Chapter 3 - Skills Approach
Leading your People
Situational Leadership Approach
Chapter 3 - Skills Approach
Overview
 Situational Approach Perspective
 Leadership Styles
 Developmental Levels
 How Does the Situational Approach Work?
Chapter 3 - Skills Approach
Situational Approach Description
(Hersey & Blanchard, 1969)
“Leaders match their style to the competence and
commitment of subordinates”
Perspective
Focuses on leadership in situations
Emphasizes adapting style - different
situations demand different kinds of
leadership
Used extensively in organizational
leadership training and development
Chapter 3 - Skills Approach
Situational Approach Description,
cont’d (Hersey & Blanchard, 1969)
Definition
Comprised of both a Directive
dimension & Supportive
dimension:
– Each dimension must be applied
appropriately in a given situation
– Leaders evaluate employees to assess
their competence and commitment to
perform a given task
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Leadership Styles
Definition
Leadership style - the behaviour pattern
of an individual who attempts to
influence others
It includes both:
– Directive (task) behaviours
– Supportive (relationship) behaviours
Chapter 3 - Skills Approach
Leadership Styles, cont’d.
Dimension Definitions
Directive behaviours - Help group
members in goal achievement via
one-way communication through:
– Giving directions
– Establishing goals & how to achieve them
– Methods of evaluation & time lines
– Defining roles
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Leadership Styles, cont’d.
Dimension Definitions
Supportive behaviours - Assist
group members via two-way
communication in feeling
comfortable with themselves, coworkers, and situation
– Asking for input
– Problem solving
– Praising, listening
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Chapter 3 - Skills Approach
S1 - Directing Style
S1
High Directive
Low Supportive
Leader focuses
communication on goal
achievement
Spends LESS time using
supportive behaviours
Chapter 3 - Skills Approach
S1- Directing Style
S1: Telling / Directing
Follower: R1: Low competence, low commitment / Unable and unwilling or insecure
Leader: High task focus, low relationship focus
When the follower cannot do the job and is unwilling or afraid to try, then the leader takes a highly
directive role, telling them what to do but without a great deal of concern for the relationship. The leader
may also provide a working structure, both for the job and in terms of how the person is controlled.
The leader may first find out why the person is not motivated and if there are any limitations in ability.
These two factors may be linked, for example where a person believes they are less capable than they
should be may be in some form of denial or other coping. They follower may also lack self-confidence as
a result.
If the leader focused more on the relationship, the follower may become confused about what must be
done and what is optional. The leader thus maintains a clear 'do this' position to ensure all required
actions are clear.
Chapter 3 - Skills Approach
S2 - Coaching Style
S2
High Directive
High Supportive
 Leader focuses
communication on BOTH
goal achievement and
supporting subordinates’
socioemotional needs
 Requires leader involvement
through encouragement and
soliciting subordinate input
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S2: Selling / Coaching
S2: Selling / Coaching
Follower: R2: Some competence, variable commitment / Unable but willing or
motivated
Leader: High task focus, high relationship focus
When the follower can do the job, at least to some extent, and perhaps is over-confident
about their ability in this, then 'telling' them what to do may demotivate them or lead to
resistance. The leader thus needs to 'sell' another way of working, explaining and
clarifying decisions.
The leader thus spends time listening and advising and, where appropriate, helping the
follower to gain necessary skills through coaching methods.
Note: S1 and S2 are leader-driven.
Chapter 3 - Skills Approach
S3 - Supporting Style
S3
High Supportive
Low Directive
Leader does NOT focus
solely on goals; uses
supportive behaviours to
bring out employee skills
in accomplishing the
task
Leader delegates day-today decision-making
control, but is available
to facilitate problem
solving
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S3: Participating / Supporting
S3: Participating / Supporting
Follower: R3: High competence, variable commitment / Able but unwilling or insecure
Leader: Low task focus, high relationship focus
When the follower can do the job, but is refusing to do it or otherwise showing
insufficient commitment, the leader need not worry about showing them what to do, and
instead is concerned with finding out why the person is refusing and thence persuading
them to cooperate.
There is less excuse here for followers to be reticent about their ability, and the key is
very much around motivation. If the causes are found then they can be addressed by
the leader. The leader thus spends time listening, praising and otherwise making the
follower feel good when they show the necessary commitment.
Chapter 3 - Skills Approach
S4 - Delegating Style
S4
Low Supportive
Low Directive
 Leader offers LESS task
input and social support;
facilitates subordinates’
confidence and motivation
in relation to the task
 Leader lessens
involvement in planning,
control of details, and goal
clarification
 Gives subordinates control
and refrains from
intervention and unneeded
social support
Chapter 3 - Skills Approach
S4: Delegating / Observing
S4: Delegating / Observing
Follower: R4: High competence, high commitment / Able and willing or motivated
Leader: Low task focus, low relationship focus
When the follower can do the job and is motivated to do it, then the leader can
basically leave them to it, largely trusting them to get on with the job although they
also may need to keep a relatively distant eye on things to ensure everything is going
to plan.
