The first problem is that the early searchers after traits often assumed that there was a definite set of characteristics that made a leader — whatever the situation. In other words, they thought the same traits would work on a battlefield and in the staff room of a school. They minimized the impact of the situation Sadler
What they were discounting was the readiness of the people in the organization which the leader was attempting to influence.
The followers are also crucial factor in outcome of leadership since they accept or reject a leader; they actually determine the personal power of the leader.
The situational leadership stresses that a leader has to adapt his style according to the situation of his group or organization. Hence, based on the situational analysis, the leader must determine which leadership style he must adopt to meet the developmental level of the organization.
The situational approach differentiates itself from style theory by emphasizing on the need for leader to change his style rather than having a natural dominant style. If the leader is inflexible, then the organization is forced to be accustomed to his style, which cannot be very fruitful in a long run.
How is situational leadership different from the opportunistic leadership style? The motive of situational leader is not self interest but the growth and effectiveness of the organization.
Also, the situational leadership is a model and not a theory; it is based on tested methodologies and provides a practical guidance to leadership.
Hence the situational leadership can be easily conceptualized as following: The two major components of the developmental levels are: It is the job related knowledge, experience and proficiency of individual or group.
Knowledge represents the theoretical understanding; experience is the application of the knowledge to accomplish the task. Proficiency is measure of quality and timeliness of the task, both knowledge and experience aids proficiency.
It is the confidence, commitment and motivation demonstrated for the assigned task. Willingness is not independent of ability but rather closely related, lack of experience leads to lack of confidence which in turn might lower the commitment level. However, the excitement to do something new might heighten the motivation.
Based on the two components above, there are four possible developmental levels Low: The group or individual are new to the task, they lack experience, unclear about directions, unwilling and insecure due to lack of confidence in completing the task.
Low-Moderate low ability — high willingness. The group or individual have begun to be productive, but mostly due to being given proper directions. Their initial success in task completion makes them more enthusiastic and confident.
Their dependence on the leader makes them good listeners who are eager to seek clarity; they began to open up with their leader in a two-way communication.
Moderate-High high ability- low willingness. The group or individual have attained sufficient proficiency in their job, but their willingness towards task accomplishment reduces suddenly. Once the followers become productive in their assignments, the leaders automatically reduce the amount of directions they generally provide, putting the burden of taking decisions on the followers.
High high ability-high willingness. The group or individual has attained required proficiency in the task and they are able to take decisions independently, they perform to highest standards and keep the leader informed of their progress.
Situational Leadership Styles To understand the situational leadership model, consider again the two dimensions of leadership grid, task vs people concern. However instead of focusing on what leaders do, think about what leaders should do to enhance the development level of subordinates.
If the developmental level is low, leader must exhibit higher task concern, or should be directing the subordinates. Directive behavior represents a one-way communication, leader directs, followers follow the directions.
The followers actively participate with leader in discussions, while a leader actively listens and praises the followers. If one draws similar analogies, there are four distinct situational leadership styles Directing: The leader gives instructions about what and how task goals are to be achieved by subordinates and constantly supervises them.
This style is similar to that of a parent dealing with a toddler child.
Coaching is an extension of directive style; leader still provides detailed directions and takes the decisions. However he also focuses on giving encouragement and solicits inputs from subordinates while explaining the reasons for decisions taken.Use the Blake Mouton Managerial Grid to think about your leadership or management style, and to bring excellence to your team and its performance.
Aug 02, · An introduction of leadership concepts that include definitions, approaches, theories, principles, attributes, and differences beteen leaders, bosses, and managers.
Exhibit 1: Gardner’s leadership attributes. John Gardner studied a large number of North American organizations and leaders and came to the conclusion that there were some qualities or attributes that did appear to mean that a leader in one situation could lead in another.
The Essence of Managerial Leadership. Leadership is not a position, it is change-creating action. Leaders establish a purpose, define the strategic direction and convey how it supports the fundamental purpose of the organization.
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Information and resources to help employers create healthy, high-performing workplaces. The APA Center for Organizational Excellence is a public education initiative from the American Psychological Association designed to educate the employer community about the link between employee health and well-being and organizational performance.