situational leadership donna shea, m.ed.. objectives by the end of this presentation you should be...
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Situational Leadership
Donna Shea, M.Ed.
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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
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Conventional Leadership
What’s wrong with this picture?
• Hands-on: The Micromanager
• Hands-off: The Democrat
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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
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Situational Leadership
Four Leadership Styles derived from combinations of Directive and Supportive Behavior:
• S1 Directing
• S2 Coaching
• S3 Supporting
• S4 Delegating
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S1 Directing
• Provide specific, clear instructions• Provide very close supervision
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S2 Coaching
• Continue to provide direction and close supervision
• Offer rationale and explain decisions
• Solicit Suggestions
• Give support for progress
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S3 Supporting
• Facilitate and support task accomplishments
• Share decision-making responsibility
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S4 Delegating
• Relinquish decision-making and problem-solving
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Summary of Leadership Styles
High Supportive
And
Low Directive
S3
Supporting
High Directive
And
High Supportive
S2
Coaching
Low Supportive
And
Low Directive
S4
Delegating
Hi Directive
And
Low Supportive
S1
Directing
S
U
P
P
O
R
T
I
V
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D I R E C T I V ELOW HIGH
HIGH
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Developmental Needs
Performance Variables:
• Competency – function of knowledge and skills
• Commitment – function of confidence and motivation
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Developmental Levels
Four Developmental Levels derived from combinations of competence and commitment:
High Competency
High Commitment
High Competency
Variable
Commitment
Some Competency
Low
Commitment
Low Competency
High Commitment
D4 D3 D2 D1
Developed Developing
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Role of Instructor:
To do for the teacher what the teacher can’t do for him or
herself!
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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
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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
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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
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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
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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
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Situational Leadershipand Group Interaction
Characteristics of a well oiled workgroup:
• Purpose and Values• Empowerment• Relationships and Communication• Flexibility• Optimal Performance• Recognition and Appreciation• Morale
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Elements of Group Interaction
GroupInteraction
ContentWhatTask
ProcessHow
Group Function
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Group Development
Four stages of group development correlate to Situational Leadership
• Stage 1 – Orientation
• Stage 2 – Dissatisfaction
• Stage 3 – Production
• Stage 4 - Integration
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What to Observe
• Communication and Participation• Decision making• Conflict• Leadership• Goals and Roles• Group Norms• Problem Solving• Group Climate• Individual Behavior
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Stage 1 - Orientation
CharacteristicsEagerness, unrealistic expectations,
Anxiety about roles, acceptance, trust, demandsPolite, conforming behavior
Lack clarity about purpose, goals, structure
NeedsCommon purpose, values, norms
Agreement on roles, goals, standardsDecision-making authority/accountability
Structure, boundaries, information
IssuesPersonal well-being
AcceptanceTrust
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Stage 2 - Dissatisfaction
CharacteristicsDiscrepancy between expectations and reality,
Confusion/frustration around roles/goalsFeelings of incompetence, confusion, low confidence
Lack clarity about purpose, goals, structureCompetition for power, authority, attention
NeedsRedefine purpose, roles, goals, structureDevelop open communication process
Mutual accountability/responsibilityEncouragement and recognition
IssuesPowerControlConflict
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Stage 3 - IntegrationWe rather than me
CharacteristicsIncreased clarity and commitment
Increased productivityGrowing trust, cohesiveness, harmony, respect
Understanding and valuing differences
NeedsContinued skill development
Encouragement to share perspectivesContinue building trust
Shared leadership responsibility
IssuesSharing Control
Avoidance of Conflict
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Stage 4 - Production
CharacteristicsEmpowerment frees team energyTrust, mutual respect, openness
Flexibility, recognition, appreciationOptimal productivity, High Morale
NeedsContinued focus on productivity
Autonomy within boundariesRecognize/celebrate accomplishment
Individual acknowledgment
IssuesNew Challenges
Continued Growth and Learning
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Summary of Leadership Styles
High Supportive
And
Low Directive
S3
Collaborating
High Directive
And
High Supportive
S2
Resolving
Low Supportive
And
Low Directive
S4
Validating
Hi Directive
And
Low Supportive
S1
Structuring
S
U
P
P
O
R
T
I
V
E
D I R E C T I V ELOW HIGH
HIGH
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1 step forward 2 steps backwards
Development is not a straight line
AssessNeed
MatchLevel
SetObjective
DeliverLeadership
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Thank you for your attention.Good luck!