Situational Leadership 6 th March 2013 Middlesbrough Leadership and Improvement Programme

∂ Be able to diagnose others’ development levels and choose the appropriate leadership style Understand why there is no best leadership or coaching style Learn to use a common language for coaching and developing others Understand the negative impact of over-supervision and under-supervision on performance and morale Learning Objectives

∂ Feedback “People do what they do because of what happens to them when they do it.”

∂ How much does our feedback influence other people’s behaviour? 1) If you spot someone doing something really well and give them positive feedback, how much do you think their performance improves by? 2) If you decide not to give any feedback, what do you think their performance drops by? 9% 17% 39%

∂ Choker and Wallin 10 month study Feedback given less frequently than every 2 weeks results in 17% drop in performance Gallup Q12 In the last 7 days have I received recognition or praise for doing good work?

∂ 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 The Three Skills of Situational Leadership

∂ 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 Diagnosis

∂ Competence (can do) Commitment (want to do) 7/14/2011

∂ Demonstrated goal- or task-specific knowledge and skills Transferable knowledge and skills How would you know someone has competence? Competence (Can Do!)

∂ Motivation Confidence Commitment (Want to Do!)

∂ D1 D1—The Enthusiastic Beginner - Low competence and high commitment D2 D2— Disillusioned Learner - Low to some competence and low commitment D3 D3—Capable, but Cautious Performer - Moderate to high competence and variable commitment D4 D4—The Self-reliant Achiever - High competence and high commitment Development Levels

∂ Development levels

∂ The ability to use a variety of leadership styles comfortably Flexibility in Leadership Styles

∂ The extent to which a leader Sets goals and clarifies expectations Tells and shows an individual what to do, when, and how to do it Closely supervises, monitors, and evaluates performance Directive Behavior

∂ Structure Organise Teach Supervise Evaluate Directive Behavior

∂ The extent to which a leader Engages in more two-way communication Listens and provides support and encouragement Involves the other person in decision making Encourages and facilitates self-reliant problem solving Supportive Behavior

∂ Ask for input Listen Facilitate problem solving Explain why Encourage Supportive Behavior

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∂ In all four styles, the leader Makes sure goals and expectations are clear Observes and monitors performance Gives feedback Leadership Behavior

∂ Match Over-supervise Under-supervise A Leader Has Three Choices

∂ Reflection Something I have learned Something I am going to reflect on Something I am going to do as a result of today’s session