1.
Practical approach to
situational leadership
Vadim Nareyko, 2014

2.
Rules
▪ Everybody works
▪ There are no silly questions
▪ Respect to other opinions
▪ Meet maximum amount of people
▪ 3 questions per slide (more – to the question
board)
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3.
Vadim Nareyko
• Founder of
Management
Masters School
• Chief Innovation
Officer of Itransition
Group
• More than 14 years in
team management
and coaching
https://www.facebook.c
om/vadim.nareyko
3

4.
Training goal
Increase the efficiency of communication using
different leadership styles and related people
behavior templates

5.
What is in this training?
▪ 4 types of leadership styles
▪ 4 types of individual style
▪ 3 meta-programs
▪ 4 levels of competence
▪ 3 types of service companies
Let us check how to combine it

6.
1. Situational Leadership
Leadership styles theory

7.
Leadership styles
High focus on people
Participating Selling
Low focus on process High focus on process
Telling
Delegating
Low focus on people

8.
1. Telling
▪ One-way communication
▪ Leader defines the roles
▪ Leader defines how to do the task

9.
2. Selling
▪ Two-way communication
▪ The individual or group being influenced to buy into
the process
▪ Leader is providing direction

10.
3. Participating
▪ The individual or group making decision about tasks
▪ Leader is maintaining relationship behavior

11.
4. Delegating
▪ High involvement and responsibility of the
individual or group
▪ Leader is monitoring the process

12.
What’s optimal leadership style?
▪ No one style is considered optimal for all leaders to
use all the time
▪ Leaders need to be flexible and adaptive

13.
What’s your style?
▪ Think 1 minute and write down your style

14.
Introduction to
Psycholinguistics
Our language and our mind

15.
What’s Psycholinguistics?
Psycholinguistics is the study of the
psychological and neurobiological
factors that enable humans to acquire,
use, comprehend and produce
language

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3 Presuppositions
1. People have different Experience
2. Experience forms Mind
3. Mind and Language are connected

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Frame of reference
High/Low focus on People

18.
Frame of Reference
Internal External

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Internal/Self-referencing
▪ Evaluate things on the basis of what they think as
appropriate
▪ Own decisions, actions and results

20.
External/Other-referencing
▪ Evaluate things on the basis of what other think
▪ Look to others for guidance, information,
motivation, and decisions
▪ Need feedback and information from others to
make decisions

21.
Frame of Reference
It’s not the point It’s the range
Internal External

22.
Frame of reference: Language
Internal
▪ I, Me, My
External
▪ You, We, Our

23.
Frame of reference: Questions
▪ How do you know that you have done a good job?
▪ How do you know that you have chosen the right bank?
▪ When it comes to decision making, how do you
generally go about it?
▪ What kind of information do you want in making
decisions?
▪ What is the right process to make decision in the
company?

24.
Philosophical Direction
High/Low focus on Process

25.
Philosophical Direction
Why How

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Why (Origins)
▪ Tend to sort for the philosophical past
▪ Value understanding origin and source
▪ Problem focus
▪ Philosophical

27.
How (Solution Process)
▪ Tend to sort for the use and purpose of things
▪ Care more about “so what?”
▪ Solution focus
▪ Practical

28.
Why/How - Language
Why
▪ Reasons
▪ Choices
▪ Origins
▪ Sources
How
▪ Facts
▪ Procedures
▪ Use
▪ “How to”

29.
Why/How - Questions
▪ What are your steps to resolve important issue?
▪ Why did you choose your car?
▪ When you receive new tools during training, what is
more important to know: why it works or how to
use it?
▪ When do you think about a subject, do you first
think about origins/causation, or do you think about
use/function?

