Hersey & Blanchard’s Situational Theory Britt Andreatta, Ph.D.

Premise Primary focus is on the belief that there is not one “best” style, but a good choice given a situation. “Successful leaders are those who can adapt their behavior to meet the demands of their own unique situation.” Situational Leadership theory is based on the amount of: a. direction (task) b. support (relationship) c. maturity level of group and individuals

Three Main Components Situational Leadership theory is based on the amount of: direction (task) support (relationship) maturity level of group and individuals

Types of Behaviors Task Behavior The extent to which a leader engages in one way communication by explaining what each follower is to do as well as when, where, and how tasks are to be accomplished Relationship Behavior The extent to which a leader engages in two way communication by providing support, active listening, and facilitative behaviors All of us have some combination of these both task and relationship behaviors; some emphasize one more than the other. Since there is no “best” style, any pattern/style you possess can be effective or ineffective depending on the situation, hence “situational theory”.

Status of Followers Maturity/Readiness Level a. capacity to set high but attainable goals b. willingness and ability to take responsibility c. education and/or experience

Leader’s Process Leaders must FIRST assess maturity/readiness of group and then determine how much task and relationship behavior to use. Maturity/readiness of group should be considered only in relation to a specific situation to be performed As level of maturity increases, leader should decrease task and increase relationship behavior until group reaches moderate level of maturity. As group achieves above average level of maturity, leader should decrease both the task and relationship because the group is able to handle both (bell curve).

Four Leadership Styles: Hersey and Blanchard have changed the terminology Telling=Directing Selling =Coaching Participating=Supporting Delegating These styles are used in relationship to the development level of the group (originally called maturity of the group) Changes from using terminology of maturity and readiness. Maturity was often described as age and personality development and that is not what it is about. Development refers to skill level. Development level refers to the extent to which a person has mastered the skills necessary for the task and has developed a positive attitude toward the task. Confidence and competence are developed by using the appropriate leadership style. Really affected how describe people in Development Levels 1 and 2. Used to be descried as unwilling and unable. Experiences says this isn’t true. Hire people who may be low in competence (skills, abilities), but have good potential because of transferable skills, motivation, and eagerness to learn. Therefore, not unwilling and unable, but in need of leadership style which helps them develop. Level 2 folks might be disillusioned because their confidence is low as they begin to learn a new skill. Watch for the drop in commitment and adjust your style as needed – back to style 2 which gives ore praise, listens more closely to concerns, involve more in decision-making. As people move to Development level 3, they welcome more and more decision-making. They welcome recognition, but might become discouraged if hit an obstacle. Some variation in motivation and confidence. May need someone to listen to them and problem solve with them. (Style 3) May be fearful of more responsibility. Moderate to high competence with variable commitment means they also need reassurance and encouragement. If unmotivated, need Style 3.

Ken Blanchard www.KenBlanchard.com

Paul Hersey www.Situational.com