Personal vs. Situational Leadership (Hersey & Blanchard) DMH Leadership Training Institute September...

Personal vs. Situational Leadership

(Hersey & Blanchard)

”

DMH Leadership Training InstituteDMH Leadership Training InstituteSeptember 9, 2010September 9, 2010

Felix Vincenz, Ph.D.Felix Vincenz, Ph.D.

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AssignmentAssignment

Complete the Leader Analysis Complete the Leader Analysis Behavior II (LBAII) –Self Perceptions Behavior II (LBAII) –Self Perceptions of Leadership Styleof Leadership Style

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Management vs. Management vs. LeadershipLeadership

Leadership - occurs whenever one person Leadership - occurs whenever one person attempts to influence the behavior of an attempts to influence the behavior of an individual , regardless of the reasonindividual , regardless of the reason

Management – process of working with and Management – process of working with and through individuals to accomplish through individuals to accomplish organizational goalsorganizational goals

Management ALWAYS involves Leadership Management ALWAYS involves Leadership

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Leadership CompetenciesLeadership Competencies

DDiagnosingiagnosing• Cognitive Competence – understanding what the Cognitive Competence – understanding what the

situation is now what it will be/can be in the futuresituation is now what it will be/can be in the future

AdAdaptingapting• Behavioral Competence – adapting actions and Behavioral Competence – adapting actions and

resources to close gap between current performance resources to close gap between current performance and ultimate objectivesand ultimate objectives

CommunicatingCommunicating• Process Competence – conveying information so that Process Competence – conveying information so that

followers can understand and accomplish the goalfollowers can understand and accomplish the goal

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Leadership SkillsLeadership Skills

TechnicalTechnical• Use of knowledge, methods, techniques and Use of knowledge, methods, techniques and

equipment necessary for specific tasksequipment necessary for specific tasks• Acquired through experience, education, Acquired through experience, education,

trainingtraining

Human SkillsHuman Skills• Ability and judgment in working with and Ability and judgment in working with and

through peoplethrough people• Understanding motivation sufficiently to Understanding motivation sufficiently to

influence others influence others

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Leadership Skills (con.)Leadership Skills (con.)

Conceptual SkillsConceptual Skills• Planning – setting goals, objectives, “work Planning – setting goals, objectives, “work

maps”maps”• Organizing/Integrating Resources - people, Organizing/Integrating Resources - people,

capital, equipment – to effectively capital, equipment – to effectively accomplish goalsaccomplish goals

• Controlling – providing feedback and Controlling – providing feedback and adjusting processes to ensure outcomesadjusting processes to ensure outcomes

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Skill Mix – Up the Skill Mix – Up the Organizational ChainOrganizational Chain

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Bottom LineBottom Line

EfEffective leadershipfective leadership• Does not happen by accident but is the result of Does not happen by accident but is the result of

deliberate actions that can be learneddeliberate actions that can be learned• Meets the needs of the followersMeets the needs of the followers• Not based in technical knowledge but in Not based in technical knowledge but in

facilitating knowledge, skill and experience, facilitating knowledge, skill and experience, specifically the ability to diagnose, adapt and specifically the ability to diagnose, adapt and communicatecommunicate

• Conceptual and human skills increase in Conceptual and human skills increase in importance as one moves up the continuum from importance as one moves up the continuum from non-supervisory to leadership positions non-supervisory to leadership positions

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The QuadrantThe Quadrant

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Task BehaviorTask Behavior

Leaders spells out the duties and Leaders spells out the duties and responsibilities of responsibilities of the individual or the groupthe individual or the group• Involves what to do, how to do it, when to do it, Involves what to do, how to do it, when to do it,

where to do it, and who is to do itwhere to do it, and who is to do it• Involves one-way communication from the leader to Involves one-way communication from the leader to

the followerthe follower

Not concerned with the follower’s Not concerned with the follower’s feelings so much as directing them to feelings so much as directing them to achieve the goalachieve the goal

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Relationship BehaviorRelationship Behavior

Extent to which the leader engages in Extent to which the leader engages in two-way or multi-way communicationtwo-way or multi-way communication

Behaviors include listening, Behaviors include listening, facilitating, and supportingfacilitating, and supporting

High amount of relationship behavior High amount of relationship behavior is required when an impasse is is required when an impasse is reached in an assignmentreached in an assignment

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Situational Leadership -Situational Leadership -Basic PrinciplesBasic Principles

Situation Leadership is an interplay Situation Leadership is an interplay among the -among the -• Amount of guidance and direction a Amount of guidance and direction a

leader provides = task behaviorleader provides = task behavior• Amount of social-emotional support a Amount of social-emotional support a

leader providers = relationship behaviorleader providers = relationship behavior• Readiness level of the follower in Readiness level of the follower in

performing a specific task, function or performing a specific task, function or objectiveobjective

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Situational Leadership – Basic Principles Situational Leadership – Basic Principles (con.)(con.)

