Situational Leadership Theory (SLT) - Revision history

S183367: /* Annotated bibliography */

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Annotated bibliography

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	''The following sources are used throughout this article, and can be explored for further in depth studies of the Situational Leadership Theory.''		''The following sources are used throughout this article, and can be explored for further in depth studies of the Situational Leadership Theory.''

	'''Leadership Style: Attitudes and Behaviors. Hersey, P., & Blanchard, K. H. (1982).''' <ref name ="ATTITUDES"></ref>		'''Leadership Style: Attitudes and Behaviors. Hersey, P., & Blanchard, K. H. (1982)''' <ref name ="ATTITUDES"></ref>

	This book by Hersey and Blanchard explores the concept of leadership by studying different attitudes and behaviors linked to different leadership styles. The authors present the SLT model and thoroughly reviews how the model should be applied between leader and individual. Even though this version is from 1982, the core theory still applies today.		This book by Hersey and Blanchard explores the concept of leadership by studying different attitudes and behaviors linked to different leadership styles. The authors present the SLT model and thoroughly reviews how the model should be applied between leader and individual. Even though this version is from 1982, the core theory still applies today.
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	'''Teaching Learners to be Self-Directed. Grow, G. (1991).''' <ref name="GROW"></ref>		'''Teaching Learners to be Self-Directed. Grow, G. (1991)''' <ref name="GROW"></ref>

	The Staged Self-Directed Learning (SSDL) Model from Grow is based on the Situational Leadership Model (SLM) from Hersey and Blanchard. Grow suggests that individuals are learners who can advance through stages of increasing self-direction, while leaders are teachers who can encourage or block that development. This article focuses on methods for leaders/teachers that can be utilized at any stage to advance the development of the individual/learners, while highlighting common pitfalls between mismatched methods and levels of development.		The Staged Self-Directed Learning (SSDL) Model from Grow is based on the Situational Leadership Model (SLM) from Hersey and Blanchard. Grow suggests that individuals are learners who can advance through stages of increasing self-direction, while leaders are teachers who can encourage or block that development. This article focuses on methods for leaders/teachers that can be utilized at any stage to advance the development of the individual/learners, while highlighting common pitfalls between mismatched methods and levels of development.

S183367: /* Suggestions and other relevant models */

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Suggestions and other relevant models

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	== Suggestions and other relevant models ==		== Suggestions and other relevant models ==
	In order to explore a more in depth ~~approach for a~~ leadership style, the following models are suggested to be applied in relation to the SLM.		In order to explore a more in depth leadership style approach, the following models are suggested to be applied in relation to the SLM.

	=== Blake-Mouton's Managerial Grid and SLM ===		=== Blake-Mouton's Managerial Grid and SLM ===
	The Blake Mountain Grid (BMG) and the SLM are leadership frameworks that can compliment each other when performing efficient leadership approaches. Whereas the BMG plots attitudes towards people and production to identify dimensions of task-oriented to people-oriented focus, the SLM focuses on adapting the leadership style according to the readiness of the individual. By integrating the models, leaders can develop a more comprehensive understanding of what is needed in people-oriented ~~contexts~~ and how to ~~utilize~~ those ~~assets~~ best.		The Blake Mountain Grid (BMG) and the SLM are leadership frameworks that can compliment each other when performing efficient leadership approaches. Whereas the BMG plots attitudes towards people and production, to identify dimensions of task-oriented to people-oriented focus, the SLM focuses on adapting the leadership style according to the readiness of the individual. By integrating the models, leaders can develop a more comprehensive understanding of what is needed in people-oriented areas and how to empower those functions best.

	=== Grow's Staged Self-Directed Learning Model and SLM ===		=== Grow's Staged Self-Directed Learning Model and SLM ===
	~~Turing~~ the focus to the individual's learning curve, Grow's Staged Self-Directed Learning (SSDL) model would also integrate very well in relation to the SLM. Grow's model is based on a step-by-step approach for effective learning experiences that allows the leader to dive deeper into the learning needs, in order to properly structure how the instructions are best delivered.<ref name="GROW"></ref> By utilizing both tools, the leaders can ensure that the practices used to enhance the development of maturity and learning levels for the individuals/teams, are catered suitably.		Turning the focus to the individual's learning curve, Grow's Staged Self-Directed Learning (SSDL) model would also integrate very well in relation to the SLM. Grow's model is based on a step-by-step approach for effective learning experiences that allows the leader to dive deeper into the learning needs, in order to properly structure how the instructions are best delivered.<ref name="GROW"></ref> By utilizing both tools, the leaders can ensure that the practices used to enhance the development of maturity and learning levels for the individuals/teams, are catered suitably.

