22-situational leadership tab-situational leadership ii - deck v4 10.28.2015
TRANSCRIPT
2015 Human Resources - Confidential
Situational Leadership II
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PurposesLearning Objectives
Outcomes
To increase the quality and frequency of conversations To develop a common language To value and honor differences
Develop a common vocabulary There is no best leadership style Three skills of a Situational Leader Situational Leadership II Model Understand the positive outcomes of a match Develop an action plan
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What are your biggest challenges as a manager?
What’s changing about our company?
Management vs. Leadership
Manage
Lead
Manager Challenges
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Drivers and Passengers
Keep the Main Thing the Main Thing
Escape from Management Land
The “Do Right” Rule
Hire Tough
Do Less or Work Faster
Buckets and Dippers
Enter the Learning Zone
Monday Morning Leadership Review
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Beliefs and Values about People
The Basics
1. People can and want to develop
2. Leadership is a partnership
3. People value involvement and communication.
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The Three Skills of a Situational Leader
1. Diagnosis is the willingness and ability to look at a situation and assess others’ development needs.
2. Flexibility is the ability to use a variety of leadership styles comfortably.
3. Partnering for Performance involves reaching agreements with others about the leadership style(s) they need from you to achieve their goals and the organization’s goals.
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What behaviors are used by people who lead well in times of great stress?Rate yourself below as to the level [from 0 (low) to 10 (I’m the best)] to which you…
The Leadership Mini Assessment
Leader BehaviorLow
1 2 3 4 5 6 7 8 9 10
1. Make sure that clear goals are set with timelines.
2. Make the link between what they do and the achievement of organization goals.
3. Assess people’s competence around specific goals or tasks
4. Analyze different levels of commitment (confidence and motivation) around specific goals or tasks
5. Teach people how to do tasks or goals if necessary
6. Adapt your leadership style to meet needs of others
7. Listen and give feedback on a regular basis – praise and encouragement
8. Hold regular One on One meetings in which staff ask for what they need
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The SLII Model: The First Skill - Diagnosis
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The SLII Model: The First Skill - DiagnosisD E F I N I T I O NDiagnosis: The willingness and ability to look at a situation, assess the needs of the individual, and decide which leadership style to use.
Operating without an accurate diagnosis is….
What does a good doctor do?
What does a good patient do?
What is Diagnosis in SLII?
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The SLII Model: The First Skill - Diagnosis
Competence Is Not• Intelligence• Potential• Education• Certification
As You Remember, Diagnosis of Development Level Involves Evaluating Two Elements
Competence – a person’s
• Knowledge and skills – demonstrated, developed through learning and experience
• Transferable skills – such as time management and organizational skills
Commitment – a person’s
• Motivation – interest in and enthusiasm or passion for the goal or task
• Confidence – feeling of self-assurance that the goal or task can be accomplished without supervision
Evaluating Two Elements
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The Four Development Levels
The Four Development Levels
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Use this chart and these questions when diagnosing development level
Fine-Tuning Your Diagnostic Skills
D4 D3 D2 D1
Decision Point 1Doing
Can do goal or task without direction
LearningCannot do goal or task without
direction
Commitment / Attitude
Decision Point 2 + ‒ ‒ +
D4 D3 D2 D1
What is the specific goal or task? How strong or good are the individual’s demonstrated task knowledge and skills? How strong or good are the individual’s transferable skills? How motivated, interested, or enthusiastic is the individual? How confident or self-assured is the individual?
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Self - Reflection
GOAL
OR
T
ASK
Competence Commitment Diagnosis and Leadership BehaviorRegarding this particular goal or task
If the person Never has successfully
done (completed) the goal or task
Couldn’t teach someone else to do it successfully
Couldn’t show you an example of what a good job looks like
High Commitment Is excited, motivated, and
confident
Wants to do the goal or task
Low Commitment Is frustrated, not interested
Is challenged by the goal or task and seems to be hesitant to move forward
D1 Enthusiastic BeginnerNeeds S1, someone to Clarify goals and timelines Show them HOW Tell them what a good job looks like Provide examples
D2 Disillusioned LearnerNeeds S2, someone to Listen to emotions Reteach, give examples Explain “why” Provide mentoring
Regarding this particular goal or task
If the person Could show you an
example of how to do the goal or task
Has been successful at THIS particular goal or task in the past
Could teach someone else how to successfully do the goal or task
Low Commitment Is somewhat challenged by
the goal or task
Is sometimes cautious about moving forward
High Commitment Is both confident and
motivated to do the goal or task
Demonstrates expertise
D3 Capable, but Cautious, PerformerNeeds S3, someone to Ask for best ideas from him/her Build their confidence Celebrate/analyze past successes
D4 Self-Reliant AchieverNeeds S4, someone to Recognize their achievements Value their contribution Ask them to share their vision for the future Share expertise
Write your own development level story and be prepared to share.
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The Enthusiastic Beginner
The Four Development Levels
Descriptors or Characteristics
Hopeful Inexperienced Curious New/unskilled Optimistic Excited Eager Enthusiastic
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The Disillusioned Learner
The Four Development Levels
Descriptors or Characteristics Overwhelmed Confused Demotivated Demoralized Frustrated Disillusioned Discouraged Flashes of competence
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The Capable, but Cautious, Performer
The Four Development Levels
Descriptors or Characteristics Self-Critical Cautious Doubtful Capable Contributing Insecure Tentative/unsure Bored/apathetic
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The Self-Reliant Achiever
The Four Development Levels
Descriptors or Characteristics Justifiably confident Consistently competent Inspires/inspires others Expert Autonomous Self-assured Accomplished Self-reliant/self-directed
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Watch Out For Traps!
