Ce diaporama a bien été signalé.
Le téléchargement de votre SlideShare est en cours. ×

Mod 4 Challenging Conversations 9.28


Consultez-les par la suite

1 sur 46 Publicité

Plus De Contenu Connexe

Diaporamas pour vous (20)

Similaire à Mod 4 Challenging Conversations 9.28 (20)


Mod 4 Challenging Conversations 9.28

  1. 1. Challenging Decisions and Challenging Conversations Module 4 – Supervisory Training
  2. 2. Agenda <ul><li>This module focus on: </li></ul><ul><ul><li>Decision Making: how we arrive at decisions and how we involve others in those decisions based on our leadership style and their readiness to perform. </li></ul></ul><ul><ul><li>Communication: Differences of Styles and understanding the impact of those differences. </li></ul></ul><ul><ul><li>Influencing for Change: changing performance and getting “buy in” for change </li></ul></ul>
  3. 3. Moving forward <ul><li>We have talked about Leadership and how to apply the skills of leading others. We will continue that discussion. </li></ul><ul><li>We have discussed some Legal concerns and how to avoid unwanted legal action. </li></ul><ul><li>We have spoken about the hiring process and the selection of candidates. </li></ul><ul><li>We have spoken about Performance Appraisals, coaching and the need for feedback. </li></ul><ul><li>We talked about what to do, now we are moving into how to take action. </li></ul><ul><li>We will apply our learning (particularly around Situational Leadership) to performance discussions and to employee’s taking responsibility for their actions. </li></ul>
  4. 4. Using Situation Leadership in managing performance <ul><li>As a manager I need to identify the “readiness” level of each employee and adjust my management style to get optimal results. </li></ul>
  5. 5. Challenging Decisions <ul><li>Decision – making has been defined as a ”Purposeful selection from among a set of alternatives in light of a given objective. </li></ul><ul><li>Decision - making is not a separate function of management. In fact, decision-making is intertwined with the other management functions, such as planning, coordinating, controlling and in providing performance feedback. </li></ul><ul><li>Here we are talking about it in light of “evaluating” and “addressing” performance. We are speaking in terms of “coaching” employees for improved performance. </li></ul><ul><li>Once a decision is reached, the actions to be taken need to be communicated. </li></ul>
  6. 6. Communication <ul><li>What we say and how we say it are very important. </li></ul><ul><li>According to Albert Mehrabian, (U of Pa.) words account for 7% of communication, tone of voice accounts for 38%, and body language accounts for 55% of communication. </li></ul><ul><li>(Body language such as crossed arms could indicate resistance. Facial expressions or the lack of eye contact can be indicators communication is not mutual.) </li></ul>
  7. 7. Applying Situational Leadership <ul><li>Successful Supervisors and Managers identify the “readiness” level of employees and adjust their management approaches to the readiness of the employee. </li></ul>
  8. 8. Choosing the right tools for the right situation <ul><li>Depending on whether we are focusing on the task or the relationship, we need to alter what actions we take as a leader, and what words we use to communicate those actions. </li></ul><ul><li>Let’s go back to Situational Leadership, which we will review: </li></ul>
  9. 9. Leadership Effectiveness Situational Leadership Model; refresher Role of the Supervisor S3 Participating low task/high relationship S2 Coaching high task/high relationship <ul><li>obtain subordinate input in defining tasks and priorities </li></ul><ul><li>define deadline </li></ul><ul><li>report key progress points </li></ul><ul><li>interval & frequency based on key progress point & as needed by subordinate </li></ul><ul><li>specific task </li></ul><ul><li>input from subordinate on how </li></ul><ul><li>input in timeline </li></ul><ul><li>subordinate involved in solving problems </li></ul><ul><li>may increase power of authority </li></ul><ul><li>wider/longer interval – less freq. </li></ul>S4 Delegating low task/low relationship <ul><li>subordinate given objectives </li></ul><ul><li>managing boundaries </li></ul><ul><li>subordinate solves problems, makes decisions, handles crises </li></ul><ul><li>reports end results </li></ul><ul><li>consulting when help is needed </li></ul>S1 Telling high task/low relationship <ul><li>be specific with task </li></ul><ul><li>explain how to do it </li></ul><ul><li>metrics </li></ul><ul><li>provide limited parameters of authority </li></ul><ul><li>close intervals and frequent progress reviews </li></ul>Low High Task Low High Relationship Supervisory Training
