Situational Leadership Handout

ESLSCA - MIBA Winter 2015
Situational leadership skills

I. DIAGNOSIS: the ability to accurately assess the needs of the follower.
II. FLEXIBILITY: the ability to change your leadership style to fit the needs of the
follower.
III. COMMUNICATION: the ability to reach a mutual understanding with each follower
regarding the leadership style which most effectively meets his/her present needs.
I. DIAGNOSIS
A. When assigning any task the leader must attempt to predict the follower's
performance.
B. The leader must diagnose the development level of the follower in relation to the
assigned task.
C. The follower's development level will determine the most appropriate leadership style.
D. Development level is defined as a measure of an individual's degree of competence

and level of commitment to complete a specific task.
1. Competence is a function of an individual's knowledge and skills. (How

proficient is the individual at doing the assigned task?)
2. Commitment is a function of an individual's confidence and motivation.
a. Confidence is self-assurance--a feeling of being able to do the job well
without close supervision.
b. Motivation is interest and enthusiasm for doing the job well.
E. Four basic development levels represent various combinations of competence and

commitment:
D1--the enthusiastic beginner.

1. Low competence.
2. High commitment.
He/She is motivated, learning new things, and can be overconfident.
Examples include: new recruit, veteran with new task, and applying new
technology.
D2--the disillusioned learner.

1. Some competence.
2. Low commitment.
As skills develop, this person realizes how much more they need to know
or there may be unforeseen difficulties with completing a task
successfully.
Handout Page 1
Examples include: having to perform CPR on a real person rather than a

training manikin; veteran being required to learn new computer system
and finding it more difficult than expected; driving a pumper compared to
a car.
D3--the reluctant contributor.

1. High competence.
2. Variable commitment.
This person lacks confidence or has lost interest.
Examples include: the last time similar job was done, there was no
support from above; concern for family problems; doesn't understand
future value of task in meeting organizational goals.
D4--the peak performer.

1. High competence.
2. High commitment.
Examples include: the self-starter; a person knowing he/she has skills
and knowledge to do job and willing to take the ball and run with it.
II. FLEXIBILITY
A. There are two basic leadership behaviors:
1. Directive behavior:
It involves one-way communication. The leader tells a person what, when, where,
and how to do something. Leader then closely supervises performance. This
behavior would be appropriate when decision has to be made quickly and/or
stakes are high. It may be necessary for inexperienced people who you think
have potential to be self-directive or for a person who has skills but is new to the
job.
The follower has no involvement in decision-making or problem-solving. Key

words to describe this behavior are: structure, control, supervise.
2. Supportive behavior:
It involves two-way communication. The leader provides support and
encouragement for efforts of the follower, facilitating involvement in decision-
making and problem-solving. Key words associated with this behavior are: listen,
praise, and facilitate.
B. Leadership styles:
Leaders have a choice of four leadership styles (S) which use varying amounts of
directive and supportive behavior: Directing (S-1), Coaching (S-2), Supporting (S-3), and
Delegating (S-4).
Directing (S-1): For this style the leader tells the follower what, how, where, and
when about the task that needs to be done. The leader closely supervises the
work. The follower has no involvement with decision-making or problem-solving.
Handout Page 2
The behaviors exhibited by the leader are highly directive and minimally
supportive.
Coaching (S-2): The leader continues to give specific directions. The leader
becomes supportive by offering reassurance and encouragement. The leader
explains decisions and solicits suggestions and input. The leader exhibits highly
directive and highly supportive behavior.
Supporting (S-3): The leader no longer needs to give a great amount of direction.
The leader needs to build the follower's self-confidence and motivation by
encouragement and praise. The leader helps subordinate reach own solutions by
asking questions that expand thinking. There is shared responsibility for decision-
making. Behaviors exhibited in this style are highly supportive and minimally
directive.
Delegating (S-4): The leader no longer needs to give much direction or support.
The leader needs to pass the ball to follower and allow follower to run with it. The
leader turns over responsibility for decision-making and problem-solving to
follower. In all four styles, the leader: sets goals, observes performance, and
provides feedback.
The four styles differ in terms of: amount of direction, and amount of support.
There is no single best style.
C. Choosing appropriate style for a given development level of a follower:

Directing (S-1) is for people who lack competence but are enthusiastic and committed
(D-1). They need direction and supervision to get them started. Coaching (S-2) is for
people who have some competence, but lack commitment (D-2). They need direction
because they are relatively inexperienced and require support and praise to build self-
assurance. Supporting (S-3) is for people who have competence but lack confidence or
motivation (D-3). They do not need direction because they have skills, but need support
to build confidence and/or motivation. Delegating (S-4) is for those who have
competence and commitment (D-4). They are able and willing to work by themselves
with little supervision or support.
The development level of an individual must be assessed with a specific goal or task in
mind. People are more developed in some areas than in others. If there is decline in
performance, it may be necessary to move backward through styles, but it should be
done one level at a time.
Handout Page 3
III. COMMUNICATION
The key to successfully applying a particular leadership style to the

accomplishment of a given goal or task is to communicate to the follower the
degree of direction and support that he/she can expect in the given situation.
Through this interactive communication process the leader must remain flexible
and consistent and be willing to change style as the development level of the
follower changes. When difficulties arise, the problem area must be identified in
terms of competence, motivation, or confidence.
For competence problems, provide: training; proper orientation to the task; more
observation of performance; and specific feedback on outcomes and/or
expectations.
Handout Page 4
For motivation problems, provide: positive reinforcement of desired behavior;

supportive listening; changing rewards for acceptable performance; and
changing consequences for negative performance.
For confidence problems, provide: reassurance and support for successes;

encouraging risk-taking; positive feedback for improvement in task
accomplishment.
Handout Page 5

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ESLSCA - MIBA Winter 2015

Situational leadership skills

D. Development level is defined as a measure of an individual's degree of competence

1. Competence is a function of an individual's knowledge and skills. (How

E. Four basic development levels represent various combinations of competence and

D1--the enthusiastic beginner.

D2--the disillusioned learner.

Examples include: having to perform CPR on a real person rather than a

D3--the reluctant contributor.

D4--the peak performer.

A. There are two basic leadership behaviors:

The follower has no involvement in decision-making or problem-solving. Key

C. Choosing appropriate style for a given development level of a follower:

The key to successfully applying a particular leadership style to the

For motivation problems, provide: positive reinforcement of desired behavior;

For confidence problems, provide: reassurance and support for successes;

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