Advanced Diagnosis
Diagnosis #1 – The Halo/Horns Trap• She’s so smart, I’m sure she’ll pick this up on her own! OR• She’ll never get it!
Diagnosis #2• Once a D4, always a D4!
Diagnosis Trap #3 – Should Know• Should Know is irrelevant in Diagnosis. The real issue
is, do you have hands-on evidence that the person has ever performed this task successfully?
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Remember: Diagnose demonstrated knowledge and skills, not potential.
To do this, you might ask:
Advanced Diagnosis
1. Have you done this exact task before?
2. Could you show someone step-by-step, or teach them how to do the task?
3. Do you have an example?
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The Situational Leadership II Model
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The SLII Model: The Second Skill - Flexibility
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Think about your story. What did you need at this level to become successful at a particular task?
So…What Did You Need?
• Enthusiastic BeginnerD1• Disillusioned LearnerD2• Capable, but Cautious PerformerD3• Self-Reliant AchieverD4
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How does Diagnosis relate to leadership? Let’s look again at our definition of leadership:
The SLII Model: The Second Skill - Flexibility
D E F I N I T I O N Leadership: This is an influence process. It is working with people to accomplish their goals and the goals of the organization.
Different development levels require different leadership styles. Some development levels require more direction, others more support.
D E F I N I T I O N Flexibility: The ability to use a variety of leadership styles comfortably.
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Directive Behavior is the extent to which a leader
Defining Directive Behavior
Sets goals and clarifies expectations
Tells and shows an individual what to do, and when and how to do it
Closely supervises, monitors, and evaluates performance
Goal setting and showing how are the two most important Directive Behaviors.
Five Key Words for Directive Behavior
Structure SuperviseOrganize
EvaluateTeach
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Supportive Behavior is the extent to which a leader
Defining Supportive Behavior
Engages in two-way communication
Listens and provides support and encouragement
Involves the other person in decision making
Listening and encouraging self-reliant problem solving are the two most important Supportive Behaviors.
Five Key Words for Supportive Behavior
Encourage Explain(why)
Ask(for input)
ListenFacilitate(problem solving)
Encourages and facilitates self-reliant problem solving
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Directive Behavior and Supportive Behavior are the core of the four leadership styles in the Situational Leadership II Model.
Core of the Four Leadership Styles in SLII
Style 1 uses high Directive Behavior and low Supportive Behavior
Style 2 uses high Supportive Behavior while continuing the use of high Directive Behavior
Style 3 eases off on the use of Directive Behavior while continuing to use high amounts of Supportive Behavior.
Style 4 uses low amounts of both Directive and Supportive Behavior.
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Leadership Styles Role Play
S3
S1S4
S2
Low Supportive and Low DirectiveBehavior
High Directive and Low SupportiveBehavior
High Directive and High SupportiveBehavior
High Supportive and Low DirectiveBehavior
THE FOUR LEADERSHIP STYLES
DIRECTIVE BEHAVIOR
(High)
(High)(Low)
SUPPORTIVE BEHAVIOR
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Leadership Style AnalysisD E F I N I T I O N Leadership style: Patterns of influence behavior you use with others over time, as perceived by them.
Leadership Style Barriers to Use Benefits of Using
Delegating
main goal of style
Supportingmain goal of style
Coaching
main goal of style
Directing
main goal of style
Remember those diagnosis traps?
What myths regarding leadership styles might also trap you? (i.e., it’s condescending to tell someone what to do; capable people prefer or deserve to be left alone and this person has so much experience, how could I add value when they know more than I do.
Build competence
Build confidence
Build self-reliance
Build …
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Self-Study– Read and analyze Bill Smith Case Study.
Case Study Review
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The SLII Model: The Third Skill – Partnering for Performance
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The third skill of Situational Leadership II is Partnering for Performance
The SLII Model: The Third Skill – Partnering for Performance
D E F I N I T I O NPartnering for Performance: The ability to reach agreements with people about their development level and the leadership style needed to help them achieve individual and organization goals.
Get agreement on
Partnering = Getting permission and gaining cooperation!
Goals
Development Level
Leadership Style
How to stayin touch
LeadershipBehavior
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To resolve a disagreement about development level
Think about the individual’s demonstrated knowledge and skills, motivation, and confidence on a goal or task.
Make a preliminary diagnosis. Try to gain the individual’s agreement with your
diagnosis. Get the individual’s permission to allow you to help
develop his or her competence and commitment.
Steps for Resolving a Disagreement about Development Level
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Regression happens when individuals have demonstrated competence and commitment on a task or goal in the past, but their current performance is getting worse.
The Regressive Cycle
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Do your homework. Start with Style 3. If the performance or commitment problem persists, go to
Style 2 and reset the goal, then redirect. Spend more time observing and monitoring performance.
Be sure to give more frequent feedback on performance. If necessary, describe the negative consequences of
continued low performance.
Steps for Managing Regression
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Purpose– To provide a structure for opening up communication
and monitoring performance. Guidelines
– Standing meeting between manager and direct report– 15–30 minutes every other week– Initially focused on getting agreements on priorities;
the agenda is primarily driven by the direct report– Documented– Top priority
One on One Meetings