	== Annotated bibliography ==		== Annotated bibliography ==

S183367: /* Limitations */

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Limitations

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	== Limitations ==		== Limitations ==

	The SLM has been applied at over 400 Fortune 500 companies <ref name="SLIIREV"></ref>, which shows that the model can be utilized broadly in many industries, but it also highlights the fact of whether the model has enough dept to it. It can be applied on both team and individual level, and by every leader. The model is also straightforward, seen in the four maturity levels that the individual/team goes through, which should be followed chronologically. This might however not be the case, as just because one builds more competencies and expertise within a field, it does not mean that the motivation decreases.		The SLM has been applied at over 400 Fortune 500 companies <ref name="SLIIREV"></ref>, which shows that the model can be utilized broadly in many industries, but on the other side it also highlights the fact of whether the model has enough dept to it. It can be applied on both team and individual level, and by every leader. The model is also straightforward, seen in the four maturity levels that the individual/team goes through, which should be followed chronologically. This might however not be the case, as just because one builds more competencies and expertise within a field, it does not mean that the motivation e.g. decreases.

	Additionally, the maturing of readiness level can also happen backwards, in the case of ~~for example~~ a personal crises or stress. The leader therefore needs to monitor and be aware of changes of the individual in order to constantly cater the most appropriate leadership style.		Additionally, building on the chronological order of development levels, the maturing of readiness level can also happen backwards, in the case of e.g. a personal crises or stress. The leader therefore needs to monitor and be aware of changes of the individual in order to constantly cater the most appropriate leadership style.

	~~The~~ predictive nature of the model should also be noted, as it becomes easy to put people into boxes and provide a mismatched leadership style. If an experienced individual received a directing behavior from the leader, it would pose a misunderstanding in the ~~relationship~~ between leader and individual. Especially, if the individual looks up to the leader and is easily influenced. This is the perception of the leaders power, which ~~in the end~~ constitutes their influence potential. <ref name="IMPACTPOWER"></ref> ~~Accordingly will~~ a missmatch of the leadership style and power base ~~minimize~~ the probability of success.		Finally, the predictive nature of the model should also be noted, as it becomes easy to put people into boxes and provide a mismatched leadership style. If an experienced individual received a directing behavior from the leader, it would pose a misunderstanding of the needs between leader and individual. Especially, if the individual looks up to the leader and is easily influenced. This is the perception of the leaders power, which constitutes their influence potential. <ref name="IMPACTPOWER"></ref> In the end, a missmatch of the leadership style and power base minimizes the probability of success for leader's chance of empowering/influencing the individual.

	== Suggestions and other relevant models ==		== Suggestions and other relevant models ==

S183367: /* Application */

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Application

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	== Application ==		== Application ==
	The following section presents examples of how the Situational Leadership Theory can be applied in both project, program and portfolio contexts. The idea is that as soon as the maturity level has been assessed, the leader can start to channel the appropriate leadership style, thereby bringing SLM into play. One should however mind that the SLM should serve as a dialogue tool for leaders, as it can ~~easily~~ become a condescending exercise to address the maturity level directly to the individual.		The following section presents examples of how the Situational Leadership Theory can be applied in both project, program and portfolio contexts. The idea is that as soon as the maturity level has been assessed, the leader can start to channel the appropriate leadership style, thereby bringing SLM into play from the beginning. One should however mind that the SLM should serve as a dialogue tool only for leaders, as it can become a condescending exercise to address the maturity level directly to the individual.

