Situational

Leadership
Donna Shea, M.Ed.
Objectives
By the end of this presentation you should
be able to:
Discuss the four leadership styles
Discuss how Situational Leadership
applies to staff management
Asses your teachers for their
developmental level
Apply the appropriate leadership style for
individual teachers and task groups
Conventional Leadership

Whats wrong with this picture?

Hands-on: The Micromanager

Hands-off: The Democrat

Leadership Style
How you influence performance:

Directive Behavior Clearly stating who,

what, when, where, how, and why

Supportive Behavior Listening,

supporting, encouraging, facilitate
problem-solving, and decision-making
Situational Leadership
Four Leadership Styles derived from
combinations of Directive and Supportive
Behavior:

S1 Directing
S2 Coaching
S3 Supporting
S4 Delegating
S1 Directing

Provide specific, clear instructions

Provide very close supervision
S2 Coaching
Continue to provide direction and close
supervision
Offer rationale and explain decisions
Solicit Suggestions
Give support for progress
S3 Supporting
Facilitate and support task
accomplishments
Share decision-making responsibility
S4 Delegating

Relinquish decision-making and problem-

solving
Summary of Leadership Styles
HIGH
High Supportive High Directive
S
And And
U
Low Directive High Supportive
P
S3 S2
P
Supporting Coaching
O
R Low Supportive Hi Directive
T And And
I Low Directive Low Supportive
V S4 S1
E Delegating Directing
LOW HIGH
D I R E C T I V E
Developmental Needs
Performance Variables:

Competency function of knowledge and

skills

Commitment function of confidence and

motivation
Developmental Levels
Four Developmental Levels derived from
combinations of competence and commitment:

High High Some Low

Competency Competency Competency Competency

High Variable Low High

Commitment Commitment Commitment Commitment

D4 D3 D2 D1

Developed Developing
Role of Instructor:

To do for the teacher what the

teacher cant do for him or
herself!
D1 Beginner

Very Enthusiastic
Little or no skills

S1 Directive Behavior
Structure, control and supervise

Role of the Supervisor -

Utilize demonstration, step-by-step hand
outs, and guided practice
D2 Quitter D2 Wall
Little or no skills
Discourage, disillusioned, lost enthusiasm,
harder than expected

S2 Coaching
Direct and Support

Role of Supervisor:
Close supervision with assistance
Moral support and encouragement
D3 Reluctant Participant
Good skills
No confidence

S3 Supporting
Praise, listen, and facilitate

Role of Supervisor:
Reinforcement
Help only when requested
Provide moral support and encouragement
D4 Delegating
Good to excellent skills with good to high
confidence and self-esteem

D4 Delegating
Turn over responsibility for day-to-day decision
making and practice

Role of Supervisor:
Independent practice
Performance evaluation
Leadership Style Game Plan
Competency and/or commitment in one
area does not ensure equal competency
or commitment in all areas

Achieving competency and/or commitment

does not ensure maintaining competency
or commitment
Situational Leadership
and Group Interaction
Characteristics of a well oiled workgroup:

Purpose and Values

Empowerment
Relationships and Communication
Flexibility
Optimal Performance
Recognition and Appreciation
Morale
Elements of Group Interaction

Group
Interaction

Content Process
What How
Task Group Function
Group Development
Four stages of group development correlate
to Situational Leadership

Stage 1 Orientation
Stage 2 Dissatisfaction
Stage 3 Production
Stage 4 - Integration
What to Observe
Communication and Participation
Decision making
Conflict
Leadership
Goals and Roles
Group Norms
Problem Solving
Group Climate
Individual Behavior
 Stage 1 - Orientation
Characteristics
Eagerness, unrealistic expectations,
Anxiety about roles, acceptance, trust, demands
Polite, conforming behavior
Lack clarity about purpose, goals, structure

Needs Issues
Common purpose, values, norms
Personal well-being
Agreement on roles, goals, standards
Acceptance
Decision-making authority/accountability
Trust
Structure, boundaries, information
 Stage 2 - Dissatisfaction
Characteristics
Discrepancy between expectations and reality,
Confusion/frustration around roles/goals
Feelings of incompetence, confusion, low confidence
Lack clarity about purpose, goals, structure
Competition for power, authority, attention

Needs
Redefine purpose, roles, goals, structure Issues
Develop open communication process Power
Mutual accountability/responsibility Control
Encouragement and recognition Conflict
 Stage 3 - Integration
We rather than me
Characteristics
Increased clarity and commitment
Increased productivity
Growing trust, cohesiveness, harmony, respect
Understanding and valuing differences

Needs
Continued skill development
Encouragement to share perspectives
Issues
Sharing Control
Continue building trust
Avoidance of Conflict
Shared leadership responsibility
 Stage 4 - Production
Characteristics
Empowerment frees team energy
Trust, mutual respect, openness
Flexibility, recognition, appreciation
Optimal productivity, High Morale

Needs
Continued focus on productivity
Autonomy within boundaries
Issues
New Challenges
Recognize/celebrate accomplishment
Continued Growth and Learning
Individual acknowledgment
Summary of Leadership Styles
HIGH
High Supportive High Directive
S
And And
U
Low Directive High Supportive
P
S3 S2
P
Collaborating Resolving
O
R Low Supportive Hi Directive
T And And
I Low Directive Low Supportive
V S4 S1
E Validating Structuring
LOW HIGH
D I R E C T I V E
1 step forward
2 steps backwards

Set Assess
Objective Need
Development is
not a straight
line

Deliver Match
Leadership Level
Thank you for your attention.
Good luck!