Description
Highlighting about the basics of situational leadership and different styles of situational leadership.
SITUATIONAL LEADERSHIP
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?
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Telling managers that they should use behavioural science theories and research to develop necessary diagnostic skills to maximize effectiveness is quite easy, but to tell them how to use it is not as easy as it appears. Much of the research published in the field of behavioural sciences is not even understandable to many practicing managers; it often appears to be more an attempt to impress other researchers than to help managers to be more effective. Even if practitioners did understand the research, many would argue that it is impracticable to consider every situational variable in every decision.
?
?
?
One of the major forces of work has been to develop a practical model that can be used by managers, salespersons, teachers and parents to make momentby-moment decisions necessary to effectively influence other people. The result of this is Situational Leadership. This approach uses as its basic data the perceptions and observations made by managers, on a day-to-day basis in their own environments. Situational Leadership is based on interplay among: 1. The amount of guidance and direction (task behaviour) a leader gives. 2. The amount of socio-emotional support (relationship behaviour) a leader provides. 3. The readiness level that followers exhibit in performing a specific task, function or objective.
?
?
While all the situational variables (leader, followers, senior management, associates, organizations, job demands and time) are important, the emphasis in Situational Leadership is on the behaviour of a leader in relation to followers. This is simply because, followers in any situation are vital, not only because individually they accept or reject the leader, but because as a group they actually determine whatever personal power the leader may have.
? According
to Situational Leadership, there is no one best way to influence people. ? The leadership style a person should use with individuals or groups depends on the readiness level of people the leader is attempting to influence. ? The application of Situational Leadership can be best understood when Task Behaviour and Relationship Behaviour are identified.
?
?
?
Task Behaviour is „the extent to which the leader engages in spelling out the duties and responsibilities of an individual or group. These behaviours include telling people what, how, when, where and who to do it.? Relationship Behaviour, on the other hand, is „the extent to which a leader engages in two-way or multiway communication. These behaviours include, listening, facilitating and supportive behaviours?. Task Behaviour and Relationship Behaviour are separate and distinct dimensions. The figure explains.
P r o v i d i n g
S u p p o r t I v e
B e h a v i o u r
R e l a t i o s h i p B.
High Relationship & Low Task (S3) Low Relationship & Low Task (S4)
Low
High Task & High Relationship (S2) High Task & Low Relationship (S1)
High
P G r u o i v d i a d n i c n e g
Task Behaviour
The following descriptions apply to the four styles. ? Style 1 (S1) This leadership style is characterized by above-average amounts of task behaviour and below-average amounts of relationship behaviour. ? Style 2 (S2) This leadership style is characterized by above-average amounts of both, task and relationship behaviour. ? Style 3 (S3) This style is characterized by aboveaverage amounts of relationship behaviour and below-average amounts of task behaviour. ? Style 4 (S4) This style is characterized by belowaverage amounts of both, relationship behaviour and task behaviour.
Some of the primary factors in the situation that influence leader effectiveness include the following:
?
? ? ? ? ? ?
Leader. Followers. Supervisor. Key Associates. Organization. Job Demands. Decision Time.
? The
above variables do not operate in isolation. They are interactive. For e.g. Style 1 is referred to as “crisis leadership”, because it is appropriate in times of crisis. ? Relationship between leaders and followers is the crucial variable in the leadership situation. There is no leadership without someone following.
? Readiness
in Situational Leadership is defined as the extent to which a follower demonstrates the ability and willingness to accomplish a specific task. ? Readiness is how ready is a person to perform a particular task. The two major components of readiness are ability and willingness.
Ability is the knowledge, experience and skill that an individual or group brings to a particular task or activity. ? Willingness is the extent to which an individual or group has the confidence, commitment and motivation to accomplish a specific task. ? The quantum of follower readiness can be divided into four levels. Each represents a different level of follower ability and willingness or confidence. The figure explains . . . . .
?
HIGH
MODERATE
LOW
R4
R3
R2
R1
Able & Willing
Able but Unwilling
Unable but Willing
Unable & Unwilling
OR
Able & Confident
OR
Able but Insecure
OR
Unable but Confident
OR
Unable & Insecure
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Readiness Level 1 (R1) - Unable and unwilling. The follower is unwilling and lacks commitment and motivation, OR Unable and insecure. The follower is unable and lacks confidence.
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Readiness Level 2 (R2) - Unable, but willing. The follower lacks ability, but is motivated and making an effort, OR Unable but confident. The follower lacks ability but is confident as long as the leader is there to provide guidance.
Readiness Level 3 (R3) - Able but unwilling. The follower has the ability to perform the task, but is not willing to use that ability, OR Able but insecure. The follower has the ability to perform the task, but is insecure or apprehensive about doing it alone. Readiness Level 4 (R4) - Able and willing. The follower has the ability to perform and is committed, OR Able and confident. The follower has the ability to perform and is confident about doing it.
