1. Personal vs. Situational Leadership
(Hersey & Blanchard) ”
DMH Leadership Training Institute
September 9, 2010
Felix Vincenz, Ph.D.

2. Assignment
Complete the Leader Analysis Behavior II (LBAII) –Self Perceptions of Leadership Style
Want a “naïve” sample of your own perceptions of your leadership style across a number of situations and settings involving followers
If you are familiar with Situational Leadership as a concept, having heard a lecture before, read the book, taken a class, etc. , this will be less useful to you. However, give it your best shot
Do not compare answers or dialogue with your peers
Do not discuss with your followers – this is a “self” perception
There are other instruments for getting followers’ perceptions of your leadership style, but we won’t have the time to get into those

3. Management vs. Leadership
Leadership - occurs whenever one person attempts to influence the behavior of an individual , regardless of the reason
Management – process of working with and through individuals to accomplish organizational goals
Management ALWAYS involves Leadership
PROMPT TO THE AUDIENCE: So what is the difference?
[body of slide set]
Lot of times when we discuss leadership and management, we talk about it within the context of saying something derogatory about management – as if it’s somehow a lesser brother
Yes, there’s something called Visionary Leadership
Focus is on:
Long-range and strategic planning or figuring out where NEXT to take the organization, rather than perfecting existing processes and outputs
Inspiring and influencing individuals both within and outside the formal chain of command
Visionary Leadership is key to an organization, but when we focus on Situational Leadership, we are focusing on the skills that managers need to have, no matter where they are in the organizational chain of command, whether you’re a Unit Director, an Executive Committee member, a Central Office Policy Wonk, or the Director of the Department of Mental Health
PROMPT to AUDIENCE: Why is focusing on visionary leadership not particularly useful?
Often based on charisma, and charisma is something you’re born with and cannot be learned – situational leadership is something that can be learned , practiced and perfected
Visionary leaders can be a Lincoln or a Churchill, but they can also be a Hitler or a Mao Tse Dung
Yes, there are skills involved, as anyone who has ever participated in a Strategic Planning session can attest, but that’s a whole other presentation

4. Leadership Competencies
Diagnosing
Cognitive Competence – understanding what the situation is now what it will be/can be in the future
Adapting
Behavioral Competence – adapting actions and resources to close gap between current performance and ultimate objectives
Communicating
Process Competence – conveying information so that followers can understand and accomplish the goal

5. Leadership Skills Technical Human Skills
Use of knowledge, methods, techniques and equipment necessary for specific tasks
Acquired through experience, education, training
Human Skills
Ability and judgment in working with and through people
Understanding motivation sufficiently to influence others

6. Leadership Skills (con.)
Conceptual Skills
Planning – setting goals, objectives, “work maps”
Organizing/Integrating Resources - people, capital, equipment – to effectively accomplish goals
Controlling – providing feedback and adjusting processes to ensure outcomes
- Work maps: specificity as to how goals and objectives are to be accomplished

7. Skill Mix – Up the Organizational Chain
- Leadership and Management have overlapping skill sets, yet vary in the overall concentration

8. Bottom Line Effective leadership
Does not happen by accident but is the result of deliberate actions that can be learned
Meets the needs of the followers
Not based in technical knowledge but in facilitating knowledge, skill and experience, specifically the ability to diagnose, adapt and communicate
Conceptual and human skills increase in importance as one moves up the continuum from non-supervisory to leadership positions

9. The Quadrant
Task and Relationship Behavior exist on two separate and distinct dimensions, creating the four quadrants used to identify the four basic leadership styles [FLIP BETWEEN THIS AND NEXT 2 SLIDES]
Styles 1(S1): above average amount of task behavior and below average amounts of relationships behavior DIRECTING
Style 2 (S2): above average amounts of both task and relationship behavior TEAM LEADING
Style 3 (S3): average amounts of relationship behavior and below-average amounts of task behavior COUNTRY CLUB
Style 4 (S4): below-average amounts of both relationship and task behavior ABANDONING
PROMPT TO AUDIENCE
Whole lot of work done in the time leading up to WWII tried to assess which one of these quarters was the most effective
In fact, the doctoral dissertation of one of the developers was specifically concerned with that question
OK, so which one of these 4 do you think is better? – one qualifier, if you’ve taken any coursework in SL or have read any of the books, I don’t want you to answer

