case study of situational leadership

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Situational Leadership® Theory In Plain Language: The Landmark Model From Paul Hersey and Ken Blanchard

Human resource and training professionals seem to jump from fad to fad and are often guilty of burning through large sums of money reinventing the wheel with custom content. “It’s different here,” they truly believe. “We have a unique culture. We’re special!” 

Yet, if there was ever a standard for new manager training it has to be the theory of situational leadership.

What Is Situational Leadership ® Theory? 

The idea behind situational leadership is that you, the leader, should change your leadership approach to be more or less directive, and more or less supportive, based on the situation . 

And the situation means whether your direct report (i.e., team member) is a competent and committed superstar, or on the other end of the scale, an incompetent slacker. 

For example, you’ve got a young newbie on your team with little experience. You would want to be very “directive”–show her how to do it, tell her to do it, make sure it’s done right. But for another team member who has ten more years of experience than you do, and has always performed well, you’d just delegate and get out of the way. They don’t need you looking over their shoulder and being all micro-managey. (No, that’s not a real word. But it’s funny.)

“So What? What’s So Great About That?” 

So you’re not impressed with this model, huh? 

That’s because today, it seems like common sense. But before there was the idea of situational leadership most people assumed there was One Right Way to Lead. You could argue about what the right way was — Autocratic , Laissez-Faire , Servant , Transformational — but it was just assumed you had a model and led everyone the same way.

But in the 1960s leadership wonks started coming up with a variety of “ contingency theories .” Meaning the best leadership style would be contingent on things like organizational integrity, environmental factors, the type of tasks that needed to be completed, etc. 

And in the sixties, there was a lot of research and competing theories even within the broad idea of contingent-leadership. So they put all the professors on an island and each week they voted the most annoying leadership geek off the island until there was a single winner.

OK, that never happened. I was just making sure you didn’t fall asleep. What really happened was…

Paul Hersey and Ken Blanchard: The Lennon and McCartney of Leadership

In the year that the Beatles would release Abbey Road, Dr. Paul Hersey and Dr. Ken Blanchard released Management of Organizational Behavior , a textbook that would turn them into rockstars of the leadership world. It’s a textbook that would be used in business courses for over forty years.

(What, they don’t look like rock stars to you?)

It was this textbook that laid out the original version of the model, and Hersey and Blanchard become partners in a management consulting and training company called The Center for Leadership Studies. 

But remember what eventually happened to the Beatles? 

Yep, the rockstars of leadership split up, too.

Two Different Versions? You Say Tomato, I Say Tomahto

In 1979, ten years after launching the theory of all theories, Blanchard left to start his own company, now known as The Ken Blanchard Companies. And he continued to refine the Situational Leadership ® model and began to call it Situational Leadership ® II.

To purists, there are important differences between the two models. For most HR professionals and managers, not so much. 

More recently, the two companies sued each other over the right to use the “Situational Leadership ® ” name. It was agreed that after the year 2020, The Center for Leadership Studies would continue to use the Situational Leadership ® name, while The Ken Blanchard Companies would have to refer to their model as just SLII ® .

You can see some of the differences between the two versions in the visual model. Situational Leadership ® offered by The Center for Leadership Studies looks like this:

The SLII ® model offered by The Ken Blanchard Companies (and by us at LEADx) looks like this:

The original model labels the four quadrants of leadership: Telling, Selling, Participating, Delegating.

The revised Blanchard model labels them: Directing, Coaching, Supporting, Delegating. 

SLII ® Explained

To further explain situational leadership theory, we’ll stick with the Blanchard SLII ® framework, and reference the image directly above.

The situational leader follows three simple steps:

• Identify the specific goal; frame it as a SMART goal
• Diagnose the individual’s level of competence and commitment
• Apply the correct leadership style

To understand and define the “performance readiness” of the follower, you determine how competent they are and how committed they are. You can see in the image above that followers move from D1 to D4 classifications as they become fully developed.

• D1 the Enthusiastic Beginner (Low Competence and High Commitment) — This individual may be inexperienced or brand new to the task, but is eager to learn and confident
• D2 the Disillusioned Learner (Low Competence and Low Commitment) — This individual may have little to no experience or is inconsistent, and is also frustrated, discouraged or overwhelmed
• D3 the Capable but Cautious Performer (High Competence and Low Commitment) — This individual is experienced and skillful but lacks confidence and is overly critical or apathetic
• D4 the Self-Reliant Achiever (High Competence and High Commitment) — This individual is experienced and consistently produces quality work, and is also self-assured, self-reliant and may even inspire others

The SLII ® model describes four basic levels of leadership based on a combination of directing and supporting:

• S1 Directing (High Directing and Low Supporting) — This leadership style plans, shows, tells, monitors and gives frequent feedback.
• S2 Coaching (High Directing and High Supporting) — This leadership style explains, redirects, encourages, and praises.
• S3 Supporting (Low Directing and High Supporting) — This leadership style asks questions, facilitates, listens, encourages, and collaborates.
• S4 Delegating (Low Directing and Low Supporting) — This leadership style empowers, provides resources, trusts, affirms and challenges.

You then match your leadership approach to their stage of development:

• For a D1 follower, use an S1 “Directing” style
• For a D2 follower, use an S2 “Coaching” style
• For a D3 follower, use an S3 “Supporting” style
• For a D4 follower, use an S4 “Delegating” style

A critical aspect of situational leadership is that you don’t make a single judgment about each employee. “Kevin is such a D1! I’ve got to direct everything…”

Rather it’s task-specific. A seasoned sales professional might be a D4 when it comes to sales calls, but a D1 when it comes to using the new CRM software system. As the leader, you’d delegate sales related items, but be highly directive when it comes to call planning, digital notes, and reporting.

Scholarly Research

Researchers continue to study situational leadership; notable published papers include:

• Situational Leadership After 25 Years: A Retrospective
• The Situational Leadership Theory: A Critical View
• A Test of the Situational Leadership Theory
• Situational Leadership Theory Revisited: A Test Of An Across-jobs Perspective

The SLII® Experience Public Workshop at LEADx costs $1495/person ($400 less than industry standard). This includes the full virtual workshop, the participant kit and assessment, and 3 months of support from a human coach. 

More Information

Visit The Ken Blanchard Companies website to learn more about SLII ® .

Visit The Center for Leadership Studies to learn more about Situational Leadership ® .

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Learn about Resonant Leadership, Emotional Intelligence the six leadership styles and how to practically switch between the styles  to become a more effective , flexible and impactful leader!

The Situational Leadership Model Explained by a CEO

During my career as a CEO, I have encountered and used plenty of leadership styles. Most modern leadership theories build on a contingency approach, i.e., switching between leadership styles depending on the situation. The Situational Leadership Model makes switching between leadership styles clearer than any other model, considering team maturity, motivation, time, and leadership behaviors.

What is the Situational Leadership Model?

The Situational Leadership Model is a contingency theory approach to leadership where a leader uses one out of four leadership styles depending on group readiness, competency, experience, and commitment. A situational leader can use telling, selling, participating, and delegating leadership styles.

What are the four leadership styles of the Situational Leadership Model?

The four leadership styles of the situational leadership model are telling, selling, participating, and delegating. Telling is low on relationship and high on task behavior; participating is the opposite. Selling is high on relationship and task behaviors, and delegating is low on both behaviors.

Keep on reading to learn more about the Situational Leadership model, its origins, pros and cons, how to use it, details on each leadership style, examples of situational leaders, and last but not least, a few comments based on my experience as a CEO. The Situational Leadership Model is included in our Leadership Origins E-book , which is a great and vast reference material to leadership theories. If you are interested in other leadership styles, visit our overview article here: Leadership Styles .

Situational Leadership Explained

The elements of the situational leadership model, the characteristics of the situational leadership model, the situational leadership model’s follower readiness and maturity, the two leadership behaviors of the situational leadership model, the four leadership styles of the situational leadership model, what are the pros and cons of situational leadership, how can you be an effective situational leader, a ceo’s experience of the situational leadership model, examples of situational leaders.