?
?
R1
R2
R3
Able but Unwilling or Insecure
•Has demonstrated knowledge and ability. •Appears hesitant to finish or take next step. •Seems scared, overwhelmed, confused. •Seems reluctant to perform alone. •Solicits frequent feedback.
R4
Able & Willing or Confident
•Keeps boss informed of task progress. •Can operate autonomously. •Is results oriented. •Shares both good and bad news. •Makes effective decisions regarding task. •Performs to high expertise. •Is aware of standards.
?
? ? ? ? ? ?
Unable & Unable but Unwilling or Willing or Insecure Confident Not performing •Anxious or task to excited. acceptable level. •Interested Being intimidated and by task. responsive. Being unclear •Demonstrating about directions. moderate Procrastinating. ability. Not finishing •Receptive to tasks. input. Asking questions •Attentive. about task. Avoiding task or •Enthusiastic ‘passing the buck’. experience. •New task, no experience.
?
Remember ! At the lower levels of readiness, the leader is providing the direction – the what, where, when and how.
?
The decisions are therefore leader-directed.
At the higher levels of readiness, followers become responsible for task direction and the decisions are follower-directed (self-directed).
?
?
Matching Readiness Level 1 with Leadership Style 1 Telling followers what, where, how etc. Matching Readiness Level 2 with Leadership Style 2 Selling (Explaining, persuading, clarifying). Matching Readiness Level 3 with Leadership Style 3 Participating (Collaborating, facilitating, committing). Matching Readiness Level 4 with Leadership Style 4 Delegating (Observing, monitoring).
?
?
?
To determine what leadership style is required to be used with a person in a given situation, the following decisions need to be made:
? ? ? ? ?
What objective (s) do we want to accomplish? What is the group’s readiness? What leadership action needs to be taken? What was the result of the leadership intervention? What follow up, if any, is required?
E.g. To answer the telephone promptly. ? Using this task statement as a guide, the manager may assess the clerk’s task-readiness level maybe R2 willing but unable. BUT . . . ? Using the same task statement as a guide, the clerk may assess the task readiness level as R4 - willing and able. ? The difference in the task readiness assessment between manager and clerk is usually the result of different meanings attached to the word promptly. ? If the statement is rephrased like: To answer the telephone on the first ring, it becomes easier to assess the task-relevant readiness.
doc_711505078.pptx
Highlighting about the basics of situational leadership and different styles of situational leadership.
SITUATIONAL LEADERSHIP
?
?
?
Telling managers that they should use behavioural science theories and research to develop necessary diagnostic skills to maximize effectiveness is quite easy, but to tell them how to use it is not as easy as it appears. Much of the research published in the field of behavioural sciences is not even understandable to many practicing managers; it often appears to be more an attempt to impress other researchers than to help managers to be more effective. Even if practitioners did understand the research, many would argue that it is impracticable to consider every situational variable in every decision.
?
?
?
One of the major forces of work has been to develop a practical model that can be used by managers, salespersons, teachers and parents to make momentby-moment decisions necessary to effectively influence other people. The result of this is Situational Leadership. This approach uses as its basic data the perceptions and observations made by managers, on a day-to-day basis in their own environments. Situational Leadership is based on interplay among: 1. The amount of guidance and direction (task behaviour) a leader gives. 2. The amount of socio-emotional support (relationship behaviour) a leader provides. 3. The readiness level that followers exhibit in performing a specific task, function or objective.
?
?
While all the situational variables (leader, followers, senior management, associates, organizations, job demands and time) are important, the emphasis in Situational Leadership is on the behaviour of a leader in relation to followers. This is simply because, followers in any situation are vital, not only because individually they accept or reject the leader, but because as a group they actually determine whatever personal power the leader may have.
? According
to Situational Leadership, there is no one best way to influence people. ? The leadership style a person should use with individuals or groups depends on the readiness level of people the leader is attempting to influence. ? The application of Situational Leadership can be best understood when Task Behaviour and Relationship Behaviour are identified.
?
?
?
Task Behaviour is „the extent to which the leader engages in spelling out the duties and responsibilities of an individual or group. These behaviours include telling people what, how, when, where and who to do it.? Relationship Behaviour, on the other hand, is „the extent to which a leader engages in two-way or multiway communication. These behaviours include, listening, facilitating and supportive behaviours?. Task Behaviour and Relationship Behaviour are separate and distinct dimensions. The figure explains.
P r o v i d i n g
S u p p o r t I v e
B e h a v i o u r
R e l a t i o s h i p B.
