goal or task specific </li></ul></ul><ul><ul><li>It is not an overall rating of the individual’s skills or attitude. </li></ul></ul>Page Return to Table of Contents
  7. 7. Development Level Descriptors Page Return to Table of Contents (D4) Self-Reliant Achiever (D3) Capable, but Cautious, Performer (D2) Disillusioned Learner (D1) Enthusiastic Beginner <ul><li>Justifiably Confident </li></ul><ul><li>Consistently competent </li></ul><ul><li>Inspired/Inspires Others </li></ul><ul><li>Expert </li></ul><ul><li>Autonomous </li></ul><ul><li>Self-Assured </li></ul><ul><li>Accomplished </li></ul><ul><li>Self-Reliant/Self-Directed </li></ul><ul><li>------------------------------- </li></ul><ul><li>Recognized by others as an expert </li></ul><ul><li>Consistently competent; justifiably confident </li></ul><ul><li>Trusts own ability to work independently; self-assured </li></ul><ul><li>Inspired; inspires others </li></ul><ul><li>Proactive; may be asked to do too much </li></ul><ul><li>Self-Critical </li></ul><ul><li>Cautious </li></ul><ul><li>Doubtful </li></ul><ul><li>Capable </li></ul><ul><li>Contributing </li></ul><ul><li>Insecure </li></ul><ul><li>Tentative / Unsure </li></ul><ul><li>Bored / Apathetic </li></ul><ul><li>------------------------------- </li></ul><ul><li>Is generally self-directed but needs opportunities to test ideas with others </li></ul><ul><li>Sometimes hesitant, unsure, tentative </li></ul><ul><li>Not always confident; self-critical; may need help in looking at skills objectively </li></ul><ul><li>May be bored with goal or task </li></ul><ul><li>Makes productive contributions </li></ul><ul><li>Overwhelmed </li></ul><ul><li>Confused </li></ul><ul><li>Demotivated </li></ul><ul><li>Demoralized </li></ul><ul><li>Frustrated </li></ul><ul><li>Disillusioned </li></ul><ul><li>Discouraged </li></ul><ul><li>Flashes of Competence </li></ul><ul><li>------------------------------- </li></ul><ul><li>Has some knowledge and skills; not yet competent </li></ul><ul><li>Frustrated; may be ready to quit </li></ul><ul><li>Discouraged, overwhelmed, confused </li></ul><ul><li>Developing and learning; needs reassurance that mistakes are part of the learning process </li></ul><ul><li>Unreliable, inconsistent </li></ul><ul><li>Hopeful </li></ul><ul><li>Inexperienced </li></ul><ul><li>Curious </li></ul><ul><li>New / Unskilled </li></ul><ul><li>Optimistic </li></ul><ul><li>Excited </li></ul><ul><li>Eager </li></ul><ul><li>Enthusiastic </li></ul><ul><li>------------------------------- </li></ul><ul><li>New to the task or goal; inexperienced </li></ul><ul><li>Eager to learn; willing to take direction </li></ul><ul><li>Enthusiastic, excited, optimistic </li></ul><ul><li>Don’t know what they don’t know, so they may do the wrong thing </li></ul><ul><li>Confidence based on hopes and transferable skills, not reality </li></ul>
  8. 8. Five Key Diagnosis Questions <ul><ul><li>What is the specific goal or task? </li></ul></ul><ul><ul><li>How strong or good are the individual’s demonstrated task knowledge on the goal or task? (Learning or Doing) </li></ul></ul><ul><ul><li>How strong or good are the individual’s transferable skills? (Learning or Doing) </li></ul></ul><ul><ul><li>How motivated, interested, or enthusiastic is the individual? (Attitude: + or -) </li></ul></ul><ul><ul><li>How confident or self-assured is the individual? (Attitude: + or -) </li></ul></ul>Page Return to Table of Contents