Focus is on the behavior of the leader Focus is on the behavior of the leader in relation to the followers – in relation to the followers – “followers are the most crucial factor “followers are the most crucial factor in any leadership event” (Fillmore in any leadership event” (Fillmore Sanford) Sanford)

No best way to influence people – No best way to influence people – leadership styles MUST change based leadership styles MUST change based on the readiness of the followers the on the readiness of the followers the leader is attempting to influenceleader is attempting to influence

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Task BehaviorTask Behavior

Leaders spells out the duties and Leaders spells out the duties and responsibilities of responsibilities of the individual or the groupthe individual or the group• Involves what to do, how to do it, when to do it, Involves what to do, how to do it, when to do it,

where to do it, and who is to do itwhere to do it, and who is to do it• Involves one-way communication from the leader to Involves one-way communication from the leader to


Not concerned with the follower’s Not concerned with the follower’s feelings so much as directing them to feelings so much as directing them to achieve the goalachieve the goal

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Relationship BehaviorRelationship Behavior

Extent to which the leader engages in Extent to which the leader engages in two-way or multi-way communicationtwo-way or multi-way communication

Behaviors include listening, Behaviors include listening, facilitating, and supportingfacilitating, and supporting

High amount of relationship behavior High amount of relationship behavior is required when an impasse is is required when an impasse is reached in an assignmentreached in an assignment

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The QuadrantThe Quadrant

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The Whole Point!The Whole Point!

No one style is effective in all situations!No one style is effective in all situations!

Nomenclature – Task and Relationship Nomenclature – Task and Relationship behavior may not always be the behavior may not always be the appropriate or most comfortable terms appropriate or most comfortable terms based on settingbased on setting• Task behavior AKA “guidance” or Task behavior AKA “guidance” or

“direction”“direction”• Relationship behavior AKA “supportive” or Relationship behavior AKA “supportive” or

“facilitating”“facilitating”

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DiagnosisDiagnosis

Why is Diagnosis Important? - To Why is Diagnosis Important? - To maximize the leader-follower maximize the leader-follower relationship, leaders relationship, leaders • Must determine Must determine

The task-specific outcomes followers are to The task-specific outcomes followers are to accomplishaccomplish

Both on an individual and group basisBoth on an individual and group basis• Assess follower readiness and the Assess follower readiness and the

specific leadership style requiredspecific leadership style required

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What is Readiness?What is Readiness?

Readiness is NOT a personality traitReadiness is NOT a personality trait

Readiness IS a situational stateReadiness IS a situational state• Based on the task to accomplishBased on the task to accomplish• The motivation and expectancies of The motivation and expectancies of


No connections between the No connections between the readiness of the group and any of readiness of the group and any of its individual membersits individual members

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Components of ReadinessComponents of Readiness

AbilityAbility• Knowledge: understanding of a taskKnowledge: understanding of a task• Skill: proficiency in a taskSkill: proficiency in a task• Experience: ability gained from performing Experience: ability gained from performing

the taskthe task

WillingnessWillingness• Confidence: assurance in ability to perform Confidence: assurance in ability to perform

the taskthe task• Commitment: Duty to perform the taskCommitment: Duty to perform the task• Motivation: desire to perform the taskMotivation: desire to perform the task

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Willingness and AbilityWillingness and Ability

Interacting Influence SystemInteracting Influence System• A change in one will affect the other and the overall A change in one will affect the other and the overall

readiness of the wholereadiness of the whole• Combinations can be arrayed along a continuumCombinations can be arrayed along a continuum

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R1 – Unable and Unwilling or R1 – Unable and Unwilling or InsecureInsecure

• Does not perform task to acceptable Does not perform task to acceptable levelslevels

• Unclear about directionUnclear about direction• Avoids task or “passes the buck”Avoids task or “passes the buck”

Unable and Unwilling Unable and Insecure

Defensive, argumentative Body language signs of discomfort

Complaining Confused

Resistant, performs only to exact request

Procrastinates with fear of failure

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R2 – Unable but Willing or R2 – Unable but Willing or ConfidentConfident

• New task and with no experienceNew task and with no experience• Excited and enthusiastic, but anxiousExcited and enthusiastic, but anxious• Interested , attentive and responsive, Interested , attentive and responsive,

listening carefullylistening carefully• Receptive to input and seeks clarityReceptive to input and seeks clarity• Accepts tasks and acts quicklyAccepts tasks and acts quickly• Preoccupied with end results rather Preoccupied with end results rather

than incremental stepsthan incremental steps

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R3 – Able and Unwilling or R3 – Able and Unwilling or InsecureInsecure

