How can the Situational Leadership Model enhance leadership flexibility in executive coaching?

Long ago I was asked to teach a group of hiring managers about situational leadership. As a recruiter I realized it was better to understand the hiring manager's coaching and delegating style and then find candidates who fit their needs. I refer to this as "managerial fit" in our Hiring Formula Success interviewing process. To figure it out I ask candidates to describe situations where their hiring manager helped improve motivation or demotivated them. Based on this I could then determine if there was a fit or not. Here's a link to a LinkedIn post on this topic - https://hiring.tips/LII_managerialfit2

In my experience, with increasing globalization over the years, the cultural context across various countries & sub-cultures has become increasingly relevant, adding further colour to the situational context. This has enhanced the significance & applicability of the situational leadership (& awareness) model, which by its very nature incorporates cultural context & undertones. This is applicable in coaching settings or broader organizational settings.

The Situational Leadership Model is one of the core models I use. It helps me develop tailored coaching strategies, provide feedback and reflection and also customized scenario planning. One of the additional benefits I have found with this model is that it expands the clients' self-awareness and allows them to lead in the style that brings out the best in those they lead.

I use the concept of Situational Leadership in a general way. Not necessarily in the strict Hersey and Blanchard descriptive way. The two terms I reference in my conversations with leaders is that they need situational awareness and situational agility. Awareness references the ability to know the requirements of the situation (with a general checklist of how to assess this situation). Agility references their ability to appropriately deal with the requirements of the situation. For the latter a different checklist is used which assesses the link between the individual's capabilities and these requirements. Based on the match, we develop a plan to most effectively tackle the areas to move forward.

Observe, listen, interact with team members, as tasks and situations impact responses which reflect your emotions it is important to study and work on them. A pat on the back after a drilled discussion helps one get back to responding and not reacting.

É importante destacar que a classificação do nível de prontidão não é somente por coachee, ela é feita do coachee em relação a cada atividade/projeto/responsabilidade. Ou seja, um coachee pode ter alta competência e alto comprometimento em relação a um projeto e baixa competência e baixo comprometimento em relação a outro.

Hoje, também observo na pratica do uso da liderança situacional, que a análise da maturidade também é transversal olhando-se o técnico e o emocional. Tenho me deparado com lideres e liderados que tem maturidade técnica M4 com uma maturidade emocional em M2 e vice versa. Entre outras. Faz sentido para vocês esta análise? Vocês também se deparam com esta situação?

The first and most important question [Q1] of Situational Leadership sounds like that: ”is the person currently performing the task at an expected level according to the standard related with that task?” YES means that their current performance readiness (PR) level is R3 or R4. NO = R1 or R2. With NO for [Q1], the next question [Q2] is: ”are they able and/or willing?” When YES, this is R2 (moderate PR the follower is unable but confident or willing). With NO for [Q2]= R1 with low PR: unable and insecure or unwilling. Again with [Q1] YES means R3 or R4, so the same question as above [Q2] comes back. Now the answer NO for Q2 means R3 with moderate PR: able but insecure or unwilling. YES defines R4 with high PR: able and confident and willing.

These models are great but in practice it comes down to a lot more than following a model. You need to be able to stand in someone else’s shoes and truly switch perspective- that in my experience is what mentors and managers really struggle with achieving.

I taught my team the model so they could diagnose themselves. We got to the stage where they told me which coaching style they needed for that specific situation.

Le style de management doit s'adapter non pas au niveau de préparation du collaborateur mais à son niveau de compétences et donc d'autonomie, variable d'ailleurs d'une mission à l'aide. Le management doit progressivement passer du mode "directif" : je donne le plan au mode semi participatif : on le construit ensemble, puis participatif : il le construit seul et je le valide jusqu'au mode délégatif : je ne fixe que l'objectif et l'autonomie est totale sur le plan. Deux travers sont souvent pointés par les collaborateurs : être maintenus trop longtemps sous un mode directif (voire du micro management) ou à l'inverse être propulsé trop vite en autonomie totale, sans un accompagnement suffisant.