  9. 9. Diagnosing Development Level Chart Page <ul><li>Example 1: </li></ul><ul><li>On a specific goal or task an individual has… </li></ul><ul><li>Task Knowledge & Skills = High </li></ul><ul><li>Transferable Skills = Low </li></ul><ul><li>Motivation = High </li></ul><ul><li>Confidence = Low </li></ul><ul><li>This individual’s development level is D3/2 and your leadership style should be S3/2. </li></ul><ul><li>Example 2: </li></ul><ul><li>On a specific goal or task an individual has… </li></ul><ul><li>Task Knowledge & Skills = Low </li></ul><ul><li>Transferable Skills = Low </li></ul><ul><li>Motivation = High </li></ul><ul><li>Confidence = High </li></ul><ul><li>This individual’s development level is D1 and your leadership style should be S1. </li></ul>Return to Table of Contents
  10. 10. Choosing the Appropriate Leadership Style <ul><li>Leadership Style is a pattern of behaviors leaders use, over time, as perceived by others. There are two basic leadership style behaviors: </li></ul><ul><ul><li>Directive Behavior </li></ul></ul><ul><ul><ul><li>Telling and showing people what to do, when to do it, how to do it, and providing frequent feedback on results </li></ul></ul></ul><ul><ul><li>Supportive Behavior </li></ul></ul><ul><ul><ul><li>Listening, facilitating self-reliant problem solving, encouraging, praising, and involving others in decision making. </li></ul></ul></ul><ul><li>There are four leadership styles consisting of four different combinations of Directive and Supportive Behaviors </li></ul><ul><li>* </li></ul>Page Return to Table of Contents
  11. 11. Leadership Style Descriptors Page Return to Table of Contents (S4) Delegating (S3) Supporting (S2) Coaching (S1) Directing <ul><li>Allowing / Trusting </li></ul><ul><li>Confirming </li></ul><ul><li>Empowering </li></ul><ul><li>Affirming </li></ul><ul><li>Acknowledging </li></ul><ul><li>Challenging </li></ul><ul><li>------------------------------- </li></ul><ul><li>The leader empowers the individual to act independently with appropriate resources to get the job done. </li></ul><ul><li>Asking / Listening </li></ul><ul><li>Reassuring </li></ul><ul><li>Facilitating self-reliant problem solving </li></ul><ul><li>Collaborating </li></ul><ul><li>Encouraging feedback </li></ul><ul><li>Appreciating </li></ul><ul><li>------------------------------- </li></ul><ul><li>The leader and the individual makes decisions together. The role of the leader is to facilitate, listen, draw out, encourage, and support. </li></ul><ul><li>Exploring / Asking </li></ul><ul><li>Explaining / Clarifying </li></ul><ul><li>Redirecting </li></ul><ul><li>Sharing feedback </li></ul><ul><li>Encouraging </li></ul><ul><li>Praising </li></ul><ul><li>------------------------------- </li></ul><ul><li>The leader explains why, solicits suggestions, praises behaviors that are approximately right, and continues to direct goal or task accomplishment. </li></ul><ul><li>Defining </li></ul><ul><li>Planning / Prioritizing </li></ul><ul><li>Orienting </li></ul><ul><li>Teaching / Showing and telling how </li></ul><ul><li>Checking / Monitoring </li></ul><ul><li>Giving feedback </li></ul><ul><li>------------------------------- </li></ul><ul><li>The leader provides specific direction about goals, shows and tells how, and closely tracks the individual’s performance in order to provide frequent feedback on results. </li></ul>
  12. 12. Situational Leadership Model Page Return to Table of Contents
