One Size Doesn’t Fit All: Situational Approaches To Leadersh ✓ Solved
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ONE SIZE DOESN’T FIT ALL: SITUATIONAL APPROACHES TO LEADERSHIP
For the Module 2 SLP assignment, you will continue to apply the concepts from the background materials to your own experiences in the workplace. Think carefully about Hersey and Blanchard’s Situational Leadership model and the four leadership styles of Directing, Coaching, Supporting, and Delegating. Reflect on the styles of one or more of the supervisors you have worked with, and whether or not their style changed depending on the situation.
After doing some reflecting on your own experiences, and reviewing the background materials, write a 2 full-page paper addressing the following issues: 1. Which of the developmental levels D1-D4 described in the background materials best describes your supervisor’s full team? 2. How would you describe the tasks required of your supervisor’s full team? Are they structured or unstructured? 3. Overall, how well does your supervisor’s leadership style match with the developmental level of their team and the characteristics of the team’s tasks? 4. Conclude with recommendations for how your supervisor could change their leadership style?
Your SLP should be at least 2 pages in length (not including title and reference pages). Be sure to cite and reference (using APA Style) a minimum of 2 scholarly sources listed in the Course Materials and Bibliography or in the Module 1 Background Page.
Paper For Above Instructions
In today’s fast-paced work environments, leaders must adapt their leadership styles to meet the varying needs of their teams. The Situational Leadership model developed by Hersey and Blanchard offers a framework that assists leaders in recognizing the development levels of their team members, enabling them to adopt appropriate leadership styles. This paper reflects on the leadership concepts as outlined in Avery (2011) while examining my supervisor's leadership in relation to the developmental levels of their team.
Developmental Levels of the Team
According to Avery (2011), the developmental levels encompass D1 (Low Competence, High Commitment), D2 (Some Competence, Low Commitment), D3 (Moderate to High Competence, Variable Commitment), and D4 (High Competence, High Commitment). In analyzing my supervisor’s team, I would classify them primarily at the D3 level. Team members display competent skills in their respective areas but often exhibit variable commitment influenced by changes in project workloads and management styles.
Tasks and Their Structure
The tasks required of my supervisor’s full team can be described as semi-structured. While members possess the requisite skill set to perform their duties independently, the projects often require periodic guidance due to evolving expectations and client demands. This semi-structured nature allows for some flexibility; however, it also necessitates a leadership approach that can fluctuate between directing and supporting styles.
Leadership Style Match
My supervisor practices a coaching style characterized by fostering open lines of communication and providing regular feedback, which aligns well with the D3 developmental level of the team. However, there are instances where a more directing approach is required, especially during onboarding new projects or when facing tight deadlines. The discrepancy in my supervisor’s application of leadership styles sometimes leads to confusion among team members regarding expectations and autonomy. This mismatch can diminish motivation and affect overall team performance.
Recommendations for Leadership Style Change
To optimize team performance and enhance alignment between leadership style and team developmental levels, I recommend that my supervisor incorporate greater flexibility in their approach. A more dynamic use of the Situational Leadership model is essential; for instance, during high-pressure periods, adopting a directive style more frequently would help clarify expectations and ensure tasks are completed efficiently. Simultaneously, during less intensive stages, maintaining a supportive and coaching approach would keep team morale high and promote commitment.
In conclusion, the effectiveness of situational leadership lies in the deliberate matching of leadership styles with both the developmental levels of team members and the structure of tasks. By leveraging this alignment, supervisors can cultivate a more engaged and committed workforce.
References
- Avery, G. (2011). Leadership for the Sustainability: A Leader’s Guide. Ashgate Publishing Limited.
- Hersey, P., & Blanchard, K. H. (1969). Management of Organizational Behavior: Utilizing Human Resources. Prentice Hall.
- Northouse, P. G. (2018). Leadership: Theory and Practice. Sage Publications.
- Graeff, C. L. (1997). The Situational Leadership Theory: A Critical View. Leadership & Organization Development Journal, 18(3), 18-24.
- Bowers, D. G., &Seashore, S. E. (1966). Predicting Organizational Effectiveness with a Four-Function Model of Leadership. Administrative Science Quarterly, 11(2), 238-265.
- Schermerhorn, J. R. (2014). Management. John Wiley & Sons.
- Kirkpatrick, S. A., & Locke, E. A. (1996). Direct and Indirect Effects of Three Core Traits on Performance and Effectiveness: A New Journal of Applied Psychology. Journal of Applied Psychology, 81(1), 23-40.
- Goleman, D. (2000). Leadership That Gets Results. Harvard Business Review, 78(2), 78-90.
- Mintzberg, H. (2009). Managing. Berrett-Koehler Publishers.
- Katz, R. L. (1974). Skills of an Effective Administrator. Harvard Business Review, 49(1), 90-102.
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