The Situational Leadership Model is often thought to be the leadership model that is perfect for every situation. A Situational leader works assiduously to create meaningful connections with team members. Ultimately, the team receives leadership with the necessary leadership style to fit the organization’s current situation.

Research shows that there is a positive relationship between situational leadership and employee productivity. However, the benefits of situational leadership don’t end there. Read this article to find out how to effectively use this leadership style to create a highly motivated workforce.

In 1982, Dr. Paul Hersey and Dr. Ken Blanchard published their book “Management of Organizational Behaviour: Utilizing Human Resources”. They probably didn’t realize that this book would help them become world-renowned leadership experts. The central theme of their message was a new approach to leadership, one based on relationship-building and leadership adjustment. This new approach was dubbed the Situational Leadership Model (www.situational.com).

The simplest way to describe situational leadership in general vs. behavioral approaches ( Ohio State Leadership Studies for example ) to leadership is to think about the daily complexities of a corporate work environment. Managers are dealing with teams filled with people who have diverse needs, skills, and interests. Using a one-size-fits-all approach to leading such a team means that there will be performance issues, dissatisfaction, and tension. In contrast, a manager who adjusts his or her leadership style to suit each team member’s needs and the unique needs of the organization can get teams functioning optimally.  This type of manager is a situational leader, and the Situational Leadership Model is one of several situational approaches to leadership. ( Fiedler’s Contingency Theory and the Six Leadership styles based on Emotional Intelligence are two other situational theories. The links lead to our in-depth articles on those theories.)

The Situational Leadership Model has the following elements or aspects:

• Two Leadership Behaviors: Relationship Behavior and Task Behavior
• Four Leadership Styles: Telling, Selling, Participating, and Delegating Leadership Styles, which consist of different doses of the two leadership behaviors
• Follower readiness or maturity, describing their competency, confidence, and commitment
• Four different situations, S1 to S4, with different characteristics and needs, that the leader need to handle appropriately

Situational leadership thrives on meaningful connections between followers and leaders. How a situational leader adjusts his or her leadership style depends on the follower group in which the team lies. Additionally, a leader may use strategies for the group that differ from the strategy used for each team member, especially if some team members are inexperienced.

Four characteristics of the Situational Leadership Model:

• The Situational Leadership Model has a contingent and flexible approach to leadership using multiple styles depending on several factors
• The Model takes the knowledge, maturity, and willingness of the team into account, which too few leadership models consider
• The Situational Leadership Model has a relatively linear approach, enabling good and thought-through development of a team
• The flexible system allows teams to go back in maturity if the situations or tasks change significantly, impacting competency or commitment in turn.

Hersey and Blanchard described four different follower groups with different readiness, maturity, competence, confidence, and commitment. As far as I understand, the new Blanchard version called SLII, as in Situational Leadership II, seems to focus much more on the individual than the group, which I actually prefer. The following different readiness levels are available in the Situational Leadership Model.

• High Competence+ High Confidence and Commitment (Able and Willing)
• Low Competence + Low Confidence and Commitment (Unable and Unwilling)
• Low Competence + High Confidence and Commitment (Unable and Willing)
• High Competence + Low Confidence and Commitment (Able and Unwilling)

These four follower groups act as the leader’s guide to determine the right combination of leadership styles to use, depending on the group of followers in each situation.

The Situational Leadership Model builds on using different levels and combinations of two leadership behaviors, namely Relationship Behavior and Task Behavior. This approach to describing leadership is similar to earlier theories in this aspect, such as the Ohio State Leadership Studies and Fiedler’s Contingency Model of Leadership . (Click the links to read out in-depth articles on those topics.)

Relationship Behavior

A leader displays relationship behavior, or relationship-oriented leadership, when engaging with other people in dialogue , discussion, and listening. Relationship behavior is when a leader builds personal bonds, rapport, understanding, motivation, and inspiration in the team. Relationship behavior requires emotional intelligence, active listening, and other skills useful when interacting with other people, be it customers, suppliers, team members, colleagues, and any other stakeholders. Large levels of Relationship Behavior compare to a strong focus on Affiliative leadership , to mention another leadership style. (Join our newsletter and get a free copy of our E-book “7 Tips on How to Improve Your Emotional Intelligence” by clicking here: Emotional Intelligence E-book .)

Task Behavior

A leader displays task behavior, or task-oriented leadership , when handling more concrete and often transactional elements, i.e., more of the managerial side of leadership. Task behaviors include setting policies, rules, guidelines, reward systems, and other structures. Instructing, monitoring, providing feedback, and challenging results are examples of interpersonal task behaviors when a leader ensures task completion according to expectation. Task behavior creates clarity and makes it possible for team members to understand what they should do and when. Extreme Task Behavior leads to too strong directive/commanding leadership , or pacesetting leadership , to compare with a few other leadership styles.

The Situational Leadership Model revolves around four different leadership styles to be used depending on team maturity, required leadership behaviors, and team motivation. The four leadership styles of the Situational Leadership Model are:

The Telling Leadership Style

Signified by high amounts of task behavior and low amounts of relationship behavior, telling leadership is suitable for inexperienced or low-skilled teams with low motivation or willingness to perform. In other models of situational leadership, the telling leadership style is referred to as directing leadership. (Read our in-depth article on this style here: Commanding/Directive leadership style .)

The telling leadership style is when the leader tells team members what to do and when to do it. Telling leadership is intended as an early step in the development of a team, and it should be done in a guiding way so that the team members can actively learn from the leader, making telling leadership redundant in the future.

Telling leadership is the most task-focused leadership style in the Situational Leadership Model. As the team learns and grows, the leader moves on to more advanced leadership styles. Telling leadership is similar to directive/commanding leadership regarding the detailed instructions and all decisions being taken by the leader. Telling leadership is only used in the early development of a team, and replaced by other styles as the team matures, making it very different from autocratic leadership , its cousin among behavior leadership styles. Too much of this can be detrimental for motivation, learn more here: How does Autocratic Leadership affect employee motivation?

The Selling Leadership Style

Signified by high amounts of task behavior and high amounts of relationship behavior, the selling leadership style is appropriate for teams with low skill and experience but with confidence and willingness to perform and achieve. In other situational leadership approaches, the selling leadership style is referred to as Coaching leadership. (Read our article on Coaching Leadership for inspiration.)

What is the Selling Leadership Style?

Selling Leadership is when a leader decides what, when and how to do things, but convinces and inspires the team to perform by explaining the underlying purpose. A selling leader tries to build commitment and interest and let the team members influence who should be involved in executing the decision.

The Selling leadership style, is the second phase approach in the Situational Leadership Model. Once the leader has gone through the first maturity stage with the team, where telling leadership is needed, the next step is to switch to the Selling leadership style. This style builds more engagement and continues to provide learning opportunities for the team by involving them in why decisions are made and involve them slightly more in shaping the execution of said decisions. Selling leadership is slightly more difficult to compare to other leadership styles from other theories and models. Perhaps selling leadership would correspond to a significant portion of commanding leadership with some additions of pacesetting , visionary and coaching leadership from the Goleman leadership styles .

The Participating Leadership Style

Signified by low amounts of task behavior and high amounts of relationship behavior, the participating leadership style is for skilled and experienced teams with low confidence and willingness to perform. In other approaches to situational leadership, the participating leadership style is referred to as supporting leadership or democratic leadership. (For inspiration, refer to our article on Democratic Leadership , which is also referred to as participative leadership.)

What is the Participating Leadership Style?

Participating leadership focuses more on people and alignment rather than giving detailed instructions. The team members are mature enough to execute tasks but still need the leader to drive purpose, engagement, and vision to provide alignment and context.

Participating leadership is sometimes called facilitating, or collaborative leadership, and it is the third style in the Situational Leadership model. The team has already passed through the telling and selling phases and is experienced and skilled enough to handle task execution, as long as they get the overall context and motivation from the leader. Participating leadership might seem closely related to democratic leadership , but I think coaching and visionary leadership is even more comparable. It would not be a stretch to say that participating leadership also resembles portions of transformational leadership . For tips on how to implement participating leadership, I suggest you read our article How can democratic leadership be effective?