Followers at this level have less need for support or frequent praise, although as with
anyone, occasional recognition is always welcome.
Note: S3 and S4 are follower-led.
Chapter 3 - Skills Approach
Development Levels
Definition
Dimension Definitions
 The degree to which
subordinates have
the competence and
commitment
necessary to
accomplish a given
task or activity
D1
D2
D3
D4
High
D4
Developed
D3
Moderate
D2
Low Competence
High Commitment
Some Competence
Low Commitment
Mod-High Competence
Low Commitment
High Competence
High Commitment
Low
D1
Developing
Developmental Level Of Followers
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How Does the Situational
Approach Work?
 Focus of Situational Approach
 Strengths
 Criticisms
 Application
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Situational Approach
Focus
 Centered on the idea
subordinates vacillate along
the developmental continuum
of competence and
commitment
 Leader effectiveness
depends on – assessing subordinate’s
developmental position, and
– adapting his/her leadership
style to match subordinate
developmental level
“The Situational
approach
requires leaders
to demonstrate
a strong degree
of flexibility.”
Chapter 3 - Skills Approach
How Does The Situational Approach Work?
Using the SLII model –
• In any given situation the Leader has 2 tasks:
1st Task
2nd Task
Diagnose the Situation
Adapt their Style
 Identify the developmental
level of employee
 To prescribed Leadership
style in the SLII model
• Ask questions like:
• Leadership style must
-What is the task
subordinates are being
asked to perform?
correspond to the
employee’s
development level
- How complicated is it?
-What is their skill set?
- Do they have the desire
to complete the job?
Chapter 3 - Skills Approach
How Does The Situational Approach Work?
Employees
Developmental level
D1
Low Competence
High Commitment
D2
Some Competence
Low Commitment
D3
D4
Mod-High Competence
Low Commitment
High Competence
High Commitment
Leaders
Leadership style
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Manager VS Leader
Things right or right thing?
You might have heard the saying that “Managers do
things right, leaders do the right thing. ”
To put it another way, managers concentrate on tasks,
rules and compliance (that is, doing things right) while
leaders concentrate on people, principles and purpose
(that is, doing the right thing).
COACHING YOUR TEAM
Chapter 3 - Skills Approach
1) Building the relationship. It’s easier to learn from
someone you trust. Coaches must effectively establish
boundaries and build trust by being clear about the learning and
development objectives they set, showing good judgment, being
patient and following through on any promises and agreements
they make.
2) Providing assessment. Where are you now and where do
you want to go? Helping others to gain self-awareness and
insight is a key job for a coach. You provide timely feedback and
help clarify the behaviours that an employee would like to
change. Assessment often focuses on gaps or inconsistencies, on
current performance vs. desired performance, words vs. actions
and intention vs. impact.
Chapter 3 - Skills Approach
3) Challenging thinking and assumptions. Thinking
about thinking is an important part of the coaching process.
Coaches ask open-ended questions, push for alternative solutions
to problems and encourage reasonable risk-taking.
4) Supporting and encouraging. As partners in learning,
coaches listen carefully, are open to the perspectives of others
and allow employees to vent emotions without judgment. They
encourage employees to make progress toward their goals, and
they recognize their successes.
5) Driving results. What can you show for it? Effective
coaching is about achieving goals. The coach helps the employee
set meaningful ones and identify specific behaviors or steps for
meeting them. The coach helps to clarify milestones or measures
of success and holds the employee accountable for them.
Chapter 3 - Skills Approach
The following 20 items point out some of the main differences between
training and development:
1. Training blends to a norm – Development occurs beyond the norm.
2. Training focuses on technique/content/curriculum – Development focuses
on people.
3. Training tests patience – Development tests courage.
4. Training focuses on the present – Development focuses on the future.
5. Training adheres to standards – Development focuses on maximizing
potential.
6. Training is transactional – Development is transformational.
7. Training focuses on maintenance – Development focuses on growth.
8. Training focuses on the role – Development focuses on the person.
9. Training indoctrinates – Development educates.
10. Training maintains status quo – Development catalyzes innovation.
Chapter 3 - Skills Approach
11. Training stifles culture – Development enriches culture.
12. Training encourages compliance – Development emphasizes
performance.
13. Training focuses on efficiency – Development focuses on
effectiveness.
14. Training focuses on problems - Development focuses on
solutions.
15. Training focuses on reporting lines – Development expands
influence.
16. Training places people in a box – Development frees them from
the box.
17. Training is mechanical – Development is intellectual.
18. Training focuses on the knowns – Development explores the
unknowns.
19. Training places people in a comfort zone – Development moves
people beyond their comfort zones.
20. Training is finite – Development is infinite.
Chapter 3 - Skills Approach