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SLII Leadership Model Overview
The document discusses situational leadership and its importance in managing and developing team members by adapting leadership styles to their development levels. It emphasizes the need for effective communication, goal-setting, and providing feedback to enhance productivity and retain talent. The situational leadership model is highlighted as a simple yet proven approach to improve leadership effectiveness.
SLII Leadership Model Overview
- 2. what is leadership? whySituational Leadership? ◦ development level ◦ leadership styles test Run
- 3. Management is workingwith and through others to accomplish organisational goals Leadership is any attempt to influence the behaviour of another person or group Leadership = Influence
- 4. Retain yourmost talented team members and equally, improve those who have skill-set deficiencies Increase productivity and effectiveness Improve ROI
- 5. Improve Communication– becoming a more trusted and credible leader Increase effectiveness in setting goals, giving direction, listening, observing, monitoring performance and providing feedback
- 7. “The goal isto match the leadership style that is appropriate to an individual’s development level at each stage of development on a specific goal or task.”
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- 10. “Good Performance isa Journey”
- 11. Goal, or task-specificknowledge & skills and transferable skilIs. Motivation & Confidence
- 13. • Hopeful • Optimistic •Inexperienced • Eager • Curious • Excited • New/unskilled • Enthusiastic
- 15. • Overwhelmed • Confused •Demotivated • Demoralised • Frustrated • Disillusioned • Discouraged • Flashes of Competence
- 17. • Self-critical • Cautious •Doubtful • Capable • Contributing • Insecure • Tentative/unsure • Bored/apathetic
- 19. • Justifiably confident •Consistently competent • Inspired/inspires others • Expert • Autonomous • Self-assured • Accomplished • Self-reliant/self- directed
- 23. • Concentrates onthe what and how. It involves telling and showing • This develops competence in others (teaching, structuring, evaluating, supervising, organising) .
- 24. • Focused ondeveloping positive attitudes and feelings towards the goal or task. • Good examples are – listening, facilitating self- reliant problem solving, encouraging. • This builds commitment in others. .
- 31. 1. The SLmodel is simple, you are probably already using some components already. 2. This will improve your effectiveness, it is a proven model. 3. You need to apply this whilst the information is still fresh.
- 32. BROUGHT TO BY: Liketo find out more?:: www.learncentral.com.au paul@learncentral.com.au
Editor's Notes
- #2 THANK THEM: Thank you all for taking time out to attend today’s workshop - to those of you who attended the first round of the Leadership and Management workshops – the fact that you have come back today hopefully means that our first workshop added value and has further motivated you to increase you effectiveness as a Leader. To Those of you who are attending for the first time welcome aboard and I hope you heard some great feedback from our first workshop and just couldn’t stay away. PREFACE THE SUBJECT/DAY: This is a workshop, rather than a Lecture. This means that it’s interactive. You are managers operating in senior roles so this is about exploring some concepts and tools that are available for you to use and seeking your input. HOUSEKEEPING: Phones on silent or vibrate. My rule with volunteers is to ask nicely three times, then pick someone. Get rid of your note pads and pens. Please use the ones in front of you (colored textas) and yes – there’s a reason why we use textas and why they’re different colors.
- #3 1. First of all today we will explore leadership and management, are they different/ we will look at this first up. 2. SITUATIONAL leadership – is simply a practical model that business leaders can apply to almost all leadership situations/scenarios. Basically ‘organised common sense’ centred around the identification of how people learn and influence. 3. Because this model is simple it is easily translated to every leadership situation/scenario within your business. We will have time to practice. USE WHITEBOARD ASK: IS THERE A DIFFERENCE BETWEEN LEADERSHIP & MANAGEMENT? Whiteboard answers……let’s have a look at what the experts tell us!!!
- #4 Management is working with and through others to accomplish organisational goals The key to being an effective manager is leadership Leadership is any attempt to influence the behaviour of another person or group. In its simplest terms Leadership = Influence Leaders need to GET the Job Done (SUCCESS) But they also need to build continuing cooperation (EFFECTIVENESS) ASK: HAVE YOU EVER SEEN SOMEONE BE HIGHLY INFLUENTIAL BUT YET HOLD NO OFFICIAL TITLE? WHETHER ITS IN SPORT OR IN BUSINESS – SOME PEOPLE SEEM TO HAVE NATURAL LEADERSHIP SKILLS – THEY INFLUENCE PEOPLE
- #5 Managing people in today’s world is one of the toughest challenges – it is no longer enough to - PLAN , ORGANISE AND CONTROL team members It takes great leadership to motivate and inspire others to contribute to their fullest potential – the situational leader UNDERSTANDS THAT THEY NEED TO ADJUST THEIR leadership style to fit the needs of the team member for the task in question – The Situational Leader – not only ensures the job is done today but provides the opportunity to develop team members for tomorrow! Improving the skillsets of others. Good leaders are good coaches, they recognise people who don’t have those skill sets. Its up to the leader to work with those who don’t have the skill sets. Some managers are very good at identiying those with great skills and talent, a great leader is able to work with those who have and don’t have it. Get it right for those others that don’t have it - USE GREG MESH EXAMPLE. This is effective and efficient leadership. WHAT IS THE DIFFERENCE BETWEEN EFFECTIVE AND EFFICIENT. DOING THE RIGHT THINGS & DOING THINGS RIGHT. DRUCKER.
