Situational Leadership Theory (SLT)

Helena Mladenovski, Spring 2023

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

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. In order to avoid confusion and to reflect state of the art, the glossary used in this article is based on the newest version by Blanchard, also called the SLII model. The main idea of the SLII model is however based on the original 1969 version, which is the reason for multiple of this article's references quoting the original model.

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 good communication between leader and the individuals involved. This is done by focusing on conversations about performance and development, as the use of the model eventually seeks to enhance the level of these. These conversation topics are very relevant for a leader, whether it is a project, program or portfolio level as individuals might have very different competencies and commitment levels. (SLII, 2000)

The reason for why the Situational Leadership Model is three-dimensional is that there are three different verticals which are assessed in order to determine 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 underlying fundament of the SLM is the maturity of the individuals, which can be divided into four different levels ranging from developing to developed. The essential goal of the maturity levels is for the individuals to become the most self-motivated and self-directed. (Hersey & Blanchard, n.d.).

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 level they hold in that 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. (SLII, 2000)

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 often 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 for the task.

In order to determine the appropriate leadership style, the leader needs to assert the maturity level by figuring out the level of the individual’s task knowledge, skills, motivation, and confidence.

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

Responsibility of the PM to assess the maturity level and then adapt. Example

Situational Leadership on project level

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