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Situational Leadership

Name

Institution

Principle

Course

Date
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Situational Leadership

Situational Leadership is a flexible leadership model that incorporates various techniques to

propagate the best leadership style. This leadership strategy ensures leaders assess their team's

capabilities against multiple variables to create a tailor-made leadership technique that best suits

the workplace's circumstances and goals. It provides a good rapport in the organization, which

draws out the employee's best qualities (Lynch, 2015). The model strategy chosen should

develop employees individually and workgroup development. The flexibility of this leadership

style ensures that it adapts current working environments and organizational needs (Thompson &

Glasø, 2015). The leadership style is modified to meet the organization's requirements and does

not rely on a rigid system of specific skills. Adaptability is the most crucial element of the

situational model of Leadership. It ascertains that leaders remain pro-active with the ever-

changing work environment to meet the employees' and organization's requirements. It gives the

flexibility for leaders to change their management approach depending on the workplace

conditions.

Situational Leadership has two main models. The Goleman Theory of Situational Leadership

elucidates six different leadership styles, depending on the needs of the workplace. These types

include coercive leaders, affiliative leaders, authoritative leaders, pacesetting leaders, democratic

leaders, and coaching leaders. Each style is specific to the conditions of the employees and the

workplace (Northouse, 2018). The next model is the Blanchard and Hersey situational

leadership. It focuses on two concepts, the development stage of employees and Leadership.

Each concept offers four styles that are paired together to produce a cohesive model for each

employee. Under the leadership concept they range from;

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 Telling Leadership (S1): This model dwells on leaders making unilateral decisions and

telling the employees what to do, ensuring close supervision.

 Selling Leadership (S2): This approach focuses on Leadership that sells their message

and are open to feedback to gain cooperation.

 Participating Leadership (S3): The model ensures the employees guide the decision-

making process. They have an active role in establishing strategies and decision making.

 Delegating Leadership (S4): The leader assigns the decision making to employees,

making them responsible for various activities and only guide followers.

The four types of developmental stages of employees should be in congruence with the

leadership quality and include:

 Low Competence (R1): This group lacks the skillset, willingness, and knowledge for task

completion.

 Medium competence (R2): This group lacks the ability but are willing and enthusiastic

 High Competence (R3): This group lacks the willingness to take responsibility but have

the prerequisite skills for task completion.

 High competence (R4): Highly skilled employees with the desire to complete tasks.

The balance between Leadership and employee development should be aligned as follows;

1. Telling (S1): Low Competence (R1)

2. Selling (S2): Medium Competence (R2)

3. Participating (S3): High Competence (R3)

4. Delegating (S4): High Competence (R4)

Amani has a readiness level (R3) due to his six years' experience, can finish all assigned

tasks successfully, and has low morale. Bassmah has a readiness level (R2) since he has not
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mastered the new software and performs at a low level. Hadeel readiness level (R3) due to

experience with client contact and low morale due to work conflicts. Rawan is readiness level

(R2) due to his low confidence despite his previous work experience. Samah is readiness level

(R1) since he lacks work experience, does not understand the job's expectations, and is planning

to leave the company.

Due to the unique difference in employees' demands in the branch, a blanket model approach

would not meet these needs. Although there is a moral problem, it is essential to have different

approaches to the issues. The process will be as follows:

1. Amani's Readiness Level (R3); will benefit the most by a participating leadership (S3).

Amah will have the decision-making capabilities with minimal interference by the

manager upon request. It will give Amah a more active role, such as initiating and

implementing ideas allowing him to feel in control. He will be required to set the tone of

development as the senior-most member of the team. Amani will assist the modeling of

other employees and assist in applying new skills such as software.

2. Bassmah's Readiness Level (R2); will flourish under a selling type of Leadership (S2).

Although he has four years of experience, he cannot complete tasks successfully due to

his software skills. Through persuasion and explanation of the new software, Bassmah

can be guided into a productive member of the company (Northouse, 2018). It will

unlock Bassmah's potential for understanding the software and be an influential member

of the team.

3. Hadeel's Readiness Level (R3); will profit from a participating leadership style (S3);

Hadeel has the prerequisite skill set in client contact. A work-related conflict with Rawan

causes his low morale. This leadership style will allow Hadeel to have control in the
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decision making and implementation of ideas (Lynch, 2015). It will rejuvenate Hadeel's

work output and boost his confidence.

4. Rawan's Readiness Level (R2); will gain the most from Selling Leadership (S2). Despite

his previous work experience, he still has not achieved Hadeel's four years of work

experience. Rawan will appreciate a selling leadership type to guide him to achieve better

results and boost his morale. It will halt the conflict with Hadeel and increase his

productivity.

5. Samah's Readiness Level (R1); will tremendously benefit from the telling type of

Leadership (R1). Since he lacks the prerequisite skills for task completion, and does not

know what is expected of him, places him in a low competence or maturity level. A

telling type of leadership will closely supervise and provide specific guidance to tap into

his potential (Lynch, 2015). His roles and objectives will be created, and he will have to

follow them for repetitive results. It will make him understand his roles and the

expectations of the company.

Furthermore, I will strive to understand the critical motivators for effective employee

performance, which will build a good rapport between the team and me. The provision of

immediate, detailed, and positive feedback on individual performance, will increase team

productivity and, ultimately, their morale. Through a positive approach and recognition of

strengths will assist in the success rate of task completion. Amani and Hadeel, with readiness

level (R3), will be required to mentor the team members with less experience and guide them

through new and challenging technologies. Clear communication shall be provided to foster an

open environment, thereby establishing the right expectations. Clear communication will be

essential for Bassmah, Rawan, and Samah to understand the company's expectations effectively.
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I will provide a safe environment for learning purposes ensuring Bassmah and Samah have an

uninterrupted learning experience. It will boost their confidence level on task completion,

thereby improving their morale.

Finally, the incorporation of situational Leadership will improve the productivity of the

team and their confidence. This leadership model is unique since it focuses on both the leaders

and employees developing a harmonious working condition (Thompson & Glasø, 2015). This

matrix's application will guide interaction between managers and their subordinate staff, thereby

improving employee development. However, a bottom line should be established to enforce the

organization's culture and demands.

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References

Lynch, B. (2015). Partnering for performance in situational leadership: a person-centred

leadership approach. International Practice Development Journal, 5.

Northouse, P. G. (2018). Leadership: Theory and practice. Sage publications.

Thompson, G., & Glasø, L. (2015). Situational leadership theory: a test from three

perspectives. Leadership & Organization Development Journal.