tuational Leadership* II The SLII? Model Siuaonal Leadeshi’ I SUP) i model for developing people, ovr ine, 3 ey ca each night lve of ptormance on specie fel ort sea proces for Nlpng poop become sllnotaed ard Selected. Sut baved on alton between te dea lee 1 competence and connie (developmen ive ora specie gal o task and the amont of ection ood suppor aden spe) he ear Drove cvs lade es ating, apropos Syl othe ndvduas developmen fre " " Development Level Diagnosis There are two appects to development level: Competence—ihe walbing speci ol demonstrated knowledge an sls the ni ‘tha gol or ask There are four development levels, The Thee hil of (cevsepnea ke Pamerighor Rent)deh’ I The SLIP Medel Leadership Style Flexibility Thee a wo deans odes ye Decne ehvinur—seting ak eli an owing pp wht oh, wen. slo er pig, regio edn on ea ‘Sippoive Behaviour lst laiting lien pen ong. encoun ating fring ‘Tho fe urea ses ors fou die! corinans of Dsece sn Sypotve Bai Sine Directing—tigh Dvetve Sehavouritow Soportive Behaviour ‘ela pode pci rect shout whl and aw and cle wc fendi ponmanc none toproide equ eedsck on es. “+ Acooulee enhniasm ard vase silk «Develop pln arcing 2d racing ew sil + Deine gal nein snd peer ‘Teaches nd shows hw * Deine re iy rns 1 Gres explo wha ojo wou ok he ‘es the lead n acon planing and rblon * Checks ard monies ering equa ge soning ‘eecach + Orpen seiner an reso Sine 2—cenching—WighDitetve Behaviour igh Sportive Behviue ‘The lerepum why ats spp, pate preps, nd comnts lt ak ccnp. “Imo se adil in caiying alta acon Grr advice ania: shares examples ft ‘ane bul alesse som “ines otc cones a as ries infrmton rears and conching 2 {vie perpecne ht poe ig mad Cream bldg andra sil “avalie he inva in problem shin nt alain ha dB ‘ison make "tecourer ove Hrqunteedbck apse ‘Help inva analyse sucess and fates ‘le camptece Sipe 3—Saparting—Low Directive BehaiurHih Supportive Bhaviou The eer an he nial make deco ee Tee fee Ge, I, da “ercounge tn suport “courage the vd tbe heeding Provides ppt. nuance, enesugenet, ‘ting ation pla, ad pti song and ae ctrl corporeal + Asks gosto eso canter ard vee emma eunding bar ‘ahs on ps success nd shih ob *Taiiatesslielant problem sobing and lain cone hi How an hel - Seggate nays to at hep neeing oF {hues erperne and allabetes when aed halen aan aw ‘mors asta oo accomplice Sipe «—Deepting—tow DiectveSehnvouri.on Seppe Behar Theleader empower he dsl at nde ih epogineranucesoascampnh hg “apet he invite charge ae ep hers + Lacourages he india to challenge hel or ‘sired eat cur hips ve porarmance ‘tapet he inal ke espocbiliy fr Providesoporanities osha now a ulseting con plomng. niacin mating "hurr inetcch hes Eis + hkl, vals and evards onribations Tr nis jt Prides abo vse a regu ‘ape the inal to raat oun wok do rir rate © 0t anSnean Campane Argh mano Olea 988 Yasssddesig’ The SL Mode The SLI’ Model—Matching Leadership Styles to Development Level ‘ase fen Breen Conganee Airs ened C9 sean GE E2809 2Sinationaltedership*H-the SLI* Model The Five Key Diagnosis Questions om song he iis remit an it 4. eae nese, de Horomia te Partnering for Performance Prework The Sepsin Partnering for Performance arenes en SHAE “satan ialesnee ev ore De som en pel en oe * Conon ach SWART goals + deni eomance ad) 6 Se srcetan comet hap ie oe: saromenton propriate ari teins foreach Set spamen on how ant haw often you wil tay ‘uk Diagnosis Chart ieee for dierent os. iterent strokes forthe sume fl depron he ts. Al good pectrmanc sta ihc go Development le goal tak pei ‘Situation! adr itso ‘oon mating you oo wi pro ood peace jure ot dentin, KeliBlanchard CONANT -Nsee 2 [eno] yuowdojoneg Bulsoubelg TH ediysrapeo7] jruonemg, sen manty ateseneie > g xe14 Gurdojonog slope] feuonemig, NOINWHIG BALLNOddNS- a 1 j i ; i i 6Situational Leadership® II The Article Developing Competence, Gaining Commitment, Retaining TalentSituational Lede The Atte think people want to be magniticent. It is the job of the leader to bring out that magnificence in people and to create an environment where they feel safe and supported and ready to do the best job possible in accomplishing key goals. This responsibility is a sacred trust that should not be violated. The opportunity to guide others to their fullest potential is an honor and one that should not be taken lightly As leaders, we hold the lives of others in our hands. These hands need to be gentle and caring and always available for support. —Ken Blanchard se rain orp on M597Leadership is partnership. Situational Leadership isnot something you do to people; it’s something you do witb them, People can and want to develop. ‘G20 nenansrarsGongsnes A phreaned “0098 een #1? Suton Leadership’ The Ate The New Role ofthe Leader The leader's role has shifted dramatically in recent years. Inthe past, the emphasis was more on the leader as "boss." Today, leaders mast bbe partners with their people; they can no longer lead with postion power alone, Leaders must move fram the “command-and-contral” role of judging and evaluating, toa role of ensuring accountability through supporting, coaching, and cheerleading Satna ership I has endured as an elective aporoach ro ‘managing and motvating peopl because it esters a pannership berween the leader nd the people that tha leader supports and depends upon In ober words, Situational Leadership wot something you do opaople; itis something you do with them. The purpose of Situation! Leadership I's to open up communication and to increase the quality and frequency af Conversatic peslrinanc ane Baap An Overview of Situational Leadership? It Situational Leadesh pis proces or developing people by providing elective leadership, overtime, x0 that they can reach highest level of perirmance Is based upon a relationship between an individual's development level (vaiouscombinstions a. — competence and conmitsent on» specie gal or tsk, and the Teadership svi various combinations of directive and supportive behaviour thatthe leader provides. * Ken Blanchard original developed Stations Leaders wth Paul Hersey at ‘Ohio Universi in19. I guned prominence in 1969 in ther can tx, ‘Managemen’ of Organsainel Behaviour now nis gh ein Prentice "all 1996) Alter nding hat some erica pect oe made were 9 eng ‘alidated in practice, Ken rested Stustnal esses I sed on the hing rl esearch of his cleages a The Ken Blanchard Campanes Dan Cw. Eunice Paris Carew, Fe Finch, Paci Zig, Drea Zn, Mare Blachars, and Laure savkins—as wel on eedback fom thousands of Us Leadership and the One Minte Manager Meso, 1905, co-authored with Pati ad Drea Zigam marked a new generation of Staton Leadenhiplor ‘manages everywhereSavona Leudesship! I The Arteta Development level is aoal ar tack spoil ‘The Situational Leadership" I Model Development Lave ofthe Inviduat ‘There are four leadership styles and four development levels in the Situational Leadership® II Model. The top ofthe model iustates the four leadership styles—Style 1 (Directing), Style 2 (Coaching, Style 3 (Supporting), and Style 4 (Delegating. These leadership styles correspond with the four development levels—D1, D2, D3, and Dé—shown on the development level continuum at the bottom of the model ‘The goal of Situational Leadership® I is 10 maich the leadership style that is appropriate to an individual's development level st each stage ‘of development on a specific goal or task. The leader provides the direction and suppor that an individual needs in order 0 move along the development continuum—through the development cycle—fom 11 (developing) to 04 (developed). As development level changes, the leader's style should change. ‘©zi00 Te Kan Bhat Compo Ale meved + Oorepile-ben# St?There ino best leadership style. It depends on the situation, ‘Competence is goal-or ask specific knowledge and skills and | transferable skills v Commitment isa combination of ‘motivation and confidence. ‘©am0 fen ana Campane ngs ened Dore ea en ¥ 517 Siationa Leadership’ 1'The Artite “This means that there is no best leadership style because development level varies from person to person, from goal to goal, and from task to task Situational Leadership? tis a partnership model. Since that partnership begins with understanding the needs of he individual with whom the leader is working, development level is addressed first Development Level White there are many variables that can affect an individual's ability to accomplish a goal or complete a task, Situational Leadership*II focuses on one situational variable more than ‘others—the development level ofa person on a specific goal or task, Development level is a combination of two factors— competence and commitment, Competence is the knowledge and skills an individual brings toa goal or task. Competence is best determined by demonstrated performance. it can, however, be developed, overtime, with !nporopriate direction and suppor. Competence is gained through formal education, on-the-job training, coaching, and experience Experience includes certain skills that are wansferable from a previous jab; for example, the ability to plan, organise, problem zolve, and ‘communicate well. These skills are generic by nature and are transferable from one goal or task to another Commitment is a combination offan individual's m {enidencelpn a goal oa, Motvation is the lve enthusias person has for ding a paicular jo. fterest and enthusiasm ae exhibited behaviouraly trough animation, enerty levels, and verbal cues, Confidence is characterised by a persons selbassuredness. tis the extent to which a person rss his or her ‘wn ail to do the goal o ask iether motivation or confidence i ow oF lacking, conimitment a a whole considered iow.