Situational Leadership Theory
Situational Leadership Theory
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Introduction
Situational leadership Theory, or Hersey-Blanchard Situational Leadership Theory, draws substantially from contingency thinking. According to the theory, a leader depends on a specific situation and not a single leadership type can be regarded as the best. This is since tasks are variable from one situation to the other and therefore need different style of leadership (Blanchard & Hersey 2002). The theory has two pillars, namely the leadership style and maturity level. Leadership styles are anchored in four fundamental behaviours, namely telling (S1), selling (S2), participating (S3) and delegating (S4). The maturity levels include incompetence and unwillingness to do work (M1), inability to perform but willing to (M2), competence to perform work clouded by uncertainties (M4) and willingness and capacity to perform the task (M4) (Mwai 2011). This paper analyses leadership style used by Matthew Ho, CEO of Native Tongue Apps, based on observation. It examined how the manager undertakes the activity being studied, how effectively the theory explains what the manager does, his effectiveness and the key strengths and weaknesses of the theory.
Manager’s role based on theoretical perspective
Scenario 1
Mr. Matthew Ho is the CEO of Australia-based technology firm called Native Tongue Apps. He was contracted to design a mobile app. He recruited a project team of six graduates who were eager to start working on the project. At the outset, Mr. Matthew Ho planned a series of meeting to explain to the new team what the company expected from them. He also directed the work of the team in designing the mobile app and encouraged the team members to work collaboratively to achieve the final design.
Situational theory effectively explains what the manager does and the underlying situation. The team (D1team) can be described as enthusiastic beginner that needs a ‘directing’ leader. The leader has to provide information and direction, as well as develop the team’s skills. As reflected by the theory, Mr. Matthew Ho used telling (S1) as response
Scenario 2
Over the next 6 months, the team worked well to design and implement the mobile app. Later, new projects were introduced and more members were added into the team who lacked experience with the previous project. Mr. Matthew Ho used team meetings in directing the work and in creation of new programs, while at the same time informing the new members on the organisation’s expectations and the expectations of their new jobs. He closely monitored the entire team’s performance. He noted that they had inexperience in problem-solving, which he resolved through constant coaching of each team member. Further, he guided the team in creation of new projects and in incorporating new ideas. He emphasised team work.
Mr. Matthew Ho’s actions are explained effectively by the situational leadership theory. As reflected by the theory, Mr. Matthew Ho’s team can be dubbed D3 group (which is capable yet cautious). The new added team can be dubbed D2 team or disillusioned learner that requires the leader’s support and direction from the leader, who uses coaching (S2). In consistency with the theory, the assistance that Mr. Matthew Ho offers, will enable the team to move towards supporting (S3).
Scenario 3
As the year progressed to a full-year, Mr. Matthew Ho noted that the team’s work had become excellent and members of the team got along well. Mr. Matthew Ho began to leave the team to work by itself, while consistently adding tasks to the team, resulting to additional responsibilities and tasks. While doing this, he made sure the team’s performance and progress were extensively praised. He however left the team to decide how to finish the new responsibilities. He was also consistently available to observe and support the team.
Situational leadership theory effectively explains the activity being studied and the situation at hand. Based on the theory, the team can be said to reflect D4 team, or the self-reliant achiever. On the other hand, the leaders’ style is termed as delegating (s4). The team has proved it can do the work, as well as function effectively. As proposed by the theory, the best response would be to delegate the team full responsibility as well as offer needed assistance. Mr, Matthew Ho uses the perspective.
Scenario 4
Into the second year, Mr. Matthew Ho observed that the team that he was leading had begun to perform work effectively, although it was a little overwhelmed by the project and the challenges of working as a team. Mr. Matthew Ho decided to facilitate the planning and implementation of the project work. He kept praising the team in order to make it feel important and recognised. At the same time, while he attended the team meetings, he let the team to decide its own directions.
