Benefits of situational leadership Situational leadership defined Situational leadership is flexible. It adapts to the existing work environment and the needs of the organization.
Get Full Essay Get access to this section to get all help you need with your essay and educational issues. In a perfect world an administrator would be able to sit in their office and utilize a strong top-down leadership approach where all their teachers did exactly what needed to be done perfectly every day.
Instead administrators function in environments where they must be flexible and Situational leadership style summary self assessment to modify their needs related to the learning needs and goals of the students and staff under their direct supervision in order to provide motivation.
The problem for administrators, is finding a balance between their own needs, the needs of their teachers, and the needs of the students. Having a strong, flexible administrator that can find this balance is important because without it, student success cannot be met. In discussion of situational leadership style specifically, one controversial issue is whether or not it is the most effective method of leadership.
On the one hand, a situational leadership style allows a leader the flexibility to adapt to situations and personnel in ever changing environments, therefore providing the opportunity to accomplish objectives regardless of the obstacles.
On the other hand, followers contend that situational leadership style creates a lack of continuity in leadership, thus creating instability and inconsistency. At a school site, both are valid concerns when dealing with the volume of people involved with the expected results of accomplishing goals.
The presentation of change for the hypothetical department at the school will conclude with an overview of the potential benefits and pitfalls associated with a situational leadership approach. For example, the results showed a high level of delegating based on trust in follower abilities and competency, as well as a low focus on the building of relationships.
Frequently lacking focus on relationship building is an issue as accurately identified by the assessment, however regardless of how reliable or competent the followers are, control always seems to be an issue in contrast to the stated results of the assessment.
The issue of control, however, is supported by the assessment. The assessment did identify high competence, high commitment and motivation as strengths.
This is an accurate descriptive characteristic. Both changes, lesson plans and textbook, revolve around the need to adapt the curriculum to engage students in a learning methodology that increases the rate of students passing the course. To that end, a method of backwards planning from a new assessment procedures, to interactive lessons, to student engagement, and expectations must be created and communicated to the teaching staff and students.
Step one of the process involves creating a culture of collaboration and accountability among the core teachers of the course. Once the goals are established, the goals will need to be communicated to the students as well.
Having a goal that is relevant and attainable in a reasonable amount of time is more likely to motivate both teachers and students to accept the changes needed in the curriculum.
There is plenty of room here to provide motivation and the leader can make the teachers have a renewed sense of self-confidence when they show positive results in the direction of their SMART goals after following their commitment.
Knowing this is a criticism of the leadership approach and that relationship building is not a strength of this leader, the leader can utilize other members of the group to help support their weaknesses.
Also, based on the analysis of the assessment results, the leader in charge of change for the scenario will need to delegate responsibilities to strong followers in the S3 and S4 categories to help balance the short-comings of the leader.
Step three is to identify and address the specific concerns of the staff. In this book, Lencioni encourages teams to engage in conflict, commit to decisions, and hold one another accountable.
By allowing the team of teachers to address their concerns up front and then work through them, gives them a voice and helps to establish motivation.
This particular strategy will work for the employees in the S2 and S3 quadrants who seek more coaching and relationship building.
In this case the leader is taking the time to listen to the teachers and then in turn will potentially have the opportunity to provide feedback in the way of coaching.
The leader thus spends time listening and advising. Therefore, the teachers must be actively involved in creating the final assessments used for collecting the data used in determining student success and passing of the course.
Benefits and Challenges The benefits of the situational leadership approach are that the administrator or leader at the school can address the teachers and students regarding the situation and then adapt their leadership style and activities for student success around the needs of the team.
The challenges surrounding the situational leadership style do not directly acknowledge the ability levels of all teachers and students involved in the reorganization process for the curriculum.
Also, this style relies on the ability of the leader to be able to read their followers and anticipate their needs.Each individual is responsible for defining their job. 5 4 3 2 I like the power that my leadership position holds over subordinates.
5 4 3 2 I like to use my leadership power to help subordinates grow. 5 4 3 2 I like to share my leadership power with my subordinates.
5 4 3 2 Summary of Self-Assessments Using Hershey and Blanchard’s Situational Leadership Style Summary/Self-Assessment, the department head scored the highest in S2 (selling/coaching area) with a seven, which corresponds to D2 followers.
The S2 style has . leadership style is hard to change, the Hersey-Blanchard situational leadership model suggests that successful leaders do adjust their styles.
For Hersey and Blanchard the key. While the Situational Leadership Style Summary/Self –Assessment adapted from Hersey and Blanchard conclude with the results showing a delegating / observing leadership style, it fell short in areas related to leadership styles, while still providing some accurate feedback about the areas of strength in relation to leadership practices.
Situational Leadership Style Summary/Self-Assessment Progression in Leadership Thougth July 16, Situational Leadership Style Summary/Self-Assessment Norhouse () states that the actions of any leader might be taken within any given situation can be characterized by traits of specific situational leadership styles/5(1).
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Directions: Write a paper of 1,, words that describes the self-assessment of your situational leadership style and the application of situational leadership theory.