ADM 612 - LeadershipADM 612 - Leadership

Lecture 5 – Situational Approach

IntroductionIntroduction

• Situational leadership suggests that different situations demand different kinds of leadership.

• Leadership has both a directive (task) and a supportive (relationship) dimension, and each has to be applied appropriately to a given situation.

• Situational leadership suggests that different situations demand different kinds of leadership.

• Leadership has both a directive (task) and a supportive (relationship) dimension, and each has to be applied appropriately to a given situation.

IntroductionIntroduction

• To determine what is needed in a particular situation, a leader must evaluate her or his employees and assess how competent and committed they are to perform a given tasks.

• To determine what is needed in a particular situation, a leader must evaluate her or his employees and assess how competent and committed they are to perform a given tasks.

IntroductionIntroduction

• Assuming that competency and commitment vary over time, situational leadership suggests that leaders should change the degree to which they are directive or supportive to meet the changing needs of subordinates.

• Assuming that competency and commitment vary over time, situational leadership suggests that leaders should change the degree to which they are directive or supportive to meet the changing needs of subordinates.

Situational Leadership

Model

Situational Leadership

Model

Leadership StylesLeadership Styles

• Leadership style refers to the behavior pattern of an individual who attempts to influence others.

• The style may be directive (task) or supportive (relationship).

• Leadership style refers to the behavior pattern of an individual who attempts to influence others.

• The style may be directive (task) or supportive (relationship).

Leadership StylesLeadership Styles

• Directive behaviors assist group members in goal accomplishment through giving directions, establishing goals and methods of evaluation, setting time lines, defining roles, and showing how goals may be achieved.

• Directive behaviors assist group members in goal accomplishment through giving directions, establishing goals and methods of evaluation, setting time lines, defining roles, and showing how goals may be achieved.

Leadership StylesLeadership Styles

• Supportive behaviors involve two-way communication and responses that show social and emotional support for others, such as asking for input, problem solving, praising, sharing information about self, and listening.

• Supportive behaviors involve two-way communication and responses that show social and emotional support for others, such as asking for input, problem solving, praising, sharing information about self, and listening.

Leadership StylesLeadership Styles

• Cross-classification.– S1: (Directing) high directive, low supportive.

Communication focused on goal achievement not social support.

– S2: (Coaching) high directive, high supportive. Communication focused on both goal achievement and maintenance of subordinate’s socioemotional needs.

• Cross-classification.– S1: (Directing) high directive, low supportive.

Communication focused on goal achievement not social support.

– S2: (Coaching) high directive, high supportive. Communication focused on both goal achievement and maintenance of subordinate’s socioemotional needs.

Leadership StylesLeadership Styles

• Cross-classification.– S3 (Supporting) high supportive, low directive.

Does not focus exclusively on goals, but uses supportive behaviors to bring out the employees’ skills around the tasks to be accomplished.

– S4 (Delegating) low supportive, low directive. Leader offers less task input or social support, facilitating employee confidence and motivation toward the task.

• Cross-classification.– S3 (Supporting) high supportive, low directive.

Does not focus exclusively on goals, but uses supportive behaviors to bring out the employees’ skills around the tasks to be accomplished.

– S4 (Delegating) low supportive, low directive. Leader offers less task input or social support, facilitating employee confidence and motivation toward the task.

Development LevelsDevelopment Levels

• Cross-classification of competence and commitment.

– D1: Low in competence, high in commitment.– D2: Moderate competence, low commitment.– D3: Moderate to high competence, low

commitment.– D4: High competence, high commitment.

• Cross-classification of competence and commitment.

– D1: Low in competence, high in commitment.– D2: Moderate competence, low commitment.– D3: Moderate to high competence, low

commitment.– D4: High competence, high commitment.

How the Situational Approach WorksHow the Situational Approach Works

• Employees move forward and backward on the development continuum.

• Task 1 of the leader: diagnose situation.– What is the task?– How complicated is it?– Are subordinates sufficiently skilled for it?– Do they have the desire to complete it?

• Employees move forward and backward on the development continuum.

• Task 1 of the leader: diagnose situation.– What is the task?– How complicated is it?– Are subordinates sufficiently skilled for it?– Do they have the desire to complete it?

How the Situational Approach WorksHow the Situational Approach Works

• One-to-one correspondence between developmental level and leadership style.

– D1: S1. (Low development with Directing style).– D2: S2. (Moderate 2 with Coaching style).– D3: S3. (Moderate 3 with Supporting style).– D4: S4. (High development with Delegating

style).

• One-to-one correspondence between developmental level and leadership style.

– D1: S1. (Low development with Directing style).– D2: S2. (Moderate 2 with Coaching style).– D3: S3. (Moderate 3 with Supporting style).– D4: S4. (High development with Delegating

style).

StrengthsStrengths

• It has stood the test of the marketplace.

• It is practical (easy to understand, intuitively sensible, and easily applied).

• It has stood the test of the marketplace.

• It is practical (easy to understand, intuitively sensible, and easily applied).

StrengthsStrengths

• It is prescriptive (it tells you what to do).• Emphasizes leader flexibility.• Treat subordinates differently based on the

task and seek opportunities to help subordinates learn new skills and become more confident.

• It is prescriptive (it tells you what to do).• Emphasizes leader flexibility.• Treat subordinates differently based on the

task and seek opportunities to help subordinates learn new skills and become more confident.

CriticismsCriticisms

• Only a few research studies back the propositions.

• Ambiguous relationship between competence and commitment in the development segment of the model.

• Only a few research studies back the propositions.

• Ambiguous relationship between competence and commitment in the development segment of the model.

CriticismsCriticisms

• Definition of commitment not clear. Cannot tell how confidence and motivation link to commitment.

• Studies do not support the prescriptions except for S1.

• Definition of commitment not clear. Cannot tell how confidence and motivation link to commitment.

• Studies do not support the prescriptions except for S1.

CriticismsCriticisms

• Does not account for demographic influences on the model (especially gender, age, and education).

• Research questionnaires force responses into preexisting situational leadership categories.

• Does not account for demographic influences on the model (especially gender, age, and education).

• Research questionnaires force responses into preexisting situational leadership categories.

ApplicationApplication

• Used in consulting and used extensively by managers.

• Principles can be applied at any level of the organization.

• Applies to all stages of project development.

• Used in consulting and used extensively by managers.

• Principles can be applied at any level of the organization.

• Applies to all stages of project development.