	When applied in proper contexts, the SLM can be used to continually monitor progress, map goals and enhance interdisciplinary work in the project, program and portfolio ecosystem. It can be utilized in the ecosystem, when governance of projects, programs and portfolios is intertwined and share common requirements and/or business cases. The main difference thereby lies in the levels of outputs that needs to be produced (ISO 21502 (2020))<ref name="PMBOOK"></ref>. By identifying coherences and competencies, the leader can bridge common goals and skill sets of the individuals involved. In this way efficiency throughout the organisation on both individual and team level is enhanced.		When applied in proper contexts, the SLM can be used to continually monitor progress, map goals and enhance interdisciplinary work in the project, program and portfolio ecosystem. It can be utilized in the ecosystem, especially when governance of projects, programs and portfolios is intertwined and share common requirements and/or business cases. The main difference thereby lies in the levels of outputs that needs to be produced (ISO 21502 (2020))<ref name="PMBOOK"></ref>. By identifying coherences and competencies, the leader can bridge common goals and skill sets of the individuals involved. In this way efficiency throughout the organisation on both individual and team level is enhanced. This is just one of many examples of how to bridge project, program an portfolio mgmt. with the SLM.

	=== Situational Leadership on project level ===		=== Situational Leadership on project level ===
	According to the PMI standards a project is a temporary endeavor undertaken to create a unique product, service or result.<ref name="PMBOOK"></ref> While the temporary nature might suggest a sole focus on the success of a project, it is crucial to address that people are an integral part of any project~~, and it~~ is therefore crucial for the project manager to support the individuals involved in their personal development and completion of project objectives. The following provides an example of application of SLM in a project:		According to the PMI standards a project is a temporary endeavor undertaken to create a unique product, service or result.<ref name="PMBOOK"></ref> While the temporary nature might suggest a sole focus on the success of a project, it is crucial to address that people are an integral part of any project. It is therefore crucial for the project manager to support the individuals involved in their personal development and completion of project objectives. The following provides an example of application of SLM in a project:

	'''''Example'''''		'''''Example'''''
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	'''The second part''' of the assessment ties the maturity level of the team to a leadership style. In this example, a <span style="color:gold">Supporting style</span> with more supportive than directive behavior is appropriate.		'''The second part''' of the assessment ties the maturity level of the team to a leadership style. In this example, a <span style="color:gold">Supporting style</span> with more supportive than directive behavior is appropriate.

	'''The third step''' is about channeling the leadership style. In this example, a supporting style would suggest empowering the team by motivating them to lift the commitment ~~levels~~. This might be done by mitigating the uncertainty that poses the low commitment levels, and addressing the concerns that the team has. In this case it is perhaps about being transparent about the costs that needs to be cut and how different projects are planning to do this. As the team can see the benefits associated with cutting those costs, the team will also become more ~~committed~~.		'''The third step''' is about channeling the leadership style. In this example, a supporting style would suggest empowering the team by motivating them to lift the commitment. This might be done by mitigating the uncertainty that poses the low commitment levels, and addressing the concerns that the team has. In this case, it is perhaps about being transparent about the costs that needs to be cut and how different projects are planning to do this. As the team can see the benefits associated with cutting those costs, the team will also become more motivated to take on the project.

	=== Situational Leadership on portfolio level ===		=== Situational Leadership on portfolio level ===
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	'''The first step''' is to assess the maturity level of the teams, which is measured against competence and commitment.		'''The first step''' is to assess the maturity level of the teams, which is measured against competence and commitment.
	Team Alpha falls in the ~~high~~ competence low commitment category, thereby <span style="color:darkorange">D2 level</span> as they have a lot of project experience, ~~even though it is from~~ the ~~APAC~~ portfolio, ~~but~~ they are ~~however~~ more motivated to complete projects within their known domain.		Team Alpha falls in the low-some competence / low commitment category, thereby <span style="color:darkorange">D2 level</span> as they have a lot of project experience, however not within the EMEA portfolio, as they are more motivated to complete projects within their known domain; the APAC portfolio.
	Team Beta have despite their young average accumulated a lot of competence within the EMEA portfolio and are quite keen to get out in the deep water, thereby falling under ~~the~~ <span style="color:green">D4 level</span>.		Team Beta have despite their young average accumulated a lot of competence within the EMEA portfolio and are quite keen to get out in the deep water, thereby falling under high competence /high commitment <span style="color:green">D4 level</span>.

	'''The second part''' of the assessment ties the maturity level of the team to a leadership style. In this example, Team Alpha requires a more <span style="color:darkorange">Coaching style</span>, while Team Beta will receive a more <span style="color:green">Delegating style</span>.		'''The second part''' of the assessment ties the maturity level of the team to a leadership style. In this example, Team Alpha requires a more <span style="color:darkorange">Coaching style</span>, while Team Beta will receive a more <span style="color:green">Delegating style</span>.
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	'''The third step''' is about channeling the leadership style. In this example, it should also answer the question of how to properly staff and manage capabilities in the portfolio.		'''The third step''' is about channeling the leadership style. In this example, it should also answer the question of how to properly staff and manage capabilities in the portfolio.