10. Task Behavior
Leaders spells out the duties and responsibilities of the individual or the group
Involves what to do, how to do it, when to do it, where to do it, and who is to do it
Involves one-way communication from the leader to the follower
Not concerned with the follower’s feelings so much as directing them to achieve the goal
OK - before

11. Relationship Behavior
Extent to which the leader engages in two-way or multi-way communication
Behaviors include listening, facilitating, and supporting
High amount of relationship behavior is required when an impasse is reached in an assignment
High amount of relationship behavior is required when an impasse is reached in an assignment. The follower may know how to do the assignment, but requires relationship behavior to get over the hump.

12. Situational Leadership - Basic Principles
Situation Leadership is an interplay among the -
Amount of guidance and direction a leader provides = task behavior
Amount of social-emotional support a leader providers = relationship behavior
Readiness level of the follower in performing a specific task, function or objective

13. Situational Leadership – Basic Principles (con.)
Focus is on the behavior of the leader in relation to the followers – “followers are the most crucial factor in any leadership event” (Fillmore Sanford)
No best way to influence people – leadership styles MUST change based on the readiness of the followers the leader is attempting to influence

14. Task Behavior
Leaders spells out the duties and responsibilities of the individual or the group
Involves what to do, how to do it, when to do it, where to do it, and who is to do it
Involves one-way communication from the leader to the follower
Not concerned with the follower’s feelings so much as directing them to achieve the goal

15. Relationship Behavior
Extent to which the leader engages in two-way or multi-way communication
Behaviors include listening, facilitating, and supporting
High amount of relationship behavior is required when an impasse is reached in an assignment
High amount of relationship behavior is required when an impasse is reached in an assignment. The follower may know how to do the assignment, but requires relationship behavior to get over the hump.

16. The Quadrant
Task and Relationship Behavior exist on two separate and distinct dimensions, creating the four quadrants used to identify the four basic leadership styles
Styles 1(S1): above average amount of task behavior and below average amounts of relationships behavior
Style 2 (S2): above average amounts of both task and relationship behavior
Style 3 (S3): average amounts of relationship behavior and below-average amounts of task behavior
Style 4 (S4): below-average amounts of both relationship and task behavior
You’ll see that we’ll build and build on this basic quadrant to provide a clearer idea of the relationship of leader behavior to follower behavior

17. The Whole Point! No one style is effective in all situations!
Nomenclature – Task and Relationship behavior may not always be the appropriate or most comfortable terms based on setting
Task behavior AKA “guidance” or “direction”
Relationship behavior AKA “supportive” or “facilitating”

18. Diagnosis
Why is Diagnosis Important? - To maximize the leader-follower relationship, leaders
Must determine
The task-specific outcomes followers are to accomplish
Both on an individual and group basis
Assess follower readiness and the specific leadership style required
If you’ll remember from Lesson 1, one of the key competencies of Leadership is the ability to Diagnose

19. What is Readiness? Readiness is NOT a personality trait
Readiness IS a situational state
Based on the task to accomplish
The motivation and expectancies of the follower
No connections between the readiness of the group and any of its individual members
No connections between the readiness of the group or any of its individual members
Individual members can be at completely different levels of readiness
The group as a whole may be at yet another level of readiness
- Therefore, the leader may need to adopt a very different leadership style when interacting with the group as a whole, then when interacting with any individual in the group

20. Components of Readiness
Ability
Knowledge: understanding of a task
Skill: proficiency in a task
Experience: ability gained from performing the task
Willingness
Confidence: assurance in ability to perform the task
Commitment: Duty to perform the task
Motivation: desire to perform the task

21. Willingness and Ability
Interacting Influence System
A change in one will affect the other and the overall readiness of the whole
Combinations can be arrayed along a continuum