The Delegating Leadership Style

Signified by low amounts of task behavior and low amounts of relationship behavior, the delegating leadership style is most useful for experienced and competent team members that are confident and willing to work and perform.

What is the Delegating Leadership Style?

Delegating Leadership is when a leader of a mature and experienced team focuses on building higher empowerment and autonomy within the team. The leader stands back and gets involved if the team members need it, but not for leader-initiated monitoring purposes.

The Delegating Leadership style is the most evolved style in the Situational Leadership model. It is the last phase in developing the team, and it compares well to a Transformational or Visionary leadership style where the leader can truly focus on the big items. If gone too far, a delegating leader can be seen as uncaring or absent, similar to laissez-faire leadership .

Here are the combinations of leadership styles for each follower group, along with a description of what each leadership style entails.

Situational Leadership Model: Follower and Leadership Style Chart

In situation S1, the followers have low capability and confidence, and the leader needs to be telling them what to do. This low maturity level describes two types of employees. Firstly, young, inexperienced employees needing the telling leadership style because they are both incapable and unwilling. On the other hand, this low maturity level can also apply to existing employees unfamiliar with a specific task or project, thereby needing additional support and guidance.Hersey and Blanchard also consider the maturity level of each team member. They describe four levels of maturity (X1, X2, X3, and X4), with X1 being the lowest level and X4 being the highest level. X signifies M, R, or D, depending on the age and version of situational leadership being used. In this article, I will use S moving forward.

S2 involves confident team members lacking capability, so they need selling to make them willing to try. Employees at this maturity level can be as inexperienced as those at the S1 level, but they are willing to learn and perform. This readiness means that they benefit most from the selling leadership style.

S3 – As the team members improve their capabilities, S3 is reached, requiring participation from the leader to move the team to even higher levels. The S3 group has employees who have most of the skills to do their work well but may need a bit more guidance on the big picture to build further confidence. They’re also highly engaged and ready to get things done. The participative leadership style works best with this group.

S4 – The most mature team members, situation S4, are very capable, confident, and willing, so they need less support from the leader, who can resort to delegation. These employees are furthermore committed enough to work autonomously. The delegating leadership style works best with the S4 employee.

The Situational Leadership Model shows how the leader should move back and forth between different proportions of relationship orientation and task orientation as the team and the situation develops. The team can digress and go from S4 to S3 as well, etc., depending on the developments. One should always be careful with skipping ahead a step, such as going from situation S1 to S4 immediately, since the team’s capability, experience, and confidence need to develop through the stages of S2 and S3 before reaching enough maturity for S4.

Pros of the Situational Leadership Model

The advantages of the Situational Leadership Model are:

1. It uses multiple leadership styles

Too often, leadership is approached from a one-size-fits-all perspective. All organizations have diverse individuals with different needs, skills, and interests. The adaptive approach of the Situational Leadership Model allows the leader to move fluidly from one leadership style to the next so that these diverse team members are met based on each team member’s maturity level.

 2. The central focus on relationships leads to a motivated workforce

A situational leader takes the time to understand each team member to use the most appropriate leadership style for each of them. Relationship building is a central theme for this leadership style, which leads to a more motivated workforce and a better work environment.

3. Problems can be quickly identified

It is important for situational leaders to develop a deep understanding of each employee’s maturity level and competencies. Building this awareness also increases the leader’s empathy and ability to identify the root causes of problems on an individual level. This insight enables quick and early assessment of problems.

Cons of Situational Leadership

The disadvantages of the Situational Leadership Model are:

1. Not all leaders can adapt and switch between styles

Many leaders lack the situational awareness required to know which leadership style to use. On top of that, many leaders have a dominant leadership style that they rarely stray far away from. This is especially true for autocratic task-oriented managers.

2. Long-term goals are not a strong priority

The Situational Leadership Model focuses on what the team needs now rather than the organization’s long-term objectives the way transformational or visionary leadership does. This short-sighted outlook can result in missed opportunities.

3. It can be difficult to pinpoint a team member’s maturity level

Many leaders lack the Emotional Intelligence required to judge the maturity of each team member appropriately. There is also a risk that a maturity situation does not fully match any of the Situational Leadership Model’s predefined maturity levels. The model assumes, for instance, that an emotionally strong employee is also adequately experienced and skilled to take greater job responsibilities. However, that may not be the case.

4. Shifting from one leadership style to the next can be confusing

Changing leadership styles can be a major adjustment for team members as well as the leader. It can cause confusion and uncertainty in what to expect from the leader. It can also lead to the team questioning the leader’s approach and negatively impact the relationships the leader has worked so hard to build.

As mentioned earlier in this article, moving from a telling leadership style directly to a delegating leadership style can result in team members being very confused. They were accustomed to running everything by the leader and are now required to do the work completely on their own. Hence, it is better to move through the sequence of situations and let the team develop and mature in the process.

Consequently, the leader has to approach a change in leadership style strategically. It’s not about getting up one day and deciding, “Hey! I need to change to delegating leadership today.” It’s a gradual process that works best when the leader effectively communicates the need for each change with the team or team member.

1. Know your dominant leadership style

One way to develop the required fluidity is to know yourself and any dominant leadership style. Knowing your baseline makes it easier to change between other styles and realizing when you are slipping back into that dominant style.

2. Be flexible

Change is a natural part of situational leadership in general and the Situational Leadership Model in particular. Therefore, you should be flexible enough to meet each change as it comes. Rigidity and adherence to the status quo will block or slow down development and the switch to the next phase.

3. Build trust with your team

Situational leadership will only work if your team trusts your ability to lead. The team members also need to trust that you have their best interests at heart. Trust fuels strong teams and makes situational leadership more agile and effective.

4. Prepare to coach

Maturity, competence, and organizational context determine the most suitable leadership style for each team member. Your responsibility is to apply the right strategy to develop each team member’s character, skills, and competencies. You are coaching each person towards job success.

(Join our newsletter and get a free copy of our E-book “7 Tips on How to Improve Your Emotional Intelligence” by clicking here: Newsletter Emotional Intelligence E-book .)

As a CEO, I can relate a lot to the Situational Leadership Model, although I didn’t know about this theory until a few years ago.

I recognize the phases of maturity and leadership behaviors many teams I have developed during my career, both as a leader and as a team member. Even in a skilled and experienced team, a new leader might have to use stronger task behavior initially to get things moving in the desired direction. This can lead to early results, making it even easier to “sell” things further to the team, building engagement and commitment. As cohesion and commitment builds, the entire team starts moving in the same direction, with the leader participating along the way. In the end, the team members guide themselves and each other as well as holding each other accountable, enabling the leader to take a step back and become more delegating. My practical experience makes me convinced that the Situational Leadership Model works.

The problem I have with the Situational Leadership Model is that it follows a timeline to a certain degree, and that it builds on assumptions of general team maturity, which is rarely the case. Let me expand on both concerns.

In one of my leadership roles, I headed a management team of about ten people. Half of them were very experienced and had been in the same or very similar roles for five to ten years. Furthermore, those five people had worked together in the same team for a long time and knew each other in-depth. The other five had been in the company between zero to three years, and some of them were new to the industry.

Among ten senior leaders, which they all were, you have some very confident people and some less secure people. You will also have skilled and experience people, and the ones who lack in task knowledge but are simply good at leading. You have people outspoken people that are easy to read, and you have silent people who do not disclose their opinions easily.

By the way, did I mention that we had five different nationalities on the team?

Some members were in S1, some in S2, and about five of them were in S3, of which one might be on the cusp of entering S4. We were all one management team, so I can only use the different styles to a certain degree. It would be disrespectful to be “telling” one of the VP’s and participating with another. I can’t use telling leadership with all of them since half the team would feel disrespected, mistrusted, and disengaged. I could go on for half a page but I think you get my point. Similar problems apply to the timeline as well as the maturity: how to bring a team from S3 to S4 if two out of ten members joined up last month? Do you hold back the rest of the team until these two catch-up, or?

The Situational Leadership Model will be much easier if you have a team where all the team members are rather similar, and you can develop that group through the phases. In those cases, it seems like close to a perfect model in my book. TO my understanding, although the distinction is unclear, it seems like SLii is more focused on the individuals than the team, which means it should be less problematic in my view.