  10. 10. Leadership Effectiveness Situational Leadership Model Decision styles Role of the Supervisor S3 Participating low task/high relationship The leader and follower made the decision/ or follower made the decision with encouragement from leader. The follower is able but unwilling or unsure. S2 Coaching high task/high relationship The leader makes the decision with dialogue and/ or explanation. The follower is unable but willing or motivated. S4 Delegating low task/low relationship The follower made the decision. The follower is able and willing or motivated. S1 Telling high task/low relationship Here the leader makes the decision. The follower is unable and unwilling or unsure. Low High Task Low High Relationship Supervisory Training
  11. 11. Leadership styles and decision making <ul><li>Here are some things to consider: </li></ul><ul><ul><li>When we speak about ability, we are saying the employee has the necessary knowledge, experience and skills. </li></ul></ul><ul><ul><li>When we speak about willingness , we are saying the candidate has the necessary confidence, commitment, motivation. They are ready to move forward. </li></ul></ul>
  12. 12. Willingness to perform <ul><li>When we speak of willingness, it is a function of: </li></ul><ul><ul><li>Confidence…the employee feels they can do it </li></ul></ul><ul><ul><li>Commitment…the employee states, “I will do it!” </li></ul></ul><ul><ul><li>Motivation…the employee has a feeling of wanting to do it. </li></ul></ul>
  13. 13. Addressing employee readiness <ul><li>Challenges - when an employee is low in ability and unwilling, or new to a task in a given situation: (Quadrant #1) </li></ul><ul><ul><li>This employee needs direction, guiding, or structuring. The leader is seen as “telling” the employee what needs to be done. </li></ul></ul><ul><ul><li>Example? </li></ul></ul>
  14. 14. Addressing employee readiness <ul><li>Challenges - when an employee is still unable but trying and willing: (Quadrant #2). </li></ul><ul><ul><li>Here the leader provides explanations, clarification, dialogue, and wants to get the person to “buy in”. The leader specifies the “what, how, when and who”. The leader explains “why”. </li></ul></ul><ul><ul><li>Example? </li></ul></ul>
  15. 15. Addressing employee readiness <ul><li>Challenges when an employee can do the job but unwilling (Quadrant #3) </li></ul><ul><ul><li>Here the decision maker needs to initiate high amounts of two way communication and supportive behavior with some guidance. </li></ul></ul><ul><ul><li>Here the leader’s main role is that of encouraging and communicating. </li></ul></ul><ul><ul><li>Example? </li></ul></ul>
  16. 16. Addressing employee readiness <ul><li>Challenges when an employee can do the job and is willing (Quadrant #4) </li></ul><ul><ul><li>Give this employee the ball and let them “run with it”. Here you are delegating but you need to still stay involved and to monitor progress. The leader still need to “monitor the pulse”. </li></ul></ul><ul><ul><li>Example? </li></ul></ul>
  17. 17. Performance Scenarios <ul><li>Now it is time to take the model and apply it to real-life situations. </li></ul><ul><li>What is needed? How do we address the employee’s performance and any behaviors that are inconsistent with what we desire? </li></ul><ul><li>We want to take into account the readiness of the employee and our expectations. </li></ul>
  18. 18. Activity <ul><li>Working in table groups: </li></ul><ul><ul><li>Look at 4 cases </li></ul></ul><ul><ul><li>In what Situational Leadership quadrant does this fall? </li></ul></ul><ul><ul><li>What leadership behavior/action is needed to address the situation? </li></ul></ul><ul><ul><li>Where is the employee as far as readiness and willingness? </li></ul></ul>
  19. 19. Example/ lacking interpersonal skills What recommendations do you have to guide the supervisor on actions needed: Here is what needs to change: (The TA job description states that the TA must demonstrate an “interest in and willingness to engage young children with physical and/or behavioral challenges.” The TA has shown a knowledge of appropriate behavior but does not always apply it. You realize that the TA needs to consistently use appropriate actions to address the behaviors of the child. Description of situation: TA has been in the job several years. They are really good at putting out materials in the classroom. They know the job of being a TA, they are organized, efficient and keep up with the inventory. While TA is good at managing materials, they are not consistent at dealing with children who have behavioral issues. At times the TA handles the children’s behavioral issues very well. At others, the TA exhibits frustration, and raises their voice. This is very disruptive to the classroom.
