View source for Situational Leadership Theory (SLT)

Helena Mladenovski, Spring 2023

''This article is based on the Situational Leadership model developed by Paul Hersey and Ken Blanchard while they wrote “Management of Organizational Behavior: Utilizing Human Resources.”''

OBS: A revised model, also called the SLII model, was published by Blanchard in 1979. In order to reflect state of the art, the glossary in this article is based on this most recent version; SLII.

== Abstract ==
Having a managing role in projects is not just about ensuring that the given project objectives are met, but also about leading the people involved. In more recent years, it has become clear that there is no such thing as the “right” leadership style. 

The Hersey-Blanchard Situational Leadership model, first published in 1969, suggests that no specific leadership style is better than the other, but rather that the leader should adjust their style according to those they lead (followers) and their ability level (maturity). To achieve this, it requires the leaders to analyze the given scenario and the maturity level of the follower. Blanchard revised the model and published a new version in 1979, although being very similar to the original. The main idea of the revised model; the SLII model, is however based on the original 1969 version.

The model is three-dimensional, as it (1) relies on the maturity level of the followers, (2) the amount of direction (task behavior) needed from the leader, as well as (3) the amount of socio-emotional support (relationship behavior) provided by the leader. The given leadership styles take the personal development of the individual into consideration and thus follows four phases; Directing, Coaching, Supporting, Delegating.

This article aims to highlight the fact that the theory can be adopted in various fields and on different levels, including project, program and portfolio management. The Situational Leadership Model can act as a guideline for managers to make decisions about resource allocation, prioritization, risk management and leadership style. There are however different limitations to the model and different suggestions have therefore been provided in order to view the Situational Leadership model in a broader context. 

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== Quick-start guide to SLT ==

- Insert guide (will be done in the end) + graph that shortly summarizes what needs to be done 

== The three-dimensional Situational Leadership model ==

The purpose of the Situational Leadership Model (SLM) is to facilitate an efficient relationship between the leader and the individuals. This is done by focusing on conversations about the performance and development of the individual, as the use of the model eventually seeks to enhance the level of them. These conversations are relevant for every leader, whether it is a project, program or portfolio level, as individuals might have very different competencies and commitment levels. <ref name="SLII"></ref>

The reason for why the Situational Leadership Model is three-dimensional is the three different verticals that are assessed; the maturity of the individual, the supportive behavior needed from the leader, as well as the directive behavior needed from the leader. 

=== Dividing the individuals into maturity level ===
The first vertical; maturity, constitutes the underlying fundament of the SLM. The maturity can be divided into four different levels ranging from developed to developing. The essential goal of the maturity levels is for the individuals to become the most self-motivated and self-directed, thereby working towards 'developed'. <ref name="HBHR"></ref>

The development level is a combination of competence and commitment and is task specific, seen in the way that an individual might achieve different development levels according to the maturity they have regarding the task. Competence is the acquired knowledge and skills that the individual holds, while commitment is the level of motivation and drive that the individual holds in relation to that task.  In order to place the individual in one of the maturity levels as seen below, the leader needs to analyze and conclude on the individual’s task knowledge, skills, motivation, and confidence. <ref name="SLII"></ref>

There are four stages of development, ranging from D4-D3-D2-D1, as seen in the figure below. 

'''D4 – Self-Reliant Achiever:''' Described as expert in the field, trusts their own ability to work independently on the task, but is consequently asked to do a lot.

'''D3 – Capable, but Cautious, Performer:''' An individual that not always holds a lot of confidence that they will be able to achieve the task, even though they might contribute with good inputs. They need opportunities to test ideas with others.

'''D2 – Disillusioned Learner:''' This level describes unreliable individuals, who might become discouraged and frustrated, even though they have some knowledge and skills they can contribute with. 

'''D1 – Enthusiastic beginner:''' An individual who is eager and proactive in taking on the task, even though they might be quite inexperienced to complete the task. 

[[File:APPPMBilllede1.jpg|600px|thumb|center|'''Figure 1:'''  The four maturity levels ranging from D1 to D4.]]

=== The four stages of development ===
As the maturity level has been assessed, the next step is to match the right leadership style to the according maturity level as this constitutes effective leadership. The time has now come to bring the two final verticals of the SLM into play. The coordinate system is based on two axes; the amount of directive behavior and the amount of supportive behavior needed, as seen in Figure 2. <ref name="HBHR"></ref>

MATCHING THEM UP:
S4 - and suits those individuals that can be found in the D4 development category.

