22-Situational Leadership Tab-Situational Leadership II - deck v4 10.28.2015

2015 Human Resources - Confidential

Situational Leadership II


PurposesLearning Objectives

Outcomes

To increase the quality and frequency of conversations To develop a common language To value and honor differences

Develop a common vocabulary There is no best leadership style Three skills of a Situational Leader Situational Leadership II Model Understand the positive outcomes of a match Develop an action plan


What are your biggest challenges as a manager?

What’s changing about our company?

Management vs. Leadership

Manage

Lead

Manager Challenges


Drivers and Passengers

Keep the Main Thing the Main Thing

Escape from Management Land

The “Do Right” Rule

Hire Tough

Do Less or Work Faster

Buckets and Dippers

Enter the Learning Zone

Monday Morning Leadership Review


Beliefs and Values about People

The Basics

1. People can and want to develop

2. Leadership is a partnership

3. People value involvement and communication.


The Three Skills of a Situational Leader

1. Diagnosis is the willingness and ability to look at a situation and assess others’ development needs.

2. Flexibility is the ability to use a variety of leadership styles comfortably.

3. Partnering for Performance involves reaching agreements with others about the leadership style(s) they need from you to achieve their goals and the organization’s goals.


What behaviors are used by people who lead well in times of great stress?Rate yourself below as to the level [from 0 (low) to 10 (I’m the best)] to which you…

The Leadership Mini Assessment

Leader BehaviorLow

1 2 3 4 5 6 7 8 9 10

1. Make sure that clear goals are set with timelines.

2. Make the link between what they do and the achievement of organization goals.

3. Assess people’s competence around specific goals or tasks

4. Analyze different levels of commitment (confidence and motivation) around specific goals or tasks

5. Teach people how to do tasks or goals if necessary

6. Adapt your leadership style to meet needs of others

7. Listen and give feedback on a regular basis – praise and encouragement

8. Hold regular One on One meetings in which staff ask for what they need

8

The SLII Model: The First Skill - Diagnosis


The SLII Model: The First Skill - DiagnosisD E F I N I T I O NDiagnosis: The willingness and ability to look at a situation, assess the needs of the individual, and decide which leadership style to use.

Operating without an accurate diagnosis is….

What does a good doctor do?

What does a good patient do?

What is Diagnosis in SLII?


The SLII Model: The First Skill - Diagnosis

Competence Is Not• Intelligence• Potential• Education• Certification

As You Remember, Diagnosis of Development Level Involves Evaluating Two Elements

Competence – a person’s

• Knowledge and skills – demonstrated, developed through learning and experience

• Transferable skills – such as time management and organizational skills

Commitment – a person’s

• Motivation – interest in and enthusiasm or passion for the goal or task

• Confidence – feeling of self-assurance that the goal or task can be accomplished without supervision

Evaluating Two Elements


The Four Development Levels



Use this chart and these questions when diagnosing development level

Fine-Tuning Your Diagnostic Skills

D4 D3 D2 D1

Decision Point 1Doing

Can do goal or task without direction

LearningCannot do goal or task without

direction

Commitment / Attitude

Decision Point 2 + ‒ ‒ +

D4 D3 D2 D1

What is the specific goal or task? How strong or good are the individual’s demonstrated task knowledge and skills? How strong or good are the individual’s transferable skills? How motivated, interested, or enthusiastic is the individual? How confident or self-assured is the individual?


Self - Reflection

GOAL

OR

T

ASK

Competence Commitment Diagnosis and Leadership BehaviorRegarding this particular goal or task

If the person Never has successfully

done (completed) the goal or task

Couldn’t teach someone else to do it successfully

Couldn’t show you an example of what a good job looks like

High Commitment Is excited, motivated, and

confident

Wants to do the goal or task

Low Commitment Is frustrated, not interested

Is challenged by the goal or task and seems to be hesitant to move forward

D1 Enthusiastic BeginnerNeeds S1, someone to Clarify goals and timelines Show them HOW Tell them what a good job looks like Provide examples

D2 Disillusioned LearnerNeeds S2, someone to Listen to emotions Reteach, give examples Explain “why” Provide mentoring

Regarding this particular goal or task

If the person Could show you an

example of how to do the goal or task

Has been successful at THIS particular goal or task in the past

Could teach someone else how to successfully do the goal or task

Low Commitment Is somewhat challenged by

the goal or task

Is sometimes cautious about moving forward

High Commitment Is both confident and

motivated to do the goal or task

Demonstrates expertise

D3 Capable, but Cautious, PerformerNeeds S3, someone to Ask for best ideas from him/her Build their confidence Celebrate/analyze past successes

D4 Self-Reliant AchieverNeeds S4, someone to Recognize their achievements Value their contribution Ask them to share their vision for the future Share expertise

Write your own development level story and be prepared to share.


The Enthusiastic Beginner


Descriptors or Characteristics

Hopeful Inexperienced Curious New/unskilled Optimistic Excited Eager Enthusiastic


The Disillusioned Learner


Descriptors or Characteristics Overwhelmed Confused Demotivated Demoralized Frustrated Disillusioned Discouraged Flashes of competence


The Capable, but Cautious, Performer


Descriptors or Characteristics Self-Critical Cautious Doubtful Capable Contributing Insecure Tentative/unsure Bored/apathetic


The Self-Reliant Achiever


Descriptors or Characteristics Justifiably confident Consistently competent Inspires/inspires others Expert Autonomous Self-assured Accomplished Self-reliant/self-directed


Watch Out For Traps!

