Practical approach to the situational leadership. Vadim Nareyko
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The document discusses a practical approach to situational leadership, emphasizing the importance of flexibility in leadership styles based on team dynamics and individual competencies. It outlines four types of leadership styles and their applications, along with stages of competence development and the significance of motivational direction in leadership. The content is designed to enhance communication efficiency and adapt leadership approaches to different organizational contexts.
Practical approach to the situational leadership. Vadim Nareyko
- 1. Practical approach to situational leadership Vadim Nareyko, 2014
- 2. Rules ▪ Everybody works ▪ There are no silly questions ▪ Respect to other opinions ▪ Meet maximum amount of people ▪ 3 questions per slide (more – to the question board) 2
- 3. Vadim Nareyko • Founder of Management Masters School • Chief Innovation Officer of Itransition Group • More than 14 years in team management and coaching https://www.facebook.c om/vadim.nareyko 3
- 4. Training goal Increase the efficiency of communication using different leadership styles and related people behavior templates
- 5. What is in this training? ▪ 4 types of leadership styles ▪ 4 types of individual style ▪ 3 meta-programs ▪ 4 levels of competence ▪ 3 types of service companies Let us check how to combine it
- 6. 1. Situational Leadership Leadership styles theory
- 7. Leadership styles High focus on people Participating Selling Low focus on process High focus on process Telling Delegating Low focus on people
- 8. 1. Telling ▪ One-way communication ▪ Leader defines the roles ▪ Leader defines how to do the task
- 9. 2. Selling ▪ Two-way communication ▪ The individual or group being influenced to buy into the process ▪ Leader is providing direction
- 10. 3. Participating ▪ The individual or group making decision about tasks ▪ Leader is maintaining relationship behavior
- 11. 4. Delegating ▪ High involvement and responsibility of the individual or group ▪ Leader is monitoring the process
- 12. What’s optimal leadership style? ▪ No one style is considered optimal for all leaders to use all the time ▪ Leaders need to be flexible and adaptive
- 13. What’s your style? ▪ Think 1 minute and write down your style
- 14. Introduction to Psycholinguistics Our language and our mind
- 15. What’s Psycholinguistics? Psycholinguistics is the study of the psychological and neurobiological factors that enable humans to acquire, use, comprehend and produce language
- 16. 3 Presuppositions 1. People have different Experience 2. Experience forms Mind 3. Mind and Language are connected
- 17. Frame of reference High/Low focus on People
- 18. Frame of Reference Internal External
- 19. Internal/Self-referencing ▪ Evaluate things on the basis of what they think as appropriate ▪ Own decisions, actions and results
- 20. External/Other-referencing ▪ Evaluate things on the basis of what other think ▪ Look to others for guidance, information, motivation, and decisions ▪ Need feedback and information from others to make decisions
- 21. Frame of Reference It’s not the point It’s the range Internal External
- 22. Frame of reference: Language Internal ▪ I, Me, My External ▪ You, We, Our
- 23. Frame of reference: Questions ▪ How do you know that you have done a good job? ▪ How do you know that you have chosen the right bank? ▪ When it comes to decision making, how do you generally go about it? ▪ What kind of information do you want in making decisions? ▪ What is the right process to make decision in the company?
- 24. Philosophical Direction High/Low focus on Process
- 25. Philosophical Direction Why How
- 26. Why (Origins) ▪ Tend to sort for the philosophical past ▪ Value understanding origin and source ▪ Problem focus ▪ Philosophical
- 27. How (Solution Process) ▪ Tend to sort for the use and purpose of things ▪ Care more about “so what?” ▪ Solution focus ▪ Practical
- 28. Why/How - Language Why ▪ Reasons ▪ Choices ▪ Origins ▪ Sources How ▪ Facts ▪ Procedures ▪ Use ▪ “How to”
- 29. Why/How - Questions ▪ What are your steps to resolve important issue? ▪ Why did you choose your car? ▪ When you receive new tools during training, what is more important to know: why it works or how to use it? ▪ When do you think about a subject, do you first think about origins/causation, or do you think about use/function?
- 30. Philosophical direction It’s not the point It’s the range Why How
- 31. Attention! ▪ Don’t make decision based on one question and answer! ▪ One frame can not show the whole picture!
