Situational Leadership Theory (SLT)

Revision as of 19:10, 8 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.

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.

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.

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. ^[2]

Figure 2: The four leadership styles, ranging from S1 to S4.

S4 - Delegating

This style requires a both low directive and supportive behavior as these followers have the ability and drive to work independently, without any significant support from the leader. This leadership behavior is therefore the least interferring and holds a lot of trust between leader and individual. ^[3]

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]

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]

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]

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]

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.

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))^[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.

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, 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:

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.

Situational Leadership on program level

Within the program level, the SLM can also come in handy. Programs establish the strong mutual dependence between designated projects and by lifting the overall goal up to a higher level, now focusing on delivering benefits rather than producing a deliverable, the complexity is increased. ^[6] Instead of individual maturity level, 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 provides 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 which might appear 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 that the team is motivated and 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 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?

PEOPLE, PURPOSE, COMPLEXITY, UNCERTAINTY

Maintaining portfolio aligning, transparency for stakeholders. Manage portfolio risks. Capacity and capability alignment - ensuring that The objective for Portfolio Capacity and Capability Management is to ensure that the portfolio’s capacity and capability demands are in alignment with portfolio objectives and can be supported or met by the organization’s resource capacities and capabilities, thus enabling successful portfolio execution and expected portfolio returns.

!Interdependencies should be covered.

A portfolio is a component collection of programs, projects, operations managed as a group to achieve strategic objectives” (PMI Portfolio Standard, p. 3)

“Portfolio management is the coordinated management of one or more portfolios to achieve organizational strategies and objectives. It includes interrelated organizational processes by which an organization evaluates, selects, prioritizes, and allocates its limited internal resources to best accomplish organizational strategies consistent with its vision, mission, and values” (PMI)

Portfolios provide strategic guidance - Operationalization of strategy, transparency, whereas projects are more temporary, portfolio mgmt. is permanent. Goes more high scale, from one team to entire company, from tens of people to ten of thousands of people. Complexity is increased, it is no more components, it is several systems..

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

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)

[the leader can start to channel the right leadership style]. - suggests that an individual is following the four phases chronologically - maybe not the case.

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

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) ^[7]

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). ^[8]

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

1. ↑ ^{1.0 1.1} The Ken Blanchard Companies (2000). Situational Leadership II - Teaching others.
2. ↑ ^{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. ↑ ^{3.0 3.1 3.2 3.3} Burke, R., S.B. (2014). Project Management Leadership: Building creative teams (2nd Edition). Wiley.
4. ↑ ^{4.0 4.1} Hersey, P., & Blanchard, K. H. (1982). Leadership Style: Attitudes and Behaviors. Training & Development Journal, 36(5), 50–52.
5. ↑ Jordan, J., Wade, M., & Teracino, E. (2020). Every Leader Needs to Navigate These 7 Tensions. Harvard Business Review Digital Articles, 1–6.
6. ↑ ^{6.0 6.1 6.2} 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
7. ↑ 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
8. ↑ Grow, G. (1991). Teaching Learners to be Self-Directed. Adult Education Quaterly, 41, 125–149.

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