The scenario can be explained by the Situational leadership theory: the team can be classed under D2 team, or a disillusioned learner, which seeks to learn the task, and which requires the support of a leader. The fact that they are overwhelmed is only natural, since they are getting acquainted with the depth of the work. This requires the coaching of a leader (S2). As reflected in the scenario, the theory explains that the coaching leadership style is centred on accomplishment of a continuing task while at the same time developing the team’s ability to work effectively as a team.
Effectiveness of the manager and how the theory explained it
Indeed, leadership style refers to a pattern of behaviour displayed by leaders and which tends to influence follower’s conducts. According to situational leadership theory, the main factors affecting a person’s response to leadership is the degree of support and the direction the leader pursues (Blanchard & Hersey 2002). The theory is able to explain Mr. Matthew Ho’s effective leadership style in terms of delegating, supporting, coaching and telling.
Telling style/ Directing style
Directing style defines situations where the leader offers certain directions on goals and roles, as well as closely monitors the performance of the follower, so as to offer frequent feedbacks on outcome.
For instance, when Mr. Matthew Ho hired new recruits for the mobile app project, the recruits lacked an idea of how the task is done, although they are enthusiastic about the job and willing to learn.
Under this scenario, Mr. Matthew Ho explained the company’s work design to the new recruits. Hence, the ‘directing style’ is concerned with directing the followers rather than supporting. Since the new employees have no experience in the new task at hand, the leader’s role is to ensure that the employees understand what the task entail and what is expected of them. Similarly, since the new recruits generally have low competency level, directing styles is essential.
Selling / Coaching style
Coaching style entails a scenario where the leader explains, praises behaviours and lastly solicits suggestions that are generally right and goes further to direct the task accomplished. For instance, Mr. Matthew Ho noticed that despite his team members lacking problem-solving skills, their overall performance was excellent. In such situation, followers may have developed some level of expertise, which they are often frustrated because of expectations that have been met. Additionally, immediately after starting work, they often feel disillusioned, which to a greater extent reduces their level of commitment.
Under this situation, Mr. Matthew Ho coached the employees on how to handle the task rather than just informing them of what to do. As a leader, he worked with the followers to help them learn about the job. Blanchard and Hersey (2002) explained that in such a situation, the follower needs a leader who is supportive and who can boost his confidence.
Participating/Supporting Style
In participating style, the leader and the follower both make decisions collaboratively. The leader plays the role of the facilitator. He also listens, supports and encourages the follower (Hersey & Blanchard 2011).
In the case scenario, when the team members had problem-solving skills, Mr. Matthew Ho coached them to polish their skills in the area.
Blanchard and Hersey (2002) explained that most individuals at this level experience self-doubt and question their capacity to perform a task. Additionally, their commitment oscillates between insecurity and anxiety.
According to Mwai (2011), the best leadership style would entail supporting. While the leader and the follower make decision collaboratively, the leader shows more supporting behaviour and minimal directing behaviour. Hence, the team would need the leader’s help to solve the problem. In such a circumstance, the leader should reduce the leadership and allow the followers to take over the responsibility, since the group works as a team and has the right expertise and knowledge needed for the task. Blanchard and Hersey (2002) suggest that in case the group is granted any of the leadership style, they tend to feel they are being over supervised, hence contributing to frustrations. Hence, the leader should minimally show directing or supervisory behaviour since the employees’ commitment and competence is highly developed and they can be relied on to perform the task (Lynch et al. 2011).
Delegating
Delegating refers to when a leader empowers the employee to act independently by using the right resources to get a job completed. The responsibility of goal-setting is shared by the leader although it does not interfere with the work performed by the followers.
For instance, when the team operated work extremely satisfactory, gave best deliveries and got along well, the leader was particularly concerned about continuing such a trend. He focused on supporting the team by constantly praising them to be self-reliant.
At this level, Blanchard and Hersey (2002) suggest that the followers have gained valuable experience in the job and show commitment and motivation. With the right support, an individual becomes self-reliant and shows high level of commitment and competency.