  20. 20. Example/ late paperwork How should the supervisor address this? What needs to change: Recording of therapeutic services is very important. The OT needs to be able to integrate completion of paperwork and documentation on the services rendered along with the performance of therapeutic services to clients. Paperwork needs to be completed within xx days of delivery of service. DARS need to be completed and forwarded to the supervisor for approval. Failure to do so, creates delays in receiving monies for services provided. You need to address this with the employee. Description of specifics: The Occupational Therapist is new to the organization. The OT is really good at developing creative ideas and is proficient in the delivery of occupational therapy. However, paperwork is consistently late and is completed after hours. Delays in completing paperwork causes accounting issues and can become a bottleneck for administration. Delayed input into DARS and paperwork effects our billing for services. There are many funding sources and the billing needs to be approved by a supervisor. Additionally, other treating therapists cannot access information, if needed, to determine the care rendered. You sense the OT is not completely sure of how to complete the paperwork and thus procrastinates on completing it.
  21. 21. Example/ good but could be better How do you recommend the supervisor address the fact that the teacher needs to incorporate new research into his/her work? Support for the needed changes: The teacher’s job description states: Keep up-to-date concerning educational trends and utilize new techniques, as appropriate, for the early childhood special education population. Our value of Excellence directs us to provide the best service possible to our clients. Failure to incorporate new research into our work is a disservice to those we serve. As things change and new findings are released, employees are required to incorporate these new findings into programs and services. Failure to do so impacts our clients negatively. Description of specifics: A teacher has been with the Agency for fifteen years. She has been reliable, performs daily activities as needed, but needs to develop more sensory activities and needs to incorporate some new ideas that support the children with autism. She needs to incorporate new research findings into her IEPs. You have suggested this before and there has been no change. Because she is experienced, you have not monitored progress made in this area.
  22. 22. Example/ disruptive behavior How would you address the needed change of behavior with the employee? Why a change in behavior? The value of Respect is not being applied here. Respect is an Easter Seals value. The employee’s behavior is disruptive to the workgroup. Changes will occur in schedules and flexibility in dealing with these changes is important. The Easter Seals value of Respect states that we need to value the uniqueness of each individual, and appreciate the strength of diversity and inclusion. Employees need to work in a respectful environment and not subject to disruptive outbursts. Employee differences should not be acted out in public settings. Description of specifics: Employee performs his/her tasks well; however, when things do not go as he planned or if there is a disruption in his/her schedule, he/she becomes verbally abusive of others. He/she curses, bangs materials on a desk and discusses issues loudly before everyone. Whenever you speak to him/ her, he/she is apologetic but the behavior never changes. Because he/she delivers quality work, you tend to ignore the outbursts.