	It has been decided that the first complex project is assigned to Team Beta due to their track record within the EMEA portfolio as well as eagerness to take upon new challenges. From the leader the delegating style will be the least interferring, so letting the team know that there is trust in them to complete the project, and ~~they should reach out if there is anything~~.		It has been decided that the first complex project is assigned to Team Beta due to their track record within the EMEA portfolio as well as eagerness to take upon new challenges. From the leader the delegating style will be the least interferring, so letting the team know that there is trust in them to complete the project, and the leader will thus be more absent.

	Consequently, the smaller project is assigned to Team Alpha as they are only on "loan" and it allows them to get back to projects within their own portfolio. The coaching style will require the leader to build their self-esteem in the EMEA project portfolio to show them that they can utilize some of their competences from the APAC portfolio.		Consequently, the smaller project is assigned to Team Alpha as they are only on "loan" and it allows them to get back to projects within their own portfolio. The coaching style will require the leader to build their self-esteem in the EMEA project portfolio to show them that they can utilize some of their competences from the APAC portfolio. In this way, they are hopefully more keen to return another time, when they have built more experience within this portfolio.

	== Limitations ==		== Limitations ==

S183367: /* The four leadership styles */

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The four leadership styles

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	As the maturity level has been assessed, the time has now come to bring the final dimensions 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 from the leader. As seen in Figure 2, the idea is to match the maturity level to the right leadership style, as this constitutes effective leadership. When this has been done, the leader can start to channel the style. <ref name="HBHR"></ref>		As the maturity level has been assessed, the time has now come to bring the final dimensions 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 from the leader. As seen in Figure 2, the idea is to match the maturity level to the right leadership style, as this constitutes effective leadership. When this has been done, the leader can start to channel the style. <ref name="HBHR"></ref>

	[[File:APPPMSLT3.jpg \|thumb\|~~380px~~\|right\| '''Figure 2:''' The four leadership styles, ranging from S1 to S4.]]		[[File:APPPMSLT3.jpg \|thumb\|400px\|right\| '''Figure 2:''' The four leadership styles, ranging from S1 to S4.]]

	==== S4 - Delegating ====		==== S4 - Delegating ====

S183367: /* The four leadership styles */

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The four leadership styles

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	As the maturity level has been assessed, the time has now come to bring the final dimensions 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 from the leader. As seen in Figure 2, the idea is to match the maturity level to the right leadership style, as this constitutes effective leadership. When this has been done, the leader can start to channel the style. <ref name="HBHR"></ref>		As the maturity level has been assessed, the time has now come to bring the final dimensions 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 from the leader. As seen in Figure 2, the idea is to match the maturity level to the right leadership style, as this constitutes effective leadership. When this has been done, the leader can start to channel the style. <ref name="HBHR"></ref>

	[[File:APPPMSLT3.jpg \|thumb\|~~400px~~\|right\| '''Figure 2:''' The four leadership styles, ranging from S1 to S4.]]		[[File:APPPMSLT3.jpg \|thumb\|380px\|right\| '''Figure 2:''' The four leadership styles, ranging from S1 to S4.]]

	==== S4 - Delegating ====		==== S4 - Delegating ====

S183367: /* The three-dimensional Situational Leadership model */

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The three-dimensional Situational Leadership model

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	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 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.		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 ===		=== Dividing the individuals into maturity level ===
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	=== The four leadership styles ===		=== The four leadership styles ===
	As the maturity level has been assessed, the time has now come to bring the final dimensions 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 from the leader. As seen in Figure 2, the idea is to match the maturity level to the right leadership style, as this constitutes effective leadership. When this has been done, the leader can start to channel the style. <ref name="HBHR"></ref>		As the maturity level has been assessed, the time has now come to bring the final dimensions 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 from the leader. As seen in Figure 2, the idea is to match the maturity level to the right leadership style, as this constitutes effective leadership. When this has been done, the leader can start to channel the style. <ref name="HBHR"></ref>