22. R1 – Unable and Unwilling or Insecure
Does not perform task to acceptable levels
Unclear about direction
Avoids task or “passes the buck”
Unable and Unwilling
Unable and Insecure
Defensive, argumentative
Body language signs of discomfort
Complaining
Confused
Resistant, performs only to exact request
Procrastinates with fear of failure
Body language signs of discomfort: furrowed brow, shoulders lowered, leaning back

23. R2 – Unable but Willing or Confident
New task and with no experience
Excited and enthusiastic, but anxious
Interested , attentive and responsive, listening carefully
Receptive to input and seeks clarity
Accepts tasks and acts quickly
Preoccupied with end results rather than incremental steps
Incremental steps? – because they don’t know what the steps are to accomplish the overall task

24. R3 – Able and Unwilling or Insecure
Demonstrated knowledge and ability
Appears hesitant or reluctant to finish or take next step
Able but Unwilling
Able but Insecure
Resistant
Questions own ability
Seeks reinforcement
Focuses on potential problems
Feels over-obligated or over-worked
Solicits frequent feedback
Concerned that assignment is punishment for past competence
Encourages leader to stay involved

25. R4 – Able and Willing or Confident
Operates autonomously
Results oriented and takes charge of tasks
Makes effective decisions regarding tasks
Keeps boss informed of progress
Shares creative ideas and willing to help others
Completes responsibilities on time or early
Streamlines operations

26. Matching Leadership Style to Readiness
Steps
Identify the follower readiness level of the individual and/or group specific to that task/situation
Draw perpendicular line to the point in intersects the Leading Behavior curve
Identify and implement the most appropriate amount of task and relationship behavior for that specific task/situation
Remember there is always some combination of both task and relationship behavior – the curved line never goes to the lower left or lower right corners of the S4 or S1 quadrant
Locus of Decision-Making
At lower levels of readiness – the leader provides direction, and decisions are leader directed
At higher levels of readiness – followers become responsible for task direction and the decisions are follower or self-directed

27. S1 – Telling (AKA Guiding, Directing, Structuring)
Defines roles and provide specifics – who, what, when, where & how
KISS – keep it simple and specific
Close supervision and accountability
Incremental supervision
Unable and Unwilling
Unable and Insecure
Explicit task requests
Provide direction in small steps
Positively reinforce small success
Reduce fear of mistakes
Keep emotional level in check
Help step by step
Consider consequences for refusal
Focus on instruction
Ineffective Leader Behavior
Demanding
Demeaning
Dominating
Attacking

28. S2 – Selling (AKA Explaining, Persuading, Clarifying)
Follower is still unable but is trying & confident
Leader provides relationship behavior as well as task behavior to support follower’s motivation and commitment
Provide specifics (who, what, where and how), but also answers the “why” questions
Encourage two-way behavior
Discuss details and reinforce improvement
Seek “buy in” through persuasion
Ineffective Leader Behavior
Manipulating
Preaching
Defending
Rationalizing

29. S3 – Participating (AKA Facilitating, Collaborating, Committing)
Leader provides high amount of supportive behavior, but low amounts of guidance
Encourages input and supports risk-taking
Actively listens
Compliments work
Able but Unwilling
Able but Insecure
Share responsibility for decisions
Encourage and support
Feed follower’s “need to know”
Reduce fear of mistakes
Focus on results
Assist with identification of next steps
Involve follower in outcomes of task
Discuss apprehension
Involve follower in outcomes of task to increase commitment and motivation
Ineffective Leader Behavior
Patronizing
Placating
Condescending
Pacifying

30. S4 – Delegating (AKA Observing, Monitoring)
Follower is able, willing and confident and has sufficient experience at the task
Leader provides freedom & opportunity
Delegates tasks and activities and resists over-burdening
Encourages autonomy and risk-taking
Observes and monitors activities, listens to updates, and remains accessible
When the follower is developing the issue is insecurity
When the follower is regressing the issue is unwillingness
Ineffective Leader Behavior
Abandoning
Dumping
Avoiding
Withdrawing