  13. 13. Partnering for Performance <ul><ul><li>Prework </li></ul></ul><ul><ul><ul><li>Teach the person the SL Model </li></ul></ul></ul><ul><ul><li>Get Agreement on SMART Goals </li></ul></ul><ul><ul><ul><li>S pecific and measurable </li></ul></ul></ul><ul><ul><ul><li>M otivating </li></ul></ul></ul><ul><ul><ul><li>A ttainable and aligned </li></ul></ul></ul><ul><ul><ul><li>R elevant </li></ul></ul></ul><ul><ul><ul><li>T rack able? </li></ul></ul></ul><ul><ul><ul><li>What does a good job look like? </li></ul></ul></ul><ul><ul><li>Get Agreement on Diagnosis of Development Level </li></ul></ul><ul><ul><ul><li>Development level is goal or task specific. </li></ul></ul></ul><ul><ul><ul><li>What is the person’s demonstrated competence and commitment on each SMART goal and task? </li></ul></ul></ul><ul><ul><ul><li>Identify performance trend(s) </li></ul></ul></ul><ul><ul><li>Get Agreement on Current and Future Leadership Style (S1, S2, S3, S4). </li></ul></ul><ul><ul><ul><li>There is no best leadership style; it depends on the situation. </li></ul></ul></ul><ul><ul><li>Get Agreement on Appropriate Leadership Behaviors for Each Goal. </li></ul></ul><ul><ul><ul><li>SL is not something you do to people; it’s something you do with people. </li></ul></ul></ul><ul><ul><li>Get Agreement on how and how often you will stay in touch. </li></ul></ul><ul><ul><ul><li>Good performance is a journey, not a destination. </li></ul></ul></ul>Page Return to Table of Contents
  14. 14. <ul><ul><li>S1: I want to use Style 1 – What do I say? </li></ul></ul><ul><ul><ul><li>Use these “Conversation Starters” to help you become more flexible and to help D1s ask for the direction they need. </li></ul></ul></ul><ul><ul><li>S2: I want to use Style 2 – What do I say? </li></ul></ul><ul><ul><ul><li>Use these “Conversation Starters” to help you become more flexible and to help D2s ask for the direction and support they need. </li></ul></ul></ul><ul><ul><li>S3: I want to use Style 3 – What do I say? </li></ul></ul><ul><ul><ul><li>Use these “Conversation Starters” to help you become more flexible and to help D3s ask for the support they need. </li></ul></ul></ul><ul><ul><li>S4: I want to use Style 4 – What do I say? </li></ul></ul><ul><ul><ul><li>Use these “Conversation Starters” to help you become more flexible and D4s stay self-reliant . </li></ul></ul></ul>Conversation Starters Page Return to Table of Contents
  15. 15. <ul><ul><li>Allocate WSCI Team resources appropriately depending on Practitioner Development Level </li></ul></ul><ul><ul><ul><li>Define objective criteria (Bronze/Silver/Gold Certification Level, Length of Service with the Company, CSQA Compliance Scores, Number of Projects Managed, Testing, etc.) to determine the Development Level of the Practitioner </li></ul></ul></ul><ul><ul><ul><li>Define minimum Practitioner Training Requirements in order to receive coaching (risk email sent to Practitioner’s Leadership) </li></ul></ul></ul><ul><ul><ul><li>Situational Service Level (Coaching & Support) Provided by WSCI Team based on Development Level of the Practitioner (Dynamic SLA) </li></ul></ul></ul><ul><ul><li>Provides a Common Language & Framework for Monitoring, Coaching, and Support Activities </li></ul></ul><ul><ul><ul><li>Opportunity to utilize situational model to determine support needs and mechanisms to support individuals, organizations, and releases. </li></ul></ul></ul><ul><ul><ul><li>Graphical illustration of where practitioners fit in the continuum of development level and support needs. </li></ul></ul></ul><ul><ul><li>Collaborate with Practitioner’s Leadership to provide insight into Practitioner’s Task Knowledge & Skills to Develop Targeted Employee Training </li></ul></ul><ul><ul><ul><li>Tie Project Results back to Practitioner’s Development Level </li></ul></ul></ul><ul><ul><ul><li>Synchronizes Practitioner Execution Ratings with Performance Evaluations </li></ul></ul></ul>Applying SL to WSCI Team Page Return to Table of Contents
  16. 16. WSCI Team – Situational Support Model Page Return to Table of Contents

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