Situational Leadership Theory (SLT)
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''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.”'' | ''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.”'' | ||
| − | 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. | + | 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 == | == 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 ( | + | 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 | + | 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 | + | 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. |
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== The three-dimensional Situational Leadership model == | == The three-dimensional Situational Leadership model == | ||
| − | The purpose of the Situational Leadership Model (SLM) is to facilitate | + | 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 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 === | ||
| − | The underlying fundament of the SLM | + | 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 | + | 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. | 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 | + | '''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. | '''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. | ||
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'''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. | '''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 | + | '''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. |
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| − | + | [[File:APPPMBilllede1.jpg|600px|thumb|center|'''Figure 1:''' The four maturity levels ranging from D1 to D4.]] | |
| − | + | === 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> | ||
| − | + | [[File:APPPMSLT3.jpg |thumb|400px|right| '''Figure 2:''' The four leadership styles, ranging from S1 to S4.]] | |
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==== S4 - Delegating ==== | ==== S4 - Delegating ==== | ||
| − | This style requires both low directive and supportive behavior | + | 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 ==== | ==== S3 - Supporting ==== | ||
| − | Supporting leadership is suited for those | + | 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 ==== | ==== S2 - Coaching ==== | ||
| − | This style also goes under the name ‘Selling’ and is for individuals who | + | 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 ==== | ==== 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. | + | 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 | + | === Requirements of the leader === |
| − | In order for the leader to first assess the right maturity level of the individuals and then be able to apply the | + | In order for the leader to first assess the right maturity level of the individuals and then be able to apply the appropriate leadership style, it requires ongoing analysis and knowledge of the individuals. This '''analytical mindset''' should not be undermined, as it is key to assess the individual's need for direction and support. Additionally, '''flexibility''' is crucial as the leader needs to be comfortable jumping from different leadership styles. <ref name="ATTITUDES"></ref> |
| − | + | '''Clear communication''' is also vital as there needs to be agreements on what the leader and the individual can expect from each other. In general, the ability to communicate is tied to the ability to '''engage the individuals''', which is another important skill for a leader. This does not only concern maturing the individual, but also promoting the vision and the common north star that the team is working towards. <ref name="7TENSIONS"></ref> | |
== 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 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, 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 === | ||
| + | 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''''' | |
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| + | Christiane has just joined your project about building a new wastewater plant. She just graduated a few months ago and therefore lacks significant expertise in the field, but it however really keen to get started and take on tasks. | ||
| − | + | '''The first step''' is to assess the maturity level of Christiane, which is measured against competence and commitment. Due to her lack of professional experience, the competence level can be categorized low, whereas her enthusiasm shows a high commitment level. Her maturity level is therefore defined to be in the <span style="color:red">D1 level</span>. | |
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| + | '''The second part''' of the assessment is thereby tying her maturity level to the leadership style which suggests a <span style="color:red">Directing style</span> with more directive rather than supportive behavior. | ||
| − | + | '''The third step''' is about channeling the leadership style, which implies taking charge of the different tasks that are assigned to Christiane by offering guidance and feedback, which ensures that she can develop her competencies. Frequent meetings are suggested to monitor the progress of her development, whereof the leadership style also can be adjusted accordingly. | |
| − | + | === Situational Leadership on program level === | |
| + | Within the program level, the SLM can also come in handy. Programs establish the strong mutual dependency between designated projects and by lifting the overall goal up to a higher level, now focusing on delivering benefits rather than "just" producing a deliverable, consequently the complexity is increased. <ref name="PMBOOK"></ref> Instead of the maturity level of the individual, it can therefore be beneficial to assess the overall team, in order to ensure that the best leadership style is provided to achieve the benefits. The following example regards the application in the mentioned context: | ||
| − | + | '''''Example''''' | |
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| − | + | A team have been dedicated to help you get the most out of your internal cost reduction program. The team has a wide range of expertises that compliments each other and collectively many years of experience within the company, but are however not too excited about initiating a cost reduction program as it is unclear what kind of costs eventually needs to be cut. | |
| − | + | '''The first step''' is to assess the maturity level of the team, which is measured against competence and commitment. As the team collectively have accumulated a lot of experience within different professional fields, the competence level can be placed in the high end. The lack of motivation and the frustration however indicates unreliable to low commitment levels. The team's maturity level is thus defined to be in the <span style="color:gold">D3 level</span>. | |
| − | + | '''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. | |
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| − | + | '''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. | |
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=== Situational Leadership on portfolio level === | === Situational Leadership on portfolio level === | ||
| − | + | As described in the PMI Portfolio Standards, a portfolio is a component collection of projects, programs and operations managed as a group to achieve a strategic objective. One of the things associated to portfolio management is thus capacity and capability alignment to ensure that the goals can be achieved by the organization's resources. <ref name="PMBOOK"></ref> By assessing the individuals/teams with the SLM, it will become easier for the leader to adjust the leadership style in order to maximize the potential of the individuals/teams. The following example shows how the SLM can be applied in said context: | |
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| − | + | '''''Example''''' | |
