Over time, this group made changes to the concepts of the original situational leadership theory in several key areas, which included the research base, the leadership style labels, and the individual's development level continuum. [9][10] To determine the validity of the prescriptions suggested by the Hersey and Blanchard approach, Vecchio (1987)[10] conducted a study of more than 300 high school teachers and their principals. These two-factor theories hold that possibilities in leadership style are composed of combinations of two main variables: task behavior and relationship behavior. With the direction and support of their leader, the individual moves to development level 3 where competence can still be variable—fluctuating between moderate to high knowledge, ability and transferable skills and variable commitment as they continue to gain mastery of the task or role. The leader’s style should therefore be concerned with increasing the confidence and skills of followers so that they can ultimately take on more responsibility for their actions. Typical behaviour for a S1 leadership style, according to Hersey, is offering step-by-step instructions, clear explanation of the consequences of non-performance and close supervision. [4], The fundamental principle of the situational leadership model is that there is no single "best" style of leadership. Hersey (2008) situational leadership theory. Malcolm Knowles' research in the area of adult learning theory and individual development stages, where he asserted that learning and growth are based on changes in self-concept, experience, readiness to learn, and orientation to learning. Even though Hersey and Blanchard worked together for years to support the notion that leadership styles should be situational, they decided to go separate ways in 1977 to focus on their own agendas. The situational leadership theory was developed by P. Hersey and Kenneth H. Blanchard. In the opposite direction on the horizontal axis the directive behavior from low to high is indicated. The Hersey–Blanchard situational leadership theory identified four levels of maturity M1 through M4: Maturity levels are also task-specific. In such a situation, it is important that the task is clearly defined and the stages of the process are easy to follow. CS1 maint: multiple names: authors list (, Learn how and when to remove these template messages, Learn how and when to remove this template message, https://en.wikipedia.org/w/index.php?title=Situational_leadership_theory&oldid=984466954, Articles needing additional references from July 2008, All articles needing additional references, Articles with a promotional tone from December 2016, Articles needing additional references from December 2016, Articles with multiple maintenance issues, Articles needing additional references from July 2015, Creative Commons Attribution-ShareAlike License. Finally, the individual moves to development level 4 where competence and commitment are high. The theory was first introduced in 1969 as "life cycle theory of leadership". Telling:Directive and authoritative approach. The problem, however, is that they are unwilling to do so. 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 … Susan Wheelan's 10-year study, published in 1990 and titled, D1 – Enthusiastic Beginner: Low competence with high commitment, D2 – Disillusioned Learner: Low/middling competence with low commitment, D3 – Capable but Cautious Performer: High competence with low/variable commitment, D4 – Self-reliant Achiever: High competence with high commitment, This page was last edited on 20 October 2020, at 07:06. This theory was first called the “Life Cycle Theory of Leadership.” During the mid-1970s, it was renamed the Situational Leadership® Theory. The leader can further encourage autonomy, while keeping an eye on not overloading the follower with responsibility and not withdrawing completely from the follower’s proximity. The situational leadership theory is a model for leadership developed by Paul Hersey and Kenneth Blanchard. Hersey and Blanchard Situational Leadership Model, Follower’s Psychological Readiness (Psychological Development), Click to share on Twitter (Opens in new window), Click to share on Facebook (Opens in new window), Click to share on LinkedIn (Opens in new window), Click to share on WhatsApp (Opens in new window), Click to share on Skype (Opens in new window). Situational leadership theory talks about four different leadership styles and how it relates to subordinate’s confidence or ability to carry out a task. Hersey-Blanchard Situational Leadership Theory 1. A 2009 study[11] found the 2007 revised theory was a poorer predictor of subordinate performance and attitudes than the original version from 1972. Question 38 Hersey and Blanchard's situational theory differs from other leadership theories most clearly because it: focuses on favoritism, uses the leadership dimensions of task and relationship behaviors. Tuckman felt that in the initial stage (forming) supervisors of the team need to be directive. Moreover, Blanchard used the term Competence (meaning: skills, knowledge and abilities) instead of Hersey’s term Ability. That allows for fires to be put out and morale to be salvaged, but it also creates issues where personal development can be stalled. This may involve listening, praise and a high level of interaction between leader and follower. S-3 Participating 4. But they still lack the competence, which increases their need for directive behaviour. Employees, Fernandez and Vecchio ( 1997 ) [ 9 ] found results... Single leadership style assumes a low supportive and a low directive behaviour and to! 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