- #6 Through our exploration today and application off the simple concepts of situational leadership you will improve team communication making you a more trusted and credible leader. This will in turn will increase your effectiveness in the management of your business in setting of goals and providing direction. Transferring what you learn here today into your interactions with people, will make a positive, long lasting difference for you, your team members and your business.
- #8 The goal of Situational Leadership® II is to match the leadership style that is appropriate to an individual's development level at each stage of development on a specific goal or task. The leader provides the direction and support that an individual needs in order to move along the development continuum-through the development cycle-from 01 (developing) to 04 (developed). As development level changes, the leader's style should change. REMEMBER a Hammer won’t always do the job…for every job there is an appropriate tool. Hammers are great for banging /driving in nails, BUT I could possibly use it to split a piece of four by two , however not very effectively – lots of rough edges, splinters and NOISE!!!! There is definitely a better tool to complete this task – to build effectively you need a variety of tools and the knowledge of what they are designed to accomplish and of course the skill to use them. The same is true of leadership and management – it would be unrealistic to think that a single tool is all that is needed to manage effectively. The concepts we explore today are intended to add to your ‘tool box’ and increase your effectiveness as a leader – I am definitely not saying this is the only tool you’ll need HOWEVER it is an integral piece of the foundation work for leadership “handymen” and “power tool diva’s”
- #9 There are four leadership styles and four development levels in the Situational Leadership® II Model. The top of the model illustrates the four leadership styles-Style 1 (Directing), Style 2 (Coaching), Style 3 (Supporting), and Style 4 (Delegating). These leadership styles correspond with the four development levels-D1, 02, 03, and D4-shown on the development level continuum at the bottom of the model. The goal of Situational Leadership® II is to match the leadership style that is appropriate to an individual's development level at each stage of development on a specificgoal or task. The leader provides the direction and support that an individual needs in order to move along the development continuum-through the development cycle-from 01 (developing) to 04 (developed). As development level changes, the leader's style should change.
- #10 THE TWO MODELS ARE OFTEN SHOWN LIKE THIS. SO YOU CAN SEE HOW THE TWO MODELS RELATE TOGETHER This means that there is no best leadership style because development level varies from person to person, from goal to goal, and from task to task. Situational Leadership® II is a partnership model. Since that partnership begins with understanding the needs of the individual with whom the leader is working, development level is addressed first.
- #11 SO WE HAVE BRIEFLY INTRODUCED THIS MODEL AND NOW ITS TIME TO EXPLORE THIS IN MORE DEPTH.
- #12 This means that there is no best leadership style because development level varies from person to person, from goal to goal, and from task to task. Situational Leadership® II is a partnership model. Since that partnership begins with understanding the needs of the individual with whom the leader is working, development level is addressed first. Development Level While there are many variables that can affect an individual's ability to accomplish a goal or complete a task, Situational Leadership® II focuses on one situational variable more than others-the development level of a person on a specific goal or task. Development level is a combination of two factors-competence and commitment. Competence is the knowledge and skills an individual brings to a goal or task. Competence is best determined by demonstrated performance. It can, however, be developed, over time, with appropriate direction and support. Competence is gained through formal education, on-the-job training, coaching, and experience. Experience includes certain skills that are transferable from a previous job; for example, the ability to plan, organize, problem solve, and communicate well. These skills are generic by nature and are transferable from one goal or task to another. Commitment is a combination of an individual's motivation and confidence on a goal or task. Motivation is the level of interest and enthusiasm a person has for doing a particular job. Interest and enthusiasm are exhibited behaviorally through animation, energy levels, and verbal cues. Confidence is characterized by a person's self-assuredness. It is the extent to which a person trusts his or her own ability to do the goal or task. If either motivation or confidence is low or lacking, commitment as a whole is considered low.
- #13 As the development level of an individual increases from D1 to D4, his or her competence and commitment fluctuates. On new tasks where they have little, if any, prior experience, most individuals are enthusiastic and ready to learn (D1). Descriptors for a D1 are ...
