Search Hersey-Blanchard Situational Leadership Theory Right in the name of this leadership theory, you can get a great indication of what it is all about.
Capable but unwilling Unable and insecure Individuals are experienced at the task, and comfortable with their own ability to do it well. They are able and willing to not only do the task, but to take responsibility for the task. Individuals are more able to do the task; however, they are demotivated for this job or task.
Unwilling to do the task. Individuals are experienced and able to do the task but lack the confidence or the willingness to take on responsibility. Individuals lack the specific skills required for the job in hand and they are willing to work at the task.
They are novice but enthusiastic. Maturity levels are also task-specific. A person might be generally skilled, confident and motivated in their job, but would still have a maturity level M1 when asked to perform a task requiring skills they don't possess.
Developing people and self-motivation[ edit ] A good leader develops "the competence and commitment of their people so they're self-motivated rather than dependent on others for direction and guidance. Situational leadership II[ edit ] Hersey and Blanchard continued to iterate on the original theory until when they mutually agreed to run their respective companies.
In the late s, Hersey changed the name from "situational leadership theory" to "situational leadership". Over time, this group made changes to the concepts of the original situational leadership theory in several key areas, which included the research base, the leadership style labels, and the individual's development level continuum.
Blanchard and his colleagues continued to iterate and revise A Situational Approach to Managing People. Please help improve this section by adding citations to reliable sources. Unsourced material may be challenged and removed. July The situational leadership II SLII model acknowledged the existing research of the situational leadership theory and revised the concepts based on feedback from clients, practicing managers, and the work of several leading researchers in the field of group development.
Malcolm Knowles' research in the area of adult learning theory and individual development stages, where he asserted that learning and growth are based on changes in self-concept, experience, readiness to learn, and orientation to learning.
Kanfer and Ackerman's study of motivation and cognitive abilities and the difference between commitment and confidence, task knowledge and transferable skills.
Tuckman's later work identified a fifth stage of development called "termination". Tuckman found that when individuals are new to the team or task they are motivated but are usually relatively uninformed of the issues and objectives of the team. Tuckman felt that in the initial stage forming supervisors of the team need to be directive.
Stage two, Storming, is characterized by conflict and polarization around interpersonal issues and how best to approach the task. These behaviors serve as resistance to group influence and task requirements and can cause performance to drop. As the team moves through the stages of development, performance and productivity increase.
Lacoursiere's research in the s synthesized the findings from groups. Until Lacoursiere's work inmost research had studied non-work groups; Lacoursiere's work validated the findings produced by Tuckman in regard to the five stages of group development.
Susan Wheelan's year study, published in and titled Creating Effective Teams, which confirmed the five stages of group development in Tuckman's work. Development levels[ edit ] Blanchard's situational leadership II model uses the terms " competence " ability, knowledge, and skill and " commitment " confidence and motivation to describe different levels of development.
The situational leadership II model tends to view development as an evolutionary progression meaning that when individuals approach a new task for the first time, they start out with little or no knowledge, ability or skills, but with high enthusiasm, motivation, and commitment.
Blanchard views development as a process as the individual moves from developing to developed, in this viewpoint it is still incumbent upon the leader to diagnose development level and then use the appropriate leadership style. In the Blanchard SLII model, the belief is that an individual comes to a new task or role with low competence knowledge and transferable skills but high commitment.
As the individual gains experience and is appropriately supported and directed by their leader they reach development level 2 and gain some competence, but their commitment drops because the task may be more complex than the individual had originally perceived when they began the task.
With the direction and support of their leader, the individual moves to development level 3 where competence can still be variable—fluctuating between moderate to high knowledge, ability and transferable skills and variable commitment as they continue to gain mastery of the task or role.Situational Leadership Theory is really the short form for "Hersey-Blanchard Situational Leadership Theory" and draws major views from contingency thinking.
As the name implies, leadership depends upon each individual situation, and no single leadership style can be considered the best.
In this guide, we’ll examine the development of situational leadership ® theory, study its core elements and discover the qualities a situational leader must showcase. Finally, we’ll outline the pros and cons of the leadership theory and examine its power through four examples.
The Hersey-Blanchard Model is a leadership approach that suggests there is no single optimal style, and leaders make adjustments based on their followers.
The situational leadership theory refers to those leaders who adopt different leadership styles according to the situation and the development level of their team members.
It is an effective way of leadership because it adapts to the team’s needs and sets . Hersey and Blanchard’s Situational Leadership Theory Hersey and Blanchard’s Situational Leadership Theory Managers using the situational leadership model must be able to implement the alternative leadership styles as needed.
Slide 9 of 16 of Hersey-Blanchard Situational Leadership Theory.