Personal Leadership Training Plan: Skills

LEADERSHIP

Situational Leadership Adapt your style to their development level.

by Ken Blanchard

WISH I COULD TELL YOU

-there's a single solu- tion to managing peo-

ple—or one best leadership style. Re- grettably, that's not the case. There is, however, a practical, easy-to-under- stand approach—Situational Leadership.

Effective leaders adapt their style according to the development level of the people they are managing.

In Situational Leadership, there are four leadership styles representing different combinations of directive and supportive behaviors. • Directive behavior is defined as the

extent to which you engage in one-way communication; spell out the person's role; tell the person what to do, where to do it, when to do it, and how to do it; and then oversee performance. Three words define directive behavior: structure, control, and superoise. • Supportive behavior is the extent to

which you engage in two-way com- munication, listen, provide support and encouragement, facilitate interaction, and involve people in decision-making. Three words define supportive behav- ior: praise, listen and facilitate.

Four Styles The degree of direction or support

you provide depends on the develop- ment level of the person for the task. There are four development levels:

Style 1. Directing. High-directive/ low-supportive leader behavior is Directing. You define the roles of peo- ple and tell them what, how, when, and where to do various tasks. You initiate problem-solving and decision- making. You announce solutions and decisions and supervise implementa- tion. You set goals, develop action plans, provide direction, set time-lines, and closely supervise people when they are inexperienced or incompetent with a task, even if committed.

Poor results tell you to focus on developing your team members' com- petence, confidence, and motivation.

To improve your use of this style, you may want to be more specific about what each team member's job is and what a "good job" looks like.

2. Coaching. High-directive/high- supportive behavior is Coaching. Ln this style, you still provide direction, but you also hear the person's feelings, ideas and suggestions. You increase two-way communications but main- tain control over decision-making.

Coaching is for low-to-moderate development level. People who have some competence but lack commit- ment to take responsibility need both direction and support. Thus, a coach- ing style—one that provides directive behavior (because of their lack of com- petence) but also supportive behavior to build confidence and enthusiasm— is most effective. Coaches both direct and support their people. This style builds confidence and motivation in people, while keeping responsibility for decision-making with the leader.

To improve your use ot this style, you may want to ask for input on goals and plans with competent team members and praise progress.

3. Supporting. High-supportive/ low-directive behavior is Supporting. In this style, your role is to provide recog- nition and to actively listen and facili- tate problem-solving and decision- making. As competence rises, most people question whether they can per- form the task on their own. Here a Supporting st)'le is appropriate. People need to be heard and encouraged.

Supporting is for moderate-to-high development level. These people are competent but have variable commit- ment toward the task. You need to practice two-way communication and active listening and to support peo- ple's efforts to use their skills. You lis- ten, facilitate, and shift some control for day-to-day decision-making and problem-solving to team members. You provide support and encourage- ment when they lack confidence or

motivation on a given task. To improve your use of this style,

you may ask more questions, praise performance, or encourage your team members to solve their own problems.

4. Delegating. Low-supportive/low- directive behavior is Delegating. You allow people greater autonomy, since they have the competence, commit- ment and confidence to do the task. People at this level are competent and motivated to take responsibility. Thus, a low-profile delegating style—one that provides little dia'ction and sup- port—is likely to be effective. Even though you may still identify the prob- lem, you delegate the responsibility for carrying out plans to experienced fol- lowers. They are permitted to "nin the show" and decide on how, when, and where tasks are to be accomplished.

Empower competent and confident team members to manage their own performance. CoUaboratively set goals and then delegate day-to-day decision- making to experienced team members.

To improve your use of this style, you may ask your team members to tell you what resources they need to excel and tlien secure those resources.

Wtien to Use Each Style The right style is primarily a func-

tion of the degree of difficulty of the task and the developmental level of the person doing the task.

Developmental level is the degree of competence and commitment a person has to perform a task without supervi- sion. Competence is a function of know- ledge and skills which can be gained from education, training, or experi- ence. Commitment is a combination of confidence (self-assuredness) and motivation (interest and enthusiasm).

The factor that triggers a change in style is performance. Improvements in performance shift the leadership style. Effective managers adapt their style to match development levels and meet changing demands. Over time individ- uals and teams develop their own pat- terns of behavior and ways of operating; these constitute the norms, customs, traditions, and mores of the ailture.

You may use one leadership style for the team, but a different style when dealing one-on-one, since individuals are at different levels of development. Shifting forward and backward in style makes Situational Leadership a dynamic developmental model. LE

Ken Blancliardis (/it'UMlhor ô (fw One-Minute Manager senVs and CEO of the Ken Blanchard Companies- Call 800-728-6000 or visit teww.bigspeak.cotit.

.ACTION: Practice situatiomil leadership.

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