You might be wondering how I work with leadership styles if not using the Situational Leadership Model? I definitely use contingency-based situational leadership, but I prefer using a model where time and sequence are less of a concern. My favorite model also brings six leadership styles rather than four to my leadership toolbox. I have used the Six Leadership styles by Daniel Goleman successfully for years, and that system served me well in the situation I described above. With the Goleman model, I used visionary leadership to sell the entire group on our future, pacesetting to create a sense of urgency, and the democratic leadership style to form decisions and engagement from the whole team. On top of this, I used affiliative leadership , coaching leadership , and directive/commanding leadership in different doses on a one-to-one basis with each team member. Perhaps needless to say, the newer members needed more coaching and directive leadership than the more experienced ones.

Jack Stahl and Dwight D. Eisenhower are examples of Situational Leaders.

Jack Stahl – Former President of Coca-Cola

Jack Stahl is best known for his situational leadership as President of Coca-Cola between 1978 and 2000. He even wrote a book on leadership entitled “Lessons on Leadership: The 7 Fundamental Management Skills for Leaders at All Levels”. In an interview with Matthew Prewitt , Stahl states that “The most common leadership deficiency is an inability or unwillingness to focus on the details needed to implement any strategic approach. The best leaders are “situational” — they can step into any circumstance and recognize whether they need to engage at the strategy level or dive into the nitty-gritty.”

General Dwight D. Eisenhower – Former U.S. President and Allied Commander WWII

General Eisenhower showed several situational leadership behaviors during world war II. Telling in terms of giving actual orders and Selling in terms of making others believe they could win the war. As a skilled diplomat, General Eisenhower used participating leadership when involving politicians and officers from several branches and nations to participate in creating and executing the military strategy. Last but not least, delegating leadership was needed when it came to trusting and empowering his commanders to act on a tactical basis.

Further Reading

Get our leadership theories e-book called Leadership Origins , which contains in-depth information on ten impactful and well-renowned leadership theories. Great reference material for students, and an awesome learning experience for managers and aspiring leaders.

Other articles here at leadershipahoy.com that might interest you are:

Leadership Styles overview

Leadership Styles by Goleman

As well as all the other articles of course, feel free to explore the site through our menu system at the top.

External sites:

Read more about Situational Leadership at www.situational.com , and about the Blanchard version called SLii at www.kenblanchard.com .

Situational Leadership is a registered trademark, refer to www.situational.com for more information.

https://www.kenblanchard.com/Products-Services/Situational-Leadership-II https://medicine.hofstra.edu/pdf/faculty/facdev/facdev-clinical-blanchard.pdf “A Handbook of Leadership Styles”, Demirtas and Karaca, Cambridge Scholars Publishing. https://com-peds-pulmonary.sites.medinfo.ufl.edu/files/2014/01/Hanke-Situational-Leadership.pdf https://online.stu.edu/articles/education/what-is-situational-leadership.aspx https://www.strategy-business.com/article/li00042?pg=all https://www.researchgate.net/publication/323394174_Situational_Leadership_and_Its_Effectiveness_in_Rising_Employee_Productivity_A_Study_on_North_Lebanon_Organization#references

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Situational Leadership®: What it is and how to build it

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What is Situational Leadership ® ?

Understanding the Situational Leadership ®  model

What are the four styles of Situational Leadership ® ?

What are some examples of when a situational leadership ® style might best be used, what are the qualities of a situational leader.

What are some Situational Leadership ® examples?

Why is Situational Leadership ® effective?

What are the disadvantages of situational leadership ® .

Situational Leadership ® examples are all around you.

Just think back to early in your career.

Did you have a manager who explained things to you , guided you, and helped you in your role? When you didn't have much experience, this type of management style could have been instrumental to your success and career growth .

Fast forward to later in your career. You've gained the knowledge, skills , and expertise to fulfill your role and meet your goals with ease . In this scenario, you appreciate a manager that takes a more hands-off approach. One who empowers you to make your own decisions.

Different levels of expertise require different management styles . So, too, can different situations or tasks. A manager might let a high performer  take charge of their own project. In contrast, a high-profile project or a crisis might dictate that a manager gets more involved.

Today’s fast-changing business environment requires managers to take a nimble and situational approach to whatever is arising in their:

• Work environment
• Organization

That’s the goal of the Situational Leadership ® model.

Let’s discuss the importance of the Situational Leadership ® model and explore some real-world examples.

What is Situational ® Leadership?

Any great leader knows there are a lot of variables to consider when you work with a team. Each individual has their own:

• Background  
• Personality
• Learning style 

Thinking about how we adjust our style in response to these variables is how we define a Situational Leadership ® leader.

Situational Leadership ® means adapting your leadership style to each unique situation or task to meet the needs of the team or team members.

Ken Blanchard and Paul Hersey developed the Situational Leadership ® Theory in 1969. They believe that there is no “one size fits all” leadership style. Later, it was named the Situational Leadership ® model because it provides a framework for leaders to diagnose the Performance Readiness ® level of an employee or team to perform a specific task. Once this is determined, they can adapt their leadership approach accordingly.

54 percent of leaders use only one leadership style, regardless of the situation, which means that 50 percent of the time, leaders are using the wrong leadership style to meet the needs of their people.   Ken Blanchard, Author of The One-Minute Manager

Understanding the Situational Leadership ® model

Situational Leadership ® can help managers better adapt to their work environments  and to the people they lead. The ability to adapt your leadership style is a vital skill every aspiring leader should master on their development journey .

The Situational Leadership ® model considers an employee's Performance Readiness ® level, which is their ability and willingness to perform a specific task. These can vary across different challenges  and performance areas. It also considers the amount of direction and support required from the leader .

This flexibility allows leaders to meet each situation with the leadership style that will empower their employees  and bring out the best in them.

Let’s look at an example of how the Situational Leadership ® model can be applied in the workplace.

Say you’ve got an employee under your wing that’s brand new to the company. You conclude that this new employee has little experience or expertise. In response to this, you adapt your style of leadership accordingly.

For example, instead of delegating tasks to them, you take your time and show them how to perform a task. You’ll also want to supervise them more to make sure they’re on the right track. When they gain experience and can perform the task at an acceptable level, you’ ll change your leadership style to match their new level of Performance Readiness ® for that task.

Not sure how to do this yet? Leadership coaching  can help you become a better leader no matter what leadership style you choose.  

The Situational Leadership ® model have four leadership styles. Each of these may be used, depending on the Performance Readiness ® of the team or team member performing a task .

1. Telling (S1)

Telling, or directing, is useful when a team or team member requires close supervision and regular guidance. The leader makes decisions and directs the team or team memb ers by providing high directive behavior and low supportive behavior for the task at hand. This can include providing instructions to novice team members or taking charge in an emergency .

2. Selling (S2)

Selling, or persuading , is useful when a team or team member is unable but they are willing to perform the task. The leader provides two-way communication and reinforces small successes to boost the team or team member’s participation.   Leaders using this style may help team members develop or improve their skills . This style can also encourage buy-in to a larger vision.

3. Participating (S3)

Participating, or sharing, is useful when a team or team member has the ability required to perform the task but lacks confidence or is unwilling. Leaders adopt a more democratic leadership style , letting their teams provide input in their areas of expertise, and compliment work to increase confidence.

4. Delegating (S4)

Delegating is useful  when a team or team member has a high level of ability, confidence ,  and is self-motivated . Leaders leveraging this style will:

• Set a vision
• Outline desired outcomes
• Grant clear authority

They will then take on a more supportive behavior, getting out of the way and letting their team take over.

These Situational Leadership ® styles are most effective when aligned with the matching Performance Readiness ® level of the team members for performing the specific task.

Unable and Insecure or Unwilling (R1)

These are developing team members who may not yet have the specific skill set required for a task, and are insecure or unwilling. This might call for a more directive style (S1) in which the leader tells the employee what to do, how, and when to do it.

What can help? Connect them to more experienced peers  and side-by-side direction to speed up skills development.