- #15 Soon after beginning a new task, an individual commonly experiences a period of disillusionment. A letdown occurs when a job is more difficult or is, perhaps, different than expected. This disillusionment causes a decrease in commitment [draw the standard change model – trough of disillusionment]
- #17 If individuals overcome the disillusionment stage and acquire the skills they need, most will then go through a self-doubt stage where they question whether they can perform the task well on their own. Their leader may say they are competent, but they are not so sure. In other words, they lack the confidence in their own competence. These alternating feelings of competence and self-doubt cause the variable commitment associated with D3-commitment that fluctuates from excitement to insecurity.
- #19 With proper support, an individual can eventually become a SelfReliant Achiever-a 04, who demonstrates a high level of competence and commitment on a specific goal or task. In other words, given the appropriate amounts of direction and support, an individual moves from one level of development to another, from being an Enthusiastic Beginner to a Disillusioned Learner to a Capable, but Cautious, Performer to a Self-Reliant Achiever.
- #21 Development level does not apply to the person but rather to the person's competence and commitment to a specific goal or task. An individual is not at anyone development level overall. Development level varies from goal to goal and task to task. In other words, an individual can be at one level of development on one goal or task and a different level of development on another goal or task.
- #22 Just as understanding the different levels of readiness of the team member to perform task or job – to be effective it is just as important for leaders to be able to understand and match their leadership style to the ‘ readiness’ of the team member to perform the task. Those of you who participated in the DiSC workshop you will be familiar with concept of adaptability. As a quick refresher, DiSC looks at the need to adapt your behaviour based on the needs of the four main behavioural styles. Situational Leadership continues on with this theme of adaptability as it applies specifically to leadership. Just as you need to modify your own behaviour in order to get better outcomes with other people, you need to modify your leadership style to ensure you provide the appropriate style to meet each circumstance. Remember the two traits of highly successful individuals? Can anyone tell me? Behavioural Flexibility – able to adapt their style – can communicate just as effectively with a wharfie as they can with a solicitor (for example) Insatiable Curiosity These first two workshops are focusing on the success trait of flexibility
- #23 Jane Snerdburglar may be a marketing genius when it comes to coming up with local area marketing activities – clearly a D4 as demonstrated by the success of past successes. However, when it comes to recruiting staff, she has only ever done it once or twice before and doesn’t really know how to do it with any sort of methodology. Depending on her motivation for the task, she may be a D1 or a D2.
- #24 Directive Behavior concentrates on what and how. It involves telling and showing people what to do, how to do it, when to do it; monitoring performance; and providing frequent feedback on results. Directive Behavior develops competence in others.
- #25 Supportive Behaviour ocuses on developing an individual's commitment and initiative. It also focuses on developing positive attitudes and feelings toward the goal or task. Good examples of Supportive Behavior are listening, facilitating self-reliant problem solving, encouraging, and involving others in decision making. Supportive Behavior builds commitment in others. When Directive and Supportive Behaviors are placed on the horizontal and vertical axes of the Situational Leadership® II Model, there are four combinations of these two behaviors. These four combinations of Directive and Supportive Behaviors are the four leadership styles in the Situational Leadership® II Model.
- #27 This style is characterised by one-way communication in which the leader defines the roes of followers and tells them what, how, when, and where to do various tasks. The leader defines the roles and tasks of the ‘followers’ and supervise them closely. Decisions are made by the leader and announced, so communication is largely one-way. High Directive Behaviour and Low Supportive Behaviour LEADER DECIDES Think of a situation where you think this leadership style might be appropriate. E.g. New property manager or a new real estate management – what am I going to do?
- #28 This style most of the direction is still provided by the leader. The leader also attempts through two way communication to get the followers to buy into decisions that have to be made. Leader still defines roles and tasks, but seeks ideas and suggestions from the follower. Decision remains the leader’s prerogative, but communication is much more two-way. HIGH Directive Behaviour and HIGH Supportive Behaviour LET’S TALK LEADER STILL DECIDES What are the key skills or attributes that make up that style.
- #29 In this style the leader and followers now share in decision making through two way communication and much facilitating behaviour from the leader, since followers have the ability and knowledge to do the task Leader passes day to day decisions, such as task allocation and processes, to the follower. LETS TALK, TEAM MEMBER DECIDES
- #30 The leader empowers the individual to act independently and provides the appropriate resources to get the job done. Most decisions are made by the individual. TEAM MEMBER DECIDES AND REPORTS BACK TO LEADER
- #31 USE HANDOUT AND WALK PEOPLE THROUGH THE EXERCISE