Breaking down the situational leadership model
The Situational Leadership II model is a beloved concept in leadership development that has been around for decades. It’s not new, though it has undergone some transformation since its debut in 1968. Ken Blanchard and Paul Hersey’s model centers on the idea that effective leadership and professional development doesn’t occur in one moment in time, but rather over time through different situations. It offers a framework that proposes you should match your leadership style to the development level of your employees for each specific task or goal.
Even though it has gained a ton of popularity with practitioners, widespread adoption among everyday leaders is still gaining momentum. Of course, it’s just one of many frameworks available to us, but it’s a simplified framework I’ve grown to appreciate for its practical application. For this reason, I thought it would be helpful to take a look at this model and unpack each area for those business leaders looking for practical approaches to leading their teams.
So, what is the model?
The Situational Leadership II Model is intended to guide leaders as they develop people over time so they can reach their highest level of performance based on the relationship between an individual’s development level on a specific goal and the leadership style of the leader. Let’s discuss each component.
The Four S’s in the Quadrants represent four leadership styles:
Delegating (Low Supportive Behavior, Low Directive Behavior) - Leaders delegate most or all of the responsibility to others and monitor progress while staying less involved in decision making. They empower the individual to act independently and connect them to appropriate resources to successfully complete the job and make decisions.
Supporting (High Supportive, Low Directive) - Leaders focus on relationships and less on providing direction by working with the team and sharing decision making responsibilities. They facilitate, listen, elicit ideas, encourage and support self-reliant decision making, and problem solving.
Coaching (High Directive, High Supportive) - Leaders provide direction and attempt to sell their ideas to get people on board. They explain decisions and invite suggestions from the individual, praising behaviors that are right. Input is considered, but the leader makes final decisions.
Directing (High Directive, Low Supportive) - Leaders provide specific instruction about what to do and how to do it, supervising roles and goals closely alongside individual performance. Decisions here are often made by the leader.
The Four D’s in the Scale represent four development levels, which is now also referenced as the performance readiness level:
D1 - Low Competence, High Commitment - Generally, these individuals lack specific skills required for the task at hand, but are eager to learn and take direction.
D2 - Some Competence, Low Commitment - These individuals may have some relevant skills, but will need help to do the job successfully because the task or situation is newer to them.
D2 - High Competence, Variable Commitment - These inviduals are experienced and capable, but may lack confidence to do it alone or the motivation to do it quickly.
D4 - High Competence, High Commitment - These individuals are experienced at the job and comfortable with their own ability to do it well, and may sometimes be more skilled than the leader.
How to Use the Model
When a situation arises, a leader and the individual should first identify the goals and objectives of the situation and align. Then, using this model, mutually diagnose the individual’s development level. Based on this development level, agree on an appropriate leadership style taking into consideration factors like context, urgency, complexity, and preferences.
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