Unable but Confident or Willing (R2)

These are team members who may have some skills  but not at the level required to be successful in performing a task. They also aren’t fully engaged  in the mission. This often calls for a leadership style where   the leader coaches team members in problem-solving and engages them in the process (S2).

What can help?  Show commitment by recognizing their specific contributions and supporting their development needs .

Able but Insecure or Unwilling (R3)

These team members are highly skilled and sometimes have more expertise than the leader in their field. However, they may be experiencing a lack of confidence or insecurity around performing a particular task on their own for the first time.

The most appropriate leadership style to use here is one that supports team members  and encourages risk-taking (S3). The skills and knowledge of the team can be applied to the challenge at hand.

What can help?  Tap into a team member’s desire for impact and sense of meaning or purpose.

Able and Confident and Secure (R4)

These developed team members are highly skilled, often more so than the leader, and they have a high level of confidence and commitment. The leadership style that best supports this situation is delegation (S4). The leader empowers team members  to work independently toward achieving agreed-upon goals .

What can help?  Share more about organizational goals so team members can make more informed decisions.

Leaders may have a “comfort zone” or a natural tendency toward a particular management style. So might the organization. This can make it challenging to develop the full scope needed to be an effective Situational Leader.

It’s important for leaders to stretch this way, though. Different situations require different leadership styles to bring out the best results. Like we need many tools to build a house, we need multiple leadership approaches to meet the challenges of today’s changing work environment. It often takes conscious effort to develop these skills.

That said, at their core, the best situational leaders share some common qualities. A great leader should develop the following Situational Leadership ® qualities :

1. Flexibility

A situational leader  pays close attention to the changing needs  of the team, task, and organization. They adjust their leadership style as needed to bring out the best in team members and ensure successful outcomes.

2. Active listener

To understand what’s going on and meet their team’s needs, a situational leader must leverage their active listening skills . They must be patient and take the time needed to fully understand and know their team.

3. A clear sense of direction

Situational leaders must be effective at providing the level of support and direction team members need. They must know where the team needs to go and what the right next step is to get there.

4. The ability to encourage participation

Situational leaders engage in behaviors that create psychological safety . They provide opportunities for team members to share their thoughts, experiences, and input. They also have the skills required to effectively delegate authority to team members as appropriate.

5. Coaching skills

To be most effective, situational leaders need to develop their ability to coach at a wide range of developmental levels. This skill allows them to meet team members where they are and support them in getting where they need to be.

What are some Situational Leadershi p ® examples?

Leaders such as US President Dwight D. Eisenhower, General Colin Powell, Head Coach John Wooden, and Head Coach Patricia Susan Summit can all attribute at least a part of their success to the use of a Situational Leadership ® style.

Let’s look at each of these leaders in detail.

Dwight D. Eisenhower

Dwight D. Eisenhower was the supreme allied commander during World War II . He then became the President of the United States. His success in each of these roles is often attributed to his ability to leverage different leadership styles in each situation.

During the war, he became known for his ability to balance  “the interests and egos of a galaxy of generals and political leaders.” He was also known to walk among the troops, shaking hands and boosting spirits .

His ability to adapt  to various situations and people helped him become a great diplomat and leader.

Colin Powell

Colin Powell is a former:

• General in the US Army 
• Secretary of state
• National security advisor
• Chairman of the Joint Chiefs of Staff

His roles have dictated that he be a decisive leader, and his military rank assumes that his subordinates follow orders.

Still, he believed in taking a Situational Leadership ® approach with his commanders in the army. He recognized that everyone he worked with had different:

• Experience levels
• Skills 

He shares , “I am a situational leader, and I adjust my style, within limits, to the strengths and weaknesses of my subordinates”. Powell further explains that he understands each human is different, and that the best leaders are those who can figure out how to get the best out of each individual.

John Wooden

John Wooden is the former UCLA men’s basketball coach . Many considered him one of the best in American history. Under his leadership, the Bruins won 10 championships, seven of them consecutive. They managed an 88-game winning streak over three seasons, despite having a team that was constantly changing.

Wooden’s ability and willingness to adjust his leadership style to adapt to the changing team dynamics and needs of his players can be summed up in his quote: “When you’re through learning, you’re through.”

Pat Summitt

Patricia Susan Summitt was head coach  of the University of Tennessee Lady Volunteer basketball team for 38 years. She was named the 11th greatest coach — of any sport — of all time .

Her college basketball team won eight national titles and over 84% of games over her 38-year career as head coach. She was also named head coach of the USA Basketball Women’s National Team that brought home the gold medal from the 1984 Olympics.

She accomplished this by:

• Setting high standards for her team members
• Getting to know each one
• Pushing them to their personal limits

The Situational Leadership ® model is is a framework that can be used by leaders to assess, adjust and adapt the leadership style to meet their employee’s ability and willingness to complete an assigned task . Leaders apply the model by matching the appropriate leadership style with the Performance Readiness ® level for a team member’s assigned task that will achieve and support success.

Situational leaders tend to stay in close communication  with team members. This helps them build strong relationships with the team. As a result, it creates a better work environment in which employees feel valued as individuals.

Like all leadership styles, there can be some disadvantages to Situational Leadership ® :

• It can create confusion. Depending on how a situational leader communicates, this leadership style can cause confusion within teams and organizations. This happens if employees perceive the leader to be inconsistent in their leadership approach.
• It is  typically focused on short-term goals. Situational leaders tend to respond to what is arising in the present moment. This can cause a disconnect from the larger vision. Good leaders will take this into account and keep long-term goals in sight, even when handling short-term issues.
• It  risks putting too much responsibility on the leader. Situational Leadership ® requires the ability to discern and assess what’s needed in any given situation. This allows the leader to respond appropriately.

When evaluating the competence of each team member, leaders may not have all the knowledge needed to make an accurate assessment. They may even be misled, especially if an employee is trying to appear knowledgeable.

Sometimes leaders confuse emotional maturity  and confidence with experience-based maturity and competence.

Final thoughts on Situational Leadership ® examples

Can you think of any Situational Leadership ® examples you’ve come across in your career?

If you can, chances are, this type of leader made you feel supported and valued. The ability to adapt to different people and situations can make for a more versatile leader who does well in a diverse team .

But that’s not to say that other types of leadership can’t work. Every leader, as every team member, is different. Every leader has their own style, strengths, and weaknesses.

Sometimes, being aware of the different styles can make a leader more aware of their own. They can even borrow bits and pieces from each style to improve their leadership skills.

Becoming a better leader can benefit your career, team, and organization. If you’re determined to grow as a leader and individual, a BetterUp coach can help. Schedule a customized demo  today.

Situational Leadership® and Performance Readiness® are registered trademarks of Leadership Studies, Inc. dba The Center for Leadership Studies. Copyright ©2015, Leadership Studies, Inc. All Rights Reserved.

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Coercive power at work: Examples, implications, and more

Refine your approach with these 7 leadership theories, are people born leaders debunking the trait theory of leadership, types of leadership styles to maximize your team's potential, it depends. understanding the contingency theory of leadership, what is a leadership development program and why do you need one, how to tap into heart and soul to lead with more charisma, what is organizational leadership and why is it important, what makes an inclusive leader these 6 behaviors are a good start, similar articles, empathetic leadership: are empathetic leaders born or made, what is inner work® it’s the key to being a better leader, coaching leadership style: examples and skills to get started, principles and examples of adaptive leadership, leadership activities that encourage employee engagement, professional leadership skills to incorporate on your resume, stay connected with betterup, get our newsletter, event invites, plus product insights and research..

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Understanding the Situational Leadership Model: A Guide for Project Managers

June 11, 2023 - 7 min read

Project managers face numerous challenges in leading their teams to success. One leadership approach that has gained popularity is the Situational Leadership Model. This guide will provide project managers with a comprehensive understanding of this model and how it can be applied effectively in their project management roles.

Introduction to Situational Leadership

The Situational Leadership Model is a leadership theory developed by Paul Hersey and Ken Blanchard in the 1970s. It is based on the premise that effective leadership is not a one-size-fits-all approach, but rather depends on the specific situation and the development level of the team members. This model emphasizes the importance of adapting leadership styles to meet the needs of individual team members. Furthermore, it identifies four specific leadership styles: Directing, Coaching, Supporting, and Delegating. These styles are matched with different levels of team member development to maximize team performance.

