Topics: Leadership, Skill, Situational leadership theory Pages: 9 (1164 words) Published: February 3, 2013
Situational Leadership Developing People Over Time
Maria Mastrokyriakos, Frank Topper February 8, 2012 9-11am Building #3

Purposes of Situational Leadership
1. Open up communication—increase the frequency and quality of conversations about performance and development between you your people 2. Help people develop competence and commitment

Situational Leadership 2

Learning Objectives
• Be able to diagnose others’ development levels and choose the appropriate leadership style

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Training Alignment
SLAC Leadership Competencies • Leading and Developing Others • Making Decisions Effectively • Building / Maintaining Relationships • Drive for Results

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People Challenges
• List

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Assessment: What We Learned

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Style Diagnosis: Improvement Guidance

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Three Skills of a Situational Leader
• Diagnosis—assessing development needs • Flexibility—using a variety of leadership styles comfortably • Partnering for Performance—reaching agreements with others about the leadership style they need

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• Leadership is an influence process • When you are a leader, you work with others to accomplish their goals and the goals of the organization

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Leadership Style
• The pattern of behaviors you use with others, over time, as perceived by them

• Is there a best leadership style?

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Beliefs and Values about People
• People can and want to develop • Leadership is a partnership • People value involvement and communication

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• The willingness and ability to look at a situation and assess others’ development needs in order to decide which leadership style is the most appropriate for the goal or task at hand

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Development Level
• Competence • Commitment

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Competence: Can Do
• Demonstrated goal- or task-specific knowledge and skills • Transferable knowledge and skills • How would you know someone has taskspecific knowledge and skills (competence)? – page 17 – Leader's Guide

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Diagnosis Questions
1. What is the specific goal or task? 2. How strong or good are the individual’s demonstrated task knowledge and skills on the goal or task? 3. How strong or good are the individual’s transferable skills? 4. How motivated, interested, or enthusiastic is the individual? 5. How confident or self-assured is the individual?

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Commitment: Want to Do
• Motivation • Confidence
– How would you know someone had commitment, motivation or confidence? • page 18 - Leader’s Guide

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Quadrant: Employee plus Task

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Development Level 1
• D1—Low competence and high commitment

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Development Level Descriptors
– – – – – – – – – Hopeful Inexperienced Curious New/unskilled Optimistic Excited Eager Enthusiastic Don’t know what they don’t know Situational Leadership 19

The Needs of a D1
• Acknowledgement of enthusiasm and transferable skills • Clear goals and roles • Priorities • Action plans • Information • Boundaries and limits • Step-by-step plan for learning • Direction about what and how • Frequent feedback on progress • Concrete examples Situational Leadership 20

Development Level 2
• D1—Low competence and high commitment • D2—Low to some competence and low commitment

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Development Level Descriptors
– – – – – – – – – – Overwhelmed Confused Demotivated Demoralized Frustrated Disillusioned Discouraged Still learning Inconsistent performance Flashes of competence Situational Leadership 22

The Needs of a D2
– – – – – – – – – – Involvement in clarifying goals and action plans Perspective that progress is being...
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