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| − | + | Within a company there are two specific projects, both in the EMEA portfolio, that needs to start and be staffed at the same time. One of the projects is quite complex and requires a lot of expertise and domain knowledge, whereas the other smaller project is very similar to another project that has already been conducted within the portfolio. You have two full project teams available and should now decide how to staff them. | |
| − | - Team | + | - Team Alpha usually assists on projects within the APAC portfolio, and are thus very experienced in that field but are now free in the given timeframe to assist on the EMEA portfolio. |
| − | + | - Team Beta is a fairly new and young team, but have demonstrated great success with the projects they have managed in the EMEA portfolio. They are very keen to learn and take upon new challenges. | |
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| + | SLM can now be used to figure out the best way to staff the two teams. | ||
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| + | '''The first step''' is to assess the maturity level of the teams, which is measured against competence and commitment. | ||
| + | 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 high competence /high commitment <span style="color:green">D4 level</span>. | ||
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| + | '''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. | ||
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| + | 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. | ||
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| + | 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 == | ||
| − | + | 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, 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. | |
| − | + | 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. | |
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== Suggestions and other relevant models == | == Suggestions and other relevant models == | ||
| + | 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 === | |
| − | + | 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 === |
| − | + | 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. | |
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== Annotated bibliography == | == Annotated bibliography == | ||
| + | ''The following sources are used throughout this article, and can be explored for further in depth studies of the Situational Leadership Theory.'' | ||
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| + | '''Leadership Style: Attitudes and Behaviors. Hersey, P., & Blanchard, K. H. (1982)''' <ref name ="ATTITUDES"></ref> | ||
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| + | 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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| + | '''Situational Leadership Theory: A test of three versions. Thompson, G., & Vecchio, R. P. (2009)''' <ref name="TEST"></ref> | ||
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| + | This study searched to stresstest the different versions of the Situational Leadership Model. This concerned (1) the original from 1972, (2) the revised from 2007, and (3) an alternative statement of the theory. The study was conducted by gathering survey data from 10 Norwegian financial institutions, which was analyzed for predicted interactions. Findings included that the 2007 version was a poorer predictor of performance and attitude than the original version. | ||
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| + | '''Teaching Learners to be Self-Directed. Grow, G. (1991)''' <ref name="GROW"></ref> | ||
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| + | 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. | ||
== References == | == References == | ||
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<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="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=" | + | <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> |
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| + | <ref name="BURKE"> Burke, R., S.B. (2014). Project Management Leadership: Building creative teams (2nd Edition). Wiley. </ref> | ||
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| + | <ref name="SLII"> The Ken Blanchard Companies (2000). Situational Leadership II - Teaching others. </ref> | ||
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| + | <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> | ||
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| + | <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. </ref> | ||
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| + | <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> | ||
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| + | <ref name="7TENSIONS"> 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> | ||
Latest revision as of 19:59, 9 May 2023
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.
[edit] 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 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 (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 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 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.
Contents |
[edit] 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. [1]
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.
[edit] 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'. [2]
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. [1]
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.
[edit] 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. [2]
[edit] 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. [3]
[edit] 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. ([3]
[edit] 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. [3]
[edit] 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. [3]
[edit] Requirements of the leader
In order for the leader to first assess the right maturity level of the individuals and then be able to apply the appropriate leadership style, it requires ongoing analysis and knowledge of the individuals. This analytical mindset should not be undermined, as it is key to assess the individual's need for direction and support. Additionally, flexibility is crucial as the leader needs to be comfortable jumping from different leadership styles. [4]
Clear communication is also vital as there needs to be agreements on what the leader and the individual can expect from each other. In general, the ability to communicate is tied to the ability to engage the individuals, which is another important skill for a leader. This does not only concern maturing the individual, but also promoting the vision and the common north star that the team is working towards. [5]
[edit] 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 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, 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))[6]. 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.
[edit] 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.[6] 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
Christiane has just joined your project about building a new wastewater plant. She just graduated a few months ago and therefore lacks significant expertise in the field, but it however really keen to get started and take on tasks.
The first step is to assess the maturity level of Christiane, which is measured against competence and commitment. Due to her lack of professional experience, the competence level can be categorized low, whereas her enthusiasm shows a high commitment level. Her maturity level is therefore defined to be in the D1 level.
The second part of the assessment is thereby tying her maturity level to the leadership style which suggests a Directing style with more directive rather than supportive behavior.