30.
Philosophical direction
It’s not the point It’s the range
Why How

31.
Attention!
▪ Don’t make decision based on one question and
answer!
▪ One frame can not show the whole picture!

32.
2. Situational Leadership
People levels

33.
Leadership styles
Low commitment
Participating Selling
Expert Vacationer
High competence Low competence
Junior
Partner
High commitment
Telling
Delegating

34.
4 Stages of competence
Model from the Gordon Training International

35.
Competence: Stage 1
Unconscious
incompetence

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Unconscious incompetence
▪ The individual does not understand or know how to
do something and does not necessarily recognize
the deficit
▪ The individual must recognize their own
incompetence, and the value of the new skill,
before moving on to the next stage
▪ The length of time an individual spends in this stage
depends on the strength of the stimulus to learn

37.
Competence: Stage 2
Unconscious
incompetence
Conscious
incompetence

38.
Conscious incompetence
▪ Though the individual does not understand or know
how to do something, he or she does recognize the
deficit, as well as the value of a new skill in
addressing the deficit
▪ The making of mistakes can be integral to the
learning process at this stage

39.
Competence: Stage 3
Unconscious
incompetence
Conscious
competence
Conscious
incompetence

40.
Conscious competence
▪ The individual understands or knows how to do
something. However, demonstrating the skill or
knowledge requires concentration
▪ It may be broken down into steps, and there is
heavy conscious involvement in executing the new
skill

41.
Competence: Stage 4
Unconscious
incompetence
Conscious
competence
Conscious
incompetence
Unconscious
competence

42.
Unconscious competence
▪ The individual has had so much refining practice
with a skill that he or she does not really need to
think about what to do
▪ The individual has become so comfortable with the
skill she/he will often be able to teach it to others

43.
How to develop competence?
▪ Define the stage
▪ Show the current stage
▪ Discuss how to move to the net stage

44.
Commitment
Personal motivation

45.
How can we motivate already?
1. Use defined frame of reference
2. Use right philosophical direction
3. Help to develop competence
4. Find people with right motivation

46.
Direction Sort
What is motivation?

47.
Direction Sort
Away from Toward

48.
Away from (Avoidance)
▪ Move away from what they disvalue
▪ Focus on what they want to avoid
▪ Have more difficulty with goals and managing their
priorities

49.
Toward (Approach)
▪ Move toward their desired outcomes
▪ Feel motivated to achieve
▪ Have more difficulty in recognizing what they
should avoid

50.
Away from/Toward - Language
Away from
▪ Avoidances
▪ Disvalues
▪ Exclude words (stay clear of,
get rid of, stay away from,
avoid, don’t need)
Toward
▪ Goals
▪ Specific wants
▪ Include words (gain, have, get,
attain, achieve)

51.
Away from/Toward - Questions
▪ What do you want in good relationship?
▪ What do you want from job?
▪ When you get peace, what does that mean to you?

52.
Away from/Toward
It’s not the point It’s the range
Away from Toward

53.
Choosing the right style for
organization
Situational leadership in consultancy

54.
3 types of service companies
1. Procedural
2. Brain
3. Grey hair
David H. Maister «Managing the Professional Service
Firm»

55.
Procedural
▪ Work for which the solution/approach is well
known, can be delegated to less experienced staff
and to some extent the range of answers can even
be ‘prescribed’
▪ The key to selling this work is its efficiency

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Brain
▪ Work that requires a lot of creativity
▪ Calling for professional expertise and for which little
can be specified in advance

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Gray hair
▪ Equally unique and difficult to proceduralise
▪ The delivery of the solution is based on the
experience and breadth of the professional

58.
Procedural – Leadership style?
▪ Big percentage of unexperienced staff
▪ Formal procedures
▪ Repetitive tasks
▪ We focus on process
1. Telling
2. Selling (if we need to increase commitment)

59.
Brain – Leadership style?
▪ Big percentage of really experienced people
▪ Informal procedures
▪ Creative tasks
▪ We have motivated and experienced people
1. Delegating
2. Participating (if we need to increase commitment)

60.
Gray hair – leadership style?
▪ Amount of juniors – between Procedural and Brain
▪ Experienced but not so creative people
▪ We focus on motivation:
1. Participating
2. Selling (if we need to improve processes)

61.
References
Books
▪ P. Hersey, K.H. Blanchard, D.E.
Johnson, Management of
Organizational Behavior
▪ M.L. Hall, Figuring Out People:
Reading People using Meta-
Programs
▪ D.H. Maister, Managing the
Professional Service Firm
Wikipedia
▪ Situational leadership theory
▪ Four stage of competence

62.
Thank you!
Management Masters School
https://www.facebook.com/ManagementMasters
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