High Relationship & Low Task (S3) Low Relationship & Low Task (S4)
Low
High Task & High Relationship (S2) High Task & Low Relationship (S1)
High
P G r u o i v d i a d n i c n e g
Task Behaviour
The following descriptions apply to the four styles. ? Style 1 (S1) This leadership style is characterized by above-average amounts of task behaviour and below-average amounts of relationship behaviour. ? Style 2 (S2) This leadership style is characterized by above-average amounts of both, task and relationship behaviour. ? Style 3 (S3) This style is characterized by aboveaverage amounts of relationship behaviour and below-average amounts of task behaviour. ? Style 4 (S4) This style is characterized by belowaverage amounts of both, relationship behaviour and task behaviour.
Some of the primary factors in the situation that influence leader effectiveness include the following:
?
? ? ? ? ? ?
Leader. Followers. Supervisor. Key Associates. Organization. Job Demands. Decision Time.
? The
above variables do not operate in isolation. They are interactive. For e.g. Style 1 is referred to as “crisis leadership”, because it is appropriate in times of crisis. ? Relationship between leaders and followers is the crucial variable in the leadership situation. There is no leadership without someone following.
? Readiness
in Situational Leadership is defined as the extent to which a follower demonstrates the ability and willingness to accomplish a specific task. ? Readiness is how ready is a person to perform a particular task. The two major components of readiness are ability and willingness.
Ability is the knowledge, experience and skill that an individual or group brings to a particular task or activity. ? Willingness is the extent to which an individual or group has the confidence, commitment and motivation to accomplish a specific task. ? The quantum of follower readiness can be divided into four levels. Each represents a different level of follower ability and willingness or confidence. The figure explains . . . . .
?
HIGH
MODERATE
LOW
R4
R3
R2
R1
Able & Willing
Able but Unwilling
Unable but Willing
Unable & Unwilling
OR
Able & Confident
OR
Able but Insecure
OR
Unable but Confident
OR
Unable & Insecure
?
Readiness Level 1 (R1) - Unable and unwilling. The follower is unwilling and lacks commitment and motivation, OR Unable and insecure. The follower is unable and lacks confidence.
?
Readiness Level 2 (R2) - Unable, but willing. The follower lacks ability, but is motivated and making an effort, OR Unable but confident. The follower lacks ability but is confident as long as the leader is there to provide guidance.
Readiness Level 3 (R3) - Able but unwilling. The follower has the ability to perform the task, but is not willing to use that ability, OR Able but insecure. The follower has the ability to perform the task, but is insecure or apprehensive about doing it alone. Readiness Level 4 (R4) - Able and willing. The follower has the ability to perform and is committed, OR Able and confident. The follower has the ability to perform and is confident about doing it.
?
?
R1
R2
R3
Able but Unwilling or Insecure
•Has demonstrated knowledge and ability. •Appears hesitant to finish or take next step. •Seems scared, overwhelmed, confused. •Seems reluctant to perform alone. •Solicits frequent feedback.
R4
Able & Willing or Confident
•Keeps boss informed of task progress. •Can operate autonomously. •Is results oriented. •Shares both good and bad news. •Makes effective decisions regarding task. •Performs to high expertise. •Is aware of standards.
?
? ? ? ? ? ?
Unable & Unable but Unwilling or Willing or Insecure Confident Not performing •Anxious or task to excited. acceptable level. •Interested Being intimidated and by task. responsive. Being unclear •Demonstrating about directions. moderate Procrastinating. ability. Not finishing •Receptive to tasks. input. Asking questions •Attentive. about task. Avoiding task or •Enthusiastic ‘passing the buck’. experience. •New task, no experience.
?
Remember ! At the lower levels of readiness, the leader is providing the direction – the what, where, when and how.
?
The decisions are therefore leader-directed.
At the higher levels of readiness, followers become responsible for task direction and the decisions are follower-directed (self-directed).
?
?
Matching Readiness Level 1 with Leadership Style 1 Telling followers what, where, how etc. Matching Readiness Level 2 with Leadership Style 2 Selling (Explaining, persuading, clarifying). Matching Readiness Level 3 with Leadership Style 3 Participating (Collaborating, facilitating, committing). Matching Readiness Level 4 with Leadership Style 4 Delegating (Observing, monitoring).
?
?
?
To determine what leadership style is required to be used with a person in a given situation, the following decisions need to be made:
? ? ? ? ?
What objective (s) do we want to accomplish? What is the group’s readiness? What leadership action needs to be taken? What was the result of the leadership intervention? What follow up, if any, is required?
E.g. To answer the telephone promptly. ? Using this task statement as a guide, the manager may assess the clerk’s task-readiness level maybe R2 willing but unable. BUT . . . ? Using the same task statement as a guide, the clerk may assess the task readiness level as R4 - willing and able. ? The difference in the task readiness assessment between manager and clerk is usually the result of different meanings attached to the word promptly. ? If the statement is rephrased like: To answer the telephone on the first ring, it becomes easier to assess the task-relevant readiness.
doc_711505078.pptx