- 32. 2. Situational Leadership People levels
- 33. Leadership styles Low commitment Participating Selling Expert Vacationer High competence Low competence Junior Partner High commitment Telling Delegating
- 34. 4 Stages of competence Model from the Gordon Training International
- 35. Competence: Stage 1 Unconscious incompetence
- 36. Unconscious incompetence ▪ The individual does not understand or know how to do something and does not necessarily recognize the deficit ▪ The individual must recognize their own incompetence, and the value of the new skill, before moving on to the next stage ▪ The length of time an individual spends in this stage depends on the strength of the stimulus to learn
- 37. Competence: Stage 2 Unconscious incompetence Conscious incompetence
- 38. Conscious incompetence ▪ Though the individual does not understand or know how to do something, he or she does recognize the deficit, as well as the value of a new skill in addressing the deficit ▪ The making of mistakes can be integral to the learning process at this stage
- 39. Competence: Stage 3 Unconscious incompetence Conscious competence Conscious incompetence
- 40. Conscious competence ▪ The individual understands or knows how to do something. However, demonstrating the skill or knowledge requires concentration ▪ It may be broken down into steps, and there is heavy conscious involvement in executing the new skill
- 41. Competence: Stage 4 Unconscious incompetence Conscious competence Conscious incompetence Unconscious competence
- 42. Unconscious competence ▪ The individual has had so much refining practice with a skill that he or she does not really need to think about what to do ▪ The individual has become so comfortable with the skill she/he will often be able to teach it to others
- 43. How to develop competence? ▪ Define the stage ▪ Show the current stage ▪ Discuss how to move to the net stage
- 45. How can we motivate already? 1. Use defined frame of reference 2. Use right philosophical direction 3. Help to develop competence 4. Find people with right motivation
- 46. Direction Sort What is motivation?
- 47. Direction Sort Away from Toward
- 48. Away from (Avoidance) ▪ Move away from what they disvalue ▪ Focus on what they want to avoid ▪ Have more difficulty with goals and managing their priorities
- 49. Toward (Approach) ▪ Move toward their desired outcomes ▪ Feel motivated to achieve ▪ Have more difficulty in recognizing what they should avoid
- 50. Away from/Toward - Language Away from ▪ Avoidances ▪ Disvalues ▪ Exclude words (stay clear of, get rid of, stay away from, avoid, don’t need) Toward ▪ Goals ▪ Specific wants ▪ Include words (gain, have, get, attain, achieve)
- 51. Away from/Toward - Questions ▪ What do you want in good relationship? ▪ What do you want from job? ▪ When you get peace, what does that mean to you?
- 52. Away from/Toward It’s not the point It’s the range Away from Toward
- 53. Choosing the right style for organization Situational leadership in consultancy
- 54. 3 types of service companies 1. Procedural 2. Brain 3. Grey hair David H. Maister «Managing the Professional Service Firm»
- 55. Procedural ▪ Work for which the solution/approach is well known, can be delegated to less experienced staff and to some extent the range of answers can even be ‘prescribed’ ▪ The key to selling this work is its efficiency
- 56. Brain ▪ Work that requires a lot of creativity ▪ Calling for professional expertise and for which little can be specified in advance
- 57. Gray hair ▪ Equally unique and difficult to proceduralise ▪ The delivery of the solution is based on the experience and breadth of the professional
- 58. Procedural – Leadership style? ▪ Big percentage of unexperienced staff ▪ Formal procedures ▪ Repetitive tasks ▪ We focus on process 1. Telling 2. Selling (if we need to increase commitment)
- 59. Brain – Leadership style? ▪ Big percentage of really experienced people ▪ Informal procedures ▪ Creative tasks ▪ We have motivated and experienced people 1. Delegating 2. Participating (if we need to increase commitment)
- 60. Gray hair – leadership style? ▪ Amount of juniors – between Procedural and Brain ▪ Experienced but not so creative people ▪ We focus on motivation: 1. Participating 2. Selling (if we need to improve processes)
- 61. References Books ▪ P. Hersey, K.H. Blanchard, D.E. Johnson, Management of Organizational Behavior ▪ M.L. Hall, Figuring Out People: Reading People using Meta- Programs ▪ D.H. Maister, Managing the Professional Service Firm Wikipedia ▪ Situational leadership theory ▪ Four stage of competence
- 62. Thank you! Management Masters School https://www.facebook.com/ManagementMasters 62