Something about the Four stages that the individual goes through..
[the leader can start to channel the right leadership style]. The goal is to 
KEY IN THIS PART OF THE MODEL IS TO CONNECT THE 

[[File:APPPMSLT3.jpg |thumb|400px|right| '''Figure 2:''' The four leadership styles, ranging from S1 to S4.]]

==== S4 - Delegating ==== 
This style requires a both low directive and supportive behavior as these followers have the ability and drive to work independently, without any significant support from the leader. This leadership behavior is therefore the least interferring and holds a lot of trust between leader and individual. <ref name="BURKE"></ref>

==== S3 - Supporting ====
Supporting leadership is suited for those that have competences but lacks the motivation or drive to complete the task. In this role, it is important that the leader is there to boost their confidence, as the individual do possess the required direction to complete the task. (<ref name="BURKE"></ref>

==== S2 - Coaching ====
This style also goes under the name ‘Selling’ and is for individuals who has some expertise, but lacks both overall commitment and competence to complete the task. Typically, these individuals need direction and supervision, as well as support to build their self-esteem in order for them to progress to the next level. <ref name="BURKE"></ref>

==== S1 - Directing ==== 
This style is appropriate for individuals who often are very new to a project/task. This means that they lack the overall competences to complete the task, but are very motivated and driven to complete it. The leader should therefore spend energy introducing the individual to workflows, tasks and in general build the expertise of the individual. <ref name="BURKE"></ref>

=== Requirements for the leader ===
In order for the leader to first assess the right maturity level of the individuals and then be able to apply the accordingly appropriate style, it requires ongoing analysis and knowledge of the individuals. This diagnostic mindset should not be undermined, as it is key to assess the individuals need for direction and support. (Hersey & Blanchard, 1988.)

Additionally, flexibility is crucial, as the leader needs to be comfortable jumping from different leadership styles. Clear communication is also vital as there needs to be agreements on what the leader and the individual expect from each other. This ability to communicate is also needed when promoting the vision and the common north star that the team is working towards (Jordan et al., 2020).

== Application ==

OBS: THE FOLLOWING IS NOT FINAL, WHICH IS THE REASON WHY EVERYTHING IS IN BULLET POINTS. SORRY FOR ANY CONFUSION THAT MIGHT APPEAR.


First, the maturity level of the followers might be determined, then the leadership style channeled and monitored…

-	Mismatched style example with a lot of direction for experienced person. 
o	People will not feel good about this behvior.
o	Other APPPM examples of mismatched styles and what it does to both the leader and the individual
-	Bridge to the different levels on project, programme and portfolio mgmt., how they are related..
o	Project < Program < Portfolio 
o	Source: PMBOOK


=== Situational Leadership on project level ===

Example: A new person has joined your project. It would not be appropriate to leave them be with a delegating manor. 

-	Effective leadership = project success and positive outcomes, 
o	Recognizing the need of the leader to adapt not only to individuals, but also situations
-	Drives of project – how it is done effectively.
-	Source: PMBOOK

Ref test<ref name="PMBOOK"> Project Management Institute, Inc.. (2017). Guide to the Project Management Body of Knowledge (PMBOK® Guide) (6th Edition). Project Management Institute, Inc. (PMI). Retrieved from https://app.knovel.com/hotlink/toc/id:kpGPMBKP02/guide-project-management/guide-project-management</ref>

Ref test  no 2<ref name="HERSEYBLANCHARD"></ref>

=== Situational Leadership on program level ===
Example: A team that is experienced and highly skilled might need less direction and support.

-	Helping program managers to determine most effective approach to use with different project teams or stakeholders
-	Multiple projects might be interrelated and aligned towards a common goal.
o	The SLT provides flexibility and an adaptive framework 
-	Utilizing D1, D2, D3, D4 levels to asses maturity of projects within the program
o	Larger perspective management than project mgmt..
o	Analyze and assess projects at the same stage within the program
	Interdependencies and goal setting

=== Situational Leadership on portfolio level ===
Example: Very complex program might require more directive leadership style than a more mature program.  
-	Used to allocate resources effectively, prioritize project/programs and risk mgmt.
o	Seizing opportunities	
o	Who are the stakeholders?
	Sponsors, leaders, project teams and so on.
-	Team level assessment in relation to the program and so on
o	More high level than program
o	Are they developing?

