Dr Catherine Hannaway Durham University 13th January 2012 SITUATIONAL LEADERSHIP

………. all models are wrong, but some models are useful!!

Learning Objectives 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

The Three Skills of Situational Leadership 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

Diagnosis 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)

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

Commitment (Want to Do!) Motivation Confidence

Development Levels D1—The Enthusiastic Beginner - Low competence and high commitment D2— Disillusioned Learner - Low to some competence and low commitment D3—Capable, but Cautious Performer - Moderate to high competence and variable commitment D4—The Self-reliant Achiever - High competence and high commitment D1—The Enthusiastic Beginner - Low competence and high commitment Interested in and enthusiastic about the task or goal but lacks skills and experience. e D2— The Disillusioned Learner - Low to some competence and low commitment. An individual who has developed some skills in relation to the goal or takl, but is often frustrated and de-motivated due to unmet expectations. The drop in commitment is natural, but it will pass more quickly with an appropriate leadership style D3—Moderate to high competence and variable commitment D4—High competence and high commitment

Development levels

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

Directive Behaviour 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 Behaviour Structure Organise Teach Supervise Evaluate

Supportive Behaviour 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 Behaviour Ask for input Listen Facilitate problem solving Explain why Encourage

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

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

Reflection something I have learned something I am going to reflect on something I am going to do as a result of this session