Personal Leadership Training Plan: Skills

LEADERSHIP • ñlHIATIONAl

Situational Leaders U s e t h e m o d e l i n y o u r w o r k .

by Paul Hersey

MODEL IS MEANT TO .be applied in vari-

ous situations. In fact, for a model to have value, it has to be used. And to be used, it must be simple.

The Sitiiational Leadership Model is about being more effective as a leader. This involves matching your leader behaviors (behaviors you use when trying to influence someone else) with the performance needs of the individ- ual or group that you work with. It is about adapting the directive and sup- portive behaviors you use to match the readiness of others to perform spe- cific tasks or functions. The model is simple, it works, and achieves results.

Take Three Steps In using the Situational Leadership

Model, take three steps: Step Î; Identify the specific job,

task, or activity. There needs to be a shared picture of what good perfor- mance looks like in the minds of the leader and follower. More specifically, what job task or activity is the focus or purpose of the intervention? The key determinant is the person's under- standing of what the leader wants done. How specific does the leader need to be? For one individual, a high specificity may be needed. For anoth- er individual, high specificity might be perceived as micromanaging.

Step 2: Assess current performance readiness. Once the task or activity is identified, diagnose the Performance Readiness of the person you are trying to influence. How ready, willing, and able is the person? Readiness is the interplay between ability and willing- ness that a person demonstrates for a specific task. The two variables, ability and wiUingness, are interactive, mean- ing that one impacts the other.

Ability is the amount of knowledge, experience, and skill that a person is currently demonstrating for a task.

Willingness is the amount of confi- dence, commitment, and motivation demonstrated. For instance, a strong motivation can make a person appear very willing. The interplay between

ability and willingness determines the four levels of Performance Readiness.

Level Ri: Unable and Insecure or Unable mid Unwilling. Unable and Insecure is low skill demonstration and the issue is driven by insecurity. The individual could be intimidated by the task, overwhelmed, unclear, or uncer- tain about what is expected and how to perform. Unable and Unioilling means levels of demonstrated skill are low, and the motivation and willing- ness to perform is also low.

Level R2: Unable but Confident or Willing. R2 suggests "not ready yet" or "ignorance on fire." In fact, on a new task, most people start at this readi- ness level. The confidence and willing- ness can come from within, from others, or by working in a healthy, safe

DIRECTIVE B&IAVIOUR •

environment. A person may be "unable" simply because they haven't performed the task or had a chance to demonstrate ability.

Level R3: Able but Insecure or Able but UnziiilUng. Ability is now being denion- strated, fairly consistently, at moderate- to-high levels. The person may be "insecure" when starting to perform with less involvement from the leader. The person may be "unwilling" when the task may be less rewarding than expected, problems won't go away, or performing is punishing.

Level R4: Able and Confident and Willing. Once a person reaches R4, consistent high levels of ability blend with confidence, commitment, or a sense of ownership. Mofivafion and desire for accomplishment are high.

Step 3: Match leader response. Leadership style is composed of rela- tionship behavior and task behavior.

Relationship behavior is the extent to which a leader engages in two-way

communicafion with a person, provid- ing socio-emofional support or psycho- logical strokes. The leader explains why something should be done and provides facilitafing, parficipahng, or involving behaviors.

Task behavior is the amount of guid- ance or direction provided. It is the extent the leader engages in defining the who, what, when, where, and how the task is to be performed.

Four Leadership Styles These patterns of influence behavior

can be plotted on two distinct axes: Style SI: High Task/Low Relation-

ship. SI is called "telling" since it is characterized by one-way communica- fion. The leader defines the role, shows how to begin, and tells who, what, when, where, and how in relafion to the task. Informing or guiding are also examples of how a style SI may come across to a person low in readiness. This feels like a helping relationship, except when the person is unwilling to perform (not just insecure about their ability). The exception calls for conse- quences for nonperformance and be- comes part of the unfreezing process.

Style S2: High Task/High Relation- ship. S2 is referred to as "selling" since the person receives two-way commu- nication and socio-emotional support in an attempt to gain "buy in" to the decisions made. As leaders "sell," they focus on explaining and mentoring to increase understanding of the task.

Style S3: High Relationship/Low Task. S3 is called "participating" since the leader and individual share in d e d - sion-making. Two-way communicafion and facilitating behavior boost the per- son's willingness/security, since they already demonstrate the ability to com- plete the task. Support and encourage- ment characterize an effecfive use of style S3. This style insfills ownership in the decision-ma king process.

Style S4: Loiv Relationship/Low Task. S4 is referred to as "delegafing" since this style involves letting an indi- vidual "run their own show." The leader delegates tasks, as people show they are able and willing to accomplish the task at hand. A leader using a style S4 spends more time monitoring pro- gress as the person gets the job done.

There is no one best way to influence others. Any influence behavior may be more or less effecfive depending on the Performance Readiness of the person, LE

Piiiil Hersey is the trwner of the Center fiir Leadersliip Studies. Situatiisial Leaderships and Performance ReadinessS) are regis- tt-reii triidemarks. Alt RigMs Reser^vd. Visit wimv.sHuational.œtn.

ACTION: Let readiness drive ifour behaviors.