  23. 23. Communication of the action to be taken once we decide what is needed <ul><li>Once we are clear what behavioral change is needed, we can address the action to be taken to get there. </li></ul><ul><li>We then need to plan the message, and prepare how to deliver it. </li></ul>
  24. 24. Some Disciplinary Mistakes <ul><li>Here are some disciplinary mistakes to avoid: </li></ul><ul><li>1.) Using labels as opposed to describing actual behaviors, e.g.. bad attitude. </li></ul><ul><li>2.) Focusing on intent vs. outcome. We may never know the intent. </li></ul><ul><li>3.) Using absolutes…”never” means not ever again. </li></ul><ul><li>4.) Hedging vs. stating the facts. Leads to confusion. </li></ul><ul><li>5.) Including too many details… overkill. </li></ul><ul><li>6.) Don’t ask about the underlying concern…don’t speculate on an underlying cause. </li></ul><ul><li>7.) Skipping steps in a disciplinary process outlined by policy. </li></ul><ul><li>8.) Disrespecting an employee when you are disciplining, or terminating </li></ul><ul><li>them. </li></ul>
  25. 25. Developing our communication <ul><li>What needs to be said? </li></ul><ul><li>How much direction does this employee need? </li></ul><ul><li>What factors need to be considered in delivering this message? </li></ul><ul><li>Keep in mind, “Delivering the message in a way that is helpful to the listener does not change the message.” </li></ul>
  26. 26. Communicating for Buy-in <ul><li>As supervisors, we want and need to have employees see the value of our communication. </li></ul><ul><li>We want to communicate so we can be heard. </li></ul><ul><li>We need to consider our audience. </li></ul>
  27. 27. Style Differences <ul><li>We see and hear things differently depending on our style differences. To effectively communicate, we want to consider ways that are helpful to the listener. Set the tone. </li></ul><ul><li>LIFO (Life Orientations) focuses on understanding each person’s strengths and applying them for best results. </li></ul>
  28. 28. LIFO Styles and key strengths <ul><li>( Does not exclude having these strengths in other styles) </li></ul><ul><li>Supporting-Giving — key value: excellence </li></ul><ul><li>Controlling-Taking — key value: action </li></ul><ul><li>Conserving-Holding — key value: reason </li></ul><ul><li>Adapting-Dealing — key value: harmony </li></ul>
  29. 29. The Four Orientations <ul><li>Supporting-Giving — key value: excellence </li></ul><ul><li>Characteristics: </li></ul><ul><ul><li>important to feel is a worthwhile person, ‘doing their bit’ </li></ul></ul><ul><ul><li>trying to be responsive and co-operative </li></ul></ul><ul><ul><li>likes to feel others think of them as trustworthy </li></ul></ul><ul><ul><li>belief that others are fundamentally good </li></ul></ul><ul><ul><li>having ideals and living up to them are very important </li></ul></ul><ul><ul><li>feels personally responsible for any difficulties </li></ul></ul><ul><ul><li>reluctant to engage in emotional confrontations </li></ul></ul>
  30. 30. Controlling-Taking — key value: action <ul><li>Characteristics: </li></ul><ul><ul><li>important to get things accomplished, quickly </li></ul></ul><ul><ul><li>believes that problems can be solved by dedication, energy and imagination </li></ul></ul><ul><ul><li>likes to seize opportunities </li></ul></ul><ul><ul><li>trusts their own instincts </li></ul></ul><ul><ul><li>loves a challenge </li></ul></ul><ul><ul><li>believes in taking responsibility </li></ul></ul><ul><ul><li>handles conflict confidently: actively enjoys working towards resolution. </li></ul></ul>
  31. 31. Conserving-Holding — key value: reason <ul><li>Characteristics: </li></ul><ul><ul><li>likes to minimize loss, optimize gains </li></ul></ul><ul><ul><li>interested in getting things done accurately and thoroughly </li></ul></ul><ul><ul><li>attention to detail </li></ul></ul><ul><ul><li>likes rigorous documentation and information retrieval systems </li></ul></ul><ul><ul><li>very attentive to facts and accurate information in conflict situations </li></ul></ul><ul><ul><li>slow, deliberate and analytical approach </li></ul></ul><ul><ul><li>prefers long-term solutions to immediate relief. </li></ul></ul>
  32. 32. Adapting-Dealing — key value: harmony <ul><li>Characteristics: </li></ul><ul><li>- loves to be liked and admired </li></ul><ul><li>- enjoys working with others and tuning into their needs </li></ul><ul><li>- likes networking </li></ul><ul><li>- understands that social acceptance is key to getting things done </li></ul><ul><li>- is flexible and willing to try new experiences </li></ul><ul><li>- likes to negotiate, happy to give and take </li></ul><ul><li>- generous with compliments and appreciation </li></ul><ul><li>- positive and optimistic. </li></ul>
