Situational Leadership Theory (SLT)
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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. | ||
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'''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. | '''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. | ||
Revision as of 13:21, 6 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.
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.
Contents |
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 these. The conversation topics are relevant for a 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.
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.
The four stages of development
As the maturity level has been assessed, the leader can start to channel the right leadership style. The goal is to match the right style to the according maturity level as this constitutes effective leadership. The model is built on two axes; the amount of directive behavior and the amount of supportive behavior needed, as seen in the figure below. (Hersey & Blanchard, n.d.)
S4 - Delegating
This style requires both low directive and supportive behavior and suits those individuals that can be found in the D4 development category. These followers have the ability and drive to work independently, without any significant support from the leader. (Burke, R., 2014)
S3 - Supporting
Supporting leadership is suited for those in development level D3, as these 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 they do have the required direction to complete the task (Burke, R., 2014).
S2 - Coaching
This style also goes under the name ‘Selling’ and is for individuals who have some expertise, but overall lacks both 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. (Burke, R., 2014)
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. (Burke, R., 2014)
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[3]
Ref test no 2[4]
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
- ↑ 1.0 1.1 The Ken Blanchard Companies (2000). Situational Leadership II - Teaching others.
- ↑ 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/
- ↑ 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
- ↑ Hersey, P. and Blanchard, K. H. (1969). Management of Organizational Behavior – Utilizing Human Resources. New Jersey/Prentice Hall.
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