This perspective is supported by situational leadership theory. According to the theory, a follower’s level of readiness is claimed to have increased in regards to accomplishing a certain task. Hence, the leader needs to reduce the task behaviour and concentrate on relationship behaviour. Readiness is defined by Mwai (2011) as the willingness and the ability to undertake responsibility for directing own conducts.
Strengths and weaknesses
From the above analysis, it is clear that Matthew Ho faces substantial amount of pressure to persistently examine the underlying workplace situation, maturity level of the employees as well as making decisions on actions. Additionally, the leader has to continually consider how his actions and decisions offer instant and long-term motivation to employees. At this stage, a key challenge is that the leadership style may change based on the situation and the followers.
It can further be argued that the situational leadership theory tends to falsely assess the significance of employee or follower maturity. Situational theories suggest that the ability and the willingness of the employee to undertake a task signify maturity. The theory further suggests that the supervisor has to assume a task-oriented approach while dealing with less-matured employees. While this may be true, it is reasoned that it falsely depicts what maturity should mean. Basing on this perspective, a manager has to use coaching and relational motivation while dealing with employees who are relatively inexperienced (Kokemuller 2014).
Situational theories that suggest that the best leadership style depends on the situation appear to be too rigid. The theory gives the leader little room to balance the tasks and the relationships, as well as apply his individual leadership styles to fit the scenario. Its rigidity is also felt in its emphasis that the leader has to be situated in the sight situation, for his particular style (Hersey & Blanchard 2011).
The situational theory puts emphasis on the significance of altering the leadership processes to conform to the needs of the followers in a particular scenario. As indicated in the case scenarios, when leaders excessively orientate on the approach, they tend to become too focused on constant adjustment of their styles in the short-term. In this way, they may lose their focus on the long-term outcomes of certain leadership approach. Therefore, the theory is inconsistent with certain principles that describe effective leaders, such as predictability, consistency and emotional stability (Hersey & Blanchard 2011). Hence, a situational leader may be viewed to be inconsistent and unpredictable by followers, which can trigger feelings of mistrust on the part of the employees.
Despite the weaknesses, it is clear that situational leadership theory’s key strength is its simplicity and ease of use. This is since it recognises the need for the leader’s flexibility as well as the significance of the followers, as the key determinant of the behaviour of a leader.
Conclusion
Basing on Situational Leadership Theory, it is concluded that the leader undertook the right leadership action by depending on specific situations, rather than a single leadership style, to guide his leadership style. The situational leadership theory draws attention to the role played by the team in shaping Mr. Matthew Ho’s leadership style. Mr. Matthew Ho is concerned with applying the necessary leadership style based on the members of his team’s development level. The theory postulates that no specific style of leadership applies in all given work situations. Hence, the style of leadership varies based on the followers’ knowledge and skill level. In applying the theory, Mr. Matthew Ho was able to put minimal and extensive emphasis on the task at hand, or more or less emphasis on the relationship with the individuals he is responsible for leading. These were however dependent on the requirements needed for getting the project successful executed.
Reference List
Blanchard, K & Hersey, P 2002, Life-Cycle Theory of Leadership: Revisiting the Life-Cycle Thoeyr or Leadership, EBSCO Publishing
Hersey, P & Blanchard, K 2011, Situational Leadership, viewed 27 May 2014, http://www.sspc.org/media/documents/sspc2011/Hanke.pdf
Kokemuller, N 2014, Negatives of a Situational Leadership Style, viewed 27 May 2014, http://yourbusiness.azcentral.com/negatives-situational-leadership-style-12378.html
Lynch, B, McCormack, B & McCance, T 2011, “Development of a model of situational leadership in residential care for older people,” Journal of Nursing Management, vol. 19, 1058–1069
Mwai, E 2011, Creating Effective Leaders Through Situational Leadership Approach, viewed 27 May 2014, https://publications.theseus.fi/bitstream/handle/10024/33027/Mwai_Esther.pdf?sequence=2
