2. This
learning
experience
focuses
on
fundamental
changes
in
the
role
of
a
leader
today.
From
a
Boa/Critic/Judge
to
a
facilitator/supporter
and
coach.
If
leaders
are
to
be
partners
with
people
they
work
with
they
need
new
skills
that
will
enable
them
to
@ind
out
what
the
individual
needs
in
order
to
accomplish
their
goals.
And
the
use
a
vairety
of
leadership
styles
to
meet
these
needs.
Why Lead?
5. Purpose of Situational
Leadership?
• Open
up
communication
–
Increase
frequency
and
quality
of
conversation
about
1. Performance
2. Development
• Help
Other
Develop:
1. Competency
2. Commitment
• Teach
other
to
provide
their
own
direction
and
support.
• Value
and
honor
differences.
6. 3 Skills of Situational Leadership
• Diagnosis:
Assessing
the
members
needs
for
direction
or
support
(Current
Development
Level)
• Flexibility:
Using
a
variety
of
leadership
styles
that
suit
the
situation
• Partnering
for
performance:
Reaching
agreements
with
members
about
their
development
stage
and
the
leadership
style
needed
to
help
them
achieve
individual
and
organizational
goals
7. Diagnosis
The first skill of a Situational Leader
• Willingness
and
ability
to
look
at
a
situation
and
assess
other´s
development
needs
in
order
to
decide
which
leadership
style
is
most
appropriate
for
the
goal
or
task
at
hand.
• Development
level
is
goal
or
task
speci@ic,
not
an
overall
rating
of
an
individual´s
skills.
8. DEVELOPMENT LEVEL
D4
D3
D2
D1
Self
–
Reliant
Achiever
Capable
but
Cautious
Performer
Disillusionised
Learner
Enthusiast
Beginner
High
Competence
High
Commitment
Moderate
to
High
Copetence
Variable
Commitment
Low
to
some
Competence
Low
Commitment
Low
Competence
High
Competence
9. • Competence
–
Individual´s
demonstrated
and
transferable
knowledge
and
skills
of
a
task
or
goal
• Commitment
–
The
individual´s
con@idence
or
motivation
to
do
a
particular
task
or
achieve
a
goal.
D4
–
Individual
is
con@ident,
Inspired,
Inspires
others,
Expert,
Self
assured,
Accomplished
and
Proactive.
D3
–
Self
critical,
Sometimes
doubtful
,
capable,
makes
productive
contribution,
Insecure,
Generally
self-‐driven
but
needs
continuous
challenges
and
opportunities
to
stay
motivated.
D2
–
Discouraged,
over
whelmed
and
confused,
Needs
assurance
that
mistakes
are
a
part
of
the
learning
process,
Unreliable
and
inconsistent,
Flashes
of
competence
but
needs
more
development
and
knowledge.
D1
–
Inexperienced,
Eager
to
learn,
willing
to
take
direction,
Excited
and
Optimistic,
Can
make
mistakes
and
they
are
not
aware
of
what
they
don´t
know
but
need
to
know.
Note
10. Five Key Questions to diaognose
level of DEVELOPMENT
• What
is
the
speci@ic
goal
or
task?
• How
strong
are
the
individual´s
skills
on
the
goal?
• How
good
are
the
individual´s
transferable
skills?
• How
interested
or
enthusiastic
is
the
individual?
• How
con@ident
or
self-‐assured
is
the
individual?
11. Needs of D1
• Recognition
of
enthusiasm
• De@ining
clear
goals
for
them
along
with
timelines
• Standards
for
what
a
good
job
looks
like
• Constantly
learning
new
skills
• Frequent
feedback
• Solutions
to
problems
and
challenges
they
face.
12. Needs of D2
Disillusionised learner
• Clear
goals
• Praise
for
making
progress
• Frequent
feedback
• Coaching
to
build
and
re@ine
skills
• Explanation
about
WHY
a
goal
or
task
is
important
and
how
it
can
be
done
most
effectively
13. Needs of D3
• An
approachable
mentor
or
coach
• A
kickstart
to
overcoming
procrastination
• Support
to
develop
self-‐reliant
problem
solving
skills
• Constant
encouragement
to
ensure
they
become
more
con@ident
about
themselves.
