The document discusses the principles of situational leadership, highlighting its purpose in enhancing communication, development, and commitment among team members. It outlines the context, leadership styles, levels of employee development, and the necessary support for each level. Additionally, it emphasizes the importance of adapting leadership styles to individual needs and maintaining effective performance management through various developmental cycles.

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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