• Demonstrated knowledge and abilityDemonstrated knowledge and ability• Appears hesitant or reluctant to finish Appears hesitant or reluctant to finish

or take next stepor take next step

Able but Unwilling Able but Insecure

Resistant Questions own ability

Seeks reinforcement Focuses on potential problems

Feels over-obligated or over-worked

Solicits frequent feedback

Concerned that assignment is punishment for past competence

Encourages leader to stay involved

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R4 – Able and Willing or ConfidentR4 – Able and Willing or Confident

• Operates autonomouslyOperates autonomously• Results oriented and takes charge of tasksResults oriented and takes charge of tasks• Makes effective decisions regarding tasksMakes effective decisions regarding tasks• Keeps boss informed of progressKeeps boss informed of progress• Shares creative ideas and willing to help Shares creative ideas and willing to help

othersothers• Completes responsibilities on time or earlyCompletes responsibilities on time or early• Streamlines operationsStreamlines operations

Matching Matching LeadershiLeadership Style to p Style to ReadinesReadines

ss

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S1 – Telling (AKA Guiding, S1 – Telling (AKA Guiding, Directing, Structuring)Directing, Structuring)

• Defines roles and provide specifics – Defines roles and provide specifics – who, what, when, where & howwho, what, when, where & how

• KISS – keep it simple and specificKISS – keep it simple and specific• Close supervision and accountabilityClose supervision and accountability• Incremental supervisionIncremental supervision

Unable and Unwilling Unable and Insecure

Explicit task requests Provide direction in small steps

Positively reinforce small success

Reduce fear of mistakes

Keep emotional level in check Help step by step

Consider consequences for refusal

Focus on instruction

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S2 – Selling (AKA S2 – Selling (AKA Explaining, Persuading, Explaining, Persuading,

Clarifying)Clarifying)• Follower is still unable but is trying & confidentFollower is still unable but is trying & confident• Leader provides relationship behavior as well Leader provides relationship behavior as well

as task behavior to support follower’s as task behavior to support follower’s motivation and commitmentmotivation and commitment

• Provide specifics (who, what, where and how), Provide specifics (who, what, where and how), but also answers the “why” questionsbut also answers the “why” questions

• Encourage two-way behaviorEncourage two-way behavior• Discuss details and reinforce improvementDiscuss details and reinforce improvement• Seek “buy in” through persuasionSeek “buy in” through persuasion

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S3 – Participating (AKA S3 – Participating (AKA Facilitating, Collaborating, Facilitating, Collaborating,

Committing)Committing)• Leader provides high amount of supportive Leader provides high amount of supportive

behavior, but low amounts of guidancebehavior, but low amounts of guidance• Encourages input and supports risk-takingEncourages input and supports risk-taking• Actively listensActively listens• Compliments workCompliments workAble but Unwilling Able but Insecure

Share responsibility for decisions Encourage and support

Feed follower’s “need to know” Reduce fear of mistakes

Focus on results Assist with identification of next steps

Involve follower in outcomes of task

Discuss apprehension

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S4 – Delegating (AKA S4 – Delegating (AKA Observing, Monitoring)Observing, Monitoring)

• Follower is able, willing and confident Follower is able, willing and confident and has sufficient experience at the taskand has sufficient experience at the task

• Leader provides freedom & opportunityLeader provides freedom & opportunity• Delegates tasks and activities and resists Delegates tasks and activities and resists

over-burdeningover-burdening• Encourages autonomy and risk-takingEncourages autonomy and risk-taking• Observes and monitors activities, listens Observes and monitors activities, listens

to updates, and remains accessibleto updates, and remains accessible

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Probability of Success when Leader Probability of Success when Leader Style Mismatched to Follower Style Mismatched to Follower

ReadinessReadiness

Things to RememberThings to Remember• It is the follower who determines leadership behaviorIt is the follower who determines leadership behavior• Changes in follower behavior MUST result in the Changes in follower behavior MUST result in the

leader reassessing and modifying his leadership style leader reassessing and modifying his leadership style accordinglyaccordingly

Readiness S1 S2 S3 S4

R1 High Med. High Med. Low Low

R2 Med. High High Med. Low Low

R3 Low Med. High High Med. Low

R4 Low Med. Low Med. High High

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Natural StyleNatural Style

The “natural” style of a leader is often The “natural” style of a leader is often the least effectivethe least effective

Why?Why?• We tend to work more diligently and We tend to work more diligently and

practice that which is not natural to uspractice that which is not natural to us• We tend to pay more attention to the We tend to pay more attention to the

detailsdetails

What does it mean if your natural style What does it mean if your natural style is not S4?is not S4?