14. Needs of D4
• Variety
and
Challenge
• A
leader
who
is
more
of
a
mentor
and
less
of
a
manager
• Authority
and
responsiblity
• Trust
• Opportunities
to
share
knowledge
and
their
ideas
15. Flexibility
The second skill of a Situational Leader
• Directive
Behaviour
-‐
Telling
and
showing
people
what,when
and
how
to
do,
providing
frequent
feedback
on
results
• Supportive
Behaviour
–
Listening,
facilitating
self-‐reliant
problem
solving,
encouraging
,
praiaing
and
involving
others
in
decision
making.
16. Four leadership styles with
combinations of
DIRECTIVE & SUPPORTIVE
• Style
1
–
Directing
–
High
Directing,
Low
supporting
• Style
2
–
Coaching
–
High
Directive
and
High
supportive
• Style
3
–
Supporting
–
Low
directing
and
High
Supporting
• Style
4
–
Delegating
–
Low
Supportive
and
Low
Directive
18. When to use S1 - DIRECTIVE?
Two
Behavious
Intention
How
to
use?
1.
Goal
Setting
You
really
want
to
help
others
develop
their
competence
Goal
setting
and
developing
action
plan
2.
Showing
and
telling
how
Establishing
timelines
Setting
priorities
and
check
for
understanding
Telling
your
team
HOW
to
do
something
19. When to use S2 – Coaching?
Two
Behavious
Intention
How
to
use?
1.
Listen
You
want
to
show
you
care
about
the
individual´s
personal
and
professional
development.
Lead
with
your
ideas
and
explain
WHY
(
especially
for
disillusioned
learners
)
2.
Consult
Find
something
to
praise
and
acknowledge
Provide
information
and
resources
to
continue
building
skills
Make
the
@inal
decision.
20. When to use S3 – Supporting?
Two
Behavious
Intention
How
to
use?
1.
Listening
You
want
others
to
believe
in
themselves.
Pull
ideas
from
the
individual
2.
Self
relaint
problem
solving
Suggests
ways
of
making
goal
more
interesting
if
motivation
is
low
Keep
the
decision
making
in
the
other
person´s
court
by
asking
open
ended
questions
Sharing
information
about
self
21. When to use S4 – Delegating?
Two
Behavious
Intention
How
to
use?
1.
Challenge
to
excel
You
want
the
individual
to
go
beyond
what
he
or
she
thought
was
possible.
Trust
their
judgement
2.
Allowing
the
person
to
take
the
Lead
Help
and
allow
the
person
to
continuously
innovate
Acknowledge,
Value
or
reward
contribution.
Ask
to
be
kept
informed.
23. MATCH and MISMATCH
MATCH
• S1
-‐-‐-‐-‐-‐-‐-‐-‐-‐
D1
• S2
-‐-‐-‐-‐-‐-‐-‐-‐-‐
D2
• S3
-‐-‐-‐-‐-‐-‐-‐-‐-‐
D3
• S4
-‐-‐-‐-‐-‐-‐-‐-‐-‐
D4
MISMATCH
• Over
Supervision
S1
/
S2
with
D3
/
D4
• Under
Supervision
S3
/
S4
with
D1
/
D2
24. Partnering for PERFORMANCE
THIRD skill of a situational leader
• Short,
regular
one
on
one
meetings
with
the
individual
• Connect
personal
goals
to
organizational
goals
• Get
agreement
on
SMART
Goals
• Clear
expectations
about
work,
communication
etc.
• Constantly
understand
their
development
level
and
be
@lexible
about
your
leadership
style
to
make
your
team
move
towards
an
ideal
state.
25. Recap
• All
good
performance
starts
with
a
clear
purpose
and
goals.
• Development
level
is
goal
or
task
speci@ic.
• Different
leadership
styles
for
the
same
person
or
for
different
people
depending
on
their
level
of
development.
• Good
Performance
is
a
journey,
not
a
destination.
• Situational
Leadership
is
not
something
you
do
to
people,
it
is
something
you
do
with
people.
26. Reflection
• If
someone
was
to
watch
a
videotape
of
your
actions
and
behaviours
over
the
last
few
weeks,
the
person
would
say
you
are
focused
on?
• As
you
develop
the
knowledge,
skills
and
attitudes
you
need
in
the
coming
few
months,
you
would
like
your
video
tape
to
show?
• This
would
help
your
team
and
LC
by?
28. Reflection
• Think
of
a
person
who
helped
you
become
both
successful
and
effective?
• What
did
this
person
do
to
help
you
achieve
results
and
become
positive?
• How
did
this
person
make
you
feel
about
yourself
and
AIESEC?
• What
is
in
it
for
you
to
make
your
TEAM
feel
that
way
about
the
organization,
his
work
and
his
leader?