1. Situational Leadership Donna Shea, M.Ed.

2. 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

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

4. 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

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

6. S1 Directing Provide specific, clear instructions Provide very close supervision

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

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

9. S4 Delegating Relinquish decision-making and problem- solving

10. 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

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

12. 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

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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

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

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

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

23. 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

24. 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

25. 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

26. 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

27. 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

28. 1 step forward 2 steps backwards Development is not a straight line Assess Need Match Level Deliver Leadership Set Objective

29. Thank you for your attention. Good luck!