Situational Leadership is an interplay of 3 elements namely 1)The amount of direction a leader gives his employees/employee( Task Behaviour) 2)The amount of emotional support a leader provides (relationship behaviour) 3)The ability and willingness (Readiness) level of the individual willing to do the task Based on the above 3 elements, a leader will use the appropriate leadership style (Telling/Selling/Participating or Delegating )during a coaching conversation

The situational leadership model has four styles for four readiness levels: Telling: High task, low support. Clear instructions and supervision for R1 followers who need direction and feedback. Selling: High task, high support. Explanation, persuasion, coaching, and encouragement for R2 followers who need direction and support. Participating: Low task, high support. Involvement, consultation, recognition, and praise for R3 followers who need less direction and more support. Delegating: Low task, low support. Assignment, trust, minimal intervention, and feedback for R4 followers who need little or no direction or support. A situational leader matches the style to the level to improve effectiveness and satisfaction.

With a coachee in R1 readiness status, the direction and supervision may give the coachee an opportunity to improve his confidence and therefore competence, however the low commitment makes that progress very unlikely. Is critical to first help the coachee to improve his commitment through creative tension. This route has more probability of success and higher speed on the evolution to the R4.

Bei der Anpassung des Führungsstils an die Bereitschaft des Coachees kommt es darauf an, was der Coach auch tatsächlich leisten kann. Nicht jeder ist in der Lage, dem Coachee so zu dirigieren, wie es notwendig wäre. Das Gleiche gilt für die Phase des Trainierens. Es kann zum Beispiel besser sein, dem Coachee einen Trainer zu empfehlen, der Experte auf dem Gebiet ist, didaktisch fit ist und auch Programme hat, die dem Coachee dabei unterstützen, die Fähigkeiten zu trainieren. Das führt nicht nur schneller zum Erfolg, aufgrund von Expertise und Gruppendynamiken, die die Motivation im Prozess hochhalten, sondern ist auch effizienter, weil sich die Kosten für den Trainer auf mehrere Teilnehmer aufteilen.

This is a tricky question for coaches. By definition, coaching is nondirective and generally highly supportive. The Situational Leadership model includes directive leadership behaviors. Coaches need to be mindful that their job is not to tell a client what to do but to ask the client what they believe they should do.

We tend to become accustomed to a particular style to coaching/training. It's the style we enjoy the most and normally assume it will be the most affective for our client. As your client grows and develops, your original style of coaching may no longer be as affective. Constant interactions with your client is mandatory. Watch for the changes that may occur in the way your client responds and reacts to your coaching. As your client's change, so must your style of coaching. Being flexible is not always easy, however, it's the key to professional coaching/training.

The key to flexing your style (in coaching, leadership or any other kind of interaction) is being able to read between the lines and picking up how your words / actions are impacting the other person / people. You might also have dedicated check-ins to get a pulse read but sometimes, especially if you are in a leadership position, you might not be able to get a genuine and straightforward reply.

Any model of coaching must include the ability of listening. Personally I’m not a fan of anyone. But I think the best way to do this is by listening and learning.

Knowledge of situational leadership allows you to choose the appropriate course of action - whether pure coaching or offering a course. When achieving different goals, the coachee can be at different levels. That's why it's important to ask the right questions and not assume that I know what stage the coachee is at.

I don’t think a coachee in practice really cares about your leadership style! What difference does it make when all they want or need is guidance and someone to be genuine and authentic with them.

I think the best place to begin is at the start of a coaching relationship. As a coach, I may share my 'preferred' style of coaching and also ask my client how do they prefer or would prefer to be coached! This would help us determine the current level of readiness in the client. This would also help choose the right coaching questions and techniques later (for example if 'directing' the conversation - a gently provocative style of coaching can be adopted and if 'supporting' then sharing observations and feedback might be useful.

The basic AI detectors reveal that this text is, as suspected, largely AI created. Which is why it appears to be nonsense and have misunderstood the meaning and use of situational leadership. Artificial unintelligence.