The Importance of Situational Leadership in Project Management

Project managers play a critical role in guiding their teams through the complexities of project execution. In project management, tasks can vary greatly in terms of complexity and novelty, requiring project managers to adapt their leadership styles accordingly. Situational Leadership allows project managers to build strong relationships with their team members and provide the right level of support and guidance based on their development levels.

When managing a project, project managers encounter team members with varying levels of experience and expertise. Some team members may be seasoned professionals, while others may be new to the field. By utilizing the Situational Leadership Model, project managers can identify the development level of each team member and adjust their leadership style accordingly.

The Four Styles of Situational Leadership

The Situational Leadership Model categorizes leadership styles into four distinct approaches. These styles are used by project managers to effectively lead and guide their teams in different situations, based on the competence and commitment levels of team members.

Directing Style

The Directing Style is characterized by a high level of control and supervision. It is most appropriate when team members have low competence and commitment levels. In this style, the project manager provides clear instructions, closely monitors progress, and makes decisions on behalf of the team.

Imagine a project manager leading a team of new employees who are fresh out of college. These team members may have the necessary theoretical knowledge but lack practical experience. In this situation, the project manager would use the directing style to provide step-by-step instructions, closely guide their progress, and make decisions for them to guarantee the project's success.

Coaching Style

The Coaching Style is employed when team members have some competence but lack commitment. Project managers using this style focus on providing guidance and mentoring to improve team members' skills and commitment. They encourage two-way communication and actively involve the team in decision-making processes.

Consider a project manager leading a team of experienced professionals who are new to a specific technology or methodology. These team members have the competence but lack the commitment to fully embrace the change. In this situation, the project manager would adopt the coaching style, providing guidance, and mentorship, and creating an environment where team members can openly share their concerns and ideas. This approach helps in building their commitment and enhancing their skills.

Supporting Style

The Supporting Style is suitable for team members with high competence but low commitment. Project managers using this style empower the team members to take ownership of their work by providing necessary resources and removing obstacles. They act as a mentor and facilitator, offering support and encouragement.

Think of a project manager leading a team of skilled and experienced professionals who are working on a project that they find uninteresting or not aligned with their personal goals. Although these team members have the necessary competence, their commitment may be low. In this situation, the project manager would adopt the supporting style, providing the necessary resources, removing any obstacles that hinder their progress, and acting as a mentor to keep the team motivated and engaged.

Delegating Style

The Delegating Style is employed when team members have both high competence and commitment levels. In this style, project managers provide minimal supervision and allow team members to take responsibility for their own work. They provide support and resources, but give team members the freedom to make decisions and solve problems independently.

Consider a project manager leading a team of highly skilled and experienced professionals who have a strong commitment to the project's success. In this situation, the project manager would adopt the delegating style, trusting the team members to take ownership of their work. The project manager provides the necessary support, resources, and guidance whenever needed, but allows the team members to make decisions and solve problems independently. This approach not only empowers the team members but also fosters a sense of ownership and accountability.

Understanding the Situational Leadership Theory

Leadership theories provide valuable frameworks for understanding and practicing effective leadership. One such theory is the Situational Leadership Model, which emphasizes the importance of adapting leadership styles to match the development levels of team members. By understanding the concept of development levels, leaders can effectively guide and support their teams.

The Development Levels in Situational Leadership

The first development level, known as D1 or Low Competence, Low Commitment, represents team members who are new to a task or role. At this stage, individuals require significant direction and support from their leaders. It is crucial for leaders to provide clear instructions and closely supervise the work of team members at this level to ensure their success.

As team members acquire some skills and knowledge, they progress to the second development level, D2 or Some Competence, Low Commitment. At this stage, team members have developed basic competency but still lack the confidence or motivation to perform effectively without guidance. Leaders must adopt a coaching approach, providing encouragement, feedback, and guidance to help team members build their confidence and motivation.

With further development, team members reach the third level, D3 or High Competence, Variable Commitment. At this stage, team members have gained the necessary skills and knowledge to perform their tasks effectively. However, their commitment levels may vary depending on the specific task or situation. Leaders must adopt a supporting style, providing the necessary resources and encouragement to maintain high commitment levels and ensure continued growth.

The final development level, D4 or High Competence, High Commitment, represents team members who are fully capable and motivated to perform without the need for close supervision or support. At this stage, leaders can adopt a delegating style, empowering team members to take ownership of their work and make independent decisions. This style fosters a sense of autonomy and allows team members to utilize their expertise to achieve exceptional results.

Benefits of Applying the Situational Leadership Model

Applying the Situational Leadership Model brings numerous benefits to project managers and their teams.

Increased Team Efficiency

By providing the right level of leadership support and guidance, project managers can enhance team performance and efficiency. Situational Leadership ensures that team members receive the appropriate direction, coaching, support, or freedom to excel in their respective roles.

Improved Communication

Situational Leadership promotes open and effective communication between project managers and team members. It encourages dialogue and two-way feedback, fostering a collaborative and transparent work environment. Strong communication enables project managers to understand team member needs and provide the necessary support.

Enhanced Employee Development

One of the key benefits of the Situational Leadership Model is its focus on individualized development. By taking into account the unique skills, knowledge, and motivation levels of each team member, project managers can create tailored development plans. This approach fosters continuous learning and growth, improving employee satisfaction and retention.

Understanding the Situational Leadership Model is essential for project managers aiming to lead their teams effectively. By adapting their leadership styles to match the development levels of team members, project managers can create a supportive and empowering work environment, leading to project success and high team performance.

Understand and implement the Situational Leadership Model more effectively with Wrike's comprehensive project management features. Sign up for a free trial and unlock new leadership potential in your projects. Note: This article was created with the assistance of an AI engine. It has been reviewed and revised by our team of experts to ensure accuracy and quality.

Occasionally we write blog posts where multiple people contribute. Since our idea of having a gladiator arena where contributors would fight to the death to win total authorship wasn’t approved by HR, this was the compromise.

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Implementing the Situational Leadership Theory in Project Management

