Situational Leadership

1. Situational Leadership Donna Shea, M.Ed.

2. 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

3. Conventional Leadership What’s wrong with this picture? • Hands-on: The Micromanager • Hands-off: The Democrat

4. 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

5. Situational Leadership Four Leadership Styles derived from combinations of Directive and Supportive Behavior: • S1 Directing • S2 Coaching • S3 Supporting • S4 Delegating

6. S1 Directing • Provide specific, clear instructions • Provide very close supervision

7. S2 Coaching • Continue to provide direction and close supervision • Offer rationale and explain decisions • Solicit Suggestions • Give support for progress

8. S3 Supporting • Facilitate and support task accomplishments • Share decision-making responsibility

9. S4 Delegating • Relinquish decision-making and problem-solving

10. Summary of Leadership Styles HIGH S U P P O R T I V E LOW HIGH D I R E C T I V E

11. Developmental Needs Performance Variables: • Competency – function of knowledge and skills • Commitment – function of confidence and motivation

12. Developmental Levels Four Developmental Levels derived from combinations of competence and commitment: Developed Developing

13. Role of Instructor: To do for the teacher what the teacher can’t do for him or herself!

14. 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

15. 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

16. 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

17. 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

18. 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

19. Situational Leadershipand Group Interaction Characteristics of a well oiled workgroup: • Purpose and Values • Empowerment • Relationships and Communication • Flexibility • Optimal Performance • Recognition and Appreciation • Morale

20. Elements of Group Interaction

21. Group Development Four stages of group development correlate to Situational Leadership • Stage 1 – Orientation • Stage 2 – Dissatisfaction • Stage 3 – Production • Stage 4 - Integration

22. What to Observe • Communication and Participation • Decision making • Conflict • Leadership • Goals and Roles • Group Norms • Problem Solving • Group Climate • Individual Behavior

23. Stage 1 - Orientation

24. Stage 2 - Dissatisfaction

25. Stage 3 - IntegrationWe rather than me

26. Stage 4 - Production

27. Summary of Leadership Styles HIGH S U P P O R T I V E LOW HIGH D I R E C T I V E

28. 1 step forward 2 steps backwards Development is not a straight line

29. Thank you for your attention.Good luck!