  33. 33. Balance of Styles <ul><li>We have some of each style but we varying in regard to preferred styles. </li></ul><ul><li>Some of us flux rather easily among the 4 styles. </li></ul><ul><li>Some have a dominant preferred style. </li></ul>
  34. 34. LIFO is about Balance <ul><li>LIFO builds on Strengths </li></ul><ul><li>LIFO focuses on balance in what we say </li></ul><ul><ul><li>what we do </li></ul></ul><ul><li>Too much of a good thing can be a weakness (too controlling, too much data, too accommodating, too helpful). </li></ul><ul><li>Balance allows strengths to work for us. </li></ul>
  35. 35. Tendency to seek out people who are similar to us <ul><li>When we have something in common, and a similar way of getting things done, we feel more comfortable. We feel confirmed. It is easier for us to trust the person. We know things will be done the way we like. (our way, the “best” way, the “right” way) </li></ul><ul><li>But we work with many people, many styles whom all have a “best” way. </li></ul>
  36. 36. Awareness of style <ul><li>Being aware of my style and considering that of others, helps me deliver feedback so it will be heard. </li></ul><ul><li>Building skills to recognize other’s preferred ways of communicating and translating one’s message to match </li></ul>
  37. 37. Activity <ul><li>4 quadrants of the room </li></ul><ul><li>Each quadrant will be the meeting place for a style. </li></ul><ul><li>Gather by styles </li></ul><ul><li>Discuss what works for you in your style? </li></ul><ul><li>What sometimes gets in the way? </li></ul>
  38. 38. Communicating our decisions <ul><li>“I am committed to your success and am here to help you.” </li></ul><ul><li>This is what we, as </li></ul><ul><li>Easter Seals supervisors, are called to do. </li></ul>
  39. 39. Supervisor roles to enhance performance <ul><li>Supervisors need to take on different roles to encourage appropriate behavioral changes among employees. </li></ul><ul><li>Let’s look at a few: </li></ul>
  40. 40. Supervisory roles: coaching, counseling and mentoring. <ul><li>Coaching is an ongoing, performance-improving role. </li></ul><ul><li>Performance Coaching is seen as a &quot;non-punitive disciplinary process&quot; to turn troubled performance around and help the employee see the difference between the work he thinks he's doing and the work he's actually producing. </li></ul><ul><li>A step-by-step counseling process includes tips on handling misconduct cases and performance issues. Managers learn how to win the employee over to the idea of change, identify problems, and decide specific actions the employee should take. </li></ul><ul><li>Mentoring takes the form of being a role model, cheerleader, sponsor and provider of contacts. Managers develop the &quot;mentee&quot; by realistically seeing the employee's potential and helping the employee overcome his own fears. Mentors can be managers, they can be peers or staff. </li></ul>
  41. 41. Influencing for Change <ul><li>One way to get things done is to directly request/require action </li></ul><ul><li>Another way is to gain buy-in or influence for action. </li></ul><ul><li>Influence can be among peers or among boss/subordinate. </li></ul><ul><li>Influence can play a part in achieving agency goals, improving performance, and implementing change. </li></ul>
  42. 42. Applying LIFO to Influence <ul><li>How can an employee sway a peer, client, etc. who is skeptical? Be prepared, confident in yourself--and know how to speak to your audience in the “way he wants to be spoken to”. (recent SHRM quote) </li></ul>
  43. 43. Influence <ul><li>Optional approaches: </li></ul><ul><ul><li>We can require action and/ or provide the data to support us asking for action. </li></ul></ul><ul><ul><ul><li>e.g.. Complete and submit tax forms by 4/15 because it is required by the federal and state government. </li></ul></ul></ul><ul><ul><li>In some cases, it may be more useful to create a vision and inspire for change. </li></ul></ul><ul><ul><ul><li>e.g.. Testimonials of how walking daily lowered blood pressure. </li></ul></ul></ul>
  44. 44. Situational Leadership and Influence <ul><li>At any time when you try to influence the behavior of another person, you are engaging in an act of leadership. </li></ul><ul><li>Leadership is an influence process. </li></ul><ul><li>Leadership style is the behaviors you use to influence others. </li></ul><ul><li>Your perception of your own behavior is not meaningful until you compare it to the perceptions of those you are trying to influence . (Kenneth Blanchard) </li></ul>