In the ever-evolving world of project management, effective leadership is a crucial factor in achieving the success of any endeavor. One leadership theory that has gained traction in recent years is the Situational Leadership Theory. This theory recognizes that different situations require different leadership styles and that effective leaders are those who can adapt their approach to suit the needs of their team. In this article, we will explore the basics of Situational Leadership Theory, its importance in project management, steps to implement this theory, real-world case studies, and challenges associated with its implementation. Understanding the Basics of Situational Leadership Theory Developed by entrepreneur Paul Hersey and writer Kenneth Blanchard, the Situational Leadership Theory is based on the premise that there is no one-size-fits-all approach to leadership. Instead, it emphasizes the importance of adjusting leadership behaviors based on the maturity level of the team members and the specific task at hand. Leaders who can effectively diagnose the development level of their team members and apply the appropriate leadership style are more likely to achieve positive outcomes. The Four Leadership Styles in Situational Leadership Theory Based on the staff's development level, leaders can adopt one of four leadership styles: directing, coaching, supporting, or delegating. Each style is tailored to the specific needs of the team members, ensuring that their growth and success are maximized. Directing: Appropriate when team members are low on both competence and commitment. In such situations, leaders take a more hands-on approach, providing explicit instructions and closely monitoring progress.  Coaching: Suitable when team members have low competence but high commitment. In this style, leaders focus on both task accomplishment and personal development. They provide guidance and support, offering constructive feedback and helping team members enhance their skills.  Supporting: Perfect for team members with high competence but low commitment. In this style, leaders facilitate and empower the team, providing support and encouragement.  Delegating: For team members who have high competence and high commitment. In this style, leaders allow the team to take ownership and make decisions autonomously.  The Importance of Situational Leadership in Project Management Effective project management relies on leaders who can maximize team performance, facilitate effective communication, and promote flexibility and adaptability.  Enhancing Team Performance By adapting leadership styles based on the development level of team members, project managers can provide the necessary guidance and support for individuals to reach their full potential. This approach boosts team performance by tailoring leadership behaviors to the specific needs of each team member. Let's consider a project manager who has a team consisting of both experienced professionals and new recruits. The experienced professionals may require less direction and guidance, as they have a high level of competence and commitment. On the other hand, the new recruits may need more support and clear instructions to build their skills and confidence. By using situational leadership, the project manager can adjust their leadership style accordingly, providing the appropriate level of guidance to each team member. This not only helps the new recruits develop their skills but also allows the experienced professionals to work autonomously, leading to improved overall team performance. Facilitating Effective Communication Communication is paramount in project management. Situational Leadership Theory encourages leaders to adjust their communication style to align with the competence and commitment of team members. By doing so, leaders can see to it that messages are conveyed effectively and understood by all team members, resulting in improved collaboration and productivity. Consider a project manager who is leading a team with members from different cultural backgrounds. Each team member may have different communication preferences and styles. Some may prefer direct and concise communication, while others may prefer more detailed and contextualized information. By using situational leadership, the project manager can adapt their communication style to meet the needs of each team member, so that information is effectively transmitted and understood by all. This fosters a positive and inclusive team environment, where everyone feels heard and valued, leading to enhanced team collaboration and ultimately, project success. Promoting Flexibility and Adaptability Projects often encounter unexpected challenges and changes. Leaders who embrace Situational Leadership Theory are better equipped to adapt their approach and guide their team through turbulent times. This flexibility ensures that projects remain on track and objectives are met, ultimately leading to project success. Imagine a project manager who is leading a team working on a complex software development project. Midway through the project, a critical software bug is discovered, requiring immediate attention and a change in the project plan. A project manager who practices situational leadership can quickly assess the situation, gather input from team members, and adapt the project plan accordingly. They may assign additional resources to fix the bug, rearrange priorities, or modify timelines to accommodate the change. By being flexible and adaptable, the project manager can effectively navigate through unexpected challenges, so that the project remains on track and objectives are met. Steps to Implement Situational Leadership Theory in Project Management Below are several key steps: Assessing the Team's Competence and Commitment To effectively apply Situational Leadership Theory, project managers need to assess the competence and commitment levels of their team members. This assessment can be done through various methods, such as individual interviews, skills assessments, and feedback sessions. During individual interviews, project managers can have one-on-one conversations with team members to understand their strengths, weaknesses, and areas for improvement. They can conduct skills assessments to objectively measure the technical abilities of team members via tests, simulations, or practical exercises. Lastly, feedback sessions provide an opportunity for project managers to gather insights from team members about their level of commitment and motivation, through open discussions, surveys, or anonymous feedback forms. Identifying the Appropriate Leadership Style Once the team's competence and commitment levels have been evaluated, project managers can determine the most suitable leadership style for each team member. The goal is to match the leadership style to the development level of the individual, so that the team member receives the necessary guidance and support to succeed. There are four main leadership styles in Situational Leadership Theory: directing, coaching, supporting, and delegating. They are described above, in the section titled The Four Leadership Styles in Situational Leadership Theory. Applying the Chosen Leadership Style After identifying the appropriate leadership style, project managers must implement it effectively. This involves communicating expectations, providing resources and support, and monitoring progress. Regular feedback and coaching sessions can also help team members develop and grow. When applying the chosen leadership style, project managers need to clearly communicate their expectations to team members. This includes defining project goals, outlining roles and responsibilities, and setting performance standards. Managers must also provide the necessary resources and support to enable team members to succeed. This can include providing access to training and development opportunities, allocating sufficient time and budget for project tasks, and offering guidance and assistance when needed. Lastly, project managers should regularly monitor the progress of team members and provide feedback to help them improve. This can be done through performance evaluations, progress reports, or informal check-ins.  Case Studies of Situational Leadership in Project Management Here are two case studies that illustrate the inclusion of situational leadership in project management. Case Study 1: Tech Industry In a technology company, a project manager utilized Situational Leadership Theory to manage a team of software developers. By identifying the competence and commitment levels of each team member, the project manager was able to adjust their leadership style accordingly. This resulted in increased collaboration, improved technical skills, and higher motivation among team members, leading to the successful completion of the project within the specified time frame. Case Study 2: Construction Industry In a construction project, a project manager applied Situational Leadership Theory to effectively guide a diverse team of skilled laborers. By recognizing the development level of each individual and adapting the leadership style accordingly, the project manager made sure that all team members understood their roles and responsibilities. This created a positive working environment, increased productivity, and minimized rework, resulting in the timely completion of the project and high client satisfaction. Challenges and Solutions in Implementing Situational Leadership Here are several obstacles in implementing situational leadership, along with tactics to overcome them. Common Obstacles in Applying Situational Leadership Implementing Situational Leadership Theory may encounter a few challenges. Some team members may resist changes to their preferred leadership style, or there may be a lack of understanding or awareness about the theory. Additionally, time constraints and resource limitations can pose obstacles to the effective implementation of Situational Leadership Theory in project management. Effective Strategies to Overcome Challenges To overcome these challenges, project managers can invest in training and development programs for both leaders and team members, promoting a shared understanding of Situational Leadership Theory. Clear communication and regular feedback can help address resistance and build trust among team members. Additionally, project managers can allocate sufficient time and resources to confirm that the theory is implemented effectively and seamlessly. Ultimately, implementing the Situational Leadership Theory in project management can greatly enhance team performance, facilitate effective communication, and promote flexibility and adaptability. By understanding the basics of this theory, recognizing its importance, and following the steps to implementation, project managers can create a supportive and productive environment that drives project success. While challenges may arise, with effective strategies, these challenges can be overcome, and the benefits of Situational Leadership Theory can be realized. Enhance your project management skills by effectively implementing the situational leadership theory with Wrike. Start a free trial and lead your team with adaptability and sensitivity. Note: This article was created with the assistance of an AI engine. It has been reviewed and revised by our team of experts to ensure accuracy and quality.

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Hersey-Blanchard Situational Leadership Model

The Hersey-Blanchard Situational Leadership Model (SLM) is a widely recognized leadership theory developed by Paul Hersey and Ken Blanchard in the late 1960s and early 1970s. This model emphasizes the importance of adapting leadership styles to suit the developmental level of followers, proposing that effective leadership is contingent upon the readiness and competence of subordinates.

Table of Contents

Core Concepts and Development

Core principles:.

• Leadership Flexibility: The SLM asserts that effective leaders are flexible and adaptable, capable of adjusting their leadership styles based on the readiness level of their followers.
• Developmental Continuum: The model posits that individuals progress through four stages of development—telling, selling, participating, and delegating—each requiring different levels of direction and support from leaders.

Development:

• The SLM was initially proposed by Paul Hersey in his 1969 book “Situational Leadership and Management: A Contingency Approach,” which outlined the core principles of the model .
• Ken Blanchard later collaborated with Hersey to refine and popularize the model , co-authoring the seminal book “Management of Organizational Behavior: Utilizing Human Resources” in 1982.

Key Components of the SLM

1. leadership styles:.

• Telling (S1): High task orientation, low relationship orientation.
• Selling (S2): High task orientation, high relationship orientation.
• Participating (S3): Low task orientation, high relationship orientation.
• Delegating (S4): Low task orientation, low relationship orientation.

2. Developmental Levels:

• D1: Low competence, high commitment.
• D2: Some competence, low commitment.
• D3: Moderate to high competence, variable commitment.
• D4: High competence, high commitment.

Practical Applications

Leadership effectiveness:.

• The SLM helps leaders match their leadership styles to the developmental levels of their followers, enhancing communication, motivation, and performance.

Employee Development:

• By diagnosing the developmental level of individual team members, leaders can provide tailored support and guidance to facilitate their growth and advancement.

Change Management:

• The SLM offers a framework for managing change by recognizing the varying levels of readiness among employees and adjusting leadership approaches accordingly.

Team Dynamics:

• Leaders can use the SLM to foster collaboration and cohesion within teams, ensuring that each member receives the appropriate level of direction and support.

Criticisms and Limitations

Over-simplification:.

