A work place comprises of employees' with varied level of development. It is the responsibility of a Manager to understand the people working with him and deploy the best leadership style to get the best out of them.

1. ‘Kunle Obadina
Situational Leadership
kunlexcool@gmail.com6/11/2014 1

2. 2
The Purpose of Situational Leadership1
Content
The Context of Situational Leadership2
Leadership3
Situational Leadership4
Leadership Styles6
Levels of Development5
Development and Regression Cycles7
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3. The Purpose of Situational Leadership
 Open up communication—increase the frequency and quality
of conversations about performance and development
between you and the people you work with.
 Help others develop competence and commitment.
 Teach others how to provide their own direction and support.
 Value and honour differences.
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4. The Context of Situational Leadership
What changes
does the
consumer market
face?
What changes
does your
company face?
What challenges
do you face as a
leader?
What changes
does your
workgroup face?
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5. Leadership…
 It is an influence process. Not coercion
nor manipulation.
 It is working with people to accomplish
their goals and the goals of the
organization. Not self interest.
 Emotional intelligence distinguishes
between great leaders and merely good
ones.
 It is about effective decision making.
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6. Beliefs and Values about People
 People can and want to develop.
 Leadership is a partnership.
 People value involvement and communication.
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7. Situational Variables…
 Goal or Task Variables.
 Organization Variables.
 Leader Variables.
 Development level of the
individual.
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8. Situational Leadership…
 Situational Leadership isn’t something you do to people; it’s
something you do with people.
 It’s not about what happens when you’re there; it’s about what
happens when you’re not there.
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9. The 3 Skills of a Situational Leader
 Diagnosis: the willingness and ability to look at a situation and
assess others’ developmental needs in order to decide which
leadership style is the most appropriate for the goal or task at
hand.
 Flexibility: the ability to use a variety of Leadership styles
comfortably.
 Partnering for Performance: reaching agreements with others
about the leadership style they need.
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10. The 4 levels of Employee Development
 D1: low competence and high
commitment (enthusiastic
beginner).
 D2: low to some competence
and low commitment
(disillusioned learner).
 D3: Moderate to high
competence and variable
(capable but cautious
performer).
 D4: High competence and high
commitment (the self reliant
achiever).
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11. The needs of a D1
 Recognition of enthusiasm
and transferable skills.
 Clear goal and roles.
 Standard for what a good job
looks like.
 Timelines.
 Priorities.
 Information on how data about
performance will be collected
and shared.
 Action plans: specific direction
about how, when and with
whom.
 Boundaries and limits.
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12. The needs of a D2
 Clear goals.
 Perspectives.
 Frequent feedback.
 Praise for making progress.
 Help in analyzing successes
and failures; assurance that it
is ok to make mistakes.
 Explanations of why the goal
or task is important
(explanations of how).
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13. The needs of a D3
 An appropriate mentor or
caoch.
 Opportunities to test
ideas.
 Opportunities to express
concerns and share
feelings.
 Support and
encouragement to
develop self-reliant
problem solving skills.
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14. The needs of a D4
 Variety and challenges.
 A leader who is more of a
mentor and colleague
than a manager.
 Acknowledgement of
contributions.
 Trust.
 Opportunities to share
knowledge and skills with
others.
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15. Development level Descriptor
D3
• Self-critical
• Cautious
• Doubtful
• Capable
• Contributing
• Insecure
• Tentative/unsure
• Bored/apathetic
D4
• Justifiably confident
• Consistently competent
• Inspired/inspires others
• Expert
• Autonomous
• Self-assured
• Accomplished
• Self-reliant/self-directed
D2
• Overwhelmed
• Confused
• Demotivated
• Demoralized
• Frustrated
• Disillusioned
• Discouraged
• Flashes of competence
D1
• Hopeful
• Inexperienced
• Curious
• New/unskilled
• Optimistic
• Excited
• Eager
• Enthusiastic
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16. Model for Diagnosing Development Level
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17. Model for Diagnosing Development Level
The Key Diagnosis
Questions
 What is the specific goal or
task?
 How strong or good are the
individual’s demonstrated
task knowledge and skills?
 How strong or good are the
individual’s transferable
skills?
 How motivated, interested,
or enthusiastic is the
individual?
 How confident/self-assured
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18. Leadership Style…
 The pattern of
behaviours you use with
others, over time, as
perceived by them.
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19. The Leadership Styles : Style 1
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20. The Leadership Styles : Style 2
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21. How Style 2 is Different from Style 1
 More support, praise, and two-way conversation;
more involvement in decision making and problem
solving.
 More explaining, instead of defining.
 More clarifying, instead of telling.
 More emphasis on why, instead of how and what.
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22. The Leadership Styles : Style 3
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23. How is Style 3 Different from Style 2
 The individual takes lead in planning how; more
self-direction.
 The leader listens to make sure the individual
understands what needs to be done.
 The leader listens to make sure he or she understands
the individual’s approach, so that assistance and
resources can be provided if needed.
 The leader asks more than tells.
 The leader becomes more of a colleague or peer:
engaging in joint problem solving and decision making.
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24. The Leadership Styles : Style 4
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25. How is Style 4 Different from Style 3?
 The individual provides his or her own direction and
support.
 There is less interaction between the leader and the
individual.
 The individual has more autonomy to set goals,
develop action plans, create opportunities to perform,
and collect and share feedback on performance.
 The leader’s focus is less on day-to-day problem
solving and more on the future.
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26. The 4 Leadership Styles
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27. 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.
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28. 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.
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29. Style Descriptor
S3 Message: You want others to believe
in themselves and their competence
 Asking/listening
 Reassuring
 Facilitating self-reliant problem solving
 Collaborating
 Encouraging feedback
 Appreciating
S4 Message: You want them to go
beyond what they thought possible
 Allowing/trusting
 Confirming
 Empowering
 Affirming
 Acknowledging
 Challenging
S2 Message: Show that you care
 Exploring/asking
 Explaining/clarifying
 Redirecting
 Sharing feedback
 Encouraging
 Praising
S1 Message: You want to develop
their competence
 Defining
 Planning/prioritizing
 Orienting
 Teaching/showing and telling how
 Checking/monitoring
 Giving feedback
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30. Leader Behaviour
In all four styles, the leader…
 Makes sure goals and expectations are clear.
 Observes and monitor performance.
 Gives feedback.
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31. Development Cycle…
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32. The 6 Steps for Developing Competence & Commitment
 Tell the individual what to do.
 Show him or her.
 Let the person try.
 Observe performance closely.
 Praise progress or redirect.
 Change your leadership style over time as
competence and commitment change.
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33. The Regression Cycle…
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34. The 4 Steps for Managing Regression
 Do your homework. Use Style 3 to explore what is
going on.
 If necessary, use Style 2 to renegotiate goals or
redirect.
 Spend more time observing and monitoring
performance and giving feedback.
 Describe the consequences of continued low
performance, if necessary.
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35. Reflections
 How can you apply
what you’ve learnt
about coaching with
your employees?
 What actions do you
plan on taking?
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36. Thank you
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37. Resources Materials
 Aras, M.C (September 2008). Principles of
Management [PowerPoint Slides]. Lagos, Nigeria
 Udoji, U (July 2012). What Greater Managers
Do/PPT. Lagos Business School, Lagos, Nigeria.
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