  45. 45. What works for you? <ul><li>The end result is to gain buy-in. </li></ul><ul><li>What works for us may not work for others. </li></ul><ul><li>Easter Seals employees work to address individual needs among clients. We have a common goal but we meet it through the efforts of many. </li></ul>
  46. 46. Module review <ul><li>This module focused on: </li></ul><ul><ul><li>By taking a new look at Situational Leadership, we looked at Decision Making (how we arrive at decisions and how we communicate those decisions based on the readiness of employees). </li></ul></ul><ul><ul><li>We discussed LIFO as an indicator of Communication Styles. </li></ul></ul><ul><ul><li>We looked at supervisory roles in Coaching, Counseling and Mentoring to engage employees, </li></ul></ul><ul><ul><li>We learned how to use this information to influence for change. </li></ul></ul>

Notes de l'éditeur

  • Welcome – 4 th in a series of 5
  • Here are three main themes in this module- decisions/ conversational style differences and influence. These three topics are very much related. Once we decide on an action to be taken, we need to communicate it. We also need to continuously guide employees toward change and how we go about it, can make a big difference as to whether we engage employees or build resistance. Influence is getting employees to move in a certain direction without mandating it directly. It works well in many cases and often engages less resistance than outright control.
  • Discuss how we are moving from the forms and procedures to the conversations we need to have to accompany those actions and processes.
  • We adjust to the employee in order to get the best results. If an employee brings experience, they may not have experience in this particular environment. They may still need direction for a time.
  • How we communicate is often important to how the message is received.
  • Think of important messages you delivered recently…how were they delivered. How much control did you have over the way in which the message was interpreted?
  • After studying outstanding leaders for 5 years, Warren Bennis identified 4 common traits of competence shared by all 90 leaders studied: They communicated goals and outcomes/ The communicated with clarity and understanding/ They were reliable and consistent – and they know themselves.. their strengths and weaknesses….
  • In using situational leadership as a guide, we asses where the employee is in terms of their readiness to perform the task of the position. From there we determine how much direction to give or in what manner. This may surprise you, but in studies, one of the main “de-railers” of moving to higher levels of supervisor roles was an insensitivity to others and betrayal of trust (not following through on promises). Those who did not succeed, were unable to think strategically and unable to adapt to others with different styles.
  • So we go in quadrant one from an employee who needs direction to quadrant 4 where we work side by side with the employee. In quadrant 2 and 3, we see that the employee is moving to taking on increased responsibility having proven their ability and especially in quadrant 3 we ask for their input and ideas in setting deadlines etc.
  • When we speak of the relationship it means the time we as supervisors need to spend to guide the employee to think etc. vs time spent in giving specific instructions for the job. Story of the exec telling his Employee Rel Mgr how to set up a conference room vs asking about the issues to be covered in the meeting.
  • There is a difference – see above. Some are willing but unable. Some are able but unwilling.
  • Now we will look at some situations and think about an example from our own workplace. Divide room….table groups. 8-10 minutes to come up with example… Review responses
  • Sit #3 Need to recognize the good being done in being organized etc. Need to recommend options for improved performance in dealing with frustrations around children with behavioral issues. State the desired behavior: “You need to remain calm and if unable to handle the situation, ask for help from a teacher or therapist. Raising your voice is unacceptable.” Suggest a role model . State a time to meet to discuss progress and how achieved. If persistent, may need to move to verbal warning.