Putting Putting it All it All

TogethTogetherer

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Scoring the LBA IIScoring the LBA II

Style Flexibility GridStyle Flexibility Grid• Circle the letter corresponding to your Circle the letter corresponding to your

answers for questions 1 – 20answers for questions 1 – 20• Total up the # circled under each Total up the # circled under each

leadership style S1 – S4 in the TOTALSleadership style S1 – S4 in the TOTALS• Subtract 5 from each score S1 – S4 and Subtract 5 from each score S1 – S4 and

enter the ABSOLUTE vale in the boxes, enter the ABSOLUTE vale in the boxes, adding up the final score in SUBTOTAL adding up the final score in SUBTOTAL boxbox

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Scoring the LBA II Results (con.)Scoring the LBA II Results (con.)

• Subtract “SUBTOTAL” from 30 to get your Subtract “SUBTOTAL” from 30 to get your FLEXIBILITY SCOREFLEXIBILITY SCORE

• Put an arrow on the Style Flexibility Graph Put an arrow on the Style Flexibility Graph next to your Flexibility Scorenext to your Flexibility Score

Score closer to 0 reflect less leadership flexibility, Score closer to 0 reflect less leadership flexibility, and are product of using one or two styles in and are product of using one or two styles in every situation, regardless of follower readinessevery situation, regardless of follower readiness

Score closer to 30 reflects greater leadership Score closer to 30 reflects greater leadership flexibility and is a product of using each of the flexibility and is a product of using each of the four leadership styles in response to different four leadership styles in response to different readiness levelsreadiness levels

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Style MatricesStyle Matrices• Primary Style: Enter the highest score S1 Primary Style: Enter the highest score S1

– S4 into the appropriate quadrant– S4 into the appropriate quadrant• Secondary Style: Enter any other scores Secondary Style: Enter any other scores

S1 – S4 that are higher than 3 into the S1 – S4 that are higher than 3 into the appropriate quadrant(s)appropriate quadrant(s)

• Developing Style: All scores <4 are Developing Style: All scores <4 are entered into the appropriate quadrantentered into the appropriate quadrant

Represent styles you need to further developRepresent styles you need to further develop

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Style EffectivenessStyle Effectiveness• CirclCircle the letter corresponding to your answers e the letter corresponding to your answers

for questions 1 – 20for questions 1 – 20• Total up the # of circles under each column – Total up the # of circles under each column –

Poor (P), Fair (F), Good (G), and Excellent (E)Poor (P), Fair (F), Good (G), and Excellent (E)• Multiply the totals under each column by the Multiply the totals under each column by the

number below those totals and enter the number below those totals and enter the products into the box, summing them for the products into the box, summing them for the Style Effectiveness ScoreStyle Effectiveness Score

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• Put an arrow on the Style Effectiveness Graph Put an arrow on the Style Effectiveness Graph next to your Style Effectiveness Scorenext to your Style Effectiveness Score

Score closer to 20 indicates low style effectiveness, Score closer to 20 indicates low style effectiveness, suggesting that the leadership style selected does not suggesting that the leadership style selected does not generally correspond to readiness level of the followergenerally correspond to readiness level of the follower

Score closer to 80 indicates high style effectiveness, Score closer to 80 indicates high style effectiveness, suggesting that the leadership style selected is suggesting that the leadership style selected is appropriate to the readiness level of the followerappropriate to the readiness level of the follower

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Style DiagnosisStyle Diagnosis• Review the Poor and Fair columns under the Review the Poor and Fair columns under the

Style Effectiveness Grid and identify any Style Effectiveness Grid and identify any items circleditems circled

• The number in right-hand corner signifies The number in right-hand corner signifies the Leadership Style selectedthe Leadership Style selected

• Add up the # of each Leadership Style Add up the # of each Leadership Style selected and enter that into the appropriate selected and enter that into the appropriate quadrant of the Style Diagnosis Matrixquadrant of the Style Diagnosis Matrix

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• Add up the # of each Leadership Style Add up the # of each Leadership Style selected and enter that into the selected and enter that into the appropriate quadrant of the Style appropriate quadrant of the Style Diagnosis MatrixDiagnosis Matrix

Any quadrant score higher than 2 suggests a Any quadrant score higher than 2 suggests a consistent pattern of selecting a leadership consistent pattern of selecting a leadership style inappropriate to the readiness level of style inappropriate to the readiness level of the followerthe follower

Analyze your answer sheet to identify the Analyze your answer sheet to identify the nature of that patternnature of that pattern

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Q & A ?Q & A ?

Personal vs. Situational Leadership (Hersey & Blanchard) DMH Leadership Training Institute September...

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