Advanced Diagnosis

Diagnosis #1 – The Halo/Horns Trap• She’s so smart, I’m sure she’ll pick this up on her own! OR• She’ll never get it!

Diagnosis #2• Once a D4, always a D4!

Diagnosis Trap #3 – Should Know• Should Know is irrelevant in Diagnosis. The real issue

is, do you have hands-on evidence that the person has ever performed this task successfully?


Remember: Diagnose demonstrated knowledge and skills, not potential.

To do this, you might ask:

Advanced Diagnosis

1. Have you done this exact task before?

2. Could you show someone step-by-step, or teach them how to do the task?

3. Do you have an example?


The Situational Leadership II Model

21

The SLII Model: The Second Skill - Flexibility


Think about your story. What did you need at this level to become successful at a particular task?

So…What Did You Need?

• Enthusiastic BeginnerD1• Disillusioned LearnerD2• Capable, but Cautious PerformerD3• Self-Reliant AchieverD4


How does Diagnosis relate to leadership? Let’s look again at our definition of leadership:

The SLII Model: The Second Skill - Flexibility

D E F I N I T I O N Leadership: This is an influence process. It is working with people to accomplish their goals and the goals of the organization.

Different development levels require different leadership styles. Some development levels require more direction, others more support.

D E F I N I T I O N Flexibility: The ability to use a variety of leadership styles comfortably.


Directive Behavior is the extent to which a leader

Defining Directive Behavior

Sets goals and clarifies expectations

Tells and shows an individual what to do, and when and how to do it

Closely supervises, monitors, and evaluates performance

Goal setting and showing how are the two most important Directive Behaviors.

Five Key Words for Directive Behavior

Structure SuperviseOrganize

EvaluateTeach


Supportive Behavior is the extent to which a leader

Defining Supportive Behavior

Engages in two-way communication

Listens and provides support and encouragement

Involves the other person in decision making

Listening and encouraging self-reliant problem solving are the two most important Supportive Behaviors.

Five Key Words for Supportive Behavior

Encourage Explain(why)

Ask(for input)

ListenFacilitate(problem solving)

Encourages and facilitates self-reliant problem solving


Directive Behavior and Supportive Behavior are the core of the four leadership styles in the Situational Leadership II Model.

Core of the Four Leadership Styles in SLII

Style 1 uses high Directive Behavior and low Supportive Behavior

Style 2 uses high Supportive Behavior while continuing the use of high Directive Behavior

Style 3 eases off on the use of Directive Behavior while continuing to use high amounts of Supportive Behavior.

Style 4 uses low amounts of both Directive and Supportive Behavior.


Leadership Styles Role Play

S3

S1S4

S2

Low Supportive and Low DirectiveBehavior

High Directive and Low SupportiveBehavior

High Directive and High SupportiveBehavior

High Supportive and Low DirectiveBehavior

THE FOUR LEADERSHIP STYLES

DIRECTIVE BEHAVIOR

(High)

(High)(Low)

SUPPORTIVE BEHAVIOR


Leadership Style AnalysisD E F I N I T I O N Leadership style: Patterns of influence behavior you use with others over time, as perceived by them.

Leadership Style Barriers to Use Benefits of Using

Delegating

main goal of style

Supportingmain goal of style

Coaching

main goal of style

Directing

main goal of style

Remember those diagnosis traps?

What myths regarding leadership styles might also trap you? (i.e., it’s condescending to tell someone what to do; capable people prefer or deserve to be left alone and this person has so much experience, how could I add value when they know more than I do.

Build competence

Build confidence

Build self-reliance

Build …


Self-Study– Read and analyze Bill Smith Case Study.

Case Study Review

30

The SLII Model: The Third Skill – Partnering for Performance


The third skill of Situational Leadership II is Partnering for Performance

The SLII Model: The Third Skill – Partnering for Performance

D E F I N I T I O NPartnering for Performance: The ability to reach agreements with people about their development level and the leadership style needed to help them achieve individual and organization goals.

Get agreement on

Partnering = Getting permission and gaining cooperation!

Goals

Development Level

Leadership Style

How to stayin touch

LeadershipBehavior


To resolve a disagreement about development level

Think about the individual’s demonstrated knowledge and skills, motivation, and confidence on a goal or task.

Make a preliminary diagnosis. Try to gain the individual’s agreement with your

diagnosis. Get the individual’s permission to allow you to help

develop his or her competence and commitment.

Steps for Resolving a Disagreement about Development Level


Regression happens when individuals have demonstrated competence and commitment on a task or goal in the past, but their current performance is getting worse.

The Regressive Cycle


Do your homework. Start with Style 3. If the performance or commitment problem persists, go to

Style 2 and reset the goal, then redirect. Spend more time observing and monitoring performance.

Be sure to give more frequent feedback on performance. If necessary, describe the negative consequences of

continued low performance.

Steps for Managing Regression


Purpose– To provide a structure for opening up communication

and monitoring performance. Guidelines

– Standing meeting between manager and direct report– 15–30 minutes every other week– Initially focused on getting agreements on priorities;

the agenda is primarily driven by the direct report– Documented– Top priority

One on One Meetings

22-Situational Leadership Tab-Situational Leadership II - deck v4 10.28.2015

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