• Critics argue that the SLM oversimplifies the complexities of leadership and human behavior, presenting a linear and prescriptive approach to leadership development.

Lack of Empirical Support:

• Some research suggests that the SLM lacks strong empirical support, with mixed findings regarding its effectiveness in predicting leadership outcomes.

Contextual Factors:

• The SLM may not adequately account for contextual factors such as organizational culture, industry dynamics, and situational constraints, limiting its applicability in diverse settings.

Best Practices for Implementation

• Assessment: Conduct regular assessments of followers’ developmental levels to inform leadership decisions and interventions.
• Training: Provide leaders with training and development opportunities to enhance their understanding and application of the SLM.
• Flexibility: Encourage leaders to be flexible and adaptive in their leadership approaches, recognizing that one style may not fit all situations or individuals.
• Feedback: Foster open communication and feedback loops between leaders and followers to ensure alignment and mutual understanding.

Case Study: Implementation of Hersey-Blanchard Situational Leadership Model in a Tech Company

• Description : A rapidly growing tech startup is facing challenges in managing its diverse team of software developers, designers, and engineers. The company recognizes the need for a flexible leadership approach to adapt to the varying skill levels and motivation levels of its employees.
• Assessment : The company conducts an assessment of each team member’s competence and commitment level related to their roles and responsibilities.
• For employees who are new to the company or lack the necessary skills and experience (low competence, low commitment), leaders adopt a directing style, providing clear instructions and closely supervising their work.
• For employees who have some experience but may still require guidance and support (moderate competence, variable commitment), leaders adopt a coaching style, providing guidance, feedback, and encouragement to help them develop their skills and confidence.
• For employees who are experienced and self-motivated (high competence, high commitment), leaders adopt a supporting style, providing autonomy and resources while serving as a facilitator and resource for problem-solving.
• For employees who are highly skilled but may lack motivation or engagement (high competence, low commitment), leaders adopt a delegating style, providing autonomy and empowerment while monitoring progress and providing feedback as needed.
• Improved Employee Development : Leaders are better equipped to provide tailored support and guidance to employees at different stages of their development, leading to improved skills, confidence, and job satisfaction.
• Enhanced Team Performance : By matching leadership styles to employees’ needs and task requirements, teams become more effective and efficient in achieving their goals and delivering results.
• Increased Employee Engagement : Employees feel supported, valued, and empowered to take ownership of their work, leading to higher levels of engagement, motivation, and commitment to the company’s mission and objectives.
• Reduced Turnover : By providing effective leadership and support, the company reduces the risk of employee burnout, dissatisfaction, and turnover, leading to greater continuity and stability within the organization.

The Hersey-Blanchard Situational Leadership Model (SLM) offers a valuable framework for understanding and adapting leadership styles to suit the developmental levels of followers. By emphasizing flexibility, communication, and tailored support, the SLM enables leaders to effectively navigate diverse organizational challenges, foster employee development, and drive performance outcomes. While criticisms exist regarding its simplicity and empirical support, the SLM remains a widely used and influential model in the field of leadership development, providing valuable insights into the dynamic nature of leadership and human behavior.

Key Takeaways:

• Core Concepts of the SLM: The Situational Leadership Model (SLM) emphasizes leadership flexibility and the importance of adapting leadership styles based on the readiness and competence of followers. It proposes that effective leadership is contingent upon the developmental level of subordinates.
• Developmental Continuum: Individuals progress through four developmental stages—telling, selling, participating, and delegating—each requiring different levels of direction and support from leaders.
• Leadership Styles and Developmental Levels: The SLM identifies four primary leadership styles (telling, selling, participating, and delegating) and classifies followers into four developmental levels based on their readiness and competence.
• Practical Applications: The SLM is applied in various organizational contexts to enhance leadership effectiveness, support employee development, manage change, and foster team dynamics. It helps leaders match their leadership styles to the developmental levels of their followers, thereby improving communication, motivation, and performance.
• Criticisms and Limitations: Critics argue that the SLM oversimplifies leadership complexities, lacks strong empirical support, and may not adequately consider contextual factors. However, it remains a widely used and influential model in leadership development despite these criticisms.
• Best Practices for Implementation: Implementing the SLM involves regular assessments of followers’ developmental levels, providing training for leaders, encouraging flexibility in leadership approaches, and fostering open communication and feedback loops.
• Conclusion: The SLM offers valuable insights into leadership adaptability and the dynamic nature of leadership and human behavior. While it has its limitations, it remains a valuable framework for understanding and adapting leadership styles to suit the needs of followers in various organizational settings.

Connected Thinking Frameworks

Convergent vs. Divergent Thinking

Critical Thinking

Second-Order Thinking

Lateral Thinking

Bounded Rationality

Dunning-Kruger Effect

Occam’s Razor

Lindy Effect

Antifragility

Systems Thinking

Vertical Thinking

Maslow’s Hammer

Peter Principle

Straw Man Fallacy

Streisand Effect

Recognition Heuristic

Representativeness Heuristic

Take-The-Best Heuristic

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Barnum Effect

First-Principles Thinking

Ladder Of Inference

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Six Thinking Hats Model

Mandela Effect

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Moore’s Law

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Bye-Now Effect

Stereotyping

Murphy’s Law

Law of Unintended Consequences

Fundamental Attribution Error

Outcome Bias

Hindsight Bias

Read Next:  Biases ,  Bounded Rationality ,  Mandela Effect ,  Dunning-Kruger Effect ,  Lindy Effect ,  Crowding Out Effect ,  Bandwagon Effect .

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Please note you do not have access to teaching notes, situational leadership during the post-pandemic crisis: a case of amanah institute.

Publication date: 15 April 2024

Teaching notes

Learning outcomes.

After completion of the case study, students will be able to learn, understand, examine and customize leadership styles per organizational culture; understand the conflict management styles of a female leader; and comprehend the organizational change process to devise an effective communication strategy.

Case overview/synopsis

Ever-changing business demands managers adopt organizational change in leadership styles, business processes, updated skill sets and minds. One must be ready to understand influential nurtured corporate culture and human resource resistance towards the inevitable change. This case study attempted to discuss the female protagonist dealing with an organizational conflict. The case study introduces one such protagonist from a century-old woman’s educational institution. Subsequently, this case study presents organizational change under the leadership of a female protagonist. This teaching case study gives the reader an insight into situational leadership, conflict management styles and the corporate change process by implementing an appropriate communication strategy. This case study describes the change process through the various decision-making scenarios that an academic institute over a century old faced during the post-pandemic crisis after adding a crucial protagonist. The employee union, followed by students and administrative employees, has challenged the dominating leadership position held by the college principal. Protests occurred due to the college administrator’s refusal to adjust her approach to leadership. This teaching case then provided different leadership styles of the current and old leaders. Finally, the case study lists the challenges a leader faces during turbulent times and the lessons a leader should learn from such situations while transforming the institute.

Complexity academic level

The teaching case benefits undergraduate students in business management subjects such as conflict management, leadership and organizational behaviour. Nevertheless, trainers can use this case study to teach seasoned managers and emerging leaders the significance of adopting and implementing change while understanding situational leadership.

Supplementary materials

Teaching notes are available for educators only.

Subject code

CSS 10: Public Sector Management.

• Employee communications
• Corporate culture

Acknowledgements

Disclaimer. This case is intended to be used as the basis for class discussion rather than to illustrate either effective or ineffective handling of a management situation. The case was compiled from published sources.

Saleem, I. , Ashfaq, M. and Ul-Durar, S. (2024), "Situational leadership during the post-pandemic crisis: a case of Amanah Institute", , Vol. 14 No. 2. https://doi.org/10.1108/EEMCS-07-2023-0267

Emerald Publishing Limited

Copyright © 2024, Emerald Publishing Limited

You do not currently have access to these teaching notes. Teaching notes are available for teaching faculty at subscribing institutions. Teaching notes accompany case studies with suggested learning objectives, classroom methods and potential assignment questions. They support dynamic classroom discussion to help develop student's analytical skills.

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Situational Leadership Case Study

A situational leadership case study for my doctoral work.

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