As a coach, my primary approach is to actively listen and adapt to the unique needs and perspectives of my coachee. I believe in facilitating growth and learning rather than directing it. This means that while I may guide my coachees towards self-discovery and self-directed learning, I refrain from imposing a directive leadership style. Understanding each coachee's level of readiness and tailoring my approach accordingly is key. It's about partnering with them to identify their goals and the best path forward, rather than prescribing a one-size-fits-all solution. This collaborative and responsive approach ensures that each coaching session is relevant, respectful, and truly centered on the coachee's individual journey.

Initiating our coaching partnership involves transparently sharing my leadership approach. I adhere to the situational leadership model, where my style adapts based on factors such as readiness, competence, and commitment. In instances requiring clear direction, expect explicit expectations. Coaching situations involve guidance and support, fostering a collaborative learning environment. Real-life scenarios will be used to illustrate this approach. Feedback is valued, and adjustments will be made to align with preferences. Defining roles and expectations ensures a dynamic coaching journey.

Situational Leadership is a leadership training model so it requires regular application and monitoring various results. I use it in my coaching in a completely different way than I use it in my daily work as a leader. In coaching I can only ask questions which expand my client's leadership awareness about what kind of support their followers currently need at the task at hand. As a leader I simply use SL everywhere I can. It's important to know that SL is a dynamic skill and all styles can be repeatedly applied at work with the same individual on the same day. Regular 360 assessments can give feedback how leaders use those styles and verify them with situational self-assessment tests too to improve and find mismatches we mostly commit.

Listen to the needs of your team to understand what flexibility is required to achieve the highest performance possible Introduce a fun and engaging style to bring teams together and to inspire engagement, growth and collaboration Examine work processes to improve innovation and problem solving Bring your natural and authentic self to the workplace and create a culture of respect, support and challenge

I have used this to as my reflection and In supervision- am I coaching or have I switched across to telling or delegating for example. As well to see if I have readiness at times too.

Flexibility to understand the requirement and delivery at the same pace ..if we have a good network and bond with our co-workers which eventually will help us to understand the change and areas which need to develop within us . Reflection and feedback goes hand in hand for which one should be open . PROACTIVE TOWARDS THE JOURNEY

Telling is often practiced by many and delegating style is tough unless you are able to assess the maturity A.ND ABILITY So learning delegation is the most important aspect of situational leadership Clarifying what is the end goal and consequences of achieving or not achieving is essential to delegate

Sometimes in coaching, we have the opportunity to introduce new ideas to our clients, especially when increased knowledge or skills will help. In these cases, I ask if they're open to hearing a technique that might support the issue we've been discussing. If they agree I 'take off my coaching hat' and share the technique as an option they may want to consider. Situational Leadership is one such technique I've discussed or reminded clients of several times and it's always been well received. It is an intuitive and logical approach to management that many find helpful.

In a crisis, such as the financial crisis, a different type of leadership is required: transparent and directive, strong, no matter who the person is and the coaching they require. The key here is yes, individuals need different types of leadership to thrive, but so do situations inside and outside the company.

The effectiveness of situational leadership model depends upon following key factors: 1. Trust between the coach and the coaching candidate 2. An ability to confront and have accountability discussions by both 3. Mutually felt need to work together. 4. Certain degree of vulnerability and transparency. 5. And above all the requisite mindset and skill set, which Coach or leader brings into the discussions.

Ultimate test is how many persons “take charge” of the dynamism of situations ! What is a “Situation “ is not clearer explained but I feel it is a string of random happenings out of which one has to make solid sense and “ take charge” where it is anticipated that otherwise the situation may go out of hand. Leadership of “what” is another angle to be explored. While everyone cannot be a Leader , what we need to check is along the leadership spectrum of project leadership, subject leadership, cost leadership and do on . That said , any leadership should lead to the required deliverables on time .

From experience, developing a situational leadership assessment tool for the attendees is important as it helps the coach to better understand the participant or employee's readiness. It also helps the coach prepare well to satisfy the participant's expectations. On a practical side of things, Guidance and direction is very important at the same time giving opportunity to them to take lead, come up with solutions and giving them autonomy turns the wheel fast. Recognizing them for their input and achievement elevates the progress and makes it a success for all. It's a great model. I have used it when I was just an officer and it helped built my leadership skills as well.