	[[File:APPPMSLT3.jpg \|thumb\|400px\|right\| '''Figure 2:''' The four leadership styles, ranging from S1 to S4.]]		[[File:APPPMSLT3.jpg \|thumb\|400px\|right\| '''Figure 2:''' The four leadership styles, ranging from S1 to S4.]]
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	==== S1 - Directing ====		==== 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 individual's expertise. <ref name="BURKE"></ref>		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 individual's expertise. <ref name="BURKE"></ref>

	=== Requirements of the leader ===		=== Requirements of the leader ===

S183367: /* Abstract */

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Abstract

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	== Abstract ==		== 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.		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 however 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 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 (individuals) and their ability level (maturity). To achieve this, it requires the leaders to analyze the given scenario and the maturity level of the individual. 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.		The model is three-dimensional, as it (1) relies on the maturity level of the individuals, (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 matches it to accordingly 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.		This article highlights 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.

	__TOC__		__TOC__

S183367: /* Grow's Staged Self-Directed Learning Model and SLM */

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Grow's Staged Self-Directed Learning Model and SLM

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	=== Grow's Staged Self-Directed Learning Model and SLM ===		=== Grow's Staged Self-Directed Learning Model and SLM ===
	Turing the focus to ~~personal development~~, Grow's Staged Self-Directed Learning (SSDL) model would also ~~work~~ very well in relation to the SLM. ~~The~~ model is based on the ~~core concepts of~~ the ~~SLT~~, ~~where individuals advance through different maturity levels, and leaders can help or hinder that development~~.<ref name="GROW"></ref> ~~Whereas~~ the ~~SSDL model serves more as a goal-mapping framework for personal development, it~~ can ~~provide an excellent communication media between leader and individual, which eventually will increase~~ the ~~success~~ of ~~the leader placing the individual within the right~~ maturity ~~level in~~ the ~~SLM~~.		Turing the focus to the individual's learning curve, Grow's Staged Self-Directed Learning (SSDL) model would also integrate very well in relation to the SLM. Grow's model is based on a step-by-step approach for effective learning experiences that allows the leader to dive deeper into the learning needs, in order to properly structure how the instructions are best delivered.<ref name="GROW"></ref> By utilizing both tools, the leaders can ensure that the practices used to enhance the development of maturity and learning levels for the individuals/teams, are catered suitably.

	== Annotated bibliography ==		== Annotated bibliography ==

S183367: /* GROW's Staged Self-Directed Learning Model and SLM */

2023-05-09T10:03:52Z

GROW's Staged Self-Directed Learning Model and SLM

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	The Blake Mountain Grid (BMG) and the SLM are leadership frameworks that can compliment each other when performing efficient leadership approaches. Whereas the BMG plots attitudes towards people and production to identify dimensions of task-oriented to people-oriented focus, the SLM focuses on adapting the leadership style according to the readiness of the individual. By integrating the models, leaders can develop a more comprehensive understanding of what is needed in people-oriented contexts and how to utilize those assets best.		The Blake Mountain Grid (BMG) and the SLM are leadership frameworks that can compliment each other when performing efficient leadership approaches. Whereas the BMG plots attitudes towards people and production to identify dimensions of task-oriented to people-oriented focus, the SLM focuses on adapting the leadership style according to the readiness of the individual. By integrating the models, leaders can develop a more comprehensive understanding of what is needed in people-oriented contexts and how to utilize those assets best.

	=== ~~GROW~~'s Staged Self-Directed Learning Model and SLM ===		=== Grow's Staged Self-Directed Learning Model and SLM ===
	Turing the focus to personal development, ~~GROW~~'s Staged Self-Directed Learning model would also work very well in relation to the SLM. ~~GROW's~~ model is based on the core concepts of the SLT, where individuals advance through different maturity levels, and leaders can help or hinder that development.<ref name="GROW"></ref> Whereas ~~GROW's~~ model serves more as a goal-mapping framework for personal development, it can provide an excellent communication media between leader and individual, which eventually will increase the success of the leader placing the individual within the right maturity level in the SLM.		Turing the focus to personal development, Grow's Staged Self-Directed Learning (SSDL) model would also work very well in relation to the SLM. The model is based on the core concepts of the SLT, where individuals advance through different maturity levels, and leaders can help or hinder that development.<ref name="GROW"></ref> Whereas the SSDL model serves more as a goal-mapping framework for personal development, it can provide an excellent communication media between leader and individual, which eventually will increase the success of the leader placing the individual within the right maturity level in the SLM.

	== Annotated bibliography ==		== Annotated bibliography ==