FTU: Situational Leadership Task

1 Situational leadership

The essence of situational leadership demands that a leader matches his or her style
to the competence and commitment of the subordinates.
Effective leaders are those who can recognize what
employees need and then adapt their own style to meet
those needs.
The situational approach is illustrated in your Powerpoint
handouts and is based on the model developed by
Blanchard (1985) and Blanchard et al. (1985) called the SLII
model. The details of situational leadership are best
understood by separating the SLII model into two parts:
• leadership style and
• development level of subordinates
In looking at the development level or the “readiness” of the
followers it must also be emphasized that “the relationship between leaders and
followers is the crucial variable in the leadership situation” (Hersey, Blanchard &
Johnson, 1996). So the readiness is key, which is defined as “the extent to which a
follower demonstrates the ability and willingness to accomplish a specific task”. In
other words it is specific to the situation and not with the total sense of readiness.

1.1 Leadership Styles

Leadership style refers to the behavior pattern of an individual who tries to influence
others. It includes both directive (task) behaviours and supportive (relationship)
behaviors. Directive behaviors help group members in goal accomplishment through
giving directions, establishing goals and methods of evaluation, setting time lines,
defining roles, and showing how the goals are to be achieved. Directive behaviors
clarify, often with one-way communication, what is to be done, how it is to be done,
and who is responsible for doing it. Supportive behaviors help group members feel
comfortable about themselves, their co-workers, and the situation. Supportive
behaviors involve two way communication and responses that show social and
emotional support to others. Examples of supportive behaviors would be asking for
input, problem solving, praising, sharing information about self, and listening.
Supportive behaviors are mostly job related. Leadership styles can be divided into
four distinct categories.

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 FTU: Situational Leadership Task

1.2 Leadership Styles of the Leader

S1 – Telling / Directing – High task focus, low relationship focus – leaders define the
roles and tasks of the ‘follower’, and supervise them closely. Decisions are made by
the leader and announced, so communication is largely one-way. For people who
lack competence but are enthusiastic and committed. They need direction and
supervision to get them started.
S2 – Selling / Coaching – High task focus, high relationship focus – leaders still
define roles and tasks, but seeks ideas and suggestions from the follower. Decisions
remain the leader’s prerogative, but communication is much more two-way. For
people who have some competence but lack commitment. They need direction and
supervision because they are still relatively inexperienced. They also need support
and praise to build their self-esteem, and involvement in decision-making to restore
their commitment.
S3 – Participating / Supporting – Low task focus, high relationship focus – leaders
pass day-to-day decisions, such as task allocation and processes, to the follower.
The leader facilitates and takes part in decisions, but control is with the follower. For
people who have competence, but lack confidence or motivation. They do not need
much direction because of their skills, but support is necessary to bolster their
confidence and motivation.
S4 – Delegating – Low task focus, low relationship focus – leaders are still involved in
decisions and problem-solving, but control is with the follower. The follower decides
when and how the leader will be involved. For people who have both competence
and commitment. They are able and willing to work on a project by themselves with
little supervision or support.
A second major part of the situational leadership model is concerned with the
development level of subordinates.

1.3 Development Level of the Subordinate / Follower

D4 – High Competence, High Commitment – Experienced at the job, and comfortable

with their own ability to do it well. May even be more skilled than the leader.
D3 – High Competence, Variable Commitment – Experienced and capable, but may
lack the confidence to go it alone, or the motivation to do it well / quickly.
D2 – Some Competence, Low Commitment – May have some relevant skills, but
won’t be able to do the job without help. The task or the situation may be new to
them.
D1 – Low Competence, High Commitment – Generally lacking the specific skills
required for the job in hand, but has the confidence and / or motivation to tackle it.

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2 Situational Leadership

2.1 Task

INSTRUCTIONS: Look at the four leadership situations below and indicate what the
development level is in each situation, which leadership style each response represents, and
which leadership style is needed in the situation-Action A, B, C, or D?

2.1.1 SITUATION 1:
Because of budget restrictions imposed on your department, it is necessary to consolidate.
You are thinking of asking a highly capable and experienced member of your department to
take charge of the consolidation. This person has worked in all areas of your department and
has the trust and respect of most of the staff. She is very willing to help with the
consolidation.
A. Assign the project to her and let her determine how to accomplish it.
B. Assign the task to her, indicate to her precisely what must be done, and supervise her
work closely.
C. Assign the task to her and provide support and encouragement as needed.
D. Assign the task to her and indicate to her precisely what needs to be done but make sure
you incorporate her suggestions.

Development level ____ Action ____

Communication characteristics______________________________

2.1.2 SITUATION 2:
You have recently been made a department manager of the new regional office. In getting to
know your departmental staff, you have noticed that one of your inexperienced employees is
not following through on assigned tasks. She is enthusiastic about her new job and wants to
get ahead in the organization.

A. Discuss the lack of follow-through with her and explore the alternative ways this problem
can be solved.
B. Specify what she must do to complete the tasks but incorporate any suggestions she may
have.
C. Define the steps necessary to complete the assigned tasks and monitor her performance
frequently.
D. Let her know about the lack of follow-through and give her more time to improve her
performance.
Development level _______ Action ______

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Communication characteristics______________________________

2.1.3 SITUATION 3:
Because of a new and very important unit project, for the past 3 months you have made sure
that your staff understood their responsibilities and expected level of performance, and you
have supervised them closely. Due to some project setbacks recently, your staff has become
somewhat discouraged. Their morale has dropped, and so has their performance.

A. Continue to direct and closely supervise their performance.

B. Give the group members more time to overcome the setbacks but occasionally check their
progress.
C. Continue to define group activities, but involve the group members more in decision
making and incorporate their ideas.
D. Participate in their problem-solving activities and encourage and support their efforts to
overcome the project setbacks.

Development level ____ Action_____

Communication characteristics______________________________

2.1.4 SITUATION 4:
As a director of the sales department, you have asked a member of your staff to take charge
of a new sales campaign. You have worked with this person on other sales campaigns, and
you know he has the job knowledge and experience to be successful at new assignments.
However, he seems a little unsure about his ability to do the job.
A. Assign the new sales campaign to him and let him function on his own.
B. Set goals and objectives for this new assignment but consider his suggestions and involve
him in decision making.
C. Listen to his concerns but assure him he can do the job and support his efforts.
D. Tell him exactly what the new campaign involves, what you expect of him, and supervise
his performance closely.

Development level ____ Action_______

Communication characteristics______________________________

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