  • Sit #2 Providing excellent therapy is important; it is also important to be able to bill for those services so we may continue to thrive as an agency. Since the OT is new, they may not know how to complete the DARS and may need additional guidance and examples. The OT may not be unwilling but rather unskilled at how to complete the work.
  • Sit #4 While I recognize your consistent delivery of good work, we need to provide excellent service to our clients. The teacher’s job description states: Keep up-to-date concerning educational trends and utilize new techniques as appropriate for the early childhood special education population. There are several new techniques to be used with children who express autistic tendencies. You need to incorporate these into your lesson plans. We have spoken about this and need to move forward. Please review the next quarter’s work with me so we may assure this is happening.
  • Sit. What we do is important but it is also important in how we accomplish tasks. Many times employees are overlooked for promotions not because of their results but because of the way in which they got them. Working within the values and appropriate behaviors of Easter Seals is important.
  • Here we see some common mistakes
  • Here we are transitioning to the message around the decision to take action.
  • This means assessing at what level employees are functioning. A new hire may be experienced but may not know what procedures are used at Easter Seals.
  • LIFO was developed by Stuart Atkins as a tool to understand the differences among people in how we communicate. It has been used by millions of people and thousands of organizations. LIFO is not a psychological inventory; it is based on preferences and how our communication was shaped by environment. It focuses on strengths, and how to manage those strengths. By knowing our least preferred style, we have answers to why we overlook opportunities. This is a non-judgmental way of looking at ourselves and others. We want to confirm our style, capitalize on situations that highlight our strengths, moderate overused strengths, supplement by using other strengths, extend and learn for mothers, and bridge to others to better communicate.
  • These are the 4 Style Categories we will look at.
  • This style usually is very caring and nurturing of employees; is idealistic and shows respect to employees. This style feels personally accountable when things do not go as planned. This style finds it easy to come up with an overall plan.
  • This style takes action, like decisions and drives toward results. This style finds no problem in making decisions. Example - the manager who loved decisions. A new employee was overwhelmed by choices. The manager was decisive, loved getting results and loved action. When they told the manager how great it was that he was so decisive, he said - I love decisions…..they are easy. He loved new opportunities. He sometimes did not consider that his team was overwhelmed and overloaded. Being too fast, too anxious to seize opportunities overwhelmed his staff. But for him, it was exciting to have many opportunities. Those in this style take risks, love challenge and don’t get bogged down by details.
  • This style thinks rationally and is analytical. They will not act in haste. They love facts and do not like surprises. They are thorough and organized. This style will not act under emotion; they love data and can remember details. They do not get bored; they move from thing to thing in order. Those in this style have a high tolerance for facts and data.
  • This style enjoys teamwork and working together. They will compromise for the good of all. They like humor and fun and games. This style loves social gatherings. This style is creative; they will work for the common good and frequently change their mind if needed They like to barter and like to move on to new things
  • In a dominant style it is easy to see what one likes. If we change, it may take others more time to see our preferred ways of working etc. Eash style changes under stress. Sometimes a good thing can become too much of a good thing. Ice cream is good…..a gallon is sickening.
  • Balance is what we look for – stress sometimes brings us out of balance or we think- this is good – so I will do more … more may be too much. Too much control/ too nurturing/ too much data - too accomodating.
  • At Easter Seals, we are here to help subordinates be successful. You succeed, I succeed.
  • Situational Leadership speaks to different combinations of directive and supportive behavior. Directive behavior is defined as the extent to which a leader engages in one-way Communication Supportive is the extent to which a leader engages in two way communication, listens, provides support and encouragement and the amount of follower involvement in decision making. There is no best leadership style; it all depends on the demands of time etc and the expectations of you, your management and the employee. S1- high directive/ low supportive behavior S2- high directive/ high supportive behavior S3 – high supportive/ low directive behavior S4 – low supportive/ low directive behavior