Situational Leadership Donna Shea, M.Ed.

Objectives By the end of this presentation you should be able to: Discuss the four leadership styles Discuss how Situational Leadership applies to staff management Asses your teachers for their developmental level Apply the appropriate leadership style for individual teachers and task groups

Conventional Leadership What’s wrong with this picture? Hands-on: The Micromanager Hands-off: The Democrat

Leadership Style How you influence performance: Directive Behavior – Clearly stating who, what, when, where, how, and why Supportive Behavior – Listening, supporting, encouraging, facilitate problem-solving, and decision-making

Situational Leadership Four Leadership Styles derived from combinations of Directive and Supportive Behavior: S1 Directing S2 Coaching S3 Supporting S4 Delegating

S1 Directing Provide specific, clear instructions Provide very close supervision

S2 Coaching Continue to provide direction and close supervision Offer rationale and explain decisions Solicit Suggestions Give support for progress

S3 Supporting Facilitate and support task accomplishments Share decision-making responsibility

S4 Delegating Relinquish decision-making and problem- solving

Summary of Leadership Styles High Supportive And Low Directive S3 Supporting High Directive And High Supportive S2 Coaching Low Supportive And Low Directive S4 Delegating Hi Directive And Low Supportive S1 Directing SUPPORTIVESUPPORTIVE D I R E C T I V E LOWHIGH

Developmental Needs Performance Variables: Competency – function of knowledge and skills Commitment – function of confidence and motivation

Developmental Levels Four Developmental Levels derived from combinations of competence and commitment: High Competency High Commitment High Competency Variable Commitment Some Competency Low Commitment Low Competency High Commitment D4D3D2D1 DevelopedDeveloping

Role of Instructor: To do for the teacher what the teacher can’t do for him or herself!

D1 Beginner Very Enthusiastic Little or no skills S1 Directive Behavior Structure, control and supervise Role of the Supervisor - Utilize demonstration, step-by-step hand outs, and guided practice

D2 Quitter – D2 Wall Little or no skills Discourage, disillusioned, lost enthusiasm, harder than expected S2 Coaching Direct and Support Role of Supervisor: Close supervision with assistance Moral support and encouragement

D3 Reluctant Participant Good skills No confidence S3 Supporting Praise, listen, and facilitate Role of Supervisor: Reinforcement Help only when requested Provide moral support and encouragement

D4 Delegating Good to excellent skills with good to high confidence and self-esteem D4 Delegating Turn over responsibility for day-to-day decision making and practice Role of Supervisor: Independent practice Performance evaluation

Leadership Style Game Plan Competency and/or commitment in one area does not ensure equal competency or commitment in all areas Achieving competency and/or commitment does not ensure maintaining competency or commitment

Situational Leadership and Group Interaction Characteristics of a well oiled workgroup: Purpose and Values Empowerment Relationships and Communication Flexibility Optimal Performance Recognition and Appreciation Morale

Elements of Group Interaction Group Interaction Content What Task Process How Group Function

Group Development Four stages of group development correlate to Situational Leadership Stage 1 – Orientation Stage 2 – Dissatisfaction Stage 3 – Production Stage 4 - Integration

What to Observe Communication and Participation Decision making Conflict Leadership Goals and Roles Group Norms Problem Solving Group Climate Individual Behavior

Stage 1 - Orientation Characteristics Eagerness, unrealistic expectations, Anxiety about roles, acceptance, trust, demands Polite, conforming behavior Lack clarity about purpose, goals, structure Needs Common purpose, values, norms Agreement on roles, goals, standards Decision-making authority/accountability Structure, boundaries, information Issues Personal well-being Acceptance Trust

Stage 2 - Dissatisfaction Characteristics Discrepancy between expectations and reality, Confusion/frustration around roles/goals Feelings of incompetence, confusion, low confidence Lack clarity about purpose, goals, structure Competition for power, authority, attention Needs Redefine purpose, roles, goals, structure Develop open communication process Mutual accountability/responsibility Encouragement and recognition Issues Power Control Conflict

Stage 3 - Integration We rather than me Characteristics Increased clarity and commitment Increased productivity Growing trust, cohesiveness, harmony, respect Understanding and valuing differences Needs Continued skill development Encouragement to share perspectives Continue building trust Shared leadership responsibility Issues Sharing Control Avoidance of Conflict

Stage 4 - Production Characteristics Empowerment frees team energy Trust, mutual respect, openness Flexibility, recognition, appreciation Optimal productivity, High Morale Needs Continued focus on productivity Autonomy within boundaries Recognize/celebrate accomplishment Individual acknowledgment Issues New Challenges Continued Growth and Learning

Summary of Leadership Styles High Supportive And Low Directive S3 Collaborating High Directive And High Supportive S2 Resolving Low Supportive And Low Directive S4 Validating Hi Directive And Low Supportive S1 Structuring SUPPORTIVESUPPORTIVE D I R E C T I V E LOWHIGH

1 step forward 2 steps backwards Development is not a straight line Assess Need Match Level Deliver Leadership Set Objective

Thank you for your attention. Good luck!