The third step is about channeling the leadership style, which implies taking charge of the different tasks that are assigned to Christiane by offering guidance and feedback, which ensures that she can develop her competencies. Frequent meetings are suggested to monitor the progress of her development, whereof the leadership style also can be adjusted accordingly.
[edit] Situational Leadership on program level
Within the program level, the SLM can also come in handy. Programs establish the strong mutual dependency between designated projects and by lifting the overall goal up to a higher level, now focusing on delivering benefits rather than "just" producing a deliverable, consequently the complexity is increased. [6] Instead of the maturity level of the individual, it can therefore be beneficial to assess the overall team, in order to ensure that the best leadership style is provided to achieve the benefits. The following example regards the application in the mentioned context:
Example
A team have been dedicated to help you get the most out of your internal cost reduction program. The team has a wide range of expertises that compliments each other and collectively many years of experience within the company, but are however not too excited about initiating a cost reduction program as it is unclear what kind of costs eventually needs to be cut.
The first step is to assess the maturity level of the team, which is measured against competence and commitment. As the team collectively have accumulated a lot of experience within different professional fields, the competence level can be placed in the high end. The lack of motivation and the frustration however indicates unreliable to low commitment levels. The team's maturity level is thus defined to be in the D3 level.
The second part of the assessment ties the maturity level of the team to a leadership style. In this example, a Supporting style 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. 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.
[edit] Situational Leadership on portfolio level
As described in the PMI Portfolio Standards, a portfolio is a component collection of projects, programs and operations managed as a group to achieve a strategic objective. One of the things associated to portfolio management is thus capacity and capability alignment to ensure that the goals can be achieved by the organization's resources. [6] By assessing the individuals/teams with the SLM, it will become easier for the leader to adjust the leadership style in order to maximize the potential of the individuals/teams. The following example shows how the SLM can be applied in said context:
Example
Within a company there are two specific projects, both in the EMEA portfolio, that needs to start and be staffed at the same time. One of the projects is quite complex and requires a lot of expertise and domain knowledge, whereas the other smaller project is very similar to another project that has already been conducted within the portfolio. You have two full project teams available and should now decide how to staff them. - Team Alpha usually assists on projects within the APAC portfolio, and are thus very experienced in that field but are now free in the given timeframe to assist on the EMEA portfolio. - Team Beta is a fairly new and young team, but have demonstrated great success with the projects they have managed in the EMEA portfolio. They are very keen to learn and take upon new challenges.
SLM can now be used to figure out the best way to staff the two teams.
The first step is to assess the maturity level of the teams, which is measured against competence and commitment. Team Alpha falls in the low-some competence / low commitment category, thereby D2 level 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 high competence /high commitment D4 level.
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 Coaching style, while Team Beta will receive a more Delegating style.
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 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. In this way, they are hopefully more keen to return another time, when they have built more experience within this portfolio.
[edit] Limitations
The SLM has been applied at over 400 Fortune 500 companies [7], 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, 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.
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. [8] 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.
[edit] Suggestions and other relevant models
In order to explore a more in depth leadership style approach, the following models are suggested to be applied in relation to the SLM.
[edit] 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 areas and how to empower those functions best.
[edit] Grow's Staged Self-Directed Learning Model and SLM
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.[9] 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.
[edit] Annotated bibliography
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) [4]
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.
Situational Leadership Theory: A test of three versions. Thompson, G., & Vecchio, R. P. (2009) [10]
This study searched to stresstest the different versions of the Situational Leadership Model. This concerned (1) the original from 1972, (2) the revised from 2007, and (3) an alternative statement of the theory. The study was conducted by gathering survey data from 10 Norwegian financial institutions, which was analyzed for predicted interactions. Findings included that the 2007 version was a poorer predictor of performance and attitude than the original version.
Teaching Learners to be Self-Directed. Grow, G. (1991) [9]
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.
[edit] References
- ↑ 1.0 1.1 The Ken Blanchard Companies (2000). Situational Leadership II - Teaching others.
- ↑ 2.0 2.1 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/
- ↑ 3.0 3.1 3.2 3.3 Burke, R., S.B. (2014). Project Management Leadership: Building creative teams (2nd Edition). Wiley.
- ↑ 4.0 4.1 Hersey, P., & Blanchard, K. H. (1982). Leadership Style: Attitudes and Behaviors. Training & Development Journal, 36(5), 50–52.
- ↑ Jordan, J., Wade, M., & Teracino, E. (2020). Every Leader Needs to Navigate These 7 Tensions. Harvard Business Review Digital Articles, 1–6.
- ↑ 6.0 6.1 6.2 6.3 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
- ↑ 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.
- ↑ 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
- ↑ 9.0 9.1 Grow, G. (1991). Teaching Learners to be Self-Directed. Adult Education Quaterly, 41, 125–149.
- ↑ 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