31. Probability of Success when Leader Style Mismatched to Follower Readiness
Things to Remember
It is the follower who determines leadership behavior
Changes in follower behavior MUST result in the leader reassessing and modifying his leadership style accordingly
Readiness S1 S2 S3 S4 R1
High
Med. High
Med. Low
Low R2 R3 R4
Some folks worry what an S4 style means for relationships they’ve formed with their followers
R4/S4 match does not necessarily mean less friendship
Often there is more friendship because of the trust implicit in this pairing, just the need for less emotional support

32. Natural Style
The “natural” style of a leader is often the least effective
Why?
We tend to work more diligently and practice that which is not natural to us
We tend to pay more attention to the details
What does it mean if your natural style is not S4?
If your preferred leadership style is not S4, that does not mean that you are not a natural leader.
-What is does mean is that if you want to work with individuals with high levels of readiness, you are going to have to work at it.
It is particularly important if you are interested in moving up in the organization.
Although high and low levels of readiness can be found at all levels of an organization, depending on the nature of the task leaders and followers must accomplish, as well as changes in their levels of motivation, the higher you rise in an organization, the more you tend to encounters followers with R4 levels of readiness

33. Putting it All Together

34. Scoring the LBA II Style Flexibility Grid
Circle the letter corresponding to your answers for questions 1 – 20
Total up the # circled under each leadership style S1 – S4 in the TOTALS
Subtract 5 from each score S1 – S4 and enter the ABSOLUTE vale in the boxes, adding up the final score in SUBTOTAL box

35. Scoring the LBA II Results (con.)
Subtract “SUBTOTAL” from 30 to get your FLEXIBILITY SCORE
Put an arrow on the Style Flexibility Graph next to your Flexibility Score
Score closer to 0 reflect less leadership flexibility, and are product of using one or two styles in every situation, regardless of follower readiness
Score closer to 30 reflects greater leadership flexibility and is a product of using each of the four leadership styles in response to different readiness levels
Primary: if you have a tie for your primary style, enter all tying numbers into the appropriate quadrants

36. Scoring the LBA II Results (con.)
Style Matrices
Primary Style: Enter the highest score S1 – S4 into the appropriate quadrant
Secondary Style: Enter any other scores S1 – S4 that are higher than 3 into the appropriate quadrant(s)
Developing Style: All scores <4 are entered into the appropriate quadrant
Represent styles you need to further develop
Primary: if you have a tie for your primary style, enter all tying numbers into the appropriate quadrants

37. Scoring the LBA II Results (con.)
Style Effectiveness
Circle the letter corresponding to your answers for questions 1 – 20
Total up the # of circles under each column – Poor (P), Fair (F), Good (G), and Excellent (E)
Multiply the totals under each column by the number below those totals and enter the products into the box, summing them for the Style Effectiveness Score
Primary: if you have a tie for your primary style, enter all tying numbers into the appropriate quadrants

38. Scoring the LBA II Results (con.)
Put an arrow on the Style Effectiveness Graph next to your Style Effectiveness Score
Score closer to 20 indicates low style effectiveness, suggesting that the leadership style selected does not generally correspond to readiness level of the follower
Score closer to 80 indicates high style effectiveness, suggesting that the leadership style selected is appropriate to the readiness level of the follower
Primary: if you have a tie for your primary style, enter all tying numbers into the appropriate quadrants

39. Scoring the LBA II Results (con.)
Style Diagnosis
Review the Poor and Fair columns under the Style Effectiveness Grid and identify any items circled
The number in right-hand corner signifies the Leadership Style selected
Add up the # of each Leadership Style selected and enter that into the appropriate quadrant of the Style Diagnosis Matrix
Primary: if you have a tie for your primary style, enter all tying numbers into the appropriate quadrants

40. Scoring the LBA II Results (con.)
Add up the # of each Leadership Style selected and enter that into the appropriate quadrant of the Style Diagnosis Matrix
Any quadrant score higher than 2 suggests a consistent pattern of selecting a leadership style inappropriate to the readiness level of the follower
Analyze your answer sheet to identify the nature of that pattern
Primary: if you have a tie for your primary style, enter all tying numbers into the appropriate quadrants

41. Q & A ?