== Limitations  ==

Applied at over 400 Fortune 500 companies. Sets the tone for the rest. The good thing is that ist show that the model is not limiting - but does it then have enough dept in it? (Fernandez & Vecchio, 1997)

Maturing the readiness level: (Hersey & Blanchard, n.d.). Can also happen that it moves backwards, person crises/stress/family situation. Then leader needs to monitor and be aware..

-	Predicts how the relationship is going to be,
o	puts people into boxes
o	Behavior vs. attitude (Hersey & Blanchard, 1982).
-	Lack of strong empirical support for the theory
o	A fourth study of SLT in a military setting (Vecchio, Bullis, & Brazil, 2006) 
o	Situational leadership model built on the back of research. 
-	The perception of a leaders power. Power is the leaders influence potential. 
o	the leadership style does not reflect the appropriate power base, it may not maximize the probability of success.  (IMPACT OF POWER ref)

== Suggestions and other relevant models ==

Suggestions and other relevant models in the same context (link to other relevant tools):
What tool could this be applied with? And why would it go well with those.

=== Blake-Mouton's Managerial Grid and SLT ===
•	GRID: Situational behavior describes observed behavior, while the Managerial Grid describe attitudes or predispositions towards production and people. (Hersey & Blanchard, 1982) This grid maximizes both productivity and personal development - however claiming that there is a single best way to manage it. 

=== Grow's Staged Self-Directed Learning Model and SLT ===
•	SSDL: Effects: Based on situational leadership model, the stages Self-directed Learning model proposes that learners advance through stages of increasing self-direction and that teachers can help or hinder that development. Based on key concepts from SLM. Problems arrive when there is a mismatch between teacher and learner, some of these mismatches are severe. Can act as supporting media for the SLT, matrix like model here. (SELF-DIRECTED ref)

== Annotated bibliography ==

== References ==
<references >

 <ref name="PMBOOK"> Project Management Institute, Inc.. (2021). Guide to the Project Management Body of Knowledge (PMBOK® Guide) (7th Edition). Project Management Institute, Inc. (PMI). Retrieved from https://app-knovel-com.proxy.findit.cvt.dk/kn/resources/kpSPMAGPMP/toc </ref>

<ref name="HERSEYBLANCHARD"> Hersey, P. and Blanchard, K. H. (1969). Management of Organizational Behavior – Utilizing Human Resources. New Jersey/Prentice Hall. </ref>

<ref name="HBHR"> Hersey, P., & Blanchard, K. H. (n.d.). Management of Organizational Behavior – Utilizing Human Resources (10th ed.). Pearson. Retrieved from http://ci.nii.ac.jp/naid/110003774602/ </ref>

<ref name="BURKE"> Burke, R., S.B. (2014). Project Management Leadership: Building creative teams (2nd Edition). Wiley. </ref>

<ref name="SLII"> The Ken Blanchard Companies (2000). Situational Leadership II - Teaching others. </ref>

 <ref name="SLIIREV"> Fernandez, C.F., & Vecchio, R.P. (1997) Situational leadership theory revisited: A test of an across-jobs perspective. Leadership Quarterly, 8(1), 67–84. Retrieved from: https://doi.org/10.1016/S1048-9843(97)90031-X.</ref>

<ref name="GROW"> Grow, G. (1991). Teaching Learners to be Self-Directed. Adult Education Quaterly, 41, 125–149. </ref>

<ref name="ATTITUDES"> Hersey, P., & Blanchard, K. H. (1982). Leadership Style: Attitudes and Behaviors. Training & Development Journal, 36(5), 50–52. Retrieved from http://search.ebscohost.com.openathens-proxy.swan.ac.uk/login.aspx?direct=true&db=bth&AN=9075433&site=ehost-live&scope=site&authtype=shib&custid=s8000044 </ref>

<ref name="IMPACTPOWER"> Hersey, P., Blanchard, K. H., & Natemeyer, W. E. (1979). Situational Leadership, Perception, and the Impact of Power. Group & Organization Management, 4(4), 418–428. https://doi.org/10.1177/105960117900400404 </ref>

<ref name="7TENSTIONS"> Jordan, J., Wade, M., & Teracino, E. (2020). Every Leader Needs to Navigate These 7 Tensions. Harvard Business Review Digital Articles, 1–6. </ref>

<ref name="TEST"> Thompson, G., & Vecchio, R. P. (2009). Situational leadership theory: A test of three versions. Leadership Quarterly, 20(5), 837–848. https://doi.org/10.1016/j.leaqua.2009.06.014 </ref>