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.
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".
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.
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.
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.
Finally, the individual moves to development level 4 where competence and commitment are high. Research on the model[ edit ] Despite its intuitive appeal, several studies do not support the prescriptions offered by situational leadership theory.
He found that newly hired teachers were more satisfied and performed better under principals who had highly structured leadership styles, but the performance of more experienced and mature teachers was unrelated to the style their principals exhibited.
In essence, the Vecchio findings suggest that in terms of situational leadership, it is appropriate to match a highly structured S1 style of leadership with immature subordinates, but it is not clear incomplete research whether it is appropriate to match S2, S3, or S4, respectively, with more mature subordinates.
In a replication study using University employees, Fernandez and Vecchio  found similar results. Taken together, these studies fail to support the basic recommendations suggested by the situational leadership model.
A study  found the revised theory was a poorer predictor of subordinate performance and attitudes than the original version from Survey data collected from banking employees and 80 supervisors, sampled from 10 Norwegian financial institutions, were analyzed for predicted interactions.The Situational Leadership ® Model is a timeless, repeatable framework for leaders to match their behaviors with the performance needs of the individual or group that they are attempting to influence.
Leadership Approach Jason Remington LDR/ October 26, Mike Kraynik Situational Leadership Situational leadership is an adaptive form of management introduced by Kenneth Blanchard and Paul Hershey in (Schlosser, ). Hersey-Blanchard Situational Leadership The Hersey-Blanchard Situational Leadership theory is based on the amount of direction (task behaviour) and amount of socio-emotional support (relationship behaviour) a leader must provide given the situation and the “level of maturity” of the followers.
Situational leadership theory, or the situational leadership model, is a model by Paul Hersey and Ken Blanchard, developed while working on Management of Organizational Behavior. The theory was first introduced as "life cycle theory of leadership". . (c) Hershey & Blanchard's Situational Leadership Theory Based on the idea of follower readiness.
They argue that employees have different levels of readiness for handling different jobs, responsibilities, and work assignments. Hersey Blanchard: Situational Leadership Theory. Print Reference this. Disclaimer: David Kolb’s learning styles model and experiential learning theory (ELT) for instance in a colony.
This term is used in the study of bird colonies. Many penguins form crèches, in addition to many other birds such as the Canada Goose, Common Eider and.